Work programs reading school 8 types. From the works of foreign writers

04.11.2019

State special (correctional) educational institution of the Republic of Altai

for students, pupils with disabilities

"Special (correctional) boarding school of the VIII type of the RA"

WORKING PROGRAMM

on reading and speech development in grades 8

Compiled by: teacher of Russian language and reading

Chernikova Anna Andreevna

Gorno-Altaisk

2. EXPLANATORY NOTE

The work program was developed in accordance with the Law of the Russian Federation "On Education", the Model Regulations on a special (correctional) educational institution for students, pupils with developmental disabilities, based on programs
special (correctional) educational school
VIII species edited by V.V. Voronkova.

The subject "Reading and speech development" in the 8th grade is held for 3 hours. in Week. In total in the academic year - 98 hours, including extracurricular reading 7 hours.

In a school for mentally retarded children in the older (5 - 9) grades, tasks solved in the lower grades, but on more complex speech and conceptual material.

Students must:

To master the skills of correct, fluent and expressive reading of works or excerpts from the works of Russian and foreign classics and contemporary writers that are accessible to their understanding;

Learn to correctly and consistently express your thoughts orally and in writing;

To be socially adapted in terms of general development and formation of moral qualities.

The special task of correcting the speech and thinking of mentally retarded schoolchildren is an integral part of the educational process and is solved in the formation of their knowledge, skills, and personality education.

At the reading lessons in grades 5-9, the formation of reading techniques for schoolchildren continues: correctness, fluency, expressiveness based on understanding the material being read. This is due to the fact that not all high school students are sufficiently proficient in these skills. In addition, the study of each work of art causes them difficulties in reading it and understanding the content. After all, the recommended works are multi-genre, and when working with them, great methodological variability is required.

Mentally retarded schoolchildren find it difficult to perceive the biographical data of writers, especially their creative path, presented even in a simplified version. They often identify the biography of the writer with the biography of the heroes of the works they read. In historical works, students have difficulty perceiving the events described, they do not always understand the words and expressions used by the author to convey this or that fact, the act of the hero.

In reading lessons, in addition to improving reading techniques and understanding the content of works of art, much attention is paid to the development of students' speech and their thinking. Students learn to answer questions; fully, correctly and consistently convey the content of the read; briefly retell the main events set forth in the work; name the main and secondary characters, give them a description, adequately assess their actions and deeds; establish simple causal relationships and relationships; draw conclusions, generalizations, including emotional ones.

This requires serious methodological preparation of the teacher for the lesson on each work of art, contributes to solving the problem of moral education of students, understanding by them the correspondence of the described events to life situations.

3. BASIC REQUIREMENTS TO THE LEVEL OF PREPARING STUDENTS

At the end of the 8th grade reading course

Students should be able to:

highlight the main idea of the work;

characterize the main characters, evaluate their actions, justifying their attitude towards them;

retell the content of what was read using words and expressions taken from the text.

Students should know:

memorize 10 poems, a prose passage.

Subjects of the studied works.

Works of art and excerpts from the works of art of the classics of Russian and domestic literature. Brief information about their life and work.

Works of oral folk art: fairy tales, riddles, sayings, epics, ballads. Literary tales.

Works of contemporary writers of Russian and foreign literature.

On the example of reading fiction, the upbringing of the moral, ethical and moral qualities of a teenager's personality.

The works of A.S. Pushkin, M.Yu. Lermontov, I.A. Krylova, N.A. Nekrasova, N.A. Nekrasov, I.S. Nikitin, I.S. Turgeneva, L.N. Tolstoy, A.P. Chekhov, V.G. Korolenko.

The works of A.M. Gorky, A.N. Tolstoy, S.A. Yesenin, R.I. Fraerman, A.T. Tvardovsky, K.G. Paustovsky, L.A. Kassil V.M. Shukshina, V.P. Astafiev, R.P. Pogodina.

Iquarter

Folklore.

Fairy tales. Russian folk tale "The Magic Ring".

Proverbs and sayings.

V.A. Zhukovsky "Glove", I.Z. Surikov "Found a scythe on a stone"

Epics. Epic "Sadko" (excerpt)

Extracurricular reading lesson "Favorite fairy tales of schoolchildren." Watching a movie-fairy tale of your choice.

Works of Russian writersXIXcentury.

M.Ya.Basina "Public test", I.I. Pushchin "notes about Pushkin", A.S. Pushkin, "Flower", "I erected a monument to myself not made by hands", In the depths of Siberian ores", "Winter morning", "I.I. Pushchin", "Nanny". Love lyrics "Burned letter", "I loved you". Fairy tale "The Tale of the Priest and his worker Balda" Viewing the cartoon "The Tale of the Priest and his worker Balda" based on the fairy tale by A.S. Pushkin.

Lesson of extracurricular reading. S.T. Aksakov "The Scarlet Flower".

M. Yu. Lermontov. Biographical information. The poem "The Death of a Poet", "Motherland", "Sail", "Pine". Excerpts from the poem "Song about Tsar Ivan Vasilyevich, a young guardsman and a daring merchant Kalashnikov"

IIquarter

I. A. Krylov. Biographical information. Fable genre. Features of Krylov's fables.

I. A. Krylov "The Wolf in the Kennel", "The Donkey and the Nightingale", "The Fly and the Bee". Lesson of extracurricular reading. Fable quiz by I.A. Krylov.

N. A. Nekrasov "Reflections at the front door" (excerpt), "In the full swing of rural suffering", an excerpt from the poem "Frost, Red Nose", "Russian Women".

I.S. Nikitin "Morning on the lake"

Extracurricular reading lesson “N. A. Nekrasov "Peasant children".

I.S. Turgenev. Biographical note. I.S. Turgenev "Mumu". Reading technique check.

IIIquarter

L. N. Tolstoy. Biographical information. "After the Ball" (abbreviated).

3. Works of Russian writers of the 1st halfXXcentury

A. P. Chekhov. Biographical information. "Horse name"

VG Korolenko "The Blind Musician" (excerpts). Watching a film based on Korolenko's story "The Blind Musician"

Lesson of extracurricular reading. "At the Bookshelf"

M. Gorky. biographical note. An excerpt from the story "Makar Chudra"

S. A. Yesenin. Biographical information. “The feather grass is sleeping ...”, “Powder”, “The golden grove dissuaded ...”

A.P. Platonov. Biographical note. "Colorful Butterfly"

A.N. Tolstoy. Biographical information. "Russian character".

N.A. Zabolotsky. Biographical note. "Ugly girl"

Lesson of extracurricular reading "" Poems by S. A. Yesenin "."

4. Works of Russian writers of the 2nd halfXXcentury.

K.G. Paustovsky. Biographical note. "Telegram"

We remember what we read. Reading technique check.

IVquarter

R.I. Fraerman. Biographical note. "Wild Dog Dingo, or The Tale of First Love" (excerpts).

L.A. Kassil. Biographical note. "Beijing boots".

A.T. Tvardovsky. Biographical note. Excerpts from the poem "Vasily Terkin".

Library lesson.

V.M. Shukshin. Biographical note. "Grinka Malyugin".

V.P. Astafiev. Biographical note. "Far and near fairy tale".

R.P. Pogodin. Biographical note. "Alfred".

A.A. Surikov. Biographical note. "Motherland"

We remember what we read. Reading technique check.

Reading skills.

Improving reading technique, observing the norms of Russian spelling when reading.

Highlighting the main idea of the work, compiling a characterization of the characters with the help of a teacher, illustrating the character traits of the characters with examples from the text, justifying one's attitude to the characters.

Drawing up a plan in the form of narrative, including nominal sentences independently and with the help of a teacher.

Continued work on the means of language expressiveness. Distinguishing shades of meanings of words in the text.

Knowledge of basic information about the life of writers.

Memorizing poems, prose passages.

Extracurricular reading.

Independent reading of books, newspapers and magazines. Discussion of what has been read.

Writing a book review. Reading articles on the same topic from the periodical press for discussion, evaluation of the events discussed (with the help of a teacher).

Keeping a diary or extracurricular reading stand.

V.P. Astafiev "Horse with a pink mane", "Monarch in new pants", "Grandma with raspberries", "Smell of hay", "Photo without me", "Last bow".

A.R. Belyaev "Golden Mountain", "Jump into Nothing".

Yu.V. Bondarev "On the big river", "Youth of commanders", "The battalion asks for fire".

K.Ya. Vanshenkin. Poems.

A.P. Gaidar "School".

S.A. Yesenin. Poems.

F. Iskander "Feasts of Belshazzar", "Prayer tree".

V.A. Kaverin "Two captains".

A.S. Makarenko "Pedagogical poem" (excerpts).

B.N. Polevoi "The Tale of a Real Man".

N.M. Rubtsov. Poems.

K.M. Simonov. Poems.

A.A. Surkov. Poems.

A.P. Chekhov "Thick and thin", "Unter Prishbeev".

EDUCATIONAL AND METHODOLOGICAL TOOLS:

Program

Programs for grades 5-9 of special (correctional) institutions of the VIII type. / Ed. V.V. Voronkova: Sat. 1. - M.: Humanitarian. ed. center VLADOS, 2000

Textbook

“Reading for the 8th grade of special (correctional) educational institutions of the VIII type / Comp. Z.F.Malysheva. - M .: "Enlightenment", 2011.

Methodical literature

	Gorodilova V.I., Kudryavtseva M.Z. A collection of exercises to correct the shortcomings of writing and reading. - St. Petersburg: KARO, DELTA, 2005. - 384 p.
	Kalandarova N.N. Lessons of speech creativity: Grade 1. - M.: VAKO, 2008. - 176 p.
	Kalandarova N.N. Lessons of speech creativity: Grade 2. - M.: VAKO, 2009. - 176s.
	Kalandarova N.N. Lessons of speech creativity: Grade 3. - M.: VAKO, 2009. - 160s.
	Kalmykova I.R. We read and play: A book for primary school students. - M .: LLC TID "Russian Word - RS", 2008. - 72p.
	Kutyavina S.V. Universal lesson developments for extracurricular reading: Grade 4. - M.: VAKO, 2007. - 288s.
	Methods of teaching the Russian language for children with intellectual disabilities: textbook. For students ped. Universities / A.K. Aksyonova, S.Yu. Ilyina. - M .: Education, 2011. - 335 p.
	Nikitina M.I., Krasilnikova O.A. Reading and development of speech: teaching aid. - St. Petersburg: KARO, 2006. - 256 p. – (Series "Correctional Pedagogy")
	Pimenova T.I. New tongue twisters for all sounds: a guide for speech therapists and attentive parents. - St. Petersburg: KARO, 2010. - 160 p.
	Rose T.V. A large explanatory dictionary of proverbs and sayings of the Russian language for children. - M.: OLMA Media Group, 2011. - 224p.
	Fairytale game library: holidays, games, quizzes for children's groups from 6 to 12 years old / Ed. M.S. Kogan. - Novosibirsk: Sib. univ. Publishing house, 2009. - 221p.
	Yatsenko I.F. Universal lesson developments for extracurricular reading: Grade 1. - M.: VAKO, 2007. - 160s.
	Yatsenko I.F. Universal lesson developments for extracurricular reading: Grade 2. - M.: VAKO, 2007. - 192p.

Media library.

1. Cartoon "The Tale of the Priest and his worker Balda"

2. Russian folk tales (cartoons)

3. Film "Mumu"

4. The film "The Blind Musician"

5. The film "The camp goes to the sky"

6. Romances set to poems by A.S. Pushkin, S. Yesenin.

CALENDAR AND THEME PLANNING:

№ p/n	Name of the section and topics	Study hours time	date	Note
№ p/n	Name of the section and topics	Study hours time		Note
	Iquarter Folklore. (9 hours)
	Russian folk tale "The Magic Ring"
	Proverbs and sayings.
	V.A. Zhukovsky "Glove"
	I.Z. Surikov “Found a scythe on a stone”

	Epic "Sadko" (excerpt)
	Lesson of extracurricular reading. "Favorite fairy tales of schoolchildren". Watching a movie-fairy tale of your choice.
	2. Works of Russian writers of the XIX century. (40 hours)
	A. S. Pushkin. Biographical information.
	M.Ya.Basina "Public trial"
	I.I. Pushchin "Notes on Pushkin"
	A.S. Pushkin "Monument" (excerpt), "In the depths of Siberian ores..."
	A.S. Pushkin "Winter Morning"
	A. S. Pushkin. Poems - dedications to "I.I. Pushchin", "Nanny"
	A.S. Pushkin. Love lyrics: "Burnt letter" (excerpt), "I loved you"
	A.S. Pushkin "The Tale of the Priest and his Worker Balda"
	Viewing the cartoon based on the fairy tale of the same name by A.S. Pushkin "The Tale of the Priest and His Worker Balda"
	Lesson of extracurricular reading. S.T. Aksakov "The Scarlet Flower"
	M.Yu. Lermontov. Biographical information.
	M.Yu. Lermontov "The Death of a Poet" "Motherland"
	The theme of loneliness in poetry M.Yu. Lermontov "Sail" and "Pine".
	M.Yu. Lermontov "Song about Tsar Ivan Vasilyevich, a young guardsman and a daring merchant Kalashnikov" (excerpt)
	We remember what we read. Reading technique check.
	IIquarter
	I. A. Krylov. Biographical information. Fable genre. Features of Krylov's fables.
	I. A. Krylov "Wolf in the kennel"
	I. A. Krylov "The Donkey and the Nightingale"
	I. A. Krylov "The Fly and the Bee"
	Lesson of extracurricular reading. Fable quiz by I.A. Krylov.
	N. A. Nekrasov. Biographical information.
	N. A. Nekrasov "Reflections at the front door" (excerpt)
	N. A. Nekrasov "In full swing, the village suffering .."
	N. A. Nekrasov "Frost, Red Nose" (excerpt)
	N. A. Nekrasov "Russian women"
	I.S. Nikitin. Biographical note. "Rus" (excerpt)
	I.S. Nikitin "Morning on the lake"
	Lesson of extracurricular reading. N. A. Nekrasov "Peasant Children".
	I.S. Turgenev. Biographical note.
	I.S. Turgenev "Mumu"
	I.S. Turgenev "Mumu" Reading technique check.
	IIIquarter
	L.N. Tolstoy. Biographical note.
	L.N. Tolstoy "After the Ball" (abbreviated)
	3. Works of Russian writers of the 1st half of the 20th century. (23 hours)
	A.P. Chekhov. Biographical note.
	A.P. Chekhov "Horse surname"
	VG Korolenko "The Blind Musician" (excerpts).		24,25,27, 31.01; 1, 3,7,.02
	Watching a film based on Korolenko's story "The Blind Musician"
	Lesson of extracurricular reading. "At the bookshelf."
	M. Gorky. Biographical note. "Makar Chudra" (excerpt)
	Watching a film based on the story "Makar Chudra" "The camp goes to the sky"
	S. Yesenin. Biographical note. "The feather grass is sleeping..."
	S. Yesenin "Powder"
	S. Yesenin "The golden grove dissuaded ..."
	A.P. Platonov. Biographical note. "Colorful Butterfly"
	A.N. Tolstoy. Biographical note. "Russian character"
	N.A. Zabolotsky. Biographical note. "Ugly girl"
	Lesson of extracurricular reading. "Poems by S. A. Yesenin".
	4. Works of Russian writers of the 2nd half of the 20th century. (27 hours)
	K.G. Paustovsky. Biographical note. "Telegram"
	We remember what we read. Reading technique check.
	IVquarter
	R.I. Fraerman. Biographical note. "Wild Dog Dingo, or The Tale of First Love" (excerpts)		4,5,7,11, 12,.04
	L.A. Kassil. Biographical note. "Beijing boots"
	A.T. Tvardovsky. Biographical note. "Vasily Terkin" (excerpts from the poem)
	library lesson
	V.M. Shukshin. Biographical note. "Grinka Malyugin"
	V.P. Astafiev. Biographical note. "Far and near fairy tale"
	Lesson of extracurricular reading. Works about the war.
	R.P. Pogodin. Biographical note. "Alfred"		16,17, 19,23. 2405
	A.A. Surikov. Biographical note. "Motherland"
	We remember what we read. Reading technique check.

"Fable in 10 minutes."

The teacher writes a phrase and folds the sheet. In the form of an answer to questions. And so is every student. The following questions are suggested:

1) Who was it?

2) What did it look like?

3) Where did you go?

Whom did you meet?

What did he say?

What did he reply?

What did they do to him?

What was his reaction?

How did it end?

10) Conclusion or morality.

Working programm

for reading and speech development for students of 5, 8 special (correctional) classes of the VIII type.

Explanatory note

This program is compiled in accordance with the Federal component of the state educational standard for general education (approved on March 05, 2004 No. 1089); FSUE (approved on March 09, 2004 No. 1312 with amendments No. 241 dated August 20, 2008, No. 889 dated August 30, 2010, No. 1994 dated June 3, 2011, No. 74 dated February 1, 2012); (correctional) educational institutions of the VIII type, grades 5-9, approved by the Ministry of Education and Science of the Russian Federation, Moscow "VLADOS" 2013, edited by V. V. Voronkova; the curriculum of KGOBU "Lesozavodskaya KSHI" for the 2017-2018 academic year.

The proposed program is focused on textbooks for grades 5.8 of special (correctional) educational institutions of the VIII type / Malysheva Z.F. Reading. Textbook for the 5th grade of special (correctional) educational institutions of the VIII type. - M.: Education, 2014; Reading. textbook for the 8th grade of special (correctional) educational institutions of the VIII type. - M: "Enlightenment" 2006.

The program takes into account the peculiarities of the cognitive activity of children with intellectual disabilities, is aimed at the versatile development of the personality of students, contributes to their mental development, moral, civic and aesthetic education.

Reading and speech development is one of the main subjects in the school implementing the Basic Adapted General Education Program. The success of the entire learning process largely depends on how schoolchildren master the technique of reading, the ability to understand and analyze what they read.
According to many psychologists and methodologists, reading as a type of speech activity is one of the most important ways of communication. In this regard, great importance is attached to working with the author's word (an imaginary dialogue with the author), developing the ability not only to answer questions, but also to pose questions to the text; participate in reading by roles and dramatization, achieving natural communication, as well as retelling the text completely, briefly, selectively, on behalf of various heroes of the work, actively using the vocabulary and figurative expressions of the text.
Taking into account the fact that adolescence is characterized by a more conscious perception of social ties and relationships, the reading program provides a comprehensive solution to the problems of moral, aesthetic and civic education of schoolchildren based on works of fiction. Their content allows students to master the standards of human moral behavior in society.
In the 5th grade, work continues on explanatory reading as a continuation of the previous stage, so the thematic principle of selecting literary material is used in the 5th grade program. In comparison with the content of the junior school program, the recommended works become more voluminous, thematically and genre enriched, which creates the prerequisites for interdisciplinary connections, expanding the social experience of students.

At reading lessons in grades 5-9, students continue to develop reading techniques: correctness, fluency, expressiveness based on understanding the material being read. This is due to the fact that not all high school students are sufficiently proficient in these skills. In addition, the study of each work of art causes them difficulties in reading it and understanding the content. Greater methodological variability is required. After all, the recommended works are multi-genre, and when working with them, great methodological variability is required.

In reading lessons, in addition to improving the reading technique and understanding the content of a work of art, much attention is paid to the development of students' speech and their thinking. Students learn to answer questions; fully, correctly and consistently convey the content of what was read, briefly retell the main events set forth in the work; name the main and secondary characters, give them a description, adequately assess their actions and deeds; establish simple cause-and-effect relationships and relationships; draw conclusions, generalizations, including emotional ones.

2. Goals and objectives of the subject

Target:

The development of students' speech and their thinking through the improvement of reading techniques and understanding, comprehension and retelling of the content of works of art;

the formation of speech as a means of communication, as a way of correcting the cognitive activity of students and preparing them for social and labor adaptation.

Correctional and educational:

To acquaint with the works of UNT: fairy tales, riddles, epics, songs, proverbs, sayings, literary tales, works of art and excerpts from the works of art of the classics of Russian literature.

Improve reading technique (reading with logical pauses that do not coincide with punctuation marks).

Develop the ability to highlight the main idea of the work; name the main characters; describe their appearance, characterize their actions, confirming the conclusions with excerpts from the text; make up the characteristics of the characters with the help of a teacher.

Learn to highlight apt expressions, artistic definitions and comparisons in the text. Distinguish the shades of words in the text.

Strengthen the ability to briefly and briefly retell what has been read.

Learn to construct a detailed statement, control your own speech, correct the statement in the course of its content or after.

Strengthen memorization skills.

Correction-developing:

To carry out literary reading, during which to teach the systematization of knowledge in the field of Russian and modern literature.

Form the correct pronunciation, adjust the pace of reading.

Enrich and activate students' vocabulary; expand horizons, the volume of emotional and evaluative vocabulary.

Develop oral speech (the ability to express your thoughts, coherently convey content, etc.)

To develop and correct the perception of students, correct the shortcomings of figurative thinking.

Develop the emotional sphere, aesthetic feelings (in works, students must learn to see the beautiful and the ugly, the struggle between good and evil, justice and injustice; distinguish between workers and idlers. Defenders of the Fatherland and its enemies, etc.)

Develop mental activity, eliminate difficulties in establishing the sequence and connection of events, the causal dependence of phenomena, highlighting incomprehensible words and expressions in the text, the ability to use an interlinear dictionary; selection of words with similar and opposite meanings, explanation of words with the help of a teacher, given in a figurative sense, etc.

Develop and correct memory and logical thinking.

Develop vital language skills.

Correctional and educational:

Raise interest in reading and form a love for the artistic word, Russian and modern literature, oral folk art.

To educate the moral, ethical and moral qualities of the individual on the example of the heroes of the works (education of honesty, honor and dignity, compassion, mercy, kindness, responsiveness, courage, courage).

To carry out patriotic education when reading works about the past and present of our people, about its heroism in labor and feats of arms (education of love for the Motherland, one's people, respect for the historical past, involvement in the events taking place at the present time, readiness to defend the Motherland).

To carry out civic education of students (education of social activity, adherence to principles in defending one's position, ability to participate in public life; education of a sense of responsibility for the fate of the country).

Carry out work on labor education (inculcating respect for working people and the results of their labor activity, cultivating a conscientious and responsible attitude to work, understanding the need for work and readiness to work).

To cultivate a responsible attitude to educational activities, discipline, compliance with the requirements, accustom to independence.

To form a culture of communication, communication skills (the ability to listen carefully to adults and children, to conduct a dialogue, etc.)

The tasks set are determined by the peculiarities of the mental activity of pupils with disabilities, which differ significantly from normally developing peers.

3. Place of the subject, course in the curriculum

In accordance with the school curriculum, the subject "Reading and Speech Development" is one of the subjects that are mandatory for study at the level of basic general education.

4. Structure and content of the subject

Requirements prevail in this program: name, show, define, describe, give examples.

Forms of organization of the educational process

In teaching the subject, it is advisable to use such forms and methods of teaching as verbal, visual, practical.

The program includes works of art from Russian and foreign literature that raise eternal problems (good and evil, cruelty and compassion, generosity, beauty in nature and human life, the role and significance of a book in the life of a writer and reader, etc.).

It is important for the teacher to provide for the entire reading process (perception, understanding, comprehension, analysis, evaluation of what has been read), aimed at developing students' speech. Only in this case, schoolchildren can become a fully developed personality, adapted to the conditions of real life.

Training is built on principles:

correctional orientation in training;

educational and developmental orientation of education;

scientific character and accessibility of education;

systematic and consistent teaching;

visibility in teaching;

individual and differentiated approach to teaching, etc.

It is known that the development of reading technique is carried out in stages. From class to class, ever higher demands are placed on the way of reading: from reading with a whole word to reading with a phrase and a short sentence. The forms of organizing reading are also changing: along with collective work on the expressiveness of reading, schoolchildren are taught techniques that help to highlight phrasal stress, establish semantic pauses, and intonation coloring of reading. Forms of working with text, teaching methods and techniques are becoming more diverse, TSO is being used: movie fragments (presentation, DVD), cartoons, multimedia, musical fragments.

Lesson types:

Lesson of communication of new knowledge (lesson of initial study of the material).

Purpose: study and primary consolidation of new knowledge.

Lesson in the formation and consolidation of knowledge and skills (practical lesson).

Purpose: development of skills for the application of knowledge.

Lesson of generalization and systematization of knowledge (repetitive-generalizing lesson).

Purpose: generalization of knowledge.

Lesson control, evaluation and correction of knowledge - control, verification work.

Purpose: to determine the level of mastery of knowledge, skills and abilities.

Combined lesson, lesson-conversation, repetition-generalizing lesson, speech development lesson.

Teaching methods and techniques:

Verbal (story, explanation, conversation, work with a textbook and a book).

Visual (observation, demonstration).

Practical.

Control methods.

Technologies:

ICT technologies;

Student-centered learning.

Forms of work:

Story, conversation, selective explanatory reading of the text, work with a picture, plan, viewing and analysis of individual fragments of cinema, cartoons, fairy tales, listening to excerpts from works performed by the author.

Activities students are based on the processing of oral and written text:

drawing up a text plan;

retelling of the text according to the plan;

retelling of the text on the proposed issues;

continuation of the text;

expressive reading;

reading by heart;

role reading.

Control over knowledge, skills and abilities carried out in the course of oral interviews, tests, assignments to establish compliance, answering questions. Texts, control and measuring materials are created by the teacher in accordance with the psychophysical characteristics of each student in grades 5-9. Control is carried out after studying the writer's work (intermediate control). The time allotted in the lesson for control is 5-15 minutes.

In view of the psychological characteristics of students with cognitive impairment, in order to strengthen the practical orientation of training, correctional work is carried out, which includes the following areas.

Correction of certain aspects of mental activity:

correction and development of perception, ideas, sensations;

correction and development of memory;

correction and development of attention;

the formation of generalized ideas about the properties of objects (color, shape, size);

development of spatial representations and orientation;

development of ideas about time.

Development of different kinds of thinking:

development of visual-figurative thinking;

development of verbal-logical thinking (the ability to see and establish logical connections between objects, phenomena and events).

Development of basic mental operations:

development of the ability to compare, analyze;

development of the ability to highlight the similarities and differences of concepts;

ability to work according to verbal and written instructions, algorithm;

ability to plan activities.

Correction of violations in the development of the emotional and personal sphere:

development of initiative, the desire to bring the work begun to the end;

formation of the ability to overcome difficulties;

education of independence in decision-making;

the formation of the adequacy of feelings;

formation of stable and adequate self-esteem;

formation of the ability to analyze their activities;

cultivating the right attitude towards criticism.

Correction and development of speech:

development of phonemic perception;

correction of violations of oral and written speech;

correction of monologue speech;

dialogical speech correction;

development of lexical and grammatical means of the language.

The distribution of teaching hours by quarters is carried out as follows:

Course structure

5th grade

The acquaintance with the works of oral folk art continues: fairy tales, riddles, sayings, proverbs. Examples of literary fairy tales are also presented.

Thematic planning

5th grade

	Section topic	Number of hours
	Folklore.

	Pictures of native nature:
	About friends and comrades.
	Fables of I. Krylov.
	Hurry to do good.
	About animals.
	From the past of our people.
	From the works of foreign writers.
	Repetition.

5th grade

I. Oral folk art.

Rhyming rhymes, incantations - sentences, nursery rhymes, proverbs and sayings, riddles.

Folk tales: "Nikita Kozhemyaka", "How the bear was punished", "Golden Hands", "Frost", "Two Frosts", "Three Daughters".

Literary tales: A.S. Pushkin "The Tale of the Dead Princess and the Seven Bogatyrs", D. Mamin - Siberian "Grey Neck".

II. Pictures of native nature.

Russian writers about nature: G. Skrebitsky "June", "September", "Welcome", "December", "Everyone in his own way", "March", "From the first thawed patches to the first thunderstorm", A. Platonov "July thunderstorm”, I. Sokolov - Mikitov “Golden Autumn”, “Spring”, V. Astafiev “Autumn Sadness”, A. Tolstoy “Spring Streams”.

Poems by Russian poets about nature: I. Surikov "The sun is shining brightly ...", A. Prokofiev "Birch", Y. Gordienko "So summer is waning to sunset ...", K. Balmont "First snow", "Towards winter", F Tyutchev “The Enchantress in Winter ...”, S. Yesenin “Winter Sings - Calls ...”, “Birch”, “Bird Cherry”, A. Pushkin “Winter Road”, “Driven by Spring Rays ...”, A. Tolstoy “This is really the last snow melts in the field…”, A. Blok “Crow”, E. Serova “Snowdrop”, I. Bunin “Large rain in the green forest..”, Ya. Akim “Spring, spring, about spring”.

III. About friends - comrades.

Yu Yakovlev "Thorn", "Knight Vasya".

N. Nosov "Vitya Maleev at school and at home" (excerpt from the story).

V. Medvedev "Phosphoric Boy".

I. Akim "Your friend".

IV. Fables of I. Krylov.

I. Krylov. "Crow and Fox", "Pike and Cat", "Quartet".

V. Hasten to do good deeds.

N. Khmelik "Future Olympian".

O. Bondarchuk "Blind House".

V. Oseeva "Grandma".

A. Platonov "Dry Bread".

V. Rasputin "Lyusya", V. Bryusov "Labor".

VI. About animals.

N. Garin - Mikhailovsky "Tyoma and the Bug" (excerpt from the story "Tyoma's Childhood").

A. Tolstoy "Zheltukhin" (an excerpt from the story "Nikita's Childhood").

K. Paustovsky "Cat Thief".

B. Zhitkov "About the monkey."

E. Asadov "Summer Residents".

F. Abramov "From the stories of Alena Danilovna."

S. Mikhalkov "Be a man."

VII. From the past of our people.

O. Tikhomirov "On the Kulikovo field."

S. Alekseev "Stories about the war of 1812".

N. Nekrasov "And she dreams of a hot summer ..." (an excerpt from the poem "Frost, Red Nose").

A. Kuprin "White Poodle" (excerpts).

L. Zharikov "Snow, rise like a blizzard ...".

Y. Korinets "At the Tomb of the Unknown Soldier".

VIII. From the works of foreign writers.

V. Hugo "Gavroche" (excerpts).

M. Twain "The Adventures of Tom Sawyer" (excerpt).

S. Lagerlof "Niels' wonderful journey with wild geese" (excerpts).

G.H. Andersen "The Little Mermaid" (excerpt).

Course structure

8th grade

Subjects of the studied works

8th grade

Works of art and excerpts from the works of art of the classics of Russian and domestic literature. Brief information about their life and work.

Works of oral folk art: fairy tales, riddles, sayings, epics, ballads. Literary tales.

Works of contemporary writers of Russian and foreign literature.

On the example of reading fiction, the upbringing of the moral, ethical and moral qualities of a teenager's personality.

Thematic planning

8th grade

I. Folklore.

Fairy tales. Russian folk tale "The Magic Ring".

Proverbs and sayings.

V.A. Zhukovsky "Glove", I.Z. Surikov "Found a scythe on a stone"

Epics. Epic "Sadko" (excerpt)

Extracurricular reading lesson "Favorite fairy tales of schoolchildren." Watching a movie-fairy tale of your choice.

II.Works of Russian writers of the XIX century.

A. S. Pushkin.

Biographical information.

Lesson of extracurricular reading. S.T. Aksakov "The Scarlet Flower".

M. Yu. Lermontov.

Biographical information.

The poem "The Death of a Poet", "Motherland", "Sail", "Pine". Excerpts from the poem "Song about Tsar Ivan Vasilyevich, a young guardsman and a daring merchant Kalashnikov"

I. A. Krylov.

Biographical information.

Fable genre. Features of Krylov's fables.

I. A. Krylov "The Wolf in the Kennel", "The Donkey and the Nightingale", "The Fly and the Bee". Lesson of extracurricular reading. Fable quiz by I.A. Krylov.

N. A. Nekrasov.

Biographical information.

N. A. Nekrasov "Reflections at the front door" (excerpt), "In the full swing of rural suffering", an excerpt from the poem "Frost, Red Nose", "Russian Women".

I.S. Nikitin

Biographical information.

The poem "Rus" (excerpt), the poem "Morning on the lake."

Extracurricular reading lesson “N. A. Nekrasov "Peasant Children".

I.S. Turgenev.

Biographical note.

I.S. Turgenev "Mumu". Reading technique check.

L. N. Tolstoy.

Biographical information. "After the Ball" (abbreviated).

III.Works of Russian writers of the 1st half of the 20th century

A. P. Chekhov.

Biographical information. "Horse name"

V.G.Korolenko

"The Blind Musician" (excerpts). Watching a film based on Korolenko's story "The Blind Musician"

Lesson of extracurricular reading. "At the Bookshelf"

M. Gorky.

Biographical note. An excerpt from the story "Makar Chudra"

S. A. Yesenin.

Biographical information. “The feather grass is sleeping ...”, “Powder”, “The golden grove dissuaded ...”

A.P. Platonov.

Biographical note. "Colorful Butterfly"

A.N. Tolstoy.

Biographical information. "Russian character".

N.A. Zabolotsky.

Biographical note. "Ugly girl"

Lesson of extracurricular reading "" Poems by S. A. Yesenin "."

IV.Works of Russian writers of the 2nd half of the XX century.

K.G. Paustovsky.

Biographical note. "Telegram"

We remember what we read. Reading technique check.

R.I. Fraerman.

Biographical note. "Wild Dog Dingo, or The Tale of First Love" (excerpts).

L.A. Kassil.

Biographical note. "Beijing boots".

A.T. Tvardovsky.

Biographical note. Excerpts from the poem "Vasily Terkin".

Library lesson.

V.M. Shukshin.

Biographical note. "Grinka Malyugin".

V.P. Astafiev.

Biographical note. "Far and near fairy tale".

Lesson of extracurricular reading. Works about the war.

R.P. Pogodin.

Biographical note. "Alfred".

A.A. Surikov.

Biographical note. "Motherland"

We remember what we read. Reading technique check.

Reading skills

Correct, conscious reading aloud in whole words in compliance with the norms of literary pronunciation. Work on fluency and expressiveness of reading: tempo and intonation corresponding to the content and meaning of the text (pauses, logical stress, tone of voice), “dramatization” (reading by roles).

Reading "to yourself" with the performance of tasks.

Highlighting with the help of a teacher the main idea of a work of art, revealing the attitude to the actions of the characters. The choice of words and expressions characterizing the characters, events, pictures of nature. Finding incomprehensible words and expressions in the text, using an interlinear dictionary.

Answers to questions to the text.

Dividing the text into parts with the help of a teacher. Heading parts of the text and drawing up a plan with the help of a teacher in the form of declarative and interrogative sentences.

Translation according to plan. Use when retelling words and turns of speech from the text. Transfer of the content of illustrations to the work on the teacher's questions.

Independent reading of simple stories with the performance of various tasks of the teacher: find the answer to the question posed, prepare for retelling, expressive reading.

Learning poems by heart.

extracurricular reading

Formation of reading independence of schoolchildren. Selection in the school library of a children's book on the specified subject teacher, reading articles from children's newspapers, magazines. Conversations about read-nom, reading and retelling of interesting passages, collective compiling brief book reviews, analysis accounting SHEETS for extra-curricular reading, at your look teachers.

Literature for extracurricular reading 5 Class

Russian folk tales.

Tales of the peoples of the world.

B.S. Zhitkov “Fire in the sea”, “Flood”, “Collapse”, “On an ice floe”, “Compass”.

N.N. Nosov "Dreamers", "Cucumbers", "Merry Family".

V.A. Oseeva "Magic Word", "Blue Leaves", "Bad".

MM. Prishvin "Fox Bread", "Golden Meadow", "Yarik", "Ants", "In the Land of Grandfather Mazai".

Intersubject communications

Mathematics. The name of the numbers within 300. Search for the desired page in the textbook.

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

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

Art. Sketches of scenes of nature, animals.

5th grade

Bazhov P.P. "Malachite Box", "Silver Hoof", "Sun Stone", "Mining Master".

Bianchi V.V. “Tiger-five-stripes”, “Snow Maiden-cute”, “Fly and the monster”, “Musical canary”, “Brave Vanya”.

Volkov A.M. "The Wizard of the Emerald City", "Seven Underground Kings", "Oorfene Deuce and His Wooden Soldiers".

Gaidar A.P. "Chuk and Gek".

Zhitkov B.S. “Fire in the sea”, “Flood”, “Collapse”, “On an ice floe”, “Compass”.

Mamin-Sibiryak D.N. “About Komarovich’s Mosquito, Long Nose”, “The Tale of Kozyavochka”, “The Tale of How the Last Fly Lived”, “The Tale of the Brave Hare - Long Ears, Slanting Eyes, Short Tail”.

Nosov N.N. "Dreamers", "Vitya Maleev at school and at home", "Cucumbers", "Merry Family".

Oseeva V.A. "Magic Word", "Blue Leaves", "Bad".

Paustovsky K.G. "The Adventure of the Rhinoceros Beetle".

Permyak EA. "Seven hundred and seventy-seven masters".

Kataev V.P. "Son of the Regiment"

Prishvin M.M. "Fox Bread", "Golden Meadow", "Yarik", "Ants", "In the Land of Grandfather Mazai".

Russian folk tales.

Tales of the peoples of the world.

8th grade

V.P. Astafiev "Horse with a pink mane", "Monarch in new pants", "Grandma with raspberries", "Smell of hay", "Photo without me", "Last bow".

A.R. Belyaev "Golden Mountain", "Jump into Nothing".

Yu.V. Bondarev "On the big river", "Youth of commanders", "The battalion asks for fire".

K.Ya. Vanshenkin. Poems.

A.P. Gaidar "School".

S.A. Yesenin. Poems.

F. Iskander "Feasts of Belshazzar", "Prayer tree".

V.A. Kaverin "Two captains".

A.S. Makarenko "Pedagogical poem" (excerpts).

B.N. Polevoi "The Tale of a Real Man".

N.M. Rubtsov. Poems.

K.M. Simonov. Poems.

A.A. Surkov. Poems.

A.P. Chekhov "Thick and thin", "Unter Prishbeev".

5. Basic requirements for knowledge and skills of students

The program and the thematic plan drawn up on its basis put forward the requirements for knowledge, skills and abilities that students must master by the end of the school year.

1st level:
. read aloud correctly, fluently, expressively;
. read texts that are accessible in terms of content;
. highlight the topic and determine the idea of the work with the help of a teacher;
. determine the character traits of the main characters and express their attitude towards them with the help of a teacher;
. independently divide the text into parts according to this plan or draw up a plan for the selected parts of the text;
. select (collectively) key words for retelling, paying attention to the vocabulary that characterizes the emotional state of the characters, nature, figurative expressions, and use them in retelling;
. retell the read text with a focus on the plan and key words;
. put questions to the text, ask them to classmates;
. highlight unfamiliar words and give them explanations (with the help of a teacher);
. memorize 6-8 poems in grade 5, 10 poems in grade 8;
. read extracurricular literature, including individual articles from the periodical press, and take part in their discussion.

2nd level:
. read aloud correctly, expressively, in whole words;
. read analyzed texts to yourself, read short, accessible texts on your own;
. retell the individual parts of the work, available on the depicted events;
. highlight the theme of the work, participate in the discussion of the idea;
. express their attitude to the actions of heroes and events (with the help of a teacher);
. find unfamiliar words in the text, learn to explain them based on the text (with the help of a teacher);
. learn poems by heart (the volume of the text, taking into account the characteristics of students);
. participate in extracurricular reading lessons, completing available tasks on the text read.

3rd level:

Teaching reading is aimed at solving a purely practical problem.

Most students should learn:

understand facial reactions that are adequate to the perceived intonation;

participate in a conversation in compliance with generally accepted rules and norms when performing assignments, in the course of classes.

6. Control and measuring materials

7. Criteria for assessing knowledge of reading and speech development

Reading skills are tested at the beginning and end of the school year.

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

At the beginning of the next academic year, the reading technique is checked against texts, the volume of which corresponds to the volume of the texts of the previous year.

Rating "5" put to the student if he: reads correctly, fluently, expressively, in compliance with the norms of literary pronunciation; highlights the main idea of the work or parts of the story with little help from the teacher; divides the text into parts and titles them with the help of a teacher; names the main characters of the work, characterizes their actions; answers questions and conveys the content of what has been read fully, correctly, consistently; firmly knows the text of the poem by heart and reads it expressively.

Rating "4" put to the student if he: reads, basically, correctly, fluently; allows 1-2 errors when reading, observing semantic pauses, punctuation marks that convey intonation, logical stresses; allows inaccuracies in highlighting the main idea of a work or part of a story, corrects them with the help of a teacher; makes mistakes in dividing the text into parts and heading parts, corrects them with the help of a teacher; names the main characters of the work, characterizes their actions with the help of a teacher; allows inaccuracies in answering questions and transmitting content, but corrects them independently or with little help from the teacher; allows 1-2 mistakes when reading by heart; reads by heart insufficiently expressively.

Grade "3" put to the student if he: does not read fluently enough, some words - by syllables; allows 3-4 mistakes when reading; 1-2 errors - in observing syntactic pauses; 3-4 - in observing semantic pauses, punctuation marks that convey intonation, logical stresses; highlights the main idea of a work or part of a story with the help of a teacher; finds it difficult to name the main characters of the work, to characterize their actions; answers questions and retells incompletely, inconsistently, allows distortion of the main meaning of the work; reveals, when reading by heart, an unsteady assimilation of the text.

Grade "2" put to the student if he: reads by syllables; allows more than 5 errors when reading, subject to syntactic pauses; cannot highlight the main idea of the work, parts of the story, even with the help of a teacher; does not divide the text into parts; does not name the main characters of the work, does not characterize their actions; answers questions and retells the content of the work in fragments, distorting the main meaning; does not use the teacher's help, does not know parts of the text by heart.

Reading by heart
Rated "5"- firmly, without prompting, knows by heart, reads expressively.
Grade"4" - knows the poem by heart, but allows a rearrangement of words when reading, independently corrects the inaccuracies.
Grade"3" - reads by heart, but when reading, it reveals an unsteady assimilation of the text.

Grade"2" - violates the sequence when reading, does not fully reproduce the text

Expressive reading of a poem
Expressive Reading Requirements:
1. Correct setting of logical stress
2. Compliance with pauses
3. Choosing the Right Tempo
4. Compliance with the desired intonation
5. Unmistakable Reading
Rated "5"- all requirements are met correctly
Rated "4"- 1-2 requirements are not met
Grade "3"- Mistakes made on three requirements
Grade "2"- more than three errors were made

Role Reading
Role Reading Requirements:
1. Timely start reading your words
2. Choose the right intonation
3. Read Accurately
4. Read expressively
Grade"5" - all requirements are met
Grade"4" - errors were made on one of some requirements
Grade"3" - errors were made on two requirements
Grade"2" - errors were made on three requirements

retelling
Rated "5"- retells the content of what was read independently, consistently, without missing the main thing (in detail or briefly, or according to plan), correctly answers the question, knows how to reinforce the answer to the question by reading the relevant passages.

Rated "4"- makes 1-2 mistakes, inaccuracies, corrects them himself
Grade "3"- retells with the help of leading questions of the teacher, does not know how to consistently convey the content of what was read, makes speech errors.
Grade "2"- can not convey the content of the read.

8. Description of the educational, methodological and logistical support of the educational process

Programs of a special (correctional) educational school of the VIII type, grades 5 - 9 ”, (edited by Voronkova V.V. Prosveshchenie publishing house, Moscow, 2013, approved by the Ministry of Education and Science of the Russian Federation, 6th edition)

Correction of sound pronunciation in children. Speech material for schoolchildren.

Lesson developments in reading Baykova M.I., Gostimskaya E.S.

for reading and speech development

5th grade

Lesson topic	clock	Correctional work	date
1 quarter (36 hours). Folklore.

Rhymes. Sentences. Nursery rhymes.		Develop oral coherent speech, through work on invocations, sentences.
Proverbs and sayings.		Develop memory, attention, thinking.
		Correction of the ability to tell rhymes, nursery rhymes.
		Learn proverbs, sayings and riddles.
Fairy tales.
"Nikita Kozhemyaka" (Russian fairy tale).
Extracurricular reading "Russian folk tales".
"How the bear was punished" (Tofalar tale).
"Golden hands" (Bashkir fairy tale).		Correction of the correct pronunciation, grammatical structure of speech.
Morozko (Russian fairy tale).		Develop the ability to retell passages from the text.
"Two Frosts" (Russian fairy tale).
"Three daughters" (Tatar fairy tale).		Correction of the correct pronunciation, grammatical structure of speech.
Extracurricular reading "Tales of the peoples of the world."		Correction of the ability to retell what was read, answer questions on the text.
A.S. Pushkin "The Tale of the Dead Princess and the Seven Bogatyrs".
According to D. Mamin-Sibiryak "Gray Neck".		Develop the ability to establish simple causal, temporal relationships ...
A general lesson on the theme "Fairy tales".		Correct the reading skill in whole words, without errors, expressively.
Pictures of native nature.
Summer. G. Skrebitsky "June".		Compliance with punctuation.
I. Surikov "The sun is shining brightly ..."
A. Platonov "July Thunderstorm" (excerpts).		Develop connected speech.
A. Prokofiev "Birch".		Expand words knowledge.
Y. Gordienko “So the summer is coming to a close…”		Compliance with punctuation.
A general lesson on the topic “Pictures of native nature. Summer".
Autumn. According to G. Skrebitsky "September".		Correction of the correct pronunciation, grammatical structure of speech.
According to I. Sokolov-Mikitov "Golden Autumn".		Correction of the correct pronunciation, grammatical structure of speech.
K. Balmont "Autumn".		Correct the reading skill in whole words, without errors, expressively.
According to G. Skrebitsky "Welcome!"		To develop the ability to establish simple causal, temporal relationships between individual facts and phenomena on the basis of literary texts.
According to V. Astafiev "Autumn sadness ..."
2nd quarter (28 hours).
I. Bunin "The First Snow".		Improve reading technique by developing expressiveness.
A general lesson on the topic “Pictures of native nature. Autumn".		Develop cognitive activity.
Extracurricular reading M.M. Prishvin "Golden Meadow".		Correction of the ability to retell what was read, answer questions on the text.
About friends and comrades.
Yu Yakovlev "Thorn".		Correction of shortcomings of monologue and dialogic forms of oral speech.
Yu Yakovlev "Knight Vasya".
N. Nosov "Vitya Maleev at school and at home" (excerpt).
V. Medvedev "Phosphoric" boy.
L. Voronkova "Dear gift".		Correction of the ability to retell what was read, answer questions on the text.
I. Akim "Your friend"
Generalizing lesson on the theme "About friends-comrades".		Develop cognitive activity.
Extracurricular reading N. Nosov "Dreamers".		Correction of the ability to retell what was read, answer questions on the text.
Fables of I. Krylov.
I. Krylov "Crow and Fox".		Improve reading technique by developing expressiveness.
I. Krylov "Pike and Cat".		Improve reading technique by developing expressiveness.
I. Krylov "Quartet".		Correction of the correct pronunciation, grammatical structure of speech.
Generalizing lesson on the topic "I. Krylov's Fables".		Develop cognitive activity.
Hurry to do good.
N. Khmelik "Future Olympian".
O. Bondarchuk "Blind House".		To develop the ability to establish simple causal, temporal relationships between individual facts and phenomena on the basis of literary texts.
V. Oseeva "Grandma".
A. Platonov "Dry bread".
V. Rasputin "Lucy" (an excerpt from the story "Deadline".		Develop the ability to retell the story on questions, independently.
V. Bryusov "Labor".		Develop the ability to retell the story by questions.
3 quarter (42 hours)
R. Rozhdestvensky "The Huge Sky".		Develop coherent speech through retelling.
A general lesson on the topic "Hurry to do good."		Develop cognitive activity.
Extracurricular reading B.S. Zhitkov "On the Ice"		correction of the ability to retell what was read, answer questions on the text ..
Pictures of native nature.
Winter. F. Tyutchev "Enchantress Winter ..."		Improve reading technique by developing expressiveness.
G. Skrebitsky "December".		Improve reading technique by developing expressiveness.
K. Balmont "To winter".
G. Skrebitsky "Everyone in his own way"
S. Yesenin "Winter sings - calls out ..."
S. Yesenin "Birch".
A. Pushkin "Winter Road".
A general lesson on the topic “Pictures of native nature. Winter".		Develop cognitive activity.
Spring. G. Skrebitsky "March".		Develop connected speech.
A. Tolstoy “The last snow in the field is melting ...”		Expand words knowledge.
Extracurricular reading M.M. Prishvin "In the land of grandfather Mazai".		Correction of the ability to retell what was read, answer questions on the text.
G. Skrebitsky "From the first thawed patches to the first thunderstorm" (excerpts).
G. Skrebitsky "Spring is red."		Develop coherent speech through memorization.
G. Skrebitsky "Rooks have arrived."		Develop attention, imagination, memory through various types of tasks.
G. Skrebitsky "The Treasured Boat".		Improve the verbal system of thinking.
G. Skrebitsky "In the spring forest".		Develop attention, imagination, memory through various types of tasks. Improve the verbal system of thinking.
A. Tolstoy "Spring Streams" (excerpts from the story "Nikita's Childhood").
A. Pushkin "Driven by spring rays ..."		Improve reading technique by developing expressiveness.
A. Block "Crow".		Develop coherent speech through memorization.
E. Serova "Snowdrop".		Develop attention, imagination, memory. through various types of assignments. Improve the verbal system of thinking.
I. Sokolov - Mikitov "Spring".
I. Bunin "Large rain in the green forest ..."		Improve reading technique by developing expressiveness.
S. Yesenin "Bird cherry".		Improve reading technique by developing expressiveness.
I. Akim "Spring, Spring, about spring."		Develop the articulatory apparatus.
A general lesson on the topic “Pictures of native nature. Spring".		Develop cognitive activity.
Extracurricular reading B.S. Zhitkov "Flood".		Correction of the ability to retell what was read, answer questions on the text.
About animals.
N. Garin - Mikhailovsky "Tyoma and the Bug" (excerpts from the story "Tyoma's Childhood").
A. Tolstoy "Zheltukhin" (excerpts from the story "Nikita's Childhood").		Develop coherent speech through retelling.
K. Paustovsky "Cat Thief".		Develop visual perception, memory.
B. Zhitkov "About the monkey."		Develop adequate self-esteem, independent work skills.
E. Asadov "Summer Residents".		Develop adequate self-esteem, independent work skills.
F. Abramov "From the stories of Olena Danilovna."		Expand words knowledge.
4th quarter (30 hours)
S. Mikhalkov "Be a man."		Develop coherent speech through retelling.
General lesson on the topic "About animals".		Develop cognitive activity.
Extracurricular reading M.M. Prishvin "Yarik".
From the past of our people.
According to O. Tikhomirov “On the Kulikovo field. Moscow is gathering an army.		Develop reading skills and develop comprehension reading skills.
According to O. Tikhomirov “On the Kulikovo field. Battle of Kulikovo.
According to O. Tikhomirov “On the Kulikovo field. Glory to the heroes".		Development of volitional qualities, cognitive interests.
about S. Alekseev “Stories about the war of 1812. Borodino. Keys The end of the campaign.		Develop reading skills and develop comprehension reading skills.
N. Nekrasov "... And she dreams of a hot summer ..." (an excerpt from the poem "Frost, Red Nose").		Develop dialogic speech.
A. Kuprin "White Poodle" (excerpt).		Correction of the ability to retell what was read, answer questions on the text.
According to L. Zharikov “Snow, rise like a snowstorm!”		Improve reading technique by developing expressiveness.
Yu Korinets "At the Tomb of the Unknown Soldier".		Development of volitional qualities, cognitive interests.
Extracurricular reading L.N. Tolstoy "Jump".		Develop dialogic speech.
General lesson on the topic “From the past of our people”		Develop dialogic speech.
From the works of foreign writers.
V. Hugo "Gavroche" (excerpts)		Develop connected speech.
M. Twain "The Adventures of Tom Sawyer" (excerpts).		Development of volitional qualities, cognitive interests.
S. Lagerlöf "Niels' wonderful journey with wild geese."		Develop reading skills and develop comprehension reading skills.
G.H. Andersen "The Little Mermaid" (excerpts)
General lesson on the topic.
Final lesson of the year.

Calendar-thematic planning

for reading and speech development

8th grade

Lesson topic	Clock	date
1 quarter (24 hours) Oral folk art.
Induction training. IOT No. 62.63.
A fairy tale is a lie, but there is a hint in it ... Types of fairy tales.
Russian folk tale "The Magic Ring". The plot of the fairy tale.
Russian folk tale "The Magic Ring". Characteristics of heroes.
The concept of a ballad. V.A. Zhukovsky "Glove".
I.Z. Surikov "Found a scythe on a stone."
The concept of epic.
Epic "Dobrynya and the Serpent".
Generalizing lesson on the topic "Oral Folklore".
Extracurricular reading of fairy tales and epics.
Works of Russian writers of the XIX century.
Alexander Sergeevich Pushkin. Biography.
M.Ya. Basin "Public Trial".
I.I. Pushchin "Notes on Pushkin".
A.S. Pushkin "Monument", "In the depths of Siberian ores ..."
A.S. Pushkin "Winter Morning".

A.S. Pushkin “Nanny”, “On the hills of Georgia…”, “Burned letter.
A.S. Pushkin "The Tale of the Priest and his worker Balda." Reading.
A.S. Pushkin "The Tale of the Priest and his worker Balda." Analysis of the work.
A generalizing lesson on the work of A.S. Pushkin.
Extracurricular reading based on the fairy tales of A.S. Pushkin.
Mikhail Yurjevich Lermontov. Biography.
M.Yu. Lermontov "The Death of a Poet".
M.Yu. Lermontov "Motherland".
2 quarter(24 hours) M.Yu. Lermontov "Sail", "Pine".
M.Yu.Lermontov. "A song about Tsar Ivan Vasilyevich, a young guardsman and a daring merchant Kalashnikov."
Ivan Andreevich Krylov. Biography.
I.A. Krylov "Wolf in the kennel".
I.A. Krylov "Donkey and Nightingale".
I.A. Krylov "The Fly and the Bee".
Extracurricular reading based on the works of M.Yu. Lermontov, I.A. Krylov.
Nikolai Alekseevich Nekrasov. Biography.
N.A. Nekrasov. "Reflections at the Front Door"
N.A. Nekrasov “In full swing the village suffering ...”
N.A. Nekrasov "Frost, Red Nose" (Excerpt).
N.A. Nekrasov "Russian women".
A generalizing lesson on the work of N.A. Nekrasov.
Ivan Savvich Nikitin. Biography.
I.S. Nikitin "Rus".
I.S. Nikitin "Morning on the lake."
Ivan Sergeevich Turgenev. Biography.
I.S. Turgenev "Mumu" (Abbreviated).
R.r. Composition based on the story of I.S. Turgenev "Mumu" on the issues raised.
3rd quarter (31 hours).
Introductory briefing No. 62, 63. Lev Nikolaevich Tolstoy. Biography.
L.N. Tolstoy. "After the ball". The historical basis of the story.
LN Tolstoy "After the ball". Spiritual world of the protagonist.
General lesson on the theme "The works of Russian writers of the XIX century."
Extracurricular reading based on the works of L.N. Tolstoy.
Works of Russian writers of the 1st half of the twentieth century.
Anton Pavlovich Chekhov. Biography.
A.P. Chekhov. "Horse name"
Vladimir Galaktionovich Korolenko. Biography.
VG Korolenko "The Blind Musician". Reading chapters 1-2.
VG Korolenko "The Blind Musician". 3-4 chapters. The world of the protagonist.
VG Korolenko "The Blind Musician". Chapters 5-6. The role of music and friendship in people's lives.
VG Korolenko "The Blind Musician" 7-8 chapters. Peter and Evelina. Analysis of the relationship of heroes.
VG Korolenko "The Blind Musician". 9-10 chapters.
VG Korolenko "The Blind Musician". Chapter 11 and epilogue. What does it mean to find your place in life?
Maxim Gorky. Biography.
M. Gorky "Makar Chudra".
Extracurricular reading of the works of M. Gorky.
Sergei Alexandrovich Yesenin. Biography. "Sleeping feather grass"
S.A. Yesenin, "Powder", "Golden Grove Dissuaded".
Andrey Platonovich Platonov. Biography.
A.A. Platonov. Fairy tale "Colorful Butterfly". Comparison of literary and folk tales.
Alexey Nikolaevich Tolstoy. Biography.
A.N. Tolstoy. "Russian character".
Extracurricular reading of the works of A.N. Tolstoy.
Nikolai Alekseevich Zabolotsky. Biography. "Ugly girl."
A generalizing lesson on the topic "Works of Russian writers of the 1st half of the twentieth century."
Works of Russian writers of the 2nd half of the twentieth century.
Konstantin Georgievich Paustovsky. Biography. Telegram story.
K.G. Paustovsky "Telegram". The concept of "irreparable guilt".
Ruvim Isaevich Fraerman. Biography. "Wild dog Dingo or a tale of first love." 1 chapter.
4 quarter (23 hours) R.I. Fraerman. "Wild dog dingo, or a tale of first love." Reading and analysis of 1-2 chapters.
R.I. Fraerman "Wild dog dingo, or a story about first love." Reading chapter 3. Katya and Filka. First tears.
R.I. Fraerman "Wild dog dingo, or a story about first love." Reading chapter 4. Katya and Kolya. Relationship analysis.
R.I. Fraerman "Wild dog dingo, or the story of first love." Reading chapter 5. Preparing to write an essay.
Composition based on the story by R.I. Fraerman “What does true friendship mean?”
Lev Abramovich Kassil. Biography.
L.A. Kassil "Beijing boots". Peka's personal qualities.
L.A. Kassil "Beijing boots". Funny and sad story.
Alexander Trifonovich Tvardovsky. Biography. "Vasily Terkin".
A.T. Tvardovsky "Vasily Terkin". Excerpt "Who fired", "On the offensive".
Extracurricular reading of the works of A.T. Tvardovsky.
Vasily Makarovich Shukshin. Biography. "Grinka Malyugin".
V.M. Shukshin. "Grinka Malyugin". Evaluation of the main character.
V.M. Shukshin. "Grinka Malyugin". The concept of human beauty.
Victor Petrovich Astafiev. Biography.
V.P. Astafiev “A far and near fairy tale” (chapter from the story “The Last Bow”). Analysis of the genre of the work.
Radiy Petrovich Pogodin. Biography. "Alfred".
R. Pogodin "Alfred".
Alexey Alexandrovich Surkov. Biography. "Motherland".
A generalizing lesson on the topic "Works of Russian writers of the 2nd half of the twentieth century."
Final lesson of the year.

Subject READING GRADE 8
Number of hours in accordance with the curriculum 136 hours (4 weekly hours)

Explanatory note.
The work program for reading Grade 8 was compiled on the basis of the Federal Law of the Russian Federation “On Education in the Russian Federation” N 273-FZ (as amended by the Federal Laws of 07.05.2013 N 99-FZ, of 07.23.2013 N 203-FZ); curriculum MOBU Romny secondary school for students with mental retardation (intellectual disabilities) for the 2016-2017 academic year; charter MOBU Romny secondary school; programs of special (correctional) educational institutions of the VIII type 5-9 grade collection edited by Doctor of Pedagogical Sciences V.V. Voronkova M: Humanitarian Publishing Center "Vlados" 2011; charter MOBU Romny secondary school; an adapted basic general educational program for the education of students with mental retardation (intellectual disabilities) MOBU Romny secondary school; of the curriculum for special (correctional) schools, approved by the order of the Ministry of Education of Russia dated April 10, 2002 No. 29/2065 - p "On approval of the curricula of special (correctional) educational institutions for students, pupils with developmental disabilities."
The learning objectives of a correctional school of the VIII type are the intended results of training, education and development aimed at shaping the personality.
The work program on reading and speech development is designed to develop students' speech and their thinking through the improvement of reading techniques and understanding of the content of works of art.
PURPOSE: development of students' speech through the improvement of reading technique, understanding, comprehension and retelling of the content of works of art.
TASKS:
to form students' reading skills, consistently increasing the volume of the text being read;
to develop a full-fledged perception of works of art available in content;
to develop the ability not only to answer questions, but also to put questions to the text, to participate in reading by roles and dramatization, achieving natural communication, as well as to retell the text fully, briefly, selectively, on behalf of various heroes of the work;
moral, aesthetic and civic education of schoolchildren based on works of fiction (their content allows students to master the skills of moral behavior of a person in society).
The tasks set are determined by the peculiarities of the mental activity of pupils with disabilities, which differ significantly from normally developing peers. At the reading lessons in grades 5-9, the formation of reading techniques for schoolchildren continues: correctness, fluency, expressiveness based on understanding the material being read. This is due to the fact that not all high school students are sufficiently proficient in these skills. In addition, the study of each work of art causes them difficulties in reading it and understanding the content. Greater methodological variability is required. After all, the recommended works are multi-genre, and when working with them, great methodological variability is required.
Mentally retarded schoolchildren find it difficult to perceive the biographical data of writers, especially their creative path, presented even in a simplified version. They often identify the biography of the writer with the biography of the heroes of the works they read. In historical works, students have difficulty perceiving the events described, they do not always understand the words and expressions used by the author to convey this or that fact, the act of the hero.
In reading lessons, in addition to improving the reading technique and understanding the content of a work of art, much attention is paid to the development of students' speech and their thinking. Students learn to answer questions; fully, correctly and consistently convey the content of what was read, briefly retell the main events set forth in the work; name the main and secondary characters, give them a description, adequately assess their actions and deeds; establish simple cause-and-effect relationships and relationships; draw conclusions, generalizations, including emotional ones.
This requires serious methodological preparation of the teacher for the lesson on each work of art, contributes to solving the problem of moral education of students, understanding by them the correspondence of the events described to life situations.
General characteristics of the subject

The principle of corrective orientation of training is the leading one. Therefore, special attention is paid to the correction of specific disorders that individual students have, to the correction of the whole personality as a whole.
Correctional and educational tasks:
- to acquaint with the works of oral folk art: fairy tales, riddles, epics, songs, proverbs and sayings, literary tales, works of art and excerpts from the works of art of the classics of Russian literature.
- improve reading technique (reading with logical pauses that do not coincide with punctuation marks).
- develop the ability to highlight the main idea of the work; name the main characters; describe their appearance, characterize their actions, confirming the conclusions with excerpts from the text, draw up the characteristics of the characters with the help of a teacher.
- to learn to highlight apt expressions in the text, artistic definitions and comparisons, to distinguish shades of meanings of words in the text.
- to consolidate the ability to briefly and briefly retell what has been read.
- to teach how to construct a detailed statement, to exercise control over one's own speech, to correct the statement in the course of its content or after.
- Strengthen memorization skills.
Correction-developing tasks:
- to carry out literary reading, during which to teach the systematization of knowledge in the field of Russian and modern literature.
- form the correct pronunciation, adjust the pace of reading.
- enrich and activate the vocabulary of students; expand horizons, the volume of emotional, evaluative vocabulary.
- develop oral speech (the ability to express one's thoughts, coherently convey the content, etc.).
- develop and correct the perception of students, correct the shortcomings of figurative thinking.
- develop the emotional sphere, aesthetic feelings (in works, students must learn to see the beautiful and the ugly; the struggle between good and evil, justice and injustice; distinguish between workers and idlers; defenders of the Fatherland and its enemies, etc.).
- develop mental activity, eliminate difficulties in establishing the sequence and connection of events, the causal dependence of phenomena, highlighting incomprehensible words and expressions in the text, the ability to use an interlinear dictionary; selection of words with similar and opposite meanings, explanation of words with the help of a teacher, given in a figurative sense, etc.
- develop and correct memory and logical thinking.
- to develop vital speech skills.
Correctional and educational tasks:
- to cultivate interest in reading and to form a love for the artistic word, Russian and modern literature, oral folk art.
- to educate the moral, ethical and moral qualities of the individual on the example of the heroes of the works (education of honesty, honor and dignity, compassion, mercy, kindness, responsiveness, courage, courage, etc.).
- carry out patriotic education when reading works about the past and present of our people, about its heroism in labor and feats of arms (education of love for the Motherland, one's people, respect for the historical past, involvement in the events taking place at the present time, readiness to defend the Motherland in case need).
- carry out civic education of students (education of social activity, adherence to principles in defending one's position, ability to participate in public life; education of a sense of responsibility for the fate of the country).
- carry out work on labor education (inculcating respect for working people and the results of their labor activity, cultivating a conscientious and responsible attitude to work, understanding the need for work and readiness to work).
- to cultivate a responsible attitude to educational activities, discipline, compliance with the requirements, accustom to independence.
- to form a culture of communication, communication skills (the ability to listen carefully to adults and children, to conduct a dialogue, etc.).
This work program is designed for students in grades 5-9. Classes under this program are held in the form of a lesson (40 minutes). Each class has 136 hours per year (4 hours per week). It is possible to reduce the number of hours, depending on the change in the annual calendar study schedule, vacation periods, and the fall of lessons on holidays. For each section under study, a certain number of hours are allotted, indicated in the thematic plan, which may vary (increase or decrease) depending on the level of mastering the topic by students. Therefore, not only a differentiated approach to teaching is important, but also repeated repetition, consolidation of the material covered.
At reading lessons in grades 5-9, the formation of reading techniques for schoolchildren continues: correctness, fluency, expressiveness based on understanding the material being read. This is due to the fact that not all high school students are sufficiently proficient in these skills. In addition, the study of each work of art causes them difficulty in reading it and understanding the content. After all, the recommended works are multi-genre, and when working with it, a large methodological variability is required.
When selecting program material for reading, the need to educate moral qualities and personality traits, the formation of positive character traits and the whole personality as a whole, which will allow graduates to become useful members of society, be involved in labor activity in modern production conditions, was taken into account.
The program material of the school course on reading and speech development in grades 5-9 is selected taking into account the psychophysical and age characteristics of students and is arranged according to the degree of increase in complexity and volume of the works studied.
In grades 5-6, works of oral folk art, stories, articles, poems and excerpts from works of art about the heroic past and present of our Motherland are planned; about the struggle for world peace, about the labor of people; about native nature and respect for it, about significant events in the life of the country.
In grades 7-9, acquaintance with the genres of oral folk art continues, works of art and excerpts from the works of classics of Russian and Russian literature, works of contemporary writers of Russian and foreign literature, and brief information about their life and work are selected.
Mentally retarded schoolchildren find it difficult to perceive the biographical data of writers, especially their creative path, presented even in a simplified version. They often identify the biography of writers with the biography of the heroes of the works they read. In historical works, students have difficulty perceiving the events described, do not always understand the words and expressions used by the author
to convey this or that fact, the act of the hero.
In reading lessons, in addition to improving reading techniques and understanding the content of works of art, much attention is paid to the development of students' speech and their thinking.
Students learn to answer questions; fully, correctly, consistently convey the content of the read; briefly retell the main events set forth in the work; name the main and secondary characters. Give them a description, adequately assess their actions and deeds; establish simple causal relationships and relationships; draw conclusions, generalizations, including emotional ones.
This requires serious methodological preparation of the teacher for the lesson on each work of art, contributes to solving the problem of moral education of students, understanding by them the correspondence of the described events to life situations.
By the beginning of education in the 8th grade, students are able to read a text that is accessible to their understanding (out loud and “to themselves”), to perceive what they read meaningfully; they are familiar with the works of folk art, classics of Russian literature and foreign literature, accessible articles from newspapers and magazines. Students have the experience, together with the teacher, to understand the content of the work and draw up a plan, retell the text, memorize poems and small prose passages. Students develop the skills of independent reading of books, reading culture, visiting the library, the ability to choose books of interest.
In the 8th grade, the formation of reading techniques in schoolchildren continues: correctness, fluency, expressiveness based on understanding the material being read. This is due to the fact that not all high school students are sufficiently proficient in these skills.
Grade 8 students will continue to learn to answer the questions posed, fully, correctly, consistently convey the content of what they read, briefly retell the main events set forth in the work, name the main and secondary characters, give them a description, adequately evaluate their actions and actions, establish simple cause-and-effect connections and relationships, draw conclusions, generalizations, including emotional ones. At reading lessons, the problems of moral education of students, their understanding of the correspondence of the described events to life situations are also solved.
Consistent work continues on mastering the skills of synthetic reading by students: from reading the whole word to smooth reading in separate phrases and short sentences.
Children with intellectual disabilities go through all the stages of mastering the technique of reading in different ways due to their own characteristics, therefore, the correct organization of work in many ways helps to overcome the difficulties that arise in schoolchildren. Prevention and correction of errors leading to a violation of correct reading are carried out in all years of study.
Work on reading technique should provide a complete and adequate understanding of what is read.
Attention is paid not only to the assimilation of the actual content of the work by children and the establishment of adequate semantic relationships between parts of the text, the causality of the actions of the characters, but also to the awareness of the ideological orientation (subtext) of the work.
During this period, the main thing in working on the text is the analysis of the plot in unity with its substantive (actual), semantic and ideological content. To this end, children learn to highlight the theme and idea of the work, to correlate the theme with its title, to determine the sequence and causality of events, the motives of the actions of the characters.
The assimilated content of the works allows students to understand and assimilate the principles of moral behavior in society.
Approximate topic
Stories, articles, poems and excerpts from literary works accessible in content and language about the heroic past and present of our Motherland; about events in the world; about the work of people; about native nature and respect for it; about significant events in the life of the country.
Reading skills
Conscious, correct, fluent, expressive reading aloud in accordance with the norms of literary pronunciation; reading about yourself.
Identification of the main idea of the work and its parts. Determination of the main character traits of the characters.
Parsing the content read with the help of questions from the teacher. Isolation of incomprehensible words; selection of words with similar and opposite meanings; an explanation with the help of a teacher of words given in a figurative sense, and figurative expressions characterizing the actions of heroes, pictures of nature.
Dividing the text into parts. Drawing up a simple plan under the guidance of a teacher, in some cases using the words of the text itself.
Retelling what was read according to the plan. Full and selective retelling.
Independent reading with various tasks: prepare for expressive reading, highlight individual places on questions, prepare a retelling.
Learning poems by heart.
extracurricular reading
Systematic reading of children's fiction, children's newspapers and magazines. Keeping a diary or stand of extracurricular reading according to the form given by the teacher.
Discussion of the works read, collective compilation of short reviews of books, retelling of the content of what was read on the instructions of the teacher, naming the main characters, revealing one's attitude towards them.
FORMS OF ORGANIZING THE EDUCATIONAL PROCESS
Requirements prevail in this program: name, show, define, describe, give examples.
In teaching the subject, it is advisable to use such forms and methods of teaching as verbal, visual, practical.
The program provides for various forms and methods of checking and controlling knowledge: tests, assignments to establish compliance, answers to questions.
The program includes works of art from Russian and foreign literature that raise eternal problems (good and evil, cruelty and compassion, generosity, beauty in nature and human life, the role and significance of a book in the life of a writer and reader, etc.).
It is important for the teacher to provide for the entire reading process (perception, understanding, comprehension, analysis, evaluation of what has been read), aimed at developing students' speech. Only in this case, schoolchildren can become a fully developed personality, adapted to the conditions of real life.
Training is built on the following principles: the principle of corrective orientation in training, the principle of educational and developmental orientation of training, the principle of scientific and accessibility of training, the principle of systematic and consistent training, the principle of visibility in training, the principle of an individual and differentiated approach to training, etc.
It is known that the development of reading technique is carried out in stages. From class to class, ever higher demands are placed on the way of reading: from reading with a whole word to reading with a phrase and a short sentence. The forms of organizing reading are also changing: along with collective work on the expressiveness of reading, schoolchildren are taught techniques that help to highlight phrasal stress, establish semantic pauses, and intonation coloring of reading. Forms of working with text, teaching methods and techniques are becoming more diverse, TSO is being used: movie fragments (presentation, DVD), cartoons, multimedia, musical fragments.

Lesson types:
Lesson of communication of new knowledge (lesson of initial study of the material). Purpose: study and primary consolidation of new knowledge.
Lesson in the formation and consolidation of knowledge and skills (practical lesson). Purpose: development of skills for the application of knowledge.
Lesson of generalization and systematization of knowledge (repetitive-generalizing lesson). Purpose: generalization of knowledge.
Lesson of control, evaluation and correction of knowledge - control, verification work. Purpose: to determine the level of mastery of knowledge, skills and abilities.
Combined lesson, lesson-conversation, repetition-generalizing lesson, speech development lesson.

Teaching methods and techniques:
Verbal (story, explanation, conversation, work with a textbook and a book).
Visual (observation, demonstration).
Practical.
Control methods.

Forms of work:
Story, conversation, selective explanatory reading of the text, work with a picture, plan, viewing and analysis of individual fragments of cinema, cartoons, fairy tales, listening to excerpts from works performed by the author.

The activities of students are based on the processing of oral and written text:
drawing up a text plan;
retelling of the text according to the plan;
retelling of the text on the proposed issues;
continuation of the text;
expressive reading;
reading by heart;
role reading.
Control over knowledge, skills and abilities is carried out in the course of oral surveys, tests, assignments to establish compliance, and answers to questions. Texts, control and measuring materials are created by the teacher in accordance with the psychophysical characteristics of each student in grades 5-9. Control is carried out after studying the writer's work (intermediate control). The time allotted in the lesson for control is 5-15 minutes.
Types of control:
1) self-control;
2) teacher control.

Pedagogical technologies, teaching aids (including electronic) used in the work to achieve the required learning outcomes:
1) traditional education;
2) active learning (cooperation, individualization of learning);
3) information and communication technologies;
4) health-saving technologies.
Information about the number of teaching hours

This work program is intended for students of the 8th grade of the MOBU Romny secondary school for the 2016-2017 academic year.
The number of hours for studying the Russian language in the 8th grade is 136.
Number of hours per week - 4.

CONTENT OF THE TOPICS OF THE CURRICULUM ON READING AND DEVELOPMENT OF SPEECH IN GRADE 8.
Oral folk art (15 hours)
Fairy tales. "The Magic Ring" (Russian folk tale). Proverbs and sayings. Ballads. "Glove" (Story). V.A. Zhukovsky. "I found a scythe on a stone." I.Z. Surikov. Epics. "Sadko" (Excerpt).
Works of Russian writers of the 19th century (68 hours)
Alexander Sergeevich Pushkin "Public Trial". M.Ya.Basin. "Notes on Pushkin" (Excerpt). I.I. Pushchin "Monument" (Excerpt). "In the depths of Siberian ores...". "Winter morning". "AND. I. Pushchin. "Nanny." "The Burnt Letter" (Excerpt). "I loved you". The Tale of the Priest and his Worker Balda. Mikhail Yurjevich Lermontov. "The Death of a Poet" (Excerpt). "Motherland" (Excerpt). "Sail". "Pine".
“A song about Tsar Ivan Vasilyevich, a young guardsman and a daring merchant Kalashnikov” (Excerpts). Ivan Andreevich Krylov. "Wolf in the kennel". "Donkey and Nightingale". "Fly and Bee". Nikolai Alekseevich Nekrasov "Reflections at the front door" (Excerpt). "Rural suffering is in full swing." "Frost Red Nose" (Excerpt). "Russian Women" (Excerpt). Ivan Savvich Nikitin
"Rus" (Excerpt). Ivan Sergeevich Turgenev "Mumu" in abbreviation). Lev Nikolayevich Tolstoy "After the Ball" (In abbreviation).
Works of Russian writers of the 1st half of the 20th century (27 hours)
Anton Pavlovich Chekhov "Horse surname". Vladimir Galaktionovich Korolenko "The Blind Musician" (Excerpts). Maxim Gorky "Makar Chudra" (Excerpt). Sergei Alexandrovich Yesenin "The feather grass is sleeping". "Powder" "The golden grove dissuaded ...". Andrey Platonovich Platonov "Colorful Butterfly" (Fairy Tale). Alexey Nikolaevich Tolstoy "Russian character". Nikolai Alekseevich Zabolotsky "Ugly girl".
Works of Russian writers of the second half of the twentieth century (26 hours)
Konstantin Georgievich Paustovsky "Telegram" (abridged). Ruvim Isaevich Fraerman. "Wild Dog Dingo, or The Tale of First Love" (O ry in k and). Lev Abramovich Kassil "Beijing boots". Alexander Trifonovich Tvardovsky "Vasily Terkin" (Excerpts from the poem). Vasily Makarovich Shukshin "Grinka Malyugin" (abbreviated) Viktor Petrovich Astafiev. "Far and near fairy tale" (Chapter from the story "The Last Bow"). Radiy Petrovich Pogodin "Alfred". Alexey Alexandrovich Surkov "Motherland". "Morning on the Lake"

Educational and thematic plan

Name of sections and topics
Qty
hours
extracurricular reading
memorization

I trimester
42 h
Folklore
15 h
2h

27 h
A.S. Pushkin "The Captain's Daughter"
2h
Learning by heart: “Edges of Moscow, native lands”, “Winter morning”, “On the hills of Georgia”
"Motherland", "Sail".

II trimester
45 h
Works of Russian literature of the XIX century.
41h
Vitality of I. Krylov's fables. "Titmouse", "Wolf and Fox", "Crow and Chicken".
N. Nekrasov "Arina, mother of a soldier"
V.M. Shukshin "The strong go further" 3 hours
An excerpt from the "Song of the Tsar" (description of the morning, part 3, 1 stanza)
"Donkey and Nightingale".
Prose passage by heart.

4 h

III trimester
49 h
Works of Russian writers of the 1st half of the 20th century.
23h
Extracurricular reading. A.P. Chekhov "Thick and thin", "Surgery", "Joy"
S. Yesenin "I love you, the meek Motherland" 3h
Learning by heart: “Powder”, “Golden grove dissuaded”

Works of Russian writers of the 2nd half of the 20th century.
26 h
V.P. Astafiev "A photograph in which I am not"
B. Polevoy "The Tale of a Real Man" 2h
An excerpt from the poem by A.T. Tvardovsky "Vasily Terkin"

Total per year
136 h

136 h
12 h
poems by heart - 10, prose passage - 1.

System for evaluating planned results
ASSESSMENT OF STUDENTS' KNOWLEDGE, SKILLS AND SKILLS.
Reading skills are tested on the basis of daily observations of reading and reading comprehension from textbook texts.
The assessment takes into account the success of students in mastering the technique of reading (correctness, fluency and expressiveness) and the content of the reading (highlighting the main idea, answering questions, retelling) in accordance with the program requirements for each year of study.
The score is based on a special reading, retelling, or combination quiz.
Ongoing testing and assessment of knowledge can also be carried out in order to identify individual skills and abilities in reading. Each such assessment must be motivated.
Reading skills are tested at the beginning and end of the school year.
When checking reading technique, it is recommended to select unfamiliar, but accessible texts of approximately the following volume (at the end of the year): grade 5 - 45-60 words, grade 6 - 70-80 words, grades 7-9 - 90-100 words.
At the beginning of the academic year, the reading technique is checked against texts, the volume of which corresponds to the volume of the texts of the previous year.
The task of checking the reading technique is, first of all, to identify the progress of each student, the reasons for the difficulties they experience in order to provide individual corrective assistance.
A grade of "5" is given to a student if he:
- reads correctly, fluently, expressively in compliance with the norms of literary pronunciation;
- highlights the main idea of the work, parts of the story with little help from the teacher;
- divides the text into parts and titles the parts with the help of a teacher (from grade VIII, easy texts on their own);
- names the main characters of the work, characterizes their actions;
- answers questions and conveys the content of what has been read fully, correctly, consistently;
- firmly knows the text of the poem by heart and reads it expressively.

A score of "4" is given to a student if he:
- reads mostly correctly, fluently;
- allows 12 errors when reading, observing semantic pauses, punctuation marks that convey intonations, logical stresses;
- allows inaccuracies in highlighting the main idea of a work or part of a story, corrects them with the help of a teacher;
- makes mistakes in dividing the text into parts and heading parts, corrects them with the help of a teacher;
- names the main characters of the work, characterizes their actions with the help of a teacher;
- allows inaccuracies in answers to questions and transmission of content, but corrects them independently or with little help from the teacher:
- allows 12 independently corrected mistakes when reading by heart; reads by heart insufficiently expressively.

A grade of "3" is given to a student if he:
- does not read fluently enough, some words by syllables;
- allows 34 reading errors; 12 errors in observing syntactic pauses; 34 in observing semantic pauses, punctuation marks that convey intonation, logical stresses; but highlights the main idea of the work, parts of the story with the help of a teacher;
- divides the text into parts and titles the parts with the help of a teacher;
- finds it difficult to name the main characters of the work, to characterize their actions;
- answers questions and retells incompletely, inconsistently, allows distortion of the main meaning of the work;
- reveals, when reading by heart, unsteady assimilation of the text.

A score of "2" is given to a student if he:
- reads by syllables;
- allows more than 5 errors when reading, observing even syntactic pauses;
- does not highlight the main idea of the work, parts of the story, even with the help of a teacher;
- does not divide the text into parts;
- does not name the main characters of the work, does not characterize their actions;
- answers questions and retells the content of the work in fragments, distorting the main meaning; does not use the teacher's help;
- does not know most of the text, which should know by heart.

Requirements for the level of preparation of students in grade 8
students should be able to:
- read consciously, correctly, fluently, expressively aloud; read "about yourself";
- highlight the main idea of the work;
- characterize the main characters, evaluate their actions, justify their attitude towards them;
- retell the content of what was read using words and expressions taken from the text;
students should know:
- by heart 10 poems, 1 prose passage.
1st level
read aloud correctly, fluently, expressively;
read texts that are accessible in terms of content;
highlight the topic and determine the idea of the work (the last task with the help of a teacher);
determine the character traits of the main characters and express their attitude towards them (with the help of a teacher);
independently divide the text into parts according to this plan or draw up a plan for the selected parts of the text;
select (collectively) key words for retelling, paying attention to the vocabulary that characterizes the emotional state of the characters, nature, figurative expressions, and use them in retelling;
retell the read text with a focus on the plan and key words;
put questions to the text, ask them to classmates;
highlight unfamiliar words and give them explanations (with the help of a teacher);
memorize 10 poems;
read extracurricular literature, including individual articles from the periodical press, and take part in their discussion.
2nd level
read aloud correctly, expressively, in whole words;
read analyzed texts to yourself, read short, accessible texts on your own;
retell the individual parts of the work, available on the events depicted;
highlight the theme of the work, participate in the discussion of the idea;
express their attitude to the actions of heroes and events (with the help of a teacher);
find unfamiliar words in the text, learn to explain them based on the text (with the help of a teacher);
to learn poems by heart (the volume of the text, taking into account the characteristics of the students);
participate in extracurricular reading lessons, completing available tasks on the text read.

Educational and educational support for reading and speech development
1. Textbook for pedagogical institutes, edited by A.K. Aksenova "Methods of teaching the Russian language in a correctional school of the VIII type."
2. Textbook for the 8th grade of special (correctional) educational institutions of the VIII type. Moscow. "Education". year 2014. Authors - compilers - Z.F. Malyshev.
3. Guseva G.M. Reading lessons in the 8th grade of special (correctional) educational institutions of the 8th type: a guide for the teacher. - M .: "Enlightenment", 2010.
4. Virtual School of Cyril and Methodius. Literature lessons. - M .: LLC "Cyril and Methodius", 2010.

Electronic educational resources and Internet resources:
1.http://www.edu.ru/
2.http://www.school.edu.ru/
3.http://school-collection.edu.ru/
4.http://kat.h11.ru/?mm=3&lnkpg=2.
Calendar-thematic plan for reading and speech development in the 8th grade.

№
p/n
date
Lesson topic.
Hours
The development of speech.
Formation of reading skills.
Types and forms of control.

plan
fact

Oral folk art, 15 HOURS

The role of books in human life.
1
Complete answers to questions.
Selective reading.

A fairy tale is one of the most common types of oral creativity.
1
Complete answers to questions, characteristics of the types of fairy tales.
Selective reading.
Reading technique, reading comprehension.

Fairy tale "Magic Ring". The plot of the fairy tale. Characteristics of heroes.
1
Fairy tale features. Answers on questions.
Dividing text into parts
Answers to questions about the article

Fairy tale "Magic Ring". Good deeds Martinka.
1
Selection of epithets for the words: well done, girl, forest, earth.
Selective reading. Role Reading
Brief retelling

5.
09.09.16

Proverbs and sayings.
1
Choose proverbs on the topics “Labor”, “Homeland”, “Teaching”, etc., explain the meaning of proverbs.
Independent reading.
Selective reading by roles.

Ballad (general concept)
1
The choice of key words for the retelling of the article.
Selective reading.
Answering questions with proverbs.

7.
8.
12.09.16
14.09.16

V.A. Zhukovsky. "Glove".
2
Anwser the questions.
Evaluate the act of a lady.
Work on the illustration.
Evaluate the behavior of the main character.

Retelling of the article about the ballad.

9.
16.09.16

FROM. Surikov "I found a scythe on a stone."
1
Illustration work.
Explain the meaning of the proverb.

Role reading.
Reading by roles of the ballad by V.A. Zhukovsky "Glove".

10
11
16.09.16
19.09.16

Epics.
2
Participation in the conversation "Epic themes in the works of writers, composers, artists"
Division into parts of the text of the article.
Reading by roles of the ballad by I.Z. Surikov "Found a scythe on a stone"

12.
13.
21.09.16
23.09.16

Epic "Sadko".
2
Answers on questions. Highlighting obsolete vocabulary. Illustration work. Answers on questions.
Dividing the text into parts.
Retelling of the article about epics according to plan.

14.
15.
23.09.16
26.09.16

Extracurricular reading "Tales of the peoples of the world"
2

Selective reading.
Reading by roles of an excerpt from the epic "Dobrynya and the Serpent"

II. Works of Russian literature of the 19th century, 68 HOURS.

16.
17.
28.09.16
30.09.16

A.S. Pushkin. Biography.
2
Planning. Brief retelling of the biography of the poet.

Learning by heart "Edges of Moscow, native lands"

18
30.09.16

M. Ya. Basina "Public Trial".
1
Anwser the questions.
Sign the illustration with words from the text.
Dividing the text into parts. Independent reading.

Reading by heart "Edges of Moscow, native lands"

I.I. Pushchin "Notes on Pushkin".
1
Answer questions about content.
Verbal drawing of Pushkin's room.
Selective retelling. Reproduction of the painting by N. Ge "Meeting of Pushkin and Pushchin"
Selective reading
Selective reading of excerpts from the article by M.Ya. Basina "Public Speaking".

A.S. Pushkin "Monument"
1
Artistic definitions. Content conversation. The main idea.
Expressive reading.
Selective retelling (I.I. Pushchin "Notes on Pushkin")

A.S. Pushkin "In the depths of Siberian ores ..."
1
The role of artistic definitions in the text.
Expressive reading.
Learning by heart.
Expressive reading of a poem by A.S. Pushkin "Monument"

A.S. Pushkin "Winter Morning"
1
Word drawing pictures of nature. Figurative words and expressions. Comparison of poem and illustration.
Expressive reading.
Reading by heart a poem by A.S. Pushkin "In the depths of Siberian ores"

A.S. Pushkin “I. I. Pushchin»
1
A story about a meeting of friends in Mikhailovsky based on a reproduction of a painting by N. Ge and “Notes on Pushkin” by I.I. Pushchino.
Expressive reading.
Expressive reading of a poem by A.S. Pushkin "Winter Morning"

24.
25.
12.10.16
19.10.16

A.S. Pushkin "October 19, 1827"
2
A story about the lyceum years of A.S. Pushkin.
Expressive reading.
Expressive reading of a poem by A.S. Pushkin "I. I. Pushchin»

A.S. Pushkin "Nanny"
1
Words and expressions that convey the attitude of the poet to the nanny. The story of the nanny A.S. Pushkin.
Expressive reading.
Expressive reading of a poem by A.S. Pushkin "October 19, 1827"

A.S. Pushkin "On the hills of Georgia"
1
The mood of the poem, imagery. Answering questions using the vocabulary of the poem.

Expressive reading of a poem by A.S. Pushkin "Nanny"

A.S. Pushkin "The Burnt Letter"
1
Answers on questions. Exercises "Complete the line", "Restore from memory." A conversation about Pushkin's lyrics.
Expressive reading.
Reading by heart a poem by A.S. Pushkin "On the Hills of Georgia"

A.S. Pushkin "I loved you"
1
Exercises "Complete the line", "Restore from memory." A conversation about Pushkin's lyrics.
Expressive reading.
Expressive reading of a poem by A.S. Pushkin "The Burnt Letter"

A.S. Pushkin "The Tale of the Priest and his Worker Balda"
1
Content conversation. Outdated vocabulary in a fairy tale.
Independent reading.
Expressive reading of a poem by A.S. Pushkin "I loved you"

A.S. Pushkin "The Tale of the Priest and his worker Balda." Images of heroes in a fairy tale.
1
Words and expressions that convey the character of the characters. Highlighting the main thing in each part. Planning.
Dividing the text into parts. Role reading.
Selective reading of excerpts from "The Tale of the Priest and his Worker Balda" by A.S. Pushkin to the illustrations of the textbook.

32
33.
31.10.16
02.11.16

Extracurricular reading. F. Iskander "Prayer Tree"
2
Selective retelling. Answers on questions.
Selective reading.

34.
07.11.16

M.Yu. Lermontov. Biography of the poet.
1
Translation according to plan.

35.
36.
09.11.16
11.11.16

M.Yu. Lermontov "Death of a Poet".
2
Words that characterize the poet and the murderer. A conversation about biographical facts from the life of A.S. Pushkin.

M.Yu. Lermontov "Motherland".
1
Word drawing. Sounds, images of the motherland. The mood of the poem.

Expressive reading of the poem by M.Yu. Lermontov "Death of a Poet"

M.Yu. Lermontov "Sail".

1
Understanding the method of personification (without defining the concept). Word drawing. The character of the lyrical hero of the poem "Sail" (without a definition of the concept).
Expressive reading. Selective reading. Learning by heart.
Reading by heart a poem by M.Yu. Lermontov "Motherland"

M.Yu. Lermontov "Pine".

1
Work with a reproduction of the painting by I. Shishkin "In the North". The imagery of the poem. Human relations and poetic images. Sign the illustrations with words from the poem (citation).
Expressive reading. Selective reading.
Reading by heart a poem by M.Yu. Lermontov "Sail"

40.
41.
18.11.1618.11.16

M.Yu. Lermontov "A song about Tsar Ivan Vasilyevich, a young guardsman and a daring merchant Kalashnikov."
Oprichnik Kiribeevich at the Tsar's feast.
2
Verbal drawing of pictures of the feast of Tsar Ivan the Terrible. Verbal drawing of a portrait of Alena Dmitrievna. Headings of stanzas.

Independent reading. Selective reading. Role reading. Selective reading.
Expressive reading of the poem by M.Yu. Lermontov "Pine"

M.Yu. Lermontov "Song about Tsar Ivan Vasilyevich, a young guardsman and a daring merchant Kalashnikov." The story of Alena Dmitrievna to her husband.
1
To evaluate the actions of Alena Dmitrievna and the guardsman. A conversation about the experiences of the characters.
2 trimester

Reading by roles of an excerpt from "Songs about Tsar Ivan Vasilyevich" by M.Yu. Lermontov.

28.11.16
30.11.16

M.Yu. Lermontov "Song about Tsar Ivan Vasilyevich, a young guardsman and a daring merchant Kalashnikov." Fistfight on the Moscow River.
2

Verbal description of the morning over the Moscow River. Verbal description of portraits of Kalashnikov, Kiribeevich.

Selective reading. Expressive reading. Memorizing the passage "Morning over the Moscow River"
An expressive reading of an excerpt from "Songs about Tsar Ivan Vasilyevich" by M.Yu. Lermontov.

M.Yu. Lermontov "Song of Tsar Ivan Vasilievich, a young guardsman and a daring merchant Kalashnikov" (generalizing lesson)
1
Conversation on the content, determination of the author's attitude to the heroes of the song. Comparison between beginning and ending.
Selective reading. Expressive reading.
Reading by heart an excerpt from “Songs about Tsar Ivan Vasilyevich” by M.Yu. Lermontov.

I.A. Krylov. Biography of the fabulist.
1
Quiz "From what fable?"
Explain what a fable is, morality. Retelling of a biographical article.
Staging of the fables "The Crow and the Fox", "The Cuckoo and the Rooster"
Independent reading. Dividing the text into parts.

47.
05.12.16

I.A. Krylov "Wolf in the kennel".
1
Tell about the events in which the fable was written. Work on the illustration.
Word drawing. figurative expressions. Moral of the fable.

Retelling of the biographical article about I.A. Krylov.

48.
07.12.16

I.A. Krylov "The Donkey and the Nightingale".
1
Content conversation.
Explain words and expressions. The character of the heroes of the fable.

Expressive reading. Learning by heart.
Expressive reading on the roles of the fable of I.A. Krylov "Wolf in the kennel"

I.A. Krylov "The Fly and the Bee".
1
Describe a bee, a fly.
Replace words and expressions with others that are close in meaning.
Expressive reading. Role reading.
Reading by heart the fable of I.A. Krylov "Donkey and Nightingale"

50.
51.
09.12.16
12.12.16

R. r. An expressive reading of one of the fables of I. A. Krylov.
2
A discourse on the content of fables. Making sentences with illustrations. Evaluation of the actions and characters of the heroes of fables. Definition of the main idea. Work with proverbs. Word drawing.
Role reading. Expressive reading.
Illustrations for reading fables with quotes.

N.A. Nekrasov. Biography.
1
Make a plan for the biography of the poet. Retelling.
Independent reading, dividing the text into parts.

53.
54.
16.12.16
16.12.16

N.A. Nekrasov "Reflections at the front door."
2
Work with a reproduction of I. Repin's painting "Barge Haulers on the Volga". Content conversation.
Expressive reading.
Retelling of the biographical article about N.A. Nekrasov.

55.
56.
19.12.16
21.12.16

N.A. Nekrasov "In full swing, the village suffering."
2
Word drawing. Artistic definitions. A conversation about the life of peasants in the 19th century, the share of the Russian peasant woman. A story about the hard lot of a Russian woman based on key words.
Expressive reading.
Expressive reading of the poem by N.A. Nekrasov "Reflections at the front door".

N.A. Nekrasov "Frost, Red Nose".
1
funny in a poem. characterization of the characters in the poem. Sequence of events.
Selective reading. Expressive reading.
Expressive reading of the poem by N.A. Nekrasov "In full swing rural suffering."

N.A. Nekrasov "Russian women".
1
A story about the Decembrists, their life in Siberian penal servitude. Planning. Word drawing.
Dividing the text of the poem into parts. Selective reading.
Expressive reading of the poem by N.A. Nekrasov "Frost, Red Nose"

I.S. Nikitin. Biography of the poet.
1
Conversation on the content of the article and poem. Figurative words and expressions.
Independent reading. Dividing the text into parts. Selective reading. Expressive reading.
Selective expressive reading of excerpts from the poem by N.A. Nekrasov "Russian women"

I.S. Nikitin "Rus".
1
The role of comparisons in poetry.
Selective reading. Expressive reading.
Retelling of a biographical article. Expressive reading of the poem by I.S. Nikitin "Stars grow dim and go out"

I.S. Nikitin "Morning on the river bank".
1
Word drawing. Figurative words and expressions.
Expressive reading.
Expressive reading of the poem by I.S. Nikitin "Rus"

Extracurricular reading. N. Nekrasov "Orina, mother of a soldier"
1
Content conversation. Exercise "Restore events"
Expressive reading. Selective reading.
Expressive reading of the poem by I.S. Nikitin "Morning on the river bank"

I.S. Turgenev. Biography of the writer.
1
Characteristics of the writer (according to key words). Planning. Translation according to plan.
Independent reading. Division into parts. Selective reading.

64.
65.
11.01.17
13.01.17

I.S. Turgenev "Mumu". Gerasim's arrival in the city.
2
The story of Gerasim according to plan and key words. Characteristics of the state of Gerasim.
Division into parts according to this plan. Selective reading.
Retelling according to the plan of the biographical article.

66.
67.
13.01.17
16.01.17

I.S. Turgenev "Mumu". An extraordinary incident.
2
Selective retelling of "Saving the Puppy", "How Mumu helped Gerasim in his work."
Selective reading. Memorizing the passage "Saving Mumu" by heart.
The story about Gerasim according to plan and key words.

68.
69.
18.01.17
20.01.17

I.S. Turgenev "Mumu". Mumu in the master's quarters.
2
Characteristics of the lady and her accustomers. A story about the behavior of Mumu.
Role reading. Selective reading.
Reading by heart the passage "Saving Mumu"

70.
71.
20.01.17
23.01.17

I.S. Turgenev "Mumu". Experiences of Gerasim.
2
Participation in a conversation. Description of Gerasim's experiences based on key words.
Selective reading. Independent reading.
Selective retelling of the chapter "Mumu in the master's quarters"

72.
73.
25.01.17
27.01.17

I.S. Turgenev "Mumu". Trouble in the house.
2
Comparison of the experiences of the mistress and Gerasim. Characteristics of the doctor, Gavrila. Characteristics of the lady according to key words.
Selective reading. Role reading.
Description of Gerasim's experiences based on key words.

74.
75.
27.01.17
30.01.17

I.S. Turgenev "Mumu". Gerasim's solution.
2

Reading with division into parts.
Characteristics of the lady according to key words.

I.S. Turgenev "Mumu". The firmness of the word and the willpower of Gerasim.
1
Drawing up the characteristics of Gerasim according to the plan. Brief retelling of the story "Mumu" according to the plan.
Selective reading. Expressive reading.
Retelling according to the plan "Gerasim's Decision".

R. r. Composition based on the story by I.S. Turgenev "Mumu".
1
Writing.
Structuring
knowledge.

Can create
connected text.

78.
03.02.17

L.N. Tolstoy. Biography.
1
Drawing up a plan, retelling according to the plan.

Independent reading. Division into parts.
Brief retelling of the story by I.S. Turgenev "Mumu"

79.
80.
06.02.17
08.02.17

LN Tolstoy "After the ball".
2
Find words that reveal the mood of the hero. Description of the appearance of Varenka, a colonel based on key words. Citation (illustration). Selective retelling.
Selective reading. Expressive reading.
Be able to read consciously, identify positive and negative characters.

81.
82.
10.02.17
10.02.17

LN Tolstoy "After the ball".
2
Find words that reveal the mood of the hero. Selective retelling of "On the parade ground"
Selective reading. Expressive reading.
Selective retelling of "At the Ball" according to key words.

Extracurricular reading. V.M. Shukshin "The Strong Go Further"
1
Retelling of your favorite episode. Discussion of the title of the story.
Selective reading.
Selective retelling of "On the parade ground" according to key words.

III. Works of Russian writers of the 1st half of the 20th century, 27 hours

A.P. Chekhov. Biography.
1
Compiling a retelling. Translation according to plan.

Division into parts.
Retelling of the biographical article according to the plan.

1
Answers on questions.
Illustration work.
Selective reading. Role reading.
Retelling of the work.

A.P. Chekhov "Horse surname".
1
Selective retelling by illustration. Characteristics of the attitude of the author, but to the characters.
Selective reading.
Reading by roles of an excerpt from A.P. Chekhov"

V.G. Korolenko. Biographical note.
"Blind Musician"

1
Answers on questions.
Description of Petrik according to key words.

Independent reading. Selective reading.
3rd trimester
Selective retelling and selective reading of episodes from A.P. Chekhov "Horse surname".

89.
90.
01.03.17
03.03.17

V.G. Korolenko "The Blind Musician" Acquaintance of children.
2
Description of children by key words. Answers on questions.
Plan of retelling of the 2nd chapter. Brief summary.
Selective reading. Role reading.
Division of the 2nd chapter into parts.
Retelling of a biographical article.

91.
92.
03.03.17
06.03.17

V.G. Korolenko "The Blind Musician" Life in the estate.
2
Planning.
A story about the friendship between Petrik and Evelina.
Selective reading. Role reading.
Brief retelling of the 2nd chapter.

93.
94.
10.03.17
10.03.17

V.G. Korolenko "The Blind Musician" in a youth society.
2
Description of Peter and Evelina. Drawing up a plan of retelling. Brief summary of the plan. Answers on questions.
Dividing the text into parts.
A story about the friendship of Petrik and Evelina according to plan.

V.G. Korolenko "The Blind Musician" Explanation of Evelina and Peter.
1
Selective retelling.
Role reading.
Retelling according to plan 7-9 chapters

V.G. Korolenko "The Blind Musician" Proud consciousness of its strength.
1
Illustration work. Identification of the author's attitude to the characters of the story.
Brief retelling of the story.
Selective reading.
Selective retelling by roles "Explanation of Evelina and Peter"

97.
98.
17.03.17
17.03.17

Extracurricular reading. A.P. Chekhov "Thick and Thin"
2
Retelling of episodes. Citation.
Selective reading.
Brief retelling of the story by V.G. Korolenko "The Blind Musician" according to the plan.

A.M. Gorky. Biography.
1
Drawing up a plan of retelling. Translation according to plan.

Retelling of the biographical article according to the plan.

100.
22.03.17

A.M. Gorky "Makar Chudra". Main characters.
1
Verbal portrait of Radda and Loiko based on reference words.
Selective reading
Retelling of the biographical article according to the plan.

101.
24.03.17

A.M. Gorky "Makar Chudra".
1
Working with illustrations. Drawing up a plan of retelling. Base words. Translation according to plan.

Verbal portrait of Loiko and Radda based on key words.

102.
24.03.17

S. Yesenin. Biography of the poet.
1
Translation according to plan.
Selective reading. Reading with division into parts.
Retelling according to plan and key words.

103.
27.03.17

S. Yesenin "Sleeping feather grass"
1

Expressive reading (mood). Learning by heart.
Retelling of the biographical article according to the plan.

104.
29.03.17

S. Yesenin "Powder"
1
Work on figurative words and expressions. Word drawing.
Expressive reading (mood).
Reading by heart the poem by S. Yesenin "The feather grass is sleeping"

105.
31.03.17

S. Yesenin "The Golden Grove Dissuaded"
1
Work on figurative words and expressions. Word drawing.
Expressive reading. Learning by heart.
Expressive reading of S. Yesenin's poem "Powder"

106.
31.03.17

Extracurricular reading. S. Yesenin about the motherland in the poem "I love you, the meek Motherland"
1
Conversation on the work of S. Yesenin. Quiz.
Expressive poetry reading.
Reading by heart the poem by S. Yesenin “The golden grove dissuaded”

107.
03.04.17

A. Platonov. Biographical note. Fairy tale "Colorful Butterfly".
1
Conversation on the writer's work, the content of the tale. Fairy tale features. Planning. Translation according to plan.
Independent reading. Dividing the text into parts. Role reading.
Retelling of the biographical article according to the plan.

108.
05.04.17

A.N. Tolstoy. Biographical note. The work of A.N. Tolstoy "Russian character". Yegor Dremov at war.
1
Answers to questions about the content of the biographical article. Drawing up a plan of retelling. Base words.
Independent reading.
Reading with the division of the text into parts.
Selective reading.
Retelling of A. Platonov's fairy tale "Colorful Butterfly" according to the plan.

109.
07.04.17

A.N. Tolstoy. "Russian character". Yegor Dremov in his parents' house.
1
Drawing up a plan of retelling. Base words. Citation. Illustration work.
Reading with the division of the text into parts.
Selective reading.
Description of Yegor Dremov according to plan and key words.

110.
07.04.17

ON THE. Zabolotsky. "Ugly girl."
1
Conversation-reasoning about the beauty of external and internal. Citation.
Expressive reading.
Retelling of the story by A.N. Tolstoy "Russian character" according to plan and key words.

IV.
26h
Works of Russian writers of the 2nd half of the 20th century

111.
14.04.17

K. Paustovsky "Telegram". Loneliness of Ekaterina Petrovna.
1
Selective retelling by illustration and key words
Selective reading.
Expressive reading of the poem by N.A. Zabolotsky "Ugly girl"

112.
113.
14.04.17
17.04.17

K. Paustovsky "Telegram". Repentance of Nastya.
1
Answers on questions. Drawing up a plan for the retelling of the second part. Base words.
Selective reading.
Selective retelling according to illustration and key words (K. Paustovsky "Telegram")

114.
19.04.17

R.I. Fraerman "Wild Dog Dingo, or a Tale of First Love". Sadness and joy.
1
Planning. Translation according to plan.
Reading with division into parts.
Retelling according to this plan and the supporting words of the 2nd part of the story of K. Paustovsky "Telegram"

115.
21.04.17

R.I. Fraerman "Wild Dog Dingo, or a Tale of First Love". At school.
1
Retelling, close to the text.
Selective reading. Role reading.
Retelling according to the plan "Sadness and joy."

116.
21.04.17

R.I. Fraerman "Wild Dog Dingo, or a Tale of First Love". New Year's celebration. Katya and Filka. First tears.
1
Answers on questions. Brief retelling of key words.
Selective reading. Expressive reading.
Retelling, close to the text, "At School".

117.
24.04.17

R.I. Fraerman "Wild Dog Dingo, or a Tale of First Love". Blizzard. Katya and Kolya.
1
Evaluation of children's actions. Compilation of Tanya's characteristics according to key words. Selective retelling.
Selective reading.
A brief retelling, according to the reference words, "New Year's holiday"

118.
26.04.17

R.I. Fraerman "Wild Dog Dingo, or a Tale of First Love". Parting.
1
Role retelling.
Role reading.
Selective retelling of the part "Snowstorm"

119.
28.04.17

R.r. Composition based on the novel by R.I. Fraerman "What does true friendship mean?"
1
Writing.
Structuring
knowledge.

Can create
connected text.

120.
28.04.17

Extracurricular reading. V. Astafiev "A photograph in which I am not."
1
Episode retelling. Drafting content questions.
Selective reading. Role reading.
Retelling by role "Farewell"

121.
03.05.17

L. A. Kassil "Beijing boots". Peka's personality traits.
1
Retelling, close to the text, according to plan.
Reading with division into parts.

122.
05.05.17

L. A. Kassil "Beijing boots". Funny and sad story.
1
Answering questions using sentences with direct speech. Drawing up a description of Peka according to this plan and key words. Quoting with an illustration.
Role reading. Selective reading.
Retelling according to plan, close to the text.

123.
05.05.17

A.T. Tvardovsky "Vasily Terkin". Harmonic.
1
Answers on questions. Content retelling. Work with a reproduction of Neprintsev's painting "At rest"
Expressive reading. Learning a passage by heart.
Description of Peka according to this plan and key words.

124.
10.05.17

A.T. Tvardovsky "Vasily Terkin". "Who fired?", "On the offensive"
1
Description of V. Terkin according to this plan and key words. Word drawing.
Role reading. Selective reading. Expressive reading.
Reading by heart an excerpt from the chapter "Accordion"

125.
12.05.17

V.M. Shukshin "Grinka Malyugin". Protagonist rating. Fire in the fuel depot.
1
Brief summary of the plan.
Reading with division into parts.
Description of V. Terkin according to this plan and key words.

126.
12.05.17

V.M. Shukshin "Grinka Malyugin". The concept of human beauty.
1
Characteristics of Grinka Malyugin according to this plan and key words and expressions.
Role reading. Selective reading.
Brief summary of the plan. 1 chapter of the story "Grinka Malyugin" by V. Shukshin

127.
15.05.17

V.P. Astafiev far and near fairy tale. The role of music in human life.
1
Conversation on content Citation based on illustrations. A brief retelling of the collectively drawn up plan.
Reading with division into parts. Selective reading.
Characteristics of Grinka Malyugin according to this plan and key words, expressions.

128.
17.05.17

R.P. Pogodin "Alfred". Grandfather Ulan. Children's activities.
1
Retelling of this plan.
Reading with the division of the text into parts according to this plan.
A brief retelling according to a collectively drawn up plan (V.P. Astafiev "A distant and near fairy tale")

R.P. Pogodin "Alfred". The appearance of Alfred in the village.
1
Assessment of Alfred's actions. Drawing up a plan of retelling. Translation according to plan. Quoting with an illustration.
Selective reading. Reading with the division of the text into parts.
Translation according to this plan

R.P. Pogodin "Alfred". Help the guys to the collective farm. Incident in Grandfather Ulan's garden.
1
Comparative characteristics of Styopka and Alfred according to the plan.
Selective reading. Role reading.
Translation according to plan. Comparative characteristics of Styopka and Alfred (according to the plan).

A.A. Surkov "Motherland".
1
Word drawing. Quoting with an illustration.
Selective reading. Expressive reading.
Learning by heart.
Reading by heart a poem by A.A. Surkov "Motherland".

132.
24.05.17

Final summarizing conversation on the course of reading in the 8th grade.
1

Appreciate
reached
result.

Development
personal
meaning
to study.

133.
26.05.17

Final control work on the course of reading in the 8th grade.
1
Know the content of the works studied in the eighth grade.
Appreciate
reached
result.

Development
personal
meaning
to study.

134.
26.05.17

Analysis of the control work on the course of reading in the 8th grade.
1
Work on bugs.
Appreciate
reached
result.

Development
personal
meaning
to study.

135.
136.
29.05.17
31.05.17

Extracurricular reading. B. Polevoy "The Tale of a Real Man." Suggestions for reading for the summer.
2
Retelling of episodes. Participation in a conversation. Selective retelling of illustrations. Restoring the sequence of events.
Selective reading. Role reading.
Reading a work.

At the reading lessons in the 8th grade, the formation of reading techniques for schoolchildren continues: correctness, fluency, expressiveness based on understanding the material being read. This is due to the fact that not all high school students are sufficiently proficient in these skills. In addition, the study of each work of art causes them difficulties in reading it and understanding the content. After all, the recommended works are multi-genre, and when working with them, great methodological variability is required.

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Explanatory note

This work program is based on the program for special (correctional) educational institutions of the VIII type, edited by V.V. Voronkova.

For mentally retarded children in the 8th grade, tasks are carried out that are solved in the lower grades, but on a more complex speech and conceptual material.

Program goal:

To improve the technique of reading, to ensure the language and speech development of schoolchildren, aimed at their social and personal development, professional self-determination in the future life.

Tasks:

1. Improving the skills of correct, fluent and expressive reading of works or excerpts from the works of Russian and foreign classics and contemporary writers that are accessible to their understanding.

2. Development of reading comprehension skills.

3. The development of students' speech and thinking through teaching the correct and consistent presentation of their thoughts in oral and written form.

4. Formation of moral qualities aimed at social adaptation, civil, labor, aesthetic education of students.

The main directions of corrective work

1. Development of higher mental functions: perception, attention, memory, speech, thinking.

2. To correct the cognitive activity of students and their ideas about the world around them.

3. Correction of the level of general and speech development of students, development of communication skills.

4. Development of articulatory motility.

5. Correction of violations of the emotional and personal sphere.

Oral folk art (9 hours).Have an idea of what oral folk art is, about the genres of UNT (fairy tale, proverb, saying, ballad, epic). To be able to distinguish a literary fairy tale from a folk one, an author's ballad from a folk one. Know the main characters of Russian epics and common proverbs and sayings. Be able to read expressively in whole words, understand what is read, answer questions about the content, retell Russian folk tales, be able to determine the main idea of the work, be able to express the impression of what is read and characterize the heroes of the works, be able to independently complete the task on the card according to the text of a fairy tale, epic.

Works of Russian writers of the 19th century (41 hours).Have an idea about the moral, ethical and moral values that Russian literature of the 19th century claims, about the contribution of Russian writers to world literature and culture. Know the basic information about the life of A.S. Pushkin, M.Yu. Lermontov, I.A. Krylova, N.A. Nekrasov, I.S. Turgenev, L.N. and excerpts from the works of these writers. To have an idea about the story, story, fable, poem. Be able to expressively read prose and poetic texts in whole words, understand what they read, answer questions about the text and ask their own questions about the content, be able to determine the main thought and position (mood, feelings) of the author, express their own impression of what they read, be able to characterize the characters with the help of teachers, independently determine the main character traits of the character, justify their attitude towards him. To be able to draw up a text plan (collectively, with the help of a teacher), a plan for a story about the hero of the work. Have an idea about the main means of artistic expression: epithet, metaphor (a word in a figurative sense), comparison. Be able to retell a prose text - concisely or in detail. Continue to master oral verbal drawing (description of the place of events, premises, object, hero, animal) based on the text of the work. Learn to build a small reasoning - according to a given beginning (on the topic of friendship, love, mercy) based on what you read and based on personal life experience. Be able to compare the illustration in the textbook with the text of the work. Be able to make a small crossword puzzle, quiz, test on the works and biography of the writer. Learning by heart poems.

Works of Russian writers of the first half of the XX century (22 hours).Have an idea about the humanistic ideals of Russian literature in the first half of the 20th century. Know the main events in the life of A.P. Chekhov, V.G. Korolenko, A.M. Gorky. Get acquainted with short articles about the life of A.N. Tolstoy, S. Yesenin, A. Platonov, N. Zabolotsky, determine the main themes of their work. Be able to express your opinion about the writer as a person. Get acquainted with artistic (poetic and prose) works and excerpts from the works of these writers. Be able to distinguish a fairy tale from a story. Expressive, conscious reading of poetic and prose text. Be able to ask your own questions on the text and answer the questions of the teacher and classmates. Be able to determine the main idea of the text, characterize the heroes of the works (with the help of a teacher). Be able to explain the meaning of individual expressions and words. Be able to plan the episode and retell the text on it, retell it from another person. Have an idea about humor, be able to identify humorous moments in works. Learn to independently build a small oral discussion on the topic of courage, loyalty, philanthropy, friendship. Continue to master oral verbal drawing (description of a person, nature). To be able to independently complete the task on the card according to the text, draw a conclusion about the hero, the act of the hero, about the event in the life of the hero. Have an idea about the main means of artistic expression: epithet, metaphor (a word in a figurative sense), comparison. Memorization of poems, a small prose text. To be able to analyze the reading and the answer of a classmate - according to the plan (with the help of a teacher), comment on their own expressive reading - according to the plan.

Works of Russian writers of the second half of the XX century (20 hours).To get acquainted with brief articles about the life of K.G. Paustovsky, R.I. Fraerman, L.A. Kassil, A.T. Tvardovsky, V.M. Shukshin, V.P. A. Surkov, to determine the main themes of their work. To have an idea of the variety of themes and images of Russian literature of the second half of the 20th century, to get acquainted with the works of writers. Expressive, conscious reading of poetic and prose text. Be able to plan the text, title parts of the story, briefly or concisely convey the content of what was read. Be able to determine the main idea of the text, the feelings of the author and characters. Explanation of the meaning of individual words and expressions. To be able to compare the heroes of works (appearance, characters, feelings, actions). To be able to independently perform tasks on cards (according to the text of the work): evaluate the hero and his deed, select words for evaluative vocabulary, build a small reasoning and draw a conclusion. Be able to describe the character according to the plan, using key words. Be able to relate the illustration to the text. Memorizing excerpts from poetry.

Extracurricular reading lessons (7 hours).To develop the skill of independent reading of the works recommended by the teacher. To be able to convey the impression of what they read, briefly retell the content of a prose work (an excerpt from a work). To be able to work in a group according to a plan for analyzing a poetic work, to give a short, detailed, reasoned answer on one of the points of the plan. Oral verbal drawing (illustration for the episode).

Basic requirements for knowledge and skills of students for the 8th grade reading course

A basic level of

Students should be able to:

highlight the main idea of the work;

characterize the main characters, evaluate their actions, justifying their attitude towards them;

retell the content of what was read using words and expressions taken from the text.

Students should know:

By heart ten poems, a prose passage

Students should be able to:

participate in highlighting the main idea of the work;

determine the motives of the actions of the characters, express their attitude towards them;

retell the text according to the plan, using key words, on leading questions.

Students should know:

memorize eight poems, partly a prose passage

Criteria and norms for assessing knowledge, reading skills of students

A basic level of

Minimum required (reduced) level

Reads correctly, fluently, expressively;

Highlights the main idea of the work or part;

Divides the text into parts and titles them independently;

Names the main characters of the work, characterizes their actions;

Answers questions and conveys the content of the read fully, correctly;

He knows the text of the poem by heart and reads it expressively.

Reads mostly correctly, fluently; makes one or two mistakes when reading, observing semantic pauses, punctuation marks, logical stresses;

Allows inaccuracies in highlighting the main idea of a work or part of a story, corrects them independently;

Names the main characters of the work, characterizes their actions with the help of a teacher;

Allows inaccuracies in answers to questions when transmitting content, but corrects them independently;

Allows one or two self-correcting errors when reading by heart; reads by heart insufficiently expressively.

Reads insufficiently fluently, some words - by syllables; makes three or four errors in reading; one or two mistakes - in observing syntactic pauses; three-four - in observing semantic pauses, punctuation marks that convey intonation, logical stresses;

Highlights the main idea of a work or part of a story with the help of a teacher;

Divides the text into parts and titles the parts with the help of a teacher;

It is difficult to name the main characters of the work, to characterize their actions;

Answers questions and retells incompletely, inconsistently, allows distortion of the main meaning of the work;

Detects when reading by heart the unsteady assimilation of the text

A grade of "5" is given to a student if he:

Reads correctly, expressively, with a transition to fluent reading;

Actively participates in highlighting the main idea of the work;

Divides the text into parts and titles them with the help of a teacher;

Evaluates the actions of heroes;

Answers questions and retells according to plan, according to key words;

Reads a poem by heart without errors

A score of "4" is given to a student if he:

Reads mostly correctly, with a transition to fluent reading; makes three or four mistakes when reading, observing semantic pauses, punctuation marks, logical stresses;

Allows inaccuracies in highlighting the main idea of a work or part of a story, corrects them with the help of a teacher;

Characterizes the characters on the leading questions of the teacher;

Allows inaccuracies in answers and in retelling, corrects them with the help of a teacher;

Makes two or three mistakes when reading by heart, does not read by heart expressively enough.

A grade of "3" is given to a student if he:

Reads some words syllable by syllable; allows more than five errors when reading, subject to syntactic pauses;

It is difficult to single out the main idea of the work, parts of the story;

Names the main characters of the work with the help of a teacher;

Retells the content of the work in fragments on the teacher's questions;

Answers questions incompletely, inconsistently, allows distortion of the main meaning of the work;

Detects when reading by heart unstable assimilation of the text, reads inexpressively.

Checking reading technique

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

VII-IX grade - 90-100 words.

The assessment takes into account the success of students in mastering the reading technique (correctness, fluency and expressiveness) and the content of the reading (highlighting the main idea, answering questions, retelling) in accordance with the program requirements for each year of study.

At the beginning of the academic year, the reading technique is checked against texts, the volume of which corresponds to the volume of the texts of the previous year.

Logistics

1. Multimedia complex

2. Fiction

3. Portraits of Russian writers

Bibliography

For students:

Z.F.Malysheva. Book for reading. Textbook for the 8th grade of special (correctional) educational institutions of the VIII type. - M., "Enlightenment", 2015.

For the teacher:

1. M.V. Gnezdilov, N.N. Babeshina, V.P. Sviridenkov. The development of speech in Russian language lessons in grades 5-8 of an auxiliary school. - M., "Enlightenment", 1978.

2. N.I.Vaisman, R.F.Garvat. “Foreign literature in grades 5-7 of a secondary school. - Blagoveshchensk, BSPU, 1997.

3. E.V.Komissarova, B.I.Turyanskaya. Literature workbook. Grade 5 - M., "Russian Word", 1997.

4. G.S. Merkin. Literature workbook for 5th grade students. - M., ROST, Screen, 1996.

5. Ya.A.Chernyavskaya, G.V.Regushevskaya. Children's literature. Reader. - M., "Enlightenment", 1987.

Lesson types

1 UONM lesson of familiarization with new material

2 UZIM lesson to consolidate the studied material

3 UPZU lesson on the application of knowledge and skills

4 SPSS lesson of generalization and systematization of knowledge

5 VPS knowledge test lesson

6 KU combined lesson

Calendar and thematic planning for the 2015/16 academic year

lesson number	date		Lesson topic	Lesson type		Planned results	Forms of control and d / z
lesson number	Plan	Fact	Lesson topic	Lesson type		Planned results	Forms of control and d / z
Oral folk art 6 hours
	01.09		Russian folk tale "The Magic Ring". Heroes of a fairy tale. Plot.	UNM	Quiz	Know different types of fairy tales	oral questioning
	02.09		The moral meaning of the fairy tale "The Magic Ring".	UZIM		Use the examples of a fairy tale to tell how evil is punished and good triumphs	Role Reading
	04.09		"Magic Ring"	KU	retelling	Prove that this is a fairy tale	Brief retelling of plan
	07.09		Proverbs and sayings. People's point of view on good and evil.	UNM	Self-service cards work	What are proverbs and sayings, their application in everyday life
	08.09		The image of a Russian person in the works of UNT. Ballads.	KU	Reading a ballad	What is a ballad?	remember a few proverbs and sayings on a specific topic
	09.09		Epics. Brief introduction to stories. Heroes of epics.	KU	Reading epics, conversation	Heroes of epics	ballad recitation
	11.09		Reading the epic "Dobrynya and the Serpent". Content work.	KU	Conversation, oral questioning, reading	What is called epic? Reading epics	Expressive reading
Works of Russian writers of the 19th century 46 hours
	14.09		Acquaintance with the work of the great Russian poet A.S. Pushkin	UNM	Teacher's story	The work of the poet. The main characters of the ballad, the duel between them	Role Reading
	15.09		The main themes of A.S. Pushkin.	KU	Conversation	The work of the poet.	oral questioning
	16.09		Nature in the lyrics of A.S. Pushkin. The poem "Winter Morning" by A.S. Pushkin.	KU	Work with winter landscapes, conversation	Know the content of the epic. Be able to characterize the main characters and events taking place in the epic	Expressive reading
	18.09		Friends of A.S. Pushkin. "AND. I. Pushchin»	KU	Preparation for expressive reading	Know the types of fairy tales. Be able to explain the meaning of proverbs and sayings. Be able to evaluate the actions of heroes.	Frontal survey
	21.09		Analysis of the poem "Nanny"	KU	Practicing the ability to analyze works	Know the dates of the poet's life, works, biographical information, the attitude of the tsarist government towards the poet, the cause of death	Brief retelling
	22.09		Love lyrics by A.S. Pushkin. "Burnt letter", "I loved you" .	KU		Tell about Pushkin's behavior during the exam. What historical event is he referring to in his poem?	Retelling by given plan
	23.09		Heroes of fairy tales A.S. Pushkin. Expressive reading "Tales of the Pope and his worker Balda"	KU	Conversation, expressive reading	Talk about meeting and parting with friends. When and why was Pushkin exiled?	oral questioning
	25.09		Expressive reading of fairy tales by A.S. Pushkin	UPZU		Did the poet's predictions about his wide popularity come true? To whom did A.S. Pushkin dedicate this poem?	Expressive reading
	28.09		Article by M.L. Basina "Public Trial"	KU	Work with text	A.S. Pushkin's love for Russian nature and his use of epithets	Memorize
	29.09		Expressive reading and analysis of the poem “In the depths of Siberian ores” by A.S. Pushkin	UPZU	Expressive reading, working with text	When was this poem written? To whom is it dedicated?	Expressive reading
	30.09		Expressive reading and analysis of the poem "October 19, 1827" by A.S. Pushkin.	KU	Expressive reading, working with text	A.S. Pushkin's love for the nanny, the relationship of the characters	Expressive reading
	02.10		Acquaintance with the biography and work of the great Russian writer M.Yu. Lermontov.	UNM	Teacher's story	Brief description of the heroes.	Selective reading
	05.10		The attitude of the poet to the death of A.S. Pushkin. Expressive reading "The Death of a Poet" by M.Yu. Lermontov.	KU	Expressive reading, work with text, discussion	Know the biographical information of the poet	retelling
	06.10		Analysis of the poem "Motherland" by M.Yu. Lermontov	KU	Reading poems, conversation, analysis	To whom is the poem dedicated? When was it written?	Expressive reading
	07.10		The theme of loneliness. Expressive reading "Sail", "Pine", M.Yu. Lermontov	KU	Reading poems, conversation, analysis	Compare the attitude of M.Yu. Lermontov to Russia, the homeland of the common people, and to Russia, the country of masters	Expressive reading
	09.10		"A song about Tsar Ivan Vasilyevich, a young guardsman and merchant Kalashnikov." Part 1. Pictures of the feast.	KU		to express the loneliness of palms and pines	Memorize
	12.10		"A song about Tsar Ivan Vasilyevich, a young guardsman and merchant Kalashnikov." Part 2. The image of the merchant Kalashnikov.	KU	Working with text, answering questions	What details of the description of the feast of Tsar Ivan the Terrible speak of its antiquity? The attitude of the king to Kiribeevich	Expressive reading
	13.10		"A song about Tsar Ivan Vasilyevich, a young guardsman and merchant Kalashnikov." Part 3. Fight.	KU	Working with text, answering questions	Evaluate the act of Kiribeevich	Expressive reading
	14.10		"A song about Tsar Ivan Vasilyevich, a young guardsman and merchant Kalashnikov." Final lesson. Hero story	KU	Working with text, answering questions	How did the opponents look and behave before the fight? How did the king react to the death of Kiribeevich And how did you "reward" the winner?	Expressive reading
	16.10		extracurricular readingAn excerpt from the "Pedagogical Poem" by A. Makarenko.	KU	Working with text, discussion, answering questions	Know the biographical information of I.A. Krylov	oral questioning
	19.10		I.A. Krylov . A story about the writer's life. The concept of a fable	UNM	Teacher's story	In connection with what events was the fable written? Divide the fable into logical parts. Be able to characterize the heroes of the fable	Expressive reading
	20.10		Reading on the roles of I.A. Krylov "Wolf in the kennel"	KU	Working with text, answering questions	How did everyone in the neighborhood listen to the Nightingale's singing? What was the reaction of the Donkey to the singing of the Nightingale?	Learn a fable
	21.10		Expressive reading on the roles of the fable "The Donkey and the Nightingale"	KU	Expressive reading, reading by roles	From what words of the fable can it be seen that the bee is industrious? What kind of lifestyle does Mukha lead?	Role Reading
	23.10		Definition of the moral of the fable by I.A. Krylov "The Fly and the Bee"	KU	Fable discussion	Know the biographical information of N.A. Nekrasov	retelling
	26.10		Acquaintance with the life and work of the great Russian poet N. A. Nekrasov.	UNM	Teacher's story	What is the feeling of this poem? Find in the poem the poet's appeal to his native land, the Volga, people	Selective reading
	27.10			KU	Working with text, answering questions	What does the poet say about the hard lot of the Russian peasant woman?	Expressive reading
	28.10		Work on the expressive reading "In full swing the village suffering." Oral word drawing.	KU	Working with text, answering questions	Sympathy for the hard lot of the Russian people. Compilation of characteristics of a Russian woman according to this plan	Learn a passage By heart
	30.10		N.A. Nekrasov "Frost, Red Nose" (excerpt). Drawing up a characterization of the heroine (according to plan).	KU	Working with text, answering questions	What feelings are evoked by the act of women who followed their Decembrist husbands into exile in Siberia?	Expressive reading
			N.A. Nekrasov "Russian Women" (excerpt). Definition of the main idea	KU	Working with text, answering questions	Know the biographical information of I.S. Nikitin	Memorize
			Nature in the poem by I.S. Nikitin "Rus" (excerpt). Oral word drawing.	KU	Working with text, answering questions		Expressive reading
			The semantic parts of the poem "Morning on the lake"	KU	Working with text, answering questions	The beauty of the native land. Ability to divide into parts	retelling
			Extracurricular reading. Poems of Russian poets about winter	KU	Working with text, answering questions	How serfdom crippled the fate of people Gerasim's attitude to work	The story of Gerasim plan
			Acquaintance with the life and work of the great Russian writer I. S. Turgenev.	UNM	Teacher's story
			I.S. Turgenev "Mumu" I part. Characteristics of the hero.	KU	Working with text, answering questions	Puppy rescue. Attachment of Gerasim to Mumu. Gerasim's happiness in caring for Mumu	Learn a passage "Saving Mumu" By heart
			"Mumu" II part. Description of the dog	KU	Working with text, answering questions	Show the effect of serfdom on people. Role reading passage. Division by parts according to plan	Retelling according to the given plan
			"Mumu" Part III. The story of the lady	KU	Working with text, answering questions	Show on examples from the text, the powerlessness of Gerasim before the all-powerful lady. Tell about the behavior of Gerasim after the disappearance of Mumu. How did Gerasim's mood change after Mumu's return?	retelling
			"Mumu" IV part. Empathy for the main character	KU	Working with text, answering questions	Drawing up the characteristics of the doctor, Gavrila, lady	characteristics from text. retelling
			Retelling according to the plan "Mumu" Part V	PMI	Working with text, answering questions	What explanation did Gavrila have with Gerasim? How did Gerasim behave? What's in it conduct is respectful?	Making a plan and a brief summary of plan
			"Mumu" VI part. The impotence of a serf in front of a mistress.	KU	Working with text, answering questions	Turgenev's sympathy for the oppressed, his speech against serfdom	Drafting specifications Gerasim according to plan. Statement
			"Mumu" VII part. Retelling according to the plan	KU	Working with text, answering questions
			"Mumu" VIII part. Analysis of illustrations for the story	KU	Working with text, answering questions
			Generalization on the story of I.S. Turgenev "Mumu". Characteristics of the hero (according to plan)	UZIM	Working with text, answering questions
			V/h. A.P. Chekhov "Thick and Thin"	KU	Working with text, answering questions
			Pages of the life and work of the great Russian writer L. N. Tolstoy	UNM	Teacher's story	Know the biographical information of the writer. The purpose of life in work	retelling
				KU	Working with text, answering questions	Describe the appearance and behavior of the colonel at the ball. Why was Varenka attractive?	Retelling from 1 person
			L.N. Tolstoy "After the Ball" (abridged). Appearance and behavior of the colonel at the ball. The cruelty of the colonel after the ball.	KU	Working with text, answering questions	Know poets and writers, their biographical information, works	Anwser the questions
			Final lesson for the section	PMI	Paperwork		Verification work
Works of Russian writers of the 1st half of the 20th century 23 hours
			Pages of life and work of the great Russian writer A.P. Chekhov	UNM	Teacher's story	Know the biographical information of the writer. Good humor of A.P. Chekhov in his stories	oral questioning
				KU	Working with text, answering questions	Why is this story called humorous?	Role Reading
			The meaning of the title of the humorous story by A.P. Chekhov "Horse surname". Role Reading	KU	Working with text, answering questions	Can you list all the comic moments in the story?	Role Reading
			Pages of the life and work of the great Russian writer V. G. Korolenko	UNM	Teacher's story	Know the biographical information of the writer (Multan case)	retelling
			"The Blind Musician" (excerpts). Part 1. Acquaintance with the main characters of the story	KU	Working with text, answering questions	Children's meeting. What is the girl's impression of Petrik?	Role Reading
			"The Blind Musician" (excerpts). Part 2. Characteristics of children: Petrik and the girl	KU	Working with text, answering questions	Acquaintance of children. Drawing up the characteristics of children. What feelings did the girl have for the crying Petrik? How did she behave when she found out that the boy was blind?	retelling
			"The Blind Musician" (excerpts). Part 3. Reading by roles	KU	Working with text, answering questions	What did you learn about Petrik from this part	Role Reading
			"The Blind Musician" (excerpts). Parts 4-5. Friendship of children	KU	Working with text, answering questions	How did the girl meet Petrik's family? How did friendship mutually enrich the lives of children?	retelling
			"The Blind Musician" (excerpts). Parts 6-7. Boy and girl	KU	Working with text, answering questions	How did Evelina and Maxim feel about quiet life in the estate? How have children changed in appearance? How did you perceive the meeting with the youth Peter? Why was it hard for him in the youth society?	Selective reading
			"The Blind Musician" (excerpts). Parts 8-9. Conversation between mother and Maxim	KU	Working with text, answering questions	What dreams worried Evelina? How did she see Peter's future?	retelling
			"The Blind Musician" (excerpts). Part 10. Declaration of love	KU	Working with text, answering questions	What feelings worried mother and Maxim? Why was there anxiety in their conversation? Evelina and Peter's declaration of love?	Role Reading
			"The Blind Musician" (excerpts). Part 11. Analysis of the illustration	KU	Working with text, answering questions	What did Evelina's words mean for the later life of the blind man? The meaning of human life. Describe your relationship with the characters in the story.	Retelling liked Episodes
			Life and creative path of M. Gorky. "Makar Chudra" (excerpt). The story of Loiko and Radda	UNM	Teacher's story	Tell about the childhood and youth of A.M. Gorky.	retelling
			The skill of Gorky M. in describing his heroes	KU	Working with text, answering questions	The highest happiness is priceless good and freedom. Drawing up a verbal portrait of Loika and Radda. Drawing up the characteristics of heroes	Brief retelling
			The life and work of the poet S. A. Yesenin The poet's love for the motherland in the poem "The feather grass is sleeping"	UNM	Teacher's story	Know the biographical information of the poet. Love for nature, for the motherland.	retelling
			The use of comparisons in the poem "The golden grove dissuaded"	KU	Working with text, answering questions	What feelings do the pictures of native nature evoke in the poet?	Memorize
			A.P. Platonov "Colorful Butterfly" Mother's love in a fairy tale	UNM	Teacher's story	What figurative words and expressions help the poet convey the vastness of the Russian expanses?	Memorize
			Comparison of a fairy tale with real life	KU	Working with text, answering questions	What words convey the poet's sadness about the past summer, about the past youth?	Expressive reading
			A.N. Tolstoy "Russian character". Part 1. Egor Dremov - the main character of the story	KU	Teacher's story	Know the biographical information of the writer	retelling
			Part 2. Egor Dremov's feelings in his home	KU	Working with text, answering questions	Boundless maternal and filial love. Find examples of real life and fabulous moments in a fairy tale	Transfer content Fairy tales
				KU	Working with text, answering questions	Know the biographical information of the writer
			N. A. Zabolotsky . The poet about the beauty of a person in the poem "Ugly girl"	UNM	Working with text, answering questions	The highest quality of the Russian folk character is human beauty. Courage of Heroes
			Final lesson on the topic	PMI	Paperwork		Verification work
Works of Russian writers of the 2nd half of the 20th century 34 hours
			K.G. Paustovsky "Telegram". Part 1. Feeling of loneliness in the story	UNM	Working with text, answering questions	In the parental home. Why did Yegor Dremov call himself a false name?	retelling
			The main idea of the story	KU	Working with text, answering questions	How beautiful are the actions of the heroes? External and internal beauty. Tell the story of Yegor Dremov.	Transfer content according to the plan
			Extracurricular reading.Stories about the Great Patriotic War	KU	Working with text, answering questions
			R.I. Fraerman "Wild Dog Dingo, or a Tale of First Love". Getting to know the main characters	KU	Working with text, answering questions	Know the biographical information of the writer	retelling
			Reading and retelling of the 2nd chapter of the story.	KU	Working with text, answering questions, retelling	External and internal beauty of a person. What does the poet say about the beauty of man.	Expressive reading
			Analysis of the 3rd chapter of the story	UZIM	Working with text, answering questions
			Characteristics of the main character	KU	Working with text, answering questions		retelling
			Assessment of children's behavior	KU	Working with text, answering questions
			Dividing the 4th chapter into parts	KU	Working with text, answering questions
			Depiction of feelings of sadness in the story	KU	Working with text, answering questions
			L. A. Kassil "Beijing boots". Description of Peka's appearance	UNM	Working with text, answering questions	Know the biographical information of poets, writers and their works	Anwser the questions
			Analysis of the 2nd chapter	KU	Working with text, answering questions
			Characteristics of Peka Dementiev (according to plan)	KU	Working with text, answering questions
			A. T. Tvardovsky. Poem "Vasily Terkin (excerpts from the poem). Front-line life in the chapter "Accordion"	UNM	Working with text, answering questions	Know the biographical information of the writer	retelling
			Expressive reading and analysis of the chapter "Accordion"	KU	Working with text, answering questions	Who is to blame for the loneliness of Katerina Petrovna? Tell what Katerina Petrovna looks like in the illustration?	Learn a passage By heart
			Terkin's feat in the chapter "Who fired?"	KU	Working with text, answering questions	How did Nastya react to her mother's last letter? Compare Nastya's attitude to the artist and to her mother.	Brief retelling
			Characteristics of Vasily Terkin	KU	Working with text, answering questions	Know the biographical information of the writer. The writer's books about friendship, about school, about family	retelling
			V.M. Shukshin "Grinka Malyugin". Part 1. Evaluation of the action of the protagonist	UNM	Working with text, answering questions	What feelings did Tanya's father's letter evoke? Why did she feel sad at the same time and joy? Relationship between mother and daughter.	retelling
			Part 2. Characteristics of the main character	KU	Working with text, answering questions	Acquaintance with the heroes of the story Tanya and Filka	retelling
			Part 3. The main idea of the story	KU	Working with text, answering questions	Who was Tanya looking forward to visiting for the New Year? Explain Filka's behavior in the lesson? Visiting Tanya?
97				KU	Reading stories	Know the writer's work
98			Reading the works of V.M. Shukshin	KU	Reading stories	Know the writer's work
99			Reading the works of V.M. Shukshin	KU	Reading stories	Know the writer's work
100			Reading the works of V.M. Shukshin	KU	Reading stories	Know the writer's work
101			V. P. Astafiev"Far and near fairy tale" The art of music in the story	UNM	Working with text, answering questions	Assess the behavior of the characters Zhenya, Kolya, Filka, Tanya. Divide this chapter into parts. To make a plan	Part title Retelling according to plan
102			Retelling and analysis of the work	UZIM	Working with text, answering questions	Farewell to childhood. How was Tanya's farewell to Filka?
103			R. P. Pogodin"Alfred". Part 1. Acquaintance with the main characters	UNM	Working with text, answering questions	Discuss favorite passages	retelling
104			Planning Chapter 2	KU	Working with text, answering questions	Know the biographical information of the writer	retelling
105			Dividing the 3rd chapter into parts	KU	Working with text, answering questions	Write a description of Pecky. Description of Peka's appearance
106			Part 4. Characteristics of children	KU	Working with text, answering questions	List the attempts Peka made to get rid of his boots?	Part title retelling
107			Part 5. Assessment of children's behavior	UPZU	Working with text, answering questions	Tell about funny episodes that helped the team endure difficult moments of life on the ship with jokes. Drawing up characteristics of Peka according to the plan given in the textbook	Part retelling keeping direct speech
108			A. A. Surkov. The main idea of the poem "Motherland"	UNM	Working with text, answering questions	Know the biographical information of the writer True and brutal picture of war Divide this chapter into parts according to the plan given in the textbook	Learn a passage By heart
109			V/h.Poems of Russian poets about the Motherland	KU	Working with text, answering questions
110			Final lesson for the section	PMI	Paperwork	Know the writer's work	Verification work
Tales and stories of foreign writers 18 hours
111				UNM	Working with text, answering questions
112			Daniel Defoe "Robinson Crusoe"	KU	Work with text
113			Daniel Defoe "Robinson Crusoe"	KU	Work with text
114			Daniel Defoe "Robinson Crusoe"	KU	Work with text
115				UNM	Work with text
116			R.L. Stevenson "Treasure Island"	KU	Work with text
117			R.L. Stevenson "Treasure Island"	KU	Work with text
118			R.L. Stevenson "Treasure Island"	KU	Work with text
119			R.L. Stevenson "Treasure Island"	KU	Work with text
120			R.L. Stevenson "Treasure Island"	KU	Work with text
121			A. Green "Scarlet Sails"	UNM	Work with text
122			A. Green "Scarlet Sails"	KU	Work with text
123			A. Green "Scarlet Sails"	KU	Work with text
124			O. Henry "Leader of the Redskins"	UNM	Work with text
125			O. Henry "Leader of the Redskins"	KU	Work with text
126			O. Henry "Leader of the Redskins"	KU	Work with text
127			O. Henry "Leader of the Redskins"	KU	Work with text
128			Final lesson for the section	PMI	Work with text, answers to questions, test	Checking reading comprehension, knowledge of the content	Test
Repeat 5 hours
129			Folklore	PMI		Know what is CNT, what is related to CNT; be able to define the genre of UNT; know the writers of the 19th and 20th centuries, their works, heroes.
130				PMI
131			Works of Russian writers of the 19th century	PMI
132				PMI
133			Works of Russian writers of the first half of the 20th century	PMI
134				PMI
135			Works of Russian writers of the second half of the 20th century	PMI
136			Final lesson	PMI			Test

Total: 136 hours