Literacy work program
(writing lessons)
1st grade UMK "Perspective".
Explanatory note
The work program for teaching literacy for grade 1 was developed on the basis of the federal state educational standard for primary general education, the concept of spiritual and moral development and personal development of a Russian citizen, the planned results of primary general education, the Concept of the educational complex “Perspective”, the author’s program of L. F. Klimanova, T.V. Babushkina “Russian language”, approved by the Ministry of Defense of the Russian Federation in accordance with the requirements of the Federal component of the state standard of primary education.
Place of the subject in the curriculum
The work program is designed for 206 hours (94 hours for teaching basic reading and 114 hours for teaching writing) per year.
Number of hours per year: 206.
Number of hours per week: 9 (literacy 4 hours, writing 5 hours).
Goals and objectives of the course
Teaching literacy is an organic part of the academic subject “Russian language” and has a common communicative and cognitive basis with it. The course meets the goals of the humanistic school, the interests and needs of the child; it is designed to form a high culture of verbal communication, develop the creative abilities of students, and introduce them to spiritual and moral values.
The goal of the “Teaching Literacy” course is to master initial knowledge of vocabulary, phonetics, and grammar of the Russian language.
The course content and teaching methods are focused on solving the following problems:
develop the ability to write and read, listen and speak, and freely use the native language in various communication situations;
ensure the conscious acquisition of language as the most important means of communication and mutual understanding of people;
to ensure the relationship between the literacy teaching system and the development of communication and speech skills, literary and creative abilities of students, and the formation of their spiritual and moral values;
to develop imaginative and logical thinking in every child, to instill the skills of speech culture of communication as an integral part of a person’s general culture.
This literacy teaching system is based on three main principles:
communicative
educational,
semiotic (sign).
1 . The communicative focus of the course allows you to:
to form the processes of reading and writing as types of written speech, and not just as simple skills;
give an idea of the text as a product of speech activity;
understand language as a means of communication;
to develop the ability to navigate a communication situation: adequately perceive the interlocutor’s speech, correctly construct your statement, control and correct it depending on the communication situation.
2. The cognitive orientation of the course allows you to:
study language as a cultural and historical process - from oral forms of communication to written ones, i.e. from games, gestures, drawings, pictography to alphabetic sound-letter writing, etc.;
master language as a means of mutual understanding, a means of cognition;
to form the linguistic thinking of students, developing figurative and abstract logical thinking, intuition;
to ensure the gradual assimilation of basic language and speech concepts on an illustrative and figurative basis, taking into account the characteristics of the child’s cognitive activity through the development of all types of thinking (visual-practical, figurative-symbolic and abstract-logical);
develop linguistic thinking, which is based on the child’s ability to recognize and harmoniously combine the form and content of speech, the ability to reproduce its meaning and significance in various forms, the ability to see the general meaning behind various forms of its expression.
3. The semiotic principle makes it possible:
reveal language as a sign system, in which only two-sided units of language, such as a word, morpheme, etc. (and not a letter, as is often believed), can be classified as linguistic signs;
realize the specificity of the word as a linguistic sign, as a “substitute” for reality;
highlight the initial concepts and relationships that would help the child understand the meaning of a linguistic sign: sign - meaning, meaning - sound (content - form);
introduce children to various sign systems and means of communication: facial expressions and gestures (as one of the most ancient types of communication that continue to function today, accompanying oral speech), sign-signals, sign-symbols, the language of art, etc.
General characteristics of the course
During the period of learning to read and write, children receive initial ideas about various forms of communication: real (people with each other) and conventional (with the world of nature and things), verbal and non-verbal forms of communication are compared. Attention is drawn to the meaning of gestures, facial expressions, expressive movements, intonation of communication, drawings, and the role of signs in communication is comprehended.
The main attention is given to teaching reading and writing as written norms of speech communication. At the same time, oral forms of communication, listening and speaking skills are being improved.
The period of learning to read and write includes three stages:
1. Preparatory training period (45 hours)
Students begin working with the material from the first section, which is called “Let's get acquainted!” Its goal is to introduce children to the world of communication, help establish contacts between them, and create an atmosphere of goodwill, mutual assistance and love in the classroom. Communicative speech situations stimulate the development of students’ speech and encourage children to express their opinions and judgments.
In lessons, in parallel with oral speech, written speech begins to form: from its subject-practical level (gestures, facial expressions, pictograms, etc.) to sign-symbolic and alphabetic, sound-letter writing. Language acquisition begins with specific ideas about the word and its nominative function, about the word as the name of a person, as the name of objects in the surrounding world (“We recognize the world by names”). Children make up sentences and texts from words written using pictograms. Gradually, the word, which first appears to the child from the side of meaning (meaning), is revealed to him from the side of sound (sound form). Word models are introduced that provide a visual representation of the relationship between the sound form and the meaning of the word. Rhymes, counting rhymes, and poems with elements of onomatopoeia, focusing attention on the sound side of the word, help to attract children's attention to the sound of a word. Sound analysis is carried out on the entire range of sounds of the Russian language. The depiction of sounds in the diagrams is motivated - it captures the articulatory and pronunciation features of speech sounds: the circle symbolizes the free passage of air when pronouncing vowels, and the crossbar and wavy line in the circle indicate obstacles that arise when pronouncing consonants. Along with this, an acrophonic method of writing words is used: each sound is indicated by a picture. Children develop their ability to communicate by studying micro-topics such as “Communication in the human world”, “Communication in the natural world”, “Communication using intermediary signs”. Children learn to distinguish between oral and written forms of communication, pay attention to words as a means of communication between people, learn to solve not only speech, but also moral problems in the process of communication.
Simultaneously with the alphabet, children work in the “Draw, Think, Tell” Workbook, which prepares the child’s hand for writing, teaches how to navigate the work line, and exercises in the development of logical and associative thinking.
2. Basic (literary) training period (144 hours)
During this period, sound-letter writing is mastered as the most effective way of recording thoughts, reading and writing are mastered as types of speech activity, a culture of verbal communication develops, and communication and speech skills are improved.
Students work with material from the second section of the alphabet, which is called “The Country of ABCD. The development of children's phonemic hearing continues, the sound analysis of words and the ability to denote sounds with letters are formed. Schoolchildren learn basic reading and writing, consolidate knowledge about words and sentences, their structure. When teaching initial reading, a whole variety of analytical and synthetic exercises are used, presented in a playful, visual form. The focus on reading with words is implemented in materials selected taking into account the universal principles of distinguishing and recognizing the letter composition of a word and aimed at simultaneously holistic and differentiated perception of the word. Different forms of reading are actively used: syllable-by-syllable, whole words, tempo, intonation, expressive. The structure and content of the alphabet suggest the use of variable methods of teaching literacy, up to self-learning (independent “discovery” by students of any elementary language patterns, etc.). This is not difficult to do, since the content of the alphabet is built in the logic of the development of the child’s cognitive processes as he masters literacy. The development of creative independence of students is facilitated by a variety of communicative and speech tasks that put children in the situation of choosing educational material and tasks for it. This suits the child's nature and develops a positive attitude towards learning. Work in pairs (constant and variable composition) is being introduced, which provides assistance in reading to lagging children from more prepared ones. In the lessons, conditions are created for mutual learning and intensive advancement of each student. "ABVGDeyka" ensures active participation of all students with different levels of preparation for school. At the very beginning of the textbook, reading children are offered texts to read. The children's interest in reading and books is supported in every possible way: on the pages of the alphabet, the child meets his favorite characters from children's books and gets acquainted with new works.
The vocabulary of "ABVGDeyki" is focused on large and varied work with words. Using the simplest models, students become familiar with polysemantic words, synonyms, antonyms and homonyms, and phraseological expressions. A significant place is given to the development of speech skills when composing sentences and texts. Systematic work with words creates conditions for the formation of spelling skills and comprehension of the figurative language of literary texts. When teaching writing, a printed font is introduced, the mastery of which helps children create a visual-motor image of the letter and has a beneficial effect on its assimilation. However, the main focus is on mastering the written word. Children master the rules of Russian graphics, and their initial spelling skills are actively formed.
During the main (letter) period, they practice writing and spelling skills in copybooks No. 1 and No. 2 “My Alphabet.”
3. Post-primary training period (18 hours)
The generalizing (post-letter) stage is based on the material of the third section of the alphabet “About everything in the world.” The main task of this period is to consolidate conscious reading skills and ensure the transition from syllable reading to reading in words.
However, the literary part of the alphabet is focused not only on developing reading skills, but also on developing the ability to understand texts of various types: scientific and artistic. Comparison of these texts allows children to conduct independent observations of the language of works of art and the use of words in literary texts. “Literary Secrets,” presented in visual and figurative form, help children feel the rhythm, melody and figurative language of works of art. There are tasks that stimulate children's literary creativity, help the teacher build dialogue lessons, and reader communication lessons
with the writer, the book, its characters.
In parallel with the literary part of the alphabet, work is going on in the Workbook “I Write Beautifully.” The main purpose of the manual is to consolidate calligraphic and spelling skills.
The system of tasks and selection of material ensure the development of literary and artistic abilities of schoolchildren.
Subject content
Phonetics. Speech sounds, their characteristics. Awareness of the unity of the sound composition of a word and its meaning.
Isolating individual sounds in a word. Establishing the number and sequence of sounds in a word, fixing them in sound and figurative-symbolic schemes. Matching words that differ in one or more sounds.
Distinguishing between vowels and consonants. Understanding phonemic oppositions: hard and soft phonemes, their symbolic designation. Distinguishing between hard and soft consonants, voiced and voiceless.
A syllable as a minimal pronunciation unit. Dividing words into syllables, open and closed syllables. Emphasis. Determining the place of stress in a word, distinguishing between stressed and unstressed syllables, stressed and unstressed vowels.
Graphic arts. Distinguishing between sounds and letters: a letter as a sign of sound. Mastering the positional method of denoting sounds with letters. The letters ъ, ь, which do not denote sounds. Vowel letters e, e, yu, i; their double role (depending on the place in the word). Indication in writing of the softness of consonant sounds using the letters i, e, e, yu, i. Soft sign as an indicator of the softness of consonant sounds. Using ъ and ь as dividing marks.
Introducing the Russian alphabet as a sequence of letters. Alphabet meaning. Comparison of alphabetic writing (indicating sounds with letters) and writing using pictures and symbols (pictography). Understanding the value of modern writing.
Reading. Formation of the skill of syllabic reading (orientation to the letter denoting a vowel sound) as a type of speech activity. Smooth syllabic and whole word reading at a speed that matches the child's individual pace. Conscious reading of words, phrases, sentences and short texts. Reading with intonation and pauses in accordance with punctuation marks. Development of awareness and expressiveness of reading based on short texts and poems. Reproduction of the read text based on questions from the teacher and independently.
Introducing orthoepic reading (when moving to reading whole words). Orthographic reading (pronunciation) as a means of self-control when writing from dictation and when copying.
Word and sentence. Perception of the word as an object of study, material for analysis. Observation of the meaning of a word. Practical distinction between the meaning and sound of a word. The role of the word as a mediator in communication, its nominative function. Correct use in speech of words naming individual objects (rose, lily of the valley, sedge) and words with a general meaning (flowers, plants).
Distinguishing between words and sentences. Working with sentences: highlighting words, changing their order.
Spelling and punctuation. Introduction to spelling rules and their application:
separate spelling of words;
designation of vowels after hissing ones (cha-sha, chu-shu, zhi-shi);
the use of ь to indicate in writing the softness of consonants;
the use of ъ and ь as dividing marks;
a capital (capital) letter at the beginning of a sentence, in proper names;
transferring words into syllables without consonant clusters;
punctuation marks at the end of a sentence.
Speech development. Initial idea of the text as a speech work. Highlighting sentences in the text. Combining sentences into text. Comprehension of the text read when independently reading aloud and when listening to it.
Initial understanding of speech using visual-figurative models. Dividing speech into semantic parts (sentences) using drawings and diagrams. Composing a coherent text from sentences and writing it down.
Compiling short stories of a narrative nature based on a series of plot pictures, based on materials from one’s own games, activities, and observations.
Culture of verbal communication. Mastering a positive model of verbal communication based on goodwill, peacefulness and respect for the interlocutor.
Thematic plan
"ABC". Part 1."Let's get acquainted"
20
Workbook
"Draw, think, tell"
25
Letter period (144 hours)
"ABC". Part 1, part 2.
"Country ABVGDeyka"
64
Copybooks
"My alphabet" Part 1, Part 2.
80
Post-letter period (18 hours)
"ABC". Part 2. “About everything in the world”, “Reader”
8
9
114 hours
Total
206 hours
92 hours
Basic requirements for knowledge, skills and abilities of students
Students should know:
all the sounds and letters of the Russian language, be aware of their main differences (we hear and pronounce sounds, we see and write letters).
Students should be able to:
isolate individual sounds in words, determine their sequence;
distinguish between vowels and consonants and the letters that represent them;
correctly name soft and hard sounds in a word and outside a word;
know the ways of their letter designation;
indicate in writing the softness of consonant sounds with vowels (e, ё, yu, ya, i)
and a soft sign;
determine the place of stress in a word;
extract words from sentences;
clearly, without distortion, write lowercase and capital letters, their combinations in syllables and words;
correctly copy words and sentences written in printed and handwritten letters;
write words and sentences of 3-5 words correctly (without omissions or distortions of letters) from dictation, the spelling of which does not differ from the pronunciation;
use a capital letter at the beginning, a period at the end of the sentence;
orally compose 3-5 sentences on a specific topic;
know the hygienic rules of writing;
write letter shapes and connections between them correctly;
be able to read a word orthographically and orthoepicically and on this basis establish whether the word is spelled correctly, how it is pronounced, in which part of the word the letter or letters denoting a mismatch are located.
Exercises in calligraphy and coherent speech are carried out during Russian language lessons in the process of studying all program material.
Reading skills.
1st half year
e. Smooth syllabic reading of words, sentences, short texts with learned sounds and letters denoting them.
II half of the year.
Correct, smooth syllabic reading with elements of reading whole words of small texts with all the letters of the alphabet. The approximate rate of reading an unfamiliar text is not lower than 25-30 words per minute. Observe pauses separating one sentence from another. Continuation of work on the sound culture of speech, on the word, sentence and coherent speech begun in the primer period.
Results of studying the subject
The program ensures the achievement of the following personal, meta-subject and subject results.
Personal results:
formation of the foundations of Russian civic identity, a sense of pride in one’s Motherland, the Russian people and the history of Russia; awareness of one’s ethnic and national identity, the values of the multinational Russian society; the formation of humanistic and democratic value orientations;
acceptance and mastery of the social role of the student; development of motives for educational activities and the formation of personal meaning of learning;
development of independence and personal responsibility for one’s actions based on ideas about moral standards;
development of ethical feelings, goodwill and emotional and moral responsiveness, understanding of other people and empathy for their feelings; understanding the importance of a positive communication style based on peacefulness, patience, restraint and goodwill;
formation of aesthetic needs, values and feelings;
developing skills of cooperation with adults and peers in different social situations, the ability not to create conflicts and find a way out of controversial situations.
Meta-subject results:
the ability to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation, determine the most effective ways to achieve results;
the ability to accept and maintain the goals and objectives of educational activities, to find means of its implementation;
the ability to engage in discussions of problems of a creative and exploratory nature, to learn ways to solve them;
the ability to understand the reasons for the success/failure of educational activities and the ability to act constructively even in situations of failure;
mastering the initial forms of self-observation in the process of cognitive activity;
the ability to create and use sign-symbolic models to solve educational and practical problems;
mastering the skills of semantic reading of texts of various styles and genres in accordance with goals and objectives; consciously constructing a speech utterance in accordance with the objectives of communication, composing texts in oral and written form;
mastering the following logical actions: comparison, analysis, synthesis, classification and generalization according to generic characteristics, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;
willingness to listen to the interlocutor and conduct a dialogue, recognize the possibility of the existence of different points of view and the right of everyone to have their own; the ability to express one’s opinion and argue one’s point of view and assessment of events; the ability to actively use dialogue and monologue as speech means to solve communicative and cognitive problems;
determining the common goal of joint activities and ways to achieve it; the ability to negotiate the distribution of functions and roles, exercise mutual control, and adequately assess one’s own behavior;
willingness to resolve conflicts constructively, taking into account the interests of the parties and cooperation.
Subject results:
the formation of initial ideas about the unity and diversity of the linguistic and cultural space of Russia, about language as the basis of national identity;
students’ understanding that language is a phenomenon of national culture and the main means of human communication and mutual understanding; awareness of the importance of the Russian language as the state language of the Russian Federation, the language of interethnic communication;
initial mastery of the main concepts of the Russian language course (phonetic, lexical, grammatical), representing the basic units of the language and reflecting essential connections, relationships and functions;
understanding the word as a two-way unit of language, as the relationship between meaning and sound. Practical mastery of the substitutive (sign) function of language;
mastering initial ideas about the norms of the Russian and native literary languages (orthoepic, lexical, grammatical) and the rules of speech etiquette; the ability to navigate the goals, objectives, means and conditions of communication, to choose adequate language means to successfully solve communicative problems;
the formation of a positive attitude towards correct oral and written speech as indicators of a person’s general culture and civic position;
mastery of educational activities with language units and the ability to use acquired knowledge to solve cognitive, practical and communicative problems.
Material and technical support of the educational subject
To implement program content, the following is used for students:
2. ABC. 1 class. Electronic supplement to the textbook by L. F. Klimanova, S. G. Makeeva. Moscow: - Enlightenment, 2012
To implement program content, it is used for the teacher:
1. L. F. Klimanova, S. G. Makeeva. ABC. 1 class. At 2 o'clock. Moscow: Education, 2012.
2. ABC. 1 class. Electronic supplement to the textbook by L. F. Klimanova, S. G. Makeeva. Moscow: - Education, 2012.
3. L. F. Klimanova, A. V. Abramov, L. N. Boreyko. Draw, think, tell. Workbook. 1 class. M.: Education, 2013.
4. L. F. Klimanova, A. V. Abramov. My alphabet. Copybooks. 1 class. At 2 o'clock. Moscow: Education, 2012.
5. L. F. Klimanova, A. V. Abramov. Write beautifully. Workbook. . 1 class. M.: Education, 2012.
6. L. F. Klimanova, S. G. Makeeva. Literacy training. Methodological manual with lesson developments. M.: Education, 2012.
8. Collection of work programs. System of textbooks "Perspective". 1-4 grades. M.: Education, 2013.
Calendar-thematic lesson planning
(learning to write)
Letter period (80 hours)Copybooks “My alphabet” (parts 1 and 2)
Sound analysis of words with sound a. Letters Aa.
Sound o. Letters Oo.
Small letter u.
Capital letter U.
Verification work.
Letters Ii.
Letter s.
Small letter e.
Capital letter E.
Consolidation of what has been learned.
Letter mosaic.
Write and don’t rush!
Consolidation of what has been learned.
Verification work.
Letters Mm.
Letters Ss.
Letters Nn.
Letters Ll.
44-45
Consolidation of what has been learned.
Letters Tt.
Letters Kk.
Word riddles.
Consolidation of what has been learned.
Letter mosaic. Walk, don't rush.
Letters Rr.
Letters Vv.
Letters Pp.
Consolidation of what has been learned.
Letters Gg.
56-57
Consolidation of what has been learned.
Letters Her.
Verification work.
Letters Yoyo.
Writing words with letters e, e.
Consolidation of what has been learned.
Letter mosaic.
Letters Bb. Spelling of words with paired consonants according to deafness-voicing b – p.
Letters Zz.
66-67
Spelling of words with paired consonants according to deafness-voicing s – z.
Consolidation of what has been learned.
Letters Dd.
Small letter g.
Capital letter J.
Spelling words with the letter combination zh.
73
Test.
1
74
Letter mosaic.
1
75
Letters Yaya.
1
76
Consolidation of what has been learned.
1
77
Small letter x.
1
78
Capital letter X.
1
79
Letter b. Spelling words with ь is an indicator of softness.
1
80
Letters Yy.
1
81
Letters Yuyu.
1
82
Indication of softness of consonants by the letter yu.
1
83
Verification work.
1
84
Consolidation of what has been learned.
1
85
Letters Shsh.
1
86
Letters Hch.
1
87
Letters Shch.
1
88
Exercises in spelling words with cha - sha, chu - schu.
1
89
Consolidation of what has been learned.
1
90
Letters Ts.
1
91
Letters Ff.
1
92
Letter ъ. Spelling words with separator ъ.
1
93-94
Consolidation of what has been learned.
2
95
Verification work.
1
96
1
97
Practicing writing elements of letters - smooth lines with a dot.
1
98
Straight lines with one and two curves and smooth lines.
1
99
Straight lines with a loop at the bottom.
1
100
Straight lines with a loop at the bottom and top.
1
101
Writing ovals and semi-ovals.
1
102
Practicing writing letter elements. Crossword.
1
103
Exercises in writing letters.
1
104 - 105
Practicing writing letter elements.
2
Post-letter period (9 hours)
Workbook “Write beautifully”
106-107
Practicing writing letter elements.
2
108
Spelling of proper names.
1
109
Spelling of proper names, combinations chk.
1
110
Exercises in writing letters. Indication of softness of consonants by vowels.
1
111
Soft sign, separating ь, letter combinations zhi-shi, cha-sha. chu-chu.
1
112
Spelling words with separator ъ.
1
113
Test.
1
114
Verbal creativity.
1
“Perspective” is an educational and methodological complex (UMK) for primary grades of general education institutions, which is an integral information and educational environment that implements uniform ideological, didactic and methodological principles that meet the requirements of the Federal State Educational Standard (FSES).
Textbooks for studying the subject area “Fundamentals of Religious Cultures and Secular Ethics” (ORKSE) in 4th grade (can be used as part of the “School of Russia” and “Perspective” textbook systems):
ORKSE. Fundamentals of Orthodox culture. Kuraev A.V.
- ORKSE. Fundamentals of Islamic culture. Authors: Latyshina D.I., Murtazin M.F.
- ORKSE. Fundamentals of Jewish culture. Authors: Chlenov M.A., Mindrina G.A., Glotser A.V.
- ORKSE. Fundamentals of Buddhist culture. Chimitdorzhiev V.L.
- ORKSE. Foundations of world religious cultures. Authors: Beglov A.L., Saplina E.V., Tokareva E.S. and etc.
- ORKSE. Fundamentals of secular ethics. Shemshurina A.I.
Studying foreign languages using the following teaching materials from the Prosveshchenie publishing house:
The section includes all the solution books with ready-made homework assignments for the Perspective program for grades 1, 2, 3, 4.
- GDZ Mathematics textbook, grade 1, part 2 Dorofeev, Mirakova, Buka. Solver, ready-made answers to tasks 📚
We continue to publish answers to the first grade mathematics textbook for children who study under the Perspective program. GDZ (ready-made homework) for part 2 of the mathematics textbook for grade 1, authors Dorofeev, Mirakova, Buka.
- GDZ Russian language workbook grade 3, part 2 Klimanova, Babushkina
Here you are holding in your hands the second part of the workbook on the Russian language, authors Klimanova and Babushkina. You probably need answers to assignments for her? We all understand that there is a lot of homework, and there is not much time left to complete assignments in a printed workbook, especially if you take into account clubs, sections, outdoor walks that are mandatory for children, and so on. To make life easier for students and
... - GDZ Mathematics 4th grade workbook part 2. Dorofeev, Mirakova, Buka. Ready-made answers to tasks, solution book 📚✍
On this page is the GDZ for the second part of the mathematics workbook for grade 4, the authors of which are Dorofeev, Mirakova, Buka. Answers to the 7th edition. This is the “Perspective” program; the style of the notebook is already familiar to everyone who studies with it. In the same way as in the previous ones, problems and examples are given, and you need to write the answers in the boxes or in the empty spaces. Unlike the textbook, the tasks in the workbook are much simpler;
... - GDZ Russian language textbook 4th grade, part 1 Klimanova, Babushkina. Answers to assignments
Those who study from a perspective are familiar with this series of textbooks on the subject of the Russian language, the authors of which are Klimanova and Babushkina. The fourth grade was no exception, the same authors are with us again and give us new tasks. But we are also with you - GDZ for 7 gurus, so doing exercises in the Russian language will be much easier. We only have the correct answers to the tasks. Answers to the 3rd edition.
- GDZ Russian language workbook grade 3, part 1 Klimanova, Babushkina
Again and again, I will start with the fact that even though these printed Russian language notebooks are provided by the Perspective program, the school is not allocated money for them and parents are forced to buy notebooks at their own expense. They cost a lot, 250-300 rubles for 1 part, but they don’t make much sense. Therefore, parents, together with the teacher, often decide not to buy workbooks by the authors Klimanova and Babushkina. In this case, the teacher
... - GDZ Mathematics 4th grade textbook part 1. Dorofeev, Mirakova, Buka. Ready-made answers to tasks, solution book 📚
Answers to the 4th edition of the textbook. Those schoolchildren who continue or for some reason began studying the “Perspective” program in the fourth grade again encounter textbooks by authors with the already well-known names of Dorofeev, Mirakova, Buka. The program becomes more complicated, but not too much. The textbook begins with a repetition of what was covered in the third grade within the framework of operations with numbers from 100 to 1000. Half of the textbook is spent studying
... - GDZ Mathematics grade 4 workbook part 1. Dorofeev, Mirakova, Buka. Ready-made answers to tasks, solution book 📚✍
Answers to the 7th edition. If you continue to study under the “Perspective” program in the current academic year, then we have a joyful prospect for you: check your homework with our correct GDZ. Dear parents, this is for you, if you are still checking your child’s homework, and for you, fourth grade students, if you are already so independent that you do your homework and check
... - GDZ Mathematics 3rd grade textbook part 1. Dorofeev, Mirakova, Buka. Ready-made answers to assignments, solution book
Ready-made homework for the textbook Mathematics 3rd grade, its first part, according to the Perspective program. The authors of the textbook are Dorofeev, Mirakova, Buka. What we will go through in the textbook: these are again numbers from 0 to 100. There will be addition, subtraction, multiplication and division. Children will review quantities and how to convert them into each other, and practice solving problems.
- GDZ Literary reading 2nd grade. Creative notebook with answers. Klimanova, Koti ✍
GDZ "Literary reading" 2nd grade. Creative notebook with answers. Klimanova, Koti. The creative notebook “Literary Reading” for grade 2, authors Klimanova, Koti, keeps pace with the textbooks for the Perspective program. The tasks are mostly creative, and the answers must be creative - these are your own thoughts, proverbs, sayings. You can take from our GDZ on 7 gurus, so as not to rummage through the Internet in search of the necessary statements.
- GDZ Literary reading 4th grade. Creative notebook with answers. Klimanova, Koti ✍
GDZ "Literary reading" 4th grade. Creative notebook with answers. Klimanova, Koti.
- GDZ Russian language 2nd grade textbook part 2. Klimanova, Babushkina. Answers to tasks ✍
In the "Perspective" program of the elementary school, the reference book for students in the subject Russian is the textbook by the authors Klimanova and Babushkina. We continue to work with textbooks and workbooks by these authors. The program is becoming more and more complex; in the second part you will increasingly look into our State Database. We hope you quickly
... - GDZ "Mathematics 3rd grade". Workbook part 2. Dorofeev, Mirakova, Buka. Ready-made answers to tasks, solution book 📚✍
Math workbook for the Perspective program for 3rd grade. These are ready-made homework assignments in mathematics for the workbook for grade 3, the second part of the workbook, its authors, like the first, are G.V. Dorofeev, T.N. Mirakova, T.B. Buka. Workbook for the current academic year. All answers have been checked and approved by a primary school teacher.
- GDZ "Mathematics 2nd grade". Workbook part 2. Dorofeev, Mirakova, Buka. Ready-made answers to tasks, solution book 📚
We continue to study mathematics using the Perspective program, textbooks and workbooks by authors Dorofeev, Mirakov, Buk. This semester we will learn to count by tens, learn what round numbers are, go through the topic of forming numbers greater than twenty, and learn how to easily operate with two-digit numbers. Regular for
... - GDZ "The world around us, grade 4". Workbook part 2. Pleshakov, Novitskaya. Answers to tasks, solution book
Answers to the 5th edition. The second part of the workbook for grade 4 on the subject “The World Around us” by Pleshakov, Novitskaya (Perspective program) is quite complex, but the children are no longer small, capable of understanding both history and archeology.
- GDZ "Russian language grade 3". Textbook part 1. Klimanova, Babushkina. Answers to assignments
Ready-made homework assignments on the subject "Russian language grade 3" for part 1 of the textbook (authors of the textbook Klimanova, Babushkina) continue the series of GDZ according to the "Perspective" program. The textbook for the third grade contains both repetition and deepening of knowledge for the 2nd grade, as well as new material, new rules and exercises to consolidate them. Tasks
... - GDZ "Russian language 2nd grade". Textbook part 1. Klimanova, Babushkina. Answers to assignments
A Russian language textbook is an integral part of any school curriculum. In the elementary school "Perspective" program, this is a textbook by the authors Klimanova and Babushkina. We became acquainted with the textbooks and workbooks of these authors back in the first grade, and in the second, accordingly, there will be a logical continuation, repetition and consolidation
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Write down on a separate sheet of paper a fairy tale about animals, plants or a folk legend about the origin of the name of a natural object - this is one of the creative tasks in the subject “The World Around You”, grade 4, using Pleshakov’s textbook. And if everything is clear with the first part of the task, namely, you can write any fairy tale involving - Essay description based on Shishkin’s painting “Winter in the Forest, Frost”
Ivan Ivanovich Shishkin is rightfully considered a great landscape painter. He, like no one else, managed to convey through his canvases the beauty of the pristine forest, the endless expanses of fields, and the cold of harsh winter. His works of art are so realistic that, looking at the picture, it is as if you are surrounded by nature. It looks like it's about to blow
... - GDZ Russian language grade 2 workbook part 2. Klimanova, Babushkina. Answers to assignments
The second part of the Russian language workbook for grade 2 by Klimanov and Babushkin is no different in complexity from the first. The tasks are quite simple, but sometimes creative, which confuses parents involved in preparing and checking their child’s homework. Sometimes you just need to check in and make sure you're on
... - GDZ Russian language workbook grade 4 part 1 Klimanova, Babushkina ✍
We have already written a lot of words about workbooks in the Russian language on the printed basis of the “Perspective” program, authors Klimanova, Babushkina, we never tire of repeating that another workbook, now for the fourth grade, is a waste of time for the student and parents. It would be nice if they were given out at school for free, but you also need to buy them, and they don’t cost a penny. The tasks are simple, but, as usual, there are some
... - GDZ Mathematics textbook 1st grade, part 1 Dorofeev, Mirakova, Buka. Solver, ready-made answers to tasks 📚✍
Let’s immediately say that this textbook is suitable for children who are not at all familiar with numbers and have little knowledge of counting, and such children are, frankly speaking, rare in our time. Of course, those parents who are for “that very Soviet education system”, which gave everything from scratch and at school the child really learned to read, will be happy.
... - GDZ Mathematics textbook, grade 2, part 1 Dorofeev, Mirakova, Buka. Solver, ready-made answers to tasks 📚
So we finally made it to second grade safely. Lessons have started again and again they are homework. To make doing homework with your child and checking answers much easier, you can use our ready-made math homework in the form of a workbook. GDZ in this section of the site
... - GDZ Mathematics grade 3 workbook part 1. Dorofeev, Mirakova, Buka. Ready-made answers to tasks, solution book 📚
At numerous requests from students and their parents, we are publishing a math worksheet for the Perspective program for grade 3. These are ready-made homework assignments in mathematics for the workbook for grade 3, or rather the first part of it, the authors of which are G.V. Dorofeev, T.N. Mirakova, T.B. Buka. Workbook for the current academic year. All answers are checked and approved
... - GDZ Russian language grade 2 workbook part 1. Klimanova, Babushkina. Answers to assignments
Ready-made homework assignments in the subject Russian language for grade 2 for the first part of the workbook according to the perspective program, authors L.F. Klimanova, T.V. Babushkina for the current school year will help check the child’s answers without spending a lot of time on busy parents.
- Belov, Chernov and Ryzhov... Determine the hair color of Ryzhov (or each)
Three friends met in a cafe: Belov, Chernov and Ryzhov. “It’s amazing that one of us is blond, the other is a brunette, the third is red, and yet none of us has a hair color that matches our surname,” the black-haired man noted. “You’re right,” said Belov. Determine the color of Ryzhov's hair. - GDZ Mathematics grade 2 workbook part 1. Dorofeev, Mirakova, Buka. Ready-made answers to tasks, solution book 📚
Our students have now entered second grade. We continue to study the mathematics course using the Perspective program, textbooks and workbooks by the authors Dorofeev, Mirakov, Buk, and those who suddenly switched to this program for some reason will become familiar with them. The tasks are quite simple, except for a few inappropriate ones.
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In the opinion of many elementary school teachers, this is a rather stupid creative notebook, and therefore most do not even purchase them for textbooks. Absolutely the same material and almost the same questions are in the textbook, and therefore we will also go through this creative notebook briefly, without stopping or special explanations. Let us clarify that this creative notebook is for a textbook on
... - GDZ "The world around us, grade 4". Workbook part 1. Pleshakov, Novitskaya. Answers to tasks, solution book
Answers to the 5th edition. By tradition, we continue to publish a series of high-quality ready-made homework assignments for the Perspective program. This time, the solution book on the subject of the world around us for 4th grade will be in view.
... - GDZ "Literary reading" 1st grade. Creative notebook with answers. Klimanova, Koti 📚
Literary reading begins for children already in the first grade and the study of this subject continues until the 11th grade. Students enrolled in the Perspective program at school begin their immersion in the world of literature with the textbook Literary Reading and Creative
... - GDZ Mathematics textbook 2nd grade, part 2 Dorofeev, Mirakova, Buka. Solver, ready-made answers to tasks...
- GDZ "Write beautifully" workbook 1st grade Klimanova, Abramov. Answers to tasks 📚
Ready-made homework for the workbook on the subject Russian language “Write beautifully” for 1st grade. Authors L.F. Klimanova, A.V. Abramov. It is known how difficult writing is for children. So, the children have already learned the alphabet and finished the “My Alphabet” notebooks. Interesting and
... - GDZ "The world around us, grade 3". Workbook part 2. Pleshakov, Novitskaya. Answers to tasks, solution book
Ready-made homework assignments with answers for the second part of the workbook on the subject The world around us, 3rd grade. The authors of the notebook are Pleshakov, Novitskaya. Perspective program. The workbook will be useful to every student
... - GDZ "The world around us, grade 3". Workbook part 1. Pleshakov, Novitskaya. Answers to tasks, solution book
Answers to assignments in the workbook on the subject The world around us for grade 3, part 1 of the workbook, authors Pleshakov and Novitskaya, Perspective program. The workbook will help you with your homework.
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Workbook "The world around us" for the second grade, part two, educational complex "Perspective", authors of the notebook - A.A. Pleshakov, M.Yu. Novitskaya. If the first part was entirely dedicated to autumn, it is logical that
... - GDZ "The world around us, 1st grade". Workbook part two. Pleshakov, Novitskaya. Answers to tasks, solution book
The second part of Pleshakov’s workbook on the world around him for first grade, the Perspective program is a continuation of the first part. The notebook harmoniously complements the first one. Tasks
... - GDZ "My alphabet" copybook 1st grade Klimanova, Abramov, Pudikova. Answers to tasks 📚
"My alphabet" copybook 1st grade Klimanova, Abramov, Pudikova. Let me start by saying that the copybooks are good. Not without its shortcomings, of course, but in general, handwriting is good if used correctly. In the first part we practice writing
Literacy training (writing) by L.F. Klimanova
(UMK "PERSPECTIVE")
KADNAY Irina Vakilevna
primary school teacher
GBOU Secondary School No. 23 named after B.A. Kucher
- The authors of the educational complex “Perspective” are the developers of the Federal State Educational Standard, famous scientists, teachers, and methodologists:
L.F. Klimanova, A.A. Pleshakov, M.Yu. Novitskaya, V.G. Dorofeev and others.
Lyudmila Fedorovna
KLIMANOVA, Ph.D.
author of the “Introduction to Literature” program and a unique system of teaching literacy on a communicative-cognitive basis, which allows you to form elementary ideas about language as the most important means of communication and knowledge of the world around you. It is this system that formed the basis of the new generation of textbooks on teaching literacy, the Russian language and literary reading, which are published within the framework of the Perspective educational complex.
Educational and methodological set “Teaching literacy” (writing) 1st grade authors: L.F. Klimanova, A.V. Abramov
- The literacy course is distinguished by its communicative-cognitive and spiritual-moral orientation.
- The main goal of the course is the active formation of all types of speech activity: the ability to write, read, listen and speak, the development of first-graders’ verbal thinking, the ability to communicate and understand themselves and others.
Workbook “Draw, Think, Tell”
- Designed for use during the preparatory period of learning to read and write.
Working with it, children have the opportunity to draw, paint, hatch, etc., which helps strengthen the fine muscles of the fingers, develop coordination of hand movements when writing and thereby prepare well for writing letters of the Russian alphabet, words and sentences.
Copybooks “My alphabet” (in 2 parts)
They provide examples of printed and written letters, the simplest structural and semantic models of words, include exercises for writing words, sentences and small texts, and form initial spelling skills.
Workbook “Write beautifully”
Serves as a supplement to the textbook “ABC. 1 class". The manual contains exercises for teaching writing skills. By mastering the written word, first-graders simultaneously strengthen calligraphy skills and develop fine motor skills. The material helps students achieve
1st grade meta-subject and subject learning outcomes.
conclusions
- The educational complex reveals in a new way the possibilities of integrating the cognitive and personal development of younger schoolchildren;
- contains tasks of varying degrees of difficulty, giving the opportunity to offer students different options depending on the child’s preparedness;
- tasks are offered in a form that revitalizes interest and activity in cognition and curiosity, while directing activity into the sphere of free creativity;
- The system of tasks helps to develop in schoolchildren logic, imaginative thinking, imagination, intuition, value worldview, and moral position of the individual.
There are many bugs in this program. Here is a review I found: “In the set of textbooks, children are taught to incorrectly divide words into syllables. Moreover, in the “ABC” on the adjacent pages there is both the correct division (p. 53 of the 1st part: ka-pu-sta, you-kvy) and incorrect (p. 56: lap-ti, tuff-li)."
These are opinions from other sites:
“On September 1 of this year, my child went to the first grade of a regular district school. We were looking forward to the moment when they would give us textbooks. And then it happened! We were given a complete set, purchased with our own money, and we started studying. I, as an inquisitive person, decided to look through the ABC of respected authors - L.F. Klimanova and S.G. Makeeva. After reading, I had two questions. The first arose on page 98 after reading the lines at the bottom of the page. We are talking about an uninvited guest. The composition of a family of geese is listed, and then their AUNT - the caterpillar - appears. After this, my faith in the theory of Sir Charles Darwin and confidence in my knowledge of biology collapsed. The first question popped up in my head somehow independently without my volitional participation: “How to explain to a child in the first grade that the caterpillar is a close relative goose in the female or male line?" Unfortunately, there is no link to the author who wrote this, so I have to turn directly to the Authors of the ABC for help in finding the answer to my question.
The second difficulty arose after reading the fragment on page 100 about how Roma and Vova helped their mother and bought CHEESE. At first I didn’t understand who CHEESE was, but then I decided that we were talking about CHEESE, a fermented milk product. I have a secondary education in the Russian language, so I don’t dare argue with the author of programs and textbooks on the Russian language, and I just want to find out for myself whether such a use of the ending of a word is possible and in which dictionary this can be clarified. To summarize all of the above, I would like to encourage everyone who had the temerity to choose this program should be vigilant. After all, from the first grade, a child will develop in his head some kind of incorrect, in my opinion, understanding of the Russian language, and I also feel sorry for our teachers, who have a very difficult time instilling the basics of knowledge in a child throughout his entire life. life according to such textbooks. This is my personal opinion."
Here's another review:
“Well, we’re going to study Perspective. I’m worried more and more. They scared me that in the 1st grade they ask so many questions. Where do they ask who? In mathematics, 2 problems in which you just write the solution and the answer , even “given” is not necessary. Well, or 4 examples. According to the letter, complete what they didn’t do in class - 3 lines. But in class they do 1 page. We don’t count reading as a lesson at all. I’m assigned to read 2 pages, I open it, and there there are huge pictures on both pages and 1 line to read each. Since September we have learned 1 quatrain and 1 verse - a spoon is a spoon, they eat soup with a spoon... Nonsense. My daughter is reading worse now than in August. I’m already lying to her , what else needs to be written and read here. I don’t like this situation. The children relaxed, the parents too. We studied numbers, but we didn’t practice writing like we used to do at school. Well, at least write a line of numbers in a notebook. The same problem with letters The parallel class mainly consists of children who speak poorly, and they have the School of Russia, and our class is like a pro-gymnasium (wow!) So they learn poems every week, or even several per week. They taught the white birch, but ours did nothing. They practice writing both letters and numbers carefully, they already read 2 full pages of text. It wasn’t Mom who washed Mila, but full-fledged stories. We have the same math workbooks - Peterson, so they are already 10 lessons ahead of us. Ugh. My child will soon become completely stupid. Maybe the program is designed to get children started first, and then, God willing, 1st of the class will be able to somehow correspond to the level of knowledge, let’s say 4th grade, and this 1st will be a genius, and the rest are fools who didn’t follow the “strong” program. Now we just finished the ABC, I really hope that there will be at least something more serious next. Girls, who have prospects, do you have the same debauchery?"
“I’m in the second grade....studying according to the Perspective program. I don’t like this program at all. In the first grade there was relaxation... the year flew by unnoticed. My daughter used her old knowledge all year. In the second grade, tension began. The mathematics program uneven. The table for multiplication and division had to be learned in two weeks. The world around us is our scourge. I have never read such nonsense. The text is clearly not for 8-year-old children. I have to memorize it by heart since the child does not yet understand some words and phrases .My studies are very good, but I have to strain constantly. English is also nonsense. The children did not really know the alphabet yet, but according to the Spotlight program, the textbook required reading. There is no transcription and there will not be until the 5th grade, the child must memorize words aurally and visually. It’s good that I cheat a little, but what if my parents taught me a different language? In short, I’m unhappy, but we have no choice. We’ll continue to learn from it.”
Others write that nothing. Strong enough. 02/10/2013 00:20:45, Yuffie
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The person whose opinion you quoted may be inquisitive, but he certainly doesn’t read very carefully, since the story about “your aunt caterpillar” is placed in textbooks precisely for this purpose, to teach children to distinguish words with the same root from words that sound similar .
Well, “I have a secondary education in the Russian language, so I don’t dare argue with the author of programs and textbooks on the Russian language, and I just want to find out for myself whether such a use of the ending of a word is possible and in which dictionary I can clarify this” - please, if a person still doesn’t know this, then let him discover something new for himself: [link-1]
And it’s strange, my word, when a seemingly professional cites as an argument the opinion of the first person he comes across, who is completely incompetent in either the subject or the methodology...
02/10/2013 01:23:58, Musenka| 1 0 -1 0 |