Formation of educational skills of working with information in the lessons of literary reading of elementary school students

The introduction of the Federal State Educational Standard entailed a change in the purpose of modern school education. Today, instead of simply transferring knowledge, skills and abilities from teacher to student, the main thing is to develop the student's ability to independently set learning goals, plan their activities, monitor and evaluate their achievements. Achieving this goal becomes possible due to the formation of a system of universal educational activities, which gives students the opportunity to independently successfully master new knowledge, skills and competencies based on the formation of the ability to learn.

Much attention is paid to all subjects in elementary school.formation of training skills for working with information. Receiving a large stream of new information, students must learn to consider it from different points of view, highlight and record the necessary information, analyze and transform it, critically evaluate it, compare it with information from other sources and life experience.

In this regard, in the lessons of literary reading, I use the following types of work:

preparation of abstracts,

accepting "thin" and "thick" questions,

reading with notes

writing syncwines,

cluster filling,

book cover design.

reading - summation in pairs;

stop reading;

reception "Do you believe that ...";

brainstorm;

table “I know, I learned, I want to know”;

work with questionnaires;

writing creative works;

creation of a quiz based on the studied material, crossword puzzles;

logical chain;

corners;..

This allows each child to be included in active reading activity, takes into account the age characteristics of younger students, provides a change in activities, but also helps to form primary skills in working with information.

Reception "Sinkwine" Cinquain is a poem that requires the synthesis of material in short sentences.». Translated from French, the word "cinquain" means "five"Thus, this is a poem consisting of 5 lines. In this case, we are talking about a work consisting of five stages. Here are some ways to use this strategy in a reading lesson.

When going through the educational material from the section "Russian Folk Tales", we propose to determine the meaning of the word fairy tale based on the compilation of syncwine.

A noun expressed in one word. 1. Fairy tale

2. Description of the topic by adjectives. 2. Magic, household.

3. Description of the action. 3. Read, retell, teach.

4. A phrase expressing the author's attitude to the topic. 4. A fairy tale is a lie, but there is a hint in it.

5. The word is a synonym. 5. Fantasy, fiction.

Another one fromreceptions is a cluster ("bunch"), the essence of which is to highlight the semantic units of the text and their graphic design in a certain order in the form of a bunch.

Target : set the maximum number of features of the concept being studied. This technique can be used at all stages of the lesson: at the stage of challenge, comprehension, reflection, or as a lesson strategy as a whole.

"Bunches" - a graphic method of systematizing the material. The rules for its use are very simple.

We single out the center - this is a topic, rays depart from it - large semantic units, and from them the corresponding terms and concepts. Many teachers compare this technique with a model of the solar system.

The cluster system covers more information than students receive in normal written work.

When organizing work with younger students, I suggest that they name semantic blocks or give ready-made questions. It is enough to carry out such work 2-3 times for this technique to become technological. Students enjoy using clusters.

Tips for working with "clusters":

Help the student, if he has any doubts, to highlight such semantic units. It can be questions or keywords, phrases.

Say "bunches". Have the students present their notes.

Ask to establish connections between the "branches" of your "bunch" and explain the connections that have arisen.

If you want to dwell on some semantic block, ask to make this branch brighter.

Reception "Reading - summation in pairs" can be used both to explain new material and to reinforce what has been learned. It is better to use this technique in grades 3-4. Children in the class are offered several different texts on the topic (or the same text to several pairs of students). For example, when studying the chapter “Turning the drum of time” (literary reading grade 4), the class is divided into two groups and each is given different works from this chapter: the stories of L. Andreev “Petka in the country” and A. Chekhov “Vanka”, which talk about the lives of their peers in the late 19th and early 20th centuries. Each group studies its text, fixes its summary on a large sheet (with excerpts from the text), then reproduces the content of the text in front of the whole class based on their notes. Others may ask clarifying questions. After listening to both texts, a collective conclusion is made about the main idea of ​​these stories, about what we learned about the history of Russia, what complemented the children's presentation of each of the works.

An interesting technique is “reading with stops”. Narrative text serves as the material for its implementation. At the beginning of the lesson stage, students determine by the title of the text what the work will be about. In the main part of the lesson, the text is read in parts. After reading each fragment, the students make assumptions about the further development of the plot.

The task of the teacher is to find in the text the optimal places to stop. This strategy helps students to develop an attentive attitude to the point of view of another person and calmly reject their own if it is not sufficiently reasoned or the arguments are untenable.

Another creativeReception - "Do you believe that ...". The class is divided into two teams. One team makes fantasy assumptions, and the other analyzes them.

Another trick- "Working with the questionnaire" - I use it when introducing new material at the stage of independent work with the textbook. Children are offered a series of questions to the text, to which they must find answers. Moreover, questions and answers are given not only in a direct form, but also in an indirect form, requiring analysis and reasoning, based on one's own experience. After an independent search, a frontal check of the accuracy and correctness of the answers found, sifting out the superfluous, is necessarily carried out.

To the reception"I know, I know, I want to know" I appeal both at the stage of explaining new material, and at the stage of consolidation. For example, when studying the work of A.S. Pushkin's children independently draw up a table of what they knew about Pushkin and his works, what they learned new, which of his poems and what they would like to know. Working with this technique most often goes beyond the scope of one lesson. The column "I want to know" gives rise to the search for new information, work with additional literature.

Next "Brainstorm" allows not only to activate younger students and helps to solve the problem, but also forms non-standard thinking. This technique does not put the child in the framework of right and wrong answers. Students can express any opinion that will help find a way out of a difficult situation.

Reception "Corners" - can be used in literary reading lessons when compiling a characterization of one of the heroes of a work. The class is divided into two groups. One group prepares evidence, using the text and their life experience, of the positive qualities of the hero, the other - about the negative ones, supporting their answer with excerpts from the text. This technique is used after reading the entire work. At the end of the lesson, a joint conclusion is made. This technique teaches children dialogue, a culture of communication.

Admission "Writing creative works" well established itself at the stage of fixing the studied topic. For example, children are invited to write a continuation of the work they like from the section or write a fairy tale or poem themselves. This work is done by children, depending on their level of development, everyone is happy to do this work.

TO"Creating a Quiz" I turn after studying a topic or several topics. Children independently, using educational texts, prepare questions for a quiz, then unite in groups, and a competition is held. Sometimes each group chooses the best one - the “expert”, and then the whole class asks the “experts” questions.

"Logical chain" . After the text, students are asked to build events in a logical sequence. This strategy helps with the retelling of texts.

Reception "Insert"
Reception "Insert" is the marking of the text as it is read.
It is used to stimulate more careful reading. Reading turns into an exciting journey

The use of these techniques in reading lessons allows you to get a very good result, since different sources of information are used, different types of memory and perception are involved. Written recording of information allows you to better remember the studied material.

Working with the text in this way, children can highlight the necessary information, compose the text on their own, and prove their point of view.

According to the new standards of the Federal State Educational Standard, as a result of the studyall subjects without exception in elementary school Graduates will acquire primary skills in working with information. They can

* search for information

* select and record the necessary information,

* systematize, compare, analyze and summarize information,

* interpret and convert it.

Graduates will learn

* supplement ready-made information objects (tables, charts, diagrams, texts)

* create your own messages, short essays, graphic works.

They will master the primary skills of presenting information in a visual form (in the form of simple tables, charts and diagrams).

They will be able to use information to establish simple cause-and-effect relationships and dependencies, explain and prove facts in simple educational and practical situations.

Graduates will have the opportunity

- learn to draw conclusions and make decisions based on independently obtained information,

- to acquire primary experience of a critical attitude to the information received, comparing it with information from other sources and existing life experience .

To learn how to work with texts, you must comply with some conditions:

To develop the ability to find information, it is desirable to use texts of a scientific-cognitive nature, corresponding to the age of students (from children's encyclopedias, natural history content), life stories, and the media.

In order for children to learn to interpret the information received, it is necessary to select texts of different styles, but similar in content: for example, about an ant: “Dragonfly and Ant” by I.A. Krylov and V. Bianchi “Like an ant hurried home.”

Along the way, work should be carried out on the development of students' speech (retelling, creating their own statements, vocabulary of speech, its emotionality, correctness, accuracy and expressiveness).

When working on this direction (with texts), it is necessary to take into account the motivation of students and their ability to be a reader.

Literary reading. 1 class. Guidelines. Stefanenko N.A.

3rd ed., add. - M.:2017. - 112 p.

This manual has been developed to help a teacher who implements in his practice the requirements for the results of mastering the main educational program of primary general education, defined by the Federal State Educational Standard. The manual presents the scientific and methodological foundations of the course "Literary Reading" by the authors L. F. Klimanova and others and their implementation in the teaching materials for grade 1, features of the structure, content and methodological support of the textbook "Literary Reading. Grade 1”, calendar and thematic planning, planned results (personal, meta-subject and subject) based on the results of studying the specified course in Grade 1, the final assessment of the achievement of the planned results.

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CONTENT
What to read and how to read: conceptual approaches to literary reading lessons in elementary school 3
Scientific and methodological foundations of the course "Literary reading" and their implementation in the UM K for grade 1 11
Implementation of the conceptual ideas of the Federal State Educational Standard of the IEO in the training course
"Literary reading" (first year of study). Achievement of personal, meta-subject and subject results 15
Compliance of the content of the training course "Literary Reading" (first year of study) with the tasks of spiritual and moral development and education of the personality of a citizen of Russia 15
Planned learning outcomes for the course "Literary Reading" (first year of study) 15
Personal 34
Metasubject 35
Subject 37
Methodological features of work on the updated textbook "Literary Reading" (Grade 1). EMC "Literary reading" (Grade 1) 40
Features of the structure of the textbook. Formation of UDD 40
Features of the structure and content of the lesson in the course "Literary reading". Methodological tasks at work
with the structural elements of lesson 48
Features of conducting lessons on the textbook "Literary Reading" (Grade 1) 57
Methodological development of lessons for the section "Once upon a time
letters" of the textbook "Literary reading" (grade 1) in the context of a system-activity approach 60
Structure and content of other components of UMK 102
Calendar-thematic planning 106

Reading occupies an important place in the life of every person. The modern reader, under the dominance of television, radio and cinema, has not lost interest in reading books that enrich the inner world of a person, give knowledge about life and the world around him, develop thinking and give the reader artistic pleasure.
All children begin learning to read at different times and in different ways, but it is only in elementary school that learning to read becomes purposeful, when children learn to read in syllables at literacy lessons. However, this does not mean that from the first stages of learning, only the technical side of reading is formed as a recreation of the sound structure of a word according to its graphic model. The teacher's task during this period is much broader - to form semantic, conscious, and not "voicing" reading in children.
During the initial teaching of reading, it is important to draw the child's attention to the meanings of words, since understanding the meaning of a word is not only the purpose of reading, but also a reliable means of self-control over the correctness of reading during this period. The reading level of a literate child reaches 20-30 words per minute with syllable-by-syllable reading. Naturally, such a level cannot provide a deep understanding of the text during independent reading. There is an erroneous opinion that it is enough for a child who knows syllabic reading to be provided with literary texts, and his skill will be formed by itself. With this approach, the skill will be formed, but spontaneously and for a long time, and the reading of students will be replete with a large number of errors.

Andreyuk Tatiana
A lesson in literary reading using information technology, methods and techniques for the development of critical thinking

Subject: M. M. Prishvin. Upstart. (grade 3)

Goals: development speaking and reading skills.

Tasks lesson:

to introduce students to the works of M. Prishvin "Upstart"; awaken cognitive activity.

work on awareness reading, over reading skills;

broaden the horizons of students develop speech, observation, the ability to analyze what is read; develop critical thinking;

cultivate love for all living things.

Equipment: a portrait of the writer, test cards, illustrations depicting a magpie and a dog, computer, projector, screen, printed sheets with the author's biography.

During the classes

1. Organizational moment:

Methodical reception"Basket of concepts"

Looking at the portraits of these writers, what can you say about these people?

(They wrote stories about nature, about animals, about the Motherland.)

Let's remember their names (name of writers). Slide 2.

Drafting "Cluster":

Let's remember what genres of works these authors wrote.

(Wrote - stories - essays - fairy tales - about animals - about nature - about the Motherland).

Let's draw logical chains (by records). Slide 3.

2. Home check tasks:

Let's remember what work we got acquainted with in the past lesson?

(In Bianchi "Forest houses" literary tale.)

What was the homework assignment? Let's check the knowledge of the text with the help of the test.

1. What game did the swallows play?

A) tags;

B) hide and seek;

C) classics.

2. What predator hunted Beregovushka?

B) falcon;

B) hawk

3. Who builds a house among the pebbles on the sand?

A) oriole;

B) chiffchaff;

4. Which bird builds a house on the water from dry reeds?

B) chiffchaff;

B) grebe.

5. Who builds a house out of twigs, just throwing them on the branches?

A) a protein

B) vytyuten;

B) grebe.

6. Who builds a hut in the grass from dry grass and moss?

A) grebe;

B) chiffchaff;

7. Who builds a house from twigs and sticks, insulated with moss inside?

A) a protein

B) oriole;

B) foam.

8. Who builds a light house from hemp, hairs, stems?

A) oriole;

B) chiffchaff;

B) a whistleblower.

9. With whom did Beregovushka not meet?

B) forty;

B) grebe.

Swap notebooks and check the test with each other. Rate the work.

(1.2 errors - 4; 3.4 errors - 3; 5 errors or more - 2)

Raise your hands those who have 5 ....

ANSWERS:

1 2 3 4 5 6 7 8 9

a b c c b b a a b

Today we will continue reading stories M. M. Prishvina. Let's remember what we know about this person and perhaps learn something new.

3. Method« Reading with marks» .

At biography reading, make notes in the margins with a pencil.

V- already knew

Learned new

?- I want to know

a) independent autobiography reading(each has printed sheets) with marks.

b) Verification.

What did you learn new?

Prishvin was born in the village of Khrushchevo, Oryol province, into an impoverished merchant family. It was difficult to live in the family - the mother was left a widow with 5 children. Mikhail studied at the gymnasium, from which he was expelled for insolence to the teacher. The family was forced to leave for Germany. There he graduated from the university, became an agronomist. He was going to study science, but before he became a writer, he tried himself in several professions. He was an agronomist, a teacher in a rural school, a librarian and even a school director. And by the age of 30 he decided to become a writer.

Very often in the works of Prishvin, readers meet with dogs. All the dogs that the writer talks about were "personally known" the author - belonged to him or his friends. He loved these animals very much and even envied them a little. "sniffing machine": “Now, if I had such an apparatus, I would run into the breeze along a flowering red clearing and catch and catch smells that are interesting to me.”

A tireless traveler, he traveled and traveled many places in our vast country. With the onset of early spring, the writer went to the forests, rivers and lakes. He carefully observed everything that was happening around him, and not only observed, but also investigated. Mikhail Mikhailovich loved hunting since childhood, but his hunting was special: not for a bird or beast, but for discoveries.

Museum-estate in the village of Dunino. Slide 7.

Conclusion: Let's continue the study of the writer's works.

4. Work on new material.

We remembered the biography of the writer and learned something new about his life.

Who can formulate the theme of our lesson? (work by M. Prishvin)

Have we read all the works of Prishvin?

Who will try to formulate the purpose of our lesson? (Get acquainted with the new work of M. Prishvin) GOOD FELLOWS!

And in order to achieve the goal, we need to set ourselves tasks:

1. Get acquainted with the new work of M. Prishvin.

2. Determine the theme of the work.

3. Work with the text according to its content

Well, the tasks are set, let's move on to solving them.

Methodical reception"Assumption".

Look at the picture determine the topic of the story(demonstration on the screen - drawings of a dog and a magpie). slide 8.

Subject: about animals.

What do you know about these animals?

M. Prishvin has a very interesting story about his observations of nature. Read the title of this story on the slide. By reading only the letters, you will know the title of the story.

84B568Y391S47K577O430CH471K444A544

What can happen in a story with such a title?

5. Lexical work:

In the text of the story, we will meet with the following words and phrases:

Vigilant

Rainbow

Ride a fool

Greater shame

With a jump and with pollen in my head

Let's explain the meaning of these words for a better understanding of the story.

(vigilant - very attentive; rainbow - multi-colored; galloped a fool - very quickly; more shame - shame, disgrace; with a jump and with pollen in her head - not smart, stupid.)

6. Reading text by the teacher and well-read students.

Methodical reception« Stop reading(2 stops).

Reading part 1(from the beginning to the words (. The view took up one bone, and put the other next to it. Then, out of nowhere, magpies - hop-hop - and to the very nose of the dog.)

Conversation on Part I. Questions:

1. Who is the hero of the story?

2. What breed was she?

3. Find and read what the dog looked like?

4. From what words of the text could you find out that Vyushka was alarmed?

Methodical reception"Tree of Predictions"- Slide 12.

Pair work. (On the tables are cards with the task).

Think and answer the questions.

How will the text end?

Voice your thoughts (1 student per 1 question).

Who has another option?

Reading part 2(from the pre-x words to ... just for one moment)

Interview on Part II. Questions:

1. We have read Part II. What happened?

2. Guys, it was a hunting dog. How could it happen that the magpies stole the bone from her? (Read)

3. Yes, forty was seven. But one magpie was different from the others. What made her different? (Read)

4. And how do they talk about such people? (read)

5. Yes, the magpie was stupid, stupid, not like everyone else. She does everything the way she wants to. But among people, too, there are such magpies?

6. And what can this lead to in life? What could be the consequences?

7. Do you think Upstart will be able to outwit Vyushka? How will they continue develop events, In your opinion? - (1.2 students answer).

buzzing reading the text to the end.

7. After reading a story. Brainstorm.

Conversation on the third part. Questions:

Did the assumptions match?

Who do you think they call "upstart"? (An upstart is one who constantly shouts out answers to questions without waiting for his turn, attracts attention to himself).

Dictionary:

Upstart - a person who has advanced too quickly, or has risen to a prominent public position beyond his merit. (interpretation of Ozhegov's dictionary is read by the student). Slide 14

8. Independent work of students in pairs.

And now I offer you reflect about the characters in this story. Work guys, you will be in pairs. Here is a scheme for compiling a syncwine and two topics "View" And "Upstart" (students are already familiar with compiling a syncwine). slide 15.

9. Student responses.

Reading out the most successful syncwines of students. slide 16.

Guard, smart.

Protected, hunted, obeyed.

The dog outwitted the magpie.

Upstart.

Silly, cunning.

She stole, flew, did not obey.

The bird foolishly lost its tail.

(Work on speech development. Editing of syncwines in which speech defects were made).

Guard, cunning.

Hunted, guarded, cunning.

The view outwitted the magpie.

Dog. Upstart.

Silly, dumb.

She flew, she lost, she stole.

The upstart was left without a tail.

Why do you think Prishvin introduced us to this story?

What can we advise a magpie?

10. Work with proverbs:

There are proverbs on the desk in front of you. Read them carefully and choose the one that, in your opinion, is more suitable for our work.

Measure seven times - cut one.

Any advice to the mind is good.

Cunning and ingenuity are sisters

One yakal, yakal, and cried. slide 17.

11. Bottom line lesson. Reflection.

What did the story of M. Prishvin teach us? Which lesson will you extract for yourself?

All tasks were completed on lesson?

What is your impression of lesson?

You have cards with a sun and a cloud on your desks.

Who didn't feel comfortable today lesson raise please, a card with the image of a cloud.

Who felt good on lesson please raise your card

the image of the sun.

Hold up the card that matches your mood.

10. Homework.

For weak students - a detailed retelling of the story without changing the face;

For strong students - retelling from the person literary hero(Views or Upstart's girlfriends). slide 19.

THANKS FOR LESSON! slide 20.

Preview:

Municipal educational institution

secondary school with. Elizavetino

Developing a Literary Listening Lesson

in 1st grade

Subject:

World of fairy tales

CHARLES PERROT

" LITTLE RED RIDING HOOD "

Prepared by: primary school teacher

Boltacheva Tatyana Petrovna

2015-2016 academic year

Item: literary reading

Class: 1

Lesson topic: listening to the fairy tale by Ch. Perro "Little Red Riding Hood"

Didactic goal:introduction of junior schoolchildren into the world of literature as the art of the word, enrichment of their experience, promotion of the formation of aesthetic taste, formation of special reading skills: correctly name the work and the book, find and name the author's name and title, determine the topic of reading and the genre of the work.

Lesson type: discovery of new knowledge

Lesson objectives: create conditions for the perception of the work by ear and reproduce its fragments in one's own speech;

Evaluate your own learning activities: your achievements, independence, initiative, reasons for failures;

continue work on the development of oral speech; enrich vocabulary;

to develop the ability of students to understand the mood and the general logical and intonational pattern of the work;cultivate moral qualities;

Planned results:

• Subject: Perceivelistening to a work of art, answering questions on the content of the text.characterizefeatures of the listened work: determine the genre, reveal the sequence of plot development, describe the characters.
• Metasubject: Read aloudsyllables, words, sentences; read smoothly in whole words, using intonation, pauses, tempo in accordance with the characteristics of the artistic text.

Study to formulate their thoughts taking into account educational and life speech situations.

• Personal: show an emotional perception of the actions of the characters.

Cognitive: use models to obtain information,

Regulatory: take the position of a listener, evaluate the level of mastery of the educational action "I know", "I can"

Communicative:perceive the opinions of classmates about what they read, show interest in communication when working in a group and in pairs.

Teaching methods:active, visual and verbal.

Forms of organization of cognitive activity of students:individual, pair, frontal.

Teacher Learning Tools: multimedia installation, cards, textbook.

Learning Tools for Students: a notebook on a printed basis, cut pictures of the heroes of a fairy tale: Little Red Riding Hood, grandmother, wolf, lumberjacks, book cover - homemade, masks of the wolf and Little Red Riding Hood

Lesson plan:

1. Organizational moment. Self-determination to activity

There is no time to play today:

We are busy with other things.

We have guests today

And we will surprise you!

Attention! Check it out buddy

Are you ready to start the lesson?

Everything is in place, everything is in order:

Book, pen and notebooks,

Don't forget anything:

We're on our way!

1. Knowledge update. Fixing difficulties in activity.

I will read you an excerpt from a fairy tale. And you will know what a fairy tale it is.

1. As soon as the Cat received boots from the owner, he deftly put them on. Then he put the cabbage in a sack, threw the sack over his back, and went into the forest, where there were many rabbits.

2. And although this boy was really not much bigger than a finger, he was a hundred times more intelligent than some overgrown. His brothers and even his father often turned to him for advice.

3. F once upon a time there was a man who had a lot of good things, but, unfortunately, this man had a blue beard, and this beard gave him such an ugly and formidable look that all the girls and women used to, as soon as they envy him, so God bless your feet.

4. Little Red Riding Hood's grandmother lived on the other side of the forest, through which a long winding path led to her house. Every week, Little Red Riding Hood and her mother visited her grandmother and brought her a basket of gifts.

5. Saddened, the prince stood at the top of the stairs and was about to leave, when he suddenly noticed something below. It was the shoe that the beautiful stranger had lost.

Guys, what do you think the topic of the lesson will be? (Fairy tales)

A what goal should we setbefore you? - Listen carefully to stories.

What do you think these stories have in common? (author)

Teacher's story: Charles Perrault is a French storyteller.
He first published his fairy tales in 1697.
At this time Ch.Perro was 68 years old. He decided to sign the collection "Tales of Mother Goose" in the name of his eleven-year-old son.The fairy tales of Charles Perrault have become the pride of French literature, a kind of encyclopedia of the life of bygone times, a monument of national culture.

And here's to find out what fairy tale we will meet today, you can by doing tasks in pairs . (picking up the puzzle) - "Little Red Riding Hood"

III. Statement of the educational task.

So, guys, today in the lesson we will learn to perceive the work by ear and reproduce it in our own speech;

IV. "Discovery of new knowledge" (listening to a work of art

V. Primary fastening.

1. Emotionally - evaluative conversation.

What feelings did you experience while listening to the story?

Prove that the piece you listened to is a fairy tale?

Why is the story called Little Red Riding Hood?

2. Making a cover model. (choice of 3 offered)

Physical education minute

3. Vocabulary work.

Remember and name the words that you remember, incomprehensible to you.

After listening to you, I understood what words aroused your interest.

Write on the board:

village

Lumberjacks

Mill

Slippers

Imagine that you are telling a story to your younger sister or brother. Some words are incomprehensible to them, how can you explain?

And how do you understand the expressions that met in the fairy tale: “Mother loved Little Red Riding Hood without memory …”, “The wolf ran, what was the spirit on the shortest route…”

4. Characteristics of the actions of heroes

In any fairy tale there are fairy-tale heroes, let's call them again.

Which ones are positive and which ones are negative?

Let's try to characterize all the heroes of the fairy tale.

Reading exercises.

On the desk:

VII. Inclusion of new knowledge in the knowledge system and repetition.

Theatricalization.

Remember the conversation between the Wolf and Little Red Riding Hood at the end of the fairy tale. In what tone would you read Little Red Riding Hood's questions?
- What about Wolf's answers?

Students act out dialogue between the wolf and Little Red Riding Hood.

Coloring a picture in a notebook (p. 22)

VIII. Reflection of activity (the result of the lesson). - continue the sentence

Today we listened...

It was interesting to me….

The fairy tale "Little Red Riding Hood" teaches us ....

I would advise Little Red Riding Hood….

For the work in the lesson, I would praise ....

I would advise to be more active...

Slide self-assessment.

I wish you to be kind and caring, like ... Little Red Riding Hood, sympathetic and courageous, like ... lumberjacks.

Preview:

Municipal educational institution -

Secondary school with. Elizavetino

Atkarsky district of the Saratov region

Lesson script

literary reading in grade 4

Lesson topic: I.A. Bunin "Leaf fall"

EMC "Primary school of the XXI century"

edited by N.F. Vinogradova

Done: Primary school teacher

Boltacheva Tatyana Petrovna

2014-2015 academic year

Target: create conditions for a deep holistic perception and comprehension of the poetic text.

Tasks:

1. Introduce students to the work of I.A. Bunin "Leaf fall".
2. Improve the ability to analyze the studied work.
3. Continue work to improve the skill of conscious, correct, expressive reading.
4. Develop imaginative thinking, speech, imagination.
5. Develop the ability to express your feelings in relation to what you read.
6. To cultivate love for the poetry of Russian poets and the beauty of native nature.
7. Create conditions for the formation of communication skills (communication with each other in pairs,express your opinion, defend and justify in a specific form)

Lesson type: a lesson in gaining new knowledge

Type of work: stylistic analysis of the poem, word drawing

Main technique: conversation

Work forms. Frontal, steam room, individual, independent

The place of the lesson in the curriculum.The second lesson in the section “Works of I.A. Bunin. Leaf fall.

Equipment.

For the teacher:

1. Explanatory Dictionary of the Russian Language by S.I. Ozhegov.
2. The play by P.I. Tchaikovsky “The Seasons. October". Video.
3. A computer, a multimedia projector, a screen for demonstrating a presentation and a video clip. Slideshow presentation on I. A. Bunin. Leaf fall»

For students:

1. Textbook "Literary reading" for grade 4 (author L.A. Efrosinina).
2. Workbook “Literary reading. 4th grade. No. 2 "(author L.A. Efrosinina)
3. Album sheets for creating a baby book.

Today, elementary school teachers are faced with the task of forming the foundations of educational activity among younger students: a system of educational, cognitive, social motives; the ability to accept, maintain, implement learning goals; plan, control and carry out their activities and evaluate their results.

The specifics of the subject "Lesson of literary reading in elementary school"

The requirements for the results of studying this academic subject include the formation of all types of universal educational activities (hereinafter referred to as UUD): personal, communicative, cognitive and regulatory, but the priority should be the development of the value-semantic sphere of students. This is due to the specifics of the subject, due to the fact that one of the most important functions of fiction is the transmission of the spiritual and moral experience of mankind through a system of social personal meanings that reveal the moral significance of the actions of the heroes of the works, which are comprehended by the reader in the process of dialogue with the author.

When constructing an elementary school literary reading lesson using a technological map, the teacher can not only reflect all the stages of the GEF lesson in elementary school, but also the sequence of his actions and the actions of students that will ultimately lead to the achievement of the planned result. Since the reading competence of a younger student is the basis of his further self-education and self-development, at the training session the mentor must create conditions not only for the development of the artistic and aesthetic taste of children, but also for teaching productive forms of communication in everyday life.