This development was compiled for a Russian language lesson on the topic "Exercise in spelling unstressed case endings of adjectives." adjectives in the text, to form the skill of determining the case of adjectives, spelling case and generic endings of adjectives, to promote the formation of literate writing.

Subject: Russian language

Target audience: for grade 4

Video slide show based on the story of V.A. Oseeva "The Magic Word" was created on the basis of an audio recording performed by Lyubov Kantarzhi and slides of a filmstrip. The resource is intended for viewing by younger students at the lessons of literary or extracurricular reading on the topic of the same name. The use of a sounded filmstrip is possible both at the stage of the primary perception of the work, and at the stage of teaching expressive reading. The resource was made in the PhotoSHOW PRO program, the duration of the video is 00:07:51.

Purpose: creating conditions for a deeper, meaningful and emotional perception of the story by V.A. Oseeva "The Magic Word" due to the combination of visual and auditory series.

Subject: Literary reading

Video slide show based on the poem by N.A. Nekrasov "Grandfather Mazai and the Hares" was created on the basis of an audio recording performed by professional actors and slides of a filmstrip. The resource is intended for viewing by younger students at the lessons of literary reading on the topic of the same name. The use of a sounded filmstrip is possible both at the stage of the primary perception of the work, and at the stage of teaching expressive reading. The resource was made in the PhotoSHOW PRO program, the duration of the video is 00:05:15.

Purpose: creating conditions for a deeper, meaningful and emotional perception of the poem by N.A. Nekrasov "Grandfather Mazai and Hares" due to the combination of visual and auditory range.

Subject: Literary reading

Target audience: for grade 3

Physical education helps to prevent and relieve mental fatigue. Conduct a physical education session at 12-20 minutes from the start of the lesson.

Sometimes it is advisable to conduct twice per lesson (at the beginning of the school year and on the last days of the quarter in the last lessons, especially at the end of the week).

Children perform eye movements in accordance with the text perceived by ear, the movement of objects on the screen to relaxing music.

Item: Metasubject

Russian language lesson in grade 2 UMK School of Russia "Educational presentation" Cradle "

This development is aimed at developing the ability to make sentences - answers to questions, determine the main idea of ​​the text; learn to connect words in a sentence; promote the development of students' speech; develop spelling skills.

Students will learn to retell the content of the text based on questions; find specific information, facts in the text; determine the topic and main idea of ​​the text; correlate facts with the general idea of ​​the text; plan the text; retell the text in detail in writing; recognize spellings in words.

Subject: Russian language

Target audience: for grade 2

In the lesson of discovering new knowledge, children explore, compare, face a problem and, with the help of a teacher, solve it. In the lesson, various forms of work are used: work in pairs, problematic dialogue, individual work.
Target: Formation of interest in joint cognitive activity to discover and realize the significance of the concept of "multiplication", as a new form of recording the addition of identical terms.
Lesson objectives: To introduce students to the new arithmetic operation of multiplication as a new form of writing the addition of identical terms. Learn to understand the meaning of multiplication, apply the knowledge gained in practice.

Subject: Mathematics

Target audience: for grade 2

Lesson according to the developmental program of L.V. Zankov. The author of the music textbook is Rigina G.S.

Contains presentation, synopsis, video clip and music files. Unfortunately, the conditions for adding a resource do not allow you to download videos and music in full, but there are links to them.

Formed UUD. Cognitive: To introduce children to the life and work of Ludwig van Beethoven. Regulatory: To form the spiritual and moral qualities of students, such as heroism, courage, fortitude, dignity, love of life, sympathy, responsiveness on the example of the life and work of the composer, through his works. Expand words knowledge. Communicative: To develop creative abilities, musical perception.

Subject: Music

Target audience: for teachers

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Attention! The slide preview is for informational purposes only and may not represent the full extent of the presentation. If you are interested in this work, please download the full version.

The main form of organization of the educational process at school is the lesson. The implementation of the requirements of the Federal State Educational Standard (FSES) primarily depends on the quality of the lesson.

The main question today remains what should be the lesson in modern conditions.

V.A. Sukhomlinsky connected the lesson with the pedagogical culture of the teacher. The goals and content of education are changing, new means and technologies of education are emerging, but no matter what reforms are carried out, the lesson remains the eternal and main form of education. It held the traditional and stands the modern school. Whatever innovations are introduced, only in the classroom, like hundreds and thousands of years ago, participants in the educational process meet: a teacher and a student.

The priority goal of modern Russian education is not the reproductive transfer of knowledge, skills and abilities from teacher to student, but the full formation and development of the student's abilities to independently outline a learning problem, formulate an algorithm for solving it, control the process and evaluate the result - to teach to learn. Even Socrates said that you can learn to play the flute only by playing yourself. In the same way, the activity abilities of students are formed only when they do not passively learn new tasks, but are included in independent educational and cognitive activity.

So what is a modern lesson that meets the requirements of the new generation of Federal State Educational Standards?

The modern lesson is:

• lesson using technology (interactive whiteboard, computer, overhead projector);
• a lesson that provides an individual approach to each student;
• a lesson containing different types of activities;
• a lesson in which the activity should stimulate the development of the student's cognitive activity;
• the lesson brings up a thinking student - an intellectual.

Any lesson has a huge potential for solving the problems set by society. But these tasks are often solved by means that cannot lead to the expected positive result. For both students and the Teacher, a lesson is interesting when it is up-to-date in the broadest sense of the word. Modern is both completely new and not losing touch with the past, in a word - relevant.

Consider the resources of the modern lesson. Methodological resources include forms, technologies, content, techniques, teaching methods.

Technological resources are learning technologies that are well known to all of us: project activities, ICT, developmental learning, modular learning, health-saving technologies.

What is the characteristic of the modern lesson?

There are the following approaches to the lesson:

Personally oriented;

activity;

System;

Innovative and creative.

A modern lesson includes content components: knowledge, skills, creative activity, emotional and value experience; personality-oriented, individual character; creation of conditions for the formation of the child's competencies; independent work of the student, not the teacher; practical, activity approach; use of educational technologies

A lesson is the work of the soul, and the more diligent this work is, the more respectful the child's attitude to himself, as well as the teacher's attitude to his own personality. Therefore, the modern lesson aims to form the following universal educational activities: the development of the child's personality, i.e. personal results, meta-subject skills that form the students' approach to the subject being studied as a system of knowledge about the world and, finally, directly subject results, i.e. result of studying this topic. In a broad sense, the term “universal learning activities” means the ability to learn, i.e. the ability of a student to independently successfully acquire new knowledge, to form skills and competencies, including the independent organization of this process. Thus, the achievement of the ability to learn involves the full development of all components of educational activity by schoolchildren, including:

1) cognitive and educational motives;

2) learning goal;

3) learning task;

4) training activities and operations. All this is achieved through the conscious, active appropriation of social experience by students. The quality of knowledge assimilation is determined by the variety and nature of the types of universal actions. Universal learning activities are grouped into four main blocks: 1) personal; 2) regulatory; 3) communicative actions; 4) cognitive.

Personal:

• provide value orientation of children: knowledge of moral standards and the ability to follow them (mutual assistance, truthfulness, responsibility);
• the ability to correlate their actions with ethical feelings (guilt, conscience, shame);
• desire and ability to see the moral aspect of their actions; the desire and ability to answer the question of what meaning and what meaning certain knowledge has for him.

For the formation of personal UUD - all tasks are used in which the children are invited to give their own assessment.

Regulatory:

• provide the younger student with the organization of educational activities.
• goal-setting as the ability to accept a learning task based on what is already known and learned, and what is not yet known;
• planning as the ability to independently determine the sequence of actions;
• control as the ability to compare the method of action and its result with given standards;
• self-regulation as the ability to start and end learning activities at the right time;
• correction as the ability to correct the intermediate and final results of one's actions, as well as possible errors;
• self-esteem as the ability to realize what has already been learned and what still needs to be learned, the ability to realize the level of assimilation.

For the formation of regulatory UUD, tasks are selected in which the children are invited to discuss problematic issues, and then compare their result, for example, with the conclusion in the box.

Communicative:

• planning educational cooperation with the teacher and peers (for example, the distribution of roles in pair, group or collective work);
• the ability to express one's thoughts with sufficient completeness and accuracy;
• ability to resolve conflict situations, make decisions, take responsibility.

For the formation of communicative UUD - tasks are offered for working in pairs, in a group.

Cognitive: include the actions of research, search and selection of the necessary information, its structuring; modeling of the studied content, logical actions and operations, ways of solving problems.

For the formation of cognitive UUD - tasks are selected, the correct result of which cannot be found in the textbook in finished form. But in the texts and illustrations of the textbook, reference literature there are hints that allow you to complete the task.

I would like to dwell in more detail on the formation of cognitive universal educational activities, which for successful learning should be formed already in elementary school. Cognitive UUD includes the following skills: to realize the cognitive task; read and listen, extracting the necessary information, as well as independently find it in the materials of textbooks, workbooks, and other additional literature; carry out operations of analysis, synthesis, comparison, classification to solve educational problems, establish cause-and-effect relationships, make generalizations, conclusions; perform educational and cognitive actions in a materialized and mental form; understand the information presented in a pictorial, schematic, model form, use sign-symbolic means to solve various educational problems.

This can be seen most clearly in mathematics lessons. Learning tasks encourage children to analyze objects in order to highlight their essential and non-essential features; identify their similarities and differences; compare and classify according to given or independently selected features. From the 1st grade, the formation of modeling as a universal educational activity begins. The first ideas about the relationship between subject and symbolic models are formed by students when studying the topic “Number and figure”. Children learn to match different models or choose from given symbolic models the one that, for example, corresponds to a given object model.

Modeling is also used in Russian language lessons. At the literacy stage, these are sentence models, then sound models of the word, which are then converted into alphabetic ones. We use these models throughout the course of the Russian language when studying the topic “Spelling”. Models help very well in the lessons of setting a learning task, where children can see the inconsistency of the scheme, fix the gap between knowledge and ignorance, and, after conducting research work, change or clarify this scheme.

A significant part of logical cognitive UUD is formed and improved while studying the course "Literary reading". Textbooks contain tasks aimed at the formation of logical operations. When studying the course “The World Around You”, the skills are developed to extract information presented in various forms (illustrative, schematic, tabular, symbolic, etc.), describe, compare, classify natural and social objects in different sources based on their external features. Students acquire skills in working with information: they learn to generalize, systematize, transform information from one type to another.

Effective stimulation of the cognitive activity of students is largely ensured by expanding the scope of the use of search, partial search, problematic methods of studying new educational material.

The times when teachers were forced to adhere to strict and unambiguous requirements for organizing a lesson are over.

The time for “ready-made” lessons is slowly fading away. The novelty of modern Russian education requires the personal beginning of the teacher, which allows him to either teach, filling students with knowledge and skills, or give a lesson, developing an understanding of this knowledge, skills, skills, creating conditions for the generation of their values ​​and meanings.

The teacher, his attitude to the educational process, his creativity and professionalism, his desire to reveal the abilities of each child - this is all the main resource, without which the new requirements of the Federal State Educational Standard for the organization of the educational process at school cannot exist.

Much depends on the desire and character of the teacher and on the level of his professional training. If a person is open to new things and is not afraid of changes, he will be able to start taking the first confident steps in the new conditions in a shorter time.

Teachers will be able to implement the new standard without problems, mainly due to their ability to quickly adapt and change.

The education system in Russia is constantly changing from above. This is expressed in the emergence and further modernization of state educational standards (FSES), which in the system of general education over the past ten years have undergone significant changes twice. It can be extremely difficult for a teacher to keep track of all the innovations, so the site portal decided to help in solving the daily tasks of a teacher. Today we will tell you how to write a lesson outline for a teacher, observing all the requirements of the federal state educational standard. .

Lesson of a new kind

According to the recommendations given by the Ministry of Education and Science of the Russian Federation, the teacher, first of all, should reflect in the lesson summary the content of his actions, the student's competence, and also explain the sources of information that will be used at each stage of the lesson.

To do this, it can help to draw up a kind of tablet with three columns, where the teacher can reflect each fragment of the lesson. What is it for? Everything is very simple, with the introduction of the Federal State Educational Standard, the structure of the lesson has been significantly changed. Previously, the lesson meant solving such problems as educational, educational and developmental. Now, for these tasks, it is imperative to plan the learning outcome, and for this you need to form universal learning activities(UUD).

Organizational stage of the lesson

So, let's start compiling a summary of the lesson. The very first content of the lesson will be decision of organizational moments. This is a standard situation when a student is given a goal that he must achieve during the lesson. Then they draw up goals and objectives of the work the teacher himself and also describes organization method the lesson itself. The last point is, according to the requirements of the Federal State Educational Standard, one of the most important, because it is the form of the lesson that the teacher must choose, taking into account the composition of his class - whether the children are ready for a playful form of education or other forms of education are required.

An alternative to this stage can be immediately posing in front of the class problem situation from which the students themselves must find a way out during the lesson. It is noteworthy that at the first stage, the competencies of students are reduced only to regulatory UUD - the definition of the problem. At the same time, in the summary of the lesson, it is necessary to indicate which sources will be used in setting goals and the problem being solved - be it a textbook, Internet resources or some kind of educational film.

The stage of involving schoolchildren in the topic

The next stage concerns a survey of students about a new topic and a kind of actualization of previously acquired knowledge. It is necessary to reflect in the abstract what the teacher himself wants to get at this stage, determine the methods of motivating students and even draw up an action plan in case the children cannot be involved in a new topic, or significant gaps are identified in the knowledge of the class that will not allow to learn the material.

At the same time, at this stage, it is necessary to draw up detailed competencies of students, who at this stage receive greater freedom than at the stage of organizing a lesson - here they independently decide on planning their activities (regulatory UUD) and solve cognitive and communicative tasks. After all, it is at this stage of the lesson that the student begins to process the information previously known to him and engage in the argumentation of his opinion.

Studying and consolidating new material

This stage of the lesson is the main one, as, in general, before, before the introduction of new GEF. Here, when compiling a summary of the lesson, the teacher must reflect the main provisions of the new educational material and describe the methods of teaching them, taking into account the characteristics of the main composition of the class. At the same time, you can use the methods of conducting dialogues with the audience - either encourage children to solve the problem (write down questions in the abstract for which different answers are possible), or lead them to solving the problem (write in the abstract questions that, following one from the other, should come to the answer to the main question of the lesson).

At this stage of the lesson, it is necessary to prescribe in the abstract that students significantly expand their communication skills (achieved through cognitive and communicative UUD). Schoolchildren enter into a dialogue, defend their opinion, build constructive hypotheses together with the class team and with the teacher. Here you can also note the resources that will be used to learn new material - these are either textbooks or interactive learning materials.

Homework - the final chapter of the lesson summary

It prescribes those goals that the student must independently achieve, as well as the goals and objectives that the teacher sets for himself. In addition, it is necessary to prescribe criteria for evaluating homework here. In the competencies of students, it will be enough to indicate only one regulatory UUD - self-control.

Edition "site"

"Modern lesson in elementary school"

The lesson, its planning and conduct - this is what the teacher deals with daily, this is what he understands. Therefore, it makes sense to first consider the lesson from the standpoint of the requirements of the second generation standard in comparison with the lesson of the post-Soviet period. To see the difference in didactic requirements for these lessons. Then it will become clear what needs to be changed in the preparation and conduct of a lesson of a modern type in the activities of the teacher and students.

As you know, the most common type of lesson - combined. Consider it in terms of basic didactic requirements, and also reveal the essence of the changes associated with the conduct of a lesson of the modern type:

Lesson Requirements	Traditional lesson	Modern type lesson
Lesson topic announcement	The teacher tells the students
Communication of goals and objectives	The teacher formulates and tells the students what they should learn
Planning	The teacher tells the students what work they need to do to reach the goal	(teacher helps, advises)
	Under the guidance of a teacher, students perform a number of practical tasks (the frontal method of organizing activities is more often used)	Students carry out educational activities according to the planned plan (group, individual methods are used), teacher advises
Exercising control	The teacher supervises the implementation of practical work by students	Students exercise control (forms of self-control, mutual control are used), teacher advises
Implementation of the correction	The teacher, in the course of performing and following the results of the work performed by the students, corrects	Students formulate problems and correct them on their own. teacher advises, advises, helps
Student Assessment	The teacher evaluates student work in class.	Students give an assessment of the activity according to its results (self-assessment, assessment of the results of the activities of comrades), teacher advises
Lesson summary	The teacher asks the students what they remember	Reflection is underway
Homework	The teacher announces and comments (more often - the task is the same for everyone)

This table allows us to conclude that, first of all, the activities of the teacher and students in the lesson differ. The student, from being present and passively following the instructions of the teacher in a traditional type lesson, now becomes the main actor. “It is necessary that children, if possible, learn on their own, and the teacher directs this independent process and provides material for it” - the words of K.D. Ushinsky reflect the essence of the lesson of the modern type, which is based on the principle of a system-activity approach. The teacher is called upon to carry out covert management of the learning process, to be the inspirer of students. The words of William Ward now acquire relevance: “The mediocre teacher expounds. A good teacher explains. Outstanding teacher shows. A great teacher inspires."

How to design a lesson based on a combined lesson who will solve problems on the formation of not only subject, but also meta-subject results? In the GEF IEO, meta-subject results are “universal learning activities (cognitive, regulatory and communicative) mastered by students that ensure the mastery of key competencies that form the basis of the ability to learn.”

Let's analyze student activities at each stage of the lesson and select those universal learning activities(UUD), which, with the correct organization of students' activities, are formed:

Requirements to the lesson	Lesson modern type	Universal learning activities
Lesson topic announcement	The students themselves formulate (the teacher leads the students to understand the topic)
Communication of goals and objectives	Students themselves formulate, defining the boundaries of knowledge and ignorance (the teacher leads students to realize the goals and objectives)
Planning	Students planning ways to achieve the intended goal (teacher helps, advises)	Regulatory planning
Practical activities of students	Students carry out educational activities according to the planned plan (group, individual methods are used) (teacher advises)
Exercising control	Students exercise control (forms of self-control, mutual control are used) (teacher advises)
Implementation of the correction	Students formulate problems and correct them on their own. (the teacher advises, advises, helps)
Student Assessment	Students evaluate activities based on their results (self-assessment, assessment of the results of the activities of comrades) (teacher advises)
Lesson summary	Reflection is underway
Homework	Students can choose a task from the ones proposed by the teacher, taking into account individual abilities.	Cognitive, regulatory, communicative

Of course, the table presents universal learning activities in a generalized form. There will be more specifics in the selection of tasks, forms of organization of activities and teaching aids for each stage of the lesson. And yet, this table allows the teacher, already when planning, to see at what stage of the lesson what meta-subject results are formed with the correct organization of students' activities.

So, education children goal-setting, formulating the topic of the lesson possible through the introduction to the lesson problematic dialogue, it is necessary to create a problem situation for students to determine the boundaries of knowledge - ignorance. For example, at a Russian language lesson in grade 2 on the topic “Dividing soft sign”, I suggest that students enter the missing words “Tanya ... (water) flowers. We made ... (flight) on an airplane. After walking around the class and looking at the notes in the notebooks, I write out the spellings of the words on the board (of course, among them there are both correct and incorrect ones). After the children read what they wrote, I ask questions: “Was there only one task? (“One”) And what were the results? (“Various”) Why do you think?” We come to the conclusion that due to the fact that we still don’t know something, and further, we don’t know everything about the spelling of words with a soft sign, about its role in words. “What is the purpose of our work in the lesson?” - I appeal to the children (“Learn more about the soft sign”). I continue: “Why do we need this?” ("To spell words correctly"). So, through the creation of a problem situation and the conduct of a problem dialogue, students formulated theme and purpose lesson. In general, the technology of conducting a problem lesson, developed by E.L. Melnikova, enables the teacher to discover knowledge with students in a new way.

educate children work planning in the classroom, perhaps as early as first grade. So, in mathematics lessons I organize work with an interactive poster(in Power Point). On the topic “The Commutative Law of Addition”, at the beginning of the lesson, we consider with the children an interactive poster, the material of the textbook and workbook and determine the sequence of our work.

I teach students to analyze the proposed educational material, choose those tasks that will help achieve the goal, determine their place in the lesson. Thus, the teacher only assumes according to what plan the lesson will take place. But the main figures in the lesson, even at the planning stage, are children.

Deciding on the tasks that can be performed by students in the lesson

(you should take into account the invariant and variable parts of the textbook, the differentiation of students according to the level of preparation and the pace of activity, etc.), one should consider forms of organization of practical activities of students.

Mathematics task of the following type: “Look at the picture. Pick up the numbers. Come up with a task. Ask a friend to solve it. Check if the solution is correct. What other task can be done? Draw a diagram. Pick up the numbers and solve the problem ”involves the organization of work in pairs. Work in pairs- a form of organization of students' activities in the lesson, which is necessary in order to teach educational cooperation. But, before introducing it, it is necessary, together with the students, to determine the main positions of effective interaction. Already in the process of developing the basic rules under the guidance of a teacher, the guys will learn to listen to each other, jointly develop a common solution. Before introducing this form of organizing activities into the lesson, in the first grade she spent several class hours on the topic “Learning to work together”, during which the basic rules for working in pairs were formulated. Rules for friendly work: speak in turn, do not interrupt each other; listen carefully to the one who speaks; if what they say is not entirely clear, you must definitely ask again and try to understand. At the same time, I used the recommendations of practicing psychologists Pilipko N.V., Gromova M.Yu., Chibisova M.Yu. on creating favorable conditions for the adaptation of first-graders from the book “Hello, school! Adaptation classes with first-graders.

Work in pairs at the stage of the lesson to consolidate students' subject knowledge can be organized in the form educational practice-oriented project. Today, much is said about project activities in the educational process. Educational projects can become the tool that will both support learning motivation and form universal learning activities in students. You can allocate an entire lesson for students to complete project tasks. But you can find time for a project in a combined lesson. Then it will be a mini-project, but in essence it will remain significant practice-oriented. So, when studying the topic "Numbers from 1 to 9", first-graders made cards for the game "Mathematical Dominoes". In the following lessons, the sets were used to practice counting skills.

It has been proven by pedagogical practice that learning effectiveness associated with learning motivation. And motivation directly depends on the understanding of the significance of knowledge. When designing a lesson, the teacher should give preference to such types of student activities in the lesson that modeled would life situations. For example, in a math lesson in grade 1, you can spend role play- simulate a situation in which children are invited to go on a virtual journey by train. To get to the designated point, you need to purchase a train ticket worth 7 rubles. There is a purchase (each student has real coins in the wallet in denominations of 1 rub., 2 rub., 5 rub., 10 rub.). Several children act as cashiers. The game is aimed not only at the formation of objective results (the composition of the number 7, addition and subtraction within 10). There is a process of formation of regulatory, cognitive and communicative universal educational activities necessary for students to master key competencies.

Teach self control and self esteem their activities in the lesson of students is necessary from the first grade. Having studied the methodology gradeless learning proposed by G.A. Zuckerman (“magic rulers”), I introduced it into the practice of my work already at the eleventh lesson of mathematics in the first grade with the help of a fairy tale about a forest school and its students - Little Fox and Bunny.

We determine with the children which of the animals did their job better, according to the following criteria (K - beauty, P - correctness, B - speed). On the "magic lines"

we determine the place for setting the cross (the better the work, the higher we put the cross).

At the next lesson, the fairy tale was continued, as well as learning to work with "magic rulers" - segments.

By the end of the school year, almost all the children have learned to give an objective assessment of their written work. And in the second grade, after explaining the criteria for evaluating written work and giving marks on a five-point scale, even the parents noted that the transition to the marking system for the children went without any stress.

From the second grade, along with the five-point mark, the work with "estimated segments" continued. Now she wears predictive character. For example, before writing a vocabulary dictation, I ask the children to guess how they will cope with this type of work, and mark the level of literacy on the segment. Upon completion of the work, students have the opportunity, after self-examination, to see "gaps" in knowledge, to outline ways to correct them.

One of the forms knowledge correction students of the class on the topic "Words with unchecked spelling" in the 2nd grade became a collective practice-oriented project "Dictionary in Pictures". Its essence is to perform an associative drawing to a word with the inclusion of a letter for memorization. Gradually, drawing went beyond the lesson activity, the children began to make drawings at home and bring them to the lesson. At the lesson, these drawings were presented (defended) by the authors. By the end of the school year, there were about 90 such drawings in the album (to 60 words). Work on the correction of knowledge gradually developed into work on the prevention of errors.

Assessment training Oral responses are also advisable to start from the first grade. So, I suggest that the guys express their opinion about the poem recited by heart or the passage read according to the criteria (loudly - quietly, with hesitation - without hesitation, expressively - no, liked it - no). At the same time, it is necessary to explain to the children that when evaluating the answers of classmates, it is necessary, first of all, to note the positive, and speak out about the shortcomings from the position of wishes. As a result of organizing such activities, children learn to listen carefully to the speaker, to objectively evaluate his answer. Often, the children are accompanied by an excellent recitation of a poem with applause, which creates a benevolent friendly atmosphere in the team.

From the second grade, such a form of work is introduced as peer-assessment of written works. An indispensable condition for the organization of such work should be pre-agreed norms and evaluation criteria. It is not difficult for children to objectively evaluate, for example, the arithmetic or vocabulary dictation of a classmate.

Stage reflections in the classroom, with its proper organization, contributes to the formation of skills analyze activities in the lesson (your own, classmate, class). At the end of the lesson, students answer questions (the topic of the lesson, types of activities determine the content of the questions), after which they mark their opinion on their work in the lesson in the feedback sheets with a colored circle:

Green color - “Everything was clear to me at the lesson. I did all the work on my own." Yellow color - “At the lesson, almost everything was clear to me. Not everything worked out right away, but I still coped with the tasks. ” Red color - "Help! I don't understand much! I need help!" The basis of this type of activity is the work of students in the diaries of the UMC "School 2100".

The work of students with feedback sheets allows the teacher to immediately identify those children who need help, and provide it at the next lesson.

Also, in the feedback sheets, students mark their position with one of the emoticons. well-being before and after lessons. This helps the teacher at the beginning of the working day to notice the guys who cannot immediately get involved in the work in full force and take this into account when organizing work with them, if the child is in a negative mood (feeling unwell), at the end of the lessons, figure out what could be the reason, provide him with support . Parents also see feedback sheets. They, receiving advice from the teacher, can also provide timely assistance and support to their child.

One way for students to evaluate activity level

in a lesson (of one's own, a classmate, a class), is called a “palm” (the higher the activity in the lesson, the higher the position of the pencil). Activity levels - high, medium, low.

With the systematic application of the methods described above for evaluating one's own activities and the activities of classmates, one can talk about the formation of an objective attitude of the child towards himself and others, which is important when it comes to the formation of a group of personal results.

When designing any lesson, including a combined one, aimed at developing universal learning activities for students, it is necessary to make the most of the possibilities of the main teaching aids - textbook. The textbook at school was and still remains the main source of knowledge. Almost all textbooks for elementary school have been examined for compliance with the requirements of the Federal State Educational Standard. And this means that both in the content, and in the structure, and in the system of tasks, there are ideas that allow you to achieve the results required by the standard. Therefore, at the lesson planning stage, it is necessary to carefully consider which types and types of tasks the authors suggest textbook, figure out, for the formation what UUD they directed.

A great help in the selection of tasks for the lesson for the teacher can be table with typical tasks indicating the planned results for each type of UUD. The teacher can compile such a table on his own (for example, when developing work programs), after analyzing the author's materials (textbooks, manuals, methodological materials), according to which he organizes the learning activities of students in the classroom.

After analyzing the materials EMC "Planet of Knowledge" I made a table "Typical Tasks". Below is a part of the table that defines typical assignments aimed at formation of regulatory universal educational activities:

Indicators (characteristics) of planned results	Typical tasks (tasks)
Goal setting: is able to formulate and hold a learning task.	Regulatory goals involve establishing a connection between the content of educational material and the purpose of its provision, the performance of tasks (the answer to the question "Why do you need to know (be able)?")
Planning: knows how to follow instructions, exactly follow the model and the simplest algorithms; independently establish a sequence of actions to solve a learning problem.	Regulatory planning. This group of typical tasks involves establishing the relationship between elements (objects) and determining the sequence in the implementation of a practical task. For example, to determine “What did the hero do first, what then?”, “How to do it?”, “What and how did the hero need to do in order to get the right result?”
Implementation of learning activities : performs educational activities in various forms; regulates his actions with the help of speech	Regulatory implementation of learning activities . provide for the establishment by students of a connection between a given condition and the use of a certain form to complete the task. This group of tasks involves the tasks "Write from memory ...", "Read aloud ...", "Read to yourself ..."
Forecasting: can anticipate the result of their activities; can determine the possible answer, the level of assimilation of knowledge.	Regulatory forecasting aimed at anticipating the result, taking into account existing knowledge, as well as identifying and predicting the causes of difficulties. This group includes tasks with missing and redundant data, as well as answers to questions “What do you think, what result can be obtained?”, “Do you think it is enough to know ... to complete the task?”, “What difficulties may arise and why?”
Control and self-control: is able to carry out step-by-step control over the implementation of an action, control over the result of work according to established rules, an established pattern.	Regulatory control and self-control. This group of typical tasks is aimed at applying various methods of exercising control over the activities of one's own and comrades. Tasks such as "The hero said ... Check if he is right?", "Which of the heroes is correct ...?", "Is the result obtained as in the sample?", "Is this done correctly?"; “Can you prove it?..”, “Swap notebooks, check each other’s work”, “Check in the dictionary ...”, “Check the conclusion in ...”
Correction: makes the necessary additions and changes to the plan, method and result of the action based on its assessment and taking into account the mistakes made; adequately perceives the proposals of adults and comrades to correct the mistakes made.	Regulatory Corrections are aimed at helping cross-cutting heroes in correcting mistakes in their actions, the results of actions, as well as working with deformed sentences, texts, establishing the correct order in following the events of stories, phenomena, etc. Typical tasks “Help the hero correct mistakes”, “Set the correct order of sentences in the text”, “Help restore the correct order of the fairy tale events ...”
Grade: is able to determine the quality and level of work, knowledge; understands what is learned and what else needs to be learned; establishes the compliance of the result with the goal; correlates the correctness of the choice, planning, execution and result of an action with the requirements of a particular task.	Regulatory scores are aimed at the implementation of an adequate assessment and self-assessment of the activity obtained, as well as the process of completing the assignment. Pupils are invited to evaluate the result of the activity or the process of its implementation according to ready-made criteria or developed in joint activities with the teacher. These are such typical tasks as “Heroes completed the task. Evaluate their work...”, “Did the hero evaluate the performance of his task correctly? ..”, “By what criteria did the heroes evaluate their work?”
Self-regulation: able to concentrate the will to overcome intellectual difficulties and physical obstacles; can stabilize his emotional state to solve various problems.	Regulatory self-regulation. These typical tasks are based on the cognitive interest of students (for example, “You can read the encrypted word (reach the top of the mountain) by completing a series of tasks”), as well as on training exercises of a psychological nature (for example, the setting “One, two, three - listen and look! Three, two, one - we'll start now!"), breathing exercises.

When selecting textbook assignments for organizing activities in the lesson, one should take into account its invariant and variable parts, the differentiation of students according to the level of preparation and the pace of activity, as well as other characteristics of the students in the class.

Another effective means of achieving the planned meta-subject results is the systematically organized work with students in the classroom. reference materials. Frequent referral to dictionaries and reference books forms information cognitive UUD in students. To find this or that word, for example, dictionaries located at the end of the textbook on the Russian language (spelling, spelling, explanatory) allow. The organization of work within the framework of the research project "Such different dictionaries" will help students understand the purpose of dictionaries and reference books of various types. The systematic use at any stage of the lesson of tasks that require reference to the dictionary will develop in children the habit of constantly referring to them outside the lesson. To teach students how to work with reference literature in the process of joint activity in the lesson, it is necessary to create a memo “How to work with a dictionary”. It is good when there are many dictionaries in the class and they are presented not only in textbooks, but also in separate editions. It is important that they meet the requirements for publications for primary school students, have the appropriate font, illustrations, etc. When planning work in a lesson, you also need to enter the work of students with encyclopedic editions. And if the class is equipped with computer technology, then in the 3rd (4th) class it is necessary to organize the activities of students to develop an algorithm of actions in the process of searching for the necessary information on the Internet.

Teachers with great teaching experience remember Soviet textbooks, at the end of which not only dictionaries were given, but also memos. They also began to appear in new textbooks. Is it by chance? It is customary to see the following in tasks: “sleep”, “learn”, “make a plan”, “solve the problem”, etc. And how is it - to write off, to learn, to solve? For a child, these words are a setting for action. But how to do this action? Teaching these actions will contribute to the formation of general educational universal actions. It is necessary to allocate time in the lesson to develop a general algorithm of actions when completing tasks with typical formulations (in joint activities, draw up memos such as “How to write off a text”, “Steps in solving a problem”, “How to teach a poem”), which will allow students to complete such tasks avoid many mistakes. If the child made a mistake, it is necessary to refer to the memo, identify at what stage it was made and implement correction their actions. This is training aimed not only at the subject, but also at the meta-subject result.

What about traditional types of work students in class? After all, they made it possible to form stable substantive results, which no one canceled in the new standard. I think we need to figure out how these types of work can be directed to the formation of UUD. For example, consider such a type of work in a mathematics lesson as an arithmetic dictation. What is formed in students when they write answers to tasks like: "Calculate the sum of 23 and 5"? When he translates a verbal formulation into a sign-symbolic one, cognitive sign-symbolic UUDs are formed, and when he performs calculations, an objective result is obtained.

In the context of the introduction of the FSES IEO into the practice of the work of the primary school, the teacher needs to learn how to plan and conduct lessons aimed at forming not only subject, but also meta-subject results. The system-activity approach, which underlies the standard, involves a new type of lessons. Teachers have yet to master the technology of conducting such lessons. Today, a teacher, using the possibilities of a traditional lesson, can also successfully form both subject and meta-subject results in students. To do this, it is necessary to revise the lesson from the standpoint of the effectiveness of the application of methods, teaching methods and ways of organizing the learning activities of students in the lesson. Introduce innovative technologies developed by science and practice into practice.

So, when designing and conducting a lesson of a combined type, aimed at the formation of not only subject, but also meta-subject results, the teacher can use the following methods, techniques, teaching aids, forms of organization of students' activities, as well as pedagogical technologies:

Requirements to the lesson of the combined type	Molded universal learning activities	Methods, techniques, teaching aids; forms of organization of students' activities; pedagogical technologies
Lesson topic announcement	Cognitive general educational, communicative
Communication of goals and objectives	Regulatory goal-setting, communicative
Planning	Regulatory planning	Working with a lesson map, with an interactive poster (for example, in the program power point)
Practical activities of students	Cognitive, regulatory, communicative	Group, pair, individual forms of organization of students' activities. Work on solving design problems. Conducting role-playing games. Work with the textbook (taking into account the variable and invariant parts). Application of dictionaries, reference books, ICT - technologies.
Exercising control	Regulatory control (self-control), communicative	Work on self- and mutual control of oral and written answers (according to predetermined criteria, samples).
Implementation of the correction	Communicative, regulatory corrections	Use of reminders. Mutual aid organization.
Student Assessment	Regulatory assessments (self-assessments), communicative	Application of the method of non-marking learning (author G.A. Tsukerman) Work on self- and mutual evaluation of oral and written answers (according to predetermined criteria).
Lesson summary	Regulatory self-regulation, communicative	Conducting reflection using: questions, symbols - circles in feedback sheets, emoticons, "palm" technique
Homework	Cognitive, regulatory, communicative	Job differentiation. Application of creative tasks, practical-significant tasks.

The teacher is called to be the creator of his lessons. The new standard, having outlined the requirements for educational results, provides the ground for new ideas and new creative discoveries. But if the teacher knows that the old ways of working help to meet the requirements of the new standard, you should not discard them altogether. It is necessary to find their application along with new pedagogical technologies in the new educational environment.

Methodological basis GEF IEO is a systematic-action approach, which is aimed at personal development, the formation of civic identity. Since the main form of organizing learning is a lesson, the teacher needs to know the principles of building a lesson, an approximate typology of lessons and the criteria for evaluating a lesson within the framework of a system-activity approach. These areas of work have become the tasks of methodological work on the implementation of the system-activity approach.

Activity approach - this is an approach to the organization of the learning process, in which the problem of self-determination of the child in the educational process comes to the fore.

aimactivity approach is the education of the personality of the child as a subject of life. In the most general sense, to be a subject means to be the master of one's activity, one's life. He:

Sets goals

Solves problems

Responsible for results.

The main means of the subject is the ability to learn, i. teach yourself. That is why learning activity is a universal means of development.

What does "activity" mean?

Purposeful system;

There is feedback;

Always has a genetically evolving analysis plan.

The implementation of the technology of the activity method involves the following systems of didactic principles:

1) Principle activities - is that the student, receiving knowledge not in a finished form, but obtaining it himself, is aware of the content and forms of his educational activity, understands and accepts the system of its norms, actively participates in their improvement, which contributes to the active successful formation of his general cultural and activity abilities, general educational skills.

2) Principle continuity - means continuity between all levels and stages of education at the level of technology, content and methods, taking into account the age-related psychological characteristics of the development of children.

3) Principle integrity - involves the formation by students of a generalized systemic understanding of the world (nature, society, oneself, the socio-cultural world and the world of activity, the role and place of each science in the system of sciences).

4) Principle minimax - consists in the following: the school must offer the student the opportunity to master the content of education at the maximum level for him (determined by the zone of proximal development of the age group) and at the same time ensure its assimilation at the level of a socially safe minimum (state standard of knowledge).

5) Principle psychological comfort - involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of pedagogy of cooperation, the development of dialogue forms of communication.

6) Principle variability - involves the formation of students' abilities for a systematic enumeration of options and adequate decision-making in situations of choice.

7) Principle creativity - means the maximum orientation to creativity in the educational process, the acquisition by students of their own experience of creative activity.

Training should be organized in such a way as to purposefully lead development. Requirements for the results of the Federal State Educational Standard IEO is a leading, system-forming component. The results of mastering the main educational program are:

Subject results - the mastered experience of activity specific to a given subject area in obtaining new knowledge, its transformation and application, the system of fundamental elements of scientific knowledge that underlies the scientific picture of the world;

Meta-subject results - mastered universal learning activities that ensure the mastery of key competencies that form the basis of the ability to learn, and interdisciplinary concepts;

Personal results - the readiness and ability of students for self-development, the formation of motivation for learning and cognition, the value orientations of students, social competencies, personal qualities.

Following this, the content of education, its methods and forms are changing.

The new result is formulated in the form of specific tasks:

1. Why teach? (GOAL)

2. What to teach? (change CONTENTS)

3. How to teach? (change of METHODOLOGY)

Thus, the goals and content of education are changing, new means and technologies of education are emerging.

The concept of the lesson is also changing.

The organization of the activities of students in the lesson occurs through: setting the goal of the activity; planning their actions to achieve the goal; the activity itself, the reflection of the results obtained.

The implementation of the activity method of teaching is based on methods: active, interactive, research, project

A new educational result unfolds and through a certain sequence of stages of the learning process - a change in the structure of the lesson. Let me remind you the typology of A.K. Dusavitsky.

The type of lesson determines the formation of a particular educational action in the structure of educational activity.

1. Lesson of setting a learning problem.

2. A lesson in solving a learning problem.

3. Lesson of modeling and model transformation.

4. A lesson in solving particular problems using an open method.

5. Lesson of control and evaluation.

Typology of lessons in the didactic system of the activity method "School 2000 ..."

The lessons of activity-oriented goal-setting can be divided into four groups:

1. lessons of "discovery" of new knowledge;

2. reflection lessons;

3. lessons of a general methodological orientation;

4. developmental control lessons.

1. The lesson of "discovery" of new knowledge.

Activity goal: formation of students' ability to a new way of action.

Educational Purpose: expansion of the conceptual base by including new elements in it.

2. Lesson of reflection.

Activity goal: the formation of students' abilities for reflection of the correctional-control type and the implementation of the correctional norm (fixing their own difficulties in activity, identifying their causes, building and implementing a project to overcome difficulties, etc.).

Educational Purpose: correction and training of the studied concepts, algorithms, etc.

3. Lesson of a general methodological orientation.

Activity goal: formation of students' ability to a new mode of action associated with the construction of the structure of the studied concepts and algorithms.

Educational Purpose: revealing the theoretical foundations for constructing content-methodological lines.

4. A lesson in developmental control.

Activity goal: formation of students' ability to implement control functions.

Educational Purpose: control and self-control of the studied concepts and algorithms.

Theoretically justified mechanism of control activity assumes:

1. presentation of a controlled variant;

2. the presence of a conceptually justified standard, and not a subjective version;

3. comparison of the tested variant with the standard according to the agreed mechanism;

4. evaluation of the comparison result in accordance with a predetermined criterion.

Thus, the lessons of developmental control involve the organization of the student's activities in accordance with the following structure:

1. students writing a version of the control work;

2. comparison with an objectively justified standard for the performance of this work;

3. students' evaluation of the comparison result in accordance with previously established criteria.

For practical work in groups, we will consider the features of the structure of the lesson for introducing new knowledge based on the technology of the activity approach and the lesson for solving particular problems.

The structure of the lesson for the introduction of new knowledge based on the activity approach

1. Motivation for learning activities.

This stage of the learning process involves the conscious entry of the student into the space of learning activities in the classroom. To this end, at this stage, his motivation for educational activities is organized, namely:

1) the requirements for it from the side of educational activity are updated (“must”);
2) conditions are created for the emergence of an internal need for inclusion in educational activities (“I want”);

3) a thematic framework is established (“I can”).

In the developed version, there are processes of adequate self-determination in educational activity and self-assertion in it, which involve comparing the student of his real “I” with the image “I am an ideal student”, conscious subordination of himself to the system of normative requirements of educational activity and the development of internal readiness for their implementation.

2. Actualization and fixation of an individual difficulty in a trial educational action.

At this stage, the preparation and motivation of students for the proper independent implementation of a trial educational action, its implementation and fixation of individual difficulties are organized.

Accordingly, this stage involves:

1) actualization of the studied methods of action, sufficient for the construction of new knowledge, their generalization and sign fixation;
2) actualization of the corresponding mental operations and cognitive processes;
3) motivation for a trial educational action (“must” - “can” - “want”) and its independent implementation;
4) fixation of individual difficulties in the implementation of a trial educational action or its justification.

3. Identification of the place and cause of the difficulty.

At this stage, the teacher organizes the students to identify the place and cause of the difficulty. To do this, students must:

1) restore the performed operations and fix (verbally and symbolically) the place - step, operation where the difficulty arose;

2) correlate their actions with the method of action used (algorithm, concept, etc.) and, on this basis, identify and fix in external speech the cause of the difficulty - those specific knowledge, skills or abilities that are not enough to solve the original problem and problems of this class or type in general.

4. Building a project to get out of the difficulty (goal and theme, method, plan, means).

At this stage, students in a communicative form consider a project for future learning activities: they set a goal (the goal is always to eliminate the difficulty that has arisen), agree on the topic of the lesson, choose a method, build a plan to achieve the goal and determine the means - algorithms, models, etc. This process is led by the teacher: at first with the help of an introductory dialogue, then with a prompting one, and then with the help of research methods.

5. Realization of the constructed project.

At this stage, the project is being implemented: the various options proposed by the students are discussed, and the best option is selected, which is fixed in the language verbally and symbolically. The constructed method of action is used to solve the original problem that caused difficulty. In conclusion, the general nature of the new knowledge is clarified and the overcoming of the difficulty that arose earlier is fixed.

6. Primary consolidation with pronunciation in external speech.

At this stage, students in the form of communication (frontally, in groups, in pairs) solve typical tasks for a new method of action with pronouncing the solution algorithm aloud.

7. Independent work with self-checking according to the standard.

During this stage, an individual form of work is used: students independently perform tasks of a new type and carry out their self-examination, step by step comparing with the standard. At the end, a performing reflection of the implementation of the constructed project of educational activities and control procedures is organized.

The emotional orientation of the stage consists in organizing, if possible, for each student a situation of success that motivates him to be included in further cognitive activity.

8. Inclusion in the system of knowledge and repetition.

At this stage, the limits of applicability of new knowledge are identified and tasks are performed in which a new way of acting is provided as an intermediate step.

Organizing this stage, the teacher selects tasks in which the use of previously studied material is trained, which has methodological value for the introduction of new methods of action in the future. Thus, on the one hand, the automation of mental actions according to the studied norms takes place, and on the other hand, preparation for the introduction of new norms in the future.

9. Reflection of educational activity in the lesson (total).

At this stage, the new content studied in the lesson is fixed, and reflection and self-assessment by students of their own learning activities are organized. In conclusion, its goal and results are correlated, the degree of their compliance is fixed, and further goals of the activity are outlined.

Modeling a lesson from the standpoint of a system-activity approach:

1. Self-determination for activity begins with motivation.

2. Actualization, fixation of difficulties and definition of the problem field.

3. Joint goal setting with students.

4. Statement of the exit project (joint search for ways to solve the problem).

5. Consolidation in external speech (with monologic or dialogic formulation of the solution).

6. Independent work with self-examination, self-assessment and mutual assessment.

7. Inclusion in the knowledge system and repetition (repeated cognitive actions, practical consolidation of experience).

8. Reflection.

Lesson in solving particular problems

Lessons of this type can be divided into two groups:

Lessons for solving particular problems for concretizing the general mode of action, which have the structure of a lesson for solving a learning problem;

Lessons in solving concrete - practical problems, the purpose of which is the formation of a skill, the development of a method of action.

The formation of a skill in the system of developmental education has its own characteristics. If in the traditional system of training a skill is worked out with the help of a number of tasks of the same type and working them out to automatism, then in developing training, if we can talk about the effectiveness of this method, then only in relation to specific practical tasks (writing, counting). In the context of using a generalized method for solving problems of a theoretical type, the issue of skill formation remains practically undeveloped. For example, mastering the method of solving spelling problems does not yet guarantee writing without errors. For example, in the Russian language program, a special role is given to cheating. It is assumed that cheating forms spelling vigilance, and therefore allows you not to make mistakes in the process of writing. However, this way of forming a skill is artificial. Therefore, the task of cheating, introduced within the linguistic subject area, and the task of literate writing are fundamentally different semantic tasks. In the first case, this is the task of controlling one's own mode of action, and not a means of solving some other task. In accordance with the well-known mechanism of shifting the motive to the goal, the child should have a need for an adequate use of the means. Thus, it can be assumed that the main condition for the formation of a skill in developmental education is the setting of such tasks for the child, where the inadequate use of the means ensures or complicates the solution of the main task. Of particular importance here are the tasks of communication and cooperation. The general principle of forming a skill in applying the found new method is its immediate practical application as a means of solving a problem from another subject area. The context of practice helps the child to see his learning activity not as an area cut off from real life, oriented to a different perspective, but allowing today to solve new practical tasks to expand his "I". Educational activity in this case takes the form of life activity. From this point of view, in the context of the given example, the grammatical error made by the child in the description of the conditions of the mathematical problem is not indifferent. It is then that the full awareness of the performed action is realized: reflection on the entire set of means used in the task for students. That is, such tasks should be designed in such a way that the child has certain difficulties (in understanding the conditions, describing the results, etc.). etc.), requiring from him a special appeal to the action with the means.

To build a lesson within the framework of the GEF IEO, it is important to understand what should be the criteria for the effectiveness of the lesson, regardless of which typology we adhere to.

1. The objectives of the lesson are set with a tendency to transfer the function from the teacher to the student.

2. The teacher systematically teaches children to carry out a reflexive action (to assess their readiness, to detect ignorance, to find the causes of difficulties, etc.)

3. A variety of forms, methods and techniques of teaching are used, which increase the degree of activity of students in the educational process.

4. The teacher owns the technology of dialogue, teaches students to put and address questions.

5. The teacher effectively (appropriate to the purpose of the lesson) combines reproductive and problem-based forms of education, teaches children to work according to the rule and creatively.

6. At the lesson, tasks and clear criteria for self-control and self-assessment are set (there is a special formation of control and evaluation activities among students).

7. The teacher achieves understanding of the educational material by all students, using special techniques for this.

8. The teacher strives to evaluate the real progress of each student, encourages and supports minimal progress.

9. The teacher specifically plans the communicative tasks of the lesson.

10. The teacher accepts and encourages, expressed by the student, his own position, a different opinion, teaches the correct forms of their expression.

11. Style, tone of relationships, set in the lesson, create an atmosphere of cooperation, co-creation, psychological comfort.

Summing up what has been said, it should be noted that the topic "Modern Lesson" is broad and thorough. Therefore, it should be the main one in our scientific and methodological searches.

Increasing the effectiveness of the lesson provides for the solution of new tasks:

- goal-setting, taking into account the abilities, capabilities and interests of modern schoolchildren;

- construction (selection) of the content of education;

- improvement of forms and methods of teaching;

- psychological and pedagogical support of the educational process.

Technological map of the lesson in the Russian language Grade 3 Federal State Educational Standard "School of Russia"

Primary school teacher: Demidko Tatyana Nikolaevna

Subject: Russian language

Class: 3

Lesson type: Lesson of skills development and reflection

Topic: Words with separating hard and soft signs

Goals: to introduce a rule for the use of separating soft and hard signs, to form the ability to use words with these signs in written speech.

Tasks:

educational: to fix the rules for writing separating hard and soft characters,

developing: to form the ability to quickly correlate the pronunciation of a word with its spelling, to continue work on the development of speech in students.

educational: to cultivate the ability to cooperate in pairs, groups.

Form UUD:

Personal:

- express a positive attitude towards the process of cognition; show attention, desire to learn more.

Knowledge of the basic moral norms of working in pairs (fair distribution, mutual assistance, responsibility);

Express a positive attitude towards the process of cognition, show a desire to show something new.

Regulatory:

Ability to act according to a plan and plan their activities;

Ability to control the process and results of their activities.

Setting a learning task based on the correlation of what is already known and learned by students and what is not yet known; - Aiming for success.

Communicative: -

Ability to express one's thoughts in accordance with the tasks with sufficient completeness and accuracy.

The ability to clearly and clearly express one's opinion, to build speech structures;

Developing the ability to listen and hear.

Planned results:

Subject:

learn: to use soft and hard separating signs in words; find these orthograms in words, select examples of words; write words with these spellings;

will have the opportunity to learn how to evaluate the results of completed tasks.

Metasubject:

cognitive - mastering the ability to understand the learning task of the lesson and strive to fulfill it; anwser the questions; generalize your own view; correlate the concepts learned with examples from one's own life;

communicative - to develop the ability to listen to the interlocutor and conduct a dialogue, to master the dialogical form of speech;

regulatory - to evaluate their achievements in the lesson.

Personal: the formation of a respectful attitude towards a different opinion; acceptance and development of the social role of the student, the development of motives for learning activities and the formation of the personal meaning of learning.

Basic concepts: dividing soft sign, dividing hard sign, speech, language

Interdisciplinary connections:

Resources: group work cards, pair work cards, individual research sheets, for self-assessment, etc.

Form of organizational activity: frontal, group, individual work.

Educational technology:

Stage lesson

Time

Activity teachers

Activity students

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

Planned results

subject

Cognitive UUD

Communicative

Regulatory

motivation and corrective action.

Greets students, checks their readiness for the lesson. Gives tasks for a calligraphic minute.

Teachers greet, check their readiness for the lesson. Perform tasks.

Determine the types of compounds of letters when writing words and explain the spelling.

Determine the structure of the letter and justify your action.

Use speech in the framework of the educational dialogue.

Plan your actions in accordance with the goal.

Knowledge update.

Formulation of the problem. Organizes a dialogue with students, asks questions. Organizes a dialogue with students, during which he concretizes the concept of "spelling", formulates some tasks of the lesson, draws up a lesson plan together with students

Perform the task, add, formulate the rules. The words are divided into two groups. Perform a peer review. Explain why the spelling is present in these words. Formulate the topic and task of the lesson.

Repeat the rules for writing b and b delimiters.

Repeat the rules for writing b and b delimiters

Statement and solution of the problem.

The ability to clearly and clearly express one's opinion, to build speech constructions.

Setting a learning task based on the correlation of what is already known and learned by students and what is not yet known

Inclusion in the knowledge system and repetition.

Organizes a dialogue, clarifies the rule. Gives an example of a short proof.

They write down the words, discuss in pairs, draw a conclusion, read the rule in the textbook, compare and add their own words.

The words are divided into two groups. Perform a peer review. Read the rule in the textbook.

Desire to know more.

Choosing the most effective ways to solve problems.

Listen to the opinion of the partner in the framework of the educational dialogue.

Anticipation of the result and the level of assimilation of knowledge.

Work on the topic.

Explains the task.

Collective performance of the task. Discussion, conclusions.

Textbook work.

Write the correct words.

Hypotheses, their discussion, evidence.

Planning learning collaboration with teacher and peers.

Drawing up a plan and sequence of actions.

Physical education for the eyes. ( Removing eye fatigue

Organizes gymnastics for the eyes.

Perform gymnastics for the eyes according to presentation exercises.

Search and selection of necessary information, application of information retrieval methods.

Planning collaboration with teacher and peers.

Ability to control the process and results of their activities.

Consolidation of knowledge.

Provides instruction to students. Organizes an exchange of opinions

Work in pairs. Read the task from the cards. One person from the pair goes to the blackboard and explains the task.

Task number 1 on the card.

Write new vocabulary words.

Construction of a logical chain of reasoning.

Possession of dialogic and monologue forms of speech.

Ability to adequately perceive assessments.

Self test ( Consolidation of knowledge.)

Dictates words

Change and write down words, check with records on the board, put the assessment.

One-to-many game.

Write new words according to the model.

Independent creation of ways to solve problems of a creative and exploratory nature.

Readiness for cooperation and friendship.

Distribute roles, master monologue and dialogic forms of speech.

Summarizing.

Asking questions about the objectives of the lesson. Asks what task remains for the next lessons

They speak new knowledge according to the plan, express their impressions of the lesson, make assumptions.

Construction of a logical chain of reasoning, evidence.

Ability to listen and engage in dialogue, participate in a collective discussion of problems.

Control in the form of comparison of the method of action and its result with a given standard.

Stage of explaining homework.

Conducts homework analysis.

Write down homework, ask questions

Make a dictionary of words with ь and ъ signs in a colorful form in the form of a book

Find a source of information.

Independent formulation of cognitive goals.

Ability to listen and engage in dialogue.

Highlighting and understanding by students of what has already been learned.

Reflection. (control and evaluation activities)

Provides positive the reaction of students in the Russian language lesson

Assessment of your work.

Get a positive attitude from the lesson

Determine knowledge / ignorance of the material.

Evaluate your own educational activities, the reasons for failures.

Ability to build productive relationships.

Perform final control.

Application

Task number 1 (in pairs):

Insert the missing letters:

Il..I, pen.., s..ate, hand..and, about..phenomenon, under..drive, fell..then, from..drive.

Task number 2 (in groups):

Divide into 2 columns(words with ь and words with ъ.)

About ... a phenomenon, from ... rides, guest ... I, in ... move, treated ... e, volume ... eat, once ... clarified, in ... rides, myt ..e, boiled ... e, in ... took, bird. , in ... the south, from ... jumped, night.yu, s.emka, reception.many, to.play, lived..e