Methods and techniques for teaching literacy in elementary school lessons in the Russian School of Education. "Methods of teaching literacy" (to help a student or a beginning teacher)

Features of literacy lessons in classes with different backgrounds students.

G.N.Nuretdinova, teacher of Russian language and literature of higher qualification. category of State Autonomous Educational Institution of Secondary Professional Education "Arsky Pedagogical College named after. G. Tukay"

Many children enter 1st grade already reading or well prepared to master reading. Therefore, each teacher first of all gets acquainted with the composition of his class: to study whether each student reads and how he reads (in whole words, by syllables quickly, by syllables slowly, by letters quickly, begins to read letters, reads individual words, does not read at all). The teacher also becomes acquainted with the deficiencies in speech and perception of speech sounds, which are most often found in children who enter school with very poor preparation.

By the time they enter school, most children usually already speak, distinguish sounds in words and usually do not mix them if they are similar in sound (for example, in words bud and barrel ). From the very beginning of learning, the child identifies individual sounds in words (if you show him an example of what a sound is and how to isolate it), he can name the sounds in order in simple words, for example in such as mustache, mind, uh, ay; Some children, after a single presentation, name the sounds in order in words that are more difficult to analyze, such as, ball, moon, cat , show full readiness to analyze the sound structure of words and to master reading. The task of teaching literacy is to organize the primary, formed before school, ideas about the sounds of words, bring them into a system (vowels, consonants - hard, soft) and on this basis, teach how to write words in printed and written letters and read them correctly. Those admitted as readers will improve their sound concepts and reading skills.

At the same time, poorly prepared children also enter school, who have imperfect pronunciation and, especially often, deficiencies in the perception of close sounds (some vowels, consonants sh-f, s-sh, h-sh) , as well as difficulties in establishing the sequence of sounds in words. Correction of speech deficiencies must be carried out throughout the entire education, especially since many of them affect the success of mastering literacy.

Material for teaching shadowing must be selected in such a way that it matches general theme lesson (usually a page of the primer), but would be distributed according to the capabilities of each student (reading and beginning to read). This principle of selecting material applies to demonstration tables, handouts, and reading books (primer books). Work on all these materials is structured in such a way as to ensure coordinated activity of students in the lesson and develop the reading skill of each student in accordance with his preparation. At the same time, less prepared students have in front of them the nearest promising reading material, which they begin to use as soon as it becomes possible for them.

The inclusion of perspective occurs on the principle of generalization of the basic method of reading consonants with vowels in straight syllables: if children have learned to read the first consonants with a group of vowels a, y, s, o. And, then they easily transfer this method to reading with all subsequent consonants, the letter designation and sound of which they know. As soon as children learn to read words with vowels I, Yu, in the same way denoting the softness of consonants. In this case, there is a natural generalization of the way of reading syllables with all vowels indicating the softness of consonants.

Students are offered texts that combine material for beginners and advanced readers. A clear prospect of advancement is created for each student. For example, a variant of the alphabetic material contains the text: “We feel good. We have balloons and flags! We shouted “Hurray! Hooray!" Words flag, shouted contain the sounds f, zh, k', h, which students have not yet studied in the ABC book, but they know the letters f, f, k, h and can read other consonants with vowels a, u, y, o, i. Therefore, words intended to be read by good readers are read by most beginners. Consistent inclusion of short, promising material enhances the reading abilities of students who are able to do so. Poorly prepared students are involved in this work on the material available to them, reading not only the primer, but variants of the primer pages. This ensures the development of conscious reading in them, whereas by reading the pages of the primer several times, they can memorize them mechanically, and this inhibits the formation of reading skills.

At each lesson, students receive tasks for independent work. Independent tasks gradually become more difficult for all groups of students. Beginners who have mastered reading well receive increasingly complex texts that have become accessible to them. In terms of reading level, they catch up with those who entered school reading well. Teamwork on a general topic, composing words, in which all groups of students participate jointly, logical exercises, reading various kinds of options and tables - all this leads to the rapid advancement of all first-graders in reading, and also has a beneficial effect on their overall development.

Literature.

1. “Methodology of teaching the Russian language in primary school» M.R. Lvov, V.G. Goretsky, O.V. Sosnovskaya, 2002;

2. “Russian language in primary school. Theory and practice of teaching.” M.S. Soloveychik, 2000;

3. “Methods of teaching the Russian language in primary school” by T.G. Ramzaev, 1979.

Lecture

METHODOLOGY FOR TEACHING LITERACY (methodology for teaching reading)

PLAN.

Linguistic foundations of teaching literacy.

Stages of literacy learning.

Preparatory stage of literacy training.

The main stage of learning to read and write.

Analysis and synthesis are the main types of work in the lesson.

Lesson notes (2 examples for comparison)

Diagnostics of the level of preparation of first-graders for learning to read and write.

Assessment of literacy learning outcomes (requirements of the Federal State Educational Standard for Educational Education).

1. Linguistic foundations of literacy teaching methods

Sound structure of the Russian language and its graphics

Russian writing is sound, or more precisely, phonemic (phonemic). This means that each basic sound of speech, or each phoneme, in the graphic system of the language has its own sign - its own grapheme.

The methodology for teaching literacy, focusing students and teachers on sounds, takes into account the features of the Russian phonetic system.

It is very important for teaching literacy which sound units in the Russian language perform a meaningful function (that is, they are phonemes, “basic sounds”), and which do not perform such a function (variants of “basic sounds” - phonemes in weak positions).

There are 6 vowel phonemes in the Russian language: a, o, u, s, i, e - and 37 consonant phonemes: hard p, b, m, f, v, t, d, s, z, l, n, sh, zh , r, g, k, x, c, soft p", b", m", f", e", ig", d", s", z", l", n", r", long w ", long w", h, i. The phonemes g, k, x appear in their soft versions only before the vowels e, i. Strong positions for vowel phonemes are under stress, strong positions for consonant phonemes (except and) are located before the vowels a, o, y, and (for paired voiced-voiceless and hard-softness there are additional cases, which are set out in the textbook "Modern Russian language"). The phoneme also stands before stressed vowels “In a strong position; in other cases it appears in a weak position (the so-called non-syllabic and: my - mine).

In weak positions, phonemes appear as variants that do not sound distinct enough (water - o? a?) or turn into the opposite pair (frost - at the end with). It is not difficult to see that there are a lot of phonemes appearing in weak positions, that is, sounding unclear, indistinct, in speech, and this cannot but be taken into account in teaching literacy.

In modern schools, the sound method of teaching literacy has been adopted. Schoolchildren identify sounds, analyze them, synthesize them, and on this basis learn letters and the entire reading process. In this work, it is necessary to take into account the features of the Russian graphic system, the features of designating sounds in writing. The following features of the graphic system of the Russian language are most important for the methodology of teaching literacy:

1. The basis of Russian graphics is the syllabic principle. It consists in the fact that a single letter (grapheme), as a rule, cannot be read, since it is read taking into account subsequent letters. For example, we cannot read the letter l, because, without seeing the next letter, we do not know whether it is hard or soft; but we read two letters, whether or lu, unmistakably: in the first case, l is soft, in the second, l is hard.

If we see the letter s, then it seems to us that it should be read either as s hard or as s soft. But there are times when s should be read as w - sewed; as sh - to count; how to wash.

We read the letter I, taken separately, as ya (two sounds); but in combination with the preceding soft consonant we read it as a: ball, row.

Since in the Russian language the sound content of a letter is revealed only in combination with other letters, then, therefore, letter-by-letter reading is impossible; it would constantly lead to errors in reading and the need for corrections. Therefore, in teaching literacy, the principle of syllabic (positional) reading has been adopted. From the very beginning of reading, schoolchildren focus on the syllable as a reading unit. Those children who have acquired the skill of letter-by-letter reading as a result of home schooling are relearned at school.

Of course, it is not always possible to immediately read words in accordance with the norms of Russian orthoepy. So, his words that, blue, children do not immediately learn to read as [evo], [shto], [s"inv]. In such relatively difficult cases, a double reading is recommended: “spelling”, and then - orthoepic.

In especially difficult cases, even letter-by-letter reading is allowed, for example, if a completely unfamiliar word is encountered. However, it should be followed by syllabic reading and whole word reading.

2. Most Russian consonants b, v, g, d, z, k, l, m, n, p, r, s, t, f, x are both hard and soft and denote two sounds: frame, river.

The letters ch, sch are unambiguous: they always denote soft sounds, and the letters c, sh, zh always denote hard sounds.

These features are taken into account in the methodology: children first become familiar with only hard consonants, and later with soft ones. The sounds ch, shch, ts, zh are studied at relatively late stages of literacy learning1.

3. The sound b (middle language, always a soft consonant) is indicated not only by the letter i, but also by the letters ё, ya, e, yu, when they are at the absolute beginning of the word (elka - [yol]ka, Yasha - [ya]-sha ), after vowels in the middle of a word (mine - mo[ya], let's go - po[e]khali) and after ъ or ъ (loach - [v "dun", entrance-podezd).

The iotated vowels e, ya, ё, yu are read at relatively late stages of learning to read and write,2 and children learn to read them more by guesswork than on the basis of theory. They recognize these letters as e], [|a], [p], y], and as e, a, o, u after soft consonants (without transcription, of course).

4. The softness of consonants is indicated in Russian graphics in several ways: firstly, ь (angle - coal), secondly, by subsequent vowels i, e, ya, ё, yu (linden, Lena, soft, len, Lyuba - [l "i]pa, [L"e]na, [m"a]gkiy, [l"on], [L"u]ba); thirdly, subsequent soft consonants: [p"es"n"b] . First-graders are introduced to the first two ways of indicating the softness of consonants without theory, practically; the third is not affected at all.

When reading syllabics, distinguishing soft and hard consonants does not cause difficulties for students. The most difficult case is with a soft consonant at the end of a word: kon - horse, corner - coal, as well as inside the word: val - sluggish, small - crumpled, bed - lying, etc. To master soft consonants, as opposed to hard ones, comparative reading and clarification of the meaning of words are used that differ only in the softness or hardness of one consonant (cases when hardness-softness acts in a semantic distinguishing function).

5. The sounds of the Russian language in words are in strong and weak positions. So, for vowels, the strong position is stressed, the weak position is unstressed. Regardless of the strong or weak position, the sound (more precisely, the phoneme) is indicated by the same letter. The discrepancy between sounds and letters in weak positions must be taken into account in the methodology: at first, they try to avoid words with unstressed vowels, with voiced and voiceless consonants at the end and in the middle of the word - these spelling difficulties are introduced gradually, comparing weak positions with strong ones (frost - frosts, home - house).

6. A serious difficulty for children is the variety of sounds. When isolating sounds from a word, we never get exactly the same sound as was in the word. It is only approximately similar to the sound in a word, where it is influenced by subsequent and previous sounds (sha, sho, shu).

The child must catch the commonality in the sound of all variants of the same sound. To do this, words with the sound being studied are selected so that it stands in different positions and combinations with other sounds (hut, good, noise).

When teaching literacy, one should, if possible, avoid sound-letter analysis of such words, where the law of the absolute end of the word applies (nail - guest, milk mushroom - sadness, etc.), the law of assimilation according to the voicedness-voicelessness of consonants (compress - [zha]t, count - [sho]t, later - po[zhe], etc.), where combinations of consonants are simplified, or there are unpronounceable consonants (sad - “sad”, heart - “heart”, sun - “sonce”, etc. .). Children will become acquainted with such phenomena of Russian phonetics later; for example, with unpronounceable consonants - in grade II.

7. We should not forget that all letters of the Russian alphabet are used in four versions: printed and written, uppercase and lowercase.

First-graders learn capital letters as a “signal” of the beginning of a sentence and as a sign of proper names (the simplest cases). Capital letters differ from lowercase letters not only in size, but often also in style.

For normal reading, it is necessary to learn some punctograms - period, question and exclamation marks, comma, colon, dash.

Syllable division is of no small importance for solving methodological issues. A syllable, from the point of view of formation, is several sounds (or one sound) pronounced with one expiratory impulse. In a syllable, the vowel sound stands out as its base with its greatest sonority (in the process of pronouncing a syllable, the vowel plays the role of a “mouth opener”, and the consonants play the role of “mouth closers”). There are open syllables such as sg (consonant + vowel) - ma, closed syllables such as gs - am, and type sgs - poppy, as well as the same types with a combination of consonants: ssg - three, sssg - stro and some others. The difficulty of syllables depends on their structure: the easiest syllables for students are considered to be syllables like sg and gs.

Both reading and writing are complex processes. An adult, experienced reader does not notice the elementary actions that make up the process and letters of reading or writing, since these actions are automated; but a child learning to read or write does not yet merge all the elementary actions into one complex one; for him, each element seems to be an independent action, often very difficult, requiring great efforts not only volitional, intellectual, but even physical.

It is impossible to teach students literacy without introducing reading and writing into the elements that make up these activities. Let's look at these elements.

Reading. An experienced reader does not stop his gaze on every letter and even on every word: 2-3 words fall into his “reading field” at once, recorded by a brief stop of the eyes. It has been established that the reader’s gaze moves along the line in jerks, stopping on the line 3-4 times. Comprehension of the text occurs during stops. The number of stops depends not only on the experience of the reader, but also on the difficulty of the text.

An experienced reader grasps words by their general appearance. Using a tachistoscope, it was found that an experienced reader reads long and short familiar words at almost the same speed. But if he comes across an unfamiliar word, he is forced to read syllable by syllable or even letter by letter, and sometimes, returning his gaze to the beginning of the word, re-read it again. Although an experienced reader does not need an auditory analyzer and prefers to read silently, he often reads a difficult word out loud (or at least “pronounces” it without sound), since he lacks only a visual analyzer for perception.

An experienced reader has no need to read aloud: quiet reading proceeds 1.5-2 times faster than loud reading, understanding of the text is even higher, since during quiet reading the reader has the opportunity to “skim” the text much forward with his eyes, return to individual parts of what was read, and re-read them ( work on the text being read).

Context plays an important role for technique and for reading comprehension.

How is the reading process different for a beginner learning to read and write?

a) The “reading field” of a beginning reader covers only one letter, in order to “recognize” it, he often compares it with others; reading a letter arouses in him a natural desire to immediately pronounce a sound, but the teacher requires him to pronounce a whole syllable - therefore, he has to read at least one more letter, holding the previous one in memory, he must merge two or three sounds. And here lies considerable difficulties for many children.

After all, to read a word it is not enough to reproduce the sounds that make it up. The reading process is slow, since to read a word you need to perform as many acts of perception and recognition as there are letters in the word, and you also need to merge sounds into syllables, and syllables into words.

b) The eyes of a beginning reader often lose a line, since he has to go back and re-read the letters and syllables. His gaze is not yet accustomed to moving strictly parallel to the lines. This difficulty gradually disappears as the student’s attention span expands and he perceives a whole syllable or a whole word at once.

c) A person who begins to read does not always easily understand the meaning of what he read. Great attention is paid to the technical side of reading, to every elementary action, and by the time the word is read and pronounced, the student does not have time to comprehend it. Understanding of the meaning is detached from reading; “recognition” of a word occurs not simultaneously with its reading, but after. The school places great emphasis on reading consciousness. It is enhanced by pictures, questions and explanations of the teacher, visual aids; promotes awareness of reading aloud: the auditory stimulus supports the visual perception of the word and helps to understand its meaning. And yet, weak reading consciousness is one of the main difficulties in learning to read and write.

d) It is typical for an inexperienced reader to guess a word either by the first syllable, or by a picture, or by context. However, attempts to guess words, although they lead to errors in reading, indicate that the student strives to read consciously. (Guessing is also typical for an experienced reader, but his guesses rarely lead to errors.) Errors caused by guessing are corrected by immediate reading syllable by syllable, sound-letter analysis and synthesis.

The greatest difficulty in learning to read is considered to be the difficulty of combining sounds: children pronounce individual sounds, but cannot form a syllable. It is necessary to consider the physiological basis of this difficulty.

Speech organs (tongue, lips, palate, lower jaw, lungs, vocal cords) when pronouncing each sound, taken separately, they are in an excursion position (coming out of immobility); excerpts and recursions.

When pronouncing two sounds together, in a syllable, the recursion of the first sound merges with the excursion of the second. Consequently, to overcome the difficulties of sound merging, it is necessary for the child to pronounce the second sound without allowing recursion on the first sound; Schematically it looks like this:

The main and, in essence, the only effective way to overcome the difficulty of sound merging is syllabic reading. Focusing on a syllable as a reading unit can minimize the difficulty of sound fusion.

As we see, the reading process for a first-grader is a complex, very difficult process, the elements of which are not only very loosely connected with each other, but also carry their own independent difficulties. Overcoming them and merging all elements into a complex action requires great volitional efforts and a significant amount of attention and its stability.

The key to success in learning is the child's development of such important cognitive processes as perception, memory, thinking and speech.

Such an organization of learning, in which each student is involved in active, largely independent cognitive activity, will develop speed and accuracy of perception, stability, duration and breadth of attention, volume and readiness of memory, flexibility, logic and abstractness of thinking, complexity, richness, variety and correctness of speech.

The development of a student is possible only through activity. Thus, to be attentive to a subject means to be active in relation to it: “What we call the organization of a student’s attention is, first of all, the organization of specific processes of his educational activity.”1 In the modern Soviet school, sound analytical-synthetic method of teaching literacy. Special research and experience show that children entering grade 1, especially from kindergarten, in my own way mental development ready for the perception of individual sounds, and for analysis and synthesis as mental actions.

During the period of learning to read and write, great attention is paid to the development of phonemic hearing, i.e. the ability to distinguish individual sounds in a speech stream, to isolate sounds from words, from syllables. Students must “recognize” phonemes (basic sounds) not only in strong but also in weak positions, and distinguish between phoneme sound variations.

A child has basic phonemic awareness by the age of two: he is able to distinguish words that are similar in sound composition, except for one sound (mother and Masha). But at school, the requirements for phonemic awareness are very high: schoolchildren train in decomposing words into sounds, in isolating sounds from combinations with various other sounds, etc.

Phonemic awareness is necessary not only for successful learning, but also for developing spelling skills: in the Russian language, a huge number of spellings are associated with the need to correlate a letter with a phoneme in a weak position (Russian spelling is sometimes called phonemic).

The development of phonemic hearing also requires a very developed hearing system. Therefore, during the period of learning to read and write, it is necessary to carry out various auditory exercises (development of auditory perceptions).

The basis for learning both reading and writing is the speech of the children themselves, the level of its development by the time they enter school.

Letter. Long-term experience has formed the skill and automaticity of writing in a literate adult. An adult rarely pays attention to the design and connection of letters, to spelling; he even sticks to lines automatically and transfers words, almost without thinking about following the rules. His focus is on content and partly on style and punctuation. Moreover, he does not think about how to hold a pen, how to put paper, etc. The position of his hands and his posture have long been established. In other words, he does not have to spend conscious effort on the graphic, technical side of writing.

The writing process for a first grader proceeds completely differently. For him, this process breaks down into many independent actions. He must take care of himself to hold the pen and put down the notebook correctly. When learning to write a letter, a student must remember its shape, elements, place it on a line in a notebook, taking into account the line, and remember how the pen will move along the line. If he writes a whole word, he must additionally remember how one letter is connected to another and calculate whether the word will fit on the line. He must remember how to sit without looking at the notebook's eye. The child is not yet accustomed to performing these tasks, so all these actions require conscious effort from him. This not only slows down the pace of writing, but also tires the child mentally and physically. When a first grader writes, his whole body tenses, especially the muscles of the hand and forearm. This determines the need for special physical exercises during the lesson.

Let's watch how a schoolboy writes. The pen (more precisely, a ballpoint pen) moves across the paper slowly, hesitantly, and trembles; Having written a letter, the student breaks away and examines it, compares it with the model, and sometimes corrects it. Hand movements are often accompanied by movements of the head or tongue.

By checking the student's notebooks, we will make sure that the same letter is written differently in different cases. This is a consequence of insufficient skill and fatigue. Repeating letters and words for students is not a mechanical process, but a conscious activity. The student writes a letter, putting a lot of volitional effort into his work.

Stages of literacy learning.

There are (for all alphabets and primers) 3 stages of learning to read and write:

Preparatory (letter and letterless)

Basic

Final (post-letter)

3. Preparatory stage of literacy training.

Tasks of the preparatory period: familiarizing children with the school, its requirements and rules; teacher studying children; acquaintance with the first educational book - a primer or alphabet, a notebook, ruled paper, other aids and writing tools; speech development - work on a word, sentence, story; the first exercises to train your hand for writing; sound analysis, familiarity with sounds, development of phonemic hearing.

What kind of work is done in reading and writing lessons during the preparatory period?

Speech. Conversation, writing sentences, student stories.

Answers to teacher questions based on pictures; drawing up proposals. Answers to the question “What is this?” according to subject pictures. Making sentences based on a series of pictures. Counting offers. Counting words in sentences. Storytelling: from perception, from memory, from a picture, retelling (based on skills acquired in kindergarten).

Word. New words: Motherland, Moscow, capital, Kremlin and others.

Thematic groups of words: educational subjects (supplies); toys; tools; flowers; mushrooms; birds; vegetables; cloth; dishes; furniture, etc. Isolating a word from a sentence.

Reading. Reading by the teacher of works of fiction that children can understand. Conversation on reading. Reading poems memorized by children before school. Staging a fairy tale. Introduction to the Primer and other children's books.

Children's reading(read by children who already know how to read).

Phonetics and grammar. Isolating sentences from the speech stream. Highlighting words. Dividing a word into syllables, highlighting the stressed syllable. One-syllable, two-syllable and three-syllable words. Isolation of sounds: the first sound in a word; what sounds does a syllable consist of, etc. Pronouncing individual sounds in syllables (au, mind, ball, moon, etc.).

Letter. Free drawing. Getting to know the notebook and the lined paper. Landing rules. Holding a pen. Writing the elements of letters according to the rules. Stencil.

During the preparatory period, children are involved in a relatively new activity for them: if play activity prevailed in the preschool period, then at school academic work- organized mental work that requires sustained attention, significant volitional efforts, and the ability to control oneself. The new nature of the activity creates significant difficulties for children, and in order to alleviate them, it is very important to structure the school hour in such a way that, firstly, the types of activities change every 10-12 minutes, and secondly, the work is active, mental work alternates with physical exercises.

The lesson in the preparatory period lasts 35 minutes. The lessons provide entertaining and playful moments: guessing riddles, telling fairy tales, dramatizing them, creative free drawing on the plot of a fairy tale, student stories, reading poetry by heart; elements of competition are introduced (“Who is the first...?”, “Whose story is better?”, “Who can correctly name...?”, etc.).

During the preparatory period, children learn to listen and accurately follow the teacher’s instructions, they get used to following the rules for students, listening to the answers of their friends, and noticing their mistakes. They learn to answer the teacher’s questions loudly, clearly, coherently (not in monosyllables!), and to actively participate in class work.

The main period of learning to read and write.

Let's consider content of work during the main period of literacy training in various primary education programs.

Objectives of the main stage.

Learn all sounds and letters.

Learn to correctly correlate sounds and letters.

Learn letter combinations.

Practically understand the rules of graphics.

Develop the ability to read fluent syllabics with the transition to whole words.

The principle of learning letters - frequency.

The main (literary) period of learning to read and write includes four successive stages.

On first stage During the alphabetic period, students master the techniques of reading vowels, straight syllables and adjacent consonants in a word.

For example,

what are you talking about

ku tu ka k

ko ta

ki ti ni t ki

The texts are simple and short. For example,

Olya has dolls.

She was rolling dolls.

The dolls fell asleep.

Children should be taught to follow their reading (pointer) and notice the mistakes of their comrades. It is important to test reading comprehension by asking questions about the content.

Syllable tables are used to read and form words.

For example,

no matter what

movie

On second stage During the alphabetic period, students master quick orientation in the syllabic-sound structure of words, consolidate the basic techniques of reading words that include merging in different positions.

To do this, children must quickly find its central part in a word - the merger - and determine the way to read the consonants adjacent to it, read before the merger. For example,

table

S ta si k

from ka la

Re-reading the text can be selective. Children learn to answer questions about the content of the text, consistently retell what they read, read the text to themselves, preparing to read it out loud.

At this stage the teacher to a greater extent differentiates learning, because Some of their students are ahead, others are lagging behind.

On third stage The volume of reading increases significantly (several texts on a page). Children learn to read not only prose, but also poetic texts. For example, s. 139:

What work are the lines taken from?

It was in the evening

There was nothing to do.

The jackdaw sat on the fence, the cat climbed into the attic.

Then Borya told the guys

Just like this:

- And I have a nail in my pocket.

What about you?

- And we have a guest today.

What about you?..

Mostly backward students practice sound analysis.

The main attention is paid to improving reading techniques, and in connection with sound analysis, children are explained the rules of pronunciation of words in speech (orthoepic norms): his [evo], what [what].

Students observe some spelling phenomena, e.g. sea - sea(unstressed vowel).

At this stage, even more attention is paid to making statements based on pictures and observations, activating and enriching the vocabulary.

Students who perform well get the opportunity to read additional literary texts in addition to alphabetic ones.

On fourth stage children read thematic grouped works of children's writers. Reading work at this stage approaches that which is typical for reading lessons.

Features of literacy lessons in classes with different backgrounds

Many children enter grade 1 who already read or are well prepared to master reading. Therefore, each teacher must first become familiar with the composition of his class: check which of the children reads and in what way they read. First-graders who read by letter should be taught to read syllable-by-syllable words of the same difficulty that they can spell. The teacher must also know the nature of speech deficiencies and perception of speech sounds in individual students in his class. Different level student training requires differentiated approach in teaching literacy.

When working frontally with the whole class, poorly prepared children lag even further behind in their development, while the stronger ones inevitably get bored for some part of the school time. In a regular lesson, without a differentiated approach, the teacher unwittingly focuses on the average student and even the level below average. At the same time, work with the weak is often transferred to after-hours (this creates an overload for those students who need rest more than others), and the strong experience a lack of teacher attention.

A differentiated approach partially removes this contradiction, since each group of students receives a task according to its capabilities.

To implement a differentiated approach, the class is divided into subgroups, and whole class work during the lesson alternates with group. The class can be divided into 2–5 subgroups, each of which includes students who are ready to:

4) learn to read at a fast pace(capable, but unable to read);

5) learn at a slow pace.

Each group has its own tasks and its own teaching methods. The tasks of the first and second groups are to improve skills in additional material through independent reading, constantly getting involved in class work, helping the weak. Children included in the third group must be retrained. In this case, consultation for parents is necessary, since in the classroom these students try to read in syllables, and at home - in letters, which complicates the process of relearning. Students of the fourth and fifth groups are taught according to the basic methodology, but on material of varying volumes.

For more efficient work During the lesson, it is advisable to seat children in such a way that it is more convenient to quickly and clearly distribute tasks in accordance with the students’ preparation.

Material for teaching reading must be selected in such a way that it corresponds to the general topic of the lesson (textbook page), but is distributed in accordance with the capabilities of each student. This principle of selection of material applies to demonstration tables, handouts, and books for reading (primer, variants of alphabetic pages). The lesson must include promising material which is accessible to the strong students, but contains elements that are difficult for poorly prepared children. The constant inclusion of promising material expands students' reading capabilities, promotes the development of conscious reading skills, preventing mechanical memorization of the contents of a textbook page.

Perspective material is used at various stages of the lesson:

1) words of varying difficulty and structure for sound analysis and compilation of a split alphabet from letters;

2) words and subject pictures for vocabulary and logic exercises;

3) syllable tables for reading, containing syllables with letters that have not yet been studied;

4) words and columns of words for reading increased difficulty(due to the structure of words or the unstudied letters they contain);

5) texts of varying difficulty and volume for reading.

When organizing differentiated instruction, the teacher must plan a combination various forms works: frontal, group, individual.

The group form of teaching involves the teacher working with a group of students while another group is working independently. First-graders who came to school do not have the skills independent work, so from the first lessons special attention should be devoted to developing these skills. This happens in stages:

1) all students in the class receive the same task for independent work, and the order of its completion is explained by the teacher;

2) one group completes the task independently, and the teacher explains to the other group how to complete the same task;

3) different groups receive different tasks for independent work, the teacher gives explanations only to individual students.

At each lesson, children receive tasks for independent work. Independent tasks gradually become more difficult for all groups. Beginners receive increasingly complex texts that have become accessible to them. Children who read well read in class to a much greater extent due to additional material.

Literature:

1. Lvov M.R., Goretsky V.G., Sosnovskaya O.V. Methods of teaching the Russian language in primary school. M.: Academy, 2000. P.48-76.

2. Lvov M.R., Ramzaeva T.G., Svetlovskaya N.N. Methods of teaching the Russian language in primary school. M.: Education, 1987. pp. 56-63, 82-91.

3. Svetlovskaya N.N. Methods of extracurricular reading. M.: Education, 1991. P. 73-101.

4. Svetlovskaya N.N., Dzhezheley O.V. Extracurricular reading in 1st grade. M.: Education, 1981.

5. Ramzaeva T.G., Lvov M.R. Methods of teaching the Russian language in primary school. M.: Education, 1979. pp. 79-89, 173.

4. Features of reading lessons that develop reading independence when working with a book

The child learns to work with the book from the first day of school in all lessons. Children learn to read and write using the ABC book. By reading the texts of educational books, they master the ability to understand what they read. In parallel with teaching literacy in reading lessons, classes are held on extracurricular reading, developing reader independence when working with a book. Extracurricular reading from the first week of school immediately introduces first-graders to big world literature: introduces a wide range of available books, teaches them to freely navigate them and develops the experience of independent reading.

The process of developing skills and abilities of independent reading activity is organized in stages:

I grade, 1st half of the year – preparatory stage;

I grade, 2nd half of the year – initial stage;

II – III class – main stage.

The period of learning to read and write coincides with the preparatory stage of developing reading independence skills. The main task extracurricular reading classes during the period of literacy training is to awaken and develop schoolchildren's interest in children's books.

Features of the classes in extracurricular reading in the first half of the first grade (at preparatory stage):

1) stability of the structure of classes;

2) specific place and class times;

3) studying only one book in class;

4) getting to know the book by reading and then looking at the book.

Lesson structure on extracurricular reading during the period of literacy training is as follows.

1. A conversation preceding reading aloud, allowing first-graders to recall or formulate real ideas that form the basis of the leading artistic images of the work that children will listen to (2-3 minutes).

2. Expressive reading (and re-reading) by the teacher of a selected work of fiction aloud (3-7 min).

3. Collective reconstruction of what was listened to, reflections on what was heard (4-6 min).

4. Examination of a children's book in order to find the specified work in it (3-4 minutes).

In general, a lesson on extracurricular reading at the preparatory stage is designed for 20-25 minutes. This time is allocated once a week during a reading lesson. An extracurricular reading lesson always ends a literacy lesson, which makes it possible to consolidate the emotions that arise in children in free communication with each other and with the book.

Features of the structure of extracurricular reading lessons at the preparatory stage are determined by the main task. It is possible to awaken and form an interest in books only if each child gets used to thinking independently about a book during classes, not yet being able to read the text of the works contained in it.

Since children do not yet know how to read, the lesson begins with the teacher, having explained the purpose of the lesson, reading aloud a short work of art(fairy tale, riddle, story, poem), and children learn to listen and imagine what they read. Then, after checking how the children understood and remembered the piece they listened to, the teacher shows them the book in which the piece is placed. From this moment, students begin to engage in independent reading activity, which in this case is expressed in the ability to think about a book, perceiving it in the unity of form and content.

Students master the simplest connection between the content of a book and its external features, which is expressed through illustrations, the title of the book and the name of the author.

Consideration gives illustrations under the guidance of the teacher the opportunity for students to reflect on what they read, relying on visual images, using them to check their ideas obtained while listening to the text. In the process of comparing text and illustrations, children easily remember the works and books they read in unity of form and content, become interested in the content of books, and willingly examine them in free time, try to read. Consequently, the recommendation that ends any lesson in the first half of the year is to continue activities with the book (looking at the book, reproducing the text from illustrations, etc.) outside of class time - it is quite natural and logical. In this case, the book that was read and examined in class is exhibited by the teacher in the “Reading Corner”.

The structure of the lesson, while its goal remains unchanged, should be stable, since it systematizes and directs educational process, ensuring interaction between teacher and students.

If children do not hear the work read by the teacher and the teacher does not check how they have mastered the content of what they read, he cannot give them a task that requires them to understand the connection between the content of the book and its external features. And if such a task is not set and completed by the children, will learning take place? Of course not. Moreover, if the learning process stops with the bell and the children have no desire to continue activities with the book in their free time, can they count on consolidating skills and acquiring reading independence skills if they have one meeting with a book a week? Of course not. But without such skills and abilities, not a single person (especially a child) will be able to navigate the books that surround him, will not be able to identify for himself a circle of books - familiar, interesting, especially significant, will not be able to identify and ultimately develop his own reader's interests. Consequently, there can be only one conclusion: it is impossible to change the structure of the extracurricular reading lesson or rearrange its components without damaging the learning process in the first half of the year.

Books in extracurricular reading are educational material. Basic book requirements for reading and reviewing in classes in the first half of the year the following.

1. Books should be diverse in subject matter, genre, emotional orientation, so that the moral experience of students through reading expands in many ways and relatively evenly, and so that by the end of the learning stage, children have a complete range of accessible reading: about the Motherland, about exploits, about children, about animals and plants, fairy tales, poems.

2. You should choose books ranging from 8 to 30 pages, preferably large format.

3. This can be a book containing one work of one author (book-work) or several works of one author (author’s collection), less often - a collection of works by a number of authors (provided that their names are given under the works and not on the cover) or collection of folk tales.

4. The cover design should be standard, i.e. all main inscriptions (author’s surname and title) are located in the usual places, in an easy to read font; the meaning of the title corresponds to the content of the illustration on the cover.

5. Works for reading aloud should be chosen from fiction that are relatively new, but accessible to first-graders in content; The volume of text is one or two printed pages. The teacher himself should certainly like these works.

When introducing first-graders to a children's book, you must follow certain rules.

1. The selected work should be read aloud simply, calmly, with intonation approaching natural storytelling. The teacher should easily navigate the text of the work and the book; repetitions, songs, sayings to know by heart. You cannot walk around the classroom while reading.

2. During reading aloud, illustrations are not shown to students, and the cover is also not specifically shown.

3. When collectively examining a book after reading, the teacher holds it at chest level. He stands in one place, preferably in the center, near the board. At every opportunity he encourages children to read the signs ( individual words, syllables, phrases). The inscriptions that are read (by them or by children) are immediately shown in the book (on the cover or in the text). Any answer from the spot, if it is directly related to the book, ends with the child, when called by the teacher, going to the board and showing in the book the detail (in the illustration, in the text) that he refers to.

A beginning first-grader reader should be taught to look at a book from its cover. First of all, on the first page of the cover the leading inscriptions (author's surname, title) and illustrations. The inscriptions are read. Their meaning is realized (all possible associations are aroused, for example: is the author familiar or not; if familiar, what books of his children remember, etc.). Illustration is being reviewed. The content of the inscription and illustration is compared, associations are expanded and clarified, and the question is presumably resolved whether there may be a familiar or necessary work in this book. To confirm the assumption, the book is flipped through and examined page by page. Illustrations and large inscriptions, if any, stand out on the pages. It is established whether there is one work in this book or several. A familiar and necessary work is sought. The illustrations for this work are examined in detail.

The effectiveness of an extracurricular reading lesson, like any other activity, is determined by the results of the children’s learning provided by the program complex of knowledge, skills and abilities.

By the 4th week of school (end of September), students begin to show interest in the children's books that the teacher brings to class: they independently and willingly access these books, leaf through them and look at them in their free time - in groups and alone.

By the end of the first - beginning of the second quarter, they will recognize the same work in different editions.

By the 12th week, books written by the same author can be distinguished from a group of books.

By the 14th – 15th week they understand the concept of “book title” (author’s surname and title). Students can determine by ear whether the answering student names the book correctly, and even determine which part of the book's title is missing.

To achieve these results, the following must be presented for each extracurricular reading lesson: requirements.

1. Books for reading and viewing must be selected V strict compliance with the above recommendations.

2. There must be an active educational activities schoolchildren to study children's books, i.e. Children need to be taught to think about a book, to consciously navigate through it, while using all the knowledge they have about working with a book.

3. It is necessary to monitor whether the children remember new book and the piece you listened to, whether you were interested in it.

Literacy teaching is the most important link in the entire system of work on the native language in the primary grades. Junior schoolchildren acquire skills, abilities and knowledge that are of great importance for subsequent successful studies. Learning to read and write is, first of all, a means of children acquiring the initial skills of correct reading and writing, at the same time it is also a means of shaping their thinking and developing speech.

A characteristic feature of this period is that it marks the child’s transition from one way of life to another, a change in emphasis in his play and work activities, which largely determines the complexity of educational work in creating a class team, in first-graders’ awareness of the norms and rules of behavior in school.
A significant factor influencing the work of teaching literacy is, as a rule, the different levels of preschool preparation of children. Children differ from each other in level speech development, some of them have speech deficiencies; not all children are equally prepared to master the sound analysis of words. In addition, as practice shows recent years, the majority of first-graders who begin school can already read, and the proportion of children who do not read is small.

It is necessary to differentiate the work of the teacher in teaching primary schoolchildren to read and write. Modern educational and methodological kits come to the aid of the teacher, suggesting the possibility of level differentiation in the 1st grade. For example, a literacy training kit by the team of authors R.N. Buneeva, E.V. Buneeva, O.V. Pronina. The textbook contains speech material for working both with a group of students who can read fluently, and with those children who have just begun to master literacy.

The ability to combine in one literacy lesson the solution of an educational and educational problem, the organization of differentiated work with younger schoolchildren, as well as the development of cognitive interest to the subject, forms the basis of the skill of a primary school teacher.
Let's illustrate with an example practical possibility implementation of educational, developmental and educational tasks in a literacy lesson.
We bring to the attention of readers a lesson summary on the training kit R.N. Buneeva, E.V. Buneeva, O.V. Pronina.

Topic: “Sounds [d], [d,]. Consonants "dd"

Lesson objectives:

Educational- introduce students to new sounds and letters; improve reading skills; develop the ability to perform sound analysis of words; continue work on identifying roots in words with the same root, selecting nests of words with the same root.
Developmental – develop students’ speech, improve the operations of analysis and synthesis, generalization and classification; promote the advancement of each student depending on the level of his preparation.
Educational– form a team of students, develop the ability to cooperate and make friends.

The teacher reveals the first rule.

And the first of the rules: help a friend in difficult times. A true friend is someone who knows how to support his friend, help him in difficult times, he is always there in both joy and sadness. Let's check how the students completed their assignments at the board and help.<Рисунок 2 >

Physical minute

The class raises its hands - this is it,
The head turned - that's two.
Hands down, look forward - that's three.
Turn your arms wider to the sides by four,
Pressing them to yourself with force is five.
All the guys sit down quietly - that's six.

Working with new sounds and letters

1. Isolate a new sound

There are many children in our class, every day we get to know each other better and learn to be friends. I invite Dima and Dasha to the board, they will help us get acquainted with a couple of new sounds.
- What sound does Dasha’s name begin with? [d]
- Dima's name? [d,]
- Describe the sounds [d], [d,].

Children already have some experience in studying sounds, so they will be able to independently prove to the teacher that the sounds are consonant, voiced, paired in hardness and softness.

Let's color the sound man in the alphabet.

Children draw a hat in the shape of a bell for a man, paint one shoe in blue, and the other in green.

2. Sound analysis of words "Dasha", "Dima"

Sounds in words are indicated using sound circles: vowels - in red, hard consonants - in blue, soft - in green. Pupils with these names complete the task on the board, the rest of the children individually at their desks.

The teacher reveals the second rule of friendship.

- The second rule of friendship: do not humiliate your friend, do not call him names or offend him.

3. Exercise in distinguishing new sounds

work in pairs of constant composition

There are cards in front of you. Working in pairs, use a simple pencil to color a circle near those words that contain new sounds [d], [d,].<Рисунок 3 >

The teacher reveals the third rule of friendship.

You did a good job, here's the third rule of friendship: stop your friend if he does something bad.

working in shift pairs

I will show cards with the sound pattern of a word, and you will find on your desk and pick up a card with the desired word.<Рисунок 4>

Note: working in rotating pairs, children, for example, of the first option move along the row (students from the first desk go to the last, the rest always move to a place forward), and of the second option they remain in their place).

The teacher reveals the fourth rule of friendship.

- The fourth rule of friendship: know how to share joy with a friend.

4. Introducing the letters DD.

The pair of sounds [d], [d,] in writing is denoted by the letters Dd. Why 2 letters?
What does the letter d look like?

My calf is on its feet
A letter came out along the path.

Physical minute

Choral recitation of tongue twisters and imitation of movements:
The woodpecker lived in an empty hollow,
The oak chiseled like a chisel.

Note: tongue twister is also used as a speech warm-up before reading.

5. Reading syllables with a new letter

On the board:

YES
TO
DI
DU
YES

DOS
KUD
DICK
HOLES
DUL

DYN
DIM
RAD
SOD
OAK

Non-reading students simply read the syllables, while reading students name the syllable with an addition to the whole word. For example, yes - dacha, do - board, di - sofa, etc.
Note: differentiation of tasks by complexity

The teacher reveals the fifth rule of friendship

The fifth rule of friendship: do not deceive your friend, be honest with him.

6. Reading words, working with words with the same root And

Guys, even words can make friends, let's work with them.

Words from the alphabet are listed on the board for convenience.

Read the words in column 1, which 2 groups can they be divided into? Highlight the root in the words.

What is the common part in the words of the second column? What prefix is used to form the words “will give, gift”?

Highlight the root in the words of the third column?

Continue the fourth column with words of the same root.

Note: features of the program (observation of words with the same root)

7. Working with text

Open the alphabet on page 94. Find the text at the bottom of the page, where some of the words are indicated by pictures.
- First try to compose the text in pairs, and then we will voice it. (reading the text by several students)
- What title would you choose for the text?
- In what words did the sounds [d], [d,] occur?
- Why are several words indicated? blue? How are prepositions written with words?

The teacher reveals the sixth rule of friendship

- The sixth rule of friendship: be able to admit your friend’s mistakes and make peace with him.

Dramatization of the fairy tale "Teremok"

We can also find good examples of friendship in our favorite fairy tales. I will list the heroes of one Russian folk tale, and you guess its name: mouse-norushka, frog-frog, little bunny, little fox sister, top - gray barrel, clumsy bear.
- Let's have a little rest and dramatize the fairy tale “Teremok”.<Рисунок 5 >
- Why can the heroes of the fairy tale “Teremok” be called friends?