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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’s answers to 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 linguistic 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 diagrams 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 diagram 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 himself tasks 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
Syllabic 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, nor, 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 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 assignments 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 tasks (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
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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: A 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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Didactic games in literacy lessons
Compiled by: primary school teacher
MBOU "Secondary school with advanced
studying individual subjects No. 28"
Timoshenko O.N.
Kursk 2016
This manual presents a variety of games and tasks aimed at developing knowledge, skills and abilities in teaching literacy. These games will help develop children's speech, attention, creative imagination, logical thinking, and communication skills.
The manual can be used by primary school teachers for collective and individual work in 1st grade.
Introduction……………………………………………………….. 4
Games with words.
Word – sound………………………………………………………. 6
The word is color………………………………………………………. 9
Word – image………………………………………………………. 12
Word – association……………………………………………………….. 13
Word – concept……………………………………………………….. 17
Word - action ……………………………………………………… 20
Word – creativity……………………………………………………….. 21
References……………………………………………………… 23
Introduction.
Upon entering school, children experience a sharp change in their leading activities: play activities are replaced by educational activities, which negatively affects the development of the child. A didactic game, which organically connects learning with the game form of its organization, plays a very good role as a transitional form from play to learning.
The essence of the game is that it is not the result that is important for the child, but the process itself. This is the “plus” for us, teachers, that we can program and set specific goals, and the child, without noticeable to himself, while playing, achieve the results that we want to achieve from him.
Psychologists have proven that knowledge acquired without interest, not colored by one’s own positive interest and emotions, does not become useful - it is an unnecessary burden.
During class, a student writes, reads, answers questions, but this work does not affect his thoughts and does not arouse interest. He is passive. Of course, he learns something, but passive perception and assimilation cannot be the basis of solid knowledge. Children remember poorly because their studies do not excite them.
Interest can be created by asking or phrasing a question that is unexpected for students, by creating a problem situation, or by using an unusual form of teaching a lesson (survey in the form of an interview, etc.). You just need to find something interesting and exciting in the Russian language.
You just need to find a middle ground: do not complicate things - children will not understand - and do not simplify, making learning easier - children will constantly look for easy ways to work less. It is necessary to replace the stick, if not with carrots (sometimes this is already in abundance in families as a substitute for the joy of communication), then at least with interesting lessons.
When playing and doing what they like, children often show unusual perseverance and sustained attention. With the systematic use of games in lessons, mental processes (memory, attention) will begin to become arbitrary, which is necessary for further successful learning.
Didactic games are divided into four groups:
phonetic
graphic
grammatical
games aimed at developing coherent speech.
This manual contains games for developing coherent oral communication.
speech. The purpose of this manual is to provide teachers with material that will help teach children in a playful way. The presented games promote the development of speech, attention, creative imagination, logical thinking, and communication skills. The place of the game in the structure of the lesson depends on the purpose for which the teacher uses it. At the beginning of a lesson, the game can be used to prepare students for the perception of educational material, at the operational stage - in order to intensify learning activities, or at the stage of consolidating and systematizing new concepts.
Game "Restore the fairy tale"
Target : Will help in the development of logical thinking, phonemic hearing, concentration.
Equipment : fairy tale text.
An adult tells the children that he wanted to read them a fairy tale, but almost all the letters in his book have disappeared, and he will have to tell the fairy tale, pronouncing only that part of the words that remains. Children will have to guess its name. Examples of familiar fairy tales:
Zhi... -would...de...and ba... . And would... have... Ku... Rya...
Sne... Ku... yay... not... about..., but zo... . De... bi... bi... - not ra... . Ba... bi... bi... - not ra... yu We... be... hwo... ma..., I... upa... and ra... . De... pla..., ba... pla..., and Ku... ku... . Not pla...de..., not pla...ba... . I dream.. wa... I... not about..., but about.... .
Let's go... let's go... ,
Sigh... on ho... .
In... before... to... .
Se... I fell... .
Na... Ta... gro... pla... .
Uro... in re... me... .
Ti..., Ta..., not pla... .
Not at... in re... me... .
By... de... re... . You... re... bo... - pre... .
Sta... de... re... cha... . Cha... - sweat... you... can’t... . By.. de... ba... . Ba... for de.., de... for re... . Cha... - sweat..., you... can’t... .
Game "Encrypted Songs"
Target : Will teach the ability to listen, concentrate, help in the development of phonemic hearing.
Equipment : text samples.
An adult invites children to guess a children's song, which is encrypted in a special language. The first line of the song can be written on the board and said several times by an adult.
For example:
Shyr pir yu pyapyuzhgy
Zelemgy gyosryg,
Fed gyag, fed gyag,
Zelemgy gyosryg.
Or:
F dlyafe zyter gyusmeshyg,
F dlyafe zyter gyusmeshyg,
Zöfzen gyag yöküleşıg.
Seromemgy eats a feast.
The clue is as follows:
Voiced consonants are replaced by voiceless consonants, voiceless consonants are replaced by voiced ones, “l” changes to “r”, “m” to “n”, “ch” to “sch”, “th” remains unchanged.
A game "Puns"
Target: will teach you to hear the word, compare words, and draw logical conclusions.
Equipment: poetic texts.
The teacher asks the children to listen to the text of the poem and answer what is unusual in it. (The texts of the poems are based on a play on words: a collision of different meanings of a word or homonyms in one text).
For example:
Don't wear it instead of a shirtpants you ,
Don't ask for watermelon insteadrutabaga ,
Always distinguish a number fromletters ,
And can you distinguish ash andletters ?
The lions said to the tigers:
Hey friends, have you heard
What can't rhinoceros
Scratch yours nose on horn ?
Don't go like everyone else razini ,
Without a gift you to Rosine ,
But making her visits ,
Every time a bouquettake it .
Dachshund
Getting into a taxi I askeddachshund
What is the fare?dachshund ?
And the driver:
Money from dachshunds
We don’t take it at all
Here yes, sir.
Game "Colorful words"
Target : Enriches vocabulary, expands color perception, helps in the development of imaginative thinking.
Equipment : cards with tasks.
The adult explains that in the Russian language there are many words that indicate colors. Some of them are associated with minerals, others with fruits, and others with flowers. The teacher gives the children a topic: “Animals”, “Birds”, “Minerals”, “Flowers”, and the children must name as many flowers as possible that correspond to this topic. You can simplify the task by allowing students to connect the words in the left and right columns with arrows.
For example:
Gold Products
steel
silver
lactic
cream
Minerals salad
coffee
emerald
Ruby fruit
turquoise
citric
apricot
Metals crimson
Game “Taste and Color...”
Target : Enrich your vocabulary, expand color perception, teach you to compare and draw logical conclusions.
Equipment : cards with tasks.
The teacher gives the children cards divided into two halves.
Scarlet
Orange
Lingonberry
Cornflower
Cherry
Pearl
Emerald
Chestnut
Brick
Azure
Lactic
Sea wave
Purple
Wheat
Lilac
Khaki
Chocolate
Amber
Bright green
Light blue
Dark orange
Whitish
Brown
Dark red
Dark blue
Blue-green
Purple-red
Golden yellow
Light purple
Brownish green
Brown
Transparent yellow
Whitish with iridescence
Deep pink
Orange
Bright red
On the left and right are words denoting colors. The left column has color terms that match the words in the right column, and vice versa. Children must find this match.
Game "Tales from colorful words"
Target: will help in the development of creative imagination, fantasy, speech.
Equipment : texts of colorful fairy tales by I. Ziedonis or others.
The teacher invites the children to compose a Fairy Tale THEMSELVES using any of the colors.
To begin with, he reads the fairy tale “The Gray Fairy Tale” by Imants Ziedonis.
Gray fairy tale.
I - grey .
I - grey , like a mouse, like a bird, like ashes, like dust.
I - grey , but what would bright colors do without me!
Where I am? Everywhere.
The snow has melted, the earth has been exposed -gray around, boring. Spring for nowgray. But then it burst gray a modest bud - a willow blossomed. Would she be so pretty and white if I weren't like that?gray ?
Here he comes out gray the earth is a tulip, and here comes the rhubarb, sticking out its red, devil-like horns. INgray At dusk, white sheets of fog float over the meadow!
Then you can offer children the beginning of colored fairy tales so that they can come up with a continuation.
For example:
“Blue, blue horse with peas!..”
Continue.
"It snowed yesterday..."
Continue.
"The sun is like an egg yolk..."
Continue.
Game “Only funny words”
Target : Expands vocabulary, helps develop observation and concentration.
It's better to play in a circle. The presenter determines the topic. You need to say one by one, for example, only funny words. The first player says: “Clown.” Second: “Joy.” Third: “Laughter”, etc. The game moves in a circle until the words run out. You can change the topic and name only green words, only round ones, only prickly ones, etc.
Game "Autobiography"
Target: It will teach you how to tell a story, transform, and think logically.
First, the teacher takes the leading role and introduces himself as an object, thing or phenomenon and tells the story on his behalf. Children should listen to him carefully and, through leading questions, find out who or what he is talking about. The child who guesses this tries to take on the role of the Leader and reincarnate into some object or phenomenon.
For example:
“I am in every person’s house. Fragile, transparent, inelegant. I die from careless handling. And it becomes dark not only in the soul..."
“I can be fat and thin. Beautiful and not so beautiful. You can play with me, but carefully. When I once lost weight due to Piglet’s fault, Eeyore was still very happy with me..."
Game “If only”
Target : Will teach children the ability to construct a logically complete sentence, transform themselves, and take the point of view of another.
Equipment : cards for the game.
The teacher asks the children to finish the sentence they started. It is built according to the following scheme: “If I were (a) ket (something), then I would..., because (to)... .
The teacher explains: in order for the sentence to be complete, you need to imagine yourself as the person (what) you are talking about.
For example:
If I were a fruit, it would be a green and tasteless tangerine so that no one would eat me.
If I were a grasshopper, I would sit in the potato thickets and stare at the world with yellow eyes.
Game "Chain of Associations"
Target : will help in the development of associative thinking, expand your vocabulary.
The game is played in a circle. The teacher names a word, say “honey,” and asks the player standing next to him what he imagines when he hears this word?
For example, the player answers: “a bee.” The next player, having heard the word “bee,” must name his association for this word, for example, “pain,” etc. What could happen?
Honey bee pain doctor red cross flag country Kazakhstan Astana, etc.
Pictograms.
Target: will introduce you to phrases, help in the development of associative and figurative thinking, attention and memory.
Equipment : cards with phrases on the topic of the lesson, pencil, notebook.
During this game, the teacher uses cards with word combinations that correspond to the topic of the lesson.
He invites children to sketch with pictograms and simple drawings the phrases that he will dictate.
After the children complete this task, they will have to switch to some other game, and then remember the word combinations that they sketched. Let's say the theme is "Autumn"
The teacher can dictate the following phrases:
golden autumn, farewell cry, migratory birds, cold wind.
Game "Drawing - Association"
Target : Will help in the development of associative and figurative thinking, attention and memory, teach concentration and perseverance.
Equipment : cards with drawings and associations
During this game, the teacher uses cards with pictograms and words - associations on them. Children, having received a card, must connect the picture and the word, combining them according to their meaning at their own discretion.
Example words:
wind
joy
fog
Love
beauty
bad weather
bloom
wind
noise
beauty
With the help of associations, you can remember any poetic text. The teacher dictates the text, and the child sketches the key words in a notebook. Then, based on the supporting words, he remembers the poem.
Sample poem for practice :
“When I become an adult” V. Lunin
When I become an adult
I will allow everything to my son:
Eating sour cream with your hands
And jump on my back.
Lying on the sofa, drawing on the wall,
Keep the beetle in your pocket,
do not wash your face,
Scream,
Run through puddles
Cut off the legs of the chair
Don't sleep and don't have lunch,
Ride a cat.
Twist the spring in the clock,
Drink tap water.
I will allow everything to my son,
When I become an adult.
Game "Secrets of the Double"
Target : will introduce you to the concept of “antonyms”, help in the development of logical thinking, and teach concentration.
If the student is already familiar with the concept of “antonyms,” it is easier for him to join this game. If not, the teacher explains what it is and suggests playing riddles with the help of antonyms (learning to compose and guess them).
We take two words: wet and dry. We invite children to guess: what can be wet and dry at the same time? (boat, leaf, shoes, etc.).
Let's give one more riddle (we take two words: smooth and rough):
What can be smooth and rough at the same time? (toothbrush, sandpaper, etc.).
What can be hot and cold at the same time? (iron, refrigerator, lamp, etc.).
Game "Words-balls"
Target : expand vocabulary; will consolidate the concepts of antonyms, synonyms, homonyms; will help in the development of attention and logical thinking; will teach concentration, restraint, the ability to control one’s emotions, etc.
Equipment : ball.
Game "Antonyms - synonyms."
Children stand in a circle. The teacher throws the ball to one of the players and at the same time says a word, for example, “quiet.” The child must return the ball and say the word with the opposite meaning (“loud”). The game moves in a circle so that each participant can pronounce an antonym word.
You can play similarly:
with synonyms (cheerful - joyful);
with homonyms (puff of smoke - dog breeders club);
with verbal nouns (run-run, knock-knock);
with phrases (beautiful - house, fast - run);
with animals and their young (horse - foal) and many, many others.
Game "First, second, third, fourth."
Children stand in a circle. The teacher passes the ball to one of the participants in the game and asks them to name a sign of some phenomenon or object. Two more participants do the same, and the fourth player must name the object (phenomenon) based on three characteristics.
Let's say:
Player 1 says the word “silver”
2nd – “easy”
3rd – “small”,
4th names the object - “cup”.
Or:
1st pronounces “distant”,
2nd – “round”,
3rd – “hard”,
4th calls the object “ball”.
Game "Oral Crossword"
Target : will enrich your vocabulary, help in the development of logical thinking, teach you how to ask questions correctly and give specific answers and definitions to words.
The presenter thinks of a word, for example, “earth,” but does not say it out loud. Names the first letter. To guess the word, the participants of the game ask questions like these to the Leader:
Is this the one that bites painfully?
No, it's not a snake.
Are these the ones found in Belovezhskaya Pushcha?
No, these are not bison.
Is this where we all live?
Yes, this is land.
If the Presenter cannot guess what he is being asked about, he must name the second letter of the word.
Game "From bad to good."
The teacher invites the children to play transformations: from bad to good, from evil to good, from weak to strong, etc. attentive
caring
Kind
You can take any pair of antonyms and try to do the same.
Game “Restore the proverb”
Target : It will introduce you to new proverbs, help you understand the meaning of popular sayings, and teach you how to build a logically complete sentence.
Equipment : texts of proverbs.
On the board or on cards in the left column is the beginning of the proverbs, in the right column is the ending. You need to find the beginning and ending of the proverb, combine them into one whole and explain its meaning.
Live foreverto a gift horse
How will it come back to haunt you?
Do you like to ride
Without knowing the ford,
The forest is being cut down -
It's time -
Not on your sleigh
If you hurry -
Measure seven times
It's good to be away,
but home is better.
chips are flying.
learn forever.
They don't look you in the teeth.
don't go into the water.
the more firewood.
that's how it will respond.
love to carry sleighs too.
fun time.
don't sit down.
you'll make people laugh.
cut once.
Game "Magic Word"
Target: Will help in the development of imaginative thinking, creative imagination, speech.
The teacher writes a word on the board with which you will need to compose a fairy tale (story, poem).
For example:
WITH- sled
ABOUT- cloud
L- ray of light
N- kit
C- princess
E– raccoon
Based on these six words, children will have to compose their own story or fairy tale.
Game "Tales from the Inside Out"
Target : Teaches the ability to fantasize, compose, and tell stories.
The teacher invites the children to change places of the main characters in a famous fairy tale, i.e. make the good ones evil, and the evil ones - good, the brave ones - cowardly and vice versa, and on the basis of this, compose a new fairy tale.
For example:
The Wolf in the fairy tale “The Wolf and the Seven Little Goats” is good, and the Goat is evil.
In the fairy tale “Teremok”, it is not the bear that destroys the Teremok, but the Mouse.
The piglets in the fairy tale “The Three Little Pigs” are hungry and angry, and the wolf is cowardly and unhappy.
In “The Tale of the Fisherman and the Fish,” it is not the old man who asks the fish for gifts, but the fish who asks the old man.
Literature:
Isaenko V.P. “Games of our children”
M.: Culture and Sport, 1996
Kalugin M.A. "Educational games for younger schoolchildren"
Academy of Development, 1996
Maksimuk N.N. “Games for teaching literacy and reading”
M.: "VAKO", 2006
Mishchenkova L.V. “36 lessons for future excellent students”
Sinitsyna E.I. “Through the game to perfection”
M.: “List” 1997
PLAN
LITERATURE.
Topic: DEVELOPMENT OF SPEECH AND THINKING DURING THE TRAINING PROCESS
Target. To acquaint students with the peculiarities of speech development of first-graders and with the main directions of work on the development of coherent speech, to learn techniques for working on speech development
1. Features of the development of speech and thinking of first-graders during the period of learning to read and write.
2. Enrichment and clarification of children's vocabulary.
3. Vocabulary and lexical exercises as a means of developing speech and thinking of schoolchildren.
4. Work on the proposal.
5. Work on coherent speech during the period of learning to read and write.
6. Speech therapy work in first grade.
Literature
1. Lvov M.R. and others. Methods of teaching the Russian language in primary school; M.: "Enlightenment", 1987.
2. Methodology of the Russian language V.A. Kustareva and others - Moscow: "Enlightenment", 1982.
3. Lvov M.R. "The speech of younger schoolchildren and the ways of its development, M.: Education, 1975.
The child comes to school with significant speech skills. The volume of his vocabulary ranges from 3 to 7 thousand words, he uses in his oral speech
practice sentences - both simple and complex, most children are able to tell coherently, i.e. speak a simple monologue. The main characteristic feature of a preschooler's speech is its situational nature, which is determined by the preschooler's main activity - play activity.
What changes occur in a child’s speech development after he or she enters school? The changes are very significant. Firstly, the volitional factor in speech activity increases sharply: the child speaks not because he is encouraged to do so by surrounding circumstances, the so-called situation, but because the teacher, the educational process itself, demands it. The motivation of speech changes dramatically: if in situational speech the main motive is communication, then the answer in class, retelling, story are caused not by the living needs of communication, but by the need to fulfill the teacher’s requirement, to reveal knowledge of the material, and not to lose face in front of comrades, in front of the teacher. Is it any wonder that children who spoke fluently before school at home, on the street, in kindergarten, or at school sometimes at first get lost, embarrassed, and speak worse than before school?
The teacher takes care of creating motives for speech, motives that are natural and close to children - a relaxed atmosphere of conversation is created, the children’s story is preceded by the words of the teacher: “Tell me, we are all interested, we will listen to you,” etc. However, all these means only soften the harshness of the transition; Otherwise, speech in the educational process inevitably loses its mainly situational nature and moves into the volitional sphere. Its motives are educational tasks, since educational activities become the main, leading activity of the child.
Secondly, written language appears in a child’s life. Of course, the first written texts that a child encounters are still very simple and differ little from the everyday speech he used before school. How does the inclusion of elements of written and bookish speech into the everyday life of a 1st grade student take place?
Such elements are contained in the teacher’s speech - literary speech, subordinate to the norm and, of course, influenced by written and book styles; the school requirement to answer the teacher’s question with a complete answer leads to the fact that elliptical constructions (one of the most typical elements of everyday situational speech) disappear, as if declared “outlaw”; a conversation regarding teacher questions often requires the construction of complex sentences: “Why do you think this is a fox?” - “This is a fox (because) she has red fur and a long fluffy tail.” Even the ABC texts contain many typical “book” constructions. From the first days of learning to read and write, work begins on the culture of speech: children learn how to speak at school, in class; they begin to understand that any expression of a thought will be correct, that the thought should be expressed clearly, distinctly, and understandably for others; They become accustomed to self-control and to observing the speech of other children, and learn to correct shortcomings in other people’s speech. Modern first-graders already understand that at school they cannot use the same children's phrases that they use at home and with friends. The third feature of the speech development of a first-grader is that monologue speech begins to occupy an increasing place in his speech activity, i.e. that type of speech that in preschool age is either not at all
developed or did not occupy a dominant position. (We must not forget at the same time that children raised in kindergarten went through a certain system of developing coherent speech).
A monologue during the period of learning to read and write is a retelling of what has been read, a story from perception (observation), a story from memory (what happened), and from imagination (mainly from pictures). Statements of a monologue type also occur in the process of phonetic work, for example, a schoolchild says: “In a word strawberries four syllables, stressed - neither, There are only 9 sounds, how many letters: z-e m-l-i-n-i-k-a.”
Finally, the fourth feature of the speech development of a first-grader is that at school speech becomes the object of study. Before entering school, the child used speech without thinking about its structure and patterns. But at school he learns that speech is made up of words, that words consist of syllables and sounds denoted by letters, etc.
The development of speech in school practice is carried out in three directions: vocabulary work (lexical level), work on phrases and sentences (syntactic level), work on coherent speech (text level).
First-graders, especially six-year-olds, need entertaining, accessible ways of explaining new words: by showing a picture or object, naming this object; in vocabulary games - with the help of word lotto, cubes, tongue twisters, counting rhymes, nursery rhymes, humorous jokes; in conversations, stories, reciting poems, chanting words, etc. Children 6 years old cannot always immediately pronounce a new word, therefore, they should work not only on the meaning, but also on the sound composition of the word, on stress, orthoepic pronunciation, and also on the letter composition of the word and its spelling.
Every day, children learn new words, clarify, deepen their understanding of the meaning of those words that they have encountered previously, use words in their speech (activate them).
School life itself, the educational activities of children, require the assimilation of dozens of new words denoting the name of educational supplies, aids, and actions; Many new words and meanings are learned through observations, as well as from pictures in the primer and other manuals. New words are found in readable texts, in teacher stories, etc.
New words are included in sentences, read, subjected to sound analysis, and composed from letters of the split alphabet. Words are included in the system of lexical and logical exercises.
Naturally, semantic work is of greatest importance for the development of speech: observations of the meanings of words, clarification of meanings and their shades.
From the first days of a child’s stay at school, he needs to be taught to pay attention to words and to search for the most expressive words. This task is accessible to first-graders: children usually have a keen sense of the expressiveness of speech, they love expressive speech, and they themselves willingly use words with diminutives and affectionate suffixes.
Work on a sentence, as well as on a word, begins literally from the first lesson at school: isolating a sentence from speech (speech flow), reading, answering questions (both the question and the answer are sentences).
During the period of literacy training, the following main tasks of work are solved: on syntactic level:
a) awareness of the sentence as an independent unit of speech, highlighting
sentences in oral speech, composing them, reading from the ABC book;
b) transition from monosyllabic statements to expanded statements,
from incomplete sentences - to complete, relatively large sentences,
having, as a rule, the composition of the subject and the composition of the predicate;
c) establishing the simplest connections between words in a sentence, mainly in the predicative group, as well as in phrases.
One should not rush to introduce new syntactic constructions into children’s speech, but as soon as they appear in their speech, the school’s task is not to restrain children’s speech development with artificial measures or prohibitions, but to support this new one and ensure its correctness .
Consequently, in the work on a proposal, a significant place belongs to the correction of shortcomings, introspection and self-control.
Since students do not yet have theoretical knowledge of syntax, sentence construction is carried out on the basis of samples. Reading texts, teacher speech, and questions serve as examples.
During the period of literacy learning, the role of questions is very large; The question provides the basis for making a proposal. So, the picture asks the question: “What happened to the children in the forest?” Possible answers: “The children got lost in the forest”: “The children went into the forest to pick mushrooms and got lost”; “A boy and a girl were picking mushrooms and berries in the forest. They did not notice how evening came. They are lost - they don’t know the way home.”
This is how schoolchildren move from sentences to coherent speech.
Coherent speech during the period of learning to read and write is a retelling of what the children themselves or the teacher read, these are various stories - from observations, from memories, based on creative imagination; This is reciting memorized poems, making and guessing riddles, working with proverbs, sayings, reading tongue twisters, telling fairy tales and dramatizing them. All these are variants of emotional, figurative speech.
In the practice of first-graders, elements of coherent scientific or “business” speech appear: coherent answers on sound analysis, some stories based on observations. These types of speech are just beginning to develop and therefore pose significant difficulties for children. Exercises in coherent speech take place in every literacy lesson as a mandatory part of the lesson.
The most convenient way to start working on coherent speech is with pictures. Thus, “ABC” contains a series of pictures for the fairy tales “The Wolf and the Fox” and “The Hen
Ryaba." By making a sentence for each picture, children receive sequential stories.
During the preparatory conversation, the best, most complete sentences are selected for the story, and repetitions inevitable in such cases are eliminated; to give the events more reality, the character is given a name, the season is determined, a sentence about the weather can be added, etc. Story
entitled - this is how children begin working on the topic.
Subsequently, children are given tasks to talk about a topic, for example: “Tell me about the squirrel” (based on direct observation). “Tell me about how you played…” (from memory), etc.
The usual basis for children's stories in the 1st grade are questions from the teacher or a question plan (children in the 1st grade have not yet drawn up their own plan).
By retelling what they read, children enrich their vocabulary with the help of sample vocabulary, follow the sequence of the text, imitating the syntactic structure of the original source, and convey the emotional content and ideological meaning of the story.
Compiled story or retelling constantly
is corrected, the most appropriate words are selected, their meaning and the appropriateness of the choice in a given situation are explained, work is underway on the proposal, details and details are introduced, the sequence of presentation of events is improved, the simplest causal justifications are introduced.
The entertaining element plays a huge role in the development of coherent speech: it is an organic, integral part of any creative work. Both retelling and telling, the child enters into the role, empathizes with the heroes, enthusiastically awaits decisive events, the denouement, enthusiastically conveys the heroic, as well as apt, witty word. Therefore, the system of exercises for the development of coherent speech should include the staging of a fairy tale (playing it in roles and other forms of dramatization and improvisation, i.e. inventing your own fairy tales), and competitions for the best reader of poems, and competitions in guessing riddles and explaining proverbs
For example, in 1st grade they dramatize the folk tale “Turnip”. The tale is simple in plot and does not require complex decorations - it is performed in a classroom; but it is devoid of dialogue, and the words of the characters are enthusiastically invented by the children themselves.
First graders know a huge number of riddles. The riddle is always witty, poetic, and easy to remember. It was already said above that riddles are used to introduce the original word, from which a new sound is extracted, for example: “The grandfather is standing, wearing a hundred fur coats; whoever undresses him sheds tears" (onion), to highlight the sound [k]. However, riddles are also useful in themselves, as a means of speech development for children. Working on riddles always turns into a fun, lively conversation, during which the vocabulary is enriched, metaphors and periphrases are revealed, words-attributes are worked on, and a sense of rhythm is developed. Often, first-graders try to write riddles themselves.
We must not forget that the development of students’ speech is ultimately the main, certainly the most important task of the school, because in life a person needs speech skills first of all. Developed speech also serves as a means of cognition.
During the period of literacy training, schoolchildren learn on a practical basis significant material on grammar and spelling. But the nature of assimilation of this material is special: as a rule, the topic is not explained to children, and theoretical information is not provided. In practical oral or written speech work, children perform such actions, such exercises that prepare them for mastering certain topics at later stages of education.
Thus, in the first months of training, children compare words of the simplest type: houses, houses, forests, forests. This creates a practical basis for subsequent checking of the spelling of unstressed vowels in the roots of related words.
Changing words hedgehog-hedgehogs, already-snake, ruff-ruff, Children not only learn spelling zhi, shi(even before studying the corresponding rule), but also practically prepare for the assimilation of a spelling action - checking consonants at the end of a word, where, as a result of the law of the absolute end of a word, positional alternation of consonants occurs; In grammatical terms, they are preparing to master the topic “Changing nouns by numbers.”
Matching words drove, drove off, Children are practically prepared for the topics “Word Composition”. Prefixes", "Related words".. Children form words autumn- autumn (wind) and thereby prepare for mastering the laws of word formation, for mastering the topic “Adjective” and, finally, for the topics “Related words”, “Word composition”.
In lessons during literacy training, schoolchildren propaedeutically change nouns not only by number, but also by case, connect them with adjectives, therefore, they also change adjectives, coordinating them with nouns in gender, number and case; change the forms of the verb and thus prepare to master the material on the topic “Verb”.
The system of propaedeutic exercises is in accordance with the stepwise structure of modern grammar and spelling programs: children gradually, as a result of practical work, accumulate certain speech experience, a “feeling” of language, and observations of language phenomena - words, their composition and education, over their change and combination with other words. Only on this basis does the student begin to master theoretical generalizations in the future; he relies on it in the formation of grammatical concepts and spelling actions.
Thus, the period of learning to read and write cannot be considered as a special, isolated segment in the process of learning at school, although very unique tasks are actually solved during this segment. We must remember that the learning process is continuous, and in propaedeutic language exercises.
by advanced training, which often turns into the fact that from the upper floors of the Russian language course, from the middle classes, they go down to the elementary classes, some sections and rules.
The main thing when implementing propaedeutics in primary school is the establishment of constant observations of a specific order, their accumulation and practical use in oral and written speech. Primary classes must lay a solid and reliable foundation for the subsequent theoretical understanding of many specific realities of grammatical-spelling, spelling and partly stylistic order in the middle and senior levels of school.
Literacy lessons
Most often, literacy lessons in the first grade are conducted separately - first there is a lesson in teaching basic reading, and this is followed by a lesson in teaching basic writing.
Meanwhile, there is a long-standing tradition of conducting a kind of mixed literacy lessons, when work on reading was associated with writing letters, syllables, words, copying printed text if it is small in volume; writing was interspersed with reading, sound-letter and sound-syllable analysis, etc. This type of lessons was practiced by L. N. Tolstoy and his teachers at the Yasnaya Polyana school and schools in the Kropivensky district of the Tula province, which, as they now say, were supervised by the author of the famous ABC textbooks, “New ABC”, “Books for reading”. K.D. Ushinsky wrote about such lessons; in our time, they were widely used by the wonderful educator and teacher Vasily Aleksandrovich Sukhomlinsky and his teachers from the Pavlysh school. As the author of the famous book “I Give My Heart to Children” wrote, “experience has shown that at first in the first grade there should be no “pure” lessons in reading, writing, and arithmetic. Monotony quickly gets boring. As soon as the children began to get tired, I tried to move on to a new type of work. Drawing was a powerful means of diversifying work. Now I see that reading is beginning to tire the children. I say: “Open your albums, children, let’s draw the fairy tale we read...” (Sukhomlinsky V.L. I give my heart to the children. Kyiv, 1969. P. 98).
Nowadays, an outstanding master of integrated literacy lessons is the wonderful Krasnodar teacher, who rightfully bears the high title of “Honored Teacher of Russian Schools” Evgenia Ivanovna Beschasnaya, her experience is covered in many publications in the magazine “Primary School”, filmed on videotapes, and presented at seminars in institutes for advanced training of teachers in many regions and territories of the Russian Federation. Evgenia Ivanovna often quotes the words of our outstanding methodologist N.L. Korf, who argued: “The most mediocre child can and should achieve conscious reading after seven or eight months of schooling, if the teacher is not mediocre, honest and knows the matter” (Korf N. A. Russian elementary school. 4th ed. St. Petersburg, 1984. P. 120).
These words, spoken almost one hundred and fifty years ago, have not lost their meaning in our time. Professionalism, love for children, a responsible attitude towards their fate, towards their future, constant self-education, search, creativity will help every teacher, even when teaching children to read and write, to lay a solid foundation for all subsequent steps of the child in mastering the riches of his native Russian language, in developing and improving his
speech and judicial powers (expression by F.I. Buslaev).
Nowadays, there are many different options for literacy teaching systems. Let us dwell on the one that is largely traditional and calculated.
on its application in mass primary schools. In both traditional and other systems of literacy teaching, three stages are distinguished: preparatory, basic and repetitive generalization. Classes at each stage are organized and conducted primarily in the form of lessons.
At the preparatory stage, which has two stages: 1) letterless and 2) five vowel letters, lessons are built according to the following plan:
1. The topic of the lesson is announced or a question is called that must be resolved during the lesson. For example: “Today we will remember the fairy tales that you know, and we will learn to tell and listen to them.”
2. It turns out which of the students knows which fairy tales; how I learned the fairy tale: I read it One of the older parents heard it on the radio or saw it on TV.
3. Children's attention is drawn to illustrations of fairy tales placed
V ABC It is suggested to tell a fairy tale.
4. Stands out from the fairy tale any proposal; it becomes clear what thought is contained in it. It’s best if these are catchphrases: at the behest of the pike, at my wish-
nia; they pull, they pull, they cannot pull, etc.
5. A basic idea of the sentence is given and it is explained how it can be depicted using a linear diagram:
6. Vocabulary and logical exercises are carried out using subject pictures in the primer. For this purpose, the pictures at the bottom of the lettering page are used.
In the 3rd or 4th lesson, children are given a simple idea of the word. Shows
kik, you can depict a word using a linear diagram: After two lessons, students are explained what a syllable and stress are, and shown how
they can be depicted in diagrams: (fox, balls, book). In the lessons of the preparatory stage, already at the letterless level, original
various dictations, when the teacher shows some subject picture, the children pronounce a word - the name of the subject and write it down in a linear diagram, indicating syllables and stress.
Words can be pronounced without connection with the picture: these can be answers to a riddle that the teacher or one of the students asked. You can even write down a separate sentence: the teacher clearly and slowly pronounces a sentence of several words (3–6), and the children write them down in linear diagrams:
Grandfather planted a turnip. There is a tower in a field.
A special place is given to the lesson on mastering the concept of sound as a physical phenomenon and speech sound.
The primer examines pictures that remind children when they can clearly hear natural sounds: the buzzing of a wasp, the hiss of air escaping from a ball or a bicycle tire, the growling of a dog, etc. Based on these ideas, it is easier for the teacher to guide children to understand speech sounds .
This is how children begin to learn to read and write. Lessons at the letter level of the preparatory stage become more complex and are conducted according to the following scheme:
1. Explanation of the topic of the lesson: the sound [a] and its letter A/a.
2. Examination of object pictures and pronouncing “initial” words - the names of the depicted objects:stork, aster, watermelon...
Literature for the section
“ABC” by I. Fedorov: facsimile edition. – M., 1974. Amonashvili, Sh. L. Hello, children! / Sh. L. Amonashvili. – M., 1986.
Vakhterov, V. P. Izbr. ped. op. / V. P. Vakhterov. – M., 1987. | |||
Vygotsky, L. S. Collection. Op.: in 6 volumes / L. S. Vygotsky. – M., 1982. | |||
Goretsky, V. G. | Literacy Lessons / | V. G. Goretsky, | V. A. Kiryushkin, |
A. F. Shanko. – M., 1993, | |||
Egorov, T. P. Essays on the psychology of teaching children to read / T. P. Egorov. – M., 1953. |
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Zhedek, P. S. Sound and sound-letter analysis at different stages of literacy learning / |
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P. S. Zhedek // Primary school. – 1991. – No. 8. | |||
Zhedek, P. S. Methods of teaching writing / P. S. Zhedek // Russian language in elementary |
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classes. Theory and practice / edited by M. S. Soloveichik. – M., 1997. | |||
From I. Fedorov’s “ABC” to a modern primer. – M., 1974. | |||
Redozubov, S. P. | Methods of teaching reading | and a letter to | primary school / |
S. P. Redozubov. – M., 1961.
Tolstoy, L. N. Ped. soch. / L. N. Tolstoy. – M., 1953.
Tumim, G. G. Teaching literacy: Historical review / G. G. Tumim // At the lessons of the native language. – Pg., 1917.
Elkonin, D. B. How to teach children to read / D. B. Elkonin. – M., 1976.
Independent work day tasks
1. Indicate the linguistic foundations of teaching literacy in different methodological systems (including modern authors V. G. Goretsky, N. V. Nechaeva, V. Levin, V. Repkin, D. B. Elkonin, etc.).
2. Explain the child's reading mechanisms at different stages of reading acquisition.
3. Indicate the main features of the methods of teaching literacy in the systems of L. N. Tolstoy, I. N. Shaponikov, D. B. Elkonin.
4. How and why should literacy teaching methods be classified?
5. Determine the role of the syllable in the methodology of teaching literacy.
6. What is the essence of the positional principle of reading?
7. What are the mechanisms and methods of teaching writing?
8. Make a diagram (order) for analyzing the primer. Using this scheme, analyze the main modern primers (V. Levin, D. B. Elkonn, L. F. Klimenova, V. G. Goretsky, etc., N. V. Nechaeva). Which of the current primers do you prefer? Why?