Russian language assignment for kids. A selection of didactic material "entertaining tasks in the Russian language." Exercises for memory development, exercises for attention development
Transcript
1 Learning Russian Workbook for children 6 7 years old
2 LEARNING RUSSIAN LANGUAGE Workbook for children 6 7 years old Kazan Tatar book publishing house 2012
3 UDC: *00 BBK Rus I32 Compilers: S. M. Gaffarova, C. R. Gaffarova, G. M. Bilalova Reviewer: Z. G. Sharafetdinova, Candidate of Philological Sciences Cover artist Yulia Shchetinkina Artist Vlada Semyonova I32 Learning Russian language: workbook for children 6-7 years old / [author: S. M. Gaffarova, C. R. Gaffarova, G. M. Bilalova]. Kazan: Tatar. book publishing house, p.: ill. The proposed workbook is an appendix to the manual for educators “Learning the Russian language.” The notebook is intended for collaboration adult and child 6 7 years old. The content of the workbook assignments is compiled in accordance with the topics studied in classes on teaching children the Russian language. Based on the practical material of lexical topics, the child accumulates, enriches and consolidates vocabulary, coherent speech skills develop, mental operations improve, and coordination of hand and finger movements develops. UDC: *00 BBK Rus Tatar book publishing house, 2012
4 DEAR TEACHERS TEACHING CHILDREN THE RUSSIAN LANGUAGE! The proposed workbook is part of an educational and methodological set for teaching Russian to preschool children and an appendix to the manual for educators “Learning the Russian Language.” The notebook is intended for joint work by an adult and a 6-7 year old child. The main purpose of the workbook is to help teachers organize and carry out work on teaching children the Russian language. In the process of working in a notebook, children will be able to master various speech skills and abilities, and learn to transfer them into free speech communication. The tasks proposed in this notebook are based on the principle of gradual complication. Colorful illustrations help keep the child interested in classes. Along with the main tasks of teaching preschoolers the Russian language, the workbook includes educational and game tasks aimed at developing fine motor skills, graphic skills, and visual perception of children. The children's activities presented in the workbook are used as part of the lesson (3 4 minutes). Dear teachers! Before starting classes, familiarize yourself with all the tasks, be sure to read them before completing the task with your child, this will make it easier for you to guide the children during the lesson. The tasks in the workbook are grouped by topic and arranged in accordance with the sequence of lessons. Therefore, when completing tasks, do not break their sequence. Remember that a preschooler’s performance capacity is low. If the child’s interest in completing a task wanes, interrupt the work and return to it later, at a later time. individual work with baby. Don't forget to encourage your child during class. Good luck to you and your children!
5 KINDERGARTEN Task 1 for lesson 2. Look at the picture. Without counting, how can you find out whether there will be enough scoops for all the children? Draw lines from the scoops to the children. Who didn't have enough? Give this girl another toy. Tell me, what toy did you give her? 4
6 Task 2 for lesson 5. Color the girls’ clothes so that they differ in color. Give the girls names. Tell us about the clothes according to the example: “Masha has a yellow T-shirt, and Nastya has a green one,” etc. 5
7 Task 3 for lesson 7. Tell me what the gnomes do. Color the gnomes' hats. Name the colors. 6
8 AUTUMN Task 1 for lesson 1. Look at the picture. Tell me what you see. Color the cloud with seven raindrops. 7
9 Task 2 for lesson 5. Name the vegetables and fruits, then color them. Use the arrows to place vegetables in a box and fruits in a basket. Tell me what you put in the box and what in the basket. 8
10 Task 3 for lesson 10. Circle the dots of the animals. Say who likes what and point with arrows. 9
11 Task 4 for lesson 11. Trace the forest first with your index finger, then with a pencil. Color the trees and grass green, and the tree yellow. Count how many green trees there are. 10
12 HOUSE AND YARD Task 1 for lesson 4. Look at the picture. Tell me what you see. Where (who) should these items be carried? Show with an arrow. eleven
13 Task 2 for lesson 5. Help Tanya and Vanya get dressed. Draw red lines from Tanya to her clothes and blue lines from Vanya to his clothes. Color the children's clothes. Name the colors. Make up sentences based on the example: “Tanya has a red jacket,” etc. 12
14 Task 3 for lesson 10. Look at the picture. In which hand does Pinocchio have a comb, in which hand does he have a toothbrush? Color the towel in Little Red Riding Hood's right hand red and the one in the left hand blue. Tell me which hand has which towel. 13
15 WINTER Task 1 for lesson 1. Help Tanya and Vanya choose outerwear, shoes, and hats. Name them, color them. Draw blue arrows from Vanya to his clothes, red arrows from Tanya to her clothes. Tell me what kind of clothes Tanya has, what kind of clothes Vanya has. 14
16 Task 2 for lesson 2. What shoes are needed in different time of the year? Connect with arrows. Color the pictures showing the seasons. 15
17 Task 3 for lesson 4. Look at the picture. How are these snowmen different? Color the pictures. Tell us about each snowman. 16
18 Task 4 for lesson 5. Find and circle the items you need in winter. Name them and say according to the example: “This is a fur coat. A fur coat is needed in winter,” etc. 17
19 Task 5 for lesson 10. Decorate the New Year tree. Glue balls, cones, toys, a star. Tell us what toys you hung on the Christmas tree. Name their colors. 18
20 Task 6 for lesson 11. Look at the picture. Color the boys' clothes. Tell us about the clothes of the boy who walks ahead and pulls the sled. What clothes does the boy sitting on the sled wear? What is the boy walking behind wearing? 19
21 WILD ANIMALS Task 1 for lesson 1. Look at the pictures. Name the animals we saw today in winter forest. Guide them to the forest using the arrows. What animals have we not seen in the winter forest? Find them and circle them with a blue pencil. Why didn't we see a bear and a hedgehog in the forest? 20
22 Task 2 for lesson 2. Name the animals that people look after. Circle them in green. Name the animals that live in the forest. Trace them with a blue pencil. 21
23 Task 3 for lesson 5. Look at the picture and say what animals you see. How many houses are there? What numbers are on the houses? Solve problems on the cards the animals are holding and help them find their home. 22
24 Task 4 for lesson 8. Name the animals and say where they live. Connect the pictures with an arrow. Let the arrow say: “I live here.” 23
25 Task 5 for lesson 10. Look at the picture, name the animals. Color the giraffes and the tree. Tell me whether mother giraffe is standing to the right of the tree or to the left. And his cub? 24
26 CITY AND TRANSPORT Task 1 for lesson 1. Which car goes to the right and which to the left? Circle the pedestrians who walk to the right with a red pencil, and those who walk to the left with a blue pencil. 25
27 Task 2 for lesson 5. Look at the picture and say what you see. Complete the picture: stick a bus, a truck, a plane, a helicopter. Make up sentences based on the example: “The bus is traveling along the road,” etc. 26
28 Task 3 for lesson 10. How are clowns different? Color the collar of the clown in the middle green, the collar of the clown to his left red, the collar of the clown to his right yellow. Tell me who has what collar. 27
29 SPRING Task 1 for lesson 1. Name the seasons and show pictures depicting them. Glue a snowflake under the picture of winter, a green leaf for spring, a red flower for summer, and a yellow leaf for autumn. 28
30 Task 2 for lesson 7. Look at the pictures. Who do you see? What do children and animals do? Circle the pictures where the children do the right thing. Tell me in which picture the boy does the wrong thing. Cross it out. 29
31 Task 3 for lesson 10. Name the birds. Connect the wintering birds with the feeder with a line, and circle the migratory birds. thirty
32 GOING TO SCHOOL SOON Task 1 for lesson 5. Look at the picture and say what you see. Select school supplies, use the arrow to “put” them in your briefcase, and put the toys on the shelf. Explain your choice. 31
33 Educational publication Authors and compilers: Gaffarova Syabilya Mullanurovna Gaffarova Chulpan Rakipovna Bilalova Gulnaz Minnakhmatovna LEARNING THE RUSSIAN LANGUAGE Workbook for children 6 7 years old Editor Kh. G. Faizrakhmanova Art editors M. D. Vazieva, L. R. Vafina, R. Kh. Khasanshin Technical editing and computer layout M. I. Danilevskaya Proofreader A. R. Shaidullina Original layout signed for printing Format / 16. Conditions. oven l. 3.36 + incl. 0.10. Circulation Order State Unitary Enterprise "Tatar Book Publishing House" Kazan, st. Bauman, 19. Tel./fax: (843) Our books can be purchased at the following addresses: Kazan, st. Dekabristov, 2. Marketing department of the Tatar book publishing house. Tel.: (843) Kazan, st. Bauman, 29/11. Company store of the Tatar book publishing house. Tel.: (843) Branch of OJSC "Tatmedia" printing and publishing complex "Idel-Press" Kazan, st. Dekabristov, 2.
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Tasks for a 6-7 year old child, aimed at express preparation for school: studying the soft sign, types of lines and angles, development of thinking and mental calculation, development of speech and attention.
Learning to read. Getting to know "b"
Target: formation of reading skills, introduction to a new letter.
Material: worksheet. Card with b. Cards with words - DUST and DUST, MALL and MOL.
In the Russian language there is a sign that indicates the softness of a consonant - a soft sign. A soft sign is not a sound.
The teacher shows a card with a soft sign.
- A soft sign is a special sign. A soft sign is simply a signal to the mouth and tongue to say SOUND differently.
- b almost always softens, like a pillow.
The teacher shows cards with the words:
Children trace the outline of the letter with their finger and “remember the letter.”
- What letter is written on the worksheets at the top left? (b).
- Write b with your finger in the air.
- Draw patterns on the letter b.
- Circle and complete b yourself.
-What does b look like?
Learning to read. Soft sign
Target: formation of knowledge of the image of a letter.
Material: worksheet. Plasticine.
Let's make a soft sign from plasticine.
Now listen to the poem about the soft sign:
Read the poem yourself. Learn it by heart at home.
Learning to read. Words starting with "b"
Target: formation of reading skills.
Material: worksheet.
Read the words. Underline the b in the words.
Dictation. Offers
Target: formation of writing skills, development of coding ability.
Material: worksheet.
Write a sentence from dictation:
IN THE PARK ROS POPLAR.
Put emphasis on the words.
What comes at the end of a sentence? Circle the point.
Mathematics. Working with laces. Repetition of all types of lines and angles
Target: Reinforcing the concepts of “closed”, “open”, “straight”, “curved” lines. Repetition of all types of angles (straight, acute, obtuse). Repetition of days of the week. Consolidating graphic images of numbers.
Materials: each child - beads, a cord with a knot at one end. Three laces. Ball.
The teacher throws the ball to the children, asking questions and giving tasks:
- Count from 1 to 5.
- Count from 4 to 8.
- Count from 7 to 3.
- Name the neighbors of the number 5.
- Name the neighbors of the number 8.
- What are the lines? (Straight, curved, closed, open).
- What is a segment? (This is a piece of line, part of a line).
- What are the angles? (Sharp, straight, blunt).
- How many days are there in one week? (Seven). Right! Now we will string beads on a string, like days for a week, and pronounce each day of the week in order.
The teacher gives the children laces (with a knot at one end) and beads and asks them to repeat the days of the week in order by putting the beads on the lace:
- Monday (children repeat “Monday” in chorus, putting the first bead on the cord).
- Tuesday (put on the second bead, repeating the second day of the week in chorus).
- Wednesday... Etc.
- Well done! Samodelkin sent each of you three laces and wrote assignments. I will read, and you will do:
1. Turn the first lace into a straight line (put the lace on the tables in the form of a straight line), turn the second lace into a curved open line (lay it down), and the third lace into a curved closed line. (They put it down.) An adult checks who didn’t do it - draws the answers on the board, reminding them what a closed and open line is.
2. Second task: turn the first lace into an acute angle, the second into a right angle, and the third into an obtuse angle. (Children do it. Then the adult draws on the board - the children check themselves).
3. Fold the first lace into an oval, the second into a triangle, and the third into a circle.
4. Last task: fold the first lace into the number “1”, the second into the number “6”, and the third into the number “3”. What letter does the number "3" look like?
Development of thinking. Game "What's extra?"
Goals: development of logical thinking, systematization of ideas about the world around us, development of the ability to group objects according to a common characteristic.
Materials: Ball.
Children stand in a circle. The teacher throws the ball to each child in turn, saying 4 words. The child’s task is to name superfluous word and explain your choice.
Groups of words:
Mathematics. Verbal counting
Target: Count within 10.
Materials: Each child receives cards with numbers.
Listen to how many times I clap my hands and pick up a card with a number greater than two. (The teacher claps his hands 5 times, the children must raise the card with the number “7”).
Listen to how many times I stamp my foot and pick up a card with a number that is two units less. (The teacher stomps 7 times, the children pick up a card with the number “5”). You can ask one of the guys to comment on your answer, helping him if necessary. The child says: “You clapped your hands 7 times, and the number that is less than seven by two units is five.”
Well done! Now listen to how many times I hit the table with my pen and raise the number that is 1 unit higher. (Knocks the pen on the table 9 times, the children raise the number “10”).
To make it more difficult for you... Listen to how many times I ring the bell, and show the number that is three units less. (Rings the bell 9 times, children show a card with the number “6”).
The tasks can be simpler: listen to the claps and show a number equal to their number or greater/less by 1 unit.
Mathematics. Introduction to the concept of "Cylinder"
Target: Count within 10. Introduction to the concept of "Cylinder".
Materials for each child: Cards with numbers. On each table: A rubber turnip or a heavy object, a set of unsharpened pencils. For the teacher: cylindrical objects: sausage, pencils, jars, glue sticks, etc.
The teacher places cylindrical objects on the table: a glass, a sausage, a cylinder hat, a cylindrical jar, a glue stick, etc.
- Guys, what do all these items have in common? (All of these items have a similar shape.)
If children find it difficult to answer, you can ask guiding questions:
- Maybe the objects are made of the same material? Maybe they are the same color? Size? Forms? When the children answer the question, the adult summarizes:
- This shape is called a cylinder, and objects of this shape are called cylindrical. The word "cylinder" on Ancient Greek meant a roller that could be rolled on the ground.
The teacher gives the children cylinders and invites them to roll them on the table or on the floor. Children make sure that the cylinders roll.
- In the old days, when there were no cars or cranes, people used cylinders to move heavy objects. So the grandfather and woman, when they pulled out the turnip, realized that they wouldn’t be able to carry it home themselves.
- We need cylinders! - said the grandfather.
- Where can we find them? – the grandmother was surprised.
- Let's cut down a few trees, take their trunks - and we'll get cylinders!
So they did. They cut down several trees, cleared them of branches, and got cylinders. Let's imagine that pencils are peeled tree trunks. (Children receive a set of unsharpened round pencils (“tree trunks”) and rubber turnips (or other “heavy” objects). Think about how you can use cylinders to move a turnip or any other heavy load from one end of the table to the other?
Children express their suggestions, the adult helps to come to the idea that the Turnip is placed on top of the pencils, the pencils roll, moving a heavy object. Children try to do this in practice.
Mathematics. Examples
Target: development of thinking operations.
Material: worksheet.
Fill in the missing characters to make the examples correct.
Development of attention Cups
Target: development of attention properties.
Materials: worksheet, pencils.
Find all the cups in the picture.
How many cups did you find?
Speech development. Writing options for the ending of a fairy tale
Target: development of thinking, speech, fantasy.
Materials: No.
The teacher asks one of the children to tell the fairy tale “Ryaba Hen”.
- Guys, are you sorry that the mouse broke the golden egg and upset grandma and grandpa? (Yes).(Answer options.) The teacher encourages children to imagine with leading questions. If the children are silent, the adult himself begins to fantasize out loud, involving the children in the discussion:
- Or maybe it could have been different? The egg might not have broken, what do you think? (It could). Let's come up with a different ending for this fairy tale - where the egg didn't break. How could this happen?
Options for continuing the tale:
1. "... the mouse ran, waved its tail, the egg fell, but did not break, because it had a strong shell and it fell on the straw. The grandfather and woman realized that this egg did not break, they went to the chicken and said: take it , chicken, your egg back - we can’t do anything with it.” The hen took her golden egg and hatched out of it a chicken - not an ordinary one, but a golden one! The chicken grew by leaps and bounds, and soon became a golden cockerel who could make wishes come true..."
2. – How else could this fairy tale end? "... The mouse ran, waved its tail, the egg fell and broke... Then the hen laid them another golden egg. The old people took it, broke it, the grandmother kneaded the dough and baked Kolobok. And they sold the golden shells and bought a fur coat for the grandmother, and a fur coat for the grandfather a hat for the winter." Etc.
Then - summing up:
- Guys, which ending did you like the most - the one that was or one of the ones we came up with? Why?
Development of thinking. What's extra?
Target: development of mental actions of analysis-synthesis, generalization
1. Wolf, fox, bear, rabbit.
2. Lynx, wild boar, hare, elk.
3. Panther, leopard, tiger, bear.
4. Lion, buffalo, giraffe, donkey.
5. Wolf, hedgehog, eagle, fox.
Preparing your hand for writing. Copying by cells. Dog
Target: development of grapho-motor functions.
Material: worksheet.
Copy the dog in cells.
Drawing with paints. Bear
Target: development of graphic functions. Development of creative thinking, imagination, development of the basics of modeling, consolidation of ideas about geometric shapes(circle, oval, semicircle). Development of the ability to work with paints using the “dipping” technique.
Materials: sheet of paper, brown gouache paint, brush, glass of water, napkin, pencil, finished sample.
- Let's draw a bear using only circles, ovals and semicircles.
- What should you draw for the bear? (Head, torso, paws). That's right, how many paws does a bear have? (Four paws).
- Thank you. So, I draw on the board, and you draw on a piece of paper.
- First you need to draw a large vertical oval. The result is the body of a bear.
- Then you need to draw a circle on top. The circle is his head.
- Then we will draw 4 ovals, which will be the paws of the bear.
- Now let's take care of the head. Draw two semicircles on top of the circle - we get... (Ears!)
- Inside the circle, draw a horizontal oval - the muzzle of a bear. Above the oval are three circles: the nose and eyes of the bear. And in the oval itself we will draw a semicircle - we get the mouth of a clubfoot.
Then we will finish drawing the claws on the paws and take brown paint.
- To depict the fur of a bear, you need to apply paint in small increments.
- The bear drawing is ready!
The teacher asks homework children.
Without flour and science.
Why was the word “without” written separately? Prove it.
2. Secret words and sentences .
A) Unravel the 5 letter word. To solve the word take:
Apple | - 3rd consonant from the 1st word.
Cherry | (……..) ? - 3rd consonant of the 2nd word.
Plum | - 1st vowel from the 3rd word.
Pear | - 1st consonant of the 4th word.
Watermelon | - 1st vowel from the 5th word.
(BOOK)
3 .Tricks with words.
Can a catfish be turned into an ox? You can: som-dom-dol-vol. You can change one letter at a time and the intermediate word must exist.
Transform: onion crayfish (onion-varnish crayfish)
flour river (flour-hand-river)
garden juice (garden-sud-suk-juice)
kok-mak (kok-kak-mak)
kum ox (kum-kom-kol-ox)
The child must not only complete this task, but do it with a purpose. For example: underline a word in a chain with an unstressed vowel; or underline the letters representing paired consonant sounds.
4 . Exercise : From each word, take only the first syllables and make a word:
1) car, brake (author)
2) ear, company, vase (co-ro-va)
3) milk, spawning, cockroach (mo-ne-ta)
4) bark, lotto, boxer (mo-ne-ta)
5) ram, wound, bathhouse attendant (ba-ra-ban)
5 . Exercise : From each word, take the second syllables and make a word:
1) nightingale, ceiling (lo-to)
2) snake, frame (ya-ma)
3) button, hammer, lava (go-lo-va)
4) reproach, elderberry, mud (kor-zi-na)
5) turn, powder, ditch (in-ro-na)
6. Exercise: Take the last syllables from each word and make a new word:
1) furniture, gun (bel-e)
2) straw, time, stranded (ka-ra-mel)
3) fox, thorn, booklet (sa-mo-let)
4) pullover, coat, ticket (here-flight)
5) milk, relay, beret (ko-le-so)
6) resin, tear, beret (la-za-ret)
7. Exercise : From each word take one syllable of any kind so that you get the word:
1) plate, picture, peacock (plas-ti-lin)
2) shepherd, dam, camp (pas-ti-la)
3) boots, parachute, fantasy (sa-ra-fan)
4) mowers, frosts, pilot (sa-mo-fly)
5) flour, stew, sofa (ka-ra-van)
6) map, web, raid (kar-ti-na)
7) water, road, sample, seine (vo-do-pro-vod)
8. Matryoshka words.
A) Find the words inside the data and write them down. Examples of suggested words:
Victory (trouble, food, yeah)
Beads from a basket
slippers machine
bedside table sir
fishing rod braid
fisherman trembling
precipitation atom
blew the rubber
B) Divide the word into two short ones.
For example: horizon = burn + umbrella top =____+_______
cypress =_____+_____ crowns =_____+______
gazelle =_____+_____ fiber =_____+______
sail =_____+______ stripe =_____+______
C) Remove one letter from the word. It can be at the beginning, middle or end of a word. The remaining letters should form a new word.
Spark - caviar
regiment heat
Krasna slope
screen vinegar
trouble lamp
octopus textbook
D) And now, on the contrary, you need to put a letter at the beginning and end of the word - it will turn out differently.
Gift | have glasses | b rose | G
Table | b duck | w mustache | b
Ball | f steam | to fur | With
Laziness | about went | to wasp | To
9 . Anagrams and logarithms .
Anagrams are riddles where letters in a word are rearranged to form another word. Logarithms are riddles in which the intended word is obtained by dropping or adding a letter.
A) Anagrams and logarithms in verse.
1. Breathing easily in my shadow,
You often praise me in the summer,
But rearrange my letters -
And you will knock down a whole forest with me. (linden-saw)
2. I am a tree in my native country,
You will find me everywhere in the forests,
But rearrange the syllables in me -
And I will serve water. (pine-pump)
3. On the way, on the way
I'm jumping merrily
And read me from the end -
I'll sharpen the knife. (touchstone)
4. I rush along the wire
Nights and days
And from the end they will read me -
I am akin to a tiger. (talk cat)
5. I'm lying on the ground,
Nailed to iron
But rearrange the letters -
I'll get into the pan. (sleeper noodles)
6. Geography with me
Children study at school,
Give me a different order of letters -
And you will find me in the buffet. (satin salad)
7. Having taken off, I burn as a star in the night,
But I fade away very early,
And if you change “e” to “i” -
And I will become a green bush. (rocket rocket)
8. I am a famous dish,
When you add "m"
I will fly, I will buzz,
Boring everyone. (ear-fly)
9. I crumble, taking you out of the way,
Everything I need to destroy.
And read me from the end -
I sea waves reward. (crowbar)
10. You will solve the problem freely,
I am a small part of the face
But if you read me from the end,
You can see anything in me. (nose-dream)
11. My ruddy fruit is hidden
Shady foliage.
And rearrange the letters -
I will be a river. (plum-Vistula)
And we hobble so comically
But insert an “l” for us and we’ll sound
Quite melodic then. (geese-harp)
B) We make anagrams.
Change the order of the letters in the word so that you get a new one: summer-body
Carp - lighthouse -
Atlas - boat -
Sleeper - fox -
Carriage - canopy -
C) Find the original words if it is known that the same rearrangements were made in all of them.
1) lbko 2) rayai 3) upks 4) eravshn 5) rkdeti 6) ashnrri
(block, aria, start, revenge, credit, hinge)
1) vtteko 2) okamdnri 3) lkbuinak
(flower, commander, strawberry)
10. Crosswords.
11. Logic problems in the Russian language.
A). Fidget puppy.
The dog Zhulka had four puppies. Bim, Rex, Sharik and... But the fourth puppy constantly disappeared somewhere. What was his name? Guess and write down: Bobik, Druzhok or Tuzik?
(Bim - 3 letters, Rex - 4 letters, Sharik - 5 letters, which means the fourth was called Druzhok - 6 letters.)
B) What word?
horse
squirrel
hedgehog
mole
goat
fox
mouse
raccoon
Guess the word I read from the data. Hint: it has two syllables, and there are more sounds than letters. (Raccoon)
The task may be different. Hint: this word has a soft sign at the end and it has 2 declensions, etc.
IN) Generalization of concepts.
Name it in one word: bag, bucket, doctor…….(nouns)
fun, good, at random……(adverbs)
slides, green, earth…..(words from the verifiable
unstressed vowel).
G) Definition game.
Children are given cards with the names of objects (for example: bus, apple, lake, chamomile...). The student who took one of the cards is asked to talk about his object for 1 minute so that everyone understands what the speaker means. You can’t just say your word and gesture with your hands. Later you can limit it: talk about the object, naming verbs or only adjectives.
12. Knocking out a word.
Suggested words:
builds solved
run painted
sees writes
Children take turns removing (or crossing out) words, calling hallmark a word that other words do not have.
For example:
1) run - only this verb is in an indefinite form.
2) drew - only it has a plural form.
3) decided - only he of the remaining ones has past tense,
and the rest are in the present.
4) writes - only he from the remaining 1 conjugation.
5) sees - only this is an exception verb.
All that remains is the verb “builds”. But the elimination options in in this case may be different. Children can notice a variety of features of verbs.
Similar work is possible with other parts of speech:
famous
honest
funny
danger
beautiful
sad
1) danger is a noun, and all the rest
adjectives.
2) beautiful - this is the only adjective in the feminine
kind.
3) cheerful - only it does not contain unpronounceable
consonant.
4) famous - only this adjective contains
console.
Remain: honest and sad.
Such tasks allow you to involve all students and repeat a large amount of studied material.
A group of words for spelling prefixes: d..flew, pr..gorok, z..thought, pr..shouted, n..vested, pr..red, s..put.
Code: i – 1, e – 2, o – 3, a – 4
Children's task: write only the missing letters in order, encrypting them with numbers.
The children have a note in their notebook:
3, 1, 4, 3, 4, 2, 3.
This game can also be used in many different ways. Spelling patterns can be varied. You can encrypt cases, gender, numbers, etc.
IN)
Members of the sentence
H A S T I R E C H I
Creatures
Pronoun
Attachment
Verb
Adverb
Subject
Predicate
Definition
11
12
13
14
15
Addition
16
17
18
19
20
Circumstance
21
22
23
24
25
-Come up with and write a sentence using the code: 9, 13, 1
(Cold winter has arrived.) Name the grammatical basis.
13 .Word according to pattern .
You need to form the word according to a pattern. The word in brackets is derived from the words on the edges. Having solved the 1st pattern, you will find a word from the second pair.
Mushroom (tag) asset
Darkness (…….) atom (this is the word “map” because 4,3, 2, letters were taken from the first, and 2, 1 from the second)
Many such patterns can be created:
hook (dew) cleaver
garage (…..) tobacco (missing word “toad”)
book (stork) salad
threshold (…..) omelette (grotto)
pie (field) tear
market (……) siege (dew)
sail (soot) twill
announcement (……) flaw (snow)
wax (plow) freight cattle (……) front (window)
foot (sol) whip
pause (……) steppe (path)
It would take a long time to list them, as well as the tasks that can be offered.
14. Word game .
Insert a word in brackets that would serve as the end of the first and the beginning of the second. There are as many letters in a word as there are dots in brackets.
Oby (…..) ka (tea)
Me (…….) olad (shock)
Prik(…..) ya (lad)
Apo(……) b (table)
Am(…….) an (bar)
Run(……)or (mot)
Svir(…..)nik (spruce)
Pe(…….)ol (juice)
Tasks: - do phonetic analysis
- highlight spellings
- come up with related words
- model the word according to the scheme:
Write as many sentences as possible whose words begin with the indicated letters. Sort these sentences into members and parts of speech.
B____ y_______ f________ b________ .
S____ o_______ n________ s________ .
K____ e_______ l________ k________ .
Are given words: author, comrade, motor, billiards.
From each word, take only the first syllables and write down the resulting word (av-mo-bil).
The words are given: harvest, why, gardener.
From the first word, take the first syllable, from second - second, from third - third. Write down the word (u-che-nick). You can take any number of syllables and give a variety of words.
15. Recovering words and sentences .
A) Help Piglet.
Piglet is in trouble. He wrote a letter, but it was washed away by water. Restore Piglet's letter.
“S..s..t.., p..m..g..t..! M..y d..m z..t..p..l.. in..d..!
I'm in f..d..!
P..t..ch..k.”
Since the main part of spellings are vowels, such tasks make it possible to repeat a large number of rules.
B) Signs.
One day a hurricane hit the city. He tore down signs from stores and tore off individual letters from others. Restore the names.
FURNISH..L.. COL..YOU
HLE.. DE….K…. OBU….
B) Before you are words, but with missing letters. One dot corresponds to one letter. Write down the words.
m. . . . oh well . . f
V. . . . . d b. . . . . T
h. . ts
D) Mysterious letter.
A dash indicates that a letter is missing. What words could come out?
------ A SH A
------ A Y K A
Fun Grammar
Topic: Spelling of hissing zhi-shi, cha-sha, chu-shu.
Say the word.
the cat lives on our roof,
And in the closet they live...... (mice)
won't go without gasoline
Neither the bus nor... (car)
Make words from syllables.
LY CHA PRU MA NA SHA KRY ZHI SHI CHAY CHAY SHA NIK CHA RO KA VEL VSTRE
3.Complete the words: ....sy, ....ka, ....nik, ...gun, met..., pi..., cha..., tu.., doby.., ro..
4. These poems contain 12 words with the combinations zhi-shi, cha-sha, chu-shu. What words are these?
Slightly shake the reeds,
The lake slumbers in silence.
Reflections live in it:
clouds are floating in the lake,
Pine forest, as if alive,
Slumbers with his head down.
The seagull warmed up the kettle,
She invited eight seagulls:
- Come and have tea!
How many seagulls, answer!
There was a pike in the lake,
She scrubbed the bottom with a brush,
I cooked cabbage soup for the guests,
She treated the minnows.
5. Fill in the boxes.
AND
AND
AND
AND
H
A
SCH
A
SCH
U
H
U
Sh
AND
AND
AND
H
A
Y
WITH
Y
Sh
TO
A
L
TO
AND
D
ABOUT
R
6. Crosswords.
1
2
3
4
Horizontally:
They don’t get angry, but they twirl their mustaches, they don’t remain silent, but they don’t say a word, they walk, but they don’t budge. (WATCH)
He will frown, frown, burst into tears, and there will be nothing left. (CLOUD)
It wags its tail and has teeth, but does not bark. (PIKE)
The beast carried me, but I fell on people. (FUR COAT)
7.Anagrams.
Rearrange the letters to form new words
onion (stocking) pen (chock) shirt-front (typewriter)
net (hour) niche (tire)
8. Charade.
With S we rush you as fast as we can
S U - we will wet your feet. (puddle skis)
9. Puzzles.
Sh
L
,
SCH, 
Riddles by topic:
Spelling of unstressed vowels at the root of a word.
Spelling of consonants in the root of a word.
Spelling of combinations zhi-shi, cha-sha, chu-shu.
Spelling of the dividing soft and hard signs."
Composition of the word
Spelling a soft sign after hissing nouns.”
Spelling of unstressed vowels not checked by stress.”
Spelling of unpronounceable consonants at the root of a word.”
Double consonant.
Spelling of a soft sign indicating the softness of a consonant sound.
Riddles on the topic “Spelling unstressed vowels at the root of a word.”
1. There is dew glistening on the grass,
A beautiful girl came out,
He cuts and lays the grass,
Everything floats back and forth. (braid)
2. Cunning cheat, red head,
The fluffy tail is beautiful!
And her name is... (fox)
3.Lyko loves to fight,
Jump into the garden
She shakes her beard
He calls himself Dereza. (goat)
4. A grandmother wearing glasses is sitting on walnut branches.
Oh-ho-ho yes ah-ah-ah - it’s bad for the grandmother with glasses.
Sees bugs and spiders in the dark at night,
And he can’t see a thing during the day, either with or without glasses. (owl)
5. I am a cloud, and a fog, and a stream, and an ocean,
And I fly, and I run, and I can be made of glass. (water)
6. I dusted the paths, decorated the windows,
She gave joy to the children and gave them a sledding ride. (winter)
7. It makes you happy in the spring, cools in the summer,
Nourishes in autumn, warms in winter. (tree)
8.No beginning, no end, no back, no face!
Everyone, young and old, knows that she is a huge ball. (Earth)
9. He walks and walks along the sea,
And it will reach the shore -
This is where it will disappear. (wave)
10. Early in the morning in the yard,
Lots of beads on the grass. (dew)
Riddles on the topic “Spelling paired consonants at the root of a word”
.
1.Here is a mountain, and at the mountain
Two deep holes.
The air wanders in these holes,
It comes in and out. (nose)
2. The old man is a joker
Doesn't tell me to stand on the street,
It makes me want to go home. (freezing)
3. If you roll it up, it’s a wedge,
If you unfold it, damn it. (umbrella)
4. He trails behind you,
At least it stays in place. (track)
5.Lying, lying,
Yes, he ran into the river. (snow)
6. Either I’m in a cage, then I’m in a line,
Feel free to write for me,
You can also draw
I call myself... (notebook)
7.Short and stocky
Decided to look at us
Raised in the morning under the fir trees
Leaf with green needles. (mushroom)
8.Under the pines, under the fir trees
There is a bag of needles. (hedgehog)
9.Upside down - full, downside down - empty. (a cap)
10.Filled with down, it lies under the ear. (pillow)
11.If I am empty,
I forget about you
But when I bring food
I will not pass by your mouth. (spoon)
12.Sad old lady
Lives in a forest hut,
Says the same thing
One syllable repeats all my life. (cuckoo)
13. In white dresses, yellow eyes...
You name them without any prompting. (daisies)
14. This is where the girlfriend hid.
Sitting under a leaf... (wave)
15.Rain and snow, thunderstorm and downpour.
In a word, what do you call it?
To solve the riddle. (precipitation)
16. The chicken went out for a walk,
Pinch some fresh grass,
And behind her the boys -
Calling them … (chicks)
17. Sharp tip - oh, oh! On his leg alone.
He wants to live in a piece of wood, you have to hit him from above. (nail)
Riddles on the topic “Spelling combinations zhi, shi, cha, sha, chu, schu.”
1.Where the tail rests,
There will be a hole later. (awl)
2. Downhill - horses,
Uphill - pieces of wood (skis)
3.What kind of stars are these?
On a coat and on a scarf?
All through, cut-out,
And if you take it, there is water in your hand. (snowflakes)
4. The grass grows on the slopes
And on the green hills.
The smell is strong and fragrant,
And her flower and leaf
They're coming for tea for you and me.
Guess what kind of weed it is! (oregano)
5. I look so much like a rose
Isn't it so good?
But my fruits
Suitable for everyone to eat. (rose hip)
6. The pole is burning, but there is no smoke. (candle)
7. An eagle flies across the blue sky,
She spread her wings and covered the sun. (cloud)
8. They will tell the truth when they go.
If they stop, they will lie. (watch)
9. Not sewn, not cut,
And assembled on a string. (stocking)
10. She had a saw in her mouth,
She lived under water.
Scared everyone, swallowed everyone,
And now she’s fallen into the cauldron. (pike)
Riddles on the topic “Spelling the dividing soft and hard signs.”
1. In the forest near the stump there is bustle and running:
The working people are busy all day,
He's building his own city. (ants)
2.Root in the ground, body in the wild,
Many hands are reaching out to the sun - they will not part! (trees)
3. There is a snout in the front, a hook in the back.
There is a back in the middle, and on it there is a bristle. (pig)
4. I am a giant: that huge one,
Multi-pound slab
I'm like a chocolate bar
I instantly rise to height.
And if I have a mighty paw
I’ll grab an elephant or a camel,
I'll be glad to see them both
Raise them like little kittens. (crane)
Riddles on the topic “Word Composition”.
1. I don’t argue, I’m not white - I, brothers, are simpler,
I usually grow in a birch grove. (boletus)
2. It blooms from under the snow,
Welcomes spring before everyone else. (snowdrop)
3. I'm growing up in a red cap
Among the aspen roots.
You'll see me a mile away
My name is... (boletus)
4. At night, at noon, at dawn,
He carries out his service in secret.
On the path, on the shore
Blocks the enemy's path. (border guard)
5.Master, master, help -
The boots are worn out.
Drive the nails in harder -
We'll go visit today. (shoemaker)
6.His work is in the depths, at the very bottom,
His work is in darkness and silence.
Let his work be difficult and difficult,
Like an astronaut, he floats among the stars. (diver)
7. A bird flies across the sky,
It hums evenly.
She doesn't flap her wings
A white trail will follow her. (airplane)
8.He carries people along the river,
In cities it enters the port. (motor ship)
Riddles on the topic “Spelling a soft sign after hissing nouns.”
1.The bird waved its wing
And covered the whole world with one feather. (night)
2. Tail in the yard, nose in the kennel.
Whoever turns his tail will enter the house. (key)
3. A small ball is fumbling under the bench. (mouse)
4. That it stays green for two weeks,
It's been earing for two weeks,
It blooms for two weeks
It pours for two weeks,
It dries out for two weeks. (rye)
5. Stands above the water, shaking his beard. (reed)
6. Doesn't look like a little man
But he has a heart.
And work all year round
He gives his heart. (pencil)
7. He doesn’t cry when beaten
And he jumps and jumps. (ball)
8. All migratory birds are black,
Cleans arable land from worms.
Jump back and forth across the arable land.
And the bird's name is... (rook)
9.Man in a white robe
Busy with very important work.
We trust him with our health
And we have hope. (doctor)
Riddles on the topic “Spelling unstressed vowels that are not checked by stress.”
1. Runs, hums, looks into two eyes,
And when it does, a bright red peephole will peek out. (automobile)
2. From one end of the city to another.
The house walks under the arc. (tram)
3.In the heat of the stumps
Many thin stems.
Each thin stem
Holds a scarlet light.
We bend the stems -
Collecting lights. (berries)
4. Born in a field,
Brewed at the factory
Dissolved in a glass (sugar)
5.Russian beauty, we all really like her.
She is white, slender, and her clothes are green. (birch)
6.Grow on branches in groups,
Covered with shells. (nuts)
7. The child is wrapped in a hundred swaddling clothes. (cabbage)
8.Curious red nose
Rooted into the ground up to the top of his head.
They just hang out in the garden
Green strands. (carrot)
9. Red beads are hanging, looking at us from the bushes.
These children, birds and bears love beads very much. (raspberries)
10.He chirps on the roof and can climb higher.
He snoops around the yard, picking up food there. (sparrow)
Riddles on the topic “Spelling unpronounceable consonants at the root of a word.”
1. It knocks day and night, as if it was started.
It would be bad if this knocking suddenly stopped. (heart)
2. When I'm lying on my back,
There is no use for me
But lean me against the wall -
I'll find something to do right away. (ladder)
3. Well, which one of you will answer:
It’s not fire, but it burns painfully,
Not a lantern, but shining brightly,
And not a baker, but a baker. (Sun)
Puzzles
A post that should have been written a long time ago: how to teach Russian to children who come to learn from scratch in preschool age. With adults, everything is clear: there is a RCT method, there are RCT textbooks, there are tests. What to do with small children who have to learn Russian from scratch in the format foreign language? We don’t have a clear, understandable, step-by-step methodology. Textbooks, actually, too.
We have an hour a week + homework, at best, and a child who has learned to say hello on the way to class. I’ll tell you how I see the solution to this problem, and below I’ll give a comment from Ekaterina Protasova and a very useful quote from her manual.
RCT for kids?
What can we take from RCTs, techniques that classic form Not suitable for preschoolers at all?
1.Basic principles of teaching.
For example, information that the teacher must give a speech model at the beginning of a task or game. Not just “now we’ll play shop,” but speech patterns: what the child says, what the adult says. When we have a new teacher at our school who is not familiar with the RFL methodology, we have to constantly remind about speech models and check their presence at every lesson. We show the task and how to perform it, we talk through what the child should say.
Reason for lack of progress #1: lack of speech patterns from the teacher.
2.Grammatical and speech formulas
In essence, language consists not of words, but of formulas. For example, “I want to buy” is a formula. We change the last word in the formula: I want to buy an apple, I want to buy milk, I want to buy fish, strawberries, yogurt, cheese... And we have many offers. Language is a constructor, we change one word in the formula - a new statement appears, add the particle “not” - a new statement appears. In the lesson plan and program, we first prescribe what speech formulas we give to the children, and only then the vocabulary. Formulas and phrases are more important than words. There is no point in learning words outside of formulas, there is no point in learning words outside of context.
Reason for lack of progress #2: we learn words, not formulas. Children often come to us who know a lot of words on topics: animals, fruits, vegetables, home, clothes. But they cannot speak even in the simplest sentences.
3.Order of presentation of grammar
Grammar? Preschoolers? For kids? “These are children,” what grammar. We have two problems with our attitude to grammar: grammar is often understood as spelling (from the word “competently”?), grammar is often understood as theory (“the accusative case answers the questions “who, what”, in the feminine gender the ending changes to -u, -yu, exceptions are nouns with a soft sign at the end"). At the same time, grammar is simply the structure of a language, its skeleton, without which we will again be left with a jumble of words “by topic.”
If you are not familiar with the RCT methodology, you can simply open the RCT textbook for adults or, for example, the table of contents of Nina Vlasova’s RCT textbook for children. Look in what order the authors give the cases. This choice is not random; it is determined by the frequency of use of cases in speech. At the same time, the authors do not take ALL meanings of the cases, but select the most necessary ones at the elementary level.
For example, in the prepositional case these meanings are:
Place: in a bag, on the sofa;
Transport: ride, sail, fly on something, etc.
Is it possible to avoid all this grammar, studying cases?
It is possible if you place the child in an environment. For example, if you have a Russian-language kindergarten. Do we tell the child that
learning the prepositional case? No, of course, the child just plays, completes tasks, learns to speak as part of the study of individual speech formulas.
Reason for lack of progress #3. There could be many reasons for this, in fact. Cases need to be automated in speech. So that a child, having once said “I want to buy milk,” hears himself and understands that something is wrong, “they don’t say that,” you need to think again. This automation may be missing. Just “understanding the topic” is not enough. Just saying it correctly a few times is not enough.
There may be a lack of gradualism and step-by-step elaboration.
There may not be enough games to practice, or there may not be enough games to use what you have learned in your own statement, in your speech. There may be a lack of spaced repetition of what has previously been learned.
The cases in this paragraph are for example. There are a lot of other topics: gender, number, agreement of nouns and adjectives, etc., but the general approach remains the same.
Or maybe not an RCT?
Maybe not an RCT, not instead of an RCT, but together with it. You can take benefits for monolingual children with speech impairments and developmental delays. These are grammatical and lexical notebooks by Kosinova, materials for the development of coherent speech of children with special needs by Arbekova, etc. You can partially take general developmental materials for kids.
But I have never seen an effective program for non-Russian-speaking children, built only on materials for monolinguals without additions or processing. It's all about the difference in goals. Each manual solves its own problems, and the authors of speech therapy manuals for monolinguals have completely different tasks than teachers and parents who want their child to learn to speak Russian.
You can look for ideas in English materials for kids. There are a lot of ideas there, I myself subscribe to dozens of blogs of American kindergarten teachers and teachers of English as a second native language. But the procedure for introducing grammar in Russian is still different. They are more about the design of the assignment, the presentation of the material, and game options.
Reason for lack of progress #4. A “patchwork quilt” of many aids that helps to spend the lesson time, but does not solve specific problems. There are a lot of printouts and cards, but there is no unified system. If the system is not in the program, then systematic language learning will also not work.
Or maybe just play?
You can do an experiment. Go to the teaching community and ask how to teach Russian to kids who are learning it from scratch. I bet one of the first comments will be: "Which lessons? Which programm? Kids learn through play, just play. To the store, to the zoo, to dolls, to bingo. I liked this lotto about dishes: link. You can also sing songs and dance in a circle.”
If you spend several hours with your child every day, then just communication and just play will be a developing and learning environment. Download the lotto about dishes, memorize the songs, take out the toy cash register and start playing. If you have an hour a week, then “just playing games” will just kill a lot of time without achieving anything.
Therefore, we return to a systematic approach: what grammar are you practicing, what formulas can you derive from it, what vocabulary will you need in the process, what games can you come up with to practice vocabulary and formulas. There are games, they are at the end of the chain. And they work for a specific task. And they do it! We include songs as a warm-up at the beginning of the lesson, a round dance as a break, lotto as an interval repetition of the previous topic (and do not forget to repeat not only vocabulary, but vocabulary inside a sentence, inside a formula). Look, everything was useful, everything had a place inside the system.
Reason for lack of progress #5. Well, you understand, I guess. Games are not built into the program, into the system. And in this case, you can play for 5 years, and the child will not speak even the most basic Russian. And not because...
“We only have an hour a week”
I write about this very often and continue to write because an hour a week also makes sense if you have a flexible program, systems approach, specific tasks for each lesson and tasks with games that solve these problems. If you see the rhythms of the students and adapt to them. If you see potential, an opportunity to move to a new, more complex level, and take advantage of this opportunity. If you're trying to figure out why it's not working, rather than explaining everything for an hour a week. If you are ready to temporarily take on a problem student individual training, this also often helps catch up with the group. If both you and your parents understand that you are moving forward in small steps, it cannot be otherwise with such a volume of work and such short classes. But you are making progress.
About homework
And lastly: what to do with homework. Here's my option. If the child has Russian-speaking family members, they will help him repeat what he has learned in class and help him make a couple of worksheets. If there are no Russian speakers in the family, what remains are songs, educational videos for kids on YouTube, or short videos specially recorded by you for homework. And so on until the child learns to read. As soon as I have learned, we have the opportunity to assign tasks to complete independently. Copybooks, match the word and picture, worksheets with elementary tasks and vocabulary familiar to the child. The child grows up, Russian progresses, homework becomes more complicated.
A frequent question that arises among parents of future first-graders: is their 6-7 year old child ready for school? And if you’re not ready, then how to correct it? necessary knowledge, abilities, skills, what developmental tasks should I work on with my son or daughter at home? Some parents will entrust the solution to this problem to a kindergarten or preparatory group at school, and someone will independently take on this difficult work. And, of course, the latter will win. Neither the school nor the kindergarten will be able to take into account individual characteristics every child. And nowhere, except at home, will the most comfortable, relaxed environment, so necessary for the development of the baby, be created.
How to print task cards
On any image you like, right-click and in the window that opens, select “save picture as”, then select where you want to save the card, for example, the desktop of your computer. The card is saved, you can open it as a regular image on your PC and print it to make it more convenient for you to study with your child.
Continuing the topic of the development of children 6-7 years old. Experts have identified three components of a 6-7 year old child’s readiness for school: physiological, psychological and cognitive.
- Physiological aspect. The developmental characteristics and readiness of the child to attend school are determined by the doctor. Of course, in case of severe health problems, nothing can be done; you will have to study in correctional classes or schools. If a child is prone to frequent colds, then parents can try to correct this with the help of hardening.
- Psychological aspect. Age-appropriate memory, speech, thinking. A child must be able to communicate with peers, calmly respond to comments, respect adults, know what is bad and what is good, and strive to acquire new knowledge.
- Cognitive aspect. There are several groups of knowledge and skills that a future first-grader should have.
- Attention. The child must be able to work according to a model, perform tasks for attentiveness, as well as search for similarities and differences.
Attention is one of the most significant ways of understanding the world. By the age of 7, it is formed voluntary attention. If this does not happen, then the child needs help, otherwise problems may arise with concentration in lessons.
Tasks for the development of attention in children 6-7 years old
Task 1. “Parts of the body”. Parent and child sit opposite each other. The parent points to his body part and pronounces its name, the child repeats. Next, the adult does a trick: he shows, for example, an eye, and says that it is an elbow. The child must notice the catch and correctly indicate the part of the body.
Task 2. “Find the differences.” One of the most popular games. You should discuss in advance how many differences there are in the selected picture. It is convenient to use a pencil to mark the found elements. If the child cannot find all the differences, you need to tell him what to pay attention to.
For example, in the following picture you need to find at least 10 differences.
Task 3. “Find the way”. The child is asked to answer a question, for example: “Which path should the bus take for the children to get to school?”
- Mathematics and logical thinking. The child must be able to count from 1 to 10 in forward and reverse order, know the arithmetic signs “+”, “-”, “=”. Also find patterns, group objects according to one characteristic, continue logical series, compose a story with a logical conclusion, find an extra object, that is, analyze, synthesize, compare, classify and prove.
Child's assignment: count the tens
Child's assignment: compare numbers, put “greater than”, “less than”, “equal” signs
Mathematics is a fundamental factor in intellectual development. Logical thinking is at its core. It, in turn, develops the ability to use logical techniques, as well as build cause-and-effect relationships and draw conclusions based on them. That’s why it’s so important to start developing logic in preschool age.
Quests for smart people
Tasks and games to develop logic for children 6-7 years old
Developmental task No. 1. Draw numbers up to 10 on a blank sheet of paper, draw the number “7” three times and draw the number “2” three times. Invite your child to color all the numbers 7 blue and the numbers 2 green. After completion, ask the question: “Which numbers are greater? How long?" Such tasks develop the ability to analyze, generalize and compare. Similarly, you can ask your child to count tennis, handball, basketball and soccer balls, and name which ones are larger or smaller.
Developing logical thinking task No. 2. Find an extra vehicle. The child classifies objects according to one criterion: a bus, a scooter and a car run on fuel. But, of course, you first need to introduce a 6-7 year old child to the topic “transport”, tell and show what types of transport there are and who drives them.
Developmental task No. 3 . The children are given the task: “There are as many red notebooks on the shelf as there are blue ones. The number of green and red notebooks is the same. How many notebooks are there on the shelf if there are 3 green ones? This task develops the ability to analyze, synthesize, compare and organize one’s actions.
Developmental task No. 4. You can invite your child to answer trick questions. Children really like these kinds of puzzles. They help develop imagination.
On 1 leg Masha weighs 20 kg, how much will she weigh on 2 legs?
What is lighter: a kilogram of fluff or stones?
How many candies are in an empty bag?
What kind of dishes won't you eat anything from?
There were 5 apples and 3 bananas growing on a birch tree. How many apples are left if all the bananas fell?
At this age, children easily solve problems with hidden meaning, for example: “The wolf invited piglets, kids and little red riding hood to his birthday party, count how many delicious guests the wolf invited to his birthday? (you will be surprised how a 6-7 year old child will quickly answer “11 guests” to this problem).
- Memory. You need to be able to recite a poem by heart, retell a short text, and memorize 10 pictures.
At the age of 6-7 years, voluntary memory is formed, which is necessary for acquiring a large amount of new knowledge at school. Together with figurative memory, verbal-logical memory develops, that is, what was understood is well remembered. Parents can help develop memory and prepare for school with the help of properly selected tasks. 
Tasks for the development of memory in children 6-7 years old
Exercise 1. “Remember and repeat.” An adult says any words and asks them to repeat them. The number of words gradually increases.
Task 2. The child is asked to remember what is shown in the picture. Next, the picture is turned over and questions are asked: “How many people are shown in the picture? What do children play with? What is grandma doing? What's hanging on the wall? What is mom holding? Does daddy have a mustache or a beard?”
Task 3. Playing with objects. Arrange toys and objects in a chaotic order. After the child remembers their location, ask them to turn away. At this point, remove something and ask: “What has changed?” This game involves not only memory, but also attention.
- Fine motor skills. The child must be able to hold a pen correctly, paint over objects without going beyond the contours, use scissors and make appliqués. The development of fine motor skills is directly related to the development of speech and thinking.
To develop fine motor skills you can use finger gymnastics. The child is asked to repeat the actions of the adult. The parent puts his fists on the table, thumbs out to the sides.
“Two friends met at the old well” - the thumbs “hug” each other in turn.
“Suddenly there’s a loud noise somewhere” - fingers tapping on the table.
“Friends fled to their homes” - the fingers hid in a fist.
“They won’t walk in the mountains anymore” - you need to press the thumb of one hand on the joints of the other hand.
This hand exercise is mainly aimed at the thumb, and as you know, massaging it has a positive effect on brain function. Therefore, this gymnastics can be performed before classes.
- Speech. The child must make sentences from the given words and a story based on the picture, distinguish sounds and letters.
Speech development tasks.
Task 1. Game “Opposites”. The parent names the words, the child needs to come up with a word that has the opposite meaning, for example, good - bad, open - close, high - low.
Task 2. Game “If we were artists.” A parent and a child draw a small village house. Then he invites him to complete the drawing of objects that have the sounds “r” or “r” in the word.
- The world. The child needs to know basic facts about surrounding objects and phenomena. For example, know colors, animals, birds, seasons, names and place of work of parents, address. Children gain such knowledge by reading books, while walking, during classes with their parents and in kindergarten.
Before you start classes, you need to remember a few rules. Firstly, you should not force your child to study, you need to interest him and then he himself will call you to the table. Secondly, classes should not last long, since a 6-7 year old child cannot maintain attention for longer than 25 minutes. And thirdly, at this age the main activity is still play. A child learns by playing. Therefore, most tasks should be presented in a playful way.
Video “Logic tests for children”
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