Curricula for correctional schools. material on the topic

Voronkova V.V. Programs of special educational institutions of the VIII type

CLASSES 1-4

RUSSIAN (MOTHER LANGUAGE)

INTRODUCTION

Russian (native) language as an academic subject is the leading one, since the success of all school education largely depends on its mastery. The practical and corrective orientation of language teaching determines its specificity. All the students’ knowledge, which they acquire mainly while performing exercises, is practically significant for their social adaptation and rehabilitation. The need to correct the cognitive and speech activity of mentally retarded schoolchildren is due to the difficulties they have in mastering Russian (native) phonetics, graphics and spelling, the uniqueness of their general and speech development, and existing psychophysical functions.
Objectives of teaching Russian language:
teach schoolchildren to correctly and meaningfully read text that is understandable to them;
develop basic literate writing skills;
increase the level of general and speech development of students;
teach how to consistently and correctly express your thoughts orally and in writing;
develop moral qualities.
The Russian language in the lower grades of special (correctional) educational institutions of the VIII type for teaching children with intellectual disabilities includes the following sections and corresponding programs: literacy (grade 1), reading (grades 2-4), writing (grades 2-4), development oral speech based on the study of objects and phenomena of the surrounding reality (grades 1-4). The post-primary period occurs in the second year of study (2nd grade).
The main principle organizing all programs in the main sections of the Russian language is the development of speech.
Mentally retarded children in most cases begin to speak much later than their normally developing peers; the period of their preschool speech practice is shorter. The process of mastering speech in children of this category is significantly complicated due to the inferiority of their mental development. As a result, by the time they start school, they do not reach a level of speech development that would ensure successful acquisition of knowledge and skills in the field of language.

LITERACY TRAINING

EXPLANATORY NOTE

Literacy instruction in special (correctional) educational institutions of type VIII is carried out in 1st grade throughout the year. Training is conducted using the sound analytical-synthetic method.
The program consists of two sections corresponding to the pre-primary and primer periods.
Pre-letter period is approximately one month of the first quarter. In cases where the class is composed of children with a lower level of development, this period can be increased to one and a half to two months (accordingly, the period of literacy training ends in 2nd grade).
The main tasks of the pre-literary period: prepare students to master the initial skills of reading and writing; instill an interest in learning; identify the characteristics of the general and speech development of each child.
During this period, work begins on developing general speech skills in children, developing auditory and visual perception, improving pronunciation and spatial orientation, as well as developing small muscles of the hands. Training takes place in the process of familiarization with objects and phenomena of the surrounding reality, organization of didactic games and gaming exercises.
In literacy lessons, a significant place is given to speech development. First-graders learn to listen and understand their interlocutor, follow simple instructions (sit down, stand up, come to the board, etc.), and answer questions.
The development of speech in literacy lessons also involves the formation of correct articulation and diction, appropriate tempo and rhythm of speech. The main types of work in this direction are conversations; learning short poems, riddles, tongue twisters from the teacher’s voice; small performances.
Articulation exercises for the lips, tongue, palate, cheeks, etc. contribute to improving the pronunciation aspect of speech. Children who have a severe pronunciation disorder study with a speech therapist from the first days of school.
The development of auditory perception and speech hearing in the preliterary period is the basis for the acquisition of speech sounds. First-graders learn to distinguish the sounds of the surrounding reality, for example: rustling leaves, animal voices (r-r-r, sh-sh-sh, z-z-z), etc. Students practically become familiar with the concepts word, part of a word(syllable), sound. They learn to make sentences based on the teacher’s assignments and questions, using drawings, on the proposed topic; divide sentences into words, words into syllables; highlight individual sounds at the beginning of a word.
The development of visual perception and spatial orientation is largely aimed at preparing for awareness of the image of a letter, its spatial location, and combination with other letters. This work helps prevent inaccurate perception of printed or written words.
First-graders learn to distinguish geometric shapes by color, size, make combinations of stripes and geometric shapes, arrange them in a certain sequence and a given direction (from left to right, from top to bottom). Exercises are performed according to the model proposed by the teacher, from memory, according to verbal instructions.
In Russian language lessons, work is done to prepare students for learning to write. First-graders acquire the skill of using a pencil and pen, learn to draw and stencil geometric shapes, simple patterns, drawings reminiscent of the image of letters, and then elements of letters. The use of Lego technology (LEGO DUPLO) can be of great help in preparing students for learning to read and write and correcting their existing psychophysical developmental disorders.
By the end of the pre-literary period, students should be able to divide sentences (of two or three words) into words, two-syllable words into syllables, and identify sounds a, y, m at the beginning of words, have graphic skills.
During the learning process, the level of general and speech development of students is determined, as well as specific difficulties that must be taken into account for the correct organization of correctional work.
Letter period. During this period, students develop sound-letter analysis and synthesis as the basis for mastering reading and writing. The materials for teaching literacy are sounds and letters, syllable structures, sentences, and short texts.
In special (correctional) educational institutions of the VIII type, the order of learning sounds, letters and syllable structures has been slightly changed (compared to a general education school). It is the most accessible to mentally retarded schoolchildren, as it takes into account the peculiarities of their analytical and synthetic activity.
The assimilation of a sound presupposes its isolation from speech, correct and distinct pronunciation, discrimination in combination with other sounds, and differentiation of mixed sounds. The letter is studied in the following sequence: perception of its general shape, study of the composition of the letter (elements and their arrangement), comparison with other previously studied letters. An important point is the correlation between sound and letter.
The merging of sounds into syllables and the reading of syllable structures is carried out gradually. First the syllable words are read ( oh, oh), then reverse syllables ( um, mind), after which straight syllables ( ma, mu), requiring special attention when teaching them to read them together, and after them syllables with a combination of consonants. The use of the puppet alphabet and other gaming technologies will help to better assimilate the image of a letter, the correlation of sound and letter, and the composition of syllables and words.
Words are read as syllable structures are learned. Much attention is paid to reading from the ABC book and the use of illustrative material to improve understanding of what is being read. The main method of teaching reading is reading in the wake of analysis.
When learning to write, it is important to teach children the correct form of letters and combining them into syllables and words. Exercises in writing syllables, words, sentences are based on sound-letter analysis, preliminary conventional graphic recording and compilation of syllables and words from letters of the split alphabet. Teaching literacy in the 1st grade of special (correctional) educational institutions of the VIII type necessarily involves the use of such types of visual aids as a wall-mounted cash register for the letters of the split alphabet, which is filled in as they are studied; typesetting cloth; syllable box; syllabic tables; individual cash registers with a set of letters and syllables.

PROGRAM

(10 hours per week)

PRE-QUARTER PERIOD

1. Getting to know the class and school, and the daily routine. Conversations about what is in the classroom. Conversations on the topics: “Order in the classroom”, “Teacher and students”, “Name and patronymic of the teacher”, “First and last names of students”, “Students and teachers of other classes”, “Changes at school, their purpose”, “Me and my family”, “The world around me”.
2. Instilling in students the skills of learning activities: the ability to sit correctly at a desk, stand up, listen to the teacher’s explanations and instructions, raise your hand if you want to say something, ask permission to leave the class.
3. Studying the level of general development and preparedness of students for learning to read and write in the process of frontal and individual work.
4. Development of students’ oral speech: developing the ability to carry out simple instructions according to a verbal task, clearly express their requests and desires, listen to fairy tales and stories in the teacher’s oral transmission, learn short and understandable poems from the teacher’s voice, retell fairy tales with the help of the teacher using illustrations and questions , name words based on subject pictures, make simple sentences based on your practical actions, based on pictures and based on questions.
Special work with students who have pronunciation deficiencies (together with a speech therapist) and hand movement disorders (together with a doctor), during the first year of study and in subsequent grades until the defect is completely corrected.
5. Clarification and development of students’ auditory perception. Development of speech hearing, formation of phonemic perception.
Distinguishing sounds in the surrounding reality (knocking, ringing, humming, buzzing, etc.). Distinguishing between sounds and simple sound combinations in speech in connection with observations of the surrounding reality and games.
Developing in students the ability to clearly repeat words and phrases pronounced by the teacher, to practically distinguish words that are similar in sound composition (beetle - bow, table - chair, stick - paw).
Dividing a simple sentence (of two or three words) into words. Dividing words with simple structure into syllables ( uh-ho, ru-ka, go-lo-va). Isolating some vowels and consonants from words ( a, y, m etc.), distinguishing them in words (recognizing and naming words beginning with these sounds).
6. Clarification and development of students’ visual perception. Distinguishing between the most common colors (black, white, red, blue, green, yellow).
Perception and reproduction of the simplest combinations of straight lines and figures by selecting their duplicates from sticks or paper strips of different colors (visual dictation).
Construction of simple objects that are well known to children (house, table, bench, ladder, fence, window frame, Christmas tree, etc.).
Developing in students the ability to show and name images of objects in sequential order (from left to right, in a horizontal position).
7. Special preparation for teaching writing.
Instilling the skills of correct sitting while drawing and writing, correct placement of a notebook on the desk and use of a pencil.
Development and coordination of movements of the hand and fingers. Modeling, folding and cutting paper using scissors in straight lines. Making figures from thin sticks, colored straws, paper strips according to the model given by the teacher. Mosaic game.
Drawing straight lines with chalk on a board and pencil on paper in different directions (horizontal, vertical, oblique), switching from one direction to another, observing the limits when shading with straight lines. Tracing with a pencil on paper the simplest figures using stencils (circle, square, triangle), shading and shading them, drawing straight lines and simple objects from them (bench, ladder, envelope, flag, window frame, letter-shaped figures).
Writing the basic elements of handwritten letters on the board and in notebooks in the following sequence: straight stick, straight sticks combined with an inclined one, straight stick with a curve at the top and bottom, oval, semi-oval.

LETTER PERIOD

Consistent study of sounds and letters, mastery of basic syllable structures. Practical acquaintance with vowels and consonants.
1st stage. Learning sounds and letters: a, y, o, m, s, x.
Correct and distinct pronunciation of the sounds being studied, distinguishing them at the beginning and end of a word (depending on the position in which this sound is more easily distinguished).
Formation of words from learned sounds and letters ( ay, wa, am, um etc.), reading these words with drawn-out pronunciation.
Formation and reading of open and closed two-sound syllables, comparing them. Composing and reading words from these syllables.
oh, m, s.
2nd stage. Repetition of learned sounds and letters and learning new ones: w, l, n, s, r.
Quite quickly correlating sounds with the corresponding letters, determining their location in words (at the beginning or at the end).
The formation of open and closed two-sound syllables from newly learned sounds, the reading of these syllables in a drawn-out and continuous manner.
Composing and reading words from two learned syllable structures ( ma-ma, we-la).
Formation and reading of three-letter words consisting of one closed syllable ( som).
Mastering the handwriting of the studied lowercase and uppercase letters: w, l, a, x, n, r.
Copying words consisting of two syllables that have been read and sorted out from the chalkboard.
Writing from dictation of letters, syllables after preliminary sound-letter analysis.
3rd stage. k, p, i, h, c, g, b, d, d, j, b, t.
Selecting words with a given sound and determining its location in words (at the beginning, in the middle, at the end).
Formation and reading of open and closed syllables with hard and soft consonants at the beginning of the syllable ( pa, li, bow, pitchfork).
Composing and reading words from learned syllable structures ( pi-la, so-lo-ma, gor-ka, par-ta, ko-tik).
Reading sentences of two or three words.
Mastering the handwriting of the studied lowercase and uppercase letters: y, p, t, k, c, d, h, g, i, b, d.
Copying words consisting of learned syllabic structures from the chalkboard and from the primer (handwritten font); two word sentences.
Capital letter at the beginning of a sentence, period at the end of a sentence.
Writing well-known words under dictation after analyzing their sound composition.
Independent composition of open and closed two-sound and closed three-sound syllables from the letters of the split alphabet with subsequent recording.
Inserting the missing letter in words under pictures.
4th stage. Repetition of learned sounds and letters, learning new ones: e, i, yu, c, h, sch, f, e, b.
Practical distinction when reading and writing vowels and consonants; voiced and voiceless consonants (in a strong position); hard and soft.
Formation and reading of previously acquired syllable structures with sounds and letters being learned again, and syllables with the reading of two consonants ( tra, kni, ple).
Clear syllable-by-syllable reading of short alphabetic texts.
Mastering the handwriting of the studied lowercase and uppercase letters: e, i, yu, c, h, sch, f, e.
Copying words consisting of learned syllable structures and sentences of three to four words from the chalkboard and from the primer (handwritten and printed text). Capitalizing letters in people's names (practical introduction).
Writing from dictation of words and sentences of two or three words with preliminary analysis.
Independently compiling words of three or four letters from the letters of the split alphabet and then writing them down.
Inserting a missing letter in words when copying from the board.

ORAL SPEECH

Organized participation in a general conversation (the ability to listen to a question, answer it using the words of the question; speak clearly, without rushing, without interrupting each other). Making simple, uncommon sentences based on the action demonstrated and the action shown in the picture; adding one explanatory word to them on questions of what? What? Where? Where? (Sasha draws (with what?) with a pencil. Sasha draws (what?) with a house. Zina goes (where?) to school. Zina studies (where?) at school).
Correct use of forms of familiar words in colloquial speech.
Using prepositions in, on and some of the most common adverbs ( good - bad, close - far and etc.).
Preparation for a coherent statement in the form of answers to 2-3 questions.

REPEATING WHAT COVERED IN A YEAR(5 hours)

Students must be able to:
distinguish sounds by ear and pronunciation;
analyze words by sound composition, compose words from letters and syllables of the split alphabet;
smoothly read words, sentences, short texts syllable by syllable;
answer questions about the content of what you read and about illustrations to the text;
listen to a short fairy tale, riddle, poem, story;
answer questions about the content of what you listened to or about illustrations to the text;
write lowercase and uppercase letters;
Copy words and sentences that have been read and analyzed from the chalkboard and from the primer.
Students must know:
by heart 3-4 short poems or quatrains, learned from the teacher’s voice.
activity has enormous corrective value.
In the process of teaching reading, the teacher should pay special attention to working with illustrative material as one of the effective means of shaping students’ cognitive activity and

READING AND SPEECH DEVELOPMENT

2-4 grades

EXPLANATORY NOTE

The main objectives of teaching reading in grades 2-4 are: to teach children to read text that is understandable to them out loud and silently, and to comprehend what they read meaningfully.
Students develop the skill of conscious, correct, fluent and expressive reading.
For reading, works of folk art, classics of Russian and foreign literature, understandable articles from newspapers and magazines are selected. In the process of learning to read, students consistently develop the ability, with the help of the teacher, to understand the content of what they read.
The program for each year of study gives an approximate topic of works, determines the level of requirements for reading techniques, text analysis, improving oral speech skills and the amount of extracurricular reading.
The topics of reading works are selected taking into account the maximum development of children’s cognitive interests, broadening their horizons, and nurturing moral qualities.
During all years of study, works are read about our Motherland, its past and present, about the wisdom and heroism of the Russian people.
Improving reading techniques is carried out consistently in each year of study. Constant attention should be paid to developing the skill of correct reading, which mentally retarded students, due to their mental development, master with great difficulty, which makes it difficult to understand the content of what they read.
Fluent reading, that is, smooth reading aloud at the pace of conversational speech, is formed gradually. In grade 2, students read syllables at a time, gradually moving on to reading whole words. In the future, the skill of reading fluently improves.
Simultaneously with mastering reading aloud, schoolchildren learn to read silently. Systematic work on teaching silent reading begins in the 3rd grade.
Mentally retarded students are introduced to expressive speech in grades 1 and 2. However, the systematic formation of expressive reading begins around the 3rd grade with the transition to reading whole words.
The assimilation of the content of what is read is carried out in the process of analyzing the works. At the same time, the system of work to establish cause-and-effect relationships and patterns is very important, since this type of correction of deficiencies in their development.
Development of oral speech. Much attention in reading lessons is paid to the development of coherent oral speech. Students master correct, complete and consistent retelling in the process of systematic work aimed at understanding the content of works, enriching and clarifying vocabulary, learning the correct construction of sentences, and in the process of exercises in reproducing what they read. For this purpose, in the lower grades, depending on the complexity of the text, questions, a ready-made or collectively drawn up plan, or a picture plan are used.
Extracurricular reading poses the task of beginning the formation of reading independence in students: developing their interest in reading, getting acquainted with the best works of children's literature that are accessible to them, developing the skills of independent reading of books, reading culture; visiting the library; ability to choose a book according to interest.

PROGRAM

2nd grade

(5 hours per week)

READING TECHNIQUE

Composing and reading words with sounds similar in sound and articulation, with a combination of consonants, with dividing words b And ъ signs.
Conscious, correct reading of words syllable by syllable. Gradual transition to reading whole words. Compliance with reading intonation in accordance with punctuation marks.

READING COMPREHENSION

Answers to questions about the content of what was read in connection with the examination of illustrations to the text, paintings; finding sentences in the text to answer questions; basic reading assessment.

DEVELOPMENT OF ORAL SPEECH

EXTRACURRICULAR READING

Developing interest in books. Introducing accessible children's books through teacher reading; examining the book being read, correctly naming the book and author; answers to the questions: who is it about, what is it about?

Approximate topics

Small works, excerpts from works about the life of children at school, about the responsibilities and affairs of schoolchildren; about the good and bad deeds of children; about friendship and comradely mutual assistance; about family; about the work of adults; on the participation of children in domestic work; about significant events; about changes in nature, about the life of animals and plants at different times of the year.

Basic requirements for students' knowledge and skills

Students must be able to:
read short texts syllable by syllable;
listen to a short fairy tale, story, poem, riddle;
Based on the teacher’s questions and illustrations, tell what you read or listened to.
Students must know:
memorize 3-5 short poems, read them clearly in front of the class.

3rd grade

(5 hours per week)

READING TECHNIQUE

Conscious, correct reading of a text aloud in whole words after working on it under the guidance of a teacher. Syllable reading of words that are difficult in meaning and syllabic structure.
Compliance with punctuation marks and the required intonation when reading.
Reading texts that are simple in content to yourself.

READING COMPREHENSION

Answers to questions about who or what is said in the text read. Understanding and explaining words and expressions used in the text. Establishing a connection between individual text passages, words and expressions and illustrations.
Leading students to conclusions from what they read, comparing what they read with the experience of children and with the content of another familiar text.
Dividing the text into parts with the help of the teacher and collectively coming up with headings for the highlighted parts; drawing up a picture plan; drawing vocabulary pictures.

DEVELOPMENT OF ORAL SPEECH

A detailed retelling of the content of a read story or fairy tale.
Reading dialogues. Dramatization of the simplest assessments from stories and fairy tales.
Independent work on assignments and questions included in the reading book.
Learning short poems over the course of a year, reading them in front of the class.

EXTRACURRICULAR READING

Preparing students to develop reading independence: stimulating interest in children's books, skills in working with the classroom library, and a gradual transition to using the school library.
Reading accessible children's books. Answers to questions about the content of what you read and explanations of the illustrations.

Approximate topics

Works about the Motherland, about Moscow; about working professions; about people’s attitude to work, nature, and each other; about socially useful matters. Works about seasonal changes in nature, animal life, and human activities.
Stories, fairy tales, articles, poems, proverbs on moral and ethical topics, on themes of peace and friendship.

Basic requirements for students' knowledge and skills

Students must be able to:
consciously and correctly read the text aloud in whole words after working on it under the guidance of a teacher;
words that are difficult in meaning and syllabic structure to read syllable by syllable;
answer questions about what you read;
express your attitude to the hero’s action or event;
retell the content of what you read;
speak orally on topics close to the interests of students.
Students must know:
memorize 5-8 poems.

4th grade

(4 hours per week)

READING TECHNIQUE

Correct reading aloud in whole words. Reading to yourself.
Work on expressive reading: observing pauses between sentences, logical stress, and the necessary intonation.

READING COMPREHENSION

Identification of the main idea of ​​the work, awareness of the sequence, causality and meaning of what is being read. Dividing the text into parts that are complete in meaning according to given titles. Coming up with titles for the main parts of the text, collectively drawing up a plan. Explanation of words and figures of speech highlighted by the teacher.
Leading students to a conclusion from a work, comparing what they read with the children’s experience and with what they had previously read. Identification of the main characters, assessment of their actions; choice in the text of words, expressions characterizing characters, events, pictures of nature.

DEVELOPMENT OF ORAL SPEECH

Independent complete and selective retelling, a story by analogy with what was read.
Memorizing poems and fables.

EXTRACURRICULAR READING

Reading accessible children's books from the school library and children's newspapers, magazines; naming the title of the book read and its author; answers to questions about the content; telling individual episodes from what you read.

SAMPLE TOPIC

Reading works of oral folk art in the processing of Russian writers.
Stories and poems about the heroism of the people during the war.
Socially useful activities of schoolchildren.
Reading stories and poems by Russian and foreign classics about nature, animal life, activities of adults and children at different times of the year.
Practical grammar exercises, spelling and speech development.

GRAMMAR, SPELLING AND SPEECH DEVELOPMENT

2-4 grades

EXPLANATORY NOTE

In the lower grades, mentally retarded schoolchildren are given the most basic information on grammar, the assimilation of which is important for them to develop a sufficiently meaningful attitude towards the basic elements of language. Mastering basic knowledge of grammar is, first of all, necessary for acquiring practical skills in oral and written speech, developing basic spelling and punctuation skills, and cultivating interest in the native language. Students should acquire a range of grammatical skills in the areas of phonetics, morphology and syntax. Teaching grammar helps their mental and speech development.
Teaching grammar will be effective if a close connection is established between the study of its elements and the speech practice of students.
The ability to analyze, generalize, group, systematize even elementary language material, and give the simplest explanations should contribute to the correction of thinking and the development of cognitive activity of schoolchildren.
The program on grammar, spelling and speech development includes sections: “Sounds and Letters”, “Word”, “Sentence”, “Coherent Speech”.
At each year of study for all sections of the program, the level of requirements is determined, taking into account the mental and age capabilities of schoolchildren.
Sounds and letters. Phonetic and phonemic disorders of mentally retarded schoolchildren make it difficult for them to master grammar and spelling. As a result, in correctional educational institutions of the VIII type, in all years of study, the most serious attention is paid to sound-letter analysis.
In grades 2-4, sound-letter analysis is the basis for the formation of phonetically correct writing and writing according to the rule.
Students acquire basic information on phonetics and graphics: about sounds and letters, about vowels and consonants, about the alphabet, about syllables and syllable transfer, about stressed and unstressed vowels, about voiced and unstressed consonants, hard and soft, unpronounceable and double, etc. .
Mentally retarded schoolchildren master the phonetic composition of their native speech, understanding the relationship between pronunciation and writing, which is not phonetic, but phonemic, i.e., conveying basic sounds, and not their variants, in the process of learning in lessons and special classes to correct their existing deviations of psychophysical development. Mastering the spelling of unstressed vowels, voiced and voiceless consonants at the end of a word is carried out at the level of phonetic studies, not on the basis of an analysis of the morphemic composition of the word, but by comparing stressed and unstressed vowels, consonants at the end and middle of a word with consonants before vowels.
Word. In the process of practical grammatical exercises in grades 2-4, various categories of words are studied - names of objects, actions, signs. In grade 4, the concept of related words is given, nests of related words are compiled, and the common part is highlighted - the root.
Offer. The study of sentences is of particular importance for preparing mentally retarded schoolchildren for life and communication.
Students acquire the concept of a sentence using specific speech material in the process of parsing a sentence word by word and composing a sentence from words. By practicing composing sentences on the proposed topic, using a picture, using supporting words, distributing sentences according to questions, according to meaning, restoring the broken order of words in a sentence, students must realize that the sentence expresses a thought in a complete form, the words are arranged in a certain order and are connected between themselves. This connection can be made through questions.
In grade 3, children learn to compose and distinguish sentences based on intonation and master the punctuation skills of using periods, question marks, and exclamation marks.
In grade 4, the concept of the main and minor members of a sentence is given, which is important for mastering the main grammatical topic of grade 5 - the noun (distinguishing between the nominative and accusative cases).
Coherent speech. Already in grades 2-4, special attention is paid to developing students’ skills in coherent oral and written speech, since their ability to express their thoughts correctly, completely and consistently is very limited. Work on developing phonemic awareness and correct pronunciation, enriching and clarifying vocabulary, and learning how to construct sentences creates the prerequisites for developing the ability to express oneself orally and in writing.
In grades 2-4, preparatory exercises are carried out: answers to sequentially posed questions, captions under a series of drawings, working with deformed text, etc.
The skills of coherent oral and written statements begin to develop: essays and presentations that are accessible to students by topic, vocabulary and grammatical structure.
Graphic skills. Students improve their graphic skills, the difficulties of developing which in mentally retarded schoolchildren are often associated with insufficient development of movements of the small muscles of the hand and their poor coordination. This work consists of strengthening the writing of lowercase and uppercase letters and their connections, which prevents the appearance of graphic errors when writing and copying from handwritten and printed text.

PROGRAM

(5 hours per week)

2nd grade

REPETITION

Sounds and letters. The relationship between sounds and letters, the distinction between sounds and letters. Letters that are similar in style and their differences.
Our speech. A word, a syllable as part of a word, a sentence, a text.
Words that differ in one sound, sequence and number of sounds in a word. Words with a combination of consonants. Compose sentences of two or three words.

SOUNDS AND LETTERS

The sounds of vowels and consonants, their distinction.
Vowels are stressed and unstressed. Their distinction is in two-syllable words. Setting the accent mark.
Words with a vowel uh.
Words with letters And And th, their differentiation.
Words with vowels and, e, yu, I at the beginning of a word and after vowels.
Consonants are voiced and voiceless, articularly similar ( r - l), whistling and hissing, affricates, their distinction by ear and pronunciation. Spelling words with these consonants.
Consonants are hard and soft, their distinction by ear and pronunciation. Indication of softness of consonants by letters and, e, yu, I.
Letter b to indicate the softness of consonants at the end of a word.
Practical exercises in reading and writing words with separators b And ъ.

WORD

Learning words for objects:
naming objects and distinguishing them by the questions who? What?;
naming one object and several identical objects ( table - tables; frame - frames);
distinguishing the main parts of familiar objects ( chair - back, seat, legs);
comparing two objects and identifying signs of difference and similarity ( glass - mug, couch - sofa).
The ability to distinguish words according to their relation to generic categories ( toy, clothes, shoes and etc.).
Capital letters in first names, surnames of people, in animal names.
Learning action words:
naming the actions of objects based on the questions what does it do? what are they doing?
grouping actions based on their homogeneity (who gives what voice, who moves how);
distinguishing objects by their actions (a bird flies and a fish swims);
the ability to coordinate words denoting actions with words denoting objects.
Getting to know the preposition as a separate word ( in, from, on, at, with). Separate writing of the preposition with the word to which it refers (under the guidance of the teacher).
Spelling words with unverifiable spellings at the roots, taken from the textbook's dictionary.

OFFER

Practical introduction to constructing a simple sentence:
drawing up a proposal on a question, picture, topic proposed by the teacher;
finishing a started sentence ( The dog is loud...);
composing a sentence from words given in the required form separately;
extracting a sentence from the text.
Write a capital letter at the beginning of a sentence and a period at the end of a sentence.

CONNECTED WRITTEN SPEECH

Arrangement of two or three short sentences in sequential order (based on pictures or after oral analysis with the teacher).
Drawing up captions for a series of two or three plot pictures.
Correct use of personal pronouns instead of nouns.

WRITING AND PENMANSHIP

Improving writing technique.
Writing lowercase and uppercase letters, combining them into words.
Completing written exercises from the textbook with the help of the teacher in accordance with the assignment.
Copying handwritten and printed texts syllable by syllable. Checking words by spelling.
Writing from dictation, simple-structured sentences consisting of words whose spelling does not differ from the pronunciation; copying words with insertion of missing letters.
Copying sentences using pictures to complete missing words.
Writing down words starting with a certain letter, a certain syllable, etc.
Compiling, under the guidance of a teacher, words from the letters of the split alphabet - signatures under subject drawings and recording them; composing and writing sentences from three to four given words, broken down into words.
Record short sentences compiled with the help of the teacher in connection with reading, work on pictures and with the nature calendar.

ORAL SPEECH

Drawing up simple common proposals for teacher questions based on the action being demonstrated, using subject and plot pictures, on the proposed topic.
Correct use of forms of familiar words when answering questions and composing sentences. Using prepositions y, k, With and some adverbs.
A coherent statement on the proposed plan in the form of questions (3-4 points).

Basic requirements for students' knowledge and skills

Students must be able to:
analyze words according to their sound composition, distinguish between vowels and consonants, voiced and voiceless consonants, r - l, whistling and hissing, affricates, hard and soft by ear, in pronunciation, writing;
copy syllable by syllable from handwritten and printed text;
write words from dictation, the spelling of which does not differ from the pronunciation, sentences with simple structure, text after preliminary analysis;
write sentences with a capital letter, put a period at the end of the sentence;
compose sentences according to instructions, highlight sentences from speech and text.

3rd grade

(5 hours per week)

REPETITION

Using a simple sentence. Capital letter at the beginning of the sentence, period at the end. Compiling sentences on a question, a picture, on a topic from words given in the required form, broken down. Isolating sentences from speech and text.

SOUNDS AND LETTERS

Sounds and letters. The order of letters in the Russian alphabet. Alphabet. Alphabetical arrangement of several words. Compiling lists of students in alphabetical order. Finding words in the dictionary.
Sounds vowels and consonants. The syllabic role of vowels. Dividing a word into syllables. Vowels and, e, yu, I, uh at the beginning of a word and after vowels. Shifting part of a word when writing.
Emphasis. Setting stress in two- and three-syllable words. Vowels are stressed and unstressed.
Consonants are hard and soft. Distinguishing between hard and soft consonants when indicating softness with letters and, e, e, yu, I.
Indication of the softness of consonants at the end and middle of a word with a letter b.
Dividing b before vowels e, e, i, yu, and.
Sibilant consonants. Combination of vowels with sibilants. Spelling zhi, shi, cha, sha, chu, schu.
Paired voiced and voiceless consonants. Writing voiced and voiceless consonants at the end of a word. Checking spelling by changing the form of a word ( mushroom - mushrooms).

WORD

Consolidating knowledge about words denoting the names of objects, the ability to highlight them in the text, distinguish them by questions of who? what? and correctly used in speech in various forms depending on their connection with other words in sentences (for the questions of whom? what? to whom? what? etc.).
Expanding the range of proper names: names of cities, towns, hamlets, streets. Capital letters in these names. Knowing your home address and school address.
Consolidating knowledge about words denoting actions, the ability to find them in the text, distinguish them by questions, what does it do? what did you do? What did you do? what will it do? what will it do?, correctly coordinate them in speech with words denoting objects.
Selection of a number of actions for a given subject and determination of the subject by a number of actions.
Words denoting the characteristics (quality) of objects:
naming the attribute (quality) of a given item based on what questions? which? which? which?;
finding words denoting attributes (quality) in the text and correctly assigning them to words denoting objects;
selection and naming of a number of characteristics (qualities) of a given object and definition of an object according to a number of characteristics (qualities), comparison of two objects according to their qualities ( white snow, A black coal;hard stone, A soft cotton wool);
agreement of words denoting signs with words denoting objects.
Pretext. Ability to find prepositions cat, under, over, about(about) and write them separately with words (with the help of a teacher).
Dividing ъ.
Spelling words with uncheckable spellings at the root; ability to use the dictionary given in the textbook.

OFFER

Practical acquaintance with the construction of a simple sentence. Compiling sentences using the accusative case (I see who? or what?), the genitive case (who? or what? who doesn’t have?), the dative case (whom? what?), the prepositional case (where? with prepositions V And on, about whom? about what?), instrumental case (by whom? with what?).
Highlighting in the text or composing sentences on a topic given by the teacher.
Ability to complete a sentence or supplement it with one or two questions.
Making sentences from words given in initial form ( carpenter, plan, board).
The ability to answer a question asked, using the words of that question, and write down the answer.

CONNECTED WRITTEN SPEECH

Ability to reconstruct simple deformed text from pictures.
Sequential arrangement of sentences given by the teacher according to meaning (in easier cases - independently).
Collective compilation of presentation texts with sequential recording of sentences formulated under the guidance of a teacher.
Collective answers to questions about the picture, about the topic given by the teacher.

WRITING AND PENMANSHIP

Developing the skill of correct writing and copying with a gradual acceleration of the tempo of writing.
Clear and graphically correct writing of lowercase letters and their connections:
1st group - i, y, w, p, t, n, g, r, y;
2nd group - l, m, c, sch, b, s;
3rd group - b, a, y, f, b, c, d, h;
4th group - s, e, e, h, ъ, i;
5th group - uh, x, g, k;
letter in capital letters:
1st group - I, C, Sh, Shch, Ch, L, M, A;
2nd group - O, S, 3, X, E, F, E, Z;
3rd group - U, N, K, Yu, R, V;
4th group - G, P, T, B, F, D.
Copying continuous and printed text using whole words and phrases.
Copying words and sentences with missing letters or words inserted into them.
Writing from dictation of sentences in compliance with the learned spelling rules.
Restoring the broken word order in a sentence.

ORAL SPEECH

Correct composition of simple common sentences and complex ones with a conjunction And.
A coherent statement according to a plan in the form of questions, nominal sentences, according to a picture plan (a series of pictures).
Repetition of what has been covered in a year.

Basic requirements for students' knowledge and skills

Students must be able to:
compose sentences, isolate sentences from speech and text, restore the broken word order in a sentence;
analyze words by sound composition;
distinguish between vowels and consonants, similar consonants, stressed and unstressed vowels;
determine the number of syllables in a word by the number of vowels, divide words into syllables, transfer parts of words when writing;
copy the text in whole words;
write a text (20-25 words) from dictation, including the studied spellings.
Students must know:
alphabet.

4th grade

REPETITION

Practical construction of a simple sentence. Compiling sentences using words in indirect cases on questions from words given in the initial form; finishing sentences; restoration of the broken word order in a sentence.

SOUNDS AND LETTERS

Alphabet. Use b at the end and in the middle of a word. Dividing b before vowels e, e, yu, i, and.
Combinations of vowels with sibilants. Spelling zhi, shi, cha, schcha, chu, schuh.
Spelling of voiced and voiceless consonants at the end and middle of words. Checking spelling by changing the form of a word and selecting (based on a model) related words.
Emphasis. Distinguishing between stressed and unstressed vowels. Spelling unstressed vowels by changing the form of the word ( water - water) or selection according to the pattern of related words ( water - aquatic).

WORD

Distinguishing the main categories of words (names of objects, actions, qualities) in the text according to questions, using them correctly in connection with each other.
Proper names. Expanding the range of proper names: names of rivers, mountains, seas. Capital letter in proper names.
Prepositions before, without, under, above, about, before. Separate writing of prepositions with other glories.
Dividing ъ.
Related words. The common part of related words (root).
Spelling words with uncheckable spellings at the root: ability to use the dictionary given in the textbook.

OFFER

Dividing speech into sentences, highlighting words in sentences that indicate who or what is being said, what is being said.
Exercises in writing sentences. Distribution of proposals. Establishing connections between words in sentences based on questions.
Punctuation marks at the end of sentences (period, question and exclamation marks).
The main parts of the sentence: subject, predicate. Secondary members of the sentence (without division into types).

CONNECTED WRITTEN SPEECH

Compiling and recording a short story based on a series of pictures, under the guidance of a teacher and independently.
Compiling and recording a story based on a plot picture and a detailed questionnaire after an oral analysis of the content, language and spelling.
Presentation under the guidance of a teacher of a short text (20-30 words) on questions given by the teacher.
Restoring simple deformed text based on questions.
Description of simple, familiar objects and pictures according to a collectively drawn up plan in the form of questions.
Compiling and writing a short letter to family and friends under the guidance of the teacher. Address on the envelope.

WRITING AND PENMANSHIP

Developing the skill of correct and accurate writing and copying with further acceleration of the tempo of writing.
Clear and graphically correct writing of lowercase (if necessary) and uppercase letters:
1st group - I, C, Sh, Shch, Ch, L, M, A;
2nd group - O, S, 3, X, F, E, E, Z;
3rd group - U, N, K, Yu, R, V;
4th group - G, P, T, B, F, D.
Completing written exercises from the textbook in accordance with the assignment.
Copying handwritten and printed texts using whole words and phrases.
Copying sentences and connected texts with the insertion of missing letters or words.
Selective cheating as directed by the teacher.
Writing from dictation of sentences and coherent texts in compliance with spelling rules.
Restoring the broken order of words in a sentence, writing upper and lowercase letters in alphabetical order.

ORAL SPEECH

Correct composition of simple common sentences and complex ones through conjunctions and, a, but because to(with the help of the teacher).
A coherent statement on the issues raised in the conversation.
Compose short stories on a topic suggested by the teacher.
Using newly acquired words and figures of speech in your speech, expressing connections and relationships between real objects using prepositions, conjunctions, and some adverbs.
Repetition of what has been covered.

Basic requirements for students' knowledge and skills

Students must be able to:
compose and distribute sentences, establish connections between words on issues; put punctuation marks at the end of sentences;
analyze words according to their sound composition (identify and differentiate sounds, establish the sequence of sounds in a word);
copy handwritten and printed text using whole words and phrases;
write sentences and texts from dictation (30-35 words).
Students must know:
alphabet; arrangement of words in alphabetical order in a dictionary.

DEVELOPMENT OF ORAL SPEECH
BASED ON PERFORMANCE
WITH OBJECTS AND PHENOMENA
SURROUNDING REALITY (“THE AROUND WORLD”)

This academic subject is specific for teaching younger mentally retarded schoolchildren. Its introduction into the curriculum of special (correctional) educational institutions of the VIII type is due to the significant lag of mentally retarded first-graders in general and speech development from their peers with normal intelligence. Classes in this academic subject are integrative in nature and are considered as correctional. Their goal is the targeted correction of defects in the general and speech development of children and their cognitive activity.
Students form elementary ideas and concepts necessary when teaching other academic subjects, their understanding of the immediate world around them expands and enriches, they receive some ideas about the world that is outside the field of their sensory experience.
Teaching the ability to see, compare, generalize, specify, draw basic conclusions, and establish simple cause-and-effect relationships and patterns contributes to the development of students’ analytical and synthetic activities and the correction of their thinking.
In connection with the expansion and clarification of the range of ideas about objects and phenomena of the surrounding reality, the vocabulary of students is enriched: appropriate terms are introduced, the meaning of words is clearly differentiated ( stem - trunk, grass - bush - tree), shows the difference between the species and generic concepts ( rose - flower), students practice adequate and more precise combinations of words denoting objects, their signs and actions. In the process of direct observations of reality, the students’ vocabulary is enriched; when organizing a conversation, it is activated, i.e., the learned words are included in speech.
Conversational oral speech is a complex type of speech activity. It includes answers to questions and dialogue, descriptions of objects and phenomena, one’s own actions and impressions, etc.
The main teaching method is conversation. Conversations are organized in the process of familiarization with objects and phenomena of the surrounding reality during object lessons, excursions, during observations of seasonal changes in nature and people’s work, based on existing experience, practical work, demonstration of educational films, filmstrips, subject and subject pictures.
The main component of the conversation is the speech of the students themselves. The teacher guides the children’s speech activity, activates it, corrects mistakes, teaches them to focus attention on certain objects and phenomena, correctly observe and make connections, and express their impressions and judgments in verbal form. When formulating answers to questions, students develop the ability to construct sentences correctly; By describing objects, phenomena, talking about what they saw, they learn to speak coherently.
On excursions, students get acquainted with objects and phenomena in a natural setting; in object lessons - based on direct sensory perceptions. By observing, children learn to analyze, find similarities and differences, and draw simple conclusions and generalizations. Practical work helps consolidate acquired knowledge and skills. Observations of the weather and seasonal changes in nature expand ideas about the world around us, develop attention, observation, and sensory perception.
Proper organization of classes, specific teaching methods and techniques contribute to the development of students' speech and thinking.

PROGRAM

1 class

(1 hour per week)

Enrichment and clarification of the dictionary. Naming objects, characterizing them by color, shape, size, taste, smell. Comparing two objects, finding similar and distinctive features. The simplest generalizations of objects. Classification of objects, first by example and demonstration, then with verbal instructions.
Participation in conversation. Development of question-answer, dialogical speech, coherent statements.

Approximate topics

Weather (days are clear, sunny, cloudy, raining, snowing). Weather today, yesterday. Changes in nature, the life of plants and animals in the autumn months: cooling, leaf fall (distinguishing tree leaves by color, size, shape), departure of birds; in the winter months: cold, snow, ice, frost, snowflakes, birds in winter, feeding birds; in the spring months: warming, icicles, snow melting, birds arriving, buds opening.
School. School building. Classrooms, corridors, hall, buffet or dining room, wardrobe.
Cool room. Walls, ceiling, floor, door, windows, blackboard, desks, table, closet. Correct sitting at the table or desk. Maintaining order in the classroom. Duties of the duty officer.
Educational things. Their purpose. Handling them.
Toys. Doll, bear, pyramid, cars, etc.
Educational things and toys. Comparison.
Family. Mom, dad, grandmother, grandfather, brothers, sisters.
Cloth. School uniform for girls (dress, apron), school uniform for boys (jacket, trousers, shirt). Caring for school uniforms (cleaning with a dry brush, storing).
Shoes. Shoes, boots, slippers, boots. Shoe care (brushing, wiping).
Vegetables. Tomato, cucumber or others. Color, shape, size, taste, smell. Comparison of vegetables based on these characteristics. Eating.
Fruits. Apple, pear or others. Color, shape, size, taste, smell. Comparison of fruits based on these characteristics. Eating.
Houseplants. Any to choose from. Recognition and naming. Care (watering).
Pets. Cat dog. Recognition, naming. Appearance, habits, food. Comparison. What benefits do cats and dogs bring to a person, how does a person take care of them.
Wild animals. Wolf, fox. Appearance. Lifestyle. Nutrition.
Birds. Pigeon or other local birds. Appearance. Where he lives, what he eats. What benefits does it bring to a person?
Health protection. Parts of the human body (head, neck, torso, arms, legs). Right and left hand. Leg right and left. Hand care (hand washing).
Repetition of what has been covered.

Excursions around the school, to the school yard, to a park or forest to observe animal behavior.
Practical work on caring for clothes and shoes, and indoor plants. Collecting seeds to feed birds.

Basic requirements for students' knowledge and skills

Students must be able to:
name objects, characterize them by their basic properties (color, shape, size, taste, smell, material);
participate in the conversation, fully answer the questions posed, using the words of the given question;
make simple, unexpanded sentences;
distribute sentences on questions using the correct forms of familiar words.
Students must know:
names of subjects studied, parts of subjects.

2nd grade

Enrichment and clarification of the dictionary. The name of objects, their characteristics by color, shape, size, taste, smell. Comparing two objects, finding similar and distinctive features. Classification of objects. Designation of groups of objects with a generalizing word. Participation in conversation. Correct complete answers to questions.

Approximate topics

Seasonal changes in nature. Weather (clear, cloudy, rain, snow). Weather every day. Changes in nature, the life of plants and animals in the autumn months: cooling, leaf fall, withering of grasses, flowers, appearance of seeds, fruits, departure of birds; in the winter months: cold, snow, sleet, frost; in the spring months: warming, icicles, snow melting, birds arriving, buds opening, first flowers, fruit trees blooming.
School, school site. Classrooms and offices at school, library, school workshops. Planting in the school yard: trees, shrubs, lawns. Sports ground, play area.
House, apartment, home address.
The road to school and home. How and by what transport to go. Traffic rules: cross the street using an underground passage and when the traffic light is green.
Family. Parents and children. Parents' work. Responsibilities of children in the family.
Cloth. Coat, dress, shirt, jacket, jacket, sweater, skirt. Clothes for street and home. Clothes for boys and girls. Caring for clothes (dry cleaning, shaking out, airing, storing).
Vegetables. Carrots, turnips, onions. Color, shape, taste, smell. Eating. Growing onions.
Fruits. Lemon, orange (or other local ones). Color, shape, taste, smell. Eating.
Vegetables and fruits. Comparison.
Trees. Birch, maple or other trees in the immediate area.
Houseplants. Ficus, begonia or others with wide leaves. Recognition and naming. Caring for indoor plants (washing off dust from leaves, watering).
Early flowering plants. Lungwort, coltsfoot or others. Recognition and naming. Distinction by appearance.
Pets. Rabbit. Main parts of the body, nutrition, method of movement.
Wild animals. Hare. Main parts of the body, nutrition, method of movement.
Domestic and wild animals. Comparison.
Birds. Crow, sparrow or other local birds. Appearance. Where they live, what they eat. What benefits do they bring to a person?
Insects. Beetle, butterfly. Recognition and naming. Distinction by appearance.
Birds and insects. Comparison.
Health protection. Parts of the human body. Hair, skin, nails. Hair care (haircut, combing); skin care (washing, washing); nail care (trimming fingernails and toenails); washing hands and feet.
Repetition.

Excursions, observations and practical work on topics

Daily weather observations. Systematic observations of seasonal changes in nature, plant and animal life; excursions to nature to conduct these observations (2 excursions per season). Maintaining a nature calendar.
Excursions around the school, around the school yard, to a flower bed, to a park or forest to get acquainted with the plants being studied and to observe the behavior of birds and insects. Observations of the behavior of domestic animals.
Practical work on caring for clothes and shoes, indoor plants, planting onions in boxes. Collecting seeds to feed birds.

Basic requirements for students' knowledge and skills

Students must be able to:
name and characterize objects, compare two objects, make basic generalizations;
participate in the conversation, answer the question fully and correctly;
make simple common sentences, correctly using the forms of familiar words; use prepositions and some adverbs.
Students must know:
names and properties of the studied objects and their parts;
generalizing names of the studied groups of objects.

3rd grade

(2 hours per week)

Enrichment and clarification of the dictionary. Naming objects and phenomena, characterizing them according to their basic properties. Comparison with other objects and phenomena. Classification of objects.
Participation in conversation. Correct, complete and clear answers to questions, the ability to ask questions, and complement the statements of comrades.
Description under the guidance of a teacher of objects and natural phenomena after observing them and talking.
Compiling, under the guidance of a teacher, short stories about the plants and animals being studied, about natural phenomena, and seasonal changes in nature.
The use of newly acquired words in speech, the expression of spatial and temporal relationships between specific objects through prepositions and adverbs.

Approximate topics

Seasonal changes in nature. Weather (clear, cloudy, heavy rain, light rain, snow). Signs of summer: sunny, hot days, warm rains, green leaves, flowering herbs, picking berries, mushrooms. Signs of autumn: cloudy days, cold rains, fogs, changes in the color of leaves on trees and shrubs, leaf fall, wilting of grasses, the onset of cold weather, flight of birds. Signs of winter: short days, long nights, frosts, frost, snowfalls, blizzards, thaws. Signs of spring: lengthening days, increasing the number of sunny days, warming, melting snow and ice, drifting ice, first spring flowers, swelling of buds on trees, appearance of leaves, arrival of birds, first thunderstorm. Children's games in different seasons.
Seasonal work in the garden, in the garden. Participation of children in work in the garden and vegetable garden.
The street where the school is located. Houses, sidewalks, pavements, squares. Designation of street names and house numbers. School and home address.
Transport. Tram, bus, trolleybus. Traffic rules: cross the street when the traffic light is green, in places where there is a “crossing” sign.
Dishes. Cup, glass, mug, plate, saucer, bowl. Discrimination. Caring for dishes (washing, storing).
Furniture. Table, chair, sofa, bed, armchair, wardrobe. Purpose. Caring for furniture (wiping with a dry and damp cloth, vacuuming, knocking, cleaning the bed).
Cloth. Cap, hat, beret, wardrobe, mittens, gloves, stockings, socks, knee socks. Purpose of various types of clothing. Garment care (brushing, washing, drying, folding and storing).
Shoes. Shoes for winter, summer, autumn and spring. Shoe care (washing, drying, brushing, using shoe polish).
Vegetables. Potatoes, cabbage, beets, peas or beans. Appearance of a potato tuber, a head of cabbage, and a beet root. Taste. Eating these vegetables. Storing them in winter. Germinating pea or bean seeds.
Watermelon, melon or other melons. Discrimination by color, size, shape, taste, smell. Collecting watermelon and melon seeds to feed birds in winter.
Berries. Rowan, viburnum, cranberry, lingonberry or other local berries. Comparison by color, shape, taste.
Trees. Oak, poplar or others. Recognition and naming. Parts of a tree: root, trunk, branches, leaves. Seeds of oak, poplar.
Plants in flower beds. Asters, marigolds, marigolds or others. Recognition and naming. Distinguishing plant parts: root, stem, leaves, flowers.
Houseplants. Tradescantia, geranium or others. Discrimination. Caring for indoor plants (washing flower pots, pallets, correct arrangement of plants in the classroom).
Early flowering plants. Goose onion, anemone, snowdrop, tulip or others. Observations of the appearance of the first flowers.
Plant. Generalization. Trees, shrubs, herbs, flowers. Recognition, discrimination.
Pets. Goat, sheep. Main parts of the body, nutrition. Benefits brought to people.
Wild animals. Hedgehog, bear. Appearance, food, habits. How do they spend the winter?
Birds. Bullfinch, tit, rook, starling. The size of the birds. Bird body parts. What is the body covered with? Distinguishing these birds. Benefits brought to people. Feeding birds in winter. Preparing to meet birds in the spring.
Migratory and wintering birds, using the example of bird watching in a given area.
Poultry. Chicken, duck. Main parts of the body, nutrition. Caring for chickens and ducks.
Insects. Ant, fly, ladybug, dragonfly. Name. Appearance. Where live.
Animals. Generalization. Animals, birds, fish, insects. Distinction by appearance.
Health protection. Face, parts of the face: forehead, cheeks, chin, eyes, eyelids, eyebrows, eyelashes (purpose - eye protection). We see with our eyes. How to maintain good vision. Ears. We hear with our ears. How to take care of your ears. Nose. We breathe through our nose and smell. The meaning of clean nose. How to use a handkerchief. Mouth. Lips, teeth, tongue. Dental appointments, dental care.
Repetition of what has been covered.

Excursions, observations and practical work on topics

Daily weather observations. Systematic observations of seasonal changes in nature. Field trips to conduct these observations. Maintaining a calendar of nature and labor by month.
Excursions along the street on which the school is located, to a flower bed, to a park or forest to get acquainted with the plants being studied and to observe the behavior of birds and insects.
Practical work on caring for dishes, clothes, shoes, indoor plants, sowing peas and beans. Participation in harvesting at the school site.

Basic requirements for students' knowledge and skills

Students must be able to:
name and characterize objects and phenomena, compare and classify, establish common and distinctive properties;
participate in the conversation, answer questions, complement the statements of comrades;
speak coherently according to plan, using simple common sentences, correctly using the forms of familiar words;
take care of clothes and shoes;
maintain order in the classroom, boarding school, at home;
follow traffic rules.
Students must know:
names and properties of the studied objects;
learned traffic rules.

4th grade

(2 hours per week)

Enrichment and clarification of the dictionary. Naming and characterizing objects and phenomena according to their basic properties. Comparison of objects, classification of objects, establishment of elementary dependencies. Active participation in the conversation.
Description of objects, natural phenomena using words learned in the process of grouping objects according to their characteristics and actions; comparison of objects and phenomena with each other and with other objects and phenomena.
Complementing the statements of interlocutors based on personal observations and reading material.

Approximate topics

Seasonal changes in nature. Weather (clear, cloudy, rain, thunderstorm, wind). The height of the sun at different times of the day. Signs of summer: the sun is very hot, it’s hot, dew, fog, there are clouds and clouds in the sky, summer rain, downpour, hail, thunderstorm (lightning, thunder). Summer work in the village. Names of the summer months. Signs of autumn: a cold wind blows, it rains often, it becomes colder, the leaves on the trees turn yellow, fall off, buds remain on the branches, birds (rooks, starlings) gather in flocks, fly away to warmer climes, frosts. Autumn work in the field. Names of the autumn months. Signs of winter: snowfalls, frosts, blizzards, in frosty weather the snow creaks underfoot, sparkles beautifully in the sun, in winter the sun rises late, sets early, days are shorter, nights are longer, the shortest day, the longest night, frozen ponds, ice on the river hard, slippery, the birds are hungry, they fly to houses, look for food, people take care of the birds. People's work. Names of winter months. Signs of spring: the sun is rising higher, warming up more and more, ice drift, flooding, the first thawed patches, the first grasses and flowers, buds are swelling on trees and shrubs, leaves and flowers are blooming, fruit trees are blooming, people are planting trees and shrubs on the streets and in gardens, Seeds are sown in vegetable gardens and flower beds, insects appear, and birds fly in. Names of the spring months.
City, village, countryside. The main street of the city, village. Institutions of the city, village, village (post office, telegraph, telephone center, shops, market, hospital, pharmacy, etc.).
Road traffic. Traffic rules: correct crossing of the street (all cases).
Vegetables, fruits, berries. Definition and distinction.
Nuts. Hazelnut, walnut, pine nut. Distinction by appearance, taste.
Mushrooms. Mushroom parts. Mushrooms are edible and inedible.
Seeds of flowering plants. Collection and storage of seeds. Practical work on growing flowering plants from seeds (nasturtium, marigold, sweet pea, etc.).
Field plants. Rye, corn, oats, other local ones. Parts of these plants: root, stem (straw), leaves, ear (panicle, cob), grains. How are these plants used? Autumn work in the field.
Apartment, room. Dining room, bedroom, kitchen, etc. Purpose.
Furniture. Furniture for dining room, bedroom, kitchen. Purpose. Furniture care.
Dishes. Naming dishes. Tableware, teaware, kitchenware. Care and storage.
Cloth. How we dress at different times of the year: summer, winter, demi-season clothes. What are our clothes made of? Caring for clothes (cleaning, drying, airing, storing).
Shoes. What are shoes made of? Footwear: leather, rubber, felted, textile. Caring for different types of shoes.
Houseplants. Tradescantia, begonia, geranium, aloe (optional). Plant parts. Practical work on growing indoor plants from cuttings.
Trees. Fur tree, pine tree. Recognition. Parts of a tree: root, trunk, branches, leaves, needles. Seeds in cones. Spruce, pine - coniferous trees.
Pets. Horse, cow, pig, etc. Features of appearance. Food. Care and maintenance. Benefits brought to people.
Wild animals. Elk, deer. Appearance, food, habits.
Poultry. Goose, turkey, etc. Appearance, food, habits. Benefits brought to people.
Wild birds. Goose, swan, etc. Appearance, habitat, food.
Birds are migratory and wintering.
Departure and arrival times of different birds.
Insects are harmful and beneficial. Butterflies, cockchafer, bee, ant, fly.
Fish. What is the body of a fish covered with? How fish move, what and how they eat. Caring for fish in an aquarium.
Health protection. Rest and work at home. Sleeping mode. Diet.
Repetition of what has been covered.

Excursions, observations and practical work on topics

Daily weather observations. Systematic observations of seasonal changes in nature. Field trips to conduct these observations. Maintaining a seasonal calendar of nature and labor.
Excursions along the main street of a city, village, village, to school workshops, shops, vegetable gardens, gardens, parks or forests, to a flower bed, to a zoo, to a livestock farm, fur farm, poultry farm (based on local conditions).
Practical work on caring for clothes, shoes, indoor plants, growing flowering plants from seeds.

Basic requirements for students' knowledge and skills

Students must be able to:
name and characterize objects and phenomena, compare and classify, establish elementary dependencies;
actively participate in the conversation;
speak coherently on the proposed topic based on observations;
carry out practical work on caring for housing, planting plants in the school and experimental plots, and harvesting crops;
observe the rules of personal hygiene;
follow traffic rules.
Students must know:
names and properties of studied objects, groups of objects, natural phenomena;
traffic rules, all cases of correct street crossing.

APPLICATION

List of words that students should learn to spell

2 class

Drum, birch, wind, sparrow, crow, peas, duty officer, hare, here, cabbage, pencil, skates, cow, shovel, car, milk, carrots, frost, Moscow, cucumber, nut, father, coat, pencil case, tomato, worker, guys, sugar, dog, glass, plate, notebook, now, axe, street, teacher.

3rd grade

Watermelon, felt boots, Sunday, Tuesday, newspaper, yesterday, city, diary, road, yellow, factory, tomorrow, picture, potatoes, class, room, basket, fire, furniture, bear, month, week, vegetables, vegetable garden, clothes, sand, weather, Monday, briefcase, dishes, holiday, Friday, story, drawing, Motherland, boots, today, Wednesday, Saturday, plate, comrade, black, Thursday, walking, apple, tongue.

4th grade

Bus, car, pharmacy, shore, ticket, carriage, suddenly, station, newspaper, village, breakfast, health, strawberries, frost, apartment, ship, suit, stairs, frog, shop, raspberry, metro, bag, minute, lunch, huge, towel, portrait, example, wheat, decide, Russia, Russian, thank you, count, theater, telephone, TV, tractor, tram, factory, surname, chicken, man, driver, excursion, berry, hawk, lizard.

MATHEMATICS

EXPLANATORY NOTE

Mathematics, being one of the important general education subjects, prepares students with intellectual disabilities for life and mastering accessible professional and labor skills.
The process of teaching mathematics is inextricably linked with the solution of the specific task of special (correctional) educational institutions of the VIII type - the correction and development of cognitive activity, the personal qualities of the child, as well as the cultivation of hard work, independence, patience, perseverance, curiosity, the formation of skills to plan one’s activities, exercise control and self-control.
Teaching mathematics should have a practical orientation and be closely connected with other academic subjects, life, prepare students to master professional knowledge and skills, and teach the use of mathematical knowledge in non-standard situations.
The concepts of number, quantity, and geometric figure that students develop in the process of learning mathematics are abstract.
Actions with objects aimed at combining sets, removing part of a set, dividing sets into equal parts and other subject-related practical actions help prepare schoolchildren to master abstract mathematical concepts.
Students should learn to formulate practical actions with objects and their substitutes in loud speech. Gradually, external actions with objects move into the internal plane. Children develop the ability to think abstractly, to act not only with sets of objects, but also with numbers, therefore mathematics lessons must be equipped with both demonstration aids and handouts for each student.
In the lower grades, it is necessary to awaken students’ interest in mathematics, in quantitative changes in the elements of object sets and numbers, and in measuring quantities. This is only possible by using didactic games, game techniques, entertaining exercises, and creating situations that are exciting for children.
One of the important techniques for teaching mathematics is comparison, since most mathematical ideas and concepts are reciprocal. Their assimilation is possible only if one masters the methods of finding similarities and differences, identifying essential features and abstracting from non-essential ones, using methods of classification and differentiation, and establishing cause-and-effect relationships between concepts. An equally important technique is materialization, that is, the ability to concretize any abstract concept and use it in life situations. Along with the above-mentioned leading teaching methods, others are used: demonstration, observation, exercises, conversation, working with a textbook, excursion, independent work, etc.
Teaching mathematics is impossible without close, attentive attention to the formation and development of students’ speech. Therefore, in mathematics lessons in the lower grades, the teacher teaches children to repeat their own speech, which is a model for students, introduces choral, and then individual commentary on subject-related practical activities and actions with numbers.

ORGANIZATION OF MATHEMATICS TRAINING

The main form of organizing the process of teaching mathematics is the lesson. The leading form of teacher work with students in the classroom is frontal work when implementing a differentiated and individual approach. The success of teaching mathematics largely depends on the teacher’s careful study of the individual characteristics of each child in the class (cognitive and personal): what knowledge in mathematics does the student have, what difficulties does he experience in mastering mathematical knowledge, graphic and drawing skills, what are the gaps in his knowledge and what are their reasons, what potential capabilities he has, what strengths can be relied on in the development of his mathematical abilities.
Each mathematics lesson is equipped with the necessary visual aids, handouts, and technical teaching aids.
Mental arithmetic as a lesson stage is an integral part of almost every mathematics lesson.
Solving arithmetic problems takes up at least half of the teaching time in the process of teaching mathematics.
The program indicates all types of simple problems that are solved in each grade, and starting from grade 2 - the number of actions in complex problems. Complex problems are made up of simple problems well known to children.
Solutions of all types of problems are written down with names.
Geometric material is included in almost every math lesson. If possible, it should be closely related to arithmetic.
In the lower grades, the foundations of mathematical knowledge and skills are laid, without which further progress of students in mastering mathematics will be difficult. Therefore, in each lesson, attention must be paid to consolidating and repeating basic knowledge in mathematics, especially knowledge of the composition of the first ten numbers, addition and subtraction tables within ten, single-digit numbers within 20, knowledge of multiplication and division tables. When memorizing tables, students must rely not only on rote memory, but also know how to obtain calculation results if they do not remember them.
Organizing independent work should be a mandatory requirement for every mathematics lesson. The work completed independently by the student must be checked by the teacher, errors made must be identified and corrected, the cause of these errors must be established, and the student must be worked on to correct the errors.
Homework must be checked daily by the teacher.
Along with everyday, ongoing monitoring of the state of knowledge in mathematics, the teacher conducts tests 2-3 times a quarter.
The program as a whole determines the optimal amount of knowledge and skills in mathematics, which is available to the majority of students studying in a auxiliary school.
However, in every class there is a part of students who constantly lag behind their classmates in mastering knowledge and need differentiated help from the teacher. They can participate in frontal work with the whole class (solve easier examples, repeat explanations of the teacher or a strong student on leading questions, solve arithmetic problems with the help of the teacher). To complete them independently, these students need to be offered simplified versions of examples, problems, and other tasks.
Taking into account the indicated characteristics of this group of schoolchildren, this program has identified those simplifications that can be made within the program topics.
The mastery of this knowledge and skills provides the basis for students to be transferred to the next grade.
There are students who satisfactorily master the auxiliary school curriculum in all subjects except mathematics. These students (with so-called local impairment or gross acalculia) cannot be detained in a particular class simply because of a lack of knowledge in one subject.
Such students must study according to an individual program; they are trained within their capabilities, certified accordingly and transferred from class to class.
The decision to train students according to an individual program in this subject is made by the school’s pedagogical council.

PROGRAM

1 class

(5 hours per week)

Propaedeutic period 1

NUMBERS. VALUES

Names, designation of numbers from 1 to 9. Counting by 1 and equal groups of 2, 3 (counting objects and abstract counting). Cardinal, ordinal numbers. Number and digit 0. Correspondence between quantity, numeral, and digit. Place each number in the number line (0-9). Comparison of numbers. Establishing a relationship of greater than, less than, equal to.
Number 10. Number and figure. Ten units - 1 ten.
Composition of the first ten numbers from two terms. Methods of addition and subtraction. Tables of the composition of numbers within 10, its use when performing the operation of subtraction. The name of the components and results of addition and subtraction (in the teacher’s speech). Commutative property of addition (practical use).
Name, designation, decimal composition of numbers 11-20 2 . Single-digit and double-digit numbers. Matching numbers 1-10 with a series of numbers 11-20. Number series 1-20, comparison of numbers (more, less, equal, extra, missing units, ten). Counting from a given number to a given number, counting, counting by 1, 2, 3, 4, 5. Addition of tens and ones, corresponding cases of subtraction.
Units (measures) of value - kopeck, ruble. Designation: 1 k., 1 r. Coins: 1 k., 5 k., 10 k., 1 r., 2 r., 5 r. Exchange and replacement.
Simple arithmetic problems to find the sum and remainder.
Dot. Straight and curved lines. Drawing a straight line using a ruler at different positions relative to the edge of a sheet of paper. Straight line, segment. Length of the segment. Drawing straight lines passing through 1-2 points.
Units (measures) of length are centimeters. Designation: 1 cm. Measuring a segment, drawing a segment of a given length.
Units (measures) of mass, capacity - kilogram, liter. Designation: 1 kg, 1 l.
The unit of time is a day. Designation: 1 day. A week is seven days, the order of the days of the week.
Drawing a rectangle, square, triangle using given vertices.

Basic requirements for students' knowledge and skills

Students must know:
cardinal, ordinal numbers within 20;
the composition of single-digit numbers and the number 10 from two terms;
decimal composition of two-digit numbers, place of units and tens in a two-digit number;
lines - straight, curved, segment;
units (measures) of value, length, mass, capacity: 1 k., 1 r., 1 cm, 1 kg, 1 l;
name, order of days of the week, number of days in the week.
Students must be able to:
read, write, count, compare numbers within 20, count, count by 1, 2, 3, 4, 5;
perform addition and subtraction of numbers within 10, 20, relying on knowledge of their composition from two terms, use the commutative property of addition: 5 + 3, 3 + 5, 10 + 4, 4 + 10;
solve problems to find the sum, remainder, illustrate the content of the problem with the help of objects, their substitutes, drawings, compose problems according to a sample, a ready-made solution, a short note, a proposed plot, for a given arithmetic operation;
recognize coins, replace some coins with others;
draw a straight line, a segment of a given length, measure a segment;
draw a rectangle, square, triangle at given vertices.
Notes
1. Counting and counting within 20 only by 1-2 units.
2. The amount and balance are calculated using objects using the method of counting or counting, counting.
3. Replacement of some coins with others is carried out within 10 k., 5 rubles.
4. Drawing and measuring segments are carried out with the help of a teacher.
5. A rectangle, square, triangle are drawn according to the points depicted by the teacher.

2nd grade

(5 hours per week)

SCORE WITHIN 20

Counting, counting 1, 2, 3, 4, 5, 6 within 20 in direct and reverse order. Comparison of numbers. Signs of relations greater than (), less than (Addition of single-digit numbers passing through ten by decomposing the second term into two numbers.
Subtracting single-digit numbers from two-digit ones, passing through ten by decomposing the subtrahend into two numbers.
Tables of the composition of two-digit numbers (11-18) from two single-digit numbers with a transition through ten. Calculate the remainder using this table.
Names of components and results of addition and subtraction in students’ speech.
The number 0 as a component of addition.
The unit (measure) of length is decimeter. Designation: 1 dm. Ratio: 1 dm = 10 cm.
Addition and subtraction of numbers obtained by measuring with one measure of value, length (the amount (remainder) can be less than, equal to or more than 1 dm), mass, time.
The concepts of “the same amount”, “more (less) by several units”.
Simple arithmetic problems involving increasing (decreasing) numbers by several units. Compound arithmetic problems in two steps.
Straight line, ray, segment. Comparison of segments.
Corner. Angle elements: top, sides. Types of angles: straight, obtuse, acute. Comparing angles with right angles. Drawing a right angle using a drawing triangle.
Quadrilaterals: rectangle, square. Properties of angles and sides. Triangle: vertices, angles, sides. Drawing a rectangle, square, triangle on checkered paper along given vertices.
Clock, dial, hands. Measuring time in a clock, direction of movement of the hands. The unit (measure) of time is an hour. Designation: 1 hour. Time measurement by clock with an accuracy of 1 hour. Half an hour (half an hour).
Dividing subject populations into two equal parts (equally).

Basic requirements for students' knowledge and skills

Students must know:
counting within 20 by one and in equal number groups;
table of the composition of numbers (11-18) from two single-digit numbers with a transition through ten;
names of the component and the results of addition and subtraction;
mathematical meaning of the expressions “the same,” “more by,” “less by”;
difference between straight line, ray, segment;
elements of an angle, types of angles;
elements of quadrangles - rectangle, square, their properties;
triangle elements.
Students must be able to:
perform addition and subtraction of numbers within 20 without passing, with passing through ten, with numbers obtained by counting and measuring by one measure;
solve simple and compound arithmetic problems and specify them using objects or their substitutes and briefly write down the content of the problem;
recognize, name, draw segments, angles - straight, obtuse, acute - on unlined paper;
draw a rectangle or square on checkered paper;
Determine time using a clock with an accuracy of 1 hour.
Notes
1. Only simple arithmetic problems are solved.
2. Rectangles and squares are drawn with the help of the teacher.
3. Knowledge of the composition of single-digit numbers is required.
4. Solving examples for finding the sum, remainder with a transition through ten (accompanied by a detailed recording of the solution).

3rd grade

(6 hours per week)

Numbering numbers within 100. Obtaining a series of round tens, adding and subtracting round tens. Obtaining complete two-digit numbers from tens and ones. Decomposition of complete two-digit numbers into tens and ones. Number series 1-100, counting, counting by 1, by 2, in equal groups of 5, by 4. Comparison of adjacent numbers in a number series, comparison of numbers by the number of digits, by the number of tens and units. The concept of category. Bit table. Increasing and decreasing numbers by several tens and units. Numbers are even and odd.
Addition and subtraction of numbers within 100 without moving through place value (60 + 7; 60 + 17; 61 + 7; 61 + 27; 61 + 9; 61 + 29; 92 + 8; 61 + 39 and corresponding cases of subtraction).
Zero as a component of addition and subtraction.
Multiplication as the addition of several identical terms, replacing it with the arithmetic action of multiplication. Multiplication sign (×). Writing and reading multiplication operations. The name of the components and the result of multiplication in the teacher’s speech.
Multiplication table for number 2.
Division into equal parts. Dividing subject aggregates into 2, 3, 4, 5 equal parts (equally), recording the division of subject aggregates into equal parts by the arithmetic operation of division. The division sign (:). Reading division action. Table of division by 2. The name of the components and the result of division in the teacher’s speech.
Table of multiplication of numbers 3, 4, 5, 6 and division by 3, 4, 5, 6 equal parts within 20. Interrelation of multiplication and division tables.
Ratio: 1 rub. = 100 k.
Brackets. Steps I and II.
The unit (measure) of length is meter. Designation: 1 m. Ratios: 1 m = 10 dm, 1 m = 100 cm.
Numbers obtained by counting and measuring in one or two measures (rubles and kopecks, meters and centimeters).
Units (measures) of time - minute, month, year. Designation: 1 min, 1 month, 1 year. Ratios: 1 hour = 60 minutes, 1 day. = 24 hours, 1 month. = 30 or 31 days, 1 year = 12 months. Order of months. Calendar. Time determination by clock with an accuracy of 5 minutes (10 hours 25 minutes and without 15 minutes 11 hours).
Simple arithmetic problems for finding a product, quotient (division into equal parts and according to content).
Calculate cost based on the relationship between price, quantity and cost.
Compound arithmetic problems in two operations: addition, subtraction, multiplication, division.
Constructing a segment of the same length, greater (less) than a given one. Crossing lines. Intersection point.
Circle, circle. Compass. Center, radius. Constructing a circle using a compass.
Quadrangle. Rectangle and square.
Polygon. Vertices, corners, sides.

Basic requirements for students' knowledge and skills

Students must know:
number series 1-100 in forward and reverse order;
the meaning of the arithmetic operations of multiplication and division (into equal parts and in content), the difference between the two types of division at the level of practical actions, the method of reading and writing each type of division;
tables of multiplication and division of numbers within 20, commutative property of a product, connection between tables of multiplication and division;
procedure in examples in 2-3 arithmetic operations;
units (measures) of measuring value, length, mass, time, ratio of studied measures;
order of months in the year, month numbers from the beginning of the year.
Students must be able to:
counting, counting, counting by one and in equal numerical groups of 2, 5, 4, within 100;
put aside any numbers within 100 in accounts;
add and subtract numbers within 100 without jumping through digits using mental calculation techniques;
use knowledge of multiplication tables to solve appropriate division examples;
distinguish between numbers obtained by counting and measuring;
write down the numbers obtained by measuring in two measures, with a full set of symbols in small measures: 5 m 62 cm, 3 m 03 cm, use various calendar tables, tear-off calendars;
determine time using a clock (past time, future time);
find the point of intersection of lines;
draw circles of different radii, distinguish between a circle and a circle.
Notes
1. Continue solving examples of addition and subtraction within 20, moving through ten with detailed notation.
2. It is necessary to know only the multiplication table for the number 2, obtaining quotients from division by 2 by using the multiplication table.
3. It is enough to be able to determine time using a clock in only one way, to use a calendar to establish the order of months in a year, the number of days in months, months in a year.
4. Arithmetic problems involving two operations, one of which is multiplication or division, are excluded.

4th grade

(6 hours per week)

Adding and subtracting numbers within 100 without jumping over the digit (all cases).
Adding a two-digit number to a single-digit number and subtracting a single-digit number from a two-digit number with a step change.
Written addition and subtraction of two-digit numbers using place value.
Counting and counting down by 3, 6, 9, 4, 8, 7.
Multiplication table for numbers 3, 4, 5, 6, 7, 8, 9. Table for dividing into 3, 4, 5, 6, 7, 8, 9 equal parts. The relationship between multiplication and division.
Multiplication by 1, 0, 10 and by 1, 0, 10. Division by 0, division by 1, by 10. Names of components and results of multiplication and division in students’ speech.
The unit (measure) of mass is the centner. Designation: 1 c. Ratio: 1 c = 100 kg.
The unit (measure) of length is millimeter. Designation: 1 mm. Ratio: 1 cm = 10 mm.
The unit (measure) of time is the second. Designation: 1 s. Ratio: 1 min = 60 s. Second hand. Stopwatch. Determination of time by clock with an accuracy of 1 minute (5 hours 18 minutes, 13 minutes to 6 hours, 18 minutes on the 9th). Double time indication.
A simple arithmetic problem to increase (decrease) a number several times.
Dependence between cost, price, quantity (all cases). Compound problems solved by two arithmetic operations.
Closed and open curves: circle, arc.
Broken lines - closed, open. The polygon boundary is a closed broken line. Measuring segments of a polyline and calculating its length. Constructing a segment equal to the length of the broken line. Constructing a polyline based on the given length of its segments.
The relative position on the plane of geometric figures (intersection, points of intersection). Rectangle and square. A square is a special case of a rectangle.
Constructing a rectangle (square) using a drawing triangle.
The names of the sides of the rectangle: bases (top, bottom), sides (right, left), opposite, adjacent sides.

Basic requirements for students' knowledge and skills

Students must know:
the difference between oral and written addition and subtraction of numbers within 100;
multiplication tables for all single-digit numbers and the number 10. The rule for multiplying the numbers 1 and 0, by 1 and 0, dividing 0 and dividing by 1, by 10;
names of components of multiplication and division;
measures of length, mass and their ratio;
measures of time and their relationships;
various cases of the relative position of two geometric figures;
names of elements of quadrilaterals.
Students must be able to:
perform oral and written addition and subtraction;
practically use the commutative property of multiplication;
determine the time using a clock in three ways with an accuracy of 1 minute;
solve, compose, illustrate all studied simple arithmetic problems;
independently write briefly, model content, solve compound arithmetic problems in two steps;
distinguish between closed and open curves and broken lines;
calculate the length of a broken line;
recognize, name, draw, model the relative position of two straight, curved lines, polygons, circles, find points of intersection;
draw a rectangle (square) using a drawing triangle on unlined paper.
Notes
1. It is not necessary to know by heart the multiplication tables of numbers 6-9, but it is necessary to be able to use these multiplication tables on a printed basis, both to find the product and the quotient.
2. Recognition, modeling of the relative positions of figures without drawing.
3. Determining time using a clock in at least one way.
4. Solving compound problems with the help of a teacher.
5. Drawing a rectangle (square) on unlined paper with the help of a teacher.

ART

EXPLANATORY NOTE

Fine arts as a school subject have important correctional and developmental significance. Fine arts lessons, when taught correctly, have a significant impact on the intellectual, emotional and motor spheres, contribute to the formation of the personality of a mentally retarded child, and the development of positive skills and habits.
The school course in fine arts poses the following main objectives:
contribute to the correction of deficiencies in the cognitive activity of schoolchildren through systematic and targeted education and development of their correct perception of the form, design, size, color of objects, their position in space;
find significant features in the image, establish similarities and differences;
to promote the development of analytical and synthetic activity in students, the ability to compare and generalize;
navigate the task and plan your work, outline the sequence of drawing;
correct motor skills deficiencies and improve hand-eye coordination through the use of variable and repeatedly repeated graphic actions using a variety of visual material;
to give students knowledge of the elementary fundamentals of realistic drawing, to develop skills in drawing from life, decorative drawing;
introduce students to individual works of fine, decorative, applied and folk art, cultivate an active emotional and aesthetic attitude towards them;
develop students’ speech, artistic taste, interest and love for visual arts.
To solve these problems, the program provides four types of classes: decorative drawing, drawing from life, drawing on themes, conversations about fine arts.
Before starting these classes, students need to be prepared for them.

PREPARATORY LESSONS

Their main task is the formation and enrichment of sensory experience (the ability to see, hear, touch), which is a necessary prerequisite for the development of cognitive activity of schoolchildren. At this stage, it is also important to develop primary skills in working with materials and tools, to show that drawings reflect the properties of objects and their relationships, and to instill interest in visual arts.
During the preparatory period of study, the teacher, using a variety of gaming and graphic materials, carries out work aimed at developing students’ visual attention, perception of objects and their properties (shape, size, color, number of parts and their position in relation to each other), the formation representations. Much attention is paid to improving small, differentiated movements of the fingers and hands, hand-eye coordination, and developing visual skills. In this case, it is necessary to ensure that students can consciously perform movements with a pencil (felt-tip pen) in a given direction, change the direction of movement, and stop movement at the desired point.
All classes, as a rule, are conducted in a playful, entertaining way. To do this, you need to have the appropriate teaching aids: building sets with a set of colored parts, folding pyramids, flat and three-dimensional geometric figures of different sizes, strips of colored cardboard of different lengths and widths, posters with samples of simple drawings, geometric lotto, as well as various toys.
These games and exercises in each lesson should end with students’ graphic actions, making simple drawings that reflect the solution to a particular problem.
After some preparation, when children acquire some knowledge and skills, you can move on to depicting objects that are relatively complex in shape and structure, well known to students and selected based on their similarity to basic geometric shapes.

DECORATIVE DRAWING

At decorative drawing lessons, students become acquainted with the best examples of decorative and applied art. Demonstration of works by folk craftsmen allows children to understand the beauty of the products and the appropriateness of using them in everyday life. During classes, schoolchildren receive information about the use of patterns on carpets, fabrics, wallpaper, dishes, toys, and become familiar with artistic wood and bone carvings, glass, ceramics and other household items.
Brief conversations about decorative and applied arts with a display of folk crafts' products, educational tables and reproductions help to a certain extent develop students' aesthetic taste.
Decorative drawing classes should, as a rule, precede life drawing lessons, as they develop the technical and visual skills of students.

DRAWING FROM LIFE

Drawing from life is necessarily preceded by observation of the depicted object, determination of its shape, structure, color and size of individual parts and their relative position. After a comprehensive study of the subject, students convey it in the drawing as they see it from their place.
The correct selection of appropriate equipment and models is of great importance in these lessons.
The main task of teaching life drawing in the elementary grades is to teach children to draw, conveying in the drawing the relationships between width and height, parts and the whole, as well as the design of objects.
In life drawing classes, it is very important to develop in students the need to constantly compare their drawing with nature and the individual details of the drawing with each other. Essential for this is the development in children of the ability to use the middle (axial) line, as well as to use the simplest auxiliary (additional) lines to check the correctness of the drawing.

DRAWING ON THEMES

The content of drawing lessons on topics is the depiction of phenomena in the surrounding life and the illustration of excerpts from literary works.
In grades 1-2, the task of thematic drawing is to ensure that students are able to depict individual objects, the most simple in shape and color. For example, children draw Christmas tree decorations, a snowman, fish in an aquarium, and make drawings for the fairy tales “Kolobok”, “Three Bears”, etc.
In grades 3-4, students are given the simplest visual tasks: to correctly convey the visual relationship of the sizes of objects, to take into account the visible reduction of distant objects in drawings, to learn the rule of blocking some objects with others.
Setting students the task of conveying a theme in a drawing, revealing the plot of a passage of a literary work, or illustrating a descriptive text, the teacher must focus his efforts on forming their idea and activating visual images. After the teacher’s explanation, students tell what should be drawn, how, where and in what order.

Conversations about art are an important means of moral, artistic and aesthetic education of schoolchildren.
In grades 1-3, classes are limited to examining the products of folk craftsmen (mainly toys), reproductions of works of art, as well as analysis of illustrations in children's books. Separate lessons are not allocated for such work, but 10-15 minutes are allocated at the beginning or end of the lesson.
In the 4th grade, special lessons are allocated for conversations: in one lesson it is recommended to show no more than three or four works of painting, sculpture, graphics, selected on one topic, or 5-6 objects of decorative and applied art.
To prepare students to understand works of fine art, systematic work with illustrative material, designed to develop children’s visual perception, is important.
In the lower grades, the teacher mainly works to ensure that students are able to recognize and correctly name the objects depicted.
During conversations about art, as in other drawing lessons, one should not forget about the work to enrich the vocabulary and develop students’ speech, to correct pronunciation deficiencies.

PROGRAM

1 class

(1 hour per week)

F irst half of the year

Preparatory exercises

Carry out sensory education for first-graders: teach them to distinguish the shape of objects using vision, touch and circling movements of the hand, recognize and show basic geometric shapes and bodies (circle, square, rectangle, ball, cube); determine the difference in size between objects of the same shape; navigate the plane of a sheet of paper; find the middle, top, bottom, right and left edges; form graphic representations of shapes (circle, square, rectangle, triangle), distinguish between circle and oval.
Cultivate an interest in drawing and drawing. Develop hand motor skills, develop graphic skills and abilities; pencil skills and abilities; skill of voluntary regulation of pressure force; the skill of arbitrary tempo of movement (deceleration and acceleration), the skill of stopping movement at the desired point: the skill of maintaining the direction of movement.
Distinguish colors: red, yellow, green, blue, brown, black, white.
Learn to color a drawing: follow the direction of the strokes (top to bottom, left to right, obliquely), do not leave spaces, do not go beyond the outline.

Sample exercises

First Thursday

Exercises to distinguish objects by shape and color. Drawing (on one sheet) of objects of different shapes and colors (after observation and demonstration by the teacher).
Exercises to distinguish objects by shape and size; drawing (on one sheet) of objects of different shapes and sizes (after observation and demonstration by the teacher).
Game graphic exercises - drawing straight lines in different directions (as shown): high pillars, a fence, etc. (straight vertical lines); wires, tracks, colored ropes, etc. (straight horizontal lines); there is slanting rain, high mountains, tourist tents, etc. (sloping lines).
Game graphic exercises - drawing straight vertical and horizontal lines (as shown): ladders, windows, frames, chessboard, swings, etc.
Game graphic exercises - drawing arc-shaped lines (as shown): smoke flows, a fountain gushes, an airplane flies, a boat sails on the waves, a ball bounces, a frog jumps, a butterfly flies from flower to flower, etc.
Game graphic exercises - drawing closed circular lines (as shown): we will wind several balls of thread, balloons, a lot of rings - a chain, a cart with multi-colored wheels, a branch with berries, etc.
Game graphic exercises - drawing (by demonstration) objects familiar to children of different sizes (sizes): multi-colored balls - large and small, balls of thread - large and small, ribbons - long and short, pencils - thick and thin, Christmas trees - high and low and etc.
Game graphic exercises - drawing (by demonstration) objects of round, oval and square shape: watermelons, oranges, apples, cucumbers, lemons, plums, frames, cubes, boxes, etc.
Game graphic exercises - drawing (by demonstration) objects of rectangular and triangular shape: albums, rulers, books, flags, drawing triangles, road signs, etc.

Second Thursday

Drawing using reference points of familiar objects: house, birdhouse, boat, ladder.
Drawing simple geometric patterns in a strip along the cells (the teacher draws the strip in the student’s notebook).
Drawing a pattern in a strip of elements alternating in shape and color (circles and squares).
Examination of the simplest images of objects in illustrations, comparing them by shape, color and size; drawing these objects.
Drawing using a circle template (diameter 6 cm). Dividing a circle into four equal parts, building a square inside it, coloring the elements while following the contour.
Drawing (by demonstration) objects of simple shape, consisting of several parts (flags, beads).
Drawing a pattern of repeating plant elements (spruce branches) in a stripe.
Drawing from memory (after showing) simple-shaped Christmas decorations (4-6 on a sheet of paper).
Drawing to represent objects familiar to children (a Christmas tree branch with toys).

Second semester

DECORATIVE DRAWING

To develop in students the ability to freely, without tension, draw straight vertical, horizontal and oblique lines by hand; exercise children in carefully painting the elements of the ornament while observing the outline of the drawing; develop the ability to use stencil measurements; teach to distinguish and name colors: red, yellow, green, blue, brown, orange, purple.

DRAWING FROM LIFE

Teach children to distinguish objects by shape, size, color and convey their basic properties in a drawing. Place drawings correctly on a sheet of paper. Carefully paint over the images, following the contours.

DRAWING ON THEMES

Teach children to combine objects based on shape; develop their ability to convey in a drawing the easiest moment to depict from a fairy tale they read; place the elements of a drawing on a sheet of paper, conveying the spatial and magnitude relationships of simple objects (above, below, next to, about; large, small, smallest); identify your drawing with any object.

CONVERSATIONS ABOUT FINE ARTS

(2 times per quarter)

Teach children to recognize and distinguish in illustrations images of objects, animals, plants known to them from their immediate environment: develop their ability to compare objects by shape, color, size.

Sample tasks

Third Thursday

Drawing winter things from life (scarf and knitted hat).
Drawing on the theme “Snowman”.
Drawing a geometric pattern from a sample using reference points (the rectangle is divided in half, and diagonals are drawn in the resulting squares; the triangles are painted in contrasting colors).
Drawing a traffic light toy from life. Drawing a bunch of balloons from life.
Conversation on the topic “Dymkovo patterns.” Making a striped pattern for a bookmark.
Drawing a toy boat from life.
Drawing a pattern for a postcard for March 8th.
Drawing according to the plan “What is round?”
Examination of illustrations for E. Rachev’s book “Kolobok”. Drawing for a fairy tale (“Kolobok is lying on the window”, “Kolobok is rolling along the path”).

Decorative drawing - a pattern in a circle (a circle is a finished shape).
Thematic drawing “I will draw a rocket.”
Geometric pattern in a stripe of triangles. Examination of the Dymkovo toy “Firebird”, illustrations to P. Ershov’s fairy tale “The Little Humpbacked Horse”.
Drawing a holiday flag from life. Drawing a pattern in a strip of plant elements. Examination of illustrations for the fairy tale “The Three Bears”. Drawing for this fairy tale (three cups of different sizes and colors).

Basic requirements for students' knowledge and skills

Students must be able to:
organize your workplace, sit correctly at your desk (table), hold your drawing book and pencil correctly;
When making drawings, use only one side of a sheet of paper;
trace patterns of simple shapes with a pencil, connect dots, draw vertical, horizontal, oblique, rounded (closed) lines by hand;
navigate the plane of a sheet of paper;
Paint over the drawing with colored pencils, observing the contours of the drawing and the direction of the strokes (top to bottom, left to right, obliquely):
distinguish and name colors;
recognize and show basic geometric shapes and bodies;
convey the basic shape of objects in drawings, establish its similarity to known geometric shapes with the help of a teacher;
recognize and distinguish in illustrations images of objects, animals, plants known to children from the immediate environment, compare them with each other.

2nd grade

(1 hour per week)

DECORATIVE DRAWING

Teach children to draw straight lines (vertical, horizontal, oblique) by hand and divide a segment into equal parts; develop the ability to draw basic geometric shapes by hand and create a pattern from them in a strip, observing alternation in shape and color; make patterns from plant elements in a strip, square, circle; improve the skill of coloring a picture; apply strokes evenly without excessive pressure in one direction, without going beyond the contour; learn to use red, yellow, green, blue, brown, orange, purple colors in patterns.

DRAWING FROM LIFE

Teach children to correctly place an image on a piece of paper; distinguish and name the shapes of square, rectangular, round and triangular objects; develop the ability to notice and convey in a drawing the square and rectangular shapes of individual objects; observe the spatial relationships of objects and indicate these relationships with words middle, right, left; determine the essential features of an object, identifying characteristic details by dismembering a relatively complex shape; carefully color the drawing, selecting colored pencils in accordance with nature.

DRAWING ON THEMES

Teach children to convey in drawing the basic shape of familiar objects; develop the ability to combine these objects in one drawing; depict the rounded shape of parts of an object, their size, and also convey the spatial relationships of objects and their parts ( above, below, next to, about).

CONVERSATIONS ABOUT FINE ARTS

(2 times per quarter)

To develop in children the ability to recognize characters from folk tales in illustrations, name the characters depicted in the picture, and compare them with each other; name and differentiate colors.
Introduce illustrations to folk tales from books for children of senior preschool age (illustrations by artists Y. Vasnetsov, V. Vatagin, V. Lebedev, E. Rachev, E. Charushin, etc.).

Sample tasks

First Thursday

Drawing vegetables and fruits from life. Looking at illustrations in children's books.
Drawing from life of different types of mushrooms (white, boletus, fly agaric).
Drawing a pattern of leaves and berries in a stripe (following the pattern).
Students independently compose a striped pattern.
Drawing a geometric pattern in a square (draw axial lines in a square, color the resulting triangles with colored pencils).
Drawing a pattern of twigs and leaves in a square (on the center lines).
Drawing on the theme “Trees in autumn.” Looking at illustrations in children's books.
Drawing from life familiar objects of simple shape (for example, a folder, a ruler, a drawing triangle).
Decorative drawing - a pattern of flowers for a rectangular rug.

Second Thursday

Drawing a geometric pattern in a rectangle (based on the model).
Decorative drawing - ornament in a square. Looking at illustrations in children's books. Getting to know Gorodets painting.
Drawing a pattern of spruce branches in a square (on the center lines).
Drawing a spruce branch from life. Looking at illustrations in children's books.
Drawing holiday flags from life. Drawing Christmas tree decorations from life. Drawing on the theme “A twig with Christmas tree decorations.”

Third Thursday

Drawing a pattern of snowflakes (decorating a scarf or sweater).
Drawing on the theme “Snowmen”.
Conversation on paintings. Drawing a picture frame from life.
Drawing a fish toy from life. Drawing on the theme “Fish in an aquarium among algae.”
Drawing from life a rectangular object (satchel, briefcase, bag).
Conversation about fine arts. Acquaintance with Polkhov-Maidan products. Drawing a pattern in a stripe.
Decorative drawing - a pattern in a stripe for a triangular kerchief (a triangle is a finished shape).
Drawing from life a road sign “Danger Ahead” (a yellow equilateral triangle with a black exclamation mark and a red stripe along the edges).
Drawing a pattern in a circle - a painted plate (a circle is a finished shape).
Drawing on the chalkboard and in notebooks simple objects that combine various geometric shapes (a house - a square and a triangle, a cart - a rectangle and two circles, a birdhouse - a rectangle and a triangle, etc.).

Fourth

Drawing a pattern in a strip of alternating geometric shapes given by the teacher.
Decorative design of the postcard “Rocket is flying”.
Drawing from life a turret made from building material elements.
Drawing a festive flag and balloons from life.
Thematic drawing “House decorated for the holiday with flags and lights.”
Drawing a pattern in a strip of flowers and leaves. A pattern of flowers in a circle (a circle is a finished shape). Drawing spring flowers from life. Conversation on paintings.

Basic requirements for students' knowledge and skills

Students must be able to:
freely, without tension, draw lines by hand in the desired directions, without turning the sheet of paper;
focus on the plane of a sheet of paper and in a finished geometric shape in accordance with the teacher’s instructions;
use the guidelines (reference points) given by the teacher and place the image on a sheet of paper in accordance with them;
paint over the drawing with colored pencils, observing the contours of the image, the direction of the strokes and the uniform nature of the pressure on the pencil;
draw objects of round, rectangular and triangular shapes by hand;
understand the principle of repetition or alternation of elements in a pattern (in shape and color);
distinguish and know the names of colors;
recognize characters from folk tales in illustrations and show an emotional and aesthetic attitude towards them.

3rd grade

(1 hour per week)

DECORATIVE COLORING

Teach children to draw patterns of geometric and plant shapes in stripes and squares; develop the ability to analyze a sample; determine the structure of the pattern (repetition or alternation of elements), shape and color of the component parts; use centerlines when drawing patterns in a square; correctly arrange design elements throughout the entire sheet of paper in decorative designs.

DRAWING FROM LIFE

Exercise students in depicting round and oblong objects; learn to distinguish and depict objects of square, rectangular, round and triangular shape, conveying their characteristic features; when depicting flat objects of symmetrical shape, use the middle (axial) line; develop the ability to determine the sequence of drawing; use light and dark shades of color when drawing from life.

DRAWING ON THEMES

Teach children to combine images of several objects in one plot drawing, uniting them with a common content; arrange images in a certain order ( closer, further), using the entire sheet of paper and following the top and bottom of the design.

CONVERSATIONS ABOUT FINE ARTS

(2 times per quarter)

Teach children to recognize in book illustrations and in reproductions of artistic paintings the characteristic signs of the seasons, conveyed through the means of fine art; develop their ability to see the beauty of nature in different seasons.

Sample tasks

First Thursday

Drawing autumn leaves from life. Conversation on the painting by I. Khrutsky “Flowers and Fruits” or others.
Drawing a pattern in a strip of branches with leaves. Drawing from life a tree branch with simple-shaped leaves (for example, a branch of a cherry tree).
Drawing on the theme “Park in autumn.” Conversation on paintings about autumn (I. Levitan. “Golden Autumn”, V. Polenov. “Golden Autumn”).
Drawing from life objects of various shapes and colors (apple, pear, cucumber, carrot).
Drawing marine signal flags from life (3-4 flags on one sheet).
Drawing from life boards (with a pattern) for cutting vegetables.
Drawing a chess pattern in a square.

Second quarter

Drawing a geometric pattern in a square. Drawing a toy house from life.
Illustrating a story read by the teacher.
Acquaintance with the works of Gzhel masters. Pattern for a Gzhel plate (plate - ready-made form).
Drawing a round alarm clock from life.
Drawing a two-color ball from life.
Drawing a pattern in a stripe (snowflakes and spruce branches).
Conversation on paintings on the theme “Winter has come” (I. Shishkin. “Winter”, K. Yuon. “Russian Winter” or others).
Drawing on the theme “Decorated Christmas tree”.

Third Thursday

Drawing a pattern on a mitten (the pattern is cut out of paper - a finished form). Drawing a symmetrical pattern according to the sample.
Drawing on the theme “Christmas tree in the forest in winter.”
Drawing a hammer from life. Drawing from life a tool of simple shape (for example, a spatula, a file with a handle, hand forks, etc.).
Drawing a tennis racket from life. Conversation based on K. Yuon’s paintings “End of Winter”, “Midday” or others. Drawing on the topic “My favorite fairy-tale hero”.
Decorative drawing - design of a greeting card for March 8th. Drawing based on a pattern of squares. Drawing from life a building made from elements of building material.
Drawing a helicopter toy from life (made from cardboard).

Fourth

Drawing a pattern of plant shapes in a stripe.
Conversation on paintings about spring (I. Levitan. “March”, A. Savrasov. “The Rooks Have Arrived”, T. Yablonskaya. “Spring”, etc.). Drawing a spring twig from life. Drawing on the theme “Trees in spring.”
Drawing an ornament from squares (a lid for a square-shaped box).
Drawing on the theme “Victory Day” (holiday fireworks).
Decorative drawing on the theme “Draw any pattern in a square” (a square is a ready-made shape).
Drawing from life a strawberry bush with flowers. Drawing flowers from nature.
Conversation on paintings on the topic “Colorful colors of summer” (A. Kuindzhi. “Birch Grove”, A. Plastov. “Haymaking” or others).

Basic requirements for students' knowledge and skills

Students must be able to:
correctly position the sheet of paper (vertically or horizontally) depending on the spatial location of the image;
independently place an image of a single object in the middle of a sheet of paper;
navigate the plane of a sheet of paper and the finished geometric shape;
correctly distribute the size of the image depending on the size of the sheet of paper;
divide the sheet by eye into two and four equal parts;
analyze the structure of the subject with the help of the teacher;
draw objects of different shapes by hand, conveying their characteristic features;
draw patterns of geometric and plant shapes in stripes and squares (following the model);
in drawings on themes, depict the bases of closer objects lower, distant objects higher; depict close objects larger than distant ones, although equal in size;
distinguish and name colors and their shades;
recognize in illustrations of books and in reproductions of artistic paintings the characteristic signs of the seasons, conveyed through the means of fine art;
analyze your drawing with the help of a teacher, note the advantages and disadvantages of the work.

4th grade

(1 hour per week)

DRAWING FROM LIFE

Teach children to analyze the object of the image (determine the shape, color and size of its component parts); develop the ability to depict three-dimensional objects of rectangular, cylindrical and conical shapes in a simple spatial position; correctly determine the size of the drawing in relation to the sheet of paper; convey in a drawing the structure of an object, the shape, proportions and light of its parts; learn to use axial lines when constructing a drawing; select appropriate colors to depict objects, conveying their three-dimensional shape with elementary chiaroscuro.

DECORATIVE DRAWING

Teach children to consistently construct patterns in a rectangle and square using axial lines; place the pattern symmetrically, filling the middle, corners, edges; place decorative elements in a circle on the center lines (diameters) in the center and along the edges; use watercolor and gouache paints; pour evenly, observing the contours, individual elements of the ornament; choose a harmonious combination of colors.

DRAWING ON THEMES

To develop in students visual perceptions and the ability to convey in drawing their impressions of what they had previously seen; learn to correctly place images on a sheet of paper, uniting them with a common design.

Sample tasks

First Thursday

Drawing vegetables and fruits from life in the form of sketches (4-6 on a sheet of paper); drawing the same objects on the chalkboard.
Drawing a tree leaf from life according to the teacher's choice (handout).
Drawing a rowan branch from life.
Making a pattern in a square from plant shapes.
Conversation on paintings on the topic “We are growing to replace our elders” (A. Pakhomov. “Vasily Vasilyevich”, L. Kerbel. “Labor reserves”).
Drawing a geometric pattern according to the pattern suggested by the teacher - a lid for a square-shaped table.
Conversation “Decorative and applied arts” (wood carving, Bogorodsk toy).
Drawing on the theme “Fairytale hut” (decoration with a pattern of platbands and shutters).
Drawing from life cylindrical objects located below the level of vision (mug, pan); conversation about the rules for perspective reduction of the circle; transfer of volume with chiaroscuro.

Second Thursday

Conversation on the topic “Golden Khokhloma”. Demonstration of handicrafts (dishes).
Drawing on the theme “My favorite toy” (students’ choice).
Drawing a toy bus from life. Drawing a toy truck (van) from life. Drawing on the theme “Urban transport”.
Drawing from a sample geometric pattern in a square.
Decorative drawing of a painted plate (New Year's theme).

Third Thursday

Decorative drawing of the panel “Snowflakes”.
Conversation on paintings on the topic “When you’ve finished the job, walk safely” (V. Sigorsky. “First Snow”, N. Zhukov. “Make Way!”, S. Grigoriev. “Goalkeeper”).
Drawing from life an object of a symmetrical shape (a pennant with an image of a rocket).
Drawing a folding pyramid from life.
Drawing a paper cup from life (nature - handout).
Drawing from life a toy of a relatively complex structure (for example, a bulldozer, crane, excavator, etc.).
Decorative drawing of a tear-off calendar sheet for the holiday of March 8th.
Drawing houses for birds (birdhouses, nest boxes, titmouses) from life.
Drawing on the theme “Spring has come.” Examination of illustrations of paintings (I. Levitan. “March”, “First Greens”, K. Yuon. “March Sun”).

Fourth

Drawing from life a building made from elements of building material.
Decorative drawing of a painted dish (pattern of berries and leaves).
Drawing on the theme “Spaceships in flight.”
Drawing from life objects of structural form (toy cars, clocks - tabletop, wall, floor, etc.).
Drawing from life in the form of sketches (3-4 objects on one sheet of paper) of carpentry or plumbing tools.
Drawing from life an object of a symmetrical shape (table lamp, open umbrella, etc.).
Conversation on the topic “Decorative and applied arts” (embroidery, lace, ceramics).
Drawing a pattern in a square from decoratively recycled natural shapes (for example, flowers and butterflies).

Basic requirements for students' knowledge and skills

Students must be able to:
correctly determine the size of the image depending on the size of the sheet of paper;
convey in the drawing the shape of rectangular, cylindrical, conical objects in a simple spatial position;
use axial lines when constructing a drawing of a symmetrical shape;
convey the three-dimensional shape of objects with elementary chiaroscuro, using various shading (oblique, in shape);
select and convey in the drawing the colors of the depicted objects (colored pencil, gouache);
use gouache paints when drawing ornaments (patterns);
analyze your drawing and the drawing of a friend (on certain questions from the teacher);
use words in speech that denote spatial characteristics and spatial relationships of objects;
talk about the content and features of the work of fine art in question.

Select series

Assortments of Videos Cambridge ESOL BEC Cambridge ESOL CAE Cambridge ESOL CPE Cambridge ESOL FCE Cambridge ESOL IELTS Cambridge ESOL YLE English for Specific Purposes Happy Hearts I type Idioms II type IV type Practice Exam Papers Prepare and Practice for the TOEFL iBT Readers Resource Books Skills Books Upstream VIII view. V.V. program Voronkova VIII species. I.M. program Bgazhnokova Welcome Academic school textbook Academy English in focus Archimedes Teacher's library Quickly and effectively Extracurricular activities Magic workshop Meetings Prodigies Horizons State final certification Rake of history Grammar in tables Preschool world Unified state exam Behind the pages of the textbook Problem books Stellar English Golden series of the French fairy tale From childhood to adolescence History in faces. Time and contemporaries So, German! Final control in elementary school Final control: GIA Final control: Unified State Exam To the A grade step by step Classic course Tiny Labyrinth Vocabulary in pictures Linguistic simulator Life Line Literature for educational organizations with Russian (non-native) and native (non-Russian) languages ​​Lomonosov MSU-school Mosaic On edges of the world German language. Preparing for the exam Perspective Polar Star Speech therapist's portfolio Programs Specialized school Five rings We work according to new standards We work according to the Federal State Educational Standard for preschool education Rainbow Tutor Solving non-standard problems Russian culture Blue Bird Coming to school Difficult topics of the Unified State Exam Second generation standards Literacy levels Fate and creativity Spheres 1-11 Yours friend French Your outlook Current control Universum Russian language lessons Success Successful start (Mathematics) Educational maps Textbooks for universities Studying with enlightenment Federal State Educational Standards: Assessment of educational achievements French in perspective Reading, listening, playing Step by step to the top five School of Russia School dictionaries Elective courses Encyclopedic dictionaries I live in Russia “English” author. Kuzovlev V.P. et al.

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Bogolyubov, 10th grade. (base). UMK L. N. Bogolyubov, “Law”, 11th class. (prof). UMK L. N. Bogolyubov, “Law”, 10th grade. (prof). Educational and educational complex L. N. Aleksashkina, 11th class. (elect). Educational and educational complex L. M. Rybchenkova, 9th grade. Educational and educational complex L. M. Rybchenkova, 8th grade. Educational and educational complex L. M. Rybchenkova, 7th class. Educational and educational complex L. M. Rybchenkova, 6th grade. Educational and educational complex L. M. Rybchenkova, 5th grade. Educational and educational complex L. M. Zelenina, 4th grade. Educational and educational complex L. M. Zelenina, 3rd class. Educational and educational complex L. M. Zelenina, 2nd class. Educational and educational complex L. M. Zelenina, 1st class. Educational and educational complex L. I. Tigranova, 6th grade. Educational and educational complex L.I. Tigranova, 5th grade. Educational and educational complex L. I. Tigranova, 2nd class. Educational and educational complex L. I. Tigranova, 1st class. Educational and educational complex L. G. Sayakhova, 9th grade. Educational and educational complex L.V. Polyakova, 4th grade. Educational and educational complex L.V. Polyakova, 3rd class. Educational and educational complex L.V. Polyakova, 2nd class. Educational and educational complex L.V. Polyakova, 1st class. UMK L.V. Polyakov, 11th class. UMK L.V. Polyakov, 10th grade. Educational and educational complex L.V. Kibireva, 8th grade. Educational and educational complex L.V. Kibireva, 7th grade. Educational and educational complex L.V. Kibireva, 5th grade. Educational and educational complex L. A. Trostentsova, 9th grade. Educational and educational complex L. A. Trostentsova, 8th grade. UMK History of the Fatherland, 8th grade. UMK History of the Fatherland, 7th grade. UMK Fine Arts. 2 classes (VIII type I.M. Bgazhnokov) UMK Fine arts. 1 class (VIII type I.M. Bgazhnokov) Educational and training complex I.A. Viner, 2nd class. UMK I.A. Wiener, 1st class. UMK I. O. Shaitanov, 9th grade. (elect). UMK I. O. Shaitanov, 11th class. (elect). UMK I. N. Vereshchagina, III class. (depth). UMK I. N. Vereshchagina, II class. (depth). Educational and educational complex I. N. Vereshchagina, 5th grade. (depth). Educational and educational complex I. N. Vereshchagina, 4th grade. (depth). Educational and training complex I. N. Vereshchagina, 3rd class. (depth). UMK I. N. Vereshchagina, 2nd class. (depth). Educational and training complex I. N. Vereshchagina, 1st class. (depth). UMK I. L. Bim, 9th grade. UMK I. L. Bim, 8th grade. UMK I. L. Bim, 7th grade. UMK I. L. Bim, 6th grade. UMK I. L. Bim, 5th grade. UMK I. L. Bim, 4th grade. UMK I. L. Bim, 3rd class. UMK I. L. Bim, 2nd class. UMK I. L. Bim, 11th grade. (basic) UMK I. L. Bim, 11th class. UMK I. L. Bim, 10th grade. (basic) UMC I. L. Bim, 10th grade. Educational and educational complex I.K. Toporov, 5th grade. UMK I. K. Kikoin, 10th grade. UMK I. V. Metlik, A. F. Nikitin, 11th class. (base). UMK I. V. Metlik, A. F. Nikitin, 10th grade. (base). UMK I.V. Anurova et al., 6th grade. (depth). Educational and educational complex Z. N. Nikitenko, 3rd class. Educational and educational complex Z. N. Nikitenko, 2nd class. Educational and educational complex Z. N. Nikitenko, 1st class. UMK Living World, 3rd grade. (IIIV type by I.M. Bgazhnokov) UMK Living World, 2nd class. (IIIV type by I.M. Bgazhnokov) UMK Living World, 1st class. (IIIV view by I.M. Bgazhnokov) UMK E.A. Bazhanova, 1st class. UMK E. Yu. Sergeev, 9th grade. Educational and educational complex E. S. Korolkova, 7th grade. Educational and educational complex E. E. Lipova, 5th grade. (depth). UMK E. D. Kritskaya, 4th grade. UMK E. D. Kritskaya, 3rd class. UMK E. D. Kritskaya, 2nd class. UMK E. D. Kritskaya, 1st class. UMK E. V. Efremova, 7th class. Educational and educational complex E.V. Agibalova, 6th grade. UMK E. A. "Agricultural labor", 5th grade. Educational and educational complex D.K. Belyaev, 11th class. (basic) Educational and educational complex D. K. Belyaev, 10th grade. (basic) UMK Geography, 9th grade. (VIII type. V.V. Voronkova) UMK Geography, 8th grade. (VIII type. V.V. Voronkova) UMK Geography, 7th grade. (VIII type. V.V. Voronkova) UMK Geography, 6th grade. (VIII view. V.V. Voronkova) UMK G.P. Sergeev. Art, 9th grade. UMK G. P. Sergeev. Art, 8th grade. UMK G. P. Sergeeva, 7th class. Educational and educational complex G. P. Sergeeva, 6th class. Educational and training complex G. P. Sergeeva, 5th grade. Educational and educational complex G. P. Sergeeva, 1st class. UMK G. E. Rudzitis, 9th grade. UMK G. E. Rudzitis, 8th grade. UMK G. E. Rudzitis, 11th class. UMK G. E. Rudzitis, 10th grade. UMK G.V. Dorofeev, 9th grade. UMK G.V. Dorofeev, 8th grade. UMK G.V. Dorofeev, 7th class. Educational and educational complex G. V. Dorofeev, 6th class. Educational and educational complex G.V. Dorofeev, 5th grade. Educational and educational complex G. V. Dorofeev, 4th grade. UMK G.V. Dorofeev, 3rd class. Educational and educational complex G.V. Dorofeev, 2nd class. UMK G.V. Dorofeev, 1st class. UMK Vedyushkin, 6th class. UMK V. Ya. Korovin, 9th grade. Educational and training complex V. Ya. Korovin, 8th grade. Educational and training complex V. Ya. Korovin, 7th grade. Educational and training complex V. Ya. Korovin, 6th grade. Educational and training complex V. Ya. Korovin, 5th grade. UMK V. F. Chertov, 9th grade. UMK V. F. Chertov, 8th grade. UMK V. F. Chertov, 7th grade. UMK V. F. Chertov, 6th grade. UMK V.F. Chertov, 5th grade. UMK V. F. Grekov, 11th class. (base). Educational and educational complex V.F. Grekov, 10th grade. (base). Educational and educational complex of V. F. Butuzov, 9th grade. Educational and educational complex of V.F. Butuzov, 8th grade. Educational and training complex V.F. Butuzov, 7th grade. Educational and educational complex of V.F. Butuzov, 10th grade. Educational and educational complex V. P. Maksakovsky, 10th grade. UMK V. P. Kuzovlev, 9th grade. UMK V. P. Kuzovlev, 8th grade. UMK V. P. Kuzovlev, 7th grade. UMK V. P. Kuzovlev, 6th grade. UMK V. P. Kuzovlev, 5th grade. (1st year of study) UMC V. P. Kuzovlev, 5th grade. UMK V. P. Kuzovlev, 4th grade. UMK V. P. Kuzovlev, 3rd class. UMK V. P. Kuzovlev, 2nd class. UMK V. P. Kuzovlev, 11th class. UMK V. P. Kuzovlev, 10th grade. UMK V. P. Zhuravlev, 11th class. (bas/prof). Educational and educational complex V. N. Chernyakova, 5th grade. Educational and educational complex V. L. Baburin, 11th class. (elect). UMK V.K. Shumny, 10th grade. UMK V.I. Ukolova, 5th grade. UMK V.I. Ukolova, 10th grade. UMK V.I. Lyakh, 8th grade. UMK V.I. Lyakh, 4th grade. UMK V.I. Lyakh, 10th grade. UMK V.I. Lyakh, 1st class. UMK V. I. Korovin, 10th grade. (bas/prof). UMK V. G. Marantsman, 9th grade. UMK V. G. Marantsman, 8th grade. UMK V. G. Marantsman, 7th grade. UMK V. G. Marantsman, 6th grade. UMK V. G. Marantsman, 5th grade. UMK V. G. Marantsman, 11th class. (bas/prof). UMK V. G. Marantzman, 10th grade. (bas/prof). UMK V.V. Zhumaeva, 9th grade. (VIII view. V.V. Voronkova) Teaching and learning complex by V.B. Sukhov (prepared). (I type) Educational and educational complex V. A. Shestakov, 9th grade. UMK V. A. Shestakov, 11th class. (prof). UMK Biology, 9th grade. (VIII type. V.V. Voronkova) UMK Biology, 8th grade. (VIII type. V.V. Voronkova) UMK Biology, 7th grade. (VIII type. V.V. Voronkova) UMK Biology, 6th grade. (VIII view. V.V. Voronkova) UMK Road Traffic Safety / Ed. A.T. Smirnova, 5th class. UMK Road Traffic Safety / Ed. A. T. Smirnova, 10th grade. UMK BDD/P.V.Izhevsky, 1st class. UMK A.O. Chubaryan, 11th class. (prof). UMK A.G. Gein, 9th grade. UMK A.G. Gein, 8th grade. UMK A.G. Gein, 7th class. UMK A. Ya. Yudovskaya, 8th grade. UMK A. Ya. Yudovskaya, 7th class. UMK A.F. Nikitin, 9th grade. UMK A.F. Nikitin, 10th grade. (right). UMC A. T. Smirnov, B.O. Khrennikov, 11 kl. (basic/professional) UMC A. T. Smirnov, B.O. Khrennikov, 10 kl. (basic/professional) UMK A. T. Smirnov, 9th grade. UMK A. T. Smirnov, 8th grade. UMK A. T. Smirnov, 7th grade. UMK A. T. Smirnov, 6th grade. UMK A. T. Smirnov, 5th grade. UMK A.P. Matveev, 8th grade. UMK A.P. Matveev, 6th grade. UMK A.P. Matveev, 5th grade. UMK A.P. Matveev, 3rd class. UMK A.P. Matveev, 2nd class. UMK A.P. Matveev, 1st class. UMK A. N. Sakharov, 7th grade. UMK A. N. Sakharov, 6th grade. UMK A. N. Sakharov, 10th grade. (prof). Educational and educational complex of A. N. Kolmogorov, 11th grade (base) Educational and educational complex of A. N. Kolmogorov, 10th grade. (base). Educational and training complex A.L. Semenov, 4th grade. Educational and training complex A. L. Semenov, 3rd class. UMK A. L. Semenov, 7th grade. UMK A. L. Semenov, 6th grade. UMK A. L. Semenov, 5th grade. UMC A.K. Reading, 7th grade. (VIII view. V.V. Voronkova) Educational and educational complex A.I. Gorshkov, 11th class. (elect). UMK A. I. Vlasenkov, 11th class. (bas/prof). UMK A. I. Vlasenkov, 11th class. (base). UMK A. I. Vlasenkov, 10th grade. (bas/prof). UMK A. I. Vlasenkov, 10th grade. (base). UMK A. I. Alekseev, 9th grade. UMK A. D. Alexandrov, 9th grade. (depth). UMK A. D. Alexandrov, 9th grade. UMK A. D. Alexandrov, 8th grade. (depth). UMK A. D. Alexandrov, 8th grade. UMK A. D. Alexandrov, 7th grade. UMK A. D. Alexandrov, 11th class. (prof/deep). UMK A. D. Alexandrov, 11th class. (bas/prof). UMK A. D. Alexandrov, 10th grade. (prof/deep). UMK A. D. Alexandrov, 10th class. (bas/prof). UMK A.G. Gein, 9th grade. UMK A.G. Gein, 8th grade. UMK A. G. Gein, 11th class. (bas/prof). UMK A. G. Gein, 10th grade. (bas/prof). UMK A.V. Filippov, 11th class. (base). UMK A.V. Filippov, 10th grade. (base). UMK A.V. Pogorelov, 9th grade. UMK A.V. Pogorelov, 8th grade. UMK A.V. Pogorelov, 7th grade. UMK A.V. Pogorelov, 10th grade. (bas/prof). UMK A. A. Ulunyan, 11th class. UMK A. A. Preobrazhensky, 6th grade. UMK A. A. Murashova, 11th class. (elect). Educational and educational complex A. A. Levandovsky, 8th grade. UMK A. A. Kuznetsov, 8th grade. UMK A. A. Danilov. Peoples of Russia, 9th grade. UMK A. A. Danilov, 9th grade. UMK A. A. Danilov, 8th grade. UMK A. A. Danilov, 7th grade. UMK A. A. Danilov, 6th grade. UMK A. A. Danilov, 10th grade. (elect). UMK A. A. Voinova et al., 4th grade. (depth). UMK A. A. Voinova et al., 3rd class. (depth). UMK A. A. Voinova et al., 2 classes. (depth). UMK A. A. Vigasin, 6th grade. UMK A. A. Vigasin, 5th grade. UMK "I am a citizen of Russia" L.V. Polyakov, 5th class. (electronic) Educational and educational complex "School of Russia" M. I. Moro, 4th grade. Educational and educational complex "School of Russia" M. I. Moro, 3rd grade. Educational and educational complex "School of Russia" M. I. Moro, 2nd grade. Educational and educational complex "School of Russia" M. I. Moro, 1st grade. Educational and educational complex "School of Russia" L. F. Klimanova, 4th grade. Educational and educational complex "School of Russia" L. F. Klimanova, 3rd grade. Educational and educational complex "School of Russia" L. F. Klimanova, 2nd grade. Educational and educational complex "School of Russia" L. F. Klimanova, 1st class. Educational and educational complex "School of Russia" E. A. Lutseva, 4th grade. Educational and educational complex "School of Russia" E. A. Lutseva, 3rd grade. Educational and educational complex "School of Russia" E. A. Lutseva, 2nd grade. Educational and educational complex "School of Russia" E. A. Lutseva, 1st grade. Educational and educational complex "School of Russia" V. P. Kanakina, 4th grade. Educational and educational complex "School of Russia" V. P. Kanakina, 3rd grade. Educational and educational complex "School of Russia" V. P. Kanakina, 2nd grade. Educational and educational complex "School of Russia" V. P. Kanakina, 1st class. Educational and educational complex "School of Russia" V. G. Goretsky, 1st class. Educational and educational complex "School of Russia" A. A. Pleshakov, 4th grade. Educational and educational complex "School of Russia" A. A. Pleshakov, 3rd grade. Educational and educational complex "School of Russia" A. A. Pleshakov, 2nd grade. Educational and educational complex "School of Russia" A. A. Pleshakov, 1st class. Educational and educational complex "Oleg Gabrielyan's School", 10th grade. Educational complex "French in perspective" E. M. Beregovskaya and others, 4th grade. (depth). Educational complex "French in perspective" N. M. Kasatkina and others, 3rd class. (depth). Educational complex "French in perspective" N. M. Kasatkina and others, 2nd class. (depth). Educational and training complex "French in perspective" E. Ya. Grigorieva, 9th grade. (depth). Educational complex "French in perspective" E. Ya. Grigorieva, 8th grade. (depth). Educational complex "French in perspective" A. S. Kuligina, 7th grade. (depth). Educational complex "French in perspective" A. S. Kuligina, 6th grade. (depth). Educational complex "French in perspective" A. S. Kuligina, 5th grade. (depth). Educational complex "French in perspective" G.I. Bubnova and others, 11th class. (depth). Educational complex "French in perspective" by G. I. Bubnova and others. , 10 grades (depth). UMK "Universum" S. V. Gromov, 11th class. UMK "Universum" S. V. Gromov, 10th grade. UMK "Technology. Sewing" 7th grade. UMK "Technology. Plumbing" 6th grade. UMK "Technology. Agricultural labor" 9th grade. UMK "Technology. Agricultural labor" 8th grade. UMK "Technology. Agricultural labor" 7th grade. Educational complex "Your friend French" A. S. Kuligina and others, 9th grade. Educational complex "Your friend French" A. S. Kuligina and others, 8th grade. Educational complex "Your friend French" A. S. Kuligina and others, 7th grade. Educational complex "Your friend French" A. S. Kuligina et al., 6th grade. Educational complex "Your friend French" A. S. Kuligina and others, 5th grade. Educational complex "Your friend French" A. S. Kuligina and others, 4th grade. Educational complex "Your friend French" A. S. Kuligina and others, 3rd grade. Educational complex "Your friend French" A. S. Kuligina and others, 2nd grade. UMK "Spheres". Yu.A. Alekseev, 11 kl. UMK "Spheres". Yu.A. Alekseev, 10 kl. UMK "Spheres". E. A. Bunimovich, 6th grade. UMK "Spheres". E. A. Bunimovich, 5th grade. UMK "Spheres". D.Yu, Bovykin, 8th grade. UMK "Spheres". D.Yu, Bovykin, 7th class. UMK "Spheres". IN AND. Ukolova, 5th grade. UMK "Spheres". V. P. Dronov, 9th grade. UMK "Spheres". V. P. Dronov, 8th grade. UMK "Spheres". V. I. Ukolova, 6th grade. UMK "Spheres". A.P. Kuznetsov, 7th grade. UMK "Spheres". A. A. Lobzhanidze, 6th grade. UMK "Spheres". A. A. Lobzhanidze, 5th grade. UMK "Spheres" Chemistry, 9th grade. UMK "Spheres" Chemistry, 8th grade. UMK "Spheres" Social studies 5th grade. UMK "Spheres" L.S. Belousov, A.Yu. Vatlin, 9th class. UMK "Spheres" L. N. Sukhorukova, 7th grade. UMK "Spheres" L. N. Sukhorukova, 6th grade. UMK "Spheres" L. N. Sukhorukova, 5th grade. UMK "Spheres" L. N. Sukhorukova, 11th class. (prof). UMK "Spheres" L. N. Sukhorukova, 10-11 classes. (base). UMK "Spheres" L. N. Sukhorukova, 10th grade. (prof). UMK "Spheres" V. S. Kuchmenko, 9th grade. UMK "Spheres" V. S. Kuchmenko, 8th grade. UMK "Spheres" V.V. Belaga, 9th grade. UMK "Spheres" V.V. Belaga, 8th grade. UMK "Spheres" V.V. Belaga, 7th grade. UMK "Spheres" A. A. Danilov, 9th grade. UMK "Spheres" A. A. Danilov, 8th grade. UMK "Spheres" A. A. Danilov, 7th grade. UMK "Spheres" A. A. Danilov, 6th grade. Educational and training complex "Blue Bird" E. M. Beregovskaya, 5th grade. Educational and training complex "Blue Bird" N. A. Selivanova, 9th grade. Educational and training complex "Blue Bird" N. A. Selivanova, 7th grade. Educational and training complex "Blue Bird" N. A. Selivanova, 6th grade. Educational and training complex "Agricultural labor", 8th grade. Educational and training complex "Agricultural labor", 7th class. Educational and training complex "Agricultural labor", 6th grade. Educational complex "Continuity" Educational complex "Polar Star". Yu. N. Gladky, 11th grade. UMK "Polar Star". Yu. N. Gladky, 10th grade. Educational complex "Polar Star" A. I. Alekseev, 9th grade. Educational complex "Polar Star" A. I. Alekseev, 8th grade. Educational complex "Polar Star" A. I. Alekseev, 7th grade. Educational complex "Polar Star" A. I. Alekseev, 6th grade. Educational complex "Polar Star" A. I. Alekseev, 5-6 classes. Educational complex "Polar Star" A. I. Alekseev, 5th grade. UMK "Perspective" N. I. Rogovtseva, 4th grade. UMK "Perspective" N. I. Rogovtseva, 3rd class. UMK "Perspective" N. I. Rogovtseva, 2nd class. UMK "Perspective" N. I. Rogovtseva, 1st class. UMK "Perspective" L. F. Klimanova, 4th grade. UMK "Perspective" L. F. Klimanova, 4th grade. UMK "Perspective" L. F. Klimanova, 3rd class. UMK "Perspective" L. F. Klimanova, 3rd class. UMK "Perspective" L. F. Klimanova, 2nd class. UMK "Perspective" L. F. Klimanova, 2nd class. UMK "Perspective" L. F. Klimanova, 1st class. UMK "Perspective" L. F. Klimanova, 1st class. UMK "Perspective" L. F. Klimanova, 1st class. UMK "Perspective" A. A. Pleshakov, 4th grade. UMK "Perspective" A. A. Pleshakov, 3rd grade. UMK "Perspective" A. A. Pleshakov, 2nd class. UMK "Perspective" A. A. Pleshakov, 1st class. Educational complex "Fundamentals of Cooking", 10th grade. UMK "Fundamentals of the spiritual and moral culture of the peoples of Russia", 5th grade. UMK "Fundamentals of the spiritual and moral culture of the peoples of Russia", 4th grade. UMK "Fundamentals of the spiritual and moral culture of the peoples of Russia", 4th grade. UMK "Objective" E. Ya. Grigorieva, 11th class. UMK "Objective" E. Ya. Grigorieva, 10th class. UMK "Mosaic". N. D. Galskova, 9th grade. (depth). UMK "Mosaic". N. D. Galskova, 8th grade. (depth). UMK "Mosaic". N. D. Galskova, 7th grade. (depth). UMK "Mosaic". N. D. Galskova, 6th grade. (depth). UMK "Mosaic". N. D. Galskova, 5th grade. (depth). UMK "Mosaic". L. N. Yakovleva, 11th class. (depth). UMK "Mosaic". L. N. Yakovleva, 10th grade. (depth). Educational and educational complex "MSU - school" S. S. Berdonosov, 9th grade. Educational and educational complex "MSU - school" S. S. Berdonosov, 8th grade. Educational and educational complex "MSU - school" S. M. Nikolsky, 9th grade. Educational and educational complex "MSU - school" S. M. Nikolsky, 8th grade. Educational and educational complex "MSU - school" S. M. Nikolsky, 7th grade. Educational and educational complex "MSU - school" S. M. Nikolsky, 6th grade. Educational and educational complex "MSU - school" S. M. Nikolsky, 5th grade. Educational and educational complex "MSU - school" S. M. Nikolsky, 11th class. (bas/prof). Educational and training complex "MSU - school" S. M. Nikolsky, 10th grade. (basic/professional). Educational and educational complex "MSU - school" S. V. Novikov, 10th grade. (prof). Educational and training complex "MSU - school" N. S. Borisov, 10th grade. (base). - A. A. Levandovsky, 11th grade. (base). Educational and educational complex "MSU - school" L. S. Atanasyan, 11th class. (bas/prof). Educational and educational complex "MSU - school" L. S. Atanasyan, 10th grade. (bas/prof). Educational and educational complex "MSU - school" V. P. Smirnov, 11th class. (prof). Educational and educational complex "MSU - school" A. O. Soroko-Tsyupa, 11th grade. (base). Educational and educational complex "MSU - school" A. A. Levandovsky, 11th grade. (base). UMK "Lomonosov" A. A. Fadeeva, 9th grade. UMK "Lomonosov" A. A. Fadeeva, 8th grade. UMK "Lomonosov" A. A. Fadeeva, 7th class. UMK "Lyceum" A. A. Pinsky, 9th grade. (in-depth) Educational and educational complex "Lyceum" A. A. Pinsky, 8th grade. (in-depth) Educational and training complex "Lyceum" A. A. Pinsky, 7th class. (In-depth) Educational complex "Life Line". V.V. Pasechnik, 9th grade. UMK "Life Line". V.V. Pasechnik, 8th grade. UMK "Life Line". V.V. Pasechnik, 7th grade. UMK "Life Line". V.V. Pasechnik, 6th grade. UMK "Life Line". V.V. Pasechnik, grades 5-6, educational complex "Life Line". V.V. Pasechnik, 5th grade. UMK "Labyrinth" I. Yu. Aleksashina, 5th grade. UMK "Labyrinth" I. Yu. Aleksashina, 11th class. UMK "Labyrinth" I. Yu. Aleksashina, 10th grade. UMK "Contacts" G. I. Voronina, 11th class. Educational complex "Classical course" G. Ya. Myakishev, 11th class. Educational complex "Classical course" G. Ya. Myakishev, 10th grade. UMK "So, German!" N. D. Galskova, 11th class. Educational complex "Star English", K. M. Baranova, 9th grade. Educational complex "Star English", K. M. Baranova, 8th grade. Educational complex "Star English", K. M. Baranova, 7th grade. Educational complex "Star English", K. M. Baranova, 6th grade. Educational complex "Star English", K. M. Baranova, 5th grade. Educational complex "Star English", K. M. Baranova, 4th grade. Educational complex "Star English", K. M. Baranova, 3rd class. Educational complex "Star English", K. M. Baranova, 2nd class. Educational complex "Star English", K. M. Baranova, 11th class. Educational complex "Star English", K. M. Baranova, 10th grade. Educational complex "Star English", K. M. Baranova, 1st class. UMK "Zavtra" S.V. Kostyleva et al., 9th grade UMK "Zavtra" S.V. Kostyleva et al., 8th grade UMK "Zavtra" S.V. Kostyleva et al., 7th grade UMK "Zavtra" S.V. Kostyleva et al., 6th grade UMK "Zavtra" S.V. Kostyleva and others, grades 5-6 of educational complex "Zavtra" S.V. Kostyleva and others, 10th grade UMK "Business French" I. A. Golovanova, 10th grade. (elect). UMK "Horizons" M. M. Averin, 9th grade. UMK "Horizons" M. M. Averin, 8th grade. UMK "Horizons" M. M. Averin, 7th grade. UMK "Horizons" M. M. Averin, 6th grade. UMK "Horizons" M. M. Averin, 5th grade. Educational and training complex "Geeks" G. V. Yatskovskaya, 5th grade. Educational and training complex "Geeks Plus" O. A. Radchenko, 8th grade. UMK "Geeks Plus" O. A. Radchenko, 7th grade. Educational and training complex "Geeks Plus" O. A. Radchenko, 6th grade. Educational complex "Meetings" N.A. Selivanova and others, grades 8-9 Educational complex "Meetings" N.A. Selivanova and others, grade 7 Educational complex "Astronomy" E.P. Levitan, 11th grade. (Electrical) UMK "Archimedes" O. F. Kabardin, 9th grade. UMK "Archimedes" O. F. Kabardin, 8th grade. UMK "Archimedes" O. F. Kabardin, 7th grade. UMK "Archimedes" K. Yu. Bogdanov, 11th class. UMK "Archimedes" K. Yu. Bogdanov, 10th grade. Educational complex "English in Focus", Yu. E. Vaulina, 9th grade. Educational complex "English in Focus", Yu. E. Vaulina, 8th grade. Educational complex "English in Focus", Yu. E. Vaulina, 7th grade. Educational complex "English in Focus", Yu. E. Vaulina, 6th grade. UMK "English in Focus", Yu. E. Vaulina, 5th grade. Educational complex "English in Focus", O. V. Afanasyeva, 11th grade. Educational complex "English in Focus", O. V. Afanasyeva, 10th grade. Educational complex "English in Focus", N. I. Bykova, 4th grade. Educational complex "English in Focus", N. I. Bykova, 3rd grade. Educational complex "English in Focus", N. I. Bykova, 2nd grade. Educational complex "English in Focus", N. I. Bykova, 1st class. UMK "Academy" A. A. Pinsky, 11th grade. (angular). UMK "Academy" A. A. Pinsky, 10th grade. (angular). Educational complex "Binder's ABC", 5th grade. Russian language. Literacy training. (1) Russian language. Literacy training. (0) Russian language and literary reading, 4th grade. Russian language and literary reading, 3rd grade. Russian language and literary reading, 2nd grade. Russian language and literary reading, 1st class. Russian language (9) Russian language (8) Russian language (7) Russian language (6) Program edited by B. M. Nemensky. Fine arts, 5 years Program edited by B. M. Nemensky. Fine arts, 4 years Program edited by B. M. Nemensky. Fine arts, 3 years Natural history. (5) Continuity Familiarization with the surrounding world. Preparatory, 1st and 2nd grades. Methodical recommendations (types I and II) Young Learners" Portfolio Wuthering Heights Wishes B2.2 Wishes B2.1 White Fang Welcome Starter b Welcome Starter a Welcome Plus 6 Welcome Plus 5 Welcome Plus 4 Welcome Plus 3 Welcome Plus 2 Welcome Plus 1 Welcome 3 Welcome 2 Welcome 1 Upstream Upper-Intermediate B2+ Upstream Proficiency C2 Upstream Pre-Intermediate B1 Upstream Level B1+ Upstream Intermediate B2 Upstream Elementary A2 Upstream Beginner A1+ Upstream Advanced C1 Upload 4 Upload 3 Upload 2 Upload 1 Treasure Island The Worms The Wonderful Wizard of Oz The Wind in the Willows The Wild Swans The Ugly Duckling The Time Machine The Tiger Shark The Three Billy Goats Gruff The Teacher's Basic Tools The Story of Santa Claus The Stone Flower The Speckled Band The Snow Queen The Shoemaker & his Guest The Shepherd Boy & the Wolf The Selfish Giant The Prisoner of Zenda The Prince and the Pauper The Portrait of Dorian Gray The Phantom of the Opera The Octopus The Nightingale & the Rose The Mysterious Island The Merchant of Venice The Maori People The Man in the Iron Mask The lost world The Loggerhead The Little Red Hen The Little Mermaid The Lion & the Mouse The Last of the Mohicans The Humpback Whale The Hound of the Baskervilles The Hare & the Tortoise The happy prince The Hammerhead Shark The Great White Shark The Golden Stone Saga II The Golden Stone Saga I The Giant turnip The Ghost The Frog Princess The Fisherman and the Fish The Father & his Sons The Creeping Man The Cracow Dragon The Canterville Ghost The Bottlenose Dolphin The Blue Scarab The Ant & the Cricket The Amazon Rainforest 2 The Adventures of Huckleberry Finn The 7 Wonders of the Ancient World The 7 Engineering Wonders of the Modern World Teaching Young Learners Swan Lake Successful Writing Upper-Intermediate Successful Writing Proficiency Successful Writing Intermediate Storytime Storyland Spark 4 (Monstertrackers) Spark 3 (Monstertrackers) Spark 2 (Monstertrackers) Spark 1 ( Monstertrackers) Snow White & the 7 Dwarfs Sleeping Beauty Skills First: The Magic Pebble Skills First: The False Smile Skills First: The Castle by the Lake Skills Builder STARTER 2 Skills Builder STARTER 1 Skills Builder MOVERS 2 Skills Builder MOVERS 1 Skills Builder FLYERS 2 Skills Builder FLYERS 1 Sivka-Burka Simon Decker & the Secret Formula Set Sail 4 Set Sail 3 Set Sail 2 Set Sail 1 Romeo & Juliet Robinson Crusoe Robin Hood Reading Stars Reading & Writing Targets 3 Reading & Writing Targets 2 Reading & Writing Targets 1 Pygmalion Puss in Boots Pride & Prejudice Practice Tests for the PET Practice Tests for the KET Practice Tests for the BEC Vantage Practice Tests for the BEC Preliminary Practice Tests for the BEC Higher Peter Pan Perseus and Andromeda Orpheus Descending On Screen B2+ On Screen B2 Oliver Twist ( illustrated readers) Oliver Twist (classic readers) New Patches for Old Mowgli Moby Dick Mission IELTS 1 Mission 2 Mission 1 Merry Christmas Macbeth Little Women Little Red Riding Hood Life Exchange Letterfun Kidnapped Journey to the Center of the Earth Jane Eyre Jack and the Beanstalk Interactive 2 Interactive 1 IELTS Practice Tests 2 IELTS Practice Tests 1 Henry Hippo Happy Rhymes 2 Happy Rhymes 1 Happy Hearts Starter Happy Hearts 2 Happy Hearts 1 Hansel & Gretel Hampton House Hamlet Hallo Happy Rhymes Great Expectations Grammarway 4 Grammarway 3 Grammarway 2 Grammarway 1 Grammar Targets 3 Grammar Targets 2 Grammar Targets 1 Good Wives Goldilocks and the Three Bears Gharial Crocodiles Game On Fun with English 6 Fun with English 5 Fun with English 4 Fun with English 3 Fun with English 2 Fun with English 1 Frankenstein FCE Use of English 2 FCE Use of English 1 FCE Practice Tests 2 FCE Practice Tests

Educational and methodological complex for

programs of special (correctional) educational institutions of the VIII type, grades 1-4

edited by V.V. Voronkova

Municipal educational institution "Vysotinsk secondary school"

DEPARTMENT OF EDUCATION OF THE ADMINISTRATION OF DOLGOPRUDNY

Municipal budgetary educational institution SECONDARY EDUCATION

SCHOOL No. 15 Dolgoprudny

(MBOU SCHOOL No. 15)

list of textbooks used for the 2017-2018 academic year

Primary School

Basic school

high school

DEPARTMENT OF EDUCATION OF THE ADMINISTRATION OF DOLGOPRUDNY

Municipal budgetary educational institution SECONDARY EDUCATIONAL SCHOOL No. 15 of Dolgoprudny

(MBOU SCHOOL No. 15) 2016-2017 academic year

Primary School

Basic school

high school

TRANSPARENCY

in the 2015/2016 academic year

Primary School

Basic school

high school

TRANSPARENCY

textbooks and teaching aids providing educational

process according to the declared educational programs

at the MBOU Education Center (correctional classes)

in the 2014/2015 academic year

Adapted educational program of primary and basic general education

Educational program of basic general education

- natural history;
- mathematics;




- singing and music;
- physical education.


Programs...

Educational programs for grades 5-9 of special (correctional) educational schools of type VIII (for children with intellectual disabilities) determine the content of subjects and remedial courses, the sequence of its completion by year of study.
In general education subjects, programs are presented on:
- Russian language: reading and speech development, grammar, spelling and speech development;
- natural history;
- mathematics;
- natural science (biology): inanimate nature, plants, humans;
- geography: an initial course in physical geography, the nature of our Motherland, the geography of continents and oceans, the geography of Russia, the geography of our area, elementary astronomy;
- Russian history and social science;
- social and everyday orientation;
- singing and music;
- physical education.
The correctional block is represented by a program for social and domestic orientation (SBO).
Correctional and group classes are conducted according to individual plans.
The programs take into account the characteristics of the cognitive activity of children with intellectual disabilities. They are aimed at the diversified development of students’ personality, promote their mental development, and provide civic, moral, labor, aesthetic and physical education. The programs contain material that helps students achieve the level of general educational knowledge and skills that they need for social adaptation.