Reading as a means of developing the speech of primary schoolchildren. Development of oral speech of primary schoolchildren in literary reading lessons. b) the formation of intonation hearing contributes to general speech development, in particular to the quality of speech such as expressiveness

Speech development of primary schoolchildren during literary reading lessons.

1. Speech development is one of the main tasks of primary education. Speech is the basis of all mental activity, a means of communication. Students’ ability to compare, classify, systematize, and generalize is formed in the process of mastering knowledge through speech and also manifests itself in speech activity. Logically clear, demonstrative, figurative oral and written speech of a student is an indicator of his mental development.

A student’s success in coherent speech ensures and largely determines success in academic work in all subjects, in particular, they contribute to the formation of full-fledged reading skills and improved spelling literacy.

Speech development is a principle in work, both in reading and in grammar and spelling. Work on correct pronunciation, on the intelligibility and expressiveness of oral speech, on enriching the vocabulary, on the correct and accurate use of words, on phrases, sentences and coherent speech, on spelling and correct writing.

2. A) The Russian language teaching program is divided into sections (teaching literacy and speech development, reading and speech development, grammar and spelling and speech development), which means that speech development is a necessary part of the content and the link that organically connects all parts of the initial course in a single academic subject - Russian language.

Just as there is an objective connection between the level of speech development and the degree of mental development of the student, the development of his thinking abilities between oral and written speech.

The enormous importance of exercises in coherent speech and the role of oral statements at the stage of preparation for writing expositions and essays are known.

The methodology for working on speech is determined by the characteristics of oral and written speech, types of speech (retelling, presentation, essay, answer), and types of message (description, reasoning, narration).

L.S. Vygotsky characterizes written speech as speech-monologue: “This speech is a monologue, a conversation with a white sheet of paper, with an imaginary interlocutor, while any situation of oral speech, by itself, without any effort on the part of the child, there is a conversational situation.”

In oral speech, as spoken speech, intonation plays a big role. Oral speech occurs in conditions of direct communication, therefore it is faster in pace and less complete; in the process of speech, non-linguistic means of expressing meaning are used - facial expressions and gestures. These means, which provide additional information in oral communication, are absent in written speech.

The written form of monologue speech is more difficult. It is the most comprehensive and normative.

By the first grade, the child has sufficiently mastered oral speech, pronounces words freely and in the process of communication does not think about the arrangement of words within a phrase.

When working on the formation of coherent speech, students should pay attention not only to the development of written speech based on oral statements, but also to special oral classes, the success of which is directly related to taking into account the motivation of speech.

The child’s statement should be based on a direct speech motive, that is, the desire to inform others about his impressions, about what he saw and experienced.

It is precisely this speech motive that is generated by the situation of live communication with children. In the process of live communication, children's statements should be free in form; it can be a word, a phrase, a detailed message.

Work on speech development requires a variety of techniques and means. During classes, the learning situation and motives of speech change many times. Students either speak freely or perform “rigid tasks,” which discipline their thoughts and direct their speech activity in a strict direction. When working on speech development, you need to combine both.

Success in speech development work is impossible if the student answers only due to the awareness of the need to complete the task proposed by the teacher (teacher asks, you must answer!). In a situation of such teaching, when each statement is motivated only by submission to the authority of the teacher, when the place of coherent speech is taken only by “complete answers” to countless questions, the desire to speak out (the motive of speech) fades away or weakens so much that it can no longer serve as the engine of the child’s statement.

There is no doubt that requiring complete answers from students is sometimes appropriate and mandatory, but this requirement should be limited to certain learning situations.

This necessary and unique form of work has its own specific goal: “To teach the student how to construct sentences correctly, that is, not to skip words, to put words in the proper sequence, to coordinate them correctly with each other, and to pronounce words correctly.”

If the teacher does not specifically set the task of working on sentence construction, then the child should not be required to provide a complete answer. Complete answers do not correspond to the development of speech, but create an obstacle to work, as they introduce artificiality into the conversation and discourage the child from speaking. In order for children to speak well, lively, emotionally, and interestingly, so that they strive to improve their speech, it is necessary to “introduce the student into the role of a fascinating storyteller” who knows how to convey the idea in simple words, “to which listeners listen with such intense attention.”

During a literary reading lesson, I try to listen to each student’s story without interrupting them.

The topic of the lesson is “The consonant sound [zh] of the letter Zhzh, I chose a game as an educational moment. Each student talked about the game. They talked about the rules of the game, where they play and with whom. For example, Sasha Shchebetyuk talked about the outdoor game “Aan-Chuoran”, Maya Shamaeva , how he plays hide and seek with his brothers, Kazhenkina Uruidan about the game "Tsar Pea". It turned out that my students know a lot of outdoor games and everyone talks with interest and listens to each other. But since their speech is weak, I have to help them using various techniques for speech development.

It is necessary to develop children's creative imagination, teach them to see pictures of the heroes they read about, to imagine the places and people they talk about.

Particular attention is paid to the goal setting of each independent statement of the student: you need to require the student to tell the story so that the listeners understand his thought. To do this, I focus children’s attention on such aspects of the story as logic and coherence of presentation, completeness of content, correctness of syntactic structures, and lexical richness.

Exercises in oral coherent speech (answering questions, retelling, especially selective) often do not fulfill the tasks of speech development, but are only a means of analyzing the content of the work. Retelling techniques and the verbal side of an oral response are not properly practiced.

It is necessary to constantly encourage the child to speak out, call him to talk, since his independent monologue speech has not yet developed. Wanting to tell, he is in a hurry, jumps from one thing to another, which makes his presentation unclear. Trying to convey the text literally, the child retells it poorly, cannot identify the main idea in the text and convey this main idea to the listener. He himself does not notice his mistakes and remains satisfied with his message. This happens because in his inner speech all his provisions were quite sufficient and understandable for him. Without realizing the meaning of the entire text and its parts, without mastering the content and speech messages of the work, the student, with his omissions, omissions, illogical rearrangements of thought, and inept substitution of words, distorts both the thought and style of the writer.

Therefore, both oral and written speech must meet the general requirements for speech. It is necessary to teach meaningful, logical, clear and correct speech every day in all Russian language lessons. For this purpose, speech defects are corrected and prevented, vocabulary and lexical work is carried out, grammar and spelling are studied.

When teaching coherent speech, it is necessary to teach children to experience what they hear, to recreate in their imagination the pictures of artists of words, to turn images into words, and then their speech will be clear and vivid.

How can this be achieved?

You can use different types of activities - drawing, playing, speaking. The game gives scope to children's imagination, encourages independence; drawing reveals the child's imaginative thinking, the world of his feelings and imagination. This is especially important in the first stages of training. There are several methods to illustrate the relationship between different types of activities.

1. The method of collectively composing a fairy tale with a simultaneous depiction of what is happening.

2. Method based on the magical “if only...”. The child transfers himself or an imaginary character from a real situation to an imaginary, but concretely represented one, tries to comprehend the proposed circumstances and compose a text about himself or an imaginary character.

3. Method of text transformation - text perceived in one sign system - verbal, visual, musical.

4. The method of creating supports is constructing a diagram of a fairy tale, a story (beginning, event, test, fairy-tale repetitions, returning home, good conquers evil).

5. The method of creating problematic speech situations is to cause students’ speech activity, this means creating conditions that are sufficient and necessary for expressing an impression that signals that something is wrong, something is not right. Their creation is facilitated by asking the question “Why?”

These methods are aimed at deepening the semantic perception of the text. To analyze the content of a text means to organize an understanding of the substantive, semantic content, leading to the definition of themes, subtopics, micro-topics, and semantic parts. The main techniques for carrying out this process is the question of the teacher.

Understanding the subject content is guided by questions - What? Where? When? semantic content - How? Why?

The named methods are applied in a certain sequence.

All work on the text must be imbued with attention to the Word. The classes are structured in such a way that the verbal material itself “dictates” the methodology for its consideration. Particular attention should be paid to the completeness of the figurative perception of works, and not to the analysis of their content. This is done so that the child forms a holistic impression of the text.

It is appropriate to use dramatizations. The technique of dramatization is well known in the methodology and is more effective than retelling, since the task facing children to fully express the individuality of the hero suggests the assimilation of the peculiarities of his speech in an almost identical speech situation. Children easily assimilate certain linguistic means used in the process of dramatization, as a result of which the lexical, syntactic, and intonation structure of oral speech is enriched.

Children should be interested in learning. They will be able to reason and dream if you treat them as co-authors. The classes will show how rich children's imagination is, how non-stereotypical children's thinking is, what rich speech capabilities are inherent in every child.

An even more important criterion for speech development is expressive reading. It has a huge impact on the overall development of students. It is necessary to develop expressive reading, as it contributes to the development of artistic abilities and promotes the mental, moral and aesthetic development of students.

The sound side, which belongs to oral flow, is not only an obligatory form of its expressiveness. The emotionality of speech and its ability to have certain effects on listeners depend on the sound design. Therefore, when working on speech development, I include work on its sound side as a mandatory element. Their spelling literacy depends on the level of children’s pronunciation and auditory culture (clear diction, ability to determine the place of stress in a word). The formation of punctuation skills is also closely related to working on the sound side of speech.

In the first grade, alphabet lessons began with practicing the pure pronunciation of sounds, using a set of phonetic and articulation exercises that helped children develop the correct pronunciation of sounds and words, developing the ability to hear sounds in words, and select words for certain sounds. The book “Reader” helped me with this, which I distributed to all the students.

Tasks. Pronounce the syllables clearly (quietly - a little louder - loudly - in an undertone) - di-de-da-do. Clearly and quickly read the syllables ga-go-gu-gy-ge. Finish the line. Sha-sha-sha-mother washes the baby. Shu-shu-shu-I am writing a letter. Say the word. Ra-ra-ra- went out into the tundra (children). To teach children to pronounce words clearly and clearly, to pronounce all speech sounds clearly, I use pure phrasing, which are necessary as training exercises for the development of the vocal apparatus (pronounce loudly, quietly, in a whisper), speech rate (pronounce quickly, moderately, slowly). To the corresponding topic (letters) an appropriate phrase. For example, “Consonant sounds.” Sa-sa-sa - a fox sits under a pine tree, sy-sy-sy - she has a black mustache. or lo-lo-lo- it’s warm outside again, li-li-li- the cranes have arrived. Good material for developing diction are short poems that help develop purity of sound. pronounce the sounds correctly. What sound is repeated often? Rubber Zina was bought in a store, Rubber Zina was put in a basket, Rubber Zina fell out of the basket, Rubber Zina was smeared in mud. Guessing riddles. We learn tongue twisters, as they produce purity of sound, which brings emotional release to the lesson.

The next stage of speech development is syllabic analysis of a word, similar to a child’s world: the syllables of a word, how children love to hide, play pranks, joke, transform. These are mental tasks of a complex order, when a child thinks about a word and its structure. In the process of such activities, children develop the properties of speech control and self-control, which are very important for the development of coherent utterances. There are exercises that direct children's attention to pronouncing words independently, help them understand the division of words into syllables and identify a stressed syllable. Finish the last syllable. I’ll start, and you finish, add any part, you can say “sy”, or you can “sa”. Bu-...,ve-..., but-..., li-..., co-.... Come up with words that sound similar to these phrases.

The verbal level of communication is the main one in the education system at school, and therefore, if we want our students to understand us, we must, speaking in a language accessible to them, raise them to a higher lexical level. The problem of developing semantic understanding is considered the most important in teaching. If a student does not understand the meaning of words, he will not be able to do what is required of him. His attention immediately turns off.

Therefore, a student’s poor vocabulary deprives him of successful work. In lessons, not only reading, but also in others, you need to use the above-mentioned methods of working on speech development. Of course, it is impossible to cover everything in lessons alone; you can add an extracurricular reading lesson to this. To make speech development work more effective and interesting, you can keep reading diaries, where children write in detail about the works they read, independently draw conclusions from what they read (what the story, fairy tale teaches, what is said), and illustrate.

Five works of one author are given a week, and on Saturday the diaries are defended, where all the emotional literary sides of the students are revealed. Interrupting each other, they try to tell what they read about, what they learned new, they can challenge their answers, thoughts, they answer freely, liberated, as they can, if mistakes are made in speech, correct them.

Students should visit libraries, look for books, and help each other. This work must be carried out systematically, changing the tasks each time - these could be crosswords about animals, plants, works of writers, essays. From class to class the tasks become more difficult. Gradually move on to the classics of Russian and foreign literature - these are the works of A. Chekhov, A. S. Pushkin, L. N. Tolstoy and many others. This work gives a lot, students know biographies of writers, many stories. This is good preparation for the next stage of education.

Speech development is a complex, creative process. It is impossible without emotions, without passion. It would not be enough to just enrich the student’s memory with a certain number of words, their combinations, and sentences. The main thing is to develop flexibility, accuracy, expressiveness, and variety. A pattern in the development of speech is unacceptable; mechanical memorization of speech cliches can only lead to harm. However, spontaneity is also harmful and unacceptable: speech development is consistent, constant educational work that can be planned for each lesson and in the future.

References:

1. Borischuk N.K. Speech development is personality development.

2. Gortsevsky A.A. Development of students' oral speech.

3. Zavadskaya T.F. and Sheveleva N.N. Expressive reading.

4. Lvov M.R. Speech of younger schoolchildren and ways of its development.

5. Omorokova M.I. Activating schoolchildren's vocabulary during reading lessons.

6. Politova N.I. Speech development of students in primary school.

7. Soloveychik M.E. Formation of coherent speech skills in primary schoolchildren.

8. Savchenko E.G. Fiction in primary school.

9. Kashe G.A. Correcting speech deficiencies in younger schoolchildren.

10. Ladyzhenskaya T.A. Essay teaching system.

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Speech development for younger schoolchildren in literary reading lessons

Introduction

Every year, life makes increasingly higher demands not only on us, adults, but also on children: the amount of knowledge that needs to be passed on to them is steadily growing. In order to help children cope with the complex tasks awaiting them, you need to take care of the timely and complete formation of their speech. This is the main condition for successful learning. After all, through speech the development of abstract thinking takes place; with the help of words we express our thoughts.

Speech is the most important mental function, inherent only to humans. Thanks to speech communication, the reflection of the world in the consciousness of one person is constantly replenished and enriched by what is reflected in the public consciousness and is associated with the achievements of all social, production and cultural activities of humanity. Thus, speech is the basis of the communicative function, which is carried out through one language or another.

A child’s speech is formed in communication with the adults around him. In the process of communication, his cognitive and objective activity is manifested. Mastering speech rebuilds the baby’s entire psyche, allowing him to perceive phenomena more consciously and voluntarily. The great Russian teacher K.D. Ushinsky said that the native word is the basis of all mental development and the treasury of all knowledge. Therefore, it is so important to take care of the timely development of children’s speech, to pay attention to its purity and correctness.

The child’s correct, clear pronunciation of sounds and words during the period of learning to read and write is especially important, since written speech is formed on the basis of oral speech, and speech deficiencies can lead to academic failure.

It is very important to monitor the development of speech of a junior schoolchild, since speech has a socio-historical nature. Mastering it is important for a person’s adaptation in society.

Many scientists over the centuries have been interested in this issue. Already in the 18th century, this research was carried out by N.F. Komansky, A.F. Merzlyakov; in the 20th century - I.I. Paulson, A.I. Anastasieva; currently - M.R. Lvov, T.A. Ladyzhenskaya and many others.

The concept of “speech development” includes various aspects: speech culture, level of pronunciation, lexical and grammatical level of speech development, etc.

It is necessary to constantly acquaint children with the rules of constructing oral and written speech, teach them to select the most accurate words and expressions that turn speech into an increasingly perfect means of communicating with people.

It is necessary to develop all aspects of oral speech: vocabulary, grammatical structure, sound pronunciation.

The vocabulary of a language is all the words it contains.

The grammatical structure determines the rules for combining words into sentences.

Correct sound pronunciation is formed in a child mainly by the age of five or six.

Speech is not an innate ability of a person; it is formed gradually, along with the development of the child.

On the basis of speech and its semantic unit - the word, mental processes such as perception, imagination, memory are formed and developed. Speech is formed in the process of the general psychophysical development of the child. The conditions for the formation of normal speech include normal central nervous system, the presence of normal hearing and vision and a sufficient level of active verbal communication between adults and the child.

Speech development, including the ability to clearly pronounce sounds and distinguish them, master the articulatory apparatus, correctly construct a sentence, etc., is one of the pressing problems facing preschool and school institutions.

The topic of this research is the development of speech of junior schoolchildren in literary reading lessons

The main goal of the work is to study techniques for developing the speech of younger schoolchildren in literary reading lessons.

To achieve this goal, the following tasks were set:

Define the concept of speech;

To study the theoretical aspects of the development of speech of primary schoolchildren.

Determine the level of development of coherent speech.

Select methodological techniques for speech development and apply them in practice in literary reading lessons.

Object of study: speech development in primary school age.

Subject of research: the use of various methods aimed at developing the speech of primary schoolchildren in a literary reading lesson

Research methods:

Analysis of primary sources;

Experiment;

Observation.

The purpose and objectives of the work also determined its structure. It consists of an introduction, three parts, conclusions, a list of references and applications.

1 . Psychoolological characteristics of speechoflax

1.1 Pounderstanding of speech. Types of speech

The position that language plays a completely exclusive role in the development of human cognitive processes has a long history. Probably for the first time in the clearest form it was expressed by Hobbes. Without speech, he believed, neither judgment nor thinking could be developed to such an extent as to distinguish man from all other living beings. F. de Saussure introduced the distinction between language and speech into science. Language is understood either as a “hidden system of lexical units, as well as rules for their combination in speech” (Ushakova, 1979), or expanded as “a complex system of codes denoting objects, signs, actions or relationships that carry the function of encoding, transmitting information and introducing it into various systems" (Luria, 1979).

Speech is the implementation of language in the process of communication and interaction between people.

Modern concept of speech: speech is a specific speaking that flows over time and takes on audio (including internal pronunciation) or written form. Speech is understood not only as the process of speaking (speech activity), but also as its result (speech works recorded in memory or writing).

The main function of consciousness is the awareness of existence, its reflection. Language and speech perform this function in a specific way: they reflect being, designating it. Speech, like language, if we take them first in their unity, is a signifying reflection of being. But speech and language are both one and different. They designate two different aspects of a single whole.

Speech is the activity of communication - expression, influence, message - through language; speech is language in action. Speech, both one with language and different from it, is the unity of a certain activity - communication - and a certain content, which designates and, designating, reflects being. More precisely, speech is a form of existence of consciousness (thoughts, feelings, experiences) for another, serving as a means of communication with him, and a form of general reflection of reality, or a form of existence of thinking.

Speech is a language that functions in the context of individual consciousness. In accordance with this, the psychology of speech is delimited from linguistics, the study of language; At the same time, the specific object of the psychology of speech is determined, in contrast to the psychology of thinking, feelings, etc., which are expressed in the form of speech.

To a large extent, thanks to speech, the individual consciousness of each person is not limited to personal experience, own observations, through language it is nourished and enriched by the results of social experience; the observations and knowledge of all people become or can, through speech, become the property of everyone.

Speech is a form of existence of consciousness (thoughts, feelings, experiences) for another, serving as a means of communication with him, and a form of general reflection of reality, or a form of existence of thinking.

Speech is a language that functions in the context of individual consciousness.

Speech, the word are a specific unity of sensitive and semantic content. Every word has a semantic content, which makes up its meaning.

The semantic nature of human speech makes it possible to use it for conscious communication by designating one’s thoughts and feelings to communicate them to another. Necessary for communication, this semantic, signifying (designating) function was formed in communication, more precisely, in the joint social activity of people, including their real, practical and ideal communication accomplished through speech, in unity and mutuality. changing one into another.

In human speech, various functions can be distinguished by psychological analysis. The two main functions of speech - communicative and significative, thanks to which speech is a means of communication and a form of existence of thought, consciousness, are formed one through the other and function one in the other. The social nature of speech as a means of communication and its designating nature are inextricably linked. In speech, the social nature of man and his inherent consciousness are represented in unity and internal interpenetration.

Speech is a set of pronounced or perceived sounds that have the same meaning and the same meaning as the corresponding system of written signs.

Speech is one of the types of human communicative activity, the use of language means to communicate with other members of the linguistic community. Speech is understood as both the process of speaking (speech activity) and its result (speech products recorded in memory or writing).

Thanks to speech as a means of communication, the individual consciousness of a person, not limited to personal experience, is generalized by the experience of other people, and to a much greater extent than observation and other processes of non-speech, direct cognition carried out through organs can allow. senses: perception, attention, imagination, memory and thinking.

Through speech, the psychology and experience of one person become accessible to other people, enrich them, and contribute to their development.

Types of speech.

People's speech, depending on various conditions, acquires its own peculiarities. Accordingly, different types of speech are distinguished.

First of all, a distinction is made between external and internal speech. External speech can be oral and written. In turn, oral speech can be monological and dialogical.

External speech serves communication (although in some cases a person can think out loud without communicating with anyone), therefore its main feature is accessibility to the perception (hearing, vision) of other people. Depending on whether sounds or written signs are used for this purpose, a distinction is made between oral (ordinary spoken spoken speech) and written speech. Oral and written speech have their own psychological characteristics. During oral speech, a person perceives listeners and their reaction to his words. Written speech is addressed to an absent reader, who does not see or hear the writer, and will read what is written only after some time. Often the author does not even know his reader at all and does not maintain contact with him. The lack of direct contact between the writer and the reader creates certain difficulties in constructing written speech. The writer is deprived of the opportunity to use expressive means (intonation, facial expressions, gestures) to better express his thoughts (punctuation marks do not fully replace these expressive means), as is the case in oral speech. So written language is usually less expressive than spoken language.

In addition, written speech must be particularly detailed, coherent, understandable and complete, i.e. processed. But written speech has another advantage: unlike oral speech, it allows long and thorough work on the verbal expression of thoughts, while in oral speech delays are unacceptable, there is no time for polishing and finishing phrases. Written speech, both in the history of society and in the life of an individual, appears later than oral speech and is formed on its basis. The importance of written speech is extremely great. It is in it that the entire historical experience of human society is enshrined. Thanks to writing, achievements of culture, science and art are passed on from generation to generation.

Depending on the various conditions of communication, oral speech takes on the form of either dialogical or monological speech.

Dialogical speech is a conversation, a conversation between two or more persons who speak alternately. In everyday and ordinary conversation, dialogical speech is not planned. This is a supported speech. The direction of such a conversation and its results are largely determined by the statements of its participants, their remarks, comments, approval or objection. But sometimes a conversation is organized specifically to clarify a specific issue, then it is purposeful (for example, a student’s response to a teacher’s questions).

Dialogue speech, as a rule, places fewer demands on the construction of a coherent and detailed statement than monologue or written speech; No special preparation is needed here. This is explained by the fact that the interlocutors are in the same situation, perceive the same facts and phenomena and therefore understand each other relatively easily, sometimes without half a word. They do not need to express their thoughts in detailed speech form. An important requirement for interlocutors during dialogical speech is to be able to listen to the partner’s statements to the end, understand his objections and respond to them, and not to his own thoughts.

Monologue speech assumes that one person speaks, while others only listen without participating in the conversation. Monologue forms of speech include lectures, reports, and speeches at meetings. A common and characteristic feature of all forms of monological speech is its pronounced orientation towards the listener. The purpose of this focus is to achieve the necessary impact on listeners, to convey knowledge to them, to convince them of something. In this regard, monologue speech is detailed in nature and requires a coherent presentation of thoughts, and therefore, preliminary preparation and planning.

As a rule, monologue speech proceeds with a certain tension. It requires the speaker to be able to logically and consistently express his thoughts, express them in a clear and distinct form, as well as the ability to establish contact with the audience. To do this, the speaker must monitor not only the content of his speech and its external structure, but also the reaction of the listeners.

Inner speech is an internal silent speech process. It is inaccessible to the perception of other people and, therefore, cannot be a means of communication. Inner speech is the verbal shell of thinking. Inner speech is peculiar. It is very abbreviated, collapsed, and almost never exists in the form of complete, expanded sentences. Often entire phrases are reduced to one word (subject or predicate). This is explained by the fact that the subject of a person’s own thought is quite clear and therefore does not require detailed verbal formulations from him. As a rule, they resort to the help of expanded internal speech in cases where they experience difficulties in the process of thinking. The difficulties that a person sometimes experiences are often explained by the difficulty of transitioning from abbreviated internal speech, understandable to oneself, to expanded external speech, understandable to others.

1.2 OWithoBennodevelopment of thinking and speech in junior schoolsoflaxoV

Human speech is included in certain relationships with all mental processes; but the main and determining thing for speech is its relationship to thinking.

Speech is the form of existence of thought, therefore there is unity between speech and thinking. In reality, speech is speech insofar as it has a conscious meaning. Words, like visual images, sound or visual, do not in themselves constitute speech. The movements that create sounds are not independent processes, which speech produces as a by-product. the entire process of speech is determined and regulated by semantic relationships between the meanings of words.

Speech is not a set of reactions carried out according to trial and error or conditioned reflexes; it is an intellectual operation.

It is impossible to reduce thinking to speech and establish identity between them, because speech exists only due to its relationship to thinking. But you cannot separate thinking and speech from each other. By creating a speech form, thinking itself is formed.

Thinking and speech, without being identified, are included in the unity of one process. Thinking in speech is not only expressed, but for the most part it is accomplished in speech. We can say that thinking is generally impossible without speech: its semantic content always has a sensory carrier, more or less processed by its semantic content. From thought, which is even more a tendency and process than a completed formed formation, the transition to thought formalized in words is accomplished as a result of often very complex and sometimes difficult work.

In the process of speech formation of thoughts, work on the speech form and on the thought that is formed in it mutually transforms into each other. Form your thought, i.e. to express it through the generalized impersonal meanings of language essentially means to translate it into a new plane of objective meaning and, correlating one’s individual personal thought with the forms of social thought fixed in language, to move on to realizing its objective meaning.

Speech and thinking are connected by complex and often contradictory relationships. Speech has its own structure, which does not coincide with the structure of thinking; they are not identical. Since in speech the forms of thinking of that era when the corresponding forms of speech arose are deposited and imprinted. These forms, having become entrenched in speech, inevitably diverge from the thinking of subsequent eras. Speech is more archaic than thought. For this reason alone, it is impossible to directly identify thinking with speech.

The presence of unity and lack of identity between thinking and speech clearly enters into the process of reproduction. The reproduction of abstract thoughts is usually cast in verbal form.

Memorizing thoughts with semantic content is largely independent of the verbal form. The experiment showed that memory for thoughts is stronger than memory for words, and it very often happens that a thought is preserved, but the verbal form in which it was originally dropped out and is replaced by a new one.

It also happens the other way around, when a verbal formulation is stored in memory, but its semantic content seems to have faded away; obviously, the verbal verbal form itself is not yet a thought, although it can restore it. The statement about the irreducibility of thinking to speech applies not only to external, but also to internal speech. The specificity of speech does not at all come down to the presence of sound material in it. It lies in its grammatical, syntactic and stylistic structure, in its specific speech technique.

Inner speech also has such a structure and technique, which is unique, reflecting the structure of external loud speech and at the same time different from it. Therefore, inner speech cannot be reduced to thinking, and thinking cannot be reduced to it.

There is a unity between speech and thinking: it is dialectical, inclusive, sharpened in opposition.

In the unity of thinking and speech, the leader is thinking, not speech.

Speech and thinking arise in a person in unity on the basis of social and labor practice.

The unity of speech and thinking is specifically realized in different forms for different types of speech.

The ability to think is formed in the process of child development, in his cognitive activity.

Cognition begins with the brain reflecting reality in sensations and perceptions, which form the sensory basis of thinking.

Elementary thinking of a child, directly related to the manipulation of objects, actions with them, I.M. Sechenov called it the stage of objective thinking.

When a child begins to speak and masters speech, he gradually moves to a higher level of reflection of reality - to the level of verbal thinking.

The child’s thinking is visual and figurative, the subject of his thought is the objects and phenomena that he perceives or imagines. Analysis skills are elementary (“a butterfly is a bird because it flies”, and “a chicken is not a bird and cannot fly”).

With the beginning of schooling, children's range of ideas and concepts expands, they become more complete and accurate.

When mastering concepts, primary schoolchildren mix essential and non-essential features. (For example, mushrooms do not belong to plants - because they do not have leaves, insects - to animals, because they are “small”). With some difficulty, cause-and-effect relationships and relationships are learned.

The ability to form judgments and draw conclusions also improves.

Judgments develop from simple to complex forms gradually, as knowledge and grammatical forms of speech are mastered. Children (1st grade) judge this or that fact one-sidedly, relying on their organic experience. And already under the influence of training and upbringing they learn to reason, justify, prove.

Forming in schoolchildren the ability for active and independent thinking is the most important task of a teacher.

Studying at school places new and new demands on the child’s speech related to the study of academic subjects and to answer the lesson in a detailed and meaningful way.

Speech for younger schoolchildren is a means of communication and assimilation of a sum of knowledge. In the process of learning a language, all types of student speech are improved and developed.

It is difficult to distinguish the graphic outline of letters, and mistakes are made.

They find it difficult to correlate and associate letters with their corresponding sounds. They are in a hurry to read the word and make mistakes, especially if the word's shape resembles a familiar one - they read by guess. This is the stage of fluent and correct reading. Reading speed increases noticeably from class to class. In fourth grade, a child reads 3 times faster than a first grader.

Great attention should be paid to enriching the vocabulary, it is poor, and there is an inability to connect individual parts of a work into a general context.

With the acquisition of reading skills comes the acquisition of writing skills.

The small muscles of the hand are not developed enough, the hand gets tired quickly. The handwriting remains large and angular for a long time, the shape of the letters is not always correct, the distances between letters and words are arbitrary.

For children to successfully master the rules of spelling, it is necessary to ensure that the child pronounces words correctly to himself, since children strive to write words the way they pronounce them themselves.

The teacher should strive to improve students' oral and written speech.

What else is characteristic of the development of a child’s thinking? In primary school age, the transition from visual-figurative to verbal-logical thinking that began at the previous stage (in preschool age) continues. This is especially evident after two years of primary school, when the child demonstrates the ability to analyze texts, identify family relationships, and reason abstractly.

However, it cannot be said that we are fully observing formal logical operations: a junior schoolchild cannot yet reason in a hypothetical way. But at the same time, primary schoolchildren make significant progress in the development of various aspects of thinking: conservation, classification, seriation, etc.

Conservation is the individual’s ability to see the unchanged against the background of visible or apparent changes.

Classification is the child’s ability to combine objects into groups according to a given characteristic.

Seriation is the ability to rank objects according to any criterion.

At the end of primary school age, individual differences in children's thinking clearly appear. Among them, we can conditionally distinguish groups of “theorists” or “thinkers” who easily solve educational problems verbally; “practitioners” who need support for visibility and practical actions; “artists” with bright imaginative thinking. Many children are characterized by a relative balance between different types of thinking.

The most important thing for the development of thinking and speech of a junior schoolchild is the assimilation of scientific concepts during teaching. If everyday concepts form the lower conceptual level, then scientific ones form the upper, highest level, distinguished by awareness and arbitrariness. Thanks to scientific concepts, a child is able to establish relationships between phenomena, make generalizations, and compare objects. Mastering the system of scientific concepts in the process of teaching makes it possible to talk about the development of the fundamentals of conceptual or theoretical thinking in primary schoolchildren. Theoretical thinking allows the student to solve problems, focusing not on external, visual signs and connections of objects, but on internal, essential properties and relationships. In many ways, the success of developing this thinking depends on the type of training.

Thus, the development of thinking and speech in primary school age is interdependent. Thanks to the assimilation of new concepts, not only do qualitative changes occur in the child’s thinking, but his speech also becomes richer and more meaningful.

Development of oral speech. A child’s speech develops under the decisive influence of verbal communication with adults, listening to their speeches. Speech develops gradually; the process of its development consists of several stages. In the first year of a child’s life, the anatomical, physiological and psychological prerequisites for mastering speech are created. This stage of speech development is preparatory, pre-speech. A child in the second year of life practically masters human speech. But this speech is agrammatic in nature: it has no inflections, conjugations, prepositions, or conjunctions, although the child is already constructing sentences. Grammatically correct oral speech begins to form in the third year of a child’s life, but even at this stage the child makes many mistakes, in particular in word formation. In middle and senior preschool age, further development of speech occurs, and by the age of seven, by the time the child enters school, the system of his native language is usually sufficiently mastered by him and he has a good command of oral conversational speech.

Studying at school causes huge changes in the child’s speech development. These shifts are due to the fact that new demands are placed on the child’s speech related to the study of many new academic subjects, the need to understand the teacher’s speech, answer the lesson in a detailed and meaningful way, etc. If for preschool children speech is a practical means of communication, in the process of which it was formed, then for school-age children speech is also a means of mastering a knowledge system. It is clear that without studying the language itself, without mastering reading and writing, a child’s speech cannot perform the function of a systematic and comprehensive knowledge of reality. Therefore, in learning conditions, the language spoken by the child becomes the subject of special study. In the process of learning a language, all types of student speech are improved and developed.

Development of written speech. Written speech is of great importance in the speech development of a schoolchild. A child who knows written language has significantly expanded communication opportunities. A student who has mastered written language can express his thoughts to an absent person in written form. In the same way, using written language, he can learn about the thoughts of other people and, what is especially important, acquire knowledge on his own by reading textbooks and other books.

Very high demands are placed on a student’s written speech. Accordingly, the presentation of this or that educational material (in textbooks) must be strictly consistent and coherent, understandable for the student. The student's written and oral speech develop in unity and mutually influence each other. Mastering written language includes mastering reading and writing skills, knowledge of grammatical and spelling rules.

According to research, reading mastery occurs in three main stages. At the first stage - analytical - the child becomes familiar with the names of letters and how letters, with the help of their corresponding speech sounds, are combined into syllables, and syllables into words. At this stage, the synthesis of letters into syllables and syllables into words proceeds slowly and with certain difficulties, which is explained by the following reasons: firstly, the child has not yet learned to well distinguish the graphic outline of letters, therefore their recognition occurs slowly and with errors; secondly, he finds it difficult to correlate and associate letters with their corresponding sounds and often makes mistakes. At the second stage - synthetic - the child synthesizes the elements of the word without any difficulties and much faster. However, errors in word synthesis also occur at this stage. They are explained by the fact that children are in a hurry to read the word and do not distinguish between its constituent elements, i.e. read by guess. Most often, these errors occur when the word being read resembles another familiar word in external form. At the third stage - analytical-synthetic - the reading process is based on the rapid discrimination and combination of word elements. This is the stage of fluent and correct reading.

Reading speed increases noticeably from class to class. For example, a first-grader who has completed studying the primer reads aloud approximately three times slower than a fourth-grader, who, in turn, reads twice as slow as a tenth-grader.

Meaningful, thoughtful reading relies on the development of complex thought processes that provide understanding of the main content of the text. Meaningful reading is not given immediately, but develops gradually, in the process of training and education. The teacher must know both the reasons that hinder the development of reading and the means that accelerate its development. Experience in school and psychological research show that younger schoolchildren poorly understand this or that text due to poor vocabulary, inability to find the main idea in what they read, inability to connect individual parts of a work into a general context, etc.

To overcome these shortcomings, special work by the teacher is required. First of all, it is necessary to develop and enrich children's vocabulary. And for this it is important to know what vocabulary the child has and how accurately these words express the content of concepts. It is necessary to teach schoolchildren to find the main idea of a story or a passage of text and the meaning of those most important words and sentences in which the main idea is expressed. To do this, children are taught to make an outline of the story they read, to find the most accurate titles for paragraphs, parts of the plan, etc.

Expressive reading by the teacher, and then by the students themselves, helps a lot to understand the content of the text. Expressive reading reveals the semantic content of the text with the help of lively intonation and logical emphasis. The expressiveness of speech depends, firstly, on reading technique, which is not yet perfect among students in grades I-II. Secondly, grammar is also a means of expressive reading, which children of this age do not yet have sufficient command of. Thirdly, expressive speech depends on the use of comparisons, epithets, metaphors, hyperboles, etc., which are inaccessible to primary schoolchildren. They can be understood and applied only at a sufficiently high level of development of thinking, which children of this age have not yet reached.

Students in grades I and II have a poor understanding of metaphors and allegories, so they understand them, as a rule, in the direct, literal sense, and not in a figurative sense. Thus, they perceive the fable simply as a fairy tale and do not notice the figurative meaning in its content. The content of the proverb “What goes around comes around” is understood literally: “When you sow rye, you reap rye; when you sow wheat, you reap wheat.” A similar picture is observed in their understanding of other expressive means of language. Correct understanding and use of expressive means of speech usually appears in third graders, and by the fourth grade this understanding appears in a fairly clear form. The content of allegories and metaphors for students no longer has an independent meaning, but serves as a starting point for clarifying and understanding the figurative meaning of expressive means of speech.

Almost simultaneously with mastering reading skills, mastering writing skills also occurs. If, when mastering reading skills, a child moves from letters to sounds, then the formation of writing skills occurs in the reverse order - from sounds to letters.

The main difficulties in mastering the technique of writing are due to the fact that the fine muscles of the child’s hand are not yet sufficiently developed: the hand gets tired quickly, the child complains that he is tired of writing. All these reasons lead to common shortcomings in a student’s writing: the child writes slowly; due to unstable tilt and pressure when writing, the shape of the letters is not always correct; the handwriting remains large and angular for a long time; The distance between letters, words and lines is not always uniform.

To eliminate the listed disadvantages, we can recommend the following:

1) do not allow the child to write for a long time (unfortunately, many parents force their children to write beyond the norm);

2) exercise the small muscles of the hand of first-graders, offering them tasks in modeling, drawing, weaving, sewing, etc.;

3) practice copying from a model, and children must constantly visually control each written letter;

4) ensure that schoolchildren understand the defects in their writing and realize the successes achieved in eliminating them. It is known that words are not always written the way they are pronounced and heard. The child learns the rules of pronunciation long before learning to write and therefore strives to write the word the way he pronounces it.

What needs to be done for children to successfully master spelling rules?

One of the most important means is for the child to pronounce to himself, syllable by syllable, the words he writes. It is especially necessary to pronounce clearly those words that the child constantly writes incorrectly.

Spellingly correct writing depends on self-control, on the student’s ability to check the correctness of what is written. When developing self-control, it is necessary to take into account both the age and individual characteristics of the child. Self-control is determined by the level of development of thinking of students of different ages. In schoolchildren of grades I-II, due to insufficient development of thinking, self-control is still very poorly developed. In third grade students, self-control is already sufficiently developed, and the teacher can rely on it when teaching children spelling. The development and upbringing of spelling self-control also depend on some character traits of younger schoolchildren, on the type of their nervous activity. Typically, students who have poor control over themselves when writing and write illiterately are unrestrained, hasty, impulsive students, as well as students who are irresponsible about learning and are unable to critically evaluate their educational activities.

The development of written speech is not limited to knowledge of spelling rules. The ability to express one’s thoughts in written form is based on a broader knowledge of grammar - on the assimilation of a system of grammatical concepts.

Thus, mastery of grammar is mastery of the rules and laws that underlie the construction of oral and written speech. Applying these laws, the student consciously and voluntarily builds his oral and written speech, selects the most accurate words and expressions, turning speech into an increasingly perfect means of communicating with people.

1.3 Int o nation, system f o him

It is known how highly A.S. Makarenko valued the ability to speak convincingly, emotionally, and master a variety of intonation; he himself mastered this skill to the highest degree. “I became a real master only when I learned to say “come here” with 15-20 shades, when I learned to give 20 nuances in the setting of a face, figure, voice. And then I wasn’t afraid that someone wouldn’t come to me or wouldn’t feel what they needed.”

The ability to perceive and express emotional nuances using intonation means is one of the main components of the intonation competence of communication participants.

Intonation is understood as a set of pronunciation means that express semantic relationships and emotional shades of speech. Intonation includes rhythm, tempo, timbre and melody of speech. The melody of speech is the raising and lowering of the voice to express a statement, question, exclamation in a phrase.

By the concept of “intonation competence” we understand the possession of a sum of knowledge, abilities and skills that allow one to adequately perceive and use the intonation characteristics of speech in the process of verbal communication. This includes knowledge of the concept of intonation, its structural components and functions; the ability to perceive by ear changes in all acoustic parameters of intonation; distinguish by intonation the expression of the main emotional states and semantic shades of the sounding statement (i.e., mastery of intonation hearing); correctly place logical stresses; raise and lower your voice, control the power of your voice; maintain pauses, match the pace of speech with the content of the text; convey the meaning of a phrase using intonation; select the necessary intonation to express any emotional state; give a verbal description of the intonation of emotional speech; and also convey emotional intonations in written speech.

The rhythm of speech is a uniform alternation of stressed and unstressed syllables, varying in duration and voice strength. Tempo is the speed of speech delivery. It can be accelerated or slowed down depending on the content and emotional coloring of the statement. With an accelerated rate of speech, its clarity and intelligibility decreases. At a slower pace, speech loses its expressiveness. To emphasize the semantic parts of a statement, as well as to separate one statement from another, pauses are used - stops in the flow of speech. In children's speech, there are often pauses associated with the immaturity of speech breathing, with the child's inability to distribute speech exhalation in accordance with the length of the utterance. Timbre is the emotional coloring of a statement, expressing various feelings and giving speech various shades: surprise, sadness, joy, etc. The timbre of speech, its emotional coloring is achieved by changing the pitch of the tone, the strength of the voice when pronouncing a phrase or text.

Logical stress is the semantic highlighting of a word in a phrase by strengthening the voice in combination with increasing the duration of pronunciation.

Special linguodidactic research shows that the level of intonation competence of schoolchildren is insufficiently developed. Children are often unable to distinguish the semantic and emotional shades of a spoken phrase by intonation. The ability of schoolchildren to correctly use the intonation capabilities of the language in their own speech is imperfect, hence the monotonous, inexpressive, intonationally incoherent speech of students, therefore a certain amount of attention should be paid to working on intonation in school attention (L.A. Gorbushina, S.F. Ivanova, I.R. Kalmykova, T.V. Kondrashova, T.A. Ladyzhenskaya, M.R. Lvov, O.A. Meyer, A.V. Tekuchev, G.P. Firsov, etc.).

Problems of perception and use of intonation are multidisciplinary in nature, they are of interest to specialists in linguistics, psychology, technique and expressiveness of speech and methods of teaching them, therefore, in school, it is advisable to organize intonation work at different levels nyah: at the level of phonetics and syntax, expressiveness of speech and reading, level of non-verbal communication.

The development of intonation expressiveness of speech has been underestimated by teachers for a long time primary classes. And this is not because children do not have access to the concept of intonation. On the contrary, intonation is the first thing they learn along with speech. The prevailing opinion was that if attention is paid to written speech, then oral speech develops “by itself.” But the approach to teaching these two types of speech should be different (L.A. Gorbushina, T.A. Ladyzhenskaya, M.R. Lvov, A.V. Tekuchev, G.P. Firsov).

To develop the rhythmic and melodic side of speech in children, it is necessary to develop:

o speech hearing - its components such as the perception of the tempo and rhythm of speech corresponding to the situation, as well as pitch hearing - the perception of movements in the tone of the voice (increase and decrease);

o the main qualities of the voice - strength and height;

o speech breathing - its duration and intensity.

As an analysis of modern methodological literature has shown, the methodology for developing intonation competence of junior schoolchildren has not yet been the subject of special study. Mainly attention is paid to the formation of intonation skills among middle-level students; work on the intonation of younger schoolchildren, by and large, comes down to working only on expressive reading; Relatively recently, the problem of understanding and expressing emotional states by junior schoolchildren through the intonation characteristics of speech has gained weight.

Thus, it is important to develop intonation competence of primary school students because:

a) the success of children’s communication largely depends on the level of development of intonation competence;

b) the formation of intonation hearing contributes to general speech development, in particular to the quality of speech such as expressiveness;

c) the level of perception and understanding by students of basic human emotions (joy, sadness, fear, surprise, anger, contempt, disgust) by intonation, as well as the level of vocabulary of students related to the description of the intonation of emotional speech, for the majority of junior schoolchildren ov does not correspond to their communicative skills needs.

In addition, the development of intonation skills is more effective if work on the intonation of younger schoolchildren is organized comprehensively: when becoming familiar with the features of non-verbal communication, in the process of improving students’ expressive reading and developing speech in phonetic, synth axial and lexical levels.

In any language there is a certain number of sounds that create the sound appearance of a word. Sound outside speech has no meaning, it acquires it only in the structure of the word, helping to distinguish one word from another (house, com, volume, scrap, som). Such a sound that distinguishes meaning is called a phoneme. All speech sounds differ on the basis of articulatory (difference in formation) and acoustic (difference in sound) characteristics.

As we know, the primary division of speech sounds is carried out according to articulation into vowels and consonants.

Vowels are speech sounds, during the production of which the stream of air does not encounter any obstacle on its path, i.e. sound is created only by voice.

Consonants are speech sounds, during the production of which a stream of air overcomes the barrier formed by the organs of articulation, and thereby creates noise.

Therefore, depending on the ratio of noise and voice, all speech sounds are divided as follows:

vowels

Sounds

noisy consonants (noise prevails over voice) - voiceless and voiced

sonorous (voice prevails over noise)

Classification of consonants

Basic principles:

1. by the method of barrier formation: occlusive and slotted

2. according to the place of formation of the barrier (localization): labial, lingual, alveolar, palatal, velar

3. by active organ: lingual, labial and laryngeal

4. according to the degree of noise participation: noisy and noisy

5. by the participation of the vocal cords: deaf and voiced

Additional principles:

1. palatalization / velarization

2. labialization

3. aspiration

4. longitude

Vowel classification

Basic principles:

1. by the position of the tongue as a result of movement back and forth: front, middle and back vowels

2. by the position of the tongue as a result of up and down movement: high, middle and low vowels

3. by stability of articulation: monophthongs, diphthongs and diphthongoids

Additional signs:

1. labialization

2. longitude

3. nasalization

Speech sounds are the result of complex muscular work of various parts of the speech apparatus.

Three sections of the speech apparatus take part in their formation: energetic (respiratory) - lungs, bronchi, diaphragm, trachea, larynx; generator (voice-forming) - larynx with vocal cords and muscles; resonator (sound-forming) - mouth and nose cavity.

The interconnected and coordinated work of the three parts of the speech apparatus is possible only thanks to the central control of the processes of speech and voice formation, i.e. the processes of breathing, voice formation and articulation are regulated by the activity of the central nervous system. Under its influence, actions are carried out on the periphery. Thus, the work of the breathing apparatus ensures the strength of the sound of the voice; the work of the larynx and vocal cords - its pitch and timbre; The work of the oral cavity ensures the formation of vowels and consonants and their differentiation according to the method and place of articulation. The nasal cavity performs a resonator function - it enhances or weakens the overtones that give the voice sonority and flight.

The entire speech apparatus takes part in the formation of sounds (lips, teeth, tongue, palate, small tongue, epiglottis, nasal cavity, pharynx, larynx, trachea, bronchi, lungs, diaphragm). The source of the formation of speech sounds is a stream of air coming from the lungs through the larynx, pharynx, oral cavity or nose to the outside. The voice is involved in the formation of many sounds. The stream of air coming out of the trachea must pass through the vocal cords. If they are not tense, spread apart, then the air passes freely, the vocal cords do not vibrate, and the voice is not formed, and if the cords are tense, brought together, a stream of air, passing between them, vibrates them, as a result of which a voice is formed. Speech sounds are formed in the oral and nasal cavities. These cavities are separated by the palate, the front part of which is the hard palate, and the back part is the soft palate, ending in a small uvula. The oral cavity plays the greatest role in the formation of sounds, since it can change its shape and volume due to the presence of movable organs: lips, tongue, soft palate, small uvula.

The most active, mobile organs of the articulatory apparatus are the tongue and lips, which perform the most varied work and ultimately form each speech sound.

“The tongue is a collection of muscles running in various specific directions. As a result of this structure, the tongue can take different forms and make different movements: move forward and backward, up and down, and not only with the whole body, but also with its individual parts. This extreme flexibility of the language determines the variety of articulations that give all kinds of acoustic effects, which we perceive as different speech sounds. The tongue is divided into the tip, body and root of the tongue. When classifying speech sounds, conditional phonetic concepts of the anterior, middle and posterior parts of the back of the tongue are also introduced.

2 . Speech development in junior schoolsoflaxoin on urokah literaryoGoreading

2.1 MethowildosnoYouoteaching junior high school studentsoflaxoin different types of retellingHowodaysofrom conventionovii development of their oraloth speech

Almost no lesson goes by without retelling, so the primary school teacher should be wary of patterns in this work. Various types of retellings, as well as varying preparation for it, enliven lessons and increase the interest of students.

Before moving on to the methodological foundations of teaching retelling, we will reveal the very concept of “retelling”.

V. Dahl's explanatory dictionary gives the concept of retelling in the context of retelling:

"Retell

o Retell something, say again, again, tell again. |For children, retell one fairy tale at least a hundred times, they all listen|.

o Convey other people's speeches, speak not your own. |I’m just telling you what I heard: what I bought for is what I sell for|.

o To swindle, to gossip, to carry over, to stir things up, to speak secretly. |He will tell you everything, don’t talk in front of him|.

o Tell a lot, one after another. |I retold all the fairy tales, I don’t know any more|.

o Retelling, pl. retellings, very speeches, gossip, slander, figurative news, rumors, paraphrased words.

We find another definition in the explanatory dictionary of S.I. Ozhegov:

“Retelling is a statement of the content of something. Free retelling

Retell

- tell, express something in your own words. Retell the content of the novel

- tell consistently, in detail about something. Retell all the news"

In the methodology of the Russian language we find the following definition:

“Exposition (retelling) is a type of work that is based on reproducing the content of a statement, creating a text based on the given (original).” Despite the fact that retelling and presentation are often used as synonyms, the name retelling still more often refers to the oral form of text reproduction, i.e. oral presentation - retelling.

Ladyzhenskaya T.A. gives the following definition: “Retelling is the reproduction of the content of the source text”

In our opinion, the most accurate definition is given by M.R. Lvov:

“Retelling is a type of student work, a means of developing speech based on a model.”

In the methodology of the Russian language and literature, there is a problem of classifying retellings (oral presentations). The following grounds can be distinguished for distinguishing types of retellings: in relation to volume, to content, to perception of the source text, to the degree of familiarity with the source text, to the complexity of the language task, to subject matter, to genre-compositional features details of the source text.

Below we present the most significant reasons, in our opinion:

In relation to the volume of the original text, retellings are:

Table

In relation to the content of the source text:

Table

According to the perception of the source text:

Table

According to the degree of familiarity with the source text:

Table

According to the difficulty of the language task:

Let us characterize some types of retellings that are most often used in elementary school practice.

1. Detailed and close to the text sample retelling

This is the simplest type of retelling used in school. But it is used more often than others, not only for this reason, but also due to its advantages. Firstly, it serves as a means of consolidating in children's memory the content of what they read in all its details and connections. Secondly, this is a means of mastering the logic of a model, mastering linguistic means.

A detailed retelling can be considered independent and mature when it is based on a complete perception of the work, on knowledge of its composition, on internal logical connections, on a drawn up plan of the text, and not on a series of questions about the content. If a detailed retelling is built from private answers to questions that are not united in the student’s mind by a single semantic task, then the student does not fully convey the theme, idea and content of what he read.

A detailed retelling of questions can only be used for educational purposes, at certain preparatory stages, when some new problems that are difficult for students are being solved. But in itself it does not correspond to the natural conditions of speech utterance.

“The typical shortcomings of such a retelling are known: this is, firstly, the inability to start; secondly, distortion or incompleteness of the transmission of the final parts of the text, despite the fact that the first, initial parts were conveyed well; thirdly, the impoverishment of the language. Other errors: violations of consistency, misunderstanding of connections, plot, etc. are less common.

Transcript

1 Research work on the topic: “Formation of oral speech of younger schoolchildren in literary reading lessons” CONTENTS INTRODUCTION... 3 CHAPTER 1. THEORETICAL ASPECTS OF THE DEVELOPMENT OF ORAL SPEECH OF JUNIOR SCHOOLCHILDREN IN LITERARY READING LESSONS PSYCHOLINGUISTIC FOUNDATIONS OF THE DEVELOPMENT OF ORAL SPEECH OF JUNIOR SCHOOLS KOLNIKOV METHODOLOGICAL BASIS FOR ORGANIZING DEVELOPMENT WORK ORAL SPEECH OF JUNIOR SCHOOLCHILDREN CHAPTER 2. EXPERIMENTAL STUDY OF THE LEVEL OF ORAL SPEECH DEVELOPMENT OF JUNIOR SCHOOLCHILDREN DIAGNOSTICS OF THE LEVEL OF ORAL SPEECH DEVELOPMENT OF JUNIOR SCHOOLCHILDREN METHODOLOGICAL TECHNIQUES FOR THE DEVELOPMENT OF ORAL SPEECH OF JUNIOR SCHOOLCHILDREN 28 CONCLUSION LIST OF REFERENCES USED Appendix.

2 INTRODUCTION A modern school must prepare a person who thinks and feels, who not only has knowledge, but also knows how to use this knowledge in life, who knows how to communicate and has an internal culture. The goal is not for the student to know as much as possible, but for him to be able to act and solve problems in any situation. The acquired means to achieve this are the culture of speech and the culture of communication. (Chernova G.B.) The concept of the essence of speech phenomena, formation mechanisms and general patterns is the main factor determining the development of the educational activity of a primary school student. In this aspect, an attempt is being made to compare the features of speech development of a primary school student in literary reading lessons as a parameter of the conditions for the child’s development. One of the basic components in teaching and raising children is the development of coherent speech. Most scientists (linguists, philosophers, psychologists, sociologists, teachers) are concerned about the decline in the general level of speech culture. Therefore, it is necessary to carry out systematic work to develop language competence. Much attention has always been paid to the problem of developing students’ speech activity. At present, general trends in the speech development of schoolchildren have been established, the idea of speech development at the interdisciplinary level has been substantiated, problems of verbal communication have been revealed, possible ways of developing the language competence of schoolchildren have been identified, an analysis of monologue and dialogic forms of speech utterance has been presented, psychological features of the formation of coherent oral and written speech of younger children have been identified. schoolchildren.

3 In this vein, one of the relevant problems that meets modern requirements is the study of coherent speech, the search for appropriate methods and techniques, forms and means of developing speech activity in children. Children master their native language through speech activity, through speech perception and speaking. That is why it is so important to create conditions for children’s coherent speech activity, for communication, for expressing their thoughts. This explains the relevance of the topic and determines the choice of the problem, object and subject of research. Problems of speech activity attract the attention of scientists. A stream of scientific research speaks to this. Works by B.G. Ananyeva, L.A. Wenger, B.F. Lomova, V.V. Bogoslovsky, L.S. Vygotsky, V.A. Krutetsky, A.N. Leontyeva, A.R. Luria, S.L. Rubinshtein and others make it possible to create scientifically based prerequisites for identifying the conditions for individualization of activity in the development of speech activity in children. However, as practice shows, despite the increased interest in the problem, the level of speech development of children of primary school age is insufficient. In this regard, modern and methodologically well-organized work on speech development acquires great importance. One of the ways of such organization is to work on the development of oral speech in literary reading lessons. In domestic pedagogy, great attention has always been paid to methodically expediently organized literary reading classes. This is due to the importance of literary works as factors in the moral, aesthetic, social and speech development and upbringing of children. To familiarize children with a particular literary work, the teacher needs to structure the educational process in accordance with

4 age and individual characteristics of students, be able to methodically correctly organize the perception of one or another type of literary work. In connection with the above, we can identify the relevance of this problem. The relevance of this study is determined by the fact that the study of the mechanisms of oral speech development is an important task of the education system. How to organize work on developing the skills and abilities of coherent speech, how to teach a child to fully, competently and accurately express his thoughts, what are the directions and stages of work on the development of coherent speech, what types of work are the most effective? These questions served as the basis for choosing the topic of the presented work. The object of the study is the process of development of oral speech of a primary school student during literary reading lessons. The subject of the study is the oral speech of a primary school student. The main goal of the work is to study methods of working on the development of oral speech of primary schoolchildren. The objectives of the study are as follows: 1. To analyze the theoretical aspects of speech development in primary schoolchildren. 2. Determine the level of development of oral speech of students in grade 2 “B”. 3. Give a description various types exercises for the development of oral speech of primary schoolchildren. Research methods: literature analysis, survey, analysis of the results obtained during the study, Internet resources.

5 CHAPTER 1. THEORETICAL ASPECTS OF THE DEVELOPMENT OF ORAL SPEECH OF JUNIOR SCHOOLCHILDREN IN LITERARY READING LESSONS 1.1 PSYCHOLINGUISTIC FOUNDATIONS OF THE DEVELOPMENT OF ORAL SPEECH OF JUNIOR SCHOOLCHILDREN In psycholinguistics of the late XIX - early XX centuries. language was viewed primarily as a frozen system, taken in abstraction from real speech activity. To date, a kind of demarcation of the subject of research has formed between psychology and linguistics. It has reached the point where the same problem is called “thinking and speech” by psychologists, and “language and thinking” by linguists. One of the central problems of psycholinguistics is speech activity. “Speech activity is an active, purposeful process of creating and perceiving statements, carried out using linguistic means during the interaction of people in various communication situations. It is purposeful because when entering into verbal communication, each of the partners is always driven by certain intentions” (Leontyev A.A.). According to psychologist B.Ts. Badmaev, speech is a specific type of human communication activity, where language acts as a means. In other words: speech is the activity of communication, and language is its means. Speech activity, like any other activity, has a corresponding psychological structure: motive, subject, goal, means, product and end result. The motive is always the desire to be understood by another person. The subject of speech activity is thought. The goal is specific, the future result outlined in the speaker’s mind, the expected reaction of the addressee of the interlocutor. Means: speech

6 communication is carried out using language. Product of speech activity: a sentence, if you only need to express a thought, or a text, if the thought is being developed. And the result is the actual effect that is achieved by the speaker: if the expected reaction on the part of the object of speech influence is received, then the goal is achieved, and if not, then the goal can be considered unachieved and some additional actions are needed to achieve it. Those. the result is understanding or misunderstanding of the thought expressed by the interlocutor (Badmaev B. Ts.). Speaking about speech itself, we can distinguish at least four psychologically different types of speech. First, affective speech. “By affective speech we mean exclamations, interjections or habitual speech.” The second form is oral dialogic speech. In it, “the initial initial stage or stimulus for speech is the question of one interlocutor; from it (and not from the internal plan) the answer of the second interlocutor comes.” The next type of speech is oral monologue speech, the most typical one that linguists talk about, forgetting about the existence of other types of oral speech. And finally, the fourth type is written monologue speech. The development of oral and written speech among schoolchildren is one of the core areas in the methodology of teaching literature. Enriching students' vocabulary using the material of works of art, teaching coherent speech and developing its expressiveness - these are the main tasks that are solved in the practical work of dictionaries and the theoretical quests of methodologists. F.I. made a great contribution to the development of the problem. Buslaev, V.Ya. Stoyunin, V.P. Ostrogorsky, L.I. Polivanov, V.P. Sheremetevsky, V.V. Golubkov, A.D. Alferov, M.A. Rybnikova, K.B. Barkhin, N.M. Sokolov, L.S. Troitsky, S.A. Smirnov, N.V. Kolokoltsev, A.A.

7 Lipaev, modern scientists K.V. Maltseva, M.R. Lvov, T.A. Ladyzhenskaya, V.Ya. Korovina, O.Yu. Bogdanova, N.A. Demidova, L.M. Zelmanova, T.F. Kurdyumova, N.I. Kudryashev, M.V. Cherkezova and others (Zaporozhets I.V.). Mastery of language and speech is a necessary condition for the formation of a socially active personality. It is necessary for every person to learn to construct one’s speech clearly and grammatically correctly, to express one’s own thoughts in a free creative interpretation in oral and written form, to observe speech culture and to develop the ability to communicate. However, it must be admitted that the formation of coherent speech skills often does not have a systematic approach, a system of necessary exercises, or aids needed for this work. This leads to the fact that currently the school is faced with a huge problem of illiteracy, incoherence, and poverty of not only oral, but also written speech of the majority of students. From the analysis of literary sources, it follows that the concept of oral speech refers to both dialogic and monologue forms of speech. A.R. Luria, S.L. Rubinstein, V.P. Glukhov believe that dialogical (dialogue) is a primary form of speech that arises during direct communication between two or more interlocutors and consists of the main exchange of remarks. Distinctive features dialogical speech are: emotional contact of speakers, their impact on each other with facial expressions, gestures, intonation and timbre of voice; situationality. Compared to dialogical speech, monologue speech (monologue) is a coherent speech of one person, the communicative purpose of which is to communicate about any facts or phenomena of reality. A.R. Luria, S.L. Rubinshtein, A.A. Leontiev on the main properties of monologue speech

8 include: one-sided and continuous nature of the statement, arbitrariness, expansiveness, logical sequence of presentation, conditionality of the content by focusing on the listener, limited use of non-verbal means of transmitting information. The peculiarity of this form of speech is that its content, as a rule, is predetermined and pre-planned. A.A. Leontyev notes that, being a special type of speech activity, monologue speech is distinguished by the specific performance of speech functions. It uses and generalizes such components of the language system as vocabulary, ways of expressing grammatical relations, word-forming and syntactic means. At the same time, in monologue speech the intention of the statement is realized in a consistent, coherent, pre-planned presentation. The implementation of a coherent, detailed utterance involves retaining a compiled program in memory for the entire period of the speech message, using all types of control over the process of speech activity, relying on both auditory and visual perception. Compared to dialogue, monologue speech has more context and is presented in a more complete form, with careful selection of adequate lexical means and the use of a variety of syntactic structures. Thus, consistency and logic, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech, arising from its contextual and continuous nature. At school age, the main types are description, narration and elementary reasoning (Bronnikova Yu.O.). Regardless of the form (monologue, dialogue), the main condition for the formation of oral speech is coherence. To master this most important aspect of speech, special development in children of the skills of composing coherent sentences is required.

9 sayings. Leontyev A.A. defines the term utterance as communicative units (from a separate sentence to a whole text), complete in content and intonation and characterized by a certain grammatical or compositional structure (Shakhnarovich A. M.). The characteristics of any type of extended utterance include: coherence, consistency and logical and semantic organization of the message in accordance with the topic and communicative task. In the specialized literature, the following criteria for the coherence of an oral message are highlighted: semantic connections between parts of a story, logical and grammatical connections between sentences, connections between parts (members) of a sentence and completeness of expression of the speaker’s thoughts (Efrosinina L.A.). Another important characteristic of a detailed statement is the sequence of presentation. Violation of the sequence always negatively affects the coherence of the message. The logical-semantic organization of a statement includes the subject-semantic and logical organization. An adequate reflection of the objects of reality, their connections and relationships is revealed in the subject-semantic organization of the statement; the reflection of the course of presentation of the thought itself is manifested in its logical organization (Zaporozhets I.V.). Thus, it follows from what has been said: oral speech is a set of thematically united fragments of speech that are closely interconnected and represent a single semantic and structural whole. Oral speech includes two forms of speech: monologue and dialogic. Monologue is a more complex form of speech. This is the coherent speech of one person, serving for the purposeful transmission of information. The main types in which monologue speech is carried out are description, narration and elementary

10 reasoning. Their essential characteristics are coherence, consistency, logical and semantic organization. Speaking is considered as a type of speech activity. A dictionary, being the most important element of a language, does not itself constitute a language. Figuratively speaking, this is the building material for language; it acquires meaning only when combined with grammatical rules. The use of words in speech is ensured by the unity of sound-letter, syllabic and morphological structures. Mastering a dictionary is a process of language acquisition, considered in the lexical aspect. An element of language, including meaningful and formal features, is a word that has the functions of designation and generalization. Without mastering the dictionary, it is impossible to master speech, and especially coherent speech, as a means of communication and a tool of thinking. The word included in speech serves as a means of communication. Words are stored in speech-motor and speech-auditory memory and are used in the practice of speech communication. To do this, you need to know the word, remember it, ensure its correct combination with the previous and subsequent words, which is ensured by the mechanism of situational tracking (Ananyev B.G.). Ladyzhenskaya T. A. identifies 3 conditions for a child’s speech development: 1 condition is the need for communication. But communication is possible only with the help of generally understandable signs, i.e. words, their combinations, and various turns of speech. Therefore, children need to create a speech environment. This is the second condition for a child’s speech development. Mastering speech is a way of understanding reality. Therefore, the third condition is that speech, developing, needs linguistic and factual material. (Ladyzhenskaya T. A.) Soloveychik M. S. Identifies the following conditions for speech development:

11 Before giving students a task to create or perceive a statement, it is necessary to try to ensure that they have the corresponding need, the desire to engage in verbal communication. When inviting children to create a text, it is important to ensure an understanding of who, why, and under what circumstances they are addressing. There is a need for parallel, targeted work in a number of areas: a) to broaden the horizons of students, their ability to observe, compare, evaluate, and generalize; b) over students’ awareness of the language system, the purpose of various language units, and the rules of their functioning; c) the ability to choose language means taking into account the communication situation and correctly formulate thoughts; d) the ability to select content for a statement and organize it in accordance with the plan. (Soloveichik M.S.) “For children to speak well, correctly, emotionally, so that they strive to improve their speech, it is necessary to introduce students to the role of a fascinating storyteller who knows how to convey the idea in simple words.” (Zhinkin N.I.) The development of the dictionary as the basis of speech, its expansion and clarification perform a developmental function for the formation of cognitive activity, mastery of speech skills. Full mastery of speech presupposes adequate assimilation and production of speech in the unity of form and content, signifier and signified. A specific word, already at the moment of its appearance, is both a sound and a meaning. Having its own structure, like a linguistic sign, it is included in the language system and functions in it according to the laws of the given language (Bobrovskaya G.V.).

12 Passive vocabulary significantly predominates over active vocabulary and is converted into active vocabulary extremely slowly. Children do not use the inventory of linguistic units they have and do not know how to operate with them. Understanding the lexical meaning of a word, contrasting it with other words that are semantically dependent on the given one, introducing a word into a system of semantic fields, and the ability to correctly construct a sentence from words reflect the level of the child’s language ability and the degree of formation of his logical thinking. Even such a brief listing of the qualitative features of children’s vocabulary emphasizes the importance of the problem of developing lexical skills in children, the need to find ways to increase the effectiveness of correctional and educational influence, for which the positions of psycholinguistics turn out to be the most productive. Coherent speech is a consistent and logically connected series of thoughts expressed in specific and precise words, connected into grammatically correct sentences. The implementation of a coherent, detailed utterance involves retaining a compiled program in memory for the entire period of the speech message, using all types of control over the process of speech activity, relying on both auditory and visual perception. Thus, consistency and logic, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech. Regardless of the form (monologue, dialogue), the main condition for the formation of oral speech is coherence. Leontyev A.A. defines the term utterance as communicative units (from a single sentence to a whole text), complete in content and intonation and characterized by a certain grammatical or compositional structure (Shakhnarovich A.M.). TO

The 13 characteristics of any type of extended utterance include: coherence, consistency and logical and semantic organization of the message in accordance with the topic and communicative task. Another important characteristic of a detailed statement is the sequence of presentation. Violation of the sequence always negatively affects the coherence of the message. Thus, the development of a child’s speech should begin with work on expanding the range of his ideas, impressions, and with work on nurturing his cognitive interests. The process of accumulating these ideas and impressions is accompanied by the fact that the child begins to feel the need for words that can be used to designate the objects and phenomena he observes, the need for speech means that can most adequately describe these phenomena and impressions, comprehend them for himself and tell others.

14 1.2 METHODOLOGICAL BASICS OF ORGANIZING WORK ON THE DEVELOPMENT OF CONNECTED SPEECH OF JUNIOR SCHOOL CHILDREN Oral speech occurs in conditions of direct communication, therefore it is faster in pace and less complete. In the process of speech, non-linguistic means of expressing meaning are used: facial expressions and gestures. These means, which provide additional information in oral communication, are absent in written speech. By the first grade, the child has sufficient mastery of oral speech, pronounces words freely and in the process of communication does not think about the arrangement of words within a phrase. The written form of monologue speech is the most difficult. It is the most comprehensive and normative. The construction of each phrase in written speech is the subject of special consideration, and at the initial stage of mastering written speech, the process of writing each word is also realized. Teaching written speech as normative rather than oral is associated with high demands placed on it: clarity of the structure of the statement, validity of thought, expression of attitude to the subject of thought (to the object), accuracy in the use of language means (Vygotsky L.S.) Development of coherent speech is the central task of children's speech education. This is due primarily to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Connected speech is the highest form of speech of mental activity, which determines the level of speech and mental development of the child (T.V. Akhutina, L.S. Vygotsky, N.I. Zhinkin, A.A. Leontiev, S.L. Rubinstein, F. A. Sokhin and others). Mastering coherent oral speech is the most important condition for successful preparation for school.

15 Of all the knowledge and skills, the most important, the most necessary for life activities is the ability to speak clearly, understandably, and beautifully in one’s language. Throughout his life, a person improves his speech and masters the richness of the language. The more fully the wealth of language is assimilated, the more freely a person uses it, the more successfully he learns the complex connections in nature and society. For a child, a sufficient level of speech development is the key to successful learning. The content of education at the present stage is characterized by increased attention to the problem of developing coherent oral and written speech among schoolchildren. The students’ speech is characterized by a limited vocabulary, difficulty in coherent statements and communication. These students experience difficulties in all academic subjects from the very first days of school. The psychological nature of coherent speech, its mechanisms and developmental features in children are revealed in the works of L.S. Vygotsky, A.A. Leontyeva, S.L. Rubinstein and others. All researchers note the complex organization of coherent speech and point to the need for special speech education (A.A. Leontyev, L.V. Shcherba). Teaching coherent speech to children in the domestic methodology has rich traditions laid down in the works of K.D. Ushinsky, L.N. Tolstoy. Written essays in grade 1 are preceded by various educational oral exercises: composing sentences united by a topic, restoring deformed text using a series of plot pictures, oral answers to questions united by a topic, oral stories based on what has been read, by analogy with what has been read. By performing these exercises, students, under the guidance of a teacher, learn to express thoughts in a certain order, sequentially (Negnevitskaya E.I.). First-graders' essays are collectively composed stories about games and fun, and by working on them, students learn to comprehend their activities.

16 The role of paintings in the development of coherent speech among students is extremely important. The picture affects the child’s feelings, opens up to him those aspects of life that he might not encounter in his direct experience. The picture helps to better understand those phenomena that are already familiar to the student. She makes life easier for him. Schools use educational pictures. They are accessible to students, convenient for use in the classroom, but are not always expressive enough. Therefore, to develop coherent speech, artistic paintings should be used (E.I. Negnevitskaya). Paintings develop students' powers of observation and imagination, and teach them to understand the art of painting. The first essays on one picture should be oral and preceded by a conversation. Description of a painting is the most difficult form of writing. It is usually carried out in high school, but is also acceptable in grade 4 (elements of describing a picture are possible in grades 2-3). IN primary school children describe the picture according to questions, identifying, firstly, the theme of the picture (what is depicted on it); secondly, its composition, foreground, background, arrangement of objects. Thirdly, the characters, the action, if there is one. Finally, the ideological meaning, the “mood” of the picture. Already in 2nd grade, an oral description of a picture is practiced (“Tell me what you see in the picture”). From class to class, the requirements for describing a picture become more complex, elements of analysis are introduced, and children’s observation skills develop. Based on the theory of coherent speech by N.I. Zhinkina, T.A. Ladyzhenskaya identified those special skills that should be taught at school, developing students’ coherent speech skills, and which should help the speaker (or writer), when creating a text, to take the point of view of the listener (or reader),

17 to realize your plan as best as possible. These are the following communication skills: l. The ability to reveal the topic of a statement. 2. The ability to reveal the main idea of a statement. 3. The ability to collect material for a statement. 4. The ability to systematize the material collected for the statement. 5. The ability to improve what is written (for written speech). 6. The ability to construct statements in a certain compositional form. 7. The ability to express one’s thoughts correctly (from the point of view of the norms of literary language), accurately, clearly and, if possible, vividly. T. A. Ladyzhenskaya points out that the formation of these skills will help create a statement that meets the requirements of good speech. The content, persuasiveness, and clarity of the statement depend on the extent to which the student was able to reveal the topic of the statement, isolate the main thing in it and collect the material. The ability to systematize the material determines the logic and consistency of the statement. By teaching communication skills, the teacher helps students understand all the features of a coherent text and promotes the development of the ability to independently construct coherent messages. While practicing under the guidance of the teacher the ability to reveal the topic and the main idea of a statement, the student listens attentively, reads the wording of the topic, understands it, isolates the main thing that is provided for by this topic, and thus understands what he needs to talk about and what the main idea needs to be conveyed to the audience or readers. The formation of these skills begins with reading lessons (even with literacy lessons) and is associated primarily with work on the title. In the process of working on a text, learning to retell and work on presentation, the skill provided for by the program is formed

18 correlate the content of the text with the title. Answering the question “Why is the story called that?”, children learn to pay attention to the connection between the content and the title. Thinking about the title, students highlight the main idea of the entire text or parts. By reading the title of the topic, children learn to navigate the topic, the boundaries of the topic and the content, and realize the main thing that should be revealed in their essay. It is necessary to carry out a variety of exercises that will help children establish the unity of the content of the text and the connection between the content and the title (justify the choice or choose a new title, title an untitled text, etc.); propose formulations of topics that directly reflect the main idea. When choosing topics, the teacher should take into account their life nature, proximity to the experience, interests of children, and accessibility. Topics should be designed for specific observations and impressions. Topics that help children use their personal experiences are very good. For example: “How we worked in the school plot”, “How I help my mother”, “We watched the leaves fall”, “If I were a wizard”. It is advisable to outline topics for oral stories in accordance with the general theme of the reading lessons. This will contribute to better assimilation of literary examples, enrichment of students' vocabulary, will help children quickly navigate the topic and content and will ensure their greater independence when constructing stories. The formation of the ability to collect material for a statement is associated with the active mental and speech activity of students when analyzing the source that provides material for this statement. By analyzing the content of a text or picture, examining objects of nature, the student is enriched with specific ideas about the environment

19 reality, impressions, facts that will help him reveal the topic more fully. Observation is very important for the development of coherent speech. The school organizes a system of observations of nature, individual objects and processes. Oral stories and written essays summarize and organize the results of observations. Stories based on observations turn out to be large in size because children have a lot of material. And the consistency and completeness of the description are ensured by the preparatory conversation. The development of speech requires painstaking work by students and teachers. Systematic work on speech development will definitely lead to success. By developing coherent speech in schoolchildren, we instill a number of specific skills, that is, we teach them. Let us emphasize the skills that relate specifically to the level of the text: firstly, the ability to understand, comprehend the topic, highlight it, find boundaries; secondly, the ability to collect material, select what is important and discard what is unimportant; thirdly, the ability to arrange material in the required sequence, build a story or essay according to plan; fourthly, the ability to use the means of language in accordance with literary norms and the objectives of the statement, as well as correct, improve, and improve what is written. Coherence, as one of the most significant categorical features of a text, is characterized by the interaction of several factors: the content of the text, its meaning, the logic of presentation, the special organization of linguistic means; communicative orientation; compositional structure. The features of children’s coherent statements were identified depending on the nature of the visual material and the communication situation, and the most

20 effective methodological techniques for the formation of coherence of speech, situations were selected in which the development, coherence, and compositional completeness of children's utterances are to a greater extent ensured. Retellings based on illustrations are more meaningful, structurally designed, and are more consistent. Children reproduced almost all the main points of the fairy tale, as they were clearly presented in the illustrations. Thus, the simultaneous use of a literary sample and pictures has a positive effect on the content and coherence of retellings, their volume, fluency of speech, and increases the motivation and independence of statements. At the same time, in some cases the level of situational speech increases, when children focus more on the picture, and retelling is replaced by listing the characters depicted. Limited verbal communication and lack of coherent speech negatively affect the child’s personality, cause specific neurotic layers, and form negative qualities (withdrawal, negativism, aggressiveness, uncertainty, feelings of inferiority), which affects the child’s academic performance, as well as the social activity of the child. Thus, the presented arguments prove the need for special, targeted, step-by-step pedagogical work on the development of all levels of speech and the student’s personality as a whole. As noted above, the development of students’ speech is a long and complex process that requires systematic and targeted intervention from the teacher. The main task of working on speech development is to equip students with the ability to meaningfully, grammatically and stylistically correctly express their own and others’ thoughts in oral and written form.

21 Preparatory work begins during the alphabet period and is carried out throughout the entire school year. For this purpose, plot handouts on the development of not just speech, but on the development of coherent speech and plot pictures given in textbooks are used. This type of work brings students closer to a coherent story. Work on speech development requires a variety of techniques and means. During classes, the learning situation and motives of speech change many times. Students either speak freely or perform a “hard task” (L.V. Zankov), which disciplines thought and directs their speech activity in a strict direction. In working on the development of coherent speech, it is necessary to consider both. It is necessary to teach meaningful, logical, clear and correct speech every day in all Russian language and literary reading lessons. When teaching coherent speech, it is necessary to give children a minimum of theoretical information, since skills and abilities are formed more successfully when they are comprehended. A more complex type of exercise in coherent speech is oral storytelling. This kind of work helps students realize that the content of the story must be conveyed consistently, logically, and that sentences must be constructed correctly, i.e. prepares for written essays (Efrosinina L.A.). Oral storytelling, like composition, needs to be taught. Oral stories are first compiled collectively and serve as a model for individual stories, which are recommended only in the second half of the year. Essays are also compiled collectively according to a plan given by the teacher or compiled collectively. The teacher writes the finished plan on the board before the lesson. If the plan is drawn up collectively, then the recording is made as it is compiled.

22 The topics of oral stories are determined by the reading program, but they are based on personal impressions and observations. The work can be carried out according to the following plan: Communication of the topic and purpose of the work. Reading aloud a story outline given by the teacher, or writing an outline as a group. Collective drawing up of a story plan according to plan. Each student thinks about the story as a whole. Coherent stories according to plan. When using story pictures, the work is carried out according to the following plan: 1. Setting the goal of the work to the class. 2. Looking at pictures and understanding the plot. 3. Come up with titles for the pictures. 4. Oral stories according to plan. The first essays on one picture should be oral and preceded by a conversation. Description of a painting is the most difficult form of writing. It is usually carried out in high school, but is also acceptable in 4th grade (elements of describing a picture are possible in 2nd 3rd grades9. (Efrosinina L.A.). Students do not find it particularly difficult to construct a coherent monologue speech. When retelling, they are not able to consistently and sufficiently fully express their thoughts. This is especially evident when students write essays and presentations. The lack of coherent speech is a serious obstacle to the successful mastery of program material in humanitarian subjects. Work on developing the ability to clearly express one’s thoughts should begin with a retelling of what was heard based on questions, actions, subject pictures given in the sequence of the story they heard. Later, children need to be taught to identify the parts in the story, draw up its plan and

23 retell based on this plan. To develop children's imagination and creative thinking, include in the task retellings of individual fragments (beginning, middle and end) of the story. After students have learned to consistently convey the content of what they heard, we teach them to compose a selective retelling. This type of work requires the ability to summarize and select the most important things from the entire text. The most difficult thing for students is a short retelling. Next, we teach children creative retelling, composing independent stories by analogy, by a series of plot pictures, by their own observations and impressions. Any type of retelling or story must be preceded by vocabulary work and text analysis. This type of work requires the ability to summarize and select the most important things from the entire text. In order to most fully and accurately express his thoughts, a child must have a sufficient vocabulary, so work on oral speech begins with expanding and improving the vocabulary. In this case, the word is considered not only as a lexical unit of the language, but also as a grammatical and syntactic unit of a sentence. By introducing children to words, we thereby prepare a platform for subsequent work on sentences. The development of speech requires painstaking work by students and teachers. Systematic work on speech development will definitely lead to success.

24 CHAPTER 2. EXPERIMENTAL STUDY OF THE LEVEL OF ORAL SPEECH DEVELOPMENT OF JUNIOR SCHOOL CHILDREN 2.1 DIAGNOSTICS OF THE LEVEL OF ORAL SPEECH DEVELOPMENT The experimental study was conducted at school 5 in the city of Frolovo in the second grade. This study took place in 2 stages: The ascertaining stage is the goal of identifying the level of development of coherent speech among second-grade students. The formative stage is the goal of developing a set of exercises for the development of coherent speech. 26 2nd grade students took part in the ascertaining testing. To determine the level of development of coherent speech, students were given the task of distributing sentences in their logical sequence. Task 1. Arrange the sentences yourself in their logical sequence (the sentences can be supplemented with your own words) to form a text. 1. Winter. There is a lot of snow in the forest. 2. The forester called his dog 3. The dog saw the fox and rushed after her. 4. A forester is walking through the forest with his guard dog. 5. The chase ends with the defeat of the dog, the fox hid in a hole. Having summarized the results obtained, students are divided into the following levels:

25 1. Low level - students’ speech lacks precision. In the child’s story, logic, clarity, linguistic correctness of speech, and expressiveness are not visible. 2. Average level - the child’s speech shows clarity, logic, consistency, but lacks content and expressiveness. 3. The highest level - the child’s speech shows meaningfulness, the student builds his sentences in speech consistently, logically, accurately, and also uses expressive words and phrases in his speech. The diagnostic results are shown in Table 1 Table 1 Comparative analysis level of development of coherent speech at the ascertaining stage Levels high average low % people % people % people 2nd grade Thus, 19% of students in the class are at level 1 (high). 43% of students are at level 2. 38% of students are at level 3 in the class. Thus, the majority of 2nd grade students are at an average level of development of coherent speech. To determine the level of oral language development, students were given the task of writing a story. Task 2. Write a story on the topic “My favorite pet.” An analysis of the obtained research material was carried out according to three parameters: integrity, coherence, consistency. The results of the obtained research material are reflected in Table 2.

26 Results for the text “My Favorite Pet” Features of the text Integrity of the story Coherence of the story Sequence of the story % people % people % people 2nd grade The results of the table show that the level of development of students’ oral speech is low. To compose a full-fledged story, children do not have a sufficient number of necessary words, as well as the ability to consistently, logically and coherently express their thoughts. Schoolchildren, talking about what they observed, move from one storyline to another, miss important semantic links, which makes it difficult for the listener to perceive the text. Students include narrative elements in descriptive elements. This can be seen in almost all the stories of schoolchildren. Based on this study, we are faced with the task of raising the level of development of coherent speech among 2nd grade students.

27 2.2 METHODOLOGICAL TECHNIQUES FOR THE DEVELOPMENT OF ORAL SPEECH OF JUNIOR SCHOOLCHILDREN The formative stage is the goal of choosing a set of exercises aimed at developing the oral speech of younger schoolchildren. A set of exercises has been selected aimed at content, logic, accuracy, expressiveness, and correctness. To work on such a criterion as integrity, children can be offered the following system of exercises: Read the supporting words from the fairy tale. What supporting words would you add to this row? Stepmother, poor, stepdaughter, dirty work, ball Read the supporting words from the short story. Try to restore the main content of this story. My dog. Found, frozen, black fur, drooping ears, distrustful, became cheerful, walking, afraid, beloved Write supporting words for the story “Our Class.” And compose a text based on these words. The purpose of these exercises is to teach students to determine the topic of the text using reference words; create text based on reference words. Compose a text based on this beginning and supporting words (picture of a swallow on the board). The barn swallow is called a killer whale. Tail. The head and back, and the chest and abdomen. Beautiful! Read the beginning of the fairy tale. In a fairy-tale city there lived a puppet master. He made wonderful toys. One day I came to the master...

28 Come up with a continuation of the fairy tale. Make up a story based on its end...the guys carefully put the chick in the nest. Happy and joyful they went home. The main concept of the category of coherence is the concept of “main idea”. When working on coherence, you can offer children the following exercises: Determine the topic and main idea of the text. Find a sentence that expresses the main idea. Title the text. There is no worse time for field and forest animals when there is little snow at the beginning of winter. The bare ground freezes deeper and deeper. It's getting cold in the minks. The mole, too, suffers, with difficulty digging the frozen ground, hard as stone, with his paws. What is it like for mice, weasels, and stoats? Read the proverbs. They often express the main idea of the text. Don't rush with your tongue, hurry with your actions. It's good to sing together, but talk apart. - In what situations can you hear these proverbs? The purpose of these exercises is to teach students to plan the main idea of the text, to title the text in accordance with the main idea. Using the pictures, make a comparative description of the birds: sparrow and tit, differing in color and tail shape. Using the pictures, compare and describe a spruce and pine branch. How are they similar? In your answer, use the words: And and As at So and In the same way as

29 How are pine and spruce branches different? Use comparative words: In contrast to In comparison with The purpose of these exercises: to teach children to use special words in speech to indicate the similarities and differences between objects, to teach children to build comparative descriptions. It is necessary to introduce students to comparative description schemes. a) Comparative description and comparison of the same feature in different objects (persons, phenomena). b) First, one object (person, phenomenon) is described, then another in comparison with the first object. 5. Describe literary characters (Pinocchio, Cipollino) based on pictures. 6. Imagine that your parents are leaving for another city and asked what gift to bring you for your birthday. You answer this question in detail. (Describe your gift) The purpose of these exercises: to teach schoolchildren to construct descriptive texts. Based on the sequence of the text, the following system of exercises was carried out: Collect the scattered words so that they make meaningful sentences. September has arrived. They run across the transparent clouds and high sky. Many days are preparing for the flight to look like birds. Distant wild geese set off on their journey. Flocks of starlings gather noisily. Restore deformed descriptive text based on the plan. Title the text... Make two sentences from the words. I, on the tree, saw, hammered, a woodpecker, with a strong beak, he, an aspen.

30 Make a sentence from the words and write it, dictating to yourself syllable by syllable. In spring, sparrows swim in puddles. Make up another sentence about sparrows to complete the text. Write it down. Make four sentences from these words. Write. There is a theater in Moscow, it’s amazing. On stage, bears, monkeys, foxes, elephants perform. Meeting with animals brings a lot of joy to children. Actors, Natalya Yuryevna Durova, cooks. The purpose of these exercises is to teach schoolchildren to use various constructions in constructing texts, since monotonous sentences of the same type in structure destroy logical coherence and consistency, which are signs of a coherent text. Thus, it is necessary to use various techniques and methods aimed at developing the oral speech of primary schoolchildren.

31 CONCLUSION Thus, speech is the process of communication between people through language, a means of thinking, a carrier of consciousness, memory, information, a means of controlling the behavior of other people and regulating a person’s own behavior; speech, as a mental function, is an instrument of thinking. Speech is one of the types of communication that people need in their joint activities, in social life, in the exchange of information, in cognition, in education. It enriches a person and serves as a subject of art. Speech development is a branch of pedagogy that studies the processes and patterns of speech development in primary schoolchildren in specific phenomena of child development. The main task of the speech development of children of primary school age is mastering the norms and rules of their native language, determined for each age stage, and the development of their communicative abilities (Gvozdev A. N.) The development of speech in the learning process is a single school-wide process that takes place in the diversity of cognitive student’s activities when mastering academic subjects. The influence of specially selected works of art for reading on the emotional, aesthetic, and intellectual sphere of children is significant, creating a motivational readiness for artistic perception and for working on the development of coherent speech. The specific structure of lessons on literary reading involves understanding the means that can be used in speech to convey the artistic image, mood, and intention of the author. In addition, a conversation with students or questions in a textbook (reader) are aimed at understanding the linguistic features of the text read. The following forms and methods of teaching are also used: independent or collective work on the development of coherent speech, carried out in the form of conversation, dialogue or

32 discussions, as well as theatrical games, sketches, sketches based on the works being studied; activating the artistic perception of children through the complex influence of various means (musical, visual, etc.). Compliance with these conditions makes it possible to achieve high efficiency in the development of coherent speech when working with a literary work in literary reading lessons in elementary school and to prepare children for further mastery of their native language in subsequent years of school. In general, the literary reading system is aimed at implementing the main principle of teaching the native language in primary school - the principle of speech development and, along with other aspects of language education, it helps to improve the speech activity of children and their speech development. Currently, attention is increasing to the literary education of junior schoolchildren, to the artistic and creative development of the child’s personality, to the development of coherent speech. Particular attention is paid to the development of coherent speech as a complex cognitive and communicative ability of primary schoolchildren. Thus, we can talk about good speech only if: 1) it is rich and varied in the lexical and grammatical means used in it; 2) it accurately conveys the content of statements; 3) it takes into account the peculiarities of the communication situation and maintains a certain style of speech. (Bronnikova Yu.O.) Voice and speech are given to a person to express thoughts and feelings. This is the law of nature. Learning to observe it is the task of every person. (Bobrovskaya G.V.)

33 Appendix 1 Determination of the communicative sphere and the level of speech readiness for learning of first-grade students The main indicators of speech readiness of junior schoolchildren for learning are: the level of development of verbal logical thinking; speech activity; speech communication. To determine speech readiness, the following methods were used: definition of concepts; finding out passive vocabulary; active dictionary definition. In logical and verbal thinking, a junior schoolchild uses concepts that generalize the essential features of phenomena, objects, etc. Concepts are denoted by words and phrases in which they acquire the material shell necessary for communication. In order to check the first indicator, students were offered the following methodology. Methodology 1. Definition of concepts. Before starting the diagnosis, the following instructions are offered: “You have several different sets of words in front of you. Imagine that you

34 met a man who does not know the meaning of any of these words. You should try to explain to this person what each word means, for example, the word “bicycle”. How would you explain it? For each correct definition of a word, the child receives 1 point. You have 30 seconds to define each word. If during this time the child cannot give a definition of the proposed word, then the experimenter leaves it and reads the next word in order. Evaluation of results: 10 points very high level of development; 8 9 points high; 4 7 points average; 2-3 points low; 0 1 point very low. The results of the study are entered into a table. In order to check the child’s speech activity, the following methodology was proposed. Method 2. Finding out passive vocabulary. In this technique, the child is offered the same sets of words of 10 words each as in the first technique. The procedure for carrying out this technique is as follows. The child is read the first word from the first row, “bicycle,” and is asked to choose from the next row words that match it in meaning, forming a single group with this word, defined by one concept. Each subsequent set of words

35 is read slowly with an interval of 1 second between words. While listening, the child must indicate the word from this series that in meaning matches what he heard. Evaluation of the result. If the child correctly found the meanings of the words, 10 points. If the child managed to correctly find the meanings of the words, 8 9 points. If the child was able to correctly find 6 to 7 points from the words. If during the experiment the child correctly combined words from 4 to 5 points into groups. If the child managed to combine less than 10 words with meaning, 3 points. The results of the study are entered into the table. Method 3. Definition of active dictionary. Students are offered any picture that depicts people and various objects. They are asked to give as much detail as possible about what is shown and what is happening in the picture within 5 minutes. The child’s speech is recorded in a special protocol and then analyzed. This protocol notes the frequency of the child’s use of various parts of speech, complex sentences with conjunctions and introductory constructions, which indicates the level of development of his speech. Evaluation of results. A child receives 10 points if his speech contains at least 10 signs listed in the protocol.

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Education department

administration of the Shakhunsky district

Creative work

(description of teaching experience)

Subject “Development of oral speech of primary schoolchildren in literary reading lessons.”

Performed

Primary school teacher

Municipal educational institution Shakhunskoy secondary school No. 14

Lebedeva Natalya Nikolaevna

Work experience

primary school teacher

20 years

Shakhunya

2010

1. Introduction

1.1.Significance and relevance of the topic…………………………….page 3

1.2. Contradictions that led to the creation of this experience………p.3

1.3.Teacher’s goal……………………………………………………page 4

1.4.Tasks to achieve the goal…………………………………… p.4

1.5.Research methods……………………………………………p. 4

1.6.Research base……………………………………………………………p. 4

2.Theoretical part

2.1.Results of the analysis of the studied literature………………………p. 5

2.2 Leading psycho-pedagogical and methodological ideas………p. 6

2.3. Normative model of the new development of students’ personality as an expected result……………………………………………………………p.7

3. Practical part.

3.1.Stages of work on the problem……………………………………………………………p. 7

3.2.Description of lesson fragments……………………………………p. 7

3.3.Description of practical work……………………………………p. 12

3.4.Memos for students on speech development……………………….p. 13

3.5. Diagnostic results……………………………………………p. 16

4. Conclusion…………………………………………………………… p. 17

4.1.Efficiency of the work carried out………………………………p. 18

4.2.Difficulties……………………………………………………………p. 18

4.3.Mechanism of dissemination……………………………………………………………pp. 18

5. Literature……………………………………………………………p. 18

6. Applications……………………………………………………………………………….

6.1 Description of applications.

Development of a lesson on literary reading in grade 2 A.S. Pushkin “The Tale of the Fisherman and the Fish.”

Cards - tasks for the development of oral speech.

Speech is a channel for the development of intelligence...

The sooner the language is acquired,

the easier and more completely the knowledge will be absorbed.

N.I. Zhinkin

1. INTRODUCTION

This paper describes the experience on the topic “Development of oral speech of primary schoolchildren in literary reading lessons.”

I took this topic for development because a child’s speech is a key moment in his development. The development of students’ speech is always relevant, paramount, and important.

“Speak so that I can see you,” said Socrates.

The main task of the school is to educate an individual who will subsequently easily adapt to society. The development of speech is the engine of a person’s intellectual development - this is, firstly, secondly, the development of speech is the development of thinking, thirdly, his career, the ability to express himself, and success in his personal life depend on how well a person speaks; fourthly, at the present time, a time of advanced technologies, there is a low level of speech culture. Therefore, the task of a modern school - the formation of skills and abilities for a coherent presentation of thoughts in oral form - is relevant at all times.

This problem is especially pressing for me because I work in a compensatory learning class. The class was formed from children with mental retardation. The first classes showed that almost all children have a delay in mastering monologue speech. The children had great difficulty expressing their thoughts. Their speech was characterized by incoherence, lack of logic, expressiveness, and elements of comparison. It contained many tautological errors. Not a single child could come up with 2–3 sentences on a given topic. Having identified the speech characteristics of children with the help of a speech therapist, I came to the conclusion that significant difficulties in students are associated with a low level of speech activity, underdevelopment of cognitive activity, immaturity of mental operations, low level of self-regulation, and mental activity.

An examination of the children in September by a school psychologist and speech therapist confirmed my assumptions: in order for my students to become successful in all subjects, I need to start with the development of their speech.

The most favorable for this work are literary reading lessons. Their main content is work on correct pronunciation, on the intelligibility and expressiveness of oral speech, on enriching the vocabulary, on phrases, sentences and coherent speech.

This was the beginning of the formation of my experience on the problem of students’ speech development.

The experience arose as a result of contradictions between the real level of speech development of primary schoolchildren in the KO class and program requirements, which presuppose:

Composing oral statements 100% of students do not

on a given topic (3 – 5 sentences) were able to complete the task.

2. Conveying emotional coloring in oral speech 22% failed to cope with

sentences and choice of intonation corresponding to the task, 56% transfer with

speech situation. distortions.

3. Interpretation of the meaning of words through the selection of synonyms 56% low level,

and antonyms. Enrichment of speech vocabulary

activities. 33% satisfactory.

4. Features of vocabulary of various types of texts. 100% - noted

agrammatisms, repetitions,

inappropriate use of words.

1.3. Teacher's goals.

The goal was set:

To teach each child to freely, confidently, lexically, grammatically and intonationally construct monologue statements in certain speech situations through a system of exercises.

1.4.Tasks to achieve the goal.

study psychological and pedagogical ideas and guidelines on the development of speech of primary schoolchildren.

create a system of tasks for students’ speech development

under the conditions of special correctional work, to bring the level of oral language proficiency of KKO students closer to the level that is typical for their normally developing peers.

provide your experience with broadcastability (distribution).

1.5.Research methods.

1. . Diagnostics of the level of speech development of primary schoolchildren.

2. Observation of students’ speech during lessons.

3. Analysis of the results of monitoring students’ reading skills.

4. Comparison of results with software requirements.

5. Situational game techniques to determine the vocabulary of younger schoolchildren, the syntactic structure of statements, and verbal communication skills.

1.6 Research base.

The basis of the study is the traditional program of the secondary school “School of Russia”. Authors M.V. Golovanova, V.G. Goretsky, L.F. Klimanova.

Theoretical part:

2.1 Results of the analysis of the studied literature.

Oral speech – this is verbal (verbal) communication using linguistic means perceived by ear.

Oral speech is divided into:

- Dialogue speech Monologue speech

(this is supported speech, (long, consistent,

having an interlocutor, she expresses her thoughts more coherently,

simple, it can contain knowledge from one person. She's three

intonation, gestures, pauses, stress). has a lot of knowledge).

Product of speech - a speech utterance created by a child individually or collectively.

The result of speech development – this is the formation of communicative and speech skills.

Speech development methods:

1. Imitation (relies on samples)

Types of work - recitation, dramatization, retelling, exposition).

2. Communicative (based on the theory of speech activity).

Types of work - cross-discussion (take the topic: “Winter”, one row proves that he likes winter, the other row proves that he doesn’t like winter, creating stories from the imagination).

3. Constructive (allows you to transfer intuitive mastery of speech to a conscious level).

Types of work:

Speech modeling

Programming speech utterances.

Model – this is a reflection of essential features and connections.

Programming – based on the forecasting process. From the finished text to children’s speech, from the forecast to the text.

Currently, many articles touch on the problem of speech development: work on pronunciation, on words, on sentences, on connected (contextual) speech, and finally, work on oral speech. The development of speech is closely connected with the development of logical thinking. Oral speech is the beginning and end point of the process of students acquiring new knowledge. The more developed a child’s oral speech is, the higher the level of his written speech.

With the names of Lvov M.R., Ladyzhenskaya T.A., Ramzaeva T.G., Kupalova Yu.A. associated with the formation of a communicative direction in teaching the Russian language and literary reading as a means of communication, teaching speech activity. Zimnyaya I.A. defines speech activity as an active, purposeful process of creating and perceiving statements during the interaction of people in various communication situations (conventional and real).

The communicative orientation of speech ensures:

Implementation of the main function of language - to be a means of communication;

Formation of skills to navigate a communication situation, adequately perceive speech, correctly construct your statement, control and correct it depending on the communication situation;

Familiarity with various communication systems, among which language is the main, but not the only means of communication.

In order for speech to serve as a means of communication, it is necessary:

Availability of material for expression;

Creation of special speech situations that give rise to students’ desire to engage in verbal communication;

Organization of mental activity.

The formation of speech activity in students involves the development of skills:

Listen and understand spoken speech;

Contact the teacher (maintain a dialogue);

Answer questions and ask them yourself;

To navigate the communication situation (to know Why? About what? To whom? How to speak?);

Correctly construct your statement depending on the communication situation.

Means of oral communication

Verbal nonverbal

facial expressions, gestures, posture).

It is very important to teach your child to communicate using facial expressions and gestures. Means of non-verbal communication form a sign system that complements and enhances, and sometimes replaces, means of verbal communication.

Speech Requirements:

Correctness is grammatical;

Clarity – the accessibility of speech for other people to understand;

Accuracy is the ability to convey your thoughts, talk about an incident, describe an object or phenomenon in accordance with reality.

Expressiveness is the ability to express one’s thoughts and feelings clearly, convincingly, and at the same time as concisely as possible, the ability to influence the listener with intonation, choice of words, and construction of sentences;

Wealth of linguistic means.

IN methodological literature Many techniques for speech development have been described. But I still find new forms, methods and means of teaching that are applicable specifically to my class. During classes, the learning situation and motives of speech change many times. Students either speak freely or perform a task that disciplines thought and directs their speech activity in a strict direction.

I strive to teach children something serious and fun. I carefully select entertaining text material, including extensive use of children’s sayings. I pay special attention to the formulation of questions and problems of a problematic nature, I use game forms of exercises, funny stories, drawings, with the help of which students are introduced into a certain speech situation. I teach children to use reference and scientific literature, independently obtain knowledge, analyze, compare, juxtapose, draw conclusions, and defend their point of view.

In literary reading lessons, I use various technologies, methods and teaching techniques that contribute to the development of students’ speech:

1. Reading with stops (this strategy helps students develop an attentive attitude to the point of view of another person and a calm rejection of their own if it is not sufficiently reasoned).

2. Elements of TRIZ - pedagogy. (TRIZ is the theory of solving inventive problems). This pedagogy does not just develop imagination, but teaches you to think outside the box, systematically, with an understanding of current events.

3. Sinquains (five lines).

4. Clusters (graphical systematizers that show several types of connections between objects or phenomena.

5. Logical chain (this strategy helps when retelling texts).

6. “Brainstorming” (helps to activate the speech of younger schoolchildren, forms non-standard thinking).

The use of these strategies turned out to be a powerful factor for the development and creation of new forms of attention, memory, imagination and thinking in KKO students.

2.2. Leading psychological, pedagogical and methodological ideas.

An analysis of the literature studied shows that the methods for developing students’ speech are based on such psychological and pedagogical ideas as:

1. The idea of gradual assimilation of knowledge, step-by-step composition of actions;

2. The idea of developmental education;

3. The idea of forming the creative thinking of students;

4. The idea of a personal approach to learning.

These ideas encourage students to creative search, influencing the formation of special communicative and speech skills in the field of creating coherent oral statements.

2.3. Normative model of personality development as an expected result in the course of work on the development of students’ oral speech.

Age period

Leading activity

Speech

neoplasms

Junior school age (6-11 years old)

Speech activity:

Imitation;

Communicative;

Constructive;

Types of speech activity:

Hearing;

Speaking;

Compilation of oral histories.

Formation of speech skills:

Construct statements correctly.

Adequately perceive speech addressed to him;

Focus on the content of the statement;

Select linguistic means that correspond to the content of the statement, formulate it intonationally and grammatically;

The ability to logically construct a statement depending on the given type and style of speech.

3. Practical part.

3.1. Stages of work on the problem.

For work on the topic “Development of oral speech of primary schoolchildren in literary reading lessons.”

1. I took a course on this topic at the State Educational Institution of Additional Professional Education NIRO.

2.Attended practical seminars.

3. Developed lesson notes on the development of students’ speech.

4. Traced the dynamics of growth and productivity of the forms and methods used at different stages of training.

5. I studied literature and Internet resources.

3.2. Description of lesson fragments.

The development of oral speech occurs in all literary reading lessons.

In my work on the development of oral speech, I highlight four lines:

1)work on the sound culture of speech

2) work on enriching the dictionary

3)work on phrases and sentences

4)work on coherent speech

Work on the sound culture of speech

The technical side of speech SVUR (means of expression

(diction, articulation, breathing) of oral speech)

(logical pause, logical blow).

I start every lesson with poetic five minutes. Training according to a “model” (imitative method) memorizing poems, phraseological units, sayings and proverbs - all this enriches speech, promotes its development, strengthens memory, and provides the basis for practicing the expressiveness of speech. Thematic five-minute poetry lessons instill a love of poetry and open up new names for children. Beautiful poems by A.S. Pushkina, F.I. Tyutcheva, A. Feta. It is also useful to work on speaking quickly. To relieve tension during the lesson, I spend a minute with the children on tongue twisters. Tongue Twisters – this is, as a rule, a small volume of speech material, specially built on a combination of sounds that are difficult to pronounce. They help develop clear and intelligible speech, train and improve the functioning of the vocal apparatus, and develop the ability to use different speech rates (fast, moderate, slow). For example, the tongue twister: “White sheep beat the drums.” You need to say it with a feeling of joy, surprise, sadness, and with a questioning intonation. Sometimes we pronounce it, accompanied by clapping and waving our hands. I hold a tongue twister competition in the class, for this the children select tongue twisters in advance. There are a lot of tongue twisters in the literary reading notebook, which makes the initial work with us easier. Tongue speaking promotes the development of communication skills of younger schoolchildren.

I actively use long tongues. (Like on a hill, twenty-two Egorkas lived on a hillock, one Egorka, two Egorkas, etc. until 22). Long tongues are pronounced while exhaling, which also helps improve the speech apparatus and improves diction and reading speed.

Much attention is also paid to enriching and activating vocabulary in reading lessons. I actively use dictionaries in lessons (explanatory, synonyms, phraseological units, etymological). We also do vocabulary work in literary reading notebooks.

Working on words becomes more difficult from class to class.

Working on contextual synonyms:

1st class N. Artyukhova “Coward”

Why is a dog called a formidable enemy? (To emphasize that she is big and angry, and Andryusha is small and defenseless).

What did Andryusha do when he was left alone on the sand? (He roared in fear)

What did Valya do after driving Lokhmach away? (she cried sobbing)
Teacher’s clarification: “To roar means to cry loudly; To cry bitterly means to cry loudly with sobs. Valya was crying because she was very scared for her brother and was nervous. Why did the author use such different words? (well-chosen words help to avoid repetition of the same words and accurately characterize the characters in the story and their state of mind).

2nd grade K. Paustovsky “Badger Nose”.

With the help of selective reading, children find contextual synonyms: beast, black nose, sharp muzzle, striped skin, small badger.

Dictionary enrichment work:

a) use of synonyms (fiery - hot)

b) explanation of the word through antonyms

c) inclusion of the word in the context (you cannot say: “I am searching for my mitten”).

d) etymological analysis (an ice hole is something that was cut in the ice).

In 2nd grade schoolchildren learn to activate their vocabulary using verbs, adjectives (the sun warms, shines, sets, illuminates, etc.)

In 3rd grade - 4th grade Children's attention is directed not only to the meaning of the word, but also to its origin.

4th grade N.A. Nekrasov "In the winter twilight".

The word “twilight” appeared in the poem. The teacher asks the students the question: “At dusk - when is it?” The children’s answer will show whether their understanding of the meaning of the word is correct: “At dusk - in the evening or when it gets evening.” Such answers show that children understand the meaning of the word, and there is no need to dwell on its meaning. In vocabulary work, attention is also paid to techniques: metaphor, epithet, personification, comparison.

4th grade A.V. Koltsov "Harvest"

Assignment: read the poem and write down epithets, personifications, comparisons in your notebook.

Taking into account the characteristics of children in the CCO class (visual short-term memory, instability of attention), I use visual supports and algorithms in lessons. Children experience great difficulty when faced with types of messages (descriptions, narratives, reasoning). But I use a visual reference to help me reason. For example, when reading the fairy tale by D. Mamin - Sibiryak “The Gray Neck” (episode), I ask: “Where do the events take place?” At the same time I draw a river. When I ask the question: “Where does the river flow?”, I also draw, but this time a forest.

What should I draw on the banks of the river? - I ask the children.

Trees, bushes, they answer.

What did the river look like?

The river was covered with ice. The middle of the river did not freeze, a polynya formed.

Then I use a visual aid with a picture of a hole in which there is a duck, a fox.

What does a fox look like? What is she doing?

Red-haired, fluffy, with cunning eyes, she carefully sneaks around thin ice, bending down a little.

Grade 2 Topic: “About children and for children.” V. Suteev “Lifesaver”.

When compiling an oral description of a child, it is necessary to introduce him into the role of a fascinating storyteller, then his speech will be lively and emotional.

However, when compiling an oral description, I work strictly according to the description algorithm (see Appendix).

A series of pictures are very helpful when writing descriptions of animals. First, he clarifies the idea of the characteristics of animals: who is larger, a hare or a wolf? Who is smaller, a hedgehog or a squirrel?

The main goal of this work: visual perception. Then I conduct vocabulary training. What animals are the little animals talking about? (This is what they say about a squirrel and a hedgehog) Then the children name the distinctive features of the hedgehog and collectively make up a description of it. The description has three parts:

Introductory (general impressions);

Main (signs);

Conclusion

I carried out this work in the compensatory training class according to a certain algorithm:

1. Appearance of the hedgehog (shape, eyes, paws, what the body is covered with, is there a tail, etc.)

2.What shape does a hedgehog’s body resemble? (oval shape)

3.What kind of eyes? (the eyes are shiny, small, like buttons)

4. What kind of paws? (feet are small and fast)

5. What is the hedgehog’s body covered with (the hedgehog’s body is covered with small needles, its face is funny)

6. Conclusion (the animal is small, fast and cute).

A more difficult task, in my opinion, is learning to retell.

Types of retellings:

Detailed (complete, close to the text)

We begin to learn to retell from fairy tales. Our motto: “Learning to think, learning to retell thinking.”

When retelling, we use a plan.

Types of plans:

1.Plan in the form of questions (so that the question combines 2-3 sentences)

2.Plan in the form of denomination sentences

3. Quote plan

4.Plan in the form of keywords

5. Picture plan

6. Symbolic plan

II. Selective retelling (retelling of one part or one micro-topic)

III Brief retelling (involves preserving the main ideas of each part).

Teacher’s task: to teach how to highlight the main idea in the text

4th grade Topic: “The bright land of birches, my Russia!” E. Baratynsky “Spring, spring!”

Introducing students to a speech situation - close your eyes, quietly say the word “spring”. Remember something that made you happy or sad in winter.

Cross-discussion (involves the active inclusion of all students in the process of listening and speaking). The class is divided into 2 groups. One expresses all the arguments “for”, the other “against”. Differentiation by degree of assistance is used. Students are given additional cards that indicate the positive or negative aspects of spring. A conclusion that can unite different opinions about spring: “And spring has a complex character. Everything gives us joy and sorrow.”

Collective composition of syncwine

Snowdrop Spring

first, pure, beautiful, clear

woke up, got cold, got through, came, laughed,

through the warm blanket of leaves I woke up

up! everything alive in the world

4th grade K.F. Ryleev “Ivan Susanin”

Cluster.

Using these techniques allows each student to understand the joy of creativity, feel like an author, and feel the joy of success.

3.3. Description of practical work.

For a strong and complete formation of communicative and speech skills in the field of development of coherent oral speech of primary school students, a coherent system of exercises is necessary.

Exercises aimed at developing the ability to navigate a communication situation.

Task No. 1

Make up a statement - an explanation of traffic rules to your younger brother.

Task No. 2

Compare the objectives of the statement and its content.

Purpose: to congratulate a friend on his birthday.

Task No. 3

Choose the appropriate type and style of statement.

Purpose: explain the reason for being late for class.

An exercise aimed at developing the ability to reveal the topic and main idea of a statement.

Task No. 1

Compose a statement based on a ready-made beginning, which reflects the main idea. Title.

Early in the morning I got up and looked out the window. What a beauty!..

Task No. 2

Compare several header options and choose the most successful one. (Text and several heading options are provided).

Task No. 3

Determine the topic and main idea of the statements.

Task No. 4

Read the text, choose a proverb that matches the main idea:

Boots squeak, heels click.

There will be, there will be midges having fun until the morning.

Proverbs:

Tight boots will wear out, but narrow boots will shrink.

Choose boots according to your foot size.

When dancing, they don’t spare their boots.

3. Exercises aimed at developing the ability to select and systematize material for oral expression.

Task No. 1

Make a graphic plan for the story (A story is given)

Task No. 2

Make a plan for the upcoming statement on the topic (Example: New Year's Eve).

4. Exercises aimed at developing the ability to express one’s thoughts correctly from the point of view of the norms of the literary language.

Task No. 1

Make up 3 sentences about Spring: narrative, interrogative and motivating.

Task No. 2

Distribute suggestions on issues.

It's good in (what?) forest! The trees stand in (what?) frost. (What?) streams (how?) run (where?).

Task No. 3

Replace the highlighted words with synonyms:

There lived a squirrel in the forest. U squirrels fluffy fur. U squirrels beautiful tail. Squirrel loves nuts.

Task No. 4

Place the sentences in the correct order:

Hares and birds feasted on the gifts.

Petya hung rowan beads on the branches.

Vanya brought carrots.

The guys decorated a Christmas tree in the forest.

Find (third extra):

Wonderful, wonderful, funny.

Path, path, step.

Snow, ice, six months.

a) narration on behalf of an inanimate object “The life story of an old shoe”;

b) “If I were a wizard”;

c) “Pochemuchka” (Why does it rain?)

d) “Fairy tales in a given key” (introduction to the name of a new object in fairy tales, for example: “Kolobok and a balloon.”)

3.4 Memos for students.

№ 1. Description of an inanimate object

Plan

What object is shown in the picture?

What color is this item or parts of it?

Where is this item located? What do you see in the background?

Features of this item (size, condition: new, old, clean...; properties: red, useful).

What is this item used for? Who could it belong to (useful, like)?

What colors did the artist use (bright, dull, light, dark...)?

Your attitude towards this subject (I like it, I would like to have one).

What is your attitude towards this picture (like it, it’s nice to look at it).

№2. Description of the plant

Plan

What plant is shown in the picture?

What color is this plant or its parts?

Where does it grow? What do you see in the background?

What time of year did the artist depict in the drawing?

Features of this plant (size, growth stage, properties: beautiful, useful.)

What colors did the artist use? (bright, dull, light, dark...)?

Your attitude towards this plant (like it, would like to have it, smell it (about flowers), touch it).

What is your attitude towards this picture (like it, it’s nice to look at it).

№ 3. Portrait description of a person

or a fairy tale character

Plan

Who (which fairy-tale character) is depicted in the picture?

From what fairy tale?

What is he doing? His pose.

His age.

What kind of face (muzzle) does he have?

What is his mood, what is his character?

What is he wearing, what color is his clothes?

Where is this character, what do you see in the background?

№ 4. Description of the plot illustration for the fairy tale, plot drawing (one character is depicted)

Plan

1.Who is shown in the picture (what fairy tale is he from)?

2. What does he do, what does he think about, say, sing?

3.His age

4. In what position is he drawn (what moment from the fairy tale is shown in the picture)?

5.What kind of face (muzzle) does the hero have?

6.What is his mood, what is his character?

7.What is he wearing, what color is his clothing (skin, scales, feathers)?

8.Where is this character located?

9.What time of year is shown in the picture?

10.What is drawn closest to you?

11.What is in the center of the picture?

12.What do you see in the background?

13.What colors did the artist use?

14. Your attitude towards this character (like it, would like to meet him, play with him, make friends with him).

15.What do you think about when looking at this drawing?

№5. Description of the plot illustration for the fairy tale, plot drawing (several characters are depicted)

Plan

1.Who is shown in the picture (which fairy-tale characters, from which fairy tale)?

2. What are they doing, what are they thinking about, what are they talking about, their poses? (Which moment from the fairy tale is shown in the picture?)

3.What does the first character do?

4.His age.

5.What is his mood, what is his character?

6.What is he wearing, what color is his clothing (skin, scales, feathers)?

7.What does the second character do?

8. His age.

9.What is his mood, what is his character?

10. What is he wearing, what color is his clothing (skin, scales, feathers)?

11.Where are these characters located?

12.What time of year is shown in the picture?

13.What is drawn closest to you?

14.What is in the center of the picture?

15.What do you see in the background?

16. Your attitude towards these characters (do you like them, would you like to meet them, play with them, make friends with them).

17.What colors did the artist use (bright, dull, light, dark)?

18.What do you think about when looking at this drawing?

№ 6. A story based on several pictures

1) Look carefully at the pictures.

3) Imagine what could have happened after the moment shown in the last picture.

Plan

1.Introduction.

What could have happened before the moment depicted in the first picture.

a) Start of action:

-time.

One day in the spring; one afternoon, one morning, one fine day...

-place.

In the garden, in the forest, on the river, in the city, in the park, at the skating rink, at home, at school...

b) Development of action:

Message about the actor (about the actors).
Help:

A little hedgehog, an old turtle, a cheerful girl...

Features and procedure.

I saw a butterfly, went fishing, decided to go mushroom picking...

2. Main part.

Help:
Describe the actions of the hero (heroes) at the moments depicted in each picture.

c) Development of events:

First drawing.

Time and place (if changed);

Performing actions.

Second drawing.

- time and place (if changed);

Actions taking place.

The actions of the hero (heroes), his (their) thoughts, mood.

Climax (development of events).

Third drawing.

Time and place (if not changed);

Actions taking place.

The actions of the hero (heroes), his (their) thoughts, mood.

Climax (development of events).

3. Conclusion.

What could have happened after the moment shown in the picture.

3.5 Diagnostic results.

Diagnostic results

Psychological observations by an educational psychologist.

Results of diagnostics using the “Word Exclusion” method.

Goal: assessment of verbal-logical thinking

2008-2009 2009-2010

Satisfactory

Results of diagnostics using the method of determining active vocabulary.

2008 – 2009 2009 – 2010

Satisfied

Results of diagnostics using the method of studying coherent speech. (A story is given.

The teacher is reading. Children listen, remember, prepare to retell).

a) criteria for semantic integrity:

5b – all the main semantic links are reproduced.

2.5 b – semantic links are reproduced with minor abbreviations, there are no connecting links

1 b – the retelling is incomplete, there are significant abbreviations and distortions of meaning

0 b – non-compliance.

b) criteria for lexical and grammatical design.

5 b – the retelling is compiled without violating lexical and grammatical norms.

2.5 b – the retelling does not contain agrammatisms, but there is a stereotypical design of the statement.

1 b – agrammatisms, repetitions, inadequate verbal substitutions, and inadequate use of words are noted.

Results of studying the properties of attention (Munstberg's technique).

By analyzing these results, one can trace the positive dynamics of the growth of all creative abilities: attention, thinking, expansion of vocabulary, coherent speech, increased speech activity.

There is no regression, only progress.

4. Conclusion.

4.1.Efficiency of the work carried out.

In terms of the development of students’ speech, over the three years of study in the KKO class, children have shown effective changes in a positive direction. I will give just a few indicators of the development of oral speech: The level of speech coherence in grade II was 29%, in grade III 49%, in grade IV it was already 68%. The level of ability to compose text in accordance with a given genre in grade II is 18%, in grade III 39%, in grade IV 64%. My students take places in school intellectual games (M. Kasyanov - 2008 - 2009 academic year - 3rd place in the intellectual game among parallel students) Anna Rusova and Nadezhda Pitilimova participated in the school “Reader Competition” this school year. Result: Rusova A. – 1st place, Pitilimova N. – 2nd place.

And all this thanks to the painstaking work of the teacher and students over several years.

4.2. Difficulties.

However, as the results of my work on this topic show, there are some diagnostic, technological and methodological problems. Due to their psychological characteristics, students cannot fully assimilate the knowledge they receive. The teacher has to use a lot of additional efforts, supports, diagrams, algorithms to facilitate the children’s perception of new concepts and new knowledge.

But, despite the difficulties, the effectiveness of the work done is evident. My students have become more relaxed, sociable, and independent.

Conclusion: The teacher, by individualizing methods and techniques of communication, can very effectively correct students’ oral speech.

4.3.Mechanism of dissemination.

She took an active part in the work of the school, where she introduced her colleagues to some elements and techniques of speech development in the compensatory education class.

5.Literature.

I.V. Fomina, I.V., Shcherbakova “Development of oral speech”

Publishing house "Teacher" 2009

Barkhin K.B. "Speech development in elementary school." -M.Uchpedgiz, 1984

Efimenkova L.N. “Correction of oral speech of primary school students” - M. Vlados 2001

Rozhdestvensky N.S. “On the problem of speech development” - M. Prosveshchenie 1987

Fotekova T.A. “Diagnostics of oral speech of younger schoolchildren” - M. Arkti 2003

Shuvaeva A.V. “Development of coherent speech of younger schoolchildren in the process of working on text” - M. Arkti 2002.

Tolmacheva G.A. “Development of oral speech of younger schoolchildren in the KKO class” - M. Knigolyub 2005

“A child who is not accustomed to delving into the meaning of a word, who dimly understands or does not understand its real meaning at all, and who has not acquired the skill of using it freely in oral and written speech, will always suffer from this deficiency when studying another subject.” K.D. Ushinsky

A modern school should prepare a person who thinks and feels, who not only has knowledge, but also knows how to use this knowledge in life, who knows how to communicate and has an internal culture. The goal is not for the student to know as much as possible, but for him to be able to act and solve problems in any situation. The priority means for this are the culture of speech and the culture of communication.

Clarification, enrichment and activation of students' vocabulary. Clarification, enrichment and activation of students' vocabulary. Working on a dictionary is the basis, the foundation of all work on speech development. Without a sufficient vocabulary, the student will not be able to construct sentences or express his thoughts.

Working with vocabulary words To get acquainted, I give a block of three words (not necessarily thematic). Birch, station, passenger 1. Familiarization with the block, spelling pronunciation (3 times), recording words in individual dictionaries with highlighting spellings and placing emphasis, finding out the meaning of these words, then comparing them using an explanatory dictionary.

2. Formation of the concept Birch is a tree…. - So what, a Christmas tree is also a tree - It’s a deciduous tree. -Well, aspen is also a deciduous tree. The work continues until the children give the exact concept. Birch is a deciduous tree with white bark and heart-shaped leaves.

The System Analysis method helps to consider the world in a system as a set of elements interconnected in a certain way, conveniently functioning with each other. I propose a system, select the words included in this system: Dog - hunter, gun, forest, wolf, Weather - rain, umbrella, raincoat.....

Resolving contradictions is an important stage in a child’s mental activity. Scientists have developed a new breed of dog. Outwardly, she is, in general, the same as ordinary dogs, but the new dog does not bark, does not bite, and allows everyone into the house. What problem will the new dog and its owner have?

A step-by-step method for teaching storytelling from a picture. Step 1. Delhi! (Determination of composition). We point the camera's eye at the picture so that only one object is visible in it. We name the objects and schematically draw them in circles on the board. Step 2. Come on! (Finding connections). Let's connect two circles on the board and explain why we did this. Let's tell you how the objects in these circles are connected to each other. Step 3. Strengthening imagery with characteristics. The technique of entering into the picture is used. We actively explore the picture using each sense organ in turn. At the same time, we can move sequentially along the circles and lines of the schematic drawing. Let's talk about the feelings we received. Step 4. A collection of figurative characteristics. Let's find out the meaning of new words in the explanatory dictionary. We use them to make comparisons and riddles. Step 5. Get behind - Get ahead! (Building a time sequence). We choose one of the heroes and imagine step by step what he did before - before appearing in the picture, and what he will do later. Step 6. Move to different points of view. We determine the state of one of the heroes. We enter his state and describe the environment or events from the point of view of this hero. Then we find another hero in a different state or take the same hero at a different time and in a different state. We describe everything from a new point of view. We include descriptions from different points of view in the story

Enriching students' vocabulary is of great importance for the development of their speech. Therefore, every time I am convinced of the need to constantly work with dictionaries, trying to awaken interest in a single word. It is necessary to study the origin of the word (it largely explains the spelling), structure (composition), pronunciation, spelling, and its meaning. It is necessary to show how this word lives and develops in the structure of phrases, sentences, and small texts; associate a word with a specific speech situation. Of course, the game will come to the rescue

Herons _________ drops _______ heaven ___________ forest Herons walked through the forest, Drops fell on them. From the heavy leaden skies And the herons hid in the forest (Igor Yakushev) Herons live in the swamp, Here the drops began to fall. Drops fell from heaven onto the wonderful green forest (Vaga Alena)

Waiting for __________ cat _________ without a tail ___________ from the cat An old, red, cunning cat is waiting for prey at the hole. The mouse was left without a tail, running away from the cat. (Markova Ksenia) A black cat sits on guard and waits for a delicious lunch. He sits without a tail, and the mice hid from the cat. (Vaga Nastya)

One day a green leaf came off from a large maple tree. One day a green leaf came off from a large maple tree. He flew with the wind, the whole world looked from above. (Ilya Korchinov) Once a green leaf came off from a large maple tree. He flew around the world for a long time, only returning to us in the summer. (Igor Yakushev)

For homework I ask you to come up with a poem on a specific topic. After a series of poems about autumn: come up with a poem about autumn Autumn has come into its own - The leaves have turned yellow, the grass has faded. Soon the first snow will fall - And winter will come to us for a long time. (Markova Ksenia)

Christmas tree, holiday, kids are having fun! Dancing, dancing and fun - No bad mood! (Markova Ksenia) Coming New Year, The lights are sparkling. Everyone has been waiting for the New Year for a long time, the Christmas trees are being decorated. (Alina Suchkova) Cold winter has come, Snowflakes are circling and flying, Snowdrifts are growing quickly, Cheerful laughter sounds from the guys. (Ilya Korchinov)

We dressed up the Christmas tree in a festive dress, with bright lights and colorful balls. And she calls the kids to meet New Year's celebration, And give them delicious gifts. (Vaga Alena) The New Year is in a hurry to visit us, opening the doors, decorating the green Christmas tree beautifully. (Igor Yakushev)

The tasks can be as follows: 1. Read one (optional) sentence - a proverb. Orally convey its main meaning. Formulate a topic. 2. Starting from this sentence, “expand” your thought in written form (from 5 to 10 sentences). Remember that the support sentence is the title of your future text: this title expresses the main idea. Your text can take the form of a short story, an instructive tale, a short poem or a reasoning text. So, gradually you will learn to turn one sentence into your own author’s text.

Game "Translate into Russian." It is known that in the languages of many nations there are many proverbs and sayings that are similar in meaning, because wisdom knows no bounds. Children love to “translate” such proverbs. 1.Before speaking, turn your tongue seven times (Vietnam). 2.You can’t hide a camel under a bridge (Afghanistan). 3.The small pot heats up well (England). 4. The son of a leopard is also a leopard (Africa). 5.Where the shovel leads, water flows (Tibet). 6.After lunch you have to pay (England). 7. A scalded rooster runs away from the rain (France).

Sample answers: 1) Measure seven times, cut once. 2) You can’t hide an awl in a bag. 3) The spool is small, but expensive. 4) The apple doesn’t fall far from the tree. 5) Where the needle goes, so does the thread. 6) If you love to ride, you also love to carry sleds. 7) The frightened bird is afraid of everything.

Writing riddles The game exercises for selecting rhymes, discussed above, will help children write riddles. During a joint discussion with children, it is necessary to identify important signs of a riddle: - the object is not named, but it is compared, described, contrasted or called differently; - the main characteristics of an object that distinguish it from all others are named; - in some riddles you can use rhyme

The prickly beauty blooms in our garden, all people really like it and brings joy to the house. (Markova Ksenia) A pot-bellied barrel is sitting on a hummock. (Korchinov Ilya) What kind of fairy is this? Spinning, fluttering, pollinating flowers? (Komelkova Lena) It’s not a plane, but it flies, It’s not a flower, but it decorates the earth. (Markatyuk Nastya)

The program for primary grades provides a large list of speech skills with a consistent increase in their complexity from class to class. Among them are the following: - the ability to embody in words the products of students’ imagination and creativity; - the ability to use figurative language in speech: comparisons, epithets, metaphors, personifications; - the ability to verbally describe an object. It is these skills that need to be developed purposefully and systematically.

When working on lyrical works, I use four groups of exercises. The first group of exercises is aimed at developing in children the ability to respond emotionally to what they read. To enhance emotional perception, the following tasks are necessary: What feelings arose in your soul when reading the poem: amazement, joy, admiration, regret, delight? Pay attention to the words that the author chooses to convey joy at the sight of extraordinary beauty. Find words in the poem that convey the author’s mood. Come up with (choose) a melody for this poem.

The second group of exercises is aimed at awakening the imagination and fantasy of schoolchildren (verbal drawing). Assignments: Imagine that you need to draw a picture for this text. What colors do you use for the sky, clouds, greenery, earth, etc. Listen to the sound of the poem and try to sing a melody that matches it in sound; What sounds are repeated in this line and what do they “draw”? Choose a word illustration for the entire poem or for a passage of your choice. Which lines of the poem go well with your illustration?

The third group of exercises is aimed at detailing and concretizing ideas about epithets, comparison, personification, and metaphor. Tasks: Select your epithets for the specified word and compare with the author’s. Will the poetic image change if you replace the epithet, simile, metaphor. Find figurative language in the text of the poem: epithet, comparison, personification, metaphor. Find the epithet and the word that defines it.

The fourth group of exercises is for expressing a personal attitude: What moods of the author did you feel? Share your impressions of what you heard with your friends. Express your feelings. Tell us about your attitude to the imaginary picture.

A speech minute is held at the beginning of each Russian language lesson. Children at home find a beautiful sentence in the works of writers and poets, write it down in a notebook and, when answering in class, analyze it, explaining why this sentence attracted them, what figurative means the author used, etc. It is especially highly appreciated if the child came up with the proposal himself. 5 minutes of poetry during reading lessons allow children to plunge into the poetic world, create a specific mood, make brief analysis poems.

Retellings are the most important techniques that are used to develop the speech of primary school students 1. Detailed, which, in turn, is divided into free, i.e. based on the first impression and conveying it as a whole (in your own words), and artistic - close to the author’s text, aiming not only to convey the content in detail, but also to reflect the artistic features of the text. 2. A brief retelling (compressed) sets out the main content of what was read, preserving the logic and style of the source text, but omitting details, some details of the literary text. Working on a brief retelling teaches the student to select the main and essential, distinguishing them from the secondary. 3. Selective retelling is based on the selection and transmission of the content of individual text fragments united by one topic. This creates your own complete story. 4. A retelling with a change in the narrator’s face offers a presentation of the content from the perspective of one or another character, from a third person. This requires a deep understanding of the character of the hero, artistic means of depicting him, and a lot of preliminary work.

Messages (report) Messages are a type of oral monologue by students in literary reading and Russian language lessons. Work on developing the skills to prepare such speeches helps to strengthen the practical orientation of teaching children's literature, equipping schoolchildren with intellectual and speech skills, developing creative abilities, and preparing for active participation in communicative activities. Messages help develop oral and written language in conjunction. During literary reading lessons, I give the task to make a report about the author of the work.

During general lessons on a topic in Russian language lessons, children must make reports: Noun Composition of the word Adjective, etc. where they combine and systematize all the knowledge gained on the topic, having previously drawn up a plan for the presentation. Tasks can be presented in the fairy tale genre “Once upon a time there was a noun”, “Once upon a time the vowels and consonants quarreled among themselves”, “Once upon a time a soft sign decided that it was underestimated...”, etc.

Essays Essay is a creative work. It requires the student’s independence, activity, passion, and bringing something of his own, personal into the text. It contributes to the development of the student’s personality. In an essay, spelling and all the grammatical rules being studied acquire meaning for the student.

When preparing children for an oral story or a written composition, I teach them: to understand a given topic or find their own, to determine its content and volume, its boundaries, to adhere to the topic at all stages of preparation and design of their story or composition. Approach the material, the topic as a whole, evaluatively, express your attitude to what is depicted, convey your own position in the text of the essay or story. Accumulate material: observe, highlight the main thing from your experience - what relates to the chosen topic; comprehend facts, describe, convey your knowledge, feelings, intentions. Arrange the material in the required sequence, draw up a plan and adhere to it in constructing a coherent text, and, if necessary, change the sequence. Select the necessary words and other means of language, build syntactic structures and coherent text. Write the text correctly in spelling and calligraphy, place punctuation marks, divide the text into paragraphs, observe the red line, margins and other requirements. Detect shortcomings and errors in your own essay, as well as in the speech of other students, correct your own and others’ mistakes, and improve what you have written.

A school essay is the result of productive activity and is, on the one hand, a subject of study, and on the other, a means of achieving the ultimate goal - the formation of communicative and speech skills of students. Essays differ in sources of material, degree of independence, methods of preparation, genre and language.

1) Creative: - What is kindness? - My three wishes. - So that I can tell African children about winter. - Journey of an autumn leaf. 2) Reproductive: - My faithful friend. - How animals spend the winter. - My toys. - Our friendly family. 3) Phantograms. What would happen if I saw that the book was crying? - did the fountain pen tell you? - the road rose into the sky? 4) Essay-reasoning: - They say that on New Year’s Eve... - Why did they call me that? - Why do you need a friend? 5) Description essay: - My favorite teacher - The beginning of winter. - Christmas tree.

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Reading as a means of developing the speech of primary schoolchildren. Development of oral speech of primary schoolchildren in literary reading lessons. b) the formation of intonation hearing contributes to general speech development, in particular to the quality of speech such as expressiveness

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1.3 Int o nation, system f o him

The ability to perceive and express emotional nuances using intonation means is one of the main components of the intonation competence of communication participants.

Logical stress is the semantic highlighting of a word in a phrase by strengthening the voice in combination with increasing the duration of pronunciation.

To develop the rhythmic and melodic side of speech in children, it is necessary to develop:

o speech hearing - its components such as the perception of the tempo and rhythm of speech corresponding to the situation, as well as pitch hearing - the perception of movements in the tone of the voice (increase and decrease);

o the main qualities of the voice - strength and height;

o speech breathing - its duration and intensity.

Thus, it is important to develop intonation competence of primary school students because:

a) the success of children’s communication largely depends on the level of development of intonation competence;

b) the formation of intonation hearing contributes to general speech development, in particular to the quality of speech such as expressiveness;

As we know, the primary division of speech sounds is carried out according to articulation into vowels and consonants.

Vowels are speech sounds, during the production of which the stream of air does not encounter any obstacle on its path, i.e. sound is created only by voice.

Consonants are speech sounds, during the production of which a stream of air overcomes the barrier formed by the organs of articulation, and thereby creates noise.

Therefore, depending on the ratio of noise and voice, all speech sounds are divided as follows:

vowels

Sounds

noisy consonants (noise prevails over voice) - voiceless and voiced

sonorous (voice prevails over noise)

Classification of consonants

Basic principles:

1. by the method of barrier formation: occlusive and slotted

2. according to the place of formation of the barrier (localization): labial, lingual, alveolar, palatal, velar

3. by active organ: lingual, labial and laryngeal

4. according to the degree of noise participation: noisy and noisy

5. by the participation of the vocal cords: deaf and voiced

Additional principles:

1. palatalization / velarization

2. labialization

3. aspiration

4. longitude

Vowel classification

Basic principles:

1. by the position of the tongue as a result of movement back and forth: front, middle and back vowels

2. by the position of the tongue as a result of up and down movement: high, middle and low vowels

3. by stability of articulation: monophthongs, diphthongs and diphthongoids

Additional signs:

1. labialization

2. longitude

3. nasalization

Speech sounds are the result of complex muscular work of various parts of the speech apparatus.

Three sections of the speech apparatus take part in their formation: energetic (respiratory) - lungs, bronchi, diaphragm, trachea, larynx; generator (voice-forming) - larynx with vocal cords and muscles; resonator (sound-forming) - mouth and nose cavity.

The most active, mobile organs of the articulatory apparatus are the tongue and lips, which perform the most varied work and ultimately form each speech sound.

2 . Speech development in junior schoolsoflaxoin on urokah literaryoGoreading

2.1 MethowildosnoYouoteaching junior high school studentsoflaxoin different types of retellingHowodaysofrom conventionovii development of their oraloth speech

Almost no lesson goes by without retelling, so the primary school teacher should be wary of patterns in this work. Various types of retellings, as well as varying preparation for it, enliven lessons and increase the interest of students.

Before moving on to the methodological foundations of teaching retelling, we will reveal the very concept of “retelling”.

V. Dahl's explanatory dictionary gives the concept of retelling in the context of retelling:

"Retell

o Retell something, say again, again, tell again. |For children, retell one fairy tale at least a hundred times, they all listen|.

o Convey other people's speeches, speak not your own. |I’m just telling you what I heard: what I bought for is what I sell for|.

o To swindle, to gossip, to carry over, to stir things up, to speak secretly. |He will tell you everything, don’t talk in front of him|.

o Tell a lot, one after another. |I retold all the fairy tales, I don’t know any more|.

o Retelling, pl. retellings, very speeches, gossip, slander, figurative news, rumors, paraphrased words.

We find another definition in the explanatory dictionary of S.I. Ozhegov:

“Retelling is a statement of the content of something. Free retelling

Retell

- tell, express something in your own words. Retell the content of the novel

- tell consistently, in detail about something. Retell all the news"

In the methodology of the Russian language we find the following definition:

Ladyzhenskaya T.A. gives the following definition: “Retelling is the reproduction of the content of the source text”

In our opinion, the most accurate definition is given by M.R. Lvov:

“Retelling is a type of student work, a means of developing speech based on a model.”

Below we present the most significant reasons, in our opinion:

In relation to the volume of the original text, retellings are:

Table

Table

In relation to the content of the source text:

Table

According to the perception of the source text:

Table

According to the degree of familiarity with the source text:

Table

According to the difficulty of the language task:

Let us characterize some types of retellings that are most often used in elementary school practice.

1. Detailed and close to the text sample retelling

A detailed retelling of questions can only be used for educational purposes, at certain preparatory stages, when some new problems that are difficult for students are being solved. But in itself it does not correspond to the natural conditions of speech utterance.

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