GDZ on literary reading grade 3 Klimanova Goretsky

WORK PROGRAM ON NATIVE LITERATURE 3rd GRADE work program (3rd grade)

Municipal budgetary educational institution Yegorlyk secondary school No. 7 named after. O. Kazansky

I APPROVED

Director of MBOU ESOSH No. 7

them. O. Kazansky___________/O.V. Avilova/

order dated “____” ________ 2020 No. ______

WORKING PROGRAMM

according to native literature

Level of general education (class): primary general education, 3 “b” grade

Number of hours: 17 hours

Teacher: Enina Marina Alekseevna

Year of compilation: August 2020

Art. Egorlykskaya

Rostov region

1. Explanatory note.

The work program on native literature is developed on the basis of:

1. Federal Law “On Education in the Russian Federation” (No. 273-FZ dated December 29, 2012)
2. Order of the Ministry of Education and Science of the Russian Federation of October 6, 2009 No. 373 “On approval and implementation of the federal state educational standard for primary general education”
3. Federal Law of the Russian Federation of October 25, 1991. No. 1807-I “On the languages ​​of the peoples of the Russian Federation” (as amended by the Federal Law of July 2, 2013. No. 185-FZ)
4. Charter of MBOU ESOSH No. 7 named after. O. Kazansky
5. Curriculum of MBOU ESOSH No. 7 named after O. Kazansky Art. Egorlykskaya for the 2019-2020 academic year
6. Regulations on the work program of MBOU ESOSH No. 7 named after. O. Kazansky, approved by order No. 141 dated July 12, 2016

The work program on native literature was developed taking into account the Model program of primary general education on native literature and the original program of the author L.F. Klimanova, Educational and Cultural Complex “School of Russia”. Program for general education institutions. Primary grades (1-4). Moscow. Enlightenment, 2014.

The work program is focused on the textbook:

L.F. Klimanova, V.G. Goretsky, M.V. Golovanova “Literary reading grade 3”, Moscow, “Enlightenment”, 2020.

According to the curriculum, 17 hours are allocated for the study of native literature in the 3rd grade at the rate of 0.5 hours per week.

According to the curriculum and in accordance with the calendar schedule of MBOU ESOSH No. 7 named after. O. Kazansky for the 2019-2020 academic year, schedule of training sessions at MBOU ESOSH No. 7 named after. O. Kazansky, in a five-day working week, the work program was drawn up for 17 hours.

The duration of the program is 1 year.

1. Planned results of studying the academic subject.

Personal results

The student will have the following:

- the student’s internal position at the level of a positive attitude towards the literary reading lesson and the reading process, orientation towards the meaningful moments of school reality;

— motivation for turning to a fiction book as a source of aesthetic pleasure; motivation for turning to reference and encyclopedic literature as a source of information;

— initial ideas about moral concepts (action, honesty, faithfulness to one’s word) reflected in literary works;

— the ability to answer the questions “What does it mean to act according to conscience, to live according to conscience, to live with a clear conscience?”;

- the ability to independently understand the actions of the characters in the work; correlate the characters’ actions with real life situations; make your moral choices;

— the ability to self-assess one’s work based on independently selected criteria or a sample;

Meta-subject results

Regulatory UUD

The student will learn:

- independently formulate the topic and goals of the lesson;

- independently formulate a system of questions discussed in the lesson;

— draw up a plan for resolving issues together with the teacher;

— work in accordance with the stated plan;

— adjust your activities in accordance with possible mistakes;

— in dialogue with the teacher, develop evaluation criteria and determine the degree of success in completing the task;

The student will have the opportunity to learn:

– plan your own and collective activities based on perceived goals;

– adjust your actions taking into account the assigned tasks;

– work with a textbook, anthology and additional literature outside of class hours;

– show initiative when answering questions and completing tasks;

– adequately evaluate the actions of others and your own actions;

Cognitive UUD

The student will learn:

— search for the necessary information to complete educational tasks using educational and reference literature;

— establish cause-and-effect relationships in the text; retell; create your own statement by analogy;

— carry out comparisons and classifications according to specified criteria;

- find the necessary words in the text; compose your statement based on reference words;

- independently draw up a plan for the work you read or listen to; based on the plan, talk about characters, events;

The student will have the opportunity to learn:

– retell texts that are small in volume and different in genre, formulate conclusions;

– participate in the discussion of the content and main idea of ​​the text;

– navigate in dictionaries and reference books, in the controlled space of the Internet;

– take initiative in searching for additional information;

– create literary texts of different genres in oral and written form;

– understand the structure of reasoning;

Communicative UUD

The student will learn:

- compose statements under the guidance of a teacher, orally and in writing;

- master monologue and dialogic forms of speech;

- express and justify your point of view;

- listen and hear others, try to accept a different point of view, be ready to adjust your point of view;

- construct statements that are understandable to your partner (interlocutor);

— negotiate and come to a common decision in joint activities;

The student will have the opportunity to learn:

– express your opinion about the phenomena of life reflected in literary works;

– respect the opinions of your interlocutors;

– take part in the preparation and conduct of performances;

– show initiative and independence in building communication;

– control your actions in team work;

– evaluate group work and the results of collective activities;

Subject results

- understanding of native literature as one of the main national and cultural values ​​of the people, as a special way of understanding life, as a phenomenon of national and world culture, a means of preserving and transmitting moral values ​​and traditions;

— awareness of the importance of reading in one’s native language for personal development; the formation of ideas about the world, national history and culture, initial ethical ideas, concepts of good and evil, morality; developing the need for systematic reading in the native language as a means of understanding oneself and the world; ensuring cultural self-identification;

- use of different types of reading (introductory, studying, selective, search); the ability to consciously perceive and evaluate the content and specifics of various texts, participate in their discussion, give and justify a moral assessment of the actions of the heroes;

- achieving the level of reading competence and general speech development necessary for continuing education, that is, mastering the technique of reading aloud and silently, elementary techniques of interpretation, analysis and transformation of literary, popular science and educational texts using elementary literary concepts;

- awareness of the communicative and aesthetic capabilities of the native language based on the study of outstanding works of culture of one’s people, the ability to independently select literature of interest; use reference sources to understand and obtain additional information.

The student will learn:

– realize the importance of reading for further learning and self-development; perceive reading as a source of aesthetic, moral, cognitive experience; understand the purpose of reading: satisfying the reader’s interest and gaining reading experience, searching for facts and judgments, argumentation, and other information;

– predict the content of the text of a work of art by title, author, genre and understand the purpose of reading;

– read at a speed that allows you to understand the meaning of the work read;

– distinguish at a practical level between types of texts (fiction, educational, reference), based on the characteristics of each type of text;

– read (aloud) prose works expressively accessible for a given age and recite poetic works after preliminary preparation;

– use different types of reading: studying, selective, introductory, selective searching, selective viewing in accordance with the purpose of reading (for all types of texts);

– navigate the content of literary, educational and popular science text, understand its meaning (when reading aloud and silently, when listening):

– for literary texts: determine the main idea and characters of the work; reproduce in your imagination verbal artistic images and pictures of life depicted by the author; ethically evaluate the actions of the characters, form your attitude towards the heroes of the work; identify the main events and establish their sequence; title the text, conveying the main idea of ​​the text in the title; find in the text the required information (specific information, facts, descriptions), given explicitly; ask questions about the content of the work and answer them, confirming the answer with examples from the text; explain the meaning of a word based on context, using dictionaries and other reference literature;

– for popular science texts: determine the main content of the text; title the text, briefly reflecting the main content of the text in the title; find the required information in the text (specific information, facts, descriptions of phenomena, processes), given explicitly; ask questions about the content of the text and answer them, confirming the answer with examples from the text; explain the meaning of a word based on context, using dictionaries and other reference literature;

– use the simplest techniques for analyzing various types of texts:

– for literary texts: establish the relationship between events, facts, actions (motives, consequences), thoughts, feelings of characters, based on the content of the text;

– for popular science texts: establish the relationship between individual facts, events, phenomena, descriptions, processes and between individual parts of the text, based on its content;

– use various forms of interpretation of the content of texts: for literary texts: formulate simple conclusions based on the content of the text; write a character description; interpret the text based on some of its genre, structural, and linguistic features; establish connections and relationships that are not directly expressed in the text, for example, correlate the situation and the actions of the characters, explain (explain) the actions of the characters based on the content of the text;

– for popular science texts: formulate simple conclusions based on the text; establish connections and relationships that are not directly expressed in the text, for example, explain natural phenomena, explain the events described, correlating them with the content of the text;

– navigate the moral content of what you read, draw your own conclusions, correlate the actions of the characters with moral standards (only for literary texts);

– distinguish at a practical level between types of texts (fiction and scientifically popular), based on the characteristics of each type of text (for all types of texts);

– convey the content of what you read or listened to, taking into account the specifics of the text in the form of a retelling (full or brief) (for all types of texts);

– participate in the discussion of the read text (ask questions, express and justify your own opinion, observing the rules of speech etiquette and the rules of working in a group), relying on the text or your own experience (for all types of texts).

1. Contents of the academic subject, course.

“Books are my friends” – 3 hours

Basic concepts of the section: book wisdom, printed book. Instructions to the children of Vladimir Monomakh. B. Gorbachevsky “First Printer Ivan Fedorov.” The first alphabet of Ivan Fedorov. Bible Instructions.

“Life is given for good deeds” - 3 hours

Basic concepts of the section: action, honesty, faithfulness to the word. V. I. Dal. Proverbs and sayings of the Russian people. M. Zoshchenko. Do not lie. Proverbs.

“Magic Tale” – 5 hours

Basic concepts of the section: folk tales, sayings, fairy tale objects. Russian folk tale “Ivan the Tsarevich and the Gray Wolf.” Russian folk tale "The Flying Ship". Russian folk tale "Morozko". Russian folk tale "The White Duck". Russian folk tale “At the command of the pike.”

“Pictures of Russian nature” – 6 hours

Basic concepts of the section: observation, landscape, means of artistic expression. N. Nekrasov “Glorious Autumn”. M. Prishvin “The aspen trees are cold.” F. Tyutchev “Leaves”.

Basic concepts of the section: creativity, poem, story, mood. S. Yesenin “Good morning!” O. Vysotskaya “Dandelion”. Z. Aleksandrova “Dandelion”. Sasha Cherny “In the Summer”. A. Rylov “Green Noise”.

1. Thematic planning.

1. Calendar and thematic planning.

1. Work program adjustment sheet

Planning "Native Russian literature" 3rd grade

follow the learned rules and norms of behavior using the example of folk customs and cultural traditions of their people;

assess the human impact on the nature of the region, follow the rules of behavior in nature and participation in its protection;

satisfy cognitive interests as a result of searching for additional information about the native land, native country and the planet as a whole;

learn to improve yourself in socialization in modern society.

The student will have the opportunity to learn:

Personal results

understand that the attitude towards the Motherland begins with the attitude towards the family and the small homeland,

find examples of selfless love for your small homeland among the heroes of the works you read

navigate the system of personal meanings based on the correlation of one’s “I” with the artistic world of the authors and the destinies of their heroes.

Metasubject

Regulatory universal learning activities

determine the goal, problem in the activity;

put forward versions, choose means to achieve goals in a group and individually;

plan activities using ICT;

work according to the plan, checking the goal, find and correct errors, including independently, using ICT;

evaluate the degree and methods of achieving the goal, correct mistakes independently.

Cognitive
universal educational actions:
process and transform information from one form to another (make a plan, table, diagram);

use dictionaries and reference books;

carry out analysis and synthesis;

establish cause-and-effect relationships;

build reasoning;

Communicative universal learning activities

express your opinion (in a monologue, dialogue), arguing it, confirming it with facts, putting forward counterarguments in the discussion;

understand the position of another, expressed explicitly and implicitly (including conducting a dialogue with the author of the text);

distinguish in the speech of another opinion, evidence, facts, hypotheses, axioms, dogmas, theories;

correct your opinion under the influence of counterarguments, adequately admit its fallacy;

create oral and written texts to solve various communication problems;

consciously use speech means in accordance with the communication situation and the communicative task;

organize work in pairs or groups (independently determine goals, roles, ask questions, develop solutions);

overcome conflicts: negotiate with people, be able to look at the situation from the position of another;

use ICT as a tool to achieve your goals.

Subject results

analyze and evaluate the work as an artistic whole;

identify the author’s attitude towards what is depicted and give the work a personal assessment;