Methodology of the Russian language in elementary school. Ramzaeva T. G., Lvov M. R. Methods of teaching the Russian language in primary classes. The subject and objectives of the methods of teaching the Russian language
The manual contains a systematic course in the methodology of teaching grammar, reading, literature, spelling and speech development junior schoolchildren. It reflects the reality recent years in education: focus on modern methods of developmental education, on organizational forms of multi-level education, on programs and textbooks of various types, focus on student-centered learning, taking into account the interests, abilities and gifts of children. For students of higher pedagogical educational institutions. It can be recommended to students of secondary pedagogical educational institutions, as well as school teachers.
INTRODUCTION .................................................. ................................................. ................................. 8
Chapter 1. THEORY AND METHODOLOGY OF TEACHING THE RUSSIAN LANGUAGE AS A SCIENCE .............................. 8
Chapter 2. SCIENCES ABOUT LANGUAGE - THE BASIS OF ITS METHOD................................................ .......10
Chapter 3
Chapter 4. RUSSIAN LANGUAGE AS A SUBJECT IN SCHOOL ............................................................. ..16
Chapter 5
SECTION I METHODOLOGY FOR TEACHING LITERATURE.................................................................. ...............28
Chapter 1. GENERAL CONCEPT ............................................... .................................28
Literacy as a special stage of mastering the initial skills of writing and reading…………………………………………………………………………………………… .28
Challenges in teaching literacy .............................................................. ......29
Educational and methodological kit for teaching literacy .............................................. ...........................thirty
Methods of teaching literacy, their classification .............................................. .32
Chapter 2
The history of literacy teaching methods .............................................................. ...............................33
The literal method .................................................................. .................................34
Transition to sound methods .................................................................. ...............................37
Chapter 3 ..........40
Choice of method .............................................................. ................................................. ......................40
Pre-letter period ................................................................ ................................................. ...............40
Sound and syllabic schemes, alphabetic schemes, sound………………………………………………………………………. .41
Work with a syllable, syllable division .............................................. .................44
Acquaintance with accent ............................................................... .........................46.
Studying Sounds .................................................................. ................................................. ....46
Introduction to letters .................................................................. .........................................49
Chapter 4. WORK OF STUDENTS AND TEACHER ............................................ ............................fifty
Reading mechanism, its components .............................................................. .........................fifty
Reading syllables in alphabetical "columns" .............................................. ...............................53
Reading and parsing alphabetic texts .............................................. .........................................54
Learning to write .............................................................. ................................................. ....................56
Literacy Lessons ............................................................... ................................................. .........59
SECTION II METHODOLOGY OF READING AND LITERATURE .............................................. .............62
Chapter I. OUTLINE OF THE HISTORY OF READING METHODS................................................................ .................62
The origin of the method of explanatory reading .............................................. .........................62
K. D. Ushinsky - the founder of the method of explanatory reading .............................................. 63
Views of L. N. Tolstoy on the process of teaching reading .............................................. .................66
Criticism of the method of explanatory reading by the leading methodologists of the 19th century ..............................67
Development and improvement of the method of explanatory reading in the XIX century. .........................68
Methods of educational reading by Ts. P. Baltalon.................................................. ....................71
The method of literary and artistic reading .............................................. .........................73
Creative Reading .................................................................................. ................................................. ......74
The development of reading methodology in the 30-70s of the XX century. ................................................. ................76
Chapter 2
propaedeutic stage literary education junior schoolchildren ................80
Educational material for reading and literary propaedeutics in primary school………………................................................................................................................81
The role of an adult in the formation of a child-reader .86
Organizing live experiences and creative activity children in the system of literary education of younger schoolchildren .............................................. .................87
Chapter 3 ........ 93
Reading Skills ............................................................... ................................. 93
Stages of formation of the reading skill of a novice reader .............................................. 94
Work on correctness and fluency of reading .............................................. ............. 95
Working on Reading Consciousness .............................................................. .....................................one hundred
Working on the expressiveness of reading .............................................. .................................106
Chapter 4
Literary foundations for the analysis of a work of art ............... 110
Psychological features of the perception of a work of art by younger schoolchildren .............................................................. ........... 111
Methodological patterns of work with a literary text in elementary grades.................................................................. 114
Chapter 5
PRIMARY SCHOOL ............................................... ............................................... 115
Primary perception of the text .................................................................. ................. 115
Analysis of a work of art in a reading lesson .............................................. ............. 116
How to work with artwork at the stage of secondary synthesis .............................................. ................................................. ... 118
Creative work of students in the wake of the read work .......................................... 119
A few words about the school theater .............................................. ................. 122
Chapter 6. FEATURES OF WORK ON WORKS OF DIFFERENT KINDS AND GENRES ... 123
About childbirth literary works..................................................................... 123
Methods of working on epic works in elementary grades .............................. 123
Methods of working on lyrical works in elementary grades .............................. 128
Methods of working on dramatic works in elementary grades ............... 130
Chapter 7. WORKING WITH THE CHILDREN'S BOOK................................................ ........................... 133
About the educational role of the book .................................................. ................................................. ..... 133
origins modern system working with children's book .............................................................. .. 134
The modern system of formation of the reader's independence of younger schoolchildren.................................................................. ................................................. ............................................... 136
The preparatory stage of learning to work with a children's book .............................................. .......... 137
The initial stage of learning to work with a children's book .............................................. ....................... 138
The main stage of learning to work with a children's book .............................................. ......................... 139
Typology of extracurricular reading lessons .................................................................. ......................................... 140
Chapter 8
Requirements for reading lessons .................................................................. ................................................. ........ 143
Tasks of the modern reading lesson .............................................................. ............................................. 144
Typology of reading lessons……………………………………................................................ ........................... 144
Preparing the teacher for the reading lesson .............................................................. ............................................... 146
SECTION III. METHODOLOGY FOR STUDYING LANGUAGE THEORY (PHONETS,
VOCABULARY, MORPHEMICS, WORD FORMATIONS, GRAMMAR -
MORPHOLOGY AND SYNTAX) .............................................. ............................................... 151
Chapter 1. BRIEF HISTORICAL INFORMATION ON "SCHOOL GRAMMAR" ..... 151
Chapter 2. EDUCATIONAL AND DEVELOPING POSSIBILITIES OF THE SUBJECT
"RUSSIAN LANGUAGE" .............................................. ...............................153
Ways to implement the educational function of the language .............................................. 154
Formation language concepts................................................................. 155
The study of patterns and structure of the language .............................................. ......................... 158
In-depth study of the Russian language ....................................................... ................................... 159
The developing role of the theory of language .............................................. ............................................... 160
Chapter 3. METHODS OF STUDYING RUSSIAN LANGUAGE IN SCHOOL................................................................. ........ 160
Language analysis as a method .............................................................. .............161
Construction method .................................................................. ................................................. ............ 162
Comparative-historical method ............................................................... ............................................. 163
Visual methods .................................................................. ................................................. ..... 164
Method of the teacher's story .............................................................. ................................................. 165
Heuristic or search methods .............................................................. ................................... 165
Game as a method .............................................. ................................................. ........ 167
Communicative Methods .................................................................. ................................................. ........ 168
Programmed learning and computer .................................................................. .................................168
Chapter 4
The role of the textbook, its functions .............................................. ......................................... 169
Requirements for the texts in the textbook .............................................. ............................................... 170
Types of textbooks and manuals ............................................... ................................................. 171
Types of work of students according to the textbook .............................................. ................................... 173
Chapter 5 METHOD OF PHONETICS AND GRAPHICS....... 174
Understanding the functions of pronunciation units of speech .............................................. ............. 174
Student Skills .................................................................. ................................................... 175
Learning process. Methods, techniques ............................................... ............................................... 176
Difficulties of phonetics and graphics .............................................. ......................................... 177
Chapter 6. METHOD OF VOCABULARY AND SEMANTICS. THE METHOD OF MORPHEMICS AND
WORD FORMATIONS .............................................................. ................................... 177
Studying proccess. Methodical methods. Difficulties................................................. ............. 179
Generalizations. Feedback................................................ .................................... 181
Chapter 7 ................... 182
Morphology. Parts of speech ................................................................ ............................................. 182
Noun. Lexical and grammatical meaning............................................... 183
Topic “Gender of nouns” .............................................. ................. 184
Topic "Number of nouns" .............................................................. ................................. 185
Topic "Declination of nouns".................................................................. ................... 186
Chapter 8. ADJECTIVE NAME .............................................. ................................. 190
Lexical and grammatical meaning of adjectives .............................................. 190
Topic “Gender of adjectives” .............................................. .................................... 191
Topic "Number of adjectives" .............................................. ................................... 192
Topic "Declination of adjectives" .............................................................. ............................. 193
Word formation of nouns and adjectives .............................................. 196
Chapter 9. VERB ............................................... ................................................. .............. 197
Lexical and grammatical meaning of verbs .............................................. ................... 197
The theme is "verb tense". Past tense................................................ ................. 199
Topic “Present tense of the verb” .............................................. ................................. 199
The theme is "Infinitive". Infinitive............................................... .202
Topic "Future tense of the verb (simple and compound)".................................................. ............ 203
Acquaintance with moods and voices of verbs .............................................. 205
Word formation of verbs .................................................. ......................... 207
Chapter 10 ................. 208
Getting to know the pronoun .................................................................. ................................................. ..... 208
Acquaintance with numerals .............................................................. ...................210
Acquaintance with adverbs ............................................................... ................................................. .211
Service parts of speech. Unions. Prepositions ................................................................ ........ 211
Chapter 11. SYNTAX............................................... .............................. 212
The place and role of syntax in the grammar course............................................... 212
Offers, their types .............................................. ................................................. ................. 213
Offer members. Phrases ............................................................... .................... 216
Homogeneous members of the sentence .......................................................... ...................................... 217
Complex sentences................................................ ................................................. ............... 218
Direct and indirect speech ............................................................... ......................... 219
SECTION IV SPELLING METHOD (SPELLING AND PUNCTUATION) ... 223
Chapter 1
(XIX-XX centuries) ............................................... ................................................. ............... 223
Grammatical foundations of teaching spelling .................................................................. ................... 223
The position of K. D. Ushinsky .............................. ................................................. .224
Anti-grammatical direction .............................................................. ................................. 226
Chapter 2. PROPERTIES OF RUSSIAN SPELLING AS THE BASIS OF ITS METHOD........
General concept ............................................... ................................................. ................. 227
Alphabet................................................. ................................................. ... 228
Graphics................................................. ................................................. .............. 228
Spelling................................................. ................................................. 229
Punctuation................................................. ................................. 230
Principles of Russian spelling. Morphological principle.............................. 230
Phonemic principle .................................................................. ................................. 232
The traditional principle of spelling .......................................................... ................................. 233
The principle of value differentiation .................................................................. ................................. 234
The phonetic principle .............................................................. .................................... 234
Principles of punctuation .................................................................. ................................................. ................ 235
Chapter 3
Spelling ............................................................ ............................................. 236
Spelling vigilance...................................................................... 237
Spelling rules ................................................................ .................................... 238
Motivation of spelling work .......................................................... ............. 240
Stages of formation of spelling skills .............................................................. ......................... 241
Speech hearing .............................................................. ................................................. ...... 243
Semantic work in the assimilation of spelling .............................................. ......................... 243
Chapter 4
Choice of Methods .................................................. ................................................. .... 244
Language analysis and synthesis .............................................................. .............. 245
Memorization ................................................. ......................................... 246
Solving grammar and spelling problems .............................................. .................... 247
Algorithms .................................................. ................................................. ................... 249
Algorithm compression stages .................................................................. ................................. 250
Types of spelling exercises ............................................................... .................................... 251
Imitative exercises (types of cheating) .............................................. ................... 252
Types of dictations .................................................. ................................................. ............... 253
Grammar and spelling commentary .............................................................. ............... 254
Independent writing, expression of thought, its role in spelling .............................................. 255
Chapter 5 ......... 256
Classification of errors .................................................................. ................................................. 256
Diagnosing and predicting errors............................................................... ................. 257
Correction and prevention of errors............................................................... ...................... 258
Chapter 6
General requirements for the lesson .................................................... ................................................. 260
Typology of Russian language lessons .............................................................. ................................. 261
Structural components of Russian language lessons.................................................................. ......................... 263
Lesson planning and preparation .............................................................. ......... 265
SECTION V METHODOLOGY FOR THE DEVELOPMENT OF SPEECH OF STUDENTS .............................. 269
chapter 1
K. D. Ushinsky .............................................. ...................... 269
The main directions in the methodology of speech development .............................................. ............... 270
Trends of the 60s of the XX century. ................................................. ................... 272
Chapter 2
Speech and its types .............................................................. ......................................... 273
Speech and thinking .............................................. ................................................. ... 274
Statement .................................................................. ................................................. ........... 275
Types of speech (text).................................................. ................................. 277
Theories of text structure .............................................................. ................................... 278
Factors speech development person ................................................. .............................. 280
Chapter 3. CULTURE OF SPEECH AND METHODS .............................................. ........ 281
Criteria of speech culture .................................................................. ................................... 281
Chapter 4 .......... 283
Imitative Methods .................................................................. ................................................. ..... 283
Communicative Methods .................................................................. ................................................. .... 284
Design method .................................................................. .................................... 286
Rhetoric in elementary grades .................................................................. ......................................... 288
Chapter 5
Speech level .................................................................. ................................................. .. 290
Directions of work at the pronunciation level .............................................. ................... 292
Lexical level (dictionary work) ............................................... ................................... 295
Grammar level of work on the development of speech .............................................. ................. 297
Chapter 6. LEVEL OF TEXT IN THE DEVELOPMENT OF SPEECH ............................................ ....... 300
Types of school text exercises ............................................................... ............................................... 300
Typology of student work and components of the speech development system .............................................. 302
Retellings and presentations, their meaning, goals and types .............................................. ....................... 304
Methodology of presentations of individual types .............................................. ............ 305
Creative retellings and presentations .............................................. ......................... 307
Chapter 7. TEXT LEVEL (CONTINUED). ORAL AND WRITTEN COMPOSITIONS ........... 309
Writing as a self-expression of a personality .............................................. ................. 309
Preparatory steps for writing ............................................................... ................. 310
Execution, implementation of the prepared .............................................................. ................................. 313
Analysis of children's compositions .............................................. 315
Chapter 8 ............... 317
Compositions-miniatures ............................................... ................................................. ................ 317
Description of the picture................................................ ................................................. ........... 318
Essays on literary themes..................................................................................... 319
Storytelling .............................................................. ................................... 321
Essays based on the experience and observations of students .............................................. .322
Literary creativity of schoolchildren .............................................. ...................................... 323
Chapter 9
Types and Causes speech errors.................................................................. 327
Characteristics of lexical errors .............................................................. ............. 329
Morphological errors .................................................................. ............................... 330
Syntax errors .................................................................. ........................... 331
Logical and compositional errors .............................................................. ................................... 332
Correction and prevention of speech errors .............................................................. ...... 333
Chapter 10
Typology of organizational forms of speech development .................................... 335
Language, speech, its development, language personality........................................................... 336
SECTION VI EXTRA-CURRICULAR WORK IN THE RUSSIAN LANGUAGE .................................................. 341
Tasks and forms of extracurricular work .............................................. ................. 341
Language games .................................................................. ................................................. ............... 342
Circle of the Russian language .............................................. ................................................. .... 344
Baby at home .................................................. ....................................... 344
Types of extracurricular activities .............................................................. ................................................. 345
METHODOLOGY OF TEACHING THE RUSSIAN LANGUAGE AND LITERATURE
LK 1. SEAMER AS A SCIENCE
- Purpose, subject, tasks and sections of MORIAL
- Connection of MORIAL with other sciences
Literature: 1) Lvov M.R. Ramzaeva T.G. Svetlovskaya "Methods of teaching the Russian language in primary school"
2) Lvov M.R. Goretsky Sosnovskaya O.V. "Methods of teaching the Russian language in primary grades", "Russian language in primary grades: theory and practice of teaching"
- MORIAL is one of pedagogical sciences
Purpose of MORIAL
Theoretical Practical
The theoretical goal of MORYAL is to explore the process of language acquisition, its patterns, to determine the principles of learning, to substantiate methods, to create the scientific foundations for designing technologies.
The practical goal of MORYAL is to equip teachers and students with a system of methods and techniques for language acquisition.
The subject of the MORIAL is the process of mastering the theory and practice of the native language by younger students in the learning environment.
Tasks (in the form of questions)
- Why teach? (selection of language learning goals)
- What to teach? (choice of content)
- How to teach? (selection of methods, techniques, technologies)
- Why anyway? (selection of the most effective)
Sections MORIAL :
- Introduction
- Literacy education
- Methodology for teaching language theory and spelling
- Methods of reading and studying literature
- Methodology for the development of speech in students
- Relationship with other sciences
Ped. an experience
MORIAL
Methodological basis
(philosophical teachings and knowledge about the role of language in society)
SECTION: METHODOLOGY OF TEACHING LITERATURE
TOPIC 1. LITERATURE TEACHING METHODS. HISTORY AND MODERNITY
- OG Tasks
- MTF classification
- MTF Historical Overview
Literature: "Methods of teaching literacy" Salnikova T.P.
- Literacy education is the initial stage of school education.
During this period, a large number of tasks significant in their upbringing and educational consequences:
1 - the beginning of studies marks the onset of a qualitatively new period in the development and upbringing of the child; formation and development mental processes, accelerated socialization of all personal qualities
2 - the attitude towards language and speech is changing, they become the object of study: a) improving oral speech; b) development of written forms of speech activity (reading, writing); c) the systematic study of the language begins.
3 - the formation of the foundations of educational activities is carried out
4 - grammar and spelling propaedeutics
- OG methods
- By original unit of study:
Letter
Sound
syllabic
Whole word method
- The ratio of reading and writing
Read-letters
Reading letters
Combined
- By leading activity
Analytical
Synthetic
Analytical-synthetic
Modern method: sound analytic-synthetic (read-write)
- First method literal subjunctive(until 1917). Modern name:literal synthetic method.
The training took place in 4 stages:
1 - students memorized all the letters of the alphabet and their names
2 - syllables were memorized: two-letter, three-letter, four-letter
3 - reading in warehouses: students called each letter in each syllable, added syllables from letters, and a word from syllables
4 - top reading
Disadvantages: the process of learning to write was slow; training was based on rote learning, thinking did not develop; not suitable for mass learning; a lot of extra stuff.
Peter I carries out reforms, simplifying the alphabet and introducing E.
The syllable method is introduced. In the initial version, after memorizing letters, syllables were memorized, then reading (there were no warehouses). Later, the preliminary memorization of letters was abolished.
Advantages: the method was based on real units of speech - syllables. Without naming individual letters, reading by syllables, the student mastered the principle of reading.
Disadvantages: did not give an idea not only about the sound composition of the syllable, but also about the syllabic composition of words.
In the 19th century appear sound methods. Sound analytical method(40s). In France, the method is called the Jacotot method, in Russia, the Zolotov method. The children were shown a sentence typed from the letters of the split alphabet, the sentence was divided into words, exercises for memorizing the shapes of words, words were divided into syllables, syllables were memorized, these syllables were found in other words, syllables were divided into sounds and letters, memorized. Children learned not only all the sounds and letters, but also a fairly large number of letter combinations.
Disadvantages: I had to dwell on one sentence for a long time, training was based on rote memorization, there was no development of thinking; priority is visual memorization, the children did not have much idea about the sound composition of words.
In the 50s. 19th century sonic synthetic method(Korff method). It was close to the literal subjunctive method, was widely used. Learning began with sounds, then these sounds were designated by letters, syllables and words were formed from them. Reading was considered a process that consists in listing sounds, denoted by letters. The big difficulty was sound merging.
A certain contribution was made by L.N. Tolstoy - created the alphabet;"auditory" method. He drew attention to the advantages of the literal subjunctive method: accessibility for teachers, simplicity and clarity; careful study of reading elements. Much attention was paid to folding by ear.
In the middle of the 19th century appeared in Russiasound analytic-synthetic method. (K.D. Ushinsky). According to Ushinsky, in order to learn to read and write, one must understand that speech consists of words, words of syllables and sounds, and that words are obtained from these sounds and syllables. Analysis of sound speech. He called his method"historical" method. It was a method of writing and reading. First carried out sound analysis words. Then the word was written down. Stage 3 - reading the word in handwriting. Reading words or sentences with these words in printed form. Reading and correspondence from the printed alphabet of new words and sentences that children have not yet written. Finding familiar letters and syllables in a text. The addition of words from the letters of the printed alphabet. It existed until 1917.
After the revolution of 1917, there was a rejection of the old, the scrapping of traditions. In the 20s. 20th century in Soviet schools begins to apply"whole word method"("American"). Children memorized and read (wrote) whole words at once; sound analysis and synthesis was denied.
Disadvantages: slowed down both the development of reading and writing skills, children had difficulty in mastering spelling. In the early 30s. refused it.
Again in the 30s. returned to the sound analytic-synthetic method. Goretsky is developing it.
Elkonin in the 50-60s. develops a sound analytic-synthetic method, but this method has been used only since the end of the 20th century.
TOPIC 2: TYPES OF READING AND WRITING WORK IN LITERATURE CLASSES
- Practical acquaintance with language concepts
- Work with a syllable, familiarity with stress
- Learning sounds
- Working with letters
Literature: M.E. Soloveichik "The first steps in the study of writing and speech"
- The entire training period is divided into 3 stages:
1 - Preparatory period - prepare children for learning literacy. It is divided into 2 periods: a) pre-letter - the concepts of speech, sentences, words, syllables, stressed and unstressed, sounds, vowels and consonants are studied
B) alphabetic - letters
2 - Main
3 - Final
Speech
Children speak speech even before coming to school, but for the first time speech becomes an object of study. The concept of speech begins to be studied from 2-3 lessons. Children learn the following signs of speech:
1 - through speech people communicate
2 - When people communicate, you need to speak in turn. Acquaintance with the rules related to speech: - speech in the lesson (be silent, listen, speak when the teacher is asked, do not interrupt, raise your hand)
Speech outside the classroom
You can also get to know different types of speech: Speech is external: oral (speaking, listening) and written (writing, reading); internal
Sentence
May be new and unknown. Difficulty in terminology and concept, because is new and harder to digest. Assimilation of the sentence, children get an idea of the division of speech into sound (semantic) segments.
Sentence
Speech consists expresses thought Thought is relative
From the proposals (former finished
(speech) thoughts)
Rules for the design of speech
Sentence exercises are analytical or synthetic in nature. Analysis is the determination of the number of words, sentences, the structure of sentences, the isolation of words from sentences with given features. Synthesis is a correlation of sentences on a topic, with or without support from an illustration, by the number of words.
Word
They don't define. Learn the signs of words:
A sentence is made up of words
Speech also consists of words
The word has meaning (every word means something)
Word and object are not the same
Learn the functions of the word:
There are word names
There are help words
Work with the word during the OG periodincludes:
Observing the Meaning of Specific Words
Observation of the pronunciation and spelling of antonyms
Observation of words that differ in one sound or one letter: son-sleep; salt - mole
Observation of words with the same syllabic composition: pump, pine
Combining words into groups, working with generalizing words: berry (blackberry, strawberry, raspberry ...)
Observation of the formulation of the question to the words. (Who? What? Which one? What does?...)
Observation of word changes: pine, pine, near the pine, under the pine ...
Observation of family ties of words: paint, paints, painted, painted
Observation of function words (words that help connect words)
PRACTICE #1
TOPIC: PROGRAM ANALYSIS
Preparatory | Basic | Final |
||
Prelit. | Letter |
|||
Goretsky "Russian alphabet" | Speech Sentence Word Syllable stress Sound Vowels Consonants | n, s, k, t, p ... in accordance with the principle of frequency e, i, e, yu, b b As an indicator of softness / hardness; as separators | Alphabet, artistic and cognitive texts, acquaintance with writers. |
|
PRACTICE #2
SUBJECT: OFFER
Purpose: to introduce the proposal and its essential features
Tasks: - teaching: to introduce diagrams, highlight sentences in the flow of speech, be able to make sentences, the ability to connect with the compilation of a story based on a plot situation ...
Developing: memory, thinking, imagination, attention.
Educational: respect for the culture of their people, care and responsibility for the younger
Equipment: specify textbook
During the classes:…
- Syllable - distinguished phonetic unit. A single speech-motor act is realized in the syllable, which allows you to combine sounds into words.
The phonetic division into syllables does not always coincide with the morphemic division of the word: trak / that / rist
During the OG period, the study of syllables is closely connected with learning to read warehouses.
The initial recognition of a word is associated with the observation of the articulation of words.
Receptions:
Artificial division of a word into syllables in speech
Scanning
Bringing your hand to your chin to count how many times you opened your mouth
Sticks when pronouncing a syllable
After the concept of "syllable" children get acquainted with the concept of "stress".
Stress is an important means of sound organization of speech; highlighting one of the syllables with greater voice power. There is logical and phonetic stress.
Working on stress involves:
1 - practical acquaintance with the concept of a syllable; stress; stressed syllable
2 - training for dividing a word into syllables and highlighting stressed syllables
3 - work with schemes:
4 - mastering the norms of pronunciation of words
Selection techniques stressed syllable:
1 - enhanced pronunciation - call the word (Hey crow!), shout out, ask (Is this candy?)
2 - with additional involvement of sound or visual effects
3 - variable pronunciation of the word with stress on each of the syllables.
If children do the work of dividing the word into syllables and highlighting the stressed syllable, the word should be pronounced 2 times
- Sound - the smallest meaningful unit
First, children learn the concept of sound, get acquainted with the characteristics of sounds and learn to isolate sounds from a whole sounding word.
Acquaintance with sounds: vowels, consonants
Sound: ambient, human speech
The sounds we make and hear
Consonants and vowels are distinguished. On the basis of ductility, mouth opening. Soft and hard, voiced and deaf sounds are distinguished.
Work on specific sounds is carried out as follows: first, we isolate the sound from the whole sounding word, observation of articulation, characterization of the sound, isolation exercises given sound from words in the flow of speech, the selection by students of words with the sound being studied
- The study of letters is secondary to sound. The letter is entered as a sign, a symbol for the designation of sounds in writing. In this case, the children are immediately informed of the alphabetic name of the letter. Much attention is paid to the ratio of letters and sounds and their assimilation. Assimilation of the correct image. In writing, the sequence of writing is important.
How to work with letters:
Identification (analysis) of the relationship between sounds and letters
Demonstration of the image in printed form, the technique of "what the letter looks like"
Search for a letter in the alphabet, on typesetting canvas, in words, sentences and text
Learning to read a letter (as part of syllables)
Demonstration of a handwritten image; analysis of image variants; elementary analysis; analysis in the direction of movement of the writing hand
Working out the connections of letters
Finding letters in handwritten text.
TOPIC 3: DEVELOPING EARLY READING SKILLS
- Psychophysiological mechanisms of reading
- Teaching syllabic reading
1. The reading mechanism consists of different components: visual, semantic, auditory.
Features of learning to read:
1 - The more letter patterns are stored in memory, the easier they are to recognize. Pick up demonstration aids, different options for the image of letters. For easier recognition and reading of letters, select demonstration materials with the best physical properties for perception
2 - Not only visual, but also auditory standards are stored in memory. Thus, the correctness and completeness of the perception of one's own and other people's reading largely depends on the auditory mechanism. Therefore, it is important to perform exercises to develop children's speech hearing and their diction. Separate pronunciation of syllables, words, sentences (chiseled), onomatopoeia. The gaze is divided into reading fields. Gaze stops are called fixations. Reading productivity depends on the size of the reading field and on the duration of fixation.
3 - The desire to capture, first of all, the characteristic features and dominant features of letters, letter combinations and words. Vision is focused on the top of the line. It is advisable for the teacher to teach children to recognize letters by characteristic signs (the “half-letter” technique)
4 - When the gaze moves, along the line, simultaneously with jumps, it makes return jumps from time to time. These movements are called regression. Regression is more often noted in the early stages of learning to read. The task of the teacher is to reduce it to the necessary minimum and subordinate it to the semantic aspect of reading. Practicing reading difficult words, a system of auxiliary marks.
5 - Two sides interact in reading: technical and semantic. The semantic factor plays a key role, it allows you to achieve the ultimate goal of reading, it is also important in the technical side of reading. Even at the first stage of learning to read, semantic work (content) should be carried out.
6 - In the course of the formation of the reading skill, another important mechanism for the perception of the text is formed - anticipation - anticipation of meaning. It is superimposed on all the mechanisms involved in reading and largely determines the productivity of reading. It manifests itself in a semantic guess, it can be of 2 types: a) simple guessing (subjective view) - not supported by other units of the text; b) objective - supported by reading all the main letters that make up the words.
- The first step in mastering the technique of reading is aimed at the arrangement and image of letters, the formation of the skill to correlate a letter with sounds. At the same time, the child learns to spell sounds, the form of a word. The truly starting point in learning to read is when the child begins to read several letters, merge sounds into syllables, and read words by syllables.
The methodological tradition of teaching syllabic reading focuses on the combination of acc. + ch. (SG), because:
1 - this combination is formed by only two letters, therefore it can fit into a small reading field
2 - this combination is included in most syllabic structures.
3 - from the point of view of the speech mechanism, the combination of SG is a close interaction of 2 sounds, merged in a single articulation act
4 - the combination of SG is convenient for forming an idea of the positional principle of Russian reading and writing
Syllabic Reading Exercises
1 - reading the syllables of alphabetic columns:
MA
MO
MI
WE
MU
2 - reading syllables according to the syllable table:
ON THE | SA | KA |
|
BUT | SO | KO |
|
NO | SI | CI |
3 - reading words with an abacus
4 - compiling and reading syllables on a typesetting canvas from the letters of the split alphabet, by printing.
5 - Visual selection of the combination of SG: st ro and te l
6 - reading syllables that differ by one letter. At the same time, the combination of SG is highlighted, other letters are deciphered, each letter is called separately, the syllable as a whole is pronounced loudly: stand up - stand up, bridge - brain. Such work allows you to overcome another difficulty in teaching syllabic reading: the addition of consonants to the combination SG
7 - composing words from several syllables. Recognizing fusions or other syllables by ear.
8 - selection or compilation of words with a given syllable
- Reading and parsing alphabetic texts
Types of alphabetic texts:
1 - text for non-reading children. These texts must be read by all children (each) in the lesson. The most commonly used is reading aloud in chorus. As the texts become more complex, the initial reading of the teacher, reading along the chain, buzzing reading (in an undertone) is introduced. The reading of texts can be preceded by an introductory conversation and vocabulary work, a preliminary examination of illustrations. After reading, the teacher organizes 2 types of work:
1) semantic analysis of the text- it is aimed at mastering the content of the text by all children, is carried out at different levels:
a) understanding the meaning of all the words of the text (direct and figurative), mastering the order of words, the relationship between words in a sentence, between sentences in a text.
b) mastering the context, ideological orientation and content.
Semantic analysis techniques:
Answers to the questions of the teacher, conversation-discussion of the heroes of the work, reproduction of the events depicted in the text
Comparison of text and illustration
Vocabulary work: work on the meaning of words
The semantic analysis of the text must have some logical sequence. The logic is built on the basis of the purpose of the analysis.
2) structural analysis- related to the topic of the lesson and the material being studied
Structural analysis techniques
Search for a given unit in the text (letters, words, syllables…)
Counting given units in text or fragment
Analysis of the role of given units in a fragment, element
Description of text elements
2 - text for reading children.A teacher or well-read children can read. Non-reading children participate in the following way: search for given reading elements (letters, most often new ones, highlighted or not highlighted in the text), discussion of the text, its content, attempts to read individual words or offers.
TOPIC 4. FORMING THE SKILL OF INITIAL WRITING.
- Psychophysiological mechanisms of writing
- System of work on teaching elementary writing
Literature: 1. “Reading and writing according to the system of D.B. Elkonin" edited by
Bugrimenko, Zuckerman, Ogarkova
2. Potapova, Ilyukhina "Letter with a secret" M, 94
- Writing is one of the most difficult types of speech activity. Writing requires a high concentration from the writer, intense work of the brain apparatus and volitional sphere, activation of internal thought processes.
The writer must:
1 - clearly present the subject of the message (what will be discussed);
2 - create a possible and successful plan for deploying the content, select the right material, the right words
3 - combine these words into sentences, link one sentence to another
4 - match each of the words and sentences with the correct spelling
5 - calligraphically clearly draw a letter, word and text as a whole
In writing, as in reading, two sides are distinguished: semantic and technical.
- The purpose of writing lessons is the formation of a graphically clear, correct, fairly fast letter.
Writing Lesson Objectives:
To form such skills that, when switching to cursive writing, the clarity and correctness of the letter are preserved: strengthening the hand, improving coordination of movement, orientation on the copybook page
Familiarize yourself with the rules of writing hygiene, possession of writing tools: how to sit, how to hold a pen, how to write.
Study, fix and improve the shape of letters, slope, distance, connection, height, correction, individual handwriting flaws
Requirements for writing
1 - graphic clarity
2 - legibility
3 - uniform inclination
4 - maintaining the same height of the letters
5 - string compliance
6 - knowledge of the basic and connecting elements of each letter
7 - knowing the order of writing each letter
8 - continuity (smoothness)
9 - the ability to analyze the written letter and distinguish between correct spelling and incorrect
Writing teaching methods:
1 - copy (redraw)
2 - clocking (letter under the account)
3 - genetic - learning from simple to complex. IN modern methodology letters are not taken into account. Appears in calligraphy lessons
4 - linear (Ilyukhin), additional line
5 - the Carster method involves training the writing hand before writing
Constantly work on the correctness of the letter
Diversify the forms of exercises in writing
All activities must be educational.
The continuity of writing during the period of literacy is no more than 5 minutes
Mandatory physical education
Encourage children to write beautifully and correctly using a reward system
Use stencils, patterns, hatching, notebooks in the classroom
Use additional line in notebooks and copybooks, if necessary
Apply a system for recording the formation of writing skills
Analyze possible and typical mistakes made by students when writing (violation of inclination and parallelism, proportions, distortion of letter elements containing rounding or curved lines, omissions of elements in letters, omissions of letters)
Use the experience of the best teachers
TOPIC 5. GRAMMAR AND SPELLING PROPADEUTICS (GOP) AND STUDENTS' SPEECH DEVELOPMENT DURING THE OG.
- Grammar and spelling propaedeutics- preparing children for further study of grammar and spelling. In a broader sense, grammar is the study of language theory. GOP is carried out in reading lessons and writing lessons.
In the reading lessons it is:
Observation of lexical and grammatical meaning words
Comparison of single-root words and observation of them
Watching words with the same suffixes or prefixes
Observation of parts of speech, asking questions
Comparison of the sound and letter composition of words, detection of cases of discrepancy between the sound and letter composition
Work on the ratio of sound and letter, the designation of sound in writing
Assimilation of graphic disorders
Mastering the separate spelling of words
Mastering the simplest transfer rules
Capitalization at the beginning of sentences and in proper nouns
Reading lessons
Spelling work during the OG period is built mainly on a phonetic and semantic basis
Spelling techniques
1 - sound-letter analysis and synthesis
2 - composing words on a typesetting canvas
3 - distinct pronunciation of words
4 - semantic analysis of words and sentences
- Features of the first grader's speech:
Speech is based on visual-figurative thinking
A first-grader can talk about what he has read or known, but his speech is poorly organized, he does not adhere to a certain plan when telling, there is no logic of presentation
The speech of a younger student is replete with details, and the retelling is close to the original.
Tasks:
1 - development of phonemic hearing
2 - clarification and enrichment of the dictionary. New words are entered into the enrichment dictionary
3 - learning to highlight the essential features of things and phenomena
4 - learn to build a statement in accordance with syntactic norms
5 - learn to express your thoughts according to a certain plan
6 - to teach children to understand what they read or hear and, on this basis, reproduce the content of the text, develop logical thinking
Conditions for the development of speech
1 - the volitional factor increases
2 - written language appears in the life of the child
3 - from the first days of training, work begins on the culture of speech
4 - monologue speech appears in speech activity
5 - speech at school becomes an object of learning
The development of speech is carried out at 4 levels:
1 - Pronunciation (sound) - development of diction, hearing: exercises in the volume of pronunciation, exercises in the tempo of pronunciation, practicing the pronunciation of individual consonant sounds (which children pronounce with a defect), articulatory gymnastics, exercises for pronouncing difficult combinations of words (tongue twisters, tongue twisters), entertaining alphabet study
2 - Lexical (work on words). Directions of work: observation of polysemantic words and homonyms, work with synonyms, observation of phraseological units, work with proverbs and sayings, analysis with words found in texts, work with previous illustrations ...
3 - Syntactic (work on a phrase and a sentence): understanding the sentence as an independent unit of speech, highlighting the sentence in oral speech, compiling sentences, reading sentences in the primer and writing sentences, moving from monosyllabic statements to detailed statements (when compiling sentences and answering questions ), establishing the simplest connections between words in a sentence
4 - Text (work on coherent speech). Coherent speech options: scientific style - coherent answers on sound analysis, some stories on observations (stories on plot illustrations, on a series of pictures, on observations, on memories, on the basis of creative imagination, recitation of memorized sentences, description of objects)
TOPIC 6. STUDY OF LANGUAGE THEORY AND SPELLING IN PRIMARY SCHOOL.
TEACHING CALLIGRAPHY IN GRADES 1-4
- The main areas of work in calligraphy
- Calligraphy in 1st grade
- Calligraphy in grades 2, 3, 4
Literature: 1. Zholtovskaya L.Ya. Sokolova E.N. "Formation of calligraphic
Skills of junior schoolchildren, 1980, M.
2. Agarkova N.G. "Program: writing, graphic skill,
Calligraphic handwriting»
1 . Calligraphy is the ability to write in a clear, readable handwriting, which, as the writing progresses, speed and coherence, acquires individual features. Calligraphy work begins at the same time as learning to write and continues with writing lessons.
Areas of work
Work on the shape of the letters
Over the correctness of the connections
The correctness of the inclination
Over the development of the same uniform proportional distance between letters and elements of letters
Work on the smoothness and rhythm of writing
From the 3rd-4th quarter of the 2nd grade, children switch to writing in a wide range
The basis for the development of calligraphic tasks is:
Genetic principle (from simple to complex)
The logical principle of grouping letters: g p t, d h c
2. Classes are held either in writing lessons from 15 to 20 minutes, or in special calligraphy lessons. Children write in a regular notebook. Children practice writing letters that cause particular difficulty. The volume is not less than 5-6 lines (but not more than 5 minutes inseparably)
The teacher must:
1 - achieve the correct position on the page
2 - require compliance with the basic rules of writing
3 - prescribe letter samples
4 - carry out a daily check of notebooks
5 - conduct sound-letter analysis of words
6 - carry out work on the development of speech and grammar and spelling propaedeutics
7 - the teacher pays great attention to the development of muscles and training of the writing hand
8 - strokes are used:
Movement simulation:
Salt food
We play the piano
Hen drinks water
Yula
We paint a desk, a board
Chopping firewood
Sample lesson plan:
1 - preparing the hand for writing
2 - selection of the studied element; writing 3-4 letters
3 - exercises in writing letters and their combinations (syllables, alternating them -chptchptchptchpt ha, gi, po, pa etc.)
4 - oral work
5 - written work (writing words)
6 - oral work
7 - written work
3. Because in the 2nd grade, students begin to write in notebooks in a large ruler, much attention is paid to the height of the letters.
In grade 2, the speed of writing increases (by the end of grade 2, 16-20 letters per minute), counting is widely used.
As a rule, calligraphy is organized at special lessons or the lesson is divided into fragments.
In grades 3-4, calligraphy lessons are not allocated, but each lesson should begin with calligraphy (5 minutes), except for lessons control work and spelling.
Direction of work in grade 3:
Work on the shape of letters; letters are written that are difficult to draw and letters that are especially subject to assimilation and deformation:
b y g h R G S E
Work continues on letter height
Work on observance of the inclination:
/// w /// w /// w / r / r / r
Work on connections, loop connection is widely introduced:
Letter spacing: and and and and
- work on rhythm, correctness and speed of writing
Strokes:
For shoulder and forearm development: for hand development:
In grade 3, letters appear in strokes: @@@@@@@
An individual handwriting begins to be established. Great importance acquires independent work on calligraphy.
Direction of work in grade 4:
Work continues on the shape of the letters and focuses on distinguishing between similar letters and similar compounds:
m c
and p n s
l i e
p to
oh oh
Strokes are becoming more complicated, in which the forms of letters are preserved:
In grade 4, cacography begins to be introduced into the lessons (a sample of incorrect spelling)
PRACTICAL WORK No. 1.
READING LESSONS AT THE LETTER STAGE OF THE PREPARATORY LITERACY STAGE
Name | main stage steps |
||
Goretsky Kiryushkin Shanko Berestov | Russian alphabet ABC | A O I S | |
Elkonin | Primer | A-Z, O-E, O-Y, I-S, U-E | |
Nechaev Belarusian | ABC | A, U, O, E, S, I | |
Zhurova Evdokimova Kachurova Rudnitskaya | Diploma 1st half | A, I, A? I, Oh, E, Oh? E U, U, U? YU E, E, S, I | |
Zhurova Evdokimova Efrosinina | Reading and writing 2 semester | ||
Klimanov Matveeva | ABCDeyka ABC first grader | A, O, I, S, U, E | |
Vetenkova Goretsky Fonin | ABC 2 parts | AND I; Oh, Yo; U, Yu; E, E; I, Y |
All textbooks: the letters i, e, u, e are studied as one sound (as denoting one vowel sound).
LESSON STRUCTURE ON THE LETTER STAGE
PREPARATORY STAGE OG
Topic: Sound [a], letter A, a.
Purpose: to study sound[but] , its features, letter A, a
Tasks: - educational: to teach to isolate the sound[but] from the flow of speech, learn the articulatory features of the sound and its characteristics, introduce the ways of notation in writing, teach to recognize the letter and distinguish it from other letters, teach to read the letter, improve skills in the field of sound analysis of words, the ability to compose and extract sentences from speech, compose text, etc.
Developing: develop thinking, attention, memory; development of coherent speech; arbitrary and visual memory; logical and creative thinking.
Educational: accustoming to school discipline and routine, familiarization with the Russian language culture through letters, acquaintance with writing; friendship, morality - the formation of personality; expanding horizons.
Equipment: blackboard, chalk, textbook, visual aids (cards, diagrams, images of objects and plots, images of letters, typesetting canvas, tape of letters, alphabet, counting sticks, notebook for printing, cards with words about etc.)
During the classes:
- Organizational moment.
- Repetition of what was learned earlier. Purpose: to activate previously learned, update these knowledge and skills.
- Learning new material:
but ) story illustration work. Purpose: development of speech (coherent, dictionary, word isolation for sound analysis)
B) work with subject illustration, sound analysis of the word
Sound analysis of the word:
1 - Goretsky Asters word composition
How many syllables are in a word? 2 syllables
What sounds make up a word?
Vowels consonants
We pronounce the word so that the first sound is heard - the vowel:
The second sound is a consonant
Third sound - consonant
The fourth sound is a consonant, the fifth sound is a consonant
2 - Elkonin
Vowel
: - hard consonant
soft consonant
Pony
We pronounce the word so that it is good to hear first the 1st sound, then the 2nd, 3rd and 4th
The sound [a] is indicated by the letter but
Oh - vowel, yo - also a vowel, but in the word pony o stands after a solid consonant and is denoted by the letter oh, but in the word maple , after a soft consonant - is indicated by the letter yo
3 - Buneev and others.
Perch
Consists of 3 syllables
__ _ _ stress on 1st syllable
1st syllable - vowel
In the 2nd - consonant + vowel
In the 3rd - soft consonant + vowel
4 - Betenkova
voiced soft consonant
Lemons
Divided into syllables by chanting
C) observation of the articulation of the sound being studied, characterization of the sound
(ch./acc.)
4 - Fixing on working with sound:
A) isolating sound from words and from the flow of speech: “I name the words, if there is sound, put the stick down, clap ...”
b) selection of words with the sound being studied: “You yourself choose the words, where it is at the beginning, in the middle, at the end
5 - New material, work with the letter
a) the relationship between sound and letter
b) assimilation of the image of the letter (what the letter looks like, laying out the letter on the canvas, from sticks, lace). Introduction to letter variants.
c) Typing letters
d) fixing on working with letters. Search for a letter in a word, in the alphabet, on a typesetting canvas.
6 - Learning to read a letter. The use of playful and entertaining material (generalization, connection of new material with previously studied, consolidation).
“The sound [and] in the letter is indicated by the letter And . What does the letter look like And ? Now everyone take your strings and let's lay out the letter And . Now we will get acquainted with the variants of the letter And
And it happens big and small: And and - similar letters, how are they different? (growth)
Where is the letter located on the canvas And ?
Let me dictate the words to you, and you will clap on the letter And ."
7 - The result of the lesson.
READING LESSONS AT THE MAIN STAGE OG.
g u s i
“Let’s pronounce the word by syllable. Which syllable is stressed?
Lesson structure:
Topic: Sounds [n] [n "], letter N n
Objectives: Acquaintance with soft and hard consonants.
Equipment: tables, abacus, reading materials.
Tasks: grammar and spelling propaedeutics, teaching reading, working with text
During the classes:
1 - Repetition
In working with sound, 2 sounds are distinguished: hard and soft.
"Let's break the word into syllables: drum "
2 - learning to read a letter. Working with syllables
On from z
But
Well
us
Neither
3 - Working with words
4 - Working with text
WRITING LESSONS IN THE OG PERIOD
STRUCTURE OF LESSONS WRITING
Pre-letter stage of the preparatory stage
Topic: on the element under study. "Learning the Loop Element"
target = topic
Tasks: - educational: mastering new elements, developing the muscles of the writing hand, teaching the use of writing tools, orienting along the pages of the recipe
Developing: development of writing + in reading lessons
Educators: See Reading Lesson
Equipment: writing materials, copybook, textbook, blackboard, chalk, illustrative visual aids, cards, shoelaces, “sit right when writing” poster
During the classes:
1 - Organizing moment
2 - Preparing the writing hand for writing
3 - Revision of the reading learned in the lesson
4 - Demonstration of the element, its name, analysis of its image (stick, rounded stick)
5 - Explanation of the procedure for performing actions when writing.
“We put our hand on the top line of the top line, we draw a straight line at an angle, not reaching the bottom line, we round it.”
Repetition of an element in the air, in the air with eyes closed, tracing by dots, writing an element
6 - Oral work: quality analysis (which one turned out better)
Etc. down in writing with alternating oral and written work.
7 - Use of playful and entertaining material. Connection of new material with previously studied
8 - Summary of the lesson
Letter stage of the preparatory stage
Subject: lowercase letter at . Uppercase letter At
Purpose: to study the letter.
Tasks: - educational: to get acquainted with the image (handwritten version),
Distinguish a letter from others, teach how to write and connect with others + tasks of the letter stage
equipment: the same
During the classes:
1 - Organizing moment
2 - Reviewing what was learned earlier
3 - Preparing the hand for writing
4 - work with the letter.
Demonstration of the handwritten image of the letter. Elemental analysis of the letter: we divide the letter into elements:
Writing elements in cursive:
strokes
Analysis of a letter in the direction of the writing hand
We fix the point at which the letter begins.
First in the air, in the air with eyes closed, the blunt side of the pencil
Letter in cursive
Working on connections
wow wow - top and bottom connection
and u s -top
oh oh- top
We alternate oral and written material.
7 - Connection of the material with the previously studied. Game and entertaining material
8 - Summary of the lesson
main stage
Subject: the same
Goals: same
Tasks: educational: reading handwritten text, developing the ability to copy text, writing from dictation.
Equipment: Handwritten alphabet, “sit right when writing” poster
During the classes:
1 –
2 - the same
3 –
4 - The letter of the letter. Work with connections (middle connection is entered):
Working with words: working on meanings, sound-letter analysis, grammar and spelling check (mandatory learning task)
Work with sentences and text. Semantic, structural analysis.
7 –
8 - the same
1-2-3 physical minutes are included
SPELLING
CALLIGRAPHY GRAPHICS SPELLING PUNCTUATION
THE SYSTEM FOR FORMING THE SPELLING SKILL OF YOUNGER SCHOOLCHILDREN
- Types of orthograms studied in primary school
- Stages of forming a spelling skill
- Factors influencing the formation of spelling skills.
- Spelling is a problematic situation that requires a choice between correct and incorrect spelling.
Orthograms associated with the designation of sounds with letters | Orthograms not related to the designation of sounds with letters |
|
In place of the weak positions of phonemes | In place of the strong positions of phonemes | 1. capital letter in proper names at the beginning of a sentence, in direct speech 2. Consolidated - separate spelling 3. Transfer |
1. Designation of unstressed vowels in writing (checked and unchecked) IN In ¬ IN IN 2. Designation of voiced and deaf consonant phonemes () 3. Designation of unpronounceable consonant phonemes () 4. Designation of soft and hard consonants using a soft sign | 1. Designation of stressed vowels (after hissing andc) Zhi - shi Cha - cha Chu - shu 2. bat the end after sizzling 3. DividerbAndb 4. bat the gla in the form of 2 persons unit. numbers 5. LetterGin the endings of V.P. and R.P. with adjectives and pronouns. |
|
- The study of spelling correlates with topics in grammar and morphemics
Spelling skill - an automated ability to master the ways of designating sounding speech in a letter (spelling skill).
Spelling skill is formed gradually on the basis of theory, rules, imitation (copying)
Stages of forming a spelling skill:
1 - Motivational - the emergence of a need for the right letter
2 - Target - awareness of the spelling task - finding the spelling, determining its type
3 - Indicative - searching for a way to spell out a solution.
Performing stage
4 - Drawing up a solution algorithm for a specific problem.
A car is driving along the (country) road
On the road: n., 1 fold., D.P., -e
5 - repeated repeated execution of an action (i.e., according to a rule, algorithm) with a gradual folding of the algorithm
6 - The emergence of elements of automatism (complication of the material, acceleration of the pace of work)
7 - achievement of more or less complete automatism (self-control, self-examination)
8 - free automated writing in various situations
- Factors:
1 - Spelling vigilance - the ability to see where there is a choice between right and wrong
Without effort, you can not pull the fish out of the pond(15 spellings)
2 - Vocabulary development level or vocabulary
3 - visual memory (cheating, reading)
4 - developed phonemic hearing
ORGANIZATION OF WORK ON SPELLING IN THE PRIMARY SCHOOL.
1. Learning spelling rules
2. Methods for teaching spelling
3. Types of spelling exercises
- Practical work on spelling is based on rules. This work is effective if the rule is applied quickly and accurately.
The following types of spelling rules are used in elementary school
1 - instruction or prohibition
2 - indication for selection based on meaning
3 - indication for observation of the tongue
4 - grammar
5 - prescription for the verification procedure
Working with the spelling rule
1 - Observation of language, conclusions
2 - reading the rule
3 - questions on the content of the rules
4 - analysis and analysis of examples
5 - retelling the rule by students
6 - selection by students of their examples
- There are three main methods:
A) language analysis and synthesis
B) imitative
C) solving grammar and spelling problems
BUT)- Language analysis- used not only in teaching spelling, but also in other sections of linguistics
Types of analysis:
1 - sound-letter (phonetic-graphic) - occupies an important place in the spelling work of grades 1-2, especially in cases where spelling diverges from pronunciation
2 - semantic - used when working with homophone words
3 - syllabic - highlighting stressed and unstressed syllables "in
4 - derivational or morphemic etymological
5 - morphological - for the correct spelling of endings
- Language synthesis.Types of synthesis
1 - synthesis at the level of letters and syllables
2 - the simplest cases of word formation
3 - at the level of shaping
4 - synthesis of syntactic constructions
B)imitative- based on memorization, which is arbitrary and involuntary. Leading is random memorization- when mastering unchecked spelling; when learning words with a complex morphemic composition; when learning new words.
Techniques of the imitative method:
1 - setting for visual memorization, in parallel with spelling pronunciation
2 - installation on an error-free letter
3 - work with dictionaries
4 - visual dictations (writing from memory)
5 - the use of visual aids that facilitate memorization
6 - memorization of the morphemic composition of words
C) Solving grammar and spelling problems
Solving this or that grammatical and spelling problem, the student must:
1 - see the spelling
2 - determine the method of verification in general terms, i.e. remember the rule
3 - perform an action according to a rule or algorithm
4 - make a conclusion about the correct spelling
5 - write correctly, accurately, without losing the general meaning of the content of the text
- Types of spelling exercises.
There are three groups of basic spelling exercises:
1 - Imitative exercises (cheating)
2 - Dictations
3 - Free writing (independent writing)
1 - Cheating - is one of the most effective means of developing spelling skills.
Write-off types:
- on learning objectives:
1) learning cheating
2) control write-off
- according to the degree of difficulty:
1) uncomplicated cheating (simple copying)
2) complicated copying (the spelling skill is formed more purposefully)
Complications may vary
a) complication of cheating with syllable spelling pronunciation
b) cheating after highlighting spellings in the finished text
3) cheating with spelling explanation
4) cheating with the insertion of missing letters
5) cheating with spelling underlining
6) cheating with missing spelling
7) cheating with morphemic pronunciation
8) syllable letter
9) morphemic writing
10) cheating with the allocation of grammatical units
11) cheating with indication of test words
- by volume:
1) solid
2) selective
3) distribution
- according to linguistic material:
1) vocabulary
2) phrases
3) offers
4) text
2 - Dictations
- way of perception
The manual contains a systematic course of methodology for teaching grammar, reading, literature, spelling and speech development of younger students. It reflects the realities of recent years in education: a focus on modern methods of developmental education, on organizational forms of multi-level education, on programs and textbooks of various types, a focus on student-centered learning, taking into account the interests, abilities and gifts of children.
For students of higher pedagogical educational institutions. It can be recommended to students of secondary pedagogical educational institutions, as well as school teachers.
Literacy teaching methods, their classification.
For more than three thousand years of existence of writing on Earth and generated by this no less ancient literacy, for more than a thousand years of existence Slavic writing and the teaching of Russian literacy associated with it, a great many very different ways of learning were discovered: on the one hand, learning to decipher, read oral forms of speech encrypted, encoded with alphabetic characters, on the other hand, learning to fix, encode, write down different forms of oral speech with the same alphabetic characters .
The process of emergence of various new approaches, methods and techniques of teaching reading and writing is observed in our days, it will happen in the near and distant future. And it is natural that for everyone who is professionally involved in teaching literacy, you need to be well versed in the sea-ocean of various ways and methods of teaching literacy. This will help to avoid a simple repetition of what was found earlier, to exclude ethically unpleasant cases of issuing what was once known as supposedly newly discovered.
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Download the book Methods of teaching the Russian language in primary school, Lvov M.R., Goretsky V.G., Sosnovskaya O.V., 2007 - fileskachat.com, fast and free download.
- Russian language, test papers, grade 4, to the textbook by V.P. Kanakina, V.G. Goretsky "Russian language. Grade 4”, Federal State Educational Standard, Tikhomirova E.M., 2020
- Russian language, test papers, grade 3, to the textbook by V.P. Kanakina, V.G. Goretsky "Russian language. Grade 3”, Federal State Educational Standard, Tikhomirova E.M., 2020
- Russian language, test papers, grade 2, to the textbook by V.P. Kanakina, V.G. Goretsky "Russian language. Grade 2”, Federal State Educational Standard, Tikhomirova E.M., 2020
- Russian language, test papers, grade 1, to the textbook by V.P. Kanakina, V.G. Goretsky "Russian language. Grade 1”, Federal State Educational Standard, Tikhomirova E.M., 2020
The following tutorials and books.
Lvov Mikhail Rostislavovich (February 9, 1927, the village of Pavarenis, now in the Alytus region of Lithuania - June 24, 2015) - teacher, methodologist in the Russian language, corresponding member of the Russian Academy of Education, doctor of pedagogical sciences and professor.
In 1953 he graduated from the Barnaul Pedagogical Institute. From 1947 he taught at the school of Slavgorod, Altai Territory. Since 1961 on scientific and pedagogical work: in the Moscow State Pedagogical Institute. IN AND. Lenin (1961-64 and since 1975), Magnitogorsk Pedagogical Institute (1964-75).
In the development of the speech of younger schoolchildren, he methodically substantiated 3 directions: work on the word, which provides for the expansion of sources for the study of speech, the deepening of the methods of semantization of vocabulary, the development of synonyms and antonyms in the language; work on a phrase and a sentence based on a system of exercises of a constructive and creative nature; work on coherent speech with the developed typology and methodology of essays.
Mikhail Rostislavovich formulated the leading trends in the speech development of students: an increase in the volume and structural complication of speech units (up to grade 3); increasing the variety of speech means (grades 4-7); stabilization of speech means (grades 8-10). These studies are summarized in the work "Trends in the Development of Students' Speech".
Lvov M.R. co-author of general teaching aids: "Methods of teaching the Russian language in primary school", compiler of the anthology "Development of speech of students in primary school", reflecting the study of this issue in the domestic philological science from F.I. Buslaev and A.Ya. Ostrogorsky to M.A. Rybnikova and others.
Books (9)
Methods of teaching the Russian language in primary school
The book outlines a systematic course of Russian language methodology in elementary school.
The second edition includes materials reflecting the implementation of the school reform: on the education of children of six years of age, on streamlining study load students, etc.; the specifics of new textbooks - "Azbuka", books for reading, textbooks of the Russian language, and the educational complex as a whole are taken into account.
Methods of teaching the Russian language in primary grades
The manual contains a systematic course of methodology for teaching grammar, reading, literature, spelling and speech development of younger students. It reflects the realities of recent years in education: a focus on modern methods of developmental education, on organizational forms of multi-level education, on programs and textbooks of various types, a focus on student-centered learning, taking into account the interests, abilities and gifts of children.
For students of higher pedagogical educational institutions. It can be recommended to students of secondary pedagogical educational institutions, as well as school teachers.
Methodology for the development of speech of younger students
The purpose of the manual is to help the teacher in the systematic organization of work on the development of speech. It describes in detail the methodology for teaching coherent speech, gives not only theoretical material, but also offers guidelines and didactic material.
The first edition of the book was called "Speech of younger schoolchildren and the ways of its development" (1975).
Fundamentals of the theory of speech
IN study guide from modern positions are stated theoretical basis speech, its types, code transitions, theories of speech acts, communication, modern rhetoric, children's speech and its development at school are characterized, questions of psycholinguistics, sociolinguistics, etc. are reflected.
Spelling in elementary grades
Student literacy rate high school one of the most acute problems of public education.
The theoretical part of the book is devoted to the characteristics of the principles of Russian spelling and existing teaching methods.
The practical part presents an algorithmic system for solving spelling problems, developing spelling skills in all sections of the Russian language course for students in grades I-IV.
Rhetoric. A culture of speech
The manual discusses an interesting, but little studied area of philological science - rhetoric, its spheres of influence and application, and the history of its emergence.
Particular attention is paid to the types of eloquence, the meaning of the spiritual and moral word. Very important practical advice regarding oratory necessary in teaching, debating and other areas of activity.
Dictionary of synonyms and antonyms
As conceived by the author, the Dictionary is intended for creative development students primary school. All educational educational process- this is creation, and children themselves act as researchers, inventors, designers. At first glance, this is a game, but in fact it is a very serious cognitive activity.
The material of the "Dictionary" is systematized: it has 5 sections, 200 dictionary entries, children work with synonyms, gradually move to antonyms, to connected synonymic-antonymic relations, to the polysemy of the word and synonymous rows and antonymic pairs built on polysemy. Naturally, the difficulty of the material gradually increases. But all this does not mean that the Dictionary is a kind of textbook, that it must be “passed through”.
Dictionary-reference book on the methodology of the Russian language
The dictionary-reference book on the methodology of the Russian language was created for the first time.
It reveals the most important concepts of the methodology of the Russian language in high school. Literature is named for all the main topics, the study of which will help readers organize a purposeful independent work in mastering the technique.
The manual is intended for students of the Faculty of Russian Language and Literature pedagogical institutes. At the same time, it can be useful for secondary school teachers, as it will allow them to deepen and systematize their knowledge.
Ramzaeva T.G., Lvov M.R. Methods of teaching the Russian language in elementary grades.− M.: Enlightenment, 1979. THE RUSSIAN LANGUAGE METHOD AS A SCIENCE
The subject and objectives of the methods of teaching the Russian language
Russian language as a subject in primary school
Principles of teaching mother tongue
Stages of research!
Methods of the Russian language
METHODOLOGY FOR TEACHING LITERATURE
Psychological and linguistic foundations of the methodology of teaching literacy
The sound structure of the Russian language and its graphics
COMPARATIVE AND CRITICAL ANALYSIS OF LITERACY TEACHING METHODS (BY HISTORICAL EXAMPLES)
SOUND ANALYTICAL-SYNTHETIC METHOD OF TEACHING LITERACY IN ITS MODERN FORM
General features of the method
MAIN TYPES OF LITERACY CLASSES
Working on sounds
INITIAL WRITING LEARNING
Writing Teaching Tasks
Characteristics of modern script fonts.
Organizational and hygienic conditions for teaching writing.
Techniques for learning to write letters. Typical graphic mistakes of students.
Elements of spelling in the period of literacy
The development of students' speech in writing lessons.
Requirements for the lessons of reading and writing.
Types of reading and writing lessons.
The system of reading and writing lessons in the period of literacy.
Features of lessons in a small school.
PROBLEMS AND PROSPECTS OF TEACHING LITERACY
CLASS READING TECHNIQUE
Educational and educational value of class reading lessons. Objectives of reading lessons on present stage development of the Soviet school
Qualities of a full-fledged reading skill and ways to improve them
INITIAL LITERARY AND PSYCHOLOGICAL PROVISIONS DEFINING THE METHODOLOGY OF READING AND ANALYSIS OF A ARTWORK IN THE PRIMARY SCHOOL
The process of working on a work of art in elementary grades
Primary acquaintance with the content of the work (stage of primary synthesis)
METHODOLOGICAL BASES FOR WORKING ON AN IDEA
FEATURES OF THE METHOD OF READING WORKS OF VARIOUS GENRES
Fairy tale reading technique
Familiarization of schoolchildren with a fairy tale as a genre.
Fable reading technique
EXTRA-CLASS READING METHODOLOGY
METHODOLOGY FOR STUDYING PHONETICS, GRAMMAR, WORD FORMATION AND SPELLING
From the history of the methodology for studying grammar in elementary grades
The role of studying the native language for the formation of elements of a scientific worldview in elementary school students
The Linguistic Basis for Teaching Russian Language to Primary Schoolchildren, Taking into Account the Relationship of All Its Sides
General characteristics of the content primary education Russian language
Methodology for studying the basics of phonetics and graphics
Acquaintance with the features of sounds and letters, with vowels and consonants.
Soft and hard consonants.
A soft sign is an indicator of the softness of consonant sounds.
Voiced and voiceless consonants and their designation in writing.
Syllable. Stressed and unstressed syllables.
METHODOLOGICAL BASIS FOR THE FORMATION OF GRAMMAR AND DERIVATIVE CONCEPTS
The essence of grammatical concepts. The difficulty of their assimilation by younger students.
The process of working on the assimilation of concepts.
Methodological conditions that ensure the effective assimilation of concepts.
Grammar and word-building exercises
METHODOLOGY FOR STUDYING THE MORPHEME COMPOSITION OF A WORD IN PRIMARY SCHOOL
The system of studying nouns in elementary grades
Introduction to the number of nouns.
THE SYSTEM FOR STUDYING ADJECTIVES IN THE PRIMARY SCHOOL
Studying the gender and number of adjectives
Spelling of case endings of adjectives
THE SYSTEM OF WORK ON VERBS IN THE PRIMARY SCHOOL
The sequence of learning the verb.
The sequence of studying the material in grade III.
METHODOLOGY OF WORKING ON PREPOSITIONS IN PRIMARY SCHOOL
Working on the spelling of prepositions
Acquaintance with the semantic meaning of prepositions and their syntactic role
Work on the offer
Familiarization of younger students with punctuation.
METHODOLOGY OF TEACHING SPELLING
VERIFICATION OF KNOWLEDGE, SKILLS IN RUSSIAN LANGUAGE
Russian language lesson
STUDENTS' SPEECH DEVELOPMENT
Tasks and ways of developing the speech of younger students
Requirements for student speech.
METHODOLOGY OF WORK ON THE DICTIONARY
Lexicology as a linguodidactic basis for the methodology of dictionary work
Polysemy of words and homonyms.
Phraseology
SYNTAX WORK IN THE SYSTEM OF STUDENTS' SPEECH DEVELOPMENT
CONNECTED SPEECH AND THE TASKS OF ITS DEVELOPMENT
CONNECTED SPEECH. ORAL AND WRITTEN PRESENTATION
Selective retelling
Ways to increase independence and creative activity
CONNECTED SPEECH. ORAL STORIES AND WRITTEN COMPOSITIONS
Types of oral compositions
The role of essays in the education of schoolchildren
The theme of the essay and its disclosure
Planning
Preparation for writing
Analysis of students' essays.
SPEECH ERRORS AND WAYS TO ELIMINATE THEM
Error types
Correction and warning of errors.
The textbook highlights the issues of effectiveness in teaching the Russian language in primary grades. It reflects the following sections: the methodology of the Russian language as a science, the methodology for teaching literacy, the methodology for classroom and out-of-class reading, the methodology for studying grammar and spelling, and the development of students' speech.
