The work program for teaching literacy UMK perspective work program (Grade 1) on the topic. Work program on the subject “Literacy. reading "umk" perspective Literacy education by perspective school

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-1.jpg" alt="> Teaching literacy UMK "Perspektiva"">!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-2.jpg" alt="> Literature: - Collection of work programs "Perspective"; - Manual"> Литература: - Сборник рабочих программ «Перспектива» ; - Методичка Л. Ф. Климанова, С. Г. Макеева; - Уроки по обучению грамоте, учебник «Азбука» в 2 -х частях.!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-3.jpg" alt=">Purpose: to examine the language from different points of view: from communicative, cognitive, semiotic."> Цель: р ассмотреть язык с разных точек зрения: с коммуникативной, познавательной, семиотической. Задачи: - ф ормирование навыка чтения и основ графического навыка; - развитие фонематического слуха; - знакомство с ключевым понятием общения; - с овершенствование устных форм общения: слушание и говорение.!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-5.jpg" alt=">2. Cognitive orientation. drawings, puzzles, gestures and"> 2. Познавательная ориентация. (раскрывается логика предыстория письменной речи, с помощью рисунков, ребусов, жестов и мимики, интонации) Раскрывается движение к звуковой форме речи от понятия слова. 3. Ориентация изучения языка, как знаковой системы, за счет многоплановой работы со словом: словесное звукобуквенная значение (план форма слова (план содержания) выражения)!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-6.jpg" alt="> Stages of teaching literacy. 1. Preparatory "Let's get acquainted" part 1 pp. 3 - 64"> Этапы обучения грамоте. 1. Подготовительный «Давайте знакомиться» часть 1 стр. 3 - 64 Цель: ввести детей в мир общения. Задачи: - з накомство со средствами и правилами общения, с нравственными аспектами общения; - ф ормирование представлений о слове и его номинативной функции; - обучение звуковому анализу; - развитие устной и письменной речи детей.!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-7.jpg" alt=">2. Main "Country ABVGD-yka" part 1 p. 65 - 110, part 2 page 3"> 2. Основной «Страна АБВГД-йка» часть 1 стр. 65 - 110, часть 2 стр. 3 -78 Цель: обучение первоначальному чтению и письму. Задачи: - знакомство с лексическими понятиями; - р азвитие речевых умений при составлении предложений и текстов; - д остижение образного языка, художественных текстов; - создание условий для активной деятельности учеников с разным уровнем подготовки; - р азвитие творческой самостоятельности детей.!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-8.jpg" alt=">3. Generalizing "About everything in the world" part 2 p. 79 - 126 Tasks: - fix"> 3. Обобщающий «Про все на свете» часть 2 стр. 79 - 126 Задачи: -закрепить навыки осознанного чтения, обеспечить переход от слогового чтения, к чтению целыми словами; -развитие умения понимать тексты, научно- познавательные и художественные. -активизация литературного творчества детей.!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-9.jpg" alt=">Approximate lesson structure Preparatory period Lesson stages Types of work"> Примерное построение урока Подготовительный период Этапы урока Виды работ Мотивационный Показать связь с жизнью, опираться на жизненный опыт детей, разгадывание ребусов, кроссвордов Постановка учебной задачи Введение учеников в коммуникативно- речевую ситуацию; создание проблемной ситуации; создание ситуации затруднения и поиск выхода из нее. Решение частных задач с Рассматривание рисунков и беседа по применением нового способа ним; составление рассказа по действия картинкам; логические упражнения со словами; устные рассказы детей на заданную тему; обсуждение коммуникативно- речевых ситуаций;!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-10.jpg" alt="> Acting out imaginary situations of communication; inventing dialogues; playing with"> Разыгрывание воображаемых ситуаций общения; придумывание диалогов; игры со словом; сообщение учителем новых сведений о языке; чтение индивидуальное и хоровое; инсценирование; составление диафильма по речевой ситуации. Рефлексия Самоанализ, самопроверка, взаимопроверка.!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-11.jpg" alt="> Building a lesson in the main period. Lesson stages Lesson types Motivational"> Построение урока в основной период. Этапы урока Виды урока Мотивационный Повторение изученного: выделение звуков из слов и обозначение их знаками; рассматривание страницы, беседа по содержанию; формулирование тему урока. Постановка учебной задачи Выделение изученного звука: звукоподражание и анализ исходного слова с выделением нового звука; артикуляционная характеристика звука. Решение частных задач с Характеристика нового звука, применением нового способа знакомство с буквой, звуковой действия анализ слов; составление !} sound-letter schemes; underlining famous letters; reading texts; game exercises; lexical work; storytelling by pictures

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-12.jpg" alt=">Reflection Drawing up dialogues; reading words from diagrams; drawing up diagrams;"> Рефлексия Составление диалогов; чтение слов по схемам; составление схем; анализ по иллюстрациям.!}

DEPARTMENT OF EDUCATION OF THE CITY OF MOSCOW
State budgetary educational institution of the city of Moscow

"School" Diversified complex Bibirevo "

WORKING PROGRAMM

Literacy (reading and writing)

Level of education (grade) _ grade 1 __ basic general education

Number of hours per year ____________184_____________________

Number of hours per week ____________________8_____________________

Level _______________________ basic ___________________

Teacher __________ Abramova T. A. _______________________________________

Pedagogical experience___29 years___________________________________

2015-2016 academic year

Working programm

for 2015-2016 academic year

Item : literacy training. 1 class.

Number of hours:

total 184 hours; per week writing - 92 hours (4 hours per week)

Reading - 92 hours (4 hours per week)

The program is based onmodel program of elementary general education and based on the federal basic plan for educational institutions RF (elementary general education).

UMK " Perspective". ABC. Textbook. 1 class. Parts 1, 2. L.F. Klimanova; S.G. Makeeva.

Collection of work programs. M. "Enlightenment". 2011

The system of didactic principles of teaching:the concept of spiritual and moral development and education of the individual

Note. Kinds learning activities, the planned results of mastering the material are indicated in the explanatory note of the work program.

Literacy education

ABC. L.F. Klimanov; S.G. Makeeva.

1 class. UMK "Perspective"

Explanatory note

The work program was compiled and developed on the basis of the federal state standard of primary general education, the Concept of spiritual and moral development and education of the personality of a citizen of Russia, the local act on the approval of the structure of the work program, as well as the planned results of primary general education based on the Perspektiva UMC.

The initial stage of learning the Russian language is literacy. The course meets the goals of the humanistic school, the interests and needs of the child, it is designed to form a high culture of speech communication, develop the creative abilities of students, and introduce them to spiritual and moral values.

To ensure the conscious assimilation of the language as the most important means of communication and mutual understanding of people;

To ensure the interconnection of the system of teaching literacy with the development of communicative and speech skills, literary and creative abilities of students, with the formation of their spiritual and moral values;

To develop figurative and logical thinking in each child, to instill the skills of a speech culture of communication as an integral part of the general human culture.

In the new system of teaching literacy, the assimilation of written speech for the first time begins with its prehistory (gestures, drawings, Various types written signs, etc.), acquaintance of children with the cultural and historical aspect of written speech, presented in drawings and games, gives the opportunity to teach reading and writing as a real written speech, and not just as technical skills, which L. S. Vygotsky wrote about .

Literacy education in the new system is based on various situations of communication (conditional and real), which help to understand the language as the most important means of communication, as the most important tool for the mental and spiritual activity of people. The visual-figurative models of communication presented in the alphabet give children elementary ideas about the situation of communication, partners (interlocutors) of speech communication, about the goals of communication and its results.

The study of language as a means of communication during the period of literacy begins with the word, with the nominative (naming) function of the language, the most accessible to children's perception. This ensures a gradual transition from the word in natural situations of communication to the sentence and text.

Working with the word in the new learning system differs from the generally accepted approaches. The word is considered as a two-sided language unit, as a complex language sign that has a content plan (meaning) and an expression plan (phonetic and letter form). The simplest structural-semantic models of words help to understand the “device” of a word, which show the relationship between the meaning of a word and its sound. The transition from a sounding word to its graphic form is provided through sound-letter analysis. When mastering sound-letter writing, it is used modern version sound analytical-synthetic method.

The new literacy system is based onthree basic principles: communicative, cognitive and semiotic (sign).

1 . Communicative orientationcourse allows you to:

Form the processes of reading and writing as types of writing, and not just as the simplest skills;

Give an idea of ​​the text as a product of speech activity;

Understand language as a means of communication;

To form the ability to navigate in a communication situation: adequately perceive the interlocutor's speech, correctly build one's statement, control and correct it depending on the communication situation.

2. Cognitive Orientationcourse allows you to:

To study the language as a cultural and historical process - from oral forms of communication to written ones, i.e. from games, gestures, drawings, pictography to alphabetic sound-letter writing, etc.;

Master the language as a means of mutual understanding, a means of cognition;

To form the linguistic thinking of students, developing figurative and abstract logical thinking, intuition;

To ensure the gradual assimilation of the basic language and speech concepts on an illustrative-figurative basis, taking into account the peculiarities of the child's cognitive activity through the development of all types of thinking (visual-practical, figurative-symbolic and abstract-logical);

To develop linguistic thinking, which is based on the child's ability to recognize and harmoniously combine the form and content of speech, the ability to reproduce its meaning and meaning in various forms, the ability to see the general meaning behind the various forms of its expression.

3. Semiotic principlegive a chance:

Open the language as a sign system, in which only two-sided units of the language, such as a word, a morpheme, etc. (and not a letter, as is often believed), can be attributed to linguistic signs;

Recognize the specifics of the word as a linguistic sign, as a "substitute" for reality;

Highlight the initial concepts and relationships that would help the child to penetrate the meaning of the language sign: sign - meaning, meaning - sound (content - form);

To introduce children to various sign systems and means of communication: facial expressions and gestures (as one of the oldest types of communication that continue to function even now, accompanying oral speech), signs-signals, signs-symbols, the language of art, etc.

Literacy periodincludes three stages:

1. Preparatory stageStudents start working with the material from the first section, which is called"Let's get acquainted!"Its goal is to introduce children into the world of communication, to help establish contacts between them, to create an atmosphere of goodwill, mutual assistance and love in the classroom. Communicative speech situations stimulate the development of students' speech, encourage children to express their opinions and judgments.
At the lessons, in parallel with oral speech, written speech begins to form: from its subject-practical level (gestures, facial expressions, pictograms, etc.) to sign-symbolic and alphabetic, sound-letter writing. The assimilation of a language begins with concrete ideas about the word and its nominative function, about the word as the name of a person, as the name of the objects of the surrounding world ("We recognize the world by name"). From the words written with the help of pictograms, children make up sentences and texts. Gradually, the word, which first appears to the child from the side of meaning (meaning), is revealed to him from the side of sound (sound form). Word models are introduced that give a visual representation of the relationship between the sound form and the meaning of the word. Rhyming, counting rhymes, rhymes with elements of onomatopoeia, focusing on the sound side of the word, help to draw the attention of children to the sound of the word. Sound analysis is carried out on the entire range of sounds of the Russian language. The representation of sounds in the diagrams is motivated - it captures the articulatory and pronunciation features of speech sounds: the circle symbolizes the free passage of air when pronouncing vowels, and the crossbar and the wavy line in the circle indicate obstacles that arise when pronouncing consonants. Along with this, an acrophonic way of writing words is used: each sound is indicated by a picture. The ability to communicate develops in children when studying such micro-topics as “Communication in the world of people”, “Communication in the world of nature”, “Communication using intermediary signs”. Children learn to distinguish between oral and written forms of communication, pay attention to words as a means of communication between people, learn to solve not only speech, but also moral tasks in the process of communication.
Simultaneously with the alphabet, children workwith inscription No. 1 "Draw, think, tell",which prepares the child's hand for writing, teaches to navigate the working line, exercise in the development of logical and associative thinking.

2. The main stage of training. Students work with material from the second section of the alphabet, which has the name -"Country ABVGDyck".The development of phonemic hearing of children continues, the action of the sound analysis of words, the ability to designate sounds with letters, is being formed. Schoolchildren are taught initial reading and writing, consolidate knowledge about the word and sentence, their structure. When teaching initial reading, the whole variety of analytical and synthetic exercises is used, presented in a playful visual-figurative form. The attitude towards reading words is realized in materials selected taking into account the universal principles of distinguishing and recognizing the letter composition of the word and oriented towards both a holistic and differentiated perception of the word. Actively used different forms readings: syllable-by-syllable, whole words, tempo, intonation, expressive. The structure and content of the alphabet presuppose the use of variable methods of teaching literacy, up to self-study (independent "discovery" by students of any elementary language patterns, etc.). It is not difficult to carry out this, since the content of the alphabet is built in the logic of the development of the child's cognitive processes during the development of literacy. The development of creative independence of students is facilitated by a variety of communicative and speech tasks that put children in a situation of choice. educational material and assignments for it. This corresponds to the nature of the child and develops a positive attitude towards learning. Work is being introduced in pairs (of permanent and variable composition), which provides for assistance in reading to lagging children from more prepared ones. The lessons create conditions for mutual learning and intensive advancement of each of the students. "ABVGDeika" ensures the active activity of all students with different levels of preparation for school. At the very beginning of the textbook, reading children are offered texts to read. Children's interest in reading, in the book is supported in every possible way: on the pages of the alphabet, the child meets his favorite characters in children's books, gets acquainted with new works.
Vocabulary "ABVGDeyka" is focused on a large and varied work with the word. On the simplest models, students get acquainted with polysemantic words, synonyms, antonyms and homonyms, phraseological expressions. A significant place is given to the development of speech skills in the preparation of sentences and texts. Systematic work with the word creates conditions for the formation of spelling skills and comprehension of the figurative language of literary texts. When teaching writing, a printed font is introduced, the development of which contributes to the creation of a visual-motor image of a letter in children, favorably affects its assimilation. However, the focus is on mastering the written type. Children learn the rules of Russian graphics, they actively develop their initial spelling skills.

In the main (letter) period, they work out writing skills and spelling skills.in copybooks No. 2 and No. 3 "My alphabet".

3. Generalizing (post-letter)the stage is built on the material of the third section of the alphabet"About everything in the world."The main task of this period is to consolidate the skills of conscious reading, to ensure the transition from reading by syllable to reading in words.
However, the literary part of the alphabet is focused not only on the development of reading skills, but also on the development of the ability to understand texts. different type: scientific and artistic. Comparison of these texts allows children to conduct independent observations on the language of works of art, the use of words in artistic texts. "Literary secrets", presented in a visual-figurative form, help children feel the rhythm, melody and figurative language artistic works. There are tasks that stimulate the literary creativity of children, helping the teacher to build dialogue lessons, lessons of communication between the reader and the writer, the book, and its characters.
In parallel with the literary part of the alphabet, work is underwaywith inscription No. 4 "I write beautifully."The main purpose of the manual is to consolidate calligraphic and spelling skills.

The system of tasks and the selection of material ensure the development of the literary and artistic abilities of schoolchildren.

Sample Thematic Planning

Thematic planning for literacy

The work program was developed in accordance with the main provisions of the Federal State Educational Standard for Primary General Education, the Federal Basic Plan for the 2016-2017 academic year, the curriculum of the GBOU secondary school No. 119 for the 2016-2017 academic year. The work program corresponds to the federal component of the state standard of primary education. When compiling the work program for calendar-thematic and lesson planning for teaching literacy, the program for the elementary school of the UMK "Perspektiva", Moscow "Enlightenment", 2014, was taken as the basis, compiled in accordance with the training set of the authors Klimanov L.F., Makeeva S.G. ABC. Textbook. 1 class. At 2 o'clock Klimanova L.F., Romanina V.I., Boreyko L.N. Writing 1. Draw, think, tell. Klimanova L.F. Writing 2. My alphabet. Klimanova L.F. Copybook 3. My alphabet. Klimanova L.F., Zheltovskaya L.Ya. Recipe 4. I write beautifully. Literacy education is an organic part of the subject "Russian language" and has a common communicative and cognitive basis with it. The course meets the goals of the humanistic school, the interests and needs of the child, it is designed to form a high culture of speech communication, develop the creative abilities of students, and introduce them to spiritual and moral values.

150.000₽ prize fund 11 documents of honor Evidence of publication in the media

Rumyantseva O.A. , primary school teacher
MOU "Gymnasium" mountains. Arzamas

The textbook "ABC" by L.F. Klimanova and S.G. Makeeva is intended for teaching children to read and write on a communicative and cognitive basis. The methodological concept of the authors is fully implemented in the content of the textbook, its structure, selection of material, organization of educational activities - communicative speech situations are introduced that show children the diverse world of communication.
The undoubted advantages of the ABC manual include:

• Systematic, purposeful work on vocabulary, which forms children's attention and respect for the word, instills interest and love for their native language.
• The presence in the content of exercises for the development of phonemic hearing. They lay the foundation for literate writing, prevent the occurrence of errors in skipping, inserting and replacing letters.
• The presence in the content of a large number of various tasks for the development of the thinking abilities of younger students.
• The presence of the manual "Reader" by L.F. Klimanova, which is intended to improve reading skills, individual work with children. In addition, this manual continues and deepens lexical work, develops students' communication skills and their thinking abilities.

Solovieva M. N. , primary school teacher
school number 213 mountains. Petersburg

What could be more important than a well-developed student's speech? Without it, there is no genuine success in learning, no real communication, no intellectual development of the child's personality.

The obligatory minimum content of educational programs places high demands on speech development modern student. Working according to the textbooks of the teaching materials "Perspektiva", you can actually achieve high results in this area.

The textbooks of the Perspektiva UMC instill interest in the Russian language, reveal the secrets of its “revival”, introduce the science of language into the world, help to perceive it as a harmonious and harmonious system, introduce children to the art of the word, help the younger student to understand and feel the aesthetic value of Russian language.

This EMC is distinguished by a new, non-standard way of organizing speech creative activity - teaching children to read and write on a communicative-cognitive basis.

Practically at every lesson, a communicative-speech situation is created that allows you to cooperate with your peers and with adults, which allows you to organize the constant speech activity of students. So, already at the very first lesson “Let's get to know each other!” authors of the ABC L.F. Klimanova and S. G. Makeeva create a communicative-speech situation based on bright entertaining illustrations, which aroused an ardent desire among first-graders to talk about their favorite activities, aroused interest in listening to the performances of other children.

In the first grade, the foundations of speech skill are laid: it is here that young students first encounter literary language, with his written version, with the need to improve his speech.

There are 3 lines in the development of speech according to the program of the EMC "Perspective": work on a word, work on a phrase and a sentence, work on a coherent speech. Working on the word at each lesson, a coherent methodological system is traced for studying the word from different angles: semantic (lexical), sound and graphic, and it acts as an integral element of the sentence.

Contents of the Alphabet L.F. Klimanova and S.G. Makeeva is aimed at the parallel development of written and oral speech of children, she introduces them to fascinating, developing, specially selected literary and artistic material - wise texts, sayings, proverbs, sayings, word games, questions and practical tasks. It is successfully distinguished by an introduction to the theory of literature through a comparison of genres, authors, texts, a comparison of texts according to style features, as well as good printing performance, and the widespread use of vivid illustrations.

At each lesson according to the “Draw, think, tell”, “My alphabet” prescriptions, a lot of intellectual analytical work is carried out, which prevents speech errors from being made. Not a single task and exercise is one-sided, they are educational, developing, cognitive and educating.
A successful combination of tradition and innovation in the textbooks of the Perspektiva teaching and learning materials make it possible today to conquer the modern teacher, to excite his creative thought and imagination, to satisfy the strict methodological requirements of a demanding teacher audience.

Belyankova N.M. , assistant professor, methodologist
to accompany the testing of the kit
"Perspective" in the mountains. Arzamas

Textbook

The textbook "ABC" for the 1st grade by L.F. Klimanova and S.G. Makeeva is compiled in the best traditions of domestic alphabet writing.
As in most modern alphabets, teaching in this textbook is divided into pre-letter, alphabetic and post-alphabetic periods (the authors named them as preparatory, basic and generalizing periods).

In the preparatory period of the “ABC” by L.F. Klimanova and S.G. Makeeva, the basic principle of teaching literacy on a communicative-cognitive basis is laid, which, according to the authors, on the one hand, introduces children to the world of communication, gives the child an idea of ​​the speech situation and the role of the word in communication, and on the other hand, puts the word as the main unit of language at the epicenter of the development of thinking and speech of children.

The content of the first (pre-primary) section reflects the truly innovative nature of the “ABC” by L.F. Klimanova and S.G. Makeeva in comparison with the construction of similar sections in the ABCs of other didactic systems. At the same time, attention to the semantic and communicative side of speech does not cause damage, but, on the contrary, contributes to a deeper comprehension by children of the concepts traditional for this section about the elements of sounding speech, preparing for the assimilation of its transmission with the help of letters, contributes to the development of oral speech and phonemic hearing.

The main section of the ABC is built more traditionally in terms of the order in which children are introduced to letters: first, letters are given to indicate non-iotated vowels AOUYIE, then letters to indicate consonants, depending on their frequency, and, finally, letters to indicate iotated vowels E, Yo, Yu, I and the most rare letters Х,Ц,Ч,Ш. This order of filing letters is typical for Russian letter writing and is the most rational.

In this “ABC”, as the main method of teaching reading, the method developed by K.D. Ushinsky and actively used by the authors of almost all accepted in modern primary school alphabet analytic-synthetic method.

The authors, when considering the concept of a syllable, abandoned the classification of syllables (syllables-mergers, letters outside the mergers, open, closed syllables etc.) At the same time, the classification of consonants according to hardness-softness and the identification of their opposition on the model of not only a syllable, but also a whole word (mouse - bear, cat - whale, chalk - mayor, crowbar - flax, nose - carried) . The same can be said about the opposition of voiced and deaf consonants (mountain - bark, tooth - soup, volume - house, awl - lived). The results of the consideration of these oppositions are entered in the tablets “Knots for memory” (p. 77, 91, 108-109 in Part I and p. 22-23, 44-45, 68-69 in Part II). In general, these tablets resemble those in the Russian alphabet.

The exercises of the analytical-synthetic type used in the "ABC" are rich and varied: composing and reading syllables of the SG - GS type, rearranging and replacing letters that show their meaningful function (wasps - axes - mustaches, notes - threads - mud, mountain - bark , caviar - a game, making words from the studied letters according to diagrams and drawings.Game methods are also widely used: charades, rebuses, crosswords, riddles, making words from "lotto" syllables.

A characteristic feature of the textbook is that constantly, purposefully, but not intrusively, lexical work is carried out on homonyms (onion - onion), homoforms (washed - washed), homographs (castle - castle), homonymy of roots (goose - goose - caterpillar), ambiguity (spruce needles, hedgehog and sewing), thematic groups of words (jackdaw - magpie - oriole, aster - iris - primrose, marmot - gopher - rat), antonyms (easy - difficult), nests of single-root words (snow - snowball - snowballs - snowflakes), phraseological units (winter on the nose, chop on your nose). An interesting feature the main section of the alphabet is that it ends with a re-address to the questions of semiotics, as they say, on a new "turn of the spiral", after studying the alphabetic composition of the Russian language, which allows children to meaningfully perceive the conclusion that the letter is a sound icon, and the word - a sign of the phenomenon of reality.

Attention is also paid to the study of spelling. Traditionally, during the period of literacy, the spelling of capital letters is given at the beginning of a sentence and in proper names, the spelling of the combinations JI-SHI, CHA-SCHA, CHU-SCHU. This material is presented in this textbook.

The words and texts used as illustrative and training material in the main section of the alphabet do not raise objections: they are accessible for perception by first graders, moderately playful, but also moderately serious, there is no predominance of "entertainment". Russian proverbs, sayings, riddles, tongue twisters, texts of Russian classical children's literature are widely used.

As in most modern alphabets and primers, the authors take into account the fact that children come to grade 1 with varying degrees of readiness for school. Therefore, for children who already know how to read, texts for reading are placed in the preparatory and main sections so that they do not lose interest in learning, and if the class as a whole is “advanced” (for example, in schools of the so-called advanced level education), then the methodological manual provides for an accelerated study of letters with more in-depth work on spellings, because. usually even well-read children come to school without being able to write.

In the post-literal period, children are offered to read samples of Russian folklore (proverbs, riddles, sayings, counting rhymes, fairy tales), classical works by V.A. Zhukovsky, A.S. Pushkin, A.K. Tolstoy, L.N. Tolstoy, A. A. Fet, V. Maykov, K. D. Ushinsky, works of poets and prose writers of the twentieth century - S. Marshak, A. Barto, D. Kharms, B. Zakhoder, V. Berestov, I. Tokmakova, N. Matveeva and others and popular science articles by V.Bianchi, N.Sladkov and A.Pleshakov. The repeated appeal to semiotics is interesting: children are invited to observe how the same natural phenomenon can be reflected in a scientific article, an artist's painting, a piece of music and a poem. Work on the word is not forgotten either: children are invited to think about why the rhinoceros beetle, sawfish are so named.

Thus, this textbook is a further development of the theory and practice of Russian alphabet writing in line with the concept of the line of teaching materials "Perspektiva" and new approaches to learning proposed by the Concept of the State Standard of General Education of the second generation.

The novelty lies not only in increased attention to the issues of communication, to the lexical side of the word and to the issues of semiotics, but also in the presence of the so-called "loop", that is, additional teaching aids. In addition to traditional copybooks and a teaching aid for a teacher, there is also a collection of didactic materials "Reader".

At the same time, the authors tried to preserve in their textbook the best achievements of domestic alphabet writing: the arrangement of letters in the order of their frequency, tables of letter opposition for vowels and letters for consonants, the development of phonemic hearing, attention to the semantic role of phonemes, the analytical-synthetic method of teaching reading , the integration of writing and reading during the period of literacy, taking into account the different levels of preparedness of students, attention to the spelling side, to the formation of beautiful handwriting and an excellent selection of illustrative material and texts.
This combination of novelty and adherence to traditions makes the ABC textbook harmonious, solid and harmonious.

Recipe

Copybook 1 “Draw, think, tell” (authors L.F. Klimanova, V.I. Romanina, L.N. Boreyko) is intended for work in the pre-letter period, copybooks 2 and 3 “My alphabet” (author L.F. Klimanova) - in alphabetical and copybook 4 "I write beautifully" (authors L.F. Klimanova and L.Ya. Zheltovskaya) - in the post-alphabetic period.

Of particular interest is prescription 1 “Draw, think, tell”, which is intended for training fine motor skills hands and eye as preparatory exercises for writing letters. All the necessary types of work are collected here: a variety of hatching (vertical, horizontal, oblique, multidimensional, multidirectional, broken line), drawing geometric shapes (squares, triangles, circles, ovals, arcs), drawing generalized outlines of objects (houses, snowmen, mice, beetles etc.), tracing and coloring drawings, writing out elements of block letters. But, besides this purely utilitarian function, prescriptions contribute to the development of spatial and temporal perception of the surrounding world. Children should reflect on the concepts: what is the center of a square and a circle, which object is larger and which is smaller, which path is longer and which is shorter, where the direction is to the right and where to the left, which objects are similar and which are different. Children learn to compare, compare, group, distinguish, practically get acquainted with the concept of a set and its elements. Similar information is given in the pre-numerical period of the mathematics textbook by G.V. Dorofeev and T.N. Mirakova, which allows the teacher to organize integrated education in the very first days of the child at school, that is, to practically implement one of the fundamental ideas of the “Perspective” Concept. And what is even more valuable is that the material of the copybooks "Draw, think, tell" is closely connected with the life and life of a modern child. This is not only a world of fairy tales familiar to children from preschool age, not only toys, domestic and wild animals and birds, household utensils and sports equipment, but also a computer (p. 21), a vacuum cleaner (p. 26-27), shorts (p. .29), electric kettle (p.7), electric iron (p.7, 30), camera (p.30), patchwork blanket (p.49). In the mind of a child, the world of his home is not separated from the world of school. This idea echoes one of the main ideas of the textbook " The world» A.A. Pleshakov and M.Yu. Novitskaya. Moreover, in the copybook and in the textbook on the world around there are a number of common topics: life at home (p. 7, 13, 26, 27, 45, 48 - copybook), zoo animals (p. 9, 60), the animal world (p. .15), forest and meadow life (p.18, 30, 31, 31, 33, 36), sports (p.40, 41, 56), walks in the park and city (50, 51). As we can see, the prescription "Draw, think, tell" is very successfully inscribed in the system of lessons of the EMC "Perspective".

The copybooks "My alphabet" in two parts also contain a number of interesting finds. Given the great complexity of the writing process for first graders, the author introduces game moments: rebuses, sections "Riddles of words", metatheses (composing words by rearranging syllables), adding "lost" elements of letters, "letter mosaic" (composing letters from disparate elements), chainwords, coloring.

Much attention is paid to various work with sound-letter schemes of words. Vocabulary is not forgotten either: exercises are given to determine the polysemy of words, homonyms, and to compose thematic groups of words. Quite often, exercises are given to develop speech: compiling sentences and texts with the inclusion of the studied words.

The copybook "I write beautifully" is intended for further development of calligraphy skills. Writing assignments are much more difficult. This is the writing of whole phrases, proverbs, answers to questions, stories. At the final lessons, this is writing notes and letters, that is, the practical assimilation of such a communication-oriented genre as epistolary.

"Reader"

The collection of didactic materials "Reader" includes a variety of exercises to develop reading skills. It is designed to interest first graders, to get them excited about the process of reading, which is very important in modern conditions, when children have almost stopped reading books. The "Reader" contains a huge didactic material of an entertaining nature: comic poems, chainwords, crosswords, tongue twisters, proverbs, sayings. In a comic form, easily, entertainingly, a lot of work is being done on understanding the essence of single-root words, on the role of alliteration in poetry, on thematic groups of words, on the selection of rhyming words, on the assimilation of orthoepic norms.

Teaching materials for teaching literacy in the process of approbation proved its effectiveness. The children who came to the gymnasium, in the course of preschool training at the “School of the Future First Grader” at the gymnasium, were generally able to read quite well, but they were not taught to write. In the first grade, the experimental teacher Rumyantseva O.A. paid great attention to teaching writing. When teaching reading, the "Reader" was actively used. As a result of such an integrated approach, using all the additional aids from the ABC “loop”, the children of the experimental class not only read fluently, but also wrote quite quickly, beautifully and accurately. This was especially evident on their final control sheets.

Teachers who attended open lessons Rumyantseva O.A., highly appreciated not only the "ABC" itself, but also additional benefits from the loop.