Literacy Work Program Perspective. Work program on the subject “Literacy. reading" umk "perspective. Lettering "My alphabet"
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TwitterWorking programm developed in accordance with the main provisions of the Federal State Educational Standard for Primary general education, Federal Basic Plan for 2016-2017 academic year, curriculum GBOU secondary school No. 119 for the 2016-2017 academic year. The work program corresponds to the federal component of the state standard of primary education. When compiling the work program for calendar - thematic and lesson planning for teaching literacy, the program for the elementary school of the teaching and learning center "Perspektiva", Moscow "Enlightenment", 2014, was taken as the basis, compiled in accordance with the training set of the authors Klimanov L.F., Makeeva S.G. ABC. Textbook. 1 class. At 2 o'clock Klimanova L.F., Romanina V.I., Boreyko L.N. Writing 1. Draw, think, tell. Klimanova L.F. Writing 2. My alphabet. Klimanova L.F. Copybook 3. My alphabet. Klimanova L.F., Zheltovskaya L.Ya. Recipe 4. I write beautifully. Literacy education is an organic part of the subject "Russian language" and has a common communicative and cognitive basis with it. The course meets the goals of the humanistic school, the interests and needs of the child, it is designed to form a high culture of speech communication, develop Creative skills students, to attach them to spiritual and moral values.
150.000₽ prize fund 11 documents of honor Evidence of publication in the media
Planned results of mastering the subject, course;
Thematic planning with an indication of the number of hours allocated for the development of each topic.
Appendix:
Calendar-thematic planning for the subject.
Implementation of national, regional and ethnocultural features.
Work program on teaching literacy on a communicative-cognitive basis for grade 1 secondary school developed on the basis of the author's curriculum "Teaching literacy" by L. F. Klimanova, T. V. Babushkina (Programs. "Perspective" - M .: "Prosveshchenie", 2011), complies with the Federal State Educational Standard of Primary General Education (approved by Order of the Ministry of Education and Science of the Russian Federation No. 373 dated October 6, 2009 “On Approval and Enforcement of the Federal Educational State Standard of Primary General Education”), the ABC textbook (L. F. Klimanova, S. G Makeeva - M.: Enlightenment, 2014) and in words:
Copybook 1 “Draw, think, tell” (authors L.F. Klimanova, V.I. Romanina, L.N. Boreyko) is intended for work in the pre-letter period, copybooks 2 and 3 “My alphabet” (author L.F. Klimanova) - in alphabetical and copybook 4 "I write beautifully" (authors L.F. Klimanova and L. Ya. Zheltovskaya) - in the post-alphabetic period.
The program of the training course with a total volume of 207 hours per year, 9 hours per week (of which 4 hours - learning to read, 5 hours - learning to write). It is studied during 23 academic weeks. 115 hours are allocated for teaching literacy from the hours of the curriculum for the Russian language and 92 hours from the hours of the curriculum for literary reading.
Planned results of mastering the subject.
Preparation period
Subject Results
The student will learn:
Distinguish oral and written speech, distinguish between letters and sounds;
Select sentences from a short text, arrange a proposal in oral speech
Select words from a sentence, correlate them with the word model;
Divide a word into syllables using graphic schemes;
Divide words into syllables; determine stressed syllable in a word;
Define main idea suggestions;
Distinguish vowels from consonants, distinguish letters from sounds;
The student will get acquainted with the rules of landing when writing, learn to trace patterns and write the elements of letters on their own, learn to write the elements of letters without interruption, write letters and connections with them. The skill of continuous writing with an inclination will be formed.
The student will have the opportunity to learn v joint activities with teacher:
Be aware of figurative ideas about the proposal; about the word as a unit of speech, its named function; about the syllable as part of the word, its named function;
Highlight syllables in words in the process of syllabic analysis of the word;
Determine the position (stressed and unstressed) of a syllable in a word; determine the logical stress, distinguish the intonational coloring of the sentence
Articulate sounds in accordance with the peculiarities of their pronunciation, be aware of the figurative representation of sound;
Understand meaning intonation;
Mark vowel sounds with letters;
Consider the vowels a, o, y, and as a letter, a syllable word;
Observe the positional change of consonants.
Metasubject Results
Regulatory UUD:
organize your workplace under the guidance of a teacher;
Accept and save the learning task, adequately perceive the assessments of the teacher, comrades;
Make the necessary adjustments and act on the basis of the results of the discussion.
Cognitive UUD:
Navigate in textbooks (notation, content);
Understand information presented in the form of pictures, diagrams.
Use proposal models sound circuits words in textbooks
CommunicativeUUD:
Engage in dialogue (answer questions, ask questions, clarify incomprehensible).
Collaborate with comrades when performing tasks in pairs: establish and observe the sequence of actions, correctly inform a comrade about errors;
Participate in group discussion learning problem;
Accept a different opinion and position, formulate your own opinion and position.
Personal UUD
To accept the new status of "student", the internal position of the student at the level of a positive attitude towards school, to accept the image of a "good student";
show interest in new learning material
Follow the rules of personal hygiene, safe behavior at school, at home, on the street, in in public places;
Be attentive to your own experiences and the experiences of other people; moral content of actions.
Letter period (basic).
Subject Results
The student will learn:
Describe consonant sounds
Recognize letters for vowels and consonants
Recognize the graphic image of letters, distinguish sounds from words,
Group, systematize letters according to their designation different sounds and by design;
Designate iotized sounds at the beginning of the word and after the vowel with the letters E, E, Yu, I;
Determine the topic of the text, its main idea, retell the text;
Name the letters in alphabetical order, name the letters correctly.
The student will have the opportunity to learn:
Spread the basis of the sentence, reduce sentences to the basis;
Correctly express your thoughts in speech, observe the role of form change for the accuracy of expressing thoughts and the connection of words;
Observe the discrepancy between the spelling and pronunciation of unstressed vowels;
Highlight the root in single-root words;
explain the meaning polysemantic words,
Guess alphabetic puzzles;
Find passages that can answer the question;
Choose a passage to which you can pick up a proverb;
It is correct to use a capital letter when writing proper names;
Find a rhyme;
Come up with a title for the text, ask questions;
Distinguish the meanings of polysemantic words
The student will get acquainted with the inscription of letters, learn how to reproduce them in writing, learn how to write syllables, words, short sentences in compliance with the slope, height and proportions of the letters. The formation of the skill of continuous writing with an inclination will continue.
Metasubject Results
Regulatory UUD:
3. Make the necessary additions, corrections to your work, if it differs from the standard (sample).
4. In cooperation with the teacher, determine the sequence of studying the material,
based on the illustrative series of the "route sheet".
6. Accept and save the learning task, take into account the action points identified by the teacher,
plan your actions
7. Sit correctly when writing, hold a pen, apply this knowledge when completing a written assignment, navigate correctly on a copybook page and notebook
Cognitive UUD:
Communicative UUD:
5. To accept the existence of different points of view, to take into account different opinions, to strive for coordination,
Personal UUD
Post-letter period
Subject Results
The student will learn:
Ask questions about the content of what you have read, answer questions;
Correlate the content with the topic of reading, highlight the features of Pushkin's poetry (intonation, pace of reading, speech features);
Determine the theme, the main idea of the work;
Correctly build answers to the questions posed;
Ask questions about the content of the reading;
The student, in collaboration with the teacher, will have the opportunity to learn:
Participate in a dialogue when discussing the read work to talk on a given topic;
Distinguish elements of the book (cover, title page, table of contents, illustration, abstract);
Compare works of different genres;
Briefly characterize the heroes of the works,
Divide the text into semantic parts, draw up its simple plan;
To identify in the content of the text the real and the fantastic, the funny and the comic;
Compose a small monologue statement based on the author's text;
Give a simple description of the main actors works;
Create a short oral text on a given topic.
Develop good writing skills.
To form the ability to write down a sentence, to find a basis in it.
Check the ability to write a sentence, put punctuation marks.
Develop spelling skills for vowels at the root of a word.
Develop spelling skills for voiced and voiceless consonants at the root of a word.
Metasubject Results
Regulatory UUD:
1. Organize your workplace under the guidance of a teacher.
2. Carry out control in the form of comparing your work with a given standard.
3. Make the necessary additions, corrections to your work, if it differs from the standard (sample).
4. In cooperation with the teacher, determine the sequence of studying the material.
Cognitive UUD:
1. Navigate in textbooks (notation, text structure, headings, vocabulary, content).
2. Search for the necessary information to complete educational tasks using reference materials textbook (under the guidance of a teacher).
3. Understand information presented in the form of text, drawings, diagrams.
4. Compare objects, objects: find common and difference.
5. Group, classify items, objects based on essential features, according to specified criteria.
Communicative UUD:
1. Observe the simplest norms of speech etiquette: say hello, say goodbye, thank you.
2. Engage in dialogue (answer questions, ask questions, clarify incomprehensible things).
3. Collaborate with comrades when performing tasks in pairs: establish and observe the sequence of actions, correctly inform a comrade about errors.
4. Participate in a collective discussion of the educational problem.
Personal UUD
1. Perceive the unifying role of Russia as a state, a territory of residence and a common language. Relate the concepts native nature” and “Motherland”.
2. Show respect for your family, appreciate the mutual help and support of family members and friends.
3. To accept the new status of "student", the internal position of the student at the level of a positive attitude towards school, to accept the image of a "good student".
4. Be attentive to your own experiences and the experiences of other people; moral content of actions.
5. Follow the rules of personal hygiene, safe behavior at school, at home, on the street, in public places.
6. Be attentive to the beauty of the surrounding world, works of art.
The course content covers a fairly wide range of information related to different aspects of the language. Students get acquainted with the phonetic composition of the word, with the division of the word into syllables and meaningful parts, with the main parts of speech and their most important forms, with various types of sentences, with members of sentences, learn spelling rules. The program involves the acquaintance of students with the lexical meaning of the word (without a term), with the ambiguity of words and synonymy.
Teaching the Russian language on the basis of this Program has a personality-oriented character, as it is built taking into account the level of development of the child's interests and his cognitive abilities. Therefore, linguistic concepts are not given in finished form (or on an explanatory and illustrative basis), but unfold as a process of obtaining them, and in the future - as an activity for their assimilation.
The cognitive orientation of the Program ensures the acquisition of the language as the most important tool cognitive activity of a person as a means of cognition of the surrounding world and the development of speech thinking.
Great importance in the Program, it is given to the study of language as a sign system, since it allows you to pay attention to the interaction of the semantic (content) and formal aspects of speech, which fundamentally changes the system of language learning. Appeal to the semantic side of the language creates conditions for the harmonious development of figurative and logical thinking. At the same time, it increases speech activity and functional literacy children, interest arises and a careful attitude to the native language, its richness and expressiveness appears, the speech thinking of students develops.
The program provides not only acquaintance of children with sign-symbolic activity, but also mastering the foundations of the thought process - analysis and synthesis, present in the most important mental operations (comparison, classification, systematization and generalization).
The main content lines of the Program include:
Fundamentals of linguistic knowledge: phonetics and orthoepy, graphics, word composition (morphemic), grammar (morphology and syntax);
Spelling and punctuation;
The development of speech.
The content of the Program and approaches to the study of the Russian language have a number of features. So, the study of the composition of the word is preceded by exercises on word formation. Another feature of this Program is the approach to studying parts of speech changing the attitude of students to the word. If, when studying vocabulary, students deal with a single word and its meaning, then when mastering grammar, they work with a whole group (class) of words that have common features. What is important here is not so much the function of naming as the function of generalization, the development of which is necessary for the development of abstract-logical thinking (a way of forming concepts).
In order for the study of grammar to become the most important element in the development of speech and thinking of students, and not the training of their memory, the content includes the formation of skills to classify (group) words on various grounds (semantic and formal grammatical). These learning skills help students to distinguish between the features of working with a word with its specific meaning in vocabulary and with the abstract (generalized) meaning of words in grammar.
This approach leads students to an independent conclusion about the presence of a whole class of words common features(grammatical meaning, i.e. the meaning of objectivity, forms of gender, number and case of nouns, etc.).
In this course, the study of parts of speech is built in stages: from vocabulary to grammar through various levels of classification and generalization of words. Awareness of the differences between the grammatical (generalized) and lexical (single) meaning of a word allows you to get away from the formal study of grammar.
The course has changed the approach to studying proposals . Sentence considered as the main communicative unit of the language. First, an idea of the sentence as a whole is formed (semantic and intonational completeness, word connections in the sentence). Then the children learn to classify sentences according to intonation (exclamatory - non-exclamatory), according to the purpose of the statement (narrative, interrogative, incentive). After they accumulate experience in observing the sentence in various speech situations, definitions of concepts are introduced.
The program focuses on creating conditions for the development of regulatory learning activities which bring order and regularity to any activity and form the basis learning activities. The skills to set a goal, determine the sequence of actions, control, correct and evaluate them are formed.
The program provides for the development of calligraphy skills - a kind of graphic “gymnastics”, where writing samples are used, the writing of generalized elements of letters, their combinations in words, the rhythmic and tempo writing of words and sentences are practiced, an orientation is given to the calligraphic writing of letters, their combinations, self-control and mutual verification are carried out.
A separate, very important element of the Program is acquaintance with the dictionary. It is assumed that younger students are familiar with different dictionaries: spelling, explanatory, encyclopedic, dictionary of synonyms and antonyms.
The section "Development of speech" provides not only for the enrichment of the dictionary, the improvement grammatical structure speech (in oral and written form), the development of various types of work with text, but also the formation of ideas about speech in general, about speech communication, about means of communication (verbal and non-verbal).
The study of a systematic course of the Russian language begins with a generalization of the initial information about speech communication and language as a means of communication, obtained during the period of literacy.
The program focuses on the development of skills to accurately and clearly express one’s thoughts in speech, to solve one or another speech task in the process of communication (to approve, explain, express surprise, confirm the interlocutor’s thought, etc.), keep the content of speech and its form in the field of attention expressions.
In addition to general ideas about the text, students receive the first information about various types of texts (narration, description, reasoning), begin to comprehend the role of the word in artistic text, work with the title and draw up a plan (with the help of a teacher), observe the stylistic features of artistic and scientific texts.
Considering the language as a means of communication in specific communicative speech situations and texts (scientific, business, artistic) helps children to present the language in a holistic way, which increases the motivation in learning their native language.
Starting Course literacy - integrated course: it combines reading and writing lessons. Learning to write goes separately and in parallel with learning to read, taking into account the coordination of oral and writing which have a single sound basis, but require different mental operations.
The literacy period includes three stages:
Let's get acquainted (preparatory) - 45 hours - an idea is formed about the concept of "communication", language as a means of communication, the word as a two-way unit, a sign-symbolic system is introduced.
Country ABVGDejka (alphabetic (primary)) – 144 hours - sounds and letters are studied, syllabic reading is mastered. The study of sounds and letters is based on the frequency principle. The study of sounds is built in such a way that it creates the opportunity to start reading as quickly as possible.
3) About everything in the world (post-letter) - 18 hours - syllabic reading skills are improved, children learn to work with text, listen and hear, intotone, build their statements depending on the situation, and compose their own text. During this period, the task is to form not only syllabic reading, but also reading whole words,
These three stages make up the alphabetic period, in which the study and mastery of the language, written speech, literary reading.
After the alphabetical period, the study of the Russian language and the development of literary reading continues with independent textbooks. The program includes a new system of teaching literacy on a communicative-cognitive basis, followed by a communicative-oriented Russian language course for elementary school.
Literacy education in the new system is based on various situations of communication (conditional and real), which help to understand the language as the most important means of communication, as the most important tool for people's mental and spiritual activity. The visual-figurative models of communication presented in the alphabet give children elementary representations about the situation of communication, partners (interlocutors) of speech communication, about the goals of communication and its results.
The study of language as a means of communication during the period of literacy begins with the word, with the nominative (naming) function of the language, the most accessible to children's perception. This ensures a gradual transition from the word in natural situations of communication to the sentence and text.
Working with the word in the new learning system differs from the generally accepted approaches. The word is considered as a two-sided language unit, as a complex language sign that has a content plan (meaning) and an expression plan (phonetic and letter form). The simplest structural-semantic models of words help to understand the “device” of a word, which show the relationship between the meaning of a word and its sound. The transition from a sounding word to its graphic form is provided through sound-letter analysis. When mastering sound-letter writing, a modern version of the sound analytical-synthetic method is used.
Calligraphy and coherent speech exercises are carried out at the Russian language lessons during the entire program material.
The main content lines of the course
Phonetics. Sounds of speech, their characteristics. Unity awareness sound composition words and their meanings.
Isolation of individual sounds in a word. Establishing the number and sequence of sounds in a word, fixing them in sound and figurative-symbolic schemes. Comparison of words that differ in one or more sounds.
Distinguish between vowels and consonants. Understanding phonemic oppositions: hard and soft phonemes, their sign-symbolic designation. Distinguish between hard and soft consonants, voiced and deaf.
The syllable is the smallest pronunciation unit. The division of words into syllables, open and closed syllables. stress. Determining the place of stress in a word, distinguishing stressed and unstressed syllables, stressed and unstressed vowels.
Graphics. Distinguishing between sound and letter: the letter as a sign of sound. Mastering the positional method of designating sounds with letters. Letters b, b that do not represent sounds. Vowels e, e, u, i; their dual role (depending on the place in the word). Designation on the letter of the softness of consonant sounds using letters i, e, e, u, i. soft sign as an indicator of the softness of consonants. Use b and b as separators.
Acquaintance with the Russian alphabet as a sequence of letters. The meaning of the alphabet. Comparison of alphabetic writing (designation of sounds by letters) and writing using drawings, symbols (pictography). Understanding the value of modern writing.
Reading. Formation of the skill of syllabic reading (orientation to the letter denoting a vowel sound) as a type of speech activity. Fluent syllabic reading and reading whole words at a speed that matches the individual pace of the child. Conscious reading of words, phrases, sentences and short texts. Reading with intonations and pauses in accordance with punctuation marks. The development of awareness and expressiveness of reading on the material of short texts and poems. Reproduction of the read text on the questions of the teacher and independently.
Acquaintance with orthoepic reading (when moving to reading in whole words). Spelling reading (pronunciation) as a means of self-control when writing from dictation and copying.
Letter. Assimilation of hygiene requirements when writing. Development of fine motor skills of fingers and freedom of movement of the hand. Development of the ability to navigate on the space of the sheet in the notebook and on the space of the blackboard. Mastering the style of written capital and lowercase letters. Writing letters, letter combinations, syllables, words, sentences in compliance with hygiene standards. Mastery of legible, neat handwriting. Writing under the dictation of words and sentences, the spelling of which does not differ from their pronunciation. Mastering the techniques and sequence of correct copying of the text.
Understanding the function of non-alphabetic graphic means: space between words, hyphen.
Word and sentence . Perception of the word as an object of study, material for analysis. observation of the meaning of a word. Practical distinction between the meaning and sound of a word. The role of the word as a mediator in communication, its nominative function. The correct use in speech of words naming individual objects ( rose, lily of the valley, sedge), and words with a generalized meaning ( flowers, plants).
Distinguish between words and sentences. Working with a sentence: highlighting words, changing their order.
Spelling and punctuation. Familiarization with the rules of spelling and their application:
separate spelling of words;
designation of vowels after sibilants ( cha-scha, chu-schu, zhi-shi);
use b to indicate the softness of consonants in writing;
use b and b as separators;
uppercase (capital) letter at the beginning of a sentence, in proper names;
transfer of words in syllables without a confluence of consonants;
punctuation at the end of a sentence.
The development of speech. The initial idea of the text as a speech product. Highlighting in the text of sentences. Combining sentences into text. Comprehension of the read text by independent reading aloud and by listening to it.
The initial idea of speech with the help of visual-figurative models. Dividing speech into semantic parts (sentences) using drawings and diagrams. Compilation of sentences of coherent text, its recording.
Compilation of short stories of a narrative nature based on a series of plot pictures, based on materials from their own games, activities, observations.
Culture of speech communication. Mastering a positive model of verbal communication based on goodwill, peacefulness and respect for the interlocutor.
Thematic planning indicating the number of hours allocated for the development of each topic.
Calendar-thematic planning for the subject.
date | |||||||
| Pre-letter period (45h) |
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| Reading (20h) Writing (25h) |
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| "ABC" "Let's get acquainted"Workbook"Draw, think, tell." |
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| "Puzzles". "fun transformations." Development phonemic hearing. Imagination exercises. letter elements block letters. | R.R. Compilation of an oral story from a picture. Independent work. |
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| "Test yourself". Generalization. Comparison of communicative and speech situations. Logic exercises. Comparison of ancient and modern writing instruments. Compilation of the proverb "There is patience - there will be skill." explanation of its meaning. | |||||||
| Letter (80h) | |||||||
| Lettering "My alphabet". | |||||||
| Underline the studied letters in the text. Independent work. |
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| Making sentences about trees growing in our forest. |
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| Expressive reading offers. Independent work. |
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| Compilation of the story "Favorite corner of nature." |
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| Writing words and sentences. |
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| Lettering "My alphabet". | |||||||
| Letter 8 o'clock | |||||||
| Workbook. "Write beautifully." | |||||||
Rumyantseva O.A.
, primary school teacher
MOU "Gymnasium" mountains. Arzamas
The textbook "ABC" by L.F. Klimanova and S.G. Makeeva is intended for teaching children to read and write on a communicative and cognitive basis. The methodological concept of the authors is fully implemented in the content of the textbook, its structure, selection of material, organization of educational activities - communicative speech situations are introduced that show children the diverse world of communication.
The undoubted advantages of the ABC manual include:
- Systematic, purposeful work on vocabulary, which forms children's attention and respect for the word, instills interest and love for their native language.
- The presence in the content of exercises for the development of phonemic hearing. They lay the foundation for literate writing, prevent the occurrence of errors in skipping, inserting and replacing letters.
- The presence in the content of a large number various tasks on the development of mental abilities of younger students.
- The presence of the "Reader" manual by L.F. Klimanova, which is intended to improve reading skills, individual work with kids. In addition, this manual continues and deepens lexical work, develops students' communication skills and their thinking abilities.
Solovieva M. N.
, primary school teacher
school number 213 mountains. Petersburg
What could be more important than a well-developed student's speech? Without it, there is no real progress in learning, no real communication, no intellectual development child's personality.
Mandatory minimum content educational programs makes high demands on speech development modern student. Working according to the textbooks of the teaching materials "Perspektiva", you can really achieve high results in this area.
The textbooks of the UMK "Perspektiva" instill interest in the Russian language, reveal the secrets of its "revival", introduce the science of language into the world, help to feel it as a harmonious and harmonious system, introduce children to the art of the word, help junior schoolchild understand and feel the aesthetic value of the Russian language.
This EMC is distinguished by a new, non-standard way of organizing speech creative activity - teaching children to read and write on a communicative-cognitive basis.
Practically at every lesson, a communicative-speech situation is created that allows you to cooperate with your peers and with adults, which allows you to organize the constant speech activity of students. So, already at the very first lesson “Let's get to know each other!” authors of the ABC L.F. Klimanova and S. G. Makeeva create a communicative-speech situation based on bright entertaining illustrations, which aroused an ardent desire among first-graders to talk about their favorite activities, aroused interest in listening to the performances of other children.
In the first grade, the foundations of speech skill are laid: it is here that young students first encounter literary language, with his written version, with the need to improve his speech.
There are 3 lines in the development of speech according to the UMC program "Perspective": work on a word, work on a phrase and a sentence, work on a coherent speech. Working on the word at each lesson, a slender methodological system to study the word from different sides: semantic (lexical), sound and graphic, and it acts as an integral element of the sentence.
Contents of the Alphabet L.F. Klimanova and S.G. Makeeva is aimed at the parallel development of written and oral speech of children, she introduces fascinating, developing, specially selected literary and artistic material - wise texts, sayings, proverbs, sayings, word games, questions and practical tasks. It is successfully distinguished by an introduction to the theory of literature through a comparison of genres, authors, texts, a comparison of texts according to style features, as well as good printing performance, and the widespread use of vivid illustrations.
At each lesson according to the “Draw, think, tell”, “My alphabet” prescriptions, a lot of intellectual analytical work is carried out, which prevents speech errors from being made. Not a single task and exercise is one-sided, they are educational, developing, cognitive and educating.
A successful combination of tradition and innovation in the textbooks of the Perspektiva teaching and learning materials make it possible today to subdue the modern teacher, excite his creative thought and imagination, and satisfy the strict methodological requirements of the demanding teacher audience.
Belyankova N.M.
, assistant professor, methodologist
to accompany the testing of the kit
"Perspective" in the mountains. Arzamas
Textbook
The textbook "ABC" for the 1st grade by L.F. Klimanova and S.G. Makeeva is compiled in the best traditions of domestic alphabet writing.
As in most modern alphabets, teaching in this textbook is divided into pre-letter, alphabetic and post-alphabetic periods (the authors named them as preparatory, basic and generalizing periods).
In the preparatory period of the “ABC” by L.F. Klimanova and S.G. Makeeva, the basic principle of teaching literacy on a communicative-cognitive basis is laid, which, according to the authors, on the one hand, introduces children to the world of communication, gives the child an idea of the speech situation and the role of the word in communication, and on the other hand, puts the word as the main unit of language at the epicenter of the development of thinking and speech of children.
The content of the first (pre-primary) section reflects the truly innovative nature of the “ABC” by L.F. Klimanova and S.G. Makeeva in comparison with the construction of similar sections in the alphabets of other didactic systems. At the same time, attention to the semantic and communicative side of speech does not cause damage, but, on the contrary, contributes to a deeper comprehension by children of the concepts of elements traditional for this section. sounding speech, preparing for the assimilation of its transmission with the help of letters, contributes to the development of oral speech and phonemic hearing.
The main section of the ABC is built more traditionally in terms of the order in which children are introduced to letters: first, letters are given to indicate non-iotated vowels AOUYIE, then letters to indicate consonants, depending on their frequency, and, finally, letters to indicate iotated vowels E, Yo, Yu, I and the most rare letters Х,Ц,Ч,Ш. This order of filing letters is typical for Russian alphabet writing and is the most rational.
In this “ABC”, the main method of teaching reading was chosen as developed by K.D. Ushinsky and actively used by the authors of almost all accepted in modern primary school alphabet analytic-synthetic method.
The authors, when considering the concept of a syllable, abandoned the classification of syllables (syllables-mergers, letters outside the mergers, open, closed syllables etc.) At the same time, the classification of consonants according to hardness-softness and the identification of their opposition on the model of not only the syllable, but also the whole word (mouse - bear, cat - whale, chalk - mayor, crowbar - flax, nose - carried) . The same can be said about the opposition of voiced and deaf consonants (mountain - bark, tooth - soup, volume - house, awl - lived). The results of the consideration of these oppositions are entered in the tablets “Knots for memory” (p. 77, 91, 108-109 in Part I and p. 22-23, 44-45, 68-69 in Part II). In general, these tablets resemble those in the Russian alphabet.
The exercises of the analytical-synthetic type used in the "ABC" are rich and varied: composing and reading syllables of the SG - GS type, rearranging and replacing letters that show their meaningful function (wasps - axes - mustaches, notes - threads - mud, mountain - bark , caviar - a game, making words from the studied letters according to diagrams and drawings. Widely used and game methods: charades, puzzles, crossword puzzles, riddles, making words from "lotto" syllables.
A characteristic feature of the textbook is that lexical work is constantly, purposefully, but not intrusively, carried out on homonyms (onion - onion), homoforms (washed - washed), homographs (castle - castle), homonymy of roots (goose - goose - caterpillar), ambiguity (spruce, hedgehog and sewing needles), thematic groups words (jackdaw - magpie - oriole, aster - iris - primrose, marmot - gopher - rat), antonyms (easy - difficult), nests of single-root words (snow - snowball - snowballs - snowflakes), phraseological units (winter on your nose, cut yourself on nose). An interesting feature The main section of the alphabet is that it ends with a re-address to the issues of semiotics, as they say, on a new “turn of the spiral”, after studying the alphabetic composition of the Russian language, which allows children to meaningfully perceive the conclusion that the letter is a sound icon, and the word - a sign of the phenomenon of reality.
Attention is also paid to the study of spelling. Traditionally, during the period of literacy training, the spelling of capital letters is given at the beginning of a sentence and in proper names, the spelling of the combinations JI-SHI, CHA-SCHA, CHU-SCHU. This material is presented in this textbook.
The words and texts used as illustrative and training material in the main section of the alphabet do not raise objections: they are accessible for perception by first graders, moderately playful, but also moderately serious, there is no predominance of "entertainment". Russian proverbs, sayings, riddles, tongue twisters, texts of Russian classical children's literature are widely used.
As in most modern alphabets and primers, the authors take into account the fact that children come to grade 1 with varying degrees readiness for school. Therefore, for children who already know how to read, texts for reading are placed in the preparatory and main sections so that they do not lose interest in learning, and if the class as a whole is “advanced” (for example, in schools of the so-called advanced level of education), then in the methodological manual accelerated study of letters with more in-depth work on spellings is provided, tk. usually even well-read children come to school without being able to write.
In the post-literal period, children are offered to read samples of Russian folklore (proverbs, riddles, sayings, counting rhymes, fairy tales), classical works by V.A. Zhukovsky, A.S. Pushkin, A.K. Tolstoy, L.N. Tolstoy, A. A. Fet, V. Maykov, K. D. Ushinsky, works of poets and prose writers of the twentieth century - S. Marshak, A. Barto, D. Kharms, B. Zakhoder, V. Berestov, I. Tokmakova, N. Matveeva and others and popular science articles by V.Bianchi, N.Sladkov and A.Pleshakov. The repeated appeal to semiotics is interesting: children are invited to observe how the same natural phenomenon can be reflected in a scientific article, an artist's painting, a piece of music and a poem. Work on the word is not forgotten either: children are invited to think about why the rhinoceros beetle, sawfish are so named.
So this tutorial is further development theory and practice of Russian alphabet writing in line with the concept of the line of teaching materials "Perspektiva" and new approaches to learning proposed by the Concept of the State Standard of General Education of the second generation.
The novelty lies not only in increased attention to the issues of communication, to the lexical side of the word and to the issues of semiotics, but also in the presence of the so-called “loop”, that is, additional teaching aids. In addition to traditional spellings and methodological manual for the teacher, there is also a collection of didactic materials "Reader".
At the same time, the authors tried to keep in their textbook best achievements domestic alphabet: the arrangement of letters in the order of their frequency, tables of opposition of letters to denote vowels and letters to denote consonants, the development of phonemic hearing, attention to the semantic role of phonemes, the analytical and synthetic method of teaching reading, the integration of writing and reading in the period of literacy, taking into account different the level of preparedness of students, attention to the spelling side, to the formation of beautiful handwriting and an excellent selection of illustrative material and texts.
This combination of novelty and adherence to traditions makes the ABC textbook harmonious, solid and harmonious.
Recipe
Copybook 1 “Draw, think, tell” (authors L.F. Klimanova, V.I. Romanina, L.N. Boreyko) is intended for work in the pre-letter period, copybooks 2 and 3 “My alphabet” (author L.F. Klimanova) - in alphabetical and copybook 4 "I write beautifully" (authors L.F. Klimanova and L.Ya. Zheltovskaya) - in the post-alphabetic period.
Of particular interest is prescription 1 “Draw, think, tell”, which is designed to train fine motor skills of the hand and eye as preparatory exercises for writing letters. Here are collected all the necessary types of work: a variety of shading (vertical, horizontal, oblique, multidimensional, multidirectional, broken line), drawing geometric shapes(squares, triangles, circles, ovals, arcs), drawing generalized outlines of objects (houses, snowmen, mice, bugs, etc.), tracing and coloring drawings, writing out block letters. But, besides this purely utilitarian function, prescriptions contribute to the development of spatial and temporal perception of the surrounding world. Children should reflect on the concepts: what is the center of a square and a circle, which object is larger and which is smaller, which path is longer and which is shorter, where the direction is to the right and where to the left, which objects are similar and which are different. Children learn to compare, compare, group, distinguish, practically get acquainted with the concept of a set and its elements. Similar information is given in the pre-numerical period of the mathematics textbook by G.V. Dorofeev and T.N. Mirakova, which allows the teacher to organize integrated learning in the very first days of the child at school, that is, to practically implement one of the fundamental ideas of the “Perspectives” Concept. And what is even more valuable is that the material of the copybooks "Draw, think, tell" is closely connected with the life and life of a modern child. This is not only the world of fairy tales familiar to children with preschool age, not only toys, domestic and wild animals and birds, household utensils and sports equipment, but also a computer (p. 21), a vacuum cleaner (p. 26-27), shorts (p. 29), an electric kettle (p. 7), an electric iron (p. 7, 30), a camera (p. 30), a patchwork blanket (p. 49). In the mind of a child, the world of his home is not separated from the world of school. This idea echoes one of the main ideas of the textbook "The World Around" by A.A. Pleshakov and M.Yu. Novitskaya. Moreover, in the copybook and in the textbook on the world around there are a number of common topics: life at home (p. 7, 13, 26, 27, 45, 48 - copybook), zoo animals (p. 9, 60), the animal world (p. .15), forest and meadow life (p.18, 30, 31, 31, 33, 36), sports (p.40, 41, 56), walks in the park and city (50, 51). As we can see, the prescription "Draw, think, tell" is very successfully inscribed in the system of lessons of the EMC "Perspective".
The copybooks "My alphabet" in two parts also contain a number of interesting finds. Given the great complexity of the writing process for first-graders, the author introduces game moments: rebuses, sections "Riddles of words", metatheses (composing words by rearranging syllables), adding "lost" elements of letters, "letter mosaic" (composing letters from disparate elements), chainwords, coloring.
Much attention is paid to various work with sound-letter schemes of words. Vocabulary is not forgotten either: exercises are given to determine the polysemy of words, homonyms, and to compose thematic groups of words. Quite often, exercises are given to develop speech: compiling sentences and texts with the inclusion of the studied words.
The copybook "I write beautifully" is intended for further development of calligraphy skills. Writing assignments are much more difficult. This is the writing of whole phrases, proverbs, answers to questions, stories. At the final lessons, this is writing notes and letters, that is, the practical assimilation of such a communication-oriented genre as epistolary.
"Reader"
The collection of didactic materials "Reader" includes a variety of exercises to develop reading skills. It is designed to interest first-graders, to get them excited about the process of reading, which is very important in modern conditions, when children have almost stopped reading books. The "Reader" contains a huge didactic material entertaining nature: comic poems, chainwords, crosswords, tongue twisters, proverbs, sayings. In a comic form, easily, entertainingly, a lot of work is being done on understanding the essence of single-root words, on the role of alliteration in poetry, on thematic groups of words, on the selection of rhyming words, on the assimilation of orthoepic norms.
Teaching materials for teaching literacy in the process of approbation proved its effectiveness. The children who came to the gymnasium, in the course of preschool training at the “School of the Future First Grader” at the gymnasium, were generally able to read quite well, but they were not taught to write. In the first grade, the experimental teacher Rumyantseva O.A. paid great attention to teaching writing. When teaching reading, the "Reader" was actively used. As a result of such an integrated approach, with the use of all the additional aids from the "loop" of the alphabet, the children of the experimental class not only read fluently, but also wrote quite quickly, beautifully and accurately. This was especially evident on their final control sheets.
Teachers who attended open lessons Rumyantseva O.A., highly appreciated not only the "ABC" itself, but also additional benefits from the "loop".
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