Working training adapted program of individual training at home. Working training adapted program of individual training at home Program for individual training at home

Regional State Official Community Institution, implementing the adapted main general educational programs "School - boarding school number 14"

I approve: agreed: considered:

School director and. about. Deputy Director for OIA at the meeting MO, E.N. Lushnikova N. A. Popikova Head of MO

T. S. Yanina

"___" September 2017. "___" September 2017. "___" September 2017.

Working training adapted program

individual learning at home

graduate class

Petrenko Sergey

for 2017-2018 academic year

Compiled teacher program primary classes

amursk

Psychological - pedagogical characteristics

Petrenko Sergey Ivanovich, 05. 05. 2008 Birth year living at: Ave. Builders, House 17, Apartment 2.

Sergey is studying at school from September 1, 2016. Kindergarten did not attend. Brought up in a low-income partial family.

Health condition, anamnestic data: F - 70.0, cerebral palsy.

Features of the cognitive sphere:all types of memory at a very low level. Attention involuntary, unstable, scattered. All properties of attention are developed very weak. The student can shortly attract any bright toy. All types of perception are rudely broken: does not know the shades of basic colors, does not correlate them with real objects, does not focus in the concepts of "the biggest", "less", "smallest". Collapsible matryoshka, the pyramid of four elements can not properly assemble. In tasks similar to the segene board, it is not focused. Applies chaotic power samples, visually not correlating elements with slots. Help does not accept. Transferring a learned method of action to a similar task does not carry out. Allows many errors in samples to recognize superimposed, lowered, roaring images. It is not focused in determining the parties regarding himself, on the plane, in space, difficulties are noted in the understanding of the prepositions when analyzing mutual location objects. Spatial analysis and synthesis are not developed. Not oriented over time (does not know the seasons, days of the week, months). MUXEMEN SECREATED. Thinking operations Does not own. The pace of work is very slow, the activity is unspecified and unproductive.

Small motor skid is poorly developed. Pictures contain lines of different configuration, lengths and thicknesses, in no way interconnected and not organized on a sheet (doodle).

School skills: The student is not aware of the motives of the teaching. Attitude to learning activities indifferent. The child does not perceive and often does not understand the meaning of tasks, does not turn on in the educational process. In the active dictionary, there are very few words that he says is wrong, unnecessary, incomprehensible. Simple on the design of the phrase does not always understand. According to the verbal instructions of the teacher, the method of trial and error shows the images that display objects of the nearest environment. It is best oriented in the concepts relating to the family: Dad, Mom, children. Of all the tasks only performs the stroke at points, work is not careful. It can not keep stencil, so the tasks do not perform correctly. Small motor skid is poorly developed.

Software for all subjects for children with light mental retardation does not absorb.

Features of the emotional-volitional sphere: Infantile. The prevailing background of mood is calm, in situations of the game - somewhat elevated. Praise reaction is positive (smile). In the nature of kind, smiling. Self-service skills are not developed. Need to help an adult.

Based on the above, Sergey was transferred to home training.

According to preliminary results, a training program was drawn up, which is most individualized under the "zone of current development" of the studying.

Explanatory note

The training program is drawn up on the basis of the adapted program of special (correctional) general educational institutions VIII View: Preparatory, 1-4 Classes / A.A. Aydarbekova, V.M. Belov, V.V. Voronkov et al.; Ed. V.V.Voronkova. - M.: Enlightenment, 2013 - 176 p.

The program is designed for 6 hours a week, for one year of study.

Classes are held on schedule (indicating time) approved by the school principal and the written statement of parents (legal representatives).

Individual curriculum

training at home

Number of student hours - 6.

Reading - 2 hours

Russian language - 2 hours

Mathematics - 2 hours

schedule of lessons:

Monday

Read 15.15. - 15.50.

Russian language 16.00. - 16.40.

Tuesday

Mathematics 14.45. - 15.20.

Read 15.30. - 16.10.

Wednesday

Russian language 12.10. - 12.50.

Friday

Mathematics 9.20. - 10.00.

The purpose of the program is the development and formation of social learning experience.

The following are solved tasks:

formation of adequate behavior skills;

development of common motility, development of hands;

produce elementary competent reading skills;

teach consistently and correctly state your thoughts in oral form;

contribute to the formation of personal qualities:

communicability, hard work, self-confidence.

Main methods and techniques of work:

joint actions of a child and an adult;

imitation action, sample, according to verbal instructions:

applications and applications, template strokes, stencils to secure representations about the form, size and number of objects;

accidents with sets of objects;

use of classification and differentiation techniques;

establishing causal relationships between concepts;

comparison (finding similarities and differences, allocating essential features and distractions from insignificant).

Reading.

The subject "Reading" is aimed at solving tasks:

learn to work on the textbook;

form the skill of conscious and correct reading;

intensify speech and cognitive activity;

form moral qualities.

1 quarter

	Title of the lesson		Date of keeping.
	Sound and letter AA. Highlighting the sound "A". Acquaintance with the letter. Read letter A, a. Sound and letter уу. Reading the letter уу.
	Words ay, UA. Sound account analysis words.
	Sound and letter mm. Reading syllables. Sound analysis.
	Sound and letter oo. Reading the letter oo. Drawing and reading syllables. Sound analysis.
	Drawing up and reading the word ma-ma. Sentence.
	Sound and the letter of the SS. Sounds and words with the sound and the letter of the SS. Drawing and reading syllables. Sound analysis.
	Sound and letter XX. Sounds and words with sound and letter XX. Comparison of open and closed syllables.
	Drawing up and reading words with sound and letter XX. Proposals with these words.

2 quarters

	Title of the lesson		Date of keeping.
	Sound and letter sh, sh. Sounds back and direct open. Words with sound and letter Shsh.
	Differentiation sounds C-sh.
	Sound and letter l l Sounds and words with sound and letter l l. Reading syllables, words.
	Sound and letter. Sounds and words with sound and letter. Work on the proposal.
	Sound and letter n. Sounds and words with sound and letter n. Drawing up and reading proposals.
	Sound and letter PP. Sounds and words with sound and letter PP. Work on the proposal.
	The distinction of the sounds of the rival. Work on the proposal.
	Work on the story "Balls".
	Work on the story of "Rama".
	Sound and letter QC. Sounds and words with sound and letter QC. Work on the proposal.
	Sound and letter PP. Sounds and words with sound and letter PP.
	Reading the story "We".
	Sound and letter TT. Sounds, words with the letter TT. Reading words, proposals. Text "Lesson".

3 quarters

	Title of the lesson		Date of keeping
	Reading text "In the morning."
	Sound and letter AI. And - separate word, separate syllable, or part of the syllable. The sound and letter AE as a measure of the softness of the consonants.
	Schi. Work on the text.
	Sound and letter ZZ. Sounds and words with sound and the ZZ letter in solid and soft.
	Comparison sounds z-s. Work on the text "Winter".
	Sound and letter of explosives. Sounds and words with sound and the letter of explosives in a solid and soft version.
	Work on the text "Our chefs".
	Sound and letter LJ. Work on small stories. Reading and analyzing words. The text "meadow".
	Combination Reading words, proposals. Distribution of sounds jd. Soki Schi. The text "Good Winter".
	Sound and letter BB. Sound words. Sounds and words with sound and letter BB in a solid and soft version.
	The distinction of the sounds of Bd. Work on the text "Fishing".
	Sound and Letter G G. Sokula, words, suggestions. Distribution of sounds mr. Work on the text "Guests".
	Sound and letter DD. Sounds and words with sound and the letter DD in solid and soft.
	Work on the texts "Our Garden", "Our City".
	Distinguishing sounds Dt.
	Sound and letter J. Reading words, proposals. The sound and letter in the middle and in the end of the word. Comparison.
	The letter b is as a softness of consonant in the end of the word. Comparison of the words Choir-Chor, Zhar-Zhar. B in the middle of the word. Reading words, proposals.
	Words consisting of one syllable. Comparison of words. Text "In the garden". Sound account analysis words.
	Work on the text "Zoo".
	The sound and the letter it. Words, suggestions. The letter it is as an indicator of the softness of the consonants.

4 quarters

	Title of the lesson		Date of keeping
	Sound and letter I am. Reading words, proposals. Letter I am as an indicator of the softness of consonants. Work on the text.
	The letter ё, as an indicator of the softness of the consonants
	Work on the text "Airplane". Comparison A - I. Analysis of syllables, words. Text "in the Polyana"
	Sound and letter Yuu. Letter Yu at the beginning of the word. Letter Yu in the end of the word.
	Reading words, proposals. The letter Ya as a definiteness of consonants.
	Comparison of U - Yu. Analysis of syllables, words. Text "Cranberry"
	The sound and the letter Cz. Analysis and reading syllables, words. The text "My Father".
	Analysis and reading words with the letter C. Text "Chicken and Fox".
	Sound and letter h h. Word analysis. Text "Lesson". Work on the text.
	Combination: Cha-Chu. Reading words, proposals. Fairy tale "Ryaba chicken".
	Sound and letter. Combination: Schu. Work on the text.
	The sound and the letter FF. Conditions of sounds: in - f. The text "Farm".
	The sound and letter EE.BUKVA E at the beginning of the offer. What is it? Who is it?
	Letter Kommersant words, analysis. Reading words with dividing solid sign.

The subject "Russian language", Directed on the decision tasks:

give the most elementary information on grammar, the assimilation of which is important for the development of a sufficiently meaningful attitude to the main elements of the language;

form practical skills of oral and written speech;

form spelling and punctuation skills;

brief interest in the native language.

Russian language training contributes to mental and speech Development. Training will be effective when establishing a close connection between the study of its elements and speech practice of the student.

Tutorial V. V. Voronkova and I. V. Kolomykina Podwer for correctional educational institutions VIII species. M.; "Enlightenment", 1998.

Calendar thematic planning

1 quarter

	Title of the lesson		Date of keeping
	The letter a. Acquaintance with the lowercase letter. Letter y Acquaintance with the lowercase letter.
	Words ay, UA. Analysis, drawing up, letter.
	Letter m. Acquaintance with the lowercase letter. Reverse syllables AM, mind. Sound analysis. Capital letter M.
	Letter about. Acquaintance with the lowercase letter. Capital letter O. Soki OM, MO. Analysis of the syllables.
	Slames of am-ma, mind-mu, Om-Mo. Letter words ma-ma. Capital letters Oh, M.
	Letter with. Capital letter C. Sokula and words with the letter with.
	Letter x x. Acquaintance with the lowercase and capital letter.
	Letter words. Analysis of words.

2 quarters

	Title of the lesson		Date of dénia.
	Letter w w line and uppercase. Suggestions.
	Differentiation of words with letters sch
	L l lc. Syllables and words with the letter l. Capital letter L. Proposals.
	Letter letters s. Sounds and words with the letter. Drawing up and letter of proposals.
	The letter n n line and uppercase. Syllables and words with the letter n
	The RP letter is lowercase and uppercase. Work on the proposal.
	Letter to to lowercase. Drawing up and writing words with the letter to.
	Letter n p line and uppercase. Syllables and words with the letter n.
	Work on the proposal.
	Dictation of letters, syllables.
	Check off the printed text.
	Letter T. t.string and capital. Syllables and words with the letter t.
	Words consisting of three syllables. Drawing up proposals.

3 quarters

	Title of the lesson		Date of keeping
	Letter and and lowercase. Sounds, words, suggestions. And as an indicator of the softness of the consonants.
	Schi. Analysis and letter of words.
	String and uppercase lettering s. Sounds, words, suggestions.
	Distribution of z-s. Drawing and writing offers
	Letter in in line and uppercase. Analysis and letter of words.
	Letter f high and uppercase.
	Combination Analysis and letter of words. Sentence.
	Distinguishing syllables and words with letters zh. Soki Schi. Letter words with these syllables.
	The letter B B is lowercase and uppercase. Writing words with the letter B in a solid and soft version.
	Letter of proposals. Discernment in writing words with letters of Bd.
	Letter g g line and uppercase. Sounds, words, suggestions.
	Letter from printed text. Distribution of syllables and words with letters
	Letter d d Strict and uppercase. Drafting and writing offers.
	Distribution of syllables and words with letters Dt.
	Letter. Sounds and words with the letter. Letter in the middle and end of the word. Comparison of words.
	Distribution on the letter of words with letters y-and. Drawing up and letter of proposals
	Letter b Words with b at the end. Comparison and writing words Choir-chorine, Zhar-Zhar.
	Letter words with b in the middle of the words.
	Analysis and letter of proposals. Dictation of words, syllables, proposals.
	Letter e e line and uppercase. Letter words, proposals.
	Letter from printed text.

4 quarters

	Title of the lesson		Date of keeping
	Letters I am a line and uppercase. Analysis and letter of proposals. Schemes. Letter I am a softness of consonants.
	Comparison A - I. Analysis and letter of words. Drawing up and letter of proposals.
	The letters of Yuu line and uppercase. Analysis and letter of words with the letter Yu at the end of the word. Letter Ya as a definition of consonants
	Comparison of U - Yu. Analysis and letter of words. Drawing up and letter of proposals
	The letter C is lower and uppercase. Letter C at the end of the word.
	The letter h h is lower and uppercase. Words with a crossing of consonants in the middle of the word. Work on the proposal.
	Combine chaso. Analysis and letter of words.
	Schedule line and uppercase.
	Combination SHA. Analysis and letter of words. Distribution in writing words with syllables: Cha - schA, Chu.
	The letters F f line and uppercase. Diffusion of sounds in - f. Analysis and letter of words. Drawing up and letter of proposals.
	The letters of uh line and uppercase. Analysis and letter of proposals. Letter offers from printed text.
	Letter Kommersant Analysis and writing words with the letter Kommersant. Work on the proposal. Schemes. Words with dividing solid sign.
	Dictation of syllables, words, proposals.
	Repetition and writing lowercase and uppercase letters. Control checking from printed text.

Subject "mathematics",directed on the decision tasks:

prepare Sergey to assimirate the systematic course of mathematics;

instill interest in the subject;

reselection and clarify quantitative, geometric and temporary views.

call numbers in order of their following when the score within 20;

write numbers, relate digit and number;

order objects; comparing numbers;

define the previous and subsequent number within 20;

solve examples for addition and subtraction within 20; Tasks for finding the amount and balance;

distinguish, call and draw segments of a given length;

replace large units of length small: (1 dm 4 cm \u003d 14 cm) and back (20 cm \u003d 2 dm); Compare named numbers.

Tutorial Alyusheva T. V. Mathematics: 2 class: Textbook for special (correctional) educational institutions VIII type. In 2 parts, 4th Edition - M., Enlightenment, 2014.

Calendar - thematic planning

1 quarter

	Title of the lesson		Date of keeping
	Comparison of items on various features. The sequence account in the limit 10.
	The concept of "subsequent", "previous number". The score of the items. Solution of examples.
	Concepts: yesterday, today, tomorrow. The composition of the number 5, 6.
	The composition of the number 7, 8.
	The composition of the number 9, 10. The score of couples, topics.
	Solution of examples of addition in two actions.
	Solution of examples of subtraction in two actions.
	Comparison of numbers. Signs, \u003d. Comparing segments in length.

2 quarters

	Title of the lesson		Date of keeping
	The formation of numbers: 10,11, 12.13. The score from 1 to 13 and back. Previous and subsequent numbers 10,11,12,13.
	Subscribe and counting the unit. Comparison of numbers.
	The formation of numbers is 14,15,16. The score from 1 to 16 and back. Previous and subsequent numbers 14,15,16.
	The formation of numbers is 17,18,19. The score from 1O 19 and back. Previous and subsequent numbers 17,18,19.
	Comparison of numbers. Solution and comparison of examples.
	The formation of the number 20. The score from 1O 20 and back. Previous and subsequent numbers 20
	Unambiguous and double-digit numbers.
	Summary of 2, by 3. Solution of examples.
	Measure length - decimeter. Comparison of numbers with length measure: cm and dm.
	Constructing segments of a given length. Solution of examples and tasks.
	An increase in the number by 2,3,4, units.
	Test

Working program for individual training at home on the subject "Speech and Alternative Communication".

Explanatory note
This program Designed for individual training at the home of a child with severe mental retardation and child autism (version of the program 8.4) of the first (additional) correctional class
The program is developed on the basis of an adapted main general educational program of educational education with moderate, severe and deep mental retardation (intellectual disorders), heavy and multiple developmental impairment (option 2), in accordance with GEF for students with severe mental retardation and child autism and aims to education. child with TMNR, receiving education at home with its special educational needs In 1 (optional) correctional class.
This work program is drawn up on the basis of the regulatory framework:
1) the law of the Russian Federation of December 29, 2012 No. 273 - FZ "On Education in Russian Federation».
2) Order of the Ministry of Education and Science of Russia of December 19, 2014 No. 1599 "On approval of the Federal State educational Standard The formation of students with mental retardation (intellectual violations), registered in the Ministry of Justice of Russia on February 3, 2015 No. 35850.
3) Resolution of the Chief Sanitary Doctor of the Russian Federation of December 29, 2010 No. 189 Moscow "On the approval of Sanpin 2.4.2.2821 - 10" Sanitary - epidemiological requirements for the conditions and organization of training in general educational institutions, registered in the Ministry of Justice of the Russian Federation on March 3, 2011, Reg. No. 19993 "".
4) Order of the Ministry of Education and Science of the Russian Federation of August 30, 2013 No. 1015 Moscow "On approval of the procedure for organizing and implementing educational activities According to basic general education programs - educational programs of the initial general, basic general and secondary general education. "
5) Approximate adapted basic general educational program for students with moderate, severe and deep mental retardation (intellectual impairment), severe multiple developmental impairment (option 2).
6) the program "Learning and raising children and adolescents with severe and multiple developmental impairments" under. Cand. psycho. Sciences, prof. THEM. Baghnokova (2014 g).
7) A set of exemplary work programs for 1 additional and 1 classes for individual training subjects and correctional courses for teaching children with mental retardation (intellectual violations), Moscow, "Enlightenment", 2017
Local acts Oo:
- adapted educational program of education of students with moderate, severe and deep mental retardation (intellectual disorders), heavy and multiple disorders (option 2).
- Regulations on the psychological - medical - pedagogical consultation (PMPC) MOU.
- Regulations on a special individual development program.
- contract for the provision educational services MOU Konstantinovskaya SS and parents (legal representatives) of a child.
The learning subject "Speech and Alternative Communication" is the main part subject area "Language and speech practice."
The goal is to form the experience of social interaction on the basis of a variety of, affordable child, communications (verbal and non-verbal).

Main goals

Develop speech as a means of communication in the context of the knowledge of the surrounding world and personal experience Baby.
Develop an understanding of the converted speech and the meaning of available non-verbal graphic signs (drawings, photographs, nonspecific gestures.
Mastering the ability to come into contact, maintain and complete it using verbal and alternative means of communication, observing the generally accepted rules of communication.
The ability to use the available communication tools for solving the appropriate age of everyday tasks.
The ability to use the means of alternative communication in the process of communication:
use of items, gestures, glances, noise, voice, recreation reactions to express individual needs;
Using individual communicative notebooks, cards with images of objects and actions by specifying an image or transfer card with the image or other affordable way.

General characteristics of the learning subject:
An educational subject covering the scope of development of speech and alternative communication is a condition for the intensification of knowledge and mastering the life competences in the experience of social interaction.
Students with mental retardation (intellectual disorders) are mastered by the basic means of social interaction only with the help of an adult. The predecessor of productive interaction is the interest and need for communicating with the surrounding people.
The process of developing a speech, the activation and expansion of communicative opportunities in the accessible learning limits are built up with adults by using special methods and techniques, didactic in practically significant situations.
The educational subject allows us to focus the attention of the teacher on the creation of special conditions for the intensification and formation of the student of various means of communication, taking into account current capabilities: from non-verbal, alternative to verbal. The experience of social cooperation of children will be enriched through the formation of impressive and expressive parties to speech capabilities, modeling in the process of training practical oriented communication situations.
The implementation of the content of the educational subject in the additional class will allow you to prepare students to productive interaction in situations of working with a teacher, in a class with other students, in situations of interaction with close adults.
The educational object is mastered by students in accordance with their training capabilities and the pace of learning of the software.
The student limitedly understands the adult speech addressed to them, even in a specific situation, and non-verbal means of communication uses fragmentary, only in the familiar situation of interaction with adults.
An indicator of learning program educational material is the dynamics of the development of an understanding of an adult speech facing child from involuntary non-verbal manifestations to verbal and alternative means of communication in a variety different situations interaction.
Objectives of the subject:
- the formation of a student interest and needs for business interaction with the teacher, and then with peers, the skills of productive establishment, maintenance and completion of contact,
acquaintance with alternative means of communication;
- activation of communicative (non-verbal and verbal, alternative) funds for the development of understanding and expressing an answer to an adult addressed by any accessible way in various situations of social interaction;
- formation of available (including alternative) means of communicating interaction with adults and peers;
- the development of manual and small Motoriki;
- formation of elementary graph-motor skills;
- development of auditory attention and auditory perception,
- Formation of interest in reading adults short texts With illustration.
Description of the site of the training subject, the course in the curriculum
In the federal component of the State Standard "Speech and Alternative Communication" is indicated as independent subject. For its study in 1 additional class, 99 hours are allocated, 3 hours a week, 33 school weeks. Since the student is on domestic training, the number of hours is reduced to one and a half per week. Due to the fact that the student began to occupy from 09/26/2017, the number of hours is reduced to 43.
Personal I. subject results Mastering a specific educational subject:
Personal:
emotional, voice and motor manifestations on the addressed speech of a familiar adult in a specific situation of interaction;
eye contact "eyes in the eye", fixation and tracking of the actions of an adult in a particular communicative situation,
Interest in interaction with familiar adults.
Subject:
the use of non-verbal and alternative means of communication in familiar social interaction situations;
Manifestation of interest in finger games.
Basic training actions.
The readiness of the student contact with adults and peers in the familiar interaction situation:
express the generally accepted norms of communicative behavior with non-verbal and verbal means;
maintain positive forms of interaction with adults and peers;
use available communication tools to express their own needs and desires in different interaction situations;
Perform an adult instruction in a familiar situation.

The main content of the learning subject "Speech and alterant communication" is represented by the directions, each of which contains thematic blocks. Blocks include tasks of formation from students in 1 additional class of specific skills associated with the mastery of available learning tools of communication, in the aspect of the development of impressive and expressive speech, interest in reading short works With the review of illustrations, using writing items for the purpose. The formed skills can be considered as communicative readiness for learning to absorb software.
The structure of each class consists of 3 major sections: communication, speech development by means of verbal and non-verbal communication, reading and writing. In the additional class in the "read and letter" section, prerequisites for reading and writing are formed. Training Methods are based on game receptions using finger games for the development of manual and shallow motors, games for the development of auditory attention and phondeMectic hearing, interest in listening to short texts, viewing illustrations.
Direction: teacher and student
Block: adult greeting.

Emotional and positive reaction to the game situation of greetings, eye contact "eyes in the eye", fixation of attention to the face of an adult, tracking behind his movements and actions; Use hands for greeting.
Adult orientation and listening to his voice (auditory attention and auditory perception) in the process of reading fairy tales, positive response (mimico-gesticulatory means) on the adult speech, on the game movements of the hands and actions of the fingers with speech accompaniment.
Block: greeting of fabulous characters.
Emotional and positive reaction to the game situation with a fabulous character, fixation and tracking of the movements and actions of adult with characters, responding (mimico-gesticulatory tools and actions) on a gaming action with fabulous characters; Use hands to greet fabulous characters.
Interest in the speech of an adult and listening to his voice in the process of reading the text, a positive response (mimico-gesticulatory and verbal means) on the addressed speech of an adult on the face of a fairy-tale character and sliding-gaming actions.
Block: I and my name, my photo.
Positive reaction to its name, as well as on the diminutive-burning forms; Use available verbal or non-verbal means to name your name, recognizing yourself in the photo.
Allocation of your photos among others (or on the common photo) using the index gesture and speech. Performing game action to imitate the actions of an adult in the process of finger games with speech accompaniment.
Block: My favorite toy.
Emotional and positive response to the game situation, fix and trace the eyes for the actions of an adult with a toy, react (by mimico-gesticulators and actions) on a game action with a toy; Implementation of objective gaming action with a toy accompanied by speech statement.
Listening to short fairy tales, the choice of fairy-tale characters, the manifestation of interest in the playing of the story toys using available verbal and non-verbal means (view, gesticular and mimic, gesture, action), the choice of beloved toys among others. Performing gaming and displayed actions with plot toys.
Block: My favorite fairy tale, dramatizing a fairy tale.
An expression of a positive attitude towards the beating of a fairy tale or her dramatization; memorizing characters, their actions, scene fragments using available verbal, non-verbal funds (word, sound, gesture, action), alternative means (graphic images, printed, electronic device), Transfer the plot of fairy tales with different accessible training methods (joint actions, on display and imitation, independent actions).
Block: My favorite game.
Expression of a positive attitude to the choice of favorite game; Memory of rules, the order of gaming actions using available verbal, non-verbal funds (word, sound, gesture, action), alternative means (graphic, printed, electronic device), transmission of the plot of the game with different accessible learning methods (joint actions, showing and imitation , independent actions); Evaluation of own gaming actions with communication with communications (verbal, non-verbal, alternative).
Block: My desires.
The use of verbal and non-verbal means of communication to express their everyday desires and needs: appeal to help, the statement of participation, gratitude, consent, refusal, etc.
The expression of a positive attitude towards the situation of the statement of its everyday desires and needs: in everyday life, in the game, in the situation of conversations about the listened work (about the fairy tale), film, etc.
The manifestation of interest in writing subjects (color chalk, wovers), performing elementary graphic tasks.
Block: I like.
The expression of a positive attitude towards the situation of transferring its attitude to a certain situation or objects (subjects) with the help of verbal, non-verbal and alternative means of communication.
The choice of the subject to meet your needs for knowledge of the surrounding world (in the gaming situation, in the situation listening to fairy tales, viewing video phrases, cartoons, etc.).
Manifestation of interest in writing subjects (color chalk, wovers, pencils, handle), performing elementary graphic tasks.
Direction: Pupil - Teacher -Svetnik
Block: welcome peer (recognition).
Emotional and positive attitude to the situation of peer greetings (another child), tracking for his movements and actions; Use gesture to greet.
Interest in peer as a partner in a joint gaming situation; Performing targeted actions using verbal and non-verbal means of communication in ball games.
Choosing a writing subject (chalk) for the object image.
Block: peer names.
Memorization of the names of peers, calling them with diminitious forms; Capping the names of children in different everyday and game situations; Learning and prompting of the names of peer photos.
Perform elementary graphic tasks.
Block: toys.
Interest in the gaming situation, playing (and climbing) familiar toys; fulfillment of joint surfactant action with toys accompanied by speech statement; Completion of sharing toys with peers using available verbal and non-verbal funds (word, sound, gesture, action).
Perform certain gaming actions on speech instruction of an adult, expressing communications available to communications about their gaming actions.
Block: We listen to the fairy tales together.
Listening to fairy tales, the manifestation of interest in the footing of the fairy tale using verbal and non-verbal means of communication in game situations, transmission using specific movements and emotional manifestations of character character; non-verbal support or speech statement in the process of theatrical action.
Expression of a positive relationship (in a word, sound, gesture, action) to the bearing of a fairy tale or her dramatization; The transfer of the plot of fairy tales in accordance with the roles of characters with different accessible training methods (joint actions, on display and imitation, independent actions).
Participation in didactic gamesaimed at distinguishing fabulous particle characters ("Who came to visit?", "Who hid?"), Use various means of communication (pictures, toys, tablets, sounds, words, phrases in the answers).

Calendar-thematic planning

The volume of hours of urgent individual work is implemented in two directions:
1 Direction: "Teacher and Student"
2 Direction: "Student-teacher-peers"
No. P / n Theme Content
1 Words of greetings. Eating greeting gesture.
2 greeting adult. Emotional and positive reaction to the game situation of greetings, eye contact "eyes in the eye", fixation of attention to the face of an adult, tracking behind his movements and actions; Use hands for greeting.

3 greeting adult. Use hands for greeting. Emotional and positive reaction to the game situation of greetings, eye contact "eyes in the eye", fixation of attention to the face of an adult, tracking behind his movements and actions; Use hands for greeting.

4 Essential welcomes with gestures Emotional and positive reaction to the game situation of greetings, eye contact "eyes in the eye", fixing attention to the face of an adult, tracking his movements and actions; Use hands for greeting.

5 Greeting of fabulous characters Use hands to greet fabulous characters. Adult orientation and listening to his voice (auditory attention and auditory perception) in the process of reading fairy tales, positive response (mimico-gesticulatory means) on the adult speech, on the game movements of the hands and actions of the fingers with speech accompaniment.

6 Gaming actions with fabulous characters. Interest in the speech of an adult and listening to his voice in the process of reading the text, a positive response (mimico-gesticulatory and verbal means) on the addressed speech of an adult on the face of a fairy-tale character and sliding-gaming actions.

7 Gaming movements for hands and fingers with speech accompaniment in the process of listening to fairy tales.
Adult orientation and listening to his voice (auditory attention and auditory perception) in the process of reading fairy tales, positive response (mimico-gesticulatory means) on the adult speech, on the game movements of the hands and actions of the fingers with speech accompaniment.

8 game movements for hands and fingers with speech accompaniment. Adult orientation and listening to his voice (auditory attention and auditory perception) in the process of reading fairy tales, positive response (mimico-gesticulatory means) on the adult speech, on the game movements of the hands and actions of the fingers with speech accompaniment.

9 Hearing fairy tales. Seld-gaming actions. Interest in the speech of an adult and listening to his voice in the process of reading the text, a positive response (mimico-gestulatory) on the addressed speech of an adult on the face of a fairy-tale character and objective-gaming actions.
10 I and my name. Positive reaction to its name and on the diminutive-caressing of it; Use available verbal or non-verbal means to name your name,
11 My photo. Allocation of your photos among others (or on the common photo) using the index gesture and speech. Performing game action to imitate the actions of an adult in the process of finger games with speech accompaniment.

12 My favorite toy. Perform certain gaming actions on speech instruction of an adult, expressing communications available to communications about their gaming actions.
13 Gaming actions with a toy. Emotionally positive response to the game situation, fix and trace with a gaze for the actions of an adult with a toy, react (mimico-gesticulators and actions) on a game action with a toy.

14 Perform an obstacle-gaming action with a toy accompanied by speech statement.
Listening to short fairy tales, the choice of fabulous characters, the manifestation of interest in the footing of the story toys using available verbal and non-verbal funds (view, gesticular and mimic, gesture, action),
15 Slide and display steps with plot toys.
Listening to short fairy tales. Execution following the teacher of various actions with plot toys
16 My favorite fairy tale. Listening to fairy tales. Transfer using specific movements and emotional manifestations of character character.
17 My favorite fairy tale. Transfer the plot of fairy tales using joint action with a teacher, on display and imitation, independent actions.
Listening to fairy tales, a manifestation of interest in playing a fairy tale using verbal and non-verbal means of communication in game situations.

18 My favorite fairy tale. Tales dramatization. Non-verbal support in the process of theatrical action. An expression of a positive attitude towards the beating of a fairy tale or her dramatization; memorizing characters, their actions, scene fragments using available verbal, non-verbal funds (word, sound, gesture, action), alternative means (graphic, printed, electronic device),
19 My favorite game.
Manifestation of interest in the gaming situation, independent choice of toys or games; compliance with the game rules with participation in the game and partnerships; Non-verbal support or speech statement in the process of gaming actions.

20 My favorite game. Independent choice of toys or games.
Manifestation of interest in the gaming situation, independent choice of toys or games; compliance with the game rules with participation in the game and partnerships; Non-verbal support or speech statement in the process of gaming actions.

21 Transfer the plot of the game together with a teacher actions (on display and imitation), independent actions). Transfer the plot of the game with different accessible learning ways.
22 My wishes. The expression of their desires. The use of verbal and non-verbal means of communication to express their everyday desires and needs: appeal to help, express participation, gratitude, consent, refusal.
23 expressing their desires and needs. The expression of a positive attitude towards the situation of the statement of its everyday desires and needs: in everyday life, in the game, in a situation of conversations about the listened work (about the fairy tale), the film.
24 Appeal for help. The expression of a positive attitude towards the situation of the statement of its everyday desires and needs: in everyday life, in the game, in the situation of conversations about the listened work (about the fairy tale), film, etc.
25 Acquaintance with writing objects. Drawing horizontal lines Manifestation of interest in writing subjects (color chalk, wovers), performing elementary graphic tasks.
26 I like it. An expression of a positive attitude to certain objects (subjects). The expression of a positive attitude towards a certain situation or objects (subjects) with the help of verbal, non-verbal and alternative means of communication.
27 Selecting an item to meet your needs for knowledge of the surrounding world. Selecting an object to meet your needs for knowledge of the surrounding world (in the game situation, in a situation of listening to fairy tales, watching video phrases, cartoons, etc.).
28 Writing items. Drawing vertical lines. Manifestation of interest in writing subjects (color chalk, wovers, pencils, handle), performing elementary graphic tasks.
29 Greeting peers (recognition). Emotional and positive attitude to the situation of peer greetings (another child), tracking for his movements and actions; Use gesture to greet.
30 Use of gesture to welcome peers. Emotional and positive attitude to the situation of peer greetings (another child), tracking for his movements and actions; Use gesture to greet.
31 games with the ball with a peer interest in peer as a partner in a joint gaming situation; Performing targeted actions using verbal and non-verbal means of communication in ball games.
32 peer names. Calling the names of children in different gaming situations. Memorization of the names of peers, calling them with diminitious forms; Calling the names of children in different everyday and game situations; Learning and prompting of the names of peer photos.
Recognition of peers and calling their photo names.

33 Learning the peers and calling their photo names. Drawing vertical and horizontal lines. Memorization of the names of peers, calling them with diminitious forms; Calling the names of children in different everyday and game situations; Learning and prompting of the names of peer photos. Perform elementary graphic tasks.
34 toys. Joint objective gaming actions with toys accompanied by speech statement. Interest in the gaming situation, playing (and climbing) familiar toys; fulfillment of joint surfactant action with toys accompanied by speech statement; Completion of sharing toys with peers using available verbal and non-verbal funds (word, sound, gesture, action).
35 Damage tools with peers and teacher. Perform certain gaming actions on speech instruction of an adult, expressing communications available to communications about their gaming actions. Completion of sharing toys with peers and with a teacher using available verbal and non-verbal funds (in a word, sound, gesture, action).

36 Completing the sharing of toys with peers and with the teacher. Choosing a writing subject (chalk) to color the object image.
Choosing a writing subject (chalk) to color the object image.

37 We listen to fairy tales together. Listening to fairy tales, the manifestation of interest in the footing of the fairy tale using verbal and non-verbal means of communication in game situations, transmission using specific movements and emotional manifestations of character character; non-verbal support or speech statement in the process of theatrical action.

38 Listening to fairy tales. Fighting fairy tales with a teacher actions, on display and imitation, independent actions expression of a positive relationship (in a word, sound, gesture, action) to the bearing of a fairy tale or her dramatization; The transfer of the plot of fairy tales in accordance with the roles of characters with different accessible training methods (joint actions, on display and imitation, independent actions).
39 Distribution of fabulous characters on sound resistance. Game "Who came to visit?" Participation in didactic games aimed at distinguishing fabulous particle characters, use in responses various means of communication (pictures, toys, tablets, sounds, etc.).
40 Distribution of fabulous characters on sound resistance. Game "Who hid?" Participation in didactic games aimed at distinguishing fabulous particle characters, use in responses various means of communication (pictures, toys, tablets, sounds, etc.).
41 I and teacher play. Choice of a wall-printed game; use of elementary counting to determine the host game; Non-verbal support or speech statement in the process of gaming actions.
42 games with rules. Count to define the host game. Transferring rules of the game with different accessible learning methods (joint actions, on display and imitation, independent actions).

43 games with rules. Selection of a wall-printed game. Drawing a figure on the contour followed by coloring. Non-verbal support in the process of gaming actions). Performing elementary graphic tasks with multi-colored pencils (coloring of the object image).

Explanatory note

The adapted general educational program of primary general education is aimed at studying for the formation of a common culture, providing a versatile identity development (moral and aesthetic, socio-personal, intellectual, physical), mastering educational activities.

The purpose of the program:

ensuring available and high-quality education, the formation of an environment favored by the formation and an increase in the developing personality in accordance with its abilities and needs in contemporary society.

Program tasks:

1. The application of the child alternative ways to obtain education, depending on the state of its health, age and individual characteristics.
2. Creation of a comfortable environment to obtain educational education.
3. Organization of psychological and pedagogical support of students.

Address in the program:

An individual educational program was created for a student of 1 class, which has health deviations (child - disabled).

Curriculum for 2015-2016 academic year

Academic subjects

Number of hours per week

Letter / Russian

2 hours

Literature learning / literary reading

2 hour

Mathematics

2 hours

The world

1 hour

Music

0.25 hours

art

0.5 hours

Technology

0.25 hours

TOTAL: 8 hours

Education area "Philology »

Presented by the following objects: Literacy and letter learning (I-III quarter), Russian language and literary reading (IVfourth).
Work program for literacy for grade 1 general education school Compiled on the basis of the approximate basic educational program of the OU, the author's program "Training of diploma"(authors V. G. Goretsky, V. A. Kiryushkin, A. F. Shachko), "Russian" (authors Kanakina V.P., Goretsky V.G., M. N. Dementieva, N. A. Stephenko, M. V. Boykin ) , "Literary reading" (authorsL. F. Klimanova, V. G. Goretsky, M. IN. Golovanova) . To study the course "Training of a diploma" for training at home allocated four hours a week (23 school weeks): 2 hours, reading (46 hours), 2 hours. - Letters (46 hours). Russian language and literary readings are given 10 school weeks, 20 hours for every subject.

This work program is focused on individual training at home studying with ABS. For individual training in Russian at home in 1 class, 2 hours a week (66 hours per year). In this regard, the clock for students on sections is reduced:

language system (Linguistic knowledge bases): vocabulary, phonetics and orphoepium, graphics, composition of the word (morfemic), grammar (morphology and syntax);

spelling and punctuation;

speech development.

Requirements for the level of training of students of grade 1 in the Russian language

By the end of 1 class, students should be able to:

knowall the letters of the Russian alphabet;

use the simplest formulas of speech etiquette at a meeting, farewell, appeal to each other and adults;

sewing the interlocutor, showing attention to him and respect, maintain a conversation with replicas and questions;

conduct sound analysis of words;

distinguish vowels and consonant sounds and letters, ringing and deaf consonants, soft and solid sounds In the Word, denote the softness of consonant with the help of letters (E, E, and, Yu, I) and a soft sign, to determine the shock syllable in the word;

write off from printed and written texts, not distorting the drawing of the line and capital letters and correctly connecting letters in words;

use large letter At the beginning and point at the end of the sentence;

write under the dictation of the word, suggestions, texts, including 15-17 words;

independently make up and write text out of 3 - 5 sentences,different statements, on a specific topic;

types of proposals for the purpose of the statement (without terminology) and emotional color, proposals of exclamation and non-ambulance in intonation;

words that call the subject, the action of the subject and the sign of the subject;

the ratio of the number of sounds and letters in such words aschalk, stranded, pit, spruce;

use of a capital letter in own names;

writing words with combinationszhi, Cha - Schu, Chu - Schu;

designations in the words of the softness of consonant sounds on the letter;

proper writing words likestump, pit;

spelling words with unverified orphogramsand.

Requirements for the level of training of students of grade 1 in literary reading

The student should know:Children's men fiction (Tale, story, poem, bass);- Slabs (folk and literary);- Book Elements (Cover, Illustration, Table of Contents, Title List)Establish practical and educational tasks:-the consciously, correctly with an approximate pace of reading 40-50 words per minute;refer to questions on the text;- Special text to pieces;- put the work;- Having a valuation judgment about the work read.

Reading skills.

First half of the year. Smooth sludge reading words, proposals, short texts with sounds studied and denoting them letters.

II half. Proper, smooth sludge reading with elements of reading with whole words of small texts with all the letters of the alphabet. An indicative rate of reading unfamiliar text is not lower than 30-40 words per minute. Compliance with pauses separating one sentence from another. Continuation of working on sound culture of speech, over the word, offer and connected speech, started in the leading period.

Mathematics

When compiling work program by ma.topic The basis of the concept and program for primary classes in two parts, h 1, part 2, authors M. A. Bantova, G. V. Belfyukova, S. I. Volkov et al. (Moscow "Education" 2011), The program in mathematics 1 class, compiled in accordance with the textbook of mathematics 1 class Authors M.I. Moro, S.I. Volkov, S.V.Stepanov in accordance with the requirements of the State Standard primary education.

The working program is drawn up for training at home, taking into account the individual abilities of the child, racesc.ready for 2 hours a week, 66 hours per year. In this regard, there is reduced hours for learning with disabilities.

Distribution of school watch

Working programm

The role of mathematics in the life of people and society - 8 h.

Numbers from 1 to 10. Number 0. Numbering - 28 hours.

Numbers from 1 to 10. Addition and subtraction of -59 h.

Numbers from 1 to 20. Numbering - 14 hours.

Numbers from 1 to 20. Addition and subtraction - 23 hours.

Repetition - 4 h.

The role of mathematics in the life of people and society - 4 h.

Numbers from 1 to 10. Number 0. Numbering - 14 hours.

Numbers from 1 to 10. Addition and subtraction -27 h.

Numbers from 1 to 20. Numbering - 7 hours

Numbers from 1 to 20. Addition and subtraction -12 h.

Repetition - 2 h

Total - 136 hours

TOTAL 66 HOURS

As a result of the assimilation of the software

show:

the subject located left (right) is higher (below) of this subject, over (under, for) this subject, between two objects;

numbers from 1 to 20 in direct and reverse order;

number, greater (less) of a few units;

figure shown in the picture (circle, triangle, square, point, segment).

play in memory:

results of a table addition of two any unambiguous numbers;

results of table cases of subtraction within 20.

to distinguish:

number and digit;

marks of arithmetic action (+, -);

polygons: Triangle, Square, Rectangle.

compare:

objects in order to identify similarities and differences in them;

objects in shape, sizes (greater, less);

two numbers, characterizing the results of comparison with the words "more", "less", "more on ...", "less on ...".

use models (simulate an academic situation) :

solve educational and practical tasks:

The world

Working program to the world environment for grade 1, (individual training of OVI)

The program is adjusted based on an educational program.

A. A. Pleshakov, Programs 7 types of corrective training edited

The program complies with the requirements of the federal component of the state standard of primary education and the educational minimum of time, a certain curricula on this subject recommended by the Ministry of Education of the Russian Federation (Moscow, "Enlightenment" 2009).

The program is designed for 33 hours a year (1 hour per week)

Training is conducted according to the textbook A.A. Pleshakov (textbook for grade 1 elementary school In two parts) Moscow "Enlightenment", 2014.

Distribution of school watch

Working programm

Introductory lesson. Excursions - 5 hours

1. What and who? - 19 hours

2. How, where and where? - 12 hours

3. Where and when? - 10 hours

4. Why and why? - 20 hours

1. What and who? - 11 o'clock

2. How, where and where? - 8 ocloc'k

3. Where and when? - 4 hours

4. Why and why? - 10 hours

TOTAL: 66 hours

TOTAL: 33 hours

As a result of the study of the surrounding world, the student will learn:

call the planet on which he lives native country and its capital; region, city where students live;

call the state symbolism of Russia;

call common signs of living organisms;

call the main conditions for the prosperous life of plants and animals;

comply with the rules for preserving and promoting health;

comply with the basic rules of conduct in environment (on the roads, at school);

call the main professions of people and determine the mutual assistance of people of different professions;

call the main groups of animals and plants;

comply with the rules of behavior in nature;

call the main signs of each year;

call the basic premises of the school;

name Streets located near school and houses;

call the basic cultural institutions, life;

identify signs of various objects of nature (color, form, comparative dimensions);

use words indicating directions and time;

observe, make conclusion;

distinguish between people's professions;

distinguish plants and animals;

distinguish objects of nature;

distinguish parts of the plant, display them in the figure;

give examples of representatives of different groups of plants and animals; Disclose the features of them external view and life;

show land and water on the globe;

navigate in school premises;

distinguish traffic signs; signs roadnecessary to comply with security;

Music

Working program for music in grade 1 is developed on the basis of the program "School of Russia. Music. Grade 1 "(the authors recommended by the Ministry of Education of the Russian Federation, in accordance with the federal state standards of education by the educational institution. This line of textbooks has vulture" recommended "and" admitted. "The work program is designed for 33 hours a year (1 hour per week). On individual training at home in grade 1 - 0,2 5 hours a month (8 hours a year). In this regard, the clock for studying with disabilities is reduced.

Thus, the study of the main sections is allocated:

I.section "Music around us" - 4 hasa.

II. section "Music and You" - 4 hasa.

The working program is provided with the relevant program. teaching complex:

Tutorial: E.D. Cretan, music. Grade 1, - M. Enlightenment, 2014.

Fourthine in the program E.D. Cretan for grade 1.

Purpose:

Formation of musical culture as an integral part of spiritual culture.

Tasks:

Upbringing interest and love for musical art;

The development of active, felled and conscious perception of the best samples of world musical culture of the past and present.

By the end of grade 1, students should know:

The study learns:
- to determine the nature and mood of music, taking into account terms and figurative definitions submitted in the textbook for grade 1;
- learn on the images of some musical instruments (piano, piano, violin, flute, harmony), as well as folk instruments (accordion, bayan, balalaika);
- perceive the music of various genres;
- communicate and interact in the process of ensemble, collective (choral and instrumental) embodiment of various artistic images.
- to embody in the sound of voice or tool images of nature and the surrounding life, mood, feelings, character and thoughts of man;
- learn the studied musical writings, call their authors;
- perform musical works of individual forms and genres (singing, dramatization, musical and plastic movement, instrumental musication, improvisation, etc.).
The student will get the opportunity to learn:
- Own some basics of notebook: the names of notes, pace (quickly slowly) speakers (loudly)
- identify the types of music, compare musical images in the sound of various musical instruments, including modern electronic;

art

Working program for visual art for grade 1 is based on Educational program Federal basic educational and primary general education program - Authors: Nemensky B.P., Gorazhey N.A., Nemenska L.A., St. Petersburg A.S. ("Fine Art" - Moscow "Enlightenment", 2011

Goals and objectives, decisible for the implementation of the Working Program:

The study of the "Fine Art" course is aimed at achieving the following goals:

education of interest in fine art; enrichment of moral experience, the formation of ideas about good and evil; development of moral feelings, respect for the culture of peoples of multinational Russia and other countries;

development of imagination, creative potential of a child, desire and ability to approach any of its activities creatively, abilities to an emotionally valued attitude to the art and the world, cooperation skills in artistic activities;

development of initial knowledge of plastic arts: visual, decorative, architectural, architecture and design, their roles in human life and society;

mastering elementary artistic literacy, formation of an artistic horizon and the acquisition of work experience in various types of artistic activities; Improving aesthetic taste, the ability to work with different artistic materials.

The listed goals are implemented in specific tasks learning:

improving the emotionally-shaped perception of works of art and the surrounding world;

development of the ability to see a manifestation artistic culture in real life (museums, architecture, design, sculpture, etc.);

formation of work skills with various art materials

Due to the fact that the child is exemption on the subject of "physical education", at the request of the girl 0.25 hours distributed on the subject "Fine Arts". Thus, all over 0.5 hours (16 hours per year).

The study of the main sections is allocated:

"You depict, decorate and build"

You learn to depict - 5 h.

You decorate - 4 h.

You build - 3 hours

Image, decoration, building always help each other - 4 h.

Planned results of studying the educational subject

Subject results studying the course "Fine Art"in the 1st grade are the formation of the following knowledge and skills:

Students must know:

three ways of artistic activity: visual, decorative and structural;

titles of main colors (red, yellow, blue, green, purple, orange, blue);

properly work with watercolor paints, smoothly cover the desired surface;

elementary color mixing rules (red + blue \u003d purple, blue + yellow \u003d green) and so on;

the simplest techniques of modeling.

Students must be able to:

correctly hold a sheet of paper, pencil;

properly use tools and materials from

perform the simplest patterns in the strip, a circle from decorative forms of plant world;

transmit in the figure the simplest form, the general spatial position, the main color of objects;

apply decorative drawing elements.

Technology

On the individual training on technology allocated 0.25 hours (9 hours per year). Thus, the study of the main sections is allocated:

Natural workshop - 3 hours

Plasticine workshop - 1 hour

Paper workshop - 3 hour

Textile workshop -2 hours

To implement software content uses:

Lutseva E.A., Zueva T.P. .Textbook. Grade 1. M. Enlightenment, 2014

Lutseva E.A., Zueva T.P.Rochka notebook.4 class. M. Stripping, 2014.year

As a result of the study of technology, the student must:

1. Communication and general competences. Basics of labor culture, self-service

Know (at the level of representations):

on the role and place of man in the world around; On the creative, creative activity of man and nature as the source of his inspiration;

on the reflection of the forms and images of nature in the works of the artists, about the various objects of the man-made world;

about professions familiar to children.

Be able to:

serve yourself while working: maintain order in the workplace, care for the tools and properly store them;

comply with labor hygiene rules.

2. Technology manual processing of materials. Elements of graphic letter

Know:

general names of studied species of materials (natural, paper, thin cardboard, fabric, hubble, glue) and their properties (color, texture, thickness, etc.);

sequence of fabrication of simple products: markup, cutting, assembly, finishing;

methods of eye marking, by template;

forming flexion, folding, pulling;

adhesive method of compound;

finishing methods: coloring, applique, straight line;

names and assignment of manual tools (scissors, needles) and fixtures (template, pins), secure work rules.

Be able to:

distinguish materials and tools for their intended purpose;

perform operations and techniques for the manufacture of uncomplicated products:

1) Economically placing bending, by template;

2) cut with scissors;

3) collect products with glue;

safely work and store tools (scissors, needles);

with the help of a teacher, perform practical work and self-control with a support on the instruction card, the sample using the template.

3. Designing and modeling

Know:

on the details of the component of the product;

structures - collapsible and unintended;

fixed adhesive connecting parts.

Be able to:

discern the collapsible and non-separable structures of simple products;

design and simulate products from different materials Pattern, drawing.

Estimation system

In grade 1 is carried out untyless training , whose main purpose is to form and develop the evaluation activities of children, to make the pedagogical process by humane and aimed at the development of the child's personality. Home tasks are not specified. In grade 1, three types of estimation are used: the current, thematic and final - without setting a ball marker, but accompanied by a verbal estimate.

In the first grade within the 1st half of the year test papers Do not be held. The final tests are carried out at the end of the school year no later than April 20-25. During the school year, the current test of knowledge, skills and skills is carried out. During the graduation period, it is carried out through minor work, including a letter under the dictation of the studied lowercase and capital letters, individual syllables, the words of a simple structure, writing off words and small proposals of handwritten and printing fonts.

The volume of dictations and texts to write off at the beginning of the year is 5-7 lowercase and uppercase letters, 3-6 syllables, 3-6 words or 1-2 sentences from 2-4 words. At the end of the school year, control works are carried out by checking from a print font, letters under the dictation of small texts. Texts are selected, in which the word writing does not disperse with pronunciation. At the end of the year, the volume of dictation is recommended up to 20 words, write off - up to 25 words. In mathematics, it is advisable at the end of the year of combined work consisting of tasks and examples.