Literary reading program for UMC “School of Russia. "work program on literary reading UMC school of Russia" Analysis of programs on literary reading

Variants of verification / control work on literary reading for grade 2, UMK Perspective. Tasks partly on knowledge of the program, partly on logic and attentiveness.

Tests will help in preparing for a unified verification work in the 4th grade, because it is also given in the form of tests.

Verification work on literary reading No. 1

1. What is oral folk art?

 proverbs
 stories
sayings

2. Collect proverbs (connect the beginning and end):

Life is given and that bitter mountain ash.
Remember friendship for good deeds.
In September, one berry, but forget the evil.

3. Define (connect the beginning and end):

Papyrus birch bark
Parchment herbaceous plant of ancient Egypt
Birch bark specially treated animal skin

4. What did our ancestors write on - the Eastern Slavs?

 parchment
birch bark
 papyrus

A handwritten book is an image that explains or supplements the text.

An illustration is a comparison of one object (phenomenon) with another.

The collection is a text written by hand.

Comparison is a series of works by one or more authors.

 A. Pushkin

 S. Yesenin

 A. Pleshcheev

7. Who is not an illustrator?

 Vladimir Lebedev

 Alexey Pakhomov

 Sergey Yesenin

8. What is Pushkin's middle name?

 Alexander Sergeevich

 Evgeny Ivanovich

 Boris Stepanovich

9. Where does the action of the work of N. Sladkov "Autumn" take place

 in the city
 in the village
 in the forest

10. What do the words mean (connect the beginning and end):

Gulp - eyes.
Ochi is a clumsy, awkward person.
Idiot - immediately, without a break.
Past is what happened in the past.

11. Define (connect the beginning and end):

Poetry is rhythmically connected speech (rhyme).
Prose is the usual form of speech and writing.

Verification work on literary reading No. 2.

1. Is the statement true: there are fairy tales: about animals, everyday, magical?

□ yes  □ no

2. A fairy tale is a work of folk oral art

□ yes  □ no

3. A fairy tale character is a fictional character

□ yes  □ no

4. Who is not a collector of fairy tales?

□A. Afanasiev □V. Dal  □S. Yesenin

5. Define (connect the beginning and end):

Zimovye is a deceiver, cunning, crafty

Smeknut - a place where animals hibernate

Cheat - to figure out, guess about something

6. What fairy tale are these words from:

"The beaten unbeaten is lucky"?

□ Sly fox □Sister fox and wolf □Winter hut

7. What fairy tale are these words from:

“You are human. Nobody can do anything with you. Man is the master of everything. Now you won't be afraid of anything."

□ Cuckoo □Ide  □Ayoga

8. What fairy tale are these words from:

“I started looking at myself. And I liked myself. Now he looks into a copper basin, then at his reflection in the water. I've become quite lazy."

□ Cuckoo □Ide  □Ayoga

9. What fairy tale are these words from:

“There was a poor woman in the world. She had four children. The children did not obey their mother. They ran and played in the snow from morning to evening.”

□ Cuckoo □Ide  □Ayoga

10. In the fairy tale "The Fox and the Crane" what they treated each other to:

fox _______________________________

crane____________________________

Literary reading test No. 3 in the section "Miracles happen"

1 option

The elephant is strong and smart.

The elephant is big, the elephant is strong and smart, everyone knows that. The domestic elephant in India carries heavy loads, carries water and even nurses small children.

But not everyone succeeds in seeing a herd of wild elephants. The elephant has almost no enemies. But if the elephant senses danger, he sneaks quietly, like a mouse.

It happens that a giant python snake will curl up at the elephant path and attack a small elephant calf that has lagged behind the herd. Elephant will trumpet, squeal. In an instant, the elephants will rush to save the baby elephant. The whole herd runs around and tramples the python, as if dancing on it. And when they save the baby elephant, he will get it from the mother elephant, so that he obeys adults and does not lag behind the herd.

G. Snegirev

1. Mark the extra statement. Elephant:

1) big 3) smart

2) strong 4) weak

2. Mark the correct statement. If the elephant senses danger, he:

1) run away

2) the baby elephant is calling

3) sneaks quietly like a mouse

4) sneaks quietly like a cat

3. How do you understand the phrase "giant snake"?

1) big

2) very big

4) strong

4. What genre does this text belong to?

1) Story 3) Riddle

2) Fable 4) Tale

5. What kind of work can a domestic elephant do? Write it down briefly.

__________

Option 2

Read the text. Complete tasks.

Brother and younger sister.

Sanka and Varya are coming out of the woods, dragging baskets of butter mushrooms.

What are you, Sanya ... - says the grandmother. - Little one - she scored more!

Still, - answers Sanka. - She is closer to the ground, so she scored.

The second time, Varya and Sanka go to the forest. Collect raspberries. And I went with them.

And suddenly I see how Sanka, imperceptibly from Varya, pours berries into her box. Varya will turn away, and he will take it and pour it.

Let's go back. Varya has more berries. Sanka has less.

Grandma meets.

What are you, - says, - Sanya? Raspberries are growing tall!

High, - agrees Sanka.

So it’s easier for you to reach, and Varya scored more!

Still would! Sanya answers. - Varya is a good guy. Varya is our worker. Don't run after her!

1. What did Sanka and Varya collect in the forest?

1) butter mushrooms 3) raspberries

2) mushrooms mushrooms 4) mountain ash

2. Choose a synonym for the word drag.

1) push 3) crawl

2) carry 4) carry

3. At what time of the year do the events described in the text take place?

1) in winter 3) in summer

2) in spring 4) in autumn

4. What helped you determine the time of year?

_____________

_________________________

5. Do you agree with this statement: "The author admires his hero Sanka"?

1) yes 2) no

Option 3

Read the text. Complete tasks.

Puppy and snake

Puppy was offended by old friends and ran to look for new ones. The Serpent crawled out from under the rotten stump, curled up and looks the Puppy in the eyes.

Here you look at me and are silent ... And at home everyone grumbles, growls and barks at me! said the Puppy to the Snake. - Everyone teaches me, scolds: and Barbos, and Sharik, and even Shavka. I'm tired of listening to them!

While the Puppy complained, the Snake was silent.

Will you be my friend? - asked the Puppy and jumped off the stump on which he was sitting.

The Serpent turned around and stung the Puppy. Silently...

S. Mikhalkov

1. Why did the Puppy run to look for new friends?

1) because everyone abandoned him 3) because no one played with him

2) because everyone taught him 4) because there were no old

2. What did the Puppy like about the behavior of the Snake?

1) she was silent 3) she sympathized with him

2) she played with him 4) she wanted to be friends with him

3. Do you agree with this statement: "The author laughs at his hero"?

1) yes 2) no

4. Mark the titles of S. Mikhalkov's works.

1) "Uncle Styopa" 3) "Musician"

2) "Puppy and Snake" 4) "Guys and ducklings"

5. Mark the sentence that expresses the main idea of ​​the text.

1) Whom they respect, they listen to

2) Without a good friend, a person does not know his mistakes.

3) Help a friend as much as possible.

4) good example better than a hundred words.

Answers to control work in "Miracles Happen"

Option 1:

1. Carrying heavy loads, carrying water, babysitting small children.

Option 2

1. That the children were picking berries

Option 3

Complex text analysis.

The proposed literary reading test allows you to find out how much the knowledge, skills and abilities of second-grade students correspond to the main program requirements of the new Federal State Educational Standards. The tests are designed in such a way that they show the level of formation of learning skills - to perceive and perform a learning task, to control and correct their own actions in the course of completing tasks. The test run time is 40 minutes. I wish you success and excellent results.

You are sitting at lessons in a warm room in the fall and notice that the glass in the windows is fogged up. What happened?

The warm air of the room touched the cooled glass, the water vapor condensed and turned into tiny droplets of water. This happens not only in the room, but also on the street, in the forest, over the river, over the meadow and fields, when the vapors cool.

This is the end of a warm summer day. The sun has set, and fog has begun to creep over the river or swamp. Where did this fog come from?

The earth warmed up during the day, and by the evening it began to cool. The humid air above the river has become colder and can no longer absorb water vapor. They condensed and became visible. As on chilled glass in a warm room, they appear white.

Fog is thickened water vapor.

Fogs occur not only in spring, summer and autumn - they can also be observed in winter, when weak warm winds blow. They often form over an unfrozen river, an ice hole.

Early spring mists protect crops from the cold.

1. Define the style of speech.

1) artistic

2) scientific

3) journalistic

2. What happens first in the text, and what happens next?

A. water vapor huddled

B. water vapor turned into water droplets

B. warm air touches the cooled glass

3. What time of the year are fogs?

1) all seasons

2) only in summer and autumn

3) only in spring, summer and autumn

4. Under what conditions does fog occur in winter?

1) when the air temperature is very low

2) when the bright sun shines

3) when weak warm winds blow

5. Indicate a word that is opposite in meaning to the word cools.

1) getting colder

2) heats up

6. Indicate which explanation correctly reveals the meaning of the word crowded.

1) gathered in a close group, in a bunch

2) stand chest forward

3) became sad

7. What are the benefits of early autumn mists? Write your answer from the text.

__________________________________________________

__________________________________________________

__________________________________________________

8. Determine the order of the plan items.

A) How does fog appear over a river and a swamp?

b) What is fog?

Q) Why do windows fog up?

D) How is early spring fog useful for young crops?

9. Formulate the theme of the work with an interrogative sentence.

________________________________________________

________________________________________________

10. Using the text of the work, complete the word combinations.

glass (what kind) ...

droplets (what?) ...

couples (what?) ...

11. Using the text of the work, restore the sentences.

Answer _____________________ in a day, and by the evening it became ____________________________. Humid air over the river _________________ colder _________________________________ water vapor.

12. Formulate and write a complete answer.

What new information you received (received) when reading this work?

Answer: ________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

_______________________________________________________.

13. Pick up antonyms for words.

1) in warm - ...

2) chilled - ...

3) village (sun) - ...

4) thickened (water vapor) - ...

Types of speech and reading activities

Audition (hearing)

Listening perception of sounding speech (statement of the interlocutor, reading various texts). Adequate understanding of the content of the sounding speech, the ability to answer questions on the content of the heard work, determining the sequence of events, understanding the purpose of the speech statement. The ability to ask a question on the heard educational, scientific, educational and artistic work.

Reading

Reading aloud. A gradual transition from syllabic to smooth meaningful correct reading aloud in whole words (reading speed in accordance with the individual reading pace), a gradual increase in reading speed. Set to a normal fluency pace for the reader, allowing him to comprehend the text. Compliance with orthoepic and intonational reading norms. Reading sentences with intonational punctuation marks. Understanding the semantic features of texts of different types and types, conveying them with the help of intonation.

Reading about myself. Awareness of the meaning of the work when reading silently accessible works in terms of volume and genre, understanding the purpose of reading. Determination of the type of reading (studying, introductory, viewing, selective). The ability to find the necessary information in the text. Understanding the features of different types of reading: facts, descriptions, additions to statements, etc.

Job With different types text. General idea about different types of text: artistic, educational, popular scientific - and their comparison. Determining the goals and objectives of creating these types of text.

Practical development of the ability to distinguish a text from a set of sentences; allocation of methods of organization different types text. Predicting the content of a book by its title and design.

Independent definition of the topic, main idea, structure of the text; division of the text into semantic parts, their heading. Ability to work with different types of information.

Participation in a collective discussion: the ability to answer questions, speak on the topic, listen to the speeches of comrades, supplement the answers in the course of the conversation, using the text. Involvement of reference and illustrative and visual materials.

bibliographic culture. The book is a special kind of art. The book as a source of necessary knowledge. Book: educational, artistic, reference. Elements of the book: content or table of contents, title page, abstract, information about illustrators, illustrations. Types of information in the book: scientific, artistic (based on the external indicators of the book, its reference and illustrative material).

Types of books (publications): work book, collection book, collected works, periodicals, reference publications (reference books, dictionaries, encyclopedias).

Job With text artistic works. Understanding the title of the work; an adequate relationship with its content (the answer to the question: “Why did the author call his work that way?”). Determining the features of a literary text: the originality of the expressive means of the language (syntactic construction of sentences, unity or contrast of descriptions), genre, folk or author's work, structure (composition).

Independent reproduction of the text using the expressive means of the language: sequential reproduction of the episode using vocabulary specific to the given work (on the teacher's questions), retelling, story from illustrations.

Characterization of the hero of the work using artistic and expressive means (epithet, comparison, hyperbole) of this text. Finding words and expressions in the text that characterize the hero and the event. Analysis (with the help of a teacher) of the reason for the character's action. Comparison of the actions of heroes by analogy or by contrast. Identification of the author's attitude to the hero based on the name, author's marks.

Characteristics of the hero of the work. The hero of the story: the world of heroes' values ​​based on universal human values. Portrait, the character of the hero, expressed through actions and speech. Characteristic historical hero- Defender of the Fatherland. Awareness of the concept of "Motherland". The manifestation of character in actions: overcoming one's own shortcomings, cultivating moral principles.

Mastering different types of retelling of a literary text: detailed, selective and short (transfer of main ideas) retelling.

Detailed retelling of the text: definition of the main idea of ​​the fragment, highlighting key or key words, title, detailed retelling of the episode; dividing the text into parts, determining the main idea of ​​each part and the entire text, heading each part and the entire text, drawing up a plan - in the form of nominal sentences from the text, in the form of questions, in the form of an independently formulated statement.

Independent selective retelling according to a given fragment: characterization of the hero of the work (selection of words, expressions in the text, allowing to compose a story about the hero), description of the scene of action (selection of words, expressions in the text, allowing to compose this description based on the text). Isolation and comparison of episodes from various works according to the commonality of situations, emotional coloring, the nature of the actions of the characters.

Job With educational And scientifically- popular texts. Understanding the title of the work; adequate relationship with the content (the answer to the question: “Why did the author call his work that way?”). Determining the features of educational and popular science text (information transfer). Determine the main idea of ​​the text. Dividing the text into parts. Definition of microthemes. Key or key words. Scheme, text model. Construction of an algorithm for the reproduction of text. Reproduction of text based on keywords, model, scheme. Detailed retelling of the text. Brief retelling text (selection of the main content of the text).

Speaking (culture of speech communication)

Awareness of dialogue as a type of speech. Features of dialogic communication: understand questions, answer them and independently ask questions in the text; listen, without interrupting, the interlocutor and in a polite manner express their point of view on the work under discussion (educational, popular science, artistic text). Using the norms of speech etiquette in extracurricular communication.

Monologue as a form of speech utterance. Reflection of the main idea of ​​the text in the statement. The transfer of impressions (from everyday life, a work of art, fine art) in a story (description, reasoning, narration). Self-construction of a plan of one's own statement. Selection and use of expressive means of the language (synonyms, antonyms, comparison), taking into account the features of a monologue statement.

Oral composition as a continuation of the read work, its individual storylines, short story according to 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, character of the characters), use of expressive means of the language in written speech (synonyms, antonyms, comparison) in mini-essays (narration, description, reasoning), story on a given topic, review .

Circle children's reading

Works of oral folk art. Works of classics of Russian literature of the XIX-XX centuries, classics of children's literature. Works of modern domestic (taking into account the multinational nature of Russia) and foreign literature, accessible to the perception of younger students.

Works well known to children from preschool experience; intended for primary school age; books that are supposed to be studied in high school.

Representation of different types of books: historical, adventure, fantasy, popular science, reference and encyclopedic literature; children's periodicals (optional).

The main topics of children's reading: works about the Motherland, nature, children, our smaller brothers, good and evil, humorous works.

Literary propaedeutics (practical development)

Finding in the text, determining the meaning in artistic speech (with the help of a teacher) means of expression: synonyms, antonyms, epithets, comparisons, metaphors, hyperbole, personifications, sound writing.

Orientation in literary terms: piece of art, artistic image, art of the word, author (narrator), plot, theme; the hero of the work: his portrait, speech, actions, thoughts; the attitude of the author towards the hero.

General idea of compositional features construction of different types of storytelling: narration (story), description (landscape, portrait, interior), reasoning (monologue of the hero, dialogue of heroes).

Prose and poetic speech: recognition, distinction, highlighting the features of a poetic work (rhythm, rhyme).

Historical and literary concepts: folklore and author's works of art (distinction).

Genre variety of works. Small folklore forms (lullabies, nursery rhymes, proverbs and sayings, riddles): recognition, distinction, definition of the main meaning. Fairy tales (about animals, household, magic). Artistic Features fairy tales: vocabulary, construction (composition). Literary (author's) fairy tale.

A story, a play, a poem, a fable, an essay - a general idea of ​​the genre, construction features and expressive means.

Creative activity of students (based on literary works)

Text interpretation literary work in the creative activity of students: reading by roles, stagednie, dramatization; oral verbal drawing, presentation with composition elements, creating your own text based onve of a work of art (text by analogy).

LITERARY READING

1 Explanatory note

The work program for literary reading is based on:

Requirements of the Federal State Educational Standard of Primary General Education (FGOS IEO),

An exemplary basic educational program of primary general education (BEP IEO),

An exemplary program in literary reading,

The work program on literary reading is designed for students in grades 1-4 general education schools, is implemented with the help of the educational and methodological set "School of Russia".

The literary reading course aims to achieve the following goals:

Mastering conscious, correct, fluent and expressive reading as a basic skill in the education system of younger students; improvement of all kinds speech activity providing the ability to work with different types of texts; development of interest in reading and books; the formation of the reader's outlook and the acquisition of experience in the choice of books and independent reading activities;

Development of artistic, creative and cognitive abilities, emotional responsiveness when reading works of art; the formation of an aesthetic attitude to the word and the ability to understand a work of art;

Enrichment of the moral experience of younger students by means fiction; the formation of moral ideas about goodness, friendship, truth and responsibility; fostering interest in and respect for the national culture and culture of the peoples of multinational Russia and other countries.

Literary reading, as an academic subject, has a special influence on the solution of the following tasks :

Mastering general cultural reading skills and understanding of the text; fostering interest in reading and books.

The solution of this problem involves the formation of a meaningful reading skill in younger students, i.e. as a result of mastering the subject content of literary reading, students acquire the general educational ability to consciously read texts, work with various information, and interpret information in accordance with requests.

Mastery of speech, written and communicative culture.

The fulfillment of this task is connected with the ability to work with various types of texts, navigate the book, use it to expand knowledge about the world around. As a result of training, younger students participate in a dialogue, building monologues (based on works and personal experience), compare and describe various objects and processes, independently use textbook reference material, finding information in dictionaries, reference books and encyclopedias, express their own opinion based on what they have read. and heard.

Education of an aesthetic attitude to reality, reflected in fiction.

The solution of this problem contributes to the understanding of a work of art as a special kind of art; the formation of the ability to determine its artistic value and analyze (at an accessible level) means of expression. The ability to compare the art of the word with other types of art (painting, music) develops; find similarities and differences in the artistic means used; create your own fiction based on what you read.

Formation of moral values ​​and aesthetic taste of a younger student; understanding of the spiritual essence of the work.

Taking into account the peculiarities of fiction, its moral essence, the influence on the formation of the personality of a small reader, the solution of this problem is of particular importance. In the process of working with a work of art, a junior student masters the basic moral and ethical values ​​with the outside world, gains the skill of analyzing the positive and negative actions of heroes and events. Understanding the significance of the emotional coloring of all the storylines of the work contributes to the education of an adequate emotional state as a prerequisite for one's own behavior in life.

Acquaintance of students with works of art accessible to their age, the spiritual, moral and aesthetic content of which actively influences the feelings, consciousness and will of the reader, contributes to the formation of personal qualities that correspond to national and universal values. Orientation of students to moral norms develops their ability to correlate their actions with the ethical principles of the behavior of a cultured person, forms the skills of benevolent cooperation.

The most important aspect of literary reading is the formation of reading skills and other types of speech activity of students. They master conscious and expressive reading, reading texts to themselves, learn to navigate in a book, use it to expand their knowledge about the world around them.

In the process of mastering the course, the level of communicative culture among younger students increases: the ability to compose dialogues, express their own opinion, build a monologue in accordance with speech task, work with various types of texts, independently use the reference apparatus of the textbook, find information in dictionaries, reference books and encyclopedias.

Reading competence is formed at the lessons of literary reading, helping the younger student to realize himself as a competent reader, capable of using reading activity for his self-education. A literate reader has a need for constant reading of books, owns the technique of reading and methods of working with text, understanding of the read and listened work, knowledge of books, the ability to independently select and evaluate them.

The course of literary reading arouses students' interest in reading works of art. The attention of the novice reader is drawn to the verbal-figurative nature of the work of art, to the author's attitude to the characters and the world around him, to the moral problems that concern the writer. Younger students learn to feel the beauty of the poetic word, to appreciate the figurativeness of verbal art.

general characteristics subject

"Literary reading" as a systematic course begins from grade 1 immediately after learning to read and write.

Chapter "Children's Reading Circle" includes works of oral creativity of the peoples of Russia and foreign countries, works of classics of domestic and foreign literature and contemporary writers of Russia and other countries (artistic and scientific-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 program provides for acquaintance with the book as a source of various types of information and the formation of bibliographic skills.

Chapter "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 main of which is the skill of reading.

Reading skill. Over the course of four years of study, the methods of mastering the skill of reading change: first, there is the development of holistic (synthetic) reading methods within a word and a phrase (reading in whole words); further, methods of intonational combination of words into sentences are formed. The speed of reading increases (fluent reading), reading to oneself is gradually introduced with the reproduction of the content of what has been read. Students gradually master rational methods of reading and reading comprehension, orthoepic and intonation norms of reading, words and sentences, master different types of text reading (selective, introductory, studying) and use them in accordance with a specific speech task.

In parallel with the formation of the skill of fluent, conscious reading, purposeful work is being carried out to develop the ability to comprehend the meaning of what has been read, to generalize and highlight the main thing. Students master the techniques of expressive reading.

Improving oral speech (skills listen And speak) is carried out in parallel with learning to read. The skills to perceive by ear the statement or reading of the interlocutor are improved, to understand the goals of the speech statement, to ask questions about the heard or read work, to express one's point of view. Productive forms of dialogue, formulas of speech etiquette are assimilated in the conditions of educational and extracurricular communication. Acquaintance with the peculiarities of national etiquette and communication of people is carried out on the basis of literary (folklore and classical) works. The monologue speech of students is improved (based on the author's text, on the proposed topic or problem for discussion), the active vocabulary is purposefully replenished. Students master a concise, selective and complete retelling of a read or heard work.

A special place in the program is given work with the text of a work of art. At the lessons of literary reading, the idea of ​​texts is improved (description, reasoning, narration); students compare artistic, business (educational) and scientific-cognitive texts, learn to correlate the title with the content of the text (its theme, main idea), master such speech skills as dividing the text into parts, heading, drawing up a plan, distinguishing between the main and additional information of the text .

The program provides literary propaedeutics. Students receive initial ideas about the main theme, the idea (main idea) of a literary work being read, about the main genres of literary works (story, poem, fairy tale), features of small folklore genres (mystery, proverb, rhyme, joke). Children learn to use visual and means of expression verbal art (“painting with a word”, comparison, personification, epithet, metaphor, rhythm and musicality of poetic speech).

When analyzing a literary text, an artistic image (without a term) comes to the fore. Comparing artistic and scientific-cognitive texts, students realize that in front of them are not just cognitive interesting texts, but works of verbal art. The word becomes the object of the reader's attention and is comprehended as a means of creating a verbal and artistic image through which the author expresses his thoughts and feelings.

Analysis of the figurative means of the language in primary school is carried out in a volume that allows children to feel the integrity of the artistic image, adequately perceive the hero of the work and empathize with him.

Children master different types of retelling of a literary text: detailed (using figurative words and expressions), selective and short (transferring basic thoughts).

On the basis of reading and analyzing the read text, students comprehend the actions, character and speech of the hero, make up his characterization, discuss the motives of the hero’s behavior, correlating them with moral norms, and realize the spiritual and moral meaning of the read work.

Chapter "Creative experience" reveals techniques and methods of activity that will help students adequately perceive a work of art and show their own Creative skills. When working with a literary text (with a word), the life, concrete-sensual experience of the child is used and the figurative representations that arise in him in the process of reading are activated, the ability to recreate verbal images in accordance with the author's text is developed. This approach provides a full-fledged perception of a literary work, the formation of a moral and aesthetic attitude to reality. Students choose works (excerpts from them) for reading by roles, verbal drawing, staging and recitation, act as actors, directors and artists. They write summaries and essays, compose poems and fairy tales, they develop an interest in literary creativity writers, creators of works of verbal art.

3 Place of the subject in curriculum

540 hours are allotted in the curriculum for studying the course "Literary Reading". In grade 1, 132 hours (4 hours per week, 33 academic weeks - 92 hours for teaching reading and 40 hours for studying literary reading). In grades 2-4, 136 hours (4 hours per week, 34 academic weeks in each class).

4 Value orientations of the content of the subject

Value orientations of primary education specify the personal, social and state order to the education system, expressed in the Requirements for the results of mastering the main educational program, and reflect the following target settings for the system of primary general education:

formation of psychological conditions for the development of communication, cooperation based:

Goodwill, trust and attention to people, readiness for cooperation and friendship, rendering assistance to those who need it;

Respect for others - the ability to listen and hear a partner, to recognize the right of everyone to their own opinion and make decisions taking into account the positions of all participants;

development of the value-semantic sphere of personality on the basis of universal principles of morality and humanism:

– orientation in moral content and the meaning of both one's own actions and the actions of those around them, the development of ethical feelings (shame, guilt, conscience) as regulators of moral behavior;

– the formation of aesthetic feelings and a sense of beauty through acquaintance with national, domestic and world artistic culture;

development of the ability to learn as the first step towards self-education and self-education, namely:

- development of broad cognitive interests, initiative and curiosity, motives for knowledge and creativity;

- the formation of the ability to learn and the ability to organize their activities (planning, control, evaluation);

development of independence, initiative and responsibility of the individual as conditions for its self-actualization:

- the formation of self-esteem and an emotionally positive attitude towards oneself, a willingness to openly express and defend one's position, criticism of one's actions and the ability to adequately evaluate them;

- development of readiness for independent actions and actions, responsibility for their results;

- the formation of purposefulness and perseverance in achieving goals, readiness to overcome difficulties and optimism in life;

Personal, meta-subject and subject results of mastering the course

"Literary Reading". Requirements for the results of studying a subject include the formation of all types of universal learning activities: personal, communicative, cognitive and regulatory (with the priority of developing the value-semantic sphere and communication).

Literary reading is a meaningful, creative spiritual activity that ensures the development of the ideological and moral content of fiction, the development of aesthetic perception. The most important function of the perception of fiction is the transmission of the spiritual and moral experience of society through the communication of a system of social personal meanings that reveal the moral significance of the actions of the heroes of literary works. At the stage of primary general education, an important means of organizing understanding author's position, the relationship of the author to the characters of the work and the displayed reality is an expressive reading.

The academic subject "Literary reading" provides the formation of the following universal educational activities:

meaning formation through tracing the fate of the hero and the orientation of the student in the system of personal meanings;

self-determination and self-knowledge based on the comparison of the image of "I" with the heroes of literary works through emotional identification;

the foundations of civic identity by getting to know the heroic historical past of their people and their country and experiencing pride and emotional involvement in the exploits and achievements of its citizens;

aesthetic values ​​and aesthetic criteria based on them;

moral and ethical evaluation through the identification of the moral content and moral significance of the characters' actions;

emotional-personal decentration on the basis of identifying oneself with the heroes of the work, correlating and comparing their positions, views and opinions;

the ability to understand contextual speech based on the reconstruction of a picture of events and actions of characters;

the ability to arbitrarily and expressively build contextual speech, taking into account the goals of communication, the characteristics of the listener, including using audiovisual means;

the ability to establish a logical causal sequence of events and actions of the heroes of the work;

the ability to build a plan with the allocation of essential and additional information.

5.1 Personal results:

5.1.1 Personal universal learning activities

The graduate will have:

the internal position of the student at the level of a positive attitude towards school, orientation to the meaningful moments of school reality and acceptance of the model of a “good student”;

a broad motivational basis of educational activity, including social, educational and external motives;

educational and cognitive interest in new educational material and ways to solve a new problem;

orientation towards understanding the reasons for success in educational activities, including self-analysis and self-control of the result, analysis of the compliance of results with the requirements of a specific task, understanding the assessments of teachers, comrades, parents and other people;

the ability to assess their educational activities;

the foundations of civic identity, one's ethnicity in the form of awareness of "I" as a family member, representative of the people, a citizen of Russia, a sense of belonging and pride in one's Motherland, people and history, awareness of a person's responsibility for the general well-being;

orientation in the moral content and meaning of both one's own actions and the actions of people around;

knowledge of basic moral norms and orientation to their implementation;

development of ethical feelings - shame, guilt, conscience as regulators of moral behavior; understanding the feelings of other people and empathy with them;

a sense of beauty and aesthetic feelings based on acquaintance with world and domestic artistic culture.

The graduate will have the opportunity to form:

the internal position of the student at the polo levelliving relationship with educational institution understanding the need for learning, expressed in the predominance of educational and cognitive motives and the preference for a social way of assessing knowledge;

pronounced stable educational and cognitive mochivations of the doctrine;

sustainable educational and cognitive interest in newgeneral ways of solving problems;

adequate understanding of the reasons for the success / failure of educational activities;

positive adequate differentiated selfevaluation based on the criterion of successful implementation social role"good student";

competence in the implementation of the foundations of civilidentity in actions and activities;

moral consciousness at the conventional level, the ability to solve moral dilemmas based on taking into account the positions of partners in communication, focusing on their motives and feelings, stable adherence to moral norms and ethical requirements in behavior;

conscious sustainable aesthetic preferences and orientation towards art as a significant area of ​​human life; conscious understanding of the feelings of other people and empathy for them, expressed in actions aimed at helping others and ensuring their well-being.

5.2.1 Regulatory universal learning activities

The graduate will learn:

accept and save the learning task;

take into account the guidelines for action identified by the teacher in the new educational material in cooperation with the teacher;

plan their actions in accordance with the task and the conditions for its implementation, including in the internal plan;

take into account the established rules in planning and controlling the solution method;

carry out final and step-by-step control on the result;

evaluate the correctness of the action at the level of an adequate retrospective assessment of the compliance of the results with the requirements of this task;

adequately perceive the proposals and assessment of teachers, comrades, parents and other people;

distinguish between the method and the result of an action;

make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the mistakes made, use suggestions and assessments to create a new, more perfect result, use a digital record of the progress and results of solving the problem, own sounding speech in Russian, native and foreign languages.

in collaboration with the teacher, set new learning objectives;

transform a practical task into a cognitive one;

show cognitive initiative in educational cooperation;

independently take into account the ori allocated by the teacheraction centers in new educational material;

carry out ascertaining and anticipatingcontrol by the result and by the method of action, actual control at the level of voluntary attention;

independently assess the correctness of the performance of the action and make the necessary adjustments to the execution, both in the course of its implementation and at the end of the action.

5.2.2 Cognitive universal learning activities

The graduate will learn:

to search for the necessary information to complete educational tasks using educational literature, encyclopedias, reference books (including electronic, digital), in the open information space, including the controlled space of the Internet;

to record (fix) selective information about the world around and about oneself, including with the help of ICT tools;

build messages in oral and written form;

the basics of the semantic perception of artistic and cognitive texts, to highlight essential information from messages of various types (primarily texts);

carry out the analysis of objects with the allocation of essential and non-essential features;

to carry out synthesis as a compilation of a whole from parts;

establish causal relationships in the studied range of phenomena;

build reasoning in the form of a connection of simple judgments about an object, its structure, properties and relationships;

carry out subsuming under the concept on the basis of object recognition, selection of essential features and their synthesis;

establish analogies;

The graduate will have the opportunity to learn:

to carry out an extended search for information using the resources of libraries and the Internet;

record, record information about the world around with the help of ICT tools;

consciously and voluntarily build messages in oral and written form;

carry out synthesis as a compilation of a whole from parts, independently completing and replenishing the missing components;

build logical reasoning, including the establishment of cause-and-effect relationships;

5.2.3 Communicative universal learning activities

The graduate will learn:

adequately use communicative, primarily speech, means to solve various communicative tasks, build a monologue statement (including accompanying it with audiovisual support), master the dialogic form of communication, using, among other things, the means and tools of ICT and remote communication;

allow the possibility of people having different points of view, including those that do not coincide with his own, and focus on the position of a partner in communication and interaction;

take into account different opinions and strive to coordinate various positions in cooperation;

to formulate own opinion and position;

negotiate and come to a common decision joint activities, including in situations of conflict of interest;

build statements that are understandable for the partner, taking into account what the partner knows and sees, and what is not;

to ask questions;

control the actions of the partner;

use speech to regulate their actions;

adequately use speech means to solve various communicative tasks, build a monologue statement, and master the dialogic form of speech.

The graduate will have the opportunity to learn:

take into account and coordinate in cooperation onpositions of other people, different from their own;

take into account different opinions and interests and justify their own position;

understand the relativity of opinions and approaches to problem solving;

argue your position and coordinate it with the positions of partners in cooperation in developing a common solution in joint activities;

productively contribute to the resolution of conflicts on the basis of taking into account the interests and positions of all participants;

taking into account the goals of communication, it is sufficiently accurate, consistent and complete to convey to the partner the necessary information as a guideline for building an action;

ask questions necessary for organizing your own activities and cooperation with a partner;

exercise mutual control and provide necessary mutual assistance in cooperation;

adequately use speech means to effectively solve a variety of communication tasks, planning and regulation of their activities.

5.2.4 Reading. Working with text (meta-subject results)

at the level of primary general education, graduates will acquire primary skills in working with information contained in texts in the process of reading age-appropriate literary, educational, scientific and educational texts, instructions.

Working with text: information search and reading comprehension

The graduate will learn:

find in the text specific information, facts given explicitly;

determine the topic and main idea of ​​the text;

divide texts into semantic parts, draw up a text plan;

compare the objects described in the text with each other, highlighting 2-3 essential features;

understand the information presented in an implicit form (for example, find several examples in the text that prove the above statement; characterize the phenomenon according to its description; highlight the common feature of a group of elements);

understand information presented in different ways: verbally, in the form of a table, diagram, diagram;

understand the text, relying not only on the information contained in it, but also on the genre, structure, expressive means of the text;

use different types of reading: introductory, studying, search, choose the right type of reading in accordance with the purpose of reading;

navigate in age-appropriate dictionaries and reference books.

The graduate will have the opportunity to learn:

use formal text elements (for example,subheadings, footnotes) to find the information you need;

work with multiple sources of information;

compare information from multiple sources.

Working with text: transformation and interpretation of information

The graduate will learn:

retell the text in detail and concisely, orally and in writing;

correlate facts with the general idea of ​​the text, establish simple connections that are not directly shown in the text;

formulate simple conclusions based on the text; find arguments supporting the conclusion;

compare and summarize the information contained in different parts of the text;

to compose a small monologue statement based on the text, answering the question posed.

The graduate will have the opportunity to learn:

make extracts from read texts, taking into accountthe purpose of their further use;

make short written annotations to the text, reviews about read.

Working with text: information evaluation

The graduate will learn:

express value judgments and their point of view about the read text;

on the basis of existing knowledge, life experience, question the reliability of what is read, detect the inaccuracy of the information received, gaps in information and find ways to fill these gaps;

participate in an educational dialogue when discussing the text read or listened to.

The graduate will have the opportunity to learn:

compare different points of view;

in the process of working with one or more sources, identify reliable (contradictory) information.

5.2.5 Formation of ICT competence of students (meta-subject results)

As a result of studying this subject at the stage of primary general education, the formation of the skills necessary for life and work in a modern high-tech society begins. Students will gain experience with hypermedia information objects that combine text, graphic images, digital data, still and moving images, sound, links and databases and which can be transmitted orally, using telecommunication technologies or posted on the Internet.

Acquaintance with ICT tools, computer hygiene

The graduate will learn:

use safe for the organs of vision, nervous system, musculoskeletal system ergonomic methods of working with a computer and other ICT tools; perform compensatory physical exercise(minimum charge);

Computer input technology: text input, sound, image, digital data recording

The graduate will learn:

be fluent in computer writing in Russian; type text in your native language;

scan pictures and texts.

use a scanned text recognition program in Russian.

Information processing and retrieval

The graduate will learn:

editing text, image chains, video and audio recordings, photo images;

use the basic functions of a standard text editor, follow the basic rules for formatting text; use semi-automatic spelling control;

search for information in age-appropriate digital dictionaries and reference books, databases controlled by the Internet, a search system inside a computer; make a list of information sources used (including using links);

The graduate will have the opportunity to learn correctly formulate queries when searching the Internet and databases, evaluate, interpret and save the information found; be critical of information and the choice of source of information.

Create, present and send messages

The graduate will learn:

create text messages using ICT tools: edit, design and save them;

create messages in the form of audio and video fragments or a chain of screens using illustrations, video, sound, text;

prepare and conduct a presentation in front of a small audience: create a presentation plan, choose audiovisual support, write explanations and abstracts for the presentation;

post a message in the information educational environment of an educational institution;

use the main means of telecommunications; participate in collective communication activities in the information educational environment, record the progress and results of communication on the screen and in files.

The graduate will have the opportunity to learn represent data.

Activity planning, management and organization

The graduate will learn:

determine the sequence of actions, draw up instructions ( simple algorithms) in several steps, build programs for a computer executor using the constructions of sequential execution and repetition.

5.3 Substantive results

Primary school graduates will realize the importance of reading for their further development and successful learning in other subjects. Students will develop a need for systematic reading as a means of knowing the world and themselves. Younger students will love reading works of art that will help them form their own position in life, broaden their horizons.

Students will have the opportunity to get acquainted with the cultural and historical heritage of Russia and universal values.

Younger students will learn to fully perceive fiction, respond emotionally to what they read, express their point of view and respect the opinion of the interlocutor. They will have the opportunity to perceive a work of art as a special kind of art, correlate it with other types of art, get acquainted with some communication and aesthetic possibilities. mother tongue used in works of art.

By the end of elementary school education, children will be ready for further education, the required level of reading competence, speech development will be achieved, universal actions will be formed that reflect educational independence and cognitive interests.

Graduates will master the technique of reading, methods of understanding the read and listened to the work, elementary methods of analysis, interpretation and transformation of artistic, popular science and educational texts. They will learn to independently choose the literature of interest, use dictionaries and reference books, realize themselves as a competent reader capable of creative activity.

Schoolchildren will learn to conduct a dialogue in various communicative situations, observing the rules of speech etiquette, and participate in the discussion of the listened (read) work. They will compose simple monologues about the work (characters, events), orally convey the content of the text according to the plan, compose short narrative texts with elements of reasoning and description. Graduates will learn to recite (read by heart) poetry. They will have the opportunity to learn how to perform in front of a familiar audience (peers, parents, teachers) with small messages using an illustrative series (posters, presentation).

Primary school graduates will acquire primary skills in working with educational and popular science literature, will find and use information for practical work.

Graduates will master the basics of communicative activity, on a practical level, realize the importance of working in a group and master the rules of group work.

The graduate will learn:

be aware of the importance of reading for further learning, self-development; perceive reading, taking into account its purpose, as a source of aesthetic, moral, cognitive experience (acquisition of reading experience, search for facts and judgments, argumentation, other information);

read (aloud) prose works that are expressively accessible for a given age and recite poetic works after preliminary preparation ( only for literary texts);

use different types of reading: introductory, studying, viewing, search / selective - in accordance with the purpose of reading ( for all kinds of texts);

navigate the content of fiction and popular science texts, understand their meaning (when reading aloud and to oneself, while listening):

- for literary texts: determine the main idea and heroes of the work; determine the main events and establish their sequence; title the text, conveying the main idea of ​​the text in the title; find in the text the required information (concrete information, facts, descriptions), given explicitly; ask questions about the content of the work and answer them, confirming the answer with examples from the text; explain the meaning of a word based on the context, using dictionaries and other reference literature;

- : determine the main content of the text; title the text short form reflecting the main content of the text in the title; find in the text the required information (specific information, facts, descriptions of phenomena, processes), given explicitly; ask questions about the content of the text and answer them, confirming the answer with examples from the text; explain the meaning of a word based on the context, using dictionaries and other reference literature;

use the simplest techniques for analyzing various types of texts:

- for literary texts: divide the text into parts, title them; make a simple plan; to establish the relationship between events, facts, actions, thoughts, feelings of characters, based on the content of the text;

- for popular science texts: divide the text into parts, title them; make a simple plan; establish the relationship between individual facts, events, phenomena, descriptions, processes and between individual parts of the text, based on its content;

use various forms of interpretation of the content of texts:

- for literary texts: formulate simple conclusions based on the content of the text; interpret the text based on some of its genre, structural, linguistic features; establish connections, relationships that are not directly expressed in the text, for example, correlate the situation and the actions of the characters, explain (explain) the actions of the characters, based on the content of the text;

- for popular science texts: formulate simple conclusions based on the text; establish connections, relationships that are not directly expressed in the text, for example, explain natural phenomena, explain the events described, correlating them with the content of the text;

navigate the moral content of what is read, independently draw conclusions, correlate the actions of the characters with moral standards ( only for artiertexts);

convey the content of the text read or listened to, taking into account the specifics of the text, in the form of a retelling (full or short) ( for all kinds of texts);

participate in the discussion of the listened / read text (ask questions, express and justify their own opinion, observing the rules of speech etiquette and the rules of working in a group), based on the text or their own experience ( for all kinds of texts).

The graduate will have the opportunity to learn:

Satisfy the reader's interest and acquire reading experience;

consciously choose the types of reading (introductory, studying, selective, search) depending on the purpose of reading;

to distinguish on a practical level the types of texts (fiction and popular science), based on the characteristics of each type of text;

comprehend the aesthetic and moral values ​​of a literary text and express their own opinion;

express their own judgment about the read (listened to) work, prove and confirm it with facts with reference to the text;

compose oral stories by analogy (narration, reasoning, description).

Circle of children's reading (for all types of texts)

The graduate will learn:

select a book in the library on a given topic or at your own request;

maintain a list of books read in order to use it in educational and extracurricular activities, including for planning your reading circle;

compose an annotation and a brief review of the read work according to a given sample.

The graduate will have the opportunity to learn:

work with the thematic catalog;

work with children's periodicals;

write a review of the book you have read (in free form).

Literary propaedeutics (only for literary texts)

The graduate will learn:

recognize some of the distinctive features of works of art (on the examples of artistic images and means artistic expressiveness);

to distinguish on a practical level a prose text from a poetic one, to give examples of prose and poetic texts;

distinguish between works of art of different genres (story, fable, fairy tale, riddle, proverb), give examples of these works.

The graduate will have the opportunity to learn:

perceive literature as aart, give examples of the manifestation of fiction in works;

find means of artistic expression (metaphor, epithet);

compare, compare, make an elementary analysis of various texts, using a number of literary concepts (folklore and author's literature, text structure, hero, author) and means of artistic expression (comparison, personification, metaphor, epithet);

determine the positions of the characters of a literary text, the position of the author of a literary text.

Creative activity (only for fiction texts)

The graduate will learn:

create by analogy your own text in the genre of fairy tales and riddles;

restore the text, supplementing its beginning or ending, or replenishing it with events;

compose an oral story based on reproductions of paintings by artists and / or based on personal experience;

compose an oral story based on the works read, taking into account the communicative task (for different addressees).

The graduate will have the opportunity to learn:

lead a story (or narration) based on the plot of a well-known literary work, supplementing and / or changing its content, for example, telling a well-known literary work on behalf of one of the characters or an inanimate object;

create a series of illustrations with short texts on the content of the read (listened) work;

work in a group, creating scenarios and staging a read (listened to, created independently) work of art.

Literacy education

Phonetics. Sounds of speech. Awareness of the unity of the sound composition of the word and its meaning. Establishing the number and sequence of sounds in a word. Comparison of words that differ in one or more sounds.

The syllable is the smallest pronunciation unit. Dividing words into syllables. Determination of the place of stress.

Graphic arts. Distinguishing between sound and letter: the letter as a sign of sound. Mastering the positional method of designating sounds with letters. Letters of vowels as an indicator of hardness-softness of consonants. Letter function e, yo, yu, i. soft sign as an indicator of the softness of the preceding consonant.

Acquaintance with the Russian alphabet as a sequence of letters.

Reading. Formation of the skill of syllabic reading (orientation to the letter denoting a vowel sound). Fluent syllabic reading and reading whole words at a speed that matches the individual pace of the child. Conscious reading of words, phrases, sentences and short texts. Reading with intonations and pauses in accordance with punctuation marks. The development of awareness and expressiveness of reading on the material of short texts and poems.

Acquaintance with orthoepic reading (when moving to reading in whole words). Spelling reading (pronunciation) as a means of self-control when writing from dictation and copying.

Word and sentence.

Distinguish between words and sentences. Working with a sentence: highlighting words, changing their order.

The development of speech.

Systematic course

Types of speech and reading activities

Audition (listening). Listening perception of sounding speech (statement of the interlocutor, reading various texts). Adequate understanding of the content of the sounding speech, the ability to answer questions on the content of the heard work, determining the sequence of events, understanding the purpose of the speech statement, the ability to ask a question about the educational, scientific-cognitive and artistic work heard.

Reading

Reading aloud. A gradual transition from syllabic to smooth meaningful correct reading aloud in whole words (reading speed in accordance with the individual reading pace), a gradual increase in reading speed. Set to a normal fluency pace for the reader, allowing him to comprehend the text. Compliance with orthoepic and intonational reading norms. Reading sentences with intonational punctuation marks. Understanding the semantic features of texts of different types and types, conveying them with the help of intonation.

Reading to yourself. Awareness of the meaning of the work when reading to oneself (works accessible in terms of volume and genre). Determination of the type of reading (studying, introductory, viewing, selective). The ability to find the necessary information in the text. Understanding the features of different types of reading: facts, descriptions, additions to statements, etc.

Work with different types of text.

bibliographic culture. The book is a special kind of art. The book as a source of necessary knowledge. The first books in Rus' and the beginning of book printing (general view). The book is educational, artistic, reference. Book elements: content or table of contents, title page, abstract, illustrations. Types of information in the book: scientific, artistic (based on the external indicators of the book, its reference and illustrative material).

Types of books (publications): book-work, book-collection, collected works, periodicals, reference publications (reference books, dictionaries, encyclopedias).

Work with the text of a work of art. Understanding the title of the work, its adequate relationship with the content. Determining the features of a literary text: the originality of the expressive means of the language (with the help of a teacher). The realization that folklore is an expression of universal human moral rules and relations.

Characteristics of the hero of the work using the artistic means of expression of this text. Finding words and expressions in the text that characterize the hero and the event. Analysis (with the help of a teacher), the motives of the character's act. Comparison of the actions of heroes by analogy or by contrast. Identification of the author's attitude to the hero based on the analysis of the text, author's marks, names of the characters.

Work with educational, popular science and other texts. Understanding the title of the work; appropriate relationship with its content. Determining the features of educational and popular science texts (information transfer). Understanding the individual, most general features of the texts of epics, legends, biblical stories (from fragments or short texts). Acquaintance with the simplest techniques for analyzing various types of text: establishing causal relationships. Determine the main idea of ​​the text. Dividing the text into parts. Definition of microthemes. Key or key words. Construction of an algorithm for the reproduction of text. Reproduction of text based on keywords, model, scheme. Detailed retelling of the text. Brief retelling of the text (highlighting the main content of the text).

Writing (culture of writing)

Children's Reading Circle

Literary propaedeutics (practical development)

Creative activity of students (based on literary works)

creation of your own text based on a work of art (text by analogy), reproductions of paintings by artists, on a series of illustrations for a work or on the basis of personal experience.

Thematic planning with the definition of the main types of educational activities of students

	Thematic planning	Characteristics of students' activities
Literacy education
Reading (92 hours)
Phonetics
Sounds of speech. Meaningful qualities of sounds. Sound analysis of the word. Comparison of words that differ in one sound. Working with models: building a model of the sound composition of a word. Selection of words corresponding to a given model. Vowels and consonants. Sense-distinctive function of hard and soft consonants. Consonants are voiced and voiceless. The syllable is the smallest pronunciation unit. stress.	Sounds of speech. Awareness of the unity of the sound composition of the word and its meaning. Establishing the number and sequence of sounds in a word. Comparison of words that differ in one or more sounds. Compilation of sound models of words. Comparison of patterns of different words. Selection of words for a particular model. Distinguish between vowels and consonants, stressed and unstressed vowels, hard and soft consonants, voiced and deaf. The syllable is the smallest pronunciation unit. Dividing words into syllables. Determination of the place of stress. The semantic role of stress.	Reproduce a teacher-specified sample of intonation selection of sound in a word. Group (classify) words according to the first (last) sound, according to the presence of close ones in acoustic-articulation relation. Find in a poem, the sound composition of a word with a given sound. Simulate the sound composition of the word. correlate words to the corresponding patterns. pick up words to the given syllable-stress scheme. Control the stages of their work, evaluate the process and the result of the task. Explain the work (function) of a vowel as an indicator of the hardness or softness of the preceding consonant. correlate read words with pictures.
Word and sentence
The word as an object of study, material for analysis. Meaning of the word. Word and sentence. Working with a sentence: highlighting words, changing their order, spreading and reducing the sentence. Capital letter at the beginning of a sentence, in proper nouns. Punctuation marks at the end of a sentence.	Perception of the word as an object of study, material for analysis. observation of the meaning of a word. Distinguish between words and sentences. Working with a sentence: highlighting words, changing their order. intonation in a sentence. Modeling a sentence in accordance with a given intonation. Capital letter at the beginning of a sentence, in proper nouns. Punctuation marks at the end of a sentence.	Define(find) the intended word by its lexical meaning. Simulate offer. Make up sentences with the given word. Write off deformed text with its parallel adjustment.
	Reading
Formation of the skill of syllabic reading (orientation to the letter denoting a vowel sound). Fluent syllabic reading and reading whole words at a speed that matches the individual pace of the child. Conscious reading of words, phrases, sentences and short texts. Reading with intonations and pauses in accordance with punctuation marks. The development of awareness and expressiveness of reading on the material of short texts and poems. Acquaintance with orthoepic reading (when moving to reading in whole words). Spelling reading (pronunciation) as a means of self-control when writing from dictation and copying.	Mastering the way of reading a direct syllable (orientation to the letter denoting a vowel sound). Reproduction of the sound form of a word according to its letter recording (reading). Practicing reading technique. Work on awareness of reading words, sentences, short texts. Reading with intonations and pauses in accordance with punctuation marks. There are two types of reading - spelling and orthoepic. Spelling reading (pronunciation) as a means of self-control when writing from dictation and copying. Orthoepic reading as a reproduction of the sound form of a word according to its letter notation, taking into account orthoepic rules when switching to reading in words.	Reproduce the sound form of a word according to its letter notation. Compare read words with pictures, which depict the corresponding objects. Analyze: find the word corresponding to the name of the subject. Connect the beginning and end of a sentence with based on the meaning of the sentence. Find the missing words in the sentence, focusing on the meaning of the sentence. Complete unfinished sentences based on the general meaning of the sentence. Analyze text: understand the meaning of what is read, answer questions on the text read, find the information contained in the text, determine the main idea of ​​the read work. Compare two types of reading: spelling and orthoepic - according to goals.
Speech development
Comprehension of the text read by independent reading aloud and by listening to it. Compilation of short stories of a narrative nature based on a series of plot pictures, materials from their own games, activities, observations.	Comprehension of the text read by independent reading aloud and by listening to it. Compilation of short stories of a narrative nature based on a series of plot pictures, materials from their own games, activities, observations.	Compose text based on a series of plot pictures. Describe cases from his own life, his observations and experiences. Participate in an educational dialogue, evaluate the process and result of solving a communicative task. turn on in group work related to communication. retell the content of the text based on the questions of the teacher. Set cognitive questions for the teacher and classmates. substantiate own opinion.
Systematic course
Audition (listening) (30-40 hours)
Listening perception of sounding speech (statement of the interlocutor, reading various texts). Adequate understanding of the content of the sounding speech, the ability to answer questions on the content of the heard work, determining the sequence of events, understanding the purpose of the speech statement, the ability to ask a question about the educational, scientific, cognitive and artistic work heard.	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.	Perceive by ear, works of art of different genres performed by a teacher, students, masters of the artistic word; answer questions about the content of the literary text, reflect the main author's idea, evaluate their emotional reactions. Perceive training text: define the goal, design(simulate) an algorithm for completing a training task (select necessary funds to obtain a result, build a sequence of educational actions), evaluate the progress and result of the task. characterize features of the listened work of art: determine the genre, reveal the sequence of plot development, describe the characters. Compare their answers with the answers of classmates and evaluate their own and someone else's statement about a work of art
Reading (190-225 hours)
Reading aloud. A gradual transition from syllabic to smooth meaningful correct reading aloud in whole words (reading speed in accordance with the individual reading pace), a gradual increase in reading speed. Set to a normal fluency pace for the reader, allowing him to comprehend the text. Compliance with orthoepic and intonational reading norms. Reading sentences with intonational punctuation marks. Understanding the semantic features of texts of different types and types, conveying them with the help of intonation. Reading to yourself. Awareness of the meaning of the work when reading to oneself (works accessible in terms of volume and genre). Determination of the type of reading (studying, introductory, viewing, selective). The ability to find the necessary information in the text. Understanding the features of different types of reading: facts, descriptions, additions to statements, etc.	Reading aloud. Orientation to the development of the speech culture of students, the formation of their communicative and speech skills and abilities. A gradual transition from syllabic to smooth, meaningful, correct reading aloud in whole words. The pace of reading, allowing you to comprehend the text. Gradual increase in reading speed. Compliance with orthoepic and intonational reading norms. Reading sentences with intonational punctuation marks. Understanding the semantic features of texts of different types and types, conveying them with the help of intonation. Development of poetic ear. Education of aesthetic responsiveness to the work. The ability to independently prepare for the expressive reading of a small text (choose the tone and pace of reading, determine the logical stresses and pauses). Developing the ability to move from reading aloud to reading silently. Reading to yourself. Awareness of the meaning of the work when reading to oneself (works accessible in terms of volume and genre). Determination of the type of reading (studying, introductory, viewing, selective), the ability to find the necessary information in the text, understanding of its characteristics. Understanding the features of different types of reading: facts, descriptions, additions to statements, etc.	Read aloud syllables, words, sentences; fluently read whole words. Gradually increase the speed of reading in accordance with the individual abilities of the students. Read the text with intonation highlighting punctuation marks. Expressively read literary works, using intonation, pauses, tempo in accordance with the characteristics of the literary text. Read a work of art (its fragments) by roles. recite poems.
Working with different types of text
General idea about different types of text: fiction, educational, popular science - and their comparison. Determining the purpose of creating these types of text. Features of the folklore text. Practical development of the ability to distinguish text from a set of sentences. Predicting the content of a book by its title and design. Independent definition of the topic, main idea, structure of the text; division of the text into semantic parts, their heading. Ability to work with different types of information. Participation in a collective discussion: the ability to answer questions, speak on the topic, listen to the speeches of comrades, supplement the answers in the course of the conversation, using the text. Attracting reference and illustrative and visual materials. bibliographic culture. The book is a special kind of art. The book as a source of necessary knowledge. First books in Rus' and the beginning of book printing (general idea). The book is educational, artistic, reference. Book elements: content or table of contents, title page, abstract, illustrations. Types of information in the book: scientific, artistic (based on the external indicators of the book, its reference and illustrative material). Types of books (publications): work book, collection book, collected works, periodicals, reference publications (reference books, dictionaries, encyclopedias). Understanding the title of the work, its adequate relationship with the content. Determining the features of a literary text: the originality of the expressive means of the language (with the help of a teacher). The realization that folklore is an expression of universal human moral rules and relations. Understanding the moral content of what is read, understanding the motivation of the characters' behavior, analyzing the characters' actions from the point of view of moral standards. Awareness of the concept of "Motherland", ideas about the manifestation of love for the Motherland in the literature of different peoples (on the example of the peoples of Russia). The similarity of themes, ideas, heroes in the folklore of different peoples. Independent reproduction of the text using the expressive means of the language: sequential reproduction of the episode using vocabulary specific to the given work (on teacher’s questions), story based on illustrations, retelling. Characteristics of the hero of the work using the artistic means of expression of this text. Finding words and expressions in the text that characterize the hero and the event. Analysis (with the help of a teacher), the motives of the character's act. Comparison of the actions of heroes by analogy or by contrast. Identification of the author's attitude to the hero Characteristics of the hero of the work. Portrait, the character of the hero, expressed through actions and speech. Mastering different types of retelling of a literary text: detailed, selective and brief (transmission of the main ideas). Detailed retelling of the text: definition of the main idea of ​​the fragment, highlighting key or key words, title, detailed retelling of the episode; dividing the text into parts, determining the main idea of ​​each part and the entire text, heading each part and the entire text, drawing up a plan in the form of nominal sentences from the text, in the form of questions, in the form of an independently formulated statement. Independent selective retelling according to a given fragment: characterization of the hero of the work (selection of words, expressions in the text, allowing to compose a story about the hero), description of the scene of action (selection of words, expressions in the text, allowing to compose this description based on the text). Isolation and comparison of episodes from different works according to the commonality of situations, emotional coloring, the nature of the actions of the characters. Working with educational, popular science and other texts. Understanding the title of the work; appropriate relationship with its content. Determining the features of educational and popular science texts (information transfer). Understanding the individual, most general features of the texts of epics, legends, biblical stories (from fragments or short texts). Acquaintance with the simplest techniques for analyzing various types of text: establishing causal relationships. Determine the main idea of ​​the text. Dividing the text into parts. Definition of microthemes. Key or key words. Construction of an algorithm for the reproduction of text. Reproduction of text based on keywords, model, scheme. Detailed retelling of the text. Brief retelling of the text (highlighting the main content of the text).	General idea about different types of text: fiction, educational, popular science - and their comparison. Determining the purpose of creating these types of text. Features of the folklore text. The ability to navigate the moral content of a work of art, to realize the essence of the behavior of characters. Practical development of the ability to distinguish text from a set of sentences. Predicting the content of a book by its title and design. Independent determination of the theme and main idea of ​​the work on issues text structures and independent division of the text into semantic parts, their heading. Ability to work with different types of information. Participation in a collective discussion: the ability to answer questions, speak on the topic, listen to the speeches of comrades, supplement the answers in the course of the conversation, using the text. Involvement of reference and illustrative and visual materials. 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 printing. The book is educational, artistic, reference. Book elements: content or table of contents, title page, abstract, illustrations. Ability to write annotations. Types of information in the book: scientific, artistic (based on the external indicators of the book, its reference and illustrative material. Types of books (publications): work book, collection book, collected works, periodicals, reference publications (reference books, dictionaries, encyclopedias). Independent selection of books based on recommendation list, file cabinets, open access to children's books in the library, alphabetical and thematic directory. Independent use of age-appropriate dictionaries and other reference literature. Working with the text of a work of art. Determining the features of a literary text: the originality of the expressive means of the language (with the help of a teacher). Understanding the title of the work, its adequate relationship with the content. The realization that folklore is an expression of universal human moral rules and relations. Understanding the moral and aesthetic content of the read work, understanding the motivation of the characters' behavior, analyzing the characters' actions from the point of view of moral standards. Awareness of the concept of "Motherland", ideas about the manifestation of love for the Motherland in the literature of different peoples (on the example of the peoples of Russia). Similarity to those ideas and heroes in the folklore of different peoples. Independent reproduction of text using the expressive means of the language (synonyms, antonyms, comparisons, epithets), sequential reproduction of episodes using vocabulary specific to a given work (on teacher questions), a story based on illustrations, retelling. Characteristics of the hero of the work using the artistic and expressive means of this text. Finding words and expressions in the text that characterize the hero and events. Analysis (with the help of a teacher) of the character's act and his motives. Comparison of the actions of heroes by analogy or by contrast. Characteristics of the hero of the work: portrait, character, expressed through actions and speech. Identification of the author's attitude to the hero based on the analysis of the text, author's marks, names of the characters. Mastering different types of retelling of a literary text: detailed, selective and brief (transmission of the main ideas). Detailed retelling of the text (dividing the text into parts, determining the main idea of ​​each part and the entire text, heading each part and the entire text): determining the main idea of ​​the fragment, highlighting supporting or keywords, heading; drafting plan (in the form of nominal sentences from the text, in the form of questions, in the form of self-formulated statements) and, based on it, a detailed retelling entire text. Independent selective retelling of a given fragment: characterization of the hero of the work (choice of words, expressions in the text, allowing to compose a story about the hero), description of the scene (choice of words, expressions in the text, allowing to compose this description based on the text). Isolation and comparison of episodes from different works according to the commonality of situations, emotional coloring, the nature of the actions of the characters. The development of observation when reading poetic texts. Development of the ability to anticipate (foresee) 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 (information transfer). Understanding the individual, most general features of the texts of epics, legends, biblical stories (from fragments or short texts). Acquaintance with the simplest methods of analyzing various types of text: establishing cause-and-effect relationships, determining the main idea of ​​the text. Dividing the text into parts. Definition of microthemes. Key or key words. Construction of an algorithm for the reproduction of text. Reproduction of text based on keywords, model, scheme. Detailed retelling of the text. Brief retelling of the text (highlighting the main content of the text). Ability to work with educational tasks, summarizing questions and reference material.	characterize text: represent, suggest (anticipate) the text by title, topic, illustrations; determine the theme, the main idea of ​​the work; find in the text evidence of the thoughts and feelings of the author. Compare texts (educational, artistic, popular science): determine the genre, highlight features, analyze the structure, figurative means. Compare works of different genres. Compose text plan: divide the text into parts, title each part, highlight key words, determine the main idea of ​​the work (first with the help of a teacher, then independently). retell artwork text: detail ( taking into account all storylines); briefly ( concisely, highlighting the main storylines); selectively(a separate fragment, describe the heroes of the work). characterize book: analyze structure (cover, title page, illustrations, table of contents).
Culture of verbal communication (100-110 hours)
Speaking (culture of speech communication) Awareness of dialogue as a type of speech. Features of dialogic communication: understand questions, answer them and independently ask questions in the text; listen, without interrupting, the interlocutor and in a polite manner express their point of view on the work under discussion (educational, scientific, educational, artistic text). Proof of one's own point of view based on text or own experience. Using the norms of speech etiquette in extracurricular communication. Acquaintance with the peculiarities of national etiquette based on folklore works. Work with the word (recognition of the direct and figurative meaning of words, their ambiguity), purposeful replenishment of the active vocabulary. Monologue as a form of speech utterance. A monologue speech statement of a small volume based on the author's text, on a proposed topic or in the form (form) of an answer to a question. Reflection of the main idea of ​​the text in the statement. Transmission of the content of the read or listened to, taking into account the specifics of the popular science, educational and artistic text. The transfer of impressions (from everyday life, from a work of art, a work of fine art) in a story (description, reasoning, narration). Self-construction of a plan of one's own statement. Selection and use of expressive means of the language (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.	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 (artistic, educational, scientific and educational); text). Ability to be kind to the interlocutor Proof of one's own point of view based on text or personal experience. Using the norms of speech etiquette in the process extracurricular communication. Acquaintance with the features of national etiquette based on folklore literary works. Work with the word (recognize the direct and figurative meaning of words, their ambiguity), purposeful replenishment of the active vocabulary. Working with dictionaries. Monologue as a form of speech utterance.Ability to build monologue speech statement of a small volume based on the author's text, on the proposed topic or in the form of an answer to a question. Formation of grammatically correct speech, emotional expressiveness and content. Reflection of the main idea of ​​the text in the statement. The transfer of the content of the read or listened to, taking into account the specifics of popular science, educational and artistic texts. The transfer of impressions (from everyday life, a work of art, fine art) in a story (description, reasoning, narration). Self-construction of a plan of one's own statement. Selection and use of expressive means (synonyms, antonyms, comparisons), 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.	Participate in dialogue: understand the interlocutor's questions and answer them in accordance with the rules of verbal communication. Formulate interrogative sentences using a question word adequate to the situation (how? when? why? why?). Design monologue statement (on a given topic): formulate the main idea, select evidence, build a text (statement) logically and consistently, select expressive means of the language. Create(oral) text (short story, review, reasoning) taking into account the characteristics of the listeners.
Culture of written speech (20-25 hours)
Norms of written speech: compliance of the content with the title (reflection of the topic, scene, characters of the characters), the use of expressive means of the language (synonyms, antonyms, comparison) in mini-essays (narration, description, reasoning), a story on a given topic, a review.	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, review about the book you read.	Define the topic of my future written statement (which I would like to talk about). Define type of statement (text-narrative, text-reasoning, text-description), select appropriate expressive means of the language in accordance with the type of text. Create written text (story, review, etc.)
Children's Reading Circle
Works of oral folk art of different peoples of Russia. Works of classics of Russian literature of the 19th-20th centuries, classics of children's literature, works of modern domestic (taking into account the multinational nature of Russia) and foreign literature, accessible to the perception of younger students. Representation of different types of books: historical, adventure, fantasy, popular science, reference encyclopedic literature; children's periodicals (optional). The main topics of children's reading: folklore of different peoples, works about the Motherland, nature, children, our smaller brothers, good and evil, humorous works.	Acquaintance with the cultural and historical heritage of Russia, with universal values. Works of oral folk art of different peoples Russia(small folklore genres, folk tales about animals, household and fairy tales of the peoples of Russia and foreign countries). Acquaintance with the poetry of A.S. Pushkin, M.Yu. Lermontov, L.N. Tolstoy, A.P. Chekhov and others classics of Russian literature of the XIX-XX centuries, classics of children's literature, acquaintance with the works of modern domestic (taking into account the multinational nature of Russia) and foreign literature, accessible to the perception of younger students. The subject of reading is enriched with the introduction of the myths of Ancient Greece into the circle of reading of junior schoolchildren, hagiographic literature and works about the defenders and ascetics of the Fatherland. Books of different types: artistic, historical, adventure, fantasy, popular science, reference and encyclopedic literature, children's periodicals (optionally). The main topics of children's reading: folklore of different peoples, works about the Motherland, nature, children, our smaller brothers, good and evil, friendship, honesty, humorous works.
Literary propaedeutics
Finding in the text, determining the meaning in artistic speech(with the help of a teacher) expressive means: synonyms, antonyms, epithets, comparisons, metaphors, hyperbole. Orientation in literary concepts: work of art, artistic image, art of the word, author (narrator), plot, theme; the hero of the work: his portrait, speech, actions, thoughts; the attitude of the author towards the hero. A general idea of ​​the compositional features of the construction of different types of storytelling: narration (story), description (landscape, portrait, interior), reasoning (monologue of the hero, dialogue of heroes). Prose and poetic speech: recognition, distinction, highlighting the features of a poetic work (rhythm, rhyme). Genre variety of works. Small folklore forms (lullabies, nursery rhymes, proverbs and sayings, riddles) - recognition, distinction, definition of the main meaning. Fairy tales (about animals, household, magic). Artistic features of fairy tales: vocabulary, construction (composition). Literary (author's) fairy tale. A story, a poem, a fable - a general idea of ​​the genre, construction features and expressive means.	Finding in the text of a work of art, definition of meaning in artistic speech(with the help of a teacher) expressive means: synonyms, antonyms, epithets, comparisons, metaphors, hyperbole And understanding their meaning. Initial orientation in literary terms: a work of art, artistic image, art of the word, author (narrator), plot (sequence of events), theme. The hero of the work: his portrait, speech, actions, thoughts, the attitude of the author to the hero. A general idea of ​​the features of building different types of storytelling: narrative (story), descriptions (landscape, portrait, interior), reasoning (monologue of the hero, dialogue of heroes). Comparison prose and poetic speech (recognition, distinction), highlighting the features of a poetic work (rhythm, rhyme). Genre variety of works. Small folklore forms (lullabies, nursery rhymes, proverbs, sayings, riddles): recognition, distinction, definition of the main meaning. Tales about animals, household, magic. Artistic features of fairy tales: vocabulary, construction (composition). Literary (author's) fairy tale. A story, a poem, a fable - a general idea of ​​the genre, observation for the features of construction and expressive means.
Creative activity of students (based on literary works)
Interpretation of the text of a literary work in the creative activity of students: reading by roles, staging, dramatization; oral verbal drawing, acquaintance with various ways of working with deformed text and using them (establishing causal relationships, sequence of events: observing the stages in the implementation of actions); presentation with essay elements, creation of your own text based on a work of art (text by analogy), reproductions of paintings by artists, on a series of illustrations for a work or on the basis of personal experience	Interpretation of the text of a literary work in the creative activity of students: role-playing, staging, dramatization, oral verbal drawing, acquaintance with various ways of working with deformed text and using them (establishing cause-and-effect relationships, sequence of events: observance of stages in the implementation of actions; presentation with elements of an essay, creating your own text based on a work of art (text by analogy), reproductions of paintings by artists, on a series of illustrations for a work or on the basis of personal experience). The development of the ability to distinguish the state of nature at different times of the year, the mood of people, to formulate their impressions in oral or written speech. Compare your texts with literary texts-descriptions, find literary works that are consonant with your own emotional mood explain your choice.	stage work of art (its parts): read by roles, participate in dramatization. To convey the features of the characters using various expressive means (tone, tempo, timbre, intonation of speech, facial expressions, gestures), mise-en-scene.

8 Logistics of the educational process.

D - demonstration instance (at least one per class);

K - a complete set (for each student in the class);

F - a set for frontal work (at least one for two students);

P - a set for work in groups (one for 5-6 students).

Names of objects and meanslogistics	Quantity	Notes
Library fund (printed products)
Educational and methodological kits for literary reading: 1 Klimanova L.F., Boykina M.V. Literary reading. Work programs. 1-4 classes. 2 Standard of primary education in literary reading. 3 Sample curriculum for primary education in literary reading. Printed products: ABC . Grade 1: textbook. for general education institutions: at 2 pm / V. G. Goretsky [and others] Literary reading. Textbook. 1 class. At 2 h. Part 1 / (compiled by L.F. Klimanova, V.G. Goretsky, L.A. Vinogradskaya) Literary reading. Textbook. 1 class. At 2 h. Part 2 / (compiled by L.F. Klimanova, V.G. Goretsky, L.A. Vinogradskaya) Literary reading. Textbook. Grade 2 At 2 h. Part 1 / (compiled by L.F. Klimanova, V.G. Goretsky, L.A. Vinogradskaya) Literary reading. Textbook. Grade 2 At 2 h. Part 2 / (compiled by L.F. Klimanova, V.G. Goretsky, L.A. Vinogradskaya) Literary reading. Textbook. Grade 3 At 2 h. Part 1 / (compiled by L.F. Klimanova, V.G. Goretsky, L.A. Vinogradskaya) Literary reading. Textbook. Grade 3 At 2 h. Part 2 / (compiled by L.F. Klimanova, V.G. Goretsky, L.A. Vinogradskaya) Literary reading. Textbook. 4th grade. At 2 h. Part 1 / (compiled by L.F. Klimanov, V.G. Goretsky, L.A. Vinogradskaya, M.V. Boykina) Literary reading. Textbook. 4th grade. At 2 p. Part 2 / (compiled by L.F. Klimanov, V.G. Goretsky, L.A. Vinogradskaya, M.V. Boykina) Workbooks and manuals (Successful start series) Klimanova L.F. Reading. Workbook. 1 class. Goretsky, V. G. Recipe: a manual for students of general education. institutions: at 4 a.m. Klimanova L.F. Reader. Klimanova L.F. Reading. Workbook. Grade 2 Klimanova L.F. Reading. Workbook. Grade 3 Klimanova L.F. Reading. Workbook. 4th grade. Teaching aids Klimanova L.F. Literary reading lessons. Lesson developments. 1-4 classes. Goretsky, V. G. Methodological guide for teaching literacy and writing: kn. for the teacher / V. G. Goretsky, V. A. Kiryushkin, N. A. Fedosova. – M.: Enlightenment, 2009. Goretsky, V. G. Literacy education. Lesson developments. Grade 1 / V. G. Goretsky, V. A. Kiryushkin, N. A. Fedosova. – M.: Enlightenment, 2009. Zhirenko, O. E. Pourochnye development for teaching literacy. 1 class. Pre-letter, letter, post-letter periods. New set of lessons / O. E. Zhirenko, L. A. Obukhova. – M.: VAKO, 2011. additional literature Krylova O.N. Reading. Work with text. Educational and methodical set. According to the new educational standard (second generation), grade 1, M .: Exam, 2011 Krylova O.N. Literary reading: final certification: grade 2: typical test tasks / O.N. Krylov. - M .: Publishing house "Exam", 2012. Krylova O.N. Literary reading: final certification: grade 3: typical test tasks / O.N. Krylov. - M .: Publishing house "Exam", 2012. Krylova O.N. Literary reading: final certification: grade 4: typical test tasks / O.N. Krylov. - M .: Publishing house "Exam", 2012.
printed manuals
Sets of plot pictures in accordance with the topics defined in the literary reading program and in the training program (including in digital form) Explanatory dictionary of Ozhegov S.I. Literary reading dictionaries Children's books different types and genres from the circle of children's reading. Portraits of writers and poets. Reproductions of paintings by Russian and foreign artists Table "Sounds and letters" Alphabet Poster Table "Sentences for the purpose of the statement" Poster "Parts of the word". Posters: "Sit properly when reading" Checkout letters cool Cash desk of syllables demo A set of tables for elementary school “Literacy. Alphabet in riddles, proverbs" (32 tables)
Screen and audio aids
Audio supplement to the textbook "Literary reading" by L.F. Klimanova (grades 2,3,4) Audio recordings of the artistic performance of the studied works. Video films corresponding to the content of the training. Multimedia (digital) educational resources corresponding to the content of training
Games and toys
Board educational games, literary loto, quizzes.
Teaching aids (ICT facilities)
Cool magnetic board. Wall board with a device for attaching pictures. Computer Multimedia projector. exposure screen. The camera is digital. Inkjet printer Graphics tablet.

Literary reading

Post-letter period. Introduction to Literary Reading

Program of E. I. Matveeva

The literary reading program in the first grade is designed to solve problems related to the formation of reading activity, the expansion of literary horizons, the development of a sense of the artistic word, literary taste.

The program is built taking into account research on the dialogic “embeddedness” of the consciousness of the modern reader in the cultural space of the world, created by a special selection of the studied works. The author of the program takes into account the fact that the literature considers image, which is characterized not by logical, but by concrete-sensory and emotional persuasiveness. In this regard, literary reading is addressed, first of all, to figurative the nature of works that have aesthetic merit, aesthetic value, which is an important component of the emerging culture of the reader.

A cultured person capable of self-development is distinguished by the formation of an independent reading position, which is unthinkable without a culture of competent, attentive, “thorough” reading, without the ability to clearly express one’s own point of view about the read text, to accurately, fully and deeply reveal the artistic potential of the work.

The purpose of this reading course is to provide intensive improvement in students' reading through the development of the "meanings" of a literary text, the discovery different ways(technician) understanding of the work for the development of creative and communicative abilities of the child; education of culture of perception of the text; stimulating the child's need for creative reading

By the end of first grade, children should be able to:

• features of "adult" reading: reading by syntagmas (speech links) with highlighting key words and placing pauses;
• features of the intonation of the end and middle of the statement;
• signs of poetic and prose texts;
• what is spelling;
• some creative secrets of the author, which determine the peculiarities of his mood when conveying feelings;
• direct and figurative meaning of the word;
• criteria for expressive reading of didactic text;
• some laws of Russian speech in situations of speech-thinking activity;
• some etiquette norms of communication.

be able to:

• read didactic correctly literary text and use all possible methods of understanding this text;
• independently divide an unfamiliar text into syntagmas, highlight key words in it, set pauses;
• perceive literary text by ear;
• expressively read small literary texts after commenting in order to express their opinion about what they read;
• intotone poetic and prose texts of different content by heart;
• distinguish between poetic and prose texts;
• operate with the terms "dialogue", "ellipsis", "image", "pause", "speech link", "tempo", "tone", in work on the content, performance and construction of the text;
• refer to the dictionary and book footnotes in case of clarification of incomprehensible words, terms;
• comprehend a work of art, understanding the subject content of the text, revealing the creative secrets of the author, determining the features of his mood when conveying feelings;
• find some ways to convey the mood of the characters and the author of the work;
• play the role of a hero; take part in acting out a plot picture based on the work studied in the lesson;
• distinguish between direct and figurative meanings of the word;
• fix various experiences in a conversation about a work, express a personal opinion about it;
• answer questions to texts, perform creative tasks;
• expressing hypotheses in the study of the "meanings" of the text;
• participate in a dialogue about the work;
• formulate criteria for expressive reading;
• evaluate the reading of others and one's own reading in accordance with the criteria for expressive reading;
• create a short written statement (answer to a question) according to the creative task and “perform” it expressively in front of the class for further discussion;
• read aloud an unfamiliar simple text in whole words, focusing on keywords, punctuation marks (reading rate at the end of grade 1 is 30-40 words per minute); answer questions about the content of the read text.

Thematic planning

Introduction to literary reading. Post-letter period.

Program of E. I. Matveeva

4 hours for 9 accounts. weeks = 36 h

	Subject	Number of hours
	Dating lesson. Wonders of nature . Shades of the meaning of words. Determination of shades of the word, moods of the author in poetic and prose texts about nature. Selecting a heading for the text. Acquaintance with the technique of understanding the text - "reading in islands". Reading educational texts, poems by M. Boroditskaya, Y. Akim, fairy tales by N. Sladkov “The Bear and the Sun”.	2
	The theme of the onset of spring, the awakening of nature in a fairy tale. Description of the hero-animal. Heroes conversation. Ways to convey their speech. Isolation of incomprehensible words from the text, determination of ways to work with them. Acquaintance with different ways of depicting nature by different authors. Reading the educational text, E. Shim's fairy tale "Spring", poems by V. Orlov, Z. Alexandrova, R. Rugin.	2
	Determination of shades of mood of the author of prose texts about spring. Highlighting word features to describe spring. Selecting a heading for the text. Reading the story of V. V. Bianchi "... The beauty-spring has arrived ...", an excerpt from the fairy tale of K. G. Paustovsky "The Steel Ring"	1
	Determining the theme of the story. The selection of words-features to describe the flower in the story. Heroes conversation. Ways to convey their speech and mood. Placement of time stress in the text. Reading the educational text, fairy tales by E. Yu. Shim “Lily of the valley”, story by I. Sokolov-Mikitov “Lilies of the valley”	1
	Concept definitiontone in a poetic text. Ways of depicting a "living" flower in a poem by different authors. The selection of words-signs and words-actions to describe the hero. Work with the dictionary of concepts. Determining the shades of the teacher's mood while reading passages from a fairy tale.	3
	From rain to rainbow.Determination of ways to convey the mood of the characters in a humorous poem. Determining the theme of the poem and story. Dream talk. Highlighting the main point of the story.	2
	Concept definitionpace in a poetic text with sound writing (the concept of sound writing is not introduced). Ways of depicting "live" rain in humorous poems by various authors. Isolation of words-signs and words-actions to describe an unusual hero. Work with the dictionary of concepts. Determining the role of similar-sounding words (homophones) to create an image.	3
	Forecasting events according to the story. Definition of the topic and main idea of ​​the texts. Defining the sad, sad mood of the story as the main mood of the text. Ways to change mood.	2
	Selecting a heading for the text. Definition of the topic and main idea of ​​the text. Highlighting words-comparisons in the story to create an image of a rainbow. Ways of using comparisons by different authors. Definition of the role of comparison in the text.	2
	Acquaintance with the same images of natural phenomena in a fairy tale and a poem. The use of different ways of depicting "heroes". Ways of conveying the mood of the authors in a fairy tale and a poem. Explain the meaning of the title of the poem.	2
	Who Invented Miracles?Compilation of an utterance (text) containing a description. Comparison of descriptive texts, determination of their main mood. Ways to convey this sentiment. Highlighting the shades of a word in the description of one phenomenon by different authors.	2
	Determination of ways to create miracles in nature, in life by different authors of the poetic genre. Intonation of a humorous poem with a preliminary selection of words-signs, words-actions to create a picture of a miracle.	2
	Description of a miracle in a poetic text. Ways of intonation of the poetic text aloud.	1
	A way of reading and comprehending a text of a comic nature with words that have roots in the names of various vegetables. A play on words as a way to create an image of a miracle by deliberately connecting such roots. Articles by N. Konchalovskaya “About vegetables” and O. Grigoriev “A man with an umbrella”.	2
	Understanding the conceptheroes dialogue . Ways to convey the speech of the heroes of the story, the choice of tone and pace of reading. Tale of V. Berestov "Honest caterpillar".	2
	Comparison of different images - a butterfly and a sunbeam - in order to identify the features of the intonation of the author and the reader, the features of the characters' speech and words-signs. The story of the hero about himself in the first person. Ways to create a "living" creature by the author. Reading of the article by A. Fet "Butterfly" and N. Matveeva "Sunny Bunny"	2
	Through the magic glassA way of intonation of a song in which an image of goodness and light is created. The choice of means to convey a joyful mood. St. S. Cherny "Song of the Sunbeam".	2
	Introduction to the story of the miracle, containing the narrative. Penetration into the author's intent. A way to convey and change the mood of the characters with the help of language. Determination of the reader's personal attitude to the event described by the author. N. Abramtseva "Glass". Y. Koval "Purple Bird".	2
	Final lesson. Reading an artificial and artistic text with an attempt to transfer the method of syntagmatic reading to an unfamiliar work.	1

General characteristics of the TMC line on literary reading as a tool for implementing the main provisions of the Federal State Educational Standard of Primary General Education (EMC "Perspective")

"Literary reading" "Working programs" Klimanov L. F. and others. "Literary reading" Textbook Ed. Klimanova L. F. "Creative notebook on literary reading", Klimanova L. F., Koti T. Yu. " Magic power words "Workbook on the development of speech Klimanov L. F., Koti T. Yu. "Reading lessons" Klimanov L. F. Boykina M. V.

The program of L. F. Klimanova, as well as the exemplary program of the Federal State Educational Standard of Primary General Education (section "Literary Reading"), consists of: an explanatory note; the main content of primary literary education; basic requirements for knowledge, skills and abilities.

The explanatory note reflects two main directions of the literary reading course: the formation and improvement of reading skills and communication and speech skills; introducing younger students to reading fiction, which has great potential in terms of aesthetic and moral development of students.

The main objectives of the course: to form in a novice reader an interest in a book and a need for systematic reading of literary works, an understanding that a work of art is a work of verbal art; develop the child's imagination, a sense of aesthetic experience of what is read.

The content of the course of literary reading includes 4 sections: the circle of children's reading, the topics of the circle of children's reading; communicative and speech skills and skills when working with text; experience of aesthetic perception and understanding of works of art, its enrichment on the basis of acquaintance with works of different types of art and observations of the surrounding world; basic requirements for knowledge, skills and abilities of students in each class of education.

Circle of children's reading. Subject. Grade 1 Genres: fairy tales (Russian folk, fairy tales of the peoples of Russia), riddles, proverbs, nursery rhymes, fables. Themes: family, children, nature, animals. Scientific texts. Grade 2 Genres: fairy tales about animals, everyday fairy tales, fairy tales (tales of the peoples of Russia and the peoples of the world); riddles, proverbs, nursery rhymes, fables. Literary works: fairy tales, stories, fables, poems. Reference material about the life and work of writers. Topics: works that reveal artistic and aesthetic, moral, ethical, patriotic themes. Scientific and educational texts.

Grade 3 Genres: oral folk art: small folklore genres, fairy tales and everyday life. Literary works: fairy tales, stories, fables, fairy tale plays, novels, poems, scientific and educational works, myths of Ancient Greece, stories from Sacred history; through the pages of children's magazines. Circle of works of classical writers, reference material about the life of writers, their works. Topics: about the Motherland, moral and ethical topics, humorous poems and stories. Comparison of fiction and popular science texts.

Grade 4 Genres: Oral folk art: epics, fairy tales, myths in Russian folklore. Literary works: works of ancient Russian literature, stories, novels, poems, fairy tales. Myths of Ancient Greece and Ancient Rome, heroic songs, biblical traditions. Circle of artistic works of classical writers, brief information about their life and work. Topics: about the Motherland, patriotic and moral themes; travel and adventure, humorous stories and poems; scientific and educational literature.

"Communicative skills and skills of working with text": development of reading skills; formation of speech skills when working with text; education of culture of speech and reading.

Experience of aesthetic perception and understanding of works of art. Its enrichment is based on acquaintance with works of different types of art and observations of the surrounding world. expanding the experience of aesthetic perception of the world based on observations, the use of works of art and music; listening to works of art; rereading of works of art and its analysis; experience of creative activity; practical acquaintance with literary genres and terms.

"Basic requirements for knowledge, skills, skills of students": Grade 1 Students should know: by heart 3-4 poetic works of the classics of Russian literature; author and title of 3-4 books read; names and surnames of 3-4 writers whose works were read in the class. Students should be able to: read small text smoothly in whole words with elements of syllable-by-syllable reading; read text at a pace of at least 30 words per minute; observe pauses separating one sentence from another; answer questions about the read text; reproduce the content of the episode or situation from the text based on questions and illustrations to it; Express your opinion about what you have read.

Grade 2 Students should know: by heart 5-6 poems by Russian and foreign classics; 5-6 Russian folk proverbs, rhymes, riddles; names and surnames of 5-6 domestic writers. Students should be able to: read a text aloud in whole words at a pace of at least 50 words per minute without distorting words; read the text to yourself with the reproduction of its content on the questions; read a short literary text expressively, observing the intonation of sentences of various types; practically distinguish between a fairy tale, a story and a poem; explain the title of the read work; express their attitude to the content of what they read, to the actions of the characters;

verbally draw a verbal picture for individual episodes of the text; retell small work with a distinct plot, telling the sequence of events; divide the text into parts in accordance with the proposed plan; solve riddles; find in the text words that characterize the act of the hero; to distinguish between the words of the author and the characters; determine the theme of the work by title; distinguish and name fairy tales about animals and everyday fairy tales; find comparisons in the text (the simplest means of artistic expression) based on words exactly, as if, as; navigate in the textbook: be able to use the table of contents, the methodological apparatus of the textbook; compose a story according to the proposed key words or a picture plan.

Grade 3 Students should know: names and surnames of 3-4 authors and classics of Russian literature; 2 - 4 books by each writer from the recommended list for independent reading; by heart 7-8 poems by contemporary authors and classics of Russian and foreign literature; names and surnames of 7-8 authors of the read works.

Students should be able to: read aloud fluently, consciously, correctly at a reading pace of at least 70 words per minute; read a short text to yourself, followed by a retelling of its content; read the text expressively, conveying one's attitude to what was read, highlighting words that are important in meaning while reading, observing pauses between sentences and parts of the text; retell the content of the work in detail and selectively; divide a simple text into parts; correlate proverbs with the content of the work, find its main idea;

independently choose episodes, situations from the work to answer questions and tasks of the textbook; paint word pictures to works of art; find words and expressions in a literary text that depict characters, events, nature; to distinguish between a fable, a story, a fairy tale, an everyday fairy tale and a fairy tale about animals; highlight features poetic works: rhyme, rhythm; fable: hero of a fable, implied meaning, morality; find a book from the recommended list of literature;

navigate in the textbook, find works in it by its name and the author's surname, combine works on a specific topic; to distinguish between artistic and scientific-cognitive works; find means of artistic expression in the work (comparisons, epithets).

Grade 4 Students should know: the distinctive features of works of various genres: fairy tales (elements of the miraculous, magic items, magical events), poems, fables; by heart 10-12 poems; 5-6 books on the topics of children's reading. Students should be able to: read the text fluently, correctly, consciously at a pace of at least 80 words per minute; read to yourself works of various genres;

read expressively, intonation combining words into sentences and sentences as part of the text; convey when reading their attitude to the content, the heroes of the work; express their attitude to what they read as a work of verbal art; find means of artistic expression: personification. Comparison. Epithet; find metaphors and comparisons on the example of a riddle; to distinguish between folk and literary tales, to know the names and surnames of the authors; retell the texts of works in detail, selectively, briefly;

observe the logical sequence and accuracy of the presentation of events when retelling; draw up a plan, title the text; distinguish between fiction and popular science text, express their attitude to the read work; retell the text with elements of description (nature, appearance of characters, environment) or reasoning, replacing dialogue with narrative; choose during expressive reading intonation, tempo, logical stresses, pauses corresponding to the content of the text; find words and expressions that indicate the author's attitude to characters and events;

use the reference apparatus of the textbook (table of contents, questions, assignments, headings, subheadings, footnotes, paragraphs); choose books for independent reading, focusing on the author's name, title and subject of books; determine the content of the book, focusing on the title page, table of contents, illustration, preface.

Thematic sections of textbooks on literary reading: Love the book (The book is like a great miracle) Oral folk art (songs, nursery rhymes, jokes, counting rhymes, riddles, proverbs, sayings, Russian folk everyday life and fairy tales about animals) Colors of autumn (poems and lyrical sketches by F. Tyutcheva, A. Fet, A. Pleshcheev, S. Yesenin, V. Bryusov, M. Prishvin, etc.) My favorite writers (poems, fables, stories by A. Pushkin, L. Tolstoy, I. Krylov) I love all living things ( poems and stories by Soviet writers: A. Shibaev, V. Bianki, E. Charushin, B. Zhitkov, etc.)

Hello Mother Winter! (poems by I. Bunin, K. Balmont, S. Yesenin, F. Tyutchev, etc.) We are friends (poems and stories by V. Oseeva, V. Berestov, Y. Ermolaev, etc.) Spring! And she's happy! (poems by F. Tyutchev, A. Pleshcheev, A. Blok, I. Bunin, etc.) Cheerful round dance (poems and stories by V. Dragunsky, B. Zakhoder, E. Uspensky, V. Berestov, G. Oster, I. Tokmakova etc.) My closest and dearest (poems and stories of Russian poets and writers) One Hundred Fantasies (poems, stories, fairy tales of Russian and foreign poets and writers) Literature of foreign countries (works of oral folk art; fairy tales of H. -H. Andersen, E. Hogarth)

Thus, the content of the textbook is aimed at literary development student, therefore the main thing in the lesson of literary reading is the text as an aesthetic value. The main task of the teacher is, on the basis of a work of art, to form a system of spiritual and moral values ​​by means of literature, by means of art, which is reflected in the main provisions of the Federal State Educational Standard of Primary General Education (the goals of the Federal State Educational Standard).

Stylistic analysis, revealing in the selection of word images, manifests itself author's attitude to what is being depicted. This is primarily an analysis of the use by the author language tools in artistically organized speech. - What picture of winter does the author paint? What words help to see it? (A. S. Pushkin. Here is the North catching up the clouds ...) - Why does the author create the image of a cloud, and not a cloud? Why is she golden? (M. Lermontov. Cliff.)

Analysis of the development of the action, which is based on the work on the plot and its elements - episodes, chapters. At the same time, the analysis proceeds from the act to the character, from the event to the meaning of the text. Analysis of artistic images. For an epic work, the main images are the characters, the landscape, and the interior. In the process of analysis, students must consider images in interaction.

The sequence of analysis of the artistic image 1. In children's literature, the artistic image is the character, so we consider the character of the hero based on the plot. The hero is also characterized by the author's remarks and his speech. 2. The relationship between the characters is considered. 3. If the work contains descriptions of the landscape or interior, their role in the text is considered. 4. Based on the images, the idea of ​​the work is revealed. 5. The personal attitude of the reader to the described (to the content) and to how it is done (to the form) is revealed.

Formation of subject and meta-subject skills: determination of the stages of working with text; full-fledged analysis of the text under the guidance of a teacher. Page 34- 35 of the second part of the textbook on literary reading by L. F. Klimanova, L. A. Vinogradskaya, V. G. Goretsky (grade 1)

Algorithm of the activities of students of grade 1 to complete tasks. 1. Listen to the text of V. Berestov "Frogs". 2. Did you like the text? Was it fun or sad to listen to this text? What words or phrases do you remember? Name it. 3. Read again. Count how many times the word "kva-kva" is used. Why so much? 4. Count how many times the word "at-two" is used? What do we hear in this word? Doesn't it resemble the croaking of frogs? Why? 5. Read the text again, clearly highlighting the words "kva-kva" and "at-two".

6. Close your eyes. Tell us what picture you imagined while reading the text. Start talking like this: “Little pond. The banks were overgrown with willow bushes, bent low over the water. And there are many in the water. . . They move fast. . . They jump. . . » 7. What words from the text helped paint this picture. Read the text again and underline these words. 8. Read the text again, highlighting with your voice words similar to the croaking of frogs, words that helped to present the picture. Did you enjoy your reading. 9. Read the second text about frogs. What information did you get from the text? Tell, based on the words that are presented on the board: caviar (testicles) - tadpoles - frog.

10. Determine what task the author of the first and second texts faces: tell how a frog is born; present a joyful picture of a bright sunny day; to rejoice with the author of the picture he saw. 11. Draw your own conclusion. Thus, it is obvious that the whole system of questions and tasks of the methodological apparatus of the textbook is aimed at developing the ability to analyze a work of art, which is also provided for by the Federal State Educational Standard of Primary General Education (section "Literary Reading").

Formation of subject and meta-subject skills. Analysis of the lyrical text, works of painting. Comparison of different works of art. Problem resolution.

The child gets the opportunity to expand the circle of reading, referring to the works in special headings of the textbook. Family reading.

Did you like the work that you read at home? What is it called? Who is its author? What is it about? Is it possible to say that this work: - about how they cooked fish soup together; - how great it is when the whole family does something common together. What joint affairs of your family do you remember? Tell me.

1. Name the authors of the books. What authors do you know? 2. Read the titles of the books. Are you familiar with these books? 3. Guess what these books are about? 4. Find books in your home library.

Textbook "Literary reading: Grade 1" by L. F. Klimanova and others. Part I. (p.). Thus, this textbook presents the material on the basis of which certain models of the child’s behavior in a given situation are formed, which makes it possible to realize the main goal of the Federal State Educational Standard (the formation of a civil position) and solve issues of spiritual and moral education (through the formation already in the first grade value orientations based on didactic text).

Creative notebook on literary reading Author: Klimanova L. F., Koti T. Yu. The child gains experience in creative verbal activity. He learns to: § compose texts based on a series of drawings; by key words; by analogy with other text; § compose poems, stories.

Creative notebook on literary reading for grade 1 by L. F. Klimanova and T. Yu. Koti (pp. 60, 61, 62)

Lesson topic: "Good brotherhood is dearer than wealth." Goals and objectives of the lesson: show the value of friendship; introduce proverbs and sayings about friendship; learn to characterize the hero; develop and enrich the speech of students; learn to work in pairs.

"Creative notebook on literary reading" 1 class. Authors: L. F. Klimanova, T. Yu. Koti (p. 63). We play theater. Goals and objectives: To develop the ability to analyze a literary text, highlighting the main, essential. To form the ability to expressively read the text. Develop student speech.

Reader. Notebook for the formation of reading skills. Author: L. F. Klimanova. This manual can be used both in the period of learning to read and write, and in the period of teaching literary reading. The task of the teacher is to form semantic, conscious, and not vocal reading in children on the basis of this manual.

Page 85 notebooks for the formation of reading skills "Reader" L. F. Klimanova What is shown in the illustration? - Read the words on the board: cow, snail, flower. - How to call a cow affectionately? Read: cow. - Find the text that says about the cow. - Read the words divided into syllables on your own. What word have you already met? Read the word with different intonation: pleading, affectionate. - Let's read it in unison. What unfamiliar words came across? Who is a shepherd? - Read three times to a friend, each time speeding up the pace.

Notebook on the formation of a culture of speech "Magic power of words" Authors: T. Yu. Koti, L. F. Klimanova When working with the texts proposed in it, the student comprehends the ways of behavior in various situations.

Teaching aids "Lessons of reading" Authors: Klimanova L. F., Boykina M. V. Methodological aids consist of sections: Features of conducting literary reading lessons in elementary school. Approximate calendar-thematic planning. Scenarios of lessons on literary reading in each class. Methodological articles on conducting literary reading lessons, taking into account genre specifics (for example, how to work with a picture in a literary reading lesson; how to analyze a lyrical text, etc.). Methods of work with additional manuals on literary reading.

Lesson 1-3: Love the book. Objectives of the lessons: to acquaint and interest in a new educational book; give an initial idea of ​​the book as a wise teacher and adviser; to form the ability to read correctly (in whole words, meaningfully, expressively). Planned achievements of students: conscious reading of the text by students; grouping of read books on different grounds; expressive reading based on text markup (taking into account punctuation marks in the text); adequate perception of the sounding text; students' answers on the content of the text; participation in a group conversation. Equipment: Textbook on literary reading by L. F. Klimanova. Grade 2 Part I. Creative notebook T. Yu. Koti. Books read by students over the summer.

Typology of lessons on literary reading Lesson of acquaintance with the work. A lesson in reading and comprehension of the work. Lesson in the development of speech. Book lesson ( extracurricular reading, bibliographic lesson, lesson on the traces of home reading, lesson on the traces of independent reading). Lesson of control and evaluation of learning outcomes.

The lesson of reading and comprehension of the work The algorithm of work on the work includes the generally accepted sequence of studying the text: preparation for the primary perception of the text primary perception of the text checking the primary perception of the text motivation for rereading and analyzing the work analysis of the literary work creative work to summarize the work on the text

The structure of the lesson of literary reading Stage Preparation for the primary perception of the text. Purpose Possible methodological techniques To create an appropriate emotional atmosphere; to revive the life impressions of children necessary for the perception of the work. Consideration of an exhibition of books or a book in which the work under study is included; the teacher's story about the events considered in the work; viewing reproductions; listening to a piece of music; viewing film fragments, filmstrips; a conversation on a topic close to the theme of the work; a conversation about the work of a writer or poet; quiz on his works; reading and explaining words incomprehensible to students; reading technically difficult words for students, etc.

Stage Primary perception. Purpose To provide emotional perception, interest in the work being studied. Check Evaluation of the quality of the primary independent perception of the text; correction of the course of text analysis conceived by the teacher. Possible teaching methods Teacher reading; independent reading by students; combined reading; listening to the recording of reading the text by the master of the artistic word. A conversation that reveals an emotional response to a work and an understanding of its general meaning by children: - Did you like the work? What made you think? - Which of the characters did you like? Whom did you sympathize with? - When was it scary, fun? - Share your thoughts, feelings about what you read?

Stage Motivation for re-reading and analysis of the work. Purpose To arouse interest in re-reading the text, the need for analytical work. Possible methodological approaches Problematic question: why? For what? for what purpose? ; search for inaccuracies in the illustration; comparison of different reading options; explanation of unfamiliar words.

Stage Purpose Possible methodological techniques Analysis Deepen literary perception works, development of the idea of ​​the work. Consistent rereading aloud with comments; independent re-reading with various tasks; planning; comparison with a work on the same topic, etc. Generalization of the results of the analysis. Expressive reading; dramatization; various types of retelling; essay on the studied work; creation of an exhibition of drawings; creation of an exhibition of books, etc. Provide a deeper holistic perception of the work.

Lesson topic: "Colors of autumn". Lesson objectives: to form the ability to feel the mood expressed in a prose or poetic text; to form the ability to compare a work of literature and painting, to find common and different; to form the ability to defend one's point of view; understand the point of view of the author and the hero; develop the emotional sphere of the child.

Planned results of mastering the content of literary education: adequate perception of poetic and prose text by ear; participation in a collective dialogue organized by the teacher; comprehension under the guidance of a teacher of the studied works; interpretation of literary texts; comparison of works of different types of art.

Educational literature for the lesson: 1. Textbook "Literary reading: Grade 2" by L. F. Klimanova and others. Part I. (pp. 25, 26).

2. Creative notebook "Literary reading: grade 2" L. F. Klimanova, T. Yu. Koti (p. 13)

Which of the following is not a component of the concept of "reader competence"? Possession of reading techniques Possession of techniques for understanding the read and listened to works Knowledge of books and the ability to choose them independently Possession of a detailed, selective, brief or concise retelling Formation of the spiritual need for a book as a means of knowing the world and self-knowledge

The methodological apparatus of textbooks on literary reading UMK "Perspektiva" allows you to restore the tradition of expressive reading family reading explanatory reading combined reading

By what principle are works grouped in textbooks on literary reading UMK "Perspektiva"? chronological genre-thematic

Tasks for self-study Make a summary of the lesson on literary reading, using the material on pages 38, 39, 40 of the textbook "Literary Reading: Grade 1" (part 2).

Make a summary of the lesson on literary reading, using the material on pages 48-50 of the textbook "Literary Reading: Grade 2" (part 1)