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Correctional educational goals:

Create conditions for generalizing and clarifying children’s knowledge about winter and winter fun, for activating and expanding the vocabulary through words - actions, words - signs, for developing a sense of language through the formation of related words. Development of coherent speech (composing sentences on the topic “Winter”, “Winter fun”).
Develop the ability to understand the meaning of words and expressions.
Consolidate and improve the skills of sound-syllable analysis of words and reading words and sentences.

Corrective and developmental goals:

Develop optical-spatial concepts based on the game “What the artist didn’t draw.”
Develop dialogical speech.
Develop personal qualities: activity, curiosity, independence, the ability to apply acquired knowledge in independent activities, develop the ability to self-esteem and introspection.
Develop universal skills: the ability to listen to the teacher and follow his instructions

Educational goals:

Cultivate a sustained interest in lessons, initiative, a desire for active work, and independence in decision-making.

To cultivate love and respect for the Russian language and attention to one’s own speech.

Equipment:

Magnetic board, computer, TRACEBOARD R board, pictures of winter nature, the painting “What didn’t the artist paint?”, a picture of the evil old woman Winter, signs.

During the classes

I Class Organization

We have guests. Say hello. (Hello.)

Take your seats.

II Psychological and pedagogical attitude “The connecting thread”

Here's a ball. We will pass it on to each other and say wishes.

(Ranit, listen carefully.

Nailya, think.

Igor, speak well.)

III Communicating the topic and objectives of the lesson.

Do you want to know what we will talk about in class today? To do this you need to solve a crossword puzzle.

White in winter,
And in the summer it’s gray.
Doesn't offend anyone
And he is afraid of everyone.
We are nimble sisters
Craftswomen run fast,
In the rain we lie down,
We run into the snow,
This is our regime.
Invisible, carefully
He comes to me
And he draws like an artist
He patterns on the window.
You and I will recognize the animal
According to two such signs:
He's wearing a fur coat in the gray winter,
And in a red fur coat - in the summer.

Schoolchildren solve riddles and write down the answers on the TRACEBOARD R board with a felt-tip pen.

What are we going to talk about? (We'll talk about winter.)

Today in class we will learn to retell K.D. Ushinsky’s fairy tale “The Mischief of the Old Woman Winter.”

IV Preparatory work.

1. Development of auditory perception. (work behind the screen)

Remember what you know about winter.

Name the signs of winter (in a chain), adding a picture to your words.

(-Snowing.

Cold wind is blowing.

There are big snowdrifts all around.

Ice on the river.

The weather is cold and frosty.

There are frosty patterns on the windows.

There are caps of snow on the trees.

There are icicles on the roofs.

Blizzard.)

You know a lot of signs of winter, well done.

2. Selection of words with the same root (working with an interactive whiteboard - moving objects)

Tell me, what kind of weather can it be in winter?

If it's going on the street snow then the weather snowy.

Find the same words:

Freezing
Wind
Cold
Cold

The weather is cold, windy,...

(children bring the corresponding cognate words to each other):

Frost - frosty
Wind - windy
Cold-cold
Cold - cold.

You worked well and quickly found the right words.

3. Development of linguistic sense, by denoting the semantic meaning of words in other words.

I will read the sentences to you, and you think about how you can say it differently:

Winter has come, white flies have flown.

The birds are cold and hungry in winter, they sounded the alarm about what to do next, what to do.

Children are not afraid of frost. There is no room for an apple to fall on a hill.

Winter will never make any sense, why is no one afraid of it?

The old woman hung her head - winter and became sad.

V Learning new things.

1. Initial perception. (film-strip) Presentation 1.

What is this fairy tale about? (A tale about winter, how she wanted to destroy everyone, freeze everyone.)

Who is the main character of the fairy tale? (The main character is an old woman - winter.)

Game “What has winter done?” - depict the actions: (Children remember the actions and depict them.)

Got angry

Blown cold

I went after the animals

Scattered the leaves

I started crying.

2. Independent acquaintance with the fairy tale.

Read the first part yourself. (Read part 1 of the tale independently.)

Vocabulary for students on the blackboard.

What did the old woman winter do? (I got angry....)

What are you up to? (I decided to drive everyone away from the world.)

Who did you get to first? (I began to... get there.)

Why couldn't she freeze the birds? (......became......and flew to......Stayed......)

Presentation 2.

Read the second part in a chain, one sentence at a time. (Reading in a chain.)

Then who did the old woman attack on? (She attacked the animals.)

What did she do? (She covered the fields with snow.)

What does it send to earth? (Sends frost after frost.)

Gymnastics for the eyes. Winds and snowstorms blew. (They follow the movement of winter on the pointer with their eyes.)

Who wasn’t scared of the frost? (The animals weren’t scared.)

What does a squirrel do? (The squirrel gnaws nuts.)

What is the bear doing?

Bunny?

Make up a sentence using these words. (working with an interactive whiteboard)

squirrel chews nuts in a hollow

den Bear sucks paw in

jumping Zainka warms himself

What do pets do? (In the stalls they chew hay.)

Who can tell this part of the text using presentation pictures and supporting words?

Children recite part of the text using reference words, at which time a presentation with pictures showing the content of the text is shown on the board. ( Vocabulary on the board: Pounced..... Confused......

Fail.....Sending.....Don't be scared.....)

Read the next part word by word, be careful. (reading one word at a time, in a chain).

What happened to the rivers and lakes? (Rivers and lakes froze.)

What did all the fish do? (The fish went deep.)

Tell this part of the text using pictures from the presentation and supporting words? (Dictionary: Angry....

Getting there Frozen...... .......went deep)

Children recite part of the text using reference words, at which time a presentation with pictures showing the content of the text is shown on the board.

Listen to the last part of the tale and say what was the most offensive for Winter.

Audio recording and slide show.

What was winter thinking? (I wanted to freeze people.)

What is she sending at people? (It sends severe frosts.)

What do people do? (People have lit the stove, are baking pancakes, laughing at winter.)

What do children do in winter? (One child makes a sentence, then everyone together depicts children’s games in winter) (The guys play snowballs. The children sled and ski. The children make a snowman. The guys skate.)

I have a picture. Look carefully and tell me what the artist forgot to draw? (They look at the picture, show where there is no object, name which one. (for example: children are skating, there is one skate missing, etc.).

Tell the last part using pictures from the presentation. (Stories based on pictures and supporting words.)

What does winter cry mean? (Drips from the roof. (Picture)

3. Game “Snowball” (remember - repeat).

I have a winter ball, would you like to play with it? Look how long his tail is. I say a sentence, and you remember it and repeat it.

Winter is angry.

The old woman - winter - got angry.

The old woman - winter - got angry with the birds.

The old woman was terribly angry - it was winter at the birds.

The old woman became terribly angry - winter with birds and animals.

The old woman became terribly angry - winter with birds, animals, people.

The old woman became terribly angry - winter - with birds, fish, animals, people.

The old woman became terribly angry - winter - with birds, fish, animals, people and children.

(First they listen, then they repeat the sentence after the teacher in chorus.)

VI Consolidation

1. Retelling based on leading questions, using a presentation.

The old woman, winter, got angry and decided to drive everyone away from the world. Who did she get to first? (- Until the birds.)

Why couldn't she freeze the birds? (The birds began to gather in flocks and flew to warm countries.)

Winter covered the fields with snow and filled the forests with snow. Sends frosts. Why weren't the animals afraid of winter? (The animals were not afraid of winter: a squirrel in a hollow is gnawing nuts, a bear in a den is sucking a paw, domestic animals in warm barns are chewing hay.)

Why couldn't winter freeze people? (People have lit the stoves, are baking pancakes, laughing.)

What was the most offensive thing about winter? (What was more offensive was that even the children weren’t afraid of her. The kids sledded, skated, made a snow woman, played snowballs.)

Why did winter cry? (Out of anger.)

How do we understand that spring is near? (Winter tears dripped.)

2. Game “What has Winter done?” Formation of past perfect verbs with the prefix “for”.

Go to the window, look out the window. (They go to the window.)

I woke up early in the morning, looked out the window and was surprised: “Zimushka - Winter, what have you done?”

(The teacher says the beginning of the sentence, children form verbs from these words)

Winter came with frosts and that’s it... (They answer in chorus: FROZEN)

The blizzard is chalk and all the paths..... (BLOWED)

The river was covered with ice and the whole...... (FROZEN)

Winter called a blizzard and that’s it... )

Snow powder on the paths is all..... (PORROWED )

3. Independent creative retelling.

Now let's tell our tale. Tell me on behalf of the birds. (Schoolchildren speak in 1st person.)

Who wants to tell a story on behalf of fish?

From people?

From children?

VII Summary. Reflection

What fairy tale did we retell today? (The fairy tale “The Pranks of the Old Woman - Winter.”)

Do you think we succeeded? Why? (Yes. We told it ourselves, you helped us a little.

We didn’t forget anything, we told it in order.)

Psychological mood “Spring sun. The snowman has melted.”

Literary reading Lesson 51

Comprehensive school No. 33 Sidorenkova Lyubov Grigorievna

Goal: to promote the development of children's aesthetic perception, cognitive interest, and develop a love of music; develop students’ speech and children’s imagination; Expand words knowledge; improve reading technique; develop healthy lifestyle habits.

Summarizing conversation about the story.
What has winter dressed the forest in?
What kind of extraordinary light was shining through the window?
What did Frost paint on the windows? What else did he do to relieve boredom? A folk sign says: “If there is a column of smoke, it means the weather will be good.”
How is this stated in the story? Check out this folk sign.

From what word are all the words highlighted in the text derived?
What are these words called?
Form related words from the word freezing.
What's fabulous about this poem?

I give you a riddle drawing.

Read the word on it.

Conversation.
What winter activities are you talking about?
children are discussed in the poem?
What else do you like to play in winter?

Students reading JI's poem. Kvitko “At the skating rink” in a chain

Race, race, race, race!

To meet the wild wind,

So that it rings, so that it carries,

Let your cheeks burn!

Roll out early

And on a sled and without a sled,

On logs, on a log,

On my knees, on my back,

If only down, if only into the snow,

If only I could move out before everyone else!

Sends frost, snow and blizzards

Getting kids out of bed.

It's boring in the field alone,

"Mischievous and brave,

White-white-white

You come from beyond the mountains

They drag us out into the yard.

You are with us all winter -

You're rushing after the sleigh,

You pinch your ears painfully,

You dry all the roads.

On the ponds

You built us skating rinks by the river.

He spread them wide and far,

Made them strong as steel!”

What else can you ride in winter according to the author’s advice?
Which lines of the poem say that the guys love winter? Read.
How do the guys try to appease the frost?

Troika, troika arrived.
The horses in that trio are white.
And the queen sits in the sleigh -
White-haired, white-faced.
How she waved her sleeve -
Everything was covered in silver.

What kind of queen is this?
What is she like?
What kind of three is this?
Name the winter months.

December ends the year, winter begins.
January is the beginning of the year, winter is the middle.
February is a fierce month, he asks how he is wearing shoes.
Explain how you understand each of these proverbs.

I am both a cloud and a fog,
And the stream and the ocean,
And I fly and I run,
And I can be glass! (Water)

What states can water exist in?
(Liquid, solid, gaseous.)
What kind of water can be carried in a sieve?

The puppy looked at the first snow
and couldn’t understand anything.
Why are there so many white flies?
crowded into our yard?
Or maybe it's bird fluff
flying over the fence?
He opened his mouth -
and enough snow -
and began to chew thoughtfully...
He chews and chews, but here’s the problem
Only water on the tongue
The puppy was completely embarrassed
And went back to the kennel
He wasn't stupid, he was just small
And I saw snow for the first time...
Is it possible to eat snow and ice? Why?

Be embarrassed- feel embarrassed, feel awkward.

It was fun on the hill for Sana, Sonya and Egorka,
But Marusya didn’t ride -
She was afraid to fall into the snow.

Against the background of the music of P. I. Tchaikovsky “December,” the teacher reads I. Nikitin’s poem “The Bad Weather Made a Noise.”

She made noise and walked around
there is bad weather in the field;
covered with white snow
smooth road.
Covered with white snow
no trace left
A blizzard and blizzard arose
there is no light in sight.

Choose words that are close in meaning to the word blizzard. (Snowfall, blizzard, whirlwind, blizzard.)

Let's get acquainted with K. Ushinsky's story “The Mischief of the Old Woman-Winter”, find out whether winter is always so kind, and understand why the writer calls her an old woman.

What word that is similar in meaning would you replace the word leprosy ? (Pranks .)

We will read the story, divide it into parts and make a story plan.
1 part. From the beginning to the words “...and he hid under the eaves.”
How do you understand the expression “I decided to snatch every breath from the world”
Why did winter decide to get to the birds first?
Complete the sentence with words (the sentence is written on the board):
Winter is cold... leaves... from forests and oak forests and... them along the roads.
Dictionary: oak grove- a section of forest where oak trees grow; fear- edge of the roof.
What did the birds decide to do?
Title the first part of the story.

Plan
Winter decided to get to the birds.
The “old woman” attacked the animals.
Winter tries to freeze the fish.
It was not possible to reach people either.
The children are happy about the pranks of the old woman-winter.

Part 2. From the words “They see winter, ...” and to the words “... they drink warm swill.”
Independent reading by students of the second part in a whisper.
Who did winter decide to attack?
What did she do with the field (forest, trees)?
Read how the frosts were angry.
Why weren't the animals afraid of them?
How to title the second part?

Part 3. From the words “Winter is even more angry...” and to the words “...she is warmer under the icy roof.”
“Buzzing” reading of the third part.
Who has winter decided to reach this time?
How did it become rampant on rivers and lakes?
Were the fish afraid of her? Why?
What does "ice roof" mean?
Come up with a title for this part of the story.

Part 4 From the words: “Well, wait, -...” and to the words “... frosts praise Reading in a “chain” (one sentence at a time) of the fourth part.
Who did winter decide to pester?
Read how she tried to do it.
Were people afraid of her?
Title this part of the story.

Part 5 From the words: “The most offensive thing is...” and to the end.
Collective reading of the last part of the story.
Why did winter feel offended?
Read about winter activities for children.
- Tell us how the naughty winter pestered the guys.
Why did winter cry?
Title the last part of the story.

Working with a textbook drawing
Look at the picture in the textbook.
Tell us how you imagine the old woman-winter.
Retelling the story “The Mischief of the Old Winter Woman” by students according to a drawn up plan.
Creative work.
How would you continue the story?
General conversation.
How did the old woman-winter play pranks?
Why are all her deeds called mischief?
What foreshadowed the approach of winter?

Working with the textbook
Read the riddles.
How did you guess that these were skates (icicle)?
(The teacher uses subject pictures: skates, icicle.)

Do you know why skates were called ice skates?
Previously, fathers and grandfathers made skates for children from wood. The front of the skates was made in the shape of a horse's head. So they began to call this thing for skating on ice skates.

What did you learn in class today?
What will you talk about at home, what did you find most interesting in the lesson?

HOMEWORK

Prepare to retell the story according to plan, pick up riddles about winter. In the next lesson we will have a riddle competition.

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Reading lesson in 3rd grade on the topic: "K.D. Ushinsky. "The pranks of the old woman Winter. Fairy tale."

Lesson sent by: Vaulina Elena Nikolaevna, primary school teacher, Abaza, Municipal Educational Institution Abaza Correctional Boarding School 8 types

Reading lesson in 3rd grade

Subject: K.D. Ushinsky. The pranks of the old woman Winter. Fairy tale.

Goals:

1. Practice reading skills, awareness, expressiveness; introduce students to a new work about winter; identify and summarize students’ knowledge about winter, the signs of winter.
2. Develop oral speech, attention, thinking, memory.
3. Cultivate motivation to learn.

Equipment: signs with clouds (different moods), cards with words, cards with texts, multi-colored syllables, proverbs, multi-colored pyramids, pictures about winter, pinwheels hanging on the ceiling in the classroom, a computer.

Program: program for correctional school 8 types.

Textbook:“Book for reading”, textbook for 3rd grade of special (correctional) educational institutions of 8th type, author-compilers Z.N. Smirnova, G.M. Gusev.

Lesson type: lesson in gaining new knowledge.

Lesson format: traditional using multimedia presentation.

Interdisciplinary connections: mathematics, Russian language, speech development.

Differentiated approach: weak students, instead of reading a poem by heart, read it from a textbook; work on different cards than others.

During the classes.

1. Org. Moment.

Good afternoon I hope you are in a good mood. Go to the board and stand under the cloud that most reflects your mood now. (slide No. 1)(Clouds have different “moods” - sad, average, cheerful).

2. Warm up.

1) Breathing exercises.

- Inhale through your nose, exhale through your mouth.
- Inhale, hold your breath, exhale.
- Inhale, exhale, hold your breath.

2) Warm up for the eyes.

A) - close your eyes and then open them.
- make circular movements with your eyes: left-up-right-down-right-up-left-down.
- extend your hand forward, watch your fingernail, bringing it closer to your nose, and then slowly move it back, 5 times.
B) Work according to the table. (slide No. 2)
- Name the color of the circles along the chain.

3) Speech warm-up and for the development of the visual field. (slide No. 3)

Work according to the table. Children look at the dot in the middle of the pyramid and read the syllables written along the edges, then they “build up” the consonants. First - T, then - R.

3. Checking homework.

What topic do we read stories and poems about? (about winter) (slide number 4)

Checking homework- reading poetry by A.S. Pushkin's "Winter Morning" by heart, poor reading students - good poetry reading.

Grading.

4. New topic.

1. Introduction to the topic.

A) Conversation.

- We continue to get acquainted with works about winter.
- Name the winter months in order. (slide No. 5, checking the correctness of the task)
-What month is it? What's the weather like?

B) Working with the board.

- Let's remember the signs of winter.

On the board there is a card with the inscription “winter”, around a card with the words: frost, snow, blizzard, snowdrifts, frost, heat, wind, rain, falling leaves, drops.

We need to connect the signs of winter with the word “winter”. The teacher connects, while deliberately making mistakes, the children correct and justify their choice. 1-2 students to the board. (slide No. 6, checking the correctness of the task)

Well done, you know the signs of winter well. Look at the pinwheels and find pictures that relate to winter.

C) Working with cards.

Winter.

The fields turned white. A warm, fresh breeze blew. Mushrooms grew along the edges of the forest. The river was covered with thin ice and fell asleep, like in a fairy tale. Winter is walking, looking around. It covered the forest with snowdrifts and sent frost after frost. She gave white fur coats to the hares. And the birds began to build nests. The guys fill the skating rink with water. Soon they will be skating on smooth ice. The grass will shine with dew.

Another set of cards is for students with poor reading ability.

Winter.

White... fields. The re... was covered with thin ice, fell asleep, as in a fairy tale.... Winter is walking, looking around... She covered the forest with snowdrifts and sent Moros... for the frost.... Hares have white fur coats... Gave it as a gift. The guys fill the cat with water. Soon they will be skating on smooth ice.

Physical exercise.

Game "Golden Gate"

The teacher and one of the students hold hands, forming a gate. Only the one who names a word, phrase, or sentence related to winter can pass through this gate. Each student passes 1-3 times.

2) Report the topic of the lesson.

- Let’s guess what we will read today.
- Multi-colored syllables are hung in the classroom. 1st row collect blue syllables, - row - green, make words from them.

The composed words are hung on the board - And we will guess the last word together.

Mystery.

The troika, the troika has arrived, The horses in that troika are white, And in the sleigh sits Queen Belokosa, white-faced. How she waved her sleeve. Everything was covered with silver. (winter)

An inscription appears on the board: THE PISSES OF THE OLD WOMAN WINTER. (slide number 8)

- Today we are reading the fairy tale “The Mischief of the Old Woman Winter.”
- What does a fairy tale mean, how does a fairy tale differ from a story?

On the board is a portrait of K.D. Ushinsky, signed with his name and years of life. (slide No. 9)

- Konstantin Dmitrievich Ushinsky (1824-1870) - famous Russian teacher. But he taught children not only at school. His wonderful stories and fairy tales taught him kindness, justice and other good qualities. He loved and appreciated folk art and imitated it in his works. They are written expressively, in a lively and vivid language.

3) Vocabulary work.

The teacher hangs the words on the board, the students look for explanations of the words on the card in the classroom. Reading a word and its meaning.

DUBRAVA- OAK GROVE, FOREST
POSSESSED FIELDS- SNOW FALLED ON THE FIELDS
FIERCE- ANGRY, ANGRY
WINDOWS- GLASS IN WINDOWS
SLED- SLED
LEPERS- FUN, GAMES (slide No. 10)

4) Reading of the text by the teacher. (slide No. 11) (pp. 130-132)

Students silently read the text after the teacher.

5) Conversation on what you read.

- Why do you think the author calls winter an old woman in this fairy tale?
- How did winter decide to deal with the birds?
- What did the birds do?
- How do animals escape the frost in winter?
- What did winter do to rivers and lakes?
- How did the fish hide?
- How did people prepare for winter?
- Why are children not afraid of winter?
- Why did winter feel offended?

Exercise for the eyes. "Pyramid".

5. Consolidation. Working on the text.

1) Find in the text and read words with ь at the end and in the middle of the word.

2) Find in the text and read:

- how birds escaped winter
- what did the animals do to protect themselves from the cold?
- how the fish hid
- how people prepared for winter
- about winter fun for children

3) Find and read passages to which the following proverbs can be matched. Explain the meaning of proverbs. (slides No. 11, 12, 13)

WINTER SUMMER IS SCARY, BUT IT STILL MELTS.
THE FROST IS NOT GREAT, BUT IT IS NOT ALLOWED TO STAND.
WINTER IS NOT SUMMER, WEARING A FUR FURT.

4) Find and read the passage that you liked best.

Relaxation.

The eyelashes droop and the eyes close. We rest peacefully, We fall asleep in a magical sleep, We breathe easily... evenly... deeply... Our hands rest, Our legs also rest, They rest, they fall asleep. The neck is not tense and relaxed. The lips open slightly, everything is miraculously straightened out. Breathe easily... evenly... deeply. (pause) We rested peacefully, fell asleep in a magical sleep, but it’s time to get up. We clench our fists tighter and raise them higher. Stretch! Smile! Everyone open their eyes and sit down nicely.

6. Lesson summary

- What fairy tale did we read today? What, who is it about?
- What did you like most? Do you remember?
- Let's pick up the signs for winter. What is it like, winter?

Children collect words hanging in the classroom related to winter.

WORDS: COLD, HARSH, SNOWY, BEAUTIFUL, FIRE. FROZY, WINDY, LONG-WAITING, LONG, WHITE, HOT, RAINY. (slide No. 15)

Approach the clouds and show them what mood you are in now.

Homework. Grading. (slide No. 16)

1.Reading. Correctional and developmental classes./author-comp..I. Rudchenko. - Volgograd: Teacher, 2007.
2.Elements of V. Bazarny’s health-preserving methodology.
3. Kovalko V.I. School of physical education (grades 1-4): Practical development of physical education, gymnastic complexes, outdoor games for younger schoolchildren; M.: VAKO. 2005. - Teacher's workshop.

Short description

Goal: acquaintance with the fairy tale by K.D. Ushinsky “The Mischief of the Old Woman-Winter.”
Objectives: educational: to ensure that students master K.D. Ushinsky’s fairy tale “The Mischief of the Old Winter Woman”;
- correctional and developmental: develop reading skills when getting acquainted with a fairy tale, dialogical speech, answering questions with complete answers, enrich vocabulary through vocabulary work, develop mental activity when composing proverbs and comparing them with the text of a fairy tale.

Description

Budgetary educational institution of the Kichmengsko-Gorodetsky municipal district "Special (correctional) general education boarding school of the VIII type"
Timofeeva Olga Vasilievna, teacher of Russian language and reading.
Topic of extracurricular reading lesson: K.D. Ushinsky “The pranks of the old woman-winter.”
Lesson number in topic: final lesson on the topic “Pictures of native nature. Winter". Class: 5
The purpose of the lesson: acquaintance with the fairy tale by K.D. Ushinsky “The Mischief of the Old Woman-Winter”.
Lesson objectives:
- educational: to ensure that students master K.D. Ushinsky’s fairy tale “The Mischief of the Old Woman-Winter”;
- correctional and developmental: develop the skills of correct, conscious reading when getting to know a fairy tale, develop coherent dialogical speech, answering questions posed with a complete answer, enrich students’ vocabulary through vocabulary work, develop mental activity when composing proverbs from two parts and comparing them with the text of a fairy tale.
- educational: increase students' learning motivation through the use of ICT and technical communication technologies. Lesson type: combined.Equipment: multimedia installation, presentation, video about winter, fairy tale (video), portrait of K.D. Ushinsky, handouts. During the classes. I. Organizational moment. - I wish you successful work in the lesson. Go to the board and choose a card with the facial expression that matches your mood.
- I hope that at the end of the lesson everyone will be in a good mood.
II. Introduction to the topic.
- To determine the topic of today's lesson, I suggest you watch the video.
Watch the video.
- What time of year did you watch the video about?
- What will we talk about in class?
- Today, in an extracurricular reading lesson, we will summarize our acquaintance with works about winter. We will find out the specific topic of the lesson later.
III. Updating knowledge.
- Name the winter months.
- What month is it?
- What is the weather today?
- Name the main sign of winter.
- What other signs of winter do you know?
Task on cards.
- The cards list the signs of winter. Choose those that relate to winter.
- Which of the following signs may apply to other seasons?
- Remember the works that we met when studying the topic “Winter " (Verse: “In the Enchantress in Winter...”, story "December", verse. “Toward Winter,” story “Everyone in His Own Way,” verse. “Winter is singing and calling out...”, verse. "Birch", verse. "Winter Birch")
- What did you read about in the story “December”?
- Who is the story “Everyone in His Own Way” about?
IV. Determining the topic and objectives of the lesson.
- Today in class we will get acquainted with another work about winter. You can guess its name yourself.
One student will choose cards with yellow syllables, the second student will choose blue, the third student will choose pink and make up words.
- Now join a group and write the title of the work, place it on the board.
- What name did you come up with? (“The Mischief of the Old Woman-Winter”)
- Today in class we will get acquainted with the fairy tale by K.D. Ushinsky “The Mischief of the Old Woman-Winter.”
- I propose to determine the tasks for today’s lesson using diagrams.
(Using diagrams, the objectives of the lesson are determined, the diagrams are placed on the board:
1. Let's meet the writer.
2. Let's get acquainted with the meaning of words.
3. Let's listen and watch a film.
4. We will answer questions.
5. We will read expressively.)
- These tasks will be the plan for today's lesson.
V. New material.
- The fairy tale “The Mischief of the Old Woman-Winter” was written by K.D. Ushinsky.
The writer's portrait is placed on the board.
Konstantin Dmitrievich Ushinsky (1824 - 1870) is a famous Russian teacher. But he taught children not only at school. He taught children kindness, justice and other good qualities with his stories and fairy tales. The fairy tale “The Mischief of the Old Woman-Winter” is one of his children's works.
– Before we get acquainted with his fairy tale, I would like to draw your attention to words and phrases that you will encounter in the fairy tale and the meaning of which may not be clear to you. Let's read them and try to explain the meaning:
- pranks - pampering, fun, games
- squeeze out of the world - destroy
- oak grove - oak grove
- scattered the leaves - blown by the wind
- eaves – the lower hanging edge of the roof
- severe frost - severe frost
- window frames in windows – glass in windows
- sheepskin coat – warm winter clothes
- sled - sled
- help – help
– What do you think a fairy tale with that title might be about?
– Be careful when watching the film and get ready to name the pranks that winter committed.
Watching a movie.
Conversation based on a fairy tale.
- Did you like the fairy tale?
- Why do you think the author calls winter an old woman?
- What winter pranks do you remember?
- What did the birds do?
- How can we help the birds that stay with us for the winter?
- How do animals escape the frost in winter?
- What did winter do to rivers and lakes?
- How did the fish hide?
-Who is not afraid of winter?
- Why are children not afraid of winter?
-Are you afraid of winter?
- Why did winter feel offended?
- Here are sentences from which you need to draw up a plan for a fairy tale. Read the points of the plan:
Winter cried with anger.
Winter decided to freeze the birds.
Winter has fallen on the animals.
Winter is getting to the fish.
Adults and children were not afraid of winter.
- Who is sure that you can already draw up a plan for a fairy tale?
- I suggest you read the fairy tale and make a plan based on it to make it easier to work further.
- Remember the rules of reading.
- Before reading, I suggest you rest your eyes. Consider the snowflakes. (Presentation)
-Are any of them the same?
- Just as in nature there are no two identical snowflakes, so all our snowflakes are different.
- Watch the snowflakes dance.
Reading a fairy tale in paragraphs.
- Try to make a plan based on a fairy tale.
- Compare your plan with your friend’s plan. If, in your opinion, your friend’s work is not correct, correct it.
- We're checking the plan.
- Whose plan was drawn up correctly?
- Where might you need this plan?
- The people have created many proverbs and sayings about winter:
The frost is not great, but it does not require you to stand.
A lot of snow means a lot of bread.
The year ends, winter begins.
- Make up proverbs about winter in two parts.
- What proverbs did you come up with? Explain their meaning.
Frost grabs the lazy one by the nose, / and takes off his hat in front of the agile one.
The frost shackled the river, / but not forever.
How winter is not angry, / but submits to spring.
- To which part of the fairy tale can the first proverb be attributed? Second? Third? Why?
VI. Lesson summary.
- Let's return to the lesson plan and analyze our work. Have we done everything?
- What point of the plan do you think we did not fulfill very successfully?
- How can we fix this?
VII. Homework.
- Learn to read a fairy tale expressively, prepare a retelling according to plan. If you wish, you can draw a picture for the fairy tale.
VIII. Reflection.
- We return to cards with faces with different moods. What mood will you choose at the end of the lesson?

Literary reading lesson in grade 2 “B” (UMK “Primary school of the XXI century”)

Subject: K. Ushinsky “The pranks of the old woman - winter. Fairy tale".

The purpose of the lesson: formation of positive motivation for the subject.

Subject UUD: reading the fairy tale by K. Ushinsky “The Mischief of the Old Woman-Winter”. Completing assignments in the textbook and notebook. Working with a fairy tale, expressive reading, determining its meaning.

Cognitive UUD:improving the skill of expressive reading, being able to determine the topic, genre, correlating questions with the content of the work, completing tasks in the textbook and notebook.

Regulatory UUD:conscious reading of the text.

Communicative UUD:formation of methods of mental activity.

Personal UUD: awareness of the significance of K. Ushinsky’s fairy tale “The Mischief of the Old Woman - Winter”, its instructive meaning, expressing one’s point of view and respecting the opinion of the interlocutor.

Methodical techniques:method of dynamic poses, methods of visual coordination exercises; methodology of sensory-coordinating exercises “Four Corners”, work with a sensory cross, environmental panel.

Material and technical equipment of the lesson:

General class work:chalkboard, multimedia projector,

To each: textbook: Efrosinina, L.A. Literary reading: 2nd grade. – M.: Ventana-Graf, 2012. Workbooks: Efrosinia, L.A.: Literary reading: 2nd grade: workbook for students of general education institutions / L.A. Efrosinina. – M.: Ventana-Graf, 2012, pens, simple and colored pencils, erasers, snowflakes for reflection.

Pair work: cards.

During the classes

Organizing time.

The bell rang loudly and class began.

Attention! Check, buddy, are you ready to start the lesson?

Wish each other good luck.

Introduction to the topic of the lesson. Lesson goal setting.

Guys, tell me, what are we going to do in class today?

As a result of the discussion, we formulate a lesson plan (work with environmental panels):

Speech warm-up.
Checking homework.
Work in pairs.
Meet the author.
Vocabulary work.
Reading a fairy tale.
Physical exercise.
Drawing up a cover model.
Work in a notebook.
Homework.

Speech warm-up.(Slide No. 2)

- Guys, now let's stretch our tongue and voice a little. Look at the screen. What do you see? (Tongue twister).

There are bells near the stake,

And there are bells on the stakes.

1. Read with your eyes.

2. Read in a whisper.

3. Read it out loud.

4. Read at a slow pace.

5. Read at a fast pace.

6. Read with an exclamatory intonation.

7. Read with a questioning intonation.

Well done!

Work in pairs.

Guys, what do you think we will do now? (Work in pairs).

Pair up. You have cards at your work places. Read the assignment. Discuss the implementation with your partner and begin the task.

Now let's check how you did. ( Slide No. 3)

Well done!

Meet the author.(Slide No. 4)

Konstantin Dmitrievich Ushinsky was born in the city of TulaFebruary 19, 1824 atto the family of Dmitry Grigorievich Ushinsky, a retired officer and participant in the Patriotic War of 1812. Konstantin Dmitrievich's mother, Lyubov Stepanovna, died when he was 12 years old. Konstantin Dmitrievich studied at the Novgorod - Severskaya gymnasium. Then he entered Moscow University. After graduation he became a teacher. Ushinsky strived to ensure that there were as many schools as possible in Russia and that the children of ordinary Russian people would study in them. He wrote such books for children as: “Children’s World”, “Native Word”, “Morning Rays”, “Four Wishes”, “Bishka”, etc. ( Slide No. 5,6)

The variety of works written by Konstantin Dmitrievich Ushinsky is great! I have presented you with a very small part.

Changing dynamic poses at the teacher’s signal: “A stream flows - he takes the textbook with him.” Some students work at the Bazarny desks.

Vocabulary work.(Slide No. 7)

For each word, one student: reads the word and its explanation.

DUBRAVA - OAK GROVE, FOREST
POSSESSED FIELDS - SNOW FALLED ON THE FIELDS
FIERCE - ANGRY, ANGRY
WINDOWS - GLASS IN WINDOWS
SLED - SLED
Pranks - FUN, GAMES
FEAR – HANGING ROOF EDGE

Reading a fairy tale. (Slide No. 8) Reader part 1 pp. 16-19

Reading the text by the teacher.

Students silently read the text after the teacher.

Conversation based on the text read.

Why do you think the author calls winter an old woman in this fairy tale?

How did winter decide to deal with the birds?

What did the birds do?

How do animals escape from frost in winter?

What has winter done to rivers and lakes?

How did the fish hide?

How did people prepare for winter?

Why are children not afraid of winter?

Why did winter become a shame?

Physical exercise. (Slide No. 9)

In the morning the butterfly woke up.

I stretched

She smiled.

Once - she washed herself with dew.

Two - she spun gracefully.

Three - she bent down and sat down.

At four, it flew away.

Working on the text. (Methodology of sensory-coordinating exercises “Four corners”).

Guys, now we will work on the text. Look closely at the visual points. What do you see? (Illustrations).(Slide No. 10,11,12,13)

Find passages in the text that match each illustration and read:

How did birds escape winter? (1 point)

What did the animals do to protect themselves from the cold? (2 point)

How did the fish hide? (3 point)

About winter fun for children? (4 point)

Changing dynamic poses at the teacher’s signal: “A stream flows - he takes the textbook with him.” Some students work at the Bazarny desks.

Drawing up a cover model.

Guys, you have leaves on your tables. Why do you think we need them?

Well done! Now we will create a cover model.

The genre of our work? (Fairy tale).(Working with the sensory cross: determining the genre of the work).

The theme of the tale? (About nature).

Title? (The pranks of the old woman - winter).

Now create your own cover model.

Let's check if it's done correctly. Look at the screen.(Slide No. 14)

Work in a notebook.(p.57)

- Let's open our workbook to page 57.

Read the title.

How many tasks are we asked to complete? (2).

Let's work on 1 task.

A well-read student reads the assignment, there is a joint discussion and completion of the assignment.

And I’ll tell you about task 2 a little later.

Lesson summary. (Slide No. 15,16)

What fairy tale did we read today? What, who is it about?

What did you like most? Do you remember?

Look at the screen. You see the words. Let's pick up the signs for winter. What is it like, winter?

WORDS: COLD, HARSH, SNOW, BEAUTIFUL, FIRTH. FROZY, WINDY, LONG-WAITING, LONG, WHITE, HOT, RAINY.

Homework.(Slide No. 17)

X. 1 part pp. 16-19 expressions. Thurs. T1 s. 57 task 2.

Reflection. (Slide No. 18)