I present to your attention didactic materials for teachers of grades 1-4, which include creative, exciting tasks for extracurricular reading lessons. This manual contains reminders, questionnaires, and interesting types of tasks that are convenient and interesting for children to work with. primary school.
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"Sample Reader's Diary"
DIDACTIC MATERIALS FOR TEACHERS
include creative, engaging extracurricular reading activities
Reader's diary
1 – 4 grade
Compiled by:
teacher primary classes
Machulina N.V.
M 
oh reader's passport
Place for your photo
Questionnaire “I am a reader”
| Why am I reading? ______________________________ |
| How do I read? __________________________________ |
| My favorite place to read: _________________________________________________________________ |
| My favorite time to read: _________________________________________________________________ |
| I discuss books with ______ |
| My favorite books: ____________________________________________________________________ |
| The library I go to is ____________________________________________________________ |
| How to work with the book: Don't handle books with dirty hands. Read while sitting at a comfortable table. Hold the book no closer than 30-40 cm from your eyes, with an inclination of 45°. Do not make notes in the book with a pen or pencil. Use a bookmark. Make sure the lighting is on the left side. Do not read while walking or in traffic. Don't read until you get tired. After 20-30 minutes, take a break from reading. | Try to mentally imagine what you are reading about. Determine your main purpose for reading (what you want to convey). Read, pronouncing words clearly, observing pauses at the end of sentences, between paragraphs and parts of the text. |
| Reminder for working on the fable: Read the fable. How are the heroes of the fable shown? Read how the author describes them. What is condemned in the fable? What should the reader understand from this fable? What expression of the fable has become popular? | Reminder for working on a poem: Read the poem. What is the poet talking about? Try drawing word pictures for the poem What feelings did the poet express in the poem? What did you like about the poem? Prepare for an expressive reading of the poem. |
| Reminder for working on the article: Who or what is this article about? Divide the article into parts. What is the most important thing in each part? Make a plan. What is the main idea the whole article? Find a passage or sentence in the text where the author talks about the most important thing. What new did you learn from what you read? What have you read about this before? | Reminder for working on the story: What is the name of the story? Who wrote it? When does the action it describes take place? Name characters. What have you learned about them? What happened to the heroes? How did they behave? Which of the characters did you like and why exactly? What were you thinking while reading the story? Choose unclear words and figurative expressions, explain them yourself, or ask a question about what you don’t understand. |
| Planning: Divide the story into parts. Mentally draw a picture for each part. Title each part in your own words or words from the text, write down the headings. Retell what you read: close to the text; briefly. | Memo for retelling the text: Read the story (slowly and carefully so as not to confuse the sequence of events). Outline its main semantic parts (pictures). Match the headings to the parts (in your own words or words from the text). Retell the entire story according to plan with the book closed. Test yourself on the book by skimming the story. |
| Questionnaire for parents | Questionnaire for parents |
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| Question | Answer | Question | Answer |
||
| How much time a day does he spend reading a book? | |||||
| What books does he prefer? | What books does he prefer? | ||||
| How do you encourage his reading aspirations? | |||||
| Do you give books to your child? | Do you give books to your child? | ||||
| Do you discuss what you read with your child? | |||||
| Do you read books aloud with your child? | |||||
| Do you consider yourself an avid reader? | |||||
| Are you a role model for your child in reading books? | |||||
| ___________________________________________ ___________________________________________ What is this book about ______________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ________________________________________________________________ | What does this book teach __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ Illustration
|
| Book reading start date Name __________________________________ ___________________________________________ ___________________________________________ What does this book teach _________________________ ___________________________________________ ___________________________________________ Main characters _____________________________ ___________________________________________ ___________________________________________ ________________________________________________________________ | What did you like most? __________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ Illustration
|
READING TECHNIQUE
20__ - 20__ academic year
| Word count | ||||||||||
| September | October | november | December | January | February | March | April |
TASK “HERO’S SACK”
Draw objects that could be in the bag of one of the heroes of this work. Don't forget to include the hero's name.
Work: _______________________________________________
Hero: ______________________________________________________________
Many readers keep a diary. What is it and most importantly why?
Reader's diary- a notebook for collecting information about the book you read to comprehend and save impressions.
In schools, teachers introduce reading diaries for their students from the 1st grade, gradually complicating its form.
Student's reading diary is a cheat sheet with which you can easily remember the books you’ve read, the characters, the main idea and retell the works.
IN primary school conducting reader's diary accustoms the student to systematic reading, develops initial skills. Analyzing the work, the student expresses his thoughts in writing and learns to retell. Of course, at first you can’t do without the help of your parents, because finding the main idea of a work is not always easy, as well as correctly filling out and expressing your thoughts in the reader’s diary. The joint form of working in a diary brings people together, makes it possible to read and discuss together, and also for parents to understand which genre interests the little reader more. In the future, this will contribute to the correction of reading directions by genre.
Of course, the main task of keeping a reading diary at school is to expand the horizons of knowledge.
Also, a reader's diary is an invaluable assistant when reading a list of books in the summer. And who knows, maybe this is exactly what will happen.
Making a reader's diary
There are no strict requirements for the design of a reader's diary. To date, printed diaries have been developed in accordance with grades. They are colorfully decorated and contain game tasks.
It is also possible to keep an electronic reading diary. It helps the student develop skills in working in the Word program, searching for necessary information on the Internet, pictures and photos, and correcting their own spelling errors. But in elementary school, this can develop into the fact that parents will keep a diary for the child, and this should not be allowed.
However, all teachers are interested in using ready-made or electronic diaries, since they do not meet their requirements, so each teacher has the right to offer his own options for keeping them.
Each student designs the title page in the diary at his own discretion, indicating his last name and first name.
It is better to take a notebook in a cage for ease of drawing. Each page (or spread of the notebook) is a report on the book read.
In any case, two completely identical diaries cannot exist, since everyone approaches this issue individually.
How to make a reading diary in grades 1-2?
In grades 1-2 you can offer this rough plan work on the work: author and title of the work, number of pages read, main characters, main idea (about what?), genre. You can also add a picture. It can be made by the student using a carbon copy or independently.
Plan for working on a work in grades 1-2
|
date |
Heroes |
About what? |
How to make a reading diary in grades 3-4?
By grades 3-4, you can complicate the plan for working on a work in a reader's diary. This kind of work is more reminiscent of a summary of a book you’ve read.
annotation - a brief description of a work or book, revealing its content and purpose.
Plan for working on a work in grades 3-4:
- Author and title of the work.
- Genre (story, fable, poem, fairy tale, riddle...)
- Main characters. Your opinion about the main character.
- Briefly describe the sequence of events (summary outline)
- The main idea of the work (what the author wanted to say)
- (your perception of the work: what you liked and what you didn’t, what you remember) To help the reader writing a review, you can offer.
7. Write down a question that you would like to ask the author of the work you read.
8. Working with a dictionary (write down unfamiliar words and explain the meaning unclear words. At least one word)
9. Illustration for the work.
How to organize a check of a reader's diary?
Checking the reading diary by the teacher should be mandatory and systematic. The student must understand why he is doing this, and his work is appreciated and approved. Otherwise, all the work done is in vain.
During the lesson, you can selectively quiz students on the books they have read.
You can conduct an extracurricular reading lesson every 2 weeks, where all children will come to the board, demonstrate the book and BRIEFLY retell the contents. Any student and teacher can ask questions about the content. The goal is to understand how much the student understood the content of what was read. Such lessons develop oral speech, teach how to briefly retell, answer any questions and get marks.
In 4th grade, organize checking diaries in absentia. After all, this is already a full-fledged reader review! The main condition is that everyone must be tested.
- It is better to start filling out your diary immediately after reading the book, while your impressions are still fresh.
- After reading, the reader must explain why the book has such a title.
- If the work is large, division into parts is allowed. Be sure to indicate the pages you read.
- Works must be age appropriate. Reading short informational texts from encyclopedias should not be allowed in 4th grade.
The point of a reading diary is for a person to be able to remember when and what books he read, what their plot was. For a child, this can be a kind of cheat sheet: for example, coming to school after summer holidays During extracurricular reading lessons, a child can use a diary to remember what books he read, who the characters in the book are and what the essence of the plot is.
In the primary grades, a reading diary helps train the child’s memory, teaches him to analyze a work, understand it, find the main thing and express his thoughts, but it also has a controlling function: both parents and teachers need to check how often and how much the child reads: only through constant exercises in reading, the child will learn to read quickly and, therefore, will be able to fully study in high school.
There are no clear requirements on how to keep and format a reading diary - this is decided by each teacher, taking into account the characteristics of the class or a particular child. In elementary school, the reading diary uses a minimum of columns; in high school, the teacher may require a more accurate description of each book read.
Reader's diary design templates
Many adults do not pay enough attention to the format and appearance reading diary, and children do not feel the desire to fill them out. But let's think: what are the child's motives for reading? Why does he read (especially children under 6th grade)? Why is he filling out the diary? It is unlikely that at this age he does this consciously; most likely, he was simply “forced”. But we must remember that children may simply be interested in working in a large and beautiful notebook, filling out tablets, etc. Therefore, we propose to devote Special attention design of a reader's diary and offer several templates.
Types of reading diaries
Depending on the goal pursued by the teacher, several types of diaries can be distinguished:
- diary report on the number of pages read silently or aloud, notes from parents who read with the child. There may be the following columns: number, title of the work and full name of the author, number of pages read, type of reading (aloud and silent), parent signature. Used in primary classes.
- diary report on books read. Only book titles, author names, reading dates (June 2014, August 2014, etc.) are taken into account. There may also be “marginal notes,” that is, brief remarks about the book.
- diary-cheat sheet with mini-analysis of works. Let's talk about it in more detail.
What should be in a reader's diary and how to fill it out?
- Full name of the author of the work
- Title of the work
- Number of pages
- Genre of the work (poem, novel, short story, etc.)
- In what year was the work written? What is this year known for in history? What was the situation in the country where the author lived?
- Main characters. You can simply indicate their names, but you can also give brief description: age, connections with other characters (elder brother, father, friend, etc.), appearance, favorite activities, habits, you can give page numbers on which the author characterizes the hero. Do you want to be like a hero? Why?
- The plot, that is, what the book is about.
- Review of the book.
- List of key episodes in the book with page numbers.
- The era in which the work takes place, or specific years. Who was in power then? In what country or city does the action take place?
High school students can also provide additional information:
- List critical literature by work or author.
- Extracts of your favorite phrases and expressions.
- short biography writer.
In addition to the usual information, you need to give your child the opportunity to draw in a reader’s diary, do crosswords, scanword puzzles, puzzles, also write a letter to the author of the book or characters, etc.
Topic: “My reading diary”
Subject area: " Literary Reading»
Age group: 8 years
FULL NAME. Head: Aptrakhmanova Zhanna Georgievna, primary school teacher
Prepared by: Ivanova Y., Pirozhenko A., Timkanov A.
MAOU Lyceum No. 81, 2-D class.
1. Introduction.
1.1. Justification for choosing the topic.
1.2.Goals and objectives of the work.
1.3.Expected results.
2. What have we learned about the reader's diary?
2.1. The value of reading.
2.2. Definition of a reader's diary.
2.3. Tips for keeping notes in a diary.
2.4. Which books arouse the greatest interest?
2.5. Parents' opinions about the reading diary.
4. List of references.
5. Applications.
1. Introduction.
More than one generation of children and adults is faced with the problem of not wanting to read, modern children trust images and sound more, reading as a learning process requires great intellectual effort on the part of the student. Against the backdrop of easier ways to consume information, it becomes less significant and non-competitive. The line between “traditional adulthood” and childishness is blurring. Children and adults read the same books, watch the same TV shows.
In order for reading lessons to successfully compete with television and computers, an elementary school teacher requires special knowledge.
As the epigraph to our project, we took the statement of the famous writer-philosopher Enlightenment era François-Marie Voltaire
who write well
You get used to speaking well.
1.1.Rationale for choosing the topic.
We chose this topic because we want to help our peers overcome the difficulties of not wanting to read, and show that this process can be fun and interesting. When teaching today's schoolchildren to read, we are faced with the following questions: how does the reader of the 21st century differ from the reader of the past century, why is it so difficult to introduce modern children to books?
HYPOTHESIS
Does a reading diary contribute to the development of speech, the ability to work with text, increasing the pace of reading, improving the quality of reading, and the development of creative abilities in young children? school age.
1.2. Goals and objectives of the work:
The purpose of our work:
is to foster a culture of reading and the formation of spiritual and moral values through the mass familiarization of students with books and systematic reading as part of the implementation of a program for spiritual and moral education.
Tasks:
Collect material on the topic.
Study the collected material and arrange it for clarity in the form of a presentation.
Tell the children in an accessible form about the design of a reading diary and its benefits
Introduce children to the names of classics of children's literature
Awaken and develop interest in reading
Provide incentives to comprehend what you read
Develop students' creative abilities, cognitive activity- increasing the prestige of reading as a developing intellectual activity
stimulation literary creativity students
rational use of free time.
1.3. Expected results.
1. The emergence of an interest in reading, a love of books.
2. Familiarization with the works of many children's writers and poets.
3.Ability to analyze read works.
4.Improving reading technique.
5. Creatively designed voluminous reading diaries.
We took the material for our work on the Internet, at the regional library. We have already discussed this topic in extracurricular activities. I’m learning to create a project.
2.What did we learn about the “Reader’s Diary”
The structure of the diary consists of a title page, a personal list of works, a list of books recommended by the literature teacher, and a work analysis form (the student fills out a separate form for each work), which provides information about the author, the history of the creation of the work, the genre, the system of characters, and explains unfamiliar words. Favorite quotes are indicated, conclusions and impressions about the book read are formulated. To register a reading diary, the student must fill out title page, indicating the last name, first name, course, specialty, academic year; fill out the “List of Works” form, indicating those works that the student wishes or plans to read; at the end of the diary, more experienced readers can answer additional questions. The main thing is to figure out for yourself what to read and what to write about!
Theoretical information included in the students' reading diary is presented in a coherent logical system, illustrated and supported by solid practical material corresponding to the general education curriculum. It should be noted that the work of students in reading diaries is also aimed at developing independent practical creative activity.
2.1 The value of reading.
Until recently, the value of books and reading was undeniable in our country. In the 70-80s. In the 20th century, there was a myth about Russia as “the most reading country in the world.” Of course, it was a fairly stable image-myth, but, in comparison with other countries, our affairs in the field of mass reading were not bad. Russia was a society that sociologists called “literary-centric.” The high prestige of reading in society, and especially the reading of “serious” literature, classics, works in “thick magazines”, book collecting and the creation of one’s own home libraries - all this promoted reading and really reinforced our ideas about ourselves as a reading country (in the 80s in 80% of families read books to children, and now only 7%!).
IN last decade We are in an unprecedented situation of a radical change in reading in Russia, and the reading of young people is changing especially significantly. Reading for young people is the key to life in the information society, and it is increasingly becoming extremely important factor, which determines the level of culture of the society of the future. But today, when the features modern development society are informatization, development of high technologies and complication social life, the price of illiteracy and the inability to read and analyze information becomes especially high. As we see, the attitude towards the level of development of an individual’s reading culture, as well as the process of reading activity, has changed today and is becoming extremely important and of paramount importance for society. Facts confirm that reading today is becoming a value, and a value both in the sphere of education, ideology, culture, and in the world big business.
Analysis work of art teaches you to think metaphorically. Metaphorical thinking allows you to “jump over barriers” and find semantic connections where a flat view will not find anything in common. Human thought, like the heart, works in the “compression-expansion” mode. We either reduce the thought to a formula, thesis, summary, or expand it with the help of analogies and associations.
2.2. Definition of a reader's diary.
A reading diary is an opportunity to do something interesting on your own, making the most of your capabilities; This is an activity that allows you to express yourself, try your hand, apply your knowledge, bring benefit and publicly show the results achieved; This is an activity aimed at solving an interesting problem, formulated by the students themselves in the form of a goal and task, when the result of this activity - the found way to solve the problem - is practical in nature, has important applied significance and, most importantly, is interesting and significant for the discoverers themselves.
Keeping a reading diary from the point of view of a teacher is an integrative didactic means of development, training and education, which allows you to develop and develop the following research competencies of students in accordance with their individual capabilities:
Analysis of the problem field, identification of subproblems, formulation of the leading problem, setting tasks;
Goal setting and activity planning;
Self-analysis and reflection (self-analysis of the success and effectiveness of solving the problem within the framework of the research question);
Search for the necessary information, its systematization, structuring and classification;
Conducting research (analysis, synthesis, hypotheses, detailing and generalization);
Ability to answer questions, concise and well-reasoned answers.
A properly designed reading diary opens up wide possibilities for its use. It can be considered as historical source, as a means of self-education, self-improvement, increasing the culture of reading, as a reference guide, as a means of communication and revealing oneself to others.
We believe that the product effective use reader's diary will be creative subject Olympiads, extracurricular research and project work, as well as the study of extracurricular literary material(especially in modern literature).
Keeping a reading diary helps to improve communication skills, information skills (extracting information, highlighting the main, key point, condensing information), helps the value-semantic determination of students, stimulates the development of reading habits. Improving the communicative, linguistic and literary competencies of students will help improve the level of spiritual and moral education and preparedness for the exam in the discipline “Literature”.
Therefore, by studying and analyzing artistic text, students unwittingly enrich their cultural baggage, form ideas about different aspects of life, different eras, improve moral sense. They learn to compare, think logically, defend their own opinions, admit and correct their mistakes. Finally, they acquire a wealth of accurate and expressive oral and writing, research competencies are formed.
Famous musician and teacher G. Neuhaus wrote: “Talents cannot be created, but culture can be created, i.e. the soil on which talents grow and flourish.” Creativity leads to the emancipation of the individual, the ability to navigate society and find one’s place in life, to be needed and useful people, and this is it main result our work.
There are many definitions of a diary. One of them, owned by M.O. Chudakova, precise and clear, seems especially acceptable for school practice: “ Diary - a form of narration conducted in the first person in the form of daily entries. Typically, such records are not retrospective - they are contemporary with the events described. Most definitely, diaries act as genre variety literary prose and as autobiographical records of real persons”(Brief literary encyclopedia).
To begin with, it is worth identifying the plot and the main characters. You can help separate the main ones from the secondary ones with simple leading questions: “Which of the characters acts from the beginning to the end of the book?” “Whose actions are most important?” “Without whom the story would not have been written?” “Which hero needs to be removed in order for events to seriously change?” The same thing needs to be done with the selection of events, both for retelling and for analysis: “Which events are important and which are not?” It is ideal for the child to talk about these topics himself.
2.3 Tips for keeping notes in a diary.
The main goal of keeping a Reading Diary is not to burden the child and parents with additional work, but to teach them to draw conclusions and develop a reader’s culture. Consequently, the requirements for the Reader's Diary are based on this goal. Therefore, the design requirements are minimal. When keeping a reader's diary, you must immediately write down your conclusions after reading the work.
For the Reader's Diary, we take a very ordinary squared notebook. We draw it into several columns (Appendix 1, Appendix 2)
♦ reading date,
♦ main characters,
♦ review, my opinion (“About what?” Here the child, with the help of his parents, writes down in 1-2 sentences the main idea of the work)
If you fill it out regularly, it doesn’t take much time, but it does a good job of cementing the work in the child’s memory. And then, when in academic year, we conduct quizzes, extracurricular reading, children turn to their Reader's Diary and remember what stories by N. Nosov they read, what characters are in fairy tales, authors of works and other data.
Teach your child to keep a Reading Diary from the second grade, help him in the third, and then the child will do it himself. By spending very little time filling out the Reading Diary, you will teach your child to analyze what they read, better understand and remember books, and form a culture of reading.
Here are some basic tips (if a lesson is being taught, students can write them down).
1. “Not a day without a line” (Yu. Olesha).
2. Date each entry.
3. Be sincere and honest in your notes.
4. Don't read someone else's diary without permission!
2.4 Processing of personal data. Which books arouse the greatest interest?
In order to find out and understand what genre of works our peers like to read, whether they like reading, whether they keep reading diaries, whether this process arouses their interest or, on the contrary, difficulties. We conducted a survey in which second grade children from our school took part. (Appendix 3)
After processing the results of the “Book in Our Life” survey, it turned out that:
90% answered positively, only 7% found reading difficult, and 3% of the children surveyed did not have the opportunity to read due to lack of free time.
To the second question, “What genre of works do you prefer to read?”
13% of the guys chose science fiction.
3% read books on military topics.
To the third question, “Name the works that you have read over the past month?”
most of us like to read folk tales, stories by V. Dragunsky “Deniska’s Stories”, D. Rodari “The Adventures of Cipollino”, stories by N. Nosov, “The Adventures of Pinocchio” by A. Tolstoy...
We like to read them because they talk about our peers.
We empathize with their heroes and rejoice at their resourcefulness.
The fourth question: “Do you keep a reading diary?”
32% of children keep reading diaries and this process arouses their interest.
16% do not always write in a diary when they remember.
13% of children keep notes only at the request of the teacher.
8% of students do not have a reading diary.
Based on the results of the survey, we can conclude that most of the children love to read and keep entries in a reading diary. Our hypothesis about the benefits of a reading diary was confirmed. If we generalize the tastes of our peers, we can say that they prefer modern literature, preferably funny and with a dynamic plot. They love bright aphorisms, language games, surprises, they do not like pretentious, sad and everything related to military topics. (Appendix 4)
But unfortunately, many children still work with a book based on an adult’s instructions. Which indicates a low level of independence.
2.5 Parents’ opinion about the reader’s diary.
Let's figure out why and who needs a Reader's Diary.
Parents of our class also took part in our survey and were asked to leave a review, their opinion about the benefits of a reading diary, how parents help children in keeping a reading diary, and reading together. (Appendix 5)
Some parents say indignantly: “I am against reading diaries. Who needs to write out the main characters, storylines? Sometimes I don’t even remember what someone’s name is and the name of the author is parallel to me. I liked it, read it, and forgot about it.” Based on this comment, it turns out that we read in order to forget?!
Children read works not in order to forget, but in order to take away some thought from any work, to learn something new for themselves. In addition, very often the school holds various competitions, quizzes, intellectual marathons in which you need to remember everything you once read. If a child reads it and forgets, then, of course, he won’t remember anything. Those. The book was read in vain, nothing was left in my head.
“My child doesn’t need this, he keeps a reading diary under pressure. This does not add to his love of reading.” Of course, if a child does it under pressure, then positive emotions it won't cause. And the Reading Diary is not intended to develop a love of reading. It has a completely different goal - to teach the child to draw conclusions from what he read, to help the child better remember and understand the work.
There are many parents who support keeping a Reader's Diary. “In elementary school, a reading diary is good. This disciplines, allows you to draw conclusions, at least two or three sentences. Ultimately, it helps to express your thoughts in writing. “It has been quite rightly noted that keeping a Reader’s Diary disciplines and teaches you to draw conclusions about what you read.
Another mother continues the same thought: “No, he definitely didn’t discourage us from reading or the ability to do it. But new skills, one might say, have appeared. It was clearly visible how in 2nd grade I was generally bad at text analysis; I could barely write a diary. And at 3 it was already easy”
3. Conclusion
Thus, our hypothesis is the benefits of a reading diary, it promotes the development of speech, the ability to work with text, increasing the pace of reading, improving the quality of reading, and the development of creative abilities in children of primary school age.
The introduction of a reading diary into the educational process of a primary school student allows for the formation of spiritual and moral values through the mass familiarization of students with books and systematic reading. According to the opinion of A.S. Makarenko “the essence of education is not the acquisition, but the use of books,” it is obvious that to the younger generation you need to help understand a simple truth: by reading a book and analyzing the significant experience contained in it, a harmonious personality develops. It is impossible to come to reading under pain of punishment, only in conjunction with personal interest, that is, reading is a process recognized by the individual as necessary for development. And finally, all of the above is directly related to the pedagogy of future success in the society of a developing personality.
4. Literature:
Increase reading speed. A set of exercises for speed reading. Author of the article: Osmakova Marina Vasilievna - teacher of psychodiagnostics and correctional pedagogy at Tyumen Pedagogical College No. 1 (highest category).
Story pre-revolutionary Russia in diaries and memoirs. Volume 1. M.: Book, 1976.
Literary encyclopedic dictionary. M., 1987.
New school encyclopedia: Literature. M.: ROSMEN; Book World LLC, 2004.
encyclopedic Dictionary young literary critic. M., 1997.
Information taken from the site: http://www.ufamama.ru/Posts/View/102
APPLICATIONS
Annex 1
Beginning of the form
End of form
Reader's diary
teaching____ 2D grade
MAOU Lyceum No. 81 of the city of Tyumen
________________________________
1. Make sure your eyes move along the line.
2. Try not to return to reading a word you have read if you understand it.
3.When reading, be attentive to every word.
4. Try to understand what you are reading about.
5.Read daily:
· "About myself"
2. Flip through me, look at all the illustrations.
3. Guess what I will tell you about.
4.Read the text yourself in small parts, check and clarify your assumptions.
6. Work on the features of speech: voice color, volume, tempo.
Talking about a story or book you read,
use these questions.
1. Who advised you to read this book (story, fairy tale, etc.)? If you chose it yourself, then why exactly her?
2. Surely, you have a favorite hero. It's time to create his personal page!
Describe the character's appearance
Name his character traits
What are his favorite activities?
What he likes to eat, his favorite words, his habits, etc.
Who are his friends? What are they?
Would you like to be like this hero? How?
Is there anything you don't like about him? Why?
Draw a portrait of your favorite hero
3. Which passage from the book did you like (or remember) most? What is he talking about? Why did he leave you indifferent? Write a few words about it.
Draw an illustration for the passage.
4. Did you like the book? How? Write your impression or opinion about what you read.
5. What will you tell your friend about this book so that he will definitely want to read it? Choose and write these words...
How I read (March):
Reading method:______________________________
Reading quality – error-free – (yes/no)__________________________________________
My mistakes:
replacement, omission, distortion of letters - __________________________________________
repetitions of words and syllables - __________________________________________
incorrect placement of stress - __________________________________________
distortion of endings in words - __________________________________________
This month I read next books:
___________________________________________________________________________________________________________________________________________________________________________________________________________________________
Appendix 2.
| Questionnaire for 2nd grade students “Knika-in our life” Full name, class |
|
| Answer options |
|
| B) not really, I don’t have much free time. C) reading gives me great difficulty. |
|
| 2.What genre of works do you prefer to read? | A) Fairy tales B) Science fiction B) Adventure D) Military |
| 3.Name the works that you have read over the past month? | |
| 4. Do you keep entries in a reader’s diary? | A) Yes, this is interesting B) not always when I remember B) when the teacher demands D) I don't have it |
1.Anderson G.H. “The Little Mermaid”, “Ole-Lukoe”, “The Nightingale”
2. Bazhov P. “Silver Hoof”, “Malachite Box”
3.Barto A.
Reader's diarycan be useful both in study and in everyday life. You will be able to record in it the basic facts that will be useful when passing the exam. Recorded impressions of the book will help to recall literary images even many years after you turned the first page.
Keeping a reading diary is not a goal, but a means! To ensure that the knowledge gained from reading books is not lost, a reading diary is needed.
Journal entries will help you remember the book after a while. It will be quite easy to find the necessary information about the works you read - who the characters are, what happened to them, why the reader liked it, what it made you think about. By looking through your diary from time to time, you can notice which books by authors and genres you like best and purposefully borrow them from the library.
It is better to take a squared notebook as the basis for a reading diary. On the cover you need to write: “Reader’s Diary”, the owner’s name and surname, class.
At the beginning of the diary, you can write down or paste a list of books to read.
It is better to fill out the diary immediately after you read the book or the next day. In this case, the memories will be fresh, and if necessary, you can turn to the book.
How to write entries in a diary?
The easiest way - make entries in the table:
More experienced readers can write in a diary, answering the following questions:
1. Describe the appearance of your favorite character. Name his character traits
What are his favorite activities? What does he like to eat, his favorite words, his habits, etc.. Who are his friends? What are they? Would you like to be like this hero? How? Is there anything you don't like about him? Why?
2. Which passage from the book did you like (or remember) most? What is he talking about? Why did he leave you indifferent? Write a few words about it.
3. Did you like the book? How? Write your impression or opinion about what you read.
4. What will you tell your friend about this book so that he will definitely want to read it? Choose and write these words.
5. Collect the most interesting and “indicative” quotes. After each statement, indicate who made it and, if necessary, in what context. Don't get distracted by beautiful but not very important pieces of text. Take it out todiaryonly those quotes that are key to understanding the work.
Attention!
Not all of these points can be used, only partially! You can rearrange the items in a way that is convenient for the owner of the reading diary. You can come up with your own pages, add your own points.
The main thing is that the reader's diary becomes an assistant and interlocutor for its owner.