FAQ, arising from the parents of a future first grader: is their 6-7 year old child ready for school? And if not ready, then how to adjust the necessary knowledge, skills, what developmental tasks to work out with your son or daughter at home? Some parents will entrust the solution of this problem to the kindergarten or preparatory group at school, and someone will independently undertake this hard work. And, of course, the latter will win. Neither school nor Kindergarten will not be able to take into account individual features every child. And nowhere, except at home, will the most comfortable, relaxed atmosphere, so necessary for the development of the baby, be created.

How to print task cards

On any image you like, right-click and in the window that opens, select "save image as", then select where you want to save the card, for example, the desktop of your computer. The card is saved, you can open it as a normal image on your PC and print it out to make it more convenient to work with your child.

In continuation of the theme of the development of children 6-7 years old. Experts identified three components of a 6-7 year old child's readiness for school: physiological, psychological and cognitive.

1. Physiological aspect. Peculiarities of the development and readiness of the child to attend school are determined by the doctor. Of course, in case of severe health deviations, nothing can be done, you will have to study in correctional classes or schools. If the child is prone to frequent colds, then parents can try to fix this with hardening.
2. Psychological aspect. Correspondence to the age of memory, speech, thinking. The child should be able to communicate with peers, calmly respond to comments, respect adults, know what is bad and what is good, strive to acquire new knowledge.
3. cognitive aspect. There are several groups of knowledge and skills that a future first grader should possess.

• Attention. The child should be able to work according to the model, perform tasks for attentiveness, as well as to search for similarities and differences.

Attention is one of the most significant ways of knowing the world. By the age of 7, voluntary attention is formed. If this does not happen, then the child needs help, otherwise there may be problems with concentration in the classroom.

Tasks for the development of attention in children 6-7 years old

Task 1. "Parts of the body". Parent and child sit opposite each other. The parent points to his body part and pronounces its name, the child repeats. Next, the adult does a trick: shows, for example, an eye, but says that it is an elbow. The child must notice the catch and correctly indicate the part of the body.

Task 2. "Find the differences." One of the most popular games. You should discuss in advance how many differences there are in the selected picture. It is convenient to use a pencil to mark the found elements. If the child cannot find all the differences, you need to tell him what to look for.

For example, in the following picture, you need to find at least 10 differences.

Task 3. "Find a way". The child is asked to answer a question, for example: “Which lane should the bus follow in order for the children to get to school?”

• Mathematics and logical thinking. The child should be able to count from 1 to 10 in forward and reverse order, know the arithmetic signs "+", "-", "=". Also find patterns, group objects according to one attribute, continue logical series, compose a story with a logical conclusion, find an extra object, that is, analyze, synthesize, compare, classify and prove.

Task for the child: count tens

Task for the child: compare numbers, put the sign "greater than", "less than", "equal"

Mathematics is a fundamental factor in intellectual development. At its root lies logical thinking. It, in turn, forms the ability to use logical techniques, as well as to build cause-and-effect relationships and draw conclusions based on them. That is why it is so important in preschool age start developing logic.

Tasks for smart people

Tasks and games for the development of logic for children 6-7 years old

Developing task number 1. Draw the numbers up to 10 on a blank sheet of paper, draw the number "7" three times and the number "2" three times. Invite the kid to color all the numbers 7 in blue, and the numbers 2 in green. After completing, ask the question: “What numbers are more? How much? Such tasks develop the ability to analyze, generalize and compare. Similarly, you can ask the child to count tennis, handball, basketball and soccer balls, to name which more - less.

Developing logical thinking task number 2. Find an extra vehicle. The child classifies objects on one basis: a bus, a scooter and a car run on fuel. But, of course, you first need to introduce a child of 6-7 years old to the topic "transport", tell and show what types of transport are and who controls them.

Developing task No. 3 . The children are offered the task: “There are as many red notebooks on the shelf as there are blue ones. The number of green and red notebooks is the same. How many notebooks are on the shelf if there are 3 green ones? Such a task develops the ability to analyze, synthesize, compare and streamline their actions.

Development task number 4. You can invite the child to answer questions with a trick. These puzzles are very popular with children. They help develop the imagination.

Masha weighs 20 kg on 1 leg, how much will she weigh on 2 legs?

Which is lighter: a kilogram of down or stones?

How many candies are in the empty bag?

What dishes do you not eat anything from?

5 apples and 3 bananas grew on a birch. How many apples are left if all the bananas have fallen?

At this age, children easily solve problems with a hidden meaning, for example: “The wolf invited piglets, goats and a little red riding hood to his birthday, count how many appetizing guests the wolf invited to his birthday? (you will be surprised how a child of 6-7 years old will quickly answer "11 guests" to this task).

• Memory. You need to be able to recite a poem by heart, retell a small text, memorize 10 pictures.

At the age of 6-7, arbitrary memory is formed, which is necessary for obtaining a large amount of new knowledge at school. Together with figurative memory, verbal-logical memory develops, that is, what was understood is well remembered. Parents can help in the development of memory and prepare for school with the help of properly selected tasks.

Tasks for the development of the memory of children 6-7 years old

Exercise 1. "Remember and repeat." An adult pronounces any words and asks them to repeat. The number of words is gradually increasing.

Task 2. The child is asked to remember what is shown in the picture. Next, the picture is turned over and questions are asked: “How many people are shown in the picture? What are the children playing? What is grandma doing? What is hanging on the wall? What is mom holding? Does dad have a mustache or a beard?

Task 3. Playing with objects. Arrange toys and objects in a random order. After the child remembers their location, ask to turn away. At this point, remove something and ask: “What has changed?”. This game involves not only memory, but also attention.

• Fine motor skills. The child should be able to hold the pen correctly, paint over objects without leaving the contours, use scissors and make applications. The development of fine motor skills is directly related to the development of speech and thinking.

Can be used to develop fine motor skills finger gymnastics. The child is asked to repeat the actions for the adult. The parent puts his fists on the table, thumbs out to the sides.

“Two friends met at the old well” - the thumbs “hug” each other in turn.

“Suddenly, somewhere, a roar is heard” - fingers tap on the table.

“Friends fled to their homes” - fingers hid in a fist.

“They won’t walk in the mountains anymore” - with the thumb of one hand, you need to press the joints of the other hand.

Such exercises for hands are mainly aimed at the thumb, and as you know, its massage has a positive effect on brain function. Therefore, this gymnastics can be performed before classes.

• Speech. The child must make sentences from the proposed words and a story from the picture, distinguish between sounds and letters.

Tasks for the development of speech.

Task 1. The game "Opposites". The parent names the words, the child needs to come up with a word that is opposite in meaning, for example, good - bad, open - close, high - low.

Task 2. The game "If we were artists." A parent with a child draws a small village house. Then he invites him to finish drawing objects that have the sounds “r” or “r” in the word.

• The world. The child needs to know the basic facts about the surrounding objects and phenomena. For example, to know colors, animals, birds, seasons, names and place of work of parents, address. Children receive such knowledge when reading books, during walks, during classes with parents and in kindergarten.

Before you start classes, you need to remember a few rules. Firstly, you should not force the child to study, you need to interest him and then he himself will call you to the table. Secondly, classes should not last long, since a child of 6-7 years old cannot hold attention for more than 25 minutes. And, thirdly, at this age, the main activity is still the game. Child learn by playing. Therefore, most tasks should be presented in a playful way.

Video "Logic tests for children"

Tasks for a child of 6-7 years old, aimed at express preparation for school: the study of a soft sign, types of lines and angles, the development of thinking and mental counting, the development of speech and attention.

Learning to read. Introduction to "b"

Target: the formation of reading skills, acquaintance with a new letter.

Material: worksheet. Card with b. Cards with the words - DUST and DUST, MOL and MOL.

In Russian there is a sign that denotes the softness of a consonant - a soft sign. A soft sign is not a sound.

The teacher shows a card with a soft sign.

- A soft sign is a special sign. A soft sign is just a signal to the mouth and tongue - to say SOUND differently.
- b almost always softens, like a pillow.

The teacher shows cards with the words:

dust, dust

mole - mole.

Children circle the letter with a finger along the contour, "remember the letter."

What letter is written on the worksheets at the top left? (b).
- Write b with your finger in the air.
- Draw patterns on the letter b.
- Circle and complete your own b.
- What does b look like?

Learning to read. soft sign

Target: the formation of knowledge of the image of the letter.

Material: worksheet. Plasticine.

Let's make a soft plasticine sign.

Now listen to a poem about a soft sign:

Read the poem on your own. Learn it by heart at home.

Learning to read. Words with "b"

Target: the formation of reading skills.

Material: worksheet.

Read the words. Underline the b in the words.

Dictation. Offers

Target: the formation of writing skills, the development of coding ability.

Material: worksheet.

Write a sentence under dictation:

IN THE PARK ROS POPL.

Put stress on the words.

What is at the end of a sentence? Circle the dot.

Maths. Lace work. Repeating all kinds of lines and angles

Target: Consolidation of the concepts of "closed", "open", "straight", "curve" lines. Repetition of all types of angles (straight, acute, obtuse). Repetition of the days of the week. Fixing graphic images of numbers.

materials: each child - beads, a lace with a knot at one end. Three laces. Ball.

The teacher throws the ball to the children, asking questions and giving assignments:

- Count from 1 to 5.
- Count from 4 to 8.
- Count from 7 to 3.
- Name the neighbors of the number 5.
- Name the neighbors of the number 8.
- What are the lines? (Straight lines, curves, closed, open).
- What is a cut? (This is a piece of a line, part of a line).
- What are the corners? (Acute, straight, blunt).
- How many days are in one week? (Seven). Right! Now we will string beads on a string, like days for a week, and pronounce each day of the week in order.

The teacher distributes laces (with a knot at one end) and beads to the children and suggests, putting the beads on the lace, repeat the days of the week after it in order:

- Monday (children repeat "Monday" in chorus, putting the first bead on the string).
- Tuesday (they put on the second bead, repeating the second day of the week in unison).
- Wednesday... Etc.
- Well done! Samodelkin sent each of you three shoelaces and wrote tasks. I will read and you will do:

1. Turn the first lace into a straight line (put a lace on the tables in the form of a straight line), turn the second lace into a curved open line (lay), and turn the third lace into a curved closed line. (They put it.) An adult checks who did not cope - draws answers on the board, reminding what a closed and open line is.

2. Second task: turn the first shoelace into sharp corner, the second - in a right angle, and the third - in an obtuse angle. (Children do. Then the adult draws on the board - the children check themselves).

3. Fold the first lace into an oval, the second into a triangle, the third into a circle.

4. Last task: fold the first lace into the number "1", the second into the number "6", and the third into the number "3". What letter does the number "3" look like?

Development of thinking. Game "What is superfluous?"

Goals: development logical thinking, systematization of ideas about the world, the development of the ability to group objects according to a common feature.

materials: Ball.

Children stand in a circle. The teacher throws the ball to each child in turn, calling 4 words. The task of the child is to name an extra word and explain his choice.

Word groups:

Cloud, sun, star, flower. (A flower, since it is not in the sky).

Bus, trolleybus, refrigerator, car. (A refrigerator is not a vehicle).

Rose, tulip, birch, violet.

Cucumber, yogurt, carrot, tomato.

Cat, dog, tiger, cow.

Shoes, socks, boots, boots.

Skis, sleds, rollerblades, skates.

March, April, May, September.

Grasshopper, nightingale, fly, spider.

Rope, ribbon, snake, lace.

Circle, ball, triangle, square

Doll, frying pan, saucepan, ladle, etc.

Maths. Verbal counting

Target: Counting within 10.

materials: each child - cards with numbers.

Listen to how many times I clap my hands, and hold up a card with a number greater than two. (The teacher claps his hands 5 times, the children must raise the card with the number "7").

Listen to how many times I stomp my foot, and hold up a card with a number less than two units. (The teacher stomps 7 times, the children raise the card with the number "5"). You can ask one of the guys to comment on their answer, helping him if necessary. The child says: "You clapped your hands 7 times, and the number that is less than seven by two units is five").

Well done! Now listen to how many times I hit the pen on the table, and raise the number greater by 1 unit. (Knocks the pen on the table 9 times, the children raise the number "10").

To make it harder for you to ask... Listen to how many times I ring the bell, and show the number less than three units. (Rings the bell 9 times, children show a card with the number "6").

Tasks can be simpler: listen to the claps and show a number equal to their number or more / less by 1 unit.

Maths. Introduction to the concept of "Cylinder"

Target: Count within 10. Introduction to the concept of "Cylinder".

materials for each child: Cards with numbers. For each table: A rubber turnip or a heavy object, a set of unsharpened pencils. For the teacher: cylindrical objects: sausage, pencils, jars, glue stick, etc.

The teacher puts cylindrical objects on the table: a glass, a sausage, a cylinder hat, a cylindrical jar, an adhesive pencil, etc.

- Guys, what do all these items have in common? (All of these items have a similar shape.)

If children find it difficult to answer, you can ask leading questions:

- Maybe the objects are made of the same material? Maybe they are the same color? Size? Forms? When the children answer the question, the adult summarizes:
- This shape is called a cylinder, and objects of this shape are called cylindrical. The word "cylinder" ancient Greek meant a roller that can be rolled on the ground.

The teacher distributes cylinders to the children and offers to roll them on the table or on the floor. Children make sure that the cylinders roll.

- In the old days, when there were no cars and cranes, people moved heavy objects with the help of cylinders. So the grandfather and the woman, when they pulled out the turnip, realized that they themselves would not bring it home.
- We need cylinders! - said the grandfather.
- Where can we find them? Grandma was surprised.
- Let's cut down a few trees, take their trunks - and we get cylinders!

And so they did. They cut down several trees, cleared them of branches, and cylinders turned out. Imagine that pencils are peeled tree trunks. (Children receive a set of unsharpened round pencils ("tree trunks") and rubber turnips (or other "heavy" objects). Think about how you can use cylinders to move a Turnip or any other heavy load from one end of the table to the other?

Children express their suggestions, an adult helps to come to the idea that the Turnip is placed on top of the pencils, the pencils roll, moving a heavy object. The kids are trying it out.

Maths. Examples

Target: development of thinking operations.

Material: worksheet.

Fill in the missing characters to make the examples correct.

Development of attention Cups

Target: development of the properties of attention.

materials: worksheet, pencils.

Find all the cups in the picture.

How many cups did you find?

The development of speech. Writing options for the ending of a fairy tale

Target: development of thinking, speech, fantasy.

materials: No.

The teacher asks one of the children to tell the tale "Ryaba the Hen".

- Guys, are you sorry that the mouse broke the golden egg and upset the grandmother and grandfather? (Yes).
- Or maybe it could be different? The testicle might not have broken, do you think? (Could). Let's think of another ending for this tale - where the testicle did not break. How could this happen?

(Answer options.) The teacher encourages children to fantasize with leading questions. If the children are silent, the adult himself begins to fantasize aloud, connecting the children to the discussion:

Options for continuing the story:

1. "... the mouse ran, waved its tail, the testicle fell, but did not break, because it had a strong shell and it fell on the straw. The grandfather and the woman realized that this testicle was not beating, went to the hen and said: take it , hen, my testicle back - we can’t do anything with it. The hen took her golden egg and brought out of it a chicken - not a simple one, but a golden one! The chicken grew by leaps and bounds, and soon became a golden cockerel that could grant wishes ... "

2. - And how else could this fairy tale end? "... The mouse ran, waved its tail, the egg fell and broke ... Then the hen laid them another golden egg. The old people took it, broke it, the grandmother kneaded the dough and baked Kolobok. And they sold the golden shells and bought a fur coat for the grandmother, and for the grandfather hat for the winter. Etc.

Then, summarizing:

- Guys, what ending did you like the most - the one that was or one of those that we came up with? Why?

Development of thinking. What is superfluous?

Target: development of mental actions of analysis-synthesis, generalization

1. Wolf, fox, bear, rabbit.

2. Lynx, wild boar, hare, elk.

3. Panther, leopard, tiger, bear.

4. Lion, buffalo, giraffe, donkey.

5. Wolf, hedgehog, eagle, fox.

Preparing the hand for writing. Cell copying. Dog

Target: development of grapho-motor functions.

Material: worksheet.

Copy the dog in the cells.

Drawing with paints. Bear

Target: development of graphics functions. Development of creative thinking, imagination, development of the basics of modeling, consolidation of ideas about geometric shapes(circle, oval, semicircle). Developing the ability to work with paints in the "sticking" technique.

materials: a sheet of paper, brown gouache paint, a brush, a glass of water, a napkin, a pencil, a finished sample.

- Let's draw a bear using only circles, ovals and semicircles in drawing.
- What should I draw on a bear? (Head, body, legs). Right, but how many paws does a bear have? (Four paws).
- Thanks. So, I draw on the board, and you draw on a piece of paper.
- First you need to draw a large vertical oval. It turned out the body of a bear.
- Then you need to paint a circle on top. The circle is his head.
- Then draw 4 ovals, which will be the paws of the bear.
- Now let's take care of the head. On top of the circle, draw two semicircles - it turned out ... (Ears!)
- Draw a horizontal oval inside the circle - the muzzle of the bear. Above the oval are three circles: the bear's nose and eyes. And in the oval itself we draw a semicircle - we get a clubfoot mouth.

Then draw the claws on the paws and take brown paint.

- To depict the fur of a bear, you need to put the paint with pokes.
- The drawing of the bear is ready!

The teacher asks homework children.

O.Yu. SHKATOVA,
school number 3, Borisoglebsk

Game tasks at Russian language lessons

It has long been known that knowledge acquired without interest, not colored by one's own positive attitude, emotions, does not become useful - this is a dead weight. The use of gaming moments in the lessons of the Russian language and literature arouses interest in the subject, makes it exciting, loved and necessary. How more interesting to the child the stronger his knowledge.
Preparing and conducting non-standard lessons is a troublesome business, but this form deserves attention if the teacher is creative in his work.

PHONETICS

Exercise 1 . Which sounds are more important - vowels or consonants - for understanding speech? Make a conclusion. Try to read these words.

k-r-nd-sh
s-ml-
f-v-tn-
-p-st-l-s

Oh-oh-ah (cow)
-o-a- (school)
-o-u-a (girlfriend)
-o-i-a (capital)

Task 2. Pick up paired words that differ only in the deafness / voicedness of one of the two consonants. Who quickly?

1st option

bark, shine, live, house, pity, pass, dew, steam, plump, daughter.

2nd option

goat, ear, prank, stake, yours, drink, evil, fishing rod, tower, guest.

Task 3. Choose words that differ only in softness / hardness of consonants. The teacher calls the hard option, and the students call the soft one.

Small - ..., nose - ..., current - ..., bow - ..., washed - ..., bald - ..., cart - ..., was - ..., howled - ..., ardor - ..., angle - ... .

Task 4. Divide the words into three columns like this:

1. letters > sounds;
2. letters< звуков;
3. letters = sounds.

Yula, sewing, coal, her, nightingales, line, entrance, thawed, story, stump, bridge, family.

Task 5. Which letters can be used to cook food?

to – ka;
w- sha.

The names of what two letters make up an entire era?

R- er and a.

Task 6. Phonetic relay.

Each child receives a card with a task. On the board is a table with card numbers. Each, having solved his problem, enters the number of the correct answer in the required column. The row that finishes first and has no errors wins.

Task 7. Gather a bouquet.

1st option

Collect flowers in a bouquet, in the name of which there are only solid sounds.

2nd option

Collect flowers in a bouquet, in the name of which there is at least one soft sound.

Chicory, rose, chamomile, lilac, lily of the valley, aster, narcissus, nasturtium, wild rose, bluebell, honeysuckle, buttercup.

PHRASEOLOGY

Crosswords

Do you know proverbs?

1. The word is ..., and silence is golden (silver).
2. Perhaps yes, somehow it’s not good ... (will bring).
3. Kind ... and the cat is pleased (word).
4. Business ..., fun hour (time).
5. Where it is thin, there is ... (tearing).
6. A penny ... saves (ruble).
7. One with a bipod, and ... with a spoon (seven).

Crossword for the lesson based on the story of Viktor Astafiev "Vasyutkino Lake"

1. “We don’t have luck now,” Vasyutkin’s grandfather grumbled ... (Athanasius).
2. The fishermen went far downstream ... and finally stopped (Yenisei).
3. "..., our nurse, does not like flimsy ones!" - he remembered the words of his father and grandfather (taiga).
4. “Vasyutka recognized the foreman of the bot by his voice and funny Ukrainian pronunciation ... ("Igarets").
5. Surname of the author of the story (Astafiev).
6. He immediately saw a large black bird rising from the ground - ... (grouse).
7. Vasyutka decided to spend the night on the shore ... (lakes).
8. Vasyutka raised his head. At the very top of the old disheveled spruce I saw... (nutcracker).

Game "Loto"

Such games can be used in the final lessons on the topics: "Synonyms", "Antonyms", "Phraseological units", "Foreign words", "One-part sentences". Each pair of students receives one card, which they fill in with tokens. Each child, listening to the proposed options, automatically memorizes a huge number of synonyms, antonyms, phraseological units that are deposited in the corners of memory in order to come to the rescue at the right time.

SPELLING

Travel lessons, fairy tale lessons

Exercise 1. The class goes on a trip. The teacher leads an interesting story, including assignments in the narrative.

On our way there is a swampy swamp, in some places bumpy words are visible, but not everything can be stepped on. Words that spell b , are traps. It is necessary to write out only the words-bumps without b . If you make a mistake, you will drown. Be careful.

Yeralash_, hot_, backhand_, bake_, trifle_, shave, back, love, viscous_, odorous_, lily of the valley_, jump_, settle down, hut_.

Ahead is a dense forest, teeming with wild animals and snakes. If you insert doubled consonants correctly, we will overcome this obstacle.

Ka (s, ss) eta, ba (l, ll) ans, mi (s, ss) iya, ha (l, ll) here, pa (s, ss) ive, pa (s, ss) azhir, e ( f, ff) ect, go (l, ll) iya, ba (s, ss) ein, a (p, pp) etit, a (p, pp) atiya, te (r, rr) itory, te (r, pp) a (s, ss) a, co (p, pp) respondent, ka (p, pp) icature.

Task 2

We are at the labyrinth, but the one who collects all the rings lost here by the princess will open the way.

Write out the words with the missing letter about.

Pinky, clear, spoken, mazh_rny, sh_v, sh_lk, uzhzh_r, thick_nka, canvas_y, cheap, conductor_r, hand burn, still_, obzh_ra, shoulder_, hot_, kryzh_vnik.

Task 3. The maze will be completed by the one who fills in the table correctly.

Where a? 1. R_stov 2. water_sli 3. stock 4. age_st		Where e? 1. burn 2. tuesday 3. pick up 4. scrap
Where about? 1. in vain 2. stare 3. z_rnitsa 4. mature	Where and? 1. lock 2. erase 3. die 4. shine	Where about? 1. float_wok 2. payout 3. swimmer 4. spl_vnoy

I often conduct such blitz surveys to determine the degree of assimilation of the material. Such work is carried out and checked within 5–7 minutes, and the teacher sees which of the spellings is poorly learned and requires additional work.

ball game

While working on such topics as “Noun Declension”, “Verb Conjugation”, “Digits of Adjectives, Pronouns”, I use a ball in the lesson. I throw a ball to someone from the class and call the verb, the student catches the ball and calls the conjugation or aspect of this verb. This game activates the whole class, arouses interest, makes even those who are accustomed to sit behind their comrades, because the children do not know to whom the ball will fly and what verb the teacher will pronounce, start up.

Task 4. Third wheel.

Find a word that does not correspond to a certain rule, part of speech, meaning, form, etc.

Lemon, pocket, straw;
hot, mighty, crying;
wet, damp, dry;
cut off, backhand, hide.

Vocabulary relay races

They are carried out only after repeated work on vocabulary words. This is a kind of vocabulary dictation. Children write down difficult words in their workbook. In addition, each child writes three words on a common card, passing it in a row. Children try not to make mistakes, so as not to let their comrades down, because. The score for the card is given to the entire row.

VOCABULARY

Exercise 1. Contest of cryptographers, or Contest of restorers.

Make up phrases with the given words so that the meaning of the words becomes clear.

To a company... - to about company,
subscriber - subscription,
veil a nny - curtain e ny,
sent - covered.

Task 2 . Restore the page of the Explanatory Dictionary. Correctly write down the terms, based on the explanatory article.

1. ... - steel frame of reinforced concrete structures (rebar).
2. ... shows that the railroad track is clear (semaphore).
3. ... - internal phone of the institution (switch).

Task 3. Determine the meaning of these words. In case of difficulty, you can refer to the reference material, which is located on the additional board.

Argument -
attribute -
absolute -
current -
hypothesis -

Reference: argument, proof; sign, belonging, scientific assumption; important for this moment; unconditional, independent of anything.

Tests in the form of a game

Literacy Competition

The guys are divided into teams of 5 people. The game involves two teams at the same time, which must answer 10 questions. You have 1 minute to think about your answer. If the teams do not cope with the task, then the spectators answer and receive an incentive token. Such offsets are held after the completion of work on some big topic: “ Noun”, “Green participle”, “Verb”, “Numeral”, “Pronoun”, etc.

Auctions

Children are very fond of such games, because the correct answer is supported by a prize. The last one to give the correct answer gets it.

1. Name all the morphological features of the word carrot.
2. List words that start with a syllable boo .
3. List all types of pronouns.

Curious

The class must answer the questions proposed by the teacher, but all answers must begin with a certain letter agreed in advance, for example, c .

- Where was it?
- How do you transport gasoline?
What did you write out of the book?
What string instrument do you know?
- What dish do you like?

Entertaining games

Let off steam

Think of 5 words that start with a syllable steam .

steam - - -
steam - - -
steam - - -
steam - - -
steam - - -

(Greenhouse, parterre, password, party, guy.)

A post that should have been written a long time ago: how to teach Russian to children who come to learn from scratch at preschool age. With adults, everything is clear: there is a RFL methodology, there are RFL textbooks, there are tests. And what to do with young children who have to learn Russian from scratch in the format foreign language? We do not have a clear, understandable, step-by-step methodology. Textbooks, in fact, too.

We have an hour a week + homework, in best case, and a child who learned to say hello on the way to class. I will tell you how I see the solution to this problem, and below I will give a comment by Ekaterina Protasova and a very useful quote from her training manual.

RCT for kids?

What can we take from the RFL, a methodology that in its classical form is completely unsuitable for preschoolers?

1.Basic principles of teaching.

For example, information that the teacher must necessarily give a speech model at the beginning of a task or game. Not just “now we will play shop”, but speech models: what the child says, what the adult says. When we have a school new teacher, who is not familiar with the RFL methodology, one has to constantly remind about speech models, check their presence at each lesson. We show the task and how it should be done, we say what the child should say.

Reason for lack of progress #1: lack of speech patterns in the teacher.

2.Grammatical, speech formulas

In fact, the language does not consist of words, but of formulas. For example, "I want to buy" is a formula. We change the last word in the formula: I want to buy an apple, I want to buy milk, I want to buy fish, strawberries, yogurt, cheese... And we have a lot of offers. Language is a constructor, we change one word in the formula - a new statement appears, we add the “not” particle - a new statement appears. In the lesson plan and program, we first prescribe what speech formulas we give children, and only then - vocabulary. Formulas, phrases are more important than words. There is no point in learning words outside of formulas, there is no point in learning words out of context.

Reason for No Progress #2: learning words, not formulas. Children often come to us who know a lot of words on topics: animals, fruits, vegetables, home, clothes. But they cannot speak even in the simplest sentences.

3. Order of submission of grammar

Grammar? Preschoolers? Babies? "It's children", what a grammar. We have two problems with our attitude to grammar: grammar is often understood as spelling (from the word “competently”?), grammar is often understood as theory (“the accusative case answers the questions “who, what”, in the feminine gender the ending changes to -u, -yu, exceptions are nouns with a soft sign at the end"). At the same time, grammar is just the structure of the language, its skeleton, without which, again, we will have a pile of words “by topic”.

If you are not familiar with the RFL methodology, then you can simply open the RFL textbook for adults or, for example, the table of contents of Nina Vlasova's RFL textbook for children. Look at the order in which the authors give the cases. This choice is not random, it is determined by the frequency of the use of cases in speech. At the same time, the authors do not take ALL the meanings of cases, but choose the most necessary ones at the elementary level.

For example, in the prepositional case, these are the meanings:

Place: in a bag, on a sofa;

Transport: ride, swim, fly something, etc.

Is it possible to avoid all this grammar, study of cases?

It is possible if you place the child on Wednesday. For example, if you have a Russian-speaking kindergarten. Do we tell the child that
learn the prepositional case? No, of course, the child just plays, performs tasks, learns to speak as part of the study of individual speech formulas.

Reason for lack of progress #3. There could be many reasons for this, actually. Cases should be automated in speech. So that the child, having said somehow “I want to buy milk”, hears himself and understands that something is not right, “they don’t say that”, you need to think more. This automation may be missing. Just "understanding the topic" is not enough. Just saying the right thing a few times is not enough.

There may be a lack of gradual, step-by-step elaboration.

There may not be enough games for practice, or there may not be enough games for using what you have learned in your own statement, in your speech. May lack spaced repetition of previously learned.

The cases in this paragraph are for example. There are a lot of other topics: gender, number, agreement of nouns and adjectives, etc., but the general approach remains the same.

Or maybe not RKI?

Maybe not the RCT, but not instead of the RCT, but along with it. You can take benefits for monolingual children with speech disorders and developmental delays. These are grammar and lexical notebooks by Kosinova, materials for the development of coherent speech for children with OHP Arbekova, etc. You can partially take general developmental materials for babies.

But I have never seen an effective program for non-Russian-speaking children, built only on materials for monolinguals without additions and processing. It's all about the difference in goals. Each manual solves its own tasks, and the authors of speech therapy manuals for monolinguals have completely different tasks than teachers and parents who want their child to learn to speak Russian.

You can peep ideas in the materials of English for kids. There are a lot of ideas there, I myself am subscribed to dozens of blogs of American kindergarten teachers and teachers of English as a second native. But the order of introducing grammar in Russian is still different. They are more about the design of the task, the presentation of the material, the options for games.

Reason for No Progress #4. A "patchwork quilt" of many benefits that helps to spend the lesson time, but does not solve specific problems. Lots of some printouts and cards, but unified system no. If the system is not in the program, then systemic language learning will not work either.

Or maybe just play?

You can experiment. Go to the teaching community and ask how to teach Russian to kids who are learning it from scratch. I'm willing to argue, one of the first comments will be: "Which lessons? Which programm? Toddlers learn by playing, just play. To the store, to the zoo, to the dolls, to the lotto. Here I liked this loto about dishes: link. And you can also sing songs and lead a round dance.

If you spend several hours with your child every day, then just communication and just playing will be a developing and learning environment. Download loto about dishes, memorize songs, take out a toy cash register and start playing. If you have an hour a week, then "just playing" you will just kill a lot of time without achieving anything.

Therefore, we return to a systematic approach: what grammar you work out, what formulas you can derive from it, what vocabulary you will need in the process, what games you can come up with to practice vocabulary and formulas. There are games, they are at the end of the chain. And they work for a specific task. And they do it! We connect songs as a warm-up at the beginning of the lesson, a round dance as a break, loto as an interval repetition of the previous topic (and do not forget to repeat not only the vocabulary, but the vocabulary inside the sentence, inside the formula). Look, everything came in handy, everything found a place inside the system.

Reason for lack of progress #5. Well, you understand, I guess. Games are not built into the program, into the system. And in this case, you can play for 5 years, and the child will not speak even the most elementary Russian. And not because...

"We only have an hour a week"

I write about this very often and continue to write, because an hour a week also makes sense if you have a flexible program, systems approach, specific tasks for each lesson and tasks with games that solve these tasks. If you see the rhythms of the students and adapt to them. If you see the potential, the opportunity to step over to a new, more difficult stage, and take advantage of this opportunity. If you're trying to figure out why it doesn't work instead of explaining everything for an hour a week. If you are ready to temporarily take a problem student to individual training, this also often helps to catch up with the group. If both you and your parents understand that you are moving forward in small steps, and it cannot be otherwise with such a volume of work and such short classes. But you are moving on.

About homework

And lastly: what to do with homework. Here is my option. If the child has Russian-speaking family members, they will help to repeat what was learned in the lesson, help to make a couple of worksheets. If there are no Russian speakers in the family, there are songs, baby educational videos on YouTube or short videos specially recorded by you for homework. And so on until the child learns to read. Once learned, we have the opportunity to give tasks for independent implementation. Copy-books, connect the word and the picture, worksheets with elementary tasks and vocabulary familiar to the child. The child grows up, the Russian progresses, homework becomes more difficult.

Elena Lebedeva
Entertaining game tasks In Russian

Entertaining Russian language.

1) Game tasks aimed at working out spelling norms.

The game "Vocabular lotto"

Each child receives a card that says 8 dictionary words. The teacher or student takes out cards from the box and reads the words. A child who has such a word on a card covers it with a chip. At the end of the game, we reveal the winner, that is, who was the first of the children to close the words. Then the teacher gives exercise: write off words, perform mutual checks, rate each other.

Cards for the game

fun cucumber

dog vegetables

shop ax

birch harvest

fast cucumber

milk pupil

store teacher

birch car

The game "Smooth landing"

When working on a topic or spelling, this game arouses interest, activating the entire class. Children do not know to whom the ball will fly and what word or question will sound. For example, studying the topic "Spelling of unstressed vowels". The teacher throws the ball and says the word "earthen". The student catches the ball and calls the test word "lands". The one who answered the question correctly can sit down, the one who did not cope with task, continues to stand and tries to correct the situation.

The game "I work as a magician"

Guys get tasks: Turn nouns into singular feminine adjectives.

Table - dining room

Furniture - furniture

Sofa - sofa

This game is played in pairs. At the end of the game, the results are summed up, pairs are revealed - winners - wizards who not only correctly formed words, but also wrote them without errors.

The game "Who quickly?"

Rearrange the syllables. Write down the received words, divide them into syllables.

Swing seagull

Reed mouse

canopy spring

early burrow

Our tire

Pine pump

2) Game tasks aimed at working out orthoepic norms.

The game "Compose the text and voice it"

Students are offered a set of words that may present some difficulty in pronunciation. The words are written on the board. A task students - compose a coherent text in 2-3 minutes (using these words) and read it following orthoepic norms. The teacher can appoint experts who must carefully listen to the text and draw a conclusion about the observance of pronunciation norms. Example: words are given - kilometer, driver, centner, nettle, beetroot, centimeter.

The game "Invite a Friend to Dinner"

Students are given a list of lunch menus to which they invite a friend. On the menu, of course. written words: sorrel, pies with cottage cheese, plum or pear compote, meatballs. Children need to turn to friends by reading the menu to them without errors. You can beat the situation of meeting friends.

The game "Competition of announcers".

Students need to read the text, paying attention to the underlined words. “An oversight group should be set up for monitoring and control. It is assumed that it will be formed in the period from the 3rd decade of the current month to the end of the quarter.

3) Game tasks aimed at the development of speech.

For students of grade 1, such games are very useful, because they develop speech, cognitive interest, imagination, hand motor skills.

The game "Let's write a story"

The teacher reads a fairy tale or story to the children (for starters, it is better to have a small one, consisting of 4-5 main episodes, then invite him to retell the text. It's pretty hard: almost all children have difficulties in coherent retelling. Reassure the child and invite him to write down a fairy tale so that he can read it later. And you can write a fairy tale with the help of pictures. Children draw several squares on a piece of paper. Together with the children, we recall what was said at the beginning of the tale. For example, about the girl who left the house. In a square, a girl is drawn near the house. Then they also draw the continuation of the tale. The teacher helps to divide the fairy tale into semantic parts.

As a result, children draw the whole plot in pictures and retell the tale according to their illustrations.

The game "Let's compose!"

Have the children write a story. Determine the topic - come up with fairy tales about bunnies. Then discuss what role will the bunny play in a fairy tale: he can live in the forest and be friends with animals, or maybe a toy that was given to a boy, a bunny can act in a fairy tale as a coward and, conversely, as a brave man. Or maybe come up with a fairy tale about how difficult it is to notice a white bunny in the snow? After a few minutes, the children tell stories, which are discussed and evaluated. The highest score is given to the most consistent, detailed and original tale.

The game "Magical forest"

Each participant in the game receives a sheet of paper and pencils. There are unfinished images on the sheet (see below).

Children need to draw a magical forest, and then talk about it interesting story. Then you look at the drawings, listen to the stories and note the most complete, original ones.

The game "Complete the word"

The host calls part of the word (books) and throws the ball. The child must catch the ball and complete the word (.ha).

In the role of the leader, the child and the adult can act alternately.

Make up as many words as possible from the given set of letters: a, k, s, o, i, m, p, m m, w, a, n, i, s, d, s

name the words, opposite in meaning: Thin - Sharp - Clean - Loud - Low - Healthy - Victory - etc.

The game "Who is bigger?"

Make up as many words as possible (nouns) of the letters that form a word.

For example: PHOTOGRAPHY - reef, shooting gallery, mountain, bargaining, grotto, draft, count, etc.

Adding other letters is prohibited!

You can use other options:

Proposed root word: table, cat, house, etc. It is necessary to find as many derivative words for it as possible in the shortest possible time. For example: HOUSE - a house, a house, a house, a brownie, a housekeeper, a house, a house, a house, etc.

4) Game tasks aimed at systematizing knowledge about parts of speech.

The game "Domino"(on this topic "Verb")

Each participant in the game receives a card, which is divided into two parts. In one part, the beginning of the rule or the wording of the question is written, on the other, the continuation of the answer. Children must connect all the cards according to the domino principle.

What suffixes do verbs in the past tense have before the suffix -l-? Verb conjugation is the change of verbs in persons and numbers.

What is the most common verb in a sentence? Do verbs come in present, past and future tense?

What is the ending of the second conjugation verbs? In a sentence, the verb is most often the predicate.

The game "Zebra"(on this topic "Noun")

The game can be played in groups. Each group receives strips of white and black paper. Questions on the topic are written on white stripes, and children need to write answers on black stripes. Alternating the strips with each other, the children make up a picture "zebras". The group that writes down the answers to the questions the fastest and most correctly wins.

The game "Harvesting"(on this topic "Adjective")

This game can be played at the end of the lesson or at the end of the study of the topic. The teacher gives the children pictures of apples, pears, plums, cherries, apricots (you can have several pieces for each child, there is a basket on the table. Offers children: "Let's harvest. It is necessary to formulate a rule on the topic "Adjective" and put the picture in the basket. The wording of the rules should not be repeated. Let's see who puts the most fruits and berries in the basket."

The game "Clean Board"

Children love this game very much. For its organization, before explaining the new material, questions are written at different ends of the board, which can be expressed both in the usual form and in the scheme. They must be built on the material new topic. The teacher informs that in the course of explaining the material, students will participate in the game: “Look at the board, it is filled with various questions. The answers to them are contained in my explanation. I will ask from time to time if you are ready to answer any question. If you give the correct answer to it, then the question is erased. A task in this game is to have a clean board by the end of the lesson.”

Another variant (when the game is not played for the first time)games may include a small competition: “Which row of students will help remove more questions from the board?” If some questions remain unanswered, then they automatically become home for the guys. task.

5) Lexico-phraseological games.

The game "Collect, explain, prove"

The game can be played both individually and in teams, groups, in pairs. Children are offered a set of words on strips of paper. For a certain time, it is necessary to compose phraseological turns, explain the meaning, give an example from life, or a literary work. For example: HOW, MAKAR, WHISTLES, ON LANGUAGE, WIND, SPIN, IN POCKETS. In mittens, sunk, calves, into the water, did not drive, hedgehogs.

The game "Guess!"

The teacher throws the ball to the child and calls phraseological turns. The students catch the ball and explain the meaning. The one who has never made a mistake wins.

For example: skin and bones - thin; leaky memory - forgetful; on all sails - quickly. Wash the bones - discuss; even blood from the nose is a must; at hand - close; like a fish in water - confidently.

The game "Vice versa"

This game is similar to the previous one, but in reverse. The teacher calls the words to the children, and the guys should replace them with phraseological phrases.

For example: aptly - not in the eyebrow, but in the eye. Unexpectedly - like snow on the head. Closely - there is no place for an apple to fall. It's dark - gouge out your eyes.

The game "Auction"

In this game, the winner is the one who is the last to name a phraseological turn in which the names of animals, birds, insects are found.

For example: buy a pig in a poke, every sandpiper praises his swamp, monkey labor, take the bull by the horns, the mosquito will not undermine the nose.

6) There is another kind of games, the distinguishing feature of which is the external rules. They are called training. These include:

1) board games; (dominoes, loto);

2) games based given algorithm(puzzles, crosswords, charades, puzzles).

Teachers and psychologists have proven that the compilation of interactive games by children themselves contributes not only to better assimilation educational material, but also the development of written speech, the systematization of knowledge by topic, develops attention, thinking, the ability to highlight the main thing, develops cognitive activity

In the classroom, you can offer children the solution of crossword puzzles compiled by both the teacher and the children.

On this topic "Noun" 3rd grade

On this topic "Pronoun" 3rd grade