Differentiated Approach in the Lessons of Literary Reading in Elementary School

Abstract

The article discusses the problem of organizing differentiated work in the lessons of literary reading in elementary school. The fundamental approaches to the preparation of assignments for younger schoolchildren, which belong to different groups depending on the level of reading skills, are substantiated. Examples of differentiated tasks are given that can be successfully used by a teacher to ensure progressive dynamics in the development of reading literacy by each student and his transition to a higher level.