WORK PROGRAM IN RUSSIAN LANGUAGE 3rd grade SKOU 8th type

Adapted work program for the Russian language, grade 3, home-based learning

ADAPTED WORK PROGRAM FOR THE SUBJECT “Russian Language”

The work program for the Russian language was developed on the basis of the requirements of the Federal State Educational Standard of NEO, in accordance with the “Exemplary Programs”, the Concept of Spiritual and Moral Development and Education, “Planned Results of Primary Education” and the author’s work programs of V. P. Kanakina “Russian Language”

According to the individual curriculum of the GBOU SPL in the 3rd grade, 68 hours are allocated for Russian language lessons (2 hours per week)

Planned results of mastering the academic subject

The program ensures that primary school graduates achieve certain personal, meta-subject and subject results.

Personal results

1. Formation of a sense of pride in one’s Motherland, the Russian people and the history of Russia; awareness of one’s ethnicity and nationality, the formation of values ​​of a multinational Russian society; the formation of humanistic and democratic value orientations.

2. Formation of a holistic, socially oriented view of the world in its organic unity and diversity of nature, peoples, cultures and religions.

3. Formation of a respectful attitude towards other opinions, history and culture of other peoples.

4. Mastery of initial adaptation skills in a dynamically changing and developing world.

5. Acceptance and mastery of the social role of the student, development of motives for educational activities and the formation of personal meaning of learning.

6. Development of independence and personal responsibility for one’s actions, including in information activities, based on ideas about moral standards, social justice and freedom.

7. Formation of aesthetic needs, values ​​and feelings.

8. Development of ethical feelings, goodwill and emotional and moral responsiveness, understanding and empathy for the feelings of other people.

9. Development of skills of cooperation with adults and peers in various social situations, the ability not to create conflicts and find ways out of controversial situations.

10. Formation of an attitude towards a safe, healthy lifestyle, motivation for creative work, to work for results, and careful attitude towards material and spiritual values.

Meta-subject results

1. Mastering the ability to accept and maintain the goals and objectives of educational activities, and search for means of its implementation.

2. Formation of the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation, to determine the most effective ways to achieve results.

3. Use of sign-symbolic means of presenting information.

4. Active use of speech means and means to solve communicative and cognitive problems.

5.Use of various methods of searching (in reference sources), collecting, processing, analyzing, organizing, transmitting and interpreting information.

6. Mastering the skills of meaningful reading of texts of various styles and genres in accordance with goals and objectives: consciously construct a speech utterance in accordance with the objectives of communication and compose texts in oral and written forms.

7. Mastery of the logical actions of comparison, analysis, synthesis, generalization, classification according to generic characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts.

8. Willingness to listen to the interlocutor and conduct a dialogue, recognize the possibility of the existence of different points of view and the right of everyone to have their own, express their opinion and argue their point of view and assessment of events.

9. Determination of a common goal and ways to achieve it; the ability to negotiate the distribution of functions and roles in joint activities; exercise mutual control in joint activities, adequately assess one’s own behavior and the behavior of others.

10. Willingness to constructively resolve conflicts by taking into account the interests of the parties and cooperation.

11. Mastery of basic information about the essence and characteristics of objects, processes and phenomena of reality in accordance with the content of the academic subject “Russian language”.

12. Mastery of basic subject and interdisciplinary concepts, reflecting essential connections and relationships between objects and processes.

13. Ability to work in the material and information environment of primary general education (including educational models) in accordance with the content of the academic subject “Russian language”.

Subject results

1. Formation of initial ideas about the unity and diversity of the linguistic and cultural space of Russia, about language as the basis of national identity.

2. Students’ understanding that language is a phenomenon of national culture and the main means of human communication; awareness of the importance of the Russian language as the state language of the Russian Federation, the language of interethnic communication.

3. Formation of a positive attitude towards correct oral and written speech as indicators of a person’s general culture and civic position.

4. Mastery of initial ideas about the norms of the Russian language (spelling, lexical, grammatical, spelling, punctuation) and the rules of speech etiquette.

5. Formation of the ability to navigate the goals, objectives, means and conditions of communication, to choose adequate language means for successfully solving communication problems when composing simple monologue statements and written texts.

6. Awareness of error-free writing as one of the manifestations of one’s own level of culture, the use of spelling rules and punctuation rules when writing one’s own and proposed texts. Possession of the ability to check what is written.

7. Mastering educational activities with language units and developing the ability to use knowledge to solve cognitive, practical and communicative problems.

8. Mastering initial scientific ideas about the system and structure of the Russian language: phonetics and graphics, vocabulary, word formation (morphemics), morphology and syntax; about the basic units of language, their characteristics and features of use in speech;

9. Formation of skills to recognize and analyze the basic units of language, grammatical categories of language, and use language units adequately to the situation of verbal communication.

Subject content

Types of speech activity

Hearing. Awareness of the purpose and situation of oral communication. Adequate perception of spoken speech. Listening comprehension of the information contained in the proposed text, determining the main idea of ​​the text, conveying its content by question.

Speaking. The choice of language means in accordance with the goals and conditions for effectively solving a communicative task. Practical mastery of the dialogical form of speech. Mastering the skills to start, maintain, end a conversation, attract attention, etc. Practical mastery of oral monologue statements in accordance with the educational task (description, narration, reasoning). Mastering the norms of speech etiquette in situations of educational and everyday communication (greeting, farewell, apology, gratitude, making a request). Compliance with spelling standards and correct intonation.

Reading. Understanding educational text. Selective reading in order to find the necessary material. Finding information given explicitly in the text. Formulating simple conclusions based on information contained in the text. Interpretation and synthesis of information contained in the text

Letter. Mastering legible, neat writing, taking into account the hygienic requirements for this type of educational work. Copying, writing from dictation in accordance with learned rules. Written presentation of the content of the texts listened to and read (detailed, selective). Creating small own texts (essays) on topics interesting to children (based on impressions, literary works, plot paintings, series of paintings, reproductions of artists’ paintings , watching a fragment of a video, etc.).

Literacy training

Phonetics. Speech sounds. Awareness of the unity of the sound composition of a word and its meaning. Establishing the number and sequence of sounds in a word. Matching words that differ in one or more sounds. Compiling sound models of words. Comparison of models of different words. Selection of words for a specific model.

Distinguishing between vowels and consonants, stressed and unstressed vowels, hard and soft consonants, voiced and unvoiced.

A syllable as a minimal pronunciation unit. Dividing words into syllables. Determining the place of stress. The semantic role of stress.

Graphic arts. Distinguishing between sounds and letters: a letter as a sign of sound. Mastering the positional method of denoting sounds with letters. Vowel letters as an indicator of the hardness and softness of consonant sounds. Function of letters e, e, yu, i . A soft sign as an indicator of the softness of the preceding consonant sound.

Introducing the Russian alphabet as a sequence of letters.

Reading. Formation of syllabic reading skills (orientation to the letter denoting a vowel sound). Smooth syllabic and whole word reading at a speed that matches the child’s individual pace. Conscious reading of words, phrases, sentences and short texts. Reading with intonation and pauses in accordance with punctuation marks. Development of awareness and expressiveness of reading based on short texts and poems.

Introducing orthoepic reading (when moving to reading whole words). Orthographic reading (pronunciation) as a means of self-control when writing from dictation and when copying.

Letter. Mastering hygienic requirements when writing. Development of fine motor skills of fingers and freedom of hand movement. Development of the ability to navigate the space of a sheet of paper in a notebook and the space of a chalkboard. Mastering the design of written uppercase (capital) and lowercase letters. Writing letters, letter combinations, syllables, words, sentences in compliance with hygienic standards. Mastering legible, neat writing. Writing from dictation of words and sentences, the spelling of which does not differ from their pronunciation. Mastering the techniques and sequence of correct copying of text.

Mastering primary keyboard writing skills.

Understanding the function of non-literal graphic means: space between words, hyphenation.

Word and sentence. Perception of the word as an object of study, material for analysis. Observation of the meaning of a word.

Distinguishing between words and sentences. Working with sentences: highlighting words, changing their order. Intonation in a sentence. Modeling a sentence in accordance with a given intonation.

Spelling. Introduction to spelling rules and their application:

• separate spelling of words;

• designation of vowels after hissing ones (cha-sha, chu-schu, zhi-shi);

• capital (capital) letter at the beginning of a sentence, in proper names;

• transfer of words into syllables without consonant clusters;

• punctuation marks at the end of a sentence.

Speech development. Comprehension of the text read when independently reading aloud and when listening to it. Compiling short stories of a narrative nature based on a series of plot pictures, materials from one’s own games, activities, observations, based on reference words.

Systematic course

Phonetics and orthoepy. Distinguishing between vowels and consonants. Finding stressed and unstressed vowel sounds in a word. Distinguishing between soft and hard consonant sounds, identifying paired and unpaired consonant sounds in terms of hardness and softness. Distinguishing between voiced and voiceless consonant sounds, identifying paired and unpaired consonant sounds based on voiced-voicelessness. Determination of the qualitative characteristics of sound: vowel - consonant; stressed vowel - unstressed; consonant hard - soft, paired - unpaired; voiced consonant - voiceless, paired - unpaired. Dividing words into syllables. The syllabic role of vowel sounds. Verbal stress and logical (semantic) stress in sentences. Word-forming function of stress. Stress, pronunciation of sounds and combinations of sounds in accordance with the norms of the modern Russian literary language. Phonetic analysis of the word.

Graphic arts . Distinguishing between sounds and letters. Indication in writing of the hardness and softness of consonant sounds. ь and in writing .

Establishing the relationship between the sound and letter composition of words such as table, horse; in words with iotated vowels e, e, yu, i; in words with unpronounceable consonants.

Use of non-literal graphic means: space between words, hyphen, red line (paragraph), punctuation marks (within the limits of what has been studied).

Knowledge of the alphabet: correct naming of letters, their sequence. Using the alphabet when working with dictionaries, reference books, and catalogs.

Vocabulary Understanding a word as a unity of sound and meaning. Identification of words whose meaning requires clarification. Determining the meaning of a word from the text or clarifying the meaning using an explanatory dictionary. An idea of ​​single-valued and polysemantic words, the direct and figurative meaning of a word, synonyms, antonyms, homonyms, phraseological units. Observing their use in the text. Working with different dictionaries.

Composition of the word (morphemics). Mastering the concept of “related (cognate) words.” Distinguishing between words with the same root and different forms of the same word. Distinguishing between cognate words and synonyms, cognate words and words with homonymous roots. Identification in words with uniquely distinguished morphemes of ending, root, prefix, suffix (postfix -sya), stem. Distinguishing between mutable and immutable words. An idea of ​​the meaning of suffixes and prefixes. Formation of words with the same root using suffixes and prefixes. Difficult words. Finding a root in words with the same root with alternating consonants in the root. Analysis of words by composition.

Morphology. Parts of speech; division of parts of speech into independent and auxiliary.

Noun . Meaning and use in speech. Distinguishing between animate and inanimate nouns based on the questions who? So what? Identification of proper and common nouns.

Distinguishing between masculine, feminine and neuter nouns. Changing nouns according to numbers. The initial form of a noun. Changing nouns by case. Determination of the case in which the noun is used. Distinguishing between case and semantic (syntactic) questions. Determination of whether nouns belong to the 1st, 2nd, 3rd declension. Word formation of nouns. Morphological analysis of nouns.

Adjective . Meaning and use in speech. Changing adjectives by gender, number and case, except for adjectives into - й, -я, -ов, -ин . Dependence of the form of the adjective on the form of the noun. The initial form of an adjective. Word formation of adjectives. Morphological analysis of adjectives.

Pronoun . General understanding of pronouns. Personal pronouns. Meaning and use in speech. Personal pronouns 1st, 2nd, 3rd person singular and plural. Declension of personal pronouns.

Numeral. General understanding of numerals. The meaning and use of quantitative and ordinal numbers in speech.

Verb. Meaning and use in speech. Infinitive. Distinguishing verbs that answer the questions what to do? and what to do? Changing verbs by tense: present, past, future tense. Changing verbs by persons and numbers in the present and future tense (conjugation). Methods for determining I and II conjugations of verbs (practical mastery). Changing past tense verbs by gender and number. Reflexive verbs. Word formation of verbs from other parts of speech. Morphological analysis of verbs .

Adverb . Meaning and use in speech.

Pretext. Getting to know the most common prepositions. Function of prepositions: formation of case forms of nouns and pronouns. The difference between prepositions and prefixes.

Union. Conjunctions and, and, but, their role in speech.

Particle. The particle is not , its meaning.

Syntax. Distinguishing sentences, phrases, words (awareness of their similarities and differences). Determining the main and dependent words in a phrase using a question. Distinguishing sentences according to the purpose of the statement: narrative, interrogative and incentive; by emotional coloring (intonation): exclamatory and non-exclamatory.

Simple sentence. Finding the main members of a sentence: subject and predicate. Distinguishing between main and minor members of a sentence. Establishing connections (using semantic questions) between words in phrases and sentences. Proposals are common and not common. Syntactic analysis of a simple sentence with two main members.

Finding homogeneous members and independently composing sentences with them without conjunctions and with conjunctions and, and, but . Using enumeration intonation in sentences with homogeneous members.

Finding the address in the sentence (at the beginning, in the middle or at the end of the sentence).

Complex sentence (general idea). Distinguishing between simple and complex sentences.

Spelling and punctuation . Formation of spelling vigilance, the use of different methods of checking spelling depending on the place of the spelling in the word. Using a spelling dictionary.

Applying spelling and punctuation rules:

• combinations zhi-shi, cha-sha, chu-shu in the stressed position;

• combinations chk-chn, cht, nch, schn, etc.;

• hyphenation;

• capital letter at the beginning of a sentence, in proper names;

• tested unstressed vowels in the root of the word;

• paired voiced and voiceless consonants at the root of the word;

• unpronounceable consonants;

• unverifiable vowels and consonants in the root of a word (on a limited list of words); (unverifiable letters-spellings of vowels and consonants in the root of the word

• vowels and consonants in prefixes that cannot be changed in writing;

• separating ъ and ь ;

• a soft sign after hissing nouns at the end (speech, rye, mouse);

• connecting o and e , in compound words (airplane, all-terrain vehicle)

• e and and in the suffixes of nouns (key - key, lock - lock).

• unstressed case endings of nouns (except for nouns starting with -мя, -й, -ье, -я, -ов, -ін );

• unstressed case endings of adjectives;

• separate writing of prepositions with nouns;

• separate writing of prepositions with personal pronouns;

• separate spelling of particles not with verbs;

• soft sign after hissing verbs at the end in the 2nd person singular (read, learn);

• soft sign in verbs in combination -tsya ;

• unstressed personal endings of verbs;

• separate writing of prepositions with other words;

• punctuation marks at the end of a sentence: period, question and exclamation marks;

• punctuation marks (comma) in sentences with homogeneous members;

• comma when addressing in sentences;

• a comma between parts in a complex sentence.

Speech development . Awareness of the communication situation: for what purpose, with whom and where does communication take place?

Practical mastery of the dialogical form of speech. Expressing one’s own opinion, its argumentation, taking into account the communication situation. Mastering conversation skills (starting, maintaining, ending a conversation, attracting attention, etc.). Mastering the norms of speech etiquette in situations of educational and everyday communication (greeting, farewell, apology, gratitude, making a request), including when making requests using ICT tools.

Practical mastery of the monologue form of speech. The ability to construct an oral monologue on a specific topic using different types of speech (description, narration, reasoning).

Text. Text features. Semantic unity of sentences in the text. Title of the text.

The sequence of sentences in the text.

Sequence of text parts (paragraphs).

Comprehensive work on the structure of the text: heading, adjusting the order of sentences and parts of the text (paragraphs).

Text outline. Drawing up plans for given texts. Creation of your own texts according to proposed and independently compiled plans.

Types of texts: description, narration, reasoning, their features.

Introduction to the genres of writing and congratulations.

Creating your own texts and correcting given texts, taking into account the accuracy, correctness, richness and expressiveness of written speech; use of synonyms and antonyms in texts.

Acquaintance with the main types of presentations and essays (without students memorizing definitions): detailed and selective presentation, presentation with elements of an essay; essay-narration, essay-description, essay-reasoning.

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