Аннотация:The article attempts to describe the conceptual foundations of monitoring the functional literacy of primary school children. The author proposes a model and the corresponding diagnostic tools for the development of functional literacy of primary schoolchildren. Three stages of monitoring functional literacy of primary schoolchildren are described, each of which includes the study of social and communicative, physical and artistic-aesthetic, speech and cognitive development of children. The leading role of pedagogical supervision and teamwork of school teachers in the course of accompanying the formation of functional literacy of younger students is substantiated.
