Literary reading UMK “School of Russia. General characteristics of the UMC line in literary reading Analysis of UMC in literary reading

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 types of speech activity, providing the ability to work with different types 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 of 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 academic subject especially affects 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, constructing monologues (based on works and personal experience), compare and describe various objects and processes, independently use reference material textbook, finding information in dictionaries, reference books and encyclopedias, express own opinion based on what you have read and heard.

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

Solving this problem helps to understand artwork 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 between artistic means; 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 meaning of the emotional coloring of all storylines works 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 of the 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 oral art peoples of Russia and foreign countries, works of classics of domestic and foreign literature and contemporary writers 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 text.

The program provides literary propaedeutics. Students get an initial understanding of main topic, 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 (riddle, proverb, rhyme, joke). Children learn to use the visual and expressive means of 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.

The analysis of the figurative means of the language in elementary 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 abilities. 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 presentations and essays, compose poems and fairy tales, they develop an interest in the literary work of 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 the moral content and 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 priority on the development of 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, expressive reading is an important means of organizing the understanding of the author's position, the author's attitude to the heroes of the work and the reality depicted.

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;

foundations of civic identity, ethnic background in the form of awareness of "I" as a member of the family, a representative of the people, a citizen of Russia, a sense of belonging and pride in their homeland, 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 levela living attitude towards an 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 dialogical 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 the information provided 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 eye-safe nervous system, musculoskeletal system ergonomic methods of working with a computer and other ICT tools; perform compensatory physical exercises (minimary exercises);

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, compose instructions (simple algorithms) in several actions, build programs for a computer executor using sequential execution and repetition structures.

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 of the communicative and aesthetic possibilities of their native language used in works of art.

By the end of primary school, children will be ready for further education, the required level of reading competence, speech development will be achieved, universal actions reflecting learning 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 speak in front of a familiar audience (peers, parents, teachers) with short 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) expressively accessible for a given age prose works and recite poems 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 interpretation of the content of the 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 of artistic expression);

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 manifestation 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 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 V group work associated with 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 content questions 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 learning task (select the necessary means to obtain a result, build a sequence of learning 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. Ability to self-prepare expressive reading 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 literature 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 a recommended 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. Monologic speech statement small volume based on the author's text, on the 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, short story according to 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 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 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 an introduction to the reading circle of younger students of myths Ancient Greece, 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 of 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 education
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.

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

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

Literary reading

EMC "School of Russia"

Explanatory note

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

The program is designed for 34 academic hours.

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

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

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

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

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

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

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

General characteristics of the subject

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

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

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

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

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

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

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

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

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

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

Teaching children to feel and understand figurative language a work of art;

To develop the poetic ear of children, to accumulate the aesthetic experience of listening to works of fine literature, to cultivate artistic taste;

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

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

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

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

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

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

The main content lines of the course

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Writing (culture of writing)

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

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

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

Course results

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

Isolate individual sounds in words, determine their sequence;

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

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

know the ways of their letter designation;

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

determine the place of stress in a word;

isolate words from sentences;

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

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

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

Orally compose 3-5 sentences on a specific topic;

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

be able to observe pauses separating one sentence from another.

Forms of organization of the educational process

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

Traditional lesson, generalizing lesson, lesson-test;

Frontal, group, individual work, work in pairs.

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CONSIDERED
Minutes of the meeting of the methodological
associations of teachers dated 29.08.2014
No. 1 ______S.I. Ivanenko
AGREED
Deputy Director for UVR
________________ N.V. Pivnev
___ _________________year 2014
I approve _________________
Principal of the school MBOU secondary school No. 8
named after I.V. Orekhova
E.D. Salamakhina
Order dated August 30, 2014 No. 113
in literary reading
Working programm
Class 4
Teacher Ivanenko Svetlana Ivanovna
Number of hours Total - 102 hours; per week - 3 hours
The program was developed on the basis of the Federal State Educational Standard of Primary General Education
education, programs in literary reading and based on the author's program L.F. Klimanova, V.G. Goretsky,
M.V. Golovanova.
EMC "School of Russia"
Textbook for grade 4. Literary reading. Klimanova L.F. Golovanova M.V., Goretsky V.G., M., Enlightenment. 2012;
Workbook on literary reading. Klimanova L.F. Golovanova M.V., Goretsky V.G., M., Enlightenment. 2014;
Additional literature:
Encyclopedia for children. T.9 Russian literature / M.D. Aksenova, M., Avanta, 2011.
Ozhegov S.I. Dictionary of the Russian language / ed. N.Yu. Shvedova, M., Rus. Language, 2011;
Explanatory note

Literary reading is one of the main subjects in teaching younger students. It forms the general educational skill of reading and the ability to
work with text, arouses interest in reading fiction and contributes to the overall development of the child, his spiritual
moral and aesthetic education.
The success of studying the course of literary reading ensures the effectiveness in other subjects of elementary school.
The course of literary reading is aimed at achieving the following goals:
- mastery of conscious, correct, fluent and expressive reading as a basic skill in the education system of younger students;
improvement of all types of speech activity, providing the ability to work with different types of texts; development of interest in reading and
book; the formation of the reader's outlook and the acquisition of experience in the choice of books and independent reading activities;
- development of artistic 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 of fiction; the formation of moral ideas about
goodness, friendship, truth and responsibility; education of interest and respect for the national culture and culture of the peoples of the multinational
Russia and other countries.
Literary reading as an academic subject in elementary school is of great importance in solving the problems of not only teaching, but also education.
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 corresponding to national and
universal human values. Orientation of students to moral standards develops their ability to correlate their actions with ethical principles.
principles of 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 acquire conscious and expressive reading,
reading texts to themselves, learn to navigate in the book, use it to expand their knowledge about the world around them.
In the process of mastering the course, the level of communicative culture in younger students increases: the ability to compose dialogues is formed,
express their own opinion, build a monologue in accordance with the 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 literate
a 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
on the verbal nature of a work of art, on the attitude of the author towards the characters and the surrounding world, on moral problems,
exciting writer. Younger students learn to feel the beauty of the poetic word, to appreciate the figurativeness of verbal art.
The study of the subject "Literary reading" solves many of the most important tasks of primary education and prepares the younger student for successful
training in high school.
The place of the course "Literary Reading" in the curriculum
The course "Literary Reading" is designed for 105 hours (3 hours per week, 34 academic weeks in the 4th grade).

Course results
The implementation of the program ensures that primary school graduates achieve the following personal, meta-subject and subject
results.
Personal results:
1) the formation of a sense of pride in their homeland, its history, the Russian people, the formation of humanistic and democratic values
orientation of the multinational Russian society;
2) the formation by means of literary works of a holistic view of the world in the unity and diversity of nature, peoples, cultures and
religions;
3) education of artistic and aesthetic taste, aesthetic needs, values ​​and feelings based on the experience of listening and memorizing
by heart works of fiction;
4) development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of others
of people;
5) the formation of a respectful attitude towards a different opinion, history and culture of other peoples, the development of the ability to tolerate people
other nationality;
6) mastering the initial skills of adaptation to school, to the school team;
7) acceptance and development of the social role of the student, the development of motives for learning activities and the formation of the personal meaning of learning;
8) development of independence and personal responsibility for one's actions on the basis of ideas about the moral standards of communication;
9) development of cooperation skills with adults and peers in different social situations, the ability to avoid conflicts and find solutions
from controversial situations, the ability to compare the actions of the heroes of literary works with their own actions, to comprehend the actions
heroes;
10) the presence of motivation for creative work and careful attitude to material and spiritual values, the formation of an orientation towards
safe, healthy lifestyle life.
Metasubject results:
1) mastering the ability to accept and maintain the goals and objectives of educational activities, the search for means of its implementation;
2) development of ways to solve problems of a creative and exploratory nature;
3) the formation of the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for it.
implementation, determine the most effective ways to achieve results;
4) the formation of the ability to understand the reasons for the success / failure of educational activities and the ability to act constructively even in situations
failure;
5) the use of sign-symbolic means of presenting information about books;
6) active use of speech means for solving communicative and cognitive tasks;
7) the use of various methods of searching for educational information in reference books, dictionaries, encyclopedias and interpreting information in
in accordance with communicative and cognitive tasks;

8) mastering the skills of semantic reading of texts in accordance with the goals and objectives, the conscious construction of a speech statement in
in accordance with the tasks of communication and drafting texts in oral and written forms;
9) mastering the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishment
cause-and-effect relationships, construction of reasoning;
10) willingness to listen to the interlocutor and engage in dialogue, to recognize different points of view and the right of everyone to have and express their opinion and
argue your point of view and assessment of events;
11) the ability to agree on the distribution of roles in joint activities, to exercise mutual control in joint activities, common
goals and ways to achieve it, comprehend their own behavior and the behavior of others;
12) willingness to constructively resolve conflicts by taking into account the interests of the parties and cooperation.
Subject Results:
1) understanding of literature as a phenomenon of national and world culture, a means of preserving and transmitting moral values ​​and traditions;
2) awareness of the importance of reading for personal development; formation of ideas about the Motherland and its people, the world around, culture,
initial ethical ideas, concepts of good and evil, friendship, honesty; formation of the need for systematic reading;
3) achieving the level of reading competence necessary for continuing education, general speech development, i.e. mastering
reading aloud and to oneself, elementary methods of analysis of artistic, scientific, educational and educational texts using
elementary literary concepts;
4) the use of different types of reading (studying (semantic), selective, search); the ability to consciously perceive and evaluate the content and
the specifics of various texts, participate in their discussion, give and justify the moral assessment of the actions of the characters;
5) the ability to independently choose the literature of interest, use reference sources for understanding and obtaining
additional information, making up a brief annotation on your own;
6) the ability to use the simplest types of analysis of various texts: to establish causal relationships and determine the main idea
works, divide the text into parts, title them, draw up a simple plan, find means of expression, retell the work;
7) the ability to work with different types of texts, to find characteristics scientific, educational and artistic
works. At a practical level, master some types of written speech (narration - creating a text by analogy,
reasoning - a written answer to a question, a description - a characterization of the characters). The ability to write a review of a read work;
8) artistic development creativity, the ability to create your own text based on a work of art, reproductions
paintings by artists, from illustrations, based on personal experience.
Types of speech and reading activities
COURSE CONTENT

Listening skills (listening)
Listening perception of sounding speech (statement of the interlocutor, listening to various texts). Adequate understanding of the content of sounding speech,
the ability to answer questions on the content of the listened work, determining the sequence of events, understanding the purpose of speech
statements, the ability to ask questions about the listened to educational, scientific and educational and artistic works.
Development of the ability to observe the expressiveness of speech, the peculiarity of the author's style.
Reading. Reading aloud. Orientation to the development of speech culture of students, the formation of their communicative and speech skills.
Development of reading skills. Developing the skills of correct, conscious reading aloud, developing an accelerated pace of reading through practicing
methods of holistic and accurate visual perception of the word, the speed of understanding what is read. Development of poetic ear. Upbringing
aesthetic responsiveness to the work. The ability to independently prepare for the expressive reading of a small text (choose a tone and
reading pace, determine logical stresses and pauses). Deeper reading comprehension. Developing the ability to quickly catch the main idea
works, the logic of narration, semantic and intonational connections in the text. Developing the ability to move from reading aloud to reading silently.
Determining the type of reading (studying, introductory, selective), the ability to find the necessary information in the text, understanding it
features. Conscious reading to yourself of any text in terms of volume and genre. Reading speed - not less than 100 words per minute. Independent
preparation for expressive reading (Grade 4).
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
typography. The book is educational, artistic, reference. Book elements: table of contents 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).
Self-selection of books based on a recommendation list, alphabetical and thematic catalogue. Self use
age-appropriate dictionaries and other reference books. Working with the text of a work of art
Compliance with the retelling of the logical sequence and accuracy of presentation. Reproducing text content with descriptive elements
(nature, appearance of the hero, environment) and reasoning, with the replacement of dialogue by narrative. Identification of the features of the speech of actors
story, comparing their actions, attitudes towards others (on one or a number of works), identifying the motives for the behavior of the characters and determining
division of his own and the author's attitude to events and characters. Distinguishing the shades of the meaning of words in the text, using them in speech, on
walking in the work and understanding the meaning of words and expressions that vividly depict events, heroes, surrounding nature(comparisons,
epithets, metaphors, phraseological units). Drawing up creative retellings on behalf of one of the characters, with a fictional continuation
stories about a case from life based on observations, with elements of description or reasoning. Enrichment and activation of students' vocabulary, development
oral speech, its content, consistency, accuracy, clarity and expressiveness. Orientation in the textbook by content,
independent use of the methodological and reference apparatus of the textbook, questions and tasks for the text, footnotes. Oso

knowledge 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 and
heroes in the folklore of different peoples. Independent reproduction of the 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), story based on illustrations, retelling.
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), a description of the scene (the choice of words, expressions in the text, allowing to compose this description on
the basis of the text). Isolation and comparison of episodes from different works according to the commonality of situations, emotional coloring, the nature of actions
heroes.
The development of observation when reading poetic texts. Development of the ability to anticipate (foresee) the course of the development of the plot,
sequence of events.
Ability to speak (culture of speech communication)
The ability to build a monologue speech statement of a small volume based on the author's text, on the proposed topic or in the form
answer to the question. Formation of grammatically correct speech, emotional expressiveness and content. reflection core
thoughts of the text in the statement. The transfer of the content read or listened to, taking into account the specifics of popular science, educational and
artistic texts. 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.
Children's Reading Circle
Work continues with works of folklore, with epics.
Acquaintance with the cultural and historical heritage of Russia, with universal values. The range of works of modern
domestic (taking into account the multinational nature of Russia) and foreign literature, accessible to the perception of younger students.
The topics of reading are enriched with the introduction of the myths of Ancient Greece, hagiographic literature and works about
defenders and devotees of the FatherlandBooks of various types: fiction, historical, adventure, fantasy, popular science,
reference encyclopedic literature, children's periodicals.
Independent finding in the text of a work of art means of expression: synonyms, antonyms, epithets, comparisons,
metaphors and comprehension of their meaning
descriptions (landscape, portrait, interior), reasoning (monologue of the hero, dialogue of heroes).
Comparison of prose and poetic speech (recognition, distinction), highlighting the features of a poetic work (rhythm, rhyme).
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
word drawing, acquaintance with various ways of working with deformed text and using them (establishing causal
investigative connections, sequence of events, presentation with elements of an essay, creation of your own text based on artistic
works (text by analogy), reproductions of paintings by artists, based on a series of illustrations for a work or based on personal experience). Development
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 emotional
mood, explain your choice.

dates
A
№
Lesson type
Lesson topic
Item Skills
Formed UUD
Personal
Regulatory
cognitive
Calendar-thematic planning
Grade 4 EMC "School of Russia" 105 h.
Extracurricular reading (14 hours), reading by heart (5 hours), R / c (9 hours)
1 Study and
primary
consolidation
knowledge
Acquaintance with
textbook "Native
speech". Chronicles.
And Oleg hung
your shield on the gates
Tsargrad".
Learn to find in the epic
analogy with real
historical
events.
2 Study and
primary
consolidation
knowledge
34 Study
and primary
consolidation
knowledge
5 Study and
primary
And Oleg remembered
his horse"
"Ilyina three
trips."
"Life of Sergius
Radonezh"
Introduce
excerpts from chronicles,
help them understand
the need for knowledge
stories.
Consciously, correctly
read expressively
aloud. On one's own
characterize
hero.
Plan the text.
Feel
beauty
artistic
words,
aim for
improvement
own speech;
love and respect for
Fatherland, his
language, culture,
stories;
On one's own
formulate
theme and goals
lesson.
Build
reasoning.
On one's own
formulate
theme and goals
lesson.
Build
reasoning.
To make plan
educational
Problems
together with
Build
reasoning.
Communicative
s
Put
questions to
text
textbook,
story
teachers.
Briefly
transfer their
impressions about
read.
Put
questions to
text
textbook.
Briefly
transfer their
impressions about

consolidation
knowledge
6 Study and
primary
consolidation
knowledge
Relate what has been read
work to
a certain period.
Summarize knowledge
obtained in the study
section
Generalization by
section "Chronicles.
Epics. Lives
teacher.
Build
reasoning.
Have your own
reader's
priorities
respectfully
refers to
preferences
others
Work on
plan, checking
their actions with
goal,
adjust
my
activity
Install
causally
investigative links.
7 Study
new
material
Acquaintance with
section. Peter
Petrovich Ershov
Wonderful World of Classics (29h)
Ershov's work.
understand and
formulate one's own
relation to copyright
writing style.
Interest in reading
dialogue with
the author of the text;
need in
reading
To make plan
educational
Problems
together with
teacher.
Build
reasoning.
89 Study
new
material
P. P. Ershov
"Humpbacked Horse"
Understanding the Idea
works.
self-giving
characterization of the hero
(portrait, features
character and actions
speech, attitude of the author to
hero own
attitude towards the hero)
Interest in reading
dialogue with
the author of the text;
need in
reading
10
Anchoring
knowledge
extracurricular reading
Chronicles, epics,
legends
Secondary comprehension
already known knowledge
skill development and
skills according to their
Have your own
reader's
priorities
respectfully
On one's own
formulate
theme and goals
lesson.
To work in
given pace.
In dialogue with
teacher
work out
criteria for evaluation
and determine
degree
Read all kinds
textual
information:
factual
subtext,
conceptual.
Build
reasoning.
read.
speak out and
substantiate
your point
vision
Adequately
use
speech
means for
solutions
various
communicative
th tasks.
Listen and
hear
others
try
accept
another point
vision, to be
ready
adjust
your point
vision
self
o choose and
read children's
books.

1112
Studying
new
material
1315
Studying
new
material
16Fixed
no knowledge
A. S. Pushkin
"Nanny", "Cloud",
"Sad time"
R\c Pushkin on
Caucasus
A. S. Pushkin
"The Tale of the Dead
princess and seven
heroes"
KVN based on fairy tales by A.
S. Pushkin
R\c Pushkin on
Caucasus
application.
refers to
preferences
others
Develop attention to
author's word,
accuracy of use
words in poetry.
Feel
beauty
artistic
words,
Argued
express one's own
attitude to
read, to the heroes,
understand and define
your emotions
aim for
improvement
own speech;
love and respect for
Fatherland, his
language, culture.
sense of beauty
- skill
perceive
the beauty of nature.
17 Study
new
material
M. Yu. Lermontov
"Gifts of the Terek",
"AshikKerib"
See language
funds used
author.
18
Anchoring
knowledge
extracurricular reading
by works
M. Yu. Lermontova
R\c Lermontov on
Caucasus
Expand knowledge about
literary heritage
M. Yu. Lermontova
Interest in reading
dialogue with
the author of the text;
need in
reading
its success
work and work
others in
According to
these
criteria
On one's own
formulate
theme and goals
lesson.
To work in
given pace.
Study
operational
control
academic work
both his own and
others.
On one's own
formulate
theme and goals
lesson.
Work on
plan, checking
their actions with
goal,
adjust
my
activity.
Build
reasoning.
Build
reasoning.
Systematization and
generalization.
Build
reasoning.
Systematization and
generalization.
Adequately
use
speech
means for
solutions
various
communicative
th tasks.
Agree
and come to
general
decision in
joint
activities;
set
questions.
Learn connected
answer by
plan
self
o choose and
read children's
books.
19 Study Creativity L.N.
Match the author
Love and respect
Compare and
speak out and

new
material
Tolstoy
works from
the time of their creation; With
children's theme
literature.
to the Fatherland,
language, culture,
stories.
formulate
theme and goals
lesson.
select
information
derived from
various
sources
substantiate
your point
vision.
2nd quarter (21h)

Poetry notebook (9h)
2021
Studying
new
material
L. N. Tolstoy
"Childhood",
"How did the man take away
stone"
22 Study
new
material
extracurricular reading
based on the fables of L.N.
Tolstoy
R \ k Tolstoy on
Caucasus
On one's own
master the unfamiliar
text (reading to yourself,
asking questions
the author in the course of reading,
forecasting
responses, self-control;
vocabulary work on
the course of reading);
formulate
the main idea of ​​the text.
self-giving
characterization of the hero
(portrait, features
character and actions
speech, attitude of the author to
hero own
relationship with the hero).
Orientation in
moral
content and
meaning of actions
their own and
surrounding people
Ethical feelings -
conscience, guilt, shame
- as regulators
moral
behavior.
23 Study
new
material
Creativity A.P.
Chekhov
Match the author
works from
the time of their creation; With
children's theme
Love and respect
to the Fatherland,
language, culture,
stories.
On one's own
formulate
theme and goals
lesson.
Work on
plan, checking
their actions with
purpose.
In dialogue with
teacher
work out
criteria for evaluation
and determine
degree
its success
work and work
others in
According to
these
criteria.
On one's own
formulate
theme and goals
lesson.
Read all kinds
textual
information:
factual
subtext,
conceptual
Compare and
select
information
derived from
various
sources
Adequately
use
speech
means for
solutions
various
communicative
th tasks.
self
o choose and
read children's
books.
enjoy
different types
reading: students,
viewing,
speak out and
substantiate
your point
vision.

24 Study
new
material
A. P. Chekhov
"Boys"
literature.
Argued
express one's own
attitude to
read, to the heroes.
Emotionality;
ability to understand and
determine
(name) your
emotions.
To make plan
educational
Problems
together with
teacher.
introductory.
Build
reasoning.
25 Study
new
material
extracurricular reading
by works
A. P. Chekhov.
26Generalizations
not studied
material
Generalization
learned
material on
section "Wonderful
world of classics
understand and
formulate one's own
relation to copyright
writing style
Have your own
reader's
priorities
treat with respect
to the preferences of others
Interest in reading
dialogue with
the author of the text;
need in
reading.
Work on
plan, checking
their actions with
goal,
adjust
my
activity.
Compare and
select
information
derived from
various
sources
2nd quarter (28h)
Extracurricular reading (3h), reading by heart (2)
Poetry notebook (9h)
27 Study
new
material
Acquaintance with
section.
F. I. Tyutchev.
Poems about nature
28 Study
new
material
29 Study
new
material
30 Study
new
A. A. Fet
« Spring
rain". "Butterfly".
E. A. Baratynsky.
"Spring". "Where
sweet whisper"
N. A. Nekrasov
"Pupils".
See language
facilities,
used by the author.
Provide a holistic
perception of poetic
text.
Be aware of the idea
works, correct
evaluate and express
your attitude.
Feeling
beautiful -
skill
perceive
beauty of nature,
cherish
to all living things.
Feel
beauty
artistic
words,
To make plan
educational
Problems
together with
teacher.
On one's own
formulate
theme and goals
lesson.
In dialogue with
teacher
Build
reasoning.
Build
reasoning.
Build
reasoning.
Build
reasoning.
Adequately
use
speech
facilities.
self
o choose and
read children's
books.
make out
your thoughts in
oral and
written
form, taking into account
speech
situations.
speak out and
substantiate
your point
vision.
Adequately
use
speech
means for
solutions
various
communicative
th tasks.

material
31 Study
new
material
32 Study
new
material
by heart
N. A. Nekrasov "In
winter
twilight…".
I. S. Bunin
"Leaf fall"
by heart
Argued
express one's own
attitude to
read.
Have your own
reader's
priorities
33 Study
new
material
34
Generalization
learned
material
extracurricular reading
"Autumn Colors in
works
Russian poets"
R / c "Colors of autumn
in works
Stavropol
poets"
Generalization
learned
material on
section
"Poetic
notebook"
work out
criteria for evaluation
and determine
degree
its success
work and work
others in
According to
these
criteria.
aim for
improvement
own speech;
love and respect for
Fatherland, his
language, culture,
stories;
Interest in reading
dialogue with
the author of the text;
need in
reading
Build
reasoning.
Build
reasoning.
enjoy
different types
reading: students,
viewing,
introductory.
self
o choose and
read children's
books.
Thinking
experiment.
Work on
plan, checking
their actions with
goal,
adjust
my
activity
Literary tales (19h)
35 Study
new
material
36 Study
new
material
Acquaintance with
section. W.F.
Odoevsky
"Town in
snuffbox"
extracurricular reading
according to a fairy tale
Odoevsky
"Black Hen"
37 Study by V. M. Garshin
On one's own
master the unfamiliar
text (reading to yourself,
asking questions
the author in the course of reading,
forecasting
responses, self-control;
vocabulary work on
the course of reading);
formulate
Orientation in
moral
content and
meaning of actions
their own and
surrounding people;
ethical feelings -
conscience, guilt, shame
- as regulators
moral
To make plan
educational
Problems
together with
teacher.
In dialogue with
teacher
work out
criteria for evaluation
and determine
Read all kinds
textual
information.
Compare and
select
information
derived from
make out
your thoughts in
oral and
written
form, taking into account
speech
situations.
speak out and
substantiate
your point
vision.
self
o choose and
read children's
books.
Learn briefly

new
material
38 Study
new
material
"The Tale of the Toad and
rose"
extracurricular reading
according to fairy tales
Garshina
the main idea of ​​the text;
make simple and
complex text.
behavior.
Interest in reading.
39Study
new
material
40 Study
new
material
P. P. Bazhov
"Silver
hoof"
S. T. Aksakov
"Scarlet
flower"
41
Generalization
learned
Generalization
studied by
section
"Literary
fairy tales"
Understanding the value
family, feelings
respect
thanks,
responsibility for
attitude towards their
close;
Interest in reading
dialogue with
the author of the text;
need in
reading.
Perceive by ear
texts performed
teachers, students
various
sources.
Perform analysis
and synthesis.
Build
reasoning.
Thinking
experiment.
degree
its success
work and work
others in
According to
these
criteria.
To make plan
educational
Problems
together with
teacher.
Work on
plan, checking
their actions with
goal,
adjust
my
activity
3rd quarter (40h)
Extracurricular reading (3h), reading by heart (2h)
Business time - fun hour (7h)
42 Study
new
material
E. L. Schwartz "
Tale of
lost
time"
Navigate to
genres according to certain
signs. be aware
the idea of ​​the work
evaluate it correctly and
express one's
relation.
enjoy
different types
reading: students,
viewing,
introductory.
On one's own
formulate
theme and goals
lesson.
Orientation in
moral
content and
meaning of actions
their own and
surrounding people;
transfer
read
self
o choose and
read children's
books.
Learn connected
answer by
plan.
Briefly
transfer
read.
make out
your thoughts in
oral and
written
form, taking into account
speech
situations.
Learn connected
answer by
plan.
Briefly
transfer
read.
enjoy
monologue

43 Study
new
material
44 Study
new
material
45
Generalization
learned
V. Yu. Dragunsky
"Main Rivers"
"What loves
Bear"
V. V. Golyavkin
"No me
didn't eat mustard"
General lesson
under the section "Case
time is fun
hour"
extracurricular reading
Children's
adventure
book: stories
stories - fairy tales
writers: K.
Chukovsky, Ya.
Lari, Y. Olesha, N.
Nekrasov A.
Gaidar, A. Rybakov
self-giving
characterization of the hero
(portrait, features
character and actions
speech, attitude of the author to
hero own
relationship with the hero).
Role reading.
Perceive by ear
texts performed
teachers, students.
Have your own
reader's
priorities.
ethical feelings -
conscience, guilt, shame
- as regulators
moral
behavior.
To make plan
educational
Problems
together with
teacher.
Interest in reading
dialogue with
the author of the text;
need in
reading.
Work on
plan, checking
their actions with
goal,
adjust
my
activity
th and
dialogic
speech.
speak out and
substantiate
your point
vision.
Accept
another point
vision.
self
o choose and
read children's
books.
Set
questions.
Perform analysis
and synthesis.
Build
reasoning.
Compare and
select
information
derived from
various
sources.
Country of Childhood (8h)
46 Study
new
material
B. S. Zhitkov “How
I was catching
little men"
self-giving
characterization of the hero
(portrait, features
character and actions
speech, attitude of the author to
hero own
relationship with the hero).
47 Study K. G. Paustovsky Formulate
Empathy is a skill
be aware and
identify emotions
other people;
On one's own
formulate
theme and goals
lesson.
Build
reasoning.
sympathize
other people
empathize.
Understanding Feeling
To make plan
educational
Problems
together with
Learn connected
answer by
plan.
Briefly
transfer
read.
Perform analysis
enjoy

new
material
"Basket with
spruce cones"
the main idea of ​​the text;
make simple and
complex text plan
respect
thanks,
responsibility for
attitude towards their
close;
Orientation in
moral
content and
meaning of actions
teacher.
and synthesis.
On one's own
formulate
theme and goals
lesson.
Build
reasoning.
monologue
th and
dialogic
speech
speak out and
substantiate
your point
vision.
Accept
another point
vision.
self
o choose and
read children's
books.
48 Study
new
material
M. M. Zoshchenko
"Christmas tree"
49
Generalization
learned
50 Study
new
material
51 Study
new
material
52 Study
new
material
General lesson
under the section "Country
childhood"
extracurricular reading
"On the road, friends!"
(books about
travel and
travelers
real and
fictitious) R/c
Poems and riddles
Stavropol
poets about nature
V. I Bryusov
"A dream again"
"Children's"
S. A. Yesenin
"Grandma's
fairy tales"
M. I. Tsvetaeva
"The path runs from
tubercle"
Have your own
reader's
priorities
treat with respect
to the preferences of others
Interest in reading
dialogue with
the author of the text;
need in
reading.
Work on
plan, checking
their actions with
goal,
adjust
my
activity
Compare and
select
information
derived from
various
sources.
Poetry notebook (6h)
Perceive by ear
texts performed
teachers, students;
knowingly, correctly
read expressively
aloud; see language
facilities,
used by the author
Skill
perceive
the beauty of nature.
Feel
beauty
artistic
words,
aim for
On one's own
formulate
theme and goals
lesson.
In dialogue with
teacher
work out
criteria for evaluation
Read all kinds
textual
information:
factual
subtext,
conceptual.
Adequately
use
speech
facilities.
enjoy
vocabulary

"Our Kingdoms"
extracurricular reading
“The forest is not a school, but
teaches everything" (lesson
- competition for
the stories of N.I.
Sladkova)
General lesson
by section
"Poetic
notebook"
R/c Tales
Stavropol
writers
D. N. Mamin
Siberian
"Adopted"
A. I. Kuprin
"Barbos and Zhulka"
M. Prishvin
"Upstart"
E. V. Charushin
"Boar"
V. P. "Strizhonok
Creak"
53 Study
new
material
54
Generalization
learned
5556
Studying
new
material
5758
Studying
new
material
59 Study
new
material
60 Study
new
material
6163
Studying
new
material
On one's own
choose and read
children's books.
On one's own
predict
text content before
reading, finding
keywords,
formulate
the main idea of ​​the text;
plan the text
retell the text.
improvement
own speech;
love and respect for
Fatherland, his
language, culture,
stories.
Need in
reading
Nature and us (11h)
Feeling
beautiful -
skill
perceive
beauty of nature,
cherish
to all living things;
aim for
improvement
own speech;
love and respect for
Fatherland.
and determine
degree
its success
work and work
others in
According to
these
criteria
Work on
plan, checking
their actions with
goal,
adjust
my
activity
On one's own
formulate
theme and goals
lesson.
In dialogue with
teacher
work out
criteria for evaluation
and determine
degree
its success
work and work
others in
According to
these
criteria
Compare and
select
information.
self
o choose and
read children's
books.
Perform analysis
and synthesis.
Extract
information
presented in
different forms.
Build
reasoning.
make out
your thoughts in
oral and
written
form, taking into account
speech
situations.
Learn connected
answer by
plan.
Briefly
transfer
read.
speak out and
substantiate
your point
vision.
Accept
another point
vision.

64
Generalization
learned
65 Study
new
material
6667
Studying
new
material
68
69Study
new
material
70
Studying
new
material
71Study
new
material
General lesson
by section
"Nature and Us"
extracurricular reading
Russian poems
poets about nature
R/c Poems
Stavropol
poets about nature
S. A. Klychkov
"Spring in the Forest"
(by heart)
F. I. Tyutchev “More
earth sad view "
"How how
unexpectedly and
bright" (by heart)
A. A. Fet
"Spring rain",
"Butterfly"
E. A. Baratynsky
"Spring! Like air
clean"
"Where's the sweet
whisper"
S. A. Yesenin
"Swan"
(by heart)
Have your own
reader's
priorities
treat with respect
to the preferences of others.
Interest in reading
dialogue with
the author of the text;
need in
reading.
Work on
plan, checking
their actions with
goal,
adjust
my
activity
Perform analysis
and synthesis.
Poetry notebook (10h)
Perceive by ear
texts performed
teachers, students;
knowingly, correctly
read expressively
aloud; see language
facilities,
used by the author.
Feel
beauty
artistic
words, strive for
improvement
own speech;
skill
perceive
the beauty of nature.
On one's own
formulate
theme and goals
lesson.
In dialogue with
teacher
work out
criteria for evaluation
and determine
degree
its success
work and work
others in
According to
these
criteria
Build
reasoning.
Build
reasoning.
Build
reasoning.
Build
reasoning.
Build
reasoning.
make out
your thoughts in
oral and
written
form, taking into account
speech
situations.
Adequately
use
speech
facilities.
enjoy
dictionary.
Listen and
hear
others
try
accept
another point
vision, to be
ready
adjust
your point
vision
7273
Generalization
General lesson
by section
On one's own
Interest in reading
Work on
plan, checking
Perform analysis
and synthesis.
self
o choose and
4th quarter (32h)
Extracurricular reading (4h), reading by heart (3h)

learned
"Poetic
notebook"
extracurricular reading
"Who with a sword to us
will come, from the sword and
perish!" (books about
feats of arms
Russian people)
choose and read
children's books.
dialogue with
the author of the text;
need in
reading.
their actions with
goal,
adjust
my
activity
Compare and
select
information.
read children's
books.
Motherland (6h)
74 Study
new material
75 Study
new material
76 Study
new material
77 Study
new material
I. S. Nikitin
"Rus"
S. S. Drozhzhin
"Motherland"
(by heart)
A. V. Zhigulin "Oh,
Homeland! (by heart)
B. A. Slutsky
"Horses in the Ocean"
Perceive by ear
texts performed
teachers, students;
knowingly, correctly
read expressively
aloud; see language
facilities,
used by the author.
78 Study
new material
79 Generalization
learned
extracurricular reading
Russian poems
poets about nature
R/c Poems
Stavropol
poets about nature
On one's own
choose and read
children's books.
Feeling
beautiful -
skill
perceive
the beauty of nature;
feel
beauty
artistic
words,
aim for
improvement
own speech;
love and respect
to the Fatherland,
language, culture,
stories;
On one's own
formulate
theme and goals
lesson.
Work on
plan, checking
their actions with
goal,
adjust
my
activity.
Build
reasoning.
Build
reasoning.
Build
reasoning.
Build
reasoning.
Compare and
select
information.
Realize
analysis and synthesis.
Adequately
use
speech
facilities.
enjoy
dictionary.
Listen and
hear
others.
self
o choose and
read children's
books.
8081 Study
new material
8283 Study
new material
E. S. Velistov
"Adventures
Electronics"
K. Bulychev
"Journey
Alice"
On one's own
predict
text content before
reading, finding
keywords,
formulate
Skill
be aware and
determine
emotions of others
of people;
sympathize
On one's own
formulate a theme
and objectives of the lesson
to make plan
educational
problems with
Realize
thoughtful
experiment.
Realize
thoughtful
experiment.
Learn connected
answer by
plan.
Briefly
transfer
Fantasy Country (:h)

84 Generalization
learned
extracurricular reading
based on the works of K
Bulycheva
General lesson
under the section "Country
Fantasy"
the main idea of ​​the text;
plan the text.
others
people
empathize.
teacher
Interest in
reading, to
administered
dialogue with
author
text;
need in
reading
Compare and
select
information
derived from
various
sources
Build
reasoning.
Realize
analysis and synthesis.
In dialogue with the teacher
work out
evaluation criteria and
determine the degree
its success
work and work
others in accordance
with these criteria.
Work according to plan
checking your actions
with the aim of,
correct your
activity.
Have your own
reader's
priorities.
Foreign Literature (18h)
8587 Study
new material
8890 Study
new material
9193 Study
new material
9496 Study
new material
D. Swift
"Journey
Gulliver"
G. H. Andersen
"Mermaid"
M. Twain
Tom's Adventures
Sawyer"
S. Lagerlöf Saint
night".
"In Nazareth"
Formulate
the main idea of ​​the text;
make simple and
complex text plan,
understand and
formulate one's own
relation to copyright
writing style;
self-giving
characterization of the hero
(portrait, features
character and actions
speech, attitude of the author to
Skill
be aware and
determine
emotions of others
of people;
sympathize
others
people
empathize.
Orientation in
moral
content and
On one's own
formulate a theme
and objectives of the lesson
to make plan
educational
problems with
teacher
Convert
And
transform
information from
one form in
another
(compose
plan).
Build
reasoning.
read
self
o choose and
read children's
books.
make out
your thoughts in
oral and
written
form.
make out
your thoughts in
oral and
written
form, taking into account
speech
situations.
Learn connected
answer by
plan.
Briefly
transfer
read

hero own
relationship with the hero).
9799
Anchoring
learned
material
extracurricular reading
by works
foreign authors.
Literary game
100105
Generalization and
control
learned
Generalization and
systematization
knowledge on the section and
in a year.
Knowledge control.
Own forms
independent
systematization
educational material.

sense
deeds.
Interest in
reading, to
administered
dialogue with
author
text;
need in
reading.
Love and
respect for
homeland, his
language
culture,
stories
Interest in
reading
need in
reading.
In dialogue with the teacher
work out
evaluation criteria and
determine the degree
its success
work and work
others in accordance
with these criteria.
Compare and
select
information
derived from
various
sources
Build
reasoning.
self
o choose and
read children's
books.
Listen and
hear
others.
Evaluate training
pattern actions
teacher grades.
Realize
analysis and synthesis.
make out
your thoughts in
oral and
written
form, taking into account
speech
situations.

List of used educational literature:
Literature for the teacher
 Primary school. Methodical journal;
 Ozhegov S.I. Dictionary of the Russian language / ed. N.Yu. Shvedova, M., Rus. Language, 2000;
 Exemplary program of educational institutions "Primary classes"
 L.F. Klimanova, V.G. Goretsky, M.V. Golovanova "Literary reading" (Concept and programs for primary classes "School of Russia",
M., Education, 2007);
 Textbook for grade 4. Literary reading. Klimanova L.F. Golovanova M.V., Goretsky V.G., M., Enlightenment. 2010
 Federal component of the State Standard of General Education
 Encyclopedia for children. T.9 Russian literature / M.D. Aksyonova, M., Avanta, 2001.
Literature for students
Ozhegov S.I. Dictionary of the Russian language / ed. N.Yu. Shvedova, M., Rus. Language, 2000;
Textbook for grade 4. Literary reading. Klimanova L.F. Golovanova M.V., Goretsky V.G., M., Enlightenment. 2010;

Encyclopedia for children. T.9 Russian literature / M.D. Aksyonova, M., Avanta, 2001.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Primary school students also study the works of modern authors of children's and "adult" literature of various genres: stories, excerpts from stories, fairy tales, lyrical and plot poems, poems, fairy tale plays. The reading circle is determined by the topic of reading: Grade 1 Grade 2 Grade 3 Grade 4 “Jump. Play ... "(poems and short stories) "There on unknown paths .." (magic folk and literary tales) - Fairy-tale little men (fairy tales) - Farewell to summer -Summer travel and adventure. -Nature in the summer (poems, stories, excerpts from stories) Works of modern children's literature of various genres (ballads, fairy tales, fantasy stories) -Our house -For children about animals -Fairytale heroes (tales and epics) -"The fairy tale is rich in wisdom ..." - “A fairy tale is a lie, but there is a hint in it ...” (fairy tales of the peoples of the world) - Lessons and breaks - “Deaf time of leaf fall ...” - “And the scientist cat told me his fairy tales ...” - “Winter sings, haunts ...” At the origins of the Russian nursery literature (fables, literary fairy tales, educational books for reading, etc.) Small discoveries - The most ordinary miracle (author's fairy tales) - Animals in our house - Mom and dad and I, etc. Nursery literature XIX century, XX century, 30-50s, 60-90s In the classroom, during the reading, the teacher introduces students to a number of literary concepts. The dialogues of the acting heroes specially compiled by the authors of the textbooks help in this.

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

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

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

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

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

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

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

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

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

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

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

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

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