Formation of interest in reading fiction in preschool children. Formation of interest in reading among schoolchildren
Primary school teacher
MBOU Bortsovskaya Secondary School No. 5
Mokh Lyudmila Vladimirovna
Development of interest in reading
Introduction.
Chapter 1. The role of the family in the development of interest in reading.
Chapter 2. Formation of reading culture in elementary school.
2.2.Formation, development and maintenance of interest in reading among younger students.
2.3. Improving reading technique.
2.4. Stimulation of interest in reading in the lessons of extracurricular reading.
Conclusion.
Bibliographic list.
Appendix.
Introduction.
Recently, attitudes towards books have changed. With the advent of television and the computer, the flow of information has fallen upon man with unprecedented force. Now, in order to know and keep abreast of the latest achievements of scientific thought, it is not at all necessary to read. It is enough to draw information from the TV screen or display.
Children master the computer before they learn to read, navigate the keyboard better than in the table of contents of the book. Many parents do not know what their children are reading and are not interested in what kind of books they are addicted to. Parents in the vast majority do not subscribe to periodicals for their children. Schoolchildren themselves prefer to buy scanwords. Their literary experience is limited to stories from the "ABC" and anthologies, and later - attempts to master the works of the school curriculum in an abridged version. How to arouse interest in reading, how to develop it, support it - this, in my opinion, is one of the most important tasks of the school.
Teachers are seriously concerned about the problem of children's reading. The problem of the formation of correct conscious, fluent and expressive reading worries every teacher, since reading plays a very important dominant role in the education and development of the child's personality. The relevance of solving this problem is obvious, because reading is associated not only with literacy and education. It forms ideals, humanizes the heart, enriches the inner world of a person. The danger of global lack of spirituality, moral degradation has gripped our society in recent years. Therefore, the role of books and reading as a means of overcoming the country's spiritual crisis has grown immeasurably.
Target my work on this problem is to develop recommendations for conducting systematic and systematic work to develop interest in reading among younger students.
“What a child needs to remember and what to learn, first of all, should be interesting for him” V. Sukhomlinsky.
The meaning of the concept of "interest" in educational psychology is quite wide: this term is used to refer to such concepts as "attention", "curiosity", "concentration", "awareness", "desire" and "motivation". cognitive need.What is emotionally significant is interesting.
Chapter 1. The role of seven in developing an interest in reading.
Not only at school, but also at home in the family, children must be taught to love books. There are probably no parents who would not want to teach their children to read quickly and expressively, to instill an interest in reading, because the role of a book in a person's life is enormous. A good book is an educator, a teacher, and a friend. No wonder at all times great people called for reading. Anton Pavlovich Chekhov said: "In order to educate, you need uninterrupted day and night work, eternal reading." Today, when our children are just learning the basics of reading, it is necessary to help them fall in love with a book, since the inability to read not only negatively affects a child's academic performance, but also his overall development. In the education of love for the book in children of primary school age, insignificant, at first glance, moments play a positive role. So, for example, having your own library or just a shelf with books, the ability to exchange books with friends - all these are incentives for the emergence of interest in reading. While the child is small, adults enthusiastically read books to him. When he goes to school, they sigh with relief, hoping that now they will rest. But this is not true. The processing of the questionnaires shows that now children like to read themselves more than to listen to adults read. Parents often praise their children for reading than scold them. A questionnaire survey shows that only a few families practice family reading aloud. Only a few parents were able to accurately name the book their child recently read. (Attachment 1) It has been proven that introducing a child to reading will be more successful if a wonderful tradition of collective reading of books aloud develops in the family. Discussion of books read. It's good when parents and children share their impressions. Reading aloud is an important aspect of education. It liberates the child, teaches the ability to formulate a thought and speak, correctly emphasize, develops speech units, teaches the culture of speech. It is clear that reading aloud requires effort from adults, their desire to spend time on their own children and the realization that the effect of upbringing is made up of such “little things” that leave an indelible impression on the child’s soul. .
The sooner you start accustoming your child to a particular type of activity, the better the result will be. To achieve a result, you need a SYSTEM. The beginning of this system is in the family. The child adopts the attitude towards reading and the book that exists in his parents. Not without reason, back in the 16th century, the lines were written: "A child learns what he sees in his home, his parents are an example to him." And if the parents are literate and thinking people, then they will be the first to start working on shaping the child's interest in the book. Parents should create an atmosphere in which communication with a book in a child would cause only positive emotions, and would be associated with getting pleasure from such communication. Any school subject, except for literature, gives the student ready-made knowledge that he must learn, remember and apply at the right time. In literature, the student acquires knowledge himself, empathizing with the characters and the author of the work. Only through empathy can a child know someone else's pain and joy, grief and despair, and in this way increase his life experience, experience different states of the soul, fix them not only in the memory of the mind, but also in the heart. Fictional life adds to the real one what was not in it and even what cannot be at all. It gives the reader the opportunity to transform into the hero of the work, to visit the past or the future. Only literature is capable of enabling a person to experience many others in one life, to experience the unexperienced, to experience the unexperienced.
Joint and close contact with the parents of the students allows the teacher to find in their person the necessary and reliable assistants, deepening the children's love for books and independent reading. After all, the unity of the book environment and the book interests of children and parents is the main condition for the successful formation of a reader in the family, so it is necessary to use the educational potential of the family, establish contacts with parents, and provide them with the necessary assistance. To do this, it is necessary to analyze the reading skills, interests and requests of students, the results of testing the reading technique. Parents are consulted on the following topics: “Books in your family”, “My favorite book”, “My home library”, “Interesting topics for reading”, which made it possible to identify the level of development of the reading independence of children, the readability of the family.
Meetings on the topics: “Raising a child’s interest in reading”, “Reading is a window to the world of knowledge”, the holiday “MAMA and I are reading friends”, “mom, dad and I are reading family", individual conversations and consultations, creation of "Memo for parents" (Appendix 2).
And, of course, it is impossible to cultivate a love for a book without the skills of a cultural handling of it. You have to learn to respect the book. Talk about favorite books with admiration, moving the child to the idea that the greatest of pleasures awaits him - to read this or that book. It is important for parents to understand that the child should be aimed at receiving a decent education, be able to successfully operate in the information space, master written and oral speech, the ability to communicate, have a broad outlook, be able to express themselves, gain independent judgment skills, the ability to think and make decisions outside the box. All these qualities are developed in the process of reading.
Chapter 2 Formation of reading culture in elementary school.
How to introduce today's students to reading? How to make sure that by asking yourself the question: what to do in your free time? - Did the guys make a choice in favor of books? Plays a significant role in this teacher authority, his ability to engage students. It's nice to hear: “You know, the book turns out to be interesting. Tell me what else to read. Such recognition is worth a lot. But today the situation has changed significantly. The picture of mass reading, its prestige, reader's preferences and habits have changed significantly.
The attitude to reading in children and adolescents is also changing.
Reading for children and teenagers is characterized by:
Gradual decline in interest in the printed word, the decline in the prestige of reading;
Reducing reading in your spare time;
Changing the nature of reading;
The predominance of "business" reading over "free";
An increase in the number of students who limit themselves to reading
literature on the school curriculum.
These trends are similar to those observed in Western countries.
18% of fifteen-year-old schoolchildren in the developed world cannot read fluently. Reading tests were conducted in 32 countries. In the first group of countries where schoolchildren read the best, two countries are Norway and Finland. The second group includes Canada, New Zealand and 9 other countries. The third group includes countries where schoolchildren showed an average ability to read. These are France, USA, Denmark, Switzerland. Schoolchildren in Russia, Latvia, Luxembourg, Mexico and Brazil read the worst.
To solve the tasks in primary school, important factors are not only the professional skills of the teacher, but also reading preferences and erudition. The teacher needs to read the literature that children get acquainted with, learn about book novelties, authors. He must know what is happening in the world of children's and adult reading! Cooperation with children, parents, with the library, visiting the Internet sites of libraries can help in this.
The organization of work with a children's book in elementary school is a creative process, it must be systematic, thoughtful and active.
Pushkin wrote:
But only the divine word
It touches the sensitive ear,
The poet's soul will tremble
Like an awakened eagle.
It is worth replacing the word “poet” with the word “child”, and we will get a poetic formula for the pedagogical task of familiarizing ourselves with the literary heritage: to help the divine verb touch the student’s soul so that it wakes up and awakens. But for this it is necessary that she first start up and wake up at the teacher, so that he himself is the master of the miracle called “reading”.
The teacher should try to make reading an interesting process, an exciting and personally oriented process. Most importantly, be an active reader. If children see this, the motivation of their activities increases, because. In elementary school, the authority of the teacher is great.
2.2. Formation, development and maintenance of interest in reading among younger students.
Modern lessons in literary reading are not only lessons in the development of speech skills, but also lessons in introducing children to the world of fiction, lessons in educating reading culture. In a reading lesson, as a rule, there is no place for the student's personal impressions, his experiences, his subjective images. The studied work is not considered as something consonant with the present and future life of the child, his inner "I". And if this is not the case, there is no interest in reading, there is no motivation coming from within ("I want"), it is entirely subordinate to motivation coming from outside ("ordered"). As the well-known critic and philosopher I.F. Karyakin says: “As long as the student treats literature only as evidence of what happens to others, and not to himself, until he recognizes his own in someone else, .. until he is burned by this discovery Until then, there is no interest in reading, no need for it either. A positive attitude towards reading, in his opinion, begins from the moment when:
The child will feel like a participant in the events that are depicted by the writer,
- when he discovers personal meaning in what he reads,
- when the book appears before him as a space for the realization of his own creative potential.
The work of a teacher in analyzing a work of art will be effective only when the child is interested in reading, in literature in general. Only then will the lesson not just talk about some work, but there will be a confidential conversation that will deeply affect the child, make you think about something and acquire something important for yourself. Only then will each new work be for the child as a discovery of something new for him personally.
How to do it? How to instill in a student the ability to work with a book, to awaken a love for the artistic word? The leading role in solving this problem belongs to reading lessons.
An analysis of the existing programs for literary reading of junior schoolchildren shows that, despite the positive changes in the system of work on literary education of junior schoolchildren, there is a lack of development of a methodology that ensures a high emotional and aesthetic level of the reading process. So, for example, the main attention is paid to the development of the technical side of reading (reading technique) and the semantic side (teaching the analysis of a work of art). The requirements for a child at the initial stage of literary education are mainly aimed at the knowledge, skills and abilities of the child, and not at his individual development. The specificity of literature lies in verbal figurativeness, the comprehension of reality in works of art occurs on the basis of thinking in images, not concepts. Since the word is a publicly accessible everyday material of communication, special efforts are required on the part of the teacher to form a sense of surprise in front of the beauty of the word in front of its diversity and ability to create unique artistic images. How should a teacher act? At primary school age, there is an extremely rapid development of the emotional sphere, the so-called sensory intelligence. Paying great attention to this feature of primary school age, the teacher can achieve high efficiency in his work on literary reading. On the basis of positive emotional experiences, the needs and interests of a person appear and are fixed. It is at the primary school age that the accumulation of feelings and experiences takes place by leaps and bounds. Therefore, younger students are looking for entertainment, strong emotional experiences in reading. Their imagination is captured by action-packed works, heroic deeds seem to be the norm of life, and their favorite heroes are, first of all, heroes of action. Children of primary school age need works that teach them to be surprised. The ability to be surprised by an event, a phenomenon, a person is very necessary for a child: interest in life, a thirst for knowledge, the ability to see beauty and cherish it are born from surprise. Ignoring the literary predilections of students of this age, it is possible for many years to "kill" their interest not only in literature as an academic subject, but also in reading in general.
What features of readers of primary school age should the teacher take into account when preparing for the lesson?
1. A small reader reacts to the text primarily emotionally. Children's experiences associated with the text are of great value for elementary school. The importance for the child of the ability to feel, to experience has been written more than once. Let us recall the well-known words of V. G. Belinsky, who believed that the main thing in the process of reading is for children to "feel" as much as possible:
"Let the poetry of the word act on them, like music, right through the heart, past the head, for which its time will come." V. G. Belinsky.
2. Another feature of readers of primary school age is the identification of the artistic world and the real one. It is no coincidence that this period in the development of the reader is called the age of "naive realism." This is expressed in relation to the character as to a living, real; in showing confidence in his portrayal. Thinking concretely, children constantly ask: "Did it really happen?"
3. It should be noted that younger students have sensitivity to the word and to the artistic detail. The child sometimes reacts to such psychological subtleties that adults sometimes do not notice.
4. Inherent in younger students is the so-called presence effect, which means the child's ability to live in the image.
5. The last feature of the younger reader is the lack of reaction to the art form.
In a work of art, children first of all see the characters, the plot, individual events, but do not read the author in the text, do not find the "landmarks" left by him, do not enter into a dialogue with him. Stanzas, epithets, punctuation marks, division into paragraphs - the child himself does not notice anything of this, which means that he misses the author's "milestones", without comprehending which there can be no understanding. This quality of perception of younger students is a support for the teacher in the process of developing their interest in a literary work, and hence in a reading lesson. At the lesson, the teacher needs to show the children that reading is communication, a dialogue between the reader and the author. But this communication is not direct, but communication through a text created by the author. If the teacher adheres to the premise that in a work of art it is important not only what is written, but also how it is written, by what means, then the children will definitely pay attention to the artistic form of the work, which is more important in artistic speech than in ordinary speech. communication. The presence of such a feature of the perception of younger students as an emotional response to the work is the basis for the emergence of an interesting process - the process of co-creation of the writer and reader. It is obvious that a holistic view of the work is necessary, since “the world of artistic vision is an organized, orderly and complete world” (M. Bakhtin). The teacher, reading a work of art with children and analyzing it, must see the main analysis line, which would help him formulate a thoughtful reader. This line, which determines the direction of analysis, is quite simple: from the event side of the work to understanding its meaning. The main milestones on this path will be different levels of “immersion” in the text: these are story level(analysis of events and acquaintance with the characters), hero level(the motives of the characters' actions, the reader's attitude towards them) and author level(the attitude of the author to his characters, the meaning of what was read), According to these milestones, it is quite possible to recreate the entire course of the implementation of the author's intention. This is the creativity of the reader, which is akin to the creativity of the writer. The author goes from the idea, the main thought through the selection of vital material to its embodiment in the word, in generalizations of artistic images and storylines of the work. And the reader’s creativity is built differently: he recreates a kind of pyramid, at the base of which is the storyline of the work, then his characters are located, and at the top is the author, who completes the analysis, uniting all aspects of the work, and leads the reader to an understanding of the value-artistic meaning of the work. The questions of the so-called first level of immersion in the text will be related to understanding what events are happening, who are the heroes of the work, how they act, what they do, etc. At this stage, the method of “multiple reading of the text” is actively used (V. Goretsky) which allows children to master the text well, to perceive the cognitive value of the work. It is appropriate to teach children retelling, selective reading, drawing up a plan, etc.
However, this does not end the immersion in the text. It is important not only to help children express their attitude to what they read, but also to be able to look, as it were, from the side, through the eyes of the author, to try to understand the author’s attitude to the events and characters depicted (author’s level). This changes and transforms the entire material of the narrative: the reader captures with a single glance the plot and the cognitive and ethical layer of the work, its meaning and aesthetic value.
Most clearly, the levels of analysis of a literary text can be demonstrated by the example of the fairy tale "The Fox and the Crane", studied in the 2nd grade. Often, in the process of parsing a fairy tale, only the storyline and the actions of the heroes of the work are affected.
In such a case, the holistic meaning of the fairy tale comes down to the position of its heroes, who build friendship according to the proverb "As it comes around, it will respond." This holistic meaning of the fairy tale, due to its artistic and figurative form, will remain in the memory of the child for a long time. However, such a semantic context does not correspond to the artistic and aesthetic value of a folk tale and is even directly opposite to it.
Parsing a fairy tale sometimes ends with the fact that children are invited to name the main qualities of the characters and thereby express their attitude towards them: “The fox is bad, she is cunning, a deceiver, she does everything for herself, and the crane is good, he took revenge on the fox”, etc. The attitude to getting used to the literary text, to developing one's own attitude towards the hero is correct, but insufficient. The mistake, as a rule, is that the position from which it would be possible to rise above the depicted events and comprehend the work not only in cognitive-ethical, but also aesthetic terms is not chosen. Leaving the reader in the position “next to the hero” as a participant in events, we destroy the artistic, value-semantic context, destroy the aesthetic “event of the work”. To prevent this from happening, students need to look at the situation and the characters of the event through the eyes of the author-spectator in order to cover all the works as a whole, and not be limited to considering only individual actions of the characters (the level of the author).
At the lesson, the teacher asks questions aimed at identifying the author's position. Children, rereading the text, compare, compare the beginning and end of the tale, pay attention to how the narrator introduces us to his characters, how he treats them, whether he likes them. Children, reading the text, begin to understand that the fox is quite nice characters and their intentions are very good. (“The fox and the crane became friends, invited each other to visit, arranged a formal feast. However, their friendship did not work out, since neither of them found
there was a higher degree of understanding of a work of art (the level of a hero), a necessary way to establish friendship”) It is unlikely that these heroes deserve condemnation or praise, rather, sympathy and advice.
A holistic view of the work and reflection on the wise advice given in the fairy tale leads children to understand that friendship based on the principle “As you do to me, so I to you” (“As it comes around, so it will respond”) does not may take place.
Touching on all aspects of the analysis of the work, it is possible already in the 1st grade, given the availability of questions and texts of the readable work. So, for example, in grade 1, when reading the fairy tale "Helper", it is quite possible to help students not only reproduce the actions of the heroes, but also think about the motives for the behavior of the heroes of the fairy tale. (Why did the rabbit, who was looking for a helper, refuse the help of the donkey?) Students name the qualities of the characters, expressing their attitude towards them. Then questions can be asked aimed at understanding the author's position. (“And how does the author feel about his heroes? Why did he call his fairy tale “Helper”? What did the author want to tell us?” etc.
Consideration of the content of the work from the position of the author-composer helps to form in children a creative, aesthetic point of view on the whole work as a whole, which harmoniously connects all the storylines of the work, its characters, their interaction and gives them a correct assessment. Such a holistic view of a work of art is well connected with the method of repeated reading of the text, which makes it possible to deeply comprehend its content. If we limit the analysis of the text only to the plot-event side of the work, then there can be no question of any culture of reading. As a result of a one-sided approach, a habit is formed to look at a work of art only from the side of events. This habit persists even among adult readers and is vividly expressed in the assessment of Russian fairy tales by some superficial readers: “Here Emelya (or Ivan the Fool) does nothing, but he has everything.” And such a reader is unaware that Russian folk tales speak of values that cannot be reduced to money, and that Ivan looks like a fool only from the point of view of his older brothers, who are used to seeing the meaning in wealth and gain. In support of the correctness of this thought, it is appropriate to recall the words of D. S. Likhachev: “The Russian people love fools, not because they are stupid, but because they are smart: smart supreme a mind that is not in cunning and deceiving others, not in swindle and the usual pursuit of one’s own narrow benefit, but in wisdom, knowing the true price of any falsehood, seeing the price of any falsehood, seeing the price in doing good to others, and therefore to oneself as a person ... ".
Multi-level analysis of works at the lessons of literary reading is organically associated not only with the development of reading skills, but also with the formation of speech skills. So, in the 1st grade, after the text by D. Tikhomirov “Frog Boys”, semantic milestones are indicated that can be used as plan points for retelling (“Evil fun”, “Reasonable speech”, “And the frog wants to live”). In the 3rd grade, after L. N. Tolstoy's story "The Shark", two plans are given for comparison: one - on the basis of the storyline, the other - on the moral and aesthetic basis. The last option includes words that convey the state of the hero, the author's attitude to events and heroes. (For example: "The boys saw a shark" - "The appearance of a sea monster"; "Artilleryman fires a cannon" - "Fear and despair of the father. Instant decision", etc.)
Of particular difficulty in reading lessons is the analysis of lyrical works. The main direction when working with a literary text is to provide an emotional-figurative perception of a poem, reading and rereading works of verbal art, cultivating an attentive attitude to the word in a literary text. What representations (visual or auditory images) need to be activated to a greater extent in children in the lesson can only be suggested by the author himself. So, when reading the poem by I. Tokmakova "Stream" (Grade 1), there is no need to activate visual images. It is important to use the personal life experience of a child who watched the awakening of spring, to direct his attention to listening to a poem. Its rhythm, repeated words (run, run, lay, lay etc.) with the help of which the author managed to depict, "revive" the spring stream.
Another thing is S. Yesenin's poem "Birch", where it is necessary to pay attention to the comparison words in the artistic text, which will help children to recreate in their imagination the image of a birch drawn by the poet. If we confine ourselves to reading and simply assessing the birch depicted in the poem, without revealing the author’s attitude towards it through figurative words and expressions, then the children have an out-of-context image of a birch, an ordinary birch, and not Yesenin’s.
In such cases, the main goal of the author is not solved - to introduce the reader to his values, to help him see the world through the eyes of an artist and thereby enrich himself aesthetically and spiritually.
The teacher needs to work on a comprehensive (in a form accessible to children) comprehension of works of art and the formation of a reading culture of students. The task of the teacher is to leave the child the right to the uniqueness of his perception, not to suppress it, but to proceed from it and rely on it. Indeed, by the presence of these qualities, we can judge what the personality of the child is, what is his creative charge. Therefore, it is very important that children know that in literature lessons they will not only analyze the work, draw a general conclusion about it and its main idea, but also that all their experiences, images, thoughts and memories that are born in them in the process of reading , will not be left unattended in the lesson (even if they are not entirely consonant with the position of the author). Thus, it follows from this that the origins of the influence of verbal images on a person should be sought not in the work itself, not in its logical analysis, and not in the reader , and in "combination" - in the act CO-creativity, CO-experience. Influence begins where there is a discovery of subjectively significant, "own" elements in the text, where someone else's poetic image is overgrown with the flesh of the reader's own ideas. It is not only reflected in the mind of the reader, but is transformed in it. And it is then that the spiritual energy of literary works is released from the book pages and begins to work for the development of the child's personality, for the disclosure and enrichment of his soul.
2.3. Improving reading skills.
Reading is a difficult and sometimes painful process that takes a lot of time and effort from children. And until the child learns to read quickly and meaningfully, to think and empathize while reading, this process will not give him joy and pleasure. But, as a rule, the development of certain skills is facilitated by the performance of multiple training exercises, which rarely attract anyone with their monotony and monotony. The teacher's task is to find an attractive moment in them, to present them to children in such a way that they are performed with interest and desire. How can I do that?
Methodology knows many methods of developing reading technique, that is, the correct way of reading, correctness, tempo, and partly expressiveness.
Chief among them is multi-reading, such a technique in which the student, answering a particular question, expressing his point of view, seeks reinforcement for his thoughts, judgments, feelings in the text, referring to it again and again. This repeated appeal to the text each time will reveal to the student in the already familiar text something new, unexpected, surprising him and at the same time interesting. At the same time, the depth of immersion in a literary text increases, and interest in reading increases.
Types of work on the text in the reading lesson.
Reading the entire text.
Reading the text with the aim of dividing into parts and drawing up a plan.
Reading according to plan.
Reading with text abbreviation (children do not read sentences or words that can be omitted). Preparing for a summary.
Reading in a chain by sentence.
Reading paragraph by paragraph.
Reading in order to find a suitable passage for the drawing.
Reading to find a passage that will help answer the question.
Reading the most beautiful place in the text.
Finding the whole sentence at the given beginning or end of a sentence. (Later, the sentence can be replaced by a logically complete passage).
Finding a sentence or passage that reflects the main idea of the text.
Reading in order to find 3 (4.5…) conclusions in the text.
Establishment by reading causal relationships.
Reading by roles in order to most accurately and fully convey the characters of the characters.
16. Finding and reading about different words and descriptions.
17. Finding and reading words with logical stress.
18. Extraction of a word from the text to the proposed scheme, for example: __ ch __, __ zhi ___.
19. Who will quickly find a word for a certain rule in the text.
20. Finding the longest word in the text.
21. Finding two-, three-. four-syllable words.
22. Finding in the text and reading combinations:
noun + adjective,
noun + verb,
pronoun + verb etc.
23. Reading with marks of incomprehensible words.
24. Finding and reading in the text words that are close in meaning to data
(words are written on the board).
25. Reading with writing out words for a practical dictionary.
(for example, on the theme "Autumn", "Winter", etc.), etc.
Probably everyone will agree that any action that is dictated from above, and in which a person has no personal interest, is performed reluctantly and, as a rule, gives little benefit. Therefore, it is very important for the teacher to ensure that the student has the right free choice.
Willingly read, actively perceived and gives the impression of what is relevant to the reader, what makes him act on his own initiative, independently
The main methodological feature of the “declared” reading lessons is that the authors of the applications themselves read the work to the class, choosing their reading assistants (teachers, children) as necessary, and set the course of its discussion through questions and assignments to classmates (“Did you like this work?” "What?"), actively presenting their point of view on what they read.
RETURNING READING- this is a re-reading of works already familiar to children after a while. Such reading contributes to the development in children of a positive attitude towards communication with the book by satisfying their need to re-experience the plots and images that captured their imagination. At the same time, there is a deepening and reassessment of the impressions received earlier, when the perceived images emerge in memory and are highlighted in a new way, bringing the child closer to understanding the ideological and artistic meaning of the work.
The main point of the returning reading lesson is to make suggestions in the class about “why Sasha or Natasha wanted to reread this work.” It is also necessary not only to reveal to children the importance of revisiting a work as an opportunity for an additional meeting with their favorite characters and their authors, but also to help students discover new meanings of the work, leading children to realize their renewed perception of what they read.
FREE READING- this is the student's appeal to reading at his own request and with the right to decide for himself : why him to read what just to read how read and when to read. The meaning of this reading is as follows:
Love for reading cannot arise without the child having the opportunity to freely determine his attitude towards him, including interest in the content of reading, the personality of the author or in the pursuit of spiritual growth, the desire to keep up with others in reading skills, etc.
Free reading as reading without limits constraining the child allows him to read to the best of his ability and in optimal conditions for himself to conduct a dialogue with the author of the work, which in itself stimulates the desire to conduct this dialogue.
Free reading provides the child with the opportunity to express their reading interests.
At the lessons of literary reading (grades 2-4), 30-35 minutes are allotted for reading. In the work you need to use various exercises to develop reading skills ( Appendix 3). What matters is not the duration, but the frequency of training exercises. In order to bring the basic skills to automatism, to the level of skill, exercises should be carried out in short portions, but with greater frequency.
Working on the expressiveness of reading, which helps to perceive a work of art as a work of art, teachers often use the living word of the author (in a recording, audio recording), music.
From grade 1, students should be introduced to the technique of speech - breathing, voice, diction. ( Appendix 4)
Everyone, even a small success of a student, should be noticed and noted by the teacher. It is important to show the child the result of his work, to praise in time, to set an example for others, to evaluate his work with high marks. With this arrangement, students rejoice in every success, no matter how tiny.
2.4. Stimulation of interest in reading in the lessons of extracurricular reading.
Currently, there is no official extracurricular reading lesson; work with a book has been introduced into the structure of literary reading lessons. Conducting extracurricular reading lessons during extracurricular time solves such problems as the development of reader independence (reading books in your free time, expanding reader and electoral interests), consolidating the skill of independent reading, solving the methodological problem: where the child should read and where to get books. However, along with these tasks, others inevitably have to be solved. No less important.
1. Obtaining information by children from other sources. Our time, as you know, has great opportunities that contribute to giving the child versatile and diverse information on various issues of knowledge. However, this information sometimes reaches him in a diffuse form, but he is not always able to comprehend it, bring it into a system and direct it to enrich himself with something new due to a lack of life experience, and we, adults, do not find time for him in this. help. And it turns out that the child uses only an external factor that attracts his attention. So, a child can sit for hours, for example, at a computer, TV, and although everything he sees is not always clear to him, it attracts him more, he believes that this is better than reading even an interesting book. Other sources of information should include children's theaters, a wide variety of additional education activities. Here, too, everything is interesting and useful. Students enthusiastically talk about their studies, relegating the problem of reading to the last plan: reading is boring, communicating with a book one-on-one is not a fun activity.
2. Organization of free time. This concept means, first of all, the time after school, when most children are left to their own devices and choose rest at their own discretion. And the book comes first. Most often this time is devoted to games, walks, enthusiastically playing computer games. Yes, and the students know that there is a reading lesson every day and the homework for reading is to read aloud again.
3.Availability of fiction for extracurricular reading. Despite the fact that city schools have fairly good libraries at their disposal, their fund does not always satisfy the reading interest of children. And the library of a rural school often cannot help a primary school teacher at all. There are old books in the rural library, and their replacement with new ones is rare. All this creates certain difficulties in the selection of the necessary literature for extracurricular reading.
In what way it would be possible to overcome the psychological barrier of the child, so that, without infringing on his interest in other types of information and preserving after school classes, instill in him the joy of communicating with a book. Parents sometimes do not have enough time to monitor the preparation of lessons by their children, to systematically be interested in their reading. Not all families are like this, but many are. The teacher has to think about how to kindle a spark of interest in reading in children so that they read not under duress, but at will. And the sooner this spark appears, the sooner the desire to read appears in children, the better.
It is useful for children to organize "Reading Corner"
What can it include? The solution to this issue depends on the capabilities and creativity of the teacher. The “corner” may look like this: a stand, next to it are shelves for books, under them is a table. The information on the stand is:
book handling rules.
Reminders for preparing for the lesson.
literary game, for example, "Duty letter" and its results.
Indicative indicators for the pace of reading for all classes at the end of the first and second half of the year.
Interesting information about the literary places of Orel.
Brief autobiographical data about Orlov writers.
An example of the relationship between family and school is creationcool library, which will expand the possibilities in an interesting and organized way to conduct extracurricular reading and solve the problem of introducing the child to the book.
The use of a variety of literary material, the variation of topics, forms and venues for extracurricular reading classes can occur through cooperation with the library. Exactly cooperation with the library largely determines the place of the book in the life of a student. Here, in the library, there is a special atmosphere. The teacher needs to set up the children to perceive the book depository as a source of knowledge, a place of rest and communication. Any literary event in the library is brighter and more effective than at school.
Extracurricular reading lessons purposefully solve the most important task of the social and personal development of the child, who have goal- strengthening the love of fiction, the formation of the need for constant replenishment of knowledge through reading and the ability to satisfy this need. The ability to learn independently is, first of all, the ability to read and draw the right conclusions from this reading. Mastering the skill of independent reading is possible only when the knowledge, skills and abilities acquired in academic work are transferred to extracurricular activities. The teacher needs to create conditions for the implementation of effective teaching of competent, semantic reading. The value of extracurricular reading lessons in elementary school cannot be overestimated. The Russian playwright of the 17th century, Ya. B. Knyazhnin, described the stages of the reader's formation in the following way: “... You can read and not understand what is written. You can read and understand what is written. But the highest level of reading skill is to read and understand what is not written. The great mission of the teacher is to initiate and support the process of the student's ascent along these steps.
The organization of this lesson requires a great responsibility and serious preparation from the teacher. Only the participation and interest of each child in the process of preparing extracurricular reading can ensure the success of the lessons - holidays. Here it is necessary to apply various forms of tasks that allow the child to "play" with a living literary word, learn to analyze the text, and answer interesting and unexpected questions. A variety of forms of assignments: tests, crosswords, digital dictations will provide an opportunity to broaden the horizons of students, improve reading technique, and help instill students' interest in the book. Interest in extracurricular reading lessons, according to students, is quite stable for two reasons:
1. this is interesting because the books offered for discussion are not included in the mandatory list for study (the reason is purely psychological: everything that is required is boring);
2. it is interesting because the atmosphere at extracurricular reading lessons is relaxed, there is a lot of discussion here, there is an opportunity to express any point of view, if it is well-reasoned; you can offer a book for discussion, illustrate it, participate in the staging of individual episodes.
I conduct extracurricular reading lessons not only in the traditional form (conversation; discussion of the problem raised in the work), but also in game: quiz; Crosswords; lessons-competitions, built on the analogy with well-known television programs (“Clever and clever”, “Who wants to become a millionaire?”, “Own game”, etc.). When preparing, I pay great attention to the selection of such questions and tasks, the answers to which provide for a good knowledge of the text. This encourages students to read independently.
All this contributes to the development of the skill of conscious reading at a certain pace (out loud and to oneself); the ability to expressively read and retell the text, to memorize a poem, a prose work, the reading technique is improved:
I regularly conduct individual monitoring of the progress of the formation of the technical side of reading in students;
I keep a strict record of gaps, reflect the dynamics of students' mastery of reading techniques;
I strive to regularly monitor the reading of students at home, discuss what they read, as well as evaluate what they read by the students themselves;
All the work done can be seen in the results of my students, most of whom read above the norm.
Conclusion.
Thus, if we want the masterpieces of literature to be read not by the order of the teacher and not regarded by the child as a punishment, but would bring the joy of touching the miracle - you need a special strategy for reading fiction, which corresponded to the virtual nature of verbal images and their perception. This strategy involves:
prepare the child from the very beginning for reading fiction as a the mystery of the transformation of dead lines of text into the spiritual energy of his own personality; to teach to "decode" the text (a work of art is an unusual letter from the author to the reader);
awaken in the child an emotional response to what is read, to help him in an artistic image to seek and find consonance with his own soul; enrich his life experience; promote
reader self-assessment and revelation and create conditions for their implementation;
stimulate children's creativity as a response to what was read; accumulate samples of creative reading, make them the property of students; to teach on these samples the perception of artistic images;
help the child be surprised; to look for the driving force of the spiritual development of children by means of literature not in general discussions about the writer and his work, not in the meanings of the works discovered by someone, but in the figurative cloth works, in its specificity, which is the causative agent co-creation reader.
learn the language of verbal images, their ambiguity, ability to transform into different meanings;
help the student to turn impersonal educational reading into subjectively significant; jointly look for points of contact between the “I” of the writer and the “I” of the reader; learn to see the world through the eyes of another;
support in a reading child originality of his judgments about what you read; exclude the stereotype of opinions and assessments - an indicator of alienation from verbal images.
What skill a teacher needs to possess in order not only to maintain children's interest, but also to develop it from lesson to lesson!
Based on the above, it can be argued that if:
To carry out purposeful work on the development of the emotional experience of children through the arousal of fantasy, through personal life associations and identification of oneself and other people with the heroes of the works;
To organize such forms of activity with a book that provide an opportunity for the disclosure and realization of each child's own creative potential;
Children form and develop an interest in literature as a special way of reflecting life with the help of a word and in the process of reading in particular,
The need for subsequent literary education is awakened in the search for knowledge to answer more and more new questions, which ultimately contributes to the literary development of students.
Given the psychological characteristics of younger students, one should rely on their emotional sphere not only at the stage of the initial perception of the work, but also in all further work with the text. Here you can use methodological techniques aimed at the formation and development of the following skills of students:
Arbitrarily direct your attention to personal emotional sensations that arise as a result of reading, determine and comprehend them;
Capture, distinguish and understand the emotional states of the characters in the work, empathize with them or reject them;
To reveal the emotional richness of the personality of the author of the work, agree with it, supplement it or argue.
The main educational outcome of reading lessons in elementary school should be that they give children an INTEREST in subsequent literary education, arouse a thirst for literary knowledge proper in order to answer more and more new questions: not only about what and how the book told them and who was their interlocutor, but also WHY the author speaks about THIS, WHY exactly HE speaks, WHY he says THIS, and not otherwise, and WHY the author MANAGES to evoke SUCH thoughts and feelings in readers.
Bibliographic list.
1. Abramova V. How to protect your child? M., 2002.
2. Gostomskaya E.S., Mishina M.I. Extracurricular reading. 2-4 cells. didactic material. M., 2006
3. Klimanova L.F. Features of reading lessons in elementary school. Literary reading lessons. 1 class. M., 2004.
4. Materials of the journal "Primary School".
5. Parent meetings in elementary school. Issue 3 / ed. - comp. N.V. Lobodina - Volgograd: Teacher, 2007.
6. Parent meetings in elementary school. / Comp. T.A. Volzhanina and others - Volgograd: Teacher, 2005.
Attachment 1
Questionnaire for students:
1. What do you like more?
- read yourself;
- listen to adult readings.
2. How do your parents behave while you are reading?
- praise you
- scold you
3. Does your family read books aloud?
- read
- do not read
4. Can you name a book you recently read?
- Yes
- No
Questionnaire for parents:
1. What does your child most often prefer?
- likes to read himself;
- listen to adults read
2. What do you do when your child reads?
- praise him;
- scold
4. Can you name a book your child has recently read?
- Of course, yes;
- Probably, not.
Appendix 2
Reminder for children and parents.
1. When getting acquainted with a new book, first consider the cover, read the last name and initials of the author, the title of the book.
2. Leaf through the book, carefully looking at the illustrations.
3. Determine the approximate content of the book from the illustrations.
4. Read the book gradually, page by page or chapter by chapter.
Reminder for parents.
1. Before and while reading the book, figure out the meaning of difficult or unfamiliar words.
2. Ask how the child liked the book, what he learned about it.
3. Ask the child to talk about the main character, event.
4. What words or expressions did he remember?
5. What does this book teach?
6. Invite the child to draw a picture for the most interesting passage from the book or memorize it.
Simple tips on how to educate and support the habit of reading in children.
1.Enjoy reading yourself and develop children's attitude to reading as a pleasure.
2. Read aloud to children from an early age.
3. Let the children see how you yourself read with pleasure: quote, laugh, memorize passages, share what you read, etc.
4. Take your children to the library with you more often and teach them how to use its funds.
5. Show that you appreciate reading: buy books, give them yourself and receive them as gifts.
6. Let the children choose their own books and magazines (in the library, bookstore, etc.)
7. Read fairy tales to children
8. Subscribe to magazines for the child (in his name!) Taking into account his interests and hobbies.
9. Let the child read to someone at home or to his friends who cannot read yet.
10. Encourage reading: The reward could be a new book, art supplies, theater tickets, a trip to the zoo or museum, permission to stay up to read.
11. In a conspicuous place at home, hang a list where the child’s process will be reflected (how many books have been read and for how long)
12. Write your own cookbook.
13. Let them make shopping lists.
14. If you are traveling with children, invite them to read about the places you are going to (both before and after the trip)
15. While driving, have the children listen to tape recordings of literary works.
16. Play board games that involve reading.
17. Designate a special place for reading at home (a nook with shelves ..)
18. There should be a children's library in the house.
19. Arrange a trip to the library with the children. Sign up in the reading room.
20. Invite the children to read the book the movie is based on before or after watching the movie.
21. Encourage friendship with children who love to read.
22. Collect books on topics that will inspire children to read more about the topic (eg books about dinosaurs, space adventures).
23. Solve crossword puzzles with children and give them to them.
24. Let there be magazines, collections of stories for children and adults, newspapers in the house.
25. Let the children write their own notes, explaining, for example, their absence from school, or in other cases when notes from home are needed.
26. Encourage children to read aloud whenever possible to develop their reading skills and self-confidence.
27. Encourage the reading of any periodical material: even horoscopes, letters to the publisher, comics, images of television series.
28. It is better for children to read short stories, rather than long works: then they will have a feeling of completeness and satisfaction.
29. Encourage children to write their own plays or other compositions.
30. Host a night out dedicated to your favorite books.
(From the book by W. Williams "The negligent reader. How to educate and maintain the habit of reading in children.")
Competition "Dad, Mom, I am a reading family."
Purpose: to promote the development of a love of reading among younger students, to introduce them to family reading, to promote the unity of the parent team and the team of children.
The class teacher invites parents and children to test their knowledge and skills on the books they read on children's topics in the game.
Game progress:
Parents and children form two teams. The student reads the poem:
Not in reality and not in a dream,
Without fear and without timidity
We roam the country again
Which is not on the globe.
Not marked on the map
But you and I know
What is she, what is the country
Literature.
1. Competition for both teams of students "Go on ...".
Each team of children in chorus should continue the poem, the first line of which is read by the teacher.
Task for the first team (the first lines from the poems of Agnia Lvovna Barto are read):
A bull is walking, swinging, Our Tanya is crying loudly,
Sighs on the go: Dropped a ball into the river.
(“Oh, the board is ending, (Hush, Tanechka, don’t cry,
Now I will fall.") The ball will not sink in the river.)
They dropped the bear on the floor, Tore off the bear's paw. (I won't leave him anyway, because he's good.)
Task for the second team (the first
lines of quatrains by Samuil Yakovlevich Marshak):
Hey, don't stand too close... Gave shoes to an elephant
(I am a tiger cub, not a pussycat.) He took one shoe
(And he said: “We need wider ones And not two, but all four.”) Poor little camel! They don’t give the child: (He ate only two such buckets this morning.)
2. Competition for both teams of students "Whose things are these?".
Each team of children receives things belonging to fairy-tale characters, and within two minutes tries to identify the works from which they are taken, and also to answer who is the author of these works, who owns these things.
Teams are awarded the following items:
slipper ("Cinderella" Ch. Perrault);
arrow (Russian folk tale "The Frog Princess");
boots ("Puss in Boots" Ch. Perrault);
egg (Russian folk tale "Ryaba the Hen");
net with a fish (“The Tale of the Fisherman and the Fish” by A. S. Pushkin);
telephone (“Telephone” by K. I. Chukovsky);
a jar of jam (“Kid and Carlson” by A. Lindgren);
8) a basket with pies (Russian folk tale "Masha and
bear").
3. Competition for both teams of students "Find the author."
Each team receives a set of Literary Domino cards.
The team that quickly completes the correct chain of domino cards wins.
4. Competition for both teams of parents "Find out by description."
The class teacher or librarian read to each team in turn a description and description of the actions of the character in the book; after 3 seconds, the players must name his name, the work in which he acts, and the author of the book.
The following characteristics are used:
1) “This is a good Tula artisan, simple-hearted and gifted
twisted, naive, but with a Russian cunning. He made a miracle
marvelous, perfected an overseas curiosity - forged steel
new English flea. He was promised heavenly life in foreign lands, and
he still aspired to his poor homeland, although there was nothing
didn't expect anything good."
Answer: Lefty. N. Leskov. "Lefty".
2) "Strange floating creature: half-man, half-frog,
with silvery scales, huge bulging eyes and lie down
with paws. But when this creature took off his glasses and gloves,
then it turned out that in an unknown magical guise was hiding
young man 20 years old. However, in his half-human form, this young man
frightened the pearl divers of the Argentine coast so much that he received from
they have a fantastic nickname."
Answer: Ichthyander - Sea Devil. A. Belyaev. "Amphibian Man".
3) “The appearance of this man was extraordinary. He was
dressed in a deaf suit, his head was covered with several layers
mi bandage, on the eyes - black glasses, pink nose shone like
as if he was made of papier-mâché, thick feathers were put on his hands
chats. This man was a great inventor, but his discoveries
brought happiness neither to him nor to mankind, although he could create
Truly miracles."
Answer: Griffin. G. Wells. "Invisible Man".
4) “A young man 18 years old, from an impoverished noble
family, fluent in the techniques of one of the most common
strange sports in the seventeenth century, entered into an argument with
supreme representative of church authority and won it. Our
the Gascon nobleman is distinguished by a special chivalrous, gallant
attitude towards ladies, he is not devoid of humor, wit, cunning,
imagination."
Answer: D "Artans. A. Dumas. "Three Musketeers".
5) “A young native, originally from South Africa. There was a sentence
ren to death, but save by a man who lived alone not
How many years. In gratitude for the salvation, the native became his faithful
friend and for a number of years shared the loneliness of his savior.
Answer: Friday, D Defoe. "Robinson Crusoe".
6) “The girlfriend of a boy who, as a child, fell into a pack of wolves and
brought up there. She was "...all black as ink, but
with marks visible in the light, like a slight moiré pattern. Neither
who in the jungle did not want you to stand in her way, for she
she was cunning like a jackal, brave like a wild buffalo, and fearless,
like a wounded elephant. But her voice was sweet as wild honey, and
the skin is softer than down ... ".
Answer: Bagheera. R. Kipling. "Mowgli".
7) “... A girl of small stature, good-looking and so cool
that wheel - will not sit still ... The scythe issis-black, at the end
the ribbons are either red or green ... And the clothes are such that the other
you won't find one like this in the world. From silk, hey, malachite pla
thie. Such a variety happens, Stone, but to the eye like silk, even with a hand on
smooth..."
Answer: The mistress of the Copper Mountain. P. Bazhov. Ural Tales.
8) ... Silently, proudly speaking,
With naked sabers Flashing, Arapov walks a long line In pairs, decorously, As far as possible, And on the pillows carefully Bears a gray beard; And enters with dignity behind her, Raising his neck majestically, Hunchbacked dwarf from the door; His shaved head, covered with a high cap, Belonged to a beard ... Answer: Chernomor. A. Pushkin. "Ruslan and Ludmila".
Summarizing.
Appendix 3
Reading Exercises
1. Exercises for the development of conscious (conscious) reading
First group - logical exercises.
1. What do the words have in common and how do they differ?
a piece of chalk- stranded, small - crushed, washed - mil
2. Call it in one word.
Siskin, rook, owl, swallow, swift, scissors, tongs, hammer, saw, rake; scarf, mittens, coat, jacket; TV, iron, vacuum cleaner, refrigerator; potatoes, beets, onions, cabbage.
3. What word is superfluous and why?
Beautiful, blue, red, yellow;
minute, time, hour, second;
road, highway, path, way;
milk, sour cream, curdled milk, meat;
Vasily, Fedor, Semyon, Ivanov, Peter
4. How are the following words similar?
Iron, blizzard, stick, watch, lamp, glass.
They have the same number of letters;
they are of the same kind;
they are two syllables.
5. By rearranging the letters, make up a word.
uklbo, snoas, upks.
6. Make up a new word, taking from each of the data only
first syllable.
Ear, company, vase; bark, bingo, boxer; milk, spawning, plate.
7. Make up a new word, taking the second syllable from each.
snake, frame;
button, hammer, lava; reproach; elderberry, tina;
turn, powder, ditch.
8. Make a new word, taking the last syllable.
Furniture, gun; straw, time, stranded; fox, thorn, flight; resin, tear, takes.
9. Three words are given. The first two are in a certain
connections. Between the third and one of the proposed five words
the same relationship exists. Find the fourth word.
but) Song - composer; aircraft - ? - airfield, fuel,
designer, pilot, fighter;
b) school - training; hospital - ? - doctor, student, treatment,
institution, sick;
in) knife - steel; chair -? - fork, tree, table, food,
tablecloth;
G) forest - trees; library - ? - city, building,
librarian, theater, books;
e) morning- night; winter - ? - frost, day, January, autumn, sleigh.
10. Divide the words into groups.
Hare, peas, hedgehog, bear, cabbage, wolf, cucumber; cow, cupboard, chair, sofa, goat, sheep, table.
11. For the highlighted word, select the words you need in meaning
Herbs:clover, cedar, sorrel, plantain, larch,
dandelion;
insects:magpie, fly, owl, beetle, mosquito, cuckoo, bee;
shoes:boots, coat, jacket, shoes, slippers, jacket.
12. What letter, syllable, word are superfluous, and the urns of mara lana are like a river, a river, a stream, a pen, a stream.
Second group - Word building games with words.
1. Find a word within a word.
Thunderstorm newspaper bush
joke tray chocolate
watchmaker sliver fair
2. Pick a couple.
but) songpractical
approximate area
girlfriend diligent
postman festive
gift striped
linen towel
the briefcase is beautiful
hairdresser nice
3. Finish the sentence:
In the mornings, Aibolit treats his teeth:
z bre y, y z br, itgyr, v dryy, o y b br.
The end is at the bottom of the pond.
A whole in the museum
Find it easily. (Painting)
Puzzles. (Anyone that fits the topic of the lesson.)
Find the animal among the lines. The pump sucks the river water
And the hose is stretched to the garden.
8. Make up words in which one of the syllables must
start with a letter m.
ma ti ma si ra mu lo ka do
Third group - work with deformed texts; unfinished stories.
Compose the text (permutation of sentences). Texts are selected to the topic of the lesson.
Make sentences (3-4) to the topic of the lesson.
At school.
On the river.
Morning, clouds, breeze, water, water lilies, boat, fishing, boys, fishing rod, catch, seagulls.
School, class, desks, attendant, guys, notebook, pencil case, lesson.
On the river.
Morning, clouds, breeze, water, water lilies, boat, fishing, boys, fishing rods, catch, seagulls.
3. Finish the story.
Bird care. It was a frosty winter. Birds are sitting on the pine tree. They are looking for food...
On duty. Dima and Kolya are on duty. They came to school early. Kolya watered the flowers on the window...
Fourth group - work with text (textbook).
1. Read the text yourself, answer the questions,
written on the board.
2. Arrange the questions in order of the content of the text. Read the answer to the second question. (The questions are written on the board.)
Ask questions about the text or part of the text.
Determine how many parts are in the text. Determine if the text has an introduction, body, conclusion.
Heading work.
Prove that the title is chosen correctly by accompanying it with text.
Choose a title from those provided.
Arrange the chapter headings in the order of the content of the text. Choose a part of the text for the title. Name the parts.
Selective reading.
Retelling with and without questions.
Drafting a text plan.
2 . Exercises for the formation of correct reading
First group - exercises aimed at developing attention, memory.
Pictures are located on a closed board. They must be opened, counted to three, closed. List all items. Find what has changed, etc.
Describe the item (show and remove).
Describe a moving object (take it in your hand - raise and lower it).
Repeat what the teacher said (six words in pairs, similar in some way in sound).
A barrel is a point, a grandmother is a butterfly, a cat is a spoon.
Choose words for this sound (reading a quatrain, sentences, text).
Think of the names of products for this sound, from which you can cook dinner.
Stand up those who have this sound in their first name, patronymic, last name.
Choose from all syllables - syllables-mergers, syllables with a confluence of consonants, closed syllables.
Show 5-6 items. Choose the name of the subject, in which one syllable, two syllables, etc.
10. Choose words that have two syllables (one, three, etc.).
Say 8-10 words.
11. Choose an object in the name of which the stress falls on the 1st syllable (2nd, 3rd) (show 5-6 objects).
Repeat words: whale, tank, cow, april etc.
Retell previously read texts without warning.
Repeat tongue twister, sentence, text.
16. Learning quatrains.
The second group is exercises with words.
1. Reading words that differ by one letter.
Chalk - stranded - soap - soap - small - crushed; mouse - midge - bear - bowl.
2. Reading words that change spelling
the same letters.
A bush is a knock, a pine is a pump, fur is laughter, a mouse is a reed, a mark is a frame, a march is a scar.
3. Reading words that have the same prefixes,
endings.
I came, I came sewed, brought, chorus; red, white, blue, black, yellow; doll, mom, dad, spoon.
4. Reading "shifters".
The lion ate the oxen. Go look for a taxi, go.
5. "Through letter", "Ladder":
6. Dictionary work (finding out the lexical meaning of words before reading).
7. Preliminary syllable-by-syllable reading of words that have a syllabic or morphemic composition.
III. Exercises for developing reading fluency.
First group- exercises to expand the field of view.
Work on the contemplation of the green dot. (On the card, on the picture we put a green dot and concentrate our eyes on it. At this time, we call the objects on the right, left, above, below.
Work on Schulte tables.
Development of the horizontal field of view.
8 4 7 22 9 14 18 7
2 15 3 12 6 23 20
6 3 9 21 4 1 25 15
Development of the vertical field of view:
Set #1
Set №2
20 33 27 16 13
30 18 2 34
3. Working with vocabulary blocks, vertically
hidden word.
from about to C in eta and in but
but from ki m e one hundred kr e layer
from but m ka T ok cle T ka
ku to la ku to la
magician but zin r but to
(Children read the words, and they themselves follow the highlighted
letters)
4. Reading columns with stencils.
(Children, using a stencil, read the words in columns. In the columns of grade I - 3-5 words, grade II - 10-12 words, grade III - 15-18 words, grade IV - 20-25 words.
check red latch
store
tooth run laboratory assistant
food
house game milk tutorials
5. Spot the difference.
Conversation, interlocutor, talk, gazebo, interview; conversation, conversation, interview, chatter, dialogue.
crying roaring tears sobbing
6. Name in order.
trouble
storm
misfortune blizzard
woe blowing snow
sadness blizzard
wind whirlwind hurricane storm
7. "Who is faster?"
Each student has 2-3 texts. Need to find this
sentence.
Second group- Exercises to activate the organs of speech.
1 Articulation gymnastics:
a) vowels, consonants, combinations, open and closed
syllables;
b) words that are difficult to pronounce.
Tongue Twisters.
"Running Tape"
A strip is stretched through the holes in the cardboard, where syllables and words are written. Must have time to read.
Cleanliness.
Various types of reading.
I.Y. Exercises for the development of expressiveness of reading.
1. Reading a word with different shades of intonation.
Reading a phrase with intonation appropriate for a particular situation.
Breathing exercises.
5. Exercises for diction.
6. Reading short poems.
Appendix 4
Exercises for the development of speech technology - breathing, speech.
Proper breathing is health.
When exercising, remember to breathe properly. Breath is life. Deep breathing is a source of strength. The deeper you breathe, the stronger the impact of exercise.
I.p. Stand up, straighten your shoulders, keep your head straight. At the expense of "one", "two" - a deep breath (to yourself). At the expense of "times" - holding your breath. Exhalation - smooth counting from 1 to 10 or from 1 to 15.
I.p. Stand up, straighten your shoulders, keep your head straight. On the exhale - saying a proverb or tongue twister. Long tongue twisters come with the addition of air.
Children should be helped to use the six levers: loud - soft, up - down, fast - slow.
I.p. Sit down, straighten your shoulders, keep your head straight. After taking a deep breath, pronounce the consonant sounds [m], [l], [n] smoothly and lingering alternately.
Inhale ah-ah-ah, exhale; inhale uh-uh, exhale; inhale and-and-and-and, exhale; inhale, ooh, ooh, exhale.
Inhale arrr, exhale; inhale errrr, exhale; breath urrrr.
No. 4. Pronounce clearly, resoundingly: steering wheel - rum - pond - horn - role - para-kura - grass - wing - hello - lilac - friend - rule - frost.
Clearly pronounce difficult words: emergency, local attractions, overload, etc.
Methodical development
on this topic:
Development of interest in reading
in younger students.
Everything in the world begins with love...
Love for people, nature, beauty... book...
I.I. Tikhomirova
Problem. Decreased interest in reading among younger students.
Target. Summarize practical material on the development of interest in reading in the classroom.
Tasks. one. Why do children now have no interest in reading?
2. Select the most effective methods of activating interest in reading in the classroom.
3. Options for organizing reading.
4. The system of tasks for the development of interest in reading.
5. To study modern scientific and methodological literature on instilling a love of reading.
Introduction
« Reading is the best teaching." Perhaps there is no need to explain the deep meaning of this proverb. From the ability of children to read fluently, expressively, to understand the content of what they read, to analyze the actions of the characters, to draw appropriate conclusions, their success in learning throughout the school years depends.
Reading is the main skill of a person in life, without which he cannot comprehend the world around him. Therefore, it becomes clear what great importance the elementary school teacher should pay to teaching reading and what responsibility he bears to the student, teachers of the secondary school. often it is the secondary school that reproaches the elementary school for the fact that students who have passed to the 5th grade read slowly, do not know how to retell, reason and evaluate what they read.
Teaching children to read is, of course, difficult. But it is even more difficult to teach them to love reading. At first, children enjoy the process of learning to read. They are interested in seeing how well-known words emerge from letters. But when it comes to increasing the pace of reading, when the teacher in the classroom is trying to get the child to read, read and read so that the reading technique grows, then many people lose the desire to sit at the book. Watching a cartoon, sitting at a computer is faster, easier, and more interesting.
"People stop thinking when they stop reading." These words were spoken by the great French thinker Dani Diderot many years ago. They are relevant now, since solving the problem of instilling interest in reading solves a number of educational, educational and developmental tasks of training and education.
Main part.
Interest in reading arises when the reader is fluent in conscious reading and has developed educational and cognitive motives. (M.I. Omorokova "Improving the reading of younger students"). M. Enlightenment. – 2006 She also argues that, based on the general task of developing the personality of the child, the elementary school should form the younger student as a conscious reader who shows interest in reading, possesses strong reading skills, ways of independent work with a readable text and a children's book.
What types of work the teacher does not come up with so that the children read with interest in the lesson.
Fairy-tale characters (Cheburashka, Carloson, Little Red Riding Hood, and many others) “bring” letters to children in their pockets, baskets. First is the syllables. Taking turns taking out sheets from Little Red Riding Hood's basket, the children read syllables on them, from which words can be made. Then Little Red Riding Hood, the children read syllables on them from which words can be made, they suddenly discover that a sentence is obtained from these words. And then our fairy-tale heroes “tell” us short tales (7-8 sentences). I compose such texts based on the plots of folk tales well known to children, reducing the number of sentences and words in each sentence to the required minimum.
Many people want to go to the blackboard, get a piece of paper from Little Red Riding Hood's basket and read it. In order not to involve the same people in the work, leaving passive children without reading, we agreed that the children of each row would read these tales in turn, while others would listen and then tell. and so that everyone listened carefully, she came up with the game "Echo" 1 reads, and the whole class repeats in unison, like an echo.
Each teacher has a series of plot pictures for the development of speech. Based on some of them, I am compiling short stories about how children slept in the cold a bird, how boys found a hedgehog in the forest, how a dog pulled a drowning owner out of the water, and others.
We often read short stories, short stories, parables from the book by V.A. Sukhomlinsky "Anthology on ethics". (M.: Pedagogy, 2005)
Based on some of them, I compose texts for children to read. These small works contain rich material for conversations with children on the topics of morality: about love for the beautiful, about caring for the weak, about honoring the elders. For example:
Zoya and the butterfly
Little Zoya was walking in the garden. Acacia grew there. Sharp thorns protruded from the eyelids. And a beautiful butterfly was flying above them. Zoya began to break the thorns.
Why are you doing it? Mom asked.
So that the butterfly does not prick, - Zoya answered quietly.
Another time, a new text for reading is “brought” by girlfriends - nesting dolls. But before you read what they offer, you need to arrange them according to their height and the fairy tale will turn out.
Drawings of 6 nesting dolls, and on them are the following letters:
1 matryoshka - "s"
2 matryoshka - "k"
3 matryoshka - "a"
4 matryoshka - "3"
5 matryoshka - "to"
6 matryoshka - "a"
Matryoshkas were arranged according to their height and the word “fairy tale” was obtained.
Everyone knows that fish are dumb, they can’t speak. But in our lesson they can become "talking". If the cards are arranged in the sequence in which the drawing of the fish appeared, read the sentences on the back, then we know a new story.
Let's draw the parts of the fish in sequence. Letters on each part of the fish pattern. It turns out the word "story"
And the next day Pinocchio or Dunno will “ask” the children questions about the content of the story they read the day before. Or maybe it will be questions directly to the reader: “What is your name?”, “Do you like to read?”, “What day of the week is it today?”, “When is your birthday?” etc.
In addition to such individual reading, there is always a choral reading of the text in the lesson. Children who read well will read and others will repeat after them.
Various types of reading at the lesson do not let children get bored, make them want to know what kind of fairy tale Little Red Riding Hood or someone else brought.
Children really like reading, which was given the name "Who plays hide and seek." On the board, and most often on a poster (can be used repeatedly in any class). I write 4-5 rows of letters (25 words). But among a random set of letters, words suddenly appear. Children find and find out who is playing hide and seek with them: animals, birds, insects, plants, mushrooms, etc.
Who plays hide and seek?
Knotigryazhomedve
DTSYUHDYATELISAANI
YOSLENOTUSHKANCHIKMF
EVOLKULDGUSYNDYUK
ITYJGOLSYVBZAYK
ABANIRSHLOSHAD'ALU
MORZHKOZAPOCHAZHUKEN
GURUBIRSHLOSBSCHSIRU
BEELASKTGIRAFFF
ULEVORONDEINITSAPL
YAGUShKASLU
Noticing an interest in such reading (who will quickly find the hidden word), the children and I made up cards for individual work under the following names: “Animals play hide and seek”, (in 4 versions), “Where are the mushrooms hiding?”, “Trees hid”, “Find the bushes”, “The grasses are the lowest in the forest and in the field”, and propagated them according to the number of children. There are many options for working with such cards. Often the children took the cards home. The subject of these cards expands the knowledge of children about the animal and plant world, teaches to distinguish plant species.
Such an exercise develops attention, vigilance when reading. And the teacher can repeatedly use these cards: in the lessons of natural history (species of animals and plants) of the Russian language, because there are so many spellings in the names of animals, plants, plants, mushrooms.
A sore point in reading lessons is an inexpressive monotonous "bubbling" instead of expressive reading. And, of course, every teacher strives to teach children to read expressively. I strive for this as well.
Each lesson should have an example of teacher reading. If necessary, it is not a sin to make pencil marks in the textbook, noting pauses, words that require logical stress, etc.
Small works written in the form of a dialogue can be of great help in teaching children expressive reading. For example:
Hello, gossip, bread and salt ...
Give me fish.
Catch yourself and eat.
Yes, I can't.
Eka! After all, I caught it. You, kumanek, go to the river, dip your tail into the hole, sit and say: “Catch, fish, small and large.” (Russian folk tale "The Fox and the Wolf"). Teaching children expressive reading, we discuss in detail the means of expressiveness when reading semantic passages: the strength and height of the voice, the arrangement of pauses, the emotional color of speech, changes in the pace of reading depending on the content, we determine intonation. For myself, I compile a kind of “intonation dictionary” - definitions for voice intonation: calm, angry, angry, mysterious, sad, joyful, delighted, frightened, disappointed, fabulous, etc.
I also use pictograms to determine the intonation of reading: images of faces in different emotional states. Considering them, we determine to which of these little men the words from this work could belong.
These rings depict faces in different emotional states.
The method of "buzzing" reading has found wide application in elementary school. I also use it.
At first, I followed the recommendations described by V.M. Zaitsev in his brochure “Reserves for Teaching Reading” (M.: Prosveshchenie, 2007). And now I decided to try it differently: for these three minutes, give the child a text that he will have time to read in the allotted time. For some reason it seems to me that if a person clearly sees the ultimate goal of his work, then the work is built (in this case- reading) and interest appears.
The work of a teacher in any direction should be systematic and regular. Only then can it give any result. For four years of elementary school, I have been trying to instill in children an interest in knowledge, trying with all my might to show them that they can get this knowledge from books.
Different types of work on the text contribute to the development of interest in reading, as well as the formation of expressive reading skills.
Dramatization Selective reading
text or (with a specific
excerpt. task).
Kinds
work on the text
for the formation
interest in reading.
Reading "Buzzing"
in "faces". reading.
Since the child receives the first literary experience in the family, the quality and breadth of the reading interests of schoolchildren depend on the attitude of parents to literature. As the results of the study show, in the practice of family education, the process of literary development is not always effective. This is due to a combination of reasons:
It consists in the fading of interest in literature in society.
It is associated with an insufficient level of psychological and pedagogical competence of parents who do not always clearly know the age characteristics and capabilities of their child.
The most significant drawback is that if adults have an interest in literature, they do not know the works of children's literature.
To instill in a child an interest in reading, many tricks have been invented.
Here are some of them:
To make a child's success in reading visual, it is useful to hang a Screen of Read Books on the wall.
Arrange an exhibition of drawings based on the books read, invite the child to comment on their drawings.
Able to kindle curiosity and such a method. A text with a bright plot is selected, which the parent begins to read. It stops at the most interesting place. (No time!) An intrigued child is forced to read the text to the end to find out what happened to the hero.
And here is the method proposed by the famous teacher Sh. Amonashvili. Its essence is that Carlson gives advice on what to read to the child. He sends him letters about which books he himself is crazy about. This "authoritative" opinion of the beloved hero has a positive effect. The child happily takes up reading, which Carlson himself loves.
The most important thing that adults can do is to advise the child to enroll in the library and at first visit it with him.
At subject weeks in literary reading, we try to organize competitions for the best reader, the most reading class.
List of used literature.
Konysheva N.M. "Project activities of schoolchildren". Magazine "Primary School". 2006, No. 1
New pedagogical and information technologies in the education system. Edited by E.S. Polat. M. Academy - 2001
I.I. Tikhomirov. "What can parents do?" Journal “School Library. 2005 November December.
V.A. Stakheev. "Approaching the Soul: A Reading Program for Children". Journal "School Library". 2006 May.
EAT. Torshilov. Aesthetic education in the family. Moscow. Art. 1989.
Magazine "Primary School". 2007, No. 6.
Recently, less and less people are fond of reading, especially for children. Most prefer computers, the Internet and TV. Therefore, it is very important to awaken an interest in reading from childhood.
Recent studies show that many children begin to master the computer before they learn to read. At the same time, they are better oriented in the keyboard than in the table of contents of books. Unfortunately, this has serious consequences. The child does not receive sufficient development. It all starts with the fact that works from the school curriculum are mastered in abbreviated versions. A child from childhood will try to reduce the flow of information coming from the outside world. However, more such information is useful.
Reading helps to develop thinking, creativity and various skills. The book forms the development of speech in a child, replenishes his vocabulary and helps to form and express his thoughts correctly. Thanks to the book, the child learns to listen better to his interlocutor and analyze the information received. In addition, the book helps to form the right moral values.
Reading is very important for the formation of personality, for cultural and psychological development, and so on. That is why it is very important to arouse interest in reading in a child even at preschool age. Many parents believe that teachers should be involved in teaching their baby, including instilling in them a love of reading. However, it is not. The formation of such habits should come from the family. In this case, the task of teachers is only to acquaint parents with how to teach a child to read.
Parents are often interested in the question: “How to arouse interest in reading in your child? ". There is no definite answer to this question. Everything is individual. There are many psychological techniques that help in solving this issue, but from all of them you need to choose exactly the one that is suitable for the baby individually.
Every parent should understand that a child will never become interested in what is boring or uninteresting for him. Therefore, you need to choose such literature that would arouse the curiosity of the baby, the desire to study it. Sometimes, in order to understand what is interesting for a child, one has to re-read a lot of books with different topics. While reading this or that literature, it is necessary to observe the reaction of your baby - how he emotionally reacts to the plot of the book, how carefully he listens, and the like.
The sooner you start teaching your child to read, the sooner the first results will be visible. Every child in childhood tries to imitate his parents. Therefore, if the parents themselves show their interest in reading literature, the child will try to do the same. Developing a child's interest in reading takes time and effort. It is also necessary to develop a system of actions, which must be implemented in stages. This scheme will be described below.
From early childhood, children need to read fairy tales aloud. Do not be lazy to do this, and put the baby audio recordings with fairy tales. When the child grows up, it is necessary to take him to the library and teach him how to use the library funds. In addition, it is very important to show how much the book is appreciated by the parents themselves. To do this, you need to buy books for children. To interest a child, you need to show how much reading can be fun. It is necessary to try to prove that there are many ideas in the book that can be used in real life. You can buy a book that describes how to do something interesting with your own hands. Then you need to read it to the child and offer to repeat what they read in real life.
It is very important that the literature read is interesting to the child. Therefore, you need to give the baby the right to choose. Let him choose what he wants to read. In addition, you need to show the child that his choice is encouraged. To do this, you can ask him to read aloud to one of the family members. If the child wants to read longer, you should not refuse him this, even if he goes to bed a little later because of this.
There should be a children's library in the house. It should not be very large, but it should contain books from which the child can choose those that will be of interest to him. The library needs to be replenished with the literature that the child likes, which corresponds to his hobby.
Many cartoons have been made based on the books. This can be used to arouse a child's interest in reading. To begin with, the kid needs to be offered to watch a cartoon. If he likes it, then after watching it, you need to read the book based on which the cartoon was shot. At first, it is better to start with small books that could be read in a couple of hours.
You can arrange home theatres. To do this, each parent, as well as the child, must learn the selected roles and make a small statement. For such productions, you need to use various props and costumes to arouse even more interest in the baby.
From the above, a simple conclusion can be drawn. To instill in a child a love of reading, it is necessary to create an atmosphere at home in which the child would enjoy "communication" with the book. Any reading should cause him only positive emotions.
If at preschool age the child failed to instill an interest in reading, then this can be done at primary school age. In this case, the teacher who teaches literature lessons plays a very important role. However, parents can also contribute to the development of the formation of interest in the book.
It is very important that the child feels what he is reading. This will arouse his emotions and interest. At the time of reading, he must become a participant in what is happening in the book, discover a personal meaning in what he reads. But in order for a student to read this or that book, the teacher must first interest him.
It has been proven that children of primary school age like those works that can surprise them. The ability to be surprised gives rise to an interest in the thirst for knowledge. If the teacher completely ignores the literary preferences of students, he will discourage the desire to prepare for lessons for a long time.
Sometimes a child does not want to pick up a book just because he has not fully mastered reading skills. Reading is a long and painful process that takes a lot of time and effort. Therefore, it is very important to teach the child to read quickly. But at the same time, he must learn and quickly comprehend what he read. Then the child will have joy and pleasure in reading. It takes a lot of effort to teach a child to read quickly and meaningfully. And this will have to be done not only by the teacher, but also by the parents.
The more efforts parents make to instill a love of reading in their child, the more successful the results will be. Interest in the book will allow the child not only to spend time usefully, but also to draw useful knowledge.
IN At present, the problem of developing schoolchildren's interest in reading is becoming a generational problem: the book in any of its forms is moving away faster and faster, interest in reading is declining. Television, the Internet are gradually replacing the book from the pedestal that it occupied until recently. Now, in order to know and keep abreast of the latest achievements of scientific thought, it is not at all necessary to read. It is enough to draw information from the TV screen or display. Children master the computer before they learn to read, navigate the keyboard better than the table of contents of the book. Their literary experience is limited to attempts to master the works of the school curriculum in an abridged version. It is bitter, painful, insulting, because once we were the most reading country in the world. The teacher of literature, in my opinion, faces one of the most important tasks of our time - to revive the student's interest in reading, which has been relegated to the background.
It is impossible to educate a creative person without a book: reading develops cognitive processes, personal culture, and forms receptivity. The process of learning to read should be continuous from elementary school onward and should ideally teach the child to see the book as a work of art. Traditionally, acquaintance with literature at the middle level begins with the study of folklore. A characteristic feature of this course is the first acquaintance of the student with the concept of expressive means of the literary language. In this regard, folklore is the richest material for such literary devices as allegory, simile, metaphor, epithets, personification, and others. From the point of view of the development of "ability to read" for me, as a teacher of literature, the following types of tasks are interesting:
1) consider typical fairy-tale animals and determine what features of the human character they identify;
2) to trace which folk human names are traditional for animals and people in Russian fairy tales, and which in foreign ones, and how this is connected with the character of the hero;
3) draw the student's attention to the similarity of many folk tales;
4) analyze the epithets used to describe negative and positive characters (for example, 2-3 fairy tales), what comparisons are used in this case;
5) invite students to determine the character and appearance of the hero using the epithets written out;
6) characterize the hero from the illustrations to the fairy tale, using the appropriate literary techniques (for this task, the use of reproductions of popular print and Palekh painting in the lesson is especially effective), students of grade 5 can be invited to draw an illustration for the work themselves;
7) create a presentation of your favorite fairy tale or favorite character.
According to my observations, such tasks awaken students' interest in the text as an object of study. And the elements of the game and competition make it easier for students to get acquainted with the basics of literary criticism and develop the skills of analyzing literary works.
In order to increase reader interest and general aesthetic development, it is advisable to use interdisciplinary connections more widely, primarily between fine arts and music. As a result, I am doing the following:
I suggest that the children make verbal portraits of the characters by listening to musical passages;
I propose to compare episodes from musical and literary works and analyze expressive means;
I organize a quiz "Guess who's coming?" (by a musical fragment, determine the hero, find a match in the text of the work);
I propose to prepare illustrations of the most memorable moments of the work.
In the process of studying poetic works, it is necessary to achieve students' understanding that a poem is a poetic image, and not just rhyme and rhythm. The most effective way to develop reading skills is the widespread use of expressive reading in the classroom. From the point of view of V.I. Chernyshev, “reading is clear, distinct, although not loud” is easy to listen to and understand, the main thing when reading is “to express the feeling of what is being read, and not one’s own”, which is possible only if one deeply penetrates into the content of the text. The ability to think about what is read and convey what is understood by the movement of the voice, intonation, has a beneficial effect on the formation of communication skills.
Forming the skills of mature reading in students, I, as a teacher, prepare them to perform various types of reproduction of what they have read, primarily to retell - short and detailed. On the basis of reading and analyzing texts, students master the skills of expressing their own thoughts: they follow the path from observing thoughts to independently reproducing thoughts.
Due to the large volume of the text of a literary work studied in high school, there is a problem of lack of study time for a more detailed consideration of all the points of interest of the work, therefore, extracurricular thematic events are of great help in increasing the interest of schoolchildren in the work. In my opinion, the following activities have the greatest interest and practical effect:
1) literary evenings, where students are invited to stage an episode of various literary works (moreover, both works and episodes can be chosen independently by schoolchildren within the framework of the theme of the literary evening);
2) literary "Brain Ring", "What? Where? When?”, “Happy chance”, “The smartest”, “Clever and clever”, where the participating teams are offered excerpts from the work in order to determine the author and title; you can prepare questions on the work or creativity of any writer, determined by the theme of the game (in this case, the questions can be prepared by the students themselves).
These activities make it possible to assess the horizons, areas of interest, the degree of susceptibility of the literary text by students, as well as to trace the dynamics of the child's intellectual development.
I strongly recommend that high school students keep a reading diary, the purpose of which is to help prepare for the lesson and, most importantly, help prepare for the exam. In the reader's diary, I highlight the following sections:
2. Title of the work
3. Main characters (their characteristics)
5.Problems
6. Commentary on the problems (short)
7. Note (what the work teaches, what you liked, the general impression, maybe some aphorisms, etc.)
The reader's diary is one of the ways to support reading in schools, to instill a culture of reading, to control the student's activity as a reader.
One of the effective ways to increase the reading interest of high school students, I think, is to conduct extracurricular reading lessons. These are not standard classes, but lessons based on the material of modern youth literature, which are held in conjunction with the children's library No. 8.
Modern literature is of particular interest to teenagers. How to make extracurricular reading lessons on this topic interesting and necessary for modern boys and girls? Together with the children's library, we conduct extra-curricular reading lessons based on works of modern literature. The guys offer a work of modern literature, with which we go to the library for discussion. The responsible group prepares an abstract, additional questions and video material. The teacher and the librarian think over the form of the lesson, develop questions for the debate.
Collaboration with the children's library creates conditions for conducting interesting lessons on modern literature, which arouses a keen interest in adolescents, a desire to read works of Russian literature.
Without a personal example of a teacher, I think it is impossible to arouse interest in reading, so I go to the library with children with pleasure, observe the manifestation of their reading interest, choose books together, try to find answers to our questions. To teach a child to think, to reason, to awaken feelings and a desire to create in him - this, in my opinion, is the most cherished desire of any teacher.
We live in difficult times and only the ability to dialogue will allow us all to preserve human dignity and always remember “how our word will respond” in the hearts and minds of our students...
MOU "Secondary school No. 22"
Methodical development
on this topic:
Development of interest in reading
in younger students.
Compiled by:
Teacher
primary school
Zaitseva Oksana Gennadievna
Anzhero - Sudzhensk
2012
Problem. Decreased interest in reading among younger students.
Target. Summarize practical material on the development of interest in reading in the classroom and in family reading.
Tasks. one. Why do children now have no interest in reading?
2. Select the most effective methods of activating interest in reading in the classroom.
3. Options for organizing family reading.
4. The system of tasks for the development of interest in reading.
5. To study modern scientific and methodological literature on instilling a love of reading.
Introduction
« Reading is the best teaching." Perhaps there is no need to explain the deep meaning of this proverb. From the ability of children to read fluently, expressively, to understand the content of what they read, to analyze the actions of the characters, to draw appropriate conclusions, their success in learning throughout the school years depends.
Reading is the main skill of a person in life, without which he cannot comprehend the world around him. Therefore, it becomes clear what great importance the elementary school teacher should pay to teaching reading and what responsibility he bears to the student, his parents, and secondary school teachers. often it is the secondary school that reproaches the elementary school for the fact that students who have passed to the 5th grade read slowly, do not know how to retell, reason and evaluate what they read.
Teaching children to read is, of course, difficult. But it is even more difficult to teach them to love reading. At first, children enjoy the process of learning to read. They are interested in seeing how well-known words emerge from letters. But when it comes to increasing the pace of reading, when the teacher is in the classroom, and the parents are at home trying to get the child to read, read and read so that the reading technique grows, then many people lose the desire to sit at a book. Watching a cartoon, sitting at a computer is faster, easier, and more interesting.
"People stop thinking when they stop reading." These words were spoken by the great French thinker Dani Diderot many years ago. They are relevant now, since solving the problem of instilling interest in reading solves a number of educational, educational and developmental tasks of training and education.
Main part.
Interest in reading arises when the reader is fluent in conscious reading and has developed educational and cognitive motives. (M.I. Omorokova "Improving the reading of younger students"). M. Enlightenment. – 2006 She also argues that, based on the general task of developing the personality of the child, the elementary school should form the younger student as a conscious reader who shows interest in reading, possesses strong reading skills, ways of independent work with a readable text and a children's book.
What types of work the teacher does not come up with so that the children read with interest in the lesson.
Fairy-tale characters (Cheburashka, Carloson, Little Red Riding Hood, and many others) “bring” letters to children in their pockets, baskets. First is the syllables. Taking turns taking out sheets from Little Red Riding Hood's basket, the children read syllables on them, from which words can be made. Then Little Red Riding Hood, the children read syllables on them from which words can be made, they suddenly discover that a sentence is obtained from these words. And then our fairy-tale heroes “tell” us short tales (7-8 sentences). I compose such texts based on the plots of folk tales well known to children, reducing the number of sentences and words in each sentence to the required minimum.
Many people want to go to the blackboard, get a piece of paper from Little Red Riding Hood's basket and read it. In order not to involve the same people in the work, leaving passive children without reading, we agreed that the children of each row would read these tales in turn, while others would listen and then tell. and so that everyone listened carefully, she came up with the game "Echo" 1 reads, and the whole class repeats in unison, like an echo.
Each teacher has a series of plot pictures for the development of speech. Based on some of them, I am compiling short stories about how children slept in the cold a bird, how boys found a hedgehog in the forest, how a dog pulled a drowning owner out of the water, and others.
We often read short stories, short stories, parables from the book by V.A. Sukhomlinsky "Anthology on ethics". (M.: Pedagogy, 2005)
Based on some of them, I compose texts for children to read. These small works contain rich material for conversations with children on the topics of morality: about love for the beautiful, about caring for the weak, about honoring the elders. For example:
Zoya and the butterfly
Little Zoya was walking in the garden. Acacia grew there. Sharp thorns protruded from the eyelids. And a beautiful butterfly was flying above them. Zoya began to break the thorns.
Why are you doing it? Mom asked.
So that the butterfly does not prick, - Zoya answered quietly.
Another time, a new text for reading is “brought” by girlfriends - nesting dolls. But before you read what they offer, you need to arrange them according to their height and the fairy tale will turn out.
Drawings of 6 nesting dolls, and on them are the following letters:
1 matryoshka - "s"
2 matryoshka - "k"
3 matryoshka - "a"
4 matryoshka - "3"
5 matryoshka - "to"
6 matryoshka - "a"
Matryoshkas were arranged according to their height and the word “fairy tale” was obtained.
Everyone knows that fish are dumb, they can’t speak. But in our lesson they can become "talking". If the cards are arranged in the sequence in which the drawing of the fish appeared, read the sentences on the back, then we know a new story.
Let's draw the parts of the fish in sequence. Letters on each part of the fish pattern. It turns out the word "story"
And the next day Pinocchio or Dunno will “ask” the children questions about the content of the story they read the day before. Or maybe it will be questions directly to the reader: “What is your name?”, “Do you like to read?”, “What day of the week is it today?”, “When is your birthday?” etc.
In addition to such individual reading, there is always a choral reading of the text in the lesson. Children who read well will read and others will repeat after them.
Various types of reading at the lesson do not let children get bored, make them want to know what kind of fairy tale Little Red Riding Hood or someone else brought.
Children really like reading, which was given the name "Who plays hide and seek." On the board, and most often on a poster (can be used repeatedly in any class). I write 4-5 rows of letters (25 words). But among a random set of letters, words suddenly appear. Children find and find out who is playing hide and seek with them: animals, birds, insects, plants, mushrooms, etc.
Who plays hide and seek?
Knotigryazhomedve
DTSYUHDYATELISAANI
YOSLENOTUSHKANCHIKMF
EVOLKULDGUSYNDYUK
ITYJGOLSYVBZAYK
ABANIRSHLOSHAD'ALU
MORZHKOZAPOCHAZHUKEN
GURUBIRSHLOSBSCHSIRU
BEELASKTGIRAFFF
ULEVORONDEINITSAPL
YAGUShKASLU
Noticing an interest in such reading (who will quickly find the hidden word), the children and I made up cards for individual work under the following names: “Animals play hide and seek”, (in 4 versions), “Where are the mushrooms hiding?”, “Trees hid”, “Find the bushes”, “The grasses are the lowest in the forest and in the field”, and propagated them according to the number of children. There are many options for working with such cards. Often children took cards home, looked for words together with their parents. The subject of these cards expands the knowledge of children about the animal and plant world, teaches to distinguish plant species.
Such an exercise develops attention, vigilance when reading. And the teacher can repeatedly use these cards: in the lessons of natural history (species of animals and plants) of the Russian language, because there are so many spellings in the names of animals, plants, plants, mushrooms.
A sore point in reading lessons is an inexpressive monotonous "bubbling" instead of expressive reading. And, of course, every teacher strives to teach children to read expressively. I strive for this as well.
Each lesson should have an example of teacher reading. If necessary, it is not a sin to make pencil marks in the textbook, noting pauses, words that require logical stress, etc.
Small works written in the form of a dialogue can be of great help in teaching children expressive reading. For example:
Hello, gossip, bread and salt ...
Give me fish.
Catch yourself and eat.
Yes, I can't.
Eka! After all, I caught it. You, kumanek, go to the river, dip your tail into the hole, sit and say: “Catch, fish, small and large.” (Russian folk tale "The Fox and the Wolf"). Teaching children expressive reading, we discuss in detail the means of expressiveness when reading semantic passages: the strength and height of the voice, the arrangement of pauses, the emotional color of speech, changes in the pace of reading depending on the content, we determine intonation. For myself, I compile a kind of “intonation dictionary” - definitions for voice intonation: calm, angry, angry, mysterious, sad, joyful, delighted, frightened, disappointed, fabulous, etc.
I also use pictograms to determine the intonation of reading: images of faces in different emotional states. Considering them, we determine to which of these little men the words from this work could belong.
These rings depict faces in different emotional states.
The method of "buzzing" reading has found wide application in elementary school. I also use it.
At first, I followed the recommendations described by V.M. Zaitsev in his brochure “Reserves for Teaching Reading” (M.: Prosveshchenie, 2007). And now I decided to try it differently: for these three minutes, give the child a text that he will have time to read in the allotted time. For some reason, it seems to me that if a person clearly sees the ultimate goal of his work, then the work is built (in this case, reading) and interest appears.
The work of a teacher in any direction should be systematic and regular. Only then can it give any result. For four years of elementary school, I have been trying to instill in children an interest in knowledge, trying with all my might to show them that they can get this knowledge from books.
Of course, I, like any elementary school teacher, monitor the progress of my students in secondary school, talk with subject teachers. They note their activity in the classroom, curiosity, interest in knowledge, the ability to express their opinion, to evaluate literary characters.
Different types of work on the text contribute to the development of interest in reading, as well as the formation of expressive reading skills.
Dramatization Selective reading
Text or (with a specific
Excerpt. task).
Kinds
Text work
By formation
interest in reading.
Reading "Buzzing"
In "faces". reading.
Since the child receives the first literary experience in the family, the quality and breadth of the reading interests of schoolchildren depend on the attitude of parents to literature. As the results of the study show, in the practice of family education, the process of literary development is not always effective. This is due to a combination of reasons:
- It consists in the fading of interest in literature in society.
- It is associated with an insufficient level of psychological and pedagogical competence of parents who do not always clearly know the age characteristics and capabilities of their child.
- The most significant drawback is that if adults have an interest in literature, they do not know the works of children's literature.
It is difficult to choose adequate means and methods of working with literary texts in the family.
Properly organized family reading is the most important condition for the mental development of a child.
Parental reading aloud is usually considered necessary when the child is not yet able to read for himself. When he is a schoolboy, then many consider parental reading unnecessary for him. But this belief is wrong. Independent reading of children should be supplemented by joint reading at school age. Reading according to the school type is not suitable for this. It is better to sit next to each other in a cozy quiet place and read the work alternately, part is read by an adult, part by a child. It is good if the habit of family reading becomes a ritual of everyday leisure. The reading process itself can be accompanied by an unobtrusive conversation: is everything clear what assumptions he and you have about the further development of the plot. Family reading experts warn: do not turn a conversation about a book into an exam, avoid a conversation of a test nature, force the child to retell.
To instill in a child an interest in reading, many tricks have been invented.
Here are some of them:
- To make a child's success in reading visual, it is useful to hang a Screen of Read Books on the wall.
- Arrange an exhibition of drawings based on the books read, invite the child to comment on their drawings.
- Able to kindle curiosity and such a method. A text with a bright plot is selected, which the parent begins to read. It stops at the most interesting place. (No time!) An intrigued child is forced to read the text to the end to find out what happened to the hero.
And here is the method proposed by the famous teacher Sh. Amonashvili. Its essence is that Carlson gives advice on what to read to the child. He sends him letters about which books he himself is crazy about. This "authoritative" opinion of the beloved hero has a positive effect. The child happily takes up reading, which Carlson himself loves.
The most important thing that parents can do is to advise the child to enroll in the library and at first visit it with him.
Conclusion.
We are now at a crucial moment. Society is increasingly aware of the need to protect and support children's reading at the state level.
It is not just the fate of children's reading that is being decided. The fate of Russia, its intellectual power is being decided. It is no coincidence that actions and congresses in support of reading swept across the country. There have been numerous conferences devoted to this topic.
An Interregional branch of the International Reading Association was created in Russia with branches in Moscow, St. Petersburg, Yekaterinburg. There are some slow but positive shifts in this regard on the part of the school. Thus, in St. Petersburg since 2002 four conferences dedicated to the culture of reading children have been held in a row. Implemented under the leadership of the International Reading Association scientific and methodological program "School of culture of reading" in Moscow.
In solving the problem of children's reading in some cities of Russia, local authorities have recently turned on. It is significant that the Year of Children's Reading was held in Chelyabinsk and the region. Program of the Year was awarded first place in the 2004 Reading Program Competition.
At subject weeks in literary reading, we try to organize competitions in parallel for the best reader, the most reading family, the most reading class, the best library. We give recommendations to parents at meetings on how to improve the reading technique of a child.
List of used literature.
- Konysheva N.M. "Project activities of schoolchildren". Magazine "Primary School". 2006, No. 1
- New pedagogical and information technologies in the education system. Edited by E.S. Polat. M. Academy - 2001
- N.P. Yashin "Learning to read is difficult, but interesting." Magazine "Primary School". 2001, No. 6
- I.I. Tikhomirov. "What can parents do?" Journal “School Library. 2005 November December.
- V.A. Stakheev. "Approaching the Soul: A Reading Program for Children". Journal "School Library". 2006 May.
- EAT. Torshilov. Aesthetic education in the family. Moscow. Art. 1989.
- Magazine "Primary School". 2007, No. 6.