WORKING PROGRAMM
In Russian
In 1st "B" class
(132 hours, 4 times a week)
Compiled by: primary school teacher N.V. Netesina.
2012 -2013 academic year
Explanatory note
The work program for teaching literacy for the 1st grade of a general education school is compiled in accordance with the main provisions of the Federal State Educational Standard for Primary General Education, Approximate educational program primary general education, the author's program of V. P. Kanakina, V. G. Goretsky, M. N. Dementieva, N. A. Stefanenko, M. V. Boykina - Educational and educational complex "School of Russia"
The implementation of this program is provided on the basis of the system UMK textbooks"School of Russia":
● ABC. 1st grade: educational. for general education institutions: at 2 o'clock / V. G. Goretsky [and others]. – M.: Education, 2011.
● Goretsky, V. G. Copybooks: a manual for general education students. institutions: at 4 o'clock / V. G. Goretsky, N. A. Fedosova. – M.: Education, 2011.
● Kanakina, V. P. Russian language. 1st grade: educational. for general education institutions / V. P. Kanakina, V. G. Goretsky. – M.: Education, 2011.
● Kanakina, V. P. Russian language: workbook: 1 class. / V. P. Kanakina, V. G. Goretsky. – M.: Education, 2011.
The literacy program gives the entire process of studying the Russian Language course a clear practical orientation and achieves the following goals:
– formation in students initial ideas about language as a component of a holistic picture of the world;
– the sociocultural goal includes the formation of students’ communicative competence – the development of oral and written speech, monologue and dialogic speech, the initial skills of competent, error-free writing as an indicator general culture person;
– development of artistic, creative and cognitive abilities, emotional responsiveness when reading, formation of an aesthetic attitude towards the art of words; mastering initial skills in working with educational and scientific texts;
– fostering interest in reading and books; enrichment of moral experience junior schoolchildren, formation of ideas about good and evil; development of moral feelings, respect for the culture of the peoples of multinational Russia and other countries.
To achieve the goals in literacy lessons, it is necessary to solve the following tasks:
– mastering general cultural skills of reading and understanding text; nurturing interest in reading and books;
– development of speech, thinking, imagination of schoolchildren, the ability to choose language means in accordance with the goals, objectives and conditions of communication;
– mastering initial knowledge of vocabulary, phonetics, and grammar of the Russian language;
– fostering a positive emotional and value-based attitude towards the Russian language, a sense of involvement in preserving its uniqueness and purity; awakening cognitive interest in language, the desire to improve one’s speech.
In the lessons of teaching writing and the Russian language, one can trace interdisciplinary connections with literary reading, the surrounding world. Most closely related to reading lessons. Learning to write goes in parallel with learning to read, taking into account the principle of coordination of oral and written speech.
Planned results of studying the course "Russian language"
PERSONAL RESULTS
The student will have the opportunity to form the following personal UUD:
● the student’s internal position at the level of a positive attitude towards school;
● positive attitude towards Russian language lessons;
● respect for the Russian language as the native language of the Russian people and the languages spoken by other peoples;
● interest in language and speech activity;
● ideas about the diversity of the surrounding world, some spiritual traditions of the Russian people;
● ideas about ethical feelings (goodwill, sympathy, empathy, responsiveness, love for all life on Earth, etc.);
● initial skills of cooperation with adults and peers in the process of performing joint educational activities in class and in project activities;
● motives for creative project activities.
METAPENTIVE RESULTS
The student will have the opportunity to form regulatory control systems:
● accept and maintain the goal and learning task corresponding to the stage of learning (a certain stage of the lesson) with the help of the teacher;
● understand the highlighted action guidelines (in the textbook tasks, in reference material textbook - in reminders) when working with educational material;
● express your assumptions regarding ways to solve a learning task;
● recite aloud the sequence of actions performed that form the basis of the activity being mastered (based on a memo or a proposed algorithm);
● evaluate the results of your actions together with the teacher or classmates and make appropriate adjustments.
The student will have the opportunity to form cognitive learning tools:
● purposefully listen to the teacher (classmates) while solving a cognitive problem;
● navigate the textbook (on the flyleaves, titles, textbook pages, table of contents, symbols, textbook dictionaries);
● search for the necessary information in the textbook and teaching aids under the guidance of the teacher;
● understand the signs, symbols, models, diagrams given in the textbook and teaching aids (including the electronic supplement to the textbook);
● work with information presented in different forms (text, drawing, table, diagram) under the guidance of a teacher;
● understand the text based on the information it contains, find the necessary facts, information and other information;
● convert information obtained from a drawing (table, model) into verbal form under the guidance of a teacher;
● understand the question asked, and build an answer orally in accordance with it;
● compose orally monologue statement on the proposed topic (drawing);
● analyze the studied facts of the language, highlighting their distinctive features, carry out synthesis as composing a whole from their parts (under the guidance of a teacher);
● compare, contrast, classify the studied language facts according to a given criterion (under the guidance of a teacher);
● draw conclusions as a result of joint work between the class and the teacher;
● subsume a linguistic fact under a concept of different levels of generalization (an object and a word denoting an object; words denoting natural phenomena, school supplies and etc.);
● draw analogies between the subject being studied and your own experience (under the guidance of the teacher).
The student will have the opportunity to form the following communicative learning tools:
● listen to the interlocutor and understand the speech of others;
● express your thoughts orally and in writing (at the level of a sentence or small text);
● take part in dialogue;
● ask questions, answer questions from others;
● take part in working in pairs and groups;
● agree on the distribution of functions and roles in joint activities;
● acknowledge the existence various points vision; express own opinion;
● evaluate your own behavior and the behavior of others, use the rules of politeness in communication.
SUBJECT RESULTS
General subject results of mastering the program:
● an idea of the Russian language as the state language of our country, Russian Federation;
● an idea of the importance of language and speech in people’s lives;
● an understanding of some concepts and rules from the field of phonetics, graphics, spelling, vocabulary and grammar, spelling and punctuation (within the scope of the curriculum);
● practical skills to work with linguistic units;
● an idea of some changes in the Russian language system and its development, replenishment of the Russian language vocabulary;
● an idea of the rules speech etiquette;
● adaptation to language and speech activity.
For studying the Russian language in 1st grade - 165 hours (5 hours per week, 33 school weeks): of which 117 hours (23 school weeks) are devoted to writing lessons during the literacy period and 48 hours (10 school weeks) - Russian language lessons.
Features of the organization educational process by subject.
The Russian language course begins with literacy training. Literacy training is aimed at developing reading skills and the basics of basic graphic skills, developing speech skills, enrichment and activation of the dictionary, improvement of phonemic hearing, implementation of grammatical and orthographic propaedeutics. The tasks of teaching literacy are solved in reading lessons and in writing lessons. Learning to write goes in parallel with learning to read, taking into account the principle of coordination of oral and written speech. The content of literacy training ensures the solution of the main tasks of its three periods: pre-primary (preparatory), primer (basic) and post-primary (final).
The pre-literary period is an introduction to the system of language and literary education. Its content is aimed at creating motivation for learning activities and developing interest in the reading process itself. Special attention at this stage, the focus is on identifying the initial level of development oral forms speech in every student, especially listening and speaking. There is another task - involvement in educational activities, accustoming to the requirements of the school.
The content of the alphabetic period covers the study of the first consonant sounds and their letter designations; subsequent vowel sounds and letters denoting them; familiarity with vowel sounds denoting two sounds; familiarization with letters that do not represent sounds. A specific feature of this stage is the direct teaching of reading and the assimilation of its mechanism. First-graders master two types of reading: orthographic (I read as it is written) and orthoepic (I read as I speak); work with syllable tables and fusion syllables; master the writing of all vowels and consonants, syllables with various types of compounds, words, sentences, small texts.
Post-literal (final) - repeating and generalizing stage. On at this stage In literacy learning, a gradual transition to reading whole words is carried out, the ability to read silently is formed, the processes of conscious, correct, paced and expressive reading of words, sentences, and texts are developed and improved. Students become familiar with speech etiquette (verbal ways of expressing greetings, thanks, farewells, etc.) by reading and acting out communication situations. Teaching the elements of phonetics, vocabulary and grammar goes in parallel with the formation of communicative speech skills and abilities, with the development of children’s creative abilities.
After learning to read and write, separate study of the Russian language and literary reading begins.
The systematic course of the Russian language is presented in the program with the following content lines:
Language system (basics of linguistic knowledge): vocabulary, phonetics and orthoepy, graphics, word composition (morphemics), grammar (morphology and syntax);
Spelling and punctuation;
Speech development.
Control Features:
In 1st grade, monitoring the achievement of planned results is expected during ongoing classes and takes no more than 10-15 minutes.
At the end of 1st grade, two final tests are carried out to assess the level of mastery of the subject content. First test designed to check the level of achievement of the planned results of mastering the main educational program that meets the requirements of the Federal State Educational Standard. The second test checks the level of achievement of the planned results, determined by the content and requirements of the implemented author's program.
Types of speech activity
Hearing. Awareness of the purpose and situation of oral communication. Adequate perception sounding speech. Listening comprehension of the information contained in the proposed text, determining the main idea of the text, conveying its content by question.
Speaking. The choice of language means in accordance with the goals and conditions for effectively solving a communicative task. Practical mastery of the dialogical form of speech. Mastering the skills to start, maintain, end a conversation, attract attention, etc. Practical mastery of oral monologue statements in accordance with the educational task (description, narration, reasoning). Mastering the norms of speech etiquette in situations of educational and everyday communication (greeting, farewell, apology, gratitude, making a request). Compliance spelling standards and correct intonation.
Reading. Understanding educational text. Selective reading in order to find the necessary material. Finding information given explicitly in the text. Formulating simple conclusions based on information contained in the text. Interpretation and synthesis of information contained in the text. Analysis and assessment of content, language features and structure of the text.
Letter. Mastering legible, neat writing, taking into account hygiene requirements to this type academic work. Copying, writing from dictation in accordance with learned rules. Written presentation of the content of the texts listened to and read (detailed, selective). Creating small own texts (essays) on topics interesting to children (based on impressions, literary works, plot paintings, series of paintings, reproductions of artists’ paintings, watching a fragment of a video, etc.).
Literacy training
Phonetics. Speech sounds. Awareness of the unity of the sound composition of a word and its meaning. Establishing the number and sequence of sounds in a word. Matching words that differ in one or more sounds. Compiling sound models of words. Comparison of models of different words. Selection of words for a specific model.
Distinguishing between vowels and consonants, stressed and unstressed vowels, hard and soft consonants, voiced and unvoiced. A syllable as a minimal pronunciation unit. Dividing words into syllables. Determining the place of stress. The semantic role of stress.
Graphic arts. Distinguishing between sounds and letters: a letter as a sign of sound. Mastering the positional method of denoting sounds with letters. Vowel letters as an indicator of the hardness and softness of consonant sounds. Function of letters e, e, yu, i. A soft sign as an indicator of the softness of the preceding consonant sound.
Introducing the Russian alphabet as a sequence of letters.
Reading. Formation of syllabic reading skills (orientation to the letter denoting a vowel sound). Smooth syllabic and whole word reading at a speed that matches the child’s individual pace. Conscious reading of words, phrases, sentences and short texts. Reading with intonation and pauses in accordance with punctuation marks. Development of awareness and expressiveness of reading based on short texts and poems.
Introducing orthoepic reading (when moving to reading whole words). Orthographic reading (pronunciation) as a means of self-control when writing from dictation and when copying.
Letter. Mastering hygienic requirements when writing. Development fine motor skills fingers and freedom of hand movement. Development of the ability to navigate the space of a sheet of paper in a notebook and the space of a chalkboard. Mastering the design of written uppercase (capital) and lowercase letters. Writing letters, letter combinations, syllables, words, sentences in compliance with hygienic standards. Mastering legible, neat writing. Writing from dictation of words and sentences, the spelling of which does not differ from their pronunciation. Mastering the techniques and sequence of correct copying of text.
Mastering primary keyboard writing skills.
Understanding the function of non-literal graphic means: space between words, hyphenation.
Word and sentence. Perception of the word as an object of study, material for analysis. Observation of the meaning of a word.
Distinguishing between words and sentences. Working with sentences: highlighting words, changing their order. Intonation in a sentence. Modeling a sentence in accordance with a given intonation.
Spelling. Introduction to spelling rules and their application:
Separate spelling of words;
Designation of vowels after hissing ones (cha-sha, chu-shu, zhi-shi);
Capital (capital) letter at the beginning of a sentence, in proper names;
Transferring words into syllables without consonant clusters;
Punctuation marks at the end of sentences.
Speech development. Reading comprehension independent reading out loud and while listening to it. Compiling short stories of a narrative nature in a series story pictures, materials from your own games, activities, observations, based on reference words.
Subject results of mastering the main content lines of the program
Speech development
The student will learn:
● the primary ability to evaluate the correctness (appropriateness) of the choice of linguistic and non-linguistic means of oral communication in the classroom, at school, in everyday life, with friends and strangers, with people of different ages;
● comply with Everyday life norms of speech etiquette;
● listen to the question, understand it, answer the question posed;
● retell the plot famous fairy tale according to this picture;
● compose a text from a set of sentences;
● select a text title from a series of data and title the text yourself.
● distinguish between oral and written speech;
● distinguish dialogic speech;
● distinguish a text from a set of unrelated sentences;
● analyze text with broken order of sentences and restore their sequence in the text;
● determine the topic and main idea of the text;
● correlate the title and content of the text;
● compose a text based on the picture and supporting words (after analyzing the content of the picture);
● compose a text according to its beginning and its end;
● compose short monologue statements based on the results of observations of facts and phenomena of language.
Language system
Phonetics, spelling, graphics
The student will learn:
● distinguish speech sounds;
● understand the difference between sounds and letters;
● establish the sequence of sounds in a word and their number;
● distinguish between vowels and consonants, identify them in a word and pronounce them correctly;
● determine the qualitative characteristics of a vowel sound in a word: stressed or unstressed;
● distinguish between the vowel sound [i] and the consonant sound [th];
● distinguish consonant sounds: soft and hard, dull and voiced, identify them in a word and pronounce them correctly;
● distinguish unpaired hard consonants [zh], [sh], [ts], unpaired soft consonants [ch’], [sch’], find them in a word, pronounce them correctly;
● establish the ratio of sound and letter composition in words like table, horse, Christmas tree;
● distinguish between a word and a syllable; determine the number of syllables in a word, divide words into syllables;
● indicate stress in a word;
● correctly name the letters in alphabetical order;
● distinguish between speech sounds and letters that represent sounds in writing;
● distinguish letters denoting vowel sounds as indicators of the hardness and softness of consonant sounds;
● determine the function of the letter “soft sign” (ь) as an indicator of the softness of the preceding consonant sound.
The student will have the opportunity to learn:
● observe the formation of speech sounds;
● determine the function of the letters e, e, yu, i in a word;
● indicate the sound [th’] in writing;
● arrange given words in alphabetical order;
● establish the ratio of sound and letter composition in words such as skates, iron, pit, spruce;
● find cases of discrepancies between the sound and letter composition of words during orthoepic pronunciation (water, swift, day, live, etc.);
● pronounce sounds and combinations of sounds in accordance with the norms literary language(the range of words is defined by the “Spelling Dictionary” in the textbook).
The student will learn:
● distinguish between a word and a sentence, a word and a syllable, a word and a set of letter combinations (book - agnik);
● distinguish between an object (sign, action) and a word naming this object;
● determine the number of words in a sentence, isolate words from a sentence;
● classify and combine some words by meaning (people, animals, plants, tools, etc.);
● define a group of “polite” words (words of farewell, words of greeting, words of apology, words of gratitude);
● determine the meaning of a word or clarify it using the “Explanatory Dictionary” of the textbook.
The student will have the opportunity to learn:
● recognize the word as a unity of sound and meaning;
● determine the meaning of a word or clarify it using the “Explanatory Dictionary” of the textbook;
● on a practical level, distinguish between polysemantic words ( simple cases), words that are similar and opposite in meaning;
● select words that are similar and opposite in meaning when solving educational tasks;
● on a practical level, distinguish between words-names of objects, names of characteristics of objects, names of actions of objects.
Morphology
The student will have the opportunity to learn:
● distinguish words denoting objects (signs of objects, actions of objects);
● correlate the words-names of objects and the question to which these words answer;
● correlate the words that name the actions of objects and the question to which these words answer;
● correlate the words that are the names of the characteristics of objects and the question to which these words answer;
● distinguish the names of objects that answer questions about? What?
Syntax
The student will learn:
● distinguish between text and sentence, sentence and words that do not form a sentence;
● highlight sentences from speech;
● comply with oral speech intonation at the end of the sentence;
● determine the boundaries of a sentence in a deformed text (from 2-3 sentences), choose a sign for the end of each sentence;
● correlate sentence patterns and sentences corresponding to these patterns;
● make sentences from words (including words not given in initial form);
● make proposals based on a diagram, drawing, on a given topic (for example, on the topic “Spring”);
● write sentences from dictation, as well as diagram them.
The student will have the opportunity to learn:
● determine the essential features of a sentence: completeness of thought and intonation at the end of the sentence;
● establish connections between words in a sentence;
● compare sentences according to the purpose of the statement and intonation (without terms) based on the content (the purpose of the statement), intonation, (melody, logical stress), word order, end-of-sentence signs.
Spelling and punctuation
The student will learn:
● apply the learned spelling rules: spelling words separately in a sentence; writing vowels i, a, u after the hissing consonants zh, sh, ch, shch (in the stressed position); the absence of a soft sign after the hissing ones in the letter combinations chk, chn, cht; hyphenation; uppercase letter at the beginning of a sentence, in proper names; unverifiable vowels and consonants in the root of a word (the list of words is given in the textbook); end-of-sentence punctuation (. ? !);
● accurately copy text from the board and textbook;
● write texts from dictation in accordance with the learned rules.
The student will have the opportunity to learn:
● identify cases of discrepancies between the sound and letter composition of words;
● write two-syllable words with an unstressed vowel sound in two-syllable words (the simplest cases, words like water, grass, winter, arrow);
● write words with a paired deafness-voiced consonant sound at the end of the word (the simplest cases, words like eyes, oak);
● use spelling reading (pronunciation) when writing from dictation and copying;
● use the “Spelling Dictionary” in the textbook as a means of self-control.
I. EXPLANATORY NOTE
The curriculum is developed based on:
Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (as amended);
Order of the Ministry of Education of the Russian Federation No. 1015 dated August 30, 2014 “On approval of the procedure for organizing the implementation educational activities by main general education programs primary general, basic general and secondary general education"
Federal State Educational Standard for Primary General Education (approved by order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373, registered with the Ministry of Justice of Russia on December 22, 2009, registration number 17785);
Order of the Ministry of Education and Science of Russia dated November 26, 2010 No. 1241 “On amendments to the federal state educational standard of primary general education, approved by order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 No. 373” (registered with the Ministry of Justice of Russia on February 4, 2011 , registration number 19707);
Federal list of textbooks recommended (approved) for use in educational process in educational institutions implementing educational programs of general education and having state accreditation, for the 2014/2015 academic year (approved by order of the Ministry of Education and Science of Russia dated March 31, 2014 No. 253 “On approval federal list textbooks recommended for use in the implementation of state accredited educational programs of primary general, basic general, and secondary general education.”);
SanPiN 2.4.2. 2821 – 10 “Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions"(approved by the Decree of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 No. 189, registered with the Ministry of Justice of Russia on March 3, 2011, registration number 19993).
Approximate basic educational program of primary general education.
The working music curriculum for grade 3 was developed in accordance with the federal state educational standard of the second generation of primary general education, sample program primary general education in music, taking into account the author's program in music - “Music. Primary school”, authors: E.D.Kritskoy, G.P. Sergeeva, T.S. Shmagina, M., Prosveshchenie, 2010.
The study of music in the 3rd grade of primary school is aimed at the formation of musical culture as an integral part of the spiritual culture of schoolchildren.
Introducing children into the diverse world of music through familiarity with musical works that are accessible to their perception and contributes to the solution of the following goals and objectives:
- formation of the foundations of musical culture through emotional, active perception of music;
- nurturing an emotional and value-based attitude towards art, artistic taste, moral and aesthetic feelings: love for the Motherland, pride in the great achievements of our country and the world musical art, respect for history, spiritual traditions of Russia, musical culture different nations;
- development of music perception, interest in music and musical activity, figurative and associative thinking and imagination, musical memory and hearing, singing voice, creativity in various types of musical activities;
- enriching knowledge about musical art; mastery practical skills and skills in educational and creative activities (singing, listening to music, playing elementary musical instruments, musical and plastic movements and improvisation).
II. GENERAL CHARACTERISTICS OF THE COURSE.
Program contentis based on the artistic, imaginative, moral and aesthetic comprehension by junior schoolchildren of the main layers of world musical art: folklore, music of the religious tradition, works of classical composers (golden fund), modern academic and popular music. The priority in this program is to introduce the child to the world of music through the intonations, themes and images of Russian musical culture - “from the native threshold,” in the words of People’s Artist of Russia B.M. Nemensky, into the world of culture of other peoples. This has a positive impact on the formation family values, constituting the spiritual and moral wealth of the culture and art of the people. Mastering samples of musical folklore as a syncretic art of different peoples of the world, which reflects the facts of history, the attitude of a person to his native land, its nature, the work of people, involves the study of the main folklore genres, folk rituals, customs and traditions, oral and written forms the existence of music as the sources of creativity of classical composers. The inclusion of music from a religious tradition in the program is based on a cultural approach, which enables students to master spiritual and moral values as integral part world musical culture.
The program is aimed at understanding the patterns of the emergence and development of musical art in its connections with life, the diversity of forms of its manifestation and existence in the surrounding world, the specifics of its impact on spiritual world a person based on penetration into the intonation-temporal nature of music, its genre and stylistic features. It should be noted that music lessons and achievement subject results Due to the specific nature of art, they are inseparable from the achievement of personal and meta-subject results.
Selection criteria musical material in this program borrowed from the concept of D. B. Kabalevsky - thisartistic valuemusical works, theireducational significance And pedagogical expediency.
Main methodological principlesprograms are: passion, trinity of activity of the composer - performer - listener, “identity and contrast”, intonation, reliance on domestic musical culture. Mastering the musical material included in the program from these positions forms the musical culture of younger schoolchildren and develops their musical taste.
Types of musical activitiesdiverse and aimed at implementing the principles of developmental education in mass music education and education. Achieving the same thing piece of music implies various shapes communication between a child and music. Performing activities include:
- choral, ensemble and solo singing; plastic intonation and musical rhythmic movements; playing musical instruments;
- dramatization (acting out) of songs, fairy tales, musical
- plays of a programmatic nature; mastering the elements of musical literacy as a means of recording musical speech.
In addition, children show creativity in reflections on music, improvisations (speech, vocal, rhythmic, plastic); in drawings on the themes of favorite musical works, sketches of costumes and scenery for operas, ballets, musical performances; in compiling artistic collages, poetic diaries, concert programs; in the selection of music collections for the home music library; in creating hand-drawn cartoons, voiced with familiar music, small literary works about music, musical instruments, musicians, etc. In general, the emotional perception of music, thinking about it and embodiment figurative content in performance provide the opportunity to master the techniques of comparison, analysis, generalization, classification various phenomena musical art, which forms in younger schoolchildrenuniversal learning activities.
Music in human life.The origins of music. The birth of music as a natural manifestation of the human condition. Sound surrounding life, nature, moods, feelings and character of a person.
12.Russian general education portal -http://music.edu.ru/
13.Children's e-books and presentations -http://viki.rdf.ru/
14. “Music lessons with conductor Skripkin.” Series "Developers". Multimedia disk (CD ROM) M.: JSC “New Disk”, 2008.
15. CD-ROM. "World of music". Software and methodological complex » edited by G.P. Sergeeva. JSC "New Disk", 2009.
List of scientific and methodological literature.
- "Collection regulatory documents. Art", M., Bustard, 2005.
- “Music education at school,” ed., L.V. Shkolyar, M., Academy, 2001.
Theme of the half-year: “Music around us.”
1 quarter.
Lesson 1. And the eternal Muse is with me!
The figurative nature of musical art. Composer as creator of music.
The muse is a sorceress, a good fairy, who reveals to schoolchildren the wonderful world of sounds that fill everything around.Composer – performer – listener.
Lesson 2. Round dance of music.
Music as a means of communication between people. Musical folklore special shape self-expression. Musical folklore of the peoples of Russia and the world.
Music that sounds in different life situations. Characteristic features of songs and dances of different peoples of the world. Round dance, choir. Round dance - oldest species art that every nation has. Similarities and differences between Russian round dance, Greek sirtaki, Moldavian chorus.
Lesson 3. Music can be heard everywhere.
Music as a means of communication between people. Musical folklore as a special form of self-expression. Children's folklore: musical sayings, counting rhymes, refrains.
Music and its role in human everyday life. Show that each life circumstance resonates in the music. Acquaintance with folk songs - popevkas. Determining the character, mood of songs, genre basis. Role-playing game"Let's play composer."
Lesson 4. The soul of music is melody.
Song, dance, march as three constituent areas of musical art, continuously connected with human life. Means of musical expression: specific - melody.
Songs, dances and marches are the basis of children's diverse life and musical experiences. Melody – the main idea any piece of music. Revealing characteristic features genres:song, dance, marchusing the example of plays from P.I. Tchaikovsky’s “Children’s Album”. In a march - gait, intonation and rhythms of the step, movement. The song is melodious, wide breathing, smooth lines of the melodic pattern. Dance - movement and rhythm, smoothness and roundness of the melody, a recognizable three-beat meter in the waltz, mobility, clear accents, short “steps” in the polka. In the song, students play an imaginary violin. In the march, the “soldier” fingers march on the table and play an imaginary drum. In the waltz, students depict soft swaying of the body.
Lesson 5. Music of autumn.
Musical intonation as the basis of musical art, distinguishing it from other types of arts. Expressiveness and figurativeness of musical intonation.
Connect schoolchildren’s life impressions about autumn with artistic images of poetry, artist’s drawings, musical works by P.I. Tchaikovsky and G.V. Sviridov, and children’s songs. The sound of music in the surrounding life and inside the person himself. Verse form of songs.
Lesson 6. Compose a melody. NRC. Music of the peoples of the Far North.
General and specific in musical and speech intonations, their emotional and figurative structure. A panorama of the musical life of the native land and the musical traditions that give originality to its musical culture.
Development of the theme of nature in music. Mastering the elements of the melody composition algorithm. Vocal improvisations of children. Role-playing game "Playing the composer." Concepts"melody" and "accompaniment".
Lesson 7. “The ABC, everyone needs the ABC...”.
The role of music in reflecting various phenomena of life, including school life. An exciting journey to school country and musical literacy.
Lesson 8. Musical ABC.
Music writing as a way of recording music, as a means of comprehending a musical work. Notolinear notation and basic musical notation.
The musical alphabet - the interconnection of everyone school lessons together. The role of music in reflecting various phenomena of life, including school life. A fascinating journey to a school country and musical literacy. Elements of musical literacy:notes, staff, treble clef.
Lesson 9. General lesson of the 1st quarter.
The ability of music to convey in a figurative form the moods, feelings, character of a person, his attitude to nature, to life.
The game “Guess the Melody” is about identifying musical works and the composers who wrote these works.Generalization of musical impressions of first-graders for the 1st quarter.
2nd quarter.
Lesson 10. Musical instruments. NRC.
Musical instruments of the peoples of the North.Timbre coloring of the most popular musical instruments in Russia and their expressive capabilities.
Musical instruments of the Russian people -pipes, pipes, horn, harp. Appearance, your voice, skilled performers and craftsmen folk instruments. Introduction to the concept of “timbre”.
Lesson 11. "Sadko." From a Russian epic tale.
The connection between folk chanting and plastic movements, facial expressions, dancing, and playing simple (“village”) musical instruments.
Getting to know the people epic tale“Sadko.” Acquaintance with genres of music, their emotional and figurative content, and the sound of a folk instrument - the gusli. Acquaintance with varieties of folk songs - lullabies, dance songs. Using the example of N.A. Rimsky-Korsakov’s music, give the concepts"composer's music"
Lesson 12. Musical instruments.
The main differences between folk and professional music as music of an anonymous author stored in collective memory people, and music created by composers.
Comparison of the sound of folk instruments with the sound of professional instruments:pipe - flute, gusli - harp - piano.
Lesson 13 . Sounding pictures.
Expanding the artistic impressions of students, developing their associative-figurative thinking using the example of reproductions famous works painting, sculpture different eras. The direction is to develop a sense of style in students - in which paintings folk music “sounds”, and in which ones - professional music, composed by composers.
Lesson 14. Act out the song.
Musical performance as a way creative self-expression in art. Expressiveness and figurativeness of musical intonation.
Development of skills and abilities expressive performance children of L. Knipper's song “Why does the bear sleep in winter.” Identification of stages of plot development. Approach the conscious division of the melody into phrases, the meaningful execution of phrasing. Fundamentals of understanding the development of music.
Lesson 15. Christmas has come, the celebrations begin. Native custom of antiquity.
Musical folklore of the peoples of Russia and the world, folk musical traditions of their native land.
Introducing children into the world of people's spiritual life. Getting to know religious holidays, traditions, songs. Introduction to the story of the birth of Jesus Christ and folk customs celebrations church holiday- Nativity of Christ. Awareness of the images of Christmas songs, folk carols.
Lesson 16. General lesson of 2nd quarter. Good holiday in the middle of winter.
A generalized idea of the main figurative and emotional spheres of music and the musical genre - ballet.
Lesson dedicated to one of the most favorite holidays for children - New Year. Getting to knowfairy tale by T. Hoffmann and the music of P. I. Tchaikovsky’s ballet “The Nutcracker,” which leads children into the world of miracles, magic, and pleasant surprises.
Theme for the half-year: “Music and you.”
3rd quarter.
Lesson 17. The region in which you live.
Works by domestic composers about the Motherland.
Russia is my homeland. Attitude to the Motherland, its nature, people, culture, traditions and customs. Idea patriotic education. The concept of “Motherland” - throughemotionally open, positive and respectful attitude towards eternal problemslife and art. Native places, parental home, admiration for the beauty of motherhood, worshipto workers and defenders native land. Pride in your homeland. Music about the native land, comforting in moments of grief and despair, giving strength in the daystrials and difficulties, instilling faith, hope, love in a person’s heart... Art, be it music, literature, painting, has common ground- life itself. However, each type of art has its own language, its own means of expression in order to convey a variety of life phenomena, capturing them in vivid, memorable ways to listeners, readers, and viewers artistic images.
Lesson 18. Artist, poet, composer.The figurative nature of musical art. Means of musical expression: specific and non-specific, inherent in other types of art.
Art, be it music, literature, painting, has a common basis - life itself. However, each type of art has its own language, its own means of expression in order to convey various life phenomena, capturing them in vivid, memorable artistic images for listeners, readers, and viewers. Appeal to the genre of landscape, sketches of nature in different types of art. Musical landscapes are the reverent attitude of composers to what they saw, “heard with their hearts,” and enchanted their nature. A logical continuation of the theme of interconnection different types art, turning to the song genre as a unity of music and words.
Lesson 19. Music of the morning.
A story of music about the life of nature. The importance of the principle of similarity and difference as leading in the organization of children’s perception of music.The contrast of musical pieces that paint a picture of the morning. Music has an amazing ability to convey feelings, thoughts, human character, and the state of nature without words. The character of the music is especially clearly revealed when comparing the plays. Identification of the features of melodic pattern, rhythmic movement, tempo, timbre colors of instruments, harmony, principles of form development. Expressing your impression of music to drawing.
Lesson 20. Music of the evening.
Musical intonation as the basis of musical art, distinguishing it from other arts.
Entering the topic through the genre - a lullaby. Features of lullaby music. Features of the vocal and instrumental music of the evening (character, melodiousness, mood). Performing a melody using plastic intonation: imitating a melody on an imaginary violin. Designation of dynamics and tempo that emphasize the character and mood of the music.
Lesson 21. The muses were not silent.
A generalized representation of the historical past in musical images. The theme of defense of the Fatherland.
The theme of defense of the Fatherland. Feats of the people in the works of artists, poets, composers. Memory and monument - community in related words. Memory of generals, Russian warriors, soldiers, events difficult days trials and anxieties that persist in folk songs, images created by composers. Musical monuments to the defenders of the Fatherland.
Lesson 22. Musical portraits.
General and specific in musical and speech intonations, their emotional and figurative structure.
Similarities and differences between music and colloquial speech using the example of the vocal miniature “Chatterbox” by S. Prokofiev based on poems by A. Barto. Intonation-meaningful reproduction of various musical images. The secret of the composer's intention is in the title of the musical work. The attitude of the authors of works of poets and composers to the main characters of musical portraits.
Lesson 23. Act out a fairy tale. "Baba Yaga" is a Russian folk tale.
Music in folk rituals and customs. Folk music games. Children's folklore: musical sayings, counting rhymes, refrains, fairy tales.
Introduction to the fairy tale and folk game “Baba Yaga”. Meeting with images of Russian folklore.
Lesson 24. Mother's holiday.
The role of the performer in conveying a piece of music to the listener.
The lesson is dedicated to the dearest person - mother. Understanding the content is based on a comparison of poetry and music. Spring mood in music and works of fine art. Melodiousness, cantilena in lullabies, which can convey a feeling of peace, tenderness, kindness, affection.
Lesson 25. General lesson 3rd quarter.
Generalization of musical impressions of first-graders for the 3rd quarter.
4th quarter.
Lesson 26. Musical instruments. Everyone has their own musical instrument.
Timbre coloring of the most popular musical instruments in Russia and their expressive capabilities. Folk music games.
Instrumentation and staging of songs. Game songs with a distinct dance character. The sound of folk musical instruments.
Lesson 27 Musical instruments.
Timbre coloring of the most popular musical instruments in Russia and their expressive capabilities. Features of the sound of different types of orchestras: symphonic and folk.
Meeting with musical instruments – harp and flute. The appearance, timbre of these instruments, expressive capabilities. Getting to know appearance, timbres, expressive possibilities musical instruments - lute, harpsichord Comparison of the sounds of works performed on the harpsichord and piano. Mastery
Performer-musician.
Lesson 28 “The Wonderful Lute” (based on an Algerian fairy tale). Sounding pictures.
Music as a means of communication between people.
Getting to know musical instruments through the Algerian fairy tale “Wonderfullute". Reflections on limitless possibilities music in conveying human feelings, thoughts, and the power of its impact. A generalized description of music, giving an idea of the features of Russian folk drawn-out, lyrical, daring dance songs. Completing the task and identifying the main question: what music can help a foreign guest get to know another country better? Artistic image.Consolidating ideas about musical instruments and performers. The nature of the music and its correspondence to the mood of the picture.
Lesson 29. Music in the circus.
Song, dance and march as three main areas of musical art, inextricably linked with human life.
The originality of a musical work is in the expression of the feelings of a person and the world around him. A circus performance with music that creates a festive mood. Music that sounds in the circus and helps the artists perform complex numbers, and prompts the audience to see the appearance of certain characters circus performance.
Lesson 30. A house that sounds.
Songwriting, dancing, marching as the basis for the development of more complex genres - opera, ballet, musical, etc. Children's musical theater as a special form of introducing children to the musical art.
Introducing first graders to the world musical theater. A journey to musical lands like opera and ballet. Opera heroes sing, ballet heroes dance. Singing and dancing are united by music. The plots of operas and ballets become famous folk tales. In operas and ballets, song, dance and march music are found.
Lesson 31. Opera is a fairy tale.
Opera. Songfulness, dancing, marching. Different kinds music: vocal, instrumental; solo, choral, orchestral.
A detailed introduction to choruses from children's operas. Opera characters have their own distinct musical characteristics – theme melodies. Opera characters can sing one at a time - soloist and together - in choir accompanied by piano or orchestra. There may be episodes in operas where only instrumental music is played.
Lesson 32. “There is nothing better in the world.”
Favorite cartoons and music that sounds every day in our lives. Acquaintance with composers-songwriters who create musical images.
Lesson 33 General lesson. ( Lesson-concert.)
Children's music radio and television programs, music audio recordings and videos for children as a means of enrichment musical experience, expanding and deepening the musical interests and needs of students, as an opportunity to independently acquire initial self-education skills in the field of musical art.
Generalization of musical impressions of first-graders for the 4th quarter and year.
Performing learned songs throughout the year. Preparation of a poster and program for the concert.
To choose the school to go to future first-grader, is influenced by many factors: location, family traditions, teaching staff, subject bias, etc. Lately another one was added to them - the educational system.
Previously, in all domestic schools, mathematics and Russian were taught using the same textbooks; now, knowledge is guarded by curricula or educational and methodological complexes(UMK). As a rule, according to the chosen program, the child studies from grades 1 to 4, i.e. throughout elementary school. Today, about 10 such educational programs are presented in the educational sphere. All this diversity is regulated by federal government educational standards(FSES). If the program complies with the Federal State Educational Standard, then it educational materials receive approval from the Ministry of Education and Science and then are included in special lists of approved educational literature.
All educational and methodological complexes include completed subject lines textbooks on basic subjects primary education. For example, the “School of Russia” includes: the alphabet, the Russian language, literary reading, mathematics, the environment, technology, music, art, Physical Culture, as well as copybooks, collections of tests, technological maps.
Differences between teaching materials should be found in the content. Just nine years ago, programs were divided into traditional and developmental. Now this division has become conditional, because All programs are focused on the child’s activity in the learning process, on the development of his personality, his cognitive and creative capabilities. However, if you hear somewhere that “Russian School” or “Elementary school XXI centuries" are called traditional, and L.V. Zankov’s system is called developmental, don’t let this bother you, now all programs are aligned with each other.
Of course, some differences remain. All programs are written by different teams of authors: each educational complex has its own “star,” and very often teachers and parents are guided by the names of the compilers, expressing their preferences. For example, textbooks on the surrounding world “Schools of Russia” were created by A.A. Pleshakov, candidate pedagogical sciences, laureate of the Russian Presidential Prize in the field of education. A.A. Pleshakov is the scientific director of the School of Russia program. And here scientific adviser"Schools 2000" - Doctor of Pedagogical Sciences, Professor L.G. Peterson. Adherents of the program believe that it is its mathematics textbooks that perfectly develop logic and thinking.
It often happens that several systems are adopted at once in one school: parallel classes are taught according to different programs. Information about what system children will study according to is usually known already when entering the first grade, that is, before the start of school year. The school notifies parents about this and issues lists of required educational and methodological literature.
Note that the Federal State Educational Standards are constantly being updated, and it may happen that the older brother’s textbook is already outdated and will not suit the future first-grader, even if the children study according to the same system. In this case you will have to purchase full set for a year: textbook, copybooks, workbooks. For parents of schoolchildren, the simplest and most optimal solution is to collectively order textbooks for the entire class: both children and the teacher will receive the same sets and will be spared the problem of matching the necessary pages and exercises.
Neither parents nor teachers have a clear opinion about which program is better. According to various informal surveys, in Russian schools The leading positions are occupied by "School of Russia" and "School 2100".
It is quite possible to get acquainted in advance with what the program chosen at your school is like: look at the information on the official websites of the Ministry of Education and the Federal State Educational Standard, talk to other parents. But first of all, talk to the teacher! After all, it is not so important what program your child will be taught in, what is more important is who exactly will teach.
Discussion
Is it possible to choose a program? We were simply informed on the first of September that we were following the program" Promising school“And that’s all, there was no word choice.
Well, the article has nothing to do with the title.
oh well, school 2100 is a terrible program, it was developed by moral monsters, there are simply no other words, you have to teach your child using other textbooks at home, completely illiterately written textbooks with big amount errors and typos
Comment on the article " School program for a first grader: what are the differences and how to choose"
About workbooks... turn of events. School, secondary education, teachers and students, homework, tutor, vacation. Tell me where to buy textbooks and workbooks for the class cheaper? Does anyone have experience?
Discussion
Everyone Thanks a lot for the answers! I talked to the teacher (head). She says that the school placed an order for notebooks 2 times (the first time in September! Next year!), still no answer, no hello. Or rather, the answer is: you have an experimental program, and we do not purchase small quantities. If you don’t like it, go to the Russian School. Since this year, in Moscow, all the first grades are in ShR, only the rest are completing their studies in other programs. Well, I decided to give a damn and not butt heads, you’ll waste a lot of time and effort and, most likely, they’ll deny the result.
As they said on parent meeting in May, that for school students, ordinary notebooks for 2 kopecks are enough. But if parents want their child to study in a workbook, then let them buy it.
But what irritates me more is that there is no standard size for textbooks and notebooks: let the textbooks be the same size, the notebooks also the same size. I'm tired of walking around with a centimeter and measuring covers; at home I already have a warehouse of covers, like in a store. I will cover my textbooks in the new year with tracing paper.
Workbooks have been banned at school! Textbooks. Children's education. Firstly, in our class everything was purchased back in June.. Secondly, we want the notebooks to be used. So, for example, we have 5 hours of English a week... I can’t even imagine HOW you can work without additional help. notebooks..
Discussion
The Law on Education (Part 1, Article 35) stipulates that students of state and municipal schools are provided with free textbooks, teaching aids, as well as educational and methodological materials necessary for obtaining an education within the Federal State Educational Standard. The school is provided with such textbooks and aids from budgetary allocations.
But the question is: what exactly is a textbook and teaching aid? Do these include various types of copybooks, problem books, tests, test books, and others designed for one-time use? Should the school provide such benefits free of charge? It is quite difficult to answer this question. The fact is that until February 17, 2015, clause 2.2 was in force. SanPiNa 2.4.7.1166-02*(3) (contains requirements for textbooks), which divided educational publications into: textbook, study guide and workshop; at the same time, educational publications of the new generation - a textbook-notebook, an individual workbook, a book for students’ independent work, a problem book, a notebook for creative tasks and so on. - directly related to workshops, and not to textbooks, and therefore were not provided free of charge by the school (see, for example, the definition Supreme Court Republic of Komi dated May 22, 2014 in case No. 33-2365/2014). However, this clause has now become invalid. And GOST 7.60-2003*(4) defines a workbook as a teaching aid that has a special didactic apparatus that promotes independent work student over mastering academic subject(clause 3.2.4.3.4.2.3). Thus, the question of classifying disposable notebooks as textbooks in theory it is definitely not allowed. In practice, parents will most likely need to purchase such benefits from their own funds.
So, buy textbooks - that is, educational publications containing a systematic presentation academic discipline, its section, parts corresponding curriculum and officially approved as this type of publication (with the Federal State Educational Standard icon) - not necessary. It's another matter if we're talking about about any in-depth classes that go beyond the scope of the Federal State Educational Standard, or about paid classes (for example, clubs): in this case, the school has the right to indicate the need to purchase textbooks and manuals (Part 3 of Article 35 of the Education Law).
Yesterday I wrote a letter to an English teacher about RT, received an answer that this year the school is buying RT, and the application was sent back in June... We are waiting... if anything happens, we have it too new director and it’s also forbidden to buy everything, even atlases
Yes, I didn’t see the workbook, we all drew and wrote in a regular notebook, but we write very little, in Peterson for 1st grade, my daughter Section: Textbooks (Peterson mathematics 1st grade, are there any differences in the editions). One is a textbook where you can write the answers directly into it.
Section: Textbooks (photocopy preschool educational workbooks). Vereshchagina's workbooks for 1st grade. Girls, does anyone have new workbooks for first grade? English language Vereshchagina? Those blue ones with the carousel?
One set of textbooks is issued by the school and remains at the school. And the other set should be at home. Primary school ". The educational complex includes new textbooks for grade 1, workbooks for students, methodological manuals and recommendations, lesson planning for Section...
Vinogradova 1st grade textbooks.. Education, development. Child from 7 to 10. Primary school". The educational complex includes new textbooks for 1st grade, workbooks for students, teaching aids and recommendations, lesson notes...
ZPR) in the preparatory class regular textbooks For the 1st grade of general education, there used to be a good store from the Proveshchenie publishing house, where there were textbooks for schools (notebooks with assignments) For the last two subjects, Andryukha also has workbooks.
6. Learning to think and fantasize workbook No. 1 (2nd grade) Vinogradov 7. Writing (workbook) 1st grade No. 2 8. Writing correctly (workbook) No. 2 4th grade Perspective Primary School: 1. Mathematics part 1, grade 1 textbook - notebook (Chekin) 2...
Final test
The purpose of the work is to check:
knowledge of the decimal composition of two-digit numbers and the ability to compare two-digit numbers;
ability to perform addition and subtraction double digit number with a single digit within 100 without crossing the rank;
decision skills word problems in 1 action to find the amount, balance, increase/decrease on several units;
the ability to measure the length of a segment, calculate the length of a broken line and the perimeter of a polygon.
Option 1
1. Calculate:
10 + 3 = 40 + 5 = 17 – 10 = 54 – 3 =
12 + 6 = 23 + 4 = 38 – 8 = 26 – 12 =
2.
18 = ……. + …… 57 = ……. + ……
3. One apple tree had 60 fruits, and the other had 20 fewer. How many fruits were on the second apple tree?
4. Put a sign or
9 … 21 10 … 0 25 … 28 47 … 43
5. Measure the segments and find the length of the broken line.
Option 2
1. Calculate:
10 + 7 = 60 + 8 = 19 – 10 = 75 – 4 =
13 + 5 = 42 + 7 = 47 – 7 = 36 – 14 =
2. Write the numbers as the sum of tens and units:
17 = ……. + …… 32 = ……. + ……
3. There were 58 fruits on the plum tree. We picked 14 ripe plums. How many plums are left on the tree?
4. Put a sign or
17 … 70 0 … 11 32 … 20 34 … 41
5. Measure the sides of the triangle and find its perimeter.
Criteria for determining the level of training and development of students
The results of the final and intermediate certification are recorded in a special “List of Achievements.”
Red color indicates a high level of training and development of students, green and blue color indicate average and low level, respectively.
When determining the level of development of skills and abilities in mathematics it is necessary to take into account the development of written computational skills, the formation of the ability to solve simple tasks, navigate the simplest geometric concepts.
High level development written computational skills work performed without errors corresponds.
The average level of development of written computational skills corresponds to work in which no more than 3 gross errors were made.
problem solving skills correspond to work and answers in which the student can independently and accurately solve the problem (make a plan, solve, explain the solution and accurately formulate the answer to the question of the problem).
The average level of development of the ability to solve problems corresponds to works and answers in which the student makes certain inaccuracies in the formulations, makes mistakes in calculations and solutions to problems, but corrects them himself or with the help of the teacher. At the same time, the work should not contain more than one gross and 3-4 minor errors.
A low level of development of the ability to solve problems corresponds to works and answers in which the student cannot cope with solving problems and calculating them even with the help of a teacher. Makes 2 or more serious mistakes.
High level of formation ability to navigate geometric concepts correspond to the ability to name geometric figures and their essential features (curved and straight lines, ray, segment, broken line, angle, triangle, polygon, rectangle, square), recognize geometric shapes, draw them using a ruler, square, compass.
The average level of ability to navigate geometric concepts corresponds to the ability to name and recognize geometric figures, but at the same time the student allows inaccuracies in the definition essential features figures.
Low level the ability to navigate geometric concepts, knowledge and skills that do not meet the specified requirements are determined.