Keyword: «reading literacy»

The article "A set of tasks on functional literacy for students of grades 5–7 on the topic "The life of a polar bear" presents tasks for the development of functional literacy in various areas: reading, mathematical, natural science literacy and creative, global competencies. The set of tasks is designed for students of grades 5–7 of secondary schools. The tasks are aimed at developing the student's abilities to conduct reasoning, formulate and apply knowledge to solve problems in a variety of real-world contexts.

This article presents the development of a block of tasks for the development of functional literacy of students in the subject of "Man". The whole work consists of several variants of tasks that allow students to improve mathematical literacy, creative thinking, global competencies, natural science literacy, reading literacy. The tasks are designed for students in grades 5–7. The development can be used both outside of school hours and in regular lessons.

The article offers tasks on all types of functional literacy, united by a single plot – a vacation trip to the Lipetsk Lake of the Leningrad region. The tasks are addressed to students of grades 5-7.

The ways to compose various tasks aimed at developing pupils’ reading literacy based on the texts contained in the textbook English. 5the grade: Spotlight (the authors Y.E. Vaulina, D. Dooley, O.E. Podolyako, V. Evans) are described in the article. The expediency of evolving this material is revealed in this search; the methodological techniques based on the scientific foundation of testology as well as the tasks being considered in the module described are also represented. Here one can find specific assignments developed according to one of the topics studied.

According to FSES, school graduates should not only be able to appeal to the basic facts and concepts from the courses of school subjects, but also to use this knowledge in practice. Therefore, teachers face the task of educating a functionally literate person. Nowadays, an integrated approach is widespread, which can be actively used for the development of students' reading literacy. The relevance of the research is connected with the fact that the ultimate goal of English language lessons within the school program is to acquire communicative competence, while in the implementation of the integrated approach the English language appears as a means of mastering other academic subjects (e.g. literature, history). The purpose of this publication is to examine the concepts of "reading literacy" and "integrated approach" and to identify how effective the latter is in forming a functionally literate person. The article also discusses the history and principles of the integrated approach (CLIL technologies), as well as the conditions for the development of students' reading literacy. Methods used in the research are analysis of domestic and foreign sources on the topic, monitoring student activities, questionnaire survey of students, generalization of pedagogical experience in the implementation of the integrated approach. Having analyzed the English textbook "Spotlight 10", we concluded that this textbook contains a sufficient number of tasks to implement the integrated approach. After summarizing the results of testing the integrated approach, we found that students had difficulties in working with authentic text, but the presence of unfamiliar vocabulary promoted more thoughtful and attentive reading and encouraged them to guess the meaning of unfamiliar words based on the context. In addition, the conducted questionnaire survey showed that students have a rather high cognitive interest in this type of work. Theoretical significance lies in the systematization of the essence of the key concepts of the article. The practical implication of the study lies the generalization of the experience of applying the presented methodological techniques of working with foreign-language text, which can be useful for practicing teachers and student teachers.