TOOLKIT
Work completed:
Gorbunova Elena Nikolaevna,
Gora village, 2016
Techniques for organizing semantic reading in the classroom literary reading…………………………………………………………………………………5
Techniques for teaching semantic reading in the lessons of the Russian language………11
Techniques for teaching semantic reading in mathematics lessons…………16
Techniques for teaching semantic reading in the lessons of the world around...26
Techniques for teaching semantic reading in working with an informative text in the course “Fundamentals of Religious Culture and Secular Ethics”…………32
Techniques for teaching semantic reading in the lessons of fine arts…………………35
Techniques for teaching semantic reading in technology lessons…………37
CONCLUSION…………………………………………………………………40
REFERENCES…………………………………………………………41
APPENDIX………………………………………………………...……….42
INTRODUCTION
"People stop thinking
when they stop reading
(D. Diderot).
Reading has always played an important role in the history of human development. This is one of the main ways of socialization of a person, his development, upbringing and education.
According to the Federal Educational Standard for Primary general education, one of the main results of education is the ability to learn. Based on this, the main attention is paid to the formation of universal scientific actions that allow the student to act independently in obtaining education. UUD are of a meta-subject nature and have universal significance for various types of student activities.
The value of semantic reading for successful development educational material students is that the formed skill of semantic reading is the foundation of all UUD and objective actions. Through semantic reading, all UUDs are formed: search, understanding, transformation, interpretation, evaluation.
In the concept of universal learning activities(authors Asmolov A.G., Burmenskaya G.V., Volodarskaya I.A. and others), along with many universal actions, the actions of semantic reading are highlighted. Semantic reading includes the ability to comprehend the goals and objectives of reading, the ability to find and extract information from various texts, the ability to work with fiction, popular science, official texts, the ability to understand and adequately evaluate information from a text.
The purpose of semantic reading is to understand the content of the text as accurately and fully as possible, to catch all the details and practically comprehend the extracted information. This is a careful reading and penetration into the meaning with the help of text analysis. When a child masters semantic reading, then he develops oral speech and, as the next important stage of development, written speech.
In this way, purpose of this manual- help teachers primary school organize meaningful reading in the lessons of literary reading, the Russian language, the world around us, mathematics, etc. The manual provides methods for organizing work with text (text activity) during introductory or studying reading. Practical methods are presented, the use of which will help the formation of meta-subject skills when working with text.
TECHNIQUES OF TEACHING SENSITIVE READING AT THE LESSONS IN THE PRIMARY SCHOOL.
2.1. Methods of teaching semantic reading at the lessons of literary reading.
Semantic reading as a general educational meta-subject skill is first formed at the lessons of literary reading, and then the work continues at all other lessons.
There are a lot of methods of working with text aimed at mastering the content of what has been read, it is necessary to use them as often as possible along with exercises to improve reading technique in order to form meaningful reading skills. These techniques can be used both in combination and separately. You can combine these techniques in different ways. It depends on the objectives of the lesson, the level of preparation of students, the content of the material, etc.
Here are some common ways to work with text while reading:
"Reading in a circle".
1. The teacher voices the task: "We begin to take turns reading the text in paragraphs. Your task is to read carefully, the task of the listeners is to ask the reader questions to check if he understands readable text».
2. Children work in a small group or in pairs, take turns reading the text, the listeners ask questions about the content of the text, the reader answers. If his answer is incorrect or inaccurate, the listeners correct him.
"Reading to yourself with questions."
Purpose: the formation of thoughtful reading skills.
The student independently reads the text, fixing the questions that he would ask the author in the course of reading, conducts a kind of “dialogue with the author”.
Stop Reading.
Purpose: to control the process of understanding the text while reading.
The teacher suggests working with the text in the following way: "We will read the text with stops during which you will be asked questions." Questions can be aimed at checking understanding, as well as predicting the content of the next passage.
"Associative Bush".
Purpose: actualization of knowledge, formation of a reading mindset.
The teacher writes a key word or title of the text, while reading (preferably) or immediately after reading, students note in a notebook or express their associations, assumptions, key words of the content of the text, and the teacher fixes them on the board in the form of a diagram.
"Reading in pairs - generalization in pairs."
Purpose: the formation of skills to highlight the main thing, to summarize what has been read in the form of a thesis, to ask problematic questions.
1. Students silently read the text or part of the text chosen by the teacher.
2. The teacher puts the students in pairs and gives clear instructions. Each student alternately performs two roles: speaker - reads and summarizes the content in the form of one thesis; the respondent listens to the speaker and asks him two substantive questions. Next comes the role reversal.
3. The teacher invites all students to the discussion.
"Read and ask."
Purpose: formation of skills to work independently with printed information, formulate questions, work in pairs.
1. Pupils silently read the proposed text or part of the text chosen by the teacher.
2. Pupils get together in pairs and discuss which key words should be highlighted in the read.
3. One of the students formulates a question using keywords, the other answers it.
4. Discussion of key words, questions and answers in class, correction.
"Double Entries Diary".
Purpose: formation of skills to ask questions while reading, critically evaluate information, compare what is read with one's own experience.
1. The teacher instructs the students to divide the notebook into two parts.
2. In the process of reading, students should write down on the left side the moments that struck, surprised, reminded of some facts, caused any associations; on the right - write a concise commentary: why this particular moment surprised you, what associations it caused, what thoughts it prompted.
"Reading with notes".
The teacher gives the students the task to write in the margins with icons information according to the following algorithm:
"Reading with the compilation of tables, diagrams."
Purpose: to form the skills of comparing and classifying, structuring information.
1. Pupils read the text, carefully analyzing it.
2. The teacher sets the task - to compare two or more objects, write the comparison data into a table or diagram.
"Sinquain".
Purpose: development of students' skills to highlight key concepts in what they read, main ideas, synthesize the knowledge gained, and show creative abilities.
The teacher suggests writing a syncwine for the keyword of the text that has been worked out.
Cinquain - "blank verse", a slogan of five lines (from the French Cing - five), in which the main information is synthesized.
Sinkwine structure.
1. Noun (subject).
2. Two adjectives (description).
3. Three verbs (action).
4. Four-word phrase (description).
5. Noun (paraphrasing of the topic).
Sincwine by workV. M. Garshina "Frog Traveler" Grade 3:
Frog
Bulky, thick.
Thinking, talking, boasting.
Invents an unusual way of transportation.
Traveler.
Sinkwine based on the work of I.A. Krylov "The Crow and the Fox" (Grade 3).
The formation of these skills in working with text is largely facilitated by the organization of activities in the lesson, namely the use of pair and group work. Choosing these forms of communicative interaction of students, the teacher creates the conditions for a more meaningful understanding of the program material, including various types of texts.
Here's what a text work plan might look like when working in pairs or a small group, when reading the text is organized in turn, i.e. . "in a circle":
Read the first paragraph aloud.
I'll underline the words I don't understand.
I will explain incomprehensible words or ask classmates (or teachers).
I'll tell you what I understood from what I read to a classmate.
I will answer his questions.
I will continue to work with my classmates.
The number of drawings-pictures for the work is indicated (5),
in pairs or groups, children sketch out the sequence of events and then present their work to the class.
Compilation of tables also helps to comprehend what has been read:
The table as a way of structuring the text appears on different stages working with text, and various types of tables can be used even when first reading the text, for example, the simplest tables:
The development of the ability to read the text with understanding helps to work on questions to the text. The teacher can prepare questions for the children in advance, write them down on a card and invite the children to work with each other as a mutual exercise.
Here's how to build small group work when working on epic "Dobrynya and the Serpent" :
The small group worksheet looks like this:
Read the epic "Dobrynya and the Serpent" on your own. Pay attention to unfamiliar words:
Parobok - servant, assistant
Exhausted - very tired
Opponent - enemy
Take out - bring out
Answer the questions in the group:
2) What did Dobrynya's mother tell about the Pochai River and the Sorochinsky mountain?
3) Did Dobrynya obey his mother?
4) What did Dobrynya do on the Pochay River?
5) How did Dobrynya fight the Serpent?
6) What happened in Kyiv with Prince Vladimir?
7) How did Dobrynya help the prince?
2.2. Methods of teaching semantic reading in the Russian language lessons.
Work with the text is carried out at the lessons of the Russian language (from the section "Development of speech"): older child the more difficult the texts. There is an immersion in the text, analysis of the proposed text (deformed, unfinished, with missing parts, sentences, words, etc.), vocabulary work, introspection.
Restoration of the text according to key words, phrases, writing in your own words, based on your own knowledge and with the search for additional information (dictionaries, encyclopedias, other texts with a similar meaning).
Annotation to the read work (2–3 sentences), writing a description of a landscape or a portrait of a character, a test of a pen (composing rhymes, fairy tales, stories).
Particular attention is paid to working with the word, which includes reading by syllables, dividing words into syllables for transfer, and determining the stressed syllable. Working with individual words, phrases, sentences, as well as with the whole text material, allows you to train visual memory, which means it develops spelling vigilance.
Grade 3 Russian language. "Repetition of learned spellings."
Pre-text stage:
Write off the text, inserting the missing letters, leave space for the title.
The oriole is a river ... bird. She pr…l…melts into our… b…rez…vye l…sa pos…behind all of them.
Holy ... and nests in ... et, weaving them ... like hammocks ... ki, in the forks of twigs ... s, already ... rotting green ... new b ... ryo ... .
Everything in b…rez…vom l…su is subordinated to the goal…su of this s…l…the one with black… bird wings…. All the music of the forest is ... listened to ... to her voice ... su.
And how beautiful ... in the n ... flying ... s ... l ... that spindle of her swift ... body, against the background ... donkey ... feed ... but bright morning blue.
Text stage:
Choose a title that matches this text. Explain your choice.
1) A rare bird.
2) Oriole.
3) An unusual bird.
How else could the text be titled?
What issues are discussed in the text?
Post-text stage:
In the list of words, select the words that reflect the topic of the text:
Wintering bird, migratory bird, settled bird;
coniferous forests, deciduous forests, birch forests;
hammock nest, ball nest, bowl nest;
melodic song, main song, joyful song;
gold, black, gold with black.
Use the underlined words to describe what you learned about the oriole;
Where and how can information obtained from the text be used?
Grade 3 Russian language (speech development). Topic: "Plan of the text."
1) Read the text and identify its main topic.
Cuckoo.
The birds will return and will not notice that they have added one more egg in their nest. They will sit with their cuckoo chicks.
As soon as spring comes, the birds begin to build nests, and then raise chicks. But the cuckoo does not nest.
She doesn't raise children either. The cuckoo will find a nest of some birds, track it down when the owners fly away. Quietly she lays her egg in the nest.
And the cuckoo will take care of itself. He pushes the other chicks out of the nest and will be left alone.
2) Break the text into parts and rearrange the parts so that it fits the plan:
1. Nesting time.
2. Bad mother.
3. Addition to the family.
4. Fight for survival.
3) Write down the answers to the questions, observing the semantic arrangement of the parts:
1. What do birds do when spring comes?
2. Why is a cuckoo a bad mother?
3. What does she do with her egg?
4. What's next for the cuckoo egg?
5. Who will take care of the cuckoo and how?
Reception "Insert missing (missing words)"
1. The noun is ____________________, which answers the questions ______, ________ and denotes _________.
2. To the question who? answer _______________________ nouns, to the question what? answer _______________________ nouns.
3. Nouns are _________ kind, ______________________ kind and __________________________ kind.
4. Nouns are ____________________ and are written with ____________________ letters and are ________________ and are written with _________________ letters.
5. Nouns change from ____________________ to ____________________.
Reception "Sinkwine"
To view a presentation with pictures, design, and slides, download its file and open it in PowerPoint on your computer.
Text content of presentation slides: Seminar "Application of the technology of semantic reading in the lessons of fine arts, technology, music, physical culture" Mokeeva I.A. Primary school teacher of the Moscow Autonomous Educational Institution Secondary School No. 1, Kogalym MEANING READING - the foundation of all the competencies indicated in the standard Reception "True and False Statements" (fine arts) Topic: "Art in your home" A Bogorodsk toy is cut from a birch log. The statement is FALSE Filimonov toys are molded from clay. Khokhloma is ceramic utensils. TRUE INCORRECT FALSE Reception "True and False Statements" (FINE) Topic: "Art in your home" The master of the Image comes up with a pattern Statement INCORRECT The repetition of similar lines, spots in a given sequence is called rhythm The artist comes up with how the thing will look so that it pleases and helped to live TRUE FALSE FALSE Fishbone technique (physical education) Instruction. Read the text and do the task. Task. Read the text. Based on the text, determine what emotions are, what emotions are. Highlight the reasons that affect emotions and results in the form of a Fishbone diagram (fish skeleton) Formulate a general conclusion. Source of information (see page 60 in the textbook) Fishbone reception (physical culture) EMOTIONS EMOTIONS Fishbone reception (physical culture) RESULT (facts) REASONS CONCLUSION: in order for a person to have positive emotions, one must be able to "pull himself together ”, to cope with the excitement, to find the right solution. Your team won. CONCLUSION You were given a puppy for your birthday The class went camping, and you fell ill joy, delight, annoyance, grief Until the finish line 70 m and the mount broke You were accepted into the sports section surprise, happiness, anger, irritation, happiness sadness Is your friend the strongest in the class? pride, envy Sinkwine technique (technology) Sinkwine is a five-line poem that requires the synthesis of information and material in brief terms. Application Sinkwine What to do? What? What to do? What to do? What? related to the topic)Summary word SinkwineCREATE APPLICATION DECORATES ANY CONVEXED PRODUCTCUT GLUE FLAT APPLICATIONSINQUINE TECHNIQUE einWhat to do? What to do? modern approaches to semantic reading, we can recommend teachers the following: choose the most rational types of reading for students to learn new material; form students' interest in reading by introducing non-standard forms and methods of working with text; determine the nature of the activities of various groups of students when working with a textbook; anticipate possible difficulties for students in certain types of educational activities; increase the level of independence of students in reading as they move forward; organize various types of student activities in order to develop them creative thinking; to teach self-control and self-organization in various activities. Find! Study! Apply semantic reading techniques! Creative success to you in your hard work!
Attached files
The new educational standards highlight the planned results of the development of educational and interdisciplinary programs, among which special attention is paid tostrategies for semantic reading and working with text.
Therefore, the formation of the action of semantic reading in our school has become one of the most important pedagogical problems.
The purpose of our master class is to teach effective techniques semantic reading on the example of working with the text of the parable.
We will introduce you to just a few techniques that we practice in literature classes and extracurricular activities in grades 5-8 with different types of texts. They are used by all subject teachers.
We present to your attention a fragment of an extracurricular activity in which students worked with the texts of parables. To intensify the work, the newspaper "Knot for Memory" was prepared and printed. In this lesson, the children got acquainted with different types of reading.
- Remember how you read newspapers. Where do you start? (from viewing)
Look through the newspaper "Knot for memory". What's in this room?(Answers)
- Good, then let's get acquaintedWithreception "Associative Bush". I give you the keyword. In our case, this is the name of the first parable "The Book"name all possible associations with this word.
(Book , wisdom, helper, library, reader, literature, tome)
And now listen to the parable "The Book" and tell us how to supplement our series of associations.
Parable "Book"
The student asked the elder:
Why do you read a book every day? Have you already read it?
The old man also asked:
Why did you eat today? Did you eat yesterday?
To live. Without food, I will die, - the student shrugged.
So I read every day so as not to die spiritually,” the elder answered.
Another association with the word book - spiritual food.
This technique allows you to update existing knowledge, activate cognitive activity students and motivate them to continue working with the text.
The next type of reading is introductory reading. The text is read in full. In the lessons, you can use reading in a chain, in parts, or the “Read to yourself” technique. We read line by line.
Parable "A bucket of apples"
A man bought himself a new house - big, beautiful - and a garden with fruit trees near the house. And nearby, in an old house, lived an envious neighbor who constantly tried to spoil his mood: either he would throw garbage under the gate, or he would do some other nasty things.
Once a man woke up in a good mood, went out onto the porch, and there was a bucket of garbage. The man took a bucket, dumped the garbage, cleaned the bucket to a shine, collected the largest, ripest and most delicious apples in it and went to a neighbor.
The neighbor, hearing a knock on the door, gloatingly thought: “Finally, I made him angry!” He opens the door in the hope of a scandal, and the man handed him a bucket of apples and said: “He who is rich with what, he shares it!”
When working with this parable was usedreception "Is it true that ..."
The children were offered a series of statements about the read parable, from which it was necessary to choose those that correspond to the content.
Here are some examples of statements:
The man bought himself a new house. (Yes)
Nearby in a large mansion lived a neighbor. (Not)
The neighbor constantly tried to spoil the mood. (Yes)
Once on the porch, a man saw a bucket of garbage. (Yes)
A man returned a bucket of garbage to a neighbor. (Not)
Learning Reading provides for the most complete and accurate understanding of all the information contained in the text and its critical reflection.
Now carefully read the following parable, "The Two Wolves."
(Participants of the master class read the text of the parable on the slide).
Parable "Two wolves"
Once upon a time, an old man revealed to his grandson one vital truth.
In every person there is a struggle, very similar to the struggle of two wolves. One wolf represents evil - envy, jealousy, regret, selfishness, ambition, lies... The other wolf represents goodness - peace, love, hope, truth, kindness, loyalty...
The grandson, touched to the depths of his soul by the words of his grandfather, thought for a few moments, and then asked:
Which wolf wins at the end?
The old man smiled faintly and replied:
The wolf you feed always wins.
When getting acquainted with this parable was usedreception "Keywords". This is the most important words in the text.
Name the key words in the parable "Two wolves"(good and evil)
In our work, we use other methods:
Reception "Backpack - assistant" (helps to activate existing knowledge before reading and reflect, be aware of what helped to understand the text);
Reception "Bookmarks - hints" (helps to learn to read actively, control yourself and the quality of your reading);
Reception "Reading with stops" (contributes to the development of attention);
Reception "Restore the text"(develops logical thinking);
Reception "Pyramid Story"(forms the ability to create a plot text based on a read work)
So, using these and other techniques (you can find them in the booklet) helps us:
-teach children navigate the content of the text and understand its holistic meaning;
- find the required information in the text;
- highlight not only the main, but also secondary information;
Work begins in grade 5, and in preparation for presentation in grade 9 and essay in grade 11, students easily find key words in texts, in additionallocate main idea, extract information from the text for the conscious construction of a speech statement.
whatread andhow to understandread -
that's the main thing.
K.D. Ushinsky
The words of K. Ushinsky are more relevant than ever today, at a time when it is necessary to form the meta-subject skills of students. Reading is a basic skill necessary for further successful learning.
The main source of development of each person is the ability to read the information provided to us by the outside world. Reading has always played an important role in the history of human development. This is one of the main ways of socialization of a person, his development, upbringing and education.
People who read faster grasp the whole, better and more fully identify the contradictions and connection of phenomena, more adequately assess the situation, analyze information faster, find and make the right decisions, have more memory, active creative imagination, accurately and clearly formulate and express their thoughts. In other words, reading forms a spiritually mature, educated and socially valuable person.
Therefore, the teacher is put very important task- to instill in students an interest in reading, to teach them to read.
This is reflected in the regulations. It is no coincidence that the Federal State Educational Standards of General Education include in the meta-subject results as a mandatory component "mastering the skills of semantic reading of texts of various styles and genres."
Semantic reading is understood as the process of perception of textual information, its processing into personal-semantic attitudes in accordance with the communicative-cognitive task.
The components of semantic reading are included in the structure of all universal learning activities:
- personal UUD - includes motivation for reading, motives for learning, attitude towards oneself and towards school;
- into regulatory UUD - acceptance by the student learning task, arbitrary regulation of activity;
- in cognitive UUD - logical and abstract thinking, working memory, creative imagination, concentration of attention, vocabulary volume;
- in communicative UUD - the ability to organize and implement cooperation and cooperation with a teacher and peers, adequately convey information, display the subject content and conditions of activity in speech.
My experience allows me to highlight the stages of work with students.
At the first stage in grades 5-6, it is necessary to highlight the main thing in the text, make examples similar to those given in the text, find the answer to the question in the text, correctly retell the read text.
The ability to draw up a plan of the read text, reproduce the text according to the proposed plan, use examples of problem solving, remember definitions, diagrams, algorithms - these are the components second stage for students in grades 7-8.
Third stage determines work with illustrations (drawings, drawings, diagrams), it is necessary to use a new theory in various educational and life situations, confirm it with scientific facts, outline the content of a new topic. This is done by students in grades 9-11.
In the lesson, work with text is built in three areas: information search and reading comprehension, transformation and interpretation of information, information evaluation.
Working with any text involves three stages: pre-text, text and post-text.
First stage focused on setting the goal and objectives of reading, updating or getting to know important concepts, terms, keywords, updating previous knowledge, diagnosing, forming a reading mindset with the help of questions or tasks, turning on the anticipation mechanism - predicting content, thematic and emotional orientation, developing skills and habits of thinking about a book before reading.
The most productive strategies are: Brainstorming, Glossary, Preliminary Questions, Dissecting the Question, Round Table Alphabet
aim second stage of work with the text is putting forward a hypothesis about the content of the material being read, confirming or rejecting the hypothesis, contextual and semantic conjecture, thinking while reading about what and how I read, how well I understand what I read.
The strategies "Reading in a circle" (alternate reading), "Reading to yourself with questions", "Reading to yourself with stops", "Reading to yourself with notes" help to achieve the result.
Working with the text after reading is the third stage. It involves the application, use of material in various situations, forms, areas, the inclusion of thematic material in another, larger-scale activity.
Strategies are associated with the assimilation, expansion, deepening, discussion of what has been read. “The relationship between the question and the answer”, “Questions after the text”, “Time-out”, “Checklist” - this is where the reader's interpretation is corrected by the author's meaning.
Understanding the content of the text as accurately and fully as possible, capturing all the details and practically comprehending the extracted information is the goal of semantic reading. This is a careful reading and penetration into the meaning with the help of text analysis. When a person reads really thoughtfully, then his imagination is sure to work, he can actively interact with his internal images.
A person himself establishes the relationship between himself, the text and the surrounding world. When a child masters semantic reading, then he develops oral speech and, as the next important stage of development, written speech.
How can the work on the formation of semantic reading skills at a literature lesson be roughly structured?
For example, I use the text of E.I. Zamyatin "Fiery A". I propose to use several semantic reading strategies that expand the subject area and form the most important meta-subject skills.
Before working with the main text of Zamyatin, I use the “Guided Reading” strategy. The purpose of this strategy is to develop the ability to purposefully read the educational text. In order to imagine the personality of an outstanding author and understand his work, you can work with texts that contain fragments of the writer's biography, Yuri Annenkov's memories of him, as well as a text about the meaning of reading.
After getting acquainted with the texts, it is necessary to discuss the proposed questions in the group.
What can you say about the writer E.I. Zamyatin after reading the text?
"Reading and Asking"- this is the next strategy that forms the ability to work independently with printed information, formulate questions and work in groups.
After reading the text of E.I. Zamyatin “Fiery A”, you should formulate questions that you would like to receive answers to. For example, Why is A "fiery"? Why are adults portrayed as "stupid"? Why "A"? Is it possible to call the hero of the story Vovochka our contemporary? What can a story teach?
To answer these questions, it is necessary to turn to the main events of the story, its plot. And for this, use theoretical material and conduct vocabulary work.
Working with the word enriches the child's vocabulary, develops an attentive attitude to the word and language flair, and develops spelling skills. When studying new terms in literature lessons, I resort to such a technique as vocabulary work.
Work is underway with the plot of the work.
For group 1 - task: fill in the table and make, using the material from the table, a story in which the plot of the work should be told.
For group 2 - task: discuss why the letter "A".
(Answer options: first, main; easier to build, this is an emotional signal, can be called a captain, gives importance, is better visible, understandable, looks like a walking man)
For group 3 - task: discuss why "A" is fiery.
(It is better visible, the Martians are accustomed to the red color, the Martians see heat, attract knowledge of history; it can be assumed that all languages have this letter, that there is one earthly language, according to the principle: say "A", say "B". And then something new will begin
At this stage, the ability to not only retell the text is formed, but also the ability to express one's attitude to what they read, to evaluate the information that they received, or to evaluate the heroes of the work that they read about. Such work allows you to enter into a dialogue with the author of the text, argue with him or agree with his opinion, learn how to build your own text.
To build your own text, you can use the "Free microphone" technique. This technique teaches you to ask questions. different types, based on the meaning of what is read, predict the development of the plot. Teaches how to process information.
For example, questions about the content of the text can be:
. Are there characters in the story who want to make contact with the Martians?
. What words emphasize the "fire" of curiosity?
. What does the expression "work with a spark" mean?
. When does a person's eyes light up?
. Why is the story called "Fiery" A "?
In the course of work - reflection on questions, the main idea of the story is determined: Achieve the goal, no matter what it costs. And working with keywords helps in this.
What should you strive for in life? The answer to this question will help the reception, which I call "The diary of my notes."
When working with text, one or more types of activities are possible: ask questions of different levels of complexity, draw conclusions and generalizations, extracts, draw up abstracts (highlight the main, essential and secondary information), draw up a plan (simple or complex), recode the information received into graphic diagrams , describe and comment on all their actions, evaluate the information identified.
When you finish working with the text, you need to complete the following tasks in groups:
- For group 1 - draw a picture - the association that the text caused?
- For group 2 - underline the words and phrases that will help answer the question: what seemed interesting in the character of the boys?
- For group 3 - make a plan according to the text.
Working with the text of E.I. Zamyatin "Fiery A", the following results of students were formed:
personal:
- formation of a value attitude to reading
- improving reading skills
- development of aesthetic taste
- formation of a developing reading circle
metasubject:
- the ability to effectively use various strategies for working with text
- refer to various information sources
- objectively evaluate the reliability and significance of information
- gain experience in project / research activities
subject:
- assimilation of educational content (according to the plan)
The use of one or another strategy of semantic reading depends on the text, its structure. The proposed strategies must be combined with the traditional method of working on the content of the text. Each strategy must be worked out in the classroom during the joint activities of the teacher and students, only then is it possible to use it independently.
In conclusion, reflecting on the purpose of semantic reading, I can say that constant and patient work with the text in any lesson and subject teaches the child to understand the content of the text as accurately and fully as possible, to capture all the details and practically comprehend the extracted information, to work with artistic, popular science, business texts.
Collection of texts
"Semantic reading in the lessons of subjects
Aesthetic cycle and technology"
G. Naryan-Mar
Compiler of the collection: Ulyanovskaya N.D., methodologist of the State Budgetary Institution of the NAO "NRTSRO".
The creative team worked on compiling the collection:
Arteeva N.N., teacher of technology, State Budgetary Educational Establishment NAO “NSSH im. A. P. Pyrerki”;
Kraeva N.G., teacher of fine arts, drawing and MHK GBOU NAO “NSSH im. A.P.
Pyrerki";
Saklakova E. V., music teacher, State Budgetary Educational Institution NAO “National School of Music A. P. Pyrerki”;
Toropova A.N., teacher of technology, GBOU NAO " secondary school No. 1";
Ulyanovska N.D., methodologist of the State Budgetary Institution of the NAO "NRTSRO".
This manual contains texts with creative tasks in the visual arts, music and technology (service labor). The material is presented in sections of the programs listed above subjects.
Designed for teachers visual arts, music and technology, may be useful for students.
Reviewers:
I. L. Parshukova, Dean of the Faculty of Preschool and Primary General Education, State Autonomous Educational Institution DPO “LOIRO”, Candidate of Pedagogical Sciences;
T. B. Shilo, Dean of the Department of Primary General Education, State Autonomous Educational Institution DPO "LOIRO", Candidate of Pedagogical Sciences.
Introduction
The collection "Semantic reading in the lessons of subjects of the aesthetic cycle and technology" is compiled on the basis of the requirements of the federal state educational standard for basic general education to the results of mastering educational program basic general education, to the structure of the educational program, to the conditions for the implementation of the educational program of basic general education.
The idea of creating a collection arose in the course of the work of the creative group on the work on semantic reading in the lessons of aesthetic cycle subjects. Research conducted by members of the creative group showed that children have very poor skills and abilities to work on this problem. Lessons of the Russian language and literature alone are not enough for their development. During the year, teachers developed methods for working with texts in their subject areas. The repeated study showed that the result improved. Then the idea of writing such a collection arose.
In the federal state educational standard basic general education in paragraph 10 "Meta-subject results of mastering the basic educational program of basic general education" is highlighted with a separate skill "semantic reading".
AT modern society the ability to read cannot be reduced only to mastering the technique of reading. Now it is a constantly developing body of knowledge, skills and abilities, i.е. quality of a person, which should be improved throughout his life in activity and communication. The concept of reading literacy includes such important features as the ability to understand the language forms of expression required by society, the use of written information. Reading literacy is a person's ability to comprehend written texts and reflect on them; to use their content to achieve their own goals, develop knowledge and capabilities. Reflection of the text involves thinking about the content of the text, transferring it to the sphere of personal consciousness. Only in this case it is possible to speak about the understanding of the text, about the possibility of a person using its content in different situations of activity and communication.
Semantic reading is a type of reading that is aimed at understanding the semantic content of the text by students. This is the ability of a person to comprehend written texts not only in literature lessons, but also in other subject areas. Students should learn not only to read the text, but also to be able to use the information received in the text to achieve their own goals, gain knowledge and opportunities, and actively participate in society.
Semantic reading, as a universal educational action, includes a number of meta-subject skills and abilities:
Understanding the purpose of reading and choosing the type of reading depending on the purpose;
Extracting the necessary information from the read texts;
Definition of primary and secondary information;
Free orientation and perception of texts of artistic, scientific, journalistic and official business styles;
Understanding and adequate evaluation of the language of the media.
Since reading is a meta-subject skill, its constituent parts will be in the structure of all universal learning activities:
Personal UUD includes motivation, motives for learning, attitude towards oneself and towards
In regulatory UUD - the acceptance by students of a learning task, arbitrary
regulation of activities;
In cognitive UUD - logical and abstract thinking, operational
memory, creative imagination, concentration of attention, vocabulary volume.
The versatility of semantic reading skills lies in the fact that they can be used when performing a variety of tasks at any stage of the lesson:
Reading a textbook paragraph;
Reading the conditions of tasks;
Reading instructions and recipes;
Selection of materials for writing essays.
Working with texts on semantic reading in all subjects will help in solving educational-cognitive and educational-practical tasks. Students will learn to: look for information in the text and understand what they read, transform and interpret information, evaluate the information received.
The teachers have selected texts from various sources, which they perfectly fit into their programs in the subjects of the aesthetic cycle and technology.
Offered different types assignments:
"Multiple choice" tasks;
Tasks "For correlation";
Task "To supplement information";
Task "On the transfer of information";
The task "To restore the deformed text."
The collection contains tasks aimed at finding information and understanding the text read. Grade 5 students learn to identify main theme and purpose of the text. They can choose from the text or come up with a heading that matches the content or general meaning of the text. With systematic work with tests, students will be able to solve educational-cognitive and educational-practical tasks that require a complete and critical understanding of the text.
Much attention is paid to the transformation and interpretation of the text. Students learn to use tables and images, convert text to tables, move from one view of data to another.
The manual includes tasks for assessing information. Students learn to link information in a text with knowledge from other sources. They evaluate the statements made in the text based on their understanding of the world.
The collection contains texts with tasks for semantic reading in the subjects of the aesthetic cycle and technology in the 5th grade. The material is grouped into sections. The tasks are creative, which is a good motivation for arousing students' interest in obtaining knowledge in these subject areas.
Tasks for working with texts are focused on testing three groups of skills:
General orientation in the text;
Deep understanding of the text;
Application of information from the text in educational and practical tasks.
Every teacher strives to ensure that each of his lessons is filled with the expectation of something new, unusual. But not everyone can admit that he enjoys watching how students are passionate about his particular subject, and their small discoveries do not allow the teacher to stop in his professional growth, encourage the search for new ways of explaining, repeating and testing the assimilation of educational material, to the introduction of non-standard methods for performing various types of educational activities.
The methods of working with texts proposed in the manual are fully consistent with one of the priority areas of development modern school- transition to personal oriented model education.
The semantic reading tasks offered to students are feasible and accessible, exciting and, at the same time, very necessary to achieve the learning goal.
Good developed skills semantic reading is necessary. It is very important for any teacher to provide students with the development of the basics of reading competence.
Art.