Types of speech activity in the lessons of literary reading. The development of speech of younger schoolchildren in the lessons of literary reading. In relation to the volume of the original text, retellings are

Gabbasova Rasima Rasimovna - educator of the extended day group,

MBOU "Secondary school No. 3 p.g.t. Kukmor"

The role of retelling in the formation of speech activity of younger schoolchildren in the lessons of literary reading.

The well-known methodologist M.R. Lvov identifies three lines in the development of speech: work on the word, work on the phrase, work on coherent speech. All these three lines develop, according to M.R. Lvov, in parallel, although they are at the same time in a subordinate relationship: vocabulary work provides material for sentences, for coherent speech; in preparation for a story, an essay, work is carried out on the word and sentence.

But work on the development of coherent speech involves not only teaching their perception. It provides for the organization of educational speech activity of schoolchildren by performing special communicative exercises designed to ensure that students do not just prepare messages or retell texts on the instructions of the teacher, but do this, being placed in specific circumstances that would stimulate their speech activity, dictate certain requirements. to the utterance.

This kind of approach is not entirely new. Many of the above skills were identified by T.A. Ladyzhenskaya back in the late 60s. These are the ability to understand, comprehend the topic, the ability to collect material, the ability to plan work, the ability to prepare language tools, compose the entire text, and the last skill is to improve a written or oral statement. These skills actually reflect the stages of speech activity, such as planning, creating an utterance and control. But the allocated skills are necessary only for the creation of texts.

The well-known methodologist N.A. Plenkin said that it is impossible to “write” (speak) into space, “to nowhere”. Each author must have a listener (reader). It is far from necessary that the addressee be a teacher ... ".

We see that many of the ideas that have found implementation today have long been expressed in the methodology, but have not received sufficient development. It should also be noted that for successful verbal communication at any age, one and the same "set" of speech skills is needed. The teacher should constantly take care of their formation, regardless of the year of study. The formation of the same skills in different classes should be carried out on different speech material - by subject, by style, by genre, by structure, by volume; with greater or lesser independence of students, with the predominance of oral or written form; using various teaching methods.

To understand the process of human speech development, especially its factors, it is necessary to determine the mechanism of language acquisition of a child. "When transmitting a message, two types of information are introduced - a) about the objects and phenomena of reality and b) about the rules of the language in which the message is submitted. The latter type of information is introduced in an implicit form, since the rules of the language are applied, but nothing is said about the rules themselves ... The development of speech is nothing more than the introduction of language into the child's brain in an implicit form, that is, through speech. The perception of someone else's speech is ahead of the child's own speech: he begins to understand the speech of adults somewhat earlier than he himself tries to speak. Consequently, one of the main factors in the normal speech development of a child is the speech (language) environment. But this is not the only factor, it is necessary to highlight other equally important ones:

the need for contact with a loved one;

prolonged training of the physiological mechanism;

the need for nomination and generalization;

speech activity;

comprehension of the language.

These factors form children's language intuition - an automated unconscious preference for the use of generally accepted, active language models. It is important that the linguistic instinct is formed under the influence of a highly cultured speech environment, which is created on the basis of the correct speech of the teacher, parents, reading fiction.

The development of students' speech is facilitated by work on the composition and language of the work. Exercises are carried out in the form of observations on the development of the plot, the development of the characters' characters, in the process of comprehending the role of the landscape and lyrical digressions to reveal the ideological and thematic content. In this regard, the artistic features of the work are assimilated, enriching the speech of schoolchildren: the richness of synonyms, the aphorism of the language, the variety of stylistic and compositional techniques.

Attention to the language of a work of art is brought up in children, starting from the 1st grade. This develops the language "flair", the culture of students' speech, instills a love for the Russian language and at the same time contributes to the conscious reading of children. The activities of students related to the development of the word in a work of art include the following content: practical observation of the word in context, the difference in the figurative functions of the word, understanding the functions of the word as a means of expressing the ideological and figurative content of the work.

Students practically get acquainted not only with the communicative, but also with the aesthetic function of the language. This approach provides a full perception of the work of art and develops the culture of speech of students. The development of speech is a rather complex and creative process. It is not enough just to enrich the student's speech with new words and expressions. The main thing is to be able to develop flexibility, accuracy, expressiveness, variety of speech.

Observations show that in elementary school, only two specific requirements are imposed on the oral speech of students:

1. Give full answers to the questions asked by the teacher.

2. Be able to consistently retell the read text.

These requirements are undoubtedly essential in the development of students' oral speech, but they are completely insufficient for the more widespread development of this form of speech.

The development of a child cannot be considered outside the development of his thinking and outside the environment of cognitive interests in general.

“Thus, the development of a child’s speech should begin with work on expanding the range of his ideas, impressions, with work on educating cognitive interests. The process of accumulating these ideas and impressions is accompanied by the fact that the child begins to feel the need for words that can designate (name) the observed to them objects and phenomena, the need for speech means by which these phenomena and impressions can be most adequately described, comprehended for oneself and told about them to others.

The task of the teacher is to provide these means.

Deep, thoughtful work of students on texts in reading lessons stimulates their statements, makes their speech more motivated, independent and emotional. Interest in a readable text that arises in a child must also be used to develop aesthetic taste, to draw their attention to the beauty of the language and the individuality of the writer's style, to descriptions of nature and human experiences, thoughts, and actions. It is necessary to work with them on the form of a work of art, its language.

It is important to analyze and evaluate in reading lessons not only what the student said, but also how, in what form he did it, how well he formulated his thought. Constant attention to the oral statements of students, the systematic requirements of the teacher to comply with the norms of oral speech instill in children attention to the word, constant control over their own speech and the speech of others.

So, a huge role in all work on the development of students' oral speech is played by "the formation of their conscious attitude to the language: to the language of the writers whose works they study, to the language of their own statements, stories, retellings, messages."

Let's take a closer look at some of the tricks.

retelling. Many methodologists consider this type of work necessary. But we must not forget the following words of V. G. Belinsky: "A poetic work can neither be retold nor interpreted, but only can be made to feel, and then only by reading it the way it came out from the poet's pen: being retold words or transcribed into prose, it turns into an ugly and dead larva, from which a butterfly shining with iridescent colors has just fluttered out.

The methodology for organizing retelling is most detailed in the works of Z.D. Kocharovskaya, M.I. Omorokova, V.I. Yakovleva, T.P. Salnikov defines the following main requirements for retelling:

in the retelling, the student’s live speech should sound, and not a memorized sample;

when retelling, the child must use vocabulary, turns of speech and some syntactic constructions of the sample;

the style of the sample must be preserved in the retelling;

the sequences of the original, causal dependencies must be observed, all the main facts and descriptions must be transferred;

the retelling should reflect the feelings of the child through the expressiveness of his speech.

It is impossible not to notice the contradiction between the first and second and third requirements. It is this inconsistency that confuses young teachers: where is the line between a memorized model and a good retelling?

In elementary grades, the following types of retelling are used:

1. detailed, close to the text;

2. short or concise;

3. selective;

4. with the restructuring of the text;

5. with creative additions.

Detailed retelling involves the transfer of the sample by content, while maintaining the composition, logic of the text, vocabulary, syntax of the sample. Also, retellings involve enriching the language of schoolchildren, educating their sense of language.

Partial (selective) retelling is conducted as a reproduction of an episode, one storyline or a story about a hero. Working on the retelling of one episode does not cause difficulties for younger students, while a selective retelling of an event or a hero is quite difficult for them.

Short (compressed) retelling involves the transfer of only the main content of the text, devoid of details, details. Reduction forms in children the ability to isolate the main thing, to shorten the text, preserving its meaning, to select only the essential in the original text, to build a new, own, compressed text. A brief retelling is a necessary step in the development of speech, but excessive enthusiasm for abbreviations can lead to dryness of the language, wean children from artistic details.

Creative retelling can be characterized by changes and additions in the text:

changing the face of the narrator,

retelling from the perspective of one of the characters,

storytelling,

word drawing,

continuation of the story

development of any episode, landscape sketch,

plot restructuring.

Retelling with a change in the face of the narrator cannot be called a creative work, since the restructuring of the text is mainly grammatical. However, the replacement of the first person by the third cannot but lead to some changes in the text.

The creative level of students' work in retellings on behalf of one of the characters is slightly higher, when the child must enter the role of the hero of the work, understand his character, see the world through his eyes.

Retelling was considered by F.I. Buslaev as a means of transition to an essay, since, in his opinion, an essay is the same story or conversation, only on paper, then the most natural beginning of one’s own compositions should be “an insensitive transition from an oral story to a written one” . Speaking about oral retelling, V.V. Golubkov noted that retelling has a dual meaning for students: it helps the assimilation of a literary text and promotes the development of speech, but he warned that this technique should not be abused and used almost at every lesson. According to N.V. Kolokoltsev, retelling is the transmission in one's own words of a literary text, usually fiction, in oral or written form. The methodologist divides retellings into creative and reproducing ones and attaches great importance to creative retellings, believing that as a means of analyzing a literary work, they serve to in-depth understanding of its content and form: they force the student to read the work, think about the text, look at the artistic details, choose necessary material from the work, help to understand the composition of the work, to understand the plan and the meaning of the arrangement of parts in it, draw the student's attention to the language of the work.

Used Books

Lvov M.R. Speech of younger schoolchildren and ways of its development. - M.: Enlightenment, 1975. - 176 p.

Kubasova O.V. Development of recreative imagination in reading lessons. // Primary School. - 1991. - No. 9. - P.26-31.

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 members; 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.

Bibliography

1. Ananiev B.G. Man as an object of knowledge - M .: Enlightenment, 1986. -284 p.

2. Arkhipova E.V. On the lesson of speech development in elementary school // Primary School, 2000, No. 4. –S.35-39.

3. . Baranov S.P. Bolotina L.R., Slastenin V.A. Pedagogy. - M.: Enlightenment, 1987. - 368s.

4 Bobrovskaya G.V. Activation of the vocabulary of a younger student. // Primary school, 2003, No. 4. –p.47-51.

5. Bordovskaya N.V., Rean A.A. Pedagogy. Textbook for high schools. - St. Petersburg. - Peter, 2000. - 298s.

6. Bronnikova Yu.O. Formation of the speech culture of younger schoolchildren // Elementary School, 2003, No. 10. –S.41-44.

7. Vygotsky L.S. Thinking and speech. - M .: Pedagogy, 1996. -115s.

8. Gvozdev A.N. Questions of studying children's speech. - M.: Enlightenment, 1961. -218s.

9. Efrosinina L.A. Literary reading. – M.: Ventana-Graf, 2004. -224p.

10. Efrosinina L.A., Omorokova M.I. Program "Literary reading" 1-4

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.

Introduction

The task of the modern school is the formation of a versatile developed personality, the development of the individual abilities of the child. Without the priority of school development, the process in the field of education, upbringing of the personality, its humanization, individualization is absolutely impossible.

One of the means of developing both personality and literary creativity is literature for children (poems, prose, stories, riddles, fables, fairy tales). The book is a diverse object for upbringing and education; about the features of which a child of primary school age without special education is almost unaware. It is the book that is the source of everything smart, kind, beautiful that is on earth, it is literature that is able to penetrate into the spiritual world of a person, the world of his thoughts, feelings, it creates certain irreplaceable values. It is literature that is the environment that grows and nourishes the literary creativity of the individual.

The nature and strength of the influence of works on people depends not only on the ideological artistic qualities of the work itself, but also on the characteristics of the reader.

The development of literary creativity is one of the important tasks of education in general and primary education in particular. After all, the process of imagination permeates all stages of the development of the child's personality, awakens initiative and independence of decisions, the habit of free self-expression. Psychologists and teachers worked on the problem of the development of imagination in the work of younger schoolchildren: L.S. Vygotsky, R.V. Ovcharova, V.A. Skorobogatova, L.I. Konovalova, M.G. Lvov, T.A. Ladyzhenskaya, M.S. Soloveichik, V.A. Levin, V.G. Goretsky, L.F. Klimanov and many others. others

Primary education is one of the most responsible links in the general system of public education. Mastering the state Russian language is one of the most important acquisitions of a child. Therefore, the process of speech development is considered in modern education as the general basis for the upbringing and education of children.

At the end of the twentieth century, a huge avalanche of borrowed terms from foreign languages ​​began to pour into our lives, which threatens the language, and hence culture. Therefore, the problem of developing the speech of children in the primary grades by means of small forms of folklore today is of particular importance.

The people carefully accompanied each stage of a child's life, all aspects of his development with a poetic word. This is a whole system of traditional rules, principles by which a child is brought up in a family. The core of this system was and remains the oral folk word, passed down from century to century, from family to family.

Psychologists and methodologists note that a child learns his native language, primarily by imitating the colloquial speech of others (D.B. Elkonin, R.E. Levina, A.P. Usova, E.I. Tikheeva, etc.). Unfortunately, parents in our time, due to difficult social conditions, due to employment, often forget about this and the process of developing the speech of their child is allowed to take its course. The child spends more time at the computer than in a live environment. As a result, works of folk art (lullabies, pestles, nursery rhymes) are practically not used even at a younger age, not to mention children of six or seven years old.

K.D. Ushinsky noticed that in families they know less and less rituals, they forget songs, including lullabies. This is becoming even more important these days.

In the practice of school education, one can observe the following picture: when introducing younger schoolchildren to small folklore forms, a substantial aspect is often put forward, no attention is paid to genre and language features. Their use often comes down to memorizing proverbs, nursery rhymes, riddles. Teachers rarely use these forms in speech development classes with children.

Therefore, there is a need to develop a methodology for the development of children's speech by means of small forms of folklore. This process should take place not only in specially organized classes, but also in the daily life of a school educational institution. To solve this problem, it is important that teachers are interested, and children are active subjects of this process (show interest, independence in obtaining additional knowledge).

General theoretical issues of the development of speech of children of primary school age are disclosed in the works of D.B. Elkonina, A.N. Gvozdev, L.S. Vygotsky and others.

Yu.G. Illarionova, E.I. Tikheeva ,F. Sokhin, A.M. Borodich, S.S. Bukhvostova, O.S. Ushakova, A.P. Usova, A.Ya. Matskevich, I.V. Chernaya, K.D. Ushinsky, Ya.A. Comenius, E.N. Vodovozova, M.K. Bogolyubskaya, V.V. Shevchenko, N.V. Shaidurova, O.I. Davydova, N.V. Kazyuk and others.

At present, a fairly large number of different partial programs for the use of traditional culture in the educational process have appeared. Among them, I would like to highlight the program "Heritage" edited by M.Yu. Novitskaya, "Amulet" E.G. Boronina, “Introducing children to the origins of Russian folk culture” by O.L. Knyazeva and many others.

At the same time, even in the training programs for first-graders, there is no developed specific content of the methodology of speech development by means of small forms of folklore, there is no definition and qualitative characteristics of the levels of speech development in this direction. As a result, teachers are forced to look for separate ways of developing speech, through small forms of folklore, not focusing on clear theoretical and methodological provisions.

There is a contradiction between the potential possibilities of small forms of folklore in the speech development of first-graders and the insufficient provision of teachers with methods for developing children's speech by means of small forms of folklore.

The highlighted contradiction points to the problem of developing a comprehensive methodology for developing the speech of primary school students by means of small forms of folklore. The solution to this problem is purpose of the study: to identify the optimal conditions for literary creativity and the development of the speech of first-graders in the lessons of literary reading.

Object of study- the process of speech development and literary creativity of students in an elementary school educational institution.

Subject of study- the process of speech development and literary creativity in reading lessons.

The purpose, object and subject of the study determined the need to formulate and solve the following tasks:

.To analyze the psychological and pedagogical foundations for the development of speech in children of primary school age.

.The study of literature, methodological recommendations related to literary creativity and the activities of schoolchildren.

.To determine the main methods, forms of using small forms of folklore in the process of speech development and literary creativity of younger schoolchildren and develop a methodology for their integrated application.

.Track the dynamics of changes in the level of speech development in the process of experimental work.

Hypothesis.If you use all the variety of available methods and techniques aimed at developing literary creativity and activating the imagination of a younger student in creativity lessons, and doing this in a system, you can achieve a deeper perception of works by children, as well as increase the level of development of speech and the level of development of creative abilities.

Methodological basisstudies have compiled theories of the development of children's speech (K.D. Ushinsky, E.I. Tikheeva, A.P. Usova, M.M. Alekseeva, V.I. Yashina, F.A. Sokhin, A.M. Borodich and others .); psychological and pedagogical studies of speech features (D.B. Elkonin, A.N. Gvozdev, L.S. Vygotsky and others).

When considering the state of the problem under study, in practice, such methods were used as: analysis of psychological and pedagogical literature, a comprehensive method for diagnosing speech development, experiment, observations, questionnaires for parents, quantitative and qualitative analysis of the data obtained.

1. Theoretical foundations for the development of students' speech in reading lessons

1.1 The development of speech of younger students as a psychological and pedagogical problem

In the course of its development, children's speech is closely related to the nature of their activities and communication. The development of speech goes in several directions: its practical use in communication with other people is being improved, at the same time, speech becomes the basis for the restructuring of mental processes, an instrument of thinking.

But the assimilation of words in childhood could also have a creative aspect: after all, many words for the child were new and unusual, he could have his own words and meanings, which were subsequently brought in accordance with the language norm.

Creativity is not a surge of emotions, it is inseparable from knowledge and skills; Emotions accompany creativity, increase its tone, captivate the human creator, betray his strength. But they awaken the creative act, lead it along the right path, provide the result, true creation - only strict, proven knowledge and skills. Unfortunately, there are many cases when creativity was understood as a denial of the old, its destruction, and untested methods, technologies, priorities, structures were introduced.

The main thing in the pedagogy of creativity is not to let God's gift fade away, not to prevent the “mysterious flower of poetry” (L.N. Tolstoy) from blooming in the soul of a child, a schoolboy, an aspiring master. The ability and readiness for creativity become a trait of a person's personality, creativity (from the Latin creatio - creativity, creation).

Therefore, in the matter of upbringing, education, the concept of "creativity" is usually associated with the concept of "ability". Those children who meet the criteria of giftedness are most prepared for creativity, namely:

accelerated mental development: cognitive interests, observation, speech, ingenuity, original problem solving;

early specialization of interests, intellect, emotions: passion for music, folk languages, fine arts, etc.;

activity, initiative, striving for leadership, perseverance and strengthening to achieve the goal;

good memory, developed cognitive skills;

readiness and ability for performing activities;

the condition for creativity is non-creative activity, for a true creator-worker, he does not neglect painstaking work and deep knowledge.

The spiritual world of a person (at any age) is not only intellect, not only thinking and speech, but also the world of emotions, imagination and dreams, moral feelings and conscience, the world of faith in the good, communication with oneself, this is an intuitive understanding of the feelings of another person and so empathy. Children are very sensitive and understand much more than adults think.

Is creativity compatible with learning, especially primary?

We proceed from the assumption that creativity is accessible to children, moreover, it enlivens the cognitive process, activates the cognizing personality and forms it. If we keep in mind the subject - the native language, then the creativity of children is also possible with the perception of readable works of art, with their expressive reading, retelling, especially in dramatization; in various types of compositions, language games and compilation of dictionaries, in modeling language phenomena.

The native language at school is a tool of knowledge, thinking, development, it has the potential for creative generalization.

Through the language, the student masters the traditions of his people, his worldview, ethical values; through language, he joins the greatest treasures - Russian literature and the literatures of other peoples. Reading books gives the student a new charge of knowledge. Language introduces the child into social life, gives him the opportunity to communicate both with relatives and distant ones: concepts are assimilated through words, while thought and speech are built in forms. Each long speech act is a resolution of the situation, i.e. creative act. The concept of a scale is applicable to an utterance: the creative element in it is the higher, the richer it is in content and means of expression.

Language and speech introduce a person into various creative areas, being a means of research, science and design, a means of performing arts - vocal, theatrical, oratory. Language is a means of literary creativity: poetry, prose, journalism. Before speech has oral and written forms - the first involves improvisation, the second lends itself to editing, improvement.

Inexhaustible reserves of creativity lie in the vocabulary of the Russian language, in its phraseology - the semantization of words, in the study of their formation and etymology, in the analysis of shades of meanings and features of the use of words in the text. The linguistic analysis of a literary text is always research, always creativity. How children are fascinated by the study of proverbs, sayings, winged words.

According to V.S. Mukhina and L.A. Wenger, younger schoolchildren, like older preschoolers, when they try to tell something, a speech construction typical of their age appears: the child first introduces the pronoun (“she”, “he”), and then, as if feeling the ambiguity of his presentation , explains the pronoun with a noun: “she (the girl) went”, “she (the cow) gored”, “he (the wolf) attacked”, “he (the ball) rolled”, etc. This is an essential stage in the speech development of the child. The situational way of presentation is, as it were, interrupted by explanations focused on the interlocutor. Questions about the content of the story cause at this stage of speech development a desire to answer in more detail and clearly. On this basis, the intellectual functions of speech arise, expressed in an "internal monologue", in which there is a kind of conversation with oneself.

According to A.M. Leushina, as the circle of communication expands and as cognitive interests grow, the child masters contextual speech. This testifies to the leading importance of mastering the grammatical forms of the native language. This form of speech is characterized by the fact that its content is revealed in the context itself and thus becomes understandable to the listener, regardless of whether he takes into account this or that situation. The child masters contextual speech under the influence of systematic learning. In elementary school classes, children have to present more abstract content than in situational speech, they have a need for new speech means and forms that children appropriate from adult speech. Over time, the child begins to use more and more perfectly and appropriately either situational or contextual speech, depending on the conditions and nature of communication.

A.M. Leushina believes that the development of coherent speech plays a leading role in the process of speech development of younger students. In the course of the development of the child, the forms of coherent speech are rebuilt. The transition to contextual speech is closely connected with mastering the vocabulary and grammatical structure of the language.

In first graders, coherent speech reaches a fairly high level. The child answers the questions with fairly accurate, short or detailed (if necessary) answers. The ability to evaluate the statements and answers of peers develops, to supplement or correct them. However, children are still more likely to need a prior model teacher. The ability to convey in the story their emotional attitude to the described objects or phenomena is not sufficiently developed for them.

And yet, a significant vocabulary accumulates, the proportion of simple common and complex sentences increases, children develop a critical attitude towards grammatical errors, the ability to control their speech.

According to D.B. Elkonin, the growth of the dictionary, as well as the assimilation of the grammatical system, depend on the conditions of life and education. Individual variations are greater here than in any other area of ​​mental development:

in the studies of V. Stern, children of five years old have a vocabulary of 2200 words, and children of six to seven years old - 2500-3000 words.

in Smith's studies, children of five years old have a word count of 2072, a word increase of 202, children of five or six years of age 2289 with a word increase of 217, children of six years of age 2589 with a word increase of 273.

Vocabulary is only a building material, which only when combined in a sentence according to the laws of the grammar of the native language can serve the purposes of communication and knowledge of reality.

After three years, there is an intensive mastery of complex sentences connected by unions. Of the total number of unions assimilated before seven years, 61% are assimilated after three years. During this period, the following unions and allied words are assimilated: what, if, where, how much, which, how, to, in what, although, after all, after all, or, because, why, why, why. The assimilation of these unions, denoting a wide variety of dependencies, shows the intensive development of coherent forms of speech.

The intensive assimilation of the native language at preschool age, which consists in mastering its entire morphological system, is associated with the child's extreme activity in relation to the language, which is expressed, in particular, in the diverse word formations and inflections performed by the child himself by analogy with already learned forms.

K.I. Chukovsky emphasizes that in the period from two to five years the child has an extraordinary sense of language and that it is this and the child's mental work on language associated with this that forms the basis of such an intensively ongoing process. There is an active process of mastering the native language. “Without such an increased instinct for the phonetics and morphology of the word, one naked imitative instinct would be completely powerless and could not lead dumb babies to the full possession of their native language.”

The basis on which language acquisition is built is orientation to the sound form of a word. A.N. Gvozdev notes the appearance in the fifth year of a child's life of the first attempts to comprehend the meanings of words and give them an etymological explanation. He points out that these attempts are made by the child on the basis of comparing some words with other consonant words. This leads to erroneous approximations. For example, the word "city" comes close to the word "mountains". That is, the semantic interpretation follows the sound comparison. Sufficient meaningfulness of speech appears only in the process of special training.

A.V. Zakharova found that during preschool age, the number of relations expressed by each case increases significantly. The progress lies in the fact that in speech, with the help of case forms, all new types of objective relations are expressed in a variety of ways. In older preschoolers, temporal relations, for example, begin to be expressed in the genitive and dative forms.

Case forms at this age are formed entirely according to one of the types of declension. They are already entirely guided by the endings in the nominative case and, depending on how they pronounce it, they produce forms - according to the first or second type. If the unstressed ending was perceived and pronounced by them as "a", they used the endings of the first declension in all cases. If they took endings in the reduced "o", then they reproduced the endings of the II declension in all cases.

Thus, by the beginning of school age, by the 1st grade, the child's orientation to the sound form of nouns is quite clearly expressed, which contributes to the assimilation of the morphological system of the native language.

The child's assimilation of grammar is also expressed in the mastery of the composition of speech. In the first grade, according to S.N. Karpova, a relatively small number of children cope with the task of isolating individual words from a sentence. This skill is formed slowly, but the use of special training techniques helps to significantly advance this process. For example, with the help of external supports, children isolate the words offered to them (except for prepositions and conjunctions). Most importantly, they transfer the techniques of analysis developed with the help of external supports to action without them. Thus, mental action is formed.

This skill is extremely important, since it creates the prerequisites for the child to assimilate not only the forms of individual words, but also the connections between them within a sentence. All this is the beginning of a new stage in the assimilation of the language, which D.B. Elkonin called it proper grammatical, in contrast to pre-grammatical, covering the entire period of language acquisition before the start of schooling.

Thus, in the speech of first-graders, the number of common sentences with homogeneous members increases, the volume of simple and complex sentences increases. By the end of preschool childhood, the child has mastered almost all conjunctions and the rules for their use. However, even among children entering the first grade, the bulk of the text (55%) consists of simple sentences, which is confirmed in the studies of L.A. Kalmykova. An important point in the development of the speech of older preschool children is the increase in the number of generalizing words and the growth of subordinate clauses. This indicates the development of abstract thinking in older preschoolers.

By the first grade, the child has already mastered the complex system of grammar to such an extent, including the most subtle regularities of the syntactic and morphological order operating in the language, that the acquired language becomes really native to him.

As for the development of the sound side of speech, by the first grade the child correctly hears each phoneme of the language, does not mix it with other phonemes, and masters their pronunciation. However, this is still not enough for the transition to literacy.

Almost all psychologists and methodologists who dealt with these issues unanimously emphasize that for this it is very important to have a clear idea of ​​the sound composition of the language (words) and be able to analyze it. The ability to hear each individual sound in a word, to clearly separate it from the adjacent one, to know what sounds a word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for proper literacy training. Learning to read and write is the most important stage in the development of awareness of the sound side of the language.

A.V. Dettsova believes that the task of isolating a sound in a word, despite its difficulties, is feasible for a first-grader. She suggested that the inability to distinguish sounds in a word is not an age-related feature, but is due only to the fact that no one sets such a task for the child, and he himself does not feel the need for this in the practice of verbal communication. Research data by A.V. Detsova show that already in the senior group of the kindergarten, children can not only recognize this or that sound in a word, but also independently isolate sounds. In the first grade, with specially organized training, children relatively easily master the sound analysis of words.

Thus, in preschool and primary school age, the child reaches such a level of language acquisition, when the language becomes not only a full-fledged means of communication and cognition, but also the subject of conscious study. This new period of cognition of linguistic reality by D.B. Elkonin called the period of grammatical language development.

Psychologists (D.B. Elkonin, A.N. Gvozdev, L.S. Vygotsky and others) and methodologists (O.S. Ushakova, O.M. Dyachenko, T.V. Lavrentieva, A.M. Borodich, M. M. Alekseeva, V. I. Yashina and others) distinguish the following features of the development of speech of older preschoolers and first graders:

1.Sound culture of speech.

Children of this age are able to clearly pronounce difficult sounds: hissing, whistling, sonorous. Differentiating them in speech, they fix them in pronunciation.

Clear speech becomes the norm for them.

In children, auditory perception improves and phonemic hearing develops. Children can distinguish between certain groups of sounds, select words from a group of words, phrases that have given sounds.

Children freely use the means of intonational expressiveness in their speech: they can read poems sadly, cheerfully, solemnly. In addition, children at this age already easily master narrative, interrogative and exclamatory intonations.

Older preschoolers and younger schoolchildren are able to adjust the volume of their voices in various life situations: to answer loudly in class, to speak quietly in public places, in friendly conversations, etc. They already know how to use the pace of speech: speak slowly, quickly and moderately under appropriate circumstances.

Children have well-developed speech breathing: they can pronounce not only vowel sounds, but also some consonants (sonorous, hissing, whistling).

Children can compare the speech of their peers and their own with the speech of adults, detect inconsistencies: incorrect pronunciation of sounds, words, inaccurate use of stress in words.

2.The grammatical structure of speech.

Children's speech is saturated with words denoting all parts of speech. At this age, they are actively engaged in word creation, inflection and word formation, creating many neologisms.

At senior preschool and primary school age, children make their first attempts at arbitrary use of grammatical means and analysis of grammatical facts.

First-graders begin to master the syntactic side of speech. True, this is difficult to come by, and therefore the adult, as it were, leads the child, helping him to establish causal and temporal relationships when examining objects.

Children of this age are able to independently form words, choosing the right suffix.

First-graders have a critical attitude to grammatical errors, the ability to control their speech.

At this age, the proportion of simple common sentences, compound and complex sentences increases.

3.The lexical side of speech.

By the age of six or seven, the method of comparing and juxtaposing similar and different objects (in shape, color, size) is firmly established in the life of children and helps them to generalize the signs and highlight the essential ones from them. Children freely use generalizing words, group objects into categories according to their gender.

The semantic side of speech develops: generalizing words, synonyms, antonyms, shades of meanings of words appear, exact, suitable expressions are chosen, words are used in different meanings, adjectives, antonyms are used.

4.Coherent speech (is an indicator of the speech development of younger students).

Children understand what they read well, answer questions about the content and are able to retell a fairy tale, short stories.

Children are able to build a story based on a series of pictures, outlining the plot, climax and denouement. In addition, they can imagine the events that preceded the one depicted in the picture, as well as the subsequent ones, that is, go beyond its limits. In other words, children learn to compose a story on their own.

Children are already able not only to see the main and essential in the picture, but also to notice particulars, details, convey tone, landscape, weather conditions, etc.

Children can also give a description of the toy, make up a plot story about one or more toys, show a story - a dramatization of a set of toys.

In dialogic speech, children use, depending on the context, a short or extended form of the statement.

The most striking characteristic of the speech of children of the sixth year is the active development of different types of texts (description, narration, reasoning).

In the process of developing coherent speech, children begin to actively use various types of word connections within a sentence, between sentences and between parts of a statement, while respecting its structure.

Thus, we found out the features of the development of speech in children of senior preschool and primary school age. They are characterized by a fairly high level of speech development. Further, we consider it necessary to find out how expedient the use of small forms of folklore for the development of children's speech and, above all, what are the features of understanding small forms of folklore by older preschoolers, what difficulties we may encounter.

1.2 Literary creativity as a means of developing the speech of younger students

In a poetic figurative word, as it were, all the multicolor and variety of forms of the objective world is accumulated. The writer creates new pictures of life with the help of words, he fixes in figurative speech its fast-moving movement, its zigzags, kinks, transitions, connections, relationships.

If the writer “chains” life impressions into words, then the reader to a certain extent makes the opposite way: he, as it were, “unchains” these writer's impressions and experiences, restoring their natural structure in his mind. The more subtle he understands figurative speech, the wider his associations, the more alive his ideas, the deeper his figurative generalization.

The process of speech development of a child, a schoolchild, as an obligatory moment, should include the perception and understanding of artistic speech, since along with its development, more and more new horizons of aesthetic knowledge of reality open up.

Accordingly, artistic (figurative) speech is a factor that forms and improves many of the mental functions of a growing person (for example, recreating imagination, observation, emotional and figurative memory, and, of course, certain qualities of thinking).

In the process of reading and perceiving fiction, enriching life experience, the stock of necessary knowledge, the child develops and strengthens the ability to think in verbal and artistic images. In essence, this ability connects the general development of a person with special development, with the formation of private literary abilities. The dialectical connection between general and special development must be kept in mind when it comes to the upbringing and education of a schoolchild. The secondary school, for the most part, trains not a writer, not a literary critic, not a literary critic (because all this is possible only at the level of higher professional education), but a qualified and educated reader of fiction. All those who have passed this teaching at school, without becoming professional writers and poets, become qualified readers, regardless of their chosen profession and occupation. This dependence was successfully expressed by M.A. Rybnikov in a peculiar formula: "From a small writer to a big reader."

The complex structure of thinking in verbal and artistic images is revealed in a peculiar way in the process of reader's perception. In a broad sense of the term "artistic perception" Moldavskaya N.D. joins P.M. Jacobson, who writes: “The fact is that we very often use the term “perception” in two meanings. We are talking about perception in the narrow sense of the word, as well as in its broad sense, implying various acts of thinking, interpretation, finding connections in the process of perceiving an object.

V.F. Asmus in the article “Reading as work and creativity” reveals the perception of a literary work as a complex process: “The mind of the reader is active while reading. He resists both hypnosis, which invites him to accept the images of art as a direct manifestation of life itself, and the voice of skepticism, which whispers to him that the life depicted by the author is not life at all, but only a fiction of art. As a result of this activity, the reader realizes a kind of dialectics in the process of reading. He simultaneously sees that the images moving in his field of vision are images of life, and understands that they are not life itself, but only its artistic reflection. The activity of the reader's mind is a specific activity that combines the efforts of thinking, memory, imagination, aesthetic and moral feelings, and many other mental processes.

Based on a broad understanding of the term "perception", one can define literary development as a process of qualitative changes in the ability to think in verbal and artistic images, which is revealed both in the reader's perception and in literary creativity itself.

An excellent feature of the literary reading program is the introduction of its content section: "The experience of creative activity and the experience of a directed emotional-sensual attitude to reality." The introduction of such a section into the program led to the inclusion in the learning process of those techniques and methods of children's activities that help them perceive a work of art based on the manifestation of their own creative abilities, for reading is primarily co-creation. Literature belongs to the most complex, intellectual form of art, the perception of works of which is indirect, when reading, a person gets the greater enjoyment of artistic images, the brighter the ideas that arise in him in the process of reading are. The nature and completeness of the perception of a literary work are largely determined by the concrete sensory experience and the child's ability to recreate verbal images that correspond to the author's text.

Thus, the course of literary reading pursues the solution of the following tasks:

to develop in children the ability to fully perceive a work of art, empathize with the characters, and emotionally respond to what they read;

to teach children to feel and understand the figurative language of a work of art, to develop a figurative solution;

to form the ability to recreate the artistic images of a literary work, to develop the creative and recreating imagination of students;

ensure the development of students' speech and actively form speech skills, reading, listening skills, etc.

As we can see, all of the above tasks are solved only on the basis of active creative activity of students with the help of imagination.

It is known that art arose in the history of civilization in order to develop and maintain the fundamental fundamental human ability - imagination. A person without imagination cannot understand another person. To act in different situations that arise at every step, you need imagination - you need to imagine, imagine yourself in a different situation.

In order to advance children in development, it is necessary to abandon the well-known stereotypes of work in reading lessons and direct it in such a way that students perceive and appreciate artistic words as irreplaceable, the deep content of which must be thought about. So that the reading of each new work or re-reading of a previously known one would be a new discovery for them, cause the work of the soul - feelings, imagination, affect their life experience, that is, capture their personality.

Literary creativity is a literary activity of a person, which consists in the creation of new literary works of social significance, spiritual values ​​​​with the help of oral and written words.

The genre range of anthologies for reading is unusually wide. After analyzing, we came to the conclusion that children get acquainted in the lesson with genres: nursery rhymes, jokes, fables, shifters, counting rhymes, riddles, proverbs, Russian folk songs, boring tales, ditties, lullabies, incantations, sentences, teasers, tongue twisters, horror stories ; myths, legends, fairy tales, epics, ballads, legends; stories, riddles, poems.

Proverbs and sayings, as well as another genre of oral folk art, in artistic images recorded the experience of a lived life in all its diversity and inconsistency. V.P. Adrianov-Peretz notes that in a generalized judgment about typical phenomena they resort to the most stable part of the vocabulary of the common language, they do not have any embellishing means, the thought is conveyed only by the most necessary and, moreover, precisely selected words. In addition, as N.A. Dmitriev, what is expressed by the word is already more or less understandable and explainable, “definiteness, clarity, plasticity” of artistic speech - this is the certainty of the expressed spiritual state: thoughts, feelings, impressions, moods, experiences.

Using in their speech, proverbs and sayings, children learn to express their thoughts and feelings clearly, concisely, expressively, coloring their speech intonation, develop the ability to creatively use the word, the ability to figuratively describe an object, give it a vivid description.

A riddle is one of the small forms of oral folk art, in which the most striking, characteristic signs of objects or phenomena are given in an extremely compressed, figurative form. Solving riddles develops the ability to analyze, generalize, forms the ability to independently draw conclusions, conclusions, the ability to clearly identify the most characteristic, expressive features of an object or phenomenon, the ability to vividly and concisely convey images of objects, develops a "poetic view of reality" in younger students.

In order for children to quickly master the descriptive form of speech, it is necessary to draw their attention to the linguistic features of the riddle, to teach them to notice the beauty and originality of the artistic image, to understand by what speech means it was created, to develop a taste for the exact and figurative word. Given the material of the riddle, it is necessary to teach children to see the compositional features of the riddle, to feel the originality of its rhythms and syntactic constructions.

For these purposes, the analysis of the language of the riddle is carried out, attention is drawn to its construction. The teacher needs to have several riddles in reserve about one subject, phenomenon, in order to show the children that the images and expressions they have found are not isolated, that there are many opportunities to say differently and very capaciously and colorfully about the same thing. Mastering the skills of descriptive speech is more successful if, along with riddles, literary works, illustrations, and paintings are taken as samples.

So, through riddles, children develop sensitivity to language, they learn to use various means, to select the right words, gradually mastering the figurative system of the language.

1.3 Features of understanding small folklore forms by first-graders

It is known that preschoolers have difficulty understanding and interpreting the meaning of proverbs and sayings. This is also emphasized in the studies of N. Gavrish. Some children can only tell who they are talking about, for example: “This is about Vanya” (“Poor Vanya has pebbles everywhere”), “About Emelya, he is driving slowly” (“Emelya is coming, but wait for him a week”), “About a hare and a wolf "(" To a cowardly bunny and a stump - a wolf "), that is, to recreate a visual single image corresponding to a specific situation. The abstract essence of the proverb remains closed to the child.

Children have associations, and often not to the content of the entire proverb, but to some single word from it, and this makes it difficult to break away from a specific situation, to move on to a generalized image. For example, about the proverb “Emelya is coming ...” - “This is about Emelya, he caught a pike”; “Emelya lies on the stove, but does not want to go to the king.” About the proverb "To the cowardly bunny ..." - "Wolf means a stump, and the bunny sat on it"; "The wolf sits on a stump." About the proverb "To poor Vanyushka ..." - "When Vanyushka walks along the road, and there are only stones under his feet"; “When there were no toys, then children played with pebbles.”

Nevertheless, G. Klimenko argues that with the systematic work with children according to proverbs and sayings, older preschoolers, first graders are already able to not only understand the expressions of folk wisdom, but also draw logical conclusions based on them.

It was also found that it is much more difficult for preschoolers to guess metaphorical riddles than descriptive ones. Some children do not understand the figurative structure of the language of riddles and do not adequately interpret metaphors. In most cases, children have associations for a single word. For example, in a riddle about a cloud with the word “white” - “These are polar bears”, “Swan, because white”; in the riddle about the fox - an association to the words "there is no smoke, no fire" - "Fire truck", "Firefighters, because they put out the fire, and there is neither smoke nor fire."

It is interesting that in a story, a fairy tale, a poem, children perceive a metaphor much easier than in a riddle. This is explained by the fact that the literary text describes the real situation, and the riddle is an allegory. Thus, the assimilation of the figurative structure of the language, awareness of the figurative meaning of words and phrases is possible only at a certain level of development of abstract and figurative thinking.

Psychologists, teachers, linguists studied the peculiarities of children's understanding of the figurative meaning of words and phrases (A.A. Potebnya, L.S. Vygotsky, A.V. Zaporozhets, V.K. Kharchenko, K.E. Khomenko, N.M. Yurieva , V. I. Malinina, E. A. Federavichene, O. N. Somkova, etc.) and the difficulties that arise in this case are explained by the fact that, unlike adults, in the speech experience of children, the vast majority of words are in a single direct nominative meaning, reflecting its main significant subject-logical content.

E. Kudryavtseva revealed some reasons for errors in guessing riddles by children, although first-graders already have certain knowledge and intellectual skills:

inattentively listen to the text of the riddle;

do not fully remember the content of the riddle;

completely or partially do not understand the text of the riddle;

when guessing and comparing, not all the signs available in the riddle are used;

do not have sufficient knowledge about the hidden;

cannot correctly analyze, compare and generalize the signs indicated in the riddle.

Even if the correct answer is given, one should distinguish between random and purposeful guessing. E. Kudryavtseva identifies the following signs of purposeful guessing:

children are interested not only in the result, but also in the process of solving the logical problem of guessing;

in search of an answer, all signs of objects and phenomena indicated in the riddle are analyzed, compared and generalized;

the child himself willingly checks the correctness of possible answers, compares their signs and connections with those indicated in the riddle;

the student seeks to explain his answer, to reasonably prove its correctness;

in case of an error, the child continues to search for the correct answer;

A first-grader has no difficulty in comparing riddles.

Thus, with purposeful work with children, first-grade students are able to guess riddles with both accurately named signs and encrypted ones.

As for other small forms of folklore, N. Novikova in her research emphasizes that some children know and repeat with pleasure nursery rhymes, jokes, songs, stories. But most children do not have the skills of speech activity. Recognizing a nursery rhyme, a fairy tale, they only name its characters. The reason is the non-systematic work of teachers on the use of small forms of folklore in the speech development of children.

So, if the small forms of folklore are selected taking into account the age capabilities of the children and systematic work is organized by the teacher, they are accessible to their understanding and awareness. Thus, the use of small forms of folklore in the speech development of elementary school students is fully justified.

.1 Methodology for using literary creativity in the speech development of students

In the previous chapter, theories of the development of speech were considered, including the use of small forms of folklore. To test the effectiveness of the developed complex, a pedagogical experiment was conducted on the basis of the Lyceum No. 8 in Makhachkala. Before proceeding to determine the main methods and forms of their use in the development of speech skills in first graders, we analyzed the situation in the group. We were interested in what level of development of children's speech skills and how much they know small forms of folklore. For this purpose, we chose the technique (semantic method) of O.S. Ushakova and E. Strunina.

They consider the most important condition for the development of speech structure to be work on the word, which is considered in conjunction with the solution of other speech problems. Fluency in a word, understanding its meaning, accuracy of word usage are necessary conditions for mastering the grammatical structure of the language, the sound side of speech, as well as developing the ability to independently build a coherent statement.

The practice of verbal communication confronts children with words of different meanings: with antonyms, synonyms. First-graders have a very developed orientation towards semantic content: “A word for a child acts, first of all, as a carrier of meaning, meaning.”

To identify the understanding of the meaning (meaning) of the word by younger students, O. Ushakov and E. Strunina offer different tasks, on the basis of which we compiled our diagnostics (Appendix 1).

The following speech skills were diagnosed: accurately use words (tasks 3, 4, 5) in various grammatical forms and meanings; understand the different meanings of a polysemantic word; independently select synonyms and antonyms (tasks 3, 7, 8); the level of awareness of semantic relationships between words (task 9); smoothness and fluency of presentation, lack of discontinuity and repetition, hesitations, pauses in coherent speech (task 12); the ability to isolate sounds in words (task 6); the level of speech skill development - evidence (task 1); level of orientation to the semantic side of the word (task 2) and expression (task 2, 4, 5).

In addition, the diagnostics shows how children understand the genres of small forms of folklore and master them.

The level of speech skills using small forms of folklore was assessed according to the following criteria:

High level.The child makes a sentence of three (or more) words. Correctly selects synonyms and antonyms in proverbs, in a speech situation (rhyme - task 8) selects two or three words of different parts of speech (adjectives and verbs). The child notices inaccuracies in the fiction (“They don’t say that”, “Wrong”). Correctly determines the meaning of the word by the function of the object (“Forest - they go there for mushrooms, berries”) or by the generic concept (“Forest is a place where many trees, mushrooms, berries grow, where there are many animals, birds”). Correctly explains the meaning of the proverb and can come up with a story. He knows how to prove the answer. In addition, he knows a lot of proverbs, sayings, counting rhymes, etc.

Average level. The child makes a sentence or a two-word phrase. Correctly selects synonyms and antonyms according to the meaning, but not in the required grammatical form. In a speech situation, he calls one word at a time. Gives his options, correcting inaccuracies in fiction. Instead of defining the meaning of the word, he gives a description of the subject, talks about something specific (“I was in the forest”, “And I know where the forest is”). Can give an explanation of the meaning of the proverb, but not entirely accurate. Make up a story using individual words from the proverb. Guesses the riddle correctly, but does not use all the signs in the proof. Names one or two examples for each proposed genre.

Low level. The child does not make a sentence, but repeats the presented word. He cannot pick up synonyms, but, choosing antonyms, he uses the particle “not” (“A person gets sick from laziness, but does not get sick from work”). In a speech situation, he selects words that are inaccurate in meaning, or also uses the particle “not”. He does not notice inaccuracies in fiction. The child cannot determine the meaning of the word and proverb. He guesses the riddle incorrectly and does not prove the answer. Composes a story without taking into account the task. Practically does not know proverbs, riddles, counting rhymes, etc.

It should be noted that ten children of the control group and ten children of the experimental group took part in the experiment.

The diagnostic results are shown in Table 1, where the high level is 3 points per answer, the average level is 2 points, and the low level is 1 point.

The data in the table indicate the approximate equivalence of the composition of the groups. In the control and experimental groups, the ratio between children in terms of the level of speech development of children was approximately the same. For the children of both groups, the 2nd, 4th, 5th and 10th tasks turned out to be very difficult, which were performed at a low level.

Children know a lot of counting rhymes, offer their own options, but are little familiar with other genres. They ask: “What are proverbs?” They confuse with each other: “I don’t know proverbs, but I know sayings” and named undercoats (Zaira D.). There are very few children who can explain the meaning of proverbs, prove the answer. Children practically do not know lullabies. To the question, “what lullabies do you know”, they sing any songs, calling them “affectionate”, or “Tired toys are sleeping ...”. All this indicates insufficiently organized work with small forms of folklore.

Children made mistakes in the formation of different grammatical forms (“I run” to my mother), they had difficulty in the correct construction of sentences, since at this age these skills begin to form. Some children use words and expressions without accurately understanding their meaning. This suggests that they have a relatively small active vocabulary while having a significant passive vocabulary. Some children, while correctly pronouncing sounds, find it difficult to distinguish them by ear, which can lead to difficulties in mastering literacy in the future. This is also due to age-related individual characteristics and insufficient work of the teacher to develop the sound culture of speech in children.

In percentage terms, the levels of development of children in the control and experimental groups are presented in Table 2. The table shows that the difference in both groups is insignificant and even in the control group the level of speech development is ten percent higher, which, however, does not play a special role. This is clearly presented in the form of a diagram (Diagram 1), therefore, we can assume that, other things being equal, at the initial stage of the formation of the experiment, the level of development of children in the control and experimental groups was approximately the same.

Table 1. Results of diagnostics of children's speech skills (stating section)

GroupsChild's nameAssignment numberWed. arithm. Level 123456789101112 control1. Zaire D.2, 513112222131.51.8С2. Magomed K.22,531,51,52223231,52,2С3. Timur K.1,5232222231,521,51,9С4. Madina N.121111.51221211.4H5. Zaynab M.111111.512211.511.3H6. Dinara K.11,52111,51,5221211,46H7. Sabina T.21,52112221,5221,51.7С8. Shuana M.1,5221,51,52222221,51,8С9. Nabi A.221,52221,5211,521,51,8С10. Kamal B.1221.51.522221321.8 SSr. arithm.1,551,752,11,351,351,851,8221,42,251.4 Aishat A.111111,511,5111,511,25H2. Islam K.2,522222,52222322C3. Jamal S.3232223232322,42С4. Yusup G.21,51111,511,521211,46C5. Elmira B.1111,51,51,52211211,46С6. Camille V.322222.52221212.08С7. Muslim K.11,511,51,51,51,51,51,511,511,3H8. Naida M.212222,5221,51,5221,9С9. Saida Sh.1,5111,51,51,511,5111,511,3H10. Azamat A.1111,51,51,51,51,5111,511,25NSr. arithm.1111,61,61111121LevelSNSSSSSSCHSN

Table 2. Levels of development of children's speech skills (stating section)

Level Group Control Experimental High--Middle 70% 60% Low 30% 40%

In addition, we compiled questionnaires for parents and teachers of the study group. We were interested in whether small forms of folklore are used in work with children at school and at home, for what purpose and for what. Twenty parents and two teachers were interviewed. As a result, it turned out that parents practically do not use small forms of Russian folklore with their first-graders, they practically do not know a single lullaby (“We used to sing, but now we are already big ones”), except for “Bayu bayushki-bayu, don’t lie down on the edge ...” and then not to the end. In families, these works of oral folk art are less and less known, now they remember only a few riddles and sayings, and from the nursery rhymes they call one “Forty-white-sided ...”.

As for the responses of teachers, they try to use these genres a little more widely. When organizing outdoor and other games, various counting rhymes are used; in the lessons of a different cycle - riddles in order to motivate for future activities and maintain interest; for the organization of children - fun games. But they also believe that lullabies, nursery rhymes, jokes are used only at a younger preschool age, and this is already useless when working with first graders. Speaking about the importance of small forms of folklore for the development of speech, only tongue twisters are called.

Thus, we found out that the work on the use of small forms of folklore with first-graders is not organized enough. Parents and teachers do not fully use their developing potential, including for the development of speech. So, we are once again convinced that a comprehensive methodology for the development of students' speech by means of small forms of folklore is simply necessary.

Analyzing the methodological aspects of the development of speech by means of small forms of folklore, for the formative experiment, we conventionally identified two stages of work:

1.Preparatory stage.

2.The main stage (direct training):

in the lessons of the Russian language, reading, extracurricular reading and even some others;

in everyday life.

At the first stage, we consider the methods and techniques of G. Klimenko. She recommends starting an album and writing down expressions of folk wisdom already known to children. Then make an album - a shift, in which to write down only new proverbs and sayings. Children learn them from their parents, from books. As a result, almost every child gets the right to take an album - moving home, with the help of their parents, write down a new proverb, draw a picture for it (Appendix 3). In their work, following this system, not only proverbs and sayings were recorded in the first album, but also all the small forms of folklore that the children knew.

The album-slider was made according to proverbs and sayings. Children enjoyed drawing pictures for these forms of folklore and explained what they mean and in what cases they are used. Parents also became interested in this issue, and if they themselves learned some new proverbs and sayings, they asked for an album to take home and wrote them down together with their children.

At the second stage of the formative experiment, first of all, work was organized in the classroom. It is recommended to use proverbs and sayings in the classroom for familiarization with fiction, offering such methods and techniques as:

analysis of a proverb or saying precedes the reading of works of art, bringing elementary school students to the realization of his idea;

children can show a correct understanding of the idea of ​​\u200b\u200bthe work, the meaning of the proverb when discussing its name;

when first-graders have already accumulated a certain stock of proverbs and sayings, they can be offered to choose the appropriate content and idea of ​​a particular fairy tale.

In our experimental work, we followed these methods and techniques. For example, before reading the fairy tale by H.K. Andersen's "Flint" we found out how children understand the expression "true friend". Then they offered to explain the meaning of the words "rainy day". The children said how they understand the proverb "Bad friends, if until a rainy day." (A proverb about bad friends, because they are only friends until trouble, and then they leave their friend). After summarizing the answers, they offered to listen carefully to the tale and decide whether the soldier had real friends. In the process of discussing the content of the tale, they clarified: “Do you think the inhabitants of the city have become real friends of the soldier?” And they emphasized: “It is not for nothing that the people say: “Bad friends, if until a rainy day.” Then they came up with another name for this tale - "Gullible Soldier", "Bad Comrades".

In addition, children were introduced to the stories of B.V. Shergin, each of which reveals the meaning of the proverb. “Proverbs in stories” - this is how their author defined them. In a form accessible to children, he tells how old proverbs live in our language today, how they decorate our speech, in what cases they are used. Children got acquainted with new proverbs and sayings and learned how to make stories on them. This made it possible to proceed to work in the speech development classes, where the children themselves tried to compose certain stories according to the proverb or, after compiling a story, remember and choose the proverb that would fit this story. These techniques contribute to a deeper understanding of the meaning of proverbs, and forms in children the ability to correlate the title of the text with the content, select language means in accordance with the genre, etc.

You should also illustrate this or that proverb (saying) with the children. The ability to convey an artistic image in a drawing expands the possibility of its expression in a word. The stories of children according to the proverb in this case were more expressive and varied.

In addition, work was also carried out to enrich the speech of children with phraseological units, where proverbs and sayings acted as means. This was done in order to help children realize the figurative meaning of words and phrases. Familiarization of children with the elements of Russian phraseology refers to the content of vocabulary work. Phraseological turns are stable, indecomposable phrases, peculiar expressions that cannot be translated literally into another language. They serve as a means of creating emotional, expressive speech, a means of evaluating some phenomena or events.

First-graders should be taught to perceive, that is, to hear, understand and partly memorize and use, separate, simple in content, expressions available to them from folk colloquial phraseology (proverbs and sayings). It is difficult for children to learn the general meaning of the phrase, which does not depend on the specific meaning of the words that make it up (“in the seventh heaven”, etc.). Therefore, the teacher should include expressions in his speech, the meaning of which will be clear to children in a certain situation or with an appropriate explanation, for example: “here's one for you”, “a drop in the ocean”, “jack of all trades”, “you can’t spill it with water”, "to control oneself", etc.

In their experimental work, they taught children to consider the direct and figurative meaning of statements, selecting situations from the child’s life (simple and accessible) for each proverb, using the visualization of the direct and figurative meaning of phraseological turnover, fiction, and going into practical activities (playing out proverbs). They explained to the children that in our language there are many words that denote objects (table, nose), actions performed (put, chop, chop). But, if you combine such words in one expression (“Chop on your nose”), then they will have a completely different meaning. “To hack on the nose” means to remember. Or such an expression - "Hang your head." How do you understand it? How can you say otherwise?

We analyzed with the children several expressions such as “Lead by the nose”, “Give free rein to the hands”, “Hang the nose”. After that, they made a generalization: in order to correctly understand the proverb, it is not necessary to determine the meaning of each word. The main thing is to think about what is at stake here. There is such a proverb "To say - to tie a knot." We explain to the children its meaning: once you have promised, you need to fulfill it, keep your word firmly. And they have been saying this since ancient times, when many people could not write and read, and in order not to forget about something, they tied a knot on a scarf as a keepsake (showing a scarf with a knot). Now they don’t do that anymore, but the proverb remains.

Thus, lexical skills are formed in children. They learn to understand the etymology of words, expressions, to select proverbs and sayings that are close and opposite in meaning. The main thing is that children understand that phraseological units (proverbs and sayings) are an indivisible unit that gives a certain meaning. If something is removed or swapped, then it is lost and a completely different phrase is obtained.

G. Klimenko recommends once a week in the second part of the lesson in the native language to plan work with proverbs, and the forms and methods of work should be very different. For example, competition games in rows: who will say more proverbs. Didactic game "Continue the proverb": the teacher says the beginning, and the children continue; then the beginning of the proverb is said by one child, and the other finishes it.

Gradually, the tasks should become more difficult. Children are given pictures, and they name a suitable proverb (Appendix 4). Then invite the children to select proverbs according to their meaning: about honesty, courage, mother, etc. Using these methods and techniques in our work, we noticed that gradually the children themselves began to use the expressions of folk wisdom in the right situation.

To improve diction in the classroom for the development of speech, A.M. Borodich and other methodologists recommend using a specific exercise - memorizing tongue twisters. A tongue twister is a phrase (or several phrases) that is difficult to pronounce with frequent identical sounds. The didactic task when using tongue twisters is unobtrusive and exciting.

In our work, we followed the methodology of A.M. Borodich. First of all, we selected the right number of tongue twisters for a long time, distributing them according to difficulty. The author recommends memorizing one or two tongue twisters per month - that's eight to fifteen per academic year.

The new tongue twister was recited by heart in slow motion, distinctly, highlighting common sounds. We read it several times, quietly, rhythmically, with slightly muffled intonations, before setting the children a learning task: listen and watch carefully how the tongue twister is pronounced, try to remember, learn to speak it very clearly. Then the children say it out loud on their own (if the text is very light, this moment is omitted).

To repeat the tongue twister, first we call children with good memory and diction. Before their answer, the instruction is repeated: speak slowly, clearly. Then the tongue twister is pronounced in chorus, by everyone, as well as in rows or in small groups, again by individual children, by the teacher himself. In repeated lessons with tongue twisters, if the text is easy and the children immediately mastered it, we diversified the tasks: pronounce the memorized tongue twister louder or quieter without changing the tempo, and when it has already been correctly learned by all children, change the tempo.

The total duration of such exercises is three to five minutes. Gradually, these classes were diversified by the following methods. Repeat tongue twisters “at the request” of children, entrust the role of the leader to different children. Repeat the tongue twister in parts in rows: first row: “Because of the forest, because of the mountains ...”; second row: "Grandfather Egor is coming!". If the tongue twister consists of several phrases, it is interesting to repeat it in roles - in groups. The first group: "Tell me about the purchases." The second group: "About what about purchases?". All together: “About purchases, about purchases, about my purchases!” All these techniques activate children, develop their voluntary attention.

When repeating the tongue twister, the children were periodically called to the board so that the rest could see their articulation and facial expressions. Evaluating the answers, they indicated the degree of distinctness of the pronunciation, sometimes they paid attention to the quality of the movements of the child's lips in order to once again draw the children's attention to this.

All the exercises listed above have their main and initial goal to ensure the development of a clear diction of the child. These are speech exercises. But as children assimilate the content of the texts themselves, master the ability to pronounce them clearly, with a change in tempo and strength of voice, they should be offered a task of an increasingly creative nature. To convey, for example, your attitude to the content of the reproduced text, express your mood, your desires or intentions. For example, a child is given the task of expressing grief (“The crow blew a crow”), surprise (“Large grapes grow on Mount Ararat”), a request, tenderness or affection (“Our Masha is small, she has a scarlet fur coat”).

In our work, for this purpose, we used not only tongue twisters, but also proverbs and nursery rhymes.

In parallel, we organized work on the development of speech skills in children - evidence and speech - description through riddles. This technique is offered by Yu.G. Illarionov. The methods of constructing speech - evidence, the specific vocabulary inherent in it, children master gradually. Usually first-graders in their speech do not use these constructions (“Firstly ..., secondly ...”, “If ..., then ...”, “One ..., then ...”, etc.) do not use, but it is necessary to create conditions for them understanding and learning.

In order to arouse in children the need for proof, when guessing riddles, it is necessary to set a specific goal for the child: not just guess the riddle, but be sure to prove that the guess is correct. Children should be interested in the process of proof, in reasoning, in the selection of facts and arguments. To do this, the author recommends organizing a competition: “Who will prove more correctly?”, “Who will prove more fully and more accurately?”, “Who will prove more interesting?” It is necessary to teach children to perceive the objects and phenomena of the world around them in all their fullness and depth of connections and relationships, to acquaint them in advance with those objects and phenomena about which riddles will be offered. Then the evidence will be more substantiated and complete.

Following this system, making riddles for children, we repeated them several times so that students better remember them and highlight signs. The children were offered a plan of proof by sequentially posing the question in accordance with the structure of the riddle. For example: “Who has a mustachioed muzzle and a striped fur coat? Who often washes, but without water? Who catches mice and likes to eat fish? Who is this riddle about?

If the student missed any sign or connection in his proof, they asked debatable questions that revealed the one-sidedness of his guess. For example, guessing the riddle: “I am growing in the ground in the garden, I am red, long, sweet,” the child proves, relying on one sign: “This is a carrot, because it grows in the ground in the garden.” We show the inconsistency of the proof: “Does only carrots grow in the garden? After all, onions, and beets, and radishes grow in the ground. Then the child paid attention to other signs (red, long, sweet), which made the answer more conclusive.

In order to change the content and methods of proof, Yu.G. Illarionova recommends offering different riddles about the same subject, phenomenon. This activates the children's vocabulary, shows how they understand the figurative meaning of words, figurative expressions, in what ways they prove, confirm the answer. Teaching children to compare riddles about the same object or phenomenon, we relied on the system of E. Kudryavtseva, who examined this aspect in more detail and suggested using didactic games. She also considers it necessary to teach children to consciously identify and memorize various signs of the hidden. If there is no complete and correct analysis of the material of the riddles, then it will be difficult or impossible to guess and compare them.

To guess riddles with negative comparisons, it is advisable to teach first-graders to apply the method of regrouping signs. The child should be able, E. Kudryavtseva believes, to single out a group of signs that a mysterious object or phenomenon has. So, the riddle “Liquid, not water, white, not snow” (milk) after the regrouping of signs will have the following form: liquid, white; not water, not snow.

In combined riddles with exactly named and encrypted signs, when guessing, the author recommends using the method of clarifying signs, for which already existing exactly named signs are highlighted and allegories are revealed. So, in the riddle “In the middle of the field lies a mirror, blue glass, green frame”:

aptly named signs: in the middle of the field, blue, green;

deciphered signs: the hidden has a flat surface in which everything is reflected (mirror); hidden transparently (glass); the thought is surrounded on all sides by green (the frame is green).

For a correct answer, on the basis of accurately named and deciphered signs, it is easier for children to draw the necessary conclusion that there is a blue lake or pond on a green field.

E. Kudryavtseva identifies several types of children's activities in didactic games with riddles: guessing riddles; guessing riddles; proof of the correctness of guesses; comparison of riddles about the same; comparison of riddles about different things. Following this system, we successfully used all types in our work (Appendix 5), following the following conditions, which are distinguished by

before comparison, riddles are purposefully guessed by children;

students observed what was hidden in the compared riddles;

children remember the content of the riddles well and can repeat them before comparing;

children have sufficient knowledge about what is hidden in the compared riddles;

no more than two riddles are compared at the same time;

the teacher clearly explains what exactly needs to be compared in riddles;

first graders know what questions to answer when comparing riddles.

The conscious attitude of children to guessing riddles, to the selection of evidence develops independence and originality of thinking. This happens especially when solving and explaining those riddles, the content of which can be interpreted in different ways. In such cases Yu.G. Illarionova recommends not trying to get the traditional answer from children, but, seeing the correct course of their reasoning, emphasize the possibility of different answers and encourage them.

Thus, using the above methods and techniques, we were convinced that the witty and entertaining form of the riddle makes it possible to teach reasoning and proof easily and naturally. The children showed a keen interest, they were able to independently analyze the text of the riddle, which indicates the ability to search and find ways to solve the problem.

For the development of descriptive speech skills in children, Yu.G. Illarionova proposes to analyze the language of the riddle. After the children guessed the riddle, we asked: “Do you like the riddle? What did you especially like and remember about it? What is incomprehensible and difficult in it? What words and expressions seem incomprehensible? Does it look like the object in the riddle is well described? What words are depicted? What words convey movements, sounds, smells, color? They also found out how children understand this or that expression, turn, what the object is compared with, etc.

The structure of the riddle requires specific language means, so we paid attention to the construction of the riddle: “What words does the riddle begin with? How does it end? What does it ask about?" Such questions develop children's sensitivity to language, help to notice expressive means in riddles, and develop the child's speech. It is important that children not only memorize the figurative expressions of the riddle, but also create a verbal image of objects themselves, that is, they try to find their own versions of descriptions. Thus, the analysis of the riddle helps not only to better understand and guess it faster, but also teaches children to be attentive to the word, arouses interest in figurative characteristics, helps to remember them, use them in their speech and create an accurate, vivid image themselves.

To fully use the developmental potential of small forms of folklore, we used them in regime moments in order to create a favorable speech environment, since this is one of the conditions for the speech development of children. First of all, having selected the content and language accessible to children, for this purpose we used proverbs and sayings.

E.A. Flerina, A.P. Usova, G. Klimenko, N. Orlova noted that the most important condition for the use of proverbs and sayings is appropriateness, when there are facts and circumstances illustrating them on the face, the hidden meaning becomes clear to the child. The child should feel that these are exactly the words with which you can best express your thought: with a well-aimed word to stop the braggart, the mocker; give a clear description of a person or his activity. Proverbs reveal to children some rules of conduct, moral norms, they can be used to emotionally express encouragement, delicately reprimand, condemn an ​​incorrect or rude action. Thus, they are our faithful assistants in the formation of the moral qualities of children, and, above all, diligence and friendly relations with each other.

Of the many Russian proverbs and sayings, we have chosen those that can accompany the work of children and, of course, enrich their speech. In the context of work activity, under appropriate conditions, children learn to understand the meaning of proverbs, to clearly formulate their thoughts. Let's take an example of such a situation. Children play, look at books, and two boys, not finding something to do, are sitting on the carpet. We say: “Take matters into your hands out of boredom” and give some kind of assignment. The kids are eager to get started. And after the work is finished, we praise and ask why it is said so. Thus, we help to comprehend the proverb and the result of our work.

It is very important that proverbs or sayings are pronounced expressively, with different intonations (with surprise, condemnation, regret, joy, satisfaction, reflection, affirmation, etc.), and also accompanied by gestures, facial expressions. This helps to comprehend the essence of the proverb and encourages the desired action. Thus, the use of proverbs and sayings in the classroom at school and in everyday life activates the child's speech, contributes to the development of the ability to clearly formulate one's thoughts, and helps to better understand the rules of worldly wisdom.

Riddles were also widely used in everyday life. This is indicated by M. Khmelyuk, Yu.G. Illarionova, M.M. Alekseeva, A.M. Borodich and others. The objectivity, specificity of the riddle, focus on detail make it an excellent method of didactic influence on children. In our work, we offered riddles to children at the beginning of lessons, observations, and conversations. In such types of work, the riddle arouses interest and gives rise to a more detailed conversation about the object or phenomenon of interest to us. These forms of folklore bring a certain "living life" to the lessons, they make you take a fresh look at certain objects, see the unusual, interesting in things that have long become familiar.

A.M. Borodich, A.Ya. Matskevich, V.I. Yashina and others recommend the use of small forms of folklore in theatrical activities (dramatization games, concerts, holidays), where the ability to tell is fixed in children, the vocabulary is activated, and expressiveness and clarity of speech are developed.

Children can arrange their own concerts. They, under the guidance of a language teacher, draw up a program, distribute roles, conduct rehearsals, and prepare a room. Its program is diverse: reading nursery rhymes known to children using visual material (toys, objects, pictures); retelling of a famous fairy tale; play-dramatization or puppet theater; folk games; guessing riddles.

It is this training that helps to solve many problems of mental, moral and aesthetic education. Thus, by organizing entertainment for first-graders, we activate small forms of folklore in children's speech. This contributes to the development of figurativeness and expressiveness of their speech.

So, the use of small forms of folklore in the development of the speech of first-graders is carried out by a combination of various means and forms of influence on them.

schoolboy folklore speech reading

2.2 Analysis of experimental work on the development of children's speech using literary creativity

A large section of the oral creativity of the Russian people is the folk calendar. In our work, we tried to adhere to it and even organized the calendar-ritual holiday "Autumn" (Appendix 6). In addition, we conducted a series of cognitive cycle classes, where speech tasks were solved, in order to enrich the vocabulary and in order to draw the attention of first graders to genre and language features:

. “I live in a painted tower, I will invite all the guests to my hut ...” (acquaintance with proverbs, sayings, jokes about Russian life and hospitality);

. "Visiting the hostess" (acquaintance with riddles);

. “Bye, bye, bye, bye! Go to sleep soon." (Appendix 7).

In the speech development classes, tongue twisters and nursery rhymes were widely used in order to develop phonemic hearing and form the grammatical structure of the language. These classes allow the use of folklore works of various genres (one of them is leading, and others are auxiliary), a combination of various types of activity (verbal with musical, visual, theatrical and gaming). Thus, the classes are integrated. As an organizing moment at each lesson, the proverb was used: “Business is time, fun is an hour”, setting the children up for subsequent work.

Small forms of folklore in upbringing and educational work with children were used in an integrated form both in the classroom and in the process of independent activity (play, leisure). We have built our work on the following basic principles:

To verify the effectiveness of the methodology we use, we again conducted a diagnosis of speech skills in the same form, parameters and indicators. The results were presented in Table 3.

A comparative analysis of both groups showed that the children of the experimental group during the experiment significantly increased the level of speech skills and overtook the control group in terms of indicators. So, in the experimental group at the end of the study, one child received the highest score (there were none), the average score - seven children (there were six), children with a low score - three (there were four). In the control group, some progress can also be observed, but it is not so noticeable. The results obtained are listed in the analytical Table 5, which compares the data at the beginning of the experiment and after its completion.

Answering diagnostic questions, the children of the experimental group were able to analyze the meaning of the proverb. So, about the proverb “Work feeds, but laziness spoils”, the guys say: “He who works, he works, he is respected”; “He who does not want to work often begins to live dishonestly”; “He is paid money for his work”; "Laziness spoils a person." Parsing the meaning of the proverb "May is cold, the year is grain-growing", the children answer: "There will be a big harvest."

They also named a lot of other small forms of folklore, they were able to compose short stories according to proverbs. For example, Vanya K. made up the following story to the proverb “As it comes around, it will respond”: “We found someone else's puppy and took it for ourselves, and the owner of the puppy is looking for him and crying. But we have a puppy, and someone can take it, and then we will cry.” We see that the child made up a story from complex sentences, building them in a grammatically correct form.

An analysis of the results of the experimental group before and after the formative experiment clearly indicates the effectiveness of the complex of methods and techniques developed by us (Diagram 2). The experimental group improved their results. The percentage of children with a low level of development has decreased by ten percent. Accordingly, the number of children with an average and high level of development increased by twenty percent.

Table 3. The results of diagnosing the speech skills of children (control section)

Groups Child's name Task number Level 123456789101112 control1. Zaire D.2.51.53112222131.5C2. Magomed K.22,531,51,52223231,5С3. Timur K.1,5232222231,521.5С4. Madina N.1211,521,51,522121С5. Zainab M.111,5121,51,52211,51H6. Dinara K.11,52111,51,522121H7. Sabina T.21,52212221,5221,5С8. Shuana M.1,5221,51,52222221,5С9. Nabi A.221,52221,521,51,521,5С10. Kamal B.1221,51,52222132SSr. arithm. 1,551,82,11,51,551,851,822,11,42,251.4 Aishat A.111,5111,51,51,51,511,51,5H2. Islam K.2,522222,5222,5232C3. Jamal C.3232,522,53232,532B4. Yusup G.21,511,511,51,51,52121,5С5. Elmira B.111,51,521,5221,5121,5С6. Camille V.322222,52,5221,521,5С7. Muslim K.11,511,51,51,51,51,51,511,51,5H8. Naida M.21,52222,5221,51,522C9. Saida Sh.211,521,521,51,51,51,51,51С10. Azamat A.11,51,51,521,51,521,51,51,51,5SSr. arithm.1,851,451,71,751,71,951,91,81,851,4521.6

Table 4. Levels of development of children's speech skills (control section)

Level Group Control Experimental High-10% Medium 80% 70% Low 20% 20%

Table 5. Levels of development of children's speech skills at the initial and final stages of the experiment

LevelGroupControlExperimentalStating ExperimentControl ExperimentStating ExperimentControl ExperimentHigh---10%Medium70%80%60%70%Low30%20%40%20%

teachers will be interested leaders in the process of speech development;

special teaching of native speech will be organized using small forms of folklore, not only at special lessons on the development of speech;

Conclusion

In connection with the goal set, in the first chapter of our study, the state of the problem under study in psychological and pedagogical science is considered, the features of the development of speech of primary school students and the influence of literary texts on the formation of literary creativity are analyzed. The second chapter discusses well-known methods of work on the use of different genres, techniques and forms of work that were proposed by Yu.G. Illarionova, E.I. Tiheeva, A.M. Borodich, O.S. Ushakova, A.P. Usovoi, V.V. Shevchenko and others.

An analysis of theoretical provisions and methodological conclusions made it possible to present the results of experimental work carried out on the basis of the school of MOU Lyceum No. 8 in Makhachkala on the use of small forms of folklore in the process of developing children's speech. We traced the dynamics of changes in the level of speech development in the process of experimental work. Other things being equal, at the initial stage of the formation of the experiment, the level of development of children in the control and experimental groups was approximately the same. Analysis of the results of the experimental group before and after the formative experiment indicates the effectiveness of the complex of methods and techniques developed by us. The experimental group improved their results. The percentage of children with a low level of development has decreased by ten percent. Accordingly, the number of children with an average and high level of development increased by twenty percent.

During the course of work, the following changes were noticed:

children have increased interest in oral folk art, they use proverbs, sayings in their speech, nursery rhymes in role-playing games, independently organize folk fun games with the help of counting rhymes.

parents also noticed an increased interest in the use of small forms of folklore in the speech development of children at home. With pleasure they learn with children and select proverbs and sayings, explain to children their meaning.

Of course, our study does not claim to be sufficiently complete, since the issue is still relevant. However, in terms of developing the methodology for working with small forms of folklore, the well-known methodological aspects have been revised and adapted for first-graders in the specific conditions of school No. 8.

Small forms of folklore in educational work with children were used in an integrated form both in the classroom and in the process of independent activity (play, leisure). We have built our work on the following basic principles:

firstly, on a careful selection of material, determined by the age capabilities of children;

secondly, the integration of work with various areas of educational work and activities of children (speech development, familiarization with nature, various games);

thirdly, the active inclusion of children;

fourthly, the use of the developing potential of small forms of folklore in creating a speech environment to the maximum.

Based on the analysis of experimental work, we can conclude that our hypothesis is that the level of speech development of first graders increases if:

teachers will be interested leaders in the process of speech development;

special teaching of native speech will be organized using small forms of folklore not only in special lessons for the development of speech, but also in other lessons;

small forms of folklore will be selected adequately for the age of children for learning and speech development, confirmed.

If systematic work is organized with first-graders, small forms of folklore are accessible to their understanding and awareness. The use of small forms of folklore in the development of children's speech is carried out by a combination of various means and forms of influence on them. Thus, the use of small forms of folklore in the speech development of children is fully justified.

This problem attracts the attention of teachers, scientists, such as: L.S. Vygotsky, D.M. Komsky, M.R. Lvov, L.V. Zankov, T.V. Zelenkova, Z.N. Novlyanskaya. They attach great importance to the development of a creative personality.

In order to advance children in development, it is necessary to abandon the well-known stereotypes of work in reading lessons and direct it in such a way that students perceive and appreciate the artistic word, as indispensable for the deep content of which one must think. So that the reading of each new work or re-reading of what was previously known for them would be a new discovery, cause the work of the soul - feelings, imagination, affect their life experience, that is, capture their personality.

In our time, society's requirements for the personal qualities of every citizen of our country, as well as an individual and a member of society, have significantly increased. Our education has risen to a new level. Education has become developmental. Teachers strive to build a lesson in such a way that it meets all the criteria for developmental learning. Developing education is not conceivable without creativity. However, many schools, judging by the psychological and pedagogical literature, are little oriented towards the development of the imaginative thinking of schoolchildren and their imagination.

Analyzing the requirements for a modern lesson, in particular for a reading lesson, we can conclude that the development of literary creativity is a necessary prerequisite for the development of students' creative activity and imagination. The reading lesson should involve the mutual creativity of children and the teacher, creative types of work with the text, the development of emotionality for the best perception of the text.

Having studied the methodological and psychological literature on the problem of “Literary creativity of younger schoolchildren”, we came to the conclusion that work on the development of literary creativity and creative activity of schoolchildren is still poorly set at school. There are only a few moments aimed at the development of literary creativity and creative abilities of children. Most of the issues covered by the given problem are found in the works of psychologists, such as L.S. Vygotsky, M.V. Matyukhina and others.

During the study, we identified some types of work that contribute to the development of the creative potential of younger students. These are: verbal drawing, illustration work, musical illustration, literary creativity, staging, various creative tasks, etc.

We conducted an experimental study on the development of literary creativity, identified a system of tasks aimed at developing and improving a person’s ability to deeply perceive, understand a work, get used to the image of the protagonist, appreciate the beauty in people, in the world around us.

The purpose of our study was to identify and implement in practice the methods and techniques aimed at the development of literary creativity and the development of speech of younger students in reading lessons. Based on this, we conducted a diagnosis of the level of development of students' creativity.

The data obtained by us showed that in children the ability for creativity is developed at an average level. During the experimental work, we tried to apply all the interesting tasks we found, tried to demonstrate new techniques and methods.

The hypothesis put forward by us: “if you use all the variety of available methods and techniques aimed at developing the literary creativity of students in reading lessons and do this in the system, then you can achieve a deeper perception of the work by children. To advance children in both aesthetic and general development. To introduce children to the art of the word "- proved by our study.

Bibliography

1.Alekseeva M.M., Yashina V.I. Methodology for the development of speech and teaching the native language of preschoolers. - M., 2000.

2.Alekseeva M.M., Yashina V.I. Speech development of preschoolers. - M., 1999.

.Anikin V.P. Russian folk proverbs, sayings, riddles, children's folklore. - M., 1957.

.Borodich A.M. Methods for the development of children's speech. - M., 1981.

.Venger L.A., Mukhina V.S. Psychology. - M., 1988.

.Verzhbitskaya M.A. Educational orientation of teaching at reading lessons. Primary School No. 1, 2007 - 19 p.

7.Veselovsky A.N. Historical poetics. - L., 1940.

.Vygotsky L.S. Imagination and creativity in childhood. - M., 1991.

9.Vygotsky L.S. Development of higher psychological functions - M., 1980.

.Goretsky V.G. Lessons of literary reading according to the textbooks "Native speech": Book 1,2,3, Book for the teacher. - M., 1995.

11.Davydova O.I., Fedorenko V.I. Lullabies as a specific defense mechanism of the ethnos // Psychological and pedagogical problems of modern education // Collection of scientific articles. - Barnaul, 2001.

12.Dal V.I. Proverbs and sayings. Naputnoe // Russian folk poetic creativity. Reader on folklore / Comp.: Yu.G. Kruglov. - M., 1986.

.Child psychology / Ed. Ya.L. Kolominsky, E.A. Panko. - Mn., 1988.

.Illarionova Yu.G. Teach children to solve riddles. - M., 1976.

.Karpinskaya N.S. Artistic word in the upbringing of children (early and preschool age). - M., 1972.

.Klimenko G. Use of proverbs and sayings in work with children // Preschool education. - 1983. - No. 5. - S. 34-35.

.Kudryavtseva E. The use of riddles in a didactic game (senior preschool age) // Preschool education. - 1986. - No. 9. - S. 23-26.

.Melnikov M.N. Russian children's folklore. - M., 1987.

.Mukhina V.S. Child psychology. - M., 1999.

.Folk pedagogy and education / Ed.: Shirokova E.F., Filippova Zh.T., Leiko M.M., Shuvalova M.N. - Barnaul, 1996.

.Folk art in the upbringing of children / Ed. T.S. Komarova. - M., 2000.

.Orlova N. The use of proverbs and sayings in working with children // Doshko

.Program "Development" (Basic Provisions). Scientific hand-l L.A. Wenger. - M., 1994.

24.Propp V.Ya. Folklore and reality: Selected articles. - M., 1976.

.Journey through the Land of Mysteries / Comp.: Shaydurova N.V. - Barnaul, 2000.

26.Romanenko L. Oral folk art in the development of children's speech activity // Preschool education. - 1990. - No. 7. - S. 15-18.

27.Russian mythology. - M., St. Petersburg, 2007.

.Russian Folk Poetry / Ed. A.M. Novikova. - M., 1986.

Tutoring

Need help learning a topic?

Our experts will advise or provide tutoring services on topics of interest to you.
Submit an application indicating the topic right now to find out about the possibility of obtaining a consultation.

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 is his face (muzzle)?

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. (The 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

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.