Forms of Organising Educational Activities in Literature Reading Lessons in the Primary Grades of Kyrgyzstan

The modern primary education system in Kyrgyzstan is developing in the context of curriculum renewal and a transition to a competency-based education model. The subject "Literary Reading" plays a special role in this process, aiming to develop language culture, moral and aesthetic values, as well as reading and communicative competence in elementary school students. The article examines the main forms of organising students' learning activities in literature lessons, their pedagogical possibilities, and their effectiveness in the context of multilingualism and cultural diversity in Kyrgyzstan. Special attention is given to the national component, game-based, group, and project work methods, as well as practical recommendations for primary school teachers. The existing research underscores the importance of engaging students actively in literature reading lessons to foster motivation and sustained interest. For instance, Marley demonstrated that incorporating concrete representations and tactile activities significantly improved listening comprehension among children with learning difficulties, indicating that multisensory approaches can heighten engagement. Similarly, Williams highlighted that visual literacy activities, such as creating personal interpretations of artwork, can stimulate curiosity and deepen students’ connection to texts, thereby increasing motivation to read. In the context of Kyrgyzstan, integrating interactive methods like storytelling, visual arts, and multimedia resources can serve to captivate primary students’ attention, making literature lessons more appealing and relevant.