The work program was developed in accordance with the main provisions of the Federal State Educational Standard for Primary General Education, the Federal Basic Plan for the 2016-2017 academic year, and the curriculum of the State Budgetary Educational Institution Secondary School No. 119 for the 2016-2017 academic year. The work program corresponds to the federal component of the state standard of primary education. When drawing up a work program for calendar-thematic and lesson planning for teaching literacy, the program for the elementary school of the educational complex “Perspective”, Moscow “Prosveshchenie”, 2014, compiled in accordance with the educational set of the authors L.F. Klimanova, S.G. Makeeva, was taken as a basis. ABC. Textbook. 1 class. At 2 o'clock Klimanova L.F., Romanina V.I., Boreyko L.N. Copy 1. Draw, think, tell. Klimanova L.F. Copy 2. My alphabet. Klimanova L.F. Copybook 3. My alphabet. Klimanova L.F., Zheltovskaya L.Ya. Copy 4. I write beautifully. Teaching literacy is an organic part of the academic subject “Russian language” and has a common communicative and cognitive basis with it. The course meets the goals of the humanistic school, the interests and needs of the child; it is designed to form a high culture of verbal communication, develop the creative abilities of students, and introduce them to spiritual and moral values.

150,000₽ prize fund 11 honorary documents Certificate of publication in the media

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-1.jpg" alt="> Literacy teaching UMK "Perspective"">!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-2.jpg" alt="> Literature: - Collection of work programs "Perspective"; - Manual"> Литература: - Сборник рабочих программ «Перспектива» ; - Методичка Л. Ф. Климанова, С. Г. Макеева; - Уроки по обучению грамоте, учебник «Азбука» в 2 -х частях.!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-3.jpg" alt=">Goal: to consider language from different points of view: from communicative, cognitive, semiotic."> Цель: р ассмотреть язык с разных точек зрения: с коммуникативной, познавательной, семиотической. Задачи: - ф ормирование навыка чтения и основ графического навыка; - развитие фонематического слуха; - знакомство с ключевым понятием общения; - с овершенствование устных форм общения: слушание и говорение.!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-5.jpg" alt=">2. Cognitive orientation. (the logic of the prehistory of written speech is revealed, with using drawings, puzzles, gestures and"> 2. Познавательная ориентация. (раскрывается логика предыстория письменной речи, с помощью рисунков, ребусов, жестов и мимики, интонации) Раскрывается движение к звуковой форме речи от понятия слова. 3. Ориентация изучения языка, как знаковой системы, за счет многоплановой работы со словом: словесное звукобуквенная значение (план форма слова (план содержания) выражения)!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-6.jpg" alt="> Stages of literacy. 1. Preparatory “Let’s get acquainted” part 1 pp. 3 - 64"> Этапы обучения грамоте. 1. Подготовительный «Давайте знакомиться» часть 1 стр. 3 - 64 Цель: ввести детей в мир общения. Задачи: - з накомство со средствами и правилами общения, с нравственными аспектами общения; - ф ормирование представлений о слове и его номинативной функции; - обучение звуковому анализу; - развитие устной и письменной речи детей.!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-7.jpg" alt=">2. Main “Country ABCD-yka” part 1 p. 65 - 110, part 2 p. 3"> 2. Основной «Страна АБВГД-йка» часть 1 стр. 65 - 110, часть 2 стр. 3 -78 Цель: обучение первоначальному чтению и письму. Задачи: - знакомство с лексическими понятиями; - р азвитие речевых умений при составлении предложений и текстов; - д остижение образного языка, художественных текстов; - создание условий для активной деятельности учеников с разным уровнем подготовки; - р азвитие творческой самостоятельности детей.!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-8.jpg" alt=">3. Generalizing “About everything in the world” part 2 p. 79 - 126 Tasks: -fix"> 3. Обобщающий «Про все на свете» часть 2 стр. 79 - 126 Задачи: -закрепить навыки осознанного чтения, обеспечить переход от слогового чтения, к чтению целыми словами; -развитие умения понимать тексты, научно- познавательные и художественные. -активизация литературного творчества детей.!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-9.jpg" alt=">Approximate lesson structure Preparatory period Lesson stages Types of work"> Примерное построение урока Подготовительный период Этапы урока Виды работ Мотивационный Показать связь с жизнью, опираться на жизненный опыт детей, разгадывание ребусов, кроссвордов Постановка учебной задачи Введение учеников в коммуникативно- речевую ситуацию; создание проблемной ситуации; создание ситуации затруднения и поиск выхода из нее. Решение частных задач с Рассматривание рисунков и беседа по применением нового способа ним; составление рассказа по действия картинкам; логические упражнения со словами; устные рассказы детей на заданную тему; обсуждение коммуникативно- речевых ситуаций;!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-10.jpg" alt="> Acting out imaginary communication situations; inventing dialogues; games with"> Разыгрывание воображаемых ситуаций общения; придумывание диалогов; игры со словом; сообщение учителем новых сведений о языке; чтение индивидуальное и хоровое; инсценирование; составление диафильма по речевой ситуации. Рефлексия Самоанализ, самопроверка, взаимопроверка.!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-11.jpg" alt="> Construction of a lesson in the main period. Lesson stages Types of lesson Motivational"> Построение урока в основной период. Этапы урока Виды урока Мотивационный Повторение изученного: выделение звуков из слов и обозначение их знаками; рассматривание страницы, беседа по содержанию; формулирование тему урока. Постановка учебной задачи Выделение изученного звука: звукоподражание и анализ исходного слова с выделением нового звука; артикуляционная характеристика звука. Решение частных задач с Характеристика нового звука, применением нового способа знакомство с буквой, звуковой действия анализ слов; составление звуко- буквенных схем; подчеркивание известных букв; чтение текстов; игровые упражнения; лексичская работа; рассказывание по картинкам!}

Src="https://present5.com/presentation/3/41923899_153282313.pdf-img/41923899_153282313.pdf-12.jpg" alt=">Reflection Compiling dialogues; reading words according to diagrams; drawing up diagrams;"> Рефлексия Составление диалогов; чтение слов по схемам; составление схем; анализ по иллюстрациям.!}

Rumyantseva O.A. , primary school teacher
Municipal educational institution "Gymnasium" of the city. Arzamas

The textbook “ABC” by L.F. Klimanova and S.G. Makeeva is intended for teaching children literacy on a communicative-cognitive basis. The authors' methodological concept is fully implemented in the content of the textbook, its structure, selection of material, organization of educational activities - communicative and speech situations are introduced, showing children the diverse world of communication.
The undoubted advantages of the ABC manual include:

• Systematic, purposeful work on vocabulary, which develops children's attention and respect for words, instills interest and love for their native language.
• The content contains exercises for the development of phonemic hearing. They lay the foundation for competent writing and prevent errors such as omission, insertion and replacement of letters.
• The content contains a large number of varied tasks for the development of the thinking abilities of younger schoolchildren.
• Availability of the “Reader” manual by L.F. Klimanova, which is intended to improve reading skills and individual work with children. In addition, this manual continues and deepens lexical work, develops students' communication skills and their thinking abilities.

Solovyova M. N. , primary school teacher
school No. 213 city. St. Petersburg

What could be more important than a student’s well-developed speech? Without it, there is no genuine success in learning, no real communication, no intellectual development of the child’s personality.

The mandatory minimum content of educational programs places high demands on the speech development of a modern schoolchild. By working according to the textbooks of the educational complex “Perspective”, you can really achieve high results in this area.

The textbooks of the educational complex “Perspective” instill interest in the Russian language, reveal the secrets of its “revival”, introduce the science of language into the world, help to perceive it as a harmonious and harmonious system, introduce children to the art of words, help younger schoolchildren understand and feel the aesthetic value of Russian language.

This educational complex is distinguished by a new, non-standard way of organizing speech creative activity - teaching children to read and write on a communicative-cognitive basis.

In almost every lesson, a communicative-speech situation is created that allows students to enter into cooperation with their peers and with adults, which allows them to organize students’ constant speech activity. So, already at the very first lesson “Let's get to know each other!” authors of ABC L.F. Klimanova and S.G. Makeeva create a communicative-speech situation based on bright, entertaining illustrations, which aroused a burning desire among first-graders to talk about their favorite activities and aroused interest in listening to the speeches of other children.

In the first grade, the foundations of speech skills are laid: it is here that young students first encounter the literary language, its written version, and the need to improve their speech.

In the development of speech according to the UMK “Perspective” program, 3 lines are distinguished: work on the word, work on phrases and sentences, work on coherent speech. Working on a word in each lesson, a harmonious methodological system for studying the word from different sides can be traced: semantic (lexical), sound and graphic, and it acts as an integral element of a sentence.

Contents of ABC L.F. Klimanova and S.G. Makeeva is aimed at the parallel development of children's written and oral speech; she introduces fascinating, developing, specially selected literary and artistic material - wise texts, sayings, proverbs, sayings, word games, questions and practical tasks. It is successfully distinguished by an introduction to the theory of literature through comparison of genres, authors, texts, comparison of texts by stylistic features, as well as good printing performance and extensive use of bright illustrations.

At each lesson on the “Draw, Think, Tell”, “My Alphabet” Recipes, a lot of intellectual analytical work is carried out, which prevents speech errors. Not a single task or exercise is one-sided; they are educational, developing, cognitive and educational.
The successful combination of traditions and innovation in the textbooks of the educational educational complex “Perspective” today provides an opportunity to conquer the modern teacher, excite his creative thought and imagination, and satisfy the strict methodological demands of the discerning teaching audience.

Belyankova N.M. , associate professor, methodologist
to support the testing of the kit
"Perspective" in the mountains. Arzamas

Textbook

The textbook “ABC” for 1st grade by L.F. Klimanova and S.G. Makeeva was compiled in the best traditions of Russian alphabet studies.
As in most modern alphabets, training in this textbook is divided into pre-primary, primer and post-primary periods (the authors call them preparatory, basic and generalizing periods).

In the preparatory period of “The ABC” by L.F. Klimanova and S.G. Makeeva, the basic principle of teaching literacy on a communicative-cognitive basis is laid down, which, according to the authors, on the one hand, introduces children to the world of communication and gives the child an idea of ​​the speech situation and the role of the word in communication, and on the other hand, it places the word as the basic unit of language at the epicenter of the development of children’s thinking and speech.

The content of the first (pre-letter) section reflects the truly innovative nature of the “ABC” by L.F. Klimanova and S.G. Makeeva in comparison with the construction of similar sections in the ABCs of other didactic systems. At the same time, attention to the semantic and communicative side of speech does not cause damage, but, on the contrary, contributes to a deeper understanding by children of traditional concepts for this section about the elements of sounding speech, preparing for the assimilation of its transmission using letters, and contributes to the development of oral speech and phonemic hearing.

The main section of the “ABC” is structured more traditionally in terms of the order in which children are introduced to letters: first, letters are given to denote the uniotated vowels AOUYIE, then letters to denote consonants depending on their frequency, and, finally, letters to denote the iotated vowels E, E, YU ,I and the most rare letters X, Ts, Ch, Shch. This order of presentation of letters is typical for Russian alphabet writing and is the most rational.

In this “ABC”, the analytical-synthetic method, developed by K.D. Ushinsky and actively used by the authors of almost all the ABCs adopted in modern elementary schools, is chosen as the main method of teaching reading.

When considering the concept of a syllable, the authors abandoned the classification of syllables (fusion syllables, letters without mergers, open, closed syllables, etc.) At the same time, the classification of consonants by hardness and softness and the identification of their opposition on the model of not only the syllable, but also a whole word (mouse - bear, cat - whale, chalk - mayor, crowbar - flax, nose - carried). The same can be said about the opposition of voiced and voiceless consonants (mountain - bark, tooth - soup, volume - house, sew - lived). The results of consideration of these oppositions are recorded in the “Knots for Memory” tablets (pp. 77, 91, 108-109 in part I and pp. 22-23, 44-45, 68-69 in part II). In general, these signs resemble those in the Russian ABC.

Exercises of the analytical-synthetic type used in the ABC are rich and varied: composing and reading syllables of the SG - GS type, permutations and replacements of letters, showing their semantic distinguishing function (wasps - axes - mustaches, notes - threads - mud, mountain - bark , caviar - a game, composing words from the studied letters according to diagrams and drawings. Game methods are also widely used: charades, puzzles, crosswords, riddles, composing words from “lotto” syllables.

A characteristic feature of the textbook is that lexical work is constantly, purposefully, but not intrusively carried out on homonyms (onion - onion), homoforms (whether washed - washed), homographs (castle - castle), homonymy of roots (goose - goose - caterpillar), polysemy (spruce needles, hedgehog needles and sewing needles), thematic groups of words (jackdaw - magpie - oriole, aster - iris - primrose, marmot - gopher - rat), antonyms (easy - difficult), nests of cognate words (snow - snowball - snowballs – snowflakes), phraseological units (winter is just around the corner, kill it on your nose). An interesting feature of the main section of the alphabet is that it ends with a return to semiotics issues, as they say, on a new “turn of the spiral”, after studying the letter composition of the Russian language, which allows children to meaningfully perceive the conclusion that a letter is an icon of a sound, and the word is a sign of the phenomenon of reality.

Attention is also paid to the study of spelling. Traditionally, during the period of learning to read and write, the spelling of capital letters at the beginning of a sentence and in proper names, the spelling of the combinations ZHI-SHI, CHA-SCHA, CHU-SHU are given. This material is also presented in this textbook.

The words and texts used as illustrative and training material in the main section of the alphabet do not raise objections: they are accessible to first-graders, moderately humorous, but also moderately serious, there is no predominance of “entertainment.” Russian proverbs, sayings, riddles, tongue twisters, and texts from Russian classical children's literature are widely used.

As with most modern alphabet books and primers, the authors take into account the fact that children enter 1st grade with varying degrees of preparedness for school. Therefore, for children who already know how to read, reading texts are placed in the preparatory and main sections so that they do not lose interest in learning, and if the class as a whole is “advanced” (for example, in schools of the so-called advanced level of education), then in the methodological manual accelerated study of letters with more in-depth work on copybooks is provided, because Usually, even children who read well come to school without knowing how to write.

In the post-primary period, children are offered reading samples of Russian folklore (proverbs, riddles, sayings, counting rhymes, fairy tales), classical works by V.A. Zhukovsky, A.S. Pushkin, A.K. Tolstoy, L.N. Tolstoy, A. A. Fet, V. Maykov, K. D. Ushinsky, works of poets and prose writers of the twentieth century - S. Marshak, A. Barto, D. Kharms, B. Zakhoder, V. Berestov, I. Tokmakova, N. Matveeva and others . and popular science articles by V. Bianki, N. Sladkov and A. Pleshakov. It is interesting to revisit semiotics: children are invited to observe how the same natural phenomenon can be reflected in a scientific article, an artist’s painting, a piece of music and a poem. Work on the word is not forgotten either: children are asked to think about why the rhinoceros beetle and sawfish are so named.

Thus, this textbook is a further development of the theory and practice of Russian alphabet studies in line with the concept of the educational instructional complex “Perspective” and new approaches to teaching proposed by the Concept of the State Standard of General Education of the second generation.

The novelty lies not only in increased attention to issues of communication, to the lexical side of the word and to issues of semiotics, but also in the presence of the so-called “train”, that is, additional teaching aids. In addition to traditional copybooks and a teaching aid for teachers, there is also a collection of teaching materials “Reader”.

At the same time, the authors tried to preserve in their textbook the best achievements of Russian alphabet studies: the arrangement of letters in order of their frequency, tables of opposition of letters to indicate vowels and letters to indicate consonants, the development of phonemic awareness, attention to the semantic role of phonemes, the analytical-synthetic method of teaching reading , integration of writing and reading during the period of literacy training, taking into account the different levels of preparedness of students, attention to the spelling side, to the formation of beautiful handwriting and an excellent selection of illustrative material and texts.
This combination of novelty and adherence to tradition makes the textbook “ABC” harmonious, integral and harmonious.

Copybooks

Copybook 1 “Draw, think, tell” (authors L.F. Klimanova, V.I. Romanina, L.N. Boreyko) is intended for work in the pre-letter period, copybooks 2 and 3 “My alphabet” (author L.F. Klimanova) – in alphabetic and cursive 4 “I write beautifully” (authors L.F. Klimanova and L.Ya. Zheltovskaya) – in the post-letter period.

Of particular interest is copy 1 “Draw, think, tell,” which is intended for training fine motor skills of the hand and eye as preparatory exercises for writing letters. All necessary types of work are collected here: various shading (vertical, horizontal, oblique, multi-dimensional, multidirectional, broken lines), drawing geometric shapes (squares, triangles, circles, ovals, arcs), drawing generalized outlines of objects (houses, snowmen, mice, beetles) etc.), tracing and coloring drawings, writing out elements of printed letters. But, in addition to this purely utilitarian function, the recipes contribute to the development of spatial and temporal perception of the surrounding world. Children should reflect on the concepts: what is the center of a square and a circle, which object is larger and which is smaller, which path is longer and which is shorter, where the direction is to the right and where to the left, which objects are similar to each other and which are different. Children learn to compare, contrast, group, differentiate, and practically become familiar with the concept of set and its elements. Similar information is given in the pre-numerical period of the mathematics textbook by G.V. Dorofeev and T.N. Mirakova, which allows the teacher to organize integrated learning in the very first days of the child at school, that is, to practically implement one of the fundamental ideas of the “Perspectives” Concept. And what is even more valuable is that the material in the copybook “Draw, Think, Tell” is closely related to the life and everyday life of a modern child. This is not only the world of fairy tales familiar to children from preschool age, not only toys, domestic and wild animals and birds, household utensils and sports equipment, but also a computer (p. 21), a vacuum cleaner (p. 26-27), shorts (p. .29), electric kettle (p.7), electric iron (p.7, 30), camera (p.30), patchwork blanket (p.49). In the mind of a child, the world of his home is not separated from the world of school. This idea echoes one of the main ideas of the textbook “The World Around us” by A.A. Pleshakov and M.Yu. Novitskaya. Moreover, in the copybook and in the textbook on the surrounding world there are a number of common topics: life at home (p. 7, 13, 26, 27, 45, 48 - copybook), zoo animals (p. 9, 60), the animal world (p. .15), life in the forest and meadow (p. 18, 30, 31, 31, 33, 36), sports (p. 40, 41, 56), walks in the park and city (50, 51). As we can see, the lesson plan “Draw, think, tell” is very successfully integrated into the lesson system of the educational complex “Perspective”.

The “My Alphabet” copybook in two parts also contains a number of interesting finds. Considering the high labor intensity of the writing process for first-graders, the author introduces game moments: puzzles, sections “Riddles of words”, metathesis (composing words by rearranging syllables), adding “lost” elements of letters, “letter mosaic” (composing letters from disparate elements), teawords, coloring books.

Much attention is paid to a variety of work with sound-letter patterns of words. Vocabulary is not forgotten either: exercises are given to determine the polysemy of words, homonyms, and to compile thematic groups of words. Quite often, exercises are given to develop speech: composing sentences and texts including the words being studied.

The copy book “Writing Beautifully” is intended for further development of calligraphy skills. Writing tasks become significantly more difficult. This is writing entire phrases, proverbs, answers to questions, stories. The final lessons involve writing notes and letters, that is, practical mastery of such a communication-oriented genre as epistolary.

"Reader"

The collection of didactic materials “Reader” includes a variety of exercises to develop reading skills. It is designed to interest first-graders, to get them interested in the process of reading, which is very important in modern conditions, when children have almost stopped reading books. The “Reader” contains a huge amount of didactic material of an entertaining nature: comic poems, chainwords, crosswords, tongue twisters, proverbs, sayings. In a comic form, easily and entertainingly, a lot of work is done on understanding the essence of words with the same root, on the role of alliteration in poetry, on thematic groups of words, the selection of rhyming words, and the assimilation of spelling norms.

The teaching and learning complex for teaching literacy has proven its effectiveness during testing. Children who came to the gymnasium, during preschool training at the “School of the Future First-Grade Student” at the gymnasium, generally knew how to read well, but they were not taught to write. In the first grade, experimental teacher Rumyantseva O.A. I paid a lot of attention to teaching writing. When teaching reading, the “Reader” was actively used. As a result of such an integrated approach, using all the additional aids from the ABC “train”, the children of the experimental class not only read fluently, but also wrote quite quickly, beautifully and accurately. This was especially visible on their final control sheets.

Teachers who attended the open lessons of O.A. Rumyantseva highly appreciated not only the ABC itself, but also the additional manuals from the “train”.

DEPARTMENT OF EDUCATION OF THE CITY OF MOSCOW
State budgetary educational institution of Moscow

"School "Multidisciplinary complex Bibirevo"

WORKING PROGRAMM

Literacy (reading and writing)

Level of education (grade) _1st grade__basic general education

Number of hours per year____________184_____________________

Number of hours per week___________8_____________________

Level _______________________basic___________________________

Teacher __________Abramova T. A.__________________________________________

Teaching experience___29 years___________________________

2015-2016 academic year

Working programm

for the 2015-2016 academic year

Item : literacy training. 1 class.

Number of hours:

total 184 hours; writing per week - 92 hours (4 hours per week)

Reading - 92 hours (4 hours per week)

The program is based onan approximate program of primary general education and on the basis of the federal basic plan for educational institutions of the Russian Federation (primary general education).

UMK " Perspective." ABC. Textbook. 1 class. Part 1, 2. L.F. Klimanova; S.G.Makeeva.

Collection of work programs. M. "Enlightenment". 2011

System of didactic teaching principles:concept of spiritual and moral development and education of the individual

Note. The types of educational activities and the planned results of mastering the material are indicated in the explanatory note of the work program.

Literacy training

ABC. L.F. Klimanova; S.G.Makeeva.

1 class. UMK "Perspective"

Explanatory note

The work program was compiled and developed on the basis of the federal state standard for primary general education, the Concept of spiritual and moral development and personal education of a Russian citizen, a local act on approval of the structure of the work program, as well as the planned results of primary general education based on the educational complex “Perspective”.

The initial stage of learning the Russian language is learning to read and write. The course meets the goals of the humanistic school, the interests and needs of the child; it is designed to form a high culture of verbal communication, develop the creative abilities of students, and introduce them to spiritual and moral values.

Ensure conscious acquisition of language as the most important means of communication and mutual understanding of people;

To ensure the relationship between the literacy teaching system and the development of communication and speech skills, literary and creative abilities of students, and the formation of their spiritual and moral values;

To develop imaginative and logical thinking in every child, to instill the skills of verbal communication culture as an integral part of a person’s general culture.

In the new system of teaching literacy, the assimilation of written speech begins for the first time with its prehistory (gestures, drawings, various types of written signs, etc.), introducing children to the cultural and historical aspect of written speech, presented in drawings and games, making it possible to teach reading and writing as real written speech, and not just as technical skills, as L. S. Vygotsky wrote about.

Literacy teaching in the new system is based on various communication situations (conventional and real), which help to understand language as the most important means of communication, as the most important instrument of people’s mental and spiritual activity. Visual-figurative models of communication presented in the alphabet give children elementary ideas about the communication situation, partners (interlocutors) of verbal communication, the goals of communication and its results.

The study of language as a means of communication during the period of learning to read and write begins with the word, with the nominative (naming) function of the language, which is most accessible to children's perception. This ensures a gradual transition from words in natural communication situations to sentences and texts.

Working with words in the new teaching system differs from generally accepted approaches. A word is considered as a two-way unit of language, as a complex linguistic sign that has a content plan (meaning) and an expression plane (phonetic and letter form). The simplest structural-semantic models of words, which show the relationship between the meaning of a word and its sound, help to understand the “structure” of a word. The transition from a sounding word to its graphic form is ensured through sound-letter analysis. When mastering sound-letter writing, a modern version of the sound analytical-synthetic method is used.

The new literacy system is based onthree basic principles: communicative, cognitive and semiotic (sign).

1 . Communication focusThe course allows you to:

Form the processes of reading and writing as types of written speech, and not just as simple skills;

Give an idea of ​​the text as a product of speech activity;

Understand language as a means of communication;

Develop the ability to navigate a communication situation: adequately perceive the interlocutor’s speech, correctly construct your statement, control and correct it depending on the communication situation.

2. Cognitive orientationThe course allows you to:

Study language as a cultural and historical process - from oral forms of communication to written ones, i.e. from games, gestures, drawings, pictography to alphabetic sound-letter writing, etc.;

Master language as a means of mutual understanding, a means of cognition;

To form the linguistic thinking of students, developing figurative and abstract logical thinking, intuition;

Ensure the gradual assimilation of basic language and speech concepts on an illustrative and figurative basis, taking into account the characteristics of the child’s cognitive activity through the development of all types of thinking (visual-practical, figurative-symbolic and abstract-logical);

To develop linguistic thinking, which is based on the child’s ability to recognize and harmoniously combine the form and content of speech, the ability to reproduce its meaning and meaning in various forms, the ability to see the general meaning behind various forms of its expression.

3. Semiotic principlegive a chance:

Reveal language as a sign system, in which only two-sided units of language, such as a word, morpheme, etc. (and not a letter, as is often believed), can be classified as linguistic signs;

Realize the specificity of the word as a linguistic sign, as a “substitute” for reality;

Identify the initial concepts and relationships that would help the child understand the meaning of a linguistic sign: sign - meaning, meaning - sound (content - form);

Introduce children to various sign systems and means of communication: facial expressions and gestures (as one of the most ancient types of communication that continue to function today, accompanying oral speech), sign-signals, sign-symbols, the language of art, etc.

Literacy periodincludes three stages:

1. Preparatory stageStudents begin working with material from the first section, which is called"Let's get acquainted!"Its goal is to introduce children to the world of communication, help establish contacts between them, and create an atmosphere of goodwill, mutual assistance and love in the classroom. Communicative speech situations stimulate the development of students’ speech and encourage children to express their opinions and judgments.
In lessons, in parallel with oral speech, written speech begins to form: from its subject-practical level (gestures, facial expressions, pictograms, etc.) to sign-symbolic and alphabetic, sound-letter writing. Language acquisition begins with specific ideas about the word and its nominative function, about the word as the name of a person, as the name of objects in the surrounding world (“We recognize the world by names”). Children make up sentences and texts from words written using pictograms. Gradually, the word, which first appears to the child from the side of meaning (meaning), is revealed to him from the side of sound (sound form). Models of words are introduced that provide a visual representation of the relationship between the sound form and the meaning of the word. Rhymes, counting rhymes, and poems with elements of onomatopoeia that focus attention on the sound side of the word help to attract children's attention to the sound of a word. Sound analysis is carried out on the entire range of sounds of the Russian language. The depiction of sounds in the diagrams is motivated - it captures the articulatory and pronunciation features of speech sounds: the circle symbolizes the free passage of air when pronouncing vowels, and the crossbar and wavy line in the circle indicate obstacles that arise when pronouncing consonants. Along with this, an acrophonic method of writing words is used: each sound is indicated by a picture. Children develop their ability to communicate by studying micro-topics such as “Communication in the human world”, “Communication in the natural world”, “Communication using intermediary signs”. Children learn to distinguish between oral and written forms of communication, pay attention to words as a means of communication between people, learn to solve not only speech, but also moral problems in the process of communication.
Children work at the same time as learning the alphabetwith the words No. 1 “Draw, think, tell”,which prepares the child’s hand for writing, teaches how to navigate the working line, and exercises in the development of logical and associative thinking.

2. Main stage of training. Students work with material from the second section of the alphabet, which is called -"The Country of ABVGDeyka."The development of children's phonemic hearing continues, the sound analysis of words and the ability to denote sounds with letters are formed. Schoolchildren learn basic reading and writing, consolidate knowledge about words and sentences, their structure. When teaching initial reading, a whole variety of analytical and synthetic exercises are used, presented in a playful, visual form. The orientation towards reading with words is implemented in materials selected taking into account the universal principles of distinguishing and recognizing the letter composition of a word and aimed at simultaneously holistic and differentiated perception of the word. Various forms of reading are actively used: syllable-by-syllable, whole words, tempo, intonation, expressive. The structure and content of the alphabet suggest the use of variable methods of teaching literacy, up to self-learning (independent “discovery” by students of any elementary language patterns, etc.). This is not difficult to do, since the content of the alphabet is built in the logic of the development of the child’s cognitive processes as he masters literacy. The development of creative independence of students is facilitated by a variety of communicative and speech tasks that put children in the situation of choosing educational material and tasks for it. This suits the child's nature and develops a positive attitude towards learning. Work in pairs (constant and variable composition) is being introduced, which provides assistance in reading to lagging children from more prepared ones. In the lessons, conditions are created for mutual learning and intensive advancement of each student. "ABVGDeyka" ensures active participation of all students with different levels of preparation for school. At the very beginning of the textbook, reading children are offered texts to read. The children's interest in reading and books is supported in every possible way: on the pages of the alphabet, the child meets his favorite characters from children's books and gets acquainted with new works.
The vocabulary of "ABVGDeyki" is focused on large and varied work with words. Using the simplest models, students become familiar with polysemantic words, synonyms, antonyms and homonyms, and phraseological expressions. A significant place is given to the development of speech skills when composing sentences and texts. Systematic work with words creates conditions for the formation of spelling skills and comprehension of the figurative language of literary texts. When teaching writing, a printed font is introduced, the mastery of which helps children create a visual-motor image of the letter and has a beneficial effect on its assimilation. However, the main focus is on mastering the written word. Children master the rules of Russian graphics, and their initial spelling skills are actively formed.

During the basic (letter) period, they practice writing and spelling skillsin copybooks No. 2 and No. 3 “My alphabet”.

3. Generalizing (post-literal)the stage is based on the material of the third section of the alphabet“About everything in the world.”The main task of this period is to consolidate conscious reading skills and ensure the transition from syllable reading to reading in words.
However, the literary part of the alphabet is focused not only on developing reading skills, but also on developing the ability to understand texts of various types: scientific and artistic. Comparison of these texts allows children to conduct independent observations of the language of works of art and the use of words in literary texts. “Literary Secrets,” presented in visual and figurative form, help children feel the rhythm, melody and figurative language of works of art. There are tasks that stimulate children's literary creativity, helping the teacher build dialogue lessons, lessons in communication between the reader and the writer, the book, and its characters.
Work is underway in parallel with the literary part of the alphabetwith the words No. 4 “I write beautifully.”The main purpose of the manual is to consolidate calligraphic and spelling skills.

The system of tasks and selection of material ensure the development of literary and artistic abilities of schoolchildren.

Approximate thematic planning

Thematic planning for literacy teaching

Thematic planning	Characteristics of activity
Let's get acquainted (preparatory stage) …40……. hours
World of communication (4 hours)
Introduction to the world of communication. Oral form of communication, ability to speak, listen. Dialogue form of communication, interlocutors. Preparing your hand for writing. Hygienic requirements for sitting, holding a pen. Orientation in a notebook; working line; sample;sheet center; left, right Straight and oblique lines Comparison of their number and directions.		Model a communication situation Compose dialogues when working in pairs Act out scenes of communication between fairy tale characters. Trace and color drawings, hatch; Compare lines by size, quantity and direction. Perform tasks based on the sample, control the execution of exercises.
Word in communication (4 hours)
The role of words in oral communication. Words of speech etiquette and their role in communication The nominative function of a word (used to name something). Words are the names of specific objects and words with a general meaning.	Name objects based on the picture. Use words of speech etiquette. Select words with a general meaning. Make up words based on the title and pictures. Tracing and coloring drawings, shading; compare lines by size, quantity, direction. Complete tasks according to the model. control exercise performance
Helpers of words in communication. Communication without words. Words and objects. (10 hours)
Communication culture. Communication assistants; gestures, facial expressions, intonation.” Communication with animals, with inanimate objects, with heroes of literary works.	Act out scenes based on folk tales, observe gestures, facial expressions, and intonation of fairy tale characters; tell episodes from fairy tales; use gestures and various types of intonation. Observe the role of intonation in speech. Use different types of intonation to express your opinion on the subject of the story. Write stories using objects Carry out tasks according to the model, monitor the execution of exercises.
Drawings and objects in communication. (6 hours)
Background Conventions Introduction to traffic signs. Use of intermediaries in communication (objects, marks, drawings) Drawings are signs - symbols as a way to designate objects and record messages. Initial generalization: gestures, drawings, signs, words are our intermediaries in communicating with people. The word as the main means of communication.	Model a communication situation using labels, drawings, signs. Compose a story-explanation "How to find the way" Compose simple messages. Compose oral statements, write them down using drawings or symbols. Decipher the signs and understand their meaning. Divide messages into words, determine their number, sequence. Compose simple messages, arrange them in writing using diagrams. Trace, color, and shade drawings. Compare lines by size, number and direction.
The world is full of sounds. Vowels and consonants. Soft and hard consonants. (6 hours)
Sound structure of a word. Sounds in nature. Sound patterns of words. Vowels and consonants Soft and hard consonant sounds, their designation. Sound analysis of words. Letter elements of block letters. horizontal and vertical lines, pattern shading	Perform one of the elements of sound analysis. Identify speech sounds in words. Determine the sequence of sounds in a word. Identify vowels and consonants. Compare and characterize soft and hard consonant sounds. Use symbols to indicate them. Shade and outline objects according to the sample. Print letter elements. Write elements of written letters. Write straight slanted lines clearly
Sound and meaning of the word. (2 hours)
The relationship between the meaning and sound of a word. A word as a complex linguistic sign. Substituting something (thing, object, action)	Create simple models of words. Distinguish between the meaning of a word and its sound. Conduct a sound analysis of the word. Record the sequence of sounds on a diagram and in a word. Write elements of written letters, hatch according to the model.
Words and syllables. Emphasis on a word. (4h)
Syllable. Words and syllables. The word is a nominal unit. A syllable is a unit of pronunciation. Syllabic function of vowels. Emphasis. Stressed vowel sound in a word. The semantic role of stress. Preparing your hand for writing. Elements of written letters.	Divide words into syllables. Name the vowel sound in a word. Conduct syllable-sound analysis of a word. Place accent marks in sound patterns. Find a stressed syllable in words and mark it with an accent mark. Write letter elements. Match the written elements with the example. Evaluate your own work based on the sample.
Word and sentence. (4h)
Initial idea of ​​the proposal. Comparison of sentence and word. Offer model. Graphic designation of its beginning and end. General idea of ​​speech. Generalization. Sounds and their characteristics. Syllables and division of words into syllables. Stress and placement of stress in words. The word, its meaning and sound. Proposal and proposal scheme. Preparing your hand for writing.	Distinguish between words and sentences based on their functions. Form the beginning and end of a sentence. Record a message using a graphic diagram. Translate oral messages into sentences, write them using diagrams. Describe the sounds in the sound circuit. Recreate the plot of a fairy tale using diagrams. Write letter elements. Correlate the written diagrams with the example. Evaluate your work based on the sample.
Country ABVGDeyka (primary (main) stage) (128 hours)
Vowel sounds and letters. (24 hours)
Sound analysis. Characteristics of vowel sounds, their designation by letters. Introducing six vowel sounds and letters. The sound and meaning of the word. Hygienic requirements for writing. Forms of lowercase and capital letters. Algorithm for writing letters. Two types of orientation: orientation on a line, orientation in writing a letter.	Conduct sound analysis of words. Distinguish and relate sounds and letters. Explain the role of letters. Characterize vowel sounds. Label the six vowel sounds with letters. Distinguish between the sound and meaning of a word. Find the studied letters in the text. Write lowercase and uppercase letter elements. Explain the algorithm for writing letters.
Consonant sounds and letters. (78 h)
Consonant sounds, their designation by letters. Vowels and consonants, their conventional designation based on sound analysis. Designation of sounds by letters. Meaningful function of sounds. Soft and hard consonants. Indication in writing of the softness of consonants. Voiced and voiceless consonants. Focus on vowel sounds when reading syllables and words. Syllable-sound analysis of a word. Rules for transferring words into syllables. Open and closed syllables. Spelling of letter combinations zhi-shi, cha-sha, chu-shu. Words with unverifiable spellings (student, teacher, last name) Analysis of graphic elements of letters of consonant sounds. Forms of lowercase and capital letters. Algorithm for writing letters.	Label the studied letters under the sound patterns. Distinguish between consonants and vowels. Indicate consonant sounds in the diagram with symbols and letters. Characterize and distinguish between hard and soft consonant sounds. , voiced and unvoiced, Compare homonym words by meaning and sound. Put an accent mark in words. Highlight the stressed syllable. Read words sentences and texts. Divide words into syllables. Determine the number of syllables in a word. Move words from line to line syllable by syllable. Write words with letter combinations zhi-shi, cha-sha, chu-shu. Distinguish between lowercase and written letter forms. Analyze the graphic elements of letters of consonant sounds. Read sentences and texts. Focus on the line when writing letters, write letters on the line. Distinguish between lowercase and uppercase letters.
Letters e, ё, yu.ya. (14 hours)
The milking value of the letters (depending on the place in the word), the designation of the vowel sound and the softness of the preceding consonant sound, the designation of two sounds: the sound and the vowel a, o. u, eh. Forms of lowercase and uppercase letters.	Find the letters e, e, yu, i. in words. Distinguish their function (indicate two sounds or indicate the softness of the preceding consonant; Indicate the softness of consonants using the letters e, e, yu, i.. Read words observing the elementary rules of orthoepy. Divide words into syllables. Pronounces words that have a complex sound-syllable structure in accordance with the rules of spelling, observing the correct stress. Distinguish between lowercase and capital letters. Copy from handwritten and printed text. Correctly name the elements of letters.
Letters ь and ъ (12 hours)
The letters ь and ъ do not denote sounds. Indication of the softness of consonant sounds using the ь sign. Using ь and ъ as dividing marks. Indication in writing of the softness of the preceding consonant sound using the ь sign and the letters i, e, e, yu, i. Comparison in writing of words with the separative ь and ь as an indicator of the softness of consonants. Spelling words with hard and soft separators.	Explain the difference between signs and letters. Depict a word using a model. Formulate (with the help of a teacher) the main idea of ​​the text. Copy and take dictation of short sentences, observing all calligraphy standards. Use self-control when evaluating what you have written.
About everything in the world (post-letter period.) (16h)
Communication. Positive model of communication. Oral and written speech. Word. Its sound form and meaning. The sound-syllable composition of the word. Word and sentence. Punctuation marks at the end of sentences. Capital letter at the end of a sentence. A period, question mark, or exclamation mark at the end of a sentence. The simplest analysis of a proposal. Word order and sentence meaning. Spelling and punctuation rules. Dictionary words.	Use forms of speech etiquette in communication, focusing on a positive communication style. Identify vowels and consonants. Label them with letters. Use a dictionary when writing words with unverified unstressed sounds. Write words in accordance with the learned spelling rules. Possess conscious, smooth syllabic reading with the transition to reading whole words (25-30 words per minute). Make sentences based on the picture Determine the number of words in a sentence. Distinguish a sentence from a set of words. Understand the role of sentences in verbal communication. Isolate sentences from speech. Design them. Establish connections between words in a sentence when changing the word order. Differentiate Make simple sentences based on the drawing. Words for animate and inanimate on the questions Who? What? Determine the sequence of sentences in deformed text.