Learning to read and write Writing Pre-letter period Testing work No. 1 (28.09) (Vowels: a, o, i, s, y) 1. Choose from the pictures the words in the name of the objects of which there are studied sounds, combine the letter and the picture. a o and y y 2. Draw a sentence diagram: In the fall, they harvest vegetables. 3. What did Alyosha draw? Write in the form of graphic diagrams, highlight the syllables, put the stress. Alyosha drew: grass, forest, birch, flowers, mushroom, sun. Recording sample: (grass). Note. Students write only word patterns. The text is read by the teacher. Letter period Testing work No. 2 (10.26) topic: “Inscription of lowercase and uppercase letters studied” 1. Write down the first letter of the words: Needles, scissors, cat, Glory, perch, Noyabrsk, tractor, aquarium. 2. Write down the letter that the word ends with (picture dictation): Balls, doves, beetle, doll, daffodil, milk. 3. Write out familiar vowels from a number of letters: m, s, y, f, o, e, f, a, i. 4. Form fusion syllables, write down these syllables: s And o na y 5. Pictures: fish, sled, elk, onion. Write down only the word that fits the scheme: Divide into syllables, put stress. Test work No. 3 (30.10) (Checking skills in making sentences according to schemes, writing words with learned letters) 1. Write down the syllables. Underline the syllable with a soft consonant sound. ly, lo, li, lu 2. Make words from the letters: A, M, R, L, O, Y, Y. 3. Write down sentences under dictation with diagrams. Winter came. Cold wind is blowing. The rivers are frozen. The forest is fluffy and white. He fell asleep until spring. Verification work No. 4 (11.23) (Checking skills in spelling proper names) 1. Write down capital letters. iormal2. Write down the letters that begin with the names of the girls. Larisa, Irina, Anna, Raya, Marina. 3. Add syllables to make words. Neither ... An ... Ro ... And ... 4. Underline the full names of people: Kolya, Zinaida, Masha, Vladimir, Ivan, Nikolai, Nata, Elena. 5. Underline your own names: Irina. City. Barsik. Dog. Volga river. Moscow. Ivanova. Test work No. 5 (27.11) (Checking the ability to write words and sentences with learned letters) 1. Write the text. Mom was at home. She gave Ivan the paper. He drew a rainbow. 2. Put the accent in the first sentence. 3. Separate the words for transfer: gave, paper, rainbow. Verification work No. 6 (16.12) (Formation of proposals in writing) 1. Compose a sentence from words and write it down. y, have, Roma, cat, Murka 2. Write off the sentence from the printed text. Underline the letters of soft consonants, stress, divide words into syllables. Grandma Liza likes to drink tea with milk. Verification work No. 7 (Final for the 1st half of the year) 1. Write down the first letter of the words: brick, Zina, top, Nikolai, Moscow, Volga, sofa, pike, focus, Russia 2. Write down the first syllable of the words: snowflake, miracles, jump, cranberry , ate, seagull, hemp 3. Write down the words that fit the scheme: Sledge, pine, roof, runs, crumb, brushes, cats. 4. Write out words consisting of 2 syllables. Divide them into syllables. Game, eat, bear, toys, Olya, wolf, ship, bunny, read. 5. Write down a sentence under dictation, put stress in words. Petya has a dog, Druzhok. Post-letter period Testing work No. 8 (26.02) (Working with deformed text. Testing the ability to draw up sentences in writing) 1. Determine the number of sentences in the text. 2. Write down the text. spring has come, the sun is shining brightly, and who is roaring in the forest, it is the bear that has woken up Test work No. 9 (05.03) (Working with text. Applying the studied spelling rules) 2. Write out sentences on the topic “Spring” The birches are turning green. Thrushes flew into the grove. Butterflies fly. The squirrel dried the mushrooms. Dry leaves crunch underfoot. Rooks roam the fields. Verification work No. 10 (Checking cheating. Testing skills in copying printed text) Kittens. The cat Musi has kittens. They are small and fluffy. Babies squeak. And Kesha the kitten loves to play. Sleeping kittens in a basket. Verification work No. 11 (11.03) (Vocabular dictation. Testing skills in writing words with studied spelling) 1. Write down words from dictation. Pike, Moscow, lilies of the valley, Emma, spring, kidneys, seagull, cat Barsik, squeak. 2. Put stress in words, emphasize spelling. Verification work No. 12 (12.03) (Final dictation) It was a warm day. Dew drops covered the grass. Kolya and Fedya are going to the dacha. There grow pears and plums. 2. In the words of the second sentence, put stress. 3. In the third sentence, underline the letters of soft consonants. 4. Divide the words of the fourth sentence into syllables. Literacy education. Reading. Verification work No. 1 (21.10) Repetition and consolidation of what has been passed. 1. What vowels are missing? Write down these vowels. What words and letters can be omitted from the last column? 2. From the letters written on each line, make up words and write them down. i, r, a, g o, a, s, r o, o, k, n k, e, a, l, b Put the accent mark. Note. The task is given to children who can read. 3. Write out sentences that fit the given scheme. ______ _____ _____ _____. Fluffy snow fell. The boys are playing in the snow. Nina is making a doll out of snow. 4. Write down the words. Underline the letters that represent soft consonants. EAGLE ROLL Checking work No. 2 (04.02) (Evaluation of reading aloud technique, reading comprehension) 1. Listen to the text. There is a garden near the school. This year there was a rich harvest of pears and plums. Our class helped adults. We took off the pears and put them in baskets. Adults removed tender plums and placed them in baskets. Cars carried fruit to the city. In winter, the shops have fruits, compotes, and juices. Delicious! (47 words) 2. Choose a title for the text: “Our class”, “Sweet harvest”, “Orchard”. 3. What fruits did the children pick? Final test work on teaching literacy. 1. Compose and write down words from syllables (pay attention that these are proper names, write with a capital letter) Ni - Ms. Ali - ri Ying - on 2. Write sentences under dictation: Vova chopped firewood. Vadim was fishing. 3. Write down only those words whose first sound is a soft consonant, divide them into syllables, put an accent mark: Rimma, mushroom, chopped, Volga, lemon, Miron. 4. Make words from letters and write them down: M, L, I, U, R, B, S
1 class. 1 semester.
Letter period. Educational dictation number 1.
The date of the: __________
Topic. Sound. Letter. Word.
Target:
state standards.
Checked ZUNs:
1. knowledge about the concepts of "sound", "letter", "word"; knowledge of vowels and consonants.
2. the ability to distinguish between the concepts of "sound", "letter", "word"; the ability to write single-syllable words under dictation, to compose a sound scheme of a word, to isolate and characterize each sound in a word, to compose words from these letters.
Dictation text.
World, rice, juice, cat, volume, poppy, mouth, floor, lump, rubbish.(10 words)
(The teacher pronounces the words clearly, slowly)
Grammar tasks:
Underline (highlight):
1st option- vowels in words with a dot;
2nd option- consonants in words in one straight line.
Make sound schemes of words:
1st option- cat, whale
2nd option - floor, drinking
3*) Compose and write a word from the letters:
1st option- oh, t, k.
2nd option- s, r, s.
1 class. 1 semester.
Letter period. Educational dictation number 2.
The date of the: __________
Topic. Syllable. Word. Sentence.
Target: identify the level of compliance of students' learning
state standards.
Checked ZUNs:
1. knowledge about the concepts of "syllable", "word", "sentence"; about the sound analysis of a word, about the spelling of the first word in a sentence with a capital letter, dots at the end of the sentence.
2. the ability to distinguish between the concepts of "syllable", "word", "sentence"; draw up a sentence scheme, divide the word into syllables and determine the number of syllables; perform sound analysis of a word, the ability to select a word for a sound-letter scheme.
3. the skill of commented writing.
Dictation text.
Mouse and mole.
The mouse dug a mink. Here he hears a knock. She opened the window. And there is a mole.(15 words).
Grammar tasks:
make a diagram:
1st option- the first offer.
2nd option- the second offer.
divide the words into syllables:
1st option- in the first sentence.
2nd option- in the second sentence.
3*) choose a word for the diagram from the dictation and write it down.
1 class. 1 semester.
Letter period. Educational dictation number 3.
The date of the: __________
Topic. Sentence.
Target: identify the level of compliance of students' learning
state standards.
Checked ZUNs:
knowledge about the concept of "sentence", about the spelling of the first word in a sentence with a capital letter, dots at the end of a sentence, knowledge about hard and soft consonants.
the ability to draw up a sentence in writing, determine the number of sentences in the text.
the ability to distinguish and identify hard consonants and soft consonants, the ability to select colorful definitions for the word snow.
3. skill of the commented letter.
Dictation text.
Winter.
Winter has come. Fluffy snow fell. The children were happy. Good in winter!(11 words).
Grammar tasks:
count how many sentences you have written down. Designate with a number.
underline the hard consonants with a blue pencil, soft consonants, vowels with a red pencil:
1st option - in the word winter.
2nd option - in the word snow.
3*) pick up and write down colorful definitions:
1st option - to the word snow.
2nd option - to the word winter.
1 class. 1 semester.
Letter period. Educational dictation number 4.
The date of the: __________
Topic. The spelling of combinations is zhi-, -shi-.
Target: identify the level of compliance of students' learning
state standards.
Checked ZUNs:
1. knowledge about the spelling of vowels after hissing.
2. the ability to compose sound-letter schemes for words with combinations - zhi-, - shi-.
3. the skill of commented writing, the skill of spelling words with -zhi-,
Dictation text.
Winter.
Good winter days! Fluffy snow covered the ground. Petya took the skis. He hurries up the hill.(15 words).
Grammar tasks:
find a spelling word zhi, shi consonants and and w underline the vowel with two lines and highlight with a dot.
1st option - in the first sentence.
2nd option - in the second sentence.
make a sound - letter scheme for the word:
1st option - skis.
2nd option - puddles.
3*) what other words do you know with combinations -zhi-,
Shi-? Write it down.
1 class. 1 semester.
Letter period. Educational dictation number 5.
The date of the: __________
Topic. A capital letter in names, surnames and in the nicknames of animals.
Target: identify the level of compliance of students' learning
state standards.
Checked ZUNs:
1. knowledge about the spelling of names, surnames, nicknames of animals with a capital letter
2. the ability to write words with spellings on the studied range
3. the skill of commented writing, the skill of spelling names, surnames, nicknames of animals with a capital letter.
Dictation text.
Cat.
Slava had a cat. The cat's name was Barsik. Slava liked to play with Barsik.(13 words).
Grammar tasks:
extract from the text:
1st option - boy name
2nd option - the cat's name.
find in the text words with spelling:
1st option -- zhi-, -shi- and highlight them.
2nd option - word with a soft sign and underline it.
3*) find the mistakes, correct them, write the sentence correctly:
1st option - Doctor Aibolit lived with the dog Avva and the owl Bumba.
2nd option -And they also had a cow hen, a murka dog, two sivka goats and a burka.
1 class. 1 semester.
Letter period. Educational dictation number 6.
The date of the: __________
Topic. Spelling cha, shcha.
Target:
Checked ZUNs:
1. knowledge about the spelling of vowels after hissing h, sh.
2. the ability to write words with combinations of cha, shcha.
3. the ability to compose sound-letter schemes for words with spellings cha, shcha.
Dictation text.
Guests.
Natasha had guests. She gave them tea. Natasha poured tea into cups. Good hostess Natasha!(17th word).
Grammar tasks:
find the words in the text with spellings cha, shcha, underline them.
2) make a sound-letter scheme for catching "cups"
3*) Write down 2.3 words with combinations -cha-, -chu-.
1 class. 1 semester.
Letter period. Educational dictation number 7.
The date of the: __________
Topic. Spelling soft sign at the end of a word.
Target: to identify the level of compliance of ZUN students with state standards.
Checked ZUNs:
1. knowledge about the spelling of a soft sign at the end of a word.
2. the ability to write words with a soft sign.
3. the ability to make sound-letter schemes of words with a soft sign, the ability to determine the number of letters and sounds in words with a soft sign.
Dictation text.
Student.
Yuri is seven years old. He goes to first grade. Dad bought a briefcase for his son. There are a pencil case, a notebook, a primer. (18 words).
Grammar tasks:
find in the text words with a soft sign, write out, underline the soft sign.
make a sound-letter scheme for the word bear, determine how many letters and how many sounds in this word.
3) write down the words with a soft sign that you know, highlight the soft sign.
1 class. 1 semester.
Letter period. Educational dictation number 8.
The date of the: __________
Topic. Separating soft sign.
Target: to identify the level of compliance of ZUN students with state standards.
Checked ZUNs:
1. knowledge about the role of a dividing soft sign.
2. the skill of writing words with a soft sign.
3. the ability to make sound-letter schemes for a word with a dividing soft sign, the ability to determine the number of letters and sounds.
Dictation text.
Winter evening.
There is a severe frost outside. And the house is warm. Embers are smoldering in the oven. Vaska the cat went to sleep in a corner.(19 words).
Grammar tasks:
1) find in the text words with a separating soft sign, underline it.
2) make a sound-letter scheme for the word coals. Determine the number of letters and sounds in this word.
3) change the words so that a dividing soft sign appears in them.
(leaf - leaves, feather - ..., ear - ..., wing - ..., chair - ..., ant - ...)
1 class. 1 semester.
Letter period. Educational dictation number 9.
The date of the: __________
Topic. Spelling of voiced and voiceless consonants.
Target: to identify the level of compliance of ZUN students with state standards.
Checked ZUNs:
1. knowledge about paired consonants
2. the ability to write words with voiced consonants that are stunned at the end of the word.
3. the ability to select test words.
Dictation text.
Forest in winter.
Beautiful winter outfit of the forest. There is snow on the paws of the fir trees. Snow fluff on the branches of birches. An oak tree is covered in snow.(21 words).
Grammar tasks:
1) pick up test words for the words: outfit, snow, oak.
2) find the mistake, correct it, write it down correctly: pigeon, bread, gorot, pond, berek.
3 *) underline in the proverb the words in which a deaf consonant is heard at the end, and a voiced consonant is written.
"Snow in the fields - bread in the bins."
1 class. 1 semester.
Letter period. Educational dictation number 10.
For 1 semester.
The date of the: __________
Target: to identify the level of compliance of ZUN students with state standards.
Checked ZUNs:
1. the ability to write from dictation, to draw up sentences.
2. the skill of writing names with a capital letter, words with a separating soft sign.
3. the ability to identify vowels and consonants in a word, to divide a word into syllables, to determine the number of syllables in a word, the ability to determine a stressed sound in a word.
Dictation text.
Slide.
Mitya took the sled. He goes up the hill. There are children. The boy carries Katyusha. Good in winter!(15 words)
Grammar tasks:
1) divide the word into syllables
1st option - Katyusha.
2nd option- Mitya.
2) underline the consonants with one line (-), highlight the vowels with a dot (.)
1st option - sled.
2nd option- slide.
3*) Which word has more letters than sounds?
1st option - elephant, cow, bear.
2nd option- giraffe, dog, horse.
Educational dictation No. 1.
(in the sections “We will be friends with a letter!”, “Here come the frosts”)
The date of the:
Target: to identify the level of compliance of ZUN students with state standards.
Checked ZUNs:
1. knowledge about the concepts of "word", "sentence", about the spelling of the first word in a sentence with a capital letter, a dot at the end of the sentence.
2. the ability to write from dictation, correctly format sentences (a capital letter at the beginning of a sentence, a dot at the end of a sentence); the ability to determine the number of words in a sentence, draw up a sentence diagram, compose and write a sentence from these words, determine the sign at the end of a sentence (period, exclamation mark, question mark).
Dictation text.
Nastya.
Nastya came from school. Mom was at home. Nastya sat down at the table. She read the story. Mom was glad.(18 words).
Grammar tasks:
Count and write down the number of words in the sentence, draw up a sentence scheme:
1st option- first offer
2nd option- the third proposal.
2) Write down a sentence and put a sign (● ! ?) at the end of the sentence
1st option– How old are you□
2nd option- What's your name□
3 *) Compose and write down a sentence from the words:
1st option- run, spring, streams;
2nd option- fall, autumn, leaves.
1 class. 2 semester. Post-letter period.
Educational dictation №2.
(under the section “We know how to cherish friendship”)
The date of the:
Target: to identify the level of compliance of ZUN students with state standards.
Checked ZUNs:
1. knowledge about the spelling b at the end of a word and in the middle of a word, knowledge about the concept of "syllable" and about the method of dividing a word into syllables;
2. the ability to distinguish between the concepts of "sound", "letter", "syllable"; determine the number of letters and sounds in words with b, the ability to divide words into syllables
3. the skill of commented writing, the skill of using spelling in the studied range.
Dictation text.
In winter.
The guys go to the forest. They carry food for the birds. It's quiet in the forest. The oak has an old stump. He is covered in snow. The fluffy beast jumped on the spruce.(26 words).
Grammar tasks:
write out words with b from the dictation and count how many letters and sounds the word has.
1st option- stump.
2nd option- the beast.
divide the words into syllables:
1st option guys, forest.
2nd option- fluffy snow.
3*) what animal do you think jumped on the spruce? Why do you think so? Write down the answer.
1 class. 2 semester. Post-letter period.
Educational dictation No. 3.
(according to the section "In the world of a good fairy tale")
The date of the:
Target: to identify the level of compliance of ZUN students with state standards.
Checked ZUNs:
2. the ability to compose words from these syllables, select test words for words with a voiced consonant at the end of the word.
3. the skill of commented writing, the skill of using spelling in the studied range.
Dictation text.
Clever dog.
Alyosha has a dog. The boy named her Chapa. Chapa sleeps on the porch. She takes care of the house.(17 words).
Grammar tasks:
1) Separate words for transfer:
1st option- A dog, a big one, a flock.
2nd option- Cow, porch, watering can.
2) Insert the missing letters, underline the spelling.
1st option- Baby ..., cloud ..., sh ... ka.
2nd option- Ski ..., tasks ..., w ... ka.
3*) Write down the names alphabetically:
1st option- Yasha, Fedya, Tanya, Andrey.
2nd option- Sasha, Nina, Zina, Arthur.
Educational dictation No. 4.
(in sections "Magic words", "Our good deeds")
The date of the:
Target: to identify the level of compliance of ZUN students with state standards.
Checked ZUNs:
1. knowledge about the spelling of spellings zhi, shi, cha, schA, chu, shu; knowledge about the concepts of “voiced consonants at the end of a word”;
2. the ability to write down your last name and first name with a capital letter. Choose words for questions what? who? Make up and write sentences from these words.
3. the skill of commented writing, the skill of using spelling in the studied range.
Dictation text.
Friends.
Alyosha brought home a puppy. The puppy was named Beam. Bim ate milk, bread, soup. Soon he became a big dog. Friends often played in the park.
(24 words) .
Reference: brought, puppy.
Grammar tasks:
1) Write down your first and last name.
2) Write down 3 words that answer the question:
1st option - who?
2nd option- what?
3 *) Make a sentence from these words and write it down.
1st option - rabbit, very, once upon a time, polite.
2nd option- no one, yet, did not hurt, politeness.
1 class. 2 semester. After the alphabetical period.
Educational dictation No. 5
(in sections "Spring is coming! Spring is coming!", "Our friendly family")
The date of the:
Target: to identify the level of compliance of ZUN students with state standards.
Checked ZUNs:
1. knowledge about the spelling of orthograms in the studied range.
2. the ability to distinguish between words, objects, words, signs, words of action. Match the word signs to the given words. Find the missing word in the sentence. Distribute these words according to the questions What does it do? Which? Which? What?
3. the skill of commented writing, the skill of using spelling in the studied range.
Dictation text.
Summer.
Good summer in the forest! We are walking on thick succulent grass. Around the flowers. The bumblebees are buzzing. A bee sat on a flower. The trail is a patch of loose earth. This is a mole hole.(27 words).
Grammar tasks:
1) Match the words signs to the word
1st option: grass
2nd option:Earth
2) Insert the missing word
1st option:Hare _ _ _ from an evil wolf.
2nd option:The prickly hedgehog _ _ _ curled up into a ball.
3*) Divide the words according to the questions What is he doing? Which? Which? What?
1st option:sun, shining, bright.
2nd option:fast, flowing, stream.
1 class. 2 semester. After the alphabetical period.
Control dictation No. 6
(under the section "My land, my native land!")
Date: 04/29/11
Target: to identify the level of compliance of ZUN students with state standards.
Checked ZUNs:
1. knowledge about the concept of "preposition", about the spelling of prepositions.
2. the ability to identify prepositions, select the missing prepositions in these sentences. Make up and write sentences from these words.
3. the skill of commented writing, the skill of using spelling in the studied range.
Dictation text.
Thunderstorm.
It's a warm summer day. A large cloud floats across the sky. Here comes a strong thunder. The first drops fell to the ground. It poured rain. Where to run? Vasya and Yulia took shelter under a canopy. (29 words).
Grammar tasks:
Find a preposition in the sentence, highlight it Δ.
1st option:A large cloud floats across the sky.
2nd option:The first drops fell to the ground.
Insert the right suggestion
1st option:Spring streams ring ... with trees.
2nd option:Cherryomukha blooms ... edges.
3*) Make sentences from the words, select the preposition:
1st option:Tree, bird, on, sings.
2nd option:Kennel, dog, in, lives.
1 class. 2 semester. After the alphabetical period.
Control writing.
The date of the:
Target: to identify the level of compliance of ZUN students with state standards.
Checked ZUNs:
1. knowledge about concepts: sound, letter, stressed vowel, unstressed vowel, hard consonant, soft consonant, syllable, word.
2. the ability to compose words from syllables, to distinguish vowels from consonants, hard consonants from soft consonants. Perform sound-letter analysis of the word.
3. the skill of commented writing, the skill of using spelling in the studied range.
Text to write off.
In the woods.
The boys Yura and Vanya go to the forest. The dog Bimka is running nearby. Red squirrels jump along the branches. Burrow under the tree. Gray hedgehogs hid there.(25 words)
Grammar tasks:
Add syllables to make words:
1st option:key... me...
2nd option:tea... cap...
Underline the soft consonants in the word:
1st option:girl
2nd option:boy.
3*) Make a sound-letter scheme for the word:
1st option:yurt
2nd option:pit.
LITERATURE
LITERATURE
Explanatory note
The main purpose of elementary school is educational. It consists in the purposeful formation of a highly moral, harmoniously developing personality of a younger student. Primary school is obliged to teach children conscious reading, writing, correct and meaningful meaningful speech; to instill in students a responsible attitude to work, good artistic taste; by means of each academic subject to bring up the best moral qualities, love for the Fatherland, its people, its language, spiritual values and nature, respect for other peoples and their national cultures; to promote the versatile and harmonious development of younger students, the disclosure of their creative abilities.
The most important role in the implementation of the goals and objectives of the elementary school belongs to the study of the native language. "... The teaching of the native language in primary education is the main, central subject, which is included in all other subjects and collects them ... results ...". The program for the study of the Russian language in the lower grades of the school provides for three interrelated, but with a certain independence of training courses:
1. Literacy, speech development and extracurricular reading.
2. Literary reading (classroom and extracurricular) and speech development.
3. Phonetics, vocabulary, grammar, spelling and speech development.
The basis of all these training courses is the development of speech, which gives the entire process of learning the Russian language a clear practical orientation and aims to teach children to read, speak and write meaningfully, to give younger students the initial knowledge of language, literature, accessible to their age and understanding, to enrich speech of students, develop their attention and interest in speech in general, instill a love for reading books, especially fiction.
Simultaneously with the development in children of the main types of speech activity, their assimilation of the simplest grammar and spelling rules, the initial course of the Russian language involves the solution of such fundamental issues as:
the formation of the most important moral and aesthetic ideas, the assimilation of universal moral values, the development of creative abilities;
enrichment of concrete ideas of children about the surrounding reality, about man, nature and society, the development of logical and figurative thinking, the development of a new type of activity for children - educational, the ability to rationally use time in the classroom;
mastering feasible methods of independent work, developing a steady interest in studies, in a book - a source of knowledge.
When teaching the Russian language, the main didactic principles are implemented, especially the principles of accessibility, continuity, prospects, developmental orientation, independence and taking into account the individual characteristics of students.
The lessons of the Russian language are built in such a way that the assimilation of knowledge by children, the formation of their skills and abilities is organically combined with the development of positive qualities in each student, characteristic of a socially active, critically and constructively thinking person.
Literacy is taught in Grade 1 from September for six to eight months. Depending on the assimilation of the material by the children, the teacher can shorten or increase this period at his discretion. During this time, work is underway to develop the phonemic hearing of children; teaching them basic reading and writing; expanding and clarifying children's ideas about the surrounding reality in the course of reading, organizing excursions, observations; enrichment of students' vocabulary and development of oral (listening and speaking) and partly written (writing) types of speech.
Teaching primary reading and writing is carried out on the basis of a modern version of the analytical-synthetic method, which takes into account the latest data from linguistic, pedagogical and methodological science, is educative and developmental in nature, provides intensive speech development of children and a high level of reading and speech consciousness. In the lessons, children learn to divide sentences into words, words into syllables, syllables into sounds, establish the order of sounds in a word, and the relationship between sounds. They learn to designate sounds with letters, compose and read syllables and words, master the process of conscious, correct and smooth syllabic and partially whole words of reading sentences and coherent texts.
In parallel with learning to read, children master writing, learn to designate sounds with letters in writing, make words from letters and syllables of the split alphabet, correctly write off letters and words from handwritten and printed texts, write words from dictation, the spelling of which does not diverge from pronunciation, and short sentences from similar words, write a capital letter at the beginning of the sentence, in the names of people and nicknames of animals.
During the period of literacy training, much attention is paid to the ability to distinguish and single out individual sounds in a word and syllable, to establish their relationships and sequence, to turn to the help of sound-letter and syllabic schemes, to schematically record sentences; improving the speech apparatus of students and developing a clear and loud enough correct pronunciation of words, syllables, sounds.
At the lessons of literacy, the ability to listen, meaningfully and fully perceive the speech of others develops. Children learn to speak in front of the class - answer the teacher's questions, retell what they read, talk about their observations of changes in the nature and nature of people's work at different times of the year, about the content of children's books, individual illustrations, reproductions of paintings, etc.
In the process of conducting classes, schoolchildren form the initial reading skill as one of the most important types of speech and mental activity. In the 1st grade, children master conscious, correct, smooth syllabic reading with a partial transition to reading whole words, elementary skills and skills in working with text and books.
During the period of learning to read and write, the coherent speech of students is further developed, the culture of their speech communication is increased.
Improving the sound, pronunciation of children, eliminating pronunciation shortcomings is given constant attention both in literacy classes and in other lessons for each of the subjects of the initial cycle in the process of communicating with children.
The knowledge and skills acquired by students in literacy classes are applied by them in the process of collective reading - examining children's books in special extracurricular reading classes.
In the lessons of teaching reading and writing, the teacher seeks to diversify the types of activities, taking into account the psychophysiological characteristics of first graders, uses entertaining material, includes game situations in the lesson aimed at relieving stress, switching the attention of children from one educational task to another, etc. Considering different levels of preschool preparation of first-graders, individualization of education and a differentiated approach in conducting classes on the formation of initial reading and writing skills are of particular importance.
During the period of literacy training, coordinated actions and the unity of requirements for students of the family and school, and the upbringing of a positive attitude towards learning in children, are of particular importance.
PROGRAM
1 CLASS
Literacy and speech development
In teaching literacy, three periods are distinguished: preparatory, alphabetic (basic) and post-alphabetical.
Literacy is taught using the sound analytical-synthetic method, it consists of two interrelated processes: 1) teaching initial reading and 2) teaching writing - and is reinforced by work on the development of speech at its main levels: sound (sound culture), word (dictionary work), sentence , a connected statement (text).
At the same time, in extracurricular reading classes (1 hour per week), students develop an interest in children's books and independent reading. The leading teaching method is the method of reading and looking at children's books.
Preparatory stage (24h)
About speech(oral and written). General idea of the language.
sentence and word. Dividing speech into sentences, sentences into words, words into syllables using graphic diagrams.
Syllabus, accent. Dividing words into syllables; stress in words (highlighting by voice, prolonged and stronger pronunciation of one of the syllables in a word), determining the number of syllables in a word.
Sounds and letters. The idea of sound, distinguishing by ear and when pronouncing vowels and consonants (hard and soft, deaf and voiced) sounds: the absence or presence of an obstruction in the oral cavity, the presence or absence of a voice, the syllable-forming role of vowels.
Isolation of individual sounds (vowels and consonants) in words, sound-syllabic analysis of words (establishing the number of sounds in a word, their nature, sequence), stressed syllables, correlating the heard and spoken word with a model scheme reflecting its sound-syllabic structure.
Independent selection of words with a given sound, finding correspondences between spoken (and subsequently read) words and presented sound-syllabic patterns-models.
Acquaintance with the letters of the five vowels a, o, i, s, u, recognition of letters by their characteristic features (in isolation and as part of a word, in various positions), the correct correlation of sounds and letters.
Letter (basic) period (143 h)
Learning to read
Consonant and vowel sounds and letters, familiarization with ways to indicate the hardness and softness of consonants.
Reading "fusion" syllables with a focus on the vowel, reading syllables with learned letters.
Compilation of letters and syllables of a split alphabet or typing of words (after a preliminary sound-syllabic analysis, and then without it), their reading.
Gradual teaching of conscious, correct and smooth syllabic reading aloud of individual words, short sentences and small texts accessible to children in terms of content, based on the correct and relatively quick recognition of letters, determining landmarks in the word being read, the place of stress in it.
Introduction to reading hygiene.
The ability to read individual words orthographically, that is, the way they are written and the way they are pronounced, that is, orthoepic.
Learning to write
The development of correct posture, the inclined position of the notebook on the desk and the ability to hold a pencil and pen when writing and drawing.
Preparatory exercises for the development of the eye, hand and small muscles of the fingers: tracing and hatching contours, connecting lines and shapes, drawing and coloring patterns and borders with a continuous movement of the hand.
Acquaintance with the style of all large (uppercase) and small (lowercase) letters, the main types of their connections. Designation of sounds with the corresponding letters of the handwritten font. Development of a coherent and rhythmic writing of letters and their compounds in words, the correct arrangement of letters and words on a line. Recording words and sentences after their preliminary sound-syllabic analysis. Copying words and sentences from samples (first from handwritten and then from printed text). Checking what is written using comparison with the sample text and spelling reading written words by syllables.
A letter under the dictation of words, the spelling of which does not differ from the pronunciation, and sentences.
Proper formatting of written sentences (a capital letter at the beginning of a sentence, a dot, an exclamation or question mark at the end). Developing the ability to write a capital letter in the names of people and nicknames of animals. Attracting children's attention to words whose spelling is at odds with pronunciation (unstressed vowels, combinations zhi - shi, cha - cha, chu - shu).
Introduction to writing hygiene.
Development of oral speech
Sound culture of speech. The development in children of attention to the sound side of audible speech (his own and someone else's), auditory memory and speech apparatus. Improving general speech skills; teaching unhurried pace and rhythm of speech, correct speech breathing, moderate volume and correct intonation.
Improving the pronunciation of words, especially complex ones in terms of sound-syllabic structure, in accordance with the norms of orthoepy, with respect for stress. Correct pronunciation of all sounds of the native language, especially distinguishing them by ear, the correct use of similar sounds most often mixed by children: l - r, s - z, u - f, n - b, s - w etc. (isolated pronunciation in words, phrases and tongue twisters).
Correction of deficiencies in the pronunciation of certain sounds due to deviations in the speech development of children.
Word work. Clarification, enrichment and activation of children's vocabulary. The correct use of words - the names of objects, signs, actions and an explanation of their meaning. Combining and distinguishing according to the essential features of objects, the correct use of specific and generic words-names. Conducting logical exercises. The ability to quickly find the right word that most accurately expresses the thought, bringing it into a grammatically correct combination with other words. Education of sensitivity to the semantic shades of words, the distinction and understanding of the simplest cases of polysemy of words, homonymy, the selection of synonyms and antonyms (without the use of terms). Learning to understand figurative expressions in a literary text.
The development of skills to use the word in the correct grammatical form, the fight against clogging speech with non-literary words (dialecticisms, vernacular).
Work on the sentence and coherent oral speech. Improving the speech skills acquired by children before school. Thinking about the forthcoming answer to the teacher's questions, its exact formulation, using sentences of various types in the answer.
Retelling a familiar fairy tale or a short story without omissions, repetitions and rearrangements of parts of the text (on the teacher's questions).
Compiling a picture or a series of pictures of text, a certain number of sentences united by a common theme, or a short story in compliance with the logic of plot development.
Answers to questions on the read sentences and texts.
Drawing with the help of a teacher a word picture using several read words, sentences, combined situationally. Supplementing the plot, independently inventing events preceding or subsequent to those depicted.
Compilation of stories about simple cases from one's own life by analogy with what was read or according to the plot proposed by the teacher.
A detailed explanation of riddles, memorizing poems, nursery rhymes, songs, counting rhymes and playing them in compliance with the intonation dictated by the content.
The development of grammatically correct speech of children, its accuracy, completeness, emotionality, consistency and content in presenting their own stories and retelling the text.
Raising an attentive, benevolent attitude to the answers and stories of other children.
Post-letter period (28 hours)
Letter. Reading. The development of speech. Reading
Generalization, systematization, consolidation of knowledge, skills and abilities acquired in the process of teaching literacy.
Reading small works of art by A. Pushkin, L. Tolstoy, B. Zhitkov, K. Chukovsky, S. Marshak, V. Oseeva, S. Mikhalkov, A. Barto about nature, children, work, Motherland, etc. Improving the skill reading.
Russian language
Practical application of spelling rules zhi - shi, cha - cha, chu - shu
, about a capital letter in the names of people and nicknames of animals, in the names of cities, villages, villages, streets, rivers, on writing sentences (a capital letter at the beginning of a sentence, a dot, question marks, exclamation marks at the end of sentences), on the transfer of words with a letter in in the middle of a word, b
in the middle of a word, about the placement of stress.
Speech and its importance in human life. Introduction to the text and its meaning. Observations on the features of oral speech. Matching text and individual sentences. Title for a short text.
Drawing up proposals on a specific topic (about mother, about school, about children, etc.) based on a picture, oral short stories based on plot pictures, based on personal observations of children (on teacher questions), on a proverb, etc.
Speech ethics. Culture of communication. Words used in greeting and farewell.
Writing under the dictation of words whose spelling does not differ from the pronunciation, and sentences consisting of such words.
Observation of words whose spelling is at odds with pronunciation.
Exercises for children in coherence, rhythm in writing letters, syllables, words and small sentences.
Consolidation of hygienic writing skills: correct fit, position of a notebook, pens, etc. Work on the forms of letters (similarity and differences of elements in letters) and their compounds in words.
Completion of assignments for the exercises that are given in the textbook "Russian language". Exercises in sound-syllabic and sound-letter analysis of words, in composing words and sentences according to the syllabic table (encryption, decoding), exercises in converting words, reading them. The simplest retellings of what was read according to the proposed plan, according to conditional semantic milestones (what I will talk about, where I will start, what I will say later, ..., how I will finish). Independent oral stories from a drawing or a series of drawings.
Speech situations with the inclusion of words used in greeting and farewell, in expressing apology and gratitude.
Words with unchecked spellings
Russia, Russian, language, city, Moscow, guys, teacher, student, man, frost, sparrow, cow, crow, dog, coat, people.
Backup hours(6 pm)
Reserve hours are used when it is necessary to study a sound in more detail and ways of its letter designation, or to conduct separate lessons to repeat and generalize a certain group of sounds that have a common property, for example, pairs of deafness-voicedness, etc.
Basic requirements for knowledge, skills and abilities of students by the end of grade 1
Learners should know:
all the sounds and letters of the Russian language, to be aware of their main differences (we hear and pronounce sounds, we see and write letters).
Learners should be able to:
isolate individual sounds in words, determine their sequence;
distinguish between vowels and consonants and the letters denoting them;
correctly name soft and hard sounds in the word and outside the word;
know the ways of their letter designation;
mark the softness of consonants in writing with vowels (e, e, yu, i, and) and soft sign;
determine the place of stress in a word;
isolate words from sentences;
clearly, without distortion, write lowercase and uppercase letters, their combinations in syllables and words;
correctly write off words and sentences written in printed and handwritten font;
competently (without omissions, distortions of letters) to write words, sentences of 3-5 words, the spelling of which does not differ from the pronunciation, under dictation;
use a capital letter at the beginning, a period at the end of a sentence;
verbally compose 3-5 sentences on a specific topic;
know the hygienic rules of writing;
correctly write the forms of letters and the connections between them;
be able to read a word orthographically and orthoepically and, on this basis, establish whether the given word is spelled the way it is pronounced, in which part of the word there is a letter or letters denoting a mismatch.
Calligraphy and coherent speech exercises are carried out at the Russian language lessons in the process of studying all the program material.
Reading skills. I semester. Smooth syllabic reading of words, sentences, short texts with studied sounds and letters denoting them.
II semester. Correct, smooth syllabic reading with elements of reading in whole words of small texts with all letters of the alphabet. The approximate rate of reading unfamiliar text is not less than 25-30 words per minute. Compliance with pauses that separate one sentence from another. Continuation of work on the sound culture of speech, on the word, sentence and connected speech, begun in the literal period.
Control write-off
Spring.
The beautiful spring has arrived. The sun began to warm the earth. The first green grass appeared. Ice floes float on the river. Streams murmur joyfully. Children launch boats. Buds opened on the trees. Birds make nests.
Fox and squirrel.
A squirrel lived above the fox hole. She jumped from branch to branch. The cunning fox pretended to be dead. The squirrel began to throw cones at the fox. The fox didn't move. Tired of the squirrel to play. She hid in a hollow. The cunning fox lost its prey.
The beginning of spring.
Winter is leaving. The severe frosts are over. Warm spring days have arrived. I love to be in the grove in the spring. Near the old spruce, the stream gurgled loudly. The dog Zhulka ran through the young grass.
Winter.
There is ice on the river, and snow in the forest. There are snow caps on the tree. Burrow under the tree. A raccoon sleeps there. Under the stump is a fox hole. She is not sleeping. On a cedar branch is a house of crossbills. And then there are moose and deer. Silence around.
Puppy.
Shura has a puppy. The puppy is very small. He has a fluffy tail. The puppy is kind and affectionate. Shura called him Druzhok.
On the topic: methodological developments, presentations and notes
Multi-level tasks for differentiated and individual work during the period of literacy training according to the texts of Bakulina G.A.
Multi-level tasks for differentiated and individual work during the period of literacy training according to the texts of Bakulina G.A. In my practice I use the method of "Intellectual development of primary school...
Literacy education. 1 class. Methodical manual with lesson developments. Goretsky V.G., Belyankova N.M.
Moscow: 201 2. - 301 p.
This manual was developed to help a teacher who implements in his practice the requirements for the results of mastering the basic educational program of primary general education, defined by the Federal State Educational Standard of the IEO. The manual presents the scientific and methodological foundations of the course "Teaching literacy" by the authors V.G. Goretsky, V.A. Kiryushkina, L.A. Vinogradskaya, M.V. Boykina and their implementation in the teaching materials for grade 1, calendar and thematic planning, methodological development of all lessons.
Format: pdf
The size: 13.9 MB
Download: drive.google
CONTENT
I. Scientific, methodological and conceptual foundations of the course "Teaching Literacy" 3
II. Methodological features of the structure and content of the course "Teaching Literacy" 4
Changes in the structure of textbook 4
Changes in the structure of lesson 6
Features of the updated subject content of the textbook 12
The place of the literacy course in the curriculum. . 13
III. Calendar-thematic planning of literacy lessons 14
IV. Achievement of the planned results of the development of the main educational program of primary general education (FGOS IEO) by means of the AMC "Azbuka" 26
Achieving personal results 26
Achieving meta-subject results 33
Achieving substantive results 41
V. Methodological development of literacy lessons (integrated approach) 44
Pre-letter period (31 hours) 44
Letter period (120 hours) 96
Post-letter period (36 hours) 255
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