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 clarification of the vocabulary of children.

3. Vocabulary and lexical 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 Russian 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 junior 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, 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 for speech, motives that are 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 passes into the volitional sphere. In the role of its motives, educational tasks act, 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 colloquial everyday speech, which 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 is 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 the 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 lotto, 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 must 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, like on a word, begins literally from the first lesson in 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 detailed 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 when evening came. They got lost - they don't know the way home. "

So schoolchildren move from a sentence to a coherent speech.

A coherent speech during the period of literacy training is a retelling of what the children themselves or the teacher read, these are various stories - from observations, from memories, based on creative imagination; this 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 tasks 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 competitions for the best poetry reader, and competition in guessing riddles, in explaining proverbs.

For example, in the 1st grade 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 on the words-signs is in progress, 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 speech skills 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, a 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 prepare themselves for the topics "Composition of the word". 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 lessons during the period of teaching literacy, schoolchildren in the propaedeutic plan change nouns not only in numbers, but also in cases, connect them with adjectives, therefore, they also 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 observation 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, and relies on it in the formation of grammatical concepts and spelling actions.

Thus, the period of learning to read and write 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.

advanced advanced training, which often turns into the fact that from the upper floors of the Russian language course, from the middle classes, they go down to the primary classes, some sections and rules.

The main thing in the implementation of propaedeutics in primary school is the establishment of constant observations of a specific order, their accumulation and practical use in oral and written forms of speech. The elementary grades should lay a solid and reliable foundation for the subsequent theoretical comprehension of many specific realities of the grammatical and spelling, orthoepic and partly stylistic order in the middle and senior levels of the school.

Literacy lessons

Most often, literacy lessons in the first grade are conducted separately - first there is a lesson in teaching initial reading, and then a lesson in teaching elementary writing follows.

Meanwhile, there is a long tradition of conducting a kind of mixed literacy lessons, when work on reading was associated with writing letters, syllables, words, copying printed text, if it is small in volume; writing was interspersed with reading, sound-letter and sound-syllable analysis, etc. Lessons of this type were practiced by L.N. "New alphabet", "Books for reading". KD Ushinsky wrote about such lessons, in our time they were widely used by the wonderful teacher and teacher Vasily Aleksandrovich Sukhomlinsky and his teacher from the Pavlysh school. As the author of the famous book “I Give My Heart to Children” wrote, “experience has shown that at first in the first grade there should not be“ pure ”lessons in reading, writing, and arithmetic. Monotony gets tired quickly. As soon as the children started to get tired, I tried to move on to a new kind of work. Drawing was a powerful means of diversifying labor. I see that reading begins to tire the children. I say: “Open, children, your albums, we will draw a fairy tale that we have read” ... ”(Sukhomlinsky V. L. I give my heart to children. Kiev, 1969, p. 98).

Today, an outstanding master of integrated literacy classes is a wonderful Krasnodar teacher, who rightfully bears the high title of "Honored Teacher of Russian Schools" Evgenia Ivanovna Besschasnaya, her experience is highlighted in many publications in the Primary School magazine, filmed on videotapes, presented at seminars in institutes for advanced training of teachers in many regions and territories of the Russian Federation. Evgenia Ivanovna often cites the words of our outstanding methodologist N. L. Korf, who argued: “The most mediocre child can and should achieve conscious reading after seven or eight months of schooling, if the teacher is not mediocre, honest and knows the business” (Korf N. A. Russian elementary school. 4th ed. SPb., 1984. С 120).

These words, spoken almost one hundred and fifty years ago, have not lost their meaning in our time. Professionalism, love for children, a responsible attitude to their fate, to their future, constant self-education, search, creativity will help every teacher, already when teaching children to read and write, to lay solid foundations for all subsequent steps of the child in mastering the riches of his native Russian language, in the development and improvement of his

speech and judgmental powers (expression by F.I.Buslaev).

Nowadays, there are many different options for teaching literacy systems. Let us dwell on the one that is largely traditional and calculated

on its application in a mass primary school. Both in traditional and in other systems of teaching literacy, there are three stages: preparatory, basic and repetitive generalizing. Classes at each of the stages are organized and conducted mainly in the form of lessons.

At the preparatory stage, which has two stages: 1) letterless and 2) five vowels, the lessons are built according to the following plan:

1. The topic of the lesson is announced or a question is called that must be resolved during the lesson. For example: "Today we will remember the fairy tales that you know, and we will learn to tell and listen to them."

2. It turns out which of the students knows which tales; how did I find out the tale: read one of the parents, elders, heard it on the radio, saw it on TV.

3. The attention of children is drawn to illustrations on fairy-tale plots, placed

v alphabet. It is proposed to tell a fairy tale.

4. Stands out from the fairy tale any suggestion; it becomes clear what thought is contained in it. Best of all, if these are catchwords: at the behest of the pike, at my will

nia; pull, pull, cannot pull, etc.

5. It gives an initial idea of ​​the proposal and explains how it can be depicted using a linear diagram:

6. Conducted vocabulary and logical exercises on subject pictures in the primer. For this purpose, the pictures at the bottom of the ABC page are used.

In the 3rd or 4th lesson, children are given the simplest idea of ​​the word. Shown,

kick, you can depict a word using a linear diagram: After two lessons, students are explained what a syllable and stress are, and shown how

they can be shown in the diagrams: (fox, balls, book). In the lessons of the preparatory stage, already at the letterless level, unique

different dictations, when the teacher shows some object picture, children pronounce a word - the name of the object and write it down in a linear diagram, designate syllables and stress.

Words can be pronounced without connection with the picture: these can be answers to a riddle that was asked by the teacher or one of the students. You can even write down a single sentence: the teacher clearly and slowly pronounces a sentence of several words (3–6), and the children write them down in linear diagrams:

Grandfather planted a turnip. There is a teremok in the field.

A special place is given to the lesson on mastering the idea of ​​sound as a physical phenomenon and speech sound.

The primer examines pictures that remind children when one can clearly hear natural, natural sounds: the buzzing of a wasp, the hiss of air escaping from a ball or bicycle tire, a dog growling, etc. Starting from these ideas, it is easier for the teacher to lead children to understand speech sounds ...

This is how the introduction of children into literacy begins. Lessons at the alphabetic stage of the preparatory stage are complicated, they are conducted according to the following scheme:

1. Explanation of the topic of the lesson: the sound [a] and its letter A / a.

2. Consideration of subject pictures and pronouncing the "original" words - the names of the depicted objects:stork, aster, watermelon ...

Literature for the section

"Azbuka" I. Fedorov: facsimile edition. - M., 1974. Amonashvili, Sh. L. Hello, children! / Sh.L. Amonashvili. - M., 1986.

S.P. Redozubov. - M., 1961.

Tolstoy, L. N. Ped. Op. / L.N. Tolstoy. - M., 1953.

Tumim, G. G. Learning to read and write: Historical overview / G. G. Tumim // At the lessons of the native language. - Pg., 1917.

Elkonin, D. B. How to teach children to read / D. B. Elkonin. - M., 1976.

Self-study day assignments

1. Indicate the linguistic foundations of teaching literacy in different methodological systems (including modern authors V.G. Goretsky, N.V. Nechaeva, V. Levin, V. Repknna, D. B. Elkonin, etc.).

2. Explain the child's reading mechanisms at different stages of reading mastery.

3. Indicate the main features of the methods of teaching literacy in the systems of L. N. Tolstoy, I. N. Shaponikov, D. B. Elkonin.

4. How and why should we classify literacy teaching methods?

5. Define the role of the syllable in teaching literacy.

6. What is the essence of the positional reading principle?

7. What are the mechanisms and methods of teaching writing?

8. Make a diagram (order) of the analysis of the primer. Using this scheme, analyze the main modern ABC books (V. Levin, D. B. Elkonnna, L. F. Klimenova, V. G. Goretsky and others, N. V. Nechaeva). Which of the current primers do you prefer? Why?

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 says the words for the first model: doll, big, 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 chips:

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.

A little girl sings a song.

The little girl sings a funny song.

When completing the assignment, children can make 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 ....

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 and n t 2

Correct mistakes verbally.

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 dog

broom floor
flowerbed light

3. Lay out the house brick by brick (sound analysis)

The teacher offers a statement that 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 selected 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 dubbing the model, children emphasize 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.

Didactic games contribute to the formation of attention, observation, development of memory, thinking, independence, initiative; solve a certain didactic problem: learning new material or repetition and consolidation of what has been passed, the formation of educational skills and abilities.

The nature of the activity of students in the game depends on its place in the lesson or in the system of lessons. It can be done at every stage of the lesson and in any type of lesson.

"Attentive buyers"

The teacher lays out various objects on his desk.

The names of some of them begin with the same sound, for example: doll, cube, cat; bear, ball, bowl; matryoshka, mouse.

Exercise: Of all the toys, you can take only those whose names begin with the sound [k], then select toys whose names begin with the sound [m ’].

"Absent-minded poet and gullible artist"

Prepare illustrations and poems.

Exercise: Look at the drawing of a gullible artist (shows an illustration).

He claims to have painted this picture for such a poem:
They say one fisherman

I caught a shoe in the river,

But then he

The house is on the hook!

What do you think should have been drawn? What words did the artist confuse? How are they similar? What sound do they have different? What is the first sound in the word som? Let's stretch this sound out and listen to it carefully.

"Fishing"

Exercise: Catch words with the sound [л] (or any other sounds).

The student takes a fishing rod with a magnet at the end of the line and begins to catch the necessary pictures with paper clips. He shows the caught "fish" to other students, who mark the correct choice with a clap.

Exercise:"Catch the pronoun - fish, determine the face and number, put it in the right bucket."

"Television"

On a blackboard or typesetting canvas, the teacher hangs pictures for each letter of the word hidden on the TV screen in order.

Assignment: Pupils must form this word from the first sounds of words. If the students have correctly named the word, then the TV screen opens.

For example: the hidden word is month. Pictures: bear, spruce, lilac, apple, heron.

"Speech Lotto"

Pupils are given large cards with the image of six pictures (the corresponding names of the objects are written under the pictures).

Exercise: It is necessary to determine what sound is in all words. Then the teacher shows pictures, names words and asks: "Who has this word?" The winner is the one who is the first to cover all the pictures on the big card without errors.

"Learn the letter"

The teacher calls letters cut out of thick cardboard, then one pupils blindfold and ask him to feel the letter and name it.

After all the letters have been named, they make up the words from the letters r s a u k l: hand, bitch, poppy, cancer, bow, hare (you can use any other letters).

The game helps not only to learn the style of printed letters, but also to develop the ability to make words out of letters.

"Guess the word"

Exercise: Insert the missing letters and make a new word from them. What word came out?

“Play permeates the entire life of a child. This is the norm even when the baby is doing a serious matter. Moreover, his whole life should be saturated with this game. His whole life is a game. "

Didactic games in literacy classes.

“Play permeates the entire life of a child. This is the norm even when the baby is doing a serious matter. Moreover, his whole life should be saturated with this game. His whole life is a game. "

A. S. Makarenko.

The main task of teachers working with first-graders is to help children learn the program material and at the same time preserve their childhood.

Didactic games, on the one hand, contribute to the formation of attention, observation, the development of memory, thinking, the development of independence, initiative. On the other hand, they solve a certain didactic task: learning new material or repetition and consolidation of what has been passed, the formation of educational skills and abilities. In play, children willingly overcome significant difficulties, train their strengths, develop abilities and skills. It helps to make any educational material fascinating, evokes deep satisfaction among students, creates a joyful working mood, and facilitates the process of mastering knowledge. The game stimulates the cognitive activity of students, evoking positive emotions in them in the process of educational activity. Remembering the words of A.S. Makarenko that that "a good game is like a good job", every teacher needs to learn how to skillfully use the game in the lesson.

The nature of the students' activity in the game depends on its place in the lesson or in the system of lessons. It can be carried out at any stage of the lesson and in each type of lesson.

When choosing games, it is necessary to remember that they should contribute to the full-fledged all-round development of the psyche of children, their cognitive abilities, speech, experience of communicating with peers and adults, instill interest in educational activities, and form the skills and abilities of educational activities.

Description of didactic games.

"Attentive buyers".

The teacher places various objects on his table. The names of some of them begin with the same sound, for example: doll, cube, cat; bear, ball, bowl, etc.

You have come to the store. Your parents paid for toys, titles
which begin with the sound [k] or [m]. You can take these toys. Take it, but be careful, don't take a toy that you didn't pay for!

The difficulty of the task is that instead of a toy whose name begins, say, with the sound [m] (mat-tails, mouse), do not take a toy whose name begins with the sound [m "] (ball, bear).

"The animals got lost."

Domestic animals got lost in the forest: donkey, rooster, horse, cat, dog, pig, chicken, cow. Katya will call them, and let Kolya listen attentively and draw a syllabic diagram of each word on the blackboard. It should show which syllable was drawn when Katya called the animals. If they do this work correctly, the animals will get out of the forest.

"Absent-minded poet and gullible artist."

Guys, look at the drawing of a gullible artist.

(shows an illustration). He claims that he painted this picture for such a poem:

They say one fisherman

I caught a shoe in the river,

But then he

The house is on the hook!

What do you think should have been drawn? What words did the artist confuse? How are they similar? What sound do they have different? What is the first sound in the word som? Let's stretch this sound out and listen to it carefully.

"From barrel to point."

I met a barrel with a kidney and said: “Oh, how alike we are! Only the first sounds are different for us. " What sounds are these? Name them. What other word will turn out if the first sound in the word barrel is replaced with the sound [d]? To the sound [k], [n], [m], [t]?

"Fishing".

The setting is given: "Catch words with the sound [l]" (and other sounds).

The child takes a fishing rod with a magnet at the end of the line and begins to catch the necessary pictures with paper clips. The child shows the caught "fish" to other students, who mark the right choice with a clap.

"Television".

A word is hidden on the TV screen. On the board or typesetting canvas, the presenter hangs pictures on each letter of the hidden word in order. The child (children) must form the hidden word from the first sounds of the words. If the child (s) correctly named the word, the TV screen opens.

For example: the hidden word is month. Pictures: bear, spruce, lilac, apple, heron.

Russell Animals.

There is a house with windows. A letter is written on the roof. Pictures of animals are laid out next to it. Children should choose those of them, in the name of which there is a sound corresponding to the letter on the roof, and place in the windows with slots.

For example: houses with the letters C and W. The following pictures are laid out: a dog, a heron, a frog, a chicken, a tit, a bear, a mouse, a chicken, a cat, a puppy.

All words are spoken beforehand.

"Chain of words".

A picture is laid, the next picture is attached to it in the form of a chain, depicting an object, the name of which begins with the sound that the previous word ends, etc.

"Collect the flower."

The center of the flower lies on the table. A letter is written on it (for example, C).

Flower petals are laid out next to them, objects are drawn on them, the names of which contain the sounds [s], [z], [c], [w]. The student should choose from among these petals with pictures those where there is sound [s].

"Dunno with pockets."

The studied consonant letter is inserted into the Dunno's pocket. Vowels are hung around. It is necessary to read the fusions (One child points with a pointer, the rest read in chorus.)

Find the mistake.

Children are given cards with four pictures depicting objects whose names begin with the same letter. The students determine which letter it is and place it in the middle of the card. Sound schemes of words are given under each picture, but some of them are specially made mistakes. Students need to find errors in the diagrams, if any.

"Collect a bouquet."

In front of the child are two pictures with blue and pink vases, in which there are flower stalks with slits. They say to the re-benk: "Guess which vase you need to put flowers with the sound [l], and in which - with the sound [p]." (Pink - [p], blue - [l].) There are flowers nearby: green, blue, black, yellow, brown, purple, orange, crimson, etc. The child places flowers in vases. The blue flow should remain.

"Speech Lotto".

Children are given cards with the image of six pictures (together with words under the pictures). The child determines what sound is in all words, then the leader shows pictures or words and asks: "Who has this word?" The winner is the one who is the first to cover all the pictures on the big card without errors.

"The letter got lost"

On the magnetic board there are letters that Dunno confused.

Vowels: O C E M U

Consonants: NK IAT

Children find what Dunno confused, prove the correctness of their words, put the letters in place.

"Name the letter."

This game can be done in almost every lesson. The game promotes better memorization of the learned letters.

The teacher (or student) shows the letters, and the children name them in a chain. If the letter is named incorrectly, the students give a signal with a clap of their hands (each child is a participant in the game).

Show the letter.

One student stands with a pointer at the "ribbon of letters" and shows those letters that the children themselves name along the chain. You can complicate the game by showing only consonants or vowels.

"Learn the letter"

The teacher offers the children letters cut out of thick cardboard, then one child is blindfolded and asked to feel the letter and name it. After all the letters are named, they are made up of letters r s a y k l words: hand, bitch, poppy, cancer, bow, hare. The game helps six-year-olds not only learn the style of printed letters, but also develop the ability to make words out of letters.

Find words in a word.

A word or picture is hung on the board indicating the number of letters in the word depicted on it (then the children themselves put together a word from the letters of the split alphabet and read it).

The instruction is given: "Take letters from the original word, make words out of them and write them down."

"Mathematical grammar".

The child must perform the actions on the card and, by adding and subtracting letters, syllables, words, find the desired word.

For example: s + tom - m + fox - sa + tsa = (capital)

"Add a word."

The card contains rhymed text or verses in which one word (or more) is missing. Students must assemble a rhymed word from the letters of the cut alphabet and write it down.

For example: Sparrow flew higher:

Everything is visible from a high (roof).

Game "Extra sound"

Take out one sound from each word. Do this so that from the remaining sounds you get a new word with a different lexical meaning. For example: a handful is a guest (goodness, paint, slope, regiment, heat, trouble, screen).

Add sound game

Add one sound to the words on the board to create a completely new word.

For example: rose - thunderstorm (table, paw, ball, cabin, treasure, bite, mustache, gift).

Replace and Read Game

In these words, replace one consonant sound.

For example: cake - walrus (nails, roll, foot, teeth, pussy, sand, jackdaw, eagle, wedge, mink, longing, light, log, frame).

"The best mushroom picker"

The teacher has two baskets: one contains gri-words containing a letter, and the other contains a letter n. Which basket contains more words?

Words: champignon, boletus, honey agarics, fly agaric, toadstool, chanterelle, etc.

"Best Captain"

The banks are marked on the board: shore E and shore I. To which shore will the word boats land? words are selected on any topic "Vegetables", "Fruits", "Animals", etc.

"Put a flower in a vase"

Put flowers words in vases. In one va-ze - words with b, in the other - without a soft sign. Which vase has more word flowers?

Used words: lily of the valley, bell, poppy, rose, peony, tulip, lilac and others.

"Guess the word"

Insert the missing letters and make up a new word from them.

What word came out?

How ... how much, mia, lo..ky, .. autumn, weak .. (plant).

Hello .. stvuy, d .. cabr, resort .. + .. ka (branch).

Gi..ky, tskil, lё..ky, pl..til, pestilence ... (luggage).

Lo..ky, d..roga, lo..ka, sh..roky, ve..ka, wind..r + l (driver).

Plo .., s..roka, l..snoy, u..ky, gl..ky (train).