Bell pepper is a wonderful tasty and healthy vegetable that you can ...
I. Each of us accumulates our own theoretical and practical experience, comes up with our own original solutions. I present to you today a master class on the topic "Techniques for working on the spelling of vocabulary words."
- To write vocabulary words correctly, what do you need to do?
- Learn, remember.
- Indeed, in traditional practice, vocabulary words are subject to rote memorization, which is ineffective, and children continue to make mistakes in these words. Why? The answer is simple.
As a rule, the child is assigned a passive role in acquaintance with "vocabulary" words. But after all, children are inquisitive, resourceful, inventive - and this should be used.
- Today, at the master class, we will master the techniques of practicing writing vocabulary words with children through various activities, i.e. through the application of an activity-based approach.
II. Game "Insert the missing letter".
The words: vinaigrette, front garden, agronomist (an unstressed vowel is missing in each word).
I ask you to raise the required letter on the card.
Number of mistakes in the hall - 1.
III. Using eidetic techniques to form spelling skills.
- So much for your problem! For the solution, which uses the methods of eidetic and mnemonics.
"Eidos" in Greek is an image. In order to memorize an unverifiable letter, you need to "revive" the letter, create its "image" in a specific word. Images in a person are created when influencing the sense organs - a trace of the impact remains in the figurative memory (this is the basis of psychology).
The essence of this method is to come up with an image for a dictionary word that will be imprinted in memory and will involuntarily pop up. Having a support invented by them, children do not make mistakes in such words. Over time, the skill is reduced, and the memorized word is easily remembered without the invented image. This is why it is important to use eidetics when you first get to know a vocabulary word.
"Associative Hooks", with the help of which we will remember the spelling of "difficult" words.
The vinaigrette(Latin vinum - vinegar, vinegar-based salad dressing).
Front garden. Many students misinterpret the meaning of the word, relating the front garden to gr. poly(“Many, many”). Based on this interpretation, they mistakenly replace the vowel o with a in the first syllable. To exclude this mistake, it is enough to explain the etymology of the word. At the heart of front garden lies the Latin word palus- "sharpened stick". Thus, the check word has been found.
Agronomist- Greek. agrós field and ómos law.
Reception number 1. Explanation of the lexical meaning of the word, the etymology of the word.
Reception number 2. Method of sound associations.
a) Phonetic (sound) associations (by sound similarity).
The point is in the successful selection of consonant associations for the memorized word. May be accompanied by a bright pattern that reinforces the image.
Passenger - p assa fat takes a ticket to the k ass e.
The street is on persons I meet friends persons a.
West - for pad e sun pad aet.
b) Another word is hidden in the word.
Horizon - burn, umbrella! (Draw this fantastic plot.)
Cloud - on varnish e varnish.
Swimmer - pilaf ets floats in pilaf e.
Nightingale - solo wei sings solo.
c) Children imagine some kind of action, smell, include tactile and taste sensations. For example, a mini-tale: “Wives cabbage soup to cook cabbage soup. She is a good hostess. The house smells delicious cabbage soup. They are hot. "
Children develop great attention to the word, its structure, composition, etymology. Children see the word from different angles. They learn to think, reason, discuss over the word.
Reception number 3. Graphic associations - mnemonics (by the similarity of the image).
“Mnemonics (Greek Mnemonika - the art of memorization). Mnemonics is a set of techniques and methods that facilitate memorization and increase the amount of memory through the formation of artificial associations ”
The point is to see the similarity between the shape of a letter and an object. Children must make drawings themselves, you can directly in a notebook in the lesson or in individual dictionaries.
The method of graphic associations or mnemonics can include such puzzles, poems, drawings, groupings of words that cause certain associations, i.e., the point is that the letter being memorized is encrypted in the form of a graphic image - a picture. It is easy to remember and easy to remember when needed. The process of composing an image and memorizing a word will already be a game, and a game that is useful, developing, creative.
Reception number 4. "Muscle memory".
And now we turned ... ... we write:“The first vowel in the word enthusiasm, the second vowel in the word training” (a letter is performed on the back of the student sitting in front of him).
The letter on the back was recommended by Peter Young and Colin Tyre in Teach Your Child to Read. Make sure the child has a sense of what you wrote, explain to him what the letter is and ask him to write it on paper. This system works thanks to "muscle memory": the ability to memorize information through the actions of the body.
IV. So, we name the letters missing letters: ...
Word (in chorus).
Vinaigrette, front garden, agronomist, horizon, cloud, apple, enthusiasm, training.
Reception number 5. Allocation of an unstressed vowel in size and color and is hung around the classroom by the students themselves using scotch tape.
Reception number 6. Dictation is the opposite.
The teacher suggests the meaning of the given word, the children define the word. Further, the work can be structured in the following way: either the children themselves write down the word and identify dangerous places, or there is a collective analysis of the word, i.e. on the principle of a commented letter.
For such dictations, the teacher needs to have several options for meanings from simple to more complex, so that in case of difficulty in answering, children have the opportunity to independently come to the given word. It is advisable, if possible, to have cards with a picture of a picture of a vocabulary word.
Agronomist -
1) a specialist in improving the culture of agriculture;
2) a person who knows the laws of agriculture.
Director -
1) the head of an enterprise, institution;
2) a person who knows how to manage a team.
1) not far from something;
2) approximately.
I chose the following types of exercises for work:
- Sound association method;
- The method of graphic associations (mnemonics);
- Writing a word from different angles (in the sun);
- Highlighting an unstressed vowel in size and color;
- Use of language material;
- Spelling five minutes;
- Dictations are the opposite.
With external entertainment, the exercises are based on modern scientific ideas about the structure of attention and memory.
The result of the application of this method is the qualitative changes that occur in schoolchildren in the process of teaching the Russian language (reduction of errors in written works).
The reception of such training in memorizing words ensures the children success in their studies, gives the joy of communicating with a letter, a word. The letter becomes a friend to the child, because of it there will be no disappointments, failures, tears.
Experience has shown that the systematic application of these techniques makes it possible to significantly increase the effectiveness of teaching vocabulary words in comparison with teaching using traditional techniques.
When using the described techniques for working with words with unverifiable spellings, students master the spelling not only of the words provided by the program, but also of many others. And every teacher knows: the more words a student learns, the richer his speech, the easier it is for him to learn, the deeper and stronger his knowledge in all subjects.
It is much easier for schoolchildren with "innate literacy" to learn about general education. Such people can write without a single mistake, without memorizing the rules - they write words intuitively, without thinking. For some, it is very difficult to remember the spelling, and almost every sentence is difficult.
Spelling with pictures
To memorize a simple word, you can use the graphical association method. This method turns learning into a kind of game, so children are happy to study, and the results are almost always positive.
It is necessary to draw an object that reflects the "problem word" and express the emphasis on a particular letter that is causing difficulty. However, this method is not suitable for images with abstract concepts. It is better to use this technique only to memorize words that can be depicted.
To use the graphic method, you need to beat the problematic letter. For example, to memorize the word "apple" you need to draw this fruit with the letter "O". A child will quickly learn to write correctly if you use such tricks for writing without spelling errors.
The huge advantage with this method is that it does not require any specific artistic skill to draw. Drawings are performed schematically, you do not need to accurately and beautifully depict objects, the main thing is to remember the correct spelling.
For example, to successfully memorize the word "pig", you need to draw the animal itself and highlight its nose in the drawing. The shape of the patch resembles the letter "O", with which mistakes are often encountered. Concentrate on the fact that the picture depicts a word with two “O's” by drawing two holes on the dime.
Benefits of the graphical method
Subsequently, in order to remember how the word is spelled, it is enough to imagine a drawn picture. Psychologists approve of this method of memorization, because with an independent image of objects, it is much easier to reproduce the correct spelling in memory.
All children in primary school age love to learn spelling by drawing objects on paper. The child simultaneously develops his artistic skills and memorizes the correct spelling without the tedious memorization of the rules. At first, you need to control the learning, and later the child will be able to cope without the help of adults.
The disadvantage of using pictures for literate writing
But still, this method has one drawback - an attitude is formed to memorize all words, without exception, only by a graphic method, the habit of searching for an image in memory for the correct spelling.
With the help of research, it was found that they quickly get used to "finding a drawing with their eyes", students memorize spelling using this method, even if there are clear rules.
3. Stage II. Practical implementation of the project.
4. Development of speech in the lessons of the development of the Russian language.
5. Psychodiagnostics at the lessons of the Russian language.
6. "About love for spelling rules ..."
7. Development of spelling intuition in the lessons of the Russian language.
8. An associative algorithm for memorizing vocabulary words.
An associative algorithm for memorizing vocabulary words
A child from his first steps in educational activities in the textbook of the Russian language by O.L. Soboleva proposes three alternative ways, three ways of mastering literate writing: meaningful application of the rule, appeal to spelling intuition and memorization.
Memorizing the spelling image of a word at a conscious level is one of the most effective ways of mastering literacy. The author solves two problems simultaneously: to help the child remember how specific words are spelled, and much more important - to promote the intensive development of brain structures, and not just memory.
In the textbooks O.L. Sobolevoy has practically no mechanical memorization. It is no secret that in large doses, it can lead to dulling of the child's abilities and a decrease in the creative potential of the child. Moreover, such memorization by no means contributes to an increase in interest in the subject. Therefore, it becomes natural and necessary to turn to the bright emotional-figurative memory of the child, to the enormous possibilities inherent in the associative way of thinking.
A find in this regard was the associative technique of memorizing and assimilating information, developed by Vasily Agafonov, the author of the original textbooks "Wrong rules", "Totally wrong rules", "Count in rhyme" and many others. His wonderful tales and poems, in which the associative algorithm of memorization is implemented, became the basis of vocabulary work when creating a textbook.
The memorization algorithm that the author proposes to the child in textbooks is extended primarily to words with unverifiable spellings, that is, to dictionary words. However, any word, the spelling of which obeys the rule, of course, can also be memorized. Thus, in relation to any word, children can choose between the rule, spelling intuition and their own memory. Among other things, this works to develop the child's alternative thinking, develops his ability to self-analysis: he learns to understand himself, to listen to himself. It is very important.
The essence of the algorithm is to find a clue, an associative thread, a bridge between the word you want to remember and another word in which the "stubborn" letter is heard clearly and distinctly.
At the first stage, the associative "hook" is included in the emotional-figurative context of a fairy tale or poem. In addition to the text, in which the image of the letter necessary for memorization is repeated in various ways, there are also drawings. Many additional threads, secondary "clues" appear in the drawings, which enhance the memorization effect. The visual metaphor excites the emotional memory of the child, activates his attention to the object of memorization, and provides the selective focus of this attention. The organic combination of verbal and graphic images creates a solid foundation for non-violent, active and long-term memorization. Here's how it can be:
TALE ABOUT THE TANK WITH "O"
Once upon a time there was a tank. She knew how to bark, wag her tail, guard the house and loved to howl at the round moon, which looks a little like a letter "O"... And gnaw on a bagel that looks like a letter "O"... She also loved to look at a round cloud and a round sun, similar to the letter "O", loved autumn, which begins with the letter "O". In general, you, of course, guessed that she fell in love with the letter itself. "O"... And when I fell in love, I wanted to write with this letter.
Well, well, they said to her, we will write you "Sides".
No, I don’t want that! From what other side ?! - offended by the tank. “I don’t want to be called that!” I just want to pee with "O".
And they began to write it with "O".Like this: with "O"Tank. And then simply: a dog. So they still write.
(V. Agafonov)
As you can see, there are many threads, and they permeate the entire text of the fairy tale: these are words where "O" is under stress, and words that begin with this letter, and play with its form - focusing on real objects that resemble this letter. shape: round moon, bagel, letter-like "O", round cloud, round sun.
There is also a subtext, work with which, according to neurophysiologists, activates thought processes and is a powerful factor in the development of a child's brain structures.
Finally, there is a drawing. You will be able to see the written image of the letter "O" on it, and the abundance of round objects that the child is looking for with great desire and very quickly: a window in the house, a plate, etc. It helps to remember the color, the major energy of the picture, its features, taking into account the holistic and at the same time discrete perception of the child.
In each case, the magic threads, as we call them with children, are different. So, in order to remember how to spell birch, it turned out to be enough to read four lines with the children only once:
The birch was so white
That the letter "E" is from the word "white"
I went to her imperceptibly
And she didn't want to leave.
(V. Agafonov)
As soon as the child "enters" the picture, gets used to it (and this happens in a few seconds) and peers into the expression on the face of the birch and especially the letter itself, so tenderly and tenderly clung to the trunk, - and it is simply impossible to write a birch with a letter "AND".
By the way, I asked the children which line the artist had drawn, and I always heard the answer: the fourth, "And didn't want to leave"... After whatever time this word is caught in the dictation, the image perceived from the picture and the text will instantly and involuntarily appear in the child's mind - and there will be no mistake.
However, poems and fairy tales, a spacious context for an associative "hook" at the next stage of mastering the algorithm is no longer necessary. Just an image is enough. For example, to remember the word cucumber, you can imagine a huge, enormous cucumber and say to yourself: “Wow! Oh-ho-ho, what a cucumber! Huge, good! And he himself looks like the letter "O". It starts with the letter "O"! " That's all!
It turned out that it is much easier for a child than for an adult to invent his own strings and tie words to them, "like balloons." I believe that the word stubborn helps my students. “They lacked this word, just as they lacked a verb, think up instead of compose. They just want to override the "stubborn" words and write them correctly, without mistakes. " Perhaps, in fact, the semantics of the word stubborn evokes certain emotional impulses, the motivation for memorization is enhanced, the motivation for finding specific techniques that can help "re-obstinate" the word.
Later, the author only offers his own version of the associative "hook", letting the child understand that this is exactly the option. This can be done, for example, like this. We place three vocabulary words in a scarlet frame: wheel, page and scarf. A metaphor is introduced into the assignment: "Try to bind each stubborn word to another word ...". And just below:
The wheel is interspersed?
Is the page weird?
Was a dress made from Thumbelina's scarf?
Look for the magic threads!
In fact, this is how you imagine a wheel from a bicycle, from which sharp spokes stick out and prick. They are To O adore, That's why To O forest!
Interesting fact! Children do not confuse helper words, which they find by association, and related words. In their minds, this is clearly divided, and no special effort is required for this: only once, once and for all to separate these concepts. With question marks, we seem to tell the child: "We have come up with this, but maybe you have another option? Another image? You can use ours, or you can use yours."
And it is very important that a child already at the age of seven understands that everyone has their own associations, although they can sometimes coincide in different people. It is very important to teach the child to involuntarily find the image that is more suitable for him and it makes it easier for him to remember, to trust himself in this regard.
The very image of magic threads (both verbal and in the picture) also works. Strings, knots, bindings, hooks, bridges - all these words, when a child hears or reads them, stimulate associative thinking, contribute to the involuntary emergence of images, associative chains.
The skill of associative work is formed in younger schoolchildren so quickly that by the end of the first grade they are much ahead of their parents, and often even the teacher. And most importantly, they like to memorize that way.
Cutlet
Once upon a time there was a cat. He did not like winter, but he loved summer!
He loved so much that he began to travel around the world to catch up with summer. The cat became famous, and they began to call him Cutlet.
Cat-summer's cat was an excellent culinary specialist. He invented various meat dishes. Once he took minced meat, added onions, eggs, salt, pepper, mixed and made small round cakes. Cat-summer's cat fried them in a pan. Everyone liked the new dish. People went to the cat Summer for a recipe. He opened a restaurant where minced meat cakes were the signature dish. Everyone fell in love with this dish and named such a cake in honor of the cat, Cat-years - CUTLET... Since then, cutlets have been known to everyone!
Frost
Once upon a time there were two letters - "AND" and "Y"... They were very similar to each other, although slightly different. Have "Y" had a bow, and "AND" He was absent. First graders confused them all the time. Instead of "AND" wrote "Y" or vice versa.
One night the letters conferred and figured out how to help the children. They asked for a syllable "not" settle between them. and a sentence appeared on the board "And - not Y!"
In the morning the children saw him and were delighted. The letters helped them a lot. And the teacher said: "What a beautiful word glitters on our blackboard!"And the children read the word in unison "FROST". From that day on, they forever remembered how this beautiful word is spelled.
And one girl drew a whole visual aid that helps to remember how to spell the word precipitation. She drew a huge cloud on a large sheet of paper and wrote CLOUD beside it. Then I drew rain and snow that come from this cloud and wrote: PRECIPITATION. And she connected these two words with an arrow: precipitation - because from a cloud. Great!
But the point is not to memorize thirty, or forty, or even two hundred specific words, and not even to learn how to memorize the spelling of any word in this way. The most important thing is that the guys extrapolate the associative algorithm of memorization in general to any educational information - in mathematics, natural history, in any subject. However, perhaps this is not even the most important thing, but the fact that this algorithm develops, that it gives the necessary impulse to associative processes in the activity of the brain, increases the creative potential of children. Well, it's simple - it makes life more interesting and emotional in the lesson. The associative technique is not the only one with which the author helps children memorize the image of a word. There are many other techniques: playing with the font, saturating the text with a certain letter and sound, etymological discoveries that we make. However, the associative line remains the leading one. It even goes through etymological analysis. An active need for a metaphor that carries information is formed in the child, and not only the skill of assimilating such a metaphor is being developed, but also the skill of creating it.
When working with a metaphor (both someone else's and your own), emotional memory is turned on, memorization and assimilation become fast and durable. It must be said that the associative technique, and in particular its techniques that work on memorization, help to coordinate various channels of perception: visual, auditory and kinesthetic, and this is one of its virtues. Let this article be another poem about the "stubborn" word. My children and I continue to learn to memorize!
Little painter
Somehow painted a ball
Very small painter.
The painter was a small sprout,
He fell off the ladder.
I fell down the ladder,
I hit the letter "A" with my hand.
The hand got stuck in the letter "A"
And grief is not enough for him:
"So what if I fell?
So what, that the growth is small?
But I painted the ball,
Because I'm a painter! "
(V. Agafonov)
Positive Effects:
Children write vocabulary words practically without mistakes. And the algorithm for memorizing vocabulary words has become a favorite "tool" for training imagination and memory. They often offer their associations, ideas, images, come up with fairy tales and even write poems.
The emergence of the method of sound associations is associated with the fact that in all languages of the world there are words that sound the same, but have different meanings.
The method of memorizing the correct spelling of words using sound associations is most often in demand among high school students and adults. This method helps to remember the spelling of words of any complexity. It resembles the method of memorizing foreign words using phonetic associations.
What is a method of memorizing the spelling of words using sound associations?
As practice shows, even adults with higher education sometimes find it difficult to write grammatically difficult words.
This is not surprising, in Russian there are many vocabulary words, and school years are quickly erased from memory. For the longest memorization of the correct spelling, the method of phonetic associations is used.
We will analyze what this method is with a specific example. Let's take the word WINEGRET. Its correct spelling often raises questions. For ease of memorization, we break one word into two consonant: "Wine" and "Negro".
Then we will compose a short story from them: "WINE NEGRO was washed down with a vinaigrette." It is desirable that the plot be expressive and memorable.
Let's take another word STADIUM. To memorize it, you can use the words "herd" and "wild". Approximate plot: "A HERD OF WILD animals grazed in the stadium."
This approach leaves a clear picture in memory, and with it the spelling is remembered.
Step-by-step application of the sound association technique
Let's analyze step by step the algorithm for memorizing the spelling of a word using the technique of phonetic associations:
- Make sure that you want to remember exactly the correct spelling of the word and that it is absolutely impossible to pick up test words for it.
- Choose consonant words in such a way that they contain the part that causes difficulty in writing. There should be no doubt about the spelling of such words.
- Make a simple and memorable plot of consonant words. It can be anything: funny, bright, extraordinary. An unusual plot is always remembered faster. Include a sense of humor.
- Try to apply the methods of revitalization and compassion. Try to "feel" the plot. Imagine it as real as possible. This will increase the efficiency of memorization, since several types of memory are involved in the process at once: tactile, auditory, kinesthetic.
- Spell the difficult word and story you have come up with to memorize several times. When writing, highlight the problematic parts of the consonant words. The interaction of visual and auditory memory will help you remember the problem word faster.
Increasingly, primary school teachers use mnemonic techniques in their work with vocabulary words.
Mnemonics (from the Greek mnzmz - memory and tйchnz - art, skill) - the art of memorization, a set of techniques and methods that facilitate memorization and increase the amount of memory by the formation of artificial associations, it is a system of internal writing that allows you to consistently write information transformed into the brain in a combination of visual images. Mnemonics uses the natural mechanisms of memory in the brain and allows you to fully control the process of memorizing, storing and recalling information.
As we mentioned above, the thinking of primary school students is visual-figurative, i.e. it is based on concrete ideas and images. In this regard, in most of them, the figurative type of memory accordingly predominates.
Successful memorization is facilitated by the observance of certain conditions:
1. Setting for memorization: the student should want to remember what he needs to remember.
2. Interest: it is easier to remember what is interesting.
3. Brightness of perception: everything that is bright, unusual, that which evokes certain emotions is better remembered.
4. Imagery of imprinting: memorization based on images is much better than mechanical memorization.
The essence of using mnemonics when memorizing vocabulary words is to come up with such an image with the help of an associative picture, hint word or mini-fairy tale so that a difficult word in spelling can be easily remembered, and children were sure which letter to write in it. There are many ways to "brighten" the spelling, to draw special attention to it. "Strengthening" comes at the expense of the figurative presentation of the material, by building a storyline of memorization, writing peculiar stories, fairy tales, poems, fables, jokes.
Effective techniques for "strengthening" the spelling are:
1) writing a memorized letter in a word by analogy with the object itself;
2) drawing up puzzles;
3) the use of rhymes;
4) memorization in a generalized way by composing stories;
5) an appeal to the history of the word - etymology.
Below we will consider several methods, which include the above methods of figurative memorization of words.
Etymology is a department of linguistics that studies the origin of words, as well as the very origin of a particular word.
Elements of etymological analysis are introduced to work with Russian words, simple in structure. Frequent in use and accessible to students by origin (birch - goes back to the word white, big - to the original pain - "strength", a cow - to the common Slavic kor - "horn", head of cabbage - by the word bump, frog - to the original frog from kick - "Kicking", cucumber from cucumber - "unripe", pie - to the original feast). The source language at this stage need not be communicated to children, the word "in the old days" is enough.
Etymological analysis - elucidation of the earlier existing morphological structure of a word, its past word-formative connections, determination of the time and source of the appearance of the word, establishing the method of its formation from the corresponding productive base
Etymological analysis is an effective technique for enriching the vocabulary of younger students. This technique can serve as an important means of explaining the meanings of incomprehensible words related to natural history, moral and aesthetic concepts in the lessons of the Russian language and reading.
Based on the fact that the spelling skill is formed in the process of speech activity, has content and operational aspects, four stages can be distinguished that contribute to a qualitative change in the spelling skill of unverifiable and difficult-to-check words.
1. Preparatory stage.
The purpose of this stage is to equip students with the necessary theoretical knowledge and practical skills that make up the content side of the spelling skill of vocabulary words.
2. Indicative stage.
The object is the unverifiable word, and the goal is the correctness and awareness of its spelling.
3. The fixing stage.
A variety of creative tasks are used that develop the mind, activate the imagination and fantasy of children.
4. Stage of control and self-control.
At this stage, dictations, statements and games from entertaining grammar should be carried out.
According to A.N. Tikhonov's knowledge of the etymology of a word, the rules of word formation, the ability to divide a word into its component components, to determine the role and meaning of parts of a word helps to avoid many mistakes, contributes to an increase in literacy and speech culture.
So, the use of etymological analysis in the lessons of the Russian language when working with words with unverifiable spellings puts the teaching of spelling on a scientific basis. At the same time, the child's consciousness is involved, due to which the vocabulary and spelling work becomes more effective. When using etymological analysis in the classroom, it is necessary to clearly distinguish it from morphemic analysis in order to avoid incorrect morphemic articulation of words. Etymological analysis in primary school should be used as an auxiliary technique for spelling, lexical and other practical purposes and should be carried out by the teacher, taking into account the age characteristics of the students. In this case, etymological information is available to younger students, they are perceived with great interest. At the same time, the explained words are mastered by schoolchildren both in meaning and in terms of spelling.
Unfortunately, etymological analysis is rarely used in elementary school for spelling purposes. The reason is the insufficient equipment of schools with material specifically oriented towards such analysis. Therefore, the types of work presented below will help students consolidate their knowledge, skills and abilities in the process of vocabulary work based on etymology.
1. Stories about the origin of words.
2. Etymological dictionaries "To the origins of the word", compiled by students on the basis of the studied words.
3. The game "Is it true?", Developed by ON. Lyovushkina.
4. Etymological crosswords.
5. Dictation with justification.
For example, (soldo) soldier, (tetra) notebook, (punishment) pencil, (slave) work, (cucumber) cucumber.
6. Self-dictating.
For example: remember and write down as many words as possible that have in their composition the historical root - count - (from colo) with the meaning "circle".
(Wheel, carriage, ring, chain mail, about, outskirts, bun, etc.)
7. Auction of "difficult" words.
It is carried out orally. The winner is the one who is the last to name the word with the sign specified in the task.
Name the words that have the full accord -oro-.
(City, peas, sparrow, frost, vegetable garden, road, crow, cow, well, etc.)
Based on knowledge of etymology, such work develops the attention of students, since children do not have to repeat the words already named.
8. Composition-miniature.
Students are invited to choose one from the proposed list of studied words and write a small essay on the topic: "Why is this word called that?"
9. Etymological exercises.
1) Tell, from what words the words hare, car, work are formed.
2) Determine which attribute of the object is indicated by its name.
Birch, sparrow, cabbage, strawberries, shovel, pencil case, notebook.
The described types of work contribute to the consolidation of the knowledge gained by schoolchildren about the etymology of words, the ability to divide words into morphemes both in modern and historical terms, the skill to compare consonant words in meaning (and the meaning of a word is derived from its origin), knowledge of the spelling of dictionary words.
Scientists-psychologists - Matyugin Igor Yuryevich, Chakaberia Elena Isakovna, Rybnikova Irina Konstantinovna and Slonenko Tatyana Borisovna, have developed an original scientific methodology that uses simple and effective methods of memorizing vocabulary words:
1. The method of graphic associations.
2. Method of sound (phonetic) associations.
3. Combined method.
4. Method of generalization.
This technique has been tested for many years in the "school of Eidetiki".
Eidos is "image" in Greek, and eidetism is a kind of figurative memory, expressed in the preservation of vivid, visual images of objects for a long time.
Eidetic refers to the doctrine of subjective visual images that are observed in children and adolescents at a certain stage of their development, as well as sometimes persist, mostly as an exception, in adults.
Eidetics includes a system of play exercises that are aimed at developing memory, attention, and imagination. Play and exercise utilize every child's inherent imaginative capacity. With external entertainment, the exercises are based on modern scientific ideas about the structure of attention and memory. Eidetic techniques can be used directly in the lesson. For this, there are games: “What does a letter look like”, “Transformations of words”, “How words are formed”, “Draw a letter”, “Change one letter - the word will change”. Riddles, crosswords, charades, rebuses teach children to think figuratively, compare, find differences, turn one object into another. Thus, they get acquainted with the simplest techniques of eidetics and mnemonics, and most importantly, they learn to think creatively, that is, outside the box, out of the box.
Graphic associations method children like it more than others. Its essence lies in the fact that a child, in order to memorize a word, performs drawings on letters that cause difficulty in writing. The memorized letter can be large or small, printed or written, in any font.
R A KETA ( A- rocket),
YAG O YES ( O- berry).
FOREST T NICA ( T- stairs)
Z A WOD ( A- plant pipe)
Per I am c ( I am- bunny)
G O rox ( O- pea)
Dictionary words with pictures for quick memorization in the book of O.D. Ushakova are very diversely presented. "Write a dictation without mistakes!" ...
Sound method(phonetic) associations.
The method of sound associations was used in the compilation of quatrains by the author of the book "Dictionary in Verses" E.Z. Soldatova.
Difficult to learn words
The game helps us.
Pe the tukha was called “ Pe cha "-
Pe he loves at dawn.
A honey after all, on the contrary.
He does not like to sing, he loves honey.
So as not to be offended by O ditch
And it didn't turn sour O l O to,
We are both of these friendly words,
We write at the root with the letter O.
Look children
Crayfish flies to crayfish ete.
Nata's times in the room a that one entered,
And the letter A she found.
There is a letter a was captured
Between the letter T and the letter N.
You can also use comic questions and riddles.
In what words spruce"Growing"? (teaches spruce, potato)
The following technique is used when the phrases and the vocabulary word are in good consonance.
For example, the word breakfast. The word "cancer" is consonant with it. If you combine these two words in one phrase, you get:
For tomorrow crayfish - crayfish.
You can also use the following phrases:
Kos cha in braid tyume, and Pa led in na only.
Memorizing such phrases, students practically do not make mistakes in these vocabulary words.
The disadvantage of this method is the heap of phrases in the selection of consonances for words with two or more unverifiable letters. In which case it is recommended to use the combined method.
Combined method- this is the use of both graphic and phonetic associations when memorizing a vocabulary word in the event that this word contains several unverifiable letters.
Etc and willow and v O(2 and- outstretched palms for greeting).
Hello in in ron in roars.
Generalization method.
When using this method, students are encouraged to:
1. Imagine objects, phenomena or actions that words mean.
2. Combine words into groups.
3. "Animate" groups of words by composing sentences.
Cla ss
Su bb otah
RU ss cue
Our cla ss and in su bb ooo was ru ss cue language.
Apartment
pencil
Katya's apartment a rub to a rtina, on to a rtina k a rand a shoom drawn st a can.
WITH O tank
With O rock
apple O To O
Shameless with O tank stole from s O rocky apples O To O.
Psychologists say that information, supported by emotions, is fixed in the memory better. And the more students use experience, supported by vivid memories, when coming up with a plot of pictures, the better the result will be.
We have proposed another method for memorizing vocabulary words - method of using fingerprint gestures.
Dactyls are gestures that denote the letters of the verbal language.
The Russian dactyl alphabet is an auxiliary system of the Russian sign language, in which a letter of the Russian language corresponds to each gesture of one hand. In Russian there are 33 letters - respectively, the same number of dactyls. Pronunciation is conducted according to the rules of Russian spelling.
To enhance memorization and emphasis on the "difficult place" in the vocabulary word, we propose to show a gesture indicating the letter that corresponds to the unverifiable spelling.
Analyzing non-traditional methods and techniques for studying vocabulary words, we came to the conclusion that the use of figurative memorization, etymological analysis, the use of sign alphabet will arouse students' keen interest in the learning process, diversify the lessons of the Russian language, fill extracurricular activities with creativity, and also serve as a way of developing everyone mental processes of students in general.
Conclusions for chapter 1
Based on the linguistic foundations of the development of literate writing skills
among younger schoolchildren, as well as the age characteristics of children 9-10 years old and taking them into account in the development of the skill of literate writing and analysis of traditional programs in grade 3, the following conclusions can be drawn:
1. Formation of the skill of literate writing is one of the most important and difficult to solve problems in the modern school.
2. In working on the formation of spelling skills in students, it is necessary to rely on knowledge of the basic principles of spelling at school, as well as take into account the age and psychological characteristics of children.
3. The variety of Russian spelling rules is explained, on the one hand, by the peculiarities of the phonetic and grammatical structure of the Russian language, the specifics of its development, and, on the other hand, by the interaction with other languages, both Slavic and non-Slavic. The result of the latter is a large number of words of non-Russian origin, the spelling of which has to be memorized.
4. Younger school age is a favorable and receptive period for any information coming from outside, this is a crucial stage of learning, at which the foundations of language learning in general are laid.
Primary school students have a great potential for the development of cognitive processes, which makes it possible to manage the learning process, relying on the psychophysiological characteristics of children of this age.
5. When conducting the educational process for a more productive assimilation by students of the material, it is necessary to take into account the leading channel of perception of each student in the class and, based on this, if possible, present information so that the children can see, hear and feel it.
6. The use of traditional and non-traditional methods of acquaintance with vocabulary words develops children's attention, memory, thinking, imagination. Unconventional methods make the work of memorizing words with unverifiable spellings not only lively, exciting and easy, but also make it possible to expand both the vocabulary of students and the range of their literate writing, instilling in them a love of the word, of the language.
7. Analysis of traditional teaching programs for third graders shows that not enough time and space is allocated in the context of the lesson and in the annual plan for teaching the spelling of words with unverifiable spellings. Therefore, in many respects, the quality of mastering vocabulary words by students will depend on the skill and creative approach to the process of teacher education.
8. One of the main tasks of an elementary school teacher is to correctly assess the individual characteristics of the development of speech, thinking, memory, imagination and perception of each student, to use them most fully in the learning process, to awaken interest in learning and cognition, to come up with such methods and techniques that will help overcome the learning difficulties for children, form students' steady interest in the learning process, relieve tension, stiffness, help form learning skills and create conditions under which the learning process will be interesting, exciting, fruitful and effective.
