Game technology in literacy lessons. Literacy training and speech development
Read also
PLAN
GRAMOTE.
Topic: DEVELOPMENT OF SPEECH AND THINKING IN THE PROCESS OF LEARNING
Target. To acquaint students with the peculiarities of the speech development of first-graders and with the main directions of work on the development of coherent speech, to master the techniques of work on the development of speech
1. Features of the development of speech and thinking of first graders during the period of literacy training.
2. Enrichment and refinement of the vocabulary of children.
3. Vocabulary and vocabulary exercises as a means of developing speech and thinking of schoolchildren.
4. Work on the proposal.
5. Work on a coherent speech during the period of literacy training.
6. Speech therapy work in the first grade.
Literature
1. Lvov M.R. and others. Methods of teaching the Russian language in primary school; M .: "Education", 1987.
2. Methodology of the Russian language V.A. Kustarev and others - Moscow: "Education", 1982.
3. Lvov M.R. "Speech of primary schoolchildren and ways of its development, Moscow: Education, 1975.
The child comes to school with significant speech skills. The volume of his vocabulary is from 3 to 7 thousand words, he uses in his oral speech
practice sentences - both simple and complex, most children know how to tell coherently, i.e. own the simplest monologue. The main characteristic feature of a preschooler's speech is its situationality, which is determined by the main type of preschooler's activity - play activity.
What changes occur in the child's speech development after he enters school? The changes are very significant. First, the volitional factor in speech activity sharply increases: the child speaks not because the surrounding circumstances, the so-called situation, prompts him to do so, but because the teacher requires it, the educational process itself. The motivation of speech changes dramatically: if in situational speech the main motive is communication, then the answer in the lesson, retelling, the story is caused not by the living needs of communication, but by the need to fulfill the teacher's requirement, to discover knowledge of the material, not to lose face in front of comrades, in front of the teacher. Is it any wonder that children who spoke fluently before school at home, on the street, in kindergarten, at school sometimes at first get lost, embarrassed, speak worse than before school.
The teacher takes care of creating motives of speech, motives natural and close to children - a relaxed atmosphere of conversation is created, the children's story is preceded by the teacher's words: "Tell us, we are all interested, we will listen to you", etc. However, all these tools only soften the harshness of the transition; for the rest, speech in the educational process inevitably loses mainly situational awareness and goes into the volitional sphere. The role of its motives is educational tasks, since educational activity becomes the main, leading activity of the child.
Secondly, written speech appears in the child's life. Of course, the first written texts that a child encounters are still very simple and differ little from the colloquial everyday speech that he used before school. How is the inclusion of elements of writing and book speech in the everyday life of a 1st grade student?
Such elements contain the teacher's speech - literary speech, subject to the norm and, of course, experiencing the influence of writing and book styles; the school requirement to answer the teacher's question with a complete answer leads to the fact that elliptical constructions (one of the most typical elements of colloquial-everyday situational speech) disappear, as if declared “outlawed”; a conversation on the teacher's questions often requires the construction of complex sentences: "Why do you think it's a fox?" - "This is a fox, (because) it has red hair, a long fluffy tail." Even the texts of the "ABC" contain many typical "book" constructions. From the first days of learning to read and write, work begins on the culture of speech: children learn how to speak at school, in the classroom; begin to understand that an unfriendly expression of thought will be correct, that thought should be expressed clearly, clearly, understandable to others; learn to self-control and to observe the speech of other children, learn to correct the shortcomings of someone else's speech. Modern first-graders already understand that at school you cannot use those children's phrases that they use at home and with friends. The third feature of the speech development of a first-grader is that monologue speech begins to take an increasing place in his speech activity, i.e. the kind of speech that at preschool age is either not at all
developed, or did not occupy a dominant position. (We must not forget at the same time that children brought up in kindergarten went through a certain system of developing coherent speech).
A monologue during literacy training is a retelling of what has been read, a story based on perception (observation), a story from memory (what happened), from imagination (mainly from pictures). Statements of a monological type also take place in the process of phonetic work, for example, a schoolchild says: "In a word strawberry four syllables, stressed - nor, only 9 sounds, how many letters: z-e m-l-i-n-i-k-a. "
Finally, the fourth feature of the speech development of a first grader is that at school speech becomes an object of study. Before entering school, the child used speech without thinking about its structure and patterns. But at school he learns that speech is made up of words, that words are made up of syllables and sounds denoted by letters, etc.
The development of speech in school practice is carried out in three directions: vocabulary work (lexical level), work on a phrase and a sentence (syntactic level), work on coherent speech (text level).
First-graders, especially six-year-olds, need entertaining, accessible ways of explaining new words: by showing a picture or object, naming this object; in vocabulary games - with the help of word loto, cubes, tongue twisters, counting rhymes, nursery rhymes, humoresques; in conversations, stories, in reciting poems, chanting words, etc. Children of 6 years old cannot always immediately pronounce a new word, therefore, work should be done not only on the meaning, but also on the sound composition of the word, on stress, orthoepic pronunciation, as well as on the alphabetic composition of the word and its spelling.
Every day, children learn new words, clarify, deepen their understanding of the meaning of those words that they encountered earlier, use words in their speech (activate them).
School life itself, the educational activity of children requires the assimilation of dozens of new words denoting the name of educational supplies, manuals, actions; a lot of new words and meanings are learned through observations, as well as from pictures in the primer and in other textbooks. New words are found in readable texts, in the teacher's stories, etc.
New words are included in sentences, read, subjected to sound analysis, made up of the letters of the split alphabet. Words are included in the system of lexical and logical exercises.
Of course, semantic work is of the greatest importance for the development of speech: observations on the meanings of words, clarification of meanings, their shades.
From the first days of a child's stay at school, he needs to be taught to be attentive to the word, to search for the most expressive words. This task is available to first-graders: children usually have a subtle sense of the expressiveness of speech, they love expressive speech, they themselves willingly use words with diminutive and affectionate suffixes.
Work on a sentence, as well as on a word, begins literally from the first lesson at school: this is the isolation of a sentence from speech (speech flow), reading, these are answers to questions (and the question and answer are sentences).
During the period of literacy training, the following main work tasks are solved on syntactic level:
a) awareness of the sentence as an independent unit of speech, highlighting
sentences in oral speech, composing them, reading from the primer;
b) the transition from monosyllabic statements to extended statements,
from incomplete sentences to complete, relatively large sentences,
having, as a rule, the composition of the subject and the composition of the predicate;
c) establishing the simplest connections between words in a sentence, mainly in the predicative group, as well as in phrases.
One should not rush to introduce new syntactic constructions into the speech of children, but as soon as they appear in their speech, the task of the school is not to restrain the speech development of children by artificial measures, prohibitions, but to support this new and ensure its correctness. ...
Consequently, in the work on the proposal, a significant place belongs to correction of defects, introspection and self-control.
Since students do not yet have theoretical knowledge of syntax, the construction of sentences is carried out on the basis of samples. Examples are readable texts, teacher's speech, and questions.
During the period of literacy training, the role of questions is very great; the question provides the basis for the proposal. So, the picture is asked the question: "What happened to the children in the forest?" Possible answers: “Children got lost in the forest”: “Children went to the forest to pick mushrooms and got lost”; “A boy and a girl were picking mushrooms and berries in the forest. They did not notice how evening came. They got lost - they don't know the way home. "
So schoolchildren move from a sentence to a coherent speech.
Coherent speech during literacy training is a retelling of what the children themselves or the teacher read, these are different stories - from observations, from memories, based on creative imagination; it is recitation of memorized poems, guessing and guessing riddles, working with proverbs, sayings, reading tongue twisters, telling fairy tales and staging them. All these are variants of speech, emotional, figurative.
In the practice of first-graders, elements of coherent scientific or "business" speech appear: coherent answers based on sound analysis, some stories based on observations. These types of speech are just beginning to develop and therefore there are significant difficulties for children. Coherent speech exercises take place in every literacy lesson as an obligatory part of the lesson.
It is most convenient to start working on a coherent speech with pictures. So, in the "ABC" there are a series of pictures for the fairy tales "The Wolf and the Fox" and "Hen
Ryaba ". By composing a sentence for each picture, the children receive sequential stories.
In the course of the preparatory conversation, the best, complete sentences are selected for the story, repetitions inevitable in such cases are eliminated; to make the events more real, the character is given a name, the season is determined, a weather sentence can be added, etc. Story
is entitled - this is how the children begin to work on the topic.
In the future, children receive assignments to tell about a topic, for example: "Tell about a squirrel" (by direct observation). "Tell us about how you played in ..." (from a memory), etc.
The usual support of children's stories in grade 1 is the teacher's questions or a question plan (children do not yet draw up their own plan in grade 1).
Retelling what they read, children enrich their vocabulary at the expense of the vocabulary of the sample, observe the sequence of the text, imitating the syntactic structure of the original source, convey the emotional content and ideological meaning of the story.
Composed story or retelling constantly
corrected, the most suitable words are selected, their meaning and the appropriateness of the choice in a given situation are explained, the proposal is being worked on, details and details are introduced, the sequence of events is improved, the simplest causal justifications are introduced.
An entertaining element plays a huge role in the development of coherent speech: it is an organic, integral part of all creative work. Both retelling and telling, the child enters into the role, empathizes with the heroes, enthusiastically awaits decisive events, the denouement, enthusiastically conveys the heroic, as well as apt, witty word. Therefore, the system of exercises for the development of coherent speech should include staging a fairy tale (playing it in roles and other forms of dramatization and improvisation, i.e. inventing your own fairy tales), and contests for the best poetry reader, and competition in guessing riddles, in explaining proverbs.
For example, in grade 1 they stage a folk tale "The Turnip". The tale is simple in plot, does not require complex decorations - it is performed in the classroom; but it is devoid of dialogue, and the words of the characters are enthusiastically invented by the children themselves.
First graders know a huge number of riddles. The riddle is always witty, poetic, easy to remember. It has already been said above that riddles are used to introduce the original word, from which a new sound stands out, for example: “The grandfather is dressed in a hundred fur coats; who undresses him sheds tears " (onion), to highlight the sound [k]. However, riddles are useful in and of themselves, as a means of speech development in children. Working on riddles always turns into a fun, lively conversation, during which the vocabulary is enriched, metaphors and paraphrases are revealed, the work is underway on the words-signs, a sense of rhythm is developed. Often, first-graders themselves try to compose riddles.
We must not forget that the development of students' speech is ultimately the main, undoubtedly, the most important task of the school, because in life a person needs a speech skill in the first place. Developed speech also serves as a means of cognition.
During the literacy period, students learn on a practical basis significant material on grammar and spelling. But the nature of the assimilation of this material is special: as a rule, the topic is not explained to children, theoretical information is not provided. In practical oral or written speech work, children perform such actions, such exercises that prepare them for the assimilation of certain topics at later stages of learning.
So, in the first months of training, children compare words of the simplest type: house-house, forest-forest. This provides a practical basis for the subsequent spelling check of unstressed vowels in the roots of related words.
Changing words hedgehog-hedgehogs, really-snakes, ruff-ruffs, children not only learn spelling zhi shi(even before studying the corresponding rule), but they are also practically prepared for mastering the spelling action - checking the consonants at the end of a word, where, as a result of the action of the law of the absolute end of a word, positional alternation of consonants occurs; in grammatical terms, they are preparing to master the topic "Changing nouns by numbers."
Matching words drove off, drove off, children practically get ready for the topics "Word composition". Prefixes "," Related words ".. Children form words autumn- autumn (wind) and thus prepare for the assimilation of the laws of word formation, for the assimilation of the topic "Adjective name" and, finally, for the topics "Related words", "Word composition".
In the classroom during the period of learning to read and write, schoolchildren in a propaedeutic plan change nouns not only in numbers, but also in cases, connect them with adjectives, therefore, change adjectives, harmonizing them with nouns in gender, number and case; change the forms of the verb and thus prepare for the assimilation of the material on the topic "Verb".
The system of propaedeutic exercises is in accordance with the stepwise construction of modern programs in grammar and spelling: children gradually, as a result of practical work, accumulate a certain speech experience, and the "feeling" of language, and observations of the phenomena of language 0- over words, their composition and education, over their change and combination with other words. Only on this basis, in the future, the student begins to assimilate theoretical generalizations, he relies on it in the formation of grammatical concepts and spelling actions.
Thus, the period of teaching literacy cannot be regarded as a special, isolated segment in the process of teaching at school, although very peculiar problems are solved in this segment. It must be remembered that the learning process is continuous, and in the propaedeutic language exercises.
Primary school teachers are known to be particularly resourceful. They manage to translate even the most difficult scientific truths into entertaining, playful, but nonetheless meaningful forms.
The teacher of developing education according to the system of D. B. Elkonin - V.V. Davydova M. OBOZHINA offers her own didactic games for teaching literacy. The material corresponds to the program content of the first two sections of the "Primer" by V.V. Repkin and others.
Formation of initial representations in the word
1. Pick the right piece of paper
The teacher names the words. Pupils choose the desired model, or call the number of the leaflet.
A word that names an item.
A word for action.
A word for a sign.
Presentation words: apple, plum, ripe, flower, pluck, red, tumbled, round, hanging, etc.
2. Who lives in the house?
There are three houses on the board, each with its own sign.
Children have three chips.
The teacher calls three words. The child working at the blackboard points to the corresponding houses. The rest of the children show the chips from their place.
Words for presentation: gnome, singing, cheerful; puppy, small, barks; black, ran, cat, etc.
3. Yes, no (selective auditory dictation)
The teacher pronounces the words for the first model: doll, large, spoon, walks, etc. Children show signs of agreement or disagreement.
The work on the second and third models is organized in a similar way.
4. Find your way
A suggested saying:
A shaggy dog sits by the road. Students connect the models with arrows in the correct sequence.
Note: the arrows reflect only the sequence of words in the statement.
5. Living words
The blackboard has five students. Each of them holds one of the tokens:
The sixth student is the driver. The teacher says the following statement: Students are sitting at a new desk; A small bird sits on a branch, etc. The task of the driver is to make a living statement, that is, to arrange the children in the right order.
6. Find the superfluous!
Incorrectly composed model of the statement on the blackboard. Children are encouraged to find an extra word.
The goat is grazing in the meadow.
The task can be with the opposite task: find the missing word in the model.
7. Decorate the saying
The teacher says the saying: The girl is singing a song.
The teacher shows the place where the children should insert the tag word.
The little girl is singing a song.
The little girl sings a funny song.
When completing the assignment, children can compose models of new statements.
8. Complete the statement
Children are encouraged to finish the statement.
The book lies on ...
The person is in ....
We played on ....
The children went in the morning ....
9. Where did you hide?
The teacher sequentially places a small object: on the table, under the table, outside the door, etc. and asks where this item is. Children respond with a phrase, clearly highlighting the word - "helper" (service word).
10. Find the word "helper"
The teacher reads a statement with a preposition. When re-reading, students give a sign in the place where there is an excuse (claps, etc.).
Lena is on the tram.
Bullfinches are sitting on a branch.
A plane is flying over the forest.
Ira hid in the closet.
Andrey left the classroom.
11. Cure the utterance
Option 1
The teacher offers a statement by ear without pretexts. Children must pronounce it correctly, with the right preposition.
Chicks squeak in the nest.
The handkerchief lies ... in my pocket.
They put the vase ... the table.
The kettle is boiling ... on the stove.
The fish lives ... on the river.
The task is accompanied by the drawing up of models of statements.
V a r i a n t 2
Correct mistakes orally.
A portrait hangs on the wall.
The soup is boiled in a saucepan.
The milk was poured into a cup.
The magpie sat in a tree.
The boy is standing in the bridge.
The children went to the forest.
Leaves fall from the tree.
Ira came from the store.
12. Insert the word
The teacher names phrases with prepositions. Children should insert words between them, naming signs.
in the forest
under the tree
outside
You can ask the children to complete the statements.
The branches of the oak tree are withered.
Alyosha's temperature has risen.
The boat sailed from ... the shore.
13. Help a friend
The teacher says the statement and asks the children to indicate the appropriate model, if any.
For example: The bunny is running along the path.
Sound Analysis
1. On the contrary
The teacher says the words. Children should say these words in reverse.
Sleep, slave, zero, forehead, com. (Nose, steam, linen, floor, wet.)
The task is accompanied by the compilation of sound models of words.
2. The right worker
Children should name the same sound in each pair of words.
book mountain bag
boxing geese dogbroom floor
flowerbed light
3. Lay out the house brick by brick (sound analysis)
The teacher offers a statement that the children should work with in the following sequence:
- drawing up a diagram of the whole proposal;
- compilation of syllabic models under word models;
- highlighting vowel sounds with dots.
The house is on a mountain.
4. Match the word
The teacher proposes to correlate the word with the house denoting the first sound in this word (consonants).
The children choose the words themselves.
- hard, voiced consonant sound.
- soft, dull consonant sound.
5. Chorus of vowels (vowel sounds)
The teacher names the words. Children in chorus draw out only vowel sounds without stress, then with stress. Words are chosen such that there is no distinction between sounds and letters. When performing a task, sounds are not recorded in letters.
The mice walked
- [s] - [a] - [a] - [y] - [a] - [and]
- [s] - [a "] - [a] - [y] - [a"] - [and]
6. Rhythmic drawing
Children make up a rhythmic pattern of words (syllabic pattern with stress).
When scoring a model, children highlight the accents with claps.
7. Which word is longer
Children answer the question: which word is longer, having previously compiled a sound model.
Presentation words: hour, minute, stream, river; worm, snake; key, key.
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted on http://www.allbest.ru/
1. The system of literacy teaching aids: characteristics of the educational-methodological complex of teaching literacy
2. Primer
3. Working with demo tables and handouts
4. Working with split alphabet and syllabic table
5. Notebook for typing
Bibliography
1. The system of literacy teaching aids: characteristics of the educational and methodological complexliteracy training
Targets and goals
The main objectives of the Literacy and Speech Development course are to:
· Help students master the mechanism of reading and writing;
· To ensure the speech development of children;
· To give primary information about language and literature, which will provide the child with the opportunity to gradually understand language as a means of communication and knowledge of the world around him, lay the necessary foundation for the subsequent successful study of both Russian and foreign languages.
The goals set are determined taking into account the mental and physiological characteristics of children 6-7 years of age and are implemented at a level accessible to students when solving the following tasks:
· Developing the skill of conscious, correct and expressive reading.
· Enrichment and activation of the vocabulary of children.
· Formation of the basics of the culture of verbal communication as an integral part of the general culture of a person.
· Fostering a love of reading, developing a cognitive interest in children's books, the beginning of the formation of reading activity, expanding the general outlook of first graders on the basis of the varied content of the used literary works.
2. Primer
Today, literacy training is carried out according to various educational and methodological complexes (TMC), since officially in school practice there are several variable educational programs that offer their educational books and notebooks for teaching first graders to read and write?
1) ?? School of Russia ?? - ?? Russian alphabet ?? V.G. Goretsky, V.A. Kiryushkina, A.F. Shanko, V.D. Berestov; ?? Recipe ?? No. 1, No. 2, No. 3 V.G. Goretsky,
2) ?? Primary school of the XXI century ?? - ?? Diploma ?? L.E. Zhurova, E.N. Kachurova, A.O. Evdokimova, V.N. Rudnitskaya; notebooks ?? No. 1, No. 2, No. 3.
3) the developmental system of L.V. Zankova - ?? ABC ?? N.V. Nechaeva, K.E. Belarusian; notebooks N.A. Andriyanova.
The materials of the pages of educational books are united by a topic, which is determined by the sequence of studying sounds and letters. This sequence is different in each textbook. For example, in the ?? Russian alphabet ?? (V.G. Goretsky and others) it is based on the principle of the frequency of the use of sounds (letters) in the Russian language, first the most common are used (an exception is made for the vowels "y" and "y"), then the less common ones, and, finally, a group of little-used ones is introduced. This allows you to significantly enrich the vocabulary of students and speed up the process of developing reading techniques.
From the first pages, literacy training books offer rich illustrative material: subject and plot pictures. Work with him is aimed at systematizing children's ideas about the surrounding reality, at the development of students' speech and thinking.
Subject pictures are used to select a word, in the process of sound analysis of which a new sound is allocated, as well as for lexical (observation of the polysemy of words, antonyms, synonyms, homonyms, inflection and word formation) and logical exercises (generalization and classification). Plot pictures help to clarify the meaning of what you read, allow you to organize work on the preparation of sentences and coherent stories. For exercises in coherent storytelling, a series of figures are specially placed on separate pages.
Is there a variety of text materials to practice reading techniques? columns of words, sentences and reading texts. In addition to textual material and illustrations, educational books contain extra-textual elements (schemes of words and sentences, syllabic tables and a tape of letters), which contribute to the development of reading techniques, as well as the development of speech and thinking.
Are there a wide variety of entertaining material in the textbooks? ?? chains ?? words, ?? scattered ?? words, puzzles, tongue twisters, proverbs, riddles, etc. The main purpose of the game material is to educate children in love and interest in their native language, to promote the development of their speech and thinking.
Learning to write is an integral part of literacy education. Writing lessons are conducted on the material of writing, which presents samples of writing letters, their compounds, individual words and sentences, and also contains exercises aimed at developing the speech and thinking of students. In the development of writing lessons, material is often given in a slightly larger volume than is needed for the lesson. This allows the teacher to select the necessary material, taking into account the capabilities of his class.
When teaching literacy, various handouts are used for exercises in analyzing the sound structure of words and for composing syllables and words from letters. The purpose of its application is to help children in analytical and synthetic work. Such an element is cards for compiling sound models of words, a syllabic abacus (a mobile alphabet of two windows), cards with words with missing syllables and letters, cards with object pictures and with schemes-word models, etc.
In literacy lessons, personal results and all types of universal educational actions are formed: communicative, cognitive and regulatory. Each literacy lesson includes a stage "Working with text". This stage subsequently flows into literary reading lessons. Working with text in literacy classes involves meaningful, creative spiritual activity, which ensures the development of the content of fiction, the development of aesthetic perception. In elementary school, an important means of organizing the understanding of the author's position, the author's attitude to the heroes of the work and the reality displayed is the use of elementary methods of understanding the text when reading texts: commented reading, dialogue with the author through the text.
Working with text provides the formation of:
• self-determination and self-knowledge based on the comparison of the “I” with the heroes of literary works by means of emotionally effective identification;
· Actions of moral and ethical assessment through the identification of the moral content and moral significance of the actions of the characters;
· The ability to understand contextual speech based on recreating a picture of events and actions of characters;
· The ability to arbitrarily and expressively build contextual speech, taking into account the goals of communication, the characteristics of the listener;
· The ability to establish a logical cause-and-effect relationship between the events and actions of the heroes of the work.
Working with the text opens up opportunities for the formation of logical actions of analysis, comparison, establishment of cause-and-effect relationships. Orientation in the morphological and syntactic structure of the language and the assimilation of the rules for the structure of words and sentences, the graphic form of letters ensures the development of sign-symbolic actions? substitution (for example, sound with a letter), modeling (for example, word composition by mapping), and model transformation (word modification).
In the Primer and Inscriptions, graphic symbols are often used, schemes for conducting various types of analysis of words (highlighting vowels, consonants) and text. To practice the modeling action, it is necessary to organize the students' activities. Taking into account age, the most effective way to create motivation is to use fairy tales and texts that reflect real life situations close to the child's experience. It is for this purpose that the characterization of sound in the Primer is given through the use of schemes, which arouses the child's interest and high motivation to perform various tasks related to the schemes, and the teacher at this moment works out the knowledge of phonetics, about the complexity, but the importance of which is not necessary to speak. And finally, tasks should be envisaged with a sequential transition from material (objective) forms to schemes and then symbols and signs. Let's give an example "Capital letter E", aimed at the development of cognitive universal educational actions.
Working with words that represent names
Reading words representing names. (Emma, Ella, Edik, Edward.)
What do all these words have in common?
And who might these names belong to? (Emma, Ella, Edik, Edward.) The teacher can show the portraits of people and offer to sign them with the appropriate names. ? Let's note the first sound in these words.
What color will you use? (In red.)
Name these letters. Why was the capital letter required?
In what names is [E] under stress?
Have you guessed why we are reading these names today?
Familiarity with the capital letter E.? Compare the printed and written letters.
Vocabulary and logical exercise. ? What groups can these words be divided into?
All lessons of acquaintance with new material are focused on the purposeful formation of regulatory universal educational actions
Learning to work with the text becomes the most important skill of the first grader, on the foundation of which the entire further process of education at school is built. During the period of literacy training, children go through the entire course of the Russian language. The Primer and Copybook is actually a mini-textbook of the Russian language. During this time, children observe the phenomena, features of the Russian language, but do not use any terminology, they only learn to notice. Already in the Primer, work begins with the text within the framework of the technology of productive reading. This makes it possible to prepare first graders to work with texts on various subjects. This work begins precisely in literacy classes.
On the basis of the texts of the Primer and the words, the formation of the correct type of reading activity in children - a system of methods for understanding the text - begins. There are three stages in working with text:
I. Working with text before reading.
1. Independent reading by children of key words and phrases that are highlighted by the teacher and written on the board (on posters, on a typesetting canvas). These words and phrases are especially important for understanding the text.
2. Reading the title, examining the illustrations to the text. Based on the keywords, title and picture, children make assumptions about the content of the text. The task is: to read the text and check your assumptions.
II. Working with text while reading.
1. Primary reading (independent reading of children to themselves, or reading by the teacher, or combined reading).
2. Revealing primary perception (short conversation).
3. Rereading the text. Dictionary work as you read. The teacher conducts a "dialogue with the author", including children; uses the commented reading technique.
III. Rabot with text after reading.
1. Generalizing conversation, including semantic questions of the teacher to the entire text.
2. Returning to the title and illustrations at a new level of understanding.
When analyzing the text, the expressiveness of speech is formed in the process of children's answers to questions - and this is the most important stage in the work on the development of the expressive speech of children. Many alphabetical texts include small dialogues. After reading and analyzing such texts, first graders, looking at the picture and relying on the teacher's questions, try to voice the roles offered to them. On texts of this kind, not only the expressiveness of speech is formed, but also its communicative orientation. Students develop their first communication skills.
When working with a book, it is important to keep the children interested in reading the page throughout the lesson. To maintain it, it is recommended to constantly change assignments to re-reading syllables, words or text. It is equally important to change the types of student activities to maintain interest in the reading lesson. It is recommended to spend at least two physical education minutes in the lesson
It should be noted that among the lessons of teaching literacy, one can conditionally distinguish in terms of structure lessons in learning a new sound and letter, lessons in consolidating the studied sounds and letters, lessons in repetition and lessons in differentiating similar sounds. However, such a division can only be accepted conditionally, since each lesson is combined in its type.
However, the main task of the 1st grade is undoubtedly the formation of reading skills, therefore the subject "Teaching to read and write" plays a leading role in the 1st grade. Since children in the 1st grade do not yet have the skill of reading, at first, reading and analysis of illustrations play an important role in the perception of information. To work with any illustration, it is important to teach first graders to consider each element of one object, if it is a subject picture, and each object, if it is a plot picture. To do this, it is necessary to pay the child's attention to all the details in parts and ask the appropriate questions in a certain order, starting with general ones, gradually drawing the child's attention to small, inconspicuous details. At the same time, there is a need for a holistic perception of the illustration, for this purpose the teacher draws attention to the general concept of the plot and asks the appropriate questions. It is important to pay attention to the color scheme of this picture and to the spatial arrangement of objects, which develops the ability to navigate the pages of the textbook, and most importantly, in the Recipes. for example: to voice each small picture. The teacher attaches a diagram of the words the children call on the blackboard.
If I want to tell the fairy tale "Kolobok", what pictures can I choose?
-"The wolf and the seven Young goats";
What word do they dress up on New Year's Eve?
What animal can curl up and turn into a thorny ball?
Each of these words is represented by a picture. - We can replace each word with a diagram.
Working with a picture is important not only on the pages of the Primer, but also on the pages of the Records, since for the correct graphic execution of the elements of the letters, it is necessary to see the direction of movement of the hand, the beginning of movement. Since writing is the most difficult type of activity and frequent changes in the actions of the first grader are necessary, the picture in the Copybooks makes it possible to develop various universal educational actions - for example, the ability to ask questions, build a speech utterance, compose a dialogue, i.e. communication skills, it distracts the child and switches, gives the opportunity to rest.
3. Working with demo tables and handoutsnew didactic materials
The correct use of visualization in literacy lessons in primary school contributes to the formation of clear ideas about the rules and concepts, meaningful concepts, develops logical thinking and speech, helps, based on the consideration and analysis of specific phenomena, to come to a generalization, which are then applied in practice.
For literacy lessons, elements of visual and visual material are significant, such as subject pictures, pictures for literacy lessons and speech development, which are used in the preparation of sentences and texts of various types of speech.
The implementation of the integrated use of visual aids in a literacy lesson will increase the effectiveness of teaching.
The widespread use of demonstration visual aids is dictated by the need to "expand visual-spatial activity", presentation of educational material at the maximum distance from the eyes in the "visual horizons" mode (on the board, on the walls and even on the ceiling), not only for the prevention of myopia, but also for removing “Bodily-motor enslavement”. He called the “impoverished didactic environment” one of the reasons for the ill health of schoolchildren. Colorful demonstration aids are an excellent means of enriching it.
Of particular value are multifunctional tables and manuals with moving parts, which allow transforming information, creating conditions for its comparison, comparison and generalization.
The integrated use of visual teaching aids ensures the integrated intellectual development of younger students, having a beneficial effect on the mental and physical health of children. It is no coincidence that L.S. Vygotsky called the visual aids a "psychological tool of the teacher."
Using visual aids in the classroom literacy training.
The means of visualization are divided into visualization: visual, sound, visual-auditory.
Visual aids. Visual aids include so-called printed media (tables, demo cards, reproductions of paintings, handouts) and screen media (filmstrips, transparencies and slides, banners).
The most common and traditional visual aids in literacy classes are tables. The main didactic function of tables is to equip students with a guideline for the application of a rule, to reveal the pattern underlying a rule or concept, to facilitate memorization of specific linguistic material. In this regard, they are divided into language and speech.
Tables are used as techniques to facilitate mastering the principle of merging two sounds into a syllable. Among them: reading in the likeness (ma, na, la, ra), reading with preparation (a-pa, o-to), reading a syllable under a picture (in the footsteps of "live" analysis), a selection of syllabic tables, etc.
For a lasting and quick mastery of the fusion syllable, schoolchildren learn to read from tables. At the beginning of the work, the syllables are preliminarily read by the teacher. As he reads it, students follow what he reads by moving the pointer. The teacher reads rather slowly and watches to see if they keep up with his pace. In order to provide it more fully, it is important that in the lesson the teacher repeatedly returns to reading syllabic structures. In this regard, additional work with syllable tables, specially prepared by the teacher, and various game tasks will be of great importance.
Verbal explanations in tables of this nature are either absent or are used as an additional technique.
Speech tables contain specific speech material (words, phrases) that you want to remember. An example of such a table is the selection of words (on the margins of a textbook, on a special stand, on a portable board) and presenting them to students in order to clarify or clarify their meanings, as well as to memorize their spelling appearance. In other words, with the help of speech tables, work is organized to enrich the vocabulary of students and increase their spelling literacy. One of the ways to present such speech material is specially designed demo cards. These are dynamic, movable guides from which tables are formed. The contents of the tables are words (and phrases), the spelling and pronunciation of which are not regulated by clear rules. Demo cards are combined into a table containing no more than 6 words related by thematic or some other principle.
Tables are the most common, traditional type of visual aid. The leading place of tables among other means of visual clarity is determined by the fact that they provide long-term, practically unlimited in time, exposure of linguistic material. The tables are easy to use (no complicated accessories are required to demonstrate them).
Unlike a poster, a table assumes not just a visual presentation of the material, but also a certain grouping, systematization. Thus, in the tabular form itself, there are opportunities for the widespread use of the comparison technique, which facilitates the understanding of the material being studied, its conscious assimilation.
The so-called schema tables have become widespread. Of all the existing forms, the most common are schemes that represent the organization of theoretical material in the form of a graphic image, which reveals and visually emphasizes the relationship and dependence of the phenomena that characterize a certain language problem (grammatical, spelling, punctuation, etc.). Such an image is created in a simplified and generalized form.
Educational visual aids facilitate the perception of theoretical material, contribute to its rapid memorization, and not mechanical and thoughtless, but meaningful and more durable, since with such a presentation of educational information, logical connections between the phenomena of the language are clearly demonstrated.
Of all the existing forms of visualization, schemes are now the most common, which are a special organization of theoretical material in the form of a graphic image, which exposes and visually emphasizes the relationship and dependence of the phenomena that characterize a certain language problem (grammatical, spelling, punctuation, etc.) Such an image is created in a simplified - generalized form.
Observations show that the unsystematic use of schemes leads to the fact that students, accidentally encountering them in separate classes, regard them as an episodic, not very important form of work and do not realize what practical help the scheme can provide in assimilating theoretical material and performing exercises.
Meanwhile, it has been experimentally proven that the systematic use of even one methodological technique is capable of imparting a certain integrity and stability to a complex multidimensional learning process. learning literacy development speech
Systematic work with diagrams, drawing them up with the direct participation of the students themselves leads to the fact that at a certain stage of training they can already independently, relying on the diagram, present one or another linguistic material. At first, only strong students cope with such a task, then the weaker ones also take the initiative.
When working with a diagram in a lesson, it is necessary to take into account the stages of learning, the degree of preparedness of students for full-fledged perception and analysis of the scheme, and their ability to independently compose and write down such information, speak it, decipher an unfamiliar record in the form of a diagram, and their ability and ability to use it in the process of language analysis. The content and design of such a scheme, which is an object of complex logical analysis, is of great importance for the success of such work.
The main ways of realizing auditory visualization are CDs. Sound recording in this case performs a special didactic function. It represents samples of sounding speech and serves as a means of forming the culture of oral speech of students.
Sample tables are of the following types:
1) a picture alphabet that helps children remember a letter;
2) subject pictures with word schemes for analytical and synthetic exercises;
3) plot pictures for making sentences and coherent stories;
4) a table of written and printed letters used in writing lessons.
Output.
Thus, the correct use of visualization in literacy classes for first-graders contributes to the formation of clear ideas about the Russian language, meaningful concepts, develops logical thinking and speech, helps, based on the consideration and analysis of specific phenomena, to come to a generalization, which are then applied in practice.
In literacy lessons, elements of visual and visual material are significant, such as tables, object pictures, cards, test tasks, etc.
The use of didactic games in primary education.
Everyone knows that the beginning of a child's education at school is a difficult and crucial stage in his life. Children six to seven years old are experiencing a psychological crisis associated with the need to adapt at school. The child undergoes a change of leading activity: before school, children are mainly occupied with games, and when they come to school, they begin to master educational activities.
The main psychological difference between play and learning activity is that play activity is free, completely independent - the child plays when he wants, chooses at his own discretion a topic, means for play, chooses a role, builds a plot, etc. the basis of the child's voluntary efforts. He is obliged to do what he sometimes does not want to do, since the learning activity is based on the skills of voluntary behavior. The transition from play to educational activities is often imposed on the child by adults, and does not occur naturally. How can you help a child? Games will help in this, which will create optimal psychological conditions for the successful development of the personality of a younger student.
Psychologists have established that with the end of preschool childhood, the game does not die, but continues not only to live, but also develops in a peculiar way. Without a reasonable use of the game in the educational process, a lesson in a modern school cannot be considered complete.
Play as a way of processing the impressions and knowledge gained from the surrounding world is the most accessible type of activity for children. The child plays in imaginary situations, at the same time, work with the image, which permeates all play activity, stimulates the thinking process. As a result of mastering play activity, the child gradually develops a desire for socially significant educational activity.
Games that are used in elementary school are divided into two large groups - role-playing (creative) and didactic (games with rules). For role-playing games, it is essential that there is a role, a plot, and play relationships, into which the children who play the roles enter. For example, the role-playing game "Welcome guests". In elementary school, this type of games has become more and more popular in recent years, as the teacher begins to understand their significance in the development of imagination, creativity, and communication skills in younger schoolchildren. Didactic games are a more familiar teaching method and type of play activity for a teacher. They are divided into visual (games with objects), as well as verbal, in which objects are not used. Among the didactic games, there are plot games, for example, "Shop", "Mail", where, within the framework of a given plot, children not only solve a didactic task, but also perform role-playing actions.
The purpose of this chapter is to show the meaning and essence of didactic play, which is used in literacy classes.
The main meaning of these games is as follows:
the cognitive interest of junior schoolchildren in teaching literacy is significantly increased;
each lesson becomes brighter, more unusual, emotionally intense;
the educational and cognitive activity of younger schoolchildren is intensified;
positive motivation for learning, voluntary attention develops, working capacity increases.
Let's consider the essence of the didactic game. This type of game is a complex, multidimensional pedagogical phenomenon, it is not by chance that it is called a method, and a technique, and a form of teaching, and a type of activity, and a means of teaching. We proceed from the premise that didactic play is a teaching method, in the course of which educational tasks are solved in a play situation.
The didactic game can be used at all levels of learning, performing various functions. The place of play in the lesson structure depends on the purpose for which the teacher uses it. For example, at the beginning of the lesson, a didactic game can be used to prepare students for the perception of educational material, in the middle - in order to activate the educational activities of younger students or to consolidate and systematize new concepts.
During the game, the student is a full participant in cognitive activity, he independently sets tasks for himself and solves them. For him, didactic play is not a carefree and easy pastime: the player gives it maximum energy, intelligence, endurance, independence. Cognition of the surrounding world in a didactic game is clothed in forms that are unlike ordinary learning: here is imagination, and an independent search for answers, and a new look at known facts and phenomena, the replenishment and expansion of knowledge and skills, the establishment of connections, similarities and differences between individual events. But the most important thing is not out of necessity, not under pressure, but at the request of the students themselves, during the games, the material is repeated many times in its various combinations and forms. In addition, the game creates an atmosphere of healthy competition, makes the student not just mechanically recall the known, but to mobilize all knowledge, think, select the appropriate, discard the insignificant, compare, evaluate. All children of the class participate in the didactic game. The winner is often not the one who knows the most, but the one who has a better developed imagination, who knows how to observe, react faster and more accurately to game situations.
The didactic goal is defined as the main goal of the game: what the teacher wants to check, what knowledge to consolidate, supplement, clarify.
The game rule is a condition of the game. Usually they are formulated with the words "if, then ...". The game rule determines what is allowed in the game and what is not allowed and for what the player receives a penalty point.
Game action is the main "outline" of the game, its game content. It can be any action (run, catch, hand over an object, perform some manipulation with it), it can be a competition, work for a limited time, etc.
Thus, the didactic game:
firstly, it performs a learning task, which is introduced as the goal of a game activity and in many properties coincides with a game task;
secondly, it is supposed to use educational material, which makes up the content and on the basis of which the rules of the game are established;
thirdly, such a game is created by adults, the child receives it ready-made.
A didactic game, being a teaching method, involves two sides: the teacher explains the rules of the game, implying an educational task; and the students, playing, systematize, clarify and apply the knowledge, skills, and abilities acquired earlier, they develop a cognitive interest in the subject. In elementary school, there may be games in which children acquire knowledge.
4. Working with a cutnoah alphabet and syllabic table
Syllabic tables can be compiled according to two principles:
a) based on a vowel? ma, na, ra, ka, ba;
b) consonant-based? on, well, no, us, but etc.
Syllabic tables are used to read syllables and words (by sequential reading of 2-3 syllables). It is useful to use the technique of concluding a read syllable to a whole word using syllables that are not in the table.
The cut alphabet consists of a type-setting cloth and a cash register with pockets. It is used as a demonstration tool and as a handout for every student. The cut alphabet is used at the stage of synthesis, when it is extremely important to compose syllables and words from letters after their sound analysis. Cubes with letters, which are also used to compose syllables and words, but at the same time there is an element of play and amusement can be considered one of the options for the general-class alphabet.
The mobile alphabet is a double strip with windows (3-5 holes). Between the strips, ribbons with letters are passed, the order of which depends on the purpose of the synthetic exercise in composing syllables and words of their studied letters.
As a means of teaching, handouts are used in literacy classes, the bases of which are drawings (including plot ones) placed on special cards. Pictures help to visually comment on the meanings of words, stimulate students to use the studied vocabulary, provide material for working out the norms of the Russian literary language. All this allows the formation of spelling and speech skills of students to be carried out in close unity: spelling tasks are included in tasks related to the preparation of sentences and small statements based on visual material.
The advantage of card assignments is the presence of exercises of varying degrees of difficulty in the handouts, which contributes to the implementation of the principle of differentiated learning. The handout includes:
1) tasks to enrich the vocabulary of students (explain the meaning of a word, establish the difference in the meaning of words, choose synonyms, antonyms, related words, etc.);
2) tasks related to teaching schoolchildren the exact, correct use of the studied vocabulary (choose from a number of possible the option that corresponds to a greater extent to the task of the statement).
The foregoing allows us to determine the basic methodological rules for the application of this type of visibility:
· The handouts should be used at the stage of creative consolidation of the studied material, when the basic skills and abilities associated with mastering the material have already been formed among students.
· When using handouts, it is necessary, first of all, to intensify the creative activity of students.
· It is necessary to fully realize the possibilities of the handouts for organizing individual work with students.
Working with the split alphabet is associated with the vigorous activity of students. This ensures their sustained and focused attention. Their head and hands are busy. They look for and find the letters they need, put them in a certain order, move them when they are enlarged or replaced in accordance with the teacher's assignments. Abstract grammatical concepts - a syllable, a word, a sentence - are concretized in work with a split alphabet, become visible and even tangible. The whole class, every child, is busy with this work.
To the listed advantages of working with a split alphabet, one should add the gradual mastery of the ability to independently analyze, reason, correlate rule and action, build your work in a certain sequence, according to the usual plan. The composition of words and their articulation allow for the possibility of self-control. Reading what he added, the child sees his mistake and corrects it by replacing one letter with another or composing a given word a second time.
Working with a split alphabet in literacy classes is one of the most important means of developing students, acquiring and consolidating knowledge, exercising reading and writing skills. These advantages of using the split alphabet are taken into account in the experience of creative teachers. Composing words, sentences is an indispensable condition for teaching literacy; a rare lesson takes place without completing the teacher's assignment for working with a split alphabet, which is usually combined with reading from a book, writing down words and sentences in a notebook.
However, it should be noted that there are still a significant number of teachers who do not take into account the need for such work and do it haphazardly, without taking into account the difficulties in organizing and carrying out such work, without special preparation for it and often switch children to independent analysis ahead of time, rush when composing words, as a result all the advantages of working with a split alphabet are lost.
Output.
From what has been said, it follows that working with the split alphabet is most directly connected with teaching the 1st grade students to write. It plays, first of all, the role of preparatory exercises for mastering writing, and in the future it is constantly used with success by the teacher as a form of control, concretization and consolidation of the reading rule, and especially writing.
5. Tetrprinting hell
When working in a workbook, special attention is paid to creating a special emotionally - positive atmosphere in the classroom, developing educational initiative and independence. The value of the workbook is that it takes into account the individual and psychological characteristics of first graders, develops memory, thinking, ingenuity, attention in schoolchildren, and allows the entire class to be involved in active work. This material is accompanied by guidelines for its use in literacy classes. The most important principle of construction is a differentiated approach to learning: tasks of different levels of complexity are aimed at solving the same educational problems, from the very beginning of learning, interesting texts are used based on the material of the complete alphabet, which allows taking into account the individual capabilities and interests of children (cards with tasks). All teaching aids contain material that allows the teacher to take into account the individual pace of the student, as well as his level of general development. The notebook provides additional educational content, which makes it possible to make teaching more informative, diverse and at the same time removes the moment of the obligation of the entire volume of knowledge (the child can, but should not, learn it). Each task is accompanied by instructions, using the simplest diagrams and conventions. The tasks are logically structured and designed for children with different levels of development. The notebook helps to organize the independent multilevel work of the child, is intended for the joint work of the student, teacher and parents, suitable for use in the practice of the work of an elementary school to teach a wide range of students with different cognitive interests and capabilities. Instructions and explanations for each lesson and all tasks are presented in the appendix to the materials.
During the approbation of the workbook on teaching literacy, the following positive aspects were identified:
from the first days, children learn to independently acquire knowledge and design the "product" of their activities in the form of supporting notes, conclusions on the topic of the lesson;
learn to set goals and plan their work to achieve goals, reflect on the results of their work;
the logic is visible in the presentation of the educational material, both for the teacher and for the parents;
multilevel assignments (everyone chooses according to their strength);
the ability to place a variety of material related to the development of speech, with CNT, with logic;
a fairly large volume is occupied by tasks related to the phonetic structure of the language (children learn the material in a playful way, which is also shown by the control sections);
the involvement and interest of children and parents in completing assignments is visible;
a large amount of tasks makes it possible to lay a "knowledge base" for further study of the Russian language;
works for interest in the subject, increases motivation, creates a comfortable environment;
the possibility of varying the material depending on the level of preparation of the students in the class, on the educational program (work with various textbooks for teaching literacy).
The formation of the calligraphic handwriting of a younger student is facilitated by the teacher taking into account the psychophysiological characteristics of the child and the use of a set of various techniques and exercises in his pedagogical activity, as well as additional means (notebooks for printing) that facilitate the student's work.
Bibliography
Alexandrovich N.F. Extracurricular work in the Russian language. - Minsk .: Narodnaya ASVETA, 1983 .-- 116 p.
Bleher F.N. Didactic games and fun exercises in the first grade. - Moscow "Education" - 1964.-184s
I. V. Dubrovina Individual characteristics of schoolchildren. _ M., 1975
Panov B.T. Extracurricular work in the Russian language. - M .: Education, 1986 .-- 264 p.
Ushakov N.N. Extracurricular work in the Russian language. - M .: Education, 1975 .-- 223 p.
Agarkova N.G. Teaching the initial writing according to the prescriptions for the "ABC" O.V. Dzhezheley / N.G. Agarkova. - M .: Bustard, 2002.
Agarkova N.G. Reading and writing according to the system of D.B. Elkonina: A book for a teacher / N.G. Agarkova, E.A. Bugrimenko, P.S. Zhedek, G.A. Zuckerman. - M .: Education, 1993.
Aristova T.A. Using the phonemic principle in teaching literate writing // Elementary school. - No. 1, 2007.
Aryamova O.S. Teaching primary schoolchildren to spelling based on solving spelling problems: Dis. Cand. ped. Sciences: 13.00.02. - M., 1993.-249s.
Bakulina G.A. A minute of calligraphy can be developing and interesting // Primary school. - No. 11, 2000.
Posted on Allbest.ru
...Similar documents
Literacy training for preschoolers with general speech underdevelopment. Development of phonemic hearing and phonemic perception in ontogenesis. Methodological aspects of teaching children with general speech underdevelopment to read and write. Research methodology for phonemic analysis.
term paper, added 04/03/2012
Psychological, pedagogical and linguistic foundations of methods of teaching children with hearing impairments to read and write. Sound analytical-synthetic method, pre-book lessons and work with the ABC book. Consolidation of the passed material, differentiation of similar sounds.
term paper, added 08/07/2011
The concept of readiness to learn to read and write. Technologies for teaching literacy to preschoolers. Features of children with general speech underdevelopment. The state of readiness to teach children to read and write ONR. Analysis of the products of children's activities. Principles and directions of training.
thesis, added 10/29/2017
Features of the formation of readiness for teaching children with general speech underdevelopment. Features of the structure and content of the literacy teaching system. Analysis of the system of correctional work on the use of gaming technologies at the initial stage of training.
term paper, added 02/05/2014
Analysis of psychological and pedagogical literature on the problem of speech development in children of primary school age. Checking the dynamics of the development of speech skills of first graders in the process of teaching literacy. Features of the development of the speech of first graders in the learning process.
term paper added 09/16/2017
The basic principle underlying reading and writing and assimilated by students during the period of learning to read and write. The problem of syllabus and the main points in the study of sounds. Features of the mechanism of initial reading, which should be taken into account when teaching literacy.
term paper, added 10/18/2010
Features of the development of the preschooler's vocabulary. Vocabulary tasks. The main tasks and goals of education. Forms of organizing learning in everyday life. Methodology for the formation of the morphological system of speech. The essence of preparation for teaching literacy and arithmetic.
cheat sheet, added 12/12/2010
Classification of sounds of Russian speech. Vowel and consonant systems. The syllabic principle of Russian graphics. The relationship between sound and letter, between literary pronunciation and spelling. The value of studying sounds and letters at school for mastering phonetics.
term paper, added 06/02/2014
The process of forming a culture of speech among first graders in literacy classes. Forms and methods of the process of forming a culture of speech. The essence of the concept of "culture of speech". Three components of the culture of speech: normative, communicative and ethical.
term paper, added 05/07/2009
The development of speech and spatial representations of preschool children with normal speech development and with general speech underdevelopment. Speech functions. The development of a preschooler's speech in ontogenesis. The polyfunctional nature of speech in terms of vital significance.
“Speech is, first of all, the process of using language, which is developed by the efforts of many people, serves society and is a public domain” - (N.I. Zhinkin).
Mastering the riches of the language, a person improves his speech all his life. Each age stage brings something new to his speech development. The foundations of speech development are laid in elementary school, tk. it is here that children first encounter the literary language, with the written version of the language and the need to improve speech. Timely mastering of the correct speech is important for the formation of a full-fledged personality of the child, for his successful teaching at school and for further work.
Traditional requirements for speech: meaningfulness, consistency, clarity, accuracy.
Conditions of speech activity: the availability of material for expression, the need for utterances and language skills.
Speech development is the flip side of the thinking development process. Thinking cannot develop successfully without language material. There is no speech without thought. Therefore, a necessary condition for the high efficiency of speech development in Russian lessons is the organization of children's mental activity. It is important that the student is involved in mental activity from the very beginning of the lesson.
I am working on a primer edited by V.V. Repkin, E.V. Vostorgov, V.A.Levin (according to the system of D.B. Elkonin-V.V. Davydov). The textbook material contributes to the achievement of great results in the general development of schoolchildren. The authors of the textbook included in it such exercises that arouse great interest in the language in children, help to comprehend the connections between individual knowledge, to systematize them. These are also pages of joint reading, which create an atmosphere of literary reading from the very first lessons, long before children begin to learn the first letters; tongue twisters, riddles that contribute to the further development of speech hearing and consolidation of the skills of clear, correct and expressive speech; proverbs, sayings that develop figurative speech, etc.
For some lessons, I picked up additional exercises, entertaining material, didactic games that develop phonemic hearing, enrich, clarify and activate the vocabulary, and form the grammatical structure of speech.
I. Exercises to develop phonemic hearing.
Tongue twisters and phrases for every sound.
Here is some of them.
[b] The white ram beats the drum.
The ram brawler climbed into the weeds.
[n] Fields went to weed the parsley in the field.
Again, five guys found five honey agarics at the hemp.
[h] On a winter morning from frost
Birches are ringing at dawn.
[c] Slava ate bacon, but bacon was not enough.
Senya and Sanya have catfish with a mustache in their nets.
The wasp does not have a mustache, do not whisker, but antennae.
[e] Woodpecker hollows a tree,
Day day crust crushes.
[t] Thirty-three striped pigs
Thirty-three tails sticking out.
[r] Prepared by Larisa for Boris
Delicious rice soup.
Ba-bo-would - there are pillars in the yard.
Boo-by-boo - a raven sits on an oak tree.
Boo-boo-oak trees grow in the forest.
Wo-bo-ba - that's what a toad.
Sa-sa-sa - a fox is running through the forest.
As-as-as - the fox is afraid of us.
Sy-sy-sy - a fluffy tail of a fox.
Su-su-su - how beautiful it is in the forest.
Su-syu-su - quietly in the autumn in the forest.
Us-us-us - I'm not afraid of the fox.
Sha-sha-sha is my little sister Masha.
Sho-sho-sho - I'm fine.
Shu-shu-shu - I don't like porridge.
Shchi-shi-shi - we have fun from the heart.
Ra-ra-ra is a high mountain.
Ry-ri-ry - gave us balls.
Ry-ri-ry - mosquitoes fly.
Ru-ryu-ru - the goat gnaws the bark.
Ri-ry-ri - bought crackers.
Ryu-ru-ryu - I'm cooking potatoes.
Yes, yes, yes - a sweet berry.
Do-do-do - the eagle has a nest.
Doo-doo-doo - apple trees grow in the garden.
Ta-ta-ta - a fluffy tail of a cat.
Ta-ta-ta - Oh, what a beauty!
You-you-you - flowers grow in the meadow.
From-from-from - I love compote.
Tongue twisters and phrases are pronounced not only clearly and distinctly, but also with varying degrees of loudness (in a whisper, in an undertone, loudly) and at different speeds (slowly, moderately, quickly).
II. Didactic games.
A well-known Russian linguist and methodologist wrote: “Nowhere does play merge so closely with work and work as in phonetics, and therefore nothing is so unsuitable for primary education as it is. Nowhere, again, does this game turn so easily into a serious business that develops the mental apparatus as in phonetics. " (AM Peshkovsky “Methodological Supplement to the Book“ Our Language ”.) Modern didactics reserves the child's right to play at school and considers it as one of the indicators of the correspondence of teaching to the age characteristics of students.
Particularly appropriate and even necessary are game moments in teaching six-year-olds, since the formation of educational activity occurs with underdeveloped voluntary processes of perception, memory, attention. Game moments add an element of entertainment to the educational process, help relieve fatigue and stress in the lesson.
To consolidate the skills to distinguish between word-distinguishing qualities of consonants, I use a variety of games with sounds. Here is some of them.
"Find a pair." Game material: paired pictures (mouse - bear, cat - whale, scythe - goat, poppy - cancer, whiskers - wasps, shelf - saw, grass - firewood, slide - crust, bunny - polar dog, rook - doctor, bump - bear) ... Children select a picture (the name of the depicted object has the same sound as the name of one of the exhibited pictures on the typesetting canvas), pronounce both names (goat-scythe).
"Catch the sound." For example, [s] (kindergarten, Vasya, elephant, heron, noses, geese, cape, mask, piglets, ripe, whole, hare, elk, beans).
“Flower shop” or “Collect a bouquet”. Game material: postcards with flowers. Children find flowers in which there is a specified sound for example, [p] (rose, aster, peony, tulip, daffodil, cornflower, chamomile, dahlia, carnation).
"Attentive buyers". Your parents paid for toys whose names begin with [m] (matryoshka, mouse, car, ball, bear. You can take these toys. But make no mistake.
“Zoo” Game material: pictures of animals and sound models of words. It is necessary to "settle" the animals in the cages, ie. correlate the sound model of a word with a picture (fox, zebra, tiger, hare).
"Hockey" (favorite game of first graders). Arms bent at the elbows - "gate", "puck" - a word that begins, or in which there is or is not a given sound. For example, “puck” is a word in which there is no sound [w] (ball, heat, Sasha, Pasha, good fellows; tire, car, fat; pole, gesture, good fellows; six, revenge). One group of children is “goalkeepers”, another is “judges”, and the third is “fans”. They shout: "Goal!" - if the “puck” hits the goal.
"Pick a word." For example, given a model:
Students select words for it. The “controller” accepts words and does not pass those that do not correspond to the model, explaining the error.
"Check Avosik's work." Three schemes and three words: turnip, melon, pumpkin (words can be given by pictures). Students determine which of the patterns each word matches, spot the mistake, and correct.
“Recognize and name the sound”, “Pick a word with sound”… .;
After reading the words in columns and clarifying their lexical meaning, I offer the children the following tasks:
Find and read words for actions;
Words - names
Find and read the word corresponding to the sound model;
Guess the riddle (children find the answer among the words read);
Change the word by number;
What are the attributes of the subject;
Name the extra word in the column (the choice of the student is justified by a coherent statement);
For example, the topic: “Letters D-T”. The children read the words.
1) Read words with one syllable.
2) Read the words of the third column, find the “unnecessary”. Explain.
3) What do the words “where” and “when” mean? (Subject? Sign? Action?)
Come up with statements for the given scheme.
4) Change words by number: friend - (friends), year - (years), rainbow -?; days - (day), curls -?;
5) Form words-actions from the words: nap - (doze), thought - (think), friend - (make friends), smoke - (smoke);
6) Find a word-object to words-signs: true - (friend), distant - (road), sandy - (bottom), seven-colored - ...
When studying the topic "Letters З - С".
Game "Big-small". The teacher calls the word, and the children “reduce” it ”a bush - (bush), a bridge - ..., a suit - ..., an airplane ...:
Choose the signs for the following words: sister (what?) (Dear, cousin, caring), string - (what?) (Thin, steel, guitar), suit - (what?) (Smart, sporty, evening, woolen), bridge -…., airplane-…,
Choose the words-actions for the words: (what does it do?).
The plane (what is it doing?) Flies, hums, ...
Crybaby .... (crying)
Bonfire ...
Find a word for a given pattern
To practice the way of reading and writing, I include in the lesson games of guessing letters and words. Here is some of them.
1. “Scattered letters”. Make up words from letters: С, В, О, О, Л; I, N, K, G, A; S, S, O, M, K, O; A, T, P, E, K, A; O, L, K, W, A; C, Y, P, b, K, A, B;
2. Make up the words and come up with it yourself.
3. Write the words in the empty cells.
4. Game "Take away the syllable".
5. “Letters are invisible”. Write vowels instead of dots, read the words.
6. Compose a word.
Write a consonant, read the words.
7. "Verbal mosaic".
The words are written on puzzle cards. You need to find a pair, make a figure and read the word.
8. "Syllable by syllable." A word consisting of two or more syllables is given. Children choose words and write down so that the last syllable of the previous word is the initial syllable of the next. For example:
Interesting material for lessons i I find in books:
Unzenkova A. Russian language with enthusiasm.- Yekaterinburg. 1977.
Ladyzhenskaya T.A. Speech. Speech. Speech. - M. - 1983.
Kalmykova I.R. 50 games with letters and words. - Yaroslavl "Academy, K" 1999.
Tarabarina T.I., Sokolova E.I.And study and play: Russian language. - Yaroslavl "Academy of Development" 1998.
Fomicheva M.F. Raising the correct pronunciation in children. - M. 1981.