Application of Chinese reading ability strategy in the second grade of primary school

The five dimensions of reading ability in primary school can be reflected in textbooks, and we need to reduce the difficulty of graded reading step by step: first, extract information from the text and obtain information. Second, the overall perception, forming the overall perception of the text content. Third, form an explanation and explain related issues with written materials. Fourth, make an evaluation and make a basic evaluation and judgment by using the relevant information of the text. Fifth, creative use, using text-related information to solve problems in corresponding situations.

After-class thinking training questions arranged in the second grade textbooks can reflect graded reading. Therefore, we need to take the requirements of after-class thinking training questions as the basic requirements to improve reading ability, and then read at different levels. According to the index of the textbook (Volume II), it can be summarized into the following five aspects:

First, the ability to obtain information.

Textbook "Looking for Spring" after class thinking questions 1. Read the text aloud. Tell me what kind of spring the children have found.

Reflections on the text "Grandpa Deng Xiaoping Planting Trees after Class". Read the third paragraph silently. With the help of illustrations, talk about Grandpa Deng's planting trees.

Thinking after class in the text "Two Ancient Poems" 1. Read the text aloud. Think about the picture and talk about the beauty of spring in the poem.

Thinking after class 1 in the text "The Magpie on the Maple Tree". Read the text silently. The article repeatedly says "I like it" and tells me what "I" like.

Text "If you get lost in the wild" After thinking 1. Read the text aloud. What kinds of "natural compasses" are there in the text, and how they help people to identify the direction.

After-class text "There are many interesting things in space life". First, read the text aloud. Tell me something interesting about life in space.

Second, read the sentences, pay attention to the added words, and then copy the sentences. Paoyu said: What a good way to add words!

1, the sky was covered with dark clouds and it was dark.

2. A spider hung on the net and ran away.

The rainbow is hanging in the sky.

Thinking questions after the third lesson of the text "An Excellent Horse". Read the sentences, imagine the picture while reading, and then copy the sentences.

1, the river is green, and the breeze blows, causing ripples.

On one side of the road is a field, lush and lovely, like a soft green carpet.

Second, the overall perception.

Thinking after class in the text "Cake for a Thousand People" 1. Read the text silently. With the help of illustrations, talk about what kind of labor rice cakes are made of.

Textbook "Colorful Dreams" Thinking Questions after Class 1. Read the text aloud. Imagine the dream drawn by colored pencil while reading, and then try to say it in your own words.

Textbook "Two Fables" after class thinking questions 1. Read the text aloud. Talk about the meaning of two idioms: "Better late than never" and "Better late than never".

Thinking questions after class in the text Thunderstorm 1. Read the text aloud. Talking about the scenery changes before, during and after the thunderstorm.

Thinking after class in the text "spider opens a shop" 1. Read the text aloud. Tell a story according to the schematic diagram.

Spider shop

Selling masked hippos? Selling scarves and giraffes? Centipede selling socks

Thinking after class about the text "Shooting for Nine Days" 1. Read the text silently, don't point. Think about question 2 after class. Tell the story according to the contents in the table.

Cause: Ten suns scorch the earth, and human life is very difficult.

What happened: I shot nine suns and left the last one.

Result: The earth is full of vitality again.

The story of "Bei" in Thinking after Literacy Class 1. Read the text aloud. Tell the family the story of "Bei".

Third, the formation of explanatory power.

Textbook "Uncle Lei Feng, where are you? Think after class. Guess the meaning of the following words and tell me how you know it.

Looking for mud, old age and crystal clear

Second, read the following sentences and try how to read them better.

1, the grass is sticking out of the ground. Is that the eyebrows in spring?

2. Spring is coming! We saw her, heard her, smelled her and touched her.

After class, think about the text An Excellent Horse. 2. Read the sentences, understand the change of my sister, and then talk about why she has such a change.

1. When we walked back, my sister begged her mother to hug her: "I am very tired, I can't walk any further, please hug me."

2. My sister happily got on the horse and jumped to the front.

Thinking after "traditional festivals" in culture class II. Arrange the following festivals in chronological order, and then choose one or two to talk about how you spent your holidays.

Dragon Boat Festival Tomb-Sweeping Day Lantern Festival Spring Festival Double Ninth Festival Mid-Autumn Festival

Reflections after the literacy class Cooking in China 1. Read and talk about the foods you need to use these methods.

Bubble said: I know, boiled eggs, mutton skewers, steamed bass. ...

Stir-fry, roast, stir-fry, stew, fry and steam.

Textbook "I am a bug" after-school thinking questions 1. Is the worm's life interesting? Talk to your classmates about things that interest you.

Second, read and talk about the differences between the two sentences in each group.

1. He plugged the hole and repaired the sheepfold firmly.

He quickly plugged the hole and repaired the sheepfold firmly.

He strolled in the fields.

He wandered anxiously in the fields.

Thinking after class on the text "Drawing Carambola" Question 2. What is the difference between teachers and students when they see the carambola painted by "I"? In your own words.

Thinking questions after the third lesson of the text "Pony Crossing the River". Do you agree with the following statement? Tell me your reasons.

1, the river is neither as shallow as the old cow said, nor as deep as the squirrel said, so the old cow and squirrel lied to the pony.

2. Pony is right to ask many people for advice.

3, the experience of others is not necessarily reliable, you have to try it yourself.

4. Try everything yourself. What others say is not credible.

There are two ancient poems in the textbook. I will send Lin Zifang at dawn in Jingci Temple, and I will think about them after class. Read the following poem and tell me what kind of picture you see.

Lotus leaves will not turn green the next day, and lotus flowers are particularly bright red in the sun.

"Two orioles sing green willows, and egrets cover the sky."

Think about the problem after the second lesson of the text "Elephant's Ears". Draw the words of the elephant in the text and talk about how the elephant's mind changes.

Reflections on the text "Frogs Selling Mud Ponds" after class two. Talk about what frogs did when they sold mud ponds, and why they stopped selling mud ponds at last.

Textbook "When the World is Young" After-class Thinking Questions 1. The article is full of wonderful imagination. Which part do you like best? Read it carefully.

Textbook "Shooting for Nine Days" Thinking questions after three lessons. What do you think is amazing in the story? Communicate with classmates.

Fourth, the ability to make evaluation.

Text "A path full of flowers" Thinking after class 1. Read this article in different roles.

Textbook Fairy Tales on the Beach: After-class Thinking Questions 1. Read the text aloud and pay attention to the dialogue.

Think about the text "Drawing Carambola" after class. 1. Read the text aloud and pay attention to the tone of the dialogue.

Reflections on the text "Pony Crossing the River" after class. Read the text in different roles and pay attention to the appropriate tone.

Text "Elephant's Ears" 1 Think after class. Read the text aloud and pay attention to the questions.

Text "Cradle of Ancestors" 1 Thinking after class. Read the text aloud and pay attention to the questions in section 2-3.

Text "Uncle Lei Feng, where are you?" Think after class 1. Listen to the teacher tell the story of Lei Feng, then read the poem aloud, pay attention to the characteristics of question and answer.

Textbook "Frogs Selling Mud Ponds" Thinking questions after class 1. Read the text aloud. Act out the story with different characters.

Thinking about the problem after the second lesson of the text "Little Caterpillar". What changes have the little caterpillar experienced? Draw the relevant words and tell the story with the help of hints.

Everyone has something to do.

Caterpillar? Cocoon butterfly

Everything has its own laws.

Fifth, the ability to use creativity.

Thinking after the literacy class "Ballads of China" II. Read the sentences and pay attention to the added words.

Bubble language says: "Shrugging" makes me feel ...

The Yellow River flows along the Yangtze River, the Great Wall is long and Mount Everest is long.

Reflections on the Story of Bay after the third volume. Look at the picture and guess what the radicals of the added words are related to.

Bronze mirror jewelry

After-class thinking on the text of China Cooking. Look up the following words by radical search, and then talk about your findings.

Furnace flame? Hot pot? Jiao Peng

Second, read the text "I am a bug" after class, pay attention to the added words and talk about your own findings.

Ass, temper, abdomen, arms, shoulders, arms? Stomach and kidney

Second, read and fill in the blanks after class.

————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————— ————————————————————————————————————————————————

I don't know who cut the thin leaves, ——————————————————————————————————.

Textbook "Thunderstorm" Thinking questions after three lessons. Read and tell what kind of rain you have seen and what kind of scene it is.

Is it raining in Mao Mao? Shower? Thunderstorm? torrential rain

Thinking about the problem after the second lesson of the text "Fairy Tales on the Beach". Make up the story according to the beginning and try to use the following words.

1, in a desert, there is ...

Once upon a time, there was a big mountain. ...

Castle fortress? Fierce? Attack attack

Gunpowder and explosives? Praise? Work together.

Thinking about question 2 after class in the text "Pony Crossing the River". Try to tell the story with the following words.

Ma Peng Yuan Yi Mill

Hey? Block a dilemma

Stop suddenly, be surprised.

Awkward? Use your mind carefully.

The text "Looking for Spring" chooses to do the problem after class: What is the spring you found? Imitate paragraphs 4-7 or 8.

Second, read the text "A path full of flowers" and pay attention to the added parts. Look at the illustrations in the text again and follow the examples.

1. There are a lot of colorful flowers in front of the door.

2. It's next to the house.

3. On the hillside.

Thinking about the text "A path full of flowers" after class three. What does the "beautiful gift" in the text mean? What else is a wonderful gift in life?

Textbook "Uncle Lei Feng, where are you? Thinking after class in the third period. Read the sentences, think about the pictures, and then say them in your own words according to the text.

1, along the long stream, braved the drizzle, Uncle Lei Feng ...

2, along the winding path, stepping on the thorns on the road, Uncle Lei Feng ...

Thinking questions after class in the textbook "cake for thousands of people" The clothes we wear and the stationery we use have all experienced the labor of many people. For example.

After the literacy class "Traditional Festivals", choose the topic: Many ethnic groups in China have their own traditional festivals. Do you think it's weird?

Reflections on the textbook Colorful Dreams after class. What do you want to draw with a colored pencil? Try to imitate verse 2 or 3 and write down the imaginary content in a few sentences.

Reflections on the text "Magpie on the Maple Tree" after lesson two. What do you think of when you see the following scene? Try to write it down.

I saw aunt magpie find a bug and stand by in the nest. The magpie brothers cried together, "Magpie! Magpie! Magpie magpie! "

I know, what they mean is: "——————————"?

Aunt Magpie sent the bug to Magpie's brother's mouth and cried, "Magpie, Magpie, Magpie ..."

I know, what she means is: "———————————"

After class, choose the text "Two Fables" as the topic: Are there any similar examples in life? Communicate with classmates.

The text "If you get lost in the wild" is selected as the topic: What other ways can you tell the direction in life? You can ask people around you.

Thinking questions after class in the textbook "Elephant's Ears". "People are people, and I am me." Tell me how you understand this sentence in combination with real life.

Thinking about the problem after the second lesson of the text "spider opens a shop" What will happen next? Expand your imagination, continue to make up stories and tell them to everyone.

The text "The Frog Selling Mud Ponds" is selected as the topic: What did the frog drink at last? If you recommend something to your classmates, such as a book or stationery, what would you say?

Textbook "Cradle of Ancestors" Lesson 2 Thinking after class. Imagine what people would do in the cradle of their ancestors. For example, the second or third quarter.

Thinking after class in the text "When the World is Young" II. Select a start, and then continue.

1, the world is quite orderly. ...

Long ago, when the world was young. ...

In addition, in the unified textbooks, in addition to the text, there is a special column "I love reading" in grade two. We can ask students to put forward some reading requirements when reading the articles in this column, and design five reading dimensions in them respectively, so as to apply what they have learned, improve their reading ability and form reading habits.

In short, the five dimensions of reading ability can not be used as the final evaluation index, but should be visible and tangible in graded reading and become a concrete and normal reading process.