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Exercises to develop reading technique:

1. Reading aloud. 2.Reading to yourself. 3. Reading is buzzing. 4. Reading in chorus. 5.Reading at the pace of a tongue twister. 6. Reading in a “chain” (one word, sentence, paragraph at a time). 7.Dynamic reading. A column of 5-7 words is written on a board or card with a gradual increase in the number of letters in the words. 8. Binary reading. Two students read one text at the same time. 9.”Queue”. First the teacher reads, then the students read the same text. 10.”Tug”: a) the teacher reads aloud, changing the speed of reading. Students read aloud, trying to keep up with the teacher. b) the teacher reads aloud, the children silently. The teacher stops, the students show the word where the teacher stopped.

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Exercises to develop expressive reading skills:

1. Articulation: vowels and consonants, syllables of various types. 2.Reading difficult to pronounce words (democracy, excavator, escalator) 3.Reading tongue twisters. 4.”Endings”. Increased requirement for clarity of word endings. The exercise lasts no more than 30 seconds. 5. Using your voice to highlight one or another word in a sentence. 6.”In one breath.” Take a deep breath, read the sentence from beginning to end. 7.Selective reading of interrogative and exclamatory sentences. 8.Reading one sentence with different intonation. 9.”Echo.” The teacher reads 1-2 lines of the poem, the students repeat it with the same intonation.

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Exercises to understand the meaning of the text:

1. Vocabulary work. Reading words and explaining their lexical meaning. 2.Titling the text. 3. Dividing the text into parts, drawing up a plan. 4. Determining the theme of the text, the main idea. 5.Determination of text type. 6. Selection of illustrations for the text. 7.Use the illustration to determine the content of the text. 8. Compiling a filmstrip. The text is divided into parts and distributed among the children. The student reads his passage, draws a picture for it, and writes a short caption. All drawings are attached to each other and used for a brief retelling. 9. Selective reading. Find in the text a description of the hero, nature, etc. 10. Work on questions from the teacher, textbook or student. 11. Reading to prepare for the retelling.

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“The easier it is for a teacher to teach, the more difficult it is for students to learn. The more difficult it is for the teacher, the easier it is for the students. The more the teacher learns himself... the easier it will be for the student to learn.” L.N. Tolstoy

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Folklore. Small genres of folklore. Gavrilova Oksana Vyacheslavovna

Folklore. Folklore. Folklore is folk art, a set of customs, rituals, songs and other phenomena of folk life in English. folk – people, lore – wisdom, knowledge

Small genres of folklore are small-sized folklore works. Lullaby song Pestushka Nursery rhyme Joke Catchphrase Sentence Counting book Tongue twister Riddle

Lullaby - The baby's future is imagined; the child is promised happiness and wealth; induces the child to have a deep, restful sleep; singing depends on the rocking of the cradle, on its rhythmic movement. Sleep, sprinkle, keep up with harrowing. We'll buy you a hat, we'll sew a zipun, we'll sew a zipun, we'll send you to harrow, to the clean fields, to the green meadows. a song used to lull a child to sleep.

Pestushka - Pestushka accompanies the child’s movements, actions in which the child participates in the first months of life. Legs, legs, Run along the path, Pick some peas. a short poetic sentence of nannies and mothers who nurture the baby.

Nursery rhyme – Nursery rhymes accompany the growth and development of children. The most famous of them are “Horned Goat”, “Ladushki”, “Magpie”. Okay, okay! Where were you? By Grandma. What did you eat? Porridge. What did you drink? Mash. Who was beaten? Masha. a saying song that accompanies playing with a child’s fingers, arms and legs.

Jokes - Jokes are funny stories about how a jackdaw gallops through a spruce forest, how Thomas rode on a chicken, how a hen in boots sweeps a hut, how a cat quarreled with a cat. Owl, owl, owl, Big head, sat on a stake, looked to the sides, turned its head. a poem similar to a short fairy tale that a nanny or mother tells to her child.

Call - - Spring is red! What did you come with? On the bipod, on the harrow! On a sheaf of oatmeal, On a rye spikelet! Go, little rain, little rain, Drill the earth, Give us some water! a short poem that was called out when participating in the rituals of the calendar cycle.

Sentence - You can get rid of water that has poured into your ears by jumping and saying a sentence. While swimming, they dive on the last words of the sentence. Using a sentence, they ask the cuckoo how many years to live. Mouse, mouse, You have a bone tooth, but I have a steel tooth. a short poem that is recited on different occasions, for example, when addressing living creatures - a snail, a ladybug, birds, pets.

Counting table - Counting numbers: One, two, three, four, five - The witch was about to die; The devils are calling, the Witch is being buried. Replacement readers. Foam floated from across the sea. They began to foam the white foam and ask: Who will take it? Who will take it? Abstruse counting rhymes. Chiriki, mikiriki, By the bush, by the crust, By the word kabastu, Beetle, little beetle, Krup, oak, Ivanov’s tooth. a short rhyme that is used to determine who is driving in the game.

Tongue twister - Forty mice walked, They carried forty pennies; Two smaller mice carried two pennies each. From the clatter of hooves, dust flies across the field. A Greek was driving across the river, and he saw a Greek - there was a cancer in the river. He put the Greek's hand into the river, Cancer grabbed the Greek's hand. a poem that specifically contains words that are difficult to pronounce.

There is a haystack in the middle of the yard, a pitchfork in front, and a broom in the back. 2. A Russian lady in a painted scarf has many children. Riddle - Coming up with riddles means finding important, interesting, unusual things in phenomena and objects. Finding answers means identifying an object or phenomenon by signs, actions and similarities. an expression that needs unraveling.

“You need to know our rich folklore. Delve into folk art, it is healthy, like fresh water from mountain springs, sweet underground streams. Stay close to the vernacular, look for simplicity, brevity, healthy power that creates an image in two or three words.” A.M. Bitter

On the topic: methodological developments, presentations and notes

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Slide_image" src="https://ppt4web.ru/images/288/19364/640/img21.jpg" alt="PROGRAM “Thoughtful Reading” Contents, tasks, forms of work described in the Program “Thoughtful Reading” ", built in accordance with the main objectives of the subject "Literary Reading" of the Basic Curriculum, focused on improving all types" title=""Thoughtful Reading" PROGRAM The content, tasks, forms of work described in the "Thoughtful Reading" Program are built in accordance with the main objectives of the subject "Literary Reading" of the Basic Curriculum, focused on improving all types">!}

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Presentation on the topic: Literary reading

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Approximate basic educational program (BEP) of the second generation Federal State Educational Standard The main educational program approved by the Federal State Educational Standard is developed at the federal level and serves as the basis for the development of the main educational program of the school. The approximate basic educational program is of a recommendatory nature. The Federal State Educational Standard sets out: compulsory subject areas; main tasks for implementing the content of subject areas; total number of training sessions for 4 academic years (it cannot be less than 2904 hours and more than 3210 hours) All other issues: development of the main educational program of the educational institution, development of the school curriculum, development of the form of organization the educational process, the alternation of educational and extracurricular activities within the framework of the implementation of the main educational program, is determined by the educational institution.

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Approximate (basic) program for literary reading The implementation of the state standard for literary reading will not cause any particular difficulties in a mass school, since it took into account the main traditional approaches to the content of literary education for junior schoolchildren. The approximate (basic) program is not working, that is, it cannot be used in the practical activities of the teacher, since it does not contain the distribution of educational material by year of study and individual topics. The program serves as a guide for developers of original educational programs. The teacher has the right to choose any training program, any textbooks and teaching materials recommended or approved by the Ministry of Education and Science of the Russian Federation. The teacher himself can become the author of the program; in this case, it is advisable to get acquainted with the Sample Program for Literary Reading, which determines possible ways to disclose the requirements of the standard.

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The approximate (basic) program includes three sections: Explanatory Note Contents of the Literary Reading Course Thematic Planning Section “Explanatory Note” characterizes the goals, purpose and place of literary reading as an academic subject in the primary education system reveals the structure of the Literary Reading Program provides a brief description of the main sections of the course (along content lines ).

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Section "Content of the Literary Reading Course" Defines an approximate basic amount of knowledge in the following sections: types of speech and reading activities, children's reading range, literary propaedeutics, creative activity of students. Section "Thematic planning" Three planning options are presented with an approximate distribution of training hours by sections course. The first option is focused on studying in a school with Russian (native) language of instruction, (4 hours per week, 136 hours per year): the second option - with native (non-Russian) language of instruction, (3 hours per week, 102 hours per year , from 2nd grade) third option* – with an expanded literary component (4 hours per week, 136 hours per year)* – Changes made to the new standard compared to the current standard are highlighted in red

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General characteristics of the academic subject in the “Explanatory Note” “Literary reading is one of the main subjects in the training system for primary schoolchildren. Along with the Russian language, it forms functional literacy, contributes to the overall development and upbringing of the child. The success of studying a literary reading course ensures the effectiveness of learning in other primary school subjects.

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Goals of studying literary reading Standard 2005: mastering the skill of conscious, correct, fluent and expressive reading as basic in the education system of primary schoolchildren; forming a reading horizon and gaining experience in independent reading activity; improvement of all types of speech activity; development of artistic, creative and cognitive abilities, emotional responsiveness when reading works of art, formation of an aesthetic attitude towards the art of words; nurturing interest in reading and books, the need for communication with the world of fiction; enriching the moral experience of younger schoolchildren, developing ideas about good and evil; development of moral feelings, respect for the culture of the peoples of multinational Russia. Standard 2009 Mastering the skill of conscious, correct, fluent and expressive reading as basic in the education system of primary schoolchildren, developing a reading horizon and gaining experience in independent reading activity; improvement of all types of speech activity; ability to work with different types of information. development of artistic, creative and cognitive abilities, emotional responsiveness when reading works of art, formation of an aesthetic attitude to the art of words; mastery of initial skills in working with educational and scientific texts. nurturing interest in reading and books; enriching the moral experience of younger schoolchildren, developing ideas about good and evil; development of moral feelings, respect for the culture of the peoples of multinational Russia and other countries.

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Goals of studying literary reading The priority goal of teaching literary reading in elementary school is the formation of the reading competence of a junior school student, awareness of himself as a literate reader capable of creative activity. Reading competence is determined by: mastery of reading techniques, methods of understanding what has been read and listened to, knowledge of books and the ability to read them choose independently, the formation of a spiritual need for a book as a means of understanding the world and self-knowledge. The success of a student’s education in both primary and secondary schools depends on the achievement of this goal. This implies a significant contribution of literary reading lessons to the formation of general (supra-subject) skills, abilities, and methods of activity.

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Objectives of the “Literary Reading” course 1. Mastering general cultural reading skills and understanding the text; nurturing interest in reading and books. Result: when mastering the subject content of literary reading, students acquire the general educational ability to consciously read texts.2. Mastery of speech, written and communicative culture. Formation, use it to expand knowledge about the world around us. Result: schoolchildren are able to work with various types of texts, navigate through a book, independently find information in dictionaries, reference books and encyclopedias; know how to participate in dialogue, construct monologue statements.3. Fostering an aesthetic attitude to reality reflected in fiction. Result: students learn to understand a work of art as a special type of art; They develop the ability to determine its artistic value and analyze (at an accessible level) means of expression. The ability to compare the art of words with other forms of art (painting, theater, cinema, music) develops.4. Formation of moral consciousness and aesthetic taste of primary schoolchildren; understanding the spiritual essence of works. Result: in the process of working with a work of art, a junior schoolchild masters basic moral and ethical values, gains the skill of analyzing the positive and negative actions of characters and events.

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The main sections of the “Course Contents” The section “Types of speech and reading activities” includes the following content lines: listening (listening), reading (reading aloud, reading silently) working with different types of text bibliographic culture working with the text of a work of art working with educational and popular science texts speaking (culture of verbal communication) writing (culture of written speech) The section “Children's Reading Circle” determines the principles for selecting the reading content of a primary school student: Works of oral folk art (folklore) Works of classics of Russian literature of the 19th–20th centuries Works of classics of children's literature Works of modern domestic literature Works of foreign literature Genre diversity (historical, adventure, fantasy, popular science, encyclopedic literature, children's periodicals) Thematic diversity: works about the Motherland, nature, children, animals, good and evil.

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Main sections of the “Course Contents” Section “Literary Propaedeutics”* contains a range of literary concepts for their practical development by students: means of expression: synonyms, antonyms, epithets, comparisons, metaphors, hyperboles; literary concepts: work of art, artistic image, art of words, author, narrator , plot, theme, herotypes of statements: narration (story), description (landscape, portrait, interior), reasoning (monologue, dialogue) prose and poetic speech: rhythm, rhyming folklore and author's works (discrimination) small folklore forms: lullabies, songs, nursery rhymes, proverbs and sayings, riddles (recognition, discrimination, determination of meaning) fairy tales (about animals, everyday life, magic). Literary fairy tale genres: story, poem, fable (general presentation, construction features, means of expression)

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The main sections of the “Course Contents” The section “Creative activity of students (based on literary works)” describes the experience of creative activity of students, which is embodied in the interpretation of the text of a literary work: role-playing, dramatization, dramatization, oral verbal drawing, familiarity with different ways of working with deformed text, presentation with elements of an essay, creating your own text based on a work of art (text by analogy), creating your own text based on reproductions of artists’ paintings, creating your own text based on personal experience.

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Learning outcomes in the subject “Literary Reading” (//Requirements for the level of preparation of those graduating from primary school) As a result of studying in primary school, the required level of literary development of students will be achieved, which is characterized as the ability to: realize the place and role of literary reading in understanding the world around them, understand the meaning reading to form one’s own culture, work with a literary text from the point of view of its aesthetic and moral essence, apply analysis, comparison, juxtaposition to determine the genre, characteristics of the hero; retell the text, search for necessary information in fiction, educational, popular science texts, work with reference and encyclopedic publications.

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Expected final thematic learning outcomes* * – Based on the material “Technologies for achieving the planned results of mastering primary school programs.” The planned results of mastering primary education programs are built on the basis of the Requirements of the standard. The composition of the content of education is determined not only by the traditional “ZUN” component, but is also supplemented by the “activity” component. The description of the thematic results in individual subjects is carried out along the main through didactic lines. For the course “Literary Reading” this is Reading Competence: reading techniques and skills, the range and culture of reading, printed texts, information objects and working with them.

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Expected final thematic learning outcomes Graduates will begin to: independently, confidently and fluently read a variety of fiction and other literature, select books that correspond to their passions, level of reading competence and a specific goal, recognize and distinguish some literary styles and genres, choose reading strategies that are adequate to the characteristics of the text and the purposes of reading, will be able to discuss what they have read, analyze the characteristic details of the portrait of the heroes of works of art and details of the plot, will read daily and for a long time at school and at home, both in order to gain pleasure and in order to extract information, will begin independently use reference books, dictionaries, and use information technology.

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Expected final thematic learning outcomes Thus, the New Standard directs teachers to the need to increase attention to solving a new important task - the formation of reader independence. Young schoolchildren should understand that books have a special meaning in people’s lives, that interest in reading is a necessary element of every person’s culture. This becomes the basis for the development of reading skills - choosing a book, determining its topic from illustrations or annotations, using a table of contents, etc.

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Examples of schoolchildren’s educational activities: reading aloud and “silently”; forms of reading: reading in pairs, groups, frontal reading in the classroom: collective and joint reading; choral and individual reading, continued reading; types of reading: viewing (introductory), search, selective reading, detailed reading, rereading; emotional response to what was read; discussion of what was read; drawing up plans, diagrams, bookmarks and extracts, quotes; retelling (full, condensed , selective); questions and answers on reading; collective dramatization of works of art; reconstruction of the text of the work; “finishing” and “finishing” the game with the performance/change of roles: creator (poet, writer, scientist, etc.) performer – listener or viewer; working with text: with its structure and composition (plans and keywords, diagrams), with content and description of characters (key thoughts and ideas, description details, quotes), with linguistic means (means of expression); creating your own statements and texts based on reading (presentation, retelling; responses, reviews and ratings, annotations; analogues and reconstruction); collective and group discussion of one’s own creative ideas and works; discussion of the procedure for searching and selecting information, books, when preparing for a performance, when learning by heart; drawing up memos and algorithms.

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Examples of test tasks Read aloud. Name the heroes of this work. Tell what happened to them. Read the text to yourself. Answer the questions. Find a fairy tale you know among the books suggested by the teacher. Name it and read a short passage of your choice from it. How does this fairy tale end?Tell your favorite fairy tale. Why do you like it? Name a few poems that you can recite by heart, don’t forget to name their authors. Read one of them. Read by heart your favorite poem by A.S. Pushkin. Name several works that you have read. Name their authors. Name your favorite book character. Do you want to be like him? Read and retell a Russian folk tale, using illustrations for this tale. Read the story. Retell it according to plan. Consider the books suggested by the teacher. Select reference literature from among them. Consider the magazine “Svirel”. What can you learn about by reading this magazine? Help a friend choose a book with funny stories among the books in front of you. Find questions and assignments on the topic “Man and Nature” in the textbook. Find in the etymological dictionary the meaning of the expression to beat your thumbs.

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Recommended assessment criteria: individual progress in improving reading methods (syllable-by-syllable, smooth syllable-by-syllable, whole words, smooth continuous); individual progress in reading expressiveness (intonation, timbre and volume, emotional coloring); individual progress in understanding the content of what was read; individual progress in work skills with text; orientation in the reading circle; interest in reading fiction and non-fiction literature, expansion of the reading list; individual preferences in the reading circle.

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“Artistic and aesthetic direction” Variable part of the basic curriculum The variable part of the basic curriculum (educational) plan can be used to increase the hours for studying individual subjects of the invariant part in which the student, parent, teacher, educational institution are interested. On “Artistic and aesthetic direction” extracurricular activities are allocated 2 hours per week. The hours allocated for extracurricular activities are carried out in the form of excursions, clubs, sections, round tables, conferences, debates, KVNs, school scientific societies, olympiads, etc. Based on these provisions, we propose to consider the teaching materials and the program for extracurricular reading “Thoughtful Reading”. The work of students within the framework of this program will contribute to both a deeper study of the subject “Literary Reading” of the invariant part of the Basic Curriculum, and the effective formation of reading competence, considered as the main through-line didactic line for the Russian language and reading course in primary school.

Slide no. 21 https://ppt4web.ru/images/288/19364/310/img21.jpg" alt=" PROGRAM “Thoughtful Reading” Contents, tasks, forms of work described in the Program" title="PROGRAM “Thoughtful Reading” Contents, tasks, forms of work described in the Program">!}

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PROGRAM “Thoughtful Reading” The content, tasks, forms of work described in the Program “Thoughtful Reading” are built in accordance with the main objectives of the subject “Literary Reading” of the Basic Curriculum and are aimed at improving all types of speech activity of a primary school student (listening, reading, speaking, writing , various types of retelling), contribute to a deeper acquaintance of primary school students with domestic and foreign children's literature, develop the moral and aesthetic feelings of the primary school student. The program was developed on the basis of an analysis of programs and educational books on literary reading in the so-called “traditional” pedagogical systems recommended by the Ministry Education and Science The RF program “Thoughtful Reading” passed 4 years of testing in schools in Yekaterinburg, Novouralsk, Sverdlovsk region, Ozersk, Chelyabinsk region and received the approval of practicing teachers.

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“Thoughtful Reading” PROGRAM The goal of the program is to organize independent reading for primary schoolchildren at home and in extracurricular reading lessons. Objectives: Improving reading skills, developing the reading competence of students, developing their sustainable and conscious interest in reading fiction; introducing students to children’s books as a cultural phenomenon, its structure, types, genres, themes; the formation of primary ideas about the features of the works and creativity of famous Russian and foreign children's writers; the formation of reading skills necessary for qualified reading activity; the formation of the foundations of reading culture, the literary taste of junior schoolchildren; the development of the habit of thoughtful reading, the ability to apply all knowledge in the process of independent reading, skills and abilities acquired in literary reading lessons. development of imagination, literary and creative abilities and speech of students.

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