Interest in reading in younger students. How to develop it. Formation of interest in reading among students at the level of primary general education

13.05.2019

Reading is a difficult and sometimes painful process that takes a lot of time and effort from children. And until the child learns to read quickly and meaningfully, to think and empathize while reading, this process will not give him joy and pleasure. But, as a rule, the development of certain skills is facilitated by the performance of multiple training exercises, which rarely attract anyone with their monotony and monotony. The task of the teacher is to find an attractive moment in them, to present them to children in such a way that they are performed with interest and desire. How can I do that?

The methodology knows many methods for developing reading techniques, i.e. the correct way of reading, correctness, tempo and partly expressiveness.

The main one is multi-reading, a technique in which the student, answering a particular question, expressing his point of view, seeks reinforcement for his thoughts, judgments, feelings in the text, referring to it again and again. This repeated appeal to the text each time will reveal to the student in the already familiar text something new, unexpected, surprising him and at the same time interesting. At the same time, the depth of immersion in a literary text increases, and interest in reading increases.

Types of work in reading lessons:

1. Reading the entire text

2. Reading the text, with the aim of dividing into parts and drawing up a plan

3. Reading according to the finished plan

4. Reading with text reduction (children do not read sentences or words that can be omitted). Preparing for a Condensed Retelling

5. Reading in a chain by sentence

6. Reading in a paragraph by chain

7. Reading in order to find a suitable passage for the drawing

8. Reading to find a passage that will help answer the question

9. Reading the most beautiful place in the text

10. Finding the whole sentence at the given beginning or end of the sentence. (Later the sentence can be replaced by a logically complete passage)

11. Finding a sentence or passage that reflects the main idea of the text

12. Reading in order to find 3 (4.5...) conclusions in the text

13. Establishing Cause-and-Effect Relationships by Reading

14. Reading by roles in order to most accurately and fully convey the characters of the characters

15. Reading by dialogue roles, excluding the words of the author

16. Finding and reading figurative words and descriptions

17. Finding and reading words with logical stress

18. Isolation of a word from the text to the proposed scheme, for example: ch, lei

19. Who will quickly find a word for a certain rule in the text

20. Finding the longest word in the text

21. Finding two-, three-, four-syllable words

22. Finding in the text and reading combinations: pronoun + verb, etc.

23. Reading with marks of obscure words

24. Finding and reading in the text words that are close in meaning to the given words are written on the board)

Probably everyone will agree that any action that is dictated from above, and in which a person has no personal interest, is performed reluctantly and, as a rule, gives little benefit. Therefore, it is very important for the teacher to provide the student with the right of free choice. Willingly read, actively perceived and gives the impression of what is relevant to the reader, what makes him act on his own initiative, independently.

Below we will consider the main types of reading.

Returning reading is a rereading of works already familiar to children after a while. Such reading contributes to the development in children of a positive attitude towards communication with the book by satisfying their need to re-experience the plots and images that captured their imagination. At the same time, there is a deepening and reassessment of the impressions received earlier, when the perceived images emerge in memory and are highlighted in a new way, bringing the child closer to understanding the ideological and artistic meaning of the work.

The main point of the returning reading lesson is to make suggestions in the class about “why Sasha or Natasha wanted to reread this work.” It is also necessary not only to reveal to children the importance of revisiting a work as an opportunity for an additional meeting with their favorite characters and their authors, but also to help students identify new meanings of the work, leading children to realize their renewed perception of what they read.

Free reading is the student's turning to reading at his own request and with the right to decide for himself: why should he read, what exactly to read, how to read and when to read. The meaning of this reading is as follows:

Love for reading cannot arise without the child having the opportunity to freely determine his attitude towards him, including interest in the content of reading, the personality of the author or in the pursuit of spiritual growth, the desire to keep up with others in reading skills, etc.

Free reading as reading without limits constraining the child allows him to read to the best of his ability and in optimal conditions for himself to conduct a dialogue with the author of the work, which in itself stimulates the desire to conduct this dialogue. Free reading provides the child with the opportunity to express their reading interests.

Psychologists have established that at each age stage of human development, a leading type of activity is formed that contributes to the development of personality. For younger students, this is an educational activity, during which the student masters theoretical knowledge and at the same time develops arbitrariness of behavior, abstract thinking, and thinking memory. The student from the object of learning becomes the subject of learning. Knowledge is acquired by him not in general, but in the form of educational activity.

General structural elements of educational activity: educational task, goal and motive, indicative and performing actions, self-control and self-assessment of the product of activity - should always be present in training. This means that the content of training should be not only subject knowledge, skills and abilities, but also activities for their assimilation. Reliance on the motivation of learning, knowledge of the methods of action for solving a problem, operations for the assimilation of knowledge - this is something new that is gradually being introduced into the practice of elementary school.

Thus, the activity of the child is directed to the formation of general mental actions - the ability to learn and special objective actions in the system of any educational course.

Teaching reading should also be included in the system of formation of educational activity. The peculiarity of reading lies in the fact that it is not only a subject (special), but also a general educational skill, on which the success of teaching a child in other subjects depends. Reading as one of the types of speech activity correlates with the general structure of activity, including educational, therefore, the reading skill cannot be fully formed without the motivation of learning, without the presence of orientation and performing actions in the process of mastering it, and also without educating students' feelings. self-control and self-esteem.

Reading is carried out with the help of literature, but the main problem is the formation of the reader on initial stage its development, namely: mastering strong reading skills and ways of working with fiction and popular science text.

Despite the fact that elementary school is called the school of skill, which underestimates the general or mental development of the child, it can be argued that the reading skill is formed at the level of the primer. Further, the reading skill develops spontaneously and its formation is not controlled. That is why some students do not understand the meaning of the text, especially in the process of reading it silently, they read slowly, with the presence of residual external speech movements, and their reading aloud is technically imperfect, inexpressive. They hardly understand and remember the condition of an arithmetic problem, find it difficult to isolate the main thing in a scientific and educational article, educational text.

As the famous critic and philosopher I.F. Karjakin: "As long as the student treats literature only as evidence of what happens to others, and not to himself, until he recognizes his own in someone else ... until he is burned by this discovery - until then there is no interest in reading, no and needs for it.

A positive attitude towards reading, in his opinion, begins from the moment when:

The child will feel like a participant in the events that are depicted by the writer,

When he discovers personal meaning in what he reads, when the book appears before him as a space for the realization of his own creative potential.

The work of a teacher in analyzing a work of art will be effective only when the child is interested in reading, in literature in general. Only then will the lesson not just talk about some work, but there will be a confidential conversation that will deeply affect the child, make you think about something and acquire something important for yourself. Only then will each new work be for the child as a discovery of something new for him personally.

Sukhomlinsky writes: “What a child needs to remember and learn, first of all, should be interesting for him.”

Therefore, the problem of awakening and developing interest in reading as a unique activity and cultural phenomenon is of particular importance.

There is an opinion that the sooner you start accustoming a child to a particular type of activity, all the better there will be a result. To get results, you need a system.

The beginning of this system is in the family. First of all, the child adopts the attitude towards reading and the book that exists in his parents. Not without reason, back in the 16th century, the lines were written: A child learns what he sees in his home - parents are an example to him.

And if the parents are literate and thinking people, then they will be the first to start working on shaping the child's interest in the book. How can they do it?

But the leading role in solving this problem belongs to reading lessons.

An analysis of existing programs for literary reading of primary school students shows that, despite the positive changes in the system of work on literary education of primary school students, the programs are still imperfect.

So, for example, the main attention is paid to the development of the technical side of reading (reading technique) and the semantic side (teaching the analysis of a work of art). The requirements for a child at the initial stage of literary education are mainly aimed at the knowledge, skills and abilities of the child, and not at his individual development.

How should a teacher act? Of course, you need to start by taking into account the age characteristics of younger students.

At the age of 7-9 years, there is an extremely rapid development of the emotional sphere, the so-called sensory intelligence.

Paying great attention to this feature of primary school age, the teacher can achieve high efficiency in his work on literary reading.

It is at the primary school age that the accumulation of feelings and experiences takes place by leaps and bounds. Therefore, younger students are looking for entertainment, strong emotional experiences in reading. Their imagination is captured by action-packed works, heroic deeds seem to be the norm of life, and their favorite heroes are, first of all, heroes of action.

Children of primary school age need works that teach them to be surprised. The ability to be surprised by an event, a phenomenon, a person is very necessary for a child: interest in life, a thirst for knowledge, the ability to see beauty and cherish it are born from surprise.

Ignoring the literary predilections of students of this age, it is possible for many years to "kill" their interest not only in literature as an academic subject, but also in reading in general.

What features of readers of primary school age should the teacher take into account when preparing for the lesson?

The little reader reacts to the text primarily emotionally. Children's experiences associated with the text are of great value for elementary school. The importance for the child of the ability to feel, to experience has been written more than once. Let us recall the famous words of V.G. Belinsky, who believed that the main thing in the process of reading is for children to "feel" as much as possible:

"Let the poetry of the word act on them, like music, right through the heart, past the head, for which its time will come" V.G. Belinsky.

Another feature of readers of primary school age is the identification of the artistic world and the real world. It is no coincidence that this period in the development of the reader is called the age of "naive realism." This is expressed in relation to the character as to a living, real; in showing confidence in his portrayal. Thinking concretely, children constantly ask: "Did it really happen?"

It should be noted that younger students have sensitivity to the word and to the artistic detail. The child sometimes reacts to such psychological subtleties that adults sometimes do not notice.

Inherent in younger students is the so-called presence effect, which means the child's ability to live in the image.

The final feature of the younger reader is the lack of response to the art form.

These qualities of perception of younger students are a support for the teacher in the process of developing their interest in a literary work, and therefore in a reading lesson.

At the lesson, the teacher needs to show the children that reading is communication, a dialogue between the reader and the author. But this communication is not direct, but communication through a text created by the author.

If the teacher adheres to the premise that in a work of art it is important not only what is written, but also how it is written, by what means, then the children will definitely pay attention to the artistic form of the work, which is more important in artistic speech than in ordinary speech. communication.

The main educational result of reading lessons in elementary school should be that they arouse in children an interest in subsequent literary education, arouse a thirst for literary knowledge proper in order to answer more and more new questions: not only about what and how the book told them and who was their interlocutor, but also why the author speaks about it, why he speaks, why he speaks this way and not otherwise, and why the author manages to evoke such thoughts and feelings in readers.

The article describes the process of formation of interest in reading among preschoolers. The upbringing and maintenance of interest in reading in children largely depends on the adult, who becomes an intermediary between the child-listener and the writer. At the same time, the child’s lack of reading motivation itself will not be a hindrance: it is replaced by game motivation. Various game situations are offered to stimulate the child to read.

How to spark an interest in reading in preschoolers

So, your child reads the syllables, and after them - short words, and you want to give him a children's book in his hands: let him read the captions under the pictures, because they are very simple and written in large print. And the child reads, but it is difficult for him to do without his mother's help.

In the child himself, words do not add up to sentences in any way, the meaning of the word just read is immediately lost, because all attention is still absorbed by the process of combining sounds. Do not rush to seat the child for books. The transition from reading individual words to reading a text must be specially prepared. And here games will come to your aid - with their help, the child will overcome the technical difficulties of reading. At the same time, the child’s lack of actual reader motivation will not be a hindrance: it will be replaced by game motivation.

1. "Rearrange the signs." The wind flew over the city and ripped off the signs from the shops. Help the residents of the city to figure out which store is which. (Shop windows are drawn on paper and signs are made: Vegetables, Fruits, Products, Furniture, etc.), before the kid understands where to put the sign, he needs to read it.

2. "Where is whose gift?". For toys, prepare gifts wrapped in bags or paper in advance (these can be sweets, fruits, vegetables, drawings). Children explain that the gift must be given to the person to whom it is intended. To do this, the baby must read the name on the gift.

3. "Feed the animals." For this game you will need pictures with images of various animals (you can also use toys). Children choose their own animal. Now he needs to be fed. On the table in front of the children are cards with the names of food-food: oats, milk, meat, hay, carrots ... The cards are turned over, the children take turns opening them and reading the names of the dishes, offering them to animals.

4. "The word crumbled." A strong wind blew and mixed up the letters in the word. Let's think, what was the word here? L A AND S (fox). Also, what words can be formed from this word?

Thus, games can be very diverse - it all depends on your imagination and desire to help the child.

So, other tasks are organically woven into games aimed at teaching literacy:

train memory and attention;
speech and thinking develop;
a taste and habit for intellectual pursuits are brought up.

How to merge syllables into words?

Reading and writing have already become interesting and accessible to your child. He already reads posters and signs and even wants to read a fairy tale himself, but ... the gap between his real reading abilities and the efforts that independent reading of books requires is still too big.

Only the first barrier on the way from illiteracy to fluent reading has been taken: the child has learned to combine letters into syllables. The syllable is at first the unit of reading. If the pre-letter stage of sound analysis was not passed too hastily, then in the child’s syllabic reading you will not hear the so-called “chopped syllable”: kru!-gom!, bur!-ka! The child should read the words slowly, slowly, as if flowing from one syllable to another: sssssssnnnaaa. The "chopped syllable" is dangerous: it makes the transition from syllabic reading to reading whole words very difficult. How to help a child overcome the second barrier on the way to fluent reading: start reading not by syllables, but by whole words?

The transition to reading in whole words will speed up and facilitate the work of the child with stress, which, as it were, fastens, unites individual syllables into a complete word.

An indispensable tool here will be syllable-impact schemes, for work (play) with which the baby is already prepared if he has experience working with sound schemes and is able to isolate the stressed sound in the word, i.e. that sound that lasts for a long time, if you call this word: stuol, rakeeet, milkoo.

It is discussed with the child that that sound is called a percussion sound, which is hit with a hammer by little men-sounds, so it sounds loud and long. The way the word sounds depends on what sound the sounders hit and how the word sounds: if in the word “rocket” they hit the sound “a” - the first, then it will turn out not a rakeeet, but a raaaketa (the syllable Ra stretches, and the rest are pronounced quickly). Therefore, sounders cannot make mistakes, otherwise they will “spoil the word”. It should be noted that only a vowel sound can be stressed, and if it is one in a word, then naturally, it will be a stressed sound: house, table, honey.

Before you start playing with syllabic stress patterns with your child, rehearse yourself: these games will require virtuosity from you, which is easy for an adult to achieve. Try to pronounce: “The oak is green by the sea” slowly, but at the pace of natural speech, and at the same time draw a diagram of syllables and stresses: The oak is green by the sea. Happened? Then start playing with the child. Didn't work the first time? You need to work out for 10-15 minutes.

A good training in finding stresses can be the game "Tamer". The child tames the buffalo if he has time to quickly (on the count of "three") put an emphasis on the card with the word "buffalo". If the blow (stress) is not applied quickly or accurately enough, the trainer will be injured (not dangerous, of course). You can take different words denoting the name of animals. After ten wounds, the trainer is temporarily removed from dangerous work and sent to herd the herd. (The shepherd calls the lost cows: "Dawn! April! Asterisk.") If the shepherd correctly puts the emphasis on the card with the name of the cow, she returns to the herd. In this case, it is useful to fasten the word with "paper clips", i.e. divided into syllables: April-ka, Dawn-ka, ma-shi-na. To do this is not so difficult. How many vowels in a word, so many syllables.

You can play games when the word itself is not written, but a diagram is drawn and the stress is placed on the stressed syllable.

In this case, the child can be offered the game "The word ran away." The word escaped from the card, and only "paper clips" remained. Let's think about what the word was here and write it down. (There are 3-4 toys or cards with pictures on the table). You need to take words that have 1,2,3,4 syllables, i.e. different in syllabic composition: goat, wolf, pig. The child must choose the card with the diagram that corresponds to each animal. To complete this task, the kid must first pronounce the name of each animal and find out how many syllables are in this word. Your help and patience will be faithful assistants in this difficult task. The game is an indispensable assistant in the education and upbringing of preschoolers.

By playing sounds, letters and words with your child, you can overcome difficulties and barriers on the way to literacy. But the game has its limitations, it is not omnipotent, and it is hardly possible to bring the child to fluent independent reading only by playing means. The fact is that the interest of the game only partially and temporarily coincides with the interest of the reader. The reasons, motives that encourage a person to play and read are different. And helping the child to overcome the first technical difficulties of reading in the game, you must take care of educating not only the ability, but also the desire to read.

If the child does not want to read?

Parents are often surprised to see that everything possible has been done for the child to start reading and writing independently, and the child does not show much desire and interest in reading. How to make the process of reading, while still difficult, become a personal necessity for the child?

The easiest way to create a child's needs for writing is through vital correspondence. Its content directly depends on the personal characteristics of the child, on his life experience. Correspondence should touch the child personally.

It can be a letter to a grandmother, grandfather, sister, friend, fairy-tale hero. It is very important that the child receives a response to his letter, and indeed from the one to whom he wrote. It is desirable that the answer be written in block letters, a few sentences of a small number of words. When the child is waiting for these letters, he will be happy to read them himself and write answers.

It is very interesting for any child to read a book about himself. Parents can make this book. Take a few album sheets, fold in half and fasten with a paper clip. A book about ... (name). On each sheet of the book there will be stories about your child 2-3 sentences written by you in block letters. And at the top there is a place for a picture that you can draw with your baby after the story is read. This book can become not only your child's favorite book, but also a diary that the child will keep with you.

So, for example, in the sentence: Nina loves ... (the child himself must write down what he loves). It is clear that the first adventures are very short and are related to the real experience and character of your child. The story can be cut off at the most interesting place so that the child himself wants to continue it, compose and finish it.

If dad and mom are very busy and cannot afford frequent communication with the child, you can arrange a correspondence with him: talk about your work, health and much more. And the kid, in turn, will tell his secrets.

American psychologists suggested that preschoolers who had just become literate keep a kind of self-observation diary, which is useful not only for developing the need and habit of writing, but also for developing the child's self-awareness. The diary of introspection is called "The book that grows with me." On the first page, the child describes his appearance. An adult prepares approximately the following stencil of a verbal portrait, where the child inserts the necessary words:

My name is ….
I am ... years old
My hair is...
My eyes are...etc.

According to the same principle of unfinished sentences, a description of the family, friends of the child, his favorite activities, habits, skills, desires, and fears is built. It is clear that, growing up and changing, the child will return more than once to questions like: “I most of all want ...”, “I am best at ...”, “I want to learn ...”, “I am not afraid ...”, “I am afraid ... ”,“ I want to change in myself ... ”, will supplement and change my previous answers, and most importantly, by re-reading what I have written, I will get to know myself better.

Here are just a few possible ways to incorporate writing into children's routines and develop an interest in reading. The life of any family provides many opportunities to replace oral communication with written communication. And written communication with relatives or with oneself cannot but bring the desired results: the child will become addicted to writing, reading will become voluntary, which means that his technique will also improve. But this will not automatically lead to the need to read books. After all, written communication with the author of a book is much more difficult than written communication with a mother who addresses her letter personally and accurately.

FORMATION OF INTEREST

Teacher's work

primary school

Gymnasium named after M. Vakhitov

G.Buinska RT

Kadyrova F.S.

Buinsk 2008

Introduction

Recently, attitudes towards books have changed. With the advent of television and the computer, the flow of information has fallen upon man with unprecedented force. Now, in order to know and keep abreast of the latest achievements of scientific thought, it is not at all necessary to read. It is enough to draw information from the TV screen or display.

Children master the computer before they learn to read, navigate the keyboard better than in the table of contents of the book. Their literary experience is limited to stories from the "ABC" and anthologies, and later - attempts to master the works of the school curriculum in an abridged version.

How to arouse interest in reading, how to develop it, support it - this, in my opinion, is one of the most important tasks not only for schools, but also for preschool educational institutions. The awakening of interest in the book occurs at preschool age. And here the family should play a leading role. And the task of educators is to acquaint parents with the methods of communicating with children with a book. In elementary school, it is necessary to maintain interest in the book. But you can support what has developed. There are children in every class who really get to know the book only at school.

Now let's think about all this in more detail.

^ The role of the family in developing interest in reading

V. Sukhomlinsky said:

“What a child needs to remember and learn, first of all, should be interesting for him.”

The meaning of the concept of "interest" in educational psychology is quite wide: this term is used to refer to such concepts as "attention", "curiosity", "awareness", "desire" and "motivation". We will focus on understanding interest as an emotional experience of a cognitive need. What is interesting is what is emotionally significant.

It has been proven that the sooner you start accustoming a child to a particular type of activity, the better the result will be. To achieve a result, you need a SYSTEM.

The beginning of this system is in the family. The child adopts the attitude towards reading and the book that exists in his parents. Not without reason, back in the 16th century, the lines were written: "A child learns what he sees in his home, his parents are an example to him."

And if the parents are literate and thinking people, then they will be the first to start working on shaping the child's interest in the book. How can they do it?

Here are some tips for parents:

1. Enjoy reading yourself (quote, laugh, memorize passages, share
read ...) and thereby develop in children an attitude to reading, as to
pleasure.

2. Read aloud to children from an early age. Do not replace true acquaintance with
book listening to audio recordings of fairy tales.

3. Take your children to the library with you and teach them how to use its funds.

4. Show that you value reading: buy books, give them yourself and receive them in
as a gift.

5. Make reading fun: show books are full of great
ideas that children can use in their lives.

6. Let the children choose their own books and magazines.

7. Subscribe to magazines for the child (in his name), taking into account his interests.

8. Have the child read aloud to small children or to someone in the household.

9. Encourage reading (allow staying up to read).

10. Play board games that involve reading.

11. There should be a children's library in the house.

12. Collect books on topics that will inspire children to read more about the topic (books
about dinosaurs, space travel, etc.)

13. Invite the children to read a book before or after watching the movie.
film has been staged.

14. If the children have watched an interesting TV show, get a book on the subject.

15. Set up a home theatre: role-play using costumes and props.

16. Often ask the opinion of children about the books they read.

(From the book by W. Williams "The negligent reader. How to educate and maintain the habit of reading in children.")

As can be seen from the above tips, parents are encouraged to create an atmosphere in which communication with a book in a child would cause only positive emotions, and would be associated with getting pleasure from such communication.

Any school subject, except for literature, gives the student ready-made knowledge that he must learn, remember and apply at the right time. In literature, the student acquires knowledge himself, empathizing with the characters and the author of the work. Only through empathy can a child know someone else's pain and joy, grief and despair, and in this way increase his life experience, experience different states of the soul, fix them not only in the memory of the mind, but also in the heart. Fictional life adds to the real one what was not in it and even what cannot be at all. It gives the reader the opportunity to transform into the hero of the work, to visit the past or the future. Only literature is capable of enabling a person to experience many others in one life, to experience the unexperienced, to experience the unexperienced.

^ Formation, development and maintenance of interest in reading among younger students.

In a reading lesson, as a rule, there is no place for the student's personal impressions, his experiences, his subjective images. The studied work is not considered as something consonant with the present and future life of the child, his inner "I". And if this is not the case, there is no interest in reading, there is no motivation coming from within ("I want"), it is entirely subordinate to motivation coming from outside ("ordered").

As the well-known critic and philosopher I.F. Karyakin says: “As long as the student treats literature only as evidence of what happens to others, and not to himself, until he recognizes his own in someone else, ... until he is burned by this discovery Until then, there is no interest in reading, no need for it either.

A positive attitude towards reading, in his opinion, begins from the moment when:

The child will feel like a participant in the events that are depicted by the writer,
-when he discovers personal meaning in what he reads,
- when the book appears before him as a space for the realization of his own
creative potential.

How to do it? How to instill in a student the ability to work with a book, to awaken a love for the artistic word?

The leading role in solving this problem belongs to reading lessons.

How should a teacher act?

At primary school age (7-9 years) there is an extremely rapid development of the emotional sphere, the so-called sensory intelligence.

Paying great attention to this feature of primary school age, the teacher can achieve high efficiency in his work on literary reading.

Ignoring the literary predilections of students of this age, it is possible for many years to "kill" their interest not only in literature as an academic subject, but also in reading in general.

What features of readers of primary school age should the teacher take into account when preparing for the lesson?

1. The first feature is that the little reader reacts to the text primarily emotionally.

2. Another feature of readers of primary school age is the identification of the artistic world and the real one. It is no coincidence that this period in the development of the reader is called the age of "naive realism." This is expressed in relation to the character as to a living, real; in showing confidence in his portrayal. Thinking concretely, children constantly ask: "Did it really happen?"

3. It should be noted that younger students have sensitivity to the word and to the artistic detail. The child sometimes reacts to such psychological subtleties that adults sometimes do not notice.

4. The next feature is the so-called presence effect, which means the child's ability to live in the image.

5. The last feature of the younger reader is the lack of reaction to the art form.

This quality of perception of younger students is a support for the teacher in the process of developing their interest in a literary work, and hence in a reading lesson.

And sometimes it is very difficult to single out the main result of the lesson: what is more important - an understanding of the author's position or the child's personal experiences from what he read? Most likely, these 2 sides of the perception of a work of art are equivalent. Only one side (literary perception) obeys the laws of literature, and the other side (personal perception) - the laws of the individual development of the child.

The task of the teacher is to leave the child the right to the uniqueness of his perception, not to suppress it, but to proceed from it and rely on it ”After all, by the presence of these qualities, we can judge what the child’s personality is, what his creative charge is. Therefore, it is very important that children know that in literature lessons they will not only analyze the work, draw a general conclusion about it and its main idea, but also that all their experiences, images, thoughts and memories that are born in them in the process of reading , will not be left unattended in the lesson (even if they are not entirely consonant with the position of the author).

So, the literary material itself, intended for reading by children in elementary school, is amazing in nature, because it is a unique verbal art, designed for the reciprocal creativity of readers, capable of capturing the personality of the child as a whole, making all the strings of his soul play. The imaginary reality created by great writers opens the door for the child to the real reality surrounding him, moves him towards life, towards people, towards himself.

^ The role of the teacher in reading lessons

The role of the teacher in reading lessons is crucial, sometimes determining the fate of reading throughout a person's life. In love with literature himself, the teacher himself falls in love with it and his students.

But there may also be an opposite effect. We can find an example of such influence in V. Dragunsky's story "Quiet Ukrainian Night..." sky" is nothing more than a negligible amount of precipitation in the area. Such an impersonal, rational, and therefore impoverished and discolored understanding of poetry was quickly assimilated by Deniska and began to be transferred to other works.

Each work of art included in the curriculum of the school literature course contains many moral problems that are posed in one way or another. The teacher needs to create such conditions where the student must constantly think and feel! And draw conclusions! Everyone knows that the best way to understand is to think for yourself! Therefore, the ideas embedded in a work of art must be obtained by the efforts of one's own mind. If a problem situation is created in the lesson, disputes arise, during which students not only acquire knowledge, but also learn to defend their point of view. Own thought, born in the process of reading, pleases, inspires children.

^ Improving reading skills.

Reading is a difficult and sometimes painful process that takes a lot of time and effort from children. And until the child learns to read quickly and meaningfully, to think and empathize while reading, this process will not give him joy and pleasure. But, as a rule, the development of certain skills is facilitated by the performance of multiple training exercises, which rarely attract anyone with their monotony and monotony. The teacher's task is to find an attractive moment in them, to present them to children in such a way that they are performed with interest and desire. How can I do that?

Methodology knows many methods of developing reading technique, that is, the correct way of reading, correctness, tempo, and partly expressiveness.

Types of work on the text in the reading lesson:

1. Reading the entire text.
2. Reading the text, with the aim of dividing into parts and drawing up a plan.
3. Reading according to a prepared plan.
4. Reading with text abbreviation (children do not read sentences or words that can be
lower). Preparing for a summary.
5. Reading in a chain by sentence.
6. Reading in a chain by paragraph.
7. Reading in order to find a suitable passage for the drawing.
8. Reading to find a passage that will help answer the question.
9. Reading the most beautiful place in the text.
10. Finding the whole sentence at the given beginning or end of the sentence. (Later
sentence can be replaced by a logically complete passage).
11. Finding a sentence or passage that reflects the main idea of the text.
12. Reading in order to find 3 (4.5...) conclusions in the text.
13. Establishment by reading causal relationships.
14. Reading by roles in order to most accurately and fully convey the characters of the characters.
15. Reading by dialogue roles, excluding the words of the author.
16. Finding and reading figurative words and descriptions.
17. Finding and reading words with logical stress.
18. Isolation of a word from the text to the proposed scheme, for example: chn, lei.
19. Who will quickly find a word for a certain rule in the text.
20. Finding the longest word in the text.
21. Finding two-, three-, four-syllable words.
22. Finding in the text and reading combinations: pronoun + verb, etc.
23. Reading with marks of incomprehensible words.
24. Finding and reading in the text words that are close in meaning to data (words are written on
board).

^ RETURNING READING is a re-reading of works already familiar to children after a while. Such reading contributes to the development in children of a positive attitude towards communication with the book by satisfying their need to re-experience the plots and images that captured their imagination. At the same time, there is a deepening and reassessment of the impressions received earlier, when the perceived images emerge in memory and are highlighted in a new way, bringing the child closer to understanding the ideological and artistic meaning of the work.
The main point of the returning reading lesson is to make suggestions in the class about “why Sasha or Natasha wanted to reread this work.” It is also necessary not only to reveal to children the importance of revisiting a work as an opportunity for an additional meeting with their favorite characters and their authors, but also to help students identify new meanings of the work, leading children to realize their renewed perception of what they read.

^ FREE READING is the student's turning to reading at his own request and with the right to decide for himself: why should he read, what exactly to read, how to read and when to read. The meaning of this reading is as follows:
Love for reading cannot arise without the child having the opportunity to freely determine his attitude towards him, including interest in the content of reading, the personality of the author or in the desire for spiritual growth, the desire to keep up with others in reading skills, etc.
Free reading as reading without limits constraining the child allows him to read to the best of his ability and in optimal conditions for himself to conduct a dialogue with the author of the work, which in itself stimulates the desire to conduct this dialogue. Free reading provides the child with the opportunity to express their reading interests.

Thus, if we want the masterpieces of literature to be read not by the order of the teacher and not regarded by the child as a punishment, but would bring the joy of touching a miracle, we need a special strategy for reading fiction that would correspond to the virtual nature of verbal images and their perception. This strategy involves:

To prepare a child from the very beginning for reading fiction as for the sacrament of turning dead lines of text into the spiritual energy of his own personality; to teach him to "decode" the text (a work of art is an unusual letter from the author to the reader);
- to awaken in the child an emotional resonance to what is read, to help him in an artistic image to seek and find consonance with his own soul; enrich his life experience; promote reader self-esteem and revelation and create conditions for their implementation;
- stimulate the creativity of children as a response to what they read; accumulate samples of creative reading, make them the property of students; to teach on these samples the perception of artistic images;
- help the child to be surprised; to look for the driving force of the spiritual development of children by means of literature not in general discussions about the writer and his work, not in the meanings of the works discovered by someone, but in the very figurative fabric of the work in its concreteness, which is the causative agent of the reader's co-creation.
- to teach the language of verbal images, their ambiguity, the ability to transform into different meanings;
- to help the student to turn impersonal educational reading into subjectively significant, to jointly look for points of contact between the "I" of the writer and the "I" of the reader; learn to see the world through the eyes of another;
“Reading means thinking with another head than your own”, Arthur Schopenhauer (German philosopher);
- to maintain in the reading child the originality of his judgments about what he read;
to exclude the stereotype of opinions and assessments is an indicator of alienation from verbal images.

The main educational result of reading lessons in elementary school should be that they give rise to children's INTEREST in subsequent literary education, arouse a thirst for literary knowledge proper in order to answer more and more new questions: not only about what and how the book told them and who was their interlocutor, but also WHY the author is talking about THIS. WHY exactly HE says, WHY he says THIS, and not otherwise, and WHY the author MANAGES to squeeze out SUCH thoughts and feelings from readers.

"School material cannot excite each section ... Does it mean that educational material is necessarily boring? No, excitement, joy is brought not by the material itself, but by the work done by the student, overcoming difficulties, a small victory of thought, a small victory over oneself. This is where the source of interest, which may be permanent.

V. Sukhomlinsky.

Literature:

Bugrimenko B.A., Tsukerman G.A. "Reading without coercion", M, 1993.

Zaitsev V.N. Reading reserves. M., 1991.

Lutova T.N. Literary reading in elementary school. Instilling interest in reading among younger students, N. Novgorod, 2006

Dzhezheley O.V., Svetlovskaya N.N. "Learning to love a book", M, 1982

Primary school teacher

MBOU Bortsovskaya Secondary School No. 5

Mokh Lyudmila Vladimirovna

Development of interest in reading

Introduction.

Chapter 1. The role of the family in the development of interest in reading.

Chapter 2. Formation of reading culture in elementary school.

2.2.Formation, development and maintenance of interest in reading among younger students.

2.3. Improving reading technique.

2.4. Stimulation of interest in reading in the lessons of extracurricular reading.

Conclusion.

Bibliographic list.

Appendix.

Introduction.

Children master the computer before they learn to read, navigate the keyboard better than in the table of contents of the book. Many parents do not know what their children are reading and are not interested in what kind of books they are addicted to. Parents in the vast majority do not subscribe to periodicals for their children. Schoolchildren themselves prefer to buy scanwords. Their literary experience is limited to stories from the "ABC" and anthologies, and later - attempts to master the works of the school curriculum in an abridged version. How to arouse interest in reading, how to develop it, support it - this, in my opinion, is one of the most important tasks of the school.

Teachers are seriously concerned about the problem of children's reading. The problem of the formation of correct conscious, fluent and expressive reading worries every teacher, since reading plays a very important dominant role in the education and development of the child's personality. The relevance of solving this problem is obvious, because reading is associated not only with literacy and education. It forms ideals, humanizes the heart, enriches the inner world of a person. The danger of global lack of spirituality, moral degradation has gripped our society in recent years. Therefore, the role of books and reading as a means of overcoming the country's spiritual crisis has grown immeasurably.

Target my work on this problem is to develop recommendations for conducting systematic and systematic work to develop interest in reading among younger students.

“What a child needs to remember and learn, first of all, should be interesting for him” V. Sukhomlinsky.

The meaning of the concept of "interest" in educational psychology is quite wide: this term is used to refer to such concepts as "attention", "curiosity", "concentration", "awareness", "desire" and "motivation". cognitive need.What is emotionally significant is interesting.

Chapter 1. The role of seven in developing an interest in reading.

Not only at school, but also at home in the family, children must be taught to love books. There are probably no parents who would not want to teach their children to read quickly and expressively, to instill an interest in reading, because the role of a book in a person's life is enormous. A good book is an educator, a teacher, and a friend. No wonder at all times great people called for reading. Anton Pavlovich Chekhov said: "In order to educate, you need uninterrupted day and night work, eternal reading." Today, when our children are just learning the basics of reading, it is necessary to help them fall in love with a book, since the inability to read not only negatively affects a child's academic performance, but also his overall development. In the education of love for the book in children of primary school age, insignificant, at first glance, moments play a positive role. So, for example, having your own library or just a shelf with books, the ability to exchange books with friends - all these are incentives for the emergence of interest in reading. While the child is small, adults enthusiastically read books to him. When he goes to school, they sigh with relief, hoping that now they will rest. But this is not true. The processing of the questionnaires shows that now children like to read themselves more than to listen to adults read. Parents often praise their children for reading than scold them. A questionnaire survey shows that only a few families practice family reading aloud. Only a few parents were able to accurately name the book their child recently read. (Attachment 1) It has been proven that introducing a child to reading will be more successful if a wonderful tradition of collective reading of books aloud develops in the family. Discussion of books read. It's good when parents and children share their impressions. Reading aloud is an important aspect of education. It liberates the child, teaches the ability to formulate a thought and speak, correctly emphasize, develops speech units, teaches the culture of speech. It is clear that reading aloud requires effort from adults, their desire to spend time on their own children and the realization that the effect of upbringing is made up of such “little things” that leave an indelible impression on the child’s soul. .

The sooner you start accustoming your child to a particular type of activity, the better the result will be. To achieve a result, you need a SYSTEM. The beginning of this system is in the family. The child adopts the attitude towards reading and the book that exists in his parents. Not without reason, back in the 16th century, the lines were written: "A child learns what he sees in his home, his parents are an example to him." And if the parents are literate and thinking people, then they will be the first to start working on shaping the child's interest in the book. Parents should create an atmosphere in which communication with a book in a child would cause only positive emotions, and would be associated with getting pleasure from such communication. Any school subject, except for literature, gives the student ready-made knowledge that he must learn, remember and apply at the right time. In literature, the student acquires knowledge himself, empathizing with the characters and the author of the work. Only through empathy can a child know someone else's pain and joy, grief and despair, and in this way increase his life experience, experience different states of the soul, fix them not only in the memory of the mind, but also in the heart. Fictional life adds to the real one what was not in it and even what cannot be at all. It gives the reader the opportunity to transform into the hero of the work, to visit the past or the future. Only literature is capable of enabling a person to experience many others in one life, to experience the unexperienced, to experience the unexperienced.

Joint and close contact with the parents of the students allows the teacher to find in their person the necessary and reliable assistants, deepening the children's love for books and independent reading. After all, the unity of the book environment and the book interests of children and parents is the main condition for the successful formation of a reader in the family, so it is necessary to use the educational potential of the family, establish contacts with parents, and provide them with the necessary assistance. To do this, it is necessary to analyze the reading skills, interests and requests of students, the results of testing the reading technique. Parents are consulted on the following topics: "Books in your family", "My favorite book", "My home library", "Interesting topics for reading", which made it possible to identify the level of development of the reading independence of children, the readability of the family.

Meetings on the topics: “Raising a child’s interest in reading”, “Reading is a window to the world of knowledge”, the holiday “MAMA and I are reading friends”, “mom, dad and I are reading family", individual conversations and consultations, creation of "Memo for parents" (Appendix 2).

And, of course, it is impossible to cultivate a love for a book without the skills of a cultural handling of it. You have to learn to respect the book. Talk about favorite books with admiration, moving the child to the idea that the greatest of pleasures awaits him - to read this or that book. It is important for parents to understand that the child should be aimed at receiving a decent education, be able to successfully operate in the information space, master written and oral speech, the ability to communicate, have a broad outlook, be able to express themselves, gain independent judgment skills, the ability to think and make decisions outside the box. All these qualities are developed in the process of reading.

Chapter 2 Formation of reading culture in elementary school.

How to introduce today's students to reading? How to make sure that by asking yourself the question: what to do in your free time? - Did the guys make a choice in favor of books? Plays a significant role in this teacher authority, his ability to engage students. It's nice to hear: “You know, the book turns out to be interesting. Tell me what else to read. Such recognition is worth a lot. But today the situation has changed significantly. The picture of mass reading, its prestige, readers' preferences and habits have changed significantly.

The attitude to reading in children and adolescents is also changing.

Reading for children and teenagers is characterized by:

Gradual decline in interest in the printed word, the decline in the prestige of reading;

Reducing reading in your spare time;

Changing the nature of reading;

The predominance of "business" reading over "free";

An increase in the number of students who limit themselves to reading

literature on the school curriculum.

These trends are similar to those observed in Western countries.

18% of fifteen-year-old schoolchildren in the developed world cannot read fluently. Reading tests were conducted in 32 countries. In the first group of countries where schoolchildren read the best, two countries are Norway and Finland. The second group includes Canada, New Zealand and 9 other countries. The third group includes countries where schoolchildren showed an average ability to read. These are France, USA, Denmark, Switzerland. Schoolchildren in Russia, Latvia, Luxembourg, Mexico and Brazil read the worst.

To solve the tasks in primary school, important factors are not only the professional skills of the teacher, but also reading preferences and erudition. The teacher needs to read the literature that children get acquainted with, learn about book novelties, authors. He must know what is happening in the world of children's and adult reading! Cooperation with children, parents, with the library, visiting the Internet sites of libraries can help in this.

The organization of work with a children's book in elementary school is a creative process, it must be systematic, thoughtful and active.

Pushkin wrote:

But only the divine word

It touches the sensitive ear,

The poet's soul will tremble

Like an awakened eagle.

It is worth replacing the word “poet” with the word “child”, and we will get a poetic formula for the pedagogical task of familiarizing ourselves with the literary heritage: to help the divine verb touch the student’s soul so that it wakes up and awakens. But for this it is necessary that she first start up and wake up at the teacher, so that he himself is the master of the miracle called “reading”.

The teacher should try to make reading an interesting process, an exciting and personally oriented process. Most importantly, be an active reader. If children see this, the motivation of their activities increases, because. In elementary school, the authority of the teacher is great.

2.2. Formation, development and maintenance of interest in reading among younger students.

Modern lessons in literary reading are not only lessons in the development of speech skills, but also lessons in introducing children to the world of fiction, lessons in educating reading culture. In a reading lesson, as a rule, there is no place for the student's personal impressions, his experiences, his subjective images. The studied work is not considered as something consonant with the present and future life of the child, his inner "I". And if this is not the case, there is no interest in reading, there is no motivation coming from within ("I want"), it is entirely subordinate to motivation coming from outside ("ordered"). As the well-known critic and philosopher I.F. Karyakin says: “As long as the student treats literature only as evidence of what happens to others, and not to himself, until he recognizes his own in someone else, .. until he is burned by this discovery Until then, there is no interest in reading, no need for it either. A positive attitude towards reading, in his opinion, begins from the moment when:

The child will feel like a participant in the events that are depicted by the writer,
- when he discovers personal meaning in what he reads,
- when the book appears before him as a space for the realization of his own creative potential.

How to do it? How to instill in a student the ability to work with a book, to awaken a love for the artistic word? The leading role in solving this problem belongs to reading lessons.

An analysis of the existing programs for literary reading of junior schoolchildren shows that, despite the positive changes in the system of work on literary education of junior schoolchildren, there is a lack of development of a methodology that ensures a high emotional and aesthetic level of the reading process. So, for example, the main attention is paid to the development of the technical side of reading (reading technique) and the semantic side (teaching the analysis of a work of art). The requirements for a child at the initial stage of literary education are mainly aimed at the knowledge, skills and abilities of the child, and not at his individual development. The specificity of literature lies in verbal imagery, the comprehension of reality in works of art occurs on the basis of thinking in images, not concepts. Since the word is a publicly accessible everyday material of communication, special efforts are required on the part of the teacher to form a sense of surprise in front of the beauty of the word in front of its diversity and ability to create unique artistic images. How should a teacher act? At primary school age, there is an extremely rapid development of the emotional sphere, the so-called sensory intelligence. Paying great attention to this feature of primary school age, the teacher can achieve high efficiency in his work on literary reading. On the basis of positive emotional experiences, the needs and interests of a person appear and are fixed. It is at the primary school age that the accumulation of feelings and experiences takes place by leaps and bounds. Therefore, younger students are looking for entertainment, strong emotional experiences in reading. Their imagination is captured by action-packed works, heroic deeds seem to be the norm of life, and their favorite heroes are, first of all, heroes of action. Children of primary school age need works that teach them to be surprised. The ability to be surprised by an event, a phenomenon, a person is very necessary for a child: interest in life, a thirst for knowledge, the ability to see beauty and cherish it are born from surprise. Ignoring the literary predilections of students of this age, it is possible for many years to "kill" their interest not only in literature as an academic subject, but also in reading in general.

What features of readers of primary school age should the teacher take into account when preparing for the lesson?

1. A small reader reacts to the text primarily emotionally. Children's experiences associated with the text are of great value for elementary school. The importance for the child of the ability to feel, to experience has been written more than once. Let us recall the well-known words of V. G. Belinsky, who believed that the main thing in the process of reading is for children to "feel" as much as possible:
"Let the poetry of the word act on them, like music, right through the heart, past the head, for which its time will come." V. G. Belinsky.

3. It should be noted that younger students have sensitivity to the word and to the artistic detail. The child sometimes reacts to such psychological subtleties that adults sometimes do not notice.

4. Inherent in younger students is the so-called effect of presence, which means the child's ability to live in the image.

5. The last feature of the younger reader is the lack of reaction to the art form.

In a work of art, children first of all see the characters, the plot, individual events, but do not read the author in the text, do not find the "landmarks" left by him, do not enter into a dialogue with him. Stanzas, epithets, punctuation marks, division into paragraphs - the child himself does not notice anything of this, which means he misses the author's "milestones", without comprehending which there can be no understanding. This quality of perception of younger students is a support for the teacher in the process of developing their interest in a literary work, and hence in a reading lesson. At the lesson, the teacher needs to show the children that reading is communication, a dialogue between the reader and the author. But this communication is not direct, but communication through a text created by the author. If the teacher adheres to the premise that in a work of art it is important not only what is written, but also how it is written, by what means, then the children will definitely pay attention to the artistic form of the work, which is more important in artistic speech than in ordinary speech. communication. The presence of such a feature of the perception of younger students as an emotional response to the work is the basis for the emergence of an interesting process - the process of co-creation of the writer and reader. It is obvious that a holistic view of the work is necessary, since “the world of artistic vision is an organized, orderly and complete world” (M. Bakhtin). The teacher, reading a work of art with children and analyzing it, must see the main analysis line, which would help him formulate a thoughtful reader. This line, which determines the direction of analysis, is quite simple: from the event side of the work to the understanding of its meaning. The main milestones on this path will be different levels of “immersion” in the text: these are story level(analysis of events and acquaintance with the characters), hero level(the motives of the characters' actions, the reader's attitude towards them) and author level(the attitude of the author to his characters, the meaning of what was read), According to these milestones, it is quite possible to recreate the entire course of the implementation of the author's intention. This is the creativity of the reader, which is akin to the creativity of the writer. The author goes from the idea, the main thought through the selection of vital material to its embodiment in the word, in generalizations of artistic images and storylines of the work. And the reader’s creativity is built differently: he recreates a kind of pyramid, at the base of which is the storyline of the work, then his characters are located, and at the top is the author, who completes the analysis, uniting all aspects of the work, and leads the reader to an understanding of the value-artistic meaning of the work. The questions of the so-called first level of immersion in the text will be related to understanding what events are happening, who are the heroes of the work, how they act, what they do, etc. At this stage, the method of “multiple reading of the text” is actively used (V. Goretsky) which allows children to master the text well, to perceive the cognitive value of the work. It is appropriate to teach children retelling, selective reading, drawing up a plan, etc.

However, this does not end the immersion in the text. It is important not only to help children express their attitude to what they read, but also to be able to look, as it were, from the side, through the eyes of the author, to try to understand the author’s attitude to the events and characters depicted (author’s level). This changes and transforms the entire material of the narrative: the reader embraces with a single glance the plot and the cognitive and ethical layer of the work, its meaning and aesthetic value.

Most clearly, the levels of analysis of a literary text can be demonstrated by the example of the fairy tale "The Fox and the Crane", studied in the 2nd grade. Often, in the process of parsing a fairy tale, only the storyline and the actions of the heroes of the work are affected.

In such a case, the holistic meaning of the fairy tale comes down to the position of its heroes, who build friendship according to the proverb "As it comes around, it will respond." This holistic meaning of the fairy tale, due to its artistic and figurative form, will remain in the memory of the child for a long time. However, such a semantic context does not correspond to the artistic and aesthetic value of a folk tale and is even directly opposite to it.

Parsing a fairy tale sometimes ends with the fact that children are invited to name the main qualities of the characters and thereby express their attitude towards them: “The fox is bad, she is cunning, a deceiver, she does everything for herself, and the crane is good, he took revenge on the fox”, etc. The attitude to getting used to the literary text, to developing one's own attitude towards the hero is correct, but insufficient. The mistake, as a rule, is that the position from which it would be possible to rise above the depicted events and comprehend the work not only in cognitive-ethical, but also aesthetic terms is not chosen. Leaving the reader in the position “next to the hero” as a participant in events, we destroy the artistic, value-semantic context, destroy the aesthetic “event of the work”. To prevent this from happening, students need to look at the situation and the characters of the event through the eyes of the author-spectator in order to cover all the works as a whole, and not be limited to considering only individual actions of the characters (the level of the author).

At the lesson, the teacher asks questions aimed at identifying the author's position. Children, rereading the text, compare, compare the beginning and end of the tale, pay attention to how the narrator introduces us to his characters, how he treats them, whether he likes them. Children, reading the text, begin to understand that the fox is quite nice characters and their intentions are very good. (“The fox and the crane became friends, invited each other to visit, arranged a formal feast. However, their friendship did not work out, since neither of them found

there was a higher degree of understanding of a work of art (the level of a hero), a necessary way to establish friendship”) It is unlikely that these heroes deserve condemnation or praise, rather, sympathy and advice.

A holistic view of the work and reflection on the wise advice given in the fairy tale leads children to understand that friendship based on the principle “As you do to me, so I to you” (“As it comes around, so it will respond”) does not may take place.

Touching on all aspects of the analysis of the work, it is possible already in the 1st grade, given the availability of questions and texts of the readable work. So, for example, in grade 1, when reading the fairy tale "Helper", it is quite possible to help students not only reproduce the actions of the heroes, but also think about the motives for the behavior of the heroes of the fairy tale. (Why did the rabbit, who was looking for a helper, refuse the help of the donkey?) Students name the qualities of the characters, expressing their attitude towards them. Then questions can be asked aimed at understanding the author's position. (“And how does the author feel about his characters? Why did he call his fairy tale “Helper”? What did the author want to tell us?” etc.

Consideration of the content of the work from the position of the author-composer helps to form in children a creative, aesthetic point of view on the whole work as a whole, which harmoniously connects all the storylines of the work, its characters, their interaction and gives them a correct assessment. Such a holistic view of a work of art is well connected with the method of repeated reading of the text, which makes it possible to deeply comprehend its content. If we limit the analysis of the text only to the plot-event side of the work, then there can be no question of any culture of reading. As a result of a one-sided approach, a habit is formed to look at a work of art only from the side of events. This habit persists even among adult readers and is vividly expressed in the assessment of Russian fairy tales by some superficial readers: “Here Emelya (or Ivan the Fool) does nothing, but he has everything.” And such a reader is unaware that Russian folk tales speak of values that cannot be reduced to money, and that Ivan looks like a fool only from the point of view of his older brothers, who are used to seeing the meaning in wealth and gain. In support of the correctness of this thought, it is appropriate to recall the words of D. S. Likhachev: “The Russian people love fools, not because they are stupid, but because they are smart: smart supreme a mind that is not in cunning and deceiving others, not in swindle and the usual pursuit of one’s own narrow benefit, but in wisdom, knowing the true price of any falsehood, seeing the price of any falsehood, seeing the price in doing good to others, and therefore to oneself as a person ... ".

Multi-level analysis of works at the lessons of literary reading is organically associated not only with the development of reading skills, but also with the formation of speech skills. So, in the 1st grade, after the text by D. Tikhomirov “Frog Boys”, semantic milestones are indicated that can be used as plan points for retelling (“Evil fun”, “Reasonable speech”, “And the frog wants to live”). In the 3rd grade, after L. N. Tolstoy's story "The Shark", two plans are given for comparison: one - on the basis of the storyline, the other - on the moral and aesthetic basis. The last option includes words that convey the state of the hero, the author's attitude to events and heroes. (For example: "The boys saw a shark" - "The appearance of a sea monster"; "Artilleryman fires a cannon" - "Fear and despair of the father. Instant decision", etc.)

Of particular difficulty in reading lessons is the analysis of lyrical works. The main direction when working with a literary text is to provide an emotional-figurative perception of a poem, reading and rereading works of verbal art, cultivating an attentive attitude to the word in a literary text. What representations (visual or auditory images) need to be activated to a greater extent in children in the lesson can only be suggested by the author himself. So, when reading the poem by I. Tokmakova "Stream" (Grade 1), there is no need to activate visual images. It is important to use the personal life experience of a child who watched the awakening of spring, to direct his attention to listening to a poem. Its rhythm, repeated words (run, run, lay, lay etc.) with the help of which the author managed to depict, "revive" the spring stream.

Another thing is S. Yesenin's poem "Birch", where it is necessary to pay attention to the comparison words in the artistic text, which will help children to recreate in their imagination the image of a birch drawn by the poet. If we confine ourselves to reading and simply assessing the birch depicted in the poem, without revealing the author’s attitude towards it through figurative words and expressions, then the children have an out-of-context image of a birch, an ordinary birch, and not Yesenin’s.

In such cases, the main goal of the author is not solved - to introduce the reader to his values, to help him see the world through the eyes of an artist and thereby enrich himself aesthetically and spiritually.

The teacher needs to work on a comprehensive (in a form accessible to children) comprehension of works of art and the formation of a reading culture of students. The task of the teacher is to leave the child the right to the uniqueness of his perception, not to suppress it, but to proceed from it and rely on it. Indeed, by the presence of these qualities, we can judge what the personality of the child is, what is his creative charge. Therefore, it is very important that children know that in literature lessons they will not only analyze the work, draw a general conclusion about it and its main idea, but also that all their experiences, images, thoughts and memories that are born in them in the process of reading , will not be left unattended in the lesson (even if they are not entirely consonant with the position of the author). Thus, it follows from this that the origins of the influence of verbal images on a person should be sought not in the work itself, not in its logical analysis, and not in the reader , and in "combination" - in the act CO-creativity, CO-experience. Influence begins where there is a discovery of subjectively significant, "own" elements in the text, where someone else's poetic image is overgrown with the flesh of the reader's own ideas. It is not only reflected in the mind of the reader, but is transformed in it. And it is then that the spiritual energy of literary works is released from the book pages and begins to work for the development of the child's personality, for the disclosure and enrichment of his soul.

2.3. Improving reading skills.

Reading is a difficult and sometimes painful process that takes a lot of time and effort from children. And until the child learns to read quickly and meaningfully, to think and empathize while reading, this process will not give him joy and pleasure. But, as a rule, the development of certain skills is facilitated by the performance of multiple training exercises, which rarely attract anyone with their monotony and monotony. The teacher's task is to find an attractive moment in them, to present them to children in such a way that they are performed with interest and desire. How can I do that?

Methodology knows many methods of developing reading technique, that is, the correct way of reading, correctness, tempo, and partly expressiveness.

Chief among them is multi-reading, such a technique in which the student, answering a particular question, expressing his point of view, seeks reinforcement for his thoughts, judgments, feelings in the text, referring to it again and again. This repeated appeal to the text each time will reveal to the student in the already familiar text something new, unexpected, surprising him and at the same time interesting. At the same time, the depth of immersion in a literary text increases, and interest in reading increases.

Types of work on the text in the reading lesson.

Reading the entire text.

Reading the text with the aim of dividing into parts and drawing up a plan.

Reading according to plan.

Reading with text abbreviation (children do not read sentences or words that can be omitted). Preparing for a summary.

Reading in a chain by sentence.

Reading paragraph by paragraph.

Reading in order to find a suitable passage for the drawing.

Reading to find a passage that will help answer the question.

Reading the most beautiful place in the text.

Finding the whole sentence at the given beginning or end of a sentence. (Later, the sentence can be replaced by a logically complete passage).

Finding a sentence or passage that reflects the main idea of the text.

Reading in order to find 3 (4.5…) conclusions in the text.

Establishment by reading causal relationships.

Reading by roles in order to most accurately and fully convey the characters of the characters.

16. Finding and reading figurative words and descriptions.

17. Finding and reading words with logical stress.

18. Extraction of a word from the text to the proposed scheme, for example: __ ch __, __ zhi ___.

19. Who will quickly find a word for a certain rule in the text.

20. Finding the longest word in the text.

21. Finding two-, three-. four-syllable words.

22. Finding in the text and reading combinations:

noun + adjective,

noun + verb,

pronoun + verb etc.

23. Reading with marks of incomprehensible words.

24. Finding and reading in the text words that are close in meaning to data

(words are written on the board).

25. Reading with writing out words for a practical dictionary.

(for example, on the theme "Autumn", "Winter", etc.), etc.

Willingly read, actively perceived and gives the impression of what is relevant to the reader, what makes him act on his own initiative, independently

The main methodological feature of the “declared” reading lessons is that the authors of the applications themselves read the work to the class, choosing their reading assistants (teachers, children) as necessary, and set the course of its discussion through questions and assignments to classmates (“Did you like this work?” "What?"), actively presenting their point of view on what they read.

RETURNING READING- this is a re-reading of works already familiar to children after a while. Such reading contributes to the development in children of a positive attitude towards communication with the book by satisfying their need to re-experience the plots and images that captured their imagination. At the same time, there is a deepening and reassessment of the impressions received earlier, when the perceived images emerge in memory and are highlighted in a new way, bringing the child closer to understanding the ideological and artistic meaning of the work.

The main point of the returning reading lesson is to make suggestions in the class about “why Sasha or Natasha wanted to reread this work.” It is also necessary not only to reveal to children the importance of revisiting a work as an opportunity for an additional meeting with their favorite characters and their authors, but also to help students discover new meanings of the work, leading children to realize their renewed perception of what they read.

FREE READING- this is the student's appeal to reading at his own request and with the right to decide for himself : why him to read what just to read how read and when to read. The meaning of this reading is as follows:

Free reading provides the child with the opportunity to express their reading interests.

At the lessons of literary reading (grades 2-4), 30-35 minutes are allotted for reading. In the work you need to use various exercises to develop reading skills ( Appendix 3). What matters is not the duration, but the frequency of training exercises. In order to bring the basic skills to automatism, to the level of skill, exercises should be carried out in short portions, but with greater frequency.

Working on the expressiveness of reading, which helps to perceive a work of art as a work of art, teachers often use the author's living word (in a recording, audio recording), music.

From grade 1, students should be introduced to the technique of speech - breathing, voice, diction. ( Appendix 4)

Everyone, even a small success of a student, should be noticed and noted by the teacher. It is important to show the child the result of his work, to praise in time, to set an example for others, to evaluate his work with high marks. With this arrangement, students rejoice in every success, no matter how tiny.

2.4. Stimulation of interest in reading in the lessons of extracurricular reading.

At present, there is no official extracurricular reading lesson; work with a book has been introduced into the structure of literary reading lessons. Conducting extracurricular reading lessons during extracurricular time solves such problems as the development of reader independence (reading books in your free time, expanding reading and electoral interests), consolidating the skill of independent reading, solving the methodological problem: where the child should read and where to get books. However, along with these tasks, others inevitably have to be solved. No less important.

1. Obtaining information by children from other sources. Our time, as you know, has great opportunities that contribute to giving the child versatile and diverse information on various issues of knowledge. However, this information sometimes reaches him in a diffuse form, but he is not always able to comprehend it, bring it into a system and direct it to enrich himself with something new due to a lack of life experience, and we, adults, do not find time for him in this. help. And it turns out that the child uses only an external factor that attracts his attention. So, a child can sit for hours, for example, at a computer, TV, and although everything he sees is not always clear to him, it attracts him more, he believes that this is better than reading even an interesting book. Other sources of information should include children's theaters, a wide variety of additional education activities. Here, too, everything is interesting and useful. Students enthusiastically talk about their studies, relegating the problem of reading to the last plan: reading is boring, communicating with a book one-on-one is not a fun activity.

2. Organization of free time. This concept means, first of all, the time after school, when most children are left to their own devices and choose rest at their own discretion. And the book comes first. Most often this time is devoted to games, walks, enthusiastically playing computer games. Yes, and the students know that there is a reading lesson every day and the homework for reading is to read aloud again.

3.Availability of fiction for extracurricular reading. Despite the fact that city schools have fairly good libraries at their disposal, their fund does not always satisfy the reading interest of children. And the library of a rural school often cannot help a primary school teacher at all. There are old books in the rural library, and their replacement with new ones is rare. All this creates certain difficulties in the selection of the necessary literature for extracurricular reading.

In what way it would be possible to overcome the psychological barrier of the child, so that, without infringing on his interest in other types of information and preserving after school classes, instill in him the joy of communicating with a book. Parents sometimes do not have enough time to monitor the preparation of lessons by their children, to systematically be interested in their reading. Not all families are like this, but many are. The teacher has to think about how to kindle a spark of interest in reading in children so that they read not under duress, but at will. And the sooner this spark appears, the sooner the desire to read appears in children, the better.

It is useful for children to organize "Reading Corner"

What can it include? The solution to this issue depends on the capabilities and creativity of the teacher. The “corner” may look like this: a stand, next to it are shelves for books, under them is a table. The information on the stand is:

book handling rules.

Reminders for preparing for the lesson.

literary game, for example, "Duty letter" and its results.

Indicative indicators for the pace of reading for all classes at the end of the first and second half of the year.

Interesting information about the literary places of Orel.

Brief autobiographical data about Orlov writers.

An example of the relationship between family and school is creationcool library, which will expand the possibilities in an interesting and organized way to conduct extracurricular reading and solve the problem of introducing the child to the book.

The use of a variety of literary material, the variation of topics, forms and venues for extracurricular reading classes can occur through cooperation with the library. Exactly cooperation with the library largely determines the place of the book in the life of a student. Here, in the library, there is a special atmosphere. The teacher needs to set up the children to perceive the book depository as a source of knowledge, a place of rest and communication. Any literary event in the library is brighter and more effective than at school.

Extracurricular reading lessons purposefully solve the most important task of the social and personal development of the child, who have goal- strengthening the love of fiction, the formation of the need for constant replenishment of knowledge through reading and the ability to satisfy this need. The ability to learn independently is, first of all, the ability to read and draw the right conclusions from this reading. Mastering the skill of independent reading is possible only when the knowledge, skills and abilities acquired in academic work are transferred to extracurricular activities. The teacher needs to create conditions for the implementation of effective teaching of competent, semantic reading. The value of extracurricular reading lessons in elementary school cannot be overestimated. The Russian playwright of the 17th century, Ya. B. Knyazhnin, described the stages of the reader's formation in the following way: “... You can read and not understand what is written. You can read and understand what is written. But the highest level of reading skill is to read and understand what is not written. The great mission of the teacher is to initiate and support the process of the student's ascent along these steps.

The organization of this lesson requires a great responsibility and serious preparation from the teacher. Only the participation and interest of each child in the process of preparing extracurricular reading can ensure the success of the lessons - holidays. Here it is necessary to apply various forms of tasks that allow the child to "play" with a living literary word, learn to analyze the text, and answer interesting and unexpected questions. A variety of forms of assignments: tests, crosswords, digital dictations will provide an opportunity to broaden the horizons of students, improve reading technique, and help instill students' interest in the book. Interest in extracurricular reading lessons, according to students, is quite stable for two reasons:

1. this is interesting because the books offered for discussion are not included in the mandatory list for study (the reason is purely psychological: everything that is required is boring);

2. it is interesting because the atmosphere at extracurricular reading lessons is relaxed, there is a lot of discussion here, there is an opportunity to express any point of view, if it is well-reasoned; you can offer a book for discussion, illustrate it, participate in the staging of individual episodes.

I conduct extracurricular reading lessons not only in the traditional form (conversation; discussion of the problem raised in the work), but also in game: quiz; Crosswords; lessons-competitions, built on the analogy with well-known television programs (“Clever and clever”, “Who wants to become a millionaire?”, “Own game”, etc.). When preparing, I pay great attention to the selection of such questions and tasks, the answers to which provide for a good knowledge of the text. This encourages students to read independently.

All this contributes to the development of the skill of conscious reading at a certain pace (out loud and to oneself); the ability to expressively read and retell the text, to memorize a poem, a prose work, the reading technique is improved:

I regularly conduct individual monitoring of the progress of the formation of the technical side of reading in students;

I keep a strict record of gaps, reflect the dynamics of students' mastery of reading techniques;

I strive to regularly monitor the reading of students at home, discuss what they read, as well as evaluate what they read by the students themselves;

All the work done can be seen in the results of my students, most of whom read above the norm.

Conclusion.

Thus, if we want the masterpieces of literature to be read not by the order of the teacher and not regarded by the child as a punishment, but would bring the joy of touching the miracle - you need a special strategy for reading fiction, which corresponded to the virtual nature of verbal images and their perception. This strategy involves:

prepare the child from the very beginning for reading fiction as a the mystery of the transformation of dead lines of text into the spiritual energy of his own personality; to teach to "decode" the text (a work of art is an unusual letter from the author to the reader);

awaken in the child an emotional response to what is read, to help him in an artistic image to seek and find consonance with his own soul; enrich his life experience; promote

reader self-assessment and revelation and create conditions for their implementation;

stimulate children's creativity as a response to what was read; accumulate samples of creative reading, make them the property of students; to teach on these samples the perception of artistic images;

help the child be surprised; to look for the driving force of the spiritual development of children by means of literature not in general discussions about the writer and his work, not in the meanings of the works discovered by someone, but in the very figurative cloth works, in its specificity, which is the causative agent co-creation reader.

learn the language of verbal images, their ambiguity, ability to transform into different meanings;

help the student to turn impersonal educational reading into subjectively significant; jointly look for points of contact between the “I” of the writer and the “I” of the reader; learn to see the world through the eyes of another;

support in a reading child originality of his judgments about what you read; exclude the stereotype of opinions and assessments - an indicator of alienation from verbal images.

What skill a teacher needs to possess in order not only to maintain children's interest, but also to develop it from lesson to lesson!

Based on the above, it can be argued that if:

To carry out purposeful work on the development of the emotional experience of children through the arousal of fantasy, through personal life associations and identification of oneself and other people with the heroes of the works;

To organize such forms of activity with a book that provide an opportunity for the disclosure and realization of each child's own creative potential;

Children form and develop an interest in literature as a special way of reflecting life with the help of a word and in the process of reading in particular,

The need for subsequent literary education is awakened in the search for knowledge to answer more and more new questions, which ultimately contributes to the literary development of students.

Given the psychological characteristics of younger students, one should rely on their emotional sphere not only at the stage of the initial perception of the work, but also in all further work with the text. Here you can use methodological techniques aimed at the formation and development of the following skills of students:

Arbitrarily direct your attention to personal emotional sensations that arise as a result of reading, determine and comprehend them;

Capture, distinguish and understand the emotional states of the characters in the work, empathize with them or reject them;

To reveal the emotional richness of the personality of the author of the work, agree with it, supplement it or argue.

The main educational outcome of reading lessons in elementary school should be that they give children an INTEREST in subsequent literary education, arouse a thirst for literary knowledge proper in order to answer more and more new questions: not only about what and how the book told them and who was their interlocutor, but also WHY the author speaks about THIS, WHY exactly HE speaks, WHY he says THIS, and not otherwise, and WHY the author MANAGES to evoke SUCH thoughts and feelings in readers.

Bibliographic list.

1. Abramova V. How to protect your child? M., 2002.

2. Gostomskaya E.S., Mishina M.I. Extracurricular reading. 2-4 cells. didactic material. M., 2006

3. Klimanova L.F. Features of reading lessons in elementary school. Literary reading lessons. 1 class. M., 2004.

4. Materials of the journal "Primary School".

5. Parent meetings in elementary school. Issue 3 / ed. - comp. N.V. Lobodina - Volgograd: Teacher, 2007.

6. Parent meetings in elementary school. / Comp. T.A. Volzhanina and others - Volgograd: Teacher, 2005.

Attachment 1

Questionnaire for students:
1. What do you like more?
- read yourself;
- listen to adult readings.

2. How do your parents behave while you are reading?
- praise you
- scold you

3. Does your family read books aloud?
- read
- do not read

4. Can you name a book you recently read?
- Yes
- No

Questionnaire for parents:
1. What does your child most often prefer?
- likes to read himself;
- listen to adults read

2. What do you do when your child reads?
- praise him;
- scold

4. Can you name a book your child has recently read?
- Of course, yes;
- Probably, not.

Appendix 2

Reminder for children and parents.
1. When getting acquainted with a new book, first consider the cover, read the last name and initials of the author, the title of the book.
2. Leaf through the book, carefully looking at the illustrations.
3. Determine the approximate content of the book from the illustrations.
4. Read the book gradually, page by page or chapter by chapter.

Reminder for parents.
1. Before and while reading the book, figure out the meaning of difficult or unfamiliar words.
2. Ask how the child liked the book, what he learned about it.
3. Ask the child to talk about the main character, event.
4. What words or expressions did he remember?
5. What does this book teach?
6. Invite the child to draw a picture for the most interesting passage from the book or memorize it.

Simple tips on how to educate and support the habit of reading in children.
1.Enjoy reading yourself and develop children's attitude to reading as a pleasure.
2. Read aloud to children from an early age.
3. Let the children see how you yourself read with pleasure: quote, laugh, memorize passages, share what you read, etc.
4. Take your children to the library with you more often and teach them how to use its funds.
5. Show that you appreciate reading: buy books, give them yourself and receive them as gifts.
6. Let the children choose their own books and magazines (in the library, bookstore, etc.)
7. Read fairy tales to children
8. Subscribe to magazines for the child (in his name!) Taking into account his interests and hobbies.
9. Let the child read to someone at home or to his friends who cannot read yet.
10. Encourage reading: The reward could be a new book, art supplies, theater tickets, a trip to the zoo or museum, permission to stay up to read.
11. In a conspicuous place at home, hang a list where the child’s process will be reflected (how many books have been read and for how long)
12. Write your own cookbook.
13. Let them make shopping lists.
14. If you are traveling with children, invite them to read about the places you are going to (both before and after the trip)
15. While driving, have the children listen to tape recordings of literary works.
16. Play board games that involve reading.
17. Designate a special place for reading at home (a nook with shelves ..)
18. There should be a children's library in the house.
19. Arrange a trip to the library with the children. Sign up in the reading room.
20. Invite the children to read the book the movie is based on before or after watching the movie.
21. Encourage friendship with children who love to read.
22. Collect books on topics that will inspire children to read more about the topic (eg books about dinosaurs, space adventures).
23. Solve crossword puzzles with children and give them to them.
24. Let there be magazines, collections of stories for children and adults, newspapers in the house.
25. Let the children write their own notes, explaining, for example, their absence from school, or in other cases when notes from home are needed.
26. Encourage children to read aloud whenever possible to develop their reading skills and self-confidence.
27. Encourage the reading of any periodical material: even horoscopes, letters to the publisher, comics, images of television series.
28. It is better for children to read short stories, rather than long works: then they will have a feeling of completeness and satisfaction.
29. Encourage children to write their own plays or other compositions.
30. Host a night out dedicated to your favorite books.

(From the book by W. Williams "The negligent reader. How to educate and maintain the habit of reading in children.")

Competition "Dad, Mom, I am a reading family."

Purpose: to promote the development of a love of reading among younger students, to introduce them to family reading, to promote the unity of the parent team and the team of children.

The class teacher invites parents and children to test their knowledge and skills on the books they read on children's topics in the game.

Game progress:

Parents and children form two teams. The student reads the poem:

Not in reality and not in a dream,

Without fear and without timidity

We roam the country again

Which is not on the globe.

Not marked on the map

But you and I know

What is she, what is the country

Literature.

1. Competition for both teams of students "Go on ...".

Each team of children in chorus should continue the poem, the first line of which is read by the teacher.

Task for the first team (the first lines from the poems of Agnia Lvovna Barto are read):

A bull is walking, swinging, Our Tanya is crying loudly,

Sighs on the go: Dropped a ball into the river.

(“Oh, the board is ending, (Hush, Tanechka, don’t cry,
Now I will fall.") The ball will not sink in the river.)

They dropped the bear on the floor, Tore off the bear's paw. (I won't leave him anyway, because he's good.)

Task for the second team (the first
lines of quatrains by Samuil Yakovlevich Marshak):
Hey, don't stand too close... Gave shoes to an elephant
(I am a tiger cub, not a pussycat.) He took one shoe

(And he said: “We need wider ones And not two, but all four.”) Poor little camel! They don’t give the child: (He ate only two such buckets this morning.)

2. Competition for both teams of students "Whose things are these?".

Each team of children receives things belonging to fairy-tale characters, and within two minutes tries to identify the works from which they are taken, and also to answer who is the author of these works, who owns these things.

Teams are awarded the following items:

slipper ("Cinderella" Ch. Perrault);

arrow (Russian folk tale "The Frog Princess");

boots ("Puss in Boots" Ch. Perrault);

egg (Russian folk tale "Ryaba the Hen");

net with a fish (“The Tale of the Fisherman and the Fish” by A. S. Pushkin);

telephone (“Telephone” by K. I. Chukovsky);

a jar of jam (“Kid and Carlson” by A. Lindgren);

8) a basket with pies (Russian folk tale "Masha and
bear").

3. Competition for both teams of students "Find the author."

Each team receives a set of Literary Domino cards.

The team that quickly completes the correct chain of domino cards wins.

4. Competition for both teams of parents "Find out by description."

The class teacher or librarian read to each team in turn a description and description of the actions of the character in the book; after 3 seconds, the players must name his name, the work in which he acts, and the author of the book.

The following characteristics are used:

1) “This is a good Tula artisan, simple-hearted and gifted
twisted, naive, but with a Russian cunning. He made a miracle
marvelous, perfected an overseas curiosity - forged steel
new English flea. He was promised heavenly life in foreign lands, and
he still aspired to his poor homeland, although there was nothing
didn't expect anything good."

Answer: Lefty. N. Leskov. "Lefty".

2) "Strange floating creature: half-man, half-frog,
with silvery scales, huge bulging eyes and lie down
with paws. But when this creature took off his glasses and gloves,
then it turned out that in an unknown magical guise was hiding
young man 20 years old. However, in his half-human form, this young man
frightened the pearl divers of the Argentine coast so much that he received from
they have a fantastic nickname."

Answer: Ichthyander - Sea Devil. A. Belyaev. "Amphibian Man".

3) “The appearance of this man was extraordinary. He was
dressed in a deaf suit, his head was covered with several layers
mi bandage, on the eyes - black glasses, pink nose shone like
as if he was made of papier-mâché, thick feathers were put on his hands
chats. This man was a great inventor, but his discoveries
brought happiness neither to him nor to mankind, although he could create
Truly miracles."

Answer: Griffin. G. Wells. "Invisible Man".

4) “A young man 18 years old, from an impoverished noble
family, fluent in the techniques of one of the most common
strange sports in the seventeenth century, entered into an argument with
supreme representative of church authority and won it. Our
the Gascon nobleman is distinguished by a special chivalrous, gallant
attitude towards ladies, he is not devoid of humor, wit, cunning,
imagination."

Answer: D "Artans. A. Dumas. "Three Musketeers".

5) “A young native, originally from South Africa. There was a sentence
ren to death, but save by a man who lived alone not
How many years. In gratitude for the salvation, the native became his faithful
friend and for a number of years shared the loneliness of his savior.

Answer: Friday, D Defoe. "Robinson Crusoe".

6) “The girlfriend of a boy who, as a child, fell into a pack of wolves and
brought up there. She was "...all black as ink, but
with marks visible in the light, like a slight moiré pattern. Neither
who in the jungle did not want you to stand in her way, for she
she was cunning like a jackal, brave like a wild buffalo, and fearless,
like a wounded elephant. But her voice was sweet as wild honey, and
the skin is softer than down ... ".

Answer: Bagheera. R. Kipling. "Mowgli".

7) “... A girl of small stature, good-looking and so cool
that wheel - will not sit still ... The scythe issis-black, at the end
the ribbons are either red or green ... And the clothes are such that the other
you won't find one like this in the world. From silk, hey, malachite pla
thie. Such a variety happens, Stone, but to the eye like silk, even with a hand on
smooth..."

Answer: The mistress of the Copper Mountain. P. Bazhov. Ural Tales.

8) ... Silently, proudly speaking,

With naked sabers Flashing, Arapov walks a long line In pairs, decorously, As far as possible, And on the pillows carefully Bears a gray beard; And enters with dignity behind her, Raising his neck majestically, Hunchbacked dwarf from the door; His shaved head, covered with a high cap, Belonged to a beard ... Answer: Chernomor. A. Pushkin. "Ruslan and Ludmila".

Summarizing.

Appendix 3

Reading Exercises

1. Exercises for the development of conscious (conscious) reading

First group - logical exercises.

1. What do the words have in common and how do they differ?

a piece of chalk- stranded, small - crushed, washed - mil

2. Call it in one word.

Siskin, rook, owl, swallow, swift, scissors, tongs, hammer, saw, rake; scarf, mittens, coat, jacket; TV, iron, vacuum cleaner, refrigerator; potatoes, beets, onions, cabbage.

3. What word is superfluous and why?
Beautiful, blue, red, yellow;
minute, time, hour, second;
road, highway, path, way;
milk, sour cream, curdled milk, meat;

Vasily, Fedor, Semyon, Ivanov, Peter

4. How are the following words similar?
Iron, blizzard, stick, watch, lamp, glass.
They have the same number of letters;

they are of the same kind;

they are two syllables.

5. By rearranging the letters, make up a word.
uklbo, snoas, upks.

6. Make up a new word, taking from each of the data only
first syllable.

Ear, company, vase; bark, bingo, boxer; milk, spawning, plate.

7. Make up a new word, taking the second syllable from each.
snake, frame;

button, hammer, lava; reproach; elderberry, tina;

turn, powder, ditch.

8. Make a new word, taking the last syllable.

Furniture, gun; straw, time, stranded; fox, thorn, flight; resin, tear, takes.

9. Three words are given. The first two are in a certain
connections. Between the third and one of the proposed five words
the same relationship exists. Find the fourth word.

but) Song - composer; aircraft - ? - airfield, fuel,
designer, pilot, fighter;

b) school - training; hospital - ? - doctor, student, treatment,
institution, sick;

in) knife - steel; chair -? - fork, tree, table, food,
tablecloth;

G) forest - trees; library - ? - city, building,
librarian, theater, books;

e) morning- night; winter - ? - frost, day, January, autumn, sleigh.

10. Divide the words into groups.

Hare, peas, hedgehog, bear, cabbage, wolf, cucumber; cow, cupboard, chair, sofa, goat, sheep, table.

11. For the highlighted word, select the words you need in meaning
Herbs:clover, cedar, sorrel, plantain, larch,

dandelion;

insects:magpie, fly, owl, beetle, mosquito, cuckoo, bee;

shoes:boots, coat, jacket, shoes, slippers, jacket.

12. What letter, syllable, word are superfluous, and the urns of mara lana are like a river, a river, a stream, a pen, a stream.

Second group - Word building games with words.

1. Find a word within a word.

Thunderstorm newspaper bush

joke tray chocolate

watchmaker sliver fair

2. Pick a couple.

but) songpractical

approximate area

girlfriend diligent

postman festive

gift striped

linen towel

the briefcase is lovely

hairdresser nice

3. Finish the sentence:

In the mornings, Aibolit treats his teeth:

z bre y, y z br, itgyr, v dryy, o y b br.

The end is at the bottom of the pond.

A whole in the museum

Find it easily. (Painting)

Puzzles. (Anyone that fits the topic of the lesson.)
Find the animal among the lines. The pump sucks the river water

And the hose is stretched to the garden.

8. Make up words in which one of the syllables must
start with a letter m.

ma ti ma si ra mu lo ka do

Third group - work with deformed texts; unfinished stories.

Compose the text (permutation of sentences). Texts are selected to the topic of the lesson.

Make sentences (3-4) to the topic of the lesson.

At school.

On the river.

Morning, clouds, breeze, water, water lilies, boat, fishing, boys, fishing rod, catch, seagulls.

School, class, desks, attendant, guys, notebook, pencil case, lesson.

On the river.

Morning, clouds, breeze, water, water lilies, boat, fishing, boys, fishing rods, catch, seagulls.

3. Finish the story.

Bird care. It was a frosty winter. Birds are sitting on the pine tree. They are looking for food...

On duty. Dima and Kolya are on duty. They came to school early. Kolya watered the flowers on the window...

Fourth group - work with text (textbook).

1. Read the text yourself, answer the questions,
written on the board.

2. Arrange the questions in order of the content of the text. Read the answer to the second question. (The questions are written on the board.)

Ask questions about the text or part of the text.

Determine how many parts are in the text. Determine if the text has an introduction, body, conclusion.

Heading work.

Prove that the title is chosen correctly by accompanying it with text.

Choose a title from those provided.

Arrange the chapter headings in the order of the content of the text. Choose a part of the text for the title. Name the parts.

Selective reading.

Retelling with and without questions.

Drafting a text plan.

2 . Exercises for the formation of correct reading

First group - exercises aimed at developing attention, memory.

Pictures are located on a closed board. They must be opened, counted to three, closed. List all items. Find what has changed, etc.

Describe the item (show and remove).

Describe a moving object (take it in your hand - raise and lower it).

Repeat what the teacher said (six words in pairs, similar in some way in sound).

A barrel is a point, a grandmother is a butterfly, a cat is a spoon.

Choose words for this sound (reading a quatrain, sentences, text).

Think of the names of products for this sound, from which you can cook dinner.

Stand up those who have this sound in their first name, patronymic, last name.

Choose from all syllables - syllables-mergers, syllables with a confluence of consonants, closed syllables.

Show 5-6 items. Choose the name of the subject, in which one syllable, two syllables, etc.

10. Choose words that have two syllables (one, three, etc.).
Say 8-10 words.

11. Choose an object in the name of which the stress falls on the 1st syllable (2nd, 3rd) (show 5-6 objects).

Repeat words: whale, tank, cow, april etc.

Retell previously read texts without warning.

Repeat tongue twister, sentence, text.

16. Learning quatrains.

The second group is exercises with words.

1. Reading words that differ by one letter.

Chalk - stranded - soap - soap - small - crushed; mouse - midge - bear - bowl.

2. Reading words that change spelling
the same letters.

A bush is a knock, a pine is a pump, fur is laughter, a mouse is a reed, a mark is a frame, a march is a scar.

3. Reading words that have the same prefixes,
endings.

I came, I came sewed, brought, chorus; red, white, blue, black, yellow; doll, mom, dad, spoon.

4. Reading "shifters".

The lion ate the oxen. Go look for a taxi, go.

5. "Through letter", "Ladder":

6. Dictionary work (finding out the lexical meaning of words before reading).

7. Preliminary syllable-by-syllable reading of words that have a syllabic or morphemic composition.

III. Exercises for developing reading fluency.

First group- exercises to expand the field of view.

Work on the contemplation of the green dot. (On the card, on the picture we put a green dot and concentrate our eyes on it. At this time, we call the objects on the right, left, above, below.

Work on Schulte tables.

Development of the horizontal field of view.

8 4 7 22 9 14 18 7

2 15 3 12 6 23 20

6 3 9 21 4 1 25 15

Development of the vertical field of view:

Set #1

Set №2

20 33 27 16 13
30 18 2 34

3. Working with vocabulary blocks, vertically
hidden word.

from about to C in eta and in but

but from ki m e one hundred kr e layer

from but m ka T ok cle T ka

ku to la ku to la

magician but zin r but to
(Children read the words, and they themselves follow the highlighted
letters)

4. Reading columns with stencils.

(Children, using a stencil, read the words in columns. In the columns of grade I - 3-5 words, grade II - 10-12 words, grade III - 15-18 words, grade IV - 20-25 words.

check red latch

store

tooth run laboratory assistant

food

house game milk tutorials

5. Spot the difference.

Conversation, interlocutor, talk, gazebo, interview; conversation, conversation, interview, chatter, dialogue.

crying roaring tears sobbing

6. Name in order.
trouble storm

misfortune blizzard

woe blowing snow

sadness blizzard

wind whirlwind hurricane storm

7. "Who is faster?"
Each student has 2-3 texts. Need to find this

sentence.

Second group- Exercises to activate the organs of speech.

1 Articulation gymnastics:

a) vowels, consonants, combinations, open and closed
syllables;

b) words that are difficult to pronounce.

Tongue Twisters.

"Running Tape"

A strip is stretched through the holes in the cardboard, where syllables and words are written. Must have time to read.

Cleanliness.

Various types of reading.

I.Y. Exercises for the development of expressiveness of reading.

1. Reading a word with different shades of intonation.

Reading a phrase with intonation appropriate for a particular situation.

Breathing exercises.

5. Exercises for diction.

6. Reading short poems.

Appendix 4

Exercises for the development of speech technology - breathing, speech.

Proper breathing is health.

When exercising, remember to breathe properly. Breath is life. Deep breathing is a source of strength. The deeper you breathe, the stronger the impact of exercise.

I.p. Stand up, straighten your shoulders, keep your head straight. At the expense of "one", "two" - a deep breath (to yourself). At the expense of "times" - holding your breath. Exhalation - smooth counting from 1 to 10 or from 1 to 15.

I.p. Stand up, straighten your shoulders, keep your head straight. On the exhale - saying a proverb or tongue twister. Long tongue twisters come with the addition of air.

Children should be helped to use the six levers: loud - soft, up - down, fast - slow.

I.p. Sit down, straighten your shoulders, keep your head straight. After taking a deep breath, pronounce the consonant sounds [m], [l], [n] smoothly and lingering alternately.

Inhale ah-ah-ah, exhale; inhale uh-uh, exhale; inhale and-and-and-and, exhale; inhale, ooh, ooh, exhale.

Inhale arrr, exhale; inhale errrr, exhale; breath urrrr.

No. 4. Pronounce clearly, resoundingly: steering wheel - rum - pond - horn - role - para-kura - grass - wing - hello - lilac - friend - rule - frost.

Clearly pronounce difficult words: emergency, local attractions, overload, etc.

The world has entered a new millennium dominated by television, computers, video games, children have lost interest in reading. The problem of forming correct, conscious, fluent and expressive reading worries every teacher, since reading is the foundation of all subsequent education.

Teachers, and many parents, are also not happy that their children do not like to read. “You can’t force learning, you need to captivate with learning!” And this is absolutely fair. How to teach reading so that children love books? This problem is of particular relevance in elementary school.

Teaching children to read is certainly difficult, but it is even more difficult to teach them to love reading. At first, children like the process of mastering reading. They are interested in seeing how well-known words emerge from letters. But when it comes to increasing the pace of reading, when the teacher is in the classroom, and the parents are at home trying to force the child to read and read so that the technique of reading grows, then many people lose the desire to sit at a book. Watching a cartoon, sitting at a computer is both easier and more interesting.

"People Stop Thinking When They Stop Reading". These words were spoken by the great French thinker Dani Diderot many years ago. They are relevant even now, so solving the problem of instilling interest in reading solves a number of educational, educational and developmental tasks of training and education. From the first days of schooling in the first grade, I teach children to see in a book an interlocutor with whom you can talk - without the help of an adult, on your own - without even being able to read, but having learned to peer and think about what you see, taking a book in your hands. First-graders should start with what they have not yet been taught: solving the riddles offered by books, peering, pondering, making guesses, referring directly to the text of the book, that is, to reading them. First, the text should be read by yourself, very soon they will want to do it with all their hearts on their own. So literacy lessons become an organic part of teaching first-graders to read books - an activity for children every day more interesting and desirable. In the future, it is advisable to use different methods and types of work in your lessons so that children read with interest.

The meaning of the concept of "interest" in educational psychology is quite wide: this term is used to refer to such concepts as "attention", "curiosity", "concentration", "awareness", "desire" and "motivation". We will focus on understanding interest as an emotional experience of a cognitive need. What is interesting is what is emotionally significant.

All children love to read and listen to reading. But reading lessons are not a favorite for schoolchildren. After all, the favorites for many are difficult mathematics, the Russian language with its exercises, for others - physical education, drawing. Only a few students in the class will prioritize reading lessons. Reason: children love real work, work. They are not yet fully aware of the need for fruitful work, but the work done brings satisfaction to the student, strengthens self-esteem, self-respect.

Always and everyone is busy working on their favorite lesson. The same cannot be said about the reading lesson. Let's take a closer look: one reads aloud - the rest, without a sense of responsibility, listen to an already familiar text. There is no such feeling when reading to oneself: the task is easy or, if more difficult, without specific instructions for the correct organization of mental labor for its implementation. With a retelling, at best, 2-3 students will perform. In a conversation, the teacher, we admit, relies more often on the most developed students. And other moments of the lesson do not organize the work of the student enough.

Reading lessons are often boring. Even reading an interesting story is not always based on serious, hard work of thought and feeling, therefore, it does not bring satisfaction. The student has no awareness of his growth.

Revising our method of reading in the light of modern tasks, we come to the conclusion that the main direction is teaching active - relationships with the work. Every moment of communication with the text in the lesson should become a stage in the work of the mind and feelings of the reader and, ultimately, teach thoughtful reading.

In the conditions of four years of primary education, there are great opportunities for solving this problem. And the fact that children start serious academic work early gives them a respectful attitude to the book, a desire to "master" it. This attitude towards reading is reinforced by the material for working on the text, which is given in the "ABC": short stories can always be used for useful exercises and meaningful conversations. Partial renewal and enrichment of the "Native Word" also suggests to the teacher new opportunities for improving the lessons, filling each of them with organized educational work for all students. How can you organize the communication of readers with the book for this you need to conduct interesting lessons.

Interest is a form of manifestation of the cognitive needs of students, ensuring the orientation of the individual to the realization of the goals of the activity and thereby contributing to the oriented acquaintance with new facts, a more complete and deep reflection of reality.

Cognitive interest is an interest in learning activities, the acquisition of knowledge, in science.

Cognitive interest is a special selective orientation of a person to the process of cognition: its selective nature is expressed in a particular subject area of knowledge. A person seeks to penetrate into this area in order to study and master its values.

In the conditions of learning, interest is expressed by the student's disposition to study, to cognitive activity in the field of one, and perhaps a number of educational subjects. At the same time, the cognitive interest of deeply personal education is not reducible to individual properties and manifestations.

With regard to the act of reading, the modern idea of a number of psychologists about the multilevel organization of cognitive structures acquires significant significance. In accordance with it, the above-mentioned traditionally identified aspects of the act of reading speed, pace, and understanding can be considered as functions of the higher levels of the corresponding cognitive structures.