The role of retelling in the formation of speech activity of primary schoolchildren in literary reading lessons. Speech development of children of primary school age Speech development of primary school children in reading lessons
GRADUATE QUALIFYING WORK
Retelling as a means of developing narrative speech of primary schoolchildren in literary reading lessons
Completed:
Murina Natalya Pavlovna
teacher primary classes
MBO Studenovskaya Secondary School
Orenburg, 2016
Introduction………………………………………………………………………………….… 3
Chapter I. Theoretical aspects of the development of narrative speech of a primary school student in literary reading lessons……………………………..……5
1.1.Basic concepts of coherent speech………………………..………………..…5
1.2. Retelling as a means of developing students’ coherent speech……………………………………………………………………………………… …….19
1.3.The question of the development of narrative speech in educational and methodological literature……………………………………………………………………………………25
Chapter II. Experience in developing coherent narrative speech of primary schoolchildren in literary reading lessons……………………….33
2.1.Analysis of the program and textbooks of literary reading of the educational complex “Harmony” from the point of view of the problem being studied…………………………………………...33
Conclusion………………………………………………………..……………...47
References…………………………………………………………………………………49
Appendix…………………………………………………………………………………50
Introduction
The relevance of the study is due to society’s need for an individual who is fluent in speech and experiences communicative comfort in communication. The development of coherent speech is of exceptional importance for schoolchildren, because is a decisive factor in the successful mastery of all academic subjects.
IN explanatory note Russian language programs for primary schools emphasize that speech development is one of the main areas of work in primary schools. However, pedagogical experience and practice at school shows that the weakest link in the system of teaching the native language is the work on speech development, which requires the use of a variety of techniques and means. One such means is retelling the text. A variety of types of retellings and varying preparation for it enliven lessons, increase students’ interest in reading and ultimately increase the level of their speech development.
To date, scientists - educators, teachers, as a result of creative search, have identified the foundations of the phenomenon of speech development:
The doctrine of linguistic personality (V.V. Vinogradov, G.I. Bogin, Yu.N. Karaulov, A.M. Shakhnarovich, etc.);
Consideration of textual activity as an independently motivated and purposeful objective activity (T.M. Dridze, Yu.N. Karaulov, E.S. Kubryakova, I.Ya. Lerner, Yu.A. Sorokin, V.Ya. Shabes, etc.) ;
the need to pay special attention to the process of mastering textual activity (E.V. Bondarevskaya, A.P. Valitskaya, I.K. Zhuravlev, I.Ya. Lerner, E.I. Passov, etc.).
Due to the relevance of this problem, it was determined purpose of the study: develop a system of exercises aimed at teaching retelling.
Object of study: speech development of primary schoolchildren in literary reading lessons.
Subject of study: teaching retelling to younger schoolchildren.
Research objectives:
1. Study scientific and methodological literature on the research problem.
2. Reveal the content of the concept of “speech development”.
3. Describe retelling as a type of work to develop students’ coherent speech.
3. Reveal the content of the work on the development of narrative coherent speech by means of retelling in literary reading lessons
Research base: MBOU "Sagarchinskaya Secondary School of the Akbulak District of the Orenburg Region", MBOU "Akbulakskaya Secondary School No. 2 of the Akbulak District of the Orenburg Region", MAOU "Fedorovskaya Secondary School of the Akbulak District of the Orenburg Region", MBOU "Zarechenskaya Classical Gymnasium" Totskoe-2.
ChapterI. Theoretical aspects of speech development of primary schoolchildren in literary reading lessons.
A person’s speech is a kind of mirror of culture and education. By speech you can immediately determine the level of development. Developing speech means developing speech skills: navigating a communication situation, the ability to plan a statement, the ability to realize one’s plan (speaking or writing strictly on a topic, ensuring the development of thoughts, using various means of expressiveness).
Speech is one of the types of communication that people need in their joint activities, in knowledge, education; it enriches a person spiritually and serves as a subject of art. Speech is communication using language - a sign system, polished over centuries and capable of conveying any shades of the most complex thoughts. The term speech has three meanings:
a) Speech as a process, as an activity, for example, the mechanisms of speech; the child begins to speak, he masters speech; speech flows freely;
b) Speech as a result, as a product of speech activity, synonym - text, for example: analysis of the speech of a 6-year-old child; samples of speech of high culture;
c) speech as a genre of oral, oratory performance. (7, p. 86)
Speech is a form of communication mediated by language that has developed historically in the process of material transformative activity of people.
Speech includes the processes of generating and perceiving messages for the purposes of communication or (in a particular case) for the purposes of regulation and control of one’s own activities.
Speech is divided into external, i.e. speech for others, and inner speech for oneself.
Thought and word are in dialectical unity. Speech is inseparable from thought: “Speech is the process of transforming a thought into a word, the materialization of a thought” (2, p. 205)
Depending on the purpose of the statement and its content, in ancient rhetoric a distinction was made between narration, description and reasoning. The narrative sets out the sequence of events, the text has a plot and, as a rule, active characters, in this sense it is close to the story as a literary genre. The description does not contain events or plot; it depicts pictures of nature, certain phenomena, objects, portraits, etc. Reasoning is a type of speech in which various reasons, arguments, examples, and someone’s opinions are used to prove or refute a statement or thesis. , proof; In the end, the author draws a conclusion.
Speech is studied by speech psychology, psycholinguistics, speech physiology, linguistics and other sciences. (26, p.112) Of all the skills that a student masters in elementary school, one of the most difficult is the ability to speak coherently, competently, in a literary language. The method of subjectivization successfully helps to form these skills, which provides great opportunities for the mental and speech development of the child.
The problem of development has apparently existed since people began to consciously direct efforts to prepare children for survival. This is evidenced by archaeological finds and elements of the past in modern languages, in the life and customs of different peoples. The fact that distant ancestors sought to develop children is evidenced by games that have come down to us from time immemorial, requiring mental work, toys, riddles, practical jokes, puzzles, and tasks of ingenuity.
One of those who had a clearly visible idea of development was Confucius, whose school over 3 thousand young people attended. Development is a philosophical category that expresses the process of movement and changes in entire systems. (25, p.386) Since the main source of development is internal contradictions, this process is essentially self-development (self-propulsion). Development is the purposeful accumulation of information with its subsequent ordering and structuralization. (2, p.203)
To understand the process of human speech development, especially driving forces This development (factors) is very much revealed by the study of its first steps, i.e. the child’s speech at the very beginning of language acquisition.
Psychologist N.I. Zhinkin showed the mechanism of language acquisition by a child. However, the model of this mechanism is also suitable for adults: “When transmitting a message, two types of information are introduced (into the human brain): a) about objects and phenomena of reality and b) about the rules of the language in which the message is sent. The last type of information is introduced in an implicit form, since the rules of the language are applied, but nothing is said about the rules themselves... Prospects for the development of school language education at the present stage are associated with attention to human factor in language, with the study of man as a carrier and creator of language, with the identification of the features of the process of mastering language and speech.
It is in this context that the content of the concept “speech development of schoolchildren” is considered in this study.
Speech development schoolchildren is understood as a pedagogically motivated process of developing the abilities of a linguistic personality to adequately perceive, as well as create speech works (texts) in the unity of their content and form, in accordance with the goals and conditions of speech activity, aimed at shaping the speech and reading experience of schoolchildren.
The basis for the proposed understanding of the phenomenon of speech development were:
The doctrine of linguistic personality (V.V. Vinogradov, G.I. Bogin, Yu.N. Karaulov, A.M. Shakhnarovich, etc.), the definition of its essence and structure from the point of view of correlating the individual’s abilities with the specifics of different aspects of the created or perceived text, which makes it possible to study a linguistic personality, assessing its readiness for certain speech acts, as well as to outline methodological ways for the development of a linguistic personality (Yu.N. Karaulov);
Consideration of textual activity as an independently motivated and purposeful objective activity, part of socio-historical experience; recognition of the leading role of textual activity in the development of personality and in mastering sociocultural experience; interpretation of the cognitive process (exchange of knowledge, experience, emotions, values, norms, etc.) in the context of perception and generation of texts (T.M. Dridze, Yu.N. Karaulov, E.S. Kubryakova, I.Ya. Lerner , Yu.A. Sorokin, V.Ya. Shabes, etc.);
the need to pay special attention to the process of mastering textual activity, due to the fact that the goal modern education is the mastery of methods of cultural interaction leading to the formation and development of personality (E.V. Bondarevskaya, A.P. Valitskaya, I.K. Zhuravlev, I.Ya. Lerner, E.I. Passov, etc.).
Speech development in all its complexity is ensured throughout the course of education, but primarily in the lessons of their native language, where students master the grammatical structure of speech, its content, and vocabulary. Subject lessons play a significant role in the process of developing speech, but even in these lessons we do not cover all aspects of speech. We mainly focus on the development of coherent speech, which can be described as “a set of sentences combined general content, the general main idea." (N.S. Rozhdestvensky). This is logically coherent, consistent speech, in which there is a connection between individual sentences and parts of the statement.
Speech development of schoolchildren is understood as a pedagogically motivated process of developing the abilities of a linguistic personality to adequately perceive, as well as create speech works (texts) in the unity of their content and form, in accordance with the goals and conditions of speech activity, aimed at shaping the speech and reading experience of schoolchildren. The development of speech is nothing more than the introduction of language into the child’s brain in an implicit form, i.e. through speech." (3, 204). Listening to the speech of others, the child not only remembers words, combinations of words, sentences, he grasps analogies in language, connects analogies of meanings with analogies of forms. Thus, already at the early stages of development, the child not only uses diminutive forms, but, with the help of encountered evaluation suffixes, forms them himself. The perception of someone else's speech is ahead of the child's own speech: he begins to understand the speech of adults somewhat earlier than he himself makes attempts to speak. From the above, a conclusion follows about the role of the speech (language) environment in the acquisition of speech and language and, consequently, in the development of speech.
Coherent speech is considered to be speech that is organized according to the laws of logic and grammar, represents a single whole, has a theme, has relative independence, completeness, and is divided into more or less significant parts interconnected. In the elementary school methodology, the following types of coherent speech are accepted, belonging to the students themselves (or exercises in coherent speech):
detailed answers to questions (including in conversation);
various text exercises related to the analysis of what has been read, the study of grammatical material, the activation of grammatical forms or vocabulary, if the statements (or written texts) generally meet the requirements stated above; observation notes, keeping nature weather diaries, other diaries;
oral retelling of what was read (in its various versions);
oral stories of students on a given topic, on a picture, on observations, on a given beginning or end, etc.;
telling literary texts memorized;
improvisation of fairy tales, the beginnings of literary and artistic creativity, written expositions of exemplary texts;
restructuring of texts given by the teacher (selected retellings and presentations), creative forms of retelling and presentation, dramatization of stories, etc., both orally and in writing;
various types of dramatization, oral (verbal) drawing;
written essays of various types;
articles in newspapers, reviews of books read, performances, films;
business papers, statements, announcements, addresses, telegrams, etc.
This is only a very general enumeration of the types of connected texts that primary schoolchildren use. As you can see, the variety of exercises is quite large. All this variety is given to students almost without theory, in practical ways. Naturally, only clear planning of speech exercises for a long period of time (long-term planning) will allow you to avoid, on the one hand, annoying repetitions of the same types of work, and on the other hand, not to miss anything important.
According to the degree of independence of students, exercises in coherent speech can be divided into the following types: work performed according to a model; constructive exercises; creative exercises. The latter acquire a clear predominant place here: most of the exercises listed above are performed without a model and without a constructive task.
Sample exercises may include presentations, oral retelling of what has been read, recitation by heart, and business papers.
Developing coherent speech in schoolchildren means instilling in them a number of specific skills and teaching them. Spontaneity in speech development is also unacceptable, as in any area of education. Let us emphasize those skills that relate specifically to coherent speech and its various types. This is, firstly, the ability to understand, comprehend a topic, highlight it, find its boundaries. Secondly, this is the ability to collect material, select what is important, what is relevant to the topic, and discard what is unimportant. The collection and selection of material sometimes continues for a long time. The third skill is the ability to arrange material in the required sequence, to build a story or essay according to plan. Fourth is the ability to use the means of language in accordance with literary norms and the objectives of the statement, as well as correct, improve, and improve what is written. Each exercise in connected text involves the use of all these skills. But it is impossible to teach all skills at once, to the same extent. Therefore, in every lesson where students compose some coherent text, be it an exposition or retelling, a story or an essay, a letter or a review of a book they have read, the learning task must be clearly defined. It is recommended to plan the development of students’ speech over a long period of time – preferably a year. Under this condition, the plan may include various types of exercises and various topics. The plan should cover all types of essays, presentations, stories, and other exercises available to children of this age. This will allow students to diversify their thinking and speech, because Each type of exercise activates its own special mental operations, its own vocabulary, and grammatical means. It is very important to determine the approximate correspondence between the types of exercises. When planning the development of students’ speech for the year, the teacher must decide how often to conduct oral or written work, presentations and essays, write letters, reviews of books read, notes in the newspaper, and compose oral stories. It is, of course, impossible to answer this categorically.
As we see, in the development of students’ coherent speech there are a number of clear, defined tasks, the consistent solution of which creates a system in the work.
Types of speech
The type of speech is a method of presentation chosen by the author and focused (depending on the content of the statement and the nature of the text information) on one of the tasks: to statically depict reality, to describe it; dynamically reflect reality, talk about it; reflect the cause-and-effect relationships of reality phenomena.
In accordance with these goals, linguists distinguish three types of speech: description, narration, reasoning.
Narration- a functional-semantic type of text that contains a story about events in their time sequence.
What is the sequence of actions (events)?
What happened first and what happened next?
He had already prepared a small hut from thin dry twigs, put a piece of newspaper inside it and now covered this structure with thicker dry twigs. Then he brought the match to the paper, and the fire immediately engulfed the large branches (I. Oreshkin).
The narrative text is constructed according to the following compositional scheme:
development of action,
climax,
denouement.
exposure (not always available),
Exposure:
About an hour passed like this. The moon shone through the window, and its beam played across the earthen floor of the hut.
Suddenly, a shadow flashed across the bright stripe crossing the floor.
Development of action:
I stood up and looked out the window; someone ran past him a second time and disappeared God knows where. I could not believe that this creature would run away along the steep bank; however, he had nowhere else to go. I stood up, put on my beshmet, belted my dagger, and quietly left the hut.
Climax:
A blind boy meets me. I hid by the fence, and he walked past me with a faithful but cautious step.
Interchange:
He carried some kind of bundle under his arms and, turning towards the pier, began to descend along a narrow and steep path (M.Yu. Lermontov).
Description- a functional-semantic type of text that describes the characteristics of objects, phenomena, animals, and humans.
Basic questions characteristic of this type of speech:
What is the subject of the description?
What does he look like?
What signs are characteristic of it?
On the seller’s left arm sits a tiny, cheerful fox terrier. He is unusually small and cute. His eyes sparkle provocatively, his miniature paws are in constant motion. The Fox Terrier is made of some kind of white material, the eyes are made of cast glass (A. Kuprin).
The descriptive text is constructed according to the following compositional scheme:
general impression (or general sign),
signs of an object, person, phenomenon or animal.
The description may end with a general impression (or a general characteristic).
In the scientific style, the description of an object includes essential features that are called adjectives or verbal nouns:
Apple tree - ranet purple - frost-resistant variety. The fruits are round in shape, 2.5-3 cm in diameter. Fruit weight is 17-23 g. Average juiciness, with a characteristic sweet, slightly astringent taste.
In the description of the artistic style, the most striking features that create the image are highlighted; they can be conveyed by comparisons, words with a figurative meaning, words with evaluative suffixes:
The linden apples were large and transparent yellow. If you look through the apple into the sun, it shines through like a glass of fresh linden honey. There were black grains in the middle. You'll be shocked, ripe apple near the ear, you can hear the seeds rattling (V. Soloukhin).
Reasoning as a functional-semantic type of text is fundamentally different from description and narration. Description and narration are used to depict the surrounding reality, while reasoning conveys the sequence of human thoughts.
Basic questions characteristic of this type of speech:
What is the reason for this phenomenon?
What follows from this?
What are the consequences of this phenomenon?
What does it mean?
On camels, of course, you can travel much further through the desert without stopping than on horses, but we have a short journey ahead of us, time is precious, and you have no experience with camels, so we’ll take horses from the town.
The reasoning is based on the following compositional scheme:
thesis, i.e. an idea that must be logically proven, substantiated or refuted;
substantiation of the expressed thoughts, evidence, arguments supported by examples;
conclusion, conclusion (may be absent from the text).
The thesis must be clearly provable, clearly formulated, the arguments must be convincing and in sufficient quantity to confirm the thesis put forward. There must be a logical and grammatical connection between the thesis and arguments (as well as between individual arguments). For the grammatical connection between the thesis and arguments, they are often used introductory words: firstly, secondly, finally, so, therefore, in this way. In argumentative texts, sentences with conjunctions are widely used: however, although, despite the fact that, because.
The development of word meanings usually proceeds from the particular (concrete) to the general (abstract). Let's think about the literal meaning of such words as education, disgust, previous. Education literally means feeding, disgust means turning away (from an unpleasant person or object), previous means going ahead. Words-terms denoting abstract mathematical concepts: “segment”, “tangent”, “point”, come from very specific verbs of action: cut, touch, stick (poke).
Actual division of speech
Let's look at an example from a children's essay on the painting “A girl, a woman and a dog Sharik are resting under a birch tree in the shade. Sharik lies next to the girl.”
How would you correct the defect in the text?
Don’t rush to eliminate the supposedly unsuccessful repetition of the word “Ball” - put it at the beginning of the second sentence, and move the combination “next to the girl” to the end. Read the passage and decide whether the error has disappeared.
In order to explain why changing the word order not only helped to eliminate the defect, but also clarified the meaning of the entire passage, we need to turn to another concept of text linguistics - the concept of the actual division of a sentence.
Linguists compare our speech with the movement of a speed skater (G.A. Zolotova). To move forward, the skater pushes off with one foot and glides forward with the other. The text is constructed in the same way. We start from what has already been said, from what has already been said, and take a step forward in the development of thought, communicating something new, the information for the sake of which the proposal is being created. Such movement is carried out within the text or its fragment, but every sentence participates in the movement of thought. It is within the sentence that the named parts – “given” and “new” – are highlighted. The division of a sentence into these parts: into what, with appropriate intention, is the starting point of the utterance, and what is communicated, is called the actual division of the sentence.
The actual division of a sentence should not be confused with its division into a subject (or a group of subjects) and a predicate (a group of predicates). Actual division is a semantic division, and the separation of the subject and predicate is a structural, grammatical division.
In the Russian language, in calm monologue speech, “new” is accepted, i.e. the part through which the development of thought occurs should be placed at the end of the sentence. Remember the arrangement of words in the sentence about the girl and Sharik. New information is contained in the combination “next to the girl”; these are the words that should appear at the end of the passage. Moving them to the beginning obscured the meaning and created obstacles to the perception of thought.
The fact that the order of words in a sentence is not arbitrary, that it depends on the author’s intention, is determined by the logic of the development of thought, we must always remember when we correct children’s works, when we offer tasks for composing sentences from a set of words. In passing, we note that exercises of this type should teach one to establish word connections and word order not “in general,” but for the best expression of a certain thought, in a certain context. Therefore, it is advisable, when asking students to compose a sentence from words, to give them the context into which this sentence should fit.
Summarizing everything that has been said about the actual division of the proposal, we will draw the following conclusions:
1. The theory of actual sentence division is the basis for working on the ability to develop thoughts in a text. It is important for students to realize that the thought in the text must develop, and for this it is necessary that each sentence contains a new message, new information about the subject of speech.
2. The means of expressing the actual division of a sentence in oral speech is intonation, therefore it is necessary to teach primary schoolchildren to highlight the main communicative part of a sentence using intonation.
3. The theory of actual division creates a linguistic basis for working on word order in sentences. Using the “rules” for the arrangement of “given” and “new,” the teacher can more competently organize work on deformed sentences, can more consciously correct errors associated with the order of words, and encourage the appropriate use of inversion.
4. The theory of actual division of a sentence helps us understand how the development of thought in a text occurs. This happens thanks to the “new” in each of the sentences. How is the structural coherence of the text ensured?
Linguists have established that sentences are “held together” with the help of the “data” of each of them. In this case, the connection can be serial or parallel. When sequential, a kind of chain arises: what was “new” becomes “given” in the next sentence, “new” is added to it, it again becomes “given”, etc. For example: That summer I lived in a small northern city. The city stood on the banks of the river. White steamships, dirty brown barges, and long rafts floated along it.
With a parallel connection, a kind of “bundle” of thoughts arises: in several sentences there is one “given”, and in each there is a different “new”. For example: Moscow is the capital of Russia. It is the political, cultural and industrial center of the country. Moscow is a major transport hub.
It is important for the teacher to understand that the need to repeat some information creates objective prerequisites for the appearance of repeated words. Should such repetition always be considered a defect or not? If this is a defect, how can it be avoided?
In both parallel and sequential communication, synonyms and pronouns can be used in a “given” sentence along with repeated words. The use of pronouns is the most common way to prevent repetition - omission. But the use of a pronoun is not always possible: it can create ambiguity in speech and fail to ensure proper accuracy. For example: I saw children with balloons. They were red, blue, green.
As we see, repeating words often cannot be avoided. Thus, most often it is justified to repeat terms in scientific speech, and possibly in colloquial speech. IN artistic style repetition can serve as a means of enhancing expressiveness, increasing expression, and emotionality. Most often this happens when sentences are connected in parallel. For example: ....The grass was green in the clearing. And golden lanterns of flowers peeked out from the grass. They looked out and shone for us like little suns.
Information about the peculiarities of the connection of sentences in the text can be useful to the teacher both when checking children's essays and presentations, and in working to prevent repetitions.
When analyzing children's statements and improving students' speech, we must proceed from the fact that, firstly, repetition is not always a defect, and secondly, neither pronouns nor synonyms can be considered a universal means involved in connecting sentences. It is advisable to attract the attention of schoolchildren to various means of language, to identify the relevance of one or another of them in a particular text.
1.2. Retelling as a means of developing students’ coherent speech
One type of work to develop students’ coherent speech is retelling.
Retelling is an oral presentation of a text. This is a type of educational work, a means of developing students’ speech based on a model. Retelling must be taught systematically from lesson to lesson, constantly remembering the educational purpose of this type of work.
Rarely does a lesson pass without retelling. Children should know what school requirements are for retelling. First of all, the retelling should include the live speech of the student himself. This means that the sample should not be memorized or memorized. But at the same time, another requirement is presented: to use vocabulary, figures of speech, and partly syntactic constructions, taken from sample text. Where is the line between these two requirements? The language of the sample is acquired through reading, in conversations, and during text analysis. The words and figures of speech of the sample become their own for the student; during the retelling, the student does not strain, trying to remember this or that sentence, but freely constructs it himself. The teacher monitors the obligatory use of only those words that appear in this story for the first time or in some unusual combination. It is also important that the retelling preserves the style of the example, for example, a fairy tale. In the retelling, the student will use many words that are not in the sample; this is inevitable and even useful, but up to a certain limit. The teacher, as it were, regulates the degree of influence of the sample by asking a retelling after reading or listening once or twice, returning to reading in order to improve the retelling. In the retelling, the sequence of the original, cause-and-effect relationships must be observed, and all basic facts and descriptions must be conveyed. The completeness of the transfer of everything essential is one of the most important requirements for retelling, especially for the retelling of a scientific text.
Retelling needs to be taught systematically (not just “read and retell”). After all, the ultimate goal of the retelling is that a person in life, in production and social activities could correctly, quite fully, logically and expressively convey what he read and heard.
It is difficult to imagine a lesson without a retelling, at least a small one: a student retells what he has read, learned at home, and conveys the contents of books intended for extracurricular reading. The student retells assignments for exercises in the Russian language, conveys the content of a mathematical problem, and retells the rule in his own words. Constant retelling strengthens memory and trains speaking mechanisms.
The variety of types of retelling that we use brings life to the lessons:
IN primary school The following types of retelling are used: detailed, close to the text; short or complex; selective with text restructuring; with creative additions.
Detailed retelling is used in school more often than others, not only because it is simpler and easier, but also due to its other advantages. It serves, firstly, as a means of consolidating in the child’s memory the content of what was read in all its details, and secondly, as a means of assimilating the logic of the sample and its language. However, retelling is not a simple reproduction of what has been read. The goal of the school is to introduce an element of creativity into the retelling. To do this, you need to select tests for retelling, replacing retellings with stories by analogy, on the same topic, according to the teacher’s question. During lessons, stories are usually read several times. It's unavoidable. But each new reading must be accompanied by some new task, in otherwise Repeated reading will only develop reading technique.
Selective retelling, like selective reading, is working on a topic. What does it mean to retell selectively? This means choosing from the text that part of it that corresponds to its narrow question, narrow topic. Selective retelling is of the following types:
1) retelling a question or task;
2) retelling based on illustration.
Preparation for a selective retelling is facilitated by drawing up a plan (in the 2nd grade - collectively, in the 3rd - independently), questions from the teacher and language training (especially those sentences with the help of which disparate parts of the text are connected).
The stories are chosen in which it is relatively easy to highlight storylines.
All students, including first-graders, can cope with these types of selective retelling. But a significant difficulty is posed by sampling from different places in the story of thoughts along one of the thematic lines. The stories are chosen in which the plot lines are relatively easy to distinguish. Working on a retelling of one episode, as a rule, does not make it difficult for younger students. And selective retelling about a hero or event is more difficult for them. Therefore, it is necessary to use an algorithm in the form of a reminder for students.
I re-read the work to myself, checking off the text that relates to this character (event).
Determine what each passage is talking about.
I arrange the passages in order, thinking about which ones can be combined (I put serial numbers).
I think over the sequence of my story, re-read the marked passages again.
I determine what attitude this character (this event) evokes in me.
I compose a story (aloud or mentally).
I check the text to see if I missed anything important.
I tell the story using notes or a collectively drawn up plan.
Retelling based on illustration. You need to retell from the story the scene or picture that the illustration corresponds to. Illustrations - landscapes - are useful in teaching retelling descriptions. Object pictures also help.
Working on narrative, descriptive and explanatory texts in reading lessons with the aim of reproducing them places different demands on the mental activity of students. Retellings of some texts (explanatory) are associated with the generalizing activity of thinking, retellings of other texts (descriptive) are associated with highlighting details and concretizing what has been read.
Reproducing these texts also places certain demands on students’ oral speech. Retelling a text containing a large number of explanations requires independently formulated judgments, generalizations and conclusions. Reproduction of descriptions is usually carried out close to the text.
As practice shows, the best are retellings of emotionally figurative texts.
“A thought can be assimilated or understood by a person for whom it is part of his personal experience, either in the same form (then the thought is already old, familiar), or at the closest degrees of generalization.”
This statement is directly related to determining the content of the texts that children read and retell in reading lessons. The content of each text must satisfy two closely related requirements.
Firstly, it must have a certain educational value. Each text should enrich the child with some new knowledge, should teach him something.
Secondly, the content of the text should be of a certain interest to the child and should evoke a certain attitude towards itself.
In order for a child to have a need to read a text, assimilate its content and tell it to others, this content must be accessible to him, find some kind of response in his experience and at the same time have a certain degree of novelty.
Retelling the text is an active means of developing students' speech and thinking.
Work on the retelling should be built in a certain system, which provides for the constant complication of tasks in connection with the retelling, so that each subsequent retelling is a task one step more difficult than the previous one; Each retelling should add at least a grain of something new to the student’s existing knowledge. This can be expressed in the restructuring of knowledge, in its introduction into new connections and contexts.
Retelling in reading lessons depends on a number of conditions:
from the task that guides the reading process and the preparation of the retelling;
on the degree of activity with which the student is involved in the process of solving the problem;
on the characteristics of the text to be reproduced.
When preparing for a retelling, it is customary to use the following techniques:
clarification of the type of retelling - detailed, close to the sample text or selective, based on illustrations, from the point of view of a character, etc.;
defining the purpose of the work;
conversation to clarify the content and language features;
expressive reading of a sample;
logical and compositional division of the story - drawing up its plan (name of its parts);
preliminary retelling of fragments;
analysis of the “draft” retelling and its criticism;
correction of shortcomings: individual assistance in the process of presenting the work.
In other words, retelling must be taught consistently from lesson to lesson.
It must be remembered that the type of retelling in a reading lesson will depend on the artistic features of the literary text. The task that arises in this regard is to teach children to retell and tell taking into account the audience, the listener, to cultivate in them the need to be listened to. In this regard, it is very important to instill in children a critical assessment of their speech and the ability to take into account their attitude towards it.
1.3. The question of the development of narrative speech in educational literature.
Speech development of primary schoolchildren is one of the main pressing problems in teaching the Russian language. The most relevant direction of modern methods of the Russian language is the formation in students of an attentive attitude to the word, its use, the development of the ability to perceive and evaluate the figurative and expressive aspect of a speech utterance, as well as skillfully use it in their own speech.
Provisions of educational psychology P.Ya. Galperina, N.I. Zhinkina, A.N. Leontyeva, A.R. Luria about the peculiarities of teaching children speech activity (reading, speaking, writing, listening) in oral and written forms, are the basis of the methodology for forming the syntactic structure of speech of primary schoolchildren. The rapid development of text linguistics formed the basis for the methodological works of T.A. Ladyzhenskaya, M.R. Lvova, T.G. Ramzaeva on the development of coherent monologue speech for Russian and national schools.
Firstly, it has been determined that speech is an activity, a set of practical skills of a student, formed in the process of communication. Language is a means of communication, a sign system used in speech for communication.
Secondly, the method recognized the communicative function of language: speech exercises not in themselves, but for the purposes of communication.
Thirdly, the development of speech at school became purposeful and became training in a specific subject and skills: constructing a text, writing a description, etc.
Fourthly, the specific skills of students were identified, on which both the teacher and students (7 groups) are working, which made it possible to make all the work on speech development purposeful, more specific, and gave reason to talk about a system in speech development.
Until recently, in methodological science and school practice, the prevailing opinion was that the content side of children’s speech is formed spontaneously, under the influence of reading and writing, that at school no special work is required to enrich children’s speech with linguistic units: words, phrases, sentences. S.P. Redozubov, M.L. Zakozhurnikova, I.S. Rozhdestvensky, L.V. Zankov, D.B. Elkonin note the low level of speech development and the lack of a system of work to improve it.
Methodological research by V.V. Vinogradova, A.N. Gvozdeva, V.V. Babaytseva, L.Yu. Maksimova, N.I. Politova on the development of coherent speech of primary school students are aimed at ensuring continuity and continuity in the development of speech of preschoolers and schoolchildren at subsequent stages of education.
The development of coherent speech of schoolchildren is carried out in literacy lessons, in conversations, as well as in mathematics, science, music and fine arts lessons, at extracurricular activities, because speech is not only a subject of learning, but also a tool for understanding the world, a means of communication, a means of social life person. Speech represents the reality of thought and allows you to make your thought accessible to other people.
Speech activity, according to M.S. Soloveitchik, is characterized as a two-way process carried out during communication between people, the nature of which is influenced by the situation of communication. A.N. Gvozdev, M.R. Lvov, M.I. Omorokova, M.S. Soloveichik et al. in their studies emphasized the importance of verbal communication practice for a child’s acquisition of his native language. The need for communication, which arose in a child from the moment of birth, the formation and expression of thoughts in the future, remains the main stimulus for the development of children’s speech at school age, and this is taken into account in educational systems. For a child to master speech, it is very important that he has a correct and rich speech environment. At school, such an environment is created by the teacher’s speech, book texts, etc. However, passive perception of someone else's speech will not in itself develop students' speech; high speech activity is necessary, it is necessary to create conditions under which the student would have the need to speak and write - to compose sentences, coherent texts of various purposes, volume, content, style and genre. It is necessary to create so-called speech situations that would be natural and would arise from the conditions of various types of activity of the student.
Views on the problem of developing coherent speech among primary schoolchildren N.S. Rozhdestvensky, T.A. Ladyzhenskaya, N.I. Zhinkina, L.V. Zankova, M.R. Lvova are reflected in linguistic, methodological and psychological literature.
T.G. Ramzaeva considers speech as a type of human activity, the implementation of thinking based on the use of language tools (words, phrases, sentences, etc.).
M.R. Lvov expands this concept and believes that speech is one of the types of communication that people need in their joint activities, in social life, in the exchange of information, in cognition, education, and also enriches a person spiritually and serves as a subject of art.
V.A. Kustareva, N.S. Rozhdestvensky systematized exercises aimed at teaching coherent speech to primary school students (19). The proposed system is based on the didactic principle from simple to complex, from less independence to greater independence when writing. Correcting lexical, syntactic and other shortcomings in oral speech contributes to the development of correct written speech.
Research by N.I. Zhinkin are devoted to the difficulties that students experience in the process of creative work (12, p25). It is especially noted that difficulties in independently generated text are associated with slow writing of words and imperfect writing technique. The author believes that the analysis of the text of student essays is aimed at the process of composing the text. Analysis of essays using the Zhinkin method makes it possible not only to establish the main elements that make up the process of written speech, to find out the relationship between the analysis and synthesis of these words, but also to outline the main lines of interaction between the forces that organize this process (12, p. 78).
T.A. Ladyzhenskaya examines the indicators of the level of development of coherent speech and identifies the basic principles, methodological techniques, systems of work on the development of students' speech, and creates a characteristic of oral speech as the basis of written speech. Experimental work to establish connections between basic facts, actions, and events in the text shows the need to understand the main idea of the text and the method of its expression. The analysis of content and form is carried out in unity: vocabulary-semantic work and drawing up a plan were included in the semantic analysis (20, p. 34).
L.V. Zankov considers it advisable to begin work on the development of coherent speech from the first days of school and carry out it systematically not only in reading and Russian lessons, but also in other lessons. As the skill of oral stories develops, written creative works are introduced - essays, a special role in the writing of which is given to the free expressions of children. When working on speech development, it is necessary to strive not only for consistency and logical connection of thoughts, but no less important are such indicators of the quality of essays as their emotional coloring and independence of judgment. This is precisely what should be the subject of constant attention of the teacher (22, p.22).
Ideas L.V. Zankov is continued in the works of L.I. Aidarova, which propose forms and methods for organizing a developmental type of education. The author believes that language should be considered as one of the main sources of mental development of students, and special attention should be paid to semantics. Issues of speech development in primary schoolchildren are widely reflected in the works of M.R. Lvov. The author examines the stages of preparatory work on an essay, systematic exercises in reading and grammar lessons, and features of essay lessons. He describes in detail various types of essays, traces the connection between the essay and the presentation, and develops a sequence of work on essays in the elementary grades. Much attention is paid to preventing and correcting speech, semantic and spelling errors.
In order for children to write essays well and easily, it is necessary to enrich the children’s active vocabulary. This is the main task of vocabulary work in primary grades. In this sense, working with synonyms is of great importance. Knowing synonyms makes speech more vivid and expressive. Unfortunately, children often do not distinguish words that are close in meaning from words with the same root or forms of the same word. V. Potapova has developed a system of exercises that promote more effective mastery of language synonymy. Her experience shows that children master synonyms well if they use a variety of educational, interesting exercises in lessons, in extended day groups, and in extracurricular activities.
An important task in a teacher’s work with children is to teach each child to correctly express their thoughts and use “beautiful” words in speech; L. Talmazova has been working on this task for several years.
M.R. Lvov formulates the main tasks for the development of coherent speech, one of which is the creation in the classroom of an atmosphere of struggle for a high culture of speech. The main requirements for good speech, according to the author, are expressiveness (brightness, persuasiveness, emotionality of statements), as well as the richness of linguistic means and their diversity.
T.A. Ladyzhenskaya defines the tasks of developing coherent speech as developing the ability to speak freely, correctly and sufficiently expressively. Speech development is one of the sections of most modern Russian language programs. However, as modern authors of teaching materials note, there is a need to clarify this section of the program with a list of necessary communicative and speech skills. T.A. Ladyzhenskaya denotes the basic communicative skills, which constitute the content of the work on the development of coherent speech of students, set out in the author’s program.
In school practice, the development of coherent speech of students is understood as follows: directions works:
training the pronunciation apparatus of schoolchildren, developing their articulation skills, eliminating various pronunciation defects;
gradual, systematic cultivation of schoolchildren's vocabulary, teaching them an accurate understanding of the meanings of words, both basic and additional, figurative, shades of meaning, emotional connotations, understanding the appropriateness of using a particular word in a particular context, etc.;
mastering the compatibility of words, constructing phrases, mastering stable combinations of words, learning the grammatically correct use of words in a phrase, dividing the meanings of words;
activation of linguistic means, i.e. the use of learned words, their combinations in sentences, in independently constructed texts - retelling, story, written essays and presentations, etc.;
mastering the correct construction of sentences of various types, their improvement and connections between sentences in the text;
mastering the mechanisms of speech production, i.e. fairly fast and correct, accurate construction of speech - sentences and text in oral and written versions;
mastering the skills and abilities of conveying oral speech, mastering intonation, pauses, logical stresses, other means of prosody, and in writing - the skills of fast calligraphically and orthographically correct writing;
mastering a number of specific skills in the field of preparing and constructing a coherent text: understanding the topic and its disclosure; accumulation and preparation of material for a story, essay; planning; language training; recording and improving what is written, etc.
Areas of work on the development of coherent speech are combined into groups in accordance with the levels of speech development: phonetic level, lexical level; syntactic level, text level, or coherent speech.
The process of developing coherent speech is also based on general didactic principles that apply to the entire cognitive process: the unity of the educational, developmental and nurturing functions of teaching, the scientific content and methods of teaching; connection with practice; systematic and consistent; availability; visibility; consciousness and activity of the students themselves; strength; a rational combination of collective and individual forms and methods of educational work and on special methodological principles that exist only within the framework of teaching the Russian language. Developing students' speech is one of the main tasks of a primary school teacher. This problem is solved in every lesson and in extracurricular activities.
ChapterII. Experience in developing coherent narrative speech in primary schoolchildren.
2.1.Analysis of the program and textbooks of literary reading of the educational complex “Harmony” from the point of view of the problem being studied
The work program is based on the author’s program by O.V. Kubasova on the course “Literary Reading” for grades 1-4 of general education institutions (2010), recommended by the Ministry of Education Russian Federation, taking into account the standard of primary education in literary reading. O.V. program Kubasova is a member of the Harmony educational complex. Thematic planning is designed for 102 teaching hours at the rate of 3 hours per week.
To implement the program content, an educational and methodological kit on literary reading recommended by the Ministry of Education of the Russian Federation is used:
Kubasova O.V. Textbook on literary reading for grade 4 “Favorite pages.” 4 parts - Smolensk: “21st Century Association”, 2010.
O.V. Kubasova Workbook on literary reading for grade 4. - Smolensk: “21st Century Association”, 2012.
The study of literary reading is aimed at achieving the following goals:
Development of artistic, creative and cognitive abilities, emotional responsiveness when reading works of art, formation of an aesthetic attitude to the art of the owl: improvement of all types of speech activity, skills of dialogue, expressive reading and storytelling, improvisation;
Mastery of basic, correct and expressive reading as a basic skill in the education system of primary schoolchildren, the formation of a reading horizon and the acquisition of experience in independent reading activity;
Cultivating an aesthetic attitude to the art of words, interest in reading and books, the need to communicate with the world of fiction, enriching the moral experience of younger schoolchildren, forming ideas about good and evil, justice and honesty, developing moral feelings, respect for the culture of the peoples of multinational Russia.
Tasks:
2. Improving children's reading skills: meaningfulness, accuracy, fluency, expressiveness.
H. Formation of the ability to fully (adequately and comprehensively) perceive a literary text.
4. Mastering various methods of creative interpretation of a literary text: expressive reading from a book and by heart, dramatization, verbal drawing, creative retelling, musical illustration, compiling a filmstrip, etc.
5. Training in practical skills of text transformation: determining the main and secondary, finding key words, highlighting semantic parts, heading, drawing up a plan, retelling, etc.
6. Enrichment of the reader's experience through the accumulation and systematization of literary impressions, varied in emotional coloring, theme, type and genre, and on this basis the practical development of elementary literary concepts.
7. Children mastering the ability to use a set of extra-textual information means (cover, title page, etc.) defined by the program, turning the text into a book and allowing them to navigate in it.
Reading circle
4th grade students read works different types and genres: fairy tales (folk and literary), epics, fables, short stories, myths and biblical tales, plays, poems, educational literature, stories.
Reading skills
Children should be able to:
– fully perceive and comprehend age-appropriate literary works of different genres;
- draw up a plan and use it when retelling;
– make short and other types of retelling;
– work with educational literature: find the necessary information, systematize and assimilate it;
Basic requirements for the knowledge, skills and abilities of a primary school graduate
Reading skills
By the end of grade 4, students should be able to:
– predict the content of a literary work before reading and in the process of its primary perception;
– characterize the characters and their relationships in accordance with the author’s intention;
– distinguish between works of fiction and educational literature and master different ways their development;
– recreate the image of the writer based on his work;
– express a personal opinion about a literary work;
– draw up a plan and retell the text read (detailed, selective, brief, creative);
During reading lessons, work on each work of art was carried out in accordance with modern methodology, which defines three stages of work on a work of art: primary synthesis, analysis, secondary synthesis. In this case, the main activity of students is the analysis of the work under the guidance of the teacher. The analysis of a work of art involved students evaluating the characters of the work, determining the author’s position, and mastering the idea of the work. The analysis involved a dialogue between students and the author of the work, and in order to enter into such a dialogue, the child needed to be
author, immerse yourself in the element of artistic creativity. Thanks to
this, in the words of M.M. Bakhtin, “by being” in the position of a creator, he will understand from the inside what tasks the author sets for himself, what difficulties arise before him, and how he overcomes them. For this purpose, students were supposed to convey the content of A.P.’s stories. Platonov ""Still Mom"" and V.G. Rasputin "Mom Went Somewhere" with certain changes. After these works were read and analyzed during reading lessons, the children were offered homework come up with a continuation for the first story, talk about how events could unfold further. When retelling the second work, students had to add what could have preceded the situation depicted in the work. Tasks of this kind develop students’ ability to see in the text of a work the motives and consequences of the characters’ actions.
The unusual nature of this kind of homework aroused keen interest among students. During the homework check, almost all students answered, some tried to answer twice. However, only three people from the class failed to complete the task. The beginning of their story was in no way connected with the work itself; the guys strived to create their own complete story. However, under the guidance of the teacher, the students managed to eliminate the shortcomings, the children revised the content of their story.
To the work of M.M. Zoshchenko's "Golden Words" proposed another type of creative retelling - with a change in the grammatical tense of verbs. At the same time, the children's attention was drawn to how the image of the event was changing. In this work, instead of past tense verbs, it was necessary to use verbs in the present tense, which creates the effect of presence and brings the reader closer to the depicted event.
A creative retelling on behalf of any hero of the work trains the flexibility of the reader's gaze, teaches him to see the positions of different heroes and empathize with them. This type of retelling by students was used to convey the content of Yu.I.’s stories. Ermolaeva ""Let it slip"" and A.P. Platonov "Flower on Earth". At the same time, the guys had the opportunity to convey the content of the work not only on behalf of a person: the girl Irochka, grandfather Afonia, but also on behalf of the parrot. According to the students themselves, retelling it from Irochka’s perspective was quite unpleasant. Thus, students themselves, without outside help, approach the understanding of the idea of the work - they must behave in such a way that later they will not be ashamed of their own behavior.
Retelling of the work of A.P. Platonov's "Flower on Earth" made it possible to evaluate the same events and phenomena from the point of view of an 87-year-old man and a 7-year-old boy, to see and understand the difference.
Creative retelling of the story by B.V. Shergin’s ““Pick one berry at a time, you’ll get a whole bunch”” implied the inclusion of portraits of heroes created by students in the content. In the work itself there are no portraits of the heroes; the author only points out the qualities of the heroes: the grandmother is kind, friendly; Master Mitya is diligent and hardworking. Improving the ability to convey character traits of heroes through their appearance and actions will contribute to the fact that students in the future, based on the description of the portrait of the hero and his actions, will be able to give an accurate description and ambiguous assessment of the hero; see if the hero changes during the course of the story. An accurate and ambiguous assessment of the hero, in turn, contributes to the formation own attitude to this character, which is an integral part of the full perception of a work of art.
Checking the retelling showed that students cope quite successfully with a task of this kind. They were able to notice the most
characteristic features that testify to Mitya’s hard work. Among them is a description of the master’s clothing: “a gray apron”, “an oversleeve”, “gloves so as not to get a splinter”, “the sleeves are rolled up because it’s more convenient to work”, “work clothes are stained with paint” ". In addition, the students highlighted features related to the master’s hands - “they are all calloused”, as well as the process of work - “while he was working, sweat appeared on his forehead.”
Similarly, during a fairly detailed description of the grandmother’s portrait, her kindness and friendliness are emphasized.
The most difficult thing seems to be the retelling of the work of G.B. Auster "How Legends Are Made". In all the examples of creative retelling described above, students had to create a portrait of a hero or come up with a beginning or ending to a story. But in order to retell the work of G.B. Auster required students to integrate a number of skills: come up with a beginning to their story, evaluate its characters, convey the content on behalf of one of the characters or on their own behalf as the author, and make an ending to the story. Despite the difficulty of the task, the guys completed it with enthusiasm. Most of the legends created by the children were instructive and carried educational potential.
Creative retellings were offered to students as homework for oral completion, but some children completed this task in writing. The types of creative retelling that were given to students are presented in the table.
| Name | View |
|
| A.P. | Come up with |
|
| IN. | Add, |
|
| M. | View |
|
| YU. | View |
|
| A. | View |
|
| B.V. | Turn on |
|
| G. | Come up with |
As you know, in the book “Through the Pages of Your Favorite Books” there are no questions for the text of each work of art; the proposed questions and tasks relate to the whole section. The teacher draws up his own system of questions and tasks. During experimental training, students in experimental classes pose questions to the content of a work of art. This kind of work increased thoughtfulness
reading, greatly enlivened the work and contributed to a better understanding of the content of what was being read. Thus, experimental training was carried out, including various types of retelling, aimed at increasing the level of perception of a work of art by third-grade students.
For speech exercises, we took works of different literary genres, thinking through methodological techniques for each type of retelling.
The simplest type of retelling is close to the sample text. It preserves and transmits to the student not only the content, but also the language of the work to a large extent. It serves, firstly, as a means of consolidating in memory the content of what was read and listened to in all its details and connections, and secondly, as a means of assimilating the logic of the model and linguistic means in their action. Thirdly, this is already the process of speech, oral or written.
Not every text was taken for retelling, especially written text. Thus, children can easily remember small texts. We started learning a detailed retelling with a narrative text, where the development of the action can be easily traced, there is a clear plot and characters. Later, texts with elements of description as well as elements of reasoning were introduced.
A student expresses well orally or in writing only under the condition when he himself is interested, when he has a real or imaginary listener (reader); must be ensured Feedback, creating a situation of dialogue.
The main requirements for a detailed retelling were: understanding the text, dividing it into parts so that each event was covered, paying attention to the characteristics of the characters and the description of nature, if any.
We offered the following tasks for children in order to improve this type of retelling:
Correctly use the words…….
Choose passages in each part, reading which you are convinced of.....
There is a proverb: …………… What does this proverb say? Think about what this story taught you?
Prepare to retell the text. Remember how the work begins. How will you speak to convey the correct intonation for each character?
Read what happened………….. Prepare to retell the last two paragraphs of the work close to the text.
For example, in order to prepare students for a detailed retelling of the work of V.A. Oseeva “Why?” (2nd grade) used the following questions:
Where did the boy and the dog play?
Why did the boy call himself that?
How did Boom behave in the evening?
Was the hero of the story ashamed of his behavior? Try to find the answer to this question.
What happened at night?
Did the boy admit to what happened?
During the observations it was revealed typical mistakes detailed retelling of oral and written:
inability to start a retelling;
detailed beginning and crumpled ending;
missing something important;
unification of language.
Selective retelling was carried out according to questions or tasks:
tell us about the event;
describe the picture;
retell one of the points of the plan;
retell based on the illustration to the story;
describe the character traits of one of the characters in the story.
In a selective retelling, the element of logical independence of the reteller is higher than in a complete retelling.
The third type is a concise presentation: this is primarily the logical work of students, it differs sharply from the first two types and is more difficult for children. The student must choose the main, essential content of the story without violating the logic, meaning, connections, and consistency. The linguistic design of an abbreviated, condensed version of the text requires a qualitative restructuring: direct speech gives way to indirect speech, the face of verbs often changes, simple sentences combine into complex structures. Therefore, we carefully selected texts for successful compression: for this purpose I do not take descriptive texts. Narrative texts and stories with a plot lend themselves better to compression than others: here some details of the action, conversations of characters, inserted landscape sketches can be reduced.
Ideally, a condensed presentation is not separate phrases from the full text, somehow connected with each other, but a new story, newly constructed independently, holistic, concise, clear.
We used the following tasks for children to teach this type of retelling:
Read it again this part. What new have you learned? Name the words that convey the image of the main character.
Select and read passages in the story that talk about how - Write down all the questions and prepare the story using these questions as an outline.
Get ready to retell the first two parts of the story on behalf of the main character, start like this………
Prepare a retelling of the last part of the story from the perspective of .... Tell how the hero’s mood changed along the chain of events.
Prepare to convey the content of the 2nd part of the story in your own words. Think about what words you will use instead of: I, me, you, you.
Prepare for a condensed retelling of the first two parts of the work. Select sentences from the text that you will definitely use in your retelling.
Read each part, think about what is important in it.
So, in preparation for a condensed retelling of V.A.’s story. Oseyeva “Blue Leaves” asked children to answer the following questions:
Who is mentioned in the story by V.A. Oseeva?
What human qualities does the writer pay attention to?
Do you condemn Katya’s action, sympathize with her, or want to give some advice?
How do you think Katya distinguishes between such human qualities as greed and frugality?
Think about what was the reason for the quarrel between the friends?
The most difficult type of retelling is characterization retelling. This type requires a clear understanding of the text, the teacher’s ability to teach children to pay attention to the characteristics of the characters, and to highlight the main qualities of character. To do this, we used tasks of this type:
Look at the illustration for the work. How did the artist depict the main character?
Pay attention to the definitions that the author used when describing the main character, think and explain why he used these particular definitions.
Prepare a story
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Speech development for younger schoolchildren in literary reading lessons
Introduction
Every year, life makes increasingly higher demands not only on us, adults, but also on children: the amount of knowledge that needs to be passed on to them is steadily growing. In order to help children cope with the complex tasks awaiting them, you need to take care of the timely and complete formation of their speech. This is the main condition for successful learning. After all, through speech the development of abstract thinking takes place; with the help of words we express our thoughts.
Speech is the most important mental function, inherent only to humans. Thanks to speech communication, the reflection of the world in the consciousness of one person is constantly replenished and enriched by what is reflected in the public consciousness and is associated with the achievements of all social, production and cultural activities of humanity. Thus, speech is the basis of the communicative function, which is carried out through one language or another.
A child’s speech is formed in communication with the adults around him. In the process of communication, his cognitive and objective activity is manifested. Mastering speech rebuilds the baby’s entire psyche, allowing him to perceive phenomena more consciously and voluntarily. The great Russian teacher K.D. Ushinsky said that the native word is the basis of all mental development and the treasury of all knowledge. Therefore, it is so important to take care of the timely development of children’s speech, to pay attention to its purity and correctness.
The child’s correct, clear pronunciation of sounds and words during the period of learning to read and write is especially important, since written speech is formed on the basis of oral speech, and speech deficiencies can lead to academic failure.
It is very important to monitor the development of speech of a junior schoolchild, since speech has a socio-historical nature. Mastering it is important for a person’s adaptation in society.
Many scientists over the centuries have been interested in this issue. Already in the 18th century, this research was carried out by N.F. Komansky, A.F. Merzlyakov; in the 20th century - I.I. Paulson, A.I. Anastasieva; currently - M.R. Lvov, T.A. Ladyzhenskaya and many others.
The concept of “speech development” includes various aspects: speech culture, level of pronunciation, lexical and grammatical level of speech development, etc.
It is necessary to constantly acquaint children with the rules of constructing oral and written speech, teach them to select the most accurate words and expressions that turn speech into an increasingly perfect means of communicating with people.
It is necessary to develop all aspects of oral speech: vocabulary, grammatical structure, sound pronunciation.
The vocabulary of a language is all the words it contains.
The grammatical structure determines the rules for combining words into sentences.
Correct sound pronunciation is formed in a child mainly by the age of five or six.
Speech is not an innate ability of a person; it is formed gradually, along with the development of the child.
On the basis of speech and its semantic unit - the word, mental processes such as perception, imagination, memory are formed and developed. Speech is formed in the process of the general psychophysical development of the child. The conditions for the formation of normal speech include normal central nervous system, the presence of normal hearing and vision and a sufficient level of active verbal communication between adults and the child.
Speech development, including the ability to clearly pronounce sounds and distinguish them, master the articulatory apparatus, correctly construct a sentence, etc., is one of the pressing problems facing preschool and school institutions.
The topic of this research is the development of speech of junior schoolchildren in literary reading lessons
The main goal of the work is to study techniques for developing the speech of younger schoolchildren in literary reading lessons.
To achieve this goal, the following tasks were set:
Define the concept of speech;
To study the theoretical aspects of the development of speech of primary schoolchildren.
Determine the level of development of coherent speech.
Select methodological techniques for speech development and apply them in practice in literary reading lessons.
Object of study: speech development in primary school age.
Subject of research: the use of various methods aimed at developing the speech of primary schoolchildren in a literary reading lesson
Research methods:
Analysis of primary sources;
Experiment;
Observation.
The purpose and objectives of the work also determined its structure. It consists of an introduction, three parts, conclusions, a list of references and applications.
1 . Psychoolological characteristics of speechoflax
1.1 Pounderstanding of speech. Types of speech
The position that language plays a completely exclusive role in the development of human cognitive processes has a long history. Probably for the first time in the clearest form it was expressed by Hobbes. Without speech, he believed, neither judgment nor thinking could be developed to such an extent as to distinguish man from all other living beings. F. de Saussure introduced the distinction between language and speech into science. Language is understood either as a “hidden system of lexical units, as well as rules for their combination in speech” (Ushakova, 1979), or expanded as “a complex system of codes denoting objects, signs, actions or relationships that carry the function of encoding, transmitting information and introducing it into various systems" (Luria, 1979).
Speech is the implementation of language in the process of communication and interaction between people.
Modern concept of speech: speech is a specific speaking that flows over time and takes on audio (including internal pronunciation) or written form. Speech is understood not only as the process of speaking (speech activity), but also as its result (speech works recorded in memory or writing).
The main function of consciousness is the awareness of existence, its reflection. Language and speech perform this function in a specific way: they reflect being, designating it. Speech, like language, if we take them first in their unity, is a signifying reflection of being. But speech and language are both one and different. They designate two different aspects of a single whole.
Speech is the activity of communication - expression, influence, message - through language; speech is language in action. Speech, both one with language and different from it, is the unity of a certain activity - communication - and a certain content, which designates and, designating, reflects being. More precisely, speech is a form of existence of consciousness (thoughts, feelings, experiences) for another, serving as a means of communication with him, and a form of general reflection of reality, or a form of existence of thinking.
Speech is a language that functions in the context of individual consciousness. In accordance with this, the psychology of speech is delimited from linguistics, the study of language; At the same time, the specific object of the psychology of speech is determined, in contrast to the psychology of thinking, feelings, etc., which are expressed in the form of speech.
To a large extent, thanks to speech, the individual consciousness of each person is not limited to personal experience, own observations, through language it is nourished and enriched by the results of social experience; the observations and knowledge of all people become or can, through speech, become the property of everyone.
Speech is a form of existence of consciousness (thoughts, feelings, experiences) for another, serving as a means of communication with him, and a form of general reflection of reality, or a form of existence of thinking.
Speech is a language that functions in the context of individual consciousness.
Speech, the word are a specific unity of sensitive and semantic content. Every word has a semantic content, which makes up its meaning.
The semantic nature of human speech makes it possible to use it for conscious communication by designating one’s thoughts and feelings to communicate them to another. Necessary for communication, this semantic, signifying (designating) function was formed in communication, more precisely, in the joint social activity of people, including their real, practical and ideal communication accomplished through speech, in unity and mutuality. changing one into another.
In human speech, various functions can be distinguished by psychological analysis. The two main functions of speech - communicative and significative, thanks to which speech is a means of communication and a form of existence of thought, consciousness, are formed one through the other and function one in the other. The social nature of speech as a means of communication and its designating nature are inextricably linked. In speech, the social nature of man and his inherent consciousness are represented in unity and internal interpenetration.
Speech is a set of pronounced or perceived sounds that have the same meaning and the same meaning as the corresponding system of written signs.
Speech is one of the types of human communicative activity - the use of language means to communicate with other members of the linguistic community. Speech is understood as both the process of speaking (speech activity) and its result (speech products recorded in memory or writing).
Thanks to speech as a means of communication, the individual consciousness of a person, not limited to personal experience, is generalized by the experience of other people, and to a much greater extent than observation and other processes of non-speech, direct cognition carried out through organs can allow. senses: perception, attention, imagination, memory and thinking.
Through speech, the psychology and experience of one person become accessible to other people, enrich them, and contribute to their development.
Types of speech.
People's speech, depending on various conditions, acquires its own peculiarities. Accordingly, different types of speech are distinguished.
First of all, a distinction is made between external and internal speech. External speech can be oral and written. In turn, oral speech can be monological and dialogical.
External speech serves communication (although in some cases a person can think out loud without communicating with anyone), therefore its main feature is accessibility to the perception (hearing, vision) of other people. Depending on whether sounds or written signs are used for this purpose, a distinction is made between oral (ordinary spoken spoken speech) and written speech. Oral and written speech have their own psychological characteristics. During oral speech, a person perceives listeners and their reaction to his words. Written speech is addressed to an absent reader, who does not see or hear the writer, and will read what is written only after some time. Often the author does not even know his reader at all and does not maintain contact with him. The lack of direct contact between the writer and the reader creates certain difficulties in constructing written speech. The writer is deprived of the opportunity to use expressive means (intonation, facial expressions, gestures) to better express his thoughts (punctuation marks do not fully replace these expressive means), as is the case in oral speech. So written language is usually less expressive than spoken language.
In addition, written speech must be particularly detailed, coherent, understandable and complete, i.e. processed. But written speech has another advantage: unlike oral speech, it allows long and thorough work on the verbal expression of thoughts, while in oral speech delays are unacceptable, there is no time for polishing and finishing phrases. Written speech, both in the history of society and in the life of an individual, appears later than oral speech and is formed on its basis. The importance of written speech is extremely great. It is in it that the entire historical experience of human society is enshrined. Thanks to writing, achievements of culture, science and art are passed on from generation to generation.
Depending on the various conditions of communication, oral speech takes on the form of either dialogical or monological speech.
Dialogical speech is a conversation, a conversation between two or more persons who speak alternately. In everyday and ordinary conversation, dialogical speech is not planned. This is a supported speech. The direction of such a conversation and its results are largely determined by the statements of its participants, their remarks, comments, approval or objection. But sometimes a conversation is organized specifically to clarify a specific issue, then it is purposeful (for example, a student’s response to a teacher’s questions).
Dialogue speech, as a rule, places fewer demands on the construction of a coherent and detailed statement than monologue or written speech; No special preparation is needed here. This is explained by the fact that the interlocutors are in the same situation, perceive the same facts and phenomena and therefore understand each other relatively easily, sometimes without half a word. They do not need to express their thoughts in detailed speech form. An important requirement for interlocutors during dialogical speech is to be able to listen to the partner’s statements to the end, understand his objections and respond to them, and not to his own thoughts.
Monologue speech assumes that one person speaks, while others only listen without participating in the conversation. Monologue forms of speech include lectures, reports, and speeches at meetings. A common and characteristic feature of all forms of monological speech is its pronounced orientation towards the listener. The purpose of this focus is to achieve the necessary impact on listeners, to convey knowledge to them, to convince them of something. In this regard, monologue speech is detailed in nature and requires a coherent presentation of thoughts, and therefore, preliminary preparation and planning.
As a rule, monologue speech proceeds with a certain tension. It requires the speaker to be able to logically and consistently express his thoughts, express them in a clear and distinct form, as well as the ability to establish contact with the audience. To do this, the speaker must monitor not only the content of his speech and its external structure, but also the reaction of the listeners.
Inner speech is an internal silent speech process. It is inaccessible to the perception of other people and, therefore, cannot be a means of communication. Inner speech is the verbal shell of thinking. Inner speech is peculiar. It is very abbreviated, collapsed, and almost never exists in the form of complete, expanded sentences. Often entire phrases are reduced to one word (subject or predicate). This is explained by the fact that the subject of a person’s own thought is quite clear and therefore does not require detailed verbal formulations from him. As a rule, they resort to the help of expanded internal speech in cases where they experience difficulties in the process of thinking. The difficulties that a person sometimes experiences are often explained by the difficulty of transitioning from abbreviated internal speech, understandable to oneself, to expanded external speech, understandable to others.
1.2 OWithoBennodevelopment of thinking and speech in junior schoolsoflaxoV
Human speech is included in certain relationships with all mental processes; but the main and determining thing for speech is its relationship to thinking.
Speech is the form of existence of thought, therefore there is unity between speech and thinking. In reality, speech is speech insofar as it has a conscious meaning. Words, like visual images, sound or visual, do not in themselves constitute speech. The movements that create sounds are not independent processes, which speech produces as a by-product. the entire process of speech is determined and regulated by semantic relationships between the meanings of words.
Speech is not a set of reactions carried out according to trial and error or conditioned reflexes; it is an intellectual operation.
It is impossible to reduce thinking to speech and establish identity between them, because speech exists only due to its relationship to thinking. But you cannot separate thinking and speech from each other. By creating a speech form, thinking itself is formed.
Thinking and speech, without being identified, are included in the unity of one process. Thinking in speech is not only expressed, but for the most part it is accomplished in speech. We can say that thinking is generally impossible without speech: its semantic content always has a sensory carrier, more or less processed by its semantic content. From thought, which is even more a tendency and process than a completed formed formation, the transition to thought formalized in words is accomplished as a result of often very complex and sometimes difficult work.
In the process of speech formation of thoughts, work on the speech form and on the thought that is formed in it mutually transforms into each other. Form your thought, i.e. to express it through the generalized impersonal meanings of language essentially means to translate it into a new plane of objective meaning and, correlating one’s individual personal thought with the forms of social thought fixed in language, to move on to realizing its objective meaning.
Speech and thinking are connected by complex and often contradictory relationships. Speech has its own structure, which does not coincide with the structure of thinking; they are not identical. Since in speech the forms of thinking of that era when the corresponding forms of speech arose are deposited and imprinted. These forms, having become entrenched in speech, inevitably diverge from the thinking of subsequent eras. Speech is more archaic than thought. For this reason alone, it is impossible to directly identify thinking with speech.
The presence of unity and lack of identity between thinking and speech clearly enters into the process of reproduction. The reproduction of abstract thoughts is usually cast in verbal form.
Memorizing thoughts with semantic content is largely independent of the verbal form. The experiment showed that memory for thoughts is stronger than memory for words, and it very often happens that a thought is preserved, but the verbal form in which it was originally dropped out and is replaced by a new one.
It also happens the other way around, when a verbal formulation is stored in memory, but its semantic content seems to have faded away; obviously, the verbal verbal form itself is not yet a thought, although it can restore it. The statement about the irreducibility of thinking to speech applies not only to external, but also to internal speech. The specificity of speech does not at all come down to the presence of sound material in it. It lies in its grammatical, syntactic and stylistic structure, in its specific speech technique.
Inner speech also has such a structure and technique, which is unique, reflecting the structure of external loud speech and at the same time different from it. Therefore, inner speech cannot be reduced to thinking, and thinking cannot be reduced to it.
There is a unity between speech and thinking: it is dialectical, inclusive, sharpened in opposition.
In the unity of thinking and speech, the leader is thinking, not speech.
Speech and thinking arise in a person in unity on the basis of social and labor practice.
The unity of speech and thinking is specifically realized in different forms for different types of speech.
The ability to think is formed in the process of child development, in his cognitive activity.
Cognition begins with the brain reflecting reality in sensations and perceptions, which form the sensory basis of thinking.
Elementary thinking of a child, directly related to the manipulation of objects, actions with them, I.M. Sechenov called it the stage of objective thinking.
When a child begins to speak and masters speech, he gradually moves to a higher level of reflection of reality - to the level of verbal thinking.
The child’s thinking is visual and figurative, the subject of his thought is the objects and phenomena that he perceives or imagines. Analysis skills are elementary (“a butterfly is a bird because it flies”, and “a chicken is not a bird and cannot fly”).
With the beginning of schooling, children's range of ideas and concepts expands, they become more complete and accurate.
When mastering concepts, primary schoolchildren mix essential and non-essential features. (For example, mushrooms do not belong to plants - because they do not have leaves, insects - to animals, because they are “small”). With some difficulty, cause-and-effect relationships and relationships are learned.
The ability to form judgments and draw conclusions also improves.
Judgments develop from simple to complex forms gradually, as knowledge and grammatical forms of speech are mastered. Children (1st grade) judge this or that fact one-sidedly, relying on their organic experience. And already under the influence of training and upbringing they learn to reason, justify, prove.
Forming in schoolchildren the ability for active and independent thinking is the most important task of a teacher.
Studying at school places new and new demands on the child’s speech related to the study of academic subjects and to answer the lesson in a detailed and meaningful way.
Speech for younger schoolchildren is a means of communication and assimilation of a sum of knowledge. In the process of learning a language, all types of student speech are improved and developed.
It is difficult to distinguish the graphic outline of letters, and mistakes are made.
They find it difficult to correlate and associate letters with their corresponding sounds. They are in a hurry to read the word and make mistakes, especially if the word's shape resembles a familiar one - they read by guess. This is the stage of fluent and correct reading. Reading speed increases noticeably from class to class. In fourth grade, a child reads 3 times faster than a first grader.
Great attention should be paid to enriching the vocabulary, it is poor, and there is an inability to connect individual parts of a work into a general context.
With the acquisition of reading skills comes the acquisition of writing skills.
The small muscles of the hand are not developed enough, the hand gets tired quickly. The handwriting remains large and angular for a long time, the shape of the letters is not always correct, the distances between letters and words are arbitrary.
For children to successfully master the rules of spelling, it is necessary to ensure that the child pronounces words correctly to himself, since children strive to write words the way they pronounce them themselves.
The teacher should strive to improve students' oral and written speech.
What else is characteristic of the development of a child’s thinking? In primary school age, the transition from visual-figurative to verbal-logical thinking that began at the previous stage (in preschool age) continues. This is especially evident after two years of primary school, when the child demonstrates the ability to analyze texts, identify family relationships, and reason abstractly.
However, it cannot be said that we are fully observing formal logical operations: a junior schoolchild cannot yet reason in a hypothetical way. But at the same time, primary schoolchildren make significant progress in the development of various aspects of thinking: conservation, classification, seriation, etc.
Conservation is the individual’s ability to see the unchanged against the background of visible or apparent changes.
Classification is the child’s ability to combine objects into groups according to a given characteristic.
Seriation is the ability to rank objects according to any criterion.
At the end of primary school age, individual differences in children's thinking clearly appear. Among them, we can conditionally distinguish groups of “theorists” or “thinkers” who easily solve educational problems verbally; “practitioners” who need support for visibility and practical actions; “artists” with bright imaginative thinking. Many children are characterized by a relative balance between different types of thinking.
The most important thing for the development of thinking and speech of a junior schoolchild is the assimilation of scientific concepts during teaching. If everyday concepts form the lower conceptual level, then scientific ones form the upper, highest level, distinguished by awareness and arbitrariness. Thanks to scientific concepts, a child is able to establish relationships between phenomena, make generalizations, and compare objects. Mastering the system of scientific concepts in the process of teaching makes it possible to talk about the development of the fundamentals of conceptual or theoretical thinking in primary schoolchildren. Theoretical thinking allows the student to solve problems, focusing not on external, visual signs and connections of objects, but on internal, essential properties and relationships. In many ways, the success of developing this thinking depends on the type of training.
Thus, the development of thinking and speech in primary school age is interdependent. Thanks to the assimilation of new concepts, not only do qualitative changes occur in the child’s thinking, but his speech also becomes richer and more meaningful.
Development of oral speech. A child’s speech develops under the decisive influence of verbal communication with adults, listening to their speeches. Speech develops gradually; the process of its development consists of several stages. In the first year of a child’s life, the anatomical, physiological and psychological prerequisites for mastering speech are created. This stage of speech development is preparatory, pre-speech. A child in the second year of life practically masters human speech. But this speech is agrammatic in nature: it has no inflections, conjugations, prepositions, or conjunctions, although the child is already constructing sentences. Grammatically correct oral speech begins to form in the third year of a child’s life, but even at this stage the child makes many mistakes, in particular in word formation. In middle and senior preschool age, further development of speech occurs, and by the age of seven, by the time the child enters school, the system of his native language is usually sufficiently mastered by him and he has a good command of oral conversational speech.
Studying at school causes huge changes in the child’s speech development. These shifts are due to the fact that new demands are placed on the child’s speech related to the study of many new academic subjects, the need to understand the teacher’s speech, answer the lesson in a detailed and meaningful way, etc. If for preschool children speech is a practical means of communication, in the process of which it was formed, then for school-age children speech is also a means of mastering a knowledge system. It is clear that without studying the language itself, without mastering reading and writing, a child’s speech cannot perform the function of a systematic and comprehensive knowledge of reality. Therefore, in learning conditions, the language spoken by the child becomes the subject of special study. In the process of learning a language, all types of student speech are improved and developed.
Development of written speech. Written speech is of great importance in the speech development of a schoolchild. A child who knows written language has significantly expanded communication opportunities. A student who has mastered written language can express his thoughts to an absent person in written form. In the same way, using written language, he can learn about the thoughts of other people and, what is especially important, acquire knowledge on his own by reading textbooks and other books.
Very high demands are placed on a student’s written speech. Accordingly, the presentation of this or that educational material (in textbooks) must be strictly consistent and coherent, understandable for the student. The student's written and oral speech develop in unity and mutually influence each other. Mastering written language includes mastering reading and writing skills, knowledge of grammatical and spelling rules.
According to research, reading mastery occurs in three main stages. At the first stage - analytical - the child becomes familiar with the names of letters and how letters, with the help of their corresponding speech sounds, are combined into syllables, and syllables into words. At this stage, the synthesis of letters into syllables and syllables into words proceeds slowly and with certain difficulties, which is explained by the following reasons: firstly, the child has not yet learned to well distinguish the graphic outline of letters, therefore their recognition occurs slowly and with errors; secondly, he finds it difficult to correlate and associate letters with their corresponding sounds and often makes mistakes. At the second stage - synthetic - the child synthesizes the elements of the word without any difficulties and much faster. However, errors in word synthesis also occur at this stage. They are explained by the fact that children are in a hurry to read the word and do not distinguish between its constituent elements, i.e. read by guess. Most often, these errors occur when the word being read resembles another familiar word in external form. At the third stage - analytical-synthetic - the reading process is based on the rapid discrimination and combination of word elements. This is the stage of fluent and correct reading.
Reading speed increases noticeably from class to class. For example, a first-grader who has completed studying the primer reads aloud approximately three times slower than a fourth-grader, who, in turn, reads twice as slow as a tenth-grader.
Meaningful, thoughtful reading relies on the development of complex thought processes that provide understanding of the main content of the text. Meaningful reading is not given immediately, but develops gradually, in the process of training and education. The teacher must know both the reasons that hinder the development of reading and the means that accelerate its development. Experience in school and psychological research show that younger schoolchildren poorly understand this or that text due to poor vocabulary, inability to find the main idea in what they read, inability to connect individual parts of a work into a general context, etc.
To overcome these shortcomings, special work by the teacher is required. First of all, it is necessary to develop and enrich children's vocabulary. And for this it is important to know what vocabulary the child has and how accurately these words express the content of concepts. It is necessary to teach schoolchildren to find the main idea of a story or a passage of text and the meaning of those most important words and sentences in which the main idea is expressed. To do this, children are taught to make an outline of the story they read, to find the most accurate titles for paragraphs, parts of the plan, etc.
Expressive reading by the teacher, and then by the students themselves, helps a lot to understand the content of the text. Expressive reading reveals the semantic content of the text with the help of lively intonation and logical emphasis. The expressiveness of speech depends, firstly, on reading technique, which is not yet perfect among students in grades I-II. Secondly, grammar is also a means of expressive reading, which children of this age do not yet have sufficient command of. Thirdly, expressive speech depends on the use of comparisons, epithets, metaphors, hyperboles, etc., which are inaccessible to primary schoolchildren. They can be understood and applied only at a sufficiently high level of development of thinking, which children of this age have not yet reached.
Students in grades I and II have a poor understanding of metaphors and allegories, so they understand them, as a rule, in the direct, literal sense, and not in a figurative sense. Thus, they perceive the fable simply as a fairy tale and do not notice the figurative meaning in its content. The content of the proverb “What goes around comes around” is understood literally: “When you sow rye, you reap rye; when you sow wheat, you reap wheat.” A similar picture is observed in their understanding of other expressive means of language. Correct understanding and use of expressive means of speech usually appears in third graders, and by the fourth grade this understanding appears in a fairly clear form. The content of allegories and metaphors for students no longer has an independent meaning, but serves as a starting point for clarifying and understanding the figurative meaning of expressive means of speech.
Almost simultaneously with mastering reading skills, mastering writing skills also occurs. If, when mastering reading skills, a child moves from letters to sounds, then the formation of writing skills occurs in the reverse order - from sounds to letters.
The main difficulties in mastering the technique of writing are due to the fact that the fine muscles of the child’s hand are not yet sufficiently developed: the hand gets tired quickly, the child complains that he is tired of writing. All these reasons lead to common shortcomings in a student’s writing: the child writes slowly; due to unstable tilt and pressure when writing, the shape of the letters is not always correct; the handwriting remains large and angular for a long time; The distance between letters, words and lines is not always uniform.
To eliminate the listed disadvantages, we can recommend the following:
1) do not allow the child to write for a long time (unfortunately, many parents force their children to write beyond the norm);
2) exercise the small muscles of the hand of first-graders, offering them tasks in modeling, drawing, weaving, sewing, etc.;
3) practice copying from a model, and children must constantly visually control each written letter;
4) ensure that schoolchildren understand the defects in their writing and realize the successes achieved in eliminating them. It is known that words are not always written the way they are pronounced and heard. The child learns the rules of pronunciation long before learning to write and therefore strives to write the word the way he pronounces it.
What needs to be done for children to successfully master spelling rules?
One of the most important means is for the child to pronounce to himself, syllable by syllable, the words he writes. It is especially necessary to pronounce clearly those words that the child constantly writes incorrectly.
Spellingly correct writing depends on self-control, on the student’s ability to check the correctness of what is written. When developing self-control, it is necessary to take into account both the age and individual characteristics of the child. Self-control is determined by the level of development of thinking of students of different ages. In schoolchildren of grades I-II, due to insufficient development of thinking, self-control is still very poorly developed. In third grade students, self-control is already sufficiently developed, and the teacher can rely on it when teaching children spelling. The development and upbringing of spelling self-control also depend on some character traits of younger schoolchildren, on the type of their nervous activity. Typically, students who have poor control over themselves when writing and write illiterately are unrestrained, hasty, impulsive students, as well as students who are irresponsible about learning and are unable to critically evaluate their educational activities.
The development of written speech is not limited to knowledge of spelling rules. The ability to express one’s thoughts in written form is based on a broader knowledge of grammar - on the assimilation of a system of grammatical concepts.
Thus, mastery of grammar is mastery of the rules and laws that underlie the construction of oral and written speech. Applying these laws, the student consciously and voluntarily builds his oral and written speech, selects the most accurate words and expressions, turning speech into an increasingly perfect means of communicating with people.
1.3 Int o nation, system f o him
It is known how highly A.S. Makarenko valued the ability to speak convincingly, emotionally, and master a variety of intonation; he himself mastered this skill to the highest degree. “I became a real master only when I learned to say “come here” with 15-20 shades, when I learned to give 20 nuances in the setting of a face, figure, voice. And then I wasn’t afraid that someone wouldn’t come to me or wouldn’t feel what they needed.”
The ability to perceive and express emotional nuances using intonation means is one of the main components of the intonation competence of communication participants.
Intonation is understood as a set of pronunciation means that express semantic relationships and emotional shades of speech. Intonation includes rhythm, tempo, timbre and melody of speech. The melody of speech is the raising and lowering of the voice to express a statement, question, exclamation in a phrase.
By the concept of “intonation competence” we understand the possession of a sum of knowledge, abilities and skills that allow one to adequately perceive and use the intonation characteristics of speech in the process of verbal communication. This includes knowledge of the concept of intonation, its structural components and functions; the ability to perceive by ear changes in all acoustic parameters of intonation; distinguish by intonation the expression of the main emotional states and semantic shades of the sounding statement (i.e., mastery of intonation hearing); correctly place logical stresses; raise and lower your voice, control the power of your voice; maintain pauses, match the pace of speech with the content of the text; convey the meaning of a phrase using intonation; select the necessary intonation to express any emotional state; give a verbal description of the intonation of emotional speech; and also convey emotional intonations in written speech.
The rhythm of speech is a uniform alternation of stressed and unstressed syllables, varying in duration and voice strength. Tempo is the speed of speech delivery. It can be accelerated or slowed down depending on the content and emotional coloring of the statement. With an accelerated rate of speech, its clarity and intelligibility decreases. At a slower pace, speech loses its expressiveness. To emphasize the semantic parts of a statement, as well as to separate one statement from another, pauses are used - stops in the flow of speech. In children's speech, there are often pauses associated with the immaturity of speech breathing, with the child's inability to distribute speech exhalation in accordance with the length of the utterance. Timbre is the emotional coloring of a statement, expressing various feelings and giving speech various shades: surprise, sadness, joy, etc. The timbre of speech, its emotional coloring is achieved by changing the pitch of the tone, the strength of the voice when pronouncing a phrase or text.
Logical stress is the semantic highlighting of a word in a phrase by strengthening the voice in combination with increasing the duration of pronunciation.
Special linguodidactic research shows that the level of intonation competence of schoolchildren is insufficiently developed. Children are often unable to distinguish the semantic and emotional shades of a spoken phrase by intonation. The ability of schoolchildren to correctly use the intonation capabilities of the language in their own speech is imperfect, hence the monotonous, inexpressive, intonationally incoherent speech of students, therefore a certain amount of attention should be paid to working on intonation in school attention (L.A. Gorbushina, S.F. Ivanova, I.R. Kalmykova, T.V. Kondrashova, T.A. Ladyzhenskaya, M.R. Lvov, O.A. Meyer, A.V. Tekuchev, G.P. Firsov, etc.).
Problems of perception and use of intonation are multidisciplinary in nature, they are of interest to specialists in linguistics, psychology, technique and expressiveness of speech and methods of teaching them, therefore, in school, it is advisable to organize intonation work at different levels nyah: at the level of phonetics and syntax, expressiveness of speech and reading, level of non-verbal communication.
The development of intonation expressiveness of speech has long been underestimated by primary school teachers. And this is not because children do not have access to the concept of intonation. On the contrary, intonation is the first thing they learn along with speech. The prevailing opinion was that if attention is paid to written speech, then oral speech develops “by itself.” But the approach to teaching these two types of speech should be different (L.A. Gorbushina, T.A. Ladyzhenskaya, M.R. Lvov, A.V. Tekuchev, G.P. Firsov).
To develop the rhythmic and melodic side of speech in children, it is necessary to develop:
o speech hearing - its components such as the perception of the tempo and rhythm of speech corresponding to the situation, as well as pitch hearing - the perception of movements in the tone of the voice (increase and decrease);
o the main qualities of the voice - strength and height;
o speech breathing - its duration and intensity.
As an analysis of modern methodological literature has shown, the methodology for developing intonation competence of junior schoolchildren has not yet been the subject of special study. Mainly attention is paid to the formation of intonation skills among middle-level students; work on the intonation of younger schoolchildren, by and large, comes down to working only on expressive reading; Relatively recently, the problem of understanding and expressing emotional states by junior schoolchildren through the intonation characteristics of speech has gained weight.
Thus, it is important to develop intonation competence of primary school students because:
a) the success of children’s communication largely depends on the level of development of intonation competence;
b) the formation of intonation hearing contributes to general speech development, in particular to the quality of speech such as expressiveness;
c) the level of perception and understanding by students of basic human emotions (joy, sadness, fear, surprise, anger, contempt, disgust) by intonation, as well as the level of vocabulary of students related to the description of the intonation of emotional speech, for the majority of junior schoolchildren ov does not correspond to their communicative skills needs.
In addition, the development of intonation skills is more effective if work on the intonation of younger schoolchildren is organized comprehensively: when becoming familiar with the features of non-verbal communication, in the process of improving students’ expressive reading and developing speech in phonetic, synth axial and lexical levels.
In any language there is a certain number of sounds that create the sound appearance of a word. Sound outside speech has no meaning, it acquires it only in the structure of the word, helping to distinguish one word from another (house, com, volume, scrap, som). Such a sound that distinguishes meaning is called a phoneme. All speech sounds differ on the basis of articulatory (difference in formation) and acoustic (difference in sound) characteristics.
As we know, the primary division of speech sounds is carried out according to articulation into vowels and consonants.
Vowels are speech sounds, during the production of which the stream of air does not encounter any obstacle on its path, i.e. sound is created only by voice.
Consonants are speech sounds, during the production of which a stream of air overcomes the barrier formed by the organs of articulation, and thereby creates noise.
Therefore, depending on the ratio of noise and voice, all speech sounds are divided as follows:
vowels
Sounds
noisy consonants (noise prevails over voice) - voiceless and voiced
sonorous (voice prevails over noise)
Classification of consonants
Basic principles:
1. by the method of barrier formation: occlusive and slotted
2. according to the place of formation of the barrier (localization): labial, lingual, alveolar, palatal, velar
3. by active organ: lingual, labial and laryngeal
4. according to the degree of noise participation: noisy and noisy
5. by the participation of the vocal cords: deaf and voiced
Additional principles:
1. palatalization / velarization
2. labialization
3. aspiration
4. longitude
Vowel classification
Basic principles:
1. by the position of the tongue as a result of movement back and forth: front, middle and back vowels
2. by the position of the tongue as a result of up and down movement: high, middle and low vowels
3. by stability of articulation: monophthongs, diphthongs and diphthongoids
Additional signs:
1. labialization
2. longitude
3. nasalization
Speech sounds are the result of complex muscular work of various parts of the speech apparatus.
Three sections of the speech apparatus take part in their formation: energetic (respiratory) - lungs, bronchi, diaphragm, trachea, larynx; generator (voice-forming) - larynx with vocal cords and muscles; resonator (sound-forming) - mouth and nose cavity.
The interconnected and coordinated work of the three parts of the speech apparatus is possible only thanks to the central control of the processes of speech and voice formation, i.e. the processes of breathing, voice formation and articulation are regulated by the activity of the central nervous system. Under its influence, actions are carried out on the periphery. Thus, the work of the breathing apparatus ensures the strength of the sound of the voice; the work of the larynx and vocal cords - its pitch and timbre; The work of the oral cavity ensures the formation of vowels and consonants and their differentiation according to the method and place of articulation. The nasal cavity performs a resonator function - it enhances or weakens the overtones that give the voice sonority and flight.
The entire speech apparatus takes part in the formation of sounds (lips, teeth, tongue, palate, small tongue, epiglottis, nasal cavity, pharynx, larynx, trachea, bronchi, lungs, diaphragm). The source of the formation of speech sounds is a stream of air coming from the lungs through the larynx, pharynx, oral cavity or nose to the outside. The voice is involved in the formation of many sounds. The stream of air coming out of the trachea must pass through the vocal cords. If they are not tense, spread apart, then the air passes freely, the vocal cords do not vibrate, and the voice is not formed, and if the cords are tense, brought together, a stream of air, passing between them, vibrates them, as a result of which a voice is formed. Speech sounds are formed in the oral and nasal cavities. These cavities are separated by the palate, the front part of which is the hard palate, and the back part is the soft palate, ending in a small uvula. The oral cavity plays the greatest role in the formation of sounds, since it can change its shape and volume due to the presence of movable organs: lips, tongue, soft palate, small uvula.
The most active, mobile organs of the articulatory apparatus are the tongue and lips, which perform the most varied work and ultimately form each speech sound.
“The tongue is a collection of muscles running in various specific directions. As a result of this structure, the tongue can take different forms and make different movements: move forward and backward, up and down, and not only with the whole body, but also with its individual parts. This extreme flexibility of the language determines the variety of articulations that give all kinds of acoustic effects, which we perceive as different speech sounds. The tongue is divided into the tip, body and root of the tongue. When classifying speech sounds, conditional phonetic concepts of the anterior, middle and posterior parts of the back of the tongue are also introduced.
2 . Speech development in junior schoolsoflaxoin on urokah literaryoGoreading
2.1 MethowildosnoYouoteaching junior high school studentsoflaxoin different types of retellingHowodaysofrom conventionovii development of their oraloth speech
Almost no lesson goes by without retelling, so the primary school teacher should be wary of patterns in this work. Various types of retellings, as well as varying preparation for it, enliven lessons and increase the interest of students.
Before moving on to the methodological foundations of teaching retelling, we will reveal the very concept of “retelling”.
V. Dahl's explanatory dictionary gives the concept of retelling in the context of retelling:
"Retell
o Retell something, say again, again, tell again. |For children, retell one fairy tale at least a hundred times, they all listen|.
o Convey other people's speeches, speak not your own. |I’m just telling you what I heard: what I bought for is what I sell for|.
o To swindle, to gossip, to carry over, to stir things up, to speak secretly. |He will tell you everything, don’t talk in front of him|.
o Tell a lot, one after another. |I retold all the fairy tales, I don’t know any more|.
o Retelling, pl. retellings, very speeches, gossip, slander, figurative news, rumors, paraphrased words.
We find another definition in the explanatory dictionary of S.I. Ozhegov:
“Retelling is a statement of the content of something. Free retelling
Retell
- tell, express something in your own words. Retell the content of the novel
- tell consistently, in detail about something. Retell all the news"
In the methodology of the Russian language we find the following definition:
“Exposition (retelling) is a type of work that is based on reproducing the content of a statement, creating a text based on the given (original).” Despite the fact that retelling and presentation are often used as synonyms, the name retelling still more often refers to the oral form of text reproduction, i.e. oral presentation - retelling.
Ladyzhenskaya T.A. gives the following definition: “Retelling is the reproduction of the content of the source text”
In our opinion, the most accurate definition is given by M.R. Lvov:
“Retelling is a type of student work, a means of developing speech based on a model.”
In the methodology of the Russian language and literature, there is a problem of classifying retellings (oral presentations). The following grounds can be distinguished for distinguishing types of retellings: in relation to volume, to content, to perception of the source text, to the degree of familiarity with the source text, to the complexity of the language task, to subject matter, to genre-compositional features details of the source text.
Below we present the most significant reasons, in our opinion:
In relation to the volume of the original text, retellings are:
Table
Table
In relation to the content of the source text:
Table
According to the perception of the source text:
Table
According to the degree of familiarity with the source text:
Table
According to the difficulty of the language task:
Let us characterize some types of retellings that are most often used in elementary school practice.
1. Detailed and close to the text sample retelling
This is the simplest type of retelling used in school. But it is used more often than others, not only for this reason, but also due to its advantages. Firstly, it serves as a means of consolidating in children's memory the content of what they read in all its details and connections. Secondly, this is a means of mastering the logic of a model, mastering linguistic means.
A detailed retelling can be considered independent and mature when it is based on a complete perception of the work, on knowledge of its composition, on internal logical connections, on a drawn up plan of the text, and not on a series of questions about the content. If a detailed retelling is built from private answers to questions that are not united in the student’s mind by a single semantic task, then the student does not fully convey the theme, idea and content of what he read.
A detailed retelling of questions can only be used for educational purposes, at certain preparatory stages, when some new problems that are difficult for students are being solved. But in itself it does not correspond to the natural conditions of speech utterance.
“The typical shortcomings of such a retelling are known: this is, firstly, the inability to start; secondly, distortion or incompleteness of the transmission of the final parts of the text, despite the fact that the first, initial parts were conveyed well; thirdly, the impoverishment of the language. Other errors: violations of consistency, misunderstanding of connections, plot, etc. are less common.
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“A child who is not accustomed to delving into the meaning of a word, who dimly understands or does not understand its real meaning at all, and who has not acquired the skill of using it freely in oral and written speech, will always suffer from this deficiency when studying another subject.” K.D. Ushinsky
A modern school should prepare a person who thinks and feels, who not only has knowledge, but also knows how to use this knowledge in life, who knows how to communicate and has an internal culture. The goal is not for the student to know as much as possible, but for him to be able to act and solve problems in any situation. The priority means for this are the culture of speech and the culture of communication.
Clarification, enrichment and activation of students' vocabulary. Clarification, enrichment and activation of students' vocabulary. Working on a dictionary is the basis, the foundation of all work on speech development. Without a sufficient vocabulary, the student will not be able to construct sentences or express his thoughts.
Working with vocabulary words To get acquainted, I give a block of three words (not necessarily thematic). Birch, station, passenger 1. Familiarization with the block, spelling pronunciation (3 times), recording words in individual dictionaries with highlighting spellings and placing stress, finding out the meaning of these words, then comparing them using an explanatory dictionary.
2. Formation of the concept Birch is a tree…. - So what, a Christmas tree is also a tree - It’s a deciduous tree. -Well, aspen is also a deciduous tree. The work continues until the children give the exact concept. Birch is a deciduous tree with white bark and heart-shaped leaves.
The System Analysis method helps to consider the world in a system as a set of elements interconnected in a certain way, conveniently functioning with each other. I propose a system, select the words included in this system: Dog - hunter, gun, forest, wolf, Weather - rain, umbrella, raincoat.....
Resolving contradictions is an important stage in a child’s mental activity. Scientists have developed a new breed of dog. Outwardly, she is, in general, the same as ordinary dogs, but the new dog does not bark, does not bite, and allows everyone into the house. What problem will the new dog and its owner have?
A step-by-step method for teaching storytelling from a picture. Step 1. Delhi! (Determination of composition). We point the camera's eye at the picture so that only one object is visible in it. We name the objects and schematically draw them in circles on the board. Step 2. Come on! (Finding connections). Let's connect two circles on the board and explain why we did this. Let's tell you how the objects in these circles are connected to each other. Step 3. Strengthening imagery with characteristics. The technique of entering into the picture is used. We actively explore the picture using each sense organ in turn. At the same time, we can move sequentially along the circles and lines of the schematic drawing. Let's talk about the feelings we received. Step 4. A collection of figurative characteristics. Let's find out the meaning of new words in the explanatory dictionary. We use them to make comparisons and riddles. Step 5. Get behind - Get ahead! (Building a time sequence). We choose one of the heroes and imagine step by step what he did before - before appearing in the picture, and what he will do later. Step 6. Move to different points of view. We determine the state of one of the heroes. We enter his state and describe the environment or events from the point of view of this hero. Then we find another hero in a different state or take the same hero at a different time and in a different state. We describe everything from a new point of view. We include descriptions from different points of view in the story
Enriching students' vocabulary has great importance to develop their speech. Therefore, every time I am convinced of the need to constantly work with dictionaries, trying to awaken interest in a single word. It is necessary to study the origin of the word (it largely explains the spelling), structure (composition), pronunciation, spelling, and its meaning. It is necessary to show how this word lives and develops in the structure of phrases, sentences, and small texts; associate a word with a specific speech situation. Of course, the game will come to the rescue
Herons _________ drops _______ heaven ___________ forest Herons walked through the forest, Drops fell on them. From the heavy leaden skies And the herons hid in the forest (Igor Yakushev) Herons live in the swamp, Here the drops began to fall. Drops fell from heaven onto the wonderful green forest (Vaga Alena)
Waiting for __________ cat _________ without a tail ___________ from the cat An old, red, cunning cat is waiting for prey at the hole. The mouse was left without a tail, running away from the cat. (Markova Ksenia) A black cat sits on guard and waits for a delicious lunch. He sits without a tail, and the mice hid from the cat. (Vaga Nastya)
One day a green leaf came off from a large maple tree. One day a green leaf came off from a large maple tree. He flew with the wind, the whole world looked from above. (Ilya Korchinov) Once a green leaf came off from a large maple tree. He flew around the world for a long time, only returning to us in the summer. (Igor Yakushev)
For homework I ask you to come up with a poem on a specific topic. After a series of poems about autumn: come up with a poem about autumn Autumn has come into its own - The leaves have turned yellow, the grass has faded. Soon the first snow will fall - And winter will come to us for a long time. (Markova Ksenia)
Christmas tree, holiday, kids are having fun! Dancing, dancing and fun - No bad mood! (Markova Ksenia) Coming New Year, The lights are sparkling. Everyone has been waiting for the New Year for a long time, the Christmas trees are being decorated. (Alina Suchkova) Cold winter has come, Snowflakes are circling and flying, Snowdrifts are growing quickly, Cheerful laughter sounds from the guys. (Ilya Korchinov)
We dressed up the Christmas tree in a festive dress, with bright lights and colorful balls. And she calls the children to celebrate the New Year holiday, and give them delicious gifts. (Vaga Alena) The New Year is in a hurry to visit us, opening the doors, decorating the green Christmas tree beautifully. (Igor Yakushev)
The tasks can be as follows: 1. Read one (optional) sentence - a proverb. Orally convey its main meaning. Formulate a topic. 2. Starting from this sentence, “expand” your thought in written form (from 5 to 10 sentences). Remember that the support sentence is the title of your future text: this title expresses the main idea. Your text can take the form of a short story, an instructive tale, a short poem or a reasoning text. So, gradually you will learn to turn one sentence into your own author’s text.
Game "Translate into Russian." It is known that in the languages of many nations there are many proverbs and sayings that are similar in meaning, because wisdom knows no bounds. Children love to “translate” such proverbs. 1.Before speaking, turn your tongue seven times (Vietnam). 2.You can’t hide a camel under a bridge (Afghanistan). 3.The small pot heats up well (England). 4. The son of a leopard is also a leopard (Africa). 5.Where the shovel leads, water flows (Tibet). 6.After lunch you have to pay (England). 7. A scalded rooster runs away from the rain (France).
Sample answers: 1) Measure seven times, cut once. 2) You can’t hide an awl in a bag. 3) The spool is small, but expensive. 4) The apple doesn’t fall far from the tree. 5) Where the needle goes, so does the thread. 6) If you love to ride, you also love to carry sleds. 7) The frightened bird is afraid of everything.
Writing riddles The game exercises for selecting rhymes, discussed above, will help children write riddles. During a joint discussion with children, it is necessary to identify important signs of a riddle: - the object is not named, but it is compared, described, contrasted or called differently; - the main characteristics of an object that distinguish it from all others are named; - in some riddles you can use rhyme
The prickly beauty blooms in our garden, all people really like it and brings joy to the house. (Markova Ksenia) A pot-bellied barrel is sitting on a hummock. (Korchinov Ilya) What kind of fairy is this? Spinning, fluttering, pollinating flowers? (Komelkova Lena) It’s not a plane, but it flies, It’s not a flower, but it decorates the earth. (Markatyuk Nastya)
The program for primary grades provides a large list of speech skills with a consistent increase in their complexity from class to class. Among them are the following: - the ability to embody in words the products of students’ imagination and creativity; - the ability to use figurative language in speech: comparisons, epithets, metaphors, personifications; - the ability to verbally describe an object. It is these skills that need to be developed purposefully and systematically.
When working on lyrical works, I use four groups of exercises. The first group of exercises is aimed at developing in children the ability to respond emotionally to what they read. To enhance emotional perception, the following tasks are necessary: What feelings arose in your soul when reading the poem: amazement, joy, admiration, regret, delight? Pay attention to the words that the author chooses to convey joy at the sight of extraordinary beauty. Find words in the poem that convey the author’s mood. Come up with (choose) a melody for this poem.
The second group of exercises is aimed at awakening the imagination and fantasy of schoolchildren (verbal drawing). Assignments: Imagine that you need to draw a picture for this text. What colors do you use for the sky, clouds, greenery, earth, etc. Listen to the sound of the poem and try to sing a melody that matches it in sound; What sounds are repeated in this line and what do they “draw”? Choose a word illustration for the entire poem or for a passage of your choice. Which lines of the poem go well with your illustration?
The third group of exercises is aimed at detailing and concretizing ideas about epithets, comparison, personification, and metaphor. Tasks: Select your epithets for the specified word and compare with the author’s. Will the poetic image change if you replace the epithet, simile, metaphor. Find figurative language in the text of the poem: epithet, comparison, personification, metaphor. Find the epithet and the word that defines it.
The fourth group of exercises is for expressing a personal attitude: What moods of the author did you feel? Share your impressions of what you heard with your friends. Express your feelings. Tell us about your attitude to the imaginary picture.
A speech minute is held at the beginning of each Russian language lesson. Children at home find a beautiful sentence in the works of writers and poets, write it down in a notebook and, when answering in class, analyze it, explaining why this sentence attracted them, what figurative means the author used, etc. It is especially highly appreciated if the child came up with the proposal himself. 5 minutes of poetry during reading lessons allow children to plunge into the poetic world, create a specific mood, and make a brief analysis of the poem.
Retellings are the most important techniques that are used to develop the speech of primary school students 1. Detailed, which, in turn, is divided into free, i.e. based on the first impression and conveying it as a whole (in your own words), and artistic - close to the author’s text, aiming not only to convey the content in detail, but also to reflect the artistic features of the text. 2. A brief retelling (compressed) sets out the main content of what was read, maintaining logic and style source text, but omitting details, some details of the literary text. Work on a brief retelling teaches the student to select the main and essential, distinguishing them from the secondary. 3. Selective retelling is based on the selection and transmission of the content of individual text fragments united by one topic. This creates your own complete story. 4. A retelling with a change in the narrator’s face offers a presentation of the content from the perspective of one or another character, from a third person. This requires a deep understanding of the character of the hero, artistic means of depicting him, and a lot of preliminary work.
Messages (report) Messages are a type of oral monologue by students in literary reading and Russian language lessons. Work on developing the skills to prepare such speeches helps to strengthen the practical orientation of teaching children's literature, equipping schoolchildren with intellectual and speech skills, developing creative abilities, and preparing for active participation in communicative activities. Messages help develop oral and written language in conjunction. During literary reading lessons, I give the task to make a report about the author of the work.
During general lessons on a topic in Russian language lessons, children must make reports: Noun Composition of the word Adjective, etc. where they combine and systematize all the knowledge gained on the topic, having previously drawn up a plan for the presentation. Tasks can be presented in the fairy tale genre “Once upon a time there was a noun”, “Once upon a time the vowels and consonants quarreled among themselves”, “Once upon a time a soft sign decided that it was underestimated...”, etc.
Essays Essay is a creative work. It requires the student’s independence, activity, passion, and bringing something of his own, personal into the text. It contributes to the development of the student’s personality. In an essay, spelling and all the grammatical rules being studied acquire meaning for the student.
When preparing children for an oral story or a written composition, I teach them: to understand a given topic or find their own, to determine its content and volume, its boundaries, to adhere to the topic at all stages of preparation and design of their story or composition. Approach the material, the topic as a whole, evaluatively, express your attitude to what is depicted, convey your own position in the text of the essay or story. Accumulate material: observe, highlight the main thing from your experience - what relates to the chosen topic; comprehend facts, describe, convey your knowledge, feelings, intentions. Arrange the material in the required sequence, draw up a plan and adhere to it in constructing a coherent text, and, if necessary, change the sequence. Select the necessary words and other means of language, build syntactic structures and coherent text. Write the text correctly in spelling and calligraphy, place punctuation marks, divide the text into paragraphs, observe the red line, margins and other requirements. Detect shortcomings and errors in your own essay, as well as in the speech of other students, correct your own and others’ mistakes, and improve what you have written.
School essay is the result of productive activity and is, on the one hand, the subject of training, on the other, a means of achieving the ultimate goal - the formation of communicative and speech skills of students. Essays differ in sources of material, degree of independence, methods of preparation, genre and language.
1) Creative: - What is kindness? - My three wishes. - So that I can tell African children about winter. - Journey of an autumn leaf. 2) Reproductive: - My faithful friend. - How animals spend the winter. - My toys. - Our friendly family. 3) Phantograms. What would happen if I saw that the book was crying? - did the fountain pen tell you? - the road rose into the sky? 4) Essay-reasoning: - They say that on New Year’s Eve... - Why did they call me that? - Why do you need a friend? 5) Description essay: - My favorite teacher - The beginning of winter. - Christmas tree.
The problem of the development of speech in schoolchildren is gaining increasing social importance, since speech is a convincing indicator of the spiritual culture of an individual. The formation of civil society in Russia, the deepening of the processes of humanization of culture and education, the beginning of the process of revival of spirituality, a return to the origins and traditions of national culture, liberation from dogmatic and one-sided assessments of artistic phenomena are changing the style of communication between people, transforming it towards expanding themes, more complete use richness of oral speech, attention to the personality of the interlocutor.
The concept of speech development appears in both philosophical and psychological and scientific and methodological meanings. It is a process of mastering speech and its mechanisms that constantly occurs throughout a person’s life in direct connection with the spiritual development of the individual and the enrichment of his inner world.
The development of oral and written speech among schoolchildren is one of the core areas in the methodology of teaching literary reading. V.V. made a great contribution to the development of the problem. Golubkov, M.A. Rybnikova, N.V. Kolokoltsev, modern scientists M.R. Lvov, T.A. Ladyzhenskaya and others.
Literary reading as an academic subject that studies the art of words, creates special conditions for students to master the techniques of creative work, research and search work associated with the ability to independently solve complex problems, with critical-evaluative activities based on the material of the works of art being studied, the preparation of oral presentations and written works of various types and genres. In this kind of educational work, creative abilities are developed, schoolchildren understand the practical orientation of their work, and also evaluate their own capabilities, which increases interest in the results. Thus, a conscious attitude towards intellectual work is formed.
Well "Literary reading"(author: Efrosinina L.A., Omorokova M.I.) was developed for elementary schools and is included in the teaching and learning kit " Primary School XXI century" (supervisor N.F. Vinogradova). The leading idea of the course is to deepen the process of perception of a work of art, support and develop interest in reading. The content of the course ensures the development of a full perception of a literary work, students’ awareness of the specifics of its content, form and language, introduction students into the world of literature as the art of words, the formation of individual literary concepts and ideas.
The means of teaching literary reading include all types of speech activity - listening and reading works of fiction; speaking as a process of discussing their merits and features; letters - creative works related to assessing one’s attitude to what has been read. Characteristic feature program is a combination of work on reading itself, technical skills and reading skills, as well as the connection between the perception of a work, working with it and the book as a whole. There are anthologies for students of all grades, which include additional texts from works that allow children to expand their reading range and organize differentiated learning. Based on this, literary reading lessons solve not only didactic problems associated with text analysis, but also develop students’ value judgments and the ability to analyze emotional states caused by listening or reading a specific work.
The main goal of literary reading lessons is to help a child become a reader: to bring them to an awareness of the rich world of domestic and foreign children's literature as the art of literary expression; enrich the reading experience.
Objectives of literary reading lessons: develop the ability to “see” a word in a text, observe its meaning, understand why the writer (poet) chose this word, how it characterizes the hero, distinguish figurative, figurative meaning, learn to use apt words and expressions in one’s own speech , teach understanding of text, develop skills of expressive reading, speech culture, and creativity.
Methods and techniques used in literary reading lessons: commenting, interpretation, analysis of content and form, expressive reading and dramatization of the work.
Students are widely involved in practical activities (underlining, marking, regrouping text), visual activities (drawing, appliqué, coloring), gaming techniques (working with crosswords, didactic literary games), as well as writing (adding, copying, compositions) and various forms of oral speech (composing statements, descriptions, comparative characteristics, retellings, book reviews, annotations).
Speech is a form of communication between people through language.
Speech communication organizes the joint activities of people, promotes knowledge of each other, and is an essential factor in the formation and development of interpersonal relationships. Speech is formatted in accordance with the norms of the language.
The child acquires language in the process of communicating with adults and learns to use it in speech. Speech, being a means of expressing thoughts, becomes the main mechanism of human thinking, a means of carrying out mental operations.
Speech is closely related to other mental processes: perception, memorization, reproduction. The role of speech in the imagination, in realizing one’s emotions, and in regulating one’s behavior is essential. Depending on the type of speech activity, speech is divided into external and internal, oral and written. External, or oral speech serves mainly the purposes of communication, internal speech is unpronounceable, it plays an important role in the processes of consciousness, self-awareness, and thinking.
External or oral speech can be dialogic and monologue. Dialogical or colloquial speech is usually not fully developed, because it is situational, much of it is not expressed, but is implied due to the context that is understandable to those speaking. Usually involuntary, it becomes arbitrary if the conversation and exchange of opinions is planned in advance. Monologue speech is a statement made by one person for a long time, uninterrupted by remarks (for example, the speech of a lecturer, orator). Usually requires preliminary preparation; it is designed for a specific audience. In its structure, monologue speech is close to written speech. There are special constructions that are characteristic only of oral speech (repetitions, paraphrases of individual statements, questions addressed to the audience). One of the properties of both types of oral speech is its fluency.
Teaching various types and genres of monologues on literary topics
Improving the speech activity of students requires the teacher to rely on a wide variety of types and genres of statements on literary topics, which, during teaching, create conditions for the versatile speech and aesthetic development of the student’s personality. He has the opportunity to select these genres based on the following classification of monologue statements on literary topics.
I. Reproductive utterances (paraphrases)
II. Productive statements(a detailed oral response, a message, a “word about the writer”, a story or message about a work of art (painting, sculpture, architectural building), a guide’s speech, a director’s commentary, a speech about the hero of the work, a report, poems, short stories, fairy tales, etc. ., independently composed by schoolchildren).
The main directions of work on the development of students’ speech
Methods of teaching literary reading puts forward as the main directions of development work oral speech schoolchildren:
1). Work on understanding the text.
2). Retellings of literary text.
3). Messages.
On the development of written speech in schoolchildren:
1). Reader's diary.
2). Review of the book and work on it.
3). Abstract for the book.
How to teach text comprehension
Firstly, what is "text comprehension" When working with a text, understanding begins even before reading it, unfolds as you read, and continues in reflection on what you read. From the point of view of linguistics (the theory of linguist I.R. Galperin), understanding a text is the reading of different types of text information: factual, subtextual, conceptual.
Factual information consists of a description of events, characters, place and time of action, etc. Subtextual information is not directly expressed in words. It is contained in text “holes” (gaps that the reader fills in based on existing knowledge and experience), in word-images (artistic means), in text editing, etc. Conceptual information is understood as the author’s system of views, thoughts and feelings, which he reflects in the text, counting on the reader to extract it. Of course, the text is a single whole, and the types of textual information are distinguished conventionally: in science - in research, and in practice - in educational purposes.
Directions in teaching text comprehension:
1). How to teach attention to words.
2). How to conduct a dialogue with text.
3). How to help reveal the meaning of the text.
4). How to develop the reader's imagination.
Mastering the techniques of understanding text allows weak students to feel their “power” over knowledge (“I can!”), and opens the way for strong students to new heights.
But the most valuable thing, of course, is that light with creativity, which appears in the eyes of the teacher and the children during a literary reading lesson, and the satisfaction from work that occurs when you understand and are understood.
Retellings of literary text
Retellings are the most important techniques that are used to develop the speech of primary school students. Retellings can be of the following types:
1. Detailed, which, in turn, is divided into free, those. based on the first impression and conveying it as a whole (“in your own words”), and art- close to the author’s text, aiming not only to convey the content in detail, but also to reflect the artistic features of the text.
2. Brief retelling (compressed) sets out the main content of what was read, preserving the logic and style of the source text, but omitting details, some details of the literary text. Working on a brief retelling teaches the student to select the main and essential, distinguishing them from the secondary.
3.Selective retelling is based on the selection and transmission of the content of individual text fragments united by one topic. This creates your own complete story.
4. Retelling with a change in the narrator's face offers a presentation of the content from the perspective of one or another character, from a third person. This requires a deep understanding of the character of the hero, artistic means of depicting him, and a lot of preliminary work.
Messages (report)
Messages are a type of oral monologue by students in literary reading lessons. Work on developing the skills to prepare such speeches helps to strengthen the practical orientation of teaching children's literature, equipping schoolchildren with intellectual and speech skills, developing creative abilities, and preparing for active participation in communicative activities. Messages help students deeply master literature as the art of words, develop oral and written speech in conjunction.
An analysis of the works of M.R. Lvov, N.N. Svetlovskaya, T.A. Ladyzhenskaya, T.G. Ramzaeva and others made it possible to study and formulate in more detail the basic requirements for the speech of primary school students. They are also criteria for assessing student oral and written statements:
I slurred speech. Speech should be accessible to the listener and focused on the perception of the addressee. The speaker takes into account the capabilities, interests and other qualities of the addressee. Speech is harmed by excessive confusion and excessive complexity of syntax. Speech must be communicatively appropriate in any situation and depend on the purpose of the statement and the conditions for the exchange of information.
Expressiveness of speech , quality that involves influencing the listener through vivid language and persuasiveness.
Correctness of speech. This quality is ensured by compliance with the literary norm (grammatical, spelling - for oral speech).
Wealth of linguistic means. The ability to choose in different situations various synonyms and sentence structures that best convey the content.
Speech accuracy. This requirement presupposes the ability not only to speak, but also to choose the optimal linguistic means for the intended purpose - such words, phrases, phraseological units that most accurately convey the student’s thoughts and feelings.
Logic of speech. Speech should be consistent, clearly constructed, connected in its parts. Logicality presupposes the validity of conclusions, the ability to begin and complete a statement.
Written speech
Records of what you read. Reader's Diary
Cicero said: "The pen is the best teacher." Working with a book requires the ability to read, write down your thoughts about what you read, and make extracts from the text.
Extracts will help you better understand the contents of the book, evaluate it, and remember it for a long time. It seems like a completely forgotten book, only its title remains in my memory, but as soon as you look at your notes, even the shortest ones, whole pages and images of your favorite characters come to life. Extracts can be verbatim, then they are called quotes or free, when the author’s thoughts are presented by the reader independently. Large passages of text that are difficult to quote in full should be tried to be written down in your own words.
The forms for recording what you read are varied. In addition to extracts from books, there is a reader's diary. Reader's Diary- a person’s reading biography, a method of long-term preservation of information about books read, one of the methods for in-depth perception of fiction, a way of developing schoolchildren’s thinking and writing.
Form of keeping (approximate) diary:
- Author. Title.
- Book reading time.
- Subject.
- The main characters of the work.
- Impressions caused by the book.
- Lines that I especially liked.
Records of what you read. Review of the book
A review is a response, an echo, an opinion. At school, a review is understood as a special type of essay in which a student talks about his reaction to a particular literary work. The review values the reader’s subjective view, dictated by the personal perception of the text. By talking about his impression of a book, the reader, one way or another, talks about himself. He supplements the book with his memories, guesses, and ideas.
The connection between perception and a person’s inner world makes a reader’s review an indispensably valuable document for a teacher. The review shows a person at the moment of his happy rapprochement with art. It reveals that individuality in the reader’s inner world, without which personal contact with him on the basis of literature is impossible.
Analysis of children's reader reviews allows us to identify a number of varieties:
Review-response. A characteristic feature is pronounced enthusiastic emotionality.
Feedback-confession. Responding to what he read, the student often talks about himself, about his life, shares doubts that trouble him, and tries to solve for himself some important life questions that the book prompted.
Feedback-reflection. It is distinguished by self-disclosure, the author’s desire to understand himself in the context of the book he has read.
Review-recommendation. The story about what has been read is addressed to a potential reader, whom the author is trying to interest in the book.
Review-detail. The reader's attention in the book is focused on a certain little detail, which seems significant to him and reveals something to him in life. He writes about this in his review. Feedback-association. Starting from a book that has captured the imagination, the reader begins to create himself, supplementing the text with his own images or entire situations.
Feedback-memory: “When I was 5 years old and my sister was 7, my mother first introduced us to R. Kipling’s amazing book “Mowgli.” On long winter evenings our small apartment turned into a jungle with vines, my sister into Bagheera, my mother into Mother Wolf, dad - father Wolf, and I - little Mowgli. Mom sat us around her, wrapped us in a warm blanket and read in a quiet voice: And I forgot about everything in the world! "
Several types of reader reviews from children are named here. They do not exhaust their diversity. The list could be expanded to include review-dream, review-reflection, review-reincarnation and many others. And no matter how naive they may be, they are all interesting in their own way and bear the stamp of the individuality of their authors, the image of the inner world of a reading child. Feedback from younger schoolchildren is brief and accompanied by drawings.
How to write a book review
Reading well means properly understanding and thinking about what you read.
A review of a book is a thoughtful personal opinion, a person’s judgment about a book he has read, containing an assessment of the actions of the characters and the events taking place.
It is worth not only writing down the author’s thoughts, but also your own, which arise in you while reading the book. This is a prerequisite for serious work with the book. The thoughts that arise when we think about books are often very valuable. The more of our own thoughts, knowledge, and emotions are involved in the work, the better the result.
You can write down your thoughts about the books you read in a special “personal” notebook. It will be your personal reading diary. Just don’t forget to write down bibliographic information about the book (a set of information about the book, arranged in a certain order).
And most importantly: learn to evaluate every book you read by analyzing the actions of its characters.
A sample plan for reviewing a book you’ve read:
1. Author, title, genre of the book.
2. Who do you think would be interested in the book?
3. Time and place of action of the book. What is it about (do not retell all the contents)?
4. The main characters of the book.
5. How does the book begin? How intriguing is the plot?
6. What is the conflict? How interesting and important did you find it? modern life? What problem does the author pose in the book?
7. What is interesting about the book as a whole?
8. Which episode did you especially like or remember? Why?
9. Which characters in the book did you find particularly interesting? Which of the heroes did you like more? Why?
10. What impression did the author’s language and style make?
11. What is your reader’s opinion, feeling, thoughts about the book? What did reading this book give you?
Some points of the plan for primary school students can be omitted (at the discretion of the teacher).
What is an “abstract” and how to write it?
An abstract is a small coherent description and assessment of the content and structure of a book or article. Working on an abstract helps you navigate a number of sources on one topic, as well as when preparing a literature review. We recommend: before writing an annotation, read the text and break it into semantic parts, highlight the main idea in each part and formulate it in your own words.
List the main thoughts, problems raised by the author, his conclusions, suggestions. Determine the significance of the text.
The abstract usually consists of two parts. The first part formulates the main theme of the book or article; the second part lists (names) the main provisions.
Learning how to write an annotation on your own should begin by entering the missing words, expressions and sentences into a sample annotation. Students receive a sheet of paper with an annotation with gaps, and independently write in the missing words. Here is an example of an annotation with omissions for L. Andreev’s story “Bite”:
The story "_________" was written by the Russian writer __________. In _______ L. Andreev talks about __________________________. The writer with ___________________ talks about ________ and ______________.
Below the annotation, students can optionally make an illustration drawing for the work.
Conclusion
In literary reading, a primary school graduate must be able to distinguish between types of retelling (detailed, brief, selective); divide the text into semantic parts and draw up a simple plan, using it to tell the story; determine the topic, explain the development of events in the text, find the main idea of the work and relate it to the title; describe the characters (their actions and characters), your attitude to what you read. It is impossible to teach all this without developing the child’s speech.
We must develop the speech of a primary school student at every literary reading lesson: and when working with words (the child must understand the word, distinguish its figurative, figurative meaning, and then skillfully use it in his own speech); and when working with text (be able to perceive the text, understand the meaning of what you read, recreate in your imagination what you read, reproduce the text). The most important condition for literary education is the development of speech.
In my work I used the following literature:
- Conversations with the teacher (teaching methods): Fourth grade of a four-year elementary school / Ed. L.E. Zhurova. - M.: Ventana-Graf, 2001.
- Olga Soboleva. Happiness is when you understand // Newspaper "Primary School", 2003, No. 25,26.
- Politova N.I. Speech development of primary school students in Russian language lessons / Teacher's Manual. - M.: Prosveshchenie, 1984.
- Four-year primary school programs: Project "Primary School of the 21st Century" / Project leader prof. N.F. Vinogradova. - M.: Ventana-Graf, 2003.
Introduction
1.1 Psycholinguistic foundations for the development of coherent speech in primary schoolchildren
1.2 Methodological principles for organizing work on the development of coherent speech in juniors
Schoolchildren.
2 . Development of students' speech in the system of educational work with the class.
2.1 Development of students’ speech in reading and Russian language lessons.(presentation)
2.2 Development of speech of primary schoolchildren (from work experience) ( presentation)
2.3 Development of speech of primary schoolchildren through a system of work on educational
An essay.
2.4. The development of oral and written speech is an effective condition for the development of thinking.
2.5. Speech rhythms, or How to use physical education to develop the speech of primary schoolchildren.
Conclusion
Application
Introduction
“The natural way of language acquisition is through the development of speech. Speech is a channel for the development of intelligence. The sooner the language is mastered, the easier and more complete the knowledge will be assimilated.”
N. I. Zhikalkin.
Speech is the basis of all mental activity, a means of communication. Students’ abilities to compare, classify, systematize, and generalize are formed in the process of acquiring knowledge through speech and are also manifested in speech activity. Logical, clear, demonstrative, figurative oral and written speech of a student is an indicator of his mental development.
One of the basic components in teaching and raising children is the development of coherent speech. Most scientists (linguists, philosophers, psychologists, sociologists, teachers) are concerned about the decline in the general level of speech culture. Therefore, it is necessary to carry out systematic work to develop language competence.
In this regard, the task of a modern school is to achieve the most effective social form organizing children's educational activities.
Much attention has always been paid to the problem of developing students’ speech activity.
At present, general trends in the speech development of schoolchildren have been established, the idea of speech development at the interdisciplinary level has been substantiated, problems of verbal communication have been revealed, possible ways of developing the language competence of schoolchildren have been identified, an analysis of monologue and dialogic forms of speech utterance has been presented, psychological features of the formation of coherent oral and written speech of younger children have been identified. schoolchildren.
In this vein, one of the urgent problems that meet modern requirements is the study of coherent speech, the search for appropriate methods and techniques, forms and means of developing speech activity in children.
Children master their native language through speech activity, through speech perception and speaking. That is why it is so important to create conditions for children’s well-connected speech activity, for communication, for expressing their thoughts. This explains the relevance of the topic and determines the choice of the problem, object and subject of research.
In connection with the above, we can identify the relevance of this problem.
How to organize work on developing the skills and abilities of coherent speech, how to teach a child to fully, competently and accurately express his thoughts, what are the directions and stages of work on the development of coherent speech, what types of work are the most effective?
Main purpose of the work – study techniques for developing coherent speech in younger schoolchildren.
Tasks The research is as follows:
1. Study the theoretical aspects of speech development in primary schoolchildren.
2. Determine the level of development of coherent speech.
3. Select methodological techniques for the development of coherent speech and apply them in practice.
Research methods: literature analysis, survey, analysis of the results obtained during the study.
- Theoretical aspects of the development of coherent speech in primary schoolchildren
- Psycholinguistic foundations of the development of coherent speech in primary schoolchildren
Mastery of language and speech is a necessary condition for the formation of a socially active personality. It is necessary for every person to learn to construct one’s speech clearly and grammatically correctly, to express one’s own thoughts in a free creative interpretation in oral and written form, to observe speech culture and to develop the ability to communicate.
However, it must be admitted that the formation of coherent speech skills often does not have a systematic approach, a system of necessary exercises, or aids needed for this work. This leads to the fact that currently the school is faced with a huge problem of illiteracy, incoherence, and poverty of not only oral, but also written speech of the majority of students.
From the analysis of literary sources, it follows that the concept of “coherent speech” refers to both dialogic and monologue forms of speech. A.R. Luria, S.L. Rubinstein, V.P. Glukhov believe that dialogical (dialogue) is a primary form of speech that arises during direct communication between two or more interlocutors and consists of the main exchange of remarks. Distinctive features dialogical speech are:
emotional contact of speakers, their impact on each other through facial expressions, gestures, intonation and timbre of voice;
situationality.
Compared to dialogical speech, monologue speech (monologue) is the coherent speech of one person, the communicative purpose of which is to report any facts or phenomena of reality. A.R. Luria, S.L. Rubinshtein, A.A. Leontiev’s main properties of monologue speech include: one-sided and continuous nature of the statement, arbitrariness, expansiveness, logical sequence of presentation, conditionality of the content by focusing on the listener, limited use of non-verbal means of transmitting information. The peculiarity of this form of speech is that its content, as a rule, is predetermined and pre-planned.
A.A. Leontyev notes that, being a special type of speech activity, monologue speech is distinguished by the specific performance of speech functions. It uses and generalizes such components of the language system as vocabulary, ways of expressing grammatical relations, form- and word-building, as well as syntactic means. At the same time, in monologue speech the intention of the statement is realized in a consistent, coherent, pre-planned presentation. The implementation of a coherent, detailed utterance involves retaining a compiled program in memory for the entire period of the speech message, using all types of control over the process of speech activity, relying on both auditory and visual perception. Compared to dialogue, monologue speech has more context and is presented in a more complete form, with careful selection of adequate lexical means and the use of a variety of syntactic structures. Thus, consistency and logic, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech, arising from its contextual and continuous nature.
At school age, the main types are description, narration and elementary reasoning.
Regardless of the form (monologue, dialogue), the main condition for communicative speech is coherence. Mastering this most important aspect of speech requires special development in children of the skills of composing coherent statements.
In the specialized literature, the following criteria for the coherence of an oral message are highlighted: semantic connections between parts of the story, logical and grammatical connections between sentences, connections between parts (members) of a sentence and completeness of expression of the speaker’s thoughts.
Thus, from what has been said it follows:
– coherent speech – a set of thematically united fragments of speech that are closely interconnected and represent a single semantic and structural whole. Connected speech includes two forms of speech: monologue and dialogic. Monologue is a more complex form of speech. This is the coherent speech of one person, serving for the purposeful transmission of information. The main types in which monologue speech is carried out are description, narration and elementary reasoning. Their essential characteristics are coherence, consistency, logical and semantic organization.
The development of the dictionary as the basis of speech, its expansion and clarification perform a developmental function for the formation of cognitive activity, mastery of speech skills. Full mastery of speech presupposes adequate assimilation and production of speech in the unity of form and content, signifier and signified. A specific word, already at the moment of its appearance, is both a sound and a meaning. Having its own structure as a linguistic sign, it is included in the language system and functions in it according to the laws of the given language.
The passive vocabulary significantly prevails over the active one and is converted into an asset extremely slowly. Children do not use the inventory of linguistic units they have and do not know how to operate with them.
Understanding the lexical meaning of a word, contrasting it with other words that are semantically dependent on the given one, introducing a word into a system of semantic fields, and the ability to correctly construct a sentence from words reflect the level of the child’s language ability and the degree of formation of his logical thinking.
Even such a brief listing of the qualitative features of children’s vocabulary emphasizes the importance of the problem of developing lexical skills in children, the need to find ways to increase the effectiveness of correctional and educational influence, for which the positions of psycholinguistics turn out to be the most productive.
Coherent speech is a consistent and logically connected series of thoughts expressed in specific and precise words, connected into grammatically correct sentences.
The implementation of a coherent, detailed utterance involves retaining a compiled program in memory for the entire period of the speech message, using all types of control over the process of speech activity, relying on both auditory and visual perception.
Thus, consistency and logic, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech, arising from its contextual and continuous nature. Regardless of the form (monologue, dialogue), the main condition for communicative speech is coherence.
Another important characteristic of a detailed statement is the sequence of presentation. Violation of the sequence always negatively affects the coherence of the message.
1.2 Methodological principles for organizing work on the development of coherent speech in primary schoolchildren.
Oral speech occurs in conditions of direct communication, so it is faster in pace and less complete. In the process of speech, non-linguistic means of expressing meaning are used - facial expressions and gestures. These means, which provide additional information in oral communication, are absent in written speech. By the first grade, the child has sufficient mastery of oral speech, pronounces words freely and in the process of communication does not think about the arrangement of words within a phrase. The written form of monologue speech is the most difficult. It is the most comprehensive and normative. The construction of each phrase in written speech is the subject of special consideration, and at the initial stage of mastering written speech, the process of writing each word is also realized. Teaching written speech as normative rather than oral is associated with high demands placed on it: clarity of the structure of the statement, validity of thought, expression of attitude to the subject of thought (to the object), accuracy in the use of language.
The development of coherent speech is the central task of children's speech education. This is due, first of all, to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Connected speech is the highest form of speech of mental activity, which determines the level of speech and mental development of the child (T.V. Akhutina, L.S. Vygotsky, N.I. Zhinkin, A.A. Leontiev, S.L. Rubinstein, F. A. Sokhin and others). Mastering coherent oral speech is the most important condition for successful preparation for school.
Of all the knowledge and skills, the most important, the most necessary for life activities, is the ability to speak clearly, understandably, and beautifully in one’s language. Throughout his life, a person improves his speech and masters the richness of the language. The more fully the wealth of language is assimilated, the more freely a person uses it, the more successfully he learns the complex connections in nature and society. For a child, a sufficient level of speech development is the key to successful learning. The content of education at the present stage is characterized by increased attention to the problem of developing coherent oral and written speech among schoolchildren. The students’ speech is characterized by a limited vocabulary, difficulty in coherent statements and communication. These students experience difficulties in all academic subjects from the very first days of school. The psychological nature of coherent speech, its mechanisms and developmental features in children are revealed in the works of L.S. Vygotsky, A.A. Leontyeva, S.L. Rubinstein and others. All researchers note the complex organization of coherent speech and point to the need for special speech education (A.A. Leontyev, L.V. Shcherba).
Teaching coherent speech to children in the domestic methodology has rich traditions laid down in the works of K.D. Ushinsky, L.N. Tolstoy.
Written essays in grade 1 are preceded by various educational oral exercises: composing sentences united by a topic, restoring deformed text using a series of plot pictures, oral answers to questions united by a topic, oral stories based on what has been read, by analogy with what has been read. By performing these exercises, students, under the guidance of a teacher, learn to express thoughts in a certain order, sequentially. First-graders' essays are collectively composed stories about games and fun, and by working on them, students learn to comprehend their activities.
The role of paintings in the development of coherent speech among students is extremely important. The picture affects the child’s feelings, opens up to him those aspects of life that he might not encounter in his direct experience. The picture helps to better understand those phenomena that are already familiar to the student. She makes life easier for him.
Schools use educational pictures. They are accessible to students, convenient for use in the classroom, but are not always expressive enough. Therefore, to develop coherent speech, artistic paintings should be used. Paintings develop students' powers of observation and imagination, and teach them to understand the art of painting.
The first essays on one picture should be oral and preceded by a conversation. Description of a painting is the most difficult form of writing. It is usually carried out in high school, but is also acceptable in grade 4 (elements of describing a picture are possible in grades 2–3).
In the primary grades, children describe a picture by questions, identifying, firstly, the theme of the picture (what is depicted on it); secondly, its composition, foreground, background, arrangement of objects. Thirdly, the characters, the action, if there is one. Finally, the ideological meaning, the “mood” of the picture.
Already in 2nd grade, an oral description of a picture is practiced (“Tell me what you see in the picture”). From class to class, the requirements for describing a picture become more complex, elements of analysis are introduced, and children’s observation skills develop.
Observation is very important for the development of coherent speech. The school organizes a system of observations of nature, individual objects and processes. Oral stories and written essays summarize and organize the results of observations.
Stories based on observations turn out to be large in size because children have a lot of material. And the consistency and completeness of the description are ensured by the preparatory conversation.
By developing coherent speech in schoolchildren, we instill a number of specific skills, that is, we teach them. Let us emphasize the skills that relate specifically to the text level:
firstly, the ability to understand, comprehend the topic, highlight it, find boundaries;
secondly, the ability to collect material, select what is important and discard what is unimportant;
thirdly, the ability to arrange material in the required sequence, build a story or essay according to plan;
fourthly, the ability to use the means of language in accordance with literary norms and the objectives of the statement, as well as correct, improve, improve what is written.
Coherence, as one of the most significant categorical features of a text, is characterized by the interaction of several factors: the content of the text, its meaning, the logic of presentation, the special organization of linguistic means; communicative orientation; compositional structure.
The features of children's coherent utterances were identified, depending on the nature of the visual material and the communication situation, the most effective methodological techniques for forming speech coherence were determined, and situations were selected in which the development, coherence, and compositional completeness of children's utterances are better ensured.
Retellings based on illustrations are more meaningful, structurally designed, and are more consistent. Children reproduced almost all the main points of the fairy tale, as they were clearly presented in the illustrations.
Thus, the simultaneous use of a literary sample and pictures has a positive effect on the content and coherence of retellings, their volume, fluency of speech, and increases the motivation and independence of statements. At the same time, in some cases the level of situational speech increases, when children focus more on the picture, and retelling is replaced by listing the characters depicted.
Limited verbal communication and lack of coherent speech negatively affect the child’s personality, cause specific neurotic layers, and form negative qualities (withdrawal, negativism, aggressiveness, uncertainty, feelings of inferiority), which affects the child’s academic performance, as well as the social activity of the child.
Thus, the presented arguments prove the need for special, targeted, step-by-step pedagogical work on the development of all levels of speech and the student’s personality as a whole.
As noted above, the development of students’ speech is a long and complex process that requires systematic and targeted intervention from the teacher.
The main task of speech development is to equip students with the ability to meaningfully, grammatically and stylistically correctly express their own and others’ thoughts in oral and written form.
Preparatory work begins during the primer period and is carried out throughout the entire academic year. For this purpose, plot handouts on the development of not just speech, but on the development of coherent speech and plot pictures given in textbooks are used. This type of work brings students closer to a coherent story.
Work on speech development requires a variety of techniques and means. During classes, the learning situation and motives of speech change many times. Students either speak freely or perform a “rigid task” (L.V. Zankov), which disciplines thought and directs their speech activity in a strict direction. In working on the development of coherent speech, it is necessary to consider both. It is necessary to teach meaningful, logical, clear and correct speech every day in all Russian language and literary reading lessons.
When teaching coherent speech, it is necessary to give children a minimum of theoretical information, since skills and abilities are formed more successfully when they are comprehended.
A more complex type of exercise in coherent speech is oral storytelling. This kind of work helps students realize that the content of the story must be conveyed consistently, logically, and that sentences must be constructed correctly, i.e. prepares for written essays.
Oral storytelling, like composition, needs to be taught. Oral stories are first compiled collectively and serve as a model for individual stories, which are recommended only in the second half of the year. Essays are also compiled collectively according to a plan given by the teacher or compiled collectively. The teacher writes the finished plan on the board before the lesson. If the plan is drawn up collectively, then the recording is made as it is compiled.
The topics of oral stories are determined by the reading program, but they are based on personal impressions and observations. Work can be carried out according to the following plan:
Statement of the topic and purpose of the work.
Reading aloud a story outline given by the teacher, or writing an outline as a group.
Collective drawing up of a story plan according to plan.
Each student thinks about the story as a whole.
Coherent stories according to plan.
When using story pictures, the work is carried out according to the following plan:
1. Setting work goals for the class.
2. Looking at pictures and understanding the plot.
3. Title the pictures.
4. Oral stories according to plan.
The first essays on one picture should be oral and preceded by a conversation. Description of a painting is the most difficult form of writing. It is usually carried out in high school, but is also acceptable in grade 4 (elements of describing a picture are possible in grades 2–3).
Students do not find it particularly difficult to construct a coherent monologue speech. When retelling, they do not know how to express their thoughts consistently and fully enough. This is especially evident when students write essays and presentations. The lack of coherent speech is a serious obstacle to the successful mastery of program material in humanitarian subjects.
Work on developing the ability to clearly express one’s thoughts should begin with a retelling of what was heard, based on questions, actions, subject pictures given in the sequence of the story heard. Later, you need to teach children to identify parts in a story, create an outline, and retell it based on this outline. To develop children's imagination and creative thinking, include in the task retellings of individual fragments (beginning, middle and end) of the story.
After students have learned to consistently convey the content of what they heard, we teach them to compose a selective retelling. This type of work requires the ability to summarize and select the most important things from the entire text. The most difficult thing for students is a short retelling.
Next, we teach children creative retelling, composing independent stories by analogy, by a series of plot pictures, by their own observations and impressions. Any type of retelling or story must be preceded by vocabulary work and text analysis. This type of work requires the ability to summarize and select the most important things from the entire text.
In order to most fully and accurately express his thoughts, a child must have a sufficient vocabulary, so work on oral speech begins with expanding and improving the vocabulary. In this case, the word is considered not only as a lexical unit of the language, but also as a grammatical and syntactic unit of a sentence. By introducing children to words, we thereby prepare a platform for subsequent work on sentences.
The development of speech requires painstaking work by students and teachers. Systematic work on speech development will definitely lead to success.
2. Development of students’ speech in the system of educational work with the class.
2.1 Development of students’ speech in literary reading and Russian language lessons - development of the student’s personality.(presentation 1)
The modern education system attaches great importance to the comprehensive development of the child’s personality. An integral part of this problem is the development of students' speech. Speech proficiency allows a person to realize his abilities and feel like a full-fledged person.
The concept of “speech development” includes work on the content aspect of a statement, learning to thoughtfully choose the appropriate word and its form, and construct sentences. Developing speech means teaching a child to speak in a grammatically correct and well-spoken voice, to construct texts of different types of speech, freely expressing his thoughts when communicating, and to observe speech culture.
Speech development is a rather comprehensive process that should be present not only in reading and Russian language lessons. Insufficient speech proficiency also negatively affects the study of other subjects. The paucity of vocabulary and lack of understanding of the meaning of individual words lead to the inability to freely express one’s thoughts and the inability to construct one’s speech logically. Therefore, a necessary condition, a basis, for the development of the ability of verbal self-expression is the enrichment of the vocabulary of younger schoolchildren.
One of the ways to enrich it is to introduce new words in Russian language lessons. The teacher's task in in this case– introduce a lexical unit into the student’s active vocabulary. To do this, it is necessary to carry out comprehensive work on mastering a new word, i.e. get to know it from the point of view of its semantics (yacht - boat - ship), sphere of use (palace, hut, house, hut; cradle - cradle - shaky), select synonyms and antonyms for it (sparkle - shine, sled - sleigh; slowly - fast). Here you can add an analysis of the morphological structure of the word and word formation (gas welder, power plant). This method is widely used in pedagogical practice. But there is another way to get acquainted with new words, which arouses special interest among students and contributes to quick memorization of the word - this is a way of discovering historically established and lost semantic connections. related words. So, in Russian language lessons, children made interesting discoveries for themselves: the words “burdock, lop-eared, lopast” have one root “lop”, which means a wide leaf; the words “about, ring, track, wheel, band” come from the obsolete word “kolo”, which meant “circle”. Together with the children, we learned that in the old days “beautiful” was denoted not only by the word “red”, but also by the word “sculpted”. From here the meaning of the words “magnificent”, “splendor”, “ridiculous” became clear.
Work on enriching students' vocabulary includes tasks of the following types:
a) replace adjectives in phrases with synonyms:
- strong torso, strong body;
- fresh wind, fresh shirt, fresh newspaper;
- true comrade, true answer.
B) choose suitable nouns for related adjectives:
- earthy, earthy (work, worm, color);
- colored, floral (TV, seedlings, cartoon, jam);
- friendly, friendly (hello, class, team, work).
B) translate to new way obsolete words:
- lzya, sculpt, finger, bekren, rattles.
Schoolchildren’s vocabulary is also expanded in the classroomliterary readingwhen they encounter new words in the text of the work. Those words whose meaning the students perceived by ear (from the words of the teacher) do not always remain in the children’s memory. In our practice, we use students' work with the dictionary. For example, when studying a chapter from the historical story “Nikita and Mikitka” by V.G. Yana’s children independently become acquainted with the meaning of the outdated words “tub”, “canopy”, “serf”, “youth”, “rod”. The information obtained in this way is more firmly fixed in the students’ memory.
Mastering new words must pass through the student’s consciousness, so that vision, hearing, hand, memory, and, of course, consciousness take an active part in mastering the word. Only then will the word enter the child’s active stock for a long time and will be in demand by him.
Vocabulary is replenished not only by mastering new words. Studying different shades of meaning of already known words and figurative expressions, which are contained in large quantities in poetic works, contribute to enriching the content of the student’s speech.
We begin our acquaintance with a poetic work in an unconventional way: students read the text to themselves (and not the teacher), and then express their opinions (sometimes different and incorrect) about the mood, but always with confirmation of their words. This is followed by an analysis of figurative expressions. Very relevant here is the work of changing the language material, i.e. linguistic experiment: it is necessary to make a synonymous replacement of a figurative expression with an ordinary, more “prosaic” one in order to understand the full depth of this expression, to understand its originality.
To better penetrate students into the image of a poetic work created by the author, it is necessary to use reproductions of paintings by famous artists, musical works that are similar in theme. In this type of lesson, children are offered creative tasks.
A deep analysis of poetic texts contributes to the development of imaginative thinking in students and encourages their own creativity. After working on the poetic works of Russian classics about winter, the children completed a written creative task: write an essay about winter, using their own artistic images and expressions. Here are excerpts from the works:... the needlewoman covered the ground with a snow-white carpet, embroidered it with silk threads...; ... winter itself is a beauty: the dress is white, elegant, everything is embroidered with precious stones, the hair is soft and fluffy, as if a blizzard is spreading across the ground...; ...now winter waved its hand - the breeze blew, and the snowflakes danced and swirled in a round dance...; But, unfortunately, students do not always know how to convey the beauty of nature in words. To solve this problem, we use a new type of creative work in our school - composing syncwines, artistic quintuples:
- Key word (noun).
- Two adjectives - definitions.
- Characteristics of the actions of the keyword (3 verbs).
- A sentence that reveals the essence of the keyword.
- The word is a metaphor for the keyword.
Let's give some examples.
- Rose.
- Beautiful, tender.
- It blooms, it pleases, it smells.
- Rose is a lovely flower.
- Miracle!
- Voronezh.
- Large, modern.
- It makes noise, surprises, pleases.
- I live in this city.
- Homeland.
Enriching students' vocabulary and working on the figurativeness of their language is necessary material for speech development. But it is equally important to develop in students the ability to speak coherently, logically organize their thoughts, while observing the norms of the literary language
To develop oral coherent speech in children, we use the following techniques:
1) memorizing passages of literary and scientific texts that can serve as a model for constructing oral speech;
2) messages prepared by children on various topics, but in a volume accessible for retelling;
3) an answer to the teacher’s question in the form of a mini-story (at least 4 sentences), built according to a specific plan.
To achieve fluency in text, i.e. so that the student can “take his eyes off” the textbook, together we draw up a plan for the answer, write it on the board or in a notebook. This helps the child somehow systematize the information received from the textbook and “put things in order” in his own thoughts.
Speech - the basis of all mental activity, a means of communication. Students’ abilities to compare, classify, systematize, and generalize are formed in the process of acquiring knowledge through speech and are also manifested in speech activity. Logical, clear, demonstrative, figurative oral and written speech of a student is an indicator of his mental development.
Students' success in coherent speech ensures and largely determines success in academic work in all subjects, in particular, they contribute to the formation of full-fledged reading skills and increased spelling vigilance.
When working on the formation of coherent speech among students, the teacher should pay attention not only to written speech based on oral statements, but also to special oral classes, the success of which is directly related to taking into account the motivation of speech.
Speech arises from the need to speak out, and a person’s statements are generated by certain motives. Psychologists call this aspect of speech activity speech motivation.
The child’s statement should be based on a direct speech motive, i.e. the desire to tell others about your impressions, what you have seen and experienced.
Work on speech development requires a variety of techniques and means. During classes, the learning situation and motives of speech change many times.
The goal setting of each independent statement of children is important: it is necessary to require the student to tell in such a way that the listeners understand his thought, imagine the picture he describes, and feel his attitude to what was said.
Work on speech development in literary reading lessons.
Who wants to talk
He must reprimand
Everything is correct and clear,
So that it is clear to everyone.
The speech of younger schoolchildren does not always sound beautiful. Many children speak through clenched teeth, swallow endings, and rush.
Work on clear pronunciation contains a number of special exercises: articulation gymnastics, pure tongue twisters, tongue twisters, puzzles, etc.
Word games are an important means of developing students' speech throughout school.
Children really like working with tongue twisters. They develop phonemic hearing in the child.
For example, to practice the pronunciation of the sounds b - p., tongue twisters are used:
Philip was sawing a log of linden trees.
Philip dulled the saw.
- Beavers are brave - they go into the forests.
- White sheep beat the drums.
- Grandma's bean blossomed in the rain,
Grandma will have bob in her borscht.
- Potap the cat clapped his paw,
And Potap drowned the cat.
Pure sayings are no less interesting for the guys. Sound combinations can be taken from literary works or invented by children, for example: krur - krir - samorir-riki-briki-kaltair. The same phrase can be pronounced for different purposes. So, saying “The camel decided that he was a giraffe and walks with his head up,” one child will express surprise, and the other will laugh.
You can also stage a pure talk: the text of the pure talk is given and the children are invited to read it on behalf of, for example, a magpie or a snake. The magpie will speak quickly, and the snake will highlight all the sounds of Sh.
We walked for an hour
To the turtle-sh-sh-shke.
Turtle-sh-sh-sh-shka gave
Kettle, bowls-sh-sh-sh-shki.
I also suggest that the children read a text consisting of sounds, pronouncing them clearly and observing their duration, for example:
AND
Lzhzhzh
Zhzhzhzhzhzh
Zhzhzhzhzhzhzhzh
Bam!
F::..f::
Zhzhzhzh
Bam! Bam!
LJJ
Zhzhzhzhzh
Bam! Boom! Ding!
LJ
Zhzhzhzhzhzhzh
Top!
Zhzhzhzhzh
Lzhzhzh
Top-top!
Zhzhzhzhzhzh
Zhzhzhzhzhzhzh
Top-top-top!
Slap!
Smack.
And it became quiet.
After which the children come up with a story for this text and a title, and then I tell them that this is a story about a hippopotamus who was chasing an annoying fly in a room with a lot of dishes. And we compare their story with the author’s intention. You can offer to come up with your own story. For example:
Rrr
Rrrrrrrrr
Rrrrrrrrrrrrr
Oh! Ouch! Ouch!
Rrrrr
Rrrrrrrrrrrrrrrrrrrrrrr
Top! Top! Top!
And we are all together trying to find out what happened.
Speech warm-up in the form of articulatory gymnastics, breathing and diction exercises is very important in literary reading lessons. These exercises were not invented by me, but unfortunately I don’t know who their author is, but I would like to say a huge thank you, because they are very helpful:
- Pierced ball \simulate pressing the ball and pronounce the sound s-s-s-s:.(air)\.
- Imitation of bell ringing \bom, bang, bang..\.
- Sore tooth. \moaning\.
- Piglet. \on the count of one - stretch your lips forward, on the count of two - your lips spread into a smile, without showing your teeth\.
- Image of hooves clattering.
- Stop the horse by saying the word “tprru”.
- Am brushing my teeth. \Use the tip of your tongue to brush your upper and lower teeth\etc.
You definitely need to work on the following concepts: alliteration, metaphor, comparison, rhyme, contrast, humor, satire, archaisms, dialectisms, homonyms, synonyms, antonyms.
In my lessons, I organize “poetry minutes”, where children try themselves as poets. I give the children a start from any poem and ask them to come up with a continuation, they really like it. Eg:
Lazy red cat
I rested my stomach.
Here's what the guys came up with:
These poems are collected and a collection of poems is “published” \the teacher himself makes the collection, but the illustrations are done by the children\.
Nowadays, the possibility of using computer technology in the classroom opens up a lot of opportunities to interest children and provoke them into conversation. This is facilitated by the use of presentations using reproductions, music, photographs, etc. \ see Appendix No. 1 \.
Work on speech development in Russian language lessons.
The basis coherent speech - sentence. There can be no work in a Russian language lesson without working on a sentence. It begins from the very first days of the child’s stay at school and continues throughout all years of education.
- Please continue with these suggestions:
If I were a flower I would::
If I were a cat, I would:.
If I were a book, I would:.
- I draw a person’s head on the board and place images of the sun, mountains, sea in its outline and ask them to guess what I’m thinking about. For the next lesson, everyone brings their own head outline, and we take turns guessing everyone’s thoughts
- I hang a drawing of a crying puppy on the board and ask you to answer the question: “Why is he crying?”
- I write down the words “mother” and “trouble.” After which I tell the children that Nice words attract good words, and bad words attract bad words, and I propose to create two groups of words.
Essay topics should be interesting so that children want to create using words. Sample essay topics:
- Explain to an African what snow is.
- Letter to a storyteller.
- If I were a wizard:
- What is kindness?
- What is family?
- How I Spent My winter holidays?
Vocabulary work occupies a special place in the Russian language lesson. I believe that if a child leaves home from school with a couple of new words in his vocabulary, then the day has not been in vain. Therefore, at each lesson, work is carried out with an etymological or explanatory dictionary. Enriching your vocabulary promotes speech development.
Working on speech development in mathematics lessons.
Well-developed speech for every schoolchild is the most important means of cognition, development, and self-education. Even K. D. Ushinsky rightly argued that the poverty of a schoolchild’s vocabulary gives rise to the monotony of his speech and often makes it incomprehensible to listeners, “he \ schoolchild \ cannot replace a single word with another, cannot freely rearrange two words, and his language is exactly chains of those lines that he memorized.”
In math lessons I also work on speech development. Children become familiar with mathematical terms and learn to construct correct answers to problems. This work is especially clearly visible when solving problems of the poetic type, cognitive tasks, tasks on logical thinking, \ where you need to not just name the answer, but build a chain of logical statements \, mathematical fairy-tale tasks, problems of a non-standard type. Often there are tasks directly related to literature, for example:
Who owns the poems?
Lingonberries are ripening,
The days have become colder.
And from the bird's cry
It only makes my heart sadder.
You will know this if you solve the example. His answer will correspond to the number written down for the poet’s surname.
- ON THE. Nekrasov – 45
- K.D.Balmont – 60
- F.I. Tyutchev -23
32-2x5+38=60
Poems are naturally read and discussed, although not as thoroughly as in a literature lesson.
Lessons and trainings play a special role. Training is a lesson in active mental and verbal activity of students.
Children are given cards on which mathematical tasks with possible answers are written. Children choose the answer first independently, and then in pairs.
2.2 Development of speech of primary schoolchildren (from work experience)(presentation 2)
Speech development is an important task in teaching one’s native language. Speech is the basis of all mental activity, a means of communication. The student’s ability to compare, classify, systematize, and generalize is formed in the process of mastering knowledge through speech and also manifests itself in speech activity. Logically clear, demonstrative, figurative oral and written speech of a student is an indicator of his mental development.
The development of speech requires long, painstaking work by students and teachers. The teacher's tasks are to:
Provide a good speech environment for students (perception of adult speech, reading books, listening to the radio);
Ensure the creation of speech situations;
Ensure that students correctly acquire sufficient vocabulary, grammatical forms, syntactic structures, logical connections, and intensify the use of words;
News permanent job on speech development, linking it with grammar and reading lessons;
Create in the classroom an atmosphere of struggle for a high culture of speech, for fulfilling the requirements for good speech.
Working on a dictionary.
A rich vocabulary is a sign of a high level of human development. Therefore, work on students’ vocabulary is given great importance at school.
The peculiarity of vocabulary work is that it is carried out in the process of all teaching and educational activities of the teacher. Schoolchildren learn vocabulary related to mathematics, the study of nature, music, fine arts, productive work, social life, games, sports, etc. According to various sources, 7-year-old children entering school have from 3 to 7 thousand words in their vocabulary, but by the end of primary school, students’ vocabulary ranges from 8 to 15 thousand words. This means that on average a schoolchild’s vocabulary is replenished with 5-8 new words every day. Young schoolchildren learn more than half of new words through Russian language lessons - reading, grammar. Therefore, to enrich the vocabulary of schoolchildren, for each lesson you should plan to work on 3-4 new words and their meaning.
When preparing for a lesson, I identify those words that will be included in the students’ vocabulary as a result of reading, retelling, and conversations, and I use the most varied techniques for working on the meaning of new words. The simplest way is to show an object or action denoted by a word. So, in 2nd grade, when studying the Russian folk tale “The Fox and the Black Grouse,” I show images of animals.
“Who came to visit us?” (Fox and black grouse)
“Tell me, what kind of fox is in fairy tales?” (Cunning, smart, deceiver, etc.)
“Who is black grouse?” (Big forest bird).
The meanings of the words are explained: arshin, quarter. I show this clearly and reinforce the meanings of words during walks.
Some words can become clear if you introduce them into a sentence. For example, the word “if only” is clear from the sentence: If it were the old way, you would have to leave. I explain many words through analysis of their morphological structure and word formation. For example, from the word “star” the word “asterisk” was formed. Or “fellow villagers” (“They live in the same village,” the children explain).
Working on phrases and sentences.
In speech practice, a phrase is used only through a sentence. It has been established that the largest number of syntactic errors are made by students in word combinations: these are errors in control and coordination.
I work on a phrase as follows: first, we highlight the phrase in a sentence and establish connections between words using questions; secondly, we compose independent phrases when studying parts of speech.
When working on a phrase, I take into account:
a/ its structure, i.e. the words included in its composition, the question from the main word to the dependent word, the necessary forms of agreement - case, number, use of a preposition;
b/ the semantics of a phrase expressing a single, but dismembered meaning.
In other words, controls can be analytical (for isolating a phrase from a sentence) and synthetic (for including a phrase in a sentence).
Such work is valuable not only for the development of speech, but also for the study of grammar, for children to clearly understand the internal connections in a sentence. This will help them in the future to freely navigate the structure of simple and complex sentences and, therefore, correctly place punctuation marks.
Exercises with phrases:
Noun + adjective;
Noun + verb;
Pronoun + verb (or vice versa).
The ability to construct various types of sentences is the basis for the development of coherent speech in students. It is necessary to appreciate and support the natural development of the syntax of their speech and not focus them on monotonous sentences of 3-4 words. I divide exercises with sentences into three groups: exercises based on a model, constructive, and creative. When working on a proposal, I use the following techniques: composing sentences on a given topic using given words (on the topic of an essay, story); drawing up proposals of a given type using model diagrams; dissemination of proposals, restructuring of their structure; expression of the same thought in different syntactic variants; free composing of sentences and phrases; intonation of sentences, work on pauses, logical stresses; editing proposals, eliminating various shortcomings in their construction.
Both vocabulary work and sentence writing are aimed at preparing schoolchildren to develop coherent speech skills.
Work on coherent speech.
The primary school methodology involves working on the following types of coherent speech:
Detailed answers to questions;
Reading analysis;
Oral stories of students on a given topic, on a picture, on observations;
Notes on observations, keeping workbooks on the surrounding world;
Narrating literary texts memorized;
Improvisation of fairy tales;
Dialogues;
Various types of dramatization, verbal drawing;
Written presentation of exemplary texts;
Written essays of various types;
Compiling reviews of books read, plays, films;
Business papers: statements, announcements, addresses, telegrams, etc.
I also divide exercises in coherent speech into three types (based on a model, constructive, creative). Sample exercises include presentations, oral retelling, and recitation by heart. For constructive assignments, I give exercises related to restructuring the text. All other types of work are creative. I believe that developing coherent speech in schoolchildren means instilling in them a number of specific skills:
Firstly, the ability to comprehend the topic;
Secondly, the ability to collect material on a given topic;
Thirdly, the ability to make a plan;
Fourth, prepare language tools (vocabulary, individual sentences, text fragments, spelling of difficult words);
Fifth, compose the entire text;
Sixth, improve your writing.
Each exercise in a connected text involves the use of the entire complex of these skills. But it is impossible to teach all skills to the same extent at once. Therefore, in every lesson where students compose one or another type of coherent text, be it an exposition or a story, a retelling or an essay, a letter or a review of a book they have read, the learning task must be clearly defined. The gradual expansion and enrichment of skills in the field of coherent speech helps me by drawing up a plan for the academic year, where I provide for various types of exercises and various topics. Systematicity is impossible without perspective. I identify in advance what difficulties schoolchildren may have next year. This helps provide training to prevent and overcome difficulties, such as the psychological barrier that some students have to independent writing.
Planning the types of student work, their relationship, sequence, and determining the learning objectives of each exercise create a system for the development of coherent speech.
Following the requirements of modern methods of teaching the Russian language in primary schools, I organize work on the simplest types of text. Rarely does a lesson pass without retelling. At the same time, I explain to students that the retelling should include the student’s own live speech, and not a memorized or memorized sample, but they should use vocabulary, figures of speech and syntactic structures taken from the sample. I am working on the following types of retellings: detailed, close to the text, short or condensed, selective, with restructuring of the text, with creative additions. At the same time, I follow the sequence: from a detailed retelling (and selective) to a concise retelling (it is associated with drawing up a plan).
Presentation is written retellings of exemplary texts. For written presentation, I take texts that are smaller in size and structurally simpler than for oral retelling, I choose texts that are educationally valuable, expand the cognitive experience of students, and shape their worldview; accessible and interesting to children, not overloaded with new words; simple in composition, with a small number of characters.
The role of presentation as an exercise that familiarizes children with the best examples of language should be especially emphasized. Highly artistic texts, retold in writing by children, contribute to the formation of correct speech skills, purify speech, improve its culture, instill artistic taste, and develop a sense of language.
An effective technique in developing the ability to work with text is to draw up instructions that determine the composition and sequence of operations performed. I compile reminders throughout many lessons as I practice individual skills. So, when teaching composition, the following reminder was compiled:
- Decide what you will write about (topic).
- Outline the purpose of your essay, your attitude to what is being described.
- Outline the parts of the essay, make a plan.
- Decide what to talk about in more detail.
- Write an essay.
- Check your work.
When preparing for the presentation, the guys use the following reminder:
- Read the text. Determine the topic and main idea.
- Find supporting words in the text.
- Make a plan. To do this, divide the text into parts. Give each one a title.
- Find the words to check.
- Think about how to explain their spelling.
- Read the text carefully again. Pay attention to the use of words and phrases.
- Don't forget to check your work.
Fragment of work on the presentation in 2nd grade (1st half of the year).
Suggested text: “Schoolchildren set up a wildlife corner. Rabbits and a squirrel live there. The guys take care of the animals. Rabbits are given carrots and cabbage. They bring nuts and mushrooms to the squirrel.”(24 words).
Characteristics of the text: the text has no plot; informational narration, statement of facts. All sentences are simple. Three of them are complicated by minor members; two sentences are incomplete.
Sustainable combination: “a corner of wildlife.” Words to activate: “rabbits, courting.”
Work is needed to prevent repetition of the same words. For example, in the second sentence the words “rabbits” and “squirrel” are used, and in the third sentence the word “animals” is used.
Progress of preparatory work:
- Reading text by students.
- Conversation on content: who is being talked about here? What is said about rabbits and squirrels? What about schoolchildren? (You can use an illustration on speech development).
Questions for the conversation are drawn up in such a way that the answers to them exclude repetition of the sentence from the sample. - Vocabulary work: rabbits, squirrel, animals, care.
- Spelling preparation.
- Oral retelling according to plan or according to teacher questions. The questions correspond to each sentence: what did the schoolchildren do? Who lives there? Who looks after them? What do rabbits do? What do you bring to the squirrel? (questions are written on the board).
- Retelling the entire text.
- Continuation of spelling training: difficult words and phrases are written on the board.
- Independent work, during which the teacher provides individual assistance.
- Self-check or mutual check.
During this work I use student activities in groups
(reading the text, writing questions for the text, spelling preparation, retelling the text). In pairs, students carry out peer review.
In the form of homework, I use individual work to develop students’ speech. For example, compiling an oral story of 4-5 sentences about your pets or the task “Complete the sentences about your pet”: There lives …… at my house. His name is ……. I give him...... He loves......
Student essays. (2nd grade)
I have a dog. Her name is Kesha. She is very good. Kesha loves to play, jump and bark.
Fenka is my cat. She lives at our house. My brother Danila and I love our cat. We feed her and play with her.
In our family we have a cat, Charlie, and a turtle, Chirka. They are very friendly with each other. They are interesting to watch. The turtle puts his head on Charlie's paw and sleeps. The cat licks her shell. I love my animals.
2.3 Development of speech of primary schoolchildren through the system
A person’s speech is a kind of mirror of culture and education. From speech, you can immediately determine the level of thinking of the speaker, as well as the level of his development.
Communication focus educational program in the Russian language for primary grades involves the development of speech of younger schoolchildren as the main objective of the course. The teacher sets this goal for himself in almost every Russian language lesson. But to what extent is this lesson goal achieved?
One of the types of teacher control of his work on the development of written speech of primary schoolchildren is precisely lessons in which children coherently express their thoughts in writing, that is, create a text, a speech work. But in practice, children do not always successfully cope with such work. The teacher also faces difficulties.
A contradiction arises: between the low level of speech development of students, which creates problems in learning, and the need to successfully master speech skills in accordance with government programs.
This contradiction points to the following Problems :
1) on average, the vocabulary of primary school students is poor;
2) younger schoolchildren have a poorly developed critical attitude towards the verbal presentation of their thoughts, and there is no control over the choice of words;
3) students do not know how to correctly distribute their attention between the subject of the statement and the verbal presentation of the thought.
Composition - This is a statement of your thoughts on a certain topic. The essay shows the student’s understanding of a specific topic and the ability to present his thoughts consistently, convincingly and competently.
The essay must answer the followingbasic requirements:
1) the essay must be written according to plan (introduction, main part, conclusions, conclusion);
2) the topic of the essay must be fully disclosed;
3) every thought must be justified and supported by examples;
Types of essays: essay-narration, essay-description, essay-reasoning.
Genres of essays : story, fairy tale, landscape sketch, description of a painting, newspaper article, letter, book summary, congratulation, note, advertisement.
By source of materialessays can be based on: observations of events, phenomena, objects; excursions; books read, films watched, performances; personal impressions of participating in any events.
All essay topics can be divided into two groups: reproductive and creative.Reproductive topicsinvolve the disclosure of a separate fact, phenomenon related to the experience of children. The child needs the ability to compare, prove, draw conclusions, the ability to find expressive means and construct a coherent text. Creative themes suggest more high level generalization of material, wide transfer of knowledge and skills. In creative topics, more freedom is provided in selecting the content of the essay.
In order for students to acquire the necessary skills for writing essays, they need a system of exercises based on the principle of increasing difficulties. compiled by mepreparatory exercises, which I presented in two directions: exercises aimed at working on words and phrases; exercises aimed at working on sentences and text.
Exercises aimed at working on words and phrases
1) selection of the most accurate word or phrase from the data;
2) analysis of exemplary texts, compilation of figurative expressions by analogy using reference words, objects, pictures;
3) exercises aimed at clarifying the lexical meaning of a word or phrase (the use of a word in its literal and figurative meaning);
4) exercises designed for children to understand the polysemy of words;
5) exercises aimed at clarifying the shades of synonyms and antonyms, their use in speech, in short miniature stories;
6) work with homonyms;
7) work with epithets, metaphors, comparisons, personifications;
8) observation of stable phrases and their use in speech.
Exercises aimed at working on sentences and texts
1) answers to simple questions;
2) exercises on titling the text, determining the topic of the text;
3) drawing up sentences united by one topic based on plot pictures and key words;
4) correction of the deformed outline of the text;
5) work with proverbs;
6) stylistic analysis (selection of a text of a given style; comparison of several proposed texts according to their stylistic affiliation);
7) choosing a suitable introduction or conclusion of the essay;
8) stylistic text editing (detection, explanation and correction of stylistic errors in the text);
9) restoration of deformed texts (at the beginning, main part, conclusion);
10) linguistic experiment;
11) various types of essays:
When teaching essay writing, I rely on the following methods of organizing and implementing educational and cognitive activities: the reproductive method and the partial search (heuristic) method (classification of methods according to the nature of cognitive activity (I.Ya. Lerner, M.N. Skatkin))
Reproductive methodworking on an educational essay.
Stages of work.
- Preparing to write an essay.
Preparation for an essay begins long before it is written and is carried out simultaneously in reading lessons, the Russian language, the surrounding world, and in extracurricular activities. It is very important that children have the opportunity to return to the topic of the future essay several times before writing it.
The teacher organizes work to activate students' vocabulary on the chosen topic. Work is underway to analyze the author's texts, which are close in theme to the topic of the future essay, and attention is drawn to the linguistic means used by masters of words.
At the same time, the teacher teaches younger schoolchildren to penetrate into the essence of the concept, to distinguish the essential features of the concept from unimportant features, and gradually move on to detailed judgments and conclusions.
The preparatory exercises presented in this work also apply to this stage. All this will help to update students’ knowledge and prepare them for writing creative work.
II. Writing an essay.
Directly at the essay writing lesson itself there should be an introductory conversation by the teacher. This conversation will help create an emotional mood in the lesson that will allow children to express their thoughts and feelings when writing an essay.
The next stage in the lesson is preparation for writing the upcoming essay. The work is carried out orally: a possible plan for the essay is discussed, work is organized to activate the dictionary, and individual oral statements are compiled according to the points of the plan. Students write their own essay.
III. Work on the essay after writing.
The teacher organizes a discussion of the students’ creative works. It is necessary to give children the opportunity to edit their text.
In my work I also usepartial search methodteaching essay writing.
Stages of work.
- Without any preparatory work, students are given a topic to write an essay on. The topic should be quite difficult.
2 Self-analysis of essays. The teacher’s questions lead the children to the conclusion: it is difficult to write an essay without preparation. Students, with the help of the teacher, highlight the following points: a plan for the upcoming essay is needed; it is necessary to activate the dictionary on this topic; perhaps there is not enough observation, knowledge about this phenomenon, event, object.
3. Preparation for the essay. Children set their own time during which they can prepare for the essay. It could be 1, 2 days, or maybe a week. During this designated period, preparatory work for the essay takes place. In addition to the work organized by the teacher, students independently find material for the upcoming essay, share their findings, and talk about sources.
3. Writing an essay. Children can choose the genre of composition, writing a collective or individual plan essays. Subsequently, work is organized in the same way as described in the reproductive method.
Approximate thematic planning of educational essays by grade.
1 class . The teacher organizes preparatory work throughout the school year. The most important means of organizing speech practice is a system of exercises. Genres of essays which a teacher can use in 1st grade: a note, writing a holiday greeting (students sign cards they made with their own hands during labor training lessons), an announcement, writing a riddle.
2nd grade . Students are asked to write 8 educational essays.
I quarter. | 1. Writing counting rhymes, riddles. |
II quarter. | 2. A fairy tale based on reference words. |
3. White fluffy snow (complete the text from the beginning). |
|
III quarter. | 4. My mother (father, grandfather, grandmother) |
5. My favorite pet. |
|
IV quarter. | 6. What do I know about the squirrel (hare, fox). |
7. Spring outfit. |
|
8. If I were a wizard... |
3rd grade . Students write 9 educational essays.
I quarter. | 1. Golden autumn. (Leaves are falling, golden leaves are spinning) |
2. A fairy tale about a book. |
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II quarter. | 3. Essay based on A. Plastov’s painting “First Snow”. |
4. Winter blossoms. |
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III quarter. | 5. My dream. |
6. A fairy tale about a cloud and the sun. |
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7. Essay based on the painting by A. Savrasov “The Rooks have Arrived.” |
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IV quarter. | 8. A story about spring on behalf of a forest dweller. |
9. Thunderstorm in May. |
4th grade . Students write 8 educational essays.
I quarter. | 1. What is kindness (Kindness will save the world). |
2. Essay based on the painting “Troika” by V. Perov. |
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II quarter. | 3. Why do people need fairy tales? |
4. Why do trees grow? |
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III quarter. | 5. Abstract to your favorite book. |
6. Essay based on I. Levitan’s painting “March”. |
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IV quarter. | 7. Letter to a friend (girlfriend). |
8. A report to the newspaper about any event in the classroom or at school. |
The significance of this system of worklies not only in the fact that students learn to write essays, but also in the development of speech and the development of the child’s personality. This system allows students to develop communication skills that will allow them to competently compose not only written but also oral statements on a certain topic, skillfully work with reference literature, and think creatively. Students learn to express their thoughts correctly. This will help them be successful not only in Russian language lessons and other lessons, but also in life in general.
The system of working on educational essays allows students to develop more productive skills in composing coherent statements.
The creation of a system for working on educational essays was dictated by concern for improving the quality of work on the development of speech of primary school students, making it systematic and consistent, as well as to achieve greater learning effectiveness. The main result of this work systems – development in students of communication skills that allow them to construct a written statement on a given topic, in a certain style and genre, correctly, meaningfully, expressively.
2.4. Development of oral and written speech -
an effective condition for the development of thinking.
Throughout the history of psychological research into thinking and speech, the problem of the connection between them has attracted increased attention. The main question that is now being discussed in connection with this problem is the question of the nature of the real connection between thinking and speech, their genetic roots and the transformations that they undergo in the process of their separate and joint development.
L.S. Vygotsky made a significant contribution to solving this problem. The word, he wrote, also refers to speech, as well as to thinking. A word is not a label pasted as an individual name on a separate object. It always characterizes an object or phenomenon and acts as an act of thinking.
Modern school pays a lot of attention to the development of thinking in the learning process.
Questions arise: what place does speech and speech exercises have in solving this problem?
Is it possible to identify speech development with the development of thinking?
Psychologist N.I. Zhinkin wrote that speech is a channel for the development of intelligence. The sooner the language is mastered, the easier and more complete the knowledge will be assimilated. And knowledge, facts, i.e. information is the material of thinking. In turn, mental work stimulates speech. If words and figures of speech are not filled with content in the student’s mind, then we are raising empty talkers, talkers. Or, in any case, the speech of such a person will be inaccurate, approximate, and incomplete. If a student cannot put it into a speech form, it means that there are still flaws in the thought itself, and these flaws are revealed in the process of putting the thought into speech forms. A thought acquires full clarity only when the student can express it in a language form that is clear and understandable to other people.
To teach to observe, think, read, write, convey thoughts in words - this is how V.A. Sukhomlinsky defined the main task of elementary school. Observe, see, think in each lesson, students themselves must, in the process of observation, “expand their minds,” think, discover new laws of mathematics, nature, and most importantly, express their thoughts in words. And for this you need speech exercises, oral and written.
When developing a child’s speech, it is necessary to pay attention to the fact that the speech is not divorced from thought, is meaningful, clear and as accurate as possible, so that there is an idea or concept behind the word. To develop speech means to develop thinking, to form views, to create the person himself. Speech does not arise on its own; it always appears. integral part communication, it in turn is combined with some other activity: practical, cognitive, playful, creative, etc.
The effectiveness of the development of thinking is ensured if purposeful work on the development of oral and written speech is organized in the lessons. This work includes several directions:
1. Speech situations necessary for organizing communication (colloquial and artistic speech, scientific and business, artistic).
2. Types of activities for organizing communication (games, educational and practical, cognitive, “pedagogical”, actual communicative, creative).
3. Methods of working with speech works or types of educational tasks (modeling communication situations, types of statements, analysis of model texts, linguistic experiment, observation of people’s speech, editing speech errors, reproduction of texts, word games, constructing statements from given elements, creating preparatory statements and improving one’s own statements).
It was found that the development of speech and thinking in primary school children is limited; systematic work is needed aimed at developing oral and written speech, which will entail the development of their thinking. For this purpose, certain age-appropriate methods and techniques were used to work on the development of speech through various tasks, training exercises, verbal games, as well as independent artistic and creative activities of students.
Thinking – this is a socially conditioned, inextricably linked with speech, mental process of searching and discovering something essentially new, i.e. the process of indirect and generalized reflection of connections and relationships between objects and phenomena of activity, in the course of its analysis and synthesis. It arises on the basis practical activities from sensory knowledge and goes beyond its limits.
Thinking operations: analysis of decompositions, synthesis, comparison, generalization, classification or systematization, abstraction, concretization. (Stolyarenko L.D. Fundamentals of Psychology. M. 1999.)
Here are some operations and logical forms of thinking that are used in the work.
Observation. | Comparison. | Working on concepts. | Establishment | Problem solving. |
Fosters curiosity | This operation | Concepts can be general (generic) and less general (specific). | Judgment and inference. |
For work to be effective on speech development, it must go through several stages:
- Accumulation of speech experience through conscious analysis of the finished text.
2. Creation of oral and written statements based on a model to comprehend and consolidate theoretical information.
3. Independent performance of creative work.
By developing speech, certain speech skills:
To navigate the communication situation, i.e. determine to whom, why, what I will talk or write about;
- plan statements, i.e. understand how I will speak or write (briefly or in detail, emotionally or in a businesslike manner), in what sequence I will express my thoughts;
- realize your plan, i.e. speak and write strictly on the topic, providing
development of thought using various means of expression;
- exercise control over speech;
- make the necessary adjustments to the created statement.
The system of work on speech development includes lessons - games, dialogues, correspondence travel, dramatization, staging, work with creative notebooks, puppet theater.
From lesson to lesson, communicative situations become more complex, and an atmosphere of verbal communication, interviews, and exchange of opinions is created in the lesson. This allowed the children to actively participate in the “teacher-student” dialogue. Such training leads to the fact that children become our assistants, become friends, colleagues. In the process of community and cooperation, students develop the first skills of self-control and self-government. As practice has shown, systematic work on speech can begin from the first literacy lessons. The main task at this stage will be to familiarize first-graders with the text, its main features and structure. Then traditional work with ABC illustrations and telling familiar fairy tales will not only develop the skills that children acquired before school, but will also serve the further development of speech.
Let us dwell in more detail on the main directions in the development of speech of primary schoolchildren and consider specific forms and methods of teaching associated, first of all, with the development of children's speech creativity.
First direction - a game . The principles of communicative learning are easily implemented in gaming activities, since this is a natural activity that requires speech actions. For example: “Relay race - story”, game “Mimic expressions and gestures”, “Where is my soul mate?” This also includes role-playing games (dialogues, dramatizations, dramatization). This form of work has a great effect when students have to change their lines, quickly answer unexpected questions, and formulate them themselves. It can be proposed to replace colloquial addresses with polite, official ones, and introduce new characters. Hold a competition - staging a possibly polite dialogue (students themselves determine the speech situation; for example, in the classroom, on the street, etc.). Here, work is carried out on students’ voice production, facial expressions, gestures, using elements of theater pedagogy. For example: “Telephone conversation”, we analyze it with our children, and some couples show how they talk on the phone. We immediately find out mistakes when communicating by phone. We introduce a new character – an adult – into the conversation and look at the compiled scenes of the conversation as we go.
We work on works on current topics: S. Mikhalkov “Like a bear smoked a pipe.” The students themselves chose the children to play the roles in this skit. There was a heated discussion about how this or that character should move and speak correctly. But at the end, when the sketch was shown, the students concluded that smoking is harmful.
Work on the development of students’ speech involves introducing into the children’s vocabulary not only words with different semantic shades, but also figurative expressions: where the eyes are looking, headlong, kicking ass, etc. You can use a variety of exercises in your classes, including stable combinations; being in the text, replacing words with them, isolating synonymous and antonymous pairs from given expressions, composing sentences and stories with them, using exercises in a playful and entertaining way. For this purpose, the games “Where is my soulmate?”, “Don’t yawn!”, games for identifying antonymous figurative expressions, working with pictures - tips, composing short stories including figurative statements are used. This allows students to use a significant number of expressions in their speech, develop interest in research work and at the same time introduce figurative expressions into speech, prevent their unjustified use, and preserve the linguistic individuality of each student.
The second direction in speech development iscreative writing.The Word is a living being. It is like a person, it can be happy, sad, offended. A word can be either good or evil, i.e. within itself (based on the lexical meaning) contain either a positive or negative charge. In mathematical terms, a word can be positive or negative. Each word is also capable of attracting a word to itself (good is drawn to good). For example: War - evil, tears, blood, captivity, groans, death, etc. And the students compose a story, a short essay about the war.
Younger schoolchildren are attracted to work that awakens their creative thought, gives rise to a riot of imagination and inspiration, and, most importantly, is an effective means of encouraging expression. The process of mastering writing, listening to speech, and the ability to correctly express one’s thoughts in writing is difficult for children. Let us remember the diagrams that are given on the first pages of the ABC; for the teacher this is a godsend in working on coherent speech, constructing sentences, writing sentences under dictation when children have trouble hearing short words (prepositions, conjunctions). In subsequent grades there are no schemes, but, taking into account the level of training, the schemes help in working especially with weak children, they assist in learning to write short stories and essays. Working with diagrams has a positive effect on reading lessons when answering questions and retelling texts read. The goal of such work: the ability to correctly express one’s thoughts in writing, then everything will be reflected in the students’ oral speech. Or this option for creative work on spelling vigilance: write a text, having previously restored the meaning of each word and sentence as a whole. The text may be followed by questions about the content.
“Once upon a time, people did not know letters and did not know how to write, but they had to save and remember stories, they drew. This type of recording is called pictography, and it was used in other countries: Egypt, Assyria, Japan, China. Let’s play with the stories we’ve drawn.”
First, the teacher himself offers his own drawings, according to which students must compose and complete a fairy tale or story. And then the students need to draw in such a way that someone else can tell a fairy tale based on his drawings.
The construction technique gives good results: writing riddles, counting rhymes, where a poem is used. The relationship between sounds in words, the ability to compare shades of sound, and the comparison of words that sound similar, gradually develop children’s subtle perception of words. Writing fairy tales, in which a child creates a fairy tale plot and describes the actions of the characters, is simultaneously formed in the form of solving several complex speech problems and is a unique indicator of the level of development of schoolchildren’s linguistic thinking, orientation and awareness of linguistic elements. It is the essay that allows you to fully determine the effectiveness of the method for speech development. And students really enjoy playing the teacher's role in correcting mistakes in essays.
Let's look at some examples: the word game “It happens - it doesn’t happen” requires a rich imagination and common sense. Students need to imagine the situation you are describing and say whether it happens or not. If you say real things, then students say unreal things. The cup is boiled in a saucepan. The cat is walking on the roof.
A very interesting game with words. The initial word is daisy, find the words using the given letters (midge, midge). Children ask in their ear how this or that word is spelled and whether such a word even exists. In this game, children easily and without stress build up their vocabulary, and at the same time repeat the spelling rules. It’s interesting when the child’s last name is taken as the initial word. Another imagination game “Magic Forest”, complete the drawing of the forest and then tell about it interesting story. Unfinished figures can be turned into anything: flowers, animals, birds, trees, butterflies, etc. Competition - discussion of drawings on the topic: “What doesn’t happen in the world?” or "Inventor". Children draw and defend their work.
Work with dolls is also being introduced. Puppet theater helps to understand the content of a literary work easier, brighter, and more correctly, and influences the development of his artistic taste. Children are very impressionable and quickly succumb to emotional influence. An emotionally experienced performance helps determine children’s attitude towards the characters and their actions and evokes a desire to imitate goodies, be not like the negative ones. What they see, and most importantly, what they perform in the theater, broadens the children’s horizons and remains in their memory for a long time: they share their impressions with friends, tell their parents, such conversations and stories contribute to the development of speech and the ability to express their feelings. Puppet theater is of great importance for the comprehensive perception of children.
2.5. Speech rhythms, or How to use physical education minutes
for the development of speech of younger schoolchildren.
It is no secret for elementary school teachers that from year to year the number of “speech-challenged children,” that is, students with varying degrees of severity of speech therapy problems, is growing. It is good if the school has a speech therapist who helps children overcome speech disorders. But in most schools it is not, and the teacher is left alone with this problem. And if you consider that in his class there are not one or even two such children, then it becomes clear what professional difficulties the teacher faces. Nevertheless, it is necessary to solve the problem, especially since speech development is one of the significant aspects of the professional work of a primary-level teacher.
The goal of “Speech Rhythmics” is not only the development of speech, within the framework of which the teacher works on the phrase (its unity, tempo, logical stress, intonation). The use of “speech rhythmic” techniques is necessary for children with fatigue, exhaustion, restlessness, short temper, isolation, and anxiety, which is especially typical for children with speech problems. Practice has proven the beneficial effects of such physical education sessions on the general mental state of each student in the class. Speech games involving natural movements and oral speech, develop the child’s cognitive activity. They affect his interests, fantasy and imagination. With the help of these natural movements, the child expresses his emotions, learns to manage them, which plays a vital role in his communication in general and in the formation of the class team.
For ease of use, we have divided the speech rhythm games into several stages.
Working with tempo
Left, right! Left, right!
( slow pace )
A detachment is going to the parade.
( slow pace )
A detachment is going to the parade,
( average tempo )
The drummer is very happy.
Drumming, drumming
( fast pace )
An hour and a half straight.
Left, right! Left, right!
( average tempo )
The drum is already full of holes!
Explanations for the exercise
1. Children stand near their desks or in a circle. The poem is spoken with movements.
Left, right – we march in place, focusing either on the right or on the left leg.
On the parade is going on– take two steps forward and two steps back (on stressed syllables).
Drummer - movement of the hands, as if hitting a drum.
I am glad – we open our arms forward to the sound [o].
Drumming, drumming for an hour and a half straight- imitate beating a drum.
Drum - pointing hand gesture.
Already full of holes – arms to the sides, surprise on the face.
2. The poem is pronounced like a counting rhyme, indicating children standing in a circle, but with at different paces . Some pronounce it like a slow turtle, some like a fast Pinocchio, some like a sensible Malvina.
You can work with other verses using the same scheme. For example:
Barely, barely (slow) )
The carousel started spinning.
And then, then, then
( average )
Everybody run, run, run!
( fast )
Faster, faster, run,
( very fast )
The carousel is all around, all around!
Hush, hush, don't rush,
( average )
Stop the carousel
( average )
One, two, one, two -
( slow )
The game is over!
( So slow ).
We walked after school
( average )
We walked just like that. ( average )
Forward and to the right, ( slow )
And then back. ( slow )
And then back, ( average )
And then around, ( average )
And then skipping
( fast )
And then run ( fast ).
Because of the forest, because of the mountains
( average tempo )
Grandfather Yegor is coming.
Himself on a horse, ( slowly )
Wife on a cow, ( average )
Babies on calves, ( fast )
Grandchildren on goats, ( very fast ).
One is a flower, two is a flower. (we spread our arms to the sides)
Hedgehogs, hedgehogs. ( spread your fingers above your head)
Anvil, anvil. ( stomp our feet )
Scissors, scissors. (imitate scissors with your fingers)
Running in place (running in place )
Bunnies, bunnies. (body pantomime of a bunny)
Come on together, come on together, (clap your hands)
Girls and boys. (point to girls and boys)
Working with logical stress
Lenochka walks around, sighing. ( narratively)
What's wrong with you? (interrogative)
- I am bad ! (regretfully )
I pushed with my foot cat, (with regret)
I threw the potatoes on the floor (with regret)
I didn’t eat semolina porridge (with regret)
I'm tired of being good! (exclamation)
The highlighted words are intoned with logical stress.
Reciting a poem with movement.
Lenochka walks, sighing– we walk in place (or two steps in a circle, if the children are standing in a circle), pointing at one of the children, and sigh exaggeratedly.
What's wrong with you? – shoulders go up, surprise on their faces.
I am bad! - pointing gesture at oneself, expression of grief on faces.
I kicked the cat- movement of the foot, simulating a blow, wave-like movement of the hand - stroking the cat.
Threw potatoes on the floor- pointing to the floor, and then a movement simulating throwing.
I didn’t eat semolina porridge– negative hand gesture.
I'm tired of being good!– a wave of hands, an expression of dissatisfaction.
The same principle can be used to work with other speech material.
Two frogs are arguing loudly, ( narratively)
Who Is one of them beautiful? ( questioningly )
Kva-kva, kva-kva-kva, (narratively)
How do you like it? ( interrogative)
One, two - (with enumeration)
There is a hole in the mitten ( narratively)
Three four – (with listing)
What what should Ira do? (interrogative)
Five six –
Do you have a needle? ( interrogative)
Seven eight -
Let's ask grandma! (exclamation with enumeration)
Nine ten -
It's over a game.
Do all it's time! (imperative)
One, two -
Seven eight –
Islands! How many pine trees!
Three four -
Nine ten -
We have arrived. We're on our way.
Five six – Count it –
Let's go here - before de-sya-ti!
Pronouncing text with movement.
One, two - We walk in place and clap our hands.
Islands – we stretch out our arms and show the islands (round, oval, large and small).
Three four ( and the rest of the bill) – we walk and clap our hands.
We have arrived – we imitate with our hands how we swim.
Let's go here – with our hands we show the ladder-ladder.
How many pine trees – we alternately raise our right and left hands up and watch the movement of our hands (as if we were looking at the crowns of pine trees).
We're on our way – with our hands and feet we imitate the movement of a train.
Count it – We spread our arms to the sides.
To ten - We clap our hands for each syllable.
Conclusion
Thus, speech is it is a process of communication between people through language, a means of thinking, a carrier of consciousness, memory, information, a means of controlling the behavior of other people and regulating a person’s own behavior; speech, as a mental function, is an instrument of thinking.
Speech - This is one of the types of communication that people need in their joint activities, in social life, in the exchange of information, in cognition, in education. It enriches a person and serves as a subject of art.
Speech is varied. The transition from an idea (or “thought”) to detailed external speech occurs through the mechanism of recoding the general meaning into a speech utterance, through the process of internal speech.
Language is a system of conventional symbols with the help of which combinations of sounds that have a certain meaning and meaning for people are transmitted; language is developed by society and is a form of reflection of their social existence in the public consciousness of people. The main significance of language is that, being a system of signs, it ensures that each word is assigned a certain meaning.
The main principles of speech development are: the connection between work on speech development and thinking and the relationship between oral and written speech in the work on developing students’ coherent speech skills.
Speech development – a branch of pedagogy that studies the processes and patterns of speech development in primary schoolchildren in specific phenomena of child development. The main task of speech development for children of primary school age is mastering the norms and rules of their native language, determined for each age stage, and developing their communicative abilities.
The development of speech in the learning process is a single school-wide process that occurs in the diversity of the student’s cognitive activity when mastering academic subjects, various vocabulary and phraseology, depending on the system and originality educational material. The influence of specially selected works of art for reading on the emotional, aesthetic, and intellectual sphere of children is significant, creating a motivational readiness for artistic perception and for working on the development of coherent speech.
The specific structure of lessons on literary reading involves understanding the means that can be used in speech to convey the artistic image, mood, and intention of the author. In addition, a conversation with students or questions in a textbook (reader) are aimed at understanding the linguistic features of the text read. The following forms and methods of teaching are also used: independent or collective work on the development of coherent speech, carried out in the form of conversation, dialogue or discussion, as well as theatrical games, sketches, sketches based on the works being studied; activating the artistic perception of children through the complex influence of various means (musical, visual, etc.). Compliance with these conditions allows us to achieve high efficiency in the development of coherent speech when working with a literary work in literary reading lessons in elementary school, and to prepare children for further mastery of their native language in subsequent years of school.
In general, the literary reading system is aimed at implementing the main principle of teaching the native language in primary school - the principle of speech development and, along with other aspects of language education, it contributes to the improvement of children’s speech activity and their speech development.
Currently, there is increasing attention to the literary education of junior schoolchildren, to the artistic and creative development the child’s personality, to the development of coherent speech. Particular attention is paid to the development of coherent speech as a complex cognitive and communicative ability of primary schoolchildren.
Thus, we can talk about good speech only if:
1) it is rich and varied in the lexical and grammatical means used in it;
2) it accurately conveys the content of statements;
3) it takes into account the peculiarities of the communication situation and maintains a certain style of speech.
Bibliography
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Application
- Presentation 1 “Speech of younger schoolchildren and ways of its development”
- Presentation 2 “Speech development of younger schoolchildren”
- Parent meeting "Interest in reading"
- Media lesson on literary reading “Riddles, songs, nursery rhymes”
- Travel lesson “Visiting a fairy tale”
- Quiz based on the fairy tales of K.I. Chukovsky.
- “Competition of Russian language experts” is an extracurricular event.