Reading exercises. Exercises for the development of the expressiveness of reading and speech of primary schoolchildren
The reading skill is characterized by such qualities as fluency, awareness, correctness and expressiveness. To develop these qualities in my practice, I use the exercises that I include in every reading lesson. This work gives a positive result, brings animation to the lesson, making it more emotional and interesting.
All exercises are divided into four groups:
1.Exercises to develop conscious (lucid) reading
The first group is logical exercises.
1. What do words have in common and how do they differ?
Chalk - stranded, small - crumpled, soap - sweet.
2. Name it in one word.
Siskin, rook, owl, swallow, swift;
Scissors, pliers, hammer, saw, rake;
Linden, birch, spruce, pine;
Green, red, blue, yellow;
Horse, cow, pig, sheep;
Scarf, mittens, coat, jacket.
3. What word is superfluous and why?
Beautiful, red, blue, green;
Vasily, Fedor, Semyon, Ivanov, Peter;
Onions, carrots, cucumbers, apples;
Mushroom, lily of the valley, chamomile, cornflower.
4. How are the following words similar?
Iron, blizzard, stick, clock, lamp, glass.
They have the same number of letters;
They are of the same kind;
They are composed of two syllables.
5.Compose a word by rearranging the letters.
U k l b about; s n about as; y p to s.
6. Make a new word, taking only the first syllable from each of the data.
Ear, company, vase;
Cora, bingo, boxer;
Milk, spawning, plate.
7. Make up a new word, taking the second syllable from each.
Snake, frame;
Button, hammer, lava;
Reproach, elderberry, mud;
Turn, powder, ditch.
8. Make up a new word by taking the last syllable.
Furniture, gun;
Straws, it's time, stranded;
Fox, thorn, flight;
Resin, tear, takes.
9. Find the fourth word.
Song - composer; airplane - ?
Airfield, fuel, constructor, pilot, fighter;
School - teaching; hospital - ?
Doctor, student, treatment, institution, patient;
Knife - steel; chair -?
Fork, wood, table, food, tablecloth;
Forest - trees; library - ?
City, building, librarian, theater, books;
10. Divide words into groups.
Hare, peas, hedgehog, bear, cabbage, wolf, cucumber;
Cow, wardrobe, chair, sofa, goat, sheep, table;
Poppy, linden, maple, chamomile, birch, lily of the valley, oak.
11. For the highlighted word, select the words you need in meaning.
Herbs: clover, cedar, sorrel, plantain, larch, dandelion.
Insects: magpie, fly, owl, beetle, mosquito, cuckoo, bee.
Shoes: boots, coat, jacket, shoes, slippers, jacket.
12. What letters, syllables, words are superfluous.
ma ra la ny ta
river, small river, stream, pen, trickle
The second group is word-making games with words.
1. Find a word in a word.
G the Rose w duck yar brand
2. Pick up a pair .
Song practical
Approximate area
Girlfriend diligent
Festive postman
Striped gift
Linen towel
The portfolio is beautiful
The hairdresser is nice
3. Complete the sentence.
In the mornings, Aibolit's teeth are treated:
Zbe s, u y s zb r, itg yr, vdry s
The end is at the bottom of the pond.
And you can easily find the whole in the museum. (Painting)
I live in the forest with the letter k. With the letter h I feed the sheep. (Boar - shepherd)
https://pandia.ru/text/78/402/images/image002_51.gif "width =" 98 "height =" 62 "> 5.Ribuses: how
Puzzles. (Any that fit the topic of the lesson.)
The third group is working with deformed text, unfinished stories.
1. Make up the text.
2. Make sentences.
School, class, desks, the attendant, guys, notebook, pencil case, lesson.
3. Finish the story.
Taking care of birds.
It was a frosty winter. Birds are sitting on a pine tree. They are looking for food ...
The fourth group is working with text (textbook).
1. Read the text yourself, answer the questions.
2. Arrange the questions in the order of the content of the text.
3. Ask questions about the text or part of the text.
4. Determine how many parts are in the text.
5. Work on the title.
Prove that the title is correct.
Choose a title from the suggested ones.
Arrange the titles of the parts in the order of the content of the text.
Match part of the text to the title.
Title the parts.
6. Selective reading.
7. Retelling with and without questions.
8. Drawing up a text plan.
II. Reading Correctness Exercises
The first group - exercises aimed at developing attention and memory.
Pictures are located on a closed board. We must open them, count to three, close them. List items. Find what has changed.
2. Describe the subject (show and remove).
3. Describe a moving object (take in hand - raise and lower).
4. Repeat what the teacher said (six words in pairs, similar in sound).
Barrel dot, grandmother is a butterfly, cat is a spoon.
5. Choose words for this sound.
6. Stand those who have this sound in their first and last names.
7. Choose words that have one syllable, two syllables, etc.
The stress falls on 1 syllable, 2 syllable, 3 syllable.
The second group is exercises with words.
1. Reading words that differ by one letter. Chalk-stranded-soap-soap-small-crumple-mouse-midge-bear-bowl.
2. Reading words in the spelling of which there are the same letters.
Bush-knock, pine-pump, fur-laughter, mouse-reed, brand-frame, arsh-scar, oil-resin, midge-chamomile.
3. Reading words with the same endings, prefixes.
Came, came, sewed, brought, refrain;
Red, white, blue, black, yellow;
Doll, mom, dad, spoon.
4. Reading "shape-shifters".
The lion ate the oxen. Go look for a taxi, go.
5. "Through letter", "Ladder"
B - H ____
B - H ______
W - H _________
W - H ___________
III. Reading Fluency Exercises
The first group is exercises to expand the field of vision.
1. Work on the contemplation of the green point. (We put a green dot on the card and concentrate our gaze on it. At this time, we name the objects to the right, left, bottom, top.)
2. Work on Schulte tables.
Development of the field of view horizontally. Development of the vertical field of view.
3. Working with vocabulary blocks with a word hidden in the vertical direction.
LIGHT WILLOW JUICE
SOCKS SEAT CHAIR
THE RINKER ITSELF
DOLL DOLL
CANCER SHOP
4. Reading columns with stencils. (Children, using a stencil, read the words in columns.
1st grade - 3-5 words, 2nd grade - 10-12 words, 3rd grade - 15-18 words, 4th grade - 20-25 words)
Check red latch department store
Tooth run food lab technician
House game milk tutorials
5. Determine the difference.
Conversation, interlocutor, converse, gazebo, interview;
Conversation, conversation, job interview chatter, dialogue.
6. Name in order.
Trouble storm crying wind
Woe drifting snow tears hurricane
Sadness blizzard sobbing storm
7. Working with letter tables and stencils. Stencil superimposed on a card, letter a In the middle. We must name the letters that we saw.
8. Work on the table.
| ||||
1.agronomist F aspen the calendar |
plant |
duty | ||
2.interesting TO yellow celebration |
journey sparkle | |||
3.grain grower director WITH carefully commander | astronaut apartment horizon passenger | the chairman stairs strawberry potato | ||
4. government Z Liberty library |
slowly wealth |
pencil |
subbotnik |
The work on the table is carried out as follows: the word that is being searched is called (asterisk, blue, point, second from the bottom; Oval, yellow, fifth, from above, etc.)
The second group - exercises to activate the organs of speech.
1.Articulatory gymnastics: a) vowels, consonants, combinations, open and closed syllables; b) words that are difficult to pronounce.
2. Reservations.
3. "Moving tape". A strip is stretched through the holes in the cardboard where syllables and words are written. We must have time to read them.
5.Various types of reading:
reading the entire text in a whisper, then loudly, then silently, choral reading, reading in pairs, reading simultaneously with the presenter, reading at an accelerating pace, buzzing reading, intermittent reading of "Kangaroo", etc.
IY. Exercises to develop expressive reading
Reading a word with different shades of intonation
Reading a phrase with intonation appropriate to a specific situation
Breathing exercises
Reading in roles, in faces
"Reading Exercises"
.
Reading exercises
The reading skill is characterized by such qualities as conscientiousness, fluency, correctness and expressiveness. To develop these qualities in my practical work, I use special exercises that I include in each reading lesson. This work gives a positive result, brings animation to the lesson, making it more interesting and emotional.
All exercises are divided into four groups: for the development of conscious reading; to form correct reading; to develop reading fluency; to develop the expressiveness of reading.
I. Exercises to develop conscious (lucid) reading
The first group is logical exercises.
1. What do words have in common and how do they differ?
chalk - stranded, small - crumpled, soap - mil
2. Name it in one word.
Siskin, rook, owl, swallow, swift;
scissors, pliers, hammer, saw, rake;
scarf, mittens, coat, jacket;
TV, iron, vacuum cleaner, refrigerator;
potatoes, beets, onions, cabbage;
horse, cow, pig, sheep;
shoes, boots, slippers, sneakers;
linden, birch, spruce, pine;
chicken, goose, duck, turkey;
green, blue, red, yellow.
3. What word is superfluous and why?
Beautiful, blue, red, yellow;
minute, time, hour, second;
road, highway, path, path;
milk, sour cream, yogurt, meat;
Vasily, Fedor, Semyon, Ivanov, Peter;
spruce, pine, cedar, aspen;
onions, cucumbers, carrots, apples;
mushroom, lily of the valley, chamomile, cornflower.
4. How are the following words similar?
Iron, blizzard, folder, watch, lamp, glass.
They have the same number of letters;
they are of the same kind;
they are composed of two syllables.
5. By rearranging the letters, create a word.
u k l b about; s n o as: u p k s.
6. Compose a new word, taking only the first syllable from each of the data.
Ear, company, vase;
bark, loto, boxer;
milk, spawning, plate.
7. Compose a new word, taking the second syllable from each.
Snake, frame;
button, hammer, lava;
reproach, elderberry, mud;
turn, powder, ditch.
8. Compose a new word by taking the last syllable.
Furniture, gun;
straw, time, stranded;
fox, thorn, flight;
resin, tear, takes.
9. Three words are given. The first two are in a certain relationship. There is a similar connection between the third and one of the suggested five words. Find the fourth word.
a) Song - composer; airplane - ?
- airfield, fuel, constructor, pilot, fighter;
b) school - training; hospital - ?
- doctor, student, treatment, institution, patient;
c) knife - steel; chair - ?
- fork, wood, table, food, tablecloth;
d) forest - trees; library - ?
- city, building, librarian, theater, books;
e) morning - night; winter - ?
- frost, day, January, autumn, sleigh.
10. Divide words into groups.
Hare, peas, hedgehog, bear, cabbage, wolf, cucumber;
cow, wardrobe, chair, sofa, goat, sheep, table;
orange, bus, apricot, apple, car, tram, pear;
poppy, linden, maple, chamomile, birch, lily of the valley, oak.
11. For the highlighted word, select the words you need in meaning.
Herbs: clover, cedar, sorrel, plantain, larch, dandelion;
insects: magpie, fly, owl, beetle, mosquito, cuckoo, bee;
shoes: boots, coat, jacket, shoes, slippers, jacket. "":
12. What letter, syllable, word are superfluous.
a u r o s
ma ra la ny ta
ku na dy ti lo
river, small river, stream, pen, brook
The second group is word-making games with words.
Find word in word.
Thunderstorm newspaper bush
tray of chocolate
joke sliver fair watchmaker
2. Pick up a pair.
a) the song is practical
approximate area
girlfriend diligent
holiday postman
gift striped
linen towel
beautiful portfolio
the hairdresser is nice
b) golden tan
entertaining call
famous fence
sonorous bison
challenge mature
strawberry green
3. Complete the sentence.
In the mornings, Aibolit's teeth are treated:
zbr e s, y y y z b r, it g y r, v dry s, o y b r.
4. Charades.
The end is at the bottom of the pond.
And the whole in the museum
You can find it easily.
(Painting)
With letter To I live in the forest.
With letter h graze oats.
(Boar - shepherd)
5. Rebus:
6. Riddles. (Any that fit the topic of the lesson.)
7. Find the animal among the strings.
The pump sucks the river water
And the hose will be stretched to the garden.
Peace reigns among the bushes
It's good to wander here alone.
8. Make up words in which one of the syllables must begin with a letter m.
ma chi ma si ra mu po ka do
The third group is working with deformed texts; unfinished stories.
1. Compose the text (permutation of sentences).
The texts are matched to the topic of the lesson.
Make sentences (3-4) for the topic of the lesson.
At school.
School, class, desks, the attendant, guys, notebook, pencil case, lesson.
On the river.
Morning, clouds, breeze, water, water lilies, boat, fishing, soap, fishing rods, catch, seagulls.
3. Finish the story.
Taking care of birds.
It was a frosty winter. Birds are sitting on a pine tree. They are looking for food ...
On duty.
Dima and Kolya are on duty. They come to school early. Kolya watered flowers on the window ...
The fourth group is working with text (textbook).
1. Read the text yourself, answer the questions on the chalkboard.
2. Arrange the questions in the order of the content of the text. Read the answer to the second question. (Questions are written on the board.)
3. Ask questions about the text or part of the text.
4. Determine how many parts are in the text. Determine if there is an introduction, main part, conclusion in the text.
5. Work on the title.
Prove that the title was chosen correctly, accompanying it with text.
Choose a title from the suggested ones.
Arrange the titles of the parts in the order of the content of the text.
Match part of the text to the title.
Title the parts.
6. Selective reading.
7. Retelling with and without questions.
8. Drawing up a text plan.
II. Reading Correctness Exercises
The first group - exercises aimed at developing attention and memory.
Pictures are located on a closed board. They must be opened, counted to three, closed. List all items. Find what has changed, etc.
2. Describe the subject (show and remove).
3. Describe a moving object (take in hand - raise and lower).
4. Repeat what the teacher said (six words in pairs, somewhat similar in sound).
A barrel is a point, a grandmother is a butterfly, a cat is a spoon.
5. Choose words for a given sound (reading a quatrain, sentences, text).
6. Think of the names of the products for this sound, from which you can cook dinner.
7. Stand those who have this sound in their first name, patronymic, last name.
8. Choose from all syllables - fusion syllables, concatenated syllables, closed syllables.
9. Show 5-6 items. Choose an item name that has one syllable, two syllables, etc.
10. Choose words that have two syllables (one, three, etc.). Say 8-10 words.
11. Choose an object in the name of which the stress falls on the 1st syllable (2nd, 3rd) (show 5-6 presets).
12. Repeat the words: whale, tank, cow, April etc .
13. Retell the previously read texts without warning.
14. "Photo-eye".
15. Repeat tongue twister, sentence, text.
16. Memorizing quatrains.
The second group is exercises with words.
Reading words that differ by one letter.
Chalk - stranded - soap - soap - small - crumpled; mouse - midge - bear - bowl.
2. Reading words in the spelling of which there are the same letters.
Bush - knock, pine - pump, fur - laughter, mouse - reeds, brand - frame, march - scar, oil - resin, midges - chamomile.
3. Reading words with the same prefixes, endings,
Came, came, sewed, brought, chorus; red, white, blue, black, yellow; doll, mom, dad, paw, spoon.
4. Reading "shape-shifters".
The lion ate the oxen. Go look for a taxi, go.
5. "Through letter", "Ladder":
Z- h__
Z-h ___
Z-h ___
Z-h _____
6. Vocabulary work (finding out the lexical meaning of words before reading).
7. Preliminary syllable reading of words with a complex syllabic or morphemic composition.
III ... Reading Fluency Exercises
The first group is exercises to expand the field of vision.
1. Work on the contemplation of the green point. (On the card, in the picture, we put a green dot and concentrate our gaze on it. At this time, we name the objects on the right, left, top, bottom.)
Work on Schulte tables.
Development of the field of view horizontally.
8 4 7
22 9 14 18 7
2 1 5
3 12 6 23 20
6 3 9
21 4 1 25 15
13 5 24 11 17
10 8 19 2 16
Development of the vertical field of view:
Set No. 1
Set No. 2
3. Working with vocabulary blocks with a word hidden vertically
with To
With v eta
and v a
but With ki
m e one hundred
cr e layer
With a m
ka T OK
glue T ka
ku To la
ku To la
magician a zine
R a To
(Children read the words, and they themselves follow the letters with their eyes, over which there is a period.)
4. Reading columns with stencils.
(Children, using a stencil, read words in columns. In columns I grade - 3-5 words, grade II - 10-12 words, grade III - 15-18 words, grade IV - 20-25 words.
check red latch department store
tooth run food lab technician
house game milk tutorials
5. Determine the difference.
Conversation, interlocutor, converse, gazebo, interview;
conversation, conversation, interview, chatter, dialogue.
6. Name in order.
trouble
storm
cry
misfortune
winter storm
roar
sorrow
dripping
tears
sadness
blizzard
sobbing
wind
vortex
Hurricane
storm
7. Working with letter tables and stencils.
T 
stencil superimposed on a card, letter a In the middle. We must name the letters that we saw.
8. Sets T.N. Fedorenko. Texts of visual dictations.
9. "Photo-eye".
10. "Guess."
Reading sentences, texts covered with stripes.
11. "Who is faster?"
Each student has 2-3 texts. You want to find the given offer.
12. "Creeping line".
13. Work on the table.
The manual consists of 4 blocks, each block contains 5 columns of words (words from the dictionary), (see table on p. 52).
The work on the table is carried out as follows: the word that is being searched for is called (asterisk, blue, point, second from bottom; circle, yellow, point, fifth, top, etc.).
The second group - exercises to activate the organs of speech.
1. Articulation gymnastics:
a) vowels, consonants, combinations, open and closed syllables;
b) words that are difficult to pronounce.
2. Tongue twisters.
3. "Moving tape".
A strip is stretched through the holes in the cardboard where syllables and words are written. We must have time to read.
4. Pure phrases.
5. Different types of reading:
a) reading in a whisper, then loudly, then to oneself;
b) choral reading;
c) reading in pairs;
d) reading simultaneously with the presenter;
agronomist
ticket
road
month
cucumber
iron
pencil case
guys
airplane
language
bear
plant
fox
nut
Metro
aspen
room
Hare
duty
axe
the calendar
engineer
cabbage
alley
wind
metal
village
clothes
Moscow
lilac
interesting
milk
aspen
score
seeder
carrot
north
telephone
dinner
straw
yellow
coat
freezing
tractor
chauffeur
celebration
tableware
skates
camp
factory
vegetables
boot
journey
ship
magpie
Russian
harvester
sparkle
highway
weather
october
astronaut
the chairman
Russia
cow
farmer
black
stairs
bonfire
people
director
want
strawberry
Crow
ticket
carefully
apartment
potato
town
shore
commander
horizon
capital
notebook
the street
tram
passenger
soldier
Okay
berry
government
rocket
Thank you
harvest
Class
Sparrow
girl
sand
student
hero
Liberty
surname
teacher
comrade
portrait
library
railway carriage
pencil
raspberries
car
revolution
slowly
Homeland
subbotnik
railway station
collective
wealth
wheat
newspaper
handkerchief
e) reading at an accelerating rate;
f) reading with a transition to an unfamiliar text;
g) reading at the pace of tongue twisters;
h) reading - "sprint";
i) buzzing reading;
j) intermittent reading "Kangaroo". Etc.
IV. Exercises to develop expressive reading
1. Reading a word with different shades of intonation.
2. Reading a phrase with intonation appropriate to a specific situation.
3. Breathing exercises.
5. Exercises for diction.
6. Reading small verses, for example:
Who on the ice will catch up with me?
We are running in a race.
And it's not the horses that carry me,
And shiny skates.
8. Reading in roles, in persons.
9. Use of the "memo":
a) imagine what you are reading about; think about what feeling you can convey when reading;
b) read clearly the words and endings;
Exercises for mastering the speed reading technique will be most useful to those who are dissatisfied with their speed of understanding and memorizing information when reading texts of various types and levels of difficulty.
At what age can you practice speed reading?
For an adult, it is extremely important not only to be able to demonstrate the ability to read a piece of text “on a stopwatch” as quickly as possible, but really needs to be able to save time thanks to high-speed reading. Therefore, when reading a text on a particular topic, an adult is simply obliged to be able to “skip by” unnecessary, uninformative parts of the text, while catching his eyes on key words that reflect the main idea of the author.
The most common recommendation for children: you should not teach your child to read speed until the age of 14. We agree that superficial reading "diagonally" is not the best option for schoolchildren, who first of all need to master the curriculum and learn to enjoy the works of fiction.
Of course, each child and his abilities are unique, so it would be reasonable to focus on the key moments of children's readiness to master the speed reading technique. So, if your child already knows how to read aloud, easily reads a page in a couple of minutes and understands the meaning of what he read (he can retell the essence in his own words), you can set the task of increasing the reading speed using a set of exercises for speed reading.
5 Key Skills for Fast Reading
When learning to read speed, it is important to constantly train the following skills:
- concentration of attention;
- suppression of articulation (the habit of pronouncing the text);
- improved visual skill - wide field of peripheral vision;
- the ability to quickly highlight valuable, useful information in the text and not waste attention on "water";
- good memory - assimilation of valuable information from the material read;
- increasing the speed of thinking.
The secret of mastering the speed reading technique is regular exercises in the development of memory, attention and mastering other skills of fast reading.
What exercises to improve reading speed will be useful at any age?
The greatest benefits are those exercises that eliminate the cause of the low speed of perception and processing of visual information.
The main mistakes that create a barrier in reading speed in both children and adults are considered involuntary recurrent eye movements (regression) and unnecessary articulation, which we learned just in childhood.
The main disadvantages that impede the efficient and quick perception of information:
- trouble concentrating;
- a small angle (field) of the visual coverage of text information.
So, exercises for speed reading in grade 1 should be aimed primarily at developing the ability to concentrate and expanding the field of information coverage. "Small field of vision" is perhaps the most important reason why children are taught to read first by letter, by syllable, then by whole words, phrases and sentences with an expression that confirms the reader's understanding of the meaning of what is written.
Not every adult can boast of the ability to perceive long phrases and whole sentences “at a glance”. This is where the development of visual reading skills for most people stops.
Expanding the field of view
"Development of peripheral vision according to Schulte tables"
Regular training using Schulte tables will not only allow your child to have an interesting time, but also contribute to increased concentration, peripheral vision and memory development.
"Defocused gaze"... The main task of training is to use a dispersed gaze to perceive a larger area of the page or screen. The exercise can be performed in various ways, for example, to search for identical elements with diffused vision, or to memorize more elements that you managed to grasp without moving your gaze from the central object of attention.
Improving concentration
"Activation of both hemispheres"... Take the text of a topic familiar to you and read through the paragraph alternately with your right and then with your left eye. Thanks to this simple technique, you in turn activate both hemispheres of the brain.
"Highlighting the main thing"... Many prominent personalities have used this technique. Just take a marker or pencil and highlight 2-3 of the most important thoughts from the page. It is even better to improve this exercise and not just highlight the main thing, but put down your critical remarks with signs: very important information - "!" or "NB", agree - put "+", disagree - "-", etc.
"Name the color"... Call out loud as you read the following colored text in the color of words. It is the colors, not what is written.
Red . Green. Blue. Yellow. Violet. Orange. Brown. Blue .
Red . Blue. Green. Violet. Yellow. Brown. Blue. Green. Blue.
Don't rush to do it with incredible speed. It's good if after training you, in principle, managed to complete the exercise without errors.
Find the word... Exercise options:
- Search the page for all words starting with a specific letter.
- Search the page for all occurrences of a certain word or phrase.
Guessing riddles- a simple and very effective way to train attention concentration skills at any age. Trick riddles or trick logic questions work well for this purpose.
Getting rid of regression
"We cut half a line"... When reading the text, cover half of the line (top) with a sheet of paper. Thus, you make the brain guess about what has been written and at the same time in such a situation it will naturally want to see the next line even before you “cut off” a part of it. This exercise will teach you to get ahead of yourself while reading and not return to what you read at the same time.
"Pointer"... To unlearn the habit of returning your gaze to what you have already read, have your gaze constantly follow a pen, pencil, or finger that will lead you forward all the time.
"Reading at speed"... Consider the elementary school reading speed test. We take a timer and measure our current result by reading one page, chapter or article.
Suppress articulation
"Alternative text"... In parallel with reading, we say something that has nothing to do with the subject of attention. For example, we hum the motive of a song ("la-la-la, tru-lal-la") or say another text in our mind, for example, proverbs, tongue twisters, or keep counting in order, regardless of the number of words or lines read. The main thing is not to lose concentration.
"With your mouth closed!" If your lips move or your tongue moves while reading, you need to keep them busy. This mistake is often present in children after constant reading aloud in elementary grades. Try chewing on a pencil or crackers in parallel, or chewing gum.
"Drumroll"... We tap some rhythm on the table with our fingers, the more difficult it is, the better. If the fingers are busy, the speech center of the brain will be automatically at least partially blocked.
"Reading to distracting music"... A great way to suppress the urge to speak the text you are reading is to listen to music that does not have a constant rhythm. Jazz is best suited for this purpose.
Develop memory
"Non-standard reading"... Reading text rotated 90 degrees away from you, 180 degrees, 45 degrees, etc. An example of the exercise: turn the page upside down and set the task of reading the text backwards (i.e. from right to left). Such training is especially useful for children in order to form in memory the standards of complete letters, regardless of how they are located.
"Recover missing letters." An excellent exercise for the development of verbal and logical memory. While reading a text with missing letters, the stops to "guess" the next word are forced to keep in mind the words and the meaning of the previously read. It is a good workout not only for memory, but also for eliminating obstacles to fast reading such as recurrent eye movements and articulation.
Developing the speed of thinking
One of the main reasons why it is possible to significantly increase the reading speed of any person is the redundancy of information at all levels of texts (especially those posted on the Internet), ranging from headings and introductory constructions intended to attract attention, to individual words with weak or completely absent semantic load.
Regularly solving logic problems develops the ability to separate the main from the secondary, develops the skill of "turning on blindness" in relation to redundant information and "instantaneous" perception of important thoughts. This is achieved, first of all, thanks to regular exercises in the speed of perception of the conditions of the problem and understanding of the essence of the question being asked. Conscious analysis of the structure of tasks develops the skill of dividing tasks into conditions and groups of conditions, highlighting one or several questions, understanding the optimal order of solving subtasks, searching for solutions.
Completing tasks from LogicLike will help at any age:
- improve concentration of attention;
- develop the speed of thinking;
- increase the ability to think logically correctly;
- and as a result, significantly increase the speed of reading and memorizing important information.
20-30 minutes of LogicLike classes every day is a proven way to develop logic and speed of thinking, attention and memory.
1. Exercises aimed at developing the clarity of pronunciation
2. Exercises for the development of mobility of the speech apparatus
3. Exercises developing peripheral vision and processing direct gaze
4. Exercises to develop attention to the word and its parts
5. Exercises that develop working memory, stability of attention
6. Exercises that develop flexibility and speed of reading to oneself and aloud
7. Exercises to promote the synthesis of perception and understanding
8. Exercises developing logical thinking
9. Exercises to develop the skill of mindful reading
9.1 Puzzle exercises
9.2 Word Composition Games
10. Exercises to develop correct reading skills
11. Exercises to develop the expressiveness of reading
The skills of conscious reading and the ability to independently work with text can be formed using a system of special exercises and methods of action that actively influence the main parameters of reading: technique, meaningfulness, expressiveness.
1. Exercises aimed at developing the clarity of pronunciation
Many students do not know how to regulate their breathing while reading. Respiratory gymnastics is used to correct this deficiency.
1) Inhale through the nose - exhale through the mouth. Inhale - holding your breath - exhaling. Inhale - exhale in portions.
2) "The whistle approaches and recedes": inhale - on exhalation we pronounce mmmm, nnnnnn.
3) "Growling dog": inhale - exhale rrrrrr.
4) "Air coming out of a punctured bicycle tire": s-s-s-s-s.
5) "Candle": After taking a deep breath, as we exhale, we read an even and slow exhalation, then take a deep breath, stop and slowly blow on the flame of an imaginary candle.
6) "Extinguish the candle": intensive intermittent exhalation, followed by inhalation, holding the breath for a second, then exhale in short bursts three times: fu! Ugh! Ugh!
7) A fly flew near the ear: f-f-f.
Wasp flew near the nose: s-s-s.
A mosquito flew and rang: z-z-z.
Sat on his forehead, we clap him -
And they caught: hhh.
Let it fly!
2. Exercises for the development of mobility of the speech apparatus: "Sound warm-up"
1) We read quickly, we look carefully:
OIE AOEE EAOIO
YAOYU AYUOE EYYUYU
YYAYUUYUUUUUAOU
2) We read vowels with stress on one of them:
EAOEUYIE, EAOEUYIE, EAOEUYIE etc.
You can diversify this exercise by pronouncing the syllables, first with emphasis on the 1st syllable, then on the 2nd and 3rd:
YES-YES-YES, YES-YES-YES, YES-YES-YES
3) Having taken a deep breath, as we exhale, we read 15 consonants of the same row (sounds):
B K Z S T R M N V Z R W L N X
4) We read the chain of syllables:
5) We read words with build-up:
Po - var, fever, dare, drink, walked, led.
3. Exercises that develop peripheral vision and practice direct gaze
1) In order for children to understand the essence of the terms "peripheral vision" and "right angle", they are invited, without taking their eyes off one line, to list objects that fall into the field of vision from the right, left, top, bottom.
2) Handouts - Schulte table (size 20x20cm)
| 10 | 25 | 14 | 2 |
| 13 | 15 | 20 | 5 |
| 19 | 11 | 23 | 24 |
| 21 | 16 | 7 | 17 |
| 12 | 22 | 8 | 9 |
Usage algorithm:
- As soon as possible, name all the numbers in order from 10 to 25, pointing with a pencil or finger;
- Try to memorize the location of two or three consecutive numbers at once.
Remember! The eyes look at the center of the table, at the number 10, and they see it in its entirety.
"Planting a carrot"
a) A box with a carrot is depicted on a board or on paper. On the picture - questions and comments.
- If the carrot is in the box, which part will be visible? (Tail)
- That's right, a direct look will be directed at the tail. Looking at the first syllable, you can see the whole word on the carrot.
For the exercise, different words can be taken from the text being read, however, when choosing words, it should be borne in mind that the child is able to see no more than five letters with peripheral vision.
b) "Long carrot"
- What if the carrot grows too large and the word on it inside the box does not fit, since it contains more than five letters and goes beyond the direct view? Then the carrot will look like this:
- What in this case do we see looking at the box with carrots? ( The tail and the tip, and the middle in the box.) Therefore, a direct gaze can be transferred from the tail to the tip.
In this exercise, not only peripheral vision is practiced, but also the ability to control a direct gaze, control that part of the word that the child sees with peripheral vision, the ability to navigate in a word and avoid mistakes when reading endings. Indeed, at the moment when the gaze is directed to the tail, peripheral vision catches what is written on the carrot in the box. Moving his gaze from the tail to the tip, the child again sees the middle of the word, controlling himself. Having bent over in this way, with a glance from the 1st syllable to the last and at the same time seeing the middle of the word, the child, no longer reading it, can quickly pronounce it.
"Robot"
Meeting a new, hard-to-read word, the child cannot use peripheral vision and reads the word by syllable, often distorting it. The word is printed in large size on the board, balls are drawn at the ends of the letters - contacts.
As you know, robots do not have their own thoughts, they carry out only the program laid down in them: to sound in the place at which the pointer is directed.
First, the pointer, and with it a direct gaze, move slowly over the word, then the speed increases with each new repetition of the word, and the children read the whole word, without errors.
In order to achieve the ability not only to recognize such words in the future and pronounce them, but also to navigate with a direct glance in the word, the exercise becomes more difficult. The teacher moves the pointer with greater speed over the various parts of the word (in the direction of reading), while the children must have time to speak exactly the shown section.
4. Exercises that develop attention to the word and its parts and are a prerequisite for correct and speedy reading
Children have a poorly developed articulatory apparatus, which slows down fast reading, therefore, in the 1st and 2nd grades, the following exercises are relevant:
1) Reading combinations of two or three consonants with vowels:
2) We read, slowly, at a moderate pace: accelerating the pace:
ZHZI TNO KTRI
DRU ZBI STRU
The sparrow_ sat_ on the branch_ and tweeted.
Tongue Twisters
Lena was looking for a pin.
The pin fell under the bench.
It was too lazy to climb under the bench,
I've been looking for a pin all day.
a) Read the tongue twisters spelling.
b) Read tongue twisters orthoepically.
c) Working with tablets: children read a tongue twister in accordance with the assignment:
| quiet | loudly | in a whisper | silent movie (silent) |
"The house that Jack built"
Children pronounce the first phrase at maximum speed several times until they succeed. Then another 1-2 words are added, which are read at the same speed. And so on until the end of the passage, repeating every time all over again, as in the famous poem "The House That Jack Built". For instance:
In some kingdom ...
In a certain kingdom, in a certain state ...
In a certain kingdom, in a certain state, he lived ...
In a certain kingdom, in a certain state, there lived a rich merchant ..,
5. Exercises that develop working memory, attention span.
"Find an extra letter"
You can cut out any texts from old newspapers and distribute them to children.
Exercise: today we cross out only the letter I. Tomorrow - another, etc.
"Find an extra word"
Read it. Justify your choice.
ELEPHANT BEAR TIGER
LEO BUTTERFLY CAT
"Photo-eye"
For 20 seconds, children should look to "photograph" the words and answer the question "Are there among these words ...?" For instance:
WALNUT FEATHER STREAM DISCOVERED TROPICAL STUNNED
"Yes or no?"
Children listen to suggestions and determine if it can be. If so, when, where, why? If not, then it is required to prove it with evidence.
Snow fell, Alyosha went out to sunbathe.
The car whistled at the same speed and moved forward.
This exercise is aimed at attention to the text, its conscious mastering, the ability to quickly grasp the meaning of what is being read, to accurately construct a statement.
"Complete the offer"
The cat meowed ...
6. Exercises that develop flexibility and speed of reading to oneself and aloud
"Peekaboo"
The textbook page (any) is specified, and then the text is read. Children must find the page, find the right line with their eyes and adjust to the teacher's reading.
Reading with word count
1) close your lips and teeth tightly;
2) read only with your eyes;
3) read as quickly as possible, while counting the words of the text to yourself;
4) answer the question to the text (given before reading).
Reading with a sound reference
The text is read onto the tape recorder at a certain speed. Children should follow the voice in the book, have time to voice the text synchronously with the tape recorder. The check is carried out individually: touching the child's shoulder with a hand means - read aloud. It is advisable to carry out such work systematically. In this case, the speed of sounding the "sound landmark" gradually increases. If there is no tape recorder in the classroom, you can use the game exercise "Catch up". Children read a passage of the text in chorus, in an undertone, listening to the teacher's voice, who reads loudly, at a sufficiently high speed, and "stretch" after him, trying to "catch up".
7. Exercises to promote the synthesis of perception and understanding
1) Help vowels and consonants to make friends. Put them together so that you get the words:
2) Take out one letter from each word. Do it in such a way that the rest will form a new word:
shelf paint slope screen trouble heat (stake) (helmet) (elephant) (crane) (food) (field)
3) Add a letter to the beginning or end of a word to create a new word. What sounds are indicated by these letters?
4) Connect the words of the right and left columns so that new words are formed:
"Tasty words"
Imagine it's your birthday. You need to set the table. But when choosing delicacies, remember that their names should consist of two and three syllables:
halva bagels tea lemonade
waffles grapes cherry tangerine
8. Exercises developing logical thinking
These exercises contribute to the development of the speed of thinking in the process of reading, its awareness.
1) Perform the math and read the word:
LOD + IM - MO + VAN - L =? (sofa)
VER + LIS + TU - US + 0 - IL + YEARS =? (helicopter)
2) Rearrange the letters:
In the forest, on a pine tree, there is a telead. The tail rests against the ostlv ereavd. His nose knocks on the trunk, work bilotd, looking for insects.
(A woodpecker sits on a pine tree in the forest. Its tail rests against the trunk of a tree. It knocks on the trunk with its nose, hollows bark, searches for insects).
3) "Search"
Can you find a connection between two seemingly unrelated events? Explain how it all happened.
The dog chased the chicken.
The schoolchildren were unable to go on the excursion.
4) Learn to express thoughts in other words.
The exercise is aimed at teaching the child to operate with words.
This winter will be very cold.
It is necessary to convey the same idea without distortion, but in different words. None of the words in this sentence should be used in new sentences.
5) Drawing up sentences with three words that are not related in meaning:
lake bear pencil
For instance:
We drew in pencil how a bear catches a fish on a forest lake.
The exercise develops the ability to establish connections between objects and phenomena, to think creatively, to create new holistic images from disparate objects.
9. Exercises to develop mindful reading skills
9.1. Logic exercises
1) What do these words have in common and how do they differ?
Chalk - stranded, small - crumpled, soap - sweet.
2) Name it in one word.
Siskin, swallow, rook, owl, swift.
Scissors, pliers, hammer, saw, rake.
Scarf, mittens, coat, jacket.
TV, iron, vacuum cleaner, refrigerator.
Potatoes, beets, onions, cabbage.
Horse, cow, pig, sheep.
Shoes, boots, slippers, sneakers.
Linden, birch, spruce, pine.
3) What word is superfluous?
Beautiful, blue, red, yellow.
Minute, time, hour, second.
Road, highway, path, path.
Milk, sour cream, yogurt, meat.
4) How are the following words similar?
Iron, blizzard, stick, clock, lamp, glass.
5) Compose a new word by taking the first syllable from each of the given words.
Ear, company, vase.
Cora, bingo, boxer.
Milk, spawning, plate.
6) Three words are given. The first two are in a certain relationship. There is a similar relationship between the third and one of the suggested five words in parentheses. Find the fourth word.
a) Song - composer, airplane - ... (airfield, fuel, designer, pilot, fighter).
b) School - training, hospital - ... (doctor, student, treatment, patient).
c) Knife - steel, chair - ... (fork, wood, table, food, tablecloth).
7) Divide words into groups.
Hare, peas, hedgehog, bear, cabbage, wolf, cucumber.
Cow, wardrobe, chair. Sofa. Goat, sheep, table.
Poppy, linden, maple, chamomile, birch, lily of the valley, oak.
9.2. Word Composition Games
1) Find a word in a word.
thunderstorm newspaper bush
joke tray chocolate
watchmaker sliver fair
2) Complete the sentence.
In the morning at doctor Aibolit, animals treat teeth: zbrey, itgyr, vdryy, oybr.
3) Charades.
(Painting).
I live in the forest with the letter K.
With the letter H, I feed the sheep.(Boar is a shepherd).
4) Find the name of the animals among the strings.
Pump with sturgeon r river water,
And the hose will be stretched to the garden.
Among the bush sheep rest in peace
It's good to wander here alone.
10. Exercises to develop correct reading skills
1) Describe the subject (the teacher shows it and quickly removes it).
2) Repeat what the teacher said:
A barrel is a point, a grandmother is a butterfly, a cat is a spoon.
3) Choose words for a given sound (from a read quatrain, sentence, text).
4) Reading words that differ by one letter.
Chalk - stranded - soap - small - crumpled; mouse - midge - bear - bowl.
5) Reading words with the same prefixes, endings.
Came, came, sewed, brought, refrain; red, white, blue, black. yellow; doll, mom, dad, paw, spoon.
6) Reading "shape-shifters".
The lion ate the oxen. Go look for a taxi, go.
11. Exercises to develop the expressiveness of reading
1) Reading sentences with different intonation.
2) Reading the text with the transfer of emotions (joy, indignation, sadness, pride, etc.) depending on the content.
3) Dictionary of sentiments.
In the work on expressive reading, the dictionary of moods is very helpful. Every student has it. After the teacher reads the work expressively, the children put cards on the desk with words indicating the mood they felt while reading the work. For example, children have cards with the words: "Cheerful", "joyful". Analyzing the work, we are approaching the question: what feelings did the author himself experience? And write on the board other words that reflect the mood of the author: ( cheerful, joyful, happy, surprise, excitement).
After such work, children read the text much more expressively, trying to convey through reading both their personal mood and the mood of the author.
"Dictionary of Moods and Conditions"
Literature:
- How to overcome difficulties in learning to read. S.N. Kostromina, L.G. Nagaeva. - M .: Os - 89, 1999.
- Primary school plus before and after. No. 7 2010.
- Primary school plus before and after. No. 6 2009.
- Primary school plus before and after. No. 11 2008.
- Primary school plus before and after. No. 11 2007.
- Primary school plus before and after. No. 8 2007.
- Elementary School. No. 6 2001.
- We read after the "Alphabet with large letters": textbook / NN Pavlova; Il. A. V. Kardashuk. - M .: OLISS: Eksmo, 2011.- 64p.: Ill.
Exercises for the development of the expressiveness of reading and speech of primary schoolchildren
The ability to expressively read and speak is developed in students throughout the entire primary education. It is at this age that children are characterized by emotional openness, and special sincerity, and the sharpness of emotional perception. However, the first days of working with first graders showed that many of them have deficiencies in diction. This is the skipping of individual sounds, swallowing syllables, lethargy of speech or very fast pronunciation of words, the manner of speaking through teeth. Most of the reading children still have an underdeveloped sense of tempo and rhythm. A request to recite a favorite poem by heart also revealed a number of shortcomings: when performing a poem, first-graders are not very expressive in their intonation, make incorrect logical stress, rush, "swallow" the last words of the work. All this prompted the allocation of a separate stage for the development of expressiveness of speech in the lessons of OG and literary reading, the need to collect special artistic material and joint work with a speech therapist.
The development of expressive reading and speaking skills is unthinkable without special exercises. It is necessary that educational and training work be carried out in such a way that it is possible to captivate everyone, so that even the most inert student will experience satisfaction from the practical results of his work. The training consists of various exercises, in one or another set printed on a card, which each student receives in the lesson. Exercises can also be carried out on suitable textbook material. The system of tasks provides for the training of the vocal apparatus and the development of some psychophysical qualities necessary for mastering the art of expressive reading. Special exercises are aimed at fostering observation, imagination, emotional responsiveness. The training will also include exercises that allow you to work on the aesthetics of movement, fidelity and appropriateness of gestures, facial expressions, etc. All this allows you to work systematically, in a complex, on the acquisition of skills and abilities that are required for expressive reading, as well as at the same time to improve the reading technique of students due to the multifunctionality of a number of exercises (for example, such as: multiple reading, accelerating the pace of reading, etc.)
This system is based on the work of the teacher of the Belarusian State University of Belgorod L.S. Peretrukhina on the organization of extracurricular activities with the aim of developing the expressiveness of reading and speech.
Types of exercise.
1. Exercises for practicing correct articulation and diction.
Group exercises are convenient for working on diction. In collective work, the psychological pressure that often occurs in children with speech impairments is removed.
1. Slow, loud and clear pronunciation of a number of syllables.
MA-SHA-RA-LA-SA-NA-HA
2. The game "Hard-soft": b-b, p-p, s-s ...
3. Intonational selection of one sound in a number of vowels.
A O AND S U E
A O AND S U E, etc.
4. Substitution of one vowel to all others.
AA JSC AI AU AE
5. Reading the vowel table horizontally, vertically, with the addition of consonant groups, etc.
TRA TRO TRO TRU TRU
THREE THREE THREE THREE THREE
6. Work on tongue twisters.
This is the most effective technique for improving diction. It is no coincidence that the famous Russian linguist A.M. Peshkovsky called tongue twisters "special torture of the organs of speech." The material must be selected that is not hackneyed, not boring and not familiar.
Methodology for working on the exercise:
- to think carefully about the meaning of tongue twisters;
- gradually accelerating the tempo, clearly pronounce each sound;
- choral and individual pronunciation of tongue twisters at a very fast pace.
7. Working with texts in which there is sound writing.
Sounds allow you to enhance the phonetic expressiveness of speech, create the tonality of the work, the musical atmosphere, a certain emotional and psychological mood. Multiple repetition of sounds helps to visually represent the movements of the characters, to hear rustles, whistles, squeals, crackles caused by movement, movement, action.
For instance:
The cockerel whispers to the cat:
- See, a lush scallop?
The cat whispers to the cockerel:
- If you take a step, I'll take a bite.
Tasks for the text: What sound is repeated most often? Why? Let's split the text into parties - the party of the cock (row 1) and the party of the cat (row 2).
Children are happy to work on works with a sound refrain under the conducting of a teacher.
1 half of the class / 2 half of the class
Do you hear the leaves rustling? Shhhhhh ...
The leaves seem to say: Shhhhh ...
The wind has blown, we are making noise, Shhhhh ...
We fell off and we fly down. Shhhhhh ...
8. Articulation without sound.
You can say the text to yourself, but at the instruction of the teacher, "turn on" the sound. This allows you to concentrate on certain phonetic difficulties.
9. Practicing correct breathing.
A) After taking a deep breath, count as long as possible on the exhale:
On the hillock near the hill there are 33 Yegorkas: one Yegorka, two Yegorkas, three Yegorkas, etc.
B) "Blowing a fluff off" from the palm.
C) "Blowing out the candle."
2. Exercises for the development of voice flexibility (the ability to speak louder - quieter, higher - lower).
1. The most famous method in the methodological literature is the choral pronunciation of the text with the instructions of the teacher. For instance:
Quietly, as if in a dream, in an undertone
Spun in silence
The first snow and whispered: Quiet
- How long have I not flown! In a whisper
(V. Lancetti)
You can invite the children to compose the “score” of the text themselves, compare what they have received, and choose the most successful options.
2. You can read the text under the "conducting" of the teacher, showing with gestures (previously discussed with the children) the tone or strength of the voice that changes during the reading. The first step of this exercise is pronouncing one phrase, tongue twisters, a line of a poem while "conducting"; the highest - reading an unknown text with "conducting".
3. Exercises for setting the required reading speed, as well as improving the sense of tempo and rhythm.
Practicing reading speed is most often carried out on the material of tongue twisters, combining it with work on diction. All tongue twisters selected by the teacher can be numbered and put on separate sheets for each student. In the lesson, all that remains is to name the tongue twister number. As a result, repeated reading of the material allows you to accumulate visual images of children, improve visual and auditory memory and, as a result, reading technique.
To improve the sense of tempo and rhythm, such artistic
texts in which play an important role in creating a specific image
tempo-rhythmic means. For example, an excerpt from a poem by Yu. Tuvim
"Steam locomotive", where the correctly found gradual acceleration of the tempo-rhythm
will greatly enhance the specific vision.
He stands, he sniffs, he sighs heavily,
And my shirt was sweaty with oil
And he breathes with steam, and he breathes with heat.
The fireman walks and does not seem to hear,
How hard he breathes!
And the coal is thrown into the huge belly.
And the coal is heavy there thumps dully.
And in the belly it burns so brightly.
Uuuf, it's hot.
Puuuf, it's hot.
Oooh, it's hot.
Barely
Little by little
Yes Yes,
Little by little -
On the road!
On the road!
Faster, faster the wheels were turning
And so all the cars rolled forward,
As if they were not wagons, but balls!
So chiki,
So chiki,
So chiki,
So chiki.
The teacher's questions will help children notice the features of the tempo-rhythm of this poem:
- Why are the lines so unusually arranged? (This allows you to divide the poem into parts, each of which is pronounced with a special intonation and speed, and convey movement, dynamics.)
- Will your reading speed increase or decrease? (Increase as the locomotive picks up
speed.)
- With what words will the tempo begin to increase clearly?
- Why is the last line printed in steps? (It looks like balls jumping up stairs. The author compares swinging carriages to them.)
- How many of you have seen the departing train? Try to convey his movement using claps, bangs, and other sounds. This is the rhythm of the movement, try to keep it while reading the poem.
4. Exercises for mastering the norms of the culture of pronunciation.
In the process of working on spelling, students should feel that adherence to the norms of literary pronunciation is one of the conditions for expressiveness of speech and reading, that even one or two mistakes will cause irritation and can negate the artistic impression of the performance. In addition, the teacher's constant attention to the pronunciation culture includes students, as a result of which a speech environment is created that is conducive to literate speech and aversion to mistakes.
Orthoepic "exercises" can include 5-10 "tricky" words that students hear from adults in everyday life, from TV screens. For example: means, beets, kitchen, belt, catalog, calls, start, gas pipeline, sorrel, newborn, etc. Each student pronounces the next word proposed in the "exercise", marks the stress. Based on the results of several such "exercises", you can hold a competition on the knowledge of "tricky" words. The desire not to lose heightens interest in the word and quickly consolidates its literary pronunciation and stress.
5. Exercises for the development of logical expressiveness.
Everything mentioned above is connected with the work on the technique of expressive reading. One who knows how to read expressively must master not only technique, but also means of logical expressiveness: logical stress, pauses, intonation.
The trouble with many schoolchildren is that they are not very expressive in their intonation. Its facelessness occurs because the child orally transmits the written text, without forcing himself to see and hear what is being discussed. Meanwhile, an active desire to make others see and hear mobilizes all speech means, and the main role among them belongs to intonation.
At the same time, in the work on intonational expressiveness, it is necessary to teach how to introduce your visions and feelings into the listeners. After all, it often happens like this: “saw”, “heard”, “presented”, but everything remained with the speaker. It is desirable that the training exercises of this plan were not cumbersome, short, and entertaining.
1. Statement of logical stress.
Assignment: Use a tongue twister while answering questions.
Granny bought beads for Marusya.
A) Who bought the beads? (Granny bought beads for Marusya.)
B) Who did you buy the beads for? (Granny bought the beads for Marusya.)
Q) Did you make the Marusa beads?
D) Did Granny give you a ring?
Assignment: Read the sentence several times, each time highlighting the next word with your voice.
Our Tanya is crying loudly.
Our Tanya is crying loudly.
Our Tanya is crying loudly.
Our Tanya is crying loudly.
2. Work on intonational expressiveness.
A) Say the phrase I came! in a different speech situation:
Your class is going to the movies. Everyone is here, except for Luda. Time is running out. It's a pity ... such a movie, but she will not watch. And suddenly Luda runs in, out of breath.
The class gathered for a walk, but the one who was not expected also showed up.
The younger sister is not at home. You did not find her either in the yard or with a friend. You return home and ask your mom ...
B) Pronunciation of a phrase with a specific target setting of verbal action.
Saying the phrase "Misha can dance"
- surprise;
- upset;
- be ironic;
- delight;
- get angry;
- state a fact.
The mobility of such training texts (A, B) allows the speaker to focus his volitional efforts on small verbal material, to more energetically influence the listeners, to each personally experience the joy of success or the chagrin of failure. Such exercises develop the ability not only to quickly understand and feel the circumstances set by the artistic text, but also to turn reading into a real live conversation.
C) Reading by roles, dramatization.
And Beresnev. Pumpkin.
- Why, tell me, pumpkin,
Are you all lying?
- I'm used to it.
- Why don't you go to visit,
Are you sad all day in the grass?
- I'm tied by the ponytail
Firmly, firmly to the tops!
Preparatory work:
- Read the poem yourself. Whose dialogue is this? What is the character of a pumpkin? (Lazy, slow, bored ...) How to convey this when reading? (Read her phrases slowly, measuredly, quietly. And the last remark - with resentment, as if complaining.) And what about the second character? (He is curious, kind, considerate.) Indeed, therefore, his second remark should be read with sympathy.
D) Working with painting poems.
Exercises with such texts allow developing the imagination and imagination of children, their emotional responsiveness, the ability to share their vision of the work with other readers.
The moon hung on a tree
She had fun hanging
She shone like a fish there,
And there was a tree like a net!
N. Glazkov
- Close your eyes, and I will read you a poem. What picture did you present? Describe it. Can you draw on paper? Will it be difficult to do? What words will help you?
3. Work on pauses.
Here, from the first days of training, you can use the pause symbols in the text: a short pause (/) and a long pause (//). Other terms can be gradually introduced: average pause, psychological pause.
Poems // - not feet of a football player, /
Not a first grader's notebook. //
You don't need to read poems quickly: /
Read them slowly. //
Over time (in grades 3-4), it will be useful for the pupils to compose the reading scores themselves, using all the conventional signs for marking the text: designations of accents, pauses, melodies of voice, tempo, timbre, etc., as well as use ready-made scores. The main thing is not to overload the text with them, not to use it where children intuitively feel the peculiarities of pronunciation and reading.
6. Exercises for working on gestures and facial expressions.
Expressive reading and expressive speech require “face work” on the text. In any form of verbal action, gestures and facial expressions occupy an exclusive place and play an important role. As a rule, little attention is paid to this in reading lessons, the student is left to himself, and most often this "freedom" is manifested in the speaker's bad manners during speech. This is an absent gaze, and stiffness of posture and movements, or, conversely, their looseness.
Students work with interest with exercises for "fidelity to action." They are invited to take a pencil from the teacher's hands, like a hot saucepan, like an expensive vase, like a test, like a living worm, like just a pencil.
Such an exercise contributes to the development of the ability to master facial expressions: showing the expression on the face of a person cutting an onion, tasting a lemon, eating a spoonful of honey, etc.
The guys love the game of "cow". It is necessary to divide into teams and, with the help of pantomime, show an object, a saying, a literary hero. The task of the other teams is to guess who or what it is.
Undoubtedly, these forms of work are not limited to the exercises described. But such training, which makes it possible to comprehensively and systematically develop in students the skills and abilities required for expressive reading, significantly increases the culture of both the reader and his listener.
