Municipal budgetary educational institution
MBOU "Sylgy-Ytarskaya secondary school named after. A.N. Yavlovsky
Considered Agreed Approved
MO initial class deputy school director
Protocol No. __ ________ / Sivtseva N.E. / _______ / Dyachkov I.I. /
The program of the circle on the Russian language "Gramoteika"
1 - 4 grades
Compiled by the teacher primary school Kondakova M.I.
2017 Sylgy-Ytar
Explanatory note
The Russian language in skillful hands and in experienced lips is beautiful, melodious, expressive, flexible, obedient, dexterous and roomy.
Kuprin A.I.
In teaching and in life, sustainable success is most often with those who draw accurate conclusions, act reasonably, think consistently, reason consistently. The development of a child's speech is an important task of the school. After all, a person who is not in harmony with spelling, who is afraid to express his opinion or write a letter, a statement, feels uncomfortable among literate people.
The Gramoteika program is designed in such a way that children's understanding of life expands and clarifies, vocabulary and speech in general are activated. All this ensures the overall development of children, fosters a sense of kindness, diligence. Children should be introduced from an early age into the amazing and multi-colored world of words, to develop a sense of language.
The relevance of the choice of the course "Gramoteika" determined by the fact that children of primary school age have poorly developed speech, spelling vigilance, and literacy.
The novelty of this program determined by the requirements for the results of the main educational program of primary general education of the Federal State Educational Standard in 2009. One of the main slogans of the new standards of the second generation is the formation of the child's competence to master new knowledge, skills, abilities. Distinctive feature new standards is the inclusion in the list of requirements for the structure of the main educational program:
the ratio of lesson and extracurricular activities students;
The main features of the work program for this course are:
determination of the types of organization of students' activities aimed at achieving personal, meta-subject and subject results of mastering the course;
the program implementation is based on value orientations and educational results.
The circle program is built in such a way that during the lesson the children retain high motivation, children feel psychological comfort. In the classroom, children in a playful way learn about the etiology of words, some historical data about dictionaries and the origin of letters. All sections of the Russian language "Sounds and letters", "Word", "Sentence", "Coherent speech" are unobtrusively affected.
The form of conducting classes is diverse: KVN, quizzes, solving crossword puzzles, writing. All this develops in children intelligence, attention, teaches endurance, perseverance, develops imagination. The course has a concentric structure and this allows you to observe the necessary gradualness and increase in the complexity of the material.
The course "Gramoteika" is a system of intellectual development activities for children aged 7 to 11 years.
The course includes 136 lessons: one lesson per week, 34 lessons per academic year from first to fourth grade.
Course Objectives
Ensure the language development of students
Help them master speech activity
Help with basic grammar
Show children that the literary text is created according to the laws of the language
Course objectives
To introduce schoolchildren to artistic culture through language
Develop through language creative possibilities child
Involve children in the active assimilation of universal moral and cultural values
Ensure the versatile and harmonious development and education of students
Develop attention and interest in reading
Clarify and expand children's understanding of the world around them
develop cognitive abilities children
Course structure
Historical references
Etymology of the word
Spelling Secrets
Speech development
Entertaining material
Class mode:
Duration of classes: 1 class - 30 minutes, 2 - 4 classes - 45 minutes.
Activities : playful, educational.
The system of classes on the course "Gramoteika" allows you to solve the following aspects: cognitive, developing, educating.
Cognitive aspect
the formation and development of various types of memory, attention, imagination, as well as the creative abilities of the child;
formation and development of general educational skills and abilities.
Developmental aspect
create conditions for introducing schoolchildren to artistic culture;
promote an interest in reading.
Educational aspect
education of the system of interpersonal relations;
Thus, purpose of language teaching is the development and improvement of cognitive, linguistic and creative processes (attention, perception, imagination, various types of memory, thinking) and the formation core competencies students.
Description value orientations content of the course "Gramoteika"
The value of truth is a value scientific knowledge as part of the culture of mankind, reason, understanding the essence of being, the universe.
Human value as a rational being, striving for knowledge of the world and improvement.
The value of labor and creativity as a natural condition human activity and life.
The value of freedom as freedom of choice and presentation by a person of his thoughts and actions, and freedom, naturally limited by the norms and rules of behavior in society.
The value of citizenship- awareness of oneself as a member of society, people, representative of the country and the state.
Planned results of mastering the program of the course "Gramoteika" by students
Mastering the course "Gramoteika"
in first grade
personal results:
determine and express, under the guidance of a teacher, the simplest rules of conduct common to all people in cooperation (ethical norms);
in the situations of communication and cooperation proposed by the teacher, with the support of other group members and the teacher, make a choice of how to act, based on ethical standards.
Metasubject results:
Regulatory UDD:
determine and formulate the purpose of the activity with the help of a teacher;
pronounce the sequence of actions;
learn to express your assumption (version);
learn to work according to the plan proposed by the teacher;
learn to distinguish a correctly completed task from an incorrect one;
to study together with the teacher and other students to give an emotional assessment of the activities of comrades.
Cognitive UDD:
navigate in your system of knowledge: to distinguish the new from the already known with the help of a teacher;
learn to acquire new knowledge: find answers to questions using your life experience, information received from the teacher, and using educational literature;
learn to recognize literary genres.
Communicative UDD:
learn to express your thoughts;
learn to explain your disagreement and try to negotiate;
to master the skills of cooperation in a group in the joint solution of a learning problem.
Substantive results
compare words by spelling and pronunciation;
identify the difference between a sound and a letter;
establish common features of genres;
find language patterns;
determine the sequence of work on the word.
Grade 1 program. 1 hour per week. (34 hours)
Chapter. What does the letter look like.. (11 hours)
Introducing children to the difference between letter and sound. Games: "The letter is lost", crossword puzzles, "Funny poems" by Zakhoder. Creation of a "small dictionary" for words starting with one letter.
Chapter. Folk art. (8 ocloc'k)
Introduce children to the genres of oral folk art. Drawing riddles, ditties, staging famous Russian proverbs, sayings. Simple Russian games.
Chapter. Word game. (10 hours)
Acquaintance with minimum unit language (syllable, word) Suggested games: "Word in a word", "Syllabic loto", "Rhyming words", "Syllabic auction". Using the collection "Entertaining Grammar".
Chapter. Miscellaneous. (6 hours)
Thematic planning. 1 class. 1 hour per week .
| Number of hours |
||
| Introduction to the course | ||
| What does the letter look like? phonetic charging. Who is more careful? (sound out) A story about letters. Who is bigger? Curious (a fairy tale with one letter). Say a word (guesses for one letter). The letter is missing. Crossword puzzles with words starting with the same letter. Anagrams. Merry verses. - "Small" dictionary (winged words, expressions, origin of words) | ||
| Folk art Riddles. Riddles drawing. Cleanliness. Tongue Twisters. Proverbs, sayings on certain topics. Dramatization of proverbs, sayings. Rhymes. The game "Let's play hide and seek." Children's fun. School ditties. | ||
| Word game. Word transformation. Word ladder. From one word to several. Syllabic auction. Finish the sentence (with a certain letter) magic chain syllabic lotto Complete the word Find a word within a word | ||
| Telephone competition. | ||
| We rhyme words. | ||
| Listen to the story, my friend. | ||
| Final lesson. |
Requirements for personal, meta-subject and substantive results mastering the course "Gramoteika" in the second grade
As a result of studying this course, in second grade students will have the opportunity to form personal results:
learn to explain your disagreements and try to negotiate;
learn to express their thoughts, argue;
master creative skills, acting in a non-standard situation.
Metasubject outcomes studying the course in the second grade are the formation of the following UUD.
Regulatory UUD:
learn to distinguish facts from speculation;
master the ability to accept and maintain goals and objectives learning activities.
to form the ability to evaluate their actions in accordance with the task.
Cognitive UUD:
master the artistic means of the language;
process the information received: group words, sentences;
find phraseological units, homonyms, homographs in the text
Communicative UUD:
learn to perform various roles in a group (leader, performer);
develop kindness and responsiveness;
develop the ability to communicate in order to be understood.
Substantive results are the formation of the following skills:
apply comparison rules;
to ask questions;
find related words
build causal chains;
order concepts according to the polysemy of the word;
find errors in the construction of sentences;
make inferences.
Grade 2 program. 1 hour per week. (32 hours)
Chapter. Historical page. (4 hours)
Acquaintance with oral and written speech. When and how did speech appear? How did the alphabet come about? Alphabets of different languages.
Chapter. Russian language - what is it. (3 hours)
Reading Russian folk tales. The language of fairy tales, artistic means of the language of fairy tales. Composition of a fairy tale (everyday, adventure, on a school theme).
Chapter. Language and speech. (6 hours)
Need for speech. The language of the "bonfire" among the ancient tribes, the language of "whistling", pictorial writing. Common symbols.
Chapter. The main rule. (5 o'clock)
Phonemes. Phoneme games. Dramatization of B. Zakhoder's poem "The Whale and the Cat".
Chapter. What are words made of? (7 hours)
related words. The ambiguity of a word. Words are palindromes.
Miscellaneous. (6 hours)
Acquaintance with anagrams, homonyms, homographs, homophones, phraseological units.
Thematic planning Grade 2. 1 hour per week
| Quantity hours |
||
| Revision for class 1. | ||
| Historical page. How did the alphabet come about? The appearance of the letters yat, izhitsa. Ancient letters. | ||
| Russian language - what is it? Once upon a time there were or the thirtieth kingdom. Let's try to write a story. What words do we need more? | ||
| Language and speech. Draw me a letter. What is the speech like? Where is speech born? Where are the different languages? Languages are alive and dead. Who is a polyglot? | ||
| The main rule. Mistake places. The secret of the phoneme. dangerous consonants. Vowels on stage. Phonemes rule letters. | ||
| What are words made of? Construction work morphemes. Where are words stored? Word life. Palindromes are words. The words are "relatives". Do not go into your pocket for a word. | ||
| Anagrams. From common nouns to proper ones. | ||
| Homoforms. | ||
| Synonyms. Antonyms. | ||
| Phraseological menagerie. Final lesson |
Requirements for personal, meta-subject and subject results mastering the course "Gramoteika" in the third grade:
As a result of studying this course in third grade students will have the opportunity to form
personal results:
be able to choose the target and semantic settings for their actions and deeds;
cooperate with the teacher and peers in different situations.
Metasubject outcomes in the third grade are the formation of the following UDD:
Regulatory UDD:
to form the ability to understand the reasons for the success / failure of educational activities;
to form the ability to plan and control learning activities in accordance with the task;
master the basic forms of reflection.
Cognitive UDD:
master modern means mass media: collection, transformation, preservation of information;
observe the norms of ethics and etiquette;
learn some ways to edit text.
Communicative UDD:
learn to play different roles in a group (leader, performer, critic, speaker);
learn to argue, prove;
learn to have a discussion.
Substantive results study course in third class are the formation of the following skills :
highlight historicisms, archaisms, neologisms;
generalize groups of words on some basis, find a pattern;
compare texts;
describe a simple course of action to achieve a given goal;
give examples of sentences that differ in intonation and purpose of the statement;
give examples of negative sentences;
compare between dictionaries: spelling, phraseological, explanatory, etymological, synonyms;
perform logical exercises to find patterns, comparing and arguing your answer;
argue and prove your idea and your decision.
Grade 3 program. 1 hour per week. (34 hours)
Chapter. Historical page. (3 hours)
Acquaintance with historical events about the emergence of writing, about the first book printers.
Chapter. World of words. (7 o'clock)
Acquaintance with historicisms, archaisms, neologisms.
Chapter. Literary page. (5 o'clock)
Literary heroes come to visit.
Chapter. The development of speech. (7 o'clock)
Text editing.
Chapter. Dictionaries. (6 hours)
Dictionaries: spelling, phraseological, explanatory, etymological, synonyms.
Miscellaneous. (6 hours)
Thematic planning Grade 3. 1 hour per week
| Quantity hours |
||
| Review for 2nd grade. | ||
| Historical page. The emergence of oral and writing. The first book printers First books. | ||
| World of words. Historicisms. Words are archaic Words - neologisms Finding words in text. More words. Find yourself. The dictionary helped. | ||
| Literary page. On a visit to Russian fairy tales. Visit Scandinavia. Tales of the peoples of Kamchatka Tales of the peoples of the world. | ||
| The development of speech. Continue text. Insert a word. Find the right word. Text editing. Start text. What is missing? Replays. | ||
| Dictionaries. Etymological dictionary. Synonym dictionary. Accent Dictionary. | ||
| Eysenck tests | ||
| Crosswords | ||
| Anagrams | ||
| Final lesson. |
Requirements for personal, meta-subject and subject results mastering the course in the fourth grade.
As a result of studying the course "Gramoteika" in fourth grade students will have the opportunity to form
personal results:
develop independence and personal responsibility in information activities;
to form the personal meaning of the doctrine;
form a holistic view of the world around.
metasubject results.
Regulatory UDD:
learn how to solve research problems;
determine ways to solve the problem;
master the forms of cognitive and personal reflection;
Cognitive UUD;
consciously build a speech statement;
construction of reasoning;
learn to use different ways of analyzing, transmitting and interpreting information in accordance with the tasks.
Communicative UDD:
learn to evaluate and self-evaluate their activities and others;
to form motivation to work for the result;
learn to constructively resolve conflict through cooperation or compromise.
Substantive results studying the course in the fourth grade are the formation of the following skills:
determine the types of relationships between parts of speech;
find patterns in the world around and the Russian language;
establish a situational relationship between types of texts;
reason and draw conclusions in reasoning;
solve tasks of increased complexity.
Grade 4 program. 1 hour per week. (34 hours)
Chapter. Order. (7 o'clock)
Parts of speech in the game. amazing name noun. Great adjective. Verb brothers.
Chapter. Miscellaneous. (16 hours)
Rhyming words. Writing poetry. Theatrical performances.
Chapter. Text types. (3 hours)
Types of texts: description, narration, reasoning.
Chapter. Let's play. (6 hours)
Games: KVN, quizzes, chainwords, rebuses, anagrams, crosswords.
Chapter. Historical page. (2 hours)
Dal. Ozhegov. Biographies.
Thematic planning 4th grade. 1 hour per week
| Quantity hours | |||
| Review for 3rd grade. | |||
| Order (parts of speech). How to put things in order. Different parts are needed, different parts are important. How better to tell? An adjective is a friend of a noun. How to set everything in motion? Everything happens at different times. Why speech adverbs? | |||
| "Glokay Kuzdra" Dot, dot, comma. What can be built from paragraphs? Learning to write poetry. Rhymed dots. Learning to write stories. What is theater. Spectacle. We are artists. Performance. | |||
| Text types. Description text. Text is storytelling. Text is discussion. | |||
| Let's play! Chineward. literary heroes in puzzles. Guess me. Explain who I am | |||
| Historical page. | |||
| Live page. Wolf, bear, hare (origin of words) | |||
| The game "Smart, smart" | |||
| Final lesson. |
Informational resources
Arkhipova E. Development of speech. M. " open world". 1995.
Volina V.V. Entertaining alphabet. M. "Enlightenment". 1991.
Grabylnikova T. The world of syntax. M. 1995.
Granik G.G. Spelling secret. M. "Enlightenment". 1991.
Leonovich E.N. Native literature. M. "Didakt".1992.
Leonovich E.N. Learning to speak and write. M. "Didakt".1992.
Monovich E.N. In the world of language and speech. M. "Didakt".1992.
Titovich I.E. My language.2,3,4 class. M. Balass. 1993.
the Russian Federation
Republic of Adygea
Municipal formation "City of Maikop"
Municipal budgetary educational institution
Center for Diagnostics and Consultation LOKUS
Considered____________
Protocol No. ___ dated
"____" ____________ 20
Agreed
Deputy Director
____________
"____" ____________ 20
Approved
Director
_____________
Order No. ___ dated "__" _____ 20
WORKING PROGRAMM
"Gramoteika"
(learning the elements of literacy)
Age of students - 5-6 years
Implementation lines - 1 year
Compiled by: ____Nazarova O.V._______
The program has been developed in accordance with
E.V. Kolesnikova
From sound to letter. Preschool education
elements of literacy.
2018 - 2019 academic year.
CONTENT.
Target Section
Explanatory note……………………………………………………..
Planned results of studying the program…………………….
Content section
Program content…………………………………………………
Literacy (reading)……………………………………………
Literacy (writing)…………………………………………………
Organization section
Logistics…………………………………
Target Section
Explanatory note.
The Gramoteika program was compiled on the basis of the author's program by E.V. Kolesnikova, From sound to letter. Teaching preschoolers the elements of literacy.
Programdirected on the general intellectual development of children.
Relevance of the program. The program provides a system of exciting games and exercises with sounds, letters, words that will help children form mental operations, teach them to understand and perform learning task, master the skills of verbal communication, and also contributes to the development of fine motor skills and hand-eye coordination.
Target programs: implementation of an integrated approach to the speech development of children and their preparation for literacy.
Program objectives.
Educational:
Formation and development phonemic hearing
Development of pronunciation skills
Teaching children to own sound side speech - tempo, intonation
Acquaintance with the syllabic structure of the word
Formation of the ability to correctly build a sentence, use prepositions, distribute a sentence, use the construction of a complex sentence.
Formation of the ability to retell, make up short stories from pictures, using simple sentences
Extension vocabulary children
Formation and development of sound - letter analysis
Preparing a child's hand for writing
Developing:
Development of auditory perception
Development of graphic skills
Development of fine motor skills
Introducing children to fiction
Educational:
Education of the ability to work
Education of independence in the performance of tasks
Upbringing moral qualities, namely tolerance, goodwill towards others.
Program features .
The program maintains continuity with the previous knowledge and experience of children and with subsequent training. The teaching methods used in the work correspond to the age characteristics of the child.
The content of the program is divided into 2 stages of training:
1st half-development sound culture and phonemic awareness.
2 semester - development of sound - letter analysis, interest and ability to read
At this stage of learningnot put the task of teaching children to read and write . The main task of this stage is to familiarize children with material that gives food to the imagination, affecting not only the intellectual, but also the emotional sphere of the child. In addition, at each stage, the task of preparing the child’s hand for writing at the level of age characteristics is solved and includes:
development of basic movements (exercises for arms, legs, torso);
development of fine motor skills (exercises for fingers and hands);
formation of graphic skills
The study of the material takes place in blocks:
1block -
2 block - Acquaintance with hard and soft consonants (1st stage)
Sounds and letters (2nd stage)
3rd block - repetition
Features of the age group of children 4 - 5 years.
At the age of 4-5, the vocabulary of children noticeably increases due to words denoting the properties and qualities of objects. By the age of 5, the vocabulary is about 2000 words.
Significant changes take place in the assimilation of the grammatical structure of speech: children learn to coordinate the names of objects with adjectives in gender, number and case, navigate in the endings of words, and begin to actively use prepositions.
Speech becomes coherent and consistent. Develops as dialogic speech, and monologue. Children can participate in a collective conversation, retell fairy tales and short stories, make up stories from pictures or using toys.
Features of the age group of children 5–6 years old.
The vocabulary of a child of 5-6 years old grows not only quantitatively, but also qualitatively and reaches 2500 words, although there are individual differences. Speech is enriched with synonyms, antonyms. Words appear in it denoting differentiated qualities and properties (light red, dark green, lighter, heavier, etc.), words naming materials and their characteristics (wood-wood, glass-glass)
Children use in speech simple common sentences, complex, complex constructions, different words to name the same things.
Children already know how to grammatically correct the words included in the active dictionary; strive to correctly pronounce words in the genitive plural; form new words (bread - bread box, sugar - sugar bowl). They improve the ability to coherently, consistently and expressively retell literary works without the help of teacher questions. They can convey the dialogue of the characters. Children actively participate in the conversation, independently answer questions.
At this age develops phonemic perception: most children pronounce all the sounds of their native language; conduct a sound and letter analysis of words, establish the sequence of sounds in a word, differentiate sounds: vowels and consonants, hard and soft consonants, voiced deaf consonants. They single out a stressed syllable, a stressed vowel in a word, correctly use the appropriate terms, make sentences using pictures from two to three words, determine the order of words in a sentence.
Methods and forms of work with children.
Didactic games
Phonemic exercises
Working with texts
Painting
Program participants - children 5 - 6 years old.
Program implementation period - 1 year
Training period – 9 months from September to May (72 hours per year based on 2 lessons per week).
The main appliedtechnology :
The system of developing education D.B. Elkonin - V.V. Davydov
Health saving technologies
Computer (new information) technologies
Learner-centered learning
2. Planned results
development of the Program
Predicted results (first stage of training):
Child at the end of the first semesterknows
memorize nursery rhymes, songs, riddles, small poems for children A. Barto, G. Sapgir, O. Vysotskaya.
Childcan:
to distinguish between short and long words, similar and unlike, loud and quiet;
divide words into syllables;
differentiate hard and soft consonants, call them in isolation;
identify and name the first sound in a word;
draw straight vertical and horizontal lines, rounded lines, hatch simple objects;
trace around the contour of the figure, the simplest plot compositions.
hatch figures, plot pictures in various ways.
reproduce the basic elements of Russian capital letters.
perform exercises for the fingers and hands;
make 2-3 sentences on the picture;
memorize short poems
The second stage of training.
knows
memorize nursery rhymes, songs, riddles, poems for children by A. Barto, K. Chukovsky, G. Sapgir, O. Vysotskaya.
letters of the Russian alphabet
understands and uses the terms "sound", "letter" in speech
Child at the end of the yearcan:
correctly pronounce all the sounds of the native language in isolation, in words, in phrasal speech;
determine the place of sound in a word: at the beginning, middle, end;
distinguish between vowels and consonants, hard and soft consonants, voiced and deaf consonants;
divide words into syllables; identify stressed syllable, stressed vowel
use the graphic designation of sounds;
arbitrarily regulate the pace, the strength of the voice, speech breathing;
write down a word, a sentence with symbols, letters
make 4-5 sentences on the picture; from a series of pictures personal experience
retell simple stories;
answer questions about the content of a fairy tale, story using simple sentences
memorize poems
Summing up forms.
Open events for teachers and parents, competition of readers.
Content section
3. Program content .
Engage children, make them want to learn.Introduction to a variety of words. Dividing words into syllables.
To learn to understand and correctly use the term "word", to acquaint with the variety of words, to compare words by sound, to select close ones in sound, to divide words into syllables.
At this stage, there is interest in speech activity, independence, initiative in solving cognitive problems. The skill of self-control and self-esteem is formed.
Graphic skills are being developed.
Learn to identify consonants among sounds.
In this period, the main aspect will be aimed at intonational emphasis hard - soft consonants in words, phrasal speech. At this stage of training, game exercises, speech games, tongue twisters, tongue twisters are widely used, work continues on the expressiveness of reading poems, nursery rhymes, work on texts, work on graphic skills.
Learn to listen carefully to stories, fairy tales, poems.
The teacher, using different techniques and pedagogical situations, helps children to correctly perceive the content of the work, to empathize with its characters. It is important to maintain interest in the word in this work, to form interest in the book.
storytelling by pictures and a series of pictures.
The vocabulary of children expands due to words denoting objects and phenomena that did not have a place in the child's own experience. Children comprehend causal relationships, learn to build complex sentences.
Repetition.
Repeat sounds, finding their place in a word, work out intonation expressiveness speech.
In the form of a game, the repetition of the material covered is carried out.
Learn to build short sentences, learn to listen to each other.To acquaint with the variety of words of the Russian language.
In this lesson, children will talk about themselves in a playful way.
Sounds and letters
To teach to distinguish between the concepts of “Sound” and “Letter”, to distinguish between consonants and vowels among sounds, among consonants hard and soft, deaf and voiced, and also introduce letters that do not indicate sounds.
At this stage of learning, children begin to read confluences, syllables, words; didactic game exercises, speech games, tongue twisters, tongue twisters are widely used, work continues on the expressiveness of reading poems, nursery rhymes, work on texts, work on graphic skills.
Works by children's writers
Learn to listen carefully to stories, fairy tales, poems. Introduce genre features stories, fairy tales, poems.
At this stage, the teacher, using different techniques and pedagogical situations, helps children to correctly perceive the content of the work, to empathize with its characters. The teacher helps children to understand the hidden motives of the actions of the heroes of the works.
Storytelling from pictures, a series of pictures, from the personal experience of children.
Exercise children in compiling descriptive stories according to a picture, a series of pictures, describe an object, a picture; develop monologue speech.
Children comprehend causal relationships, learn to build complex and complex sentences. Children make up short stories creative nature on a topic suggested by the teacher.
4. Calendar-thematic planning.
Literacy (reading) - 72 hours
the dateNumber of hours
Subject
Form of conduct / type of lesson
Content elements/
Characteristics of the activity.
form of control
Resources, equipment
plan
fact
Introduction to a variety of words. Dividing words into syllables. – 8 hours
03.09
Introduction.
Acquaintance with a variety of words, modeling, drawing short,. broken lines.
Conversation
Instruction, explanation
PRACTICAL
game character
Game exercises
Games for the development of speech
Game "Journey through pictures and diagrams"
Demonstration, visual and handout material, subject pictures
05.09
Acquaintance with a variety of words, modeling, finding differences in two similar drawings
10.09
Comparison of words by sound, acquaintance with the length of words (long and short). modeling, drawing needles to hedgehogs.
12.09
Acquaintance with the variety of words, their sound is loud, loud, quiet; sun drawing.
17.09
Acquaintance with the variety of words, dividing words into syllables, drawing needles on Christmas trees
19.09
Acquaintance with the variety of words, dividing words into syllables, finding differences in two similar drawings
24.09
Acquaintance with the variety of words, the game "Tell me a word", finding inconsistencies in the drawings
26.09
Acquaintance with the variety of words, dividing words into syllables, drawing paths, memorizing a poem by Y. Kozlovsky
Introduction to hard and soft consonants
Works by children's writers - 28 hours
9-10
1-2
01.10
03.10
Sounds "С-СЬ" ("songs of a large and small pump"), acquaintance with hard and soft consonants, coloring leaves on a birch, memorizing a poem by G Sapgir
VISIBILITY - viewing a series of plot pictures. VERBAL
Conversation
Use of fiction (rhymes, poems, riddles)
Instruction, explanation
PRACTICAL
Examination of the subject (tactile)
game character
Game exercises
Games for the development of speech
The game "Distribute correctly"
Competition for the best reader on the topic
"Poems by S. Marshak"
subject pictures.
Books by children's writers.
11-12
3-4
08.10
10.10
Sounds "3-Zb" ("songs of a large mosquito and a small mosquito"), acquaintance with hard and soft consonants, memorizing a poem by B. Zakhoder, drawing ears for bunnies.
Competition for the best storyteller on the topic "The story of my toy"
Pictures, series of pictures.
15.10
Sounds "С-СЫ", "3-ЗЫ", hard and soft consonants, modeling, finding differences in two similar patterns
17.10
The sound "C", drawing cucumbers, memorizing a poem by G Sapgir
22.10
The sound "Sh" ("song of the wind"), drawing balls, memorizing nursery rhymes
24.10
The sound "Zh" ("beetle song"), modeling, drawing acorns, memorizing a poem by I. Soldatenko
29.10
Sounds "Sh-Zh", modeling, drawing tracks, repeating poems.
18-19
10-11
31.10
07.11
The sound "Sch", modeling, drawing brushes, learning a poem by S. Mikhalkov
12.11
The sound "Ch", modeling, drawing objects.
12.11
Sounds "CH-SH", modeling, finding differences in two similar drawings, memorizing nursery rhymes
14.11
Sounds "R-Rb", painting over objects, memorizing a poem by O. Vygotskaya
19.11
Sounds "L-L", modeling, drawing a tumbler, memorizing a poem by E. Alexandrova
demonstration material,
subject pictures.
Books by children's writers.
A. Barto, K. Chukovsky, E Charushin, V. Berestov, K Ushinsky, S. Marshak, B. Zakhoder
A. Barto, G. Sapgira, O. Vysotskaya
21.11
Sounds "M-M", drawing a bear, memorizing a poem by T. Shorygina.
26.11
Sounds "B-B", modeling, memorization of a poem by G Sapgir, drawing beads.
28.11
Sounds "K-K", painting over vegetables, memorizing a poem by D. Kharms
03.12
The sound "G", finding differences in two similar drawings, memorizing a poem by G Sapgir.
05.12
Sounds "G-K", modeling, painting over objects, memorizing a poem by T. Shorygina
10.12
Sounds "D-D", shading and drawing circles, memorizing a poem by M. Druzhinina
12.12
Sounds "T-T", modeling, drawing a cloud and an umbrella, memorizing a poem by V. Berestov.
17.12
Sounds "D-D", "T-T", modeling, drawing a house, repeating poems
19.12
Consolidation of the material covered. Sounds "3-Zb", "F", "S-Sh", repetition of poems, shading.
24.12
Consolidation of the material covered. Sounds "R-Rb", "Sh", modeling, coloring of objects.
26.12
Consolidation of the material covered. Sounds "L-L", "B-B", modeling, drawing of a birch. Repetition of poems.
35-36
27-28
09.01
14.01
Consolidation of the material covered.
Demonstration visual material, handouts, subject pictures
Variety of words. Sounds and letters. – 36 hours
16.01
Sound and letter A.
Introduce the vowel sound A and its symbol - a red square.
Learn to determine the place of the sound A in words. To learn on a diagram (rectangle) to indicate the place of sound in a word, using the symbol - a red square.
Learn to listen carefully to the text of the poem, highlighting the words in it that have the sound A.
Introduce the letter A as a written designation of the sound A.
Learn how to write the letter A using the pattern.
Learn to write the letter A on the diagram in the place where the sound A is heard
(Teaching aid"Development of sound-letter analysis
in children 5-6 years old ”E.V. Kolesnikova. Page 13. Workbook for children 5-6 years old "From A to Z" E. V. Kolesnikova. Page 2
Game "Place of a letter in a word"
Portraits of writers
Pictures, series of pictures
3 8
21.01
Sound and letter O.
Introduce the vowel sound O and its symbol - the red square.
Learn to determine the place of the sound O in words. To learn on the diagram (rectangle) to indicate the place of the sound in the word, using the symbol - the red square
Learn to listen carefully to the text of the poem, highlighting the words in it that have the sound O.
Introduce the letter O as a written designation of the sound O.
Learn how to write the letter O using the pattern.
Learn to write the letter O on the diagram in the place where the sound O is heard
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 16. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 4)
Competition for the best reader on the topic "Works of K. Chukovsky"
Essay on favorite book
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
3 9
23.01
Sound and letter U
Introduce the vowel U and its symbol - a red square.
Learn to determine the place of the sound U in words. To learn on a diagram (rectangle) to indicate the place of sound in a word, using the symbol - a red square.
Learn to listen carefully to the text of the poem, highlighting the words in it that have the sound U.
Introduce the letter U as a written designation of the sound U.
Learn how to write the letter U using the pattern.
Learn to write the letter U on the diagram in the place where the sound U is heard
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 18. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 6)
28.01
Sound and letter Y
Introduce the vowel sound Ы and its symbol - the red square.
Learn to determine the place of the sound Y in words. To learn on a diagram (rectangle) to indicate the place of sound in a word, using the symbol - a red square.
Learn to listen carefully to the text of the poem, highlighting the words in it that have the sound Ы.
Introduce the letter Y as a written designation of the sound Y.
Learn how to write the letter Y using the pattern.
Learn to write the letter Y on the diagram in the place where the sound Y is heard.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 20. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. eight)
Solving puzzles on the topic "Sounds and letters"
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
30.01
Sound and letter E
Books by children's writers. A. Barto
Introduce the vowel sound E and its symbol - a red square.
Learn to determine the place of the sound E in words. To learn on a diagram (rectangle) to indicate the place of sound in a word, using the symbol - a red square.
Learn to listen carefully to the text of the poem, highlighting the words in it that have the sound E.
Introduce the letter E as a written designation of the sound E.
Learn to write the capital letter E using the pattern.
Learn to write the letter E on the diagram in the place where the sound E is heard.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 22. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. ten)
04.02
Reading syllables from the passed letters - AU, UA
To consolidate knowledge of vowel sounds and letters A, O, U, Y, E.
To consolidate the ability to determine the first sound in the names of objects and find the corresponding letter.
Strengthen the ability to name words with a given sound.
Continue to learn to determine which vowel is in the middle of a word.
Strengthen the ability to write printed vowels.
(Educational and methodological manual “Development of sound-letter analysis in children 5-6 years old” by E. V. Kolesnikova. P. 24. Workbook for children 5-6 years old “From A to Z” by E. V. Kolesnikova. P. 12)
06.02
Sound and letter L. Reading the syllables LA, LO, LU, LY, LE
Introduce the sound L as a consonant sound and its symbol - a blue square. - Learn to indicate on the diagram the place of the sound L in a word. Using the blue square symbol.
To learn intonation to highlight the sound L in words.
Learn how to write the letter L.
- Learn to write the capital letter L, using the sample.
-Learn to read the syllables LA, LO, LU, LY, LE.
- Continue to learn to divide words into syllables.
- Learn to write syllables in word schemes.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 26. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. fourteen)
4 4
8
11.02
1
Sound and letter M. Reading syllables and words. stress.
- Introduce the sound M as a consonant sound and its symbol - a blue square.
- Learn to indicate on the diagram the place of the sound M in a word. Using the blue square symbol.
- Learn to correlate the scheme of the word with the name of the drawn object.
- To learn intonation to highlight the sound M in words.
- Learn how to write the letter M.
- Learn how to write the capital letter M using the pattern.
-Learn to read the syllables MA, MO, MU, WE, ME.
- Learn to identify the first syllable in words and connect the object with the syllable.
- Learn to read words from the past letters - mom. Soap.
- Introduce the stressed syllable, stressed vowels.
- Learn to conduct sound analysis of words; differentiate between vowels and consonants.
- Introduce stress and its designation.
- Learn to distinguish the stressed syllable and stressed vowels in the word.
(Educational and methodical manual
"Development of sound-letter analysis in children 5-6 years old" E. V. Kolesnikova. Page 28. Workbook for children 5-6 years old "From A to Z" E. V. Kolesnikova. Page 16)
Solving puzzles on the topic "Sounds and letters"
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
4 5
9
13.02
1
Sound and letter N. Reading syllables. Writing and reading words
- Introduce the sound H as a consonant sound and its symbol - a blue square.
- Learn to indicate on the diagram the place of the sound H in the word. Using the blue square symbol.
- Learn to correlate the scheme of the word with the name of the drawn object.
- To learn intonation to highlight the sound H in words.
- Introduce the printed writing of the letter N.
- Learn how to write the capital letter H using the pattern.
-Learn to read the syllables ON, BUT, WELL, WE, NE.
- Learn to write the words moon, soap using symbols and letters.
- Learn to conduct phonemic analysis of these words.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 30. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. eighteen)
4 6
10
18.02
1
Sound and letter R. Reading syllables. Acquaintance with the proposal, reading the proposal
- Introduce the sound R as a consonant sound and its symbol - a blue square.
- Learn to indicate on the diagram the place of the sound R in the word. Using the blue square symbol.
- Learn to correlate the scheme of the word with the name of the drawn object.
- To learn intonation to highlight the sound R in words.
- Introduce the printed spelling of the letter R.
- Learn how to write the capital letter R using the pattern.
-Learn to read the syllables RA, RO, RU, RY, RE.
- Learn to identify the first syllable in the names of the drawn objects and connect with the corresponding ball in which this syllable is written.
- Learn to read the sentence.
- get to know verbal composition
suggestions.
(Educational and methodological manual “Development of sound-letter analysis in children 5-6 years old” by E. V. Kolesnikova. P. 32. Workbook for children 5-6 years old “From A to Z” by E. V. Kolesnikova. P. 20)
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
4 7-48
11 -12
20.02
25.02
2
Vowels and consonants sounds and letters. Reading syllables, words. Consolidation of the material covered
- Learn to read the written word Roma.
- to consolidate the ability to read syllables from the letters passed.
- Strengthen the ability to distinguish between vowels and consonants.
- To promote the development of phonemic hearing, perception.
- To consolidate the ability to determine the place of sound in a word.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 34. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 22)
4 9
1 3
27.02
1
Letter Y. Reading syllables, words, sentences
Books by children's writers. K. Chukovsky
Introduce the vowel letter I and its symbol - a red square.
- Learn to write the letter Y.
- Learn to read the syllables MA_MYA, LA_LA, NA_NYA, RA_RYA.
- Learn to read words and sentences.
- Learn to write sentences schematically, determine the order of words in a sentence.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 36. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 24)
50
1 4
04.03
1
Letter Yu .. Reading syllables, words, sentences
- Introduce the vowel Yu and its symbol - a red square.
- Learn to write the letter y.
- Learn to read the syllables MU-MU, LU-LU, NU-NU, RU-RYU.
- To acquaint children with the consonants Mb, L, Hb, Pb and their symbol - a green square.
- Continue to learn to correlate sound and
letter.
- Continue to learn to differentiate between vowels and consonants, hard and soft consonants.
- Continue to introduce the stressed syllable, stressed vowels, stress designation
(Educational and methodological manual “Development of sound-letter analysis in children 5-6 years old” by E. V. Kolesnikova. P. 38. Workbook for children 5-6 years old “From A to Z” by E. V. Kolesnikova. P. 26)
51
1 5
06.03
1
Letter E. Reading syllables, words. Making proposals
- Introduce the vowel letter E and its symbol - a red square.
- Learn to write the letter E.
- To acquaint children with the consonants Mb, L, Hb, Pb and their symbol - a green square.
- Continue to learn to correlate sound and letter.
- Learn to correlate the scheme with the written word.
- Learn to make a sentence of 3 words according to the picture and write it down with conventional signs.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 40. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 28)
52
1 6
11.03
1
Letter Y. Reading syllables, words
- Introduce the vowel letter Yo and its symbol - a red square.
- Learn to write the letter Y.
- To acquaint children with the consonants Mb, L, Hb, Pb and their symbol - a green square.
- Continue to learn to correlate sound and letter.
- Learn to read syllables and words.
- Continue to learn to differentiate vowels, consonants, hard and soft consonants.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 42. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. thirty)
53
1 7
13.03
1
Sound and letter I. Reading syllables, words
- Introduce the vowel sound And and its symbol - a red square.
- to consolidate the ability to determine the place of sound in a word and designate it on the diagram using a symbol.
- Continue to introduce the letter And as a written designation of the sound And
- Learn how to write I.
- To acquaint children with the consonants Mb, L, Hb, Pb and their symbol - a green square.
- Continue to learn to correlate sound and letter.
- learn to perform phonetic parsing words.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 44. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 32)
54
-55
18-19
18.03
20.03
2
Consolidation of the material covered
Books by children's writers. E Charushina
- To consolidate the ability to write vowels I, Yu, E, Yo, I.
- Continue to learn to read syllables, to distinguish between hardness and softness of consonants.
- Learn to write and read the words meow, mu, yula, lemon.
- Learn to read a sentence, identify 1, 2, 3 words in it
- To consolidate the ability to identify stressed vowel sounds in read words.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 46. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 34)
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
5 6
20
25.03
1
Sounds K-G, K-K ', G-G '. Letters G, K .. Reading syllables, compiling and conditionally writing a sentence
To acquaint with the sounds G-K as voiced and deaf consonants.
- Introduce the sounds G-G,
K-K.
- Introduce the letters K and G as written signs of consonants.
- Learn to write block letters K-G, first in dots, and then on your own.
- Learn to read syllables with G + 10 vowels, with K + 10 vowels. Continue to learn to make a sentence of 3 words according to the plot picture.
- Learn to write sentences with symbols.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 48. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 36)
5 7
21
27.03
1
Sounds D-D, T-T. Letters D, T .. Reading syllables, sentences
Books by children's writers. S. Marshak.
- Introduce the sounds D-T as voiced and deaf consonants.
- Introduce the sounds D-D,
T-T.
- To consolidate the ability to use the conventions of consonants: blue square - hard consonants, green square - soft consonants.
- Introduce the letters D and T as written signs of consonants.
- Learn to write block letters D-T, first dotted, and then independently.
- Learn to read syllables with D + 10 vowels, with T + 10 vowels.
- To consolidate the ability to determine the stressed syllable and stressed vowels, designate the stress with an icon.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 50. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 38)
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
5 8
2 2
01.04
1
Sounds B-B, F-F. Letters V, F. Reading syllables, sentences
To acquaint with the sounds V-F as voiced and deaf consonants.
- Introduce the sounds B-B,
F- F.
- To consolidate the ability to use the conventions of consonants: blue square - hard consonants, green square - soft consonants.
- Introduce the letters V and F as written signs of consonants.
- Learn how to type letters V-F first by points, and then independently.
- Learn to read syllables with B + 10 vowels, with Ф + 10 vowels.
- Improve reading skills.
- Learn to write words, conduct phonetic analysis of words.
(Educational and methodological manual "Development of sound-letter analysis in children aged 5-6" by E. V. Kolesnikova. P. 52. Workbook for children
5-6 years "From A to Z" E. V. Kolesnikova. Page 40)
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
5 9
2 3
03.04
1
Sounds З-ЗЗ, С-СЬ. Letters Z, S. Reading syllables, sentences
- Introduce the sounds Z-S as voiced and deaf consonants.
- Introduce the sounds З-ЗЗ,
S-S.
- To consolidate the ability to use the conventions of consonants: blue square - hard consonants, green square - soft consonants.
- Introduce the letters З and С as written signs of consonant sounds.
- Learn to write block letters Z-C, first in dots, and then on your own.
- Learn to read syllables with 3 + 10 vowels, with C + 10 vowels.
- Improve reading skills.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 54. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 42)
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
60
2 4
08.04
1
Sounds B-B, P-P. Letters B, P. Reading syllables, sentences
Books by children's writers. G. Vieru.
- get to know b-p sounds both voiced and voiceless consonants.
- get to know b-b-b-sounds,
P-P.
- To consolidate the ability to use the conventions of consonants: blue square - hard consonants, green square - soft consonants.
- Introduce the letters B and P as written signs of consonants.
- Learn to write block letters B-P, first dotted, and then independently.
- Learn to read syllables with B + 10 vowels, with P + 10 vowels.
- Improve reading skills.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 56. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 44
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
61
2 5
10.04
1
Letter X. Sounds Х-ХЬ. Reading syllables, words, sentences
- Introduce the printed letter X and the sounds Х-ХЬ
- Learn how to write the capital letter X
- Learn to read syllables with the letter X + 10 vowels.
Improve the ability to read syllables, words, sentences.
- Learn to match the picture (suggestion)
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 58. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 46)
62
2 6
15.04
1
Letters and sounds Zh-Sh. reading syllables and words
- To acquaint with the sounds Zh-Sh-voiced and deaf.
- Familiarize yourself with symbols sounds Zh-Sh- a blue square (like sounds that are always solid.
- To acquaint with printed letters Zh-Sh.
- Learn to write capital letters Zh-Sh.
- Learn to write words.
- Improve the ability to read syllables, words.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 60. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 48)
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
63
2 7
17.04
1
Letters and sounds CH-SH. reading syllables, words, sentences
- Introduce the sounds Ch-Sh as deaf consonants, soft consonants.
- To consolidate the ability to determine the place of sound in a word.
- To acquaint with the conditional designation of sounds Ch-Sch - a green square.
- Introduce in block letters CH-SH.
- Learn to write block letters Ch-Sch.
- Learn to read syllables, small texts.
- To consolidate the ability to conduct a phonetic analysis of the words goby, barrel.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 62. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. fifty)
64-65
2 8-29
22.04
24.04
2
Sound and letter C. Reading syllables, poetic texts
Introduce the consonant sound C.
- To learn intonation to highlight the sound C in words.
- Introduce the printed letter C as a written sign of the sound C.
- Learn to write the capital letter C.
- Improve reading skills.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 64. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 52)
66
30
29.04
1
Letter and sound Y. Reading syllables, poetic texts
Books by children's writers. Blaginina
- Introduce the soft consonant sound Y and its symbol - a green square.
- Introduce the printed letter Y as a written sign of the sound Y.
- Learn to write the capital letter Y
- Strengthen the ability to write the word with signs and letters.
- Improve reading skills.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 66. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 54)
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
6 7
31
06.05
1
Letter b. Reading syllables and poetic texts
- Introduce the letter b and its softening function. Learn to write the capital letter b.
- Improve reading skills.
- Learn to write words.
- Continue to learn to correlate the word with its graphic image.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 68. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 56)
6 8-69
32-33
13.05
15.05
2
"Letter b. Reading syllables, poetic texts.
- Introduce the letter b and its separating function.
- Learn to write the capital letter b.
- Improve reading skills.
- Learn to write words.
- Continue to learn to correlate the word with its graphic image.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 70. Working
notebook for children 5-6 years old "From A to Z" E. V. Kolesnikova. Page 58)
70
3 4
20.05
1
Reading syllables, words, sentences
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 72. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 62)
71
3 5
22.05
1
Reading syllables, words Making sentences on plot pictures
- Contribute to the development of sound-letter analysis.
- To promote the development of phonemic perception.
- Continue to learn to write the names of objects.
- Learn to read words and complete the word that makes sense.
- To consolidate the ability to determine the 2nd, 2nd, 3rd word in a sentence.
- Strengthen the ability to conduct phonemic analysis of words.
(Educational and methodological manual “Development of sound-letter analysis in children 5-6 years old” by E. V. Kolesnikova. P. 74. Workbook for children 5-6 years old “From A to Z” by E. V. Kolesnikova. P. 62)
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
72
36
27.05
1
Alphabet. Reading a poem.
- Introduce the alphabet.
- Fix the ability to write the passed letters.
- Improve reading skills.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 76. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 64)
5. Calendar-thematic planning.
Literacy (writing) – 72 hours
Organization section
6. Logistics
Equipment:
- cards with printed capital letters and capital letters;
- cash register of letters and syllables;
- type-setting cloth;
- cards and schemes of sound-letter analysis of words;
- cards and diagrams of the stressed syllable and vowel sound and letter
- cards and schemes for drafting proposals;
- magnetic alphabet;
- symbols for sounds.
Bibliography
E.V. Kolesnikova. The program “From sound to letter. Teaching preschoolers the elements of literacy. Moscow: Yuventa Publishing House, 2010
E.V. Kolesnikova. The development of phonemic hearing in children 4-5 years old. Teaching aid for the workbook "From word to sound". Moscow: Yuventa Publishing House, 2011.
E.V. Kolesnikova. "The development of sound-letter analysis in children in children 5-6 years old." Moscow: Yuventa Publishing House, 2011.
U.M. Sidorova. Tasks for the development of speech of older children DOW groups. Moscow: Creative Center, 2010
Abstracts of integrated classes in middle group kindergarten. Introduction to literature. The development of speech. Literacy education. Author - compiler A.V. Aji. Voronezh: TC "Teacher", 2009
E.V. Kolesnikova. From Word to Sound. Workbook for children 4-5 years old. Appendix to the teaching aid “Development of phonemic hearing in children 4-5 years old. Moscow: Yuventa Publishing House, 2011
E. V. Kolesnikova. "From A to Z". Workbook for children 5-6 years old. Moscow: Yuventa Publishing House, 2011
E.V. Kolesnikov. “Come on, letter, respond!” Workbook for children 5-7 years old. Moscow: Yuventa Publishing House, 2011
E.V. Kolesnikova "Recipes for preschoolers 5-7 years old." Moscow: Yuventa Publishing House, 2011
Series "Workbooks of a preschooler" Preparation for writing in 2 parts, Kirov, 2013.
Valentina Mamiy
The working program of additional education "Gramoteika". Speech direction
Municipal Autonomous Preschool educational institution
"Child Development Center - Kindergarten No. 35"
Additional general developmental program
« GRAMOTEKA»
(Informative - speech development)
Age of children 6 - 7 years
Implementation period programs - 1 year
Compiler:
Educator of the 1st qualification
Elektrostal, 2016
Explanatory note.
The development of a child's speech is the main task teachers, working with kids preschool age. early learning reading is not a tribute to fashion and not a whim of parents. The trend towards a decrease in the age limits for the start of teaching children to read has a completely objective base: new school standards are being introduced education, expands elementary school program, the success of mastering them depends on the preparation, intellectual development of a child who can read.
Despite the existence of extensive literature on this issue, the possibilities of teaching preschoolers are insufficiently substantiated. literacy in the preschool system education, which has the possibility appeal to individuality, identity and self-worth of each child. Therefore, the creation additional general developmental literacy program children of 6 years old in a preschool institution is relevant. The problem has become especially relevant in connection with the modernization education.
In the preparatory group for school, it is actively carried out Job to prepare children for mastering the basics diplomas, a exactly:
Leading children to the sound analysis of words, dividing words into syllables
Composing words from syllables, sentences from words
Introduction to concepts "word" and offer" (without grammatical definition) .
To the main components of speech relate: pronunciation, sound-letter analysis, dictionary, grammar structure, etc.. e. The system of classes for the development of speech and the preparation of children for learning literacy leads the child to comprehend the way of reading, the formation of attention to words, their phonetics, morphology, spelling, syntax, which ultimately prevents violations of writing and reading.
The development of speech is carried out in the following directions:
1. Educational speech environment, tasks: promote improvement speech communication of a child in kindergarten with adults, peers and children of younger or older age.
2. Vocabulary formation, tasks: enrichment, emotional-evaluative vocabulary, development of interest in the meaning of the word, use various parts speech.
3. ZKR, target: improving phonemic hearing (learn to use words with a given sound, find words with this sound in a sentence and text, determine the place of a sound in a word).
4. The grammatical structure of speech, tasks: introduce and teach form single words(nouns - from suffixes, verbs - from prefixes, adjectives in a comparative and superlative degree, make complex sentences.
5. Connected speech: improvement of dialogic and monologic forms of speech (dialogue, retelling, story according to plan, story from personal experience, writing fairy tales, fables and riddles).
6. Preparation for training literacy: idea of a sentence, making sentences and dividing into words, dividing words into syllables, making words from syllables.
Classes are built in an entertaining, playful way using speech games which allows children to successfully master sound analysis, with interest to observe the features of words, their use in speech. The educational material is presented in comparison, comparison and encourages children to constantly reason, analyze, draw their own conclusions, learn to justify them, choose the right decision among various options answers. So way the main value is being formed and developed - the child's creative thinking, on the basis of which a system of knowledge about the language will gradually take shape and the need for language proficiency and speech improvement will be formed.
Relevance work program of additional education:
How the child is prepared for school depends on the success of his adaptation, entry into the school life, his academic success, mental well-being. It has been proved that in children who are not ready for systematic learning, the period of adaptation, adaptation to the educational environment is more difficult and longer. (not gaming) activities. These children have poorly developed coherent speech and mental abilities - they do not know how to ask questions, compare objects, phenomena, highlight the main thing, they have not formed the habit of elementary self-control.
Program provides a system of exciting games and exercises with sounds, letters, words that will help children form mental operations, teach them to understand and complete a learning task, master skills speech communication, and also promotes the development of fine motor skills and hand-eye coordination.
The main material of the study is words and sentences, texts that children read on their own by the end of the training. Children are offered game tasks and exercises with sounds, letters, words and sentences. The content of the tasks is related to the sections "getting to know the world" (seasons, domestic and wild animals, flowers, etc.). The expansion and enrichment of ideas about the surrounding world occurs with the help of artistic the words: proverbs and sayings, riddles, fairy tales, poems, stories by Ushinsky K., Dal V., Sladky N. Each lesson includes tasks to develop graphic skills in order to prepare the child's hand for writing.
“Program education and upbringing” in kindergarten provides classes to prepare preschoolers for literacy 1 time per week in the preparatory group, so training literacy It was decided to organize in circle classes. This was also facilitated by the requests of parents concerned about the quality of preschool education of their children. This circle shape work allows you to solve the problem of teaching elementary reading skills with a much greater effect, since it takes into account the individual characteristics of children, and also allows you to optimally dose the load on each child in the group.
How to use (applications) work program in practical professional activities:
This program implemented directly educational activities (region "communication") with children of the preparatory group, on the development of phonemic hearing and perception in children, forming an integrative quality (capable of solving intellectual and personal tasks appropriate to the age necessary for successful learning to read and write.
Material in the training sessions literacy designed for 6-7 possibilities summer child, with a gradual transition from simple to complex.
Working programm by type of activity - cognitive- speech
Target programs
implementation of an integrated approach to speech development of children and
preparing them for learning diplomas.
Tasks programs
Educational:
Formation and development of phonemic hearing;
Development of pronunciation skills;
To teach children to master the sound side of speech - tempo, intonation;
Acquaintance with the syllabic structure of the word;
Expanding children's vocabulary;
Formation and development of sound - letter analysis;
Formation of the ability to correctly build a sentence, use prepositions, distribute a sentence, use the construction of a complex sentence;
Formation of the ability to retell, compose short stories from pictures, using simple sentences;
To learn to answer the teacher's questions, ask, express their impressions and thoughts, talk about the results of their observations, the ability to speak in front of a group of children, expressively read poems, tell fairy tales, compose short stories according to plot pictures, logical tasks.
Preparing the child's hand for writing;
Educational:
Development of auditory perception;
Development of graphic skills;
Development of fine motor skills;
Development of mental processes: attention, memory, thinking;
Development of reading skills in whole words and sentences, small texts;
Introducing children to fiction.
Educational:
Skill education work
Education of independence in the performance of tasks
Education of moral qualities, namely tolerance, goodwill towards others.
The principles underlying work program.
Visibility in teaching is carried out on the perception of visual material.
Accessibility - activities are carried out taking into account age characteristics, built on the principle of didactics (from simple to complex).
Problematic - directed to find solutions to problematic and game situations.
The principle of integration educational area« Speech development» integrates with educational areas : "Social and personal development", « cognitive development» , "Artistic and aesthetic development".
The developmental and educational nature of training - on speech development, expanding horizons, developing cognitive interests.
organization features educational process:
groups of students of the same age, group composition (constant).
tracking and commit forms educational outcomes : photo, feedback from children and parents.
forms of presentation and demonstration educational outcomes: open class.
teaching methods:
Verbal, visual practical; explanatory and illustrative, game, discussion, project, etc.)
upbringing (persuasion, encouragement, exercise, stimulation, motivation, etc.);
pedagogical technologies:
group learning technology, differentiated learning technology, health-saving and gaming technologies.
The lesson plan includes:
1. Articulation / speech gymnastics
2. Repetition of past material / addition or extension
3. New material:
4. Summing up lessons: what's new learned, learned to do, self-control and self-esteem.
Work is carried out frontally with the whole group using gaming technologies. The form activities: Team work adults and children, independent activities of children.
Circle program« Gramoteika» provides for the disclosure of the term "word", the development of phonemic hearing and the articulatory apparatus, the formation of the ability to correctly name objects, the preparation of children for mastering writing.
Preparation for writing at this stage involves the development of coordination of movements, familiarity with the basic hygienic rules of writing, and fine motor skills training. Of course, when it comes to training the hands and fingers, it means not only the muscles of the hands. It has been proven that the development of the hand affects the formation of the brain and the formation of the speech of the child. Training exercises for hands logically fit into the development and improvement of the operational and technical sphere of the child's activity. In the course of the exercises, children form voluntary attention and certain volitional qualities.
When learning literacy psychophysiological characteristics of children of six are taken into account years:
Attention and memorization at this age is weak, especially if the teaching does not capture. I organize classes based on the interests of the children. by the most the best reception for that is the game;
Children are very emotional, impressionable. Psychological studies have shown that a child remembers better what he experienced emotionally;
Children are overly mobile, so it is necessary to give in the classroom the opportunity to release energy in motion;
Children should not be overloaded, because they have increased fatigue at this age.
Lessons included different types games Key words: didactic, games-competitions, situational, mobile. Games develop mental operations: phonemic analysis and synthesis, representation, abstraction, comparison (comparison of words according to their sound composition, correlation of different types of words with each other, selection of words that have a certain sound structure, etc.). Game in form is educational - that's the value of such activities.
The material offered to the child is entertaining, does not contain complex and incomprehensible tasks. Focusing on the age characteristics of preschool children, a large number of games and game situations have been introduced into classes that contribute to the implementation of communication tasks. Important role plays the development of the ability to externally express their inner emotions, correctly understand the emotional state of the interlocutor, showing their individual abilities, while the child develops the ability to adequately evaluate activities, directed on the analysis of their own behavior and the actions of their peers.
Lesson planning
Duration Periodicity Quantity Quantity
lessons per week hours hours per year
30 min 1 time (two groups) 2 hours 13 hours 30 minutes
Predicted results:
Personal development of preschoolers
Development of memory, thinking, outlook, intelligence
Formation of personality traits, such as: work in a team, work independently, listen and hear yourself and your friends, plan and control work
Mastering the ability of sound-letter analysis, syllabic reading skills, writing block letters, syllables, words.
Improvement grammatical structure of speech, connected speech.
Show interest in sounding word, reading, writing;
Orientation in the sound-letter system of the language;
Understand the semantic function of sounds and letters;
Write down words, sentences in block letters;
Solve puzzles, crossword puzzles;
Orientate in a notebook in a ruler (wide and narrow line);
Draw objects in a notebook in a ruler.
Forms for summarizing the implementation of this programs are:
Monitoring the assimilation of the section by children "Preparing for learning literacy»
Open demonstrations of classes additional education for parents, teachers in preschool educational institutions and GMO educators.
forward planning program content
for the academic year
OCTOBER 1 "Sounds and Letters"- repetition. Graphic image of sound in a word(square). Place of sound in a word (beginning, middle, end).
2 "Sounds and Letters" – consolidation: Correlation of sound and letter, reading and guessing riddles, game exercises. - "read and write correctly".
3 "Words and Syllables"- fastening. Syllable as part of a word, graphic word image(rectangle). Reading proverbs. Game ex. "Pair it right", "Who lives in what house".
4 "Suggestion, graphic skills"- acquaintance. Games. ex. "Read and write correctly", making sentences on pictures, drawing on sample in a notebook in a cage.
NOVEMBER 5 "World of Books". Reading and guessing riddles, writing riddle words, reading proverbs, drawing a kolobok in a notebook in a ruler.
6 "Toys". Games. ex. "Write it right", "Add an offer"
7 "Vegetables". Games. ex. "Write it right", "Pair it right", "Add an offer", reading riddles, drawing balls in a notebook in a ruler.
8 "Fruits". Games. ex. "Write it right", "What grows where", "Learning to solve a crossword puzzle" drawing cherries, apples in a notebook in a ruler.
DECEMBER 9 "Autumn". Reading riddles, stories, proverbs about autumn. Line drawing of autumn leaves in a notebook.
10 "Pets". Reading riddles, games. ex. "Write it right", reading the story of Ushinsky K. "Vaska" drawing a cat in a notebook in a ruler.
11 "Wild animals". Solving a crossword puzzle, game exercise. "Add an offer", reading riddles, drawing a hare in a notebook in a ruler.
12 "Fairy tales". Reading an excerpt from the story of Yu. Koval, games. ex. "Write it right", reading riddles, drawing Cheburashka in a notebook in a ruler.
13 "Winter". Reading riddles, a story about Winter, drawing up a proposal from a picture, drawing snowflakes in a notebook in a ruler.
"New Year". Reading a poem, games. ex. "Write it right", compiling a story based on a series of plot pictures, drawing Christmas balls in a notebook in a ruler.
15 "Transport". Games. ex. "Write it right", reading riddles, drawing wagons in a notebook in a ruler.
16 "Professions". Games. ex. "Read and complete the sentence", "Pair it right" reading riddles.
FEBRUARY 17 "Natural Phenomena". Reading proverbs, verse about natural phenomena, games. ex. "Pair it right". Correlation of sound and letter.
18 "Forest". Reading a story, riddles about the forest, games. ex. "What the artist messed up" drawing acorns, mushrooms in a notebook in a ruler.
19 "Insects" "Color and connect correctly" drawing ladybugs in a notebook in a ruler.
MARCH 20 "Birds". Games. ex. "Write it right", reading riddles, a story by K. Ushinsky "Woodpecker" drawing birds in a notebook in a ruler.
21 "Flowers". Solving a crossword puzzle, games. ex. "Color it Right" drawing tulips in a notebook in a ruler.
21 "March 8". Reading poems by Shorygina T., writing congratulations to the women of her family and drawing bouquets of flowers for them, reading proverbs about mother.
23 "Spring". Reading a riddle, a story by Sladkov N. "Spring joys", games. ex. "Pair it right" drawing snowdrops in a notebook in a ruler.
APRIL 24 "Summer". Reading riddles and a story about summer, games. ex. "Color it Right", "Sounds and Letters", reading proverbs about summer, drawing mushrooms in a notebook in a ruler.
25 "Puzzles". Solving puzzles.
26 "Crosswords". Solving crossword puzzles.
27 "Soon to School". Reading verse and proverbs about school, games. ex. "Pair it right" reading questions and writing answers to them.
The number of lessons on one topic may vary depending on the degree of assimilation of the material.
Academic plan
Topic Number of hours
Lesson #1 30 minutes
Lesson #2 30 minutes
Lesson #3 30 minutes
Lesson #4 30 minutes
Lesson #5 30 minutes
Lesson #6 30 minutes
Lesson #7 30 minutes
Lesson #8 30 minutes
Lesson #9 30 minutes
Lesson #10 30 minutes
Lesson #11 30 minutes
Lesson #12 30 minutes
Lesson #13 30 minutes
Lesson #14 30 minutes
Lesson #15 30 minutes
Lesson #16 30 minutes
Lesson #17 30 minutes
Lesson #18 30 minutes
Lesson #19 30 minutes
Lesson #20 30 minutes
Lesson #21 30 minutes
Lesson #22 30 minutes
Lesson #23 30 minutes
Lesson #24 30 minutes
Lesson #25 30 minutes
Lesson #26 30 minutes
Lesson #27 30 minutes
Total 27 lessons 13 hours 30 minutes
Methodological support of general developmental additional education programs:
1. Magnetic alphabet;
2. Didactic desktop games:
3. "ABC", "Syllabic Cubes", "Cubes - letters", "I'm learning letters", "Syllabic houses", "I know letters".
4. Split alphabet "Memorize Letters" for self children's work.
5. A set of teaching aids for program
"From sound to letter" for work with children 3-7 years old:
The development of sound-letter analysis in children 5-6 years old - "From A to Z".
Development of interest and ability to read in children 6-7 years old - "I'm starting to read".
Workbooks for children:
"From A to Z";
"Memorize Letters"
Additional material:
"Listen, look, do!" for children 5-7 years old;
"Funny grammar» for children 5-7 years old;
;
"500 games for correctional and developmental education of children aged 3-7"
"I'm already reading".
Alekseeva M. M., Yashina V. I. Methods of development of speech and teaching the native language of preschool children. M., 2000.
Dmitrieva V. G. “1000 exercises. From word to sound. M., 2016
Zhukova N. S. "Primer" E., 2005
Zhukova O. S. "Recipes for future first-graders" M., 2015
"Birth to School". Approximate general education program up to school education . M., 2010,
Sokhin F.A. Development of speech of preschool children. M., 1979.
Administrator L.V. "Education literacy in kindergarten» , Ya., 20007
Ushakova O. S., Strunina E. M. Methods of development of speech in children of pre-school age. M., 2004.
ElkoninD. B. mental development in childhood. M., 1995.
Educational and methodological support Programs
"Development of sound-letter analysis in children 5-6 years old". M., 1996-2014.
"From A to Z". working notebook for children 5-6 years old. M., 1996-2014.
"Sounds and Letters". Demonstration material for classes with children 5-7 years old. M., 1998-2014.
"Recipes for preschoolers 5-7 years old". Workbook. M 2009-2014.
"Memorize Letters". working notebook for children 5-7 years old. M 2001-2014.
"Development of interest and ability to read in children 6-7 years old". Teaching aid. M., 1997-2014.
"Diagnostics of readiness for reading and writing of children aged 6-7". Workbook. M., 2004-201 4.
"I'm already reading". Collection of literary works for reading with children of preschool age. M., 2008-2014.
"Funny grammar for children 5-7 years old» . Workbook. M 2008-2014.
"Come on, letter, respond". working notebook for children 5-7 years old. M., 2008-2014.
"Object, word, scheme". working notebook for children 5-7 years old. M 2007-2014,
"Juventik in the land of sounds and letters". working notebook for children 5-7 years old. M., 2009-2014.
Municipal educational autonomous institution "Lyceum" of Bronnitsy
Working programm
Extracurricular activities (speech therapy)
"Gramoteika"
For 2 "A, B, C" classes
2017-2018 academic year
Efimova Svetlana Petrovna
teachers - speech therapist
Bronnitsy
The program of extracurricular activities "Gramoteika" for grade 2 is compiled on the basis of the work program speech therapy classes“Prevention and correction of violations of written speech in conditions speech therapy room general education school" for students aged 7-10 years.
"Without grammar, you can't learn math"
1. Explanatory note
This program extracurricular activities "Gramoteika" was developed in accordance with the requirements of the Federal State Educational Standard for Primary General Education and the requirements of the following regulatory documents:
the federal law Russian Federation dated December 29, 1012. No. 273-FZ "On Education in the Russian Federation"
federal state educational standard primary general education (Order of the Ministry of Education and Science of the Russian Federation of October 6, 2009 No. 373, with subsequent changes introduced by the Order of the Ministry of Education and Science of the Russian Federation of November 28, 2010 No. 1241);
The procedure for organizing and implementing educational activities for additional general educational programs (approved by order of the Ministry of Education and Science of the Russian Federation of August 29, 2013 N 1008);
Sanitary and epidemiological rules " Hygiene requirements to the conditions of education in general educational institutions. SanPiN 2.4.2.2821-10", approved by the decision of the Main State sanitary doctor Russian Federation December 29, 2010 No. 189;
Order of the Ministry of Education and Science of the Russian Federation of the Ministry of Education and Science of Russia dated December 28, 2010 No. 2106 "On approval of federal requirements for educational institutions in terms of protecting the health of students and pupils."
Compiled in accordance with the instructive-methodical letter "On the work of a speech therapist teacher at a secondary school" by A. V. Yastrebova and T. P. Bessonova (Moscow, 1996). And also based on the methodological systems of the work of L.N. Efimenkova, I.N. Sadovnikova, R.I. Lalaeva, V.L. Minyailo, E.V. Mazanova, her experience as a speech therapist teacher and the study of scientific and methodological literature on this issue.
Novelty and relevance: extracurricular activities "Gramoteika" allows you to show students how fascinating, diverse, inexhaustible the world of the word, the world of Russian literacy. This is of great importance for the formation of genuine cognitive interests as the basis of educational activity. In the process of studying grammar, students can see the “magic of familiar words”; understand that ordinary words worthy of study and attention. Raising interest in Gramoteika should awaken in students the desire to expand their knowledge of the Russian language and improve their speech.
Language is the instrument of our thought and our feelings. The degree of speech development is also the degree of development of thinking, which means that good command of the language is a condition successful work in all academic subjects. Without good possession, in a word, no cognitive activity. “The Russian people created a language as bright as a rainbow after a spring shower, accurate as arrows, melodious and rich, sincere, like a song over a cradle…” - L. N. Tolstoy. So Special attention in the classes of "Gramoteyka" refers to tasks aimed at the educational possibilities of the Russian language - educating them in a sense of language, ethical standards speech behavior.
Also, classes are aimed at the development of oral and written speech of students. In addition, working in a circle allows you to prevent the appearance of persistent errors in writing and reading, and not to “fight” them as they appear, thus, the proposed technique is propaedeutic in nature, as well as correct existing errors.
Appeal to mnemonics - the system various tricks- facilitates memorization and increases the amount of memory due to artificial associations.
The study of the linguistic interests of students shows how great the desire of younger students to learn new things about the Russian language. The strict scope of the lesson and the saturation of the Russian language program do not always allow answering many questions that interest children. In this case, extracurricular activities "Gramoteika" come to the rescue.
For successful classes, a variety of types of work are used: game elements, games, didactic and handouts, proverbs and sayings, physical education minutes, rhymes, counting rhymes, rebuses, crosswords, puzzles, grammar tales. Didactic material For the most part, it is given in poetic form, which contributes to its easier assimilation and memorization. All this opens up a wonderful world of words for children, teaches them to love and feel their native language. The need for extracurricular activities developed by me lies in the desire of children to learn something new about the Russian language.
The purpose and objectives of extracurricular activities.
Target: expand, deepen and consolidate the knowledge of the Russian language among younger students; show students that grammar is not a set of boring and difficult rules to remember, but an amusing trip In Russian; to form a person who fully owns oral and written speech in accordance with their age characteristics.
Tasks:
Tutorials:
Expansion and deepening of the program material on the grammar of the Russian language;
awakening students' need for independent work over the knowledge of the native language and over one's speech;
vocabulary enrichment.
Educators:
fostering love for the great Russian language;
fostering a culture of handling a book;
improvement of students' communicative culture.
Educational :
development of interest in the Russian language as an academic subject;
involvement of schoolchildren in independent research work;
develop the ability to use a variety of dictionaries;
improvement of mental operations, psychological qualities of a person (curiosity, initiative, diligence, ingenuity, ingenuity, will);
development of creative potential.
Educational process when implementing the Gramoteika program, it is carried out taking into account the age characteristics of students. The program of the course "Gramoteika" is designed for one year of study - 34 hours in the 2nd grade, the age of children is 8 - 9 years.
Features of the Gramoteika program
The organization of the activities of younger students in the classroom is based on the following principles:
entertainment;
scientific character;
consciousness and activity;
visibility;
availability;
connection of theory with practice;
the principle of linking classes with Russian language lessons and a correctional and developmental program.
Extracurricular activities allow you to most successfully apply individual approach to each student, taking into account his abilities, to more fully satisfy the cognitive and vital interests students. Unlike the lesson, students write little and talk a lot.
Forms of conducting classes
viewing presentations with the teacher's story;
practical tasks with elements of games and game elements, didactic and handouts, dictionaries, proverbs and sayings, counting rhymes, rhymes, rebuses, crosswords, puzzles, fairy tales.
analysis and review of texts;
independent work (individual and group). The interest of students is supported by the introduction of a creative element into the classes: independent compilation of crossword puzzles, charades, rebuses.
Each lesson has three parts:
theoretical;
practical.
Basic methods and technologies
technology of multi-level education;
developmental education;
collaborative learning technology;
communication technology.
The choice of technologies and methods is due to the need for differentiation and individualization of education in order to develop universal educational activities and personal qualities schoolboy.
Planned results
Personal results:
be aware of the role of language and speech in people's lives;
emotionally "live" the text, express their attitude to the heroes of the read works, to their actions;
maturity sense of beauty - skills feel beauty and expressiveness of speech, the desire to improve their own speech.
Metasubject Results
Regulatory UUD:
define and formulate a goal activities with the help of a teacher;
to study express own assumption (version) based on work with the material;
to study work according to the teacher's plan.
Cognitive UUD:
find answers to questions in the text, illustrations;
draw conclusions as a result of the joint work of the group and the teacher;
transform information from one form to another: in detail retell small texts.
Communicative UUD:
formalize their thoughts verbally and writing(at the level of a sentence or a short text);
listen and understand the speech of others;
agree with classmates together with the teacher about the rules of conduct and communication assessment and self-assessment and follow them;
to study work in pairs, group; perform various roles (leader, performer).
Basic requirements for knowledge and skills
Students should know:
The difference between a sound and a letter (we hear, pronounce sounds, but we write and see letters). Signs of vowels and consonants. Letters of the Russian alphabet. related words. Antonyms, synonyms, homonyms, polysemantic words. Spelling rules for words with studied spelling.
Students should be able to:
Pronounce sounds correctly, highlight sounds in a word, perform sound-letter analysis of words. Recognize hard and soft, voiced and deaf consonants in words. Clearly, without distortion, write lowercase and uppercase letters. Indicate the softness of consonant sounds in writing with vowels e, e, i, u, i and soft sign. Transfer word by syllable. Use a capital letter at the beginning, a period at the end of a sentence. write with capital letter names and surnames of people, nicknames of animals. Combine words into groups. Check and write correctly words with an unstressed vowel at the root of the word, with paired voiced and voiceless consonants at the root of the word and at the end. Write a text for the teacher. Work with dictionaries. Guess riddles, puzzles, puzzles, charades. Distinguish prefixes and prepositions. Distinguish dividing hard (b) and soft (b) signs, write words with them. Retell the text. Memorize simple poems.
Criteria and norms for evaluating the results of mastering the program:
the degree of assistance that the teacher provides to students in completing tasks: the less the teacher's help, the higher the independence of the students and, consequently, the higher the developing effect of the classes;
the behavior of students in the classroom: liveliness, activity, interest of schoolchildren provide positive results of classes;
an indirect indicator of the effectiveness of these classes may be the use of works in different school disciplines.
LogisticsGramoteika program:
availability of dictionaries;
the presence of cards with games and tasks;
availability of texts for work in the classroom;
Internet resources.
As didactic support are offered the following types methodological products:
1. Volina V.V. Entertaining ABC., M .: Education, 1991.
2. Volkova L.S. Logopedia., M., 1995.
3. Efimenkova L.N. Correction of oral and written speech of primary school students. - Moscow, Education, 1991.
4. Efimenkova L.N. "Correction of errors caused by a violation of phonemic hearing", M, "Bibliophile", 2005. Part 2, differentiation of consonants.
5. Efimenkova L.N. "Correction of errors caused by a violation of phonemic hearing", M, "Book lover", 2004. Part 1, vowel differentiation.
6. Kozyreva L.M. And whistling, and hissing, and the most sonorous. - Yaroslavl, Academy of Development, 2003.
7. Kozyreva L.M. Riddles of sounds, letters, syllables. - Yaroslavl, Academy of Development, 2003.
8. Kozyreva L.M. Secrets of hard and soft consonants. - Yaroslavl, Academy of Development, 2003.
9. Kozyreva L.M. How words are formed. - Yaroslavl, Academy of Development, 2001.
10. Kozyreva L.M. Words-friends and words-enemies. - Yaroslavl, Academy of Development, 2001.
11. Kozyreva L.M. Secrets of adjectives and secrets of verbs. - Yaroslavl, Academy of Development, 2001.
12. Kozyreva L.M. Secrets of hard and soft consonants. - Yaroslavl, Academy of Development, 2003.
13. Kozyreva L.M. Travel to the country of cases. - Yaroslavl, Academy of Development, 2001.
14. Mazanova E.V. Forms and methods of speech therapy work on the correction of dysgraphia., M .: AMC "Development and Correction" VOI, 2001.
15. Mazanova E.V. "Correction of acoustic dysgraphia" class notes, M, Gnome-press.
16. Mazanova E.V. "Correction of agrammatic dysgraphia" class notes, M, Gnome-press
17. Sadovnikova I.N. Disorders of written speech and their overcoming in younger schoolchildren. - Moscow, Humanitarian Publishing Center VLADOS, 1997.
18. Collection. "150 tests, games, exercises" AST, M., - 2002
Current check knowledge performed without scoring. The teacher evaluates the work of the child verbally and only positively.
For successful training, participation in project defense, creative competitions provided moral stimulation for students: Thanksgiving letters, certificates of honor, diplomas.
Educational and thematic plan (34 hours)
| № p/p | Topic of the lesson | Number of hours | the date of the |
||
| planned | actual |
||||
| Section "The world is full of sounds" 12 hours |
|||||
| Acquaintance with the finger alphabet. Playing silent scenes "You know yourself - tell us." | |||||
| Visit the Alphabet | Reading an excerpt from the book by S. Marshak "A fun journey from A to Z", finger alphabet. Entertaining games with letters. Dictation of letters. Reading logos. | ||||
| In the land of the talking rocks | View the presentation "How people learned to write." Puzzle "Enchanted words". Watch the video "The emergence of writing." Reading anagrams. | ||||
| Journey to the land of vowels. | Acquaintance with the articulatory apparatus. Articulation gymnastics according to the method of E.F. Arkhipova. Tell me about the sound plan. Reading poems about vowels. Solving riddles. Reading speeches. Work on the cards "Insert the missing vowels." | ||||
| Tricky vowels (vowels 1 and 2 series) | View the presentation "Vowels and Letters". Poems about the vowels I, E, Yo, I and the consonant y. Games "Say the opposite", "Correct mistakes". Work in notebooks "Insert the missing letters." Dictation of only vowels from sentences. | ||||
| Interesting consonants H, R, M, L, Y | Examining articulation. Riddles. Drawing letters with a string. Game "Come up with interesting words." Work on the cards "Insert the missing letters." Reading funny poems about these letters, dramatizations. | ||||
| Two separating brothers | Reading poems with b and b. Exercises, tests to consolidate this topic. Crossword solution | ||||
| Section "Journey to the Land of Words" - 11 hours |
|||||
| Similar but different letters (mixing letters by optical similarity) | Finger alphabet. Encryption of letters and words. letter drawing in various ways (lace, plasticine modeling, pencils, paper cutting). Inventing puzzles. | ||||
| Doubtful double consonant | N. Matveeva's poem "Confusion", " funny letters". The game "Doubtful consonant". View the presentation "Paired consonants". | ||||
| These interesting combinations: chk, ch, | Memorization memorization. Training games and exercises | ||||
| Create a "Transfer Rules" memo | Rules for compiling a memo. Reminder work. Training exercises. | ||||
| Magic tool - self-instruction | Familiarity with the term "self-instruction". Rules for compiling self-instruction (check your work). Work on the preparation of instructions. | ||||
| memory and literacy | A story about the types of memory - showing a presentation. Charging for the development of memory. Memory training through special games. | ||||
| Section "How words are made" - 11 hours |
|||||
| Learning to make a crossword puzzle, invent a rebus | Solving crossword puzzles and puzzles. Inventing your own crossword puzzle. | ||||
| Words are debaters | A story about antonyms. Viewing a presentation. Solving riddles. Ball game "All the way around". | ||||
| Words are friends | A poem about synonyms. Solving riddles. Task with a punched card "Find a pair" | ||||
| Reading poems with polysemantic words. Guessing words by their meaning. | |||||
| Words are homonyms | Solving riddles, charades, puzzles. | ||||
| Homophone words | Listening to poems and working on their content. Games with words - doubles. | ||||
| About the benefits of punctuation marks | The game "Corrector" - work with sentences without punctuation marks. | ||||
Literature
1. Volina VV Entertaining grammar. M.: Knowledge, 2006
2. Volina V. V. Entertaining alphabet study. Moscow: Enlightenment, 1991
3. Volina V. V. Russian language. We learn by playing. Yekaterinburg TOO. Publishing house "ARGO", 1996
4. Volina VV Russian language in stories, fairy tales, poems. Moscow “AST”, 1996
5. Granik G. G., Bondarenko S. M., Kontsevaya L. A. Spelling Secrets. Moscow “Enlightenment”, 1991
6. Entertaining grammar. Comp. Burlaka E. G., Prokopenko I. N. Donetsk. PKF “BAO”, 1997
7. Magazines: “Primary School”, “Funny Pictures”, “Murzilka”.
8. Kanakina V. P. Work on difficult words in elementary grades. Moscow “Enlightenment”, 1991
9. Levushkina O. N. Vocabulary work in primary classes. (1-4) Moscow “VLADOS”, 2003
10. Marshak S. Cheerful alphabet. Funny account. Rostov-on-Don book. publishing house, 1991
11. Polyakova A. V. Creative learning tasks in the Russian language for students in grades 1-4. Samara. Sam Ven Publishing House, 1997
12. Transformation of words. Tutorial. Comp. Polyakova A. V. Moscow “Enlightenment”, 1991
13. Totsky P. S. Spelling without rules. Elementary School. Moscow “Enlightenment”, 1991
14. Collection of riddles. Comp. M. T. Karpenko. M., 1988
15. Akishina A.A., Formanovskaya N.I. Russian speech etiquette. - M., "Enlightenment", 1978.
16. Panov G.A. Entertaining tasks In Russian". - M., "Enlightenment", 1991.
17. A. Bondarenko. Where errors hide. - M., "Enlightenment", 1999.
18. Burlaka E. G., Prokopenko I. N. Entertaining grammar. SostDonetsk. PKF “BAO”, 1997.
19. Vartyan E.N. These wise words. - M., "Enlightenment", 2005.
20. Dyachkova G.T. Optional course In Russian. Volgograd, "Teacher - AST", 2005.
21. Transformation of words. Tutorial. Comp. Polyakova A. V. Moscow “Enlightenment”, 1991
22. Yavorskaya O.N. Entertaining tasks of a speech therapist for schoolchildren. St. Petersburg: KARO, 2010.
23. Paramonova L.G. Rules in verse. St. Petersburg: KARO, 2004.
24. Ryzhankova E.N. Entertaining games and exercises with the finger alphabet. – M.: TC Sphere, 2010.
25. Repina Z.A., Buyko V.I. Logopedic lessons. Yekaterinburg: LITUR Publishing House, 1999.
Explanatory note
The work program is compiled in accordance with the regulatory documents:
Order of the Ministry of Education and Science of the Lugansk People's Republic of December 26, 2014 No. 72 "On the approval and phased transition of educational institutions of the LPR to the temporary state educational standard (VGOS)";
Order of the Ministry of Education and Science of the Lugansk People's Republic of July 4, 2016 No. 258 "On the organized start of the 2016-2017 academic year in educational institutions of the Lugansk People's Republic."
Approximate basic educational program of primary general education.
Criteria for assessing the educational achievements of elementary school students
8. The program "Planned results of primary general education."
The working program of extracurricular activities "How to be able to read well" (hereinafter referred to as the program) is compiled on the basis of the author's program of extracurricular activities, edited by Vinogradova N.F. - M.: Ventana-Graf, 2013. - 192p.
Until quite recently, the value of books and reading was undeniable among us. But today the situation looks different. The picture of mass reading, its prestige, reader preferences and habits have changed significantly. In this age of scientific and technological progress, when television, computers and video games dominate, children have lost interest in reading. The number of students who limit themselves to reading literature only on school curriculum, the nature of reading has changed; "business" reading prevails over "free" reading. Many parents do not know what their children are reading and are not interested in what books they are fond of; the vast majority do not subscribe to periodicals for their children.
Teachers are seriously concerned about the problem children's reading. Society is interested in highly cultured, deeply moral and socially active citizens. This cannot be achieved without reading children's literature. The problem of forming correct conscious, fluent and expressive reading worries every teacher, since reading plays a very important (if not dominant) role in the education and development of the child's personality. To solve this problem, a program of a literary circle for students in grades 1-4 "How to be able to read well" was created as part of extracurricular activities for the VGOS.
Target programs - to expand students' understanding of children's literature, to reveal to children the world of moral and aesthetic values accumulated by previous generations, to develop artistic taste, to form a culture of feelings, communication.
Tasks:
1 year
Create conditions for the formation of the need for reading works of art;
To form an interest in literary reading;
To form the ability to recreate the artistic images of a literary work, to develop the imagination of students, to develop the poetic ear of children, to accumulate the aesthetic experience of listening to works of children's literature, to cultivate an artistic ear;
To expand the horizons of children through reading books of various genres, diverse in content and topics, to enrich the moral, aesthetic, cognitive and sensory experience of the child, his real ideas about the world and nature;
Ensure the development of students' speech and actively develop reading and speech skills;
To develop in children the ability to empathize with the characters, to respond emotionally to what they read;
Planned learning outcomes
Personal results:
Education of artistic and aesthetic taste, reader needs, aesthetic values and feelings based on the experience of listening and reading works of fiction.
The development of ethical feelings, emotional and moral responsiveness and empathy with the feelings of other people.
Awareness of the importance of reading for personal development, for the formation of ideas about the world around us, concepts of good and evil, friendship.
Development of the ability to cooperate with adults and peers, the ability to compare the actions of the heroes of literary works with their own actions, to comprehend the actions of the heroes.
Metasubject results:
Mastering the ability to accept and maintain the goals and objectives of educational activities, search for means of its implementation.
Mastering ways to solve problems of a creative and exploratory nature.
The use of sign-symbolic means of presenting information.
Active use of speech means for solving communicative and cognitive tasks.
Mastering the logical actions of comparison, analysis, generalization, construction of reasoning.
Ability to agree on the distribution of roles in joint activities.
Subject Results:
the student will learn:
Raise reading competence students: improving the reading technique, the main elements of the book, the culture of reading.
Formation of internal motivation for reading (I read for myself, I read because it is interesting).
The growth of reading activity of students: Active participation schoolchildren in literary olympiads, projects, competitions, holidays of different levels (Reader's portfolio).
Expansion of the reader's horizons of younger students (based on a comparison of the results of reader questionnaires at the beginning and at the end of the school year).
Increasing the reader's independence of students: the involvement of children in the organization of book exhibitions, in the library service system of the school, district, city, in the expansion of home libraries, cultural leisure for children (visiting theaters, cinema, excursions).
The development of literary and creative abilities, the ability to create your own text based on artwork, based on personal experience.
The student will have the opportunity to learn:
1. Increase reader self-esteem.
2. Improving the methods of analysis of literary texts.
3. Use reference sources to understand and obtain additional information.
Age of children - 6.6-10 years (grades 1-4)
Program implementation period 4 years
The program "How to be good at reading ..." is implemented in educational institution in the amount of 1 hour per week after hours in the amount of 33 hours per year - grade 1, 34 hours per year - grades 2-4. At the end of the academic year, a literary holiday is held, the protection of the reader's form, a literary game, a project.
The continuity of the circle with the main course of literary reading allows for systematic work on intellectual development and enrichment reading experience younger student. The program contributes to the mastery of children universal learning activities(cognitive, communicative, regulatory, personal) and reading skills.
The selection of literary content is guided by the value of works, takes into account the age capabilities and social experience of younger students. That is why, along with classical Russian and foreign literature, a place is given to works of oral folk art and modern children's literature. In the classroom, children also get acquainted with the literature of their native land, works of oral folk art, reflecting the life and traditions, the richness and originality of the language of people living in our area.
Forms of organizing classes:
lesson-dispute,
performance performance,
holiday activity,
interview session,
integrated lesson,
conference,
oral Journal,
contests,
literary game
The system of work presented in the program makes it possible to introduce new technologies, non-standard forms of work in extracurricular activities, develop students' speech, improve learning motivation children and, most importantly, to educate a competent reader. The use of computer and multimedia technologies will significantly increase the efficiency of work on raising interest in books and reading.
For a modern child, it is necessary to create conditions that guarantee him the discovery of a holistic picture of the world, the development of motivation for reading.
Workflows used in the classroom:
listening and looking at books under the guidance of a teacher;
acquaintance with the book based on 3 indicators: illustration, title, author;
recognizing the plot from the illustration;
sequential playback of the story on the teacher's questions;
learning poems based on choral recitation, based on a series of illustrations;
solving riddles by rhyme;
retelling of the work, individual episodes, reproduction of individual remarks, songs, dialogues, feelings, actions of the characters;
staging live pictures;
staging;
Understanding the title - why is it named?
evaluation of the actions of the characters, based on the text and personal experience;
free statements of students on the topic; based on the question: what is the hero remembered for?
encouraging students to read independently, look at books at home, family reading;
quizzes;
drawing illustrations (by impression).
1. Reading circle.
2. Working with a children's book (UUD)
The circle of reading from class to class gradually expands the reading possibilities of children and their knowledge about the world around them, about their peers, about their life, games, adventures, about nature and its protection, about the history of our Motherland, helping to accumulate the social and moral experience of the child, gaining qualities of "reader independence".
When teaching children to read, their knowledge should be replenished and elementary concepts literary character: the simplest information about the author-writer, about the topic of the readable work, its genre.
Classes are aimed at developing communication skills child,
the ability to conduct a dialogue, participate in a conversation, listen and supplement comrades, express judgments and prove their correctness. At the same time, it is necessary to maintain a benevolent tone, the emotional nature of speech, exercising in the possession literary norms native language.
Reading circle: fiction and popular science literature, works for independent reading by students silently and selective rereading aloud, poems, stories, fairy tales about the Motherland, about children, about exploits, about animals and plants, about adventures and magic, books by writers of the native land.
Working with a children's book: orientation in the book, the ability to distinguish the main elements of the book, determining the content by title (author, title), the ability to give the correct answer about who or what the book is read about. Orientation in a group of books, determining the topic of reading, choosing books according to given criteria, according to a recommendation poster and book fair. Consolidation of the skill of collective reproduction of what was read on the questions of the teacher. Moral assessment of situations, behavior and actions of heroes. The ability to correlate the names of authors with their books. Anchoring positive attitude to independent reading of children's books in the classroom and after school hours, independent learning of games from collection books, participation in the preparation of a speech at a matinee, the ability to keep a cool reading corner in order.
The first level of results is the acquisition by the student of knowledge about children's literature, knowledge of children's writers, titles of works, knowledge of heroes.
The second level of results - the student gaining experience and a positive attitude towards the basic values of society, the acquisition of favorite books about a person, family, Fatherland, nature, the world, knowledge, work, the formation of a desire to read, regular reading, telling peers about their favorite books, illustrating works .
The third level of results - the student gaining experience of independent social action: independent compilation of a quiz, a crossword puzzle on favorite works, staging episodes of a work, conducting literary games for younger friends.
Guiding Principles of How to Read Well:
Artistic and aesthetic principle determines the strategy for selecting works for reading, and therefore the reading circle of younger students included mainly literary texts. Children's attention is drawn to the fact that before them are not just cognitive interesting texts, but works of verbal art that reveal to the reader the richness of the world around and human relations, give rise to a sense of harmony, beauty, teach to understand the beautiful in life, form in a child own attitude to reality. This principle involves the active establishment of links between all other arts.
Literary principle taking into account the characteristics of the initial stage of learning, it is realized in the analysis of a literary work, highlights the artistic image. The word becomes the object of the reader's attention and is comprehended by him as a means of creating a verbal and artistic image through which the author expresses his thoughts, feelings, ideas. In elementary school, the analysis of a work of art should help children feel the integrity of the artistic image and adequately empathize with the hero. The literary principle finds its expression in the fact that the program covers all the main literary genres: fairy tales, poems, stories, fables, dramatic works (in excerpts). When analyzing a work, this principle aims at enriching students with the first ideas about the problem.
Communicative-speech principle aims to develop speech culture students, on the formation and development of speech skills in younger students, the main of which is the skill of reading. The task of literary reading classes is to intensively develop the skill of reading as a type of speech activity: from a loud speech form of reading to reading to oneself.
Calendar-thematic plan
The reading circle of children includes works of domestic and foreign writers, constituting the golden fund of literature, works of oral folk art, poems, stories, fairy tales of modern writers. The works are grouped according to the genre-thematic principle. The main topics reflect the most important and interesting for given age children side of their lives and the world around them.
| № p/p | Name of sections, topics | Total hours | Number of hours | date according to the plan | Actual Date |
|
| theoret. part | practical part |
|||||
| V. Berestov "Master Bird" | 0.5- story | |||||
| 0.5-story | ||||||
| 0.5-conversation | ||||||
| 0.5-conversation | ||||||
| 0.5-conversation | ||||||
| R.Sef. "Unusual Pedestrian" A. Barto "Tamara and I" | 0.5-story | |||||
| C. Perro "Little Red Riding Hood" | 0.5-story | |||||
| C. Perrot "Boy with a finger" | ||||||
| N. Sladkov "Forest rustles" M. Prishvin "Hedgehog". | ||||||
| Animal Tales | 0.5 - story | |||||
| 0.5 - story | ||||||
| childhood friends. | ||||||
| 0.5 - story | ||||||
| About our peers. | 0.5 - story | |||||
| Poems about native land. | ||||||
| About heroes. A. Mityaev "Heroes" | 0.5 - conversation | |||||
| About kindness. | 0.5 - conversation | |||||
| "Let's talk about our mothers" | 0.5 - conversation | |||||
| "In the Land of Imagination" | ||||||
| Familiar strangers. | ||||||
| Books about animals. E. Charushin "In our yard", | 0.5 - conversation | |||||
| About favorite toys. | ||||||
| What I dream about. | 0.5 - story | |||||
| 0.5 - conversation | 0.5 - looking at a book | |||||
| 1 - project protection | ||||||
Conditions for the implementation of the program
The implementation of the goals is impossible without the use of resources: the availability of fiction in the school library, educational and methodological materials, visual demonstration aids and spreadsheets, Internet, electronic presentations.
Accounting for the age and psychological characteristics of children.
Selection and arrangement of educational material, application various methods and pedagogical technologies in this program correspond to age and psychological characteristics children of primary school age, for which the leading activity is communication in the learning process.
The program is focused on the feelings, images and thoughts of children that arise in their classroom. The process of working with a work is a generalization, search and discovery of truths, cooperation according to the scheme students - teacher - author. An inexhaustible source for speech, intellectual and moral development children should become the language of the works of our classics.
Expected results (key and subject-wide competencies).
The student must be able to:
search:
Query the environment;
consult a teacher;
Get information;
think:
Establish relationships between past and present events;
Be critical of this or that statement, proposal;
To be able to resist uncertainty and complexity;
Take a position in discussions and develop your own opinion;
Evaluate works of art and literature;
cooperate:
Be able to work in a group;
Make decisions;
Resolve disagreements and conflicts;
Agree; develop and fulfill the duties assumed;
get down to business:
Join a group or team and contribute;
Prove solidarity; organize your work;
adapt:
Use new information and communication technologies;
Resist the hardships; find new solutions.
It follows from this that students must show the ability to mobilize previously acquired knowledge, use practical experience adults, to show the ability to prove (justify their point of view), to be able to organize the relationship of past and present knowledge in solving specific situation, i.e. use previously acquired competencies. The knowledge gained in this way is more durable and of better quality.
As a result of the implementation of the program, students in grade 1 should be able to:
Recognize and distinguish between such genres of literary works as a fairy tale and a story, a poem, and works of folklore: a riddle, a proverb, a fable, a counting rhyme, a joke.
Compose your own riddles, counting rhymes. Collectively come up with different endings to famous fairy tales.
Answer questions about the content of the text.
Reproduce the content of the text on questions or a picture plan.
Retell in detail small works with a distinct plot.
To reveal the content of illustrations for the work, correlating them with fragments of the story, finding sentences in the text that correspond to them.
Be able to match words that are close in meaning; understand their meanings in context: distinguishing between the simplest cases of polysemy of words,
Find in the text (with the help of a teacher) words and expressions that characterize the event, characters, pictures of nature, recreating on this basis the corresponding verbal pictures.
Draw illustrations for works, compose a story according to your own drawing.
Compare the objects of riddles and riddles, find common ground in them, appreciate the imagery in the image of the subject of the riddle.
Used Books:
1. Newspaper "Pedagogical Council". - 2005 No. 3; 2005. №6
2. Galaktionova T. G., Savina S. O., Nazarovskaya Ya. G., Zhuk S. G. Learning to read successfully. Reader's portfolio. Grade 1 - 2nd ed. - M.: Enlightenment, 2011.
3. Galaktionova T. G., Savina S. O., Nazarovskaya Ya. G., Zhuk S. G. Learning to read successfully. Reader's portfolio. Grade 2 - 2nd ed. - M.: Enlightenment, 2011.
4. Gostimskaya E.S. Extracurricular reading M., 2005.
5. Russian literary classic. Samara: Fedorov Corporation, 1995.
6. What is? Who it? M.: Pedagogy, 1990. Vol. 1-3
7. Russian children's writers xx century. Bibliographic dictionary. M.: Flinta - science, 2001.
8. Russian children's writers xx century. Bibliographic dictionary. M.: Flinta - science, 2001.
9. Russian school reader. 1-4 classes. Publishing house "Interbuk", 1985.
10. Svetlovskaya N. N. "Methodology of extracurricular reading", M. 1991.
11. Oseeva G. Magic word. M., "Children's Literature", 1980.
12. Magazines "Primary School", 2006-2009.
13. Internet resources with literary presentations metodisty.ru All works Presentations and videos , viki.rdf.ru › item/373 , lit-studia.ru › method/46.html
Calendar-thematic planning in grade 1 A-B
| № p/p | Name of sections, topics | Total hours | Number of hours | date according to the plan | date fact. |
||||||
| theoret. part | practical part | ||||||||||
| literary tales V. Berestov "Master Bird" | 0.5- story | 0.5 - Literary listening, looking at a book, highlighting concepts: author, cover, page, illustration, title. Retelling the story on the questions of the teacher. Dramatization of one episode of choice | |||||||||
| From the series "My first books" S. Marshak "Mustachioed striped", "Visiting the sun". Slovak fairy tale | 0.5-story | 0.5 - looking at books, clarifying values incomprehensible words. Choral pronunciation, work with illustrations, table of contents. Acting out dialogues, retelling through a series of pictures | |||||||||
| "No windows, no doors." Riddles. Folk and literary riddles in verse and prose. | 0.5-conversation | 0.5 - solving riddles various subjects. Selection thematic groups riddles, illustration. | |||||||||
| Russian folk rhymes and jokes. | 0.5-conversation | 0.5 - reading nursery rhymes and jokes | |||||||||
| "Kids about animals." Books about animals. E. Charushin "Volchishko" S. Marshak "Children in a cage" | 0.5-conversation | 0.5 - reading and looking at books | |||||||||
| "O good people» S. Sakharnov «The best ship». R.Sef. "Unusual Pedestrian" A. Barto "Tamara and I" | 0.5-story | 0.5 - reading and looking at a collection book | |||||||||
| Russian folk games. The game "Vasya - gosling" | 1 - learning counting rhymes for choosing leading roles, games | ||||||||||
| C. Perro "Little Red Riding Hood" | 0.5-story | 1.5 - reading and looking at a book | |||||||||
| C. Perrot "Boy with a finger" |
|||||||||||
| “The forest is not a school, but teaches everything” Y. Tuvim “Bird Radio” N. Sladkov "Forest rustles" M. Prishvin "Hedgehog". | 1 - reading, looking at a book | ||||||||||
| Animal Tales Russian folk tale "Cockerel - golden comb" S. Mikhalkov "How the bear found the pipe" | 0.5 - story | 1.5 - reading, looking at books | |||||||||
| Guess what. Poems and riddles "Tell me a word" Poems and riddles by E. Serov | 0.5 - story | 1 - reading, looking at a book, looking for riddles | |||||||||
| childhood friends. K. Chukovsky "Barmaley", "The Stolen Sun" | 1 - reading and looking at a book, dramatization | ||||||||||
| From the series "My first books" K. Chukovsky "Doctor Aibolit" | 1 - reading, viewing illustrations, dramatization | ||||||||||
| Steps of Mastery A. Tomilin "The Tale of the Cheerful Jack of All Trades", Ya Akim "Neumeyka" | 0.5 - story | 0.5 - reading, looking at a book, vocabulary work"handyman" | |||||||||
| About our peers. N. Nosov "Metro", "Telephone", "Lollipop". A. Sokolovsky "Grandma's hanger", E. Blaginina "Grandma-care" | 0.5 - story | 2.5 - reading, reading by roles, working with illustrations, compiling the characteristics of the main characters | |||||||||
| Poems about the native land. I. Surikov “Here is my village”, A. Blok “In the meadow”. | 0.5 - examining a collection of poems, expressive reading, memorizing a poem | ||||||||||
| About heroes. A. Mityaev "Heroes" | 0.5 - conversation | 0.5 - looking at a book, reading | |||||||||
| About kindness. V. Oseeva "Kind Hostess", "Blue Leaves". | 0.5 - conversation | 1.5 - reading, looking at a book, retelling a fairy tale on behalf of a cockerel, girls | |||||||||
| "Let's talk about our mothers" Poems about mother: E. Blaginina "Let's sit in silence", "That's what a mother!", A. Barto "Separation" and others. | 0.5 - conversation | 0.5 - expressive reading, examining the collection "About Mothers", memorizing a poem | |||||||||
| "In the Land of Imagination" B. Zakhoder "Children", E. Uspensky "Above our apartment." | 1 - looking at the collection, expressive reading | ||||||||||
| Familiar strangers. N. Sladkov "How the bear cub scared himself." B. Zakhoder "The Little Mermaid". | 1 - reading, reviewing a book, reproducing content from illustrations | ||||||||||
| Books about animals. E. Charushin "In our yard", Y. Dmitriev "There are all kinds of children." V. Bianchi "Tails". | 0.5 - conversation | 1.5 - looking at books, commented reading, retelling from a series of pictures, choosing the most joyful plot, the saddest one, drawing pictures for works | |||||||||
| About favorite toys. E. Uspensky "Cheburashka", A. Barto "Toys" | 1 - examining a collection of poems, expressive reading, solving riddles | ||||||||||
| What I dream about. V. Kataev "Flower - seven-color" | 0.5 - story | 0.5 - learning a song, drawing a seven-color flower | |||||||||
| About school. S. Baruzdin "How Alyosha got tired of studying" | 0.5 - conversation | 0.5 - looking at a book | |||||||||
| Excursion to the school library. Project "Land of Mysteries" | 1 - work with the book exhibition, acquaintance with the book storage 1 - project protection | ||||||||||
CONSIDERED AGREED
methodical association by the deputy director for UVP
primary school teachers ______________ Muratova N.A.
Head of MO "_____" __________2016
Proskurina L.S.
protocol
No. __ dated "___" _________ 2016
