Work program for literary reading(subject area “Philology”)

to the LEO stage. Implementation period 2016 – 2020 academic year.

This work programmeets the requirements of the Federal State Educational Standard for Primary General Education (2009),

compiled taking into account:

the new Federal “Law on Education in the Russian Federation” No. 273-FZ dated December 29, 2012,

Order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 373 “On approval and implementation of the federal state educational standard of general education”;

Order of the Ministry of Education and Science of the Russian Federation dated November 26, 2010 No. 1241, registered by the Ministry of Justice of Russia on February 4, 2011 No. 19707 “On amendments to the federal state educational standard of primary general education, approved by order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 373";

Order of the Ministry of Education and Science of Russia dated March 31, 2014 No. 253 “On approval of the federal list of textbooks recommended for use in the implementation of state-accredited educational programs of primary general, basic general, and secondary general education”

an approximate basic educational program for primary general education, recommended for use by the Coordination Council under the Department of General Education of the Ministry of Education and Science Russian Federation(minutes of the meeting dated July 24-25, 2010 No. 1).

sample program for literary reading (2012),

requirements of SanPiN 2.4.2.2821-10 "Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions" dated December 29, 2010 N 189

Regulations “On the grading system, forms and procedure for intermediate certification of students at the primary level of education in MOBU “Secondary School No. 2”.

Explanatory note

Literary reading is one of the main subjects in teaching primary schoolchildren. It forms functional literacy, promotes the overall development and spiritual and moral education of the child.

Success in studying a literary reading course ensures performance in other primary school subjects.

The literary reading course is aimed at achieving the followinggoals:

- mastery conscious, correct, fluent and expressive reading as a basic skill in the education system for primary schoolchildren; providing the ability to work with different types of texts; developing interest in reading and books; formation of a reader's horizons and acquisition of experience in independent reading activity; improvement of all types of speech activity.

- development artistic, creative and cognitive abilities, emotional responsiveness when reading works of fiction; the formation of an aesthetic attitude towards the art of words, mastering the initial skills of working with educational and scientifically educational texts;

- enrichment moral experience of junior schoolchildren by means literary text; formation of moral ideas about good and evil, friendship, truth and responsibility; fostering interest and respect for national culture and culture of peoples multinational Russia and other countries.

Literary reading as an academic subject in primary school particularly influences the solution of the followingtasks:

Development general cultural reading and text comprehension skills; understanding interest in reading and books.

Solving this problem involves, first of all, the formation of meaningful reading skills (interest in the reading process and the need to read works different types literature), which largely determines the success of a primary school student’s education in other subjects, i.e. the student in the process acquires the general educational ability to consciously read texts, work with various information (word, text, book), interpret information in accordance with the request

Mastery speech, writing and communication culture.

Completing this task is associated with the ability to work with various texts, navigate a book, and use it to expand knowledge about the world around us. As a result of training, primary schoolchildren participate in dialogue, construct monologue statements (based on works and personal experience), compare and describe various objects and processes, independently use the reference apparatus of the textbook, find information in dictionaries, reference books, encyclopedias, express their own opinions based on what they read and hear.

Upbringing aesthetic attitude to reality reflected in fiction.

Solving this problem contributes to the understanding of a work of art as a special type of art; developing the ability to determine it artistic value and analyze (at an accessible level) means of expression. The ability to compare the art of words with other forms of art (painting, music, etc.) develops; find similarities and differences between the means used; create your own works of fiction based on what you read.

Formation moral values ​​and aesthetic taste of a junior schoolchild; understanding the spiritual essence of works.

Taking into account the characteristics of fiction and its moral essence, the solution to this problem has an influence on the formation of the personality of a junior schoolchild. special meaning. In the process of working with a work of art, a junior schoolchild masters the basic moral and aesthetic values ​​of interaction with the outside world, and gains the skill of analyzing the positive and negative actions of characters and events. Understanding the meaning of everyone's emotional colors storylines works contribute to the education of an adequate emotional state as a prerequisite for one’s own behavior in life.

Studying the subject “Literary Reading” solves many of the most important tasks of primary education and prepares the primary school student for successful education in high school.

general characteristics course

“Literary reading” as a systematic course begins in 1st grade immediately after mastering the “Teaching to Literacy” course

Section “Types of speech activity” includes content lines: listening (listening), reading, speaking (culture of verbal communication), writing (culture of written speech). The content of this section ensures the formation of a culture of communication (oral and written).

Listening (listening) – this is the ability to listen and hear, i.e. adequately perceive spoken speech by ear (the interlocutor’s statement, reading various texts).

Reading is understood as a conscious independent process of reading works available in volume and genre, understanding the purposes of reading (why will I read) and choosing the type of reading (introductory, selective, etc.); expressive reading using intonation, tempo, tone, pauses, stress (logical, etc.) corresponding to the meaning of the text.

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) techniques of reading within words and phrases (reading whole words); Next, techniques for intonation combining words into sentences are formed. Reading speed increases (fluent reading), silent reading is gradually introduced, reproducing the content of what was read. Students gradually master rational techniques of reading and understanding what they read, orthoepic and intonation norms for 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, targeted work is being carried out to develop the ability to comprehend the meaning of what is read, generalize and highlight the main thing. Students master expressive reading techniques.

Improvement oral speech(skillslisten Andspeak ) is carried out in parallel with teaching reading. The ability to listen to an interlocutor’s statement or reading is improved, to understand the purpose of a speech utterance, to ask questions about a work heard or read, and to express one’s point of view. Productive forms of dialogue and speech etiquette formulas in educational and extracurricular communication are mastered. Acquaintance with the peculiarities of national etiquette and communication between people is carried out on the basis of literary (folklore and classical) works. Students’ monologue speech is improved (based on the author’s text, on the proposed topic or problem for discussion), and their active vocabulary is purposefully replenished. Students master a condensed, selective and complete retelling of a work they have read or heard.

involves the practical assimilation by students of certain types of written language (based on comprehension of a work of art): text-narration, text-reasoning; creating your own mini-essays (story based on a picture); writing a review.

The “Types of Reading Activities” section includes working with different types of text. This work involves the formation of the following analytical skills: to perceive the visual and expressive means of the language of a work of art, popular science text (without using terminology); recreate pictures of life presented by the author, establish cause-and-effect relationships in different types of text; understand the author's position in the work; highlight the main idea of ​​the text (with the help of the teacher). This program provides for familiarization with a book as a source of various types of information and the formation of bibliographic skills: to navigate a book (educational, fiction, reference) by its elements, to get acquainted with different types and types of books based on a recommended list or one’s own preferences.

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

The section implements the principles of selecting the reading content of a primary school student, which ensures the formation of a motivated choice of reading range, the student’s sustainable interest in independent reading activity, competence in the field of children’s literature: taking into account the aesthetic, moral value of texts, their genre and aesthetic diversity, accessibility for children 6- 10 years old, reading preferences of younger schoolchildren.

Students work with books and learn to choose them according to their interests. New books add to the knowledge about the world around us, the lives of peers, their attitude towards each other, work, and the Motherland. In the learning process, the child’s social, moral and aesthetic experience is enriched, forming reading independence in schoolchildren.

The program provides for familiarization with the book as a source of various types of information and the formation of bibliographic skills.

Section “Literary propaedeutics” contains a range of literary concepts for practical development by children in order to familiarize themselves with the initial ideas about the types and genres of literature, about the means of expressiveness of language.

Students gain an initial understanding of main topic, the idea (main thought) of a readable literary work, about the main genres of literary works (story, poem, fairy tale), features of small folklore genres (riddle, proverb, counting rhyme, joke). Children learn to use visual and expressive means of verbal art (“depiction in words”, comparison, personification, epithet, metaphor, rhythm and musicality of poetic speech).

When analyzing a literary text, the artistic image (without a term) comes to the fore. By comparing artistic and scientific-educational texts, students realize that they are not just educational, interesting texts, but works of verbal art. The word becomes the object of the reader’s attention and is interpreted as a means of creating a verbal and artistic image through which the author expresses his thoughts and feelings.

Analysis of figurative language in elementary school is carried out to a extent that allows children to feel integrityartistic image, to adequately perceive the hero of the work and empathize with him.

Children master different types of retellings of literary texts: detailed (using figurative words and expressions), selective and brief (transmitting main ideas).

Based on reading and analysis of the text read, students comprehend the actions, character and speech of the hero, compose his characteristics, discuss the motives of the hero’s behavior, correlating them with moral standards, and understand the spiritual and moral meaning of the work they read.

Section “Creative activity of students (based on literary works)” is the leading element of content initial stage literary education. the experience of creative activity is embodied in the system of reading and speech activity, which ensures the transfer of knowledge acquired by children into independent productive creative activity: staging living pictures, role-playing, staging, dramatization. Particular attention is paid to the creation of various forms of text interpretation: oral, verbal drawing, various forms of retelling, creating your own text based on a work of art (text by analogy).

The section reveals techniques and methods of activity that will help students adequately perceive a work of art and demonstrate their own creative abilities. When working with a literary text (with a word), the child’s life, concrete sensory experience is used and the figurative ideas that arise during the reading process are activated, and the ability to recreate verbal images in accordance with the author’s text is developed. This approach ensures a full perception of a literary work and the formation of a moral and aesthetic attitude to reality. Students choose works (excerpts from them) for role-playing, word drawing, dramatization and recitation, and act as actors, directors and artists. They write summaries and essays, compose poems and fairy tales, and they develop an interest in literary creativity writers, creators of works of literary art.

Place of the subject in the curriculum

According to the educational plan of MOBU "Secondary School No. 2", approximately 540 hours are allocated for studying the subject in primary school, of which in 1st grade 132 (92 hours + 40 hours) hours (4 hours per week), in 2nd grade 136 hours (4 hours per week), in 3rd grade 136 hours (4 hours per week), in 4th grade 136 hours (4 hours per week).

Value guidelines for the content of the academic subject.

Literary reading as an academic subject in primary school is of great importance in solving the problems of not only teaching, but also education. During the lessons, students are introduced to works of art whose moral potential is very high. Thus, in the process of full perception of a work of art, the spiritual and moral education and development of primary school students is formed.

Literary reading as a form of art introduces students to the moral and aesthetic values ​​of their people and humanity and contributes to the formation of personal qualities that correspond to national and universal values.

Literary reading lessons continue to develop reading techniques and improve the quality of reading, especially meaningfulness. While reading and analyzing the work, the child thinks about eternal (basic) values: goodness, justice, truth, etc. A huge role is played by the emotional perception of the work, which forms emotional literacy. The system of spiritual and moral education and development forms a person’s personal qualities that characterize his attitude towards other people and towards the Motherland.

Results of studying the subject

(regulated by the regulations “on the assessment system, forms and procedure for intermediate certification of students at the primary stage of education in MOBU “Secondary School No. 2”)

Personal results:

awareness of the importance of reading for one’s further development and successful learning,

formation of the need for systematic reading as a means of understanding the world and oneself,

acquaintance with the cultural and historical heritage of Russia, universal human values,

perception of a literary work as a special type of art,

full perception of fiction,

emotional responsiveness to what you read,

expressing your point of view and respecting the opinion of your interlocutor.

Meta-subject results:

mastering techniques for searching for necessary information,

mastery of algorithms for basic educational activities in the analysis and interpretation of works of art (dividing text into parts, drawing up a plan, finding means of artistic expression, etc.), the ability to express and explain one’s point of view,

mastering the rules and ways of interacting with the outside world,

formation of an idea of ​​the rules and norms of behavior accepted in society,

mastery of the basics of communicative activity, at a practical level, awareness of the importance of working in a group and mastering the rules of group work.

1. Appreciate and accept the following basic values: “goodness”, “patience”, “homeland”, “nature”, “family”, etc.

2. Respect for your family, for your relatives, love for your parents.

3. Master the roles of the student; formation of interest (motivation) in learning.

4. Evaluate life situations and actions of characters in literary texts from the point of view of universal human norms.

1. Organize your workplace under the guidance of a teacher.

2. Determine the purpose of completing tasks in class, in extracurricular activities, in life situations under the guidance of a teacher.

3. Determine a plan for completing tasks in lessons, extracurricular activities, and life situations under the guidance of a teacher.

1. Find your bearings in the textbook: determine the skills that will be developed based on studying this section.

2. Answer simple questions from the teacher, find the necessary information in the textbook.

3. Compare heroes and their actions: find commonalities and differences.

4. Retell in detail what you read or listened to; determine the topic.

1. Participate in dialogue in class and in life situations.

2. Answer questions from the teacher and classmates.

2. Observe the simplest norms of speech etiquette: say hello, say goodbye, thank you.

3. Listen and understand the speech of others.

4. Work in pairs.

2nd grade

1. Appreciate and accept the following basic values: “kindness”, “patience”, “homeland”, “nature”, “family”, “peace”, “true friend”.

2. Respect for your people, for your homeland.

3. Mastering the personal meaning of learning, the desire to learn.

4. Assessment of life situations and actions of characters in literary texts from the point of view of universal human norms.

1. Organize your workplace independently.

2. Follow the regime for organizing educational and extracurricular activities.

5. Correlate the completed task with the example proposed by the teacher.

6. Correct the task in the future.

7. Evaluate your task according to the following parameters: easy to complete, encountered difficulties in completing it.

1. Find your bearings in the textbook: determine the skills that will be developed based on studying this section; define the circle of your ignorance.

2. Answer simple and complex questions from the teacher, ask questions yourself, find the necessary information in the textbook.

3. Retell in detail what you read or listened to; make a simple plan.

4. Determine in which sources you can find the necessary information to complete the task.

5. Find the necessary information, both in the textbook and in dictionaries.

6. Observe and draw independent simple conclusions

1.Participate in dialogue; listen and understand others, express your point of view on events and actions.

3rd grade

1. Appreciate and accept the following basic values: “kindness”, “patience”, “homeland”, “nature”, “family”, “peace”, “true friend”, “justice”, “desire to understand each other”, “ understand the other's position."

2. Respect for one’s people, for other peoples, tolerance for the customs and traditions of other peoples.

3. Mastering the personal meaning of the teaching; desire to continue their studies.

4. Assessment of life situations and actions of characters in literary texts from the point of view of universal human norms, moral and ethical values.

1. Organize your workplace independently in accordance with the purpose of completing tasks.

2. Independently determine the importance or necessity of implementation various tasks in the educational process and life situations.

3. Determine the purpose of educational activities with the help of a teacher and independently.

4. Determine a plan for completing tasks in lessons, extracurricular activities, and life situations under the guidance of a teacher.

5. Determine the correctness of the completed task based on comparison with previous tasks, or on the basis of various samples.

6. Adjust the execution of the task in accordance with the plan, conditions of execution, and the result of actions at a certain stage.

7. Use additional literature in your work.

8. Evaluate your assignment according to parameters presented in advance.

2. Select the necessary sources of information among the dictionaries, encyclopedias, and reference books suggested by the teacher.

3. Retrieve information presented in different forms(text, table, diagram, model,

illustration, etc.)

4. Present information in the form of text, tables, diagrams, including using ICT.

5. Analyze, compare heroes, their actions, facts.

1. Participate in dialogue; listen and understand others, express your point of view on events and actions.

2. Formulate your thoughts in oral and written speech, taking into account your educational and life speech situations.

4. Performing various roles in the group, collaborate in jointly solving a problem (task).

5. Defend your point of view, observing the rules of speech etiquette.

6. Be critical of your opinions

8. Participate in the work of the group, distribute roles, negotiate with each other.

4th grade

1. Appreciate and accept the following basic values: “kindness”, “patience”, “homeland”, “nature”, “family”, “peace”, “true friend”, “justice”, “desire to understand each other”, “ understand the position of the other”, “people”, “nationality”, etc.

2. Respect for one’s people, for other peoples, acceptance of the values ​​of other peoples.

3. Mastering the personal meaning of the teaching; choice of further educational route.

4. Assessment of life situations and actions of characters in literary texts from the point of view of universal human norms, moral and ethical values, and the values ​​of a Russian citizen.

1. Formulate the task independently: determine its goal, plan the algorithm for its implementation, adjust the work as it progresses, independently evaluate it.

2. Use various means when completing a task: reference books, ICT, tools and devices.

3. Determine your own assessment criteria and give self-assessment.

1. Find your bearings in the textbook: determine the skills that will be developed based on studying this section; determine the circle of your ignorance; plan your study work unfamiliar material.

2. Independently assume what additional information will be needed to study unfamiliar material;

select the necessary sources of information among the dictionaries, encyclopedias, reference books, and electronic disks proposed by the teacher.

3. Compare and select information obtained from various sources (dictionaries, encyclopedias, reference books, electronic disks, the Internet).

4. Draw conclusions independently, process information, transform it, present information based on diagrams, models, messages.

5. Create a complex text plan.

7. Be able to convey content in a compressed, selective or expanded form.

Participate in dialogue; listen and understand others, express your point of view on events and actions.

2. Formulate your thoughts in oral and written speech, taking into account your educational and life speech situations.

4. Performing various roles in the group, collaborate in jointly solving a problem (task).

5. Defend your point of view, observing the rules of speech etiquette; argue your point of view with facts and additional information.

6. Be critical of your opinions.Be able to look at a situation from a different position and negotiate with people from different positions.

7. Understand the other person's point of view

8. Participate in the work of the group, distribute roles, negotiate with each other. Anticipate the consequences of collective decisions.

Subject results:

Working with text: information search and reading comprehension

The graduate will learn:

find specific information and facts given explicitly in the text;

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

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

identify the main events contained in the text and establish their sequence; organize information according to a given basis;

compare objects described in the text with each other, highlighting two or three essential features;

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

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

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

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

navigate age-appropriate dictionaries and reference books.

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

work with multiple sources of information;

compare information obtained from several sources.

Working with text: transforming and interpreting 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 expressed in the text;

formulate simple conclusions based on the text; find arguments to support the conclusion;

compare and summarize content contained in different parts text information;

compose a short monologue based on the text, answering the question posed.

The graduate will have the opportunity to learn:

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

make short written annotations to the text, reviews of what you read.

Working with text: assessing information

The graduate will learn:

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

evaluate the content, language features and structure of the text; determine the place and role of the illustrative series in the text;

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

participate in educational dialogue when discussing a 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.

The graduate will learn:

realize the importance of reading for further learning, understand the purpose of reading (satisfying the reader’s interest and gaining reading experience, searching for facts and judgments, argumentation, and other information);

consciously perceive (when reading aloud and silently, when listening) the content of various types of texts, identify their specifics (fiction, popular science, educational, reference), determine the main idea and characters of the work, answer questions about the content of the work, determine the sequence of events , ask questions about educational, popular science and literary texts you have heard or read;

formulate your thought into a monologue speech statement of a small volume (narration, description, reasoning) based on the author’s text, on a proposed topic or when answering a question;

conduct a dialogue in various educational and everyday communication situations, observing the rules of speech etiquette, participate in dialogue when discussing a listened (read) work;

work with the word (recognize the literal and figurative meaning of the word, its polysemy, determine the meaning of the word by context), purposefully replenish your active vocabulary;

navigate the moral content of what you read, realize the essence of the characters’ behavior, independently draw conclusions, correlate the characters’ actions with moral standards;

navigate the construction of popular science and educational texts and use the information received in practical activities;

use the simplest techniques for analyzing various types of texts: establish cause-and-effect relationships and determine the main idea of ​​the work; divide the text into parts and title them;

make a simple plan; find various means of expression (comparison, personification, metaphor) that determine the author’s attitude to the hero or event;

use various forms of interpretation of the content of texts: integrate message details contained in different parts of the text; establish connections not directly expressed in the text, explain (clarify) them, correlating them with the general idea and content of the text; formulate simple conclusions based on the text; understand the text, relying not only on the information it contains, but also on the genre, structure, language;

convey the content of what you read or listened to, taking into account the specifics of popular science, educational and literary texts; convey the content of the text in the form of a retelling (full or selective);

collectively discuss what you read, prove your own opinion, based on the text or your own experience;

navigate a book by title, table of contents, distinguish a collection of works from an author’s book, independently and purposefully select a book in the library on a given topic, at your own request;

compose a brief summary (author, title, topic of the book, reading recommendations) of a literary work according to a given sample;

independently use the alphabetical catalogue, age-appropriate dictionaries and reference books.

The graduate will have the opportunity to learn:

perceive fiction as a form of art,

comprehend the aesthetic and moral values ​​of a literary text and express one’s own judgment;

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

prove and confirm your own judgment with facts (from the text);

at a practical level, master some types of written language (narration - creating a text by analogy, reasoning - a written answer to a question, description - characterization of a hero);

write a review about a book you read;

work with thematic catalogue;

work with children's periodicals.

Creative activity

The graduate will learn:

use various methods of working with deformed text (establish cause-and-effect relationships, sequence of events, stages in the execution of actions; give a consistent description of the hero; compose a text based on a plan);

create your own text based on a work of art, reproductions of paintings by artists, a series of illustrations for a work, or based on personal experience.

The graduate will have the opportunity to learn:

creatively retell the text (on behalf of the hero, from the author), supplement the text;

create illustrations and filmstrips based on the content of the work;

work in a group, creating dramatizations of works, scripts, projects;

ways of writing a presentation.

The graduate will learn:

compare, contrast, do a basic analysis of various texts, highlighting two or three essential features;

distinguish prose text from poetic text;

recognize the peculiarities of the construction of folklore forms (fairy tales, riddles, proverbs).

The graduate will have the opportunity to learn:

compare, contrast, do a basic 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);

determine the positions of the characters in a literary text, the position of the author of a literary text;

create a prose or poetic text by analogy based on the author’s text, using means of artistic expression (including from the text).

COURSE CONTENT

Types of speech and reading activities

Listening skills (listening)

Auditory perception of spoken speech (statement of the interlocutor, listening to various texts). Adequate understanding of the content of the spoken speech, the ability to answer questions about the content of the listened work, determining the sequence of events, awareness of the purpose of the speech utterance, the ability to ask questions about the listened educational, scientific, educational and artistic work.

Developing the ability to observe the expressiveness of speech and the peculiarities of the author’s style.

Reading

Reading aloud. Focus on the development of students’ speech culture, the formation of their communicative and speech skills.

A gradual transition from syllabic to smooth, meaningful, correct reading of whole words out loud. Reading pace that allows you to comprehend the text. Gradual increase in reading speed. Compliance with spelling and intonation reading standards. Reading sentences with intonation highlighting punctuation marks. Understanding the semantic features of texts of different types and types, conveying them using intonation. Development of poetic hearing. Cultivating aesthetic responsiveness to a work. The ability to independently prepare for expressive reading of a short text (choose the tone and pace of reading, determine logical stress and pauses).

Developing the ability to move from reading aloud to reading silently.

Reading to yourself. Awareness of the meaning of a work when reading silently (works accessible in volume and genre). Determining the type of reading (studying, introductory, selective), the ability to find the necessary information in the text. Understanding the features of different types of reading: fact, description, addition, statement, etc.

Working with different types of text

A general idea of ​​different types of text: fiction, educational, popular science - and their comparison. Determining the purposes for creating these types of text. Features of folklore text.The ability to navigate the moral content of a work of art, to understand the essence of the characters’ behavior.

Practical development of the ability to distinguish a 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 questions and independent division of the text into semantic parts, their titles. Ability to work with different types of information.

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

Bibliographic culture

Book how special kind art. The book as a source of necessary knowledge. A general idea of ​​the first books in Rus' and the beginning of printing (general idea). Educational, fiction, reference book. Elements of a book: contents 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 books (reference books, dictionaries, encyclopedias).

Selection of books based on a recommendation list, alphabetical and thematic catalog, open access to children's books in the library. Independent use of age-appropriate dictionaries and other reference books.

Working 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 language (with the help of a teacher). Awareness that folklore is an expression of universal human moral rules and relations.

Understanding the moral and aesthetic content of the work read, awareness of the motivation of the characters’ behavior, analysis of the characters’ actions from the point of view of moral norms. Awareness of the concept of “Motherland”, ideas about the manifestation of love for the Motherland in the literature of different peoples (using the example of the peoples of Russia). The similarity of themes and heroes in the folklore of different nations. Independent reproduction of text using expressive means of language (synonyms, antonyms, comparisons, epithets), sequential reproduction of episodes using specific language of this work vocabulary (based on teacher questions), story based on illustrations, retelling.

Characteristics of the hero of the work using 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 actions and his motives. Comparison of the heroes’ actions by analogy or contrast. Identification of the author's attitude towards the hero based on the analysis of the text, author's notes, and names of the heroes.

Characteristics of the hero of the work: portrait, character, expressed through actions and speech.

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

Detailed retelling of the text: determining the main idea of ​​the fragment, highlighting supporting or key words, heading, detailed retelling of the episode; dividing the text into parts, determining the main idea of ​​each part and the entire text, titling each part and the entire text, drawing up a plan in the form of title sentences from the text, in the form of questions, in the form of independently formulated statements, and on its basis a detailed retelling of the entire text.

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

Development of observation skills when reading poetic texts. Development of the ability to anticipate (anticipate) the course of plot development, sequence of events.

Working with educational, popular science and other texts

Understanding the title of the work, an adequate relationship with its content. Determination of features of educational and popular science texts (transmission of information). Understanding of individual, most general features of the texts of epics, legends, biblical stories (from excerpts or short texts). Acquaintance with the simplest techniques for analyzing various types of text: establishing cause-and-effect relationships, determining the main idea of ​​the text. Dividing text into parts. Definition of microthemes. Key or supporting words. Construction of an algorithm for text reproduction activities. Reproduction of text based on keywords, model, diagram. Detailed retelling of the text. Brief retelling of the text (highlighting the main content of the text).Ability to work with educational assignments, generalizing questions and reference materials material.

Speaking (culture of verbal communication)

Understanding dialogue as a type of speech. Features of dialogic communication: understand questions, answer them and independently ask questions about the text; listen carefully, without interrupting, to the interlocutor and in a polite manner express your point of view on the work under discussion (artistic, educational, scientific and educational). The ability to show kindness to the interlocutor. Proof of your own point of view based on text or personal experience. Using norms of speech etiquette in the process of communication. Acquaintance with the peculiarities of national etiquette based on folklore works.

Working with words (recognize the literal and figurative meaning of words, their polysemy), purposeful replenishment of active vocabulary. Working with dictionaries.

Monologue as a form of speech utterance. A monologue speech statement of a small volume, based on the author’s text, on a proposed topic or in the form of an answer to a question.Formation grammatically correct speech, emotional expressiveness and content. Reflection of the main idea of ​​the text in a statement. Transferring the content of what you read or listened to, taking into account the specifics of popular science, educational and literary texts. Transferring impressions (from Everyday life, work of art, fine art) in a story (description, reasoning, narration). Independently constructing a plan for your own statement. Selection and use of expressive means (synonyms, antonyms, comparisons) taking into account the characteristics of a monologue statement.

An oral essay as a continuation of a read work, its individual storylines, a short story based on drawings or on a given topic.

Writing (culture of written speech)

Standards of writing: correspondence of the content to the title (reflection of the theme, setting, characters), use of expressive language in writing (synonyms, antonyms, comparisons) in mini-essays (narration, description, reasoning), story on a given topic, reviewabout the book you read .

Children's reading circle

Acquaintance with the cultural and historical heritage of Russia, with universal human values.

Works of oral folk art different peoples of Russia (small folklore genres, folk tales about animals, everyday and fairy tales). Works of classics of Russian literatureXIX- XXcenturies (A.S. Pushkin, M.Yu. Lermontov, L.N. Tolstoy, A.P. Chekhov and others), classics of children's literature, familiarity with the works of modern domestic (taking into account the multinational nature of Russia) and foreign literature available to perceptions of younger schoolchildren.

The reading topic is enriched by the introduction of myths into the reading circle of younger schoolchildren Ancient Greece, hagiographic literature and works about the defenders and ascetics of the Fatherland.

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

The main topics of children's reading: folklore of different nations, works about the Motherland, nature, children, our little brothers, kindness, friendship, honesty, humorous works.

Literary propaedeutics

Finding in the text of a work of art (with the help of a teacher) means of expression: synonyms, antonyms, epithets, comparisons, metaphors, hyperbolesand understanding their meaning.

Orientation in literary concepts: work of art, art of words, author (storyteller), plot (sequence of events), theme. The hero of the work: his portrait, speech, actions, thoughts, the author’s attitude towards the hero.

A general understanding of the features of constructing different types of storytelling: narration (story), description (landscape, portrait, interior), reasoning (monologue of the hero, dialogue of the heroes).

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

Genre diversity of works. Small folklore forms (lullabies, nursery rhymes, proverbs, sayings, riddles): recognition, discrimination, determination of the main meaning. Tales about animals, everyday, magical. 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, features of construction and expressive means.

Creative activity of students

Interpretation of the text of a literary work in the creative activity of students: role-playing, dramatization, dramatization; oral verbal drawing, familiarization with various ways of working with deformed text and their use (establishing cause-and-effect relationships, sequences of events: observing stages in performing 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, a series of illustrations for a work, or based on personal experience. Development of the ability to distinguish the state of nature at different times of the year, the mood of people, and to formalize one’s impressions in oral or written speech. Compare your texts with literary descriptive texts, find literary works that are in tune with your emotional mood, explain your choice.

As a result of training in primary school, students will be prepared for further education, the required level of their literary development has been achieved, which is characterized as the skills:

realize the place and role of literary reading in knowledge of the world around us, understand the importance of reading for the formation of a person’s general culture, the formation of personal qualities, social values;

understand the importance of literature as a means of introducing human values;

work with literary texts from the point of view of its aesthetic and moral essence;

apply analysis, comparison, comparison to determine the genre, characteristics of the hero; retell the text;

search for necessary information in literary, educational, popular science texts;

work with reference and encyclopedic publications.

Contents of the work program on literary reading.

1st grade - 40 hours

Introductory lesson(1 hour)

Introduction to the textbook. System of symbols.

Once upon a time there were letters (7 hours)

Poems by V. Danko, S. Cherny, S. Marshak, G. Sapgir, M. Boroditskaya, I. Gamazkova, E. Grigorieva.

Creative work: magical transformations.

Project activities. “Creating a city of letters”, “Letters are heroes of fairy tales”. Literary fairy tale by I. Tokmakova, F. Krivin.

Fairy tales, riddles, tall tales (7 hours)

Tales of A. S. Pushkin.

Works by K. Ushinsky and L. Tolstoy.

April, April. 3 Venit drops! (6 hours)

Lyric poems by A. Maykov, A. Pleshcheev, T. Belozerov, S. Marshak, I. Tokmakov. E. Trutneva.

Project: “Compiling a collection of riddles.”

Both as a joke and seriously (7 hours)

Funny poems for children by I. Tokmakova, G. Kruzhkov, K. Chukovsky, O. Driz, O. Grigoriev, T. Sobakin.

Humorous stories for children by Y. Taits, N. Artyukhova, M. Plyatskovsky.

Me and my d guns (6 hours)

Stories about the children of Yu. Ermolaev, M. Plyatskovsky.

Poems by E. Blaginina, V. Orlov, S. Mikhalkov, R. Sefa, V. Berestov, I. Pivovarova, Y. Akim, Y. Entin.

About our brothers x smaller (6 h)

Poems about animals by S. Mikhalkov, R. Sefa, I. Tokmakova.

Stories by V. Oseeva.

Fairy tales - non-fairy tales by D. Kharms, N. Sladkov.

2nd grade - 136 hours

The greatest miracle in the world (4 hours)

Project “What a school library can tell you about”

Statements about the books of K. Ushinsky, M. Gorky, L. Tolstoy

Parting words to the reader R. Sefa

Oral folk art (15 hours)

Russian folk songs. Nursery rhymes and jokes. Counting tables and fables. Puzzles.

Russian folk tales “The Cockerel and the Bean Seed”, “Fear has Big Eyes”, “The Fox and the Black Grouse”, “The Fox and the Crane”, “Porridge from the Axe”, “Geese and Swans”.

I love Russian nature. Autumn (8 hours)

Autumn mysteries.

Lyric poems by F. Tyutchev, K. Balmont, A. Pleshcheev, A. Fet, A. Tolstoy, S. Yesenin

Russian writers (14 h)

A. S. Pushkin “The Tale of the Fisherman and the Fish”, introduction to the poem “Ruslan and Lyudmila”.

I. A. Krylov. Fables.

L. N. Tolstoy. Fables and stories.

About our little brothers (12 hours)

Funny poems about animals by A. Shibaev, B. Zakhoder, I. Pivovarova, V. Berestov.

Stories about animals by M. Prishvin, E. Charushina, B. Zhitkova, V. Bianki.

Popular science text by N. Sladkov.

From children's magazines (9 hours)

Play in verse D. Kharms, Y. Vladimirov, A. Vvedensky

Project “My Favorite Children's Magazine”

I love Russian nature. Winter (9 hours)

Winter mysteries.

Lyric poems by I. Bunin, K. Balmont, Y. Akim, F. Tyutchev, S. Yesenin, S. Drozhzhin.

Russian folk tale "Two Frosts"

New Year's story by S. Mikhalkov

Funny poems about winter by A. Barto, A. Prokofiev

Writers for children (17 h)

K. Chukovsky. Fairy tales. “Confusion”, “Joy”, “Fedorino’s grief”.

S. Ya. Marshak “The Cat and the Quirks”

S. V. Mikhalkov “My Secret”, “Willpower”

A. L. Barto. Poetry.

N. N. Nosov. Humorous stories for children

Me and my friends (10 h)

Poems about friendship and friends by V. Berestov, E. Moshkovskaya, V. Lunin.

Stories by N. Bulgakov, Y. Ermolaev, V. Oseeva.

I love Russian nature. Spring (9 hours)

Spring mysteries.

Lyric poems by F. Tyutchev, A. Pleshcheev, A. Blok, I. Bunin, S. Marshak, E. Blaginina, E. Moshkovskaya.

Both jokingly and seriously (14 hours)

Funny poems by B. Zakhoder, E. Uspensky, V. Berestov, I. Tokmakova.

Funny stories for children by E. Uspensky, G. Oster, V. Dragunsky.

Literature of foreign countries (12 hours)

American, English, French, German folk songs translated by S. Marshak, V. Viktorov, L. Yakhnin.

C. Perrault “Puss in Boots”, “Little Red Riding Hood”

H. H. Andersen "The Princess and the Pea"

Anne Hogarth "Muffin and the Spider"

Project “My Favorite Storyteller”

3rd grade - 136 hours

The greatest miracle in the world (4 hours)

Handwritten books of Ancient Rus'.

First printer Ivan Fedorov.

Oral folk art (14 hours)

Russian folk songs.

Boring tales.

Russian folk tales “Sister Alyonushka and brother Ivanushka”, “Ivan the Tsarevich and the Gray Wolf”, “Sivka the Burka”.

Project “Let’s compose a fairy tale”

Poetry notebook 1 (11 hours)

F. I. Tyutchev " Spring thunderstorm", "Leaves".

A. A. Fet “Mom! Look from the window”, “The rye is ripening over the hot fields”

I. S. Nikitin “Enough, my steppe, sleep soundly”, “Meeting winter”

I. Z. Surikov “Childhood”, “Winter”.

Great Russian writers (24 hours)

A. S. Pushkin “The Tale of Tsar Saltan, of his glorious and mighty son, Prince Gvidon Saltanovich, and of the beautiful Swan Princess”

I. A. Krylov. Fables

Lyric poems by M. Yu. Lermontov

The childhood of L. N. Tolstoy. Stories by L. N. Tolstoy

Poetry notebook 2 (6 hours)

N. A. Nekrasov. Poems about nature. Narrative work in the verses “Grandfather Mazai and the Hares”

Poems by K. D. Balmont, I. A. Bunin

Literary tales (8 hours)

D. N. Mamin – Siberian “Alyonushkin’s Tales”

V. M. Garshin “Frog – Traveler”

V. F. Odoevsky “Moroz Ivanovich”.

Epics and fables (10 hours)

M. Gorky “The Case of Yevseyka”

K. G. Paustovsky “The Disheveled Sparrow”

A. I. Kuprin “Elephant”.

Poetry notebook 1 (6 hours)

S. Black. Poems about animals

A. A. Blok. Pictures of winter fun

S. A. Yesenin

Love the Living (16 h)

M. M. Prishvin “My Motherland”

I. S. Sokolov-Mikitov “Leaf Faller”

V. I. Belov “The fry was guilty.” “More about Malka”

V. V. Bianchi “Mouse Peak”

B. S. Zhitkov “About the Monkey”

V. P. Astafiev “Kapalukha”

V. Yu. Dragunsky “He is alive and glowing.”

Poetry notebook 2 (8 hours)

S. I am Marshak “Thunderstorm in the afternoon”. "In the forest above the dewy clearing"

A. L. Barto “Separation”. "In the theatre".

S. V. Mikhalkov “If”

E. Blaginina “Kitten”, “Cuckoo”.

Project "Poetry Festival"

Pick one berry at a time and you’ll get a box (12 hours)

V.V. Shergin “Pick one berry at a time and you’ll fill up a box”

A. P. Platonov “Flower on Earth”, “Still Mom”

M. M. Zoshchenko “Golden words”. "Great Travelers"

N. N. Nosov “Fedya’s task.” "Telephone".

V. Yu. Dragunsky “Childhood Friend”

Collection humorous stories N. Nosova

Through the pages of children's magazines (8 hours)

Through the pages of children's magazines "Murzilka" and "Funny Pictures"

Yu. I. Ermolaev “Let it slip.” "Educators"

G. B. Oster “Bad advice.” "How legends are made"

R. Sef “Funny Poems”.

Foreign literature (8 hours)

Ancient Greek myth "Brave Perseus"

H. H. Andersen "The Ugly Duckling"

4th grade - 136 hours

Chronicles, epics, lives (12 hours)

From the chronicle “And Oleg hung his shield on the gates of Constantinople.” “And Oleg remembered his horse.”

Epics. "Ilya's three trips."

"The Life of Sergius of Radonezh"

Project “Creating a calendar of historical events”

The wonderful world of classics (22h)

P. P. Ershov “The Little Humpbacked Horse”

A.S. Pushkin "Nanny". "Cloud". "It's a sad time! The charm of the eyes." "The Tale of the Dead Princess and the Seven Knights"

M. Yu. Lermontov “Gifts of the Terek”. "Ashik - Kerib" (Turkish fairy tale)

L. Tolstoy “Childhood”. Fable “How a man removed a stone”

A.P. Chekhov "Boys"

Poetry notebook (12h)

F. I. Tyutchev “The earth still looks sad”, “How unexpected and bright”

A. A. Fet “Spring Rain”, “Butterfly”

E. A. Baratynsky “Spring, spring! How clean the air is.” "Where is the sweet whisper"

A. N. Pleshcheev “Children and the Bird”

I. S. Nikitin “In the blue sky they float over the fields.”

N. A. Nekrasov “Schoolboy”. "Nanny's Tales in the Winter Twilight"

I. A. Bunin “Falling Leaves”

Literary tales (16h)

V. F. Odoevsky “Town in a Snuff Box”

V. M. Garshin “The Tale of the Toad and the Rose”

P. P. Bazhov “Silver Hoof”

A.S. Aksakov " The Scarlet Flower»

Business time - fun hour (9 hours)

E. L. Schwartz “The Tale of Lost Time”

V. Yu. Dragunsky “Main rivers”. “What Mishka loves”

V. V. Golyavkin “I didn’t eat any mustard”

Childhood Country (8 hours)

B. S. Zhitkov “How I caught little men”

K. G. Paustovsky “Basket with fir cones”

M. M. Zoshchenko “Christmas tree”

Poetry notebook (5h)

V.Ya. Bryusov. "A dream again." "Children's room."

S.A. Yesenin "Grandmother's Tales"

M. Tsvetaeva “A path runs from a hillock...”. "Our Kingdoms"

Nature and us (12h)

D. M. Mamin – Siberian “Adoption”

A. I. Kuprin “Barbos and Zhulka”

M. M. Prishvin “Upstart”

E. I. Charushin “Boar”

V. P. Astafiev “Strizhonok Squeak”

Project “Nature and Us”

Poetry notebook (8 hours)

B. L. Pasternak “Golden Autumn”.

D. B. Kedrin “Indian Summer”

S. A. Klychkov “Spring in the Forest”

D. B. Kedrin “Indian Summer”

N. M. Rubtsov “September”

S. A. Yesenin “Swan”

Homeland (8 hours)

I. S. Nikitin “Rus”

S. S. Drozhzhin “Motherland”

A. V. Zhigulin “Oh, Motherland!”

Project “They Defended the Motherland”

Fantasy Country (7h)

E. S. Veltistov. "Adventures of Electronics"

Kir Bulychev "Alice's Journey"

Foreign literature (16h)

D. Swift "Gulliver's Travels"

H. H. Andersen “The Little Mermaid”

M. Twain "The Adventures of Tom Sawyer"

Selma Lagerlöf "Holy Night" "In Nazareth"

Control of subject results

System for assessing educational results, determined by the Federal State Educational Standard for this training course, is determined by the Regulations“On the grading system, forms and procedure for intermediate certification of students at the primary level of education in MOBU “Secondary School No. 2” (Appendix).

Training and metodology complex

The main ideas of the program and its content are implemented not only in the textbook that organizes the learning process, but also in other components of the educational and methodological complex addressed to students.intended for everyday work in the classroom; in workbooks that develop students’ self-testing skills; in teaching aids, with the help of which interest in learning the Russian language is maintained and developed.

Sample program for the academic subject “Literary reading”. Elementary School. M.: Education, 2012

- School of Russia. Concept and programs for the beginning. class At 2 p.m. Head of the “School of Russia” project A.A. Pleshakov. [M.A. Bantova, G.V. Beltyukova, S.I. Volkova, E.V. Alekseenko, L.P. Anastasova, V.G. Goryachev and others]. - 2nd ed. – M.: Education, 2008.

L.F. Klimanova,V.G. Goretsky, M.V. Golovanova, L.A. VinogradskayaLiterary reading. Textbook for 1st, 2nd, 3rd, 4th grades. beginning school At 2 o'clock [comp. L.F. Klimanova and others]. – ed. – M.: Education, 2011-201..

L.F. Klimanova and others. Workbook on a printed basis.

Klimanova L.F., Boykina M.V. Literary reading. Work programs. 1-4 grades.

Literary reading. Textbook. 1-4 grades. In 2 parts. Parts 1, 2 (composed by L.F. Klimanova, V.G. Goretsky, L.A. Vinogradskaya)

Workbooks and manuals, “Successful Start” series

Klimanova L.F. Reading. Workbook. 1-4 grades.

Ignatieva T.V. Literary reading. Directory. 1-4 grades. – M.: Exam, 2012

Klimanova L.F. Literary reading lessons. Lesson-based developments. 1-4 grades

Educational and thematic planning.

Learning to read. 1 class.

ICT

TSO

lessons

Study period

Chapter

Total

Practical lessons

Speech development

Control

1 quarter

Pre-letter period Learning to read

14

Alphabet period Learning to read

22

2nd quarter

28

3rd quarter

Learning to Read (continued)

12

Post-letter period

16

Total

92

Literary reading. 1 class.

ICT

TSO

lessons

Study period

Chapter

Total

Projects

Speech development

Control

3 quarter

Once upon a time there were letters

8

4 quarter

Fairy tales, riddles, fables

7

April, April! The drops are ringing!

6

Both jokingly and seriously

7

Me and my friends

6

About our smaller brothers

6

Total

40

Total course

132

Schedule of tests and implementation of the practical part

Literary reading. 1 class

Material and technical support of the educational process

Educational and methodological kits on literary reading for grades 1-4 (programs, textbooks)

Sample program of primary general education in literary reading

The library fund is formed on the basis of the federal list of textbooks recommended (approved) by the Ministry of Education and Science of the Russian Federation

Printed manuals

Sets of story pictures in accordance with the topics defined by the sample program for the Russian language (including in digital form).

Russian language dictionaries

Reproductions of paintings and artistic photographs in accordance with the content of teaching in the Russian language (including in digital form).

Children's books of different types from the children's reading range.

Portraits of poets and writers.

Technical training aids

A chalkboard with a set of devices for attaching posters and pictures.

Wall board with a set of devices for attaching pictures.

Multimedia projector.

Exposure screen.

Interactive board.

With a diagonal of at least 72cm

Size no less than 150x50cm

Equipment class

Student tables with a set of chairs.

Teacher's desk with cabinet.

Cabinets for storing textbooks, didactic materials, benefits, etc.

Wall boards for hanging illustrative material.

Shelf for the “Book Corner”

Book stands, holders for charts and tables.

In accordance with sanitary and hygienic standards.

Lesson types (abbreviations):

1.Lessons of “discovery” of new knowledge; (ONZ)

2. Lessons on skills development and reflection; (OU and R)

3.Lessons of general methodological orientation; (HE)

4. Lessons of developmental control. (RK).

Literary reading

Educational and educational complex "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 Personality Education of a Russian Citizen, the planned results of primary general education, the author’s program of 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. 1st grade: educational. for general education institutions: at 2 o'clock. M.: Education, 2011. in accordance with the requirements and recommendations of the educational program “School of Russia”.

The program is designed for 34 teaching hours.

Subject Study « Literary reading" in elementary school is focused on the formation and improvement of all types of speech activity of a primary school 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 student's moral and aesthetic feelings, capable of creative activity.

Designed to shape the student's reading activity, interest in reading and books, and a reader's horizons. Younger schoolchildren get acquainted with examples of folklore of their native language, with the best works of children's national literature. A significant place in literary reading lessons is occupied by reading, translated into the native language, 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 primary schoolchildren; improvement of all types of speech activity; developing interest in reading and books; formation of a reader's horizons and acquisition of experience in independent reading activity;

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

Enriching the moral experience of junior schoolchildren with the help of fiction;

Fostering interest and respect for 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 primary schoolchildren. It develops general educational reading skills and the ability to work with text, awakens interest in reading fiction and contributes to the overall development of the child, his spiritual, moral and aesthetic education.

Success in studying a literary reading course ensures performance in other primary school subjects.

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

Students work with books and learn to choose them according to their interests. New books add to the knowledge about the world around us, the lives of peers, their attitude towards each other, work, and the Motherland. In the learning process, the child’s social, moral and aesthetic experience is enriched, forming reading independence in schoolchildren.

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

The section “Creative Activity Experience” reveals techniques and methods of activity that will help students adequately perceive a work of art and demonstrate their own creative abilities.

Studying the subject “Literary Reading” solves many of the most important problems of primary education and prepares the primary school student for successful studies in secondary school.

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

Teaching rational techniques for reading and understanding what is read, orthoepic and intonation norms for 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 respond emotionally to what they read;

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

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

To create a need for constant reading of books, to develop an interest in literary creativity;

Enrich the child’s sensory experience, his real ideas about the world around him and nature;

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

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

Ensure the development of schoolchildren’s speech, actively develop reading and speech skills;

Create conditions for the formation of the need for independent reading, to form “reader independence”.

Main content lines of the course

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

Listening skills (listening). Auditory perception of spoken speech (statement of the interlocutor, listening to various texts). Adequate understanding of the content of the spoken speech, the ability to answer questions about the content of the listened work, determining the sequence of events, awareness of the purpose of the speech utterance, the ability to ask questions about the listened educational, scientific, educational and artistic works.

Developing the ability to observe the expressiveness of speech and the peculiarities of the author’s style.

Reading.Reading aloud. Focus on 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 of whole words out loud. Reading pace that allows you to comprehend the text. Compliance with spelling and intonation reading standards. Development of poetic hearing. Cultivating aesthetic responsiveness to a work.

Reading to yourself. Awareness of the meaning of a 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.

Working with different types of text. A general idea of ​​different types of text: fiction, educational, popular science – and their comparison. Determining the purposes of creating these types of texts. Practical development of the ability to distinguish a text from a set of sentences. Independent determination of the theme and main idea of ​​the work on questions and independent division of the text into semantic parts, their titles. Participation in group discussion.

Bibliographic culture. A book as a special form of art. The book as a source of necessary knowledge. A general idea of ​​the first books in Rus' and the beginning of printing. Educational, fiction, reference book. Elements of a book: contents or table of contents, title page, abstract, illustrations.

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

Working with the text of a work of art. Determining the features of a literary text. Understanding the moral and aesthetic content of the work read, awareness of the motivation for the behavior of the characters, analysis of the actions of the hero from the point of view of moral norms.

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

Working 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 techniques for analyzing various types of text: establishing cause-and-effect relationships, determining the main idea of ​​the text. Construction of an algorithm for text reproduction activities. Ability to work with educational tasks, generalizing questions and reference material.

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

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

The ability to construct 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 characteristics of a monologue statement.

An oral essay as a continuation of a read work, its individual storylines, a short story based on drawings or on a given topic.

Writing (culture of written speech)

Standards of writing: correspondence of the content to the title (reflection of the theme, setting, characters), use of expressive means of language in writing (synonyms, antonyms, comparisons) in mini-essays (narration, description, reasoning), a story on a given topic, feedback on what has been read book.

Place of the Literary Reading course in the basic curriculum

The “Literary Reading” course in 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, recognize 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 a word and outside a word;

know the ways to letter designation;

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

· determine the place of stress in a word;

· extract words from sentences;

· correctly copy words and sentences written in printed and handwritten fonts;

· correctly write words and sentences of 3-5 words from dictation, the spelling of which does not differ from the pronunciation;

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

· verbally compose 3-5 sentences on a specific topic;

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

· be able to observe pauses that separate one sentence from another.

Forms of organization of the educational process

The program provides the following forms of organizing the educational process:

Traditional lesson, summary lesson, test lesson;

Frontal, group, individual work, work in pairs.

Literary reading

Post-letter period. Introduction to Literary Reading

Program by E. I. Matveeva

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

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

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

The purpose of this reading course is to ensure intensive improvement of students’ reading through mastering the “meanings” of a literary text, discovering different ways(technique) of understanding the work for the development of the child’s creative and communicative abilities; fostering a culture of text perception; stimulating the child’s need for creative reading

By the end of first grade, children should know:

• features of “adult” reading: reading by syntagmas (speech units) with highlighting key words and placing pauses;
• features of intonation at the end and middle of a statement;
• signs of poetic and prose texts;
• what is spelling;
• some creative secrets of the author that determine the characteristics of his mood when conveying feelings;
• direct and figurative meanings of the word;
• criteria for expressive reading of didactic text;
• some laws of Russian speech in situations of speech-mental activity;
• some etiquette norms of communication.

be able to:

• competently read a didactic literary text and use all possible techniques for understanding this text;
• independently divide unfamiliar text into syntagms, highlight key words in it, and place pauses;
• perceive literary text by ear;
• expressively read short literary texts after commenting in order to express your opinion about what you read;
• intone poetic and prose texts of various contents by heart;
• distinguish between poetic and prose texts;
• operate with the terms “dialogue”, “ellipses”, “image”, “pause”, “speech link”, “tempo”, “tone”, when working on the content, execution and construction of the text;
• refer to the dictionary and book footnotes in case of clarification unclear words, terms;
• comprehend a work of art, understanding the substantive content of the text, revealing the creative secrets of the author, determining the characteristics of his mood when conveying feelings;
• find some ways to convey the mood of the characters and the author of the work;
• play the role of some hero; take part in acting out a plot picture based on a work studied in class;
• distinguish between direct and figurative meanings of a word;
• record various experiences in a conversation about a work, express a personal opinion about it;
• answer questions about texts, perform creative tasks;
• expressing hypotheses when studying the “meanings” of the text;
• participate in dialogue about the work;
• formulate criteria for expressive reading;
• evaluate the reading of others and one's own reading according to criteria for expressive reading;
• create a short written statement (answer to a question) according to creative task and “perform” it expressively in front of the class for further discussion;
• read aloud an unfamiliar simple text in whole words, focusing on key words and punctuation marks (reading rate at the end of 1st grade - 30-40 words per minute); answer questions about the content of the text read.

Thematic planning

Introduction to literary reading. Post-letter period.

Program by E. I. Matveeva

4 hours for 9 lessons. weeks = 36 hours

	Subject	Number of hours
	Dating lesson. Wonders of nature . Shades of the meaning of words. Determining the shades of the word, the mood of the author in poetic and prose texts about nature. Selecting a title for the text. Introducing the technique of understanding text - “reading in islands”. Reading educational texts, poems by M. Boroditskaya, Y. Akim, fairy tales by N. Sladkov “The Bear and the Sun.”	2
	The theme of the onset of spring, the awakening of nature in a fairy tale. Description of the animal hero. Conversation of heroes. Methods of transmitting their speech. Isolating incomprehensible words from the text and determining ways to work with them. Acquaintance with different ways of depicting nature by different authors. Reading educational text, E. Shima’s fairy tale “Spring”, poems by V. Orlov, Z. Alexandrova, R. Rugin.	2
	Determining the shades of mood of the author of prose texts about spring. Highlighting words of signs to describe spring. Selecting a title for the text. Reading the story by V. V. Bianchi “...The Spring Beauty Has Arrived...”, an excerpt from the fairy tale by K. G. Paustovsky “The Steel Ring”	1
	Determining the theme of the story. Highlighting words-features to describe the flower in the story. Conversation of heroes. Ways to convey their speech and mood. Setting the bar stress in the text. Reading an educational text, the fairy tale “Lily of the Valley” by E. Yu. Shim, the story “Lilies of the Valley” by I. Sokolov-Mikitov	1
	Definition of the concepttone in a poetic text. Methods of depicting a “living” flower in a poem by different authors. Selecting attribute words and action words to describe the hero. Working with a dictionary of concepts. Determining the shades of the teacher’s mood while reading excerpts from a fairy tale.	3
	From rain to rainbow.Determining ways to convey the mood of the characters in a humorous poem. Determining the theme of the poem and story. Talk about a dream. Highlighting the main meaning of the story.	2
	Definition of the conceptpace in a poetic text with sound recording (the concept of sound recording is not introduced). Ways of depicting “living” rain in humorous poems by different authors. Selecting attribute words and action words to describe an unusual hero. Working with a dictionary of concepts. Determining the role of similar-sounding words (homophones) to create an image.	3
	Forecasting events based on the story. Determining the theme and main idea of ​​texts. Determining the sad, melancholy mood of the story as the main mood of the text. Ways to change your mood.	2
	Selecting a title for the text. Determining the theme and main idea of ​​the text. Highlighting comparison words in the story to create the image of a rainbow. Ways of using comparisons by different authors. Determining the role of comparison in the text.	2
	Acquaintance with the same images of natural phenomena in fairy tales and poems. Using different ways to depict “heroes”. Ways to convey the mood of the authors in fairy tales and poems. Explanation of the meaning of the title of the poem.	2
	Who invented miracles?Compiling a statement (text) containing a description. Comparing descriptive texts, determining their main mood. Ways to convey this mood. Identification of shades of words in the description of one phenomenon by different authors.	2
	Determination of ways to create miracles in nature and in life by different authors of the poetic genre. Intonation of a humorous poem with preliminary highlighting of words-signs, words-actions to create a picture of a miracle.	2
	Description of a miracle in a poetic text. Ways of intonating a poetic text out loud.	1
	A way to read and comprehend a text of a humorous nature with words that have roots from the names of various vegetables. A play on words as a way of creating an image of a miracle by intentionally connecting such roots. Articles by N. Konchalovskaya “About Vegetables” and O. Grigoriev “Man with an Umbrella”.	2
	Understanding the conceptcharacters dialogue . Methods of conveying the speech of the heroes of the story, choosing the tone and pace of reading. Fairy tale by V. Berestov “Honest caterpillar”.	2
	Comparison different images– butterflies and sunny bunny– in order to identify the peculiarities of the intonation of the author and the reader, the peculiarities of the speech of the characters and words-signs. The hero's story about himself in the first person. Methods of creating a “living” creature by the author. Reading the articles by A. Fet “Butterfly” and N. Matveeva “Sunny Bunny”	2
	Through the magic glass.A way of intonating a song that creates an image of goodness and light. The choice of means to convey a joyful mood. Art by S. Cherny “Song of a Sunbeam”.	2
	Introducing the story of a miracle containing a narrative. Penetration into the author's intention. A way to convey and change the mood of characters using language. Determining the reader’s personal attitude to the event described by the author. N. Abramtseva “Glass”. Y. Koval “Purple Bird”.	2
	Final lesson. Reading an artificial and artistic text with an attempt to transfer the method of syntagmatic reading to an unfamiliar work.	1

The purpose of the “Literary Reading” course 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 fundamentals of literary theory, the practice of analyzing literary texts and the experience of independent creative activity.
The possibility of achieving this goal is explained by the dual nature of the academic subject “Literary Reading”. Literature as a part of culture introduces students to the moral and aesthetic values ​​of their people and humanity and contributes to the formation in children of personal qualities that correspond to national and universal moral models. Literature as an art form contributes to the deep personal development of these values, since the process of perceiving a literary text involves the mind, feelings, and will, which means that the process of general and moral development of the child’s personality takes place.
Objectives of this course:
- development of the skill of conscious, correct, fluent and expressive reading of students, improvement of reading qualities as the basis for children’s deep and full perception of a literary text;
- familiarizing students with the basics of literary theory, developing on this basis the skills of analyzing works of art of various types and genres and the experience of independent reading and artistic and creative activity;
- student-readers master the moral values ​​contained in a work of art, develop the moral feelings of the individual; nurturing 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 correct literary language and the ability to express one's thoughts and feelings in different forms of speech and writing and at different levels of independence and creativity.
The solution to these problems largely depends on the level of development of the child’s reading skills. The foundations of this educational activity are laid when learning the alphabet (primer book). In literary reading lessons, the child continues to master the mechanism of reading, develop technical skills and improve reading qualities, especially such as awareness and expressiveness.
The main condition for solving the above problems is the organization of a complete 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 in comprehending a literary text the principle of combining sensory and rational knowledge is especially important. Empathy and assessment are the basis for the formation of moral ideas and beliefs of an individual.
Highly artistic works included in children's reading circles, as well as a system of questions and assignments addressed primarily to the child's life experience and problems, contribute to the deep development of aesthetic and moral values ​​by student readers. Therefore, the program works included not only the obligatory classic texts of Russian and foreign literature, but also the works of modern poets and writers, many of whom 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 literary theory and develop in student readers the ability to fully perceive 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 activity. Therefore, the basis for constructing a literary reading course is the requirement “that younger schoolchildren penetrate deeper into the content of works of art, understand their construction, genres, and means of expression” (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, the foundation is created holistic analysis works, the ability to see the picture painted by the author, understand his thoughts, and share his feelings is formed. Students, observing the heroes of the work, gain initial ideas about the character of the hero and the methods of his creation in folklore and literature. The ability to present a work of art holistically and highlight episodes, to see how a person’s character is manifested in an action, to evaluate it is a leading reading skill and the main condition for relating a work of art to life.
The concentric principle of program construction allows, by addressing new works of art, consolidate skills and develop skills in analyzing literary texts.
In the literary reading course, we begin to introduce students to works of art in order for children to more fully understand the figurative nature of literature and art in general.
This course is organically connected with the Russian language course through the general tasks of students mastering the norms of the literary language, its accuracy and expressiveness, as well as speech development. These problems are solved using the materials in the “Preliminary Reading” section located in the textbooks. The content and forms of working with words and phrases allow not only to practice reading techniques, 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 to develop the ability to convey to other people the information he extracts from a literary text. The main content of work on speech development is as follows:
- expanding vocabulary, clarifying the lexical meaning of words, searching for precise and expressive words;
- development of the ability to perceive another opinion, logically accurately and demonstrably build one’s judgment in oral and written form;
- development of the ability to expressively read literary texts, convey to listeners one’s inner vision
and emotional state;
- developing skills in analyzing and editing your text.
All this work is inextricably linked and is implemented in the process of students reading and analyzing literary texts and writing their own texts in literary reading lessons.

The educational and methodological package for the course includes:
- Lazareva V.A. Literary reading. Textbook for 1st grade.
- Lazareva V.A. Literary reading. Textbook for 2nd grade. in 2 parts.
- Lazareva V.A. Literary reading. Textbook for 3rd grade. in 2 parts.
- Lazareva V.A. Literary reading. Textbook for 4th grade. in 2 parts.
- Reader on literary reading. Comp. V.A. Lazarev. For grades 1-4.
- Lazareva V.A. Guidelines to the textbook “Literary Reading”. 1-4 grades.
- Lazareva V.A. Technology of literary text analysis in literary reading lessons in primary school.
- Vorogovskaya A.I. Lesson notes for the textbook by V.A. Lazareva “Literary reading” for 1st grade.