Literary reading. Scientific work on literary reading on the topic "reflection of the main provisions of the fgos noo in the UMC on literary reading" Analysis of the UMC on literary reading

Literary reading

EMC "School of Russia"

Explanatory note

The literary reading program for grade 1 was developed on the basis of the Federal State Educational Standard for Primary General Education, the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen, the planned results of primary general education, the author's program L.F Klimanova, "Literary Reading", approved by the Ministry of Education and Science of the Russian Federation (Moscow, 2007), according to the textbook: L. F Klimanova,. Literary reading. Grade 1: textbook. for educational institutions: at 2h. Moscow: Enlightenment, 2011 in accordance with the requirements and recommendations of the educational program "School of Russia".

The program is designed for 34 academic hours.

Studying the subject « Literary reading" in elementary school is focused on the formation and improvement of all types of speech activity of the younger student (listening, reading, speaking, writing, various types of retelling), on acquaintance with the rich world of domestic and foreign children's literature, on the development of the moral and aesthetic feelings of the student, capable of creative activity.

It is called upon to form the student's reading activity, interest in reading and books, and the reader's outlook. Younger schoolchildren get acquainted with samples of the folklore of their native language, with the best works of children's national literature. An important place in the lessons of literary reading is occupied by reading translated into the native language of the best examples of children's literature of other peoples, Russian literature.

Goals studying the subject "Literary reading" in elementary school are:

- mastering conscious, correct, fluent and expressive reading as a basic skill in the education system of younger students; improvement of all types of speech activity; development of interest in reading and books; the formation of the reader's outlook and the acquisition of experience in independent reading activities;

Development of artistic, creative and cognitive abilities, emotional and aesthetic responsiveness when reading works of art;

Enrichment of the moral experience of younger schoolchildren by means of fiction;

Raising interest and respect for the national culture and the culture of the peoples of multinational Russia and other countries.

General characteristics of the subject

Literary reading is one of the main subjects in teaching younger students. It forms the general educational skill of reading and the ability to work with text, arouses interest in reading fiction and contributes to the overall development of the child, his spiritual, moral and aesthetic education.

The success of studying the course of literary reading ensures the effectiveness in other subjects of elementary school.

The section "Circle of Children's Reading" includes works of oral creativity of the peoples of Russia and foreign countries, works of classics of domestic and foreign literature, contemporary writers of Russia and other countries (fiction and scientific and educational). The program includes all major literary genres: fairy tales, poems, short stories, fables, dramatic works.

Students work with books, learn to choose them according to their interests. New books replenish knowledge about the world around us, the life of peers, their relationship to each other, work, and the Motherland. In the process of learning, the social, moral and aesthetic experience of the child is enriched, forming the reader's independence in schoolchildren.

The section "Types of speech and reading activities" includes all types of speech and reading activities (the ability to read, listen, speak and write) and work with different types of texts. The section is aimed at forming the speech culture of students, at improving communication skills.

The section "Experience in creative activity" reveals the techniques and methods of activity that will help students adequately perceive a work of art and show their own creative abilities.

The study of the subject "Literary Reading" solves many of the most important tasks of primary education and prepares the younger student for successful education in secondary school.

Thus, the course of literary reading in grade 1 is aimed at solving the following main tasks:

Teaching rational methods of reading and reading comprehension, orthoepic and intonational norms of reading words and sentences, mastering different types of text reading (selective, introductory, studying) and using them in accordance with a specific speech task;

To develop in children the ability to fully perceive a work of art, empathize with the characters, and emotionally respond to what they read;

To teach children to feel and understand the figurative language of a work of art;

To develop the poetic ear of children, to accumulate the aesthetic experience of listening to the work belles-lettres, cultivate artistic taste;

To form the need for constant reading of the book, to develop interest in literary creativity;

Enrich the sensory experience of the child, his real ideas about the world and nature;

To form the aesthetic attitude of the child to life, introducing him to the classics of fiction;

Expand the horizons of children through reading books of various genres and topics, enrich the moral, aesthetic and cognitive experience of the child;

Ensure the development of the speech of schoolchildren, actively form the reading skill and speech skills;

To create conditions for the formation of the need for independent reading, to form "reader independence".

The main content lines of the course

"Literary reading" as a systematic course begins from grade 1 immediately after learning to read and write. The course of literary reading for grades 1-4 is the first stage of a unified continuous course of literature in a secondary school.

Ability to listen (listening). Listening perception of sounding speech (statement of the interlocutor, listening to various texts). Adequate understanding of the content of the sounding speech, the ability to answer questions on the content of the listened work, determining the sequence of events, understanding the purpose of the speech statement, the ability to ask questions about the listened educational, scientific, educational and artistic works.

Development of the ability to observe the expressiveness of speech, the peculiarity of the author's style.

Reading.Reading aloud. Orientation to the development of students' speech culture and the formation of their communicative and speech skills. A gradual transition from syllabic to smooth, meaningful, correct reading aloud in whole words. The pace of reading, allowing you to comprehend the text. Compliance with orthoepic and intonational reading norms. Development of poetic ear. Education of aesthetic responsiveness to the work.

Reading to yourself. Awareness of the meaning of the work when reading silently. Determining the type of reading (studying, introductory, selective), the ability to find the necessary information in the text, understanding its features.

Work with different types of text. A general idea of ​​different types of text: fiction, educational, popular science - and their comparison. Determining the purpose of creating these types of texts. Practical development of the ability to distinguish text from a set of sentences. Independent definition of the topic and the main idea of ​​the work on questions and independent division of the text into semantic parts, their heading. Participation in a group discussion.

bibliographic culture. The book is a special kind of art. The book as a source of necessary knowledge. General idea of ​​the first books in Rus' and the beginning of book printing. The book is educational, artistic, reference. Book elements: content or table of contents, title page, abstract, illustration.

Self-selection of books based on a recommendation list, alphabetical and thematic catalogue. Independent use of age - appropriate dictionaries and other reference literature .

Work with the text of a work of art. Determining the features of a literary text. Understanding the moral and aesthetic content of the read work, understanding the motivation for the behavior of the characters, analyzing the actions of the hero from the point of view of moral standards.

Mastering different types of retelling (detailed, selective and brief). The development of observation when reading poetic texts. The development of the ability to anticipate the course of the development of the plot, the sequence of events.

Work with popular science, educational and other texts. Understanding the title of the work, an adequate relationship with its content. Determining the features of educational and popular science texts. Acquaintance with the simplest methods of analyzing various types of text: establishing cause-and-effect relationships, determining the main idea of ​​the text. Construction of an algorithm for the reproduction of text. Ability to work with educational tasks, summarizing questions and reference material.

Ability to speak (culture of speech communication). Awareness of dialogue as a type of speech. Features of dialogical communication: the ability to understand questions, answer them and independently ask questions in the text; listen carefully, without interrupting, the interlocutor and in a polite manner express their point of view on the work under discussion. Using the norms of speech etiquette in the process of communication.

Work with the word (recognize direct and figurative meaning words, their ambiguity), targeted replenishment of the active vocabulary. Working with dictionaries.

The ability to build a monologue speech statement of a small volume based on the author's text, on a proposed topic or in the form of an answer to a question. Selection and use of expressive means (synonyms, antonyms, comparison), taking into account the features of a monologue statement.

Oral composition as a continuation of the read work, its individual storylines, a short story based on drawings or on a given topic.

Writing (culture of writing)

Norms of written speech: compliance of the content with the title (reflection of the topic, scene, characters of the characters), use of expressive means of the language in written speech (synonyms, antonyms, comparisons) in mini-essays (narration, description, reasoning), story on a given topic, feedback on what has been read book.

The place of the course "Literary Reading" in the basic curriculum

The course "Literary Reading" in the 1st grade is designed for 34 hours (4 hours per week, 8.5 weeks).

Course results

Classify the sounds and letters of the Russian language, be aware of their main differences.

Isolate individual sounds in words, determine their sequence;

Distinguish between vowels and consonants and the letters that represent them;

correctly name soft and hard sounds in the word and outside the word;

know the ways of their letter designation;

Indicate the softness of consonant sounds in writing with vowels and a soft sign;

determine the place of stress in a word;

isolate words from sentences;

Correctly write off words and sentences written in printed and handwritten font;

competently write words under dictation, sentences of 3-5 words, the spelling of which does not differ from the pronunciation;

use a capital letter at the beginning, a period at the end of a sentence;

Orally compose 3-5 sentences on a specific topic;

· to have the ability to correct, smooth syllabic reading with elements of reading in whole words of small texts with all letters of the alphabet (the approximate rate of reading an unfamiliar text is not less than 25-30 words per minute).

be able to observe pauses separating one sentence from another.

Forms of organization of the educational process

The program includes the following forms of organization of the educational process:

Traditional lesson, generalizing lesson, lesson-test;

Frontal, group, individual work, work in pairs.

The purpose of the course "Literary Reading" in elementary school is the moral and aesthetic education and development of students in the process of developing the ability to fully and deeply perceive fiction on the basis of studying the foundations of the theory of literature, the practice of analyzing a literary text and the experience of independent creative activity.
The possibility of achieving this goal is explained by the dual nature of the subject "Literary reading". Literature as a part of culture acquaints students with the moral and aesthetic values ​​of their people and humanity and contributes to the formation of personal qualities in children that correspond to national and universal moral standards. Literature as a form of art contributes to the deep personal development of these values, since the process of perception of a literary text involves both mind, feelings, and will, which means that the process of general and moral development of the child's personality takes place.
The objectives of this course:
- developing the skill of conscious, correct, fluent and expressive reading of students, improving the qualities of reading as the basis for a deep and full perception of a literary text by children;
- familiarization of students with the basics of the theory of literature, the formation on this basis of the skills of analyzing works of art of various kinds and genres and the experience of independent reading and artistic and creative activities;
- the development of moral values ​​contained in a work of art by students-readers, the development of moral feelings of the individual; fostering the need to communicate with the world of fiction as a source of self-knowledge and self-education;
- development of students' speech through the formation of the correct literary language and the ability to express their thoughts and feelings in various forms of oral and written speech and at different levels of independence and creativity.
The solution of these problems largely depends on the level of formation of the child's reading skill. The foundations of this educational activity are laid in the study of the alphabet (primer book). At the lessons of literary reading, the child continues to master the mechanism of reading, develop technical skills and improve the qualities of reading, especially such as awareness and expressiveness.
The main condition for solving the above tasks is the organization of a full-fledged reading and analysis of works of art that is personally significant for the student. A huge role in the organization of this process is played by the emotional background of students' activities, the organization of moments of empathy, since the principle of combining sensory and rational cognition is especially important in comprehending a literary text. Empathy and evaluation are the basis for the formation of moral ideas and beliefs of the individual.
Highly artistic works included in the reading circle of children, as well as a system of questions and tasks, addressed primarily to life experience and child problems. Therefore, the number of program works included not only the obligatory classical texts of Russian and foreign literature, but also the works of contemporary poets and writers, many of which have already become classics of children's literature.
Solving the problems of literary education of students predetermines in the course of literary reading the need to familiarize students with the basics of the theory of literature and the development of students-readers' ability to fully comprehend reading and analyze a literary text, since moral and aesthetic values ​​and ideals are "soldered" into a work of art and are extracted and mastered child in the process of reading. Therefore, the basis for constructing a literary reading course is the requirement that “younger students penetrate deeper into the content of works of art, understand their construction, genres, expressive means” (L.V. Zankov). This determines the practical orientation of the literary reading course. Everything that students learn, they extract from the text in the process of increasingly complex reading activity, directed and organized by the teacher. The conceptual apparatus is introduced carefully and gradually in accordance with the age of the students.
In elementary school, students' ideas about the figurative nature of a literary text are laid, a foundation is created holistic analysis works, the ability to see the picture drawn by the author, to understand his thought, to share his feelings is formed. Students, watching the heroes of the work, receive initial ideas about the character of the hero and the ways of its creation in folklore and literature. The ability to present a work of art holistically and highlight episodes, to see how a person's character manifests itself in an act, to evaluate it is the leading reader's skill and the main condition for correlating a work of art with life.
The concentric principle of constructing the program allows, referring to new works of art, to consolidate skills and form skills in the analysis of a literary text.
In the course of literary reading, we begin to acquaint students with works of art for a more complete understanding of the figurative nature of literature and art in general by children.
This course is organically connected with the course of the Russian language through the general tasks of mastering the norms of the literary language by students, its accuracy and expressiveness, as well as the development of speech. These tasks are solved with the help of the materials of the section "Preliminary reading" placed in the textbooks. The content and forms of work with words and phrases allow not only to work out the reading technique, but also contribute to the formation of spelling vigilance and interest in the etymology of the word, and therefore in the history of the native language.
The main task of developing a child's speech in literary reading lessons is the development of the ability to convey to other people the information he extracts from a literary text. The main content of the work on the development of speech is as follows:
- expansion of vocabulary, clarification of the lexical meaning of words, search for an accurate and expressive word;
- development of the ability to perceive a different opinion, logically accurately and conclusively build one's judgment in oral and written form;
- development of the ability to expressively read literary texts, to convey to the audience their inner vision
and emotional state;
- formation of skills of the analysis and editing of the text.
All this work is inextricably linked and implemented in the process of reading and analyzing literary texts by students and writing their own texts in literary reading lessons.

The educational and methodical set for the course includes:
- Lazareva V.A. Literary reading. Textbook for 1 cl.
- Lazareva V.A. Literary reading. Textbook for 2 cells. in 2 parts.
- Lazareva V.A. Literary reading. Textbook for 3 cells. in 2 parts.
- Lazareva V.A. Literary reading. Textbook for 4 cells. in 2 parts.
- Anthology on literary reading. Comp. V.A. Lazarev. For grades 1-4.
- Lazareva V.A. Guidelines for the textbook "Literary reading". 1-4 classes.
- Lazareva V.A. Technology of literary text analysis at the lessons of literary reading in elementary school.
- Vorogovskaya A.I. Lesson notes for the textbook V.A. Lazareva "Literary reading" for grade 1.

For the analysis of one program is not enough, and for comparison we took textbooks on "literary reading" of such an educational and methodological set as "Perspective Primary School". Seven textbooks are designed for 4 years of study: Grade 1 - one textbook - reader; Grades 2,3 and 4 are textbooks in 2 parts. The author of the textbooks is N.A. Churakov.

What does the educational and methodological program on literary criticism require? By the end of first grade, students will be familiar with:

small folklore genres: joke, lullaby, rhyme, riddle, tongue twister, incantation. Acquaintance with the genres of boring fairy tales and cumulative fairy tales (chain fairy tales). Practical development (writing) of such genres of folklore as a riddle, a boring fairy tale.

means of artistic expression. Detection of expressiveness techniques in the process of text analysis. The primary idea of ​​personification, the different meaning of repetitions, the expressiveness of sound writing; concept of rhyme, expressiveness of rhyme.

genres of literature. General ideas about genres: short story, poem. practical distinction. Story. The meaning of the title. Comparative analysis two images. Expressing your own attitude towards each of the characters. Poem. The first acquaintance with the features of the poetic view of the world: the poet helps to discover the beauty and meaning in the ordinary. Introduction to rhyme, search and discovery of rhyme.

Reader begins with an introduction to cross-cutting characters. The first fairy tale that students come across is Donald Bisset's fairy tale "SHSHSHSHSH!". There is sound writing and repetition in this fairy tale. The author teaches children to work with content, find the right texts faster if you know which page they are on. The next fairy tale is also Donald Bisset's - "Bam!", after which the children are asked their attitude towards the heroes. On the same page, there is integration with geography (botany), children list familiar flowers that grow in flower beds. Acquaintance with sound writing occurs in the following poems: Andrey Usachev "Russling verses", Marina Boroditskaya "Conversation with a bee", Elena Blaginina "Over the snowdrift blue-blue". Then such genres appear as: counting rhymes, tongue twisters and riddles, the author already known to them - E. Blaginina.

Fairy tales appear after small folklore genres. D. Bisset's fairy tale "Under the Carpet" and the fairy tale of the Russian writer Nikolai Druk "Fairy Tale" are similar in the actions of their heroes. After reading fairy tales, children are asked how they are similar, they are asked their first impression. This section introduces the concept of hero and heroine. Next, N. Churakova introduces the first-graders to the new writer Boris Zakhoder and his “Chosen One”: “What is the Chosen One?” Misha asked with respect in his voice. ". A new knowledge opens up for children that B. Zakhoder is not only a poet, but also a writer, and then they begin to read his fairy tale "The Gray Star". The "grey star" in the reader is a cumulative tale in which dialogues and actions are repeated and developed as the plot develops. This tale in the textbook is presented in several parts, to which they constantly return after studying other texts. It has repetitions, personifications, sound writing ("durr-r-crayfish").

In Agniya Barto's poem "I am nobody's sister..." the children are asked: "Does Agniya Barto write about herself or about someone else?" - children learn to determine from whose perspective the story is being told. The same task is offered for Viktor Lunin's poem "When I become an adult." This tale uses such a technique of artistic speech as personification (talking animals). Understatement, the use of diminutive forms for children should be found in Sasha Cherny's poem "Galchat", in the same text there is a description of jackdaws. Eat interesting task to Sasha Cherny's poem "Song of a Sunbeam": "Read the poem in chain by six. What parts are more interesting to read aloud?". Here, before reading, the children have to divide the poem into semantic parts. The technique of "sound-writing" is found again in S. Cherny's poem "The Song of the Fly", in which the sounds "zu zu zu", "chime - chime" are repeated. The children's opinion about Vanya's act is asked after Leo Tolstoy's story "Bone". Further, almost half of the textbook, there is an explanation of the concept of a story: "- A good fairy tale, but very long," Dunno said. "There is a book in the library that I really like. There are stories. They are short and very colorful."

And finally, N. Churakova introduces first graders to the genre of Russian folk tales. After the fairy tales "Masha the Bear" and "Three Bears", it is explained why folk tales are easier to retell than literary ones: "All folk tales appeared a very, very long time ago, when people still knew how to write and read. They were not written down, but simply told to each other They are always easy to remember, because they contain repetitions" (a new concept is introduced - repetition). After the fairy tale "Teremok" another new concept is introduced - a boring fairy tale. The definition of the concept is not given, just the fairy tale "Teremok" is given as an example. A boring tale is a tale in which the same fragment of text is repeated: "Teremok - teremok! Who lives in the terem?"

The last poem of this textbook is S. Marshak "Baggage". There are repetitions in this poem. The most important question after the text: "Is this poem easy to remember by heart? How is it similar to the boring fairy tale "Teremok"? How is it different from them?" Here you need to find similarities between a poem and a Russian folk tale, remember what a boring tale is. This concludes the anthology for 1st grade students.

In the course of the 1st grade, the children got acquainted with small literary genres; fairy tale, story, poem; means of artistic expression. There are not so many writers and poets presented in the textbook for children to have a general idea of ​​their work.

The textbook for grade 2 is composed in 2 parts. By the end of second grade, students should be able to:

Distinguish between a fairy tale about animals, a fairy tale, an everyday fairy tale;

Distinguish between a fairy tale and a story on two grounds (or one of two grounds: construction features and the main target setting of the narrative);

Find and distinguish means of artistic expression in the author's literature (techniques: comparison, personification, hyperbole (exaggeration), sound writing, contrast; figures: repetition).

The first part of the tutorial consists of 5 blocks. The first block is called "Visiting the Scientist Cat". Cross-cutting heroes remind children that fairy tales are folk and author's. In the dialogue between Misha and the Cat, it is stipulated that they do not draw pictures for works, but illustrations. Next comes the work of A.S. Pushkin "At the Lukomorye there is a green oak ...", where it is said that this text is an introduction to the work "Ruslan and Lyudmila". There is a repetition of the word "there" in this text. For children, new knowledge about a fairy tale is revealed, there is a conversation about the ending of a fairy tale, it is also asked: “Are the storytellers part of the magical world?”, That is, it is also stipulated that there is another, fictional world in a fairy tale. The next work by A. Pushkin is "The Tale of the Fisherman and the Fish", and it has highlights in different colors. Highlighting in blue is where the new part begins, children here need to find differences between them and certain similarities. Yellow color is also a division into parts, only the parts highlighted in blue and yellow differ from each other and carry a different meaning. Children are also invited to think about the fact that in a fairy tale there is an earthly world and a magical one, to find evidence, to find representatives of these worlds. Next comes a short introduction about animal tales, that there are many folk tales where the same animals can act in different ways. The first fairy tale about animals is a Russian folk tale "Cockerel - a golden comb". After it, the concepts are remembered: a hero, a fairy tale chain, a boring fairy tale. Next, we will see American fairy tales in the retelling of D. Harris "Brother Fox and Brother Rabbit", "Why does Brother Possum have a bare tail." After the fairy tales, there is an important clarification: "The sly and prankster in ANIMAL TALES is often the main character!" (p. 40). Children will also look for signs of a fairy tale in the Chinese fairy tale "How the dog and the cat began to quarrel", it must necessarily contain: magical helpers, magical objects, miracles. A problem is posed to children: this is a fairy tale, but animals are involved in it, so this fairy tale is about animals. How to act in such a situation? What to say? First, second-graders put forward their hypotheses, and then they can pay attention to the frame in which it is written in blue: "In fairy tales, animals are HEROES. In fairy tales, animals are ASSISTANTS of heroes." (p.49) And this is an essential note for schoolchildren (which, by the way, is not in Kubasova's textbooks). With the help of this, children will better learn the features and differences of each of the presented fairy tales. In comparison with the Chinese fairy tale, an excerpt from the Russian folk tale "The Magic Ring" is given. Further, the author of the textbook introduces children to oral folk art: fables, jokes, riddles, chants, tongue twisters.

The next block is called "Visiting Dunno". The first work of this block is "Dreamers" by N. Nosov. In this text, children should learn to distinguish between deceit and fiction. This text has sound writing: "Ha-ha-ha", "uh-uh", "ghm". Sound writing is also found in the next story by D. Rodari, which is called "Brief! Bruf! Braf!". The author of the textbook introduces magical stories B. Okudzhava "Charming Adventures" (excerpt), D. Bisset "Do you want, do you want, do you want ...".

The third block is called "Visiting the Badger". Block question: "What is real wealth?", this question will accompany each text. Such a cross-cutting hero as Badger introduces the children to an unusual poem - haiku, or haiku. In this block, second graders get acquainted with S. Kozlov's fairy tales "The Hedgehog in the Fog" (excerpt) and "Beauty". Much attention is paid Japanese culture, Japanese works: Japanese fairy tales "Badger - a lover of poetry", "Moon on a branch", poems by authors Issho, Buson, Chiyo, Onitsura. Also, students are introduced to the book "Deniska's stories" by V. Dragunsky, and specifically with the stories "What I love", "What Mishka loves". In parallel with the stories, we met Sergei Makhotkin's poems, which have a parallel, a common idea, similar characters with Dragunsky's stories. Children look for similarities. After all the works, students will have to answer Badger's question: "What is real wealth?"

The fourth block - "Visiting the Hedgehog and the Bear". This block is about love, about respect. Here all tasks are tasks for understanding the text, for dividing its semantic parts. I will simply list the works that children get acquainted with: I. Turgenev "Sparrow", M. Karem "Poem", M. Boroditskaya "Poem", E. Moshkovskaya "Poems", V. Dragunsky "Childhood Friend", L. Tolstoy "Shark". At the end of this part, there are generalizing questions in which children are asked: what works do they remember, who are their authors, what characters do you remember? At the end of the textbook, as in any subsequent one, there is a "Museum House", which contains illustrations for the works of the book.

There are four blocks in the second part of the textbook. The first block is "Point of view". The first poem - "What I learned!" A. Kushnir, in the text of which one can find definitions of concepts: landscape, still life, portrait. In Anna Akhundova's poem "Window" there are repetitions of the word "more", which increase the reader's impression of what he sees main character in the window. The poem "Hamster" by M. Yasnov is proposed to be disassembled by sentences, and analyzed in turn (what it is for the purpose of the statement, on behalf of ... who questions are asked). There are repetitions here, the purpose of which the children need to find out. Children also get acquainted with the poems of other poets, which say: about children, about animals, there are also humorous poems (P. Sinyavsky "Fedina confectionery"). In Ovsey Driz's poem "Summer is over" there is sound writing (students need to guess from it: what subjects are we talking about), description environment which creates a certain mood when reading. In another poem by O. Driz "The Blue House" there is a new technique for second-graders - a comparison. The author of the textbook also introduces the concepts of "experience" and "theme" through the task: "- Only one of the statements is true. 1. The painting "Blue House" and the poem "Blue House" are written on the same THEME. 2.B the picture and the poem are similar EXPERIENCES of the authors. (p.50) Acquaintance with the concept of "contrast" occurs in O. Driz's poem "Who am I?", where the mood is different in neighboring quatrains. In G. Yudin's poem "Boring Zhenya" there are repetitions of expressions ("I tell him") and comparison ("like an ancient old man").

The second block - "Children's magazines". At the beginning of the block, the author introduces the second graders to the concept of "news". News is what guys share with each other. News is important and not very important, "fresh" and not very "fresh". News is reported by journalists - people who are among the first to learn about any events and know how to talk about them well. magazines are called PERIODS. This means that they come out PERIODICALLY, that is, after the same length of time. Once a week, or once a month. There are even such magazines that come out once a year - yearbooks. "Also, second-graders get acquainted with the covers of the magazine, their numbers, content, tasks.

The fourth and final part is called "Why do we find it funny." This block contains humorous stories, poems. The questions are mainly aimed at finding the secret of "funny". There are also three weighty notes in blue: "Funny when there is contrast" (a concept already familiar to children), "We are funny because of our shortcomings" and "It's funny because of REPETITIONS". Although repetitions do not always result in a funny text, for example, in P. Sinyavsky's poem "Dachshund rides a taxi." It is also proposed to compare the fairy tale "Mirror" by L. Yakhnin and the folk tale "Teremok" so that children remember the features of folk tales. The "endless" poem comes to us further, which shows how the poet made "funny" from an ordinary poem (Pyotr Sinyavsky "Butters and Radishes"). The word "sound-writing" appears for the first time with acquaintance with Andrey Usachev's poem "Buzzing Poems", this technique also turned the poem into "funny". Finally, we meet Peter Sinyavsky's poem "Khrupelsin and Humidor". This poem is a confusion, children need to guess what is the secret of this funny poem.

By the end of the third, students will have learned:

Distinguish between a fairy tale about animals, a fable, a fairy tale, a household fairy tale;

Distinguish between a fairy tale and a story on two grounds (or one of two grounds: features of construction and the main target setting of the narrative;

Find and distinguish means of artistic expression in the author's literature (techniques: comparison, personification, hyperbole (exaggeration), sound writing, contrast; figures: repetition).

The textbook for grade 3, as well as for grade 2, is developed in two parts. The first part includes 4 blocks. The first block is called "Learning to observe and accumulate impressions", it begins with S. Kozlov's poem "July", where students are first introduced to the concept of "personification": "The technique by which an object is endowed with the features of a living animated PERSON is called personification" (with .8). In Y. Koval's story "Birch Pie", third-graders will have to figure out: the hero-narrator is a boy, a young man or an old man; whether it is rural or urban, and confirm this with fragments of text. The development of finding such techniques as: comparison and personification is observed in the poems of V. Mayakovsky "Clouds" and S. Kozlov (without a title). There are personifications in the Japanese haiku by Joso and Basho, they are in the text of the textbook. Through Basho's haiku, students are introduced to the "contrasting" technique ("Ugly raven / - And he is beautiful on the first snow / On a winter morning!") (p. 22). Through Emma Moshkovskaya's poem "Where is a quiet, quiet pond ..." children replenish their knowledge of techniques. The "sound recording" technique was already met by the children in the textbooks of grades 1 and 2, and now it occurs again: "Sound recording is a rare technique, but very valuable!" On the pages of the textbook, we came across the concept of "stanzas": "A poem is divided into parts. These parts are called stanzas." This block was very informative and ends here.

Let's move on to the second block - "We comprehend the secrets of comparison." The author of the textbook ace introduces "the most ancient fairy tales" - this is the fairy tale of the Indians of North America "Where did diseases and medicines come from", the African fairy tale "The Hyena and the Turtle", the Altai fairy tale "Smart Chipmunk". The text of the textbook not only explains what the "most ancient" fairy tale is, but also gives the "beginnings" of such fairy tales, the main ideas of such fairy tales. After the "most ancient" fairy tales, children begin to go through "simply ancient" fairy tales, for example, the Hungarian fairy tale "Two greedy bear cubs", the Korean fairy tale "How the badger and the marten sued" (these two fairy tales are subsequently compared, since the characters in them do similar things) , Indian fairy tale "About a dog, a cat and a monkey". After these three tales are compared: by events; by heroes, character; by construction. There is an acquaintance with the "wandering" fairy tale of the Indian people. And finally, the "less ancient" Cuban fairy tale "The Turtle, the Rabbit and the Boa Constrictor". Assignment to the fairy tale: "Prove that it has the features of a "less ancient" fairy tale. And then prove that it still values ​​the same things that have always been valued in a "simply ancient" fairy tale. What is it? There is a note to this question: "If a fairy tale is built as a chain, then it uses the construction of the "most ancient" fairy tale. Next, the children get acquainted with another Indian fairy tale "cunning jackal", where they compare it with the "wandering", "most ancient" and answer the question what qualities of a "less ancient" fairy tale distinguish it from all the other, above presented types.After reading two more fairy tales (the Buryat fairy tale "Snow and the Hare" and the Khakass fairy tale less difficult questions: "1. Are these fairy tales about animals or fairy tales?"; 2) Find a place for these fairy tale stories on the TIME TAPE. Which features of fairy tales are most noticeable in them?".

The third block - "Trying to understand why people fantasize."

"To visionaries, everything around seems animated and alive," the author writes. After - a poem by Novella Matveeva "Potato deer", at the heart of fantasy here are used such techniques as: personification, comparison, and sound writing. Next comes the poster. Bat": "The purpose of the fable is to strike the imagination of the listeners with an extraordinary fiction, with something that does not happen. The purpose of the fairy tale is to reveal to the listeners the secrets of natural forces and teach them to communicate with the animated world of nature and with the magical world. The purpose of the story is to "tell" a case from life (even if it is fictional!), but in such a way as to reveal the characters of specific people. "(p. 116). The second "Bat Poster" tells the children that: just as in ordinary life, that is, they obey the CASE. And in a fairy tale, the development of events is subject to strict fairy-tale LAWS. "(p. 117). In just two pages, N. Churakova explained how similar genres differ from each other. A very interesting poem was written by K. Balmont "Gnomes", in which a single phrase can transport readers to a magical world.

The fourth block is called "Learning to love". This block contains stories and tales about love, and not only for man, but also for nature. The tasks are aimed at understanding the texts. The guys were looking for a description of the characters, characterized them and looked for main idea texts. In this block, students got acquainted with the following works: T. Ponomareva "Weather Forecast" and "Summer in a Teapot", M. Weissman "Jellyfish's Best Friend", A. Kuprin "Elephant", K. Paustovsky "Hare Paws", S. Kozlov "If I don't exist at all." This ends the first part.

The second part includes 6 small blocks. The first block is "Native Side". Important questions are asked after the poem by Nikolai Rylenkov: "Explain how these actions differ: look and peer, listen and listen?", "Which verbs more accurately express the impression of the picture of nature created by the poet?". The concepts of small and large homeland are considered through Issho haiku. Next comes the fairy tale "The Steel Ring" by K. Paustovsky. The tale is divided into semantic parts, after which there are questions for generalization. After reading, it is necessary that the children remember the features of the fairy tale, correlate it with this one. A new term appears - a realistic picture (in comparison with a fairy-tale one) based on A. Pushkin's poem "Here is the north, catching up the clouds ...".

The second block is called "We need our protection". In this block, third-graders will get acquainted with the great work of Dmitry Mamin-Sibiryak "The Gray Neck". After the third part of the work, the author asks to find the techniques that the author used to convey the despair of the Gray Neck. After the students read the story, they will need to classify it as an animal story or a nature story. In the task, children are also asked to find those fragments that cannot be in a fairy tale about animals and fragments that cannot be in fairy tales about nature. And then - draw a conclusion. Students use the concept of "stanza" to disassemble the poem in parts and give them names.

The third block is called "Laboratory of Arts". In Buson haiku, the guys are asked to find a technique familiar to them in the second line: "Clearly drawn in black." Onomatopoeia is found in Yuri Koval's story "Nightingales" ("tii-vit", "bullets, bullets"). In this block, there is an acquaintance with the "metaphor" technique (special turns of speech, invented words).

The fourth block "How difficult it is to become a man" begins with a rather large excerpt from the work "The Wonderful Journey of Nils with Wild Geese" (author - Selma Lagerlöf). In the course of reading this fairy tale, questions were asked for comprehension of what was read. Students' opinions were asked about the actions of the characters. The author asked to give characteristics to the characters. After the story, we come across a poem by B. Zakhoder "Well, a little mouse!", In which the mouse wants to become an adult as soon as possible and an excerpt from the story "Tyoma's Childhood" "Tyoma and the Bug" by N. Garin-Mikhailovsky, which are presented for familiarization and accumulation of species-genre and literary impressions.

The fifth block is "Such a fragile and such a strong world of feelings." Questions about knowledge about fairy tales are found after G.Kh. Andersen's work "The Steadfast Tin Soldier": "A folk tale can be as sad as an author's one?" in the soldier of the features of the hero of a fairy tale? In D. Kedrin's poem "I see everything as a field with buckwheat ..." there are definitions that are repeated twice, the guys again need to explain why the poet used the repetition technique. For the first time, the question about the genre of a poem appears: "How do you define the genre of a poem? Can it be sung?"

The last block has a very loud name - "Beauty will save the world." In this block, all works are aimed at searching for beauty, both in the texts themselves, their ideas (the main idea), and the search for beauty in relationships (friendship), nature. In this block, students are introduced to the tales of S. Kozlov "How the hedgehog and the Bear cub rubbed the stars", "Let me have a twilight with you", Buson "From here, from there ...", V. Dragunsky "The Girl on the Ball", Issa "There are no strangers between us! ...", M. Osechkina "Violinist", N. Matveeva "Galchonok", Ch. Perro "Riquet with a Tuft", B. Zakhoder "What is the most beautiful of all?". At the end of the textbook there is a "Council of Consultants" - a dictionary of unfamiliar words or expressions. This is the end of course 3.

By the end of grade 4, graduates will have learned:

Represent the main motion vector artistic culture: from folk art to author's forms;

Find and distinguish between means of artistic expression in the author's literature (techniques: comparison, personification, hyperbole (exaggeration), sound writing, contrast, repetition, different types of rhyme).

The fourth grade textbook consists of two parts. Large and serious works are already being studied here. The first block of the first part is called "We comprehend the laws of a fairy tale: we look for in it a reflection of ancient ideas about the world." At the beginning of the block, it is told about the ideas of ancient people about the world around them. Many ancient ideas about the world can be observed in ancient legends. Children get acquainted with the ancient Greek legend "Perseus". This legend is compared with a story from Pushkin's fairy tale. Children will have to understand what a magical world is in this legend, what heroes, objects belong to this world. Next comes the actualization of knowledge about fairy tales: children remember what fairy tales they have read or know and want to read. The through hero Evdokia Vasilievna draws the attention of children to the peculiarity of the hero of a fairy tale: "The HERO of a fairy tale is usually the youngest child (son or daughter) in the family or even an orphan." Fairy tale reflects injustice and fights against it, order is always restored there: "the poorest and most unfortunate person turns out to be rich and happy at the end of the tale" (p. 30). The features of the heroes in the fairy tale are also noted: "1. If the brothers or sisters are lazy, then the HERO is hardworking (and sometimes vice versa!); 2. if they are tall, then he is small in stature; 3. If they are smart (with a worldly mind), then he - fool (from their point of view); 4. If they do not have a connection with the magical world, then the HERO necessarily establishes this connection: either with the wizard himself, or with a magical animal, or with a magical object. After the stipulations, there is a Russian folk tale (in abbreviation) "Sivka-Burka". The questions are related to the hero of the fairy tale, his adventure into the magical world. After that come the Russian fairy tales "Kroshechka-Havroshechka", "The Sea King and Vasilisa the Wise", about the magical world, about magical heroes and objects, it is proposed to answer according to Evdokia Vasilievna's notes, to see and note the main features.

The second block is called "We get acquainted with the narratives based on folklore. We find in the epic an interest in history, and in the author's fairy tale - an interest in the world of feelings." At the beginning of the block, the guys and teachers talk about what an epic is (this is a narrative in which there are features of history). The first epic, which the fourth-graders get acquainted with, is called "Ilya Muromets and the Nightingale the Robber", it is in poetic form, but the ending is in prose (otherwise, it was the same in textbooks on literary reading in the Harmony UMC). Further on the pages of the textbook appears an excerpt from "Sadko". Fairy tale "The Little Mermaid" G.Kh. Andersen is presented here as author's literature.

The third block - "Learning from poets and artists to see the beauty of nature and the beauty of man." In this block, children get acquainted with the works of poets. In Nikolai Zabolotsky's poem "The Thaw" there are repetitions, sound writing, there are such means of expression as metaphors, epithets. They analyze in detail the poem by Ivan Bunin "There is no sun, but the ponds are bright ...", "Childhood". They get acquainted with the great work of Vladimir Nabokov "Resentment" and his own poem "Mushrooms".

The fourth block - "We peer into the faces of our peers who lived long before us. We find out how similar we are to them." In this part, fourth-graders get acquainted with three works: Leonid Andreev "Petka in the country", Anton Chekhov "Vanka" and "Boys".

The second part of the fourth grade textbook consists of four blocks. The first block is called "Trying to understand how beauty affects us." This block consists of texts that are presented here for review and understanding. In these texts, children are looking for beauty: I. Pivovarova "How the steamers see off", L. Ulitskaya "Paper Victory", S. Kozlov "Do not fly away, sing, bird!" and "It would be so long ago, Hare!", V. Sokolov "On the multiplication of foliage ...", B. Pasternak "Spring again", V. Sokolov "All the ink is out."

The second block is called "approaching the solution of the SECRETS OF SPECIAL VIEW. We find out what helps a person to become a person." The author returns the children to the already familiar work of S. Lagerlöf "Niels' Wonderful Journey with Wild Geese", it is here in excerpts and again there are no tasks for analysis, only questions for reproduction, for reading comprehension. Next, the children get acquainted with the amazing work of A. de Saint-Exupery "The Little Prince". Presented here is not complete work, and its excerpts, although if we compare: in the program "Harmony" at the end of the fourth grade, children go through this work in full.

The third block is called "Discovering that art has its own special truth." In Samuil Marshak's poem "How winter worked! .." the author introduces students to rhyme: it can be paired, cross and embracing rhyme.

The fourth block - "We are convinced that people have no future without a past. We think about what a fatherland is." First, in the block there are poems and stories about the motherland, fatherland. A. Akhmatova's poem "In Memory of a Friend" asks about such an expressive technique as contrast, N. Rylenkov's poem "To the Motherland" recalls "opposition", and in "Everything I see as a field with buckwheat ..." D. Kedrin recalls repetition. Questions about the use of specific techniques in this part were very rare, so it was appropriate to single out those poems in which expressive means of speech are recalled and practiced. At the end of the textbook, N. Churakova introduces us to the hymns: "Ancient Greek Hymn to Nature", "National Anthem of the Russian Federation". This ended the entire initial course of teaching literary reading under the program "Promising Primary School".

1.1. According to the traditional model "School 2100". The program "Reading and Primary Literary Education" by Rustem Nikolaevich Buneev, Ekaterina Valerievna Buneeva is an integral part of the set of programs for continuous courses of the General Education Program "School 2100". The content of this program is set out in the "Program of educational institutions elementary grades(1-4). Part I." (M.: Enlightenment, 2000.- S. 183-197).

The educational program "School 2100" is one of the programs for the development of general secondary education, aimed at developing and improving the content of education and providing it with program, methodological and educational materials. A project carried out by a group of academicians of the Russian Academy of Education A.A. Leontiev (supervisor), Sh.A. Amonashvili, S.K. Bondyreva and a number of leading Russian scientists - Buneev R.N., Vakhrushev A.A., Goryachev A.V., Danilov D.D., Ladyzhenskaya T.A. and others, is built on the best Russian pedagogical traditions, RAO research of recent years and clearly takes into account the peculiarities of the child's psyche and patterns of perception.

Scientists have managed to create an educational system that prepares young people for real modern life, for productive activity and equips them with solid creativity, teaches you to solve the most complex life tasks, teaches you to constantly replenish your knowledge, make independent decisions and be responsible for them. This is a successful experience in the systematic construction of an educational space, taking into account the continuity and succession of all levels of education.

This program is recommended by the Ministry of Education and Science of the Russian Federation. In 2006-2007, the School 2100 educational system and a continuous line of textbooks on literature and the Russian language R.N. Buneeva and E.V. Buneeva passed the examination of the leading scientific and pedagogical institutions of the Russian Federation. The examination was carried out at the request of the Ministry of Education and Science of the Russian Federation; Committee on Science, Culture, Education, Health and Ecology of the Federation Council.

The team of authors of the Educational Program "School 2100" tried to develop such an educational system that: * firstly, would be a system of developing education that prepares a new type of student - internally free, loving and able to relate creatively to reality, to other people, capable of not only solve the old, but also pose a new problem, able to do conscious choice and make independent decisions; * secondly, it would be accessible to a mass school, would not require teachers to retrain anew; * thirdly, it would be developed precisely as an integral system - from theoretical foundations, textbooks, programs, methodological developments to the system of advanced training of teachers, the system of control and monitoring of learning outcomes, the system of implementation in specific schools; * Fourthly, it would be a system of holistic and continuous education.

The Reading and Elementary Literary Education program offers the implementation of a reading system based on the Free Mind book series. The educational and methodological complex includes: - a book for reading, - a notebook on literary reading, - an explanatory dictionary for a textbook, - books for extracurricular reading, - methodological recommendations for a teacher, - a reference book for primary school teachers, an appendix to books for reading the series " Free Mind. Grade 1 is provided with the following textbooks and additional materials: Authors, description of the composition of the teaching materials Purpose Buneev R.N., Buneeva E.V. Literary reading. (“Droplets of the Sun”). Textbook for 1st grade. Ed. 3rd, revised. - M.: Balass, 2001. - 208 p., illustration. (The Free Mind series.) is designed to work with first-graders after completing the literacy course according to the Primer textbook by the authors R.N. Buneeva, E.V. Buneeva, O.V. Pronina. The textbook develops children's reading skills, interest in reading, improves reading technique. Buneev R.N., Buneeva E.V.

Notebook on literary reading, 1st grade. - M.: Balass, 2001. - 64 p. is an appendix to the textbook "Literary Reading" ("Droplets of the Sun") 1st grade and is used to work with first graders in parallel with the textbook. Designed to improve reading technique, to develop the ability to understand what is read, as well as to perform creative tasks. Shestakova N.A., Kulyukina T.V.

Explanatory dictionary for the textbook "Literary reading" ("Droplets of the sun"), 1st grade. - M.: Balass, 2008. - 96 p., illustration. intended for vocabulary work in the course of reading the texts of the textbook "Literary Reading", 1st grade ("Droplets of the Sun") by R.N. Buneeva, E.V. Buneeva.

The purpose of this manual is to prepare children for working with various types of dictionaries: to help them master the design features of dictionary entries, to indicate the search path necessary information about the word. Lessons of literary reading in the 1st grade according to the textbook "Droplets of the Sun". Methodical recommendations for the teacher. (Team of authors: R.N. Buneev, E.V. Buneeva, O.V. Pronina, O.V. Chindilova. - Ed. 3rd, revised. - M .: Balass, 2006. -192 p. in the manual includes a reading program, options for thematic lesson planning, describes the technology for the formation in children of the type of correct reading activity through the system of reading lessons in the 1st grade according to the textbook by R. N. and E. V. Buneev "Drops of the sun" and "Notebooks for reading » for the 1st grade.

Approximately the same additional materials make up the teaching materials for grades 2-4: Authors, description of the composition of the teaching materials Purpose Buneev R.N., Buneeva E.V. Literary reading. ("A small door to a big world"). Textbook for 2nd grade. In 2 hours - M .: Balass, 2003. (Series "Free mind".) - Part 1 - 208 p., illustration; part 2 - 160 s. designed to work in the 2nd grade. Its distinguishing features are its focus on universal values, reliance on children's worldview, an integral system of texts of different genres, communicative orientation, and situationality. The textbook has constantly acting characters, whose dialogues connect the texts, motivate questions and tasks for them. The system of questions and tasks is aimed at developing the reading and speech skills of children. Buneev R.N., Buneeva E.V. Literary reading. ("In one happy childhood»).

Textbook for 3rd grade. In 2 hours. Ed. 3rd, revised. - M .: Balass, 2001. (Series "Free Mind".) - Part 1 - 192 p., Part 2 - 224 p. Designed for 3rd grade students. Its purpose is the formation of interest in reading, reading skills; intellectual and aesthetic development of children; preparation for the systematic study of literature. The textbook is built in the form of a heuristic conversation, it has constantly acting heroes. The texts are situationally conditioned and grouped into fourteen sections. The sequence of sections reflects the natural course of life, the events taking place in the family of the heroes of the book. The texts are accompanied by questions and tasks. Buneev R.N., Buneeva E.V. Literary reading. ("In the ocean of light").

Textbook for the 4th grade. In 2 hours. Ed. 4th, revised. - M.: Balass, 2004. (Series "Free Mind".) - Part 1 - 240 p.; part 2 - 224 p. is a course in the history of Russian children's literature in the form of an anthology for 4th grade students. The texts are selected according to the age of the children and arranged in chronological order. The textbook forms an initial idea of ​​the history of literature as a process, improves the skills of reading, understanding and analyzing the text, helps to make the transition to studying the course of literature in primary school.

The textbooks are offered to help students and the teacher the following materials: 1. Buneev R.N., Buneeva E.V. Notebook on literary reading, grades 2,3,4. 2nd ed., rev. - M.: Balass, 2004. - 64 p. (Series "Free Mind".) 2. Shestakova N.A., Kulyukina T.V. Explanatory dictionary for the textbook "Literary reading" ("A small door to the big world"), grades 2,3,4. - M.: Balass, 2008. - 80 p. 3. Buneeva E.V., Yakovleva M.A. Reading lessons according to the textbook "Literary reading" ("A small door to the big world"), 2nd grade. Methodical recommendations for the teacher. Ed. 2nd, supplemented. - M.: Balass, 2001. - 208 p. 4. Buneeva E.V., Smirnova O.V., Yakovleva M.A. Reading lessons according to the textbook “Literary reading” (“In one happy childhood”), 3rd grade. Methodical recommendations for the teacher. - M.: Balass, 2000. - 352 p. (Series "Free Mind".) 5. Buneeva E.V., Chindilova O.V. Reading lessons in the 4th grade according to the textbook "Literary reading" ("In the ocean of light").

Methodical recommendations for the teacher. Ed. 2nd, revised. - M.: Balass, 2006. - 192 p. (Series "Free Mind".) "Notebooks on reading" have been included in the teaching materials for reading the "Free Mind" series since 2001. They are prepared for every book to read. The main purpose of this notebook is indicated in the table. The material in the notebook is divided into lessons in accordance with thematic planning, grouped in accordance with the stages of working with the text. Here are exercises and tasks that are advisable to use in the lesson. Moreover, the tasks are formulated both for children and for the teacher. The necessary theoretical and literary material is placed in the notebook. The workbook, according to the authors, should be organically included in the fabric of the lesson, without violating the technology of working with text. In the middle of the notebook there are sheets with written tests, which should be carried out after each section of the book.

The Methodological Recommendations for the Teacher include a description of the technology of working with text in literary reading classes in elementary school, which forms the type of correct reading activity in children; thematic planning lessons, detailed lesson methodological developments according to the textbook for literary reading grades 2-4 (author R.N. Buneev, E.V. Buneeva), as well as the development of extracurricular reading lessons. In addition, educational methodical complex has the following books: 1. Essays on children's writers.

Handbook for primary school teachers. Issue. 2. Appendix to books for reading the series "Free Mind" ed. R.N. Buneeva, E.V. Buneeva. - M.: Balass, 1999. - 240 p. The reference book is addressed to primary school teachers working on the textbooks of literary reading by R.N. Buneeva and E.V. Buneeva "Droplets of the Sun", "A Small Door to the Big World", "In One Happy Childhood", "In the Ocean of Light", and contains essays on children's writers. It can also be recommended to teachers working on other reading textbooks, as well as students of pedagogical universities and colleges as a manual for the course "Children's Literature". 2. Books for extracurricular reading.

2.1. Sinitsyna I.Yu. The letter is mischievous. Fun riddles for kids who can already read. In 2 issues. - M .: "Balass", 2004. - Issue. 1. - 32 p. The books are full of funny puzzles. To guess the riddles proposed by the author, it will be necessary to replace one letter inside a small two-line poem. This type of work helps to develop the ability to produce a sound-letter analysis of a word, which is the basis of teaching a child to read and write, the development of attention and logical thinking of children, will increase learning motivation younger student. This is a good material for joint reading with an adult or independent reading. In the first issue of the “Naughty Letters” riddles of the initial degree of difficulty are collected, in the second and subsequent the degree of difficulty of the riddles gradually increases. 2.2. Maria Morevna. Russian folktale. - M.: Balass, 2004. - 48 p. This book is part of a series of books for extracurricular reading for children 7-10 years old. Contributes to the formation of productive reading skills and the development of cognitive abilities of the child.

The purpose of reading lessons according to the program of R.N. Buneeva, E.V. Buneeva - to teach children to read fiction, to prepare for its systematic study in secondary school, to arouse interest in reading and lay the foundations for the formation of a literate reader who knows both the reading technique and the methods of reading comprehension, who knows books and knows how to choose independently. Tasks: formation of reading technique and methods of understanding the text; introducing children to literature as the art of the word through the introduction of elements of literary analysis of texts and practical familiarization with individual theoretical and literary concepts (based on interest in reading); The development of oral and written speech, creativity children; Acquaintance through literature with the world of human relations; personality formation. The basis of the group educational material the traditional thematic principle is taken.

All books for reading the Free Mind series are united by internal logic. The internal logic of the reading system is implemented through the following principles: the principle of genre diversity and the principle of the optimal ratio of works of children's literature and those included in the circle of children's reading from "adult" literature; monographic principle; the principle of updating reading topics; the principle of independent home reading of children; the principle of a holistic perception of a work of art.

The authors have compiled a program in such a way that for 4 years of study in elementary school, children repeatedly turn to the works of A. Barto, V. Berestov, V. Dragunsky, S. Marshak, N. Matveeva, K. Paustovsky, S. Cherny, A. Chekhov and etc. Students read works written in various genres, varied in subject matter, intended for readers different ages. Thus, in the 4th grade, children see "the connection between the fate of the writer and his work with the history of children's literature." Children receive a holistic view of writers. In the book "In the Ocean of Light" the texts are arranged in chronological order. Thus, children have an initial idea of ​​the history of literature as a process, of the connection between the content of a work and the personality of the author and his life.

So, for example, in grade 1, students read S. Marshak's poems, in grade 2 - translations of folk songs and fairy tales, in grade 3 - a play, in grade 4 - an article-essay about M. Prishvin, etc. The reading program for each class reflects the main directions work and includes the following sections: Reading topics. Reading technique. Formation of reading comprehension techniques. Aesthetic experience of what is read, elements of literary analysis of the text. Practical acquaintance with literary concepts. Speech development.

The program for "Reading and Primary Literary Education" provides the following number of hours Grade 1 Grade 2 Grade 3 Grade 4 40 hours 136 hours 102 hours 102 hours and foreign classics, modern domestic and foreign literature. Sections of the program include works that make up the golden fund of children's literature.

Primary school students also study the works of modern authors of children's and "adult" literature of various genres: stories, excerpts from stories, fairy tales, lyrical and plot poems, poems, fairy tale plays. The reading circle is determined by the topic of reading: Grade 1 Grade 2 Grade 3 Grade 4 “Jump. Play ... "(poems and short stories) "There on unknown paths .." (magic folk and literary tales) - Fairy-tale little men (fairy tales) - Farewell to summer -Summer travel and adventure. -Nature in the summer (poems, stories, excerpts from stories) Works of modern children's literature of various genres (ballads, fairy tales, fantasy stories) -Our house -For children about animals -Fairytale heroes (tales and epics) -"The fairy tale is rich in wisdom ..." - “A fairy tale is a lie, but there is a hint in it ...” (fairy tales of the peoples of the world) - Lessons and breaks - “Deaf time of leaf fall ...” - “And the scientist cat told me his fairy tales ...” - “Winter sings, haunts ...” At the origins of the Russian nursery literature (fables, literary fairy tales, educational books for reading, etc.) Small discoveries - The most ordinary miracle (author's fairy tales) - Animals in our house - Mom and dad and I, etc. Children's literature of the 19th century, 20th century, 30-50 1960s, 1960s-1990s In the course of reading, the teacher introduces students to a number of literary concepts. The dialogues of the acting heroes specially compiled by the authors of the textbooks help in this.

We list approximate theoretical concepts that a junior student should be able to practically distinguish and attribute the read work to a certain type and genre: Grade 1 Grade 2 Grade 3 Grade 4 poem rhyme rhythm story hero and author of the story - fairy tale, epic, riddle, song, tongue twister. - "fabulous signs" - theme, main idea; - literary fairy tale - story, play; - figurative and expressive means: comparison, personification, epithet - prologue, epilogue; autobiographical work; - fable, ballad, fantasy story, humor, satire. The authors of the program pay special attention to the lessons of extracurricular reading, but the description of the section "Working with children's books" was not included in the program, referring to the well-known works of N.N. Svetlovskaya, O.V. Dzhezheley and the program of O.V. Jezhel "Reading and Literature".

The main difference between extracurricular reading lessons is that in these lessons children work not with an reader, but with a children's book. The main feature of the extracurricular reading system in grade 1 is that children read “within the framework of reading books”, that is, other stories or poems by the authors of this section, other chapters from the story that are not included in this section, etc. This is how the principle of a holistic perception of a work of art is realized.

In grade 1, extracurricular reading lessons are held after the completion of work on each section. The choice of works and themes of these lessons is an individual matter of the teacher. At the end of each reading book is a sample list of books for independent reading that can be used in extracurricular reading lessons.

The peculiarity of extracurricular reading lessons in the 2nd grade is that they are not held in parallel with the main reading course, but are closely related to nm, are “within the framework” of the reading book “A Little Door to the Big World” and are held at the beginning of the school year, after reading each of the 6 sections and at the end of the academic year. A mandatory requirement for an extracurricular reading lesson is that children have children's books. Most of the activities offered by the textbook are developing, have positive motivation, and are aimed at developing the communicative competence of the student.

This program is successfully implemented in 37% of Russian schools. Educational books have been included in the Federal List of Textbooks of the Russian Federation for 15 years and are well known in all regions of Russia, CIS and Baltic countries. Most of the Russian schoolchildren who won first place in the world PIRLS testing in 2006 studied using these books.

Here are the expert opinions of various organizations that evaluated the effectiveness of the “School 2100” model: “Working on the System eliminates unnecessary school overload, while maintaining health, making the learning process exciting and creative. Citizenship and patriotism become a belief, and the ability to understand the position of another person becomes the norm. But the most important thing is that this educational system makes it possible to develop in a young person his potential abilities, which often remained undiscovered before. Or something else: “The content complies with the state standard, but in all textbooks it is considered as an indicative basis for organizing independent activity, forming communicative, social skills.

The System solves one of the most painful problems of our education: continuity and succession at all levels of education. And this means that there is no stressful inclusion of the child in school life, disruptions during the transition from primary to secondary school, and the senior classes are structured so that continuing education is a natural process. The uniqueness of the examination was that the textbooks that implement the educational system were analyzed for compliance with the stated scientific provisions systems. On November 16, 2005, at the presidium of the Russian Academy of Education, a question was heard on the results of a comprehensive examination of the educational system "School 2100" and a resolution was adopted to recognize it as a student-oriented, developing educational system of a new generation that complies with state policy.

At present, the textbooks of the Educational Program "School 2100" are actively included in the practice of the mass school, the authors of the textbooks regularly conduct methodological courses, consultations and seminars for teachers, and scientific and practical conferences. In the educational institution secondary school No. 4 in Syzran, according to the program of R.N. Buneeva, E.V. Buneeva is a primary school teacher Abdryakhimova Galia Igmatulovna.

The system of classes, the principles of presenting the material, creative tasks, approaches to the study of works, etc. - everything impresses the teacher. The class in speech development differs markedly from peers engaged in the literary reading program of L.F. Klimanova, V.G. Goretsky, M.I. Golovanova. Children think outside the box, are active, express and defend their opinion.

And most importantly, by the 4th grade, schoolchildren have become "readers", are interested in and exchange books with each other and the teacher! Parents positively assess the work of the teacher in this program. In my opinion, it is interesting to work under such a program: full methodological support of all textbooks, the systemic unity of all textbooks and programs.

The positions of the authors are detailed in the program, in the methodological recommendations. A well-thought-out system of work on textbooks from grades 1 to 4 has been created. The material is presented in a problematic way, which contributes to the organization of the mental activity of students. Good modern textbooks make it interesting and enjoyable to study. Positive motivation avoids overload and creates a humane atmosphere in the classroom. Successfully selected texts that allow for a differentiated approach to students, take into account their interests, the degree of assimilation of the material.

The world of literature is presented in its diversity: here are the classics of Russian and foreign children's literature, and the works of Russian writers and poets of the 20th century, and modern children's literature.

It seemed interesting to me that students already in the lower grades get an idea of ​​the history of literature as a process. The system of tasks is aimed at the development of the intellect and personality of the student. This is a system designed to form the educational and cognitive activity of the child, to maximize the disclosure of the personal qualities of the student and teacher in the process. joint activities. "School-2100" assumes the maximum use of the personal experience of the pedagogical activity of each teacher. Undoubtedly, this requires special preparation of the teacher, understanding the purpose and objectives of the program.