Development of speech and thinking in the process of learning to read and write. Literacy lessons

Primary school teachers are known to be particularly resourceful. They manage to translate even the most difficult scientific truths into entertaining, playful, but nevertheless meaningful forms.

Teacher of developmental education according to the D.B. system Elkonina - V.V. Davydova M. OBOZHINA offers her didactic games for teaching literacy. The material corresponds to the program content of the first two sections of the Primer by V.V. Repkina and others.

Formation of initial ideas in a word

1. Pick the right leaf

The teacher names the words. Students choose the desired model, or name the number of the piece of paper.

A word that names an object.

A word that names an action.

A word that names a sign.

Words for presentation: apple, plum, ripe, flower, pick, red, fell, 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 says three words. The child working at the board points to the corresponding houses. The rest of the children show the chips from their place.

Words for presentation: gnome, sings, cheerful; puppy, small, barks; black, ran, cat, etc.

3. Yes, no (selective auditory dictation)

The teacher pronounces words for the first model: doll, big, spoon, walks, etc. Children show signs of agreement or disagreement.

Work on the second and third models is organized in a similar way.

4. Find your way

Suggested statement:

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

There are five students at the blackboard. Each of them holds one of the chips:

The sixth student is the driver. The teacher makes a statement: Students are sitting at a new desk; A small bird, etc. sits on a branch. The driver’s task is to make a living statement, that is, to arrange the children in the right order.

6. Find the odd one out!

There is an incorrectly composed model of a statement on the board. Children are asked to find the extra word.

A goat grazes in a meadow.

The task may have the opposite task: find the missing word in the model.

7. Embellish the statement

The teacher makes a statement: The girl sings a song.

The teacher shows the place where the children must insert the attribute word.

A little girl sings a song.

A little girl sings a cheerful song.

When completing the task, children can create models of new statements.

8. Finish the statement

Children are asked to complete the statement.

The book lies on... .

The person is in... .

We played on... .

The children went in the morning... .

9. Where did you hide?

The teacher places a small object sequentially: on the table, under the table, behind the door, etc. and asks where this item is. Children answer with a phrase, clearly highlighting the word “helper” (function word).

10. Find the word "helper"

The teacher reads a statement with a preposition. When reading again, students give a sign in the place where there is a preposition (claps, etc.).

Lena is riding a tram.

Bullfinches are sitting on a branch.

An airplane is flying over the forest.

Ira hid in the closet.

Andrey left the class.

11. Cure saying

Option 1

The teacher offers an audible statement without prepositions. Children must pronounce it correctly, with the right preposition.

Chicks are squeaking in the nest.

The handkerchief is... in my pocket.

The vase was placed... on the table.

The kettle is boiling... on the stove.

The fish lives... in the river.

The task is accompanied by the compilation of models of statements.

Option 2

Correct mistakes verbally.

There is a portrait hanging on the wall.

The soup is boiled in a saucepan.

Milk was poured into a cup.

A magpie sat in a tree.

The boy is standing on the bridge.

The children went to the forest.

Leaves are falling from the tree.

Ira came from the store.

12. Insert word

The teacher names phrases with prepositions. Children must insert words between them that name the signs.

In the woods

under the tree

on the street

You can ask children to complete the statements.

The branches of the oak tree have dried up.

Alyosha's temperature rose.

The boat sailed from... the shore.

13. Help a friend

The teacher makes a statement and asks the children to indicate the appropriate model, if any.

For example: A bunny runs along the path.

Sound analysis

1. On the contrary

The teacher says the words. Children must pronounce these words backwards.

Sleep, slave, zero, forehead, com. (Nose, steam, flax, floor, wet.)

The task is accompanied by the compilation of sound models of words.

2. The right employee

Children must name the same sound in each pair of words.

book mountain bag
boxing geese dog

broom floor
light flower bed

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

The teacher offers a statement that the children should work with in the following sequence:

drawing up an outline of a whole sentence;
compiling syllabic models under word models;
highlighting vowel sounds with dots.

The house is on the mountain.

4. Match the word

The teacher suggests matching the word with the house that denotes the first sound in this word (consonant sounds).

Children choose their own words.

- a hard, sonorous consonant sound.

- a soft, dull consonant sound.

5. Vowel Chorus (vowel sounds)

The teacher names the words. Children in chorus pronounce only vowel sounds without stress, then with stress. Words are selected that have no difference between sounds and letters. When completing the task, sounds are not recorded in letters.

The little mice were walking

– [s] – [a] – [a] – [y] – [a] – [i]

– [s] – [a"] – [a] – [y] – [a"] – [i]

6. Rhythmic pattern

Children create a rhythmic pattern of words (syllabic pattern with stress).

When voicing a model, children clap to highlight the accents.

7. Which word is longer?

Children answer the question: which word is longer, having first compiled a sound model.

Words for presentation: hour, minute, stream, river; worm, snake; key, key.

In modern socio-economic conditions, continuous education has become relevant, accompanying a person throughout his life. A number of problems of primary, general and vocational education are united around the holistic process of professional development 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, i.e. formation and development, of the student’s creative personality.

The Federal State Educational Standard focuses teachers not so much on the transfer of knowledge, but on the ability to use this knowledge, that is, on the formation of universal educational actions. One of the meta-subject results of mastering the basic educational program of primary general education is mastering 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 primary school students at the stage of learning to read and write.

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

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

Block 1 - Motivation (surprise).

Block 3 - Psychological relief.

Physical education minute.

Block 4 - Intellectual warm-up.

Block 5 - Break.

Block 6 - Intellectual warm-up.

Block 8 - Computer intellectual support.

Block 9 - Summary.

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

The system of work in this direction makes it possible to develop critical thinking and creative abilities of schoolchildren, taking into account their individual characteristics; Activate 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 draw conclusions, 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 combine very well with group forms of work.

When working together, students are primarily active in small groups - they are more comfortable there. For various reasons, a first-grade student cannot yet speak publicly and express his thoughts out loud in front of the whole class and the teacher, but in a group he can take an active position and discuss proposed questions and assignments on an equal basis with everyone else. In such a situation, the student feels more confident, which is quite important, especially at the first stage of education.

Goals of organizing joint educational work:

1. Give each child emotional and meaningful support, without which many first-graders cannot voluntarily participate in the overall work of the class, without which timid and poorly prepared children develop school anxiety, and the development of character in leaders is unpleasantly distorted.
2. Give each child the opportunity to assert himself, to try his hand at micro-disputes, where there is neither the enormous authority of the teacher nor the overwhelming attention of the entire class.
3. Give each child experience in performing those reflective teaching functions that form the basis of the ability to learn. In the first grade, this is a function of control and evaluation, later - goal setting and planning.
4. Give the teacher, firstly, additional motivational means to involve children in the content of learning, and secondly, the opportunity and necessity to organically combine “teaching” and “upbringing” in the lesson, to build both human and business relationships between children.

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

1. positive interdependence, i.e., the student’s understanding of the fact that he is connected with his comrades to such an extent that it does not allow one to achieve success if the others do not achieve it;
2. personal interaction, in which children must communicate with each other, help each other in solving problems, completing assignments, searching for ideas and stories;
3. individual responsibility, in which each student is personally accountable for his work, and assessment is given to both personal contribution and collective result;
4. communication skills that are instilled in students so that they use them in the educational process;
5. collaborative assessment of progress, in which groups of students regularly take stock of what they have 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 imagination, represent the letters studied in writing lessons in various unusual ways. After this lesson, the class starts a long-term project (November - March) “Fun ABC”, the goal of which is to create and present your own “unusual” letter.

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

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

Tasks:

Development of curiosity;

Formation of systemic thinking and development of creative abilities;

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

Equipment : sheets with letters written in wax for 5 groups, on the tables - watercolor paints, brushes, jars of water, drawings with letters - isographs, sheets for constructing letters, plasticine, various materials - pasta, buttons, buckwheat, rice, beads, poster “Rules of working in a group.”
Date: the beginning of November.

Table 1

Stages	Activities of a teacher	Student activities	Formation of UUD
Block 1. Motivation (surprise, surprise)	Children are asked to read the letters they have learned from the sheet on the board. The letters a, o, u, y, e are written in wax, they are not visible on the line. - What is written here? - Do you want to know? The teacher draws paints across the sheet and the letters “come to life” before the children’s eyes. -Can you read it now?	They make assumptions. Answer questions.	Regulatory UUD 1. We develop the ability to express our assumptions. 2. Carry out cognitive and personal reflection. Personal results. 1. We form motivation for learning and purposeful cognitive activity.
A) Updating knowledge and setting educational goals, rules for working in a group.	1. Conversation. - Do you know all the secrets of writing these letters? - What do you think we have to learn today? A note appears on the board: Secrets of letters. 2. Work in groups. - You will work in groups. Select a group organizer. Let's remember the rules of working in a group. On the board there is a poster “Rules of working in a group. - You also have sheets of letters on your tables - this is the name of your group. Use paints and a brush to bring your letters to life.	The guys answer. The guys consult and choose: a group organizer who leads the activities in the group. The guys call. Each group “animates” the letters with paints and says the “name” of their group: groups “A”, “O”. “U”, “E”, “s”.	Cognitive UUD 2. Draw conclusions based on the analysis of objects. Communicative UUD Regulatory UUD 1. Forecast upcoming work
B) TRIZ propaedeutics.	1st task for groups Each group is given sheets of isographs. - What letters are hidden in the drawings? 2nd task for groups. - Now try to hide the studied written letters in the drawings yourself. Look what the first group did. What letters are hidden here?	The guys discuss and name the letters they found. The guys discuss the task and each group draws up their drawings on A3 sheets. After completing the drawings, the children ask other groups to guess which letters are hidden in their drawings. The guys celebrate the work of the groups with applause.	Cognitive UUD 1. We develop the ability to extract information from drawings. 2. Present information in the form of a picture. 4. Draw conclusions based on the analysis of objects. Communicative UUD 1. We develop the ability to listen and understand others. 2. Construct a speech utterance in accordance with the assigned tasks. 4. Ability to work in a group. Personal results Regulatory UUD 3. Forecast upcoming work. 4. Carry out cognitive and personal reflection.
Block 3. Psychological relief.	Exercise “Fist-rib-palm” (for the development of interhemispheric interaction) Exercise “Shaking your head” (an exercise to stimulate thought processes) Exercise “Lazy Eights” (exercise activates brain structures that ensure memorization, increases stability of attention)	The guys take turns first placing the hand with the fist on the table with their right hand, then with the edge, then with the palm. Repeat with the left hand, then with both hands at the same time. The guys slowly shake their heads left and right. The guys “draw” a figure of eight with their heads.	Personal UUD: 1. We form self-regulation.
Block 4. Puzzles.	Tangram Folding according to tangram patterns promotes the development of perseverance, attention, imagination, logical thinking, helps to create a whole from parts and at the same time foresee the result of one’s activities, teaches to follow the rules and act according to instructions. You can invite the children to form a letter - the name of their group from the details of the tangram.	The guys assemble tangram figures in a group according to the diagram.	Cognitive UUD 1. We develop the ability to extract information from diagrams, illustrations, and texts.

Block 5. Intellectual warm-up: finding patterns, unusual use of objects.	1st task. Find the “extra” letter. Groups are given cards with letters: a, oh, s, E, y O, A, U, s, E a, y, n, s, uh, oh The written letters are written line by line; there are no letters highlighted in a different font. - Find the “extra” letter in each group. 2nd task. Working with a chain. - What writing tools do you know? What else could you use to write letters? - I wonder if the chains that are on your tables could be useful to you? Try constructing the written letters you have learned using a chain.	The guys complete tasks and check how other groups completed them. Explain their choice, name the patterns in each line. The guys answer questions. They suggest that letters are written in a chain. The children construct letters in a group.	Cognitive UUD 3. We develop in the child the ability to avoid trivial answers. Communicative UUD 1. We develop the ability to listen and understand others. 2. Construct a speech utterance in accordance with the assigned tasks. 3. Express your thoughts orally. 4. Ability to work in a group. Personal results 1. We develop the ability to express our opinions and express our emotions. 2. We form motivation for learning and purposeful cognitive activity.
Block 6. Content part	Task “Unusual letters” - Create letters in groups from different materials.	The guys complete the task in groups: Group 1 “writes” with pasta, 2nd group - buttons, 3rd group - buckwheat, 4th group - rice, 5th group - beads. Each group “writes” its own letter - the name of its group. The guys present their work, creating an exhibition on the board.	Cognitive UUD 1. Present information in the form of a drawing using unusual materials. 3. Identify the essence and features of objects. 4. Based on the analysis of objects, draw conclusions about their use. Communicative UUD 1. We develop the ability to listen and understand others. 2. Construct a speech utterance in accordance with the assigned tasks. 3. Express your thoughts orally. 4. Ability to work in a group. Personal results 1. We develop the ability to express our opinions and express our emotions. 2. We form motivation for learning and purposeful cognitive activity. Regulatory UUD 1. Evaluate learning activities in accordance with the assigned task. 3. Predict upcoming work (make a plan). 4. Carry out cognitive and personal reflection
Block 7. Computer intellectual support for thinking.	Media resource “Learning with the gnome” http://pedsovet.su/load/238-1-0-39450 Tasks: "Mosaic". Collect a mosaic from the cartoon. “Pick up a word.” Purely speaking. The word “gnome” and the picture appear with a click, after the children have completed the complete sentence. "Find the vowels and consonants." Distribution of letters into two columns by clicking. “Find a picture of the letter.” After completing the task, click each picture to move to its letter.	The guys complete tasks on iPads.	Cognitive UUD 1. We develop the ability to extract information from texts. 2. Summarize and classify according to characteristics. 3. We develop a child’s imagination Communicative UUD 1. We develop the ability to listen and understand others. 2. Express your thoughts orally. 4. Ability to work in a group. Personal results 1. We develop the ability to express our opinions and express our emotions. 2. We form motivation for learning and purposeful cognitive activity.
Block 8. Summary	1. Lesson summary - What secrets of writing letters did you learn today?2. Reflection on group work - Did your group manage to work according to the rules? - If “Yes”, raise the card - “Well done”, if something didn’t work out - the “Thoughtful Man” card. - Why didn’t it work according to the rules? 3. Reflection on everyone’s work in the lesson. - Close your eyes. Raise your hands if you liked the lesson. Now raise your hands if you didn't like the lesson. All this is done with eyes closed.	The guys answer questions. The guys analyze the group's work. The children evaluate their emotional and qualitative feelings from the lesson.	Regulatory UUD 1. Evaluate learning activities in accordance with the assigned task. Communicative UUD 1. Construct a speech utterance in accordance with the assigned tasks.

Links to sources
1. Federal State Educational Standard for Basic General Education (approved by order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 N 1897)
2. Zinovkina M. M., Gareev R. T., Gorev P. M., Utemov V. V. Scientific creativity: innovative methods in the system of multi-level continuous creative education NFTM-TRIZ: textbook. Kirov: VyatGGU Publishing House, 2013. - 109 p. [Access date 11/14/2016]
3. Utemov V.V., Zinovkina M.M. 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 access 11/14/2016].
4. A. B. Vorontsov. The main components of the developmental effect of the educational system D. B. Elkonina - V. V. Davydova. - M., 2000.

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

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

"Attentive buyers"

The teacher lays out various objects on his desk.

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

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

"The Absent-Minded Poet and the Trusting Artist"

Prepare illustrations and poems.

Exercise: Look at the drawing the gullible artist came up with (shows an illustration).

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

I caught a shoe in the river,

But then he

The house is hooked!

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

"Fishing"

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

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

Exercise:“Catch the pronoun - a fish, determine the person and number, put it in the right bucket.”

"TV"

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

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

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

"Speech Lotto"

Students are given large cards depicting six pictures (the corresponding names of the objects are written under the pictures).

Exercise: You need to determine what sound is in all the words. Then the teacher shows the pictures, names the words and asks: “Who has this word?” The winner is the one who is the first to cover all the pictures on the big map without making mistakes.

"Find out the letter"

The teacher names letters cut out of thick cardboard, then blindfolds one student and asks him to feel the letter and name it.

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

The game helps not only to learn the styles of printed letters, but also to develop the ability to form words from letters.

"Guess the word"

Exercise: Fill in the missing letters and make a new word from them. What word did you get?

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1. System of literacy teaching tools: characteristics of the educational and methodological complex for teaching literacy

2. Primer

3. Working with demonstration tables and teaching handouts

4. Working with the split alphabet and syllabic table

5. Printing notebook

Bibliography

1. System of literacy teaching tools: characteristics of the educational and methodological complexliteracy

Goals and objectives

The main goals of the “Literacy and Speech Development” course are to:

· help students master the mechanics of reading and writing;

· ensure children's speech development;

· provide primary information about language and literature, which will provide the child with the opportunity to gradually understand language as a means of communication and knowledge of the world around him, and will lay the necessary foundation for subsequent successful learning of both Russian and foreign languages.

The set goals are determined taking into account the mental and physiological characteristics of children 6-7 years of age and are implemented at a level accessible to students when solving the following tasks:

· Developing the skill of conscious, correct and expressive reading.

· Enrichment and activation of children's vocabulary.

· Formation of the basics of a culture of verbal communication as an integral part of a person’s general culture.

· Fostering a love of reading, developing cognitive interest in children's books, beginning the formation of reading activity, expanding the general horizons of first-graders based on the diverse content of the literary works used.

2. Primer

Today, literacy training is carried out using various educational and methodological complexes (EMC), since officially in school practice there are several variable educational programs that offer their own 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. Berestova; ??Copybooks?? No. 1, No. 2, No. 3 V.G. Goretsky,

2) ??Primary school of the XXI century?? - ??Certificate?? L.E. Zhurova, E.N. Kachurova, A.O. Evdokimova, V.N. Rudnitskaya; notebooks?? Certificate?? No. 1, No. 2, No. 3.

3) developmental system of L.V. Zankova - ??ABC?? N.V. Nechaeva, K.E. Belarusian; notebooks N.A. Andrianova.

The materials on the pages of educational books are united by a theme, which is determined by the sequence of learning sounds and letters. This sequence is different in each educational book. For example, in the ??Russian alphabet?? (V.G. Goretsky and others) it is based on the principle of the frequency of use of sounds (letters) in the Russian language, the most common ones are used first (with the exception of the vowels “s” and “u”), then the less common ones come, and, finally, a group of rarely used ones is introduced. This allows you to significantly enrich students’ vocabulary and speed up the process of developing reading techniques.

From the first pages, educational books on literacy offer rich illustrative material: subject and plot pictures. Work with it is aimed at systematizing children’s ideas about the surrounding reality, at developing students’ speech and thinking.

Subject pictures are used to select a word, in the process of sound analysis of which a new sound is highlighted, as well as to conduct lexical exercises (observation of the polysemy of words, antonyms, synonyms, homonyms, inflection and word formation) and logical exercises (generalization and classification). Plot pictures help clarify the meaning of what is read and allow you to organize the work of composing sentences and coherent stories. For exercises in coherent storytelling, a series of drawings are specially placed on separate pages.

Is a variety of text material offered to practice reading techniques? columns of words, sentences and texts for reading. In addition to textual material and illustrations, educational books contain extra-textual elements (schemes of words and sentences, syllable tables and a tape of letters), which contribute to the development of reading techniques, as well as the development of speech and thinking.

Do textbooks provide a wide variety of entertaining material? ??chains?? words, ??scattered?? words, puzzles, tongue twisters, proverbs, riddles, etc. The main purpose of the game material is to cultivate in children a love and interest in their native language, to promote the development of their speech and thinking.

Teaching writing is an integral part of teaching literacy. Writing lessons are conducted using copybook material, which presents examples of writing letters, their compounds, individual words and sentences, and also contains exercises aimed at developing students’ speech and thinking. When developing 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 kinds of handouts are used for exercises in analyzing the sound structure of words and for composing syllables and words from letters. The purpose of its use is to help children in analytical and synthetic work. Such elements include cards for creating sound models of words, a syllabic abacus (a mobile alphabet of two windows), cards with words with missing syllables and letters, cards with subject pictures and diagrams-models of words, etc.

In literacy lessons, personal results and all types of universal learning activities are formed: communicative, cognitive and regulatory. Each literacy lesson includes the stage “Working with text”. This stage subsequently flows into literary reading lessons. Working with text in literacy lessons involves meaningful, creative spiritual activity, which ensures mastery of the content of fiction and the development of aesthetic perception. In elementary school, an important means of organizing an understanding of the author's position, the author's attitude to the characters of the work and the reality displayed is the use of elementary techniques for understanding the text when reading texts: commented reading, dialogue with the author through the text.

Working with text ensures the formation of:

· self-determination and self-knowledge based on comparison of “I” with the characters of literary works through emotional and effective identification;

· actions of moral and ethical assessment through identifying the moral content and moral significance of the characters’ actions;

· the ability to understand contextual speech based on recreating a picture of events and characters’ actions;

· the ability to freely and expressively construct contextual speech, taking into account the goals of communication and the characteristics of the listener;

· the ability to establish a logical cause-and-effect relationship between events and actions of the characters in the work.

Working with text opens up opportunities for the formation of logical actions of analysis, comparison, and establishment of cause-and-effect relationships. Orientation in the morphological and syntactic structure of language and the assimilation of the rules of word and sentence structure and the graphic form of letters ensure the development of sign-symbolic actions? substitution (for example, a sound with a letter), modeling (for example, the composition of a word by drawing up a diagram) and transforming a model (modifying a word).

In the Primer and Copybooks, graphic symbols and diagrams are often used to conduct various types of analysis of words (highlighting vowels, consonants) and text. To practice the modeling action, it is necessary to organize the activities of students. 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 characteristics of sound in the Primer are given through the use of diagrams, which arouses the child’s interest and high motivation to perform various tasks related to the schemes, and the teacher at this moment practices knowledge of phonetics, the complexity, but the importance of which is not worth talking about. And finally, tasks should be provided with a consistent transition from material (subject) forms to diagrams and then to symbols and signs. Let us give an example of “Capital Letter E”, aimed at the development of cognitive universal learning activities.

Working with words denoting names

Reading words for names. (Emma, Ella, Edik, Eduard.)

What do all these words have in common?

Who might these names belong to? (Emma, Ella, Edik, Edward.) The teacher can show portraits of people and ask them to sign them with their corresponding names. ? Let's note the first sound in these words.

What color will you use? (Red.)

Name these letters. Why was the capital letter required?

In which names is [E] stressed?

Have you guessed why we read these names today?

Introducing the capital letter E. ? Compare printed and written letters.

Vocabulary and logical exercise. ? What groups can these words be divided into?

All lessons on introducing new material are focused on the targeted formation of regulatory universal educational actions

Learning to work with text becomes the most important skill of a first-grader, on the foundation of which the entire further process of education at school is built. During the period of literacy training, children complete the entire Russian language course. Primer and Copybook is actually a mini-textbook of the Russian language. During this time, children observe phenomena and peculiarities of the Russian language, but do not use any terminology, they only learn to notice. Already in Bukvara, work with text begins within the framework of productive reading technology. This makes it possible to prepare first-graders to work with texts in various subjects. This work begins precisely in literacy lessons.

Based on the material of the Primer texts and copybooks, children begin to develop the correct type of reading activity - a system of techniques for understanding the text. There are three stages in working with text:

I. Working with text before reading.

1. Children’s independent reading of key words and phrases that are highlighted by the teacher and written on the board (on posters, on typesetting paper). These words and phrases are especially important for understanding the text.

2. Reading the title, looking at 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 (children’s independent reading to themselves, or teacher’s reading, or combined reading).

2. Identification of primary perception (short conversation).

3. Re-reading the text. Vocabulary work as you read. The teacher conducts a “dialogue with the author”, including children in it; uses the technique of commented reading.

III. Rabot with text after reading.

1. General conversation, including semantic questions from the teacher to the entire text.

2. Return to the title and illustration at a new level of understanding.

When analyzing a text, the expressiveness of speech is formed in the process of children answering questions - and this is the most important stage in the work on developing children's expressive speech. Many alphabetic 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 proposed to them. Texts of this kind form not only the expressiveness of speech, but also its communicative orientation. Students develop their first communication skills.

When working with a book, it is important to keep children interested in reading the page throughout the lesson. To maintain it, it is recommended to constantly change tasks for repeated reading of syllables, words or text. It is no less important to change the types of students’ activities to maintain interest in the reading lesson. It is recommended to conduct at least two physical education minutes during the lesson.

It should be noted that among the lessons of teaching literacy, one can conditionally distinguish by structure lessons of learning a new sound and letter, lessons of consolidating the learned sounds and letters, lessons of repetition and lessons of differentiation of 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, without a doubt, is the formation of reading skills, therefore the subject “Teaching literacy” plays a leading role in the 1st grade. Since children in the 1st grade do not yet have the skill of reading, at first the most important role in the perception of information is played by reading and analysis of illustrations. 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 draw 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, unnoticeable details. At the same time, there is a need for a holistic perception of the illustration; for this purpose, the teacher pays attention to the general concept of the plot and asks appropriate questions. It is important to pay attention to the color scheme of this picture and the spatial arrangement of objects, which develops the ability to navigate the pages of a textbook, and most importantly, in the Copybook. for example: to voice each small picture. The teacher attaches on the board a diagram of the words that the children name.

If I want to tell the fairy tale “Kolobok”, what pictures can I choose?

-"The wolf and the seven Young goats";

What word is used to dress up on New Year's Eve?

What animal can curl up and turn into a prickly lump?

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 Copybook, since for the correct graphic execution of the elements of letters it is necessary to see the direction of movement of the hand, the beginning of the movement. Since writing is the most difficult type of activity and frequent changes in the actions of a first-grader are necessary, the picture in the Recipes makes it possible to develop various universal educational actions - for example, the opportunity to ask questions, construct a speech statement, compose a dialogue - i.e. communication skills, this distracts the child and switches, gives the opportunity to take a break.

3. Working with demo tables and handoutsnew didactic materials

The correct use of visual aids in literacy lessons in primary school contributes to the formation of clear ideas about rules and concepts, meaningful concepts, develops logical thinking and speech, and helps, based on the consideration and analysis of specific phenomena, to come to a generalization, which is then applied in practice.

For literacy lessons, elements of visual and visual material are significant, such as subject pictures, pictures for literacy lessons and speech development, which are used in composing 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”, present 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 to prevent myopia, but also to relieve “bodily-motor enslavement.” He named “an impoverished didactic environment” as one of the reasons for the ill health of schoolchildren. An excellent way to enrich it are colorful demonstration aids.

Of particular value are multifunctional tables and manuals with moving parts that allow you to transform information, creating conditions for its comparison, comparison and generalization.

The integrated use of visual teaching aids ensures the comprehensive intellectual development of primary schoolchildren, having a beneficial effect on the mental and physical health of children. It is no coincidence that L.S. Vygotsky called visual aids “the teacher’s psychological tool.”

Using visual aids in lessons literacy training.

Visual aids are divided into visibility: visual, audio, visual-auditory.

Visual aids. Visual aids include so-called printed media (tables, demonstration cards, reproductions of paintings, handouts) and screen media (films, transparencies and slides, banners).

The most common and traditional means of visual clarity in literacy lessons are tables. The main didactic function of the tables is to equip students with a guideline for applying the rule, revealing the pattern underlying the rule or concept, and facilitating the memorization of specific language material. In this regard, they are divided into linguistic and speech.

Tables are used as techniques to facilitate the assimilation of the principle of merging two sounds into a syllable. Among them: reading by similarity (ma, na, la, ra), reading with preparation (a-pa, o-to), reading the syllable under the picture (following the “live” analysis), a selection of syllable tables, etc.

In order to firmly and quickly master the merging syllable, schoolchildren learn to read using tables. At the beginning of work, the syllables are pre-read by the teacher. As he reads, students follow what he reads by moving the pointer. The teacher reads quite slowly and observes whether they keep up with his pace. In order to provide it more fully, it is important that during the lesson the teacher repeatedly returns to reading syllable 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 used as an additional technique.

Speech tables contain specific speech material (words, phrases) that you need 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 clarify their meanings, as well as to remember their spelling appearance. In other words, with the help of speech tables, work is organized to enrich students’ vocabulary and improve their spelling literacy. One of the ways to present such speech material is specially designed demonstration cards. These are dynamic, moving aids 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. Demonstration 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 aids that provide visual clarity. The leading place of tables among other means of visual clarity is determined by the fact that they provide long-term, almost unlimited time exposure of language material. The tables are easy to use (no complex additional equipment is required to display them).

Unlike a poster, a table involves not just a visual presentation of the material, but also a certain grouping and systematization. Thus, in the tabular form itself there are possibilities for the widespread use of comparison, which facilitates understanding of the material being studied and its conscious assimilation.

The so-called schema tables have become widespread. Of all existing forms, the most common are diagrams, which represent the organization of theoretical material in the form of a graphic image that reveals and visually emphasizes the relationship and dependence of phenomena characterizing 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, the logical connections between language phenomena are clearly demonstrated.

Of all the existing forms of visualization, the most common now are diagrams, which are a special organization of theoretical material in the form of a graphic image, which exposes and visually emphasizes the relationship and dependence of phenomena characterizing 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, having accidentally encountered them in individual classes, consider them as an episodic, not very important form of work and do not realize what practical assistance a scheme can provide in mastering theoretical material and performing exercises.

Meanwhile, it has been experimentally proven that the systematic use of even one methodological technique can give a complex multifaceted learning process a certain integrity and stability. 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 independently, based on the diagram, present this or that linguistic material. At first, only strong students cope with such a task, then weaker ones also take the initiative.

When working with a diagram in a lesson, you have to take into account the stages of learning, the degree of preparedness of students to fully perceive and analyze the diagram, and their ability to independently compose and record such information, speak it, decipher an unfamiliar recording, formatted in the form of a diagram, and their ability and ability to use it in the process of language analysis. Of great importance for the success of such work is the content and design of such a scheme, which is the object of complex logical analysis.

The main ways to implement auditory clarity are CDs. Sound recording in this case performs a special didactic function. It represents samples of spoken speech and serves as a means of developing students’ oral speech culture.

Demo tables come in the following types:

1) a picture alphabet that helps children remember the letter;

2) subject pictures with word diagrams for analytical-synthetic exercises;

3) plot pictures for composing sentences and coherent stories;

4) a table of written and printed letters used in writing lessons.

Conclusion.

Thus, the correct use of visual aids in literacy lessons for first-graders contributes to the formation of clear ideas about the Russian language, meaningful concepts, develops logical thinking and speech, and helps, based on consideration and analysis of specific phenomena, to come to a generalization, which is then applied in practice.

In literacy lessons, elements of visual and visual material are important, such as tables, subject pictures, cards, test tasks, etc.

The use of didactic games in primary education.

Everyone is well aware that the beginning of a child’s education at school is a difficult and important stage in his life. Children six to seven years old are experiencing a psychological crisis associated with the need to adapt to school. The child experiences a change in his leading activity: before going to school, children are primarily engaged in play, and when they come to school they begin to master learning activities.

The main psychological difference between gaming and educational activities is that gaming activity is free, completely independent - the child plays when he wants, chooses a theme, means for playing at his own discretion, chooses a role, builds a plot, etc. Educational activities are based on based on the child's voluntary efforts. He is obliged to do what he sometimes does not want to do, since educational activities are based on the skills of voluntary behavior. The transition from play activities to learning activities is often imposed on the child by adults, rather than happening naturally. How to help a child? Games that will create optimal psychological conditions for the successful development of the personality of a primary school student will help with this.

Psychologists have found that with the end of preschool childhood, play does not die, but not only continues to live, but also develops in its own way. Without the justified use of games in the educational process, a lesson in a modern school cannot be considered complete.

Play as a way of processing impressions and knowledge received from the surrounding world is the most accessible type of activity for children. The child plays in imaginary situations, while at the same time working with the image, which permeates all play activities, stimulates the thinking process. As a result of mastering play activities, the child gradually develops a desire for socially significant educational activities.

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, the presence of a role, plot and play relationships into which children playing the roles enter are essential. For example, the role-playing game “Meeting guests.” In elementary schools, this type of games has become increasingly popular in recent years, as the teacher begins to understand their importance in the development of imagination, creativity, and communication skills in younger schoolchildren. Didactic games are a more familiar teaching method and type of gaming activity for teachers. They are divided into visual (games with objects), as well as verbal, in which objects are not used. Among the didactic games, story games stand out, 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 the didactic game, which is used in literacy lessons.

The main meaning of these games is as follows:

the cognitive interest of younger schoolchildren in learning to read and write increases significantly;

each lesson becomes more vibrant, unusual, emotionally rich;

educational and cognitive activity of younger schoolchildren is intensified;

Positive motivation for learning, voluntary attention develops, and performance increases.

Let's consider the essence of a didactic game. This type of game is a complex, multifaceted pedagogical phenomenon; it is no coincidence that it is called a method, a technique, a form of teaching, a type of activity, and a means of teaching. We proceed from the fact that a didactic game is a teaching method, during which educational tasks are solved in a game situation.

A didactic game can be used at all levels of education, performing various functions. The place of the game in the structure of the lesson depends on the purpose for which the teacher uses it. For example, at the beginning of a lesson, a didactic game can be used to prepare students for the perception of educational material, in the middle - in order to enhance the learning activities of younger schoolchildren 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, a didactic game is not a carefree and easy pastime: the player gives it maximum energy, intelligence, endurance, and independence. Knowledge of the surrounding world in a didactic game takes on forms that are unlike conventional learning: here is fantasy, an independent search for answers, 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 that not out of necessity, not under pressure, but at the request of the students themselves, during games the material is repeated many times in its various combinations and forms. In addition, the game creates an atmosphere of healthy competition, forces the student not just to mechanically recall what is known, but to mobilize all knowledge, think, select what is appropriate, discard the unimportant, compare, evaluate. All children in 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 purpose of the game: what the teacher wants to test, what knowledge to consolidate, supplement, clarify.

A game rule is a condition of the game. They are usually formulated with the words “if, then...”. The game rule determines what is and is not possible in the game and for which the player receives a penalty point.

The game action represents the main “outline” of the game, its game content. This can be any action (run, catch, pass an object, perform some manipulations with it), there 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 the game activity and in many properties coincides with the game task;

secondly, the use of educational material is assumed, which constitutes 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, which imply a learning task; and students, while playing, systematize, clarify and apply previously acquired knowledge, skills, abilities, they develop a cognitive interest in the subject. In elementary school there may also be games in which children acquire knowledge.

4. Working with a cutnoah alphabet and syllabic table

Syllable tables can be compiled according to two principles:

a) based on a vowel? ma, na, ra, ka, ba;

b) based on a consonant? on, well, neither, us, but, etc.

Syllable tables are used to read syllables and words (by reading 2-3 syllables in sequence). It is useful to use the technique of finishing a read syllable to a whole word using syllables that are not in the table.

The split alphabet consists of a typesetting canvas and a cash register with pockets. It is used as a demonstration tool and as a handout available to each student. The split alphabet is used at the synthesis stage, when it is extremely important to form syllables and words from letters after their sound analysis. One of the options for the general classroom alphabet can be considered cubes with letters, which are also used to compose syllables and words, but at the same time there is an element of play and entertainment.

The mobile alphabet is a double bar with windows (3-5 holes). Between the bars, 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 teaching tool, visual handouts are used in literacy lessons, the basis of which are drawings (including plot ones) placed on special cards. The drawings help to visually comment on the meanings of words, stimulate students to use the studied vocabulary, and provide material for practicing the norms of the Russian literary language. All this allows the formation of students' spelling and speech skills to be carried out in close unity: spelling tasks are included in tasks related to composing sentences and short statements based on visual material.

The advantage of tasks using cards is that the handout contains exercises of varying degrees of difficulty, which contributes to the implementation of the principle of differentiated learning. The handout includes:

1) tasks to enrich students’ vocabulary (explain the meaning of a word, establish the difference in the meaning of words, select synonyms, antonyms, related words, etc.);

2) tasks related to teaching schoolchildren the precise, correct use of the studied vocabulary (select from a number of possible options the option that best suits the task of the statement).

The above allows us to determine the basic methodological rules for using this type of visualization:

·The handouts should be used at the stage of creative consolidation of the studied material, when the students have already developed the basic skills and abilities associated with mastering the material.

·When using handouts, it is necessary, first of all, to intensify the creative activity of students.

·It is necessary to fully realize the capabilities of handouts to organize individual work with students.

Working with the split alphabet is associated with the active activity of students. This ensures their steady and focused attention. Their heads and hands are busy. They search and find the necessary letters, put them in a certain order, and move them when adding or replacing them in accordance with the teacher’s assignments. Abstract grammatical concepts - a syllable, a word, a sentence - in working with a split alphabet are concretized, become visible and even tangible. The whole class, every child, is engaged in 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 a rule and an action, and build one’s work in a certain sequence, according to a familiar plan. Composing words and dividing them allows for the possibility of self-control. Reading what he has added, the child sees his mistake and corrects it, replacing one letter with another or recomposing the given word.

Working with the split alphabet in literacy lessons is one of the most important means of developing students, acquiring and consolidating knowledge, and exercising reading and writing skills. These advantages of using a split alphabet are taken into account in the experience of creative teachers. Composing words and sentences is an indispensable condition for learning to read and write; Rarely does a lesson pass without completing the teacher's assignment to work with the split alphabet, which is usually combined with reading from a book and writing words and sentences in a notebook.

However, it should be noted that there are still a significant number of teachers who do not take into account the need for such work and do it haphazardly, without taking into account the difficulties in organizing and carrying out such work, without special preparation for it and often switch children ahead of time to independent analysis, are in a hurry when composing words, as a result, all the advantages of working with a split alphabet are lost.

Conclusion.

From the above it follows that working with the split alphabet is most directly related to teaching first-grade students how to write. It plays primarily the role of preparatory exercises for mastering writing, and in the future it is constantly successfully used by the teacher as a form of control, concretization and reinforcement of the rules of reading and especially writing.

5. Tetrahello for printing

When working in the workbook, special attention is paid to creating a special emotionally positive atmosphere in the classroom, developing learning 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 whole class to be involved in active work. This material is accompanied by methodological recommendations for its use in literacy lessons. The most important design principle is a differentiated approach to learning: tasks of different levels of complexity are aimed at solving the same educational problems; from the very beginning of training, interesting texts based on the material of the full alphabet are used, which allows taking into account the individual capabilities and interests of children (task cards). 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 overall development. The notebook provides additional educational content, which makes learning more informative, varied and at the same time removes the obligation of the entire volume of knowledge (the child can, but does not have to, learn it). Each task is accompanied by instructions; simple diagrams and symbols are used. The tasks are logically structured and designed for children with different levels of development. The notebook helps organize independent multi-level work of a child, is intended for joint work of students, teachers and parents, and is suitable for use in elementary school practice for teaching a wide range of students with different cognitive interests and abilities. Instructions and explanations for each lesson and all tasks are presented in the appendix to the materials.

When testing the literacy workbook, the following positive aspects were identified:

from the first days, children learn to independently obtain knowledge and formalize the “product” of their activities in the form of supporting notes and 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 in the presentation of educational material is visible, both for the teacher and for parents;

multi-level assignments (everyone chooses according to their strengths);

the ability to post a variety of material related to speech development, CNT, and logic;

A fairly large volume is occupied by tasks related to the phonetic structure of the language (children learn the material in a playful way, which is also shown by control sections);

the involvement and interest of children and parents in completing tasks is visible;

a large volume of tasks makes it possible to lay a “knowledge base” for further study of the Russian language;

works to generate interest in the subject, increases motivation, creates a comfortable environment;

the ability to vary the material depending on the level of preparation of the students in the class, on the educational program (working with various textbooks on teaching literacy).

The formation of calligraphic handwriting of a primary school student is facilitated by the teacher taking into account the psychophysiological characteristics of the child and the use in his teaching activities of a set of various techniques and exercises, as well as additional tools (printing notebooks) that facilitate the student’s work.

Bibliography

Alexandrovich N.F. Extracurricular work in the Russian language. - Minsk: People's ASVETA, 1983. - 116 p.

Bleher F.N. Didactic games and entertaining exercises in first grade. - Moscow “Enlightenment” - 1964.-184s

Dubrovina I.V. 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 basic writing according to the ABC book by O.V. Dzhezheley / N.G. Agarkova. - M.: Bustard, 2002.

Agarkova N.G. Reading and writing according to the D.B. system Elkonina: Book for teachers / 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 spelling to primary schoolchildren based on solving spelling problems: Dis. Ph.D. ped. Sciences: 13.00.02. - M., 1993. -249 p.

Bakulina G.A. A minute of penmanship can be educational and interesting // Primary school. - No. 11, 2000.

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