Subject: Mathematics

Purpose of VPR on the subject " The world" - to assess the level of general education training of 4th grade students in accordance with the requirements of the Federal State Educational Standard. The VPR allows for diagnostics of the achievement of subject and meta-subject results, including the level of formation of universal learning activities (ULA) and mastery of interdisciplinary concepts. The results of the VPR in conjunction with those available in the educational organization information reflecting the individual educational trajectories of students can be used to assess personal learning outcomes.

Subject: Environment

The series of simulators fully complies with the federal educational standard (second generation) for primary school. The simulator is designed to form and develop important mathematical skills of third-graders. Its main goal is to develop the skills of quickly and accurately counting within 1000. A system of various tasks will help children learn practical techniques for adding and subtracting numbers within 1000, multiplication and division. The simulator can be used by teachers and additional education teachers in their work. These simulators will help students’ parents organize independent work for successful mastery of the mathematics course program in the 3rd grade. This simulator presents 15 examples on the designated topic.
When working with a presentation, move to the next slide with a mouse click

Subject: Mathematics

Target audience: for 3rd grade

When working with a presentation, move to the next slide with a mouse click

Subject: Mathematics

Target audience: for 3rd grade

The purpose of the KIM for conducting testing in mathematics is to assess the quality of general education preparation of 4th grade students in accordance with the requirements of the Federal State Educational Standard. VLPs make it possible to diagnose the achievement of subject and meta-subject results, including the level of formation of universal learning activities (UAL) and mastery of interdisciplinary concepts. The results of the VPR, together with the information available in the educational organization, reflecting the individual educational trajectories of students, can be used to assess personal learning outcomes.
You are given 45 minutes to complete the math work. The work contains 12 tasks.

Subject: Mathematics

Target audience: for 4th grade

All-Russian testing works (VPR) are carried out taking into account the national, cultural and linguistic specifics of the multinational Russian society in order to monitor the results of the transition to the Federal State Educational Standard and are aimed at identifying the level of training of schoolchildren.

You are given 90 minutes to complete the Russian language work. The work consists of two parts and includes 15 tasks. The tasks of parts 1 and 2 are completed on different days. You have 45 minutes to complete the tasks in Part 1. You will also have 45 minutes to complete the tasks in Part 2.
When performing work, it is not allowed to use a textbook, workbooks, grammar reference books, spelling dictionaries, or other reference materials.
If necessary, you can use a draft.

Subject: Russian language

Target audience: for 4th grade

The series of simulators fully complies with the federal educational standard (second generation) for primary school. The simulator is designed to form and develop important mathematical skills of third-graders. Its main goal is to develop the skills of quickly and accurately counting within 1000. A system of various tasks will help children learn practical techniques for adding and subtracting numbers within 1000, multiplication and division. The simulator can be used by teachers and additional education teachers in their work. For parents of students, these simulators will help organize independent work for successful mastery of the mathematics course program in the 3rd grade. This simulator presents 16 examples on the designated topic.
When working with a presentation, move to the next slide with a mouse click

Subject: Mathematics

Target audience: for 3rd grade

Presentation for a lesson about the world around us.
Educational and educational complex "School of Russia"
The main question of the topic: How are the countries France and Great Britain similar and different?
Children are looking for the difference between the countries of France and Great Britain.
Students will learn what attractions there are in these countries.

Subject: Environment

Target audience: for 3rd grade

The series of simulators fully complies with the federal educational standard (second generation) for primary school. The simulator is designed to form and develop important mathematical skills of third-graders. Its main goal is to develop the skills of quickly and accurately counting within 1000. A system of various tasks will help children learn practical techniques for adding and subtracting numbers within 1000, multiplication and division. The simulator can be used by teachers and additional education teachers in their work. For parents of students, these simulators will help organize independent work for successful mastery of the mathematics course program in the 3rd grade. This simulator presents 16 examples on the designated topic.
When working with a presentation, move to the next slide with a mouse click

Subject: Mathematics

Target audience: for 3rd grade

The simulator is intended for individual or group work in Russian language lessons in 4th grade. Goals: consolidation of knowledge about conjugation;
practicing skills in determining conjugation; finding verbs - exceptions, developing verification skills; in writing personal endings of verbs;
development of spelling vigilance, self-control, interest and positive attitude towards learning the Russian language.

Subject: Russian language

Target audience: for 4th grade

The series of simulators fully complies with the federal educational standard (second generation) for primary school. The simulator is designed to form and develop important mathematical skills of third-graders. Its main goal is to develop the skills of quickly and accurately counting within 1000. A system of various tasks will help children learn practical techniques for adding and subtracting numbers within 1000, multiplication and division. The simulator can be used by teachers and additional education teachers in their work. For parents of students, these simulators will help organize independent work for successful mastery of the mathematics course program in the 3rd grade. This simulator presents 16 examples on the designated topic.
When working with a presentation, move to the next slide with a mouse click

Subject: Mathematics

Target audience: for 3rd grade

The series of simulators fully complies with the federal educational standard (second generation) for primary school. The simulator is designed to form and develop important mathematical skills of third-graders. Its main goal is to develop the skills of quickly and accurately counting within 1000. A system of various tasks will help children learn practical techniques for adding and subtracting numbers within 1000, multiplication and division. The simulator can be used by teachers and additional education teachers in their work. For parents of students, these simulators will help organize independent work for successful mastery of the mathematics course program in the 3rd grade. This simulator presents 16 examples on the designated topic.
When working with a presentation, move to the next slide with a mouse click

Subject: Mathematics

Target audience: for 3rd grade

The series of simulators fully complies with the federal educational standard (second generation) for primary school. The simulator is designed to form and develop important mathematical skills of third-graders. Its main goal is to develop the skills of quickly and accurately counting within 1000. A system of various tasks will help children learn practical techniques for adding and subtracting numbers within 1000, multiplication and division. The simulator can be used by teachers and additional education teachers in their work. For parents of students, these simulators will help organize independent work for successful mastery of the mathematics course program in the 3rd grade. This simulator presents 30 examples on the designated topic.
When working with a presentation, move to the next slide with a mouse click

Subject: Mathematics

Target audience: for 3rd grade

The resource was created in MS Office PowerPoint 2010 using triggers.
Goal: to create conditions for systematizing students’ knowledge of numbering numbers within 100.
The place and form of use of the resource in class and extracurricular activities is at the discretion of the teacher.
Suitable for any training center.

The children need to help their grandmother collect vegetables to prepare borscht. To do this, they need to carefully read the task and click on the vegetable with the correct answer.

Work with the resource is carried out using control buttons.

Target audience: for 2nd grade

The series of simulators fully complies with the federal educational standard (second generation) for primary school. The simulator is designed to form and develop important mathematical skills of third-graders. Its main goal is to develop the skills of quickly and accurately counting within 1000. A system of various tasks will help children learn practical techniques for adding and subtracting numbers within 1000, multiplication and division. The simulator can be used by teachers and additional education teachers in their work. For parents of students, these simulators will help organize independent work for successful mastery of the mathematics course program in the 3rd grade. This simulator presents 16 examples on the designated topic.
When working with a presentation, move to the next slide with a mouse click

Subject: Mathematics

Target audience: for 3rd grade

The series of simulators fully complies with the federal educational standard (second generation) for primary school. The simulator is designed to form and develop important mathematical skills of third-graders. Its main goal is to develop the skills of quickly and accurately counting within 1000. A system of various tasks will help children learn practical techniques for adding and subtracting numbers within 1000, multiplication and division. The simulator can be used by teachers and additional education teachers in their work. For parents of students, these simulators will help organize independent work for successful mastery of the mathematics course program in the 3rd grade. This simulator presents 16 examples on the designated topic.
When working with a presentation, move to the next slide with a mouse click

Year: 2014

Format: doc

A collection of developmental problems in mathematics for 2nd grade with methodological recommendations and answers

The latest in mathematics "Learning with passion"

This book can be used by a teacher primary classes in order to diversify mathematics lessons in 2nd grade and for extracurricular activities. Using this collection will help develop students' ingenuity and logical thinking.

Publisher: Exam

Educational and methodological kit for teachers

Year: 2013

Pages: 109

Format: PDF

» is necessary when conducting a lesson and additional classes in 2nd grade according to the Federal State Educational Standard.

Continuing the series of similar manuals for improving the learning performance of primary schoolchildren, this book is structurally divided into 30 lessons.

Each lesson, in turn, contains developmental tasks of various types, taking into account what is used in educational activities in 2nd grade.

Here the teacher can combine and use in his classes what he needs in a given period of study, tests for intelligence, exercises for attention, games, graphomotor exercises - in general, interesting and entertaining developmental tasks for 2nd graders.

Publisher: Exam

Educational and methodological kit (developmental lessons for 1st grade)

Year: 2013

Pages: 80

Format: PDF

The educational and methodological kit for primary school teachers "" is perfect for classes with the requirements of the Federal State Educational Standard.

The manual contains special developmental tasks for 1st grade, aimed at developing primary schoolchildren in various areas of cognition, such as:

development of general intellectual skills

Improved attention, memory development

Formation of spatial perception and sensorimotor skills

Increasing motivation to study

Personal development of the child.

All presented developmental tasks are presented in various forms: these are tests, exercises and games for 1st graders.

The material in the manual is conveniently divided into classes, which will be very convenient for the teacher.

Russian language

Format: PDF

Textbook for primary school teachers " Typical tasks for the formation of universal educational actions. Working with information. 4th grade»

Contains tasks and exercises that are within the life experience of elementary school students.

The manual contains the section “Working with the computer.” The purposes of introducing this material are specific - they presuppose children’s knowledge not so much of methods of working with personal computer, how much with information in general. The computer is considered modern, a powerful tool for solving practical learning problems.

The manual consists of two parts: a collection of standard tasks on the formation of universal educational activities for fourth grade students and methodological recommendations of the navigation part for the teacher, which makes it easy to navigate in the application of tasks, as well as when organizing extracurricular activities.

For orientation educational institutions and teachers in the existing variety of educational and methodological complexes, we present them short description.

Currently in Russian Federation There are traditional and developmental education systems.
Traditional programs include:“Russian School”, “Primary School of the 21st Century”, “School 2000”, “School 2100”, “Harmony”, “Prospective Primary School”, “Classical Primary School”, “Planet of Knowledge”, “Perspective”. Developmental systems include two programs: L.V. Zankova and D.B. Elkonina - V.V. Davydova.

Below is a brief description of the above-mentioned educational and methodological complexes (UMC). More detailed information on each educational complex can be found on the indicated sites.

Educational and methodological complex “School of Russia”

(edited by A. Pleshakov)

Publishing house "Prosveshcheniye".
Website: http://school-russia.prosv.ru

The traditional School of Russia program has existed for decades. The author himself emphasizes that this kit was created in Russia and for Russia. The main goal of the program is “to develop a child’s interest in learning about his country and its spiritual greatness, its significance on a global scale.” The traditional program allows you to thoroughly develop the academic skills (reading, writing, counting) that are necessary for successful learning in secondary school.

The educational and methodological course “Teaching literacy and speech development” by the authors V. G. Goretsky, V. A. Kiryushkin, L. A. Vinogradskaya meets all modern requirements teaching children in primary school.

During the period of literacy training, work is carried out to develop children's phonetic hearing, teach basic reading and writing, expand and clarify children's ideas about the surrounding reality, enrich the vocabulary and develop speech.

In addition to the “Russian ABC”, the set includes two types of copybooks: copybooks by V. G. Goretsky, N. A. Fedosova and “Miracle Copybook” by V. A. Ilyukhina. Their distinctive feature is that they not only develop the skills of competent, calligraphic writing, but also provide the opportunity to correct handwriting at different stages of learning and in different age groups.

To develop the cognitive abilities of each child, the topics of the tasks in the Mathematics course have been updated, a variety of geometric material has been introduced, and entertaining tasks have been given that develop children’s logical thinking and imagination. Great importance is given to comparison, comparison, contrast of related concepts, tasks, clarification of similarities and differences in the facts under consideration.
The set includes textbooks and teaching aids of a new generation that meet all the requirements for a modern educational book.
The Prosveshchenie publishing house publishes textbooks and teaching aids for the educational educational complex “School of Russia”.

System of textbooks “School of Russia”:
1. ABC - V.G. Goretsky, V.A. Kiryushkin, L.A. Vinogradskaya and others.
2. Russian language - V.P. Kanakina, V.G. Goretsky.
3. Russian language - L.M. Zelenina and others.
4. Literary reading - L.F. Klimanova, V.G. Goretsky, M.V. Golovanova and others.
5. English language- V.P. Kuzovlev, E.Sh. Peregudova, S.A. Pastukhova and others.
6. English language (extended content of foreign language teaching) - I.N. Vereshchagina, K.A. Bondarenko, T.A. Pritykina.
7. German-.I.L.Bim, L.I.Ryzhova, L.M.Fomicheva.
8. French - A.S. Kuligina, M.G. Kiryanova.
9. Spanish - A.A. Voinova, Yu.A. Bukharova, K.V.Moreno.
10. Mathematics - M.I.Moro, S.V. Stepanova, S.I. Volkova.
11. Computer Science - A.L. Semenov, T.A. Rudnichenko.
12. The world around us - A.A. Pleshakov and others.
13. Fundamentals of the spiritual and moral cultures of the peoples of Russia - A.V. Kuraev, D.I. Latyshina, M.F. Murtazin and others.
14. Music - E.D. Kritskaya, G.P. Sergeeva, T.S. Shmagina.
15. art- L.A. Nemenskaya, E.I. Koroteeva, N.A. Goryaeva.
16. Technology - N.I. Rogovtseva, N.V. Bogdanova and others.
17. Physical Culture- V.I. Lyakh.

Educational and methodological complex "Perspective"

(edited by L.F. Klimanova)

Publishing house "Prosveshcheniye".
Website: http://www.prosv.ru/umk/perspektiva

The educational and methodological complex “Perspective” has been produced since 2006. The educational complex includes lines of textbooks in the following subjects: “Teaching literacy”, “Russian language”, “Literary reading”, “Mathematics”, “The world around us”, “Technology”.

The educational and methodological complex “Perspective” was created on a conceptual basis that reflects modern achievements in the field of psychology and pedagogy, while maintaining a close connection with the best traditions of classical school Russian education.

The educational complex ensures the availability of knowledge and high-quality assimilation of program material, the comprehensive development of the personality of a junior schoolchild, taking into account his age characteristics, interests and needs. A special place in the educational complex “Perspective” is given to the formation of spiritual and moral values, acquaintance with the cultural and historical heritage of the world and Russia, with the traditions and customs of the peoples inhabiting the Russian Federation. The textbooks include tasks for independent, pair and group work, project activities, as well as materials that can be used in extracurricular and extracurricular activities.

It is used in teaching materials one system navigation for teachers, students and parents, which helps to work with information, organize and structure educational material, plan the student’s activities in the lesson, organize homework, develop the skill of independent work.

The literacy course is distinguished by its communicative-cognitive and spiritual-moral orientation. The main goal of the course is the active formation of all types of speech activity: the ability to write, read, listen and speak, the development of first-graders’ verbal thinking, the ability to communicate and understand themselves and others. Efficiency new system is provided with educational material selected in accordance with the level of development of the child’s cognitive interests, playful and entertaining exercises, structural-figurative models of words that are included in various communicative and speech situations. In this regard, the word is presented differently, namely, not only as a sound-letter complex, but as a unity of meaning, meaning and its sound-letter form.

On the pages of the teaching and learning complex “Teaching Literacy” all the conditions have been created for a differentiated approach to students with different levels of preparation for school.
Teaching the Russian language is organically connected with teaching literacy and has a common focus. A special feature of the course is a holistic view of language, which provides the study of language (its phonetic, lexical and grammatical aspects), speech activity and text as a speech work.

The main objective of the course “Literary Reading” is the formation of the personality of a junior school student, familiarization with the cultural and historical heritage and the formation of reading competence. For this purpose, the textbook uses highly artistic texts and folklore works of different nations. The system of questions and tasks contributes to the formation of a culture of verbal communication, the development of students’ creative abilities, introduces them to spiritual and moral values, introduces them to ethical and aesthetic norms, develops students’ figurative and logical thinking and creates interest in younger schoolchildren in a work of art as the art of words. The headings “Independent reading”, “Family reading”, “Going to the library”, “Our theatre”, “Teaching book”, “Little and big secrets of the country of Literature”, “My favorite writers” offer various forms of working with a literary work, systematize knowledge and enrich the child’s practical experience; they present a system of working with books both in class and in extracurricular activities.

“Teaching not only mathematics, but also mathematics” is the leading idea of ​​the teaching and learning instruction in mathematics, aimed at strengthening the general cultural sound of mathematical education and increasing its significance for the formation of a child’s personality. The content of the material is focused on developing in younger schoolchildren the skills to observe, compare, generalize, and find the simplest patterns, which allows them to master heuristic reasoning techniques, their logic, and develops divergent thinking as an essential component mental activity, speech culture and allows you to expand your understanding of the world around you using mathematics. Much attention is paid to the development of students' numerical literacy and the formation of computational skills based on rational methods of action.

The textbooks have the same structure and consist of 3 sections: numbers and operations with them, geometric figures and their properties, quantities and their measurement.

The leading idea of ​​the course “The World Around us” is the idea of ​​the unity of the natural world and the cultural world. The surrounding world is considered as a natural-cultural whole, man is considered as a part of nature, the creator of culture and its product.

The course reveals the structure of the concept of “the world around us” in the unity of its three components: nature, culture, people. These three components are consistently considered at different sociocultural levels of society (family, school, small homeland, native country, etc.), due to which the main pedagogical approaches to mastering the subject are determined: communicative-activity, cultural-historical, spiritually-oriented.

The main objective of the subject “Technology” is to create conditions for students to gain experience in design activities from concept to presentation of the product. Junior schoolchildren master techniques for working with paper, plasticine and natural materials, designer, study the properties of various materials and rules for working with them. This approach creates conditions for the formation of regulative universal educational actions in younger schoolchildren, allows the formation of specific personal qualities (accuracy, attentiveness, willingness to help, etc.), communication skills (work in pairs, groups), abilities to work with information and master basic computer techniques.

The material in the textbooks is structured in the form of a journey that introduces students to human activity in different spheres: Man and Earth, Man and water, Man and air, Man and information space.

The textbook “Technology” has introduced a symbolic system for assessing the quality and complexity of a product, which allows for the formation of motivation for success and self-esteem of the student.

The composition of the educational complex "Perspective" includes:
Textbooks by subject (grades 1-4)
Workbooks
Creative notebooks
Didactic materials for the student: “Reader”, “The Magic Power of Words”, “Mathematics and Computer Science”, “Fundamentals of Life Safety”.
Methodological manuals for teachers: lesson developments in subjects, additional educational and methodological materials, calendar and thematic planning, technological maps.

Calendar-thematic planning and technological maps, providing the teacher with effective and high-quality teaching by moving from lesson planning to designing the study of the topic, are posted on the pages of the Internet site of the educational educational complex “Perspective”.

Textbooks included in the educational complex “Perspective”:

1. ABC - L.F. Klimanova, S.G.Makeeva.
2. Russian language - L. F. Klimanova, S. G. Makeeva.
3. Literary reading - L.F. Klimanova, L.A. Vinogradskaya, V.G. Goretsky.
4. Mathematics - G.V. Dorofeev, T.N. Mirakova.
5. The world around us - A.A. Pleshakov, M.Yu. Novitskaya.
6. Technology - N.I. Rogovtseva, N.V. Bogdanova, N.V. Dobromyslova

Educational and methodological complex “School 2000...”

Publishing house "Yuventa"
Website: http://www.sch2000.ru

The didactic system of the activity method “School 2000...” offers solutions to current educational problems in the system of lifelong education (preschool educational institution - school - university). It is based on a continuous course of mathematics for preschoolers, primary and secondary schools, focused on the development of children’s thinking, creative powers, their interest in mathematics, the formation of strong mathematical knowledge and skills, and readiness for self-development. The “Learn to Learn” program takes into account the possibility of working on this program in the conditions of various options for the educational curriculum of the educational institution (4 hours or 5 hours per week).

The main goal of the “School 2000...” program is the comprehensive development of the child, the formation of his abilities for self-change and self-development, a picture of the world and moral qualities that create conditions for successful entry into culture and the creative life of society, self-determination and self-realization of the individual.

The selection of content and the sequence of studying basic mathematical concepts was carried out in the “Learn to Learn” program based on a systematic approach. Built by N.Ya. Vilenkin and his students, a multi-level system of initial mathematical concepts (SNMP, 1980) made it possible to establish a procedure for introducing fundamental concepts in school mathematical education, ensuring successive connections between them and the continuous development of all content and methodological lines of the mathematics course 0-9.

The basis of the organization educational process in the “Learn to Learn” program is a didactic system of the activity-based teaching method “School 2000”, which can be used at two levels: basic and technological.

The mathematics course “Learning to Learn” for elementary school can be used in conjunction with courses in other academic subjects included in the Federal Lists of Textbooks of the Ministry of Education and Science of the Russian Federation, based on the teachers’ own choice. In this case, as a didactic basis that organizes the work of teachers in conditions of variability in education, it is possible to use the technology of the activity method at the basic level.

Teaching materials in mathematics for primary school of the program “Learning to Learn” (“School 2000...”

1. Mathematics - L.G. Peterson

Textbooks are equipped with teaching aids, didactic materials and a computer program for monitoring progress.

additional literature
2. Peterson L.G., Kubysheva M.A., Mazurina S.E. What does it mean to be able to learn. Educational and methodological manual.-M.: UMC “School 2000...”, 2006.
3. Peterson L.G. Activity-based teaching method: educational system “School 2000...” // Construction of a continuous sphere of education. - M.: APK and PPRO, UMC “School 2000...”, 2007.

Educational and methodological complex “School 2100”

(scientific supervisor - L.G. Peterson)

Publishing house "Balass"
Website: http://www.school2100.ru/

In the process of teaching the educational curriculum in accordance with the activity approach, the task of forming a functionally literate personality is realized. Using different subject content, the student learns to acquire new knowledge and look for answers to questions that arise. All textbooks in the program are built taking into account the psychological specifics of age. A characteristic feature of this educational program is the minimax principle. He assumes that the authors of textbooks and the teacher give the student the opportunity (if he wants) to take the material to the maximum. The textbooks contain abundant information for this purpose, allowing the student to make personal choices. At the same time, the most important facts, concepts and connections included in the minimum content (Federal State Educational Standards and program requirements) must be mastered by every student. The minimum is presented to the student during lessons for discovering new knowledge, reinforced and submitted for control. The maximum allows the student to satisfy his own personal needs and interests.

This way, each child has the opportunity to take as much as he can.

Using the technology of problem dialogue used in the educational system “School 2100”, schoolchildren learn in each lesson to set a goal, draw up a plan for achieving it, search for a solution, and reflect on the results of working with the text. To develop communicative general educational skills, technology for working with text is used. Thus, a teacher working using the textbooks of the School 2100 educational system has the opportunity to achieve new educational goals simply by conducting high-quality lessons using the technologies adopted in this system.

List of textbooks of educational educational complex “School 2100”
1. Primer - R.N. Buneev, E.V. Buneeva, O.V. Pronina.
2. Russian language - R.N. Buneev, E.V. Buneeva, O.V. Pronina.
3. Literary reading - R.N. Buneev, E.V. Buneeva.
4. English - M.Z. Biboletova and others.
5. Mathematics - I.E. Demidova, S.A. Kozlova, A.P. Thin.
6. The world around us - A.A. Vakhrushev, O.B. Bursky, A.S. Rautin.
7. Fine arts - O.A. Kurevina, E.D. Kovalevskaya.
8. Music - L.V. Shkolyar, V.O. Usacheva.
9. Technology - O.A. Kurevina, E.L. Lutseva
10. Physical culture - B.B. Egorov, Yu.E. Replanting.

Educational and methodological complex “Promising Primary School”

(scientific supervisor - N.A. Churakova)

Publishing house "Akademkniga/textbook"
Website: http://www.akademkniga.ru

The concept of educational learning is based on the humanistic belief that all children are capable of learning successfully if the necessary conditions are created for them. Taking into account the age of students makes the learning process successful. All textbooks in the set provide teachers with opportunities to implement the regional component.

When selecting educational material, developing the language for presenting the material, and developing the methodological apparatus of the set, the following components were taken into account.

The age of the student. A first-grader can be six, seven, or eight years old. And this is not a problem of lowering the age of a first-grader, but the problem of the simultaneous presence of children of different ages in the lesson, which required a combination of gaming and educational activities throughout the entire first year of study.

Different levels of student development. A student who did not attend kindergarten, often comes to school with unformed sensory standards. This required solving the problem of forming sensory standards during the adaptation period of training.

Topographical affiliation of the student. The selection of material takes into account the experience of the student living in both urban and rural areas.

Different class sizes. Detailed formulation of tasks along with instructions organizational forms Their implementation (in a group, in pairs) allows schoolchildren to study independently for quite a long time, which is important for a small and small school. The similar structure of textbooks within each subject area and the same external intrigue for all textbooks in the set help students of different age groups, located in the same room, to be in a single educational space.

Different levels of Russian language proficiency. When developing the educational complex “Prospective Primary School”, it was taken into account that not all students have Russian as their native language and that today’s schoolchildren have a large number of speech therapy problems. Finding a solution to this set of problems required a revision of some important theoretical positions of the Russian language, the development of special lines of orthoepic work and work with a reverse dictionary.

As a result of mastering the subject content included in the kit, each student has the opportunity to acquire general educational skills. Master those methods of activity that meet the requirements of the state educational standard. These are, first of all, the initial skills of searching for the necessary information in dictionaries, reference books, and the library catalog. A system of mutual cross-references between textbooks, each of which has specific educational field dictionaries, gives the student the opportunity, during a four-year education, to acquire skills in working with spelling, spelling, reverse, explanatory, phraseological, etymological and encyclopedic dictionaries.

Placing the methodological apparatus for organizing children's activities during lessons in the body of each textbook allows the set to fulfill such a requirement of the Federal State Educational Standard as the formation of educational cooperation activities - the ability to negotiate, distribute work, evaluate one's contribution to overall result educational activities.

one system symbols in all textbooks it is designed to organize individual, pair, group and collective work.

List of textbooks of educational educational complex “Prospective Primary School”

1. ABC - N.G. Agarkova, Yu.A. Agarkov
2. Russian language - Kalenchuk M.L., Churakova N.A., Baykova T.A., Malakhovskaya O.V., Erysheva E.R.
3. Literary reading - Churakova N.A., Malakhovskaya O.V.
4. Mathematics - A.L. Chekin, O.A. Zakharova, E.P. Yudina.
5. The world around us - O.N. Fedotova, G.V. Trafimova, S.A. Trafimov, L.A. Tsareva, L.G. Kudrova.
6. Computer science - E.N. Benenson, A.G. Pautova.
7. Technology - T.M. Ragozina, A.A. Grineva.

additional literature
1) Churakova R.G. Technology and aspect analysis of a modern lesson
Churakova N.A., Malakhovskaya O.V. A museum in your classroom.

Educational and methodological complex “Development. Individuality. Creation. Thinking" (RHYTHM)

(UMK “Classical Primary School”)

Publishing house "Drofa"
Website: http://www.drofa.ru

Educational and methodological complex “Development. Individuality. Creation. Thinking" (RIHTM) was created on the basis of the educational complex "Classical Primary School", the main feature of which is the combination of modern approaches to solving methodological problems and practice-tested principles of didactics, which allows schoolchildren to achieve consistently high educational results.

Educational and methodological complex “Development. Individuality. Creation. Thinking" (RITHM) revised in accordance with the Federal state standard and supplemented with new textbooks (foreign language, environment, physical education). The educational complex includes programs, teaching aids, and workbooks. Study lines in basic subjects are provided with didactic materials, tests and sets of visual aids. All components of the educational complex are integrated into a single methodological system, have a modern layout, extensive methodological apparatus, and professionally executed illustrations.

In the subject line of the Russian language and literary reading, the native language is considered not only as an object of study, but also as a means of teaching children other disciplines, which contributes to the formation of meta-subject skills. The texts and exercises contained in the textbooks expand knowledge about the native country, its nature, contribute to the education of patriotism, the development of norms and rules of behavior, traditional moral values, tolerance, and therefore the formation of the necessary personal qualities, which is the most important result of education.

During the course of studying mathematics, textbooks are included in active independent and group activities, the most important result of which is the development of flexibility, criticality and variability in their thinking. The methodological apparatus of the subject line is aimed at developing logical skills: understanding the educational task, independently planning one’s actions to solve it, choosing the optimal methods for this.

The methodology underlying subject lines in a foreign language is designed to form elementary foreign language communicative competence in primary schoolchildren. The principle of dialogue of cultures, implemented in the English language course, allows the child to smoothly enter the foreign language communicative space. The German language course is aimed at the interconnected formation of all types of communication skills - listening, speaking, reading and writing. The content of foreign language courses helps to form in the child a sense of belonging to a specific linguistic and cultural community - Russian civil identity.

In the subject line of the surrounding world, the integration of natural scientific and social and humanitarian knowledge is carried out, which lays the foundations for the formation of a holistic picture of the world, solves the problems of developing environmental thinking, a culture of healthy and safe lifestyle, a system of national values, the ideals of mutual respect, patriotism, based on ethnocultural diversity and general cultural unity of Russian society.

The subject line in fine arts is focused on the aesthetic development of the individual based on the mastery of the best examples of the artistic heritage of the peoples of Russia and the world. It is built on the principles of a system-activity approach to learning and reflects the communicative and moral essence of art education.

The aesthetic, spiritual and moral development of students when using the subject line of music is carried out through familiarization with musical culture as the most important component of a harmoniously developed personality. The music course is built on a broad integrative basis with subjects of the humanitarian and aesthetic cycle. It is based on the principle of the formation of universal educational actions - personal, regulatory, cognitive, communicative.

The subject line of technology and physical education contains extraordinary methodological techniques for developing the necessary subject and meta-subject skills, as well as the personality traits of a primary school graduate. The lines are practice-oriented and provide ample opportunities for organizing educational and extracurricular activities for junior schoolchildren.

UMK "Development. Individuality. Creativity, Thinking" (RITM) is aimed at achieving educational results defined by the Federal State Standard and implementing the "Concept of spiritual and moral development and education of a citizen of Russia."

Textbooks included in the educational complex “Classical Primary School”:
1. ABC - O.V. Dzhezheley.
2. Russian language - T.G. Ramzaeva.
3. Literary reading. - O.V. Dzhezheley.
4. English - V.V. Buzhinsky, S.V. Pavlova, R.A. Starikov.
5. German language - N.D. Galsakova, N.I. Guez.
6. Mathematics - E.I.Alexandrova.
7. The world around us - E.V. Saplina, A.I. Saplin, V.I. Sivoglazov.
8. Fine arts - V.S. Kuzin, E.I. Kubyshkina.
9. Technology.- N.A. Malysheva, O.N. Maslenikova.
10. Music - V.V. Aleev, T.N. Kichak.
11. Physical culture - G.I. Pogadaev.

Educational and methodological complex “Primary school of the XXI century”

(scientific supervisor - N.F. Vinogradova)

Publishing house "Ventana - Graf"
Website: http://www.vgf.ru

The kit is based on the theory of activity of A.N. Leontyeva, D.B. Elkonin and V.V. Davydova. The general goal of education is the formation of activities leading to this age. The goal of primary school teachers is not just to teach the student, but to teach him to teach himself, i.e. educational activities; The goal of the student is to master the ability to learn. Academic subjects and their content act as a means to achieve this goal.

Forms, means and methods of teaching are aimed at developing the prerequisites in a primary school student (in the 1st half of the first grade), and then the skills of educational activities. During primary education, a primary school student develops skills in educational activities that allow him to successfully adapt to primary school and continue subject education according to any educational and methodological set.

The leading characteristics of a primary school graduate are his ability to think independently and analyze any issue; the ability to construct statements, put forward hypotheses, defend the chosen point of view; the presence of ideas about one’s own knowledge and ignorance on the issue under discussion. Hence, there are two methodological features of the teaching and learning complex. Thus, working with the educational and methodological set “Primary School of the 21st Century”, the student masters a fundamentally different role - “researcher”. This position determines his interest in the process of cognition. As well as increasing attention to the creative activity of students, based on the initiative and independence of each student.

List of textbooks of educational educational complex “Primary school of the XXI century”

1. Primer - L.E. Zhurova.
2. Russian language - S.V. Ivanov, A.O. Evdokimova, M.I. Kuznetsova.
3. Literary reading - L.A. Efrosinina.
4. English language - UMK “FORWARD”, M.V. Verbitskaya, O.V. Oralova, B. Ebbs, E. Worell, E. Ward.
5. Mathematics - E.E.Kochurina, V.N.Rudnitskaya, O.A.Rydze.
6. The world around us - N.F. Vinogradova.
7. Music - O.V. Usacheva, L.V. Schoolboy.
8. Fine arts - L.G. Savenkova, E.A. Ermolinskaya
9. Technology - E.A. Lutseva.
10. Fundamentals of the spiritual and moral culture of the peoples of Russia (4th grade) - N.F. Vinogradova, V.I. Vlasenko, A.V. Polyakov.

The content of the educational subjects of the educational complex is focused on stimulating and supporting the emotional, spiritual, moral and intellectual development and self-development of the child; to create conditions for the child to demonstrate independence, initiative, and creative abilities in various activities. At the same time, the importance of children’s assimilation of knowledge and mastery of skills as means of development remains, but they are not considered as an end in themselves of primary education.

In the subjects of teaching and learning, the humanitarian orientation and its influence on the emotional and social-personal development of the child are strengthened. The educational complex contains content that helps the child retain and recreate the integrity of the picture of the world, ensures his awareness of the various connections between objects and phenomena and, at the same time, develops the ability to see the same object from different sides. The main feature of this set is its integrity: the unity of the structure of textbooks and workbooks for all grades and subjects; unity of end-to-end lines of standard tasks, unity of approaches to organizing educational activities.

Textbooks and teaching aids of the educational educational complex “Planet of Knowledge” are published by the publishing houses “Astrel” and “AST”.
The UMK includes:

1. Primer - author T.M. Andrianova.
2. Russian language - author T.M. Andrianova, V.A. Ilyukhina.
3. Literary reading - E.E. Katz
4. English language - N.Yu. Goryacheva, S.V. Larkina, E.V. Nasonovskaya.
5. Mathematics - M.I. Bashmakov, M.G. Nefedova.
6. The world around us - G.G. Ivchenkova, I.V. Potapova, A.I. Saplin, E.V. Saplina.
7. Music - T.I. Balanova.

Educational and methodological set “Harmony”

(scientific supervisor - N.B. Istomina)

Publishing house "Association of the XXI Century".
Website: http://umk-garmoniya.ru/

The educational and methodological set "Harmony" implements: methods of organizing students' educational activities related to setting an educational task, its solution, self-control and self-assessment; ways of organizing productive communication, which is a necessary condition for the formation of educational activities; methods of forming concepts that ensure awareness of cause-and-effect relationships, patterns and dependencies at a level accessible to primary school age.

The course is based on a methodological concept of purposeful and systematic work on developing mental activity techniques in younger schoolchildren: analysis and synthesis, comparison, classification, analogy and generalization in the process of mastering the mathematical content provided for by the program.

The primer "My First Textbook", intended for the course "Teaching Literacy", ensures not only the development of elementary reading and writing by first-graders, but also the development of their thinking, cognitive interests, sense of language, the formation of phonetic hearing, spelling vigilance, speech and reading skills, introduction into the world of children's books, as well as gaining experience working with educational books.

The primer involves the active promotion of both children just beginning to learn to read, and those who are already at different stages of mastering reading techniques.

In general, this primer creates conditions for the successful continuation of teaching reading and the Russian language within the framework of individual academic subjects.
The Russian language course, presented in the textbooks “To the Secrets of Our Language,” ensures the development of language and speech skills in younger schoolchildren, their functional literacy, simultaneously with the development of the entire complex of universal educational actions.

This is facilitated by the implementation of an activity-based approach to the organization of learning, in which the development of language and speech concepts, rules, and work on skills goes from motivation and setting an educational task to its solution and, through understanding the necessary method of action, to the use of acquired knowledge, to the ability to control implementation action and its result.

Language learning has a communicative orientation, since it is subordinated to the development of students’ speech, the improvement of all forms of their speech activity.

Formation of literacy schoolchildren is carried out on the basis of the targeted development of their spelling vigilance and spelling self-control.

Course "Literary Reading" involves the formation of reading competence of a junior schoolchild, which is determined by proficiency in reading techniques and methods of mastering literary work, the ability to navigate books and the acquisition of experience in independent reading activity.

Teaching literary reading is also aimed at:
enriching the spiritual and moral sphere of junior schoolchildren, developing ideas about good and evil, justice and honesty, respect for the culture of the peoples of multinational Russia;
mastering universal educational activities
improving all types of speech activity, the ability to construct a monologue and conduct a dialogue;
development of creative abilities;
nurturing an aesthetic attitude towards the art of words, interest in reading and books, the need to communicate with the world of fiction;
expanding the reader's horizons.

Mathematics course presented in the textbook, in the process of mastering the program material, purposefully forms all types of universal learning activities (ULA) for students. This is facilitated by: the logic of constructing the course content, various methodological techniques for organizing the educational activities of younger schoolchildren, and a system of educational tasks aimed at students performing various types of actions.

In the process of studying the course, children will master: mathematical knowledge, skills and abilities provided for by the course program, and will learn to use them to describe surrounding objects, processes, phenomena, assess quantitative and spatial relationships; master the skills: build reasoning; argue and correct statements; distinguish between reasonable and unfounded judgments; identify patterns; establish cause-and-effect relationships; carry out an analysis of various mathematical objects, highlighting their essential and non-essential features, which will ensure their successful continuation of mathematical education in primary school.

Features of the content of the course “The World around us” are: the integrative nature of the presentation of natural science, social science and historical knowledge; purposeful formation of UUD during the development of subject knowledge and skills.

The study of the surrounding world is aimed at:
formation in younger schoolchildren of a holistic picture of the natural and sociocultural world, environmental and cultural literacy, moral, ethical and safe standards interactions with nature and people;
mastering a complex of subject knowledge, skills and universal educational activities for the successful continuation of education in primary school;
development of skills to observe, analyze, generalize, characterize objects of the surrounding world, reason, solve creative problems;
education of a citizen who loves his Fatherland, is aware of his belonging to it, respects the way of life, customs and traditions of the inhabiting peoples, striving to participate in environmental and creative activities.

The main course presented in the textbooks "Technology", is a substantive transformative activity that allows you to integrate conceptual (speculative), visual-figurative, visual-effective components of cognitive activity.

Main features of the “Fine Arts” course:
acquaintance of schoolchildren with the figurative language of fine art as the basis for the emotional and ethical development of the surrounding world;
communicative orientation of training, ensuring the education of the basic visual culture of the individual and the primary development of visual means of visual communication;
activity-based approach to the study and further practical development of visual, design and decorative artistic activities;
learning based on problem problems, when the teacher, without suggesting a final answer, poses questions that help students themselves come to the right decision;
formation of methods of cognitive activity and development of interest in the field of artistic exploration of the world, enrichment of the child’s sensory and practical creative experience.

Music course, presented in the textbooks “To the Heights of Musical Art,” has the following features:
development of musical thinking of schoolchildren through mastering various genres of music;
selection of musical material with a focus on the masterpieces of world musical art, which helps the child form a holistic understanding of musical culture based on its standard samples;
formation, along with the song type, of musical thinking at the symphonic level;
the methodological principle of “recreating” masterpieces of world musical art, which consists in the fact that the holistic perception of a work is preceded by the stage of its “creation” by a child through the passage of the main stages of the composer’s path;
the creation by schoolchildren of the independence of music as a form of art, capable of conveying the feelings and thoughts of people through their own means as a result of acquaintance with musical images of various genres of music and the disclosure of multifaceted connections between music and life.

The purpose of the textbooks “Physical Education” is to form in students the foundations of a healthy lifestyle, the ability to communicate and interact with peers, plan their own activities, distribute the load and rest during its implementation, analyze and objectively evaluate the results of their own work, evaluate the beauty of their physique and posture, and technically correctly perform motor actions.

The publishing house “Association of the 21st Century” publishes textbooks and teaching aids for the teaching and learning center “Harmony”.
To communicate with colleagues and exchange experience in the educational system "Harmony" was created social network- www.garmoniya-club.ru

The UMK includes:
1. Primer - author M.S. Soloveichik, N.S. Kuzmenko, N.M. Betenkova, O.E. Kurlygina.
2. Russian language - author M.S. Soloveichik, N.S. Kuzmenko.
3. Literary reading - author O.V. Kubasova.
4. Mathematics - author N.B. Istomina.
5. The world around us - author O.V. Poglazova, N.I. Vorozheikina, V.D. Shilin.
6. Technology - author N.M. Konysheva.
7. Fine arts - (Yakhont publishing house), author: T.A. Koptseva, V.P. Koptsev, E.V.Koptsev.
8. Music - (Yakhont publishing house), author: M.S. Krasilnikova, O.N. Yashmolkina, O.I. Nekhaeva.
9. Physical culture - (Yakhont publishing house), author: R.I. Tarnopolskaya, B.I. Mishina.

Slide 2

Relevance

Global processes of informatization of society - an increase in the amount of text information every year, the imposition of new requirements for its analysis, systematization and speed of processing - have confronted theorists and practitioners in the field of language education with the need to develop new approaches to teaching reading. The problem of teaching reading becomes most urgent in the light of the modernization of primary education. The Federal State Educational Standard emphasizes the importance of teaching meaningful reading in primary school, both in native and foreign languages, and notes that reading in modern information society is of a “meta-subject” or “supra-subject” nature and reading skills relate to universal learning activities.

In the concept of universal educational actions, along with other cognitive universal actions actions of semantic reading related to understanding the purpose of reading and choosing the type of reading depending on the communicative task and determining the main and secondary information, formulating the problem and the main idea of ​​the text are highlighted.

Slide 3 The perception of texts by younger schoolchildren does not correspond to the perception of a mature reader and has a number of features:

Fragmentation, lack of integrity in the perception of the text;

Weakness in analysis and synthesis of what is read;

Dependence on little life experience;

Vividness of experiences, spontaneity and emotionality;

The prevalence of interest in the content of speech rather than in the speech form;

Insufficiently complete and correct understanding of figurative and expressive means of speech;

The predominance of the reproductive level of perception.

Slide 4

The primary task of a primary school teacher: every primary school student must master a strong and complete reading skill. Reading skill is a complex phenomenon. It consists of two sides: semantic and technical.

Semantic:

understanding the content and meaning of what is read.

Technical:

way of reading,

reading pace,

correct reading,

expressiveness.

Slide 5

Types of reading:

1 . Viewing,

2. Introductory - search (selective) and abstract reading (with

compression of information),

3. Semantic (critical , studying) reading - if a complete and

accurate understanding of the information contained in the text.

Semantic reading differs from any other reading in that in the process

reading the text, the process of its interpretation, endowment

meaning, taking into account its value-semantic aspects.

Slide 6 Modern methodology involves reading activity that allowsthink above the textbefore reading, during reading and after finishing reading. It is this “thoughtful reading”, based on perfect reading skills, that introduces the child to the cultural tradition, immersion in the world of literature, development and knowledge of one’s own personality. In the methodology, it is customary to characterize reading skill by naming its four qualities:correctness, fluency, awareness and expressiveness . All these qualities are interconnected and interdependent, therefore, the preparation of a reader should be built taking into account the simultaneous work on all four qualities of the reading skill, which is already realized during the period of learning to read and write. It is even more important to have such a system when studying any works of art. Every reading lesson should be a lessonconscious reading.

Slide 7 Stages of development of reading skills in a beginning reader.

In methodological science, there are three stages in the formation of reading skills:

Analytical stage characterized by the fact that all three components (perception, pronunciation and comprehension) of learning to read are separated from each other - its sign is syllabic reading. Usually occurs during the literacy stage.

Slide 8

Synthetic stage assumes that all three components occur simultaneously. At this stage, the child begins to read whole words. The main sign of transition to this stage is the presence when readingintonation. Intonation appears only when the child retains the general meaning of what is being read in his mind. This usually occurs in the second year of primary school.

Slide 9

Slide 10

The path from the analytical stage to the automation stage will be successful for a primary school child provided that the teacher creates the following mode of operation (techniques, ways of implementing the sounded techniques)

Mandatory daily reading exercises;

Individual, taking into account psychological characteristics child, selection of texts;

Systematic work of the teacher to prevent errors when children read, as well as a system for correcting them;

Specially organized reading to oneself (in a whisper, silent), which can be organized no earlier than with third class, since this is completely different information transmitted to the visual analyzer, which happens completely differently.

We often say that he doesn’t want to read. No, he just can't! Only by the age of 9–10 are the mechanisms of voluntary self-regulation of activity and organization of attention formed. After all, in order to concentrate, you need to concentrate your attention voluntarily.

Slide 11 Work on reading accuracy and fluency.

It makes sense to talk about correctness and fluency of reading only when the reader understands the text. To practice this skill, there are the following:techniques , representing two directions:

The use of special training exercises that improve visual perception, development of the articulatory apparatus, and breathing regulation. They help prevent typical mistakes when reading (omission of letters, syllables, lines, their rearrangement; insertion of arbitrary elements into reading units; repetitions when reading are necessary for the child to maintain the meaning of what was read and the teacher should not abruptly stop this error, otherwise it will prevent the child from moving to the synthetic stage of reading)

Application of the principle of multiple reading when reading works of art. The principle is to constantly draw the child’s attention to re-reading passages that are important in terms of meaning and thus penetrate into the essence of the work, as well as achieve correct fluent reading. Fluency depends on the reading field and the duration of stops. An experienced reader makes 3 to 5 stops on a line; the reading field of an inexperienced reader is very small and he can stop on every letter. The inability to retain a captured segment in memory forces you to return to what you read. Therefore, while training visual perception, the teacher also works on reading fluency.

Slide 12 Working on Reading Consciousness

In this sense it is assumedchild's understanding most of the words used in a literal or figurative meaning; understanding individual sentences and their relationships with each other; understanding individual parts of the text, their internal connections and, finally, understanding the meaning of the entire text.Techniques implementations of this technique can be different:

Mirror reading technique : cat - current, mouth - tor, mother - amam; the technique eliminates habitual cliches, forms arbitrariness in the regulation of eye movements, the child does not notice a logical error, since the word may not have meaning;

Come up with a sequel . Reading only the same part of words parts of words: fish fishing , bird fishing , muho fishing , bob ditch , coma ditch ; the thought line runs through the middle of the word; accuracy in pronouncing the first half is not necessary. The technique is designed to focus the child’s attention on the endings of words, which many often do not do (the moment of guessing is triggered and the meaning of the phrases is completely lost)

Slide 13

Reception of skipping letters (reading dotted letters), not necessarily spelling content. Gaps can be increased, then integral images of letters and their combinations will be fixed in the child’s memory, which improves the secondary zone of the occipital cortex of the left hemisphere, the normal functioning of which is the neuropsychological basis for the perception of verbal material.

Slide 14-15

Reading lines with the base covered . This creates gaming motivation and develops creative thinking, training visual and short-term memory. The memory capacity expands, as it is necessary to keep several words in memory at once.

Slide 16

Collective reading of repeated light words or phrases : meow-meow, bye-bye, we want to grunt like piglets. This technique liberates the child’s consciousness and allows him to feel like a participant in the process.

Slide 17-18

Search for specified words in the text . Often these are proverbs, nursery rhymes, riddles. Such words are repeated without changes, but you will have to look for them in the text, reading it several times. This will make it possible to grasp the idea expressed in the text.

Slide 19

Filling in missing words in sentences with hints of some of their letters. The hint is made by several letters that uniquely define them: where have you been, pussy? The English one has k.r.l..s! This technique helps to combine the improvement of reading technique with the development of hypothetical skills.

Slide 20

Semantic reading - a type of reading that is aimed at the reader understanding the semantic content of the text.

For semantic understanding, it is not enough to simply read the text; it is necessary to evaluate the information and respond to the content.

Since reading is a meta-subject skill, its constituent parts will be in the structure of all universal educational actions:

Personal UUD includes reading motivation, learning motives, attitude towards oneself and towards school;

In regulative learning activities - the student’s acceptance of a learning task, voluntary regulation of activity;

In cognitive UUD - logical and abstract thinking, RAM, creative imagination, concentration, vocabulary.

How to help a child master this competency?

The semantic reading strategy ensures understanding of the text by mastering the techniques of its development at the stages before reading, during reading and after reading.

Slide 21

Purpose of semantic reading – understand the content of the text as accurately and completely as possible, grasp all the details and practically comprehend the information.

This is careful reading and insight into the meaning through text analysis.

Possession of semantic reading skills contributes to the development of oral speech and, as a result, written speech.

Slide 22

The technology includes three stages of working with text.

Stage I. Working with text before reading

1. Anticipation (anticipation, prediction of upcoming reading). Determining the semantic, thematic, emotional orientation of the text, identifying its characters by the title of the work, the name of the author, keywords, illustrations preceding the text, based on the reader’s experience.

2. Setting lesson goals taking into account the students’ overall readiness for work.

Slide 23

Stage II. Working with text while reading

1. Primary reading of the text . Independent reading in class or reading - listening, or combined reading (at the teacher's choice) in accordance with the characteristics of the text, the age and individual capabilities of the students. Identification of primary perception. Identifying the coincidence of students’ initial assumptions with the content and emotional coloring of the text read.

1. Rereading the text . Slow “thoughtful” re-reading (of the entire text or its individual fragments).

2 . Text analysis (techniques: dialogue with the author through the text, commented reading, conversation on what was read, highlighting key words, sentences, paragraphs, semantic parts, etc.). Posing a clarifying question for each semantic part.

3. Conversation on the content of the text . Summarizing what you read. Posing generalizing questions to the text. Referring (if necessary) to individual fragments of text.

4. Expressive reading.

Slide 24

Stage III. Working with text after reading

1. Conceptual (semantic) conversation on the text . Collective discussion of what has been read, discussion. Correlating the reader's interpretations (interpretations, evaluations) of the work with the author's position. Identification and formulation of the main idea of ​​the text or the set of its main meanings.

2. Meet the writer . A story about a writer. Conversation about the personality of the writer. Work with textbook materials and additional sources.

3. Working with title and illustrations . Discussion of the meaning of the title. Referring students to ready-made illustrations. Correlating the artist's vision with the reader's idea.

4. Creative tasks , based on any area of ​​students’ reading activity (emotions, imagination, comprehension of content, artistic form).

The most important point in working with text is working with unfamiliar, incomprehensible words. The children note information that is unfamiliar to them and clarify the meaning of individual words by referring to various dictionaries, encyclopedias, and reference books. An integral component of meaningful reading is a constructive discussion of the text being studied. One of effective methods are discussions, an exercise in the skills of thinking and communication. When reading, you can use notes as an act of thinking. The reading process ends with the formation of one’s owncritical opinions. A critical opinion does not mean disagreement, it means one’s own attitude to the content of the text, which may or may not coincide with the author’s. A prerequisite for a critical attitude must be a complete understanding of the text from the author’s position. Where there is no understanding, any statements and denials of the reader will be meaningless and stupid.

Slide 25

Semantic reading

represents comprehensive UUD , consisting of:

understanding the purpose of reading ( For what ?),

ability to choose the type of reading depending on its purpose ( How? how?),

ability to identify primary and secondary information.

ability to freely navigate and perceive texts of various styles,

the ability to adequately evaluate information obtained from the text.

Slide 26

Methodical techniques for developing semantic reading

INSERT – translated from English means: interactive recording system

for effective reading and thinking using conditionals

designations:

"!" - marks what is already known,

“-” - marks what the student does not agree with,

“+” - something that is interesting for the student is marked,

"?" - something that is unclear and there is a desire to find out more,

And then the student organizes the material into a table.

Slides 27

Target- with the help of 6 questions, gain an understanding of the information contained in the text, and comprehend the author’s position (in literary and journalistic texts). One of the main techniques for understanding information isasking questions to the text and searching for answers to them .

Questions are written on each of the six petals different types. Work can be individual, pair or group.

When practicing the technique, it is necessary to point out to students the quality of questions, eliminating uninformative, random ones.

Slide 28

Explanatory (interpretive) questions .

Used to analyze text information. Start with the word"Why" . Aimed at identifying cause-and-effect relationships. It is important that the answer to such a question is not contained in the text in a ready-made form, otherwise it will become simple.

Practical questions .

Aimed at application, at finding the relationship between theory and practice.

What would I do if I were the hero?

Slide 29

Classification of questions by B. Bloom

Simple questions .

Test your knowledge of the text. The answer to them should be a brief and accurate reproduction of the information contained in the text.

What was the name of the main character? Where does the Volga flow?

Clarifying questions .

They bring it to the level of understanding the text. These are provocative questions that require “yes” and “no” answers and test the authenticity of textual information.Is it true that... If I understand correctly, then...

Such questions make a tangible contribution to the development of discussion skills.

It is important to teach how to ask them without a negative connotation.

Slide 30

Classification of questions by B. Bloom :

They imply the synthesis of the information received. They always contain the particle BY or future tense, and the wording contains an element of forecast, fantasy or assumption.

What would happen if... What would change if a person had 4 arms? How do you think the hero’s fate would have turned out if he had remained alive?

Assessment questions.

Aimed at clarifying the criteria for assessing phenomena, events, facts.How do you feel about...?

What's better? Did you do the right thing...?

Slide 31

Reading with Bloom's Stops and Questions

the text is divided into semantic parts with stops. Types of questions

stimulating the development of thinking:

- to “translation” and interpretation – translating information into new forms and

determining the connection between events, facts, ideas,

- for the development of memory - recognition and recall of received information,

- on the development of assessment skills - a personal view of the received

information with the subsequent formation of judgments and opinions,

- for analytical activities,

- for application – using information as a means for solving

problems within or outside the story context.

Slide 32

Technologies for developing critical thinking

CLUSTERS is a way of graphically organizing material,

making it possible to visualize those thought processes that

occur when immersed in a particular topic (method of visualization).

A cluster is a reflection of a nonlinear form of thinking.

Slide 33

SINQWINE – used as a method of material synthesis. Poem,

consisting of five lines composed according to certain rules

writing. Laconic form develops the ability to summarize

information, express the meaning in several meaningful words, capacious and

in short terms.

Slide 34

Technique “Thick and thin questions”

Give some explanations why...?

Why do you think...?

What is the difference…?

Guess what will happen if...?

What if…?

Thick questions require ambiguous answers.

Slide 35

Subtle issues

Who…?

What…?

When…?

Maybe…?

Will…?

Do you agree…?

Slide 36

Read and ask

Target: develop the ability to independently work with printed information, formulate questions, and work in pairs.

1. Students silently read the proposed text or part of the text chosen by the teacher.

2. Students form pairs.

3. One of the students formulates a question, the other answers it.

4. Discussion of questions and answers in class.

Slide 37

Double Entry Diary

Target: develop the ability to ask questions while reading, critically evaluate information, and compare what you read with your own experience.

1. The teacher asks the students to divide the notebook into two parts.

2. While reading, students should write down on the left side the moments that struck, surprised, reminded of some facts, or evoked any associations; on the right - write a laconic comment: why this particular moment surprised you, what associations it evoked, what thoughts it inspired.

Slide 38

Reading with stops

Stage 1 - challenge .

Construction of the proposed text based on key words, discussion of the title of the story and forecast of its content and issues.

At this stage, based only on the title of the text and information about the author, children must guess what the text will be about.

Stage 2 - comprehension .

Reading the text in small passages with a discussion of the content of each and a forecast of plot development. Questions asked by the teacher should cover all levels of Bloom's questions. The obligatory question is: “What will happen next and why?”

Having become familiar with part of the text, students clarify their understanding of the material. The peculiarity of the technique is that the moment of clarifying one’s idea (the comprehension stage) is at the same time the stage of a challenge to get acquainted with the next fragment.

Stage 3 - reflection . Closing conversation.

Slide 39

Associative bush

This is one of the main techniques for working with information before reading.

The teacher gives a keyword or title of the text, students write down all possible associations around it, indicating with arrows the semantic connections between concepts.

This allows you to update existing knowledge, activate students’ cognitive activity and motivate them to further work with the text. .

Slide 40

Drawing up a question plan

One of the effective techniques for working with text, aimed at developing the ability to highlight the logical and consistent structure of the text.

During the work, the student carries out a semantic grouping of the text, identifies strong points, divides the text into semantic parts and titles each part with a key question.

Slide 41

Reminder for students :

highlight the main ideas of the text;

check how they relate to each other;

group the text around the main idea (divide it into semantic parts);

determine the number of plan points by the number of main thoughts;

formulate each main idea in the form of a question and write down as points of the plan;

Slide 42

Reception table "ZHU"

Slide 43-44

Tree of predictions

Slide 45

Informational resources

Methodological manual on computer science for 1st grade teachers secondary schools
(+CD-ROM)

Contains the computer science course program for 1st grade of primary secondary school, thematic and lesson planning. For 1st grade teachers of secondary schools. The methodological manual is part of the educational and methodological complex in computer science for primary grades of secondary schools. Methods for conducting lessons, solving problems and exercises, and tasks for diagnosing attention and memory are presented. The manual is accompanied by a CD with a package of pedagogical software "Fantasy Country. First Steps" for conducting classes on a computer at the teacher's request.

Computer science and ICT in primary school. Toolkit.

Primary school teachers, computer science teachers working with primary school students, as well as parents who care about the modern education of their children. Lesson developments for grades 3 and 4 are presented, which define the goals, objectives of the lessons, types of activities and educational products of students, various forms, methods and techniques for teaching computer science to junior schoolchildren. Offered guidelines on teaching children computer science based on their creative activity, personal interests and everyday needs.

Lesson notes for computer science teachers: Primary school. Primary School Teacher Library

The manual, in the form of detailed planning, reflects practical experience in teaching computer science courses in primary schools. The manual is intended for computer science teachers in secondary schools. The book will help a computer science teacher distribute educational material and organize the main stages of lessons.

Methodological manual on computer science for teachers of grades 2-4 of secondary schools
(+CD)

In 2 parts. Part 1

At the same time, when using a specially developed practical part of Information Technologies, working with the course will require 68 hours per year.

The educational and methodological set for the 4th grade consists of a textbook-notebook (two parts), a project notebook and a teacher’s manual, which contains thematic planning, comments on important concepts of the course, as well as discussion and solution of problems, etc. The Informatics course is designed for learning over the course of three years in the amount of 34 hours and is not necessarily associated with a computer.

Textbook for 4th grade of primary school.
In 2 parts. Part 2

The course contains tasks that broaden students' horizons, develop logical thinking, attention, observation, imagination, and memory. The textbook is a logical continuation of the educational and methodological set of A. L. Semenov for grades 2-3. The course program corresponds to the Mandatory minimum educational content for secondary educational institutions. Computer Science course 4th grade. entered into work that was awarded the Prize of the President of the Russian Federation in the field of education, it meets the UNESCO Recommendations on Informatics in Primary Education.