home » Long 19th century Tasks for the development of written speech of younger students. Formation of written speech in younger schoolchildren using the research method in teaching. Types of exercises for the development of written speech of students

Tasks for the development of written speech of younger students. Formation of written speech in younger schoolchildren using the research method in teaching. Types of exercises for the development of written speech of students

Organization: MBOU "Kuzedeevskaya secondary school"

Location: Kemerovo region, p. Kuzedeevo

Introduction.

Pleasant to the ear

speech is a kind of music.

Aristotle

One of the most important indicators of the level of a cultured person, his

intelligence is his speech. First appearing in early childhood as

individual words that do not yet have a clear grammatical design, speech is gradually enriched and complicated. And depending on how the child's speech develops, his success in studying the subjects of a comprehensive school will depend.

By the time the child enters school, the child’s vocabulary increases so much that he can speak freely with another person on any occasion, shows the ability to listen and understand the spoken speech, maintain a dialogue, answer questions and ask them independently. But here a lot of “ifs” should be included: if the child developed in a cultural language environment, if the adults around him demanded an intelligible statement, understanding what he says for others, if the child already understands that he must control his speech in order to be understood. Throughout his childhood, he intensively mastered speech. A child with developed oral speech has speech means that he appropriated from adults and used in his contextual speech. It is she who primarily interests the teacher as an indicator of human culture, as an indicator of the level of development of the child. But even a very well-developed oral speech of a six-seven-year-old is a child's speech. The teacher will be responsible for the further development of contextual speech. Having come to school, the child is forced to move from the "own program" of teaching speech to the program offered by the school.

The child must be taught the language - those general norms that the people have established in the course of their life, history. By learning these norms, the child

Such speech is successfully copied by children and everywhere, including within the walls of the school, they use it without thinking why, what and how they say. The problem of speech development, including oral speech, at the present stage is completely entrusted to the school, is characterized by increased attention to students, especially to those who have not attended kindergarten.

It is necessary to know that at the initial stage of education, the oral speech of children is stronger and richer than their written language, and in the learning process it plays a major role. Oral speech is the beginning and end point of the process of assimilation of new knowledge by students: first, the teacher orally explains new facts and phenomena, and then students verbally express their knowledge about these facts and phenomena. Hence,

development of oral speech of younger students - a very important aspect of working on the language, because on this basis the ability to express one's thoughts in writing develops. The teacher needs to develop dialogical speech – formation culture of speech communication . Dialogic speech is extremely important, because it contributes to the development of social relations in children. Coming to school, the formation of culture continues his speech communication and formation monologic speech. This task for the teacher is difficult, especially for children from asocial families, where there is a lack of a cultural language environment.

So, how should education go, in what direction should it go?

oral development of the child's speech today in the context of the modernization of the educational process? The development of oral speech of younger schoolchildren today is formation and the formation of a linguistic personality , which is armed with terms, has mastered the norms of the language and has the ability to communicate everywhere. This became the goal of my pedagogical activity in the work on the development of children's oral speech.

My work focuses on three areas:

I teach the norms of the language, educate the culture of speech;
enrich vocabulary;
I teach the skills of oral speech activity:

ability to navigate in a situation of communication: to whom , why and what I'll speak;
the ability to consistently express one's thoughts: as I'll speak;
the ability to speak strictly on the topic;
the ability to control one's speech;
the ability to make adjustments to your speech.

Requirements for the level of speech development of younger students.

Working on the development of children's speech, I follow the fact that the oral speech of children must meet certain requirements. First, the speech must be meaningful. Children must not be allowed to talk

well without knowing the subject, phenomenon or event they are talking about. Behind the words that children use in speech, there should be specific objects, phenomena. The most negative signs of oral speech are: 1) lack of content, emptiness of thought; 2) verbalism, i.e., the use of words whose objective meaning the speaker does not know.

Secondly, oral speech should be different logic , which

manifests itself in consistent presentation of thoughts. Consistently expressing thoughts is, first of all, coherently expounding according to a plan. Separate sentences should be sequentially located and connected connected to each other. It is important that in the oral answers of students there are no omissions of essential facts, repetitions, contradictions.

Thirdly, oral speech should be clear , i.e. such that she could

be understood equally by everyone and without much difficulty. Clarity depends on

Fourthly, oral speech should be accurate , i.e. if possible

truthfully depict the reality surrounding the child, right

convey facts, skillfully choosing for this purpose the best language

means - words and sentences that convey all the signs inherent in the depicted.

Fifthly, oral speech should be expressive . Human speech is not

dispassionate, it always carries expression in itself - expressiveness that reflects the emotional state. The emotional culture of speech is of great importance in human life. The development of oral speech of younger schoolchildren also covers work on as the child addresses another person, as the message is pronounced, i.e. what are intonation,

loudness, tempo - expressiveness speech. I to these parties of speech

I treat the child with close attention, because his speech can

be sloppy, excessively fast or slow, words can be pronounced sullenly, sluggishly, quietly. By the way the child speaks, how he

the expressive function of speech is developed, I can judge the speech environment that forms his speech. At the same time, one should not forget about the amazing imitation of children. Special studies of the interaction of the first

and the second signaling systems in higher nervous activity showed:

the first signal system is ahead of the second in response time. This means that psychologically the child reacts more sharply to the emotional tone of speech and the accompanying expression than to the semantic content of the word. This means that if the teacher speaks, clearly pronouncing the words, if the intonations are intelligent (deep, diverse), if he has a good rate of speech, then the children, by imitating, will undoubtedly learn the features of the teacher's speech expression. Later, rationality will dominate over this property, and the teacher in the senior classes will be deprived of the possibility of direct figurative influence.

At sixth, expressiveness oral speech is one of the important conditions for its correct perception by the addressee. Especially widely used in oral speech are such means of expression as promotion and lowering the voice, logical stresses, pauses, facial expressions, gestures .

The expressiveness of oral speech makes it a powerful means of persuasion and motivation. Therefore, starting from primary school, I try to teach children to speak expressively. At the same time, I teach children to be more economical in gestures, not to get carried away with them, because a gesture should be restrained

Supplement oral information, drawing attention to it. If you can do without gestures - do not gesticulate.

These requirements are closely interconnected and act as a complex in the school system. From the first grade, I gradually introduce students to these requirements.

Criteria for the levels of development of oral speech of younger schoolchildren and diagnostic tools.

The oral speech of a child at primary school age undergoes various changes and develops comprehensively under the influence of the educational process. And how noticeable are these changes, how in the future the teacher should plan his work on the development of oral speech of children, it is necessary at the very beginning of training, then at the end of the year

research on the levels of development of oral speech in children , focusing on

the main criteria accepted in science:

1) pronunciation level (clarity, expressiveness,

means of expressiveness of speech):

tall - good diction, distinct pronunciation of sounds, observance of the rules of orthoepy, the ability to speak expressively, quite competently own intonation, logical stress;

average - good diction, distinct pronunciation of sounds, speech is inexpressive, does not have intonation, logical stress;

short - poor pronunciation of individual sounds, speech is inexpressive, does not have intonation, logical stress;

2) lexical level (content, clarity of speech):

3) syntactic level (logicality, consistency, accuracy of speech):

tall - the use of phrases and sentences of different types in speech, speech is logical and consistent;

average - the use of phrases and sentences in speech

types, allows inaccuracies, speech is not always logical and consistent;

short - the same type of phrases and sentences (nominative and uncommon) predominate, speech is inconsistent;

4) text level (logicality, consistency, means

expressiveness):

tall - accurately conveys the content of the text, composes a story from the picture logically, without speech errors;

average - for an accurate retelling, one or two leading questions of the teacher are required, retells without errors, composes a story from a picture with little help from the teacher;

short - can compose a story from a picture and retell it only with the help of a teacher, makes speech errors;

5) morphological level :

tall - competently uses parts of speech, can form forms from the changed parts of speech, correctly uses the forms of declension and conjugation, owns word-building skills;

average - uses parts of speech quite competently, allows inaccuracies in the formation of forms from variable parts of speech, in general, owns word-formation skills, but allows inaccuracies;

short - allows inaccuracies in the use of certain parts of speech (pronouns, verbs), errors are observed in the formation of forms from the changed parts of speech, it is difficult in word formation.

To conduct a study of the levels of development of oral speech of younger students, the following tasks were used.

1. What am I?

Instruction: “There are several sets of words in front of you. Imagine that you met

with a person who does not know the meaning of any of these words. You must try

explain to this person what each word means, such as "bike". How would you explain it? Any of the five proposed sets is chosen at random.

The following sets of words are suggested.

1. Bicycle, nail, newspaper, umbrella, fur, hero, swing, connect, bite, sharp.

2. Plane, button, book, raincoat, feathers, friend, move, unite,

hit, stupid.

3. Car, screw, magazine, boots, scales, coward, run, tie, pinch, prickly.

4. Bus, paper clip, letter, hat, fluff, sneak, twirl, folding, pushing, cutting.

5. Motorcycle, clothespin, poster, boots, skin, enemy, stumble, collect, hit, rough.

2. How I spent the summer.

Instruction: “Imagine that you meet a friend whom you have not seen for a very long time. Tell him about how you spent the summer so that a friend would be interested in listening to you.

3. Tell me about me.

Children are offered story pictures. First, the child is asked to tell in more detail what is shown and what is happening in the picture. Then try to compose a short story about it (with the help of a teacher).

Types of work on the development of oral speech of younger students.

The development of children's oral speech, in my understanding, is not separate classes in special separate lessons, but everyday work on speech in all lessons, when not a single lesson in elementary school is exempt from speech exercises. I also consider each lesson from the point of view of how it contains elements of speech development.

To achieve this goal, I organize purposeful systematic work on development in the lessons of oral speech. The work includes the following types:

work on diction;
actual hearing;
games and practical exercises;
creative writing.

Work on diction.

Diction - this is clarity and distinctness in the pronunciation of words, is an important quality of oral speech. Some children have speech defects: either it is slurred, or the speech apparatus works sluggishly, or diction is impaired. This is largely the reason for the low speech activity of children. Such children are less willing to communicate, are constrained in the process of speech, speak as if embarrassed. Therefore, I pay special attention to the pronunciation side of speech, that is, I work on diction, because distinct and clear pronunciation requires energetic, clear work of the speech apparatus and can take any place in the lesson. From the very first day of the children's schooling, in every literacy lesson, as well as in other lessons, I speech exercises , developing the necessary muscles, breathing, so that speech is understandable, clear. Types of exercises used:

teach children to open their mouths well (this is achieved, in particular,

correct articulation of sound a) and close lips tightly (this

promotes clear pronunciation of sounds m, P, b);

clarification of the pronunciation of sounds: woo- the locomotive beeps, fff- hedgehog snorts, uh-uh- a bear roars, etc.;
onomatopoeia: mice - pi-i-pi-i, bells - ding dong, a hen guarding chickens - quoh quoh, alarmed chicken - where-where-where etc.;7

the teacher pronounces the word, the sentence loudly, and the children quietly and vice versa;
the teacher pronounces the word, the sentence slowly, and the children quickly and vice versa;
pronouncing a sentence at different paces: with acceleration towards the end, then with a slowdown;
pronouncing a word, a sentence with different volume: very loudly, loudly, quietly, very quietly, in a whisper and vice versa;
intelligible and distinct pronunciation of words and phrases (first in chorus, then independently, listening to your speech);
exercise in voice modulation (strength of voice, pitch, tempo of speech, timbre) when expressing various feelings: joy, annoyance, approval, affection, surprise, etc .;
inhale - exhale (deflate the ball or blow out the candle);
inhale - exhale (count up to 10);
portioned inhalation - exhalation (we smell the flowers);
For example mother Mother on the inhale sa-sa-sa-sa on exhalation or 1, 2, 3, 4, 5 on the inhale 6, 7, 8, 9, 10 on the exhale;
“Pulling the string”: the hand is in front at the level of the mouth, the thumb and forefinger are closed; pronouncing a vowel sound, the child leads the hand forward, as if “pulling the thread”;
exercises for the tongue: “Needle”, “Swing”, “Pull out your nose”, “Reach for the chin”, “Horse”, “I lick the jam”, etc .;

lip exercises: “Ring”, “Blow on a snowflake”, “Blow on your forehead”, “Refresh your cheeks”, as well as circular movements left and right, up and down;
exercise “Once upon a time there was a tongue”: once upon a time there was a tongue - stick out the tongue, decided to put things in order in the house: washed the floor - driving the tongue along the bottom of the mouth, washed the ceiling - driving the tongue along the palate, washed the walls - driving the tongue along the cheeks, went out and waits guests - stick out your tongue and put it on your lower lip.

When performing these exercises, I give the children the following recommendations: breathing is free, the throat is not compressed, for this you can not lower your head to your chest, raise it higher, sit straight.

The children performed these exercises vividly and with great interest, also because I used mirrors for this (for each child). Among other things, the children observed their own articulation of the studied sounds.

Actually listening.

One of the components in the development of oral speech of younger students is the teacher's frequent and interesting stories about various phenomena and events in general or from his own life. Any such vivid story is an “immersion” of the child in the speech of an adult, borrowing speech patterns from it. Children "sculpt" themselves by observing the way the teacher speaks, copying his gestures. The teacher's story is also educational in nature. Experience shows that children listen to my stories with interest, ask questions, willingly give their advice, and always ask to tell me something else.

This type of work also includes listening to audio recordings.

Games and practical speech exercises and tasks.

It is on the game with the word child

learns the intricacies of the native language,

assimilates his music and what

philologists call the "spirit of language".

M. Gorky

This is a naturally fascinating activity that requires speech actions, develops students' oral speech and attracts them to the desire to speak. Possible types of games and exercises:

“Talk on the phone”: staging a dialogue on a specific topic (call an ambulance, police, teacher, friend, etc.);
“Let's be polite”: drawing up verbal politeness formulas (ask for forgiveness, apologize, thank, compliment, etc.);
“Finish the word”: kar…, mor…, ra…, ta… etc.;
“Start the word”: ... lina, ... chik, ... on, etc .;
"Many - one": foals - ..., elephants - ..., chicks - ... etc.;
"One - many": table - ..., house - ..., chair - ..., pen - ... etc .;
“Say kindly”: son - son, son, son, son, etc.;
“Compound words”: a garden breeds - a gardener, he flies - ..., snow falls - ... etc .;
“Who has whom”: the elephant - ..., the tigress - ...., the cow - ... etc.;
"Magic bag": get any item out of the bag and tell everything about it;
“Name the middle name of the son, daughter”;
“What to whom?”: dressmaker - ..., teacher - ..., painter - ... etc .;
“Who is doing what?”: children are shown one subject picture each (hammer, umbrella, watch, etc.), children explain what can be done with them;
“Where is my soul mate”: selection of synonyms for this word;

“Pick up the words”: the guys are offered to name objects that perform certain actions, for example, who and what floats, who and what flies, who and what warms, etc .;
“Make a sentence”: make sentences using the categories: right - left, above - below, deeper - smaller, already - wider, thicker - thinner, in front - behind, shorter - longer, before - after, then - now, etc. .;
"Missing word": say any phrase or sentence, skipping one word, but replacing it with the syllables ta-ta-ta or la-la-la, for example, and here is..., ... shabby dog etc.;
“Who (what) was?”: for this word, choose a pair that reflects its past, for example, sunflower - ...,the male - … etc. (opposite task “Who (what) will be?”);
"Echo": play the spoken phrase (word) as an echo, for example, car - ... tire, laughter - ... fur etc.;
"Journey": announce to children that they are going, for example, to India, ask what they will take with them and why;
“Collect the word”: make words from the selected letters or from the proposed word, for example, cinema, make up all sorts of words;
“Guess the word”: during vocabulary work, through the description of a word, children guess it;
“Steps”: the children stand in one line, the task is given to name as many words as possible, naming all round objects, all sweet, all soft objects, etc., who named - takes a step forward;
"Hill": arrange synonyms in ascending or descending order according to the degree of any feature, for example, huge, gigantic, large, small, tiny etc.;
“Words are enemies”: selection of an antonym for a given word;

"Pick up a couple": from a list of words, for example, cold, white, sweet, hot, young, bitter, sharp, black, old, dumb, form antonymic pairs;
“What does the expression mean”: explain the phraseological unit;
“How can I say otherwise?”: for example, it's snowing(falls, flies, spins);
“Who will name more words with a letter ...” (children choose a letter);
“Necessary prepositions”: give children subject pictures, using words that name the depicted objects and these prepositions, make different combinations;
exercises with tongue twisters and tongue twisters, where there is “its own game” of sounds and syllables and which are especially popular with children;
disclosure of the meanings of new words by the children themselves, the assumptions are supplemented by the teacher;
vocabulary work: enrichment, clarification, activation of the children's vocabulary and elimination of non-literary words;
naming words that make you smile, be sad, be surprised, etc.;
exercises on the compatibility of words: selection of adjectives for a noun, nouns for an adjective, nouns for a verb, etc.;
clarification of the ambiguity of words;
an explanation of the etymology of words, for example skipper, rocket carrier, refrigerator etc.;
the formation of single-root words;
naming will take the seasons, bad and good weather;
retelling of texts in a chain;
retelling by illustration;

exchange of opinions when working in pairs, mutual posing of questions and mutual answers;
exercises with the dictionary "The mood of the work": synonymous rows of words with a synonym - a dominant are given, the "main" synonym is selected that characterizes the work and is supplemented with other synonyms chosen by the children in their opinion (Appendix 1.);
generalization of groups of subjects (Appendix 2.);
revealing the meaning of proverbs, sayings.

It is impossible to know the secrets of the language without understanding the meanings of proverbs and sayings. Their peculiarity is that they are used in a constant, as if “forever frozen” form, that is, there is an invariable word order.

Creative writing.

Types of tasks used:

“It happens - it doesn’t happen”: talk about what doesn’t happen in the world, for example, the tail washes the cat;
“What are the words?”: name the words, for example: house, thunderstorm, rainbow, and children give their definitions of what they can be;
"Interview": staging questions (reporter) and answers (respondent) on various topics (a trip to the circus, discussion of the holiday

or exhibitions of drawings, etc.); possible options: 1) the student interviews the teacher; 2) the teacher interviews the student; 3) the student interviews the student;

distribution of the proposal given by the teacher;
independent inventing of riddles;
anticipation (at a reading lesson) - anticipation of the content of the text by title, illustration, etc.;
"Animal alphabet": for each letter of the alphabet, if possible, choose the name of the animal;
verbal drawing of pictures to the given text;
"Sound the picture";
"Talking Drawings": voicing your own drawings;
"Journey": imagine to the children that they suddenly got into a picture, illustration, tell what they heard, felt, whom they met, etc.;
"Compliments": children say different compliments to each other;
Reasoning: invite children to reason on a wide variety of topics (“If I became a wizard?”, “If I became invisible?”, “How to redeem an elephant?”, “Why is the tomato red?”, etc.);
“I want to be”: children are offered various properties, characteristics, qualities, for example: strong, beautiful, fast, invisible, fat, tall, lucky, etc., children choose and explain why they would like to become like that;
"Our friends": tell about your pets;
"Revitalization": invite the children to imagine that this or that object suddenly came to life and spoke;
“Continue the story or fairy tale”: after reading the text, offer

children to think about what could be its continuation, what development

can receive those events with which the text ended;

oral story based on the picture;
selection of rhyming words, for example: knot-cricket, chamomile-bug etc.;
drawing up sentences for 1 or 2-3 key words, or for a given turn of speech;
“Who is more interesting”: children are shown a subject picture, they make sentences so that the name of the depicted object is present in it.

Conclusion.

Developed oral speech is the ability, in accordance with the requirements for speech, to determine which word, which turnover, which intonation, which manner of speech are appropriate and which are undesirable in each specific case. The development of oral speech is also an effective condition for the development of thinking. Speech is a channel for the development of thinking, and thinking stimulates speech. Considering all this, I define the work on the development of oral speech of younger students in my practice as one of the most important and I recommend starting it from the very first days of the child's stay at school. As V. A. Sukhomlinsky wrote, to teach how to convey a thought in a word is the main task of elementary school. Experience shows that for this it is effective to use speech exercises and other types of work described above. They attract the attention of children, correspond to their age and should be organized systematically, systematically throughout all the years of primary school education. Such work helps children comprehend the meaning of language as a tool for communication, understanding the world around them and master the richest resources of their native language. At the lesson, I create an atmosphere of verbal communication, interviews, exchange of opinions, so that there is a dialogue "teacher-student" or "student-student", where the student's personal position is expressed, where the student does not feel constrained, not clamped, not afraid of his own mistakes. In my work, I always give children the opportunity to speak, I do not criticize the speech of children, I encourage their statements in the form of any praise. Such training contributes to the development of the child's desire to speak, helps children in the lesson to become our helpers, friends. Experience has shown that over time, even my weak students and those whom we call silent, begin to work more actively in the classroom.

It is important that my students understand that the ability to convey information, to maintain a conversation, to establish contact, to find the ability to avoid a quarrel during an argument is necessary in everyone's life. Children must understand that eloquence and the ability to speak are not

idle talk, not rhetoric. I teach them to feel the difference between chatter and conversation, between wit and a set of stamps, I teach them to use the gift of words. Talk without thinking - shoot without aiming. To word must be treated responsibly!

Literature.

1. Belobrykina O.A. Speech and communication. - Yaroslavl: "Academy of Development", 1998.

2. Gerbova V.V. The development of speech in kindergarten. - M .: Mosaic-Synthesis, 2007.

3. Methods of the Russian language for school pedagogical colleges. – M.: Enlightenment, 1976.

4. Mukhina V.S. Six-year-old child at school: A book for the teacher. – M.: Enlightenment, 1990.

5. Pekelis V.D. How to find yourself. – M.: Det. lit., 1988.

6. Politova N.I. The development of speech of primary school students in the lessons of the Russian language: A guide for the teacher. – M.: Enlightenment, 1984.

7. Shevchenko N.D. Development of cognitive interest, thinking and speech in the lessons of reading, Russian language, rhetoric. // Elementary School. - No. 4, 1998.

Appendix 1.

VOCABULARY

GHOST MOOD

FUN QUIET EXCITED

joyful good anxious

playful friendly swift

perky leisurely blizzard

loud soothing blizzard

naughty lullaby

playful soft disturbing

brisk smooth hurried

funny melodious

funny drawl SERIOUS

frisky round dance restrained

sunny

smiling

SAD CEREMONIAL MYSTERIOUS

sad festive fabulous

mournful cheerful magical

dreary important prickly

mournful clear fearful

gloomy proud shy

offended mighty cautious

weeping victorious alert

asking for the mysterious

touching spicy

prompting

GENTLE COURAGELY TERRIBLE

affectionate fearless evil

heartfelt martial rough

dreamy bold heavy

light courageous angry

bright resolute dissatisfied

transparent strong dark

confident

brave

heroic

Appendix 2

GENERALIZATION OF GROUPS OF SUBJECTS

1. Educational things. 29. Days of the week.

2. Toys. 30. Seasons.

3. Furniture. 31. Months.

4. Dishes. 32. Names.

5. Cooked meals. 33. Surnames.

6. Drinks. 34. Patronymic.

7. Clothes. 35. Professions.

8. Hats. 36. Educational institutions.

9. Shoes. 37. Genres of texts, etc.

10. Buildings.

11. Transport.

15. Insects.

18. Trees.

20. Fruits.

22. Shrubs.

23. Metals.

24. Precious stones.

25. Plants.

27. Relationships.

Exercises for the development of written speech of younger students

Syllabic analysis and synthesis

Exercise. Read the words from these syllables.write them down.

vi - ly, juice, zhu, gave, sat down

for - waters, pine forest, owls, kat, was, howled, beat

ki - but, you, zero, shaft, gave

but - gi, you, ry, sy, si, sha, ra, zhi

on - ra, heat, var, fell, extinguished, walked

ra - ma, na, ki, yes, but

fur coat, mi, you, teal

so - yes, wa, you, count, vet

a - la, sya, nya

i - ma, measles

o - sy, sa, si, ba, burn, water, mut

at - rock, zel, gift, gar, fell, goal, tyug, zhin

Reading sentences with independent division into syllables

Exercise. Read these sentences and divide the words into syllables orally (or in writing on cards).

Butterflies were flying over the meadow. The children were catching butterflies. Vova was presented with cubes. Borya was presented with notebooks. The fishermen were fishing. They were sitting on the beach. Lida fed the rabbits. She gave them grass. Mom bought raspberries. Raspberries were given to children. The books were on the desk. The students were reading.

The girl was tending a cow. The cow nibbled on the grass. The hot summer has come. Children bathe a lot. A cuckoo is chirping in the forest. The nightingale sings in the garden. Natasha bought a watermelon. She loves watermelons. The children lived in the camp. It was fun there. Tourists sat by the fire. They sang songs.

Exercise. Choose syllables and make words out of them. Write them down according to the patterns.

Sample. Masha, paw, cheers, ears, frame, ours.

Sample. Cotton wool, school desk, hole, crow, sparrow, pit, Yura.

Finding sound in words with two consonants at the beginning of a word or at the end of a word

consonants at the beginning of a word.

Thunder is heard in the distance. There will be a storm soon. Put things in place. Where you put it, look there. Grisha bought a book. Grisha loves books. Always tell the truth. I never lie to my mother. All ridges are overgrown with grass.

Exercise. Read and write the words with twoconsonants at the end of a word.

The wolf runs through the forest. The wolf is looking for food. In summer our garden is thick. In winter our garden is empty. My sister bought silk. Ira has a red bow. It's raining heavily. The children hid under an umbrella. Bees give honey and wax. Mom bought honey and wax. The tank drove across the bridge. Peat gives a lot of heat.

Emphasizing vowels in stories

Exercise. Read and write stories.Underline the vowels in them.

There is a garden behind our house. Apple trees, pears, plums and cherries grow in the garden. There are raspberries. Strawberries grow in the garden. There are flower beds in front of the house. Roses, lilies, peonies, pansies bloom in the flower beds.

POULTRY YARD

The farm has a large poultry yard. Geese and goslings, ducks and ducklings, chickens and chickens walk in the yard. Birds are fed by the poultry keeper grandmother Nastya. Tanya and Katya help her. They feed goslings, ducklings and chickens.

Warped text with a missing word

Exercise. Write down these sentences by insertingmissing words.

Dog... bone. Horse... hay.

The artist... a painting. Fox ... hare.
Cat... mouse. It was... autumn.

Reference words: caught, eats,draws, raw, catches, gnaws.

Dictations with analysis

Exercise. Count how many words are in the sentenceand put the same number of dashes.Divide the words into syllables and putso many dashes. Count how manyin the word of letters, and put the same number of dots.Write suggestions for thissample.

Sample... … .. .. .. .. ... The rink was poured with water.

Sima bought a loto. Sasha loves turnips.

Mila forked a wreath. The dog catches the fox.

Dad broke his glasses. Mom dries the mushrooms.

The cat licks its paw. The wasp bit Masha.

Suggestions for dictations with preliminary sound analysis

Lida has two brothers - Misha and Vova. Here is our house. At home there is a garden. Dad bought skis and sleds for his son. The children were at home. Roma taught lessons. Linda washed the floor.

Grisha and Tom were in the meadow. There are geese. Our cat Murka played on the floor. Mom washed Tom. Tom was washing the doll.

We had a tree. We hung beads, chains, balls on the Christmas tree. Lida had a doll. Lida sewed a fur coat for the doll. Mom bought her son a wheelbarrow and cubes. The cat ate the fish. There were few fish.

Tests with skipping vowels. Different levels of difficulty.

Insert vowels. Write it down.

M_sh_ f_l k_t. Sound_l_k_t_ R_zh_k. Khv_st _ R_zh_k_ p_sh_st_d. M_lch_k h_st_ _gr_l with k_t_m. _n_ b_l_ dr_z_.

D_d_ _r_ pr_n_s kn_g_. T_m z_yk_ _ m_shk_, T_n_ _ m_ch_k, sl_n _ k_n. M_ l_b_m st_x_.

Pr _bl _zh_ _ts _ _s _n. H_sh _ st_l _ in _p_d_t d _zhd _. Z _ml _ in s_d _ _zh _ _s _p_n_ well _lt _m _ l _st _m _. R _zh _ sl _sh _ g _l _s_ p _high _x fri _c. _n _ g _t _v _ts _ k p _r _l _t _ v t _pl _ _ kr_ _.

Texts without word boundaries.

Find the words in the sentence and separate them. write it down correctly

September.

September has come. The students have settled down.

But the sun heats up less and less.

It will rain soon.

The forest smells of fragrant resin. Squirrels are jumping of an old pine tree. The animals have taken off their fluffy gray coats.

The responses and the frosts hid in a warm nest. They were glad of the bright spring.

Favorite theater.

There is a puppet theater in Moscow. Inna and Tatyana go there with joy.

Texts without capital letters and dots.

Find the boundaries of the sentences. Put a dot and a capital letter.

winter in the forest

snow fell in flakes, it became light in the forest winter guests came from the north, these are birds with a red cap, bullfinches they fly to the red mountain ash and peck the fruits of the squirrel food supplies in its hollow the bear sleeps in the den in a new fur coat the hare has a new beautiful outfit at the cheat fox in the hedgehog covered himself with leaves buried in the moss frogs only a hungry and angry wolf wanders on the edge of the forest

Winter is coming soon

under a thick green Christmas tree the hare builds his house changed the squirrel coat for the winter repairs the nest the fox runs through the fields digs mouse holes climbed under a low stump the ferret has spacious mansions there the hedgehog covered himself with fallen leaves and fell asleep for the whole winter went deep into the ground the mole forest mice hid in the moss disappeared and the frogs got into the mud

summer rain

it was a hot day suddenly a breeze came running in a dark cloud she did not hide the sun poured rain the sun lit up the surroundings raindrops hit the flowers and grass heavily they hung on the blades of grass and leaves in every raindrop a ray of sunshine played the rain stopped look

someone built a multi-colored bridge to the sky from the river meadows to the village there is a light park from the ground the air fills the smells of wild flowers

Restore the sentence and story.

Make up and write down sentences and then a coherent text from the sentences. Title it.

hedgehog, gave, grandfather, guys

in, he, summer, lived, barn

hedgehog, in, winter, hole, fell asleep

hungry, hedgehog, will return, in spring

mice! beware

mournfully, forest, in, groaning, trees

rushing, naked, on, wind, branches, cold

real, winter, has come, already

tops, trees, shakes, he

days, soft, gray, stood

easy, flunked, city, winter, snowball

stand, trees, snow, everything

narrow, in the morning, gazebo, to, cleared, we, path

in, sit, nest, chicks

loud, they squeak

eat, want, kids,

to, flies, him, mom

worm, she, carries, small

bird, children, in a hurry, their own, feed

References:

1. Gorodilova V.I. Kudryavtseva M.Z. A collection of exercises to correct the shortcomings of writing and reading. - St. Petersburg: KARO, DELTA, 2005. - (Series "Correctional Pedagogy").

2. Dmitriev S.D., Dmitriev V.S. Entertaining correction of written speech: Collection of exercises. - M .: Book lover, 2005. (Development and correction)

3. Emelyanova E. N., Soboleva A. E. I write without errors. Russian language with a neuropsychologist. - St. Petersburg: Peter, 2009.

4. Yavorskaya O. N. Didactic games for speech therapist classes with schoolchildren (7-11 years old). St. Petersburg: KARO, 2014.- (Series "Master class speech therapist").

5. Yavorskaya O. N. Games, assignments, class notes for the development of writing in schoolchildren (7-10 years old): A practical guide for elementary school students, teachers, speech therapists and parents. - St. Petersburg: KARO, 2007. - (Series "Master class of a speech therapist").

6. Yavorskaya O. N. Entertaining tasks of a speech therapist for schoolchildren (grades 3-4). SPb.: KARO, 2010. - (Series "Master class speech therapist").

7. Yakovleva N.N. Overcoming violations of written speech: Educational and methodological manual / ed. N.N. Yakovleva. - St. Petersburg: KARO, 2011.- (Series "Correctional Pedagogy").

The development of written speech of younger students

at Russian lessons

For many years I have been working on the problem of "Development of Oral and Written Speech in Primary School" and I believe that the development of students' speech is one of the main tasks of a primary school teacher.

At all times, any person who speaks competently stands out among people. This is acquired throughout life, but to a greater extent at the first stage of education, i.e. in primary school.

The Russian language program states that the main task now is not only to teach children to write correctly, but also to express their thoughts, learn the language, comprehensively develop and enrich the oral and written speech of students in the broad sense of the word.

In my opinion, elements of the development of speech should be in every lesson (not only the lessons of the Russian language of literature, but in all those held in the primary grades) and in extracurricular activities.

Written speech requires more control from students than oral speech, it imposes certain requirements on them (in the construction of phrases, in the selection of vocabulary, in the use of grammatical forms). Without belittling the importance of oral speech, I try to pay more attention in all lessons to writing as the most complex form of speech activity.

Develop coherent written language of students- this means instilling in them a number of specific skills:

comprehend the topic;

collect material;

arrange material

use the means of the language;

correct, improve, improve what is written.

Written exercises, such as compositions and presentations, are relatively rare in the primary grades, but written speech exercises of small forms and oral exercises for the development of speech should be carried out regularly. The success of training will be achieved only when each exercise is a necessary link in the chain of exercises and is performed systematically.

Doing exercises, especially creative ones, has become a habit for my students. I would like to tell you about my work on the development of coherent speech.

Types of exercises for the development of written speech of students,

allowing to increase the level of speech culture of younger students.

I have 2 groups:

Group 1 is a series of exercises when working on a proposal;

Group 2 - these are exercises when working with text.

Types of work on the proposal:

Answers to questions (only full answers);

Asking students questions to the proposal;

Distribution of proposals with and without questions;

Compilation of phrases of various types and their inclusion in sentences;

Drawing up proposals on a particular topic (about school, about nature, about the library, about the Motherland, etc.);

Drawing up sentences on pictures, on the read text; observation of nature or the weather;

The combination of two or three simple sentences into one complex or simple sentence with homogeneous members;

Reworking these sentences with the replacement of some words with others, with the replacement of some grammatical forms with others (nouns with pronouns: children - guys - they; verbs of the other tense with present tense verbs; verbs of the 1st person with verbs of the 3rd person).

Restoration of a deformed sentence (words are given in disorder or in their initial form, they must be arranged in the proper order and coordinated with each other).

The average sentence size for fourth-graders is at least 6 words.

Types of work on the text:

Dividing a continuous text into separate sentences.

This exercise helps to find the boundaries of the sentence in your own speech.

Dividing continuous text into paragraphs.

This exercise is aimed at developing and improving the ability to establish a logical connection between parts of the story, expressed using lexical means (suddenly, once, therefore, since then, etc.) and draw graphically by correct division into paragraphs.

Dividing a continuous text into paragraphs is a preparatory work for teaching children how to plan a story.

Drawing up a coherent text from these paragraphs is one of the training exercises in preparation for writing a presentation. The purpose of this work is to teach students to become more aware of the content of the story and the connection between the parts, and further strengthen the skill of a consistent presentation of the text.

Making a coherent text from these sentences- a preparatory exercise for presentation. Compiling a story from separate sentences, students learn the most important requirements for coherent speech - a consistent presentation of thoughts.

Composing a coherent text from deformed sentences.

The main goal of these exercises is for students to learn the order of words in a simple sentence, and sentences in a text. The exercises are designed to develop in children the skill of “building” sentences in such a way that each expresses an idea clearly and simply.

Free dictations are a preparatory stage for the presentation. They contribute to the improvement of students' speech skills, develop the ability to highlight the main thing in the content, expand the amount of attention. The work begins with the acquaintance of students with the whole text. Then the teacher reads separate paragraphs of the text 2 times, and the students reproduce the text freely, trying to correctly and consistently convey the content.

Exercises of this type contribute to the formation of memorization skills; pupils develop attentiveness, ingenuity, develop logical memory.

Story with description elements- the essence of the description consists in a more or less detailed indication of the signs of an object and phenomena. When analyzing texts with elements of description, one should pay attention to the meaning of this description for expressing the main idea of the story, because students often omit descriptions, rarely use them in essays and presentations.

Selective writing out from the text on assignment This is work on a separate topic. It is supposed to record not the entire text, but individual words, phrases or sentences in accordance with the task. For example, from an excerpt from S. Ivanov's story “What is snow like?” write down the words the author uses to describe snow. The text of V. Bianchi's story "Forest Holiday", task: write out an excerpt from the text that describes how forest animals had fun.

Written responses to questions.

These exercises will teach children to build sentences correctly for accurate and clear transmission of the content of the text.

Compiling a short story.

Learning to summarize is one of the most difficult tasks in writing a summary. It should go hand in hand with the teaching of short retelling in reading lessons. It is more difficult to retell and write down briefly than to convey the content in full. Shortening of the text cannot be done by simply dropping some sentences and paragraphs. This leads to logical breaks in the transmission of content. The student must say about the main thing in his own way, in his own words.

Replacement of the narrator's face in the text.

This exercise is grammatical. However, the replacement of the 1st person leads to the need for some changes in the text. To successfully complete this exercise, the student must enter the role of the character. Determine his age, understand his character, look at events through his eyes.

Creative dictation.

In this exercise, tasks are given to change the grammatical forms of words, extend the sentence with secondary members that are suitable in meaning, exclude unnecessary words or replace them with other, more successful ones.

Compiling a text based on key words, compiling a story based on a given beginning or at its end- one of the types of creative work. Sentences are compiled with the aim of activating words and turns of speech, in order to accumulate speech "blanks", details for the upcoming story or composition.

Creative presentations develop in students the ability to express their thoughts independently, are the first steps to writing.

And finally writing- this is a type of written school work, which is a presentation of one's thoughts, knowledge on a given topic. The essay requires the independence of the student, activity, enthusiasm, introducing something of his own, personal into the text. It contributes to the formation of the personality of the student.

After many experiments, the composition again took pride of place in the school curriculum and was included in the list of mandatory tests for the exam.

Development of written language This is a long and painstaking work of students and teachers. Speech exercises, as a rule, do not give a noticeable effect in a short time. Systematic work on the development of speech will certainly lead to success. Speech skills develop, so to speak, according to the laws of geometric progression: small success leads to more, speech is improved and enriched, which contributes to overall mental development, forms the personal qualities of schoolchildren

M. Gorky said: The word is the garment of all facts, of all thoughts. After all, a person who is not able to express his thoughts in oral and written speech cannot be literate. This mastery of correct speech, the precise expression of one's thoughts, is the focus of instruction in the primary grades. And only a teacher can make it interesting, desirable.

Bibliography:

Lvov M.G. Methodology for the development of speech of younger students. - Moscow "Enlightenment", 1985.

Andryukhova L.L., Sheverdina N.A. Didactic material for the development of speech in elementary school. - Rostov-n / D: "Phoenix", 2003.

Polyakova E.I. Lessons in the development of coherent speech in elementary school: a guide for the teacher / E.Yu. Polyakov. - Syktyvkar: Anbur, 2007.

Nurullina N.N. How I teach children to write essays. "Primary School", 1998, No. 3

Korol L.F. Creative work at the lessons of the Russian language. "Primary School", 1998, No. 4

Smirnova O. I. Types of creative written work at Russian language lessons. "Primary School", 2009, No. 1.

"Formation of independent written speech in primary school students using the research method in teaching."

Kostroma 2009.

Introduction. 3

Sources of information………………………………………………………………………… 12

Applications No. 1, No. 2, No. 3, No. 4, No. 5, No. 6

Sample map-matrix.

Introduction.

Having started working in 1989 as a primary school teacher, I was faced with the problem of choosing methods for teaching children independent written speech: presentation, composition, composition with elements of presentation of different types of organization (narrative or descriptive type):

Firstly, at that time their choice was very limited.
Secondly, those that the traditional technique allowed to use did not always give the long-awaited results.
Thirdly, in any class there were always such students for whom none of the traditional methods of teaching written coherent speech was suitable. Retelling, using reference catches, building a coherent text based on a series of plot pictures, according to a verbal plan, etc. did not work for the simple reason that these children had a lag in the emotional-volitional sphere, dynamic organization of movements, auditory-verbal memory and verbal-logical thinking. As a result, these children became unsuccessful in the Russian language, the motivation for the subject decreased, and at senior school age, for educational activities as such.

I have made various attempts to somehow get out of this vicious circle. Any experienced teacher knows how hard it is to realize that you cannot give your child even the most basic skills of retelling and writing down your thoughts, despite the fact that this is very much in demand in his future life. Unfortunately, there used to be a practice of taking such children to special correctional educational institutions. Now these children have the right to study in general education classes at the request of their parents. Thus, the teacher faces the question: how to work with them?

Chapter 1. Psychological and pedagogical substantiation of the research approach in teaching children independent writing

Having studied a huge amount of literature on the problem of children with speech disorders, having received additional education in 1998 as a teacher-speech therapist, I came to the following conclusions:

* the traditional method of teaching writing essays and presentations, (repeat like me), is justified for children with an auditory representational system (there are 15% of such children in the class), provided that all their mental processes are formed by age (such children are now 27% of the total mass of first-graders, according to the research data of G.R.

* non-traditional methods of teaching independent written speech for students of general education schools do not exist as such.

My attention was attracted by the technique of V.K. Vorobieva, Associate Professor of the Moscow State Correspondence University. M. Sholokhov, designed for children with motor alalia. Everyone knows that for a long time and with success, the methods developed by the Italian psychologist M. Montessori for the education and development of oligophrenic children have been used to teach children with normal intelligence and give amazing results. Moreover, the problem of the activity approach in teaching is very relevant now. The child is an explorer by nature. An unquenchable thirst for new experiences, a constant need to observe and analyze are considered in psychology as the most important features of children's behavior. In educational psychology and pedagogy there is a special term - "research learning". This is the name of the approach to learning, built on the basis of the natural desire of the child to independently explore the environment. It is this principle that is embedded in the methodology of Vorobyova V.K. It should be noted that I took the liberty of somewhat adapting the methods of work for students of a comprehensive school. The author assumes only the oral transmission of the text by the child, but when working on presentations and essays, I allow the text to be written down with subsequent self-examination and, at the request of the children, mutual examination. Also, I developed a matrix map with empty graphs for the descriptive type of texts and for the narrative type of texts (see appendices No. 7 and No. 2), which are filled in as students study the text using pictograms. I will talk about the main techniques and provisions of the methodology for teaching independent written speech using linear algorithms in the next chapter.

Chapter 2. The main provisions of the methodology for the formation of independent written speech based on the construction of linear algorithms and a picture-graphic plan.

Working with the text of a parallel organization: learning to write an essay-description according to a picture-graphic plan.

The complexity of learning to describe is due to the fact that in order to create and understand such a functional type of speech, accumulated life experience is not enough, but active intellectual work of the child is necessary to highlight the features and properties of an object or phenomenon. In addition, the internal organization of such a message does not have a “rigid program”, as in the narrative, since the thought of each new sentence does not follow from the thought of the previous one, but exists, as it were, independently, obeying only a general semantic plan, a common theme. In the traditional methodology of primary education, a sequence from the general to the particular is adopted. Based on this, it is possible to propose a variant of the graphical model of research activity, which includes three parts (see Appendix No. 2):

the first one is a list of symbols denoting the method of highlighting one or another property of an object;
the second unites the corpus of selected features;
The third represents images of the subject itself.

In my matrix map, for convenience, the parts are arranged in reverse order.

The volume of the first and second parts (the number of features) can be narrowed and expanded according to the goals and objectives.

When developing a scheme that regulates the research activity of children in the process of creating texts of a parallel structure, the author relied on the natural-genetic way of learning about the subject through sensory channels, visual, auditory, and tactile perception. Through the “eye” symbol, children learn to isolate signs of color, mode of movement, shape, size, location. Through the symbol "hand" - textural features of the object (solid, smooth, fluffy, etc.). Through the symbol "ear" - ways to detect an object. Signs of benefit-harm are indicated respectively by the signs + and -. Work according to the graphic plan is organized as a consistent activity for recognizing an object in a receptive text. Motivational activity in preparation for an essay is provided not only by the creation of a problem situation “guess the subject”, but also by a special selection of speech material, which is used as texts of a combined nature, narrative and descriptive. A good result is obtained by comparing message options: a text with a complete set of features and a text with an incomplete set of features, as a result of which the children themselves come to the conclusion that an object can be guessed only when all or most of its characteristics are presented in the story.

Working with text in a sequential organization, writing a narrative story using a linear algorithm.

This section of the methodology provides for the development of predictive actions in the process of compiling a story, guessing, anticipating the next one based on the given. The main principle in the formation of the idea is the principle of the phased introduction of the missing element of the event: at the beginning, children are invited to guess the missing object on the basis of a subject-graphic plan, then a whole horizontal link (sentence), and then several links (a series of sentences). The exercises on finding the correct order in the arrangement of subject pictures in a graphic plan will be interesting, reinforcing ideas about the repetition of the subject of the message in two adjacent sentences (see a sample matrix map for students in Appendix No. 7). Next comes a group of tasks for training the ability to coherently tell based on a graphic plan. In my lessons, children in the process of working on the text fill in the matrix map with the help of pictograms, memorizing the content of the text in parallel and performing internal pronunciation of sentences. To increase motivation for oral and written statements, problematic life situations can be widely used:

*situation #1: “You found a lost dog (image shown). You need to advertise in the newspaper and write it so that the owner recognizes the dog from the description. Find out which traits are special for this dog. Think about how best to talk about them.

*Situation #2: “You were in a market that sells animals. We saw a kitten there, which I would like to buy. Persuade your mother, tell her what he is.

With the development of descriptive speech, such tasks are offered that include a certain lexical difficulty. For example, to make a description according to the key words of the characteristics of the subject, replacing these words with antonyms or synonyms.

The introduction of new tasks into the process of teaching children related to the assimilation of the rules of the semantic and lexical-syntactic organization of text messages, the use of a research approach in teaching, reliance on visual algorithms significantly improve the quality of children's speech production, activate speech-thinking activity and increase overall motivation for learning activities.

Chapter 3 Experimental work on the formation of independent speech in children using a research approach in teaching.

The purpose of my experiment was to apply a research approach in teaching elementary school children the skills of independent writing using elements of the methodology developed by Associate Professor of Moscow State University. M. Sholokhov V.K. Vorobyeva, in comparison with traditional teaching methods used in elementary school. I have changed the techniques and the level of difficulty of some types of tasks, which I will discuss below.

The experiment was carried out on the basis of MOUSOSH No. 37 in Kostroma for two years and was of a comparative nature. All the children selected by me for the experiment were examined for speech production, and a systemic speech disorder was revealed.

For the experiment (2005-2006), I selected a group of children from 16 people with speech therapy conclusions:

2 people with mental retardation of various origins;

6 people - children with impaired reading and writing skills due to OHP level 3;

7 people - with impaired reading and writing skills due to OHP level 4;

1 person - cerebral palsy, disability group 3.

All these children attended speech therapy classes from the first grade. Prior to the experiment, I worked with them according to the traditional method of teaching writing summaries and essays. At best, children could write down part of the story (when working on the presentation), and the quality of their message was extremely low. All texts presented in Appendix No. 1 have a large number of lexical and grammatical errors:

*1 type of errors: violation of the sequence of presentation (see the work of Kirill S. Presentation according to the verbal plan "Winter").

* 2 type of errors: omission of any part of the event: see the work of Ksenia A. (exposition on the key words "Squirrel").

* Type 3 errors: violation of the order of words within a sentence: see the work of Anton V. (exposition according to the verbal plan "The Hedgehog and the Wolf").

When teaching writing - description using a research approach and a matrix map developed by me, the quality of children's work increased significantly. In such lessons, there are no children with low motivation. In addition to, of course, a positive psychological effect, they achieved my goal, the students made up a lexically complete text, the number of spelling errors was reduced (see the work of Katya A. "Apple" in Appendix No. 3 and the work of Anna G. "Airplane" in Appendix No. 4).

When working on narrative presentations, I devoted most of my time to preparatory work with students, this is not accidental, since it is in the process of conscious perception of the text that students begin to learn the laws of constructing messages, catch the ways of connecting sentences in a story, and thus learn the skill of compiling an independent text . The matrix map for narrative text should contain as many rectangles as there are sentences in the text to be presented. In these rectangles, the child enters graphic images of objects that are the main objects in the sentence. You can make a picture plan from an illustration or replace it with pictograms. In this case, the graphic plan arises directly from the pen of the child, which certainly increases interest in this story and improves the productivity of the lesson.

The quality of the content of essays and presentations can be judged by looking at the children's work in appendices No. 5 and No. 6. When working on these essays, the technique of constructing a plan from pictograms was used. Even a child with mental retardation (Anton V.), who until the end of the 1st grade could not learn to write and read, coped with the task quite well.

The above technique is proposed for use by many authors (pictograms), this method is far from new, but very effective, since the graphic scheme gives a clearer picture of the phenomenon, allows you to see flaws and inconsistencies in the chain of rationalizations, gives a visual representation of the general structure of the object under study and interaction of its main elements.

Thus, after analyzing all the results of the experiment:

*improving the quality of children's speech production;

*increasing teacher productivity;

*increasing the general motivation for learning activities among students;

*Improved performance in Russian language and reading.

I concluded: the use of a research approach in teaching independent written speech justified itself. We can safely recommend this technique for use by primary school teachers, teachers of KRO classes, speech therapists. It will give a tangible result, as it will allow the teacher to more creatively approach the most difficult topics: teaching children presentations and compositions, especially since the age of students has decreased to 6.5 years, and a slightly different approach is needed for such children. This increases the demand among specialists for similar methods and techniques that I use in my work practice both as a speech therapist teacher and as a primary school teacher.

Information sources:

Books:

1. Savenkov A. I., Little researcher: how to teach a younger student to acquire knowledge. /Text/: Yaroslavl: Academy of Development: Academy Holding, 2002. 208 p.

2. Tyulyaeva T.I., Student Portfolio, or Folder of Personal Achievements: Collection / Text /: M .: Ventana-Count, 2008. 160 p.

Magazines:

1. Novikova G.R., The state of higher mental functions in children entering the first grade of a general education school./Text/,//Defectology. 2000. No. 2.

2. Russian E.N., On some methods of developing readiness for mastering independent written speech by students with severe speech disorders. /Text/, //Defectology. 2000. No. 2.

Reports:

1. Tikhova I. N., Formation of independent written speech in children with ONR. /Text/, Kostroma: 2007 . 18 p.

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Introduction

1. The development of speech of younger students in the psychological and pedagogical literature

1.1 Speech and its purpose in primary school age

1.2 The system of speech development in elementary school

1.3 Written connected speech in the Russian language teaching system

2. Experimental work on the development of written speech of younger students

2.1 Difficulties in the development of writing

2.1 Methods and techniques for the development of writing in elementary school

2.3 Indicators of the effectiveness of the use of methods and techniques in the lessons of the Russian language

Conclusion

List of sources used

Introduction

Speech is one of the types of human communicative activity - the use of language tools to communicate with other members of the team.

Teaching children correct and beautiful speech, both oral and written, is a difficult task that requires an integrated approach.

The concept of “development” appeared in the humanitarian context of pedagogy at the turn of the 16th-17th centuries, after the English naturalist W. Garvey proclaimed the principle “everything living comes from an egg”. A figurative meaning arose from the literal meaning, which was widely used by representatives of all fields of science, proclaiming the principle of development as one of the central ones in explaining the world around us and human society. For teachers, such familiar combinations are associated with this concept, such as the zone of actual development, the social situation of development, comprehensive harmonious development, developmental education, etc. use.

So, Aristotle's ideas about the natural conformity of the development of a person who has the beginning of movement in himself remain relevant; Ya. A. Comenius - about the need to develop in a person everything that he has embedded in himself in the bud.

Teachers working in classes according to the system of developmental education work hard to teach children to think, to penetrate the essence of phenomena, to make them active participants in the educational process. Teachers build lessons in such a way that students themselves notice certain gaps in understanding the material and try to supplement them. In search of answers, children work collectively, and the teacher only directs them to the desired goal.

In the concept of developmental education, the child is seen not as an object of the teacher's teaching influences, but as a self-changing subject of skill, as a student. According to VV Davydov, the bearer of any activity is the subject. Its content and structure belong to the subject, as a result of which it is impossible to separate the activity from the subject, which in turn has such qualities as consciousness, initiative, independence, responsibility, and others.

Modern educators are very worried that children today do not know how to express their thoughts. Most students are not able to use all the possibilities of the language in a conversation and can only make short phrases, do not know how to express a clear and complete thought, even in their native language. And high school teachers admit that a significant number of students have writing difficulties, even if they are required to write the simplest sentences. Children need stimulation and intellectual tasks, they need to be involved in the process of active learning. They don't have to be passive. Any activity that arouses the interest of the student and the work of his imagination, kindles in him the desire to find an answer, raise a question or raise an objection, can be good potential food for thought. It is in this age, when we need "evolved" minds so much to deal with many of the very complex problems of our time, that we cannot encourage or even allow such methods of mind development as passive observation or assimilation.

The importance of studying the problem of speech development lies in the fact that it affects the entire set of interpersonal relationships that a student enters into. Insufficient command of speech is an objective reason that makes it impossible to freely participate in the life of society. Today, primary school students do not speak enough in class, they practically manage with separate statements, monosyllabic words “yes” and “no”. This happens for various reasons: the lack of motivated speech situations created by the teacher; exclusion of the need for a monologue; elementary inability to correctly express their thoughts. Speech exercises, as a rule, do not give a noticeable effect in a short time - long, systematic work of students and teachers is needed. Temporary failures and breakdowns should not frighten either one or the other. Based on the relevance of this problem, we have identified this research topic.

The purpose of the study: to identify methods that will have a significant impact on the development of speech of primary school students.

Object of study: speech activity of younger students.

Subject of research: the process of development of coherent speech of primary school students.

Hypothesis : if a complex of various methods and techniques is used in the lessons, this will contribute to the development of the speech of schoolchildren.

Research objectives:

To study the psychological and pedagogical literature on the problem;

determine the conditions for creating and implementing the need to speak out for each student;

to reveal the main methods of developing the written language of younger students;

Show the causes of speech errors and ways to correct them.

The following research methods were used in the work: analysis of scientific, pedagogical and methodological literature; analysis of school documentation; conversation; psychological and pedagogical experiment; observation; achievement tests, questioning, study of student creativity; generalization of results; diagnostics according to the method of R.S. Nemov; defining cut.

The practical significance of the study lies in the fact that its materials can be used in the course of the methods of teaching the Russian language in primary school, as well as in the practical activities of the teacher.

The structural components of this thesis are: introduction, two chapters, conclusion, list of sources used and applications.

1. The development of speech of younger students in the psychological and pedagogical literatureatre

1. 1

Speech is one of the types of human communicative activity - the use of language tools to communicate with other members of the team.

Speech is understood as both the process of speaking (speech activity) and its result (speech products fixed by memory or writing).

Teaching children correct and expressive speech, both oral and written, is a difficult task that requires an integrated approach.

The level of speech development of a significant number of younger schoolchildren barely reaches the necessary limit, and in a fairly large group of children the level of speech development is clearly insufficient. Figurative, vivid, logically constructed speech is the main indicator of the intellectual level of the child, therefore, work on the development of the speech of younger students is an important and necessary condition for the successful development and education of students.

The concept of "development" appeared in the humanitarian context of pedagogy at the turn of the 16th-17th centuries, after the English naturalist W. Garvey proclaimed the principle "everything living comes from an egg" . A figurative meaning arose from the literal meaning, which was widely used by representatives of all fields of science, proclaiming the principle of development as one of the central ones in explaining the world around us and human society. For teachers, such familiar combinations are associated with this concept, such as the zone of actual development, the social situation of development, comprehensive harmonious development, developmental education, etc. use.

Primary school teachers work hard to teach children to think, to penetrate into the essence of phenomena, to make them active participants in the educational process. Teachers build lessons in such a way that students themselves notice certain gaps in understanding the material and try to supplement them. In search of answers, children work collectively, and the teacher only directs them to the desired goal.

In classes where teachers adhere to the approaches of the traditional teaching system, there is a gradual formation of learning activities that contribute to the formation of strong, deep knowledge, conscious assimilation of the material. Teachers think over psychological and methodological techniques to make the assimilation of the material available with less time and with greater efficiency.

In the concept of developmental education, the child is seen not as an object of the teacher's teaching influences, but as a self-changing subject of skill, as a student. According to V.V. Davydov, the bearer of any activity is the subject. Its content and structure belongs to the subject, as a result of which it is impossible to separate the activity from the subject, which in turn has such qualities as consciousness, initiative, independence, responsibility, and others.

For a child, good speech is the key to successful learning and development. Children with poorly developed speech often turn out to be unsuccessful in certain subjects. Speech is a factor in developmental learning.

The activation of learning is, first of all, the organization of students' actions aimed at understanding and solving specific educational problems. In the field of teaching the Russian language, the primary grades of the school face two tasks: the development of spelling skills, the development of oral and written speech, i.e. development of the ability to sensibly express thoughts. One of the reasons for the insufficient literacy of junior schoolchildren N.S. Rozhdestvensky considered a gap between spelling knowledge and the culture of children's speech. Spelling literacy of students cannot be developed without the development of speech in general. In order to carry out this stage in teaching spelling, it is imperative to use active methods of work that would stimulate independent thought and speech activity of the child.

Genuine knowledge and skills are acquired in the process of active mastery of educational material. Activity in its assimilation requires attention to the material being studied, the tasks of the teacher. For all this, the tension of the mind and will of the students is necessary. This requirement becomes especially serious for the development in children of a certain culture of written speech. As you know, K.D. Ushinsky considered attention to be the only door through which the impressions of life enter the child's soul. This is even more true when it comes to active attention.

In the conditions of teaching the Russian language in general and in teaching essays in particular, it is necessary to cultivate attention. Focusing students' attention on linguistic forms and their meanings activates the cognitive activity of children, contributes to a better assimilation of the material being studied, the development of thinking and speech abilities. Attention to the word, its form, its spelling when reading and writing teaches children to memorize words and use them during independent work.

If the exercise is not accompanied by a certain mental work, then the student does not think about what he writes. It is the task of the teacher to make the student think about the words, phrases and sentences that he writes, reads in the books by which he learns the Russian language.

A significant role in teaching the Russian language is played by the conscious attitude of students to work. It is necessary for children to understand the responsibility for their work, in addition, it is also important to understand the practical significance of working on individual exercises in the Russian language. Active, careful performance of tasks in accordance with the requirements of the teacher, the textbook is also a conscious attitude to learning. It will undoubtedly help in mastering the student's speech. Interest in work is brought up in younger students if they receive meaningful, feasible, but at the same time thought-provoking tasks. In this case, the student works actively. Summing up what has been said, it is necessary to emphasize with special insistence that of the two or more types of exercises available to the teacher, one should read the one that more activates the attention, perception, memory, thinking and speech of children. In this case, teaching spelling will simultaneously serve to teach children the elements of cultural, correct Russian speech in its oral and written forms.

The development of speech is an important task of teaching the native language. Speech is the basis of all mental activity, a means of communication. Students' abilities to compare, classify, systematize, generalize are formed in the process of mastering knowledge through speech and are also manifested in speech activity. A logically clear, demonstrative, figurative oral and written speech of a student is an indicator of his mental development.

Initially, the child expresses feelings, impulses and thoughts in separate words, devoid of a clear grammatical design. But soon, he begins to intuitively capture the system of its patterns in the language. In his statements, various parts of speech appear, used in the necessary reliable temporary, generic and other forms, sentences are constructed. By the age of seven, children already generally master the most important means of morphology and many forms of syntax. In other words, children acquire their native language through speech activity, through the perception of speech and speaking. That is why it is so important to create conditions for the speech activity of children. To communicate, to express their thoughts. The development of a child's speech is not a spontaneous process. It requires constant pedagogical guidance.

Speech helps the child not only to communicate with other people, but also to learn about the world. Mastering speech is a way of knowing reality. The richness of the accuracy of the content of speech depends on the enrichment of the child's consciousness with various ideas and concepts, on the life experience of the student, on the volume and dynamism of his knowledge. In other words, speech, developing, needs not only linguistic, but also factual material. The student will tell well only about what he knows well: he must have a stock of knowledge, material on the topic of the story, then he will be able to highlight the main, essential. The material must be meaningful. It is also a necessary condition for the student's speech development. For a child, good speech is the key to successful developmental learning. Who does not know that children with poorly developed speech often turn out to be unsuccessful in various subjects.

The modern school pays much attention to the development of thinking in the learning process. Questions arise: what place does speech and speech exercises play in solving this problem? Is it possible to identify speech development with the development of thinking? Thinking cannot develop successfully without linguistic material. In logical thinking, the most important role belongs to concepts, in which the essential features of phenomena are summarized. Concepts are denoted by words, therefore, in the word, the concept acquires the material shell necessary for communication.

Thus, mastering the language, vocabulary and grammatical forms creates the prerequisites for the development of thinking. Psychologist N.I. Zhinkin wrote: "Speech is a channel for the development of the intellect ... The sooner the language is mastered, the easier and more fully knowledge will be acquired." Knowledge, facts, that is, information, are the material of thinking. Consequently, through this channel, speech development contributes to the development of thinking.

A person improves his speech all his life, mastering the riches of the language. Each age stage brings something new to his speech development. The most important stages in mastering speech fall on children's age - its preschool and school periods.

At an early age, the child has communication needs, which he satisfies through the simplest means. From the very beginning, speech arises as a social phenomenon, as a means of communication. A little later, speech will also become a means of understanding the world around us, planning actions. Developing, the child uses more and more complex language units. The dictionary is enriched, phraseology is assimilated, the child masters the laws of word formation, inflection and word combinations, various syntactic constructions. He uses these means of language to convey his increasingly complex knowledge, to communicate with people around him in the process of activity.

Initially, the child expresses feelings, impulses and thoughts in separate words, devoid of a clear grammatical design. But soon, from about the age of two months, he begins to inductively grasp the system of its laws in the language. In his statements, various parts of speech appear, used in the necessary reliable temporary, generic and other forms, sentences are constructed. By the age of seven, children already generally master the most important means of morphology and many forms of syntax. In other words, children master their native language through speech activity, through the perception of speech and speaking. That is why it is so important to create conditions for the speech activity of children. To communicate, to express their thoughts. The development of a child's speech is not a spontaneous process. It requires constant pedagogical guidance.

The success of students in coherent speech provides and, to a greater extent, determines success in academic work in all subjects, in particular, they contribute to the formation of a full-fledged reading skill and the formation of the basics of spelling literacy.

Coherent speech is characterized by the semantic, structural and linguistic connection of parts. The basic unit is the text (speech statement, speech message). When teaching coherent speech, we are faced with the concept of activity in two aspects. Firstly, it is an educational (cognitive) activity, during which knowledge about the structure of the language is acquired. Secondly, this is a speech activity, during which students use the language in various speech functions, including the function of communication. Both of these activities are inextricably linked at all stages of learning. The unity of educational and speech activity creates the basis for activating the process of speech development in the system of developing education for primary school students.

At school age, the language is acquired by the child spontaneously, in communication, in speech activity. But this is not enough: spontaneously acquired speech is primitive and not always correct. Some very important aspects of the language cannot be acquired spontaneously and, therefore, are the responsibility of the school.

Knowing the word denoting a concept helps a person to operate with this concept, that is, to think. Words are combined in syntactic constructions, allowing you to express connections, relationships between concepts, express a thought. Logical thinking is formed in the primary grades and develops and improves throughout a person's life.

Human thought is clothed in linguistic forms. No matter how complex the content of human thought, it finds a harmonious embodiment in the syntactic constructions and morphological forms of the language.

Thus, mastering the language, vocabulary and grammatical forms creates the prerequisites for the development of thinking. Psychologist N.I. Zhinkin wrote: “Speech is a channel for the development of intellect ... The sooner the language is mastered, the easier and more complete knowledge will be acquired.” Knowledge, facts, that is, information, are the material of thinking. Consequently, through this channel, speech development contributes to the development of thinking.

However, it would be wrong to identify the development of speech with the development of thinking. Thinking is wider than speech, it relies not only on language. The work of thought, becoming more complicated in connection with labor, with observation, with other types of activity, requires the enrichment and complication of speech. Thinking stimulates speech. The enrichment of speech, in turn, has a positive effect on the development of thinking. It is important that the new language means that the student learns are filled with real meaning. This provides a link between thinking and speech. If a student cannot put his thought into a speech shell, then there are flaws in the thought itself, and these flaws are revealed in the process of forming thoughts in speech forms. A thought acquires full clarity only when a person can express it in a language form that is clear and understandable to other people. Speech is varied. This is a conversation of friends and an ardent call of the speaker, and a monologue of the artist, and the answer of the student at the blackboard. Inner speech is mental speech, flowing, although on linguistic material, but without distinct external manifestations. It's like talking to yourself. It is fragmentary, devoid of clear grammatical forms. External speech is speech - communication, speech for others. It is designed for perception, for the speaker to be understood by his interlocutors or listeners. External speech can be dialogic and monologue.

Dialogue is a conversation between two or more people. Each individual statement depends on the replicas of other interlocutors, on the situation. The dialogue does not need extended sentences, so there are many incomplete sentences in it.

A monologue is a speech of one person, a story, a message, a retelling. Unlike dialogue, a monologue is arbitrary, requires strong-willed skills, and sometimes significant preparatory work.

The speech of a particular person is the attitude of his general culture. Therefore, speech must comply with certain rules.

1. Correctness is the communication of the norms of the modern literary language - grammar, spelling, punctuation. Correctness is considered the basic quality of good speech.

Clarity is its availability for others to understand. Words and expressions invented or taken from any work for decoration harm the clarity.

Accuracy - the meaning of words and phrases and the subject aspects of speech.

5. Expressiveness - the ability to clearly, convincingly and at the same time, as concisely as possible, express one's thoughts and feelings, the ability to act on the addressee with intonation, choice of words, construction of sentences.

6. Wealth - is determined by the choice of language means to express the same thought, the lack of uniformity, the repetition of the same words and structures.

External speech can be both oral and written. Written speech, in general, is characterized by the same features as in oral speech, but they are more strictly expressed. At the same time, there are also distinctive features.

Firstly, written speech is always more complex and fuller than oral speech, sentences are larger, constructions are used more often that complicate sentences more than book words.

Secondly, in the written version, pauses, logical stresses, intonation, gestures and other means that play such an important role in oral speech are impossible.

Thirdly, written language is limited by spelling.

Fourthly, written speech is compiled and proceeds much more slowly than oral speech.

Fifthly, written speech is a speech prepared, subject to verification, amenable to correction, improvement, therefore, mastering written speech contributes to an increase in the general language culture.

In elementary school, children are taught reading, writing, oral and written speech - this is the formation of specific speech skills and abilities, that is, the contributions of speech activity. Usually there are four main types of speech activity.

Listening (listening and understanding)

Oral speech.

Written speech.

Consider the mechanisms of speech activity. A person throughout his life improves his speech, masters the richness of the language. Speech arises from the need to speak out, and human utterances are generated by certain motives. This aspect of speech activity is called speech motivation.

Speech motivation occurs in children in the presence of emotions associated with vivid impressions, interest in a particular activity. This means that the need for communication is the first condition for speech development. But communication is possible only with the help of generally accepted signs, that is, words, their combinations, various turns of speech. Therefore, children need to be given speech samples or create a speech environment. This is the second condition for speech development. The richness and diversity of his own speech largely depends on what kind of speech environment a child has. Speech helps the child not only to communicate with other people, but to learn about the world. The richness of speech largely depends on the enrichment of the child with various ideas and concepts, on his life experience. In other words, while developing, speech needs not only linguistic, but also factual material. This is the third condition for successful speech development.

For a child, good speech is the key to successful learning and development. At first, the language is acquired by the child spontaneously, in the process of communication. But this is not enough, spontaneously learned speech is primitive and not always correct. Some very important aspects of the language cannot be acquired spontaneously and therefore are the responsibility of the school. This is, firstly, the assimilation of the literary language, subject to the norm, the ability to distinguish the literary, "correct" from the literary, from vernacular, dialects, jargons.

Second, students learn to read and write. Both reading and writing are speech skills based on the language system, on knowledge of its phonetics, vocabulary, grammar, and spelling.

The third area of the school's work on speech development is bringing the speech skills of children to some basic minimum, below which no student should remain. This is the improvement of students' speech, the improvement of its culture.

The reasons for poorly developed speech in a child can be: violations in the development of the muscles of the articulatory-speech apparatus, low development of phonemic hearing, poor vocabulary, and deficiencies in the development of grammatical skills. Violation of sound pronunciation and articulation - the child incorrectly pronounces individual sounds, his speech is characterized by insufficient intelligibility and expressiveness, and its pace is slower than that of peers.

Shortcomings in the development of sound-letter perception and sound-letter analysis (low development of phonemic hearing) - insufficient development of the ability to hear, recognize and distinguish sounds and their combinations, not confuse them. No less important are the skills of sound-letter synthesis - the ability to understand the relationship between sounds and their combinations.

The main violations of this kind include: the inability to isolate sounds sequentially or according to their location; inability to distinguish sounds by hardness, softness, sonority, deafness; inability to indicate hardness, softness in writing. For the same reasons, the acquisition of the skill of word formation and inflection is inhibited.

Deficiencies in the development of the lexical and grammatical structure of speech - the child does not know how to correctly compose and understand grammatical constructions, incorrectly uses genders and cases. This also includes the inability to correctly place stresses, which leads to distortion of the word beyond recognition.

Insufficient development of semantic guessing - the child does not know how, based on the context, to correctly predict the end of a word or phrase. Insufficient development of vocabulary - poor vocabulary, difficulty in understanding the meaning of words due to their absence in the child's active vocabulary. The child finds it difficult to establish a lexical connection between the words he read, he does not understand the new meaning that they acquire in combination with each other. It should be noted that the quality and quantity of a child's vocabulary largely determine the level of speech development in general. It is very important to pay attention to both passive (that is, those words that are stored in memory) and active (words that are constantly used) vocabulary. It is necessary for the child to know what meanings the word has, to be able to use it correctly in independent speech.

Special developmental techniques include exercises for training the muscles of the articulatory and speech apparatus, tasks for the development of phonemic hearing, grammatical skills, and vocabulary.

Thus, work on the development of speech should be carried out from the very first stages of education. But “speech is a language function”, therefore it is impossible to speak about the development of speech as such. In this matter, one should turn to psychology. Developing after L. S. Vygotsky the theory of activity, psychologists came to the conclusion that speech is also a kind of activity, speech activity.

Speech activity is an active, purposeful process of creating and perceiving statements, carried out with the help of language means in the course of interaction between people in various communication situations. It is on the last point of this definition that I would like to draw special attention. The teacher most often does not provide the student with a specific communication situation (realization of who, why, under what circumstances he is speaking) - usually he “just” writes an essay or “simply” answers questions on the material covered. In real speech practice, “simply” statements are not created.

Thus, two methodological conclusions follow from the above-mentioned psychological characteristics of speech activity:

1) before giving the task to students to create or perceive an utterance, it is necessary to try to ensure that they have a corresponding need, a desire to enter into verbal communication;

2) when offering children to create a text, it is important to ensure that they understand who, why and under what circumstances they are addressing.

The study of psycholinguistic and methodological literature led us to the conclusion that it is necessary to create speech situations in order to improve speech activity, especially when conducting essays.

Developmental learning is understood as a new, active-activity type of learning, replacing the explanatory-illustrative type.

Developmental training:

* takes into account and uses the laws of development, adapts to the level and characteristics of the individual;

* ahead, stimulates, directs and accelerates the development of the hereditary data of the individual;

* regards the child as a full-fledged subject of activity;

* is aimed at the development of the whole holistic set of personality traits;

* Occurs in the child's zone of proximal development.

An essential feature of developmental learning is that it creates a zone of proximal development, causes, induces, sets in motion the internal processes of mental neoplasms.

To determine the outer boundaries of the zone of proximal development, to distinguish it from the actual and inaccessible zone is a task that can be solved so far only at an intuitive level, depending on the experience and skill of the teacher.

Development of L.V. Zankov understands it as the appearance of neoplasms in the child's psyche, not directly set by training, but arising as a result of internal, deep integration processes.

The general development is the appearance of such neoplasms in all spheres of the psyche - the mind, will, feelings of the student, when each neoplasm becomes the fruit of the interaction of all these spheres and advances the personality as a whole. In the learning process, it is not knowledge, skills and abilities that arise, but their psychological equivalent - cognitive (cognitive) structures. It is the cognitive structures that develop with age in the learning process, because these are relatively stable, compact, generalized semantic representations of knowledge, ways of obtaining and using them, stored in long-term memory. Involving a student in learning activities focused on his potential, the teacher must know what methods of activity he mastered in the course of previous training, what are the psychological characteristics of this process and the degree of understanding by students of their own activities.

To identify and track the level of general development of a schoolchild, L.V. Zankov proposed the following indicators:

* observation is the initial basis for the development of many important mental functions;

abstract thinking - analysis, synthesis, abstraction, generalization;

practical actions - the ability to create a material object.

Basic principles of the system of developing education L.V. Zankov.

High level of difficulty.

Leading role in teaching theoretical knowledge, linear construction of curricula.

Progress in the study of the material at a rapid pace with continuous concomitant repetition and consolidation in new conditions.

Students' awareness of the course of mental actions.

Education in students of positive motivation for learning and cognitive interests, the inclusion of the emotional sphere in the learning process.

Humanization of relationships between teachers and students in the educational process.

development of each student in the classroom.

The essence of developmental learning technology:

the lesson has a flexible structure;

in the classroom discussions are organized on what has been read;

Didactic games are widely used, intensive independent activity of students, groupings, elucidation of patterns, independent formulation of conclusions;

Pedagogical situations of communication are created in the classroom, allowing each student to show initiative, independence, ingenuity in the ways of working, an environment for natural self-expression of younger students.

Developmental learning technology D.B. Elkonina - V.V. Davydova aims to form theoretical consciousness and thinking; to convey to children not so much knowledge as ways of mental actions - COURTS; reproduce the logic of scientific knowledge in the educational activities of children.

Scientists proceed from the fact that the developmental nature of education is associated, first of all, with the fact that its content is built on the basis of theoretical knowledge. The basis of the system of theoretical knowledge is meaningful generalizations - this is the comprehension of an object not through its visual, external similarity with others, but through its hidden specific relationships.

The peculiarity of the methodology is purposeful learning activity (TSUD) - a special form of a child's activity aimed at changing himself as a subject of learning. CUD is not the same as activity. In this case, the search for generalized methods of action, the search for patterns and principles is activated. To organize the CCC is the main and most difficult methodological task of the teacher. It is solved using various methods and methodological techniques: problem presentation, the method of learning tasks, collective and group methods, new methods for evaluating results, etc.

The problematic presentation of knowledge involves not only communicating the conclusions of science to children, but, if possible, leading them along the path of discovery, forcing them to follow the dialectical movement of thought towards the truth and making them accomplices in scientific search.

The educational task in the technology of developmental education is similar to a problem situation, but its solution does not consist in finding a specific way out, but in finding a general method of action, the principle of solving a whole class of similar problems. The educational task is solved by performing certain actions:

* acceptance from the teacher or independent setting of the educational task;

* transformation of the conditions of the problem in order to detect the general relationship of the object under study;

modeling of the selected relation in subject, graphic and letter forms;

transformation of the relationship model to study its properties in a "pure form";

construction of a system of particular problems solved in a general way;

control over the implementation of previous actions;

assessment of mastering the general method as a result of solving this educational problem.

To solve a problem theoretically means to solve it not only for a given particular case, but also for all homogeneous cases. At the same time, modeling in the subject, graphic or symbolic form of the method of solving the problem plays an important role. The training model depicts some general relation found and isolated in the process of transforming the conditions of the problem, fixing the internal characteristics of the object and directly observable. Thus, the educational model acts as a product of mental analysis, being itself a special means of human mental activity. The sources of the existence of purposeful educational activity lie not in the individual student, but in the system of social relations in the class (teacher and student). "Collective-distributive mental activity" helps to solve the learning problem and significantly develops students' skills to formulate questions and answers, look for arguments and sources of solutions, build hypotheses and test them with critical reason, reflect on their actions, and also promotes business communication. In the "teacher-student" dialogue, the principle of gradually decreasing assistance and increasing the share of the child's independent activity is observed.

The technology of developing education implies a completely different nature of the assessment of educational activities. The quality and volume of the student's work is evaluated in terms of the student's subjective capabilities. In other words, the assessment reflects the personal development of the student, the perfection of his educational activities. If a student works to the limit of his abilities, he deserves the highest mark, even if in terms of the abilities of another student this is a very mediocre result.

The task of the teacher is not to bring everyone to a certain, given level of knowledge, skills, and abilities, but to bring the personality of each student into a development mode, to awaken in the student the instinct of knowledge, self-improvement.

1.2 Speech and its purpose in primary school age

written communication speech school

Activation - strengthening, revitalization of educational activities, motivation for decisive action, i.e. a combination of efficiency improvement and carried out in three areas: pedagogical, socio-psychological and socio-environmental.

The issues of activating the development of schoolchildren's speech are among the most pressing problems of modern pedagogical science and practice. Of particular importance is that teaching, being a reflective and transforming activity, is aimed not only at the perception of educational material, but also at the formation of the student's attitude to the cognitive activity itself. The transforming nature of activity is connected with the activity of the subject. The task of the teacher is to ensure not a general activity in cognitive activity, but their activity aimed at mastering the leading knowledge and methods of activity.

The activation of learning is, first of all, the organization of students' actions aimed at understanding and solving specific educational problems. In the field of teaching the Russian language, the primary grades of the school face two tasks: the development of spelling skills, the development of oral and written speech, i.e. development of the ability to sensibly express thoughts. N.S. Rozhdestvensky considered one of the reasons for the insufficient literacy of younger schoolchildren to be the gap between spelling knowledge and the culture of children's speech. Spelling literacy of students cannot be developed without the development of speech in general. To carry out this stage in teaching spelling, it is imperative to use active methods of work that would stimulate independent thought and speech activity of the child.

Every teacher of the modern school knows that it is often necessary to repeat the same grammar material with students many times and yet it remains unlearned. Children seem to know the rule, formulate it correctly, give words or sentences illustrating the rule, but violate it in dictation, and with more independent work they are not able to spell correctly and sensibly express their thoughts. What is the reason for this phenomenon? The student in the lesson writes, reads, answers the teacher's questions, but this work does not affect his thoughts, does not arouse interest. Often he cannot concentrate, think, strain his memory. Such work of a student in a Russian language lesson should be called passive.

Genuine knowledge and skills are acquired in the process of active mastery of educational material. Activity in its assimilation requires attention to the material being studied, the tasks of the teacher, the formulation of the rules and tasks of the textbook. For all this, the tension of the mind and will of the students is necessary. This requirement becomes especially serious when applied to grammar and spelling, the study of the elements that are the initial basis for developing in children a certain culture of written (or oral) speech. As you know, K.D. Ushinsky considered attention to be the only door through which the impressions of life enter the child's soul. This is even more true when it comes to active attention.

In the conditions of teaching the Russian language, to cultivate attention means to develop the ability to various forms of the word, to develop “spelling vigilance”. This means that, looking at the spelling of a word, children should see it as a whole and individual sounds (hard and soft, voiced and deaf, percussive and unstressed). The student himself needs to correctly pronounce the word in whole and in parts (according to syllables, sounds, etc.).

Focusing students' attention on linguistic forms and their meanings activates the cognitive activity of children, contributes to a better assimilation of the material being studied, the development of thinking and speech abilities. Attention to the word, its form, its spelling when reading and writing teaches children to memorize words and, when working independently, use and write them correctly. Thus, “spelling vigilance” is gradually developed, i.e. the habit of memorizing the spelling of the words encountered.

At a Russian language lesson, it is advisable to check not only how well the student coped with the task, but also what he will remember from what he wrote and be able to write, pronounce, and use it correctly in his speech. This is of undoubted importance not only for the development of spelling and literacy, but also for the formation of students' written speech. If the performance of a grammar and spelling exercise is not accompanied by a certain mental work, then the student does not think about what he writes. It is the task of the teacher to make the student think about the words, phrases and sentences that he writes, reads in the books by which he learns the Russian language.

A significant role in teaching the Russian language is played by the conscious attitude of students to work. It is necessary for children to understand the responsibility for their work, in addition, it is also important to understand the practical significance of working on individual exercises in the Russian language. Active, careful performance of tasks in accordance with the requirements of the teacher, the textbook is also a conscious attitude to learning. It will undoubtedly help in mastering the student's Russian speech. Interest in work is brought up in younger students if they receive meaningful, feasible, but at the same time thought-provoking tasks. In this case, the student works actively. Summing up what has been said, it is necessary to emphasize with special insistence that of the two or more types of exercises available to the teacher, one should read the one that more activates the attention, perception, memory, thinking and speech of children. In this case, teaching spelling will simultaneously serve to teach children the elements of cultural, correct Russian speech in its oral and written forms.

Raising interest in the subject contributes to the activation of students' speech activity, deepens the quality of knowledge. At the same time, it is important to take into account the psychological essence of the learning process and the psychological characteristics of younger students.

So, attention to the word, attitude to memorization, activity of thought processes, conscious attitude to work, volitional tension - all this constitutes the content of the concept of "activation of the educational activity of younger students."

The methodology of developing education is a system of qualitatively new knowledge that offers a fundamentally different construction of educational activity, which has nothing in common, having nothing in common with reproductive, basic training and memorization training and conservative pedagogical consciousness. This technique proposes to involve students in various activities, use didactic games, discussions in teaching, as well as teaching methods aimed at enriching imagination, thinking, memory and speech.

...
thesis, added 03/25/2011

Features of the formation of coherent speech in children with mental retardation. Speech activity of children with mental retardation, development techniques. Types of work on the formation of coherent speech. Coherent speech as a result of the development of students' cognitive interest in the lessons of the Russian language and literature.

test, added 03/20/2011

The concept of writing, characteristics of written speech. The place of reasoned written speech in the structure of teaching a foreign language. The program of classes on the formation of reasoned written speech among students. Approaches to teaching a foreign language at school.

thesis, added 07/29/2017

Analysis of psychological, pedagogical and methodological literature, texts of Russian language textbooks on the development of written coherent speech. Evaluation of the effectiveness of the use of educational material of textbooks on the basis of diagnosing the level of development of written coherent speech.

thesis, added 11/18/2010

Techniques for teaching colloquial dialogical Even speech of primary school students. Difficulties in mastering the native Even language of 2nd grade students. Analysis and practical testing of assignments for teaching schoolchildren's native speech at Even language lessons.

thesis, added 02/11/2012

Formation of skills of self-control and self-regulation in primary school age. Formation of the system of educational motives and needs. Analysis of independent work as one of the types of learning activities of students. Teaching methods in Russian language lessons.

term paper, added 08/21/2017

Theoretical problems of the state of coherent written speech among students, modern ideas about coherent speech in linguistic and methodological literature. Experimental research and correction of coherent speech, a system of corrective work with students.

thesis, added 08/02/2010

The place of the Russian language among other languages of the world and its functions. Goals and methods of teaching the Russian language. The main directions of the aesthetic development of students in the lessons of the Russian language. Features of the structural elements of the linguistic worldview.

abstract, added 08/06/2010

The problem of activating the speech activity of younger schoolchildren in the system of developing education. Composing as the main type of creative work in Russian language lessons. Difficulties in speech development and ways to overcome them, methods for correcting errors.

Kostroma 2009.

Introduction.

Chapter 1. Psychological and pedagogical substantiation of the research approach in teaching children independent writing

Chapter 2. The main provisions of the methodology for the formation of independent written speech based on the construction of linear algorithms and a picture-graphic plan.

Chapter 3 Experimental work on the formation of independent speech in children using a research approach in teaching.

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