One of the most urgent problems observed in the educational process is the low functional literacy of students. Developing functional literacy in young people is one of the planned steps in the education system in the age of modern education and technology. This is because the main indicator in the educational system is the performance of tasks based on reading literacy, which is analyzed, summarized, and evaluated at a comparative level around the world. In this regard, it is important that students can sort the knowledge and information they have acquired and apply it to their needs in life. That is why every teacher needs to form skills with professional, public, and scientific information to increase reading literacy by working with students' functional literacy tasks in their subject.

Our research aims to create a person who, paying attention to the environment, not only understands the changes in the environment but also decides based on them. We sorted and interpreted the surrounding information, selected information, and considered ways to implement it.

Expected result:

- Pupils will be able to determine the purpose of the text and distinguish its form;

- Know the basic sequence of working with text;

- Make logical connections using their knowledge and ideas;

- Learn to critically reflect and formulate;

- Learn to evaluate the ability to use skills in life situations;

- Read information selectively and think logically;

- Quickly overcome difficulties and obstacles encountered in life;

- Know how to solve problems and communicate in the implementation of their ideas.

Functional literacy is the knowledge and skills formed by a person adapting to the social environment as a result of connecting school education and the multidisciplinary activities of a person in everyday life. The main feature of functional literacy is the ability to solve life problems based on applied knowledge in various areas of a changing society [1]. Functional literacy is considered to be the main factor contributing to lifelong learning, which overcomes the obstacles faced by people in the cultural, political, social, and economic spheres and finds solutions through creative ideas. That is why functional literacy shows the highest potential in society. This is to prevent our society from getting out of the social crisis in some directions.

In the PISA program, texts on personal (30%), social (30%), educational (25%), professional (15%) topics must be selected to form public opinion in accordance with their needs in life. As PISA coordinator, Andreas Schleicher strongly supports this approach, emphasizing the importance of Pisa in providing a comprehensive assessment of how well education systems are preparing students for real challenges[6].

Another aspect to consider when developing a task should be in a system that emphasizes the search, selection, integration and interpretation of Information, Analysis and evaluation. Together with our colleagues, we discussed the topic: "how to improve the reading literacy of students?"we will discuss the issue""." We were looking for an answer to the question and conducted an informal professional conversation. During a professional conversation, we decided that the problem can be solved by changing from the level of understanding and knowledge to the level of analysis, discussion, decision-making. A series of lessons on general topics:" biodiversity"," nature protection " was developed. We planned to use graphic and mobile texts during the lesson. Why were graphic texts chosen? This is because, through a collaborative approach, it is concluded that it will be more effective to work with graphic and moving text to develop reading skills, increasing reading literacy.

According to the feedback received from the students, there were a lot of graphic and moving texts in the last tests, and due to their lack of skills in their execution, they did not have enough time, so the development of their digital literacy skills was taken into account. Working with whole and non-whole texts and counting time were our main goals. In this regard, effective ways of working with non-complete, mixed, and complex texts, such as working with a graphic text or searching for an answer from a second text using a hyperlink, were considered for the students. And how do we achieve this? Of course, in order to achieve the results, we have chosen the methods, tasks, and resources to be performed in the process of the research lesson in order to obtain social and professional information so that they are available for our research purpose. Our goal is to form a relationship with the environment, to choose a future profession, to be ready for environmental and economic conditions, and it is based on the development of a self-directed person. The main goal of reading literacy is to interpret the information received by these students and apply it according to their needs in life. Linda Darling-Hammond echoes this sentiment, advocating for education systems that prioritize equity and learning for all students, ensuring a broad range of skills and knowledge are assessed and valued, much in line with the objectives of PISA [5]. The tasks aim to identify and evaluate the information provided in the text. In most cases, the advantages and disadvantages of the problem are compared. According to the study "Critical Reading Strategies" by Professor Vincent R. Ruggiero of the State University of New York, "before reading any text and relying on the information contained in it, everyone should use a four-step critical reading strategy: review, analyze, read, and evaluate." It is recommended to use this reading strategy in order to understand the information in the text in general. We determined the influence of the students' functional literacy development on the skills of analysis, collection, and interpretation of the information obtained by the "FILA", "GROW", "FISHBONE", "SWOT" methods. And we were also considering providing space for the thinking process by making a complete analysis of the information by describing the numerical information seen by the students and the collected information by speaking with graphic texts and pictures.

On the other hand, it is possible to get used to turning information from a whole text into a non-whole text by focusing on creative thinking such as "put it in a table, give a graph, convey the main idea with a picture". Entering the second text through a hyperlink, we integrated texts about the weather forecast with information about the environment or endangered animals into the task of searching for the answer to the question, and we worked with the moving text "find the answer to the question by visiting the link." In this regard, the grouping of geographical and biological knowledge was taken into account. We did not forget that the tasks aimed at execution by means of hyperlinks are often based on increasing the application of the knowledge gained in many other subjects in life, and the ability to search for information in accordance with the times is formed. The goal is that students should be able to use the time effectively to access the hyperlink and find the answer to the highlighted question. In tasks aimed at analyzing information in mixed texts, read and draw conclusions from different points of view and dual opinions. He can stop and compare the information he needs. This is the problem that we take into account when creating the main task and when creating open questions and interpretation and comparison questions. In order to create conditions for that, it is necessary to appropriately use questions at the level of constant analysis, application, and evaluation of the thinking process [4]. If the human world is functionally literate in the period of rapid development of technology in modern life, a person who is inclined to live and who can effectively use the acquired knowledge will be formed.

1. International program PISA 2000, M.: Center for Quality Assessment of Education, IGSE RAE, 2003, p. 8 2. Methodological guide for the formation of reading literacy among students Nur Sultan-2020 3. Rozhdestvenskaya L., Logvinova I. Formation of functional reading skills. Teacher's manual. [Electronic resource]. URL: https://slovesnic.ru/attachments/article/303/frrozhdest.pdf 4. PISA Test Questions/URL: http://www.oecd.org/pisa/pisaproducts/pisa-test-questions.html 5. Darling-Hammond, Linda. "The Flat World and Education: How America's Commitment to Equity Will Determine Our Future," Teachers College Press, 2010. 6. Schleicher, Andreas. "PISA 2018: Insights and Interpretations," OECD, 2019.