Writing development work. Methods and techniques for the development of written language. In the process of studying literature

Exercises for the development of written speech in primary schoolchildren

Syllabic analysis and synthesis

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

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

za - water, boron, owl, cat, was, howl, beat

ki - but, you, zero, shaft, gave

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

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

ra - ma, na, ki, yes, but

shuba, mi, you, teal

co - yes, wa, you, count, vet

a - la, sya, nya

I am ma, measles

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

at - rock, zel, dar, gar, pal, goal, tyug, zhin

Reading sentences with self-division into syllables

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

Butterflies were flying over the meadow. The children were catching butterflies. Vova was presented with cubes. Bor was given notebooks. The fishermen were fishing. They sat on the beach. Lida was feeding the rabbits. She gave them herb. Mom bought raspberries. Raspberries were given to children. The books lay on the desk. The disciples were reading.

The girl was herding the cow. The cow was nibbling the grass. The hot summer has come. Children swim a lot. A cuckoo is in the forest. A nightingale is singing in the garden. Natasha bought a watermelon. She loves watermelons. The children lived in the camp. It was fun there. The tourists were sitting by the fire. They sang songs.

Exercise. Choose syllables and make words from them. Write them down according to the given samples.

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

Sample. Cotton wool, desk, burrow, crow, sparrow, pit, Jura.

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

consonants at the beginning of a word.

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

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

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

Highlighting vowels in stories

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

There is a garden behind our house. Apple, pear, plum and cherry trees grow in the garden. There are raspberry bushes. Strawberries grow in the beds. In front of the house there are flower beds. Roses, lilies, peonies, pansies bloom on the flower beds.

POULTRY YARD

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

Warped text with missing word

Exercise. Write off these sentences by insertingmissing words.

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

An artist ... a painting. A fox ... a hare.
A cat ... a mouse. It was ... autumn.

Words for reference: caught, eats,draws, raw, catches, gnaws.

Dictation with analysis

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

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

Sima bought a loto. Sasha loves turnips.

Mila vila wreath. The dog catches a fox.

Dad broke his glasses. Mom dries mushrooms.

The cat licks its paw. The wasp bit Masha.

Suggestions for dictations with preliminary sound analysis

Lida has two brothers - Misha and Vova. This is our home. There is a garden near the house. Dad bought his son skis and sledges. The children were at home. Roma taught lessons. Lida was washing the floor.

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

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

Tests with missing vowels. Different levels of difficulty.

Insert the vowels. Write it down.

M_sh_ zh_l k_t. Zv_l_ k_t_ R_zh_k. Hv_st _ R_zh_k_ p_sh_st_y. M_lch_k h_st_ _gr_l with k_t_m. _n_ b_l_ other_z_.

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

Pr _bl _zh_ _ts _ _s _nn. H_sh _ st_l _ in _p_d_t d _zhd _. Z _ml _ in s_d _ _zh _ _s _p_n_ f _lt _m _ l _st _m _. R _zh _ sl _shn _ g _l _s_ n _vch _x Fri _ts. _n _ g _t _w _tc _ to p _r _l _t _ in t _pl _ _ cr_ _.

Texts without word boundaries.

Find the words in the sentence, strip them. Write it right

September.

September has come. The students from Laparta. The schoolchildren are now playing the game. I have to teach lessons. The little ones are playing on the street. It’s warm outside.

The sun heats up less and less.

It will soon be overpowering the rains.

The squirrels smell of fragrant resin. Old pines are jumping squirrels. The snakes are fluffy gray fur coats. The grips of the tails of the backs, lush tails. Throughout the long winter, the squirrels lived in the forest.

And they were hiding in a warm nest. They were happy with a bright spring.

Favorite theater.

There is a puppet theater in Moscow. Innai Tatiana is going there with joy. It’s a wonderful clock. It’s midday.

Texts without capital letters and dots.

Find the boundaries of the sentences. Put in full stop and capital letter.

winter in the forest

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

Winter is coming soon

under a thick green tree a hare is building his house changed a squirrel's fur coat for the winter repairs a nest fox runs through the fields digs mink holes climbed under a low stump ferret there spacious mansions hedgehog hid with fallen leaves and fell asleep for the whole winter went deep into the ground forest mice hid in the ground the moss disappeared and the frogs climbed into the silt

summer rain

it was a hot day, suddenly a breeze flew in a dark cloud it did not hide the sun poured rain the sun lit up the neighborhood raindrops hit the flowers and the grass they hung on the blades of grass and leaves in each raindrop played the sunbeam stopped the rain look

someone has built a multi-colored bridge to the sky from the meadows across the river to the village; there is a light park from the ground; the air fills with the smell of wildflowers

Retrieve the sentence and story.

Compose and write sentences, and then a coherent text from the sentences. Give it a title.

hedgehog, presented, grandfather, children

in, he, in the summer, lived, barn

hedgehog, in, in winter, burrow, fell asleep

hungry, hedgehog, will return, in the spring

mice! beware

plaintively, woods, in, groan, trees

rushes, goals, on, wind, branches, cold

real, winter, has come, already

tops, trees, shakes, he

days, soft, gray, stood

light, flunked, city, winter, snowball

stand, trees, snow, everything

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

in, sit, nest, chicks

loudly they squeak

eat, want, kids,

to, flies, nim, mom

worm, she, carries, small

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

References:

1. Gorodilova V.I., Kudryavtseva M.Z. A collection of exercises to correct deficiencies in writing and reading. - SPb .: KARO, DELTA, 2005. - (Series "Correctional pedagogy").

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

3. Yemelyanova E. N., Soboleva A. E. I write without mistakes. Russian language with a neuropsychologist. - SPb .: Peter, 2009.

4. Yavorskaya ON Didactic games for speech therapist classes with schoolchildren (7-11 years old). SPb .: KARO, 2014.- (Series "Master class of speech therapist").

5. Yavorskaya ON Games, assignments, class notes for the development of written speech among schoolchildren (7-10 years old): A practical guide for elementary school students, teachers, speech therapists and parents. - SPb .: KARO, 2007. - (Series "Master class of speech therapist").

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

7. Yakovleva N.N. Overcoming violations of written speech: Study guide / ed. N.N. Yakovleva. - SPb .: KARO, 2011.- (Series "Correctional pedagogy").

Teachers often base their assessment of students' intelligence on their language ability. The more and more expressively the student speaks, the more intelligent he seems. And those students who have language problems seem less intelligent due to difficulties in speaking and understanding the language. But it is impossible to identify the ability for language with intelligence.

Students with language difficulties can be much broader and smarter than those who previously developed language skills.

Difficulties in understanding language, organizing thoughts, and using language, however, are the first characteristics of learners with learning disabilities. They do not understand most of what has been said, so they get used to thinking about something else, being distracted. In search of a less threatening situation, they often start daydreaming or even lazy.

Most students with language problems find it difficult to understand the complex language that is used in the classroom. In trying to understand what has been said, they often focus on a single word rather than on an entire sentence or question. They can quickly draw conclusions based on what they supposedly heard instead of what was said. In any case, such a student gives the wrong answer or draws the wrong conclusion. Students with language problems often focus on a single word instead of a whole sentence or question.

Some students find it difficult to follow directions that immediately list several things to do. They are confused by the complexity of the instructions. It is easier for them when directions are divided for them into small fragments. Therefore, sorting out what they have to do on the shelves for them means not only letting them know what exactly needs to be done, but also helping them remember it. Some students need to give many examples before they can understand an idea. These examples can be given in different ways: with pictures or words, showing the action, or repeating the material again after a while. Some students themselves need to say what was said aloud again to determine if they understood correctly, and if not, to be told and explained again.

Many students find it difficult to organize their thoughts and the information presented.

Techniques such as algorithms, semantic networks, timelines, and comparison tables effectively help students organize an answer (to a question), story, or research project. While this works best for individual work, these strategies also work for the whole class, where we want students to brainstorm the answer to a question.

When explaining the idea of semantic networks, or maps, you can start with an example. Just as a spider spreads its nets to catch its prey, so we can create a special net for it to catch an idea.

Each student is encouraged to strain, think and express everything that comes to mind. During a brainstorming session, all ideas are accepted first without distinction. Ideas are not written in full sentences, but only in one or two words, or in the simplest phrases. As an active participant in the general activity, the teacher must also express several ideas and write them on the network. And when all the ideas have already been posted on the network, students must decide which ones are most suitable for the topic, and others to eliminate.

When teaching to find the main idea of a passage or story, we instruct students to make a semantic web. They will put the main idea in the center box, and then write out all the facts from this passage that support their decision. Every time they write a fact on the web, they should ask themselves, "How does it relate to the main idea?"

Many students find it very difficult to tell or retell a story, or describe an event in correct sentences. Timelines help students understand the order of events. This strategy can be used to organize historical events or incidents in the story they read or write themselves. This line can be made vertical or horizontal. By thinking about an event, the student can guess where it might be on the timeline. It is helpful to brainstorm with the students first so that they have a better idea of what they are doing.

Using the vertical timeline, students brainstorm to write a story (Table 1).

Step 1: brainstorming ideas;

Step 2: choose events to include in the story;

Step 3: put the events in order on the timeline;

Step 4: write a story.

Table 1. Vertical time line

The horizontal timeline is good for studying historical events over a long period of time.

When students are asked to compare one object to another, many of them incorrectly believe that they have to say something special about each of them. For example: one boy has blond hair and another has glasses; one leaf is large and the other is orange. They need to be taught to use one criterion for comparison: one boy is fair-haired and the other is dark-haired; one leaf is yellow and the other is orange.

Creating a comparison chart will help students make comparisons correctly.

Semantic networks, timelines, and comparison tables are very effective teaching methods. Students can use them to organize or condense information in text or in their notes. When these methods are used during a teaching session, it is a good idea for students to place each net or timeline on separate cards. Then it is convenient to work with them, you can put them in your pocket so that you can refer to them when you have a moment to study.

When discussing language difficulties, there are four types of language that need to be defined. Informal speaking is used with friends and family. Informal written language includes letters we write to friends and notes we leave to our family.

The formal spoken language is used in the classroom, and the formal written language is the language of the textbooks. Students who do not grow up in a rich language environment find it difficult to cope with the formal language used in the classroom.

Teachers can help them in this problem by encouraging such students to "translate" formal language into informal one. This can be done by having students repeat the same thing in their own words. Have them stop every few sentences or paragraphs to retell it in their own way. Talk a little about what they expect to see in the next paragraph. Then the students will already have a little familiarity with the material they will read, and this will improve their reading comprehension. Many of the students do not know how to start a conversation.

In fact, many students rarely start a conversation. Usually, until they are asked, they are simply silent. Others cannot even keep up the conversation after it has started.

The teacher develops the ability to communicate if he involves students in a conscious dialogue, when one speaks and the other responds to his words.

The first continues, responding to the second, and so on. A meaningful dialogue arises.

Often a student with language problems enthusiastically discusses what interests him, not realizing that the listener does not understand what he is trying to say. This is not a problem if the speaker and the listener have the same experience. In this case, the listener can easily supplement the information that the speaker omits.

And if a student speaks to a person who has not experienced the same as he did, he must learn to give the listener all the necessary information so that he can understand him. In addition, the listener must be taught that if he does not understand what he was told, he must immediately report it in order to obtain the necessary information.

Those who find it difficult to express themselves in words often have a problem remembering the names of objects, people or events. Therefore, they often use impersonal, indefinite pronouns: "this", "that", "that", "these" instead of the desired word. Although the students know what they want to say, they cannot find a word for it. And sometimes they even remember and know this word, but it is difficult for them to pronounce it.

When asked to answer a question, students often give the simplest answer. It is necessary to ask the student to develop his thought, and he will give more and more information. When he has provided all the information necessary to answer, you need to repeat the question and ask the student to answer with a full sentence, including all this data. Give him as many attempts as it takes to convey all the information.

Many teachers do not want to spend so much time with one student because they are afraid that others will get bored and misbehave during this time. But if you train your students to be patient and give your classmate a little more time to answer the question, everyone benefits.

The pragmatics of language is more about tacit information than obvious. Pragmatics include factors such as body language (facial expressions), intonation and polysemy of words.

The student may misinterpret what a person's face, posture, movements or hands expresses.

According to many teachers, children now have fewer opportunities to develop creative thinking and language skills at home than ever before. One of the reasons is parental fatigue and overwhelmed with responsibilities, which leaves little time and energy to build creative conversations in family life. Parents need to set aside some time each evening to have a meaningful conversation with their children.

Teachers can play a very important role in encouraging these important interactions between parents and children.

But the development of language and thinking should not, of course, be limited to weekends when parents take time to communicate with their children. Homework assignments that are given during the week should develop language and thinking as much as possible.

Such tasks allow you to practice the language at home, they open communication lines between parents and children.

Homework is one of the areas that creates a lot of tension between teachers and parents, especially the parents of students with learning disabilities.

Often, parents have to bear responsibility for teaching their children the skills that they have not been able to acquire at school. This is very tiring for the parents, because they do not have time for this and they were not taught to teach. Those students who find it especially difficult to complete their homework can spend all their free time preparing it.

Providing each student with homework appropriate for their level and adhering to the timeframe for preparing them in the given class will create a much better relationship between parents, children, and teachers.

In the work on the development of speech in the lessons of the Russian language, a special place is occupied by the issues of methods of correcting speech errors.

In the oral and written speech of primary schoolchildren, there are many mistakes, which are called speech errors in the methodology of teaching the Russian language. Thus, in the works of M.R. Lvov, a speech error is understood as "an unsuccessfully chosen word, an incorrectly constructed sentence, a distorted morphological form."

Highly organized ("good") speech assumes the absence of speech errors. Therefore, the work on coercion and elimination of speech errors is an important part of the overall work on the development of speech at school.

Consider speech errors and their types in the works of M.R. Lvov.

Errors are verbal and non-verbal. Among speech, vocabulary, or, more precisely, lexico-stylistic errors, often come first. The most common mistakes in this group are:

1. Repetition of the same words;

The use of a word in an imprecise or unusual sense as a result of misunderstanding it: "Fish soup (fish soup) is not enough";

Violation of the compatibility of the words used: "The wind gradually took (gaining) strength";

4. The use of a word without taking into account its emotionally expressive or evaluative coloring: “He felt that he was drowning (drowning) in a swamp”;
5. The use of vernacular and dialectal words and phrases: “Petya walked behind (behind)”.

The group of morphological and stylistic errors includes the incorrect formation of words and especially word forms:

1. In the elementary grades, children’s word-creation is still found. Children create their own words in accordance with the word-formation system of the Russian language: “People rushed to put out their houses”;
2. Formation of vernacular or dialectal forms of words of the general literary language: "iha mama", "shot";
3. Skipping morphemes, most often suffixes: "working", "came to him";
4. Formation of plural forms of nouns, used according to the rules of grammar only in the singular: "The partisans did not have enough weapons (tools)."

The group of syntactic - stylistic errors includes the following:

1. Violation of management, most often prepositional: "Good triumphs over evil (evil)";
2. Violation of agreement, most often predicate with the subject: "The whole family cheerfully met (met) the New Year";
3. Unsuccessful word order in the sentence, leading to a distortion or darkening of the meaning: "A narrow path led only to the top of the hill";

Violation of the semantic or grammatical connection between pronouns and the words to which they indicate: "When Petya said goodbye to his father, he (who?) Did not cry";

Pronominal doubling of the subject: "Leon, when he returned to the detachment, he was scared";

The use of verbs in unrelated tense and specific forms where one and the same tense should be used, the same form: “A stranger enters the room and greeted” (type and time);

7. Inability to find the boundaries of sentences.

In addition to speech, there are non-speech errors - compositional, logical, as well as distortion of facts.

A typical compositional mistake is the inconsistency of the text of the presentation or composition with the plan, i.e. violation of the sequence in the presentation of events.

Logical errors include:

1. Skipping necessary words, and sometimes important facts, whole episodes: “She grabbed the collar and let's dip it” (one bear cub);
2. Children's speech is characterized by sometimes absurd, paradoxical judgments, linking concepts of different levels: "Morning was leaning towards evening."

Distortions of factual material should be distinguished from speech and logical errors.

In order to more effectively organize work to prevent speech errors, it is necessary to know their linguistic and psychological nature.

Lvov M.R. does not highlight the common causes of speech errors, but considers special cases in the classification. The advantage of such a construction of theoretical material is that it is clearly visible what reasons lie in the occurrence of a particular type of error.

Thus, according to the analysis of methodological, linguistic literature, speech error is a deviation from the norm of the literary language. Influence on the development of children's speech is exerted by both the speech of others and specially organized work.

Knowing the main types of errors, being able to determine their main causes, the teacher can develop a methodology for correcting them. It consists of the following elements:

-correction of speech errors by the teacher in the students' notebooks;
- teacher's notes and remarks in students' notebooks (including conventional signs in the margins);

class work on common mistakes, typical - on thematic 15-25 - minute fragments of lessons on the analysis of verified essays or presentations;

individual and group extracurricular work on individual errors: their detection, clarification and correction;

- a system of stylistic exercises, language analysis of texts in reading and grammar lessons, which serves as a general basis for concrete work on mistakes made by students of this class;
- special training of schoolchildren in self-editing of their own composition or presentation.

All mistakes made in notebooks must, in one way or another, be corrected either by the teacher or by the student himself.

When checking exercise books, errors are corrected differentially. Those of them that, according to the teacher, the children cannot independently check, he corrects himself: he rearranges sentences, replaces words, adds the necessary, crosses out the unnecessary.

The role of the analysis of proven statements and essays is great. In these lessons, the best samples are read out, the flaws in the content are sorted out. Completeness of the disclosure of the topic, the sequence of presentation of the material, speech and spelling errors.

Individual errors are corrected outside the classroom with individual students or in small groups. This is a time consuming but absolutely necessary business.

Only in an individual conversation can compositional errors, distortions of facts be eliminated, and from the number of speech ones - some dialectal and colloquial words and forms, unsuccessful construction of some sentences, in most cases the choice of a word, unsuccessful use of figurative means - epithets, comparisons, etc.

It is very important here to achieve high cognitive activity of the student; he must not only understand what his mistake is, but also solve the problem of correcting it.

Mutual verification of statements and essays is not very common in primary grades because of its laboriousness. But in those cases where it is still carried out, teachers are successful in self-checking and editing essays.

Thus, as practice shows, students are very active in performing such exercises. Children especially like to find mistakes in the proposed examples and offer their own versions of the correct answers.

The main thing here is to pay great attention to arguing your answer and explaining why the word was chosen incorrectly in a given sentence or phrase, and thus the effectiveness of the development of the speech activity of primary schoolchildren in Russian lessons is increased.

In the course of purposeful work on the correction and prevention of speech errors in primary schoolchildren, we have compiled a set of special exercises that were offered to students at each lesson.

Starting to study the indicators of the effectiveness of the use of methods and techniques in the lessons of the Russian language, we proceed from the fact that in order to achieve high results in the system of developing education, it is necessary to create a rich language environment; organize lessons around topics that contribute to the revitalization of the speech activity of younger students.

MINISTRY OF EDUCATION OF THE PMR

COURSE WORK

ORGANIZATION OF WORK ON DEVELOPMENT OF ORAL AND WRITTEN SPEECH OF YOUNGER SCHOOLS IN RUSSIAN LANGUAGE AND READING LESSONS

Completed

primary school teacher

the highest didactic category

MOU "TSH №18"

Chebotareva A.V.

Tiraspol, 2015

PLAN.

1. Justification for the choice of topic.

2. Goals and objectives of the work on the development of coherent speech in younger students.

Speech requirements;

Skills and skills that need to be formed in students in speech development lessons;

Review of modern methodological literature.

3.System of work on the development of coherent oral and written speech:

A) the formation of intellectual and speech skills in first graders during the period of literacy training:

Examples of work on enriching the speech of first-graders with adjectives based on pictures of the "Russian alphabet";

A system of exercises that form the skills of oral monologue coherent speech of first-graders;

Creative assignments for first graders.

B) presentation:

Detailed, close to the text;

C harvested;

Selective ;

Creative.

C) compositions:

By a series of pictures;

Similarly;

based on personal observations;

Descriptions;

According to the paintings of artists;

Reasoning.

4. Results of experimental work.

Justification for the choice of topic.

In my work on teaching schoolchildren, I give priority to the development of speech. I carry out this work in the classroom in all subjects, linking them together. I believe that for the successful education of children in high school, it is necessary in grades 1-4

secondly, to develop in schoolchildren the ability to work with the text of a work and independently read books;

thirdly, to instill a love for the book, since reading is of great importance for the development of children's speech, which, enriched through the book, becomes more meaningful, emotional and logical. In addition, reading provides material for presentations, essays, which are carried out in Russian lessons.

Every child is by nature a creator, dreamer and dreamer. I am convinced that in the modern world, when children are often carried away by militants, detectives, science fiction, false idols and concepts, which often give rise to aggressiveness, cruelty, a cult of violence, it is very important to arouse in kids an interest in their native word, to teach their students to listen correctly, speak, compose and write.

I strive to ensure that my guys do not experience difficulties in communicating with each other, are not afraid to openly express their opinion and skillfully defend it, so that they learn to listen attentively to other views. I try to create such conditions so that each student can maximize the potential of his speech abilities.

Reading and Russian language lessons provide great opportunities for the development of oral and written speech of students. As V.A. Kustareva notes: “Classes on the development of speech are a multilateral work of a language teacher, aimed at ensuring that students master not only grammatical theory and spelling skills, but in the process of speech practice they also mastered the ability to pronounce words correctly, choose the necessary words and use them correctly in speech, build sentences and coherent speech. In general, the development of speech is the work on the speech culture of students in its oral and written form.

In this work, I would like to dwell on the topic "Organization of work on the development of oral and written speech of primary schoolchildren in the lessons of the Russian language and reading", since during my work at school I have developed a certain system of work in this direction.

Goals and objectives of the work on the development of coherent speech in younger students.

SPEECH REQUIREMENTS:

The speech of children must meet the known requirements:

The speech should be meaningful.

Speech should be distinguished by consistency, which manifests itself in a consistent presentation of thoughts.

Speech must be clear, i.e. such that it can be understood equally by everyone and without any particular difficulty. The clarity of speech is promoted by its purity and correctness.

Speech must be accurate, i.e. as truthfully depicting the reality surrounding the child as possible and faithfully conveying the content of what has been read. You should also strive to ensure that speech is sufficiently expressive and vivid.

SKILLS AND SKILLS THAT NEED TO BE FORMED IN STUDENTS IN SPEECH DEVELOPMENT LESSONS:

Both oral and written speech must meet the general requirements for speech. It is necessary to teach meaningful, logical, clear and correct speech every day at all Russian lessons. For this purpose, speech defects are corrected and prevented, vocabulary and lexical work is carried out, grammar and spelling are studied.

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.

Students from the 1st grade gradually get acquainted with the requirements that apply to their speech, in the process of performing various exercises they realize what it means to speak on a topic, to reveal the main idea, to speak in order, coherently.

It is necessary to help students understand what a story, description, reasoning, fairy tale is, how does a description of an object differ from a description of a picture or description of observations, what distinguishes a story about what he saw and observed from a story about a picture or a story about observations; what is the difference between detailed retelling and selective, between oral composition and retelling; what is the difference between retelling and presenting. Children receive all this information only in a practical way in the process of performing the exercises.

Gradually, children realize that the story is about actions and events, what happened. You can illustrate the story or create a filmstrip from it.

And the description describes objects, people, animals, nature, etc., it can be recognized by what question? and present with only one picture.

The reasoning sets out the causes of phenomena and events, shows their mutual connection. The questions are posed to the reasoning why? why? This type of utterance cannot be represented as a picture.

Familiarization with this theoretical minimum and its active use will help students more successfully form conscious skills and communication skills.

Based on the theory of coherent speech N.I. Zhinkina, T.A. Ladyzhenskaya singled out those special skills that need to be taught at school, developing students' coherent speech skills, and which should help the speaker (or writer), creating a text, to take the listener's (or reader's) point of view, to realize his plan as best as possible. These are the following communication skills:

Ability to reveal the topic of the statement.

Ability to reveal the main idea of the statement.

The ability to collect material for the statement.

Ability to systematize the material collected for the statement.

Ability to improve what is written (for written speech).

Ability to build statements in a specific compositional form.

The ability to express one's thoughts correctly (from the point of view of the norms of the literary language), accurately, clearly and as brightly as possible.

Developing these skills will help create a statement that meets the requirements of good speech.

As you know, one of the indicators of the level of a person's culture, thinking, intelligence is his speech. The problem of the development of speech acquires particular relevance in the conditions of elementary school. Here, children first enter the world of language knowledge. In elementary school, the foundations of language culture are laid. And the sooner we begin to develop in children a unique human gift - the gift of speech, the sooner we will do everything so that, in the words of the linguist V.I. Chernyshov, “open the mouths of children”, the sooner we will achieve the desired results.

It is known that all the work carried out in the lessons of the Russian language should be aimed at preparing schoolchildren for coherent speech. As M.R. Lvov "A speech that is organized according to the laws of logic, grammar and composition, is a single whole, has a theme, performs a certain function (usually communicative), has relative independence and completeness, is divided into more or less significant structural components"

T.A. Ladyzhenskaya defines the following basic functions of speech: “Speech is the most important means of communication, a means of exchanging thoughts and feelings between people; speech is a means of transmitting and assimilating certain information, the collective experience of mankind, i.e. speech serves the purposes of understanding the world; speech is a means of organizing and planning activities; speech is a means of influencing the thoughts, feelings and behavior of people. It is necessary that the children understand that what they have to do in speech lessons is of great importance in a person's life.

By teaching communication skills, the teacher helps students to be aware of all the features of a coherent text, contributes to the development of the ability to independently build coherent messages.

In the process of working on the text - when teaching retelling and working on the presentation - the ability to correlate the content of the text with the title is formed. Thinking about the title, students highlight the main idea of the entire text or parts.

The ability to systematize material and build a message in a certain compositional form is practiced in reading lessons and in preparation for presentation and is associated with work on the plan.

When writing coherent messages, you need to constantly ask questions. How do you tie together the parts of the story? How do you link two adjacent sentences? What words should be replaced so that there is no repetition of the same word in the text? How should the words in the second sentence be rearranged in order to better associate it with the first? Children should be drawn to the word order in the sentence. This work is very important when teaching coherent written language.

First of all, it is necessary to constantly identify the difficulties of students in writing presentations and to reveal their reasons, since the requirements of the program for the development of speech are primarily associated with work on the presentation.

Consider the requirements for presentation and composition.

REQUIREMENTS FOR PRESENTATION AND COMPOSITION.

Presentation is a written retelling of the text. Before writing a presentation, you need to carefully listen to the text, understand its content. Then you should highlight its main parts in the text and draw up a presentation plan. After that, choosing the most accurate words and expressions, you need to set out the content of the text point by point.

The following requirements are imposed on the presentation:

all points of the plan must be disclosed;

the presentation should be written without spelling and punctuation errors, in the correct literary language;

the work should be done cleanly and neatly.

An essay is a statement of your thoughts on a specific topic. The essay should show knowledge of a specific issue. Topics and the ability to express your thoughts consistently, convincingly and quite competently.

The essay must meet the following basic requirements:

the essay should be written according to the plan;

the essay should not contain anything superfluous that is not related to the topic, but the topic must be fully disclosed;

every thought must be substantiated and supported by examples. The statement of the point of the plan should begin with a red line;

it is desirable that the essay be preceded by an epigraph. The epigraph briefly reveals the main idea of the composition. It is taken from literary work, folklore and other sources;

the essay begins with an introduction and ends with conclusions, a conclusion.

A good essay, deep in content, harmonious in presentation, written in the correct literary language, is an indicator of the intellectual maturity of the author of the essay. Success in the work on the development of speech will be possible only if it is of a training nature, will be carried out regularly and in the system

REVIEW OF MODERN METHODOLOGICAL LITERATURE:

The question of the development of students' speech in modern methodological literature is resolved in different aspects. Noteworthy works:

Zakoruzhnikova M.L. Work on a sentence and a coherent speech
The book is interesting in practical terms. It provides a system of progressively harder exercises from class to class. They develop students' skills to build sentences and coherent texts. In addition, the author outlines the types of work on the proposal, presentation and gives texts as a sample.

Lvov M.R. Speech of junior schoolchildren and ways of its development.
The manual contains theoretical material, a variety of exercises and methodological recommendations on the main issues of speech development in primary schoolchildren.

Politova N.I. The development of speech of primary school students in the lessons of the Russian language.
The main material of the manual is methodological recommendations for classes on the development of students' speech. Recommendations focused on weekly planning. The book reflects all types of work on the development of students' speech. Interesting material for the analysis of essays and presentations is presented. Methodological techniques have been developed: working on the title, defining the boundaries of the topic, editing.

"Speech development of junior schoolchildren."
Collection of articles edited by N.S. Rozhdestvensky. The collection skillfully combines theoretical and practical works. Especially important is the article by N.S. Rozhdestvensky, which reveals the question of what is meant by the development of the speech of primary schoolchildren.

Speech. Speech. Speech. Edited by T.A. Ladyzhenskaya.
The book helps to organize the speech activity of children in a playful, entertaining form, equip them with the ability to accurately and figuratively express their thoughts and feelings in oral and written word. A scientifically grounded and experimentally tested system of problem situations, tasks, exercises, methodological comments allow purposefully developing the culture of verbal communication and the creative abilities of younger students.

Tikunova L. I. Kanakina V. P. Collection of dictations and creative works.
The collection provides practical material on all the main sections of the Russian language program for elementary school. This material can be used simultaneously to improve grammar and spelling and speech skills and / or vocabulary minutes, writing from memory, working on a sentence and text, various types of dictations, control writing, presentation, composition and entertaining exercises /.

Titova N.F. Culture of speech in primary education.
The book points out the shortcomings in the work on the development of speech in the primary grades, the question of the connection between work on the development of speech and work on educating the thinking of children is raised and resolved. The life experience of students, their practical activities, games are associated with the development of speech.

The system of work on the development of coherent oral and written speech.

FORMATION OF INTELLECTUAL SPEECH SKILLS IN PUPILS DURING THE PERIOD OF LEARNING LITERATURE.

The intellectual and speech skills are based on the speech activity of schoolchildren. Speech is a channel for the development of intelligence. Developed speech gives the child the opportunity to better master knowledge, forms the mind, will, feelings. The main work on the development of the speech of younger schoolchildren is carried out in the lessons of the Russian language and reading. The continuity of work on the development of speech is important throughout all the years of study in elementary school and at each lesson. I begin work on the development of speech from the first days of schooling for children. This is the improvement of all aspects of speech: pronunciation in accordance with the norms of the language, grammatical correctness, coherence and sequence of statements, expressiveness. The earlier the language is mastered, the easier and more fully knowledge will be acquired.

How to captivate children with the study of the language, to make the lesson of the Russian language favorite, interesting and exciting? The initial Russian language course is predominantly practical. And this means that the study of material on the Russian language should be aimed at a more accurate, grammatically correct expression of thought in oral and written form, at each lesson there should be work on the development of speech.

EXAMPLES OF WORK ON ENRICHING THE SPEECH OF PUPILS WITH APPENDIX NAMES BASED ON THE PICTURES OF THE "RUSSIAN ABC"

The first textbook for teaching literacy, on the basis of which I work on the development of speech and logical thinking of children, is "Russian alphabet" / V.G. Goretsky et al. / There are many pictures on the pages of this book that create a colorful lively color, increase the emotionality of perception and, along with block letters, syllables, words, sentences and texts, are designed to develop the speech of first graders.

The speech of children entering school is not well developed. It is “substantive” and “verbal”, poor in adjectives, evaluative words, words expressing feelings, moods. The number of adjectives in a child's speech increases in connection with the enrichment of the child's ideas about the various qualities and characteristics of objects and their actions. The work aimed at the ability to highlight and identify the signs of objects is part of the work on the development of speech and thinking, which contributes to the formation in children of the ability to accurately and figuratively express thoughts, to correctly navigate in the world around them.

Before each lesson in literacy, I clearly set certain tasks: to enrich the active vocabulary of first graders, to include adjectives in their oral speech denoting various signs of the objects depicted in the pictures. For example, when working on page 6, I outline that the children will not only name the objects drawn (ball, cubes, pyramid, doll, knapsack, pencil, brush, textbooks), but also determine their color, size and some other signs.

A fragment of the lesson looks like this: Look carefully at the picture and tell me which ball is in color, shape, size, weight, touch (the ball is multi-colored, round, large, smooth, light). What else can you say about him? (Rubber ball, new). Describe the doll (the doll is beautiful, bright, smart, blue-eyed).

First, I ask the questions myself, directing the attention of the first graders, their thoughts and answers. Gradually, children get used to describe objects from pictures on their own, name signs, thereby expressing their attitude to the objects depicted. In the process of teaching, I not only teach first graders to name adjectives, show interest in them, but also educate children in an attentive attitude to illustrations. I do this work along the way, at ease.

Pictures are shown on page 11 of the Russian Alphabet (below). Children not only name who is drawn in the picture, but also say what kind of animals they are, give their description. For example, children say: "The squirrel is gray, fluffy, it has soft, warm fur, so it is not cold in winter." Then I invite them to consider what kind of head she has, what ears, paws, tail. Children report: "The squirrel's head is small, the ears are sensitive, the front and hind legs are short, the tail is fluffy and long." Then the children tell about the wolf: "The wolf is large, dark gray, it has a large head, an elongated muzzle, pointed ears, strong, sturdy legs, a long tail." On p.67 I propose to consider and describe the fox and the elk. Children consider and describe the fox as follows: “The fox is red, fluffy. The paws are small, the ears are sharp, the eyes are round. " They say about the elk: “This animal is big, strong, powerful, hunchbacked, with small ears. He has strong, sharp, large, beautiful horns. The legs are long, strong, light, fast, with sharp hooves. ”I add that the elk is called a forest giant. He easily makes his way even through swamps.

Gradually, from lesson to lesson, I offer the children less and less leading questions. First graders learn to peer at the drawings, describe the objects depicted on them, naming the most accurate adjectives, expressing their attitude towards them. I am glad about finding the exact, necessary word-sign.

Studying the letter "A", the guys examine the picture, which depicts a watermelon. To answer the question "which one?" children choose such words-signs as pink, sugar, juicy, crumbly, sweet, ripe, tasty, then add the words red, scarlet, velvet, with black seeds.

When working with. 34 students define different needles by shape, color, size: “Needle-tools - long, thin, steel, gray, sharp, they are called sewing. The needles of the tree and the pine are also long, thin, sharp, green, but soft in comparison with sewing needles. The hedgehog's needles are gray, sharp, they protect the hedgehog from enemies. " Pupils find out the common feature of all needles: they are sharp, they can be pricked. Sewing needles should not be handled carelessly, but must be kept in a specific place.

According to the illustration on p.86, children describe vegetables in shape, size, color, smell, taste, weight, density: “The pumpkins have grown large, large, round, orange, heavy, dense, hard, juicy. The turnip is round, yellow, fragrant, tasty, sweet. Cabbage - white cabbage, curly, juicy, crispy, wonderful. " Then the students compare the vegetables according to the indicated characteristics.

The text on page 123 makes children want to describe the boletus mushroom. To the question "What kind of mushroom?" first-graders answer: “The white mushroom is beautiful, it has a dense, strong, rough gray leg; the cap is dark brown, dense, hard. The mushroom looks like a boy in a hat on one side. The fried mushroom is fragrant, tasty, aromatic. "

According to the pictures on p.124, students describe the leaves of trees: "A rowan leaf consists of several oblong, dark green plates", "An oblong willow leaf, bright green, hanging." “The aspen leaf is almost round, with small denticles along the edge, green, dense with a long thin stalk. In summer it is light green, and in autumn it can be yellow, orange, bright red, dark red, pink and even multi-colored. "

When working with text on p. 92 "Who will become what?" students define the main qualities of people of different professions: "They are all strong, strong, courageous, decisive, skillful in their business." I draw a conclusion: everyone should grow up like that.

Looking at the pictures on pages 162-163, the children first name the signs of ears: yellow, golden, amber, large, large, full, ripe, heavy, ripe, mustachioed ears. Then the children tell how the bread turned out. The bread is fresh, warm, fragrant, tasty, soft, with a slightly pink, crispy crust. Reading the tongue twister on page 166 “The baker baked dough from dough early in the bagel, donut, loaf and loaf”, I ask the children to determine the shape of the bread products. Schoolchildren remark: “The loaf is oblong, the loaf is rectangular, the bagels and bagels are round, like rings. The loaf is soft to the touch, and the bagels and dryers are hard. Skillful hands of workers have grown and baked bread. He who works conscientiously, studies diligently, he eats honestly earned, labor bread. We must learn to take good care of bread, to appreciate it.

I gave just some examples of work on enriching the speech of first-graders with adjectives based on pictures from the Russian Alphabet. This task should be solved in unity with all work on the development of speech.

A SYSTEM OF EXERCISES FORMING THE SKILLS OF ORAL MONOLOGICAL CONNECTED SPEECH OF ACCOMMODATIONS.

In the system of exercises that form the skills of oral monologue coherent speech of first graders, I include the following:

comparison, juxtaposition of a small text and individual sentences that are not united by a common theme;

title of the text;

definition of the main idea of the text;

highlighting the beginning, middle and ending in the text;

reproduction of the text according to a given beginning, middle or ending, according to the plan and key words;

restoration of deformed text;

coming up with a beginning or end to the story;

selection of the most suitable beginning or ending to the text;

determining which part is missing in the text;

retelling according to plan.

At each lesson, the child reads, listens, answers, i.e. communicates with friends, teachers, book. He develops such skills as the ability to listen, answer a question posed, the ability to express his attitude to something, to assess the hero's deed. All these skills are closely related to each other and are part of the set of skills for educational work.

Excursions into nature also contribute to the formation of figurative speech. During observations, children not only accumulate a variety of ideas, but also with the help of figurative definitions and precise characteristics, they comprehend them. They activate the most important thought processes: the ability to analyze, compare, make feasible inferences.

The peculiar beauty of autumn nature is especially vividly revealed to children on a quiet autumn day. The feelings that gripped the children during an autumn walk in the park, they express in oral essays-miniatures in the lessons of acquaintance with the world around them.

Starting from grade 1, in each reading lesson, I devote 5 minutes to poetry. On them, students read poems about the seasons, about friendship, about school, about their native land. Poems reveal to children the richness of their native language, educate them to understand the sound of words and their content. When getting acquainted with a new letter, a new sound, teaching children in dividing words into syllables and for transferring, I use the poems of children's writers. Poems not only amuse children, they help to teach without boredom, develop their speech.

One of the means of developing speech and thinking in children is riddles. Schoolchildren learn to gaze intently at every word, to ponder its meaning. The language of children is enriched by the metaphors of riddles, the meaning of which is always clear to them, if, when solving, it is indicated on the basis of what similarity of objects the riddles are composed. Riddles can be used when getting to know a new sound, a new letter. In the answer, the children determine where the sound under study is located: at the beginning, at the end or in the middle of the word. Any riddle can be taken as a source material for composing a sentence with a word - a solution. Children love riddles and often, by analogy with what they hear, they try to compose riddles themselves.

The development of emotions and imagination in first graders is of great importance for the development of speech. Emotionally colored speech is more expressive and stronger than speech that does not cause feelings. In 1st grade I pay great attention to expressive reading, reading by roles. The emotionality of perception is closely related to the development of imagination. For the development of creative imagination, I offer the children the following task: when drawing verbal pictures to poems, to extracts from works of art, supplement them, using your life experience for this.

The development of the ability to speak is decided in the course of the entire study. Fiction serves as an excellent material for the development and enrichment of children's speech.

The main task of the teacher is, in my opinion, to open the way for his students to the world of books, to interest them in the book, to teach them to read carefully and thoughtfully, to teach them to love the book.

Telling fairy tales is a natural form of communication between a teacher and children. My kids are very fond of listening to fairy tales in audio recordings and staging them. Fairy tales cause great aesthetic pleasure and joy in children, awaken in them a love of the word, they serve as a model of lively coherent speech for children. Children should live in the world of the beauty of fairy tales, fantasy, creativity, and even when we want to teach them to read and write.

In practice, I was convinced that the earlier I start working on the formation of intellectual and speech skills, the more tangible the result will be. The primary school program provides for the formation of the ability to retell the text in detail, selectively or succinctly. This work I start from simple to more and more complex. In the "Russian Alphabet" already on the first pages there are illustrations for fairy tales known to children from early childhood: "Geese-Swans", "By the Pike's Command", "Turnip", "Kolobok", "The Wolf and the Seven Little Kids", "Masha and the Bear "," Ryaba Chicken "and others. I ask the children to find the necessary book and bring it to the lesson. If children do not know how to read, then adults re-read the story to them, and if they can, then first graders read it themselves. Another important condition for the success of retelling learning: I always allow holding an open book with the text that the child retells when retelling. This relieves the usual stiffness and tension that tend to accompany the retelling of first graders.

I teach the children that to retell the text in detail means to convey the content of what I have just read in your own words. But it is necessary to convey the content of what has been read so that those who have not read this text understand what the author is talking about and what in it. For teaching a detailed retelling, it is better to take a text large enough so that students cannot memorize it verbatim. Only in this case children will be able to show some independence in the construction of their text, but on the basis of the given one. And this should be painstakingly taught, since the ability to retell is absolutely necessary for the student at any stage of education.

It is possible to form this skill only in the process of the student's everyday educational work according to a certain plan. Firstly, I teach to read any text carefully in order to understand why the author wrote this text, what is its main idea. After all, reading is what we teach, and at the same time, through which the student learns. Consequently, reading acts as an educational skill of the broadest and most universal plan. This means that the better the child masters the reading skill, the easier it will be to learn. Secondly, in order to make the retelling of what I have read interesting, I draw the children's attention to the most accurate and vivid words and expressions, i.e. I bring up an attentive attitude to the author's word. Thirdly, in the work on the retelling, it is necessary to divide the text into complete parts with the identification of the most important thing in each of them. Only after such preliminary work, the children retell the text. I try not to violate this procedure for working with the text so that the children can remember it.

On the basis of the well-mastered skills of detailed retelling, even while working on the "Russian Alphabet", I take the first timid steps towards mastering the selective retelling of children. Selective retelling is akin to selective reading. Pupils use it freely, and they transfer the skills associated with it to the selection of materials for retelling, which provides for the transfer of not the entire text, but only some of it. Selective presentation of the text forms students' ability to collect and organize material. This skill is of great importance both for the development of coherent speech, and for ensuring the opportunity for students to study successfully in the next grades. Continuing to work out the previously acquired skills of educational work, children are constantly moving forward and by the second or third grade they master the ability to briefly convey the content of what they have read.

Reading lessons provide teachers with rich opportunities to familiarize children with such important concepts as text, its structure, signs, narration, description, reasoning. The exercises carried out in the system will help students learn the techniques of text analysis, will gradually prepare them for writing essays. In the process of working on the studied works, children will learn to understand the practical meaning of the reference words of the text, plan and their use in compiling texts. Everyday attention to the formation of skills to work with text with an orientation towards turning them into solid skills is the task of every teacher.

TASKS OF A CREATIVE CHARACTER FOR FIRST CLASSMERS.

Already in grade 1, students complete tasks of a creative nature, the ultimate goal of which is to teach storytelling. Here are some tasks:

After a series of plot pictures, finish the story orally, come up with a title.
It was a warm day. Alyosha went into the forest. He walks and sees - a hedgehog lies ...

Write a summary of the teacher's questions. The text is written on the board:

Who is the owner of the Beetle?

Zhora and Zakhara had a dog Zhuk. Everyone wanted to become the owner of the Beetle. One day the boys were walking in the woods. Sheepdogs attacked the Beetle. Zhora got scared and climbed a tree. Zakhar took a stick and began to defend the Beetle. Who is the owner of the Beetle?

(According to V. Oseeva)

Answer the sentences from the text to the questions:

Where did the boys go?

Who attacked the dog?

What did Zhora do?

Who began to defend the Beetle?

At the same time, I offer the children to help the beginning of the story (The whole family is assembled ...) and its ending (Everyone in the family is busy with business. Adults and children live well in it).

In the classroom, I often use tasks from FD Kostenko's manual "Didactic material on the development of speech" (for grades 2-3): adding stories at the beginning and end, working with deformed texts, heading, drawing up plans and abbreviated stories. The book by L.I. Tikunova and V.P. Kanakina serves me as a table. "Collection of dictations and creative works."

In the second grade, the work on the development of speech continues and becomes more difficult.

REPORTS:

Presentations and essays in the second grade are educational in nature and are carried out with the significant help of the teacher. Presentations are written either according to a ready-made plan given by the teacher, or according to a plan drawn up collectively. Teamwork on the outline helps students to better understand and remember the text and is therefore more effective. For presentations, texts of a narrative or descriptive nature and plot texts with description elements are selected.

DETAILED STATEMENT OF A COLLECTIVE PLAN.

In the second grade, I offered the children the text

Migratory birds.

Quails flew home from warm countries. They flew over the sea. On the way, they were caught in a storm. The birds are tired of fighting the wind. They sat down to rest on the masts of the ship. The sailors poured bread crumbs and seeds onto the deck. The birds rested and began to peck at the food. The sun came out. The sea has calmed down. The birds warmed up, flew up to the masts. The migrant guests cleaned their feathers, spread their wings and hit the road.

(According to L. Cassil)

Plan.

Difficult flight.

Rest on the ship.

On the road again.

Quails returned from warm countries to their homeland. They flew over the sea. On the way, they were caught by a violent storm. The birds are tired of fighting the wind.

They landed on the masts of the ship. The sailors saw them and poured bread crumbs and seeds onto the deck. When the birds rested, they began to eat.

The sun came out. The sea calmed down. The quails flew to the masts of the ship. They cleaned their feathers, spread their wings and hit the road.

(Yana J.)

Another version of this presentation:

Migratory birds - quails flew from warm countries home across the sea. Suddenly a storm overtook them. The birds were exhausted.

They landed on the mast of the ship. The birds were noticed by the sailors. They poured bird food onto the deck. The birds rested and ate.

Suddenly, the sun peeped out from behind the clouds. It warmed the birds. The quails flew up to the mast, cleaned their feathers, spread their wings and set off.

(Slava Sh.)

Although detailed, close to the text, presentation is considered a relatively easy exercise, it is carried out in the third and fourth grades, because it has its own functions in the development and improvement of children's speech. In such a presentation, students get used to paying attention to the details in the text, learn to build a narrative, introduce elements of description, and use the visual means of the language. All this develops children mentally.

In third grade, students write detailed, concise, and creative narratives in a collective or self-directed plan. Presentations and essays are also educational in nature. Consider concise and creative writing.

COMPRESSED PRESENTATIONS.

Condensed expositions are introduced in the second grade and continue in increasingly complex versions in subsequent grades. At first, you need serious oral preparation. It is held during reading lessons. A short retelling of what has been read becomes a school of concise presentation. Preparing children for a succinct presentation, you need to carefully work on the plan, on the sequence, because when the text is shortened, logical connections can be violated, the general meaning of the story, its idea can be lost, the theme can be distorted.

Here's how to prepare for a succinct presentation:

Reading the story by students (once quietly, the other out loud).

Conversation on content.

Work on the language: on words, pictorial means, on individual sentences.

Brief, in several sentences, expression of the content of the story.

A detailed retelling of one or two fragments (for comparison with a compressed transmission of the same parts).

Planning.

Concise retelling of fragments according to the points of the plan.

Self-compilation of the text of the presentation and its recording.

Self-test. Completion of work.

CREATIVE PRESENTATIONS.

Written statements with creative changes and additions represent a continuation of the corresponding oral work. The most convenient for writing are retellings with a change in the face of the narrator and on behalf of one of the characters, with creative additions. Creative additions in writing shouldn't be too big. Schoolchildren make creative additions themselves, otherwise their creativity will not develop, i.e. the goal of this type of presentation will not be achieved.

It is impossible to develop the independence and creativity of students, to form the ability to convey their thoughts and knowledge, if only presentations are carried out. In this matter, essays play an important role.

COMPOSITIONS :

Essays are written mainly according to the plan given by the teacher. Work on the plan is associated with understanding the structure, planning the composition and determining the approximate content of the composed text.

COMPOSING ON A SERIES OF PICTURES ACCORDING TO THIS PLAN:

Trezor guards the gate.

It's hard to resist!

The ball flies into its own goal.

Trezor is a hockey player.

In the summer, the guys played field hockey. Denis was the goalkeeper. Trezor helped him guard the gate.

And now the most poignant moment has come. The opponents were approaching the gate. Trezor followed the game closely. He saw that all the guys were running after the ball. The dog could not resist and also rushed to the ball. He grabbed the ball with his teeth.

The happy puppy rushed to the owner and flew into the gate with the ball. So a faithful friend scored a goal for his team.

(Nastya P., 2nd grade)

The following are added to the types of work already described. For the first time I am introducing such types of work as drafting a text (5-8 sentences) on the content of lines from poems. For instance,

1. Forest, as if we were looking at a painted one,
Purple, gold, crimson ...

(I. Bunin)

Here is the text composed by the student of the 2nd grade Yana:

How beautiful the autumn forest is! The birches and aspen were wearing gold festive outfits. The maple leaves are reddened. Poplars are gilded. And the mountain ash put on an autumn dress. She adorned herself with red beads. A colorful carpet of leaves rustles underfoot. A breeze blew. Colored leaves swirled in a round dance. Golden shower in the forest.

WORKS ON ANALOGY.

An interesting type of work is drawing up a text by analogy. When composing sentences on the topic "A snowstorm spreads like a silk carpet around the yard," the student should ponder the content of these lines, determine the theme formulated in them by the author and independently compose his own text from five to eight sentences on this topic. By constructing a text by analogy, a student, under the guidance of a teacher, visually perceives the text, determines the theme and idea of the text, pays attention to the lexical means of the language and composes a coherent text that is similar to the data in composition and grammatical structure, but differs from it in content.

When creating a text by analogy, it is possible to use a picture or illustration, which will help children write their own text. Here is the assignment for the third graders:

1) Compose a text by analogy about another bird. The text was given:

The gray-winged eagle is the king of all birds. He breeds nests on rocks and on old oaks. Flies high, sees far. The eagle has a sickle nose, crocheted claws.

(K. Ushinsky)

Here is what Irina N wrote about the woodpecker:

The woodpecker is a beautiful forest bird. The woodpecker adorned his colorful outfit with a red cap. The woodpecker has tenacious claws and a strong, straight beak. With this beak, the woodpecker can easily hammer the bark of trees and get out beetles and worms from there. The woodpecker's house is a hollow. The woodpecker is called the orderly of the forest.

Everyone knows these simple flowers. They look like a small sun with golden petals - rays. Dandelions bloom all summer. The ripe seeds of these flowers are collected in a light fluffy ball. If you blow on the balloon, flying seeds will fly in the air.

(after I. Sokolov-Mikitov)

Here is a text by analogy made by a student of grade 3. Christina P .:

Lily of the valley.

Lily of the valley is a gift of spring. It grows in the forest in the shade of trees. In May, these delicate flowers bloom with a delicate scent. How nice it is to find those white bells on a thin stem! As tightly compressed palms protect their fragile flower, the leaves of the lily of the valley.

These types of exercises prepare children to work on essays. To develop the skill of composing an oral story, I use observations organized on excursions. From composing oral stories in the future, children move on to writing essays based on the results of observations of nature.

COMPOSITIONS BASED ON PERSONAL OBSERVATIONS.

Schoolchildren are very fond of writing essays based on personal observations. But such compositions require a lot of preparatory work, since younger schoolchildren show an inability to observe, to see what is needed in what is being observed, the vocabulary for expressing their thoughts is not activated.

I want to show how I prepared the second graders for the essay "How I saw the trees on my street."

The work took place in early October. I have chosen in advance a place for the excursion and objects for observation (trees, air, sky). Immediately outlined what the students need to pay attention to. What trees grow on this street? In trees (birch, chestnut, poplar, mountain ash, maple, hawthorn), it was important to consider the color of the leaves, compare them by color, explain why autumn is called golden, and help children see the beauty of autumn. Autumn air had to be compared with summer air. Observe what the sky will be like during the excursion. The purpose of the excursion was announced to the students: to observe how the trees look in early autumn. To write an essay based on this. During the excursion, the children wrote down some important points in notebooks.

The excursion went according to this plan. First we looked at trees.

I supervised the observation of the children with the help of questions:

1. What trees grow on our street?

2. What trees do you want to tell about?

3. What immediately caught your eye?

4. How did autumn decorate these trees?

5. What color is predominant?

6. What color are the leaves of birch, maple, hawthorn?

7. Why is autumn called golden?

8. What sentences (words) do writers and poets use in their works to describe trees at this time of year?

9. What did you like about the fall decoration?

During the conversation, the children wrote down comparisons, expressions, beautiful expressions (words, phrases, sentences) in notebooks. After that, the students paid attention to the sky and air. I asked them the following questions: What color is the sky? How does it seem to you? What can you say about air? At the end of the excursion, the children summed up the observations with the help of their notes. In the future, the recordings were, as it were, a reference text or a plan for writing an essay.

The next day, at the Russian language lesson, the guys remembered. What they saw and what they recorded during the excursion, expressed their impressions of what they saw. During the conversation, the children worked on the spelling of difficult words.

On the third day, the children wrote an essay based on the observations "How did I see the trees on my street?" In the process of work, children were allowed to use the notes they made during the excursion and dictionaries. When it was difficult to spell words, they turned to the teacher. As a result, all students coped with their work. In the essays, sentences of different design and emotional coloring were used, words and phrases were introduced that the children heard and recorded during the excursion.

All the essays were written by children relatively competently, because spelling errors were avoided whenever possible. There were few speech shortcomings.

Before writing an essay based on personal observations on the topic "September":

We collectively draw up a rough plan:

Weather in September.

Autumn outfit of trees.

The golden carpet of the earth.

What feeling, mood does early autumn evoke in you?

What do you like about the first memorable days in September?

On the eve of the essay, I conduct the following lexical and spelling preparation:

I organize children's observations of the changes in nature in September.

We analyze the number of sunny, cloudy, rainy days according to the calendar.

We select synonyms, comparisons and figurative words and expressions:

Weather - warm, sunny, affectionate, autumn, rainy, rainy, amazing, wonderful; the wind is warm, autumnal, gusty, piercing; it is raining, drizzling, pouring; wind is a prankster, mischievous person; aspen - beauty, queen, queen; the grass - faded, wilted, turned yellow, gray; leaves - rustle, rustle, fall, fly, whisper; leaves are bright yellow, orange, crimson, red.

So, in order for children to write essays on observations, the teacher, in my opinion, must fulfill the following conditions:

choose a place to conduct observations;

determine the objects of observation, presumably the volume of observations and vocabulary work;

select key words;

to carry out spelling preparation;

to allow children to use the dictionary and notes made during the excursion when writing an essay.

Such preparatory work for writing an essay on observations activates the thinking of students, teaches them to operate with the knowledge gained, enriches the vocabulary and develops students' speech.

DESCRIPTIONS.

Natural history lessons are also used to prepare students for essay writing. So, after studying the topic "Wild animals" (grade 2), the students were given the task: to choose the picture they like with the image of any wild animal and compose a text about it with description elements

Here are some essays.

Tiger.

The tiger is a strong beast. It is large in size. His skin is red with black stripes. His belly is white, his ears are yellow, and his tail is long. There are large claws on the paws. The tiger has sharp and strong teeth. In the taiga, he always prowls in search of prey. He eats meat. The tiger is a beast of prey.

The tiger is very beautiful and a little scary.

(Denis L.)

Cheetah.

I want to tell you about the cheetah - the fastest animal in the world. He looks like a huge cat. The cheetah has a long, yellowish body with black dots. The head is small in comparison with the body, the legs are long. The ears are far apart. The eyes are bright yellow.

In ancient times, people took cheetahs to hunt. Now cheetahs are on the verge of extermination, so they are included in the "Red Book".

(Zhenya T.)

Kangaroo.

Kangaroo lives in Australia. This is an amazing animal. It is red in color, only the belly is light. On the belly of the kangaroo there is a pocket - a bag. Little kangaroos are hiding in the bag. The front legs of a kangaroo are half as long as the hind legs. Kangaroo jumps well and quickly on its hind legs. Compared to the body, the head of a kangaroo is small. The nose and eyes are black.

I like this animal.

(Anton M.)

After studying the topic “Pets” in nature studies lessons, the children were given the task of describing any pet they love and know.

Everyone was interested in the work of Tanya B.

Kuzya.

I have a cat at home. He's very handsome. His name is Kuzya.

Kuzya himself is white, and there are three red spots on the back. Kuzi's ears and tail are also red. The cat's coat is thick and fluffy. He has a smart face, yellow-green eyes and a long mustache. And the nose is pink and wet.

Kuze is one year old. It weighs five kilograms. He's strong. Most of all Kuzya loves to catch flies, moths and butterflies. He eats meat, fish and sausage. Sometimes he drinks milk and eats greens. Kuzya is sleeping on the window. He has bedding there.

I love to play with my cat. He's so funny and interesting.

Julia S. wrote about her beloved cat.

Cat Blackie.

My grandmother has a cat called Blackie. Her coat is black, and the tip of her tail is white. Near the neck there is a little white speck that looks like a napkin. The cat's paws are white, as if in socks. And Blackie's eyes are brown.

Blackie is very agile, strong and fast. She catches a lot of mice and rats. The cat loves to eat meat, lard and drink milk.

I love Blackie. When I come to my grandmother, I always play with a naughty pussy, bring her something tasty.

Pig Sonya.

Pig Sonya lives in our country house. She is big and fat. Sonya is pink, and her belly is reddish. Her legs are small and thick. The hooves are brownish. The tail is crocheted, and the nose is a patch. Sonya's eyes are black. There are black spots around the eyes. The pig's ears stick out in different directions.

On a clear afternoon, Sonya likes to lie on the sand. When she is in a good mood, the pig licks its piglets. She has eight of them. And everyone looks like their mother.

I like watching a pig with piglets. I love helping my dad take care of the animals.

(Yana J.)

WORKS ON THE PAINTINGS OF ARTISTS

I assign a significant place in the system of work on the development of students' speech to teaching writing essays from pictures. For this I use reproductions of paintings: "March Sun" by K.F. Yuona, “Spring. Big water "I.I. Levitan, "First Snow" by A. Plastov, "Children Running from the Thunderstorm" by V. Makovsky, "Troika" by VG Perov, "Alyonushka" by V. Vasnetsov, etc.

My students wrote their first essay on a painting based on a reproduction of a painting by K.F. Yuona "March Sun" in the 2nd grade.

To clarify the content of the picture, I proposed questions:
one). What time of year did the artist depict in the painting?
2). What colors prevail here?
3). That K.F. Yuon portrayed in blue?
4). Where does the action take place in the picture?
5). What do you see on the street?
6). What colors did the artist choose to show animals, houses, people, trees?
7). How did K.F. Yuon trees? How did the artist convey the joy of the onset of warm days?
eight). What feelings does this picture evoke?
The children were given basic words:
Bright blue, spotted, warm is felt, white-blue, reflected in the snow, white-trunked, mighty poplars, majestic, playful foal, cowardly, frolic, felt, awakening from winter sleep.
This enabled them to choose the most accurate and vivid words to express their thoughts.

Students used the plan:
one). The approach of spring in the artist's painting.
2). Description of snow, sky, air, sun,
3). Trees are reaching for the sun.
4). People and animals are happy with spring.
5). The mood caused by the painting.

As a result of the preparatory work done, all students successfully completed the task.
I will cite the most successful compositions:

In the snow-covered village, the approach of spring is felt. This is the month of March.
With the arrival of spring, the sky brightened. Its blueness is reflected in the snow. The snow turned blue and white. The sun is not visible. It was covered by snow-white clouds. But the rays of the sun penetrate into all corners. The snow turned pinkish and covered with a thin crust. The air is filled with the sun, and a little warmer.
Majestic poplars and white-trunk birches stretch towards the sun. They love light and warmth so much.

The people took the horses out of the stables and went to fetch water. They are glad that there will be no more such severe frosts. Warm days are coming. A small foal frolics with a yard dog. Everyone is happy with spring, even the animals.

Everyone is in a good mood because the long-awaited spring has come. When I look at this picture, my soul is happy.

( Rose T .)

But what Slava Sh.

Quiet. You can only hear the cold icicle melting. It's early spring! Everyone is happy for her.

The bright blue sky is reflected in the snow. The snow turned blue-white and wet. The artist did not depict the sun in the painting. But its warmth and light is felt in everything. The sun is reflected in the snow. Therefore, the snow became pink, extraordinary. The sun's rays pierced the air. The air smelled of spring.

White-trunked birches stretched their branches towards the sun. But the mighty poplars were ahead of the birches. They rise in the picture as guards.

People went out to the village street. Two men are going to get water. They have joyful faces. Horses trot on wet snow. And next to it, a playful foal is playing with a puppy. They are also happy with spring. The whole nature is awakening from the winter sleep.

I liked this picture. She makes me feel good.

After checking each essay, I must analyze it in class with the active participation of children in order to teach them to distinguish between positive and negative. I believe that such compositions not only help children to become good storytellers, but also instill in them love for their native nature, Motherland, and develop aesthetic feelings.

WORKS-READINGS.

Reviews can also be attributed to the essay. Reviews of books read (as a type of essay-reasoning) are very important for raising children. In the response, the student evaluates the book he read, the movie he watched, the play. The purpose of the review is that the student deeper and more clearly understands the ideological content of the analyzed work and the pictorial and expressive means of its expression.

I often refer to this type of work in extracurricular reading lessons.

“Composing is a creative work. It requires the student's independence, activity, enthusiasm, the introduction of something of their own, personal in the text. It contributes to the development of the student's personality. Choosing words, turns of speech and sentences, thinking about the composition of a story, selecting material, establishing logical connections, checking spelling - all this complex complex of actions requires a high tension of all his creative powers from a child, ”writes M.R. Lviv. Children love to write an essay, they love it precisely because of its creative nature, because in it you can show your independence, your attitude. Essay helps children to become more aware of their feelings, teaches them to express their thoughts in a harmonious and consistent way, increases self-esteem, and develops interest in literary creativity. Children talk and write about the most interesting and close.

Essays-descriptions, and essays-miniatures, and essays on paintings, and reviews of books read - all this serves as an effective means of education. It excites emotions, teaches children to comprehend and evaluate what they have seen and experienced, develops observation skills, teaches them to find cause-and-effect relationships, compare and contrast, draw conclusions, speak correctly and figuratively. It disciplines thought, gives students confidence in themselves.

The guys check their compositions using the memos.

Memo 1.

Is the content of the text relevant to the topic?

Has the main thing been missed, has the main idea been confirmed by the facts?

Are there unnecessary facts, sentences, words in the text?

Is the text structured logically? Shouldn't something be rearranged?

Are parts of the text and adjacent sentences well connected? Are parts of the text highlighted with a red line?

Are those words selected to cover the topic? Are the sentences well structured?

Is it interesting and clear to the listener?

Memo 2.

Check if you missed letters.

Did you spell the unstressed vowels correctly?

Check words with voiced and voiceless consonants.

Check words for other learned rules. Not sure - ask the teacher.

Experimental results.

I assign paramount importance to the development of reading skills, interest in fiction as a means of enriching students' speech with new words and syntactic constructions. My students have a good reading speed, possess speech skills, love to memorize poetry, try to express their thoughts and feelings in reading. They are distinguished by a developed imagination, artistic taste, the ability to reasonably draw conclusions about the motives of the behavior and actions of the heroes, see the author's attitude to the event described, understand the main idea of the work, work with interest and creatively on presentations and essays in which they not only use personal observations, but and express their attitude to what is described. During their creative work, children master the very essence of language - the ability to reflect the world and express feelings in the most accurate and vivid words they can find.

Such purposeful, systematic work to improve the speech of students contributes to the general mental development, forms the personal qualities of schoolchildren.

At city Olympiads, my students consistently take prizes: in 2005: 2nd place in Russian and 3rd place in literary reading;

2009: 2nd place in Russian and 2nd place in sight-reading;

in 2013: 2nd place in Russian, 2nd place in sight reading and 2nd place in literary reading.

List of used literature.

Zhinkin N.I. Psychological foundations of speech development. In the book "In Defense of the Living Word" M., 1966.

Zakozhurnikova M.L. Work on a sentence and a coherent speech. M., 1965.

Zakozhurnikova M.L. Teaching writing and writing in elementary school. M., 1953.

Kustareva V.A. The methodology for the development of coherent oral and written speech - in the book "Methodology of the Russian language"

Ladyzhenskaya T.A. The system of work on the development of coherent oral speech of students. M. 1975

Lvov M.R. Methodology for the development of speech in primary schoolchildren. M., 1985.

Lvov M.R. Speech of junior schoolchildren and ways of its development. M., 1975.

Politova N.I. The development of speech of primary school students in the lessons of the Russian language. M., 1984.

Speech development of junior schoolchildren. / Ed. N.S. Rozhdestvensky. / M., 1970.

Speech. Speech. Speech. A book for primary school teachers on the development of students' speech. / Ed. T.A. Ladyzhenskaya / M., 1983

L.I. Tikunov, V.P. Kanakina Collection of dictations and creative works. M., 1992.

Titova N.F. Culture of speech in primary education. M., 1960.

Articles on the development of speech in the magazines "Elementary School" for 1985-2005.

The formation of written language is one of the important components of the general development of children. Written speech, like oral speech, serves as the main means of thinking. She not only expresses a ready-made thought, but is also included in the process of the formation of thinking. And this is its essential importance for the mental development of children.

L.S. Vygotsky noted that the formation of a child's personality and speech occurs through the individual's assimilation of the social experience accumulated by previous generations. The human personality is social by nature and the historical developments of its mental processes are in the surrounding social environment, in society.

Based on these provisions, L.S. Vygotsky says that the maturation of the child's psyche has a social nature. In this case, training is a decisive condition. It is built not only on completed cycles of development, but, first of all, on those mental functions that have not yet been formed, and contributes to their improvement.

In the course of teaching children, awareness and arbitrariness of mental processes arise and develop. The child begins to learn written language, which, in contrast to oral speech, requires detailed perception, thinking over the statement. All this naturally significantly advances the student in his development.

Child development, wrote L.S. Vygotsky, is not limited to a simple assimilation of knowledge and skills. In the process of training, his mental functions change, rebuild and improve. L.S. Vygotsky expressed the idea that the teaching of written language brings to life whole new, extremely complex cycles of the development of such mental processes, the emergence of which means an equally fundamental change in the general, spiritual appearance of the child, as well as teaching speech during the transition from infancy to early childhood.

Exercises aimed at the development of speaking and writing are closely related to each other. They contribute to the formation of a complex of speech skills: the ability to correctly and accurately perceive someone else's speech, convey its content, create your own text.

Speech development is an important task of teaching a native language. Speech is the basis of all mental activity, a means of communication. Students' skills to compare, classify, systematize, generalize are formed in the process of mastering knowledge through speech and are also manifested in speech activity. Logically clear, evidence-based, 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 greater extent determines the success in educational work in all subjects, in particular, contributes to the formation of the foundations of spelling literacy.

Oral speech is of great importance for mastering written speech. L.S. Vygotsky characterizes written speech as speech - a monologue: “This speech is a monologue, a conversation with a white sheet of paper, with an imaginary interlocutor, while any situation of oral speech in itself without any effort on the part of the child is a colloquial situation.

Speech arises from the need to speak out. It is necessary to teach schoolchildren to correctly construct sentences, i.e. do not skip words, put words in a certain sequence, correctly coordinate them with each other and pronounce the words correctly, and then write it all out in writing. When teaching coherent speech, it is necessary to give children theoretical information, because skills and abilities are formed more successfully when they are meaningful. Students gradually get acquainted with the requirements that apply to their speech, in the process of performing various exercises they realize what it means to speak on a topic, to reveal the main idea, to speak in order, coherently. It is necessary to help students understand what a story, description, reasoning is; how does a description of an object differ from a description of a painting or description from observations; what is the difference between a story about what he saw and observed, from a story based on a picture or observation, what is the difference between detailed and selective stories, between oral composition and written composition, between presentation and composition. All this is received by children only in a practical way in the process of performing certain exercises and tasks.

Sections: elementary School

Untitled Document

Introduction

Throughout the history of psychological studies of thinking 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, about their genetic roots and the transformations that they undergo in the process of their separate and joint development.
Vygotsky made a significant contribution to solving this problem. Word, he wrote, also refers to speech as it does to thinking. A word is not a label attached as an individual name to a single item. It always characterizes an object or phenomenon, acts as an act of thinking.

The modern school pays a lot of attention to the development of thinking in the learning process.

Questions arise: what place in the solution of this problem belongs to speech and speech exercises?

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 intelligence. The sooner the language is mastered, the easier and more fully knowledge will be assimilated. And knowledge, facts, i.e. information is the material of thinking. In turn, mental work stimulates speech. If words and turns of speech are not filled with content in the mind of a student, then we bring up idle talk, a chatterbox. Or, in any case, the speech of such a person will be inaccurate, approximate, defective. If the student cannot put it into a speech shell, then there are still flaws in the thought itself, and these flaws are found in the process of forming thoughts in speech forms. A thought acquires full clarity only when a student can express it in a linguistic form that is clear and understandable to other people.

To teach to observe, to think, to read, to write, to convey a thought in words - this is how V.A. Sukhomlinsky defined the main task of elementary school. Observe, see, think at each lesson, the students themselves, in the process of observation, "push 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 concept or concept stands behind the word. To develop speech means to develop thinking, to form views, to create a person himself. Speech does not arise by itself, 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 organizing communication (colloquial and artistic speech, scientific and business, artistic).
2. Kinds of activity of the organization of communication (play, educational-practical, cognitive, "pedagogical", actually communicative, creative).
3. Methods of action with speech works or types of educational tasks (modeling communication situations, types of statements, analysis of exemplary texts, linguistic experiment, observation of the speech of people, editing speech errors, reproduction of texts, word games, constructing statements from given elements, creating preparatory statements and improving their own statements).

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

Thinking is a socially conditioned, psychic process of searching and discovering essentially new, inextricably linked with speech, i.e. the process of indirect and generalized reflection of connections and relationships between objects and phenomena of activity, in the course of its analysis and synthesis. It arises on the basis of practical activity from sensory knowledge and goes beyond it.
Thinking operations: analysis of decompositions, synthesis, comparison, generalization, classification or systematization, abstraction, concretization. (Stolyarenko L.D. Fundamentals of Psychology. M. 1999.)

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

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

1. The accumulation of speech experience through a conscious analysis of the finished text.
2. Creation of oral and written statements according to the model for comprehension and consolidation of theoretical information.
3. Independent execution of creative work.

Developing speech, certain speech skills are formed:

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

The system of work on the development of speech includes lessons - games, dialogues, distance travel, dramatization, dramatization, work with creative notebooks, puppet theater.
From lesson to lesson, communicative situations become more complicated, an atmosphere of speech communication, interviews, exchange of opinions is created in the lesson. This allowed children to actively participate 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 a speech from the very first lessons in literacy. The main task at this stage will be to familiarize the 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 acquired before school, but will also serve the further development of speech.

Let us dwell in more detail on the main directions in the development of the speech of primary schoolchildren and consider the specific forms and methods of teaching, associated, first of all, with the development of children's speech creativity.

The first direction is the game... The principles of communicative learning are easily implemented in play activities, since this is a natural activity that requires verbal actions. For example: "Relay - story", the game "Mimics and gestures", "Where is my soul mate?" This also includes role-playing games (dialogues, staging, dramatization). A great effect is given by this form of work, when students have to change their lines, quickly answer unexpected questions, and formulate them themselves. It is possible to propose to replace spoken messages with polite, official ones, to introduce new characters. Conduct a competition - staging 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 children, and some couples show how they talk on the phone. We immediately find out the mistakes when communicating on the phone. We introduce a new character - an adult - into the conversation and consider the scenes drawn up - the conversation - on the go.
We are working on works on topical topics: S. Mikhalkov "Like a bear smoked a pipe." The students themselves chose the children to play in this scene. Violently discussed how this or that character should move and speak correctly. But at the end, when the scene was shown, the students concluded that smoking was harmful.

Work on the development of students' speech involves the introduction into the vocabulary of children not only of words with different semantic shades, but also figurative expressions: wherever the eyes are looking, headlong, thrashing, etc. You can use a variety of exercises in the classroom, including stable combinations; finding in the text, replacing words with them, - separating synonymous and antonymous pairs from these expressions, making sentences and stories with them, using exercises in a playful and entertaining form. For this, the games "Where is my soul mate?", "Don't yawn!" This allows students to use a significant number of expressions in their 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 is creative 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. inside itself (starting from the lexical meaning) contain either a positive or a negative charge. In the language of mathematics, 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 - 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 imagination and a breath of drinking, and most importantly is an effective means of encouraging expression. The process of mastering writing, listening to speech, the ability to correctly express their thoughts in writing is difficult for children. Let us recall the schemes that are given on the first pages of the "ABC", for a teacher this is a godsend in working on coherent speech, building sentences, writing sentences under dictation, when children do not hear short words well (prepositions, conjunctions). In the subsequent grades, there are no schemes, but, given the level teaching, the schemes help in working especially with weak children, assist in learning how to write short stories, essays. Working with diagrams has a positive effect on reading lessons when answering questions, when retelling the texts read. The purpose of such work: the ability to correctly express your 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 did not know how to write, but they had to save and remember stories, they drew. This type of writing is called pictography, and it was used in other countries: Egypt, Assyria, Japan, China. Let's play painted stories too. "

First, the teacher himself offers his own drawings, according to which students should compose and finish a fairy tale or story. And then the students need to draw so that another can tell a fairy tale from his drawings.

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

Let us dwell a little on examples: the word game "It happens - it does not 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 are saying unreal things. A cup is boiled in a saucepan. The cat walks on the roof.

A very interesting word game. 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, easily and without stress, children build up their vocabulary, and at the same time repeat the spelling rules. It is interesting when the child's surname is taken as the initial word. Another imagination game "Magic Forest", to finish drawing the forest, and then tell an interesting story about it. Unfinished figurines can be turned into anything: flowers, animals, birds, trees, butterflies, etc. Competition - discussion of drawings on the topic: "What in the world does not happen?" or "Inventor". Children paint and defend their work.

Work with dolls is also being introduced. A 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 respond to emotional influences. An emotionally experienced performance helps to determine the attitude of children to the characters and their actions, evokes a desire to imitate positive heroes, to be different from negative ones. What they saw, and most importantly, what they performed in the theater, broadens the horizons of children and remains in the 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.

Based on this, an optional program was created "Literary creativity" which assumes the following conditions for the successful formation of literary creativity:

Carrying out correct systematic work to develop the speech of children and teach them their native language;
- expanding vocabulary, mastering grammatical norms and improving the sound culture of speech (sound pronunciation and general speech skills);
- the development of coherent speech - dialogical (in communication) and monologue (in retelling and composing your own story);
- timely development of active perception of the artistic word;
- education of poetic ear and improvement of expressive reading skills;
- involving children in theatrical and playful activities, teaching them ways of artistic and figurative expressiveness, developing fantasy and imagination.

The program is divided into three main stages:

the formation of literary creativity by means of folklore;

the formation of literary creativity by means of the development of poetic hearing;

the formation of creative manifestations in children in literary and play activities.

It was found that the ability to freely express one's thoughts in oral and written form, using linguistic means and conditions of communication, is the basis for the development of thinking. This work forms the foundations of artistic and speech knowledge, inspires one's own creativity, promotes the development of thinking, their figurative, emotional speech, helps to comprehend the meaning of language as an instrument of communication and understanding of the world around.

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