Exercises for the development of expressiveness of reading and speech of younger students
The ability to expressively read and speak is formed in students throughout the entire primary education. It is at this age that children are characterized by emotional openness, and special sincerity, and sharpness of emotional perception. However, the first days of work with first-graders showed that many of them have shortcomings in diction. This includes the omission of individual sounds, the swallowing of syllables, the sluggishness of speech or the very rapid pronunciation of words, the manner of speaking through teeth. Most children who read do not yet have a well-developed sense of tempo and rhythm. The request to read a favorite poem by heart also revealed a number of shortcomings: when performing a poem, first-graders are not very expressive in their intonation, make incorrect logical stresses, rush, “swallow” the last words of the work. All this prompted the allocation of a separate stage for the development of expressiveness of speech in the lessons of the OG and literary reading, the need to collect special artistic material and work together with a speech therapist.
The development of expressive reading and speech skills is unthinkable without special exercises. It is necessary that educational and training work be carried out in such a way that it would be possible to captivate everyone, so that even the most inert student would experience satisfaction from the practical results of his work. The exercise consists of various exercises, in one set or another, printed on a card that each student receives during the lesson. Exercises can also be carried out on suitable textbook material. The system of tasks provides for the training of the vocal apparatus and the development of some psychophysical qualities necessary for mastering the art of expressive reading. Special exercises are aimed at educating observation, imagination, emotional responsiveness. The training will also include exercises that allow you to work on the aesthetics of movement, fidelity and appropriateness of gestures, facial expressions, etc. All this allows you to systematically, in a complex, work on acquiring the skills required for expressive reading, as well as simultaneously improve the reading technique of students due to the versatility of a number of exercises (for example, such as: repeated reading, speeding up the pace of reading, etc.)
This system is based on the work of the teacher of Belgorod Belarusian State University L.S. Peretrukhina on the organization of extracurricular activities in order to develop the expressiveness of reading and speech.
Types of exercises.
1. Exercises for practicing correct articulation and diction.
Group exercises are convenient for working on diction. In collective work, that psychological clamp is removed, which often occurs in children with speech defects.
1. Slow, loud and clear pronunciation of a number of syllables.
MA-SHA-RA-LA-SA-NA-GA
2. The game "Hard-soft": b-b, p-p, s-s ...
3. Intonation selection of one sound in a number of vowels.
A O I S U E
A O I S U E, etc.
4. Substitution of one vowel for all others.
AA AO AI AU AE
5. Reading the table of vowels horizontally, vertically, with the addition of consonant groups, etc.
TRA TRE TRO TRU TRY
THREE THREE THREE THREE THREE
6. Work on tongue twisters.
This is the most effective technique for improving diction. It is no coincidence that the famous Russian linguist A.M. Peshkovsky called tongue twisters "a special torture of the organs of speech." The material must be selected not beaten, not bored and not familiar.
Exercise method:
- think carefully about the meaning of the tongue twister;
- gradually speeding up the pace, clearly pronounce each sound;
- choral and individual pronunciation of tongue twisters at a very fast pace.
7. Working with texts that have sound recording.
Sounds allow you to enhance the phonetic expressiveness of speech, create the tone of the work, the musical atmosphere, a certain emotional and psychological mood. Repeated repetition of sounds helps to visualize the movements of the characters, to hear rustles, whistles, squeals, crackles caused by movement, movement, action.
For example:
The cockerel whispers to the cat:
- You see, a magnificent scallop?
The cat whispers to the cockerel:
- Take a step and take a bite.
Tasks to the text: What sound is repeated most often? Why? Let's break the text into parties - the party of the cockerel (1st row) and the party of the cat (2nd row).
Children are happy to work on works with a sound refrain under the guidance of a teacher.
1st half class / 2nd half class
Leaves, hear, rustle? Sh-sh-sh-sh...
The leaves seem to say: Sh-sh-sh-sh...
The wind blew, we make noise, Sh-sh-sh-sh...
Break down and fly down. Sh-sh-sh-sh...
8. Articulation without sound.
You can pronounce the text to yourself, but at the direction of the teacher, “turn on” the sound. This allows you to concentrate on certain phonetic difficulties.
9. Practicing proper breathing.
A) After a deep breath, keep counting on the exhale as long as possible:
There are 33 Egorkas on a hillock near the hill: one Egorka, two Egorkas, three Egorkas, and so on.
B) "Blowing off the fluff" from the palm.
C) blowing out the candle.
2. Exercises for the development of voice flexibility (the ability to speak louder - quieter, higher - lower).
1. The most well-known technique in methodological literature is the choral pronunciation of the text with the instructions of the teacher. For example:
Quietly, as if in a dream, in an undertone
Twisted in silence
The first snow and whispered: Quiet
How long have I not flown! in a whisper
(V. Lanzetti)
You can invite the children to compose the “score” of the text themselves, compare what they have received, and choose the most successful options.
2. You can read the text under the “conduction” of the teacher, showing with gestures (previously discussed with the children) the tone or strength of the voice, which changes throughout the reading. The first step of this exercise is the pronunciation of one phrase, tongue twister, line of a poem under "conducting"; the highest - reading an unknown text under "conducting".
3. Exercises for setting the desired reading speed, as well as improving the sense of tempo and rhythm.
Working off the speed of reading is most often carried out on the material of tongue twisters, combining it with work on diction. All tongue twisters selected by the teacher can be numbered and put on separate sheets for each student. In the lesson, it remains only to name the number of the tongue twister. As a result, repeated reading of the material allows you to accumulate visual images of children, improve visual and auditory memory and, as a result, the reading technique.
To improve the sense of tempo and rhythm, such artistic
texts in which an important role is played in the creation of a specific image
temporal means. For example, an excerpt from a poem by Y. Tuwim
"Steam locomotive", where the correctly found gradual acceleration of the tempo-rhythm
greatly enhance the concrete vision.
He stands, he sniffs, he sighs heavily,
And sweaty shirt soaked with oil,
And he breathes steam, and he breathes heat.
There is a stoker and as if he does not hear,
How heavily he breathes!
And throws coal into a huge belly.
And heavy coal there thumps deafly.
And in the hot belly it burns so brightly.
Wow, it's hot.
Poof, it's hot.
Oooh, it's hot.
Barely
little by little
Yes Yes,
Little by little -
On the road!
On the road!
Faster, faster the wheels turned
And now all the cars rolled forward,
As if they are not wagons, but balls!
tak-chiki,
tak-chiki,
tak-chiki,
So-chiki.
Teacher questions will help children notice the features of the tempo-rhythm of this poem:
- Why are the lines so unusually arranged? (This allows you to divide the poem into parts, each of which is pronounced with a special intonation and speed, and convey movement, dynamics.)
Will reading speed increase or decrease? (Grow as the locomotive gains
speed.)
- From what words will the tempo begin to increase clearly?
- Why is the last line printed in steps? (It looks like balls jumping up the stairs. The author compares swinging cars with them.)
- Which of you had to see the departing train? Try to convey his movement with the help of claps, blows, other sounds. This is the rhythm of the movement, try to keep it while reading the poem.
4. Exercises for mastering the norms of the culture of pronunciation.
In the process of working on orthoepy, students should feel that compliance with the norms of literary pronunciation is one of the conditions for the expressiveness of speech and reading, that even one or two mistakes will cause irritation and can negate the artistic impression of the performance. In addition, the constant attention of the teacher to the pronunciation culture includes students, as a result of which a speech environment is created that is conducive to literate speech and the rejection of errors.
In orthoepic "exercises" you can include 5-10 "tricky" words that students hear from adults in everyday life, from TV screens. For example: funds, beets, kitchen, belt, catalog, ringing, start, gas pipeline, sorrel, newborn, etc. Each student pronounces the next word proposed in the “charge”, marks the stresses. Based on the results of several such “exercises”, you can hold a competition for the knowledge of “cunning” words. The desire not to lose sharpens interest in the word and quickly consolidates its literary pronunciation and stress.
5. Exercises for the development of logical expressiveness.
Everything mentioned above is connected with the work on the technique of expressive reading. A person who can read expressively must master not only technique, but also the means of logical expressiveness: logical stress, pauses, intonation.
The trouble with many schoolchildren is that they are not very expressive in their intonation. Its impersonality occurs because the child verbally transmits the written text, without forcing himself to see and hear what will be discussed. Meanwhile, an active desire to make others see and hear mobilizes all speech means, and the main role among them belongs to intonation.
At the same time, in the work on intonation expressiveness, it is necessary to learn how to introduce one's visions and feelings into listeners. After all, it often happens like this: “saw”, “heard”, “imagined”, but everything remained with the speaker. It is desirable that the training exercises of this plan are not cumbersome, short, entertaining.
1. Statement of logical stress.
Task: Say the tongue twister while answering the questions.
Grandma bought Marusya beads.
a) Who bought the beads? (Grandma bought beads for Maruse.)
B) Whom did they buy the beads for? (Grandma bought Marusya beads.)
Q) Did you make Marusya beads?
D) Grandma gave a ring?
Task: Read the sentence several times, each time highlighting the next word with your voice.
Our Tanya is crying loudly.
Our Tanya is crying loudly.
Our Tanya is crying loudly.
Our Tanya is crying loudly.
2. Work on intonational expressiveness.
A) Say the phrase I've come! in different speech situations:
Your class is going to the cinema. All in the collection, except Luda. Time is running out. It's a pity ... such a film, but she won't watch it. And suddenly Luda runs out of breath.
The class gathered for a walk, but the one who was not expected appeared.
The younger sister is not at home. You didn't find it either in the yard or at your friend's. Come home and ask your mom...
B) Pronouncing a phrase with a specific target setting of verbal action.
Saying the phrase "Misha can dance"
- surprise;
- grieve;
- be ironic;
- admire;
- anger;
- State a fact.
The mobility of such training texts (A, B) allows the speaker to focus his volitional efforts on a small verbal material, to influence the listeners more energetically, to personally experience the joy of success or the chagrin of failure. Such exercises develop the ability not only to quickly understand and feel the circumstances given by the literary text, but also to turn reading into a real live conversation.
C) Reading by roles, dramatization.
And Beresnev. Pumpkin.
- Why, tell me, pumpkin,
Are you all lying down?
- I'm used to it.
Why don't you visit
Are you sad all day in the grass?
- I'm tied by the ponytail
Tightly-tightly to the tops!
Preparatory work:
- Read the poem yourself. Whose dialogue is this? What is the nature of a pumpkin? (Lazy, slow, bored…) How to convey this when reading? (Read her phrases slowly, measuredly, quietly. And the last remark - with resentment, as if complaining.) And what can be said about the second character? (He is curious, kind, attentive.) Indeed, therefore, his second remark must be read with sympathy.
D) Work with poems-pictures.
Exercises with such texts allow you to develop the imagination and fantasy of the children, their emotional responsiveness, the ability to share their vision of the work with other readers.
The moon hung on a tree
She had fun hanging
She, like a fish, shone there,
And the tree was like a net!
N. Glazkov
Close your eyes and I will read you a poem. What picture did you present? Describe her. Can you draw on paper? Will it be hard to do? What words will help you?
3. Work on pauses.
Here, from the first days of training, you can use the symbols for pauses in the text: a short pause (/) and a long pause (//). Gradually, other terms can be introduced: middle pause, psychological pause.
Poems // - not the legs of a football player, /
Not a first grader's notebook.//
Poems do not need to be read quickly: /
They must be read slowly.//
Over time (in grades 3-4), it will be useful for students to compose reading scores themselves, using all the conventional signs of text markup: designations of stress, pauses, melody of voice, tempo, timbre, etc., as well as use ready-made scores. The main thing is not to overload the text with them, not to use them where children intuitively feel the features of pronunciation and reading.
6. Exercises to work on gestures and facial expressions.
Expressive reading and expressive speech require "face work" on the text. In any kind of verbal action, gestures and facial expressions occupy an exceptional place and play an important role. As a rule, little attention is paid to this in reading lessons, the student is left to himself, and most often this “freedom” is manifested in the speaker’s bad manners during speech. This is an absent look, and stiffness of posture and movements, or, conversely, their looseness.
Students work with interest with exercises on "fidelity of action". They are invited to take a pencil from the teacher's hands, like a hot pot, like an expensive vase, like a test, like a living worm, like just a pencil.
The following exercise contributes to the development of the ability to master facial expressions: showing the facial expression of a person cutting an onion, tasting a lemon, eating a spoonful of honey, etc.
The guys love the game of "cow". It is necessary to divide into teams and, with the help of pantomime, show any object, saying, literary hero. The task of other teams is to guess who or what it is.
Undoubtedly, these forms of work are not limited to the exercises described. But such training, which makes it possible to comprehensively and systematically develop in students the skills and abilities required for expressive reading, significantly improves the culture of both the reader and his listener.
Exercises for the development of conscious reading.
The first group is logical exercises.
1. What do the words have in common and how do they differ?
chalk - stranded, small - crumpled, washed - mil.
2. Call it in one word.
Siskin, rook, owl, swallow, swift.
Scissors, pliers, hammer, saw, rake.
Scarf, mittens, coat, jacket.
TV, iron, vacuum cleaner, refrigerator.
Potatoes, beets, onions, cabbage.
Horse, cow, pig, sheep.
Shoes, boots, slippers, sneakers.
Linden, birch, spruce, pine.
Chicken, goose, duck, turkey.
Green, blue, red, yellow.
3. Which word is missing and why?
Minute, time, hour, second.
Road, highway, path, way.
Milk, sour cream, curdled milk, meat.
Vasily, Fedor, Semyon, Ivanov, Peter.
Spruce, pine, cedar aspen.
Onion, cucumber, carrot, apple.
Mushroom, lily of the valley, chamomile, cornflower.
4. How are the following words similar.
Iron, blizzard, stick, watch, lamp, glass.
They have the same number of letters.
They are one ode.
They are made up of two words.
6. Make up a new word, taking only the first syllable from each of the data.
Ear, company, vase.
Cora, lotto, boxer.
Milk, spawning, plate.
7. Make up a new word, taking the second syllable from each.
Snake, frame.
Button, hammer, lava.
Reproach, elderberry, mud.
Turn, powder, ditch.
8. Make a new word, taking the last syllable.
Furniture, gun,
Straw, it's time, stranded.
Fox, thorn, flight.
Resin, tear, takes.
9. Three words are given. The first two are in a certain connection. Between the third and one of the proposed five words there is the same relationship. Find the fourth word.
Song - composer, plane - ?.
Airfield, fuel, constructor, pilot, fighter.
School - training, hospital - ?
Doctor, student, treatment, institution, patient.
Knife - steel, chair -?
Fork, wood, table, food, tablecloth.
Forest - trees, library -?
City, building, librarian, theater, books.
Morning - night, winter - ?
Frost, day, January, autumn, sleigh.
10. Divide the words into groups.
Hare, peas, hedgehog, bear, cabbage, wolf, cucumber.
Cow, cabinet chair, sofa, goat, sheep, table.
Orange, bus, apricot, apple, car, tram, pear.
Poppy, linden, maple, chamomile, birch, lily of the valley, oak.
11. For the highlighted word, choose the right words according to the meaning.
Herbs - clover, cedar, sorrel, plantain, larch, dandelion.
Insects - magpie, fly, owl, beetle, mosquito, cuckoo, bee.
Shoes - boots, coat, jacket, shoes, slippers. Sweater.
12. What letter, syllable, word are superfluous.
A u r o s
MA Ra la ny ta
Ku na dy ti lo
River, river, stream, pen, stream.
The second group - Word building games with words.
1. Find a word within a word.
Thunderstorm newspaper bush
Tray chocolate bar
Joke Sliver Fair
watchmaker
2. Pick a couple.
Song practical
Approximate area
Girlfriend diligent
Festive
Postman striped
Linen gift
Towel lovely
The briefcase is nice
2. tan golden
entertaining call
famous fence
sonorous bison
task mature
dugout green
3. Finish the sentences.
Aibolit's teeth are treated in the morning
Z br e, y z br, and t gy r, v d ry s, o y b r.
4. Charades.
The end is at the bottom of the pond.
A whole in the museum
Find it easily.
With the letter k I live in the forest.
With the letter h, I pass the oats.
5. Puzzles.
(Ron) (company) ka / va com / ta
(crow) (gate) (ditch) (room).
6. Riddles. (Anyone that fits the topic of the lesson.)
7. Find the animal among the lines.
Pump with Osset river water.
And the hose is stretched to the garden.
Among the bushes of sheep, the king is calm.
It's good to wander alone here.
8. Make up words in which one of the syllables must begin with the letter M
Third group – work with deformed texts, unfinished stories.
1. Compose a text (permutation of sentences).
Texts are selected to the topic of the lesson.
2. Make sentences (3 - 4) to the topic of the lesson.
At school .
School, class, desks, attendant, guys, notebook, pencil case, lesson.
On the river.
Morning, clouds, breeze, water, water lilies, boat, fishing, boys, catch, fishing rods, seagulls.
3. Finish the story.
Bird care.
It was a frosty winter. Birds are sitting on the pine tree. They are looking for food….
On duty
Dima and Kolya are on duty. They came to school early. Kolya watered the flowers on the window ... ..
The fourth group -work with text.
- Read the text on your own and answer the questions written on the board.
- Arrange the questions in the order of the content of the text. Read the answer to the second question. (The questions are written on the blackboard.)
- Ask questions about the text or part of the text.
- Determine how many parts are in the text. Determine if the text has an introduction, body, conclusion.
5. Work on the title.
Prove that the title is chosen correctly by accompanying it with text.
Choose a title from those provided.
Arrange the chapter headings in the order of the content of the text.
Choose a part of the text for the title.
Name the parts.
6. Selective reading.
7. Retelling with and without questions.
8. Drawing up a text plan.
Exercises for the formation of correct reading.
The first group - exercises aimed at developing attention, memory.
- Name the pictures - 5 items (further more).
Pictures are located on a closed board. They need to be opened. List all items. Find what has changed, etc.
2. Describe the subject (show and remove).
3. Describe a moving object(take in hand - raise and lower).
4.Repeat what the teacher said(six words in pairs, similar to something in sound).
Barrel-dot, grandmother-butterfly, cat-spoon.
- Choose words for this sound (reading a quatrain, sentences, text).
- Think of the names of products for this sound, from which you can cook dinner.
- Stand up those who have this sound in their first name, patronymic, last name.
- Choose from all the syllables - fusion syllables, syllables with a confluence of consonants, closed syllables.
- Show 5-6 items. Choose the name of the subject, in which one syllable, two syllables, etc.
- Choose words that have two syllables (one, three, etc.). Say 8-10 words.
- Choose an object in the name of which the stress falls on the 1st syllable (2nd, 3rd) (show 5-6 objects).
- Repeat words: whale, tank, cow, april etc.
- Retell previously read texts without warning.
- "Photo eye".
- Repeat tongue twister, sentence, text.
- Memorizing quatrains.
Second group - exercise with words.
- Reading words that differ by one letter.
Chalk-melted-soap-soap-small-crumpled;
Mouse-mouse-bear-bowl.
- Reading words that have the same letters in their spelling.
Bush-knock, pine-pump, fur-laughter, mouse-reed, stamp-frame, march-scar, oil-resin, midge-chamomile.
3. Reading words that have the same prefixes, endings.
Came, came, sewed, brought, refrain;
Red, white, blue, black, yellow; doll mom,
Dad; paw, spoon.
». 4. Reading "changelings"
The lion ate the oxen. Go look for a taxi, go.
5. "Through letter", "ladder":
Z- h__
Z - h__
Z- h__
Z- h__
6. Vocabulary work 9clarification of the lexical meaning of words before reading).
7. Preliminary syllable-by-syllable reading of words that have a complex syllabic or morphemic composition.
- Reading fluency exercises.
The first group -exercise to expand the field of view.
- Green Dot Contemplation Work.
(On the card, on the picture we put a green dot and focus on it. At this time, we call the objects on the right, left, above, below.)
- Work on Schulte tables.
Development of the horizontal field of view.
- 22 9 14 18 7
- 3 12 6 23 20
- 21 4 1 25 15
13 5 24 11 17
10 8 19 2 16
Development of the vertical field of view:
Set No. 1
13 33 9 4 26
3 22 19 2 30
28 31 12 24 6
7 10 21 27 14
35 18 1 16 8
23 5 29 32 11
15 34 17 25 20
Set №2
26 31 23 5 21
17 3 35 11 29
14 22 8 24 6
20 33 27 16 13
12 30 18 2 34
1 7 25 28 9
32 10 15 4 19
- Working with vocabulary blocks where a word is hidden vertically.
* * *
C o to C in eta and in a
But with a place a hundred seats
Cage
Koo k la k la
Store
(Children read the words, and with their eyes they follow the letters, over which there is a dot.)
4. Reading columns with stencils.
(children use a stencil, read the words in columns. In the columns of grade 1 - 3-5 words, grade 2 - 10-12 words, grade 3 - 15 - 18 words, grade 4 - 20 - 25 words.
check red latch department store
Tooth run lab technician food
House game milk tutorials
5. Define the difference.
Conversation, interlocutor, talk, gazebo, interview.
conversation, conversation, interlocutor, chatter, dialogue.
6. Name in order.
trouble storm crying
Misfortune blizzard roar
Woe, snow, tears
Sadness blizzard sobs
Wind
Vortex
Hurricane
Storm
8. Sets by T.N. Fedorenko.
Texts of visual dictations.
9. "Photo eye".
10. "Guess."
Reading sentences, texts covered with stripes..
11. "Who is faster?".
Each student has 2-3 texts. You need to find this offer.
12. "Crawling line".
13. Work on the table.
The manual consists of 4 blocks, in each block there are 5 columns of words (words from the dictionary). The work on the table is carried out as follows: the word that is being searched is called (asterisk, blue. Dot, second from the bottom; circle, yellow, dot, fifth, from above, etc.).
Second group - exercises to activate the organs of speech.
1. Articulation gymnastics:
a) vowels, consonants, combinations, open and closed syllables.
b) words are difficult to pronounce.
2. Tongue twisters.
3. "Running tape"
a strip is stretched through the holes in the cardboard, where syllables, words are written. Must have time to read.
4. Purely gossip.
5. Different types of reading.
Reading in a whisper, then aloud, then silently.
Choral reading.
Reading in pairs
Reading along with the leader.
Reading at a fast pace.
Reading with the transition to unfamiliar text.
Reading at the pace of the tongue twister.
Buzzing reading.
Jumping reading "Kangaroo".
Exercises for the development of expressiveness of reading.
1. reading a word with different shades of intonation.
2. Reading a phrase with an intonation corresponding to a particular situation.
3. Exercises for breathing.
5. Exercises for diction.
6. Reading small poems, for example:
who will catch up with me on the ice
we run in distillation,
and neither horses carry me,
and shiny skates.
8. Reading by roles, in faces.
9. Use of "memo"».
1) imagine what you are reading about; think about what feeling you can convey when reading;
2) Read words and sentences clearly.
extract living meaning from a dead letter"
K.D. Ushinsky
Confident reading skills are one of the main conditions for the success of children in learning. However, at the moment, the reading skill of schoolchildren causes serious concern among teachers and parents.
The vast majority of the difficulties observed in children during schooling are related to the fact that they cannot independently obtain information from books and textbooks.
Modern children not only do not like, but also do not know how to read, and reading is not only the subject that the student needs to successfully master, but also the one through which he will master other disciplines, learn the richness of the world around him and human relations, form in own attitude towards reality.
Reading is work. Our task is to make it more productive, productive.
Skill fluent, conscious and expressive reading established in the primary grades.
How can you help children cope with difficulties in learning to read?
Often they try to solve this problem simply and ingenuously: you need to read more. “And the child sits over the book, shedding tears and experiencing quiet hatred for it.”
However, the answer to this question is not so simple. Before forcing a child to read more, you need to find out what the underlying causes of difficulties are. And only by finding out this, we will understand what kind of help he needs to be provided. There are many reasons for difficulties, respectively, and there are different ways to help.
Reading is a complex act that includes:
1. Technical skills - correct and quick perception and voicing of words, based on the connection between visual images, on the one hand, and acoustic and motor speech, on the other.
2. The process of understanding the meaning of what is being read is the extraction of meaning, content.
These two sides are closely interconnected and mutually influence each other. Perfect technique leads to a quick and accurate understanding of the meaning, and a text that is lighter in meaning is read faster and without errors.
Reading technique is understood as the ability to recognize written letters, correctly correlate them with sounds and pronounce them in the indicated order in the form of syllables, words and sentences.
(T. G. Egorov).
In the process of learning to read, students practice both reading technique and reading comprehension. However, the value of work on the formation and automation of technical skills is often underestimated, and the main focus is often shifted to semantic reading to the detriment of technology. Hurrying to switch the child to work with the meaning of what has been read, we disrupt the natural psychological process of reading formation and create conditions for the appearance of errors.
There are reasons that slow down the speed of reading:
Natural pace of activity
Usually, parents themselves notice that the child is slow, and if the pace of classes is high, then he does not have time and gets tired easily. All these observations indicate that the natural pace of the child's activity has a low speed. And it's not the child's fault.
The pace of activity is the speed at which mental processes work: memory, attention, perception, thinking, imagination. This is the number of operations, actions, movements that a person performs per unit of time. The pace of activity, being innate, determines how quickly a person works, remembers, considers, imagines, thinks about solving a problem and, of course, reads. But, although the pace of activity is an innate stable property of the nervous system, it can gradually change during life, being included in a wide variety of activities.
This means that by using certain exercises, you can increase the pace of reading.
These exercises can be:
1. Multiple reading
You read the text aloud. Then the child reads the same story for one minute. Having finished reading, the child marks the place in the text to which he managed to read. This is followed by a repeated reading of the same text, and again, after a minute, the child notes the number of words read. Naturally, the second time you manage to read more. Let the child repeat the reading 4-5 times (or until the number of words stops increasing).
2. Lightning
The exercise consists in alternating reading in a comfortable mode with reading at the fastest possible pace. The transition to reading in accelerated mode is carried out by the "Lightning" command.
3. Tugboat
You read the text aloud, varying your reading speed from 80 to 160 words per minute. The child reads the same text to himself, trying to keep up with you. Stop on a word and ask the child to point to the place of the stop in the text. If your speed is significantly faster than your child's reading speed, slow it down. It is important that the gap does not exceed 20 words per minute, i.e. if the child's reading rate is 20-25 words, then your reading rate should not be higher than 40-45 words per minute.
Regressions
Regressions are recurrent eye movements with the aim of re-reading what has already been read. This deficiency is the most common. Some readers imperceptibly read twice any text - both easy and difficult. When reading a text with regressions, the eyes move backwards, although there is no need for this.
Reasons for regressions
1. Force of habit.
This is the most common reason. Its roots lie in the way children were taught to read. Very often, without noticing it, we form this habit in a child. At the first stages, when the child is still learning the syllable-by-syllable method of reading and it is still difficult for him to catch the meaning of the word he read from the first reading, we ask him to read the word again and again until the meaning of what he read becomes clear. However, some children do not read the word again, but only pronounce what they read, getting used to this way of understanding.
Or another option, when parents are in too much of a hurry and want the child to start reading as quickly as possible with a whole word, while the child is not yet ready for a new way of reading and gets used to reading to himself in syllables first (it is difficult to read differently the first time ), and then reads aloud (pronounces) the whole word. Both form the habit of regression. In addition, the latter option contributes to the formation of the habit in the future to always reread long and difficult to write words.
2. Apparent difficulties of the text.
If the reason for the regressions is that the text is difficult for the child to understand, then in this case invite him to read the text without regressions, even if certain parts of the text are incomprehensible. Often, further reading removes possible questions and makes backtracking unnecessary.
3. Lack of attention.
If the cause of the regressions is a weak concentration of attention, then it is necessary to interrupt the reading. Perhaps the child is tired (ask him about it) or something is bothering him, and this prevents him from concentrating. Give your child time to rest. In addition, you can use some concentration exercises.
Eliminate regression
The last two reasons are temporary phenomena and can be easily removed. Their impact on reading speed is not particularly significant. While the first reason is the power of habit (like all human habits) - the phenomenon is quite stable, and regular practice using a special exercise will be necessary to overcome it.
Exercise "Reading with a window."
You take a sheet of paper measuring 10 by 5 cm. Cut out a small hole from the right edge of the rectangle - a “window”, equal in height to the width of the line, and in length corresponding to the size of the syllable of about 3-4 letters.
The sheet is superimposed on the line and moves first by the adult, and then by the child himself along the line. When the sheet moves along the line, the child's gaze will move smoothly along with the sheet, and re-reading will be excluded due to the fact that the read will be closed.
Gradually, the child will get used to skimming the line while reading, without returning to reread. In order to overcome the force of the habit of regression, it is necessary to form a new habit in which the eye will move correctly along the line from left to right. Forming a new habit or relearning is a fairly lengthy process, because a habit is an automated action. Therefore, you need to use the "window" constantly when reading texts given at home.
Regressions break the correctness of reading. But the method of teaching reading has a considerable reserve of means that allow minimizing regressions and subordinating them to the semantic aspect of reading.
1. Reading pairs of words that differ by one letter:
goats - braids
grass - herbs
wind - evening
ran - ran
2. "Find an extra word"
(Quick reading and writing words that differ by one letter)
hat hat hats hat
table pillar table table
house house house com
Jackdaw stick stick stick
Paw paw paw linden
Hit lost hit hit
Teddy Bear Teddy Bear Teddy Bear
STRAIGHT STRAIGHT STRAIGHT WRONG STRAIGHT
3. Reading chains of words that are close to the graphic appearance:
aloud - deaf - hearing
vyut - vyun - blizzard
4. Reading chains of related words:
water - water - underwater
forest - woodland - forester - undergrowth
5. Reading words in which phonemes paired in hardness - softness perform a semantic function:
eat - eat
jackdaw - pebble
corner - coal
6. Reading by syllables and clarifying the meaning of difficult words before reading the entire text.
Once - whether - va - elk spilled
Pu-te-six-to-travel
For - seams - rya - whether they threw
7. Reading words in which the minimum reading units were printed in a different font:
WE ROLL
splattered
Shouted
Anticipation
Perhaps you noticed while reading that many of the words that you read, you do not read to the end, guessing what kind of word it is in content. Such a technique used to further comprehend the text is called anticipation, or anticipation, in other words, a semantic guess.
This is a mental process of orientation to the foreseeable future. It is based on the knowledge of the logic of the development of events and significantly speeds up reading. Most of the readers with experience use this technique.
At the same time, if the child has not developed the ability to guess by meaning, he will need to read each word to the end each time in order to comprehend the phrase, to understand the content of what he read.
Exercises aimed at developing the skill of anticipation
1. Reading with missing endings.
Kitten Vaska was sitting on the floor next to the chest of drawers and flies. And on the como ... on the very edge, lying ... a hat. And here is the cat Vasya ... see ... that one mu ... sat on a hat .... He jumped up and grabbed his hat with his claws .... I’ll slip off my hat ... with a como ..., Vaska fell off and how he will fly to the floor! And the hat ... - boom! - and covered it from above.
And Volodya and Vadik were sitting in the room. They are coloring... pictures and don't see... how the cat Vasya... got under the hat.... They just heard ... as something plopped down behind - fell to the floor.
2. Finish the line.
Lo - lo - lo - like on the street ... (light)
St - st - st - I broke ... (chair)
Mama washed Milu with soap,
Mila soap is not ... (loved).
3. Entertaining models.
E- (chalk, village, forest)
e - - (food, ate, ate)
e - - - (raccoon, riding, ruffs)
E - - (forests, village, sang)
4. Invisible words
I am fat and big. WITH - - -
I am where the pain is. I - oh, I - oh! WITH - - -
Grasshoppers are ringing at me. WITH - - -
And I am the end result. AND - - -
(elephant, groan, stack, total)
5. "Reverse reading" according to the words.
What is written is recited in such a way that the last word comes first, and so on.
6. "Search for semantic absurdities."
Children are offered a specially prepared text, in which, along with the usual, correct sentences, there are those that contain semantic errors that make the description ridiculous.
For example: "The children didn't get wet in the downpour because they hid under the telegraph pole."
7. "Reading the text through the word."
8. Reading with the help of "Lattice".
Text reading training begins with a grid. It is superimposed horizontally on the readable part of the page and gradually shifts down. Overlaying a grid over text overlaps some portions of the text.
The trainees, perceiving the elements of the texts visible in the windows, must mentally fill in the parts of the line covered by the membranes, restoring the meaning.
Grid reading training lasts no more than 5 minutes and is replaced by reading without a grid for 2-3 minutes.
Articulation
The next reason that slows down the speed of reading may be insufficient articulatory mobility of the speech apparatus, due to which the reading speed decreases: the articulatory apparatus does not make it possible to pronounce the words read aloud at the right pace.
For the reading process, the pronunciation side of speech is extremely important: good diction, distinct pronunciation of sounds, adherence to the rules of orthoepy - the pronunciation norms of the literary language, the ability to speak (and read!) Expressively, loudly enough, own intonations, pauses.
1. Articulation of vowels, consonants, combinations of vowels and consonants.
These exercises develop the mobility of the speech apparatus.
AOUYIE, AYOUEI, OUAEIY...
(Change the sequence of vowels yourself, follow the clarity of pronunciation).
s-s-zh, sh-zh-s, s-h-sh...
S-F-Z-Sh, B-D-P-T, M-F-K-Sh...
Ba - bya bo - bye bu - bye bae - be by - bi
Za - za zo - ze zu - zu ze - ze zy - zi
Fa - fya fo - fe fu - fu fu - fi fe - fe
La - la lo - le lu - lu ly - li le - le
2. Reading tongue twisters.
The secret of a tongue twister is that it contains words that are similar in sound, but different in meaning. Words repeat sounds and syllables rhythmically.
Sitting on a hill in the morning,
Magpies learn tongue twisters.
Karrrr! Potato, cardboard box, carriage, cap.
Karrrr! Cornice, caramel, peanut.
Sanya drove a sleigh up the hill.
I rode Sanya from the hill, and on Sanya a sleigh.
Yegor walked through the yard
Build a fence with an axe.
3. To develop correct pronunciation, improve reading skills, we use work with structural syllable tables.
4. Sometimes reading fluency cannot be formed due to jerky reading.
In this case, you need to work on the fluency of reading. To work on smooth reading, tables of the following form are used:
Wrong breathing
To develop the skill of mastering breathing and voice, we offer the following exercises
"Blow out the candle"
Take a deep breath and exhale all the air at once. Blow out one large candle.
Imagine that there are three candles on your hand. Take a deep breath and exhale in three breaths. Blow out each candle.
Imagine that you have a birthday cake in front of you. It has a lot of small candles on it. Take a deep breath and try to blow out as many small candles as you can with as many short breaths as you can.
"Spray the laundry with water"(one step, three, five)
Deep breath and imitation of splashing water on linen.
"Breath Control"
Children put strips of paper at the level of their lips, take in more air and begin to exhale slowly so that the strip of paper does not move.
"In the flower shop"
Imagine that you have come to a flower shop and smelled the delicious aroma of flowering plants. Take a noisy breath in through your nose and out through your mouth (2-3 times).
"Exhale with a count"
Take a deep breath, and as you exhale, count loudly until you run out of air.
Use of tongue twister (in chorus):
Like on a hill, on a hill
There are 33 Egorki (deep breath)
One Egorka, two Egorkas... (and so on until you exhale completely).
It should be noted that after a few sessions there is enough air for more Egoroks.
"Bears"
Imagine that you are little bear cubs and ask the mother bear to eat. Words must be pronounced drawlingly, in bass, clearly pronouncing [m].
Mom, honey for us,
Mom, we would like some milk.
"In the elevator"
Imagine that we are riding in an elevator and announcing the floors. The higher the floor, the higher the voice, and vice versa. We go first from the first to the ninth, and then down.
small field of view
The field of view is a section of text that is clearly perceived by the eyes at one fixation.
The small field of view is a big drawback for many readers. Since children have a small field of view, their eyes make many fixations. It is necessary to expand the field of view so that the gaze fixes not 1-3 letters, but a whole word or several words.
Exercises to help expand your field of vision
1. The exercise "Pyramid" is aimed at solving this problem.
Looking at the dot in the center and not moving your eyes horizontally, you should try to see two syllables of one word at the same time. Move down to the next line, and so on. Find the limit line that the child sees without moving his eyes. Again, start from the first line, each time dropping one line lower. If it is difficult for a child, you can read the word syllable by syllable, and then, looking at the point, see this word at the same time.
Psychologists have convincingly proved that the size of the operational field from which information is collected depends on training. Schulte's digital tables, widely known among psychologists, significantly expand the field of view. But when working with them, the reader's eyes move spasmodically. And to expand the field of view, fixing the eyes in one center is necessary.
By placing a green dot or a question mark in the center, tables can be successfully applied in practice. Working with these tables requires willpower. The gaze must be fixed on the green dot in the center of the table. The task is to see the entire table in its entirety. The adult calls the letter, the child must find it without taking his eyes off the center.
Reading the first and last syllables on a line.
Badger nose (excerpt)
K. Paustovsky
… Che cut half an hour the beast stuck out of the grass wet black nose , By resembling a pig's snout, the nose sniffed the air and sorry from greedy ti…
"Word Pyramid"
We build a pyramid from the words of the work we are reading.
We read the words at a different pace:
Reading "THROW-SERA"
Children put their hands on their knees and begin to read the text aloud at the “Throw” command. When the “Serif” command is given, the children take their heads off the book, close their eyes and rest for a few seconds, hands on their knees. On the “Throw” command, the children should find with their eyes the place where they stopped and continue reading aloud.
Level of organization of attention
“Attention is precisely the door through which everything passes,
that only enters the human soul from the outside world.
K. D. Ushinsky
The role of attention in reading is as great as in other types of human activity. Very often the attention of a younger student is scattered, he cannot concentrate, focus his attention.
Attention Properties
Exercise: Find the words among the letters and underline them.
Oa sun pillars
Cinema
rpmachine
Exercise: Read the sentence in which all the words are written together. Divide the sentence into words.
TODAY'S READING LESSON
WE WILL GET TO KNOW
WORKS
KORNEIVANOVICHACHUKOVSKY
Exercise: Compare two tables. Write out the letters from the right table in accordance with the sequence of numbers in the left. Explain the meaning of the proverb that you get with the correct answer.
Fear has big eyes.
Exercise "Checkered table"
Stage I Consider the table and find all black numbers from 1 to 12
attention span
This exercise is carried out collectively so that the child has someone to compete with.
At the signal "Attention" show the card (see sample), but no more than 2 seconds. The child must read the presented material and write it down.
As you train, increase the amount of material.
Nonsense words containing 3 to 9 consonants, such as:
K P T N S D
B M D R K L F
S T P C G W D K
M V R K W L W W S
Sentences containing 5 to 16 letters, for example:
The smoke is coming.
The yard is clean.
What to do?
Learning is light.
The bird sings
Concentration of attention
Exercise: Try to rewrite the following lines without errors:
Ammadama reberge assamasa
Gesclalla essanessas
Enalsstade enadslat etaltarrs
Usogkata Limmodorra Clatimor
Corrective tests allow to determine and develop the volume and concentration of attention
Development of RAM
The development of reading technique is hampered due to underdeveloped RAM.
What does it mean?
Often you can see such a picture. The child reads a sentence consisting of 6-8 words. Having read up to the third - fourth word - I forgot the first word. Therefore, he cannot link all the words together. In this case, you need to work on the RAM.
This is done with the help of visual dictations.
Each of the 18 dictations has six sentences. Their peculiarity is as follows: if the first sentence contains only two words - “The snow is melting” and 8 letters, then the last sentence of the eighteenth set already consists of 46 letters. The increase in the length of the sentence occurs gradually, one or two letters at a time. The working time with all sets is approximately 2 months.
What is the best way to conduct visual dictations?
Six sentences of one of the sets are written out and closed with a sheet of paper. After one of the sentences is highlighted, i.e. a sheet of paper is moved down, the child reads this sentence silently for a certain time (the time is indicated for each sentence) and tries to remember. After the time has elapsed, the proposal is erased and it is proposed to write it down in a notebook.
This is followed by exposition, reading and memorization of the second sentence. After it is erased, it should again be written in student notebooks.
Six sentences usually take 5 to 8 minutes.
So, on average, one set takes three days. Eighteen sets - 54 days, about two months. In two months it is possible to develop working memory, but on the condition that visual dictations must be written daily, if you write intermittently, this does not work.
Examples of sentence sets (Fedorenko's dictations)
1. Potatoes, beets, carrots, onions are grown in the fields.
2. Thousands of people move into new apartments every day
4. A group of tourists is walking along an overgrown forest path.
5. The boy went to the window and saw a house under construction behind the grove.
6. Russia lives in peace and friendship with other nations.
Development of RAM
A variation of visual dictations is the following exercise:
Suggestion on the board: Natasha gave Sveta one waffle.
Read and memorize the sentence.
Insert the first letters of all words in order into the table.
The use of this system of exercises in practice contributes to the improvement of reading technique:
The volume of visual and auditory perceptions, as well as the angle of view, has increased;
The skill of anticipation has been developed;
Formed stability of attention;
There are no regressions;
Increased vocabulary;
Developed articulatory apparatus.
The formation of reading technique affects:
General development of speech - students in their speech use more common sentences, epithets, comparisons;
Improving the quality of academic performance;
Maintaining high-quality academic performance during the transition to the second stage.
The presented exercises will help eliminate the causes of difficulties and improve the technical component of the reading process, and therefore will help your schoolchild in learning in general. Get acquainted with the sections gradually, study regularly and with interest, and read with enthusiasm, with the whole family.
I wish you success!
Reading skill is characterized by such qualities as fluency, conscientiousness, correctness and expressiveness. To develop these qualities in my practice, I use such exercises that I include in every reading lesson. This work gives a positive result, brings revival to the lesson, making it more emotional and interesting.
All exercises are divided into four groups:
1. Exercises for the development of conscious (conscious) reading
The first group is logical exercises.
1. What do the words have in common and how do they differ?
Chalk - stranded, small - crumpled, washed - sweet.
2. Name it in one word.
Siskin, rook, owl, swallow, swift;
Scissors, pincers, hammer, saw, rake;
Linden, birch, spruce, pine;
Green, red, blue, yellow;
Horse, cow, pig, sheep;
Scarf, mittens, coat, jacket.
3. What word is superfluous and why?
Beautiful, red, blue, green;
Vasily, Fedor, Semyon, Ivanov, Peter;
Onion, carrot, cucumber, apple;
Mushroom, lily of the valley, chamomile, cornflower.
4. How are the following words similar?
Iron, blizzard, stick, watch, lamp, glass.
They have the same number of letters;
They are of the same kind;
They consist of two syllables.
5. By rearranging the letters, compose a word.
U to l b o; s n o a s; at p to s.
6. Make up a new word, taking only the first syllable from each of the data.
Ear, company, vase;
Cora, bingo, boxer;
Milk, spawning, plate.
7. Make up a new word, taking the second syllable from each.
snake, frame;
Button, hammer, lava;
Reproach, elderberry, mud;
Turn, powder, ditch.
8. Make up a new word, taking the last syllable.
Furniture, gun;
Straws, it's time, stranded;
Fox, thorn, flight;
Resin, tear, takes.
9. Find the fourth word.
Song - composer; airplane - ?
Airfield, fuel, constructor, pilot, fighter;
School - learning; hospital - ?
Doctor, student, treatment, institution, patient;
Knife - steel; chair -?
Fork, wood, table, food, tablecloth;
Forest - trees; library - ?
City, building, librarian, theater, books;
10. Divide the words into groups.
Hare, pea, hedgehog, bear, cabbage, wolf, cucumber;
Cow, cabinet, chair, sofa, goat, sheep, table;
Poppy, linden, maple, chamomile, birch, lily of the valley, oak.
11. For the highlighted word, select the words you need in meaning.
Herbs: clover, cedar, sorrel, plantain, larch, dandelion.
Insects: magpie, fly, owl, beetle, mosquito, cuckoo, bee.
Shoes: boots, coat, jacket, shoes, slippers, jacket.
12. What letters, syllable, word are superfluous.
ma ra la ny ta
river, river, stream, pen, brook
The second group - word-composing games with words.
1. Find a word in a word.
G rose w duck yar brand
2.Pick up a couple .
Song practical
Approximate area
Girlfriend diligent
Postman festive
gift striped
linen towel
The briefcase is beautiful
Hairdresser nice
3. Finish the offer.
In the mornings, Aibolit treats his teeth:
Z b r e y, y z b r, and t g r, v d r y s
The end is at the bottom of the pond.
And you can easily find the whole in the museum. (Painting)
With the letter k I live in the forest. With the letter h I feed the sheep. (Boar - shepherd)
https://pandia.ru/text/78/402/images/image002_51.gif" width="98" height="62">5. Rebuses: how
Puzzles. (Anyone that fits the topic of the lesson.)
The third group - work with deformed text, unfinished stories.
1. Compose a text.
2. Make sentences.
School, class, desks, attendant, guys, notebook, pencil case, lesson.
3. Finish the story.
Bird care.
It was a frosty winter. Birds are sitting on the pine tree. They are looking for food...
The fourth group is working with text (textbook).
1. Read the text yourself, answer the questions.
2. Arrange the questions in order of the content of the text.
3. Ask questions about the text or part of the text.
4. Determine how many parts are in the text.
5. Work on the title.
Prove that the title is correct.
Choose a title from those provided.
Arrange the chapter headings in the order of the content of the text.
Choose a part of the text for the title.
Name the parts.
6. Selective reading.
7. Retelling with and without questions.
8. Drawing up a text plan.
II. Exercises for the formation of correct reading
The first group - exercises aimed at developing attention, memory.
Pictures are located on a closed board. It is necessary to open them, count to three, close them. List items. Find what has changed.
2. Describe the subject (show and remove).
3. Describe a moving object (take it in your hand - raise and lower it).
4. Repeat what the teacher said (six words in pairs, similar in sound).
Barrel-dot, grandmother - butterfly, cat-spoon.
5. Choose words for this sound.
6. Stand up those who have this sound in their name, surname.
7. Choose words that have one syllable, two syllables, etc.
The stress falls on the 1st syllable, on the 2nd syllable, on the 3rd syllable.
The second group - exercises with words.
1. Reading words that differ by one letter. Chalk-melted-soap-soap-small-crumpled-mouse-midge-bear-bowl.
2. Reading words that have the same letters in their spelling.
Bush-knock, pine-pump, fur-laugh, mouse-reed, brand-frame, arsh-scar, oil-resin, midge-chamomile.
3. Reading words that have the same endings, prefixes.
Came, came, sewed, brought, refrain;
Red, white, blue, black, yellow;
Doll, mom, dad, spoon.
4. Reading "shifters".
The lion ate the oxen. Go look for a taxi, go.
5. "Through letter", "Ladder"
Z - H____
W - H______
W - H_________
Z - H___________
III. Reading fluency exercises
The first group - exercises to expand the field of view.
1. Work on the contemplation of the green dot. (We put a green dot on the card and focus on it. At this time, we call the objects on the right, left, bottom, top.)
2. Work on Schulte tables.
Development of the horizontal field of view. Development of the field of view vertically.
3. Working with vocabulary blocks with a word hidden vertically.
JUICE OF LIGHT WILLOW
SOCKS PLACE ARMCHAIR
SAM SKIN CAGE
DOLL DOLL
SHOP RAK
4. Reading columns with stencils. (Children, using a stencil, read the words in columns.
Grade 1 - 3-5 words, Grade 2 - 10-12 words, Grade 3 - 15-18 words, Grade 4 - 20-25 words)
check red latch department store
Tooth run lab technician food
House game milk tutorials
5. Spot the difference.
Conversation, interlocutor, talk, gazebo, interview;
Conversation, conversation, interview chatter, dialogue.
6. Name in order.
Trouble storm crying wind
Grief drifting snow tears hurricane
Sorrow blizzard sobbing storm
7. Work with letter tables and stencil. The stencil is superimposed on the card, the letter A in the middle. It is necessary to name the letters that you saw.
8. Work on the table.
| ||||
1. agronomist AND aspen calendar |
plant |
duty | ||
2. interesting TO yellow holiday |
journey sparkle | |||
3. grain grower director WITH carefully commander | astronaut apartment horizon passenger | chairman ladder strawberries potato | ||
4. government W Liberty library |
slowly wealth |
pencil |
subbotnik |
The work on the table is carried out as follows: the word that is being searched is called (asterisk, blue, dot, second from the bottom; Oval, yellow, fifth, from above, etc.)
The second group - exercises to activate the organs of speech.
1. Articulation gymnastics: a) vowels, consonants, combinations, open and closed syllables; b) words that are difficult to pronounce.
2. Tongue twisters.
3. "Running tape". A strip is stretched through the holes in the cardboard, where syllables and words are written. You have to have time to read them.
5.Different types of reading:
reading the entire text in a whisper, then aloud, then silently, choral reading, reading in pairs, reading simultaneously with the leader, reading with a faster pace, buzzing reading, skipping Kangaroo reading, etc.
I.Y. Exercises for the development of expressive reading
Reading words with different shades of intonation
Reading a phrase with intonation appropriate for a particular situation
Breathing exercises
Reading by roles, in faces
Types of special exercises to improve the quality of reading in primary school students
COLLECTION
Compiled by: Misheneva O.V. primary school teacher
Tongue twisters for sound [G]
There is a jackdaw in the yard, pebbles on the shore.
Grigory carried the pie across the threshold. He stood on the peas and fell on the threshold.
Our head over your head over your head, over your head.
Tongue twisters for the sound [Ш]
Sasha and Mishutka have funny jokes.
Stesha was in a hurry, she sewed a shirt, but she hurried - she didn’t finish the sleeve.
The jackal walked, the jackal galloped. Checkers on the table, cones on the pine.
Six mice rustle in a hut.
They spank in single file gander and gander.
Tongue twisters for sound [Ж]
The train rushes grinding: zhe, che, sha, sha.
I walk - I repeat, I sit - I repeat, I lie - I repeat:
Live, live, live, live. The hedgehog has a hedgehog, the snake has a snake.
The snake has already stung.
I can't get along with the snake.
I already became from horror -
the snake will eat for dinner.
Tongue twisters for the sound [H and SH]
A bristle at a pig, scales at a pike.
The thickets are cleaner in our forest, the thickets are thicker in our forest.
In a suitcase at the tap dance
Brushes, rosaries, abacus - for my aunt.
Rosary, abacus, brushes - uncle,
Abacus, brushes, rosary - for the nanny.
Only tap dance - for yourself.
Dancing clear family.
Tongue twisters for sound [H]
Four turtles have four baby turtles.
Four black, grimy little devils drew a drawing in black ink. Extremely clean.
The bird was stuffed with matches.
Our daughter is well-spoken, her speech is clear.
Tongue twisters for the sound [Sch]
Two puppies, cheek to cheek, pinch the brush in the corner.
The pike tries in vain to infringe on the bream.
Tongue twisters for sound [P]
In the forest, the beaver and the brother of the beaver work without an axe.
In a thunderstorm from a load of watermelons, the body fell apart.
Fedora has tomatoes in her garden. Behind the fence at Fedora are fly agarics.
Millet is flying in Frosya's field, Frosya takes out the weeds.
Makar gave Roman a caramel, and Roman Makar gave a pencil.
They gave the little one corn, and the little one asks for a watermelon.
Sparrows are waiting at the feeder, Markushka brings them cloudberries in a pocket.
Behind a cockroach with a drum, behind a mosquito with an axe.
The queen's cavaliers sailed to her on a caravel.
Charles stole half a crucian, half a carp from Polycarp.
The wise raven deftly tore fly agarics in the moat.
A crab crept onto the ship, crucian carp stole the ladder.
One swarm of mosquitoes is behind the mountain, and the second swarm is under the mountain.
Open, Uvar, the gates, we carry firewood incessantly.
The path is trodden through the grass.
Tongue twisters jump like carp in a frying pan.
Early in the morning two rams drum on drums.
Roma Mache picked daisies.
The pig snouted, the pig dug, half a snout dug.
From the mountain - not uphill, uphill - not from the mountain.
The pig was dumb, dug the whole yard, dug half a snout, did not dig to the hole.
Gray sheep beat the drums, beat indiscriminately - they broke their foreheads.
Timoshka Troshka crumbles crumbs into okroshka.
Three trumpeters are blowing trumpets.
The nimble mink darted into the hole.
Tongue twisters for sound [R and L]
I was at Frol's, I lied to Frol about Lavr, I'll go to Lavr, Lavr on Frol Navra.
In the pond at Polycarp there are three crucians, three carps.
All beavers are kind to their cubs.
Karl stole the corals from Clara, Clara stole the clarinet from Karl.
Clara plays the piano at Valya's.
The queen gave the cavalier a caravel.
The quail flew before the quail, before the quail.
On Mount Ararat Varvara was picking grapes.
Eagle on the mountain, feather on the eagle.
The fellow ate thirty-three pies, all with cottage cheese.
Thirty-three ships tacked, tacked, tacked, but did not catch.
The raven raven crowed.
Get up, Arkhip, the rooster is hoarse.
1. Exercises aimed at developing clarity of pronunciation
Many students do not know how to regulate their breathing while reading. To correct this deficiency, breathing exercises are used.
1) Inhale through the nose, exhale through the mouth. Inhale - hold the breath - exhale. Inhale - exhale in portions.
2) “The horn is approaching and receding”: inhale - on the exhale we say m-m-m-m, n-n-n-n-n.
3) "Growling of the dog": inhale - on the exhale rrrr.
4) "Air coming out of a punctured bicycle tire": s-s-s-s-s.
5) "Candle": Having taken a deep breath, on exhalation we read an even and slow exhalation, then take a deep breath, stop and slowly blow on the flame of an imaginary candle.
6) “Extinguish the candle”: intense intermittent exhalation, followed by inhalation, a second hold of the breath, then exhale three times in short bursts: fu! Ugh! Ugh!
7) A fly flew near the ear: w-w-w.
A wasp flew near the nose: ssss.
A mosquito flew and rang: z-z-z.
Sat on his forehead, we clap him -
And caught: z-z-z.
Let it fly!
2. Exercises for the development of the mobility of the speech apparatus: "Sound warm-up"
1) Read quickly, look carefully:
OIE AOEA EAOYO
Yaoyu Ayuoe Eyoyuya
YYAYU YOYUU YUAOYU
2) We read vowels with an accent on one of them:
EAOEYIE, EAOEYYIE, EAOEYYIE, etc.
You can diversify this exercise by pronouncing syllables first with an emphasis on the 1st syllable, then on the 2nd and 3rd:
YES-YES-YES, YES-YES-YES, YES-YES-YES
3) Taking a deep breath, on the exhale we read 15 consonants of the same row (sounds):
B K Z S T R M N V Z R W L N X
4) We read a chain of syllables:
Use these colorful 3-letter word cards to help your child learn to read.
5) We read words with build-up:
By - var, heat, dare, drink, walked, led.
3. Exercises that develop peripheral vision and practice direct gaze
1) In order for children to be able to understand the essence of the terms "lateral vision" and "right angle", they are invited, without looking away from one line, to list the objects that fall into the field of view on the right, left, top, bottom.
2) Handout - Schulte table (size 20x20cm)
Usage algorithm:
As soon as possible, name all the numbers in order from 10 to 25, pointing with a pencil or finger;
Try to memorize the location of two or three consecutive numbers at once.
Remember! The eyes look at the center of the table, at the number 10, but they see it in its entirety.\
Such a card can be given to students to gradually fill in the studied letters and sounds.
A a O o U u s I and E e
Ye yo yo yu yu I am
B b C c D d F g G h D d
P p F f K k W w M s T t
L l M m N n R r X x Z z
Y y y y y
4. Exercises that develop attention to the word and its parts and are a prerequisite for correct and speed reading
The articulatory apparatus is poorly developed in children, which slows down fast reading, therefore, in the 1st and 2nd grades, the following exercises are relevant:
1) Reading combinations of two or three consonants with vowels:
2) We read, slowly, at a moderate pace: speeding up the pace:
JZI TNO KTRI
DRU ZBY STRU
Sparrow_ sat_ on a branch_ and chirped.
Tongue Twisters
Lena was looking for a pin.
The pin fell under the bench.
It was too lazy to climb under the bench,
Been looking for a pin all day.
a) Read the tongue twisters spelling.
b) Read the tongue twisters orthoepically.
c) Working with tablets: children read the tongue twister in accordance with the task:
quiet
loud
in a whisper
silent movie (silent)
"The house that Jack built"
Children pronounce the first phrase at maximum speed several times until they succeed. Then 1-2 more words are added, which are read at the same speed. And so on until the end of the passage, repeating each time all over again, as in the famous poem "The House That Jack Built." For example:
In some realm... In a certain kingdom, in a certain state... In a certain kingdom, in a certain state, there lived... In a certain kingdom, in a certain state, there lived a rich merchant...
5. Exercises that develop working memory, attention span.
"Find the extra letter"
O I B I
You can cut out any texts from old newspapers and distribute them to children.
Exercise: today we cross out only the letter I. Tomorrow - another, and so on.
"Find the extra word"
Read. Justify your choice.
ELEPHANT BEAR TIGER
LION BUTTERFLY CAT
"Photo eye"
In 20 seconds, the children should “take a picture” of the words with their eyes and answer the question “Are there among these words ...?” For example:
WALNUT CREAM FEATHERS SCROLLED TROPICAL DAGGED
"Yes or no?"
Children listen to sentences and determine if it can be. If yes, when, where, why? If not, then you need to prove it.
Snow fell, Alyosha went out to sunbathe. The car whistled at the same speed and went forward.
This exercise is aimed at attention to the text, its conscious assimilation, the ability to quickly grasp the meaning of what is read, to accurately build a statement.
"Complete the offer"
The cat meowed...
6. Exercises that develop flexibility and speed of reading to yourself and aloud
"Peekaboo"
The textbook page (any) is indicated, and then the text is read. Children must find the page, look for the right line with their eyes and adjust to the teacher's reading.
Reading with word count
Reminder:
1) tightly squeeze your lips and teeth;
2) read only with your eyes;
3) read as quickly as possible, while counting the words of the text to yourself;
4) answer the question to the text (given before reading).
Reading under a sound guide
The tape recorder reads the text at a certain speed. Children should follow the voice in the book, have time to voice the text synchronously with the tape recorder. The check is carried out individually: touching the child's shoulder with your hand means - read aloud. It is desirable to carry out such work systematically. At the same time, the speed of sounding of the “sound reference point” gradually increases. If there is no tape recorder in the class, you can use the game exercise "Catch up". Children read a passage of text in chorus, in an undertone, listening to the voice of the teacher, who reads loudly, at a fairly high speed, and “reach out” for him, trying to “catch up”.
7. Exercises that promote the synthesis of perception and understanding
1) Help vowels and consonants to make friends. Put them together to make words:
2) Remove one letter from each word. Do it in such a way that a new word comes out of the remaining ones:
regiment paint slope screen trouble heat (count) (helmet) (elephant) (crane) (food) (field)
3) Add a letter to the beginning of a word or its end to make a new word. What sounds are represented by these letters?
4) Combine the words of the right and left columns so that new words are formed:
"Delicious Words"
Imagine it's your birthday. You need to set the table. But when choosing goodies, remember that their names should consist of two and three syllables:
halva bagels tea lemonade waffles grapes cherry tangerine
8. Exercises that develop logical thinking
These exercises contribute to the development of the speed of thinking in the process of reading, its awareness.
1) Perform a mathematical operation and read the word:
LOD + IM - MO + VAN - L =? (sofa)
VER + LIS + TU - US + 0 - IL + YEARS = ? (helicopter)
2) Rearrange the letters:
In the forest, on a pine tree, calves dissipate. The tail rests on the core of the rear. His nose taps on the trunk, work bilotd, looking for insects.
(A woodpecker sits on a pine tree in the forest. With its tail rests against the trunk of a tree. It knocks on the trunk with its nose, hammers at the bark, looks for insects).
3) "Search"
Can you find a connection between two seemingly unrelated events? Explain how everything happened.
The dog chased the chicken. The students were unable to go on the field trip.
4) We learn to express thoughts in other words.
The exercise is aimed at teaching the child to operate with words.
This winter will be very cold.
It is necessary to convey the same thought without distortion, but in different words. None of the words in this sentence should be used in new sentences.
5) Compilation of sentences with three words that are not related in meaning:
lake bear pencil
For example:
We drew with a pencil how a bear catches a fish on a forest lake.
The exercise develops the ability to establish connections between objects and phenomena, think creatively, create new holistic images from disparate objects.
9. Exercises to develop the skill of conscious reading
9.1. Logic exercises
1) What do these words have in common and how do they differ?
Chalk - stranded, small - crumpled, washed - sweet.
2) Name it in one word.
Siskin, swallow, rook, owl, swift. Scissors, pliers, hammer, saw, rake. Scarf, mittens, coat, jacket. TV, iron, vacuum cleaner, refrigerator. Potatoes, beets, onions, cabbage. Horse, cow, pig, sheep. Shoes, boots, slippers, sneakers. Linden, birch, spruce, pine.
3) What is the missing word?
Beautiful, blue, red, yellow. Minute, time, hour, second. Road, highway, path, way. Milk, sour cream, curdled milk, meat.
4) How are the following words similar?
Iron, blizzard, stick, watch, lamp, glass.
5) Make up a new word, taking the first syllable from each of these words.
Ear, company, vase. Cora, lotto, boxer. Milk, spawning, plate.
6) Three words are given. The first two are in a certain connection. Between the third and one of the proposed five words in brackets there is the same relationship. Find the fourth word.
a) Song - composer, plane - ... (airfield, fuel, designer, pilot, fighter). b) School - education, hospital - ... (doctor, student, treatment, patient). c) Knife - steel, chair - ... (fork, wood, table, food, tablecloth).
7) Divide the words into groups.
Hare, pea, hedgehog, bear, cabbage, wolf, cucumber. Cow, wardrobe, chair. Sofa. Goat, sheep, table. Poppy, linden, maple, chamomile, birch, lily of the valley, oak.
9.2. Word building games
1) Find the word within the word.
thunderstorm newspaper bush
joke tray chocolate
watchmaker sliver fair
2) Finish the sentence.
In the mornings, animals treat Dr. Aibolit's teeth: zbrey, itgyr, vdry, oybbr .
3) Charades.
The beginning is the voice of a bird, The end is at the bottom of the pond, A whole in the museum Find it without difficulty.
(Painting).
With the letter K I live in the forest. With the letter H, I feed the sheep.
(Boar - shepherd).
4) Find the name of the animals among the lines.
The pump sucks the river water,
And the hose is stretched to the garden.
Peace reigns among the bushes,
It's good to wander alone here.
10. Exercises for the formation of the skill of correct reading
1) Describe the object (the teacher shows it and quickly removes it).
2) Repeat what the teacher said:
A barrel is a dot, a grandmother is a butterfly, a cat is a spoon.
3) Choose words for a given sound (from a read quatrain, sentence, text).
4) Reading words that differ by one letter.
Chalk - stranded - soaped - small - crumpled; mouse - midge - bear - bowl.
5) Reading words that have the same prefixes, endings.
Came, came, sewed, brought, refrain; red, white, blue, black. yellow; doll, mom, dad, paw, spoon.
6) Reading "shifters".
The lion ate the oxen. Go look for a taxi, go.
11. Exercises for the development of expressive reading
1) Reading sentences with different intonation.
2) Reading the text with the transfer of emotions (joy, indignation, sadness, pride, etc.) depending on the content.
3) Dictionary of moods.
A mood dictionary is very helpful in working on expressive reading. Every student has it. After the teacher expressively reads the work, the children put cards on the desk with words denoting the mood that they felt while reading the work. For example, children have cards with the words:"cheerful", "happy" Analyzing the work, we are approaching the question: what feelings did the author himself experience? And we write down other words on the board that reflect the mood of the author: (cheerful, joyful, happy, surprise, excitement ).
After such work, children read the text much more expressively, trying to convey through reading both their personal mood and the mood of the author.
"Dictionary of moods and states"
restless, fighting
Welcoming, joyful
Cheerful, fearful
whimsical, timid
Stormy. funny
bright, angry
excited
serious
Outraged
mournful
magical
funny
Heroic
Sleepy, sunny
Good-natured
Sympathizers
creepy
Calm
Mysterious
mysterious
exultant
dreary
sad
playful
derisive
boastful
FRIENDS
Ni-ki-ta and Le-sha are friends. Together they go to kindergarten. Lesha has a sa-mo-kat. And Ni-ki-you has a ru-zhe. Not really standing, but playing. These boys are good fellows. Oh-no always de-la-tsya games-rush-ka-mi. And they never quarrel. Together we play and laugh. Ho-ro-sho friend!
HORSE
Pet-ti and Mi-shi had a horse. They began to argue: whose horse. Did they tear each other's cats.
Give it to me, this is my horse.
No, you give me, the horse is not yours, but mine.
Mother came, took a horse, and nobody's horse became.
CAT AND BEETLE
There was a fight between Zhuch-koy and Kosh-koy.
The cat began to eat, and the Beetle came. Cat-ka Beetle-ku la-sing by the nose.
Beetle Kosh-ku by the tail.
Cat-ka Zhuch-ke in the eyes. Beetle cat by the neck.
Tyo-tya walked mi-mo, carried a bucket with water and began to pour water on Kosh-ku and Zhuch-ku.
GAL-KA
Ho-te-la gal-ka drink.
There was a jug of water in the yard, and in the jug there would be no water only at the bottom. Gal-ke couldn’t be got it.
She began to ki-give ka-mush-ki into a jug and so na-ki-da-la that the water became taller and you could drink
SPRING
The weight came, on-the-la water-yes. De-ti took it to the cheek, made the lo-daughter, let the lo-daughter go in the water. The boat-daughter swam-la, and de-ti be-zha-whether after her, cry-cha-whether and not-thing ahead-re-di yourself did not see-yes-whether and in the lu- zhu fell.
PUPPY
There was Ta-nya from school. On the do-ro-ge o-na u-vi-de-la ma-laziness-to-puppy. He sat at the for-bo-ra and howled. Ta-nya in-gla-di-la puppy. He began to lick Ta-not ru-ku. Ta-nya took the puppy to my place. Do-ma Ta-nya da-la e-mu mo-lo-ka. That's why Ta-nya in-la-zhi-la puppy sleep by the stove. The puppy is accustomed to Ta-ne. Ta-nya for-bo-ti-las about him.
SLY FOX
Li-sa would-la go-lod-on. O-na lay down on the snow and closed her eyes. On-le-te-whether in-ro-ny and se-whether not-yes-le-ko from li-sy. O-no ho-te-whether to peck-whether-su, but feared. Li-sa lies like dead-va-ya. Then, yes, in-ro-us, under-le-the-whether ov-this is near. One in-ro-on the key-well-la-li-su in the tail, the other-ga-I ho-te-la peck in the nose. Li-sa vsko-chi-la and grab-ti-la glu-pu-yu in-ro-well.
BY SKI
Mi-she would have been seven years old. Pa-pa ku-drank e-mu skis. Mi-sha brought skis and went to the mountain. But the skis did not go to the mountain. Mi-sha took the skis in hand and went to the mountain. Re-bya-ta went skiing from the mountain. O-no u-chi-li Mi-shu. Mi-sha got on the skis and po-e-hal. He immediately fell. The second time Mi-sha the same fell. That's why Mi-sha na-u-chil-sya. Before my Mi-sha came on skis and was o-chen before-in-len that he was learning to go on skis.
titmouse
It would be ho-lod-na-i-winter. To ok-well, with-le-te-la si-nich-ka. She would be cold. At ok-on a hundred-I-whether de-ti. They felt sorry b-nich-ku. O-no from-the-roof-whether for-point-ku. Si-nich-ka vle-te-la in someone-on-that. The bird would be hungry. O-on began to peck bread-us-crumbs on a hundred-le. All winter, the children lived with the children. Spring-noy de-ti you-let-ti-li si-nich-ku on the loose.
BABY
It was in winter. Mother is-to-pi-la stove-ku and ush-la to the store.
Do-ma os-ta-lis one-no ma-ly-shi. Little Ko-la opened the stove and put in that boo-mazh-ku. Bu-mazh-ka for-go-re-las and o-pa-la on the floor. And on the floor would be chips. Brightly blazed oh-fire. De-ti is-pu-ha-lis, for-cree-cha-li and in-be-zha-li on u-li-tsu. A co-sed came and ran and for-that-sewed about-fire.
DOG-ORDER
O-din sol-dat was wounded in the hand and in the butt. He fell. That-va-ri-schi ush-whether yes-le-ko. Ra-ne-ny lay for two days. Suddenly he hears: snort-ka-et so-ba-ka. E-it would-la sa-ni-tar-na-I co-ba-ka. On the back of no-e there would be a bag with a red cross: there would be bandages and medicines. Ra-ne-ny per-rvtvya-hall of se-be-ra-na. So-ba-ka u-be-zha-la and soon come-ve-la sa-ni-ta-ditch.
Ra-ne-ny was saved.
Literature:
How to overcome difficulties in learning to read. S.N. Kostromina, L.G. Nagaev. – M.: Axis – 89, 1999.
Primary school plus before and after. No. 7 2010.
Primary school plus before and after. No. 6 2009.
Primary school plus before and after. No. 11 2008.
Primary school plus before and after. No. 11 2007.
Primary school plus before and after. No. 8 2007.
Elementary School. No. 6 2001.
We read after the “ABC with large letters”: textbook / N.N. Pavlova; ill.A.V.Kardashuk. - M .: OLISS: Eksmo, 2011. - 64 pp.: ill.
