An important property of modern writing is its continuity. Continuous writing accelerates the development of a graphic skill. Learning the correct combination of letters plays an important role in the formation of continuous writing skills. Students should know how to connect all letters. They must be informed of some principles of connections: common features both the first and second letters in the connected pair. So, the connections oi, shi, ish, etc., where the connection has a direction from bottom to top, can be considered of the same type.
Connections are upper, for example, op; directed from bottom to top, for example shi; middle, for example ae, and lower, for example, silt. The upper connection includes letters whose reproduction begins on the upper line of the working line. The lower type of connection includes letters that begin just above the bottom line of the working line. The middle type of connection is used for letters whose beginning is in the middle of the working line.
In the copybooks used in schools of Uzbekistan with the Russian language of instruction (Tokhtakhodzhaeva M.Kh., Veitsman N.M., Belova V.A. Copybooks. - Tashkent, 2009), samples of all compounds of both lowercase and uppercase letters are given.
To master the skill of seamless connection, students must learn some techniques. One of these techniques may be a method of re-drawing a line along an already drawn one. So the letters o and l are connected (repeating the line has the opposite direction) or u with any other letter. Repeated, double drawing of the line may take place not in the first letter of the compound, but in the second, for example, in the syllable sha.
Studying this or that letter, the teacher always gives the children tasks to work out the connections of this letter with other letters.
In some lessons, the teacher can specifically work out the connections of letters by combining some of the connections into groups.
So, the teacher can work out the connections of the previous letters with ovals, work separately on the connections of the letters o and yu. A special exercise can be given to the compounds of the letters v, b, b. Connections with the letters m, l, i are a known difficulty for students, since in the process of writing the pen often goes up to connect with the letters i, n, k, t, p.
Thus, we can distinguish several groups of compounds that the teacher specifically works on:
1. With ovals.
3. Connections with in, b, b.
4. Connections with semi-ovals.
5. Connections with m, l, i.
In the process of working out the connections of letters, students should use the following algorithm:
If the next letter in combination refers to the upper type of connection, then continue the line from the previous letter to the upper line of the working line (or the middle of the line, if the notebook is in a “ruler”);
If the next letter in combination refers to the lower connection, then the line from the previous letter must be drawn to the right, slightly above the bottom line of the line;
If the next letter in combination refers to the middle form
connections, then the line from the previous letter must be brought to
the middle of the line and, without stopping, smoothly move to the outline
the first driving element.
QUESTIONS AND TASKS
1. Answer the questions:
1) What types of letter combinations exist in teaching writing?
2) Groups of compounds requiring special exercises.
3) The algorithm of students' actions when working out letter combinations.
2. Make up some exercises to work out the connections of letters.
3. Write a children's quatrain in calligraphic handwriting. Mark the types of connections in it.
Lesson 6.
Planning for writing lessons and requirements for them.
Approximate development of writing lessons in the period of literacy
The lesson is the main form of education and absorbs all the wealth of methodological means. There are general requirements for lessons, within which the creativity of the teacher is carried out in the organization of active cognitive activity of students, in the formation of skills and abilities in reading and writing, in the development of thinking and speech of children.
Didactics requirements are as follows:
each lesson should have an educational character;
the teacher must be clear about the objectives of the lesson;
each lesson should be successively connected with the previous one and the one following it;
a variety of methodological means and techniques chosen for the lesson;
All students must be organized by the teacher to work.
When planning and conducting writing lessons, the teacher must adhere to such requirements as taking care of the speech environment, the presence of work on the development of speech and thinking of students at each lesson. An equally important requirement is the use of various methods of sound and letter analysis and synthesis. The teacher should make sure that the main time of lesson 2/3 is occupied by the work on the formation of writing skills and abilities. This means that most of the lesson the children are engaged in writing. However, the teacher must remember the requirement that the duration of continuous writing in grade 1 should not exceed five minutes. After each "session" of writing, children should rest a little, change the form of activity.
Each writing lesson should use exemplary material. These may be additional exercises and language material for writing. The structure of the lesson provides for a change in the types of mental activity, pauses, which can be in the form of physical education minutes, moments of humor, riddles, solving crossword puzzles, rebuses, didactic games.
Consider a sample outline of a writing lesson in first grade.
EXAMPLE LESSON PLAN WRITING
Lesson topic: Letter of lowercase and capital letters P p
Lesson Objectives: teach children how to write the letters P p; develop continuous writing skills, thinking, phonemic hearing; to cultivate accuracy in writing, careful attitude to educational supplies.
Equipment: visual aid “Sample of writing letters P p”, colored crayons, pencils, pictures depicting a shelf, stick and file.
DURING THE CLASSES
I. Organizational moment.
Greetings. Check readiness for the lesson. Workplace organization.
II. Checking homework.
1. What sound and letter did we meet in the last lesson? (L l)
2. Characterize the sound [l]: consonant, voiced, sonorous,
unpaired, hard. Give examples of words with this sound: lamp, doll,
chalk, shelf.
3. Characterize the sound [l`]: consonant, voiced, sonorous,
unpaired, soft. Give examples of words with this sound: snail, stranded,
fox, favor.
4. Gymnastics for the eyes.
They sat down correctly, straightened their backs, Feet are on the floor, hands lie neatly on the desk. We work only with the eyes. We started. Looked left, right, up, down, straight, at me (teachers)
III. Working with new material
Acquaintance with the spelling of the letters Pp
1. Characteristics of the sound [n]: consonant, deaf, paired, solid, found in the words school desk, trampling, soup.
2. Characteristics of the sound [p`]: consonant, deaf, double, soft; found in the words pilot, song, captain, steppe.
We hear the sound, but we see and write the letter. The letter p can be both lowercase and uppercase.
3. Element-by-element analysis of the lowercase letter p: a line with a rounding to the right, occupies the entire working line in height. The connection of the line and the rounding (hook) is smooth (demonstration of the manual, writing a letter in the air).
4. Element-by-element analysis of the capital letter P: two large slashes of the same height, which begin on the auxiliary line and go to the end of the working line. The left line is bent to the left, and the right one is bent to the right. Above them is a "hat".
2. Charging for hands.
The fingers of both hands were clenched into fists. They twisted their fists away from themselves: one - two - three - four; and now - to yourself: one - two - three - four. Shake hands.
3. Work in copybook page 25
We write the letter p, the syllable pa, the word dad.
Children write in copybook, and the teacher - on the board, pronouncing each element
Demonstration of pictures depicting a shelf, a stick and a file, recording words with missing vowels o, a, and. Characteristics of missing letters and sounds.
4. Physical Minute.
The best swings are flexible vines.
Monkeys know this from the cradle.
Who swings all the time, yes-yes-yes!
He never gets upset!
5. Continued work in the recipe.
We write beautifully and neatly. capital letter P
Recording the sentence "Pulat's dad is a pilot." The beginning of the sentence is written with a capital letter, all words are written separately. We also write the word "Pulata" with a capital letter, since this is the name of a boy. Put a dot at the end of the sentence.
The following sentences are also analyzed and written down.
6. Syllabic dictation in workbook.
Lee, us, ku, op, ol.
7. Summing up the lesson.
What did we do in class? What letter are you familiar with?
Evaluation of student work.
8. Homework: write in a workbook
Pp Pp, pa pi pl Pu shelf, file Papa rolled Lola.
EXAMPLE LESSON PLAN WRITING
Lesson topic: Letter lowercase and uppercase letters U y
Lesson Objectives: teach children how to write letters (uppercase and lowercase) Y y; develop the skills of writing elements of the studied letters, expanding the horizons of students and vocabulary; cultivate a caring attitude towards everything around.
Equipment e: illustrations of letters, word schemes, a table "how to sit at a desk"
Lesson type: combined
DURING THE CLASSES
I. Organizing moment. Checking previously written letters by students.
II. Main part
1. Sound analysis of words.
Tired duck on the pond
Teach your ducklings.
Ducklings swim in plain sight
Mom doesn't want to.
Children say the words they remember.
Two antennas on top
And she sits in a hut,
She is lucky on herself
Creeps very slowly. (Snail)
2. Phonetic analysis of the word snail.
How many syllables are in this word?
Name the first syllable, second, third.
How many sounds are in each syllable?
Name vowels, soft consonants.
Which syllable and sound do we pronounce louder? Put an accent.
Make up a word plan.
Highlight the sound y, give a description
(vowel, stressed, unstressed; forms a syllable; denotes the hardness of the preceding consonant).
Making a sentence with the word snail according to the scheme
3. Showing a written letter, comparing it with a printed one, finding out their similarities and differences.
Creating in the memory of the child the image of the letter y
What does the letter look like.
Children: U - knot. In any forest you will see the letter U
Convenient letter!
It's convenient in her
What is possible with a letter
Hang up your coat.
Feeling the letter y made of sandpaper (15-20 times) in the direction of the letter.
Graphical analysis of the letter - highlighting the elements of the letter U:
the first element is a straight line with a rounded top and bottom, located in the interline space.
The letter of the elements that make up the letter U y
Hatching in a given direction - the composition "Engine" is compiled
4.Fizminutka
The first in the chain was the locomotive. (teacher)
He roared and drove the wagons. (cars - guys)
The wagons are rushing and humming loudly,
They rush forward along the hillocks, along the slopes.
Everyone wants to be a steam locomotive.
The teacher writes the letter U on the blackboard, standing with his back to the children: We begin to write below the previous line, lead up and to the right, round off and write on ourselves evenly, almost bringing it to the top line of the working line, round to the right and draw an inclined line up to the height of this letter. Then we lead the handle straight and down towards ourselves. We've been following what's been written for a while. Slightly not bringing to the bottom line, slightly round to the left.
Gymnastics for hands - "playing" the piano, finger competition in running.
Writing two or three letters in cursive. Checking written by the teacher, identifying errors.
The teacher writes on the board the letter with the detected error, paying attention to it. Find out what went wrong. The teacher erases what is written and writes correctly.
Writing lowercase y:
We put the pen on the top line, we lead down towards ourselves, almost bringing it to the bottom line, we round off and we lead the pen up with an inclination to the top line, without taking our hands off, we lead ourselves along the written straight line, we pass the bottom line of the working line, we write in the interline space, without bringing to the top line of the next working line, we make a loop.
Work in copybook: children write one line of the letter y
5. Development of students' speech
The game "Who is more?"
a) Think of words with the sound [y] at the beginning, in the middle, at the end of the word (street, morning; hands, pear, I walk, I carry);
b) Name the words in which there are only three letters, with the second and third
UK (beetle, beech, onion, bough);
Lyosha found a saw near the limes.
Work in writing.
Children read in the copybook what word is written.
When do they shout?
Children write two words counting. Then the mistakes made by the students are explained, and the line is added to the end.
Write sentences and words with the letter y.
Training exercises in writing the letters i, y, i, u, their similarities and differences are noted.
The writing of compounds with letters is practiced.
III. In conclusion, the teacher hangs a drawing on the board depicting an open book with vowels and consonants and invites the children to read the word, making up syllables-fusions (consonant + vowel). Get the word change.
IV. Summing up the lesson. Generalization, evaluation of students.
V. Homework. Fill in the spelling page for the studied letter.
QUESTIONS AND TASKS
1. Answer the questions:
1) How do you understand the requirement that “each lesson should have an educational character”?
2) How can writing lessons be linked?
3) How is the activity of all students in the lesson achieved?
4) What does the requirement that the duration of continuous writing in grade 1 should not exceed five minutes mean?
5) What is the purpose of using pauses in writing lessons, changing types
student activities?
2. Analyze the writing lesson plans presented.
3. Make a fragment of a writing lesson plan (any letter of your choice) taking into account the requirements for writing lessons.
The recipe is made in the best traditions of the "Soviet" and pre-revolutionary manuals, taking into account the latest pedagogical findings in this area.
In this recipe, the child will be able to additionally train in writing letter compounds. Unfortunately, in last years there is no unity of requirements for the correct spelling of letters and the technique of continuous writing. This leads to the fact that teachers in military classes and in military schools recommend that children write letters differently. This recipe gives classic examples of writing letters and their compounds (such as they should be when writing with a pen). Regular classes will help the baby form a beautiful and legible handwriting.
We recommend daily writing letters for 15-20 minutes (this is the same hygiene requirement as washing, exercising, showering before bed). Follow that. so that your child writes letters correctly and diligently, and most importantly, does not overwork! We pay special attention to the fact that the child must sit correctly and hold the handle correctly! Remember, your baby's health depends on it! Recommended for children from 6 to 10 years old. Good luck to you and your children!
The correct position of the body and hands of the child when writing.
We especially draw your attention to how the child should sit and hold the pen! Remember, your child's health depends on it!
When writing, the writing object lies on the upper phalanx of the middle finger. Forefinger and thumb grab it from above. The thumb is slightly higher than the index finger. If the index finger can easily rise without the handle falling off, then the handle is positioned correctly in the hand. All three fingers are slightly rounded and should not squeeze the handle strongly (deflection of the first joint index finger indicates excessive tension while holding the handle). The ring and little fingers can be inside the palm or lie freely at the base of the thumb. While writing, the hand rests on the upper joint of the little finger bent inward. Middle and ring fingers are located almost perpendicular to the edge of the table. The distance from the lower tip of the writing object to the index finger is 1.5 - 2 cm. If the distance is too large or small, the hand will be tense when writing. The upper end of the writing object is oriented towards the shoulder. The hand is in motion, the elbow does not come off the table.
Make sure your child has their own space for studying and writing. If this is not possible, buy a high chair and a footstool for the child's feet, adjust the height of the table top. The child should sit up straight with his head slightly tilted forward. His back rests on the back of a chair at the level of the waist. Both shoulders are at the same level (parallel to the edge of the table). The torso should not rest against the front edge of the table - there is a free space of 3-4 cm between them. The legs are bent at the knee joints at a right or obtuse angle and the whole foot rests on the floor or footboard.
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The recipe is made in the best traditions of "Soviet" and pre-revolutionary manuals, taking into account the latest pedagogical findings in this area. Recommended for children from 6 to 10 years old. In this recipe, you, along with your child, can additionally practice writing letter compounds.
The recipe is made in the best traditions of "Soviet" and pre-revolutionary manuals, taking into account the latest pedagogical findings in this area. Recommended for children from 6 to 10 years old. In this recipe, you, along with your child, can additionally practice writing letter compounds. Unfortunately, in recent years there has been no unity of requirements for the correct spelling of letters and the technique of continuous writing. This leads to the fact that teachers in different classes and in different schools recommend that children write letters differently. This recipe gives classic examples of writing letters and their compounds (such as they should be when writing with a pen). Regular classes will help the baby form a beautiful and legible handwriting.
It is known that a good handwriting expert can tell a lot about a person - about his character, habits, way of thinking and expressing emotions. It is less known that in itself the work of developing a beautiful and legible handwriting brings up diligence, attention, perseverance, perseverance, expands the child's motor abilities and prepares the ground for even more complex activities. A child with good handwriting has more consistent thinking, which allows him to clearly assimilate educational material. Thus, writing is a training not only for your child's fingers, but also for his will.
Do not forget that writing is a complex motor skill, which requires time, a large number of repetitions and the efforts of the child to develop. At school, about 3 lines are allotted for practicing the skill of writing each letter, and if the child did the task incorrectly, he has no place to correct mistakes. In this recipe, you, along with your child, can additionally practice writing letter compounds. Unfortunately, now there is no unity of requirements for the correct spelling of letters and the technique of continuous writing. We recommend that you simply correct the sample in accordance with the school requirements, if they differ in some way from the classic ones.
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You are looking for: Pattern of connecting letters - up-to-date information.
Description:
How do we combine the letter O with another letter in a letter? In the 21st century, all connections are bottom, look at the samples. They are letters of some sort. Consider the written pattern of connecting the letter "f" with other letters on the next line in the copy. In "Recipes" samples of all compounds are given, both lowercase and uppercase letters. The teacher recalls the connection pattern. My daughter writes letters and elements beautifully, but the overall picture of what is written is depressing. Participation of an expert in obtaining experimental samples. The teacher writes the pattern on the blackboard. Students should know how to connect all letters. We will write the letter o using the top join.
Connect letters correctly
We offer interactive computer exercises for teaching writing.
Analysis of graphic errors in writing. Causes, ways to prevent and correct them
Main tabs
Indicators (criteria) of graphic skill are: 1) graphic literacy 2) calligraphic clarity and stability in the styles of letters and their combinations 3) connectedness (continuity) and 4) writing speed.
In order for the skills to become automated skills, it is necessary to fulfill all indicators of the graphic skill.
Graphic literacy as one of the indicators of the formation of the writing skill is manifested in whether the student makes mistakes that occur in the process of transcoding the sound form of a word into a graphic one and when it is directly reproduced on paper.
Graphic errors are omissions, permutations and various replacements of letters corresponding to phonemes similar in acoustic, articulatory characteristics, or a change in the shape, size, spatial position and number of elements in a letter sign.
Every teacher is well aware of how difficult it is for younger students (especially six-year-olds) to develop the ability to write legibly, evenly, in proportion, with the same slope, and so on. In order to learn how to manage this process more skillfully, it is necessary to imagine, firstly, the difficulties that children experience, and secondly, the causes that give rise to them.
The reasons for the occurrence of graphic errors include, firstly, the underdevelopment of the sound side of the language in children, that is, phonemic hearing and the culture of sound pronunciation, and secondly, the imperfection of visual perception and motor reproduction on paper of letter characters and their components corresponding to a certain semantic meaning.
To determine the graphic literacy of students, it is recommended to use a dictation. This is a more complex type of speech activity compared to copying, since transcoding sounds into letters is more difficult than the reverse process.
The next indicator of the formation of a graphic skill is the calligraphic clarity and stability of writing. This criterion is characterized by the ability of the writer to comply with the established height, width and angle of the letters and their individual elements. The slope angle is 650. The width of the letters is approximately equal to their height, and for some letters (for example, __, __, __, __) it is 1.5 times greater than the height. When writing in a notebook with a regular line (“lined”), the height and width are reduced accordingly. The angle of inclination remains the same.
When distinguishing between the concepts of graphic and calligraphic errors, one must take into account the nature and limits of the distortion of an alphabetic character. If a letter is distorted beyond recognition by a student, namely: the direction of the element or the sign as a whole is replaced, the number of elements increases or decreases, one grapheme is completely replaced by another, similar in descriptive or acoustic characteristics, then this type of error should be attributed to graphic. Distortions of a letter within the limits of its recognition and reading (violation of the height, width and angle of inclination) are called calligraphic errors.
Thus, graphic errors are associated with a change (____________________________) or complete disappearance (____________________________) of a certain meaning of the depicted word. Calligraphic flaws in writing only make it difficult to read the text.
Calligraphic errors testify to the unformed clarity and stability of the students' handwriting. Errors in writing can be caused by the most various reasons: violation of elementary hygienic requirements (the position of a notebook, hand, pen in hand, and so on), overstrain of the hand, lack of the necessary spatial orientation, imperfection in the regulation of movements, a gap in the development of motor analyzers, insufficient interaction of the optical and oculomotor apparatus, and so on.
When analyzing the clarity and stability of writing, it is necessary to pay attention to the following calligraphic characteristics of the emerging handwriting:
how often the student does not bring the individual elements of the letter or the letter to the top (bottom) line of the line or goes beyond it
whether the student observes the correct (650) and uniform angle of inclination when writing, or the inclination of the elements and letters depends on his posture, the position of the notebook on the table (desk) and on the place where the graphic complexes are drawn on the line (beginning, middle, end)
whether there is a certain proportionality in the execution of intervals between the elements of letters, letters in words and words in sentences and the text as a whole.
Compliance with the requirements of calligraphic writing is easy to determine by eye, but for persuasiveness, you can use the following techniques:
attach a ruler to the upper border (real (as in notebooks for grade 1) or imaginary (as in notebooks “in a ruler”)) of the line and count how many times the student clearly went beyond it. Then put a ruler on top and count how many times he brought the element or letter to the top of the line. Do the same for the bottom line.
using a ruler and a simple pencil, continue up and down the lines from the elements of the letters. The drawn lines clearly illustrate the correctness of the inclination when writing, more or less than 650. The parallelism of these lines indicates the stability of the inclination. If the drawn lines have a different angle of inclination (not parallel), then the student needs help: to consolidate the technology of tracing letters and their connections, that is, to form an elementary graphic skill.
The unit of measure for the width of an alphabetic character is conventionally the letter __. All letters of the Russian alphabet have the same width as the letter __, except for the letters: __, __, __, __, __. These 5 letters are one and a half times wider than the letter __. The spaces between words are equal to the width of two letters __.
In practice, when writing, the following graphic errors occur:
when writing, children do not observe the spacing between letters in words, unevenly arrange words on a line
write letters too wide or too narrow
very often in the works of students there is a multidirectional tilt or excessive tilt to the right or left
do not observe the arrangement of letters along the line of the line, that is, they do not keep linearity when writing
do not maintain the desired height of the letters (too cool, too small)
often found brokenness, pretentiousness of the letter
there is a "fence", the convention of writing
the connection of letters is not respected when writing
complete illegibility of handwriting, "porridge".
All these deviations can be corrected in individual lessons with students.
The next indicator of graphic skill is the coherence of writing.
The connectedness of the letter is characterized by the number of alphabetic characters written in a word at one time, that is, with a single stroke of the pen. It manifests itself in the student's ability to follow the rules for connecting letters and smoothly move his hand to the right as he writes integral letter complexes.
The connectedness of writing is an important indicator of the formation of a graphic skill. Subject to the norms of continuous writing, the student's handwriting becomes clear and stable, and the pace of writing becomes more accelerated. To improve this criterion, the teacher can use the blind writing technique. Children are offered to reproduce a letter, syllable or word, controlling themselves only on the basis of motor sensations.
The study of the coherence of writing is carried out as follows. The teacher asks the students to sit down correctly, place the pen on the place of the unlined sheet of paper from where to start writing, look at some object located above the blackboard, that is, above the line of the eyes, and only then write the given letter, syllable or words. Then the students look at the sheet of paper to determine the place for the next task. Having placed emphasis on the pen and raising their eyes to the indicated object, the children repeat what was written. The same task can be performed a third time, but at an accelerated pace.
When conducting: 1) do not tell the children the true purpose of the task 2) conduct it on the basis of competitive motivation “let's see how you learned to write blindly” 3) be sure to warn the children that it is impossible to correct what is written, for example, cross out, add, continue (reach out ) connecting lines and so on. Otherwise, the teacher will not be able to fix the difficulties that the student is experiencing and help him in a timely manner.
The results of writing under normal conditions allow you to see where the child stopped or tore off the pen: between letters, in a letter, or even in the letter element itself. Therefore, the teacher cannot draw conclusions, firstly, about whether the exact visual-motor images of letters have formed in the student’s memory, on which he naturally relies while writing, and secondly, whether he knows and follows the established rules for connecting letters in words and thirdly, what is the degree of coherence of his writing. All this becomes apparent when writing blindly.
Blind writing samples illustrate the following difficulties in students' writing: 1) the lack of formation of visual-motor images of alphabetic characters; 2) the inability to write letters in a coherent manner, that is, on the basis of motor elements and according to a certain algorithm; 3) failure to follow the algorithm of three types of combining letters in words. If the difficulties are overcome during the period of learning the initial letter, then the students have the necessary basis for developing the automation of the graphic skill.
At the end of the first year of study, the student must be able to continuously reproduce all written letters and know exactly the beginning (connecting point) and the direction of hand movement when writing each of them, know and use three types of letter combinations. In the 2nd grade, he masters the ability, and then the skill of continuous writing of graphic complexes in two letter characters. In the 3rd grade, the continuity of the letter should be approximately two or three, in the 4th grade three or four letters. But the main thing in this criterion is not so much in the number of letters written without interruption, but in the student's mastering the technology of "binding" them into complexes, that is, he must develop the ability to make stops-stops with a pen or tear off in strictly defined places, that is, in connecting points, synchronously alternating arm tension with relaxation and moving it to the right.
The next indicator of the formation of a graphic skill is the speed of writing, which is manifested in the number of characters written by a student in a coherent text per unit of time, most often per minute. An increase in speed indicates that small, disparate acts of writing, when combined, turn into a single process of holistic reproduction of complex letter combinations, and writing proceeds easily, without much expenditure of nervous and physical strength.
To measure the speed of writing, the teacher invites the student to write a sentence or a short text, and he fixes the elapsed time on a stopwatch. The speed of writing will be expressed in the arithmetic mean of the number of letters reproduced by the student in 1 minute.
The study of writing speed can be carried out with the whole class, for example, in this way: children pretend that they are athletes and follow commands. “To the start” - take the correct posture, take the pen “attention” - draw a vertical line at the beginning of the line, fixing the beginning of the task: “march” - they begin to write a sentence, the teacher presses the stopwatch button “stop” - the teacher stops the stopwatch, the students tear off the pen from paper and put a hand on the elbow. So two or three tests are done, and then the arithmetic mean of the number of letters written per minute is calculated.
The results at the first installation give an idea of the possibilities of calligraphic quality of writing. Then you can compare and see how it changes under conditions of accelerated (second installation) and very soon (third installation) writing.
The ratio of quality and writing speed is expressed in the following options. With an increase in the speed of writing, its quality changes: 1) deteriorates sharply 2) remains the same or even 3) improves. It is clear that the second and third options for the ratio of speed and calligraphic quality of writing indicate a sufficient formation of graphic skill in children, while the first option says the opposite, that is, these students did not sufficiently master the initial letter as a necessary basis for developing a graphic skill in the future. , which requires additional work with them.
The formation of accelerated writing is not an end in itself, but only a condition for developing the automation of the skill of reproducing letters and their complexes on paper.
The difference in the writing speed of children studying in programs 1-3 and 1-4 is noticeable only at the end of the 1st grade (10-25 and 7-20 letters per minute). In the future, the blur becomes less noticeable.
The criteria for the formation of a graphic skill are manifested in an inseparable unity. So, for example, the calligraphic clarity of writing will be indicative only at a certain speed of writing letters and their combinations. If the calligraphy of a letter does not meet the established norm, then speed as an indicator of the automation of a graphic skill loses its significance. On the other hand, the speed itself, apart from the qualitative indicator of the writing skill, in particular graphic literacy, calligraphic clarity and stability, cannot be a sufficiently objective and reliable criterion for the automation of the writing action. The formation of connectedness (separation) is closely connected with the development of the speed and stability of the student's handwriting.
To improve the descriptive technique of the letters __, __, __, __, __, __, __, __, __, __, __, __, __, __, __, we will clarify their pattern and sequence of reproduction.
The shape of the upper semi-oval in the letters __, __, __, __, __ has an originality. The oval is elongated at the bottom. When writing capital letters __, __, __, __, the first semi-oval is extended slightly below the upper line of the working line, deviating to the left so that the lower semi-oval in these letters does not go beyond the upper line of the working line. In a lowercase letter __, the semi-oval is extended to the bottom line of the working line.
A smooth horizontal line in capital letters __, __, __, __ is written in a smooth movement from right to left, rounded to the right and up to the starting point of a straight vertical line. In the traditional style of these letters, a smooth horizontal line is written in the opposite direction, but its beginning must necessarily coincide with the starting point of the first element so that the visually perceived shape of the letters remains unchanged. The teacher should choose only one variant of the sequence of inscription of the above letters and strictly follow it. It is impossible to allow variability in the outline of these letters in order to avoid relearning, which delays the formation of graphic skills in students.
From right to left, a horizontal semi-oval is written in a capital letter __. After completing the outline of the semi-oval down, a straight line is written without interruption with a rounding at the bottom to the left.
In the lowercase letter __, the repetition in a straight line upwards is not brought to the middle of the working line, so that the connection with the oval is made below the middle of the working line.
For the same reason, in a capital letter __, when writing a line with a loop, you need to cross a straight line not on the top ruler of the working line, but slightly below the middle, so the connection with the oval occurs below the middle of the line.
The letter __ (lowercase and uppercase) is traditionally reproduced with two breaks of the pen from the paper: the first of them is for writing the second element, that is, a horizontal line, and the second break is for the connecting line with subsequent letters. To avoid such an unexpected letter, you can immediately teach children to write this letter without interruption, namely: after completing the semi-oval, you should immediately proceed to writing a smooth horizontal line. The result is a semi-oval with a loop at the bottom (the letter __ on the contrary is __).
The sequence of lowercase and capital letters __ is identical: two ovals are connected by a repetition at the bottom of the first oval. After the completion of the second oval, a continuous downward movement is performed. In a lowercase __, the handle breaks off after completing a straight line. From the second semi-oval to the right, a connecting line is written, the beginning of which coincides with the end of the straight line below.
All these exercises for improving the descriptive technique of letters were proposed by Nelly Georgievna Agarkova, Doctor of Pedagogical Sciences.
Thus, we can conclude that the process, even when we are talking about its technical, purely calligraphic side, is usually a synthetic act of muscular and intellectual activity. The role of intellect is especially great at the stage of formation of writing skills. The student is required to be able to perceive a sample, analyze, compare, generalize, synthesize, and only then carry out the necessary movements to finely coordinate them.
Of course, a calligraphic skill can be formed without relying on the intellect as a purely objective, imitative action. But then the learning process, firstly, will be much longer, and secondly, as a result, we will get a formed handwriting of the child, but we will not make the desired changes in the student’s personality: he will not have the ability to independently analyze the visually perceived sample, plan its recreation , arbitrarily control their movements, control them, and so on.
Taxonomy upgrade extras:
File Catalog
Letter. Connect the letters correctly.
For correct calligraphic writing, in addition to writing each letter correctly, you need to connect them correctly.
Practice shows that the correct connection of letters is a necessary condition for continuous writing, which, as already mentioned, contributes to rhythmic writing (letters are written at the same distance, the same height and width, with the same slope).
The proposed exercise will help children who are learning to write, connect letters correctly and consolidate the sequence of writing letter elements. (Before showing the connection of the first letter with the next, the child must remember where the letter of the next letter begins).
To run the exercises, you must have a flash player (Adobe Flash Player) installed on your computer.
See also
Letters
The letters of the alphabet are designed to prepare kids for school, writing in a notebook and training primary school children in writing.
Tasks will help develop coordination of hand movements, form graphic skills and imagination of the child.
Recipes help children learn to navigate on a sheet of paper, tasks will develop visual perception, memory and logical thinking.
You can work on these recipes both individually and in a group.
Write the letters in dots and dotted lines.
Dear students of group No. 309. This page contains materials on UD Calligraphy, which are available for download.
Download:
Preview:
Preview:
- a letter with a stencil;
- a letter through tracing paper, etc.
Children must not be rushed!
7. Summing up.
8. Reflection.
9. Preparing for a break.
2. Preparation for writing.
8. Preparing for a break.
2nd grade - 8 minutes.
3rd grade - 12 minutes.
4th grade - 15 minutes.
- It is important for the teacher to remember that
- at least 2 physical exercisesduration2 minutes each.
- Letter cannot be punished!
- Children must not be rushed in the process of writing.
Preview:
Requirements to modern lesson letters in 1st grade
1. Pay attention to the preparation of students for writing: observing the correct fit, the position of the pen in the hand, placing the notebook on the plane of the table and advancing it while writing, which will ultimately help prevent violations of posture and vision in children, increase efficiency, form a clear, quick letters.
2. Use effective techniques for memorizing the graphic image of a letter and developing writing skills, including, for example:
- writing with a wet brush on a blackboard;
- writing in the air (used when the graphic appearance of the letter is formed in children);
- a letter with a stencil;
- a letter through tracing paper, etc.
3. Be sure to demonstrate a sample of the element's style, letters with pronunciation directly in the lesson (use the tact method).
4. Carry out preparatory work before writing elements and letters; can be used graphic dictations, hatching and tracing objects, breaking through and tearing objects out of paper, etc.
6. Teach the techniques of introspection, self-assessment, self-control.
7. Rationally use the working "Recipe".
The structure of the lesson in the preparatory period of literacy
1. Actualization of basic knowledge (repetition).
This stage is mandatory, since the letter passed in the reading lesson is not immediately written. The writing of a letter in the "Recipe" is carried out only when students have turned to the printed letter many times: they have mastered its configuration, analyzed the number of elements.
It is important to remember that each lesson is a logical continuation of the previous one, both in terms of the content of the studied educational material, and by the nature, method of educational and cognitive activity performed by students.
Preparation for writing (it is necessary to show students how to sit at a table, hold a writing tool, place a notebook on a table).
2. Preparatory work before writing elements and letters.
At this stage, you can carry out:
- exercises aimed at developing the ability to navigate in space,
- exercises aimed at developing fine motor skills of the hand.
3. Showing (demonstration) by the teacher of a sample of the outline of the "new" letter (element).
At this stage, the child must be aware not only of “what he must do”, but also “how to do it right” in accordance with the requirements (or “task of the action”). It is important to form a conscious "mode of action" - a visual-motor image of the letter.
4. Writing a "new" letter (element) by students.
P.S. The letter must be strictly dosed !!!
You cannot write the whole line at once.
Children must not be rushed!
5. Work on working out the correct connection of letters.
6. Learning to read written type.
7. Summing up.
8. Reflection.
9. Preparing for a break.
10. Conducting 2 physical education minutes during the lesson is mandatory.
The structure of the lesson in the alphabetical period of literacy
1. Motivation. Organizational beginning of the lesson.
2. Preparation for writing.
3. Phonetic analysis of the word.
4. Writing words on the board under the dictation of the teacher. You can use spelling.
5. Writing words with a "new" letter.
6. Writing words, syllables, and later small sentences (after sound-letter analysis).
7. Summing up. Reflection.
8. Preparing for a break.
- Learning to write in 1st grade is not a calligraphy lesson.
- The letter in the "Recipe" should be strictly metered.
In grade 1 - 3 minutes in the first half of the lesson, 2 minutes - in the second half of the lesson (this does not mean "only 5 minutes"; this means that we write in the lesson in small "portions", we carry out several approaches, after such a short letter it is necessary we take a break to relieve muscle tension, analyze what is written, i.e. we purposefully form the skills of introspection, self-control and self-esteem in students).
2nd grade - 8 minutes.
3rd grade - 12 minutes.
4th grade - 15 minutes.
- There is no unseparable letter, at the end of the year of study for one stroke (separately) a student of the 1st grade must write - 1-1.5 letters.
- It is important for the teacher to remember thatnot the entire "Recipe" page is required.
- During the writing lesson, the teacher shouldat least 2 physical exercisesduration2 minutes each.The first, as a rule, is aimed at preventing visual impairment, the second - at relieving muscle tension.
- Letter cannot be punished!
- Children must not be rushed in the process of writing.
Preview:
Contradictions that have arisen:
Between the traditional techniques and methods of teaching calligraphy to younger students (it is recommended to allocate one lesson a week at the end of grade 1 and in grade 2 to improve calligraphy, in grades 3 and 4 for 8 minutes at each lesson of grammar and spelling) and the need to introduce a new, progressive the system of education necessary at the present stage of development of education;
Between the existing provision of schools and the direction of modernization of Russian education
led to the following idea:
Use the calligraphy program of the Educational System “School 2100” by Buneeva E.V., Komisarova L.Yu., Yakovleva M.A.;
Create in class:
Activity approach in teaching;
Conditions for personality-oriented, culturally-oriented education;
The conditions for the conscious, active participation of younger students in creative activities that bring the joy of overcoming, the joy of discovery, achieving the goal and made it possible to formulate a personal concept:
1. Use uniform technologies for teaching calligraphically correct writing in the conduct of all lessons;
2. Create conditions for the development of children's potential in an atmosphere of creativity, understanding, support;
3. Activate and improve the basic psycho-physiological mechanisms underlying the creative development of younger students;
4. Expand the boundaries of knowledge of younger students through the use teaching aids Educational System "School 2100"
5. Make penmanship minutes a universal part of the lesson.
6. Along with the improvement of graphic skills, to carry out spelling, phonetic, word-formation work, deepening knowledge on the topics of the Russian language being studied.
1. Naturally, to develop in studentscalligraphic writingin the short term is not possible. This takes several years, as the skill of writing is formed slowly.
In the first grade, I begin teaching writing by explaining the rules for seating at a desk:
1) put your feet on the footrest of the desk;
2) the back is straight, the head is slightly tilted forward;
3) the eyes are at a distance of 30-35 cm from the notebook;
4) shoulders are horizontal, at the same level;
5) both elbows lie on the edge of the desk.
The position of the notebook is also important. The notebook should lie obliquely to the left for right-handed students and to the left for left-handed students. The angle of inclination of the bottom edge of the page in relation to the edge of the table is about 25 degrees. The lower left corner of the page on which the student writes is located opposite the middle of the hand.
Be sure to check whether the student is holding the pen correctly. To consolidate this skill, we perform the exercises: “The chicken drinks some water”, “Raise your index finger”, “Work with your middle finger”, etc.
I repeat all the above rules and fix them every hour from the first to the fourth grade.
In my work I use the calligraphy program of the Educational System “School-2100” by Buneeva E.V., Komisarova L.Yu., Yakovleva M.A. .
1 class:
Consolidation of writing skills in one line, learning to work in notebooks in the Russian language. Improving the skill of writing letters and connections, working out spellings in which children make mistakes.
Grade 2:
Consolidation of the skill of writing letters and connections, hygienic writing skills. Improving the skill of writing in one line.
3rd grade:
Consolidation of the skill of writing letters, ways of connecting: in words, sentences, texts. Work to improve handwriting, eliminate graphical flaws.
4th grade:
Improving calligraphic skills: consolidating the skills of correct lettering, ways to connect them when writing words, sentences, texts, work on accelerating the pace of writing. Individual work with students to eliminate graphical flaws, to improve handwriting.
From the second grade on the lessons of the Russian language on the material of the calligraphy manual by M.A. Yakovleva I organize any language warm-up.
The heroes we already know from the book "Droplets of the Sun" - Petya Zaitsev (hare Pus), Vova Kolesnikov and Katya Persikova help us to conduct Russian language lessons. Sometimes it is difficult for them, especially Petya, and Vova often makes mistakes. Therefore, we often have to help them - to write letters and compounds, words, etc. correctly.
I regularly hold contests “The most accurate notebook”, “The best notebook”. In the second grade, exemplary notebooks were brought in the Russian language and mathematics. The right to write in it is given to a student who writes very beautifully and correctly, very carefully, and trying to follow all the rules of calligraphy.
When checking notebooks, I give two grades: the first is for literacy, the second is for calligraphy. I give marks for calligraphy in order to check the quality of writing from the point of view of its compliance with the following requirements: correct, clear outline of all letters, compliance with the same height and inclination of letters throughout the line, parallelism of equally directed strokes, equal distance between elements in a letter, between letters in a word, between words on a line, achieving fluency and sufficient writing speed.
2. “ Notebook on calligraphy” is designed to work with students in Russian language lessons according to the textbook by R.N. Buneeva, E.V. Buneeva, O.V. Pronina “Russian language”, grades 2-4. The time of work at each lesson (except for the lessons of speech development, control, work on mistakes) is 5 - 7 minutes. The calligraphy material is prepared in such a way that it is closely related to the topic of the lesson and is a kind of “bridge” that helps to move on to the topic of the lesson. The numbering of lessons corresponds to that proposed in the methodological manual.
In the work on the further formation of calligraphic skills in children, the teacher is recommended to follow three stages: analytical, synthetic, automation stage. The material for each lesson is arranged from simple to complex, work continues on the development of an eye in children.
The system of exercises in the notebook also includes an exercise for the development of fine motor skills - drawing patterns. Writing letters in 2-3 lines allows you to see the main flaws in the letter: incorrect connections, violation of the proportionality of elements, inclination, etc.
The development of graphic skills is supposed to be checked twice a year at control lessons in calligraphy: lesson No. 27 and lesson No. 138. The job also takes 5-7 minutes.
3. On the material of the calligraphy manual M.A. Yakovleva, the teacher can organize anylanguage warm-upproposed in the guidelines. An example of a language warm-up for the manual: page 1, lesson number 2.
Theme of the lesson “Repetition of phonetics and graphics” (Grade 2)
1st line - lowercase letter a, elements of the letter a.
2nd line - writing letters in the compound (at home)
aster
paragraph
alphabet
ABC
1. Vocabulary work: aster (paragraph) - at the discretion of the teacher
2. We draw the attention of children to a number of words and ask questions:
What unites all these words? (All are nouns)
Find synonyms. What is another name for the alphabet? (Primer)
Guess the riddle-joke: how many letters are in the alphabet? (6)
3. Warm up.
- Replace the question mark with a number. Justify the answer.
aster -2
paragraph -2
alphabet -3
alphabet - ?
Reference. The number of syllables is indicated. Answer 3
aster -5
paragraph-5
alphabet-?
alphabet - 6
Reference. The number of letters is indicated. Answer 7
aster -1
paragraph - 2
alphabet - ?
alphabet -1
Reference. The stressed syllable is indicated. Answer 3
Questions and tasks for the class:
aster - [r]
paragraph - [b, h]
alphabet - [in]
alphabet - ?
Reference. Voiced consonants are isolated from words. Answer to.
Have you guessed what the topic of today's lesson is?
Yes, today we will talk about sounds, stress, syllables and the science that studies them.
Then the children beautifully write down the words they have just worked with in their calligraphy notebooks and move on to the notes in their workbooks on the topic of the lesson.
Examples of lessons using calligraphy aids are given inAppendix 1
4. Finger gymnastics.
Physiologists have proven that exercises for fine motor skills of the hands contribute to the development of speech, thinking, and intelligence. First, the hands “teach” the brain, then the brain teaches the hands. A well-developed hand will “pull” the development of the intellect with it. I suggest using the following exercises:
Fingers do exercises to be less tired.
Two funny frogs do not sit for a minute -
Girlfriends deftly jump, only splashes fly up.
(Children clench their fists and put them on the desk with their fingers down. Sharply straighten their fingers and put their palms on the desk. Then they sharply clench their fists and put them on the desk again.)
We will interlace our fingers and connect our palms.
And then, as soon as we can, we squeeze it tightly.
(Children interlace their fingers, join their palms and squeeze as tightly as possible. Then they lower their hands and shake them slightly. So 2-3 times.)
A man is walking along the desk, rearranging his legs.
Finger went out for a walk, he forgot to take the key with him.
What? What do we hear?
It's rain hitting the roof.
Now go stronger
And it hits the roof faster.
The poor little chicken wanted to eat half asleep.
He hits the desk with his beak, as if pecking millet.
(Tapping on the desk with the little finger pad, first with one hand, then with the other)
In order for us to get fire, three palms on palms.
We stretch our hands forward, and then our palms
Let's turn it around and clap a little.
10 .
“I am stronger for sure!” says the right hand.
“Why! No!” - argues the left in response.
(They clasp their hands “in the lock” and pull in different directions, changing hands in places.)
11 .
Once upon a time, a huge crocodile was swimming along the Nile River,
Nearby emerged another, shouted to him: “Wait!”.
12 .
Once a huge crocodile swallowed a stool,
And now he opened his mouth: how would the desk not be lost!
(The guys clamp the edge of the desk between the straight middle and ring fingers as strong as possible. The exercise is performed with two hands several times.)
13 .
Quickly rotate with your finger and press harder.
14 .
Without a coat walking silly
And he froze like an icicle.
To warm your finger
We will rub it.
(They rub the little finger of the left hand with the index and middle fingers of the right, then do the same with the little finger of the right hand)
Leaves fall in the garden, I sweep them away with a rake.
(Palms facing you, fingers intertwined, straightened and also directed towards yourself).
16 .
What? Just laugh! You can't crack a nut.
They put them on the palm of their hands and beat them in turn.
(The guys spread their fingers, and then begin to bend all the fingers in turn, touching the corresponding palm with the pads. Repeat the quatrain several times.)
17 .
Fingers came to visit.
Knock-knock-knock - knocked on the door.
Only the door was not opened to them -
They thought it was a scary beast.
18 .
Suddenly there was a knock in the forest.
This is a woodpecker hammering a branch.
He doesn't cripple trees, he just
Beak heals.
19 .
Our delicate flowers open their petals.
The breeze breathes a little, the petals sway.
Our scarlet flowers cover the petals,
They fall asleep quietly, shake their heads.
(Hands are clenched into fists. They gently open their fists, straighten their fingers, wave their hands, clench their fingers into fists again and lower them to the desk.)
20 .
We put our palms together, as if they were clasped with dough.
We begin to lower, only, mind you, do not unclench.
21 .
Which of the fingers is more dexterous? Who can hold a pen?
We have a couple of scissors. Useful to us more than once.
Who among us is so brave that he will cut a sheet of paper?
23 .
The ears of the hare are long, they stick out of the bushes.
He jumps and jumps, amuses all the rabbits.
(Fingers in a cam. Stand up index and middle fingers. Move them to the sides and forward. With both hands.)
24 .
Two sisters - two hands: they cut, build, dig,
They tear weeds in the garden and wash each other.
Two hands knead the dough - left and right,
The water of the sea and rivers is raked in while floating.
25 .
Here are my helpers, turn them as you wish.
On the white, smooth road, fingers jump like horses:
Chok-chok-chok, chok-chok-chok, a frisky herd jumps.
(Sitting at a desk, keep your hands on the table with your palms down. Alternately moving forward with both hands while simultaneously bending and unbending your fingers.)
5. Exercises forlanguage workout.
1 - 2 class.
1. Vocabulary work.
2. We draw the attention of children to a number of words and ask questions:
What unites all these words?
What is the missing word in this line?
Find synonyms. What else can you call...?
Guess the riddle.
3. Indicate the number of syllables.
4. Indicate the number of letters, sounds.
5. Indicate the stressed syllable.
6. In which words from this list are all consonants solid?
7. In which words from this list are all consonants soft?
8. Add a syllable to a word.
9. Write down the same-root words of other parts of speech.
10. Change the word order alphabetically.
11. Write down the words for this letter (city, river, name, fairy tale hero etc.)
2 - 3 class.
1. Make a sound-letter analysis of the word.
2. Highlight its parts in the word.
3. Find and fix mistakes.
4. Explain the meaning of the word according to the explanatory dictionary.
5. Define the part of speech.
6. Underline the members of the sentence.
7. Write down the test words.
8. Make graphic symbols.
9. Insert unstressed vowels.
10. Write down the test words.
4th grade.
1. See all of the above.
2. Analyze the composition.
3. Make a phonetic analysis of the word.
4. Produce morphological analysis the words.
5. Parse the sentence.
6. Complete the proverb (see below), etc.
Literature:
- Buneeva E.V., Komisarova L.Yu., Yakovleva M.A. Russian language, 1-2 grade. Guidelines for the teacher. Ed. 2nd add. – M.: Balass, 2000. – 192 p. (Series “Free Mind”)
- Buneev R.N., Buneeva E.V., Pronina O.V. Russian language. 2, 3, 4th grade
- Buneev R.N., Buneeva E.V., Pronina O.V. Program for a four-year elementary school.
- Yakovleva M.A. Notebook on calligraphy, for grade 2.
- Komisarova L.Yu. Didactic material on the Russian language for grades 2-4
- Suleimanova Z.S. Methods of work in calligraphy notebooks (4th grade). Primary School Before and after. - 2006 - No. 6. – pp. 33-34
Lesson development.
- 1 class. Topic: Repeating syllables and stress (lesson number 6).
Goals: 1) To consolidate writing skills in one line, to teach work in notebooks in the Russian language.
2) Improve the skill of writing letters a and b and compounds, working out spellings in which children make mistakes.
3) to cultivate hygienic writing skills, accuracy.
1. Calligraphy.
Finger gymnastics:Which of the fingers is more dexterous? Who can hold a pen?
Fingers unanimously answer, everyone nods their heads.
(They bend their elbows, hold their hands in front of their faces. They bend and unbend their fingers at the same time, without clenching them into fists).
1. -Today we have two turtles visiting us. They have microphones in their paws.
See what they are doing? You will learn about this a little later. Look at the microphone. What does it have from a lowercase letter a, from the letter b? (Oval microphone head, handle like a straight stick near the letter b.)
Draw a turtle and a microphone on the first line. Come up with a nickname
every turtle.
2. The teacher on the board shows and comments on the spelling of letters a and b.
Then the children read the vowel compounds and find a pattern: repeating the previous ones and adding a new letter. The teacher draws on the connection of letters.
3. We repeat the rules of landing, the position of the notebook, exercises for the hands:Fingers do exercises to be less tired.
And then they will write an element in a notebook.
(Children stretch their arms forward, clench their fists, and then unclench them. This is repeated several times.)
4. Pupils write letters and connections according to the model.
5. - Read the words to yourself. Which of the words could become a nickname for
musical turtle: (Tambourine.) How would we write it then? (capitalized)
Read the words aloud and explain their meaning. (aster is a flower, diamond is a precious very strong stone, an aquarium is a glass container with
water for keeping fish, aquatic animals and plants, a bob is a plant, and a sleigh in a bobsleigh is also called, a tambourine is a percussion musical instrument.)
Which word has the most syllables? Read syllable by syllable and then
pronounce it.
Write down the words. Highlight dangerous places in them. Memorize their spelling.
Fizminutka : One - rise, stretch,
Two - bend, unbend,
Three - in the hands of three claps,
Three head nods.
Four - arms wider,
Five - wave your hands,
Six - sit quietly at the desk.
6. Exercises for self-control.
Turtles love to sing
They bought microphones.
But miracles happened:
From one we hear:
"A-a-a!"
From another "be" sounds
But the turtle is silent.
You guys help
Fix microphones:
With the best letter
Connect them!
(From the microphone, the children stretch the "wire" to the best letter a , and from the other - to the letter b)
2. Communication of the topic and purpose of the lesson.
Open your textbook on p. 13. Read the topic of the lesson.
What kind of people do you see? What are these schemes?
What do you think, which of the schemes is the main one in this section? (Scheme
vowel sound.)
3. Repetition of sounds and letters.
1. The game "I believe - I do not believe." Ex. #12
2. Drawing conversation on page 13.
Fizminutka: The class raises its hands - this is the time,
The head turned - these are two,
Hands down, look ahead - these are three,
Hands spread to the sides wider by four,
Pressing them to the shoulders with force is five,
All the guys sit down quietly - it's six.
4. Review what we know about syllables and stress.
1. Exercise 13, p.14. Consistent work on assignment.
Finger gymnastics:Finger went out for a walk, he forgot to take the key with him.
What is he doing now? He just knocks on the door.
(The guys spread their fingers, and then begin to simultaneously bend each fingers on both hands at the same time, touching the pads of the corresponding palm.)
2. Exercise 14, p.15. Self-execution, collective verification.
3. Work on the drawing, pages 14-15
5. Vocabulary work.
The game "Collect a bouquet."
6. The result of the lesson.
What does it mean to put stress in a word? (Highlight one of
syllables in a word.) Why do they not put an accent mark in monosyllabic words? How to determine the number of syllables in a word? Read the conclusion in your notebook. On the green strip, draw a diagram of the longest word you know, indicate the number of syllables and vowels in it.
2. Grade 2. Subject: Capital letter in the names of cities, villages, villages. (Lesson #85)
Objectives: 1) to introduce proper names; improve skills
write a capital letter in the names of cities, villages, villages;
2) develop spelling vigilance, consolidate the skill of drawing
letters and connections;
3) cultivate accuracy, instill hygienic writing skills;
cultivate love for the native land.
Equipment: Table "Big letter", vocabulary cards,
physical map of Russia, Bashkortostan, the world, globe, calligraphy notebook.
1. We repeat the rules of landing, positionsnotebooks, hand exercises. A man is walking along the desk, rearranging his legs.
And if the legs look up, then we get horns.
2. Selective vocabulary dictation on cards.
Write down the missing letters. The teacher shows flashcards
missing letters.
K-potato, m-rkov, k-empty, k-rova, -rtist, m-rose, n-rod, s-tank, sn-chala,
Once upon a time.
Let's check the results. The teacher shows cards with inserted
letters (a, o, a, o, a, o, a, o, a, o). Self check in progress.
What elements were used to write these letters?
See how to write these letters in conjunction with others. Record by
3 letters.
3. Work on calligraphy notebooks (M.A. Yakovleva). Lesson number 85.
1) analysis of the elements of the capital letter C and the letter of the elements;
2) the teacher showing the connection of the elements of the capital letter C and the letter
students of this letter;
3) - What unites all these words?
Specify the number of syllables.
Indicate the number of letters, sounds.
Point out the stressed syllable.
In which words from this list are all consonants solid?
4) showing the teacher recording words and self-recording by students (1-2 times).
Physical education: First I will be small,
I'll hug my knees
Then I will grow up
I'll reach for the lamp. (2 times)
Finger gymnastics:What? What do we hear?
It's rain hitting the roof.
Now go stronger
And it hits the roof faster.
(Tapping with the thumb pad of the right hand, then the left.)
4. Statement of the topic and purpose of the lesson.
What words did you just write down? What do you think the topic of the lesson will be? What will we learn in class?
Look at the board, at the map of Russia. What can be read on the map?
On the map you see rivers, seas, cities. These are proper names.
Today we will take a trip to the world place names - the science that deals with geographical names.
Today is just the beginning of this journey: our way through cities, villages, villages.
5. Exercises in writing a capital letter in the names of cities, villages,
villages.
1) teamwork.
What is the name of our country? What other countries do you know?
Write down 2-3 names. What letter should be written? Why?
Name the capital of Russia. Write a proverb about Moscow. Like her
understand? (find on the map). Name the capitals of other states (you can use the map).
What do you know about Moscow?
Now our journey from Moscow lies to our hometown.
Write it down. Let's find it on the map (map of the Republic of Belarus).
State your address. What words do you capitalize? Let's write:
Republic of Bashkortostan (capital city of Ufa), Baimaksky district, city of Baimak., street …
2) Physical education minute "Charging"
One, two, three, four, five!
We can also rest
Put your hands on your back
Let's raise our heads higher
And easy - easy to breathe.
Finger gymnastics:In order for us to get fire, three palms on palms.
Suddenly the palm will sparkle and the piece of paper will light up?
3) ex. 154, p.96.
Let's make a trip along the Golden Ring.
How did you write the city names?
4) exercise 156, p.96.
Our journey is drawing to a close. This is our home, our neighborhood.
(a map of the area is posted). We write down several names of settlements in alphabetical order.
6. The result of the lesson.
How are the names of countries, cities, villages, villages written?
7. Homework. Instruction for exercise 155, p. 96, lesson 86 in the calligraphy notebook. Find these rivers on the map of Russia.
- Grade 2 Topic: Spelling words like eagle and eagle. (lesson #87)
goals: 1) to find out why the same word is written with both capital and small letters;
2) develop the ability to write words like eagle and eagle; improve calligraphic skills; develop spelling vigilance;
3) cultivate love for animals; culture of speech; independence.
Equipment: drawings of animals, poem by Y. Chernykh, table "Spelling Capital letter", Didactic material.
- We repeat the rules of landing, the position of the notebook, exercises for the hands.
- Vocabulary work.
Insert the correct words. To do this, remember these sayings. Write it down.
When do they say so? What letter did these words come from? Check with a dictionary.
3. Writing a capital letter in the names of animals.
Imagine that all these animals are tame. The man gives them nicknames. Which one would you give to a sparrow? Crow? Magpie? Dog? Let's write it down.
Conclusion: Animal names are also proper names. They are capitalized. Animal names are capitalized.
How to choose a nickname for an animal?
On the board is written:
Lived - there were a grandfather and a woman with a little granddaughter
They called their red cat the Bug
And they called the foal Corydalis.
And they also had a Burenka chicken.
And they also had a dog Murka,
And also - two goats - Sivka and Burka!
(Yu, Chernykh)
Read. Are the names of the animals correct? Write down who should be named. (Chicken Corydalis, dog Bug, ...)
Can any cow be called Burenka? Pick up the same-root words and then answer correctly. (Burenka, brown, i.e. grayish-red color).
Conclusion: The name of the animal must match the color, external features.
Do animals have names, surnames, patronymics? (No. People have it, and animals have nicknames).
But what about the cat Matroskin? Is that what he says is his last name? (This is a fairy tale, and in fairy tales animals can have names, patronymics, surnames). Why was the cat named Matroskin? (The cat is striped like a vest).
Fizminutka: It's very hard to stand like this.
Don't put your foot on the floor
And do not fall, do not swing,
Don't hold on to your neighbor.
Finger gymnastics.Quickly rotate with your finger and press harder.
If you twist it for a long time, you can drill a hole.
(They squeeze their right hand into a fist, stretch thumb, press them on the palm of their left hand and make rotational movements in different directions.)
4. Work on calligraphy notebooks (M.A. Yakovleva). Lesson number 87.
1) analysis of the elements of letters: lowercase and uppercase l, L, o, O, p, P, p, R;
2) the teacher showing the connection of the elements of letters and independent writing;
3) reading phrases, explaining the meanings of what they read, what is common in them:
scary lion fragrant rose
Leo Tolstoy Roza Igorevna
4) teacher showing the spelling of words and independent work students. Underline the words that read the same.
5. Problem task.
Guys, while reading a book, I saw that the word eagle written with a small letter, and then met the word Eagle, capitalized. Could it be? Or maybe it's a typo in the book? (Answers of children).
6. Exercises in recognizing words written with capital and small letters.
1. Exerc. 158, p.97.
When are words capitalized?
Eagle and eagle.
The eagle is the name of the city, and the eagle is the name of the bird. One word names two things, so there is a difference in meaning and spelling. The city of Oryol was named so, probably because the first inhabitants saw many eagles there.
Let's make suggestions.
My grandmother lives in Orel. The eagle built its nest high in the mountains. Etc. Materials used:
1. Golovanov F.G. Demonstration cards of printed and written letters. M., Enlightenment, 1971 2. http://www.lenagold.ru/fon/clipart/k/kar/karanda16.png (picture of a pen)3. www.it-n.ru/communities.aspx?cat_no=5025&lib_no=23224&tmpl=lib (blackboard template)
End show
Slides captions:
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letter start point
The point of the upper and lower third of the line
tilt stick
"Secret"
hook line
"Swinging chair"
"Handle"
"Fish"
"Nest"
Hut for the gnome
Sign "less", "greater than"
"Hump"
Basic elements of a letter.
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The presentation was prepared by a primary school teacher qualification category MOU Novorogachinskoy secondary school Tereshchuk Lyudmila Yurievna 2011.
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