Russian language task for kids. A selection of didactic material "entertaining tasks in the Russian language"

A post that should have been written a long time ago: how to teach Russian to children who come to learn from scratch at preschool age. With adults, everything is clear: there is a RFL methodology, there are RFL textbooks, there are tests. And what to do with young children who have to learn Russian from scratch in the format of a foreign language? We do not have a clear, understandable, step-by-step methodology. Textbooks, in fact, too.

We have an hour a week + homework, at best, and a child who has learned to say hello on the way to class. I will tell you how I see the solution to this problem, and below I will give a comment by Ekaterina Protasova and a very useful quote from her training manual.

RCT for kids?

What can we take from the RFL, a methodology that in its classical form is completely unsuitable for preschoolers?

1.Basic principles of teaching.

For example, information that the teacher must necessarily give a speech model at the beginning of a task or game. Not just “now we will play shop”, but speech models: what the child says, what the adult says. When a new teacher appears in our school who is not familiar with the RFL method, we have to constantly remind about speech models, check their presence at each lesson. We show the task and how it should be done, we say what the child should say.

Reason for lack of progress #1: lack of speech patterns in the teacher.

2.Grammatical, speech formulas

In fact, the language does not consist of words, but of formulas. For example, "I want to buy" is a formula. We change the last word in the formula: I want to buy an apple, I want to buy milk, I want to buy fish, strawberries, yogurt, cheese... And we have a lot of offers. Language is a constructor, we change one word in the formula - a new statement appears, we add the “not” particle - a new statement appears. In the lesson plan and program, we first prescribe what speech formulas we give children, and only then - vocabulary. Formulas, phrases are more important than words. There is no point in learning words outside of formulas, there is no point in learning words out of context.

Reason for No Progress #2: learning words, not formulas. Children often come to us who know a lot of words on topics: animals, fruits, vegetables, home, clothes. But they cannot speak even in the simplest sentences.

3. Order of submission of grammar

Grammar? Preschoolers? Babies? "It's children", what a grammar. We have two problems with our attitude to grammar: grammar is often understood as spelling (from the word “competently”?), grammar is often understood as theory (“the accusative case answers the questions “who, what”, in the feminine, the ending changes to -u, -yu, exceptions are nouns with a soft sign at the end"). At the same time, grammar is just the structure of the language, its skeleton, without which, again, we will have a pile of words “by topic”.

If you are not familiar with the RFL methodology, then you can simply open the RFL textbook for adults or, for example, the table of contents of Nina Vlasova's RFL textbook for children. Look at the order in which the authors give the cases. This choice is not random, it is determined by the frequency of the use of cases in speech. At the same time, the authors do not take ALL the meanings of cases, but choose the most necessary ones at the elementary level.

For example, in the prepositional case, these are the meanings:

Place: in a bag, on a sofa;

Transport: ride, swim, fly something, etc.

Is it possible to avoid all this grammar, study of cases?

It is possible if you place the child on Wednesday. For example, if you have a Russian-speaking kindergarten. Do we tell the child that
learn the prepositional case? No, of course, the child just plays, performs tasks, learns to speak as part of the study of individual speech formulas.

Reason for lack of progress #3. There could be many reasons for this, actually. Cases should be automated in speech. So that the child, having said somehow “I want to buy milk”, hears himself and understands that something is not right, “they don’t say that”, you need to think more. This automation may be missing. Just "understanding the topic" is not enough. Just saying the right thing a few times is not enough.

There may be a lack of gradual, step-by-step elaboration.

There may not be enough games for practice, or there may not be enough games for using what you have learned in your own statement, in your speech. May lack spaced repetition of previously learned.

The cases in this paragraph are for example. There are a lot of other topics: gender, number, agreement of nouns and adjectives, etc., but the general approach remains the same.

Or maybe not RKI?

Maybe not the RCT, but not instead of the RCT, but along with it. You can take benefits for monolingual children with speech disorders and developmental delays. These are grammar and lexical notebooks by Kosinova, materials for the development of coherent speech for children with OHP Arbekova, etc. You can partially take general developmental materials for babies.

But I have never seen an effective program for non-Russian-speaking children, built only on materials for monolinguals without additions and processing. It's all about the difference in goals. Each manual solves its own tasks, and the authors of speech therapy manuals for monolinguals have completely different tasks than teachers and parents who want their child to learn to speak Russian.

You can peep ideas in the materials of English for kids. There are a lot of ideas there, I myself am subscribed to dozens of blogs of American kindergarten teachers and teachers of English as a second native. But the order of introducing grammar in Russian is still different. They are more about the design of the task, the presentation of the material, the options for games.

Reason for No Progress #4. A "patchwork quilt" of many benefits that helps to spend the lesson time, but does not solve specific problems. There are a lot of some printouts and cards, but there is no single system. If the system is not in the program, then systemic language learning will not work either.

Or maybe just play?

You can experiment. Go to the teaching community and ask how to teach Russian to kids who are learning it from scratch. I'm willing to argue, one of the first comments will be: "Which lessons? Which programm? Toddlers learn by playing, just play. To the store, to the zoo, to the dolls, to the lotto. Here I liked this loto about dishes: link. And you can also sing songs and lead a round dance.

If you spend several hours with your child every day, then just communication and just playing will be a developing and learning environment. Download loto about dishes, memorize songs, take out a toy cash register and start playing. If you have an hour a week, then "just playing" you will just kill a lot of time without achieving anything.

Therefore, we return to a systematic approach: what grammar you work out, what formulas you can derive from it, what vocabulary you will need in the process, what games you can come up with to practice vocabulary and formulas. There are games, they are at the end of the chain. And they work for a specific task. And they do it! We connect songs as a warm-up at the beginning of the lesson, a round dance as a break, loto as an interval repetition of the previous topic (and do not forget to repeat not only the vocabulary, but the vocabulary inside the sentence, inside the formula). Look, everything came in handy, everything found a place inside the system.

Reason for lack of progress #5. Well, you understand, I guess. Games are not built into the program, into the system. And in this case, you can play for 5 years, and the child will not speak even the most elementary Russian. And not because...

"We only have an hour a week"

I write about this very often and continue to write, because an hour a week also makes sense if you have a flexible program, a systematic approach, specific tasks for each lesson and tasks with games that solve these tasks. If you see the rhythms of the students and adapt to them. If you see the potential, the opportunity to step over to a new, more difficult stage, and take advantage of this opportunity. If you're trying to figure out why it doesn't work instead of explaining everything for an hour a week. If you are ready to temporarily take a problem student to individual training, this also often helps to catch up with the group. If both you and your parents understand that you are moving forward in small steps, and it cannot be otherwise with such a volume of work and such short classes. But you are moving on.

About homework

And lastly: what to do with homework. Here is my option. If the child has Russian-speaking family members, they will help to repeat what was learned in the lesson, help to make a couple of worksheets. If there are no Russian speakers in the family, there are songs, baby educational videos on YouTube or short videos specially recorded by you for homework. And so on until the child learns to read. Once learned, we have the opportunity to give tasks for independent implementation. Copy-books, connect the word and the picture, worksheets with elementary tasks and vocabulary familiar to the child. The child grows up, the Russian progresses, homework becomes more difficult.

The program is based on the basic principles developed by N.A. Fedosova. The content of the program is aimed at the overall development of the child, which creates a solid foundation for the successful study of the Russian language.

Download:

Preview:

The purpose of the program is the comprehensive development of the child's personality, the formation of his mental abilities and creative activity, the development of his horizons, intellect, and personal qualities.

The following tasks contribute to the achievement of this goal:

development of speaking and listening skills;
development of interest and attention to the word, to one's own speech and the speech of others;
enrichment of active, passive, potential vocabulary; development of the grammatical structure of speech, coherent speech skills based on the child's speech experience;
development of the ability to operate with language units: sound, syllable, word, phrase, sentence;
the development of visual-figurative and the formation of verbal-logical thinking, the ability to draw conclusions, justify one's judgments;
development of memory, attention, creativity, imagination, variability of thinking;
development of general educational skills: the ability to work in a team, interact, bring what has been started to the end; work carefully, with concentration;
expansion of ideas about the world around, the phenomena of reality based on the life experience of the child.

In preparation for learning their native language, children get acquainted with stories, fairy tales, plot and subject illustrations. They learn to answer questions and ask questions about the content of the texts they have read, retell what they have read, expressively read poems they have learned by heart. Compose fairy tales, stories based on illustrations.

In the process of getting to know works of art and working with them, the intellectual and moral and aesthetic education of preschoolers is carried out, their emotional responsiveness to the phenomena of life around them develops.

Children master dialogic and monologue speech. They learn to speak expressively, without tension, slowly, clearly pronouncing each word.

Training is based on gaming activities and is practical in nature. Of particular importance in preparing children for learning their native language are speech games that precede orienting actions.

Speech games develop thinking, speech, attention, imagination. Such games include: “Tell me a word”, “Guess the word”, “Continue the tale”, “Continue the story”, “Tell me about the toy”, etc.

Preliminary orienting actions help to form fine motor skills, develop coordination of movements, and prepare children for the perception of letter shapes. Preliminary orienting actions - outlining the contour of an object, common elements in objects, shading objects, drawing in missing elements of objects, finger gymnastics, etc.

The development and improvement of speech is associated with the tightening and enrichment of the vocabulary of children; the formation of the grammatical structure of speech; retelling from illustrations and compiling a story from a picture.

In preparation for learning to read, a readiness is formed to speak coherently on certain topics, to realize at an elementary level what speech is, what its purpose and features are.

Development and improvement of oral speech.

 Expansion of the stock of words naming objects, actions, signs.

 Improving the ability to form single-root words, use complex sentences of various types in speech.

 Formation of the ability to correctly use words according to their meaning in the appropriate context.

 Formation of a correct understanding of the figurative meaning of words.

 Teaching the ability to notice and correct your speech errors.

 Comparison of objects, selection and correct naming of their essential features; enrichment of the dictionary with the exact names of qualities (material, shape, color, size).

 The correctness of the understanding and use of generalizing words by children, and their active use in speech.

 The development of dialogic and monologue speech.

 Learning meaningful, logical and consistent transmission of text based on illustrations.

 The development in children of attention and interest in the word, its emotional coloring in the process of reading fairy tales, poems.

 Learning riddles, tongue twisters; storytelling based on illustrations.

 Development of the ability to coherently talk about episodes from one's own life on a given topic; verbally describe the world around (flowers, animals, birds, vegetables, fruits, sky, sun, etc.) according to the plan.

 Development of emotional perception of speech of adults and children.

 Ability to answer questions, ask questions, build short messages.

 Description of the picture: a description of what is depicted in the picture.

 Development of children's interest in independent verbal creativity, encouragement in creating stories, fairy tales, poems.

Preparation for learning to read.

 Teaching the correct literary pronunciation, orthoepic norms of the literary language.

 Improving the sound culture of speech: the ability to distinguish by ear and in pronunciation all the sounds of the native language.

 Improving phonetic hearing: the ability to name words with this sound in a sentence; determine the place of a sound in a word.

 Strengthening and development of the child's articulatory apparatus: teaching a clear pronunciation of words and phrases.

 Isolation of sounds at the beginning, end and middle of a word.

Preparation for learning to write.

Preparation of the writing hand for writing in the process of outlining patterns and shading objects, gymnastics for fingers; familiarity with the rules of writing - with the correct fit when writing, with the position of the sheet, pencil when working in a notebook; learning to work in a limited space (on the working line), moving the writing hand from below along the line, from left to right; familiarity with the contour of the subject and its features.

Planned results.

Children should be able to:

 pronounce all sounds correctly;

 pronounce words clearly and distinctly;

 find words with a certain sound;

 determine the place of sound in a word;

 observe orthoepic pronunciation norms;

 make sentences on key words, on a given topic;

 compose stories, fairy tales from a picture, from a series of pictures;

 retell fairy tales, short stories based on supporting illustrations;

 observe basic hygiene rules;

 navigate on a page in a notebook.

Thematic lesson plan.

Lesson 1.

Getting to know the school and each other. Identification and systematization of knowledge, skills and abilities that children possess. Riddles on the theme "School". Finger gymnastics.

Lesson 2.

Journey into the world of toys. Solving riddles. Compilation of a story on the topic "My favorite toy." Learning by heart the poems of A. Barto. Finger gymnastics.

Lesson 3.

In kindergarten. Solving riddles. Drawing up a story based on the picture "In kindergarten." Finger gymnastics. Familiarity with the lined notebook. Familiarization with the landing rules.

Lesson 4.

Journey through fairy tales. Fairy tale quiz. Solving riddles. Meeting with the heroes of your favorite fairy tales. Dramatization of the fairy tale "Turnip". Finger gymnastics. Work in a notebook (illustration of turnips).

Lesson 5.

My favorite fairy tale. Solving riddles. Retelling of a favorite story. Finger gymnastics. Work in a notebook (illustr. bunnies).

Lesson 6.

Journey to Multlyandiya. Quiz on cartoons (guessing riddles). Write a story about your favorite cartoon character. Help Winnie the Pooh game. Finger gymnastics. Work in a notebook (illustrated by Winnie the Pooh).

Lesson 7.

Journey to the forest. Acquaintance with the plants of the forest. Solving riddles. The game "What is superfluous." Finger gymnastics. Work in a notebook (draw a Christmas tree).

Lesson 8.

To the forest for mushrooms and berries. Solving riddles. Memorization of the poem "Mushroom". Drawing up a story based on the painting "Lost". Finger gymnastics. Work in a notebook (draw a mushroom).

Lesson 9.

Forest animals. Solving riddles. The game "Who is superfluous?" Drawing up a story - a description of the picture (about a squirrel). Finger gymnastics. Work in a notebook (draw a squirrel).

Lesson 10.

Forest animals. Solving riddles. Drawing up a story - description (about a woodpecker). Finger gymnastics. Work in a notebook (draw a bird).

Lesson 11.

Travel to the village. Pets guessing riddles. The game "Who is superfluous." Game big and small. Finger gymnastics. Work in a notebook (draw a chicken).

Lesson 12.

Pets. Compilation of a story - a description of the picture of one of the animals. Finger gymnastics. Work in a notebook (draw a dog).

Lesson 13.

Wild and domestic animals. Their similarities and differences. Retelling of the story "Cat Vaska". Memorization of the poem "Vasenka". Finger gymnastics. Work in a notebook (draw a cat).

Lesson 14.

In the garden and orchard. Solving riddles. The game "What's wrong?" Drawing up a story based on the picture "Harvesting". Finger gymnastics. Work in a notebook (draw vegetables and fruits).

Lesson 15.

Journey to the meadow. Solving riddles. Sound Automation Exercises sh  ,  h  . Memorization of the poem "Butterfly". Finger gymnastics. Work in a notebook (draw a butterfly).

Lesson 16.

Journey to the forest swamp. Solving riddles. The game "Who is superfluous?" Memorizing a poem by E.A. Alyabyeva "Frogs - laughter". Finger gymnastics. Work in a notebook (draw a frog).

Lesson 17.

On the river. Solving riddles. The game "Who is superfluous?" Drawing up a story based on the picture "Fishing". Finger gymnastics. Work in a notebook (draw a fish).

Lesson 18.

Air travel. Solving riddles. Finger gymnastics. Work in a notebook (draw a rocket).

Lesson 19.

We walk around the zoo. Solving riddles. The game "Who is superfluous?" The game "Who lives where?" Compilation of a story - a description of the animal in the picture. Finger gymnastics. Work in a notebook (draw a bear).

Lesson 20.

Who works for whom. Professions of people. Solving riddles. Compilation of a story about the professions of parents. Finger gymnastics. Work in a notebook (we draw a ship).

Lesson 21.

My family. Write a story about your family. The game "Speak the other way." Finger gymnastics. Work in a notebook (draw balls).

Lesson 22.

In the shop. Solving riddles. Compilation of the story "Shopping". Finger gymnastics. Work in a notebook (draw toys).

Lesson 23.

Tools. Solving riddles. The game "Name it in one word." Drawing up a story based on the picture "We are building a feeder." Finger gymnastics. We draw a shovel in a notebook.

Lesson 24.

What a miracle - machines? Transport. Game "Finish the sentence." Write a story about different modes of transport. Finger gymnastics. Work in a notebook (draw a car).

Lesson 25.

Don't play on the pavement! Familiarization with the rules of the road. The game "It happens - it doesn't happen." Finger gymnastics. Work in a notebook (draw a traffic light).

Lesson 26.

Travel to the circus. Solving riddles. Drawing up a story based on the picture "At the circus". Game "Who was?" Finger gymnastics. Work in a notebook (draw a clown).

Lesson 27.

Seasons. Difference of seasons. Solving riddles. Logorhythmic poem "Autumn Leaves", "Wind". Finger gymnastics. Work in a notebook (draw the sun).

Lesson 28.

What is speech. Oral and written speech. Drawing up a story based on the picture "Cook". The game "Speak the other way." Finger gymnastics. Work in a notebook (draw dishes).

Lesson 29.

Speech is made up of sentences. A sentence is made up of words. The beginning of the sentence (designation in the form of a diagram). Game "Finish the sentence." Finger gymnastics (tracing an object along the contour, shading; writing a short and long inclined stick).

Lesson 30.

Dividing words into syllables. Postman game. Drawing up a story based on the picture "Little teacher". Finger gymnastics (hatching; writing a short stick with a rounded bottom).

Lesson 31.

Building words from syllables. The game "Complete the syllable to the word." Compilation of a fairy tale based on the plot pictures "The hare is a bouncer." Finger gymnastics. Work in a notebook (hatching objects; writing a short stick with a rounded top).

Lesson 32.

Acquaintance with the sound side of the word. The game "To whom to visit." Drawing up a story based on the picture "Little Photographer". Finger gymnastics. Work in a notebook (hatching objects; writing a long stick with a rounded bottom).

Lesson 33.

We learn to hear and distinguish sounds. The game "Tom and Tim". We compose a fairy tale (at the beginning). Finger gymnastics. Work in a notebook (hatching objects; writing a long stick with a rounded top).

Lesson 34.

We learn to hear and distinguish sounds. The game "Tom and Tim". Quiz "Who is more?" Drawing up a story based on the plot pictures "Soon to school." Finger gymnastics. Work in a notebook (hatching of objects).

Here is the complete archive of the free e-magazine Korablik.

Preschoolers are distinguished by curiosity and aspiration. Boring primers and dry presentation of material repels children from further development. The presented magazine was created for a variety of activities with the child, as a help for parents and educators. Bright pictures and interesting exercises are suitable for children who are preparing to go to school. Cognitive tasks allow you to saturate the developing mind with useful knowledge, without breaking away from the gameplay.

The electronic magazine "Ship" has carefully selected tasks aimed at the comprehensive development of the child. The collected exercises activate the logical thinking of the baby, and allow you to put into practice the existing knowledge. Each edition features fun activities that every preschooler will love. Convenient presentation of the material contributes to the rapid memorization of new knowledge.

A fascinating magazine has collected useful material on its pages that can lay the necessary foundation for further learning. Together with interesting exercises, the child will develop in the right direction, train his mind and increase his potential.

Summary of the Ship by Numbers magazine:

Preparing a hand for writing, mathematics, the world around.

Mathematics, logic, the world around.

Preparing hands for writing, thinking.

Mathematics, preparation of the hand for writing.

Preparing a hand for writing, mathematics, logical thinking.

Ship No. 6 (download/view in JPEG format)

The development of motor skills of the hand, mathematics, thinking.

Logic, thinking, memory development.

Ship No. 9 (download/view in JPEG format)

Preparation of the hand for writing, development of speech.

Fundamentals of labor education, logical thinking.

Mathematical representations, motor skills of the hand.

Logical thinking, the world around.

Development of attention, mathematics, logical thinking.

Preparation of the hand for writing, mathematical representations.

The development of speech, mathematics, the world around.

Knowledge of the environment, preparation of the hand for writing.

Mathematics, development of motor skills of the hand.

Classes on the development of speech by compiling sentences and stories.

Environment, fun.

Mathematics for kids: classification.

We develop attention, fine motor skills of children's hands.

Compare objects and develop children's attention.

We develop attention, ingenuity, fine motor skills of the hand, looking for patterns.

We learn to observe, compare and generalize.

We compare objects by their internal characteristics, we solve logical problems.

We teach children the classification of objects.

Classes for the development of intellectual abilities of children 5-6 years old.

Literacy classes for children 5-6 years old.

Articulation gymnastics.

Games and exercises on the theme "Man and his health".

The world around us, ecological education, speech development.

Tasks for the development of thinking in children.

Lessons with letters and syllables.

Children's first steps in mathematics.

Complexes of developing exercises.

Physical education classes for the development of motor creativity of preschoolers.

Mathematics for preschoolers.

Complexes of developing classes for preparing children of senior preschool age for schooling.

We teach children safe behavior, classes on the topic "Winter".

Classes on the topic "Winter".

Math classes for preschoolers.

Tasks for the development of speech of preschool children.

Classes for teaching children to read.

Classes for teaching children 4-5 years old to read through the game.

Reading lessons for 4-5 year olds.

Classes on teaching reading to middle preschool age.

Task cards in mathematics 1st grade.

Classes on the theme "Autumn".

Mathematics, writing.

Exercises for the development of memory, exercises for the development of attention.

Summaries of classes for teaching children 4-5 years old to read and write; exercises for the development of attention, thinking.

Educational exercises for preschoolers.

We develop hand motor skills, develop attention, thinking, mathematics for preschoolers, speech development classes.

Literacy classes, speech development classes.

Riddles games, developing hand motor skills, math problems.

Non-traditional methods of improving children's health, developing logical thinking (lotto), solving crossword puzzles.

Tasks for the development of thinking, tasks for teaching children to read and write, tasks for preparing a child for learning to write.

Cut pictures, crossword puzzles.

Intellectual readiness for school: lessons 1-10.

Intellectual readiness for school: classes 11-21.

Intellectual readiness for school: classes 22-32.

Games and tasks for the development of a child's attention, thinking, memory.

Tasks for preparing the hand for writing (we draw in the cells).

Exercises and tasks in mathematics for elementary grades.

1. Decipher the inscription , dividing it into words.

Bezmukinetnauki.

Why is the word "without" written separately? Prove it.

2. Secret words and sentences .

a) Guess the 5 letter word. To solve the word take:

Apple | - 3rd consonant from the 1st word.

Cherry | (……..) ? - 3rd consonant from the 2nd word.

Plum | - 1st vowel from the 3rd word.

Pear | - 1st consonant from the 4th word.

Watermelon | - 1st vowel from the 5th word.

(BOOK)

3 .Tricks with words.

Can a catfish be turned into an ox? You can: catfish-dom-dol-vol. You can change one letter at a time and an intermediate word must exist.

Transform: onion rak (onion lacquer rak)

flour river (flour-hand-river)

garden juice (garden-court-suk-juice)

cook poppy (kok-like-poppy)

kum vol (kum-kom-kol-vol)

The child must not only complete this task, but do it with a purpose. For example: underline the word in a chain with an unstressed vowel; or underline letters denoting paired consonants.

4 . Exercise : from each word, take only the first syllables and make a word:

1) car, brake (author)

2) ear, company, vase (ko-ro-va)

3) milk, spawning, cockroach (mo-not-ta)

4) bark, lotto, boxer (mo-not-ta)

5) ram, wound, attendant (ba-ra-ban)

5 . Exercise : from each word, take the second syllables and make a word:

1) nightingale, ceiling (lo-to)

2) snake, frame (i-ma)

3) button, hammer, lava (go-lo-va)

4) reproach, elderberry, tina (kor-zi-na)

5) turn, powder, ditch (in-ro-on)

6. Exercise: take the last syllables from each word, make a new word:

1) furniture, gun (bel-yo)

2) straws, it's time, stranded (ka-ra-mel)

3) fox, thorn, booklet (sa-mo-fly)

4) pullover, coat, ticket (helicopter-fly)

5) milk, relay, takes (ko-le-so)

6) resin, tear, takes (la-za-ret)

7. Exercise : Take one syllable from each word so that you get a word:

1) record, picture, peacock (plas-ti-lin)

2) shepherd, dam, camp (pas-ti-la)

3) boots, parachute, fantasy (sa-ra-fan)

4) mowers, frosts, pilot (sa-mo-fly)

5) flour, stew, sofa (ka-ra-van)

6) map, web, raid (kar-ti-na)

7) water, road, sample, net (in-to-wire-water)

8. Matryoshka words.

a) Find the words inside the data and write them down. Examples of suggested words:

Victory (trouble, food, yeah)

Basket beads

slipper machine

nightstand mister

fishing rod scythe

fisherman shiver

precipitation atom

trumpeted rubber

b) Divide the word into two short ones.

For example: horizon \u003d burn + top umbrella \u003d ____ + _______

cypress \u003d _____ + _____ tops \u003d _____ + ______

gazelle =_____+_____ fiber =_____+______

sail =_____+______ stripe =_____+______

C) Remove one letter from the word. It can be at the beginning, middle or end of a word. The remaining letters should form a new word.

Spark - caviar

regiment heat

the slope is red

vinegar screen

trouble lamp

octopus tutorial

D) And now, on the contrary, you need to put the letter at the beginning and end of the word - it will turn out different.

Gift | have glasses | b rose | G

Table | used duck | mustache | b

Ball | f pairs | to fur | With

Laziness | about walking | to wasp | to

9 . Anagrams and logarithms .

Anagrams are riddles where letters in a word are rearranged to form another word. Logarithms are riddles in which the intended word is obtained by dropping or adding a letter.

A) Anagrams and logarithms in verse.

1. Breathing lightly in my shadow,

You often praise me in the summer,

But rearrange my letters -

And you will cut down a whole forest with me. (linden-saw)

2. I am a tree in my native country,

You will find me in the forests everywhere,

But rearrange the syllables in me -

And I will provide water. (pine-pump)

3. On the way, on the way

I'm merrily jumping

And read me from the end -

I'll sharpen my knife. (touchstone)

4. I rush along the wire

Nights and days,

And from the end they will read me -

I am related to the tiger. (talk cat)

5. I lie on the ground,

nailed to iron

But rearrange the letters -

I'm going to the pot. (sleeper-noodles)

6. Geography with me

Children study at school

Give the order of the letters is different -

And you will find me in the buffet. (satin salad)

7. Having taken off, I burn with a star in the night,

But I'm fading too early

And change "e" to "i" -

And I will become a green bush. (rocket rocket)

8. I am a famous dish,

When you add "m"

I will fly, buzz,

Boring everyone. (ear-fly)

9. I crumble, blowing out of the way,

Everything I need to destroy.

And read me from the end -

I am a reward to the waves of the sea. (scrap-mol)

10. You will solve the problem freely,

I am a small part of the face

But if you read me from the end

You can see anything in me. (nose-sleep)

11. Hiding my ruddy fruit

Shady foliage.

And rearrange the letters -

I will be a river. (plum-Vistula)

And waddle so comically

But insert us "l" - and we will sound

Then pretty melodic. (geese-gusli)

b) We compose anagrams.

Change the order of the letters in the word so that you get a new one: summer-body

Carp - lighthouse -

Atlas - boat -

Sleeper - fox -

Carriage - canopy -

C) Find the original words if it is known that the same permutations were made in all of them.

1) lbko 2) rai 3) upks 4) eravshn 5) rkchildren 6) ashnrri

(block, aria, launch, revenge, credit, hinge)

1) vzteko 2) okamdnri 3) lkbuinak

(flower, commander, strawberry)

10. Crosswords.

11. Logical tasks in the Russian language.

BUT). Puppy fidget.

The dog Zhulka had four puppies. Beam, Rex, Sharik and .... But the fourth puppy constantly disappeared somewhere. What was his name? Guess and write down: Bobik, Druzhok or Tuzik?

(Bim - 3 letters, Rex - 4 letters, Sharik - 5 letters, so the fourth was called Druzhok - 6 letters.)

b) What is the word?

horse

squirrel

hedgehog

mole

goat

Fox

mouse

raccoon

Guess the word I'm reading from the data. Hint: it has two syllables, and there are more sounds than letters. (raccoon)

The task may be different. Hint: this is a word with a soft sign at the end and it is 2 declensions, etc.

AT) Generalization of concepts.

Name it in one word: bag, bucket, doctor ....... (nouns)

fun, good, random ...... (adverbs)

slides, green, earth ... .. (words with a checked

unstressed vowel).

G) The game "In definitions".

Children are given cards with the names of objects (for example: bus, apple, lake, chamomile ...). It is suggested that the student who takes one of the cards talk about his object within 1 minute so that everyone understands what the speaker means. You can’t just say your word and gesticulate with your hands. Later, you can limit: talk about the object, naming verbs or only adjectives.

12. Punching out a word.

Suggested words:

builds decided

run drawing

sees writes

Children alternately must remove (or cross out) the words, naming a distinctive feature of the word that other words do not have.

For example:

1) run - only this verb in the indefinite form.

2) drew - only it has a plural.

3) decided - only he of the remaining has a past tense,

and the rest are in the present.

4) writes - only he is from the remaining 1 conjugation.

5) sees - only this is an exception verb.

Only the verb "builds" remains. But the options for dropout in this case may be different. Children may notice a variety of signs of verbs.

Similar work is possible with other parts of speech:

famous

honest

happy

danger

beautiful

sad

1) danger is a noun, and all the rest

adjectives.

2) beautiful - only this is an adjective in the feminine

kind.

3) cheerful - only it does not contain an unpronounceable

consonant.

4) famous - only this adjective contains

prefix.

Remain: honest and sad.

Such tasks allow you to involve all students and repeat a large amount of the studied material.

A group of words for the spelling of prefixes: d..flying, pr..gorok, s..thinking, pr..shouting, n..vestil, pr..red, s..putting.

The code: i - 1, e - 2, o - 3, a - 4

Task for children: write only the missing letters in order, encrypting them with numbers.

Children write in their notebooks:

3, 1, 4, 3, 4, 2, 3.

This game can also be used in many different ways. Spelling can be varied. You can encrypt cases, gender, numbers, etc.

AT)

Members of the proposal

H A S T I R E C H I

Creatures.

Pronoun

Attached.

Verb

Adverb

Subject

Predicate

Definition

Addition

Circumstance

-Come up and write a sentence for the cipher: 9, 13, 1

(Cold winter has come.) What is the grammatical basis.

13 .Word by pattern .

You need to put the word according to the pattern. The word in brackets is derived from the words around the edges. Having solved the 1st pattern, you will find a word from the second pair.

Mushroom (tag) asset

Gloom (…….) atom (this is the word "map" because, from the first they took 4,3, 2, letters, and from the second 2, 1)

There are many such patterns:

hook (dew) cleaver

garage (…..) tobacco (missing word "toad")

book (stork) salad

threshold (…..) scrambled eggs (grotto)

pie (field) tear

market (……) siege (dew)

sail (soot) twill

announcement (……) flaw (snow)

wax (plough) freight cattle (……) front (window)

foot (salt) lash

pause (……) steppe (path)

You can list them for a long time, as well as the tasks that can be offered.

14. word game .

Insert a word in brackets that would serve as the end of the first and the beginning of the second. There are as many letters in a word as there are dots in brackets.

Oby (…..) ka (tea)

Me (…….) olade (shock)

Prik (…..) ya (lad)

Apo(……) b (table)

Am(…….) an (bar)

Run (……) op (mot)

Svir (…..) nickname (spruce)

Pe(…….)ol (juice)

Tasks: - make phonetic analysis

- highlight spellings

- think of related words

- model the word according to the scheme:

Write as many sentences as possible, in which words would begin with the indicated letters. Sort these sentences into parts and parts of speech.

B____ y_____ w_______ b_______ .

S____ o_______ n_______ s_______ .

K____ e_______ l_______ k_______ .

Are given words: author, comrade, motor, billiards.

From each word, take only the first syllables and write down the resulting word (av-to-mo-bil).

The words are given: harvest, why, gardener.

Take the first syllable from the first word, the second from the second, and the third from the third. Write down the word (u-che-nick). You can take any syllables in a row and give a variety of words.

15. Recovery of words and sentences .

A) Help Piglet.

Piglet is in trouble. He wrote a letter, but it was washed away by water. Restore Piglet's letter.

“Sp..s..t.., p..m..g..t..! M..y d..m s..t..p..l.. v..d..!

I'm in b..d..!

P..t..h..k.”

Since the main part of the spelling is vowels, such tasks make it possible to repeat a large number of rules.

B) signboards.

One day a hurricane hit the city. He tore off the signs from the stores, and tore off individual letters on others. Restore the names.

FURNITURE..L.. COLOR..YOU

CHLE.. DE….K…. OBU….

C) Here are the words, but with missing letters. One dot corresponds to one letter. Write down the words.

m. . . well. . . f

in. . . . . d b. . . . . t

h. . c

D) a mysterious letter.

A dash means that a letter is missing. What words could come up?

------ A S A

------ A Y K A

Fun Grammar

topic: Spelling hissing zhi-shi, cha-cha, chu-shu.

Say a word.

the cat lives on our roof,

And they live in the closet ...... (mice)

won't run without gas

No bus, no... (car)

Make words from syllables.

LY CHA PRU MA NA SHA KRY ZHI SHI CHAI SHA NICK CHA RO KA VVE VSTRE

3.Fill in the words: ....sy, ....ka, ....nick, ... gun, met ..., pi ..., cha ..., tu .., prey .., ro ..

4. There are 12 words in these poems with combinations of zhi-shi, cha-cha, chu-shu. What are these words?

A little swaying reeds,

The lake slumbers in silence.

Reflections live in it:

clouds float in the lake

Pine forest, as if alive,

Drowsing upside down.

The seagull warmed up the kettle,

Invited eight seagulls:

- Come all for tea!

How many seagulls, answer!

The pike lived in the lake,

She brushed the bottom with a brush,

Shchi cooked for guests,

She treated minnows.

5. Fill in the boxes.

AND

And

AND

And

BUT

SCH

BUT

SCH

And

AND

And

BUT

FROM

BUT

And

6. Crosswords.

Horizontally:

They don’t get angry, but they toss and turn with their mustaches, they are not silent, but they won’t say a word, they go, but they won’t budge. (WATCH)

He frowns, frowns, breaks into tears - there will be nothing left. (Cloud)

Tail wags, toothy, but does not bark. (PIKE)

I was carried by a beast, but fell on people. (FUR COAT)

7. Anagrams.

Rearrange the letters in places to form new words

onion (stocking) pen (chock) shirtfront (machine)

net (hour) niche (tire)

8. Charade.

With S we rush you with all your might

S U - we will get your feet wet. (ski puddles)

9. Puzzles.

SCH,

Riddles by topic:

Spelling of unstressed vowels at the root of a word.

Spelling of consonants in the root of the word.

Spelling combinations zhi-shi, cha-cha, chu-shu.

Spelling of separating soft and hard signs.

Word composition

Spelling of a soft sign after hissing nouns.

Spelling of unstressed vowels not checked by stress.

Spelling of unpronounceable consonants at the root of a word.

Double consonant.

Spelling of a soft sign denoting the softness of a consonant sound.

Riddles on the topic "Spelling unstressed vowels at the root of the word."

1. Dew glistens on the grass,
The girl came out - beauty,
Grass cuts and lays,
Everything moves back and forth. (scythe)

2.Cunning cheat, redhead,
Fluffy tail - beauty!
And her name is... (Fox)

3. Lyko loves to fight,
Jump into the garden
She shakes her beard
He calls himself Dereza. (goat)

4. A grandmother with glasses sits on walnut knots.
Oh-ho-ho yes ah-ah-ah - it’s bad for a grandmother with glasses.
He sees at night in the dark both bugs and spiders,
And he can't see a thing during the day either with or without glasses. (owl)

5. I am a cloud, and a fog, and a stream, and an ocean,
And I fly, and I run, and I can be glass. (water)

6. I covered the paths, decorated the windows,
She gave joy to the children and gave a ride on a sled. (winter)

7. Cheers in the spring, cools in the summer,
Nourishes in autumn, warms in winter. (wood)

8. No beginning, no end, no back of the head, no face!
Everyone knows - both young and old - that she is a huge ball. (Earth)

9. The sea goes, goes,
And it will reach the shore -
This is where it will disappear. (wave)
10. Early in the morning in the yard,
Lots of beads on the grass. (dew)

Riddles on the topic "Spelling of paired consonants at the root of the word" .

1. Here is a mountain, and near the mountain
Two deep holes.
In these burrows the air roams,
It comes in, it goes out. (nose)
2. The old man is a joker
On the street does not order to stand,
Pulls home by the nose. (freezing)
3. Turn - a wedge,
Unfold - damn it. (umbrella)
4. He trails behind you,
At least it stays in place. (track)
5. Lying, lying,
Yes, he ran into the river. (snow)
6. Now I'm in a cage, then in a line,
Feel free to write for me,
Can you draw
I am called... (notebook)
7. Short and stocky
Decided to look at us
Raised in the morning under the trees
Leaf with green needles. (mushroom)
8.Under the pines, under the trees
There is a bag of needles. (hedgehog)
9. Upside down - full, bottom up - empty. (hat)
10. Stuffed with down, lies under the ear. (pillow)
11. If I am empty,
I forget about you
But when I bring food
I will not pass by the mouth. (a spoon)
12. Sad old lady
Lives in a forest hut
Says the same thing
One syllable repeats all his life. (cuckoo)
13. In white dresses, yellow eyes ...
You name them without any prompting. (chamomile)
14. That's where the girlfriend hid.
Sitting under a leaf... (wave)
15. Rain and snow, thunder and downpour.
In a word, how to call
To solve the riddle. (precipitation)
16. The chicken went out for a walk,
Pinch fresh grass
And behind her the guys -
Their names … (chickens)
17. Sharp tip - oh, oh! On one of his legs.
He wants to live in a piece of wood, you have to beat him from above. (nail)

Riddles on the topic "Spelling combinations of zhi, shi, cha, schA, chu, schu."

1. Where it rests with its tail,
There will be a hole later. (awl)

2. Downhill - horses,
Uphill - pieces of wood (skis)

3. What kind of stars are
On a coat and on a scarf?
All through, cut,
And you take it - water in your hand. (snowflakes)

4. Grass that grows on the slopes
And on the green hills.
The smell is strong and fragrant
And her flower and leaf
You and I are going for tea.
What kind of weed, guess! (oregano)

5. I look so much like a rose,
Isn't that good
But my fruits
Everyone is suitable for food. (rose hip)

6. The pole is on fire, but there is no smoke. (candle)

7. The eagle flies across the blue sky,
She spread her wings, covered the sun. (cloud)

8. They will tell the truth if they go.
Stop - lie. (watch)

9. Not sewn, not cut,
And assembled on a thread. (stocking)

10. She had a drink in her mouth,
She lived underwater.
Scared everyone, swallowed everyone,
Now it's in the cauldron. (pike)

Riddles on the topic "Spelling of separating soft and hard signs."

1. In the forest near the stump, bustle, running around:
The working people are busy all day,
He builds a city for himself. (ants)
2. Root in the ground, body in the wild,
Many hands reach for the sun - they will not part! (trees)
3. Front - patch, back - hook.
In the middle is the back, and on it is a bristle. (pig)
4. I am a giant: here is that huge one,
multipood stove
I'm like a chocolate bar
I instantly raise in height.
And if I use a mighty paw
I will grab an elephant or a camel,
I will be happy with both of them.
Raise like little kittens. (crane)

Riddles on the topic "The composition of the word."

1. I don’t argue, not white - I, brothers, are simpler,
I usually grow in a birch grove. (boletus)
2. Blooms from under the snow,
Welcomes spring first. (snowdrop)
3. I'm growing up in a red cap
Among aspen roots.
You will see me from a mile away
I'm called... (boletus)
4. At night, at noon, at dawn,
He carries out his service in secret.
On the trail, on the beach
Blocks the path of the enemy. (border guard)
5. Master, master, help -
The boots were worn out.
Hammer the nails harder -
We're going to visit today. (shoemaker)
6. His work is in depth, at the very bottom,
His work is in darkness and silence.
Let his work be hard and difficult,
Like an astronaut, he floats among the stars. (diver)
7. A bird flies across the sky,
It buzzes evenly.
She doesn't flap her wings
A white trail will follow her. (airplane)
8. He carries people along the river,
In cities, he enters the port. (ship)

Riddles on the topic "Spelling a soft sign after nouns hissing at nouns."

1. The bird waved its wing
And covered the whole world with one feather. (night)

2. Tail in the yard, nose in the kennel.
Whoever turns his tail will enter the house. (key)

3. A small ball fumbles under the bench. (mouse)

4. That it turns green for two weeks,
Ears for two weeks
Blooms for two weeks
Pours two weeks
Dry for two weeks. (rye)

5. Stands over water, shakes his beard. (bulrush)

6. Not like a little man,
But he has a heart.
And work all year round
He gives his heart. (pencil)

7. He does not cry from beating,
And he jumps and jumps. (ball)

8. All migratory birds are blacker,
Cleans arable land from worms.
Jump back and forth across the arable land.
And the bird's name is... (rook)

9. A man in a white coat
Busy with a very important job.
We trust him with health
And we put hope. (doctor)

Riddles on the topic "Spelling of unstressed vowels that are not checked by stress."

1. Runs, buzzes, looks into two eyes,
And it will become - a bright red eye will glance. (automobile)

2. From the edge of the city to another.
The house walks under the arc. (tram)

3. On the bake near the stumps
Lots of thin stems.
Each thin stem
Holds a scarlet light.
Bend the stems
Collecting lights. (berries)

4. Born in the field,
Brewed at the factory
Dissolved in a glass (sugar)

5. Russian beauty, we all really like it.
She is white, slender, her clothes are green. (Birch)

6. Grow on branches in groups,
Covered with shells. (nuts)

7. The child is wrapped in a hundred diapers. (cabbage)

8. Curious red nose
Rooted into the ground up to the top.
Only stick out in the garden
Green strands. (carrot)

9. Red beads hang, they look at us from the bushes.
These children, birds and bears are very fond of beads. (raspberry)

10. He chirps on the roof and can climb higher.
Drifting around the yard, picking up food there. (sparrow)

Riddles on the topic "Spelling of unpronounceable consonants at the root of the word."

1. Day and night it knocks, as if wound up.
It will be bad if this knock suddenly stops. (heart)

2. When I lie on my back,
There is no use in me
But put me against the wall
There will be something for me right away. (stairs)

3. Well, which of you will answer:
Not fire, but it burns painfully,
Not a lantern, but it shines brightly,
And not a baker, but bakes. (sun)

Puzzles