The article examines the development of speech competencies—particularly coherent speech—among primary school pupils in an innovative learning environment, as well as the formation of independent and creative thinking through text-based work. As the methodological basis of the study, the didactic potential of working with texts (reading with comprehension, retelling and selective retelling, outlining, and creative text transformation) is systematized, and ways to strengthen pupils’ reasoning skills through problem-based questions and creative tasks—based on the “idea–evidence–conclusion” chain—are substantiated. The article also interprets staged lesson organization (engagement–comprehension–analysis–creative product–reflection) and criteria-based assessment (comprehension, coherent speech, argumentation, creative solution) as effective tools for identifying pupils’ developmental dynamics. The findings provide practical recommendations for primary school teachers on organizing text work in mother tongue and reading literacy lessons using innovative methods, engaging pupils in active participation, and assessing outcomes based on clear criteria.