This collection contains exercises for writing elements on pages in a cage according to the sample.
The game plot and poems will interest the child, and finger gymnastics not only turns the task into a game, but also helps to prepare the small muscles of the hand for writing elements and shading.

To prevent a violation of posture, the baby needs to sit correctly during the lesson: the body is free, the back is straight, the legs are straight on the floor, the hands are on the table to the elbow, between the chest and the edge of the table - 3-4 cm. The distance from the eyes to the notebook is 30 cm Place the notebook on the table with tilts to the left at an angle of 25 degrees, the bottom corner of the page is opposite the middle of the child's chest. The light source is on the left.
Try not to overwork your child. the duration of the lesson should not exceed 10 minutes, drawing lines - 5-6 minutes.
Teach your child not to go beyond the boundaries of the rulers, to evenly place the elements in the lines. Elements for drawing and hatching gradually become more complex, so try not to break the sequence of pages.

It is better for a child to write not with a pen, but with a soft, simple pencil. Children get frustrated if they can't do a task beautifully. And the pencil can be erased with an eraser and correct an unsuccessful line. You can buy stationery in the online store.

Encourage the baby, rejoice in every success, then he will work stably and accurately.

We advise you to perform each finger gymnastics exercise several times in turn with both hands. It is advisable to combine two or three exercises into a small complex (remember the previous ones or those that you liked the most). You can perform them both before the start of the lesson, and in the middle or at the end of the lesson, taking into account the desire of the child and his condition.

Dear readers!

All materials from the site can be downloaded absolutely free of charge. All files are checked by antivirus and do not contain hidden scripts.

Pictures in the archives are not watermarked.

The site is replenished with materials based on the free work of the authors. If you want to thank them for their work and support our project, you can transfer any amount that is not burdensome for you to the site's account.

Thank you in advance!!!

Graphic dictations for preschoolers help parents and teachers to systematically prepare the child for school and prevent such typical learning difficulties as underdevelopment of spelling vigilance, restlessness and absent-mindedness. Regular classes with these graphic dictations develop the child's voluntary attention, spatial imagination, fine motor skills of the fingers, coordination of movements, and perseverance.

Drawing by cells is a very exciting and useful activity for children. This is a playful way to develop a baby's spatial imagination, fine motor skills of fingers, coordination of movements, perseverance. Graphic dictations can be successfully used for children from 5 to 10 years old.

Performing the tasks proposed in the tasks laid out below - graphic dictations, the child will broaden his horizons, increase vocabulary, learn to navigate in a notebook, get acquainted with different ways images of objects.
How to work with these graphic dictations:

In each dictation, tasks are given for children 5-7 years old.

Graphic dictation can be performed in two versions:
1. The child is offered a sample of a geometric pattern and asked to repeat exactly the same pattern in a squared notebook.
2. An adult dictates a sequence of actions indicating the number of cells and their directions (left, right, up, down), the child performs the work by ear, and then compares his image of an ornament or figure with a sample in the manual using the overlay method.

Graphic dictations are supplemented with riddles, tongue twisters, tongue twisters and finger gymnastics. In the course of the lesson, the child works out the correct, clear and competent speech, develops fine motor skills of the hands, learns to distinguish distinctive features objects, replenishes their vocabulary.

Tasks are selected according to the principle "from simple to complex". If you begin to study these graphic dictations with your child, complete the tasks with him in order: start with the very first simple dictations and gradually move on to more complex ones.

For classes, you need a checkered notebook, a simple pencil and an eraser so that the child can always correct the wrong line. For children 5 - 6 years old, it is better to use a notebook with a large cage (0.8 mm) so as not to strain your eyesight. Starting with graphic dictation No. 40, all drawings are designed for an ordinary school notebook (they will not fit in a notebook in a large cage).

Tasks use the following notation: The number of cells to be counted is indicated by a number, and the direction is indicated by an arrow. For example, entry: should read: 1 cell to the right, 3 cells up, 2 cells to the left, 4 cells down, 1 cell to the right.

During classes, the mood of the child and the friendly attitude of the adult are very important. Remember that classes for a child are not an exam, but a game. Help the baby, make sure that he does not make mistakes. The result of the work should always satisfy the child, so that he wants to draw in cells again and again.

Your task is to help the child in a playful way to master the skills necessary for a good study. So never scold him. If something does not work out for him, just explain how to do it right. Praise your baby more often, and never compare with anyone.

The duration of one lesson with graphic dictations should not exceed 10-15 minutes for children of 5 years old, 15-20 minutes for children of 5-6 years old and 20-25 minutes for children of 6-7 years old. But if the child is carried away, do not stop him and interrupt the lesson.

Pay attention to the landing of the child during the dictation, how he holds the pencil. Show your child how to hold a pencil between the knuckles of the index, thumb, and middle fingers. If the child does not count well, help him count the cells in the notebook.

Before each lesson, be sure to talk with your child about the fact that there are different directions and sides. Show him where is the right, where is the left, where is the top, where is the bottom. Pay attention to the baby that each person has a right and left side. Explain that the hand he eats, paints, and writes with is his right hand, and the other hand is his left. For left-handers, on the contrary, left-handers must be explained that there are people for whom the working hand is right, and there are people for whom the working hand is left.

After that, you can open the notebook and teach the child to navigate on a sheet of paper. Show the child where the notebook has the left edge, where is the right, where is the top, where is the bottom. It can be explained that earlier at school there were slanted desks, so the upper edge of the notebook was called the top, and the bottom edge was called the bottom. Explain to the baby that if you say "to the right", then you need to lead the pencil "there" (to the right). And if you say “to the left”, then you need to lead the pencil “there” (to the left) and so on. Show your child how to count the cells.

You yourself will also need a pencil and an eraser in order to mark the lines you read. Dictations are quite voluminous, and so as not to get confused, put dots with a pencil in front of the lines you are reading. This will help you not get lost. After the dictation, you can erase all the points.

Each lesson includes a graphic dictation, a discussion of images, tongue twisters, tongue twisters, riddles and finger gymnastics. Each stage of the lesson carries a semantic load. Classes with a child can be built in a different sequence. You can first do finger gymnastics, read tongue twisters and tongue twisters, and then do a graphic dictation. On the contrary, you can first do a graphic dictation, then tongue twisters and finger gymnastics. Riddles are best guessed at the end of the lesson.
When the child draws a picture, talk about the fact that there are objects and there are images of them. Images are different: photographs, drawings, a schematic image. Graphic dictation is a schematic representation of an object.

Talk about how each animal has its own distinctive features. A schematic representation shows distinctive features by which we can recognize an animal or object. Ask your child what are the distinguishing features of the animal he has drawn. For example, a hare has long ears and a small tail, an elephant has a long trunk, an ostrich has a long neck, a small head and long legs, and so on.

Work with tongue twisters and tongue twisters in different ways:
1. Let the child pick up the ball and, rhythmically tossing and catching it with his hands, say a tongue twister or tongue twister. You can toss and catch the ball for every word or syllable.
2. Let the child say a tongue twister (pure tongue twister), throwing the ball from one hand to the other.
3. You can say a tongue twister by clapping the rhythm with your palms.
4. Offer to say the tongue twister 3 times in a row and not get lost.
Do finger exercises together so that the child sees and repeats the movements behind you.
And now that you have got acquainted with the basic rules for conducting a graphic dictation, you can begin to study.

Each dictation opens in a new window.

Orientation in the cell in younger students

In the first days at school, it is very important to teach a child to use a notebook, navigate on a notebook sheet, be able to see the cell, correctly find its sides, corners, center and midpoints of the sides.

The proposed set of tasks and exercises will teach the younger student to navigate in the cell, which in the future will help him write numbers, letters beautifully and correctly, and perform graphic tasks in notebooks. He will have the basics of writing and drawing.

Performing practical tasks, children develop fine motor skills, attention, memory, thinking and logic. At the same time, the eye and the accuracy of hand movement develop.

Initially, a demonstration poster is used, which shows a cell enlarged several times.

The teacher shows and names the sides of the cell, paying attention to the fact that the cell has four sides and each has its own name: left, right, top, bottom.

Children must correctly name and show the sides of the cell.

1. The teacher names the side, the students must show it correctly (with the help of a pointer, draw along the side of the cell). If it is the top or bottom side, then draw from left to right, and if it is left or right, then from top to bottom.

2. The teacher on the poster shows each side in turn. Children must name them correctly.

Exercise 1

Circle four separate cells with a pen. In the first cell, draw a yellow line along the upper side of the cell, in the second, draw a red line along the lower side, in the third, a blue line on the left side, in the fourth, a green line on the right side.

Exercise 2

Circle one cell with a pen. Put a dot on the right side of the cell. Mark the underside with a cross. Put two dots on the left side. Mark the upper side with two crosses.

Then the children get acquainted with the main points of the cell. To do this, the teacher exposes a poster with an image of an enlarged cell, on which its reference points are marked.

The teacher shows and names the points of the cell. Children must learn to correctly name and show these points.

The fixing of the material is carried out in two stages.

1. The teacher calls all the points of the cell in turn, the children must show them correctly on the poster.

2. The teacher shows the points of the cell, the children must name them correctly.

After that, exercises are carried out in notebooks.

Exercise 3

Trace the nine individual cells with a pen. Put a dot in the first cell in the upper right corner, in the second cell in the lower right corner, in the third cell in the upper left corner, in the fourth cell in the lower left corner, in the fifth cell in the middle of the right side, in the sixth cell in the middle of the left side, in the seventh - in the middle of the upper side, in the eighth - in the middle of the lower side, in the ninth - in the center of the cell.

Exercise 4

Trace five separate cells with a pen. In the first cell, put dots in the upper left and lower right corners. Draw a line from top left to bottom right. In the second cell, put dots in the upper right and lower left corners. Draw a line from top right to bottom left. In the third cell, put dots in the middle of the left and in the middle of the right sides. Draw a line from the middle of the left side to the middle of the right side. In the fourth cell, put a dot in the middle of the upper and in the middle of the lower sides. Draw a line from the middle of the top to the middle of the bottom. In the fifth cell, put a dot in the center, in the upper left corner and in the middle of the right side. Draw a line from the center to the upper left corner and from the middle of the right side to the center.

Children perform subsequent exercises in a cell enlarged several times. To do this, the teacher distributes sheets of white paper to schoolchildren, on which cells-squares are depicted. The side of such a square is 4-6 cells.

Exercise 5

In the square, put dots in the upper right corner, in the middle of the upper side, in the middle of the lower side and in the lower right corner. Draw a red line from the upper right corner to the middle of the upper side, then to the middle of the lower side and to the lower right corner.

What letter did you draw? What words start with this letter? Which ones end with this letter? In what words is this letter in the middle of a word?

Similar exercises can be done with all the letters of the alphabet.

Note. In the letters D, C, W, E, some parts are drawn outside the square.

We have learned to write letters inside squares. And now we will write whole words.

Exercise 6

In the first square, draw a line from the middle of the top side to the middle of the bottom, then to the top right corner and to the bottom right corner. In the second square, draw a line from the middle of the left side to the center of the square, then to the middle of the upper side, then to the upper left corner and to the lower left corner. In the third square, draw lines from the top right corner to the center of the cell, then to the middle of the bottom side, from the top right corner to the bottom right corner. From the center of the square to the middle of the right side.

Name the letters you got. Read the whole word. And what is your name? What are your parents' names? What other names do you know?

Similar exercises are carried out when writing other words.

We have learned to write words inside squares. Now let's write whole sentences.

Note. When writing letters, you can use different variants their location in the box and different spellings.

We have learned to write letters, words, whole sentences, and now we will learn to write numbers in squares.

Exercise 7

Draw a red line from the center of the square to the top right corner and then to the bottom right corner. What number did you write? What numbers do you know?

Similarly, tasks are performed for writing other numbers.

This is how numbers are written on envelopes when we designate an index.

We have learned how to write numbers, and now we will draw objects of the world around us in squares. When performing these tasks, you can finish the missing parts of objects both in the box and outside it.

Exercise 8

Draw a green line from the middle of the left side of the square to the middle of the upper side and to the middle of the right side, then to the middle of the left side. Draw a green line from the bottom left corner to the center, from the center to the bottom right corner and to the bottom left corner. Draw the trunk and paint over the Christmas tree.

Why is a Christmas tree called evergreen? What riddles do you know about her? Name other trees that you know. What holiday is complete without a Christmas tree?

Exercise 9

Draw a blue line from the middle of the right side to the middle of the left side, then to the middle of the upper side and to the middle of the lower side, then to the middle of the right side.

Draw the butterfly's head, body, antennae and color it. Where did you see butterflies? What butterflies do you know?

Similarly, tasks for drawing other objects are performed.

Now we will learn how to divide a square-cell into 2, 4 equal and unequal parts.

Exercise 10

In a notebook, circle 4 separate cells with a pen. In the first cell, draw a line from the middle of the left side to the middle of the right. In the second, draw a line from the middle of the top side to the middle of the bottom side. In the third cell, draw a line from the top left corner to the bottom right corner. In the fourth cell, draw a line from the top right corner to the bottom left corner.

We divided each of these cells into 2 equal parts?

Exercise 11

In a notebook, circle 2 separate cells with a pen. In the first cell, draw a line from the middle of the left side to the middle of the right side and a line from the middle of the top side to the middle of the bottom. In the second cell, draw a line from the top left corner to the bottom right corner and from the top right corner to the bottom left corner.

We divided these cells into 4 equal parts.

The children perform the next exercise on pieces of paper where squares have already been drawn.

Exercise 12

a) Divide the squares into 2 unequal parts in different ways.

b) Divide the squares into 3 unequal parts.

in) Divide the squares into 4 unequal parts.

Note. All the exercises described above can be performed collectively on the board, where squares will be prepared. For example, when drawing a letter, children alternately go to the blackboard, and, as directed by the teacher, mark the reference points in the square with chalk, and then draw the given lines, connecting the points. After that, everyone reads the drawn letter together. The greatest effect is achieved with a combination of individual and collective performance of tasks.

State budgetary

preschool educational institution Kindergarten No. 40

combined view of the Kolpinsky district of St. Petersburg

Synopsis of the subgroup lesson

defectologist with childrensenior preschool age

with severe speech impairment

with mental retardation

Educational area:"Knowledge".

Defectologist teacher: Kudryavtseva G.A.

St. Petersburg

2014

Use of modern educational technologies

in work on outline

Lexical topic: " Fruit".

1. Health-saving technologies:

• physical culture and health moments;
• educational;
• correctional;
• maintaining and promoting health.

1. Technology of personality-oriented interaction of a teacher with children:

• pedagogical assistance and support for children;
• development of cognitive interest and activity;
• creating a favorable atmosphere for the manifestation of their own activity of children.

1. Game technologies.
2. Psychosaving technologies:

• avoidance of excessive, intellectual, emotional, nervous stress;
• taking into account the individual characteristics of children;
• ensuring a positive moral and psychological climate in a subgroup of children.

1. Technologies of project activity:

• inclusion of children in the sphere of interpersonal interaction;
• development and enrichment of the social and personal experience of children;

Lexical topic:"Fruit".

Educational area:"Knowledge".

Topic: "Introduction to a notebook in a cage."

Target. To teach children to navigate in a notebook page (top, bottom, left, right, middle); circle the specified number of cells.

Tasks:

Educational:

1. Strengthening the ability to recognize and name fruits;
2. Development of interest in the world around and cognitive activity;

Correction-developing:

1. Consolidation of ideas about the numbers 1 - 3, recounting objects, correlating the number and quantity;
2. Development of visual and auditory attention;
3. Development of children's speech activity;
4. Improvement of general and fine motor skills (general motor skills, switchability and coordination of movements);

Educational:

1. Cultivate a caring attitude towards things;
2. Learn to do joint tasks, exercises with other children.
3. Cultivate accuracy.

Demo material.Notebooks in a cage and in a ruler.
Handout.Notebooks in a cage. Pictures of fruits.

Lesson progress
Organizing time
Defectologist. Guess the riddle:
Now I'm in a cage, then in a line.
Feel free to write on them!
You can also draw...
What is me? ( Notebook )
Repeated line-by-line reading of the riddle and analysis of the answer.
Main part
Working with demo material
The defectologist shows the children checkered and lined notebooks.
Defectologist. What is the notebook made of? (From sheets of paper)
Demonstration of individual sheets and sheets of a notebook.
- Why can't separate sheets be called a notebook? (sheets of notebook are stapled together)
What are the pages of the notebook bound with? ( brackets ) (Demo)
- How many brackets? ( Two )
Are all notebook pages the same? ( No, not all )
- What is the difference? ( color )
_ how many sheets of a different color? ( Two sheets )
What are the sheets called? ( notebook cover )
- Why is this notebook called "in a cage"? (There are many small cells on the leaf).

Show a sheet of notebook. Show the notebook page. What else besides cells is there on each page? ( Red line ).

These red lines are called "fields". What are the fields for in a notebook? (You can't write or draw outside the margins)
- Look at the first page. On which side of the page are the margins? ( On right )
- Turn over the sheet. Look at the second page of the first sheet. Which side are the margins on this page? ( Left )
- Look at the first page of the second sheet. Which side are the margins on this page? ( Right again )
- Turn over the sheet. Examine the second page of the second sheet. Which side are the margins on this page? ( Left again )
- Look at the first page of the third sheet. Which side are the margins on this page? ( right again)
Physical education minute

We'll go right now
And then we'll go to the left
Gather in the center of the circle
And we'll all be back.
We quietly sit down
Let's stroke ourselves with our hands
We will rise slowly
And let's jump lightly.
Let our feet dance
And clap their hands.
Let's turn right
Why not start over?
Work in a notebook
Defectologist.
- Each of you has a picture of a fruit in your hands, name who has what is drawn (which fruit). Put the picture with the image on top of the notebook.
- Show the bottom of the notebook. (Children put pictures down).
- Show the middle of the notebook. (Children put pictures in the middle).
- What is inside the notebook in the middle? (Folding notebook sheets, brackets)
- What is outside the closed notebook? ( Cover )
- Where do we start writing (drawing) in a notebook: from above or from below? ( Above ) (Display)
- Which side do we start writing (drawing): on the right or on the left? ( Left ) (Display)
- Show the top left corner of the first page.
Circle the first top box in your notebook.
- Circle three more boxes (One per cell)
How many cells are circled?
Summary of the lesson
General questions on the topic of the lesson.

It is very difficult to teach a child to navigate on a notebook sheet, while developing handwriting, accuracy and, most importantly, to teach him to write. Repeated and long writing leads to unwillingness to learn, robs the child of all the joy of learning. But in kindergarten, where there is a lot of time in the classroom and there are no strict requirements for the child and academic performance limits, you can teach children not only to navigate on a notebook sheet and not be afraid of a notebook, but also to hold a pencil and pen correctly, strengthen the small muscles of the hand and develop fine motor skills.

Graphic dictations, conducted in an interesting, playful way, have the opportunity to contribute to the development of all of the above.

Fragment of a math lesson in grade 3 (school of type VIII):

Working with older preschool children preparatory group, I applied several techniques and forms of graphic dictations that I developed while working at school and where they brought tangible results and significant support in the development of writing, counting, motor skills, etc. My goal was primarily:

• development of fine motor skills of hands;
• development of the concepts of "left / right", "top / bottom";
• strengthening counting skills;
• development of attention;
• development of the imagination;

Along the way, we made observations of the position of the sun in the sky throughout the day, so the children still:

• developed observation;
• expanded knowledge of nature.

Stage 1. Preparatory work. Consolidation of knowledge of the left and right hand

We take a landscape sheet and fold it in half in height, bending the sheet from left to right (the next day - from right to left), equaling the edges. The sheet bent in this way is bent again, but already from top to bottom (then from bottom to top). The result is a rectangle. Let's deploy it. We have a sheet of 4 rectangles. We draw along the folds with a pencil. In the future, we begin to use a ruler for this. We count the rectangles, paying attention to the fact that we have two rectangles on the right and left, and two rectangles on the top and bottom.

Stage 2. Tasks

Draw a circle in the lower right rectangle, a triangle in the lower left, a square in the upper right, and a triangle in the upper left.

Stage 3. Observations of the sun

Where is the sun in the morning? Show. Name (lower left rectangle). Happy? Show. Name (upper left). After sleep? Show. Name (upper right). I'm going for a walk. Show. Name (bottom right).

Stage 4. Complication of tasks

Put a red dot in the middle of the lower left rectangle, a blue dot in the upper right corner of the lower right rectangle. We perform this work in stages: show the lower right rectangle with your finger, now find the upper right corner in it, put a dot there with a blue pencil.

Stage 5. Observations of the sun

We draw the sun different time days, looking out the window. The window is also divided into rectangles.

I note that this work I conducted only 4 months almost every day, in different forms of complexity. But, nevertheless, 2 weeks after the first lesson, we began to work in squared notebooks. By that time, the children already had the concept of a cage and were a little oriented on a piece of paper.

We draw the lines "by hand", along the notebook lines according to my samples. I drew samples for everyone. You can use entertaining game moments of preparation: large colored cells, various figures that children circled with pencils of different colors, etc.

Before starting work with a graphic dictation, draw a large visual sample on the board, put a large red dot in each notebook. Start working: 3 cells down, 3 cells to the right - this is an auditory sample, a reference point from which we begin to “dance”, build a figure.

The first graphic dictation.

The figure is a cell. I say: put the tip of the pencil on the red dot. Without lifting the tip of the pencil from the sheet, draw a line to the right 2 cells. Without lifting your pencil, draw a line down 2 cells. Without lifting your pencil, draw a line to the left 2 cells. Without lifting your pencil, draw a line up 2 cells. Connected lines. What did we get? Square. Well done.

Take a red pencil, circle the square along the drawn lines and paint over it.

We performed simple figures every day until the children were no longer afraid of the sheet. I took the material to start work from the manual “Developing hands - to learn and write and draw beautifully”, authors S.E. Gavrina, N.L. Kutyavina, I.G. Toporkova, S.V. Shcherbinin. (Yaroslavl, "Academy of Development", "Academy and K", 2000).

• Do not put a red dot, indicating the start of work.
• Perform not one, but 2-3 figures.

What was the result on the part of the children? Children began to confidently navigate the notebook sheet. They tried to clearly follow my instructions, listened to me carefully. They were very interested to know what would happen as a result of the dictation, what figure.

We have already marked the path of the sun as follows:

And they said this: In the morning the sun is in the lower corner of the lower left rectangle, then it rises to the upper right corner of the upper left rectangle. After lunch, the sun begins to sink down to the middle of the upper right rectangle. Before an evening walk, it descends further down to the lower corner of the lower right rectangle.

The result of such work with a group of preschoolers was that almost all graduate children were not afraid to work in a notebook, they began to understand that it was necessary to work in a notebook not in an arbitrary place on the sheet, they began to confidently hold a pencil and a pen, they did not confuse the right and left sides, they learned note the weather. They also improved their attention and began to develop their imagination, they became interested in studying at school.