Work program on literary reading in the native language for grade 3

Work program on literary reading grade 3

WORKING PROGRAMM

in literary reading

Level of general education, class: primary general education, 3rd grade_

Number of hours – 136 hours

Teacher-

The program is based on:

Literary reading. Work programs.

Subject line of textbooks of the “School of Russia” system. 1—4

classes: a manual for teachers of general education organizations /

L. F. Klimanova, M. V. Boykina. - M.: Education, 2014.

2020-2021

I. _ EXPLANATORY NOTE.

The work program for literary reading has been developed in accordance with

· with the requirements of the Federal State Educational Standard for Primary General Education (Order of the Ministry of Education and Science of Russia No. 373 (as amended on December 31, 2015) dated October 6, 2009 “On approval of the Federal State Standard for Primary General Education”);

· The work program of the academic subject - “literary reading”, is compiled on the basis of the author’s program: Literary reading. Work programs.

Subject line of textbooks of the “School of Russia” system. Grades 1-4: a manual for teachers of general education organizations /L. F. Klimanova, M. V. Boykina. - M.: Education, 2014.

Goals:

• mastering conscious, correct, fluent and expressive reading as a basic skill in the education system of primary schoolchildren; improvement of all types of speech activity, ensuring the ability to work with different types of texts; developing interest in reading and books; formation of a reader's horizons and acquisition of experience in choosing books and independent reading activities;

• development of artistic, creative and cognitive abilities, emotional responsiveness when reading works of fiction; the formation of an aesthetic attitude to words and the ability to understand a work of art;

• enriching the moral experience of younger schoolchildren through the means of fiction; formation of moral ideas about goodness, friendship, truth and responsibility; nurturing interest and respect for national culture and the culture of the peoples of multinational Russia and other countries.

Tasks:

• develop in children the ability to fully perceive a work of art, empathize with the characters, and respond emotionally to what they read;

• teach to feel and understand the figurative language of a work of art, expressive means that create an artistic image, to develop students’ imaginative thinking;

• develop the ability to recreate artistic images of a literary work, develop the creative and reconstructive imagination of students, and especially associative thinking;

• develop children's poetic ear, accumulate aesthetic experience in listening to works of fine literature, and cultivate artistic taste;

• to create a need for constant reading of books, to develop interest in literary creativity and the work of writers;

• enrich the child’s sensory experience, his real ideas about the world around him and nature;

• to form a child’s aesthetic attitude to life, introducing him to the classics of fiction;

• provide a sufficiently deep understanding of the content of works of varying levels of complexity;

• expand children's horizons through reading books of various genres, varied in content and subject matter, enrich the child's moral, aesthetic and cognitive experience;

• ensure the development of schoolchildren’s speech and actively develop reading and speech skills;

• create conditions for the formation of the need for independent reading of works of fiction, to form “reader independence”.

To implement the content of the work program on
literary reading, the educational complex is used:
Literary reading. 3rd grade. Textbook for students of general education organizations / L.F. Klimanova, V.G. Goretsky, M.V. Golovanova, L.A. Vinogradskaya, M.V. Boykina - 5th ed., - M.: Prosveshchenie, 2020.

In accordance with the school curriculum, the subject “Literary Reading” is designed for136

hours per year -
4
hours per week. Of these, tests - 12.

II . PLANNED SUBJECT RESULTS

MASTERING THE SUBJECT – LITERARY READING-3

In accordance with the goals and requirements of the Federal State Educational Standard for Basic General Education, the objectives of the course are defined, reflecting the planned results (personal, meta-subject, subject) of training for 3rd grade schoolchildren.

Teaching literary reading in the third grade is aimed at achieving the following results:

In the direction of personal development:

Students will learn:

understand that the attitude towards the Motherland begins with the relationship towards the family, find confirmation of this in the texts you read, including proverbs and sayings;
treat with pride and respect the creativity of writers and poets who tell about the Motherland in their works, compose stories about them, convey admiration and respect for them in these stories;
independently find works about their homeland, read with interest, create their own statements and works about the homeland.

Students will have the opportunity to learn:

understand that the attitude towards the Motherland begins with the relationship towards the family and the small homeland, find examples of selfless love for the small homeland among the heroes of the works read;
collect material for conducting correspondence excursions to favorite places of your homeland, places glorified in the works of writers and poets, convey this information to listeners using artistic forms of presentation (literary magazine, lessons-concerts, lessons-holidays, lessons-competitions, etc.) ;
compile collections of poems and stories about the Motherland, including works of one’s own composition in them;
take part in a project on the topic “My Motherland in the works of great artists, poets and musicians.”

In the meta-subject direction:

Regulatory

Students will learn:

formulate the educational task of the lesson in a mini-group (pair), accept it, maintain it throughout the lesson, periodically checking your learning actions with the given task; read in accordance with the purpose of reading (fluently, expressively, by role, expressively by heart, etc.);
draw up a work plan to solve the educational problem of the lesson in a mini-group or pair, propose, together with the group (pair), a plan for studying the topic of the lesson;
choose together with the group (in pairs) a form of evaluation of results, develop together with the group (in pairs) criteria for evaluating results;
evaluate your achievements and the results of your peers in the group (pair) according to the developed criteria and selected forms of assessment (using scales, ladders, points, etc.); determine the boundaries of collective knowledge and ignorance on the topic independently (What do we already know about this topic? What can we already do?), connect it with the target setting of the lesson; record during the lesson and at the end of the lesson
satisfaction/dissatisfaction with your work in the lesson (using scales, “+” and “−”, “?” icons);
analyze the reasons for success/failure using rating scales and a sign system (“+” and “−”, “?”);
record the reasons for failures verbally in a group or pair;
offer options for eliminating the causes of failures in the lesson;
understand the meaning and purpose of positive attitudes towards successful work, use them in case of failure in the lesson, pronouncing them in external speech.

Students will have the opportunity to learn:

formulate the educational task of the lesson collectively, in a mini-group or in pairs; formulate your lesson objectives in accordance with the lesson topic and individual learning needs and interests;
read in accordance with the purpose of reading (at the pace of conversational speech, without distortion, expressively, selectively, etc.);
comprehend the collectively drawn up work plan for the lesson and the plan developed by a group of peers (pairs), propose your own individual work plan (possibly an alternative) or some points of the plan, give arguments in favor of your work plan;
accept comments, constructively discuss the shortcomings of the proposed plan; choose the most effective plan option to achieve the results of studying the lesson topic. If the plan is approved, follow its points, check and monitor their implementation;
evaluate your work in accordance with pre-developed criteria and selected forms of assessment;
determine the boundaries of one’s own knowledge and ignorance on a topic independently (What do I already know about this topic? What can I already do?), relate it to an individual learning task; record your satisfaction/dissatisfaction with your work in the lesson during the lesson and at the end of the lesson (using scales, “+” and “−”, “?” signs, and an accumulative point system);
analyze the reasons for success/failure using rating scales and a sign system (“+” and “−”, “?”, cumulative point system);
record individual reasons for failure in writing in a workbook or in the “Portfolio of Achievements” manual;
write down options for eliminating the causes of failures, outline a short plan of action to eliminate them;
offer your own options for positive attitudes or ways to successfully achieve a goal from your own experience, share with peers.

Cognitive

Students will learn:

identify information based on various artistic objects, for example, a literary work, illustration, reproduction of a painting, musical text, table, diagram, etc.;
analyze a literary text based on the system of questions from the teacher (textbook), identify the main idea of the work;
compare the motives of the actions of heroes from one literary work, identify the features of their behavior depending on the motive;
find comparisons and epithets in literary texts and use them in your creative works;
independently determine with the help of proverbs (sayings) the meaning of the work being read;
understand the meaning of Russian folk and literary fairy tales, stories and poems of the great classics of literature (Pushkin, Lermontov, Chekhov, Tolstoy, Krylov, etc.); understand the significance of these works for Russian and world literature;
demonstrate individual creative abilities when composing stories, short poems, fables, in the process of role-playing, when dramatizing and completing project assignments;
propose a solution to a moral problem based on your moral attitudes and values;
determine the main idea of the work (epic and lyrical), explain the meaning of figurative words and expressions, identify the author’s attitude to the described events and characters of the work;
create a statement (or proof of your point of view) on the topic of the lesson from 7-8 sentences;
compare an everyday fairy tale and a fairy tale, an everyday fairy tale and a fable, a fable and a short story; find similarities and differences;
correlate a literary work or an episode from it with a fragment of a musical work, a reproduction of an artist’s painting; independently select reproductions of the artist’s paintings or fragments of musical works to the text of the work.

Students will have the opportunity to learn:

find the necessary information in the text of a literary work, record the information received using drawings, diagrams, tables;
analyze a literary text based on the system of questions from the teacher (textbook), identify the main idea of the work, discuss it in pair and group work; find comparisons and epithets, personifications in literary texts, use them in your creative works;
compare the chronicle and the epic, a fairy tale and an epic, a life and a story, a fairy tale and a work of fiction; find similarities and differences in them;
compare a literary work with a script for a theatrical production, a movie, a filmstrip or a cartoon;
find proverbs and sayings to title the topic of a section, lesson topic, or give a title to a book exhibition;
compare the motives of heroes of actions from different literary works, identify the features of their behavior depending on the motive; create a statement (or proof of your point of view) on the topic of the lesson of 9-10 sentences;
understand the meaning and significance of the creation of chronicles, epics, hagiographies, stories and poems of the great classics of literature (Pushkin, Lermontov, Chekhov, Tolstoy, Gorky, etc.) for Russian and world literature;
demonstrate individual creative abilities when composing episodes, short poems, in the process of role-playing and dramatization, and when completing project assignments;
propose a solution to a moral problem based on one’s moral attitudes and values and taking into account the conditions in which the hero of the work acted, his motives and the author’s intention;
determine the main idea of works of various genres (chronicles, epics, lives, fairy tales, short stories, fantastic stories, lyric poems), understand the meaning of the visual and expressive means of the language of the work, identify the author’s attitude to the events described and the characters of the work.

Communication

Students will learn:

express your point of view (7-8 sentences) on a work read or listened to, be active and eager to speak out, ask questions;
understand the purpose of your statement;
use basic techniques of persuasion, facial expressions and gestures;
participate in dialogue in a pair or group, ask questions to understand a moral problem;
create 3-4 slides for the project, recording in writing the main provisions of the oral statement;
show tolerance for other opinions, avoid aggressive behavior, offer compromises, ways of reconciliation in case of disagreement with the point of view of another;
explain to peers ways of conflict-free activities;
select arguments and facts to prove your point of view;
rely on your own moral experience in the process of proving and evaluating events;
formulate the purpose of the group’s work, accept and maintain it throughout the work in the group, correlate it with the work plan, choose suitable roles and functions for oneself;
determine in a group or pair the criteria for assessing the completion of a particular task (exercise); evaluate the achievements of participants in group or pair work according to developed criteria;
determine criteria for assessing people’s behavior in various life situations based on moral standards;
be guided by developed criteria when assessing the actions of literary heroes and your own behavior;
explain the reasons for the conflict that has arisen in the group, find ways out of the current situation; give examples of similar situations from literary works;
find the necessary information through conversation with adults, through educational books, dictionaries, reference books, encyclopedias for children, via the Internet, periodicals (children's magazines and newspapers);
prepare a short presentation (6-7 slides), turning to adults for help only in case of difficulties. Use in the presentation not only text, but also images (paintings, illustrations, graphic diagrams, models, etc.);

Students will have the opportunity to learn:

express your point of view (9-10 sentences) on the work you read, be active and eager to speak out, ask questions;
formulate the purpose of your statement out loud, using speech clichés: “I would like to say...”, “I would like to clarify...”, “I would like to explain, give an example...”, etc.;
use elementary methods of persuasion, methods of influencing the emotional sphere of listeners;
participate in a polylogue, independently formulate questions, including unexpected and original ones, based on the work read;
create 5-10 slides for the project, recording in writing the main provisions of the oral statement;
promote the creation of conflict-free interaction between participants in the dialogue (polylogue);
demonstrate an example of correct dialogue (polylogue);
suggest ways of self-regulation in the current conflict situation;
identify quotes from the text of a literary work, excerpts from dialogues of characters, phrases and entire paragraphs of the author’s reasoning, proving his attitude to the events described;
use the found text material in your oral and written statements and reasoning;
answer questions in writing, including problematic ones, about the work you read;
determine, together with peers, the task of group work (pair work), distribute functions in the group (pair) when completing tasks, when reading by roles, when preparing a dramatization, project, performing research and creative tasks;

In the subject area:

Types of speech and reading activities

Students will learn:

· read aloud fluently, consciously, without distortion, expressively, conveying your attitude to what you read, highlighting important words when reading, observing pauses between sentences and parts of the text;

· consciously choose types of reading (introductory, selective, studying, search) depending on the purpose of reading;

· understand the meaning of the traditions and holidays of the Russian people, preserve the traditions of family and school, meaningfully prepare for national holidays; make statements about the most striking and impressive events that take place on family holidays, share impressions about the holidays with friends and classmates;

· use proverbs and sayings in dialogues and statements on a given topic;

· observe how the poet glorifies his native nature, what feelings he experiences;

· talk about the categories good and evil, beautiful and ugly, use these concepts and their semantic shades in their evaluative statements; offer your options for resolving conflict situations;

· use basic text analysis techniques; compose a short annotation (author, title, topic of the book, reading recommendations) for a work of art based on a sample;

· read the work independently, understand the main idea; correlate the main idea of the work with a proverb or saying; understand the position of which hero of the work the author supports, find evidence of this in the text;

· ask questions about the work you read, find answers to them in the text; find an episode from a read work to answer a question or confirm your own opinion;

· divide the text into parts; title the parts, retell them in detail, based on the plan drawn up under the guidance of the teacher;

· find books for independent reading in libraries (school, home, city, virtual, etc.); when choosing books and searching for information, rely on the apparatus of the book, its elements; share your impressions of the books you have read, participate in dialogues and discussions about them; l use the subject catalog in the school library.

Students will have the opportunity to learn:

· understand the significance of the works of great Russian writers and poets (Pushkin, Tolstoy, Chekhov, Tyutchev, Fet, Nekrasov, etc.) for Russian culture;

· choose intonation, tempo, logical stress, pauses, genre features during expressive reading (a fairy tale is told, a poem is read with feeling, a fable is read with satirical notes, etc.);

· read aloud fluently, consciously, without distortion, intonationally combine words in a sentence and sentences in the text, expressing your attitude to the content and characters of the work;

· use elementary techniques of text analysis in order to study and comprehend it; to realize through the works of great word masters their moral and aesthetic values (goodness, peace, patience, justice, hard work); aesthetically perceive works of literature, notice figurative expressions in a poetic text, understand that a word carefully chosen by the author can create a vivid image;

· participate in discussions on moral topics; select examples from the works you read, proving your point of view;

· formulate one question of a problematic nature to the text being studied; find episodes from different parts of the read work that prove your own opinion about the problem;

· divide the text into parts, select headings for them, draw up a retelling plan yourself, think through connections to connect the parts;

· find means of artistic expression in works;

· prepare projects about books and the library; participate in book conferences and exhibitions; use the alphabetical and thematic catalog in the library;

· retell the content of the work in detail, selectively and briefly, based on an independently drawn up plan; observe the logical sequence and accuracy of the presentation of events when retelling; draw up a plan, title the text; retell a text that includes elements of description (nature, appearance of the hero, setting) or reasoning.

Creative activity

Students will learn:

independently compose works of small genres of oral folk art in accordance with genre characteristics and individual ideas;
write short essays and statements about the importance of reading in a person’s life according to a proverb, by analogy with the text read - a narrative;
retell the content of the work from the author, on behalf of the hero;
tell Russian folk tales, find enduring moral values in them, recognize Russian national traditions and holidays described in folk tales.

Students will have the opportunity to learn:

compose stories about the features of national holidays and traditions based on the works read (folklore, chronicles, epics, hagiographical stories);
select materials for the project, write down proverbs, sayings, wise thoughts of famous writers, scientists on this topic, make a selection of your favorites, comprehend them, elevate them into principles of life; prepare projects on the theme of the holiday (“Russian national holidays”, “Russian traditions and rituals”, “Orthodox holidays in Rus'”, etc.); participate in literary quizzes, reading competitions, literary festivals dedicated to great Russian poets; participate in reader conferences.
write a review of a book you read.

Literary propaedeutics

Students will learn:

understand the features of a poem: arrangement of lines, rhyme, rhythm;
identify the heroes of the fable, characterize them, understand the moral and explain it in your own words; relate to proverbs and sayings;
understand the position of which hero of the work the author supports, find evidence of this in the text;
comprehend the specifics of folk and literary fairy tales, stories and fables, lyric poems; distinguish between folk and literary tales, find evidence of similarities and differences in the text;
find means of artistic expression in a work.

Students will have the opportunity to learn:

compare, contrast, do a basic analysis of various texts, using a number of literary concepts (folklore and author's literature, text structure, hero, author) and means of artistic expression (comparison, personification, metaphor);
determine the positions of the characters and the position of the author of a literary text;
create prose or poetic text by analogy based on the author's text, using means of artistic expression.

Work program for literary reading, grade 3. Educational and educational complex "School of Russia".

Use techniques of analysis and synthesis when reading words and sentences. Understand the structure of a word, distinguish between its content and form (meaning and sound) using word models that stimulate the development of a reconstructive and creative imagination. Compare and contrast works with each other, naming what is common and different in them (artistic and scientific-educational texts) under the guidance of a teacher. Compare an episode from a literary work with an illustration or a proverb (saying). Analyze the behavior of a literary character, his action on a question proposed by the teacher or given in a textbook, “Workbook”. Construct a reasoning (or proof of your point of view) on the topic of the lesson from 2-4 sentences under the guidance of the teacher.

Recognize the essence of small folklore genres of CNT and works (prose and poetry) of Russian writers (poets) as part of Russian national culture.

Understand the meaning of interdisciplinary concepts: word, sentence, text, outline of the text, question to the text, proverbs and sayings, topic.

Demonstrate individual creative abilities when composing riddles, songs, nursery rhymes, during role-playing and dramatization, and when completing project assignments.

Understand what you read, interpret the meaning of what you read.

Communicative UUD

Spontaneously engage in dialogue with the teacher and peers, in a collective discussion of problems, show initiative and activity, in an effort to speak out under the guidance of the teacher. Formulate questions for your interlocutor. Construct a reasoning and proof of your point of view from 3-4 sentences.

Construct a coherent statement of 3-4 sentences on the proposed topic. Listen to your communication partner (activity), do not interrupt, do not cut off mid-sentence, delve into the meaning of what the interlocutor is saying. Integrate into a peer group, show a desire to get along with interlocutors, do not demonstrate superiority over others, and communicate politely.

Argue your point of view in the process of reflecting on the actions of literary heroes, evaluate the hero’s actions using available evaluative means (bad/good, appropriate/inappropriate, moral/immoral, etc.).

Understand the common goal of the activity, accept it, and collectively discuss ways to achieve it.

Check the performance of the work according to the algorithm given in the textbook or written down by the teacher on the board. Evaluate the quality of reading by role, retelling the text, and completing the project using a scale proposed by the teacher.

Admit your mistakes, voice them, agree if others point out mistakes. Use polite words in case of incorrectness: “Sorry, please”, “Sorry, I didn’t mean to offend you”, “Thank you for the comment, I will definitely take it into account”, etc., find examples of the use of polite words and expressions in the texts of the works being studied.