To help children become readers, the process of learning to read involves implementation of the following tasks:

• Formation of a stable desire to read literature (motivational side of reading activity).
• Improving students' reading skills: creativity, accuracy, fluency, expressiveness (the technical basis of the reading process).
• Formation of the ability for a full (adequate and comprehensive) perception of the text (the content side of reading: immediate emotional response, thoughtful perception, comprehension of the text, the author’s intention and one’s own attitude to what and how it is written).
• Development in various ways creative interpretation of literary text.
• Training in practical skills of text transformation: determining the main and secondary, finding key words, titling, etc.

• identify words and expressions in the text whose meaning is unclear, and recognize the need to clarify their meaning;
• use footnotes and a school dictionary;
• determine emotional character text;
• highlight supporting (the most important for understanding what is being read) words;
• determine the motives of the characters’ behavior by choosing the correct answer from a number of proposed ones;
• be aware of the author's and own attitude to the characters;
• formulate the topic of the text;
• find main idea, formulated in the text;
• role reading;
• be able to use such means of intonation expressiveness as logical stress, force and emotional coloring voices, tempo-rhythm, logical and psychological pauses;
• be able to make detailed descriptions of characters and their relationships, referring to the text;
• be able to retell in detail, partially, selectively, creatively (from another person and according to a modified plan);
• graphic and verbal illustration, mastering the technique of verbal drawing not only of the plot fragment of the text

About some techniques for teaching reading skills in primary school.

Experience shows that those students who read a lot read quickly. In the process of reading, working memory and stability of attention are improved. Mental performance, in turn, depends on these two indicators. It is impossible to read out loud for a long time, since reading loudly as a means of extracting information is irrational. When you read silently, your reading speed increases significantly. At the same time, scientists and practitioners agree that most students have a reading speed of 120 words per minute. Then the question arises: how to reach this level? How to teach a child to read consciously and correctly, develop the skill of working with different types of texts, and determine the level of reading comprehension? How to lead students to generally understand the meaning of the text? How to make a reading lesson and the reading process a joy for students? Probably every teacher has thought about this question and everyone is trying to solve the problem of improving reading skills.

We know that a developed reading skill includes at least two main components:

• reading technique (correct and quick perception and pronunciation of words);
• understanding the text.

It is well known that both components are closely interrelated. At the same time, in the first stages of developing reading skills, great importance is attached to reading technique, and in subsequent stages, to understanding the text.

I used some techniques to improve reading skills using the method proposed by Zaika, Zaitsev, and used the “Help” manual by the author Dzhazhal. We have developed our own system of working with children in reading lessons. What is this technique?

• These are cards for each child.
• Reading techniques.

1. Reading lines backwards.

What is written is read from right to left so that each word, starting from the last, is spelled out in reverse order. This exercise develops the ability to strictly analyze each word letter by letter. For example: ball rush.

1. Reading words one at a time is normal and vice versa.

The first word is read as usual; the second - from right to left; third - as usual; fourth - from right to left, etc.

1. Reading only the second half of words.

This exercise leads to a reduction in extremely common errors, when only the beginning of a word is read correctly, and its end is either guessed at or read with distortions. For example: -nie, -only, -roy.

1. Reading "noisy words"

This exercise consolidates holistic visual images of letters and their combinations in the child’s memory.

1. Reading lines with the top half covered.
2. Separating words from pseudowords.

20-30 cards are given: words are written on some of them, pseudowords are written on others, i.e. meaningless letter combinations. It is proposed to put cards with words into one group, and pseudowords into another.

This exercise develops the ability to quickly identify the meaning of what you read.

1. Reading upside down text.
2. Reading sentences from bottom to top.
3. "Peekaboo".

1. "Imaginary word."

During reading, the teacher pronounces the word incorrectly, the children interrupt reading and read the word with corrections. This type of reading is attractive to children because they have the opportunity to correct the teacher himself, which increases their own authority and gives them confidence in their abilities.

1. "Reading after the announcer."

The speaker can be their teacher, and a student who reads well.

1. "Reading in chorus."

Here all students work on equal terms: both fast readers and slow readers.

Working on cards includes individual work for each child in reading lessons. This work is very effective during the primer period, when children are just starting to read. The card consists of a set of words, but in the process of learning the words become more complicated, and the task for each card also becomes more complicated.

For example: card No. 1. Lesson topic: “The letter m and the sound [m].

Read the words in the columns quickly and clearly. Speak clearly!

Exercise:

• read words that begin with the letter m;
• read the words where the letter m is at the end of the word;
• read the words where the sound [m] is pronounced softly;
• read the words where the sound [m] is pronounced firmly;
• read the words where the consonant sound is soft at the end of the word;
• read words consisting of 2 letters, 3 letters, 4 letters;
• Turn over the card and see which words you remember.

Card No. 2. Lesson topic: “The letter s and the sound [s].”

Exercise:

• read the words, find unfamiliar words;
• read words that begin with the letter c;
• read the words where the letter s is at the end of the word, in the middle;
• read the words where the sound [s] is pronounced softly;
• read the words where the sound [s] is pronounced firmly;
• read words consisting of 1 syllable, 2 syllables, 3 syllables;
• read the words that denote animals, plants, parts of the face;
• read words with a double consonant;
• read words where all consonant sounds are soft;
• write down words with an unstressed vowel.

Card No. 3. Lesson topic: “The letter w and the sound [w].”

Exercise:

• read the words, find unfamiliar words;
• read words that begin with the letter w;
• read the words where the letter w is in the middle of the word;
• read the words that denote animals, plants, names, surnames, professions;
• read the words in diminutive form;
• read the words in plural, V singular;
• find words with the same root;
• read the words denoting the actions of the object;
• write down words with the combination shi.

Card No. 4. Lesson topic: “Unstressed vowels.”

Job	nettle	alcove	jar
Guys	feeder	swamps	tree
toys	snowflake	tickets	complaint
barbed	whiskered	candies	greedy
the Bears	Thank you	goatee	goat
cow	mystery	chatterbox	ladder
chamomile	den	pin	ribbon
cabbage	lamb	newspaper	skier
plate	velvet	carnation	astronaut
funny	whitewash	animal	ships
ducklings	beluga	solar	traffic light
shirt	beret	butterfly	agreement

• read words that begin with the letter b, etc.
• find words that denote animate objects, inanimate objects;
• find words where –chk-, with paired consonants in the middle of the word;
• find the adjective;
• find words in diminutive form;
• find words in plural, singular;
• find a word that can be both a noun and a verb;
• find words that denote animals, plants, names, insects, professions;
• find words with the suffix -ushk-
• find words with an unstressed vowel in the root that you can check;
• find vocabulary words;
• make up a phrase adjective + noun;
• find words where vowels have two sounds;
• Write down words with unstressed vowels in the roots in two columns: 1 column - checkable words, 2 - dictionary words.

Exercises to develop reading skills

1. “Start with the same letter.”

A well-known game in which several people take turns calling words starting with the same letter, for example “M”. This game enriches and replenishes lexicon child.

1. "Which? Which? Which?"

This exercise develops imaginative thinking and helps enrich the child’s speech. The teacher names a noun of feminine, masculine or neuter gender, and the child selects epithets for the word. For example: "grass". Green - soft - high, etc.

1. "Guess the letter."

The teacher randomly selects a letter and asks students to find it. It is allowed to name words consisting of at least five letters. In response to each word, the teacher answers “yes” or “no”, depending on whether the named word contains the intended letter.

For example, the intended letter “T”. Fragment of a possible dialogue:

Heron?
-No.
-Bus?
-Eat.

It is advisable that children find a given letter, offering as few options as possible.

1. "Five words."

Children choose a word in advance. Then each of the players selects 5 words, starting in turn with each of the letters that make up the original word. For example, we chose the words “rose”. Five words could be like this:

• radio, record, cancer, rocket, wound;
• nut, autumn, window, mark, father;
• winter, link, snake, vision, castle;
• pharmacy, alley, army, aster, arch.

1. "Ladder".

Children choose in advance the letter with which the words will begin. The game is to write a “ladder” of words starting with this letter within a certain time. The first word must be two-letter, the second - three-letter, etc.

For example:

• Berry

The role of these exercises in the intellectual development of a child is very great.

1. "Read-turn."

Choose a sentence of 1.5-2 lines. Read the first word, then read it again. Quickly repeat the first word, read the second, repeat the first two, third, etc. For example: “One has...”; "One peasant..."; “One peasant had...”, etc. This exercise will allow the child to move from reading in syllables to reading in words and understand the content of the text much better.

1. “Learning to remember words.”

Invite children to remember as many different nouns as possible in one minute. Children say the noun out loud and place a stick on the paper. At the end of one minute, the words are counted.

For example:

• //////

The same exercise, but using verbs.

1. "Making proposals."

Come up with a semantic sequence consisting of two nouns and a verb.

For example:

• The kitten drinks milk.
• Write with a pen on paper.
• The car is driving along the road.

1. "Learning to fantasize."

Take one word, for example, “button”. Take turns offering options for where and for what this item can be used.

For example:

• (Teacher: to attach paper to the board).
• (Student: draw a circle; put on a chair, etc.)

1. "Snowball".

Let's take any noun. For example, the word "cat". We add the word “leaf” - the student repeats: “cat”, “leaf”. We offer one more word: “pear”, and the student remembers: “cat”, “leaf”, “pear”, etc.

1. "Guess the words."

Construct a semantic series and guess what the fourth word will be.

For example: pencil-paper; chalk-...(board).

• nail hammer; screw-…
• roof house; book-…
• bird-egg; plant-…
• square-cube; circle-…
• good-better; slowly-…
• fire-fire; water-…
• grain barn; money-…
• man-child; dog-…
• day Night; winter-…

To improve reading skills, it is very good to use speech warm-ups in reading lessons. During the warm-up, include exercises on the correct pronunciation of sounds, on practicing diction, on the development of the vocal apparatus (we pronounce quietly, loudly, in a whisper), speech rate (we pronounce quickly, moderately, slowly). The difficulty of the warm-up depends on the age and preparedness of the children. In 1st grade, the warm-up includes reading combinations of the trained sound with vowels: bi-be-ba-ba-bu-by, ri-re-ra-ru-ry, reading combinations of 2-3 consonants with vowels / st-a, o, u , s, i, uh, e; p-a, o, y, s, i, uh, e-reading words containing the sound being trained; reading words consisting of one syllable; reading short texts with trained sounds, reading tongue twisters.

All these problems are solved in class during articulatory gymnastics, which does not take much time and effort. It is carried out at the beginning of the lesson and at the end of the lesson as physical education breaks for 5-7 minutes. At the same time, much attention is paid to working on the tempo of speech, voice and breathing.

Speech warm-up techniques.

1. Reading in a whisper and slowly:

• Yes, yes, yes, water is running from the pipe.
• Do-do-do-there's a nest in the tree.
• Hey, hey, hey, we went for the berries.
• Doo-doo-doo, I’m going home with my mom.
• Ta-ta-ta-our class is clean.
• Tu-tu-tu-we bring beauty ourselves.
• Yat-yat-yat-pirates stand level.
• Yut-yut-yut-we love comfort very much.
• Lo-lo-lo-it's warm outside.
• Lu-lu-lu-chair is in the corner.
• Ol-ol-ol-we bought salt.

1. Reading quietly and moderately:

• arch-artsa
• arta-arda
• arla-archa
• arsa-arja

1. Reading loudly and confidently:

• burn-steam-fry
• door-beast-worm

Using onomatopoeia games, for example:

In the poultry yard.

Our duck in the morning...Quack, quack, quack!
Our geese by the pond...Ha, ha, ha!
Our chickens out the window...Ko, ko, ko!
What about Petya the Cockerel?
Early in the morning
He will sing to us...Ku-ka-ke-ku!

A good effect in working on articulation comes from exercises with tongue twisters, riddles, counting rhymes, proverbs, games with words: “Finish the word”, “The syllable is lost”, “Guess which letter is missing”, “Hen with chickens”. Here, for example, is how the games are played.

Game "Hen and Chicks". Work begins with reading the poem from the table.

The chicken went out for a walk,
Pinch some fresh grass,
And behind her are little chickens.
-Chick, chick, chick! Here! Here!
I found a letter for you!
Cheerful A came running, the children read...(on).
The perky one came running Oh, the children read it...(but).
Stubborn U came running, the children read it... (well).
Arrogant E came running, the children read it... (not).

Then, using this table, work is carried out on the development of speech: come up with names for the chickens, write stories about them.

Game "Duplo".

This is an oak tree, and there is a hollow in it,
Where did the letter O live?
This letter is a vowel.
But friendly with consonants,
The acorn "El" fell into the hollow,
We read it together...(lo).
The acorn "En" fell into the hollow,
We read it together...(but).

In order to increase reading technique and awareness, a non-traditional method of teaching reading is used - the dynamic reading method. Dynamic reading is when not letters, syllables or words are read, but entire groups of words, blocks: this is reading only with the eyes.

Therefore, you need to start working on speed reading with the development of visual memory and attention.

This is facilitated by the so-called “photography”: various kinds of pictures, cards, objects. Students must remember in one second everything that is shown in the picture, i.e., “take a photograph.” For example, an illustration for a fairy tale is shown. Children must remember in a second everything that is depicted on it and say what the fairy tale is called. Before showing the picture, children must be warned that they must look very carefully. Then the command is given: “Get ready! Attention! Let’s take pictures!”

In 1st grade the following tasks are given:

• Find the “photograph” of the extra letter: a, o, b, y, i.
• Find the extra syllable: bo, but, ro, we, ko, lo.
• Find the extra word:

Tables are very good at developing a field of clear vision (or “field of vision”). The table is made by the children themselves or their parents. Each student has a card, with syllables or letters written in each cell. Here are some of them.

Table No. 1.

Table No. 2.

A	TO	WITH	ABOUT	T	P	WITH	D	AND
B	M	U	Z	Y	YU	U	H	SCH
IN	R	I	L	E	N	WITH	F	E
Sh	G	X	Y	A	AND	C	N	I

Exercises are performed in a standing or sitting position. The student reads to himself, pointing out the letters with a pencil. A reminder is used when working with the table.

• As quickly as possible, name all the letters in order, indicating them with a pencil.
• Try to remember the location of two or three consecutive letters at once.
• Remember: the eyes look at the center of the table and see the whole of it.

The syllables are arranged in a pyramid, at the base of which the distance between the letters is 45 mm, 50 mm; then, when the children are already freely fixing the syllable, it increases: 55 mm, 60 mm, etc. Systematic work with such tables makes it possible for children to develop lateral vision, which is so necessary for the development of the field of vision.

In grades 2-3, when reading long works, the middle line divides words that need to be read from the board and which are difficult to understand when working on the text independently. Thus, in one type of work, two tasks are solved: expanding the field of clear vision and preliminary reading of difficult words, so that the perception of the text is more complete, more conscious. For example, in a fairy tale for 3rd grade by G.Kh. Andersen’s “Five from One Pod” are suitable for such work, difficult words that are read with the eyes from top to bottom while constantly fixing the midline:

Moreover, the words cheered up, blossomed are well suited for the development of the articulatory apparatus, and the word felt for practicing spelling correct pronunciation.

To master the skill of reading words that include syllables of such structures as SG, SSG, SSSG (S-consonant, G-vowel), the following tables are included in the work:

The following exercise is also carried out:

Reading a nest of related words written in a pyramid, relying on the letter that denotes the vowel sound and the stress in the word:

Only the text that is in the zone of clear vision is clearly perceived. But peripheral vision runs ahead, preparing the next part of the text for clear vision. Having caught the contours of the next word, based on the meaning of what was read, the student can guess which word will be next. This anticipation of the next word (for an experienced reader) or letter, syllable (for a beginner) is called anticipation, or semantic guess. The following exercises contribute to the development of anticipation:

1. 2-3 proverbs are written on the board. We need to finish them.

• The time is ___________ ____________.
• Finished the job - ____________ _________.

1. Parts of proverbs are written in two columns. Students use arrows to connect each other so that they fit each other in meaning.

1. Read the riddle, filling in the missing words.

Look, the house is standing
To the brim with water___________.
In this house the residents are
All are skilled ____________.

1. For preliminary reading at the stage of preparation for independent perception of the text, children are offered not the whole word, but a word written in quasi-writing.

• for____ ___ ro___ ____ to (frost)
• le____ n___ ___ ___ th (forester).

1. Children really like reading texts with missing letters and missing words.

There is a simple trick - reading with a bookmark. The bookmark moves not under the line, but along the line, covering the already read syllable to the left of the one being read. For example, in a literacy lesson the text “Cat” is read.

Nikita has perches. Anton has perches.
And the cat is right there!

The bookmark covers what was read, the next syllable is read and closed by moving the bookmark with the left hand in the direction indicated by the arrow. This eliminates momentary regression, speeds up reading, but does not help the perception of the text. Nevertheless, this technique is used for individuals who cannot get rid of regression on their own.

To overcome repetitions and achieve full visual perception, you need to carefully study the text and choose words that are difficult to understand and read. Before reading independently, the words are written on the board, the children read, then find the word in the text and read them in a sentence. Particular attention is paid here to weak students, since they are the ones most prone to regression. The following sentence helps children:

• Gradual build-up of words.

Bomb
bombardier
bomber

• Articulatory reading (without voice), reading in a whisper slowly, loudly slowly, loudly quickly.
• Reading words written in equal-sized font (Raked, FUCKED, COAST).
• Dividing words into syllables by vertical and horizontal lines.

Work on the text in reading lessons, the following exercises are used: reading “echo”, reading “canon”, reading “sprint”, reading “reconnaissance”, reading with word counting. Reading “echo” (at the first stage of learning to read and write): a student who reads well begins to read one word from a sentence, and a student who reads poorly begins to read the same word. Target: The strong one feels responsible, and the weak one is more confident in himself, because he has already heard the word. At a later stage of reading, the strong and weak change roles. Target: The strong student devotes all his energy to expressive reading, while the weak student has time to read the next word. He's more confident again.

Reading "canon": one student begins to read one paragraph of the text, the other reads the same paragraph along with the first, but is three or four words behind it (as when singing the canon). Target: keep a certain pace of reading, try to read expressively, without mistakes.

Reading "sprint": several students begin to read small passages of text at the same time - at speed. In addition to reading speed, they need to pay attention to expressiveness and error-free reading.

Reading with word counting means that students, at maximum speed, counting the words of the text to themselves, must simultaneously understand its content, and after counting the number of words, name this number and answer the questions posed to the text before reading. Goal: to load students' ears with extraneous work - counting words. In this case, children are deprived of the opportunity to pronounce the text to themselves. They learn to read only with their eyes. In this case, use this reminder:

• Purse your lips and teeth tightly.
• Read only with your eyes.
• Read as quickly as possible, count the words of the text to yourself.
• Answer the questions in the text.

All these exercises are carried out using an unfamiliar text, then the text is read aloud and the usual work on expressiveness, retelling, etc. is carried out.

Each of these exercises takes 5-7 minutes to complete. The value of these exercises is that after the first independent acquaintance with the text, children read it aloud expressively, confidently using anticipation.

If you use the following techniques and methods in each lesson:

• reading after the announcer;
• reading in pairs;
• reading at a faster pace;
• buzzing reading;
• five minutes;
• self-metering reading speed,

then this is the best foundation for improving reading technique.

And they can find an individual approach to the child in each individual case. Parents do not have such skills and knowledge, so they often make mistakes by organizing the process of learning to read on their own, without prior preparation or consultation. Based on my many years of experience working in primary school, I would like to point out the main problems that arise if you do not know how to correctly teach a child to read syllables.

The main mistake that is difficult to correct is letter-by-letter reading. Parents believe that letters are the main unit of reading and teach the child to first name the letters and then try to combine them into a whole word. It’s even worse if they practice using full names letters (“em”, “pe”, etc.) or do not correct the child when he pronounces “we”, “py”, naming consonant sounds.

This approach is fundamentally wrong: with such training, the child does not master the mechanism of sound-letter fusion of a syllable; he learns to read only on the basis of memorizing and reproducing verbal formulations (such as “el” and “a” - will be “la”), and this significantly slows down reading speed, the child often confuses syllables and makes mistakes.

To wean a “taught” child from using such an algorithm, it will take at least 4-6 months of retraining. Even when the teacher can explain and show the child that there is no need to pronounce such formulas, but should immediately name the whole syllable, the child will continue to do as before “in his mind” and only then pronounce the resulting combination.

One more problem - underdeveloped phonemic awareness . Parents are generally not inclined to pay attention to the use of various phonemic exercises. Therefore, only at school does a child begin to become acquainted with the concept of sound, learn to distinguish it in speech stream, determine its place in a word. But it is precisely the stable association “letter = sound” that is the basis for consistent reading and correct spelling. Particularly serious problems arise when studying the letters “s”, “ya”, “yu”, “e”, “e”, as well as the signs “b”, “b”, because their use is based only on the ability to determine what sounds they designate (or separate) at a specific position.

We should also not forget that parents often achieve results through persistence and constant demands on the child, because they do not know a wide range of didactic games and exercises. Therefore, a preschooler can quickly lose interest in reading and perceive this process as a boring “obligation.”

To avoid all the described mistakes and teach your child to read correctly, we suggest that parents use our recommendations presented below.

Methodological basis for teaching reading by syllables

Pedagogy describes several ways to teach a child to read. The most effective method is considered to be reading by syllables, which is based on on a sound-letter approach. In this case, syllables are the main “building blocks” from which a word is composed. Let's look at how to teach a child to read syllables at home.

So, first you need to introduce the child to the basic vowel sounds and the letters that represent them: “a”, “o”, “u”. Each letter should be given 2-3 lessons. The algorithm for studying these and subsequent letters is as follows.

Stage No. 1 Motivation

The lesson should begin with a playful moment that will arouse the child’s interest in what will happen. You can show him a toy or a still from a cartoon, let him listen to a song, etc. Your task is to attract the baby’s attention to a specific object. For example:

• treat your child to an orange;
• let me watch a cartoon about a donkey;
• show the duck and let it swim in the bowl.

After such an action, ask your child a question (what did he eat, what did he play with, etc.), and then ask him to repeat the name of the object again.

Stage No. 2. Introducing Sound

Next, you need to highlight the first sound in the word. To do this, say the word and draw out the first sound, pronounce it louder and more clearly than others. Invite your child to repeat after you. He must determine and name the first sound in the word he heard.

Now you need to play with this sound:

• pronounce with different voice strength (quieter - louder);
• sing;
• speak with different intonations.

It is important to pay attention to the articulation of sound. Be sure to discuss with your child How I can pronounce this sound the position of the lips, teeth and tongue. To do this, invite him to watch you or look at himself in the mirror. When learning vowel sounds, it is recommended to show the child the corresponding demonstration pictures.

Games to develop phonetic hearing

When you have already learned several sounds with your child, be sure to play the game “Guess the Sound” with him - by the position of the articulation organs, he must guess what sound you are going to pronounce.

After such games, offer your child other exercises to develop phonetic hearing:

• Name words that also begin with the desired sound.
• “Catch the sound” - an adult must say different words, and the baby repeats them and if he hears the indicated sound in it, he claps his hands.
• “Settled in a house” - make a cardboard template of a house with 3-4 windows and invite the child to place pictures in them with those objects whose names begin with the desired sound.
• “Say the word” - you name part of the word, and the child must say it in full, adding a sound at the beginning (at the end) of the word.

Attention! There is no need to use more than 2 exercises in one lesson.

Stage No. 3. Introducing the letter

Now it's time to learn the letter. To do this, you can invite the child to find the desired picture among the cubes or on the alphabet (for example, an orange). It should be explained that since the name of this object begins with the sound [a], next to it they wrote a letter that denotes this sound.

Examples:

• Crumb cubes "ABC in pictures" in the OZON.ru store.
• Educational wooden toys ABC cubes.
• Alphabet cubes, 12 pcs.

Invite your child to carefully examine the letter and determine what parts it consists of (sticks, ovals, hooks). Discuss with him what the letter looks like. It is recommended to use special pictures in which the letter is depicted as a real object. If possible, you can create such pictures yourself directly during class. It will be very interesting for the child to watch the transformation of the letter.

You also need to ask the baby to write a letter. This can be done in different ways:

• draw with chalk on a blackboard;
• write with your finger in the sand;
• mold from plasticine;
• lay out with buttons;
• twist from wire, etc.

The child will really like such exercises and will help him remember the letter better.

Stage No. 4. Composing a syllable

When the baby learns the first three vowel sounds, each subsequent sound (after familiarization with the letter) is immediately included in the syllables. The main thing is to explain this so that the child understands the very mechanism of merging two sounds into one single syllable. An adult must show two letters and say that now he will pronounce them together, without stopping or separating.

For additional effect, you can add visualization:

• place two cubes side by side;
• write letters on the parts of the construction set and connect them together;
• put the letters in one house, etc.

Having shown the child a syllable, the adult must pronounce it clearly and drawlingly, and then ask the child to repeat it. Next, you should explain in words that in order to pronounce the syllable “ma”, you must first close your lips for the sound [m] and immediately open your mouth and round your lips to pronounce the sound [a]. It is recommended to demonstrate this process several times, inviting the child to do the same.

As practice shows, such detailed explanations and training will be needed only for the first 1-2 weeks of syllabic reading classes. As soon as the child understands and masters the principle of combining sounds into syllables, he will easily do this in any combination.

In addition to learning to read direct syllables (consonant + vowel), you need to offer him to read reverse (vowel + consonant) and complex (2-3 consonants + vowel) syllables. The technique is similar: demonstrate a sample, analyze the articulation and perform training exercises.

Reading syllable by syllable

The presented method on how to teach a child to read syllables is suitable for home lessons with a child from 5 years old. After 2-3 weeks of classes, the child will be able to independently name a syllable, looking at the written letters. There is no need to rush him, however, if he finds it difficult to pronounce a syllable after 30 - 60 seconds, you need to prompt him, help him form the syllable. This should be done in a friendly manner, without irritation or reproaches.

When the child composes the first syllables “ma”, “mu”, it’s time to show that by connecting some syllables together, you can get a whole word. It’s better to explain this using syllable cubes (you can buy a special set or make them yourself) or construction set parts. The main thing is to show that to read a word you need to name the syllables and then combine them. Be sure to ask your child what word came out and what it means.

In the future, when it is no longer necessary to spend a lot of time explaining all the described basics of reading syllables, the main part of the lessons should be devoted to training exercises. Practicing teachers claim that there is no other way to learn to read well other than constant reading. The more often and more a child reads, the better he will get at it. Therefore, he needs to maintain constant interest in reading classes. To do this, it is recommended to use a variety of didactic games.

Examples:

• Speech therapy exercises.
• From playing to reading. Didactic exercises.

Didactic games for learning to read

Game "Sun"

The picture shows a sun with rays. The letter being studied is placed in the center, and the remaining letters are placed at the ends of the rays. Moving from the center along the ray, you need to name the syllable that results. You can also move in the opposite direction.

A similar game is called "Clock". The main letter is placed in the center of the hand, and the rest along the dial. By moving the arrow, we name the resulting syllable.

Game "Let's run along the path"

Find a picture with a short winding path. Place circles with printed syllables on it. The child receives a chip and begins to move it forward, naming syllables along the way. You can arrange a team game to see who can complete it faster and not make a mistake.

Game with dice

You can come up with many tasks for cubes with syllables:

• read all the syllables on the cube;
• choose cubes to make a word;
• replace (add) one syllable in a composed word to make a new word;
• match the picture to the first syllable in the name of the depicted object.

You can even just give your child a box with such cubes, and he can come up with a way to play with them himself.

Syllable table

Make an interactive table of syllables. It is made according to the principle of the Pythagorean table. Lines should be added to the table as new letters are learned. Tasks for working with the table can be the following:

• find the indicated letter and read all the syllables with it;
• find the named syllable in the table;
• show the named syllables in the table and compose a word from them;
• draw rays between the syllables to make a word.

Later you need to make another table, which will consist of complex syllables.

As a result of constant training exercises, the ability to name syllables will be brought to automaticity, and this will significantly increase your reading speed. However, parents need to remember that this is not the only criterion that is important for good reading. Attention should also be paid to the development of such reading characteristics as awareness and expressiveness, that is, we are already talking about.

The optimal reading speed should correspond to the pace of spoken language - 120 - 150 words per minute. To achieve such results you need:

• increase reading frequency;
• expand the angle of peripheral vision;
• increase stability of attention;
• improve RAM;
• improve the articulatory apparatus.

Used in pedagogy special techniques and techniques for training the technical side of reading.

Buzzing Reading

The more often a child reads, the better he will get at it. To train reading techniques, there is catastrophically little practice only in the classroom. To reach good result, it is recommended that five minutes of reading be included in each lesson throughout the school day.

Such five-minute meetings are organized at the beginning of the lesson. Schoolchildren should have books on their desks for additional reading. At the teacher's signal, children begin to read in "buzz" reading mode. This technique implies that all children read at the same time. Moreover, this must be done in a low voice so as not to disturb each other. Each child reads at his own pace. After 5 minutes, the reading stops and the usual lesson continues, for example, mathematics, drawing or natural history.

There is no control or discussion of the content of what is read. This technique is used only for the purpose of increasing the time for daily reading. Thus, at least 30 minutes are spent on training, whereas in normal mode each student reads for a total of about 5 - 10 minutes for the entire school day.

Working with syllable tables

To increase reading speed, it is important to train the child to perceive a syllable as a whole, as the basis for reading a word. For such exercises, special tables of syllables are required. Can be used didactic material for teaching reading according to N. Zaitsev’s method or create such tables yourself.

Children are offered various tasks:

• read a line or column with a specific letter;
• arbitrary reading of syllables;
• find the indicated syllable in the table;
• Show the word in the table syllable by syllable.

First, tables with simple syllables are used, and then they move on to more complex ones, consisting of three or four letters. You can buy colorful tables in the store educational literature like cards, posters or collection books. For example, Uzorova, Nefedova: The fastest way to learn to read. Syllable tables.

Techniques for expanding your angle of vision

In the process of reading, the number of characters that fall into the child’s field of vision matters. To expand the angle of peripheral vision, it is recommended to offer children the following exercises.

Schulte tables

Schulte tables contain numbers from 1 to 30, which are arranged in a chaotic order. Students need to find and indicate each number in order in 30 seconds. After a few days, you should offer another version of the table.

• See Schulte table generator online.

Find the word

The essence of this exercise is similar to the previous one. On a piece of paper you need to write several different, not very long words in random order. The task for schoolchildren is to find words on a sheet of paper as quickly as possible, which the teacher will name one by one.

Word pyramids

For such exercises, words are written in a column, starting with the word with the fewest letters. Each word is divided into two parts, which are written at some distance from each other. On each subsequent line this distance increases.

First - last

You can use any text for this exercise. Children only need to read the first and last syllable of each line.

Reading frame

It is necessary to prepare a strip of cardboard with a slot, the height of which is slightly greater than the height of the letters in the textbook. The width should be small, about 3 - 4 letters. While reading, the child moves this frame around the text. After a certain time, the width of the frame should be gradually increased.

Over time, children remember many words that appear frequently in texts and perceive them as a whole. They no longer read such words, but name them right away. This skill significantly saves time when reading, so this skill needs to be purposefully developed.

Technique "Lightning"

The use of the Lightning technique is as follows. Children are shown a word for a very short time, and they must have time to read it. For this exercise, you can prepare flashcards or create a presentation in which words appear and disappear after a couple of seconds.

The same set of words should be used for several days in a row until the students remember them all. Then offer another selection of words. For a better effect, you can not just let schoolchildren read the word, but also ask them to write it after it disappears.

Reception "Tug"

The “Tug” technique is used to increase the pace of reading. The leader can be a teacher or a student. He reads the text, and the rest should try to keep up with him. This exercise can be done for the whole class or in pairs.

To control the reading process of all students, you can make sudden stops and ask the children to show the last word read in the text. Another way is to make mistakes while reading. Those who read “in tow” should notice them and correct them.

"Hidden Letters" Technique

Improving reading technique is facilitated by developing the ability to predict words rather than read them letter by letter. To do this, you can offer the following tasks:

• words with blots - a word is written on the card, part of which is covered by a blot;
• words with missing letters - there is a word on the card in which several letters are missing;
• cut word - a card with a written word is cut lengthwise and children are asked to read the word either along the upper or lower part (the word can not be cut into pieces, but cover half of it with a ruler);
• A more difficult version of this exercise is to predict the missing word. You can use it for idioms, phraseological units, famous phrases from fairy tales or poems, riddles with rhymed answers.

"Patter" technique

To directly increase reading speed, you can offer your child a short text to read at the pace of a tongue twister. You need to read the text several times in a row, gradually speeding up. It is necessary to explain to the student that when performing this exercise there is no need to monitor the expressiveness of reading, however, during normal reading this rule does not apply.

"Re-reading" technique

This technique also involves reading the text multiple times. Children are given 1 minute to read. Then you need to count the number of words they can read in the allotted time. After this, this task is performed a couple more times.

The results will gradually improve, and this will allow the child to believe that he can read faster. When students read the text last time, no time limit is set. Thus, they will switch to reading unfamiliar text and read it at a faster pace.

Reception "Day - Night"

During the reading process, you must maintain concentration and be able to navigate the text well. To practice these skills, students are encouraged to read following commands. As soon as the teacher says: “Day!” - Children start reading. Hearing the command “Night!” everyone closes their eyes. Then the word “Day!” sounds again. After this, you need to find with your eyes the place in the text where you stopped and continue reading.

INTRODUCTION

I. Psychological and pedagogical substantiation of the problem of teaching reading junior schoolchildren

1.1 Features of teaching in primary school

1.2 Psychological approach to understanding the essence of reading

1.3 Psychophysiological characteristics of the reading process

II. Theoretical basis teaching reading to children of primary school age

2.1 Comparative and critical analysis of literacy teaching methods in the history of pedagogy

2.2 Sound analytical-synthetic method of teaching literacy

2.3 Review of methods and principles of teaching reading

Conclusion

Bibliography

Applications

INTRODUCTION

In order for a child to be successful in school, he first needs to master the basic academic skills: reading, writing and counting. We can say that they are the basis of all education.

Reading is a means of acquiring new knowledge necessary for further learning. A student who has not learned to read or is poor at reading cannot successfully acquire knowledge. After all, the process schooling always assumes independent work children, first of all, work on a book. Insufficient mastery of reading techniques by students, and most importantly the ability to understand what they read, will be accompanied by serious difficulties in educational work which can lead to academic failure.

The problem of teaching reading is one of the most important problems pedagogical process and it has always attracted the attention of psychologists and teachers. Many domestic authors have dealt with the issues of underachievement of younger schoolchildren and the problem of developing students’ reading activity: P.P. Blonsky, D.B. Elkonin, N.A. Menchinskaya, L.S. Slavina, S.M. Trombach, T.G. Egorov, G. N. Kudina, G. A. Tsukerman. These problems were also considered by many foreign researchers: M. Cole, J. Morton and others.

Despite the fact that diagnostic tests carried out in elementary school involve assessing the development of reading skills not only through the speed criterion (number of words per minute), but also assessing reading comprehension, for many teachers the first criterion is the main one. As noted by psychologist L.V. Shibaev, the reading technique, which the teacher takes care of in elementary school, is considered established, but reading as a full-fledged activity that has the status of cultural value does not develop. Meanwhile, modern world practice is focused on the criterion of understanding the text. Thus, tests of reading skills regularly carried out in many countries are based on the criterion of reading literacy, which is formulated as “a person’s ability to comprehend written texts and reflect on them, to use their content to achieve their own goals, develop knowledge and capabilities, to actively participate in life of society."

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2016

Correct reading - this is reading without distorting the sound composition of words in compliance with correct accent in words.

Stands outfour qualities reading skills:correctness, fluency, consciousness, expressiveness.

Formation of correct reading skills

One of the effective methods for developing correct reading skills in children isdaily special exercises I facilitating accurate reproduction of syllable structures and words that may cause difficulties when reading text.

The material for the tasks is the syllable structures of words and whole words.

The types of tasks are selected taking into account the general level of development of children's reading skills.

The tasks included in this group are intended for those students who make a large number of mistakes while reading text.

Examples of tasks:

Differentiation of similar syllables and words:

la-ra ma - me house - volume

lo - po mo - my Dima - Tim

lu-ru mu - mu tub - coil

2. Reading syllables and words by similarity:

ma mo mu Masha hat

sa with su Dasha paw

la lo Lou Pasha folder

3. After reproducing syllable structures, children read the word either in syllable breakdown or as a whole.

Ra tra tram-wai tram

4. Reading words whose spelling differs by one or two letters or their order:

who is the cat - that cancer - How

5. Reading related words that differ from each other by one of the morphemes:

forest - forest

walked - went

dived - dived

saw - saw you

6. Reading words that have the same prefix, but different roots:

passed - done - looked through

faded - took away - took away

This exercise takes 4-5 minutes, depending on the volume of material.

The words are written on the board in advance:

run, run, run, run

run-run, run-run, run-run

under-be-press under-be-lives until-be-zha-li

when

7. “The syllable is lost,” “The letter is lost.” Words from the text with a missing letter or syllable are written on the board.

8. “Whisper in your ear.” Words are written on the board and covered with stripes.

The strips are removed one by one for a short period of time and returned to their place. Students must read and whisper in the teacher's ear which word they read. Those who correctly name the word are awarded game tokens.

9. "Running tape". Words are written on a strip of paper. The tape gradually unfolds. Schoolchildren must have time to read and remember words (no more than two or three).

No less important for developing the skill of correct reading organizeobserving students as they read each other.

10. Slow reading teachers, when students have the opportunity to follow along the book using a bookmark or tracing a line with their finger. The teacher can check the students at any time and reward them by giving them a game chip.

11. Combined reading, when sentences are highlighted in the text to be read in chorus. The children are given the task of joining the choral reading on time.

12. Conjugate reading, when the teacher begins to read the text together with the students. Then he falls silent for a while, and the children continue to read in chorus.

13. Supervising children while their friends are reading, followed by reporting the number and nature of mistakes made.

Reading lines backwards according to words . What is written is read in such a way that the last word is the first, the penultimate word is the second, etc. This exercise takes you away from the usual stereotype of reading from left to right, develops the accuracy of eye movements, and prevents errors in grammatical form words, omissions and rearrangements of words and syllables.

Assignment: Read the text aloud, starting with the last word of each sentence.

Sun and wind

The wind and the sun argued between the wind and the sun before anyone can undress a man. The man's dress began to blow away in the wind. Only the whole person wraps himself up and pulls his hat tighter, but he opens his dress and tears his hat. The wind has not divided a person like that. The sun has risen. He moved his hat, the man opened his eyes - it was just hot. The man undressed completely and the sun was still hot.

15. Reading lines backwards letter by letter .

What is written is read from right to left so that each word is spelled out in reverse order. This exercise develops the ability to strictly analyze each word letter by letter, forms the arbitrary regulation of eye movement, and also creates the prerequisites for eliminating common errors in “mirror” reading.

Exercise: Read the text aloud, reading the words backwards - from right to left.

zaR elsop yajod olunyalgyv okshynlos, and ysalivyaop yaantevtsimes agud-agudar. otK in tenyalgzv an ugudar, kasv yueyasteubul. ysalidrogaZ agudar, hell and alats yatilavkh, desperately ano eyvisark ogomas acnlos. okshynloS and tirovog: “yT avisark - ote advarp, he dev zeb yanem and igudar en teavyb.” And aguda oklot yasteems hell eschup yastilavkh. adgoT okshynlos solidressar and solatyarps az learn - and igudar as in olavyb.

16. “The Enchanted Word.”

The first word is read normally, the second (or underlined) is read from right to left. Every second word is emphasized first, then the words that carry the main semantic load.

Exercise: Read the text aloud, reading the underlined words backwards.

Raven and fox

The raven grabbed some meat and sat down on the overed.

I wanted some meat, she alshodop and

speaks:

- Eh, nosy! Like yurtomsop on you, by

your utsor and beauty if only

you'll be a bastard! And it would be true that there would be a merats,

if you had a soloist.

Raven lunizar mouth and laroaz, what happened

urine. The axis fell. AcisiL picked it up and

thyrovog:

Oh, norov, if only you still had mu,

If only you were a merat.

17. Reading only the second half of words. This exercise leads to a sharp reduction in errors, when only the beginning of a word is read correctly, and its end is either guessed at or read with distortions.

Assignment: Read the text, saying out loud only the underlined part of the word.

Caring brother

On the buzzotherwise seedate side by side two youngs Vorohitting . Sovseat still youngs , with gunsohm , throughthem from under the penev . One fightco and confidentBut flutterzero to the edge of Kadushki and began to drink. Drank and kept lookingshaft to another, called backXia with him. FriendOuch seriouslyth sitting on a branch lookinge and dangerousIvo mowedXia on the tubat . The beak was gapingut from fevers . The one firstth , continuousBut jumpal by regionYu Kadushki , lowered his beak, grabbingal water and immediately ronyal it from the beak. I realized: he's been drinking for a long timeXia and just encouragingno another, showingyes that there is nothing scary hereWow .

These tasks contribute not only to the formation of correct reading skills, but also to increasing the pace of reading and developing the ability to predict words.

Formation of fluent reading skills

Reading fluency is a rate that is characteristic of conversational speech and at which the understanding of the material being read is ahead of its pronunciation.

average speed colloquial speech of a person depending on the type nervous system fluctuates between 100-160 words per minute.

At the beginning of the lesson, you should do a warm-up.

“Warm-up” is carried out at the beginning of the lesson.

An approximate method of work during the “warm-up” period could be as follows:

Students read the text on the cards silently (no more than 1 minute), preparing for a quick, fluent read aloud.

One to three students are called on to read aloud. They must complete the installation
given by the teacher.

Based on each student's text, the whole class is asked one question - either by the teacher or by the reading student.

Students evaluate their friend’s reading technique (using “traffic lights”, for example green - “5”, yellow - “4”, red - “3”), commenting on their judgment.

The most frequently encountered and reasoned assessment is submitted to the journal.

To develop fluent reading skills, the following set of exercises is proposed.

1. Development of the speech apparatus.

Reading skill largely depends on correct pronunciation and discrimination of speech sounds. Such tasks are recommended for children with speech impairments.

Articulation of vowels, consonants, and their combinations. Singing vowels.

AOOYEE, YAYYEE, AYOOOOOOOOOO...

AO, UA, AY, IO, EA, AU...

Z-S-ZH, SH-ZH-S, S-CH-SH...

B-V-G-D-J-Z, P-F-K-T-S-S...

Ba-bya bo-byo bu-bya ba-be would-be

Za-zya zo-ze zu-zyu ze-ze zy-zi

Tra-tro-tru-three; bra-bro-bru-bree

Reading pure talk.

Zha-zha-zha - the hedgehog has needles.

Zhu-zhu-zhu - let's give milk to the hedgehog.

Lo-lo-lo – it’s warm outside.

Mu-mu-mu - milk for anyone?

Co-co-co - drink milk, children.

Reading and clearly pronouncing tongue twisters.

In the morning, sitting down on a hillock,

Magpies learn tongue twisters.

From the clatter of hooves, dust flies across the field.

Yegor walked across the yard with an ax to repair the fence.

The crow missed the little crow.

As a reading fluency training exercise (but not for technique control), you can useword count technique , read by students over a certain period of time.

2. Work on the development of visual memory.

In the process of learning to read, a child must memorize letters, syllables, words and their sequence in order to reproduce a word and sentence.

Reading fluency depends on the level of development of visual memory. Useful for the development of working memory, and ultimately for improving fluent reading and spelling skillsvisual dictations.

1. Visual dictations should be carried out regularly in each writing lesson for two to three months (this technique can be repeated twice).

2. The duration of this type of work should not exceed 5 minutes.

3. One sentence should be used as speech material for dictation, gradually increasing the total number of letters in it.

4. The sentence written on the board (even better - on a card) is read with the intention of remembering it. The amount of time allotted for open exposure at the beginning of work is 20-16 s, at the end - 12-8 s.

5. The sentence is closed, and students pronounce it syllable by syllable before writing it down.

6. If students do not remember the content of the sentence, it is opened again for repeated visual perception.

7. If some students do not remember the speech material, it is offered for new reading only to them, but on an individual card.

8. After finishing the work, the proposal is opened on the board, and the students compare their notes.

9. If many children did not remember the sentence from the first presentation or made mistakes in writing it down, the sentence is presented a second time at the next lesson

Technique for photographing cards with speech material.

We start by memorizing four letters.

V L O N

It takes 1.5 seconds to memorize one letter.

At the end of the work, we increase the number of letters, and the time for memorizing one letter is reduced to 0.5 seconds. Thus, we give 3 seconds to memorize 6 letters.

Then we move on to memorizing syllables.

Mo-ro-li-so; tu-ne-mu-doo...

Here we give you 1 second to memorize one letter. Total for 8 letters – 8 seconds.

Technique for photographing words.

Lion, poppy, elephant, tiger.

We give 0.5 seconds to memorize one letter. Total 7 seconds to memorize these four words. We ask the child to exclude one word according to its meaning and explain.

Training in reading cognate words different parts speeches . This technique is necessary for developing attentiveness to the words being read.

Water, watery, watery, waterfall, plumbing, watery, flood.

Homeland, native, darling, parent, give birth.

When reading these words it is usedmulti-reading technique .

First once the words are read smoothly, in chorus, together with an adult.

Second once the child practices reading words in a low voice slowly and at a normal pace.

On the third since children read aloud.

Reading words written in a pyramid.

For example:

storms snow

winds spring

hurricanes streams

play around

let's run

to freeze

3. Development of semantic conjecture.

Semantic guess is a mental process of orientation towards a foreseeable future. It is based on knowledge of the logic of events and significantly speeds up the reading process.

Reading words with missing letters .

K.Sh.A S.B.KA

K.O.O.IL K.R.VA

S. L. V. Y S. ON

B.G.M.T V.R.NA

The child is given words from a certain lexical topic. Having solved them, children must say what they are all called in one word.

Reading words with mixed letters.

Words with mixed up letters are solved based on numbers:

FITLU PIGASO PAKTI

3 5 1 4 2 3 6 5 2 1 4 3 2 4 1 5

Trees: NEKL, BUD, ZEREBA

Reading stories with missing letters at the endings.

Storm.

A thunderstorm is approaching…. A huge purple one... slowly swam out... from behind the le....

A strong wind roars... into the heights.... Dere... zabusheva... Large drops... rain... sharply knocking... on the leaves..., but now the sun... is shining again.... How everything sparkles... around. What earthlings smell like... and gris...

Reading texts with missing words.

Snow hung over the city... In the evening it started... The snow fell in large... The cold wind howled like a wild one... At the end of the deserted and deaf... suddenly a girl appeared. She was thin and poor... She moved forward slowly, her felt boots fell off her feet and... she had to go.

Gentle reading technique.

It consists of the child reading a few lines, after which he is given a rest. For this purpose, illustrated encyclopedias and educational children's books with pictures and brief explanations are used. The information received is discussed. Children share their impressions and answer questions based on the text.

Daily self-measurement of reading speed .

This technique greatly enhances the child’s motivation to read and stimulates interest in achieving a better result. The idea is that the child keeps a table of the results achieved.

1) Reading with counting words (lines).

While reading the text, the student mechanically counts the words (lines). Having counted to ten, he begins to count again. Before reading, you can give the task to find answers to the questions posed before reading the text.

2) Search for specified words in the text.

Before reading, the teacher gives the task to find a certain word in the text and underline it.

3) Reading with stripes.

The stripe below the line and the stripe above the line enable the child to speed up the pace of reading.

4) Reading lines with the bottom (top) half covered.

A blank sheet of paper is placed over the line so that the upper parts of the letters are clearly visible and the lower parts are under the sheet. After reading the first line, the sheet is moved down so that the bottom of the second line is covered. The lines are read in the same way with the top half covered. This exercise develops the ability to read several words at once. It is recommended to do it in pairs: one student reads, the other checks.

5) Method of rhythmic fixations.

This exercise is based on a forced increase in the speed of movement of the gaze along the lines, which contributes to the formation of the skill of spasmodic movement of the gaze while reading.

changing your gaze while reading.

Formation of expressive reading skills

Expressive reading is understood as the correct, meaningful and emotional (in appropriate cases) reading of a work of art.

Expressive reading presupposes the development in the reader of a certain minimum of skills associated with pronunciation culture of speech. This minimum includes the following components:tone of voice, strength of voice, timbre of utterance, rhythm of speech, tempo of speech (speeding up and slowing down), pauses (stops, breaks in speech), melody of tone (raising and lowering of voice), logical and syntagmatic stress.

All means of intonation are supported by the general technique of speech - diction, breathing, spelling-correct pronunciation.

Logical stresses

Sentences are written on the board or on individual cards.

Children tomorrow they will go to the cinema.

Children Tomorrow will go to the cinema.

Children tomorrow they'll go to the cinema.

The children will go tomorrow to the cinema.

The teacher asks with what intonation the sentences should be read. Students take turns reading the sentences, trying to emphasize the highlighted word.

Proverbs are written on the board or cards. Students are asked to read the proverbs expressively, observing the indicated logical stresses (the words are highlighted in a different color or font), and explain the meaning of the proverbs.

Motherland, be able to stand up for her.

No nothing in the world is more beautiful than Motherland our.

Live - Homeland serve.

That hero, Who for the Motherland mountain.

Pauses

In addition to logical stress, pauses play a huge role in live speech and reading. A speech pause is a stop that divides the sound stream into separate parts, within which the sounds follow one after another continuously.

The teacher writes sentences on the board or distributes sentences on cards to students in which pauses are graphically indicated. Students are asked to read them expressively and explain the semantic difference between the variants of these sentences with different placement of pauses.

How surprised | his words | brother!

How pleased | his father's success!

Kolya, | my older brother loves football very much.

My older brother Kolya loves football very much.

My elder brother, | Kolya, | loves football very much.

a) Exercise “Jump”

This exercise helps develop vocal flexibility. The teacher asks the children to imagine that they are watching a high jump competition on TV. The athlete's jump is always repeated in slow motion, so the jumper's movements are smoother. You need to try to draw a jump line with your voice. The voice should rise and fall freely and easily.

b) Exercise “Hike”

This exercise is aimed at the ability to distribute the power of the voice. The teacher tells the schoolchildren that when reading they should not raise their voice quickly: it is necessary to have enough voice for all the lines. As you read each line, you need to imagine that you are “walking with your voice” straight towards the sun, and convey the upward movement with your voice.

Hike

Along a narrow mountain path,

Together with a perky song, you and I are going on a hike,

Behind the mountain the sun is waiting for us,

Our rise is higher and steeper,

Here we are walking on clouds,

Beyond the last pass

The sun rose towards us.

c) Exercise “Cave”

Exercise helps develop vocal flexibility , the ability to raise and lower your voice. Students sit comfortably, close their eyes and imagine themselves in a cave. Any sound (word) echoes loudly under the arches of the cave. You need to try to reproduce the “sounds”, “words” in the cave, going further and further.

Forming the skill of conscious reading

Awareness of reading is the main quality, when mastered, the most complete understanding of the informational, semantic and ideological aspects of the text is achieved.

1) Reading the text by covering the last three letters of all lines of text with a sheet of paper. You need to read the text, trying to guess the invisible parts by meaning. This exercise develops students' ability to read by guesswork.

2) Reading a text with the addition of a missing syllable or word. The exercise is intended to improve students’ ability to predict the composition of words and sentences, which leads to the acquisition of the meaning of what they read. Assignment: Read the text and add the parts of words or words necessary for the meaning.

On the river__, in the factory_, white.. lilies and yellow..__water lilies opened. Blooms wildly over the water... water porridge. Dik__ut__brought her ducks__ out of the sedge, teaching them to swim___and catch mo___. They fly over the white and blue waters, and a busy bee buzzes over the flowering porridge.

3) Search for semantic absurdities in the text.

The student is presented with a text that contains semantic errors. The child’s task is to quickly identify inaccuracies, thereby understanding what he read. The exercise is aimed at developing the ability to analyze the semantic structure of a text.

Assignment: Read the text, highlight inaccuracies in it and make corrections.

In one house the owners lived with a fluffy cow, Murka. The owners loved her very much and often treated her to a pair of hammers and fried turnips. One day Murka decided to take a walk - breathe in the fresh jam and warm up in a frying pan. The cow came out onto the porch, lay down and purred with pleasure. Suddenly, a carrot with a long tail jumped out from under the porch. Murka deftly caught it and ate it. It was fun in the yard: mischievous brooms chirped noisily, household irons floated in the puddles, and a handsome shepherd stood on the fence and crowed proudly. Suddenly a big angry herring came out of the dog house. She saw a cow and began to fly angrily. Murka got scared and ran away into the smoke.

4) Search for passages from different texts .

The exercise develops the ability to identify the structural and semantic parts of the text.

Assignment: Find excerpts from different texts: Y. Moritz “The Cheerful Frog” and V. M. Garshina “The Frog Traveler.”

Restore each of them and read separately.

A cheerful frog lived in one river. Her hut stood upside down - bre-ke-ke! She sat in the swamp, caught mosquitoes and midges, and in the spring croaked loudly with her friends. The hut did not stand, but floated upside down, But this did not change the frog’s affairs. And she would have lived happily for the entire century - of course, if the stork had not eaten her. She played the accordion with both hands. She banged on the drum with both feet. But one incident happened. The hut was tumbling, the frog was having fun, dancing in a green sundress - a couple!

If we want our children to speak and write correctly, we need to teach them meaningful reading!