Reading as a means of developing the speech of younger students. Speech development of younger schoolchildren in the lessons of literary reading according to the teaching materials L.A. Efrosinina. Actual articulation of speech

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The development of speech of younger students in the lessons of literary reading

Introduction

Every year, life makes ever higher demands not only on us, adults, but also on children: the amount of knowledge that needs to be passed on to them is steadily growing. In order to help children cope with the complex tasks that await them, you need to take care of the timely and complete formation of their speech. This is the basic condition for successful learning. Indeed, through speech, the development of abstract thinking takes place, with the help of the word we express our thoughts.

Speech is the most important mental function inherent only in humans. Thanks to verbal communication, the reflection of the world in the mind of one person is constantly replenished and enriched by what is reflected in the public mind, is associated with the achievements of all social, industrial and cultural activities of mankind. Thus, speech is the basis of the communicative function, which is carried out through this or that language.

The speech of the child is formed in communication with the adults around him. In the process of communication, his cognitive and objective activity is manifested. Mastering speech rebuilds the entire psyche of the baby, allows him to perceive phenomena more consciously and voluntarily. The great Russian teacher K. D. Ushinsky said that the native word is the basis of all mental development and the treasury of all knowledge. Therefore, it is so important to take care of the timely development of children's speech, to pay attention to its purity and correctness.

Of particular importance is the correct, clear pronunciation of sounds and words by the child during the period of literacy, since written speech is formed on the basis of oral speech, and speech shortcomings can lead to academic failure.

It is very important to monitor the development of the speech of a younger student, since speech has a socio-historical nature. Mastering it is important for the adaptation of a person in society.

Many scientists have been interested in this issue for centuries. Already in the 18th century, N.F. Komansky, A.F. Merzlyakov; in the XX century - I.I. Paulson, A.I. Anastasiev; currently - M.R. Lvov, T.A. Ladyzhenskaya and many others.

The concept of "speech development" includes various aspects: the culture of speech, the level of pronunciation, the lexical and grammatical level of speech development, etc.

It is necessary to constantly acquaint children with the rules for constructing oral and written speech, to teach them to select the most accurate words and expressions that turn speech into an ever more perfect means of communicating with people.

It is necessary to develop all aspects of oral speech: vocabulary, grammatical structure, sound pronunciation.

The vocabulary of a language is all the words it contains.

The grammatical structure determines the rules for connecting words into sentences.

The correct sound pronunciation is formed in a child mainly by the age of five or six.

Speech is not an innate human ability, it is formed gradually, along with the development of the child.

On the basis of speech and its semantic unit - words, such mental processes as perception, imagination, memory are formed and developed. Speech is formed in the process of the general psychophysical development of the child. The conditions for the formation of normal speech include a normal central nervous system, the presence of normal hearing and vision, and a sufficient level of active speech communication between adults and a child.

The development of speech, including the ability to clearly pronounce sounds and distinguish them, to master the articulation apparatus, to correctly build a sentence, etc., is one of the pressing problems facing preschool and school institutions.

The topic of this study is the development of speech of younger students in the lessons of literary reading

The main goal of the work is to study the methods of work on the development of speech of younger students in the lessons of literary reading.

To achieve this goal, the following tasks were set:

Define the concept of speech;

To study the theoretical aspects of the development of speech of younger students.

Determine the level of development of coherent speech.

Pick up methodological techniques for the development of speech and put them into practice in the lessons of literary reading.

Object of study: the development of speech in primary school age.

Subject of study: the use of various methods aimed at developing the speech of younger students in a literary reading lesson

Research methods:

Analysis of primary sources;

Experiment;

observation.

The purpose and objectives of the work determined its structure. It consists of an introduction, three parts, conclusions, list of references and appendices.

1 . Crazyolospeech characteristicoflax

1.1 Potaking speech. Types of speech

The position that language has an absolutely exceptional role in the development of human cognitive processes has a long history. Probably, for the first time in the clearest form it was expressed by Hobbes. Without speech, he believed, neither judgment nor thinking could be developed to such an extent as to distinguish a person from all other living beings. F. de Saussure introduced the distinction between language and speech into science. Language is understood either as a "hidden system of lexical units, as well as the rules for their combination in speech" (Ushakova, 1979), or expanded as "a complex system of codes denoting objects, signs, actions or relationships that have the function of encoding, transmitting information and introducing it into various systems” (Luriya, 1979).

Speech is the realization of language in the process of communication and interaction between people.

The modern concept of speech: speech is concrete speaking, flowing in time and clothed in sound (including internal pronunciation) or written form. By speech they understand not only the process of speaking (speech activity), but also its result (speech works fixed by memory or writing).

The main function of consciousness is the awareness of being, its reflection. This function is performed by language and speech in a specific way: they reflect being, denoting it. Speech, like language, if we take them first in their unity, is a signifying reflection of being. But speech and language are both one and different. They denote two different aspects of a single whole.

Speech is the activity of communication - expression, influence, communication - through language; speech is language in action. Speech, both one with language and different from it, is the unity of a certain activity - communication - and a certain content, which designates and, designating, reflects being. More precisely, speech is a form of existence of consciousness (thoughts, feelings, experiences) for another, serving as a means of communication with him, and a form of a generalized reflection of reality, or a form of existence of thinking.

Speech is a language that functions in the context of individual consciousness. In accordance with this, the psychology of speech is distinguished from linguistics, which studies the language; at the same time, a specific object of the psychology of speech is defined, in contrast to the psychology of thinking, feelings, etc., which are expressed in the form of speech.

To a large extent, thanks to speech, the individual consciousness of each person is not limited to personal experience, own observations, through the language it is nourished and enriched by the results of social experience; observations and knowledge of all people become or can, thanks to speech, become the property of everyone.

Speech is a form of existence of consciousness (thoughts, feelings, experiences) for another, serving as a means of communication with him, and a form of a generalized reflection of reality, or a form of existence of thinking.

Speech is a language that functions in the context of individual consciousness.

Speech, the word is a specific unity of sensitive and semantic content. Every word has a semantic - semantic content, which is its meaning.

The semantic nature of human speech determines the possibility of its use for conscious communication by denoting one's thoughts and feelings for communicating them to another. This semantic, significative (denoting) function, necessary for communication, was formed in communication, more precisely, in the joint social activity of people, including their real, practical and perfect communication, which is accomplished through speech, in unity and mutual penetration into each other.

In a person's speech, it is possible to single out various functions by psychological analysis. The two main functions of speech - communicative and significative, thanks to which speech is a means of communication and a form of existence of thought, consciousness, are formed one through the other and function one in the other. The social nature of speech as a means of communication and its denoting nature are inextricably linked. In speech, in unity and internal interpenetration, the social nature of man and his inherent consciousness are represented.

Speech is a set of pronounced or perceived sounds that have the same meaning and the same meaning as the corresponding system of written signs.

Speech is one of the types of human communicative activity - the use of language tools to communicate with other members of the language community. Speech is understood as the process of speaking (speech activity) and its result (speech products fixed by memory or writing).

Thanks to speech as a means of communication, the individual consciousness of a person, not limited to personal experience, is communicated by the experience of other people, and to a much greater extent than observation and other processes of non-verbal, direct cognition, perceived through imagination, imagination: and thinking.

Through speech, the psychology and experience of one person become available to other people, enrich them, and contribute to their development.

Types of speech.

The speech of people, depending on various conditions, acquires peculiar features. Accordingly, different types of speech are distinguished.

First of all, there is a distinction between external and internal speech. External speech is oral and written. In turn, oral speech is monological and dialogic.

External speech serves communication (although in some cases a person can think aloud without communicating with anyone), therefore its main feature is accessibility to perception (hearing, sight) of other people. Depending on whether sounds or written signs are used for this purpose, a distinction is made between oral (ordinary spoken spoken speech) and written speech. Oral and written speech have their own psychological characteristics. In oral speech, a person perceives listeners, their reaction to his words. Written speech is addressed to the absent reader, who does not see or hear the writer, will read what is written only after some time. Often the author does not even know his reader at all, does not keep in touch with him. The lack of direct contact between the writer and the reader creates certain difficulties in the construction of written speech. The writer is deprived of the opportunity to use expressive means (intonation, facial expressions, gestures) for the best presentation of his thoughts (punctuation marks do not fully replace these expressive means), as is the case in oral speech. So written language is usually less expressive than spoken language.

In addition, written speech should be especially detailed, coherent, understandable and complete, i.e. processed. But written speech has another advantage: unlike oral speech, it allows long and careful work on the verbal expression of thoughts, while in oral speech delays are unacceptable, there is no time for polishing and finishing phrases. Written speech, both in the history of society and in the life of an individual person, arises later than oral speech and is formed on its basis. The value of written speech is extremely great. It is in it that the entire historical experience of human society is fixed. Thanks to writing, the achievements of culture, science and art are passed on from generation to generation.

Depending on the various conditions of communication, oral speech takes on the form of either dialogical or monological speech.

Dialogical speech is a conversation, a conversation between two or more persons who speak alternately. In everyday and ordinary conversation, dialogic speech is not planned. This speech is supported. The direction of such a conversation and its results are largely determined by the statements of its participants, their remarks, remarks, approval or objection. But sometimes the conversation is organized specifically to find out a certain question, then it is purposeful (for example, the student's answer to the teacher's questions).

Dialogic speech, as a rule, makes less demands on the construction of a coherent and detailed statement than monologic or written speech; no special training is needed here. This is explained by the fact that the interlocutors are in the same situation, perceive the same facts and phenomena, and therefore relatively easily, sometimes with a half-word, understand each other. They do not need to express their thoughts in a detailed speech form. An important requirement for interlocutors in dialogic speech is to be able to listen to the partner’s statements to the end, understand his objections and respond specifically to them, and not to his own thoughts.

Monological speech assumes that one person speaks, others only listen, not participating in the conversation. Monological forms of speech include lectures, reports, speeches at meetings. A common and characteristic feature of all forms of monological speech is its pronounced orientation towards the listener. The purpose of this orientation is to achieve the necessary impact on the listeners, to convey knowledge to them, to convince them of something. In this regard, monological speech is of a detailed nature, requires a coherent presentation of thoughts, and, consequently, preliminary preparation and planning.

As a rule, monological speech proceeds with a certain tension. It requires from the speaker the ability to logically, consistently express their thoughts, express them in a clear and distinct form, as well as the ability to establish contact with the audience. To do this, the speaker must follow not only the content of his speech and its external construction, but also the reaction of the listeners.

Inner speech is an internal silent speech process. It is inaccessible to the perception of other people and, therefore, cannot be a means of communication. Inner speech is a verbal shell of thinking. Inner speech is peculiar. It is very abbreviated, folded, almost never exists in the form of full, detailed sentences. Often whole phrases are reduced to a single word (subject or predicate). This is explained by the fact that the subject of a person’s own thought is quite clear and therefore does not require detailed verbal formulations from him. As a rule, they resort to the help of expanded inner speech in those cases when they experience difficulties in the process of thinking. The difficulties that a person sometimes experiences are often explained by the difficulty of moving from abbreviated inner speech, understandable to oneself, to expanded external speech, understandable to others.

1.2 OWithobennodevelopment of thinking and speech of junior schoolsoflaxoin

Human speech is included in certain relationships with all mental processes; but the main and determining factor for speech is its relation to thinking.

Speech is a form of the existence of thought, therefore there is unity between speech and thinking. In reality, speech is speech insofar as it has a conscious meaning. Words, as visual images, sound or visual, do not in themselves constitute speech. The movements that create sounds are not independent processes that speech gives as a by-product. the entire process of speech is determined and regulated by semantic relations between the meanings of words.

Speech is not a set of reactions performed according to the method of trial and error or conditioned reflexes; it is an intelligent operation.

It is impossible to reduce thinking to speech and establish an identity between them, because speech exists only thanks to its relation to thinking. But it is impossible to separate thinking and speech from each other. By creating a speech form, thinking itself is formed.

Thought and speech, not being identified, are included in the unity of one process. Thinking in speech is not only expressed, but for the most part it is done in speech. It can be said that thinking is generally impossible without speech: its semantic content always has a sensual carrier, more or less processed by its semantic content. From thought, which is even more of a trend and process than a completed, formed education, the transition to a thought formed in the word is accomplished as a result of often very complex and sometimes difficult work.

In the process of speech formation, the thoughts of work on the speech form and on the thought that takes shape in it mutually pass into each other. Form your thought, i.e. to express it through the generalized impersonal meanings of language, in essence means, as it were, to translate it into a new plane of objective meaning and, correlating one’s individual personal thought with the forms of social thought fixed in the language, proceed to the realization of its objectivized meaning.

Speech and thinking are connected by complex and often contradictory relationships. Speech has its own structure, which does not coincide with the structure of thinking; they are not identical. Since in speech the forms of thinking of the era when the corresponding forms of speech arose are deposited and imprinted. These forms, entrenched in speech, inevitably diverge from the thinking of subsequent epochs. Speech is more archaic than thought. By virtue of this alone, it is impossible to directly identify thinking with speech.

The presence of unity and lack of identity between thinking and speech clearly enters into the process of reproduction. The reproduction of abstract thoughts is usually molded into a verbal form.

Memorization of thoughts of semantic content is largely independent of the verbal form. The experiment showed that memory for thoughts is stronger than memory for words, and it often happens that a thought is preserved, and the verbal form in which it was originally drops out and is replaced by a new one.

It also happens the other way around, so that the verbal formulation is preserved in the memory, and its semantic content seems to have faded away, obviously the speech verbal form in itself is not yet a thought, although it can restore it. The statement about the irreducibility of thinking to speech refers not only to external, but also to internal speech. The specificity of speech does not at all boil down to the presence of sound material in it. It lies in its grammatical, syntactic and stylistic structure, in its specific speech technique.

Such a structure and technique, moreover, peculiar, reflecting the structure of external loud speech and at the same time different from it, inner speech also has. Therefore, inner speech is not reduced to thinking, and thinking is not reduced to it.

There is a unity between speech and thinking: it is dialectical, inclusive, sharpening in opposition.

In the unity of thinking and speech, thinking, not speech, is leading.

Speech and thinking arise in a person in unity on the basis of social and labor practices.

The unity of speech and thinking is concretely realized in various forms for various types of speech.

The ability to think is formed in the process of child development, in his cognitive activity.

Cognition begins with the brain's reflection of reality in sensations and perceptions, which form the sensory basis of thinking.

Elementary thinking of a child, directly related to the manipulation of objects, actions with them, I.M. Sechenov called the stage of objective thinking.

When a child begins to speak, masters speech, he gradually moves to a higher level of reflection of reality - to the stage of verbal thinking.

The child's thinking is visual-figurative, the subject of his thought is the objects and phenomena that he perceives or represents. Analysis skills are elementary (“a butterfly is a bird because it flies”, and “a chicken is not a bird - it cannot fly”).

With the beginning of schooling, children expand the range of ideas and concepts, they become more complete and accurate.

When mastering concepts, younger students mix essential and non-essential features. (For example, mushrooms do not belong to plants - because they do not have leaves, insects - to animals, because they are "small"). With some difficulty, cause-and-effect relationships and relationships are assimilated.

The ability to form judgments and draw conclusions is also being improved.

Judgments develop from simple forms to complex ones gradually, as they acquire knowledge, grammatical forms of speech. Children (grade 1) judge this or that fact one-sidedly, relying on their organic experience. And already under the influence of training and education, they learn to reason, substantiate, prove.

To form in schoolchildren the ability to active and independent thinking is the most important task of the teacher.

Education at school imposes on the child's speech more and more new requirements related to the study of academic subjects, to respond to the lesson in a detailed and meaningful way.

Speech among younger students is a means of communication, assimilation of the amount of knowledge. In the process of learning the language, all types of the student's speech are improved and developed.

It is difficult to distinguish the graphic style of letters, make mistakes.

They find it difficult to correlate, link letters with their corresponding sounds. They rush to read the word and make mistakes, especially if the word resembles a familiar one in shape - they read by guesswork. This is the stage of fluent and correct reading. The speed of reading from class to class noticeably increases. In the fourth grade, a child reads 3 times faster than a first grader.

Much attention should be paid to the enrichment of the dictionary, it is poor, the inability to link the individual parts of the work into a general context.

With the acquisition of reading skills comes the acquisition of writing skills.

The small muscles of the hand are underdeveloped, the hand gets tired quickly. The handwriting remains large and angular for a long time, the shape of the letters is not always correct, the distances between letters and words are arbitrary.

For children to successfully master the rules of spelling, it is necessary to ensure that the child pronounces the words to himself correctly, since children tend to write words the way they themselves pronounce them.

The teacher should strive to improve the oral and written speech of students.

What else is characteristic of the development of a child's thinking? At primary school age, the transition from visual-figurative to verbal-logical thinking that began at the previous stage (at preschool age) continues. This is especially evident after two years of study in elementary school, when the child shows the ability to analyze texts, highlight generic relationships, and reason abstractly.

However, it cannot be said that we are observing formal-logical operations in full: the younger schoolchild cannot yet reason in a hypothetical plan. But at the same time, younger students are making significant progress in the development of various aspects of thinking: conservation, classification, seriation, etc.

Conservation - the ability of an individual to see the unchanged against the background of visible or apparent changes.

Classification - the child's ability to combine objects into groups according to a given attribute.

Seriation - the ability to rank objects according to some attribute.

At the end of primary school age, individual differences in the thinking of children are clearly manifested. Among them, it is conditionally possible to single out groups of “theorists” or “thinkers” who easily solve learning problems in verbal terms; "practitioners" who need reliance on visibility and practical actions; "artists" with bright imaginative thinking. Many children are characterized by a relative balance between different types of thinking.

Of paramount importance for the development of thinking and speech of a younger student is the assimilation of scientific concepts in the course of teaching. If everyday concepts form the lower conceptual level, then scientific ones form the upper, higher, distinguished by awareness and arbitrariness. Thanks to scientific concepts, the child is able to establish relationships between phenomena, make generalizations, and compare objects. Mastering the system of scientific concepts in the process of teaching makes it possible to talk about the development of the fundamentals of conceptual or theoretical thinking in younger students. Theoretical thinking allows the student to solve problems, focusing not on external, visual signs and relationships of objects, but on internal, essential properties and relationships. In many ways, the success of the formation of this thinking depends on the type of training.

Thus, the development of thinking and speech in primary school age is interdependent. Thanks to the assimilation of new concepts, not only qualitative changes occur in the child's thinking, but his speech becomes richer and more meaningful.

The development of oral speech. The speech of the child develops under the decisive influence of verbal communication with adults, listening to their speeches. Speech develops gradually, the process of its development consists of several stages. In the first year of a child's life, anatomical, physiological and psychological prerequisites for mastering speech are created. This stage of speech development is preparatory, pre-speech. A child of the second year of life practically masters human speech. But this speech is agrammatical in nature: there are no declensions, conjugations, prepositions, unions, although the child is already building sentences. Grammatically correct oral speech begins to form in the third year of a child's life, but even at this stage the child makes many mistakes, in particular in word formation. In the middle and older preschool age, further development of speech occurs, and by the age of seven, by the time the child enters school, the system of the native language is usually mastered by him to a sufficient extent and he has a good command of oral colloquial speech.

Education at school causes huge shifts in the speech development of the child. These shifts are due to the fact that new requirements are imposed on the child's speech, associated with the study of many new academic subjects, with the need to understand the teacher's speech, to answer the lesson in detail and meaningfully, etc. If for children of preschool age speech is a practical means of communication, in the process of which it was formed, then for children of school age speech is also a means of mastering the system of knowledge. It is clear that without learning the language itself, without mastering reading and writing, the child's speech cannot perform the function of a systematic and comprehensive knowledge of reality. Therefore, in the conditions of learning, the language spoken by the child becomes the subject of special study. In the process of learning the language, all types of the student's speech are improved and developed.

The development of written speech. Written speech is of great importance in the speech development of a student. In a child who speaks written language, the possibilities of communication are greatly expanded. A student who has mastered written language can express his thoughts to an absent person in writing. In the same way, using written language, he can learn about the thoughts of other people and, most importantly, acquire knowledge on his own by reading textbooks and other books.

There are very high requirements for the written speech of a schoolchild. Accordingly, the presentation of this or that educational material (in textbooks) must be strictly consistent and coherent, understandable to the student. Written speech and oral speech of a student develop in unity and mutually influence each other. Mastery of written speech includes the acquisition of reading and writing skills, knowledge of grammar and spelling rules.

According to research, reading acquisition occurs in three main stages. At the first stage - analytical - the child gets acquainted with the names of the letters and how the letters, with the help of the speech sounds corresponding to them, are combined into syllables, and syllables into words. At this stage, the synthesis of letters into syllables and syllables into words proceeds slowly and with certain difficulties, which is explained by the following reasons: firstly, the child has not yet learned to distinguish well between the graphic outline of letters, so their recognition occurs slowly and with errors; secondly, he finds it difficult to correlate, associate letters with their corresponding sounds and often makes mistakes. At the second stage - synthetic - the child synthesizes the elements of the word without much difficulty and much faster. However, there are errors in synthesizing the word at this stage as well. They are explained by the fact that children are in a hurry to read the word and do not distinguish between its constituent elements, i.e. read by guesswork. Most often, these errors occur when the read word in external form resembles another familiar word. At the third stage - analytical-synthetic - the process of reading is based on the rapid distinction and connection of word elements. This is the stage of fluent and correct reading.

The speed of reading from class to class noticeably increases. For example, a first-grade student who has completed the study of the primer reads aloud approximately three times slower than a fourth-grade student, who, in turn, reads twice as slowly as a tenth grader.

Meaningful, deliberate reading is based on the development of complex thought processes that provide an understanding of the main content of the text. Meaningful reading is not given immediately, but develops gradually, in the process of education and upbringing. The teacher must know both the reasons that impede the development of reading and the means that accelerate its development. Experience in school and psychological research show that younger students do not understand this or that text well because of the poverty of the dictionary, the inability to find the main idea in what they read, the inability to connect the individual parts of the work into a general context, etc.

To overcome these shortcomings, special work of the teacher is required. First of all, it is necessary to develop and enrich the vocabulary of children. And for this it is important to know what vocabulary the child has and how accurately these words express the content of concepts. It is necessary to teach students to find the main idea of ​​a story or passage of text and the meaning of those most important words and sentences in which the main idea is expressed. For this, children are taught to make a plan for the story they read, to look for the most accurate headings for paragraphs, parts of the plan, etc.

The expressive reading of the teacher, and then the students themselves, helps a lot to understand the content of the text. Expressive reading reveals the semantic content of the text with the help of lively intonation, logical stresses. The expressiveness of speech depends, firstly, on the reading technique, which is not yet perfect for students in grades I-II. Secondly, grammar is also a means of expressive reading, which children of this age still do not have sufficient command of. Thirdly, expressive speech depends on the use of comparisons, epithets, metaphors, hyperbole, etc., which are inaccessible to younger students. It is possible to understand and apply them only with a sufficiently high level of development of thinking, which children of this age have not yet reached.

Students of grades I-II poorly comprehend metaphors and allegories, therefore they understand them, as a rule, in a direct, literal, and not figurative sense. So, they perceive a fable simply as a fairy tale and do not notice a figurative meaning in its content. The content of the proverb “What you sow, so you reap” is understood literally: “you sow rye - you reap rye, you sow wheat - you reap wheat”. A similar picture is observed in their understanding of other expressive means of the language. The correct understanding and use of expressive means of speech usually appears in third graders, and by the fourth grade such understanding appears in a fairly distinct form. The content of allegories, metaphors for students no longer has an independent meaning, but serves as a starting point for clarifying and understanding the figurative meaning of expressive means of speech.

Almost simultaneously with the acquisition of reading skills, the acquisition of writing skills also occurs. If, when mastering reading skills, the child goes from letters to sounds, then the formation of writing skills takes place in the reverse order - from sounds to letters.

The main difficulties in mastering the technique of writing are due to the fact that the small muscles of the child’s hand are still not sufficiently developed: the hand gets tired quickly, the child complains that he is tired of writing. All these reasons lead to common shortcomings in the student's letter: the child writes slowly; due to the unstable inclination and pressure when writing, the shape of the letters is not always correct; handwriting remains large and angular for a long time; the distance between letters, words and lines is not always uniform.

To eliminate the listed shortcomings, the following can be recommended:

1) do not allow the child to write for a long time (unfortunately, many parents force their children to write in excess of the norm);

2) to exercise the small muscles of the hand of first-graders, offering them tasks in modeling, drawing, weaving, sewing, etc.;

3) practice copying from the sample, and the children must constantly visually control each written letter;

4) to ensure that schoolchildren understand the defects in their writing and realize the successes achieved in their elimination. It is known that words are not always written the way they are pronounced and heard. The child learns the rules of pronunciation long before learning to write, and therefore strives to write the word the way he pronounces it.

What needs to be done to successfully master the rules of spelling for children?

One of the most important means is the child speaking to himself according to the syllables of the words he writes. It is especially necessary to articulate those words that the child constantly writes incorrectly.

Orthographically literate writing depends on self-control, on the student's ability to check the correctness of what is written. When educating self-control, it is necessary to take into account both the age and individual characteristics of the child. Self-control is determined by the level of development of thinking of students of different ages. In schoolchildren of I-II classes, due to insufficient development of thinking, self-control is still very poorly developed. In third grade students, self-control is already sufficiently developed, and the teacher can rely on it when teaching children spelling. The development and education of spelling self-control also depends on some character traits of younger students, on the type of their nervous activity. Usually, students who do not control themselves well when writing and write illiterately are unrestrained, hasty, impulsive, as well as students who are irresponsible about learning, are not able to critically evaluate their educational activities.

The development of written speech is not limited to the knowledge of spelling rules. The ability to express one's thoughts in writing is based on a broader knowledge of grammar - on the assimilation of a system of grammatical concepts.

Thus, mastering grammar is mastering the rules and laws that underlie the construction of oral and written speech. Applying these laws, the student consciously and arbitrarily builds his oral and written speech, selects the most accurate words and expressions, turning speech into an ever more perfect means of communicating with people.

1.3 Int o nation, system f o German

It is known how high A.S. Makarenko put the ability to speak convincingly, emotionally, to possess a variety of intonation, he himself mastered this skill to the highest degree. “I became a real master only when I learned to say “come here” with 15-20 shades, when I learned to give 20 nuances in setting the face, figure, voice. And then I was not afraid that someone would not come to me or would not feel what I needed.

The ability to perceive and express emotional shades with the help of intonational means is one of the main components of the intonational competence of the participants in communication.

Intonation is understood as a set of pronunciation means that express semantic relationships and emotional nuances of speech. Intonation includes rhythm, tempo, timbre and melody of speech. The melody of speech is the raising and lowering of the voice to express a statement, question, exclamation in a phrase.

Under the concept of "intonation competence" we mean the possession of a sum of knowledge, skills and abilities that allow us to adequately perceive and use the intonational characteristics of speech in the process of speech communication. This includes knowledge of the concept of intonation, its structural components and functions; the ability to perceive by ear changes in all acoustic parameters of intonation; to distinguish by intonation the expression of the main emotional states and semantic shades of a sounding statement (i.e., possession of intonational hearing); correctly place logical stresses; raise and lower the voice, own the power of the voice; maintain pauses, correlate the pace of speech with the content of the text; convey with the help of intonation the meaning of the phrase; select the necessary intonation to express any emotional state; give a verbal description of the intonation of emotional speech; and also convey emotional intonations in written speech.

The rhythm of speech is a uniform alternation of stressed and unstressed syllables, different in duration and strength of voice. Tempo is the speed at which speech is delivered. It can be accelerated or slowed down depending on the content and emotional coloring of the statement. With an accelerated rate of speech, its distinctness and intelligibility decrease. With a slow pace, speech loses its expressiveness. To emphasize the semantic parts of the statement, as well as to separate one statement from another, pauses are used - stops in the flow of speech. In children's speech, there are often pauses associated with the unformedness of speech breathing, with the child's inability to distribute speech exhalation in accordance with the length of the statement. Timbre is the emotional coloring of the utterance, expressing various feelings and giving speech various shades: surprise, sadness, joy, etc. The timbre of speech, its emotional coloring is achieved by changing the pitch, the strength of the voice when pronouncing a phrase, text.

Logical stress is the semantic highlighting of a word in a phrase by amplifying the voice in combination with an increase in the duration of the utterance.

Special linguodidactic studies show that the level of intonational competence of schoolchildren is not sufficiently developed. Children are often unable to distinguish semantic and emotional shades of a sounding phrase by intonation. The ability of schoolchildren to correctly use the intonation capabilities of the language in their own speech is imperfect, hence the monotonous, inexpressive, intonationally incoherent speech of students, therefore, work on intonation at school should be given, Sorvana, R. Ibushina, certain attention (L. Kalmykova, T.V. Kondrashova, T.A. Ladyzhenskaya, M.R. Lvov, O.A. Meyer, A.V. Tekuchev, G.P. Firsov and others).

The problems of perception and use of intonation are of a multidisciplinary nature, they are of interest to specialists in linguistics, psychology, technique and expressiveness of speech and the methodology of their teaching, therefore it is advisable to organize intonational work at different levels, syntax, and expressiveness of speech at school. and reading, the level of non-verbal communication.

The development of intonational expressiveness of speech has long been underestimated by primary school teachers. And this is not because the idea of ​​intonation is not available to children. On the contrary, intonation is first of all acquired by them together with speech. The prevailing opinion was that if attention is paid to written speech, then oral speech develops “by itself”. But the approach to teaching these two varieties of speech should be different (L.A. Gorbushina, T.A. Ladyzhenskaya, M.R. Lvov, A.V. Tekuchev, G.P. Firsov).

For the formation of the rhythmic-melodic side of speech in children, it is necessary to develop:

o speech hearing - its components such as the perception of the tempo and rhythm of speech appropriate to the situation, as well as pitch hearing - the perception of movements of the tone of the voice (increase and decrease);

o the main qualities of the voice - strength and height;

o speech breathing - its duration and intensity.

As the analysis of modern methodological literature has shown, the methodology for developing the intonational competence of younger students has not yet been the subject of special study. Mainly, attention is paid to the formation of intonational skills in middle school students; work on the intonation of younger students by and large comes down to work only on expressive reading; relatively recently, the problem of understanding and expressing emotional states by younger students through the intonational characteristics of speech has gained weight.

Thus, it is important to develop the intonational competence of elementary school students, because:

a) the success of children's communication largely depends on the level of development of intonational competence;

b) the formation of intonational hearing contributes to the overall speech development, in particular, such a quality of speech as expressiveness;

c) the urgent perceptions and use by students of the people of the person (radiation, sadness, fear, surprise, anger, contempt, overwhelming), as well as the urine of the lexical reserve of students, which is in their way of intonation, and the undergraduate of the younger shows of the most workers. needs.

In addition, the development of intonation skills is more effective if work on the intonation of younger students is organized in a complex way: when getting acquainted with the features of non-verbal communication, in the process of improving the expressive reading of students and developing speech in phonetic, syntactical and lexical.

In any language, there is a certain number of sounds that create the sound image of a word. The sound outside of speech does not matter, it acquires it only in the structure of the word, helping to distinguish one word from another (house, room, volume, scrap, catfish). Such a sound-sense distinguisher is called a phoneme. All speech sounds differ on the basis of articulatory (difference in education) and acoustic (difference in sound) features.

As we know, the primary division of speech sounds is carried out according to the articulation feature into vowels and consonants.

Vowels are the sounds of speech, during the production of which the air jet does not encounter any obstacle in its path, i.e. the sound is created only by the voice.

Consonants are the sounds of speech, during the production of which the jet of air overcomes the barrier formed by the organs of articulation, and thereby creates noise.

Therefore, depending on the ratio of noise and voice, all speech sounds are divided as follows:

vowels

sounds

noisy consonants (noise prevails over the voice) - deaf and voiced

sonorous (voice prevails over noise)

Classification of consonants

Main principles:

1. according to the method of formation of the barrier: interlocking and slotted

2. according to the place of formation of the obstruction (localization): labial, lingual, alveolar, palatal, velar

3. according to the active organ: lingual, labial and laryngeal

4. according to the degree of noise participation: noisy and sonorous

5. according to the participation of vocal cords: deaf and voiced

Additional principles:

1. palatalization / velarization

2. labialization

3. aspiration

4. longitude

Vowel classification

Main principles:

1. according to the position of the tongue as a result of moving forward and backward: front, middle and back vowels

2. according to the position of the tongue as a result of moving up and down: high, medium and low vowels

3. according to the stability of articulation: monophthongs, diphthongs and diphthongoids

Additional signs:

1. labialization

2. longitude

3. nasalization

Speech sounds are the result of complex muscular work of various parts of the speech apparatus.

Three departments of the speech apparatus take part in their formation: energy (respiratory) - lungs, bronchi, diaphragm, trachea, larynx; generator (voice-forming) - larynx with vocal cords and muscles; resonator (sound-forming) - the cavity of the mouth and nose.

The interconnected and coordinated work of the three parts of the speech apparatus is possible only thanks to the central control of the processes of speech and voice formation, i.e., the processes of breathing, voice formation and articulation are regulated by the activity of the central nervous system. Under its influence, actions are carried out on the periphery. So, the work of the respiratory apparatus ensures the strength of the sound of the voice; the work of the larynx and vocal cords - its height and timbre; the work of the oral cavity ensures the formation of vowels and consonants and their differentiation according to the method and place of articulation. The nasal cavity performs a resonator function - it enhances or weakens the overtones that give the voice sonority and flight.

The entire speech apparatus takes part in the formation of sounds (lips, teeth, tongue, palate, small tongue, epiglottis, nasal cavity, pharynx, larynx, trachea, bronchi, lungs, diaphragm). The source of the formation of speech sounds is a jet of air coming from the lungs through the larynx, pharynx, oral cavity or nose out. The voice is involved in the formation of many sounds. The jet of air leaving the trachea must pass through the vocal cords. If they are not tense, apart, then the air passes freely, the vocal cords do not vibrate, and the voice does not form, and if the cords are tense, brought together, the air stream, passing between them, vibrates them, as a result of which the voice is formed. Speech sounds are produced in the oral and nasal cavities. These cavities are separated by the palate, the front part of which is the hard palate, and the back part is the soft palate, ending with a small tongue. The oral cavity plays the largest role in the formation of sounds, since it can change its shape and volume due to the presence of movable organs: lips, tongue, soft palate, small uvula.

The most active, mobile organs of the articulatory apparatus are the tongue and lips, which perform the most diverse work and finally form each sound of speech.

“Language is a collection of muscles going in various definite directions. As a result of this structure, the tongue can take on different forms and produce different movements: move forward and backward, up and down, and not only with the whole body, but also with its separate parts. This extreme flexibility of the language determines the variety of articulations that give all kinds of acoustic effects that we perceive as different speech sounds. In the language, the tip, body and root of the tongue are distinguished. When classifying speech sounds, conditionally phonetic concepts of the anterior, middle, and posterior parts of the back of the tongue are also introduced.

2 . The development of speech of junior schoolsoflaxoin urokah literaryoGoreading

2.1 Metowildosnoyouotraining of junior schoolsoflaxoin different types of retellinghowodaysofrom cond.odevelopment of their oraloth speech

Almost no lesson passes without retelling, so the elementary school teacher should be wary of the pattern in this work. Revitalizes the lessons, increases the interest of students in various types of retelling, as well as varying the preparation for it.

Before moving on to the methodological foundations of teaching retelling, let's reveal the very concept of "retelling".

The explanatory dictionary of V. Dahl gives the concept of retelling in the context of retelling:

"Retell

o Retell something, say again, again, tell again. |Children, at least a hundred times retell one fairy tale, they all listen |.

o To convey other people's speeches, to speak not one's own. | I'm just retelling what I heard: for what I bought, for that I sell |.

o Sneak around, gossip, endure, stir up, slander in secret. |He will retell everything, do not speak in front of him|.

o Tell a lot, one after another. | I retold all the tales, I don’t know anymore |

o Retelling, pl. retellings, very speeches, gossip, slander, portable news, earphones, paraphrased words.

We find another definition in the explanatory dictionary of S.I. Ozhegov:

“Retelling is a statement of the content of something. Free retelling

Retell

- to tell, to state something in your own words. Retell the content of the novel

- to tell consistently, in detail about something. Retell all the news»

In the methodology of the Russian language, we find the following definition:

“Statement (retelling) is a type of work, which is based on the reproduction of the content of the statement, the creation of a text based on this (original)”. Despite the fact that retelling and presentation are often used as synonyms, the name retelling still more often refers to the oral form of text reproduction, i.e. oral presentation - retelling.

Ladyzhenskaya T.A. gives the following definition: "Retelling - reproduction of the content of the original text"

In our opinion, the most accurate definition is given by M.R. Lvov:

"Retelling is a type of student's work, a means of developing speech based on a sample".

In the methodology of the Russian language and literature, there is a problem of classifying retellings (oral presentations). It is possible to single out the following grounds for distinguishing types of retellings: in relation to volume, to content, according to the perception of the source text, according to the degree of familiarity with the source text, according to the complexity of the language task, according to the subject, according to the genre and compositional features of the original.

Below are the most significant reasons, in our opinion:

In relation to the volume of the original text, retellings are:

Table

Table

In relation to the content of the original text:

Table

According to the perception of the original text:

Table

According to the degree of familiarity with the source text:

Table

According to the complexity of the language task:

Let us characterize some types of retellings that are most often used in the practice of elementary school.

1. Detailed and close to the text sample retelling

This is the simplest type of retelling used in school. But it is used more often than others, not only for this reason, but also because of its merits. Firstly, it serves as a means of fixing in the child's memory the content of the read in all its details and connections. Secondly, it is a means of assimilation of the logic of the model, assimilation of language means.

A detailed retelling can be considered independent and mature when it is based on a whole perception of the work, on knowledge of its composition, on internal logical connections, on a compiled plan of the text, and not on a series of questions on content. If a detailed retelling is built from private answers to questions that are not united in the mind of the student by a single semantic task, then the student does not fully convey the topic, idea and content of the read.

A detailed retelling of questions can only be used for educational purposes, at certain preparatory stages, when some new, difficult tasks for students are being solved. And by itself, it does not correspond to the natural conditions of speech utterance.

“The typical shortcomings of such a retelling are known: this is, firstly, the inability to start; secondly, the distortion or incompleteness of the transmission of the final parts of the text, despite the fact that the first, initial parts were transmitted well; thirdly, the impoverishment of the language. Other errors: violations of sequence, misunderstanding of connections, plot, etc. - are less common.

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Introduction

1.1 Psycholinguistic foundations for the development of coherent speech of younger students

1.2 Methodological foundations for organizing work on the development of coherent speech of juniors

Schoolchildren.

2 . The development of students' speech in the system of educational work with the class.

2.1 The development of students' speech in the lessons of reading and the Russian language.(presentation)

2.2 The development of speech of younger students (from work experience) ( presentation)

2.3 The development of the speech of younger students through the system of work on the teaching

Composition.

2.4. The development of oral and written speech is an effective condition for the development of thinking.

2.5. Speech rhythm, or How to use physical education for the development of speech of younger students.

Conclusion

Application

Introduction

“The natural way of language acquisition is the development of speech. Speech is a channel for the development of intellect. The sooner the language is mastered, the easier and more fully the knowledge will be assimilated.
N. I. Zhikalkin.

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

One of the basic components in the education and upbringing of children is the development of coherent speech. Most scientists (linguists, philosophers, psychologists, sociologists, teachers) are concerned about the decrease in the general level of speech culture. Therefore, it is necessary to conduct systematic work on the formation of language competence.

In this regard, the task of the modern school is to achieve the most effective social form of organizing the educational activities of children.

Much attention has always been paid to the problem of the formation of speech activity of students.

At present, the general trends in the speech development of schoolchildren have been established, the idea of ​​speech development at the interdisciplinary level has been substantiated, the problems of speech communication have been revealed, possible ways of forming the language competence of schoolchildren have been identified, an analysis of the monologue and dialogic forms of speech utterance has been presented, and psychological features of the formation of coherent oral and written speech of younger students have been identified. schoolchildren.

In this vein, one of the topical problems that meet modern requirements is the study of coherent speech, the search for appropriate methods and techniques, forms and means of developing speech activity in children.

Children 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 well-coherent speech activity of children, for communication, for expressing their thoughts. This explains the relevance of the topic, determines the choice of the problem, object and subject of research.

In connection with the above, we can identify the relevance of this problem.

How to organize work on the formation of skills and abilities of coherent speech, how to teach a child to fully, competently and accurately express his thoughts, what are the directions and stages of work on the development of coherent speech, what types of work are the most effective?

The main goal of the work - to study the methods of work on the development of coherent speech of younger students.

Tasks research is as follows:

1. To study the theoretical aspects of the development of speech of younger students.

2. Determine the level of development of coherent speech.

3. Select methodological techniques for the development of coherent speech and apply them in practice.

Research methods: literature analysis, survey, analysis of the results obtained during the study.

1. Theoretical aspects of the development of coherent speech of younger students

1. Psycholinguistic foundations for the development of coherent speech of younger students

Mastery of language and speech is a necessary condition for the formation of a socially active personality. Learning to clearly and grammatically build one's speech, express one's own thoughts in a free creative interpretation in oral and written form, observe speech culture and develop the ability to communicate is necessary for every person.

However, one cannot but admit that the formation of coherent speech skills often does not have a systematic approach, a system of necessary exercises, and manuals necessary for this work. This leads to the fact that at present the school is faced with a huge problem of illiteracy, incoherence, poverty, not only in oral, but also in written language of the majority of students.

From the analysis of literary sources, it follows that the concept of “coherent speech” refers to both dialogic and monologic forms of speech. A.R. Luria, S.L. Rubinstein, V.P. Glukhov believe that dialogic (dialogue) is a form of speech that is primary in origin, arising from direct communication between two or more interlocutors and consists in the main exchange of remarks. Distinctive features of dialogic speech are:

emotional contact of speakers, their influence on each other by facial expressions, gestures, intonation and timbre of voice;

situationality.

Compared with dialogical, monologue speech (monologue) is a coherent speech of one person, the communicative purpose of which is to report about any facts, phenomena of reality. A.R. Luria, S.L. Rubinstein, A.A. Leontiev, the main properties of monologue speech include: one-sided and continuous nature of the statement, arbitrariness, expansion, logical sequence of presentation, conditionality of the content by the orientation towards the listener, limited use of non-verbal means of information transmission. The peculiarity of this form of speech is that its content, as a rule, is predetermined and pre-planned.

A.A. Leontiev notes that, being a special type of speech activity, monologue speech is distinguished by the specifics of the performance of speech functions. It uses and generalizes such components of the language system as vocabulary, ways of expressing grammatical relations, formative and word-forming, as well as syntactic means. At the same time, in monologue speech, the idea of ​​the statement is realized in a consistent, coherent, pre-planned presentation. The implementation of a coherent detailed statement involves keeping in memory the compiled program for the entire period of the speech message, the involvement of all types of control over the process of speech activity based on both auditory and visual perception. Compared to dialogue, monologue speech has more context and is presented in a more complete form, with a careful selection of adequate lexical means and the use of a variety of syntactic constructions. Thus, consistency and consistency, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech, arising from its contextual and continuous nature.

At school age, the main types are description, narration and elementary reasoning.

Regardless of the form (monologue, dialogue), the main condition for the communicativeness of speech is coherence. To master this most important aspect of speech, a special development in children of the skills of making coherent statements is required.

In the specialized literature, the following criteria for the coherence of an oral message are distinguished: semantic connections between parts of the story, logical and grammatical connections between sentences, connection between parts (members) of the sentence, and completeness of the expression of the speaker's thought.

Thus, it follows from what has been said:

- coherent speech - a set of thematically united fragments of speech that are closely interconnected and represent a single semantic and structural whole. Connected speech includes two forms of speech: monologue and dialogic. A monologue is a more complex form of speech. This is a coherent speech of one person, which serves to purposefully transmit information. The main types in which monologue speech is carried out are description, narration and elementary reasoning. Their essential characteristics are coherence, consistency, logical and semantic organization.

The development of a dictionary as the basis of speech, its expansion and clarification perform a developmental function for the formation of cognitive activity, mastery of speech skills and abilities. Full-fledged mastery of speech involves adequate assimilation and generation of speech in the unity of form and content, signifier and signified. A concrete word already at the moment of its appearance is both sound and meaning. Having its own structure, as a linguistic sign, it is included in the language system and functions in it according to the laws of the given language.

The passive vocabulary significantly predominates over the active one and is converted into an active one extremely slowly. Children do not use the inventory of linguistic units they have, they do not know how to operate with them.

Understanding the lexical meaning of a word, contrasting it with other words that are semantic dependent on the given one, introducing the word into the system of semantic fields, the ability to correctly build a sentence from words reflect the level of the child’s language ability and the degree of formation of his logical thinking.

Even such a concise listing of the qualitative features of the children's vocabulary emphasizes the importance of the problem of the formation of lexical skills in children, the need to find ways to increase the effectiveness of correctional and educational influence, for which the positions of psycholinguistics turn out to be the most productive.

Coherent speech is a consistent and logically connected series of thoughts expressed in specific and precise words, combined into grammatically correct sentences.

The implementation of a coherent detailed statement involves keeping in memory the compiled program for the entire period of the speech message, the involvement of all types of control over the process of speech activity based on both auditory and visual perception.

Thus, consistency and consistency, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech, arising from its contextual and continuous nature. Regardless of the form (monologue, dialogue), the main condition for the communicativeness of speech is coherence.

Another important characteristic of a detailed statement is the sequence of presentation. The violation of the sequence always negatively affects the coherence of the message.

1.2 Methodological bases for organizing work on the development of coherent speech of younger students.

Oral speech takes place in conditions of direct communication, so it is faster in pace and less complete. In the process of speech, non-linguistic means of expressing meaning are used - facial expressions and gestures. These means, which provide additional information in oral communication, are absent in written speech. By the first grade, the child masters enough oral speech, freely pronounces words and, in the process of communication, does not think about the arrangement of words within a phrase. The written form of monologue speech is the most difficult. It is the most developed and normative. The construction of each phrase in written speech is the subject of special consideration, and at the initial stage of mastering written speech, the process of writing each word is also realized. Teaching written speech as normative rather than oral is associated with high requirements for it: the clarity of the structure of the statement, the validity of thought, the expression of attitude to the subject of thought (to the object), the accuracy in the use of language means.

The development of coherent speech is the central task of the speech education of children. This is primarily due to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech of mental activity, which determines the level of speech and mental development of the child (T.V. Akhutina, L.S. Vygotsky, N.I. Zhinkin, A.A. Leontiev, S.L. Rubinshtein, F. A. Sokhin and others). Mastering coherent oral speech is the most important condition for successful preparation for schooling.

Of all the knowledge and skills, the most important, most necessary for life activity is the ability to clearly, understandably, beautifully speak one's own language. Throughout his life, a person improves speech, masters the richness of the language. The more fully the richness of the language is assimilated, the more freely a person uses it, the more successfully he learns the complex connections in nature and society. For a child, a sufficient level of speech development is the key to successful learning. The content of education at the present stage is characterized by increased attention to the problem of the development of coherent oral and written speech of schoolchildren. The speech of students is distinguished by a limited vocabulary, the difficulty of coherent utterance and communication. These students experience difficulties in all academic subjects from the very first days of training. The psychological nature of coherent speech, its mechanisms and features of development in children are revealed in the works of L.S. Vygotsky, A.A. Leontiev, S.L. Rubinshtein and others. All researchers note the complex organization of coherent speech and point to the need for special speech education (A.A. Leontiev, L.V. Shcherba).

Teaching coherent speech to children in the domestic methodology has rich traditions laid down in the works of K.D. Ushinsky, L.N. Tolstoy.

Written essays in grade 1 are preceded by various teaching oral exercises: drawing up sentences united by a theme, restoring a deformed text from a series of plot pictures, oral answers to questions united by a theme, oral stories based on what was read, by analogy with what was read. Performing these exercises, students, under the guidance of a teacher, learn to express thoughts in a certain order, sequentially. Compositions of first-graders are collectively composed stories about games, fun, and by working on them, students learn to comprehend their activities.

The role of the picture in the development of coherent speech of students is extremely great. The picture affects the feelings of the child, opens up to him those aspects of life that he might not encounter in his direct experience. The picture helps to better understand those phenomena that are already familiar to the student. It makes life easier for him.

Educational pictures are used in schools. They are accessible to students, convenient for use in the classroom, but not always expressive enough. Therefore, for the development of coherent speech, artistic pictures should be used. Pictures develop observation, imagination of students, teach to understand the art of painting.

The first essays on one picture should be oral and preceded by a conversation. The description of a painting is the most difficult form of writing. Usually it is carried out in the upper grades, but it is also acceptable in the 4th grade (elements of the description of the picture are possible in 2-3 grades).

In the primary grades, children describe the picture by questions, identifying, firstly, the theme of the picture (what is depicted on it); secondly, its composition, foreground, background, arrangement of objects. Thirdly, the actors, the action, if any. Finally, the ideological meaning, the "mood" of the picture.

Already in the 2nd grade, an oral description of the picture is practiced (“Tell me what you see in the picture”). From class to class, the requirements for describing the picture become more complicated, elements of analysis are introduced, and children's observation skills develop.

Observation is very important for the development of coherent speech. The school organizes a system of observations of nature, individual objects and processes. Oral stories and written compositions summarize and streamline the results of observations.

Observational stories turn out to be large in size, because children have a lot of material. And the sequence, completeness of the description are provided by a preparatory conversation.

By developing a coherent speech of schoolchildren, we instill a number of specific skills, that is, we teach them. Let us emphasize the skills that relate specifically to the level of the text:

firstly, the ability to understand, comprehend the topic, highlight it, find boundaries;

secondly, the ability to collect material, select what is important and discard the secondary;

thirdly, the ability to arrange the material in the desired sequence, build a story or essay according to plan;

fourthly, the ability to use the means of the language in accordance with the literary norms and tasks of the utterance, as well as to correct, improve, and improve what is written.

Connectivity as one of the most significant categorical features of the text is characterized by the interaction of several factors: the content of the text, its meaning, the logic of presentation, the special organization of language means; communicative orientation; compositional structure.

Peculiarities of children's coherent statements depending on the nature of the visual material and the situation of communication were identified, the most effective methodological methods for the formation of speech coherence were identified, such situations were selected in which the development, coherence, and compositional completeness of children's statements are provided to a greater extent.

Retellings based on illustrations are more meaningful, structured, and more complete in sequence. Children reproduced almost all the main points of the tale, as they are clearly presented in the illustrations.

Thus, the simultaneous use of a literary sample and pictures has a positive effect on the content and coherence of retellings, their volume, fluency of speech, the motivation and independence of statements increase. At the same time, in some cases, the level of situational speech increases, when children are more oriented to the picture, the retelling is replaced by a listing of the depicted characters.

Limited verbal communication, unformed coherent speech negatively affect the child's personality, cause specific neurotic layers, form negative qualities (isolation, negativism, aggressiveness, insecurity, a sense of inferiority), which affects the academic performance, as well as the child's social activity.

Thus, the presented arguments prove the need for special purposeful phased pedagogical work on the development of all levels of speech and the personality of the student as a whole.

As noted above, the development of students' speech is a long and complex process that requires systematic and targeted intervention by the teacher.

The main task of the work on the development of speech is to equip students with the ability to meaningfully, grammatically and stylistically correctly express their own and other people's thoughts in oral and written form.

Preparatory work begins in the alphabetical period and is carried out throughout the academic year. For this, plot handouts are used for the development of not just speech, but for the development of coherent speech and plot pictures given in textbooks. Such work brings students closer to a coherent story.

Work on the development of speech requires a variety of techniques and means. In the process of classes, the educational situation and the motives of speech change many times. Students either express themselves freely, or perform a “hard task” (L.V. Zankov), which disciplines thought and directs their speech activity into a strict channel. In the work on the development of coherent speech, it is necessary to consider both. It is necessary to teach meaningful, logical, clear and correct speech every day in all lessons of the Russian language and literary reading.

When teaching coherent speech, it is necessary to give children a minimum of theoretical information, since skills and abilities are formed more successfully when they are comprehended.

A more complex type of exercise in connected speech is oral stories. Such work helps students to realize that the content of the story must be conveyed consistently, logically, and correctly build sentences, i.e. preparing for writing.

Oral storytelling, like writing, needs to be taught. Oral stories are initially compiled collectively and serve as a model for individual stories, which are recommended only in the second half of the year. Essays are also compiled collectively according to a plan given by the teacher or collectively compiled. The teacher writes the finished plan on the board before the lesson. If the plan is drawn up collectively, then the record goes as it is drawn up.

The topics of oral stories are determined by the reading program, but they are based on personal impressions and observations. Work can be carried out according to the following plan:

Message about the topic and purpose of the work.

Reading aloud the plan of the story given by the teacher, or collective drawing up the plan.

Collective drawing up a story plan according to the plan.

Thinking about the story as a whole by each student.

Connected stories according to the plan.

When using plot pictures, work is carried out according to the following plan:

1. Statement of the purpose of the work in front of the class.

2. Looking at pictures and understanding the plot.

3. Captioning pictures.

4. Oral stories according to the plan.

The very first compositions based on one picture should be oral and be preceded by a conversation. The description of a painting is the most difficult form of writing. Usually it is carried out in the upper grades, but it is also acceptable in the 4th grade (elements of the description of the picture are possible in 2-3 grades).

Students do not drastically find it difficult to build a coherent monologue speech. When retelling, they do not know how to consistently and fully enough express their thoughts. This is especially evident when students write essays and presentations. The lack of formation of coherent speech is a serious obstacle to the successful mastering of program material in the humanities.

Work on the formation of the ability to clearly express one's thoughts should begin with a retelling of what was heard based on questions, actions, subject pictures, given in the sequence of the heard story. Later, children should be taught to identify parts in a story, plan it, and retell it based on that plan. Developing children's imagination, creative thinking, include retelling in separate fragments (beginning, middle and end) of the story in the task.

After students have learned to consistently convey the content of what they heard, we teach them to compose a selective retelling. This type of work requires the ability to generalize and choose the most important thing from the entire text. The most difficult for students is a brief retelling.

Next, we teach children creative retelling, compiling independent stories by analogy, using a series of plot pictures, based on their own observations and impressions. Any kind of retelling or story should be preceded by vocabulary work, text analysis. This type of work requires the ability to generalize and choose the most important thing from the entire text.

In order to most fully and accurately express their thoughts, the child must have sufficient vocabulary, so work on oral speech begins with the expansion and improvement of the vocabulary. At the same time, the word is considered not only as a lexical unit of the language, but also as a grammatical and syntactic unit of a sentence. By introducing children to words, we thereby prepare a platform for subsequent work on a sentence.

The development of speech requires the painstaking work of students and teachers. Systematic work on the development of speech will certainly lead to success.

2. The development of students' speech in the system of educational work with the class.

2.1 The development of students' speech in the lessons of literary reading and the Russian language is the development of the student's personality.(presentation 1)

The modern education system attaches great importance to the comprehensive development of the child's personality. An integral part of this problem is the development of students' speech. Possession of speech allows a person to realize his abilities and feel like a full-fledged personality.

The concept of “speech development” includes work on the content aspect of the utterance, learning to thoughtfully choose the right word and its form, and build sentences. To develop speech means to teach a child to speak grammatically correctly and in a well-placed voice, to build texts of different types of speech, freely expressing his thoughts when communicating, and to observe speech culture.

The development of speech is a rather capacious process that should be present not only in the lessons of reading and the Russian language. Insufficient command of speech negatively affects the study of other subjects. The scarcity of vocabulary, misunderstanding of the meaning of individual words lead to the inability to freely express one's thoughts, to the inability to logically build one's speech. Therefore, a necessary condition, a basis, for the development of the ability of speech self-expression is the enrichment of the vocabulary of younger students.

One of the ways to enrich it is to get acquainted with new words in the Russian language lessons. The teacher's task in this case is to introduce a lexical unit into the student's active vocabulary. To do this, it is necessary to carry out comprehensive work on the development of a new word, i.e. get to know him from the point of view of his semantics (yacht - boat - ship), spheres of use (palace, hut, house, hut; cradle - cradle - unsteady), pick up synonyms and antonyms for him (sparkle - shine, sled - sled; slowly - fast). Here you can add an analysis of the morphological structure of the word and word formation (gas welder, power plant). This method is widely used in teaching practice. But there is another way to get acquainted with new words, which is of particular interest to students and contributes to the rapid memorization of a word - this is a way of discovering the semantic connections of related words that have historically developed and are lost today. So, at the lessons of the Russian language, the children made interesting discoveries for themselves: the words “burdock, lop-eared, blade” have one root “lop”, which means a wide leaf; the words “about, ring, track, wheel, band” came from the outdated word “kolo”, which meant “circle”. Together with the children, we learned that in the old days “beautiful” was denoted not only by the word “red”, but also by the word “stucco”. From this it became clear the meaning of the words “magnificent”, “splendor”, “absurd”.

Work on enriching students' vocabulary includes tasks of the following types:

a) replace adjectives in phrases with synonyms:

• strong torso, strong body;
• fresh wind, fresh shirt, fresh newspaper;
• true comrade, true answer.

B) for related adjectives, choose suitable nouns:

• earthy, earthy (work, worm, color);
• color, flower (TV, seedlings, cartoon, jam);
• friendly, friendly (hello, class, team, work).

C) translate obsolete words in a new way:

• lie, mold, finger, bekren, rattles.

Vocabulary of schoolchildren is replenished in the classroomliterary readingwhen they meet new words in the text of the work. Those of the words, the meaning of which the students perceived by ear (from the words of the teacher), do not always remain in the memory of the children. In our practice, we use the work of students with a dictionary. For example, when studying a chapter from the historical story “Nikita and Mikitka” by V.G. Jan's children independently get acquainted with the meaning of the outdated words “tub”, “canopy”, “serf”, “lad”, “rod”. The information obtained in this way is more firmly fixed in the memory of students.

Mastering new words must pass through the consciousness of the student, so that sight, hearing, hand, memory, and, of course, consciousness take an active part in mastering the word. Only then will the word enter the child's active reserve for a long time and will be in demand by him.

Vocabulary is replenished not only due to the development of new words. The study of different shades of meanings of already known words, figurative expressions, which are contained in large numbers in poetic works, contribute to the enrichment of the content side of the student's speech.

We begin our acquaintance with a poetic work in an unconventional way: students read the text to themselves (and not the teacher), and then express their opinions (sometimes different and incorrect) about the mood, but always with confirmation of their words. Then follows the analysis of figurative expressions. It is very appropriate here to work on changing the language material, i.e. linguistic experiment: it is necessary to make a synonymous replacement of a figurative expression with an ordinary, more “prosaic” one in order to understand the full depth of this expression, to understand its originality.

For greater penetration of students into the image of a poetic work created by the author, it is necessary to use reproductions of paintings by famous artists, musical works that are similar in theme. At lessons of this type, children are offered creative tasks.

A deep analysis of poetic texts contributes to the development of figurative thinking among students, encourages their own creativity. After working on the poetic works of Russian classics about winter, the children completed a written creative task: to write an essay about winter using their artistic images and expressions. Here are excerpts from the works: ... the needlewoman covered the ground with a snow-white carpet, embroidered it with silk threads ...; ... winter itself is a beauty: the dress is white, elegant, everything is embroidered with precious stones, the hair is soft and fluffy, as if a blizzard is spreading on the ground ...; ... now winter waved her hand - a breeze blew, and danced, snowflakes swirled in a round dance ...; But, unfortunately, students do not always know how to convey in words the beauty of nature. To solve this problem, we use a new type of creative work in our school - the compilation of syncwines, artistic quintuples:

1. Keyword (noun).
2. Two adjectives - definitions.
3. Description of the actions of the keyword (3 verbs).
4. A sentence that reveals the essence of the keyword.
5. The word is a metaphor for the keyword.

Let's give some examples.

1. Rose.
2. Beautiful, tender.
3. Blooms, pleases, smells.
4. The rose is a lovely flower.
5. Miracle!

1. Voronezh.
2. Big, modern.
3. Noise, surprise, delight.
4. I live in this city.
5. Motherland.

Enriching the vocabulary of students, working on the figurativeness of their language is a necessary material for the development of speech. But it is equally important to develop in students the ability to speak coherently, logically build their thoughts, while observing the norms of the literary language.

For the development of oral coherent speech of children, we use the following techniques:

1) memorizing excerpts of artistic and scientific texts that can serve as a model for constructing oral speech;

2) messages prepared by children on various topics, but in a volume accessible for retelling;

3) the answer to the teacher's question in the form of a mini-story (at least 4 sentences), built according to a specific plan.

In order to achieve fluency in the text, i.e. so that the student can “tear off” his eyes from the textbook, together we draw up an answer plan, write it down on the board or in a notebook. This helps the child somehow systematize the information received from the textbook, “put things in order” in their own thoughts.

Speech - the basis of any 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. Logical clear, demonstrative, figurative oral and written speech of a student is an indicator of his mental development.

The success of students in coherent speech ensures and to a large extent determines success in academic work in all subjects, in particular, they contribute to the formation of a full-fledged reading skill and an increase in spelling vigilance.

When working on the formation of coherent speech of students, the teacher should pay attention not only to written speech based on oral statements, but also to special oral lessons, the success of which is directly related to taking into account the motivation of speech.

Speech arises from the need to speak out, and human statements are generated by certain motives. Psychologists call this aspect of speech activity the motivation of speech.

The child's utterance should be based on a direct speech motive, i.e. the desire to tell others about their impressions, about what they saw and experienced.

Work on the development of speech requires a variety of techniques and means. In the process of classes, the learning situation and speech motives change many times.

The target setting of each independent statement of children is important: it is necessary to require the student to tell in such a way that the listeners understand his thought, imagine the picture he describes, and feel his attitude to what was said.

Work on the development of speech in the lessons of literary reading.

Who wants to talk
He must speak
Everything is correct and clear
To be clear to everyone.

The speech of younger students does not always sound beautiful. Many children speak through their teeth, swallow the endings, rush.

Work on a clear pronunciation contains a number of special exercises: articulatory gymnastics, tongue twisters, tongue twisters, puzzles, etc.

Word games are an important means of developing students' speech throughout their schooling.

Children really like work with tongue twisters. They develop phonemic awareness in the child.

For example, to practice the pronunciation of sounds b - p. use tongue twisters:

Philip was sawing a log of lindens.
Philip blunted the saw.
- Beavers are brave - they go to the forests.
- White sheep beat the drums.
- Babkin's bean blossomed in the rain,
There will be a bean in borscht for the grandmother.
- Cat Potap clapped on the paw,
And from Potap the cat drowned.

No less interesting are for the guys and pure tongues. Sound combinations can be taken from literary works or invented by children, for example: krur - krir - samorr-riki-briki-kaltair. The same speech can be used for different purposes. So, saying “The camel decided that he is a giraffe and walks with his head up”, one child will express surprise, and the other will laugh.

Also, the tongue twister can be staged: the text of the tongue twister is given and the children are invited to read it on behalf of, for example, a magpie or a snake. The magpie will speak quickly, and the snake will highlight all the sounds of Sh.

For an hour we sh-sh-sh-went
To the turtles-sh-sh-sh.
Turtle-sh-sh-sh-shka filed
Kettle, cup-sh-sh-sh-sh.

I also suggest that the children read a text consisting of sounds, clearly pronouncing them and observing their duration, for example:

AND
zhzhzhzh
Zhzhzhzhzhzhzh
Zhzhzhzhzhzhzhzhzhzhzhzhzhzhzhzhzhzhzhzhzhzhzhzh
Bang!
F::..f::
zhzhzhzhzh
Bang! Bang!
zhzhzh
Zhzhzhzhzhzhzh
Bang! Boom! Ding!
Learn
zhzhzhzhzhzhzhzhzhzhzhzhzhzhzh
Top!
Zhzhzhzhzhzhzh
zhzhzhzh
Top top!
Zhzhzhzhzhzhzh
zhzhzhzhzhzhzhzhzhzhzhzhzhzhzh
Top-top-top!
Slap!
Shmyak.
And it became quiet.

After that, the children come up with a story for this text and a title, and then I say that this is a story about a hippo who was chasing an annoying fly in a room where there are a lot of dishes. And we compare their story with the author's intention. You may be asked to come up with your own story. For example:

Rrr
Rrrrrrr
Rrrrrrrrrrr
Ouch! oh! oh!
rrrr
Rrrrrrrrrrrrrrr
Top! Top! Top!

And we are all together trying to find out what happened.

Speech warm-up in the form of articulatory gymnastics, exercises for breathing and diction is very important at the lessons of literary reading. they are very helpful:

• Pierced ball \ imitate pressing the ball and pronounce the sound s-s-s-s:. (air) \.
• Imitation of bell ringing \bom, bam, beam..\.
• Sick tooth. \ moaning \.
• Piglet. \ on the count of one - stretch your lips forward, on the count of two - the lips spread in a smile, without showing teeth \ .
• Image of clattering hooves.
• Stop the horse by saying the word "whoa."
• Am brushing my teeth. \ with the tip of the tongue to clean the upper and lower teeth \ etc.

Be sure to work on the concepts: alliteration, metaphor, comparison, rhyme, contrast, humor, satire, archaisms, dialectisms, homonyms, synonyms, antonyms.

In my lessons, I arrange "minutes of poetry", in which the guys try themselves as poets. I give the children a start from any verses and ask them to come up with a continuation, they really like it. For example:

couch potato red cat
He took care of his stomach.

Here's what the guys did:

These poems are collected and a collection of poems is “published” \ the teacher himself makes the collection, but the illustrations are done by the children \.

Nowadays, the possibility of using computer technology in the classroom opens up a lot of opportunities in order to interest children, to call for a conversation. This is facilitated by the use of presentations using reproductions, music, photographs, etc. \ see Appendix No. 1 \.

Work on the development of speech in the lessons of the Russian language.

The foundation connected speech - a sentence. There can be no work in the Russian language lesson without work on the sentence. It begins from the very first days of the child's stay at school and continues throughout the years of study.

• Please continue with these suggestions:

If I were a flower, I would:

If I were a cat, I would:.

If I were a book, I would:.

• I draw a person's head on the board and put images of the sun, mountains, sea in its outline and ask you to guess what I'm thinking about. For the next lesson, everyone brings their head outline, and we take turns guessing everyone's thoughts.
• I hang a picture of a crying puppy on the board and ask you to answer the question: “Why is he crying?”
• I write down the words "mother" and "trouble." After that, I tell the children that good words attract good words, and bad words are bad, and I suggest creating two groups of words.

Topics for essays should be interesting so that children want to create with the help of words. Sample essay topics:

1. Explain to an African what snow is.
2. Letter to the storyteller.
3. If I were a wizard:
4. What is kindness?
5. What is family?
6. How I Spent My winter holidays?

Dictionary work occupies a special place in the Russian language lesson. I believe that if a child left school home with a couple of new words in his vocabulary, then the day was not in vain. Therefore, at each lesson, work is carried out with an etymological or explanatory dictionary. Enrichment of the dictionary contributes to the development of speech.

Work on the development of speech in mathematics lessons.

Well-developed speech for every student is the most important means of cognition, development, self-education. K. D. Ushinsky rightly argued that the poverty of the schoolchild’s vocabulary gives rise to the monotony of his speech and often makes it incomprehensible to listeners, “he / schoolboy / cannot replace a single word with another, cannot freely rearrange two words, and his language is exactly in chains of those lines that he memorized.

In math classes, I also work on the development of speech. Children get acquainted with mathematical terms, learn to build the correct answers to problems. This work is especially clearly seen when solving problems of a poetic type, cognitive tasks, tasks for logical thinking, \ where you need not just name the answer, but build a chain of logical statements \, mathematical fairy-tale tasks, tasks of a non-standard type. Often there are tasks directly related to literature, for example:

Who owns the poetry?

Cowberry ripens
The days got colder.
And from the bird's cry
The heart is only sadder.

You will know this if you solve the example. His answer will correspond to the number written next to the poet's name.

• ON THE. Nekrasov - 45
• K.D.Balmont - 60
• F.I. Tyutchev -23

32-2x5+38=60

Poems are naturally read and discussed, although not as carefully as in a literature class.

Lessons play a special role. Training is a lesson in the active mental and speech activity of students.

Children are given cards on which mathematical tasks are written with answer options. Children choose the answer first on their own, and then in pairs.

2.2 The development of speech of younger students (from work experience)(presentation 2)

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. The student's ability to compare, classify, systematize, generalize is formed in the process of mastering knowledge through speech and is also manifested in speech activity. A logically clear, demonstrative, figurative oral and written speech of a student is an indicator of his mental development.

The development of speech requires a long, painstaking work of students and teachers. The role of the teacher is to:

Provide a good speech environment for students (perception of adult speech, reading books, listening to the radio);

Ensure the creation of speech situations;

To ensure the correct assimilation by students of sufficient vocabulary, grammatical forms, syntactic constructions, logical connections, to intensify the use of words;

Carry out constant work on the development of speech, linking it with the lessons of grammar, reading;

To create in the class an atmosphere of struggle for a high culture of speech, for fulfilling the requirements for good speech.

Dictionary work.

The richness of the dictionary is a sign of a high level of human development. Therefore, the work on the dictionary of students is given great importance at school.

The peculiarity of vocabulary work is that it is carried out in the course of the entire educational activity of the teacher. Schoolchildren learn vocabulary related to mathematics, the study of nature, music, fine arts, productive work, social life, games, sports, etc. According to various sources, children of 7 years old who come to school have from 3 to 7 thousand words in their vocabulary, by the end of elementary school, the vocabulary of students is from 8 to 15 thousand words. This means that every day, on average, a student's dictionary is replenished with 5-8 new words. More than half of the new words the younger student receives through the lessons of the Russian language - reading, grammar. Therefore, in order to enrich the vocabulary of schoolchildren for each lesson, it is necessary to plan work on 3-4 new words and their meaning.

In preparation for the lesson, I identify those words that will enter the students' vocabulary as a result of reading, retelling, conversations and use the most diverse methods of working on the meaning of new words. The easiest way is to show the object or action denoted by the word. So, in the 2nd grade, when studying the Russian folk tale “The Fox and the Black Grouse,” I show images of animals.

“Who came to visit us?” (Fox and black grouse)

“Tell me, what kind of fox is in fairy tales?” (Cunning, smart, deceiver, etc.)

"Who is the black grouse?" (Great forest bird).

The meanings of the words are explained: arshin, quarter. I show this visually and reinforce the meanings of words during walks.

Some words can become clear if you put them in a sentence. For example, the word “if only” is clear from the sentence: If it were the old way, you would have to leave. I explain many words through the analysis of their morphological structure and word formation. For example, the word “asterisk” was formed from the word “star”. Or “fellow villagers” (“They live in the same village,” the children explain).

Work on phrases and sentences.

In speech practice, the phrase is used only through a sentence. It has been established that the largest number of syntactic errors are made by students, namely in the phrase: these are errors in management and coordination.

I work on the phrase as follows: firstly, we highlight the phrase in the sentence and establish connections between words with the help of questions; secondly, we compose independent phrases when studying parts of speech.

When working on a phrase, I take into account:

a/ its structure, i.e. the words included in its composition, the question from the main word to the dependent, the necessary forms of agreement - case, number, use of a preposition;

b/ the semantics of the phrase, expressing a single, but dissected meaning.

In other words, controls can be analytical (for extracting a phrase from a sentence) and synthetic (for including a phrase in a sentence).

Such work is valuable not only for the development of speech, but also for the study of grammar, for a clear understanding by children of the internal connections in a sentence. This will help them in the future to freely navigate the structure of a simple and complex sentence and, therefore, correctly punctuate.

Phrase exercises:

Noun + adjective;

Noun + verb;

Pronoun + verb (or vice versa).

The ability to build various types of sentences is the basis for the development of coherent speech of students. It is necessary to appreciate and support the natural development of the syntax of their speech and not orient them to monotonous sentences of 3-4 words. I divide the exercises with sentences into three groups: exercises based on the sample, constructive, creative. When working on a proposal, I use the following techniques: making sentences on a given topic using given words (on the topic of an essay, story); drawing up proposals of a given type according to model schemes; distribution of proposals, restructuring of their structure; expression of the same thought in different syntactic variants; free drafting of sentences, phrases; intonation of sentences, work on pauses, logical stresses; editing proposals, eliminating various shortcomings in their construction.

Both vocabulary work and sentence writing are aimed at preparing students for the development of coherent speech skills.

Work on connected speech.

The primary school methodology provides for work on the following types of coherent speech:

Detailed answers to questions;

Reading analysis;

Oral stories of students on a given topic, according to a picture, according to observations;

Notes on observations, keeping workbooks around the world;

Telling literary texts memorized;

improvisation of fairy tales;

Dialogues;

Various types of dramatization, verbal drawing;

Written presentation of exemplary texts;

Written compositions of various types;

Compilation of reviews about books read, about performances, movies;

Business papers: statements, announcements, addresses, telegrams, etc.

I also divide exercises in connected speech into three types (based on a sample, constructive, creative). Among the exercises according to the model I include presentations, oral retelling, reading by heart. According to constructive tasks, I give exercises related to the restructuring of the text. All other types of work are creative. I believe that developing a coherent speech of schoolchildren means instilling in them a number of specific skills:

First, the ability to comprehend the topic;

Secondly, the ability to collect material on a given topic;

Thirdly, the ability to make a plan;

Fourth, prepare language tools (vocabulary, individual sentences, text fragments, spelling of difficult words);

Fifth, compose the entire text;

Sixth, improve your writing.

Each exercise in a connected text involves the use of the whole complex of these skills. But it is impossible to teach all skills at once to the same extent. Therefore, in every lesson where students compose one or another type of coherent text, whether it is a presentation or a story, a retelling or an essay, a letter or a review of a book read, the learning task should be clearly defined. The gradual expansion and enrichment of skills in the field of coherent speech helps me to draw up a plan for the academic year, where I provide for various types of exercises and various topics. Systematicity is impossible without perspective. I identify in advance what difficulties schoolchildren may have next year. This helps organize training to prevent and overcome difficulties, such as the psychological barrier that some students have in relation to independent writing.

Planning the types of student work, their correlation, sequence, the definition of learning tasks for each exercise create a system for the development of coherent speech.

Following the requirements of modern methods of teaching the Russian language in elementary school, I organize work on the simplest types of text. Rarely does a lesson pass without retelling. At the same time, I explain to students that the retelling should contain the live speech of the student himself, and not a memorized or memorized sample, but vocabulary, turns of speech and syntactic constructions taken from the sample should be used. I am working on the following types of retellings: detailed, close to the text, short or concise, selective, with text restructuring, with creative additions. At the same time, I follow the sequence: from a detailed retelling (and selective) to a concise retelling (it is associated with drawing up a plan).

An exposition is a written retelling of exemplary texts. For written presentation, I take texts smaller and structurally simpler than for oral retelling, I choose texts that are valuable in upbringing and educational terms, expanding the cognitive experience of students, shaping their worldview; accessible and interesting to children, not overloaded with new words; simple in composition, with a small number of actors.

The role of exposition as an exercise that introduces children to the best examples of language should be especially emphasized. Highly artistic texts retold in writing by children contribute to the formation of correct speech skills, purify speech, increase its culture, instill artistic taste, and develop linguistic flair.

An effective technique in the formation of skills to work with text is the compilation of memos that determine the composition and sequence of operations performed. I compose memos over many lessons as I work out individual skills. So, when teaching an essay, the following memo was compiled:

1. Decide what you will write about (topic).
2. Determine the purpose of your essay, your attitude to what is being described.
3. Outline the parts of the essay, make a plan.
4. Decide what to talk about.
5. Write an essay.
6. Check work.

In preparation for the presentation, the guys use the memo:

1. Read the text. Determine the topic and main idea.
2. Find key words in the text.
3. Make a plan. To do this, divide the text into parts. Name each one.
4. Find words to check.
5. Think about how to explain their spelling.
6. Read the text again carefully. Pay attention to the use of words and phrases.
7. Don't forget to check your work.

A fragment of work on the presentation in the 2nd grade (1 semester).

Suggested text: “Schoolchildren arranged a corner of wildlife. Rabbits and squirrels live there. The kids take care of the animals. Rabbits are given carrots and cabbage. The squirrel is brought nuts and mushrooms.”(24 words).

Characteristics of the text: the text has no plot; informational narrative, presentation of facts. All offers are simple. Three of them are complicated by minor terms; two sentences are incomplete.

A stable combination: “a corner of wildlife”. Words to activate: "rabbits, grooming."

Work is needed to prevent the repetition of the same words. For example, in the second sentence, the words “rabbits” and “squirrel” are used, and in the third sentence, the word “animals”.

Preparatory work progress:

1. Reading text by students.
2. Content Conversation: Who is it about? What is said about rabbits and squirrels? What about schoolchildren? (You can use an illustration on the development of speech).
   Questions for the conversation are compiled so that the answers to them exclude the repetition of the sentence from the sample.
3. Vocabulary work: rabbits, squirrel, animals, grooming.
4. Spelling preparation.
5. Oral retelling according to the plan or on the teacher's questions. Questions correspond to each sentence: what did the students arrange? Who lives there? Who looks after them? What are rabbits doing? What do squirrels bring? (questions are written on the board).
6. Retelling of the entire text.
7. Continuation of spelling preparation: difficult words and phrases are written on the board.
8. Independent work, during which the teacher provides individual assistance.
9. Self-check or mutual check.

During this work, I use the activities of students in groups

(reading the text, writing questions to the text, spelling preparation, retelling of the text). In pairs, students do peer review.

In the form of homework, I use individual work on the development of students' speech. For example, making up a 4-5 sentence oral story about your pets or the task “Complete the sentences about your pet”: I live at home ……. His name is ……. I give him…… He loves……

Student essays. (grade 2)

I have a dog. Her name is Kesha. She is very good. Kesha loves to play, jump and bark.

Fenka is my cat. She lives at our house. My brother Danila and I love our cat. We feed her and play with her.

Our family has Charlie the cat and Chirka the tortoise. They are very friendly with each other. They are interesting to watch. The turtle rests its head on Charlie's paw and sleeps. The cat licks her shell. I love my animals.

2.3 The development of speech of younger students through the system

Human speech is a kind of mirror of culture and education. By speech, you can immediately determine the level of thinking of the speaker, as well as the level of his development.

The communicative orientation of the educational program in the Russian language for elementary grades involves the development of the speech of younger students as the main task of the course. The teacher sets himself this goal in almost every lesson of the Russian language. But to what extent is this goal of the lesson fulfilled?

One of the types of control by the teacher of his work on the development of written speech of younger students is just the lessons in which children coherently express their thoughts in writing, that is, they create a text, a speech work. But in practice, children do not always successfully cope with such work. Faced with difficulties and the teacher.

A contradiction arises: between the low level of development of students' speech, which creates problems in learning, and the need to successfully master speech skills in accordance with state programs.

This contradiction points to the following Problems :

1) on average, the vocabulary of primary school students is poor;

2) younger students have a poorly developed critical attitude to the verbal formulation of their thoughts, there is no control over the choice of words;

3) students do not know how to correctly distribute their attention between the subject of the statement and the verbal formulation of the thought.

The writing is a statement of one's thoughts on a particular topic. The essay shows the student's understanding of a particular topic and the ability to express his thoughts consistently, convincingly and competently.

The essay must meet the followingbasic requirements:

1) the essay must be written according to the plan (introduction, main part, conclusions, conclusion);

2) the topic of the essay must be fully disclosed;

3) each thought must be substantiated and supported by examples;

Essay types: essay-narration, essay-description, essay-reasoning.

Composition genres : a story, a fairy tale, a landscape sketch, a description of a picture, an article in a newspaper, a letter, annotation to a book, congratulations, a note, an announcement.

By source of materialessays can be based on: observations of events, phenomena, objects; excursions; books read, films watched, performances; personal impressions from participation in any events.

All topics of essays can be divided into two groups: reproductive and creative.Reproductive themesinvolve the disclosure of a separate fact, a phenomenon associated with the experience of children. The child needs the ability to compare, prove, draw conclusions, the ability to find expressive means and build a coherent text. Creative themes suggest a higher level of generalization of the material, a broad transfer of knowledge and skills. In creative themes, more freedom is given in the selection of the content of the essay.

In order for students to acquire the necessary skills for writing essays, a system of exercises based on the principle of increasing difficulties is needed. Compiled by mepreparatory exercises, which I presented in two directions: exercises aimed at working on a word and a phrase; exercises aimed at working on the sentence and the text.

Exercises aimed at working on the word and phrase

1) selection of the most accurate word or phrase from among the data;

2) analysis of exemplary texts, drawing up figurative expressions by analogy with the help of key words, objects, pictures;

3) exercises aimed at clarifying the lexical meaning of a word, phrase (the use of a word in a direct and figurative sense);

4) exercises designed for children to understand the ambiguity of a word;

5) exercises aimed at clarifying the shades of synonyms and antonyms, at using them in speech, in short stories-miniatures;

6) work with homonyms;

7) work with epithets, metaphors, comparisons, personifications;

8) observation of stable phrases and their use in speech.

Exercises aimed at working on a sentence and text

1) answers to simple questions;

2) exercises on the title of the text, determining the topic of the text;

3) drawing up sentences united by one theme according to plot pictures, according to key words;

4) correction of the deformed plan of the text;

5) work with proverbs;

6) stylistic analysis (selection of a text of a given style; comparison of several proposed texts according to their stylistic affiliation);

7) selection of a suitable introduction or conclusion of the essay;

8) stylistic editing of the text (detection, explanation and correction of stylistic errors in the text);

9) restoration of deformed texts (by the beginning, main part, conclusion);

10) linguistic experiment;

11) different types of essays:

When teaching writing essays, I rely on the following methods of organizing and implementing educational and cognitive activities: the reproductive method and the partially search (heuristic) method (classification of methods according to the nature of cognitive activity (I.Ya. Lerner, M.N. Skatkin))

reproductive methodwork on a teaching essay.

Stages of work.

1. Preparing to write an essay.

Preparation for an essay begins long before it is written and is carried out simultaneously in the lessons of reading, the Russian language, the world around, in extracurricular activities. It is very important that children have the opportunity to return to the topic of the future essay several times before writing it.

The teacher organizes work to activate the vocabulary of students on the chosen topic. Work is underway to analyze the author's texts, close in subject matter to the topic of the future work, attention is drawn to the language tools used by the masters of the word.

At the same time, the teacher teaches younger students to penetrate into the essence of the concept, to distinguish between the essential features of the concept from non-essential features, and gradually move on to detailed judgments and conclusions.

This stage also includes the preparatory exercises presented in this work. All this will help to update the knowledge of students and prepare them for writing creative work.

II. Essay writing.

Directly at the lesson of writing an essay, there should be an introductory conversation of the teacher. This conversation will help create an emotional mood in the lesson that will allow children to express their thoughts and feelings when writing an essay.

The next stage in the lesson is preparation for writing the upcoming essay. The work is carried out orally: a possible plan for the composition is discussed, work is organized to activate the dictionary, separate oral statements are compiled according to the points of the plan. Students write their own essay.

III. Work on the essay after writing.

The teacher organizes a discussion of the creative work of students. Children should be given the opportunity to edit their text.

In my work I also usepartial search methodlearning to write essays.

Stages of work.

1. Without preparatory work, students are offered a topic for writing an essay. The topic must be difficult enough.

2 Self-analysis of essays. The teacher's questions lead the children to the conclusion: it is difficult to write an essay without preparation. Students, with the help of a teacher, highlight the following points: a plan for the upcoming essay is needed; it is necessary to activate the dictionary on this topic; perhaps there is not enough observation, knowledge about this phenomenon, event, object.

3. Preparation for writing. Children themselves set the time for which they can prepare for the composition. It can be 1, 2 days, or maybe a week. During this appointed period, preparatory work for the essay is underway. In addition to the work organized by the teacher, students independently find material for the upcoming essay, share their findings, talk about sources.

3. Writing an essay. The choice of children is the genre of composition, drawing up a collective or individual composition plan. Further work is organized in the same way as described in the reproductive method.

Approximate thematic planning of teaching essays by class.

1 class . The teacher organizes preparatory work throughout the school year. The most important means of organizing speech practice is the system of exercises. Composition genres , which the teacher can use in grade 1: a note, writing a congratulation on the holiday (students sign postcards made by their own hands in labor training lessons), an announcement, writing a riddle.

Grade 2 . Students are invited to write 8 educational essays.

I quarter.	1. Composition of a counting rhyme, riddles.
II quarter.	2. A fairy tale based on key words.
	3. Fluffy white snow (add the text at the beginning).
III quarter.	4. My mother (dad, grandfather, grandmother)
	5. My favorite pet.
IV quarter.	6. What do I know about the squirrel (hare, fox).
	7. Outfit of spring.
	8. If I were a magician…

3rd grade . Students write 9 educational essays.

I quarter.	1. Golden autumn. (Leaf fall, golden foliage spun)
	2. A fairy tale about a book.
II quarter.	3. Composition based on the painting by A. Plastov “First Snow”.
	4. Blooming winter.
III quarter.	5. My dream.
	6. Tale about the cloud and the sun.
	7. Composition based on the painting by A. Savrasov “The Rooks Have Arrived”.
IV quarter.	8. A story about spring on behalf of a forest dweller.
	9. Thunderstorm in May.

4th grade . Pupils write 8 educational essays.

I quarter.	1. What is kindness (Kindness will save the world).
	2. Composition based on the painting by V. Perov “Troika”.
II quarter.	3. Why do people need fairy tales.
	4. Why do trees grow?
III quarter.	5. Annotation to your favorite book.
	6. Composition based on the painting by I. Levitan “March”.
IV quarter.	7. Letter to a friend (girlfriend).
	8. Reporting to the newspaper about any event in the classroom, at school.

The meaning of this system of worklies not only in the fact that students are learning to write essays, but also in the development of speech and the development of the child's personality. This system allows students to develop communication skills that will allow them to competently compose not only written, but also oral statements on a specific topic, skillfully work with reference literature, and think creatively. Students learn how to express their thoughts effectively. This will help them to be successful not only in Russian lessons and other lessons, but also in life in general.

The system of work on a teaching essay allows students to develop more productive skills and abilities in making coherent statements.

The creation of a system of work on a training essay is dictated by the concern for improving the quality of work on the development of speech of primary school students, making it systematic and consistent, as well as to achieve greater learning effectiveness.. The main result of this work systems - the formation of students' communicative skills that allow them to build a written statement on a given topic, in a certain style and genre, correctly, meaningfully, expressively.

2.4. Development of oral and written speech -

effective condition for the development of thinking.

Throughout the history of psychological research on thought and speech, the problem of the connection between them has attracted increased attention. The main question that is now being discussed in connection with this problem is the question of the nature of the real connection between thinking and speech, their genetic roots and the transformations that they undergo in the process of their separate and joint development.
L.S. Vygotsky made a significant contribution to solving this problem. The word, he wrote, is as relevant to speech as it is to thought. A word is not a label affixed as an individual name to a separate object. It always characterizes an object or phenomenon, acts as an act of thinking.

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?

Psychologist N.I. Zhinkin wrote that speech is a channel for the development of intellect. The sooner the language is learned, the easier and more complete the knowledge will be acquired. And knowledge, facts, i.e. information is the material of thought. In turn, mental work stimulates speech. If the words and turns of speech are not filled in the mind of the student with content, then we bring up an idle talker, a talker. Or, in any case, the speech of such a person will be inaccurate, approximate, incomplete. If a student cannot put on a speech shell, it means that there are still flaws in the thought itself, and these flaws are revealed in the process of forming a thought in speech forms. A thought acquires full clarity only when the student can express it in a clear and understandable language form for other people.

To teach to observe, think, read, write, convey thoughts in a word - this is how V.A. Sukhomlinsky defined the main task of elementary school. To observe, to see, to think at each lesson, the students themselves, in the process of observation, should “throw their minds”, think, discover new laws of mathematics, nature, and most importantly, express their thoughts in words. And this requires speech exercises, oral and written.

When developing a child’s speech, it is necessary to pay attention to the fact that speech does not break away from thought, is meaningful, clear, as accurate as possible, so that a representation or concept stands behind the word. To develop speech means to develop thinking, to form views, to create the person himself. Speech does not arise on its own, it is always an integral part of communication, which, in turn, is combined with some other activity: practical, cognitive, playful, creative, etc.

The effectiveness of the development of thinking is ensured if purposeful work on the development of oral and written speech is organized in the lessons. This work includes several directions:

1. Speech situations necessary for the organization of communication (colloquial and artistic speech, scientific and business, artistic).
2. Types of activities of the organization of communication (playing, educational and practical, cognitive, "pedagogical", actually communicative, creative).
3. Methods of action with speech works or types of educational tasks (modeling of communication situations, types of statements, analysis of exemplary texts, linguistic experiment, observation of people's speech, editing of speech errors, reproduction of texts, word games, construction of statements from given elements, creation of preparatory statements and improvement of one's own statements).

It was found that the development of speech and thinking in primary school students is limited, systematic work is needed aimed at the development of oral and written speech, which will entail the development of their thinking. For this, certain age-appropriate methods and techniques were used to work on the development of speech with the help of various tasks, training exercises, word games, as well as independent artistic and creative activities of students.

Thinking - it is a socially conditioned mental process, inextricably linked with speech, of searching for and discovering an essentially new, i.e. the process of indirect and generalized reflection of connections and relations between objects and phenomena of activity, in the course of its analysis and synthesis. It arises on the basis of practical activity from sensory cognition and goes beyond it.
Operations of thinking: decomposition analysis, synthesis, comparison, generalization, classification or systematization, abstraction, concretization. (Stolyarenko L.D. Fundamentals of psychology. M. 1999.)

Here are some operations and logical forms of thinking that are used in the work.

observation.	Comparison.	Work on concepts.	Establishment time sequence causal relationships.	Problem solving.
Cultivates curiosity ability to see hear, smell, perceive the world around.	This operation includes elements of synthesis, generalization, conclusion.	Concepts are general (generic) and less general (specific).	Judgment and inference.

For the work to be effective in the development of speech, it must go through several stages:

1. Accumulation of speech experience through a conscious analysis of the finished text.
   2. Creation of oral and written statements according to the model for understanding and consolidating theoretical information.
   3. Independent performance of creative work.

Developing speech, certain speech skills:

Orientation in the situation of communication, i.e. determine to whom, why, what I will speak or write about;
- plan statements, i.e. realize how I will speak or write (briefly or in detail, emotionally or in a businesslike way), in what sequence I will express my thoughts;
- to realize your plan, i.e. speak and write strictly on the topic, providing
development of thought using various means of expression;
- to control speech;
- make the necessary adjustments to the created statement.

The system of work on the development of speech includes lessons - games, dialogues, correspondence travel, dramatization, dramatization, work with creative notebooks, puppet theater.
From lesson to lesson, communicative situations become more complicated, an atmosphere of verbal communication, interviews, and exchange of opinions is created in the lesson. This allowed the children to actively engage in the teacher-student dialogue. Such training leads to the fact that children become our helpers, become friends, colleagues. In the process of community and cooperation, students develop the first skills of self-control and self-government. As practice has shown, it is possible to start systematic work on speech from the very first lessons of teaching literacy. The main task at this stage will be to familiarize first-graders with the text, its main features and structure. Then the traditional work with illustrations of the ABC and the telling of familiar fairy tales will not only develop the skills that children have acquired before school, but will also serve to further develop speech.

Let us dwell in more detail on the main directions in the development of the speech of younger schoolchildren and consider specific forms and methods of teaching, primarily related to the development of children's speech creativity.

First direction - the game . The principles of communicative learning are easily implemented in gaming activities, since this is a natural activity that requires speech actions. For example: “Relay race - story”, game “Mimicry and gestures”, “Where is my soul mate?” This also includes role-playing games (dialogues, dramatization, dramatization). A great effect is given by this form of work, when students have to change remarks, quickly answer unexpected questions, and formulate them themselves. You can suggest replacing colloquial addresses with polite, official ones, introducing new characters. Conduct a competition - a dramatization of a possibly polite dialogue (students themselves determine the speech situation; for example, in the classroom, on the street, etc.). Here, work is being done on staging the voice of students, facial expressions, gestures, using elements of theatrical pedagogy. For example: “Telephone conversation”, we analyze with the children, and some couples show how they talk on the phone. Here we find out errors when communicating by phone. We introduce a new character into the conversation - an adult, and consider the sketches drawn up on the go - the conversation.
We work on works on topical topics: S. Mikhalkov "How a bear smoked a pipe." The students themselves chose the children for the roles in this skit. They vigorously discussed how this or that character should move, speak correctly. But at the end, when the scene was shown, the students made a conclusion about the dangers of smoking.

Work on the development of students' speech involves introducing into the vocabulary of children not only words with different semantic shades, but also figurative expressions: where the eyes look, headlong, beat the buckets, etc. You can use a variety of exercises in the classroom, including stable combinations; finding in the text, replacing words with them, - highlighting synonymous and antonymous pairs from these expressions, compiling sentences and stories with them, using exercises in a playful and entertaining way. For this, the games “Where is my soul mate?”, “Don’t yawn!”, games for determining antonymous figurative expressions, working with pictures - tips, compiling short stories, including figurative statements in them are used. This allows you to use a significant number of expressions in students' speech, develop interest in research work and at the same time introduce figurative expressions into speech, prevent their unjustified use, and preserve the linguistic individuality of each student.

The second direction in the development of speech iscreative writing.The word is a living being. It is like a person, it can be happy, sad, offended. The word can be either good or evil, i.e. within itself (based on the lexical meaning) contain either a positive or a negative charge. Mathematically speaking, a word can be positive or negative. Each word is also capable of attracting a word to itself (good is drawn to good). For example: War is evil, tears, blood, captivity, groans, death, etc. And the students make up a story, a short essay about the war.

Younger schoolchildren are attracted to work that awakens their creative thought, gives rise to a riot of fantasy and a breath of drinking, and most importantly, is an effective means of encouraging them to express themselves. The process of mastering writing, listening to speech, the ability to correctly express one's thoughts in writing is difficult for children. Recall the diagrams that are given on the first pages of the ABC, for the teacher this is a godsend in working on coherent speech, building sentences, writing sentences from dictation, when children do not hear short words (prepositions, conjunctions) well. There are no schemes in subsequent classes, but, given the level of education, schemes help in working especially with weak children, assist in learning to write short stories and essays. Working with diagrams has a positive effect on reading lessons when answering questions, when retelling texts that have been read. The purpose of this work: the ability to correctly express their thoughts in writing, then everything will be reflected in the oral speech of students. Or such a variant of creative work on spelling vigilance: write a text, having previously restored the meaning of each word and sentence as a whole. Content questions may follow the text.

“Once upon a time, people did not know letters and could not write, but they had to save and remember stories, they drew. This type of recording is called pictography, and it was used in other countries: in Egypt, Assyria, Japan, China. Let's play with drawn stories.

First, the teacher himself offers his own drawings, according to which the students must compose and complete a fairy tale or story. And then the students need to draw so that the other could tell a fairy tale from his drawings.

Good results are obtained by the construction technique: composing riddles, counting rhymes, where a poem is used. The ratio of sounds in words, the ability to compare shades of sound, the comparison of words similar in sound, gradually develop in children a subtle perception of the word. The writing of fairy tales, in which the child creates a fairy tale plot and describes the actions of the characters, is simultaneously formed in the form of solving several complex speech problems and is a kind of indicator of the level of development of schoolchildren's linguistic thinking, orientation and awareness of language elements. It is the essay that allows you to fully determine the effectiveness of the methodology for the development of speech. And students really like to play the role of a teacher in correcting mistakes in essays.

Let's dwell a little on examples: the word game "It happens - it doesn't happen" requires a rich imagination and common sense. Students need to imagine the situation you are describing and say whether it happens or not. If you say real things, students will say unreal things. A cup is boiling in a saucepan. The cat is walking on the roof.

Very interesting play on words. The initial word is chamomile, find words using the given letters (midge, midge). Children ask, in their ear, how this or that word is spelled and whether there is such a word at all. In this game, children easily and without stress build up their vocabulary, and at the same time repeat the rules of spelling. It is interesting when the surname of the child is taken as the initial word. Another fantasy game is "Magic Forest", draw the forest, and then tell an interesting story about it. Unfinished figures can be turned into anything: flowers, animals, birds, trees, butterflies, etc. Competition - discussion of drawings on the topic: "What does not happen in the world?" or "Inventor". Children draw and defend their work.

Work with puppets is also being introduced. The puppet theater helps to understand the content of a literary work easier, brighter, more correctly, and influences the development of its artistic taste. Children are very impressionable and quickly give in to emotional influence. An emotionally experienced performance helps to determine the attitude of children to the characters and their actions, causes a desire to imitate positive characters, to be different from negative ones. What they saw, and most importantly, performed by them in the theater, broadens the horizons of children and remains in memory for a long time: they share their impressions with friends, tell their parents, such conversations and stories contribute to the development of speech and the ability to express their feelings. Puppet theater is of great importance for the comprehensive perception of children.

2.5. Speech rhythm, or How to use physical education

for the development of speech of younger students.

It is no secret for elementary school teachers that the number of “speech children”, that is, students with varying degrees of severity of speech therapy problems, is growing from year to year. It is good if the school has a speech therapist who helps the children in overcoming speech disorders. But in most schools it is not, and the teacher is left alone with this problem. And if we take into account that in his class there are more than one or even two such children, it becomes clear what professional difficulties the teacher faces. Nevertheless, it is necessary to solve the problem, especially since the development of speech is one of the significant aspects of the professional work of an elementary teacher.

The purpose of "Speech Rhythm" is not only the development of speech, within which the teacher works on the phrase (its fusion, tempo, logical stress, intonation). The use of "speech rhythm" techniques is necessary for children with fatigue, exhaustion, restlessness, irascibility, isolation, anxiety, which is especially characteristic of children with speech problems. Practice has proven the beneficial effect of such physical exercises on the general mental state of each student in the class. Speech games, including natural movements and oral speech, develop the cognitive activity of the child. They affect his interests, fantasy and imagination. With the help of these natural movements, the child expresses his emotions, learns to manage them, which plays a crucial role in his communication in general and in the formation of the class team.

For ease of use, we have divided the "speech rhythm" games into several stages.

Working with tempo

Left, right! Left, right!
( slow pace )
The squad is going to the parade.
( slow pace )
The squad is going to the parade
( average pace )
The drummer is very happy.
Drumming, drumming
( fast paced )
One and a half hours straight.
Left, right! Left, right!
( average pace )
The drum is already full of holes!

Explanations for the exercise

1. Children stand near their desks or in a circle. The poem is spoken with movement.
Left, right - we march in place, focusing on the right, then on the left foot.
On the parade marches squad- we take two steps forward and two back (on stressed syllables).
Drummer - movement of the hands, as if hitting a drum.
I am glad - open your arms forward to the sound [o].
Drumming, drumming for an hour and a half- imitate drum beats.
Drum - pointing hand gesture.
already full of holes - hands to the sides, surprise on the face.

2. The poem is pronounced like a rhyme with an indication of the children standing in a circle, but with at different paces . Someone pronounces it like a slow turtle, someone like a fast Pinocchio, someone like a reasonable Malvina.
In the same way, you can work with other verses. For example:

Barely, barely (slow )
The carousels started spinning.
And then, then, then
( average )
Everyone run, run, run!
( quick )
Everything faster, faster, run,
( very fast )
Carousel around, around!
Hush, hush, don't rush
( average )
Stop the carousel
( average )
One, two, one, two -
( slow )
So the game is over!
( So slow ).
We walked after school
( average )
We just walked on. ( average )
Forward and to the right, ( slow )
And then back. ( slow )
And then back, average )
And then around, average )
And then jump
( quick )
And then running quick ).
Because of the forest, because of the mountains
( average pace )
Grandpa Egor is coming.
Himself on a horse slowly )
wife on a cow medium )
Babies on calves, ( fast )
Grandchildren on goats, ( very fast ).
One is a flower, two is a flower. (we spread our arms to the sides)
Hedgehogs, hedgehogs. ( spread fingers over head)
Anvil, anvil. ( stomp our feet )
Scissors, scissors. (imitate scissors with fingers)
Running in place (running in place) )
Bunnies, bunnies. (bunny body pantomime)
Come on together, come on togetherclap your hands)
Girls and boys. (show on girls and boys)

Working with logical stress

Lenochka walks, sighing. ( narratively)
What's wrong with you? (interrogatively)
- I am bad ! (regretfully )
I pushed my foot cat, (regretfully)
I threw potatoes on the floor, (regretfully)
I didn’t eat semolina porridge (with regret)
Tired of being good! (exclamatory)

Highlighted words are intoned with logical stress.
Pronunciation of a poem with movement.
Lenochka walks, sighing- we walk in place (or two steps in a circle if the children are standing in a circle), pointing at one of the guys, exaggerated sigh.
What's wrong with you? - shoulders go up, surprise on their faces.
I am bad! - a pointing gesture to himself, an expression of chagrin on their faces.
I kicked the cat- movement of the foot, imitating a blow, wave-like movement of the hand - stroking the cat.
Threw potatoes on the floor- a pointing gesture to the floor, and then a movement that imitates throwing.
I didn’t eat semolina porridge- negative hand gesture.
Tired of being good!– a wave of hands, an expression of displeasure.

By the same principle, you can work with other speech material.

Two frogs are arguing loudly, ( narratively)
Who are any of them beautiful? ( inquiringly )
Kwa-kva, kva-kva-kva, (narratively)
How do you like it? ( interrogative)
One, two - (with enumeration)
There is a hole in the mitten narratively)
Three four - (with enumeration)
What do Ira? (interrogatively)
Five six –
Is there a needle? ( interrogative)
Seven eight -
Let's ask grandma! (exclamatory with enumeration)
Nine ten -
over the game.
Do all it's time! (imperatively)
One, two -
Seven eight –
Islands! How many pines!
Three four -
Nine ten -
We sailed. We are on our way.
Five six - Count -
Let's go here to de-sya-ti!

Pronunciation of the text with movement.

One, two We walk in place and clap our hands.
Islands - we stretch our arms and show the islands (round, oval, large and small).
Three four ( and the rest of the account) - walk and clap your hands.
We have sailed - we imitate with our hands how we swim.
Let's go here - with our hands we show a ladder-ladder.
How many pines - alternately raise up either the right or the left hand and watch the movement of the hands (as if looking at the crowns of pines).
We are on our way - with hands and feet we imitate the movement of a locomotive.
Count - we spread our arms to the sides.
To ten - clap your hands for each syllable.

Conclusion

Thus, speech it is the process of people communicating through language, a means of thinking, a carrier of consciousness, memory, information, a means of controlling the behavior of other people and regulating a person’s own behavior; speech as a mental function is an instrument of thinking.

Speech - this is one of the types of communication that people need in their joint activities, in social life, in the exchange of information, in cognition, in education. It enriches a person, serves as a subject of art.

Speech is varied. The transition from an idea (or “thought”) to a detailed external speech occurs through the mechanism of recoding the general meaning into a speech statement, through the process of inner speech.

Language is a system of conditional symbols, with the help of which combinations of sounds are transmitted that have a certain meaning and meaning for people; language is developed by society and is a form of reflection in the public consciousness of people of their social existence. The main meaning of the language lies in the fact that, being a system of signs, it ensures the assignment of a certain meaning to each word.

The main provisions of the development of speech are: the connection of work on the development of speech with thinking and the relationship between oral and written speech in the work on the development of students' coherent speech skills.

Speech development - a branch of pedagogy that studies the processes and patterns of speech development in younger students in specific phenomena of child development. The main task of the speech development of children of primary school age is the mastery of the norms and rules of the native language, determined for each age stage, and the development of their communication skills.

The development of speech in the learning process is a single school-wide process that takes place in the diversity of the student's cognitive activity in the assimilation of school subjects, different vocabulary and phraseology, depending on the system and originality of the educational material. The influence of specially selected works of art for reading on the emotional, aesthetic, intellectual sphere of children is significant, creating a motivational readiness for artistic perception and for work on the development of coherent speech.

The specific structure of lessons in literary reading involves understanding the means that can be used in speech to convey the artistic image, mood, and intention of the author. In addition, a conversation with students or questions in a textbook (reader) are aimed at understanding the linguistic features of the read text. The following forms and methods of teaching are also used: independent or collective work on the development of coherent speech, carried out in the form of a conversation, dialogue or discussion, as well as theatrical games, sketches, skits based on the works studied; activation of the artistic perception of children through the complex influence of various means (musical, visual, etc.). Compliance with these conditions makes it possible to achieve high efficiency in the development of coherent speech when working with a literary work in literary reading classes in elementary school, and to prepare children for further mastering their native language in subsequent years of schooling.

In general, the literary reading system is aimed at implementing the main principle of teaching the native language in elementary school - the principle of speech development, and along with other aspects of language education, it contributes to the improvement of children's speech activity and their speech development.

At present, attention is being paid to the literary education of younger schoolchildren, to the artistic and creative development of the child's personality, and to the development of coherent speech. Particular attention is paid to the development of coherent speech as a complex cognitive and communicative ability of younger students.

Thus, it is possible to speak of a good speech only if:

1) it is rich and varied in terms of the lexical and grammatical means used in it;

2) it accurately conveys the content of statements;

3) it takes into account the features of the situation of communication, a certain style of speech is sustained.

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classes // Primary School, 2000, No. 8. -FROM. 20-41.

11. Zhinkin N.I. The human communication system and the development of speech at school. - M .: Knowledge, 1969. -204 p.

12. Zhinkin N.I. Speech as a conductor of information. - M.: Enlightenment, 1982. -198s.

13. Zaporozhets I.V. Culture of speech // Elementary school, 2003, No. 5. –S.38-39.

14. Ladyzhenskaya T.A. Characteristics of coherent speech of children. - M .: Pedagogy, 1980. -210s.

15. Lvov M.R. Fundamentals of the theory of speech. - M .: Pedagogy, 2000. -218s.

16. Shakhnarovich A.M. Psycholinguistic research and tasks of the development of students' speech // Actual problems of the development of students' speech: Sat. articles / Under the editorship of A.P. Eremeeva. - M.: Enlightenment, 1980. - P.16 18.

17. Ladyzhenskaya T.A. Teaching coherent speech at school Teaching methods in a modern school: Sat. articles / Under the editorship of N.I. Kudryashov. – M.: Enlightenment, 1983. – P.8–25.

18. Leontiev A.A. The word in speech activity. Some problems of the general theory of speech activity. - M., 1965.

19. Negnevitskaya E.I., Shakhnarovich A.M. language and children. - M., 1981.

20. Ramzaeva T.G. The structure and content of modern primary language education // Primary school, 2003, no. 11. –S.14-23.

21. Speech development of younger students / Sat. articles edited by N.S. Rozhdestvensky. - M., 1970.

22. Slobin D., Green J. Psycholinguistics. - M., 1976

Application

1. Presentation 1 "Speech of younger students and ways of its development"
2. Presentation 2 "Speech development of younger students"
3. Parent meeting "Interest in reading"
4. Media lesson on literary reading "Riddles, songs, nursery rhymes"
5. Lesson-journey "Visiting a fairy tale"
6. Quiz based on the fairy tales of K.I. Chukovsky.
7. "Competition of experts in the Russian language" - an out-of-class event.

At primary school age, vocabulary increases, the grammatical structure of speech improves, and the morphological system of the language is assimilated. Developing speech rebuilds other cognitive processes (perception, attention, memory, thinking, imagination). The development of all aspects of speech is directly dependent on the living conditions and upbringing of the child.

By the time the child enters school, the vocabulary of the child has increased so much that he can freely communicate with another person on various issues. A child ready for school has a developed phonemic hearing, is able to distinguish sounds in words, can correlate a sound with a sign and depict this sound, understands the meaning of a word. The speech of a younger student is not only a means of communication, but also an object of knowledge, performs communicative, regulatory and planning functions. Primary schoolchildren have a strong need for communication, which determines the development of speech. This is facilitated by listening, conversations, disputes, reasoning, etc.

egocentric speech, i.e., the child’s speech, addressed to himself, regulating and controlling practical activity, passes into the internal plane, internalizing and turning into internal speech. This does not mean that egocentric speech is no longer used. Younger students often say out loud what they are doing. At primary school age, speech can be used as internal speech in function and external in structure. As the child develops, egocentric speech is increasingly replaced by silent inner speech, which is fragmentary, fragmentary, situational, curtailed, carried out through reflection, action planning, dialogue with oneself, conversation with an imaginary partner, acts as a planning phase in practical and theoretical activities. With the help of inner speech, the logical restructuring of sensory data, their awareness by the child is carried out. In inner speech, thought and language form an inseparable complex that acts as the speech mechanism of thinking. With the help of inner speech, the younger student verbally expresses the processes of perception of the surrounding reality, his actions and experiences. Thanks to inner speech, children form certain attitudes and attitudes towards the world around them, develop the ability to self-regulate behavior.

At primary school age, three main types of inner speech gradually develop:

• internal pronunciation - “speech to oneself”, similar in structure to external speech, but without phonation (pronunciation of sounds); typical for solving complex mental problems;
• proper internal speech, which is a means of thinking, using specific units (codes of images, objects and schemes, objective meanings) and having a specific structure that is different from the structure of external speech;
• internal programming - the formation and consolidation in specific units of the idea (type, program) of a speech statement, the whole text and its content elements.

The translation of external speech into internal (internalization) is accompanied by a reduction in the structure of external speech. The transition from inner speech to outer speech (exteriorization) involves the deployment of the structure of inner speech and its construction in accordance with logical and grammatical rules.

External speech- written and oral - also intensively developed in younger students. At primary school age, the presence of situational and contextual speech is preserved, which is the norm of development. The coherence of speech is improved as an important component of external speech, the adequacy of the speech design of the speaking or writing student is increased. The active development of external speech is carried out due to the perception of correct speech patterns, diverse and linguistic material, as well as their own speech statements, in which the student could use various means of language. Spontaneously acquired speech is often primitive and incorrect. Therefore, the learning process and its purposeful learning activities are of primary importance for the development of the speech of a younger student.

In the process of learning, the assimilation of the literary language norm takes place. Children learn to distinguish the literary language from vernacular, dialects and jargons, assimilate the literary language in its artistic, scientific and colloquial versions. Younger students learn a lot of new words, new meanings of already known words and phrases, a lot of new grammatical forms and constructions, learn the appropriateness of using certain language means in certain situations; learn the basic norms of the use of words, turns of speech, grammatical means, as well as orthoepic and spelling norms.

In the process of systematic educational work, younger students develop reading and writing skills, ideas about the features of written speech, and the culture of speech is improved.

In the development of speech, the following are distinguished main directions:

• work on the word (lexical level);
• work on the phrase and sentence (syntactic level);
• work on coherent speech (text level);
• pronunciation work - diction, orthoepy, expressiveness, prosody, correction of pronunciation defects.

These directions develop in parallel, although they are in a subordinate relationship: vocabulary work provides material for compiling phrases and sentences; the first and second prepare a coherent speech of a younger student. In turn, connected stories and essays act as a means of enriching the dictionary, etc.

The development of speech occurs with the help of a special arsenal of methodological tools, various types of exercises, the most important of which are exercises in coherent speech (stories, retellings, compositions, etc.), since they develop all types of speech skills at the lexical, syntactic levels, logical, compositional skills, etc.

Practical example: A variety of types of retelling brings revival to the lessons, arouses interest and emotional involvement of younger students in the educational process: a retelling that is close to the text of the sample; condensed retelling; retelling with a change in the face of the narrator; retelling on behalf of one of the characters; dramatized retelling; retelling with creative additions and changes; retelling by supporting words, pictures-illustrations, etc.

In elementary school, the development of students' speech is the main task of teaching their native language. Elements of speech development are included in the content of each lesson (on the Russian language, natural history, mathematics, fine arts, etc.) and in extracurricular activities. With the development of the speech of younger students, the learning process is aimed at the formation of certain characteristics of speech, which are the criteria for evaluating the oral and written statements of children:

• the content of speech, which is determined by the number of thoughts, experiences and aspirations expressed in it, their significance and correspondence to reality;
• the logic of speech, which is determined by the sequence, validity of the presentation, the absence of omissions and repetitions, unnecessary information that is not related to the topic, the presence of reasonable, meaningful conclusions;
• accuracy of speech, characterized by the ability of a speaking or writing child not only to convey certain facts, but also to choose the most appropriate language means for this purpose - words, phrases, phraseological units, sentences;
• a variety of language means, various synonyms, various sentence structures;
• clarity of speech - its accessibility to the listener and reader, its focus on perception by the addressee, which involves taking into account the capabilities, interests and other qualities of the addressee of the speech;
• expressiveness of speech - liveliness, brightness, imagery, persuasiveness of reflection of thought, thanks to which it becomes possible, using expressive means (intonation, selection of facts, words, their emotional coloring, construction of a phrase, etc.), to influence not only the logical, but also the emotional , the aesthetic area of ​​consciousness;
• the correctness of speech is its compliance with the literary norm, which includes grammatical correctness (formation of morphological forms, construction of sentences), spelling and punctuation correctness for written speech, pronunciation, orthoepic correctness for oral speech.

Characteristics speeches of a younger student:

• content of speech;
• logic of speech;
• speech;
• language means;
• clarity of speech;
• expressiveness of speech;
• correct speech.

The listed characteristics are closely interconnected and act as a complex in the system of work of the elementary school. The desire to comply with them develops in younger students the ability to improve the culture of speech, to identify and correct errors in their oral and written statements.

Yu. V. Abashkina, Yu.V. Ganshina note that for the formation of a culture of speech, the following are effective:

1. theoretical methods (conversation, teacher's story, independent study of the material from the textbook);
2. theoretical and practical methods (phonetic, morphological, etymological analysis, grammatical construction, lexical analysis);
3. practical methods (explaining incomprehensible words, learning to work with reference literature, maintaining dictionaries, compiling phrases and sentences, correcting errors).

Improving the culture of speech of younger students is facilitated by exercises aimed at improving accentological and pronunciation norms, the lexical and grammatical structure of speech. The didactic material used in these exercises should be:

1. literary;
2. accessible and appropriate for primary school age;
3. diverse (from folk to author's works of Russian and foreign authors);
4. cognitive;
5. saturated with the phenomena under study.

Thanks to a variety of exercises, younger students develop special skills that testify to the culture of speech: to pronounce words in accordance with orthoepic and accentological norms; determine the lexical meaning of a word, distinguish between single-valued and polysemantic words, select synonyms and antonyms for these words; use words in the correct grammatical form, do not use non-literary words in speech; be able to evaluate the speech of others in terms of the qualities of speech; be able to convey thoughts and feelings with the help of means of intonational expressiveness.

The factors of speech development of younger schoolchildren are not only educational activities, but the speech environment as a whole surrounding the child. Mass media play an important role in this. YES. Seregina believes that the media at the present stage can be assessed from two sides. On the one hand, the media is an expansion of the general outlook, acquaintance with literary works in screen adaptation and, undoubtedly, one of the sources for solving the problem of improving the culture of the child's speech. On the other hand, the form and content of many modern radio and television programs very often indicate the presence of an anti-cultural component in the speech of the hosts and program heroes. Based on the results of the study, the author concluded that younger students are very attracted to the media, children devote a significant part of their leisure time to watching TV shows, videos, studying with a computer, which is due to the ease and accessibility of communicating with them, the ability to remain a passive consumer. The audiovisual experience of the child is richer than the "speech", although it is often random, spontaneously formed. The "speech" and viewing experience of the child are interconnected: children pay attention to new words found in programs, are interested in their meaning. Nevertheless, the mass media have great potential for using them in the lessons of the Russian language and literary reading as educational material. YES. Seregina proved the possibility and expediency of systematic work in key areas of the formation of speech culture under the influence of the media. The main directions of such work are the following: work with a single word using various linguistic dictionaries (creation of the "One Word Encyclopedia"); the formation of the ability to navigate the television program and independently select useful television programs for viewing; formation of the ability to navigate in children's magazines. It can be concluded that the media can have a positive impact on the formation of the speech culture of younger students, provided that the level of the information culture of children is increased, and the qualities of an active, competent spectator are formed in them.

Practical example: The project to create the “One Word Encyclopedia”, aimed at shaping the speech culture of younger students, consists in the fact that each child works with the word he has chosen, uses dictionaries, “looks” for this word in the titles of works of art, Russian folklore, aphorisms, children's magazines, radio and TV shows.

The main directions of development of speech of younger students

I. Mastering the norms of the literary language

1. expanding vocabulary;
2. the active stock of grammatical constructions is enriched;
3. flexibility is developed in handling language units;
4. developing a sense of language

II. Mastering the functional styles of the language and the formation of the quality of good speech

1. knowledge and ability to distinguish stylistic features of colloquial speech and book styles, knowledge of stylistic varieties of language and speech are formed;
2. language sense develops;
3. the ability to highlight the style features of colloquial speech and book styles;
4. the ability to navigate in a communication situation is formed: to analyze the motives of speech activity, the conditions and tasks of communication

III. Development of coherent speech skills

Skills are formed:

1. determine (comprehend) the scope and boundaries of the topic of the essay;
2. subordinate your presentation and essay to the main idea;
3. collect material for writing;
4. to systematize the material collected for the statement, i.e., select the necessary and determine the sequence of its location in the essay;
5. build compositions of different types (narratives, descriptions, reasoning);
6. express your thoughts accurately, correctly from the point of view of literary norms and as vividly as possible

Thus, during the primary school age, all types of children's speech are improved (Table 2.6). Children master the norms of the literary language, the functional styles of the language, they form the qualities of good speech, develop coherent speech skills, improve the regulatory and planning functions of speech.

Education department

administration of Shakhun district

creative work

(description of teaching experience)

Topic "The development of oral speech of younger schoolchildren in the lessons of literary reading."

Performed

Primary school teacher

MOU Shakhun secondary school №14

Lebedeva Natalia Nikolaevna

Work experience

primary school teacher

20 years

Shakhunya

2010

1. Introduction

1.1. Significance and relevance of the topic……………………………….page 3

1.2.Contradictions that served to create this experience………p.3

1.3. The goal of the teacher……………………………………………………p.4

1.4.Tasks to achieve the goal…………………………………… page 4

1.5. Research methods……………………………………………p. four

1.6. Base of research…………………………………………………p. four

2. Theoretical part

2.1. The results of the analysis of the studied literature………………………p. 5

2.2 Leading psycho-pedagogical and methodological ideas………p. 6

2.3. Normative model of the new formation of the personality of students as an expected result…………………………………………………… p.7

3.Practical part.

3.1. Stages of work on the problem…………………………………………p. 7

3.2. Description of lesson fragments………………………………………p. 7

3.3. Description of practical work……………………………………p. 12

3.4. Reminders for students on the development of speech……………………….p. 13

3.5.Diagnostic results……………………………………………p. 16

4.Conclusion……………………………………………………………p. 17

4.1. Efficiency of ongoing work………………………………p. eighteen

4.2.Difficulties……………………………………………………………p. eighteen

4.3. The mechanism of dissemination……………………………………………p. eighteen

5. Literature………………………………………………………………p. eighteen

6. Applications…………………………………………………………………….

6.1 Description of applications.

Development of a lesson on literary reading in grade 2 A.S. Pushkin "The Tale of the Fisherman and the Fish."

Cards - tasks for the development of oral speech.

Speech is a channel for the development of intellect ...

The sooner the language is learned

the easier and more complete the knowledge will be assimilated.

N.I. Zhinkin

1. INTRODUCTION

1. 1.1. Significance and relevance of the topic.

This paper describes the experience on the topic "The development of oral speech of younger students in the lessons of literary reading."

I took this topic for development, because the speech of the child is a key moment in his development. The development of students' speech is always relevant, paramount, important.

“Speak so that I can see you,” said Socrates.

The main task of the school is to educate a person who will subsequently easily adapt to society. The development of speech is the engine of the intellectual development of a person - this is, firstly, secondly, the development of speech is the development of thinking, thirdly, how much a person speaks depends on his career, ability to express himself, success in his personal life; fourthly, at present, the time of advanced technologies, there is a low level of speech culture. Therefore, the task of the modern school - the formation of the skills of a coherent presentation of thoughts in oral form is relevant at all times.

For me, this problem is especially relevant because I work in a class of compensatory education. The class was formed from children with mental retardation. The first lessons showed that almost all children have a lag in mastering monologue speech. Children expressed their thoughts with great difficulty. Their speech was distinguished by incoherence, lack of logic, expressiveness, elements of comparison. It contained many tautological errors. Not a single child could come up with 2-3 sentences on a given topic. Having identified the speech characteristics of children with the help of a speech therapist, I came to the conclusion that significant difficulties in students are associated with a low level of speech activity, underdevelopment of cognitive activity, immaturity of mental operations, a low level of self-regulation, and mental activity.

An examination of children in September by a school psychologist and speech therapist confirmed my assumptions: in order for my students to become successful in all subjects, I must begin with the development of their speech.

The most favorable for this work are the lessons of literary reading. Their main content is work on the correct pronunciation, on the intelligibility and expressiveness of oral speech, on the enrichment of the dictionary, on the phrase, sentence and coherent speech.

This was the beginning of the formation of my experience on the problem of the development of students' speech.

1. 1.2 Contradictions that served to create this experience.

The experience arose as a result of contradictions between the actual level of speech development of junior schoolchildren in the KO class and program requirements, which involve:

Compilation of oral statements 100% of students do not

on a given topic (3-5 sentences) were able to correct the task.

2. Transmission of emotional coloring in oral speech 22% did not cope with

sentences and the choice of intonation corresponding to the task, 56% transmission with

speech situation. distortion.

3. Interpretation of the meaning of words through the selection of synonyms 56% low level,

and antonyms. Enrichment of the vocabulary of speech

activities. 33% satisfactory.

4. Features of the vocabulary of various types of texts. 100% - noted

agrammatisms, repetitions,

inappropriate use of words.

1.3. The goals of the teacher.

The goal was set:

To teach each child to freely, confidently, lexically, grammatically and intonation competently build monologue statements in certain speech situations through a system of exercises.

1.4. Tasks to achieve the goal.

to study psychological and pedagogical ideas and methodological recommendations for the development of speech of younger students.

create a system of tasks for the development of students' speech

in the conditions of special correctional work, to bring the level of oral speech proficiency of CSC students closer to the level that is typical for their normally developing peers.

to ensure the broadcastability (distribution) of one's experience.

1.5 Research methods.

one. . Diagnosis of the level of development of speech of younger schoolchildren.

2. Observation of the speech of students during the lessons.

3. Analysis of the results of monitoring the ZUN of students in reading.

4. Comparison of results with program requirements.

5. Situational game techniques to determine the vocabulary of younger students, syntactic construction of statements, speech communication skills.

1.6 Research base.

The basis of the study is the traditional program of the secondary school "School of Russia". Authors M.V. Golovanova, V.G. Goretsky, L.F. Klimanov.

Theoretical part:

2.1 Results of the analysis of the studied literature.

oral speech - this is verbal (verbal) communication with the help of linguistic means, perceived by ear.

Oral speech is divided into:

- dialogic speech monologue speech

(this is supported speech, (continuous, continuous,

having an interlocutor, she is a more coherent presentation of thoughts,

simple, it can contain knowledge by one person. She tre-

intonations, gestures, pauses, stresses). a lot of knowledge).

speech product - a speech statement created by the child individually or collectively.

The result of the development of speech - this is the formation of communicative and speech skills.

Speech development methods:

1. Imitation (relies on samples has)

Types of work - reading by heart, dramatization, retelling, exposition).

2. Communicative (based on the theory of speech activity).

Types of work - cross discussion (the topic is taken: "Winter", one row proves that he likes winter, the other row - he does not like winter, creating plots from the imagination).

3. Constructive (allows you to transfer the intuitive possession of speech to a conscious level).

Types of work:

Speech modeling

Programming of speech utterance.

Model is a reflection of essential features and relationships.

Programming – based on the forecasting process. From the finished text - to the speech of children, from the forecast - to the text.

Currently, many articles address the problem of speech development: work on pronunciation, on a word, on a sentence, on connected (contextual) speech, and finally, this is work on oral speech. The development of speech is closely connected with the development of logical thinking. Oral speech is the beginning and end point of the process of assimilation of new knowledge by students. The more developed the child's oral speech, the higher the level of his written speech.

With the names of Lvov M.R., Ladyzhenskaya T.A., Ramzaeva T.G., Kupalova Yu.A. connected with the formation of a communicative direction in teaching the Russian language and literary reading as a means of communication, teaching speech activity. Zimnyaya I.A. defines speech activity as an active, purposeful process of creating and perceiving statements during the interaction of people in various situations of communication (conditional and real).

The communicative orientation of speech provides:

Implementation of the main function of the language - to be a means of communication;

Formation of skills to navigate in a communication situation, adequately perceive speech, correctly build one’s statement, control and correct it depending on the communication situation;

Acquaintance with various communication systems, among which language is the main, but not the only means of communication.

In order for speech to serve as a means of communication, it is necessary:

Availability of material for expression;

Creation of special speech situations that give rise to students' desire to enter into speech communication;

Organization of mental activity.

The formation of speech activity in students involves the development of skills:

Listen and understand spoken language;

Deal with the teacher (to maintain a dialogue);

Answer questions and ask them yourself;

Navigate in situations of communication (to know Why? About what? To whom? How to speak?);

Correctly build your statement depending on the situation of communication.

Means of oral communication

Verbal non-verbal

facial expressions, gestures, posture).

It is very important to teach your child to communicate using facial expressions and gestures. The means of non-verbal communication form a sign system that complements and enhances, and sometimes replaces the means of verbal communication.

Speech requirements:

grammatical correctness;

Clarity - the availability of speech for understanding by other people;

Accuracy is the ability to convey one's thoughts, to talk about any case, to describe an object or phenomenon in accordance with reality.

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 listener with intonation, choice of words, construction of sentences;

Wealth of language resources.

The methodological literature describes many techniques for the development of speech. But I still find new forms, methods and teaching aids applicable specifically to my class. In the process of classes, the educational situation and the motives of speech change many times. Students either speak freely, or perform a task that disciplines thought and directs their speech activity into a strict channel.

I strive to teach children serious fun. I carefully select entertaining textual material, including extensive use of children's statements. I pay special attention to the formulation of questions and tasks of a problematic nature, I use game forms of exercises, funny stories, drawings, with the help of which students are introduced into a certain speech situation. I teach children to use reference and scientific literature, independently acquire knowledge, analyze, compare, contrast, draw conclusions, defend their point of view.

In the lessons of literary reading, I use various technologies, methods and teaching methods that contribute to the development of students' speech:

1. Reading with stops (this strategy helps students to develop an attentive attitude to the point of view of another person and calmly reject their own if it is not sufficiently reasoned).

2. Elements of TRIZ - pedagogy. (TRIZ is a theory of inventive problem solving). This pedagogy does not just develop imagination, but teaches to think in an extraordinary, systematic way, with an understanding of current events.

3. Sinkwines (five lines).

4. Clusters (graphic systematizers that show several types of relationships between objects or phenomena.

5. Logical chain (this strategy helps in retelling texts).

6. "Brainstorming" (helps to activate the speech of younger students, forms non-standard thinking).

The use of these strategies turned out to be a powerful factor in the development and creation of new forms of attention, memory, imagination and thinking in KSC students.

2.2. Leading psycho-pedagogical and methodological ideas.

An analysis of the studied literature shows that the methods for developing students' speech are based on such psychological and pedagogical ideas as:

1. The idea of ​​a phased assimilation of knowledge, a step-by-step composition of actions;

2. The idea of ​​developing education;

3. The idea of ​​forming students' creative thinking;

4. The idea of ​​a personal approach to learning.

These ideas encourage students to be creative, influencing the formation of special communicative and speech skills in the field of creating coherent oral statements.

2.3. Normative model of personality neoplasm as an expected result in the course of work on the development of students' oral speech.

Age period

Leading activity

Speech

neoplasms

Junior school age (6-11 years old)

Speech activity:

Imitation;

Communicative;

constructive;

Types of speech activity:

Hearing;

speaking;

Compilation of oral stories.

Formation of speech skills:

Correctly build sentences.

Adequately perceive the speech addressed to him;

Focus on the content of the statement;

Select language means that correspond to the content of the statement, form it intonation-grammatically;

The ability to logically construct an utterance depending on the given type and style of speech.

3. Practical part.

3.1. Stages of work on the problem.

For work on the topic "The development of oral speech of younger students in the lessons of literary reading."

1. I listened to a course on this topic at GOU DPO NIRO.

2. Attended practical seminars.

3. Developed lesson notes on the development of students' speech.

4. Tracked the dynamics of growth and productivity of the applied forms and methods at different stages of education.

5. Studied literature, Internet resources.

3.2. Description of lesson fragments.

The development of oral speech occurs in all lessons of literary reading.

In the work on the development of oral speech, I distinguish four lines:

1) work on the sound culture of speech

2) work to enrich the dictionary

3) work on the phrase and sentence

4) work on connected speech

Work on the sound culture of speech

The technical side of speech SVUR (means of expression

(diction, articulation, breathing) of oral speech)

(logical pause, logical hit).

Every lesson I start with poetic five minutes. Learning according to the "model" (imitative method), memorizing poems, phraseological units, sayings and proverbs - all this enriches speech, contributes to its development, strengthens memory, and provides the basis for working out the expressiveness of speech. Thematic five-minute poetic sessions instill a love of poetry, open up new names for children. Beautiful poems by A.S. Pushkin, F.I. Tyutchev, A. Fet. It is also useful to work on the patter. To relieve tension during the lesson, I spend a minute of tongue twisters with the children. Tongue Twisters - this is, as a rule, a small amount of speech material, specially built on a combination of sounds that are difficult to pronounce. They help to develop a clear and intelligible speech, train and improve the functioning of the vocal apparatus, develop the ability to use different rates of speech (fast, moderate, slow). For example, the tongue twister: "White sheep beat the drums." It is necessary to pronounce it with a feeling of joy, surprise, sadness, with an interrogative intonation. Sometimes we pronounce, accompanying with claps, waving of hands. I am holding a tongue twister competition in the class, for this the guys select tongue twisters in advance. There are a lot of tongue twisters in the literary reading notebook, which facilitates the initial work with us. patter contributes to the development of communication skills of younger students.

I actively use long sentences. (As on a hill, on a hill, twenty-two Yegorkas lived, once Yegorka, two Yegorkas, etc. up to 22). Long sentences are pronounced on the exhale, which also contributes to the improvement of the speech apparatus, works out diction and reading speed.

Much attention is also paid to work on enrichment, vocabulary activation in reading lessons. I actively use dictionaries in the lessons (explanatory, synonyms, phraseological units, etymological). Vocabulary work is also carried out in notebooks for literary reading.

Word work becomes more difficult from class to class.

Working on contextual synonyms:

Grade 1 N. Artyukhova "Coward"

Why is a dog called a formidable enemy? (To emphasize that she is big and evil, and Andryusha is small and defenseless).

What did Andryusha do, left alone on the sand? (He roared in fear)

What did Valya do after driving Lokhmach away? (she was crying out loud)
Teacher's clarification: “To roar means to cry loudly; To cry out loud means to cry loudly with sobs. Valya sobbed because she was very frightened for her little brother, she was nervous. Why did the author use such different words? (well-chosen words help to avoid repeating the same words, accurately characterize the heroes of the story, their state of mind).

Grade 2 K. Paustovsky "Badger nose".

With the help of selective reading, children find contextual synonyms: beast, black nose, sharp muzzle, striped skin, little badger.

Dictionary enrichment work:

a) the use of synonyms (fiery - hot)

b) explaining the word through antonyms

c) the inclusion of the word in the context (you can not say: "I'm scouring my mitten").

d) etymological analysis (an ice hole is something that was cut through the ice).

In 2nd grade schoolchildren learn to activate their vocabulary with the help of verbs, adjectives (the sun warms, shines, sets, illuminates, etc.)

In grade 3 - grade 4 children's attention is directed not only to the meaning of the word, but also to its origin.

Grade 4 N.A. Nekrasov "In the winter twilight".

The word "twilight" was found in the poem. The teacher asks the students the question: “At dusk - when is it?” The answer of the children will show whether their ideas about the meaning of the word are correct: “At dusk - in the evening or when it gets dark.” Such answers show that children understand the meaning of the word, and there is no need to dwell on its meaning. In dictionary work, attention is also paid to techniques: metaphor, epithet, personification, comparison.

4th grade A.V. Koltsov "Harvest"

Task: read the poem and write epithets, personifications, comparisons in a notebook.

Taking into account the characteristics of children in the CSC class (visual short-term memory, attention instability), I use visual supports and algorithms in the lessons. Children experience great difficulties when faced with types of messages (descriptions, narratives, reasoning). But I use visual support to aid in reasoning. For example, when I get acquainted with the fairy tale by D. Mamin - Sibiryak "The Gray Neck" (episode), I ask: "Where do the events take place?" At the same time, I draw a river. When I ask the question: “Where does the river flow?”, I also draw, but already a forest.

What should I draw on the banks of the river? I ask the children.

Trees, shrubs, they answer.

What did the river look like?

The river was covered with ice. The middle of the river did not freeze, a polynya formed.

Then I use a visual aid with the image of a polynya in which there is a duck, a fox.

What does a fox look like? What she does?

Red-haired, fluffy, sly eyes, she carefully sneaks on thin ice, crouching a little.

Grade 2 Topic: "About children and for children." V. Suteev "The lifesaver".

When compiling an oral description of the child, it is necessary to introduce the role of a fascinating storyteller, then his speech will be lively, emotional.

However, when compiling an oral description, I work clearly according to the description algorithm (see Appendix).

A series of pictures helps a lot when compiling a description of animals. First, he clarifies the idea of ​​\u200b\u200bthe signs of animals: who is larger, a hare or a wolf? Who is smaller, hedgehog or squirrel?

The main goal of this work: visual perception. Then I do vocabulary training. What kind of animals do they talk about a small animal? (So they say about a squirrel and a hedgehog), then the children name the distinguishing features of the hedgehog and collectively make up its description. The description is divided into three parts:

introductory (general impressions);

main (signs);

Conclusion

I carried out this work in the compensatory training class according to a certain algorithm:

1. The appearance of the hedgehog (shape, eyes, paws, how the body is covered, is there a tail, etc.)

2. What shape does the hedgehog's body resemble? (oval shape)

3. What kind of eyes? (eyes are shiny, small, like buttons)

4. What paws? (paws are small, fast)

5. What is the body of the hedgehog covered with (the body of the hedgehog is covered with small needles, the muzzle is funny)

6. Conclusion (the animal is small, fast cute).

A more difficult task, in my opinion, is learning to retell.

Types of retellings:

Detailed (full, close to the text)

We begin to learn to retell from fairy tales. Our motto is: "Learning to think, learning to retell while thinking."

When retelling, we use a plan.

Types of plans:

1. Plan in the form of questions (so that the question combines 2-3 sentences)

2.Plan in the form of name sentences

3. Quote plan

4.Plan in the form of keywords

5.Picture plan

6. Symbolic plan

II. Selective retelling (retelling of one part or one micro-theme)

III Brief retelling (assumes the preservation of the main thoughts of each part).

The task of the teacher: to teach to highlight the main idea in the text

Grade 4 Topic: "The bright edge of birches, my Russia!". E. Baratynsky "Spring, spring!"

Introduction of students to the speech situation - close your eyes, quietly say the word "spring". Remember something that pleased or upset you in the winter.

Cross discussion (involves the active involvement of all students in the process of listening and speaking). The class is divided into 2 groups. One expresses all the arguments "for", the other "against". Differentiation according to the degree of assistance is used. Students are given additional cards, which indicate the positive or negative sides of spring. A conclusion that can unite different opinions about spring: “But spring has a complicated character. Everything gives us both joy and sorrow.

Collective composition of syncwine

Snowdrop Spring

first, pure beautiful, clear

woke up, chilled, made his way came, laughed,

woke up through a warm blanket of leaves

up! all living things in the world

Grade 4 K.F Ryleev "Ivan Susanin"

Cluster.

The use of these techniques allows each student to understand the joy of creativity, to feel like an author, to feel the joy of success.

3.3. Description of practical work.

For a solid and full-fledged formation of communicative and speech skills in the field of development of coherent oral speech of primary school students, a harmonious system of exercises is necessary.

Exercises aimed at developing the ability to navigate in a communication situation.

Task number 1

Make a statement - an explanation of traffic rules to your younger brother.

Task number 2

Compare the objectives of the statement and its content.

Purpose: to wish a friend a happy birthday.

Task number 3

Choose the appropriate type and style of utterance.

Purpose: to explain the reason for being late for the lesson.

An exercise aimed at developing the ability to reveal the topic and the main idea of ​​the statement.

Task number 1

Compose a statement based on the finished beginning, which reflects the main idea. Title.

I got up early in the morning and looked out the window. What a beauty!..

Task number 2

Compare several headings and choose the best one. (The text and several options for headings are given).

Task number 3

Determine the topic and main idea of ​​the statements.

Task number 4

Read the text, choose the proverb that fits the main idea:

Boots creak, heels rattle.

Will be, there will be midges to have fun until the morning.

Proverbs:

Tight boots are carried, and narrow ones will shrink.

Choose boots according to the size of your feet.

In dancing, boots are not spared.

3. Exercises aimed at developing the ability to select and systematize material for oral utterance.

Task number 1

Make a graphic plan for the story (A story is given)

Task number 2

Make a plan for an upcoming statement on a topic (Example: New Year's Eve).

4. Exercises aimed at developing the ability to express one's thoughts correctly from the point of view of the norms of the literary language.

Task number 1

Make 3 sentences about Spring: narrative, interrogative and incentive.

Task number 2

Distribute suggestions for questions.

Well in (what?) forest! Trees stand in (what?) hoarfrost. (What?) streams (how?) run (where?).

Task number 3

Replace the highlighted words with synonyms:

A squirrel lived in the forest. At squirrels fluffy fur. At squirrels beautiful tail. Squirrel loves nuts.

Task number 4

Arrange the sentences in the correct order:

Hares and birds regaled themselves on the gifts.

Petya hung rowan beads on the branches.

Vanya brought a carrot.

The children dressed up a Christmas tree in the forest.

1. Vocabulary enrichment exercises:

Find (third extra):

Wonderful, wonderful, funny.

Path, footpath, step.

Snow, ice, six months.

1. Exercises aimed at the development of monologue speech.

a) narration on behalf of an inanimate object "The history of the life of an old shoe";

b) "If I were a magician";

c) "Why" (Why does it rain?)

d) "Fairy tales in a given key" (introduction of a new object into the name of the fairy tales, for example: "Gingerbread Man and a Balloon".)

3.4 Instructions for students.

№ 1. Description of an inanimate object

Plan

What item is shown in the picture?

What color is this object or its parts?

Where is this item located? What do you see in the background?

Features of this item (size, condition: new, old, clean…; properties: red, useful).

What is this item used for? To whom could it belong (useful, please)?

What colors did the artist use (bright, dull, light, dark…)?

Your attitude to this subject (I like it, I would like to have one).

Your attitude to this picture (I like it, it's nice to look at it).

№2. Description of the plant

Plan

What plant is shown in the picture?

What color is this plant or parts of it?

Where does it grow? What do you see in the background?

What season is the artist depicting in the picture?

Features of this plant (size, growth stage, properties: beautiful, useful.)

What colors did the artist use? (bright, dull, light, dark…)?

Your attitude to this plant (I like it, I would like to have it, smell it (about flowers), touch it).

Your attitude to this picture (I like it, it's nice to look at it).

№ 3. Portrait description of a person

or fairy tale character

Plan

Who (what fairy-tale character) is depicted in the picture?

From what fairy tale?

What is he doing? His posture.

His age.

What kind of face does he have?

What is his mood, what character?

What is he wearing, what color is his clothes?

Where is this character, what do you see in the background?

№ 4. Description of the plot illustration for a fairy tale, plot drawing (one character is depicted)

Plan

1. Who is shown in the picture (from which fairy tale is he)?

2. What does he do, what does he think, speak, sing about?

3.His age

4. In what position is he drawn (what moment from the fairy tale is shown in the picture)?

5. What is the hero's face (muzzle)?

6. What is his mood, what character?

7. What is he wearing, what color is his clothes (skin, scales, feathers)?

8.Where is this character?

9. What season is shown in the picture?

10. What is drawn closest to you?

11. What is in the center of the picture?

12. What do you see in the background?

13. What paints did the artist use?

14. Your attitude towards this character (I like it, I would like to meet him, play, make friends).

15. What do you think about when looking at this picture?

№5. Description of the plot illustration for the fairy tale, plot drawing (several characters are depicted)

Plan

1. Who is shown in the picture (what fairy-tale characters, from which fairy tale)?

2. What are they doing, what are they thinking about, what are they talking about, their postures? (What moment from the fairy tale is shown in the picture?)

3. What does the first character do?

4. His age.

5. What is his mood, what character?

6. What is he wearing, what color is his clothes (skin, scales, feathers)?

7. What does the second character do?

8. His age.

9. What is his mood, what character?

10. What is he wearing, what color is his clothes (skin, scales, feathers)?

11.Where are these characters?

12. What season is shown in the picture?

13. What is drawn closest to you?

14. What is in the center of the picture?

15. What do you see in the background?

16. Your attitude towards these characters (do you like it, would you like to meet him, play, make friends).

17. What colors did the artist use (bright, dull, light, dark)?

18. What do you think about when looking at this picture?

№ 6. Story from several pictures

1) Look carefully at the pictures.

3) Imagine what could happen after the moment shown in the last picture.

Plan

1.Introduction.

What could have happened before the moment that is drawn in the first picture.

a) Start of action:

-time.

One day in the spring; one afternoon, one morning, one fine day...

-place.

In the garden, in the forest, on the river, in the city, in the park, on the skating rink, at home, at school…

b) Action development:

Message about the actor (about the actors).
Help:

A little hedgehog, an old turtle, a cheerful girl...

Features and procedure.

I saw a butterfly, went fishing, decided to go for mushrooms ...

2. The main part.

Help:
Describe the actions of the hero (heroes) at the moments depicted in each picture.

c) Development of events:

First drawing.

Time and place (if changed);

Performing actions.

Second drawing.

- time and place (if changed);

Actions in progress.

The actions of the hero (heroes), his (their) thoughts, mood.

Climax (development of events).

Third drawing.

Time and place (if not changed);

Actions in progress.

The actions of the hero (heroes), his (their) thoughts, mood.

Climax (development of events).

3. Conclusion.

What could happen after the moment shown in the picture.

3.5 Diagnostic results.

Diagnostic results

Psychological observations by a teacher-psychologist.

The results of diagnostics according to the method "Exclusion of words".

Purpose: assessment of verbal-logical thinking

2008-2009 2009-2010

Satisfactory

The results of diagnostics according to the method of determining the active vocabulary.

2008 – 2009 2009 – 2010

Satisfactory

The results of diagnostics according to the method of researching coherent speech. (A story is given.

The teacher is reading. Children listen, remember, prepare to retell).

a) criteria of semantic integrity:

5b - all the main semantic links are reproduced.

2.5 b - semantic links are reproduced with minor reductions, there are no connecting links

1 b - the retelling is incomplete, there are significant reductions and distortions of the meaning

0 b - failure.

b) criteria for lexical and grammatical design.

5 b - the retelling was compiled without violating lexical and grammatical norms.

2.5 b - the retelling does not contain agrammatisms, but there is a stereotypical formulation of the statement.

1 b - agrammatisms, repetitions, inadequate verbal substitutions, inadequate use of words are noted.

Results of studying the properties of attention (Munstberg's method).

Analyzing these results, one can trace the positive dynamics of the growth of all creative abilities: attention, thinking, expansion of vocabulary, coherent speech, increase in speech activity.

There is no regression, only progress.

4. Conclusion.

4.1. Efficiency of the work being done.

In terms of the development of students' speech, over the 3 years of study in the KKO class, children have seen effective shifts in a positive direction. I will give just a few indicators of the development of oral speech: The level of connectedness of speech in grade II was 29%, in grade III 49%, in grade IV it is already 68%. The level of ability to compose a text in accordance with a given genre in grade II is 18%, in grade III 39%, in grade IV 64%. My students take places in school intellectual games (Kasyanov M. - 2008 - 2009 academic year - 3rd place in the intellectual game among students of the parallel) Rusova Anna and Pitilimova Nadezhda participated in the school "Competition of Readers" this academic year. Result: Rusova A. - I place, Pitilimova N. - II place.

And all this is thanks to the hard work of the teacher and students over the course of several years.

4.2. Difficulties.

However, as the results of my work on this topic show, there are some diagnostic, technological and methodological problems. Due to their psychological characteristics, students cannot fully assimilate the knowledge they receive. The teacher has to apply a lot of additional efforts, supports, schemes, algorithms to facilitate the perception of new concepts, new knowledge by children.

But, despite the difficulties, the effectiveness of the work done is evident. My students have become more relaxed, sociable, independent.

Conclusion: The teacher, individualizing the methods and techniques of communication, can very effectively correct the oral speech of students.

4.3. The mechanism of dissemination.

She took an active part in the work of the School of Education, where she introduced her colleagues to some elements and methods of speech development in the class of compensatory education.

5. Literature.

I.V. Fomina, I.V., Shcherbakova "Development of Oral Speech"

Publishing house "Teacher" 2009.

Barkhin K.B. "Speech Development in Primary School". -M.Uchpedgiz, 1984

Efimenkova L.N. "Correction of oral speech of primary school students" - M. Vlados 2001

Rozhdestvensky N.S. "On the problem of speech development" - M. Enlightenment 1987

Fotekova T.A. "Diagnostics of oral speech of younger schoolchildren" - M. Arkti 2003.

Shuvaeva A.V. "Development of coherent speech of younger students in the process of working on the text" - M. Arkti 2002.

Tolmacheva G.A. "The development of oral speech of younger students in the KKO class" - M. Knigolyub 2005

“A child who is not accustomed to delve into the meaning of a word, understands or does not understand its real meaning at all, and has not acquired the habit of disposing of it freely in oral and written speech, will always suffer from this deficiency when studying another subject.” K.D. Ushinsky

A modern school should prepare a thinking and feeling person, who not only has knowledge, but also knows how to use this knowledge in life, who knows how to communicate and has an internal culture. The goal is not for the student to know as much as possible, but for him to be able to act and solve problems in any situation. The priority means for this are the culture of speech and the culture of communication.

Refinement, enrichment and activation of students' vocabulary. Refinement, enrichment and activation of students' vocabulary. Working on a dictionary is the basis, the foundation of all work on the development of speech. Without a sufficient vocabulary, the student will not be able to build sentences, express his thoughts.

Working with dictionary words For acquaintance I give a block of three words (not necessarily thematic). Birch, railway station, passenger 1. Familiarization with the block, spelling pronunciation (3 times), writing words into individual dictionaries with spelling and stress placement, finding out the meaning of these words, then comparing them with an explanatory dictionary.

2. Formation of the concept Birch is a tree…. - So what, a Christmas tree is also a tree - This is a deciduous tree. - Well, aspen is also a deciduous tree. The work goes on until the children give an exact concept. Birch is a deciduous tree with white bark and heart-shaped leaves.

The System Analysis method helps to consider the world in the system as a set of elements interconnected in a certain way, conveniently functioning with each other. I propose a system, pick up the words included in this system: Dog - hunter, gun, forest, wolf, Weather - rain, umbrella, raincoat ... ..

The resolution of contradictions is an important stage in the mental activity of a child. Scientists have developed a new breed of dog. Outwardly, she, in general, is the same as ordinary dogs, but only the new dog does not bark, does not bite, and lets everyone into the house. What problem will the new dog and its owner have?

A step-by-step method for teaching storytelling from a picture. Step 1 Delhi! (Determination of composition). Point the camera eye at the picture so that only one object is visible in it. We name the objects and schematically draw them in circles on the board. Step 2. Come on! (Finding connections). Let's connect the two circles on the board and explain why we did it. Let's tell you how the objects in these circles are interconnected. Step 3. Strengthening imagery characteristics. The technique of entering the picture is used. Actively explore the picture with the help of each sense organ in turn. At the same time, we can consistently move along the circles and lines of the schematic drawing. Let's talk about the feelings we got. Step 4. Piggy bank of figurative characteristics. Learn the meaning of new words in the explanatory dictionary. We use them to make comparisons, riddles. Step 5 (Building a time sequence). We choose one of the heroes and present step by step what he did before - before appearing in the picture, what he will do later. Step 6. We pass to different points of view. Determine the state of one of the heroes. We enter his state and describe the environment or events from the point of view of this hero. Then we find another hero in a different state or take the same hero at a different time and in a different state. We describe everything from a new point of view. Including descriptions from different points of view in the story

Enriching students' vocabulary is of great importance for the development of their speech. Therefore, every time I am convinced of the need for constant work with dictionaries, trying to arouse interest in a single word. It is necessary to study the origin of the word (it explains the spelling in many ways), structure (composition), pronunciation, spelling, and its meaning. It is necessary to show how this word lives and develops in the structure of phrases, sentences, a small text; associate a word with a specific speech situation. Of course, the game will come to the rescue

Herons _________ drops _______ heaven ___________ forest Herons walked through the forest, Drops fell on them. From heavy leaden skies And herons hid in the forest (Igor Yakushev) Herons live in a swamp, Drops began to fall here. Drops fell from heaven On a wonderful green forest (Vaga Alena)

Waiting __________ cat _________ without a tail ___________ from a cat An old, red, cunning cat is waiting for prey in a hole. The mouse was left without a tail, running away from the cat. (Markova Ksenia) A black cat sits on guard and waits for a delicious dinner. He sits without a tail, And the mice hid from the cat. (Vaga Nastya)

Once, a green leaf came off from a large maple tree. Once, a green leaf came off from a large maple tree. He flew in the wind, From above the whole world looked. (Ilya Korchinov) Once a green leaf came off a large maple tree. For a long time he flew around the world, He returned to us only by the summer. (Igor Yakushev)

At home, I ask you to come up with a poem on a specific topic. After a cycle of poems about autumn: come up with a poem about autumn Autumn came into its own - The leaves turned yellow, the grass faded. Soon the first snow will fall - And winter will come to us for a long time. (Markova Ksenia)

Christmas tree, holiday, Kids have fun at least where! Dancing, dancing and fun - No bad mood! (Markova Ksenia) The New Year is coming, the lights are sparkling. Everyone has been waiting for the New Year, Christmas trees are being decorated. (Suchkova Alina) The cold winter has come, Snowflakes are circling and flying, Snowdrifts are growing rapidly, Cheerful laughter sounds like guys. (Ilya Korchinov)

They dressed the Christmas tree in a festive dress In bright lights and colorful balls. And she calls the kids To meet the New Year holiday, And give them delicious gifts. (Vaga Alena) The New Year is in a hurry to visit us, Opening the doors, Beautifully dressing up the green Christmas tree. (Igor Yakushev)

Tasks can be as follows: 1. Read one (optional) sentence-proverb. Orally convey its main meaning. Formulate a topic. 2. Based on this proposal, “expand” your thought in writing (from 5 to 10 sentences). Remember that the supporting sentence is the name of your future text: this heading expresses the main idea. Your text can take the form of a short story, an instructive tale, a short poem or a reasoning text. So, gradually you will learn how to turn one sentence into your own author's text.

Game "Translate into Russian". It is known that in the languages ​​of many peoples there are many proverbs and sayings that are similar in meaning, because wisdom knows no bounds. Children love to "translate" such proverbs. 1. Before speaking, turn your tongue seven times (Vietnam). 2. You can't hide a camel under a bridge (Afghanistan). 3. The small pot heats up well (England). 4. The son of a leopard is also a leopard (Africa). 5. Where the shovel leads, water flows there (Tibet). 6. After dinner you have to pay (England). 7. A scalded rooster runs away from the rain (France).

Sample answers: 1) Measure seven times, cut once. 2) You can’t hide an awl in a bag. 3) The spool is small, but expensive. 4) An apple does not fall far from an apple tree. 5) Where the needle goes, the thread goes there. 6) Do you like to ride, love to carry sleds. 7) A frightened bird is afraid of everything.

Composing riddles The rhyming games discussed above will help children compose riddles. In the course of a joint discussion with children, it is necessary to identify important signs of a riddle: - the object is not called, but it is compared, described, contrasted or called differently; - the main features of an object that distinguish it from all others are called; - in some riddles you can use rhyme

The prickly beauty Blooms in our garden, All people like it very much And bring joy to the house. (Markova Ksenia) A pot-bellied barrel sits on a hummock. (Korchinov Ilya) What kind of fairy is this? Spinning, fluttering, pollinating flowers? (Lena Komelkova) Not a plane, but flying, Not a flower, but decorating the earth. (Markatyuk Nastya)

The program for primary school provides a large list of speech skills with a consistent increase in their complexity from class to class. Among them are the following: - the ability to embody in the word the products of the imagination and creativity of students; - the ability to use figurative language means in speech: comparisons, epithets, metaphors, personifications; - the ability to verbal verbal description of the subject. It is these skills that need to be developed purposefully and in the system.

When working on lyrical works, I use four groups of exercises. The first group of exercises is aimed at developing in children the ability to emotionally respond to what they read. To enhance emotional perception, the following tasks are necessary: ​​What feelings arose in your soul while reading the poem: amazement, joy, admiration, regret, delight? Pay attention to the words that the author chooses to convey joy at the sight of extraordinary beauty. Find words in the poem that convey the mood of the author. Come up with (choose) a melody for this poem.

The second group of exercises is aimed at awakening the imagination and fantasies of schoolchildren (verbal drawing). Tasks: Imagine that you need to draw a picture for this text. What colors do you use for the sky, clouds, greenery, ground, etc. Listen to the sound of the poem and try to sing a melody that sounds like it; What sounds are repeated in this line and what do they "draw"? Choose a verbal illustration for the entire poem or for a passage of your choice. Which lines of the poem match your illustration?

The third group of exercises is aimed at detailing and concretizing ideas about epithets, comparison, personification, metaphor. Tasks: Match your epithets to the specified word and compare with the author's. Will the poetic image change if you replace the epithet, comparison, metaphor. Find figurative means of language in the text of the poem: epithet, comparison, personification, metaphor. Find the epithet and the word it defines.

The fourth group of exercises - on the expression of a personal attitude: What mood of the author did you feel? Share with your friends your impressions of what you heard. Express your feelings. Tell us about your attitude to the imaginary picture.

A speech minute is held at the beginning of each lesson of the Russian language. Children at home find a beautiful sentence in the works of writers and poets, write it down in a notebook and, when answering in class, analyze it, explaining why this sentence attracted them, what figurative means the author used, etc. It is especially appreciated if the child himself came up with a proposal. 5 minutes of poetry in reading lessons allow children to plunge into the poetic world, create a definite mood, and make a brief analysis of the poem.

Retellings are the most important techniques that are used to develop the speech of primary school students 1. Detailed, which, in turn, is divided into free, i.e. based on the first impression and conveying it as a whole (in your own words), and artistic - close to the text of the author, aiming not only to convey the content in detail, but also to reflect the artistic features of the text. 2. A brief retelling (compressed) sets out the main content of what was read, keeping the logic and style of the original text, but omitting the details, some details of the literary text. Working on a brief retelling teaches the student to select the main and essential, delimiting them from the secondary. 3. Selective retelling is based on the selection and transmission of the content of individual fragments of the text, united by one topic. This creates a complete story. 4. Retelling with a change in the face of the narrator offers a presentation of the content on behalf of one or another hero, in the third person. This requires a deep understanding of the character of the hero, the artistic means of his image, a lot of preliminary work.

Messages (report) Messages are a kind of oral monologue of students in the lessons of literary reading and the Russian language. The work on developing skills to prepare such speeches contributes to strengthening the practical orientation of teaching children's literature, equipping schoolchildren with intellectual and speech skills, developing creative abilities, and preparing for active participation in communicative activities. Messages help to develop oral and written speech in a relationship. At the lessons of literary reading, I give the task to make a message about the author of the work.

In generalizing lessons on the topic in Russian language lessons, children must make messages: Noun Composition of the word Adjective, etc. where they combine and systematize all the knowledge gained on the topic, having previously drawn up a presentation plan. The tasks can be presented in the genre of a fairy tale “Once upon a time there was a noun”, “The vowels and consonants somehow quarreled among themselves”, “Somehow a soft sign decided that it was underestimated ...”, etc.

Compositions Composing is a creative work. It 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. In the essay, the spelling, all the grammatical rules being studied, makes sense for the student.

Preparing children for an oral story or a written essay, I teach: to understand a given topic or find your own, determine its content and volume, its boundaries, adhere to the topic at all stages of preparing and designing your story, essay. Approach evaluatively to the material, to the topic as a whole, express your attitude to the depicted, convey in the text of the essay, telling your own position. Accumulate material: observe, highlight the main thing from your experience - what relates to the chosen topic; comprehend the facts, describe, convey their knowledge, feelings, intentions. Arrange the material in the desired sequence, draw up a plan and adhere to it in the construction of a coherent text, and, if necessary, change the sequence. Select the necessary words and other language tools, build syntactic constructions and coherent text. Spelling and calligraphically write the text correctly, punctuate, divide the text into paragraphs, observe the red line, margins and other requirements. Detect shortcomings and errors in your essay, as well as in the speech of other students, correct your own and other people's mistakes, improve what is written.

A school essay is the result of productive activity and is, on the one hand, a subject of study, on the other hand, a means of achieving the ultimate goal - the formation of students' communicative and speech skills. The compositions differ in the sources of the material, in the degree of independence, in the methods of preparation, in the genre and in the language.

1) Creative: - What is kindness? - My three wishes. - So that I can tell African children about winter. - Journey of an autumn leaf. 2) Reproductive: - My true friend. How do animals hibernate? - My toys. - Our friendly family. 3) Phantoms. What would happen if - I saw that the book was crying? - the fountain pen prompted? - the road rose to the sky? 4) Essay-reasoning: - They say, on New Year's Eve ... - Why did they call me that? Why do you need a friend? 5) Composition-description: - My favorite teacher - The beginning of winter. - Christmas tree.