Ref 9. Russian Standards Grades 1-4 Reading Competencies QRP_EN.FINAL.pdf

Ministry of Education and Science of Republic of Tajikistan

STANDARDS AND SYLLABUS FOR LITERATURE

READING FOR GRADE 1 STUDENTS IN RUSSIAN

LANGUAGE SCHOOLS

Approved by the Collegium of the Ministry of Education and Science of the Republic of Tajikistan from ____________.

Developed by:

Chief Editor:

Editor:

Standards and Syllabus for Russian Language Grade 1, Dushanbe 2014, translated from Russian into English by the USAID Quality Reading Project.

The Standards are aimed at implementation of the National Strategy for Education Development of the Republic of Tajikistan by 2020 and providing methodological support for primary teachers. The

Standards are developed in collaboration with the USAID Quality Reading Project, the Global Partnership for Education under the direction of the Ministry of Education and Science of the

Republic of Tajikistan. The Standards are developed based on State Secondary Education Standards of the Republic of Tajikistan (as for April 2, 2009 No206) and the Subject Standards Conceptual

Framework.

1 Standard, Syllabus for Literature Reading and Russian Language in First Grade.

1.1 General characteristics of the course

Study of literature reading and Russian language in first grade begins with “literacy training” integrated course; its duration is determined by the rate of learning of the students, individual capabilities and specifics of the materials at use. In the syllabus, the contents of “literacy training” are represented respectively in the course of Russian language as well as in literature reading course. There are three stages in literacy training: “prealphabetic” – preparatory; “alphabetic” main; “postalphabetic” completing.

Differentiated Russian language and literature reading courses start after the “literacy training” course.

Literacy training in first grade is done over the course of 8 months. During this period, work is conducted on development of phonemic hearing: learning of first reading skills, expansion and refinement of knowledge about surrounding environment by reading, organization of excursions, observation, and expansion of vocabulary and development of speech.

Learning of first reading skills is done based on modern version of analytic and synthetic method, which includes newest data of linguistic, pedagogic and methodic science, and is of educating and developing character. It ensures intensive speech development in students and high level of reading and speech consciousness.

In process of literacy training course students develop first reading skills as one of the most important types of speech activity. In first grade students acquire skills in conscious, correct, reading, gradually moving to reading full words. Students develop elementary skills in work with texts and books. Over the course of literacy training students develop coherent speech and improve their verbal communication culture.

Summarization, systematization and sharpening of their knowledge and skills, gained in literacy training course, is done in literature reading classes.

Literature reading is one of the main subjects in elementary education system. Alongside with Russian language, it forms functional literacy, enhances general development and education of the child.

Success of learning the literature reading course ensures effectiveness of learning of other subjects in elementary school.

Specifics of initial course of literature reading lie in its tight integration with Russian language. These two subjects in themselves represents a unified philological course, in which reading training is combined with initial literature education and learning of mother tongue. Reading training involves work on improvement of reading skills, development of comprehension of literature text and development of independent reading.

Syllabus involves a content of books, their structure and method of learning, which is based on leading principals: artistic and aesthetic, literary and communicative.

Artistic and aesthetic principal determines the strategy of reading material selection. That is why the reading material for elementary schools includes fiction. Students attention is drawn to the fact that the text they are reading is not just educating and interesting, but a work of literary art, which opens to the reader the wealth of the surrounding environment and human relationships, create a feeling of harmony, beauty, teach to comprehend the beauty in life, help students to form their own opinion of the reality.

Literary principal, considering the specifics of the initial stage of training, is done by analysis of work of literary art. The artistic image is brought to students attention. The word becomes the object of attention of the reader and is comprehended by his as a tool for creation of artistic image, through which the author expresses his/her thoughts, feelings and ideas.

Communicative principal is aimed on development of verbal communication culture of students, formation and development of speaking skills in which the main one is reading. The objective of the literature reading course is intensive development of reading skill: from reading out loud to reading to oneself, which is done as a mental activity.

1.2 Goals of the course

Learning of literature reading in first grade is aimed on achievement of the following goals.

Acquisition of conscious, correct, smooth and expressive reading skills as a basic in elementary education system; formation and development of readers culture and gaining experience in independent reading; improvement of all types of verbal communication.

Development of art and creativity skills and informative skills, emotional responsiveness while reading literature, formation of aesthetic relationship of the student to life and introduction to classic literature;

Raise interest in reading and books, the need of communication with the literature world, enrichment of morale of students, formation of understanding of good and evil; development of moral feelings, respect for culture of different countries;

1.3 Place of the subject in the curriculum

Five hours per week are devoted for literature reading in the curriculum, out of which one hour per week for extracurricular reading. In total 170 hours are devoted for the study of the education material, out of which 34 hours are extracurricular reading.

2 Main requirements for knowledge, skills and abilities of students by the end of the 1st class

2.1 Writing

By the end of first grade students must know:

All sounds and letters of the Russian alphabet, their main differences (sounds are pronounced and heard, letters are written and read)

Stressed and unstressed vowels:

Hard and soft consonants, letters referring to softness of consonants (и [ee], е [ye], ё [yo], ю

[yu], я [ya], ь [soft symbol]) Voiced and unvoiced consonants;

Hyphenation rules Names of the letters of the Russian alphabet (some letters don’t have sounds)

Students must be able to:

Distinguish sounds and letters of the Russian language: creation of understanding that a letter is just a sign for a sound of speech.

Distinguish vowels Distinguish by hearing stressed and unstressed vowels Separate pronounced to syllables, one of which is stressed Hyphenate words by syllables Distinguish hard and soft consonants, voiced and unvoiced consonants Pronounce the sounds in a given sequence in the word – separate one of them and based on the teachers assignment give a full description of it.

Denote sounds using special conditional graphical symbols – create a phonetic scheme (model of the word)

Denote sounds with letters Recode the sound form of the word from conditional graphic into letters and vice versa.

Write letters by a certain algorithm;

Implement techniques of coherent pronunciation of letters and their connection in writing Denote the softness of sounds in writing using letters я [ya],ю[yu], е[ye],ё[yo],и[ee] and ь

[soft symbol] Write capital letters in people’s names and names of pets Be able to use the rules of writing words with letter combinations; чк, чн, чт, as well as letter combination жи, ши, ча, ща, чу, щу, же, ше, це, which are stressed Distinguish sentences Correctly write down sentences and proper nouns while copying or dictation Compare sentences, differentiated by goals of expression (types of intonation of the end of the sentence and their relevant symbols in writing) Create sentence schemes (independently and under dictation) Create sentences based on the sentence scheme Observe connection of words in sentences based on them being feminine, masculine or neuter and based on them being plural or single Create sentences from 2-5 words and short stories from 3-4 sentences based on illustrations;

Analyze speech and writing based on structural units of Russian language (sound, word, sentence, text)

2.2 Reading

Reading skills at the end of primer period:

Approximate speed of reading of an unfamiliar text – 20-25 words per minute; reading must be smooth and by syllables; words with simple syllable structure must be read as a whole; reading must be conscious with respect to pauses between sentences.

By the end of first grade students must be able to:

Distinguish sounds by hearing and by pronouncing Analyze words by their sound composition; create words from letters and syllables.

Understand the context of the text read Paraphrase a small text Find the title of the text and name the author of the text Distinguish stories, tales and poems;

Remember the names of 3-4 authors and titles their works Follow the punctuation rules and make pauses accordingly in sentences as well as in between them Pronounce sentences in a given intonation;

2.3 Development of speech

Take part in group discussions (be able to hear out questions, answer them, use question;

speak clearly without hurry and without interruption of others) Clearly state their requests and wishes Use relevant rules of speech in school, class, with elders and peers;

Use polite words in a dialogue with consideration of the situation and with necessary intonation and mimics;

Show different goals of the phrases by voice (question, statement, and etc) Create simple sentences based on actions shown on an illustration Correctly use known words and their forms in speech Use prepositions in, on, under, above and some widely used adverbs (good –bad, near – far and etc.);

Answer questions on the context of a text with full answers Convey the thoughts of the author and the students about the actions described in the text;

Create answers for questions (based on vocabulary of the question), as well as create a short text 2-3 sentences on a certain topic (based on key words);

Know by heart 3-4 short poems, learnt from teachers voice

3 Syllabus Literature Reading 1st Grade

№ Thematic Topics Hrs. Results – skills acquired Type of class Date Notes I Preparatory stage 14 1 My first school textbook

“Azbuka” p. 4-5 Conditional symbols of “Azbuka” and elements of the textbook (cover, title page, illustrations, flyleaf). Rules of conduct in class. Rules of use of the book.

Navigate in “Azbuka”. Name and show elements of the book (cover, title page, illustrations, flyleaf) Name the symbols; explain the meaning of each of the symbol. Explain their role in the “Azbuka” Recount how to correctly exploit a textbook: carefully open the book, flip pages, do not bend the pages, and use a bookmark and etc.

Answer question about rules of conduct during class and obey these rules during classes (sit correctly, raise a hand before answering a question, stand up when answering questions, give answers in a clear and loud manner, listen to the teacher and comply with his instructions, listen to the answers of fellow classmates) Asses the results his own work during class. Distinguish written and oral speech, accept the educational tasks; construct clear statements.

Learning and initial consolidation of new knowledge.

2 Lesson 2 (p. 6—7).

Speech: oral and written. Sentence.

First impressions of the school. Proverbs and sayings about studying.

Rules of conduct in class. Rules of group work. Speech etiquette in school interactions:

greetings, farewells, apology, gratitude and requests. The importance of knowledge in persons’ life.

1 Accept the learning assignments and implement their solution under the guidance of teachers in the process of implementation of training actions.

Practically distinguish between oral speech (speaking, listening) and written language (writing, reading).

Highlight sentences in the speech.

Determine the amount of sentences in a statement by hearing it.

Respond to questions about story picture.

Obey speech etiquette in a situation of educational communication.

Carefully listen to what others say.

Answer teacher's questions.

Participate in group work, related to communication;

Tell his/her peers about his/her impressions that were gained in the first school day; attentively and without interruptions listen to the answers of the peers, state his/her own opinion on the stories heard in class in a kind manner.

Retell familiar fairytales based on illustrations.

Explain the meaning on of proverbs; Use proverbs in speech. Talk about the importance of knowledge in persons’ life and give examples.

Learning and initial

№ Thematic Topics Hrs. Results – skills acquired Type of class Date Notes Divide objects into groups based on essential features, determine basis for classification.

Distinguish genus specific concepts. Correctly use the names of the objects in speech (backpack, textbook, doll, ball, cube) and words with general meaning (study material, toys) Asses the results of his/her own work in class.

3 Lesson 3 (p. 8—9).

Word and sentence.

Highlighting words out of a sentence.

Distinguish word and sentence. Distinguish a words and the object that it denominates.

Meaning of a word.

Graphic denomination of the word in the sentence structure.

Proverbs about labor and diligence.

1 Accept the learning assignments and implement their solution under the guidance of the teacher.

Retell a story based on an illustration.

Play short plays from a fairytale.

Divide sentences into words.

Perceive a word as a object of study.

Determine the amount of words in a sentence.

Highlight separate words out of a sentence.

Build basic simple sentences and model them using schemes.

Build sentences based on given schemes. “Read” sentences by its scheme.

Pronounce sentences with correct intonation. Correlate the pronounced sentence to a scheme.

Explain the meaning of an exclamation mark in the sentence scheme.

Answer questions about an illustration.

Build sentences based on an illustration according to a given scheme.

Distinguish an object and the word it is denominated by.

Distinguish a word and sentence by their function (without a terminology).

Under the guidance of the teacher, draw a conclusion: sentences state something, transmit our thoughts, and word name something.

Divide objects into groups based on essential features: compare objects;

determine their general and contextual meaning, name a group of objects with a general word.

Give examples of proverbs about labor and diligence. Talk about importance of work in peoples’ lives. Explain the meaning of the word “diligence”.

Build statements about their willingness to help elders.

Answer concluding questions and asses their own work in class.

Learning and initial

Lesson 4 (с. 10).

Syllable.

Syllable as a minimally pronounced unit of the language. Division of words into syllables.

Determination of the amount of syllables in words. Graphical denomination of words divided into syllables.

1 Accept the learning assignments and implement their solution under the guidance of the teacher.

Answer questions about an illustration of story.

Retell a story based on an illustration.

Perceive the word as an object of study, material for analysis. Pronounce words by syllables.

Divide words into syllables, determine the amount of syllables in words.

Control his/her own actions while dividing words into syllables. Model words using schemes.

Give examples of words that contain given number of syllables.

Learning and initial

5 Lesson 5 (p.11) Syllable.

Make up short stories based on illustrations, and based on own observations. Wild animals and pets. Care for animals.

Accept the learning assignments and implement their solution under the guidance of the teacher.

Determine the syllable composition of words that describe objects.

Correlate illustrations and the schemes of words that describe it; explain this correlation.

Answer questions about illustrations. Build sentences on a given theme.

Group words by general features (pets and wild animals). Build statements about their own pets, about their care for them, and their relation to animals.

Answer concluding questions. Assess their own work in class.

Combined

6 Lesson 6 (p. 12—13).

Stressed letters in a word.

Stressed syllables.

Determination of the stressed syllable in a word. Denomination of the stressed syllables in word structure. Making up short stories based on illustration, and based on students own observation. Family.

1 Accept the learning assignments and implement their solution under the guidance of the teacher.

Answer questions about illustrations.

Perceive the word as an object of study. Material for analysis.

Determine the stressed syllable while pronouncing it (clearly stressing the syllable with voice) Determine the stressed syllable by ear.

Name ways of determination of stressed syllables in words (including:

“calling” the word, “asking” the word).

Denominate the stressed syllable in word scheme using a stressed mark.

Select words to given word schemes and give examples of words with first, second and third stressed syllables.

Correlate word that names an illustrated object with the scheme-model, explain the choice.

Learning and initial

Relationships and a friendly family.

Classify words by the amount of syllable in them and the stressed syllables (i.e. first, second or third) Make up short stories based on life experience.

Build statements about their family.

Talk about what kind of relations should exist in a friendly family.

Give examples of respect to elder members of the family and care for younger ones.

Explain the meaning of a proverb.

Control their actions while dividing words into syllables and determining the stressed syllable.

7 Lesson 7 (p. 14—15).

Sounds in the nature and in speech.

Exercises on pronunciation and hearing of disconnected sounds. Making up of short stories based on illustrations, toys, games, actions and observations. Games and children entertainment

1 Accept the learning assignments and implement their solution under the guidance of the teacher.

Observe what kinds of non-speech sounds surround us.

Listen, distinguish and reproduce some non-speech sounds.

Give examples of non-speech sounds.

Practically distinguish speech and non-speech sounds.

Draw a conclusion: “sounds are heard and pronounced”.

Pronounce and hear disconnected sounds.

Make up a short story based an illustration and given set of words.

Make up short stories about games that children play based on illustration and about their own favorite games based on their impressions.

Tell about their relationships with their peers.

Talk about how one should behave while playing.

Answer concluding questions and assess their own work in class.

Combined

8 Lesson 8 (p. 16—17).

Sounds in words.

Stressed emphasis of the sound on the background of the words. Unity of the sound structure of the word and its meaning.

Sound analysis of the word. Comparison of

1 Accept the learning assignments and implement their solution under the guidance of the teacher.

Perceive the word as an object of study, material for analysis.

Pronounce stressed sounds in words given by the teacher.

Analyze words based on their model: determine amount of syllables, highlight the stressed sounds, determine the quantity of sounds and their sequence in words, amount of sounds in syllables. Highlight and name sounds in words sequentially.

Determine given sounds by hearing them spoken out loud. Give own examples.

Combined words that differ by one sound. Vowels and consonants and their features. Syllable building function of vowels. Modeling of sounds composition of words. Making up of short stories based on illustrations and own observations. Nature of the motherland.

Group words by first (last) sounds.

Make up short stories from illustrations.

Build statements about their own opinion on beauty of the nature.

Relate a word, which describes an object, to different syllable and sound models, find word models, justify their choices.

Observe the articulation of vowels and consonants, determine the differences.

Identify the features of vowels and consonants.

Distinguish graphical denomination of vowels and consonants and use them in word modeling.

Observe how vowels form a syllable.

Draw a conclusion (under the supervision of a teacher) about how vowels form syllables.

Work in couples: ask each other questions about a given illustration, attentively listen to the answer of the partner. Together build statements on a given theme, make a story out of them.

Relate illustrations and schemes: identify what is illustrated on a picture, relate the sound form of a word and its model.

Control their actions and actions of their partner while solving educational problems.

Answer concluding questions. Assess their own work in class.

9 Lesson 9 (p. 18—19).

The merged syllables.

Identification of the merge of the vowel with a consonant into a syllable. Graphical denomination of merged syllables. Work with word models that contain merged syllables, where consonant is outside the merge. Make up short

1 Accept the learning assignments and implement their solution under the guidance of the teacher.

Distinguish vowels and syllables, identify their main features.

Perceive the word as an object of study, material for analysis.

Observe how merged syllables are formed in the process of syllable and sound analysis.

Identify merged syllables and sounds outside the merge in words. Prove why the identified syllable is a merged syllable.

Distinguish graphical denomination of merged syllables and sounds outside the merge, use them during word modeling.

Make up sentences based on illustrations and schemes.

stories based on illustrations and their own observations.

Safety measures in everyday life.

Work with word models: relate a word to a syllable and sound model.

Determine the quantity of syllables and their sequence, clearly pronounce each syllable.

Find and name merged syllables and adjacent sounds to them.

Bring examples of words that contain merged syllables.

Answer questions about an illustration. Talk about the necessity of following safety measures while elders are not around. Explain the meaning of a proverb.

Work in couples: ask each other questions about a given illustration, answer the question of the partner, listen to and assess the partner Control their actions while solving an educational problem.

Answer concluding questions.

Assess their own work in class.

10 Lesson 10 (p. 20—21).

Iteration and summary of the covered material.

Syllable and sound analysis of words.

Work with word models and schemes. Favorite stories.

Use terms such as “Speech”, “sentence”, “word”, “syllable”, “stressed sound”, “sound”, ”vowel”, “consonant”, “merged syllable” Distinguish sentences out of the speech and divide them into words.

Determine the quantity of sentences in a speech.

Model sentences, mark them in a scheme.

Determine the sequence of words in a sentence.

Divide words into syllables.

Determine the quantity of syllables in a word. Distinguish the stressed syllable.

Distinguish merged syllables and sounds outside the merge.

Determine quantity, sequence of sounds and the character of their connection in words (merge, outside of merge).

Model words based on schemes.

Explain graphical denominations in schemes and models (stressed sounds, syllables, vowels outside the merge, merges) Answer teachers question about a given illustration.

Analyze series of illustrations; determine their sequence, place them in the correct order.

Consolidation of gained knowledge.

Goal: Secondary comprehension of gained knowledge.

Development of skills on their application.

Recite a story based on an illustration. Justify their choice (explain why these stories are their favorite) Explain the meaning of the proverb “Repetition is the mother of knowledge”. Under teachers’ guidance, analyze the covered material. Draw a conclusion about the importance of the gained knowledge and skills.

Summarize the covered material, asses their own work in class.

Build statements about their first achievements in learning grammar.

Summarize the covered material, under the guidance of a teacher and answer the question: “What did you learn in first reading classes?”

11 Lesson 11 (p. 22—25).

Vowel а, Letter A, a.

Pronunciation features of the [a] sound.

Characteristics of the sound [a]. Letter А, а as a denomination of the [а] sound. Printed and written letters. Capital letters (big) and lowercase (small).

Proverbs and sayings about the alphabet and the benefits of reading Introduction to “ribbon of letters”

2 Accept the learning assignments and implement their solution under the guidance of the teacher.

Answer question about a given illustration.

Conduct syllable and sound analysis of a word.

Highlight the sound [a] while conducting syllable and sound analysis based on an illustration and model of the word.

Observe the features of pronunciation of the sounds [a].

Characterize the highlighted sound based on a table.

Prove that sound [a] is a vowel.

Hear the sound [a] in pronounced words, distinguish place of the sound in the word structure.

Give examples of words with the sound [a] in the beginning, middle and the end of the word.

Identify, compare and separate capital letter A and written letter a.

Relate the sound [a] and latter that denominates it.

Identify new letters in words and texts on pages of “Azbuka” Make up short stories based on illustration, at first from questions of the teacher and then on their own.

Explain the meaning of proverbs and saying.

Build statements about the benefits of reading.

Determine the place of the studied letter in the “ribbon of letters” Control their actions while solving an educational problem.

Answer concluding questions. Assess their work in class.

Combined

12 Lesson 12 (p.26) Vowel а, Letter А, а.

Accept the learning assignments and implement their solution under the guidance of the teacher.

Learning new topic

Making up short stories based on illustrations.

Russian National fairytales.

Retell a fairytale based on illustrations for it.

Read a sentence with an exclamatory intonation. (А-а-а!).

Work in couples and correlate illustrations and schemes: analyze the task, determine its goal, distribute amongst each other the illustrations; answer questions about the task; find disparity between the word, describing an object, and a picture illustrating said object, correct the error, listen the partner, assess the correctness of the solution in friendly manner.

Determine the place of the letter, that is being studied, on the “ribbon of letters” Control their actions while solving an educational problem.

Answer concluding questions.

Assess their work in class.

13 Lesson 13 (p. 27-28).

Vowel о, Letter О, о.

Features of pronunciation of the sound, and its characteristics. Letter O, o as a denominating symbol of the sound [o].

2 Accept the learning assignments and implement their solution under the guidance of the teacher.

Conduct syllable-sound analysis of the words containing sound [o] Highlight sound [o] in the process of syllable-sound analysis based on an illustration and a model/scheme of the word.

Observe the features of pronunciation of the sound [o].

Characterize the highlighted sound.

Prove that the sound [o] is a vowel.

Identify the sound [o] by hearing words containing them.

Determine the place of the sound in the word.

14 Lesson 14 (p.29-30).

Vowel о, Letter О, о.

Making up short stories based on an illustration and own experience.

Mutual aid.

Accept the learning assignments and implement their solution under the

Give examples of words with the sound [o] in the beginning, middle and the end of the word.

Identify, compare and distinguish uppercase and lowercase, typed and written letters O, o.

Find words that contain the letter O, o in the textbook.

Correlate the sound [o] and the letter O.

Make up short stories based on an illustration.

Explain the meaning of proverbs.

Talk about mutual aid. Give examples of situations, when people need help.

Build statements about their readiness to help people.

Explain the meaning of the word mutual aid.

Read sentences with exclamatory intonation (О-о-о!).

Work in couples: on an illustration, find objects, whose name contains the sound [o], read out the words one by one, without interrupting each other.

Assess the results of the mutual work.

Determine the place of the letter O in the “ribbon of letters” Control their actions while solving an educational problem.

Answer concluding questions.

Assess their work in class.

15 Lesson 15 (p. 31—32).

Vowel и([ee]), letters (I,i) И, и.

Features of pronunciation of the sound, and its characteristics.

Meanings of the words.

Sentence building.

2 Accept the learning assignments and implement their solution under the guidance of the teacher.

Conduct syllable and sound analysis of words that contain the sound [и].

(i.e. needle) Highlight sound [и] in the process of syllable-sound analysis based on an illustration and a model/scheme of the word.

Observe the features of pronunciation of the sound [и].

Characterize the highlighted sound.

Prove that the sound [и] is a vowel.

Identify the sound [и] by hearing words containing them.

Determine the place of the sound in the word.

Give examples of words that contain the sound [и] in the beginning, the middle and the end of the word.

16 Lesson 16 (p.33-35).

Vowel и, Letter И, и Use of uppercase and lowercase letter И, и in writing. Friendship and relationship between friends.

Identify, compare and distinguish uppercase and lowercase, typed and written letters И, и.

Correlate the sound [и] and the letter that denominates it.

Find words that contain letters И, и in the textbook.

Build sentences based on an illustration. Build statements about their opinion on the beauty of the nature and the necessity to care for the nature Tell about their best friend and their relation to him/her. In their statement, use the word “mutual aid”.

Explain the meaning of the word “friendship”.

Make a sentence with a word containing the letter И.

Identify incorrect sequence of illustrations to a story.

Restore the correct sequence of the illustrations.

Tell a short story.

Explain the meaning of a proverb.

Name objects that are illustrated on pictures and come to a conclusion that one word can be used to describe several different objects (i.e needles) Work in a group: answer questions; pronounce words clearly, attentively listen to the answers of other group members, control and asses the correctness of the answers.

Work in couples: Come up with their own version of a sentence about a hedgehog, attentively listen and asses the sentence that is made by the partner, discuss and chose the best option and decide who will answer the question in front of the class.

Work in couples: together with a partner come up with a new version of the end of a known story: discuss potential versions, chose the best version, tell their own opinion, argument their choice, decide who will tell the story in front of the class.

Identify the place of the studied letter in the “ribbon of letters” Control their actions while solving the educational task.

Answer concluding questions to the lesson. Asses their own work in class.

17 Lesson 17 (p. 36—38).

Vowel ы, Letter ы.

Features of pronunciation of the sound. Characteristics of the new sound.

Letter ы as a denominating symbol for the sound ы.

Features of the letter ы.

Observation of the change of the form of the word (plural and singular). Observation

1 Accept the learning assignments and implement their solution under the guidance of the teacher.

Observe the change in the form of the word. (ball – balls) Identify similarities of different words.

Conduct syllable and sound analysis of words that contain the studied sound.

Highlight sound [ы] in the process of syllable-sound analysis based on an illustration and a model/scheme of the word.

Observe the features of pronunciation of the sound [ы].

Characterize the highlighted sound.

Prove that the sound [ы] is a vowel.

Identify the sound [ы] by hearing words containing them.

Determine the place of the sound in the word.

Give examples of words that contain the sound [ы].

of meaning defining role of sounds. Comparison of words that differ by one sound. Students’ responsibilities.

Based on observation of words containing the sound [ы] make a conclusion (under guidance of a teacher) that the sound [ы] is only used in syllable merges.

Identify the new letter, compare and distinguish typed and written letter ы.

Characterize the features of the letter ы (is only lowercase letter ы, consists of two parts). Correlate the sound [ы] and the letter that denominates it.

Find words that contain the letter ы in the textbook.

Make up short stories based on an illustration.

Observe the meaning defining role of sounds (i.e мишка — мышка.)

Reproduce dialogues of fairytale characters.

Explain the meaning of a proverb. Under guidance of a teacher, formulate the responsibilities of a student, based on their own learning experience. Tell their own opinion on importance of learning in a person’s life.

Build statements about their opinion of learning.

Work in couples: come up with words that contain the studied vowels, answer questions, pronounce words clearly, attentively listen to other members of the group, assess the correctness of their answers, control and assess the correctness of their own actions while doing the assignment, assess the results of the group work.

Determine the place of the letter ы in the “ribbon of letters”.

Control their actions while solving the educational task.

Answer concluding questions to the lesson.

Assess their own work in class.

18 Lesson 18 (p. 39—40).

Vowel у([oo]), Letters У, у.

Features of pronunciation of the sound. Characteristics of the sound. Learning – a path to skills. Qualities of a good student.

2 Accept the learning assignments and implement their solution under the

Conduct syllable and sound analysis of words that contain the studied sound.

Highlight sound [у] in the process of syllable-sound analysis based on an illustration and a model/scheme of the word.

Observe the features of pronunciation of the sound [у].

Characterize the highlighted sound.

Prove that the sound [y] is a vowel.

Identify the sound [y] by hearing it in words, determine the place of the sound in the word.

Give examples of words that contain the sound [y] in the beginning, middle and the end of the word.

19 Lesson 19 (p. 41-43).

Vowel у, Letter У, у The repetition of vowel sounds [а], [о], [и], [ы].

The development of skills for working with text

Accept the learning assignments and implement their solution under the guidance of the teacher.

Identify, compare and distinguish uppercase and lowercase, typed and written letters У, у.

Relate the sound [y] and the letter, it indicates.

Find words with the letters Y, y in the texts on the pages of "ABC".

Correlate illustrations and word schemes/models.

Make up stories for the story picture.

Explain the role of an exclamation mark. Follow the exclamation intonation when reading exclamatory sentences (Ay!).

Characterize the features of the studied vowels.

Working in a group: collectively identify purpose of the task, call the words one by one, monitor the correct answer of each other, decide who will perform before class (narrate about the results of the joint work: how to work (together, abide by the rules work in a group, come up with a lot of words) who has won).

Answer the questions: "Who is - a diligent student", "Which one of my classmates can be called a good student?" Call quality diligent student.

Identify the place studied the letters on the "ribbon of letters."

Control their actions while solving the educational task.

Answer concluding questions to the lesson. Assess their own work in class.

Alphabetic (main) period Lesson 20 (p. 44—45).

Consonants н, н’, Letters Н, н.

Hardness and softness of consonants. Distinctive feature of consonants.

Denomination of hard and soft consonants on the word model.

Function of letters that denominate vowels in open syllables.

2 Accept the learning assignments and implement their solution under the guidance of the teacher.

Make up a story based on an illustration.

Conduct syllable and sound analysis of words that contain the studied sound.

Highlight the sound н, н’ in the process of syllable and sound analysis.

Observe the features of pronunciation of new sounds.

Characterize the features of the studied sound.

Prove that the sound is a consonant, compare them.

Identify the sound [н] by hearing it in words. Mark the hardness and softness of the consonants in the word models/schemes, compare words that differ by one letter.

Give examples of words that contain the new sound.

Identify, compare and distinguish uppercase and lowercase, typed and written letters Н, н.

Correlate new sounds and letters Н, н that denominate them.

Draw a conclusion that the sounds н, н’ are denominated by the same letter.

Observe the function of the letter as a mark of hardness of the previous consonants (letters a, o, y, ы) or as a mark of softness of previous consonant (letter и).

21 Lesson 21 (p 46-47).

Consonants н, н’, Letters Н, н.

Methods of reading of a direct syllable (orientated on a letter that indicate a vowel).

Reading syllables where consonants and vowel are merged. Introduction to two types of reading – orthographic and orthoepic. Reading

1 Accept the learning assignments and implement their solution under the guidance of the teacher.

Take into account the vowel while reading merged syllables with change of the consonant.

Make up merged syllables out of studied letters.

Chose letter of a vowel sound depending on hardness or softness of the previous consonant sound (н или н’).

Make up a short story based on an illustration.

Read sentences by themselves.

Observe the differences of spelling of certain words (he, she, them) and their sound form.

sentences with intonation and pauses in accordance with punctuation marks.

Love for motherland.

Pronounce words as they are written (orthographic reading). Pronounce the sound form of the word based on its spelling, taking into account the orthoepic rules (orthoepic reading)1.

Compare the two types of reading.

Observe the use of capital letters in names.

Make up short stories based on illustrations.

Explain the meaning of proverbs.

Make up statements about love for homeland.

Talk about the necessity of work for the good of homeland.

Read sentences with pauses and intonation in accordance with punctuation marks.

Retell a story based on a series of illustrations.

Build own statements about love for homeland.

Identify different meanings of the same word.

Determine the place of the studied letter on the “ribbon of letters”.

Correlate all studied letters to the sounds.

Compare, group and classify all studied letters.

Control their actions while solving the educational task.

Answer concluding questions to the lesson. Asses their own work in class.

22 Lesson 22 (p. 48-49).

Consonant sounds с, с’, letters С, с.

Features of articulation of new sounds.

Development of syllable reading skills. Reading syllables with a new letter.

Conduct syllable and sound analysis of words that contain the studied sound.

Highlight the sound c, c’ in the process of syllable and sound analysis.

Observe the features of pronunciation of new sounds.

Characterize the features of the studied sound.

Prove that the sound is a consonant, compare them.

Hear and distinguish new sounds in words.

Identify, compare and distinguish uppercase and lowercase, typed and written letters C, c.

Correlate new sounds and letters C, c that denominate them.

23 Lesson 23 (p.50-51) Consonant sounds с, с’, Letters С, с.

1 Accept the learning assignments and implement their solution under the guidance of the teacher.

Give examples of words that contain new sounds.

Reading words that contain the new letter, reading sentences and short texts. Reading sentences with intonation and pauses in accordance with punctuation marks.

Observe similar words.

In an autumn forest.

Care for the nature.

Read merged syllables and words with the new letter.

Base on the vowel while reading merged syllables.

Make up merged syllables.

Chose the vowel depending on the softness or the hardness of the previous consonant.

Make up words out of given letters and syllables.

Answer question about an illustration.

Read text out loud.

Read sentences with intonation and pauses in accordance with punctuation marks.

Answer question about the context of the story.

Correlate stories and their illustrations.

Continue retelling a story based on an illustration.

Tell about the beauty of the fall season based on own impressions. Answer the question “how one should behave in the forest, in order to not harm the forest habitants?”

Form, under guidance of a teacher, a basic set of rules on behavior in the forests and parks.

Explain the meaning of a proverb.

Solve a riddle.

Read out a poem. (learn by heart) Observe the change of the form of a word (plural, single).

Observe similar words (same root) Work in a group: answer questions; pronounce words clearly, attentively listen to the answers of other group members, control and assess the correctness of the answers.

Determine the place of the studied letter on the “ribbon of letters”.

Correlate all studied letters to the sounds.

Compare, group and classify all studied letters.

Control their actions while solving the educational task.

Assess their own work in class.

24 Lesson 24 (p. 52—53).

Consonant sounds к, к’, letters К, к.

Development of smooth syllable reading skills.

Reading syllables that contain the new letter.

Reading words that contain the new letter, reading sentences and short stories.

2 Accept the learning assignments and implement their solution under the guidance of the teacher.

Highlight the new sounds in the process of syllable and sound analysis.

Characterize highlighted sounds; compare them by hardness or softness.

Hear and distinguish new sounds in words.

Correlate new sounds and letters that denominate them.

Give examples of words that contain the new sounds.

Read merged syllables with new letters.

Take into account the consonant sound while reading merged syllables.

Make up merged syllables.

Chose a letter that denominates a consonant sound depending on hardness or softness of the previous consonant. ((к or к’).

Explain the role of letters а, о, у, ы as a indicator of hardness of the previous consonant к and the role of the letter и as an indicator of softness of the previous consonant к’.

Make up words out of letters and syllables.

25 Lesson 25 (p 54-55) Consonants к, к’, letters К, к.

Reading sentences with intonation and pauses according to punctuation marks. Agricultural works. Farmers.

1 Accept the learning assignments and implement their solution under the guidance of the teacher.

Make up a short story based on an illustration.

Read text.

Read sentences with intonation and pauses according to punctuation marks.

Correlate text and illustrations.

Answer questions of the teacher about an illustration.

Talk about their own observations on agricultural works.

Draw a conclusion about the importance of farmers work.

Make statements about their respect to farmers.

Explain the meaning of a proverb.

Pronounce sentences with different intonations.

Come up with a title for a given text.

Observe the changes in words.

Include a given word in a sentence.

Complete an unfinished sentence base on a general context of the sentence.

Solve puzzles: determine the goal of the assignment, model an algorithm of its solution.

Explain the meaning of a given word.

Make up a short story based on illustrations: look through the images, determine the sequence of actions, and name the actions that are happening in the illustrations, title each illustration.

Determine the place of the studied letter in the “ribbon of letters” Correlate all studied letters to sounds.

Compare, group and classify all studied letters.

Answer concluding questions to the lesson.

Assess their achievements in class.

26 Lesson 26 (p. 56—58).

Consonants т, т, letters Т, т.

Development of smooth syllable reading skills.

Reading words that contain the new letter and reading of short texts.

2 Accept the learning assignments and implement their solution under the guidance of the teacher.

Highlight the new sounds in the process of syllable and sound analysis.

Characterize highlighted sounds; compare them by hardness or softness.

Hear and distinguish new sounds in words.

Give examples of words that contain the new sounds.

Correlate new sounds and letters that denominate them.

Read merged syllables with new letters.

Take into account the consonant sound while reading merged syllables.

Characterize the new sounds.

Add syllables before the words (то — лото, ти — дети etc.).

Read merged syllables and words that contain previously studied letters.

Explain the role of a vowel as an indicator of hardness or softness of the previous consonant.

Make a short story based on an illustration.

27 Lesson 27 ( p. 59-61) Consonants т, т, Letters Т, т.

Reading sentences with intonation and pauses according to punctuation marks. Animals and plants in fairytales, and stories and on works of art.

1 Accept the learning assignments and implement their solution under the guidance of the teacher.

Read out loud a given text.

Read sentences with intonation and pauses according to punctuation marks.

Correlate text and illustrations.

Answer questions of the teacher about an illustration.

Identify the general meaning of the text.

Title the given text.

Name animals and plants that are illustrated on given images, make up sentences about them.

Ask the teacher and fellow students questions about plants and animals.

Answer questions.

Name a few known fairytales by A.S. Pushkin.

Retell excerpts from Pushkin’s stories.

Make up short stories based on a given set of words.

Pick words, which have the opposite meaning to a given word.

Observe how same words have different meanings.

Determine different meanings of the same word.

Solve puzzles.

Explain the use of a capital letter in sentences and words (beginning of the sentence, names of people).

Convert words.

Work in couples: ask each other questions that contain words who? and how? Attentively listen to the partner. Clearly give full answers to a question. Asses the answer of the partner in a friendly manner.

Determine the place of the studied letter in the “ribbon of letters”.

Explain the place of the letter on the “ribbon of letters”.

Answer concluding questions to the lesson.

Assess their achievements in class.

28 Lesson 28 (p. 62—64).

Consonants л, л, letters Л, л.

Voiced and unvoiced consonants.

Development of smooth syllable reading skills.

2 Accept the learning assignments and implement their solution under the guidance of the teacher.

Highlight the new sounds in words, characterize them, compare them and denominate them with a letter, identify them in new words and read syllables and words that contain the studied sounds.

Characterize highlighted sounds; compare them by hardness or softness.

Hear and distinguish new sounds in words.

Analyze the place of each studied letter in the “ribbon of letters”.

Observe the features of pronunciation of sounds that they denominate.

Under the guidance of the teacher, draw a conclusion: letters н and л denominate sounds that are voiced, letters к, т, с denominate sounds that are unvoiced. Consonants can be voiced and unvoiced.

Answer questions about an illustration.

29 Lesson 29 (p. 65-67) 1 Accept the learning assignments and implement their solution under the

Consonants л, л, letters Л, л.

Reading word that contain the new letter, reading sentences and short texts. Reading sentences with intonation and pauses according to punctuation marks. Leisure of first graders: reading, taking walks, outdoor activities. Rules of conduct while being a guest. Practicing dialogues. Working on speech etiquette;

greetings, goodbyes, expressing gratitude, asking.

Read out loud a given text.

Correlate text and illustrations.

Answer questions of the teacher about the text and illustrations. Identify the general meaning of the text.

Title the given text.

Name stories by K. Chukovski, retell excerpts from his stories.

Continue a story after hearing the beginning of it.

Find correspondence between schemes models and illustrations.

Convert words (ward – draw).

Work in groups: observe the changes in words, compare words in couples, come up with similar words; answer question, attentively listen to answers of others, assess correctness of their answers.

Observe the meanings of words.

Identify meaning of words in different contexts.

Determine the place of the letter л in the “ribbon of letters”.

Make up short stories about activities that children do during their leisure time.

Talk about how one should behave while being a guest.

Describe instances from their own experience, own observations.

Reproduce dialogues.

Correlate all studied letters to sounds.

Compare, group and classify all studied letters.

Answer concluding questions to the lesson.

Assess their achievements in class.

30 Lesson 30 (p. 68—69).

Consonants р, р’, letters Р, р.

Feature of articulations of sounds р, р’.

Development of smooth syllable reasonable skills.

Highlight new sounds in words, observe the features of their pronunciation, characterize them, compare them and denominate them with a letter, identify new sounds in words, read syllables and words that contain the studied letter.

Answer questions about an illustration.

Name house plants that are known to them, plants that are present in class and at home.

Tell about how to take care of them.

Ask questions about houseplants.

Talk about where one can find necessary information.

Make up a short story based on an illustration.

31 Lesson 31 (p.69-71).

Consonants р, р’, letters Р, р.

Reading words that contain the new letter, reading sentences and short texts.