Making proposals based on the actions being demonstrated, on the picture, on subject pictures that are related to each other in meaning

Goals and objectives

The goal of the “Make a Sentence” game is to develop the lexical elements of speech and improve grammatical structure.

Tasks:

• expansion of individual vocabulary;
• learning the skill of composing simple and prepositional sentences;
• developing the ability to select homogeneous members, as well as qualities and actions for objects;
• learning the skill of expanding a sentence by adding different members;
• development of coherent speech, the ability to build a dialogue, answer and ask questions in detail and competently;
• vocabulary enrichment;
• development of imagination.

Members of the sentence: where to start?

The first place to start is to define what a proposal is. These are several words that are connected logically and intonationally. Most importantly, there is a grammatical basis, which consists of a subject and a predicate. The first main term denotes an object or person who performs some action. The predicate will tell about it.

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Another important point is the definition of the word with which the sentence begins, as well as the total number of words. For example, “Mom is reading a book.” The first word in the sentence is “mother”, and there are three words in total. Now we need to find the grammatical basis. The first question is: “Who?” This means we are talking about an animate object. Second question: “What does it do?” It refers to the verb. It remains to define the word “book”, which is a minor member of the sentence, an addition.

The first version of the game is with dice

For the game, prepare dice that are thick and of sufficient size to be able to glue pictures. Each face should have a thematic image. For example, if the topic is “Toys,” find pictures of a doll, a ball, a car, a racket, a spinning top, or a construction set. A cube with objects answers the question “What is this?” Or “Who is this?”, if the topic is family or the animal world.

It is best to cut out pictures from coloring books, because they are stylistically the same. Let the children color the images before gluing them onto the cube.

In addition to subject cubes, make the following cubes:

• depicting actions, for example, flying, walking, sleeping, crawling, running, eating;
• denoting numbers from 1 to 6 in the form of dots (or in regular Arabic script);
• color – red, blue, green, yellow, orange, purple;
• with geometric shapes - circle, square, rectangle, oval, triangle, semicircle;
• with emotions in the form of faces - happy, sad, scared, angry, surprised, angry.

There are several options for playing depending on the combinations used. The child must roll the dice. And, when the images are determined, ask him to make a proposal according to the diagram.

Examples of tasks for preschoolers:

1. Object + action. We need an answer to the question “What does it do?” For example, “dad” + “read” = “dad is reading”, “horse” + “run” = “the horse is running”. Sometimes when combining options it turns out absurd, then ask your child if this can happen. If “frog” + “flies” is rolled, the player must explain that this does not happen. Ask what the frog is doing - jumping. And if “horse” + “flies” comes up, explain to the child that there are words with a figurative meaning. They say this about a horse when it runs very fast.
2. Object + numeral. The answer to the question “How much?” It is important that the player pronounces the endings of nouns correctly. For example, “cat” + “seven” = “seven cats”, but “two cats”, “one cat”.
3. Object + geometric shape. The player answers the question “Which one?”: “round plate”, “square table”, “oval mirror”.
4. Object + color. Also the answer to the question “Which?”: “red apple”, “blue car”, “yellow mug”. We remember about the likelihood of absurdities and, as in the game “Correct the mistake in the sentence,” each time we ask the player whether such a combination is possible.
5. Family + emotion. The player tells what mood the character is in based on the rolled dice: “Mom is angry,” “Son is cheerful,” “Grandfather is sad.”

Once kindergarteners can easily form two-member sentences, make the game more difficult. Let them now throw not two, but three dice. Therefore, sentences will contain 3 features:

• object + numeral + figure – “five rectangular books”;
• object + color + figure – “red round tomato”;
• object + numeral + action – “two dogs are sleeping”;
• object + color + action – “a blue car is driving”;
• family + emotion + action – “surprised grandmother sitting”;
• object + object + action - “mother and girl are reading.”

In the pre-school group, children must learn to analyze and synthesize sentences. This work contributes not only to preparation for learning to read and write, but also to the general speech and mental development of children. Without it, the student’s idea of ​​a word is vague, and the ability to analyze the verbal composition of a sentence develops very slowly.

Since preschoolers do not have information about syntax, teaching the correct construction of sentences should be carried out in a practical way, without any definitions. Before entering school, every child should be able to divide a sentence into words and name the number of words in it.

The teacher uses the term “sentence” and develops in children the idea of ​​a sentence. All work is based on observations and speech practice.

Stage I. Isolating sentences from the stream of speech.

Work on a proposal should begin by isolating sentences from the text and counting their number. To do this, use a short (three to four sentences) story, which is specially compiled by the teacher and a picture is shown. While reading, the teacher intonationally highlights the end of the sentence and pauses between sentences. Children play ball. A boy throws a ball to a girl. The girl catches the ball. The teacher asks the children: “Who was the story about?”

Then he asks specific questions:

What did I say about children?

What did I say about the boy?

What did I say about the girl?

Then the teacher says that there were 3 sentences in this story: the first is about children, the second is about a girl, the third is about a boy. Children's attention is drawn to the lowering of the voice at the end of a sentence. After listening to how many times the voice was lowered, children determine the number of sentences. Then the story is memorized so that the children can tell it and name the first sentence, the second and the third. The task of isolating sentences from a text is repeated over several lessons.

Next, the children are invited to compose their own story based on some picture, with several episodes. The story can be a collective one, with each child making a sentence. The teacher repeats them, making short pauses and lowering his voice at the end of the sentence. Children count sentences by bending their fingers.

Children are on duty in the dining room. Katya is laying out the plates. Kolya puts down the cups. Olya carries spoons.

The teacher asks: how many sentences are there in our story? What is the first sentence (second...) Then the story is repeated, each sentence is reproduced by the children in a chain.

The questions that the teacher asks (about whom, what is said in the first sentence, What is said?) characterizes the semantic, semantic side of the sentence as a unit of speech. The teacher emphasizes that the sentence does not just name the object, but says something about it that is unknown to the listener.

Then the children themselves make up proposals for toys and pictures. And every time the teacher helps them establish who or what the sentence is about, what it says, i.e., isolate the semantic side of the sentence.

It is also important to show that the same idea can be expressed in different ways: a squirrel jumps in the trees; The squirrel deftly jumps from tree to tree.

At this stage, you can use the following task: “I came up with a sentence about a cat. It starts with the word cat. What proposal did I come up with? Children make up different sentences. The teacher stops at one of the proposals that was the most interesting, or was invented by a less active child in order to encourage him. You can do it differently. After listening to several answers, the teacher says that he came up with a completely different proposal. Calls him. The teacher encourages the children who answer, noting that they have come up with many different sentences about the cat.

In order to emphasize that the sentence has a certain meaning, the teacher constantly asks who the sentence is about. What does it say about the girl?

Next, it is advisable to graphically depict the sentence, show the children how to “write” it - with a long line; The beginning of the sentence is marked with a corner, and at the end there is a period. You can also use strips of paper. Subsequently, children are trained to determine the number of sentences in the finished text. The text is pronounced with pauses, and children mark the sentences on the diagrams. Then the correctness of the task is checked. To consolidate ideas about the proposal, techniques such as:

• coming up with sentences with a given word;
• coming up with a sentence that starts with a certain word; making a sentence based on two pictures;
• coming up with a “fun” proposal;
• drawing up proposals for “live scenes”.

All these techniques are accompanied by highlighting sentences, counting them, and analyzing semantic content. At this stage, children are led to the idea that our speech consists of sentences, that a sentence can be said about every object. But, first of all, these tasks are aimed at ensuring that children begin to understand and use the word “sentence”.

Stage II. Familiarization with the verbal composition of sentences

Mastering the concept of a sentence prepares children to analyze the verbal composition of a sentence.

At this stage, children understand that a sentence consists of words.

Training begins with the analysis of simple sentences without prepositions and conjunctions, consisting of 2 - 3 words (The doll is sitting. The doll is holding a ball). To analyze proposals, visually effective methods and techniques are used:

• looking at toys
• demonstration of actions with toys,
• looking at paintings,
• spatial modeling.

At the same time, work is underway to draw up proposals. The basis of training is the spatial modeling of words using abstract symbols (lines, stripes, squares, boards). The latter helps the child understand linearity (sequence) and discreteness (articulateness) of speech. In the first lessons, in the process of acting with toys, children are shown that different sentences can be said about any toy (The doll is sitting. The doll is lying down. The doll is having breakfast). The sentences are repeated by the children. Then they make up their own sentences about toys. One of the sentences is spoken by the teacher with pauses after each word. Children at this time count how many words, which is the first word, which is the second. Similar work is carried out with other sentences of 2-3 words. As a result, children form the idea that sentences can be said about each object, that sentences consist of words. This is how the primary orientation in the analysis of the proposal develops. It makes sense to use diagrams from the very beginning. Children are explained that a sentence can be drawn (written down) to find out how many words it contains. The teacher draws lines on the board according to the number of words in the sentence being analyzed and says: “One line means one word. There are three lines here, which means there are three words in the sentence. The first word is indicated not by a simple line, but by a line with a corner, and a period is placed at the end of the sentence.” You can also use other types of modeling: each word can be depicted as a square, a strip, or a counting stick. It is advisable to have sets of cards with diagrams of different sentences. Children use these sets when analyzing and composing sentences. Schemes-models provide subject support in the formation of speech analysis skills and are a means of forming generalized ideas about the structure of a sentence.

For the same purpose, manuals such as scoreboards, rulers with windows that open alternately in accordance with the spoken words (based on the principle of a counting ruler) are used (FOOTNOTE: The method of using a ruler is described in detail in the article by F. A. Sokhin in the book: Development of speech in preschool children. – M., 1984, in the book: Tumakova G. A. Familiarization of a preschooler with the sounding word. – M., 1991). The value of these manuals is that they clearly demonstrate the dynamics and sequence of words in a sentence.

Modeling the verbal composition of a sentence in the game “Living Words”, developed by F. A. Sokhin and G. P. Belyakova, has become widespread. The words in this living model are represented by children. During the game, the teacher calls up as many children as there are words in the sentence, and tells each one what word he will use. Then the “living words” are invited to stand sequentially, from left to right, according to the verbal composition of the sentence. By naming words in order, children can “read” the intended or spoken sentence. Thus, in this “living” model, speech reality is highlighted as an object of observation and study. In different versions of the game, children learn to observe language, see what happens when the order of words changes, extending a sentence by adding one or two words, replacing one word, and composing sentences from a set of words. In different versions of this game, exercises for analyzing and synthesizing sentences (“What is the first word? What word comes next?”) are used as components.

In the future, children learn to compose and analyze sentences from different numbers of words, name words sequentially and separately, and relate them to a diagram. Children can take sentences from fairy tales familiar to them, compose them based on subject and plot pictures, or series of pictures.

Unlike the school methodology, ordinal numbers, according to the authors of the game, should not be given. However, in the experimental work of S. N. Karpova it was shown that already at the first stage of education, children of the sixth year of life can use ordinal numbers.) Questions can be formulated in different ways: “Where is the word machine! Show the word goes. What word is this? One of the game options involves using the technique of breaking the linearity of speech. This is the game "Glee". Pre-prepared children, depicting a sentence, pronounce the words not sequentially, but simultaneously, in chorus. A sentence said in this way becomes incomprehensible. The rest of the children must guess and explain why it is not clear, and come to the conclusion that the sentence becomes understandable if the words follow in order, one after the other. Next, the teacher pronounces a set of unrelated words and asks the children whether to answer the sentence or not. Why? In another version of the game, “Confusion,” the sequence of words in a sentence is disrupted, and children restore order. Thus, children are led to the idea that in a sentence all the words are interconnected in meaning and follow each other.

Gradually, children develop the ability to analyze the composition of a sentence without relying on visual material. The mental action of analysis begins to take place on the internal plane.

Throughout the entire training period the following techniques :

• clearly pronouncing words with a pause; highlighting words with a voice, their quantitative and ordinal counting (how many words, which is the first word, which comes next),
• pronouncing words accompanied by clapping (by the teacher, individual children, the whole group); sequential naming of words in a sentence;
• jumping rope,
• tapping on a drum or tambourine as many times as there are words in a sentence.
• counting words in a sentence on your fingers using counting sticks; in loud speech, to oneself;
• different versions of the game “Living Words”;
• pronouncing words randomly;
• pronouncing words in rows;
• whispered analysis of a sentence;

To consolidate the skill of analysis and synthesis of sentences at this stage, the following tasks :

• Determining the number of words in a sentence. How many words are there in a sentence?

• Determining the sequence of words. Say the first word, the second, the third.
• Determining the place of a word in relation to other words. Between what words does the word come... After what word does the word come... Before what word does the word come... Name the neighbors of the word...
• The name of the first and last word in a sentence.
• Which word...
• Name the third word.
• Naming words in breakdown: name the second, first, third word.
• Make up sentences of two or three words. Come up with a sentence about a house, about an object made of paper, iron, wood.
• Repeat only the first two words in a given sentence. The autumn forest is beautiful.
• In place of the last word, put another one. Girl feeding chickens
• "Confusion". Making sentences based on deformed phrases.
• “Correct my mistake” An intentional error in the graphic designation of a sentence is allowed. Did I write the sentence correctly? Do you agree with me?
• Selection of proposals for a given scheme. Which diagram is correct?
• What word is missing? Children close their eyes, the teacher removes one strip.
• Find the missing word. Cat...mouse. Hare...carrot.
• Coming up with sentences with a certain number of words.
• Coming up with sentences using the given word.
• Come up with a sentence using two or three words.
• Spread sentences by increasing the number of words using symbol strips.
• Please advise between which words to insert the word delicious. Sonya drinks juice.

Thus, the proposed system of working on sentences is an integral part of preparing preschoolers for learning to read and write. It helps not only to overcome the difficulties that children experience when isolating words from sentences, but also increases the level of free speech and promotes conscious operation of language and its elements. The formation of basic knowledge about speech has an impact on the overall speech development of children, improves speech culture, and helps preschoolers improve their speech skills.

Using Charts and Tables

In almost every lesson on any school subject, diagrams and tables are useful, that is, systematization of information.
They are placed in textbooks and notebooks with a printed base. There are many sets of ready-made tables on sale on mathematics, the Russian language, the outside world, life safety, etc., which the teacher uses as demonstration material. Tables and diagrams are necessary when studying new material or at the stage of consolidating the acquired knowledge, when summing up the results. With their help, you can effectively systematize educational material, highlight the main thing, and understand the relationships between concepts. This significantly increases the degree of assimilation of information and helps to remember the main points.

It is convenient to use ready-made tables, but tasks that require children to compile tables on their own are of greater importance for the learning effect. Some textbooks contain tasks to fill out a table or diagram. Similar questions are included in screening tests.

To cope with such tasks, children need to be able to:

• define concepts;
• analyze;
• highlight the characteristic features of an object;
• classify objects;
• organize information;
• make lists;
• use symbols and abbreviations.

Simple sentence diagram

Let's look at an example right away. Let's start with the easiest task for elementary school.

This is a simple two-part sentence. A distinction is also made between one-part sentences, when the main members of a sentence are expressed by one subject or one predicate. Simple sentences can be common, as in our case, or uncommon, for example:

Let's pay attention to the predicate. It can be simple or complex:

• Simple: “Mikhail composed .”
• Compound verb: “Misha wanted to pee on the sofa.”
• Compound nominal: “Misha was a friend to me.”

A simple sentence may include:

Ivan, sit in the left row. The proposal outline is as follows

[│О│,…..].

It is important to highlight the address with commas in the same way as introductory words.

Unfortunately, this happened quite often

[│ВВ│,…..].

Don’t forget to find and highlight the adverbial or participial phrases.

The dog looked at her without taking his eyes off

[│DO│, X...].

The view that opened before him was like an enchanted kingdom of cold.

[X,│PO│,…..].

Direct speech is often found in literary texts and reasoning texts.

“Don’t go into the yard!” the stranger shouted loudly.

“[P!]” - [a].

“Hurray, brothers!” he shouted. “It seems like our business is starting to improve.”

“[P..,│O│!] - [a]. - [│BB│,...P..].”

So, an English teacher. Imagine I got all A's (80 percent), I'm going to a college with honors, Olympiads, conferences - everyone knows me. And this......well... the woman gives me a hard time. I tell her: aren’t you normal, look at my grades, what are you doing? And nothing - supposedly a principle. Although what the hell is the principle when she gave fours to athletes who did not come to classes at all and gave fives for a can of coffee. And everyone told her this: Pasha needs to give at least a four. In short, it's tough. Already at the defense of the diploma, the director himself intervened and she gave me a 4 after the defense, but the honors diploma was lost.

How to work with texts

Reading poems and short stories for a preschooler is a new type of work. The difficulty in completing the reading task is that the kindergartener does not always understand the meaning of the passage. To avoid this, you need to approach the choice of material and methods of its processing correctly. Organize your learning process as follows:

1. Select handouts based on the student's age. For children 4-5 years old, cards of 1-3 sentences, for older preschoolers - 4-5 sentences.
2. Pay attention to the number of words in the sentences. There should be few of them. Simple reading texts for preschoolers are easier to digest, but you cannot stay at the easy level for long.
3. Proceed to working with text cards after automating syllabic reading.
4. Read in sequence in a group or with adults when working individually.
5. Don't rush your child. At the learning stage, reading comprehension is important, not reading speed and the amount of time spent.

The procedure for drawing up a proposal outline

1. Determine the type of sentence by the purpose of the statement and by intonation. Suggestions on the purpose of the statement are made: narrative, interrogative, incentive. By emotional coloring - exclamatory and non-exclamatory.
2. Find the stem - subject and predicate. The basis is the main idea of ​​the proposal, the important information that we want to convey.

3. Determine the type of sentence by structure: simple or complex.
4. Break a complex sentence into simple components. Mark the boundaries of simple sentences.
5. Highlight the participial or adverbial phrase and trace the transfers.
6. Define an allied connection. Check the correct use of the coordinating or subordinating conjunction.

To draw up a diagram you will need graphic symbols. Equivalent clauses within a complex sentence are denoted by square brackets. The subordinate together with the conjunction is in parentheses. The main word from which the question is asked is a cross.