1. Justification of the relevance of the project

Life constantly updates and enriches the concept of “quality of education”. In 2006, the active implementation of the national project “Education” began, the main goal of which is “not only to affirm the intrinsic value of education, but also to significantly improve the quality of life of Russian citizens.” Defining the ideas of the approach to the concept of “quality of initial general education”, it should be noted that education is not synonymous with learning, but is a certain measure of achieving the goals set by the school, teacher, student.

Currently, society has developed a new understanding basic educational goals. The teacher must first of all take care of developing in the student a certain set of competencies and the ability for self-development, which will ensure the integration of the individual into national and world culture. When teaching the Russian language, the communicative and speech orientation of the cognition process is put at the forefront.

The main principles that solve modern educational problems, taking into account the needs of the future, are: the principle of activity and a holistic view of the world, the principle of continuity, minimax and variability, the principle of creativity (creativity), the actualization of the child’s subjective position in the pedagogical process.

Thus, for the current stage of development school education characterized by a transition from extensive to intensive learning. Problems of developing intuitive, imaginative thinking, communication, as well as the ability to think creatively become relevant. In the practice of teaching the Russian language, the enormous developmental and educational potential of speech development lessons is currently attracting attention.

Recognition of the fact that speech is a unique human activity and the scientific analysis of the corresponding concept laid the foundation for a new approach to work on speech development - from the standpoint of the theory of speech activity. As a result, the goal of training, traditionally called speech development, was to improve children's basic types of speech activity: speaking, listening, writing and reading. Much attention should be paid to the formation of written speech.

The relevance of this problem is due to the fact that serious shortcomings are found in the actual practice of teaching writing at school. Teaching this type of speech activity in traditional elementary school is structured in such a way that the most important thing in it is the ability to write letters and not make mistakes in words and sentences, and not the ability to create semantically independent statements.

2. Explanatory note

The goal of the project is to determine the optimal conditions for the generation and functioning of written speech as a special speech activity.

Project objectives:

1. Conduct a psychological and pedagogical analysis of the concepts “speech activity”, “creative activity”.
2. Based on the material of literary sources, to identify the contents and conditions of work on the development of speech of primary schoolchildren; specify:
   1. does the creative nature of the task affect the values ​​of parameters of written speech;
   2. whether the reproduction of the given content makes changes to the parameters of written speech.
3. To show the effectiveness of verbal creativity in the development of written speech in primary school students.
4. Overcome stereotyping in the work on developing students’ speech.
5. Develop methodological recommendations on the effectiveness of the development of written speech.
6. Develop imaginative thinking, cognitive and Creative skills students, communication skills.

Hypothesis:

The formation of written speech in younger schoolchildren occurs most successfully when the following conditions are met:

• implementation of verbal creativity in lessons;
• creating in students a need for this type of speech activity;
• systematic composing of fairy tales and fairy tales.

This should be reflected in quantitative indicators of the main parameters that determine the level of development of written speech. I assume that in conditions of creative activity they will be higher than during reproduction (presentation of a given text).

Project time frame

The first stage - ascertaining - was aimed at studying the theoretical literature on the problem under study. At this stage, two important problems were solved: what parameters should be used to compare texts and how to measure the value of these parameters. In natural learning conditions, the first control “slice” was carried out with the students (presentation “In a strange cage”). The following methods were used: observation, conversation, text analysis, lexical diversity index.

The second stage - transformative - made it possible to plan the work on experimental learning: specific tasks and exercises were developed that were and are used throughout the entire training.

The third stage - the final one - set the goal: conducting a second control “cut” to determine the achieved level of development of written speech of fourth-graders (using the same methods as at the ascertaining stage); analysis and comparison of works obtained during two “slices” according to selected parameters; formulation of conclusions and release of a brochure with recommendations for teachers; prolongation of the results obtained, dissemination of experience in working with students of the new intake; use of methods mathematical statistics(variance, standard deviation, etc.) to determine the percentage of reliability of the results obtained; inclusion of the project in the development program educational institution; creation and publication of collections of children's literary works (“Book of Fairy Tales”, etc.); replenishment of the funds of the Sakhalin Regional Children's Library with collections of literary works of students.

Expected Result

a) Specific expected results

• increasing the level of development of students' written speech and its main parameters (Appendix 2);
• psychological well-being and health of children in educational activities;
• preparation of methodological recommendations on the project topic;
• release of a brochure with recommendations for teachers on the project topic;

b) Results of children's productive activities

• students' word creation;
• publication of collections of students’ literary works and the “Book of Fairy Tales”: school level, city level (Appendix 3, Appendix 4);
• replenishment of the collections of the Sakhalin Regional Children's Library.

Further development of the project

In the future, the project ideas will be implemented and developed in the direction of gaining experience social partnership and experience in programs and methods for developing students’ written speech, creating favorable conditions for this type of activity in educational institutions.

Intended use of project results

1. Dissemination of experience in implementing the project at methodological meetings of teaching staff.
2. Broadcast of “Systems for the Development of Written Speech for Junior Schoolchildren.”
3. Inclusion of the project in the Development Program of a general education institution.

3. Performance criteria, presentation of results

Total number of words in the text: Absolutely all lexical units of the text are counted, regardless of their semantic status. By this indicator one can judge the degree of development of written speech in its integrity. Since the speech of primary schoolchildren is “objective” and “verbal”, that is, since nouns and verbs occupy the largest place in it, I consider it necessary to put forward quantitative values ​​of individual parts of speech as parameters in order to trace their transformation and correlation in changing conditions for the generation of written speech. Such units should be distinguished: nouns, adjectives, verbs, pronouns, adverbs, numerals and function words.

Lexical diversity: Lexical diversity is expressed as the ratio of the number of different, non-repeating words to the total number of words. To compare the value of the lexical diversity index of written texts, it is necessary to count different, non-repeating words in passages or texts with the same number of words. It is generally accepted that such a text should contain at least 50 words (for children's works).

Total number of sentences: The number of sentences in the text is counted. The volume of a written statement indicates the degree of development of written speech as a whole. Since children begin to use complex sentences very early, I consider it necessary to highlight the number of simple and complex sentences as separate parameters. The more complex sentences there are in the text, the higher its organization. At the same time, simple uncomplicated and complicated sentences are separated into separate groups, and complex sentences are differentiated depending on the number of parts. When identifying complex constructions, homogeneous members of the sentence were considered as complicating verbal groups; separate definitions; common definitions expressed by participial phrases; clarifying and explanatory parts of the sentence, isolated by students; comparative turnover; words (groups of words) with prepositions “except”, “total”, etc.; words that are not grammatically related to the members of the sentence - addresses, introductory words.

Average length of phrases: The value of this parameter is determined by the ratio of the number of all words of any text to the number of sentences. By the value of this indicator one can judge how rich or poor the syntactic structure of phrases is. In this parameter, I consider it necessary to consider separately the average size of simple and complex sentences.

Depth of phrases: This parameter indicates the level of formation of the action of generating and selecting syntactic structures. Only in this case we are not dealing with the measure of phrase development, but with the relationships that exist between syntactic units. If the average length of a sentence shows the volume of the structure of phrases without the qualitative characteristics of the latter, then the depth of phrases indicates the degree of complexity of the structure of the phrase, its hierarchical structure. The average value of the “phrase depth” parameter shows the degree of complexity of the syntactic structures of phrases in the text. If the starting point is the subject and predicate (predicative members) as subordinate members, then all minor members of the sentence will occupy a certain position in relation to the subject and predicate. Distant positions of sentence members are identified by analyzing the dependencies between members. If the connection of the predicate with the subject is considered as the first position, then the connections of the secondary members with the main ones can be defined as the second, third, etc. positions. The more high-ranking positions there are in an offer, the more complex its internal structure.

4. Project text

1 block. Pedagogical principles:

• principle of creativity (creativity);
• co-creation of children and adults;
• activity approach;
• variability;
• actualization of the child’s subjective position in the pedagogical process;
• the relationship between the pedagogical process and environment and society.

1. Preparatory period.

First things first initial stage the formation of written speech is of great importance ability to ask questions, since, according to authoritative domestic and foreign psychologists (A. Zaporozhets, L. Wenger, A. Fromm, D. Dobson, etc.), the ability to reasonably formulate a question in context is one of the indicators of a child’s successful development. Of course, during the day, children situationally ask a lot of questions. But it will be much more difficult for them to pose a humorous question to the heroes of the fairy tale.

No less important is construction of words, phrases and proposals. Together with your children you can: come up with a few words with the same root; rhyme words, later moving on to composing rhyming chains and couplets (as harbingers of word creation); make a fairly long, common sentence.

The next stage is writing riddles, telegrams, short letters fairy tale heroes. We take, for example, a fairy tale and decide with the children who it is better to send a note, to whom a letter, and to whom a telegram (and an urgent one at that). And together with them we begin to compose, then we discuss what has been written, correcting and improving it in content and style.

2. Verbal creativity.

Working with the guys, I became convinced that if they are offered something new and unusual, they liberate themselves, become purposeful, and inventive. This fact gave me the idea to use non-standard, unusual methods of teaching writing. One of these techniques is the creation of fairy tales and fairy tales.

There are no limits to the directions and methods when working on composing fairy tales (Appendix 5). The following groups can be distinguished:

• “binomial of fantasy” (technique of J. Rodari),
• “thrown stone”, tales of travel,
• new properties of objects, phenomena,
• familiar characters in new circumstances,
• collage from fairy tales,
• tales from fantastic phenomena,
• the magical “if only...”
• the fairy tale continues
• reworking of a famous fairy tale in connection with the introduction new element,
• fairy tales in a given key,
• grammar tales,
• fairy tales from literary works,
• fairy tales from drawing,
• tales about yourself.

1. In traditional teaching, the main way of forming the action of constructing a coherent text is presentation - recoding by means of written language the semantic content already given in some form. This way is less effective for shaping the action of the semantic content of the text.

2. The educational situation that creates motivation for mastering written language in the process of constructing texts is not the situation of reproducing already given content (writing expositions), but the situation of producing original texts that express the child’s thoughts and feelings.

3. Students should systematically compose fairy tales and fairy tales. This is one of the ways of initial formation of written speech, which should have a practical orientation. Therefore, it is important for the teacher to develop children’s natural needs for this type of creativity.

4. The teacher must personally supervise the process of composing fairy tales, providing assistance to each student if necessary.

5. At the initial stages of developing written language, it is necessary to compose fairy tales with children. In this way, the teacher will not only show students an example of how to compose, but also inspire them.

6. It is also advisable to introduce children to the creativity of their classmates. This makes children kinder, more sympathetic, more attentive to each other and to the whole world around them.

7. Work on creating fairy tales (as the main means of developing written language) should be carried out already in the first grade.

System of work on the development of written speech of junior schoolchildren

Introduction. . . . . . . . . . . . . . . . . . . 3

Chapter I. Coherent speech and the tasks of its development

1. The general concept of coherent speech and its mastery at school. . . . . 5

2. Types of presentations. . . . . . . . . . . . . . . . . 6

3. Types of essays. . . . . . . . . . . . . . . . . 9

Chapter II. A system of lessons for the development of coherent written speech.

1. Development of written speech in 1st grade. . . . . . . . . . . . . eleven

2. Development of written speech in 2nd grade. . . . . . . . . . . 13

3. Development of written language in 3rd grade. . . . . . . . . . . 16

4. Development of written language in 4th grade. . . . . . . . . . . 21

Chapter III. Identification of the level of formation of abilities and skills in the development of coherent written speech of students. . . . . . . . 27

Conclusion. . . . . . . . . . . . . . . . . . 29

Literature. . . . . . . . . . . . . . . . . . . 30

Introduction

The development of coherent written speech is one of the important tasks in the formation of the personality of a primary school student, in nurturing his worldview and culture.

Mastery of written speech is, in the words of L. S. Vygotsky, “a critical turning point in the entire cultural development of a child,” since it represents “a special, extremely complex symbolic system of signs and requires complex developmental processes.” That is why the system of teaching coherent written speech at the initial stage, when the foundations for its further development are laid, is of particular importance.

Speech performs the functions of communication and communication, emotional self-expression and influence on other people. Well-developed speech serves as one of the most important means of human activity in modern society, and for the student – ​​a means of successful learning at school.

One of the functions of speech is to formulate thoughts, to express them. The psychological basis of speech is thought, and the condition for its development is the enrichment of thought. Only on the basis of a developed system of concepts, on the basis of mastering the system of mental actions, is it possible to successfully develop speech. Therefore, in the methodology for developing students’ speech, so much attention is paid to the preparation of material, its processing, selection, arrangement, and logical operations.

Thinking and speech are closely connected, and this determines the importance of the teacher’s work in developing students’ speech. And although mastering one’s native language continues throughout a person’s life, we must not forget that the most active period in mastering speech is the child’s preschool and first school years.

The verbal formulation of thoughts contributes to greater clarity, clarity, harmony, and consistency of the thought itself.

There are several conditions without which speech activity is impossible, and therefore the successful development of students’ speech is impossible. The first condition is the need for children to speak out; second – what needs to be said, i.e. availability of content; third - creating a good speech environment. The richer and more complete the material, the more meaningful the statement.

The speech development of children beginning to study at school is characterized by proficiency in oral conversational speech, from which written speech differs in a number of features, in particular such as a purely monologue character, lack of direct contact and general situation. In addition, written speech is most often addressed to an unknown, generalized reader, excludes the visual impact of the speaker’s facial expressions and gestures, and is strictly organized and planned. Accordingly, mastering the written form of speech involves revealing its specifics to students already at the initial stage of learning, familiarizing them at a level accessible to them with its functions and differences from the oral form. To this end, the content of the lessons provides for an analysis of speech situations that will reveal the possibilities of using written speech as a means of communication, some of its specific features, as well as the requirements for it.

In modern schools, the development of students’ speech is considered as the main task training native language. This means that elements of speech development are woven into the fabric of every lesson taught in elementary school and in extracurricular activities.

I tested the effectiveness of the system of lessons for the development of coherent written speech, developed by G. S. Shchegoleva, in my class.

Goal of the work: identify effective methods for developing coherent written speech in primary schoolchildren.

Tasks:

1. Study the scientific literature on the problem of the development of written speech.

2. Analyze the best pedagogical experience on the research problem.

3. Identify the pedagogical conditions for the effective implementation of the development of coherent written speech in primary schoolchildren.

Chapter I . Coherent speech and the tasks of its development .

1. General concept of coherent speech and mastering it at school.

Coherent speech is such speech that is aimed at satisfying the need for utterance, conveys a complete topic (i.e., represents a single whole), is organized according to the laws of logic and grammar, has independence, completeness and is divided into more or less significant parts interconnected.

The units of coherent written speech in a school environment can be considered essay and presentation. In some cases, a separate sentence can be equated to coherent speech if it meets the requirements of completeness and integrity (for example, a riddle).

The following main types of exercises are accepted in elementary school:

a) written presentations of exemplary texts (fiction, journalistic, popular science);

b) restructuring of texts given by the teacher (selective and creative forms of presentation);

c) written essays of various types;

d) reviews of books read;

e) business papers: announcements, addresses, invitations, etc.

In elementary school, monologue speech predominates, but there are also dialogues; The material is very diverse: from observations, own almost documentary entries in a diary based on the observations of the students themselves, to living, creative imagination. Some exercises are performed in strict classroom conditions, others at home. The degree of independence of students when composing texts also varies: from imitation of given models to creative composition, free storytelling.

Typical "model" exercises are expositions; constructive: restructuring or compression of the text read, expansion or narrowing of one’s own text; improving, editing what is written. Creative work presupposes the highest independence of students, introducing something of their own, new, original. Creative works usually include essays, creative presentations, reviews of reading, friendly letters and similar works.

When organizing a system of exercises with students’ coherent speech, it is necessary to take into account the sources of the material.

Material from students’ direct, living experience is provided by observations in lessons or during walks, hikes, excursions, as well as students’ personal experience, their work, study and play activities.

Books and other printed publications, the word of a teacher or another adult, films, works of art, etc. can be defined as sources of mediated experience, that is, material collected by other people and transmitted by schoolchildren.

It is very important that students rely on material from living experience, that they also use book material, and that they learn to combine both material.

2. Types of presentations.

Expositions are written retellings of exemplary texts, the role of which is, from time to time, against the background of constant and varied oral speech activity, to train schoolchildren in composing such texts that could be thought out and carefully checked. Presentations are closely related to retellings.

Written presentation leaves a deep imprint on the student’s soul, so texts should be taken with high ideas, reflecting the heroic pages of people’s lives, pictures of native nature, achievements of science, technology, and culture. Topics of presentation should expand the cognitive experience of students and shape their worldview.

The presentations are divided:

By purpose: training and control;

By the nature of the text material: narration, description, reasoning;

According to the method of conveying the content: detailed, concise, selective, with a creative task.

Detailed, close-to-text presentation is carried out in all classes. It is important that independent writing, based not on copying, but on the speech of the children themselves (in this case, retelling what they read), is introduced as early as possible. From writing down individual words taken from an oral retelling, children move on to writing down sentences, then fragments of text, and in the second half of first grade (4th quarter) they write complete summaries of specially selected short texts. The latter are usually taken from special manuals - collections of texts for presentation.

The work is carried out as follows: the text intended for presentation is read by students no more than two times, so that they do not memorize it. A conversation is held, the purpose of which is to determine whether the children understood everything correctly, to achieve a full understanding of what they read, the ideological meaning of the story, and cause and effect relationships. The next stage of work is drawing up a plan (the plan can be drawn up during a conversation); then vocabulary work is carried out - an analysis of the meanings of words and their spelling, attention is paid to the construction of the most important syntactic structures and to the visual means of the language. Individual sentences and even fragments of text can be composed. Finally, children independently write the text of the presentation, and the teacher monitors their work and provides the necessary assistance to schoolchildren individually. This is followed by self-testing and improvement of the text, and the children hand over their notebooks to the teacher for checking.

The text presented can be read not by the teacher, but by the students themselves.

When the results of the work are discussed, it is advisable to compare the texts written by students with the original, model text: this helps to identify shortcomings in the content and language of children's presentations.

Selective presentation .

To retell selectively means to select from the text that part that corresponds to a narrow question, a narrow topic.

Selective retelling can be of the following types:

Retelling of a separate episode, separate scenes on a question or assignment from the teacher.

Retelling an episode, scene, passage according to the picture,according to illustration. You need to retell that scene, that part of the story that corresponds to the illustration.

The most important point in such a retelling is to determine from what moment and to what point it should be told so that the retold passage corresponds to the illustration and at the same time is completely understandable.

Of course, a picture also helps in a complete, detailed retelling, but for a selective retelling it is more important, since it helps to find the right part in the text.

The most complex type of selective retelling is paraphrase of a number of passages taken from different parts text on a given topic.

Preparation for a selective retelling is facilitated by drawing up a plan, teacher questions and language training (especially those sentences that link disparate parts of the text).

For the third type of selective retelling, it is important to take stories where the plot lines are relatively easy to distinguish.

Concise presentation .

A condensed presentation is a written retelling of a text, the basis of which is the reproduction of the main, main content of the perceived text.

In school practice summary It is considered the most difficult exercise and is introduced later than others. This is explained by the fact that when writing a concise presentation, it is necessary to carry out compression (compression) of the perceived information, as a result of which to achieve the construction of a text in which the necessary meaning would be maximally expressed with a minimum expenditure of speech means.

When teaching concise presentation, the following communicative and speech skills are formed: the ability to isolate the main thing in information, the ability to shorten the text in various ways, the ability to correctly, logically and concisely express one’s thoughts, the ability to find and appropriately, accurately use linguistic means of generalized transmission of content.

Before starting systematic work on condensed presentation, it is important to teach schoolchildren ways and techniques of text compression using special prepared exercises.

Successful compression requires careful selection of texts. Requirements for texts selected for condensed presentations:

Availability;

compliance with the age characteristics and interests of students;

cognitive and educational value;

clarity and simplicity of the composition, the required number of characters;

impeccability in linguistic terms;

narrative, plot character (there may be elements of description and reasoning);

presence of dialogues (if possible);

presence of secondary (non-essential) information.

As for the stages of working on a condensed presentation, they are similar to the sequence and methods of working on a detailed presentation; the differences are only in the methodology of working on the text. When preparing a concise presentation, significant work is done to reduce the text. It is usually carried out in the form of a conversation, during which students decide which part of the text or which sentence is especially important for expressing the main idea of ​​the story, which part can be released, the content of which part can be conveyed in one sentence and which one, i.e. determine the method of text compression.

When working on a condensed presentation, oral retelling based on a plan is also of great importance, since in the process of retelling there is a final selection of thoughts that need to be preserved during the reduction, and the construction of sentences in which these thoughts will be expressed.

So, the stages of working on a condensed presentation:

initial reading of the text by the teacher;

conversation on content;

linguistic text analysis;

secondary reading of the text by students;

planning;

oral reduction work;

a condensed retelling of the text according to plan points (or key words);

independent compilation of the text of the presentation and its recording;

Self-test;

improving writing, editing text.

Creative presentations.

Creative works include presentations with the restructuring of the text and with additions from schoolchildren. They represent a continuation of the corresponding oral work carried out in literary reading lessons. However, in the written version, creative additions and changes must be more carefully selected.

Retelling with the narrator's face changing(in the original the narration is from the first person, and in the children's retelling - from the third) requires not only grammatical changes, but significant restructuring in the content.

High creative level of students’ work in written presentations from the perspective of one of the characters.

To successfully cope with such a task, the student must enter into the role of the hero of the story, “reincarnate”, understand his age, character, his point of view, look at events through his eyes.

At higher levels of presentation of this type, schoolchildren must not only convey some scenes from the position of one of the characters, but also supplement the author’s text.

This is how children come to the third type of creative presentation - to creative additions in the text. They can be done correctly only if the students well understand the content of the story and know all the circumstances in which the action takes place.

Children are especially attracted to such additions in which the fate of their favorite characters is “projected”. It is not always easy for children to predict it, but schoolchildren’s assumptions reflect their own life positions.

You can supplement the text you read by expressing your attitude to what is being told.

Creative additions are always a solution to a problematic situation facing the student.

All types of creative presentation require a relaxed atmosphere, a good mood of students, and “getting into character.”

The presentation evaluates:

b) construction of the text (course of presentation, arrangement of parts, highlighting of paragraphs);

c) constructing sentences, observing word order; vocabulary of the text (use of words in their proper meaning);

d) spelling and punctuation literacy;

3. Types of essays.

An essay is a creative work that requires the student’s highest independence, activity, passion, and bringing something of his own, personal into the text.

In the essay, spelling, all the studied rules of grammar and the requirements of spelling and speech culture take on meaning for the student. Only in an essay is writing, and literate writing, understood by the student not as an educational exercise, but as a means correct design own thoughts expressed in writing. The essay combines language theory with speech practice.

Schoolchildren love composition precisely because of its independent, creative nature, because in it they can express themselves, “write their own.”

In the process of teaching essays, general skills in coherent speech are realized in practice: the ability to understand and reveal a topic, subordinate your essay to a specific thought, collect material, systematize it, arrange it, draw up a plan and write according to plan, use language means in accordance with the plan and speech situations and improve what you have written. They also implement “technical” tasks: spelling and calligraphy, dividing the text into paragraphs, observing the red line and other requirements for text design.

Essays are classified according to sources of material, degree of independence, methods of preparation, genres and linguistic features (style).

Depending on the sources of material First, essays about what the students themselves experienced, saw, and heard are highlighted, i.e. essays based on work, excursions, observations, hikes, games and other forms of obtaining living, direct experience;

secondly, essays based on book material, paintings, films, performances, teacher stories and other sources of mediated experience;

thirdly, essays that use material from different sources, for example, in an essay, a student uses, along with book information, also material from his own experience, his own observations.

By degree of independence a distinction is made between collectively prepared essays, conducted on a topic common to the whole class and requiring, to a greater or lesser extent, general class preparatory work not only on the material, but also on the language, and individual essays, on topics separate for each with individual conditions for preparatory work.

By genre essays are divided into narratives, descriptions and reasoning, and narratives with elements of description and reasoning are most often used.

By language (style) essays are divided into emotionally-figurative (artistic) and business (scientific).

How do the types of essays correlate in the practical activities of the school? Classification helps to distribute types of work evenly and at the same time in the right directions.

The emotionality of younger schoolchildren, the concrete nature of their thinking allows us to rely on live, direct observation, on their personal experience. Therefore, one of the most important places belongs to the essays based on personal life experience schoolchildren.

A picture is an excellent stimulator of children's verbal creativity and imagination: it is convenient to use in the classroom, it affects children's feelings. Hence, essays on paintings are also carried out at school very willingly and often. The picture affects the child’s feelings, reveals to him those aspects of life that he might not have encountered in his direct experience. It helps to better understand those phenomena with which the student is already familiar.

Essays on the painting are divided into three main types:

narrative essays on a series of paintings or on a painting plan;

narrative essays based on one picture, where the picture gives one moment of the plot and gives impetus to the student’s imagination;

description of the picture.

These types of essays on paintings are arranged here according to the degree of difficulty for students.

Essays based on indirect sources of material include essays based on what you read. These include reviews of books read, essays on a movie watched, stories similar to what they read.

It is also important that students combine their direct experience with knowledge gleaned from books in their essays.

While learning coherent speech, schoolchildren go from collective work to independent work, i.e. The degree of independence of students is gradually increasing.

Chapter II. System of lessons for developing coherent written speech

Development of written language in 1st grade.

The system for teaching coherent speech is aimed at formation among schoolchildren complex of speech skills, ensuring full perception and reproduction of the finished text, as well as the creation of your own. What is common in this case is that both when perceiving, and when transmitting content, and when creating their statement, students’ actions are aimed at such aspects of the text as content, construction and speech design. Accordingly, the complex of skills developed in students when learning coherent speech includes the following skills:

informational and content-based, including the ability to obtain information for a statement, to reveal the topic and main idea in a presentation and essay.

structural - compositional, presupposing the ability to correctly structure a text: the ability to highlight parts of the text, the ability to coherently and consistently present the material, the ability to formulate the introductory and concluding parts of the text, etc.

skills associated with the use of linguistic means corresponding to the purposes of the statement, its type and style.

the ability to edit text in order to improve its content, structure and speech design.

In 1st grade, the formation of all groups of skills begins. Mastering them is carried out simultaneously with mastering the technique of writing, which determines the volume and nature of the exercises performed.

Conducting lessons on the development of coherent written speech in 1st grade covers the period after literacy training until the end of the school year (once every 7–10 days). Since some lessons require preparation, its content was given in the form of fragments that were included in Russian language lessons.

All lessons in teaching coherent speech are included as an integral part in the study of grammatical and spelling topics. At the same time, the formation of speech skills is built in stages. The content of the stages is determined by the purpose and objectives of training aimed at developing speech skills, based on which the types of exercises in coherent speech are selected.

Stage 1: Familiarization with the purpose of written speech and its features.

Stage 2: Familiarization with the division of text and the rules for its design in writing. Observing the sequence of sentences in the text;

Stage 3: Initial familiarization with the text as a speech unit. Observation of the division of text into semantic parts. Preparatory exercises for presenting the text.

Stage 4: Training in presentation of questions for each sentence. Observing the connection of sentences in the text. Observing the use of words in the text.

The exercises are structured in such a way that students, in practical activities, become aware of the properties of written speech and the characteristics of the text as a speech unit, and gain experience working with written text. Thus, analysis of a text containing an extra sentence leads to the conclusion about the thematic unity of the text. For example, the text is given:

Bunny.

The bunny is hungry in winter. He gallops along the forest edge and gnaws aspen bark. Cornflowers are blooming in the field. The bark is bitter, but the bunny likes it.

Children easily find the extra sentence. All sentences talk about the bunny and how he experiences winter. The text is called "Bunny". The sentence about cornflowers is not connected in meaning with all other sentences.

Restoring a deformed text convinces of the need to maintain consistency of presentation in order to make speech understandable. For example, restoring the deformed text “Talking Starling”. Each student has a set of strips with sentences. Among the sentences there is a title. Students find it and explain their choice. Then they find the first sentence, then the sentence that is connected with it, which continues the thought of the first sentence, etc.

Katya had a starling.

Katya laughed.

But the starling called the cat “Shoshka.”

He learned to speak.

Talking starling.

Choosing a word that is suitable in meaning from a number of proposed ones allows you to pay attention to the form of expression in written speech and the criteria for selecting words in the text. So in the lesson: Restoring a text with missing words based on a series of pictures by N. Radlov “The Clever Hedgehog” is offered

card:

____________________________ .

The ________ apples are ripe _____________. Collected them

hedgehog _________ a bunch.

But how can _______ be taken away right away? The hedgehog got in ____________________

and fell with needles ___________. I got up, and everyone _____________ on pins and needles.

________________________________________________________ !

Students look at the pictures and offer their own choice of words. The most successful words are selected. The teacher, if necessary, asks questions to clarify the content of the pictures.

At the end of 1st grade, students learn to write summaries of questions for each sentence. These lessons are supposed to be prepared in the form of fragments in which students compare the question and answer, the order of words in the question and answer, compose answers to questions using the words of the question, and compose questions for sentences. They come to the conclusion: in the answer you can repeat some words of the question and add an answer word. After such preparation, schoolchildren successfully write the first essay in their lives. (Lesson development is given in the appendix).

2. Development of written speech in 2nd grade.

In grade 2, work on the development of coherent written speech is built in accordance with the same basic principles that were implemented in the education system for first-graders, and assumes:

Disclosure to students specific features written speech, familiarization at a level accessible to them with its functions and differences from the oral form;

Purposeful familiarization with the text as a speech unit, awareness of its features;

Formation of a complex of speech skills that ensure full perception and reproduction of the finished text, as well as the creation of your own;

An activity approach to speech and the process of its formation;

Organization of work in the lesson, focused on the development of the student as a subject of educational activity.

In the second grade, as in the first, teaching coherent speech is built in stages, each of which decides specific tasks obtaining speech knowledge and developing text skills.

Stage 1: Repetition of knowledge about written speech and text features.

Stage 2: Initial familiarization with the means of communication between sentences and parts of the text.

Stage 3: Determining the theme and main idea in the text. Observation of the means of expressing the author's attitude towards what is being described. Familiarity with the structural and semantic parts of the text.

Stage 4: Determining the topic and main idea in an essay using pictures, becoming familiar with the means of conveying your attitude to what is being described.

Stage 5: Familiarization with the construction of a text - a narrative. Exercises in reproducing texts - narratives.

Stage 6: Preparatory exercises for creating text - descriptions.

Stage 7: Exercises in creating texts - descriptions.

Stage 8: Exercises in creating texts with elements of reasoning.

In the second grade, knowledge about the specifics of written speech and the requirements for it is clarified and expanded. Based on a comparison with colloquial speech, students are convinced that in written speech clarification and questioning are impossible; the author’s thought must be clear from what is written.

An example fragment comparing spoken and written speech:

(the text is voiced by two trained students)

Sasha: I was walking in the yard yesterday. Suddenly I see him sitting and looking pitifully.

Kolya: Who's sitting?

Sasha: Kitten. He had a splinter there.

Kolya: Where was the splinter?

Sasha: In the paw. And I took it and pulled out the splinter.

(questions are asked)

What incident was Sasha talking about?

Was everything clear to Kolya? What did he do to understand what was going on?

What speech did the boys use in this situation?

In a conversation, in oral speech, we can clarify what we did not understand and ask again. And if Sasha had written this in a letter, would Kolya have understood his story? Read what is written on the board:

I was walking in the yard yesterday. Suddenly I see him sitting and looking pitifully. He had a splinter there. And I took it and took it out.

How should written language differ from spoken language?

Students come to the conclusion: in writing, everything should be clear from what is written, since it is impossible to ask again or clarify.

Students' attention is focused on the connection of sentences in written speech, initial observations are made on lexical means of communication, as well as on the order of words, its role for connecting sentences and for the development of thought in the text, tasks are offered that focus on the use of various means of communication between sentences, for example, composing text based on key words:

Grisha, Vasya, in the forest

found a hedgehog

took it home

got bored

nothing, didn't eat

_______________________

_______________________

_______________________

_______________________

_______________________

Students make up a sentence for each line, adding words to make a sentence, then write them down next to the supporting ones. A title is selected for the text, and after appropriate preparation for writing the text, students write it down independently. It is obligatory to check the text according to the plan:

1.Read the story. Check if everything in it is clear.

2.Read each sentence. Check if it is formatted correctly.

3.Read the words syllable by syllable. Check the card with key words to see if the words are spelled correctly.

Subsequently, the number of supporting words in a sentence decreases.

The training system provides for the gradual complication of tasks aimed at mastering speech skills. For example, to determine the topic of a text and its title, tasks are first offered to select the most accurate wording and title from a number of proposed ones, and then - formulating the topic, main idea and selecting a title under the guidance of the teacher after analyzing the content of the text.

The content of the work at the first stages consists of exercises of a constructive-analytical nature (restoring deformed texts, composing texts based on key words or questions for each sentence) and reproductive exercises (presentations), which involve analyzing ready-made texts and performing tasks with them. One of the main objectives of these exercises is to prepare students to master the ability to create their own text.

At the repetition stage, students write a summary of the text based on questions for each sentence, which are written down by the teacher. In the second grade, they become familiar with writing summaries of texts based on key words, on collectively composed questions, on questions to parts of the text, on generalized questions.

An example of a text and questions generalized to it:

Neighbours.

A magpie and an owl are neighbors. An owl lives in the hollow of an old pine tree. Magpie is at the top.

In the evening, the magpie wants to fall asleep, and the owl begins to scream. Keeps the magpie awake all night.

In the morning the magpies begin to chatter. At least shut up the poor owl's ears.

That's how they live. Well, the neighbors!(According to V. Khomchenko)

How is it going for the poor owl in the morning?

Why can't a magpie sleep through the night?

Where do the owl and magpie live?

What kind of neighbors are an owl and a magpie?

In this lesson, students learn to determine the order of questions to the text and write a statement on generalized questions to parts of the text. As a result of the discussion, a work plan is drawn up to establish the order of questions and written on the board:

Work plan:

Determine what it says.

Find a question for this part.

The fourth stage involves the transition to exercises of a productive – creative nature (essays). Learning to compose begins with an exercise in composing a story based on a series of plot pictures. In the second grade, they learn to write an essay based on one picture, based on observations and imagination, based on a proverb, and an essay with elements of reasoning. All previous work with texts ensures that students are ready to complete this task based on the transfer of acquired knowledge to a new higher level. In the second grade, they become familiar with the error correction reminder, which is given to each student. Schoolchildren work on it to improve the text. The teacher guides the search for errors and shows examples of work on typical errors on the board.

Reminder for troubleshooting errors

Conditional

error designation

Error

Correction method

Factual error

Write it as it was in the text (in life)

Omitting an important word or sentence

Insert an important word or sentence

Paragraph not selected

Start with red line

No period at the end of the sentence

Put a period at the end of the sentence

1,2,3…

Bad word order

Change word order

Bad word or sentence

Replace with another word or make another sentence

Repeat

Replace or eliminate a repeated word

Extra

Remove unnecessary things

3. Development of written language in 3rd grade.

Stages of development of coherent written speech in third grade:

Stage 1: Repetition of knowledge about written speech, text and its features. The topic and main idea of ​​the text.

Stage 2: Isolation of leading skills from general work with text.

Stage 3: Practicing skills related to text construction.

Stage 4: The structure of the text is a narrative. Formation of skills to construct text - narration.

Stage 5: Text structure - descriptions. Formation of the ability to construct a text - description.

Stage 6: The structure of the text is reasoning. Formation of the ability to construct text-reasoning.

Stage 7: Improving the ability to use various types of speech in an essay.

Stage 8: Development of text skills in various types and genres of presentations and essays.

At the first stage of work on the presentation (lesson 1 Detailed presentation of the text on the questions “Peter helped”) the main features of the text are repeated: the presence of a topic, the main idea, the title as a reflection of the topic or main idea, the presence of structural and semantic parts, observations are made on the means of connecting the parts and suggestions. Presenting the text in a deformed form, when each part is printed on a separate strip, orients students to awareness communicative function of written speech, mastery of the requirements, the fulfillment of which is necessary for the addressee to understand what is written. For the same purpose, the text editing lesson examines violations and shortcomings (omission of a necessary word, poor choice of word, violation of sentence boundaries, etc.), which make it difficult for the reader to understand this type of speech.

At the second stage of work, a special task is set to isolate from the general work with text skills to determine and reveal the theme and main idea of ​​the text as leaders. For this purpose, it is planned to conduct a presentation and essay related to a similar topic (a detailed presentation of the text based on the story by N. Sladkov “Autumn Christmas Tree” and an essay based on observations “How the Leaves Fall”), which allows for the transfer of knowledge and skills acquired while working on the presentation to the creation of your own text. The focus when analyzing N. Sladkov’s text and preparing for the essay is on ways to reveal the topic and the author’s attitude to what is being described. It is important that in their essays students try to find words and expressions that allow them to convey their own observations and feelings. Awareness of leading skills is facilitated by a reminder that is compiled in the process of collective preparation for presentation:

Read the text carefully.

Determine what the text is about (topic).

Determine what the author wanted to say (the main idea). Find words and expressions that are especially important.

Divide the text into parts.

Highlight the main thing in each part.

Give each part a title. (Make a plan.)

Write down the difficult words. Find words for the rules.

Re-read the text.

Write a summary.

Check your work.

The third stage is devoted to working out skills related to text construction, developing the skills to determine the topic of a part, highlight parts when writing, correctly structure parts of the text, draw up a text plan that reflects all the main points of the content. The work is carried out in the process of teaching the auditory presentation of “Childhood Friend” according to V. Dragunsky, which allows children to focus their attention on the semantic side of the process of identifying parts. Students, drawing up a plan under the guidance of a teacher, highlight parts as meaningful pieces of text united by a theme. Before writing the text, the process of compiling parts according to the plan is specifically discussed and the following actions are highlighted: read the title to the part. make up a part orally. Write from the red line. When checking the presentation, the task is given to compare the design of the text with the plan.

An important condition for successfully mastering skills is analysis each student of his work and the results achieved. Therefore, students are encouraged tell how they worked, what happened. What needs improvement.

Much attention is paid to observations of the structure of the parts, the features of the first sentence in the part, the relationship between the first and subsequent sentences of each part. In order to formulate parts, an essay with a given structure is proposed, in which students create a text based on the first sentences of the parts:

Wonderful trip.

My friend (girlfriend) came to visit me for the holidays. First I decided to introduce him to the city.__________________________________________________________
____

One day we went to the theater (to the circus, to an exhibition, to a museum,...). _____________________________________________________________________

He (she) will remember this trip for a long time.

This exercise allows students to make sure that from the first sentences of the parts they can determine the theme and main idea of ​​the text, the direction of the theme, and also that the first sentence outlines the theme of the part, and the remaining sentences reveal this theme.

Further work on the structure of the text is associated with deepening knowledge about the construction of texts of various types of speech.

At the fourth stage, exercises are provided in the presentation and composition of texts - narratives. Students were practically introduced to the construction of a text-narrative in the second grade. At this stage of training, the compositional scheme of the narrative is clarified, its main elements are highlighted: the beginning of the event, the development of the action, the main moment, the end of the event.

The sequence of exercises involves complicating the activities of schoolchildren: first (after analyzing the structure of the source text), a detailed presentation of the text is proposed - a narrative, then a presentation based on the deformed text, in the process of restoration of which they use information about the construction of the narrative, and finally, the children write an essay based on a series of pictures, in which the last serve as a basis for the correct construction of the text. I conducted an essay based on a series of pictures by N. Radlov “Resourceful Little Frogs”.

At the fifth stage, the ability to construct a text - a description - is formed, and schoolchildren write essays. In this case, it is proposed to create texts various styles(emotionally - figurative description of your favorite toy and business description of the toy). Conducting two essays in which the subject of the description is a toy poses the task of comparing speech styles and identifying the features of each style determined by the purpose of the statement.

At this stage, they also write an essay - a description based on the author’s drawing by E. I. Charushin “That’s what he is, a little coot.”

Training in constructing a text with elements of reasoning is carried out at the sixth stage. Students write a detailed summary and essay in order to prepare, based on an analysis of the finished text - a sample, to create their own statement. At this stage, reasoning is analyzed - an explanation consisting of two parts: the explained and the explanation. The means of communication between these parts also become a subject of attention.

Work on the text is preceded by observations on the construction of sentences containing an explanation, which allows us to show the structure of the argument using the available material:

Complete the answer to the question.

Why couldn't Pinocchio drown?

Pinocchio could not drown because ________________________________.

2. Underline the explanation with a wavy line, and what you explained with a straight line. Circle the word that connects the two parts of the sentence.

A detailed presentation of the text with elements of reasoning can be carried out based on the story by Yu. D. Dmitriev “What miracles!”

What miracles!

In spring and summer, all birds have a lot to worry about. And only crossbills calmly fly from spruce to spruce.

Crossbills hatch their chicks in winter. It's cold outside, and there are naked chicks in the nest. But why is this so? After all, babies need to be well fed. And the food of crossbills is fir cones. They ripen on fir trees at the end of the year, in winter. Therefore, these birds hatch their chicks in winter.

Knowledge about the structure of reasoning - explanations is used in the essay “My favorite pastime.”

The seventh stage involves improving the ability to use various types of speech in essays different types: an essay on observations with elements of description “The snow is no longer the same” and an essay with elements of description on the painting “The Arrival of Birds”. The focus here is on developing the theme and main idea.

To prepare for an essay on observations, it is given homework:

Observe the snow, compare it with winter snow.

Write down adjectives and verbs that can be used to describe snow.

What was the snow like in winter? _____________________________________________________

What did the snow look like in spring? ___________________________________________

Snow (what does it do?) _________________________________________________

When preparing an essay based on a picture, when describing its content, great importance is attached to revealing the artist’s intentions, as well as the choice of linguistic means to convey the feelings and mood of the characters in the picture. When discussing the structure of the text, the content of each part is specifically discussed, which contributes to mastering the ability to distribute material in an essay and consistently and coherently reveal its topic. You can give a card where children are asked to think and complete the sentences:

In the introductory part I will write that _____________________________________

The main part is about how _____________________________________________

In the final part - that ___________________________________

At the final stage in the third grade, the peculiarity of the work is that the development of text skills is expected in presentations and essays of different types and genres. A selective presentation based on A. Kuprin’s story “Starlings” makes it possible to master the ability to formulate the introductory and final parts of the text, since the selected passage requires the compilation of these parts so that its content is understandable to the reader.

To teach a summary of V. Chaplina’s story “The Chickens Helped Out,” it is necessary to introduce students to ways of shortening the text. When analyzing the text, attention is paid to those actions that help shorten the text: highlighting the main thing in each part; highlighting what may not be discussed in summary; combining proposals; a definition of something that can be said briefly. Students, under the guidance of the teacher, perform these actions and name them, which meets the principle of consciousness in learning.

Working on the presentation “Top down, diagonally!” and compiling a story based on a series of funny pictures, “Photo Hunter” allows you to reveal in a form accessible to students of this age some of the techniques for creating comic relief in the text. When analyzing linguistic means of expressiveness, targeted work is carried out on the selection of words with an emotionally expressive connotation, exclamatory and interrogative sentences, conveying the feelings, mood and thoughts of the characters.

The final summary of E. Charushin’s story “Bears” suggests independent work students with a preliminary discussion of the process of preparing for presentation on the tasks on the card.

Students read the text independently:

Bears.

Hunters found two bear cubs in the forest. They brought them to the hut. The hostess made two bottles of warm milk. The bears are sleeping and sucking milk from a bottle. So they grow little by little.

One day a guest came to the owners. I went out into the yard for a walk. Suddenly, right in front of your nose, a brick flies from the roof.

A man looks at the roof. Two little bears are sitting and dismantling the pipe brick by brick. Bricks are lowered down the roof. The brick crawls down and rustles. And the cubs listen. They like it. Such mischievous people!

Card:

Determine the topic of the text.

This text talks about _________________________________
______________________________________________________________

Write a sentence that expresses the main idea of ​​the text.
_____________________________________________________________
_____________________________________________________________

Make a plan.

Plan:

________________________________________________________________

________________________________________________________________

________________________________________________________________

Write down the difficult words. Underline the spellings.

________________________________________________________________

________________________________________________________________

Students read each assignment and explain the purpose of the assignment in preparation for the presentation.

Development of written language in 4th grade.

Stages of development of coherent written speech in 4th grade:

Stage 1: Repetition of knowledge about the properties of written speech and text features.

Stage 2: Practicing skills related to text structure.

Stage 3: Types of speech. Improving skills related to the construction of text - narrative.

Stage 4: Functional and stylistic varieties of speech. Development of skills related to the creation of business text.

Stage 5: Generalization and systematization of knowledge and skills necessary for an accurate and complete disclosure of the topic and main idea in the presentation and essay.

Stage 6: Types of speech. Development of skills related to the creation of text - description.

Stage 7: Types of speech. Development of skills related to text creation - reasoning.

Stage 8: Familiarization with the features of the scientific style of speech. Formation of skills related to the creation of text in a scientific style.

Stage 9: Improving text skills in essays of various genres.

Stage 10: Assessment of achievements in the development of coherent written speech.

Work in fourth grade begins with an analysis of A. Barto’s poem “Strong Cinema”:

And so he began his story:

- They are crawling,

And he told them - once!

And just then she crawled,

How will he give it to him?

Out of spite!

They give her one!

She told them - once!

But right here

He saved her...

Working on a poem focuses students' attention on the tasks of speech development lessons and creates motivation for mastering the ability to express their thoughts accurately, correctly and expressively.

Repetition of knowledge about the text and its features provides for a large share of student independence. As a support, a card is given that determines the number of text features that students must highlight when comparing the text according to E. Shim “A Beetle on a String” and a group of sentences:

1) Many guys relax in the summer at the dacha. May beetles gnaw leaves and roots from trees. Collective farmers harvested a large harvest of vegetables this year. White daisies and bluebells bloom in the meadow.

2) In the summer the guys helped the collective farmers. Early in the morning they caught cockchafers, tree pests.

They collect them in a bucket, and one boy took a beetle and tied it to a string. I wanted to play. The beetle tried to fly, but the string wouldn’t let go. The beetle is spinning, the guys are laughing. It's fun for them.

Here the grandfather shamed the naughty boy. Will it be good man torture someone for fun? Even pests!

Write on the card:

Determine how a text differs from a group of sentences. Complete the sentences naming the features of the text.

The text has _____________________________________________________ .

The text always contains ______________________________________________.

The text can be _____________________________________________________.

In the text you can highlight ________________________________________.

Sentences and parts of text ________________________________________.

As a result of completing the task, the following text features are highlighted on the card:

1. The text has a theme.

2. The text always has a main idea.

3. The text can be titled.

4. The text can be divided into parts.

5. Sentences and parts of the text are interconnected.

If students find it difficult to identify any feature, the teacher helps them with questions.

After generalizing knowledge about the text, it is proposed to conduct a free dictation, the methodology of which allows you to guide the selection of parts when writing the text, after which the text is given for presentation, which students must independently divide into parts.

The material and basis for the essays of the first quarter are the personal experiences and observations of students. Schoolchildren write an essay from personal experience about summer impressions and an essay based on observations “A Walk in the Autumn Park.” When selecting material for a text, special attention is paid to the need to correlate it with the theme and main idea of ​​the text.

At the third stage of the system of teaching coherent written speech, presentations are offered that provide for the complication of students’ activities when working on the narrative: detailed presentation, presentation according to a modified plan, creative continuation of the narrative. Students clarify the features of text construction of this type of speech and use this knowledge by performing various tasks in preparation for presentation.

At the fourth stage, students make up recipe. This work is aimed at developing the skills of the previous stage, since in the recipe it is necessary, as in the narrative text, to describe the sequence of actions. Familiarization with the linguistic features of business style is becoming new. Students' attention is focused on the fact that the stylistic features of speech depend on the author's task when composing the text. Schoolchildren learn to select linguistic means depending on the task of the statement, learn to consciously choose a speech style and construct a text in accordance with it.

At the fifth stage “Generalization and systematization of knowledge and skills necessary for an accurate and complete disclosure of the topic and main idea in presentation and writing” Each lesson provides for the deepening of students' understanding of the text, the development of private skills related to the creation and reproduction of the text. So, when working on an essay based on personal experience based on the impressions of the winter holidays, students are faced with the task of determining the topic of their essay within the framework of a general topic, i.e. flesh out this general theme, independently determine the main idea of ​​your statement and select from personal experience only that material that corresponds to the topic and task.

The lesson, which offers a concise presentation of the text perceived by ear, is also devoted to improving the ability to analyze the content of a text. The complexity is associated with the conditions of perception of the text.

The last lesson of this stage - composing a fairy tale by analogy, sets the task of familiarizing students with the features of revealing the theme and main idea in the text of this genre. When working on this essay, schoolchildren themselves choose the hero of their fairy tale, determine the characteristics of his behavior, and specify the development of the plot based on the general compositional elements of the fairy tale. Every student should have an essay preparation sheet:

1.Read the fairy tale.

Boy - Ogonyok.

Ogonyok lived in the world. He wanted to become a boy.

The fairy turned him into a boy. But she warned:

- If you fall into the water, you will go out.

One day Ogonyok came out to the river bank. And there the boy is drowning. What to do? Ogonyok remembered the words of the sorceress, remembered... and threw himself into the water.

He pulled the boy ashore, but went out himself. Black coals lie on the sand. Then the sun directed a strong beam at the boy - Ogonyok and lit him up. Light became a big Fire with a kind heart.

2. Indicate with numbers the correct order of development of events in the fairy tale.

Ban.

The appearance of a hero.

Trial.

Rescue, help.

3. Come up with your own fairy tale. Fill out the table.

Who is the hero of the fairy tale?

What is he like?

What can it do?

What can't it do?

What did you dream about?

Who did you help and how?

Who was saved by?

4. Compose a conversation between the hero and the wizard?

- __________________________________________________________________

The next two stages of the system offer the development of students' skills related to creating texts such as description and reasoning.

Work on the description is carried out first in the process of writing a free dictation, then an exposition, after which it is proposed to create your own statement.

Work on a text-reasoning is also carried out first on the material of a ready-made text, then when creating your own. The main task of the presentation is to show students the correlation between the thesis and evidence in the argument. An important skill developed here is the ability to confirm the proposed position with an example.

Each student has the text of the presentation on a card and sentences on strips of paper to create the text. You are asked to read the text and sentences on the strips and guess what task needs to be completed. (Compose the text, supplement and title.)

Being a doctor is a difficult but noble profession. What qualities should a person who wants to become a doctor have?

He must love people and be kind...

A doctor needs to be brave...

What about dedication?

After all, he has to go where an epidemic of a terrible disease is raging. He should not be afraid to care for patients from whom he himself may become infected.

Wouldn't a man in a white coat come to the aid of a sick person at any time of the day or night?

because the doctor’s job is to alleviate people’s suffering and save them from death.

In the essay “My Favorite Hero,” students prove why this hero is beloved. The text is planned based on the teacher’s questions:

How to start an essay? (Name the hero, work, author. You can say about the hero who he is.)

What will you write about in the main part? (You need to talk about the hero, his actions, character and explain why you like the hero.)

How can you finish your essay? (Talk about how you try to be like him, etc.)

At the eighth stage, lessons are devoted to familiarization with the features of the scientific style of speech, the formation of skills related to the creation of text in a scientific style. First, they write a detailed summary of the scientific text “Linden” according to V. Petrov, then they compose a scientific and educational text (the lesson is given in the appendix). To identify the features of the scientific style of speech, scientific and literary texts on the same topic are given for comparison (“Linden” according to V. Petrov and “Linden” according to I. S. Sokolov - Mikitov), ​​as a result of which students are convinced that the linguistic design of the text depends on utterance tasks. Analysis of a scientific text allows us to highlight such features and differences from literary text as accuracy and rigor in conveying information, the use of terms and words with a neutral connotation, and the absence of emotionally and expressively colored language means.

The eighth stage of the training system poses the task improving text skills in essays of various genres. Students write essays on a literary source in the form of diary entries and texts - complaints, essays on a linguistic topic, essays on observations and paintings. Working on essays requires a large amount of student independence both in the process of preparing for them and in the process of working on the text in class.

Thus, the essay “The Diary of My Pet (One Day of His Life),” by analogy with the works of S. Cherny “The Diary of Fox Mickey,” provides for familiarization with a literary source, its analysis in order to become familiar with the genre of diary entries and highlight the means of creating comic in the text. Assignments (given in advance):

find descriptions of events and various thoughts in Fox Mickey’s diary entries;

find happy and sad places;

find unusual words and expressions with which Mickey describes events, objects, his thoughts and feelings;

observe the behavior of your pet, prepare work materials for an essay on the following tasks: observe the animal, on whose behalf you will make entries in the diary; record interesting observations; outline the events that you will describe in your pet’s diary; choose the words he uses to name surrounding objects; choose his own “words” with which the hero will accompany his story; pose the questions he asks himself; outline what thoughts and experiences your pet will reflect in the diary.

The essay “Complaints about school things” is written by analogy with the stories of N. I. Sladkov “Angry Voices”. Students' independence is manifested in the choice of heroes for their complaint, as well as in the choice of a monologue or dialogic form of its presentation.

A special feature of the essay on the linguistic topic “The Root of a Word” is that it gives students the opportunity to independently choose the type of speech for their text. Preparing for an essay orients students towards the selection of linguistic material about the root of the word, which will serve as the basis for the content of the text and can be used as examples. The content of the lesson includes introducing students to various ways of formatting examples in the text:

Many related words can be formed from one root, for example:

_______________________________________________________________ .

Sometimes the root is a whole word (__________________________).

The last two essays of this stage involve drawing up descriptions based on observations and a picture. In preparation for the observational essay “Spring has come!” special attention is paid to the fact that it is necessary to describe not just any spring, but the one that I observed myself. In the process of preparing for an essay, students, under the guidance of the teacher, outline objects of observation:

Weather.

Plants in spring (trees, early flowers).

Birds (which birds have already arrived, what they are doing, how they behave).

Children (how they feel about spring).

Students independently draw up an essay plan.

Sample plan:

Spring is coming!

Green spring outfit.

Sounds of spring.

Everyone is happy about spring.

A comparison of the essay plan and the observation plan leads students to the conclusion that in the essay plan it is important not only to name the objects of description, but also to reflect the main idea of ​​the text.

The final stage of the system sets the task assessment of students' achievements in developing coherent written speech. For this purpose, fourth-graders are invited to independently write an essay on “The Cat is a Thief” according to K. G. Paustovsky and an essay “The most joyful day in my school life.” In the process of preparing for them, the order of work is discussed, attention is drawn to the significance of each action and how to perform it. The teacher guides students to use the preparation notes for presentation and composition.

Memo for working on an essay:

Decide what you will write about (topic).

Determine the purpose for which you will talk about this (the main idea).

Outline what parts will be in the essay (text plan).

Determine what you need to write about in more detail.

Choose words and expressions that will help accurately and expressively reveal the topic and main idea of ​​the text.

Write the first version of the text.

Check your essay. Correct errors and shortcomings.

Rewrite the text.

Chapter III. Identification of the level of formation of skills and abilities for the development of coherent written speech of students

Purpose of the study: identifying the effectiveness of exercises to develop students’ coherent written speech.

Object of study: students of grade 4B of Municipal Educational Institution Secondary School No. 17.

Subject of study: coherent written speech of students.

Methodological tools: test presentations, final essay.

Criteria for the level of development of students’ coherent written speech:

High level: the work correctly (without missing essential points) conveys the content of the text; sentences are constructed correctly and words are used; there are no spelling or punctuation errors;

Above average: the work correctly conveys the content (without distortion), there are no significant shortcomings in the construction of sentences and the use of words; 1-2 spelling or punctuation errors were made;

Average level: in the work, when conveying the content of the text, any points were missed (a significant deviation from the author’s text); there are shortcomings in the construction of sentences and the use of words; 3-5 errors were made in spelling or punctuation;

Low level: there are significant distortions in the work when transmitting the author's text (missing important events, the main part is missing); the order in the construction of sentences is disturbed, words are used in a meaning that is unusual for them; more than 5 mistakes were made in the spelling of words, sentences were formed incorrectly.

Diagram “The level of development of students’ coherent written speech when conducting presentations”

The diagram shows control statements for comparison: “was” - carried out in the first half of the fourth grade, “became” - the end of the second half of the fourth grade.

The effectiveness of the ongoing system for the development of coherent written speech among students is visible in the diagram - there are no children with a low level of development of written speech in the first half of the year, the number of children with an average level decreased slightly from 35% to 27%, the number of children with an above average level remained unchanged 50% , but the number of children with a high level of development increased from 15% to 23%.

Conclusion: The general level of development of coherent written speech among students when writing expositions is high; by the end of primary school it has increased slightly compared to the first half of the year, thanks to the ongoing system of stage-by-stage study in each year of study.

Schoolchildren have mastered the basics of constructing texts of different genres and can apply the acquired knowledge in practice when writing summaries and essays. When conducting the final essay “The most joyful day in my school life”, the purpose of which was to determine the level of formation of skills associated with creating a text, they showed high results: no children with a low level of ability to create their own text, 19% with an average level, 62% with above average level, 19% with high level.

Diagram“The level of development of skills related to writing essays”

Conclusion

In my work, I outlined recommendations on how to organize a system for the development of coherent written speech of students in elementary school, showed the relevance of the topic I chose, described the types of work that contribute to the development of written speech of students, and showed the effectiveness of this system.

The educational system implements an activity-based approach to speech and the process of its formation. This is reflected in the fact that students’ speech activity in the classroom is organized taking into account such structural components as motivational, executive and control. The purpose of creating a motive for activity is the analysis of speech situations that reveal the role and significance of written speech in human communication, as well as the setting of an educational task in the lesson, which allows us to highlight the skills being developed from general work with text, to show their importance for mastering written speech. Mastery of each skill requires the student to understand the operational side of his or her job. Therefore, the attention of students is constantly focused on the analysis of the actions being carried out. Students are asked to talk about how they have completed or will perform a particular task. Of particular importance is teaching schoolchildren how to control the process of working on text and how to check what they have written. Accordingly, the content of each lesson provides for a step-by-step text check with a precise indication of its purpose and methods for identifying errors.

When working on an essay, much attention is paid to the correct construction of the text and the content of its parts already at the preparation stage, which allows students to present the entire text before writing and distribute the material between the parts. From the first steps of learning to compose, it is important that the student understands the need for careful work on the text, which involves re-reading it several times and making corrections. The motivation for such work is achieved in the educational system by using special techniques, in particular, examining the manuscript of L. N. Tolstoy, which has corrections and clearly demonstrates the process of creating a text by the great writer.

One of the essential points in the organization of work in the classroom is the focus on the formation of the student as a subject of educational activity. The implementation of this focus is associated with providing the student with the opportunity to choose when performing educational tasks. In the proposed system, at certain stages of the lesson, students can choose one or another level of independence that they consider possible and desirable for themselves. Having clarified with the children the educational task and the content of their activity, which is suggested by the form of presentation of the material. The teacher asks the students which of them wants to do this or that work independently, who wants to do it in pairs with their deskmate, and who wants to do it with the help of the teacher.

All lessons in teaching coherent speech are included as an integral part in the study of grammatical and spelling topics. At the same time, the formation of speech skills is built in stages.

Literature

1. Borzova V. A., Borzov A. A. development of creative abilities in children. Samara: Samar. House of Printing, 1994.

2. Matveeva A. N. Thematic and final tests on the Russian language in elementary school. – M.: New School, 1994.

3. Continuity and prospects in teaching the Russian language: (Collected articles from work experience). Manual for teachers / Comp. A. N. Matveeva. – M.: Education, 1982.

4. Ramzaeva T. G., Lvov M. R. Methods of teaching the Russian language in primary school: Textbook. manual for pedagogical students. Institute for specialties No. 2121 “Pedagogy and methods of beginning. training." – M.: Education, 1979.

5. Russian language in primary school: Theory and practice of teaching: Proc. manual for pedagogical students. textbook establishments for special purposes “Pedagogy and methodology beginning. training" / M. S. Soloveichik et al. - M.: LINKA-PRESS, 1994.

6. Samoilova E. A. Creation of speech situations at the stage of preparation for writing essays // Primary school. – 2002. - No. 10.

7. Sakhartseva M.K. Analysis of presentations and essays in primary classes: methodological recommendations for course participants. - Ulyanovsk UIPC PRO, 2007.

8. Smirnova O. P. Text as a didactic unit of the Russian language and the development of students’ speech // Primary school. – 2007. - No. 6.

9. Smirnova O. I. Types of creative written works at Russian language lessons // Elementary school. – 2009. - No. 1.

10. Speech development lessons in fourth grade: lesson planning and didactic materials L. D. Mali. - Tula: Rodnichok; M.: Astrel: AST: Profizdat, 2007.

11. Fedorova I. V. The problem of selecting texts for teaching writing expositions // Primary school. – 2007. - No. 6.

12. Cheremisina N. A. How to prepare a concise presentation of the text // Primary school. – 2009. - No. 1.

13. Shukeylo V. A. Russian language in primary classes. A combination of traditional and non-traditional forms of education. – St. Petersburg, “SMIO Press”, 1999.

14. Shchegoleva G. S. System of lessons for the development of coherent written speech // Supplement to the magazine “Elementary School”, lesson developments, I grade: a manual for teachers. – M.: Primary school, 2002.

15. Shchegoleva G. S. System of lessons for the development of coherent written speech // Supplement to the magazine “Elementary School”, lesson developments, grade II: a manual for teachers. – M.: Primary school, 2002, 2003.

16. Shchegoleva G. S. System of lessons for the development of coherent written speech // Supplement to the magazine “Elementary School”, lesson developments, III grade: a manual for teachers. – M.: Primary school, 2003, 2004.

17. Shchegoleva G. S. System of lessons for the development of coherent written speech // Supplement to the magazine “Elementary School”, lesson developments, IV grade: a manual for teachers. – M,: Primary school, 2004, 2005.

18. Yurtaev S.V. The influence of trends in speech development on the organization of the educational process // Elementary school. – 2007. - No. 5.

19. Yakovleva V.I. Collection of texts for presentations in primary classes. Teacher's manual. – M.: Education, 1972.

Research objectives:

To identify the level of development of written speech in younger schoolchildren;

To develop indicators of the level of development of written speech among primary schoolchildren;

To identify the technology of the teacher’s work on the development of written speech in primary schoolchildren;

To identify the attitude of parents to the problem of development of written speech in a child;

Distribute children according to the level of development of practical skills;

Methodology of the ascertaining experiment.

To identify the level of development of written speech in primary schoolchildren, we developed a method of ascertaining experiment, which consisted of three stages:

First stage was aimed at identifying the development of written speech in primary schoolchildren during Russian language lessons. For this purpose, we have developed a series of tasks.

Exercise 1. Arrange the sentences yourself in their logical sequence.

Suddenly he saw clouds outside the window. After half an hour the drawing was ready. There was a drawing lesson. Andryusha was delighted. He didn't know what to draw. Andryusha not even touched To a set of pencils.

Task 2. Make up a text about the boy based on the pictures (orally).

Task 3. Make two sentences from these words.

I, on the tree, saw, hammered, a woodpecker, with a strong beak, he, an aspen.

Task 4. Read the text. Prepare a continuation of the text about how Lena will help Olya. Write two sentences.

Girlfriends.

Olya was often sick. And her school friend Lena grew up agile and strong. The girls thought: why is this? Lena starts every day with exercise. In winter he skis and skates. Lena decided to help Olga become strong.

Task 5. Compose a text of three to four sentences on the topic “the woodpecker is a useful bird.” Start your story with: It’s not for nothing that the woodpecker is called the forest doctor! Write the text.

After analyzing the work performed, we can conclude that the level of development of children’s coherent written speech is divided into three groups:

High level - the child’s speech shows meaningfulness, the student builds his sentences in speech consistently, logically, accurately, and also uses expressive words and phrases in his speech, answering questions expediently and clearly.

Average level - the child’s speech exhibits communicative expediency and clarity, but lacks content, logic, and consistency.

Low level - There is a lack of precision in written language. In the child’s story, logic, clarity, communicative expediency, linguistic correctness of speech, expressiveness, and clarity are not visible. And also in his speech the child uses simple, not complex sentences.

The results of this diagnosis are shown in Table 3.

Table 3. Comparative analysis of the level of development of coherent speech at the ascertaining stage.

Thus, from this table it is clear that the majority of children in the class develop coherent written speech at a low level.

Second phase.

Having analyzed the calendar and thematic planning of grade 2 according to the “School of Russia” program, we developed the following questionnaire for teachers: Table 4.

Table 4. Identification of teacher technology aimed at developing coherent written speech in primary schoolchildren.

№ question	Question
	What program do you use with your class during Russian language lessons?
	What are the reasons for the difficulties in learning to write and read in elementary school?
	What methods of developing coherent written speech do you use in Russian lessons? Composition Presentation Vocabulary dictation Distributing sentences in the correct sequence Other__________________________________________
	Which method is most interesting for children?
	Do you use communicative techniques to develop schoolchildren’s speech, for example: Creation of speech situations, Role-playing games, word drawing, Keeping diaries, Creating stories from your imagination Creative attempts in various literary genres Other_______________________________________________

Third stage.

At this stage, we are faced with the task of identifying the attitude of parents to the problem of developing written speech in a child. We also proposed a questionnaire for parents. Table 5:

Table 5. Identification of parents’ attitude to the problem of speech development in a child.

Are you concerned about your child's speech? Dear parents! The school is conducting a survey, the purpose of which is to help parents assess the state of their child’s speech. Your sincere and complete answers will allow us to provide exactly the help that you and your child most need and give you useful recommendations.
	Parent's name:
	First name, age of the child you are talking about:
	Remember the time frame for the child’s early speech development: humming ______, babbling _____, first words _______, phrase ____________
	What worries you about your child’s speech development? (check): He speaks like a little boy. Slurred speech. Doesn't want to talk. There were hesitations in speech. Other _________________________________________________
	Do you correct his speech errors?
	Which hand does the child write with?
	How do you evaluate your child’s success at school: the child likes to study, he is eager to go to school; goes to school to socialize with friends; afraid of being worse than other students; experiences constant stress due to failures at school; frequent conflicts with classmates and teachers; often cannot keep up with the pace of class; quickly learns new material; you have to repeat new material at home to successfully master it; does not assimilate new material independently (underline as appropriate).
	Before entering school, did your child know how to accurately color, draw according to a pattern, read, print letters, count and solve simple problems? Yes. No. (Underline whatever applicable).
	Does he retell to you what he read?__________________________
	Do you attach importance to the development of correct, literate speech in a child?_________________________________________________________
	Please indicate which specialists you would like to consult. Speech therapist, psychologist, teacher, medical staff (underline as appropriate).

Life constantly updates and enriches the concept of “quality of education”. When defining the ideas of the approach to the concept of “quality of primary general education,” it should be noted that education is not synonymous with learning, but is a certain measure of achieving the goals set by the school, teacher, and student.

Currently, society has developed a new understanding basic educational goals. The teacher must first of all take care of developing the student’s ability for self-development, which will ensure the integration of the individual into national and world culture. When teaching the Russian language, the communicative and speech orientation of the cognition process is put at the forefront.

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Municipal educational institution"Gymnasium No. 22"

SUBJECT : “FORMATION OF WRITTEN SPEECH OF JUNIOR SCHOOLCHILDREN”

Excellence in Public Education

primary school teacher

MBOU "Gymnasium No. 22"

Maykop

year 2014.

Strunina Natalia Vasilievna

1. Introduction……………………………………………………………………………….3
2. Speech activity as a psychological and methodological concept…………………...……………………………………………………………..5
3. Written speech as a subject of study……………………………………15
4. Theoretical basis for the formation of written speech…………………………………………………………………….…..19
5. Bibliography……………………………………………..….36
6. Application to experience…………………………..………………………….37

Strunina Natalia Vasilievna

Introduction.

Life constantly updates and enriches the concept of “quality of education”. When defining the ideas of the approach to the concept of “quality of primary general education,” it should be noted that education is not synonymous with learning, but is a certain measure of achieving the goals set by the school, teacher, and student.

Currently, society has developed a new understanding basic educational goals. The teacher must first of all take care of developing the student’s ability for self-development, which will ensure the integration of the individual into national and world culture. When teaching the Russian language, the communicative and speech orientation of the cognition process is put at the forefront.

The basic principlessolving modern educational problems, taking into account the demands of the future, are:

1.Operation principle,involving the child in educational and cognitive activities. Self-learning is called the activity approach.

2. The principle of a holistic view of the worldin the activity approach, closely related to the didactic

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the principle of science, but deeper in relation to the traditional system. Here we are talking about the personal attitude of students to the acquired knowledge and the ability to apply it in their practical activities.

3.The principle of continuity,meaning continuity between all levels of education at the level of methodology, content and technique.

4. Minimax principle,consisting in the following: the teacher must offer the student the content of education at the maximum level, and the student must master this content

at the minimum level.

5. The principle of variability,involving the development of variable thinking in children, that is, an understanding of the possibility of various options for solving a given problem and the ability to carry out a systematic search of options. This principle removes the fear of making a mistake and teaches you to perceive failure not as a tragedy, but as a signal to correct it.

6. The principle of creativity (creativity),presupposing maximum focus on creativity in the student’s educational activities, his acquisition of his own experience of creative activity.

Thus, the current stage of development of school education is characterized by a transition from extensive

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training to intensive. Problems of developing intuitive, imaginative thinking, communication, as well as the ability to think creatively become relevant. In the practice of teaching the Russian language, the enormous developmental and educational potential of speech development lessons is currently attracting attention.

Much attention should be paid to the formation of written speech, since it not only equips schoolchildren with a new means of communication and idealization of experience, but also determines the transfer of mental processes to a higher level of functioning - awareness and volition.

The relevance of this problem is also due to the fact that serious shortcomings are discovered in the actual practice of teaching writing at school. Teaching this type of speech activity in traditional elementary school is structured in such a way that the most important thing in it is the ability to write letters and not make mistakes in words and sentences, and not the ability to create semantically independent statements.

• Speech activity as a psychological and methodological concept.

The concept of “speech” is interdisciplinary: it is found in

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psychological, methodological and linguistic literature.

Psychologists consider speech as a process of generating and perceiving a statement, as a type of specifically human activity that ensures communication. According to A. A. Leontyev, the process of speech itself is a process of transition from “speech intent” to its embodiment in the meanings of a particular language and further to implementation in external speech - oral or written. Psychologists are interested in such problems as internal and external speech, their interaction, mechanisms of speech, features of oral and written forms of communication, speech properties of the individual, speech as a way of existence of consciousness, as a form of thinking, a form of communication.

The object of study of methodologists is speech as a subject of teaching. This is why they tend to talk about “speech development.” At the same time, unlike psychologists who also use this term and who are interested, first of all, in the process of speech formation itself, methodologists consider the development of speech as one of the components of language education of students. “The term “speech development” is primarily pedagogical,” wrote V. A. Dobromyslov. – It is related to the educational process, which is carried out in a particular educational institution... This process is two-way, it also affects the activities of... the teacher who develops speech

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children, and the activities of children whose speech is developing.”

If we keep in mind the student and his work in the Russian language, then the development of speech means the student’s active, practical mastery of various aspects of the language: pronunciation, vocabulary, syntactic structure, coherent speech. From the teacher’s point of view, working on speech is the use of methods and techniques that would help students master the specified aspects of the language.

In general, speech development is work on students’ speech culture (orally and in writing). The school should teach children to freely and correctly express their thoughts in a form understandable to others.

Based on the data of linguodidactics, as well as on the data of psychology, methodologists consider the question of what and how to teach children in order to teach them to fully communicate.

Recognition of the fact that speech is a unique human activity, speech activity, and the scientific analysis of the corresponding concept laid the foundation for a new approach to work on speech development - from the standpoint of the theory of speech activity.

Before moving on to considering the content and conditions of work on the development of speech in schoolchildren, it is necessary to give an interpretation of the concept of “speech activity”.

I. A. Zimnyaya defines speech activity as “the process

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active, purposeful, mediated by language and determined by the communication situation, receiving or issuing a speech message in the interaction of people with each other (with each other).”

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communication (tasks, conditions, characteristics of partners), that is, it is a process “determined by the communication situation.”

It should be noted that speech activity, and, consequently, the successful development of speech in schoolchildren is impossible without meeting certain conditions. It is extremely important for a teacher to know what speech is as a type of activity, how the process of generating and perceiving a statement occurs, it is important to create the prerequisites for children’s speech activity, for their communication, for the purposeful expression of thoughts.

A prerequisite for any activity is one or another need. The source or trigger of speech activity is most often a communicative or communicative-cognitive need - the desire, having entered into communication with another person, to learn or communicate something, ask for help or influence, express one’s feelings, emotions, and share them with the interlocutor. It is the emergence of such a need that prompts a person to start telling or asking something, explaining or proving something, or putting pen to paper. There is no verbal communication without need, without motive.

The complexity of organizing work on the development of schoolchildren’s speech lies in the fact that, acting in lesson conditions, organizing educational work, we want to improve natural speech

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children's activities. It is clear that “the lesson situation removes the natural communicativeness of speech…. There is only one way to free yourself from this deficiency. It is necessary for students to develop a need for communication...”

Based on the literature studied, several methodological conclusions can be identified.

First methodological conclusion, which follows from the psychological characteristics of speech activity, is as follows:

Before giving students a task to create or perceive a statement, it is necessary to try to ensure that they have a corresponding need, a desire to engage in verbal communication.

From the given characteristics of speech activity it follows thatsecond methodological conclusion.

In real life, a person creates a statement under specific circumstances, under certain conditions, and always addresses it to someone. One must strive to comply with these natural rules when organizing educational speech practice for schoolchildren: when asking children to create a text, it is important to ensure that they understand who is being addressed.

why and under what circumstances do they apply?

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The implementation of both the first and second stated provisions can be facilitated by the technique of creating speech situations.

Speech activity, like any other type of activity, has its own subject, product, result and other characteristics. So, it is aimed either at expressing our own thoughts, feelings, if we create a statement, or at perceiving other people’s thoughts, experiences, if we accept a message. Consequently, thought is the subject of speech activity. Speech communication is carried out using language, which acts as a means of speech activity. The selection of content for expression, the use of linguistic means to express this content or to understand it, that is, speech, is a method used in speech activity. The product of this activity when creating a statement will be the statement itself - one sentence, if you only need to express a thought, or a text, if the thought is being developed. When accepting a message, the product is the conclusion that a person comes to in the process of perceiving the interlocutor’s thoughts. The result of speech activity can be considered in one case a response (sometimes not expressed in words), and in another - an understanding or misunderstanding of the thought expressed by the author of the text, the interlocutor.

These characteristics of speech activity help more

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clearly identify those components without which work on this type of activity for schoolchildren will not be successful. Let's systematize these components.

In the general system of improving the speech activity of schoolchildren, work on language units is also significant. Firstly, we must strive to streamline children’s understanding of the linguistic means at their disposal, expand the arsenal of these means, and help them master the rules of their construction. And secondly, it is necessary to teach schoolchildren the skillful use of language units in the process of communication, taking into account its tasks, conditions and addressee. In other words, one should study language as a means by which thoughts are expressed, and at the same time, by teaching the use of these means, improve those ways of expressing thoughts that the student already knows. Thus, work on language and speech is included in the general content of training aimed at enriching speech activity

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students.

In addition, we must teach schoolchildren to care about the final product and the result of speech activity, that is, teach, firstly, the creation of a text, its improvement from the point of view of the logic of the development of thought, better conveying it to the addressee, and secondly, understanding the statement.

Thus, identifying the psychological characteristics of speech activity allows us to makethird methodological conclusion, important for organizing students’ speech training.

In order for primary schoolchildren to successfully improve their own speech activity, parallel, targeted work is needed in a number of areas:

a) on expanding the horizons of students, on their ability to observe, emotionally perceive, compare, evaluate, generalize;

b) on students’ awareness of the language system, the purpose of various language units, the rules of their functioning, and on enriching the arsenal of tools used by children;

c) on the ability to choose language means taking into account

communication situations and correctly formulate thoughts;

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d) the ability to select content for a statement and organize it in accordance with the plan;

e) on understanding the significance of all elements of a “foreign” text, as well as on the ability to extract the corresponding meaning from each element.

Since speech activity is the process of creating and perceiving an utterance, it can also be characterized in terms of the stages through which this process unfolds. “In any activity,” writes A. A. Leontyev, “the same structural components can be identified. It has four stages: a) the stage of orientation in the conditions of activity; b) the stage of developing a plan in accordance with the results of the orientation; c) the stage of implementation of this plan; d) control stage.” Speech activity is carried out at the same stages. Consequently, when working to improve the speech activity of schoolchildren, it is important to take into account the presence of these stages and hone, and sometimes correct, actions at each of them.

Analysis of the stages of development of speech activity allows us to formulatefourth methodological conclusion.

Improving the speech activity of schoolchildren involves the formation of four generalized skills:

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a) navigate the communication situation, including awareness of your communicative task;

b) plan the content of the message;

c) formulate your own thoughts and understand others’;

d) exercise self-control over speech, the interlocutor’s perception of it, as well as understanding the partner’s speech.

The analysis of the concept of “speech activity” allows us to identify some areas, the implementation of which can already improve the organization of speech work today. These directions are reflected in the formulated methodological conclusions.

• Written speech as a subject of study.

Written speech - the most verbose and precise, detailed form of speech. It has a very clear plan and places increased demands on mental activity. In written speech one has to convey in words what is conveyed in oral speech with the help of intonation and direct communication.

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perception of the situation. It lacks a situation that is clear in advance for both interlocutors and any possibility of expressive intonation, facial expressions and gestures; it excludes in advance the possibility of any reductions. Understanding is achieved only through words and their combinations. In writing, which should be as understandable as possible for others, preliminary thinking, an internal verbal “outlining” of thoughts is necessary. If this is not the case, then such speech is undeveloped and incomprehensible to others.

Written speech in its structure is always complete, grammatically organized, detailed structures. It is used not only to convey a ready-made message, but also to work out and clarify your own thought. Therefore, written speech as work on the method and form of expression is of great importance for the formation of thinking.

Written speech appears as a result of special training.

In genetic psychology there is a very valuable proposition for teachers that mental processes develop unevenly. There are latent periods of development of a certain mental formation and periods of explosive development. “Since sensitive periods are most favorable for the development of any mental formation,

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then the highest pedagogical wisdom is to, having learned the “schedule” of the child’s mental development, design and implement massive pedagogical influences on the development of precisely those structures for which these periods are sensitive” (Lyaudis V. Ya.).

Primary school age is sensitive for the formation of written speech.

In a traditional elementary school, writing is not studied as a specific form of speech that has its own tasks and means for achieving them. At the early stages of formation, its subject is “not so much the thought that is to be expressed, but those technical means of writing sounds, letters, and then words that are never the subject of awareness in oral speech” (Lyaudis V. Ya.). At these stages, motor writing skills are formed. Only much later does the expression of thoughts become the subject of the child’s conscious actions. At this stage, written speech develops as parallel and complementary to oral speech. Semantic content is developed by the student by means of oral speech, but most often it is given to him ready-made in perceptual or verbal form “for recoding using written signs, that is, written speech is reduced to the level of an elementary “transcription” of an oral utterance” (Lyaudis V. Ya. ).

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An analysis of programs and textbooks on the Russian language for traditional primary schools shows that in these classes there is no special task of teaching writing as an activity of constructing written texts. Observations of the practice of traditional primary education indicate that written language is considered as a parallel and equivalent form of oral language. In the initial period of learning to read and write, the child’s written speech is a variant of oral speech. Written signs are, in the words of L. S. Vygotsky, “symbols of the second order,” that is, they denote not the meaning itself, not the thoughts themselves, but the sounds of the words that express them. At this stage of development of sign activity, the child makes the discovery that “you can draw not only things, but also speech” (Vygotsky L.S.). Therefore, it is not surprising that his written statements have the characteristics of oral speech - written speech reproduces oral speech, copies it. It appears to the child as a way of fixing the products of oral speech. However, as the processes of writing and reading are automated, “written speech from second-order symbolism becomes first-order symbolism... The intermediate link in the form of oral speech drops out, and written speech, apparently, becomes direct symbolism, perceived in the same way as oral speech” (Vygotsky L . WITH.). Simultaneously with the development of writing and reading skills, written speech

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gradually acquires qualities specific to it.

Written speech is thoughtful speech, it expresses the skills and abilities of students. However, in the first and second grades she is still not sufficiently independent: usually everything that children write is collectively prepared under the guidance of the teacher, and it is difficult to judge the level of their speech development from the children’s essays. But students’ independence in composing is growing, and in the third grade it is already possible to obtain texts from which one can judge the capabilities of students’ own speech. In their written speech, the degree of suitability of linguistic means begins to be consciously assessed. Even in the process of a student’s elementary written statement, the thought is developed, clarified, and improved.

• Theoretical basis for the formation of written speech.

Written speech as a special sign activity first became the subject of special study in the works of psychologist L. S. Vygotsky. His discovery of the uniqueness of written speech made it necessary to study its formation not “as a habit of the hand and fingers, but as a truly new and complex type of speech” (Vygotsky L.S.). This approach to studying the formation

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written speech - from the development of motor writing skills to the formation of written speech itself as a unique means of communication, the mastery of which significantly changes the structure of mental processes in a person - became decisive in the study of this problem.

Taking into account the specifics of written speech, L. S. Vygotsky formulated a number of provisions regarding the organization and construction of its formation. It is known that at the beginning schooling Students have almost no need for written language. A child “starting to write not only does not feel the need for this speech function, but he also has an extremely vague idea of ​​why he needs this function in general” (Vygotsky L.S.). Therefore, when developing written speech, it is necessary, according to L. S. Vygotsky, to create in students motives specific to this form of speech and set the same specific tasks: “... writing must be meaningful for the child, it must evoke a natural need, need, it should be included in a vital task for the child...” (Vygotsky L.S.). One of the ways to create adequate motivation is to encourage the child (and not task him!) to write “on a topic that is internal and exciting for him.”

A prerequisite for the successful development of written speech is the development of gesture, play, and drawing. This means that "entry"

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a child’s introduction to written speech must be organized as a “transition from drawing things to drawing speech.” It is important to lead the child to the discovery that “you can draw not only things, but also speech” (Vygotsky L.S.). The ideas of L. S. Vygotsky became a serious theoretical basis for further research into the process of developing written speech in children.

P. P. Blonsky, combining the task of forming written language and raising a writer in a child, believed that the most suitable and acceptable type of literary creativity for elementary school students is a story, the inventing of “short works of egocentric content,” and not a description, which is more complex type of activity. The student will be happy to write if he is interested in the topic of the essay, for example, about events that emotionally struck the child, about the future, about dreams. The main way to develop written speech, according to P. P. Blonsky, is writing essays, and “retellings and expositions bring little benefit.” Particular attention should be paid to editing. “Let students write few essays,” advises P. P. Blonsky, “but work a lot on them so that they come out as good as possible.” The teacher should help children construct stories, organize group discussions: “Children tell what and how they write or think about writing, and the teacher (also comrades), after listening to them, gives them their

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advice" (Blonsky P. P.).

N.I. Zhinkin paid great attention to the problem of text coherence. He was the first to make a thorough analysis of this parameter in terms of its functions and means of implementation. In his opinion, coherence is the result of the action of establishing relationships between two neighboring sentences. It includes them in a larger semantic-syntactic category. Outside of such a correlation of sentences in the whole text, they remain scattered and autonomous, and vice versa, the connection between them indicates their belonging to a common semantic-grammatical unit. “At the junction of two sentences,” the scientist writes, “lies the link from which the text develops.” N.I. Zhinkin comes to an important conclusion about the need to specifically develop the ability to construct text in school: “If special work was carried out with such children (younger schoolchildren), then already in the fourth and even more so in the fifth grade their indicators would be much closer to to the maximum." At the same time, he believes that essays are the most productive way of developing written language.

According to Professor Sh. A. Amonashvili, written speech should be formed simultaneously and in unity with the development of writing and speaking skills; prerequisites for written speech must be created in conditions of oral speech. The method of teaching written speech, developed by Sh. A. Amonashvili, comes down to

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the fact that students think about the content of the future text, write, check their work, correct errors found and analyze the results, and after a month the essays are returned to them for revision. It is proposed to provide material for the content of texts in perceptual (presentation based on a picture) or verbal form (own presentation). An interesting attempt is by Sh. A. Amonashvili to form written speech in all the completeness of its links - programming the statement, its implementation, control and correction. In traditional education, the primary school student only does the implementation (writing), and the remaining phases are carried out by the teacher.

The question of how to bring children to an understanding of the need to master written language (through presentation or composition), M. R. Lvov proposes to solve by establishing a certain balance between essays and presentations: presentation helps students to assimilate speech patterns, and in the process of composition these samples are put into use. According to M. R. Lvov, the main condition for mastering written speech is the creation of motivation, however, in the proposed educational tasks According to the development of written speech, only one of its functions is reproduced - communication at a distance. Communication through letters undoubtedly develops written speech, but its purpose is not limited to its communicative function. Moreover, this function in modern conditions

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Technical means of communication also perform: telephones, radios, video recorders, e-mail, which are a kind of transmitter of oral speech. In M.R. Lvov’s training exercises, the “package of activities” that includes written speech was not identified, described, or reproduced. Therefore, the process of mastering written language turned out to be little motivated for students. Thus, M.R. Lvov was unable to overcome in his research the “alienation” of the process of mastering written speech, which is so characteristic of almost all teaching strategies.

A very interesting attempt to organize the process of children’s assimilation of written speech as a specific sign activity was made by R. L. Kramer. In his opinion, the main factor in the full development of written speech is verbal creativity, that is, a situation in which the child feels like a true creator, the author of texts. To do this, it is necessary to respect the child’s personality, support his initiatives and efforts, and create conditions for freedom of expression. For highly effective teaching of written language, according to R. L. Kramer, it is important for the teacher to fulfill the following requirements.

1. Use the student's experience. Each child has a certain vocabulary and experience that determines the meanings

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and the meaning of these words. The teacher must help children better organize their sensory and intellectual experiences and establish adequate connections between their experiences and speech.

2. Encourage children to write about things that suit their needs and interests. To this end, it is necessary, first of all, to ensure the choice of topics suitable for the child for composing fairy tales.

3. Develop children’s sensitivity to elegant words by reading the best examples of fiction; teach the ability to compare the concept, language and style of an essay with read works. Schoolchildren should learn the art of presentation from real artists of words.

4. Personally manage the process of composing written texts. While composing, the teacher should not be busy checking notebooks or other matters; he should approach each student and help, suggest, correct, and approve.

5. Compose with children. A teacher who composes at the same time as his students not only shows them an example of how to compose, but also stimulates their work and inspires them.

6. Make sure that children's essays have a practical focus.

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the most difficult actions. In particular, he points out ways for students to discover their own speech errors and their corrections. However, R. L. Kramer does not give theoretical analysis and generalizations of the phenomena and facts he discovered when teaching writing.

But why do primary schoolchildren write fairy tales and stories with pleasure? Because in children of this age, “the main mental structure that generates thought is imagination, fantasy. Through fantasy, they assimilate the world in which they live, explore and explain it. Children are characterized by a mythological way of seeing and explaining the world. Consequently, primary school age is sensitive for the development of creative imagination” (Lyaudis V. Ya.). There is one initial situation in which it is most possible to teach a primary school student written speech in the unity of its two functions - generalization and communication - and in this regard, ensure the formation of actions that serve these functions. Such a situation is when students compose their own texts based on specially evoked work of imagination. It is this situation, and not a number of others, one way or another used in traditional elementary school, that motivates the initial teaching of writing as an act of constructing a text.

In situations of presentation of the content given by literary

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an artistic text, a written message of an everyday nature sent to the addressee, descriptions of objects are specified and can be worked out with greater or less completeness only by individual actions of written speech. First of all, these are actions aimed at the lexical and grammatical organization of the message, and not the creation of the content of the text itself. Only the situation of students composing their own text actualizes written speech in the fullness of its functions and operations.

The theoretical confirmation and justification of these conclusions, as well as preliminary confirmation of the hypothesis posed, is the practice of outstanding teachers: V. A. Sukhomlinsky, N. M. and Yu. F. Golovin, M. Montessori, S. Frenet, J. Rodari, as well as teachers -innovators: L. B. Fesyukova, N. N. Nurudlina, N. L. Mikhailova, I. V. Zanegina and others.

The students of V. A Sukhomlinsky reached a high level of development of written speech. This is explained by the fact that the great teacher in his “school of joy” persistently cultivated children's verbal creativity. He wrote: “I can’t imagine studying at school not only without listening, but also without creating fairy tales.” V. A. Sukhomlinsky deeply believed in the creative abilities of children. He believed that encouraging children to be creative is the main principle pedagogical activity. The learning process seemed to him as a continuous act of discovery. V. A. Sukhomlinsky

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had a special gift to support and liberate the strength of a child. He admired the artistry and expressiveness of children's language and warned against breaking it, premature and forced “growing up”: “let the children speak to each other in their own language.” (V. A. Sukhomlinsky).

V. A. Sukhomlinsky sought to develop in children the ability to generate semantic content that requires expression. His “journey to the origins of living speech,” that is, excursions into nature, lessons in admiring, and an incentive to master the surroundings in his own fantasy images stimulated the work of consciousness, aroused the desire to convey his feelings and experiences, and talk about beauty. Children composed short essays about nature, which mainly developed written language. V. A. Sukhomlinsky pointed out that children’s perception of nature, the images that arise in their imagination, are vividly emotional, alive, and their expression requires a certain sophistication of the means of language. The contradiction between the richness, concreteness, radiance of these images and the scarcity of the means of expression used by children serves as an internal source of the process of speech development, and the child’s work on mastering the means of language, improving them and overcoming their “resistance” is the essence of this process.

Successful development of written language in children at school

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V. A. Sukhomlinsky was also facilitated by the relationships that developed between the teacher and students. Deeply humane, based on respect for the child’s personality, they created an atmosphere of mutual trust, ease and relaxation, so necessary for the normal course of any learning as creativity. Following the example of J. Korczak, V. A. Sukhomlinsky tried “to rise to the spiritual world of the child, and not to condescend to him.” He participated in the children’s verbal creativity, writing together with them, sharing ideas and experience of expression: “The first essay that I read to the children was composed on the shore of a pond, in a quiet evening hour. I tried to ensure that the children understood and felt how a visual image can be conveyed in words” (V. A. Sukhomlinsky).

The approach of N.M. and Yu.F. Golovin to the problem of developing written speech in primary schoolchildren is also interesting. Outstanding teachers saw the main reason for the poor development of this type of speech among students in the lack of attention, unsystematic and monotonous conduct of work on speech development. Without denying the importance and necessity of limited use of presentations, the Golovins believed that the predominance of these types of work in school over others does not give the desired results. In their works on this issue, they repeatedly wrote: “The author’s phrases and expressions, against the child’s will, weigh heavily on him and enter ready-made into his speech. In children with highly developed memory

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It even turns out to be a verbatim retelling of what was read. This obscures one’s own creative expressions of thought and kills the child’s speech” (Golovin). Thus, the Golovins called for training in speech development classes various types independent work, requiring children to express their own creativity. They believed that the most important features of teachers are the ability to make a child think, think, as well as the ability to stir up the creative, artistic powers of children and give them a proper outlet (in writing fairy tales, stories).

As a result of the effective work of teachers N. M. and Yu. F. Golovin in lessons on speech development during extracurricular time, children published a “literary magazine”, which was independent essays by children on various topics. The teachers who attended the lessons of these outstanding teachers were distinguished by their masterful command of the language and the abundance of lively speech of their students.

From foreign experience, I will focus on the description of the methods of M. Montessori, S. Frenet, G. Rodari.

An original and productive method of introducing children to the culture of written speech was invented by M. Montessori. She very carefully prepared the children to understand that through letters you can capture your thought and communicate it to another person; created game situations in which communication was carried out using short texts written on cards. Their

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The content was very varied and corresponded to the age of the children. Therefore, written speech was subjectively considered and evaluated by them as a means of communication. The writing of simple notes was the first attempt to establish written speech as a new form of speech and a new opportunity to communicate in conditions of spatial distance from the interlocutor. The children began to use this new way of communication with great pleasure. M. Montessori, noting the extremely high written activity in children, concluded that the age of six to seven is the most sensitive period for the development of written speech, that is, the age of “explosive writing.”

The practice of the French teacher S. Frenet, the founder of the “modern school” pedagogical movement, is also interesting. The written speech of his students developed intensively and was at a high level. If M. Montessori used written speech as a means of interpersonal communication, then S. Frenet introduced it into the activity of verbal creativity, which requires the functioning of this type of speech in the unity of communication and generalization. Verbal creativity was considered by S. Frenet as the main means of understanding the world, the main way for a child to enter human culture. Each academic subject, course, and even topic was learned through creative acts. Believing that children's perception of the world is deep

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poetic by its very nature, he emphasized the production of works of literature, rather than the reproduction of their finished models. “The child carries poetry within himself; it will be enough to create the conditions for it to flourish,” notes S. Frenet optimistically.

A remarkable experiment in the development of children's speech through literary creativity was carried out by J. Rodari. The book “The Grammar of Fantasy,” which is a fascinating story about ways to introduce children to verbal creativity, contains a description of twenty-two techniques for composing original texts that contribute to the development of creativity in a person from early childhood. J. Rodari strove to ensure that “everyone mastered the ability to speak, not so that everyone would become poets, but so that no one would be a slave” (J. Rodari).

Children who studied with J. Rodari very quickly achieved high speech potential. This became possible because in the experience of J. Rodari, written speech was returned to its natural “bundle” of processes, consisting of verbal creativity and communication. Therefore, the teaching was carried out fully and gave the children real pleasure and joy; teaching became a part of children's lives. This once again convinces us that at school a child can feel happy and live a full life if the teaching is structured like

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creative, productive process. Otherwise, according to A. N. Leontyev, there is an “internal withdrawal” from school, a “devaluation” of the act of learning, and the pushing out of the child’s life of the most massive, one might say, sector of his life activity. The experience of J. Rodari also shows that the formation of written language in situations of fantasy and composition makes this process joyful and effective.

L. B. Fesyukova’s approach to the problem of the formation of written speech, set out in the book “Education with a Fairy Tale,” is interesting. She used in her work the creative heritage of J. Rodari and her own experience of working with children. “It is difficult to deny the role of fairy tales and works of art in the education of correct speech,” writes L. B. Fesyukova. – If we speak traditionally, the texts are expanded lexicon, help to build dialogues correctly, influence the development of coherent, logical speech. But in addition to all these, albeit key, tasks, it is no less important to make our... written speech emotional, imaginative, beautiful” (L. B. Fesyukova). The author abandons the traditional direction of working with fairy tales and proposes to approach the use of fairy-tale material in an unconventional way. Unconventional means teaching children to not only perceive the content in an original, unusual way, in their own way, but also to creatively transform the course of the story, come up with different endings, introduce unforeseen situations, mix several plots into one, etc. Very

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“It is important not only to teach a child to compose orally, but also to show him the new opportunities that open up in the genre of written communication with each other. The most simple types Such communication is notes, telegrams, short letters. And, undoubtedly, the favorite heroes of fairy tales and works of art are the first objects of such communication... The child sensitively grasps the features of written speech, especially with such constant participation” (L. B. Fesyukova).

An essential point in the formation of written speech, according to L. B. Fesyukova, is the development of thinking and imagination. These mental processes are very useful and important for a schoolchild: they make his life individually creative, unique, and non-standard. L. B. Fesyukova invites students for the first time to move away from the usual stereotypes and invent a new fairy tale or some episode of it. She believes that “every person is a treasure trove of imagination” and that “children have enough inventiveness.”

In her book, L. B. Fesyukova describes many creative techniques for working with fairy tales and gives advice on using fairy-tale material. Most of her techniques were tested in the Descartes kindergarten-school in Kharkov. Her subjects achieved a high level of written language development.

An interesting approach to this problem of primary teachers

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classes: N. N. Nurudlina, N. L. Mikhailova, I. V. Zanegina, etc. They see the superiority of creative essays in the fact that this type of activity, reflecting the characteristics of children of primary school age, creates natural needs in writing, causes the desire to engage in verbal communication serves as an emotional boost.

An analysis of the works of outstanding teachers and practical teachers shows that the written language of primary schoolchildren is best formed and developed in conditions of verbal creativity, more precisely when composing fairy tales and fairy tales, when the child feels like a true creator, the author of texts, and worse - in the process of describing or presentation of the given content.

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BIBLIOGRAPHICAL LIST

1. Arkhipova E.V. About the lesson of speech development in elementary school / E.V. Arkhipova // Primary school. – 2000. - No. 4.

2. Bylevskaya V.N. Development of creative capabilities of junior schoolchildren / V.N. Bylevskaya // Primary school. – 1990. - No. 5.

3.Korepina L.F. Learning to create texts in the form of writing / L.F. Korepina, E.I. Rogaleva // Primary school. – 1994. No. 5.

4. Polyakova E.I. Lessons in the development of coherent speech in elementary school: a manual for teachers / E.Yu. Polyakova. – Syktyvkar: Anbur, 2007.

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APPENDIX TO EXPERIENCE

Scheme 1. System for developing written speech among junior schoolchildren.

Options:

* number of words

in the text

* TTR

* quantity

proposals

* depth of phrases

* phrase length

* come up with a few * “fantasy binomial” 37

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cognates * “thrown stone”

* rhyme words * travel tales

* “snowball” * new properties of objects,

heroes, etc.

1. Preparatory period.

At the initial stage of the formation of written speech, it is of great importanceability to ask questions, since, according to authoritative domestic and foreign psychologists (A. Zaporozhets, L. Wenger, A. Fromm, D. Dobson, etc.), the ability to reasonably formulate a question in context is one of the indicators of a child’s successful development. Of course, during the day, children situationally ask a lot of questions. But it will be much more difficult for them to pose a humorous question to the heroes of the fairy tale.

No less important isconstruction of words, phrases and proposals . Together with your children you can:

• come up with a few words with the same root;
• rhyme words, later moving on to composing rhyming chains and couplets (as harbingers of word creation);
• make a fairly long, common sentence.

The next stage iswriting riddles, telegrams, short lettersfairy tale heroes. Take, for example, a fairy tale and decide with the children who is better

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send a note, to whom a letter, and to whom a telegram (and an urgent one at that). And together with them we begin to compose, then we discuss what has been written, correcting and improving it in content and style.

2. Verbal creativity.

Working with the guys, I became convinced that if they are offered something new and unusual, they liberate themselves, become purposeful, and inventive. This fact gave me the idea to use non-standard, unusual methods of teaching writing. One of these techniques is the creation of fairy tales and fairy tales.

There are no limits to the directions and methods when working on composing fairy tales. The following groups can be distinguished:

• “binomial of fantasy” (technique of J. Rodari),
• "thrown stone"
• travel tales,
• new properties of objects, phenomena,
• familiar characters in new circumstances,
• collage from fairy tales,
• tales from fantastic phenomena,
• magical "if only..."
• the fairy tale continues
• reworking of a famous fairy tale in connection with the introduction of a new element,
• rescue situations in fairy tales
• fairy tales in a given key,
• grammar tales,
• fairy tales from literary works,
• fairy tales from drawing,

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• tales about yourself.

• Directions and methods of work on composing fairy tales and fairy tales.

"Binomial of fantasy."

Students are offered two objects or words, between which, due to their semantic distance, there are not and cannot be any connections at the level of ordinary logic. Their connection with the help of fantasy is the “binomial of fantasy.” The words included in its composition are removed from their usual semantic environment, lose their everyday meaning and the system of semantic connections that they acquired in the process of long-term use. In order to introduce them into one context, the inclusion of productive imagination is required.

Examples of themes include the following: “Lion and Table”, “Cake and Tree”, “Mole and Wardrobe”, “Drum and Orangutan”, “Notebook and Egg”, “Skates and Sparrow”, etc.

"Thrown Stone"

A test word is any word that, like a stone thrown into water, evokes waves of thoughts and memories in the minds of children. When set to composition, they can serve as good material for creating a fairy tale or story. Students are given instructions: “Writers, when they need to compose a fairy tale or story using just one word, but nothing comes to mind, write it from top to bottom, letter by letter. Next to each letter write any word starting with that letter. They don’t use words that writers won’t need.”

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For example:

1. Tale about the book: To pencil 2. Tale of the pen: pen

lady teacher

and grah man

g city to asha

a kula a stra

"Tales of Travel."

Every journey is a prerequisite for fairy tales. When discussing a topic with children, you can introduce a number of rules - take only a few objects, come up with obstacles and ways to overcome them. Having thus played out the plot - a journey, the student will more easily compose a fairy tale.

For example, “Travel to Australia (by hot air balloon).”

The teacher draws a large ball on a piece of paper (or board). Students must collect the necessary things for the trip (write their names on the ball).

"New properties of objects, heroes."

The character of a new fairy-tale plot can be any ordinary object, object, hero, if unusual qualities are attributed to him (For example, “Glass Man”, “Iron Kitten”, etc.).

Several methods can be distinguished:

1. Familiar characters in new circumstances. (The fox and the hare, instead of their ice and bast huts, live on flying saucers.)

2. A collage of fairy tales, or an interweaving of situations from different fairy tales. (The evil wizard turned Pinocchio, Little Red Riding Hood and Kolobok into mice. They grieved and grieved and decided to seek salvation. They met

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Old Hottabych, but he forgot the spell.)

3. Changing the situation in familiar fairy tales. (The goldfish wanted to meet the old woman herself.)

4. Fairy tales in a new way, where the children are invited to endow the heroes with opposite qualities. (Seven kids become angry and capricious, run away into the forest, and the good wolf helps the goat find them.)

5. Tales from the trash. (This incident happened in winter. The garbage rebelled. It was cold, hungry and boring for him to lie in the landfill. And the inhabitants of the landfill decided to help each other: empty boxes turned into a theater, colored crayons into little people, shavings helped the little people get their hair... A feast began for the whole world…)

"Familiar heroes in new circumstances."

This technique develops imagination, breaks the children’s usual stereotypes, creates conditions under which the main characters remain, but find themselves in completely different circumstances. The circumstances may be purely fantastic, incredible (the fox and the hare, instead of their ice and bast huts, live on flying saucers), or they may be close to the lives of children (the fox, the hare and the rooster, with the help of a magic wand, ended up in the same cage of the city zoo, or perhaps they stuck in the elevator of a multi-story building).

"Collage from fairy tales."

Children are invited to come up with the plot of a new fairy tale, in which Baba Yaga met Kolobok in the forest and together they went to visit the fox in an icy hut. There can be many options and interweaving situations from various fairy tales, it is only important not to forget about the main, original characters

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- and you get a “Collage of Fairy Tales”.

It is better to teach this technique to children in a play situation: “You probably have a thick book with fairy tales in your house. This is what happened to this book one day. All the pages were mixed up. The first was the fairy tale “The Frog Princess”. Ivan Tsarevich was just getting ready to set off on his journey to follow Vasilisa the Beautiful to the kingdom of Koshchei the Immortal when he found himself in a completely different fairy tale. The prince does not have his faithful assistants: a hare, a bear, a duck. How now to free Vasilisa the Beautiful? There is nothing to do: Ivan Tsarevich went through the pages of other fairy tales. Before he could turn the page, how... How did the heroes of other fairy tales help him?

"Tales from fantastic phenomena."

Fantastic phenomena (that is, something that does not happen in real life) will serve as an important poisonous moment for composing a fairy tale. In this case, just remember two rules:

1) make it clear to the children that now they will fantasize;

2) offer them a variety of fantastic phenomena.

You can start like this: “Imagine that you could shrink to the size of an ant. What would be your favorite activity? What would you be afraid of? Would you like to be the same?”

Or: “Imagine that:

Tangerine juice flowed from the kitchen tap;

Raisins began to fall from the cloud instead of rain;

People came up with a sleep pill;

An alien from the bottom of the sea has come to visit you.”

Gradually, the range of such phenomena may expand:

A UFO flew over our city with a wizard on board. He quit

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gifts: five hats, three boots, two beautiful crystal magic slippers, one Barbie doll. Who would you give all these gifts to? Come up with a sequel.

Mom and dad bought a carpet. But no one knew that this carpet was from the country of Sochinyayki, a magical flying carpet. One year the magic carpet hung on the wall, another. And in the third year he became bored, and he decided... Tell us about the various adventures of the flying carpet.

“The magical “if only...”

The structure of a statement of the “magic “if ...” type consists of two elements: the formula “what would happen if ...” and a sentence expressing the main content of the question. This technique is widely used by writers.

The subject transfers himself or another person from a real one to an imaginary, concretely imagined situation, tries to comprehend the proposed circumstances and compose the plot of a story about himself or another person.

Such questions should be formulated as absurdly as possible. For example, “If I had a magic wand”, “If I became a sorceress”, “If I had a time machine”, “What would happen if my elevator flew to the Moon or descended to the center of the Earth?”, “What would happen , if some crocodile decided to knock on your door and ask for a few roses?”, “What would happen if money disappeared in the whole world?”, “If I were alone in the whole world.”

"The tale continues."

For some reason we are accustomed to long-known and logically completed

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the ends of fairy tales. Indeed, everything is logically completed in fairy tales: turnip Natalya Vasilievna Strunina

pulled out, Kolobok was eaten by a fox, Little Red Riding Hood and grandmother remained alive and unharmed, Cinderella and the prince got married, seven kids stayed to live with their mother goat. It would seem that there is still something to invent and think about. However, it is not only possible, but also necessary. You can do this by asking the question “What then?” This technique (beginning after the end) is useful and interesting because we can:

By changing the end of the fairy tale, direct the students’ attention in the right pedagogical direction;

Develop students' imagination by breaking established stereotypes.

The following instructions will help to introduce the children to creativity: “Let's think about:

They pulled out the turnip, and how they divided it - who interfered with them, who worked the most for this;

Kolobok was eaten by a fox - or maybe Kolobok in the fox’s stomach, with the help of magic words, turned into a wizard and began to interfere with the fox;

What did the rescuers of Little Red Riding Hood and the grandmother do with the villain wolf;

How Cinderella and the prince live after getting married - maybe their stepmother and her daughters are disturbing them again;

The goat and the seven kids may have built themselves an impregnable fortress, impregnable even for a wolf.

Try to come up with your own continuation of your favorite fairy tale.”

"Reworking a famous fairy tale in connection with the introduction of a new element."

Students are given a series of words (or pictures) that resemble a fairy tale they know well. For example, the words: “wolf”, “forest”, “flowers”,

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“grandmother” immediately conjures up scenes from the fairy tale Little Red Riding Hood.” If you include in this series a word that is not related to the content of this fairy tale, then it will be perceived as “alien”, “superfluous”. For example, the word "helicopter". It requires different moves, a different logic for the development of the narrative. This technique allows you to develop the child’s imagination, teaches him to react in an original and at the same time adequate way to a new and unexpected element introduced into the outline of a known context, to “dissolve” it in this context, rebuilding the system of semantic connections.

"Rescue situations in fairy tales."

The teacher, using this method, specifically comes up with extreme situations that require various options for “rescue” solutions. There is no doubt that this method serves as a prerequisite for composing all kinds of plots and endings. In addition to the ability to compose, the child learns to find a way out of sometimes difficult, unforeseen circumstances.

For example.

Extreme situation:

“One day the bunny decided to swim. He swam quite far from the shore. Suddenly a storm began, and he began to drown..."

Offer your options for saving the bunny. This will be the beginning of new fairy tales.

Rescuers have: a saucer, a bucket, a wooden stick, a balloon, a piece of paper. The rescuers decided to first throw a stick at the bunny, but she couldn’t stand it. The bunny began to shout: “Oh, I’m drowning.” Then…

Writing is a complex speech skill that allows people to communicate using a system of graphic signs. Writing is a productive activity in which a person writes down speech for transmission to others. The product of this activity is a speech work or text intended for reading.

Written speech is one of the ways to form and formulate thoughts. Externally expressed, like oral, written speech is secondary. The secondary nature of writing does not detract from its importance in human life.

Written speech as a special sign activity first became the subject of special study in the works of psychologist L.S. Vygotsky. His discovery of the uniqueness of written speech made it necessary to study its formation not “as a habit of the hand and fingers, but as a truly new and complex type of speech.” This approach to the study of the formation of written speech - from the development of motor writing skills to the formation of written speech itself as a unique means of communication, the mastery of which significantly changes the structure of mental processes in a person - has become decisive in the study of this problem.

Taking into account the specifics of written speech, L.S. Vygotsky formulated a number of provisions regarding organization and the construction of its formation. It is known that by the beginning of school, students have almost no need for written language. A child “starting to write not only does not feel the need for this speech function, but he also has an extremely vague idea of ​​why he needs this function in general.” Therefore, when developing written speech, it is necessary, according to L.S. Vygotsky, create in students motives specific to this form of speech and set the same specific tasks: “... writing should be meaningful for the child, it should evoke a natural need, need, it should be included in the child’s vital task...”. One of the ways to create adequate motivation is to encourage the child to write on a topic that is internal and exciting to him.

A prerequisite for the successful development of written speech is the development of gesture, play, and drawing. This means that the child’s “entry” into written speech must be organized as a transition from drawing things to drawing speech. It is important to lead the child to the discovery that “you can draw not only things, but also speech.” Ideas L.S. Vygotsky became a serious theoretical basis for further research into the process of formation of written speech in children.

P.P. Blonsky, combining the task of forming written language and raising a writer in a child, believed that the most suitable and acceptable type of literary creativity for elementary school students is a story, the inventing of short works of egocentric content, and not a description, which is a more complex type of activity.

According to Sh.A. Amonashvili, written speech should be formed simultaneously and in unity with the development of writing and speaking skills; prerequisites for written speech must be created in conditions of oral speech. The method of teaching written speech developed by Sh.A. Amonashvili, comes down to the fact that students think about the content of the future text, write, check their work, correct errors found and analyze the results, and after a month the essays are returned to them for revision. It is proposed to provide material for the content of texts in perceptual (presentation based on a picture) or verbal form (own presentation). An interesting attempt by Sh.A. Amonashvili to form written speech in its entirety - programming the statement, its implementation, control and correction. In traditional education, the primary school student only does the implementation (writing), and the remaining phases are carried out by the teacher.

The question of how to bring children to understand the need to master written language (through presentation or composition), M.R. Lvov proposes a solution by establishing a certain balance between essays and presentations: presentation helps students learn speech patterns, and in the process of composing these samples are put into use. According to M.R. Lvov, the main condition for mastering written speech is the creation of motivation, however, in the educational tasks he proposes for the development of written speech, only one of its functions is reproduced - communication at a distance. Communication through letters undoubtedly develops written speech, but its purpose is not limited to its communicative function.

A very interesting attempt to organize the process of children’s assimilation of written speech as a specific sign activity was made by R.L. Kramer. In his opinion, the main factor in the full development of written speech is verbal creativity, that is, a situation in which the child feels like a true creator, the author of texts. To do this, it is necessary to respect the child’s personality, support his initiatives and efforts, and create conditions for freedom of expression. He believed that for highly effective teaching of writing, it is important for the teacher to fulfill the following requirements.

• 1. Use the student's experience. Each child has a certain vocabulary and experience that determines the meaning and meaning of these words. The teacher must help children better organize their sensory and intellectual experiences and establish adequate connections between their experiences and speech.
• 2. Encourage children to write about things that suit their needs and interests. To this end, it is necessary, first of all, to ensure the choice of topics suitable for the child for composing fairy tales.
• 3. Develop children’s sensitivity to elegant words by reading the best examples of fiction; teach the ability to compare the concept, language and style of an essay with read works. Schoolchildren should learn the art of presentation from real artists of words.
• 4. Personally manage the process of composing written texts. While composing, the teacher should not be busy checking notebooks or other matters; he should approach each student and help, suggest, correct, and approve.
• 5. Compose with children. A teacher who composes at the same time as his students not only shows them an example of how to compose, but also stimulates their work and inspires them.
• 6. Make sure that children's essays have a practical focus.

Younger schoolchildren take special pleasure in composing fairy tales and fantasies. Ivanenko S.F. in her article on this matter she wrote: “In children of this age, the main mental structure that generates thought is imagination, fantasy. Through fantasy, they assimilate the world in which they live, explore and explain it. Children are characterized by a mythological way of seeing and explaining the world. Consequently, primary school age is sensitive for the development of creative imagination." There is one initial situation in which it is most possible to teach a primary school student written speech in the unity of its two functions - generalization and communication - and in this regard, ensure the formation of actions that serve these functions. Such a situation is when students compose their own texts based on specially evoked work of imagination. It is this situation, and not a number of others, one way or another used in traditional elementary school, that motivates the initial teaching of writing as an act of constructing a text.

An original and productive method of introducing children to the culture of written speech was invented by M. Montessori. She very carefully prepared the children to understand that through letters you can capture your thought and communicate it to another person; created game situations in which communication was carried out using short texts written on cards. Their content was very diverse and corresponded to the age of the children. Therefore, written speech was subjectively considered and evaluated by them as a means of communication. The writing of simple notes was the first attempt to establish written speech as a new form of speech and a new opportunity to communicate in conditions of spatial distance from the interlocutor. The children began to use this new way of communication with great pleasure. She, noting the extremely high written activity in children, concluded that six to seven years of age is the most sensitive period for the development of written speech, that is, the age of “explosive writing.”

Having familiarized ourselves with the works of outstanding teachers and practical teachers (L.S. Vygotsky, P.P. Blonsky, Sh.A. Amonashvili, R.L. Kreimer, M. Montessori), we can conclude that the written language of younger schoolchildren is best is formed and develops in conditions of verbal creativity, more precisely when composing fairy tales and fairy tales, when the child feels like a true creator, the author of texts, and worse - in the process of describing or presenting a given content.