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1. The system of literacy teaching aids: characteristics of the educational and 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 the 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 an accessible level for 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. Working with him is aimed at systematizing children's ideas about the surrounding reality, at the development of speech and thinking of students.

Subject pictures are used to select a word, in the process of sound analysis of which a new sound is distinguished, 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.

Writing education is an integral part of literacy education. Writing lessons are conducted on the material of prescriptions, where samples of writing letters, their compounds, individual words and sentences are presented, as well as 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-models of words, 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 displayed reality 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 on the basis of comparing 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 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, schemes for various types of analysis of words (highlighting vowels, consonants) and text are often used. 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 denote 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?

Getting familiar 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 Recipes are 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 at the same time, 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, which 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 illustration, 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 tasks 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 classes 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 pictorial 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 you to transform 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 print 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 the syllable under the 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 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 (in the margins of a textbook, on a special stand, on a portable board) and presenting them to students in order to clarify or explain 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 schemes are 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, the most common now are schemes that represent a special organization of theoretical material in the form of a graphic image that 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 a full-fledged perception and analysis of the scheme, and their ability to independently compose and write down such information, to speak it, to decipher an unfamiliar record, drawn up 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 lessons 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 educational activity is based on the skills of voluntary behavior. The transition from play to educational activity 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 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 students. Didactic games are a more familiar teaching method for a teacher and a type of play activity. 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, replenishment and expansion of knowledge and skills, establishing 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 previously acquired knowledge, abilities, skills, 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) on the basis of a consonant? 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. One of the options for the classroom alphabet can be considered cubes with letters, which are also used to compose syllables and words, but there is an element of play and amusement.

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 steady 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 ahead of time switch children to independent analysis, 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 related to teaching the 1st grade students to write. It plays primarily 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 learning 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 the level of his general development. The notebook provides additional educational content, which allows you to make learning 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, the simplest diagrams and conventions are used. 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 designed for the joint work of the student, teacher and parents, suitable for use in the practice of primary school work 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 points were revealed:

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 in a playful way master the material, 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 in his pedagogical activity of a set of various techniques and exercises, 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. Agarkov. - 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.

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In modern socio-economic conditions, continuing education that accompanies a person throughout his life has become relevant. A number of problems of primary, general and vocational education are united around the integral process of the professional formation of a creative personality. This allows us to formulate the main concept and basic conceptual provisions of modern creative education. The goal of modern creative education is to ensure the formation, that is, the formation and development, of the student's creative personality.

The federal state educational standard focuses teachers not so much on the transfer of knowledge as on the ability to use this knowledge, that is, on the formation of universal educational actions. One of the metasubject results of mastering the basic educational program of primary general education is the development of ways to solve problems of a creative and exploratory nature.

The article describes an example of using the methods of the theory of inventive problem solving (TRIZ) by G. S. Altshuller in teaching elementary school students at the stage of teaching literacy.

The methodology of creativity gives both the teacher and the student intellectual tools for the formation of creative systemic thinking, teaches to look at the world in a systemic way and manage the thinking process.

The logic of constructing lessons of creativity is due to the goal of making the learning process truly developing. Creative lessons are based on the innovative structure proposed by M. M. Zinovkina:

1 block - Motivation (surprise).

Block 3 - Psychological relief.

Physical education.

Block 4 - Intellectual warm-up.

5 block - Break.

6 block - Intellectual warm-up.

8 block - Computer intellectual support.

Block 9 - Summary.

The motivational arrangement of the lessons consists in the fact that the systems of assignments are specially thought out to maintain stable positive motivation during the lesson. By the end of each cycle of educational work, schoolchildren actively maintain positive emotions of success and a desire to move on to the next stage of work.

The system of work in this direction allows developing critical thinking, creative abilities of schoolchildren, taking into account their individual characteristics; enhance creativity, motivation and willpower.

Therefore, one of the most important tasks facing the teacher is the development of creative thinking, which will allow children to reason logically and build inferences, provide evidence and draw conclusions, fantasize, and, ultimately, grow not just as a bearer of a certain amount of encyclopedic knowledge, but as a real solver. problems in any area of ​​human activity.

The technologies of the NFTM-TRIZ system are very well combined with group forms of work.

When working together, first of all, the activity of students in small groups is manifested - they are more comfortable there. A first-grade student is still unable, for various reasons, to publicly speak and express his thoughts out loud in front of the whole class and the teacher, but in the group he can take an active position, discuss the proposed questions and tasks on an equal basis with everyone else. A student in such a situation feels more confident, which is quite important, especially at the first stage of training.

The goals of organizing joint educational work:

1. To give each child emotional and meaningful support, without which many first graders cannot voluntarily join the general work of the class, without which timid and poorly prepared children develop school anxiety, and leaders are unpleasantly distorted in the formation of character.
2. To give each child the opportunity to assert himself in himself, to try his hand at micro-disputes, where there is neither the great authority of the teacher, nor the overwhelming attention of the whole class.
3. Provide each child with the experience of performing those reflexive teaching functions that form the basis of learning. In the first class, this is the function of control and assessment, later - goal setting and planning.
4. To give the teacher, firstly, additional motivational means to involve children in the content of education, and secondly, the opportunity and the need to organically combine "training" and "upbringing" in the lesson, to build both human and business relationships of children.

A. B. Vorontsov identifies 5 elements in the model of joint learning activities in a group:

1. positive interdependence, that is, students' understanding of the fact that he is connected with his peers to such an extent that it does not allow one to achieve success if others do not achieve it;
2. personal interaction, in which children must communicate with each other, help each other in solving problems, completing assignments, in finding ideas and plots;
3. individual responsibility, in which each student is personally accountable for his work, and the assessment is given to both personal contribution and collective result;
4. communication skills that are taught to students so that they use them in the educational process;
5. Joint progress assessment, in which groups of students should regularly take stock of what has been done and determine how each of them and the group as a whole can act more effectively.

In the literacy lesson given in the article, first-graders, working in a group, through play and fantasizing, represent the letters learned in the classroom in different unusual ways. After this lesson, a long-term project (November - March) "Merry Alphabet" starts in the classroom, the goal of which is to create and present your "unusual" letter.

Theme: Secrets of writing letters O, A, U, E, s in unusual ways.

Target: to acquaint students with different ways of writing the letters A, O, U, E, s through the development of creative imagination and imagination.

Tasks:

Development of curiosity;

Formation of systems thinking and development of creative abilities;

Formation of educational and cognitive interest in a new way of action through work in groups when studying the spelling of the letters A, O, U, E, y in different ways.

Equipment : sheets with letters written with wax for 5 groups, on the tables - watercolors, brushes, jars of water, drawings with letters - isographs, sheets for designing letters, plasticine, various materials - pasta, buttons, buckwheat, rice, beads, poster "Rules of work in a group."
Duration: the beginning of November.

Table 1

Links to sources
1. Federal state educational standard of basic general education (approved by order of the Ministry of Education and Science of the Russian Federation of December 17, 2010 N 1897)
2. Zinovkina MM, Gareev RT, Gorev PM, Utemov VV Scientific creativity: innovative methods in the system of multilevel continuous creative education NFTM-TRIZ: a tutorial. Kirov: Publishing house of VyatGGU, 2013 .-- 109 p. [Date of treatment 11/14/2016]
3. Utemov VV, Zinovkina MM The structure of a creative lesson on the development of the creative personality of students in the NFTM-TRIZ pedagogical system // Modern scientific research. Issue 1. - Concept. - 2013. - ART 53572. - URL: http://e-koncept.ru/2013/53572.htm - State. reg. El No. FS 77- 49965. - ISSN 2304-120X [Date of treatment 11/14/2016].
4. A. B. Vorontsov. The main components of the developmental effect of the educational system DB Elkonin - VV Davydova. - M., 2000.

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. Students 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!

On the blackboard there is an incorrectly composed utterance model. 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 with which children should work 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 scoring a 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.

advanced advanced teaching, 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).

Nowadays, the outstanding master of integrated literacy lessons 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 asserted: “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 variants of literacy training 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, three stages are distinguished: 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 program, 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 represented 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 ABC book examines pictures that remind children when you 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 letter stage of the preparatory stage are becoming more 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. Levina, D. B. Elkonnna, L. F. Klimenova, V. G. Goretsky and others, N. V. Nechaeva). Which of the current primers do you prefer? Why?