"Methods of teaching literacy" (to help a student or a novice teacher). The main purpose of the preparatory period is the introduction of basic concepts for teaching literacy: word, sound, vowel and consonant sounds, sound sign, etc.

Literacy as a stage of mastering reading and writing.

1. The purpose and objectives of the period of literacy.
2. Characteristics of the period of learning to read and write.
3. Types of tasks for students in the period of literacy.
4. Evaluation of the child's achievements;
5. Conclusion;
6. Bibliography;

1. The purpose and objectives of the period of literacy;

Target literacy course is to lay the foundations for the formation of a functionally literate personality, to ensure the language and speech development of the child, to help him realize himself as a native speaker.

Main tasksliteracy period:

Expand the horizons of children;

Activate internal and external (oral and written) speech;

To develop intellectual and cognitive activity, to arouse in the child a positive attitude towards learning;

To develop the psychophysiological functions necessary for productive learning to read and write.

Literacy is taught by the analytical-synthetic method, which consists of two interrelated processes - analysis and synthesis.

The literacy course consists of several periods:

1. preliterate period.

The tasks of the pre-letter period are the development of children's phonemic hearing, the ability to isolate sounds from a word, to produce a syllable-sound and sound analysis of words; compare sounds in similar-sounding words.

Development plays an important role at this stage of education. oral speech, listening and speaking skills. The lessons also introduce the concepts of word, sentence, vowels, stress. Children learn to choose words that name the object in the picture, to name the same object different words(cat, kitten, toy; grandfather, grandfather, old man, old man, etc.), draw a word diagram (show vowel sounds, number of syllables, stress), make sentences from pictures, draw a sentence in the form of a diagram

In the pre-letter period, preparations are being made for teaching writing (coloring, drawing, shading in different directions, tracing along the contour, writing elements of letters).

1. letter period.

During the letter period, work is being done to teach reading and writing, to develop speech, and to develop interest in reading.

Literacy education is an integral part of the continuous course of the Russian language and speech development for preschoolers, primary and secondary schools. This means that in the course of teaching literacy, certain directions (lines) of the development of children within the framework of the subject "Russian language" are highlighted, which are implemented at an accessible level for children.

Literacy (reading, writing as types of speech activity); development of listening and speaking skills;

Expanding children's active, passive and potential vocabulary; mastering the grammatical structure of speech;

Mastery of spelling and punctuation; development of spelling and punctuation vigilance;

Mastering the skills and abilities of understanding and analyzing texts different types;

Acquisition and systematization of knowledge about the Russian language;

Disclosure for children of the beauty and richness of the Russian language, its connection with Russian culture; education by means of the Russian language;

Developing a sense of language in children.

In the course of teaching writing, the analysis of the printed and written image of the letter, the analysis of the graphic signs that make up the letter are carried out; comparison with other letters containing similar elements, exercises in writing elements of letters, letters and compounds, words and sentences, writing off words, sentences, texts from a printed sample.

As a result, it should be noted that the preparation of children for learning to read is carried out consistently and systematically, which makes it possible to achieve the goals and objectives of education at this stage.

The main purpose of the preparatory period is the introduction of basic concepts for teaching literacy: word, sound, vowel and consonant sounds, sound sign, etc.

It is necessary to form in children the ability to hear and understand the question, to answer exactly the question asked, to speak on the topic under discussion. It is necessary to teach children to enter into a conversation, to prove, to supplement, to object. In other words, “talk” the children. This is very important in the further learning process, and it is difficult.

2.Characteristics of the period of literacy.

During the period of learning to read and write, the child begins to master new situations, relationships, activities that require him to choose language means that correspond to these new circumstances.

For the same reason, the tasks of the literacy period are not limited to teaching children to read and write, they are focused on the successful adaptation of each child to the new conditions of his life, and on creating a basis for further productive learning of his native language.

The core of the literacy program is the initial awareness of the relationship between the target, content aspects of speech and the formal means of its expression (grammar, signs). The word in this period acts as the main analyzed unit of speech against the background of the sentence and the text. During active use language, the child himself discovers its rules, he himself establishes objectively existing relationships, thus comprehending his own preschool experience in using the language system.

The main way children learn oral and written speech is the child's independent speech activity and analysis of the correspondence of speech means to a specific situation.

At further stages of training, the volume of material does not increase so much as the degree of depth, complexity and multidimensionality of its analysis changes. The technique of reading and writing is formed mainly during the period of literacy.

Teaching reading is based on the analytical-synthetic sound-letter method adopted in the Russian methodology. It assumes a consistent inseparable voicing of each letter, taking into account positional names.

The order of learning letters is focused on the students' awareness of the positional changes of sounds - the basis of the way of reading and writing. First, monosound vowels and sonorous consonants are introduced. During this period, children in short, simple words master the way of reading and writing, observe the letter "I" as an indicator of the softness of consonants. Then all paired consonants are studied in terms of deafness - voicedness, and, finally, when the children have sufficient experience in phonetic analysis of words and reading them, the most difficult cases are introduced: two-sound vowels, unpaired deaf consonants, soft and hard signs.

Gradually, from stage to stage, the length of words increases, a confluence of consonants appears, a discrepancy in the sound and letter composition, a discrepancy in the number of sounds and the number of letters. This approach to the order of learning letters and the gradual complication of words allows children to independently discover the rules of reading; derive the rules for writing voiced consonants and checked unstressed vowels at the root; recognize the spelling of vowels after hissing, the absence soft sign in combinations of the letters CH and Щ with consonants other than L, and so on, i.e. it is quite natural to enter the grammatical system of the language.

A significant expansion of the language material is a necessary condition for organizing an active mental activity schoolchildren, associated with emotions, experiences, volitional tension, for their development of adequate forms and means of communication, for the accelerated formation of reading and writing skills.

Already in the alphabetical period, in addition to the traditionally central topic "Phonetics", students are given the opportunity to make broad grammatical observations in the field of syntax, morphology and word formation. Their main goal during this period is to promote the formation of correct reading and correct writing skills. Leading to its achievement following lines works:

1. primary awareness of distinguishing words in meaning, grammatical and sound-letter composition;
2. children's initial observation of the three basic principles of Russian orthography: phonetic, morphemic, traditional, or historical.

The program provides for the observation of strong and weak positions of sounds in a word, discrepancies in spelling and pronunciation of words, concepts are introduced related words and forms of words, the concept of "root", words with verifiable spellings in the root (burrow - burrows, snow - snow) are compared with unverifiable, traditional spellings (cha, shcha, chu, shu, zhi, shi, same, she); observation of changes in the grammatical structure of words in a sentence, depending on the purpose of the statement, practical familiarization with the main features of the sentence and the word. This function is served by comparing sentences that differ in the purpose of utterance and intonation, comparing the use of other means expressing the meaning of the sentence: word forms, auxiliary words, word order, intonation.

3. Types of tasks for students during the period of literacy.In elementary school, it is advisable to use partial phonetic analysis, which allows students to focus on a minimum of theoretical knowledge, which serves as the basis for the formation of strong phonetic skills. phased phonetic parsing in elementary school will provide rich material for a complete phonetic analysis in the future (in the middle and senior level).

The main methods of conducting phonetic work are observation of the articulation of sounds, presentation of the reception of a drawn out or amplified pronunciation of a sound, performing an action according to a model, phonetic experience (experiment), modeling, phonetic construction. These techniques should help attract children's attention to the sounds of speech as an object of analysis and develop the ability to hear them, i.e. distinguish from the general flow and determine the character. In the future, in the following lessons, various types of tasks for the sound analysis of words are designed to help first-graders gain phonetic experience and hone their phonetic skills. At the heart of phonetic work throughout the training should be own actions student with the sounding word. Main recommendation teacher: "Say and listen to the word." Techniques for prolonged or enhanced pronunciation of sounds, a phonetic experiment (“let's try ...”), comparison of sounds, etc. - these are techniques that facilitate learning, helping a small student gain his experience.

The creation of special problem situations allows children to feel and realize the need for new knowledge to solve the educational and practical task of writing and reading. The primer is a sequence of educational and practical tasks, solving which children discover the laws of Russian graphics and spelling.

The described systemic logic of the development of the alphabetic theory is focused on a reasonable, conscious way of introducing the child to writing. But we should not forget that learning on a conscious basis is not the only way to gain experience. A person masters huge layers of practical experience intuitively, in the course of real-practical actions. Therefore, when teaching literacy, all the possibilities of the child should be used, therefore, the prescribed practice of reading is somewhat ahead of the theoretical understanding of this practice. So, in the texts, letters that have not yet been studied are occasionally found. This, firstly, teaches children to ask the teacher about unknown letters; secondly, it contributes to their involuntary memorization. The letters E, Yo, Yu, I are found not only in a theoretically meaningful position - after a consonant, but also at the beginning of a word, as well as after a vowel. Practical mastery of the way of reading the letters E, E, Yu, I in these positions prepares theoretical study the topic “Ways to designate the sound [j] in a letter”, starting which children already know how to read the corresponding words. They do not have to solve two difficult tasks at the same time. In other words, to develop reading skills in a child, we try to use the abilities of reason and intuition, and in addition, the practical experience of reading that the child already has. For this purpose, the Primer includes texts for well-read children, marked with a special icon.

Articulation workout.

On the board: Grandfather Danila shared a melon:

Dolku - Dina, Dolku - Dima,

1) reading in unison

2) reading in rows with the desired intonation

How many times did you meet the letter D, which means a soft sound?

How many times - solid?

What words have more letters than sounds?

Why?

Exercises that develop attention to the word and its parts and are a prerequisite for correct reading

a) Reading difficult words from the board, followed by an explanation of the meaning of these words, reading the words in reverse:

ecnlos ansev qyasem

b) Reading superimposed words:

c) Reading consonants according to the table. Students take a deep breath and as they exhale read 15 consonants of the same row:

BTMMPVCHFKNSHLZHZTSS KVMSPLBShGRDBLST PRLGNTVSCHTSFBHNM VMRGKTBDZSCHZBCHVN FSCHMZHDSHHCHMKPBRVS PTKZRMVDGBFKZRCH

d) reading according to the table - a triangle.

Students look only at the dot and read all the syllables: ma; mo; mu; we; mi (or look at the number 1 and read all the syllables).

Role reading.

The favorite type of reading among students is role-playing reading, which evokes a lot of feelings and emotions. Very useful and accepted by children are also such types of reading as “hide and seek” and “imaginary word”.

"Hide and seek": the presenter begins to read not from the beginning, but anywhere, naming only the page, the rest must find and adapt to the reading of the presenter. Children are very happy when they are the first to find the paragraph that the presenter reads. “Imaginary word”: the teacher pronounces the wrong word during the reading, the children interrupt the reading and read the word with correction. This type of reading is attractive in that they have the opportunity to correct the teacher himself, which raises their own authority and gives confidence in their abilities. A weakly reading student is more helped by such a type of work as “reading after the announcer”. Both a teacher and a well-read student can be an announcer, and a recording of a work can also be used.

Choral reading is also of great benefit. Here on an equal footingall students work: both fast readers and slow readers.

4. Evaluation of the child's achievements.

Graded training has been cancelled. But we are not in a position to cancel and have no right to ignore the natural need of the child to evaluate his work, his efforts, his personality. The main thing is that this assessment compares the child only with himself and is associated with a specific action. . Available different approaches in the literacy system. In my work, I use the Elkonin grading system.

The main form of materializing the child's success in the most difficult task for a first grader - in mastering the reading technique - can be a reading growth chart, on which the teacher marks the achievements of the little reader 3-4 times a year after an individual check of the reading technique.

If a child came to class reading, for example, 10 words per minute, then the “Words per minute” scale should not be started from zero, but from 10 (or 5). The holiday of reading growth, following the reading speed test, should not be overshadowed by anti-pedagogical: “Petrov already reads 60 words per minute, and Vasiliev only 20.” Much more objectively, children's progress will be visible if you say: “Both Vadik Petrov and Misha Vasilyev did a great job in reading lessons. Both have doubled in size.

The Reader Growth Graph is one possible form of assessment that does not hurt. Another form of materialization of the educational merit of the child can be medals, which gradually, as the topic is studied, will be awarded to all students. So, the medal "Connoisseur of vowels" will be received by each student who named all 10 letters of vowels. The medal "Master of Syllables" will be given to a child who unmistakably divided a number of words into syllables. The main thing is that the teacher's assessment should praise the child, that is, be extremely personal in its positive part, and not criticize the result. “I see that you have already learned how to put stresses: in 12 words, stresses are placed correctly. I have no doubt that you yourself will find two mistakes ”- this is a form of criticism that stimulates improvement.

Thus, this assessment system according to Elkonin seems to me the most optimal during the period of ungraded education at school.

5. Conclusion.

During the period of teaching literacy, it is necessary to promote the development of students' thinking, to awaken in them careful attitude and love for their native speech, arouse interest in knowledge of the Russian language, develop their linguistic instinct, the ability to observe the facts of speech, the ability to analyze sound phenomena. In solving these problems, various types of analysis of linguistic material are of great importance, which differ in content, volume and method of implementation. Phonetic analysis is also included in the number of types of parsing. It is important for students to be able to substantiate their opinion, show their understanding linguistic phenomenon. It is necessary that the guys, knowing the order of analysis, note during the analysis why they evaluate the analyzed fact in one way or another. Then the analysis will contribute to the development of coherent scientific speech. Develop thinking. Textbooks and teaching technology should make the learning process psychologically comfortable, help the child to fully realize himself.

6. List of references.

1. Adamovich E.M., Yakovleva V.I. Reading in elementary grades. - M., 1967.
2. Actual problems of methods of teaching the Russian language in primary school. / Ed. N.S. Rozhdestvensky, G.A. Fomicheva. - M., 1977.
3. Actual problems of methods of teaching reading in elementary grades. / Ed. M.S.Vasilyeva. - M., 1977.
4. Vizhankova T.I. Work on contextual synonyms- one of the means of developing coherent speech // Elementary school. - 1990. - No. 4.
5. Gaiduk E.K. Work on difficult words // Primary school. - 1985. - No. 4.
6. Kapinos V.I. and other Development of speech: theory and practice of teaching. - M., 1991.
7. Kozyreva L.M. The development of speech. - Yaroslavl, 2002.
8. Kuznetsova I.V. Experience in conducting the intellectual and personal marathon "Your Opportunities" in educational system"School 2100" // Primary school plus Before and After. - 2006. - No. 4.
9. Kuprov V.D. Vocabulary work at the lessons of the Russian language // Elementary school. - 1990. - No. 3.
10. Lvov M.R. and other Methods of teaching the Russian language in primary classes. - M., 1987.
11. Methods of grammar and spelling in elementary grades. / Ed. N.S. Rozhdestvensky. - M., 1975.

Literacy Methodology

Literacy education - a special stage in mastering the initial skills of writing and reading (a launching pad in the child's mastery of all school wisdom: “First, az and beeches, and then science”).

The objectives of the literacy period:

develop basic reading and writing skills;

development of phonemic hearing

Literacy is integral part teaching the Russian language. In the process of teaching literacy, the speech skills of students develop, they become attached to reading literature, the basic language concepts, the simplest spelling and grammatical skills begin to form, that is, the methodology for teaching literacy is closely related to other sections of the methodology: grammar, spelling, orthoepy, etc.

All modern textbooks can be divided into three groupsaccording to the principle of construction :

frequency principle (K. D. Ushinsky, V. G. Goretsky) the study of sounds (letters) means that the most commonly used sounds are studied first, then the less commonly used ones go, and finally, a group of less commonly used ones is introduced.

Positional principle (D.B. Elkonin) means that sounds are studied in accordance with the phonetic system of the Russian language: vowels a-z, o-e, etc., sonorous consonants, paired consonants, etc.

Genetic (R.N. Buneev) by the complexity and similarity of writing sounds and letters (the similarity of the elements i, p, g, p, t)

Each lesson is given two pages of the "ABC" (or spread), which containdifferent types of materials :

text material: columns of words, sentences, texts for reading.

Illustrative material: subject pictures, plot pictures

Out-of-text elements(schemes of words and sentences, syllable tables, tape of letters). The purpose of the tape of letters is to systematize the studied sounds and letters.

Entertaining material: rebuses, "scattered" words, "chains" of words, tongue twisters, etc. The main purpose of the game material is to instill in children an interest in their native language, to promote the development of their speech and thinking.

Block 1 - basic language concepts (speech (oral, written), sentence, word, syllable, stress, sound, vowel-consonant, vowel-stressed, unstressed, hard-soft consonant, voiced-deaf)

Block 2 - all the letters and sounds of the Russian language, we learn smooth syllabic reading, copying from printed and handwritten texts, writing from dictation

Literacy education is divided into 2-3 stages:

Stage 1 - pre-letter (pre-letter preparation)

Duration from 2-3 lessons up to 2 months.

What are we getting to know? (language concepts)

Offer - these are several words that are interconnected in meaning and express a complete thought - a sentence scheme - its design (the thought began, the thought ended), with the help of thoughts we express feelings, punctuation marks at the end of the sentence (?,!, ., ...)

Word

Syllable - we divide the word into syllables in different ways (clapping, chin, chanting - the child himself chooses a convenient way)

stress - ways of setting stress: call the word; put stress on different syllables, then choose the correct option, you can ask the word: is this mama? Show different ways of setting stress.

Sounds - speech and non-speech (can you assemble a word from these sounds?) - you can assemble a word only from those that a person pronounces.

Vowels - they sing, the air passes freely, they do not meet an obstacle - we pronounce it quietly at first, then loudly, the louder, the wider the mouth opens (vowels - mouth openers), historical background - voice, voice

Consonants - they are not always sung, the sound meets an obstacle, stumbles, mouth-closers, hard, soft, etc.

Lesson structure free, the main thing is to observe 4 points:

assimilation by students of a new term;

active mental activity of students;

organization of the activities of the students themselves (visual-effective thinking): games, work with cash registers of letters, diagrams-models, etc.;

2-3 physical minutes.

Types of activities of students in the preparatory period:

Phonetic work:

selection of sentences from the speech flow;

highlighting individual words in a sentence;

scanning words, highlighting syllables;

comparison by size of object and word;

highlighting the stressed syllable;

selection of words to the syllabic or sound scheme;

exercises in onomatopoeia;

highlighting the first (last) sound in a word;

selection of words for a certain sound (taking into account hardness-softness);

highlighting each sound in a word;

determining by ear the number of sounds in a word;

selection of vowels (consonants) sounds in the word;

combining into pairs of words with the same vowel sound (beetle-key, cheese-smoke)

Formation of ideas about speech and sentence : Answering the teacher's questions from the pictures, making sentences. Answers to the question "What is it?" subject pictures. Asking questions for subject pictures (they don’t know how, they need to be taught). Compilation of proposals for a series of plot pictures. Count sentences in speech. Count words in a sentence. Telling by perception, by memory, by picture; retelling (based on the skills obtained in d / s).

Lexical work : acquaintance of first-graders with the meaning of new words; introduction to the active vocabulary of words on school topics; distribution of words thematic groups(educational things, toys, tools, birds, insects, vegetables, etc.); extracting a word from a sentence.

Hearing: reading by the teacher of works of art accessible to the understanding of children; reading texts in primers intended for reading by adults; conversations based on what the teacher has read.

Reading: reading poems memorized before school; for reading children - reading texts in the primer or specially selected by the teacher.

Stage 2 - alphabetic

Starts with the first letter, not in alphabetical order.

At this stage, there are two types of lessons:

introduction of a new sound,

reinforcement lesson.

The structure of the lesson introducing new sounds and letters

1st stage: Sound (syllable-sound) analysis of words.

Tasks: to teach to analyze a sounding word, to isolate and characterize sounds, i.e. develop phonemic awareness in children.

Receptions:

Sound (syllable-sound) analysis of words according to the finished model or compilation of a sound model; prolonged intonation of sounds.

Isolation of a sound from a word, its characteristic; observation of the articulation of sound.

Exercises in hearing the sound in other words; inventing words with a given sound (in different positions).

The designation of sounds with known letters, i.e. transition from a sound model to an alphabetic one.

staging learning task: "What letter to designate given sound?»

2nd stage: Introduction to a new letter.

Tasks : children mastering the idea of ​​the symbolic nature of letters, mastering the norms of graphics, mastering the visual image of block letters.

Receptions:

The introduction of a letter as an icon to designate a sound or sounds (the alphabetic name of the letter is given).

Examining the letter, comparing (what this letter looks like).

Finding in the "Checkout of Letters" and imposing a letter on a conditional icon in the sound model.

Introduction of a new letter into the alphabetical record of a word; placement on the "Tape of Letters" or in the "City of Letters".

3rd stage: Reading syllable-fusions (SG) with a new letter.

Tasks: to teach the continuous reading of the SG with a focus on the letter of the vowel; to form a way of designating the hardness and softness of consonants with the help of vowel letters.

Receptions: analysis and synthesis.

4th stage: Reading words with a new letter.

Tasks: formation of the initial reading mechanism; understanding the lexical meaning of words; grammar and spelling propaedeutics.

Receptions:

Reading words with a task (for example: read and mark an incomprehensible word; read and find an extra word).

An arrow connects a word in a column and a word in text.

Clarification (clarification) of the lexical meaning of words.

Typing and composing words from split alphabet.

Correlation of the word and the sound model; sound and letter composition of words.

Comparison of words for various reasons (lexical meaning, sound, syllabic and letter composition).

Game techniques, cognitive techniquesreading (Sh.A. Amonashvili).

Compose phrases and sentences with these words.

Propaedeutic observations on the linguistic features of words (for example: wound-wound, orderly - orderlies; mushroom - mushroom - mushroom pickers, etc.).

Word drawing using words: on the board, the teacher draws a frame, inside which words are printed in different places. Children need to guess by reading the words what can be drawn in the picture in the frame.

5th stage: Reading literal text.

Tasks: formation of a reading mechanism and reading comprehension techniques; mastering the general way of working with any text; organization of productive multi-reading.

The scheme of working with literal text (stage - goal - techniques) is as follows:

work before reading

predict the content of the future text

forecasting:

by illustration (consideration, conversation, compiling a story);

by keywords;

by title.

work while reading

buzzing reading;

reading to each other in pairs;

reading aloud in a chain;

clarifying questions during the reading;

clarification of the incomprehensible;

teacher comments.

work after reading

reach understanding

read

final questions;

Final expressive reading;

correlation with illustration and title;

creative tasks.

The structure of the consolidation lesson will contain all of the listed stages, except for the 2nd and 3rd.

Difficulties of first graders:

sound fusion - look at the second letter, it commands how we will pronounce the first.

Regressions - these are return movements of the eyes with the aim of re-reading what has already been read (they slow down the speed of reading).

Anticipation - anticipation, semantic guess (at the first stages - reading errors).

Stage 3 - post-letter

Children are encouraged to read excerpts from famous works. The lessons of the final part prepare children for the lessons of literary reading and are similar in structure and content to them: preparation for the perception of the text, acquaintance with the text, analysis of what has been read. Here it is important to work on such qualities of reading skills as correctness and consciousness. Expression and fluency fade into the background.

Letter

Learning to write - This is, first of all, the development of a graphic skill. Features of the graphic skill are that this skill, on the one hand, ismotor (mechanical) and, on the other hand,conscious .

The conscious nature of writing is as follows:

a) in the correct correlation of sound and letter; b) compliance with a number of graphic and spelling rules; c) in using the writing skill to convey their own thoughts and feelings.

primary goal - the formation of a graphically correct, clear and fairly fast letter.

Achieving this goal depends on the solution of the followingtasks :

familiarization with the rules of landing and possession of tools;

orientation on the page of copybooks and notebooks;

familiarization with the styles of letters, their reproduction;

writing syllables, words and sentences in observance of the slope and the same height, proportions of letters;

teaching non-stop (if possible), rhythmic and fast writing;

prevention of distortion when writing letters;

correction of individual handwriting defects in individual students.

Writing teaching methods:

copy method - circling letters printed in special notebooks with dots, pale ink or written by a teacher in pencil; writing through tracing paper or plastic wrap. (reproductive method based on mechanical exercise does not lead to conscious mastery of the skill of writing).

Line method - the use of exact and always the same distances between the elements of letters, the exact proportions of the height and width of the letter and its parts. At one time, an auxiliary grid was used for this purpose, which determined the proportions of the letters. Its use was abandoned due to the fact that it is harmful to vision, deprives children of independence, hinders hand movements and thus does not contribute to the development of writing skills, the formation of an eye. The child masters the proportions of the letter during the analysis of the shape of the letter, then fixes them in the process of writing.

genetic method - letters are studied in order from graphically simple in form to graphically more complex.

rhythmic (tactical) method - a letter under the account, at the same pace for all students, rhythm. Currently, many methodologists and practicing teachers reject this method, however, its limited use allows you to develop a general writing speed in the class, which is necessary for dictations and tests.

Carster method consists in prescribing special strokes, which contributes to the development of hand movements: fingers, hands, forearms. At the same time, the ability to use the direction, space of the sheet is also formed, and freedom and ease of hand movement are developed. According to many methodologists, the Carster exercise system is more suitable for training with adults when developing writing speed or correcting handwriting, because. many strokes are complex in technique. However, individual exercises can be used for classes with children.

Thus, in the practice of teaching best results are achieved by a reasonable combination of these methods at certain stages of learning to write.

Stages and conditions for the formation of a graphic skill:

1. Shading shapes, tracing stencils, drawing patterns, and other exercises aimed at developing fine motor skills, developing the ability to follow the line, properly position and hold writing instruments, write straight and rounded lines, etc.

2. Letter elements of letters.

3. Letter of individual letters without connection with other letters.

4. Writing combinations of letters, syllables, whole words.

Methodical methods of teaching writing.

showing the writing by the teacher (when getting acquainted with the letter, element, pronunciation);

write-off from finished sample(imitate, reproduce writing samples given in copybooks, on the board or in notebooks);

copying (the student exercises in performing the correct movement);

imaginary letter (letter in the air);

letter shape analysis;

a) analysis of the letter, decomposing it into visual elements;

b) analysis of the letter in terms of movements in writing;

c) analysis of the letter in comparison with previously studied ones.

The letter being studied for the first time is first analyzed by the number of elements. Then the teacher explains how to write a letter, highlighting the main elements of movement, indicating its proportions and features. An effective method of forming the image of a letter is to construct it from elements - templates.

mastering the rules of writing:

Letters must be written with the same inclination.

Letters in words should be written at equal distances.

Letters in words should be written the same height.

The syllable is written continuously.

a letter under the count (The movement “towards oneself” is accompanied by the count “one”, “two”, “three”. We write the connecting movement “from oneself” under the count “and”, which is pronounced either longer or shorter, depending on the length of the path) ;

analysis of erroneous spelling (Wrong spelling is put on the board only when the majority of students in the class have shown given error, spelling explanation is repeated).

The structure of the writing lesson.

1. Organizing moment. Finger exercises. Target setting.

2. Repetition: writing letters from dictation, copying from print, dictation (from lesson 10) - 3-5 minutes.

3. Sound analysis: highlighting the learned new sound. Acquaintance with the written letter, comparing it with the printed one.

4. Examination of the sample on the board, in copybook, analysis of the visual elements of the letter.

5. Demonstration by the teacher with simultaneous explanation, analysis of motor elements.

6. Writing a new letter: imaginary, copying, according to the model.

7. Reading and sound-letter analysis connection (of syllables).

8. Writing compounds (syllables) in various ways.

9. Reading and sound-letter analysis of words, sentences.

10. Writing words, sentences, performing various tasks.

11. Comparison of a new letter with previously studied ones and their recording.

During the lesson, 2-3 physical minutes are held (for the eyes, for the hands, mobile), written exercises alternate with oral work. Remember that in class 1 the duration of written work is no more than 5 minutes.

Lecture

METHODOLOGY FOR TEACHING LITERATURE (methodology for teaching reading)

PLAN.

Linguistic foundations of teaching literacy.

Stages of teaching literacy.

Preparatory stage of teaching literacy.

The main stage of teaching literacy.

Analysis and synthesis are the main types of work in the lesson.

Lesson notes (2 examples for comparison)

Diagnosis of the level of preparation of first-graders for teaching literacy.

Evaluation of the results of literacy training (requirements of the Federal State Educational Standard of the IEO).

1. Linguistic foundations of the methodology for teaching literacy

The sound structure of the Russian language and its graphics

Russian writing is sound, more precisely, phonemic (phonemic). This means that each basic sound of speech, or each phoneme, in the graphic system of the language has its own sign - its own grapheme.

The literacy teaching methodology, orienting students and teachers to sounds, takes into account the peculiarities of the Russian phonetic system.

It is very important for teaching literacy which sound units in the Russian language perform a semantic function (i.e., they are phonemes, “basic sounds”), and which ones do not perform such a function (variants of “basic sounds” - phonemes in weak positions).

There are 6 vowel phonemes in Russian: a, o, y, s, i, e - and 37 consonant phonemes: solid p, b, m, f, c, t, d, s, z, l, n, w, zh , r, r, k, x, z, soft n", b", m", f", e", ig", d", s", s", l", n", r", long w ", long w", h, and. The phonemes r, k, x appear in their soft variants only before the vowels e, i. Strong positions for vowel phonemes - are under stress, strong positions for consonant phonemes (except for and) - are in front of the vowels a, o, y, and (for paired voiced-deafness and hardness-softness, there are additional cases that are set out in the textbook "Modern Russian language"). The phoneme also stands before the stressed vowels "In a strong position, in other cases it appears in a weak position (the so-called non-syllable and: mine - mine).

In weak positions, the phonemes act as options that do not sound distinctly enough (water - o? a?) or turning into the opposite in pairing (frost - at the end of c). It is easy to see that there are a lot of phonemes that appear in weak positions, i.e., sounding unclear, indistinct, in speech, and this cannot be ignored in teaching literacy.

The modern school has adopted the sound method of teaching literacy. Schoolchildren identify sounds, analyze them, synthesize them, and on this basis learn letters and the whole process of reading. In this work, it is necessary to take into account the features of the Russian graphic system, the features of the designation of sounds in writing. The following features of the graphic system of the Russian language are most important for the methodology of teaching literacy:

1. Russian graphics are based on the syllabic principle. It consists in the fact that a single letter (grapheme), as a rule, cannot be read, since it is read taking into account subsequent letters. For example, we cannot read the letter l, because, without seeing the next letter, we do not know whether it is hard or soft; but we read the two letters li or lu unmistakably: in the first case l is soft, in the second - l is hard.

If we see the letter c, then it seems to us that it should be read either as hard or soft. But there are cases when it is necessary to read with as sh - sewed; how u - count; how to wash.

The letter I, taken separately, we will read as ya (two sounds); but in combination with the preceding soft consonant, we read it as a: ball, row.

Since in Russian the sound content of a letter is found only in combination with other letters, then, consequently, letter-by-letter reading is impossible, it would constantly lead to errors in reading and to the need for corrections. Therefore, in teaching literacy, the principle of syllabic (positional) reading is adopted. From the very beginning of reading, students are guided by the syllable as a unit of reading. Those children who have received the skill of letter-by-letter reading as a result of home schooling are relearned at school.

Of course, it is not always possible to immediately achieve the reading of words in accordance with the norms of Russian orthoepy. So, his words that blue children do not immediately learn to read as [evo], [shto], [s "inv]. In such relatively difficult cases, a double reading is recommended: "spelling", and then orthoepic.

In especially difficult cases, even a letter-by-letter reading is allowed, for example, if a completely unfamiliar word is encountered. However, it should be followed by syllabic reading and whole word reading.

2. Most Russian consonants b, c, g, d, z, k, l, m, n, p, r, s, t, f, x are both hard and soft and denote two sounds: frame, river.

The letters h, u are unambiguous: they always denote soft sounds, and the letters c, w, w are always hard sounds.

These features are taken into account in the methodology: children first get acquainted only with hard consonants, and later with soft ones. The sounds h, u, ts, zh are studied at relatively late stages of literacy1.

3. The sound b (middle language, always soft consonant) is indicated not only by the letter and, but also by the letters ё, i, e, yu, when they are at the absolute beginning of the word (tree - [yol] ka, Yasha - [ya] -sha ), after vowels in the middle of the word (mine - mo[ya], let's go - after [ye] hali) and after ъ or ъ (vyun - [in "dun", entrance-pode] zd).

The iotated vowels e, i, e, yu are read relatively late in literacy2, and children learn to read them more by guesswork than by theory. They recognize these letters both as e], [|a], [p], y], and as e, a, o, y after soft consonants (without transcription, of course).

4. The softness of consonants is indicated in Russian graphics in several ways: firstly, b (angle - coal), secondly, by subsequent vowels and, e, i, e, u (linden, Lena, soft, flax, Lyuba - [l "and] pa, [L" e] on, [m" a] gky, [l" he], [L" y] ba); thirdly, subsequent soft consonants: [p "es" n "b] . First-graders get acquainted with the first two ways of designating the softness of consonants without theory, practically; the third is not affected at all.

In syllabic reading, the distinction between soft and hard consonants does not cause difficulties for students. The most difficult case is with a soft consonant at the end of the word: horse - horse, corner - coal, and also inside the word: shaft - sluggish, small - crumpled, bed - lying, etc. To learn soft consonants, unlike hard ones, a comparative reading is used and an explanation of the meaning of words that differ only in the softness or hardness of one consonant (cases when hardness-softness acts in a semantic function).

5. The sounds of the Russian language in words are in strong and weak positions. So, for vowels, a strong position is stressed, a weak position is unstressed. Regardless of the strong or weak position, the sound (more precisely, the phoneme) is denoted by the same letter. The discrepancy between the sound and the letter in weak positions must be taken into account in the methodology: at first they try to avoid words with unstressed vowels, with voiced and deaf consonants at the end and in the middle of the word - these spelling difficulties are introduced gradually, comparing weak positions with strong ones (frost - frost, home - home).

6. A serious difficulty for children is the multivariance of sounds. When extracting sounds from a word, we never get exactly the same sound as it was in the word. It is only approximately similar to the sound in the word, where it is influenced by subsequent and previous sounds (sha, sho, shu).

The child must catch the general sound of all variants of the same sound. For this, words with the sound being studied are selected so that it stands in different positions and combinations with other sounds (hut, good, noise).

When teaching literacy, one should, if possible, avoid the sound-letter analysis of such words, where the law of the absolute end of the word operates (a nail is a guest, a breast is sadness, etc.), the law of assimilation by the sonority-deafness of consonants (compress - [zh]t, count - [sh]t, later - after [same], etc.), where consonant combinations are simplified, or there are unpronounceable consonants (sad - “sad”, heart - “heart”, sun - “sun”, etc. .). Children will get acquainted with such phenomena of Russian phonetics later; for example, with unpronounceable consonants - in class II.

7. It should not be forgotten that all letters of the Russian alphabet are used in four versions: printed and written, uppercase and lowercase.

First-graders learn capital letters as a "signal" of the beginning of a sentence and as a sign of proper names (the simplest cases). Capital letters differ from lowercase letters not only in size, but often also in style.

For normal reading, it is also necessary to learn some punctograms - a period, question and exclamation marks, a comma, a colon, a dash.

Of no small importance for solving methodological issues is syllable division. A syllable, from the point of view of education, is several sounds (or one sound) pronounced with one expiratory push. In the syllable, the vowel sound stands out as its basis with its greatest sonority (during the pronunciation of the syllable, the vowel plays the role of a “mouth opener”, and the consonants play the role of “mouth closeers”). Syllables are open type sg (consonant + vowel) - ma, closed type gs - am, and type sgs - poppy, as well as the same types with a confluence of consonants: ssg - three, ssg - stro and some others. The difficulty of syllables depends on their structure: the easiest syllables for students are considered to be syllables like sg and gs.

Both reading and writing are complex processes. An adult, experienced reader does not notice the elementary actions that make up the process and writing of reading or writing, since these actions are automated; but a child learning to read or write does not yet merge all elementary actions into one complex one; for him, each element appears as an independent action, often very difficult, requiring great efforts not only of will, intellectual, but even physical.

It is impossible to teach literacy to schoolchildren without presenting reading and writing in the elements that make up these actions. Let's take a look at these elements.

Reading. An experienced reader does not stop his gaze on every letter and even on every word: 2-3 words immediately fall into his “reading field”, fixed by a brief stop of the eyes. It has been established that the reader's gaze moves along the line in jerks, stopping on the line 3-4 times. Awareness of the text occurs during stops. The number of stops depends not only on the experience of the reader, but also on the difficulty of the text.

An experienced reader grasps words by their general appearance. With the help of a tachistoscope, it was found that an experienced reader reads long and short familiar words almost at the same speed. But if an unfamiliar word is encountered, then he is forced to read by syllables or even by letters, and sometimes, returning his gaze to the beginning of the word, reread it again. Although an experienced reader does not need an auditory analyzer and prefers to read to himself, but hard word he often reads aloud (or at least “speaks” without sound), since for perception he lacks only a visual analyzer.

An experienced reader does not need to read aloud: quiet reading proceeds 1.5-2 times faster than loud reading, understanding of the text turns out to be even higher, since when reading quietly, the reader has the opportunity to “run” the text much ahead with his eyes, return to individual places of what he read, reread them ( work on readable text).

For the technique and for the consciousness of reading, context plays an important role.

What is the difference between the process of reading for a beginner to learn to read and write?

a) The “reading field” of a novice reader covers only one letter in order to “recognize” it, often he compares it with others; reading a letter arouses in him a natural desire to immediately pronounce a sound, but the teacher requires him to pronounce a whole syllable - therefore, he has to read at least one more letter, keeping the previous one in memory, he must merge two or three sounds. And here for many children lie considerable difficulties.

After all, to read a word, it is not enough to reproduce the sounds that make it up. The process of reading proceeds slowly, since in order to read a word, it is necessary to perform as many acts of perception and recognition as there are letters in the word, and besides, you still need to merge sounds into syllables, and syllables into words.

b) The eyes of a novice reader often lose a line, as he has to go back, reread letters, syllables. His gaze is not yet accustomed to moving strictly parallel to the lines. This difficulty gradually disappears as the scope of the student's attention expands, and he perceives at once a whole syllable or a whole word.

c) A beginner to read does not always easily understand the meaning of what he has read. Great attention is paid to the technical side of reading, to each elementary action, and by the time the word is read and pronounced, the student does not have time to realize it. Understanding the meaning is torn off from reading, "recognition" of the word does not occur simultaneously with its reading, but after. The school pays great attention to the consciousness of reading. It is enhanced by pictures, questions and explanations of the teacher, visual aids; promotes awareness reading aloud: auditory stimulus supports the visual perception of the word and helps to understand its meaning. And yet, poor reading awareness is one of the main difficulties in teaching literacy.

d) It is typical for an inexperienced reader to guess a word either by the first syllable, or by a picture, or by context. However, attempts to guess the words, although they lead to errors in reading, indicate that the student seeks to read consciously. (Guesses are also characteristic of an experienced reader, but his guesses rarely lead to errors.) Errors caused by guesses are corrected by immediate reading by syllables, sound-letter analysis and synthesis.

The greatest difficulty in teaching reading is the difficulty of sound fusion: children pronounce individual sounds, but they cannot get a syllable. It is necessary to consider the physiological basis of this difficulty.

Speech organs (tongue, lips, palate, lower jaw, lungs, vocal cords) when pronouncing each sound, taken separately, they are in the position of an excursion (exit from immobility); excerpts and recursions.

When two sounds are pronounced together, in a syllable, the recursion of the first sound merges with the excursion of the second. Consequently, to overcome the difficulties of sound fusion, it is necessary that the child pronounce the second sound without allowing recursion on the first sound; schematically it looks like this:

The main and, in fact, the only effective way to overcome the difficulty of sound fusion is syllabic reading. Setting the syllable as the unit of reading can minimize the difficulty of sound fusion.

As you can see, the process of reading for a first grader is a complex, very difficult process, the elements of which are not only very loosely interconnected, but also carry independent, their own difficulties. Overcoming them and merging all the elements into a complex action require great volitional efforts and a significant amount of attention, its stability.

The key to success in learning is the development in the child of such important cognitive processes as perception, memory, thinking and speech.

Such an organization of learning, in which each student is included in an active, largely independent cognitive activity, will develop the speed and accuracy of perception, stability, duration and breadth of attention, the volume and readiness of memory, flexibility, logic and abstractness of thinking, complexity, richness, diversity. and correct speech.

The development of a student is possible only in activity. So, to be attentive in relation to the subject means to be active in relation to it: “What we call the organization of the student’s attention is, first of all, the organization of the specific processes of his educational activity”1. In modern Soviet school adopted a sound analytical-synthetic method of teaching literacy. Special studies and experience show that children coming to grade 1, especially from kindergarten, according to their mental development, they are ready both for the perception of individual sounds, and for analysis and synthesis as mental actions.

During the period of literacy, great attention is paid to the development of phonemic hearing, that is, the ability to distinguish between individual sounds in speech stream, highlight sounds from words, from syllables. Students must “recognize” phonemes (basic sounds) not only in strong, but also in weak positions, to distinguish between phoneme sound variants.

By the age of two, a child has elementary phonemic hearing: he is able to distinguish words that are similar in sound composition, except for one sound (mother and Masha). But at school, the requirements for phonemic hearing are very high: schoolchildren are trained in decomposing words into sounds, in isolating a sound from combinations with various other sounds, etc.

Phonemic hearing is necessary not only for successful learning, but also for developing a spelling skill: in Russian, a huge number of spellings is associated with the need to correlate a letter with a phoneme in a weak position (Russian spelling is sometimes called phonemic).

The development of phonemic hearing also requires a highly developed auditory apparatus. Therefore, during the period of literacy training, it is necessary to conduct various auditory exercises (development of auditory perceptions).

The basis of teaching both reading and writing is the speech of the children themselves, the level of its development by the time they enter school.

Letter. A long experience has formed a skill, automatism of writing in a literate adult. An adult rarely pays attention to the inscription and connection of letters, to spelling, he even adheres to lines automatically and transfers words, almost without thinking about observing the rules. His focus is on content and partly on style and punctuation. Moreover, he does not think about how to hold a pen, how to put paper, etc. The position of his hands and landing have long been established. In other words, he does not have to expend conscious effort on the graphic, technical side of writing.

The process of writing with a first-grader proceeds in a completely different way. This process breaks up for him into many independent actions. He must take care of himself in order to properly hold the pen, put down the notebook. When learning to write a letter, the student must remember its shape, elements, place it on a line in a notebook, taking into account the line, remember how the pen will move along the line. If he writes a whole word, in addition to that, he must remember how one letter connects to another, and calculate whether the word will fit in a line. He must remember how to sit without bringing the eye of the notebook closer. The child is not yet accustomed to performing these tasks, so all these actions require conscious effort from him. This not only slows down the pace of writing, but also exhausts the child mentally and physically. When a first-grader writes, his whole body tenses up, especially the muscles of the hand and forearm. This is due to the need for special physical exercises during the lesson.

Let's see how the student writes. The pen (more precisely, a ballpoint pen) moves slowly, uncertainly, shudders over the paper; having written a letter, the student breaks away and examines it, compares it with the sample, sometimes corrects it. Hand movements are often accompanied by movements of the head or tongue.

Checking the student's notebooks, we will make sure that the same letter is written differently in different cases. This is a consequence of insufficient skill, fatigue. Rewriting letters and words for students is not a mechanical process, but a conscious activity. The student writes a letter, putting a lot of volitional effort into his work.

Stages of teaching literacy.

There are (for all alphabets and primers) 3 stages of learning to read and write:

Preparatory (letter and letterless)

Basic

Final (post-letter)

3. The preparatory stage of teaching literacy.

Tasks of the preparatory period: familiarization of children with the school, with its requirements, rules; the study of children by the teacher; acquaintance with the first educational book - a primer or alphabet, with a notebook, lined, with other manuals and writing tools; speech development - work on a word, sentence, story; the first exercises that train the hand for writing; sound analysis, acquaintance with sounds, development of phonemic hearing.

What kind of work is done in the lessons of reading and writing in the preparatory period?

Speech. Conversation, drawing up proposals, stories of students.

Answers to the teacher's questions on the pictures; making proposals. Answers to the question "What is it?" subject pictures. Making suggestions for a series of pictures. Offer counting. Counting words in sentences. Storytelling: by perception, by memory, by picture, retelling (based on skills acquired in kindergarten).

Word. New words: Motherland, Moscow, capital, Kremlin and others.

Thematic groups of words: educational subjects (accessories); toys; instruments; flowers; mushrooms; birds; vegetables; clothes; dishes; furniture, etc. Extracting a word from a sentence.

Reading. Reading by the teacher of works of art accessible to the understanding of children. Reading session. Reading poems memorized by children before school. Fairy tale dramatization. Acquaintance with the "Primer", other children's books.

Children's reading(children who already know how to read read).

Phonetics and grammar. Selection of sentences from the speech stream. Highlighting words. Dividing the word into syllables, highlighting the stressed syllable. One-syllable, two-syllable and three-syllable words. Isolation of sounds: the first sound in a word; what sounds a syllable consists of, etc. Pronunciation of individual sounds in syllables (ay, mind, ball, moon, etc.).

Letter. Free drawing. Acquaintance with a notebook, with a line. Landing rules. Holding a pen. Writing elements of letters in cursive. Stencil.

In the preparatory period, children are included in a relatively new activity for them: if in the preschool period play activity prevailed, then school work dominates - organized mental work that requires sustained attention, significant strong-willed efforts, and the ability to control oneself. The new nature of the activity creates significant difficulties for children, and in order to weaken them, it is very important to build a school hour in such a way that, firstly, the types of activities change every 10-12 minutes, and secondly, the work proceeds actively, mental work alternates with physical exercises.

The lesson in the preparatory period lasts 35 minutes. The lessons provide for entertaining and playful moments: guessing riddles, telling fairy tales, staging them, creative free drawing on the plot of a fairy tale, students' stories, reading poems by heart; competition elements are introduced (“Who is the first ...?”, “Whose story is better?”, “Who will correctly name ...?”, etc.).

During the preparatory period, children learn to listen and accurately follow the instructions of the teacher, get used to following the rules for students, listening to the answers of their comrades, and noticing their mistakes. They learn to loudly, distinctly, coherently (not monosyllabically!) answer the teacher's questions, and actively participate in class work.

The main period of literacy.

Consider the content of the work in the main period of literacy in various primary education programs.

Tasks of the main stage.

Learn all the sounds and letters.

Learn to match sounds and letters.

Learn combinations of letters.

Practically learn the rules of graphics.

Develop the ability to smoothly syllabic with the transition to whole words of reading.

The principle of studying letters - frequency.

The main (literal) period of literacy training includes four successive stages.

On the first stage In the alphabetical period, students master the techniques of reading vowels, direct syllables and consonants adjacent to them in a word.

For example,

how are you

ku tu ka k

who

ki ti no ki

The texts are simple and short. For example,

Olya has dolls.

She rolled dolls.

The dolls are asleep.

Children should be taught to follow the reading (pointer) and notice the mistakes of their comrades. It is important to check reading comprehension by asking questions about the content.

Syllabaries are used to read and form words.

For example,

no matter what

cinema

On the second stage In the alphabetical period, students master a quick orientation in the syllabic structure of words, consolidate the basic methods of reading words, including merging in different positions.

To do this, children must quickly find in the word its central part - the merger - and determine the way of reading the consonants adjacent to it, read before the merger. For example,

table

From that to

with ka la

Repeated reading of the text can be selective. Children learn to answer questions about the content of the text, consistently retell what they read, read the text to themselves, preparing to read aloud.

At this stage, the teacher differentiates learning to a greater extent, because Some of their students are leading the way, others are lagging behind.

On the third stage the volume of reading increases significantly (several texts per page). Children learn to read not only prose, but also poetic texts. For example, with. 139:

What story are the lines taken from?

It was in the evening

There was nothing to do.

Jackdaw sat on the fence, the cat climbed into the attic.

Then Borya told the guys

Just:

- And I have a nail in my pocket.

And you?

- We have a guest today.

And you?..

Sound analysis is mainly practiced by backward students.

The main attention is paid to improving the reading technique, and in connection with sound analysis, the children are explained the rules for pronouncing words in speech (orthoepic norms): his [evo] that [what].

Students observe some spelling phenomena, for example, sea ​​- sea(unstressed vowel).

At this stage, even more attention is paid to statements from pictures and observations, to the activation and enrichment of the vocabulary.

Well-achieving students get the opportunity to read additional literary texts in addition to alphabetical texts.

On the fourth stage children read thematic grouped works of children's writers. The reading work at this level approaches that which is typical for reading lessons.

The most important task of the modern education system is the formation of universal learning activities providing students with the ability to learn, the ability for self-development and self-improvement. Modeling contributes to the formation of cognitive learning activities, as well as better assimilation and understanding of the information received.

During the period of learning to read and write, which is the most important stage in the development of a child's personality, the foundations of knowledge about the native language are laid, the main speech skills and abilities (reading and writing) are formed, a certain attitude towards the Russian language, native speech and literature is formed.

Literacy education is carried out by the sound analytical-synthetic method, consists of two interrelated processes: teaching initial reading and teaching writing - and is reinforced by work on the development of speech at its main levels: sound (sound culture), word (vocabulary work), sentence, coherent statement ( text).

There are three periods in literacy education:

1. preparatory (pre-letter);
2. alphabetic (basic);
3. post-letter.

Preliterate period of literacy.

The tasks of the pre-letter period are the development of phonemic hearing, the ability to isolate sounds from a word, to produce a syllable-sound and sound analysis of words; compare sounds in similar-sounding words. At this stage of learning, the development of oral speech, listening and speaking skills plays an important role. The lessons introduce the concepts of word, sentence, vowel sounds, syllables, stress.

During this period, acquaintance with modeling begins, when children are given the first ideas about speech (oral and written). Students get acquainted with the division of speech into sentences, sentences into words, words into syllables using graphic diagrams. During this period, students learn to model the situation of communication (who communicates with whom, what words they use), while using certain labels, drawings and signs.

From the first pages of the ABC, children get acquainted with the peculiarities of oral speech, learn to isolate individual words from sentences, correctly coordinate words in a sentence, create their own statements based on illustrations, use drawings and signs - symbols a way to designate objects and write a message, to model sentences, to designate individual words in a sentence.

Under the guidance of a teacher, children examine illustrations, find out the basis of the plot, find each character and name it, and then make sentences, correlate them with the proposed schemes.

The visual-figurative models of communication presented in the "ABC" give children elementary representations about the situation of communication, partners (interlocutors) speech communication, about goals. For example, a task like this: “Think about who could say the word“ hello ”and to whom?” allows you to form the ability to build a speech statement in accordance with the communicative task.

Sentence modeling is work on the construction of sentences, the development of coherent speech, and also one of the ways to awaken the cognitive activity of students in literacy classes.

During the period of literacy, sentences consisting of 2-4 words are used for analysis. Children learn to analyze the composition of speech, which has great importance for all future work. In the lessons, we not only count the words in a sentence, but also talk about the meaning, about the content of each of them, moving from the analysis of individual words to the analysis of whole sentences and the whole story.

Schemes are used to include each student in an active activity, to bring the material on the studied topic to full understanding. Students begin to model a sentence before they know how to write. It is good for each student to have an individual set of strips of colored paper for making sentence models.

Thus, the psychological fusion of the spoken word and the written word, but written without letters, gradually takes place. The child learns to count words in a sentence not only by ear, but also according to the scheme, where each dash represents a word. The intervals between the lines indicate small stops - pauses.

In the future, you can use tasks to develop the analysis of the sentence structure:

• come up with a sentence with a certain number of words according to given schemes;
• come up with a sentence to a given scheme with a certain word;
• determine the place of the word in the sentence (what is the specified word);
• raise the number corresponding to the number of words in the sentence (2, 3, 4, 5);
• increase the number of words in a sentence;
• determine the boundaries of the sentence in the text;
• come up with a sentence based on the plot picture and determine the number of words in it;
• make a sentence from the words given in disorder (for example: in the garden, on, cucumbers, grow).

In the process of teaching literacy, students get acquainted with a visual-figurative model of a word, with the meaning of words (as an image of an object, action and property) and the sound of words (a sequence of speech sounds). Children select words that name the object in the picture, call the same object with different words - cat, cat (for example, Primer L.E. Zhurova and A.O. Evdokimova).

In the process of learning, children learn, in response to the teacher's word, to select words with the opposite or similar meaning, to complete the sentence with the words:

Initial learning to read suggests development of the ability to read in syllables(and not spelled), i.e. mastering a smooth syllabic, positional reading of words accessible to the understanding of children. In this regard, familiarization with the syllabic structure of words occupies an important place in preparing children for literacy.

It is very important to teach the child to read by syllables with stressed syllables. The successful formation of this method of reading is facilitated by preparatory work, which begins even before the children begin to actually read, i.e., to translate the graphic (letter) form of a word into a sound one.

One of the directions of this preparatory work is the division of words into syllables, the pronunciation of words by syllables, their compilation from separately named syllables. In order for the student to correctly convey the sound side of the word in writing, without skipping or rearranging the letters in it, it is necessary to teach him to divide the word into syllables, to establish the place and sequence of sounds in it. To master the concept of "syllable", you can use the following models:

During the period of literacy in grade 1, students gradually become familiar with letters. They learn that a syllable is a part of a word that necessarily has a vowel.

In order for children to learn to divide a word into syllables and determine the number of syllables in a word, they need to follow the following procedure:

1. Put dots under all vowels with a red pencil.
2. Count the points. How many dots - so many syllables. “How many vowels in a word - so many syllables, each of the students knows this” is a rhyme that helps children remember the rule.
3. Divide words into syllables. The main rule is that each syllable must have one vowel.
4. “Call” the word as if it was lost in the forest: “li-si-tsa, kuk-la, de-voch-ka”
5. Divide the word into syllables with a vertical line. "li / si / tsa, kuk / la, de / voch / ka"
6. Check again: “Each syllable must have one vowel, there must be as many syllables as there are vowels in a word”

There are several tricks to help divide words into syllables:

• slap, tap or pace the word syllable by syllable;
• accompany the syllable pronunciation of the word with the movement of the hand from right to left and from left to right;

In different primers there are different options for dividing words into syllables. So in the ABC of the set "School of Russia" by the authors V.G. Goretsky, V.A. Kiryushkina, L.A. Vinogradskaya and M.V. Boykina, the following variant of dividing a word into syllables is proposed: syllables-merging SG are separated from each other by a solid vertical line, consonants outside SG syllables are separated by a dotted line:

In the Primer L.E. Zhurova and A.O. Evdokimova uses a different model for dividing words into syllables - syllables are indicated by an arc under the word scheme.

In the ABC, which is part of the educational and methodological set "Perspective" (authors L.F. Klimanova and S.G. Makeeva), the following type of models of the sound composition of the word and division into syllables is used:

At this stage, the teacher needs to introduce children to stress and teach them to highlight percussive sound in any word. Word recognition begins with stress. Stress is one of the main features of a word as a lexical unit. It combines sounds into a single phonetic word, the integrity of which also depends on the unifying force stress word, and on the properties of unstressed parts. The general rhythmic structure of the word, which is determined by the number of syllables and the place of stress in the word, as well as the sound of the stressed syllable, play an important role in the processes of speech perception: they are one of the first signs with which word identification begins.

Stress in Russian is distinguished using three phonetic means: the duration of the stressed word (mainly a vowel sound included in stressed syllable), the strength of the voice (the stressed syllable is pronounced louder than the unstressed one) and the quality of the stressed vowel (in the stressed syllable, the vowel is pronounced with its main timbre, since it is pronounced in isolation).

The ability to highlight stress in a word is also important for subsequent language acquisition at school (for example, the spelling of unstressed vowels.̕

After the children have learned how to single out one or another sound in a word, it is necessary to learn how to determine the number of sounds in a word and their sequence.

For example, the game "Guess - ka":

Children learn to determine the number of sounds in a word, to come up with words with a given number of sounds.

The student is given a card with a number written on it. The student, without showing it to his comrades, comes up with a word with the number of sounds corresponding to the specified number. The rest must guess what number is written on the card. Or the student pronounces a word and asks his comrades to determine the number of sounds.

Thus, in the preletter period, acquaintance with the language as a sign system is preceded by familiarity with the simplest sign systems (road signs, signs-symbols, etc.), which helps children to better understand the substitute function of the word (the word names an object, but is not one). During this period, the method of writing words with the help of pictograms and diagrams is actively used, which makes it much easier for children to divide speech into semantic parts of words and sentences. A modeling method is being formed - building a sentence and word model, syllabic structure models and sound models of words.

Literal period of literacy.

During the main (literal) stage of teaching literacy, students work with material from the second section of the ABC. The development of phonemic hearing of children continues, the action of the sound analysis of words, the ability to designate sounds with letters, is being formed. Students master the initial reading and writing, consolidate knowledge about the word and sentence, their structure.

When teaching initial reading, a variety of analytical and synthetic exercises are used, presented in a playful visual-figurative form.

The training includes a drawing (pictographic writing), entertaining puzzles - a kind of graphic fixation of a word.

In order to teach children how to make a sound-letter analysis of words, it is necessary to form a clear idea of ​​​​vowels, consonants, hard and soft sounds among students.

Vowel sounds got their name from the word "voice". This is how the word "voice" used to be pronounced. When we pronounce vowel sounds, air passes freely through the mouth. Nothing "interferes" with these sounds - neither teeth, nor lips, nor tongue, and we hear only a voice. To make sure that their conclusions are correct, the children "check" all the sounds, pronouncing them, and observe if anything in the mouth interferes with their pronunciation.

There are 6 vowels in Russian [a], [o], [y], [s], [i], [e]. In the Primer L.E. Zhurova and the ABC of V.G. Goretsky, vowels are denoted by a red square.

After the consonants, the letters e, e, u, i denote the sounds [e], [o], [y], [a].

At the same time, children get acquainted with vowels, there are 10 of them: a, o, y, s, i, e, e, e, u, i.

On the initial stage it is proposed to select a vowel sound from a syllable , for example: ah, mustache, ma, yes, kra, ast, angry. Tasks can be performed using a split alphabet or a fan.

• Raise the letter corresponding to the vowel of the syllable.
• Think of a syllable with the corresponding vowel
• Determine the place of the vowel sound in the syllable and show the corresponding letter.
• Come up with a syllable in which the vowel sound is in the first, second or third place.

In the ABC L.F. Klimanova and S.G. Makeeva uses the following symbol to denote a vowel sound: . The empty red bead shows that when pronouncing the vowel sound, the air flows freely through the mouth without encountering obstacles.

Getting acquainted with consonants, children will learn what letters they are indicated by. . When pronouncing consonant sounds, the air stream encounters obstacles in its path: the tongue, lips, teeth, take the position necessary for a certain sound. In working with sound models of words, the table "Consonants" will help

By voicedness - deafness: All consonants are divided into two groups:

Voiced - [b] [c] [g] [d] [h] [th] [l] [m] [n] [r]

Deaf - [n] [f] [k] [t] [s] [x] [c] [h] [w]

What is the difference between a voiceless and a voiced sound?

When pronouncing a voiced sound, the voice participates in its formation, and we hear noise. When pronouncing a deaf sound, the voice does not participate in its formation, we hear noise. You can use the “put your hand to the throat” technique: when pronouncing voiced sounds, vibration occurs (“throat trembles”), and when deaf sounds, this does not happen.

Most consonants can represent two sounds: hard and soft.

By hardness - softness:

Soft - [b ̕] [c ̕] [r ̕] [q ̕] [z ̕] [k ̕] [l ̕] [m ̕] [n ̕] [n ̕] [p ̕] [c ̕]

[t ̕] [f ̕] [x ̕]

Solid - [ b ] [ c ] [ g ] [ d ] [ h ] [ k ] [ l ] [ m ] [ n ] [ n ] [ p ] [ s ] [ t ] [ f ] [ x ]

Sounds [th ̕] [h ̕] [u ̕] - always soft

Sounds [zh] [c] [w] - always solid

To model sounds, it is necessary to teach children to distinguish hard and soft consonants from syllables and words. Learning in a playful way is of great interest to children.

In the traditional program (method of V.I. Goretsky), models are used - merging sounds. They may look like this: C + G - open syllables, G + C - closed syllables

Consider the sound analysis of the word fox:

1. I read the word - fox
2. I divide it into syllables: whether - sa, 2 vowels - 2 syllables
3. The first syllable is li ( with log - fusion (S + G) (the sound [and] denotes the softness of the consonant)
4. The second syllable is sa (syllable - fusion (S + G) (the sound [a] denotes the hardness of the consonant)
5. Let's assemble the model of the word

Sound analysis is carried out using sound schemes on the entire range of sounds of the Russian language. The formation of sounds in the schemes is motivated - it captures the articulatory and pronunciation features of speech sounds: the circle symbolizes the free passage of air when pronouncing vowels, and the crossbar and wavy line in the circle (bead) indicate obstacles that arise when pronouncing consonants. Along with this, an acrophonic way of writing words is used: each sound is indicated by a picture. Such word patterns sound parsing used in the ABC of the UMK "Perspektiva" by L.F. Klimanova and S.G. Makeeva:

Working with word models, children draw a conclusion about how a word is arranged, compare words by sound and meaning.

Successful learning requires multiple and varied use of modeling at different stages of work on concepts, as well as the assimilation by students of a conditional sign system, awareness of the expediency of its application. Practically at every lesson, first-graders perform tasks that require the ability to model to solve cognitive and practical problems.

In the process of learning, children learn to independently build sentence models, analyze the sound composition of a word, reflecting the characteristics of sounds in the model: vowel - consonant, stressed vowel - unstressed, hard consonant - soft, voiced - deaf. But since all these tasks are given in a variety of game form, first-graders perform them with pleasure. This makes the learning process interesting and exciting for children, while providing a soft adaptation to schooling.

The post-literal period of literacy.

The main task of this period is to consolidate the skills of conscious reading, to ensure the transition from syllable reading to reading in words. In addition, the ability to understand texts is formed. different type: scientific and artistic. Comparison of these texts allows children to conduct independent observations on the language of works of art, the use of words in artistic texts.

The fastest synthesis of the visual image of the word with its meaning is facilitated by exercises for the development of accurate (differentiated) perception of the word, the expansion of the “field” of reading, the performance of various logical, associative and lexical and grammatical exercises

Texts presented in a visual-figurative form help children feel the rhythm, melody and imagery of the language of works of art, and realize the aesthetic function of the language.

The use of schemes, models allows students to better present educational material. Modeling acts as a means visual presentation objects and regularities of the studied material. Purposeful work on teaching children to model is built throughout the entire period of literacy and is a good foundation further education and a necessary element of learning activity. A conscious introduction to the educational process of modeling brings it closer to the process of scientific knowledge, prepares students for independent decision problems that arise before him, to independent acquisition of knowledge.

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Introduction

Literacy education is the most important link in the entire system of work on the Russian language in the primary grades. Younger students acquire skills, abilities and knowledge that are of great importance for the subsequent successful study. Learning to read and write, younger students acquire the initial skills of correct reading and writing, they form thinking and develop speech.

A significant factor influencing the work of teaching literacy is, as a rule, a different level preschool children. Children differ from each other in terms of the level of speech development, some of them have speech defects, not all children are equally prepared to master the sound analysis of words. In addition, most first-graders starting school already know how to read. Therefore, modern primary pedagogy requires an individual and differentiated approach to teaching, which complicates the educational process.

There are many approaches to teaching literacy to younger students, various programs are being developed and tested. Among them, the most acceptable and taking into account the realities of modern children is the EMC "School of Russia"

"School of Russia" is considered a classic program designed for the average level, so every child can easily master such a program.

Object of study: the process of teaching younger students.

Subject of study: methods and techniques of teaching literacy in the classroom in elementary school according to the teaching materials "School of Russia".

The purpose of the study: to consider the features of teaching literacy to younger students.

The following research objectives were identified:

Find out the problem of teaching literacy in primary school;

To characterize the groups of difficulties in teaching younger students to read and write, considering their psychological causes;

Identify the methods and techniques of teaching literacy.

In accordance with the purpose of the study and the tasks set, the following methods were used in the work:

1) theoretical: to study the psychological, pedagogical and methodological literature on the research problem; classify and systematize the information received;

2) empirical: analysis of pedagogical experience; classification; systematization and generalization of the received information.

Chapter 1. The problem of the formation of coherent speech of younger students

1.1 The problem of teaching literacy to younger students

The main content of literacy training is aimed at the formation of reading skills in its initial stage. S.P. Redozubov emphasizes that in the method of teaching the Russian language, the term “reading skill” denotes a whole range of interrelated knowledge and skills necessary for decoding a written statement: recognition of graphic symbols, correlation of graphic images of letters and their sound values, translation of an alphabetic speech code into a sound one through the implementation of sound fusions and understanding of sound complexes as words, establishing semantic connections between words, the intonation design of what is read in orientation to punctuation marks, etc. . All this means that reading is a complex psychophysiological speech-thinking process, which consists in the semantic processing of graphically presented information and is carried out on the basis of external and internal speech through speech-motor acts in the interaction of visual, kinesthetic and acoustic analyzers. The functioning of reading mechanisms is determined by their maturity, and in the projection of school education - their school maturity which, in combination with other components of school readiness, determines the readiness to learn to read. At the same time, notes N.N. Korobov, reading is a type of written speech and is a speech activity, and the formation of reading skills as a process of mastering by students the methods of action for decoding written speech occurs in connection with the development, establishing the interaction of reading mechanisms and includes a number of stages:

1) analytical, operational, literal, interlocking with the analytical-synthetic stage as a result of the students learning the syllabic way of reading;

2) the synthetic stage, characterized by the transition to reading whole words on the basis of the formation of an integral structure of the action, recoding;

3) the stage of automation of the reading action, which is expressed in fluent syntagmatic reading. To date, taking into account the readiness of first graders to learn to read comes down mainly to fixing the stage from which one should proceed in the formation of their reading skills. However, a zero reading skill mark, on the one hand, cannot be a negative assessment of the readiness of first graders to learn to read. On the other hand, the achievement of a certain stage in the formation of the reading skill, although it acts as an indirect indicator of the physiological, intellectual, operational and activity maturity of the reading mechanisms, does not clarify the state of speech, motivational and communicative components readiness to learn to read. The lack of indicators of their condition not only does not give an objective picture of readiness for learning to read, but is reflected in the teaching methodology.

Thus, the speech nature of the reading skill does not allow ignoring such an important component of readiness for learning to read as speech readiness. The articulatory-acoustic features of children's speech, the saturation of its vocabulary and the development of the grammatical structure directly affect the work of the main reading mechanism - the semantic analyzer. The completeness of perception in the process of reading the information that is contained in a written statement largely depends on how the child's speech is developed at all its levels. Accordingly, the task of teaching reading and improving reading skills should not be separated from the task of continuous development of students' speech. That is why it is impossible to accept a very common approach to the differentiation of tasks for teaching reading, which consists in the fact that first-graders who can read are limited only to the role of readers, and the rest must retell what they have read, answer questions - for both, tasks for the development of speech are mandatory. This is also necessary because in children with underdevelopment of speech, slowness of eye movement and frequency of stops in the process of reading are noted, and peripheral vision does not speed up reading, but slows it down. If we proceed from the relationship between the development of all types of speech, then we should not lose sight of the development of coordination in the “eye-hand” system in the initial teaching of reading, which affects the perception of graphic images of letters and words in the process of reading. In addition, the essence of writing as a process of transcoding speech and the reverse side of reading suggests the dubiousness of methodological "innovations" to equalize the readiness of first-graders to read by increasing the number of reading sessions with non-reading children by reducing the proportion of their classes in writing. From the standpoint of the emerging semiotic approach to teaching written language, students' mastery of written language is interpreted as the mastery of sign-symbolic activity, the readiness for which is considered as an indicator of the general intellectual readiness of children for schooling. The implementation of the semiotic approach to teaching written speech requires its application from the first training sessions through the use of not only alphabetic, but also other methods of graphic fixation of speech (pictographic, ideographic, figurative-symbolic), in connection with which all students become “readers”. No less important for the successful formation of reading skills is the identification of the motivational component of readiness to learn to read. The attitude to learning in general and, in particular, to mastering the skill of reading naturally affects the result. The nature of this influence may be different depending on the characteristics of the attitude that a first-grader develops to the subject of educational activity, its processes, results, to himself as a subject of activity and to his classmates as its accomplices. The desire to learn to read (or to read even better) evokes a positive attitude towards learning in a beginning first grader, which affects the increase in cognitive activity. But a positive attitude needs to be maintained, developed, and the main factors are the following: students' awareness of the comprehensive significance of the acquired knowledge and reading skills, the correspondence of the content and procedural aspects of teaching to the needs, interests, and abilities of students. Therefore, the diagnosis of motivational readiness for learning to read should be aimed at identifying the attitude of first-graders to teaching reading as a possible motive for learning (I want to study at school because I will learn to read, I will read even better) and the attitude directly to teaching reading from its motivational and semantic side (I want learn to read, because I will read interesting books and know a lot). Subsequent diagnostics should reveal the dynamics of the attitude of first-graders to the content, forms, methods of teaching reading and contribute to the establishment of its causes.

1.2 The main groups of difficulties in teaching primary school children to read and write and their psychological causes

Difficulties that younger students experience in mastering educational material in Russian, reading and mathematics, and their psychological causes can be divided into three groups.

The first group of difficulties is associated with the shortcomings in the formation of complex in structure and multilevel in organization motor skills of writing and reading. The quality of the writing process, points out T.G. Egorov, is largely determined by the level of development of the student's psychomotor sphere.

Specific disadvantages of the development of the psychomotor sphere are:

Lack of visual-motor coordination;

Insufficient level of differentiation of the muscular efforts of the hand;

Shortcomings in the development of micromotor skills.

Children with a low level of development of the psychomotor sphere have the following difficulties in writing letters:

Instability of graphic forms (in height, width, inclination of letters and numbers);

Lack of coherent movements when writing, "printing" letters;

Careless handwriting;

Slow pace of writing;

Strong tremor (hand tremor), manifested in additional strokes, trembling lines;

Too much hand tension when writing (hard pressure) or too little pressure.

The second group of difficulties is due to the peculiarities of the formation of the cognitive component of writing, reading and computational skills. The main manifestations of the difficulties caused by this cause are as follows:

Replacing letters that are similar in acoustic or articulatory features, omissions of letters when writing and reading, underwriting words and sentences, replacing and doubling syllables, quantitative errors in writing letters;

Difficulties in understanding words similar in sound composition, distortion of the meaning of words;

Incorrect reading of similar letters;

Difficulties in merging letters into syllables, syllables into words;

1. The specific psychological reasons underlying this group of difficulties can be named as follows.

I. Unformed spatial representations.

Students with a low level of development of the analysis of spatial relations have difficulty mastering the configuration of letters, they cannot understand the ratio of their parts, the location on the line.

Children often have a “mirror” spelling of letters and numbers (for example, instead of the letter “3”, they write the letter “E”, instead of the letter “I” - “R”.

In splicing and splitting words when writing;

AT continuous spelling with suggestions;

In the replacement of letters by spatial similarity (c - e, b - e);

The height of the letters may not correspond to the height of the working line;

When writing off (reading), the letters are arranged (read) in the reverse order (instead of "on" they write and read "an", instead of "nose" - "sleep");

The training material is located on the page from bottom to top, a copy is above the sample;

When reading, there is a repeated reading of the same line, skipping a line, reading above the located line instead of the bottom one.

2. Shortcomings in the development of the processes of sound-letter analysis and synthesis and phonetic-phonemic perception.

Sound-letter analysis is based on clear, stable and fairly differentiated ideas about the sound composition of a word. The process of sound-letter analysis and synthesis requires the following skills:

The ability to divide a continuous sound stream of oral speech into separate parts (sentences, words);

The ability to isolate stable semantic features - phonemes - from the sound composition of a word;

Mastering the action to consistently highlight all the sounds that make up the word, and freely operate with them;

The ability to synthesize selected sounds into syllables and words.

Students with insufficient development of sound-letter analysis find it difficult to isolate individual sounds from a word, find their place in the sound range, and distinguish some sounds by ear. Often children do not distinguish between whistling and hissing sounds (s - w, s - g), voiced and deaf (b - p, d - t, g - k, etc.), hard and soft sounds. As a result, sometimes there is a shift in the meanings of words. The task to select words that begin with a certain sound is performed with peculiar errors. So, for the sound “z”, words such as “toad”, “beetle” are selected; to the sound "g" - "ship", "doll".

Pronunciation deficiencies are often an indicator of trouble in the field of sound analysis.

3. Shortcomings in the development of cognitive processes.

Insufficiency of visual analysis can manifest itself in the displacement of letters similar in outline (b-c, n-p, m-l, sh-t). "Mirror" spelling of letters and quantitative errors (exaggeration and underestimation of the number of letter elements) can appear not only due to the unformed spatial representations, but also be the result of insufficient visual analysis of the elements of the letter at the initial stages of learning.

The lack of development of the mental activity of students as a whole is manifested in distortions of the meaning of words, misunderstanding figurative sense words and phrases, in a tendency to verbatim retelling of the text, in difficulties in using a capital letter, inability to highlight the essential.

Certain difficulties in the assimilation of educational material create age-related features of the mental activity of younger students:

Concreteness of thinking (it makes it difficult for a student to understand the figurative meaning of words and phrases, proverbs, allegories; the mathematical content of the task due to the focus on its plot side);

Insufficient generalization of thinking (causes difficulties in the formation of concepts that are based on the allocation of essential features in the educational material;

Single-linear thinking (that is, being attached to any one side of the object or situation under consideration, the inability to see and keep in mind at the same time different sides, various signs of the same object, the inability to operate simultaneously with all the data necessary to solve the problem, determines the solution of the problem with only one way;

Inertia of mental activity (leads to the formation of patterns of thinking, to stereotyped actions, despite changing conditions; it can make it difficult to move from a direct method of action to the opposite; manifest itself in difficulties in transferring from one form to another, for example, from an alphabetic form to a digital one).

Deficiencies in the development of memory can manifest themselves in a fuzzy knowledge of all the letters of the alphabet, in poor memorization of prose and poems, a limited vocabulary, poor memorization of auditory-visual-motor images of individual letters and words, inaccurate memorization of various formulations (spelling rules, laws, sequence of tasks). and etc.).

Insufficient development of processes in the student voluntary attention is the cause of many types of difficulties in learning to read and write: underwriting words and sentences, unnecessary insertions of letters, omissions of letters when writing off, permutations of syllables in words, when reading the “loss” of a line.

The third group of difficulties is associated with shortcomings in the formation of the regulatory component of writing and reading skills. specific psychological reason underlying this group of difficulties is the lack of formation of the processes of self-control and self-regulation.

The consequences of the insufficiency of the processes of self-control and self-regulation can be:

Inability to detect their mistakes;

An increase in the number of errors by the end of the work;

Fulfillment of the requirements of the teacher is not in full;

Difficulties with the formation of the motor skill of writing;

Slow writing pace.

Of particular note are the difficulties in learning caused by the peculiarities of the temperament of students, reflecting the originality of the natural organization of their nervous system. First of all, this applies to slow children - children with a phlegmatic temperament. In educational work, they may experience the following difficulties due to their individual typological characteristics:

Skipping letters, syllables, underwriting words and sentences (due to the fact that the phlegmatic student is in a hurry to keep up with the class);

Slow pace of writing, reading;

Failure to complete written assignments in full while limiting the time allotted for work;

Slow progress of mental activity.

Chapter 2

The traditional program "School of Russia" has existed for decades. The author of the program, A. Pleshakov, emphasizes that this set was created in Russia and for Russia. The main goal of the program is to "develop a child's interest in learning about their country and its spiritual greatness, its significance on a global scale." The traditional program allows you to carefully practice the skills of educational activities (reading, writing, counting) that are necessary for successful studies in secondary school.

The educational and methodological course "Literacy and speech development" by the authors V. G. Goretsky, V. A. Kiryushkin, L. A. Vinogradskaya answers all modern requirements teaching children in elementary school.

During the period of literacy, work is being done to develop the phonetic hearing of children, teaching initial reading and writing, expanding and clarifying children's ideas about the surrounding reality, enriching the vocabulary and developing speech.

In addition to the "Russian alphabet", the set includes two types of copy-books: copy-books of the authors V. G. Goretsky, N. A. Fedosova and "Miracle copy-book" of the author V. A. Ilyukhina. Them distinctive feature is that they not only form the skills of literate, calligraphic writing, but also provide an opportunity to correct handwriting at different stages of learning and in different age groups.

The program "School of Russia" is aimed at the formation of universal educational activities for primary school students, including those with mental retardation.

It is noted that the subject "Russian language" plays an important role in the implementation of the main targets primary education, in particular, the formation of the foundations of civic identity and worldview; the formation of the foundations of the ability to learn and the ability to organize their activities; spiritual and moral development and education of junior schoolchildren.

Literacy is taught in grade 1 from September for six months and aims to:

Development of phonemic hearing in children;

Teaching them basic reading and writing;

Expanding and clarifying children's ideas about the surrounding reality in the course of reading,

Organization of excursions, observations;

Enriching students' vocabulary and developing oral (listening and speaking) and partly written (writing) types of speech.

The analytical-synthetic method, on the basis of which primary reading and writing is taught, takes into account the latest data from linguistic, pedagogical and methodological science, is educative and developing, ensures intensive speech development of children and a high level of reading and speech consciousness. In the lessons, children learn to divide sentences into words, words into syllables, syllables into sounds, establish the order of sounds in a word, and the relationship between sounds. They learn to designate sounds with letters, compose and read syllables and words, master the process of conscious, correct and smooth syllabic and partially whole words of reading sentences and coherent texts.

In parallel with learning to read, children master writing, learn to designate sounds with letters in writing, make words from letters and syllables of the split alphabet, correctly write off letters and words from handwritten and printed texts, write words from dictation, the spelling of which does not diverge from pronunciation, and short sentences from similar words, write a capital letter at the beginning of the sentence, in the names of people and nicknames of animals.

During the period of literacy training is given great attention the ability to distinguish and highlight individual sounds in a word and syllable, establish their relationships and sequence, turn to the help of sound-letter and syllabic schemes, and schematic representation of sentences. Improving in literacy classes speech apparatus students, they develop a distinct and loud enough correct pronunciation of words, syllables, sounds.

Also, in the lessons of literacy, the ability to listen, meaningfully and fully perceive the speech of others develops. Children learn to speak in front of the class - answer the teacher's questions, retell what they read, talk about their observations, about the content of children's books, individual illustrations, reproductions of paintings, etc.

In the process of conducting classes, first-graders form the initial reading skill as one of the most important types of speech and mental activity. Children master conscious, correct, fluent syllabic reading with partial transition to reading in whole words, elementary skills and skills of working with text and a book.

During the period of literacy receives further development coherent speech of students, the culture of their speech communication increases.

At the lessons of teaching reading and writing, the teacher seeks to diversify the types of activities, taking into account the psychophysiological characteristics of first-graders, uses entertaining material, includes game situations in the lesson aimed at relieving tension, switching the attention of children from one learning task to another, etc. Considering different level preschool training for first graders, special meaning acquires individualization of training and a differentiated approach in conducting classes on the formation of initial skills and abilities in reading and writing.

The content of the subject "Russian language" is aimed at the formation of functional literacy and communicative competence. The program notes that the Russian language is for younger students the basis of the entire learning process, a means of developing their thinking, imagination, intellectual and creativity, the main channel of socialization of the individual.

The Russian language course begins with literacy. Literacy education is aimed at the formation of reading skills and the basics of an elementary graphic skill, the development of speech skills, the enrichment and activation of the dictionary, the improvement of phonemic hearing, the implementation of grammar and spelling propaedeutics. The tasks of teaching literacy are solved in the lessons of teaching reading and in the lessons of teaching writing. Learning to write goes in parallel with learning to read, taking into account the principle of coordination of oral and written speech. The content of literacy training provides a solution to the main tasks of its three periods: pre-letter (preparatory), literal (basic) post-letter (final).

The pre-literary period is an introduction to the system of language and literary education. Its content is aimed at creating motivation for learning activities, developing interest in the reading process itself. At this stage, particular attention is paid to identifying entry level the development of oral forms of speech in each student, especially listening and speaking. There is another task - familiarization with educational activities, accustoming to the requirements of the school.

The introduction of children into the world of language begins with an acquaintance with the word, its meaning, with an understanding of its nominative function in various communicative speech situations, with the distinction in the word of its content (meaning) and form (phonetic and graphic). First-graders form initial ideas about the sentence, develop phonemic hearing and the ability to determine the sequence of sounds in words of various sound and syllabic structures. They learn to carry out a sound analysis of words using schema models, divide words into syllables, find a stressed syllable in a word, “read” words following the traces of sound analysis, focusing on the stress sign and the letter of the stressed vowel sound. At the preparatory stage, initial ideas about vowels and consonants (hard and soft sounds) are formed, the first five vowels and the letters denoting them are studied. In writing lessons, children learn the requirements for the position of a notebook, a pen, for the correct fit, learn to write the elements of letters first, and then master the letter of letters.

The content of the alphabetic period covers the study of the first consonants and their letter designations; subsequent vowel sounds and letters denoting them; familiarity with vowels denoting two sounds; familiarity with letters that do not represent sounds. A specific feature of this stage is the direct teaching of reading, the assimilation of its mechanism. First-graders master two types of reading: spelling (I read as it is written) and orthoepic (I read as I speak); work with syllabaries and syllables-fusions; master the writing of all vowels and consonants, syllables with various types compounds, words, sentences, small texts.

Post-letter (final) - iterative-generalizing stage. At this stage of literacy training, a gradual transition to reading in whole words is carried out, the ability to read to oneself is formed, the processes of conscious, correct, tempo and expressive reading of words, sentences, texts develop and improve. Students get acquainted with speech etiquette (verbal ways of expressing greetings, gratitude, farewell, etc.) based on reading and acting out communication situations. Teaching the elements of phonetics, vocabulary and grammar goes in parallel with the formation of communicative and speech skills, with the development of children's creative abilities. During this period, children begin to read literary texts and are included in the project activities for the preparation of the “Primer Festival”, during which there is a comprehension of the knowledge gained during the period of literacy.

After learning to read and write, a separate study of the Russian language and literary reading begins.

The systematic course of the Russian language is presented in the program by the following lines of content:

Language system (basics of linguistic knowledge): vocabulary, phonetics and orthoepy, graphics, word composition (morphemic), grammar (morphology and syntax);

Spelling and punctuation;

The development of speech.

The course content has a concentric structure, providing for the study of the same sections and topics in each class. This structure of the program allows taking into account the degree of preparation of students for the perception of certain information about the language, ensures a gradual increase in the complexity of the material and organizes a comprehensive study of grammatical theory, spelling skills and speech development.

The language material ensures the formation of primary schoolchildren's ideas about the system and structure of the Russian language, taking into account the age characteristics of younger schoolchildren, and also contributes to their assimilation of the norms of the Russian literary language. The study of spelling and punctuation, as well as the development of oral and written speech of students serves to solve practical problems of communication and forms skills that determine the cultural level of students.

The program is aimed at shaping younger students' ideas about language as a phenomenon of national culture and the main means of human communication, at their awareness of the importance of the Russian language as state language Russian Federation, the language of interethnic communication.

A significant place in the program is given to the topics "Text", "Sentence and phrase". They most clearly provide the formation and development of the communicative and speech competence of students. Work on the text provides for the formation of speech skills and the mastery of speech information and knowledge of the language, which will create an effective basis for teaching schoolchildren to create texts according to the model (exposition), their own texts of various types (text-narrative, text-description, text-reasoning) and genre taking into account the intention, the addressee and the situation of communication, compliance with the norms of constructing the text (logicality, consistency, coherence, relevance to the topic and the main idea, etc.), developing skills related to the assessment and self-assessment of the student's creative work.

Work on a sentence and a phrase is aimed at teaching students the norms for constructing and forming sentences, developing the ability to use sentences in oral and written speech, and ensuring an understanding of the content and structure of sentences in someone else's speech. On a syntactic basis, schoolchildren master pronunciation norms, inflection processes, grammatical skills, spelling and speech skills are formed.

The program provides for the formation of younger students' ideas about the vocabulary of the Russian language. Mastering knowledge of vocabulary contributes to the understanding of material nature linguistic sign(words as a unity of sound and meaning); understanding the role of the word in the expression of thoughts, feelings, emotions; awareness of the vocabulary of the Russian language and the aesthetic function of the native word; mastering the ability to choose lexical means depending on the purpose, topic, main idea, addressee, situations and conditions of communication; awareness of the need to replenish and enrich one's own vocabulary as an indicator of the intellectual and speech development of the individual.

Serious attention is paid in the program to the formation of phonetic-graphic ideas about the sounds and letters of the Russian language. A clear representation of the sound and graphic form is important for the formation of all types of speech activity: listening, speaking, reading and writing.

An important role is given to the formation of ideas about grammatical concepts: word-formation, morphological, syntactic. assimilation grammatical concepts becomes a process of mental and speech development: schoolchildren develop intellectual skills of analysis, synthesis, comparison, comparison, classification, generalization, which serves as the basis for the further formation of general educational, logical and cognitive (symbolic-modeling) universal actions with language units.

The program provides for the study of spelling and punctuation based on the formation of universal educational activities. The formation of the ability to distinguish between parts of speech and significant parts of a word, detect a spelling, distinguish its type, correlate a spelling with a certain rule, perform an action according to a rule, and exercise spelling self-control is the basis of a competent, error-free writing.

The content of the program is the basis for students to master the techniques of active analysis and synthesis (in relation to the studied units of language and speech), comparison, finding similarities and differences, deduction and induction, grouping, abstraction, systematization, which undoubtedly contributes to mental and speech development. On this basis, the need develops to comprehend the language and speech as a subject of study, to develop a meaningful attitude towards the use of the basic units of the language in speech.

The program provides for the purposeful formation of primary skills in working with information. In the course of mastering the Russian language, skills related to information culture are formed: to read, write, work effectively with a textbook, use linguistic dictionaries and reference books. Students will work with information presented in different formats (text, figure, table, diagram, word model, memo). They will learn to analyze, evaluate, transform and present the information received, as well as create new information objects: messages, reviews, letters, greeting cards, short essays, collections of creative works, a class newspaper, etc.

Work on the EMC "School of Russia" gives good results. The advantages of teaching materials in the study of literacy in the textbook " Native speech"(authors L. Klimanova, V. Gorodetsky and others):

The priority of understanding over reproduction;

Causal, analytical approach to working with text;

Emphasis on own reasoned judgments;

Informal, entertaining nature of questions;

The completeness of the means that form complex skills;

The program involves the organization of project activities, which contributes to the inclusion of students in active cognitive process. Project activity allows you to consolidate, expand, deepen the knowledge gained in the classroom, creates conditions for the creative development of children, the formation of positive self-esteem, skills joint activities with adults and peers, the ability to cooperate with each other, jointly plan their actions, search for and systematize the necessary information.

2.2 Methods and techniques for teaching literacy

Taking into account the different preparedness of children in teaching literacy requires a conditional division of the class into groups. With such a division, it is easier for the teacher to correctly distribute independent tasks to students that are most useful to everyone. Groups are not left constant, because as they learn, lagging behind children can catch up and even overtake those who were better prepared before entering school in terms of skills and abilities. The teacher constantly studies the growing opportunities of students in mastering knowledge and skills and takes this into account when distributing independent tasks.

The most important condition for such an organization of learning is that the results of performing independent tasks should flow into the overall work of the class. Based on the study of the capabilities of children, the teacher organizes work on material of varying difficulty, selects syllables, words, coherent texts accessible to each student, in the reading of which younger students show their initiative, which is due to the selection of text materials.

The material united by a common theme, on which students of different groups work independently, at certain moments of the lesson is included in the collective activity of the class. On this basis, notes O. N. Federyagina, there is an enrichment and development of ideas about objects and phenomena, which in initial form students learn from short texts and illustrations from the primer. Thanks to this organization of learning, students master reading more successfully and faster than learning from the same material only from the primer.

Teaching literacy with a systematic, purposeful consideration of the individual readiness of students stimulates the activity and independence of students. They master the methods of mental activity they have achieved: they perform an advanced sound analysis of the word, read elementary texts from the blackboard and independently from the book; everyone performs tasks corresponding to his real capabilities, and participates in common work class in the role that is available to him at this level of education. A significant place is occupied by independent work.

In general, differentiated literacy training meets the requirement to focus not on a personal level of development, but on the “zone of proximal development” (according to L.S. Vygotsky).

The interaction organized by the teacher in the common work of students of different preparedness contributes to their mutual enrichment of knowledge and skills. Students who are poorly prepared for literacy may be strong in other skills, such as drawing, manual labor, and physical education. Therefore, the teacher must use these strengths to encourage them to read and write. Increasing motivation, the teacher compares the achievements of students not with the achievements of his classmates, but only with their own past weekly achievements, etc.

The task of the teacher is not only to teach children to read, write, count, but also to develop the missing skills in students. The harmonious development of the personality of each child, both mental and physical, must be achieved. Increasing the share of independent work for stronger students allows the teacher to pay more attention to weak students. To this, notes O. N. Federyagina, a reasonable perspective is directed in the study of alphabetic and extra-literary material, which is always at the disposal of students.

Differentiated teaching of literacy using tasks of equal level of difficulty accordingly changes the use of teaching methods by the teacher, taking into account the readiness of different groups of students.

There is a need to constantly improve the lesson outline, texts for additional reading, create new cards to analyze the sound structure of words, writing, various kinds of speech and logical exercises.

At the same time, it is necessary to take into account the decrease in the age of children learning to read and write, and the rapid growth of information in the developing, preschool period. In the teaching of six-year-old children, didactic games, acquiring signs of an independent method of teaching, take an increasing place.

However, understanding the need to organize differentiated learning, neither scholars-teachers nor teachers-practitioners can find an adequate basis for differentiating students. They face the following contradictions: it is not correct to divide children according to the level of development. We must continue to look for ways to successfully teach all, giving due attention to each student. However, the reality is that an ordinary teacher is not able to work honestly with children of different inclinations and readiness for learning with the same success. According to O. E. Kurlygin, differentiation is necessary to improve the effectiveness of training.

Learning to write is a complex process, therefore, it requires preliminary preparation of children for the writing process itself. In the method of teaching writing, when teaching how to write letters, the same techniques are often used: preliminary examination of the elements of a letter, comparing them with the elements of the corresponding printed letter, preliminary writing of complex elements of letters.

A. A. Nikolaeva notes that these techniques, although not always give required quality letters are important at the initial stage of learning to write letters. He sees the reason for the poor efficiency of this type of work in the general approach in teaching children to write the written letters of the alphabet. After all, each letter has its own configuration, different from other letter forms, although many letters have some common elements. Therefore, individual extra work to teach children the correct and unmistakable perception of the configuration of each letter.

AT this case a differentiated approach in the formation of these skills can help. After the teacher explains the rule for writing a letter, the children write the letter or its elements on the entire sheet of paper received, as their hand allows. The teacher gets the opportunity to control how the student understood the spelling of a given letter, and can help the child eliminate errors before he starts writing in a notebook. When teaching children to write letters, it is advisable to give them an image of one or another of them in the form of a picture resembling its configuration.

A differentiated approach in the process of teaching writing is also carried out when conducting individual work with students. For example, for left-handed children, copying may become the dominant technique.

Children, notes M. M. Bezrukikh, who write with their left hand, when writing letters often confuse the trajectory of movements, write letters in reverse direction, therefore, the samples should have arrows that would indicate the initial and further movement when writing the letter .

A left-handed child often with difficulty and only after many attempts understands what he should write and how he should do it, he seems to not see the line, taking the letter away from the top and bottom lines. He confuses not only the right and left side letters, but even top and bottom. It is especially difficult for children to single out the starting point of movement and choose the correct trajectory. In order to overcome these difficulties, special training of spatial-visual perception, visual memory is necessary. To do this, M. M. Bezrukikh suggests using a set of exercises developed by specialists - physiologists and methodologists:

Copying various figures and their combinations;

Reproducing them from memory;

Trace shapes (letters) by points;

Distinguishing figures from others.

You can vary these tasks, complicate or simplify them depending on the success of the implementation.

For children who, when writing on the working line, because of the fear of not finishing the letter or writing above the working line, strongly squeeze the pen in their hand, which causes significant overstrain of the hand, preliminary work on an unlined sheet can be used, where the student limited lines freely writes a letter or its elements.

With children who are found high degree instability of attention, it is necessary to carry out preliminary work that arouses their keen interest. Before writing a letter or its elements in a notebook, the child must first write down in the drawing either the whole letter or its elements.

The formation of elementary graphic skills is necessary for learning the initial letter. As A. A. Nikolaeva notes, the development of graphics is associated with the development of spatial representations, with the improvement of fine motor skills, the development of rhythm and smoothness of hand movement.

Through differentiated teaching in the writing lesson, the teacher gets the opportunity to prevent children's mistakes, provide them with concrete assistance, after which the students begin to write correctly.

Conclusion

Literacy education in primary school aims not only to form a functionally literate personality and ensure the language and speech development of the child, but also to successfully adapt in a new sphere of life that requires the choice of appropriate language tools.

Literacy is taught in the classroom using the analytical-synthetic method, which consists of two interrelated processes - analysis and synthesis. The literacy course according to the EMC "School of Russia" consists of pre-letter, letter and post-letter periods. Literacy education is an integral part of the continuous course of the Russian language and speech development, which highlights certain areas of development of children within the framework of the subject "Russian language", which are implemented at an accessible level for children.

To activate students in the classroom, increase motivation for learning literacy, teachers use a variety of forms and methods of work: they use games, situational conversations; competition games in which all students play with pleasure (who will say more sentences, thematic words, etc.).

To reinforce grammar and lexical material speech exercises are used, which are carried out by a teacher or a strong student. The pace of speech gradually increases. With good oral practice of educational material in speech, children cope well with it when reading text, listening, retelling and other types of work.

Teachers for working with grammatical material widely use grammatical schemes that help children build sentences correctly. Before performing oral or written works grammar schemes are written on the board. Work experience shows that even the weakest students cope well with grammatical material if children are accustomed to working with diagrams. With the help of schemes, work on errors is performed.

UMK "School Russia" involves the creation of conditions that would ensure the comprehensive development of the abilities of all children. The entire arsenal of visual aids is widely used in the lessons - diagrams, drawings, pictures, reference cards, etc. Individual, differentiated approach to students with various types thinking makes a special requirement for the presentation of educational material. It should be not only informative, accessible, but also emotional, vivid, causing students to have certain ideas, associations, visual images.

The need for a differentiated approach and reliance on knowledge of individual and typological features individual students and groups of students, providing for the use of appropriate didactic materials: special training tables, cards - tasks that determine the condition of punched cards, schemes. In the classroom, prompt feedback should be provided and pedagogical tact should be observed.

The program of the EMC "School of Russia" provides not only the formation of reading and writing skills, but also the acquisition of primary skills in working with information necessary for the development of information culture, in particular, the use of linguistic dictionaries and reference books. In the process of mastering the literacy course, students learn to analyze, evaluate, transform and present the information received, create various new information objects.

List of used literature

Babansky, Yu.K. Teaching methods in modern school / Yu. K. Babansky. - M.: Pedagogy, 1985. - 120 p.

Bezrukikh, M. M. Recipes for first-graders with learning difficulties in writing and left-handed children / M. M. Bezrukikh. - M.: Yuventa, 2007. - 80 p.

Budarny, A.A. Individual approach in teaching / A. A. Budarny // Elementary school. - 2005. No. 7 - S. 11 - 14.

Vygotsky, L.S. Selected psychological studies. Thinking and speech. Problems psychological development child / Ed. A.N. Leontiev and A.R. Luria. - M.: Publishing House of the APN RSFSR, 1956. - 519 p.

Egorov, T. G. Essays on the psychology of teaching children to read [Text] / T. G. Egorov; M. : Publishing House of the APN RSFSR, 1991. - 107 p.

Korobova, N. N. Speech development junior school student / N.N. Korobova // Primary school. - 2008. - No. 10. - S. 44 - 46.

Kochetkova, A.V. Complex methods for the development of connected speech of younger schoolchildren / A.V. Kochetkova // Primary school. - 2002. - No. 9. - S. 64 - 68.

Kurlygina, O.E. Formation of educational activity of first-graders in the lessons of literacy / O. E. Kurlygin // Primary school. - 2010. - No. 8. - S. 15 - 17.

Leontiev, M.R. About educational kit"School of Russia" / M.R. Leontiev // Primary school. - 2009. - No. 4. - S. 6 - 7.

Lvov, M.R. Methods for the development of speech of younger schoolchildren: A guide for the teacher / M.R. Lvov. - M.: Education, 1985. - S. 72 - 140.

Nizhegorodtseva, N.V. Psychological and pedagogical readiness of the child for school [Text]: a guide for practical psychologists, teachers and parents / NV Nizhegorodtseva. - M. : Vlados, 2001. - 256 p.

Nikolaeva, A.A. Differentiation and individualization of the educational process in elementary school: From the experience of A.A. Nikolaeva, primary school teachers MOU secondary school No. 11 p. Volochaevka. - Birobidzhan: OblIPKPR, 2010. - 36 p.

Osmolovskaya, I. M. Organization of differentiated learning in a modern general education school / I. M. Osmolovskaya. - M.: Publishing House "Institute of Practical Psychology"; Voronezh Publishing House of NPO "MODEK", 1998. - 160 p. learning literacy elementary school

Redozubov, S.P. Methods of teaching reading and writing in elementary school [Text] / S.P. Redozubov. - M.: Publishing house APN. - 1961. - 428 p.

Russian language in primary school: Theory and practice of teaching: Proc. allowance / M.S. Soloveichik, P.S. Zhedek, N.N. Svetlovskaya and others; Ed. M.S. Soloveichik. - M. : Academy, 1998. - 384 p.

Sinitsyn, V.A. Modern approaches to the development of speech of younger schoolchildren / V.A. Sinitsyn // Primary school. - 2003. - No. 2. - S. 71 - 75.

Sunagatullina, I.N. Peculiarities of speech activity of junior schoolchildren with unsharply pronounced general underdevelopment speech / I.N. Sunagatullina // Primary school. - 2009. - No. 2. - S. 78 - 81.

Federyagin, O.N. Group work in literacy classes / O. N. Federyagina // Elementary School. - 2011. - No. 3. - S. 14 - 17.

Fomicheva, G.A. On the formation of the syntactic structure of speech of younger schoolchildren: Methods of work on syntax in elementary grades of the school / G.A. Fomichev // Primary school. - 2001. - No. 1. - S. 15 - 29.

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