Formation of Universal Learning Activities (UUD) in extracurricular activities.

English teacher

GBOU secondary school No. 629

Baeva M.L.

Extracurricular activities aimthe development of the personality of students in accordance with the requirements of the Federal State Educational Standard and is organized in the areas of personality development (sports and recreation, spiritual and moral, social, general intellectual, general cultural).

The purpose of extracurricular activities in the subject - English:

• Creation of conditions for the development of the personality of students;
• Creating conditions for positive communication outside the lesson;
• The manifestation of initiative and independence, sincerity and openness in real life situations;
• Showing interest in extracurricular activities subject - English.
• Formation of the student's ability to develop independently.

In GEF, in addition to the usual requirements for educational outcomes A graduate of primary school in academic subjects highlighted a new result "the graduate will have the opportunity to learn", for example, to act effectively in new situations, to extract new knowledge from their own experience, to independently use previously accumulated knowledge and skills, etc.

The content of the activities of students during extracurricular time is aimed primarily at the development of UUD, such as:

Cognitive UUD:

• independent selection and formulation of a cognitive goal;
• search and selection of the necessary information;
• conscious and arbitrary construction of a speech statement in oral and written form;
• reflection.

Regulatory UUD:

• goal setting;
• planning;
• forecasting;
• control;
• correction;
• assessment: the ability to evaluate one's actions;

Communicative UUD:

• planning educational cooperation with the teacher, peers;
• managing the behavior of a partner in joint work on a dialogue;
• the ability to fully express one's thoughts, the ability to express one's own opinion, etc.

Personal UUD:

• self-determination;
• meaning formation;
• ability to solve problems of planning free time.
• awareness of the uniqueness of one's personality, which has individual characteristics, certain interests, attachments and values;
• orientation in human qualities, awareness of the significance of such moral categories as goodness, beauty, truth;
• awareness of oneself as a citizen (knowledge of one’s basic duties and rights, the ability to act in a group and for the benefit of the group, set prohibitions for oneself, etc.)

UUD is an element of continuity of classroom and extracurricular activities of students. Forms of extracurricular activities should be aimed at consolidating and developing UUD.

Universal learning activities are activities aimed at self-development and self-improvement through the conscious and active appropriation of new social experience.
In a narrower (psychological sense) "universal learning activities" is a set of student actions that ensure his cultural identity, social competence, tolerance, the ability to independently acquire new knowledge and skills, including the organization of this process.

Purpose of UUD:

• ensuring the continuity of all stages of the educational process;
• ensuring the integrity of the content of education;
• prevention school difficulties students.

The most important criterion - an indicator of students mastering UUD in the content of any activity (including extracurricular activities) - is the process of internalization, that is, the transfer of actions related to external activity into mental, internal personal plan.

As a result of masterycognitive UUDthe student can successfully apply specific methods of transformation educational material in practical activities.Cognitive UUD ensure the formation of generalized knowledge among schoolchildren (separation from specific situational values); include specific ways of transforming educational material, modeling actions, the ability to identify the essential.

Communicative UUDprovide social competence and the ability of students to take into account the positions of other people. In accordance with the cultural-historical theory of L.S. Vygotsky defines communicative activity as the interaction of two (or more) people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result.

Communicative UUD provide:

• social competence and conscious orientation of students to the positions of other people (primarily, a partner in communication or activity);
• ability to listen and engage in dialogue;
• participate in a group discussion of problems;

integrate into a peer group and build productive interactions and collaborations with peers and adults.

Regulatory UUDprovide students with the ability to organize their educational and extracurricular activities. Students learn to choose the right means for organizing their behavior and activities, rationally allocate their free time, plan, control and perform actions according to a given pattern, taking into account norms, anticipate intermediate and final results of their actions, and also take into account possible mistakes, restrain negative emotions.

Regulatory UUD:
Regulation by the subject of his activity is possible when a person has developed arbitrariness and will. Arbitrariness - the ability to act according to the model and obedience to the rules. Will is considered as the highest form of voluntary behavior, namely, voluntary action in the conditions of overcoming obstacles. A volitional action is distinguished by the fact that it is an initiative and at the same time a conscious and meaningful action of the subject. Will in action manifests itself as meaningful initiative. The fundamental characteristic of will and arbitrariness in a person is the awareness or consciousness of behavior, which implies mediation, i.e., the presence of certain means. Such means are speech (signs), patterns, methods of action, rules. Arbitrary performance of an action includes the ability to build one's own behavior in accordance with the requirements of a particular situation, anticipating the intermediate and final results of the action and selecting the necessary means corresponding to them.

The range of forms of extracurricular activities is determined by the needs of students and the requirements for the results of their personal development. The needs of children in extracurricular activities should be studied and formed. As a rule, children trust the suggestions of significant adults and are ready to engage in extracurricular activities with them.
To plan the formation of students UUD in class and extracurricular activities, you can use the following form of lesson planning:

"Types of UUD and their characteristics"

UUD	Characteristic
Regulatory UUD
goal setting	Setting a learning task based on the correlation of what is already known and learned by students, and what is not yet known
Planning	Determining the sequence of intermediate goals, taking into account the final result. Drawing up a plan and sequence of actions
Forecasting	Anticipation of the result and the level of assimilation, its temporal characteristics
Control	Comparison of the method of action and its result with a given standard in order to detect deviations and differences from the standard
Correction	Making the necessary additions and adjustments to the plan and method of action in the event of a discrepancy between the standard, the real action and its product
Grade	Highlighting and understanding by students of what has already been learned and what is still to be learned, awareness of the quality and level of assimilation
Volitional self-regulation	The ability to mobilize forces and energy. The ability to volitional effort - to choose in a situation of motivational conflict and to overcome obstacles
Cognitive UUD
Modeling: substitution, encoding, decoding	Transformation of an object from a sensual form into a model, where the essential characteristics of the object are highlighted (into a spatial-graphic or sign-symbolic)
Model transformation	Changing the model to identify the general laws that define this subject area
Mastering the system of socially accepted signs and symbols that exist in modern culture	Detection of signs, their decoding; information encoding
Understanding	Defining the object of understanding, highlighting the semantic parts, translating the semantic part into the thesis, heading the thesis
Communicative UUD
Planning learning collaboration with teacher and peers	Definition of the goal, functions of participants, ways of interaction
Asking questions	Proactive cooperation in the search and collection of information
Conflict resolution	Identification, identification of the problem, search and evaluation of alternative ways to resolve the conflict, decision-making and its implementation
Partner Behavior Management	Control, correction, evaluation of the partner's actions
The ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication	Possession of monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language
Personal UUD
self-determination	The result of the student's choice of his position, goals and means of self-realization in specific situations
Meaning formation	The process of creative assimilation by subjects of education of knowledge created by man in the process of social development
Self-awareness as an active citizen of the country	IN citizenship civil qualities of a person are expressed, in which a person identifies himself as a full-fledged sovereign subject of society, capable of influencing society
Ability to solve problems of scheduling free time	Education of the internal needs of improving the physical, moral and intellectual forces of a person; ability to spend free time productively
Awareness of the uniqueness of one's personality, which has individual characteristics, certain interests, attachments and values	Making independent decisions by students, developing creativity, choosing the content and methods of self-learning and behavior
Orientation in human qualities, awareness of the significance of such moral categories as goodness, beauty, truth	Education of fundamental life values ​​- goodness, beauty, truth

Planned results:

• the formation of self-determination of the individual, including the development of the foundations of the civic identity of the individual and the formation of the internal position of the student;
• development of motives and meanings of educational activities;
• system development value orientations graduates of the basic school, including moral and ethical orientation, reflecting their individual and personal positions, social feelings and personal qualities.

Involving students in extracurricular activities English language:

1. Annual participation in the Drama competition in foreign languages ​​"Globe" with the dramatization of fairy tales in English with students of the 5th grade.
2. Organization and holding of the district competition in English "I love sports!" for elementary school students.
3. Creation of a script and shooting of a cartoon dedicated to sports and the Olympic Games;
4. Participation in competitions at various levels:

• Festival of Irish Culture at UGLU
  "British Bulldog" - Institute for Innovative Development;
• "School of Enlightenment" - competition of videos in a foreign language;
• “I open the world with a book!” - publishing house "Enlightenment";
• "Symbols" - publishing house "Enlightenment";
• "Russia Sports" - publishing house "Enlightenment";
• "Greeting card" - publishing house "Enlightenment";
• Other.

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Slides captions:

Formation of UUD in extracurricular activities. English teacher GBOU secondary school No. 629 Baeva M.L.

Creation of conditions for the development of the personality of students; Creating conditions for positive communication outside the lesson; The manifestation of initiative and independence, sincerity and openness in real life situations; Showing interest in extracurricular activities in the subject - English. Formation of the student's ability to develop independently.

Cognitive UUD: independent selection and formulation of a cognitive goal; search and selection of the necessary information; conscious and arbitrary construction of a speech statement in oral and written form; reflection. Regulatory UUD: goal setting; planning; forecasting; control; correction; assessment: the ability to evaluate one's actions; Communicative UUD: planning of educational cooperation with the teacher, peers; managing the behavior of a partner in joint work on a dialogue; the ability to fully express one's thoughts, the ability to express one's own opinion, etc. Personal UUD: self-determination; meaning formation; ability to solve problems of planning free time. awareness of the uniqueness of one's personality, which has individual characteristics, certain interests, attachments and values; orientation in human qualities, awareness of the significance of such moral categories as goodness, beauty, truth; awareness of oneself as a citizen (knowledge of one’s basic duties and rights, the ability to act in a group and for the benefit of the group, set prohibitions for oneself, etc.)

the formation of self-determination of the individual, including the development of the foundations of the civic identity of the individual and the formation of the internal position of the student; development of motives and meanings of educational activities; development of a system of value orientations of graduates of the basic school, including moral and ethical orientation, reflecting their individual and personal positions, social feelings and personal qualities.

Year 4B students are working on creating a cartoon based on their own script “A Tale about Six Brothers”

"British Bulldog" - Institute for Innovative Development; "Symbols" - publishing house "Enlightenment"; "Russia Sports" - publishing house "Enlightenment"; "Greeting card" - publishing house "Enlightenment"; Other.

Design work in English dedicated to the 70th anniversary of the Great Patriotic War, students of the 7th grade: Nemov Alexander and Ryzhak Andrey.

(Slide number 5,6)

The tradition of celebrating national holidays, such as Shrovetide, Easter, Christmas, has re-entered our lives. The following equipment was used for the lesson:

• Interactive whiteboard.
• Laptop, speakers.
• Constructor - letters.

(Slide number 7)

Cognitive UUD.

1.

2.

3. Find answers to questions.

4. Structuring knowledge.

(Slide number 8,9,10)

One of the main stages of the lesson is motivational, on which personal UUD are developed: meaning formation - motivation for knowledge and learning . big role in preparatory stage cooperation with parents played. They assisted in preparing recipes for pancakes for the competition, preparing costumes for the holiday, creating hairstyles for girls in the Russian-folk style, brought folk household items to decorate the room, ordered pancakes in the dining room for tea drinking ...

(Slide number 11)

When staging problematic issue in class, in the form of a lyric poem by A.S. Pushkin:

They kept in a peaceful life
Sweet old habits;
They have _________ oily
There were Russian pancakes
the guys independently voiced the topic, thereby developing cognitive and personal UUD.

(Slide №12,13,14)

In the lesson are formed and regulatory UUD:

• Learn to work according to the plan proposed by the teacher. (Tell about each day of the holiday and its rituals)
• Learn to express your assumption (version) on the basis of joint work in groups. (Guys show tolerance towards each other.)

(Slide №15,16,17,18)

Of course, in any lesson, the guys form communicative UUD:

• ( Expressive reading "History of the holiday", speakers - a story about the rituals of each day of the week.)
• Ability to work in groups. (Using the brainstorming technique, the "cherry" technique, when the guys show the end of their work in an organized manner.)

(Slide number 19)

Personal UUD:

(Slide №20,21)

Of course, in any occupation there is a spiritual and moral component.

Spiritual and moral education- an inexhaustible, multifaceted field: literature, theater, natural sciences, any practical branch of teaching can and should become an aid for the development and growth of the child's soul. Education of a moral sense, ethical consciousness and readiness to do positive things . At the lesson, the guys sang the folk song "Pancakes", asked each other for forgiveness. All this looked sincerely, touchingly.

(Slide number 22)

Notes can be traced in the scene "Folk Festivals" civic education. The guys through a certain situation put before them understand that their strength can be shown in different forms ( pillow fights). They understand that it is impossible to harm each other by showing their physical superiority.

(Slide number 23)

Through the master class "Cooking pancakes" in the guys industriousness is brought up and ability to know.

(Slide number 24)

Through physical education, or as I call the game of "Snowballs", promote a healthy lifestyle.By the way, we made these same snowballs earlier in the lesson “Danila is a master, and Marya is an expert”.

(Slide number 25)

The system of aesthetic education is called upon to teach to see the beauty around oneself, in the surrounding reality. In order for this system to influence the child most effectively and achieve its goal, B.M. Nemensky singled out its following feature: "The system of aesthetic education should be, first of all, unified, uniting all subjects, all extra-curricular activities, the entire social life of the student, where each subject, each type of activity has its own clear task in the formation of aesthetic culture and the personality of the student" . So I tried through the task to evoke aesthetic feelings, perceptions, experiences. In the Young Sculptor studio, a group of guys created a lark, which they later talked about.

(Slide number 26)

Of course, at the end of the lesson there should be reflection. It includes tasks, the implementation of which contributes to the deepening of knowledge, broadening one's horizons, the formation of the ability to apply knowledge in various situations, creates conditions for control and self-control.

(Slide number 27)

During the entire lesson, interdisciplinary connections are traced with such extracurricular activities as "Danila the Master, Marya the Artisan", the "Merry Song" studio, the "Young Sculptor" studio, the "Young Artist" studio and the "Theater" course.

(Slide number 28,29,30)

The task system that was used in the lesson includes "information retrieval" require children to turn to the adults around them, to
educational literature and dictionaries, develops their need for searching
and verification of information.

"Intellectual Marathon" focused on developing children's independence, initiative, creativity, on the formation of the ability to correctly use knowledge in a non-standard situation.

"Creative Tasks" aimed at developing students' imagination, spatial representations, cognitive interests, creative abilities.

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“Formation of UUD in extracurricular activities. Creative workshop. »

Formation of UUD in extracurricular activities.

Creative workshop.

M.B.U.S.O.Sh. No. 94- Sokolova L.A.

Extracurricular activities in primary school.

• The program "In the world and in harmony"

Chetkova T.V. - spiritual and moral direction.

• The program "Danila the Master and Mary the Artisan" Nikolaeva A.V., Belyaeva I.N., Shatalina V.A., Sokolova L.A., Migda S.Yu. - general cultural direction.

The purpose and objectives of the programs:

• Creation of conditions for spiritual and moral education of elementary school students in the aspect of harmonious unity of personal, cognitive, communicative, social development on the basis of the historical and cultural environment of the holidays of the folk calendar, works of multinational folklore.

Lesson forms.

• conversations-discussions based on work with the material (fairy tales, proverbs, sayings, etc.);
• leisure communication;
• gaming activity;
• role-playing games;
• parades of fairy-tale heroes;
• quizzes;
• contests;

• creativity lessons (skill);

• business games;
• Mind games;
• health clock;
• excursions and much more.

Creative workshop. Extracurricular activity according to the program "In the world and in harmony".

Equipment use.

• Interactive whiteboard.
• Laptop, speakers.
• Musical accompaniment, presentation.
• Constructor - letters.
• Folk musical instruments.
• Theatrical attributes, costumes.
• Kitchen utensils, etc.

Formation of UUD:

• Cognitive UUD
• 1. Convert information from one form to another: retell small texts in detail.
• 2. Draw conclusions as a result of the joint work of the class and the teacher.
• 3. Find answers to questions.
• 4.Knowledge structuring

Motivational stage:

Personal UUD:

Meaning:

motivation for knowledge and learning.

Preparatory stage. (Competition - recipes for making pancakes.)

Help of parents.

• Preparation of costumes for the holiday.
• Hairstyles.
• Folk household items for decoration.
• Order pancakes in the dining room.

Problem statement.

They kept in a peaceful life Sweet old habits; They have _________ oily There were Russian pancakes. A.S. Pushkin

• Cognitive UUD: independent selection and formulation of the topic of the lesson
• Personal UUD: motivation for knowledge and learning.

Regulatory UUD:

• Determine and formulate the purpose of the activity for the lesson with the help of the teacher.
• Speak the sequence of actions in the lesson.

Communicative UUD

• We develop the ability to listen and understand the speech of others.
• Expressively read and retell the text.

Expressive reading "History of the holiday."

Personal UUD:

• We develop the ability to show our attitude to the traditions of the holiday, to express emotions.
• Evaluate actions in accordance with a certain situation.
• We form motivation for learning and purposeful cognitive activity.

Spiritual and moral development and education.

• Spiritual and moral education is an inexhaustible, multifaceted area: literature, theater, natural sciences, any practical branch of teaching can and should become a help for the development and growth of the child's soul. Education of moral feeling, ethical consciousness and readiness to make positive actions.

• Forgiveness Sunday (Ask each other for forgiveness.)

• Performance of the song

• Civic education. Scene "People's festivities."

• Education of diligence, ability to knowledge. Master class "Cooking pancakes".

• Education of a healthy lifestyle.

• GAME "SNOWFLOWS".

(physical education minute)

Reflection.

• Tasks are presented, the implementation of which contributes to the deepening of knowledge, broadening one's horizons, the formation of the ability to apply knowledge in various situations, creates conditions for control and self-control.

Interdisciplinary communication (connection between classes).

• "Danila the master,

Mary is an expert."

• Studio "Merry song"
• Studio "Young Sculptor"
• Studio "Young Artist"
• Course "Theater"

Job system.

Tasks for "information retrieval" require children to turn to the adults around them, to cognitive literature and dictionaries, develops in them the need to search for and verify information.

Job system.

• Tasks "intellectual marathon" focused on the development of independence, initiative, creativity in children, on the formation of the ability to correctly use knowledge in a non-standard situation.

Job system.

• "Creative tasks" are aimed at developing students' imagination, spatial representations, cognitive interests, and creative abilities.

Formation of UUD in classroom and extracurricular activities

One of the most important changes in the system general education is the introduction of federal state educational standards for general education of a new generation (hereinafter referred to as GEF), dictated by the need to prepare graduates for life in a high-tech competitive world.

In a broad sense, the term "universal learning activities" means the ability to learn, i.e. the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower (actually psychological meaning), this term can be defined as a set of student's ways of action (as well as skills associated with them). academic work), ensuring his ability to independently assimilate new knowledge and skills, including the organization of this process.

Universal learning activities provide the stages of assimilation of educational content and the formation of the student's psychological abilities.

As part of the main types of universal educational activities, dictated by the key goals of general education, four blocks can be distinguished:

personal(self-determination, meaning formation, moral and ethical assessment);

regulatory(goal setting, planning, forecasting, control, correction, evaluation, volitional self-regulation ) ;

communicative(planning educational cooperation, posing questions, resolving conflicts, managing the behavior of a partner, the ability to express one's thoughts);

cognitive(general educational ( independent selection and formulation of a cognitive goal, search and selection of the necessary information, selection of the most effective ways of solving problems depending on specific conditions, etc..), brain teaser ( analysis, synthesis, establishment of cause-and-effect relationships, etc..), actions of setting and solving the problem ( problem formulation; independent creation of ways to solve problems of a creative and exploratory nature)). However, these blocks do not stand apart from each other, they are closely interconnected, which can be represented as the following model:

How to organically integrate universal learning activities into the educational process?

Thus, the conceptual idea of ​​the formation of UUD in students, adopted in the educational system, is as follows: universal learning skills are formed in the same way as any skills. And the formation of any skill in schoolchildren goes through the following stages:

Idea of ​​action, primary experience and motivation.

Acquiring knowledge about how to perform an action.

Training in the application of knowledge, self-control and correction.

Controlling the ability to perform an action.

Consequently, the student goes through the same path in the formation of universal actions.

The basis for solving this educational problem is learning based on an activity approach. It involves the activity of students, when knowledge is not transferred by the teacher in a finished form, but is built by the students themselves in the process of their cognitive activity. Teaching turns into cooperation - the joint work of the teacher and students in mastering knowledge and solving problems. In the studies of many teachers and psychologists, it is emphasized that the originality of thinking, the ability to cooperate, the creativity of schoolchildren are most fully manifested and successfully developed in activities, and activities that have a research orientation. This is especially true for elementary school students, because it is at this time educational activity becomes the leader and determines the development of the main cognitive features child. Research interest is a personality trait inherent in a child to a particularly strong degree. During this period, forms of thinking develop, which ensure the further assimilation of the system of scientific knowledge and the development of scientific, theoretical thinking. Here the prerequisites for self-orientation are laid, both in teaching and in everyday life.

the main objective my pedagogical activity is the formation of a personality willing and able to learn.

teacher primary school needs to be formed elementary school student readiness and ability for self-development, i.е. universal learning activities. For this, conditions must be created.

So, what are the conditions that ensure the formation of the foundations of the ability to learn and the ability to organize their activities in younger students?

The first condition for the successful formation of UUD is the pedagogical competence of the teacher.

How to learn to set goals yourself, plan activities, predict results, control, adjust and evaluate your activities? And most importantly, how to convince yourself of the need to return to awareness, understanding and evaluation of your own pedagogical experience again and again? Undoubtedly, this can only be learned through interaction with colleagues: to be ready to perceive innovative experience, to understand the need for self-education and self-improvement, to be able to cooperate with colleagues, sharing their experience and adopting the experience of other teachers.

The second condition for the successful formation of UUD is the inclusion of students in active learning activities, the correct organization of which consists in the fact that the teacher, relying on the need and readiness of students to acquire knowledge, is able to put before them on certain material learning task, skillfully organizes the process of students performing educational actions (goal setting, planning, forecasting, control, correction, evaluation).

How do I do it?

I do not present new knowledge to students in a ready-made form, but I organize the learning process in such a way that they obtain this knowledge in the process of their own educational and cognitive activity, understanding and accepting the system of its norms;

I take into account age psychological features children's development;

I create a friendly atmosphere in the organization of educational interaction;

I form in students the ability to make an analytical choice and adequate decision-making in a situation of choice;

I create conditions for students to acquire experience in creative activity;

I offer the student the opportunity to master the content of education at the maximum level for him and at the same time ensure his assimilation at the level state standard knowledge.

The WAYS in which I implement this condition are as follows:

TECHNOLOGY OF PROBLEM DIALOGUE (according to E. L. Melnikova), which is based on a system-activity approach and provides the basis for the independent successful assimilation of new knowledge, competencies, types and methods of activity by students. At the same time, the formulation of the educational problem and the search for a solution are carried out by students in the course of a dialogue specially organized by the teacher.

In my work, I rely on the fact that if active forms of work using active learning technology are used in the classroom, then the creative abilities of students will be developed at a higher level, as interest in the subject will increase, key competencies will be formed, and the quality of knowledge in subjects will improve.

I have a relentless creative search, I model the lesson, taking into account everything to the smallest detail, using the experience of leading teachers and my own creativity. I enrich the content of subjects by introducing additional material. I teach how to work with additional literature: dictionaries, encyclopedias, reference books.

Using elements of adaptive learning technology allows me to vary learning, master new lesson structures, which forms students' ability to work independently, exercise mutual control and self-control.

Also effective method formation of UUD - group training, which involves a high degree independence, initiative of students, forms the development of social skills of schoolchildren in the process of group interactions. Why do I find this method effective? I started working in groups with the development of ground rules. We came to the conclusion that should be achieved:

Full attention to a classmate;

Serious attitude to the thoughts, feelings of others;

Tolerance, friendliness

no one has the right to laugh at the mistakes of a comrade, because everyone has the "right to make a mistake."

All students took an active part in the discussion of these rules. Joint performance of tasks: parsing a word or sentence in a Russian language lesson, solving a mathematical problem, etc. - attracts children because their communicative actions are allowed and even encouraged: children can consult with each other, suggest, argue,

prove - i.e. act naturally, relaxed, "not like in a lesson"

The use of ICT makes the learning process for children more exciting and interesting. Children get more opportunities to develop logical and algorithmic thinking, imagination and knowledge of the world.

The third condition for the successful formation of UUD is diagnostics.

In my class, I diagnose the level of formation of the components of educational activity, which allows us to talk about the level of formation of regulatory UUD in the light of the new Federal State Educational Standards.

Task types:

For the formation of personal universal learning activities, the following types of tasks can be offered:

Participation in projects;

Summing up the lesson;

Creative tasks;

Self-assessment of the event, incident;

Achievement diaries;

For the formation of cognitive universal educational activities, the following types of tasks are appropriate:

- "find differences" (you can set their number);

- "what does it look like?";

Search for superfluous;

- "mazes";

ordering;

- "chains";

ingenious solutions;

Drawing up schemes-supports;

Work with the different kind tables;

Compilation and recognition of diagrams;

Working with dictionaries;

For the formation of regulatory universal learning activities, the following types of tasks are possible:

- "intentional errors";

Search for information in the proposed sources;

mutual control;

- looking for mistakes

CONOP (control survey on a specific problem).

For the formation of communicative universal educational actions, the following types of tasks can be offered:

Compose a task for a partner;

Feedback on the work of a friend;

Group work on compiling a crossword puzzle;

- "guess who we are talking about";

Dialogue listening (formulation of questions for feedback);

- "prepare a story ...", "describe orally ...", "explain ...", etc.

How do I form the UUD on the main subjects?

Mathematics (UUD)

In elementary school, this subject is the basis for the development of cognitive actions in students, primarily logical, including sign-symbolic,

as well as such as planning (chains of actions for tasks), modeling, differentiation of essential and non-essential conditions, development of computational skills.

Mathematics is of particular importance for the formation of a general technique for solving problems as a universal educational action.

In tasks with incomplete conditions, children, on the basis of their everyday experience, must enter the missing information.

Another kind of logical analysis is used in tasks where knowledge of arithmetic operations, components of operations and their relationships is required.

Russian language (UUD)

Working with text opens up opportunities for the formation of logical actions of analysis, comparison, and the establishment of cause-and-effect relationships.

Orientation in the morphological and syntactic structure of the language, mastering the rules of the structure of words and sentences, the graphic form of letters ensures the development of sign-symbolic actions

Substitutions (for example, the sound of a letter),

Modeling (for example, the composition of a word by drawing up a diagram)

Model transformations (word modifications).

Literary reading (UUD)

Provides the formation of the following universal training activities:

meaning formation through tracing the "fate of the hero" and the student's orientation in the system of personal meanings;

self-determination and self-knowledge based on the comparison of "I" with the characters literary works through emotionally effective identification;

emotional and personal decentration based on identifying oneself with the heroes of the work, correlating and comparing their positions, views and opinions;

the ability to understand contextual speech based on the reconstruction of a picture of events and actions of characters;

the ability to arbitrarily and expressively build contextual speech, taking into account the goals of communication, the characteristics of the listener;

the ability to establish a logical causal relationship of events and actions of the heroes of the work;

the ability to build a plan with the allocation of essential and additional information.

UUD becomes a source of internal development of the student, the formation of his creative abilities and personal qualities.

Characteristics of the results of the formation

	Personal UUD	Regulatory UUD	Cognitive UUD	Communicative UUD
	1. Appreciate and accept the following basic values: "kindness", "patience", "homeland", "nature", "family". 2. Respect for your family, for your relatives, love for your parents. 3. Master the roles of the student; formation of interest (motivation) in learning. 4. Evaluate the life situations and actions of the heroes of literary texts from the point of view of universal human norms.	1. Organize your workplace under the guidance of a teacher. 2. Determine the purpose of completing tasks in the classroom, in extracurricular activities, in life situations under the guidance of a teacher. 3. Determine the plan for completing tasks in the classroom, extracurricular activities, life situations under the guidance of a teacher. 4. Use the simplest instruments in your activities: a ruler, a triangle, etc.	1. Navigate the textbook: identify skills that will formed on the basis for studying this section. 2. Answer simple questions find the information you need in textbook. 3. Compare items, objects Find common and difference. group items, objects based on essential features. retell in detail read or heard; define	1. Participate in dialogue in the classroom and in life situations. 2. Answer the questions of the teacher, classmates. 2. Observe the simplest norms of speech etiquette: say hello, say goodbye, thank you. 3. Listen and understand the speech of others. 4. Participate in a pair.

It should also be noted that the standards of the new generation include hours for extracurricular activities of younger students in the basic curriculum, which can be used, among other things, to organize their research activities.

Of course, the development of universal educational activities should not be limited only to research activities, but it may well become one of the conditions for the formation of UUD of younger students.

With the aim of developing the intellectual, creative, organizational abilities of schoolchildren, acquiring social experience by them, creating conditions that maximize these abilities of students through the organization of extracurricular activities of students.

Research to identify the interests and inclinations of students (wishes of parents, analysis of students' interests);

A school-wide program of extracurricular activities (a set of educational programs of various types was determined, a curriculum for extracurricular activities was drawn up);

Programs of extracurricular activities of class teachers; (developed by us and are copyright).

Schedule of extracurricular activities.

What I expect from extracurricular activities:

After analyzing the results, I came to the conclusion that the application of the above-described modern technologies and techniques leads to stable results.

The level of knowledge of students in subjects has increased markedly.

During this period of study, the children's interest in learning activities increased.

Of course, I, a primary school teacher, cannot say that my graduates have fully formed all the components of their learning activities. But with such an organization of the educational process, they lay a solid foundation for its successful formation in the main school: an internal need and motivation to learn new things, the ability to learn in a team environment, and self-confidence. The child has the opportunity to realize his abilities, he learns to live in society.

Briefly about other forms of learning activities:

Project activity

Work on projects harmoniously complements educational process classroom activities and allows you to work on obtaining personal and meta-subject results of education in more comfortable conditions for this, not limited by the time frame of individual lessons.

The focus of projects on the original end result in a limited time creates the prerequisites and conditions for achieving

regulatory metasubject results.

joint creative activity students when working on projects in a group and the necessary final stage of work on any project - the presentation (defense) of the project - contribute to the formation of meta-subject communicative skills.

Personal results when working on projects can be obtained by choosing the subject of projects.

Labor activity

Self-service, participation in socially useful work, in socially significant labor actions. Systematic work develops the positive qualities of a person: organization, discipline, attentiveness, observation.

The work of younger students allows the teacher to get to know their individual characteristics better, to find out their creative possibilities, to develop certain abilities. Labor activity allows to form personal universal learning activities.

Sports activity.

Mastering the Basics physical culture, familiarity with various sports, the experience of participating in sports competitions will help to form volitional personality traits, communicative and regulatory actions.

MBOU secondary school them. I.Ya.Filko st. Pavlodolskaya

Report

on the topic:

"Formation of universal learning activities in the classroom and in extracurricular activities"

prepared

primary school teacher

Pavlenko E.V.

Municipal budgetary educational institution "Secondary comprehensive school No. 2 of the city of Krasnoarmeysk

Saratov region named after the Hero Soviet Union Dancerova G.V."

Formation of universal educational activities in extracurricular activities

Completed by: Alekseeva Larisa Valerievna,

primary school teacher

highest qualification category

Krasnoarmeysk 2016

Formation of UUD in extracurricular activities

Universal learning activities are generalized activities that open up the possibility of a broad orientation of students, both in various subject areas and in extracurricular activities.

Why is special attention paid to extracurricular activities in elementary school? At this time, the child takes his first steps in determining his personal interests, looking for himself in society. The school, together with parents, should help him solve this problem, give him the opportunity to try himself in various spheres of life.

For the organization of extracurricular activities, forms other than training sessions can be used:

• Optional

  Conference

  Competition

• Spectacle

  Excursion

  Other forms

The formation of universal educational actions: personal, regulatory, cognitive and communicative - in the educational process is carried out in the context of the assimilation of different subjects, in extracurricular activities through circle, educational work.

Extracurricular activities help children to feel their uniqueness and relevance. In elementary school, children are actively involved in general activities. During this period, an intensive establishment of friendly contacts takes place.

From the first year of study, children take an active part in the preparation and holding of literary quizzes, sports games, concerts, festive events, class hours, Olympiad.

When preparing and holding such events, children learn to listen and hear each other, express their opinion and listen to the opinion of another person, fully and accurately express their thoughts, develop oratorical and acting skills, they develop speech, vocabulary is enriched.

The work of the "Theatrical" circle helps me to develop and form universal learning activities among students.

Brief description of the theater circle

Classes in the technique of speech provide an opportunity to develop speech apparatus learn to speak correctly and beautifully. Stage movement classes are aimed at gaining control over your body.

The development of communication skills - the ability to clearly express one's thoughts and feelings, the ability to understand other people. The development of basic mental functions - attention and memory. Overcoming fear of public speaking. The development of the imagination. Opportunity for self-expression.

By means of subjects of the Russian language and literature, skills are formed: to determine main idea and the heroes of the work, conduct a dialogue in various situations, work with the word, navigate the moral content of what is read, draw conclusions, collectively discuss what has been read, read by roles, work in groups, creating dramatizations, scenarios, projects. Children learn to evaluate the positions of characters, the positions of the author of a literary text, master the means artistic expressiveness. In the classes of the theater circle, we develop these skills and bring them to the level of creativity. The children get the opportunity to put into practice what they have learned in the classroom, there is a formation of universal educational actions, namely the ability and readiness for cooperation, self-development.

UUD contribute to the harmonious development of the child's personality in any area of ​​his activity, including extracurricular activities. What is seen and heard, as well as performed by the children themselves, expands their horizons, creates a friendly atmosphere conducive to the development of speech, the ability to conduct a dialogue and convey their impressions, which is especially necessary today, when the speech of our children is scarce and inexpressive.

In addition to aesthetic education, the theater carries the possibility of pedagogical education. The child becomes not only a spectator, but also a creator, taking an active part in creating the performance: playing a role, making scenery. Playing the role of a character endowed with certain negative traits, the child can notice them in himself and learns to overcome them or, conversely, to cultivate positive features. Therefore, plays and fairy tales are selected where you can laugh together and overcome laziness, fears, painful shyness of the child and self-doubt.

Classes in the theater circle help the guys:

Show your talent.

Ask, be interested in the opinions of others and express your own;

Compare different points of view before making a decision or making a choice,

Raising the creative individuality of the child,

Development of interest in the art of theater and acting,

Mastering vocal-choral and musical-rhythmic components of musical and stage activity by children;

The accumulation of a certain baggage of figurative actions necessary for the child to initially express his personal attitude to music,

Awakening feelings of empathy for the embodied image,

In the classroom, students derive the simplest rules for working in pairs, groups, and, most importantly, gain experience in working together.

full attention to a classmate;

serious attitude to the thoughts, feelings of others;

tolerance, friendliness;

no one has the right to laugh at the mistakes of a comrade, because everyone has "the right to make a mistake ».

At each of the classes of the theater circle, the following universal educational activities are formed:

- cognitive- ability to solve problems and tasks;

We determine the topic of the lesson, set goals, learn to work according to the algorithm, exercise control and self-control - this is the formation regulatory UUD,

The ability to work in a group, in a team, the ability to negotiate, hear and understand a partner is the formation communicative UUD,

I would especially like to dwell on communicative UUD. The development of communicative universal educational activities in primary school students is an urgent problem, the solution of which is important both for each individual and for society as a whole. Society is inconceivable without communication. Communication involves the transfer of information. Communication, according to psychologists, is the ability and skills of communicating with people, on which the success of people of different ages, education, different levels of culture and psychological development depends.

It is in the sphere of communication that a person realizes both his professional and personal plans.

Therefore, communication skills are the key to the success of the student.

Speaking to classmates, receiving a positive assessment from classmates, the guys also assert themselves, gaining confidence in themselves and their abilities, all this allows us to talk about the formation personal UUD.

Thus, UUD is an integral system in which interrelated types of actions can be distinguished:

communicative- providing social competence,

cognitive- general educational, logical, related to problem solving,

personal- defining motivational orientation,

regulatory- ensuring the organization of their own activities.

The formation of UUD is a purposeful, systemic process, which is realized through extracurricular activities. It is quite obvious that there is no strict gradation for the formation of a certain type of UUD in the course of the work of the circle, and cannot be. However, a shift in emphasis is possible. At the end of my speech, I want to conclude that the formation of universal educational activities is an integral part of the educational process and extracurricular activities. The main thing in the work of a teacher is to find such methods of work that will allow the most effective use of the potential of extracurricular activities in the formation of the ability to learn.

The introduction of a new generation standard into the practice of elementary school work allows teachers to form universal learning activities not only in the classroom, but also in extracurricular activities.

The purpose of organizing extracurricular activities is to create conditions for younger students to achieve the best results in mastering the basic educational program.

The creation of a comfortable educational environment contributes to the formation of the personal characteristics of a primary school student, described in the standard as "Portrait of a Primary School Graduate", which are based on the result of the formed universal educational activities (UUD) and spiritual and moral education and development.

The competence of teachers in the field of achievement by younger students of meta-subject and personal results mastering the main educational program of primary general education;

Implementation of the system-activity approach in extracurricular activities;

The use by teachers of effective methods aimed at the spiritual and moral development and education of students;

The current model for monitoring extracurricular activities.

Legal framework for organizing extracurricular activities

1. Educational program of primary general education.

2. Contracts with institutions additional education.

3. Regulations on extracurricular activities.

4. Regulations on the "Portfolio of an elementary school student".

5. Job description of the deputy director for educational work at elementary school education.

6. Job description of a primary school teacher.

The model for organizing extracurricular activities is presented in Appendix 1.

Tasks of extracurricular activities:

1. formation of positive communication skills;

2. development of skills for organizing and implementing cooperation with teachers, peers, parents, older children in solving common problems;

3. education of hard work, ability to overcome difficulties, dedication and perseverance in achieving results;

4. development of a positive attitude towards basic social values ​​(person, family, Fatherland, nature, peace, knowledge, work, culture);

5. deepening the content, forms and methods of employment of students in their free time;

6. organization of information support for students;

7. improvement of the material and technical base.

Principles of organization of extracurricular activities:

Continuous additional education as a mechanism for ensuring the completeness and integrity of education as a whole;

Systematic organization of the management of the educational process, taking into account the socio-cultural characteristics of the gymnasium, development programs;

Diversified directions and forms of organization of extracurricular activities;

Interaction with institutions of additional education, culture and sports; unity and integrity of partnership relations of all subjects of additional education;

Development of the individuality of each child in the process of social self-determination;

Meeting the needs of students and their parents;

Optimal use of the academic and vacation periods of the academic year;

Implementation of the possibilities of educational and methodological kits used in the educational process.

Activities for younger students:

Educational cooperation (collectively-distributed educational activities, including collective discussion, group, pair work);

Individual learning activities (including independent work using additional information sources);

Game (including the highest types of play - dramatization game, director's game, game by the rules);

Creative (including artistic creation, design, conception and implementation of socially significant initiatives);

Labor (self-service, participation in socially useful work, in socially significant labor actions);

Sports (mastering the basics of physical culture, acquaintance with various sports, experience in participating in sports competitions);

Self-government activities (participation in the life of a children's organization);

Free communication (self-presentation, training, discussion, conversation).

Directions of extracurricular activities:

1. sports and recreation;

2. spiritual and moral;

3. general intellectual;

4. general cultural;

5. social.

Forms of organization:

School Scientific Society Section,

psychological training,

literary association,

Studio, workshop,

Olympics,

Sport section.

Conditions for the implementation of the program of extracurricular activities:

Design and implementation of work programs for extracurricular activities;

Staffing;

Methodological support;

Logistics.

Technologies for organizing extracurricular activities

The use of activity-type technologies for the formation of certain types of UUD:

Monitoring of extracurricular activities

The purpose of monitoring research is to create a system for organizing, collecting, processing and disseminating information that reflects the effectiveness of the modernization of extracurricular activities and additional education according to the following criteria.

Expected results:

Creation of optimal conditions for the development and recreation of children;

Expansion of opportunities for the creative development of the student's personality, the realization of his interests;

Creative self-realization of children;

Formation of skills of collective and organizational activity;

Psychological comfort and social security of each child;

Preservation of the image of the school as a socially active one, development of school traditions;

Formation of a single educational space;

Development of student self-government at all levels;

Active, mass participation in ongoing targeted programs and projects at various levels;

Using the potential of open educational space.

Thus, the creation of conditions for the achievement by younger students of the best results in the development of the main educational program and the formation of universal educational activities is the goal of organizing extracurricular activities.

Maps for achieving personal and meta-subject results in the first grade are presented in Appendix 2.

2 .2 Extracurricular activities of younger schoolchildren in the Russian language as a means of forming universal educational activities

In the Federal State educational standard primary general education (FGOS IEO), the relevance of the concept of "functional literacy" is determined, the basis of which is the ability to set and change the goals and objectives of one's activity, plan, monitor and evaluate it, interact with the teacher and peers in educational process to act in situations of uncertainty. Sufficiently large requirements for present stage submitted to the formation functional literacy elementary school student, which creates an optimal level of language and speech development for primary language education, provided with cognitive, communicative, value-semantic, informational and personal competencies.

Naturally, it is impossible to solve problems by means of lesson activity alone. this task. It is necessary to use extracurricular activities for the formation of functional language literacy. The program interprets it as a personality-oriented interaction between the teacher and the child, the purpose of which is to ensure the conditions for the development of the child, his formation as a person during the school years.

In this regard, we can consider the activity in the primary school of the work of the circle-laboratory "Young linguist", which is based on educational and research activities. This activity is aimed at personal development, the acquisition of a functional skill in the study of language as a universal way of mastering reality, the activation of a personal position, when students can independently acquire new knowledge. The role of the teacher is to organize educational and research activities, create a creative atmosphere, provide motivation, initiate and implement pedagogical support children, their accompaniments.

When designing the research activity of junior schoolchildren in the Russian language, the model of the following type can be considered the most acceptable:

Facing a language problem;

Activity planning;

Collection of scientific facts on the problem;

Experimentation, practical use obtained language knowledge;

Conclusions based on the analysis and generalization of the data obtained;

Analysis and self-assessment of their own activities.

Let us give an example of the organization of educational and research activities in the study of phraseological units in the laboratory "Young Linguist" in the 3rd grade.

Any activity begins with a motive, which acts as an incentive to action. At the same time, students discover the limits of their own ignorance. Students face a problem that needs to be solved. The motive for the study of phraseological units was the situation when, when studying works of art in the classroom literary reading and when reading at home, the children met with expressions that were incomprehensible to them. Similar expressions were heard from many adults. There were difficulties in understanding what was read or heard.

Thus, the younger schoolchildren were faced with the task of studying the expressions unfamiliar to them - phraseological units - accepted in the Russian language.

Research activity, including educational, involves the development of hypotheses. In this case, the hypothesis was as follows: having studied set expressions, understanding their meaning, one can not only better understand works of art and people around, but also enrich one's speech.

When planning educational and research activities, children would be asked to answer the questions "What do I want to know about phraseological units? and" Why do I need to know this?

Answers to the first question showed what children want to know

Meaning, meaning of widespread phraseological units;

The history of the emergence of set expressions in the Russian language;

The role of phraseological units in the Russian language, as well as to explore phraseological units in other languages ​​and compare them with Russian ones.

The answer to the second question involves the practical use of acquired knowledge.

The largest part of the work on any creative or research topic is the search for information, or the collection of scientific language facts. The success of such an activity directly depends on whether the younger student is able to search for the necessary information and process it.

In this regard, the teacher has a very important task: to acquaint students with the information storage system and teach them how to quickly search for and process information. Today there are alternative sources of information: library databases, educational, scientific and fiction, Internet databases.

The collection of scientific facts in the study of phraseological units would be organized in the form of presenting a system of tasks to students.

Task 1. Among the expressions you have, select those that seem familiar to you, but you do not fully understand their meaning or do not understand at all.

For this task, the children would form groups of about 5 people. Each group would use their own set of phraseological units as they completed the task, exchanging cards with each other.

Thus, students would be placed in the conditions of educational cooperation, when it is necessary to share their own experience with their comrades.

Task 2. Distribute all the marked expressions among the members of the group. Find their meanings.

To complete this task, it is advisable to form small interest groups, approximately 3 people each. The work on determining the values ​​of set expressions would be organized in a computer class using Internet resources. To do this, the addresses of sites would have been selected in advance, taking into account their safety for children. After completing the task, the children would be able to exchange the information received, reading out the expressions they liked the most.

Thus, the implementation of these tasks would help expand the vocabulary of students, develop the ability to work with a dictionary, dictionary entry, develop communication skills, as well as improve the information and communication competencies of schoolchildren. As a result, small dictionaries of phraseological units would be obtained, which could then be printed out and used in the lessons of the Russian language and literary reading.

Task 3. What are phraseological units? How did they originate in Russian?

Group work again. To answer questions, they could use linguistic dictionaries, articles, encyclopedias, write out what seemed important and significant to them. To exchange the information found and discuss the information received, the students would record them on a common sheet, arranging them in a logical order. Thus, knowledge of phraseological units would deepen, children would learn to work with information, highlighting the necessary and discarding the secondary, the formation of skills of educational cooperation would continue, i.e. students learned to learn.

Functional literacy, in addition to the ability to learn, also implies a tolerant, respectful attitude towards other peoples and their cultures. We believe that one of the conditions for the formation of a functionally literate linguistic personality is the ability to build a dialogue of cultures that allows you to have a conversation with society. This means that a person is able to understand the views of representatives of different cultures, times and ages, distinguishing between his own and others' points of view; refer to texts of another culture when solving educational problems; treat with understanding a different image of the world in the works of a different culture.

In order to form a respectful attitude towards the languages ​​of other peoples, children would be asked to look for phraseological units in other languages, compare them with stable expressions of the Russian language. So, it is possible to organize work to search for phraseological units in the languages ​​of the peoples inhabiting our country, or to turn to the languages ​​of the peoples living in the neighborhood of Russia. First of all, we would turn to the national composition of the class, and also explore the language that children learn in the classroom foreign language(English).

Phraseological units from different languages, as a result of which children would come to the idea of ​​the originality of the phraseology of each language, that it reflects values, ideals, people's ideas about the world, about their lives. Thus, the attitude towards the language as a cultural value is formed.

When studying the role of phraseological units in the Russian language, linguistic observation and a linguistic experiment would be used. For example, students would be given the task at home to pick up works of art in which phraseological units are found. Further, in one of the laboratory classes in these works, schoolchildren would find, underline and write out phraseological units, explaining their meanings, replacing set expressions with ordinary words and comparing the resulting texts.

Source text

Once I was with him on a short leg. But one day he (he got up on his left foot, or what?) Climbed to me to fight. I'm home with all my legs! Barely took his legs! But now not a foot to him. He won't have my leg anymore!

Changed text

Once I was friends with him. But one day he (was in a bad mood, or what?) Started to fight with me. I quickly ran home! Escaped with difficulty! But now I don't go to him. And I will never visit him again!

Students conclude that phraseological units are needed for the expressiveness of speech, its figurativeness, brightness and accuracy.

Phraseologisms are often used in folk tales and children's poems.

Here are some examples:

They say mom

Hands are not simple.

They say mom

Golden hands.

I'll look carefully

I'll take a closer look.

I stroke my mother's hands

I don't see gold.

(M. Rodina)

Early in the morning mama

I sent my son to class.

She said: "Don't fight

Don't tease, don't tease

Hurry up, it's time.

Well, no fluff or feathers!"

An hour later, barely alive,

The rooster goes home.

Barely hobbles

He's from the schoolyard

And on it, in fact

There is no fluff or feather.

(V. Orlov)

Watching phraseological units in literary texts, younger students practice finding them, recognizing them, joining the culture, see examples of expressing emotions with the help of phraseological units.

The position in education "knowledge for the sake of knowledge" is a thing of the past. Its place is taken by another: knowledge must be able to apply in life to solve practical problems. It means that research provides for the presence of not only a theoretical, but also a practical part, experimentation, the use of knowledge in practice.

You can offer children a variety of creative tasks:

Compose a story or fairy tale using phraseological units you like;

Make drawings that reflect the direct meaning of phraseological units;

Compose and solve a crossword puzzle; write a report, take an interview;

Come up with a fantasy story or mystical thriller.

As an example, we can cite the story that was composed by the third grader Daniel K.:

Ivan, who does not remember kinship

There lived a boy. His parents loved and cared for him very much. The boy loved to play hockey. When he grew up, he did not want to bury his talent in the ground and left with the team for another city.

Parents missed the boy very much, and he kept putting off the trip home. He behaved like a two-faced Janus: in telephone conversations he kept promising to come, but he did not keep his promises.

Probably, the boy thought only of himself and did not care about his parents. After all, you do not need to be seven spans in the forehead to remember your loved ones.

Based on the analysis and generalization of the conducted educational and research work, the students, together with the teacher, formulate conclusions. In the course of work, students begin to understand and perceive phraseological units as a manifestation of the richness of the Russian language. They come to the realization that set expressions enrich our speech, make it figurative, vivid, emotional and include phraseological units in their speech. In addition, children learn to write scientific articles and reports, speak with them, and publish them in a school magazine.

At the end of the session, we would conduct an analysis and self-assessment of our own activities in terms of the personal contribution of each participant to the work done, if this is a collective activity, and in terms of personal significance in individual work.

Thus, through the organization of educational and research activities outside school hours, the following UUDs are formed in the Russian language for younger students:

Ability to set goals and plan;

Search and selection of relevant information and assimilation of the necessary language knowledge;

Practical application of school knowledge in various, including non-standard, situations;

Self-analysis and reflection;

Development of communicative competence.

All this contributes to the formation of a functionally literate language personality of a younger student and an increase in its level.