2. Read the text, intonation and sentence order by yourself.

3. Concentrate on knowing all the new words. This is only the first reading. Generally, all students can't be required to read every new word correctly, that is, they don't pursue one step at a time, because there is still a lot of time to identify new words in the later teaching, so the time should be strictly controlled.

4. Read the text in turn, correct mistakes with short passages, and read difficult words at will.

Step 5 read the text intensively

① Teachers ask questions, look at the pictures and speak, and students read the specified paragraphs to lead to relevant paragraphs. In this process, you can read some new words at will, and then lead to relevant paragraphs. You can teach in the order of the article or change it.

② Teaching of relevant paragraphs

Several cutting skills in the process of paragraph intensive reading;

First, read the key new words in the paragraph, and ask questions with these words as the support of teaching, so as to guide students to understand the content of the article and learn words to promote sentence learning;

Second, start with the plot questions, find relevant sentences and words, and learn words and sentences;

Third, find relevant sentences and words by looking at the pictures, and learn words and sentences;

Fourth, with the help of the evaluation of students' reading aloud, find relevant sentences and words, and learn words and sentences, that is, "promoting reading by reading".

6. Consolidate literacy skills

7. Practice

On the surface, this model is somewhat similar to the norm of Soviet education edition, but in fact it is qualitatively different. The teaching standard of Jiangsu Education Edition belongs to the mode of "literacy+reading comprehension", which pursues one-step pronunciation in the literacy stage, but this is not the main problem, because there is nothing wrong with your pursuit of letting students read all the new words correctly. The main problem is that reading comprehension adopts the same mode as that of middle and high school students, and there is almost no literacy teaching in the whole intensive reading stage, so it is difficult to implement the teaching focus of literacy and writing in the lower grades, not to mention that the task of literacy teaching is not limited to "correct reading" in the teacher's subconscious. I always think that students have finished reading new words, so it is enough for them to understand and read the text well in the intensive reading stage. Therefore, the key to the reform is how to further consolidate the pronunciation of words in the intensive reading stage, teach the meaning of words with the help of word theory and language environment, and guide students to learn to use words. Reading teaching in lower grades belongs to literacy teaching in essence, and texts mainly provide environment for literacy, so literacy activities should appear repeatedly in the teaching process. This is what every junior teacher should know.

Teaching norms for writing literacy in lower grades II

1, create situations and introduce new lessons.

2. Read the text, intonation and sentence order by yourself.

3. Read the text in turn, use paragraphs to identify all the new words in the paragraph or only use paragraphs to correct them, or randomly identify difficult words, but do not deliberately arrange to identify new words. Note that the processing here affects the processing when entering the paragraph intensive reading stage.

Step 4 read the text intensively

(1) Teachers ask questions, talk with pictures, and students read designated paragraphs. You can also consolidate or recognize some new words at random in the process of derivation-if you use "knowing all the new words in the reading paragraph by paragraph" in the stage of reading the text in turn, it is "consolidating and recognizing some new words"; If you use "correcting errors with paragraphs, or randomly identifying difficult words", then this is "identifying some new words" and then leading to relevant paragraphs. You can teach in the order of the article or change it.

(2) Recognition of difficult or key new words and phrases in the reading paragraph or recognition of all new words in the reading paragraph, the treatment here is generally just the opposite of that in the stage of "reading the text in turn".

(3) The teaching of relevant paragraphs, together with the mode, is the key to consider which new words and keywords need to appear, the frequency of their appearance, and to what extent we should teach them.

5. Consolidate literacy skills

Step 6 practice

The third norm of composition literacy teaching in lower grades

1, create situations and introduce new lessons.

2. Read the text, intonation and sentence order by yourself.

3. Compared with the standard, intensive reading omits the link of "reading the text in turn" to check the effect of students' self-reading, and directly combines the initial reading with intensive reading, so it is generally carried out in the order of the text, and the link of "reading all the new words in this paragraph correctly" should be arranged when entering the paragraph.

① Ask questions from teachers, look at the pictures and speak. Students read the designated paragraphs and draw out the relevant paragraphs.

(2) When reading a text paragraph, correctly read all the new words in this paragraph.

③ The teaching of relevant paragraphs is the same as that of the previous mode.

4. Consolidate literacy skills

Step 5 practice

Teaching standard 4 of composition literacy in lower grades

1, create situations and introduce topics.

2. Read some new words with pictures.

3. Read the text, intonation and sentence order by yourself.

4. Read the text in turn, and read unfamiliar words or difficult words at will.

Step 5 read the text intensively

① Teachers can ask questions, look at pictures and talk, and students can read the specified paragraphs to lead to relevant paragraphs, which can be taught in the order of articles or in a variable order.

② The teaching of relevant paragraphs is the same as the operation of the previous mode.

6. Consolidate literacy skills

7. Practice

As a teaching norm, there is generally only one, and we have sorted out four at once here, which just shows the agility of the teaching structure of literacy essay. Let me start with three points:

1, clear literacy goals.

Which words need not be taught, which words must be taught, and to what extent; Teachers must be very clear about which words are closely related to the meaning, which words can be used as the support point of intensive reading teaching and which words do not have such characteristics. The reality is often that the teacher is too educated and doesn't understand the needs of students, so there is nothing worth teaching in his view, so he can't find the goal. In this respect, we should learn from the teaching experience of the older generation, such as the classic teaching example of Wang Lan. There are many successful teaching examples in Fengyuan, Lan Xiang, and their literacy teaching skills are profound and worthy of our taste.

2. The timing of the emergence of literacy teaching is changeable, the output methods are diverse, and the frequency of emergence is particular.

As far as the timing is concerned, some appear on the blackboard, some appear before the initial reading of the text, and you can learn at random by looking at pictures or talking, some appear at the initial reading of communication, and some wait until the intensive reading to make a grand debut. It is no longer a rigid centralized presentation in the Soviet education edition specification.

As far as export skills are concerned, some are exported by drawing, some by plot questions, and some by students' reading aloud and teachers' evaluation. Moreover, all output technologies must be comprehensively used in one class, and it is most taboo to treat one technology equally. If a class is compared to a work of art that needs to be woven, the quality of the work is often reflected in the timing, frequency, derivation and teaching depth of words. Our teachers are optimistic about the standard of Jiangsu Education Edition, because it is simple to operate, and to the point where teachers don't have to think-lead-in, initial reading, concentrated reading, check reading, intensive reading and writing. Reading and writing mainly appear in "concentrated reading" and "writing". There is no essential difference between intensive reading teaching method and junior high school year, so it is difficult to implement the focus of literacy and writing in this year. When you ask him to read aloud with the text to implement the key points of the year, he will have a headache, because such lessons must be carefully woven, but he will only lead students to read, analyze and recite the text according to the tips of the teachers, but he can't grasp the timing, frequency, export method, teaching method and teaching depth of literacy teaching.

Therefore, every teacher should pay attention to carefully weaving your classroom from now on. The teaching structure of article literacy is flexible, so our creativity is especially needed. Only with your heart, the classroom will be rich and colorful, and students will not feel particularly tired when they follow you. The four models provided above are only for your reference, and you can innovate on this basis. In the part of "Teaching related paragraph intensive reading", we can only provide "several cutting-in methods in the process of paragraph intensive reading", and there is more room for you to exert your wisdom.

To weave carefully, the premise is to always tighten the string in your mind that "literacy and writing are the focus of lower grade teaching" Knowing the right method, you can always find a teaching strategy that suits you, your students and specific textbooks. For example, there are three new words in the first paragraph of the article. In the stage of reading the text in turn, we adopted the idea of "randomly recognizing difficult words" We have already known a difficult word, and at the stage when the dialogue leads to the relevant paragraph, we randomly know a second new word. The question now is, before we enter the paragraph intensive reading, whether to arrange the link of knowing new words. If so, do you want to read the remaining one, two or three? At this time, the situation is more complicated: for example, the new words of the first word need to be analyzed clearly, and the second word is a keyword, which can be used as the support point of paragraph teaching. At this time, I may teach two words, one is the third word I haven't known yet, and the other is a keyword, and this keyword must be learned later, because after learning, I can ask questions at random and drive paragraph teaching. However, you can only recognize key new words, those that you don't recognize and those that need to be analyzed, and you can do it with intensive reading of paragraphs. As the saying goes, "everyone can juggle and think differently." "The cleverness of operation lies in one heart."