Preparing children for school according to the program perspective. Primary school, program "Perspective": reviews of teachers and parents
Working programm"Perspective" is quite popular in schools today. All textbooks are included in the Federal State Educational Standard. In this section of the site, you can download and print textbooks, workbooks on a printed basis for free, teaching aids under the program "Perspective" for primary school(1,2,3,4 class).
"Perspective" is an educational and methodical complex (EMC) for primary classes educational institutions, which is a holistic information and educational environment that implements unified ideological, didactic and methodological principles that meet the requirements of the Federal State educational standard(FGOS).
Textbooks for studying the subject area "Fundamentals religious cultures and secular ethics "(ORKSE) in the 4th grade (can be used as part of the textbook systems "School of Russia" and "Perspective"):
ORKSE. Fundamentals of Orthodox culture. Kuraev A.V.
- ORKSE. Fundamentals of Islamic culture. Authors: Latyshina D.I., Murtazin M.F.
- ORKSE. Fundamentals of Jewish culture. Authors: Chlenov M.A., Mindrina G.A., Glotser A.V.
- ORKSE. Fundamentals of Buddhist culture. Chimitdorzhiev V.L.
- ORKSE. Fundamentals of world religious cultures. Authors: Beglov A.L., Saplina E.V., Tokareva E.S. and etc.
- ORKSE. Fundamentals of secular ethics. Shemshurina A.I.
Study of foreign languages according to the following teaching materials of the Prosveshchenie publishing house:
Preparing for school, choosing a teacher and teaching systems are the main headache parents of a child who is six years old. After all, the future success or failure of the child largely depends on this choice.
This year my son finished third grade. More recently, in a conversation, I had to refresh my memories of those pre-school months three years ago.
And it was like this:
Preparation for school. Child.
We did a lot of work with him almost from birth. I am opposed to what is called "early development", all sorts of daily compulsory classes, "swim before walking", "read before talking" - this is not for me. But printed pictures and letters were hung on the walls in the apartment, then syllables. There was a large bright children's map of the world in the corridor, a computer and children's educational programs were available to the baby.
As a result, by the age of six he read very well, counted and was quite erudite.
On my part, this was a conscious preparation for school. To make it easier, easier and more interesting for the child in the first grade. To spend less time on homework and preparing for classes. (I remember with horror how with the average daughter, who read slowly, in the first grade, they did homework for three hours in the evenings. Therefore, this time I did everything in advance so that this would not happen again.)
Getting ready for school. We choose the Program.
Of course, a reasonable preparation for school involves a conscious choice of a learning system. I then re-read everything that I could find on the Internet about school programs. I built a system for myself (this is my then (2010) understanding, I do not pretend to be the truth!):
- planet of knowledge- the simplest and easiest program. Very primitive tasks in textbooks, simple math, a good, easy Russian textbook. Accessible for children of all skill levels, but can be boring for those with more high level preparation.
- School of Russia- a classic program, not difficult to understand. The surrounding world is at the level of the old Natural History, which we once had.
- Harmony is the most controversial program. The Russian language, which is taught like a foreign language through transcription, is difficult and confusing for most parents and children. First, the child is taught to write "as he hears", and then apply the rules to correct what is written.
At the same time, you can find a lot of positive feedback on the network, but more often positive reviews from those parents whose children study under the Harmony program, in which the Russian language from Soloveichik is replaced by another textbook.
-School 2100. Good program middle level. Not overly complicated, but not easy either. Parents' comments are different, some complain about the complexity, but this largely depends on the capabilities of the children and the attitude towards the teacher.
- Zankov Program. This system appears in parental discussions as complex. Here, supposedly, complex mathematics, the child often needs the help of parents and it is positioned as a program "for advanced, prepared" children.
- Elkonin-Davydov program. It is not so much complex as unusual and unusual. Not all teachers can accept such an extraordinary way of teaching children. Therefore, the personality of the teacher who will work under this program is not just important here, but super-important.
- « perspective" and " Promising Elementary School". These are different programs, the first is quite acceptable, judging by the parental reviews, the second is simpler and, again, judging by the reviews, raw and controversial. Lots of negative reviews came across to her.
(Once again, this was three years ago, my child started 1st grade in 2010, and it was in 2010 that we were actively preparing for school.)
School and teacher
I went around all the surrounding schools, read reviews about them on city forums, talked with parents and children at playgrounds and, again, built a picture for myself where I was ready to take my son and where not.
I think that main criterion in choice, it is the personality of the teacher. Then the school, then the program. A well-prepared student will find it easier in any school with any teacher. But at the same time, the program should not be too simple so that the child is not bored in the classroom.
A very difficult task faces the parents of six-year-olds - to make a choice that will be decisive for the future adult fate of your still baby.
Oh, parents ... Good luck with this difficult choice!
MOU secondary school No. 11
With in-depth study individual items
Kursk municipal district
Stavropol Territory
Program
for the preparation of children
V. G. Bezladnaya
Revised and added
Rakityanskaya E.B.
EXPLANATORY NOTE
Teachers are concerned about how to teach children of twos, without coercion, how they develop a steady interest in knowledge and the need for independent search, how to make learning joyful.
A. S. Makarenko wrote, and the American scientist - psychologist Blum claims that the main characterological traits of a person develop up to 5-8 years of age (up to 70%). It is during this period that gaming activity helps to organize the educational process in such a way (as psychologists note), which makes it possible to reveal the essential forces of a growing person, to form the core of a personality. Everything that a person masters at this age remains for life. Inattention to the development of the personality, to the emerging spiritual needs and motives of activity at this age gives rise to psychological miscalculations, which are clearly revealed in the next stages of education. It is at the stage primary education the direction of personality development is decided.
Under common development personality is understood as the development of the mind, will, feelings, i.e., the fundamental aspects of the psyche that form its basis. The development of the mind is manifested not only in the assimilation, but also in the processing of knowledge, in which various types of activity are involved: logical thinking, observation, various types of memory, imagination. The development of the mind is connected with the development of the will - the ability to set a goal and mobilize oneself to achieve it. The development of feelings - aesthetic, moral, intellectual - is the spiritual wealth of man.
The well-known psychologist L. S. Vygotsky believed that learning should go ahead of development. "Properly organized education should lead the development of the child." He wrote that pedagogy should focus not on yesterday, but on tomorrow. child development. “Development is precisely from cooperation, which helps to reveal the potential opportunities that a child has, educates him in faith in his own strength.”
The development of each child is uneven - sometimes slow, sometimes spasmodically, depending on his individual characteristics, on the characteristics of his higher education. nervous system his experience, perception, physical development, etc. Uneven development is manifested in more rapid development some functions while delaying the development of others. Confirmation is that some children have a highly developed imagination or logical thinking, while others have a memory. This means that some students will have more high academic performance on humanitarian subjects, others - on exact ones.
All children, if they do not have any pathological abnormalities, can advance in their development. The process of development itself is either slow or abrupt. Therefore, weak and strong students should learn together. “After all, a class is a learning team, where, with correct staging Each student contributes work common life its contribution, its original original beginning. (L. V. Zankov)
Between the teacher and the student there should be business friendly relations based on respect for the personality of the student, on attention to his inner world in the process of acquiring knowledge, to his experiences. Psychology considers communication as one of the activities. Communication in educational process is an important factor influencing the assimilation of knowledge, development in the upbringing of schoolchildren. The student's personality is formed not by mastering the rules of behavior, not by punishment and evaluation, but "in various relationships, actions and the inner work that is tied around them and intertwined." (L. S. Rubinshtein Problems general psychology- m., 1973 - p. 191). It is through relationships, through experiences in the process of communicating with a mother, teacher, comrades, that a person in childhood matures for full communication with the outside world in adulthood. A teacher needs to see children not with their eyes, but with their hearts.
Didactic principles are implemented through the content of training and methods of work.
Course objective:
The development of the personality of each child, the formation of his readiness for systematic education, overcoming the factors of maladaptation by equalizing the starting capabilities of each child, allowing them to successfully master the primary school program in the future.
Course objectives:
Tutorials:
- Acquisition of knowledge, skills and abilities of educational activity;
- Formation of skills to accurately and clearly express their thoughts;
- Development of motivation for learning activities.
Developing:
- To instill a responsible attitude to learning;
- Activate creativity;
- develop the skills and abilities necessary for classes in elementary school;
- Develop memory, thinking, imagination.
Educators:
- Cultivate perseverance, diligence, accuracy;
- Build a culture of communication with each other;
Basic principles the work of teachers in preparing children for school:
> taking into account the individual capabilities and abilities of children;
> respect for the child, for the process and results of his activities, combined with reasonable demands;
> an integrated approach to the development of classes;
> systematic and consistent training;
> variability of the content and forms of conducting classes;
> visibility.
Program Features
The program for preparing children for schooling is rich in content. It aims to acquaint children with a general picture of the world around them. And this is natural, because children want to know more about what they encounter every day in life.
Teaching methods are multifaceted. They are aimed not only at the assimilation of knowledge, but also at the development of children, they are addressed not only to the awakening of the mind, but also to the emotional sphere. Creating a high emotional tone in the learning process is necessary condition to gain knowledge, because experienced knowledge becomes a conviction.
The didactic core of the lesson is the activity of the children themselves, which makes them observe, compare, classify, group, draw conclusions, find out patterns - in a word, makes them think. The development of children is influenced by their intensive independent activity associated with emotional experience. The path of knowledge is “from students” to a collective search.
This program includes the development of speech and teaching syllabic reading; in mathematics: the study of counting and the composition of numbers within 10, solving the simplest problems of addition and subtraction, familiarity with the signs: +, -, =, the concepts of “more”, “less”, “the same”, “right”, “left” »; strengthening the muscles of the hand and fingers.
"V primary school a teacher for a child is a discoverer of the world and phenomena,” wrote V. A. Sukhomlinsky.
Work on oral speech children begins from the first day of classes, taking into account what the child is already aware of in his speech practice: “word”, “sound”, “letter”. The concept of "syllable" is introduced only when the kids begin to read the first words. The study of letters takes place daily, one at a time, and two at a time, and three at a time. When children begin to read whole phrases, the concept of a “sentence” is introduced and grammar rules about capitalization and separate spelling of words in a sentence.
Developing phonemic awareness babies, it is necessary to systematically isolate, recognize, distinguish between phonemes mother tongue, because well-developed phonemic awareness is an essential prerequisite correct reading and letters.
The most important role is played by the analysis and synthesis of sounds. It uses the articulation of sounds, the negotiation of an unfinished word, the selection of words with the studied sound and determining its place in the word, reading words in similarity, building up vowels and consonants at the beginning and end of the word, joining a consonant from the original word to the second, replacing one sound in the word others, reading anagrams, etc.
The method of comparison is widely used when introducing children to soft consonants, the softness of which is emphasized by certain vowels and b, when familiarizing themselves with paired consonants, b and b separating signs.
Children enthusiastically print letters, syllables, words, sentences, both according to a dotted pattern and completing tasks: “Add a word”, “Add a sentence”, “Write a sentence from the words you read”. This work brings meaningfulness to the process of mastering reading and, in addition, develops muscle memory.
When organizing the work of children in the development of speech, it is necessary to set more and more new tasks for them, expanding the circle of observations and knowledge about the world in which we live, about nature, animal life, people's work and the results of labor, universal human values, love for relatives, home , the ability to make friends, etc.
During work, it is necessary to give a feasible task, create a working atmosphere, evoke appropriate emotions - all this will contribute to the assimilation of the material, development logical thinking, attention, as well as the education of the will, the habit of mental work.
TEACHING SOUND READING AND SPEECH DEVELOPMENT
This period includes:
Develop children's phonemic hearing (the ability to distinguish and highlight individual sounds in a word and syllable, establish their sequence), develop a distinct, correct and loud pronunciation of words, syllables and speech sounds;
To teach smooth syllabic reading, the ability to print one-syllable, two-syllable words on their own, three-syllable ones - according to the model, simple sentences consisting of 2 - 3 one-syllable or two-syllable words;
Learn to answer the teacher's questions, ask, express your impressions and thoughts, talk about the results of your observations, the ability to speak in front of the class, expressively read poems, tell fairy tales, compose short stories based on plot pictures, logical tasks. Children learn to guess riddles, charades, anagrams;
To acquaint with the spelling of combinations: ZhI, SHI, CHA, SHA, CHU, SHU, CHK, CHN;
Introduction to writing capital letter at the beginning of a sentence, the name of a person, the nickname of an animal;
Learn how to put things together essential features(in connection with reading or observing).
II. MATHEMATICS
Mathematics contributes to the development in children of thinking, memory, attention, creative imagination, observation, a strict sequence of reasoning and its evidence; gives real prerequisites for the development of logical thinking of children, teaching them the ability to briefly, accurately, clearly and correctly express their thoughts. The formation of concepts about number and arithmetic operations begins with the first lessons and is carried out on the basis of practical actions with various groups of objects. Children form a generalization about the formation of the next number of the natural series, a relationship is established between any number of the series and all previous or subsequent ones; learn to find the sum of two numbers (using the counting of objects), their difference (based on the composition of the number). The disclosure of the meaning of actions, the formation of certain concepts is associated, as a rule, with the decision simple tasks(solved by one arithmetic operation). Along with the solution ready tasks it is important to train children in their independent compilation according to various tasks teachers. Numerical and plot material should be taken from the surrounding reality. The most important task in mathematics lessons is gaming activity, bright and varied didactic material.
TEN
1. Counting objects (real objects and their images).
2. Number and figure. Numbering of numbers: name, sequence and designation of numbers from 0 to 10. Reading and writing them.
3. Comparison of numbers. The concepts of "greater than", "less than", "the same" or "equal to".
4. Signs: +, -, =. Actions: addition and subtraction.
5. Obtaining a number by adding 1 to the previous one, subtracting 1 from the next one.
6. Acquaintance with the composition of the numbers of the first ten (on counting material).
7. Solving simple addition and subtraction problems based on counting
items.
8. Acquaintance with geometric shapes: circle, oval, triangle, rectangle, square (as a special rectangle).
III.
V. A. Sukhomlinsky wrote that the origins of the abilities and talents of children are at their fingertips. Therefore, it is very important to put a hand, prepare it for work.
According to the observations of scientists, it is known that the muscle memory in children from four to five, up to seven years old is very tenacious and the most excitable. Learning calligraphy begins when all the defects have already been established and the physiological period of this type of memory has already passed. At the same time, everyone knows that the first impression of a child is the strongest and brightest. And if, when learning to write a letter, he does not get an element, the letter is written incorrectly, ugly, the baby starts to get nervous. And the letter did not work out because the small muscles of her fingers and hands are still very weak. What can help in this case? You can use the experience of Evgenia Nikolaevna Potapova in shading objects, as a type of work that strengthens the muscular strength of the hand and fingers. Give tasks to hatch with straight, parallel segments, arcuate lines, block letters, ovals, etc. And if they get tired, offer to color the figure. Hatching children will continue in grade 1 during the period of literacy. At home, children can choose to color, hatch in coloring books, or do classroom-like work.
The means of strengthening the muscles of the hand and fingers are: modeling objects, designing from paper, drawing. Performing this or that task of setting a hand (in a notebook of any line), drawing, designing, fashioning something, children either “pick” berries for mom’s jam, then “go” to the forest for mushrooms, then “hide” under umbrellas, sometimes they “sew” clothes for a sailor, then they “build” a house for friends, etc. Hatching, modeling, drawing, modeling is a way of developing children's speech, their logical thinking, because along the way, short stories are compiled, work is carried out on the word, riddles are guessed and guessed.
PROGRAMS OF WORK TO STRENGTHEN THE MUSCULAR STRENGTH OF THE HANDS AND FINGERS
1. Hatching (Notebook in line).
2. Line work in a notebook with a guide: objects, elements of letters, patterns, straight and oblique.
3. Modeling, design.
4. Drawing.
5. Practical implementation of drawings, patterns, etc. in a notebook in a cage at mathematics lessons.
Program structure
This program consists of three sections:
- teaching syllabic reading and speech development;
- mathematics;
- work to strengthen the muscular strength of the hand and fingers.
The most important part of the program is the study of the dynamics of the child's development, the study of the level of his functional readiness for schooling.
Class mode
February - May
1 x 3 lessons per week - 48 hours
June
Three lessons per day - 72 hours
Total 120 hours
The duration of the lesson is 25-30 minutes
Forms of conducting classes
- staging;
- role-playing game;
- competition;
- subject game;
- combination of all elements in one lesson.
Predicted results and forms of control
be able to :
1. Speak clearly and distinctly:
- extract sounds from words;
- find words with a certain sound;
- determine the place of sound in a word;
- follow orthoepic norms pronunciation;
- make sentences on a given topic using key words:
- compose stories, fairy tales from illustrations or a series of pictures;
- retell a fairy tale, a story based on an illustration;
- navigate the page of the notebook;
- write the basic elements of letters;
- draw patterns and various elements.
2. Say numbers in direct and reverse order within 10:
- correlate the figure with the number of objects;
- use arithmetic signs of actions;
- compose and solve problems in one action for addition and subtraction;
- measure the length of objects using a conditional measure;
- make larger figures from several triangles (quadrangles);
- divide a circle, a square into 2 and 4 equal parts;
- navigate on a sheet of checkered paper.
3. Recognize familiar plants and animals in drawings and in nature:
- transfer to correct sequence seasons and days;
- Name the main features of the seasons.
As a result of studying under the preparatory course program, the child should know :
- Russian alphabet;
- the composition of the numbers of the first ten;
- how to get each number of the first ten (add or subtract 1);
- numbers 0-9, signs +, -. =;
- the name of the current month, the sequence of days of the week.
Testing is a form of final control of assimilation of the studied material.
Funds needed to implement the program:
- educational and thematic planning;
- ABC;
- workbooks;
- prescription;
- visual aids;
- counting material.
Calendar - thematic planning
preparatory course (120 hours)
No. p / p | Topic of the lesson | Number - in hours | date |
Sound and letter: A. | |||
Sound and letter: M. | |||
Sounds and letters: P, O. | |||
Sounds and letters: Sh, Y. | |||
Sounds and letters: I, U, N. | |||
Sounds and letters: S, K, T. | |||
Sounds and letters: L, V - consonants, voiced; the letter E stands for double sound. | |||
Sounds and letters: B, P. | |||
Sounds and letters: Z, D. | |||
Sounds and letters: G, Z. | |||
Sound and letter: H and letter b. | |||
Sounds and letters: Zh, E. | |||
Sounds and letters: Y, H. | |||
Sounds and letters: C, Yu. | |||
Sounds and letters: E, Shch. | |||
Sound and letter: F. | |||
b and b - separating marks. | |||
Development of syllabic reading skills. | |||
Teaching syllabic reading | |||
TOTAL |
Mathematics (30 hours)
No. p / p | Topic of the lesson | Number of hours | date |
Item count. Numbers from 0 to 3. Number 0. | |||
Numbers from 0 to 5. Number and figure 1. Signs +, -, =. | |||
Number and figure 2. Composition of number 2. | |||
Number and figure 3. Composition of number 3. | |||
Number and figure 4. Composition of number 4. | |||
Number and figure 5. Composition of the number 5. | |||
Count items from 0 to 5. | |||
Number and figure 6. Composition of the number 6. | |||
Number and figure 7. Composition of the number 7. | |||
Number and figure 8. Composition of the number 8. | |||
Number and figure 9. Composition of the number 9. | |||
Number 10. The composition of the number 10. | |||
Numbers of the natural series. Add and subtract 2. | |||
Item count. Add and subtract 3. | |||
Numbers from 0 to 10. Add and subtract 4. | |||
Ordinal score from 1 to 10. Item count. Add and subtract 5. | |||
Add and subtract 6. | |||
Counting items within 10. Concepts: “same”, “left”, “right”. | |||
Item count. Answers to the questions: "how much?" | |||
Days of the week. Seasons. Year. | |||
TOTAL |
Work to strengthen the muscular strength of the hand and fingers
(50 hours)
No. p / p | Topic of the lesson | Number of hours | date |
Acquaintance with the line of a notebook in a wide line, in a narrow line with a guide. | |||
Ruled notebook in a narrow line with a guide. | |||
Slanted line, circle, oval. | |||
The circle is large and small, a figure of circles and an oblique combination with a circle. | |||
Combinations "zhi - shi". Working line. | |||
Slanted and wavy lines. Working line. Wide line. | |||
Work in a notebook with a guide line (by writing) | |||
Lined notebook by letter. Incline. | |||
Practicing tilt, writing in wide and narrow lines. | |||
Working line. A wide line in a notebook with a leading line. | |||
Tilt in a notebook with a guide line. Oval. | |||
Oval big and small. Tilt in a notebook with a guide line. | |||
Lined notebook by letter. Wide and narrow line. Inclined line. | |||
Work in a notebook with a guide line. | |||
Wide and narrow line in a writing notebook. | |||
Tilt, working out the eye, the formation of the ability to see the line. | |||
Ovals, loops, straight, smooth and rounded at the bottom, straight horizontal lines. | |||
Oval, slanted with rounding upwards, oblique and arcuate lines. | |||
Elongated lines with a loop at the bottom. | |||
Elongated lines with a loop at the top. | |||
A straight slanted line with a rounded top and bottom. | |||
Working with plasticine | |||
Modeling "hedgehog" | |||
"Cherry" | |||
"Automobile" | |||
Construction | |||
"House" from geometric shapes | |||
"Freight car" | |||
Painting | |||
"A cup" | |||
"Doll for Malvina" | |||
Draw transparent balls | |||
"Airplane" | |||
TOTAL |
Teaching syllabic reading and speech development (40 hours)
Topic 1. Sound and letter A (1 hour)
Get to know the letter. Memorization of the poem "Watermelon". Riddles about watermelon, bus.
Topic 2. Sound and letter M (2 hours)
Get to know the letter. Reading letters, syllables, words. Drawing up a story based on plot pictures "Bears at work". Print: M, MA - MA.
Topic 3. Sounds and letters P, O (2 hours)
Introduction to letters. Reading letters, syllables, words. Making up a story based on a series of pictures. Logic exercise "Pisces. Animals". Memorization of the poem "River". We print: R, O, Shar, Rama, Mara, Roma.
Topic 4. Sounds and letters W, Y. (2 hours)
Introduction to letters. Memorization of the poem "Ball". Reading confluences, syllables, words. We print W, S, Sha, Sho, Shar, Sha-ry, Ma-sha.
Topic 5. Sounds and letters I, U, N. (2 hours)
Introduce sounds and letters. Polysemy of words: needle, nose. Charades: duck, fishing rod. Reading letters, syllables, words. Sentence. Anagrams. We print: And, Ni, N, Na, Ni-na.
Topic 6. Sounds and letters: S, K, T. (2 hours)
The development of speech, "The cat is the hero of fairy tales." Puzzles. The earth is home to all living things. Reading letters, syllables and sentences. We print: S, K, T, juice, Tim, Tom.
Topic 7. Sounds and letters: L, V - voiced consonants; the letter E stands for double sound (2 hours).
Riddles about the boat, skiing, spruce, water. Reading letters, syllables and sentences. We print: L, V, E, Lena, Vova, Elena. I carry a camomile in my hand.
Topic 8. Sounds and letters: B, P (2 hours).
Acquaintance with the sounds and letters B, P. Reading syllables, words, sentences with antonyms. Polysemy of words: hat, hat. We print: B, P, BA, BO, BU, GRANDMA, PA, PO, PY. Dad has a dog.
Topic 11. Sound and letter: Topic 9. Sounds and letters: Z, D (2 hours).
Conversation "Teeth and care for them." Characteristics of sounds Z, D. Reading syllables with letters, words and sentences. The polysemy of the word snake. We print: Z, D, Zina, Dima, Rosa, Dasha. The rose grew in the garden.
Topic 10. Sounds and letters: G, Z (2 hours).
Riddles about apple and pear. Game Berries and Fruits. Conversation: “Why are strawberries, blueberries, raspberries called that?”. We read letters, syllables, words and the story "In the garden." We print: I, G, Yasha, lips, stack, apple, city, geese.
Topic 11. Sound and letter: H, letter b (2 hours).
Logic exercise "Animals". Sound and letter Ch. Reading syllables, words and sentences. Combinations: CHA, CHU, CHK, CHN. Letter b. Reading words and sentences. We print: H, b, KIDNEY, HORSE, MAIL, SKATES. Natasha has a watch.
Topic 12. Sounds and letters: Zh, E (2 hours).
Acquaintance and characterization of the sound and the letter Zh, spelling ZhI, SHI. Reading letters, syllables, words and sentences. Drawing up a story based on a series of pictures "For mushrooms". Sound and letter E. Reading words, syllables, sentences. We print: F, E, WALRUS, Hedgehog, F-Sh, WALRUS, HEDGEON. The hedgehog has prickly spines.
Topic 13. Sounds and letters: Y, X (2 hours).
Logic exercise "Where did the bread come from?" Sound and letter X, reading syllables, words and poems. Sound and letter Y, reading and sentences. We print: Y, X, bread, loaf, bunny. We had a Dunno guest.
Topic 14. Sounds and letters: C, Yu (2 hours).
Conversation "Street Help". Drawing up a story based on a series of pictures "At the family farm". Acquaintance with letters and their characteristics. Reading syllables, words with these letters.
Anagrams: L V Yu K - (beak), A Yu L - (yule). We print: Yu, C, Yulia, Yura, month.
Yura grows cucumbers.
Topic 15. Sounds and letters: E, U (2 hours).
Riddles about flowers. Sound and letter E (from the word this). Conversation "Changes in animate and inanimate nature in spring." Sound and letter Sh. Reading syllables, words and sentences. The combination of SCHA, SCHU.
We print: E. SC, PUPPY, FLOOR. The puppy's name is Echo.
Topic 16. Sound and letters: Ф (2 hours).
The poem "The steamer bypasses the shallows ..." Dictionary: stranded, sailor, navigator, valiant. Fleet talk. Sound and letter F. Reading syllables, words and sentences. Sound characteristic.
We print: F, FLEET, Fedya, Fenya, FILM, FILMS. The yacht floats on the waves.
Topic 17. b and b - separating signs (2 hours).
Interpretation of proverbs. Conversation on the illustrations "The family is having dinner." Observation of words by ear: Kolya - stakes. Reading words and sentences. The game "Hahania". The seed sat down to have dinner. (?)
We print: b, b, SEED, FAMILY, VILLAGES, SIEL, MOVED OUT.
Topic 18. Development of syllabic reading skills 2 hours).
Poems about the sun, an appeal to the reviving nature. Choral reading of the text from the board in syllables.
Hatching: train from Romashkov, snowman. We print: the train is coming from Romashkov. Excursion to the school library.
Topic 19. Development of syllabic reading skills (2 hours).
The appearance of Pinocchio portraying the driver. He invites the children to the car shop. Anagrams. Children read the word and match it with the subject. Game Find My Mom.
Pattern hatching. Competition "Very skillful hands."
Topic 20. Teaching syllabic reading (3 hours).
Riddles competition. Consolidation of syllabic reading skills. Fairy tale competition. Choral reading of G. Uspensky's poem "Little Rabbit" and "telling" with his hands. Logical task "Who lives where?". Memorizing the poem "We all made good friends ...".
Mathematics (30 hours)
Topic 1. Counting items. Numbers from 0 to 3. Digit 0. (1 hour)
Acquaintance with the lined notebook in a cage, landing when writing, the ability to hold a pen, give an answer. Letter of digit 0 (empty set).
Topic 2. Numbers from 0 to 5. Number and number 1. Signs +, -, =. (1 hour)
Work on exercises for the eye, the ability to see a line: according to a dot pattern and independently. Introduction to signs.
Topic 3. Number and figure 2. Composition of number 2. (1 hour)
Score from 0 to 5. Game (Fishing). Numbers from 0 to 5.
We write the numbers 1 and 2 according to the model.
Topic 4. Number and figure 3. Composition of number 3. (2 hours)
The game "Mushrooms for berries." Repeat the composition of the number 2. How to get the number 3? The composition of the number 3. We draw mushrooms according to a dotted pattern. Number letter 3.
Topic 5. Number and figure 4. Composition of the number 4. (1 hour)
Acquaintance with the number and number 4. Riddles about fingers. The concept of "the same". Counting objects up to 5 (put the same number, draw the same number). The composition of the number 4. The letter of the number 4.
Topic 6. Number and figure 5. Composition of number 5. (2 hours)
"Fluffy story" - a charade (according to the pictures "Cat and Mouse"), a mouse - a fly-bear.
Funny score: "The bears went out for mushrooms." Number and number 5. Composition of the number 5. We write the number 5 according to the model. Working with counting material.
Topic 7. Counting items from 0 to 5. (1 hour)
Direct and backward counting from 0 to 5. Riddle about the hedgehog. Counting objects according to poems about a hedgehog. Composition of numbers 2,3,4,5. Memory training. Letter in a notebook of numbers: 0,1,2,3,4,5.
Topic 8. Number and figure 6. Composition of the number 6. (2 hours)
Counting items (Petrushka's friends). Number and number 6. The composition of the number 6. The game "In the meadow" according to the composition 6. The letter in the notebook of the number 6.
Topic 9. Number and figure 7. Composition of the number 7. (2 hours)
Game - "For mushrooms, for berries." Counting within 6. Counting objects from 0 to 10. Composition of the number 7. Number 7. Letter in the notebook of the number 7.
Topic 10. Number and figure 8. Composition of the number 8. (2 hours)
Conversation: "Pets". Count items from 0 to 10 (ducklings). Number and figure 8. Composition of number 8. Work in a notebook (according to a dotted pattern).
Topic 11. Number and figure 9. Composition of the number 9. (2 hours)
Logical task - "Autumn". Counting items from 0 to 10. Number and number 9. Composition of the number 9. Work in a notebook.
Topic 12. The number 10. The composition of the number 10. (2 hours)
Conversation "Second bread" - (about potatoes). Logic exercise "Whose bread is this?".
Count of items: "Garden". Number 10. Composition of number 10. Work in a notebook according to the model.
Topic 13. Numbers of the natural series. Add and subtract 2. (1 hour)
Interpretation of the proverb "The earth is painted by the sun, and man's work." Conversation "How do you help mom?". Counting from 0 to 10 (on counting material). Work in a notebook:
a) writing numbers from 0 to 10.
b) tasks where we add and subtract 2.
Topic 14. Counting items. Add and subtract 3. (1 hour)
Conversation "Why do people rejoice in spring?". Counting items within 10. Learning to add and subtract 3. Work in a notebook according to the model. Recording examples by point pattern; The children write their own answers.
Topic 15. Numbers from 0 to 10. Add and subtract 4. (1 hour)
Direct and backward counting up to 10. The concept and methods of how to add and subtract 4. The concepts are fixed: “more”, “less”, “the same”. The concept of "fishing fleet" is given. Counting objects from 0 to 10 and back, 1 and 2 each. Work in a notebook: a series of numbers, waves and foam, a fish.
Solving problems with the number 4.
Topic 16. Ordinal count from 1 to 10. Counting objects. Add and subtract 5. (1 hour)
Acquaintance with the account in order, the question “which?”, Answers: “first”, “second”, etc.
Solve simple addition and subtraction problems. Work in a notebook according to the model.
Topic 17. Add and subtract 6. (2 hours)
Conversation "We must be able to forgive and yield to each other." V. Orlov's poem "Who offended whom?". Find a friend account. Work in a notebook: natural numbers, a window of friendly neighbors, building a fortress, playing ball. Solving addition and subtraction problems 6.
Topic 18. Counting objects within 10. Concepts: “the same”, “left”, “right”. (2 hours)
The game "Pears and Apples" (counting in order, addition and subtraction within 10).
Work in a notebook: a) draw the same amount; b) draw on the left, on the right; c) count, write down.
Topic 19. Counting items. Answers to the questions: "How much?" (2 hours)
Strengthening counting skills. Children count and write down the digital answer. The game "Draw according to the model." Repeat writing numbers from 0 to 9.
Topic 20. Days of the week. Seasons. Year. (1 hour)
Riddles about the seasons. Counting items from 1 to 10. Tasks about the days of the week. Work in a notebook on the instructions of the teacher. Solving problems and examples.
Work to strengthen the muscular strength of the hand and fingers
(50 hours)
Topic 1. Acquaintance with the line of a notebook in a wide line, in a narrow line with a guide. (1 hour)
Hatching drawings. Printing the letter A in a wide lined notebook according to a dotted pattern and independently.
Topic 2. Lined notebook in a narrow line with a guide. (2 hours)
Hatching shapes in a narrow line on a dotted pattern. The game "At the bear in the forest." Solving riddles. Logical exercise "Why a bear is called a bear."
Topic 3. Slanted line, circle, oval. (2 hours)
Hatching drawing. Learning a poem.
Topic 4. A circle large and small, a figure of circles and an oblique combination with a circle. (2 hours)
Hatching drawing. Coloring transparent objects. Learning a poem.
Topic 5. Combinations "zhi - shi". Working line. (2 hours)
Eye training. ZhI - SHI write with I. Hatching work. Inclined in the working line and a straight line with a rounding at the bottom (according to the sample).
Topic 6. Slanted and wavy lines. Working line. Wide line. (2 hours)
Hatching with an inclined horizontal line. Riddles competition. Drawing according to the sample.
Topic 7. Work in a notebook with a guide line (by writing) (2 hours)
The development of speech "What gives the coniferous forest to birds and animals." Hatching oblique to the right and left from the middle. Drawing on a dot pattern and independently.
Topic 8. Lined notebook by letter. Incline. (2 hours)
Hatching with horizontal and oblique lines. The ambiguity of the word "fur coat".
Work in "Recipe".
Topic 9. Working out the slope, writing in wide and narrow lines. (2 hours)
Hatching drawing. Solving riddles. Learning a poem.
Topic 10. Working line. A wide line in a notebook with a leading line. (2 hours)
Conversation about wintering and migratory birds. Hatching with oblique lines. Work in "Recipe".
Topic 11. Tilt in a notebook with a guide line. Oval. (2 hours)
Memorizing a poem about a beetle. Conversation "Animals in the circus". Hatching drawing.
Topic 12. Oval big and small. Tilt in a notebook with a guide line. (2 hours)
Conversation on RNS "Kolobok". vocabulary work: stupidity, boasting. Hatching with horizontal, vertical and cross lines. Work in a notebook with a guide.
Topic 13. Lined notebook according to the letter. Wide and narrow line. Inclined line.
(2 hours)
Logical exercise "My helpers" (hands, fingers). Interpretation of the proverb "Golden hands do not know boredom." Work in a notebook.
Topic 14. Work in a notebook with a guide line. (2 hours)
Sample letter. Learning a poem. Application "Merry sail".
Topic 15. Wide and narrow lines in a writing notebook. (2 hours)
Solving riddles. Conversation about the clothes of a sailor. Hatching drawing. Performing work on a dotted pattern and drawing details.
Topic 16 (2 hours)
Conversation about help in the family, about joint rest. Work in a notebook according to a dotted pattern. Application "Ducklings".
Theme 17. Ovals, loops, straight, smooth and rounded at the bottom, straight horizontal lines. (2 hours)
Song learning. A conversation about a house for friends - a circus. Work in a notebook. Outdoor games.
Topic 18 (2 hours)
Dunno Questions. The answer is an anagram. Drawing - the answer according to the model. Application "Basket with berries".
Theme 19. Elongated lines with a loop at the bottom. (2 hours)
Logical exercise "What mushrooms did Pinocchio throw away?". Hatching drawings. Work in a notebook.
Theme 20. Elongated lines with a loop at the top. (2 hours)
A letter with tasks from the cat Fyodor. Fulfillment of tasks: writing letters and shading according to the sample.
Learning a poem. Solving riddles. Coloring and shading drawings. The letter of the studied elements of letters.
Working with plasticine
Topic 22. Modeling a hedgehog. (1 hour)
Hedgehog riddle. A poem about a hedgehog. Hedgehog mold. Exhibition of works.
Topic 23. "Cherry".
The development of speech. The story of Winnie the Pooh - a sweet tooth. Modeling and exhibition of works.
Topic 24. "Car" (1 hour)
Conversation "Machines - helpers of man." Work under the guidance of a teacher. Exhibition of works.
Construction
Topic 25. "House" of geometric shapes (1 hour)
Repetition of geometric shapes, comparison by size. Game "What does it look like?".
Completing of the work. Exhibition of works.
Topic 26. "Truck" (1 hour)
Repetition of geometric shapes. Game "What does it look like?". Completing of the work. Exhibition of works.
Painting
Topic 27. "Cup" (1 hour)
Conversation "Dishes in our house." Detailed view of the cup. Work on the drawing under the guidance of a teacher. Exhibition of works.
Topic 28. A doll for Malvina (1 hour)
Conversation "The human figure". Examination of a doll - a tumbler, a drawing of a doll. Work on the drawing under the guidance of a teacher. Exhibition of works.
Topic 29. Draw transparent balls (1 hour)
Conversation "How Winnie the Pooh wanted to climb to the bees for honey." Examining the shape of the ball and its transparency. Working on a drawing. Exhibition of works.
Topic 30. "Airplane" (2 hours)
Conversation about Aeroflot, types of aircraft and ships. Examination of the aircraft model and its details. Drawing under the guidance of a teacher. Doing the design yourself. Exhibition of works.
Hello again! Tired of studying? Not confused in their names and authors? Can you take another one? I want to finally put an end to this issue, but not having completed the study in full, I am not ready to do so. So take heart: today we are discussing the training program Perspective.
Lesson plan:
Another traditional project
The "Perspective" set refers to the traditional system of education in elementary school, and it was developed in 2006 during the formation of the first stage of education.
The educational materials were prepared on the initiative of the author of the project, Doctor of Pedagogical Sciences Lyudmila Peterson, together with the Prosveshchenie publishing house. Scientists from academies of education and sciences, practicing teachers and methodologists took part in the "promising" project.
As it should be for anyone methodical set used in the educational process at school, "Perspective" in its composition has everything you need:
- alphabet for grade 1 L. Klemanova and the same author Russian;
- mathematician G. Dorofeev;
- literature by V. Goretsky;
- computer science T. Rudnichenko;
- "environment" by A. Pleshakov;
- technology of N. Rogovtseva;
- physical education at the choice of a teacher: either A. Matveeva, or I. Viner;
- ART by T. Shpikalova;
- music by E. Kritskaya;
- fundamentals of religion and ethics in the areas of different cultures.
"Perspective" offers the study of as many as four foreign languages:
- English in standard or advanced programs, as well as in the course "In Focus" or "Star";
- Spanish and German according to the classical program;
- French either at the rate "Your friend ..." or "In the future."
It should be noted that, like many other school kits educational programs, "Perspective" faced in 2014 the problem of obtaining recommendations from the Ministry of Education. The textbooks on mathematics and religion were called into question.
As a result, the mathematical work of L. Peterson "Learning to learn" was replaced, and materials on the study of religions in grades 4-5 were finalized. UMC "Perspektiva" passed the necessary approvals in its entirety.
Long-term goals, or how and what the program teaches
As the basis of her educational project, Lyudmila Peterson took the system of the activity approach developed by her, for which she received the award of the President of the Russian Federation at one time. Wisely said.
In fact, everything is simple: this is another attempt to combine schooling the developing approach already familiar to us and the established classics through the universal skills to set goals, solve problems and be responsible for the results.
The task of such education at school is not to give ready-made information, but to teach the child to discover new knowledge on his own. “I hear - I forget, I see - I remember, I do - I assimilate” - this, I remember, we have already gone through.
As a result of this activity methodology, the Perspektiva educational kit has several directions around which the entire educational “perspective” process revolves:
All of the above areas of development of the student embodied the ideas of the authors in thematic training materials: "My planet is the Earth", "My country is my Fatherland", "My family is my world", "Nature and culture are the environment of our life".
Pros and Cons of Perspective Learning
There are actually not so many reviews on "Perspective", but I noted for myself that there is not much categorical criticism, as in other educational programs, for example, in.
“... they didn’t like the copybooks: after writing from line to line, it is problematic for first-graders to subsequently decide in a notebook with the size of the letters: capital and capital letters are written the same way ...”,
"... mathematics first studies the multiplication table, without giving the concept of numbers up to 100 ...",
“... how to teach children to read and write if there are mistakes in the ABC?”,
“…exercises in textbooks do not correspond to the topics…”.
But the textbooks for the next grades 3 and 4 are quite suitable for teachers:
"... an interesting world around, but often the help of parents is required ...",
“... mathematics is designed for different children: it is interesting for weak and strong at the same time to work, problems are well presented, one topic involves solving them from 4 to 6 pieces per lesson, strong children can try their hand at solving Olympiad tasks ...”.
Parents' opinions are presented dryly and in a nutshell boil down to the fact that children in the 1st grade are given very little in writing, I would like more, and Dorofeev's mathematics is simple and boring for those who would like to master knowledge at a higher level.
Most of all, parents of schoolchildren are concerned about the continuity of the program during the transition to the secondary level, since it is designed only for primary school.
It was not so easy to express all the pros and cons. Those who want to be “promising” do it, it turns out, almost inaudibly. Such, let's say, a neutral program, not asking for compliments, but also not subject to strong criticisms.
Perhaps being a "gray cardinal" is not so bad as you think?
I hope that I have helped you a little with the complexity of the many educational programs for elementary education. I think this can be put to rest. I say goodbye to you, but not for long.
Always yours, Evgenia Klimkovich.
