Literacy lessons. Teaching Russian in primary school

Description of work: This material will be useful to primary school teachers, parents and all those who teach children to read.

Russian (native) language as an academic subject is the leading one, since the success of all school education largely depends on its mastery. One of the main sections of language learning is “Teaching literacy,” which is carried out throughout the entire first grade. During this period, students master sound analysis, initial reading and writing skills. By the end of the year, they should learn to read short, syllable-by-syllable alphabetic texts that are understandable to them, copy and write from dictation after analysis of words whose spelling does not differ from the pronunciation, and copy short sentences after analysis. Mentally retarded first-graders must learn by heart from the teacher's voice and be able to read short poems or quatrains.

I use a lot of interesting things in literacy lessons. For each letter and sound there are cards with pictures of objects and displays of written and printed examples of letters. /See photo/

I use the split alphabet on magnets as a game called “Fishing”. The student uses a fishing rod to pull out a letter fish and name it and words with this letter, and on the board remembers the written image of this letter.

Signals with multi-colored circles (red and blue) allow you to provide feedback and practice the ability to distinguish between vowels and consonants, sounds and letters.

Children really like “Reading with a Secret.” I show various syllables with a pointer, the children read on their own and secretly tell the teacher the word in their ear

Ro-di-na mo-lo-ko ma-ma

Game "Shop". There are toys on the table. Buy a toy whose name has 2 syllables, 3 syllables, 1 syllable. Take steps - check the number of syllables. The toys sit at their desks and read with the children. Gaming moments increase interest in reading.

A train helps teach children to distinguish sentences in a text and stop at points. Alyosha is driving to the point - the train whistles - stop. Children learn that they must stop at a point. Work on punctuation and expressiveness of reading.

I consider reading and speech development to be the main academic subject in primary school.

Reading is a window through which children see and learn about the world and themselves.

The skill of reading is something that is taught and at the same time something through which the student himself learns. The process of mastering reading is very difficult. All volitional qualities are involved - perception, attention, imagination, memory. The children at our school have a low level of cognitive activity, so it is very difficult to teach them to read.

Reading, a book, is a powerful means of education, upbringing and development: mental, aesthetic, intellectual and sensory, a means of developing all abilities. I pay a lot of attention to the topic “Cultivating students’ interest in reading books.” A creative and responsible attitude to one's work produces positive results. Students enter fifth grade well prepared. Everyone reads well, knows how to work with a book, with a text, answer questions, retell, and express their attitude to the characters in the story.

Reading is the best teaching. This is the main teaching of a person in life, without which he cannot comprehend the world around him. This skill is taught by a primary school teacher. I am always faced with the question: What can I come up with to make my reading lesson a favorite? How to teach so that children love books? After all, a book read in childhood remains in the memory for a lifetime and influences subsequent development. I remember the words of Konstantin Dmitrievich Ushinsky: “Everything that is acquired by a person subsequently never has the same depth as everything acquired in childhood.” Teaching children to read is not an easy task. We must not only teach how to read letters, but also teach us how to read thoughts, think about every written word - what it teaches us. In literacy lessons, letters become alive for us. We say hello to each letter we learn and remember how it sounds. What words does it live in? “S” - Serezhina, “M” - mom’s, “K” - Klavina. As Konstantin Georgievich Paustovsky wrote: “Words rustle like grass, mutter like springs, whistle like birds, ring like first ice.”

A good technique is to highlight the letter being studied in the text and underline it with a pencil. (I use old magazines or books - babies). I write large and small letters in the margins with a pencil. Carefully move your finger along the lines and underline the letter you are studying. By the way, you need to follow with your finger, since the receptors on the fingertip excite the brain, which is very important for students with mental retardation. This exercise helps you remember the graphic image of a letter and accustoms you to the reading process itself - “reading” line by line, develops attention not to miss a single letter.

Ways of reading that kids really enjoy.

Shared reading with a teacher

Choral reading with vowel emphasis

Individual reading (required)

“Echo” - 1 reads, everyone repeats

Small works written in the form of dialogue (both folklore and original) are of great help in developing the skill of expressive reading. There is a “Magic Chest” with cards for teaching role-based reading in the classroom. For example:

Hello, gossip, bread and salt...

Give me some fish.

Catch it yourself and eat it.

Yes, I can't.

Eka, after all, I caught it. (Fox and wolf)

Work on intonation, strength, and emotional coloring of the voice is successfully carried out in the elements of “dramatization”; we act out short fairy tales. To support interest in reading and books, I collaborate with libraries. I introduce children to the school librarian, give excursions to the library and invite them to interesting conversations in my classroom. We often go to the village library. Together with library staff we hold matinees dedicated to the anniversaries of children's writers /See photos/

1. Show your child how you read. To do this, take a beautiful book with large letters, sit down with your child and read an interesting verse (fairy tale). At the same time, move the child’s finger along the words read.

2. Over time, texts will appear that children know by heart. The child “reads” this text with pleasure, and you help him show the word he has read.

3. Such work does not interfere with learning the alphabet at the same time; on the contrary, the entire alphabet is memorized in its entirety.

4. The child develops an example of reading speed and a desire to read in full words.

5. You should definitely go back to what you read.

6. When practicing reading skills, you need the help of an adult, praise, and the joy of success.

The “Caterpillar” is built and grows from circles in which poems, stories, and fairy tales read by the child are written down. To make sure that the student has actually read the text, you can ask them to retell what they read. We connect the “Caterpillar” circles to each other using tape. Children love comparing the length of the Caterpillar.

I pay special attention to literacy lessons, as they are the foundation of all further education.

Teaching Russian in primary school

1. Methods of teaching literacy

Task 1. Make a bibliographic list on the problem “Topical issues in literacy teaching methods”

2. Borodkina G.V. It will be easier to study if... // Primary school: plus or minus. - 2002. - No. 4.

3. Bugrimenko E.A., Tsukerman G.A. Reading without compulsion. - M., 1993

4. Buneev R. N., Buneeva E. V. What does it mean to learn to read // Primary school - 1998 - No. 3.

5. Zaitsev V.N. Reserves for learning to read. // Elementary School. - 1990. - No. 8.

6. Games for teaching literacy and reading. - M., 2005.

7. Kozyreva L.M. Speech development. - Yaroslavl, 2002.

8. Kuznetsova I.V. Experience of conducting the intellectual and personal marathon “Your capabilities” in the Educational system “School 2100” // Primary school plus Before and After. - 2006. - No. 4.

9. Kurevina O.A. Our experiment - education // Primary school: plus or minus. - 2002. - No. 4.

10. Ladyzhenskaya T.A. and others. Children's rhetoric. // Programs of educational institutions. Primary classes. - M, 1996.

11. Melnikova E.L. Problem dialogue: yesterday, today, tomorrow // Primary school plus Before and After. - 2005. - No. 6.

12. Our experience - for students and teachers. // Elementary school plus Before and After. - 2005. - No. 4.

13. Pichugin S.S. Integration of the teaching and educational process in the primary grades of the Educational system “School 2100” // Primary school: plus or minus. - 2002. - No. 2.

14. Polivanova N.I., Ermakova I.V., Rivina I.V. Psychological features of organizing interaction between teacher and students in lessons using the “School 2100” system // Primary school plus Before and After. - 2002. - No. 12.

15. Svetlovskaya N.N. Fundamentals of the science of reading. - M., 1992.

16. Modern problems of modernization of education and the Educational system “School 2100” // Primary school plus Before and After. - 2003.-No. 8.

18. Stolovicheva E.F. From experience in non-graded training. Integrated lessons from the work experience of teachers at gymnasium No. 1, Ust-Ilimsk // Primary school plus Before and After. - 2003. - No. 12.

19. Filippova L.A.. The difficult path from traditional education to problem-based (organization of methodological work in primary grades) // Primary school plus Before and After. - 2002. - No. 8.

20. Shipulina I.A. A basic lesson model aimed at developing students' creative abilities. // Elementary school plus Before and After. - 2002. - No. 8.

Task 2. Using appropriate quotes from the section “Methods of teaching literacy” (M.R. Lvov, V.G. Goretsky, O.V. Sosnovskaya), accurately answer the questions:

1. Name the basic principle that underlies reading and writing and is acquired by students during the period of learning to read and write.

During the period of learning to read and write, the child begins to master new situations, relationships, and types of activities that require him to choose linguistic means appropriate to these new circumstances.

For the same reason, the tasks of the literacy learning period are not limited to teaching children to read and write, they are focused on the successful adaptation of each child to the new conditions of his life, and on creating a basis for further productive learning of his native language.

2. What is the problem of syllable division.

The core of the literacy program is children's initial awareness of the relationship between the target, content aspects of speech and the formal means of its expression (grammar, signs). During this period, the word acts as the main analyzed unit of speech against the background of the sentence and text. During the active use of language, the child himself discovers its rules, establishes objectively existing relationships, thus comprehending his own preschool experience of using the language system.

3. What are the main points in learning sounds?

When children master oral and written speech, the indirect path of learning dominates over the direct paths. The main method of assimilation is the child’s independent speech activity in variant conditions and analysis of the correspondence of speech means to a specific situation.

At further stages of training, the volume of material does not so much increase as the degree of depth, complexity and multifacetedness of its analysis changes. Therefore, the content of the program for the development of speech activity, outlined during the period of literacy training, should be returned at subsequent stages in accordance with the emerging speech situation. Reading and writing techniques are formed mainly during the period of learning to read and write. Teaching reading is based on the analytical-synthetic sound-letter method adopted in Russian methodology. It involves sequential, continuous voicing of each letter, taking into account positional changes.

The order of learning letters is focused on students' awareness of positional changes in sounds - the basis of the way of reading and writing. First, monophonic vowels and sonorant consonants are introduced. During this period, children master the method of reading and writing using short, simple words, observing the letter “I” as an indicator of the softness of consonants. Then all paired consonants are studied according to deafness - voicedness and, finally, when children have sufficient experience in phonetic analysis of words and their reading, the most difficult cases are introduced: double-voiced vowels, unpaired voiceless consonants, soft and hard signs.

Gradually, from stage to stage, the length of words increases, a confluence of consonants appears, a discrepancy between the sound and letter composition, a discrepancy in the number of sounds and the number of letters. This approach to the order of learning letters and the gradual complication of words allows children to independently discover the rules of reading; derive rules for writing voiced consonants and verified unstressed vowels in the root; understand the writing of vowels after hissing ones, the absence of a soft sign in combinations of the letters CH and Ш with other consonants except L, etc., i.e. it is quite natural to enter into the grammatical system of a language.

4. What features of the initial reading mechanism must be taken into account when teaching literacy?

A significant expansion of language material is a necessary condition for organizing the active mental activity of schoolchildren associated with emotions, experiences, volitional tension, for them to master adequate forms and means of communication, for the accelerated development of reading and writing skills.

5. What is the meaning of reading words in “columns”?

Already in the alphabet period, in addition to the traditionally central topic of “Phonetics,” students are given the opportunity for broad grammatical observations in the field of syntax, morphology and word formation. Their main goal during this period is to promote the formation of correct reading and writing skills. The following lines of work lead to its achievement:

Primary awareness of the distinction between words by meaning, grammatical and sound-letter composition;

Children's initial observation of the three basic principles of Russian spelling: phonetic, morphemic, traditional, or historical.

The program provides for the observation of strong and weak positions of sounds in a word, discrepancies in the spelling and pronunciation of words, introduces the concepts of related words and word forms, the concept of “root”, compares words with verifiable spellings in the root (nora - nora, snow - snow) with unverifiable spellings , traditional (cha, sha, chu, schu, zhi, shi, zhe, she); observation of changes in the grammatical structure of words in a sentence, depending on the purpose of the utterance, practical familiarization with the main features of sentences and words. This function is served by comparison of sentences that differ in the purpose of the statement and intonation, comparison of the use of other means expressing the meaning of the sentence: word forms, function words, word order, intonation.

6. Formulate the tasks of reading and analyzing texts during the period of learning to read and write.

Objectives of the literacy period:

Expand children's horizons based on rich content reflecting the world of nature, society and man;

Activate internal and external (oral, written) speech, present speech and its means as an object of awareness by students; develop intellectual and overall cognitive activity, induce in the child a positive attitude towards learning;

To develop the psychophysiological functions necessary for productive learning of reading and writing and the Russian language in general (auditory, visual analyzers, speech organs, hand muscles, spatial, temporal, quantitative orientation; phonemic hearing; systems: eye-hand, ear-hand; ability to recode ; quickly view and pronounce a sequence of any signs).

Task 3. Compose the abstract of V.N. Zaitsev’s article “Reserves for teaching reading”

Textbooks and teaching technology should make the learning process psychologically comfortable and help the child fully realize himself. Standard reading in elementary school, grade 1 - 25-30 words per minute (at the end of the second half of the year);

2nd grade - 40-50 words per minute (at the end of the second half of the year);

3rd grade - 65-75 words per minute (at the end of the second half of the year);

4th grade - 85-95 words per minute (at the end of the second half of the year). does not ensure successful studies in middle and high school; an optimal reading level is required. Optimal reading (according to V.N. Zaitsev) is reading at the speed of conversational speech, that is, at a pace of 120 to 150 words per minute [Zaitsev V.N. Reserves for teaching reading. // Elementary school - 1990 - No. 8. - P. 42]. It is to this speed that the human articulatory apparatus has adapted over many centuries, and it is at this speed that a better understanding of the text is achieved. V.N. Zaitsev offers his reserves for teaching reading, which are well known and actively used by teachers. These include daily five-minute reading sessions, buzz reading, visual dictations, gentle reading mode, reading at the pace of a tongue twister, and self-measuring reading speed.

Task 4. Write an abstract of the article by T.V. Lagutina “From improving reading techniques to free intellectual communication”

In the magazine “Elementary School” for 1994, an article by T.V. Lagutina “From improving reading techniques to free intellectual communication” was published. The author of the article examines reading issues. Making it more efficient and productive is the task of a modern teacher. The issue of fluent, conscious and expressive reading has always worried teachers of primary, middle, and high schools, since reading is one of the most important and necessary components of speech development and a condition for further successful learning. Such reading skills are laid in the elementary grades.

T.V. Lagutina says that it is necessary to use the technology of teaching optimal reading in your work. One of its main advantages is that, while helping a student overcome difficulties with reading and speech development, it allows, with the help of self-measurements and control sections, to diagnose and individually monitor the development of the personality of each child. A set of technological techniques helps to regulate breathing when reading, develop articulation, speech apparatus, attention, volitional qualities, expand the field of vision, switch from one type of activity to another, and increase the intelligence of students. The author comes to the conclusion that frequent changes in activities during the lesson are the key to activating the cognitive interests of students.

Task 5. On the topic “Use of different types of phonetic analysis in literacy lessons,” make a thematic summary of 2 - 3 articles.

1. Phonetic analysis in Russian language lessons in elementary school // Training according to the L.V. Zankov system. - M., 2003.

When teaching the Russian language in elementary school according to the system of developmental education by L. V. Zankov, it is necessary to promote the development of students’ thinking, awaken in them a caring attitude and love for their native speech, arouse interest in knowledge of the Russian language, develop their linguistic sense, the ability to observe the facts of speech, the ability to analyze linguistic phenomena. In solving these problems, different types of analysis of language material, which differ in content, volume and method of implementation, are of great importance. The types of analysis also include phonetic analysis. Students encounter this type of word work from the first days of school. (So the concept of speech sounds is given in the preliterate period).

Didactic material offered for observing linguistic phenomena in the textbooks of A.V. Polyakova ("Russian language" grades 1, 2, 3), N.V. Nechaeva ("Primer") allows you to work on the phonetic composition of the word throughout the course Russian language in primary school. Depending on the purpose and objectives of the lesson, the analysis can be oral or written, complete or partial.

The features of the developmental teaching methodology make it possible, if there is a possibility of a double interpretation of a particular fact of speech, not to achieve its unambiguous characteristics. Specific examples that allow for variability in answers during phonetic analysis: stress placement, pronunciation features (literary and colloquial, dialect features), etc. It is important that students are able to substantiate their opinion and show their understanding of the linguistic phenomenon. It is necessary that the children, knowing the order of analysis, note during the analysis why they evaluate the analyzed fact one way or another, then the analysis will contribute to the development of coherent scientific speech and develop thinking.

The order of phonetic analysis.

Stage 1. Setting the accent. Division into syllables.

Stage 2. Vowel sounds.

Stage 3. Consonant sounds.

Stage 4. Number of sounds and letters.

In elementary school, it is advisable to use partial phonetic analysis, which allows students to focus on a minimum of theoretical knowledge, which serves as the basis for the formation of strong phonetic skills. A step-by-step phonetic analysis in elementary school will provide rich material for conducting a complete phonetic analysis in the future (in middle and high school).

2. P.S. Zhedek Russian language in primary school. Theory and practice of teaching. - M., pp. 81 - 87.

The main ways of conducting phonetic work are observation of the articulation of sounds, presentation of a method of prolonged or amplified pronunciation of a sound, performing an action according to a model, phonetic experience (experiment), modeling, phonetic design. The named techniques should help attract children's attention to speech sounds as a subject of analysis and develop the ability to hear them, i.e. stand out from the general flow and determine character. In the future, in the following lessons, various types of tasks on the sound analysis of words are designed to help first-graders accumulate phonetic experience and hone phonetic skills. Phonetic work throughout the entire course of learning should be based on the student’s own actions with the sound of the word. The teacher’s main recommendation: “say and listen to the word.” Techniques for prolonged or amplified pronunciation of sounds, phonetic experiment (“let’s try...”), comparison of sounds, etc. - these are techniques that facilitate learning, helping a small schoolchild gain his experience.

Task 6. Provide a description of 8 - 10 types of tasks and exercises with alphabetic illustrations.

1. Articulation warm-up.

On the board: Grandfather Danil divided the melon:

Dolku - Dina, Dolku - Dima,

1) reading in chorus

2) reading in rows with the desired intonation

How many times did the letter D appear, which stands for a soft sound?

How many times is it hard?

Which words have more letters than sounds?

2. Exercises that develop attention to the word and its parts and are a prerequisite for correct reading

a) Reading difficult words from the board followed by an explanation of the meaning of these words, reading words backwards:

ecnlos ansev tsyasem

b) Reading words superimposed on each other:

c) Reading consonants from the table. Students take a deep breath and, as they exhale, read 15 consonants of the same row:

BTMPVCHFKNSHLZZTSS KVMSPLBSHGRDBLST PRLGNTVSCHTSFBKHNM VMRGKTBDZShCHZBCHVN FSHMZHDSHHCHMKPBRVS PTKZRMVDGBFKZRCH

d) reading from a triangle table.

Students look only at the dot and read all the syllables: ma; mo; mu; We; mi (or look at the number 1 and read all the syllables).

3. Role reading.

Students’ favorite type of reading is role-playing reading, which evokes a lot of feelings and emotions. Such types of reading as “hide and seek” and “imaginary word” are also very useful and accepted by children.

“Hide and seek game”: the presenter begins to read not from the beginning, but anywhere, naming only the page, the rest must find and adapt to the leader’s reading. Children are very happy when they are the first to find the paragraph that the presenter is reading. “Imaginary word”: the teacher pronounces the word incorrectly during reading, the children interrupt reading and read the word with correction. This type of reading is attractive because they have the opportunity to correct the teacher himself, which increases their own authority and gives them confidence in their abilities. A weak reading student is more helped by this type of work such as “reading behind the speaker.” The speaker can be either a teacher or a student who reads well, or a recording of the work can be used.

Choral reading also brings great benefits. Here all students work on equal terms: both fast readers and slow readers.

Methodology for enriching the vocabulary of first-graders with nouns during the period of literacy training

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Features of literacy lessons in classes with different backgrounds

Many children enter grade 1 who already read or are well prepared to master reading. Therefore, each teacher must first become familiar with the composition of his class: check which of the children reads and in what way they read. First-graders who read by letter should be taught to read syllable-by-syllable words of the same difficulty that they can spell. The teacher must also know the nature of speech deficiencies and perception of speech sounds in individual students in his class. Different levels of student preparation require differentiated approach in teaching literacy.

When working frontally with the whole class, poorly prepared children lag even further behind in their development, while strong children inevitably get bored for some part of the school time. In a regular lesson, without a differentiated approach, the teacher unwittingly focuses on the average student and even the level below average. At the same time, work with the weak is often transferred to after-hours (this creates an overload for those students who need rest more than others), and the strong experience a lack of teacher attention.

A differentiated approach partially removes this contradiction, since each group of students receives a task according to its capabilities.

To implement a differentiated approach, the class is divided into subgroups, and whole class work during the lesson alternates with group. The class can be divided into 2–5 subgroups, each of which includes students who are ready to:

4) learn to read at a fast pace (capable, but not able to read);

5) learn at a slow pace.

Each group has its own tasks and its own teaching methods. The tasks of the first and second groups are to improve skills using additional material through independent reading, constantly being involved in class work, helping the weak. Children included in the third group must be retrained. In this case, consultation for parents is necessary, since in the classroom these students try to read in syllables, and at home - in letters, which complicates the process of relearning. Students of the fourth and fifth groups are taught according to the basic methodology, but on material of varying volumes.

To work more effectively in the classroom, it is advisable to seat children in such a way that it is more convenient to quickly and clearly distribute tasks in accordance with the students’ preparation.

Material for teaching reading must be selected in such a way that it corresponds to the general topic of the lesson (textbook page), but is distributed in accordance with the capabilities of each student. This principle of selecting material applies to demonstration tables, handouts, and books for reading (primer, variants of alphabetic pages). The lesson must include promising material which is accessible to the strong students, but contains elements that are difficult for poorly prepared children. The constant inclusion of promising material expands students' reading capabilities, promotes the development of conscious reading skills, preventing mechanical memorization of the contents of a textbook page.

Perspective material is used at various stages of the lesson:

1) words of varying difficulty and structure for sound analysis and compilation of a split alphabet from letters;

2) words and subject pictures for vocabulary and logic exercises;

3) syllable tables for reading, containing syllables with letters that have not yet been studied;

4) words and columns of words for reading of increased difficulty (due to the structure of words or the unstudied letters they contain);

5) texts of varying difficulty and volume for reading.

When organizing differentiated learning, the teacher must plan a combination of different forms of work: frontal, group, individual.

The group form of teaching involves the teacher working with a group of students while another group is working independently. First-graders who came to school do not have the skills independent work, Therefore, from the first lessons, special attention should be paid to the formation of these skills. This happens in stages:

1) all students in the class receive the same task for independent work, and the order of its completion is explained by the teacher;

2) one group completes the task independently, and the teacher explains to the other group how to complete the same task;

3) different groups receive different tasks for independent work, the teacher gives explanations only to individual students.

At each lesson, children receive tasks for independent work. Independent tasks gradually become more difficult for all groups. Beginners receive increasingly complex texts that have become accessible to them. Children who read well read in class to a much greater extent due to additional material.

Literature:

1. Lvov M.R., Goretsky V.G., Sosnovskaya O.V. Methods of teaching the Russian language in primary school. M.: Academy, 2000. P.48-76.

2. Lvov M.R., Ramzaeva T.G., Svetlovskaya N.N. Methods of teaching the Russian language in primary school. M.: Education, 1987. pp. 56-63, 82-91.

3. Svetlovskaya N.N. Methods of extracurricular reading. M.: Education, 1991. P. 73-101.

4. Svetlovskaya N.N., Dzhezheley O.V. Extracurricular reading in 1st grade. M.: Education, 1981.

5. Ramzaeva T.G., Lvov M.R. Methods of teaching the Russian language in primary school. M.: Education, 1979. S. 79-89, 173.

4. Features of reading lessons that develop reading independence when working with a book

The child learns to work with the book from the first day of school in all lessons. Children learn to read and write using the ABC book. By reading the texts of educational books, they master the ability to understand what they read. In parallel with teaching literacy in reading lessons, extracurricular reading classes are held that develop reader independence when working with a book. Extracurricular reading from the first week of school immediately introduces first-graders to the big world of literature: it introduces them to a wide range of available books, teaches them to navigate them freely, and develops the experience of independent reading.

The process of developing skills and abilities of independent reading activity is organized in stages:

I grade, 1st half of the year – preparatory stage;

I grade, 2nd half of the year – First stage;

II – III class – main stage.

The period of learning to read and write coincides with the preparatory stage of developing reading independence skills. The main task extracurricular reading classes during the period of literacy training is to awaken and develop schoolchildren's interest in children's books.

Features of the classes for extracurricular reading in the first half of the first grade (at the preparatory stage):

1) stability of the structure of classes;

2) a specific place and time of classes;

3) studying only one book in class;

4) getting to know the book by reading and then looking at the book.

Lesson structure on extracurricular reading during the period of literacy training is as follows.

1. A conversation preceding reading aloud, allowing first-graders to recall or formulate real ideas that form the basis of the leading artistic images of the work that children will listen to (2-3 minutes).

2. Expressive reading (and re-reading) by the teacher of a selected work of fiction aloud (3-7 min).

3. Collective reconstruction of what was listened to, reflections on what was listened to (4-6 min).

4. Examination of a children's book in order to find the specified work in it (3-4 minutes).

In general, a lesson on extracurricular reading at the preparatory stage is designed for 20-25 minutes. This time is allocated once a week during a reading lesson. An extracurricular reading lesson always ends a literacy lesson, which makes it possible to consolidate the emotions that arise in children in free communication with each other and with the book.

Features of the structure of extracurricular reading lessons at the preparatory stage are determined by the main task. It is possible to awaken and form an interest in books only if each child gets used to thinking independently about a book during classes, not yet being able to read the text of the works contained in it.

Since children do not yet know how to read, the lesson begins with the fact that, having explained the purpose of the lesson, the teacher reads aloud a short work of art (a fairy tale, a riddle, a story, a poem), and the children learn to listen and imagine what they have read. Then, after checking how the children understood and remembered the piece they listened to, the teacher shows them the book in which the piece is placed. From this moment, students begin to engage in independent reading activity, which in this case is expressed in the ability to think about a book, perceiving it in the unity of form and content.

Students master the simplest connection between the content of a book and its external features, which is expressed through illustrations, the title of the book and the name of the author.

Consideration gives illustrations under the guidance of the teacher the opportunity for students to reflect on what they read, relying on visual images, using them to check their ideas obtained while listening to the text. In the process of comparing text and illustrations, children easily remember the works and books they read in the unity of form and content, become interested in the content of books, willingly look at them in their free time, and try to read. Consequently, the recommendation that ends any lesson in the first half of the year is to continue activities with the book (looking at the book, reproducing the text from illustrations, etc.) outside of class time - it is quite natural and logical. In this case, the book that was read and examined in class is exhibited by the teacher in the “Reading Corner”.

The structure of a lesson, as long as its goal remains unchanged, should be stable, since it systematizes and directs the educational process, ensuring interaction between the teacher and students.

If children do not hear the work read by the teacher and the teacher does not check how they have mastered the content of what they read, he cannot give them a task that requires them to understand the connection between the content of the book and its external features. And if such a task is not set and completed by the children, will learning take place? Of course not. Moreover, if the learning process stops with the bell and the children have no desire to continue activities with the book in their free time, can they count on consolidating skills and acquiring reading independence skills if they have one meeting with a book per week? Of course not. But without such skills and abilities, not a single person (especially a child) will be able to navigate the books that surround him, will not be able to identify for himself a circle of books - familiar, interesting, especially significant, will not be able to identify and ultimately develop his own reading interests . Consequently, there can be only one conclusion: it is impossible to change the structure of the extracurricular reading lesson or rearrange its components without damaging the learning process in the first half of the year.

Books in extracurricular reading are educational material. Basic book requirements for reading and reviewing in classes in the first half of the year the following.

1. Books should be varied in subject matter, genre, emotional orientation, so that the moral experience of students through reading expands in many ways and relatively evenly, and so that by the end of the learning stage, children have a complete range of accessible reading: about the Motherland, about exploits, about children, about animals and plants, fairy tales, poems.

2. You should choose books ranging from 8 to 30 pages, preferably large format.

3. This can be a book containing one work of one author (book-work) or several works of one author (author’s collection), less often - a collection of works by a number of authors (provided that their names are given under the works and not on the cover) or collection of folk tales.

4. The cover design should be standard, i.e. all main inscriptions (author’s surname and title) are located in the usual places, in an easy to read font; the meaning of the title corresponds to the content of the illustration on the cover.

5. Works for reading aloud should be chosen from fiction that are relatively new, but accessible to first-graders in content; The volume of text is one or two printed pages. The teacher himself should certainly like these works.

When introducing first-graders to a children's book, you must follow certain rules.

1. The selected work should be read aloud simply, calmly, with intonation approaching natural storytelling. The teacher should easily navigate the text of the work and the book; repetitions, songs, sayings to know by heart. You cannot walk around the classroom while reading.

2. During reading aloud, illustrations are not shown to students, and the cover is also not specifically shown.

3. When looking at a book collectively after reading, the teacher holds it at chest level. He stands in one place, preferably in the center, near the board. At every opportunity, he attracts children to read the inscriptions (individual words, syllables, phrases). The inscriptions that are read (by them or by children) are immediately shown in the book (on the cover or in the text). Any answer from the spot, if it is directly related to the book, ends with the child, when called by the teacher, going to the board and showing in the book the detail (in the illustration, in the text) that he refers to.

A beginning first-grader reader should be taught to look at a book from its cover. First of all, on the first page of the cover the leading inscriptions (the author's surname, title) and illustrations. The inscriptions are read. Their meaning is realized (all possible associations are aroused, for example: is the author familiar or not; if familiar, what books of his children remember, etc.). Illustration is being reviewed. The content of the inscription and illustration is compared, associations are expanded and clarified, and the question is presumably resolved whether there may be a familiar or necessary work in this book. To confirm the assumption, the book is flipped through and examined page by page. Illustrations and large inscriptions, if any, stand out on the pages. It is established whether there is one work in this book or several. A familiar and necessary work is sought. The illustrations for this work are examined in detail.

The effectiveness of extracurricular reading classes, like any other activity, is determined by the results of children’s mastery of the complex of knowledge, skills and abilities provided for by the program.

By the 4th week of school (end of September), students begin to show interest in the children's books that the teacher brings to class: they independently and willingly access these books, leaf through them and look at them in their free time - in groups and alone.

By the end of the first - beginning of the second quarter, they will recognize the same work in different editions.

By the 12th week, books written by the same author can be distinguished from a group of books.

By the 14th – 15th week they understand the concept of “book title” (author’s surname and title). Students can determine by ear whether the answering student names the book correctly, and even determine which part of the book's title is missing.

To achieve these results, the following must be presented for each extracurricular reading lesson: requirements.

1. Books for reading and viewing must be selected V strict compliance with the above recommendations.

2. Active educational activities for schoolchildren in the study of children's books should be organized, i.e. Children need to be taught to think about a book, to consciously navigate through it, while using all the knowledge they have about working with a book.

3. It is necessary to monitor whether the children remember the new book and the piece they listened to and whether they are interested in it.

MBOU "Iyusskaya secondary school"

Literacy lesson

1st grade “School of the XXI century”

Lesson topic: “Introducing the letter C,s”

Primary school teacher

Dodonkina Galina Nikolaevna

Teacher's goals

1. To form an idea of the features of new consonant sounds [s], [s `], letters C, s; introduce them to their graphic representation: teach them to read syllables, words, sentences with the studied letters.

2. Develop the ability to distinguish between vowels and consonants, pronounce them correctly, and perform sound-letter analysis of words.

3. Teach the creation of reasoning.

Lesson type

A lesson in learning new material.

Planned educational results

Subject (scope of mastery and level of competency):

will learn to: distinguish consonant sounds [s], [s ` ], letters C, s; pronounce them correctly in speech; read syllables, words with given letters.

will have the opportunity to learn: differentiate hard and soft consonant sounds; search for graphic and text information; observe the formation of vowel and consonant sounds and pronounce them correctly; compose short stories based on pictures.

Meta-subject (components of cultural competence experience/acquired competence):

educational– develop the skills to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results; evaluate your achievements, answer questions, relate learned concepts with examples;

communicative- develop a willingness to listen to the interlocutor and conduct a dialogue, master the dialogical form of speech, engage in verbal communication, actively use speech means to solve communicative and cognitive problems;

regulatory- mastering the understanding of the educational task of the lesson and the desire to fulfill it.

Personal:

acceptance and mastery of the social role of the student, development of motives for educational activities and the formation of personal meaning of learning; development of cooperation skills with adults and peers in different social situations. express their opinion, confirming it with their own arguments and other authoritative opinions; respect the opinions of others

Methods and forms of training

Explanatory – illustrative; partially search; Frontal – reading syllables using the “windows” manual, words, sentences, texts; performing a word model reflecting the voiced-voiceless nature of consonants (the “bell” symbol is located above the voiced sound); comparison of words according to their voicedness and deafness.

Individual – performing sound analysis of the words “geese”, “bag”, tasks
in the workbook; reading the works of A. Barto “I know what I need to come up with” (p. 92), V. Suteev “Chicken and Duckling” (p. 93), V. Golyavkin “How I helped my mother wash the floor”
(pp. 96–97) (reading students).

Working in pairs - unraveling encrypted words

Educational Resources

Educational and training complex “School of the XXI century” for teaching literacy; 1 class"; L.E. Zhurova, A.O. Evdokimova “Primer”, part one, Electronic supplement to the textbook “ABC”, 1st grade. Goretsky V.G., Kiryushkina V.A., Vinogradova L.A.

During the classes:

Lesson stage.

The purpose of this stage.

Tasks for students, the completion of which will lead to the achievement of planned results

Teacher activities

Student activities

UUD

1. Motivation for learning activities and planning

Target.

Including children in activities

Clap your hands for those who came to school in a good mood.

Shake your neighbor's hand if you are a kind person and are ready to help your comrades.

Wave your hand to those guys who want to start the lesson quickly and learn something new.

Smile at each other who will be attentive and diligent today.

Good morning to the sun and birds, good morning to all smiling faces.

What would you like to do in class today? (planning)

1. Isolating sounds in a word and performing sound-letter and syllabic-sound analysis of the word.

2. Reading syllables and words.

3. Solving encrypted words

Creating an emotional mood for the lesson.

The teachers listen and get ready for the upcoming work in class.

Personal- self-control

Regulatory- goal setting. Communication

2. Setting a learning task.

Target.

Leading children to formulate the topic of the lesson.

Drawing up a work plan.

– Today a guest came to our lesson. Guess who it is:

Sleeps during the day, flies at night,

scares passersby. (Owl.)

Little owl, big head,

He sits on a branch, turns his head,

Looks in all directions.

– Who saw the owl? What is she like? (Teacher shows a picture.)

– The wise owl came to introduce you to a new letter and teach you how to read words and sentences. But before giving new knowledge, the wise owl is interested in how much solid knowledge you already have.

Formulates the task.

They enter into dialogue with the teacher, answer questions, and help build a lesson plan using symbols.

Regulatory- goal setting.

Communication– planning educational cooperation together with the teacher.

2. Updating knowledge

Target: Activate knowledge, skills and abilities on the topic of the lesson.

Motivate for upcoming activities in the lesson.

1. Work on the “ribbon of letters”:

Why do we use the “letter tape” in class?

Determine into which groups all the sounds and letters of the Russian language are divided.

What groups can vowel sounds be divided into? Name the vowels, name the characteristics of the vowels.

What groups can consonants be divided into? Name the sign of classification of consonants. Name the consonant letters, name the signs of the consonants.

Determine what sound we are talking about: a dull consonant sound that is in words cat, perch;

A vowel that denotes the softness of a consonant sound; in all positions denotes one sound.

We remembered the signs of vowels and consonants, we can distinguish sounds. You need to be able to do this when studying a new topic.

The teacher presents the assignments.

Students listen to assignments and answer questions

Helps to generalize, compare and classify letters and sounds.

All sounds and letters of the Russian language are divided into vowels and consonants.

Children name vowels and their distinctive features; classify vowels.

Classify consonants, name classification features, read consonant letters.

This is the sound [k].

This sound [and], in all positions denotes one sound; denotes the softness of a consonant.

Children record the results and significance of previous work to study a new topic.

Cognitive

General educational – consciously construct a speech utterance in oral form;

Logical - extract the necessary information from the teacher’s story and students’ answers.

Communicative: They exchange opinions, listen to each other, construct understandable speech statements.

Personal: They recognize themselves in the role of a student and formulate motives for achieving their goals.

3. “Discovery” of new knowledge by students

Target: introduce students to the consonant sounds [s], [s"], the letters C, s, denoting these sounds in writing.

1. Observation.

– The owl offers you the first test: find the “lost” sound.

They say one fisherman

I caught a shoe in the river.

But then he

Got hooked... d om!

On the yellowed grass

Throws le V its... foliage.

The lazy man is lying on a cot,

Gnawing, crunching, P ears.

– Guess the riddles:

He wanders importantly through the meadow,
Comes out of the water dry,
Wears red shoes
Gives soft featherbeds.

Someone carries books in a bag,

Someone - the necessary things,

Someone - a phone, a game,

And the kids... (kangaroo).

Here's another riddle

Girls and boys:

Who is born in your pocket

With a small pocket?

When it floats it's beautiful

When it hisses, it is dangerous. (Goose.)

– What is the name of the pocket in which baby kangaroos are carried? (Bag.)

2. Sound analysis of the words “geese”, “bag”.

– Look at the diagrams located to the right of the pictures.

– Perform a sound analysis of the word "bag".

– Divide the words “geese”, “bag” into syllables.

– Determine which syllable is stressed.

– Compare the sounds indicated in the diagrams with an arrow.

– Name the letter that can represent the sounds [s], [s’]. (LetterWith .)

– Examine the letter With, with . What does it look like? (Moon, horseshoe, etc.)

The mouse sat in the corner.

I ate a piece of bagel.

WITH , the wheel is lame,

I met you. G. Vieru

– Replace the tiles in the word patterns with letters.

3. Game “Living Letters”.

– The wise owl loves the game "Living Letters". Let's play and please the guest. Let's take the word "bag".

– Name the vowel sounds.

– Name the consonant sounds.

– Name the sounds by numbers.

– Find and name as many similarities between the words “geese” and “bag” as possible. (Two syllables, stressed first syllable, stressed vowel [y] .)

– Look for signs of difference. (Number of letters.)

– Remove the letters and chips in the following order:

The letter used to write the second vowel sound in the word “geese” ( And );

The letter used to record the stressed vowel sound in the word “bag” ( at );

The letter used to record the stressed vowel sound in the word “geese” ( at );

The last letter in the word "bag" ( A ).

– Describe the letters that were removed. (Thisvowels.)

Remove the letter With , which is used to record a soft consonant sound. Name a word that contains this letter. (Geese.)

Remove the letter With , which is used to record a hard consonant sound. Say the word. (Bag.)

Remove the letters denoting sounds that are paired in terms of voicedness and deafness. (LettersG AndTo .)

Remove the letter m .

– Remember and name as many words as possible with the letter With , which denotes a soft consonant sound. (Strength, hay, family, mustache, etc.)

– Name words with letters With , which denotes a hard consonant sound. (Light, candle, nose, ear, etc.)

4. Reading syllables, words and sentences. “There is time for business, an hour for fun.”

1) Guys, let's now read the syllables with the letter es on page 91.

2) Now let’s read the words. The first column reads..., the second column, the third -..., let's continue reading the pairs of words on page 92.

– Read the syllables with the letter With using "windows".

– Read the words in columns.

– Read the words in pairs. Children, determine whether there is a difference in what object is named by the first and second words in each pair?

– Look at the table on the board.

– Cross out the letters that are repeated. From the remaining letters, form two words. (Frost, snow.)

– Do you feel how cold it suddenly became?

Snowy hillocks in the forest

And the ravines were covered with snow.

There is not a soul in the clearing.

Quiet. Cold. Belo.

– But that's just how it seems. The winter forest fairy tale is the most mysterious. Try to explain why this happens?

Isolation of sounds [s], [s"], familiarization with the letter S.

They memorize words with sounds [s], [s"], become familiar with the letter S. Guess riddles, highlight the sounds [s], [s"] in words.

(Ssssom.)

(Forest ss.)

(S-s-drying.)

(Goose.)

(Kangaroo.)

Complete teacher assignments

Regulatory-

They act taking into account the guidelines identified by the teacher and adequately perceive the teacher’s assessment;

Evaluate task completion

Cognitive

gain new knowledge;

Proficient in basic logical operations (comparison, analysis, synthesis)

Personal awareness of one’s capabilities in learning; the ability to adequately judge the reasons for one’s success or failure in learning, associating success with effort, hard work,

Cognitive read diagrams for information.

4. Physical exercise

"Bunny"

Target: relieving fatigue and emotional stress.

It's cold for the bunny to sit

Need to warm up my paws.

Paws up, paws down.

Pull yourself up on your toes,

We put our paws on the side,

On your toes, hop-hop-hop.

And then squat down,

So that your paws don't freeze.

The bunny is good at jumping,

He jumped ten times.

Shows movements to children, organizes exercises for children.

Perform movements as they read the physical exercises.

Regulatory: carry out step-by-step control of their actions, focusing on the teacher’s demonstration of movements.

5. Primary consolidation

Target.

Reinforce the knowledge acquired in the lesson.

1. Reading the text “Winter's Tale”.

What did you learn from the winter's tale? Now re-read the fairy tale in a whisper and count how many times the letter c appears in it. Name words starting with the letter s.

– What words are repeated in the text?

– How many sentences are there in the text?

– What did you notice? (Three identical sentences consisting of one word.)

SNOWFALL

Snow falls, cautious and timid,

It makes it light even at night.

The village is stuck in snowdrifts,

She was covered in white fluff.

The gray snow drifts quietly,

You can only hear the snow being shoveled away,

The shovels creak at the gates. M. Plyatskovsky

3) Children, what do you like to play in winter? (children's answers)

A.L. Barto wrote such a poem. Listen. What did the child come up with to turn winter into summer? Who wants to read a poem to all the kids?

4) Reading a poem by children.

Organizes work with text.

The teacher reads the poem “I know what I need to come up with”

Teachers answer questions and express their opinions.

Listen to the teacher, then read it yourself

Regulatory - analysis, generalization, ability to organize joint activities under the guidance of a teacher.

brain teaser- determine the presence of sound in a sounding word.

Cognitive- select information.

6. Independent work with self-test according to the standard

Target - self-control of knowledge acquisition.

Work according to the textbook. Decoding encoded words.

And the wise little owl offers us such a task. Find it on page 92.

Read the assignment. Read the word in the left column of the table above. How many letters does it have? Read the word below left. How many letters does it have? What identical letters appear in both words? And if we rearrange the letters in words, will the words come out different?

Try working in groups and creating a new word together. Numbers - letter numbers - will give you a hint.

Work in groups (group 1 spring - canopy, group 2 pump - pine, group 3 resin - oil, group 4 villages - forest)

Let's check what words you came up with. The people in charge of each group call out the words, and we look at the screen.

Organizes work according to the textbook

Formulates the task.

Organizes self-control.

Work according to the textbook

Work in pairs

Regulatory- controls the results of its activities.

Cognitive- select information

Personal –

formation of motivation for learning and purposeful cognitive activity.

Communicative:

Developing the ability to listen and understand others.

Developing the ability to express your thoughts orally.

Developing the ability to work in pairs.

7 . Reflection of activity.

Target.

Correlation of assigned tasks with the achieved result, self-assessment of performance results.

What letter did you learn about in class today? What sound does it represent?

– Our guest was pleased with your work. Are you satisfied with your work? What tasks did you particularly like? Which ones turned out to be difficult?

Evaluate your work in class. If you liked the lesson, everything was clear and interesting in the lesson, then attach a drawing of a sun to the board, and if you have difficulties, something was not clear - a drawing of a cloud.

Sums it up

They control the results of their activities.

Understand the reasons for success/failure.

Evaluates his activities in class.

Cognitive -

navigate your knowledge system; distinguish new things from what is already known with the help of a teacher.

Communication- formalize your thoughts in speech and speech (at the level of one sentence).

Regulatory - self-esteem.

Learning to read and write as a stage in mastering reading and writing.

The purpose and objectives of the period of literacy training.
Characteristics of the period of literacy learning.
Types of tasks for students during literacy training.
Assessment of the child’s achievements;
Conclusion;
Bibliography;

1. The purpose and objectives of the literacy period;

Target A literacy course is to lay the foundations for the formation of a functionally literate personality, ensure the child’s linguistic and speech development, and help him recognize himself as a native speaker.

Main goalsliteracy period:

Expand children's horizons;

Activate internal and external (oral and written) speech;

Develop intellectual and cognitive activity, induce in the child a positive attitude towards learning;

Develop the psychophysiological functions necessary for productive learning to read and write.

Teaching literacy is carried out using the analytical-synthetic method, which consists of two interrelated processes - analysis and synthesis.

The literacy course consists of several periods:

Pre-letter period.

The tasks of the pre-letter period are the development of children's phonemic hearing, the ability to isolate sounds from a word, perform syllabic-sound and sound analysis of words; compare sounds in similar sounding words.

At this stage of training, the development of oral speech, listening and speaking skills plays an important role. The lessons also introduce the concepts of word, sentence, vowel sounds, and stress. Children learn to select words that name an object in a picture, to name the same object with different words (cat, kitten, toy; grandfather, grandfather, old man, old man, etc.), draw a diagram of a word (show vowel sounds, number of syllables, emphasis), make sentences based on pictures, depict a sentence in the form of a diagram

In the pre-letter period, preparation is made for learning to write (coloring, drawing, shading in different directions, tracing along the contour, writing elements of letters).

Letter period.

During the letter period, work is carried out to teach reading and writing, to develop speech, and to develop interest in reading.

Literacy training is an integral part of the continuous course of the Russian language and speech development for preschoolers, primary and secondary schools. This means that the literacy course highlights certain directions (lines) of children’s development within the subject “Russian language”, which are implemented at a level accessible to children

Mastery of literacy (reading, writing as types of speech activity); development of listening and speaking skills;

Expanding children's active, passive and potential vocabulary; mastering the grammatical structure of speech;

Mastering spelling and punctuation; development of spelling and punctuation vigilance;

Mastering the skills and abilities of understanding and analyzing texts of different types;

Acquisition and systematization of knowledge about the Russian language;

Disclosure for children of the beauty and richness of the Russian language, its connection with Russian culture; education using the Russian language;

Formation of a sense of language in children.

In the course of teaching writing, an analysis of the printed and written image of a letter is carried out, an analysis of the graphic signs that make up the letter; comparison with other letters containing similar elements, exercises in writing elements of letters, letters and compounds, words and sentences, copying words, sentences, texts from a printed sample.

As a result, it should be noted that preparing children for learning to read is carried out consistently and systematically, which makes it possible to achieve the goals and objectives of learning at this stage.

The main purpose of the preparatory period is the introduction of basic concepts for teaching literacy: word, sound, vowel and consonant sounds, sound sign, etc.

It is necessary to develop in children the ability to hear and understand a question, to answer the question asked, and to speak on the topic under discussion. We need to teach children to engage in conversation, prove, complement, and object. In other words, “talk” the children. This is very important in the further learning process, and it is difficult.

2. Characteristics of the period of learning to read and write.

The main way children master oral and written speech is the child’s independent speech activity and analysis of the correspondence of speech means to a specific situation.

At further stages of training, the volume of material does not so much increase as the degree of depth, complexity and multifacetedness of its analysis changes. Reading and writing techniques are formed mainly during the period of learning to read and write.

Teaching reading is based on the analytical-synthetic sound-letter method adopted in Russian methodology. It involves sequential, continuous voicing of each letter, taking into account positional changes.

primary awareness of the distinction between words by meaning, grammatical and sound-letter composition;
children's initial observation of the three basic principles of Russian spelling: phonetic, morphemic, traditional, or historical.

3. Types of tasks for students during the period of learning to read and write.In elementary school, it is advisable to use partial phonetic analysis, which allows students to focus on a minimum of theoretical knowledge, which serves as the basis for the formation of strong phonetic skills. A step-by-step phonetic analysis in elementary school will provide rich material for conducting a complete phonetic analysis in the future (in middle and high school).

The main ways of conducting phonetic work are observation of the articulation of sounds, presentation of a method of prolonged or amplified pronunciation of a sound, performing an action according to a model, phonetic experience (experiment), modeling, phonetic construction. The named techniques should help attract children's attention to speech sounds as a subject of analysis and develop the ability to hear them, i.e. stand out from the general flow and determine character. In the future, in the following lessons, various types of tasks on the sound analysis of words are designed to help first-graders accumulate phonetic experience and hone phonetic skills. Phonetic work throughout the entire course of learning should be based on the student’s own actions with the sound of the word. The teacher’s main recommendation: “say and listen to the word.” Techniques for prolonged or amplified pronunciation of sounds, phonetic experiment (“let’s try...”), comparison of sounds, etc. - these are techniques that facilitate learning, helping a small schoolchild gain his experience.

The creation of special problem situations allows children to feel and realize the need for new knowledge to solve the educational and practical task of writing and reading. The primer is a sequence of educational and practical tasks, by solving which children discover the laws of Russian graphics and spelling.

The described systemic logic of the development of the alphabetic theory is focused on a reasonable, conscious way of introducing a child to writing. But we should not forget that learning on a conscious basis is not the only way to gain experience. A person masters huge layers of practical experience intuitively, in the course of real-life practical actions. Therefore, when teaching literacy, all the child’s capabilities must be used, so the intended reading practice is somewhat ahead of the theoretical understanding of this practice. Thus, letters that have not yet been studied are occasionally found in texts. This, firstly, teaches children to ask the teacher about unknown letters; secondly, it contributes to their involuntary memorization. The letters E, E, Yu, I are found not only in a theoretically meaningful position - after a consonant, but also at the beginning of a word, as well as after a vowel. Practical mastery of the method of reading the letters E, E, Yu, I in these positions prepares a theoretical study of the topic “Ways to indicate the sound [j] in writing,” upon which children already know how to read the corresponding words. They don't have to solve two difficult problems at the same time. In other words, to develop a child’s reading skills, we try to use the abilities of reason and intuition, and, in addition, the child’s existing practical reading experience. For this purpose, the Primer includes texts for children who read well, marked with a special icon.

Articulation warm-up.

On the board: Grandfather Danil divided the melon:

A slice for Dina, a slice for Dima,

1) reading in chorus

2) reading in rows with the desired intonation

How many times did the letter D appear, which stands for a soft sound?

How many times is it hard?

Which words have more letters than sounds?

Why?

Exercises that develop attention to the word and its parts and are a prerequisite for correct reading

a) Reading difficult words from the board followed by an explanation of the meaning of these words, reading words backwards:

ecnlos ansev tsyasem

b) Reading words superimposed on each other:

c) Reading consonants from the table. Students take a deep breath and, as they exhale, read 15 consonants of the same row:

BTMPVCHFKNSHLZZTSS KVMSPLBSHGRDBLST PRLGNTVSCHTSFBKHNM VMRGKTBDZShCHZBCHVN FSHMZHDSHHCHMKPBRVS PTKZRMVDGBFKZRCH

d) reading according to the table - triangle.

Students look only at the dot and read all the syllables: ma; mo; mu; We; mi (or look at the number 1 and read all the syllables).

Role reading.

Choral reading also brings great benefits. Here we are already on equal termsAll students work: both fast readers and slow readers.

4. Assessment of the child’s achievements.

Marked training has been cancelled. But we are not able to cancel and have no right to ignore the child’s natural need to evaluate his works, his efforts, his personality. The main thing is that this assessment compares the child only with himself and is associated with a specific action. . There are different approaches to literacy education. In my work I use the Elkonin assessment system.

The main form of materialization of a child’s success in the most difficult task for a first-grader - mastering reading techniques - can be a reading growth chart, on which the teacher, after individual testing of reading techniques, notes the achievements of the little reader 3-4 times a year.

If a child comes to class reading, for example, 10 words per minute, then the “Number of words per minute” scale should be started not from zero, but from 10 (or 5). The celebration of reading growth that follows the reading speed test should not be overshadowed by anti-pedagogical: “Petrov is already reading 60 words per minute, and Vasilyev is only 20.” Children’s progress will be seen much more objectively if you say: “Both Vadik Petrov and Misha Vasiliev did a great job in reading lessons. Both have become twice as tall.”

A reading growth chart is one possible form of assessment that is not traumatic. Another form of materialization of a child’s educational achievements can be medals, which gradually, as the topic is studied, will be awarded to all students. Thus, each student who names all 10 vowel letters will receive the “Vowel Expert” medal. The “Master of Syllables” medal will be awarded to a child who accurately divides a series of words into syllables. The main thing is that the teacher’s assessment praises the child, that is, it is extremely personal in its positive part, and does not criticize the result. “I see that you have already learned to place stress: in 12 words the stress is placed correctly. I have no doubt that you yourself will find two mistakes” - this is a form of criticism that stimulates improvement.

Thus, this assessment system according to Elkonin seems to me to be the most optimal during the period of ungraded schooling.

5. Conclusion.

During the period of learning to read and write, it is necessary to promote the development of students’ thinking, awaken in them a caring attitude and love for their native speech, arouse interest in knowledge of the Russian language, develop their linguistic sense, the ability to observe the facts of speech, and the ability to analyze sound phenomena. In solving these problems, various types of analysis of language material, which differ in content, volume and method of implementation, are of great importance. The types of analysis also include phonetic analysis. It is important that students are able to substantiate their opinion and show their understanding of the linguistic phenomenon. It is necessary that the guys, knowing the order of analysis, note during the analysis why they evaluate the analyzed fact one way or another. Then the analysis will contribute to the development of coherent scientific speech. Develop thinking. Textbooks and teaching technology should make the learning process psychologically comfortable and help the child fully realize himself.

6. List of references.

Adamovich E.M., Yakovleva V.I. Reading in primary grades. – M., 1967.
Current problems of teaching Russian language in primary school. / Ed. N.S. Rozhdestvensky, G.A. Fomicheva. – M., 1977.
Current problems in teaching reading methods in primary grades. /Ed. M.S. Vasilyeva. – M., 1977.
Vizhankova T.I. Working on contextual synonyms is one of the means of developing coherent speech // Primary school. – 1990. - No. 4.
Gaiduk E.K. Working on difficult words // Primary school. – 1985. - No. 4.
Kapinos V.I. and others. Speech development: theory and practice of teaching. – M., 1991.
Kozyreva L.M. Speech development. – Yaroslavl, 2002.
Kuznetsova I.V. Experience of conducting the intellectual and personal marathon “Your capabilities” in the Educational system “School 2100” // Primary school plus Before and After. – 2006. - No. 4.
Kuprov V.D. Vocabulary work in Russian language lessons // Primary school. – 1990. - No. 3.
Lvov M.R. and others. Methods of teaching the Russian language in primary classes. – M., 1987.
Methods of grammar and spelling in primary grades. / Ed. N.S. Rozhdestvensky. – M., 1975.