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Work Program for Literary Reading "School of Russia" for class 3 in accordance with the requirements of the GEF.


State budgetary educational institution

gymnasium number 1728 Moscow

________ I. Kiseleva

Protocol number ______ from

“____” _____________ 2012.

GBOU Pro-Gymnasium number 1728

Protocol number _______ from

“____” ___________2012

Director of State Educational Institution of Higher Education №1728

___________ A.A. Larionova

Order number ____ from

“____” _____________ 2012

of the course “Literary reading”

(CMO “School of Russia”).

Teacher: Pilipenko E. Yu.

The working program on literary reading for Grade 3 was developed on the basis of the requirements of the Federal State Educational Standard of the IEO, the author’s program of L. F. Klimanova

The work program is designed for 136 hours a year – 17 hours of home reading lessons and 119 lessons of reading.

For the implementation of software content are used:

Literary reading. Mother tongue: textbook for grade 3 of elementary school: comp.


Control and measuring materials GEF. Grade 3, Moscow: “WAKO”, 2012.

Final examination. Literary reading 3 class, M .: “Exam”, 2012.

The presentation logic and content of the author’s program fully comply with the requirements of the federal component of the state standard of primary education, so the program has not been changed, it has been taken into account that educational topics that are not included in the mandatory minimum content of the main educational programs are classified as additional content.

The course is designed to continue learning to read, to introduce into the world of fiction and to help comprehend the imagery of verbal art, through which the work of art is revealed in its entirety and versatility. Literary reading arouses children’s interest in verbal creativity and in reading works of art.

Literary reading is one of the important and crucial stages of a child’s long journey into literature. A full-fledged familiarization of the child with the book, the development of his ability to intuitively feel the beauty of the poetic word, the formation of his need for systematic reading of works of genuine fiction depends on the quality education during this period.

The course of literary reading is the first step of a single continuous course of secondary school literature.

An important feature of the initial stage of education is that the child moves from the position of the listener to the category of the reader, who begins to gradually comprehend the vast world of literature. The young reader thinks about how the ordinary words used by people every day, under the pen of a writer and poet, become a means of creating images, replacing paints with him, like an artist’s, and sounds like a composer-musician.

Methodical approaches to the analysis of a work, envisaged by the course of literary reading, help to avoid one-sidedness in studying a literary work that arises when only the plot-information side of the text becomes the subject of consideration. The attention of the young reader should be paid to the verbal-shaped nature of the work of art, to the author’s attitude to the characters and the world around him, to the moral problems that concern the writer.

The program assumes such content of educational books, their structure and teaching methodology, which are built on the basis of the leading principles: artistic and aesthetic, literary and communicative speech.

The artistic and aesthetic principle determines the strategy of selection of works for reading, and therefore mainly artistic texts are included in the reading circle of schoolchildren. This principle involves the active establishment of links between all other forms of art.

The literary principle is realized in the analysis of a literary work, highlights the artistic image. This principle is also expressed in the fact that the program covers all major literary genres: fairy tales, poems, stories, fables, dramatic works.

The course of literary reading does not imply acquaintance of children with the peculiarities of the writers ’creativity, because younger students do not yet have enough reading, necessary life observations and generalizations.

The communicative-speech principle is aimed at the development of students’ speech culture, at the formation and development of speech skills, the main of which is reading skills. The task of literary reading lessons is the intensive development of reading skills as a type of speech activity: from a loud-speaking form of reading to reading to oneself. The development of reading skills in the second year of study implies a gradual introduction of reading to oneself. In addition to reading skills and speech skills (dividing the text into parts, captioning, drawing up a plan, compressed and complete retelling of the read), students master the techniques of expressive reading, solving a variety of communicative tasks arising from reading, examining the works, they learn to transfer techniques of expressive oral speech communication on reading texts. The communicative-speech principle is aimed at conducting dialogue lessons, lessons of young readers’ imaginary communication with the writer and the characters of his works.

When teaching children to read their knowledge, they are replenished with elementary literary notions: the simplest information about the author-writer, the topic of the work being read, his genre, and the peculiarities of small folk genres (riddle, jokes, proverbs, counts). Children receive initial ideas about the visual and expressive possibilities of verbal art (about metaphor, comparison, personification, rhythm and musicality of poetic speech).

Literature is one of the most complex, intellectual forms of art, the perception of works of which is indirect in nature: when reading, a person gets the more enjoyment of artistic images, the brighter are the ideas that arise during his reading. The nature and completeness of the perception of a literary work is largely determined by the specific sensory experience and the ability to recreate verbal images in accordance with the author’s text.

The study of literary reading is aimed at achieving the following goals:

• development of artistic, creative and cognitive abilities, emotional responsiveness when reading works of art, the formation of an aesthetic attitude to the art of the word; improvement of all types of speech activity, skills to conduct a dialogue, expressively read and tell, improvise;

• mastering conscious, correct, fluent and expressive reading as a basic skill in the education system of younger schoolchildren; the formation of the reader’s outlook and the acquisition of the experience of independent reading activity;

• education of an aesthetic attitude to the art of the word, interest in reading and the book, the need for communication with the world of fiction; the enrichment of the moral experience of younger schoolchildren, the formation of ideas about good and evil, justice and fairness, the development of moral feelings, respect for the culture of the peoples of multinational Russia. Actively influence the identity of the reader, his feelings, consciousness, will.

– develop in children the ability to fully perceive a work of art, empathize with the heroes, respond emotionally to what they read;

– to learn to feel and understand the figurative language of a work of art, expressive means that create an artistic image, to develop students’ figurative thinking;

– to form the ability to recreate the artistic images of a literary work, to develop the creative and recreating imagination of students, and especially associative thinking;

– develop the children’s poetic hearing, accumulate an aesthetic experience of listening to works of exquisite literature, cultivate artistic taste;

– to form the need for constant reading of the book, to develop an interest in literary creativity, the work of writers;

– enrich the child’s sensual experience, his real ideas about the world and nature;

– to form the aesthetic attitude of the child to life, introducing him to the classics of fiction;

-provide a sufficiently deep understanding of the content of works of various levels of complexity;

– to expand the children’s horizons through reading books of various genres, diverse in content and subject matter, enrich the moral, aesthetic and educational experience of the child;

– to ensure the development of the speech of schoolchildren and actively develop reading skills and speech skills;

– work with different types of texts;

– create conditions for the formation of the need for independent reading of works of art, to form a “reader’s independence.”

Development of speech skills when working with text:

1. Development of reading skills:

– developing the skill of correct, conscious reading aloud, developing an accelerated reading rate due to practicing the techniques of a holistic and accurate visual perception of the word, speed of reading comprehension;

– learning to read by hand in small-volume texts with a gradual increase in the volume and number of texts read in this way.

– in-depth understanding of the read (from the assimilation of the subject content to the realization of the basic thought of the read);

– development of the ability to move from reading out loud to reading silently;

– development of the ability to quickly grasp the main idea of ​​the work, the logic of the narration, the semantic and intonational connections in the text.

– children’s orientation to the fact that reading out loud is reading for listeners, and reading to oneself is reading for oneself;

– improving the sound culture of speech: the development of clear diction based on special exercises and speech apparatus training;

– pronunciation of tongue twisters, chatter sayings, verse lines for practicing individual sounds;

– teaching orthoepically correct pronunciation of words when reading, developing the rate of speech and reading, correlating it with the content of the utterance and text, developing the ability to speed up and slow down the rate of speech and reading, the ability to increase and decrease the strength of voice from loud speech to whisper and, conversely, speech situation and the communicative task of the utterance;

– learning to read fictional roles, dramatizing works;

– rules of preparation for expressive reading: to think over the content, to imagine the picture shown, to hear the sound of the line, the phrase and catch their melody, to comprehend the performing task;

– develop the ability to plan and then analyze your performance, adjust it in accordance with the purpose of the statement.

Correct, conscious, expressive reading in whole words. Correlation of intonation (tempo, logical accents, pauses, tone of reading) with the content of the readable text. The rate of reading an unfamiliar text is 75-80 words per minute (when reading out loud) and 85-90 words per minute (when reading to oneself).

– detailed and selective retelling of the reading with the use of oral drawing techniques and illustrations;

– establishing the sequence of actions in the work and understanding the relationship of the events described in it, reinforcing the correct answer to questions by selective reading;

– independent division of the text into complete parts within the meaning and selection of the main part in them; determination by the teacher of the theme and meaning of the whole work as a whole

– compiling a reading plan and a brief retelling of its content with the help of a teacher;

– verbal drawing of paintings to artistic texts;

– compilation of stories about his observations from the life of the class, school;

– independent finding in the text of words and expressions that the author uses to depict the characters, nature and description of events;

– comparing and understanding the actions of the characters, the motives of their behavior, feelings and thoughts of the actors, the assessment of their actions (with the help of a teacher);

– attention to the language of works of art, understanding the figurative expressions used in it;

– orientation in an educational book: independent finding of a work by its title in the content, searching for an educational book of works that are close in subject.

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Enrichment and development of the experience of creative activity of the emotional-sensual attitude to reality:

– formation of students’ ability to perceive the beauty of nature, man and the objective world created by him, and the need for a moral and aesthetic attitude to the world around him;

– development of skills to compare the state of nature at different times of the year, to form their own vision of the surrounding world, the ability to find the unusual in ordinary objects;

– accumulation of the experience of living impressions from communication with the world of animals and birds, the development of the ability to notice the postures, habits characteristic of the movements of animals in various situations, to be able to tell about what they saw;

– monitoring the mood of people in different situations;

– collective listening of literary works of art, consonant with the emotional mood of students in certain situations.

2. The development of the ability to express in a word one’s impressions, one’s vision of the subject, the state of nature and man:

– holding the game “Find a mark word”;

– a collective composition of various stories;

– oral and written stories of children on free topics given to them.

– consideration and description of similar and various subjects, holding competitions, competitions for the best comparison;

– games like “Magical Transformations of Things” that help to “revive” real objects, phenomena, complication of similar tasks (to change a story told by children into funny, funny or sad, sad);

– collective (individual) creation of their own version of the development of the plot of famous fairy tales;

– development of the ability to perceive by ear works of various genres, to emotionally respond to them and convey their mood in drawings, in a joint discussion of what was heard, while dramatizing excerpts from the works;

– introduction to the world of poetry: listening to and learning by heart poems, the development of poetic hearing, observation of the sound writing, sound imitation;

– development of emotional and aesthetic responsiveness to the work, its artistic features.

– development of observation, sensitivity to the poetic word, the ability to find in the text epithets, comparisons, metaphors, the ability to select options for comparisons, compare them with the author’s selection of artistic expressiveness, accumulate experience of perception and understanding of metaphors, the ability to see and appreciate their allegorical expressiveness;

– working on riddles as detailed metaphors;

– development of the ability to use metaphors in children’s composing their own riddles, developing their creative, imaginative vision of the subject, which contributes to the accumulation of figurative generalizations;

– the development of children’s ability to anticipate the course of development of the plot of the work, to predict the theme and content of the book according to its title and beginning;

– drawing portraits of heroes of literary works, compilation of musical characteristics to them, verbal description of portraits;

– collective dramatization of works of art, the introduction of game situations that will help children play the role of a poet, a writer, a performer, and a spectator; changing the positions of students acting as a listener, performer and creator of an artistic text;

– collective discussion of creative works, education of the benevolent attitude of children to the results of creative searches of classmates.

6. The initial synthesis of experience with literary terms:

– the formation of skills to recognize and distinguish between such genres of literary works as a fairy tale and story, poem and fable, and folklore: mystery, proverb, fiction, count, song, jest;

– Acquaintance of children with some features of such genres of works of art as a fairy tale, epic, fable, short story, poem;

– observation of the rhythmicity of a poetic speech, of the visual and expressiveness of a word in an artistic text;

The main sections of the course

The greatest miracle in the world (3h)

Handwritten books of ancient Russia. The first printer Ivan Fedorov.

Oral folk art (12h)

Russian folk songs. Fairy tales. Tales “Sister Alyonushka and Brother Ivanushka”, “Ivan Tsarevich and the Gray Wolf”, “Sivka-Burka”.

Poetic notebook (11h)

1. F. I. Tyutchev. “Spring Thunderstorm”, “Leaves”; 2. A. A. Fet. “Mama! Look out of the window. “,” Rye is ripening over a hot cornfield. “; 3. I. S. Nikitin. “Fully, my steppe, sleep soundly. “,” Meeting of winter “; 4. I. Z. Surikov. “Childhood”, “Winter”.

Great Russian writers (21h)

1. A. S. Pushkin. “For spring, the beauty of nature. “,” Already the sky was breathing in the autumn. “,” That year the autumn weather. “,” Prettier fashion parquet. “,” Winter Morning “,” Winter Evening “,” The Tale of Tsar Saltan. “; 2. I. A. Krylov. “Monkey and glasses”, “Mirror and Monkey”, “Crow and Fox”; 3. M. Yu. Lermontov. “Mountain peaks”, “In the north wild. , Cliff, Autumn; 4. L. N. Tolstoy. “Childhood” (excerpt), “Shark”, “Jump”, “The Lion and the Dog”, “What is the dew on the grass”, “Where does the water from the sea.”

Poetic notebook (8h)

1. N. A. Nekrasov. “Glorious autumn. “,” The wind does not rage over the forest “,” Grandfather Mazai and the hares “; 2. K. D. Balmont. The Golden Word; 3. I. A. Bunin. “Childhood”, “Wildflowers”, “Dense green spruce by the road. “.

Literary tales (10 hours)

1. D. N. Mamin – Sibiryak. “Alyonushkina tales”, “The Tale of the Brave Hare – Long Ears, Squint Eyes, Short Tail”; 2. V.M. Garshin. “Frog traveler”; 3. V. F. Odoevsky. “Moroz Ivanovich”.

There were tales (9 h)

1. M. Gorky. “The case of Evseyka”; 2. K. G. Paustovsky. “Disheveled Sparrow”; 3. A. I. Kuprin. “Elephant”.

Poetic notebook (5 hours)

1. S. Black. “What are you squeezing duckling. “,” Sparrow “,” Elephant “; 2. A. A. Block. “The Old Hut”, “Dreams”, “Crow”; 3. S. A. Yesenin. “Bird cherry”.

1. M. M. Prishvin. “My motherland”; 2. I. S. Sokolov-Mikitov. “Leaf fall”; 3. V.I. Belov. “Malka guilty”, “More about Malka”; 4. V.V. Bianki. “Little Peak”; 5. B. S. Zhitkov. “About the monkey”; 6. V. L. Durov. “Our Bug”; 7. V. P. Astafyev. Kapalukha; 8. V. Yu. Dragunsky. “He is alive and glowing.”

Poetic notebook (5h)

1. S. Ya. Marshak. “Thunderstorm by day”, “In the forest above the dewy glade”; 2. A.L. Barto. “Separation”, “In the theater”; 3. S. V. Mikhalkov. “If a. “; 4. E. A. Blaginina. “Cuckoo”, “Kitten”.

Collect on a berry – you will pick up kuzovok (10h)

1. B.V. Shergin. “Collect on the berry – you will pick up an empty box”; 2. A.P. Platonov. “Flower on the ground”, “Another mom”; 3. M. M. Zoshchenko. Golden Words, Great Travelers; 4. N.N. Nosov. “Fedina task”, “Phone”; 5. V. Yu. Dragunsky. “A childhood friend.”

Through the pages of children’s magazines “Murzilka” and “Funny Pictures” (5h)

1. Yu. I. Ermolaev. “I let it slip”, “Educators”; 2. G. B. Oster. “Bad advice”, “How legends come out”; 3. R. Sef. “Merry poems.”

Foreign literature (6 h)

“Brave Perseus.” G. H. Andersen. “Ugly duck”.

For the formation of the reader’s outlook on schoolchildren, the development of interest in independent reading activity, one hour per two weeks is devoted to extracurricular reading.

The goal of extracurricular reading lessons is to develop students’ own taste and their reading interests.

Out-of-class reading creates prerequisites for studying literature, but this is not the background, but the basis of literary development, since interest in studying literature cannot arise outside a wide reading experience.

When determining the place of extracurricular reading in the primary language education system, it is necessary to remember that:

  1. The main purpose of literacy lessons is to teach children to read;
  2. literary (classroom) reading lessons – improving reading techniques and developing text skills;
  3. the goal of extracurricular reading lessons is to form the basis of reading independence for younger students,

3 period (3 class).

Educational material: artistic and scientifically – informative children’s books with limited volume, monographic grouping.

Lesson time: 40 minutes (1 lesson) 1 time in 2 weeks.

Educational activities: self-compulsory for a given basis at the lesson and beyond.

Method: reading and viewing in order to select a book and master its content in accordance with the assignment.

Requirements for the selection of children’s books:

  1. The reading circle is expanding, covering 10-12 topics, plus children’s magazines and newspapers.
  2. The volume of the book has no clear regulation: from 16 to 300 pages. In period III, thick books are collections of stories; children can read a few. In the IV period – the book-story.
  3. Font size is best preserved.

The structure and content of a typical lesson: the foundations of reader independence are developing. The lesson is the main form of learning, the ability to independently choose and correctly read books, although most of the independent reading activity is carried out already outside the lesson, outside of school. The lesson sums up the work of children with a book, gives children the opportunity to control themselves and ensures the consistency and consistency of children’s reading.

  1. The students read the books themselves after school hours, bring them to the classroom, put them at the blackboard and collectively examine them. There are those books that are of interest from all points of view. (3-5 min.)
  2. A comprehensive analysis of selected books, a conversation about the heroes of the books read and their authors. (20-25 min).
  3. Addition, expansion of reading experience of children by the teacher: acquaintance with new works, genres, themes of reading and writers; under the guidance of a teacher, patterns are revealed that will help in the future self-selection of books to act more efficiently. (15-20 min)
  4. Post a topic for the next home reading lesson, explaining goals. Content and techniques for self-selection and reading children’s books. (2-3 minutes).

Requirements for extracurricular reading lessons.

  1. Each lesson takes into account what the children read on their own.
  2. At each lesson, a recommendation of new books is organized.
  3. In each lesson reading of a work.
  4. At each lesson, something new is given in reading skills, there are elements of the analysis of the read in the form of a conversation and in the form of free utterances.
  5. Vocabulary work plays a supporting role, retelling departs from the traditional form.
  6. Conversation questions should be designed for higher student autonomy.
  7. Careful consideration of the forms of independent work is needed.

Forms of leadership independent children’s reading.

  1. The main form is a lesson of home reading.
  2. Propaganda of books (lists of recommended literature, exhibition of new books or books on certain topics, reviews of books in the wall newspaper, promotion of books by a librarian and

a) view reader forms;

b) reader diaries:

First stage:

main stage:

c) a record of the books on the cards;

d) oral forms (individual conversations).

Types of work on extracurricular reading lessons.

The main are 3 forms of work:

  1. storytelling;
  2. reviewing (oral and written reviews of the books read);
  3. book propaganda lessons (should be used infrequently).

Out of class time:

  1. organizing a class library, compiling a list of catalogs, card files;
  2. teacher compiling a list of books for extracurricular reading;
  3. the device of the exhibition of new books or books on a particular topic;
  4. reader conferences;
  5. fluent conversations of the teacher with the students about the books read in the break or after the lesson:
  1. tell what you read about;
  2. retell the episode;
  3. answer questions on the content;
  1. organization of various literary games (literary riddles, quizzes, rhymes and

Evaluation of extracurricular reading in primary school.

All educational activity of schoolchildren on extracurricular reading at each stage is monitored and evaluated.

At the preparatory and educational stages of extracurricular reading, a positive assessment of the student’s current activities is expressed by the teacher in the form of verbal approval, an encouraging journal entry and

Basically, grades for out-of-class reading are already introduced (a negative grade cannot be set).

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The results of training in sections:


– methods of orientation in the textbook;

-the history of the creation of books;

-differences handwritten and printed book.

– distinguish the elements of the book (cover, table of contents, title page, annotations, illustration);

– make a small monologue statement based on the author’s text.


  1. types of fairy tales and their structure;
  2. various works of folklore;
  1. give examples of the works of folklore
  2. (proverbs, riddles, fairy tales);
  3. read the text consciously;
  4. determine the theme, the main idea of ​​the work;
  5. retell the text.

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– the names, the main content of the studied literary works;

– the names of their authors;

– basic literary concepts: rhyme, rhyme;

– graphic art means: comparisons, epithets.

-recite hot writing by heart (optional);

– find words and expressions in the text for the image

characters, nature and description of events;

– understand the figurative expressions used in the works.


– the names, the main content of the studied literary works;

– the names of their authors;

– memorize poems using illustrations and supporting words;

– expressly read from the book or by heart poems and fables before an audience (with preliminary independent preparation);

– use acquired knowledge and skills in practical activities and throughout daily life: read aloud the text, built on the studied language material, observing the rules of pronunciation and the corresponding intonation;

– read consciously the text of an artwork “for oneself” (without taking into account speed);

-determine the theme and main idea of ​​the work;

– to give examples of works of art of various subjects for the studied material;

-to argue their position with the attraction of the text of the work.


– the names, the main content of the studied literary works;

– the names of their authors;

– basic literary concepts: rhyme, rhyme;

– visual art tools.

-answer questions about the content of the work;

-characterize expressive means;

-recite hot writing by heart (optional);

– memorize the stew by means of illusions and supporting words;

– It is impressive to read a book or by heart poems to the audience (with preliminary self-training).


-the names, the main content of the studied literary works;

– the difference between a literary tale and a folk tale;

– the names of their authors;

-make a small monologic statement based on the author’s text;

– to evaluate the events, the heroes of the work;

-create a small oral text on a given topic;

– distinguish between genres of artistic fiction (fairy tale, story, fable),

folk tales and literature;

– restore the author’s text on the reference words;

– match proverbs with the character of the hero

“WERE – NON-BALKS” (9 h)

-titles, the main content of the studied literary works, their authors.

– the difference between a literary tale and a folk tale;

-make a small monologic expression with the support

on the author’s text;

– evaluate the events of the characters

-to hear and understand artistic works

-transfer their content on the issues;

– be able to distinguish between genres of artwork.


– the names, the main content of the studied literary works;

– the names of their authors;

– basic literary concepts: rhyme, rhyme;

– visual art tools.

– use acquired knowledge and skills in practical activities and throughout the daytime life;

– read aloud the text, observing the rules of pronunciation and the corresponding intonation;

-read STI hot writing by heart.

“LOVE LIVE” (14 hours)

-the main content of the text, their authors;

– styles of texts, their differences.

-use acquired knowledge and skills in practical activities and everyday life to express value judgments about the work read (hero, event);

– be able to retell the text;

-to make a small monologic statement based on the author’s text;

-create a small oral text on a given topic.


-titles, the main content of the studied literary works, their authors

– the names of their authors;

– basic literary concepts: rhythm, rhyme;

– visual art tools.

– read STI hot writing by heart (optional)

– expressly read a book or by heart verses to the audience (with preliminary self-training).


-titles, the main content of the studied literary works, their authors

– understand the emotional and moral experiences of the heroes of the works;

-participate in the dialogue when discussing the work;

-to build small monologic statements: a story about your impressions from the work you read (about heroes, events)

– participate in literary games (dramatization);

-evaluate the events, the characters of the work;

– use acquired knowledge and skills in practical activities and everyday life to express an assessment of the readings of the work (hero of the work, existence).


-the names, the main content of the studied literary works, their authors;

– the names of several children’s periodicals;

– difference of magazines from the book.

– read aloud text based on the studied language material, observing the rules of pronunciation and the corresponding intonation;

-read the text of an art “about oneself”;

-create small written answers to the question posed by the read work;

– navigate the magazines.


-titles, the main content of the studied literary

works, their authors.

-independently and on assignment find in the text for a specific purpose separate passages, episodes, expressions, words (selective reading);

– stage and retell favorite episodes;

-to show artistry, emotionality, expressiveness when reading and staging foreign literature;

– create written answers to the questions posed;

-highlight the main point, analyze, find answers to questions;

-clearly, clearly, deployed to express their thoughts orally and in writing.

Extracurricular Reading (17 hrs)

– 2-3 books by each author, presented in the training;

– 3-6 books on each topic of reading, corresponding to the age;

– know the tricks of choosing books on a particular topic, using

exhibition, recommendation index, children’s catalog

libraries or open access to bookshelves;

– the most important feature of reference books

– navigate the index card;

– select material from several sources to make a statement about a book read by itself, its author or a literary hero (bring facts, actions, thoughts, express his attitude to them), make up a story according to a plan set by the teacher;

– purposefully read children’s periodicals (newspapers, magazines) and systematically use the materials placed there in the classroom and during school hours.

For the organization of educational and cognitive activity, the following technologies are used:

adaptive learning, gaming, communication, ICT, design, research, health-saving.

For the formation of key educational competencies, such tools, forms and methods of training are used, such as:

– work on the algorithm, etc.

Types of control: current, thematic and final control.

The current reading control takes place in each lesson in the form of an individual or frontal oral survey: reading the text, retelling the content of the work (full, brief, selective), expressive reading by heart or from a sheet. The current control is carried out on the material of the studied program works mainly orally. There may be a small amount of written work, as well as independent work with a book, illustrations and table of contents. It is advisable to use for this test.

Thematic control is carried out after studying a particular topic and can be held both verbally and in writing. Written work can also be carried out in the form of test tasks, built with regard to the subject of reading.

The final control on checking the reading out loud is carried out individually. To check are selected available in vocabulary and content unfamiliar texts. When you select a text, the number of words is counted (the word “average” is 6 characters, which includes both the letter and the space between words). To check the understanding of the text, the teacher asks after reading questions. The reading skill check for yourself is carried out frontally or in groups. For verification, the teacher prepares individual cards that each student receives. Tasks on the cards can be shared, and can be differentiated. To account for the results of the reading skill check, the teacher uses a diagram.


Basic requirements for knowledge and skills by the end of grade 3.

  1. possess the skills of correct, conscious, sufficiently fluent and expressive reading with whole words at a tempo of loud reading of 75 – 80 words per minute, correlate intonation with the content of the text being read;
  2. understand the content of the read work, determine with the help of the teacher the theme and meaning of the whole work as a whole.

Students should be able to:

  1. establish the sequence of actions in the work and reflect on the relationship of the events described in it, reinforce the correct answers to questions with selective reading;
  2. independently divide the text into parts that have been completed within the meaning and single out the main points in them;
  3. make a reading plan and a brief retelling of its content with the help of a teacher, verbally draw pictures to artistic texts;
  4. independently find in the text words and phrases that the author uses to depict the characters, nature, and description of events;
  5. to compare and comprehend the actions of heroes, the motives of their behavior, feelings and thoughts of the actors, to evaluate their actions (with the help of a teacher);
  6. detail, selectively retell what has been read using oral drawing techniques and illustrations;
  7. to be guided in an educational book: independently find a work by its name in the content, look for works of a similar nature in an educational book;
  8. to distinguish such genres of literary works as a fairy tale and a story, a poem and a fable, and works of folklore: a riddle, proverb, fiction, counting, song, jitter.

Students should know:

  1. by heart poems of classics of domestic and foreign literature;
  2. titles, themes and plots of works of large folklore genres, as well as literary works of classical writers;
  3. folk tales (to be able to retell them), know the proverbs.

Calendar – thematic planning material

on literary reading in 3 in class

119 hours + 17 extracurricular reading lessons (based on 4 lessons per week)

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