Literary lesson on the work of Rodari J. Literature and teaching aids - the main educational program of primary general education Children's Railway

Textbook for 1st grade, - M., AST, Astrel, 2010;

E.E. Katz. “Literary reading” 1st grade, Workbook

– M., AST, Astrel, 2010.
For the teacher:

Programs of general education institutions. Primary school. 1st – 4th grades. Educational and methodological set “Planet of Knowledge” M.:AST Astrel, 2009.
E.E. Katz. Teaching in 1st grade using the textbook “Literary Reading” Methodological manual. - M., AST, Astrel, 2010.

EXPANDED CALENDAR-THEMIC

PLANNING FOR LITERARY READING

№	topic of the section, lesson (lesson type)	Number of hours	required content elements	requirements for the level of student preparation	type of control, measure teli	date
1	2	3	4	5	6	7
1	Introduction to the textbook (weepzz)	1	Forming an idea of the information space of the textbook	Be able to correlate new information with past experience generally. with a book
2	Letter game (ukiz)	1	Enrichment of the dictionary. Development of creative imagination. Formation of the ability to work with a dictionary	Development of associative thinking. Formation of communication skills	Independent reading
3	S. Mikhalkov “ABC” (weepzz)	1	Enrichment of vocabulary, improvement of reading techniques. Learning by heart	Developing attention to one's own experiences	Reading a poem by heart expressively
4	Fantastic creatures (I'll find out)	1	Formation of a culture of reading poems. Development of attention to the sound image of a word	Formation of the ability to actualize life experience	Samosto interesting reading
5	V. Levin, K. Chukovsky “Brave Men” (usz)	2	Formation of a culture of reading poems. Development of the idea of the connection between intonation and meaning of speech	Formation of the ability to actualize life experience. Strengthening communication skills	Samokont role
6	Poetic rhythm (trochee) by J. Rodari “Lezheboka”, V. Lifshits “Timosha” (weepzz)	1	Strengthening the ability to pause while reading. Formation of an idea of rhythm. representations of attention to polysemantic meanings. words	Development of a sense of rhythm. Formation of interest in information retrieval	Samosto interesting reading
7	Poetic rhythm (iamb) V. Levin “Buy onions”, I. Tokmakova “Gingerbread men” (weepzz)	1	Development of attention to the rhythm of poetic speech. Development of creative imagination Development of attention to intonation and its semantic content	Developing interest in people's attitudes towards each other and ways of expressing it
8	Mastering rhyme. K. Chukovsky “Cockroach”, “Twisted Song”, M. Karem (usz)	2	Enrichment of the dictionary. Formation of the ability to highlight rhyming words. Formation of the ability to convey one’s own fiction in oral speech	Development of creative imagination
9	Counting books(upkz)	1	Word thoughtful reading, improving semantic reading skills. Lexical work	Updating the gaming experience. Development of communication skills	Current (test)
10	Y. Tuvim “Miracles”, D. Samoilov “Fairy Tale”, B. Zakhoder(weepzz)	1	Development of the ability to include new words in speech	Enrichment of knowledge about the environment. world	Thematic (selective reading)
11	The inanimate becomes alive. O. Mandelstam “Telephone”, Y. Tuvim “Dance” (I'll find out)	1	An exercise in intonation-expressive reading. Learning to compare characters from different works	Developing attention to the experiences of others and their possible causes	Expressive reading of text
12	Puzzles (I'll find out)	1	Enrichment of the dictionary. Writing riddles	Development of observation skills	Individual
13	The sounding world in poetry. V. Lunin “Beetle”, N. Matveeva “Pears”, “It was Quiet” (weepzz)	1	Developing the ability to create a story from pictures	Forming attention to the sound world	Current
14	Folk tales. "The Fox and the Cancer" (ukiz)	1	Formation of the ability to read letters. text based on roles, retell the plot of a fairy tale	Updating the reading experience	Current
15	"The Fox and the Black Grouse" (I'll find out)	1		Developing interest in the internal state of humans and animals	Current
16	"Sister Fox and the Wolf"(weepzz)	3	Test retelling of the text. Meaningful reading. lexical work	Development of creative imagination and teamwork skills	Current
17	"Horse and Fox." "How the Rabbit Took the Coyote to Fright", "The Hyena and the Turtle"(usz)	1	Enrichment of the dictionary. Exercise in intonation-expressive reading	Enriching knowledge about the moral assessment of actions	Self-control
18	Author's fairy tales. K. Ushinsky “The Fox and the Goat” (weepzz)	1	Updating past reading experience. Ability to read roles	Formation of the ability to compare	Mutual control
19	J. Harris "The Tales of Uncle Remus" (weepzz)	2	Enrichment of the vocabulary denoting internal experiences. Strengthening the ability to convey the state of the hero when reading	Forming the ability to explain the conclusions drawn	Current
20	N. Zabolotsky “How mice fought with a cat” (weepzz)	2	Enrichment of the vocabulary that determines the reader’s attitude towards the characters. Development of the ability to talk about the hero according to the proposed plan	Getting to know aspects of folk life	Thematic (self-work)
21	D. Bisset “Roger and the Mirror” (weepzz)	2	Ability to title parts of a story. Semantic reading	Ability to justify your position
22	A. Usachev “Stain” (weepzz)	1	Retelling the text	Learning to compare one’s own attitude towards different objects	Detailed retelling of the text
23	B. Sergunenkov “Sweet grass” (weepzz)	1	Work on the content of works; analysis; answers on questions	Enriching ideas about the moral assessment of actions	Individual
24	Nature and us. G. Ball "Lace" (weepzz)	1	Improving semantic reading skills	Enriching ideas about peasant life
25	M. Prishvin “Autumn morning” (I'll find out)	1	Retelling the text	Enriching knowledge about wildlife	Mutual control
26	A. Block “Bunny” (upkz)	1	Working on content	Developing attention to life and nature	Current
27	N. Rubtsov “Sparrow” (I'll find out)	1	Enrichment of the dictionary. Developing the ability to express one’s own experiences. Practice learning by heart	Updating life experiences	Reading a poem by heart strictly
28	L. Tolstoy “Eagle” (weepzz)	1	Development of the ability to determine and convey in the process of reading one’s attitude to the events depicted	Getting to know the negative manifestations of human nature	Current
29	E. Charushin “How Tomka learned to swim” (weepzz)	1	Heroes of the work. Retelling the text	Enriching ideas about the moral assessment of various actions	Current
30	A.Barto Do Animals Think? (weepzz)	1	Developing the ability to understand the feelings and thoughts of the narrator. Ability to evaluate a friend's reading	Consolidating the ability to update life observations and experiences of the reader and viewer	Current
31	M. Prishvin “Cheryomukha” (I'll find out)	1	Enrichment of the dictionary. Developing the ability to talk about natural phenomena	Development of aesthetic sense	Expressive reading of text
32	V. Zhukovsky “Lark” (usz)	1	Reading speed: setting a fluency rate that is normal for the reader, allowing him to comprehend the text	Enriching knowledge about nature	Current Reading technique
33	L. Tolstoy “What dew happens on the grass” (upkz)	1	Retelling the text. Formation of the ability to talk about visual impressions	Development of skills to establish cause-and-effect relationships in the environment. world	Thematic (written work). Final for 1st grade

RUSSIAN LANGUAGE
EXPLANATORY NOTE

The work program is developed based on:

Federal component of the state general standard
education approved by order of the Ministry of Education of the Russian Federation No. 1089 dated
03/09/2004;

Federal basic curriculum for secondary (complete) general

education, approved by order of the Ministry of Education of the Russian Federation No. 1312 dated March 5, 2004;
Ministry of Education for use in the educational process
in educational institutions implementing educational
general education programs for the 2010-2011 academic year, approved by Order of the Ministry of Defense of the Russian Federation No. 3,"9 dated December 9, 2008;

Letters of the Ministry of Education and Science of Russia dated April 1, 2005 No. 03-417 “On the list

educational and computer equipment for equipping educational institutions";

Educational program of the municipal educational institution "Verkhovskoy secondary school"

- “Programs of general education institutions. Elementary School. 1st – 4th grades. Educational and methodological set “Planet of Knowledge” M.:AST Astrel, 2009.

An approximate program for the subject “Russian Language”, recommended by the Ministry of Education of the Russian Federation, programs by T.M. Andrianova, V.A. Ilyukhina and is designed for 42 hours in 1st grade.

The Russian language program is compiled taking into account the general goals of studying the course, defined by the State Standard for the content of primary education of the 2nd generation and reflected in its approximate (basic) Russian language course program.

General characteristics of the educational subject.

In the system of subjects of a general education school, the Russian language course implements cognitive and sociocultural goals:

educational the goal is related to the presentation of a scientific picture of the world, of which the language spoken by the student is a part, familiarization of students with the basic principles of the science of language and, as a result, the formation of logical and abstract thinking of students;

sociocultural the goal includes the formation of:

a)communicative competence students (development of oral and written speech);

b) skills of competent, error-free writing as an indicator of a person’s general culture.
The peculiarity of the course is that it represents the initial stage of studying the system of the native language. During this period, not only preparation for learning the language is carried out (the period of learning to read and write), but also learning the language at a conceptual level accessible to children 6-7 years old.

The specificity of the initial Russian language course lies in its close relationship with literary reading. These two subjects represent a single philological course.

Tasks and directions of studying the Russian language in primary school:

development speech, thinking, imagination of schoolchildren, the ability to choose language means in accordance with the conditions of communication, to use them correctly in oral and written speech, the development of intuition and a “sense of language”;
development initial knowledge about the system of the native language, lexical, phonetic, grammatical means of the language, mastery of elementary methods of analyzing the units of language being studied;
mastery skills to communicate orally and in writing, participate in dialogue, and compose simple monologue statements;
upbringing a positive emotional and valuable attitude towards the language of one’s people; awakening cognitive interest in the Russian word, the desire to improve one’s speech, and a sense of responsibility for preserving the purity of the language of one’s people.

A special feature of the program is the novelty of approaches to the implementation of teaching the Russian language in 1st grade. The competency-based approach is brought to the fore, on the basis of which the content of this work program is structured, aimed at developing and improving cultural (language and society), cognitive-communicative, informational, and activity competencies.

Cognitive and communicative competence– mastery of all types of speech activity and the basics of the culture of oral and written speech, skills and abilities of using language in various areas and communication situations that correspond to interests, psychological characteristics elementary school students.

Cultural (language and society) competence – systematization of knowledge about language, its structure, development and functioning; general information about linguistics as a science; mastering the basic norms of the Russian literary language, enriching the vocabulary and grammatical structure of students’ speech; improving the ability to analyze, the ability to use various dictionaries, as well as awareness of language as a form of expression of national culture, the relationship between language and the history of the people, the national and cultural specifics of the Russian language, mastery of Russian norms speech etiquette, culture of interethnic communication.

Information competence, ensuring the expansion of the general linguistic information space through students’ mastery of the main sources and channels of information about the Russian language (including audiovisual, computer, text, etc.).

awareness of language as a form of expression of national culture, the relationship between language and the history of the people, the national and cultural specifics of the Russian language, knowledge of the norms of Russian speech etiquette, the culture of interethnic communication.

Activity competence, allowing students to use acquired knowledge, skills and abilities for independent orientation in oral and written speech, in the socio-cultural environment around them according to the highest spiritual, moral and aesthetic criteria.

Become relevant when working with language material principles:py:

- semiotic – helping children to comprehend the two-sidedness of the basic units of language, to recognize their native language as a special sign system in the context of national and universal culture;

- system-functional – promoting understanding of the structure of the native language and the purpose of its basic means for solving speech problems;

- ethical-aesthetic- aimed at awareness of the figurative properties of language, at mastering the culture of speech behavior, cultivating a sense of “proportionality and conformity” in the use linguistic means. When drawing up the program, we took into account principles of development, variability and spiraling (concentricity), recommended in the “concept of the content of continuous education” and State Standards documents.

In general, the initial course of the Russian language is presented as a set of concepts, rules, information that interact with each other and are the basis for the intellectual and communicative development of children.

"Russian language"

In accordance with the requirements for the content and effectiveness of teaching the Russian language in primary school, two sections are distinguished in the course programs of each year of study: “Speech communication” and “Language as a means of communication”. The formation of the most important communicative and speech skills of junior schoolchildren is recognized as a priority in primary education: read and write, understand the meaning of oral and written speech addressed to them (tasks, questions, rules, definitions, etc.), answer questions, enter into dialogues, compose simple monologue statements. Ethical skills also fall into this category .

The system of exercises for lessons is designed in an activity-based manner and stimulates students to form both regulatory actions (goal setting, planning, orientation, forecasting, control, correction, evaluation) and general educational actions (“reading” texts, diagrams, tables, models, etc.). etc., choosing rational ways to solve language problems, using different ways to search for information in linguistic dictionaries and reference books, structuring material into tables, posters, etc.).

This course has an engaging and communicative orientation, which involves introducing communicative motivation into the consideration of various sections and topics of the course, close attention to the meaning of all linguistic units and their function in speech.

In the engaging and communicative orientation of the course, the educational power of the subject clearly appears: children learn the culture of speech behavior, communication, and handling of their native language as an active means, as a living means of the spiritual wealth of the people who create the language.

The Russian language program is designed for 42 hours
Forms of organization of the educational process:

Individual, group, individual-group, frontal, classroom, extracurricular.

The variable part of the program involves working in pairs. The following paired types of work are possible in Russian language lessons:

Peer review;

Inter-dictation;

Mutual survey.

To develop various learning skills, the textbook contains tasks of varying difficulty levels:

differentiated tasks,
intellectual marathon,
creative works,
information search,
testing and training work,
project activities.

Children are invited to get acquainted with sources of information that can help them when completing projects: family, adults, dictionaries: etymological, explanatory, spelling, spelling.

Project activities ensures the development of cognitive skills, abilities: to independently construct one’s knowledge, navigate in the information space, independently plan one’s activities, independently acquire new knowledge to solve new cognitive and practical problems; promotes the practical implementation of the child’s cognitive activity and develops his individual interests.

Projects performed by students on a voluntary basis.
Types of lessons

(and their abbreviations adopted in this thematic planning):

Combined lesson, lesson-conversation, repeated-summarizing lesson, lesson-practicum, lesson-game-improvisation.

lesson of studying and primary consolidation of knowledge - wipzz;
a lesson in consolidating new knowledge and developing skills - learn;
lesson of generalization and systematization of knowledge - uosz;
Lesson on the integrated use of knowledge - ukiz;
Lesson of testing, assessing and monitoring knowledge - uk.

Training technologies:

- technology of developmental education;

Problem-based learning technology;

Gaming technology;

Health-saving technologies;

Project technology;

Multi-level learning technology;

Information Technology.
Types and forms of control:
Current, dictation, independent work, dictation, self-assessment, mutual assessment.

Types of written work used in 1st grade:

dictations: thematic, control, vocabulary, selective, visual, warning, explanatory;
control cheating;
writing from memory;
creative works: presentation, essay; dictations (free and creative);
tests.

Each section ends with test tasks “Your Creative Achievements” and a training sheet “Reading Room”, which presents various forms of control and self-control.

Test tasks are aimed at consolidating and testing students’ knowledge and the development of their general educational skills in accordance with the requirements of the state standard.

PROGRAM CONTENTS.

Syntax and punctuation

Speech is oral and written. Speech, text, sentence. The sentence, its semantic and intonation completeness. Connection of words in a sentence. Submitting an offer in writing. Punctuation marks (period, question and exclamation marks).

Phonetics and graphics

Sounds and letters. Vowels and consonants.

Emphasis. Stressed and unstressed vowel sounds, their pronunciation and designation in writing.

Hard and soft consonants. Indication of the softness of consonant sounds in lettersi, e, e, yu, i, b.

Consonant sounds are voiced and voiceless, paired and unpaired. Pronunciation and designation in writing of paired consonant sounds at the end of a word and before letters of vowel sounds. Pronunciation and designation in writing of words with combinationszhi - shi, cha - sha, chu - schu, chk - chn.

Dividing words into syllables and for hyphenation.

Sound-letter analysis of words.

Alphabet.

The word and its meaning

Words-objects, words-actions, words-signs.

Prepositions. Proper names. Words that are close and opposite in meaning. Polysemy of words.

Direct and figurative meaning of words.

Related words. The word and its meaning. Dictionaries.

Sentence and text

Difference between words and sentences. A sentence is like a statement. Making sentences from a set of words. On a certain topic. Their correct presentation in oral and written speech.

Spelling

Familiarization with spelling rules and their application in practice:

- designation of vowels after sibilants(zhi – shi , cha - sha, chu - schu, chk - chn;

Separate spelling of words;

Transferring words into syllables without consonant clusters;

Capital letters in first names, patronymics, last names of people, names of animals and individual geographical names (countries, rivers, settlements);

Writing words from the dictionary;

Capital letter at the beginning of a sentence, punctuation at the end.

Dictionary:

birch, wind, sparrow, crow, girl, hare, bear, frost, Moscow, guys, Russia, Russian, dog, magpie, notebook, student, surname, good, language.

Educational and thematic plan.

№ section	Chapter	Number of hours
Systematic Russian language course Speech communication
1.	Language as a means of communication Phonetics, spelling and graphics	18 h
2.	The word and its meaning (vocabulary)	7 hours
3.	Sentence and text	4 hours
4.	Spelling	9 hours
5.	Reviewing what you have learned throughout the year	4h
Total:		42h

Basic requirements for the level of knowledge and skills of students

As a result of studying Russian in 1st grade

students should know:

sounds and letters of the Russian alphabet;
alphabet;
vowels and consonants;
vowel sounds are stressed and unstressed;
consonants are hard and soft;
consonant sounds are voiced and unvoiced;
rules for spelling letter combinations zhi-shi, cha-sha, chu-schu, chk-chn;
word hyphenation rules;
rules for writing capital letters in surnames, first names, patronymics, animal names and individual geographical names;
Rules for preparing proposals in writing.

students should be able to:

distinguish between vowels and consonants; hard and soft (paired and unpaired), voiced and voiceless (paired and unpaired) consonants;
isolate individual sounds in words, determine their sequence;
distribute words alphabetically;
extract sentences from the text, words from sentences, and syllables from words;
divide words into syllables and for hyphenation;
determine the stress in a word;
convey different intonation of a sentence in oral speech;
formulate sentences correctly: capital letter at the beginning of a sentence, punctuation marks at the end of a sentence (period, question and exclamation marks);
correctly copy words, sentences and text (both handwritten and printed versions), check what is written by checking it against a sample;
answer questions using the words of the text, orally compose 3-5 sentences on a given topic;
correlate the number of letters with the number of sounds in words;
indicate the softness of consonant sounds in writing using letters and, e, e, yu, i, b ;
write words with combinations zhi-shi, cha-sha, chu-schu, chk-chn;
use capital letters when writing proper names;
write words with untestable spellings intended for memorization (dictionary);
know the hygienic rules of writing;
clearly, without distortion, write lowercase and uppercase letters, compounds, words;
observe the writing of letters in a bunch, without interruption (1-2 letters);
maintain a space between individual words (the letter must fit freely And);
follow the red line (2 cm indentation from the edge of the line);
maintain the specified indent from the edge of each next line (5mm);
write a dictation text (15-18 words) with studied spellings;
copy the text (13-15 words);

students can know:

rules for checking unstressed vowel sounds;
text formatting rules;
wider range (compared to that presented in the textbook) geographical names and the rule for writing them with a capital letter;

students can be able to:

find an unstressed vowel sound in two-syllable words that requires verification;
transfer with doubled letters of consonants;
find related words and indicate their common part;
distribute words alphabetically in more complex cases (focusing on the second, third letter in the word);
pose independent questions to words denoting objects, actions of objects, characteristics of objects;
write down words with prepositions;
compose a short text (3-4 sentences) on a given topic and write them down yourself.

LITERATURE AND TRAINING TOOLS:

for students:

Textbook.. - M., AST, Astrel.

T. M. Andrianova, V. A. Ilyukhina. Russian language. 1 class.

Workbooks No. 1, No. 2.. - M., AST, Astrel.

for the teacher:

Programs of general education institutions.

Primary school. Educational and methodological set “Planet of Knowledge”, M.: AST Astrel, 2006.

T. M. Andrianova, V. A. Ilyukhina. Teaching in 1st grade using the textbook “Russian Language”. - M., AST, Astrel.

Literary lesson based on the work of J. Rodari “Tales by Telephone”. Fantasy teacher Purpose of the event: get acquainted with the biography of Gianni Rodari, the events that influenced his work; reading and analysis of some works of the book “Tales on the Phone”; expanding the reader's horizons; development of the ability to give one’s own assessment of a literary work. PROGRESS OF THE EVENT Stage I. Acquaintance with the biography of the author. In northern Italy, at the very foot of the Alps, there is Lake d'Orta. The small town of Omeña is very conveniently located near this lake, whose narrow streets and low houses are surrounded by greenery and flowers. It was there that Gianni Rodari was born on October 23, 1920. The boy's father, Giuseppe Rodari, was a baker - the owner of a small bakery and a bakery and food store. As a child, Gianni Rodari was sick a lot and was a very weak child. Despite this, he learned to play the violin, wrote poetry, enjoyed drawing and dreamed of becoming a famous artist. When the boy was 9 years old, his father died. Difficult days have come for the family. To feed the family (Gianni had two more brothers - Cesare and Mario), his mother got a job as a maid in a rich house. Gianni Rodari had to study at a theological seminary - there they not only taught the children of the poor, but also fed and clothed them for free. After graduating from the seminary in 1937, he was forced to go to work to help his family. Rodari became a teacher in primary school and at the same time attended lectures at the Faculty of Philology of the University of Milan. Gianni Rodari liked to work with children, he came up with funny and educational stories for his students. His students built houses from letters, and together with the teacher they composed fairy tales. Many of his fairy tales were born right in school lessons: “The Journey of the Blue Arrow”, “The Jeep on TV”, “Gelsomino in the Land of Liars”, “Tales by Telephone”. And then Rodari decided to write down these stories and continued to write them down even when he moved to another job, in a newspaper. When publishers learned about poems and fairy tales, they gladly began to publish them in newspapers, children's magazines, and publish them as separate books. Some of the author's tales tell about war. And this is no coincidence: from 1939 to 1945, Rodari fought the Nazis and participated in the Resistance movement. He sees with his own eyes what war is and does not want it to happen again. Gianni Rodari hated lies and hypocrisy, and he taught his readers the same thing: “It seems to me that the most dangerous enemies of humanity are liars... I really believe in the power of truth... Truth is like the voice of a singer - the voice that makes people tremble window glass". In the fight for truth, the writer’s weapon is the word. And Rodari masterfully mastered this word. He spoke about truth and justice in many of his works. Here are some of them: Collection “Book of Merry Poems” (1950) “Instruction to the Pioneer”, (1951 ) “The Adventures of Cipollino”, (1951) Collection of poems “Train of Poems” (1952) “Gelsomino in the Land of Liars” (1959) Collection “Poems in Heaven and on Earth” (1960) Collection “Tales by Telephone” (1960) “Jeep” on TV" (1962) "Planet Christmas trees"(1962) "The Journey of the Blue Arrow" (1964) "What Mistakes Can Be" (1964) Collection "Cake in the Sky" (1966) "How Giovannino, nicknamed the Idler, Traveled" (1973) "The Grammar of Fantasy" (1973) "The Living was twice Baron Lamberto" (1978) "Vagabonds" (1980) In Italy, Gianni Rodari remained unknown as a writer for a long time, and he perceived himself only as a journalist. His name became popular primarily due to

numerous translations into Russian. Best translations Rodari's poems belong to Samuil Marshak. Only after “The Adventures of Cipollino” were translated into Russian in 1953 did the triumphant march of Gianni Rodari’s works throughout the world begin. Over time, in the writer’s homeland, Italy, Rodari’s poems and fairy tales began to be included in school textbooks. Over three decades of literary work, Gianni Rodari has published more than a dozen books for children - in poetry and prose. Gianni Rodari's books have been translated into dozens of languages and are known throughout the world. In 1970, the writer was awarded the most honorable international prize in the field of children's literature - the Hans Christian Andersen Medal. Receiving the award, the writer said: “I think that fairy tales - old and modern - help develop the mind. Fairy tales contain thousands of hypotheses. Fairy tales can give us clues to enter into reality in new ways. They open the world to the child and teach him how to transform him...” His poems could be cheerful, playful, or they could make you think. Slothless On Monday I woke up, And on Tuesday I yawned, On Wednesday I stretched sweetly, And on Thursday I fell asleep again. I slept on Friday, On Saturday I didn’t go to work, But on Sunday I slept all day without waking up! WORLD ROUND DANCE Poems for children of all peoples and countries: For the Abyssinians and the English; For Italian children And for Russians, Swedish, Turkish, German, French, Blacks, whose homeland is on the African coast; For the redskins of both Americas; For the yellow-skinned ones, Who need to get up When we go to bed; For the Eskimos, Who in the cold and snow climb into a fur bag for the night; For children From tropical countries, Where there are countless monkeys in the trees; For children, clothed and naked, those who live in cities or villages. All this noisy

Let the perky people gather in one round dance. Let the north of the planet meet the south, the west meet the east, and let the children meet each other! Stage II. Reading and analysis of works from the collection “Tales by Telephone” (selectively) Let's read the epigraph to the fairy tale. What is he telling us? Why are fairy tales so short? Gianni Rodari's tales are different: both funny and sad; deep and very vital. Let's re-read some of the works from the collection and try to find out what meaning the author intended in them. A) “War of the Bells” (read by the teacher). - how does the author describe the war at the beginning of the work? -What did the Super General come up with to win? - how did the battle end? - why did the bells refuse to fight? - what did the author want to tell his readers? B) “One and Seven” (read by the teacher) - what were the boys’ names? Where they lived? - how do you understand the line: “...there are seven boys, but still it’s the same boy.” - find the main idea in the text of the fairy tale. (Last paragraph of the fairy tale) c) “Overfeeding inflammation” (read by the teacher) - how is the girl sick? - who “heals” the dolls? - describe your grandfather’s “treatment”? What did you find surprising? - How did the grandfather determine that his granddaughter had recovered? - What is the meaning of the fairy tale? What was your grandfather like? Why? Stage III. The most attentive reader. Now let’s hold a competition for the most attentive reader. You are invited to solve a crossword puzzle based on the fairy tales of Gianni Rodari. The winner is the one who answers the most questions and guesses as many words as possible. QUESTIONS: HORIZONTALLY: 2. What word did the children look at in the Museum of the Past, where things are collected that no one needs anymore? (CRY) 4. What object did Romoletto take to the stars? (ELEVATOR) 5. What object helped the children from Cesenatico go on a space journey? (CARUSEL) 7. What was the cart made of that was eaten by the three brothers? (COOKIES) 9. People were very happy about the heavy rain in Piombino, as rain fell from the sky... (CANDIES) VERTICALLY: 1. What is the name of the object that people used instead of a house, made of butter? (REFRIGERATOR) 3. What object turned into a horse, camel, car? (STICK) 6. What was the best thing in the world that Apollonia could do, even from nettles and chestnut shells? (JAM)

8. What part of the body did Giovannino the Slacker touch the king? (NOSE) 10. What gave the giant intelligence? (HAIR) 1 cold 4 lif t 3 p l 2 p l a k a t l n 6 v 8 n 10 v k i a o o a 5 k a r u s e l e o 7 cookies 9 candies Stage IV. Summarizing. Gianni Rodari is a dreamer and inventor. He still has many interesting stories and adventures in store. And if you love to travel through the Imagination, then his books will always open their pages for you.

1 4 3 2 6 8 10 5 7 9 1 4 3 2 6 8 10 5 7 9

Reading the book “Teaching in 1st grade using the textbook “Literary Reading”: program. Methodological recommendations. Thematic planning” (page 4)

Poetic rhythm (trochee)

In the first grade, students gain an understanding of two-syllable poetic meter (trochaic, iambic). Terms are not introduced. The problem of developing a sense of rhythm and rhythmic hearing is being solved.

One or two lessons are devoted to this topic.

If the material fits into one lesson, then two options are possible: 1) English folk songs are read; 2) the poem “Slothless” by J. Rodari is studied.

If the teacher works with this topic for 2 hours, then in the second lesson the poem “Timosha” by V. Lifshits is considered.

1st lesson (Option 1)

After vocabulary warm-up, children return to the atmosphere of the game. They will learn about their favorite game Fusya and Karkuzyabry.

After reading the text, students read and clap their hands a line of poetry consisting of identical syllables. The emphasis is on odd syllables.

TA TA TA TA TA TA TA TA

When clapping the rhythm, the child should work only with his hands. A strong clap - the palms hit each other, a weak clap - the fingers of the right hand hit the palm of the left.

After this, the couplets are clapped.

The English folk song “Well, Sonya...” is first read by the teacher. The intonation conveys a reproachful and benevolent attitude towards his son John.

Following the teacher, the children read the poem to themselves, then aloud in a “chain” - each one line. After this, the choir, together with the teacher, reread the poem and clap its rhythm with their palms. Then they find the meaning of the word “dormouse” in the textbook dictionary and tell what the boy John was like. The children’s answers may contain the following words: “lazy”, “sloppy”, “dirty”, more emotional evaluative characteristics: “nasty”, “funny”, etc. In some cases, the teacher asks the student to explain his position.

Children read the second poem at once in a “chain”, each one line. They clap its rhythm and reread the work in chorus together with the teacher. If there is time left, first-graders read funny poems they know or sing funny songs.

In the first grade, the teacher addresses clapping of rhythm several times, but does not practice this skill; he only reinforces the children’s understanding of the rhythmic basis of poetic speech.

1st lesson (Option 2)

Instead of one or two English songs, you can include in the work the poem by J. Rodari “The Sloth”. Reading the poem is preceded by a vocabulary warm-up and a search in the dictionary for the meaning of the words “slacker” and “indifferent”, one of which children will encounter in the title of the work, the other they should use in evaluating the hero.

The sequence of working with the poem “Lezheboka” is the same as with the English folk song “Well, the Dormouse...”

After reading the poem, students characterize the hero of the work, choosing words from the proposed list, and explain the choice they made (2).

At the end of the lesson, first graders work in pairs, telling each other what they like to do on Sunday (3).

The teacher, going around the class, makes sure that both partners participate in the work. He can himself select two or three people who will speak to the class.

Lesson 2

In the second lesson on this topic in a more prepared class, the teacher includes in the work the poem “Timosha” by V. Lifshits.

In the process of vocabulary warm-up, children’s attention is drawn to the polysemy of the word “attach,” the meaning of which they find in the dictionary. The teacher warns the children that they will have to determine what meaning this word has in the poem by listening to it carefully. After the teacher reads the poem, students decide in what meaning the word “attach” is used by the poet (3).

Then the children read the poem in a “chain”, one line each. When working frontally, first-graders read one stanza at a time.

Constant attention is paid to the ability to withstand the pauses indicated in the text. For clapping, you can use one or two stanzas of the poem. First, the children clap the rhythm together with the teacher, then independently, each one line.

Of the proposed tasks, the difficult one is question (5): “What was the boy who told about Timosha like: a visionary, a dreamer, kind, evil, cheerful, sad?” It is easy for students to choose the right words from the list provided. It is difficult to explain the choice made.

The teacher helps first-graders by paying attention to the words the boy uses to describe the whale: “Good, very kind, and he didn’t call him Timofey, but Timosha.” The conclusion is drawn that a kind, affectionate person can say this, etc.

Children who chose task (6, b) work in pairs. They tell each other what kind of animal each of them would like to have. The guys who chose task (6, c) draw their favorite animal. After completing the tasks, those interested speak in front of the class.

Poetic rhythm (iamb)

Work on this topic is based on the same logic as in the lessons devoted to trochee. The teacher can also devote one or two lessons to her.

1st lesson (Option 1)

Children, first together with the teacher, then independently clap the rhythm of a line of identical syllables. The emphasis is on even syllables:

TA TA TA TA TA TA TA TA

Then students read poems about the frog and the monkey to themselves. After that, they read them together with the teacher and clap.

The reading of the Scottish folk song “Buy onions, green onions...” is preceded by a vocabulary warm-up. Attention is drawn to the polysemy of the word “parsley” and the choice of its specific meaning for a specific context. Children look up the meaning of the word “parsley” in the dictionary.

The poem is first read by the teacher. The intonation is sly and at the same time benevolent. He reads slowly, taking pauses that help convey the author’s hidden smile.

Tasks for the Scottish song teach children to correlate the characteristics given to a person with his behavior (1): “Why do you think a girl is called a minx and a cheat?” The teacher encourages the children to improvise and talk about the girl’s behavior in situations they have imagined.

Task (2) is difficult, the teacher draws the attention of first-graders to the true attitude of some people towards others: “How do you think the people who composed this song treat the girl: angrily, kindly, tenderly, rudely, evil?” The teacher helps the children think about this question. He draws attention to the emotional and semantic meaning of the words: “The people who created the song talk not about “girl”, but about “girl”, call her not “hooligan”, “villain”, but “slut” and, in the end, it turns out that they need “only a girl - a minx and a cheat.”

1st lesson (Option 2)

Instead of the Scottish song “Buy onions, green onions...” students read V. Levin’s poem “An Ordinary Story.” Reading the poem is preceded by a vocabulary warm-up and a search for the meaning of the word “ordinary”. To the meanings of “habitual, constant, everlasting” proposed in the dictionary, the teacher adds: “This is something that is always repeated, at the same time.”

First, the teacher reads the poem. In each line of the first stanza, he intonationally highlights the words that carry the main semantic load, reads slowly, pausing, as if watching a puppy walking along the street.

Walked down the street puppy -
Not that Fluff, not that Buddy.
Walked in a snowstorm And sunny,
AND under rain walked and got wet,
And even if I went snowball,
Walked There's a puppy on the street.

In the second stanza, the repeated word “walked”, written on separate lines, is read with increased voice:

Walked
Walked
WALKED
and grew up.

The narrator’s surprise culminates with the third word “GULAL”, written in capital letters.

The last line “and grew up” is read while exhaling (everything ended with a calm, natural outcome).

After the teacher reads the poem, the children read it one line at a time. The teacher draws their attention to semantic accents and the ability to withstand pauses indicated in the text. It turns out why the last time the word “walked” was written in capital letters. Usually first-graders answer: “So the poet showed that the puppy has become huge.”

Task (2) encourages you to think about what you read and search for the right words in it: “What weather was the puppy walking in? Select the necessary words from the text and read them.”

Before the children begin to reflect on the question of the meaning of the title of the poem “An Ordinary Story” (3), the teacher can turn to the life experience of first-graders, finding out which of them has a dog, at what age they took it into their house, how often they walked with it and what the weather was like, how quickly the dog grew, etc.

Students explain the meaning of the poem's title in different ways. Each explanation is accepted favorably by the teacher.

Children's answer options:

Dogs walk in different weather, always.

Usually the puppy has grown up. He had to grow up.

If the puppy had not walked, he might not have grown up. It happens…

The creative task (4, a) not only encourages the actualization of the child’s life experience, but also requires the identification of usually repeated actions and events.

The teacher helps students by offering to divide a certain time space (day, year...) into specific parts and tell what usually, always, always occurs in the morning, afternoon, evening, night or winter, spring, etc.:

– take the dog out into the yard, walk with it in the same place;

– feed the kitten in one corner from the same bowl;

– Mom doesn’t allow me to watch TV for a long time and swears when it’s on for a long time;

– snow covers the streets in winter, and street cleaners remove it from the sidewalks, etc.

Creative task (4, b) “Come up with and tell an extraordinary story that happened to you or your favorite toy” is designed to develop imagination. Those who want to complete it unite in pairs and tell each other their stories.

Some first-graders are afraid of “telling”; they can complete a creative task (4, c) that does not require “talking”: children draw an illustration for an ordinary or extraordinary story they have invented. Then they explain the meaning of their drawing quite freely. Thus, the teacher achieves the desired action from the student - the child begins to “formulate in words” the results of the work of his imagination.

Lesson 2

In a more prepared class, the teacher can work with I. Tokmakova’s poem “Gingerbread Men.” The lesson begins with a vocabulary warm-up. From the proposed “chain” of words, the teacher selects the words “sweeten” and “sweet.” Children explain their meaning: sweeten - add sugar, sweetish - not very sweet, a little sweet.

In the dictionary, students find an explanation of the phrase “warm greetings.” But before turning to the dictionary, they try to explain these words on their own.

The poem is first read by the teacher. Then the guys reread it to themselves. After this, the poem is read aloud in a “chain”, each with two lines (complete semantic fragments).

Students read the first stanza and clap its rhythm together with the teacher. They read the next stanzas in chorus and clap their rhythm independently.

Work continues on developing the ability to highlight the necessary fragments of text to answer the question posed (1): “Read what gingerbread men look like.”

Answer (fragments of the poem): they have “sweet shirts and sweet pants,” “raisin eyes and hats askew.”

Work continues with polysemantic words and phrases. First-graders learn that in the poem the meaning of the phrase “warm greetings” takes on a literal meaning: this greeting is conveyed by a gingerbread goat sitting in a hot oven. Students, answering question (2), can define the meaning of this phrase in different ways. The teacher should help students understand this issue.

Rodari was born on October 23, 1920 in the small town of Omegna (northern Italy). His father, a baker by profession, died when Gianni was only ten years old. Sick and weak since childhood, the boy was fond of music (he took violin lessons) and books (he read Nietzsche, Schopenhauer, Lenin and Trotsky). After three years of study at the seminary, Rodari received a teaching diploma and at the age of 17 began teaching in the primary classes of local rural schools. In 1939, he attended the Faculty of Philology of the University of Milan for some time.

During World War II, Rodari was released from service due to poor health. After the death of two close friends and the imprisonment of his brother in a concentration camp, Cesare became involved in the Resistance Movement and in 1944 joined the Italian Communist Party.

In 1948, Rodari became a journalist for the communist newspaper L'Unita and began writing books for children. In 1950, the party appointed him editor of the newly created weekly magazine for children, Il Pioniere, in Rome. In 1951, Rodari published his first collection of poems, “The Book of Merry Poems,” and his most famous work, “The Adventures of Cipollino” (the Russian translation was published in 1953). This work gained especially wide popularity in the USSR.
In 1952, he went to the USSR for the first time, where he then visited several times.

In 1953, he married Maria Teresa Ferretti, who four years later gave birth to his daughter, Paola. In 1957, Rodari passed the exam to become a professional journalist. From 1966 to 1969, Rodari did not publish books and only worked on projects with children.

In 1970, the writer received the prestigious Hans Christian Andersen Prize, which helped him gain worldwide fame.
He also wrote poems that reached Russian readers in translations by Samuil Marshak.

_____________________________________________________________________________

Grinder

Pressing the pedal with your foot,
He turned the wheel with a strap.

He carried the wheel on his back,
And I walked along the roads.

J. Rodari translated by Marshak

Tram

The rooster doesn't wake me up at dawn:
The tram's horns disturb my ears.

Dressed in their dark blue overalls,
The workers are the first to go along the line.

Behind them in the carriage of the second tram
Officials are traveling, reading newspapers.

And on the third tram there is fuss and bustle:
A bunch of guys take their places.

They repeat while moving
Addition, division, declination, conjugation.

J. Rodari translated by Marshak

“We’ll take the old stuff!”

Hey, old man - “We’ll take old stuff!”
What are you carrying in your bag?

- I’m carrying a shoe without a heel,
One sleeve without a jacket,
A bow without a violin and a collar,
Noseless teapot and coffee pot,
Yes, a cast iron pot
Thoroughly rusted, without a bottom.
I carry a minister without a portfolio.
He ruled for a week without a year
And he called the country to war.
He's at my very bottom!

J. Rodari translated by Marshak

A poem about a tinker

A poem about a tinker, a cheerful guy,
He melts lead into shiny tin.
He brews medicine in a camp pharmacy
A sick frying pan, a crippled pan.

He will fix the kettle - and the kettle will be healthy.
He is a doctor of frying pans, a professor of boilers.
He treats the coffee pot's spout and bottom,
And the old coffee pot sparkles like the sun.

His hospital is on the pavement stones,
And the sun is burning above his head.

J. Rodari translated by Marshak

Naples without the sun

In Naples - in the city of bright light -
There is a Pallonetto lane.

The crooked lane is dark and cramped -
Without sky, without sun, without sea, without songs.

Will the song be sung by anyone?
For you, my Naples, without sky, without light?

J. Rodari translated by Marshak

Venice

The old bridge looks into the lagoon,
And so the waters are clear.
That the same bridge arises in it.
The same moon.

The depth is as bright as the sky.
Full of the same stars.
Where is the real moon?
Where is the real bridge?

J. Rodari translated by Marshak

Toy railway

There is such a country in the world,
Where children travel on their trains.

On real trains - with smoke, steam,
With driver, conductor and fireman.

On real rails and sleepers
The train goes to real stations.

The station chief is about an inch tall,
A little more than a whistle.

Assistant for half an inch
In short, your flag.

The main conductor is young too,
And the controller is even younger.

Places for children traveling -
In front of the carriage windows.
Travelers look through the windows
During the transfer.

Taken at the entrance by the passenger
Ticket before boarding.
The cashier posted above the cash register
This is a short inscription:

"For parents who want
Get into the children's carriage,
With an accompanying person
Show up on the platform!”

J. Rodari translated by Marshak

Couch potato

On Monday
I woke up,
And on Tuesday
I yawned
On Wednesday
Sweetly stretched
And on Thursday
I fell asleep again.

I slept on Friday
On Saturday
I didn't go
To work,
But then on Sunday
Slept all day without waking up!

J. Rodari translated by Marshak

There lived in a village a peasant named Bastiano. And he had a wife, lazy and lazy.

One morning Bastiano was going to the forest to chop firewood and said to her:

- Lina, I know you don’t really like to work, but please make sure that the chickens don’t eat the grain.

- Don't worry, hubby. I won’t let these chickens anywhere near the field.

Lina actually settled down more comfortably at the edge of the field under a fig tree and began to look at both sides. But the chickens did not even think of approaching the field. The sun was getting hotter and hotter, and Lina decided that nothing bad would happen if she took a nap for a minute. Just one minute. As soon as she had time to think this way, she fell asleep.

Then the cicada, sitting on a fig tree, sang:

- Lina, Lina, watch the field. If you don't keep track, the chickens will peck the grain. Bastiano will return and you will get it.

But Lina saw wonderful dreams and, of course, did not know that the chickens had climbed into the field and were greedily pecking at the grain. When she finally woke up, the chickens were so full that they couldn’t even take a step.

- Oh, oh, the whole harvest is gone! – Lina screamed in despair. But she quickly consoled herself: “But now I will have big, fat chickens.”

She put the chickens in the coop and went back to sleep under the fig tree.

And the cicada sang again:

- Lina, Lina, watch the chickens. If you don't keep an eye on them, the fox will eat them. Bastiano will return and you will get it.

But Lina was tired after hard work - no joke: driving all the chickens into the chicken coop - she slept soundly and did not hear anything. But when I woke up, I immediately ran to the chicken coop. And what did I see! The fox was finishing the last chicken wing.

- Oh, you red-haired thief! – Lina shouted and instantly slammed the window through which the fox climbed into the chicken coop.

My affairs are not so bad, thought Lina. - True, the fox ate the chickens.

But when I sell the beautiful fox skin, I can buy young chickens.

And two or three geese to boot. It’s even good that everything turned out this way.

Soon she calmed down completely and returned to her favorite fig tree, lay down in the shade and immediately fell asleep.

And again the restless cicada sang:

- Lina, Lina, watch the fox. If you don't keep track, the dog will tear it apart. Bastiano will return and you will get it.

But Lina dreamed that she was buying chickens at the market, and she did not hear anything.

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She was awakened by a terrible noise coming from the chicken coop. She rushed there as fast as she could. She ran up, looked through the window and saw: a big gray dog chasing a fox. While Lina was sleeping, the dog, sensing the smell of a fox, crept up to the chicken coop, dug a passage with its paws and climbed inside.

Well, just wait, you bad dog! – thought Lina, quietly unlocked the door and... grabbed the dog by the collar. The fox, of course, didn’t waste any time, darted through the open door and was gone. But Lina wasn’t too upset even now. ,It’s okay, my husband will go hunting with this dog, not just one, but a dozen foxes.

Lina tied the dog to the fence and lay down under the fig tree as if nothing had happened.

And the cicada sang again:

- Lina, Lina, watch the dog. If you don't keep track, the boys will drag her away.

Bastiano will return and you will get it.

But it was in vain that she sang: Lina was fast asleep and heard nothing.

Bastiano finally returned from the forest. Lina greeted him joyfully and contentedly.

- Well, wifey, is the wheat in our field intact?

– You see, hubby, I only turned away for a second, and these nasty chickens pecked all the grain. But they became big and fat.

“There’s nothing you can do,” Bastiano sighed, “you’ll have to sell the chickens and buy grain.”

- Dear hubby, the chickens are gone. They were eaten by a fox. But, you know, I caught the robber and locked her in the chicken coop.

“Well, then let’s sell the fox skin,” said Bastiano.

“Of course, we would definitely sell it, but the fox ran away.” A large dog got into the chicken coop and almost killed it. She ruined her entire skin!

But don’t be upset, I caught the dog. You go hunting with her and you’ll shoot a lot of foxes.

- Okay, let's go look at your dog.

They came - there was no dog. While Lina was fast asleep, nestled under a fig tree, the boys passing by untied her and ran away with her.

They were the only ones they saw.

What did Bastiano do here? Can't you guess?! So, Bastiano got very angry!

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