Analyzing the life of a person in the 21st century, one might think that it is not at all necessary to be literate. The world is no longer what it used to be. The question arises: do today's children need to be literate, and how can a love of language be developed in children?
If you were asked what the word "literacy" means, what would you say? Is it the ability to write and read? In fact, the word "literacy" is more extensive in itself and means the degree of a person's ability to read and write in their native language. highest degree Literacy for a person is considered knowledge not only of their own language, but also of the languages of other countries of the world.
Remember the history of the development of civilization. Not every parent could afford to teach the art of reading and writing to his child or send him to school. Unfortunately, there were not many literate people. But with each Goth, the desire to learn their language, write and read books appeared in more people.
Now we have competent educated people. We send our children to school and university. But is it possible to live in modern world without, for example, competent spelling and pronunciation of words or clearly structured sentences?
Is literacy necessary?
Many mothers on the Internet complain about their children, because children, in turn, believe that it is not necessary to study well at school. In fact, this is the usual laziness that some teachers inspire with their unwillingness to make the lesson interesting and discuss topics and problems that are important for students. A lot depends on how a teacher loves his profession and treats children. For example, children learn information better if it is presented in the form of a game, where everyone can feel their role in a life, real example.
Unfortunately, there are a lot of such teachers who are not in their place. But how to make sure that from childhood the child perceives information well and tries to remember it?
Raising a love for language and literacy directly depends on the parents themselves.
How to teach a child to love a language?
Have you ever met families in which children and parents speak Belarusian? Of course, we met, but you must admit, this is a rarity. Such parents from childhood try to show their children that they need to love their homeland, language and be literate. Some families try to teach their children Russian and English from a very early age, but they don’t really care about Belarusian.
It is not necessary to teach the child the Belarusian language, but try to make sure that your child loves at least the Russian language, reads Russian fairy tales with pleasure and understands what a rich language he is mastering.
Stages of preparing a child for spelling
Instill a love for the language from an early age. Play with your baby in games that develop thinking. Show pictures of animals, call them by their proper names, and let the child at least visually remember what this or that animal looks like and, of course, what it is called.
Today, every mother can buy an educational toy for a child in any store. Whether it's a designer or an ordinary machine. While playing, the child grasps more the words that you say to him during the game.
For very young children, you can buy an easel on which they will draw with chalk or felt-tip pens and learn to write. Small children perceive magnets best of all, so magnets with various letters are suitable for a child, which in the future, he will definitely put into words.
Read as much as possible interesting tales along with your children. Moreover, if the child has already learned to read, let him try to read you a fairy tale, and then retell what he saw.
Young children, most likely, do not understand what they are told about, they can look at the pictures in the book and remember what is drawn there. When the child grows up a little, read fairy tales to him on his own, without using audio.
The child has grown up - learning to write
Is it necessary to teach a child to write letters and words at a young age? Everything, of course, depends on you. Many teachers believe that it is better to let teachers and educators try to teach children to write beautifully and correctly. But, if you still decide to teach your baby to write, start from the most important stage - learn to sit and hold the handle correctly.
Remember, the child's back should be straight. Teach the kid sit properly and keep this posture when he is busy drawing or writing.
The next important step is to teach the child hold the pen correctly or pencil in hand. Check that the child is comfortable and after a while his hands do not hurt.
Next, teach your child coordinate the work of the hands, forearms and arms while writing. You can start learning with such simple exercises, because the child, first of all, must learn how to sit correctly, hold the pen in his hands and move it while spelling.
When your baby learns to do these three things at the same time without thinking, calmly start learning letters and numbers. Why is it so important? Because if a child sits correctly, holds a pen well in his hands and coordinates his movements, then his handwriting will be beautiful and understandable.
In addition, from a very young age, monitor the posture of the child, because it is at this age that you can correct and make sure that the child does not bend and does not injure his back.
Don't yell at the child if something does that, help him understand what is right and what is wrong. Psychologists also advise that it is best to find a comfortable body position with the child, then you will make fewer comments, and the child will be comfortable, and he will think about what he writes.
How to write correctly?
Back in 1879, the French hygienic society created the basic rules - the key to a successful and beautiful handwriting. Scientists argued that the child must necessarily sit straight, not resting his elbows on the table, hold the notebook with his left hand (if the child is right-handed). In this case, the handwriting will be beautiful, and the letters will be tilted, thanks to this arrangement of the notebook and hands.
Now that the child has learned to sit correctly, let's proceed to options learning to write well.
Gold is right for every parent - try to conduct dictations at home as often as possible. It is in them that the child perceives words by ear, and then reinforces his new knowledge with visual perception.
Scientists have found several more ways to help make any child literate. The famous linguist, Dmitry Ivanovich Tikhomirov, found the most suitable way to teach children to write correctly. He believed that parents should allow the child to read the words as they see them, that is teach children spelling. This means that any text consists of sentences, those - of words, words - of syllables, individual sound units of the word. In order for a child to learn to read the word of the pillars, he must first learn to pronounce it in syllables. When a child has learned to read syllables, he can pronounce the whole word. After the child knows the words, try to return him to the syllables and teach him to write the words that he has recently spoken.
After a while, you will definitely notice that the child not only quickly grasps new words, but also writes them extremely competently.
In addition, teachers believe that read and written words are best read aloud. Each mistake will cut the ear, because if the letter is not in its place, it is immediately noticeable.
It is best to devote 5 to 10 minutes a day to reading and spelling by syllables. You can decide for yourself when and at what time it is best to do this.
It will also be useful reading words in a spelling dictionary. Teachers advise reading and memorizing about 10-15 new words every day.
It is best to consolidate the literacy that your child will acquire every day by reading classical Russian literature. Turgenev, Tolstoy and Bunin will give your child more words to spare, many of which will help him navigate life and grow up to be a well-read and interesting conversationalist.
Dear readers! How is the literacy of your children? What methods help you fight illiteracy? Share your experience in the comments.
Exercise no more than 15 minutes a day
Writing is a complex skill that requires the coordinated work of the muscles of the hand, developed visual memory, spatial perception, mindfulness and perseverance. It is difficult for a preschooler to master all this at once. Therefore, make it a rule: pee a little - rest. Overloads have a bad effect on the development of the child's body.
Don't rush
Research shows Young Children's Knowledge of the Symbolic Nature of Writing that children begin to see the difference between words and pictures as early as three years old, whether they can read or not. However, in such early age toddlers are not yet ready for writing: their brain will form the necessary skills only by 5-7 years.
You can check readiness to write like this:
- Give your child a piece of paper and ask them to draw something.
- Ask them to color in part of the drawing.
- If the baby constantly turns a sheet of paper and hardly changes the direction of the line, it means that he is not yet ready to write letters.
Don't force
If the child does not want to learn letters, do not force him. Do better exercises that develop fine motor skills, spatial thinking and memory.
There is no formal requirement to “be able to write” for a future first-grader. At the age of 5-7 years, it is worth giving preference to preparing the hand for learning to write at school.
Marina Suzdaleva, psychologist, teacher early development, author of books for parents, creator of the project "Club of Enthusiastic Moms"
Present information in a playful way
Do not turn classes into an obligation, and yourself into a strict teacher. Education of a preschooler should resemble an entertaining game.
According to Marina Suzdaleva, it is necessary to exclude any negative emotions, evaluation and criticism.
Do not teach handwritten letters
Teachers ask parents primary school. The fact is that the ways of writing letters in textbooks differ.
Parents will teach how to connect and write letters in one way, and the requirements for the program will be different. And the child will have to be retrained.
Lyubov Chulkova, neuropsychologist, speech therapist, writer, primary school teacher, developer of manuals for children, parents and teachers
If parents and, most importantly, the baby still have a desire to master calligraphy, start working on the elements of letters. Such exercises can be found in prescriptions for preschoolers.
Preparation - 3–5 years
Develop fine motor skills
To learn how to write, a child needs to have developed fine motor skills. This means that he must easily manipulate small objects and perform Do fine motor skills contribute to early reading development? actions that require coordinated work of the eyes and hands. For example, sculpt from dough or draw.
To prepare your preschooler's hand for writing, try the following exercises:
- Cut out shapes from paper along the contour.
- and color with colored pencils, felt-tip pens and paints.
- Sculpt from dough and plasticine.
- Create applications.
- Assemble models from the constructor.
- Work with mosaic.
- Knit and cross stitch.
Exercises should be performed regularly at a pace convenient for the child and together with adults.
By the way, when the fingers move, the activity of the frontal and temporal parts of the brain responsible for speech increases: children with developed motor skills speak better.
Learn to sit at a table
And before the baby starts to write. Then he will be too engrossed in the letters and will not be able to control his body.
remember, that wrong position at the table leads to circulatory disorders and diseases of the spine, delays the development of the chest.
Every time the child sits at the table to eat, draw, read or do something else, control his position.
The baby should sit straight, not leaning on the table with his chest. Shoulders on the same level. The head is slightly tilted forward. The distance from the eyes to the table is not less than 30–35 cm. The arms lie so that the elbows protrude slightly beyond the edge of the table.
Both legs are on the floor and knees are bent at a 90 degree angle. The left leg (if the child is right-handed) or the right (if left-handed) can be slightly extended.
Depositphotos.com/maia3000 Show me how to hold a pencil
To get started, take thick trihedral pencils: it’s easier to explain on them how to put your fingers. When you switch to round ones, you can use the nozzle simulators for correct writing.
It is best to show the child how you hold the pencil yourself, and use a pen or felt-tip pen to mark on the children's fingers the places where the tool should be located.
To improve handwriting, some educators require that the tip of the pencil be pointed towards the right shoulder for right-handers or the left shoulder for left-handers.
You can also do a simple exercise. Take a pencil with your index finger and thumb right hand where the paint ends. Grab the opposite edge with your left hand and turn the tool over.
If the fingers move out, correct them. It will be very difficult to retrain the child later. Make sure that the baby does not squeeze the pencil too hard. Do finger exercises during breaks.
Many educators agree that it is desirable to instill the skill of writing with a pencil, not a fountain pen. The child will not be afraid of his mistakes (you can erase an unsuccessful option with an eraser), and also learn to control the degree of pressure.
Learn to navigate on a piece of paper
The child must master spatial thinking and be able to navigate on a sheet of paper. This will help him in the future to read the size and location of the letter on the line, to understand the number of elements included in it, to choose the slope and scope. Graphic dictations will help you master this skill.
babyblog.com Master the alphabet
Before writing, the child needs to learn the alphabet and. There are many techniques for this: the alphabet and primers, Zaitsev's cubes, Voskobovich's Folders and Towers, Chaplygin's dynamic cubes. Choose the method that suits your child.
Teaching elements and block letters - 5–7 years
Draw with your fingers
You can learn letters by drawing them on razor foam, cereal scattered on a baking sheet, misted glass, in the air, chalk on asphalt, or finger paints on the paper. Letters can be folded from seeds and sculpted from plasticine. When pronouncing a letter, you need to name the sounds corresponding to it and remember the words that begin with it.
It is important to associate the letter with the subject on which it begins. And correctly name the name of the letter and the sound that it stands for. For example, the letter is called "em", and the sounds are "m" or "m".
Lyubov Chulkova, neuropedagogue-psychologist, speech therapist, writer, primary school teacher
Write elements of letters and numbers in the sketchbook
Start by mastering the elements: vertical and horizontal sticks, circles, ovals and others. Tasks can be found in manuals for preschoolers or come up with your own.
Draw a sample element and have the child repeat. If he is wrong, explain why you need to do it that way. For the first experiments, it is better to have a separate drawing album so that the child is not distracted by the line.
The hardest thing for children is the upper element of the small letters "c", "b", the lower element of the letters "y", "h", "d", "c", "u". It is also important to teach how to write a small letter "g" from top to bottom, as well as the hooks of the letters "t" and "w".
Lyubov Chulkova, neuropedagogue-psychologist, speech therapist, writer, primary school teacher
Do the preschool exercises
"Recipe for preschoolers 5-6 years old", Elena Kolesnikova, 80 rubles →Checklist for those who want to teach a child to write
Writing is a complex skill, the successful mastery of which is based on developed fine motor skills, hand-eye coordination and visual memory skills, and confident orientation in space. In practice, this means that the child:
- Holds a pen or pencil correctly.
- Able to copy from the board and from the sheet simple patterns, geometric figures, printed letters written in large print.
- Quickly and accurately determines the position in space (right-left, top-bottom, lower-higher, forward-backward).
Effective mastering of the writing skill is also unthinkable without the ability to concentrate and distribute attention. All this concerns only the "technical side" of the letter.
In parallel, there is a development of spelling and grammatical skills that successfully fall on the developed phonemic awareness, the ability to perform sound-letter analysis of a word, a wide vocabulary and competent oral speech child.
How to teach a child to write correctly?
(From the experience of working on the educational and methodological set "Harmony")
The problem of literate writing has always worried teachers. The difficulties that haunt the child in mastering spelling remain insurmountable for some students. Often, knowing the rules does not save you from mistakes. Probably the reason for the inept application of the rules is the inability to see the desired spelling. As M.R. Lvov writes: “The lack of spelling vigilance or its weak formation is one of the main reasons for the mistakes made. This reason negates a good knowledge of the rules and the ability to apply them, the student does not see spelling in the process of writing. Analyzing the test work, I note that when getting acquainted with a new spelling, the student especially carefully checks the words for this rule and makes mistakes on previously studied spellings; when conducting verification work, a large percentage of errors are given by “misprints”; the child performs the verification of what is written formally, mechanically, without noticing the mistakes made. Observations of scientists show that where the teacher specifically organizes work on the development of spelling vigilance, 70-90% of students determine spelling, and only 15-45% see the spelling on their own.
The need to modernize school education influenced the choice of the Harmony educational and methodological package in my teaching practice. The ideas of the authors of the textbooks are familiar to me from the articles in Primary School, from their books. According to the textbook "Mathematics" edited by N.B. I have been working with Istomina for a long time, and I really wanted to try my hand at mastering the new textbook of the Russian language by M.S. Soloveichik, N.S. Kuzmenko "To the secrets of our language."
The main goal of this Russian language course is to improve speech activity: learning to build statements, the ability to build relationships in various life situations. Education implies the formation of conscious controlled language and speech skills. Development is considered as the formation of linguistic thinking (the ability to perform the operations of analysis, synthesis, comparison, classification, generalization); as well as improving the sense of language; the emergence of learning independence. The communicative orientation of the textbook encourages the child to communicate with authors, classmates, teacher, characters, parents. One of the features of the program organization of work on the formation of spelling vigilance. After studying the proposed methodology, based on my own experience, I came to the following conclusions:
The formation of a conscious attitude to writing should begin during the period of literacy, when the child begins to write;
It is important to introduce the concept of "dangerous places", to teach them to find them in words in order to alert children to the appearance of a possible mistake, to teach them to put spelling questions in front of them;
Introduce spelling rules, based on correctly selected exercises, using memo models;
Develop phonemic awareness;
Teach the correct copying of the text, conscious verification of the written.
It is very difficult for a child who comes to grade 1 to understand the spelling of words and much more. It is important to pay attention to the fact that the spelling of some words diverges from their pronunciation. In the formation of spelling vigilance, several stages can be distinguished.
On the first stage kids learn fast determine the stress in words, where the spelling does not differ from the pronunciation, it is correct to designate the percussive sound in the letter. The method of speaking is used: “Tell, listen, compare (compare)” - the action “from the opposite”. (Ask with surprise: “Is this a pencil?” - with emphasis on different syllables). A set of words will help to consolidate this exercise, where each next word increases by one character:
ball fish pear matches porch
noise wolf wing paper desert
Anya notes bag seal shirt
com bow pants trumpeted toothy
willow leopard tail kite strawberry
count brother slide rainbow slender
On the second stage there is an acquaintance with the signs of the most common "dangerous places" in words. For vowels, this is a position without stress, for paired deafness - voiced consonants - a position at the end of a word and before another pair.
We form and develop students' phonemic hearing, which is necessary for the conscious designation of sounds with letters, for the formation of spelling vigilance in the future. We learn to write down words, starting from the sounding word. During this period of training, we begin to master the very interesting game "Cunning Brothers". I tell the children this story. Unstressed vowels cannot be trusted, the same sound can “send” different letters for itself to written work. Consonant sounds at the end of a word are often “cunning” if a deaf consonant has a “voiced brother”. Which of the two “brothers” will the paired sound “send to work” (paired sound [p] - the letter b or p). Consonants are "cunning" when they stand in the middle of a word in front of other paired consonants.
We go out to meet with the "cunning brothers". For example, we use the sentence for observation: The fox carries me to distant forests. Equally sounding words are distinguished by ear, a sound analysis is carried out with the selection of the first vowels, and whether they are stressed or unstressed are specified. When comparing the sounds they heard with the letters in the written words, the children lay out the letters from the alphabet, which perform "written work", build a diagram (model) on the flannelgraph. Was the sound [and] percussion or unstressed? ... In place of an unstressed vowel, there is always a danger of writing the wrong letter. The concept of "dangerous place" and its schematic designation are introduced. We use red circles to indicate “dangerous places” in the diagrams, later we actively work with color designation (for example, color the letters of vowels in a “dangerous position” in red; in the words written out from the dictionary, color the letters whose spelling must be remembered).
This form of work develops the ability to choose a way to perform a spelling action and draw up an algorithm for its implementation.
The authors propose to introduce a letter with "windows" in the second grade, because the writing skill of a first grader is weak. But during the period of literacy, when typing words, instead of “windows”, we place a danger signal (red circle): p. la, r. ka. Gradually, children “discover” that “dangerous places” can also occur at the end of a word: at Ol?, to Ol?.
Encourages spelling learning visual factor(posters with difficult words, highlighting dangerous places with color, underlining, graphic highlighting, finding and correcting errors). We designate spellings different ways: studied - underline, unknown - denoted by dots under the letters, for example, at Kat?. When observing the "work" of consonants, we use the lines of S. Mikhalkov: Uncle Styopa once saved a drowning man. After similar work, we get a conclusion about a new “dangerous” place when writing, a reference model is introduced. Table "Attention! Danger!" We use it as a support for reminding about the signs of orthograms.
On the third stage going on development of spelling vigilance. The formation of the ability to detect spellings requires systematic training in performing the mastered action using exercises to develop spelling vigilance.
Listening exercises
1. Determine if there are "dangerous places" in the spoken word; if so, how many, vowels or consonants. (For example, the words are suggested: mountain, pencil, house, forest, oak, fairy tale, life. Children use signal cards - “traffic lights” to signal the presence or absence of a spelling, in feedback notebooks they mark answers with felt-tip pens, showing the result).
2. Phonetic-spelling analysis (compilation of a sound model and designation of “dangerous places” in it).
3. Typing or writing with "windows" following the traces of spelling analysis. At the place of the pass, a “danger” signal is inserted (dot, red circle).
4. Recording words and sentences under dictation with the preliminary compilation of a syllabic model and an indication of orthograms in it.
The technology for conducting such a dictation is not simple, lengthy, but gives a good educational and developmental effect, creates the basis for a successful self-test. The student performs all operations consciously, is able to quickly detect orthograms in the text, words, determine their types, and detect mistakes. It is especially important that in this system the child understands the need to check what is written, and does this without too much reminder.
The technology for conducting a dictation may be as follows.
1) The teacher reads the sentence (orthoepic), the children listen, trying to understand and remember.
2) Under orthoepic self-dictation, the sentence is written down schematically (with dashes) and syllabic arcs, later only with syllabic arcs, denoting stress, marking "dangerous places".
3) Determine the spelling of which words they know exactly thanks to the dictionary or remember because they previously copied; under the orthoepic dictation of the teacher with elements of orthographic pronunciation, letters are indicated that do not coincide with sounds.
4) Under spelling self-dictation based on the model, they write, mark spellings.
5) Check what is written, reading by syllables (helping with a pencil), noting "dangerous places".
Exercises in visual perception of the material
1. Finding "dangerous places" on the pages of the alphabet, textbooks for reading, the world around, copybook, on the board, card and their designation. Children love to work with color, so we often play the game "Be careful" in the after-school group. The guys often bring old children's magazines, I cut them into fragments with texts and suggest marking all the “dangerous places”, sometimes we complicate the task and designate different spellings with different colors.
2. Two types of reading: “as it is written” and “as we speak”; observation of similarities and differences in spelling and pronunciation. (Words and sentences are put on the board, texts from reading textbooks, Russian can be used. Put + or - with a pencil over the letters, depending on whether the letter matches the sound or not).
3. Cheating with preliminary execution of a number of auxiliary operations. Write-off reception one of the best means development of spelling vigilance. Analyzing the process of writing, L.S. Vygotsky wrote: “We very often say about ourselves, and then we write; there is a mental draft here. There are many methods for teaching cheating, but this one relies on conscious work at all its stages. When performing each operation, we sequentially place cards on the board with a symbolic designation of the action. Later, only helper cards guide the process.
Possible cheating algorithm
1) We read a word or a sentence in order to understand it and remember it.
2) We mark "dangerous places".
3) Read aloud again as written.
4) We repeat as it was written (without looking at the record).
5) We close the record and write, dictating to ourselves in a whisper, as it was written; mark "dangerous places".
6) We open and check: we read by syllables - are all sounds indicated (we help ourselves with a pencil); we check the “dangerous places” - are all marked, are the letters correct.
Such a method of copying is long and laborious, but it can be noted that when reading at the initial stage collectively, later on individually, attention is activated, a better understanding of a word or sentence is achieved; the spellings found for the child are a conditional signal of “danger”, they attract attention; children get used to pronouncing words spelling - clearly; when recording, they do not try to peep (“copy”); check when reading what is written, once again when highlighting syllables and dangerous places, as well as when checking spelling with the model. With the systematic use of this technology, the number of errors noticeably decreases, “misprints” practically disappear, memory develops, and words often used in writing are successfully remembered.
The spelling teaching system implemented in this textbook proposes to teach first graders to detect spellings, to lead children to understand the need to choose a letter to designate a sound.
Work on wording of the spelling rule is carried out according to the textbook and is thought out in such a way that at first there is communication with each child through role-playing games, conversations with authors, characters. They often pose spelling tasks for the reader, suggest reasoning, disputes, and conclusions. The transfer of the rule to the language material is carried out by selecting examples for this rule. Performing practical exercises contributes to the assimilation of the rule. Mechanical learning does not contribute to understanding the rule. If students forget the rule, we again highlight the features of writing on the verbal material, rely on reference guides. To repeat the rules, we use signal cards-traffic lights. The teacher asks questions: Is the stressed vowel always in a strong position? (If the children agree with the wording, show a green card). Is the consonant at the end of a word always in a weak position? (If the statement is incorrect, they raise a red card and explain why they disagree: sonorous and unpaired deaf people are in a strong position (edge, doctor, horse). In the word [guki] sound [n] in a strong position? ...
Work is carried out in a peculiar way in the textbook with dictionary words which are listed at the end of the textbook. In the exercises, children often come across these words and copy them according to the rules of copying. Sometimes they have to first look up the word in the dictionary and write it off. The words with which the students meet are the same, but the tasks are different. It is proposed to compose a vocabulary dictation for the class, having previously checked each word in the dictionary. Memorization occurs imperceptibly, but thoroughly in live speech, which allows you to write this word correctly both in dictation and in written statements.
We enter the spellings we enter into notebooks - memos that we use to work on mistakes and at spelling minutes.
1. A capital letter in proper names (A nya, Moscow, A gidel).
2. And, U, And after hissing, combinations of CHK, CHN, LF (life, happiness, girl, night).
3. Unverifiable unstressed vowel at the root of the word (frost, pencil).
4. Unstressed vowel in the root, checked by stress (at home - house, wood - forest).
5. Double consonant in a “weak position” (oak - oak, fairy tale - fabulous).
6. Separate writing of prepositions with words.
7. Making an offer.
The studied spellings, reference materials, samples of parsing are entered into these notebooks. In the first grade, parents help individual students in compiling handouts.
The condition for the development of spelling vigilance is the fulfillment a large number practical exercises .
1. I offer cards with words for various spellings, I number them. Children's mistakes are easily fixed.
2. I work in pairs according to the "lotto" principle. The first student calls the word as it is heard, the second must name the orthograms in the word.
3. The principle of cacography, i.e. misspelled letters are often suggested by the textbook, leading students to the conclusion "If we want our written language to be easily understood, we must try to write correctly." I offer cards with individually selected texts for the game "Correctors", I use the texts of children's notes, excerpts from statements. This work creates an atmosphere of cooperation.
4. Commented letter with spelling.
5. Explanatory and warning dictations.
6. Selective cheating and dictations.
7. Showing the desired spelling on the cards - signals.
8. Letter from memory.
9. The use of visual dictations according to the method of I. Fedorenko.
Driving factor (calligraphy) the formation of a competent letter contributes to better perception and memorization, the exclusion of "slips of the tongue". The authors abandon the uninteresting traditional calligraphy minutes, replacing them with the child's individual choice of writing elements that make up the difficulty. I propose this work: choose the letter that you did not succeed with, write it down again, choose words from the dictionary where this letter occurs, has your letter been in a “dangerous place” in the words you have chosen?
In grade 1, only the basis for developing spelling skills is created. The program does not require students to have developed skills in this area. The final control showed that the proposed system of specific techniques gives good results by the end of the first grade.
When studying the textbook material, I encountered a lack of assignments containing coherent texts. Work with deformed, incomplete texts appears towards the end school year. We performed oral speech work at the lessons of literary reading, the world around. Later came to the conclusion that the authors made speech topics at the end of the year for humanitarian reasons. The children are tired, they are waiting for the holidays. By this time, control dictations and verification work have been carried out. What to do in the Russian language lesson? Everyone knows that knowledge verified by experience or obtained through it is assimilated much more firmly. The guys, remembering the rules of politeness and the fact that written speech should be understandable: literate and calligraphically correct, were carried away by writing notes. When studying the rules for compiling notes, letters, we once again recall the writing of polite words, the rules of writing, and most importantly: we write letters.
The textbook is full of theoretical material. The teacher must constantly decide where to voice the statement himself, and where to invite the children to read. Some students find it difficult to text formulations and assignments. Trying to overcome this problem, I suggest that the characters’ replicas be voiced by well-read students, we read especially important information in unison. Of course, with a reasonable dosage of the volume of independent reading, the textbook contributes to the development of material on the Russian language and instills an interest in thinking about the language, and helps to develop the reading technique. When such text tasks are applied systematically, conditions are created for independent speech statements of students. I offer tasks that begin with words invent, tell, compare, notice, explain, prove.
Parents can become a serious problem when working with a textbook, because they have not been taught this way and something may be new to them. At one of the meetings I introduce them to the textbook, the ideas of the authors, the expected results. Together we consider the pages of the book, the features of the presentation of the material, and discuss possible forms of support for novice students.
Literature:
1. Salnikova T.P. Methods of teaching grammar, spelling and speech development in elementary grades. - Voronezh: NPO "MODEK", 1996.
2. Lvov M. R. Fundamentals of teaching spelling in elementary school.- M .: Prometey, 1988.
3. Russian language in primary school: Theory and practice of teaching. Ed. M.S. Soloveichik - M.: LINKA - PRESS, 1994.
4. Razumovskaya M.M. Methods of teaching spelling at school. - M.: Enlightenment, 1992.
5. Soloveichik M.S., Kuzmenko N.S. To the secrets of our language. A guide for the teacher. - Smolensk: Association XXI century, 2003.
Magazines "Primary School":
“Where to start spelling work in grade 1”, 9/10 - 92 .;
"Reserves for improving the spelling literacy of younger students", 2 - 93;
"Formation of spelling vigilance in a first grader", 6 - 2000;
"The first year of the new textbook", 4 - 2003.
