Reading - what kind of process is it? What is literary reading? Literary reading is a subject that touches the soul, thoughts, feelings Stage II
Reading is the perfect combination of business and pleasure. On the one hand, this is a hobby, an undeniable pleasure in the process, on the other hand, it is knowledge in its purest form. From early childhood we are told that reading is good. It should not be neglected, because neuroscientists have long found out that this process has the same mechanisms as writing.
Erudition
If you take Dahl's dictionary as a help, you can see the following definition of an erudite person - a scientist, diversified, but above all well-read. “Living life is not a field to cross,” says an old proverb, punishing that throughout life’s journey many previously unseen things can occur, which means you need to be prepared for anything, and here all-round development is the best helper. In turn, reading is something through which one can achieve.
Intelligence
What kind of person is interesting to communicate with? The answer to this question comes immediately, intuitively. But before answering, you can get to it logically: communication is a conversation in which opinions, data and information are exchanged. Therefore, a person with whom it is interesting to communicate must have something to say. Reading books is important, because from them you can not only learn a lot of new things for yourself, but also come to new conclusions on your own. Therefore, it has a beneficial effect on the thinking process.
Literacy
The process of reading is an increase in vocabulary and literacy levels too. It is no secret that it is easier for a well-read child to subsequently write dictations and construct sentences, because he memorized all these rules of the Russian language on a subconscious level, without even thinking about them. Children who love to read do not have learning problems - and not just in the humanities; Stories, novellas and novels have a precise narrative plot, and it is logical, therefore reading is also a visual display of structuring, which ultimately makes it easier to understand the tasks.
Science of life
The biography/autobiography genre can also be very useful. Reading about someone’s non-fictional life, you experience moments that you have never encountered in reality, but you draw conclusions and learn from other people’s mistakes. This is why novelized biographies are both fiction and difficult reading.
Freedom of choice - freedom of the soul
Literary reading is a tool for introducing schoolchildren to various types of literature. The selection of books for the school curriculum is always structured in such a way as to select works that are suitable for children according to their level of development, relevant for their age category and diverse in genres. They make it possible to cover a wide range of possible literature, so that a person can subsequently choose books according to his spirit and mood. Literary reading guides the child, allowing him to understand both the world and himself.
Development of speech and diction
It is important not only what to read, but also how to do it. At an early age, reading aloud is practiced - in the elementary school curriculum there is a subject of the same name, which further evolves and develops into “literature”, in which the essence of the works comes to the fore. But expressive reading is not just the highly specialized school term that it has become today. In addition to teachers who need to present works of fiction in the best light, reading passages aloud and emphasizing important points, it will also be useful to future speakers. How exactly? Well, declamation is the art of artistic style, and this term was previously synonymous with expressive reading; it requires sufficient preparation, good diction and oratory skills.
Conclusion
Are all these arguments not enough to conclude: reading is exciting, useful and important? But this is just the beginning: in fact, there is much more evidence, countless numbers. We can talk for a long time about how pleasant it is to plunge into the world of imagination and fantasy after a long day; how warm and cozy it is to sit with a book in a big chair, wrapped in a blanket, while it’s raining and cold outside; how much interesting and new can be gleaned from huge Talmuds and large volumes; how knowledge is hidden between dusty pages, and how amazing it is to get it out for yourself. How incredible it is to re-read a favorite book after a few years and still find something in it that you had not seen before.
In the structure of primary education, in accordance with the Concept of the state standard of general education of the second generation, the course “Literary reading” occupies a special place.
This is one of the main subjects in the training system for primary schoolchildren. Along with the Russian language, it forms functional literacy and contributes to the overall development and upbringing of the child. The success of studying a literary reading course ensures the effectiveness of learning in other primary school subjects.
The study of literary reading in elementary schools with Russian (native) language of instruction is aimed at achieving the following goals:
Mastering the skill of conscious, correct, fluent and expressive reading as a basic skill in the education system of junior schoolchildren, developing a reading outlook and gaining experience in independent reading activity; improvement of all types of speech activity; ability to work with different types of information;
Development of artistic, creative and cognitive abilities, emotional responsiveness when reading works of art, formation of an aesthetic attitude towards the art of words; mastering initial skills in working with educational and scientific texts;
Cultivating interest in reading and books; enriching the moral experience of younger schoolchildren, developing ideas about good and evil; development of moral feelings, respect for the culture of the peoples of multinational Russia and other countries.
The priority goal of teaching literary reading in elementary school is to develop the reading competence of a primary school student, to become aware of himself as a competent reader capable of creative activity. Reading competence is determined by mastery of reading techniques, methods of understanding the work read and listened to, knowledge of books and the ability to choose them independently, the formation of a spiritual need for a book as a means of understanding the world and self-knowledge.
Among the subjects included in the educational field of "Philology", the course of literary reading has a special impact on solving the following problems:
1. Mastering general cultural reading skills and understanding text; nurturing interest in reading and books.
The solution to this problem presupposes, first of all, the formation of a meaningful reading skill (interest in the reading process and the need to read works of different types of literature), which largely determines the success of a primary school student’s education in other subjects, i.e., as a result of mastering the subject content of literary reading, students acquire the general educational ability to consciously read texts.
Since the literary reading course for grades 1-4 is the first stage of a continuous literature course in a secondary school, at this stage, along with the formation of the skills to read meaningfully out loud and silently, there is preparation for studying literature at a level accessible to children 6-10 years old.
2. Mastery of speech, writing and communication culture.
Completing this task is associated with the ability to work with various types of texts, navigate a book, and use it to expand knowledge about the world around us. As a result of learning, primary schoolchildren participate in dialogue, construct monologues (based on works and personal experience), compare and describe various objects and processes, independently use the textbook reference apparatus, and find information in dictionaries, reference books and encyclopedias.
3. Nurturing an aesthetic attitude towards 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 its 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, theater, cinema, music) develops; find similarities and differences between different genres and artistic media used.
4. Formation of moral consciousness and aesthetic taste of younger schoolchildren; understanding the spiritual essence of works.
Taking into account the peculiarities of fiction, its moral essence, and its influence on the development of the personality of a young reader, the solution to this problem acquires special significance. In the process of working with a work of art, a junior schoolchild masters the basic moral and ethical values of interaction with the outside world, gains the skill of analyzing the positive and negative actions of characters and events. Understanding the meaning of the emotional coloring of all plot lines of a work contributes to the education of an adequate emotional state as a prerequisite for one’s own behavior in life.<...>.
In chapter "Children's Reading Circle" the principles of selecting the reading content of a junior schoolchild are implemented, 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 and moral value of texts, their genre and thematic diversity, accessibility for perception by children 6-10 years, reading preferences of younger schoolchildren.
The intended content includes small and large folklore forms; literary works of various genres by domestic and foreign writers, classics of children's literature of the 19th-20th centuries, as well as modern authors.<...>
Section “Creative activities of students(based on literary works)” is the leading element of the content of the initial stage of 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).
Section “Extracurricular activities in literary reading” is an auxiliary element of the content of literary education. The content of extracurricular activities in this subject is ensured by the creation of various projects on topics of literary content, the organization of circle work, ensuring the development of literary and creative skills of students and the expansion of the reading range of younger schoolchildren. Literary and creative skills are understood as the ability to select and use to implement one’s plan (creating a project on a topic, statements) linguistic means similar to those studied within the framework of the subject content; the ability to convey one’s life impressions by creating a verbal image.
Natalia Fedorovna Belostotskaya is an interesting poetess from the Leningrad region. She began writing poetry professionally in 1999, but during this time she managed to rise from the level of ordinary everyday poetry to the creation of works of philosophical content.
Fairy tales, especially tales of a philosophical nature, occupy a significant place in her work. Therefore, she was immediately interested in the storyteller-philosopher G. X. Andersen. A poetic and philosophical rethinking of Andersen’s work, expressed in the publication of several books dedicated to the 200th anniversary of the birth of the Danish storyteller, she was awarded a diploma from the Royal Danish Embassy.
Currently, Natalia Fedorovna writes a lot of poetry for children and adults, and reflects on the philosophy of life. Her poetic level is confirmed by a certificate from the International Pushkin Society in New York. Awarded the Sergei Yesenin Big Gold Medal. He is the winner of numerous poetry competitions (including on the Internet).
We invite you not only to familiarize yourself with, but also to actively use during literary reading children's poems, riddles and author's fairy tales by Natalia Fedorovna based on the fairy tales of G.Kh. Andersen, because they logically fit into the requirements of the second generation state standards for literary reading in elementary school. In addition, due to the fact that Natalia Fedorovna’s fairy tales are replete with monologues and dialogues, this allows you to create non-traditional school theatrical performances by reading the texts of fairy tales by role in lessons and in extracurricular activities.
Literary reading is a subject that touches the soul, thoughts, feelings.
Literary reading is a unique tool for introducing a student to fiction and popular science literature. Reading is also something that is taught to younger students; by which they are educated and developed; this is how children learn most academic subjects. V.A. Sukhomlinsky said that reading is a window through which children see and learn about the world and themselves.
Students enjoy reading and learning poetry by heart. They try to compose them themselves. Together with the guys, we create our own “Poetry Notebooks”. In them we either collect illustrations drawn for poems, or write down the poems that they composed. The kids love to read poetry to music.
There are very good words that reading is “a pounding heart, speaking in the language of feelings, if you don’t believe it, listen and let the children listen. Children should be warm-hearted. They must be able to forgive, have pity and love.”
Lesson taught in 4th grade on the topic: I.A.Bunin “Falling Leaves”.
Equipment: portrait of a writer, autumn leaves made of colored paper, painted tower,
Vocabulary words:
- crimson - red color of a thick dark shade;
- azure – light blue color, blue.
Lesson objectives:
1. Introduce the poem “Falling Leaves” by I.A. Bunin.
2. Foster a love of poetry.
3. Work on expressive reading of the poem.
4. Develop students' creative abilities.
5. Develop the ability to express your feelings in relation to what you read.
6. Develop attention to figurative means of language, instill a love for the Russian language.
During the classes.
I. Organizational moment.
II. Setting the lesson goal.
Today in class we will get acquainted with a poem by I.A. Bunin. You can tell me the name of the poem yourself if you guess the eight-letter word.
(Fragment of the game “Field of Miracles”).
Question:
The entire golden-red maple leaf trembled and, smoothly spinning, slowly set off on a journey. Where will it fall - right here nearby, or will an unexpected gust of wind pick it up and carry it to the motionless mirror of a pond with lonely floating leaves? Another gust - and the leaves, like boats, will float discordantly in different directions. When do golden-orange, orange and fiery red tones replace emerald green?
Students' answer.
Question.
What is this phenomenon called in nature?
Students' answer.
Leaf fall.
Teacher.
I will now read to you the descriptions of leaf fall that were written by the students of the previous edition. Think about what you can see in common in these descriptions.
1. In autumn, leaves fall from the trees. When they fall, they circle above the ground. Leaves cover the roads like a golden rug. You walk along it, and the leaves rustle under your feet. This is leaf fall.
2. Leaf fall means autumn rain and the imminent onset of winter. A lot of leaves lie on the ground. Leaf fall is beautiful. The leaves gracefully twirl in the air like ballerinas. I love watching this ballet.
3. Autumn has come. All the leaves fall to the ground. There are red and gold leaves everywhere. They rustle underfoot. It feels like you are walking on a beautiful talking carpet.
4. Autumn is the time for leaf fall. At this time, it is very beautiful outside in the yard. The trees are dropping red and yellow leaves. The ground is covered with a bright, multi-colored carpet. It's nice to walk on soft, rustling leaves. Nature is beautiful during leaf fall.
Students' answers.
So, today we are getting acquainted with I.A. Bunin’s poem “Falling Leaves”.
Material for teachers.
Ivan Alekseevich Bunin was born in Voronezh, into an impoverished noble family. He spent his childhood in the village. Early on he learned the bitterness of poverty and worrying about a piece of bread. At the age of 17 he published his first poems. Bunin did not accept the October Revolution decisively. In 1920 he went abroad. In 1929, his book “Selected Poems” was published in Paris. She confirmed Bunin's right to one of the first places in Russian poetry. In 1933, Bunin was awarded the Nobel Prize. By the end of his 30s, he increasingly feels homesick. He experiences with pain the events in Russia during the Great Patriotic War. With great joy, Bunin greeted victory in the war. In recent years, he treated the Soviet Union favorably, but never returned to his homeland. I.A.Bunin died in a foreign land.
III. Learning new material.
Let's see how the poet describes leaf fall.
First we will listen to a recording of the poem.
1. Question before listening.
What pictures of nature appeared before you?
2. Vocabulary work.
Explanation of words: azure, crimson.
3. Primary reading of the poem.
Questions.
Why does the poet compare the autumn forest with a fairy-tale tower?
(Looking at the painted tower in the picture and telling a story about it).
Did you like the poem?
How do you think the poet feels about leaf fall? Where can you see this?
4. Selective reading.
Choose a description of the sky from the poem;
5. Expressive reading by children.
Question:
Find adjectives in the text.
Read the poem without them.
What did you notice?
Students' answers.
Teacher:
Adjectives are epithets. They make the description brighter and more beautiful, add imagery and emotionality. In the poem, I.A. Bunin created a picture of autumn leaf fall using epithets.
IV. Physical education minute:
The wind is blowing in our faces.
The tree swayed.
The wind is getting quieter and quieter.
The tree is getting higher and higher.
V. Consolidation of what has been learned.
The wind died down, and autumn leaves fell on our desks. They are colorful, like when the leaves fall.
1. Completing a creative task.
You need to write an answer to the question:
Reading this poem, I remembered...
Discussion of answers.
VI. Lesson summary.
What poem did you learn about in class?
Did your mood coincide with the mood of the author?
Guess the riddle.
“Sits and turns green, flies - turns yellow, falls - turns black.”
Explain it.
VII. Homework.
1. Learn by heart the poem by I.A. Bunin "Falling Leaves"
2. Draw an illustration and write a caption with the words of the poem.
(for four-year primary school)
The program is compiled in accordance with the requirements of the Federal State Educational Standard for Primary General Education and is provided with teaching materials: textbooks “Literary Reading” for grades 1-4, workbooks and methodological recommendations for teachers (authors R.N. Buneev, E.V. Buneeva, O.V. Chindilova and others).
I. Explanatory note
Formation of functionally literate people is one of the most important tasks of a modern school. The foundations of functional literacy are laid in primary school, where intensive training takes place in various types of speech activities - reading and writing, speaking and listening. Therefore, literary reading, along with the Russian language, is one of the main subjects in the training system for primary schoolchildren.
Target Literary reading lessons - the formation of reading competence of primary schoolchildren. In elementary school, it is necessary to lay the foundations for the formation of a literate reader. A competent reader is a person who has a strong habit of reading and has formed a mental and spiritual need for it as a means of understanding the world and self-knowledge. This is a person who masters reading techniques, methods of understanding what he read, knows books and knows how to choose them independently. Achieving this goal involves solving the following tasks:
- the formation of reading techniques and techniques for understanding and analyzing text - the correct type of reading activity; simultaneous development of interest in the reading process itself, the need to read;
- introducing children through literature to the world of human relations, moral and ethical values; education of a person with free and independent thinking; formation of aesthetic taste;
- development of oral and written speech (including significant enrichment of vocabulary), mastery of speech and communicative culture; development of children's creative abilities;
- introducing children to literature as the art of words, to an understanding of what makes literature artistic - through the introduction of elements of text analysis (including means of expression) and practical familiarization with certain theoretical and literary concepts.
The study of literary reading in the 1st grade begins with the introductory integrated course “Teaching Literacy”, then at the end of the school year a separate study of literary reading and the Russian language begins*.
* Training in the “Primer Book” and copybooks is conducted from September to mid-March, then literary reading lessons are conducted according to the textbook “Literary Reading” (“Droplets of the Sun”), authors R.N. Buneev, E.V. Buneeva. In classes of reading children, the transition to “Droplets of the Sun” is possible earlier, then this textbook is used simultaneously with the “Primer Book”. Textbooks on literary reading and literacy are published by the Balass publishing house.
II. General characteristics of the subject
The following courses are implemented in the literary reading course: end-to-end development of students using the subject.
Lines common to the Russian language course:
- mastering functional literacy at the subject level (extracting, transforming and using text information);
- mastering reading techniques, methods of understanding and analyzing texts;
- mastering the skills of various types of oral and written speech.
Lines specific to the course “Literary Reading”:
- defining and explaining your emotional and evaluative attitude to what you read;
- introduction to literature as the art of words;
- acquisition and primary systematization of knowledge about literature, books, writers.
To achieve the learning goals and solve the assigned problems, the teaching materials on literary reading are used: textbooks “Literary Reading” (1st grade - “Droplets of the Sun”; 2nd grade - “A Little Door to a Big World”, in 2 hours; 3rd grade - “In one happy childhood”, in 2 parts; 4th grade - “In the ocean of light”, in 2 parts), as well as methodological recommendations for teachers and “Notebooks on literary reading” » for students.
The program is based on the traditional thematic principle of grouping material, but the implementation of this principle has its own characteristics. All textbooks are united by internal logic. Its essence is as follows.
First grader gets to know himself and the world around him: people, their relationships, nature; learns the norms of attitude towards this world, behavior, and action in it - through poems and short stories by modern children's writers. In 1st grade, children read about toys and games, about friends, parents and children, about animals and nature, and learn that a person can make interesting discoveries if he learns to peer into the world around him.
In 2nd grade the world that children discover expands. By reading works of folklore of the peoples of Russia and the world (fairy tales, epics, riddles, songs, proverbs and sayings) and author’s fairy tales, second graders seem to enter a “single spiritual space” and learn that the world is great and diverse and at the same time united. Whenever and wherever people live, in the works of folklore of different nations it is clearly visible that hard work and patriotism, intelligence and kindness, courage and dignity, strength of feelings and loyalty have always been valued in people, while laziness, stinginess, stupidity, cowardice, evil... For this purpose, the textbook specifically includes, for example, fairy tales of different nations that have similar names, plots, and main ideas.
In 3rd grade children who are already familiar with two sources of reading - folklore and modern children's literature, discover the world of literature in all its diversity and read works of children's and accessible "adult" literature of various genres: stories, tales (in excerpts), fairy tales, lyrical and plot poems, poems, fairy tale plays. Here they find their realization the principle of genre diversity and the principle of the optimal ratio of works of children’s literature and texts included in the circle of children’s reading from “adult” literature . The works included in the textbook for the 3rd grade make it possible to show children the world of literature in all its diversity: classics of Russian and foreign children's literature, works of Russian writers and poets of the 20th century, accessible for children's reading; contemporary children's literature.
In 4th grade children receive a holistic understanding of the history of Russian children's literature, writers and their heroes, themes and genres. The textbook “In the Ocean of Light” is a course in Russian children's literature of the 17th-21st centuries. for literary reading lessons. The texts are arranged in chronological order so that children have an initial idea of the history of literature as a process, of the connection between the content of a work and the time of its writing, with the personality of the author and his life, and of the relationship between the specific historical and the universal. The contents of the textbook “In the Ocean of Light”, the system of questions and assignments allow you to repeat and systematize what you read in grades 1-4, and get an idea of the diversity of writers’ creativity. For example, in 1st grade, children read poetry by S.Ya. Marshak for kids, in 2nd grade - his translations of folk songs and fairy tales by Ivan Franko; in the 3rd grade - a play, in the 4th grade - an article-essay about Mikhail Prishvin, translations from foreign poetic classics (Kipling, Burns). Thus, one of the leading principles of selection and arrangement of material, in addition to those mentioned above, is monographic principle . Over the 4 years of study in primary school, children repeatedly turn to the works of A. Barto, V. Berestov, E. Blaginina, Y. Vladimirov, A. Volkov, O. Grigoriev, V. Dragunsky, B. Zakhoder, Y. Koval, S. Kozlov, Y. Korinets, S. Marshak, N. Matveeva, V. Mayakovsky, Y. Moritz, E. Moshkovskaya, G. Oster, K. Paustovsky, M. Prishvin, A. Pushkin, G. Sapgir, A. N. Tolstoy, E. Uspensky, D. Kharms, G. Tsyferov, Sasha Cherny, A. Chekhov and others. They read their works written in various genres, varied in subject matter, intended for readers of different ages. In 4th grade, children see the connection between the fate of the writer and his work and the history of children's literature.
This is internal logic of the system reading.
Interest in the reading process itself is closely related to its motivation. How to make reading motivated? How to implement principle of ideological and artistic significance for the child what he reads, that is, to connect literature with the lives of children, with their tastes, interests, needs? In textbooks, this is achieved with the help of “cross-cutting” characters and constructing a system of literary reading lessons in the form of a heuristic conversation.
In 1st grade The heroes of the textbook are first-graders Katya and Vova and their friend Petya Zaitsev. Petya is the youngest in the class, and his friends help him: they explain, answer his questions, that is, they take the “teacher’s position,” which is the best way to understand the subject of the explanation yourself. Since there is someone who “doesn’t understand simple things,” children learn not only to read, but also to explain clearly, reason logically, communicate and interact. Thus, the politeness lessons included in the textbook, the sequence of sections, and the order of the texts within them become motivated: Petya and his friends learn about themselves and the world around them. Questions and tasks offered in the following form also become natural: “How would you explain this to Petya?”, “Help the baby and tell me...”, etc.
In 2nd grade The “cross-cutting heroes” of the textbook are second-grader Sasha and the fairy-tale little man Afanasy. Afanasy is a connoisseur and lover of books, he and Sasha travel into fairy tales; Sasha asks Afanasy questions, and he answers or helps find the answer, tells stories, reads funny poems, songs and rhymes, and asks riddles. Thus, the system of literary reading lessons in 2nd grade is a travel game.
In 3rd grade the sequence of texts and the themes in which they are combined are connected with the life of “cross-cutting characters” - third-grader Nastya and her parents. Nastya reads the textbook with her dad, thinks, asks questions. And the students read and think together with Nastya.
When compiling a textbook for the 3rd grade, to a greater extent than in all others, we took into account principle of updating reading topics . The texts that children read are related to the natural and historical calendar. The logic of the reading system as a whole, which was discussed above, did not allow this principle to be implemented equally consistently in all books, which, from our point of view, is absolutely justified.
In the textbook 4th grade the form of presentation of texts is dialogues of constantly acting characters - professor-literary critic Nikolai Aleksandrovich Rozhdestvensky and twin fourth-graders Igor and Olya. With the help of a modern time machine, they travel through the pages of the history of Russian children's literature, see not only the realities of the past, but also living writers, talk with them, ask questions. The textbook contains extensive additional material: biographical information about writers, memoirs of contemporaries, excerpts from letters and diaries.
The program also provides for the organization of independent home reading children, and extracurricular reading lessons , the main difference of which is that in these lessons children work not with a textbook, but with a children's book. The main feature of the extracurricular reading system is that children read “within the textbooks,” that is, other stories or poems by the authors of this section, other chapters from the story that are not included in this section, etc. This is how it is implemented the principle of holistic perception of a work of art . Extracurricular reading lessons are held after finishing work on each section. The selection of works and topics for these lessons is an individual matter for the teacher. At the end of each textbook there is a sample list of books for independent reading that can be used in extracurricular reading lessons.
For memorization, all poems included in textbooks are recommended, as well as small (from 3-4 to 7-8 sentences) passages of prose chosen by the teacher. If the number and volume of poems for memorization seem too large to the teacher, children can learn one of 2-3 poems of their own choice.
In literary reading lessons, the leader is technology for forming the type of correct reading activity (productive reading technology), ensuring the formation of reading competence of junior schoolchildren.
The technology includes three stages of working with text.
Stage I. Working with text before reading.
- Anticipation(anticipation, prediction of upcoming reading).
Determining the semantic, thematic, emotional orientation of the text, identifying its characters by the title of the work, the name of the author, keywords, illustrations preceding the text, based on the reader’s experience. - Setting goals lesson, taking into account the general (academic, motivational, emotional, psychological) readiness of students for work.
Stage II. Working with text while reading.
- Primary reading of the text. Independent reading in class, or reading-listening, or combined reading (teacher's choice) in accordance with the characteristics of the text, age and individual capabilities of students.
Identification of primary perception (through conversation, recording of primary impressions, related types of arts - at the choice of the teacher).
Identifying the coincidence of students’ initial assumptions with the content and emotional coloring of the text read. - Rereading the text. Slow “thoughtful” re-reading (of the entire text or its individual fragments). Text analysis (techniques: dialogue with the author through the text, commented reading, conversation on what was read, highlighting key words, etc.).
Posing a clarifying question for each semantic part. - Conversation on content as a whole. Summarizing what you read. Posing generalizing questions to the text.
Referring (if necessary) to individual fragments of text, expressive reading.
Stage III. Working with the text after reading.
- Conceptual (semantic) conversation based on the text. Collective discussion of what has been read, discussion. Correlating the reader's interpretations (interpretations, evaluations) of the work with the author's position. Identification and formulation of the main idea of the text or the set of its main meanings.
- Meet the writer. A story about a writer. Conversation about the personality of the writer. Work with textbook materials and additional sources.
- Working with the title and illustrations. Discussion of the meaning of the title. Referring students to ready-made illustrations. Correlating the artist's vision with the reader's idea.
- (Creative) tasks based on any area of students’ reading activity (emotions, imagination, comprehension of content, artistic form).
III. Description of the place of the subject in the curriculum
In accordance with the federal basic curriculum and model programs of primary general education, the subject “Literary reading” is studied from grades 1 to 4, four classes per week (136 hours per year) or three hours per week (102 hours per year). The total amount of educational time is 544 hours (studying in a school with Russian (native) language of instruction) or 306 hours (studying in a school with a non-Russian (native) language of instruction from the second grade).
IV. Description of value guidelines for the content of the academic subject
The value of life- recognition of human life as the greatest value, which is realized in relation to other people and to nature.
The value of good- focus on the development and preservation of life through compassion and mercy as a manifestation of love.
The value of freedom, honor and dignity as the basis of modern principles and rules of interpersonal relations.
The value of nature is based on the universal human value of life, on the awareness of oneself as part of the natural world. Love for nature is both a caring attitude towards it as a human habitat, and an experience of a sense of its beauty, harmony, and perfection. Fostering love and respect for nature through texts of fiction and popular science literature.
The value of beauty and harmony- the basis of aesthetic education through introducing the child to literature as an art form. This is the value of striving for harmony, for the ideal.
The value of truth- this is the value of scientific knowledge as part of the culture of mankind, insight into the essence of phenomena, understanding of the patterns underlying social phenomena. The priority of knowledge, the establishment of truth, knowledge itself as a value is one of the tasks of education, including literary education.
The value of family. The family is the first and most significant social and educational environment for development. The content of literary education contributes to the formation of an emotionally positive attitude towards family, loved ones, feelings of love, gratitude, and mutual responsibility.
The value of work and creativity. Labor is a natural condition of human life, a state of normal human existence. A special role in the development of a child’s diligence is played by his educational activities. In the process of organizing it using the means of an educational subject, the child develops organization, purposefulness, responsibility, independence, and develops a value-based attitude towards work in general and literary work in particular.
The Value of Citizenship- awareness of oneself as a member of society, people, representative of the country, state; a sense of responsibility for the present and future of one’s country. Instilling, through the content of the subject, an interest in one’s country: its history, language, culture, its life and its people.
The value of patriotism. Love for Russia, active interest in its past and present, readiness to serve it.
The value of humanity. The child’s awareness of himself not only as a citizen of Russia, but also as a part of the world community, the existence and progress of which requires peace, cooperation, tolerance, and respect for the diversity of other cultures.
V. Personal, meta-subject and subject results of mastering an academic subject
The relationship between the results of mastering a subject can be systematically presented in the form of a diagram.
1st class
Personal results
- evaluate
- live emotionally text, express your emotions;
- understand
- express
The means to achieve these results are the texts of literary works, questions and assignments for them, the texts of the textbook authors (dialogues of constantly acting characters), providing the 4th line of development - an emotional-evaluative attitude towards what is read.
Meta-subject results
Regulatory UUD:
- define and shape
- pronounce
- study express
- study work
Cognitive UUD:
- navigate in the textbook (on the double page, in the table of contents, in the legend);
- find answers
- draw conclusions
- transform retell small texts.
Communicative UUD:
- draw up
- listen And understand speech of others;
- read expressively And retell text;
- agree
- study work in pairs, groups
Subject results
- perceive by ear literary text (story, poem) performed by the teacher and students;
- meaningful, correct read whole words;
- anwser the questions teachers on reading content;
- in detail retell text;
- make up oral story based on a picture;
- memorize short poems by heart;
- correlate author, title and characters of the works read;
- distinguish story and poem.
2nd class
Personal results studying the subject “Literary Reading” are the following skills:
- evaluate actions of people, life situations from the point of view of generally accepted norms and values; evaluate specific actions as good or bad;
- live emotionally text, express your emotions;
- understand emotions of other people, sympathize, empathize;
- express your attitude towards the heroes of the works you read and their actions.
The means to achieve these results are the texts of literary works, questions and assignments for them, the texts of the textbook authors (dialogues of constantly acting characters), providing the 4th line of development - an emotional-evaluative attitude towards what is read.
Meta-subject results studying the course “Literary Reading” is the formation of universal learning activities (ULA).
Regulatory UUD:
- define and formulate the purpose of the activity in the lesson with the help of the teacher;
- pronounce sequence of actions in the lesson;
- study express your guess (version) based on working with the textbook illustration;
- study work according to the plan proposed by the teacher
The means of forming regulatory UUDs is the technology of productive reading.
Cognitive UUD:
- navigate in the textbook (on the double page, in the table of contents, in the legend); in dictionary;
- find answers to questions in the text, illustrations;
- draw conclusions as a result of joint work of the class and the teacher;
- transform information from one form to another: detail retell small texts.
The means of forming cognitive learning tools are the texts of the textbook and its methodological apparatus, which provide the 1st line of development - the formation of functional literacy (primary skills in working with information).
Communicative UUD:
- draw up your thoughts in oral and written form (at the level of a sentence or small text);
- listen And understand speech of others;
- read expressively And retell text;
- agree with classmates, together with the teacher, about the rules of behavior and communication and follow them;
- study work in pairs, groups; perform various roles (executive leader).
The means of forming communicative learning activities is the technology of productive reading and the organization of work in pairs and small groups.
Subject results Studying the course “Literary Reading” is the formation of the following skills:
- perceive by ear texts performed by teachers and students;
- read whole words;
- understand the meaning of the title of the work; choose the most appropriate title from the data; self-title text;
- divide text into parts, title parts;
- choose the most accurate formulation of the main idea from a series of data;
- in detail and selectively retell text;
- make up oral story about the hero of the read work according to plan;
- reflect about the character and actions of the hero;
- attribute a work in one of the genres: fairy tale, proverb, riddle, song, tongue twister; distinguish folk and literary (author's) fairy tales;
- find in a fairy tale there is a beginning, an ending, a threefold repetition and other fairy tale signs;
- attribute fairy-tale heroes to one of the groups (positive, negative, helping heroes, neutral characters);
- correlate
3rd-4th grades
Personal results studying the subject “Literary Reading” are the following skills and qualities:
- emotionality; skill realize And determine(name) your emotions;
- empathy is a skill realize And determine emotions of other people; sympathize other people empathize;
- sense of beauty - skill perceive the beauty of nature, carefully relate to all living things; feel the beauty of the artistic word, pursuit to improve your own speech;
- love and respect to the Fatherland, its language, culture, history;
- understanding family values, feelings respect, gratitude, responsibility towards your loved ones;
- interest to reading, to conducting a dialogue with the author of the text; need in reading;
- Availability your own reading priorities and respect for the preferences of other people;
- orientation in the moral content and meaning of actions - of one’s own and those around them;
- ethical feelings- conscience, guilt, shame - as regulators of moral behavior.
The means to achieve these results are the texts of literary works, questions and tasks for them, author's texts - dialogues of constantly acting characters; productive reading technology.
Meta-subject results studying the course “Literary Reading” is the formation of universal learning activities (ULA).
Regulatory UUD:
- on one's own formulate topic and objectives of the lesson;
- to make plan solving a learning problem together with the teacher;
- work according to plan, checking your actions with the goal, adjust your activities;
- in dialogue with the teacher develop evaluation criteria and determine the degree of success of one's own work and the work of others in accordance with these criteria.
The means of forming regulatory educational activities is the technology of productive reading and the technology of assessing educational achievements (academic success).
Cognitive UUD:
- proofread all types of text information: factual, subtextual, conceptual;
- enjoy different types of reading: studying, viewing, introductory;
- extract information presented in different forms (solid text; non-continuous text - illustration, table, diagram);
- convert And transform information from one form to another (make a plan, table, diagram);
- enjoy dictionaries, reference books;
- realize analysis and synthesis;
- install cause-and-effect relationships;
- build reasoning;
The means for developing cognitive learning tools are the texts of the textbook and its methodological apparatus; productive reading technology.
Communicative UUD:
- draw up your thoughts in oral and written form, taking into account the speech situation;
- use adequately speech means for solving various communication problems; master monologue and dialogic forms of speech.
- express And justify your point of view;
- listen And hear others, try to accept a different point of view, be ready to adjust your point of view;
- agree and come to a common decision in joint activities;
- to ask questions.
Subject results Studying the course “Literary Reading” is the formation of the following skills:
3rd grade
- perceive
- consciously, correctly, expressively read aloud;
- on one's own forecast content of the text by title, author's name, illustration, keywords;
- on one's own read to yourself unfamiliar text, conduct vocabulary work;
- divide text into parts, make up simple plan;
- on one's own formulate the main idea of the text;
- find the text contains material for characterizing the hero;
- in detail and selectively retell text;
- make up story-characteristic of the hero;
- make up oral and written descriptions;
- as you read introduce pictures, verbally to express(draw) what was presented;
- express And argue your attitude to what you read, including the artistic side of the text (what you liked from what you read and why);
- attribute works to the genres of short stories, novels, plays according to certain characteristics;
- distinguish in a prose work of heroes, narrator and author;
- see in a literary text comparisons, epithets, personifications;
- correlate author, title and characters of the works read.
4th grade
- perceive aural texts performed by the teacher and students;
- consciously, correctly, expressively read aloud;
- on one's own forecast content of the text before reading;
- on one's own find keywords;
- on one's own master unfamiliar text (reading silently, asking questions to the author while reading, predicting answers, self-control; vocabulary work while reading);
- formulate the main idea of the text;
- make up simple and complex text outline;
- write essay based on material read with preliminary preparation;
- reasoned express your attitude to what you read, to the characters, understand And determine your emotions;
- understand and formulate your attitude to the author's style of writing;
- have own reading priorities, respect the preferences of others;
- on one's own characterize hero (portrait, character traits and actions, speech, author’s attitude towards the hero; own attitude towards the hero);
- attribute a read work for a specific period (XVII century, XVIII century, XIX century, XX century, XXI century); correlate the author and his works with the time of their creation; with the theme of children's literature;
- attribute works in the genre of fables, fantastic stories based on certain characteristics;
- see language means used by the author.
- Children's reading circle.
- Reading technique.
- Formation of reading comprehension techniques when reading and listening, types of reading activities.
- Emotional and aesthetic experience of what you read. Elements of text analysis.
- Literary propaedeutics.
- Creative activities of students (based on literary works). Development of oral and written speech.
Note. Sections 3, 4, 6 of the program indicate approximate types of tasks.
Children's Reading Circle
1st grade - 45 or 32 hours (4 hours per week)
“Jump, play...” (12 or 8 hours).
Poems and short stories by A. Barto, Y. Akim, S. Marshak, I. Demyanov, V. Berestov, Y. Morits, I. Tokmakova, V. Dragunsky, E. Uspensky, E. Charushin, N. Nosov about games, toys, exciting activities.
Our house (8 or 6 hours).
Poems and short stories by A. Barto, Y. Akim, G. Graubin, B. Zakhoder, O. Grigoriev, V. Biryukov, M. Zoshchenko, V. Dragunsky, M. Korshunov about children and parents, their relationships, love and mutual understanding, about younger sisters and brothers and attitude towards them.
Guys about animals (12 or 9 hours).
Poems and short stories by B. Zakhoder, S. Mikhalkov, G. Graubin, Y. Moritz, M. Prishvin, E. Charushin, M. Korshunov, Y. Koval about friendship between people and animals, about the view of an adult and a child on the natural world.
Small discoveries (13 or 9 hours).
Poems and short stories about the natural world, about its beauty, about small discoveries made by a person who knows how to peer and listen. Works by E. Uspensky, G. Graubin, V. Biryukov, T. Zolotukhina, I. Tokmakova, V. Lapin, V. Peskov, N. Sladkov.
2nd grade -136 hours (4 hours per week)
“There, on unknown paths...” (23 hours).
Magic tales, folk and literary (P. Ershov, A. Pushkin, V. Odoevsky, P. Bazhov). Poems about magic, about the fairy-tale world. Heroes of fairy tales. Features of fairy tales (“fairy tale signs”). Russian folk tongue twisters.
Fairy-tale men (27 hours).
Fairy tales by T. Jansson, J.R.R. Tolkien, A. Milne, A. Lindgren, J. Rodari, A. Tolstoy and their heroes.
Fairytale heroes (13 hours).
Fairy tales and epics about Ilya Muromets and other Russian heroes, heroic tales of different peoples.
“The fairy tale is rich in wisdom...” (20 hours).
Tales of different nations about wise people and fools, about hard work and honesty. Russian folk riddles. Riddles of S. Marshak, B. Zakhoder, A. Prokofiev.
“A fairy tale is a lie, but there is a hint in it...” (21 hours).
Tales of different nations about animals. Allegorical meaning of fairy tales. A modern fairy tale-script by A. Kurlyandsky “Well, wait a minute!” Poems by L. Kvitko, Y. Moritz, G. Sapgir, V. Levin about animals. Counting books.
“The most ordinary miracle” (31 hours).
Fairy tales by A. de Saint-Exupery, J. Rodari, V. Berestov, V. Khmelnitsky, B. Sergunenkov.
3rd grade - 136 hours (4 hours per week) or 102 hours (3 hours per week)
Farewell to summer (6 or 4 hours).
Poems by B. Zakhoder, K. Balmont, stories by V. Dragunsky, E. Uspensky about summer.
Summer travel and adventure (19 or 15 hours).
Poems by Yu. Kim, stories and excerpts from stories by K. Paustovsky, S. Golitsyn, I. Dick, B. Emelyanov, M. Twain about summer trips and hikes, about interesting and useful things, about the romance of summer games and adventures.
Nature in summer (9 or 7 hours).
Poems by S. Yesenin, I. Bunin, B. Pasternak, stories and excerpts from stories by I. Turgenev, A. Chekhov, A. Tolstoy, M. Prishvin, V. Bianki about the beauty and poetry of summer nature.
Lessons and breaks (13 or 11 o'clock).
Poems by B. Zakhoder, O. Grigoriev, excerpts from stories by L. Geraskina, G. Kulikov, E. Uspensky about school life, about friendship, about unusual but very exciting lessons.
“The dead time of leaf fall...” (8 or 6 hours).
Poems by A. Pushkin, F. Tyutchev, K. Balmont, D. Samoilov, G. Sapgir, stories by K. Paustovsky about the beauty and poetry of autumn nature, about the variety of autumn colors.
“And the learned cat told me his fairy tales...” (18 or 11 o’clock).
Russian folk tales. Literary tales by C. Perrault, G.-X. Andersen, A. Volkov, fairy tale play by S. Marshak, poems about fairy tales and magic.
“Winter sings, echoes...” (12 or 9 hours).
Poems by K. Balmont, S. Yesenin, B. Pasternak, I. Brodsky, D. Samoilov, A. Bashlachev, Y. Moritz, A. Barto, stories by V. Bianki, V. Dragunsky about the beauty of winter nature, its colors and sounds , about the New Year holiday.
Animals in our house (9 or 6 hours).
Poems by V. Berestov, Y. Morits, G. Sapgir, stories by D. Mamin-Sibiryak, Y. Koval, Y. Korinets, V. Dragunsky about animals, their habits, characters, friendship between people and animals.
We are with mom and dad (12 or 9 o'clock).
Poems by A. Barto, S. Marshak, E. Uspensky, stories by I. Dick, V. Dragunsky, Y. Korinets about family, about children and parents, about relationships and mutual understanding in the family, about serious problems and happy days.
“Let’s fill our hearts with music...” (9 or 6 hours).
Poems for children by O. Mandelstam, stories and excerpts from stories by I. Turgenev, V. Korolenko, K. Paustovsky, small tales by G. Tsyferov about musicians and music, about the role of art in human life, about the influence of music on the human soul.
April Fool's Day (4 or 3 hours).
Funny humorous poems by G. Sapgir, Y. Morits, O. Grigoriev, Y. Vladimirov, a story by V. Dragunsky, an excerpt from a story by E. Uspensky about funny people and events, about a sense of humor.
“Oh spring, without end and without edge...” (8 or 5 hours).
Poems by F. Tyutchev, A. Blok, V. Mayakovsky, O. Mandelstam, Sasha Cherny, B. Okudzhava, A. Makarevich, an excerpt from A. Tolstoy’s story about spring, about spring nature.
Victory Day (5 or 4 hours).
Poems-reflections by A. Akhmatova, A. Tvardovsky, B. Okudzhava, V. Vysotsky about the tragedy of the war, about the human destinies through which the war went; V. Dragunsky's story about his wartime childhood.
Native land (6 or 5 hours).
Works by K. Paustovsky, G. Tsyferov and other writers about Russia, about love for their native land.
4th grade - 136 hours (4 hours per week) or 102 hours (3 hours per week)
Works of modern children's literature of different genres (9 or 7 hours).
Poems by modern poets, excerpts from a fantastic story by E. Veltistov.
At the origins of Russian children's literature (20 or 17 hours).
Excerpts from Russian chronicles. Russian folk tales in early recordings. Poems for children by poets of the 17th century. Savvaty, Simeon of Polotsk, Karion Istomin. Works for children by writers of the 18th century: prose by A. Bolotov, articles by N.I. Novikov from the magazine “Children's Reading for the Heart and Mind,” children's poems by A. Shishkov. The moralizing nature and direct edification of works for children.
Children's literature of the 19th century. (46 or 30 hours).
Fables by I. Krylov. The first literary fairy tale for children “The Black Hen, or Underground Inhabitants” by A. Pogorelsky. “The Tale of Tsar Saltan...” by A. Pushkin and “The Sleeping Princess” by V. Zhukovsky. Fairy tales and games for children by V. Dahl. Historical stories by A. Ishimova. Variety of genres; the imagery of works for children, gradually replacing direct edification. The emergence of the theme of nature in children's reading. Excerpts from S. Aksakov’s story “The Childhood Years of Bagrov the Grandson.” Poems by A.K. Tolstoy, A. Maykov, F. Tyutchev, A. Pleshcheev in the children's reading circle. Poems by N. Nekrasov about nature, dedicated to Russian children.
Educational books for reading by K. Ushinsky and L. Tolstoy. The variety of genres, the educational nature of the works of Ushinsky and Tolstoy. The theme of childhood in the stories of writers of the late 19th century. The story “Elephant” by A. Kuprin. The plot, the characters, the idea of the story, the writer's skill in creating characters.
Children's literature of the 20th century. (61 or 48 hours).
Excerpts from Lydia Charskaya’s story “Notes of a Little Schoolgirl.” Children's literature of the 1920s: “Sea Stories” by B. Zhitkov, excerpts from the book “Silver Coat of Arms” by K. Chukovsky. Children's magazines from the 1920s and 1930s. Children's poems by Oberiuts: D. Kharms, A. Vvedensky, Yu. Vladimirov. Searching for new interesting forms and themes for children's poems. The cheerful tone and humor of the Oberiuts' poems. The richness and diversity of genres of children's literature: fairy tales by E. Schwartz and A.N. Tolstoy, stories by M. Prishvin, translations by S. Marshak, poems by V. Mayakovsky and A. Barto. novel by Y. Olesha “Three Fat Men” (excerpts).
Children's literature 1930-1950s. Heroes of A. Gaidar (“Timur and his team”). Humor and satire in children's literature: stories by N. Nosov, satirical poetic portraits by A. Barto.
Children's literature 1960-1990s. “Panorama” of poetry for children: poems by E. Blaginina, B. Zakhoder, V. Berestov, I. Tokmakova, N. Matveeva and others, fairy tale play by S. Kozlov, fairy-tale miniatures by G. Tsyferov. Acquaintance with the works of children's writers K. Dragunskaya, T. Sobakin and others. Modern children's magazines.
Reading technique
At the time of completion of primary education, the following components of reading technology are achieved:
- reading method - reading in whole words;
- correct reading - reading an unfamiliar text in compliance with the norms of literary pronunciation;
- reading speed - setting a fluency rate that is normal for the reader, allowing him to comprehend the text;
- setting to gradually increase reading speed.
Correct and conscious reading aloud is formed, observing the necessary intonation, pauses, and logical stress to convey the exact meaning of the statement.
A primary school graduate should also be able to read a text consciously to himself.
1st class
Conscious, correct, smooth syllabic reading of individual words, sentences, small texts. Gradual transition to reading whole words.
2nd class
Transition to conscious correct reading in whole words. Formation of conscious reading to oneself.
Conscious, correct, expressive reading of whole words, observing appropriate intonation, tone, tempo and volume of speech.
3rd grade
Correct, conscious, fairly fluent and expressive reading in whole words to oneself and out loud. Choosing intonation that matches the structure of sentences, as well as tone, tempo, volume, and logical stress.
4th grade
Fluent, conscious, correct, expressive reading in compliance with all necessary standards, using expressive means of oral speech. Independent preparation for expressive reading. Conscious reading to oneself of any text in terms of volume and genre.
Formation of reading comprehension techniques when reading and listening, types of reading activities
1st class
Developing the ability to explain the title of a text.
Training in predicting text content based on title, illustrations, and keywords.
Work on understanding the meaning of each individual word and phrase; semantization of unfamiliar words.
Development of attention to shades of lexical meaning of words.
Learning to answer teacher questions about the content of the text read and listened to.
Learning to title small parts of the text, draw up a simple plan, retell what you read based on a plan from pictures.
2nd class
Development of the ability to comprehend the title of a work, its connection with the content of the work, the main idea. Learning to understand the hidden meaning of a title, come up with title options, and choose the most appropriate title.
Learning to predict text content based on title, illustration, and keywords.
Development of the ability to find keywords in the text.
Learning to answer the teacher’s questions about the text of the work, to find sentences in the text that would confirm the idea expressed. Learning to answer preliminary questions to the text posed by the teacher before reading.
Learning to independently formulate questions to the text as you read.
Developing the ability to divide text into parts and independently title parts.
Development of the ability to formulate the main idea of the text (parts of the text), to correlate the main idea and the title of the text.
3rd grade
Developing the ability to work with the title of a work (understanding its direct and hidden meaning, correlating the title with the content, the main idea; “experiment with titles”: finding the author’s title in a series of data).
Learning to predict the content of a work based on the title, illustration, and keywords; independently inventing titles.
Skill development:
- highlight keywords in the text or parts of the text, establish a connection between keywords and the main idea;
- independently divide the text into parts, title the parts; highlight the main idea of each part and the entire work as a whole (with the help of a teacher and independently);
- draw up a simple plan (variants of a simple plan: points of the plan - narrative sentences; a plan from questions; a plan from text sentences);
- compare the structure of the text with the plan given by the teacher or compiled by the students;
- independently draw up a story plan about the hero;
- answer preliminary questions to the text, the teacher’s questions about the content of the text read or listened to;
- independently formulate questions to the text, predict the content as you read or listen;
- use selective reading to confirm any idea, selective reading for a specific task.
4th grade
Skill development:
- independently comprehend the title of the work;
- independently predict the content of the text based on the title and illustrations;
- conduct a “dialogue with the author” while reading the text (stages: independently formulating questions while reading the text, predicting possible answers, self-monitoring);
- independently formulate the main idea of what you read;
- establish semantic connections between parts of the text and independently draw up a simple plan in its different versions, draw up a complex plan with the help of a teacher and independently;
- find material in the text to compose a story on a specific topic.
Children finishing primary school, when reading literary texts available to them, master the correct type of reading activity, namely they can:
- predict the content of the text based on the title, illustrations, keywords;
- independently highlight keywords in the text;
- conduct a “dialogue with the author”: while reading, independently formulate questions, predict answers, control yourself;
- formulate the main idea, relate it to the title of the text;
- retell the text according to plan.
Emotional and aesthetic experience of what you read. Elements of Analysis
1st class
The teacher creates the necessary conditions for children to emotionally “experience” the text and to express emotions. The teacher shows the peculiarities of the author’s use of words and expressions; beauty, brightness and accuracy of words in a literary text (for example, various cases of using words in a figurative meaning). Children watch how poets and writers see and paint the world with words.
The teacher shows that the writer conveys his thoughts and feelings through the characters - their characters, actions, feelings and experiences - and through the main idea of the work (this is what the author wanted to tell the readers, why he wrote this work). The result of understanding the characters and actions of the heroes is the formulation of the main idea with the help of the teacher. Children express their attitude to what they read.
2nd class
Children’s emotional experience of the poems they read (what they felt, what they wanted to think about).
Development of the ability to find words, sentences in the text to characterize events, places of action, etc., material for characterizing the hero: reading and analyzing the portrait of the hero, descriptions of his home; the hero’s speech, how it helps to understand his character, reflect on the hero’s actions, on the author’s attitude towards him.
Expressing your attitude towards the characters, events, and language of the work. Developing the ability to argue your point of view.
Expressing your attitude to what you read.
3rd grade
Developing the ability to independently find words and expressions in poetic and prose texts that the author uses to describe or characterize.
Training in working on the image of a literary hero. What and how the author tells about the hero:
- portrait;
- biographical details (what is known about his life);
- personality traits (what is he like?). How these personality traits are manifested in actions, thoughts, words;
- the hero's speech as a means of characterizing him;
- the author's attitude towards the hero;
- own attitude towards the hero, his rationale.
Development of an attentive attitude to the language of works of art, the ability to understand figurative expressions used in it, the ability to imagine a picture drawn by the author.
Expressing your attitude to what the author has written (not only to what is written, but also to how it is written).
Expressing and arguing your attitude to what you read.
4th grade
Developing the ability to determine the main theme and main idea of a work.
Continuation of work on the images of literary heroes (see the corresponding section in the 3rd grade program).
Familiarizing children with the history of the creation of a literary work, showing the connection of the work with the personality of the author, with his biography. The place of the work in the history of Russian children's literature.
Observation of the language of works of art.
Reasoned expression of your attitude to what you read.
Literary propaedeutics
During lessons, the teacher introduces children to the following concepts:
1st class
Poem. Rhyme, rhythm and mood in a poem.
2nd class
Folklore. Fairy tale, epic, riddle, song, tongue twister, proverb and saying as genres of oral folk art. “Fairy-tale signs”: beginning, ending, triple repetitions, constant epithets.
The theme and main idea of the work.
Heroes of folk and literary fairy tales. The actions of the heroes, their reasons. Own assessment of the actions of the heroes. Character of the hero; how a writer creates (draws) the character of a hero: a portrait of the hero, his speech (what and how the hero says), behavior, thoughts of the hero, the attitude of the author. Fairy-tale characters invented by the authors (hobbits, Moomins, etc.).
3rd grade
Story. Expanding and deepening the concept of a story.
The relationship between the concepts “hero” - “storyteller” - “author”.
A story, its difference from a short story.
Play. Signs of a dramatic work.
Comparison, personification, epithet in a literary text.
Consolidation of concepts introduced in 2nd grade using new literary material.
4th grade
Children's literature, history of children's literature, themes of works of children's literature.
Prologue and epilogue in a work of fiction.
Autobiographical works. Memoirs (memoirs).
The fable, its features (plot, characters, theatricality, moralizing meaning).
A ballad is a story in verse.
A fantastic story, its difference from a fairy tale.
Humor and satire in works of children's literature.
Creative activity of students (based on literary works) development of oral and written speech
1st class
Development of oral speech:
- learning to answer questions about the content of the text (formulating answers, selecting the most appropriate words);
- training in detailed retelling based on questions or pictures, compiling oral stories based on pictures (comics);
- work on the grammatically correct construction of oral statements;
- showing ways of memorizing poems, teaching expressive reading while maintaining appropriate intonation, speech volume, and speech tempo.
Creative works: illustrations for reading, dramatization.
2nd class
Education:
- detailed retelling of short works or individual episodes in compliance with the logic of presentation;
- selective retelling of texts in the form of a story about a fairy-tale hero;
- oral verbal drawing using words and expressions from the text;
- compiling oral stories on behalf of one of the heroes according to a given plan.
Development of the ability to write works based on reading results - miniature essays about fairy-tale characters.
Memorizing and reading poems and short passages of prose (3-7 sentences) in compliance with the intonation, tone, tempo and volume of speech corresponding to the content of the text.
Creative works: writing fairy tales, riddles, counting rhymes; illustration, dramatization.
3rd grade
Education:
- detailed and brief retelling of the text according to plan;
- selective retelling of the text;
- verbal drawing of pictures for literary texts;
- compiling oral stories about the heroes of works using appropriate intonation, tone, tempo and volume of speech and an independently compiled plan;
- compiling oral stories on behalf of one of the heroes;
- compiling oral and written descriptions-miniatures.
Memorization and expressive reading of poems and short passages of prose using appropriate intonation, tone, pace, volume of speech and logical stress.
Written creative works (essays) upon completion of reading each section. Development of the ability to write on a topic (stages of preparation for an essay: thinking and discussing the topic, formulating the main idea of the essay, collective and independent drawing up of a plan).
Creative work: writing essays, fairy tales, stories, poems; illustration, dramatization.
4th grade
Education:
- detailed, concise and selective retelling (based on a plan) of a narrative text with elements of description or reasoning;
- compiling oral stories about heroes based on independently collected material;
- creative oral stories on behalf of one of the characters with a change in the narrator’s face, with continuation, with the inclusion of elements of the author’s description.
Written creative works: translations from Old Russian into modern Russian, essays on given topics, independent writing of descriptions, fairy tales, stories, poems.
Children finishing primary school should be able to:
- retell a literary text in detail, concisely and selectively according to plan;
- compose oral stories about the heroes of works, oral descriptions;
- learn by heart and read expressively poems and passages of prose;
- perform creative tasks based on the text read.
Application
For the convenience of monitoring and assessing children's educational achievements in literary reading, a summary table of subject requirements is given below.
| Lines of student development using the subject “Literary Reading” | ||
|---|---|---|
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| 1 class | ||
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| 2nd grade | ||
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| 3rd grade | ||
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| 4th grade | ||
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VII. Thematic planning and main activities of students
1st grade - 4 hours per week
2nd grade - 4 hours per week
3rd grade - 3 and 4 hours per week
4th grade - 3 and 4 hours per week
2nd grade - 3 hours per week