Dictations for literacy training. Literacy training

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 methods of teaching literacy 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 (i.e. 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-soft, there are additional cases that are outlined 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 does the reading process differ 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.

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

When two sounds are pronounced 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 that the child 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 the 1st grade, especially from kindergarten, in their mental development are ready both 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. Rewriting 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.

LITERACY TRAINING

LITERACY TRAINING

Explanatory note

The main purpose of elementary school is educational. It consists in the purposeful formation of a highly moral, harmoniously developing personality of a junior schoolchild. Primary schools are obliged to teach children conscious reading, writing, correct and meaningful speech; to instill in students a responsible attitude to work and good artistic taste; through each academic subject, to cultivate the best moral qualities, love for the Fatherland, one’s people, its language, spiritual values ​​and nature, respect for other peoples and their national cultures; to promote the versatile and harmonious development of younger schoolchildren and the development of their creative abilities.
The most important role in realizing the goals and objectives facing primary school belongs to the study of the native language. “...Teaching the native language in primary education is the main, central subject, included in all other subjects and collecting their... results...”. The program for studying the Russian language in the lower grades of school provides for three interrelated, but with a certain independence, training courses:
1. Literacy training, speech development and extracurricular reading.
2. Literary reading (classroom and extracurricular) and speech development.
3. Phonetics, vocabulary, grammar, spelling and speech development.
The basis of all these training courses is the development of speech, which gives the entire process of learning the Russian language a clear practical orientation and aims to teach children to read, speak and write meaningfully, to give primary schoolchildren accessible to their age and understanding of initial knowledge about language, literature, enrich students’ speech, develop their attention and interest in speech in general, instill a love of reading books, especially fiction.
Simultaneously with the development of the main types of speech activity in children and their assimilation of the simplest grammatical and spelling rules, the initial course of the Russian language involves solving such fundamental issues as:
the formation of the most important moral and aesthetic ideas, the assimilation of universal moral values, the development of creative abilities;
enriching children’s specific ideas about the surrounding reality, about man, nature and society, developing logical and imaginative thinking, mastering a new type of activity for children - educational, the ability to rationally use time in class;
mastering feasible methods of independent work, developing a sustainable interest in educational activities, in the book - the source of knowledge.
When teaching the Russian language, the basic didactic principles are implemented, especially the principles of accessibility, continuity, perspective, developmental orientation, independence and taking into account the individual characteristics of students.
Russian language lessons are structured in such a way that children’s acquisition of knowledge and the formation of their skills and abilities are organically combined with the development in each student of positive qualities characteristic of a socially active, critically and constructively thinking individual.

Literacy training is carried out in 1st grade from September for six to eight months. Depending on the children’s mastery of the material, the teacher can shorten or increase this period at his discretion. During this time, work is underway to develop children's phonemic hearing; teaching them basic reading and writing; expanding and clarifying children’s ideas about the surrounding reality during reading, organizing excursions, and observations; enriching students’ vocabulary and developing oral (listening and speaking) and partly written (writing) types of speech.
Teaching primary reading and writing is carried out on the basis of a modern version of the analytical-synthetic method, which takes into account the latest data from linguistic, pedagogical and methodological science, is educational and developmental in nature, ensures intensive speech development of children and a high level of consciousness of reading and speech. In lessons, children learn to divide sentences into words, words into syllables, syllables into sounds, establish the order of sounds in a word, and the connection between sounds. They learn to designate sounds with letters, compose and read syllables and words, master the process of conscious, correct and smooth syllabic and partially whole word reading of sentences and connected texts.
In parallel with learning to read, children master writing, learn to indicate sounds in writing with letters, form words from letters and syllables of a split alphabet, correctly copy letters and words from handwritten and printed texts, write under dictation words whose spelling does not differ from the pronunciation, and short sentences of similar words, write a capital letter at the beginning of the sentence, in the names of people and the names of animals.
During the period of learning to read and write, much attention is paid to the ability to distinguish and isolate individual sounds in a word and syllable, establish their relationships and sequence, resort to the help of sound-letter and syllabic schemes, and schematic recording of sentences; improving the speech apparatus of students and developing a clear and loud enough correct pronunciation of words, syllables, and sounds.
Literacy lessons develop the ability to listen, meaningfully and fully perceive the speech of others. Children learn to speak in front of the class - answer the teacher’s questions, retell what they have read, talk about their observations of changes in the nature and nature of people’s work at different times of the year, about the content of children’s books, individual illustrations, reproductions of paintings, etc.
In the process of conducting classes, schoolchildren develop the initial skill of reading as one of the most important types of speech and mental activity. In the 1st grade, children master conscious, correct, smooth syllabic reading with a partial transition to reading whole words, basic skills and skills in working with text and books.
During the period of literacy training, students’ coherent speech further develops, and the culture of their verbal communication improves.
Constant attention is paid to improving the sound and pronunciation of children and eliminating pronunciation deficiencies both in literacy lessons and in other lessons in each of the subjects of the primary cycle in the process of communicating with children.
The knowledge and skills acquired by students in literacy lessons are used by them in the process of collective reading - looking at children's books in special extracurricular reading classes.
In reading and writing lessons, the teacher strives to diversify activities taking into account the psychophysiological characteristics of first-graders, uses entertaining material, includes game situations in the lesson aimed at relieving tension, switching children’s attention from one educational task to another, etc. Taking into account different levels of preschool training for first-graders; individualization of education and a differentiated approach to conducting classes to develop initial skills in reading and writing are of particular importance.
During the period of literacy learning, coordinated actions and unity of requirements for students from home and school, and instilling in children a positive attitude towards learning, become especially important.

PROGRAM

1 CLASS

Literacy and speech development

In teaching literacy there are three periods: preparatory, alphabetic (basic) and post-primary.
Teaching literacy is carried out using the sound analytical-synthetic method, it consists of two interrelated processes: 1) teaching initial reading and 2) teaching writing - and is reinforced by work on the development of speech at its main levels: sound (sound culture), word (vocabulary work), sentence , coherent statement (text).
At the same time, during extracurricular reading classes (1 hour per week), students develop an interest in children's books and independent reading. The leading teaching method is the method of reading and looking at children's books.

Preparatory stage (24 hours)

About speech(oral and written). General idea of ​​language.
Sentence and word. Dividing speech into sentences, sentences into words, words into syllables using graphic diagrams.
Syllable, stress. Dividing words into syllables; stress in words (voice emphasis, prolonged and stronger pronunciation of one of the syllables in a word), determination of the number of syllables in a word.
Sounds and letters. The idea of ​​sound, discrimination by ear and during pronunciation of vowels and consonants (hard and soft, deaf and voiced) sounds: the absence or presence of an obstruction in the oral cavity, the presence or absence of a voice, the syllabic role of vowels.
Isolating individual sounds in words (vowels and consonants), sound-syllabic analysis of words (establishing the number of sounds in a word, their nature, sequence), highlighting stressed syllables, correlating the audible and pronounced word with a model diagram reflecting its sound-syllabic structure.
Independent selection of words with a given sound, finding correspondences between spoken (and subsequently read) words and the presented sound-syllable patterns-models.
Introducing the letters of the five vowel sounds a, o, and, s, y, recognition of letters by their characteristic features (isolated and as part of a word, in different positions), correct correlation of sounds and letters.

Letter (main) period (143 h)

Reading training

Consonant and vowel sounds and letters, familiarization with ways of indicating the hardness and softness of consonants.
Reading “fusion” syllables with a vowel orientation, reading syllables with studied letters.
Composing a split alphabet from letters and syllables or typing words (after preliminary sound-syllable analysis, and then without it), reading them.
Gradual training in conscious, correct and smooth syllabic reading aloud of individual words, short sentences and small texts accessible to children in content, based on correct and relatively quick recognition of letters, identifying landmarks in the word being read, and the place of stress in it.
Introducing the rules of reading hygiene.
The ability to read individual words orthographically, i.e. the way they are written and the way they are pronounced, i.e. spelling.

Teaching writing

Developing correct posture, tilting the notebook on the desk and the ability to hold a pencil and pen when writing and drawing.
Preparatory exercises for the development of the eye, hand and small muscles of the fingers: tracing and shading contours, connecting lines and shapes, drawing and coloring patterns and borders with a continuous movement of the hand.
Familiarity with the style of all large (capital) and small (lowercase) letters, the main types of their connections. Designation of sounds with the corresponding letters of a handwritten font. Developing a coherent and rhythmic writing of letters and their connections in words, the correct arrangement of letters and words on a line. Recording words and sentences after their preliminary sound-syllable analysis. Copying words and sentences from samples (first from handwritten and then from printed text). Checking what is written using comparison with a sample text and syllable-by-syllable spelling reading of written words.
Writing from dictation of words, the spelling of which does not differ from the pronunciation, and sentences.
Correct formatting of written sentences (capital letter at the beginning of the sentence, period, exclamation or question mark at the end). Developing the ability to write capital letters in people's names and animal names. Attracting children's attention to words whose spelling differs from pronunciation (unstressed vowels, combinations zhi - shi, cha - sha, chu - schu).
Introduction to the rules of writing hygiene.

Oral speech development

Sound culture of speech. Development in children of attention to the sound side of audible speech (their own and others), auditory memory and speech apparatus. Improving general speech skills; teaching a leisurely pace and rhythm of speech, correct speech breathing, moderate volume and correct intonation.
Improving the pronunciation of words, especially those that are complex in sound-syllable structure, in accordance with the norms of orthoepy, observing stress. Correct pronunciation of all sounds of the native language, especially distinguishing them by ear, correct use of similar sounds, most often mixed by children: l - r, s - z, sch - g, p - b, s - w etc. (isolated pronunciation in words, phrases and tongue twisters).
Correction of deficiencies in the pronunciation of certain sounds caused by deviations in the speech development of children.
Working on the word. Clarification, enrichment and activation of children's vocabulary. Correct use of words - names of objects, signs, actions and explanation of their meaning. Uniting and distinguishing according to the essential characteristics of objects, correct use of specific and generic words-names. Conducting logical exercises. The ability to quickly find the right word that most accurately expresses a thought, bringing it into a grammatically correct combination with other words. Cultivating sensitivity to the semantic nuances of words, distinguishing and understanding the simplest cases of polysemy of words, homonymy, selection of synonyms and antonyms (without using terms). Teaching the understanding of figurative expressions in literary texts.
Developing the ability to use words in the correct grammatical form, combating the clogging of speech with non-literary words (dialectisms, vernaculars).
Work on sentences and coherent oral speech. Improving the speech skills acquired by children before school. Thinking over the upcoming answer to the teacher’s questions, formulating it precisely, using sentences of various types in the answer.
Retelling a familiar fairy tale or short story without omissions, repetitions or rearrangements of parts of the text (based on questions from the teacher).
Compiling text from a picture or a series of pictures, a certain number of sentences united by a common theme, or a short story in compliance with the logic of plot development.
Answers to questions based on the sentences and texts read.
Drawing with the help of a teacher a verbal picture using several read words, sentences, combined situationally. Complementing the plot, independently inventing events preceding or following those depicted.
Compose stories about simple incidents from your own life by analogy with what you read or based on a plot suggested by the teacher.
A detailed explanation of riddles, memorizing poems, nursery rhymes, songs, counting rhymes and reproducing them in compliance with the intonation dictated by the content.
Development of grammatically correct speech in children, its accuracy, completeness, emotionality, consistency and content when presenting their own stories and when retelling the text.
Cultivating an attentive, friendly attitude towards the answers and stories of other children.

Post-letter period (28 hours)

Letter. Reading. Speech development. Reading

Generalization, systematization, consolidation of knowledge, skills and abilities acquired in the process of learning to read and write.
Reading short works of art by A. Pushkin, L. Tolstoy, B. Zhitkov, K. Chukovsky, S. Marshak, V. Oseeva, S. Mikhalkov, A. Barto about nature, children, work, Motherland, etc. Improving skills reading.

Russian language

Practical application of spelling rules zhi - shi, cha - sha, chu - schu , about the capital letter in the names of people and the names of animals, in the names of cities, towns, villages, streets, rivers, about writing sentences (capital letter at the beginning of a sentence, a period, question marks, exclamation marks at the end of sentences), about hyphenating words with a letter in middle of a word, with b in the middle of a word, about the placement of stress.
Speech and its meaning in human life. Introduction to the text and its meaning. Observations on the characteristics of oral speech. Comparison of text and individual sentences. Title of a short text.
Compiling sentences on a specific topic (about mother, about school, about children, etc.) based on a picture, oral short stories based on plot pictures, based on personal observations of children (based on questions from the teacher), based on a proverb, etc.
Speech ethics. Communication culture. Words used in greetings and farewells.
Writing from dictation of words whose spelling does not differ from the pronunciation, and sentences consisting of such words.
Observing words whose spelling differs from their pronunciation.
Exercises for children in coherence, rhythmic writing of letters, syllables, words and small sentences.
Consolidating hygienic writing skills: correct posture, position of the notebook, pen, etc. Work on letter forms (similarities and differences of elements in letters) and their connections in words.
Completing tasks for exercises given in the textbook “Russian Language”. Exercises in sound-syllable and sound-letter analysis of words, in composing words and sentences using a syllabic table (encoding, decoding), exercises in transforming words, reading them. The simplest retellings of what I read according to the proposed plan, according to conventional semantic milestones (what I will talk about, where I will start, what I will say later, ..., how I will finish). Independent oral stories based on a drawing or a series of drawings.
Speech situations with the inclusion of words used in greeting and farewell, when expressing apology and gratitude.

Words with unverifiable spellings

Russia, Russian, language, city, Moscow, guys, teacher, student, man, frost, sparrow, cow, crow, dog, coat, people.

Reserve hours(18 hours)

Reserve hours are used when it is necessary to more thoroughly study a sound and how to designate it in letters, or to conduct separate lessons to repeat and generalize a certain group of sounds that have a common property, for example, paired according to deafness-voicedness, etc.

Basic requirements for knowledge, skills and abilities of students by the end of 1st grade

Students should know:
all the sounds and letters of the Russian language, be aware of their main differences (we hear and pronounce sounds, we see and write letters).
Students should be able to:
isolate individual sounds in words, determine their sequence;
distinguish between vowels and consonants and the letters that represent them;
correctly name soft and hard sounds in a word and outside a word;
know the ways of their letter designation;
indicate the softness of consonant sounds in writing with vowels (e, e, yu, i, i) and a soft sign;
determine the place of stress in a word;
extract words from sentences;
clearly, without distortion, write lowercase and capital letters, their combinations in syllables and words;
correctly copy words and sentences written in printed and handwritten letters;
write words and sentences of 3-5 words correctly (without omissions or distortions of letters) under dictation, the spelling of which does not differ from the pronunciation;
use a capital letter at the beginning, a period at the end of the sentence;
orally compose 3-5 sentences on a specific topic;
know the hygienic rules of writing;
write letter shapes and connections between them correctly;
be able to read a word orthographically and orthoepicically and on this basis establish whether the word is spelled correctly, how it is pronounced, in which part of the word the letter or letters denoting a mismatch are located.
Exercises in calligraphy and coherent speech are carried out during Russian language lessons in the process of studying all program material.
Reading skills. I half of the year. Smooth syllabic reading of words, sentences, short texts with learned sounds and letters denoting them.
II half of the year. Correct, smooth syllabic reading with elements of reading whole words of small texts with all the letters of the alphabet. The approximate rate of reading an unfamiliar text is not lower than 25-30 words per minute. Observe pauses separating one sentence from another. Continuation of work on the sound culture of speech, on the word, sentence and coherent speech begun in the primer period.

The most important task of the modern education system is the formation of universal educational activities that provide schoolchildren with the ability to learn, the ability for self-development and self-improvement. Modeling contributes to the formation of cognitive learning activities, as well as better assimilation and understanding of the information received.

During the period of learning to read and write, which is the most important stage in the development of a child’s personality, the foundations of knowledge about the native language are laid, the main speech skills (reading and writing) are formed, and a certain attitude towards the Russian language, native speech and literature is formed.

Teaching literacy is carried out using the sound analytical-synthetic method, consists of two interrelated processes: teaching initial reading and teaching writing - and is reinforced by work on the development of speech at its main levels: sound (sound culture), word (vocabulary work), sentence, coherent utterance ( text).

There are three periods in literacy learning:

1. preparatory (pre-letter);
2. alphabetic (basic);
3. post-literal.

Pre-literate period of learning to read and write.

The tasks of the pre-letter period are the development of phonemic hearing, the ability to isolate sounds from a word, perform syllabic-sound and sound analysis of words; compare sounds in similar sounding words. At this stage of learning, the development of oral speech, listening and speaking skills plays an important role. During the lessons, the concepts of word, sentence, vowel sounds, syllables, and stress are introduced.

During this period, familiarity with modeling begins, when children are given their first ideas about speech (oral and written). Students become familiar with dividing speech into sentences, sentences into words, words into syllables using graphic diagrams. During this period, students learn to model a communication situation (who communicates with whom, what words they use), and use certain marks, drawings and signs.

From the first pages of the ABC, children become familiar with the features of oral speech, learn to isolate individual words from sentences, correctly coordinate words in a sentence, create their own statements based on illustrations, use drawings and signs - symbols, a way to designate objects and write a message, model sentences, designate individual words in a sentence.

Under the guidance of the teacher, children examine the illustrations, find out the basis of the plot, find each character and name him, and then make sentences and correlate them with the proposed diagrams.

The visual-figurative models of communication presented in “ABC” give children elementary ideas about the communication situation, partners (interlocutors) of verbal communication, and goals. For example, a task of this type: “Think about who could say the word “hello” and to whom?” allows you to develop the ability to construct a speech utterance in accordance with the communicative task.

Sentence modeling is work on constructing sentences, developing coherent speech, and is also one of the ways to awaken students’ cognitive activity in literacy lessons.

During the period of literacy learning, sentences consisting of 2-4 words are used for analysis. Children learn to analyze the composition of speech, which is of great importance for all further work. In lessons, we not only count the words in a sentence, but also talk about the meaning and content of each of them, moving from the analysis of individual words to the analysis of entire sentences and the entire story.

Schemes are used to include each student in active activities, bringing the material on the studied topic to full understanding. Students begin to model a sentence before they can write. It is good for each student to have an individual set of strips of colored paper for making sentence models.

This is how a psychological merging of the spoken word and the written word, but written without letters, gradually occurs. The child learns to count words in a sentence not only by ear, but also according to a diagram, where each line represents a word. The intervals between the lines indicate small stops - pauses.

In the future, you can use tasks to develop the analysis of sentence structure:

• come up with a sentence with a certain number of words according to given patterns;
• come up with a sentence for a given scheme with a certain word;
• determine the place of a word in a sentence (what kind of word is indicated);
• raise the number corresponding to the number of words in the sentence (2, 3, 4, 5);
• increase the number of words in a sentence;
• determine the boundaries of sentences in the text;
• come up with a sentence based on the plot picture and determine the number of words in it;
• make a sentence from words given in disorder (for example: garden bed, on, cucumbers, grow).

In the process of learning to read and write, students become familiar with the visual-figurative model of a word, the meaning of words (as an image of an object, action and property) and the sound of words (a sequence of speech sounds). Children select words that name the object in the picture, call the same object with different words - cat, cat (for example, Primer by L.E. Zhurova and A.O. Evdokimova).

During the learning process, children learn, in response to the teacher’s word, to select words with the opposite or similar meaning, to supplement the sentence with the words:

Initial reading instruction assumes developing the ability to read syllables(and not by letters), i.e. mastering smooth syllabic, positional reading of words that children can understand. In this regard, familiarization with the syllabic structure of words occupies an important place in preparing children for learning to read and write.

It is very important to teach a child to read syllable by syllable, emphasizing the stressed syllable. The successful formation of this method of reading is facilitated by preparatory work, which begins even before children begin to read, that is, to translate the graphic (letter) form of a word into an audio one.

One of the areas of this preparatory work is dividing words into syllables, pronouncing words by syllables, and composing them from separately named syllables. In order for a student to correctly convey the sound side of a word in writing, without skipping or rearranging letters in it, he must be taught to divide the word into syllables, establish the place and sequence of sounds in it. To master the concept of “syllable” you can use the following models:

During literacy learning in 1st grade, students gradually become familiar with letters. They learn that a syllable is part of a word that necessarily contains a vowel.

In order for children to learn to divide a word into syllables and determine the number of syllables in a word, they need to perform the following procedure:

1. Place dots under all vowels with a red pencil.
2. Count the points. How many dots - so many syllables. “As many vowels as there are in a word, there are as many syllables, each student knows this” is a rhyme that helps children remember the rule.
3. Divide words into syllables. The main rule is that each syllable must have one vowel letter.
4. “Call” the word as if it were lost in the forest: “li-si-tsa, doll-la, de-voch-ka”
5. Divide the word into syllables with a vertical line. “li/si/tsa, kuk/la, de/voch/ka”
6. Check again: “Each syllable must have one vowel, there must be as many syllables as there are vowels in the word.”

There are several techniques to help divide words into syllables:

• clap, tap or walk a word syllable by syllable;
• accompany the syllable pronunciation of the word by moving the hand from right to left and from left to right;

In different primers there are different options for dividing words into syllables. So in the ABC of the “School of Russia” set by the authors V.G. Goretsky, V.A. Kiryushkina, L.A. Vinogradskaya and M.V. Boykina propose the following option for dividing a word into syllables: a solid vertical line separates SG merging syllables from each other, consonants outside SG syllables are separated by a dotted line:

In Bukvara L.E. Zhurova and A.O. Evdokimova uses a different model of dividing words into syllables - syllables are indicated by an arc under the word diagram.

In the ABC, which is included in the educational and methodological set “Perspective” (authors L.F. Klimanova and S.G. Makeeva), the following type of models of the sound composition of the word and division into syllables is used:

At this stage, the teacher needs to introduce children to stress and teach them to highlight the stressed sound in any word. It is with stress that word recognition begins. Stress is one of the main features of a word as a lexical unit. It combines sounds into a single phonetic word, the integrity of which depends both on the unifying force of the stressed word and on the properties of the unstressed parts. The general rhythmic structure of a word, which is determined by the number of syllables and the place of stress in the word, as well as the sound of the stressed syllable, play an important role in the processes of speech perception: they are one of the first signs with which word identification begins.

Stress in the Russian language is distinguished using three phonetic means: the duration of the stressed word (mainly the vowel sound included in the stressed syllable), the strength of the voice (the stressed syllable is pronounced louder than the unstressed one) and the quality of the stressed vowel (in the stressed syllable the vowel is pronounced with its main timbre, t .k. it is pronounced in isolation).

The ability to highlight stress in a word is also important for subsequent language acquisition at school (for example, spelling unstressed vowels.̕

After children have learned to distinguish a particular sound in a word intonationally, they need to learn to determine the number of sounds in a word and their sequence.

For example, the game “Guess”:

Children learn to determine the number of sounds in a word and come up with words with a given number of sounds.

The student is given a card with a number written on it. The student, without showing it to his friends, comes up with a word with the number of sounds corresponding to the indicated number. The rest must guess what number is written on the card. Or the student pronounces a word and asks his friends to determine the number of sounds.

Thus, in the preliterate period, familiarity with language as a sign system is preceded by familiarity with the simplest sign systems (road signs, symbol signs, etc.), which helps children better understand the substitutive function of a word (a word names an object, but is not such). During this period, the method of writing words using pictograms and diagrams is actively used, which makes it much easier for children to divide speech into semantic parts of words and sentences. A modeling method is formed - building a model of a sentence and a word, a model of a syllable structure and sound models of words.

The alphabet period of learning to read and write.

During the main (literary) stage of literacy training, students work with material from the second section of the “ABC”. The development of children's phonemic hearing continues, the sound analysis of words and the ability to denote sounds with letters are formed. Students master basic reading and writing, consolidate knowledge about words and sentences, their structure.

When teaching initial reading, a variety of analytical and synthetic exercises are used, presented in a playful, visual form.

The training includes drawing (pictographic writing), entertaining puzzles - a unique way of graphically fixing a word.

To teach children to do sound-letter analysis of words, it is necessary to form in students a clear idea of ​​vowels, consonants, hard and soft sounds.

Vowel sounds get their name from the word “voice”. This is how the word “voice” used to be pronounced. When we pronounce vowel sounds, air flows freely through the mouth. Nothing “interferes” with these sounds - neither teeth, nor lips, nor tongue, and we only hear the voice. To make sure that their conclusions are correct, children “test” all the sounds as they pronounce them and observe whether anything in their mouth interferes with their pronunciation.

There are 6 vowel sounds in the Russian language [a], [o], [u], [s], [i], [e]. In Bukvara L.E. Zhurova and V.G. Goretsky's ABC, vowel sounds are denoted by a red square.

After consonants, the letters e, e, yu, i indicate the sounds [e], [o], [u], [a].

At the same time, children become familiar with vowel letters, there are 10 of them: a, o, u, s, i, e, e, e, yu, i.

At the initial stage, it is proposed to isolate the vowel sound from the syllable , for example: ah, us, ma, yes, kra, ast, angry. Tasks can be completed using a cut alphabet or a fan.

• Raise the letter corresponding to the vowel sound of the syllable.
• Come up with a syllable with the corresponding vowel
• Determine the place of the vowel sound in the syllable and show the corresponding letter.
• Come up with a syllable in which the vowel sound is in first, second or third place.

In ABC L.F. Klimanova and S.G. Makeeva, the following symbol is used to indicate a vowel sound: . An empty red bead shows that when pronouncing a vowel sound, air flows freely through the mouth without encountering obstacles.

By becoming familiar with consonant letters, children learn what letters represent them . When pronouncing consonant sounds, a stream of air encounters obstacles in its path: the tongue, lips, teeth, take the position necessary for a certain sound. The “Consonant Sounds” table will help you work with sound models of words.

By voicedness - deafness: all consonants are divided into two groups:

Voiced - [ b ] [ c ] [ d ] [ d ] [ z ] [ th ] [ l ] [ m ] [ n ] [ r ]

Voiceless - [p] [f] [k] [t] [s] [x] [ts] [h] [sch]

What is the difference between a voiceless and a voiced sound?

When pronouncing a voiced sound, the voice participates in its formation, and we hear noise. When pronouncing a dull sound, the voice does not participate in its formation, we hear noise. You can use the “put your hand to the throat” technique: when pronouncing voiced sounds, vibration occurs (“the throat trembles”), but when making dull sounds, this does not happen.

Most consonants can indicate two sounds: hard and soft.

By hardness - softness:

Soft - [b ̕] [v ̕] [g ̕] [d ̕] [z ̕] [k ̕] [l ̕] [m ̕] [n ̕] [p ̕] [r ̕] [s ̕]

[ t ̕ ] [ f ̕ ] [ x ̕ ]

Solid - [ b ] [ c ] [ g ] [ d ] [ h ] [ k ] [ l ] [ m ] [ n ] [ p ] [ r ] [ s ] [ t ] [ f ] [ x ]

Sounds [ й ̕] [ h ̕ ] [ ш ̕ ] - always soft

Sounds [zh] [ts] [sh] - always hard

To model sounds, children must be taught to distinguish hard and soft consonants from syllables and words. Learning through play arouses significant interest in children.

The traditional program (methodology of V.I. Goretsky) uses models - fusions of sounds. They may look like this: S+G - open syllables, G+S - closed syllables

Let's look at the sound analysis of the word fox:

1. I read the word fox
2. I divide it into syllables: li - sa, 2 vowels - 2 syllables
3. The first syllable is li ( With log - merger (C+G) (the sound [and] denotes the softness of the consonant)
4. The second syllable is sa (the syllable is a merger (C+G) (the sound [a] indicates the hardness of the consonant)
5. Let's assemble a word model

Sound analysis is carried out using sound patterns over the entire range of sounds of the Russian language. The formation of sounds in patterns is motivated - it captures the articulatory and pronunciation features of speech sounds: the circle symbolizes the free passage of air when pronouncing vowels, and the crossbar and wavy line in the circle (bead) indicate obstacles that arise when pronouncing consonants. Along with this, an acrophonic method of writing words is used: each sound is indicated by a picture. Such models of words for sound analysis are used in the ABC of the educational complex “Perspective” by L.F. Klimanova and S.G. Makeeva:

Working with word models, children draw conclusions about how the word is structured and compare words by sound and meaning.

Successful learning requires repeated and varied use of modeling at different stages of work on concepts, as well as students’ assimilation of a conventional sign system and awareness of the appropriateness of its use. In almost every lesson, first-graders perform tasks that require the ability to model to solve cognitive and practical problems.

During the learning process, children learn to independently build sentence models, analyze the sound composition of a word, reflecting in the model the characteristics of sounds: vowel - consonant, stressed vowel - unstressed, hard consonant - soft, voiced - unvoiced. But since all these tasks are given in a varied playful form, first-graders complete them with pleasure. This makes the learning process interesting and exciting for children, while also providing a gentle adaptation to school learning.

Postliterate period of literacy training.

The main task of this period is to consolidate conscious reading skills and ensure the transition from syllable reading to reading in words. In addition, the ability to understand texts of different types is formed: scientific and artistic. Comparison of these texts allows children to conduct independent observations of the language of works of art and the use of words in literary texts.

The fastest synthesis of the visual image of a word with its meaning is facilitated by exercises to develop an accurate (differentiated) perception of the word, expanding the reading “field”, and performing a variety of logical, associative and lexico-grammatical exercises

Texts presented in visual and figurative form help children feel the rhythm, melody and imagery of the language of works of art, and realize the aesthetic function of language.

The use of diagrams and models allows students to better imagine educational material. Modeling acts as a means of visually representing objects and patterns of the material being studied. Purposeful work on teaching children to model is built throughout the entire period of learning to read and write and is a good foundation for further learning and a necessary element of educational action. The conscious introduction of modeling into the educational process brings it closer to the process of scientific knowledge, prepares schoolchildren to independently solve problems that arise before them, to independently obtain knowledge.

Goretsky V.G., Kiryushkin V.A., Fedosova N.A. Methodological guide to teaching literacy and writing. Teacher's book

Goretsky V.G., Kiryushkin V.A., Shanko A.F. Didactic material for literacy lessons

Krylova O.I. Literacy flashcards

Krylova O.N. Literacy flashcards. 1 class

Goretsky V.G., Fedosova N.A. Copybooks. 1 class

Ilyukhina V.A. Miracle copybook. In 4 parts. 1 class

Goretsky V., Miseria E., Tamarina E. Copy. Part 1

Calendar and thematic planning for "ABC" V.G. Goretsky and others

Lesson planning for "ABC" V.G. Goretsky and others

Ignatieva T.V. Lesson-based developments for teaching literacy. 1 class

Goretsky V.G., Belyankova N.M. Literacy training. Methodological manual with lesson developments. 1 class

Working programm.

Technological maps for Literacy, 1st grade

• Technological map No. 1
• Technological map No. 2
• Technological map No. 3

1 class. 1st half of the year.

Letter period. Educational dictation No. 1.

The date of the: __________

Subject. Sound. Letter. Word.

Target:

state standards.

Checked ZUNs:

1. knowledge of the concepts of “sound”, “letter”, “word”; knowledge of vowels and consonants.

2. the ability to distinguish between the concepts of “sound”, “letter”, “word”; the ability to write one-syllable words from dictation, draw up a sound diagram of a word, isolate and characterize each sound in a word, and compose words from given letters.

Dictation text.

World, rice, juice, cat, volume, poppy, mouth, floor, lump, litter.(10 words)

(The teacher pronounces the words clearly, slowly)

Grammar tasks:

Underline (highlight):

1st option– vowels in words with a dot;

2nd option- consonant letters in words in one straight line.

Make sound patterns of words:

1st option- cat, whale.

2nd option – floor, drank

3*) Compose and write a word from letters:

1st option- oh, t, k.

2nd option- s, r, s.

1 class. 1st half of the year.

Letter period. Educational dictation No. 2.

The date of the: __________

Subject. Syllable. Word. Offer.

Target: identify the level of compliance of students’ knowledge of learning

state standards.

Checked ZUNs:

1. knowledge of the concepts of “syllable”, “word”, “sentence”; about the sound analysis of a word, about the spelling of the first word in a sentence with a capital letter, a period at the end of a sentence.

2. the ability to distinguish between the concepts of “syllable”, “word”, “sentence”; draw up a sentence diagram, divide the word into syllables and determine the number of syllables; perform sound analysis of a word, the ability to select a word to a sound-letter diagram.

3. commentary writing skill.

Dictation text.

Mouse and mole.

The mouse was digging a hole. Then he hears a knock. She opened the window. And there's a mole.(15 words).

Grammar tasks:

make a diagram:

1st option- first sentence.

2nd option- second sentence.

divide the words into syllables:

1st option- in the first sentence.

2nd option- in the second sentence.

3*) choose a word for the diagram from the dictation and write it down.

1 class. 1st half of the year.

Letter period. Educational dictation No. 3.

The date of the: __________

Subject. Offer.

Target: identify the level of compliance of students’ knowledge of learning

state standards.

Checked ZUNs:

knowledge about the concept of “sentence”, about spelling the first word in a sentence with a capital letter, periods at the end of a sentence, knowledge about hard and soft consonants.

the ability to formulate a proposal in writing, determine the number of sentences in the text.

the ability to distinguish and identify hard consonants and soft consonants, the ability to select colorful definitions for the word snow.

3.skill of commentary writing.

Dictation text.

Winter.

Winter has come. Fluffy snow fell. The children were happy. Good in winter!(11 words).

Grammar tasks:

count how many sentences you have written down. Label with a number.

Underline hard consonants with a blue pencil, soft consonants, vowels with a red pencil:

1st option – in a word winter.

2nd option – in a word snow.

3*) select and write down colorful definitions:

1st option – By the way, snow.

2nd option - By the way, winter.

1 class. 1st half of the year.

Letter period. Educational dictation No. 4.

The date of the: __________

Subject. Spelling combinations – zhi-, -shi-.

Target: identify the level of compliance of students’ knowledge of learning

state standards.

Checked ZUNs:

1. knowledge of the spelling of vowels after sibilants.

2. the ability to create sound-letter schemes for words with combinations - zhi-, - shi-.

3. skill of commented writing, skill of spelling words with -zhi-,

Dictation text.

Winter.

Nice winter days! Fluffy snow covered the ground. Petya took the skis. He hurries up the hill.(15 words).

Grammar tasks:

find the word with spellings zhi, shi consonants and And w underline the vowel with two lines And highlight with a dot.

1st option – in the first sentence.

2nd option – in the second sentence.

make a sound-letter diagram for the word:

1st option – skis.

2nd option – puddles.

3*) what other words do you know with the combinations –zhi-,

Shi-? Write it down.

1 class. 1st half of the year.

Letter period. Educational dictation No. 5.

The date of the: __________

Subject. Capital letters in first names, last names and animal names.

Target: identify the level of compliance of students’ knowledge of learning

state standards.

Checked ZUNs:

1. knowledge of the spelling of names, surnames, animal names with a capital letter

2. the ability to write words with spellings in the studied range

3. the skill of commentary writing, the skill of spelling names, surnames, and animal names with a capital letter.

Dictation text.

Cat.

Slava had a cat. The cat's name was Barsik. Slava loved to play with Barsik.(13 words).

Grammar tasks:

extract from the text:

1st option – boy's name

2nd option - the cat's name.

find words with spellings in the text:

1st option –- zhi-, -shi- and underline them.

2nd option - word with a soft sign and underline it.

3*) find errors, correct them, write the sentence correctly:

1st option - Doctor Aibolit had a dog, Avva, and an owl, Bumba.

2nd option –They also had a Burenka chicken, a Murka dog, two goats Sivka and a Burka.

1 class. 1st half of the year.

Letter period. Educational dictation No. 6.

The date of the: __________

Subject. Spelling cha, sha.

Target:

Checked ZUNs:

1. knowledge of the spelling of vowels after sibilant ch, shch.

2. the ability to write words with combinations cha, shcha.

3. the ability to create sound-letter diagrams for words with spellings cha, shcha.

Dictation text.

Guests.

Natasha had guests. She treated them to tea. Natasha poured tea into cups. Good hostess Natasha!(17th word).

Grammar tasks:

Find words in the text with the spellings cha, sha, underline them.

2) make a sound-letter diagram for catching a “cup”

3*) Write down 2.3 words with the combinations –cha-, -chu-.

1 class. 1st half of the year.

Letter period. Educational dictation No. 7.

The date of the: __________

Subject. Spelling a soft sign at the end of a word.

Target: to identify the level of compliance of students’ educational qualifications with state standards.

Checked ZUNs:

1. knowledge of the spelling of a soft sign at the end of a word.

2. the ability to write words with a soft sign.

3. the ability to create sound-letter diagrams of words with a soft sign, the ability to determine the number of letters and sounds in words with a soft sign.

Dictation text.

Student.

Yura is seven years old. He goes to first grade. Dad bought his son a briefcase. There are a pencil case, a notebook, and an ABC book.. (18 words).

Grammar tasks:

Find words with a soft sign in the text, write them down, underline the soft sign.

make a sound-letter diagram for the word bear, determine how many letters and how many sounds there are in this word.

3) write down the words with a soft sign that you know, highlight the soft sign.

1 class. 1st half of the year.

Letter period. Educational dictation No. 8.

The date of the: __________

Subject. Separating soft sign.

Target: to identify the level of compliance of students’ educational qualifications with state standards.

Checked ZUNs:

1. knowledge about the role of the soft separating sign.

2. skill in writing words with a soft sign.

3. the ability to create sound-letter diagrams for a word with a soft separating sign, the ability to determine the number of letters and sounds.

Dictation text.

Winter evening.

It's bitterly cold outside. And the house is warm. The coals are smoldering in the stove. Vaska the cat went to sleep in the corner.(19 words).

Grammar tasks:

1) find words in the text with a soft separating sign, underline it.

2) make a sound-letter diagram for the word coals. Determine the number of letters and sounds in this word.

3) change the words so that a soft separator appears in them.

(leaf - leaves, feather - ..., ear - ..., wing - ..., chair - ..., ant - ...)

1 class. 1st half of the year.

Letter period. Educational dictation No. 9.

The date of the: __________

Subject. Spelling of voiced and voiceless consonants.

Target: to identify the level of compliance of students’ educational qualifications with state standards.

Checked ZUNs:

1. knowledge about paired consonants

2. the ability to write words with voiced consonants that are deafened at the end of the word.

3. ability to select test words.

Dictation text.

Forest in winter.

The forest's winter attire is beautiful. There is snow on the paws of the fir trees. There is snow fluff on the branches of birch trees. The oak tree is covered in snow.(21 words).

Grammar tasks:

1) select test words for the words: outfit, snow, oak.

2) find the mistake, correct it, write it down correctly: dove, bread, gorot, pond, berek.

3*) Underline the words in the proverb in which a voiceless consonant is heard at the end, but a voiced consonant is written.

“Snow in the fields - bread in the bins.”

1 class. 1st half of the year.

Letter period. Educational dictation No. 10.

For the 1st half of the year.

The date of the: __________

Target: to identify the level of compliance of students’ educational qualifications with state standards.

Checked ZUNs:

1. ability to write from dictation and formulate proposals.

2. the skill of writing names with a capital letter, words with a separating soft sign.

3. the ability to identify vowels and consonants in a word, divide a word into syllables, determine the number of syllables in a word, and the ability to determine the stressed sound in a word.

Dictation text.

Slide.

Mitya took the sled. He goes up the hill. There are children there. The boy carries Katyusha. Good in winter!(15 words)

Grammar tasks:

1) divide the word into syllables

1st option – Katyusha.

2nd option- Mitya.

2) underline the consonants with one line (-), highlight the vowels with a dot (.)

1st option – sled.

2nd option- slide.

3*) which word has more letters than sounds?

1st option – elephant, cow, bear.

2nd option- giraffe, dog, horse.

Educational dictation No. 1.

(under the sections “Let’s be friends with literacy!”, “Here come the frosts”)

The date of the:

Target: to identify the level of compliance of students’ educational qualifications with state standards.

Checked ZUNs:

1. knowledge of the concepts of “word”, “sentence”, spelling of the first word in a sentence with a capital letter, periods at the end of the sentence.

2. ability to write from dictation, formulate sentences correctly (capital letter at the beginning of a sentence, period at the end of a sentence); the ability to determine the number of words in a sentence, draw up a sentence outline, compose and write a sentence from these words, determine the sign at the end of a sentence (period, exclamation mark, question mark).

Dictation text.

Nastya.

Nastya came from school. Mom was at home. Nastya sat down at the table. She read a fairy tale. Mom was happy.(18 words).

Grammar tasks:

Count and write down the number of words in the sentence, draw up a diagram of the sentence:

1st option– first sentence;

2nd option- third proposal.

2) Write down the sentence and put a sign (● ! ?) at the end of the sentence

1st option– How old are you□

2nd option- What's your name□

3*) Compose and write a sentence from the words:

1st option– running, spring, streams;

2nd option- fall, autumn, leaves.

1 class. 2nd half of the year. Post-letter period.

Educational dictation No. 2.

(under the section “We know how to value friendship”)

The date of the:

Target: to identify the level of compliance of students’ educational qualifications with state standards.

Checked ZUNs:

1. knowledge of the spelling b at the end of a word and in the middle of a word, knowledge of the concept of “syllable” and the method of dividing a word into syllables;

2. the ability to distinguish between the concepts of “sound”, “letter”, “syllable”; determine the number of letters and sounds in words with b, the ability to divide words into syllables

3. the skill of commented writing, the skill of using spellings in writing in the studied range.

Dictation text.

In winter.

The guys go into the forest. They carry food for the birds. It's quiet in the forest. The oak tree has an old stump. He's covered in snow. The furry animal jumped onto the spruce.(26 words).

Grammar tasks:

write out words with b from the dictation and count how many letters and sounds there are in the word.

1st option- stump.

2nd option- beast.

divide the words into syllables:

1st option- guys, forest.

2nd option- fluffy snow.

3*) what kind of animal do you think jumped onto the spruce? Why do you think so? Write down the answer.

1 class. 2nd half of the year. Post-letter period.

Educational dictation No. 3.

(under the section “In the world of a good fairy tale”)

The date of the:

Target: to identify the level of compliance of students’ educational qualifications with state standards.

Checked ZUNs:

2. the ability to compose words from given syllables, select test words for words with a voiced consonant at the end of the word.

3. the skill of commented writing, the skill of using spellings in writing in the studied range.

Dictation text.

Clever dog.

Alyosha has a dog. The boy named her Chapa. Chapa is sleeping on the porch. She guards the house.(17 words).

Grammar tasks:

1) Divide the words for hyphenation:

1st option– Dog, big, flock.

2nd option- Cow, porch, watering can.

2) Insert the missing letters, underline the spelling.

1st option- Baby..., cloud..., sh...ka.

2nd option- Ski..., tasks..., sch...ka.

3*) Write down the names in alphabetical order:

1st option– Yasha, Fedya, Tanya, Andrey.

2nd option– Sasha, Nina, Zina, Arthur.

Educational dictation No. 4.

(under sections “Magic words”, “Our good deeds”)

The date of the:

Target: to identify the level of compliance of students’ educational qualifications with state standards.

Checked ZUNs:

1. knowledge of the spelling of spellings zhi, shi, cha, sha, chu, schu; knowledge of the concepts of “voiced consonants at the end of a word”;

2. the ability to write your last name and first name with a capital letter. Choose words for questions what? Who? Compose and write a sentence from these words.

3. the skill of commented writing, the skill of using spellings in writing in the studied range.

Dictation text.

Friends.

Alyosha brought home a puppy. The puppy was given the nickname Bim. Bim ate milk, bread, soup. Soon he became a big dog. Friends often played in the park.

(24 words) .

Reference: brought it, puppy.

Grammar tasks:

1) Write down your first and last name.

2) Write down 3 words that answer the question:

1st option - Who?

2nd option- What?

3*)Make a sentence from these words and write it down.

1st option – the rabbit, once upon a time, was very polite.

2nd option– Politeness hasn’t hurt anyone yet.

1 class. 2nd half of the year. After the alphabetic period.

Educational dictation No. 5

(under the sections “Spring is coming! Spring is coming!”, “Our friendly family”)

The date of the:

Target: to identify the level of compliance of students’ educational qualifications with state standards.

Checked ZUNs:

1. knowledge of spelling orthograms in the studied range.

2. the ability to distinguish between words objects, words signs, words actions. Select words with signs for these words. Find the missing word in a sentence. Distribute these words according to the questions What does it do? Which? Which? What?

3. the skill of commented writing, the skill of using spellings in writing in the studied range.

Dictation text.

Summer.

It's good in the forest in summer! We walk through thick, lush grass. There are flowers all around. Bumblebees are buzzing. A bee sat on a flower. There is a pile of loose earth near the path. This is a mole hole.(27 words).

Grammar tasks:

1) Match the words signs to the word

1st option: grass

2nd option:Earth

2) Fill in the missing word

1st option:The hare _ _ _ from the evil wolf.

2nd option:The prickly hedgehog _ _ _ curled up into a ball.

3*) Distribute the words according to the questions What does it do? Which? Which? What?

1st option:the sun is shining, bright.

2nd option:fast, flowing, stream.

1 class. 2nd half of the year. After the alphabetic period.

Control dictation No. 6

(under the section “My land, my native land!”)

Date: 04/29/11

Target: to identify the level of compliance of students’ educational qualifications with state standards.

Checked ZUNs:

1. knowledge about the concept of “preposition”, about the spelling of prepositions.

2. the ability to identify prepositions, select missing prepositions in given sentences. Compose and write sentences from these words.

3. the skill of commented writing, the skill of using spellings in writing in the studied range.

Dictation text.

Storm.

It's a warm summer day. A large cloud is floating across the sky. Then a strong thunder struck. The first drops fell to the ground. It began to rain. Where to run? Vasya and Yulia took refuge under a canopy. (29 words).

Grammar tasks:

Find the preposition in the sentence and highlight it Δ.

1st option:A large cloud is floating across the sky.

2nd option:The first drops fell to the ground.

Insert the correct preposition

1st option:Spring streams ring... through the trees.

2nd option:Bird cherry blossoms... in the edges.

3*) Make sentences from words, highlight the preposition:

1st option:Tree, bird, on, sings.

2nd option:Kennel, dog, in, lives.

1 class. 2nd half of the year. After the alphabetic period.

Control cheating.

The date of the:

Target: to identify the level of compliance of students’ educational qualifications with state standards.

Checked ZUNs:

1. knowledge of the concepts: sound, letter, stressed vowel, unstressed vowel, hard consonant, soft consonant, syllable, word.

2. the ability to form words from syllables, distinguish between vowels and consonants, hard consonants from soft consonants. Perform sound-letter analysis of a word.

3. the skill of commented writing, the skill of using spellings in writing in the studied range.

Text to copy.

In the forest.

The boys Yura and Vanya go into the forest. The dog Bimka is running nearby. Red squirrels are jumping along the branches. There is a hole under the tree. Gray hedgehogs took refuge there.(25 words.)

Grammar tasks:

Add the syllables to make words:

1st option:Klu..., me...

2nd option:tea..., cap...

Underline the soft consonants in the word:

1st option:girl

2nd option:boy.

3*) Make a sound-letter diagram for the word:

1st option:yurt

2nd option:pit.