Tasks for children in Russian. A selection of didactic material "entertaining tasks in the Russian language". Logic, thinking, memory development
The program is based on the basic principles developed by N.A. Fedosova. The content of the program is aimed at the general development of the child, thereby creating a solid foundation for the successful study of the Russian language.
Download:
Preview:
The goal of the program is the all-round development of the child's personality, the formation of his mental abilities and creative activity, the development of his outlook, intellect, and personal qualities.
The achievement of this goal is facilitated by solving the following tasks:
- development of speaking and listening skills;
- development of interest and attention to the word, to one's own speech and the speech of others;
- enrichment of active, passive, potential vocabulary; development of the grammatical structure of speech, the skills of coherent speech based on the child's speech experience;
- development of the ability to operate with language units: sound, syllable, word, phrase, sentence;
- the development of visual-figurative and the formation of verbal-logical thinking, the ability to draw conclusions, substantiate their judgments;
- development of memory, attention, creativity, imagination, variability of thinking;
- development of general educational skills: the ability to work in a team, interact, bring what has been started to the end; work attentively, with concentration;
- expansion of ideas about the world around, phenomena of reality based on the life experience of the child.
In preparation for teaching their native language, children get acquainted with stories, fairy tales, plot and subject illustrations. They learn to answer questions and ask questions about the content of the texts read, retell what they have read, expressively read poems learned by heart. They compose fairy tales and stories based on illustrations.
In the process of getting acquainted with works of art and working with them, the intellectual and moral-aesthetic education of preschoolers is carried out, their emotional responsiveness to the phenomena of the surrounding life develops.
Children master dialogical and monologic speech. They learn to speak expressively, without tension, without haste, clearly pronouncing each word.
Learning is based on play and is practical in nature. Speech games that precede orienting actions are of particular importance in preparing children for teaching their native language.
Speech games develop thinking, speech, attention, imagination. These games include: "Tell me the word", "Guess the word", "Continue the tale", "Continue the story", "Tell about the toy", etc.
Preliminary orientation actions help to form fine motor skills, develop coordination of movements, prepare children to perceive the shapes of letters. Preliminary indicative actions - tracing the contour of an object, common elements in objects, shading objects, completing the missing elements of objects, finger gymnastics, etc.
The development and improvement of speech is associated with the tightening and enrichment of the vocabulary of children; the formation of the grammatical structure of speech; retelling from illustrations and drawing up a story from a picture.
In preparation for learning to read, a readiness is formed to speak coherently on certain topics, to be aware at an elementary level of what speech is, what is its purpose and features.
Development and improvement of oral speech.
Expanding the stock of words that call objects, actions, signs.
Improving the ability to form words of the same root, to use complex sentences of different types in speech.
Formation of the ability to correctly use words within the meaning in the appropriate context.
Formation of the correct understanding of the figurative meaning of words.
Learning the ability to notice and correct your speech mistakes.
Comparison of objects, highlighting and correct naming of their essential features; enrichment of the dictionary with the exact names of qualities (material, shape, color, size).
The correctness of understanding and use of generalizing words by children, and their active use in speech.
Development of dialogical and monologue speech.
Teaching meaningful, logical and consistent transmission of text based on illustrations.
Development in children of attention and interest in the word, its emotional coloring in the process of reading fairy tales, poems.
Learning riddles, tongue twisters; retelling of a fairy tale based on illustrations.
Development of the ability to communicate coherently about episodes from your own life on a given topic; orally describe the world around (flowers, animals, birds, vegetables, fruits, sky, sun, etc.) according to the plan.
Development of emotional perception of speech in adults and children.
Ability to answer questions, ask questions, build short messages.
Picture story: description of what is shown in the picture.
Development of children's interest in independent verbal creativity, encouragement in the creation of stories, fairy tales, poems.
Preparation for learning to read.
Teaching the correct literary pronunciation, orthoepic norms of the literary language.
Improving the sound culture of speech: the ability to distinguish by ear and in pronunciation all the sounds of the native language.
Improving phonetic hearing: the ability to name words with this sound in a sentence; determine the place of sound in a word.
Strengthening and development of the child's articulatory apparatus: teaching the clear pronunciation of words and phrases.
Highlighting sounds at the beginning, end and middle of a word.
Preparation for teaching writing.
Preparing the writing hand for writing in the process of tracing patterns and shading objects, gymnastics for the fingers; acquaintance with the rules of writing - with the correct landing when writing, with the position of the sheet, pencil when working in a notebook; learning to work in a confined space (on the working line), moving the writing hand from the bottom along the line, from left to right; acquaintance with the contour of the object and its features.
Planned results.
Children should be able to:
pronounce all sounds correctly;
pronounce words distinctly and clearly;
find words with a specific sound;
determine the place of sound in a word;
observe orthoepic pronunciation norms;
make up sentences for key words, on a given topic;
compose stories, fairy tales from a picture, from a series of pictures;
retelling fairy tales, stories, small in content, based on supporting illustrations;
observe basic hygiene rules;
navigate the page in the notebook.
Thematic lesson plan.
Lesson 1.
Getting to know the school and each other. Identification and systematization of knowledge, skills and abilities that children possess. Riddles on the theme "School". Finger gymnastics.
Lesson 2.
A journey into the world of toys. Guessing riddles. Drawing up a story on the topic "My favorite toy". Memorizing poems by A. Barto. Finger gymnastics.
Lesson 3.
In kindergarten. Guessing riddles. Drawing up a story based on the picture "In kindergarten". Finger gymnastics. Acquaintance with the ruled notebook. Acquaintance with the landing rules.
Lesson 4.
Travel through fairy tales. Quiz based on fairy tales. Guessing riddles. Meeting with the heroes of your favorite fairy tales. Staging of the "Turnip" fairy tale. Finger gymnastics. Work in a notebook (illustration turnip).
Lesson 5.
My favorite fairy tale. Guessing riddles. Retelling of your favorite fairy tale. Finger gymnastics. Work in a notebook (illustrated bunnies).
Lesson 6.
Travel to Multland. Cartoons quiz (guessing riddles). Drawing up a story about your favorite cartoon hero. Game "Help Winnie the Pooh". Finger gymnastics. Work in a notebook (illustration Winnie the Pooh).
Lesson 7.
Travel to the forest. Acquaintance with the plants of the forest. Guessing riddles. Game "What is superfluous." Finger gymnastics. Work in a notebook (draw a Christmas tree).
Lesson 8.
Into the forest for mushrooms and berries. Guessing riddles. Memorizing the poem "Mushroom". Drawing up a story based on the painting "Lost". Finger gymnastics. Work in a notebook (we draw a mushroom).
Lesson 9.
Animals of the forest. Guessing riddles. Game "Who is superfluous?" Drawing up a story - descriptions from a picture (about a squirrel). Finger gymnastics. Work in a notebook (draw a squirrel).
Lesson 10.
Animals of the forest. Guessing riddles. Drawing up a story - descriptions (about a woodpecker). Finger gymnastics. Work in a notebook (draw a bird).
Lesson 11.
Travel to the village. Pets guessing riddles. Game "Who is superfluous". Game "Big and Small". Finger gymnastics. Work in a notebook (we draw a chicken).
Lesson 12.
Pets. Drawing up a story - descriptions from a picture of one of the animals. Finger gymnastics. Work in a notebook (draw a dog).
Lesson 13.
Wild and domestic animals. Their similarities and differences. Retelling of the story "Vaska the Cat". Memorizing the poem "Vassenka". Finger gymnastics. Work in a notebook (draw a cat).
Lesson 14.
In the garden and vegetable garden. Guessing riddles. Game "What's extra?" Drawing up a story based on the picture "Harvesting". Finger gymnastics. Work in a notebook (drawing vegetables and fruits).
Lesson 15.
Travel to the meadow. Guessing riddles. Exercises to automate sounds u , h ... Memorizing the poem "Butterfly". Finger gymnastics. Work in a notebook (draw a butterfly).
Lesson 16.
Journey to the forest swamp. Guessing riddles. Game "Who is superfluous?" Memorizing a poem by E.A. Alyabyeva "Frogs - Laughing". Finger gymnastics. Work in a notebook (draw a frog).
Lesson 17.
On the river. Guessing riddles. Game "Who is superfluous?" Drawing up a story based on the picture "Fishing". Finger gymnastics. Work in a notebook (draw a fish).
Lesson 18.
Traveling by air. Guessing riddles. Finger gymnastics. Work in a notebook (draw a rocket).
Lesson 19.
We walk around the zoo. Guessing riddles. Game "Who is superfluous?" Game "Who lives where?" Drawing up a story - describing an animal from a picture. Finger gymnastics. Work in a notebook (draw a bear).
Lesson 20.
Who works who. Professions of people. Guessing riddles. Drawing up a story about the professions of parents. Finger gymnastics. Work in a notebook (we draw a steamer).
Lesson 21.
My family. Drawing up a story about your family. The game "Speak the other way around." Finger gymnastics. Work in a notebook (draw balls).
Lesson 22.
In the shop. Guessing riddles. Compilation of the story "Shopping". Finger gymnastics. Work in a notebook (draw toys).
Lesson 23.
Tools. Guessing riddles. Game "Name in one word". Drawing up a story based on the picture "Building a feeding trough". Finger gymnastics. We draw a shovel in a notebook.
Lesson 24.
What a miracle - machines? Transport. Game "Finish the sentence". Drawing up a story about various types of transport. Finger gymnastics. Work in a notebook (draw a car).
Lesson 25.
Don't play on the pavement! Acquaintance with the rules of the road. The game "It happens - it does not happen." Finger gymnastics. Work in a notebook (draw a traffic light).
Lesson 26.
Travel to the circus. Guessing riddles. Drawing up a story based on the picture "In the circus". The game "Who was you?" Finger gymnastics. Work in a notebook (draw a clown).
Lesson 27.
Seasons. Difference of seasons. Guessing riddles. Logorhythmic poem "Autumn Leaves", "Wind". Finger gymnastics. Work in a notebook (draw the sun).
Lesson 28.
What is speech. Oral and written speech. Drawing up a story based on the picture "Chef". The game "Speak the other way around." Finger gymnastics. Work in a notebook (draw dishes).
Lesson 29.
The speech consists of sentences. A sentence is made up of words. The beginning of a sentence (designation in the form of a diagram). Game "Finish the sentence". Finger gymnastics (tracing an object along the contour, shading; writing a short and long oblique stick).
Lesson 30.
Division of words into syllables. Game "Postman". Drawing up a story based on the picture "Little teacher". Finger gymnastics (shading; writing a short stick with a rounding at the bottom).
Lesson 31.
Composing words from syllables. Game "Complete the syllable to the word." Drawing up a fairy tale based on the plot pictures "Hare is a bouncer". Finger gymnastics. Work in a notebook (shading objects; writing a short stick with a rounding at the top).
Lesson 32.
Acquaintance with the sound side of the word. The game "Who to visit". Drawing up a story based on the "Little photographer" picture. Finger gymnastics. Work in a notebook (shading objects; writing a long stick with a rounded bottom).
Lesson 33.
Learning to hear and distinguish sounds. Game "Tom and Tim". We compose a fairy tale (at the beginning). Finger gymnastics. Work in a notebook (shading objects; writing a long stick with a rounded top).
Lesson 34.
Learning to hear and distinguish sounds. Game "Tom and Tim". Quiz "Who is more". Drawing up a story based on plot pictures "Soon to school". Finger gymnastics. Work in a notebook (shading objects).
1. Decipher the inscription by dividing it into words.
Bezmukinetnauki.
Why was the word "without" written separately? Prove it.
2. Secret words and sentences .
A) Solve the 5 letter word. To unravel the word take:
Apple | - 3rd consonant from 1st word.
Cherries | (…… ..)? - 3rd consonant from the 2nd word.
Plum | - 1st vowel from 3rd word.
Pear | - 1st consonant from the 4th word.
Watermelon | - 1st vowel of the 5th word.
(BOOK)
3 . Tricks with words.
Can a catfish be turned into an ox? You can: som-house-dol-vol. You can change one letter at a time and the intermediate word must exist.
Transform: onion cancer (onion-varnish cancer)
flour river (flour-hand-river)
garden juice (garden-court-bitch-juice)
kok mak (kok-as-mak)
kum ox (kum-k-kol-ox)
The child should not just complete this task, but do it with a goal. For example: underline a word in a string with an unstressed vowel; or underline letters for paired consonants.
4 . The task : from each word, take only the first syllables and make up the word:
1) car, brake (author)
2) ear, company, vase (ko-ro-va)
3) milk, spawning, cockroach (mo-no-ta)
4) bark, loto, boxer (mo-no-ta)
5) ram, wound, bath attendant (ba-ra-ban)
5 . The task : from each word, take the second syllables and form a word:
1) nightingale, ceiling (lo-to)
2) snake, frame (i-ma)
3) button, hammer, lava (head)
4) reproach, elderberry, tina (kor-zi-na)
5) turn, porosha, ditch (vo-ro-na)
6. The task: take the last syllables from each word, make up a new word:
1) furniture, a gun (linen-e)
2) straws, time, stranded (ka-ra-stranded)
3) fox, thorn, booklet (self-flight)
4) pullover, coat, ticket (true flight)
5) milk, relay, takes (co-le-so)
6) resin, tear, take (la-za-ret)
7. The task : from each word, take one of any syllables so that you get the word:
1) plate, picture, peacock (plas-ti-lin)
2) shepherd, dam, camp (pass-tee-la)
3) boots, parachute, fantasy (sa-ra-fan)
4) mowers, frosts, pilot (self-flight)
5) flour, stew, sofa (kara-van)
6) map, web, plaque (card-ti-na)
7) water, road, sample, seine (water-to-water)
8. Matryoshka words.
A) Find the words within the data and write them down. Examples of suggested words:
Victory (trouble, food, yeah)
Basket beads
slippers machine
bedside table mister
fishing rod braid
fisherman shiver
precipitation atom
blown rubber
B) Divide the word into two short ones.
For example: horizon = burn + umbrella tops = ____ + _______
cypress = _____ + _____ crown = _____ + ______
gazelle = _____ + _____ fiber = _____ + ______
sail = _____ + ______ band = _____ + ______
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
the regiment is warm
the slope is red
screen vinegar
trouble lamp
octopus tutorial
D) And now, on the contrary, the letter needs to be added to the beginning and end of the word - you get another.
Gift | have glasses | b rose | G
Table | b duck | w mustache | b
Ball | f steam | to fur | with
Laziness | oh went | to the wasp | To
9 ... Anagrams and logarithms .
Anagrams are riddles with the rearrangement of letters in a word to form another word. Logarithms are riddles in which a conceived word is obtained by dropping or adding a letter.
A) Anagrams and logarithms in verses.
1. Breathing lightly in my shadow,
You often praise me in the summer,
But rearrange my letters-
And you will dump the whole forest with me. (linden-saw)
2.I am a tree in my home country
You will find me everywhere in the woods
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
I am nights and days
And from the end they will read me -
I am akin to a tiger. (tok-cat)
5. I'm lying on the ground,
Nailed to the iron
But rearrange the letters -
I'll go into the pot. (sleeper noodles)
6. Geography with me
Children study at school
Give a different order of letters -
And you will find me in the buffet. (atlas salad)
7. Taking off, I burn a star in the night,
But I fade away very early
And change the "e" to "and" -
And I will become a green bush. (rocket-rocket)
8. The dish I know,
When you add "m"
I will fly, I will hum
Bothering everyone. (ear-fly)
9. I crumble, drifting out of the way,
Everything I need to destroy.
And read me from the end -
I am a reward to the waves of the sea. (scrap-mole)
10. You can solve the problem freely,
I am a small part of the face
But if you read me from the end
You can see anything in me. (nose-sleep)
11. My rosy fruit is hiding
Shady foliage.
And rearrange the letters -
I will be a river. (plum-Vistula)
And we waddle so comically
But insert us "l" - and we will sound
Pretty melodic then. (gusli-geese)
B) We compose anagrams.
Change the order of the letters in the word so that you get a new one: summer-body
Carp - lighthouse -
Atlas - dinghy -
Sleeper - fox -
Carriage - canopy -
C) Find the original words if it is known that the same permutations were made in all of them.
1) lbko 2) paradise 3) upks 4) emergency 5) rkdeti 6) ashnrri
(block, aria, start-up, revenge, credit, hinge)
1) vcteko 2) okamdnri 3) lqbuinak
(flower, commander, strawberry)
10. Crosswords.
11. Logical tasks in the Russian language.
BUT). Fidget puppy.
Zhulka's dog had four puppies. Bim, Rex, Sharik and .... But the fourth puppy was constantly disappearing somewhere. What was his name? Guess and write down: Bobik, Friend or Tuzik?
(Bim - 3 letters, Rex - 4 letters, Ball - 5 letters, so the fourth name was Druzhok - 6 letters.)
B) What word?
horse
squirrel
hedgehog
mole
goat
a fox
mouse
raccoon
Guess the word I'm reading from the data. Hint: it has two syllables, and there are more sounds than letters. (Raccoon)
The task may be different. Hint: this is a soft-ended word and it has 2 declensions, etc.
IN) Generalization of concepts.
Name in one word: bag, bucket, doctor ……. (Nouns)
fun, good, at random ... ... (adverbs)
glides, green, earth ... .. (words with verifiable
unstressed vowel).
G) Game "In definitions".
Children are given cards with the names of objects (for example: bus, apple, lake, chamomile ...). It is suggested that the student who took one of the cards, within 1 minute, tell about his object so that everyone understands what the speaker means. You can't just give your word and gesture with your hands. Later, you can limit: talk about the object, naming verbs or only adjectives.
12. Knocking out a word.
Suggested words:
builds solved
run drew
sees writes
Children one by one should remove (or cross out) words, naming a distinguishing feature of a word that other words do not have.
For example:
1) run - only this verb in an indefinite form.
2) drew - only he has the plural.
3) decided - only he of the remaining has the past tense,
and the rest are in the present.
4) writes - only he from the remaining 1 conjugation.
5) sees - only this verb is an exception.
All that remains is the verb "build". But the options for elimination in this case may be different. Children can notice a variety of signs of verbs.
Similar work is possible with other parts of speech:
famous
honest
funny
danger
beautiful
sad
1) danger is a noun and everyone else
adjectives.
2) beautiful - only this adjective in feminine
kind.
3) funny - only it does not contain unpronounceable
consonant.
4) famous - only this adjective contains
prefix.
Remain: honest and sad.
Such tasks allow you to attract all students and repeat a large amount of the studied material.
A group of words for the spelling of prefixes: d .. flew, pr .. gorok, z .. thought, pr .. shouted, n..washed, pr .. red, with .. put.
Code: u - 1, e - 2, o - 3, a - 4
Task for children: write only the missing letters in order, encrypting them with numbers.
Children have a note in their notebook:
3, 1, 4, 3, 4, 2, 3.
This game can also be used in very different ways. Spelling can be varied. You can encrypt cases, gender, numbers, etc.
IN)
Members of the proposal
CH A S T I R E H I
Creatures.
Pronoun
Attach.
Verb
Adverb
Subject
Predicate
Definition
11
12
13
14
15
Addition
16
17
18
19
20
Circumstance
21
22
23
24
25
-Come up and write a proposal for the code: 9, 13, 1
(The cold winter has come.) State the grammatical basis.
13 .Word by pattern .
You need to add the word according to the law. The word in brackets is derived from the words around the edges. Having solved the 1st pattern, you will find a word from the second pair.
Mushroom (tag) asset
Darkness (…….) Atom (this is the word "card" because, from the first they took 4,3, 2, letters, and from the second 2, 1)
There are many such patterns:
hook (dew) cleaver
garage (... ..) tobacco (omitted word "toad")
book (stork) salad
threshold (… ..) omelet (grotto)
pie (field) tear
market (……) siege (dew)
sail (soot) twill
announcement (……) flaw (snow)
wax (plow) freight livestock (……) front (window)
foot (salt) lash
pause (……) steppe (path)
You can list them for a long time, as well as tasks that can be offered.
14. Word game .
Insert a word in parentheses to end the first and start the second. There are as many letters in a word as there are points in brackets.
Obi (... ..) ka (tea)
Me (…….) Frit (shock)
Prik (... ..) ya (fret)
Apo (……) b (table)
Am (…….) An (bar)
Bege (……) op (mot)
Swir (... ..) nick (spruce)
Pe (…….) Ol (juice)
Tasks: - do the phonetic analysis
- highlight spelling
- think of related words
- model a word according to the scheme:
Write as many sentences as possible with words beginning with the specified letters. Analyze these sentences by member and part of speech.
B ____ y _______ f ________ b ________.
From ____ to _______ n ________ from ________.
To ____ e _______ l ________ to ________.
Are given words: author, comrade, motor, billiards.
From each word, take only the first syllables and write down the resulting word (aw-to-mo-bil).
The words are given: harvest, why, gardener.
Take the first syllable from the first word, the second from the second, and the third from the third. Write down the word (u-che-nick). You can take any syllables in a row and give a variety of words.
15. Recovery of words and sentences .
A) Help Piglet.
Piglet is in trouble. He wrote a letter, but it was washed away by water. Restore Piglet's letter.
"Sp..s..t .., p..m..g..t ..! M..y d..m z..t..p..l .. v..d ..!
I'm in b..d ..!
P..t..ch..k. "
Since the main part of spelling is vowels, such tasks make it possible to repeat a large number of rules.
B) Signboards.
One day a hurricane hit the city. He tore off the signs from the shops, and tore off individual letters on others. Recover the names.
MEB..L .. CW..TY
BREW .. DE… .K…. OBU….
C) Before you are words, but with missing letters. One dot corresponds to one letter. Write down the words.
m. ... ... dj f. ... ... f
in. ... ... ... ... d b. ... ... ... ... T
h. ... c
D) Mysterious letter.
A dash indicates that a letter is missing here. What words could you get?
------ A SH A
------ A Y K A
Fun grammar
topic: Spelling of hissing zhi-shi, cha-schu, chu-schu.
Say a word.
the cat lives on our roof,
And in the closet live ... ... (mice)
will not go without gasoline
No bus, no…. (car)
Make words from syllables.
LY CHA PRU MA NA SHA KRY ZHI SHI CHAI SHA NIK CHA RO KA VSTR
3.Write the words:… .Sy,… .ka,… .nik,… gun, vstre…, pi…, cha…, tu .., get .., ro ..
4... These poems have 12 words with combinations of zhi-shi, cha-shcha, chu-shchu. What are these words?
Slightly peg the reeds,
The lake slumbers in silence.
Reflections live in it:
the clouds are floating in the lake,
Pine boron, as if alive,
Dozing with his head down.
The seagull warmed up the kettle,
I invited eight seagulls:
- Come all for tea!
How many seagulls, answer!
The pike lived in the lake,
She brushed the bottom,
I cooked cabbage soup for guests,
She treated the minnows.
5. Fill in the cells.
F
AND
F
AND
H
BUT
SCH
BUT
SCH
Have
H
Have
NS
AND
F
AND
H
BUT
Th
WITH
NS
NS
TO
BUT
L
TO
AND
D
O
R
6. Crosswords.
1
2
3
4
Horizontally:
They don't get angry, they turn their mustaches, they don't keep silent, and they won't say a word, they walk, but they won't budge. (CLOCK)
Frowning, frowning, falling into tears - nothing will remain. (CLOUD)
It wags its tail, toothy, and does not bark. (PIKE)
The beast carried me, but it fell on people. (FUR COAT)
7. Anagrams.
Swap letters to form new words
onion (stocking) handle (chock) shirt front (machine)
net (hour) niche (tire)
8. Charada.
S S we rush you with all your urine
With U - we will wet your feet. (ski-puddles)
9. Rebus.
NS
L
,
SCH, 
Riddles by topic:
Spelling of unstressed vowels at the root of the word.
Spelling of consonants at the root of the word.
Spelling of combinations of zhi-shi, cha-schu, chu-schu.
Spelling of dividing soft and hard signs ”.
Word composition
Spelling of the soft sign after hissing nouns. "
Spelling of unstressed vowels that cannot be checked by stress. "
Spelling of unpronounceable consonants at the root of the word. "
Double consonant.
Spelling a soft sign indicating the softness of a consonant sound.
Riddles on the topic "Spelling of unstressed vowels at the root of the word."
1.The dew glistens on the grass,
A girl came out - a beauty,
He cuts the grass and lays down,
Everything floats back and forth. (braid)
2.Sly cheat, red head,
Fluffy tail - beauty!
And her name is ... (a fox)
3. Bast loves to fight,
Jump into the garden
She shakes her beard,
Dereza calls herself. (goat)
4. A grandmother is sitting in glasses on nut knots.
Oh-ho-ho yes ah-ah-ah - it's bad for a grandmother with glasses.
Sees bugs and spiders at night in the dark,
And he never sees in the daytime either with glasses or without glasses. (owl)
5. I am a cloud, and a fog, and a stream, and an ocean,
And I fly, and I run, and I can be glass. (water)
6. Powdered the paths, painted the windows,
She gave joy to the children and gave them a ride on a sled. (winter)
7.Spring amuses, in summer it is cold,
In autumn it nourishes, in winter it warms. (wood)
8.No beginning, no end, no back of the head, no face!
Everyone knows, both young and old, that she is a huge ball. (Earth)
9.Walking by sea, walking,
And it will reach the coast -
Here it will disappear. (wave)
10 early in the morning in the yard,
There are many beads on the grass. (dew)
Riddles on the topic "Spelling of paired consonants at the root of the word"
.
1 there is a mountain, and by a mountain
Two deep burrows.
In these holes the air wanders
It comes in and out. (nose)
2 the old man is a joker
He does not order to stand on the street,
He pulls home by the nose. (freezing)
3. Roll up - a wedge,
Unfold - damn it. (umbrella)
4. He walks behind you,
At least it remains in place. (track)
5. Lied, lay,
Yes, he ran into the river. (snow)
6.Then I'm in a cage, then in a ruler,
Manage to write on me,
You can draw
I am called ... (notebook)
7 short and stocky
I decided to look at us,
Raising in the morning under the trees
Leaf with green needles. (mushroom)
8 under the pines, under the trees
There is a bag of needles. (hedgehog)
9.Up to bottom - full, bottom to bottom - empty. (hat)
10.Stuffed with down, lies under the ear. (pillow)
11.If I am empty,
I forget about you
But when I bring food
I will not pass by my mouth. (a 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 will name them without any clue. (chamomile)
14. This is where the girlfriend hid.
Sitting under the sheet ... (wave)
15. Rain and snow, thunderstorm and downpour.
In one word how to call
To guess the riddle. (precipitation)
16. The hen went out for a walk,
Pinch fresh grass
And the guys behind her -
Calling them … (chickens)
17. Sharp tip - oh, oh! On his leg alone.
He wants to live in a piece of wood, he must be beaten from above. (nail)
Riddles on the topic "Spelling combinations of zhi, shi, cha, schA, chu, schu".
1.Where the tail rests,
There will be a hole later. (awl)
2. Downhill - horses,
Up the hill - pieces of wood (skiing)
3. What are the stars
On a coat and a scarf?
All through, cut-out,
And take it - 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
We are going to tea with you.
What weed, guess! (oregano)
5 I look so much like a rose
Isn't that good
But then my fruits
Suitable for everyone to eat. (rose hip)
6. The pillar is on, but there is no smoke. (candle)
7 the eagle flies across the blue sky
She spread her wings, covered the sun. (cloud)
8. The truth will be told if they are walking.
If they stop, they will lie. (clock)
9.Not sewn, not cut,
And collected on a string. (stocking)
10 drank in her mouth
She lived under water.
Scared everyone, swallowed everyone,
And now I got into the cauldron. (Pike)
Riddles on the topic "Spelling of soft and hard dividing signs."
1.In the forest near the stump there is bustle, running around:
The working people are busy all day,
He is building a city for himself. (ants)
2.Root in the ground, body in freedom,
Many hands reach out to the sun - they will not part! (trees)
3.Front - patch, back - hook.
The back is in the middle, with a bristle on it. (pig)
4 I am a giant: here is that huge one,
Multi-pood stove
I'm like a chocolate bar
In an instant I raise it in height.
And if I am with a mighty paw
I grab an elephant or a camel,
I'll be glad of both of them
Raise like little kittens. (crane)
Riddles on the topic "Composition of the word".
1. I do not argue, not white - I, brothers, are simpler,
I usually grow in a birch grove. (boletus)
2.It blooms from under the snow,
First meets the spring. (snowdrop)
3.I'm growing up in a red cap
Among the roots of aspen.
You will 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 trail, on the shore
Blocks the path of the enemy. (border guard)
5. Master, master, help -
Leaky boots.
Drive in the nails harder -
We'll go visit today. (shoemaker)
6.His work is deep, at the very bottom,
His work is in darkness and silence.
Let his work is not easy and not easy,
Like an astronaut, he floats among the stars. (diver)
7 the bird flies across the sky
It hums like that evenly.
She does not wave her wings
A white trail will fall behind her. (airplane)
8 he carries people along the river,
In cities, he enters the port. (motor ship)
Riddles on the topic "Spelling a soft sign after sibilant nouns."
1 the bird flapped its wing
And covered the whole world with one feather. (night)
2. The tail is in the yard, the nose is in the kennel.
Whoever turns his tail will enter the house. (key)
3. A small ball fumbles under the bench. (mouse)
4. That two weeks turns green,
It has been earing for two weeks,
Two weeks fades
Pours two weeks
It dries up for two weeks. (rye)
5. Stands over water, shakes his beard. (reed)
6. Doesn't look like a man
But he has a heart.
And work all year round
He gives a heart. (pencil)
7 he doesn't cry from beating
And he jumps and jumps. (ball)
8.All migratory birds are blacker,
Cleans arable land from worms.
Run up and down the arable land.
And the bird is called ... (rook)
9 the man in a white robe
Busy with a very important business.
We trust his health
And we pin our hopes. (doctor)
Riddles on the topic "Spelling of unstressed vowels, not checked by stress."
1.Runs, buzzes, looks in two eyes,
And it will - a bright red eye will look. (automobile)
2. From the edge of the city to another.
The house goes under the arc. (tram)
3.In the heat of the stumps
Many thin stems.
Each thin stalk
Holds a scarlet light.
We bend the stems -
We collect lights. (berries)
4.Born in the field,
It was brewed at the factory,
Dissolved in a glass (sugar)
5.Russian beauty, we all really like it.
She is white, slender, her clothes are green. (Birch tree)
6. They grow on branches in groups,
Covered with shells. (nuts)
7. The baby is wrapped in a hundred diapers. (cabbage)
8 curious red nose
It has grown up to the top of the head.
Only stick out in the garden
Green strands. (carrot)
9. Red beads are hanging, they are looking at us from the bushes.
These children, birds and bears are very fond of beads. (raspberries)
10. He chirps on the roof and can climb higher.
Sneaking around the yard, picking up food there. (Sparrow)
Riddles on the topic "Spelling of unpronounceable consonants at the root of the word."
1. Day and night, it knocks, as if it were wound up.
It will be bad if this knocking stops suddenly. (a heart)
2.When I'm lying on my back
There is no use in me
But lean me against the wall
There will be a case for me at once. (stairs)
3. Well, which of you will answer:
Not fire, but it burns painfully,
Not a lantern, but shines brightly,
And not a baker, but a bake. (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 at preschool age. With adults, everything is clear: there is an RCT methodology, there are RCT textbooks, there are tests. And what about young children who have to learn Russian from scratch in a foreign language format? We do not have a clear, understandable, step-by-step methodology. Textbooks, in fact, too.
We have an hour a week + homework at best, and a kid who learned to say hello on the way to class. I'll tell you how I see the solution to this problem, and below I will give a comment by Ekaterina Protasova and a very useful quote from her manual.
RCT for toddlers?
What can we take from RCT, a methodology that is completely inappropriate for preschoolers in its classical form?
1. Basic principles of teaching.
For example, information that the teacher must necessarily give a speech model at the beginning of an assignment or game. Not just "now we will play in the store", but speech models: what the child says, what the adult says. When a new teacher appears in our school who is not familiar with the RFL methodology, we have to constantly remind about speech models, check their presence at each lesson. We show the task and how to perform it, we say what the child has to say.
Reason for lack of progress # 1: lack of speech models in the teacher.
2.Grammatical, speech formulas
In fact, language is not composed of words, but of formulas. For example, “I want to buy” is a formula. We change the last word in the formula: I want to buy an apple, I want to buy milk, I want to buy fish, strawberries, yogurt, cheese ... And we have a lot of proposals. The language is a constructor, we change one word in the formula - a new statement appears, we add the particle "not" - a new statement appears. In the lesson plan and the program, we first prescribe what speech formulas we give the children, and only then the vocabulary. Formulas, phrases are more important than words. There is no point in learning words outside of formulas, there is no point in learning words out of context.
Reason for lack of progress # 2: learning words, not formulas. We are often visited by children 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? Babies? "This is the girl," what a grammar. We have two problems with our attitude to grammar: grammar is often understood as spelling (from the word “competently”?), And grammar is often understood as theory (“the accusative case answers the questions“ who, what, ”in the feminine gender the ending changes to -y, -y, exceptions are nouns with a soft sign at the end "). Moreover, grammar is simply the structure of the language, its skeleton, without which we will again be left with a pile 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 for Nina Vlasova's RCT textbook for children. See the order in which the authors give the cases. This choice is not accidental, it is determined by the frequency of the use of cases in speech. At the same time, the authors do not take ALL case meanings, but choose the most necessary ones at the elementary level.
For example, in the prepositional case these meanings:
Place: in a bag, on a sofa;
Transport: drive, sail, fly on something, etc.
Can you avoid all this grammar, case study?
You can, if you put the child on the environment. For example, if you have a Russian-speaking kindergarten. Do we tell the child that
learning the prepositional case? No, of course, the child is just playing, performing tasks, learning to speak as part of the study of individual speech formulas.
The reason for the lack of progress # 3. There can be many reasons here, in fact. Cases need to be automated in speech. So that the child, having said somehow “I want to buy milk”, hears himself and understands that something is not right, “they don’t say that”, you need to think more. This automation may be lacking. It is not enough just to “understand the topic”. Just saying it right a few times isn't enough.
There may be a lack of gradualness, step-by-step elaboration.
There may not be enough games for practice, or there may not be enough games to use what has been learned in your own utterance, in your speech. Spaced repetition previously learned may be lacking.
The cases at this point 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, just not instead of an RCT, but together with it. You can take aids for monolingual children with speech impairments and developmental delays. These are the grammatical and lexical notebooks of Kosinova, materials for the development of coherent speech of children with ONR Arbekova, etc. You can partially take general developmental materials for babies.
But I have never seen an effective program for non-Russian speaking children, built only on materials for monolinguals without additions and processing. It's all about the difference in goals. Each manual solves its own 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 spy on ideas in English for toddlers. There are many ideas, I myself have subscribed to dozens of blogs of American kindergarten teachers and teachers of English as a second native. But the procedure for introducing grammar in Russian is still different. They are more likely about the design of the task, the presentation of the material, the options for the games.
Reason for lack of progress # 4... A "patchwork quilt" from a variety of manuals that helps to spend lesson time, but does not solve specific problems. There are a lot of printouts and cards, but there is no single system. If the system is not in the program, then systematic language learning will also fail.
Or maybe just play?
You can experiment. Go to the teaching community and ask how to teach Russian to kids who are learning it from scratch. I bet one of the first comments would be: "Which lessons? Which programm? Toddlers learn in the game, just play. To the store, to the zoo, to dolls, to bingo. I liked this loto about dishes: link. And 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 a loto about dishes, memorize songs, get out the toy cash register and start playing. If you have an hour a week, then "just playing" you will simply kill a lot of time without achieving anything.
Therefore, we return to the systematic approach: what grammar you practice, what formulas can you derive from it, what vocabulary you will need in the process, what games you can think of to practice vocabulary and formulas. There are games, they are at the end of the chain. And they work for a specific task. And they do it! We connect songs as a warm-up at the beginning of the lesson, a round dance as a break, loto as an interval repetition of the previous topic (and do not forget to repeat not only vocabulary, but vocabulary inside a sentence, inside a formula). Look, everything came in handy, everything found a place inside the system.
Reason for lack of progress # 5... Well, you get the idea, I guess. Games are not built into the program, into the system. And in this case, you can play for 5 years, and the child will not speak even the most elementary Russian. And not because ...
"We only have an hour a week"
I write about this very often and continue to write, because an hour a week also makes sense if you have a flexible program, a systematic approach, specific tasks for each lesson and tasks with games that solve these problems. If you see the rhythms of the students and follow them. If you see potential, an opportunity to step over to a new, more difficult stage, and use this opportunity. If you are trying to figure out why it doesn’t work, instead of explaining everything for an hour a week. If you are ready to take a problem student temporarily for individual training, this also often helps to catch up with the group. If both you and your parents understand that you are advancing in small steps, and it cannot be otherwise with such a volume of work and such short occupations. But you are advancing.
Homework
Last but not least, what to do with your homework. Here's my version. If the child has Russian-speaking family members, then they will help to repeat what they have learned in the lesson, they will help to make a couple of worksheets. If there are no Russian speakers in the family, there are songs, baby educational videos on YouTube, or short videos specially recorded by you for homework. And so on until the child learns to read. As soon as I have learned, we have the opportunity to give assignments for self-fulfillment. Copybooks, combine word and picture, worksheets with elementary tasks and vocabulary familiar to the child. The child grows up, the Russian progresses, homework becomes more difficult.
Elena Lebedeva
Entertaining game tasks in the Russian language
Entertaining Russian language.
1) Game tasks, aimed at working out spelling norms.
A game "Vocabulary Lotto"
Each child receives a card with 8 vocabulary words written on it. The teacher or student takes cards out of the box and reads the words. A child who has such a word on the card covers it with a token. At the end of the game, we identify the winner, that is, who was the first of the children to close the words. Then the teacher gives the task: write off words, do a cross-check, give marks to each other.
Game cards
fun cucumber
dog vegetables
shop ax
birch harvest
quick cucumber
milk pupil
shop teacher
birch machine
A game "Smooth landing"
When practicing a topic or spelling, this game stimulates interest by energizing the whole class. Children do not know to whom the ball will fly and what word or question will sound. For example, the topic is being studied "Spelling unstressed vowels"... The teacher throws the ball and calls the word "Earthen"... The student catches the ball and calls the test word "Land"... The one who answered the question correctly can sit down, the one who did not cope with assignment, continues to stand and tries to rectify the situation.
A game "I work as a wizard"
Guys get tasks: to turn nouns into adjectives of the feminine singular.
Table - dining room
Furniture - furniture
Sofa - sofa
This game is played in pairs. At the end of the game, the results are summed up, pairs are identified - the winners - the wizards who not only formed the words correctly, but also wrote them without mistakes.
A game "Who quickly?"
Rearrange the syllables. Write down the received words, divide them into syllables.
Swing the seagull
Reed mouse
Canopy spring
Early burrow
Our tire
Pine pump
2) Game tasks, aimed at working out orthoepic norms.
A game "Compose the text and voice it"
Students are offered a set of words that may present some difficulty in pronunciation. The words are written on the board. A task students - compose a coherent text in 2-3 minutes (using the given words) and read it, observing the spelling norms. The teacher can appoint experts who must carefully listen to the text and draw a conclusion about the observance of pronunciation norms. Example: given the words - kilometer, driver, centner, nettle, beet, centimeter.
A game "Invite a friend to dinner"
Students are presented with a list of lunch menus to invite a friend. On the menu, of course, written words: sorrel, pies with cottage cheese, plum or pear compote, meatballs. Children need to contact their friends by reading the menu to them without mistakes. You can play with the situation of meeting friends.
A game "Voice-over Competition".
Students need to read the proposed text, paying attention to the highlighted words. “An oversight group should be created for monitoring and control. It is assumed that it will be formed in the period from the 3rd decade of the current month to the end of the quarter ”.
3) Game tasks aimed at the development of speech.
Such games are very useful for students of the 1st grade, because how they develop speech, cognitive interest, imagination, hand motor skills.
A game "Let's write a fairy tale"
The teacher reads a fairy tale or story to the children (for a start, it is better to have a small one, consisting of 4-5 main episodes, then invite him to retell the text. It's pretty hard: For almost all children, a coherent retelling is difficult. Calm down the child and invite him to write down the story so that later it can be read. And you can write down a fairy tale using pictures. Children draw several squares on a piece of paper. Together with the children, we recall what was said at the beginning of the tale. For example, about a girl who left the house. In the square they draw a girl near the house. Then the continuation of the tale is drawn in the same way. The teacher helps to divide the tale into semantic parts.
As a result, children draw the whole plot in pictures and retell the tale from their illustrations.
A game "Let's compose!"
Invite the children to compose a fairy tale. Define a theme - come up with fairy tales about bunnies. Then discuss what role will the bunny play in the fairy tale: he can live in the forest and be friends with animals, or maybe a toy that was presented to a boy, a bunny can appear in a fairy tale as a coward and, conversely, as a brave man. Or maybe come up with a fairy tale about how difficult it is to spot a white bunny in the snow? After a few minutes, the children tell stories, which are discussed and evaluated. The most consistent, detailed and original tale is highly appreciated.
A game "Magical forest"
Each participant in the game receives a sheet of paper and pencils. Unfinished images are made on the sheet (see below).
Children need to draw a magical forest, and then tell an interesting story about it. Then you look at the drawings, listen to stories and note the most complete, original ones.
A game "Complete the word"
The presenter names part of the word (book.) and throws the ball. The child must catch the ball and complete the word (. ha).
In the role of the leader, the child and the adult can take turns.
Compose as many words as possible from the proposed set of letters: a, k, s, o, i, m, p, m m, w, a, n, i, s, g, s
Name the words opposite in meaning: Thin - Sharp - Clean - Loud - Low - Healthy - Win - etc.
A game "Who is bigger?"
Compose as many words as possible (nouns) from letters that form a word.
For example: PHOTO - reef, shooting range, mountain, bargaining, mainsail, thrust, count, etc.
It is prohibited to add other letters!
Other options can be used.:
Root word suggested: table, cat, house, etc. It is necessary to find as many derivative words as possible for it in the shortest possible time. For example: HOUSE - house, house, house, brownie, housewife, house, house house, homey, etc.
4) Game tasks, aimed at systematizing knowledge about parts of speech.
A game "Domino"(on this topic "Verb")
Each participant in the game receives a card that is divided into two parts. In one part, the beginning of the rule or the wording of the question is written, on the other, the continuation of the answer. Children must connect all the cards according to the domino principle.
What are the suffixes of the past tense verbs before the suffix -л-? Verb conjugation is a change of verbs by person and number.
What is the most common expression of a verb in a sentence? Are verbs present, past and future tense?
What are the endings of the II conjugation verbs? In a sentence, a verb is most often a predicate.
A game "Zebra"(on this topic "Noun")
The game can be played in groups. Each group receives strips of white and black paper. On the white stripes are written questions about the topic, and on the black stripes, children need to write down the answers. Alternating stripes among themselves, children make up a drawing "zebras"... The winner is the group that writes down the answers to the questions the fastest and most correctly.
A game "Harvesting"(on this topic "Adjective")
This activity can be done at the end of a lesson or at the end of a given topic. The teacher gives the children pictures of apples, pears, plums, cherries, apricots (you can have a few for each child, there is a basket on the table. Offers children: “Let's reap the harvest. It is necessary to formulate a rule on the topic "Adjective" and drop the picture into the basket. The wording of the rules should not be repeated. Let's see who is most likely to put fruits and berries in the basket. "
A game "Blank board"
Children really love this game. To organize it, before explaining the new material, questions are written down at different ends of the board, which can be expressed both in the usual form and in a diagram. They should be based on the material of the new topic. The teacher informs, that during the explanation of the material, the students will participate in the game: “Look at the board, it is filled with various questions. The answers to them are contained in my explanation. I will ask from time to time if you are ready to answer any question. If you give the correct answer to it, then the question is erased. A task in this game, the board is clean by the end of the lesson. "
Another variant (when the game is not played for the first time)games may include a small competition: "Which set of students will help clear more questions off the board?" If some questions remain unanswered, then they automatically become home for the children. assignment.
5) Lexico-phraseological games.
A game "Collect, explain, prove"
The game can be played both individually and in teams, groups, in pairs. Children are offered a set of words on strips of paper. For a certain time, it is necessary to compose phraseological phrases, explain the meaning, give an example from life, or a literary work. For example: LIKE, MAKAR, WHISTLE, ON LANGUAGE, THE WIND TURNS IN POCKETS. IN GLOVES, CANULES, CALFS, IN WATER, DIDN'T RUN, EZHOVYH.
A game "Guess!"
The teacher throws the ball to the child and names phraseological turns. The students catch the ball and explain the meaning. The winner is the one who has never made a mistake.
For example: skin and bones - thin; leaky memory - forgetful; full sail - fast. To wash the bones - to discuss; even though nosebleeds are a must; a stone's throw - close; like a fish in water - confidently.
A game "Vice versa"
This game is analogous to the previous one, just the opposite. The teacher calls the children words, and the children must replace them with phraseological phrases.
For example: aptly - not in the eyebrow, but in the eye. Suddenly - like a snow on your head. Close - there is nowhere for an apple to fall. It’s dark - even gouge out an eye.
A game "Auction"
In this game, the winner is the one who is the last to name the phraseological phrase, in which the names of animals, birds, insects are found.
For example: to buy a pig in a poke, every sandpiper praises his swamp, monkey labor, take the bull by the horns, the mosquito will not undermine the nose.
6) There is another type of games, the distinguishing feature of which is external rules. They are called training. These include:
1) board games; (domino, loto);
2) games based given algorithm(rebuses, crosswords, charades, puzzles).
Teachers and psychologists have proven that composing interactive games by children themselves contributes not only to better assimilation of educational material, but also to the development of written language, systematization of knowledge by topic, develops attention, thinking, the ability to highlight the main thing, develops cognitive activity
In the classroom, you can offer children the solution to crosswords compiled by both the teacher and the children.
On this topic "Noun" 3rd grade
On this topic "Pronoun" 3rd grade
