Lesson:Lumen learning

Class:1 "A"

Program"Harmony"

The letter "My first tutorial",

The lesson is given using technology: training in collaboration (group, pair work)

SUBJECT "Generalization: Unparalleled in the deaf-belling ringing sounds and their letters "

Educational goals:

n 1. The formation of the ability to distinguish between the main groups of sounds of the Russian language, allocate their features.

n 2. Creating conditions for the organization of students' activity aimed at the formation of competence in the field of independent activities; to acquire self-work skills with sources of information; On the ability to resolve the problems.

n 3. Expansion of the active and passive dictionary of children.

Objectives focused on student personality:

n 1. Creating a condition for the development of basic mental processes - memory, attention, thinking.

n 2. Creating conditions for the development of the ability to formulate its own point of view, express and argue it; The development of the ability to briefly state their thoughts orally and writing.

n 3. Creating conditions for the development of fantasy, imagination, the ability to give a complete, connected answer, the ability to compare, summarize, draw conclusions.

Educational goals:

n Disclosure for the beauty of the beauty and wealth of the Russian language.

n learning ability to communicate with each other; Assisting students in awareness of the value of joint activities.

Tasks:

n 1. Learn to distinguish between the main groups of the sounds of the Russian language, allocate their features.

n 2. Develop the ability to formulate their own point of view, express and argue it; Skills briefly state their thoughts orally and writing, observation, speech, phoney,

n 3. Creating conditions for mastering the skills and skills of understanding and analyzing text, expand the active and passive children's dictionary.

n 4. Continue learning to work in the group.

During the classes.

I. Organizational moment.

Slide 2.

Runs and Small Call.
The lesson begins.
Quietly girls at the desk satisfied
Quietly boys at the desk of Sceli,
I looked at me

II. Repetition of the material studied.

Slide 3.

Teacher . Let's make a story. With what we communicate?

(Children respond on a chain at the suggestion, for each response, the teacher makes the clique on the slide).

Children. We communicate with speech.

Our speech consists of proposals.

Offers consist of words.

Words are divided into syllables.

Words consist of sounds.

Sounds are vowels and consonants.

(Triggers on yellow rectangles - click depending on what the children say first)

Public sounds are shock and unstable.

The consonants are solid and soft, ringing and deaf.

III. Actualization of knowledge.

Slide 4.

Teacher. Raise the hands of those whose names begin with a vowel sound, with a consonant pair of bellion-deafness, with a consonant unpaired deafness.

Teacher. We repeat the names: Nina, Maxim, Lera, Roma. Let's call the first sounds in these words. Name the letters that write these sounds.

Slide 5.

Teacher Why exactly these letters united together? (What sounds do they indicate?)

Why is the letter "y" separated from others? (What kind of sound it can be denoted, and which can not?)

IV. Staging a learning task.

V. Phonetic and graphic work

Slide 6.

1)- viewing pictures, collapse,

- sound analysis of words: chamomile, valley, lily (work in the group)

2) work in tanking, with 32

Reading words that help answer the question: what? (Lily of the Lily, Flower)

Choosing suitable words to pictures, selection of their own, responding to the same question .

Vi. Work on the airflow ( work in parach)

P.32. Task "read right and fast"

1 reads, 2 listens and the pencil in his tutorial fixes "Errors"; Then, on the contrary

Fizminutka.

VII. Work with text.

Slide 7.

Prepare for reading text (note vowels, highlight syllables)

Reading ( work in parach), Search for answers to questions:

Why the anthill turn to the sun?

What does ant look like?

VIII. Total lesson

Training and metodology complex

"HARMONY"

Gravist: My first tutorial. 1 class. In 2 parts
Solovychik M.S., Bethenkova N.M., Kuzmenko N.S., Kurlygina O.E.

We pass: I want to write well. 1 class. In 4 parts. (to the bookman of the Solovychik M.S.) Kuzmenko N.S., Bethenkova N.M.

I study to be a reader. Reading a reading book
Solovychik M.S., Kuzmenko N.S. and etc.

Russian language: to the secrets of our tongue. Textbook. 1 -4 class

Russian language: to the secrets of our tongue. Notebook. 1 class Solovychik M.S., Kuzmenko N.S.

Notebook for work in the Russian language. 1-2 classes Badulina O.I.

Russian language. Test tasks. 1 - 4th grade Sychev M.V., Mali L.D.

Russian language. Final verification work (for 16 students). 1 - 4th grade Solovychik M.S., Kuzmenko N.S.

Russian language: Practice! Grade 2. Notebook for independent work. In 2 parts. Koreshkov T.V.

Literary reading. Textbook. 1 - 4 class Kubasova OV

Literary reading. Workbook. 1- 4 class Kubasova O.V.

Literary reading. Test tasks. 1- 4 class. Kubasova O.V.

Mathematics. Textbook. 1- 4 class. In 2 parts, Easturizes N.B.

Math notebook. 1 - 4th grade. In 2 parts. Istrich N.B., Redko Z.B.

Mathematics. Final verification work (16 copies. Jobs). 1 - 4th grade

Mathematics. My training achievements. 1 class
Istriform N.B., Smyreova G.G

Mathematics. Learning to solve logical tasks. Workbook. 1-2 classes.
Istrich N.B., Tikhonova N.B.

The world. Textbook. 1- 4 class. In 2 parts. Pozpanza O.T.

The world. Workbook. 1 - 4th grade. In 2 parts. Pozpanza O.T.

Technology. Textbook. 1 - 4th grade Konysheva N.M.

Technology. Workbook. 1- 4 class. In 2 parts of Konysheva N.M.

And in t about r s: Solovychik M.S., Kuzmenko N.S., Bethenkova N.M., Kurlygina O.E.

With 60 Solovychik M.S.

Purchasing guidelines for the book "My first textbook" and register "I want to write well" for the 1st grade of the general form. Creative Manual for teacher. / Solovychik M.S., Kuzmenko N.S., Bethenkova N.M., Kurlygina O.E. - 3rd ed. - Smolensk: Association of the XXI Century, 2012 - 448 p. - ISBN 978-5-418-00364-5

The manual contains a literacy training program, planning lessons indicating the types of students' activity, explained to the pages of the score and inapplicifications, tips on the content and organization of all lessons.

The book will help the teacher to work fruitfully with children who have different levels of preschool readership, as well as ensure the continuity between the learning period and the course of the Russian language, create the necessary unity of the "My first textbook" and the textbook in the Russian language MS. Solovychik, N.S. Kuzmenko "To the secrets of our language."

The manual is aimed at introducing ideas of federal state educational standards 2010 in the practice of learning junior schoolchildren.

UDC 372.881.116.11.046.12 BBK 74.268.1 Rus

A little about this book

Dear colleague!

The letter "My first textbook" (authors: Solovychik M.S., Bethenkova N.M., Kuzmenko N.S., Kurlygina O.E.) and register "I want to write well" (Kuzmenko N.S., Bethenkova N. M.) are an integral part of a set of textbooks of the educational system "Harmony". It is from them that the introduction of younger students in the educational region "Philology" begins. Help you deeper to understand the specifics of the bookpoint and in the words, their internal connection with the Tutorial Solovychik MS, Kuzmenko N.S. "To the secrets of our language," make more productive literacy learning lessons, facilitate your preparation for them and is designed to hold the book that you hold in your hands.

A feature of this publication benefit is the inclusion of information about the content and methods of incarnation on the pages of the score and in the prescription ideas of modern educational standards.

Comments on literacy learning lessons and writing, tips on holding these lessons are presented in different sections - in the first and second. Such breeding of the material allows you to better convey the logic of each direction of learning, the relationship of the following reading lessons (or letters), which is a certain system. But at the same time, the substantive relationship of the pages of the baseline and the words created conditions for interrelated work, and with your desire - and to integrate reading lessons and writing.

A holistic idea of \u200b\u200bthe content of training during this period is given in the third section of the "Certificate Training Program", and the idea of \u200b\u200borganizing work, about the connection of lessons of reading and writing, about the activities of students - placed there "Thematic planning of lessons".

We pay attention: to the bookbird there is electronic support. You will find it freely available on the publisher website.

SECTION 1

Work on the bookman "My first textbook" 1

On the characteristics and structure of the score

1. The letter is focused, first of all, on first-graders, begin to learn to read. However, it creates methodological conditions for productive learning to read children who have different levels of pre-school readership.

So, beginners to learn to read most often get acquainted with one new letter, while the focus is on the development of the positional principle of Russian graphics and the reading mechanism based on it. Work on this mechanism is important for improving the reading techniques of already reading children.

The same elements of the page pages, for example, the columns of the syllables, suggest the execution of various groups of students from various tasks: Some students under the guidance of the teacher are traded by the reading mechanism, while others read independently, each

in its pace, looking for among the symbols of the Word, after which a collective discussion of the decisions made are being conducted.

Many words, suggestions, small texts, thematically related to the main material of the pages, are addressed to the disciples, are all marked. Often, this material is accompanied by another sign - a "tricky question", which prevents the presence of "traps" and thus makes the desire to understand the meaning of readable. It is focused on the best understanding of the texts to the texts on many pages, but they are designed to read by all students.

To improve the reader's skills of trained students, whole pages encouraging: "Read!" These pages are also marked with an asterisk, which not only allocates material for reading children, but also invites those who only recognize the letters on their own

in finding famous.

1 Characteristic of the words corresponding to this host, and the methodical comment on the lessons of letters constitute the content of section 2 of this manual.

Thus, the trap provides an opportunity for differentiated work and, accordingly, for successful learning to read all students, regardless of the level of their pre-school readership.

2. Along with learning reading, the trapper carries out the purposeful training of students to master the course of the Russian language:

provides the introduction of a child to the world of observation of language: for the lexical meaning of words, behind their structure and change, for the relationship between the lexical meaning of the word and its sound composition, emphasis, etc.; On this basis, work on the culture of using the language and culture of speech begins;

lays the foundations of phonetic skills of first-graders, which is necessary for successful development as Russian graphics, so

and spelling, and therefore, for further training, a competent letter;

contributes to the development of the graphics of the Russian language on the basis of reflection by the children of its patterns (see the procedure for studying letters denoting the hardness and softness of consonants; representation of the methods of symboling the sound [th,]; material for working on reading mechanism);

propedeutic work on spelling: a) acquaintance (at practical level) with signs

common orphograms ("dangerous with letters of place"); b) the beginning of the purposeful formation of the spelling of schoolchildren, i.e. the skills to notice the spells;

creates conditions for practical development of students of all types of speech activities: speaking, hearing, reading and writing; For the formation of a culture of speech behavior.

Z. The spectrum involves the continuation of the Russian language training in the textbook "To the secrets of our language" The connection of the exploratory and textbook is underlined by many external details: the color of the cover, the presence of letters addressed to children and adults, some common conditions, using a blue color as a color of the help, pink frames for allocating new information, etc. However, the main connection of the letter and textbook, Naturally, internal. The letter is fully fully and consistently prepares students to work on the textbook. This is manifested in the content and organization of all directions of training. As an example, let's say about two - on the development of speech and formation of spelling of the first-graders.

Already in the letterpress, the student is supplied to the idea that in different cases we speak injurase. He learns to create a visual speech ("Draw in words") and scientifically, "say as a scientist") - the corresponding drawings are suitable on lesward pages. In addition, the didactic material of the booking simultaneously with the training in reading allows you to observe the value and features of the use of words, for the right step of the emphasis, to learn the correct combination of words, the construction of different purposes and intonation of proposals, understanding the topic and the main thought of the text (of course, without terms) , definition of a more accurate title, correct location of proposals, etc.

Thus, a complex of those speech skills, which will be in the center of attention in the textbook begins on the basis of the scorch.

As for the purposeful work on the spelling dorms of schoolchildren, the planning provides special literacy learning lessons on which children get acquainted with signs of "dangerous when letters" for vowels and consonants. These lessons are described in detail in this manual, and in the tank provided by the necessary didactic material. After each such lesson on the pages of the tank systematically begin to be offered special tasks, helping first-graders to gradually comprehend the nature of the Russian letter, the essence and identification signs of found "hazards", as well as accumulating the experience of finding "dangerous places" in readable (and in the letters of writing recorded) words, Offers, texts.

4. The title of the letter - "My first tutorial "- Specials flax is emphasized that this is the first book in the hands of a small schoolboy, whichteaches him to learn.Gradually mastered a system of conditional designations, the child begins to acquire the first experience of independent work with the school book. Over time, the student will understand that there are not only pictures that can be viewed, words, suggestions, short stories that should be read - there are also tasks to be performed in it. First, he will learn to understand the tasks filed by conditional badges, and then, in one way or another, learning to read, will "lean the meaning" of the authors of the authors from special headlines, to comprehend the texts on the questions read after them. Working with the materials of the letter pages, he will first meet with short messages, in which the results of joint observations, spelling rules are formulated.

Thus, the named elements are preparing a beginner to learn the child to subsequent independent communication with textbooks.

5. The entire methodological system of the bookpiece is directed, along with the formationsubject skills to create conditions forpersonal Developmentschoolchildren and becoming them complexmetaireMetural academic actionsprovided for by GEF.

From point of view personal Developmentfirst-graders The authors of the score of various methodological means sought to provide:

the appearance of children's interest in the first school book, desire

from it is to study it, acquire knowledge and skills; awareness of a new social role - a student;

the origin of the elements of self-esteem, the desire to overcome educational difficulties;

formation of curiosity, and for its satisfaction - the desire to learn how to read well, find out the world of books and enter it;

the emergence of interest in the facts of the tongue and, as a result, to the very language and its further study;

orientation to comply with the morality of the beetical norms, on the manifestation of a good attitude towards people, respect for their work, care for loved ones, to participate in joint affairs, to the help of peers, etc.

Provided in the letter and the beginning of the formation of schoolchildren

metaPered curricula: Regulatory:

according to the icon, on the tasks (in verbal and graphical form), to understand and hold the learning task;

aware of the boundaries of our own knowledge; on the basis of the situations created in the title situation, "open ignorance" understand the prospects for further academic work;

perform various academic actions, to use in this particular ways to help, evaluate the correctness of the actions by others, to make the necessary adjustments; control and evaluate their actions;

cognitive:

distinguish the facts of real reality and words as their names;

conduct sounds, the ratio of sounds and letters, words, speech (oral and written), speech behavior as special observation facilities, perform the analysis of analysis, synthesis,

comparisons, classifications, generalizations, bring the facts of the language under the developed concepts;

perceive reading, as well as the hearing of the teacher and classmates as a way to obtain information; master the technical side of reading as a condition for understanding the readable;

understand the information presented in different forms, including the visual, model; compare the information provided in different ways; translate information adopted

in visual and model forms in verbal;communicative:

conduct speech (speaking, listening, letter, reading) as a method of oral and written communication people, including reading - as a way to communicate with the author of the book;

participate in the dialogue, in a common conversation, at the same time, the accepted norms of speech behavior, speech culture; ask questions, listen to interlocutors, strive to make their speech understandable, try to understand the thought of another;

understand the dependence of the nature of speech from the situation of communication, try to build their dialogical and monologue statements taking into account the speech tasks;

to enroll in educational cooperation with the teacher and classmates, carry out joint activities, mastering various ways of mutual assistance to communication partner.

As can be seen from the described characteristics of the scroll, it is considered as a textbook in which the tasks of both the versatile development and education of the child and the formation of it are not only reading, but also linguistic skills.

To organize a more efficient Commonwealth of Teachers, Children and Parents, the scarlet includes the appeal of the authors to adults, helping the first-grader in the teaching.

Having described the general features of the "My first textbook" trading features, let's say about its structure and the main stages of work on it.

As you know, the period of learning a diploma is divided into three periods: preparatory, main, final.

On the preparatory period (we will call it a bobbling) in the tank station with. 3 -58, work on which 23 lessons occupy. The material of these lessons can be combined into four thematic blocks.

Work in the Dobinal Training Period of Literacy1

In a period commonly called preparatory because it precedes the study of letters and actually learning to read, very important tasks are solved. They will be characterized in connection with the description of each of the named blocks. In the meantime, preceding planning, we note that at this stage it is recommended to conduct 5 bookkeeping lessonsand 4 lessons for registration, putting and on the first of them a schematic record of proposals (quasipite), syllable and sound analysis of words. The work carried out during this period on the basis of the bookpressure prepares children to study the Russian language, which gives reason to consider the "Russian" (traditionally referred to as the "letter" in this stage) 5 hours a week, and to prepare for learning reading - 4 hours . So you can record this watch in the classroom.

The main period of graduation, as clearly from the name of this part of the letter ("We learn letters and learn to read"), implies acquaintance with letters and their work, the formation of the initial ability to read. It covers a significant part of the first quarter, the second and almost all lessons of the third to the February holidays.

1 The first topics allow all lessons to hold both comprehensive learning to read and writing, which will provide an opportunity to reduce the learning load of children in the adaptation period.

Several last lessons in front of the holidays constitute the final period of learning.

In the main period on reading and writing lessons is recommended

same number of hours - 4 per week. One another hour

the ninth, leaves the teacher to use at his own discretion. This lesson is conditionally named backup. Since at such a lesson, there is always a preparation for the study of the Russian language and learning a letter, in a class journal a lesson can be recorded as an hour, assigned to the development of the Russian language (letters). Probably it is more correct to make this lesson combined, connecting work on reading and writing. (Note: there is no requisite period of reserve lessons.)

This tank is characterized by a peculiar sequence of the presentation of letters, excellent from both the traditionally accepted (linear, in one letter) and from the resulting distribution in a number of lettering (mainly in pairs). In the letter "My first textbook" two named methods are combined.

The dating process with letters can be represented as 10 stages; They cover 67 planned lessons based on the basisand 17 weekly reserved. (Backup lessons are included in the number of letters lessons - see similar tables in section 2 benefits.)

Acquaintance with letters in the main period of learning

1 dash indicates that the letters are presented together in one lesson. 2 Parabe F-in the first presented more frequency letter in.