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1 Narva Language Lyceum Russian Language School Program Grade 5 105 hours, 3 hours per week Narva 2015

2 Learning objectives. Teaching the Russian language in the 5th grade is aimed at ensuring that the student: masters the language system of the native language for full and free speech communication in all spheres of modern life; had an idea about the functions of language in society and the literary Russian language; knew and understood the structure of the word, ways of forming words in the Russian language, had an idea about the independent parts of speech; mastered skills and abilities in all types of speech activity; valued the native language as the most important part of the spiritual culture of the Russian people; realized the place and importance of the Russian language among other languages ​​of the world. Learning outcomes A 5th grade student 1) correctly perceives the content of various texts by ear; 2) is able to analyze the text at an elementary level: determine the style and type of speech, formulate the topic and main idea; 3) knows how to make a simple plan of the text; 4) is fluent in monologue and dialogic speech related to narration, description and reasoning; 5) is able to create oral and written texts at a reproductive and productive level; can divide text into paragraphs; 6) uses functional reading skills; 7) independently reads and recognizes texts of different styles and genres, performs tasks for them; 8) has spelling and punctuation skills; 9) owns the norms of the literary language in the volume of the studied material; 10) analyzes linguistic units in terms of phonetics, word formation, morphology, syntax.

3 Content of training. Phonetics. Graphic arts. Orthoepy (4 hours) Changing sounds in the speech stream. phonetic transcription. Difficult cases of stress in words. Concepts: phonetic transcription, morpheme (ending, prefix, postfix), single-root words, spelling, phonetic analysis. Morphemics and word formation (3 hours) The alternation of vowels and consonants in the roots of words. The main ways of forming words. Transition from one part of speech to another. Word-building dictionaries of the Russian language. Concepts: formative and word-forming morphemes, generating, derivative, non-derivative bases, ways of forming words in the Russian language. Lexicology and phraseology (5 hours) The main types of tropes: personification, epithet. Jargon. Synonymy and antonymy of words of different parts of speech. Lexical and stylistic norms of the Russian language. Lexical combination of words. Concepts: trope, jargon, synonymy, antonymy, language norm, compatibility, dictionary entry, dictionaries of the Russian language. Morphology (60 hours) Morphology as a section of grammar. The grammatical meaning of the word. The system of parts of speech in Russian and their general characteristics (2 hours). Concepts: morphology, grammar, grammatical meaning, part of speech. Nouns of the general gender. Declension types of nouns, their syntactic functions (10 hours). Concepts: independent and service parts of speech, morphological features: permanent and non-permanent, syntactic role, category of number, gender, declension. Adjectives are qualitative, relative, possessive. Degrees of comparison of adjectives. Syntactic functions of the adjective (8 hours). Concepts: ranks of adjectives: qualitative, relative and possessive, compound adjective. Distinctive features of the numeral and its role in the sentence. Cardinal and ordinal numbers. Collective numbers. Fractional numbers. The structure of the name of the numeral (simple and compound). Declension and spelling of numbers. The combination of numerals with nouns (15 hours). Concepts: quantitative and ordinal numbers, simple and compound numbers, collective numbers, integer and fractional numbers.

4 Pronoun in the system of parts of speech. Pronouns as a means of communication. Norms for the use of pronouns in speech (10 hours). Concepts: categories of pronouns: personal, reflexive, possessive, interrogative, relative, indefinite, negative, attributive. tense and aspect of the verb. Transitive and intransitive verbs. Impersonal verbs. Verb inclinations. Conjugation of verbs. Syntactic functions of the verb (15 hours). Concepts: infinitive, aspect, verb conjugation, category of time, numbers, transitivity and intransitivity, inclination. Syntax (12 hours). The phrase and sentence as units of syntax. Composition and subordination. The main types of phrases. The sentence as the basic unit of syntax. A simple sentence and a complex one. The main ways of expressing the subject and the simple predicate. Proposals with homogeneous members. Introductory words. Appeal. Direct speech. Dialog. Concepts: phrase, coordinating / subordinating connection, simple / complex sentence, subject, simple predicate, homogeneous members, introductory words, appeal, direct speech, dialogue. Text (5 hours). text as a whole. Subject. Complicated plan. Speech styles. Main types of texts. Types of speech. Description as a type of speech. Concepts: text, styles of speech, types of speech. Spelling (16 hours). Spelling (8 hours). Spelling of alternating vowels and consonants in word roots. Spelling of the endings of the noun, adjective, verb. H and HH in adjectives. Continuous and separate spelling NOT and NOR with words of different parts of speech. The use of lowercase and uppercase letters. Concepts: prefix, ending, root, suffix, alternating roots. Punctuation (8 hours). Punctuation marks in a simple sentence, in sentences with homogeneous members, appeals, introductory words. Punctuation marks in sentences with direct speech, using dialogue. Concepts: spelling, simple sentence, homogeneous members of the sentence, direct speech, dialogue, appeal.

5 Cross-cutting topics. 1. The cross-cutting topic "Environment and sustainable development" is considered in the topics "Functions of language in society", "Literary language", "Word structure", "Methods of forming words in the Russian language", "Independent and functional parts of speech". 2. The cross-cutting topic “Career and its formation” is considered in the topics “Our assistants dictionaries”, “Dictionary entry”, “Normative stress”, “Methods of forming words in the Russian language”, “Independent parts of speech”. 3. The cross-cutting topic "Infotechnology and Media" is considered in the topics "General information about the Language", "Morfemics". 4. The cross-cutting topic "Safety" is considered in all subtopics of the topic "Independent parts of speech" when performing practical tasks (exercises). Integration with other subject areas and with relevant competencies. In the 5th grade, in the Russian language lessons, there are opportunities for integration with subjects of the natural science cycle (physics, chemistry, biology, geography) when studying the topics “General information about the language” and “Independent parts of speech”, when getting acquainted with various scientific words and their derivatives, also when getting acquainted with the styles of the Russian language; with mathematics when studying the topic "Numerals"; with literature when working with literary texts; with computer science and drawing when working with dictionaries and when compiling various tables in the Russian language. Extracurricular and extracurricular activities in the subject. Activities within the framework of the MO of teachers of the Russian language and literature at the school and city levels. School / city Olympiad in the Russian language. Tours. library lessons. Educational literature on the subject. 1. Florenskaya E., Gabovich F. Russian language, grade 5. Hummingbird, Neverdinova V. Literature. Textbook-reader for grade 5. Hummingbird, 2002.

რუსული ენის საგამოცდო პროგრამა დაწყებითი, საბაზო და საშუალო საფეხური შესავალი საგამოცდო პროგრამა ეყრდნობა საქართველოს განათლებისა და მეცნიერების სამინისტროს მიერ 2008 წლის 21 ნოემბერს დამტკიცებულ `მასწავლებლის

Federal State Autonomous Institution of Higher Professional Education National Research University Higher School of Economics Entrance Test Program in Russian

Federal State Autonomous Institution of Higher Education National Research University Higher School of Economics Entrance Test Program in Russian 2017 Program

Appendix to the main educational program of secondary general education, approved by the order of the director of MBOU SOSH 5 dated 06/01/2016 203 WORKING PROGRAM Subject: Russian language Class: 10 Number of hours

Phonetics Sound as a unit of language. Pronunciation rules. Vowels and consonants. Classification of vowels and consonants. The relationship between sounds and letters. Designation of sounds in writing. Syllable. Accent and rhythm.

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RUSSIAN LANGUAGE

The work program in the Russian language was developed on the basis of the Federal State Educational Standard for Primary General Education of the Second Generation, the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen, the planned results of primary general education, the Exemplary Educational Program for Primary General Education, the author's program by V.P. Kanakina, V. G. Goretsky, 2011, M .: "Enlightenment".

The work program is focused on the use of teaching materials "School of Russia".

Planned results of mastering the subject

Formation of universal learning activities

(personal and metasubject results)

As a result of the study, when receiving primary general education, graduates will form personal, regulatory, cognitive and communicative universal learning activities as the basis of the ability to learn.

Personal universal learning activities

The graduate will have:

the internal position of the student at the level of a positive attitude towards school, orientation to the meaningful moments of school reality and acceptance of the model of a “good student”;

a broad motivational basis of educational activity, including social, educational and external motives;

educational and cognitive interest in new educational material and ways to solve a new problem;

focus on understanding the reasons for success in educational activities, including self-analysis and self-control of the result, on the analysis of the compliance of results with the requirements of a specific task, on understanding the assessments of teachers, comrades, parents and other people;

the ability to assess their educational activities;

the foundations of civic identity, one's ethnicity in the form of awareness of "I" as a family member, representative of the people, a citizen of Russia, a sense of belonging and pride in one's Motherland, people and history, awareness of a person's responsibility for the general well-being;

orientation in the moral content and meaning of both one's own actions and the actions of those around them;

knowledge of basic moral norms and orientation to their implementation;

development of ethical feelings - shame, guilt, conscience as regulators of moral behavior; understanding the feelings of other people and empathy with them;

installation on a healthy lifestyle;

fundamentals of ecological culture: acceptance of the value of the natural world, readiness to follow in their activities the norms of environmental, non-wasteful, health-saving behavior;

a sense of beauty and aesthetic feelings based on acquaintance with world and domestic artistic culture.

The graduate will have the opportunity to form:

the internal position of the student at the polo levelliving attitude to the educational organization, understanding the need for learning, expressed in the predominance of educational and cognitive motives and the preference for a social way of assessing knowledge;

pronounced stable educational and cognitive mochivations of the doctrine;

sustainable educational and cognitive interest in newgeneral ways of solving problems;

adequate understanding of the reasons for the success / failure of educational activities;

positive adequate differentiated selfassessments based on the criterion of success in the implementation of the social role of a “good student”;

competence in the implementation of the foundations of civilidentity in actions and activities;

moral consciousness at the conventional level, the ability to solve moral dilemmas based on taking into account the positions of partners in communication, focusing on their motives and feelings, stable adherence to moral norms and ethical requirements in behavior;

installation on a healthy lifestyle and its implementation in real behavior and actions;

conscious sustainable aesthetic preferences and orientation towards art as a significant area of ​​human life;

empathy asconscious understanding of the feelings of other people and empathy for them, expressed in actions aimed at helping others and ensuring their well-being.

Regulatory universal learning activities

The graduate will learn:

accept and save the learning task;

take into account the guidelines for action identified by the teacher in the new educational material in cooperation with the teacher;

plan their actions in accordance with the task and the conditions for its implementation, including in the internal plan;

take into account the established rules in planning and controlling the solution method;

carry out final and step-by-step control on the result;

evaluate the correctness of the action at the level of an adequate retrospective assessment of the compliance of the results with the requirements of this task;

adequately perceive the proposals and assessment of teachers, comrades, parents and other people;

distinguish between the method and the result of an action;

make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the mistakes made, use suggestions and assessments to create a new, more perfect result, use a digital record of the progress and results of solving the problem, own sounding speech in Russian, native and foreign languages.

in collaboration with the teacher, set new learning objectives;

transform a practical task into a cognitive one;

independently take into account the ori allocated by the teacheraction centers in new educational material;

carry out ascertaining and anticipatingcontrol by the result and by the method of action, actual control at the level of voluntary attention;

independently assess the correctness of the action and make the necessary adjustments to the execution both in the course of its implementation and at the end of the action.

Cognitive universal learning activities

The graduate will learn:

search for the necessary information to complete educational tasks using educational literature, encyclopedias, reference books (including electronic, digital), in the open information space, including the controlled space of the Internet;

to record (fix) selective information about the world around and about oneself, including with the help of ICT tools;

use symbolic means, including models (including virtual ones) and schemes (including conceptual ones), to solve problems;

show cognitive initiative in educational cooperation;

build messages in oral and written form;

focus on a variety of ways to solve problems;

the basics of the semantic perception of artistic and cognitive texts, to highlight essential information from messages of various types (primarily texts);

carry out the analysis of objects with the allocation of essential and non-essential features;

to carry out synthesis as a compilation of a whole from parts;

carry out comparison, seriation and classification according to specified criteria;

establish causal relationships in the studied range of phenomena;

build reasoning in the form of a connection of simple judgments about an object, its structure, properties and relationships;

to generalize, i.e. to carry out generalization and derivation of generality for a whole series or class of single objects, on the basis of highlighting an essential connection;

carry out summing up under the concept on the basis of object recognition, selection of essential features and their synthesis;

establish analogies;

master a number of general methods of solving problems.

The graduate will have the opportunity to learn:

to carry out an extended search for information using the resources of libraries and the Internet;

record, record information about the world around with the help of ICT tools;

create and transform models and schemes to solve problems;

consciously and voluntarily build messages in oral and written form;

to choose the most effective ways to solve problems depending on specific conditions;

to carry out synthesis as a compilation of a whole from parts, independently completing and replenishing the missing components;

carry out comparison, seriation and classification, independently choosing the bases and criteria for the indicated logical operations;

build logical reasoning, including the establishment of cause-and-effect relationships;

voluntarily and consciously master general techniquesproblem solving.

Communicative universal learning activities

The graduate will learn:

adequately use communicative, primarily speech, means to solve various communicative tasks, build a monologue statement (including accompanying it with audiovisual support), master the dialogic form of communication, using, among other things, the means and tools of ICT and remote communication;

allow the possibility of people having different points of view, including those that do not coincide with his own, and focus on the position of a partner in communication and interaction;

take into account different opinions and strive to coordinate various positions in cooperation;

to formulate own opinion and position;

negotiate and come to a common decision in joint activities, including in situations of conflict of interest;

build statements that are understandable for the partner, taking into account what the partner knows and sees, and what is not;

to ask questions;

control the actions of the partner;

use speech to regulate their actions;

adequately use speech means to solve various communicative tasks, build a monologue statement, and master the dialogical form of speech.

The graduate will have the opportunity to learn:

take into account and coordinate in cooperation onpositions of other people, different from their own;

take into account different opinions and interests and justify their own position;

understand the relativity of opinions and approaches to problem solving;

argue your position and coordinate it with the positions of partners in cooperation in developing a common solution in joint activities;

productively contribute to the resolution of conflicts on the basis of taking into account the interests and positions of all participants;

taking into account the goals of communication, it is sufficiently accurate, consistent and complete to convey to the partner the necessary information as a guideline for building an action;

ask questions necessary for organizing your own activities and cooperation with a partner;

exercise mutual control and provide necessary mutual assistance in cooperation;

adequately use speech means to effectively solve a variety of communication tasks, planning and regulation of their activities.

Reading. Work with text

(metasubject results)

As a result of studying all, without exception, educationalmetov while receiving primary general education, graduates will acquire primary skills in working with the information contained in texts in the process of reading age-appropriate literary, educational, scientific and educational texts, instructions. Graduates will learn to consciously read texts in order to satisfy cognitive interest, assimilation and use of information. Graduates will master the elementary skills of reading information presented in a visual-symbolic form, gain experience in working with texts containing figures, tables, diagrams, diagrams.

Graduates will develop such reading activities as searching for information, highlighting the information necessary to solve a practical or educational problem, systematization, comparison, analysis and generalization of ideas and information in the text, their interpretation and transformation. Students will be able to use the information obtained from different types of texts to establish simple cause-and-effect relationships and dependencies, explain, justify statements, and make decisions in simple educational and practical situations.

Graduates will have the opportunity to learn how to independently organize the search for information. They will acquire the primary experience of a critical attitude to the information received, comparing it with information from other sources and existing life experience.

Working with text: information search and reading comprehension

The graduate will learn:

find in the text specific information, facts given explicitly;

determine the topic and main idea of ​​the text;

divide texts into semantic parts, draw up a text plan;

compare the objects described in the text with each other, highlighting 2-3 essential features;

understand the information presented in an implicit form (for example, find several examples in the text that prove the above statement; characterize the phenomenon according to its description; highlight the common feature of a group of elements);

understand information presented in different ways: verbally, in the form of a table, diagram, diagram;

understand the text, relying not only on the information contained in it, but also on the genre, structure, expressive means of the text;

use different types of reading: introductory, studying, search, choose the right type of reading in accordance with the purpose of reading;

navigate in age-appropriate dictionaries and reference books.

The graduate will have the opportunity to learn:

use formal text elements (for example,
subheadings, footnotes) to find the information you need;

work with multiple sources of information;

compare information from multiple sources.

Working with text: transformation and interpretation of information

The graduate will learn:

retell the text in detail and concisely, orally and in writing;

correlate facts with the general idea of ​​the text, establish simple connections that are not directly shown in the text;

formulate simple conclusions based on the text; find arguments supporting the conclusion;

compare and summarize the information contained in different parts of the text;

to compose a small monologue statement based on the text, answering the question posed.

The graduate will have the opportunity to learn:

make extracts from read texts, taking into accountthe purpose of their further use;

make short written annotations to the text, reviews about other itanium.

Working with text: information evaluation

The graduate will learn:

express value judgments and their point of view about the read text;

on the basis of existing knowledge, life experience, question the reliability of what is read, detect the inaccuracy of the information received, gaps in information and find ways to fill these gaps;

participate in an educational dialogue when discussing the text read or listened to.

The graduate will have the opportunity to learn:

compare different points of view;

in the process of working with one or more sources, identify reliable (contradictory) information.

Formation of students' ICT competence

(metasubject results)

As a result of studying all items without exception at the level of primary general education, the formation of the skills necessary for life and work in a modern high-tech society begins. Students will gain experience with information objects that combine text, graphics, digital data, still and moving images, sound, links and databases, and which can be transmitted orally, via telecommunications technologies or posted on the Internet.

Students will get acquainted with various means of information and communication technologies (ICT), master the general safe and ergonomic principles of working with them; are aware of the possibilities of various ICT tools for use in education, development of their own cognitive activity and general culture.

They will acquire primary skills in processing and searching for information using ICT tools: they will learn how to enter various types of information into a computer: text, sound, image, digital data; create, edit, save and send media messages.

Graduates will learn to assess the need for additional information to solve educational problems and independent cognitive activity; determine possible sources of its receipt; be critical of information and the choice of source of information.

They will learn to plan, design and model processes in simple learning and practical situations.

As a result of using the means and tools of ICT and ICT resources to solve a variety of educational, cognitive and educational and practical tasks covering the content of all subjects studied, students will form and develop the necessary universal learning activities and special learning skills, which will lay the foundation for successful learning activities. in middle and high school.

Acquaintance with ICT tools, computer hygiene

The graduate will learn:

use safe for the organs of vision, nervous system, musculoskeletal system ergonomic methods of working with a computer and other ICT tools; perform compensatory physical exercises (minimary exercises);

organize a folder system to store your own information on your computer.

Computer input technology: text input, sound, image, digital data recording

The graduate will learn:

enter information into a computer using various technical means (photo and video cameras, a microphone, etc.), save the information received, type small texts in their native language; type short texts in a foreign language, use computer translation of individual words;

draw (create simple images) on a graphics tablet;

scan pictures and texts.

learnuse a scanned text recognition program in Russian.

Information processing and retrieval

The graduate will learn:

select the result of video recording and photography that is suitable in terms of content and technical quality, use removable media (flash cards);

describe an object or process of observation according to a certain algorithm, record audiovisual and numerical information about it using ICT tools;

collect numerical data in natural science observations and experiments using digital sensors, camera, microphone and other ICT tools, as well as in the course of interviewing people;

edit texts, image sequences, slides in accordance with a communicative or educational task, including editing text, image chains, video and audio recordings, photographic images;

use the basic functions of a standard text editor, use semi-automatic spelling control; use, add and remove links in messages of various types; follow the basic rules of text formatting;

search for information in age-appropriate digital dictionaries and reference books, databases controlled by the Internet, a search system inside a computer; make a list of information sources used (including using links);

populate study databases.

The graduate will have the opportunity learn how to correctly formulate queries when searching the Internet and databases, evaluate, interpret and save the information found; be critical of information and the choice of source of information.

Create, present and send messages

The graduate will learn:

create text messages using ICT tools, edit, design and save them;

create simple messages in the form of audio and video clips or slide sequences using illustrations, video, sound, text;

prepare and conduct a presentation in front of a small audience: create a presentation plan, choose audiovisual support, write explanations and abstracts for the presentation;

create simple schemes, diagrams, plans, etc.;

create simple images using the graphics capabilities of a computer; compose a new image from ready-made fragments (application);

post a message in the information educational environment of an educational organization;

use the main means of telecommunications; participate in collective communication activities in the information educational environment, record the progress and results of communication on the screen and in files.

The graduate will have the opportunity to learn:

present data;

create musical works using a computer and a musical keyboard, including from ready-made musical fragments and “musical loops”.

Activity planning, management and organization

The graduate will learn:

create moving models and manage them in computer-controlled environments (creation of the simplest robots);

determine the sequence of actions, compose instructions (simple algorithms) in several actions, build programs for a computer executor using sequential execution and repetition structures;

plan simple studies of objects and processes of the outside world.

The graduate will have the opportunity to learn:

design simple objects and processes of the real world, their own activities and the activities of the group, including robotic design skills

simulate objects and processes of the real world.

Subject results of the study of the subject

1 class

By the end of the study of the block “Russian language. Teaching writing” students will learn:

name all the sounds and letters of the Russian language, be aware of their main differences (we hear and pronounce sounds, we see and write letters);

isolate individual sounds in words, determine their sequence;

distinguish between vowels and consonants and letters;

observe the rules of landing, the position of the notebook, pen in hand;

clearly, without distortion, write lowercase and uppercase letters, compounds, words;

highlight sentences, words from the flow of speech;

correctly write off words and sentences written in printed and handwritten font.

By the end of the study of the block “Russian language. Learning to write" students

hear the intonation of the end of a sentence, determine the number of sentences spoken; select words from a sentence, determine their number;

when writing letters, choose their combination, taking into account the outline of the next letter;

highlight the sequence of sounds of a word, characterize each sound (vowel-consonant, stressed vowel - unstressed, hard consonant - soft, voiced - deaf); build a model of the syllabic and sound composition of the word;

evaluate the quality of your writing; compare your own writing with the proposed sample.

By the end of the study of the Russian language block, students will learn:

under the guidance of a teacher, create short oral and written statements;

distinguish between a word and a sentence;

correctly name the letters of the alphabet, arrange letters and words in alphabetical order;

correctly indicate the hardness and softness of consonants and sound th;

discover the studied spellings in words;

correctly draw up the boundaries of sentences: indicate the beginning with a capital letter, and the end with a dot;

mark word boundaries with spaces;

Write a capital letter in your own names;

observe the basic rule of word hyphenation (according to syllables, without leaving or transferring one letter);

write stressed syllables correctly zhi - shi, cha - scha, chu - shu;

write words with verifiable paired consonants at the end of the word;

not to use b in letter combinations chk, ch, lf, nsch and etc.;

copy the text and write the text under the dictation of the teacher.

By the end of the study of the Russian language block, students will have the opportunity to learn:

to formulate their thoughts orally and in writing (in the form of a sentence or a short text);

detect and correct graphic and spelling errors (designation of hardness and softness, sound th, omissions, permutations and substitutions of letters; violations of studied spelling rules) in specially proposed and own entries;

correctly write the studied words with doubled consonants;

under the guidance of a teacher, check the written;

compose a short text (4 - 5 sentences) on a given topic, using a picture and write it down with the help of a teacher, compose a text from the proposed paragraphs (recovery of a deformed text);

perform sound-letter analysis of available words, see inconsistencies between their pronunciation and spelling;

write unstressed vowels, checked by stress, in disyllabic words.

Grade 2

As a result of studying the Russian language in the 2nd grade, children will learn:

understand that a sentence is the basic unit of speech;

understand the terms "declarative sentences", "interrogative sentences", "incentive sentences"; grammatical features of sentences that differ in the purpose of the statement;

distinguish sentences by intonation (exclamatory, non-exclamatory, interrogative);

draw up sentences in oral and written speech (intonation, pause, punctuation marks: period, exclamation and question marks);

distinguish between features of the text and types of texts (narration, description);

distinguish between the main members of the sentence;

distinguish phrases and sentences;

understand the lexical and grammatical meaning (the question of a noun, an adjective, a verb);

understand the terms "root of the word"; "single-root words", "different forms of the word";

to distinguish between weak and strong positions of vowels and consonants at the root of a word (without terminology);

use methods for checking the designation of vowels and consonants in writing in a weak position at the root of the word;

understand the purpose of the letters e, e, u, i;

distinguish between the division of words into syllables and for transfer;

to distinguish between sounds [and] [th,] and letters denoting them;

to distinguish between paired and unpaired consonants by voicedness and deafness, by hardness and softness, to indicate the softness of consonants in writing;

understand the role of a dividing soft sign in a word;

correct capitalization.

Second graders will have the opportunity to learn: use the acquired knowledge and cognitive experience in the practical activities of everyday life to:

expressiveness, grammatical correctness of speech, development of an active vocabulary;

making proposals on a given topic;

the use of sentences in oral and written speech;

statements and intonations that are different in purpose;

design of sentences and texts in oral and written speech (intonation, punctuation marks);

self-compilation or reproduction and recording of texts (description, narration, letter to a friend with elements of description and narration, congratulations) on questions, plan and illustration (plot illustrations);

spelling literacy of students' speech;

checking the designation in writing of unstressed vowels and paired consonants at the root of a word by changing the number and selecting single-root words;

division of words into syllables and word hyphenation;

correct spelling of words with the letter y;

designation of softness of consonants in writing;

writing words with vowels and consonants spelling in a word, with a separating soft sign;

the use of capital letters in proper names;

working with a dictionary (using the alphabet);

calligraphically correct write-off of words, sentences, texts without gaps, inserts, distortions of letters;

letters under the dictation of texts (40-45 words) with studied spelling and punctograms.

3rd grade

As a result of studying the Russian language in grade 3, children will learn:

understand that a sentence is the basic unit of speech;

understand the terms "declarative sentences", "interrogative sentences", "incentive sentences"; grammatical features of sentences that differ in the purpose of the statement;

distinguish sentences by intonation (exclamatory, non-exclamatory);

to distinguish between features of the text and types of texts (narration, description, reasoning);

name and define the main (subject and predicate) and secondary (without division into types) members of the sentence;

understand that the words in the sentence are related in meaning and in form;

distinguish between a phrase and a sentence;

name and define parts of speech (noun, adjective, verb, pronoun, preposition);

understand the features of using a noun, adjective, verb, preposition in a sentence;

name and define parts of a word (root, ending, prefix, suffix);

understand the terms “word root”, “single-root words”, “different forms of words;

give a phonetic description of vowels and consonants;

understand the effect of stress on the meaning of a word;

to distinguish between paired and unpaired consonants by sonority and deafness, by hardness and softness; indicate the softness of consonants in writing;

understand the role of a separating soft sign and a separating hard sign in a word.

third graders will have the opportunity to learn:

spelling correctly and calligraphically correctly copy and write [ dictation text (55-65 words), including studied spellings for grades 1-3;

produce sound and sound-letter analysis of the word;

»Change nouns, adjectives, verbs by number decline nouns in the singular; change adjectives by gender; change verbs by tenses;

pronounce sentences correctly intonation; determine the kind proposed! according to the purpose of utterance and intonation;

determine the topic of the text, its main idea, select a title for the text, divide the text into parts, under the guidance of a teacher, and independently draw up a text plan;

determine the type of text;

write a presentation and an essay (60-75 words) according to a collectively or independently drawn up plan under the guidance of a teacher.

4th grade

As a result of studying the Russian language in the 4th grade, children will learn:

pronounce speech sounds in accordance with the norms of the language;

to distinguish between weak and strong positions of vowels and consonants in the root of the word;

use methods for checking the designation in writing of vowels and consonants in a weak position at the root of a word;

parse a simple sentence with homogeneous members;

put a comma between homogeneous members in the studied cases;

draw up sentences in oral and written speech (intonation, pause, punctuation marks: period, question and exclamation marks);

write a teaching summary of an accessible text;

write off and write a text under dictation, including the studied spelling;

to parse the word by composition;

select single-root words;

recognize parts of speech (noun, adjective, verb, pronoun, adverb, preposition, union);

determine the gender, number, case of nouns and adjectives;

produce morphological analysis of available words;

give a phonetic description of vowels and consonants;

understand the effect of stress on the meaning of a word;

to distinguish between paired and unpaired consonants by voicedness and deafness, by hardness and

softness; indicate the softness of consonants in writing;

understand the role of a separating soft sign and a separating hard sign in a word;

to establish the connection of words in a sentence on questions;

produce an elementary syntactic analysis of the sentence;

to distinguish between features of the text and types of texts (narration, description, reasoning).

Fourth graders will have the opportunity to learn:

spelling correctly and calligraphically correctly write off and write under

text dictation (75-80 words), including the studied spellings for the elementary school course;

check what is written, find studied spellings in words;

produce sound and sound-letter parsing of the word;

to produce a morphemic analysis of words that are clear in composition, to select cognate words of different parts of speech;

recognize parts of speech and their grammatical features (gender, number, case of nouns; gender and number of adjectives; tense and number of verbs; person and number of pronouns);

change nouns, adjectives, verbs by numbers; decline in singular and plural nouns; change adjectives by gender; change verbs by tenses;

analyze the word as a part of speech: initial form, gender, declension, case, number of nouns; initial form, gender, case, number of adjectives; initial (indefinite) form, conjugation, number, tense, person (in present and future tense), gender (in past tense) of verbs; initial form, case, person, number, gender (in the 3rd person singular) of pronouns;

pronounce sentences correctly intonation. Determine the type of sentence according to the purpose of the statement and intonation;

isolate the stem and phrases in the sentence;

to parse a simple sentence, a sentence with homogeneous members;

determine the topic of the text, its main idea, select a title for the text, divide the text into parts, under the guidance of a teacher and independently draw up a text plan;

determine the type of text;

write a presentation and composition (85-90 words) of a narrative text with elements of description and reasoning according to a collectively or independently drawn up plan under the guidance of a teacher.

Types of speech activity

Hearing. Awareness of the purpose and situation of oral communication. Adequate perception of sounding speech. Listening comprehension of the information contained in the proposed text, determining the main idea of ​​the text, transferring its content to questions.

speaking. The choice of language means in accordance with the goals and conditions for the effective solution of a communicative task. Practical mastery of the dialogical form of speech. Mastering the skills to start, maintain, end a conversation, attract attention, etc. Practical mastery of oral monologue statements in accordance with the learning task (description, narration, reasoning). Mastering the norms of speech etiquette in situations of educational and everyday communication (greeting, farewell, apology, gratitude, making a request). Compliance with orthoepic norms and correct intonation.

Reading. Understanding the educational text. Selective reading in order to find the necessary material. Finding information explicitly given in the text. Formulation of simple conclusions based on the information contained in the text. Interpretation and generalization of the information contained in the text. Analysis and evaluation of the content, language features and structure of the text. 1

Letter. Mastering legible neat writing, taking into account the hygienic requirements for this type of educational work. Copying, writing from dictation in accordance with the rules learned. Written presentation of the content of the listened and read texts (detailed, selective). Creation of small own texts (essays) on topics of interest to children (based on impressions, literary works, plot paintings, series of paintings, reproductions of paintings by artists , watching a video fragment, etc.).

Literacy education

Phonetics. Sounds of speech. Awareness of the unity of the sound composition of the word and its meaning. Establishing the number and sequence of sounds in a word. Comparison of words that differ in one or more sounds. Compilation of sound models of words. Comparison of patterns of different words. Selection of words for a particular model.

Distinguish between vowels and consonants, stressed and unstressed vowels, hard and soft consonants, voiced and deaf.

The syllable is the smallest pronunciation unit. Dividing words into syllables. Determination of the place of stress. The semantic role of stress.

Graphic arts. Distinguishing between sound and letter: the letter as a sign of sound. Mastering the positional method of designating sounds with letters. Letters of vowels as an indicator of hardness-softness of consonants. Letter function e, yo, yu, i. Soft sign as an indicator of the softness of the preceding consonant.

Acquaintance with the Russian alphabet as a sequence of letters.

Reading. Formation of the skill of syllabic reading (orientation to the letter denoting a vowel sound). 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.

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 (capital) and lowercase letters. Writing letters, letter combinations, syllables, words, sentences in compliance with hygiene standards. Mastery of legible, neat writing. 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.

Mastering the basic skills of keyboard writing.

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.

Distinguish between words and sentences. Working with a sentence: highlighting words, changing their order. intonation in a sentence. Modeling a sentence in accordance with a given intonation.

Spelling. Familiarization with the rules of spelling and their application:

Separate spelling of words;

Designation of vowels after hissing (cha-scha, chu-shu, zhi-shi);

Capital (capital) letter at the beginning of a sentence, in proper names;

Transfer of words in syllables without a confluence of consonants;

Punctuation marks at the end of a sentence.

The development of speech. Comprehension of the text read by independent reading aloud and by listening to it. Drawing up short stories of a narrative nature based on a series of plot pictures, materials from your own games, activities, observations, based on key words.

Systematic course

Phonetics and orthoepy. Distinguish between vowels and consonants. Finding stressed and unstressed vowels in a word. The distinction between soft and hard consonants, the definition of paired and unpaired consonants in terms of hardness-softness. Distinguishing voiced and deaf consonant sounds, determining paired and unpaired consonant sounds in terms of voiced-deafness. Determination of the qualitative characteristics of sound: vowel - consonant; vowel stressed - unstressed; consonant hard - soft, paired - unpaired; consonant voiced - deaf, paired - unpaired. Dividing words into syllables. Syllabic role of vowels. Word stress and logical (semantic) stress in sentences. Word-forming function of stress. Stress, pronunciation of sounds and combinations of sounds in accordance with the norms of the modern Russian literary language. Phonetic analysis of the word.

Graphic arts. Distinguish between sounds and letters. Designation on the letter of hardness and softness of consonants. Use of separators in writing b and b.

Establishing the ratio of the sound and letter composition of words of the type table, horse; in words with iotated vowels e, e, u, i; in words with unpronounceable consonants.

Use of non-alphabetic graphic means: space between words, hyphen, red line (paragraph), punctuation marks (within the studied).

Knowledge of the alphabet: the correct naming of letters, their sequence. Using the alphabet when working with dictionaries, directories, catalogs.

Vocabulary 2 . Understanding the word as a unity of sound and meaning. Identification of words whose meaning requires clarification. Determining the meaning of a word from the text or clarifying the meaning using an explanatory dictionary. The idea of ​​single-valued and polysemantic words, of the direct and figurative meaning of the word, of synonyms, antonyms, homonyms, phraseological units. Observation of their use in the text. Working with different dictionaries.

The composition of the word (morphemic). Mastering the concept of "related (single-root) words". Distinguish between cognates and different forms of the same word. Distinguishing single-root words and synonyms, single-root words and words with homonymous roots. Isolation in words with uniquely distinguishable morphemes of the ending, root, prefix, suffix ( postfix -sya), basics. Distinguish between inflected and invariable words. Understanding the meaning of suffixes and prefixes. The formation of single-root words with the help of suffixes and prefixes. Difficult words. Finding the root in single-root words with alternating consonants in the root. Parsing words by composition.

Morphology. Parts of speech; division of parts of speech into independent and auxiliary.

Noun. Meaning and use in speech. Distinguishing nouns animate and inanimate for questions who? and what? Isolation of proper nouns and common nouns.

Distinguish between masculine, feminine and neuter nouns. Changing nouns by numbers. The initial form of a noun. Change of nouns by cases. Definition of the case in which the noun is used. Distinguish between case and semantic (syntactic) questions. Determination of belonging of nouns to the 1st, 2nd, 3rd declension. Word formation of nouns. Morphological analysis of nouns.

Adjective. Meaning and use in speech. Changing adjectives by gender, number and case, except for adjectives into - oi, -ya, -ov, -in. The dependence of the form of the adjective on the form of the noun. The initial form of the adjective. Word formation of adjectives. Morphological analysis of adjectives.

Pronoun. General idea of ​​the place. Personal pronouns. Meaning and use in speech. Personal pronouns 1st, 2nd, 3rd person singular and plural. Declension of personal pronouns.

Numerals. General idea of ​​numbers. The meaning and use of quantitative and ordinal numbers in speech.

Verb. Meaning and use in speech. Infinitive. Distinguishing verbs answering the questions what to do? and what to do? Changing verbs by tense: present, past, future tense. Changing verbs according to persons and numbers in the present and future tense (conjugation). Methods for determining the I and II conjugations of verbs (practical mastery). Changing past tense verbs by gender and number. Reflexive verbs. Word formation of verbs from other parts of speech. Morphological analysis of verbs.

Adverb.Meaning and use in speech.

Pretext. Introduction to the most common prepositions. The function of prepositions: the formation of case forms of nouns and pronouns. The difference between prepositions and prepositions.

Union. Unions and, but, their role in speech.

Particle. Particle not, its meaning.

Syntax. Distinguishing sentences, phrases, words (realization of their similarities and differences ). Definition in a phrase of the main and dependent words with the help of a question. Distinguishing sentences according to the purpose of the statement: narrative, interrogative and incentive; by emotional coloring (intonation): exclamatory and non-exclamatory.

Simple sentence. Finding the main members of the sentence: subject and predicate. Distinguish between main and secondary members of a sentence. Establishing a connection (with the help of semantic questions) between words in a phrase and a sentence. Offers common and non-common. Syntactic analysis of a simple sentence with two main members.

Finding homogeneous members and independently compiling proposals with them without unions and with unions and, but. The use of enumeration intonation in sentences with homogeneous members.

Being in the sentence of the address (at the beginning, in the middle or at the end of the sentence).

Difficult sentence(general view). Distinguish between simple and complex sentences.

Spelling and punctuation. The formation of spelling vigilance, the use of different methods of checking spelling, depending on the place of the spelling in the word. Using a spelling dictionary.

Applying spelling and punctuation rules:

Combinations zhi-shi, cha-cha, chu-shu in the position under stress;

Combinations chk-chn, thu, lf, schn and etc.;

Hyphenation;

Capital letter at the beginning of a sentence, in proper names;

Checked unstressed vowels in the root of the word;

Paired voiced and deaf consonants at the root of the word;

unpronounceable consonants;

Unchecked vowels and consonants in the root of the word (on a limited list of words); (unchecked spelling letters of vowels and consonants in the root of the word

Vowels and consonants in prefixes that do not change in writing;

Dividing b and b;

Soft sign after nouns hissing at the end ( speech, rye, mouse);

connectingabout ande , in compound words (airplane, all-terrain vehicle)

eandand in suffixes of nouns (key - key, lock-lock).

Unstressed case endings of nouns (except for nouns on - me, -y, -ye, -iya, -ov, -in);

Unstressed case endings of adjectives;

Separate writing of prepositions with nouns;

Separate writing of prepositions with personal pronouns;

Separate spelling of a particle not with verbs;

Soft sign after verbs hissing at the end in the 2nd person singular ( read, learn);

Soft sign in verbs in combination - be;

unstressed personal endings of verbs;

Separate writing of prepositions with other words;

Punctuation marks at the end of a sentence: period, question and exclamation marks;

Punctuation marks (comma) in sentences with homogeneous members;

comma when referring to sentences;

a comma between parts in a complex sentence.

Speech development. Awareness of the situation of communication: for what purpose, with whom and where does communication take place?

Practical mastery of the dialogical form of speech. Expression of one's own opinion, its argumentation, taking into account the situation of communication. Mastering the skills of conducting a conversation (start, maintain, end a conversation, attract attention, etc.). Mastering the norms of speech etiquette in situations of educational and everyday communication (greeting, farewell, apology, gratitude, making a request), including when applying with the help of ICT.

Practical mastery of the monologic form of speech. The ability to build an oral monologue on a specific topic using different types of speech (description, narration, reasoning).

Text. Text features. Semantic unity of sentences in the text. Title of the text.

Sequence of sentences in the text.

The sequence of parts of the text (paragraphs).

Comprehensive work on the structure of the text: heading, correcting the order of sentences and parts of the text (paragraphs).

Text plan. Drawing up plans for given texts. Creation of own texts according to the proposed and independently drawn up plans.

Types of texts: description, narration, reasoning , their features.

Acquaintance with the genres of letters and congratulations.

Creating your own texts and correcting the given texts, taking into account the accuracy, correctness, richness and expressiveness of written speech; use of synonyms and antonyms in texts.

Acquaintance with the main types of presentations and essays (without students memorizing definitions): a detailed and selective presentation, a presentation with elements of an essay; essay-narration, essay-description, essay-reasoning.

Educational and thematic plan for the Russian language Grade 1

	Name of sections and topics	Total hours
	Pre-letter period
	Letter period
	Post-letter period
	Our speech
	Text, sentence, dialogue
	Words words words…
	Words and syllable. stress
	Sounds and letters
	Total

Educational and thematic plan for the Russian language Grade 2

	Name of sections and topics	Total hours
	Our speech.
	Offer.
	Words words words…
	Sounds and letters.
	Parts of speech
	Repetition
TOTAL

Educational and thematic plan for the Russian language Grade 3

	Name of sections and topics	Total hours
	Language and speech
	Text. Offer. Phrase.
	Word in language and speech
	Word composition
	Spelling parts of a word
	Parts of speech
	Repetition
TOTAL

Educational and thematic plan for the Russian language Grade 4

	Name of sections and topics	Total hours
	Repetition
	Offer
	Word in language and speech
	Noun
	Adjective
	Personal pronouns
	Repetition
TOTAL

Calendar - thematic planning with the definition of the main types of educational activities of students.

The distribution of the main content by classes and topics is presented in the next section of the program, which includes:

Thematic planning for teaching literacy:

to the “ABC” by V. G. Goretsky and others (learning to read);

to the Prescriptions of N. A. Fedosova, V. G. Goretsky (learning to write).

Thematic planning in the Russian language for textbooks:

1. Kanakina V.P., Goretsky V.G. Russian language: Textbook: Grade 1.

2. Kanakina V.P., Goretsky V.G. Russian language: Textbook: Grade 2: At 2 hours: Part 1.

3. Kanakina V.P., Goretskii V.G. Russian language: Textbook: Grade 2: At 2 hours: Part 2.

4. Kanakina V.P., Goretskii V.G. Russian language: Textbook: Grade 3: At 2 hours: Part 1.

5. Kanakina V.P., Goretskii V.G. Russian language: Textbook: Grade 3: At 2 hours: Part 2.

6. Kanakina V.P., Goretskii V.G. Russian language: Textbook: Grade 4: At 2 hours: Part 1.

7. Kanakina V.P., Goretskii V.G. Russian language: Textbook: Grade 4: At 2 hours: Part 2.

(See APPENDIX 1 - 1st grade, APPENDIX 2 - 2nd grade, APPENDIX 3 - 3rd grade, APPENDIX 4 - 4th grade).

1 Material in italics is for reference. It is not mandatory for assimilation and is not taken out as a requirement for students.

2 Studied in all sections of the course.

Shilina Svetlana is a Russian language teacher with 18 years of experience. Multimedia resources that have become so popular in our time with teachers around the world, she has been using for a long time. Especially for our website, Svetlana has collected 10 most convenient and effective Internet sites that help not only teachers and tutors in learning the Russian language, but also students who study the school curriculum on their own.

1. Yaklass
www.yaklass.ru

• IClass - educational Internet resource for schoolchildren, teachers and parents.
• Registration is required.

I use this site at the beginning of the school year to review the studied material. Children are interested in solving tests, because. assignments are pretty easy. You can make test papers, but I did not do this. The tasks on the site are not mandatory, they are performed for an additional assessment.

The material on the site is presented in an accessible way, can be understood by both students and parents. Test tasks are variable, there are three levels of difficulty. Suitable for weak students and students who want to repeat the material. I use the resource in work with 5-7 classes. The site is easy to use. It helps to add variety to the preparation of homework.

2. Internet lesson
interneturok.ru

• Video channel
• All subjects of the school curriculum
• Registration is not required.
• Terms of use: free.

I use this resource as a fragment of a Russian language or literature lesson as an option for presenting new material, illustrative material.

The lessons are interesting, the children are happy to watch and listen to the explanation. It is convenient to use the resource if there is Internet in the class, because I did not find all the lessons for download. The resource is suitable for self-education. I use it to explain easy topics where painstaking, step-by-step instructions from the teacher are not required. As an option when explaining the topic "Vocabulary", "Morfemic" or biography of the writer. The resource helps the teacher to diversify the lesson, use illustrative material, and refresh their knowledge. Allows students to hear the "other" voice in the lesson.

3.HtieTU
ege.sdamgia.ru

• Educational portal.
• All subjects of the school curriculum
• Registration is needed if you need to check the work on the computer. If the teacher uses the resource to prepare handouts, then you don't have to register.
• For free.

I use it to prepare handouts, I recommend it for independent work at home, for preparing for the exam in the Russian language.

When I was preparing students for the exam, this portal was my salvation. A large number of options, the ability to make your own version of the existing tasks. When preparing on their own, students can ask an expert a question if they do not agree with the points given or do not understand how to answer the test question. The site is very easy to use, the design is good. Used to prepare for exams, test tasks correspond to demo materials. Difficulty level is the usual USE test. The resource will be a significant support for the teacher in preparing students for the exam, students will be able to prepare for the exam on their own, without resorting to the services of tutors. My students who used this portal did better in their exams than they had written diagnostic papers for a year

4. Dunno
neznaika.pro

• Educational community
• All subjects of the school curriculum
• Registration required
• For free

I use it to prepare handouts, I recommend it for independent work at home, for preparing for the Unified State Examination and the OGE in the Russian language

Another site that I turned to when preparing students for the OGE and the USE. Recently, tasks for the VPR have appeared. It contains a large number of options for preparing and conducting trial and diagnostic work in the format of an exam, as well as the ability to generate your own version of the test from the available tasks. In addition, the site has a bank of essays, essays that you can use as a model when writing your work. The site is very easy to use, the design is good. Used to prepare for exams, test tasks correspond to demo materials. Difficulty level is the usual USE test. The resource will be a significant support for the teacher in preparing students for the exam, students will be able to prepare for the exam on their own, without resorting to the services of tutors.

5. Educational site of the teacher of Russian language and literature Zakharina Elena Alekseevna
saharina.ru

• Educational site
• Russian language and literature
• Registration is required if you use paid services.
• Checking the composition of the OGE - 150 rubles. Checking the composition of the exam - 300 rubles.
• Used to prepare handouts

This site contains tests in Russian, which can be used directly during the lesson. After testing, students immediately see their mistakes, and the teacher evaluates the work of the class according to the results table and plans further learning activities. In addition, interactive tests are also a means of distance learning, individual work with students. By solving interactive variants of the Unified State Examination in the Russian language, future graduates have the opportunity to assess the level of their knowledge and the degree of readiness to pass the Unified State Exam. Students of the 9th grade, in preparation for the State Final Attestation, can independently work with interactive versions of the GIA in the Russian language. In my work, I rarely use this site, but it is convenient for students. The layout is well designed and the site is easy to use. There is no way to download assignments.

6. Website of Perova Inessa Nikolaevna
perova3.jimdo.com

• Educational site
• Russian language and literature
• Registration is not required.
• For free

My favorite site. I use it as an illustrative material in the lessons, to prepare handouts, to prepare lessons.

The site contains a lot of material to prepare for the lessons of the Russian language and literature. Schemes, interactive simulators and tasks, tests are published in the "For Students" section. The material is conveniently located and presented in an accessible way. It will be clear to both students and parents. It will be useful for the teacher as a help in preparing for the lessons. In the "Materials for Lessons" section, you can find presentations, audio and video clips for many works of the school curriculum, as well as cards for individual work. The materials prepared by the author make it possible to diversify the lesson and stimulate the creativity of the teacher.

7. Gramota.ru
www.gramota.ru

• Reference and information portal
• Russian language
• Registration is not required
• For free

The main section of use is dictionaries. The portal contains many dictionaries of the Russian language, it is possible to check the spelling of a word, find out its meaning, history, etc. There is an "Interactive Dictation" section that allows you to check the literacy of students and teachers, the "Literacy Textbook" section contains theoretical material in abstract form and an interactive exercise on the topic. Verification is carried out by the computer immediately. Here, in the "Memory" section, there are funny verses on various rules of both primary and secondary schools. Very convenient and beautiful site. Suitable for both weak students and those who want to refresh their knowledge. The teacher can recommend the site to students and parents to work at home, use in the classroom. For a child, this site will become an assistant when checking written or creating a report, as well as repeating or fixing a topic.

8. Foxford
foxford.ru/teacher-dashboard

• Online Learning Center
• All things
• Registration required
• There are paid services. I don't use paid services on Foxford, so I can't tell you the exact cost. Ordering a certificate for advanced training courses (free) -490 rubles

I use the site to prepare for the olympiads.

I am not using the site to its full potential. I am interested in preparing students for the Olympiads and refresher courses. As a preparation for the Olympiads, I really like Foxford and it is a great help. I send out invitations to students for the Olympiad, and they solve tasks. After the publication of the results of the Olympiad, the tasks are analyzed, which is very convenient, because allows you to avoid mistakes in the next season of the Olympiad. The Olympic season lasts a month, tasks can be solved out of order, during the whole time. This is convenient, you can analyze a similar or this task in a class or in an individual lesson. The design and presentation of the material is convenient. The tasks of the Olympiad are difficult, the guys need to think carefully in order to solve them. The resource helps to develop interest in the subject, prepare children for the All-Russian Olympiad for schoolchildren, and develop motivation. My students are happy to participate in Foxford Olympiads in Russian and other subjects. With each season, the number of participants increases, and this is very pleasant for me as a teacher.

Last year there were career guidance classes on the Foxford website. Very interesting lectures that could be useful for class teachers in grades 8-11.

9. Metaschool
metaschool.ru

• Online school of additional education for children
• Mathematics, Russian language, physics, computer science, the world around, English, German, Chinese, chess.
• Registration required
• Free olympiads and quizzes. The cost of courses is from 900 to 1500 rubles, a mug - 1800-2000 rubles.

The tasks of the Metaschool Olympiad must be completed strictly within the specified hour. Usually it is 19-20 hours Moscow time on the specified day. The Russian Language Olympiad includes 7 tasks. Tasks are much easier compared to Foxford. The diploma is issued within 1.5-2 hours after the end of the Olympiad. A thank-you letter is sent to the teacher if there are 3 winners. Very simple and convenient site design, available tasks for students in grades 1-9. I do not use paid services, so I can not say about the quality. The result of the use is an increase in interest in the Olympiad tasks, subject, preparation for the Olympiad in the Russian language.

10. Knowledge
znanika.ru

• Electronic Distance School
• Russian language, mathematics, computer science
• Registration required
• The registration fee is 70 rubles.

I use it to prepare students for the Olympiad.

Another site to prepare for the olympiads. Its essential minus for my class - payment. The tasks of the Olympiads are interesting, but the site is more focused on mathematics. My colleagues use it more often than I do and are very satisfied.

Any program determines the system of basic knowledge about the language and the ability to use it in oral and written speech, as well as the sequence of work on them; the program should indicate the approximate time required to study a particular topic.

Composition and structure of the program. The school curriculum consists of two main components: an explanatory note and the program itself.

An explanatory note is a component of the program that determines the basics of organizing the educational process in the Russian language at school: the goals (tasks) of the course as a whole and its individual parts, the composition and directions of work, the place in the system of school disciplines, the main methodological tools, continuity with the previous stage and interdisciplinary connections. The explanatory note in the program is most subject to change, as it most reflects the needs of the social life of a particular time.

The program itself is a component of the school curriculum as a whole, which determines the composition of the course and the sequence of studying its parts. When determining the sequence of learning the Russian language from class to class, the following factors are taken into account: the composition and structure of the language itself and the psychological characteristics of students mastering the material being studied. The first factor dictates the linear arrangement of material from class to class - from units of the lowest level of the language to units of the highest level. The linear course, therefore, is the following sequence: phonetics, word formation, vocabulary, morphology, syntax, style. The second factor - the peculiarities of children's mastery of the material being studied - to one degree or another introduces changes in the sequence of the program material and includes other topics in it. Thus, starting from the program of 1938, the school course of the Russian language in the fifth grade, before studying phonetics, begins with a propaedeutic course in syntax and punctuation; at the beginning and at the end of the course of each class, a repetition of the passed in the Russian language is introduced.

At present, there are two types of programs: linear and linear-step. When constructing a linear-step program, it was necessary to solve two problems: to overcome the gap in the level of knowledge between the primary and secondary classes and the emerging overload of students due to the postponement of the start of studying a systematic course a year lower. A step-by-step presentation of some topics was proposed: vocabulary, word formation, noun, adjective to study in grades V and VI, verb - in grades V, VI and VII, syntax - in grades V, VII

(partly), VIII and IX grades. In the form of steps, work on the development of coherent speech is determined, respectively, from grades V to IX. When dividing the educational material into stages, its complexity and preliminary acquaintance in the primary grades were taken into account: the simpler material and to some extent familiar to the children was left at the first stage, and the more complex was transferred to the second or even to the third stage.

There are two levels in the structure of the Russian language school curriculum: the level of the program as a whole and the level of the program for each class. The structure of the program as a whole is divided into organically related, but independent programs for each class. Consequently, the school curriculum as a whole is a set of class programs that are closely related to each other. This set of class programs is called the scheme of the Russian language school program.

The structure of the program of the second level (the level of each class) is a list of topics studied, arranged in a certain sequence. This set of topics of the program of each class is called the scheme of the class program in the Russian language. It includes the following components: language information; repetition of the previous class; grammar and spelling; repetition of the past at the end of the year; development of coherent speech; requirements for knowledge and skills of students in this class.

The structure of the language part of the school course. The language part of the course of each class consists in each topic of two components: from information about the linguistic phenomena included in the program of this class (they are placed under paragraph I), and the requirements for work on the culture of speech (they are given under paragraph II).

A fragment of one of the programs of the V class.

Phonetics. Orthoepy. Graphics and spelling. Culture of speech (15 hours) 1

I. Phonetics as a branch of the science of language. Sound as a unit of language. Sounds of speech; vowels and consonants. Word stress. Vowels are stressed and unstressed. Hard and soft consonants. Hard and soft consonants that do not have paired sounds. voiced and voiceless consonants. Sonorant consonants. Hissing and c. Strong and weak positions of sounds.

Phonetic analysis of the word.

Orthoepic dictionaries.

Graphics as a branch of the science of language. Designation of speech sounds in writing; alphabet. Handwritten and printed letters; uppercase - lowercase. Calligraphy.

Sound meaning of letters e, ë, u, i. Designation of softness of consonants. Soft sign to indicate the softness of consonants. Identification signs of orthograms.

Spelling parsing. Spelling dictionaries.

II. The ability to follow the basic rules of literary pronunciation within the framework of the requirements of the textbook. Ability to pronounce vowels and consonants before a vowel e. The ability to find information about the pronunciation of words in various dictionaries (including orthoepic ones).

In the first paragraphs of the program, in addition to information about the language, the names of spelling and punctuation rules are included, which are studied in parallel with this topic.

Fragment from the VIII class program.

Direct and indirect speech
(6 h)

I. Repetition of what has been learned about direct speech and dialogue. Ways of transmitting someone else's speech.

Syntactic synonyms of sentences with direct speech, their text-forming role.

II. The ability to highlight the words of the author in pronunciation. The ability to replace direct speech with indirect speech.

The second points of the program include two types of material: one of them is the requirements for the correctness and appropriateness of the use of the studied linguistic phenomena, for example: observing the correct intonation with isolated secondary and clarifying members of the sentence; the ability to use synonymous introductory words in speech; the ability to use the forms of some moods in the meaning of others.

The second paragraph also includes requirements for general educational skills that students must master, for example: the ability to use an explanatory dictionary, a spelling dictionary.

The structure of the speech part of the school course. The speech part of the school curriculum of each class, which is called "Development of coherent speech", includes two types of educational material: speech concepts and types of work on the development of coherent speech.

Information about speech is organized differently in linear and linear-step programs. In one of the linear programs they are given at the end of the course of each class, in the other - in a special separate program called "Speech". In the linear-step program, information about speech under item III is included in each topic, which provides a close connection between learning the structure of the language and teaching children to use the language in their own speech.

Speech concepts are given stepwise in grades V, VI and VII. They reflect, firstly, the typology of texts in terms of their functional semantic properties (text, narration, description, reasoning) and in connection with the varieties of the literary language (style, colloquial style, journalistic style, scientific style, official business style, artistic style). ), secondly, text-forming phenomena (the topic of the text, the main idea of ​​the text, the plan - simple and complex - of the text, part of the text, means of communication of parts of the text, types of connections of parts of the text).

Types of work on the development of coherent speech are dispersed across all classes, from grade V to grade IX. These include presentations and essays. Their stepwise presentation from class to class is based on taking into account the following factors: the complexity of the type of work and the content of the statement. In accordance with the first factor in the V class, out of three types of presentations, it is proposed to work on only two: detailed and concise; the third type - selective presentation - is included in the program of the VI class. The second factor was taken into account when determining the objects of description. So, in the V class, it is proposed to describe a simple separate object, an animal, and more complex objects are proposed to be described in the VI class (interior, landscape), in the VII class (human appearance), in the VIII class (area), etc.

Requirements for knowledge and skills in the program. The corresponding section of the program was first included in the "Standard Russian language programs for eight-year and secondary schools with Russian as the language of instruction (grades IV-VIII)" (M., 1978).

A similar section appeared in the Russian language program for the Russian school of the RSFSR in 1979. This section does not have requirements for students' knowledge. It contains a list of educational and language skills (the ability to parse words and sentences). There is no generalized list of spelling and punctuation skills. Instead, the types of spelling and punctuation rules are repeated, according to which students must correctly write their written statements. There are also no generalized speech (communicative) skills. Instead, a repetition of the list of types of work that students should be able to perform is given.

You often hear: “We are studying according to Vinogradova ...”, “And we have a Perspective”. Unfortunately, most parents can only name the author of the curriculum, others will say “we were praised for it”, others, perhaps, will talk about specific pros and cons. But in general, the average parent hardly understands how all these programs differ. And no wonder. It is really difficult to get through the scientific style and terminology of pedagogical texts. Parents whose children are going to first grade this year are puzzled by the question of whether their children will start the educational path in a traditional program or in a developmental one? Indeed, it is important to choose the right school and program of study, since it is studying in primary school that determines the subsequent attitude of the child to the educational process. So what are traditional and developmental programs, what are their pros and cons, how do they differ from each other?

So let's get together and try to understand.

First, there is a pedagogical system and a pedagogical program.

There are only 2 systems: developing and traditional (see Order of the Ministry of Education and Science of the Russian Federation of October 21, 2004 N 93). Traditional programs include: “School of Russia”, “Primary School of the 21st Century”, “School 2100”, “Harmony”, “Perspective Primary School, Classical Primary School”, “Planet of Knowledge”, “Perspective” and others.

Two programs belong to developing systems: L.V. Zankov and D.B. Elkonina - V.V. Davydov.

There are much more programs. In addition to those officially recognized by the Federal State Educational Standards, there are many experimental systems, as well as copyright, intra-school ones.

There is a federal list of textbooks, according to which the school can choose the teaching materials. If textbooks are not included in the FP, the school does not have the right to teach from them. The list changes every year. If the textbook is deleted from the FP, the school moves from grade 1 to others, and the rest of the children are taught according to these textbooks to grade 4.

Education systems

All approved systems and programs meet the main requirement: they allow the student to acquire the required minimum of knowledge. Authorship is manifested in the ways of presenting material, additional information, organization of educational activities.

Each system and program has its own author. But this does not mean that all textbooks in all subjects were written by him alone. Of course, a whole team worked on compiling the UMK (Educational and Methodological Kit)! Therefore, the names on the textbooks of your children, of course, will be different. But, despite the "collective creativity", all textbooks within the same program have the same:

Purpose (i.e. the result that should be obtained, the qualities that graduates who have studied in a particular program should eventually have)
Tasks (i.e. those steps by which the goal is achieved)
Principles (i.e. features of the organization of training, presentation of material, choice of methods that distinguish one program from another).
Content (in fact, the very educational material that the child will learn in the learning process. For example, the content of education in philology, mathematics, social science and natural science. In this part of the program, they differ in that some are limited to the state standard minimum, others include various additional knowledge, concepts, literature, as well as the order of presentation of educational material, which is inextricably linked with the principles.)

There are no bad or good programs. All programs considered in the article are approved by the Ministry of Education. And the developing system is no better and no worse than the traditional one. In fact, each system is designed for a certain mindset, or, in other words, a way of perceiving and mentally processing information. And these processes are individual for each child. Like metabolism, or let's say hair color. Therefore, in the description of each program, we have introduced the section “Features that will allow the child to successfully study in this program”, where we will describe the qualities that it is desirable for the child to have in order to show high results without overstraining.

Different classes of the same school may study in different programs, especially where the choice of the program is made by the teachers themselves. And it's even good. Different programs and systems require different initial knowledge and skills from children, and it also largely depends on the personal qualities of the teacher whether he will be able to implement the program in full. Therefore, the teacher chooses a program that will allow him to work in the current situation with this particular team.

Primary school educational programs

The learning process in elementary school is built according to the educational program developed by educational methodologists and adopted for a given school or a separate class. The programs approved by the Federal State Educational Standard for the 2019-20 academic year, in accordance with the federal list of textbooks, are:

Program "Perspective Primary School" (Akademkniga publishing house);

Program "Planet of Knowledge" (ed. Astrel);

Program "Perspective" (ed. Education);

Program "School of Russia" (ed. Prosveshchenie);

Program on the system of developing education by D. B. Elkonin-V. V. Davydov (ed. Vita-press);

Program "Primary School 21st Century" (Vinogradova system, Rudnitskaya - mathematics, publishing house Ventana-Count);

The program "Rhythm" (Ramzaeva - Russian, Muravin - mathematics, published by Drofa)

Program "School 2000" in Mathematics (Peterson, ed. Binom. Knowledge Lab)

Program "Spheres" (Ed. "Enlightenment")

Primary innovative school (Russian Word Publishing House)

Harmony (Publishing house "Association 21st century")

Program for children with disabilities.

The general development program of L.V. Zankov, School 2100 at the time of 2019 is not included in the FP, but since the list changes every year, they may also be included, so we will also talk about them.

According to Articles 32 and 55 of the Law of the Russian Federation "On Education", an elementary school teacher has the right to choose a system only in accordance with the educational program that is approved in the educational institution. Choosing a program as a basis, the teacher follows it for all four years.

"School of Russia" (Pleshakov)

This is the elementary school kit that we all used to study in Soviet times, with some changes.

Purpose: education of schoolchildren as citizens of Russia.
Tasks. The main purpose of elementary school, according to the authors, is educational. Hence the tasks:

• development in a child of human qualities that meet the ideas of true humanity: kindness, tolerance, responsibility, ability to empathize, readiness to help another
• teaching the child conscious reading, writing and counting, correct speech, instilling certain labor and health-saving skills, teaching the basics of safe life
• formation of natural motivation for learning

Principles: fundamentality, reliability, stability, openness to new things.

Problem-search approach. It involves the creation of problem situations, making assumptions, searching for evidence, drawing conclusions, comparing results with a standard.

Features that will allow the child to successfully study in this program: No special qualities are required from the child. Of course, the more abilities developed in a child, the better. For example, the ability to self-esteem, willingness to work in problem situations is useful. But according to this program, even the most unprepared children for school study well.

The elementary school program "School of Russia" is considered traditional, most children master it without any problems.

Expert opinion

“I have been working at a school with children for many years according to the traditional program “School of Russia,” says Tatyana Mikhailovna Bobko, a primary school teacher at secondary school No. 549 in Moscow. “Our parents studied under this program, as did I, and my children. All grew up quite educated people.

I think that this program is needed, it was, is and will always be. The traditional program allows you to carefully practice the skills of educational activities (reading, writing, counting) that are necessary for successful studies in secondary school. In recent years, interesting educational kits have been published that meet modern educational requirements (mathematics - author M.I. Moro, Russian language - author T.K. Ramzaeva), which are aimed at developing the cognitive abilities of the student.

Our opinion: good consistent and not very complicated mathematics, a logically constructed program in the Russian language, but a lot of "water" on the subject of the world around.

"Perspective"

Supervisor Doctor of Pedagogical Sciences, Director of the Center for System-Activity Pedagogy "School 2000" of the AIC and PPRO, laureate of the Prize of the President of the Russian Federation in the field of education L.G. Peterson. By the way, her personal textbooks are not included in this teaching materials.

The purpose of the implementation of the educational program "Perspective" is to create conditions for the development and education of the personality of a younger student in accordance with the requirements of the Federal State Educational Standard of Primary General Education.

The objectives of the implementation of the educational program "Perspective":

The ideological basis of the UMC "Perspektiva" is the "Concept of spiritual and moral development and education of the personality of a citizen of Russia", aimed at forming in the younger generation a system of values ​​of humanism, creation, self-development, morality as the basis for successful self-realization of the student in life and work and as a condition for security and prosperity countries.

The methodological basis is a set of modern methods and techniques of education and upbringing implemented in the Perspektiva EMC (project activities, work with information, the world of activity, etc.)

All textbooks of the Perspektiva system are included in the Federal lists of textbooks recommended or approved by the Ministry of Education and Science of the Russian Federation for use in the educational process in educational institutions.

Mathematics Dorofeev, Mirakova, Buka.

English language "English in focus" ("Spotlight"). Authors: Bykova N.I., Dooley D., Pospelova M.D., Evans V.

The educational and methodological complex of textbooks "Perspektiva" was created by a team of scientists and teachers of the Russian Academy of Sciences, the Russian Academy of Education, the Federal Institute for the Development of Education in close cooperation with the Prosveshchenie publishing house.

The program does not have an official website, there is a website of the publishing house old.prosv.ru/umk/perspektiva

Parent feedback:

The program is too simple, weak mathematics, little time is devoted to writing. At the school of the future first grader, they studied according to Peterson, the child learned more than in the entire first grade according to "Perspective". But it is perfect for children with whom they did not really study before school. All topics are long "chewed" by the teacher. Homework is easily done without the participation of parents, except for the outside world. According to him, reports or presentations are systematically set, which the child cannot perform on his own, I have to do everything.

Our opinion: the material in the textbooks of mathematics and the Russian language is presented inconsistently. They “chew” simple topics for a long time, after which complex tasks are given on a completely different topic without first studying the algorithm for solving them. There is a lot of "water" around the world. In the textbook, craft technologies are not verified by the authors, step-by-step instructions and templates often do not correspond to reality.

Promising Elementary School

The Standard is based on a system-activity approach.

The main tasks of primary general education: the development of the student's personality, his creative abilities, interest in learning, the formation of the desire and ability to learn; education of moral and aesthetic feelings, emotional and valuable positive attitude towards oneself and others. The solution of these problems is possible if we proceed from a humanistic conviction based on the data of educational psychology: all children are able to successfully study in primary school, if the necessary conditions are created for them. And one of these conditions is a personality-oriented approach to the child based on his life experience.

The proposed educational and methodological package "Perspective Primary School" proceeds from the fact that the EXPERIENCE of the child is not only his age, but also the image of the world, which is determined by his rootedness in the natural-subject environment. The experience of the child (the addressee of the EMC), which is important to take into account, is not only the experience of urban life with a developed infrastructure, various sources of information, but also the experience of rural life - with a natural rhythm of life, preservation of a holistic picture of the world, remoteness from large cultural objects.

A junior schoolboy living in a village should feel that the world that surrounds him is taken into account by the authors of the teaching materials, that each manual of this set is addressed to him personally.

The main idea of ​​the EMC "Promising Primary School" is the optimal development of each child on the basis of pedagogical support for his individuality (age, abilities, interests, inclinations, development) in the conditions of specially organized educational activities, where the student acts either as a student, or as a teacher, then in the role of the organizer of the educational situation.

Basic principles of the concept of "promising elementary school"

1. The principle of continuous general development of each child presupposes the orientation of the content of primary education towards the emotional, spiritual, moral and intellectual development and self-development of each child. It is necessary to create such learning conditions that will provide a “chance” for each child to show independence and initiative in various types of educational or club activities.
2. The principle of the integrity of the picture of the world involves the selection of such content of education that will help the student to maintain and recreate the integrity of the picture of the world, will ensure the child's awareness of the various connections between its objects and phenomena. One of the main ways to implement this principle is to take into account interdisciplinary connections and develop integrated courses in the Russian language and literary reading, the world around us and technology.
3. The principle of taking into account the individual capabilities and abilities of schoolchildren is focused on the constant pedagogical support of all students (including those who, for one reason or another, cannot master all the presented content of education). Therefore, it is necessary to maintain a multi-level representation of knowledge during all the years of primary education. Fulfillment of this requirement became possible in the context of the introduction of the Federal component of the state standard of general education. The standard provides every child with the opportunity to master the entire content of education at the level of the mandatory minimum. At the same time, “Requirements for the level of preparation of students graduating from primary school” are defined, which fix a satisfactory level of education.
4. Principles of strength and visibility. These principles, on which the traditional school has been based for centuries, implement the leading idea of ​​the educational and methodological set: THROUGH consideration of the PARTICULAR (concrete observation) to understanding the GENERAL (comprehension of the pattern), from the GENERAL, i.e. from the comprehended pattern, to the PARTICULAR, i.e. to the method of solving a specific educational problem. The very reproduction of this two-stage nature, its transformation into a mechanism of learning activity under the conditions of OBSERVATION training is the basis for the implementation of the principle of STRENGTH. The principle of strength presupposes a rigidly thought-out system of repetition, i.e., repeated return to the material already covered. However, the implementation of this provision on the basis of the constant development of the student leads to a fundamentally new special structure of textbooks for teaching materials.
   The implementation of the principles of strength and developmental learning requires a well-thought-out mechanism that meets the leading idea: each next return to the particular is productive only if the stage of generalization has been passed, which gave schoolchildren a tool for the next return to the particular.
   For example, algorithms for subtraction, addition, multiplication, division by a column are first “opened” by schoolchildren based on the corresponding actions with numbers in a line. Then they are formulated as patterns and, finally, used as mechanisms for the corresponding mathematical operations. In the "World around": from a variety of animals (plants), for one reason or another, separate groups are distinguished, then each newly studied animal (plant) is correlated with known groups. In “Literary Reading”: one or another literary genre is singled out, and then, when reading each new text, its belonging to one of the genres of literature is determined, etc.
5. The principle of protecting and strengthening the mental and physical health of children. The implementation of this principle is associated with the formation of habits for cleanliness, order, accuracy, observance of the daily routine, and the creation of conditions for the active participation of children in recreational activities (morning exercises, dynamic pauses during school hours, nature excursions, etc.).

The practical implementation of the principles of DEVELOPING EDUCATION and the principles of STRENGTH and VISIBILITY becomes possible through a methodological system, which is a unity of typical properties inherent in both the methodology of teaching literacy, the Russian language, literary reading, mathematics, and all other subjects. These typical properties, in turn, determine the special structure of the textbook, which is the same for the entire set.

The distinctive features of the teaching materials should also include the maximum placement of the methodological apparatus, including organizational forms of work, in the body of the textbook itself; the use of a unified system of symbols throughout the teaching materials; a system of cross-references between textbooks; the use of single cross-cutting heroes (brother and sister); step-by-step introduction of terminology and its motivated use.

The main methodological features of the teaching materials:

The teaching materials for each subject, as a rule, include a textbook, an anthology, a notebook for independent work, a methodological guide for a teacher (methodist).

Each methodological manual consists of two parts: a theoretical one, which can be used by a teacher as a theoretical basis for improving his qualifications, and directly lesson-thematic planning, where the course of each lesson is outlined, its goals and objectives are formulated, and it also contains ideas for answers to ALL given in textbook questions.

Publisher's website about the program akademkniga.ru/projects/prospective-primary-school

Our opinion: a simple, quite logically constructed program, but according to the Russian language, some rules contradict what children will learn in the 5th grade.

Elkonin-Davydov education system

The educational system of D. B. Elkonin-V.V. Davydov has already more than 40 years of existence: first in the form of developments and experiments, and in 1996, by the decision of the Board of the Ministry of Education of the Russian Federation, the educational system of Elkonin-Davydov was recognized as one of the state systems.

Purpose: formation of a system of scientific concepts, educational independence and initiative. Developing in a child the ability to think unusually and deeply

• to form in elementary school graduates the ability to reflect, which at primary school age reveals itself through:
• knowledge of one's ignorance, the ability to distinguish between the known and the unknown;
• the ability to indicate in an underdetermined situation what knowledge and skills are not enough for successful action;
• the ability to consider and evaluate one's own thoughts and actions "from the outside", not considering one's own point of view as the only possible one;
• the ability to critically, but not categorically evaluate the thoughts and actions of other people, referring to their reasons.
• develop the ability for meaningful analysis and meaningful planning.

The formation of these abilities is detected if:

1. students can identify a system of tasks of one class that have a single principle of their construction, but differ in external features of the conditions (meaningful analysis);
2. students can mentally build a chain of actions, and then perform them smoothly and accurately.
3. develop the student's creativity and imagination.

Principles:

The main principle of this system is to teach children to acquire knowledge, to search for it on their own, and not to memorize school truths.

The subject of assimilation are general methods of action - methods of solving a class of problems. They begin the development of the subject. In the following, the general method of action is concretized in relation to particular cases. The program is arranged in such a way that in each subsequent section the already mastered method of action is concretized and developed.

Mastering the general method begins with a subject-practical action.

Student work is built as a search and trial of means for solving a problem. Therefore, the student's judgment, which differs from the generally accepted one, is considered not as a mistake, but as a test of thought.

Features that will allow the child to successfully study in this program: the same as those described for the Zankov program. Exception: It is unlikely that you will have to work at a fast pace. Rather, thoroughness, attention to detail, the ability to generalize are useful.

The elementary school program according to the system of developmental education of D. B. Elkonin - V. V. Davydov The system of D. B. Elkonin - V. V. Davydov is suitable for those who want to develop in a child not so much the ability to analyze, but the ability to think unusually, deeply.

In the Elkonin-Davydov system, however, the lack of marks can scare away. But experts assure that everything is under control: teachers communicate all the necessary recommendations and wishes to parents and collect a kind of portfolio of students' creative works. It also serves as a performance indicator instead of the usual diary. In the Elkonin-Davydov system, the emphasis is not on the result - the acquired knowledge, but on the ways to comprehend them. In other words, the student may not remember something, but he must know where and how, if necessary, to fill this gap.

Another feature of the Elkonin-Davydov program is that elementary school students learn not only that twice two is four, but also why exactly four, and not seven, eight, nine or twelve. In the class, the principles of building a language, the origin and structure of numbers, etc. are studied. Knowledge of the rules based on an understanding of their causes, of course, is kept in the head more firmly. And yet, whether it is necessary to immerse children in these jungles from an early age is, perhaps, a moot point.

The authors of the system placed great emphasis on teamwork and the development of communication skills: children conduct their mini-research in groups of 5-7 people, and then, under the guidance of a teacher, discuss the results and come to a common conclusion.

But it would be unfair to say that these same skills are not trained in the other systems mentioned.

Developmental training according to the system of D.B. Elkonina - V.V. Davydov

A special place is given to theoretical knowledge and the logical side of learning. The level of subjects taught is extremely difficult. The Elkonin-Davydov education system assumes the formation of a large set of skills in primary school graduates. The child must learn to look for missing information when faced with a new task, to test their own hypotheses. Moreover, the system assumes that the younger student will independently organize interaction with the teacher and other students, analyze and critically evaluate their own actions and partners' points of view.

Parents' opinions about the Elkonin-Davydov program:

"We went to first grade in 2010, we chose the developmental methodology of Elkonin-Davydov. It's probably too early to talk about the results, but the fact that the program is very serious and you have to work with the child all the time is a fact. The main emphasis, it seems to me, is on mathematics. Although I have a very intelligent boy, some things need to be explained several times. In principle, we were ready for this, so we are working on ourselves, so to speak. Whoever wants to choose this program needs to be ready to do a lot with the child. "

Program "Planet of Knowledge"

The first set of textbooks and programs for elementary school, which fully implemented the state standard - "Planet of Knowledge". Among the authors are 4 honored teachers of Russia.

Expert opinion

- The program is interesting, - comments the teacher of the primary classes of the secondary school No. 353 named after.

A.S. Pushkin, Moscow Natalya Vladimirovna Chernosvitova. - A variety of texts on the Russian language and reading are perfectly selected. In addition to good reading texts, there are interesting questions that develop tasks. The child must come up with a fairy tale, think up the text, make a drawing. Mathematics is interesting in that each task leads the student to the answer on his own. Not like in the standard program: the teacher explained - the student fulfilled. Here is a different approach. I would like to draw your attention to the fact that there is a soft transition from the Planet of Knowledge to the traditional program. For fourth grade students, we introduce tasks from the fifth grade, so, in my opinion, this program has some advantages. As for reading, everyone says in unison: "Children read well."

I note that ahead of the standard program, the "Planet of Knowledge" does not overload students. If we take everyone's favorite mathematics according to L.G. Peterson, it requires a physical and intellectual approach. To study under the "Program 2100" or "Harmony", the child must be already prepared. According to the "Planet of Knowledge" you can teach any children with kindergarten training, including at toddler age. Studying under this program, children are noticeably different from those who study under the classical one. These kids are creative. There is only one minus in this program - the teacher, who has worked for many years according to the traditional program, must be reorganized. Although special courses are held for such teachers in the Central District.

"Primary school of the 21st century" (Vinogradova)

Purpose: organizing the educational activities of younger students in such a way as to provide comfortable conditions for the development of the child in the process of mastering knowledge, skills and abilities.

• the formation of the main components of learning activity (if we discuss the position of a student, then this is the answer to the questions “why am I studying”, “what should I do to solve this learning task”, “how do I complete the learning task and how do I do it”, “ what are my successes and what am I not succeeding in?”
• organization of the educational process in such a way as to provide a situation of success for each student and the opportunity to learn at an individual pace.

Principles: the main principle of education is that the elementary school should be nature-friendly, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account the typological and individual characteristics of their cognitive activity and the level of socialization. A schoolchild is not just a “spectator”, “listener”, but a “researcher”.

Content: in accordance with the main principle (conformity to nature), the authors paid special attention to the implementation of the function of "soft" adaptation of children to new activities. A system has been developed for using role-playing in teaching, which makes it possible to develop various facets of role-playing behavior, and hence the imagination and creativity of the student. All textbooks provide additional educational content, giving everyone the opportunity to work in accordance with their capabilities (for example, introducing interesting texts into the textbook from the very beginning of learning on the material of the full alphabet for well-read children).

Features that will allow the child to successfully study under this program: based on the principles, it can be assumed that this program will be comfortable for children who need soft adaptation to everything new for them, whether it be a team or type of activity. All courses have a long preparatory period.

The program "Primary School of the 21st Century" (edited by Prof. N.F. Vinogradova) is one of the most popular today. This is largely due to the fact that the team of authors of the project was awarded, perhaps, the highest award in the field of education - the Prize of the President of the Russian Federation. Today, under the program "Primary School of the 21st Century", schoolchildren from most subjects of the Russian Federation study.

One of the main differences between the program "Primary School of the 21st Century" and other projects in primary school is the construction of a system of pedagogical diagnostics purposefully from grades 1 to 4.

This diagnostic does not replace, but complements psychological diagnostics, since it has other tasks and goals. Pedagogical diagnostics makes it possible already at the initial stage to determine the readiness of the student to study at school. And then - to see how firmly the knowledge and skills are mastered; whether there really were changes in the development of this or that child, or were they rather superficial; what should the teacher's efforts be directed at - does the class need a detailed repetition of the material already covered or can it move on.

Pedagogical diagnostics checks not only and not so much knowledge as the process of solving a particular educational problem, the way a student acts. In this context, such diagnostics has undoubted advantages over conventional verification work. Among other things, during it, students feel freer, since they are not given grades for it. If this diagnosis is carried out regularly throughout all four years of elementary school, one can clearly observe the dynamics of the progress of students and come to their aid in time, if necessary.

The program "Primary School of the 21st Century" implements the basic principle of education: an elementary school should be nature-friendly, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account the typological and individual characteristics of their cognitive activity and the level of socialization.

Parents' opinions about the program "Primary School of the 21st Century"

“We finished studying under the Vinogradova program. At first, we waited a long time for the children to really start studying. By the second grade, we realized that she was not so easy. She also has some disadvantages: a large number of notebooks that they do not have time to complete. Well, we , who studied under Soviet programs, do not like everything in the current education, so we find fault with the little things."

The educational-methodical set "Primary school of the XXI century" (under the editorship of N. Vinogradova) is aimed at ensuring the "soft" adaptation of children to the new conditions of school life for them.

Expert opinion

“I have been working on this program for the third year, I like it very much,” says Irina Vladimirovna Tyabirdina, a primary school teacher at the secondary school No. 549 in Moscow. - Frankly, the material is designed for strong erudite children. With what baggage of knowledge a student will go to secondary school depends on the primary school teacher. Therefore, the main goal is to teach the child to learn. It is also important that Vinogradova's kit implements the child's right to their individuality: children are placed in conditions where they can independently acquire knowledge, apply it, think, fantasize, play (special notebooks are provided "Learning to think and fantasize", "Learning to know the world around").

School 2000 (Peterson)

A program tested back in the 90s, which was excluded from the FP, and literally recently included again. Textbooks of mathematics L.G. Peterson. Old, proven, consistent. But the program is quite complicated compared to the rest. It gives a great start to children with a mathematical mindset. But for weak children it is categorically not suitable.

In the first grade, the emphasis is on logic, from the second, equations with unknowns are already being studied, by the fourth grade, children click complex equations like nuts and solve examples with any multi-valued numbers and any number of actions, as well as freely operate with fractions.

A huge plus - textbooks consistently from grades 1 to 11 (and, if desired, there are even for preschoolers).

The program is aimed primarily at the development and improvement of the traditional content of education.
Purpose: to ensure the natural and effective integration of the child into society.
Tasks:

• create readiness for productive work
• to form a readiness for further education and, more broadly, for lifelong education in general.
• to cultivate a natural-scientific and general humanitarian outlook.
• provide a certain level of general cultural development. An example is the formation (cultivation) of a schoolchild of the skills of an adequate artistic perception of at least literature
• to form certain personal properties that ensure its successful socio-psychological adaptation in society, successful social activity and successful social and personal development
• provide maximum opportunities for the formation of a student's attitude to creative activity and skills of creative activity
• to form knowledge, attitudes and basic skills of pedagogical activity.

Principles.

The principle of adaptability. The school seeks, on the one hand, to adapt as much as possible to students with their individual characteristics, on the other hand, to respond as flexibly as possible to sociocultural changes in the environment.

development principle. The main task of the school is the development of the student, and first of all - the holistic development of his personality and the readiness of the personality for further development.

The principle of psychological comfort. This includes, firstly, the removal of all stress-forming factors of the educational process. Secondly, this principle involves the creation in the educational process of a relaxed, stimulating creative activity of the student.

The principle of the image of the world. The student's idea of ​​the objective and social world should be unified and holistic. As a result of the teaching, he should develop a kind of scheme of the world order, the universe, in which specific, subject knowledge takes its specific place.

The principle of the integrity of the content of education. In other words, all "objects" are interconnected.

The principle of systematicity. Education should be systematic, consistent with the laws of personal and intellectual development of the child and adolescent, and be included in the general system of continuous education.

The principle of semantic attitude to the world. The image of the world for a child is not abstract, cold knowledge about it. This is not knowledge for me, but this is my knowledge. This is not the world around me: this is the world of which I am a part and which I somehow experience and comprehend for myself.

The principle of the orienting function of knowledge. The task of general education is to help the student form an orientation base, which he can and should use in various types of his cognitive and productive activities.

Features that will allow the child to successfully study under this program: Since the program, as conceived by the authors, has something in common with the Elkonin-Davydov system, all the qualities that were described below will come in handy. But since this is still a traditional program designed for the "average student", almost any child will be able to successfully learn from it.

The "School 2000" program is designed to teach a child to study independently, organize their activities, obtain the necessary knowledge, analyze it, systematize and apply it in practice, set goals and achieve them, adequately evaluate their activities.

Three cardinal and fundamental positions of the School 2000 program:

Consistency. Children from the age of 3 until graduation from school study according to a holistic educational system that helps the child to reveal his abilities as much as possible, in an accessible language gives the student answers to the most important questions: “Why study?”, “What to study?”, “How to study?”, teaches you how to use your knowledge and skills effectively. All textbooks and teaching aids are based on common approaches to content, retain methodological, didactic, psychological and methodological unity, they use the same basic educational technologies, which, without changing in essence, are transformed at each stage of education.

Continuity. "School 2000" is a set of subject courses from pre-school education to high school. Continuity is understood as the presence of a consistent chain of learning tasks throughout education, passing into each other and ensuring constant, objective and subjective advancement of students in each of the successive time periods.

Continuity. Continuity is understood as continuity at the boundaries of various stages or forms of education: kindergarten - elementary school - basic school - high school - university - postgraduate education, that is, ultimately, a single organization of these stages or forms within the framework of an integral education system.

The educational system "School 2000" gives students knowledge in accordance with the federal state educational standard. But according to its developers, it is not the knowledge itself that is more important, but the ability to use it.

Official site www.sch2000.ru

Peterson has strong, logical, consistent mathematics. If you are studying in Perspective or Planet of Knowledge, we strongly recommend that you additionally study Peterson with your child.

Spheres

A huge advantage of this program over many others is the continuity of education from grades 1 to 11.

Tutorials:

Primer Bondarenko

Mathematics Mirakov, Pchelintsev, Razumovsky

English Alekseev, Smirnova

Literary reading Kudin, Novlyanskaya

Russian language Zelenina, Khokhlova

Primary innovative school

Also absolutely new textbooks, untested program. Publishing house Russian Word

Mathematics Geidman B.P., Misharina I.E., Zvereva E.A.

Russian language Kibireva L.V., Kleinfeld O.A., Melikhova G.I.

The world around us Romanova N.E., Samkova V.A.

"Harmony" edited by N. B. Istomina

This system correlates with the main ideas of developmental education and, in particular, with the Zankov system, in which Natalya Borisovna Istomina herself worked for a very long time.

Purpose: multilateral development of the child, comfortable learning, prepares the child's mental apparatus for further learning. Overcoming the differences between traditional and developmental learning patterns.

Tasks: to ensure that the child understands the issues being studied, to create conditions for harmonious relations between the teacher and the student and children with each other, to create situations for each student to succeed in cognitive activity.

Principles: organization of educational activities of students associated with the formulation of an educational task, with its solution, self-control and self-assessment; organization of productive communication, which is a necessary condition for the formation of educational activities; the formation of concepts that provide, at a level accessible to primary school age, awareness of cause-and-effect relationships, patterns and dependencies.

Features that will allow the child to successfully study under this program: the requirements for the features of the child's thought process follow from the connection with the Zankov system declared by the author. But like any traditional system, this program softens the requirements imposed on the student by the Zankov program.

The program "Harmony" The program of education in the primary school "Harmony" correlates with the main ideas of developmental education, and in particular, with the Zankov system.

The purpose of the program "Harmony" is the multilateral development of the child, comfortable learning, prepares the child's mental apparatus for further learning. In the process of implementing the Harmony program, the child understands the issues being studied, conditions are created for harmonious relations between the teacher and the student and children with each other, situations of success in cognitive activity are created for each student.

Many parents and teachers note the very good presentation of the Russian language and literature course. Features that will allow the child to successfully study under this program: the requirements for the features of the child's thought process follow from the connection with the Zankov system declared by the author. But like any traditional system, this program softens the requirements imposed on the student by the Zankov program.

Educational and methodical set "Harmony" (under the editorship of N.B. Istomin (mathematics), M.S. Soloveichik and N.S. Kuzmenko (Russian), O.V. Kubasov (literary reading), O.T. Poglazova (the world around), N.M. Konysheva (labor training)) is successfully practiced in many schools. The methodological equipment of the "Harmony" set has been experimentally tested on different scales: at the level of diploma studies, which were supervised by the authors of the subject sets, at the level of candidate and doctoral studies, and at the level of mass testing in the practice of schools.

Opinion of a speech therapist

Due to socio-pedagogical neglect, 80% of children with speech disorders of various types go to the first grade. “The problem is also the lack of time that parents devote to activities with their children.”

Educational and methodical set in mathematics for a four-year elementary school N.B. Istomin was awarded the Prize of the Government of the Russian Federation in the field of education for 1999.

According to experts, the main idea of ​​the program is the comprehensive development of the child, the preservation and strengthening of physical and mental health, the development of the intellectual, creative, emotional, moral and volitional spheres of the individual. Much attention is paid to creating conditions for the child to understand the issues being studied, for harmonious relations between the teacher and the student, and children with each other.

Expert opinion

“I have been working with children for the second year under the Harmony program,” comments Elena Borisovna Ivanova-Borodacheva, an elementary school teacher at school No. 549 in Moscow. “My children and I really like this program. I think that all the material in the kit is well adapted for schoolchildren. Pros: firstly, there is advanced training. Secondly, the textbooks included in the kit contain a methodological part, with the help of which parents can study and explain the missed topic to their child. The program uses new learning technologies that allow you to develop the child's ability to think logically. For example, in a word where the student does not know what letter to write, he puts a “window” (author Soloveychik M.S.). Further, the child, together with the teacher, analyzes the questions that have arisen, remembers the rules and fills in the “window”. It is also noteworthy that the set offers tasks designed for children of different levels of preparedness. But there are also disadvantages: in mathematics (by Istomina N.B.), problem solving begins only in the second grade, and tests are offered the same for all classes. Now the issue of the content of examinations, their compliance with programs and training systems is being resolved.

"School 2100"

The educational system "School 2100" is one of the programs for the development of general secondary education. Scientific director of the program from 1990 to August 2004 - Academician of the Russian Academy of Education A. A. Leontiev, since September 2004 - Academician of the Russian Academy of Education D.I. Feldstein.

The main advantage of the School 2100 educational and methodological package lies in the deep continuity and continuity of education. Under this program, children can study from preschool age to the end of a general education school (mainly in the direction of Russian language and literature).

All textbooks of the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the principle of "minimax": educational material is offered to students to the maximum, and the student must learn the material according to the minimum standard. Thus, each child has the opportunity to take as much as he can.

Firstly, it would be a system of developing education that prepares a new type of student - internally free, loving and able to relate creatively to reality, to other people, able not only to solve the old, but also to pose a new problem, able to make an informed choice and make independent decisions. ;

Secondly, it would be accessible to a mass school, would not require teachers to retrain anew;

Thirdly, it would be developed precisely as an integral system - from theoretical foundations, textbooks, programs, methodological developments to a system for advanced training of teachers, a system for monitoring and monitoring learning outcomes, a system for implementing it in specific schools;

Fourth, it would be a system of holistic and continuous education.

The technology of problem-dialogical learning has been developed, which allows replacing the lesson of "explanation" of new material with the lesson of "discovery" of knowledge. The problematic dialogue technology is a detailed description of teaching methods and their relationship with the content, forms and means of teaching. This technology is effective because it provides a high quality of knowledge acquisition, effective development of intellect and creative abilities, education of an active personality while maintaining the health of students. implemented on any subject content and any educational level.

One more important point should be noted. The program is often referred to as "School 2000-2100". And they combine mathematics Peterson L.G. into it. and Russian language Bunneva R.N. Currently, these are two different programs. UMK "School 2100" includes mathematics textbooks for grades 1-4 by the authors Demidova T.E., Kozlova S.A., Tonkikh A.P.

The main advantage of the educational and methodical set "School 2100" (under the editorship of A.A. Leontiev) lies in the deep continuity and continuity of education. Under this program, children can study from the age of three (a training kit for preschoolers has been created - a manual that develops logical thinking) and up to the university. All textbooks of the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the following principle: the educational material is offered to students to the maximum, and the student must learn the material according to the minimum standard. Thus, each child has the opportunity to take as much as he can.

Expert opinion

“I have been working on various programs, I have been working with children for the sixth year now using the School 2100 developmental system,” says Nadezhda Ivanovna Titova, a primary school teacher at school No. 549 in Moscow. - I like. Children learn to act independently. There are no ready-made rules and conclusions. This program is aimed at the development of logical thinking, speech, imagination, memory. I will note the tasks in mathematics (author L.G. Peterson). They are very interesting, completing the task, the student can get additional information: find out a proverb or the name of the highest mountain in the world, etc. An unusual approach to the study of topics is offered by the Russian language training kit (author R.N. Buneev), but, unfortunately, Russian classical literature is not included in the list of literary works. There are difficulties in studying individual topics in the world around us (author A.A. Vakhrushev). I prepare for lessons in this subject longer than for others, and sometimes I even turn to a geography teacher for help. Children are active in the classroom, they are passionate about learning.

Website school2100.com

Zankov education system

Purpose: the general development of students, which is understood as the development of the mind, will, schoolchildren and as a reliable basis for their assimilation of knowledge, skills and abilities.

Objectives: one of the most important tasks is to educate a junior schoolchild about himself as a value. Education should be focused not so much on the whole class as a whole, but on each individual student. At the same time, the goal is not to “pull up” weak students to the level of strong ones, but to reveal the individuality and optimally develop each student, regardless of whether he is considered “strong” or “weak” in the class.

Principles: student independence, creative comprehension of the material. The teacher does not give the schoolchildren the truth, but makes them "dig" for themselves. The scheme is the opposite of the traditional one: first examples are given, and students themselves must draw theoretical conclusions. The acquired material is also fixed by practical tasks. The new didactic principles of this system are the rapid mastering of the material, a high level of difficulty, and the leading role of theoretical knowledge. Comprehension of concepts should occur in the understanding of systemic relationships.

Systematic work is carried out on the overall development of all students, including both strong and weak ones. It is important for students to be aware of their learning process.

Features that will allow the child to successfully study under this program: the willingness to work at a high pace, the ability to reflect, independently search for and assimilate information, and the willingness to be creative in solving the problem.

The system of primary education L.V. Zankov. The concept of L.V. Zankov's program was formulated in the 60s of the XX century.

The following provisions remain fundamental in it:

The educational material in all textbooks is presented in such forms that require independent activity of students;

The Zankov system is aimed at the discovery and assimilation of new knowledge;

Of particular importance is the organization of educational material in various forms of comparison, including for the formulation of problematic tasks. Textbooks ensure the regular inclusion of such exercises in the process of teaching the student;

The educational material is aimed at developing the skills of mental activity: to classify (objects and concepts by forming the corresponding operations), to formulate conclusions, to analyze the conditions of tasks and tasks.

The disadvantage of the Zankov system, as well as Elkonin-Davydov, is that they do not receive a worthy continuation at higher levels of school education. And if you choose one of them, be prepared that after elementary school your child will still have to adjust to traditional teaching, and this can create problems for him at first.

Parents' opinions about the Zankov program:

“We study according to Zankov. The first class is quite easy for us. We are not very happy even with some parents. The children studied for a very long time what they already knew. It's hard to learn, but so far we're doing well."

"Our class has completed the 1st year of study according to Zankov.

But ... The whole class went to the courses of the future first grader, and when the teacher offered the usual program or according to Zankov (I read on the Internet that it was difficult), I asked if the children could handle it. She replied that they could manage, but parents would have to help with their homework, and most agreed to this program. I helped my son for about six months, and then he began to cope, I just checked. Tests were taken at the end of the year. Mostly there were 5, a little 4. As the teacher explained to us, under this program, children look for solutions in different ways, or there may be several solutions. So far the results are good in my opinion. Let's see how it goes."

Developing system L.V. Zankova is aimed at developing the mind, will, feelings, spiritual needs of younger students, awakening their interest in understanding the broad picture of the world, dedication to learning, and the development of curiosity. The task of education is to give a general picture of the world on the basis of science, literature, and art. This program is aimed at providing conditions for self-realization, for revealing the individuality of the child, his inner world.

A distinctive feature of the Zankov system is training at a high level of difficulty, the passage of educational material "in a spiral". When completing tasks, children learn to draw theoretical conclusions, creatively comprehend the material.

Expert opinion

- I love the L.V. system very much. Zankova, - says Nadezhda Vladimirovna Kazakova, deputy director for educational work of secondary school No. 148 in Moscow. – The children I taught under this program are now in the seventh grade. As a specialist, I see excellent results in my studies. Schoolchildren are excellent at reasoning, arguing, the development of their horizons compares favorably with their peers, their working capacity is higher.

- The program is aimed at the comprehensive development of the child, it teaches children to extract information themselves, and not to receive ready-made information, - L.V. adds about the system. Zankova Tatyana Vladimirovna Korsakova, head of the Methodological Association of Teachers of Primary School No. 148 in Moscow. – By graduating from primary school according to this system, children become more liberated, they have about three times more knowledge than their peers.

zankov.ru/article.asp?edition=5&heading=26&article=26 - the system is clearly and completely described, you can't say better

schools.keldysh.ru/UVK1690/zankov.htm

Other Primary School Programs

But in general: letters and numbers are not fully taught in any of the programs approved by the Federal State Educational Standard, they apparently think that the child should be taught this by parents or tutors before school. Yes, and in modern textbooks there are many inaccuracies and even errors. That is why the number of children with dysgraphia is growing. One gets the impression that when the program is included in the Federal State Educational Standard, the interests of certain people who have nothing to do with the education of children are lobbied.

But still, the child will cope with any program if parents or a tutor help him.

"Our teacher insisted on parent-teacher meetings, so that the child must do the homework in front of his parents in the 1st grade, because he must learn to work at home correctly from the very beginning. All these programs are difficult, first of all, for parents, because parents will have to delve into ", but there everything is still a little different than in the Soviet school. Usually, in schools where there are developmental programs, meetings are held weekly for parents, at which they explain the material that the children are studying at the moment. Our school has the developmental methodology of Elkonin- Davydova, but we refused it. We went to the School of Russia. Precisely for reasons of my convenience, because I do not have the opportunity to be at school so often. If my daughter does not understand something, I can explain it to her without the help of a teacher. And then, she tried to figure out the graphs in mathematics. I think that she is wrong. And my daughter, she says to me: No, they explained it to us. I will do it.

what will be given to you. I look at the next day, the teacher did not cross out. In general, I left her mathematics, reading and any drawing on her conscience. She made them while I was at work. And she kept her penmanship. This was her weak point. We sat with her all the evenings over these prescriptions. It happened that to tears (and to mine, too). As a result, I wrote the final writing test without a single mistake and blot, but in my favorite mathematics I made as many as 2 mistakes.

So, dear parents of future first-graders, whatever program you choose, work with children at home, and then the child will cope with any program.