RULES FOR RUSSIAN LANGUAGE
FOR PRIMARY CLASSES
VOWEL SOUNDS AND LETTERS
There are 6 main vowel sounds in the Russian language:
[a] [o] [y] [i] [s] [e]
10 letters, denoting vowel sounds:
E Yo Yu Ya – words first, after vowel And ъ, ь [ye] [yo] [yu] [ya]
[ye]l - spruce po[yo]t - sings
v[yu]n - loach [ya]ma - pit
CONSONANT SOUNDS
PAIRED CONSONANTS
Solid
Soft
Voiced: [b] [c] [d] [d] [g] [h]
[b’] [c’] [d’] [d’] [h’]
Voiceless: [p] [f] [k] [t] [w] [s]
[p’] [f’] [k’] [t’] [s’]
UNPAIRED CONSONANTS
Solid
Soft
Voiced: [l] [m] [n] [r]
[l’] [m’] [n’] [p’] [th’]
Deaf: [ X ] [ ts ]
[X'] [ h ’] [ sch ’]
Hissing: [zh] [h’] [sch’] [w]
Composition of the word
Ending
Console
SUFFIXES
(There are many various suffixes, here are some of them)
Nouns
Verbs
-k- -hic- -ek- -nick-
-ova- -eva- -iva- -yva-
-chick- -chick-
Adjectives
-tel-
-onk-
-enk-
-chiv- -liv-
-points-
-ist-
-ishk- -ishk-
-in- -n-
-ovat-
-awn-
-evat-
Consoles
(there are many different consoles, here are some of them)
sub-
PARTS OF SPEECH
Noun
Adjective
Verb
item
what to do?
what to do?
grass
child
cat
sign
action
green Forest)
strong (hand)
school (assignment)
summer (days)
see
fly
PARTS OF SPEECH
Pronouns e
Adverb
How? When? For what? Where? Where? where?
points to an object
Numeral
sign of action
number and order of items
left
nearby
quiet
on right
ahead
from afar, etc.
five - fifth
thirty-thirtieth
one hundredth
Gender of nouns
(he is mine)
Feminine
(She is mine)
Number of nouns
(it, mine)
Singular
animal
Plural
Noun cases
Case name
Case questions
Nominative
Genitive
Prepositions
whom? what?
Dative
Accusative
to whom? what?
without, near, to, from, about, from, near, with, at
whom? What?
Instrumental
Prepositional
under, for, about, through, in, on
about whom? about what?
for, between, over, under, with
in, about, about, on, at
Three declensions of nouns
declination
declination
m.r., f. R.
Third declension
m.r., wed. R.
-and I
, -o, -e
ADJECTIVE
Gender of adjectives
Ending
Example
new (lesson)
large (fish)
The number of an adjective is determined by the number
noun
right (shoulder)
Declension of adjectives
Nominative
Genitive
Dative
Him
Accusative
Him
Him
Instrumental
Him
Prepositional
PERSONAL PRONOUNS
1st person
2nd person
3rd person
He, she, it, they
VERB
Infinitive
What to do?
Decide to answer
What to do?
Changing verb tenses
Present tense
Decide to answer
What is he doing?
Past tense
What did you do?
What did you do?
Future
What will it do?
What will he do?
Looks, nags
I looked and sawed
will watch, will watch
will saw, will saw
will draw, will draw
Conjugation of verbs
-eat, -eat
-yet, -yet
I conjugation -eat, -eat
- you know. -yote
shave -ut. -yut
II conjugation -im
-at, -yat
Eat, -at, -ot, -ut, -is
Verbs that refer to II conjugation:
Drive, breathe, hold, depend,
See, hear and offend,
And also endure, twirl,
Hate and watch.
Rules for the Russian language for elementary school (in verse).1. Verbs are exceptions.
Drive, breathe, hold, depend,
Hear, see and offend,
And also look, twirl,
Hate and endure.
Case prepositions.
2. Case prepositions.
I.p. -
R.p. - about, with, for, without, from, from, to, at, around, after, except.
D.p. - Bye).
V.p. - through, in, on, for, about.
etc. - before, with, over, behind, under, between.
P.p. - at, in, about, about, on.
3. Gender of nouns.
By the way, I’ll substitute “my” -
This means masculine gender.
Feminine - I will remember -
What I will say about is “mine”.
Neuter gender it is “mine” -
So I learned everything.
4. Capital letter spelling.
Rivers, mountains and plains,
Names, surnames, valleys,
Names of all animals
Middle names of people -
Everything with capital letter,
Write quickly.
5. Spelling vowels after sibilants.
We know for sure that life
We write only with a vowel and,
And in words, where is cha and sha
We will write only with a.
Where will we meet chu-chu,
Let's write it with the letter y.
6. Spelling of an unstressed vowel in the root of a word, checked by stress.
Eat vowels stressed,
But there are also unstressed ones
They need to be checked
Fundamentally correct writing.
We quickly select a word,
And the check is ready
We check with emphasis -
We don't forget anything.
7. What is declination?
I quickly change the word,
I write it case by case.
I call it declension
We need to remember this.
8. Spelling not with verbs.
Every schoolchild knows this -
Avoids non-verbs.
Don't forget, friends,
You can’t write them all together!
9. Spelling of paired consonants in the middle and end of a word.
Paired consonants need to be checked
To write words in a notebook correctly.
Quickly find a related word
A paired consonant with a vowel.
10. Composition of the word.
Console.
There is a prefix before the root,
She writes smoothly,
And using the attachment
Words are formed.
Root.
a common part
Related words
It's called the root -
Our answer is ready.
Suffix.
After the root it stands,
The word sounds new.
I’ll mark it with a corner -
I call it a suffix.
Ending.
At the end of any word
We are looking for the ending again.
Variable part
Keeps in touch with another word.
Spelling unpronounceable consonants.
11. Unpronounceable consonants
They're all so unhappy.
We don't hear them in words,
But we write in a notebook.
So that they don’t run away from words,
We checked them for a long time.
We are looking for such a word
To hear it again.
12. Noun.
Part of the speech is amazing -
Called a noun.
The subject means
On Who? What? Answers.
Items that answer the questions Who? What?
About people, animals and fish,
Insects and all birds
Let's ask together - who are they?
All other items
What? We'll ask the question.
13. Adjective
Sign subject means,
To the questions What? Which one, which ones? Which? answers.
Attached to a noun
It's called an adjective.
Agrees with him everywhere.
In gender, number, case.
14. Verb.
Part of speech asks
What to do?
What did you do?
What will you do?
It is important to call oneself a verb
The action of an object denotes.
15. Three declensions of nouns.
I'm called a noun,
I divide it into three declensions:
1st declension - with ending - A and Z -
Feminine and masculine, friends.
2nd declension - masculine gender without ending,
And the neuter gender - O - E - has a smooth sound.
3rd declension - feminine with b at the end of all words
Remember - this is a rule for all students!
16. Cases.
There are six brother cases
There are no more friendly people in the world.
Living in agreement
And they keep order.
Nominative
He is the most important of all.
To the questions who? What? answers
It happens to be the subject of a sentence.
And now genitive case,
It is no less significant.
No one? what? - worries
And it agrees with the preposition in rhyme.
(About, with, for, without, from, from, to, at, around, except, after.)
Dative -
good man,
Everything tends to be like this:
Give to whom? what? Hurry up -
By k (a) - there are no more friendly prepositions!
Accusative
always admires
I see what? whom? worries
Through, in and on, for, about -
It is easy to agree with the preposition.
Instrumental case
broadcasts
Proud of whom? And with what? decides.
Prepositions: between, with and above, for, under
With words he protects friendship.
Prepositional
success promises you,
About whom? About what? He thinks about everyone.
He doesn’t forget his prepositions,
At, in, about, about, on - he exclaims loudly.
Vowel letters A E E I O U Y E Yu YA A O U Y Y E - these vowels indicate the hardness of consonant sounds. And - denotes the softness of consonant sounds. E Yo Yu Ya - these vowels denote the softness of consonant sounds, and at the beginning of a word or after another vowel - two sounds.
PHONETIC ANALYSIS OF THE WORD Com - pyu - ter -- 9 sounds, 9 letters, 3 syllables K - consonant, hard, paired unvoiced O - vowel, unstressed M - consonant, hard, unpaired voiced P - consonant, soft, paired unvoiced b - Yu – vowel, stressed T – consonant, hard, paired unvoiced E – vowel, unstressed R – consonant, hard, unpaired voiced.
REMEMBER In combinations CHK CHN LF NSCH RSHCH soft sign not written. night mason wrangler Dividing soft sign is written after consonants before vowels E E I Yu Ya dress streams monkey Dividing solid sign written after a prefix ending in a consonant before the vowels E E Yu Ya entrance rise explanation
SPELLING OF PRESIDENTS Prefixes without-voz-iz-iz-niz-raz-through-through- are written before vowels and voiced consonants. takeoff waterless distribute Prefixes bes- vos- vs- is- nis- through- through- are written before voiceless consonants. education remember scare
PARTS OF SPEECH NOUN answers the questions who? What? Indicates an item. THE ADJECTIVE answers the questions which? which? which? which? Indicates an attribute of an object. VERB answers the question what to do? what to do? Indicates the action of an item. PRONOUN refers to objects, but does not name them.
CASES OF NOUNS Name of case Auxiliary words Case questions Prepositions I. p.estkto? What? R. no one? what? without, near, to, from, about, from, near, with, at D. p. let me approach whom? what? to, according to V. p.vizhukogo? What? under, behind, about, through, in, on etc. happy? how? for, between, above, under, with P. p. talk about whom? about what? in, about, about, on, at
NUMBER OF ADJECTIVES The number of adjectives is determined by the number of the noun with which it is used Number Gender Singular Plural Masculine ripe fruit high ceiling ripe fruit high ceilings Feminine gas stove blue blouse gas stoves blue blouses Neuter gender short distance summer dress short distances summer dresses
INDEFINITE FORM OF VERB Verbs come in perfect and imperfect forms. Perfect form - the action has already been done, completed, that is, perfect. What did you do? - wrote, learned. Imperfect species- the action is not yet completed. What is he doing? - writes, teaches. REMEMBER. Particles not with verbs are always written separately: Didn’t learn.
CONJUGATION OF VERBS I conjugationII conjugation All verbs ending in –et, -at, ot, -ut, -t (except for 11 exception verbs), as well as verbs in –it: shave, build, lay Verbs ending in –it (in the indefinite form), as well as 11 verbs: drive, breathe, hold, depend. See, hear and offend. And also endure, twist, hate and watch.
PRONOUN Pronouns indicate objects, signs and qualities, but do not name them. Personal pronouns I, we, you, you, he, she, it, they Demonstrative pronouns this, this, this, these Interrogative pronouns who, what, which, which, whose, how many Negative pronouns nobody, nothing, none, no one's Indefinite pronouns someone, something, anyone, anything, something, somebody
ADVERB Adverb – immutable part speech denoting a sign of action or quality. Adverbs formed from short adjectives with prefixes: At the end of adverbs after hissing ones, b is written: wide open, away. (except: married, unbearable, already). in-, for-, on- have the letter o at the end to-, from-, s- have at the end the letter a from right to left since ancient times
UNION Unions are functional parts of speech that connect homogeneous members in a simple sentence and simple sentences as part of complex sentence. The sun rose and illuminated everything around. The boy ran after the dog, but did not catch up with it. The eye sees, but the tooth numbs. Mushrooms and berries grow in the forest.
TYPES OF SENTENCES By intonation Exclamatory Non-exclamatory I was given a puppy! I was given a puppy. According to the purpose of the statement: Declarative Interrogative Incentive The weather is beautiful outside. Why aren't you walking? Go quickly. By the presence of minor members UnextendedExtended Spring has come. The long-awaited spring has come
MEMBERS OF THE SENTENCE Main Subject Predicate Who? What? (noun, pronoun) What does it do? (verb) boy draws Minor DefinitionAdditionAdverbial adjectiveexistence adverb, noun I read interesting book. I met a friend. We walked quickly.
DESCRIPTION OF RESOURCES USED When compiling this manual, the authors relied on theoretical material: Textbooks Russian language for grades 1 - 4 compiled by M. Kh. Tokhtakhodzhaeva and N. M. Weizman (Tashkent Shark, 2004); Textbooks Russian language for grades 1 - 4 compiled by Ramzaeva (Moscow Bustard, 2002); - Teacher magazine website
A sample Russian language program was created on the basis of the federal component state standard primary general education. It is designed to clarify the content educational standard according to this educational field taking into account intersubject and intrasubject connections, logic educational process And age characteristics junior schoolchildren. The program gives conditional distribution teaching hours for major sections of the course. The sample program serves as a guide for copyright developers curricula, but is not recommended as a working one, since it does not contain the distribution of educational material by year of study and individual topics
Document structure
The sample program includes three sections: Explanatory note , revealing the characteristics and place of the academic subject in the basic curriculum, the goals of its study, the main content lines; Main content training with an approximate distribution of training hours by sections of the course and Requirements for the level of training graduating from primary school.
general characteristics academic subject
The academic subject “Russian language” occupies leading place V primary education, since it is aimed at forming functional literacy younger schoolchildren. Success in learning the Russian language largely determines the quality of a child’s preparation in other languages. school subjects. Russian language training in primary school represents the initial stage of the education system native language. At this stage, not only preparation for language learning is carried out (the period of literacy training), but also language learning at a conceptual level accessible to children 6-10 years old. The specificity of the initial Russian language course lies in its close relationship with literary reading. These two subjects represent a single philological course, in which the study of the native language is combined with initial literary education and learning to read. The study of the Russian language in the first grade begins with the integrated course “Teaching literacy”; its duration
(approximately 24-26 school weeks, 9 hours per week) is determined by the pace of student learning, their individual characteristics and the specifics of the ones used teaching aids. In the Model Program, the content of literacy training is presented in both the Russian language course and the literary reading. There are three periods in literacy learning: pre-literate preparatory; alphabetic - basic, post-alphabetic - final. The sequence of work and the nature of exercises at each stage of teaching literacy are determined by the laws of the sound analytical-synthetic method. Learning to write goes in parallel with learning to read, taking into account the principle of coordination of oral and written speech. Children master handwriting new letter, learn to combine it with previously studied letters, practice writing letter combinations in syllables, words, sentences, and small texts. The basis of an elementary graphic skill is formed along with speech skills, enrichment and activation of the vocabulary, the formation and development phonemic hearing, as well as grammatical and spelling propaedeutics. After the “Teaching Literacy” course, separate study of the Russian language and literary reading begins. Russian training
language after a period of literacy training is based on the acquisition essential features morphological, syntactic, word-formation concepts, on establishing connections between the characteristics of concepts, on establishing connections between concepts. Generally initial course Russian language is presented as a set of concepts, rules, information that interact with each other and are the basis for intellectual and communicative development children. Thus, the course has a cognitive-communicative orientation, which involves introducing communicative motivation into the consideration of various sections and topics of the course,
close attention to the meaning of all linguistic units, to their function in speech. The explanatory aspect of describing the language system is being strengthened, teaching speech culture, developing communicative skills in situations relevant to the communication practice of primary schoolchildren, mastering real speech genres(note, letter, annotation, etc.)
In elementary school, spelling is not highlighted as a special section of the curriculum. Spelling rules are considered in the system of studying phonetics, morphology, morphemics. Students are expected to become familiar with different principles Russian spelling (without introducing terminology). Formation of a clear, sufficiently beautiful and quick letter occurs in the process of special exercises, which can be carried out in separate calligraphy lessons (1 hour per week) or as part of a Russian language lesson. Consolidating hygienic writing skills, developing small muscles and freedom of movement of the hand, practicing the correct form of letters, rational connections, achieving rhythm and smoothness of writing are the tasks of calligraphy classes and are solved in the system of work on
groups of letters in order of complexity of their style. The predominance of work on written speech (its development in younger schoolchildren lags behind the development oral speech throughout primary school) requires sufficient quantity writing exercises different types and their presentation in a system from simple to complex, individualization and differentiation of training.
Learning Objectives
Studying the Russian language in primary schools with Russian as the language of instruction is aimed at achieving the following goals:
- development speech, thinking, imagination of schoolchildren, the ability to choose language means in accordance with the conditions of communication, the development of intuition and a “sense of language”;
- development initial knowledge of vocabulary, phonetics, grammar of the Russian language; mastery in elementary ways analysis of the studied language phenomena;
- mastery the ability to write and read correctly, participate in dialogue, and compose simple monologue statements;
- upbringing a positive emotional and valuable attitude towards the native language, a sense of involvement in preserving its uniqueness and purity; awakening cognitive interest To native word, desire to improve your speech.
Main content lines
The language material is presented in the sample program by the following content lines: phonetics, graphics, morphemics, grammar (morphology and syntax), spelling and punctuation. Along with linguistic knowledge, the sample program includes information from the field of speech: text, types of text, topic and main idea of the text, etc.
Place of the subject in the basic curriculum
In accordance with the basic curriculum Russian language is studied from grades I to IV. Total number hours – 675. Of these, a time reserve (10%) is allocated, which developers of proprietary programs can use at their own discretion.
General educational abilities, skills and methods of activity
An important role in teaching the Russian language is played by purposeful work to develop elements of educational independence in younger schoolchildren, the ability to work effectively with educational book, enjoy linguistic dictionaries and reference books, developing the habit of referring to them. The program has a special section “Types speech activity” to emphasize role, place and meaning speech work. Such sections of the program as “Phonetics and Graphics”, “Morphology”, “Vocabulary”, “Word Composition” (“Morphemics”), “Syntax and Punctuation” are aimed at developing in primary schoolchildren a holistic understanding of their native language, its morphological, morphemic and syntactic structure, sound-letter composition, intonation and lexical richness.
Learning outcomes are presented in the Requirements for the level of preparation of those graduating from primary school and contain three components: know/understand – a list of knowledge necessary for each student to master; be able to – possession specific skills and skills; a group of skills that the student can use outside is also highlighted educational activities – use acquired knowledge and skills in practical activities And
Everyday life.
MAIN CONTENT
Types of speech activity
(135-130 hours)
Listening (listening). Awareness of goals and situation oral communication. Adequate perception sounding speech. Understanding by ear the main and secondary information of the presented text, determining its main idea, conveying its content by question.
Speaking. Usage linguistic means in oral speech in accordance with the goals and conditions of communication. Practical mastery of the dialogical form of speech. Formation of skills to start,
support, end a conversation, attract attention, etc. Practical mastery of oral monologue statements different types(description, narration, reasoning) on topics accessible to children. Mastery of norms speech etiquette in educational and everyday communication(greeting, farewell, apology, gratitude, making a request). Compliance spelling standards and correct intonation.
Reading. Reading and Comprehension educational text(spelling rules, grammatical concepts, wording of questions and assignments), re-reading the text on assignment, selective reading in order to find the necessary educational material.
Letter. Teaching basic writing and developing calligraphy skills (208 hours). Getting to know hygienic requirements when writing. Writing letters, letter combinations, syllables, words, sentences in the literacy system. Subsequent strengthening of hygienic writing skills. Development of small muscles of the fingers and freedom of movement of the hand. Correct form of letters and their connections. Gradual transition to cursive writing. Copying, writing from dictation in accordance with learned rules. Presentation of the content of the text listened and read (detailed, condensed, selective). Presentation of a narrative text, a narrative with descriptive elements. Creating written statements different styles, genres and types of speech (letter, note, congratulations, feedback, instructions). Creation of short texts (essays) on topics interesting to children (based on impressions, literary works, plot paintings, series of paintings, viewing a fragment of a video, etc.)
Text. Awareness of the text as a result of speech activity (at practical level). Text features. Highlighting the theme, main idea in the text. Drawing up a text plan. Features of narrative text and descriptive text. Creating simple texts various types in accordance with the conditions of communication in the educational and everyday spheres, texts of a figurative nature (after detailed preliminary preparation).
Language system (practical acquisition)
Phonetics and graphics
(135-130 hours)
Sounds and letters: vowels and consonants. Vowels are stressed and unstressed. Consonants are voiced and voiceless, soft and hard; paired and unpaired consonants in terms of voicedness and deafness, in terms of softness and hardness. Their distinction. Dividing words into syllables. Word stress. Sound-letter analysis as the basis for the “translation” of a spoken word into a written word. Pronunciation and designation in writing of stressed and unstressed vowels in a word. Pronunciation and designation in writing of paired consonants in a word, designation of the softness of consonants. The relationship between sounds and letters in words like table, horse; in words with iotated vowels, double and unpronounceable consonants.
Separative pronunciation of sounds in a word and ways to designate them. Separating b And ъ signs. Pronunciation and designation in writing of words with combinations zhi-shi, cha-cha, chu-chu, chk-chn.
Russian alphabet: correct names of letters, knowledge of their sequence. Ability to use the alphabet when working with dictionaries, reference books, and catalogs. Use capital letter at the beginning of a sentence, in proper names. Non-letter graphic means: space (separate writing: in the field, at six, to me etc.), dash (hyphenation sign: book, cover etc.).
Composition of the word
(105-110 hour)
Related words. Isolation and definition significant parts words: root, ending, prefix, suffix. Analysis of words by composition. Similar words and various shapes the same word.
Formation of new words (single roots) using suffixes and prefixes. The meaning of suffixes and prefixes. Their semantic, emotional, visual capabilities.
Verifiable and unverifiable vowels and consonants in the root of a word.
Spelling of unstressed vowels at the root of a word. Spelling of paired consonants at the root of a word. Spelling words with unpronounceable consonants. Spelling double consonants.
Spelling of vowels and consonants in prefixes that cannot be changed in writing.
Different ways to check the spelling of words: changing the form of the word; selection of cognate words; use of a spelling dictionary.
Morphology
(160-170 hours)
Noun. Meaning and use. Distinguishing nouns that answer the questions “who?” So what?"; nouns of masculine, feminine and neuter gender. Noun gender: male, female, medium. Masculine nouns and female with hissing at the end ( rye, knife, night, ball, mouse, reed, thing). Changing nouns according to numbers. Changing nouns by case ( case questions) and numbers. Distinguishing between the first, second, third declension of nouns. Spelling unstressed case endings nouns of I, II, III declension (except for nouns in –mya, -iy, -ya, -e, -iya, -ov, -in ).
Adjective. Meaning and use in speech. Changing adjectives by gender, number and cases, agreement with nouns. Declension of adjectives,
except for adjectives -iy, -ya, -ov, -in. Spelling unstressed endings adjective names (except for an adjective with a base on ts ).
Pronoun. General overview about the pronoun. Personal pronouns, meaning and use in speech. Personal pronouns of the 1st, 2nd, 3rd person, singular and plural. Declension of personal pronouns. Separate writing prepositions with personal pronouns.
Verb. Meaning and use in speech. Indeterminate form verbs, questions “what to do?” and “what to do?” Changing verbs by tense. Changing verbs according to persons and numbers in na-
standing and future tense (conjugation). Methods for determining I and II conjugation of verbs (practical mastery). Changing past tense verbs by gender and number. Practical mastery of the method of determining verb conjugation by stressed ending and in an indefinite form. Spelling verbs in the 2nd person singular (-sew ). Spelling of unstressed personal endings of verbs (I and II conjugations), Not with verbs.
Pretext. The meaning of prepositions in speech. The difference between prepositions and prefixes. Separate writing of prepositions with other words.
Vocabulary
The word and its meaning. Vocabulary wealth Russian language. Unambiguous and ambiguous words, their differentiation. Direct and figurative meaning words: analysis of usage patterns in the text,
use in one's own speech. Synonyms and antonyms: observation in standard texts, use in speech.
Dictionaries of the Russian language and their use in educational activities and everyday life.
Syntax and punctuation
Distinguishing sentences, phrases, words (their similarities and differences). Varieties of sentences according to the purpose of the statement (narrative, interrogative and incentive); By emotional coloring(intonation) – exclamatory and non-exclamatory sentences. Punctuation marks at the end of sentences: period, question mark and exclamation marks. Intonation features of narrative, incentive, interrogative and exclamation sentences. Logical stress(practical learning).
Main and minor members proposals (without introducing terminology). Subject and predicate. Establishing connections between words in a sentence. Order of words in a sentence.
Offers with homogeneous members without unions and with unions and, a, but. Intonation of enumeration. Punctuation marks in sentences with homogeneous members.
Distinguishing and using simple and complex sentences in speech.
REQUIREMENTS FOR THE LEVEL OF PREPARATION FOR COMPLETING PRIMARY SCHOOL
As a result of studying the Russian language, the student must:
know/understand
- significant parts of a word;
- signs of the studied parts of speech;
- types of sentences according to the purpose of the statement and emotional coloring.
be able to
- analyze and briefly characterize speech sounds and word composition; parts of speech, sentence;
- distinguish between pronunciation and spelling of words;
- find a way to check the spelling of a word (including using a dictionary);
- copy a simple text of 70-90 words without errors;
- create simple monologue texts on topics accessible to children in the form of narration and description;
- observe the studied norms of spelling and punctuation (dictation - text of 75-80 words);
Use acquired knowledge and skills in practical activities and everyday life For:
- adequate perception of spoken speech (statements of adults and peers, children's radio programs, audio recordings, etc.);
- working with a dictionary (alphabet);
- compliance with spelling standards;
- creations verbally and writing simple texts on topics of interest to primary school students;
- mastering the norms of Russian speech etiquette in situations everyday communication(greeting, farewell, gratitude, greeting card, A letter to a friend).
The academic subject “Russian Language” occupies a leading place in primary education, since it is aimed at developing the functional literacy of younger schoolchildren. Success in learning the Russian language largely determines the quality of a child’s preparation in other school subjects.
Teaching the Russian language in primary school is the initial stage of the system of teaching the native language. At this stage, not only preparation for language learning is carried out (the period of literacy training), but also language learning at a conceptual level accessible to children 6-10 years old. The specificity of the initial Russian language course lies in its close relationship with literary reading. These two subjects represent a single philological course, in which the study of the native language is combined with initial literary education and learning to read.
The study of the Russian language in the first grade begins with the integrated course “Teaching literacy”; its duration (approximately 24-26 school weeks, 9 hours per week) is determined by the pace of student learning, their individual characteristics and the specifics of the teaching aids used. In teaching literacy there are three periods: pre-literate - preparatory; alphabetic - main, post-alphabetic - final. The sequence of work and the nature of the exercises at each stage of teaching literacy are determined by the laws of the sound analytical-synthetic method. Learning to write goes in parallel with learning to read, taking into account the principle of coordination of oral and written speech. Children master the outline of a new letter, learn to combine it with previously learned letters, and practice writing letter combinations in syllables, words, sentences, and small texts.
The basis of an elementary graphic skill is formed along with speech skills, enrichment and activation of the vocabulary, the formation and development of phonemic hearing, as well as grammatical and spelling propaedeutics.
After the “Teaching Literacy” course, separate study of the Russian language and literary reading begins. Teaching the Russian language after a period of literacy training is based on the assimilation of essential features of morphological, syntactic, word-formation concepts, on establishing connections between the features of concepts, on establishing connections between concepts. In general, the initial course of the Russian language is presented as a set of concepts, rules, information that interact with each other and are the basis for the intellectual and communicative development of children. Thus, the course has a cognitive-communicative orientation, which involves introducing communicative motivation into the consideration of various sections and topics of the course, close attention to the meaning of all linguistic units and their function in speech. The explanatory aspect of the description of the language system is strengthened, teaching the culture of speech, the formation of communication skills in situations relevant to the communication practice of primary schoolchildren, mastering real speech genres (note, letter, annotation, etc.) Sample programs primary education. Russian language. - M.: Education - AST, 2004. P. 9..
In elementary school, spelling is not highlighted as a special section of the curriculum. Spelling rules are considered in the system of studying phonetics, morphology, and morphemics. It is intended to familiarize students with various principles of Russian spelling (without introducing terminology).
The formation of clear, fairly beautiful and fast writing occurs in the process of special exercises, which can be carried out in separate calligraphy lessons (1 hour per week) or as part of a Russian language lesson. Consolidating hygienic writing skills, developing small muscles and freedom of hand movement, practicing the correct form of letters, rational connections, achieving rhythm and smoothness of writing constitute the tasks of calligraphy classes and are solved in the system of working on groups of letters in the order of complicating their outline.
The predominance of work on written speech (its development in younger schoolchildren lags behind the development of oral speech throughout primary school) requires a sufficient number of written exercises of different types and their presentation in a system from simple to complex, individualization and differentiation of teaching.
Learning Objectives
Studying the Russian language in primary school is aimed at achieving the following goals:
1. development of speech, thinking, imagination of schoolchildren, the ability to choose means of language in accordance with the conditions of communication, development of intuition and “sense of language”;
2. mastering initial knowledge of vocabulary, phonetics, and grammar of the Russian language; mastering elementary methods of analyzing the studied phenomena of language;
3. mastering the skills of writing and reading correctly, participating in dialogue, and composing simple monologue statements;
4. fostering a positive emotional and value-based attitude towards the native language, a sense of involvement in preserving its uniqueness and purity; awakening cognitive interest in the native word, the desire to improve one’s speech.
Modern problems in teaching the Russian language
Society faces the acute problem of creating a normal spiritual environment for the development of a child. The Russian language is one of those subjects in which the results of studying and proficiency in it are determined not only schooling, but to a large extent also by the society in which the child lives, the linguistic, moral and aesthetic environment surrounding him. established in modern society language environment does not contribute to the development of a feeling of love for the Russian language, a reverent, patriotic attitude towards it. Only the school, only the teacher cannot change this situation. Wanted government measures to protect the country's language from the senseless influx of Americanisms, vulgar and vulgar speech stamps, intensively propagated by the media.
However current state speech culture due not only to socio-political reasons, but also to miscalculations in the teaching of philological disciplines in general and in particular in the teaching of the Russian language:
1. The study of literature occurs, according to the established tradition, autonomously; the content and structure of the disciplines of the philological cycle are not always consistent.
2. The educational potential of the subject “Russian language” is not sufficiently realized.
3. The orthographic orientation remains dominant in the practice of teaching the Russian language.
4. Methods used in teaching the Russian language in educational institutions not always sufficiently focused on development creativity students Bolotov V.A. On teaching the Russian language in educational institutions // World of Russian Word. - No. 02. - 2002..
