Organization: MADOU No. 23
Locality: Krasnodar region, Armavir
Correctional educational tasks: Familiarization with the letter P and sounds [р]-[р`]. Consolidation of ideas about hardness-softness, sonority-dullness of consonants. Improving the skills of sound analysis and synthesis. Improving typing skills.
Correction and development tasks: Development of phonemic awareness (identification of initial and final sounds in words, selection of words for given sounds). Development of gross motor skills, motor coordination, dexterity and mobility.
Educational tasks: Formation of mutual understanding, goodwill, independence, initiative, responsibility.
Equipment: pictures, mirrors, notebooks, a simple pencil, colored pencils, frames with semolina, a sound symbol.
Progress of the lesson
1. Organizational moment. Report the topic of the lesson.(Development of phonemic analysis. Auditory attention.)
Defectologist: Guys, there are pictures in front of you on the board, look at them and determine what sound is at the end of all the words.
Children: Sound [r].
2. Introduction to sound[R]. (Development of visual attention and tactile sensations.)
Defectologist: Let's move the mirrors towards us, pronounce the sound [r] and see what happens to our mouth.
Children: When pronouncing the sound [r], the tongue trembles behind the upper teeth, the lips smile, and the throat trembles.
Defectologist: What sound is this?
Children: A consonant, voiced, hard, is indicated in blue in writing.
3. Game “Say the opposite” with a ball(Development of phonemic awareness.)
defectologist: Now let’s play the game “Say it the other way around.” I will say a syllable with a hard sound, and you will change it to a soft sound.
Ra - rya Ru - ryu Ar - ar Ur - ur
Ro - re Ry - ri Or - or Yr - yr
Defectologist: Well done. Conclude what else our sound could be?
Children: Soft.
4. Game “Come up with a word with a given sound” (Development of thinking, sound and syllabic analysis of words.)
Defectologist: Think of words with these sounds and divide the word into syllables and count the number of syllables.
1st child: Painting. The sound [r] is in the middle of the word, it is hard. The word has 3 syllables.
2nd child: Fish. The sound [r] is at the beginning of the word, it is hard. The word has 2 syllables.
3rd child: Mosquito. The sound [r] is at the end of the word, it is hard. The word has 2 syllables.
5. Dynamic pause
Defectologist: Guys, let's get up now and do some physical exercise.
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Sun, sun, come out |
Children, holding hands, move away from the center of the circle. |
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And illuminate the whole earth! |
They walk in a circle, holding hands. |
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So that spring comes soon, |
They stop and put their hands down. |
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To make us warmer, |
They cross their arms over their chests and rub their shoulders. |
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So that the drops sing loudly, |
Movement of the hands, simulating falling drops. |
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So that the streams ring in the spring, |
They move their arms in waves in front of the chest (“stream”). |
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So that the flowers bloom, |
Raise your arms above your head and lower them down through your sides, palms up, to shoulder level. |
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The birds were returning from the south. |
They wave their hands. |
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Sun, sun, warm the earth! May spring come quickly! |
They clap their hands for every word. |
6. Game “Clap Your Hands” (Development of phonemic hearing and perception.)
Defectologist: Guys, if you hear the sound [R], then clap your hands
T, M, F, R, O, Y, F, R, E, Shch, V, N, R, U, S, D, Ch, R, P, F, J, I, S, R, B, A, B, X
7. Introducing the letter P
She will tell, for example.
About Turnip and Rybka.
Guys, this is the letter R -
We will say without error.
(Manfish A.)
Defectologist: Guys, there is a frame with semolina in front of you, let's write our letter on it. We draw a straight line from top to bottom, tear off the hand and add a semicircle at the top of the straight line. This is our letter.
8. Work in notebooks.(Development of fine motor skills. Development of orientation on a sheet of paper).
Defectologist: Open your notebooks, circle the letter P with dots and color it blue or green, because the sound [p] can be hard and soft.
Children trace the letter P with dots and color it.
Defectologist: Now let’s read the syllables with our letter and write them.
Children write the letter P, read and write syllables according to the model.
9. Summary of the lesson
Defectologist: Guys, what sound and letter were we talking about? Let's remember what he is like? What color is it indicated by? What words did we come up with today?
Literature
- Kuznetsova E.V., Tikhonova I.A. Steps to the school. Teaching literacy to children with speech impairments: Lesson notes. Moscow: Sphere shopping center, 2001.-112p.
- Nishcheva N.V. Teaching literacy to preschool children. Partial program. -SPb.: Publishing House “Childhood-Press” LLC, 2015.-256 p.
Olga Arsentyeva
Summary of a literacy lesson in a pre-school group for children with mental retardation
Abstract organized educational activities in school preparatory group
For children with mental retardation "The Treasured Key"
Tasks:
Correctional educational tasks:
Continue learning to characterize sounds;
Continue to learn how to consistently identify sounds in monosyllabic words;
Learn to perform a conditional graphic diagram of the sound composition of a word;
Strengthen the ability to differentiate "vowels" And "consonants" sounds, remember the symbols of vowels and consonants;
Strengthen the syllabic analysis of words;
Correctional and developmental tasks:
Develop phonemic awareness;
Improve coherent speech skills;
Develop grammatical structure of speech;
Fix tree names;
Develop gross and fine motor skills;
Develop spatial understanding;
Develop logical thinking, attention, memory, imagination;
Correctional and educational tasks:
Cultivate emotional adequacy, a positive attitude towards participation in class;
Develop interest in fairy tales and fairy-tale characters;
Develop the ability to interact in a team and solve problem situations;
Vocabulary work: map, chest, package, "Aibolit", "Puss in Boots", pair.
Preparation teacher to educational activities:
I studied the manual by Morozova I. A., Pushkareva M. A. “ Preparing for literacy: Class notes: 6-7 years”, used Internet resources when preparation for GCD;
Made up abstract organized educational activities on the topic “The Treasured Key!”
Prepared manuals for conducting OOD (educational boards, home for sounds, pictures)
Previous work with children:
Development of phonemic awareness, consolidation of concepts "vowel", "consonant", "solid", "soft", "voiced", "deaf", strengthening the ability to divide words into parts, perform sound analysis of words, and characterize sounds.
Materials and equipment:
Chest, map, manual "House for Sounds", Pictures "Puss in Boots", "Owl", "Aibolit", "Wolf", allowance « Educational tablets - syllabic analysis", Pictures "spruce", "maple", "Oak trees", "willow", "Rowan", "birch", allowance « Educational tablets - sound analysis", picture "pine trees", cut pictures "pine", key.
Methods and techniques:
1. Surprise moment: box.
2. Problem situation: Find the key to open the chest.
3. Go on a trip using the map.
4. Game "Fairytale Hut".
5. Continuation of the path on the map.
6. Game "Enchanted Forest".
7. Continuation of the path on the map.
8. Physical exercise "Together with Pinocchio".
9. Game "Magic tablet"
10. Game .
11. Obtaining a key.
12. Evaluation and encouragement.
Progress of direct educational activities.
1. Introductory part
Def.: Guys, look around, have you noticed anything unusual in group?
Children: Chest!
Def: Try to open it (y children don't work out) . What does it take to open the chest?
Children: Key!
Def: The key is nowhere to be found. But I noticed a piece of paper next to the chest. Tell me, what's wrong with him? What do you think this package looks like?
Children: it is not whole, it is part of it.
Children: On the map!
Def.: Right! This part of the map shows the beginning of our path to the key. When we collect all the parts of the map, we will find the way to the key. And to find the second part of the map, look at the map, tell me where we are now?
Children: We are standing near the chest.
Def: You're right. Where does the road lead us?
Children: First straight to the mushroom, then turns left and leads to the flower.
Def: Get up one after another and walk along the road.
The map led us to the Fairytale Hut. Please take a seat on the chairs.
2. Main part.
1) "Fairytale Hut"
Def.: If we guess which fairy-tale characters live in this hut, we will get the second part of the map and continue on our way. Look at the color of the light that lit up in the hut.
Children: Red!
Def.: What sounds do we denote in red?
Children: Vowels!
Def.: What sounds do we call vowels?
Children: Vowels are sounds that can be sung and drawn out, air flowing freely.
Def.: Well done, fairy-tale characters live in the hut, the first sound in whose name is a vowel.
Choose fairy-tale characters whose first sound is a vowel.
There are pictures in front of the children: Aibolit, Wolf, Puss in Boots, Donkey.
Def.: Dima, which fairy-tale hero stands at the beginning? Nikita, what fairy-tale hero stands at the end?
Katya, what fairy-tale characters stand in the middle?
Nikita, what kind of fairy-tale hero do you think lives in a hut?
Children: Aibolit!
Def.: Why did you decide that?
Children: First sound in a word "Aibolit"- sound [a], it is a vowel.
Def.: Well done! Volodya, are there any other heroes suitable for us?
Children: Donkey, because in the word "donkey" first sound – [o]
Def: Okay! What heroes are left?
Children: Wolf, Puss in Boots!
Def.: Will these heroes live in a hut?
Children: No, because the first sound in the names is a consonant.
Def.: Now we have completed this test, and here is the second part of the map!
Def.: Volodya, how do we know where we need to go?
Children: You need to look at the map.
The defectologist gives the second part of the card children: Where does the road lead us?
Children: First to the stump, then we turn and go to the leaf.
2) Game "Enchanted Forest"
Def.: Guys, we have come to an enchanted forest, we will go through it and get the third part of the map! Look at the pictures on the board. Dima, name the picture in the upper left corner (Linden). Volodya, name the picture in the lower right corner (birch). Katya, name the picture in the upper right corner (Oak trees). Nikita S., what is the picture in the lower left corner? (spruce) Nikita Ch., name the picture between a linden tree and a spruce tree? (Rowan) Dima, what picture stands between the oak trees and the birch tree? (willow). Well done!
What can we call these pictures in one word? What do you think, Katya?
Children: These are trees!
Def.: Each picture has a pair (TBC: pair is how many items). But the pictures have lost their pair, please connect the trees that have the same number of parts. Help the pictures find their match!
Dima, count how many parts there are in a word "Oak trees"? (if necessary, the defectologist slams the word together with the children)
Children: In a word "Oak trees" two parts.
Def.: Katya, do you agree with Dima? Nikita, do you think Dima is right?
Please find a word that also has two parts.
Children: In a word "willow" two parts.
Def: Okay, connect these pictures using an elastic band.
Def.: Nikita, how many parts are there in a word? "Rowan"?
Children: In a word "Rowan" three parts.
Def.: Katya, what pair will this picture have?
Children: Birch!
Def: why did you decide that, Katya?
Children: In a word "birch" it turned out to be three parts.
Def.: Connect these pictures with an elastic band.
Def.: Volodya, which trees were left without a pair?
Children: Maple and spruce.
Def.: Please count how many parts there are in the word "maple"?
Children: One part.
Def.: How many parts are there in a word? "spruce"?
Children: One part.
Def.: What do you think, Nikita, will these trees make a pair?
Children: It will turn out, in a word "maple" And "spruce" one part at a time.
Def.: Well done. All pictures found their match. If you pass the test, you will receive the third part of the map! Where is she leading us, Nikita S.?
Children: Straight to the berry!
Def.: Get up one after another and go to the berry.
The children reach the berry.
Def.: Guys, we have come a long way, and everyone is probably tired. Please remember which of the fairy-tale heroes, like us, was looking for a key?
Children: Pinocchio! (the defectologist advises if necessary).
Def.: Look how he looked for the key, repeat after him.
3) Game "Magic tablet"
Def.: Guys! You and I have come to "Magic tablet". Take a seat at the tables. Our test is not easy - we encrypt the word on the sound board and get the fourth part of the map. You will find out which word needs to be encrypted when you fix the broken pictures.
In front of the children are cut-out pictures of a pine tree, consisting of a different number of parts.
A defectologist distributes cut-out pictures to children.
Nikita S.: 5 parts
Nikita Ch.: 4 parts.
Volodya F.: 5 parts.
Dima G.: 5 parts.
Katya P.: 4 parts.
Def.: What did you do, Nikita? Dima, what kind of picture did you get? Katya, what happened to you? Volodya, what picture did you collect? Great! Do we have one pine tree?
Children: We got a lot of them!
Def.: If there are a lot of trees, what do we call them?
Children: Pines!
The defectologist inserts it into the window educational planks with a picture of pine trees.
What is the first sound in a word "pine trees", Kate? What can you tell us about this sound? What color should we use to mark it? Please choose a suitable cover and label the sound.
What is the second sound in this word, Dima? What color should we use to mark it? Why do we mark it in red? Choose a cover.
What is the next sound in this word, Volodya? What can you tell us about this sound? Choose a suitable lid.
What sound is next, Nikita? Tell us about it and label it with a suitable color.
There are other sounds in the word "pine trees"? How many sounds did you make? Dima, name the consonants in this word? Katya, what vowels are there? Nikita, what word did we encrypt? Volodya, how many parts are there in this word? What's the first part? What's the second part?
Guys, you did a great job with this test. Get part of the map. Look where she's taking us?
Children: First to the fly agaric, and then we turn to the stump.
Def: Get up one after another and hit the road.
Fizminutka
Pinocchio stretched,
Once - bent over, twice - bent over,
He spread his arms to the sides,
Apparently I didn't find the key.
To find the key,
We need to follow the path!
4) "Glade of wonderful transformations"
Def.: The map led us to a clearing of wonderful transformations. Sit down in the clearing.
Children sit on the mat. We will get part of the map when we turn these pictures into words.
Guys, look at the pictures, what is drawn here?
Children: turkey, wolf, stork.
Def.: Using the first letters in the names, assemble the word.
Dima, what is the first sound in a word? "turkey"? Select the letter I and place it in front of you.
Volodya, what is the first sound in a word? "wolf"? Find the matching letter. After what letter will you put it, Katya? Nikita, what is the first sound in a word? "stork"? Choose the appropriate letter. Guys, let's try to make friends with the letters, what word did we get?
Children: Willow!
Def.: What is this - willow?
Children: This is a tree!
Def.: You did great! Tell me, please, what kind of leaves does the willow have?
Children: Willow!
Def.: What other trees did we meet on our way today?
Children: Birch maple, oak, rowan.
Def.: What kind of leaves does a birch tree have? (rowan, maple, oak)
And you passed this test! Get the last part of the map, tell me where the key is hidden?
Children: The key lies under the birch tree.
The children find the key.
Final part.
Def.: Here we have the key in our hands. Now we can open the chest.
Children open the chest with a key.
Def: What's in the chest, guys?
Children: Medals!
Def.: These medals are for you, for your attention and knowledge!
So our journey across the map in search of the key has ended. Nikita, what did you like most during your trip? Dima, what task was most interesting for you to complete? Katya, what did you like most? Nikita, what do you remember most?
Answers children.
Preparing for literacy training for children with mental retardation
V. A. Zharova
One of the most common reasons for school failure is mental retardation. Children in this category make up about half of those who persistently fail in the primary grades of general education schools.
Numerous studies of the psychological characteristics of children with mental retardation indicate that children in this category have insufficiently developed many mental functions: logical thinking, auditory and visual attention, perception, memory. There is a slowdown in the processing of sensory information and a decrease in performance. In addition, excessive emotionality, impressionability, increased fatigue, motor disinhibition or, conversely, lethargy and apathy are revealed.
The issues of etiology and classification of mental retardation were dealt with by M.S. Pevzner, T.A. Vlasova, K.S. Lebedinskaya. For practitioners, the most significant classification of mental retardation according to the etiological principle by K.S. Lebedinskaya (1982), which identifies four forms of mental retardation: constitutional, autogenic, psychogenic and cerebral-organic origin.
Differential diagnosis of these forms indicates a developmental delay and a number of characteristic features of immaturity of both the emotional-volitional and intellectual spheres of each of them.
Researchers note that children with mental retardation of cerebral-organic origin, in which the most persistent disturbances in the rate of mental maturation are complicated by a number of neurodynamic and encephalopathic disorders, especially need special learning conditions. Children with mental retardation of constitutional and spontaneous origin can be educated in a general education school with special assistance from teachers, a pediatrician, parents, a psychologist, and a speech therapist.
Dysontogenesis of the psychophysical development of children with mental retardation (MDD) and, in particular, the characteristics of cognitive activity change the process of their mastery of speech function and determines the uniqueness of their speech development: limited vocabulary, monotony of syntactic and lack of use of morphological forms make it difficult to express a detailed statement.
According to research by G.N. Rakhmanova and N.A. Tsypina, these children exhibit difficulties in the formation of written speech, as well as deficiencies in the regulatory function of speech and verbal communication.
Studies by L.F. Spirova, N.A. Tsypina, R.D. Triger, N.A. Nikashina and others indicate the peculiarities of literacy learning for children with mental retardation. They indicate that children with mental retardation and their normally developing peers, When mastering literacy, they are at fundamentally different levels.
In children with mental retardation, in contrast to normally developing peers, insufficiency of phonetic-phonemic perception, decreased auditory memory, and disturbances in the sound-pronunciation aspect of speech are more often observed (E.V. Maltseva, R.D. Triger, N.A. Nikashina).
Children with mental retardation have difficulty mastering the analysis and synthesis of the sound composition of words, which form the basis of learning to read and write. In addition, they experience significant difficulties in orienting linguistic reality and do not isolate large speech units from the flow of speech: a sentence, a word. Their speech is grammatically imperfect. They make mistakes in the use of prepositions, in the agreement of words in a sentence, as well as in the use of other syntactic connections.
Underdevelopment of speech and characteristics of mental activity in children with mental retardation are a serious obstacle to mastering literacy; this requires a special differentiated approach in propaedeutic and correctional work with this category of children.
Preparing children to learn to read and write involves solving the following tasks:
1. Activation of oral speech. Make the word and the sentence as a whole the subject of their attention, teach them to practically change words and form new ones, compare and generalize various phenomena of language.
2. Formation in children of an orientation towards the sound side of speech. Development of the ability to listen attentively to the sound of a word, recognize and isolate individual sounds and sound complexes from it, distinguish sounds that are similar in articulation and acoustic characteristics, which corresponds to the stage of mastering simple types of sound analysis.
3. Development of children’s ability to consistently isolate sounds from a word, establishing their exact place in the word, as well as the number of sounds in the word.
Work on teaching literacy is being built in stages. When developing the content and methods of teaching children with mental retardation at the preparatory stage, the achievements of both special and general pedagogy and psychology were taken into account. A description of the system of work used during this period and the issues of thematic planning of lessons is given in the methodological literature and standard programs for the primary classes of a special comprehensive school for children with mental retardation.
We will dwell only on some features of the preparatory stage, highlighting two stages:
on the first stage, the ability to listen attentively to the sound of a word, to recognize and isolate individual sounds from it is formed, clear articulation and pronunciation of these sounds is practiced;
on the second, students develop the ability to consistently isolate and combine sounds in words of different syllabic structures.
In this article we will look in more detail at the first stage of preparing children with mental retardation for learning to read and write.
The main goal of the first stage is to teach children to consciously isolate the sound being studied. Children master these mental actions gradually. We recommend following the following sequence in your work.
The independent pronunciation of a word with intonation of a given sound and its selection is preceded by the pronunciation of this word associated with the teacher with an exact imitation of the teacher’s intonation.
After carefully practicing these simple operations, you can move on to isolating the sound being studied without emphasized intonation.
We recommend starting training in simple types of sound analysis with vowels (a, o, s, u).
First, we offer children exercises to identify stressed vowels in different positions, and then overstressed vowels (stork, Cheburashka). At the same time, attention is paid to the structure of the proposed words. It is easier to distinguish vowel sounds in monosyllabic words (house, smoke, son, etc.) and in disyllabic ones in the stressed position, especially at the beginning of the word (duck, aster). It is important to draw children’s attention to the fact that these sounds are pronounced with a voice, freely, easily, and can be sung. At the same time, students become familiar with the term “vowel sounds” and learn their symbols: vowels are indicated by red chips.
After mastering the described actions, we move on to working with consonant sounds. When working on them, we recommend using the technique of enhanced intonation more often. When pronouncing consonant sounds, this technique is used in different ways when working on fricatives ([s], [z], [f], [sh], [x]) and plosives ([p], [b], [t], [k]) consonants.
Frictional consonant sounds are easier to hear with increased intonation from the beginning of words: juice, noise, beetle.
Plosives are easier for children to hear from the ends of words (beetle, juice, soup); they should be pronounced a little more exaggeratedly than usual: then they are isolated from the beginnings of words and the middle, while children's attention is drawn to the fact that short consonants cannot be drawn out.
For children with mental retardation, it is difficult to distinguish similar-sounding phonemes. Sounds that are easily mixed by ear include sounds that are similar in acoustic characteristics: [c]-; [c]-[z]; [c]-[w].
First, work is carried out on distinguishing by ear phonemes that are distant in sound ([s"]-[b], [w]-[p]). Then we move on to more subtle differentiations ([w]-[zh], [s]-[ z], [r]-[l]). Finally, exercises are offered to distinguish oppositional sounds ([c]-[w], [z]-[zh], [m]-[m"], [v]- [f]).
At the same time, children master the terms “hard consonants”, “soft consonants” and learn the symbols - hard consonants are indicated by blue chips, soft consonants - by green ones.
In parallel, work is underway to clarify the articulation of sounds and to improve their pronunciation.
Practice has shown that distorted or inaccurate pronunciation of sounds in some children was corrected independently during such work.
We recommend using full-fledged, interesting lexical material from classical works and oral folk art. This will help us solve vocabulary problems. At the same time, it is important that children understand the meaning of words and relate them to objects and phenomena of reality. Vocabulary work is carried out in every lesson of the native language.
At this stage of education, it is necessary to structure the learning process in such a way as to promote, at the level of emotional awareness, the emergence in children with mental retardation of an elementary cognitive interest in their native language, and subsequently in the entire learning process.
The effectiveness of teaching and upbringing is ensured by the maximum use of children's practical activities in the classroom, as well as the use of game techniques, visual and didactic material, and various aids that allow them to develop interest in classes and actively learn new things.
The following types of didactic material are used:
subject and plot pictures;
text material (poems, riddles, stories, fairy tales, tongue twisters, tongue twisters, sayings, nursery rhymes);
a variety of gaming material (puzzles, crosswords, charades);
diagrams and tables, sound and letter rulers, sound clocks.
When using didactic material in a literacy lesson, teachers must adhere to a number of requirements:
1. The selection of visual, entertaining and practical material is carried out in accordance with the learning objectives, as well as taking into account the level of psychophysical development of children and the individualization of tasks.
2. The selected material is used effectively in a literacy lesson.
3. The teacher supervises the children’s activities when working with the selected material.
4. Games, tasks, and exercises are used both to consolidate material and to solve new problems.
5. The practice is to create positive emotions that contribute to a more conscious perception of the proposed material.
6. It is necessary to combine visual aids with the use of speech techniques and methods.
7. Demonstration material and practical activities should be varied.
Modern methodological literature has a large arsenal of didactic games. Many teachers, showing creativity in their work, come up with them on their own.
We offer the following tasks, game exercises and didactic games that can be used at the first stage of preparing children for literacy:
clarify the articulation of sound (learn from pictures, lips);
determine the presence or absence of a given sound by claps, signals, pictures;
select pictures and toys whose names contain the sound being studied, pronouncing it exaggeratedly;
come up with words in which the sound being studied is heard at the beginning, middle, and end of the word;
find out what sound is often found in a story or poem;
find objects or parts thereof in a plot picture that contain the desired sound;
color, circle those pictures whose names contain the sound being studied;
draw objects that have a certain sound;
guess the riddle and highlight the first or last sound in the guessing words;
select from a number of words pronounced by the teacher those that have a given sound;
select words with a given sound from a sentence;
games "Pathfinders", "Detectives" - find sounds in words from pictures, show pictures with sounds, for example, [p], [p"]. Say where you hear a given sound;
“Dreamers” - come up with a word with the sound [p], another with the sound [b];
"Who is more attentive?" - guess what sound the word begins with (bun, pencil case, desk, ticket, loaf, etc.);
game "Find out who is coming to visit?", "Find out what word is intended?" by the first sounds of drawn pictures;
game "Who is more?" - a picture is shown and you are asked to name those words that have a certain sound;
“Sound clock” - subject pictures on the layout. Find and name words that contain the sound being studied. Select the first and last sound. Name the longest and shortest word;
“Guess what word is intended” - children are asked to catch the sounds and pronounce the word Y, M, D. Replace Y with O. What word will you get?
“What is the sound of the birthday boy” (a story, words, pictures, objects with frequently occurring identical sounds are offered), etc.
Thus, work on teaching literacy to children with mental retardation is carried out systematically, step by step, and involves the use of a whole complex of didactic material, which is used in various forms of organizing children: frontal, differentiated and individual tasks. Its systematic use and well-thought-out methodology provide the opportunity for better assimilation of educational material, development of oral speech, formation of interest in educational activities in general and mastering the basics of literacy.
Bibliography
Current problems in the diagnosis of mental retardation //Ed. K.S. Lebedinskaya. M.: Pedagogy, 1982.
Readiness for schooling of six-year-old children with mental retardation //Ed. V.I. Lubovsky, N.A. Tsypina. M., 1989.
Children with mental retardation //Ed. T.A. Vlasova, V.I. Lubovsky, N.A. Tsypina. M., 1984.
Teaching children with mental retardation in the preparatory class // Ed. V.F. Machikhina, N.A. Tsypina. M., 1992.
Teaching children with mental retardation (a manual for teachers) //Ed. V.I. Lubovsky. Smolensk, 1994.
Rakhmanova G.N. Features of sentence construction in the speech of primary schoolchildren with mental retardation // Defectology. 1987. No. 6.
Slepovich E.S. Speech formation in preschool children with mental retardation. Minsk, 1989.
Triger R.D., Vladimirova E.V. Didactic material on the Russian language for working with children with mental retardation. M., 1992.
Shevchenko S.G. Familiarization with the outside world of students with mental retardation. M., 1990.
Yassman L.V. Features of the use of grammatical categories by children with mental retardation // Defectology. 1976. No. 3.
To prepare this work, materials were used from the site http://www.yspu.yar.ru
The system of preparation for teaching literacy to children with mental retardation is based on the theory of the activity approach to the formation of mental actions (P.Ya. Galperin, V.V. Davydov, N.F. Talyzina, D.B. Elkonin, etc.). With proper organization of educational work, preparation for learning to read and write can become the basis on which the formation of such complex forms of mental activity as analysis and synthesis, comparison and generalization of various language phenomena is possible.
The training system under consideration is aimed at teaching children with mental retardation, whose development lags behind the norm, however, such schoolchildren achieve in learning what their healthy peers do “in a different way, on a different path, by different means. It is especially important for a teacher to know the uniqueness of the path along which he must lead the child,” wrote L.S. Vygotsky.
The uniqueness of preparation for teaching literacy to children with mental retardation is as follows:
- there are two stages: learning to isolate words individual sounds and isolation sequences sounds from words;
- defined special order of studied sounds: First, children learn to isolate sounds from words, the pronunciation of which, as a rule, is not impaired. Familiarization with sounds that are similar in pronunciation or sound separated in time;
- provided consistent complication of the syllabic structure of words when developing the ability to consistently isolate sounds from words;
- the sound composition of words is regulated, subject to sound analysis to ensure accessibility of learning. Words with iotated vowels, with voiced consonants in a weak position, with unstressed vowels at the root of the word, in suffixes and prefixes are not subject to sound analysis and synthesis;
- applies students’ independent “recording” of the sound composition of words dictated by the teacher - “sound dictations”.
Principles of preparatory literacy training for children with mental retardation
The system of preparation for literacy training is based on a set of principles, the observance of which ensures the effective acquisition of literacy by children:
- development of sensory experience in the field of the native language and introduction of appropriate terminology into the child’s passive speech;
- knowledge and skills are formed and developed in the process of active speech and graphic-symbolic activity of the child;
- a gradual formation of language skills is used: from a detailed external action with conditional substitutes for sounds, words, sentences based on a conditional graphic scheme to an increasingly compressed mental action without reliance on a conditional graphic scheme, and then - without auxiliary actions (with conditional substitutes for sounds, words, sentences).
Two stages of preparing children with mental retardation for learning to read and write
Preparation for literacy training is carried out within the framework of the topic “Speech Sounds” and consists of two stages.
At the first stage, the ability to listen to the sound of a word, recognize, distinguish and isolate individual sounds from it is formed; the correct articulation of sounds is practiced, their sound is clarified 1. Without such skills, it is impossible to teach children to establish the sequence of sounds in a word.
At the second stage, the ability to consistently isolate and combine sounds in words of different syllable structures develops 2. It is these processes that underlie the formation of Russian writing and reading skills.
The first stage of preparing children with mental retardation for learning to read and write
At the first stage of preparation for learning to read and write, schoolchildren learn to consciously isolate one or another sound from a word, that is, a word that previously acted as a means of communication should become the subject of their observation and study. Isolating sounds from a word begins with vowels [a], [o], [s], [y], which are in the stressed position, and with consonants - plosive and sonorant [m], [n], [k], which are at the end or the beginning of a word (for example, house, son, poppy etc.).
Next, children learn to isolate the sound they are studying from any part of the word. Familiarization with the acoustic-articulatory features of each sound ends with familiarization with the letter denoting it. The sequence of learning sounds is determined by the preservation of their pronunciation in children. They almost always pronounce the sounds [a], [o], [u], [s], [m], [n], [k] correctly.
Particular importance is attached to the formation of a method of isolating a sound from a word - its emphasized pronunciation. First graders learn this seemingly simple action gradually.
First, they pronounce the words (in chorus or individually) after the teacher, copying his way of isolating the sound being studied in a word. The creation of a game situation where the teacher becomes the “conductor” of the choir greatly facilitates learning. At the behest of the “conductor’s” hand, children draw out the desired sound, pronouncing it emphatically, and quickly pronounce the rest of the word. At the same time, students are not distracted and are interested in completing the task.
Next, the teacher asks the students to name the highlighted sound. At first, as a rule, they cannot name the sound that they emphasized in pronunciation, but repeat the entire word. In these cases, the teacher himself pronounces the desired sound. In the process of further exercises, children learn to hear and name the sound isolated from the word by the teacher, and then they themselves begin to pronounce the word, highlighting intonationally, and then naming the highlighted sound. This method is aimed at ensuring that the child learns to hear and consciously isolate one or another sound from words, first during intoned, and then during normal pronunciation of words. Therefore, as soon as it becomes clear that the student hears in a word and names the desired sound in isolation, he can carry out sound analysis without emphasizing the pronunciation of words.
Sensory supports for identifying identifying features of vowels and consonants. Their symbols
Having isolated a sound from a word, children with mental retardation become familiar with the peculiarities of its sound and pronunciation: the participation of the voice, the position of the lips, teeth, and tongue. Students’ attention is paid to how the teacher and classmates pronounce the sound. The significance of such exercises is multifaceted: conscious assimilation of the sound and speech motor properties of individual sounds contributes to the development in children of attention to the sound side of speech, and, consequently, the correction of insufficient clarity and sluggish articulation, which is characteristic of many children experiencing learning difficulties. Clear and precise articulation of each sound separately, improving the clarity of speech as a whole, in turn, activates auditory perception and enhances its interaction with the movements of the speech organs. Mastering clear articulation and the ability to differentially perceive sounds by ear are the means that will help children successfully learn to write and read.
Particular attention should be paid to sounds that are similar in pronunciation and sound: [o] - [u], voiced - voiceless, whistling - hissing consonants. In order for children to learn to differentiate them, they first get acquainted with the acoustic and articulatory properties of one of the opposition sounds, and only after they learn to recognize and isolate the sound being studied, they compare it with the paired one: [s] - [z], [w] - [ g], [p] - [b], [t] - [d], [v] - [f], etc. Practice has shown that mastering the method of isolating a sound from a word, becoming familiar with the features of sound and pronouncing various sounds contribute to that some children independently correct their incorrect pronunciation. This occurs with normal structure and mobility of the articulatory apparatus. In other cases, correctional work is carried out in special speech therapy classes.
Based on the properties of speech sounds perceived by a child with mental retardation and the peculiarities of their pronunciation, the teacher reports that some sounds are pronounced with the voice, freely, and the pronunciation of other sounds is due to the fact that the lips, teeth or tongue form a barrier, an obstacle to the path of exhaled air. Thus, children become familiar with the essential, identifying features of the two main groups of sounds of the Russian language (vowels and consonants). The teacher “agrees” with the students on the conventional designation of these sounds: vowel sounds are indicated by red chips, consonants - by blue chips.
The study of the acoustic-articulatory features of each sound, assigning it to a group of vowels or consonants ends with familiarization with the corresponding letter, which is carefully and comprehensively studied. It is necessary to take into account that, due to deficiencies in perception and memory, as well as a number of other psychophysical characteristics, memorizing the outline of letters and the formation of correct writing skills occurs in children with mental retardation much more slowly than in normally developing schoolchildren, and requires an increase in the number of training exercises . Therefore, their full memorization is carried out during the alphabetic period of training. Studying a letter, first of all, presupposes its holistic perception. However, it is difficult for a child to independently identify individual parts of a letter, since unity and undifferentiated perception are characteristic of children when working with unfamiliar material, which is letters at the initial stage of learning. Therefore, it is necessary to direct the active activity of students to analyze the parts that make up the letters and their location. It is necessary to show them each element of the letter, designate its shape, size, their relative position in words, and compare it with already familiar similar letters. Memorizing a letter is facilitated by such exercises as choosing it from other studied letters of different sizes, colors, materials, and making letters from sticks, wire, and plasticine by the students themselves.
To identify individual difficulties in mastering writing, sound analysis and to provide students with timely assistance in a number of lessons in preparation for learning to read and write, the presence of a speech therapist is necessary.
Accumulation of sensory experience in the selection of hard and soft consonants
Familiarization with individual sounds continues at the second stage of preparation for learning to read and write. However, the number of tasks allocated for studying each sound is reduced, since by this time children’s speech perception is significantly developing. Students consolidate knowledge of the two main groups of sounds of the Russian language - vowels and consonants; the ability to distinguish between hard and soft consonants develops; through observations, the dependence of the meaning of a word on the hardness or softness of the phoneme is established ( mouse - bear, paw - linden etc.); symbols for hard and soft consonant sounds are introduced - blue and green chips. For some students, distinguishing between hard and soft consonants presents significant difficulty, which subsequently leads to persistent errors in writing. For such children, individual lessons are needed, in which work is carried out with a separate sound, its isolation from a syllable, and then from a word. A speech therapist can provide significant assistance to the teacher in preparing these lessons.
Activities of students with mental retardation
The successful assimilation of educational knowledge, maintenance and development of the desire to learn is facilitated by the emergence of a student’s cognitive interest in the object of study. The child's interests are formed in the process of purposeful active activity. At the same time, it is necessary to create a positive attitude towards the activity itself. The teacher’s questions contribute to the activation of cognitive activity, the formation of a positive attitude towards learning, and the development of the ability to observe, prove, explain, and reason. They direct the child’s activity, his thoughts and activities to solve problems that, without the cooperation of an adult, could not become the subject of his attention and awareness. In native language lessons, tasks such as “prove”, “explain”, “how did you know?” should always be heard. etc. It is necessary to accustom children to the fact that one and the same phenomenon can be asked in different ways. To a stereotypical question, students, without listening, give the usual stereotypical answer. Any new formulation of the question complicates them so much that, having the appropriate knowledge, they often find themselves unable to use it.
In the education of primary schoolchildren with mental retardation, the form in which educational knowledge is presented plays a significant role. It is effective to use gaming techniques in lessons, along with others. However, it is necessary that only strictly scientific information be used in the game, and that students’ activities be aimed directly at developing the ability to listen attentively to the sound of a word and isolate individual sounds from it.
Students may be offered the following tasks:
- determine the presence or absence of the sound being studied in words pronounced by the teacher: students clap their hands if they hear this sound in a word, or spread their hands (“surprised”) if it is absent. The teacher asks individual students to prove the correctness of their answer: pronounce the word underlined, highlighting the sound being studied in it;
- choose from objects, toys, pictures specially selected by the teacher, those whose names contain a given sound, and justify your choice;
- select words on a specific lexical topic with a phonetic task: list educational supplies, utensils, fruits, berries, etc. items whose names contain a given sound. For example, you can play the game “Pets and Their Babies.” Students must remember and name animals, including birds, whose names contain a certain sound, for example, the sound [k]: goat - kid, cat - kitten, cow - calf, hen - chicken, etc. When naming animals, children prove that these words contain the sound [k]. The game “What people drive” is played in a similar way. For example, you need to name words containing the sound [l] or [l’]: boat, trolleybus, airplane, bicycle, etc. You can also play the games “Let’s furnish a room”, “Musical instruments”;
- find objects in a plot picture specially selected by the teacher whose names have a corresponding sound. For example, after looking at a picture depicting a winter landscape, children name the following words with the sound [s]: snow, sleigh, dog, snowman, nose, magpie, birdhouse, sun. By pronouncing them, students prove the correctness of the task they completed: they emphasize the sound [s];
- on the instructions of the teacher, schoolchildren paint, for example, flags with colors whose names contain a hard or soft consonant sound [l]: yellow, blue, green, purple";
- solve riddles by highlighting the first or last sound in the guessing words. For example, a teacher asks the children a riddle: “It’s round, it flies, but it doesn’t know where.” Asks students to choose the answer from the pictures displayed on the typesetting canvas and pronounce the word ball so that the last sound is heard longer than the others. Next, the teacher asks the children to name the sound they heard;
- come up with names of people, names of animals, names of cities, villages starting with a given sound;
- draw only those objects whose names contain the specified sound. For example, each student receives a drawing depicting the walls of a house. Children are told that the house needs to be “finished,” but they can only draw those parts of the house whose names contain the sound [p] or [p’] (in any part of the word). Schoolchildren draw a roof, a door, a handle (door), a pipe, a porch and justify the correctness of their drawings: they “show” the sound [r] in words. Then they “landscape” the area: draw a path, a fence, trees (birch, rowan).
Lessons on developing sound analysis in children with mental retardation include a gradual increase in the volume of material being communicated, more complex tasks, and increased student independence in completing them.
The development of phonemic perception is combined with the formation of the ability to isolate words, phrases, and sentences from speech. A significant place in the development of students’ speech hearing is occupied by memorizing figurative expressions and short poems. It is necessary that the text being memorized, as well as all vocabulary material, be accessible to students. They must understand the meaning of words and relate them to objects and phenomena of reality. Vocabulary work is a necessary component of all native language lessons. So, for example, children are asked to identify words containing the sound [p] from previously learned poems:
The kids live together at school.
Study together, play together.
After the children have proven that in the words detvora, game there is a sound [r], they are asked to replace the word detvora with synonyms children, guys. The sequence and repetition of tasks contributes to the child’s assimilation of new knowledge and the formation of the necessary skills.
What should students be taught by the end of Stage 1 of Pre-Literacy?
In order for students with mental retardation to subsequently master the sequential selection of sounds from words, they should be taught at the first preparatory stage:
- hear individual sounds in words,
- master the method of isolating sounds from words,
- be able to pronounce a highlighted sound,
- know about the two main groups of sounds of the Russian language (vowels and consonants),
- be able, based on one’s own sensory experience, to attribute highlighted sounds to vowels or consonants,
- use symbols to indicate them,
- be able to correctly pronounce hard and soft consonants isolated from words,
- relate the studied vowel sounds with the letters denoting them.
The second stage of preparation for literacy training
The ability to isolate individual sounds from a word does not yet provide the skills of sound analysis necessary for successful mastery of literacy. This is just the beginning stage. Sound analysis includes not only the distinction and isolation of a particular sound, but also the establishment of its exact place in a word. It is sound analysis that unites sound pronunciation, reading and writing (R.E. Levin). Therefore, the main task of the second stage of preparation for learning to read and write is to teach children to establish the exact place of a sound in a word, to determine sequence of sounds in a word. The formation of sound analysis involves the consistent use of words of varying degrees of difficulty. The order of learning words depending on their syllable structure is indicated in the program. During this period of training, the teacher should especially carefully select material for sound analysis. Only those words in which all sounds are clearly heard and pronounced are subject to it. The subject of analysis is precisely sounds, not letters.
The formation of a full-fledged sound analysis requires a certain sequence of actions of the child. First, students conduct a sound analysis of a word, relying on a conditional graphical diagram of the sound composition of this word given by the teacher. They sequentially select sounds from a word based on loud pronunciation, name each selected sound, correlate it with a cell of the graphic diagram and designate it with a chip (a conditional substitute for the sound). Thus, a graphic diagram, consisting of as many cells as there are sounds in the word, is filled with colored chips that characterize the sounds included in the word (vowels, hard and soft consonants). A conditional graphical model of the sound composition of a word is created. The conventional designation of speech sounds in the structure of a word is the most favorable method for the transition to the designation of sounds with letters when teaching children who have difficulties in mastering writing and reading. At the same time, it is necessary that each student knows and can explain what the conditional graphical diagram displays, what its cells indicate, how their number in the diagram is determined, and what the chips represent.
Next, the sequential selection of sounds in a word occurs in the same way, but without a ready-made diagram of the sound composition of the word. Children independently lay out chips, indicating vowels and consonants with different colors. In addition, they themselves draw conditional graphic models of the sound composition of words with colored pens or pencils (on the board with colored chalk). If electronic media are available at school, it is also advisable to use them. Schoolchildren seem to write down a word without letters. Models of the sound composition of words created by students themselves help to penetrate deeper into their sound structure.
As the ability to consistently isolate sounds from a word develops and consolidates, children are asked to replace the chips denoting vowel sounds with the corresponding letters. The introduction of letters denoting vowel sounds into the sound composition diagram prevents the omission of vowels in writing in the future, and also prepares children for learning to read: they acquire the skill of focusing on the vowel, merging sounds into syllables.
Having marked sounds with colored chips and letters, schoolchildren check the accuracy of the task they have completed: they “read” the word they analyzed using a graphic model. The term “reading” is used here conditionally. As students read, they draw an arc under each word, knowing that each syllable has one vowel.
Legend:
This is “reading” in the wake of sound analysis: based on a sequential row of model cells (according to the number of phonemes in a word), their color and letters in place of vowel sounds, the child recreates the sound image of the word. Closer to the reading itself are tasks related to inflection and word formation. For example, in the word analyzed by schoolchildren table they are asked to replace the vowel O on at and “read” the resulting word; in the diagram of the sound composition of a word frame replace first vowel A on O and “read” the new word.
The next stage of the work is the analysis of the sound composition of words without a conventional graphic scheme, only on the basis of speaking aloud. The action of sound analysis is considered formed after the child can independently identify by ear the sounds included in words of various syllabic structures.
It is necessary to take into account that developing the ability to analyze the sound composition of words of each syllable structure should include all of the above actions. It is important that the student consistently completes all tasks, since skipping certain parts of the educational material leads to incomplete knowledge and instability of skills. At the same time, the teacher needs to take into account the extent to which each child has mastered the action of sound analysis. The individualization of tasks is determined by what method of action the student has mastered, as well as by what word structures the skills he has acquired apply to. So, for example, individual students must be given the opportunity to continue to act with chips according to a ready-made scheme, despite the fact that the whole class is already analyzing words of a certain syllabic structure without extensive action with chips, but only on the basis of speaking out loud, without relying on a ready-made scheme.
The fundamental importance of using schemes for the overall development of a child was seen by the greatest psychologist of our time, L.S. Vygotsky: “...schemas, like concepts, contain only essential and permanent characteristics of objects” 3. Developing and embodying this idea, Russian psychologists and teachers have established that through visual models, children gain access to the hidden, not directly perceived properties of things. Conventional graphic models are a specific tool that allows children to acquire generalized knowledge about certain connections and patterns of reality. Modeling can be a sensory support for abstraction and generalization in learning; serve as a means of analyzing and recording regular properties and relationships; be a program for analyzing new phenomena (V.V. Davydov, A.V. Zaporozhets, N.G. Salmina, D.B. Elkonin, etc.).
By consistently highlighting sounds, students at the same time consolidate knowledge about the two main groups of sounds of the Russian language - vowels and consonants, which they became acquainted with at the 1st stage of preparation for learning to read and write, get acquainted with hard and soft consonants, and master the corresponding terms: “sound "", "letter", "vowels", "consonants", "hard and soft consonants", "word", "sentence". A significant place is occupied by the work on differentiating the terms “sound” - “word”, “sound” - “sentence”.
Teaching children with mental retardation self-control
During the period of preparation for learning to read and write, students with mental retardation develop and develop the ability to control themselves in the course of performing work, as well as to check the correctness of an already completed task. Often children strive to finish their schoolwork as quickly as possible, without caring at all about the quality of its completion. In the minds of schoolchildren starting their education, the very fact of performing educational actions is important - writing, drawing, drawing, coloring, etc. They usually do not doubt the correctness of what was done. Due to the peculiarities of their development, they cannot independently, without special training, realize what exactly is being tested. The lack of the need and skills for self-test prevents the assimilation of educational material. This property determines one of the important areas of special training. In particular, from the first lessons, in which children learn to consistently isolate sounds from a word, their attention should be drawn to the correspondence of the number of chips they have laid out to the number of cells of the conventional graphic diagram. Checking whether the word has been analyzed correctly, children “read” the graphic model they have compiled and, if not all the cells are filled in, they find the mistake made by repeating the sound analysis.
For example, the following task can help a child with mental retardation learn to check completed work: the teacher suggests finding a certain sound in all analyzed words, for example, the sound [and] in words bandage, legs, face. Next, name the soft consonants in them; check whether among these words there are those in which the consonants follow each other; name these consonants, indicate their place in the model of the sound composition of the word.
When teaching self-control, it makes sense to combine collective and individual assessment of completed tasks.
Activities of students with mental retardation
Let's look at several typical tasks that require a child with mental retardation to actively develop the ability to consistently separate sounds from words.
Coming up with words according to the color scheme of the sound composition of the word given by the teacher. This exercise is carried out in the form of a game “Which word is hidden.” The teacher shows a single-color or colored diagram of the sound composition of a word and invites the children to guess which words could be “hidden” in this scheme. For example,
Students must prove the correctness of the words they have chosen by correlating their sound composition with the graphic diagram. The row that names the most words and proves the correctness of its answers wins. The same game can be played differently: each child receives a card with a diagram and selects words with the corresponding sound composition for it. As you study program material, the structure of words becomes more complex.
Students are offered several subject pictures and one diagram of the sound composition of a word. They must highlight objects whose names match the diagram. For example, on a magnetic board there are pictures on which are drawn: geese, flags, onions, goats, a stamp. Below them is a diagram of a word consisting of four sounds. Students name the objects depicted. The teacher asks which of the named words consist of four sounds. Students must prove the correctness of their answer, i.e. conduct a sound analysis of these words. The task becomes more difficult if a color scheme is given.
Similar work can be carried out with any set of words, provided that their structure and, consequently, the patterns of sound composition will vary.
In order to develop students' ability on one's own carry out educational tasks during the period of preparation for learning to read and write, independent and test work is carried out. For example, each student receives several subject pictures, the names of which correspond to the studied syllable structures. Students, without outside help, draw conditional graphic models of the sound composition of these words, write the corresponding letters in the cells (or circles) indicating vowel sounds.
A large role in correctional and preparatory work is given to “sound dictations”, which directly prepare children for writing from dictation. The teacher dictates words (as when conducting vocabulary dictations in a secondary school). Students independently create conditional graphic models of their sound composition, “writing down” (without letters) the dictated words with colored rods, and then writing the corresponding letters in the cells (circles) indicating vowel sounds.
As an example, we present 2 “sound dictations” performed by children. Students draw color schemes, indicating vowels in red, hard consonants in blue, soft consonants in green.
During this period of training, only those words in which all sounds are clearly heard and pronounced are subject to sound analysis.
Words: world, mustache, teeth, three, needle, book, mouth.
Words: ear, horses, sports, two, March, checkers, melons.
Word and sentence
During the period of preparation for teaching children with mental retardation to read and write, practical familiarization with sentences and words is provided. This includes: composing phrases, uncommon and common sentences; their correct and distinct pronunciation; lowering the voice at the end of a sentence; dividing sentences into words, sequentially separating them from sentences, determining their number; clarification of the lexical meaning of words; the ability to hear individual sentences in the general flow of speech; mastery of the terms “word”, “sentence”; differentiated use of these terms; correct use of interrogative words and construction of interrogative sentences.
Various methodological techniques help to isolate sentences from coherent speech, practice the intonation of the end of sentences, as well as differentiated use of the terms “sentence” and “word”. One of the most effective is the use of a conditional graphic sentence diagram. Each sentence isolated from connected speech is indicated by a long strip of paper or a line in a notebook. Then individual words are isolated: pronouncing each word, students mark it with a short strip of paper (cardboard) or draw a short line. Sentences and their constituent words are extracted from the teacher’s oral history (of two to four sentences), from sentences composed by classmates, from riddles and poems learned by heart.
The reverse course of the analysis is possible. A ready-made sentence diagram is given, which shows the number of words included in it. According to this scheme, students come up with sentences, say them out loud and put short strips on the diagram to represent words.
Isolating words from a sentence, drawing up its diagram, coming up with sentences using ready-made schemes - all this requires active mental activity, the work of the speech-motor apparatus, hearing, and vision. In addition, students carry out practical actions with strips - conditional substitutes for sentences and words: they model a sentence, indicate its beginning and end, the number and sequence of words included in it. Meaningful and correct composition of sentences in oral speech is the basis for mastering the rules of writing words and sentences, highlighting sentences when writing. And the ability to establish relationships between words in phrases will contribute to the development of spelling skills.
During this period of training, work begins on correcting the incorrect use of singular forms of nouns in the instrumental case. (I admire Moscow, I feed it grain) and genitive plural (a lot of notebooks, a box of chocolates).
Speech exercises can be given a playful character. For example, children are offered riddles in the form of detailed descriptions: what is the job of the person who cooks dinner? (cook), Teach children (teacher), raises calves (calf), milks cows (milkmaid) etc. The child must answer with a phrase or sentence (works as a postman or A person who delivers letters and newspapers works as a postman). For each correct answer he receives some kind of reward. The row with the most rewards wins.
The game “One, Many, No” is of great interest. Schoolchildren name the toys shown to them. For example, one ball, one car, many dolls, many balls. They must remember all the toys, close their eyes, and when they open them, determine which objects have been removed and say, for example, no balls.
You can make up phrases and sentences based on a clearly perceived situation, using verbs, numerals and nouns: hung five flags, planted six trees, washed five cups etc. These exercises play not only a corrective, but also a propaedeutic role: schoolchildren gain practical experience in changing nouns by numbers and cases, i.e. they begin to prepare for mastering the material of subsequent grades.
Preparing for literacy includes work on speech development. Speech development is not some special section of the course, it is a methodological principle of teaching the native language.
The uniqueness of the speech of children entering a special school or class was mentioned above. Therefore, the development of vocabulary and coherent speech of students is an integral part of the study of any topic in the Russian language school course. The purposeful development of schoolchildren's speech is of fundamental importance for the normalization of their communication, mastery of all academic subjects and, finally, mastery of written speech. It is necessary to activate students’ oral speech, make the word, phrase and sentence as a whole the subject of their attention, teach them to speak slowly, loudly enough, literary correctly, and intonation expressively.
The content of preparing children for learning to read and write also includes vocabulary work. Schoolchildren clarify the meaning of words, recognize their semantic shades, get acquainted with new words, correlating them with objects and phenomena of the world around them. At the same time, specific impressions and ideas about the world around us are clarified and expanded. The direct solution to this problem is carried out according to the course program “Acquaintance with the surrounding world”. In lessons in preparation for teaching literacy, this work also occupies a significant place, but in terms of organizing verbal expression. Schoolchildren purposefully learn to give complete answers to the teacher’s questions about what they see, about their own impressions, observations and practical activities. They master the ability to describe any object, phenomenon, event in a certain sequence, selectively use linguistic means: use the exact names of objects, their characteristics, actions, indicate the place and time of events.
Special attention should be paid to the use of prepositions denoting spatial relationships (on, over, under, behind, between, in front). By looking at objects and their images, and performing any actions with objects, children learn to distinguish their relative positions and designate these relationships using appropriate prepositions and adverbs. For example, a teacher lines up several students one after another. The rest show and say: who for, between And before Who is it worth? Similar work can be organized using any picture where the location of characters or objects in space is clearly perceived. (Children perform similar tasks both in lessons about familiarization with the outside world and in mathematics lessons.) In lessons of their native language, they are necessary not only for organizing speech utterances, but also in preparation for sound analysis. (In a word som first sound [s], behind nim - sound [o], behind him - [m]; vowel sound [o] between consonants [s] and [m], etc.).
The development of students' speech is facilitated by memorizing figurative phrases, small sentences, and poems. During this period of education, children learn to listen and retell short fairy tales and stories, compose stories based on a series of plot pictures or on a separate plot picture.
When learning the Russian language, the ability to listen to the teacher and classmates is formed, and an attentive and friendly attitude towards the answers and stories of comrades is cultivated. It should be borne in mind that correctional work is effective only when the student has the opportunity to express his thoughts in detail, when he is listened to carefully, without interrupting. It is important, after listening to the student’s answer, to catch the error in his speech and organize the rest of the students to check the assignment, evaluate it meaningfully and correct the mistakes made. The teacher cannot be satisfied with one or two correct answers; It is necessary to ensure that the majority of students understand the issue correctly. In case of difficulties, you should not rush to give a hint, but organize the work so that the children themselves come to the necessary solution.
Grammar and spelling propaedeutics
During the period of preparation for learning to read and write, schoolchildren practically begin to absorb quite a significant amount of language material. On the basis of oral exercises, first-graders develop speech skills, accumulate linguistic observations and practical generalizations, preparing them for mastering spelling topics at later stages of education: in the second half of the year, in subsequent grades. Naturally, during this period, as during teaching literacy, propaedeutic work cannot be the task of entire lessons. It only accompanies the main content of this period of study.
Students become practically familiar with inflection and word formation. Special exercises aimed at expanding and accumulating “nests of related words” create a practical basis for the subsequent mastery of the composition of a word, the rules of spelling unstressed vowels, paired voiced and voiceless consonants in the roots of words.
Initially, the teacher himself names words of the same root (without terms, of course, being used) and invites students to listen to them, paying attention to the common sound and meaning of these words. For example, after children isolated the sound [zh] from the word firefighter, it may be recalled that firefighters stew fire, a car that carries firefighters, called fire department car. The students' attention is drawn to what is in the words fire, fireman, fire department(machine) is a common part fire. In the future, the children themselves form words with the same root based on the teacher’s questions. So, for example, after sound analysis of the word school Students are asked to remember what they call a boy at school (schoolboy) and a girl (schoolgirl). Having listened to the words school, schoolboy, schoolgirl, the children, at the prompting of the teacher, find that each of them has a common part school- .
Making sentences based on a plot picture can also be associated with the use of cognate words. For example, after looking at a picture of a football game, students make sentences using the words football, soccer player, football(ball), football(field). Of course, such work can be successful only if the main task of this period of training is solved: developing the ability to listen attentively to the sound of a word, recognize, distinguish and isolate individual sounds and sound complexes from it, consistently isolate sounds from a word, and determine their exact place .
During the period of preparation for learning to read and write, students become familiar with stress: they learn how to pronounce words with emphasized emphasis on the stressed vowel, and master the ability to place the stress mark in the patterns of the words they have analyzed.
Preparatory work gives children the opportunity to better remember letters. Preliminary familiarization with letters in the preparatory period and repeating them many times during the alphabetic period give good results.
Target: Strengthen the skills of correct pronunciation of the sound [R] in speech.
Tasks:
- Exercise the ability to find a given sound in words, differentiate the hardness and softness of a sound, determine its place in a word, introduce the letter R.
- Develop phonemic awareness, color perception, attention, fine motor skills.
- Cultivate a desire to help each other.
Equipment: individual mirrors; counting sticks; visual material “The Magic Engine” (multi-colored carriages with numbers up to 10); pictures (dog, spoon, donkey, scissors); a picture depicting objects with sounds [Р-Рь]; boxes with semolina; yellow ribbon; “noisy” pictures – the letters R.
PROGRESS OF THE CLASS
I. Organizational moment
– Children, guests came to our lesson today. Let's say hello to them and give them our smiles.
II. Main part
– I want to invite you to the circus today. Do you want to visit the circus? Then an amazing performance awaits us. Today we will not only be spectators, but also even artists. But before you go, you need to restore order in the group.
1. Articulation gymnastics (with individual mirrors).
- First, let’s clean the rugs (exercise “Swing”);
- Wash and rinse the handkerchiefs (exercise “Turkey”);
- Let’s hang the handkerchiefs on the balcony and let the breeze dry them (exercise “Sail”);
- Let’s wipe the dust off the shelves (exercise “Painter”).
- Let's remove the mirrors.
2. Working with counting sticks.
- So we put things in order. Let's hit the road?! But what will we drive to the circus? (Children guess). On a magic train. To get to a place correctly, you need to determine a route. Here he is. Let everyone lay out such a path so that we will all definitely end up in the circus.(_/\_/\_)
3. Didactic game “The Magic Engine”
– In order for our train to move, we need to correctly count the cars, naming only the color: from 1 to 3, from 2 to 5, from 3 to 6, from 3 to 8, from 1 to 5.
- Let's hit the road!
4. Children form a “train” and perform movements to the music.
5. Game "Trained Dogs"
- Here we are at the circus! (Sound of fanfare). The show begins! Trained dogs perform! They know the numbers. They show them the number, and the dogs bark the same number of times. Each dog has a special voice.
Children repeat the syllables the indicated number of times: PRA – 2; PRU – 3; DRY – 3; BRO – 4; PRY – 5; PRE – 1.
6. Articulation and characterization [P]
– What was the same sound made by all the dogs? ([R]). Tell us how we pronounce it. (The mouth is open, the tongue is raised up and hidden behind the upper teeth. The tongue resembles a spoon; when exhaling, the tip of the tongue trembles. The neck trembles.) - How can you say “trembles” in another way? (vibrates, jumps, rings)
The sound is consonant, sonorous, hard-soft.
7. Game “Smart Foxes”
– There are clever little foxes in the circus arena! They know how to catch mosquitoes! When they hear the sounds [Р-Рь] in a syllable or mosquito sound, they immediately catch it.
La, ra, ol, uk, ry, rya, or, ar, ri. Frame, shelf, picture, wolf, horse, pencil, cake.
8. Isolating the first sound in a word, determining the place of the sound in the word.
– You will find out who will speak next if you highlight the first sounds in the words and read the word.
Pictures: dog, spoon, cloud, scissors.
– A trained elephant enters the arena! On command he needs to take one of the three stands. The command for him is a picture. If the sound [P] is at the beginning of the word, the elephant will stand on the first pedestal, in the middle - on the second, at the end - on the third.
9. Game “Find objects with the sound [P] in the name (based on the picture)
– The magician performs next! He hid words with the sounds [R-R-R] from us in the picture.
10. Outdoor game “Hide and Seek”
- Well done! Now let's be magicians and hide this ribbon. What color is it? It needs to be hidden so that it lies in a visible place and so that it is not visible.
11. Writing a letter with your finger on semolina
– As a reward, the magician wants to teach you how to write the letter that represents the sound [P] and gives you magic boxes so that you learn to write letters. Why are they magical? Because if the letter comes out not very beautiful, it can be easily corrected.
12. “Noisy” objects “Find the letters”
- And again the magician! Now he has hidden the letters R. Can we find them? Let's find it and circle it.
13. Finger game
- Well, now it’s time for us to go home. I suggest returning to the group using a magic spell:
1, 2, 3, 4, 5 – We extend our fingers one by one from the fist.
Let's start doing magic. We bend and unbend our fists.
Let's go back Rotational movements of the hands.
To our favorite kindergarten. “Shake” your hands.
III. Lesson summary