Tips: how to choose the right ABC book. ABC and primer in the USSR

The primer is the first textbook book that falls into children's hands. The path of a schoolchild, yesterday's preschool child, to knowledge begins with it. From this book, children learn to write and read.

A long time ago, children also went to school, but they did not learn to read from the ABC book. In the old days, letters were carved on wooden boards. Then books began to appear. Already in ancient times, people came to the conclusion how important books are, sources of important and interesting things. At first they were written by hand and also rewritten. This took a lot of time, and the books were few in circulation, which meant few people could read them. Then people invented printing machines, and with their help Ivan Fedorov’s first printed textbook, the ABC, appeared. The alphabet letters were a little similar to ours. Then the alphabet was replaced by an alphabet book, which now forms the basis of the school curriculum in the discipline “reading”.

What is the difference between an alphabet and a primer?

Actually, the alphabet is just an alphabet with pictures and rhymes for each letter, as well as a sequence of letters that are accepted in a given writing system and have a certain order of arrangement. The name “alphabet” comes from the Old Slavonic letters “az” and “buki”, which were the first letters of the alphabet.

The primer is what everyone learns to read from. Here the letters are not given in alphabetical order, they are sorted by “degree of difficulty” and use in speech. There are also exercises that teach correct reading skills, in which the complexity increases from the beginning to the end of the book, from small words to large texts. The primer is perhaps the most important book in the school curriculum for primary grades. It is not for nothing that the ABC holiday in 1st grade is celebrated in many schools as a kind of initiation of children into school life. The primer is also the first textbook in school on the development of speech and logic of children's thinking.

After reading this article, you will learn what features modern Primers have, get acquainted with their brief overview and be able to choose the best one for your preschooler or schoolchild.

What is the difference between a Primer and an ABC?

Is it time to teach your baby to read? Every day you notice his curiosity and you want his “Why?” he knew how to find the answers himself. In order for your desire to teach your child to read to grow into the same desire for the child himself, you only need to guide him correctly. Let's figure out where to start learning to read?

If you decide to learn the alphabet with it, then “ABC” will be your main assistant and coach. Using it, you can easily teach a child at any age to name letters in alphabetical order and find the corresponding sound in picture words.

You can start learning about letters with this book. Just try to choose an “ABC” with large, clear and bright drawings.

Note!

The order of letters in the ABC strictly corresponds to the alphabet. And if your baby does not yet clearly pronounce all the letters, do not forget about the norms of speech development. After all, experts have clearly established at what age what sound is formed in a baby.

Only the Primer teaches you to connect letters into words. Literacy teaching itself can be presented in a traditional direction, or maybe in a developmental direction.

Although the training itself has three main levels:

First: letterless or alphabetic.

During this period, the formation of phonemic hearing occurs, basic information about words and sentences is communicated. It is possible to isolate and study 5 sounds from speech (a, o, s, i, u), and then the letters themselves. During this period, patterns or patterns of sounds are also introduced

Second: main.

At this level, sound analysis skills are improved, familiarity with all other letters occurs, reading skills are formed, and coherent speech develops. The order of learning letters is basically the same in different Primers - from easy to pronounce to difficult to pronounce letters. At the end of the training, familiarization with the signs b and b occurs.

Third: post-literal.

Now the reading skill is consolidated and improved. From reading by syllables, tasks gradually become more complex to reading by words. As a rule, during this period, acquaintance with works of art and authors occurs, work is carried out to develop speech skills.

Brief overview of modern Primers

You may be interested to know that in today's multifaceted and diverse world of literacy teaching, new versions of the first book in the lives of each of us have lived up to the hopes of experts placed on them and enjoy well-deserved authority. At the same time, the authority of the well-known old versions of books on teaching reading was also preserved.

Of course, you first need to independently assess the level of your child’s speech skills, carefully review all the pages and determine where the most difficult letters for the baby are located. Perhaps they don't have to be on the penultimate pages. And when you make your choice, only then can you show this book to your baby and try to do everything possible so that he likes it. To do this, reveal all the features of its artistic design. In this case, be sure to take into account the age of the baby.

If your child is still far from school, then feel free to choose your option from the best:

“The Primer” by N. S. Zhukova takes first place in various ratings for teaching reading to preschoolers. All tasks in it are selected with a speech therapy emphasis. Since they were compiled by a speech therapist with extensive life experience. In it, the entire teaching system goes from sound to word and gradually introduces a graphic element - a syllable. Also, the author does not focus on entertaining and fun learning, which in his opinion only interferes with preventing the child from making mistakes in the future when writing.

“My primer: a book for teaching preschoolers to read” N.V. Beggar was also written by an experienced speech therapist. Moreover, the author offers his own methodology in order to study letters. In the book, the entire study of letters is built from simple, familiar sounds to more complex ones, according to the age development of the child’s speech apparatus. Such activities will be interesting both for a child with normal speech development and with some speech defects.

"Primer; a guide to teaching children to read” E.I. Sokolova was written by a kindergarten teacher-methodologist with extensive experience. Here the words are collected according to a special selection, which further increases the effectiveness of teaching independent reading.

“Journey to the Sound-letter” by V.V. Shakirova is based on the preschooler’s acquaintance with the “sound-letter”. All the material in the book is aimed at creating sustainable interest in the reading process itself and positive motivation. Not only cognitive and long-term motivation is taken into account here, but also motivation for personal growth and the ability to communicate with peers is formed. All material is presented in a playful way, but not at all intrusive, but as exciting as possible

“A Primer for Boys” and “A Primer for Girls” by G.P. Shalaev takes into account the psychophysical development of each child. According to this conclusion from his own practice, the author suggests learning for the boy in a more active, playful form. The girl is offered tasks of a different type, taking into account their perseverance.

"Primer" D.I. and E.N. Tikhomirov also enjoys well-deserved authority among parents and teachers for more than 100 years. In this book, the authors offer reading training using specially selected didactic material. With its help, along with the development of reading skills, the child develops kindness and hard work, and develops a sense of beauty.

“A Primer for Children from 2 to 5 Years” by E. Bakhtina presents a huge world of fairy-tale people - little letters. The author's main idea is to present it to preschoolers in an accessible form. She recommends that all letters not be written next to the picture of the words for that letter, but represented as these characters. Thanks to this approach to learning about letters, which is close to every child, the author easily explains the merging of syllables

“The New Primer” by O. Soboleva consists of two parts: for a child and for an adult. And then in the part for adults there are two sections: tasks plus fairy tales and a technique for explaining tasks. Each page is multi-level. This allows you to teach both a two-year-old child and a six-year-old preschooler. All training is built in the form of a large adventure game with complex, multi-detailed pictures that help to hold the child’s attention. At the same time, he develops not only reading skills, but also intelligence, thinking, a sense of color, imagination, and a linguistic sense is formed.

“A Primer” by T.A. Tkachenko consists of all kinds of tasks and texts. All training consists of 20 stages with a gradual increase in complexity. All material is entertaining with high learning efficiency. Many fairy-tale characters help preschoolers master complex knowledge in a playful way. Here you will find a lot of different additional materials: funny poems, riddles, difficult words, mix-ups, rhyming jokes and “reading together”.

But if your child is preparing to go to school in a year and a half, then these versions of Primers will clearly not be interesting enough for him.

Perhaps your child will be interested in more complex ABC books.

Don't worry if you already have a school textbook. Your Primer can be an additional tool for teaching reading even to a student in elementary school.

You may be interested in the fact that in each Primer, regardless of the author, the learning process itself is built according to the analytical-sound method proposed by K.D. Ushinsky. However, they all differ in their directions.

For comprehensive preparation for school and speech development, there are Primers by famous and new authors.

This is how literacy education can be structured in the traditional direction.

Then look through the options:

1. Goretsky V.G., Shanko A.F., Kiryushina V.A. - “Russian alphabet”. The authors suggest learning to read by studying one letter every day. This is where the reading unit is saved - the merge!

2. Zhurova L.E., Evdokimova A.O. - “Primer”. The authors of this textbook present all training as an integrated course. All material is aimed at developing speech and thinking. Particular attention is paid to the formation of the child’s linguistic literacy. For a first-grader, the following are provided: a program with a CD, a textbook with an insert in two parts, a teaching guide with comments on the lessons and plus copybooks

- in the development direction:

Nechaeva N.V., Belorusets K.S. - “ABC” (according to the Zankov system). It pays special attention to the correct articulation of sounds.

2. Andrianova T.M., Ostroumova - “A Primer” (according to the Zankov system) in three parts. The principle of constructing this textbook takes into account all types of formation of a child’s speech activity: listening, speaking, familiarity with the norms of speech etiquette when communicating, reading itself, selective reading. Throughout the entire training, constant observation of the word, its word formation and various inflections is offered. This is how the child develops a sense of language and spelling vigilance.

3. Repkina V.V. - “A Primer” (according to the Elkonin-Davydov system) in two parts. In this book, letters are proposed to be studied two at a time - with iotized sounds after consonants, and consonants according to their voiced-voicelessness. In this way, the authors strive to quickly expand the child’s reading field. Overall, this publication contains a lot of material for shared reading. This helps create an atmosphere of literary reading from the very first lessons. You may be interested to know that this book contains not only texts for reading, but also for writing

This is not a complete list of new developments by specialists for preschool children.

When choosing a Primer, always remember!

The adult who will continue teaching reading should choose the publication.

In fairness, it is also worth remembering that it is not only methodologists who create the Primers.

You might like the alphabet developed by famous poets; S.Ya. Marshak, B.V. Zakhoder, A.L. Barto. This tradition is continued by modern poets: L.L. Yakhina “Bukvarik”, T.Sh. Kryukov “Fun ABC Book”, G.V. Sapgira "Your primer". Of course, you will not find methodological recommendations in them, but they can become excellent helpers in home teaching or as additional material for the development of speech skills in your child.

Your individual requirements for the Primer

Now you have a general idea of all the most famous “Primers” for learning to read in Russian. All that remains is to take the last step - introduce the book to the preschooler himself. Although you have already remembered the first and most important thing: a book for a child should be chosen only by the person who will teach the child to read.

All presented publishing houses reveal a variety of methods for teaching reading. They have already been justified and time-tested.

But there are still a few general requirements that you will definitely need to take into account.

And here are some more important tips from experts:

Look carefully at all the pages of the book. If you encounter any misunderstood or unclear points, immediately put this publishing house aside.
The cover of the Primer should be hard, and the paper inside should be thick, but not glossy.
The drawings themselves inside the book should be large, bright and clear.
A successful combination is considered to be the simultaneous presentation of a printed and capital version of a letter to the child.
The new letter should be in the top corner of the page and at the same time have a difference in color. Letters denoting vowel sounds should be one color, and consonants - another.
Try to avoid publishing houses where tasks must be completed in the book itself, so as not to wean your child off from drawing and writing in books.
Look through the texts themselves to identify words that your child does not understand in advance. It’s better not to use such a book at all.
Strange as this advice may sound, it is better to teach reading from a book of standard size - 15x20.
Remember! A high price does not always correspond to good content. For successful learning, the main thing is that each page must contain a detailed description of the sequence of all your actions.
Try to take into account the artistic design of the book. Let it captivate your child and become the most important incentive for desire. learn to read with pleasure and will give him the opportunity to feel success.

Never forget that the simplest tasks waiting for you can baffle your baby. After all, he is just beginning to get acquainted with the world of letters. Be patient! Sincerely rejoice with him at his first successes, the first words he read. And then the time will definitely come when he will read books to you on his own!

Good luck to you in this difficult work!

A book is like an entrance ticket to a whole world - the world of children's literature. The first alphabet appeared in Russia in the 16th century. Together with Natalya Letnikova, we invite you to look into five pre-revolutionary books for teaching reading and find out their history.

“ABC” by Ivan Fedorov

The printer published the first primer in 1574 in Lvov. “For the sake of rapid infant learning,” it is written from the compiler. The alphabet is arranged in forward, reverse and staggered order. 40 sheets of 15 lines on each page are written in Old Church Slavonic with a black ornament of woven leaves, buds, flowers and cones, characteristic of Fedorov’s edition. Scientists are inclined to believe that this is “the first printed literacy textbook for the Eastern Slavs.” The only known copy of Fedorov's ABC that has survived to this day is in the Harvard University library. It is assumed that the book once belonged to the collector of antiquities Grigory Stroganov, Sergei Diaghilev bought the rarity from the heirs of the count, and only then the book came overseas.

“A Primer of the Slovenian Language” by Vasily Burtsov

The first manual on teaching literacy in Moscow was published in 1634. It replaced the Psalter in this matter. The author was Vasily Burtsov, the “primary clerk” of the Moscow Printing House. The printer retained the structure of the alphabet of his predecessor Ivan Fedorov, but collected the alphabet, syllables, reading texts, names of numbers and punctuation marks under one cover. The book teaches grammar and spelling.

The second part contains prayers and parables of King Solomon. Burtsov's primer appeared before readers in color: the publisher highlighted the letters, syllables and section names in red. The book became the main textbook for teaching literacy in the center of Russia. In the second edition, the printer added a moralizing engraving. The first picture on the school theme in the primer is just like in a pre-revolutionary school: a teacher punishes a student with rods. Authentic editions of Burtsov's primer are kept in the Russian State Library.

"Primer" by Karion Istomin

The first illustrated Russian alphabet with an ornate title: “A primer of Slavic-Russian letters, statutory and cursive, Greek, Latin and Polish with formations of things and with moralizing verses: To the glory of the All-Creator Lord God and in honor of the Most Pure Virgin Mary and all the saints.” The first copies were presented by the publisher and teacher of children of the royal family, Karion Istomin, to the mother of Peter the Great, Tsarina Natalia Kirillovna, for her grandson, Tsarevich Alexei. The design is in accordance with the status - the handwritten book is painted with gold and paints. The printed edition was published in 1694 in 106 copies. 43 sheets engraved on copper, each with an initial letter of human figures, objects for this letter and moralizing explanations. The drawings were made by Leonty Bunin, a student of the Dutch engraver at the Schonebeek Armory. One of the copies of Istomin’s Primer is kept in the St. Petersburg Public Library.

"ABC" by Leo Tolstoy

More than the alphabet. Not only an introduction to the alphabet, but also moral stories for reading, learning to count, stories on history, natural history, and life in exotic countries. Four big books. Lev Nikolaevich made the first sketches in 1868. The classic did not initially intend to limit itself to just “letter addition”; he strove to make a textbook for “little men” interesting. I checked how clearly the material was presented - in home school. Thirty students learned the basics of literacy under the guidance of Tolstoy, his wife Sofia Andreevna and older children. “ABC” was published in 1872 and caused controversy among teachers. The “nationality” of the language and methodological approaches were criticized. The reaction forced Tolstoy to postpone work on Anna Karenina and in 1875 to release The New Alphabet; during the classic’s lifetime, the manual went through over thirty reprints. “ABC” itself comes out of the printing house in the 21st century, Lev Nikolaevich’s children’s stories are an integral part of children’s anthologies. For a generation now, “little men” have been shedding tears over the story of the lion and the dog and worrying about Filipko.

“The ABC in Pictures” by Alexandre Benois

A whole entertaining world on book pages. Even the moralizing statement “Teaching is holy and unlearning is darkness” is written not on a slate board by the teacher, but on a piece of paper held... in the paw of an owl. Alexander Benois, a Russian artist, art historian, and world-famous illustrator, left only letters and a few words in his alphabet, filling the children's book with inimitable images. It was no coincidence that Benoit took up the book for the little ones.

The artist believed that aesthetic taste should be cultivated from childhood. The letters are just an organic addition to the illustrations at a level never before seen in children's book publishing. Together with the little reader, the Arab Iakinth travels through the alphabet - and this is how the story is told from the first letter “a” to Izhitsa. “I learned to read and write in Russian”, - the main character concludes at the end of the book. The author of the book, Alexander Benois, taught his followers, book publishers, the fantasy that is so necessary when designing a children's book.

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Introduction

1. Theoretical approaches to the study of the features of modern primers and alphabets

2.4 Comparative analysis of modern primers

2.5 Main proposals based on the results of the analysis

Conclusion

Bibliography

Introduction

The relevance of the course work lies in the fact that for a long time the first book for teaching literacy is the primer. The word is synonymous with the word alphabet and has two meanings: 1) a system of arrangement of graphic signs - letters in alphabetical order (named after the Greek letters alpha, beta, etc.) with their full name; 2) an initial teaching aid for teaching literacy. Here the name alphabet indicates the teaching method itself - memorizing letters in alphabetical order.

The ABC book is extremely important in a person’s life. It is often the first book that a small child begins to study independently. With the help of a primer, a child learns to read and write, thereby raising his knowledge of his native language to a new, higher level. It is the exercises with the primer that allow the child to clearly and finally realize that he belongs to his native language and native culture. The primer develops the child’s logical thinking, which significantly increases the level of his intelligence and is a significant step in the formation of his individuality, contributes to the development of the child’s aesthetic views, and helps him correctly perceive the world around him in all its diverse beauty. The primer is also indispensable for the spiritual education of a little person, the formation of moral and civic qualities of the individual. The primer significantly expands the child’s erudition and gives rise to a lot of knowledge, which leads the child onto the road leading to an adult, independent life.

In addition, the primer is not only a means of education and training for the younger generation, but also a document of material culture, scientific and historical significance. After all, the primer, in a specific, unique, compressed and limited in size form, reflects the main aspects of the life of the country at a certain stage of time. By studying the primer, you can clearly see the basic ideological and political views of society, the state of its spiritual and moral health, the situation of various segments of the population, a reflection of the everyday life and way of life of the people, its ethnographic features, the development of the national language and literature, information on the history of national book publishing. Thus, the primer is an essential source of cultural, scientific and historical information about a person, society, and state.

Teaching students the alphabet is a mandatory component of the modern educational process that meets the requirements of the Federal State Educational Standard. There are various approaches and techniques regarding the ways of learning letters, the sequence of accessing them and the features of memorization.

Recently, there has been a tendency to study letters in alphabets and primers, which is determined by the principle of frequency, which dictates the order of letters in textbooks, depending on the frequency of use of a particular letter. Following this principle allows you to quickly expand the amount of reading and writing that is available to your child. However, the practical purpose of the primer, which is built taking into account this principle, cannot reveal general linguistic patterns to the younger student, and prevents the solution of linguistic problems that develop his thinking and bring his linguistic consciousness to a new level.

The object of the course work is modern primers included in textbook sets for primary schools.

The subject of the course work is the features of construction, the sequence of studying sounds and letters, literary material for reading, speech development and illustrative material of primers, most often used in the educational space of Russia.

The purpose of the course work is a comparative analysis of the primers most often used in the educational space of Russia, and the introduction of one’s own rational proposals based on the results of the analysis.

In accordance with the purpose of the study, the following tasks are determined:

Consider theoretical approaches to the study of the features of modern primers and alphabet books;

To characterize modern primers that are most often used in the educational space of Russia: primers by L.E. Zhurova and A.O. Evdokimova, alphabet N.G. Agarkova and Yu.A. Agarkov and the ABCs of V.G. Goretsky, V.A. Kiryushkina and L.A. Vinogradskaya;

Conduct a comparative analysis of modern primers and develop basic proposals based on the results of the analysis.

The course work examines the features of the following primers:

Program - “Prospective Primary School”, N.G. Agarkova, Yu.A. Agarkov “ABC” Textbook on teaching literacy and reading 1st grade.

Program - “Primary school of the 21st century”, L.E. Zhurova, A.O. Evdokimov “A Primer” in 2 parts, 1st grade.

Program - “School of Russia”. Goretsky V.G., Kiryushkin V.A., Vinogradskaya L.A. "ABC" in 2 parts, 1st grade.

1. Theoretical approaches to the study of the features of modern primers and alphabets

1.1 Essence, meaning and history of the development of the primer

The primer is the first educational book that falls into the hands of a child. This is where literacy begins. According to it, every person learns to write and read. Agree, the Primer is an ageless book, it is the beginning of all beginnings.

The purpose of the Primer is to introduce the child to the world of letters, to teach them to read in their native language. It is with him, the Primer, that each person begins to climb the mountain of knowledge.

The life of this textbook book is interesting; It probably cannot be any other way, because from the pages of the Primer, time, near and far, which has become our history, speaks to us.

6 centuries ago, printed alphabets were called primers. These were eight-sheet manuals that included only the alphabet and syllables. Thin books became dirty, lost, and often thrown away. Many examples of primers were saved by inquisitive foreigners, who exported them to non-Slavic countries as “eastern rarities.”

16th century. Book printer Ivan Fedorov prints the first Russian Primer. The only copy is now in the library of Harvard University in the USA. The book in Old Church Slavonic has no title. It is composed of five eight-sheet notebooks.

Some pages are decorated with screensavers of leaves, flowers and pine cones.

In the alphabet there are acrostics, in which each line is dedicated to a religious truth and begins with a specific letter.

In the 17th century, Vasily Burtsev-Protopopov, the head of the department that provided the school with books, printed in his printing house “A primer of the Slovenian language, that is, the beginning of learning for children...”. The Primer looks elegant and simple. Burtsev uses red to highlight letters, syllables and section names. His primer, like Fedorov’s, contains the alphabet in forward and reverse order, sections on grammar, and even the legend of Chernoritsa the Brave.

After 59 years, Karion Istomin, a monk of the Moscow Chudov Monastery, a famous educator, poet, artist, bookmaker, published 2 handwritten “Facebooks” for teaching the children of Peter I. These were art books, painted with multi-colored paints and gold.

A year later, a printed edition of Istomin’s Primer was published in the amount of one hundred and six copies. For the first time in a Russian primer, a method of visual presentation of the material is used: 400 drawings, entertaining pictures with poems helped to easily learn the alphabet. Each letter occupies a separate page. At the head of the letter row is a man in armor, whose pose resembles its outline. There are no prayers and instructions, and Istomin’s “moralizing poems” about the benefits of learning, work and the sciences evoke a “desire to learn” and at the same time turn this primer from a book pleasing to God into a small encyclopedia of “civil customs and righteous deeds.”

At the end of the 17th century, Karion Istomin published a typesetting Primer for the royal court in a small edition, only 20 copies. It includes not only his own poems, but also the works of Russian writers: Gregory the Theologian, John Chrysostom, Basil the Great. Removes some religious articles. Thus, a “literary primer” is obtained. Until the first quarter of the 18th century.

Istomin's primer has gone through more than one edition.

18 century. Poet, writer, translator Fyodor Polikarpov creates a textbook that fully corresponds to the spirit of the era of enlightenment of Peter I. A new era - new content and design. There is a table of contents, instructions for the student; texts in Slavic, Greek and Latin are grouped by topic. Illustrations, edifying poems, and the red color for the design of words and parts of the text made Fyodor Polikarpov’s Primer the brightest monument of Russian educational typography.

“An honest mirror of youth or an indication for everyday life” - this is the name of the Primer of 1717, published as a collection from various authors. This is one of the first books for teaching literacy in the new civil font, which Peter 1 ordered to be printed. The primer approved the final model of the new style of letters of the Russian alphabet. It was intended for school and home education.

In Tsarist Russia, different primers are printed: for children from rich families - in color, with beautiful pictures, for poor peasant and working children - small, without illustrations. In the Year of Literature, which has been declared 2015, I would like to remember the great writer Leo Tolstoy. In Yasnaya Polyana, with his own money, he organized a school for peasant children and created “ABC” for it. Many stories from this ABC are still used to teach children to read.

And here are ABC books from the 20th century. The 1937 Bukvar required a portrait of Lenin and a description of his care for children. Experienced, even famous artists were involved in the illustration: Ezhkova V., Bogdanov V., Nikulina T., whose drawings were not overloaded with details and were positively educational and brightly expressive in nature. The primer was published by a team of authors 13 times. And the latter remained unchanged for almost 40 years. It is rich in subject pictures and series of drawings and, of course, differs from its predecessors, but the purpose of the Primer is still the same - to teach a child to distinguish sounds and letters, to read words and small texts.

The Primer, the first book of a schoolchild, the ageless book, the beginning of all beginnings... The significance of the Primer is great not only in the life of an individual, but also of the entire people. Because the Primer reflects the spirit of the times, clearly shows how the people’s “heads work” and how they, the people, think about the future of their children. According to the collector of Primers Juris Cybuls (there are 3000 Primers of different nations in his collection), this is a miniature encyclopedia, which provides knowledge about the history, geography, culture of one’s people, achievements in various fields of life in a visual, understandable and entertaining way; like a drop of water, both the requirements and the level of the era are reflected. For me, the Primer is a symbol of knowledge, and also where the Motherland begins.

1.2 The main differences between the alphabet and the primer

Learning to read and write begins with the alphabet and primer. Their centuries-old history is evidence of the exceptional importance of systematizing methods for studying the alphabet as the basis of writing and reading, without which the acquisition of new knowledge is limited only by human empirical experience. The alphabet and primer perform common functions, but differ in the structure and content of educational material.

ABC is a system of ordered letter signs, compiled on the basis of the alphabet for teaching reading and writing.

The primer is a textbook for mastering the skills of syllabic reading and writing letters based on the alphabet.

The primer performs the same function, but its structure and content differ significantly from the alphabet. Learning the alphabet using a primer is combined with mastering the skills of syllabic reading, as well as writing individual letters and simple words. This approach to learning the basics of grammar activates the child’s visual, auditory and mechanical memory, thanks to which the learning of the material occurs faster and better.

The Russian alphabet has a more ancient history than the primer. Its first fragments are contained in birch bark documents and “The Tale of Bygone Years” - a monument of ancient Russian literature of the early 12th century.

The primer appeared much later. The creator of the first book for teaching literacy was the founder of printing in Rus', Ivan Fedorov, who in 1574 published a colorfully illustrated textbook containing the alphabet and reading material.

Modern primers are a joint work of linguists, teachers, and psychologists, as a result of which criteria are developed for maximum compliance of the textbook with the developmental goals of the educational process. Studying the primer is included in the compulsory educational program for the first grade of primary school.

The alphabet is traditionally produced in book format with illustrative and textual additions, but it also has other versions: in the form of tables, light and sound panels, letter mosaics, cubes, puzzles for adding syllables and words.

Initial familiarization with the alphabet is provided for in the educational programs of preschool educational institutions.

Thus, the difference between the alphabet and the primer is as follows:

1. The alphabet contains an ordered system of letter characters arranged in alphabetical order. The ABC book combines the alphabetical arrangement of letters with exercises for syllabic reading.

2. The primer is the first compulsory textbook for elementary school students, containing information about the grammar of the Russian language. ABC is an illustrated book publication or another type of manual intended for learning the alphabet.

3. The history of the emergence of the alphabet is closely connected with the development of writing and dates back to the period of the creation of ancient Russian chronicles. The first primers in Rus' appeared simultaneously with printing.

1.3 Reading as a type of speech activity

The importance of reading and books as a means of education, upbringing and human development is well known. Reading is a source of acquiring knowledge, spiritual and mental development of the individual. The process of reading itself presupposes the work and creativity of the reader, since the reading process includes creative, intellectual and labor activity - emotional empathy, co-creation, the involvement of reconstructive imagination, mental operations (inferences, assessments, relationships). Therefore, it is so important from childhood to instill in a child a love of reading, an interest in books and show its role in a person’s life, to equip the student with the ability to read - an appropriate level of technical skills, meaningful reading aloud and silently, and the ability to work with different types of texts and children's books.

Reading belongs to one of the highest intellectual functions of a person. Formed reading as an action is part of his cognitive activity. The essence of the process is the semantic analysis of symbolic material, the purpose of which is the perception and comprehension of the information contained in the text. Therefore, reading is considered by many psycholinguists as a type of information retrieval and cognitive activity.

Famous psycholinguists A.A. Leontyev, I.A. Zimnyaya, psychologists A.N. Soklov, N.I. Zhinkin consider reading as one of the types of speech activity along with listening, speaking and writing. Being an activity, reading has basic structural elements that are interconnected: motivational-incentive, procedural-operational and control-evaluative phases.

The motive for reading is need. A primary school student who is mastering reading first has a need to learn to read. that is, master the sound system and the process of reading itself - the emergence of words from letters. This piques his interest. Having mastered the initial reading (literacy), the student changes the motive for reading: he is interested in understanding what thought lies behind the words. As reading develops, the motives become more complex, and the student reads with the goal of learning some specific fact or phenomenon; even more complex needs appear, for example, to know the motive of the hero’s action in order to evaluate it; find the main idea in a popular science text, etc.

Thus, the driving force behind reading is a motivational need. Next comes a more complex phase - tentatively - research. It is associated with orientation in the text and involves analytical-synthetic work (orientation in the topic of the text, general content, outlining the planning of one’s work).

The next, higher level of activity is performing. It requires certain knowledge of methods of activity - those sequential techniques that will help to form a certain skill and achieve the goal of reading.

Reading as an activity should include self-control and assessment, therefore the process of learning to read requires the reader to check their results, i.e., the compliance of educational actions with the main educational task (for example, checking the accuracy of compliance with the plan, choosing a particular passage of text on a certain topic, etc.). d.).

One of the most important tasks of elementary school is to develop the ability to read not only as a subject-specific speech activity (in the lessons of the native language - reading), but also as an interdisciplinary educational skill that will fully function in teaching mathematics, natural history, mastering grammatical rules and exercises, etc. d.

Reading as an interdisciplinary skill requires not only a certain level of technical skills developed in reading lessons, but also specially organized work on understanding educational texts contained in primary school textbooks.

Knowledge of the types of these texts and the features of their structures is the basis for developing methods of action with each of them and determining a generalized action with any educational text.

To implement reading as an interdisciplinary skill, there must be a solid base - a certain level of subject skills: the formation of reading aloud and silently, understanding the content of the text and its meaning (subtext). And then the acquired skills are consolidated when reading other educational texts, the range of methods of action expands, the levels of understanding are enriched, and the silent reading technique is improved. Thus, interdisciplinary skills should be formed in conjunction with subject ones, on their basis.

Reading as one of the types of speech activity is not formed in isolation from its other types. Reading is most closely related to listening. The student understands audible reading more easily. Therefore, starting from the first year, listening to various texts should be introduced into education. It should be combined with independent reading. The child must be able to hear folk and poetic speech, distinguish between business and artistic speech by ear, navigate the topic and content of the text he listened to, and express his judgments about the events, facts, and phenomena he listened to.

Reading is directly related to oral speech. With the help of oral speech, the expressiveness of reading is practiced; When reading, means of verbal expressiveness are used, as well as coherent oral speech to convey the content of the text and communication between readers.

The object of a child's reading is written speech - a printed word, a sentence, a text. Therefore, the student must distinguish between these units when reading and be able to read not only individual sentences, but also a coherent text that has its own distinctive features - coherence, semantic unity, the main problem, a certain structure. The reliance of reading on different types of speech activity expands the possibilities of reading and creates conditions for nurturing a culture of speech and reading in their interrelation.

The main result of reading is understanding the text. This is a very complex analytical and synthetic process. Understanding is associated with decoding text, i.e. translating readable words into your own code - your own words. Study of speech mechanisms N.I. Zhinkin showed that reading (decoding) is easier than writing (coding). However, understanding a spoken or written text causes great difficulties for an inexperienced reader, since he needs to make a “transition from externally expressed complete words to the general meaning of the message.” .

The child needs to paraphrase the text or equivalently replace some words with others that are close to his experience.

The process of understanding a literary text is associated primarily with imaginative thinking, with the processes of imagination, and the development of the reader’s emotional sphere. The content does not overflow, does not go into the reader’s head, but is reproduced, recreated by him according to the guidelines given in the work. The final result of reading is determined by the mental and spiritual activity of the reader, his creativity.

The perception of texts by younger schoolchildren does not correspond to the perception of a mature reader and has a number of features. It is characterized by:

Fragmentation, lack of integrity in the perception of the text;

Weakness of abstracting and generalizing perception;

Dependence on life experience;

Connection with the child’s practical activities;

Pronounced emotionality and spontaneity, sincerity of empathy;

The prevalence of interest in the content of speech rather than in the speech form;

Insufficiently complete and correct understanding of figurative and expressive means of speech;

The predominance of the reproductive (reproducing) level of perception.

So, in the research of psychologists, the most important conditions for the functioning of reading as an interdisciplinary skill have been outlined:

Reliance on the principle of the relationship between teaching reading both as a subject and as an interdisciplinary skill;

The relationship between teaching reading and other types of speech activity (speaking and writing, listening);

Implementation of all components of educational activities in

relationships in the process of learning to read;

Development of students' personal perception and

reading independence;

Orientation in teaching at different levels of text understanding;

Use for reading texts of various types;

Taking into account the cognitive capabilities and characteristics of the cognitive activity of a junior schoolchild who began learning to read at an earlier age (from six years old);

Using a differentiated approach to the content, methods and means of teaching reading;

Constantly turning to reading, to books;

Translation of analytical-synthetic reading into synthetic, automatic.

Reading is precisely the kind of activity that can develop students. If it is properly organized and the child can read, reading is a means of cognition, learning, development and education of the child’s personal qualities and his worldview.

2. General characteristics and comparative analysis of modern primers included in textbook sets for primary schools

2.1 Analysis of the primer by L.E. Zhurova and A.O. Evdokimova

The authors of the analyzed Primer are L.E. Zhurova and A.O. Evdokimova. This textbook and three workbooks constitute a complete set of educational materials for teaching first-graders literacy, reading and writing. The course is based on the ideas of D.B. Elkonina. A special feature of the textbook and workbooks is the special focus on the formation of educational activities. A significantly extended preparatory period ensures that a six-year-old schoolchild adapts to learning, introduces him to linguistic reality, and prepares the child’s hand for writing. A literary listening lesson is held once a week.

Research Primer edited by L.E. Zhurova and A.O. Evdokimova is aimed, of course, at first-graders who are learning to read. But at the same time, it concentrates methodological conditions for comprehensive teaching of reading to children who have different levels of preschool reading preparation. For example, those starting to learn to read in most cases are introduced to one new letter, and the focus is on mastering the main principle of Russian graphics and the reading tool based on it. Work on this tool is also necessary to improve the reading technique of children who are already reading. The same elements of the pages of the primer, for example, columns of syllables, carry different groups of students performing different tasks: one group, under the guidance of the teacher, learns the reading tool, and the other reads independently, each at their own pace, finding words among the syllables, after which they begin joint reasoning of decisions made.

Simultaneously with learning to read, the primer implements the purposeful study of the Russian language course by students. Helps the child enter the world of observing language, the lexical meaning of words, their structure and changes, the similarity between the lexical meaning of a word and its sound composition, stress, etc. It is on this basis that work is built on the culture of language use and the culture of speech; the foundations of the phonetic skills of first-graders are created, which is required for the successful mastery of both Russian graphics and spelling, and, accordingly, for the future understanding of literate writing. Promotes understanding of the graphics of the Russian language and provides propaedeutic work on spelling: familiarity (at a practical level) with the signs of the most popular spellings (“dangerous places when writing”); the beginning of the direct creation of orthographic foresight of schoolchildren, i.e. ability to find spellings; creates conditions for students’ practical understanding of all types of speech activity: speaking, listening, reading; to create a culture of speech behavior.

When considering the material in the Primer, you can pay attention to the versatility of the content, bright design and logical structure of the material. All content material in the textbook is aimed at student-centered learning. Two types of font are convenient for children's perception. Children themselves can identify words that can be easily read. Using the example of individual sentences and poems, children learn the correct pronunciation of words, stress, and intonation.

The primer teaches you to identify the need for information and find it yourself using the minimax principle. A student can learn the maximum, but must master the minimum. The teacher himself determines the amount of material that will be used in the lesson and may not clutter the lesson by reading absolutely all the words from the pages of the Primer. If you use a double lesson, then, along with reading, you can comprehensively use work in a typing notebook and work in copybooks. Gradually mastering the system of symbols, the child begins to gain the first experience of working independently with an educational book. Over time, the student will understand that the primer contains not only pictures that can be looked at, words, sentences, short stories that should be read - it also contains tasks that need to be completed. First, he will learn to understand tasks presented by conventional symbols, and then, having learned to read to one degree or another, he will begin to “draw out the meaning” of the authors’ attitudes from special headings. Working with materials from alphabetic pages, he will for the first time encounter short messages in which the results of joint observations and spelling rules are formulated. Thus, these elements prepare the student in advance for subsequent independent communication with textbooks.

An equally important role is assigned to sounds in the Primer. With their help, students develop phonemic awareness and the ability to analyze sounds. An important place on the pages of the Primer is given to syllabic and sound-letter analysis of words. The importance of this exercise can hardly be overestimated: it promotes better reading comprehension, the development of phonemic awareness and the ability to write correctly.

The Primer contains a lot of material for exercises in reading techniques: 1) columns of syllables for reading, compiled according to the principle from simple to complex; 2) columns of words; 3) a column with pairs of words that have a distinctive feature; 4) proposals; 5) a poem that includes the words analyzed in this lesson. You can use various types of exercises in reading techniques: read a syllable; add one letter to a syllable to make a word; add another syllable to a syllable to make a word; find certain syllables in words; create a new word from several syllables; read aloud; working with a syllabic table - composing syllables and words from letters, etc.

The educational side of teaching is also very clearly evident in the content of the pages of the textbook. The characteristic features of the lessons we analyze in the Primer L.E. Zhurova and A.O. Evdokimova, serves as a methodological system, which, along with the formation of subject skills, is focused on organizing conditions for the personal development of schoolchildren and installing a system of subject-based learning activities for them, provided for by the Federal State Educational Standard of NEO. From the above, we can conclude that the authors of the primer strive to ensure the personal development of primary school students in a variety of methodological ways. They develop in children an interest in the first educational book, a desire to learn with its help, acquire knowledge and skills; form an understanding of a new social role - the student; contribute to the emergence of elements of self-esteem and the desire to overcome educational difficulties.

In literacy lessons, curiosity is born, and to satisfy it, the desire to learn to read well appears. It is known that the stage of learning to read and write is classified into three periods: preparatory, basic, and final. The preparatory period includes learning letters and actually learning to read. The work built during this period on the basis of the primer prepares children for learning the Russian language. The main period of learning to read and write consists of becoming familiar with letters and their work, and developing the initial ability to read. The last lessons before the holidays form the final period of literacy training. Learning to read and write seems to be one of the most important stages in the overall development of a person as an individual, and his further education, and sometimes his choice of life path, depends on which alphabet, with which primer a child begins his entry into the world of the Russian language and literature.

To get a real idea of what primers are used today, it is necessary to turn to their analysis from the point of view of phonetics, to determine their features and specifics. For this purpose, an attempt was made to analyze the “Primer” by L.E. Zhurova and A.O. Evdokimova, and specifically solve the following problems: determine the mandatory educational material necessary for teaching first-graders literacy, reading and writing; analyze the amount of knowledge and skills acquired by first-graders in the process of learning using this primer; compare the combination of traditional and innovative components. "Primer" L.E. Zhurova and A.O. Evdokimova, recommends to students numerous poems, riddles, stories, games, plot pictures, solving crosswords, puzzles, introduces children to the skills of forming syllabic and sound patterns of words and talks about the Russian language as a system.

A distinctive aspect of the primer under study is its versatility. The authors offer psychological and pedagogical conditions, ways and means of developing the speech of primary schoolchildren and propose lesson developments. They assure that the lesson should be built not only on one type of activity (for example, only reading or only writing), the method of receiving the material should be fractional, and this leads to the fact that the child’s attention focused on such a method will not let him get bored and getting distracted during class. Thus, according to the authors, tasks must be presented “mixed up”. The analyzed primer contains all modern methodological requirements, including the requirement for student-centered learning.

2.2 Analysis of the alphabet by N.G. Agarkova and Yu.A. Agarkova

“ABC” is based on the concept of “Prospective Primary School”, in which the principles of developmental education interact with the traditional principles of accessibility and strength of knowledge acquisition.

The purpose of the course is to teach children basic reading and writing based on familiarization with the general principles of the structure of the graphic system of the Russian language.

The methodological basis of the literacy (reading and writing) course is the traditional analytical-synthetic principle in its modern interpretation. In the educational process, this principle is implemented through a graphic action, which has a complex phonemic-letter nature and is determined by the principles of the graphic system of the Russian language: phonemic and positional (syllabic).

Let us note some specific features of this educational book:

In "ABC" the following order of entering sounds and letters is proposed: at the first stage, vowel letters are entered, denoting one vowel phoneme (a, o, e, i, ы, у), then consonant letters, denoting unpaired phonemes in terms of deafness and voicedness (m , l, n, r, j). This set of letters is enough to begin the formation of a mechanism for implementing the positional principle of graphics: the phonemic meaning of a letter is recognized by its surroundings. And only after this are letters suggested that are followed by paired consonants in terms of deafness and voicedness, ь and ъ, as well as the letters e, e, yu, i, which can have different phonemic correspondence in different positions. This order is not accidental; it allows one to form an idea of the differential characteristics of consonants and methods of their graphical recording in stages: first hardness-softness, and only then deafness-voicedness. Step by step, children become familiar with two graphic situations regulated by the positional principle of writing: the designation of hardness and softness of consonant phonemes in writing and the designation of phonemes .

The issue of verbal material for teaching reading was resolved in a special way. It is known that the need to limit alphabetic material to words containing only previously learned letters significantly impoverishes reading texts, making the alphabet page primitive and uninteresting for children. The computer program “ABV” was compiled, which made it possible to create special texts for reading, maximally rich in words with the sounds and letters being studied, and to concentrate on an alphabetic page a large number of words with the introduced sounds and letters.

In addition to specially created texts for reading, “ABC” includes works of other genres: poems, riddles, proverbs, sayings, tongue twisters, nursery rhymes, teasers, etc., that is, something that meets the age-related needs of children and contributes to the development of cognitive interest.

a) the technique of building up - gradually increasing the sound chain and creating new syllables and words (pei - pei - burdock - burdock; we - soap - washed - washed), which allows you to develop children's graphic attentiveness and form the technique of conscious reading. Reading words in such chains is realized alternately at two levels: syllabic (chanting) and orthoepic (reading a fully formed word with the emphasis: skill - skill). This is the technology for mastering the initial skill of reading.

b) the technique of reconstructing words - comparing words in minimal pairs that differ from each other by one phoneme (letter) allows you to practice not only reading techniques, but also to form an idea of the meaningful function of phonemes and thereby develop phonemic hearing not at the level of declarations, but in reality educational action (willow - cornfield, dream - elephant, loaf - bud, bunny - husky, game - needle, etc.

In the process of mastering literacy, children form initial ideas about the basic units of language (sound, word, phrase, sentence, text). In this case, a special modeling system is used, which makes it possible to graphically represent linguistic units at different levels of abstraction and convey systemic relationships between them (for example, the text is presented in the form of a house in which sentences “live”, united by a common roof - a title, etc. ). The authors of “ABC” have developed phonetic-graphic schemes that make it possible to correlate pronunciation and spelling, moving, depending on the tasks being solved, from sound to letter or from letter to sound. In this case, two different types of symbols for sounds are used: first, the most abstract icons, indicating only the class to which the sound belongs (vowel or consonant, voiceless - voiced, hard - soft), and then transcription signs representing a specific sound. At the same time, the adopted transcription system is simplified for educational purposes: for example, two degrees of vowel reduction in the Russian language are ignored (p[a]liet, trav[a]), that is, the same sound is established in the final open syllable as in the first pre-shock This pronunciation is, in principle, possible in the modern state of the language, but not the only one.

In this educational book, the issue of Russian syllable division is resolved in a non-traditional way for most primers. It is known that most linguists are inclined to the opinion that a syllable in the Russian language is constructed according to the law of ascending sonority and at the same time tends to be open. It follows from this that in the groups of intervocalic consonants “noisy + noisy”, “noisy + sonorant”, “sonorant + sonorant” both sounds go to the subsequent syllable (sha-pka, ve-sna, vo-lna). It is precisely this syllable division that is consistently carried out in “ABC” both at the phonetic and graphic levels. The data available in the literature prove that this is how most children who cannot yet read divide syllables into syllables. And then at school they are usually retrained, “hammering” the natural sense of native speakers, which, of course, should be avoided.

2.3 Analysis of the alphabet by V.G. Goretsky, V.A. Kiryushkina and L.A. Vinogradskaya

ABC V.G. Goretsky and others are included in the set of textbooks for primary schools of the “School of Russia” educational system.

The ABC course is based on V.G. Goretsky, V.A. Kiryushkina, L.A. Vinogradskaya and others are based on the syllabic-sound analytical-synthetic method, which takes into account the data of linguistic, pedagogical and methodological science, is educational and developmental in nature, ensures intensive speech development of children and a high level of consciousness of reading and speech.

Learning to read and write consists of two interrelated processes (learning initial reading and writing) and is reinforced by work on the development of speech at its main levels: sound (sound culture), word (vocabulary work), sentence, coherent utterance (text).

The textbook “ABC” contains significant educational potential aimed at forming the foundations of the Russian civic identity of primary schoolchildren, mastering basic national values, obtaining knowledge of native and local history by children, as well as multiculturalism, reflecting the unity and diversity of cultures of the peoples of Russia.

In reading and writing lessons, the problem-search method of teaching predominates. In addition, the course “Teaching Literacy” by V.G. Goretsky, V.A. Kiryushkina, L.A. Vinogradskaya et al. assumes the organization of project activities in the context of the implementation of a system-activity approach.

1. Ensures the achievement of the requirements of the Federal State Educational Standard for the results of mastering the basic educational program of primary general education.

2. Meets the tasks of spiritual, spiritual and moral development and education of the personality of a citizen of Russia.

3. Takes into account the age and psychological characteristics of students.

4. Implements the scientific principle, taking into account the level of education.

Personal, including the readiness and ability of students for self-development, the formation of motivation for learning and knowledge, value and semantic attitudes of students, reflecting their individual personal positions and qualities; formation of the foundations of civic identity;

Meta-subject, including universal learning activities mastered by students (cognitive, regulatory and communicative), ensuring mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts;

Subject-based, including the reading and writing skills mastered by students during the study of the academic subject, their transformation and application, as well as the system of fundamental elements of scientific knowledge in Russian graphics and spelling.

The selection and construction of the content of the educational material of the textbook was carried out with a focus on the formation of basic national values:

Patriotism - love for Russia, for one’s people, for one’s small homeland, service to the Fatherland: studying the themes “Native land, forever beloved” (Part I, pp. 14-15), “Russia is my Motherland” (Part I, pp. 110-111), “To live - to serve the Motherland” (Part II, p. 34), etc.

Social solidarity - trust in people, institutions of the state and civil society, justice, mercy, honor, dignity: studying the topics “Consent is stronger than stone walls” (Part I, p. 12), “Do not do to others what you do not wish for yourself” (Part I, p. 118).

Citizenship - service to the Fatherland, rule of law, civil society, law and order, multicultural world: studying the themes “To live - to serve the Motherland” (Part II, p. 34), “God is not in power, but in truth” (Part II , p. 74).

Family - love and loyalty, health, prosperity, respect for parents, care for elders and younger ones: studying the topic “You don’t need a treasure when there is harmony in the family” (Part I, p. 10), texts “Gifts for the holiday” ( Part I, p. 122), “Grandfather became old” (Part II, p. 19), etc.

Labor and creativity - respect for work, creativity and creation, determination and perseverance: studying the topics “He who loves to work cannot sit idle” (Part I, pp. 6-7), “Like the master, so is the work” ( Part I, pp. 48-49), etc.

Science - the value of knowledge, the pursuit of truth, the scientific picture of the world: studying the themes “Live and learn” (Part I, p. 16), carrying out research on the history of aviation and astronautics” (Part II, pp. 50-57 ) and fleet (part II, pp. 70-71).

Traditional Russian religions - ideas about faith, spirituality, human religious life, tolerance, formed on the basis of interfaith dialogue: studying the topic “God is not in power, but in truth” (part 2, p. 74).

Art and literature - beauty, harmony, the spiritual world of man, moral choice, aesthetic development, ethical development: studying the texts “It is bad for him who does no good to anyone” (Part II, p. 95), etc., making illustrations for fairy tales .

Nature - native land, protected nature, planet Earth, ecological consciousness: studying the themes “About our little brothers” (Part I, pp. 90-95), the texts “Hungry, cold” (Part II, p. 8) and etc.

3. Compliance of the content of the textbook with the age and psychological characteristics of students.

The level of personal development of students in this age group, which is expressed in the wording of tasks, in the selection of language material (the use of vocabulary familiar to students, folklore and literary works known to first-graders), in appealing to the personal experience of children (the use of familiar folklore and literary images, proverbs and sayings, texts on topics close to first-graders (animals, nature, fairy tales, etc.).

Leading activities typical for students of this age group. A feature of children’s first days at school is the transition from play as the leading activity of a preschooler to educational activity. To ease the difficulties of this transition, “ABC” has a pre-letter period, which is an intermediate link between play and educational activities: children retell fairy tales familiar from the preschool period (based on the illustrations and plot pictures of “ABC”), classify objects typical for preschoolers and schoolchildren according to textbook illustrations, compare the life situations proposed in the textbook with those that they observed in their everyday life (pp. 4-9). At the same time, there is a process of assimilation of concepts about oral and written speech, words and sentences, syllables, stress, sounds in nature and speech, vowels and consonants, and the syllabic role of vowels. Children work a lot with sign-symbolic means of representing information (schemas of sentences, words, syllables). And only at the end of the pre-letter period do children begin to study letters denoting vowel sounds, that is, the process of adaptation to educational activity is, in principle, completed. In the future, game moments are of an educational nature (Part I, pp. 29, 34, 39, 44, 46, etc.).

In addition, “ABC” takes into account that recently, most often in the classroom there are children who differ in the degree of readiness for school. Therefore, “ABC” contains material for each lesson both for children who are just learning to read, and material for students who learned to read in preschool.

Reliance on the life experience of students of this age group, including the experience of residents of urban and rural areas.

The life experience of first-graders is small, but it still exists. “ABC” contains tasks for children to compose stories based on their life experiences: about children’s games (Part I, p. 12), about the sounds of the surrounding world (Part I, p. 13), about holidays in the countryside (Part .I, p.14), etc. At the same time, some texts are aimed at broadening the child’s horizons, introducing him to something he has not yet encountered in his life.

Introduces the theory on which Russian graphics is based, that is, the syllabic principle of Russian graphics. For this purpose, a transcription of the sounds to which the studied letters correspond is introduced into the ABC, rules are given that show the role of “non-iotated” and “iotated” letters in the construction of syllables, and they are brought to the generally accepted in linguistics formulations of the names of letters “a letter denoting a vowel sound”, “ letter denoting a consonant sound." Children’s understanding of what Russian graphics are based on will allow them to more consciously assimilate the rules of Russian spelling and lexical phenomena such as homophones, homographs and paronyms, as well as carry out a phonetic analysis of the word, composing its sound and letter composition. This is also facilitated by the numerous observations of a phonological nature available in the ABC (Part I - pp. 34, 46, 50, 51, 66, 67, 81, 89, 93, 102, 107; Part II - pp. 13, 22 ).

Provides the opportunity to expand the student’s information field. In “ABC,” in addition to the actual information about Russian graphics and the development of book printing, many phenomena of reality are reported: plants, animals, human professions, tools, agricultural work, methods of measuring time, space exploration, the territory of our country, Christianity. In accordance with age capabilities, there are few research assignments and projects in ABC. These are studies devoted to the sights of Moscow (Part I, p. 84), the development of aeronautics and aviation (Part II, p. 56), the development of navigation and underwater work (Part I, p. 104), methods of measuring time and the development watchmaking (part II, pp. 4-5). Completing these research tasks will require “non-reading” children to talk with adults or visit museums, and for “reading” children, in addition, reading children’s encyclopedias and searching for information on the Internet, which requires a lot of effort from first-graders. The gradual accustoming of children to work with different sources of information is facilitated by means of “navigation” (indications of where to get the necessary information: from conversations with classmates when working in pairs and groups, from an explanatory dictionary, from an electronic application to the ABC), for which There are special icons on page 2 of both parts of the textbook and in the margins.

The formation of interest directly in learning the Russian language is facilitated by incidental work on vocabulary. These are observations on homonyms (part I - p. 30, 55, 60, 66, 82, 106, 113, 116; part II - p. 6, 21, 76), homographs (part I, p. 57, 77), phraseological units (part I, p. 70), homophones (part I, p. 108), antonyms (part II, p. 43, 72). ABC also contains tasks of increased difficulty. They are marked with a special icon in the margins of the textbook. The initial differentiation according to the degree of readiness for school in the alphabet itself is carried out by highlighting special texts for children who learned to read in the preschool period, for which there are special icons on page 2 and in the margins. In addition, the methodological manual proposes another method of working with “reading” first-graders: their advanced reading of the texts in this paragraph, and then voicing it out as a model for “non-reading” children.

Possibilities of the methodological apparatus of the textbook “ABC. 1st grade" V.G. Goretsky, V.A. Kiryushkina, L.A. Vinogradskaya and others are aimed at implementing a system-activity approach as the main mechanism for achieving personal, meta-subject and subject results in mastering the basic educational program of primary general education.

The structure and content of the textbook contains a system of tasks aimed at including younger schoolchildren in the activity-based mastery of educational material in order to master universal educational actions and develop the ability to independently successfully assimilate new knowledge, skills and competencies, including the leading educational competence - the ability to learn.

For this purpose, the methodological apparatus of the textbook is built taking into account the possibility of using in teacher practice a wide range of modern technologies, methods, forms, techniques and other educational resources for organizing educational work with students in the process of both classroom and extracurricular activities:

Orientation of educational material, methods of its presentation, teaching methods towards the maximum inclusion of students in educational activities;

...

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