Umk according to the funnel program. Voronkova V

Curriculum of the correctional school.

Principles of construction and basic requirements for programs.

Corrective orientation of training programs.

The main object of activity of correctional schools of the VIII type is the implementation of state educational programs for students with intellectual disabilities. In organizing the educational process, special correctional schools of the VIII type are guided by the “Programs of special (correctional) educational institutions of the VIII type”, edited by Doctor of Pedagogical Sciences V.V. Voronkova, which are approved by the Ministry of Education and Science of the Russian Federation.

Curricula determine the content of education in subjects and the sequence of its passage by year of study. The programs of the Special Correctional School take into account the peculiarities of the cognitive activity of students with intellectual disabilities, the level of speech development. They are aimed at the comprehensive development of the personality of students, contribute to their mental development, provide civil, moral, labor, aesthetic and physical education. The programs contain material that helps students achieve the level of general education knowledge, skills and abilities that they need for social adaptation.

In the programs, the principle of corrective orientation of education is the leading one. They concretize the ways and means of correcting the shortcomings of the general, speech, physical development and moral education of mentally retarded children in the process of mastering each educational subject. Particular attention is paid to the correction of specific disorders that individual students have, to the correction of the whole personality as a whole.

Teaching mentally retarded students is educational in nature. The abnormal state of the child makes it difficult to solve the problems of education, but does not remove them. When selecting program educational material, the need for the formation of such character traits and the whole personality as a whole, which will help graduates to become useful members of society, was taken into account.

Programs of special (correctional) educational institutions of the VIII type, edited by Doctor of Pedagogical Sciences V.V. Voronkova are divided into 2 parts:

The structure of the programs of elementary school and senior level:

1. Introduction.
2. Sections - subjects

1. The name of the subject;
2. explanatory note,where the main methodological recommendations are given on the specifics of education, forms and methods of organizing the educational process,outlined the goals and objectives of the course.
3. The content of the subject by year of study, with the definition of the basic requirements for the knowledge and skills of students.

(Separately designated preparatory class)

Programs of special (correctional) educational institutions of the VIII type,

0-4 grades,

A specific form of organization of training sessions are correctional-individual and group speech therapy sessions (grades 0 - VII) and sessions on the development of psychomotor and sensory processes (0-IV grades) for children with severe speech, motor and other disorders, as well as exercise therapy classes in according to medical indications. The duration of the classes is 15-25 minutes.

Programs of special (correctional) educational institutions of the VIII type,

5-9 grades,

edited by V.V. Voronkova

In grades 5-9, 1 hour of extracurricular activities is allotted to the subject “Fundamentals of Life Safety” in order to form a conscious attitude towards personal safety issues among schoolchildren, to acquire primary knowledge and skills to recognize and evaluate dangerous situations, determine ways to protect themselves from them, as well as others.correctional and group classes are held according to individual plans.

Educational and methodical complex to

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

edited by V.V. Voronkova

MOU "Vysotinskaya secondary school"

- natural history;
- mathematics;




- singing and music;
- physical education.


Programs...

Educational programs for grades 5-9 of special (correctional) educational schools of the VIII type (for children with intellectual disabilities) determine the content of subjects and correctional courses, the sequence of its passage by year of study.
In general education subjects, programs are presented in:
- Russian language: reading and speech development, grammar, spelling and speech development;
- natural history;
- mathematics;
- natural science (biology): inanimate nature, plants, man;
- 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 one's own area, elementary astronomy;
- history of Russia and social science;
- social orientation;
- singing and music;
- physical education.
The correctional block is represented by a program for social orientation (SBO).
Correctional and group classes are held according to individual plans.
Programs take into account the peculiarities of the cognitive activity of children with intellectual disabilities. They are aimed at the versatile development of the personality of students, contribute to their mental development, provide civil, moral, labor, aesthetic and physical education. The programs contain material that helps students achieve the level of general education knowledge and skills that they need for social adaptation.

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

1-4 GRADES

RUSSIAN (NATIVE) LANGUAGE

INTRODUCTION

Russian (native) language as an academic subject is the leading one, since the success of all school education largely depends on its assimilation. The practical and correctional orientation of language teaching determines its specificity. All the students' knowledge, which they receive mainly during the 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 in mastering Russian (native) phonetics, graphics and spelling, the originality of their general and speech development, and the existing psychophysical functions.
Tasks of teaching the Russian language:
to teach schoolchildren to read the text that they can understand correctly and meaningfully;
develop basic writing skills;
increase the level of general and speech development of students;
to teach consistently and correctly express their 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 relevant 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-letter period falls on the second year of study (grade 2).
The main principle that organizes 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 beginning of schooling, they do not reach such a level of speech development that would ensure the successful mastering of knowledge and skills in the field of language.

LITERATURE

EXPLANATORY NOTE

Literacy education in special (correctional) educational institutions of the VIII type is carried out in the 1st grade throughout the year. Training is conducted by the sound analytical-synthetic method.
The program consists of two sections, corresponding to the pre-letter and literal periods.
Pre-letter period is approximately one month of the first quarter. In cases where the class is made up of children with a lower level of development, this period can be extended to one and a half to two months (accordingly, the period of literacy ends in grade 2).
The main tasks of the pre-literary period: to prepare students for mastering the initial skills of reading and writing; instill an interest in learning; identify the features of the general and speech development of each child.
During this period, work begins on the formation of general speech skills in children, on the development of auditory and visual perception, the improvement of pronunciation and spatial orientation, as well as the development of small muscles of the hands. Education takes place in the process of familiarization with objects and phenomena of the surrounding reality, the organization of didactic games and game exercises.
In literacy lessons, a significant place is given to the development of speech. First-graders learn to listen and understand the interlocutor, follow simple instructions (sit down, stand up, come to the blackboard, etc.), answer questions.
The development of speech in literacy lessons also provides for the formation of correct articulation and diction, the appropriate pace and rhythm of speech. The main types of work in this direction are conversations; memorizing short poems, riddles, tongue twisters from the teacher's voice; small dramatizations.
The improvement of the pronunciation side of speech is facilitated by articulation exercises for the lips, tongue, palate, cheeks, etc. Children who have a gross violation of pronunciation are engaged with a speech therapist from the first days of schooling.
The development of auditory perception and speech hearing in the pre-letter period is the basis for the assimilation of speech sounds. First-graders learn to distinguish the sounds of the surrounding reality, for example: the rustling of leaves, the voices of animals (rrrr, shshsh, zzz), etc. Students practically get acquainted with the concepts word, part of a word(syllable), sound. They learn to make sentences on tasks and questions of the teacher, 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 the awareness of the image of a letter, its spatial location, and for combination with other letters. This work contributes to the prevention of inaccurate perception of printed or written words.
First-graders learn to distinguish geometric shapes by color, size, make combinations of stripes, geometric shapes, arrange them in a certain sequence and in a given direction (left to right, top to bottom). Exercises are performed according to the model proposed by the teacher, from memory, according to verbal instructions.
At the lessons of the Russian language, work is being done to prepare students for learning to write. First-graders acquire the skill of using a pencil, pen, learn to draw and paint geometric shapes, simple ornaments, drawings that resemble the image of letters, and then elements of letters. The use of legotechnology (LEGO DUPLO) can be of great help in preparing students for learning to read and write, correcting their psychophysical development disorders.
By the end of the pre-letter period, students should be able to divide sentences (of two or three words) into words, two-syllable words into syllables, and distinguish sounds a, u, m at the beginning of words, have graphic skills.
In the process of learning, the level of general and speech development of students, specific difficulties that must be taken into account for the correct organization of correctional work are clarified.
Letter period. During this period, students develop sound-letter analysis and synthesis as the basis for mastering reading and writing. The material for teaching literacy is sounds and letters, syllabic structures, sentences, short texts.
In special (correctional) educational institutions of the VIII type, the procedure for studying sounds, letters and syllabic structures is somewhat changed (compared to the general education school). It is the most accessible to mentally retarded schoolchildren, as it takes into account the peculiarities of their analytical and synthetic activities.
Assimilation of a sound involves its isolation from speech, correct and distinct pronunciation, distinction in combinations with other sounds, differentiation of mixed sounds. The letter is studied in the following sequence: the perception of its general form, the study of the composition of the letter (elements and their location), comparison with other previously studied letters. An important point is the correlation of sound and letter.
Merging sounds into syllables and reading syllabic structures is carried out gradually. First, syllables are read ay, wah), then reverse syllables ( um, mind), after which direct syllables ( ma, moo), requiring special attention when teaching their continuous reading, and after them syllables with a confluence of consonants. The use of puppet alphabet and other gaming technologies will help to better master the image of a letter, correlate sound and letter, compose syllables and words.
Words are read as syllabic structures are studied. Much attention is paid to reading from the primer, the use of illustrative material to improve the understanding of what is being read. The main method of teaching reading is reading in the footsteps of analysis.
When teaching writing, it is important to teach children the correct style of letters and their combination into syllables, words. Exercises in writing syllables, words, sentences are based on sound-letter analysis, preliminary conditional-graphic recording and compilation of syllables, words from letters of the split alphabet. Literacy education in the 1st grade of special (correctional) educational institutions of the VIII type necessarily involves the use of such types of visualization as a wall cash desk for the letters of the split alphabet, which is filled in as they are studied; typesetting canvas; cash desk of syllables; syllable tables; individual cash registers with a set of letters and syllables.

PROGRAM

(10 hours per week)

PRE-LETTERS PERIOD

1. Acquaintance with the class and school, with 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", "Names and surnames of students", "Students and teachers of other classes", "Changes in the school, their purpose", "I 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 explanations and instructions from the teacher, raise their hand if they want to say something, ask for permission to leave the classroom.
3. Studying the level of general development and preparedness of students for teaching literacy in the process of frontal and individual work.
4. The development of students' oral speech: the formation of the ability to carry out simple instructions for a verbal assignment, 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 a teacher using illustrations and questions , name words according to subject pictures, make simple sentences on their practical actions, on pictures and on questions.
Special work with students with pronunciation deficiencies (together with a speech therapist) and hand movement disorders (together with a doctor), during the first year of study and in subsequent classes until the defect is completely corrected.
5. Refinement and development of auditory perception of students. The development of speech hearing, the formation of phonemic perception.
Distinguishing sounds in the surrounding reality (knocking, ringing, buzzing, buzzing, etc.). Distinguishing sounds and simple sound combinations in speech in connection with observations of the surrounding reality and games.
The development in students of the ability to clearly repeat the words and phrases spoken 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. The division of simple words into syllables ( u-ho, ru-ka, ho-lo-va). Separation of some vowels and consonants from words ( a, u, m etc.), distinguishing them in words (recognition and naming of words that begin with these sounds).
6. Clarification and development of visual perception of students. Distinguishing 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).
Designing simple objects familiar to children (house, table, bench, ladder, fence, window frame, Christmas tree, etc.).
The development of students' 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 proper seating while drawing and writing, the correct positioning of a notebook on the desk and the use of a pencil.
Development and coordination of hand and finger movements. Modeling, folding and cutting paper with scissors in straight lines. Compilation of figures from thin sticks, colored straws, paper strips according to the model given by the teacher. Mosaic game.
Drawing with chalk on a blackboard and pencil on paper straight lines in various directions (horizontal, vertical, oblique), switching from one direction to another, respecting the limits when shading with straight lines. Outlining the simplest shapes using stencils (circle, square, triangle) with a pencil on paper, shading and hatching them, drawing straight lines and simple objects from them (bench, ladder, envelope, flag, window frame, letter-shaped figures).
Writing the main elements of handwritten letters on the board and in notebooks in the following sequence: straight stick, straight sticks in conjunction with an oblique, straight stick with a rounded top and bottom, oval, semi-oval.

LETTER PERIOD

Consistent study of sounds and letters, mastering the basic syllabic 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 studied sounds, distinguishing them at the beginning and at the end of the word (depending on the position in which this sound is more easily distinguished).
Formation from learned sounds and letters of words ( ay, wah, am, mind etc.), reading these words with a drawl.
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 passed sounds and letters and learning new ones: w, l, n, s, r.
Fairly quick correlation of 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 studied sounds, the reading of these syllables is drawn out and continuous.
Composing and reading words from two learned syllabic structures ( ma-ma, we-la).
Formation and reading of three-letter words consisting of one closed syllable ( catfish).
Mastering the handwriting of the studied lowercase and uppercase letters: w, l, a, x, n, p.
Copying from the blackboard read and parsed words consisting of two syllables.
Writing under the dictation of letters, syllables after preliminary sound-letter analysis.
3rd stage. k, p, i, h, c, g, b, d, e, d, b, t.
Selection of 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 a syllable ( pa, li, onion, wil).
Composing and reading words from learned syllabic structures ( pi-la, so-lo-ma, mountain-ka, par-ta, ko-tic).
Reading sentences of two or three words.
Mastering the handwriting of the studied lowercase and uppercase letters: y, p, t, k, c, d, h, f, i, b, e.
Copying from the blackboard and from the primer (handwritten font) words consisting of learned syllabic structures; two word sentences.
A capital letter at the beginning of a sentence, a dot at the end of a sentence.
Writing well-known words under dictation after analyzing their sound composition.
Self-compilation from the letters of the split alphabet of open and closed two-sound and closed three-sound syllables with subsequent recording.
Insert a missing letter in the words below the pictures.
4th stage. Repetition of passed sounds and letters, learning new ones: e, i, u, c, h, u, f, e, b.
Practical distinction in reading and writing vowels and consonants; voiced and voiceless consonants (in a strong position); hard and soft.
The formation and reading of previously learned syllabic structures with sounds and letters learned again, and syllables with the reading of two consonants ( tra, kni, ple).
Distinct syllable-by-syllable reading of short alphabetic texts.
Mastering the handwriting of the studied lowercase and uppercase letters: e, i, yu, c, h, u, f, e.
Copying from the blackboard and from the primer (handwritten and printed text) words consisting of learned syllabic structures, and sentences of three to four words. Capital letter in the names of people (practical acquaintance).
A letter under the dictation of words and sentences of two or three words with a preliminary analysis.
Self-compilation of the letters of the split alphabet of words of three or four letters, followed by recording.
Insert 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, slowly, without interrupting each other). Drawing up simple non-common sentences based on the demonstrated action and the action shown in the picture; adding to them one explanatory word on the questions of what? what? where? where? (Sasha draws (what?) with a pencil. Sasha draws (what?) a house. Zina goes (where?) to school. Zina studies (where?) at school).
The correct use of forms of familiar words in colloquial speech.
Use of 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.

REPETITION OF THE YEAR(5 h)

Students should be able to:
distinguish sounds by ear and in pronunciation;
analyze words according to their sound composition, make words from letters and syllables of a split alphabet;
fluently read words, sentences, short texts by syllables;
answer questions about the content of the reading and the illustrations to the text;
listen to a short fairy tale, riddle, poem, story;
answer questions about the content of the listened to or illustrations to the text;
write lowercase and uppercase letters;
write off the read and parsed words and sentences from the blackboard and from the primer.
Students should know:
by heart 3-4 short poems or quatrains, learned from the voice of the teacher.
activity is of great corrective value.
The teacher in the process of teaching reading should pay special attention to working with illustrative material as one of the effective means of shaping the cognitive activity of students 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 a text that they can understand aloud and to themselves, to comprehend what they read meaningfully.
Students develop the skill of conscious, correct, fluent and expressive reading.
For reading are selected works of folk art, classics of Russian and foreign literature, understandable articles from newspapers and magazines. In the process of learning to read, students consistently develop the ability, with the help of a teacher, to understand the content of what they have read.
The program for each year of study gives an approximate theme of the works, determines the level of requirements for reading technique, text analysis, improving oral speech skills and the volume of extracurricular reading.
The topics of works for reading are selected taking into account the maximum development of the cognitive interests of children, expanding their horizons, and educating moral qualities.
In all years of study, works about our Motherland, its past and present, about the wisdom and heroism of the Russian people are read.
Improvement of reading technique is carried out consistently in each year of study. Constant attention should be paid to the formation of the skill of correct reading, which mentally retarded students, due to the peculiarities of mental development, master with great difficulty, which makes it difficult to understand the content of what they read.
Fluent reading, i.e., reading aloud at the pace of conversational speech, is formed gradually. In Grade 2, students read syllable by syllable, gradually moving on to reading whole words. In the future, the skill of fluent reading is improved.
Simultaneously with mastering reading aloud, students learn to read to themselves. Systematic work on learning to read silently begins in the 3rd grade.
Mentally retarded students get acquainted with the expressiveness of speech in grades 1 and 2. However, the systematic formation of expressive reading begins around the 3rd grade with the transition to reading in whole words.
Assimilation of the content of what is read is carried out in the process of analyzing 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 the shortcomings of their development.
The development of oral speech. Much attention in reading lessons is paid to the development of coherent oral speech. Students master the correct, complete and consistent retelling in the process of systematic work aimed at understanding the content of works, enriching and clarifying vocabulary, teaching the correct construction of sentences, and in the process of exercises in reproducing what they have read. For this purpose, in the lower grades, depending on the complexity of the text, questions, a ready-made or collectively drawn up plan, a picture plan are used.
Extracurricular reading sets the task of starting the formation of reader independence in students: developing their interest in reading, getting to know the best works of children's literature that are accessible to their understanding, developing skills for independent reading books, reading culture; library visits; the ability to choose a book of interest.

PROGRAM

Grade 2

(5 hours per week)

READING TECHNIQUE

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

READING UNDERSTANDING

Answers to questions on 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; elementary reading.

DEVELOPMENT OF ORAL SPEECH

EXTRACURRICULAR READING

Development of interest in books. Introduction to accessible children's books in the teacher's reading; examining the book being read, the correct naming of the book, the author; answers to the questions: who is it about, what does it tell about?

Approximate topic

Small works, excerpts from works about the life of children at school, about the duties 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 knowledge and skills of students

Students should be able to:
read short texts syllable by syllable;
listen to a short fairy tale, story, poem, riddle;
on the questions of the teacher and on the illustrations to tell what they read or listened to.
Students should 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 the text aloud in whole words after working on it under the guidance of a teacher. Syllabic reading of words that are difficult in meaning and syllabic structure.
Compliance with reading punctuation marks and the desired intonation.
Reading simple texts to yourself.

READING UNDERSTANDING

Answers to questions about whom or what is said in the read text. Understanding and explaining the words and expressions used in the text. Establishing a connection between individual places of the text, words and expressions with an illustration.
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 a teacher and collectively inventing headings for the selected parts; drawing up a picture plan; drawing vocabulary pictures.

DEVELOPMENT OF ORAL SPEECH

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

EXTRACURRICULAR READING

Preparing students for the formation of reading independence: stimulating interest in children's books, the skill of working with a classroom library and a gradual transition to using the school library.
Reading affordable children's books. Answers to questions about the content of the reading and explanation of the illustrations.

Approximate topic

Works about the Motherland, about Moscow; about working professions; about the attitude of people to work, nature, to each other; about public good. Works about seasonal changes in nature, animal life, people's occupations.
Stories, fairy tales, articles, poems, proverbs on moral and ethical themes, on the themes of peace and friendship.

Basic requirements for knowledge and skills of students

Students should 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 in syllabic structure to read in syllables;
answer questions about what you have read;
to express their attitude to the act of the hero, the event;
retell the content of what was read;
talk orally on topics that are close to the interests of students.
Students should 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, necessary intonation.

READING UNDERSTANDING

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

DEVELOPMENT OF ORAL SPEECH

An independent full and selective retelling, a story by analogy with what was read.
Learning by heart poems, fables.

EXTRACURRICULAR READING

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

EXAMPLE TOPICS

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 affairs 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 students are given the most elementary information on grammar, the assimilation of which is important for developing in them a sufficiently meaningful attitude to the basic elements of the language. Mastering elementary knowledge of grammar is primarily necessary for acquiring practical skills in oral and written speech, the formation of basic spelling and punctuation skills, and in fostering interest in the native language. Students must acquire a range of grammatical skills in phonetics, morphology and syntax. Teaching grammar contributes to their mental and speech development.
Teaching grammar will be effective in establishing a close connection between the study of its elements and the speech practice of students.
The ability to analyze, generalize, group, systematize even elementary language material, give the simplest explanations should contribute to the correction of thinking, 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 knowledge of phonetics and graphics: about sounds and letters, about vowels and consonants, about the alphabet, about syllables and hyphenation, about stressed and unstressed vowels, about voiced and deaf 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, that is, transmitting the main sounds, and not their variants, in the process of learning in the classroom 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 grammar exercises in grades 2-4, various categories of words are studied - the names of objects, actions, signs. In grade 4, the concept of related words is given, nests of related words are compiled, a common part is highlighted - the root.
Sentence. The study of the sentence is of particular importance for preparing mentally retarded students for life, for communication.
Students receive the concept of a sentence on a specific speech material in the process of parsing a sentence by words and compiling a sentence from words. Practicing in making sentences on the proposed topic, according to the picture, according to the key words, spreading sentences on questions, according to the meaning, restoring the broken word order in the sentence, students should realize that the sentence expresses the thought in a finished form, the words are arranged in a certain order and connected between themselves. This connection can be established through questions.
In grade 3, children learn to compose and distinguish sentences by intonation and master the punctuation skills of putting a period, question and exclamation marks.
In the 4th grade, the concept of the main and secondary members of the sentence is given, which is important for mastering the main grammatical topic of the 5th grade - the noun (distinguishing between nominative and accusative cases).
Connected speech. Already in grades 2-4, special attention is paid to the formation of schoolchildren's skills of coherent oral and written speech, since their ability to express their thoughts correctly, fully and consistently is very limited. Work on the development of phonemic hearing and correct pronunciation, enrichment and clarification of the dictionary, training in sentence construction creates the prerequisites for the formation of the ability to speak orally and in writing.
Preparatory exercises are carried out in grades 2-4: answers to sequentially posed questions, captions for a series of drawings, work with deformed text, etc.
The skills of coherent oral and written statements begin to form: essays and presentations that are accessible to students in terms of topics, vocabulary and grammatical structure.
Graphic skills. Students improve their graphic skills, the difficulties of developing which in mentally retarded students are often associated with insufficient development of the movements of the small muscles of the hand and their low coordination. This work consists in fixing the writing of lowercase and uppercase letters and their combinations, which prevents the appearance of graphic errors when writing, in copying from handwritten and printed text.

PROGRAM

(5 hours per week)

Grade 2

REPETITION

Sounds and letters. The ratio of sound and letter, the distinction between sounds and letters. Letters similar in outline, their distinction.
Our speech. Word, syllable as part of a word, sentence, text.
Words that differ in one sound, sequence and number of sounds in a word. Words with a confluence of consonants. Making sentences of two or three words.

SOUNDS AND LETTERS

Sounds vowels and consonants, their distinction.
Vowels are stressed and unstressed. Their distinction in two-syllable words. Placement of the accent mark.
Words with a vowel uh.
Words with letters and and th, their distinction.
Words with vowels i, e, yu, i at the beginning of a word and after vowels.
Voiced and voiceless consonants, articularly similar ( r - l), whistling and hissing, affricates, their distinction by ear and in pronunciation. Spelling words with these consonants.
Consonants are hard and soft, their distinction by ear and in pronunciation. Designation of softness of consonants with letters i, 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 b.

WORD

The study of words denoting objects:
naming objects and distinguishing them by questions who? what?;
naming one object and several identical objects ( table - tables; frame - frames);
distinguishing the main parts of well-known objects ( chair - back, seat, legs);
comparison of two objects and determination of 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.).
A capital letter in the names, surnames of people, in the nicknames of animals.
Learning words denoting actions:
naming the actions of objects on questions what does it do? what do they do?
grouping actions on the basis of their homogeneity (who gives a 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.
Acquaintance with the preposition as a separate word ( in, from, on, at, with). Separate writing of a preposition with the word to which it refers (under the guidance of a teacher).
Spelling of words with unchecked spellings at the root, taken from the dictionary of the textbook.

SENTENCE

Practical acquaintance with the construction of a simple sentence:
drawing up a proposal on a question, picture, on a topic proposed by the teacher;
end of a sentence ( Dog loud...);
compiling a sentence from words given in the required form broken down;
extracting a sentence from a text.
Capitalization at the beginning of a sentence and a dot at the end of a sentence.

CONNECTED WRITTEN SPEECH

The arrangement of two or three short sentences in sequential order (from pictures or after oral debriefing with the teacher).
Compilation of captions for a series of two or three plot pictures.
Proper use of personal pronouns instead of nouns.

WRITING AND CLEANWRITING

Improving writing technique.
Writing lowercase and uppercase letters, combining them into words.
Performing with the help of a teacher written exercises according to the textbook in accordance with the assignment.
Writing off handwritten and printed texts by syllables. Checking words by spelling pronunciation.
Writing under dictation of sentences that are simple in structure, consisting of words whose spelling does not differ from pronunciation; writing off words with the insertion of missing letters.
Writing off sentences with the addition of missing words from the pictures.
Writing out words that begin with a certain letter, a certain syllable, etc.
Compilation, under the guidance of a teacher, from the letters of the split alphabet of words - signatures under the subject drawings and their recording; compiling and writing sentences from three to four data broken down into words.
Recording short sentences made with the help of the teacher in connection with reading, picture work and the calendar of nature.

ORAL SPEECH

Drawing up simple common sentences on the teacher's questions based on the demonstrated action, on subject and plot pictures, on the proposed topic.
Correct use of forms of familiar words when answering questions and making sentences. Use of prepositions u, k, With and some adverbs.
A coherent statement according to the proposed plan in the form of questions (3-4 points).

Basic requirements for knowledge and skills of students

Students should be able to:
analyze words by sound composition, distinguish between vowels and consonants, voiced and voiceless consonants, r - l, whistling and hissing, affricates, hard and soft to the ear, in pronunciation, writing;
write off syllables from handwritten and printed text;
write words from dictation, the spelling of which does not differ from pronunciation, sentences that are simple in structure, text after preliminary analysis;
write sentences with a capital letter, put a full stop at the end of the sentence;
compose sentences according to the task, select sentences from speech and text.

3rd grade

(5 hours per week)

REPETITION

The use of a simple sentence. A capital letter at the beginning of a sentence, a dot at the end. Drawing up proposals on a question, picture, topic from words given in the required form in a breakdown. Extraction of sentences from speech and text.

SOUNDS AND LETTERS

Sounds and letters. The order of letters in the Russian alphabet. Alphabet. Arrangement in alphabetical order of several words. Compilation of lists of students in alphabetical order. Finding words in a dictionary.
Sounds are vowels and consonants. Syllabic role of vowels. Dividing a word into syllables. Vowels i, e, yu, i, uh at the beginning of a word and after vowels. Transfer of a part of a word when writing.
stress. Placement of stress in two-syllable and three-syllable words. Vowels are stressed and unstressed.
Consonants are hard and soft. Distinguishing between hard and soft consonants when denoting softness with letters i, e, e, u, i.
Designation of softness of consonants at the end and middle of a word with a letter b.
Dividing b before vowels e, yo, i, yu, and.
Hissing consonants. The combination of vowels with hissing. Spelling zhi, shi, cha, shcha, chu, shu.
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

Consolidation of knowledge about the words denoting the names of objects, the ability to highlight them in the text, to distinguish between questions who? what? and correctly used in speech in various forms, depending on their connection with other words in sentences (on questions of whom? What? To whom? What?, etc.).
Expansion of the circle of proper names: names of cities, villages, villages, streets. Capital letter in these names. Knowing your home address, school address.
Consolidation of knowledge about the words denoting actions, the ability to find them in the text, to distinguish between questions, what does it do? what have you been doing? What did you do? what will do? what will he do ?, correctly coordinate them in speech with words denoting objects.
The selection of a number of actions for a given subject and the definition of the subject by a number of actions.
Words denoting signs (qualities) of objects:
naming the sign (quality) of a given subject on what questions? which? which? what kind?;
finding words denoting signs (qualities) in the text and correctly assigning them to words denoting objects;
selection and naming of a number of attributes (qualities) of a given object and definition of an object according to a number of attributes (qualities), comparison of two objects by their qualities ( snow white, a coal black;hard stone, a cotton wool soft);
agreement of words denoting signs with words denoting objects.
Pretext. Ability to find suggestions cat, under, over, oh(about) and write them separately with words (with the help of a teacher).
Dividing b.
Spelling of words with unchecked spellings at the root; ability to use the vocabulary given in the textbook.

SENTENCE

Practical acquaintance with the construction of a simple sentence. Making sentences using the accusative case (I see who? Or what?), The genitive case (who? Or what? Does anyone have?), Dative case (to whom? What?), Prepositional case (Where? With prepositions in and on the about whom? about what?), instrumental case (by whom? by what?).
Highlighting in the text or making sentences on a topic given by the teacher.
The ability to complete a sentence or supplement it on one or two questions.
Making sentences from words given in the initial form ( carpenter, planing, board).
The ability to answer a given question, using the words of this question, and write down the answer.

CONNECTED WRITTEN SPEECH

The ability to restore simple deformed text from pictures.
Sequential arrangement of sentences given by the teacher according to the meaning (in easier cases - independently).
Collective compilation of texts of presentations with a consistent recording of proposals formulated under the guidance of a teacher.
Collective answers to questions on the picture, on the topic given by the teacher.

WRITING AND CLEANWRITING

Developing the skill of correct writing and copying with a gradual acceleration of the pace of writing.
Clear and graphically correct writing of lowercase letters and their compounds:
1st group - i, d, w, p, t, n, g, r, y;
2nd group - l, m, c, u, b, s;
3rd group - b, a, u, f, b, c, e, h;
4th group - s, e, e, h, b, i;
5th group - e, x, f, k;
capital letters:
1st group - I, C, W, W, H, 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.
Writing off continuous and printed text with whole words and phrases.
Writing off words and sentences with the insertion of missing letters or words into them.
Writing under the dictation of sentences in compliance with the studied spelling rules.
Restoration of broken word order in a sentence.

ORAL SPEECH

Correct compilation of simple common sentences and complex ones with a union and.
A coherent statement according to the plan in the form of questions, nominal sentences, according to the picture plan (series of pictures).
Repetition of the past year.

Basic requirements for knowledge and skills of students

Students should be able to:
make sentences, highlight sentences from speech and text, restore 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 a word when writing;
write off the text in whole words;
write a dictation text (20-25 words), including the studied spellings.
Students should know:
alphabet.

4th grade

REPETITION

Practical construction of a simple sentence. Compilation of sentences using words in indirect cases on questions, from words given in the initial form; end sentences; restoring 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, yo, yu, i, and.
Combinations of vowels with hissing. Spelling zhi, shi, cha, cha, chu, cha.
Spelling of voiced and voiceless consonants at the end and middle of words. Checking spelling by changing the form of the word and selecting (according to the model) related words.
stress. Distinguish between stressed and unstressed vowels. Spelling unstressed vowels by changing the word form ( water - water) or selection on the model of related words ( water - watery).

WORD

Distinguishing the main categories of words (names of objects, actions, qualities) in the text on questions, their correct use in connection with each other.
Own names. Expansion of the circle of proper names: the names of rivers, mountains, seas. Capital letter in proper names.
Prepositions before, without, under, over, about, in front of. Separate writing of prepositions with other glories.
Dividing b.
related words. The common part of related words (root).
Spelling of words with unchecked spellings at the root: the ability to use the dictionary given in the textbook.

SENTENCE

The division of speech into sentences, the allocation in sentences of words denoting who or what is being said, what is being said.
Exercises in making proposals. Distribution of offers. Establishing a connection between words in sentences on questions.
Punctuation marks at the end of a sentence (period, question mark and exclamation point).
The main members of the sentence: subject, predicate. Secondary members of the sentence (without division into types).

CONNECTED WRITTEN SPEECH

Compilation and recording of a short story based on a series of pictures under the guidance of a teacher and independently.
Compilation and recording of 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 the questions given by the teacher.
Restoration of simple deformed text on questions.
Description of simple familiar objects and pictures according to a collectively drawn up plan in the form of questions.
Drawing up and writing under the guidance of a teacher a small letter to relatives and comrades. address on the envelope.

WRITING AND CLEANWRITING

Developing the skill of correct and accurate writing and copying with a further acceleration of the pace of writing.
Clear and graphically correct writing of lowercase (if necessary) and uppercase letters:
1st group - I, C, W, W, H, 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.
Performing written exercises according to the textbook in accordance with the assignment.
Writing off handwritten and printed texts with whole words and phrases.
Writing off sentences and connected texts with the insertion of missing letters or words.
Selective cheating at the direction of the teacher.
Writing under the dictation of sentences and coherent texts in compliance with the rules of spelling.
Restoring the broken word order in a sentence, writing uppercase and lowercase letters in alphabetical order.

ORAL SPEECH

Correct compilation of simple common sentences and complex ones through conjunctions and, a, but because to(with the help of a teacher).
A coherent statement on the issues raised in the conversation.
Compose short stories on the topic suggested by the teacher.
The use of newly learned words and turns of speech in one's speech, the expression of connections and relationships between real objects using prepositions, conjunctions, and some adverbs.
Repetition of the past.

Basic requirements for knowledge and skills of students

Students should be able to:
compose and distribute proposals, establish links between words on questions; put punctuation at the end of a sentence;
analyze words according to their sound composition (identify and differentiate sounds, establish the sequence of sounds in a word);
write off handwritten and printed text in whole words and phrases;
write sentences and texts under dictation (30-35 words).
Students should know:
alphabet; arrangement of words in alphabetical order in a dictionary.

DEVELOPMENT OF ORAL SPEECH
BASED ON INTRODUCTION
WITH OBJECTS AND PHENOMENA
OF ENVIRONMENTAL REALITY ("SURROUNDING WORLD")

This subject is specific for teaching younger mentally retarded students. 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 of an integrative nature and are considered as correctional. Their goal is the directed correction of defects in the general and speech development of children, their cognitive activity.
Students form elementary ideas and concepts that are necessary when teaching other academic subjects, the idea of ​​the immediate surrounding world is expanded and enriched, they receive some ideas about the world that is outside the field of their sensitive experience.
Teaching the ability to see, compare, generalize, concretize, draw elementary conclusions, establish simple cause-and-effect relationships and patterns contributes to the development of the analytical and synthetic activity of students, the correction of their thinking.
In connection with the expansion and refinement of the range of ideas about objects and phenomena of the surrounding reality, the vocabulary of students is enriched: the relevant terms are introduced, the meaning of words is clearly differentiated ( stem - trunk, grass - bush - tree), shows the difference between the species and generic concept ( rose - flower), students practice in an adequate and more accurate combination of words denoting objects, their signs and actions. In the process of direct observation of reality, the vocabulary of students is enriched; when organizing a conversation, it is activated, that is, learned words are included in speech.
Conversational speech is a complex type of speech activity. It includes answers to questions and dialogue, a description of objects and phenomena, one's own actions and impressions, etc.
The main teaching method is conversation. Conversations are organized in the process of getting acquainted with objects and phenomena of the surrounding reality at subject lessons, excursions, while observing seasonal changes in nature and people's work, based on existing experience, practical work, demonstration of educational films, filmstrips, subject and plot pictures.
The main component of the conversation is the speech of the students themselves. The teacher directs the children's speech activity, activates it, corrects mistakes, teaches them to focus on certain objects and phenomena, correctly observe and establish connections, express their impressions and judgments in verbal form. When formulating answers to questions, students consolidate the ability to correctly build sentences; describing objects, phenomena, talking about what they saw, they learn a coherent statement.
On excursions, students get acquainted with objects and phenomena in a natural setting; at subject lessons - on the basis of direct sensory perceptions. By observing, children learn to analyze, find similarities and differences, draw the simplest conclusions and generalizations. Practical work helps to consolidate the acquired knowledge and skills. Observations of the weather and seasonal changes in nature expand our understanding of the world around us, develop attention, observation, and sensory perception.
Proper organization of classes, specific teaching methods and techniques contribute to the development of speech and thinking of students.

PROGRAM

1 class

(1 hour per week)

Enrichment and refinement of the dictionary. Naming objects, characterizing them by color, shape, size, taste, smell. Comparison of two objects, finding similar and distinctive features. The simplest generalizations of objects. Classification of objects, first according to the model and display, then with verbal instructions.
Participation in a conversation. The development of question-answer, dialogic speech, coherent utterance.

Approximate topic

Weather (days are clear, sunny, cloudy, it is raining, snowing). Weather today, yesterday. Changes in nature, plant and animal life in the autumn months: cooling, leaf fall (differentiation of tree leaves by color, size, shape), departure of birds; during the winter months: cold, snow, ice, frost, snowflakes, birds in winter, bird feeding; in the spring months: warming, icicles, melting snow, arrival of birds, bud break.
School. School building. Classrooms, corridors, hall, canteen or dining room, cloakroom.
Cool room. Walls, ceiling, floor, door, windows, chalkboard, desks, table, cabinet. Proper seating at the table, at the desk. Maintain order in the classroom. Attendant's duties.
Educational things. Their purpose. Handling them.
Toys. Doll, bear, pyramid, cars, etc.
Educational things and toys. Comparison.
A family. Mom, dad, grandmother, grandfather, brothers, sisters.
Clothing. Girls' school uniform (dress, apron), boys' school uniform (jacket, trousers, shirt). School uniform care (dry brushing, storage).
Shoes. Shoes, boots, slippers, boots. Shoe care (brushing, rubbing).
Vegetables. Tomato, cucumber or others. Color, shape, size, taste, smell. Comparison of vegetables on these grounds. Eating.
Fruit. Apple, pear or others. Color, shape, size, taste, smell. Comparison of fruits on these grounds. Eating.
Houseplants. Any choice. Recognition and naming. Care (watering).
Pets. Cat dog. Recognition, naming. Appearance, habits, food. Comparison. What benefits a cat and a dog bring to a person, how a person takes care of them.
Wild animals. Wolf, fox. Appearance. Lifestyle. Food.
Birds. Pigeon or other native birds. Appearance. Where he lives, what he eats. What is the benefit to the person.
Health protection. Parts of the human body (head, neck, torso, arms, legs). Hand right and left. Leg right and left. Hand care (hand washing).
Repetition of the past.

Excursions around the school, in the school yard, in the park or forest to observe the behavior of animals.
Practical work on the care of clothes and shoes, for indoor plants. Collection of seeds for feeding birds.

Basic requirements for knowledge and skills of students

Students should be able to:
name objects, characterize them according to their main properties (color, shape, size, taste, smell, material);
participate in the conversation, fully answer the questions posed, using the words of this question;
make simple non-common sentences;
distribute sentences on questions using the forms of familiar words correctly.
Students should know:
names of subjects studied, parts of subjects.

Grade 2

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

Approximate topic

Seasonal changes in nature. Weather (clear, overcast, rain, snow). weather every day. Changes in nature, the life of plants and animals in the autumn months: cooling, leaf fall, wilting of herbs, flowers, the appearance of seeds, fruits, departure of birds; in the winter months: cold, snow, ice, frost; in the spring months: warming, icicles, melting snow, arrival of birds, bud break, first flowers, flowering of fruit trees.
School, school district. Classes and classrooms at school, library, school workshops. Planting in the school yard: trees, shrubs, lawns. Sports ground, playground.
House, apartment, home address.
Road to school and home. How and what kind of transport to go. Rules of the road: cross the street through the underpass and on the green light of the traffic light.
A family. Parents and children. The work of parents. Responsibilities of children in the family.
Clothing. Coat, dress, shirt, jacket, jacket, sweater, skirt. Clothes for the street and for the house. Clothes for a boy and for a girl. Clothing care (dry cleaning, shaking, airing, storage).
Vegetables. Carrots, turnips, onions. Color, shape, taste, smell. Eating. Growing onions.
Fruit. Lemon, orange (or other local ones). Color, shape, taste, smell. Eating.
Vegetables and fruits. Comparison.
Trees. Birch, maple or other nearby trees.
Houseplants. Ficus, begonia or others with wide leaves. Recognition and naming. Caring for indoor plants (washing dust off the leaves, watering).
Early flowering plants. Lungwort, coltsfoot or others. Recognition and naming. difference in appearance.
Pets. Rabbit. The main parts of the body, nutrition, mode of movement.
Wild animals. Hare. The main parts of the body, nutrition, mode of movement.
Domestic and wild animals. Comparison.
Birds. Crow, sparrow or other native birds. Appearance. Where they live, what they eat. What is the benefit to the person.
Insects. Beetle, butterfly. Recognition and naming. difference in 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 (cutting 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 for these observations (2 excursions per season). Keeping a calendar of nature.
Excursions around the school, in the school yard, to the flower bed, to the park or forest to get acquainted with the studied plants and to observe the behavior of birds and insects. Observing the behavior of domestic animals.
Practical work on caring for clothes and shoes, houseplants, planting onions in boxes. Collection of seeds for feeding birds.

Basic requirements for knowledge and skills of students

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

3rd grade

(2 hours per week)

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

Approximate topic

Seasonal changes in nature. Weather (clear, overcast, 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, discoloration of leaves on trees and shrubs, leaf fall, wilting of grasses, onset of cold weather, departure of birds. Signs of winter: short days, long nights, frosts, hoarfrost, snowfalls, blizzards, thaws. Signs of spring: lengthening of the day, an increase in the number of sunny days, warming, melting of snow and ice, ice drift, first spring flowers, swelling of buds on trees, the appearance of leaves, the arrival of birds, the first thunderstorm. Children's games in different seasons.
Seasonal work in the garden, in the garden. Participation of children in the work in the garden and in the garden.
The street where the school is located. Houses, sidewalks, pavement, squares. Designation of street names and house numbers. School and home address.
Transport. Tram, bus, trolleybus. Rules of the road: cross the street on the green light of the traffic light, in places where there is a sign "transition".
Tableware. Cup, glass, mug, plate, saucer, bowl. Discrimination. Care of dishes (washing, storage).
Furniture. Table, chair, sofa, bed, armchair, wardrobe. Appointment. Furniture care (wiping with a dry and damp cloth, vacuuming, knocking out, cleaning the bed).
Clothing. Cap, hat, beret, wardrobe, mittens, gloves, stockings, socks, stockings. Appointment of various types of clothing. Garment care (brushing, washing, drying, folding and storing).
Shoes. Footwear winter, summer, autumn-spring. Shoe care (washing, drying, brushing, using shoe creams).
Vegetables. Potatoes, cabbage, beets, peas or beans. Appearance of a potato tuber, cabbage head, beet root. Taste. Eating these vegetables. Storing them in the winter. Sprouting seeds of peas or beans.
Watermelon, melon or other gourds. Distinguishing by color, size, shape, taste, smell. Collection of watermelon and melon seeds for feeding birds in winter.
Berries. Rowan, viburnum, cranberry, lingonberry or other local berries. Comparison in 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 the flower beds. Asters, marigolds, marigolds or others. Recognition and naming. Distinguishing parts of plants: root, stem, leaves, flowers.
Houseplants. Tradescantia, geranium or others. Discrimination. Caring for indoor plants (washing flower pots, pallets, proper placement of plants in the classroom).
Early flowering plants. Goose onion, anemone, snowdrop, tulip or others. Observation of the appearance of the first flowers.
Plant. Generalization. Trees, shrubs, herbs, flowers. Recognition, distinction.
Pets. Goat, sheep. The main parts of the body, nutrition. Benefits for people.
Wild animals. Hedgehog, bear. Appearance, food, habits. How they winter.
Birds. Bullfinch, titmouse, rook, starling. The size of the birds. Body parts of birds. What is the body covered with? Distinguishing these birds. Benefits for people. Feeding birds in winter. Preparing for the meeting of birds in the spring.
Migratory and wintering birds, on the example of bird watching in the area.
Domestic birds. Chicken, duck. The main parts of the body, nutrition. Care of chickens and ducks.
Insects. Ant, fly, ladybug, dragonfly. Name. Appearance. Where live.
Animals. Generalization. Animals, birds, fish, insects. difference in appearance.
Health protection. Face, parts of the face: forehead, cheeks, chin, eyes, eyelids, eyebrows, eyelashes (appointment - eye protection). We see with our eyes. How to maintain good eyesight. Ears. We hear with our ears. How to take care of your ears. Nose. We breathe through our noses and smell. The meaning of cleanliness of the nose. How to use a handkerchief. Mouth. Lips, teeth, tongue. Appointment of teeth, dental care.
Repetition of the past.

Excursions, observations and practical work on topics

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

Basic requirements for knowledge and skills of students

Students should be able to:
name and characterize objects and phenomena, compare and classify, establish common and distinctive properties;
participate in a conversation, answer questions, supplement the statements of comrades;
speak coherently according to the 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 the traffic rules.
Students should know:
names and properties of the studied subjects;
learned traffic rules.

4th grade

(2 hours per week)

Enrichment and refinement of the dictionary. Naming and characterization of objects and phenomena according to their main 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 among themselves and with other objects and phenomena.
Supplementing the statements of the interlocutors based on the material of personal observations and reading.

Approximate topic

Seasonal changes in nature. Weather (clear, overcast, rain, thunderstorm, wind). The height of the sun at different times of the day. Signs of summer: the sun is very warm, 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 summer months. Signs of autumn: a cold wind blows, it often rains, it gets 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 autumn months. Signs of winter: snowfalls, frosts, snowstorms, 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 the houses, look for food, people take care of the birds. The labor of people. Names of winter months. Signs of spring: the sun rises higher, it heats more and more, ice drift, overflow, the first thawed patches, the first grasses and flowers, buds swell on trees and shrubs, leaves and flowers bloom, fruit trees bloom, people plant trees and shrubs on the streets and in gardens, seeds are sown in gardens and flower beds, insects appear, birds fly. Names of spring months.
City, village, village. 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. Rules of the road: correct street crossing (all cases).
Vegetables, fruits, berries. Definition and distinction.
Nuts. Hazelnut, walnut, pine nut. Distinguishing in 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. Parts of these plants: root, stem (straw), leaves, spike (panicle, cob), grains. How are these plants used? Autumn work in the field.
Apartment, room. Dining room, bedroom, kitchen, etc. Appointment.
Furniture. Furniture for the dining room, bedroom, kitchen. Appointment. Furniture care.
Tableware. The name of the dish. Tableware, teaware, kitchenware. Care and storage.
Clothing. How we dress at different times of the year: summer, winter, demi-season clothes. What are our clothes made of? Clothing care (cleaning, drying, airing, storage).
Shoes. What are shoes made from? Footwear leather, rubber, felted, textile. Caring for different types of shoes.
Houseplants. Tradescantia, begonia, geranium, aloe (optional). Parts of plants. Practical work on growing houseplants 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 for people.
Wild animals. Elk, deer. Appearance, food, habits.
Domestic birds. Goose, turkey, etc. Appearance, food, habits. Benefits for people.
Wild birds. Goose, swan, etc. Appearance, habitats, food.
Migratory and wintering birds.
Departure and arrival time of different birds.
Insects are harmful and beneficial. Butterflies, cockchafer, bee, ant, fly.
Fish. What is the body of the 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 the past.

Excursions, observations and practical work on topics

Daily weather observations. Systematic observations of seasonal changes in nature. Field trips to make these observations. Maintaining a seasonal calendar of nature and work.
Excursions along the main street of the city, village, village, to school workshops, shops, vegetable garden, garden, park or forest, 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, houseplants, growing flowering plants from seeds.

Basic requirements for knowledge and skills of students

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

APPENDIX

List of words that students need to learn the spelling

2 class

Drum, birch, wind, sparrow, crow, pea, attendant, hare, here, cabbage, pencil, skates, cow, shovel, car, milk, carrot, frost, Moscow, cucumber, walnut, father, coat, pencil case, tomato, worker, guys, sugar, dog, glass, plate, notebook, now, axe, street, teacher.

3 class

Watermelon, felt boots, Sunday, Tuesday, newspaper, yesterday, city, diary, road, yellow, plant, tomorrow, picture, potatoes, class, room, basket, fire, furniture, bear, month, week, vegetables, vegetable garden, clothes, sand, weather, monday, briefcase, dishes, holiday, friday, story, draw, motherland, boots, today, wednesday, saturday, plate, comrade, black, thursday, walked, apple, tongue.

4th grade

Bus, car, pharmacy, shore, ticket, wagon, all of a sudden, station, newspaper, village, breakfast, health, strawberries, hoarfrost, apartment, ship, suit, stairs, frog, shop, raspberry, subway, bag, minute, lunch, huge, towel, portrait, example, wheat, decide, Russia, Russian, thanks, count, theatre, telephone, TV, tractor, tram, factory, surname, chicken, man, driver, excursion, berry, hawk, lizard.

MATHS

EXPLANATORY NOTE

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

ORGANIZATION OF TEACHING MATHEMATICS

The main form of organizing the process of teaching mathematics is a lesson. The leading form of teacher's work with students in the classroom is frontal work in the implementation of 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 of mathematics the student has, what difficulties he experiences in mastering mathematical knowledge, graphic and drawing skills, what are the gaps in his knowledge and what are their reasons, what potential opportunities he has, what strengths can be relied upon in the development of his mathematical abilities.
Each lesson of mathematics is equipped with the necessary visual aids, handouts, technical teaching aids.
Mental counting as a stage of the lesson is an integral part of almost every math lesson.
Solving arithmetic problems takes at least half of the study time in the process of teaching mathematics.
The program indicates all types of simple tasks that are solved in each class, and starting from grade 2 - the number of actions in complex tasks. Complex problems are made up of simple problems well known to children.
Solutions to all types of problems are recorded 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 the further advancement of students in the assimilation of mathematics will be difficult. Therefore, in each lesson, attention should be paid to consolidating and repeating the leading knowledge in mathematics, especially knowledge of the composition of the numbers of the first ten, addition and subtraction tables within ten, single-digit numbers within 20, knowledge of multiplication and division tables. When memorizing tables, students should rely not only on mechanical memory, but also master the methods of obtaining the results of calculations if they do not remember them.
The organization of independent work should be a mandatory requirement for each lesson of mathematics. The work independently performed by the student must be checked by the teacher, the mistakes made are identified and corrected, the cause of these errors is established, and work on the errors is carried out with the student.
Homework must be checked daily by the teacher.
Along with the daily, current control over the state of knowledge in mathematics, the teacher conducts tests 2-3 times in 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 special school.
However, in each 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 (solving easier examples, repeating the explanations of a teacher or a strong student on leading questions, solving arithmetic problems with the help of a teacher). For self-fulfillment, these students need to offer lightweight versions of examples, tasks, and other tasks.
Taking into account the indicated features of this group of schoolchildren, the present program has determined those simplifications that can be made within the program topics.
The assimilation of these knowledge and skills provides the basis for the transfer of students to the next class.
There are students who satisfactorily master the program of the auxiliary school in all subjects except mathematics. These students (with the so-called local impairment or gross acalculia) cannot be kept in one class or another just because of the lack of knowledge in one subject.
Such students must be engaged in an individual program, they study within their capabilities, are accordingly certified and transferred from class to class.
The decision to educate students on an individual program in this subject is made by the pedagogical council of the school.

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). Quantitative, ordinal numbers. Number and number 0. Correspondence of quantity, numeral, number. Place each number on the number line (0-9). Comparison of numbers. Establishing a relationship greater than, less than, equal to.
Number 10. Number and number. Ten units - 1 ten.
The composition of the numbers of the first ten from two terms. Methods of addition and subtraction. Table of composition of numbers within 10, its use when performing a subtraction operation. 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, double-digit numbers. Comparison of numbers 1-10 with a series of numbers 11-20. Number series 1-20, comparison of numbers (greater than, less than, equal to, extra, missing units, ten). Counting from a given number to a given one, counting, counting by 1, 2, 3, 4, 5. Adding ten and units, corresponding cases of subtraction.
Units (measures) of value - kopeck, ruble. Designation: 1 k., 1 p. Coins: 1 k., 5 k., 10 k., 1 p., 2 p., 5 p. Exchange and replacement.
Simple arithmetic problems to find the sum and remainder.
Dot. Straight and curved lines. Draw a straight line with a ruler at various positions relative to the edge of a sheet of paper. Straight line, cut. Cut length. Drawing lines passing through 1-2 points.
Units (measures) of length - centimeter. 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 by given vertices.

Basic requirements for knowledge and skills of students

Students should know:
quantitative, 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 - a straight line, a curve, a segment;
units (measures) of value, length, weight, capacity: 1 box, 1 rub., 1 cm, 1 kg, 1 l;
name, order of the days of the week, number of days in the week.
Students should be able to:
read, write, save on accounts, compare numbers within 20, count, count in 1, 2, 3, 4, 5;
perform addition, subtraction of numbers within 10, 20, based on the knowledge of their composition from two terms, use the commutative property of addition: 5 + 3, 3 + 5, 10 + 4, 4 + 10;
solve problems for finding the sum, remainder, illustrate the content of the problem with the help of objects, their substitutes, drawings, draw up tasks according to a model, a ready-made solution, a short note, a proposed plot, for a given arithmetic operation;
recognize coins, replace one coin with another;
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 1-2 units.
2. The sum and the remainder are calculated with the help of items by the method of recalculation or counting, counting.
3. Replacing some coins with others is carried out within 10 k., 5 r.
4. Drawing and measuring segments are performed with the help of a teacher.
5. A rectangle, a square, a triangle are drawn according to the points shown by the teacher.

Grade 2

(5 hours per week)

SCORE WITHIN 20

Counting, counting by 1, 2, 3, 4, 5, 6 within 20 in direct and reverse order. Comparison of numbers. Signs of relations greater than (), less (Addition of single-digit numbers with the transition through a dozen by decomposing the second term into two numbers.
Subtraction of single-digit numbers from two-digit ones with the transition 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 a dozen. Calculate the remainder using this table.
The names of the components and results of addition and subtraction in students' speech.
The number 0 as an addition component.
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 sum (remainder) may be less than, equal to or greater than 1 dm), mass, time.
The concepts of “the same”, “more (less) by several units”.
Simple arithmetic problems for increasing (decreasing) numbers by several units. Compound arithmetic problems in two steps.
Straight line, ray, segment. Segment comparison.
Corner. Corner elements: vertex, sides. Types of angles: straight, obtuse, acute. Comparison of corners with a right angle. Drawing a right angle with a drawing triangle.
Quadrangles: rectangle, square. Properties of angles, sides. Triangle: vertices, angles, sides. Drawing a rectangle, square, triangle on paper in a cage according to given vertices.
Clock, dial, hands. Measuring time in hours, the direction of movement of the arrows. The unit (measure) of time is an hour. Designation: 1 hour. Measurement of time by hours with an accuracy of 1 hour. Half an hour (half an hour).
The division of subject sets into two equal parts (equally).

Basic requirements for knowledge and skills of students

Students should know:
counting within 20 by one and equal numerical groups;
a table of the composition of numbers (11-18) of two single-digit numbers with a transition through ten;
the names of the component and the results of addition and subtraction;
the mathematical meaning of the expressions "the same", "more by", "less by";
the difference between a straight line, a ray, a segment;
corner elements, types of corners;
elements of quadrangles - a rectangle, a square, their properties;
triangle elements.
Students should be able to:
perform addition and subtraction of numbers within 20 without transition, with transition through ten, with numbers obtained by counting and measuring with one measure;
solve simple and compound arithmetic problems and concretize with the help of objects or their substitutes and briefly write down the content of the problem;
recognize, name, draw segments, angles - straight, obtuse, sharp - on unlined paper;
draw a rectangle, a square on paper in a cage;
determine the time on the clock with an accuracy of 1 hour.
Notes.
1. Only simple arithmetic problems are solved.
2. Rectangle, square are drawn with the help of a teacher.
3. Knowledge of the composition of single-digit numbers is mandatory.
4. Solving examples for finding the sum, the remainder with the transition through a dozen (accompanied by a detailed record of the solution).

3rd grade

(6 hours per week)

Numbering of numbers within 100. Obtaining a series of round tens, addition and subtraction of round tens. Getting full two-digit numbers from tens and ones. Decomposition of full 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 in the number series of adjacent numbers, comparison of numbers by the number of digits, by the number of tens and units. The concept of a category. Digit table. Increase and decrease numbers by several tens, units. Numbers are even and odd.
Addition and subtraction of numbers within 100 without crossing the digit (60 + 7; 60 + 17; 61 + 7; 61 + 27; 61 + 9; 61 + 29; 92 + 8; 61 + 39 and the 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 operation of multiplication. Multiplication sign (×). Writing and reading the operation of multiplication. The name of the components and the result of multiplication in the speech of the teacher.
Multiplication table for number 2.
Division into equal parts. Division of subject sets into 2, 3, 4, 5 equal parts (equally), recording the division of subject sets into equal parts by the arithmetic operation of division. Division sign (:). Read division action. Table of division by 2. The name of the components and the result of division in the teacher's speech.
Multiplication table of numbers 3, 4, 5, 6 and division into 3, 4, 5, 6 equal parts within 20. Interrelation of multiplication and division tables.
Ratio: 1 p. = 100 k.
Parentheses. Steps I and II.
The unit (measure) of length is the meter. Designation: 1 m. Ratios: 1 m = 10 dm, 1 m = 100 cm.
Numbers obtained by counting and measuring with one, two measures (rubles with kopecks, meters with centimeters).
Units (measures) of time - minute, month, year. Designation: 1 min, 1 month, 1 year. Ratios: 1 h = 60 min, 1 day. = 24 h, 1 month = 30 or 31 days, 1 year = 12 months The order of the months. Calendar. Determination of time by the clock with an accuracy of 5 minutes (10 hours 25 minutes and without 15 minutes 11 hours).
Simple arithmetic problems for finding a product, a quotient (dividing into equal parts and by content).
Cost calculation based on the relationship between price, quantity, and cost.
Compound arithmetic tasks in two steps: addition, subtraction, multiplication, division.
Construction of a segment of the same length, greater (less) given. Line crossing. Intersection point.
Circle, circle. Compass. Center, radius. Constructing a circle with a compass.
Quadrilateral. Rectangle and square.
Polygon. Vertices, corners, sides.

Basic requirements for knowledge and skills of students

Students should know:
number series 1-100 in forward and reverse order;
the meaning of the arithmetic operations of multiplication and division (into equal parts and by content), the difference between two types of division at the level of practical actions, the way of reading and writing each type of division;
multiplication and division tables of numbers within 20, commutative property of the product, connection of multiplication and division tables;
the order of actions in the examples in 2-3 arithmetic operations;
units (measures) of measurement of cost, length, mass, time, ratio of the studied measures;
the order of the months in the year, the numbers of the months from the beginning of the year.
Students should be able to:
count, counting, counting by one and in equal numerical groups of 2, 5, 4, within 100;
set aside any numbers within 100 on the accounts;
add and subtract numbers within 100 without passing through the category by means of oral calculations;
use knowledge of multiplication tables to solve appropriate division examples;
distinguish between numbers obtained by counting and measuring;
write down the numbers obtained when measuring with two measures, with a full set of characters in small measures: 5 m 62 cm, 3 m 03 cm, use various calendar tables, tear-off calendars;
determine the time by the 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 to solve examples for addition and subtraction within 20 with a transition through a dozen with a detailed record.
2. It is obligatory to know only the multiplication table for the number 2, to obtain quotients from dividing by 2 by using the multiplication table.
3. It is enough to be able to determine the time by the clock in only one way, to use the calendar to establish the order of the months in the year, the number of days in the months, the months in the year.
4. Arithmetic tasks in two steps are excluded, one of which is multiplication or division.

4th grade

(6 hours per week)

Addition and subtraction of numbers within 100 without crossing the digit (all cases).
Adding a two-digit number to a one-digit number and subtracting a one-digit number from a two-digit number with a transition through the discharge.
Written addition and subtraction of two-digit numbers with the transition through the discharge.
Counting and counting by 3, 6, 9, 4, 8, 7.
Multiplication table of numbers 3, 4, 5, 6, 7, 8, 9. Dividing table into 3, 4, 5, 6, 7, 8, 9 equal parts. 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 a centner. Designation: 1 c. Ratio: 1 q = 100 kg.
The unit (measure) of length is millimeter. Designation: 1 mm. Ratio: 1 cm = 10 mm.
The unit (measure) of time is a second. Designation: 1 s. Ratio: 1 min = 60 s. Second hand. Stopwatch. Determination of time by the clock with an accuracy of 1 minute (5 hours 18 minutes, without 13 minutes on 6 hours, 18 minutes on the 9th). Double notation of time.
A simple arithmetic problem for increasing (decreasing) a number by several times.
Relationship 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 polyline. Measuring segments of a polyline and calculating its length. Construction of a segment equal to the length of a broken line. Construction of a broken line for a given length of its segments.
Mutual position on the plane of geometric figures (intersection, intersection points). Rectangle and square. A square is a special case of a rectangle.
Construction of 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 knowledge and skills of students

Students should 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;
the names of the components of multiplication, division;
measures of length, mass and their ratio;
measures of time and their ratio;
various cases of the mutual position of two geometric figures;
the names of the elements of the quadrilaterals.
Students should be able to:
perform oral and written addition and subtraction;
practically use the commutative property of multiplication;
determine the time by the clock in three ways with an accuracy of 1 minute;
solve, compose, illustrate all studied simple arithmetic problems;
independently write briefly, simulate content, solve compound arithmetic problems in two steps;
to distinguish between closed, open curves, broken lines;
calculate the length of the polyline;
recognize, name, draw, model the mutual position of two straight lines, curved lines, polygons, circles, find intersection points;
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 mutual position of figures without drawing.
3. Determination of time by the 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 art as a school subject has an important correctional and developmental value. Visual arts lessons, when properly delivered, have a significant impact on the intellectual, emotional and motor spheres, contribute to the formation of the personality of a mentally retarded child, the development of positive skills and habits.
The school course in fine arts sets the following main tasks:
contribute to the correction of shortcomings in the cognitive activity of schoolchildren through systematic and purposeful education and development of their correct perception of the shape, design, size, color of objects, their position in space;
find significant features in the depicted, establish similarities and differences;
to promote the development of students' analytical and synthetic activities, the ability to compare, generalize;
navigate the task and plan your work, outline the sequence of the drawing;
correct shortcomings in motor skills and improve visual-motor coordination by using variable and repetitive graphic actions using a variety of visual material;
to give students knowledge of the elementary foundations of realistic drawing, to form skills in drawing from nature, decorative drawing;
to acquaint students with individual works of fine, decorative, applied and folk art, to cultivate an active emotional and aesthetic attitude towards them;
to develop students' speech, artistic taste, interest and love for visual activity.
To solve these problems, the program provides for four types of classes: decorative drawing, drawing from nature, drawing on themes, and talks about fine arts.
Before starting these classes, students need to be prepared for them.

PREPARATORY CLASSES

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 form primary skills in working with materials and tools, to show that the drawings reflect the properties of objects and their relationships, and to instill interest in visual activity.
In the preparatory period of training, the teacher, using a variety of game and graphic material, conducts 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), representations. Much attention is paid to the improvement of small, differentiated movements of the fingers and hands, visual-motor coordination, and the development of visual skills. At the same time, 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, stop movement at the desired point.
All classes, as a rule, are held in a playful, entertaining way. To do this, you must have the appropriate didactic aids: building designers with a set of colored parts, folding pyramids, flat and three-dimensional geometric figures of various sizes, strips of colored cardboard of various 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 graphic actions of students, the implementation of the simplest drawings, reflecting the solution of a particular problem.
After some preparation, when the children have acquired some knowledge and skills, they can move on to depicting objects that are relatively complex in shape and structure, well known to students and selected according to their similarities with basic geometric shapes.

DECORATIVE DRAWING

At the lessons of decorative drawing, students get acquainted with the best examples of arts and crafts. Demonstration of works of folk craftsmen allows children to understand the beauty of products and the expediency of using them in everyday life. In the process of classes, schoolchildren receive information about the use of patterns on carpets, fabrics, wallpaper, dishes, toys, get acquainted with artistic wood and bone carving, glass, ceramics and other household items.
Short conversations about arts and crafts with a display of craftsmen's products, educational tables and reproductions help, to a certain extent, form students' aesthetic taste.
Classes in decorative drawing should, as a rule, precede lessons in drawing from life, as they form the technical and visual skills of students.

DRAWING FROM LIFE

Drawing from nature is necessarily preceded by the observation of the depicted object, the 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.
Of great importance in these lessons is the correct selection of appropriate equipment and models.
The main task of teaching drawing from nature in the elementary grades is to teach children to draw, conveying in the drawing the ratio of width and height, parts and the whole, as well as the design of objects.
In the lessons on drawing from life, 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. Of essential importance 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 image of the phenomena of 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 can depict individual objects, the simplest in form and color, according to the presentation. For example, children draw Christmas decorations, a snowman, fish in an aquarium, make drawings for the fairy tales "Gingerbread Man", "Three Bears", etc.
In grades 3-4, students are given the simplest visual tasks: to correctly convey the visual ratio of the sizes of objects, to take into account the visible reduction in distant objects in the drawings, to learn the rule of blocking some objects by others.
When setting students the task of conveying a theme in a drawing, revealing the plot of an excerpt from a literary work, illustrating a descriptive text, the teacher must focus his efforts on shaping their idea, activating visual images. After the teacher explains, the students tell what should be drawn, how, where and in what sequence.

Conversations about art are an important means of moral and artistic and aesthetic education of schoolchildren.
In grades 1-3, classes are limited to looking at products of folk craftsmen (mainly toys), reproductions of works of art, as well as analyzing illustrations in children's books. Separate lessons for such work are not assigned, but 10-15 minutes are allocated at the beginning or at the 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 arts and crafts.
To prepare students for understanding works of fine art, it is important to systematically work with illustrative material, designed to develop visual perception in children.
In the lower grades, the teacher mainly works to ensure that students can recognize and correctly name the depicted objects.
During conversations about art, as well 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 semester

Preparatory exercises

To carry out sensory education of first graders: to teach them to distinguish the shape of objects using sight, touch and circling hand movements, to recognize and show the basic geometric shapes and bodies (circle, square, rectangle, ball, cube); determine the difference in size between objects of the same shape; focus on the plane of a sheet of paper; find the middle, top, bottom, right and left edges; form graphical representations of a shape (circle, square, rectangle, triangle), distinguish between a circle and an oval.
Cultivate an interest in drawing and drawing. Develop hand motor skills, form graphic skills and abilities; pencil skills and abilities; the skill of arbitrary regulation of the force of pressure; the skill of an arbitrary pace of movement (its slowdown and acceleration), the skill of stopping movement at the right point: the skill of keeping the direction of movement.
Distinguish colors: red, yellow, green, blue, brown, black, white.
Learn to paint a drawing: observe the direction of the strokes (top to bottom, left to right, obliquely), do not leave spaces, do not go beyond the outline.

Sample Exercises

F irst quarter

Exercises to distinguish objects by shape and color. Drawing (on one sheet) 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) objects of different shapes and sizes (after observation and demonstration by the teacher).
Game graphic exercises - drawing straight lines in various directions (as shown): high poles, a fence, etc. (straight vertical lines); wires, tracks, colored ropes, etc. (straight horizontal lines); it is raining slanting, high mountains, tourist tents, etc. (oblique lines).
Game graphic exercises - drawing straight vertical and horizontal lines (as shown): ladders, windows, frames, chessboard, swings, etc.
Game graphic exercises - drawing arcuate lines (as shown): smoke goes, a fountain beats, an airplane flies, a boat floats on the waves, a ball jumps, 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, many rings - a chain, a cart with multi-colored wheels, a branch with berries, etc.
Game graphic exercises - drawing (by showing) objects of different sizes (sizes) familiar to children: 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 others
Game graphic exercises - drawing (by showing) round, oval and square objects: watermelons, oranges, apples, cucumbers, lemons, plums, frames, cubes, boxes, etc.
Game graphic exercises - drawing (by showing) objects of rectangular and triangular shape: albums, rulers, books, flags, drawing triangles, road signs, etc.

Second quarter

Drawing on the reference points of familiar objects: a house, a birdhouse, a boat, a short flight of stairs.
Drawing on the cells of simple geometric patterns in the strip (the strip in the student's notebook is carried out by the teacher).
Drawing a pattern in a strip of elements alternating in shape and color (circles and squares).
Considering the simplest images of objects in illustrations, comparing them in shape, color and size; drawing these things.
Drawing on a circle template (diameter 6 cm). Dividing the circle into four equal parts, building a square inside it, coloring the elements in compliance with the outline.
Drawing (on display) objects that are simple in shape and consist of several parts (flags, beads).
Drawing in a strip of a pattern of repeating plant elements (spruce branches).
Drawing from memory (after the show) simple-shaped Christmas toys (4-6 on a sheet of paper).
Drawing on the presentation of objects familiar to children (a branch of a Christmas tree 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 accurately painting the elements of the ornament, observing the outline of the pattern; develop the ability to use stencils-measures; learn to distinguish and name colors: red, yellow, green, blue, brown, orange, purple.

DRAWING FROM LIFE

To teach children to distinguish objects by shape, size, color and to convey in the drawing their main properties. Correctly place drawings on a sheet of paper. Carefully paint over the images, observing the contours.

DRAWING ON THEMES

Teach children to combine objects based on shape; to develop in them the ability to convey in the drawing the most simple moment for the image from the read fairy tale; place drawing elements on a sheet of paper, conveying the spatial and dimensional relationships of simple objects (above, below, next to, near; large, small, smallest); identify your drawing with any object.

CONVERSATIONS ABOUT ART

(2 times a quarter)

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

Sample tasks

3rd quarter

Drawing from life winter things (scarf and knitted hat).
Drawing on the theme "Snowman".
Drawing a geometric ornament from a sample along reference points (a rectangle is divided in half, and diagonals are drawn in the resulting squares; triangles are painted in contrasting colors).
Drawing from nature toy-traffic light. Drawing from life a bunch of balloons.
Conversation on the topic "Dymkovo patterns". Drafting in strip pattern for bookmark.
Drawing from nature of a toy-boat.
Drawing a pattern for a postcard for the 8th of March.
Drawing according to the idea "What is round?".
Examination of illustrations for the book by E. Rachev "Gingerbread Man". Drawing for a fairy tale ("Kolobok lies on the window", "Kolobok rolls along the path").

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

Basic requirements for knowledge and skills of students

Students should be able to:
organize your workplace, sit correctly at a desk (table), hold a drawing book and a pencil correctly;
when performing drawings, use only one side of a sheet of paper;
trace simple patterns with a pencil, connect dots, draw vertical, horizontal, oblique, rounded (closed) lines by hand;
focus on 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 in the drawings the main shape of objects, establish its similarity with known geometric shapes with the help of a teacher;
recognize and distinguish images of objects, animals, plants known to children from the immediate environment in illustrations, compare them with each other.

Grade 2

(1 hour per week)

DECORATIVE DRAWING

To teach children to draw straight lines (vertical, horizontal, oblique) by hand, to divide the segment into equal parts; develop the ability to draw by hand the main geometric shapes and make a pattern in a strip from them, observing the 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 how 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 the drawing the square and rectangular shapes of individual objects; observe the spatial relationships of objects and designate these relationships with words middle, right, left; determine the essential features of an object, revealing characteristic details by dismembering a relatively complex shape; carefully color the drawing, choosing colored pencils in accordance with nature.

DRAWING ON THEMES

To teach children to convey in the drawing the main form of familiar objects; develop the ability to combine these objects in one drawing; depict the rounded shape of the parts of the object, their size, as well as convey the spatial relationships of objects and their parts ( above, below, near, near).

CONVERSATIONS ABOUT ART

(2 times a quarter)

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

Sample tasks

F irst quarter

Drawing from nature vegetables and fruits. Looking at illustrations in children's books.
Drawing from nature of different types of mushrooms (white, boletus, fly agaric).
Drawing in a strip of a pattern of leaves and berries (according to the model).
Self-compilation by students of a pattern in a strip.
Drawing a geometric ornament in a square (construct center lines in a square, color the resulting triangles with colored pencils).
Drawing in a square a pattern of twigs with leaves (on the center lines).
Drawing on the theme "Trees in autumn". Looking at illustrations in children's books.
Drawing from nature familiar objects of a simple shape (for example, a folder, a ruler, a drawing triangle).
Decorative drawing - a pattern of flowers for a rectangular rug.

Second quarter

Drawing a geometric ornament in a rectangle (according to the model).
Decorative drawing - an ornament in a square. Looking at illustrations in children's books. Acquaintance with Gorodets painting.
Drawing in a square a pattern of spruce branches (on the center lines).
Drawing from nature sprigs of spruce. Looking at illustrations in children's books.
Drawing from life holiday flags. Drawing from nature Christmas decorations. Drawing on the theme "Twig with Christmas toys."

3rd quarter

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

F u r th quarter

Drawing a pattern in a strip of alternating geometric shapes given by the teacher.
Decorative design of the postcard "Rocket flies."
Drawing from nature of a turret from building material elements.
Drawing from life a festive flag and balloons.
Thematic drawing "A 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 from life spring flowers. Painting session.

Basic requirements for knowledge and skills of students

Students should be able to:
freely, without tension, draw lines by hand in the right directions, without turning the sheet of paper;
navigate on the plane of a sheet of paper and in the finished geometric form in accordance with the teacher's instructions;
use the reference points (reference points) given by the teacher and, in accordance with them, place the image on a sheet of paper;
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 by hand round, rectangular and triangular objects;
understand the principle of repetition or alternation of elements in a pattern (in shape and color);
recognize and know the names of colors;
to recognize the characters of folk tales in the illustrations, to show an emotional and aesthetic attitude towards them.

3rd grade

(1 hour per week)

DECORATIVE COLORING

To teach children to draw patterns from geometric and floral shapes in stripes and squares; develop the ability to analyze the sample; determine the structure of the pattern (repetition or alternation of elements), the shape and color of the components; use centerlines when drawing ornaments in a square; correctly position the design elements throughout the sheet of paper in decorative drawings.

DRAWING FROM LIFE

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

DRAWING ON THEMES

To 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, farther), using the entire sheet of paper and respecting the top and bottom of the drawing.

CONVERSATIONS ABOUT ART

(2 times a quarter)

To teach children to recognize in illustrations of books and in reproductions of art paintings the characteristic signs of the seasons, transmitted by means of fine art; to develop in them the ability to see the beauty of nature at different times of the year.

Sample tasks

F irst quarter

Drawing from life autumn leaves. Conversation on the painting by I. Khrutsky "Flowers and Fruits" or others.
Drawing a pattern in a strip of branches with leaves. Drawing from nature a branch of a tree with leaves that are simple in form (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 from nature of marine signal flags (3-4 flags on one sheet).
Drawing from nature boards (with a pattern) for cutting vegetables.
Drawing a checkerboard pattern in a square.

Second quarter

Drawing a geometric ornament in a square. Drawing from nature of a toy house.
An illustration of a story read by the teacher.
Acquaintance with the works of Gzhel masters. Pattern for the Gzhel plate (the plate is a finished form).
Drawing from nature of a round-shaped alarm clock.
Drawing from nature of a two-color ball.
Drawing a pattern in a strip (snowflakes and spruce branches).
Conversation on the paintings on the theme “Winter has come” (I. Shishkin. “Winter”, K. Yuon. “Russian Winter”, etc.).
Drawing on the theme "Elegant Christmas tree".

3rd quarter

Drawing a pattern on a mitten (a pattern is cut out of paper - a finished form). Drawing a symmetrical pattern on the pattern.
Drawing on the theme "Christmas tree in winter in the forest."
Drawing from nature of a hammer. Drawing from life of a simple instrument (for example, a spatula, a file with a handle, a hand fork, etc.).
Drawing from nature of a tennis racket. Conversation on the paintings of K. Yuon "The End of Winter", "Noon" or others. Drawing on the theme "My favorite fairy-tale hero."
Decorative drawing - design of a greeting card for March 8. Drawing on the model of an ornament from squares. Drawing from nature of a building from building material elements.
Drawing from nature toy-helicopter (made of cardboard).

F u r th quarter

Drawing a pattern of plant shapes in a stripe.
Conversation on pictures about spring (I. Levitan. "March", A. Savrasov. "Rooks have arrived", T. Yablonskaya. "Spring", etc.). Drawing from nature of a spring twig. Drawing on the theme "Trees in spring".
Drawing an ornament from squares (a lid for a square-shaped box).
Drawing on the theme "Victory Holiday" (fireworks).
Decorative drawing on the theme "Draw any pattern in a square" (a square is a finished form).
Drawing from nature of a strawberry bush with flowers. Drawing from nature flowers.
Conversation on the paintings on the theme "Colorful colors of summer" (A. Kuindzhi. "Birch Grove", A. Plastov. "Haymaking" or others).

Basic requirements for knowledge and skills of students

Students should be able to:
correctly position a sheet of paper (vertically or horizontally) depending on the spatial arrangement of the image;
independently place the image of a single object in the middle of a sheet of paper;
navigate on the plane of a sheet of paper and in the finished geometric form;
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 a teacher;
depict objects of various shapes by hand, conveying their characteristic features;
draw patterns from geometric and floral shapes in a strip and a square (according to the model);
in drawings on themes, depict the bases of closer objects below, distant objects - above; depict close objects larger than distant ones, although equal in size;
distinguish and name colors and their shades;
to recognize in illustrations of books and in reproductions of artistic paintings the characteristic features of the seasons, transmitted by means of fine art;
analyze your drawing with the help of a teacher, note the advantages and disadvantages in the work.

4th grade

(1 hour per week)

DRAWING FROM LIFE

To teach children to analyze the object of the image (determine the shape, color and size of the components); develop the ability to depict three-dimensional objects of rectangular, cylindrical and conical shape in a simple spatial position; correctly determine the size of the picture in relation to a sheet of paper; convey in the drawing the structure of the object, the shape, proportions and light of its parts; learn to use centerlines when building a drawing; select the appropriate colors for the image of objects, conveying their three-dimensional shape with elementary chiaroscuro.

DECORATIVE DRAWING

To teach children to consistently build ornaments in a rectangle and a square using center lines; arrange 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; evenly pour, observing the contours, individual elements of the ornament; choose a harmonious combination of colors.

DRAWING ON THEMES

To develop in students visual representations and the ability to convey in the drawing their impressions of what they saw earlier; learn how to properly arrange images on a sheet of paper, combining them with a common idea.

Sample tasks

F irst quarter

Drawing from life vegetables and fruits in the form of sketches (4-6 on a sheet of paper); drawing the same items on the blackboard.
Drawing from nature of a leaf of a tree of the choice of the teacher (handout).
Drawing from life a rowan branch.
Drawing up a pattern in a square from plant forms.
A conversation on paintings on the topic “We are growing to replace the elders” (A. Pakhomov. “Vasily Vasilyevich”, L. Kerbel. “Labor reserves”).
Drawing a geometric ornament according to the scheme proposed by the teacher - a cover for a square-shaped table.
Conversation "Decorative and applied art" (woodcarving, Bogorodsk toy).
Drawing on the theme "Fairy tale hut" (decoration with a pattern of platbands and shutters).
Drawing from nature of cylindrical objects located below the level of vision (mug, saucepan); a conversation about the rules for the perspective reduction of the circle; transmission of volume by chiaroscuro.

Second quarter

Conversation on the topic "Golden Khokhloma". Demonstration of handicrafts (dishes).
Drawing on the theme "My favorite toy" (at the choice of students).
Drawing from life toy-bus. Drawing from life toy-truck (van). Drawing on the theme "Urban transport".
Drawing from a sample of a geometric ornament in a square.
Decorative drawing of a painted plate (New Year theme).

3rd quarter

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

F u r th quarter

Drawing from nature of a building from building material elements.
Decorative drawing of a painted dish (pattern of berries and leaves).
Drawing on the theme "Spaceships in flight."
Drawing from life objects of a constructive form (toy cars, clocks - desktop, wall, floor, etc.).
Drawing from nature in the form of sketches (3-4 objects on one sheet of paper) of carpentry or locksmith tools.
Drawing from nature of a symmetrical object (table lamp, open umbrella, etc.).
Conversation on the topic "Decorative and applied art" (embroidery, lace, ceramics).
Drawing in a square of a pattern from decoratively recycled natural forms (for example, flowers and butterflies).

Basic requirements for knowledge and skills of students

Students should 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 centerlines when drawing a symmetrical shape;
convey the volumetric shape of objects with elementary chiaroscuro, using various hatching (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 individual questions of the teacher);
use in speech words denoting spatial features and spatial relationships of objects;
talk about the content and features of the work of fine art in question.

Educational and methodological support for teaching the subject "Russian language" in a special (correctional) general education schoolVIII kind

Petrenko Natalya Borisovna ,

teacher of Russian language and reading GOBS (KO) OU boarding school

VIIItype No. 5 of the village of Kulotino

Okulovsky district

Novgorod region

In our opinion, for schoolsType VIIIThe situation with the WMC is paradoxical.

The fact is that today two types of officially approved programs are being implemented in the education of mentally retarded children. These are programs for special (correctional) educational institutions of the VIII type I.M. Bgazhnokova and programsfor special (correctional) educational institutions of the VIII type by V. V. Voronkova.

ProgramsV. V. Voronkova is “older”, textbooks for them have been developed for a long time, are regularly republished, modified, corrected and supplemented.

ProgramsTHEM. Bgazhnokova "younger", more modern, more focused on the development of communication skills and the socialization of students, which reflects the requirements of modern reality.

That is why about 15 years ago the Novgorod region in correctional educationVIII species completelyswitched toprogramsTHEM. Bgazhnokova. Under them, the regional basic curriculum has been drawn up, which does not provide for the opportunity for teachers to choose the programs of V.V. Voronkova (this does not apply to the educational area "Technology", where the programs of V.V. Voronkova are still being implemented).

However, textbooks for the programs of Irina Magomedovna Bgazhnokova were not developed, teachers were forced to adapt existing textbooks to the new program.

Gradual replacement of textbooks is being carried out, but this is happening more slowly than we would like.

The situation with textbooks in the Russian language is better than in other subjects. Since 2010, textbooks corresponding to the program being implemented have been published. In 2013, they finally "got" to the schools.

On the website of the Prosveshcheniye publishing house, the Russian Language teaching materials for grades 5–9 of special (correctional) educational institutions of the VIII type are presented as follows:

As you can see, the authors of the textbooks of both lines of teaching materials on the Russian language are the same, but their content, content and design are completely different. "Belonging" to the program in the textbook itself is not indicated in any way. This presents a certain difficulty for the teacher, because even by the year of issue they cannot be distinguished: the textbooks of the line of V.V. Voronkova are regularly republished in parallel with the textbooks of the line of I.M. Bgazhnokova. They can only be distinguished by "knowing in person":

Program of I.M.Bgazhnokova Program of V.V.Voronkova

On the website of the Prosveshcheniye publishing house, the teaching materials “Russian language” for grades 5–9 of special (correctional) educational institutions of the VIII type are characterized as follows:

The line of teaching materials "Russian language" for grades 5–9 of special (correctional) educational institutions of the VIII type according to the program of I.M. Bgazhnokova

The line of teaching materials "Russian language" for grades 5-9 of special (correctional) educational institutions of the VIII type according to the program of V. V. Voronkova.

“Priority attention in the line of teaching materials is given to the development of schoolchildren's speech as a means of communication and, in connection with this, to such syntactic structures as a sentence and a text, which ensure the implementation of the communicative function of speech and the ability to express thoughts in detail, more accurately understand the statements of other people.

The essence of the concept of new textbooks for grades 5-9 lies in the correctional orientation of teaching the Russian language, expressed both in the structure of the methodological apparatus and in the presentation of practical material.

The authors consider the development of schoolchildren's speech as a means of communication to be one of the most important correctional tasks of teaching the Russian language, and in this regard, they subordinate the entire methodological apparatus to the solution of this problem.

The exercises proposed in the textbook are aimed at developing students' ability to express an idea in a sentence and deploy it in a text.

In addition to the traditional distribution of educational material by topic, the program content of the textbook is presented in the most detailed way in the lesson topics. Each hour of lesson time is provided with three exercises. The study of each major topic of the textbook begins with an introductory screensaver that will help students become interested in the upcoming work and update the knowledge necessary to master the new topic. Acquaintance with new material within a grammatical topic is provided not only by exercises and rules, but also by small introductory articles written in the genre of a confidential conversation between the author and the student.

“The line of teaching materials “Russian language” for grades 5–9 of special (correctional) educational institutions of the VIII type was created according to the program edited by V. V. Voronkova

5th grade. The textbook is characterized by an increase in the correctional orientation of education, expressed both in the structure of the methodological apparatus and in the presentation of factual material. The methodological apparatus is subordinated to the solution of the problem of developing the speech of students as a means of communication. The textbook is equipped with a symbolic designation of the types of work, diagrams, graphic designation of the main language units of different levels.

6th grade. The textbook is distinguished by the strengthening of the correctional orientation of teaching the Russian language, expressed both in the structure of the methodological apparatus and in the presentation of factual material. New approaches have been developed in the textbook: to the communication of language knowledge - introductory screensavers to chapters, grammatical stories; to consolidate spelling and speech skills and abilities - commented writing, working with dialogue, various types of essays and presentations.

7th grade. A distinctive feature of the textbook is the idea aimed at ensuring the transition of high school students from mastering knowledge of the Russian language and accumulated speech skills to a new level in learning - generalization, processing and application of acquired knowledge in writing.

8 - 9 grades. Preserving the traditional sections of the subject of the Russian language, the authors offer a new approach to their development, strive to use the ability of students to acquire knowledge on their own. Systematized exercises and a developed system of tasks allow developing the independence of thinking of children with intellectual disabilities»

In addition to textbooks, the UMK "Russian Language" for both the line of V.V. Voronkova and the line of I.M. Bgazhnokova includes:

Workbook. Russian language. (VIII species). Yakubovskaya E.V., Galunchikova N.G., Korshunova Ya.V.

Didactic material for students of grade 5 (with methodological recommendations) (VIII type). Russian language. Yakubovskaya E.V.

Electronic supplement to the textbook for special (correctional) educational institutions of the VIII type. Russian language. 5-9 grades. Yakubovskaya E.V., Galunchikova N.G.

Let's compare the textbooks of the TMC line of V.V. Voronkova and the line of I.M. Bgazhnokova on the example of the textbook "Russian language", grade 7.

Let us analyze the content of the textbooks and their compliance with the implemented program. For comparison, let's choose the morphological theme "Noun".

Program

Textbook of the TMC line by I.M. Bgazhnokova (educational topics)

Textbook of the TMC line by V.V. Voronkova (training topics)

Noun. The meaning of nouns in speech. Description of pictures of the surrounding reality by nouns. The formation of comparative revolutions with the union how (one thing is similar to another: eyes like beads).

The main grammatical features of a noun: gender, number, case.

Masculine and feminine nouns with a hissing at the end. Distinguishing them by gender in phrases. Spelling.

Three types of noun declension.

Stressed and unstressed case endings. Observation of the uniform spelling of stressed and unstressed case endings.

Spelling of unstressed case endings of nouns of the 1st, 2nd and 3rd declension in the singular. Checking the unstressed endings of nouns of each type of declension by substituting a noun of the same declension and case with a stressed ending (on road - on the ground, on a tree - on the window etc.). Distribution of sentences by homogeneous members expressed by nouns in a given case form.

Text. Establishing a sequence of facts confirming the main idea in the text. Communication between them using words first, then, then, finally.

Noun.

The meaning of nouns in speech.

The use of nouns to compare one thing with another.

Gender and number of nouns

The difference between masculine and feminine nouns with a hissing at the end (w, w, h, u).

Spelling of nouns with hissing at the end.

Three declensions of nouns in the singular.

Nouns of the 1st declension.

Determining the declension of nouns by the initial form.

Nouns of the 2nd declension.

Nouns of the 3rd declension.

The difference between nouns of the 1st, 2nd and 3rd declension.

1st declension of nouns in the singular.

Stressed and unstressed endings of nouns of the 1st declension.

Replacing stressed nouns with unstressed nouns.

Spelling of unstressed case endings of nouns of the 1st declension.

2nd declension of nouns in the singular.

Stressed and unstressed endings of nouns of the 2nd declension.

Spelling of unstressed case endings of nouns of the 2nd declension.

3rd declension of nouns in the singular.

Stressed and unstressed noun endings of the 3rd declension.

Spelling of unstressed case endings of 3rd declension nouns.

Text. Establishing the sequence of facts in the text.

Declension of nouns in the singular. Consolidation of knowledge.

Noun. Consolidation of knowledge.

P.73-117 - 44 pages

Noun.

Declension of nouns in the singular.

Declension of plural nouns.

pp.68-104 (36 pages)

As you can see, in the textbooks of teaching materials by V.V. Voronkova there is no lesson topic. The formulation of the topics of the lesson and the selection of educational material falls entirely on the teacher. Due to the inconsistency of textbooks with the program being implemented, this presents a serious difficulty for the teacher, but also provides him with a certain freedom for creative search and self-realization.

The topics in the textbooks of the line of I.M. Bgazhnokova are carefully thought out and clearly formulated. They strictly regulate the activities of the teacher, tk. each topic is provided with three exercises, as well as screensavers of an explanatory or motivating nature. Personal experience shows that such filling of the lesson is quite enough for mentally retarded schoolchildren. The teacher does not need to involve additional material. Provided that one of the three thematic exercises will be given at home, it becomes possible to use the materials of the "Workbook" or "Didactic material" included in the TMC in the lesson. However, such content of the textbook creates certain difficulties for the individualization of the learning space of the lesson, because implies the complete passage of the textbook by all students of the class “from cover to cover”. The teacher needs to select individual tasks for students from other sources, however, you can also use the "Workbook" or "Didactic material".

The lesson topics of the I.M. Bgazhnokova's teaching materials line when studying a noun include 25 topics, and therefore are designed for 25 hours of study time.

The study of morphology in the 7th grade according to the program is given 72 hours. The noun, adjective, verb and pronoun are studied. 17 topics are assigned to the adjective, 19 topics to the verb, 10 topics to the pronoun.

Both textbooks are designed in a calm blue and white tones, not overloaded with drawings, diagrams and symbols.

Both textbooks have color inserts with reproductions of paintings by famous artists for work in the lessons of "Connected speech with elements of creativity."

Thanks to the breakdown into lesson topics, it is easier to navigate in the textbook of I.M. Bgazhnokova's line. Its contentprovides the teacher with the opportunity to use different forms and methods of teaching.

Much attention in textbooks is paid to the speech development of a mentally retarded student. I consider it especially important to work on the meaning of the word, its ambiguity, its use in a figurative sense, its introduction into the child's active vocabulary, because these aspects are very difficult to perceive by persons with intellectual disabilities. The authors of the textbook allocate hotel topics for work on the word. For example, "Using nouns to compare one thing with another", "Using adjectives to compare things", "Using verbs to compare things"

Dictionary words are introduced with a mandatory interpretation of the meaning of the word and, as a rule, fit into the internal logic of the lesson, meeting repeatedly in other exercises of the topic.

Work with text is built in a special way. It implies not only work on the content of the text, but also the correction of the deformed text (the order of sentences is broken, the boundaries of sentences are missing, the order of parts of the text is changed), or creative work to supplement it, finish it, spread sentences, introduce dialogues, etc. Zassignments to the text are aimed at developing the skills to generalize, establish analogies, classify, build logical reasoning, inference, etc.).All this allows students to more fully and accurately understand the meaning of the text, forms cognitive and communicative UUD.

Textbooks for correctional schools were not initially focused on the Federal State Educational Standard, becausespecial federal state educational standards are currently under development (in December 2014, this work is planned to be completed). Therefore, I consider it incorrect to evaluate them for full compliance with the requirements of the standards. However, one should not forget that correctional-developmental education is basically focused on an activity approach. It is laid down in the textbooks of the TMC by V.V. Voronkova, and in the textbooks of I.M. Bgazhnokova.

The presentation of new material is presented in the form of headpiece articles or linguistic fairy tales (stories) that motivate the student for dialogue-reasoning. Textbooks do not give ready-made rules. They are formulated by students independently, in a free presentation, on the basis of examples and imply an understanding of the topic (concept), and not her (his) memorization.

If we analyze the content of each educational topic of the teaching materials of I.M. Bgazhnokova, we can see that after the linguistic intro there is an exercise for the primary study of the concept. The mastery of the teacher makes it possible to use it as a trial educational action, followed by an appeal to the intro article and the construction of a lesson in the activity technology. The second exercise of the training topic can be used toPrimary pinning with commenting in external speech, and the third - for independent work with self-test according to the standard .

Control of students' knowledge is carried out by answering questions, which are posed in large numbers by the authors of the textbook for each exercise. Also, knowledge control is provided at the final lessons of studying the topic through control questions and tasks, they can be successfully applied at each lesson as the topic progresses.

Textbooks widely use interdisciplinary connections, which allows not only to update students' knowledge, but also to form a holistic view of the world.

Thus, the teaching materials "Russian language" are aimed at developing independent thinking of mentally retarded schoolchildren, the ability to generalization, processing and application of acquired knowledge in writing, as well as the formationthe communicative function of speech and the ability to express thoughts in detail, to understand other people more accurately. The structure and methodological apparatus of textbooks make it possible to use elements of activity technology in the lesson.

settlement Kulotino,

2014