Summary of a lesson on the basics of literacy for children 5-6 years old on the topic “Sentence. Offer scheme"

Goals and objectives

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

Tasks:

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

Algorithm for constructing a circuit

“Make a sentence diagram,” - tasks in 1st grade most often sound like this. It's not difficult to do them. It is enough to follow a simple algorithm. The main rule is as many words as there are as many lines. How many words are capitalized, so many vertical lines.

Students follow this algorithm:

• Read the proposal.
• Establish meaning.
• They identify spellings in the form of words that are written with a capital letter.
• Determine the type of sentence: narrative, reasoning, question. The placement of punctuation marks depends on this.
• If there is dialogue, put a dash.
• Count the number of words, including prepositions, conjunctions and particles.

After this, you can draw the diagram in your notebook. It is important not to forget about all spellings.

The first version of the game is with dice

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

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

In addition to subject cubes, make the following cubes:

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

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

Examples of tasks for preschoolers:

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

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

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

Display in spelling schemes

Before they create a sentence diagram in 1st grade, they first learn spelling patterns. The first is the capital letter in proper names. The names of cities, names of people, names of animals begin with it. In diagrams it is indicated using a vertical bar. They act as a visual aid, with the help of which they consolidate already acquired knowledge.

• Petya and Vanya will go to their grandmother in the summer. I_____ _ I_____ ____ _____ __ _____.
• Alena loves candy very much. I____ _____ _____ ____.
• Dad helped Rita and Kostya do their homework. I____ ____ I____ _ I_____ _____ ____ ____.
• Moscow and Volgograd are located in Russia. I___ _ I____ ____ __ I____.

Later, children learn about such a concept as dialogue. In the alphabetic period, the first knowledge about direct speech is laid. Students learn that sentences begin with a capital letter, and each new line is preceded by an unusual dash sign.

-Who ate all the candy? — I___ __ ___ ___?

- Children! - I___!

Children already in the 1st grade are drawing up a sentence diagram with all punctuation marks. This will help you write words correctly, and when reading, highlight punctuation marks using intonation.

Learning to make tables

Tables contain more information than diagrams. They consist of headings, subheadings and brief information about the topic. When learning to compile tables, you need to familiarize children with the following requirements:

• the table should be made compact and expressive;
• names and titles must be formulated concisely and accurately;
• Only basic information should be included in the table.

Tables consist of columns and rows. First, children are introduced to the simplest tables, without analyzing their structure. Students visually perceive and remember that the name is written on the top line, and a short description is below. At this stage, it is convenient to offer ready-made table templates for children to fill out. The topics of such assignments may be “Vowels and consonants”, “Types of sentences”, “Parts of speech”, “Digit composition of numbers”, “Units of measurement”, “Comparative characteristics of the heroes of the work”, “Types of plants”, etc.

It is better to work on the table while studying new material or at the consolidation stage. An important feature of training tables is the presence of examples at the end of each rule.

To develop the ability to compile tables, you can offer the following preparatory exercises:

• come up with a title;
• choose a title that more closely matches the content;
• distribute the words into two columns;
• select examples for each concept;
• choose from the presented range of words those that relate to the topic of the task;
• identify key concepts that illustrate the topic;
• state it briefly.

We will analyze the sequence of work on compiling a table using the example of the topic “Noun”.

1. Name the topic that was studied in class. Write it down on the top line.
2. Indicate which groups this concept consists of. Write down subheadings.

At the first stage, work on compiling a table is carried out frontally under the control of the teacher. In the future, you need to move on to group activities. This is convenient to do during the implementation of such interactive methods as Openwork Saw, Carousel, Aquarium. They involve processing certain information and presenting it in a concise form for presentation in front of the whole class.

Openwork saw method

For example, to use the Openwork Saw method, all educational material is divided into several parts and distributed into groups. Children are shown an empty table in which the name of the topic is written down. Next, each group must read the text on the card (or in the textbook), identify the topic, and find the corresponding column in the table. After this, group members process the material and formulate its summary. The information is entered into a table.

After the specified time, each group presents the results of their work, and the remaining students enter their data into tables in their notebooks. As a result, everyone receives a table that contains all the basic material to be memorized. At home, children will not have to re-read the entire paragraph, but will only need to re-read the contents of the table again.

A similar task can be used for homework. In this case, individual parts of the textbook article are distributed among students who study it at home and fill out their part of the table. Then in class everyone gives their information.

The teacher must ensure compliance with the rules for compiling the table and avoid overabundance of information. It is necessary to exclude unnecessary sentences, reformulate them into a more concise form, and avoid duplicating information. Any comments should be discussed collectively, giving children the opportunity to correct the comments themselves.

Children quickly get used to the structure of the table and do not get confused with filling it out. The most difficult task is creating a table from scratch. In this case, children need to be able to independently divide all the material into its component parts. There are two main ways to develop this skill:

• work on drawing up a plan for a work and its presentation, which is carried out in literary reading and Russian language lessons;
• familiarization with the order of studying a paragraph in a textbook, which is already divided into separate subtopics (this is best done using the example of a textbook on natural history).

Help in drawing up diagrams

To help a child create a sentence diagram in 1st grade, a sample is placed in front of the student. He must know where to start the analysis. It is better to start training with a simple sentence that consists of two or three words.

First, they write it down in a notebook, then they begin to analyze it. If it is difficult for a child to determine the number of words and what sign needs to be placed, an adult needs to speak the sentence. And the number of words can be missed.

It is important to pay attention to small words. These are conjunctions, particles and prepositions. When a child in the 1st grade draws up a sentence diagram, such words are highlighted with a small line. That is, already during training they show that such words are not equivalent to other members of the sentence.

Graphic symbols

The main clause is indicated by square brackets, and the subordinate clause by round brackets.

Nastya said that she went home.

[-=],(what...).

Graphic symbols in the diagram

More examples with round and square brackets for the diagrams in the figure. These are all complex sentences:

Nastya walked and prayed that her mother would not scold her.

[-==],(to...).

When Nastya was getting ready to go home, it began to snow.

(When...),[=-].

It began to snow in the city where Nastya’s house is located.

[…,(where),=-].

Age characteristics of preschoolers

After 5 years of age, kindergarteners are very active, mobile, and inquisitive. They grow up rapidly, get smarter, develop physically and mentally. When preparing for school and teaching syllable reading, parents and teachers should pay attention to the following age-related characteristics of children 4-7 years old:

• The basic needs of kindergarteners are communication and games. Children ask many questions to adults, themselves, and peers. They learn by playing.
• The leading mental function is imagination, fantasy. This helps to show creativity.
• Emotions, impressions, positive experiences are important for further development and the desire to continue activities. A 5-7 year old kindergartener needs praise, support, and no comparison with other children.
• Cognitive processes are actively developing: attention, memory. At the age of 5-7, preschoolers can remember and analyze a large amount of information. But it needs to be given in doses, trying not to overload the child’s brain in one lesson.
• Speech becomes more developed. At 5 years old, the child speaks in complex sentences, can choose several synonyms for one word, knows many poems, riddles, and several fairy tales by heart.
• A kindergartener wants to experience new things and learn. The baby is spurred on by curiosity; he is interested in everything new and unknown.

Consider the age and individual characteristics of preschoolers when choosing texts to read. In this case, training sessions will be more effective.