Work program in mathematics, grade 2, type 8 (option 2) home-based learning

Reading Work Program, Grade 4

Explanatory note

The work program is compiled on the basis of the “Program of special (correctional) educational institutions of the VIII type preparatory, grades 1 – 4”, edited by V.V. Voronkova - M.: Prosveshchenie, 2012. The work curriculum is intended for students of the 4th grade of special (correctional) secondary school of the VIII type.

The proposed program is focused on the textbook by S.Yu. Ilina, L.V. Matveeva "Reading". Textbook for 4th grade of special (correctional) general education institutions of the VIII type. Publishing house "Enlightenment", 2020.

Primary goal -

teach children to read a text they can understand out loud and silently, to comprehend its content meaningfully, to be able to share their impressions of what they read, and to retell the text.

Tasks:

Develop the skill of correct, conscious, fluent and expressive reading.

To develop reading independence among students: developing their interest in reading, getting acquainted with the best works of children’s literature that are accessible to them, developing the skills of independent book reading, reading culture; visiting the library, the ability to choose books of interest.

Learn to work independently with a book.

Along with these tasks, special tasks aimed at correcting the mental activity of schoolchildren are also solved in the classroom.

Main directions of correctional work:

development of articulatory motor skills;

developing the ability to work according to verbal instructions and algorithms;

development of higher mental functions;

correction of disturbances in the emotional and personal sphere;

speech development, mastery of speech technique;

expanding ideas about the world around us and enriching the vocabulary;

correction of individual gaps in knowledge, skills and abilities.

The topics of reading works are selected taking into account the maximum development of children’s cognitive interests, broadening their horizons, and nurturing moral qualities. Works of folk art, classics of Russian and foreign literature, and accessible articles from newspapers and magazines are also selected for reading. In the process of learning to read, students consistently develop the ability, with the help of the teacher, to understand the content of what they read.

In the process of teaching reading, special attention is paid to working with illustrative material as one of the effective means of shaping students’ cognitive activity and correcting their developmental deficiencies.

Much attention in reading lessons is paid to the development of coherent oral speech. Students master correct, complete and consistent retelling in the process of systematic work aimed at understanding the content of works, enriching vocabulary, learning the correct construction of sentences, and during exercises in reproducing what they read.

Extracurricular reading poses the task of beginning the formation of reading independence in students: developing their interest in reading, getting acquainted with the best works of children's literature that are accessible to them, developing the skills of independent reading of books, reading culture; visiting the library; ability to choose a book according to interest.

The reading and speech development program consists of the following sections

: reading technique, comprehension of what is read, development of oral speech, extracurricular reading, approximate topics. In grade 4, students should switch to correct reading aloud in whole words and reading silently.

Improving reading technique

carried out consistently in each year of study. Constant attention should be paid to developing the skill of correct reading, which students, due to the characteristics of their mental development, master with great difficulty, which makes it difficult to understand the content of what they read.

Fluent reading, i.e. Reading aloud smoothly at the pace of conversational speech is formed gradually. The assimilation of the content of what is read is carried out in the process of analyzing the works. At the same time, the system of work to establish cause-and-effect relationships and patterns is very important, since this type of activity has enormous corrective significance.

Reading Comprehension

Identification of the main idea of ​​the work, awareness of the sequence, causality and meaning of the part according to the given titles. Coming up with titles for the main parts of the text, collectively drawing up a plan. Explanation of words and figures of speech highlighted by the teacher.

Leading students to a conclusion from a work, comparing what they read with the children’s experience and with what they had previously read. Identification of the main characters, assessment of their actions; choice in the text of words, expressions characterizing characters, events, pictures of nature.

extracurricular reading

Reading accessible children's books from the school library and children's newspapers, magazines; naming the title of the book read, its author; answers to questions about the content; telling individual episodes from what you read.

Approximate topics

Reading works of oral folk art in the processing of Russian writers. Stories and poems about the heroism of the people during the war. Socially useful activities of schoolchildren. Reading stories and poems by Russian and foreign classics about nature, animal life, activities of adults and children at different times of the year. Practical grammar exercises, spelling and speech development. Reading content: works of oral folk art: fairy tales, riddles, sayings, play songs. Short stories and poems by Russian and foreign authors about the nature of their native land, about the lives of children and adults, about work, about national holidays, about moral and ethical standards of behavior. Articles containing practical advice on topics related to work, school, family, and nature.

Reading technique

Reading without distorting the sound composition of the word while observing the correct stress. Switch to reading whole words. Syllable-by-syllable reading of words that are difficult in semantics and syllabic structure, with their preliminary reading with the help of a teacher (speech exercises). Exercises in reading specially selected texts composed of words that are simple in meaning and syllable structure.

Transition from orthographic to orthoepic reading of monosyllabic and disyllabic words such as: what [shto], so that [shtoby], whom [kavo], what [ch'evo], water [vada], deer [al'én'], etc. Reading silently after analyzing a text to prepare for a faster reading pace.

Expressive reading

Compliance with punctuation marks: a short pause on a comma, a long pause on a period. Intonation of completeness of a narrative sentence, interrogative and exclamatory intonation. The tone of voice conveys the emotional content of what is being read (sad, cheerful, admiring) and the character’s character (affectionate, polite, angry, cunning, cowardly). Highlighting the author’s remarks, reading the text in accordance with them according to the teacher’s model or independently (said roughly, said slowly, etc.). Expressive role-playing reading of short passages with direct speech after working on the text. Expressive memorization of short poems based on the teacher's reading.

Conscious Reading

Listening to the text with the intention of understanding its content and emotional assessment. Answers to questions about the content. Selective reading to answer a question, to correlate a text sentence with an illustration. Establishing the sequence of actions of the characters in the work and the interrelations of events. Explanation of the actions of the characters, assessment of their behavior with the help of the teacher’s leading questions, based on one’s own experience. Creating conditions for children to communicate and exchange opinions in connection with the assessment of the characters’ actions. Developing the ability to predict the content of a work before reading it based on the title (“What or who do you think the story will be about?”); assessment of the correctness or error of the forecast. Explanation of the semantics of a word based on visual material after analysis by the teacher. Students highlight words they do not understand. Asking a friend or teacher for clarification. Collective work to highlight the main idea of ​​the work with the help of leading questions from the teacher. Dividing text into parts based on a series of pictures.

Speech development

Retelling the text in parts in words close to the text, with or without support from the picture plan. Highlighting words in the text that characterize characters; use of these words in the retelling. Verbal drawing of pictures for each part. Memorizing dialogues after reading them by role, working on dramatization.

Interdisciplinary connections

Mathematics. Name the numbers within 200. Find the required page in the textbook.

Writing and speech development. Written answers to questions based on the text. Coherent statements on issues raised in the conversation.

Natural history. Independent description of pictures of nature, natural phenomena.

Art. Sketches of scenes of nature and animals.

Basic requirements for students' knowledge and skills

Criteria and norms for assessing students’ knowledge of reading and speech development

Testing of reading skills is carried out on the basis of daily observations of reading and understanding of what was read from a textbook through a special survey on reading, retelling, or a combined survey.

In order to identify individual reading skills and abilities, ongoing testing and assessment of knowledge can be carried out.

In some cases, it is possible to derive an assessment based on the totality of answers in the lesson. This form of questioning can be used mainly in general lessons. Students designated by the teacher (3-4 people) are called upon more often than others during frontal work, their answers should be more or less complete, and their assessment should be motivated.

At the beginning of the next school year, reading technique is checked using texts whose volume corresponds to the volume of texts from the previous year.

Reading techniques are tested at the beginning, middle and end of the school year.

When testing reading technique, it is recommended to select unfamiliar but accessible texts of approximately the following volume (at the end of the year): 35-40 words.

When assessing

the success of students’ mastery of reading techniques (correctness, fluency and expressiveness) and the content of what is read (highlighting the main idea, answering questions, retelling) is taken into account in accordance with the program requirements for each year of study.

Rating "5"

is given to the student if he: 1) reads correctly, fluently, expressively, in compliance with the norms of literary pronunciation; 2) highlights the main idea of ​​a work or part of a story with little help from the teacher; 3) divides the text into parts and titles them with the help of the teacher; 4) names the main characters of the work, characterizes their actions; 5) answers questions and conveys the content of what was read completely, correctly, consistently; 6) firmly knows the text of the poem by heart and reads it expressively.

Rating "4"

is given to the student if he: 1) reads mostly correctly and fluently; 2) makes 1-2 mistakes when reading, observing semantic pauses, punctuation marks that convey intonation, and logical stresses; 3) makes inaccuracies in highlighting the main idea of ​​a work or part of a story, corrects them with the help of a teacher; 4) makes mistakes in dividing the text into parts and naming parts, corrects them with the help of the teacher; 5) names the main characters of the work, characterizes their actions with the help of the teacher; 6) admits inaccuracies in answers to questions when conveying content, but corrects them independently or with little help from the teacher; makes 1-2 independently corrected errors when reading by heart; 7) reads by heart with insufficient expressiveness.

Rating "3"

is given to the student if he: 1) does not read fluently enough, some words - syllable by syllable; 2) makes 3-4 errors when reading; 1-2 errors – in observing syntactic pauses; 3-4 – in observing semantic pauses, punctuation marks that convey intonation, and logical stresses; 3) highlights the main idea of ​​a work or part of a story with the help of a teacher; 4) divides the text into parts and titles the parts with the help of the teacher; 5) finds it difficult to name the main characters of the work and characterize their actions; 6) answers questions and retells incompletely, inconsistently, and allows distortion of the main meaning of the work; 7) when reading by heart, reveals an unsteady assimilation of the text.

The work program on reading and speech development is designed for 140 hours, 4 hours per week.

Thematic planning

Calendar and thematic planning

I quarter.

II quarter.

III quarter.

IV quarter.

List of educational and methodological support.

Program of special (correctional) general education institutions of the VIII type for preparatory and 1-4 grades. Ed. V.V. Voronkova. - M.: Education, 2012. - 191 p.

1. S.Yu. Ilyina, L.V. Matveeva. Reading. Textbook for 4th grade of special (correctional) general education institutions of the VIII type. St. Petersburg: branch of the publishing house Enlightenment, 2020.
   V. I. Gorovaya, N. I. Drobot, L. I. Kulagina, T. K. Lavrentieva. Lesson notes on extracurricular reading for grades 1-4 - (Elementary school teacher's library). – M.: Vlados, 2005. – 208 p.

   R.I. Lalaeva Speech therapy work in correctional classes. M.: Humanitarian publication center VLADOS, 2001. - 224 p. (correctional pedagogy).

   Internet resources: https://www.books.kostyor.ru/, https://www.razumniki.ru/razvitie_rechi_detey.html