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Exercises to develop and improve correct and conscious reading skills in children. Exercises for developing expressive reading skills Exercises for working on expressive reading

1. Exercises aimed at developing clarity of pronunciation
2. Exercises to develop the mobility of the speech apparatus
3. Exercises that develop lateral vision and process direct gaze
4. Exercises that develop attention to the word and its parts
5. Exercises that develop working memory and attention span
6. Exercises that develop flexibility and speed of reading silently and aloud
7. Exercises that promote the synthesis of perception and understanding
8. Exercises that develop logical thinking
9. Exercises to develop conscious reading skills
9.1 Logic exercises
9.2 Word making games
10. Exercises to develop correct reading skills
11. Exercises to develop expressive reading

Conscious reading skills and the ability to independently work with text can be developed using a system of special exercises and methods of action that actively influence the basic parameters of reading: technique, meaningfulness, expressiveness.

1. Exercises aimed at developing clarity of pronunciation

Many students do not know how to regulate their breathing while reading. Breathing exercises are used to correct this deficiency.
1) Inhale through your nose - exhale through your mouth. Inhale – hold your breath – exhale. Inhale and exhale in portions.
2) “The beep is approaching and moving away”: inhale - while exhaling we say mm-mm-mm, n-n-n-n-n.
3) “Dog growl”: inhale - exhale r-r-r-r-r.
4) “Air coming out of a punctured bicycle tire”: s-s-s-s-s.
5) “Candle”: Taking a deep breath, exhale evenly and slowly, then take a deep breath, stop and slowly blow on the flame of an imaginary candle.
6) “Put out the candle”: intense intermittent exhalation, then inhale, hold your breath for a second, then exhale three times in short bursts: ugh! Ugh! Ugh!
7) A fly flew near my ear: w-w-w.

A wasp flew near my nose: ssss.
A mosquito flew and rang: z-z-z.
He sat on his forehead, we slammed him -
And they caught it: s-z-z.
Let it fly!

2. Exercises to develop the mobility of the speech apparatus: “Sound warm-up”

1) Read quickly, look carefully:

OIE AOEA EAIOIO
YAOYU AYOOE EYYUYAU
YYYYYUYYYYYYYYYYYYYYYYYU

2) We read vowels with emphasis 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) Taking a deep breath, as you exhale, read 15 consonants of one row (with sounds):

B K Z S T R M N V Z R Sh L N X

4) Read the chain of syllables:

5) Read words with build-up:

Po - cook, heat, dare, drink, walked, led.

3. Exercises that develop lateral vision and practice direct gaze

1) In order for children to be able to understand the essence of the terms “lateral vision” and “right angle”, they are asked, without taking their eyes off one line, to list the objects that fall into the field of vision on the right, left, above, below.

2) Handout – 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 quickly as possible, name all the numbers in order from 10 to 25, pointing with a pencil or finger;
Try to remember the location of two or three consecutive numbers at once.

Remember! The eyes look at the center of the table, at the number 10, but see the whole thing.

"Planting carrots"

a) A box with carrots is depicted on the board or on paper. Based on the drawing - questions and comments.

– If a carrot is in a box, what part of it will be visible? (Tail)
– That’s right, the direct gaze will be directed at the ponytail. Looking at the first syllable, you will see the whole word on a carrot.
For the exercise, various words can be taken from the text being read, however, when selecting words, it should be taken into account that the child is able to see no more than five letters with peripheral vision.

b) “Long carrot”

– What should you do if the carrot grows too big and the word on it does not fit inside the box, since it contains more than five letters and goes beyond the limits of direct vision? Then the carrot will look like this:

– What do we see in this case when we look at a box of carrots? ( The tail and the tip, and the middle in the box.) Consequently, direct gaze can be transferred from the tail to the tip.
In this exercise, not only lateral vision is practiced, but also the ability to control direct gaze, control the part of the word that the child sees with lateral vision, the ability to navigate 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. Shifting his gaze from the tail to the tip, the child again sees the middle of the word, controlling himself. Having turned in this way, looking from the first syllable to the last and seeing the middle of the word, the child, without reading it, can quickly pronounce it.

"Robot"

When encountering a new, difficult-to-read word, the child cannot use his peripheral vision and reads the word syllable by syllable, often distorting it. The word is printed large on the board, and balls are drawn at the ends of the letters - contacts.
Robots, as you know, do not have their own thoughts, they only carry out the program embedded in them: to sound in the place where the pointer is pointed.
At first, the pointer, and with it the direct gaze, move slowly along 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 orientate oneself in a word with a direct glance, the exercise becomes more complicated. The teacher moves the pointer over different parts of the word (in the direction of reading) with greater speed, but the children must have time to pronounce exactly the section shown.

4. Exercises that develop attention to the word and its parts and are a prerequisite for correct and speed reading

Children have a poorly developed articulatory apparatus, which inhibits rapid reading, so the following exercises are relevant in 1st and 2nd grades:

1) Reading combinations of two or three consonants with vowels:

2) Read, slowly, at a moderate pace: speeding up the pace:

ZhZI TNO KTRI
DRU ZBI SRU

The sparrow_ sat_ on a branch_ and chirped.

Tongue Twisters

Lena was looking for a pin.
The pin fell under the bench.
I was too lazy to crawl under the bench,
I was looking for a pin all day.

a) Read the tongue twisters orthographically.
b) Read the tongue twisters spelling.
c) Working with tablets: children read the tongue twister in accordance with the assignment:

quiet

loud

in a whisper

silent film (silent)

"The house that Jack built"

Children pronounce the first phrase at maximum speed several times until they succeed. Then 1-2 more words are added, which are read at the same speed. And so on until the end of the passage, repeating everything from the beginning each time, as in the famous poem “The House That Jack Built.” For example:

In some kingdom...
In some kingdom, in some state...
In a certain kingdom, in a certain state, there lived...
In a certain kingdom, in a certain state, there lived a rich merchant...

5. Exercises that develop working memory and stability of attention.

"Find the 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 the extra word"

Read it. Justify your choice.

ELEPHANT BEAR TIGER
LION BUTTERFLY CAT

"Photo Eye"

In 20 seconds, children must “photograph” the words with their eyes and answer the question “Are among these words...?” For example:

WALNUT STREAM FEATHERS ACCELERATED TROPICAL STUNNED

"Yes or no?"

Children listen to the sentences and determine whether it can be. If yes, when, where, why? If not, then this needs to be explained 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 mastery, the ability to quickly grasp the meaning of what is being read, and accurately construct a statement.

“Add sentence”

The cat meowed...

6. Exercises that develop flexibility and speed of reading silently and aloud

"Peekaboo"

The textbook page (any) is indicated, and then the text is read. Children must find the page, look for the right line with their eyes and adapt to the teacher’s reading.

Reading with word counting

1) clench 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 about the text (given before reading).

Reading with a sound guide

The text is read into the tape recorder at a certain speed. Children must follow the voice of the book and have time to voice the text synchronously with the tape recorder. The check is carried out individually: touching the child’s shoulder with your hand means read aloud. It is advisable to carry out such work systematically. At the same time, the sound speed of the “sound reference” gradually increases. If there is no tape recorder in the class, you can use the game exercise “Catch up.” Children read a passage of text in chorus, in a low voice, listening to the voice of the teacher, who reads loudly, at a fairly high speed, and “reach out” for him, trying to “catch up.”

7. Exercises that promote the synthesis of perception and understanding

1) Help vowels and consonants make friends. Combine them to make the words:

2) Take out one letter from each word. Do this so that from the remaining ones you get a new word:

regiment paint slope screen trouble heat (count) (helmet) (elephant) (crane) (food) (field)

3) Add a letter to the beginning or end of a word to make a new word. What sounds are represented 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 treats, remember that their names should consist of two or three syllables:

halva bagels tea lemonade
waffles grapes cherry tangerine

8. Exercises that develop logical thinking

These exercises help develop the speed of thinking in the reading process and its awareness.

1) Perform a mathematical operation and read the word:

LOD + IM – MO + VAN – L = ? (sofa)
VER + FOX + TU – US + 0 – IL + YEARS = ? (helicopter)

2) Rearrange the letters:

A calf is sitting on a pine tree in the forest. The tail rests against the rest of the area. He knocks on the trunk with his nose, he works, he looks for insects.

(In the forest, a woodpecker sits on a pine tree. Its tail rests against the tree trunk. It knocks on the trunk with its nose, gouges the bark, and looks for insects).

3) "Search"

Can you find a connection between two seemingly unrelated events? Explain how everything 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) Compiling sentences with three words that are not related to each other in meaning:

lake bear pencil

For example:

We drew with a pencil how a bear catches a fish on a forest lake.

The exercise develops the ability to establish connections between objects and phenomena, think creatively, and create new holistic images from disparate objects.

9. Exercises to develop conscious reading skills

9.1. Logic exercises

1) What do these words have in common and how do they differ?

Chalk is shallow, small is crumpled, soap is 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) Which word is missing?

Beautiful, blue, red, yellow.
Minute, time, hour, second.
Road, highway, path, path.
Milk, sour cream, curdled milk, meat.

4) How are the following words similar?

Iron, blizzard, stick, clock, lamp, glass.

5) Make up a new word by taking the first syllable from each of the given words.

Ear of corn, mouth, vase.
Cora, lotto, boxer.
Milk, spawning, plate.

6) Three words are given. The first two are in a certain connection. There is the same connection between the third and one of the five proposed words in brackets. Find the fourth word.

a) Song - composer, plane - ... (airfield, fuel, designer, pilot, fighter).
b) School - training, hospital - ... (doctor, student, treatment, patient).
c) Knife - steel, chair - ... (fork, wood, table, food, tablecloth).

7) Divide the 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 making games

1) Find the word in the word.

thunderstorm newspaper bush
joke tray chocolate
watchmaker sliver fair

2) Complete the sentence.

In the mornings, Dr. Aibolit treats the teeth of animals: zbrey, itgyr, vdryy, ybbr.

3) Charades.

(Painting).

With the letter K I live in the forest.
With the letter CH, I herd sheep.

(Boar - shepherd).

4) Find the name of the animals among the lines.

Pump with Osset R fresh water,
And the hose will be extended to the garden.
Among the bush sheep rit peace,
It's good to wander here alone.

10. Exercises to develop correct reading skills

1) Describe the object (the teacher shows it and quickly puts it away).

2) Repeat what the teacher said:

A barrel is a dot, 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 that have the same prefixes and endings.

Came, came, sewed, brought, chorus; red, white, blue, black. yellow; doll, mom, dad, paw, spoon.

6) Reading “reversals”.

The lion ate the oxen. Go find a taxi, go.

11. Exercises to develop expressive reading

1) Reading sentences with different intonations.

2) Reading a text with the transmission of emotions (joy, indignation, sadness, pride, etc.) depending on the content.

3) Dictionary of moods.

A mood dictionary is very helpful in working on expressive reading. Every student has one. After the teacher has read the work expressively, the children place cards on their desks with words that indicate the mood they felt while reading the work. For example, children receive cards with the words: "cheerful", "joyful". Analyzing the work, we come closer to the question: what feelings did the author himself experience? And we write down other words on the board that reflect the author’s mood: ( cheerful, joyful, happy, surprise, excitement).

After such work, children read the text much more expressively, trying to convey both their personal mood and the mood of the author through reading.

"Dictionary of moods and states"

Literature:

How to overcome difficulties in learning to read. S.N. Kostromina, L.G. Nagaeva. – M.: Axis – 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 ABC with large letters”: textbook / N.N. Pavlova; ill.A.V.Kardashuk. – M.: OLISS: Eksmo, 2011.– 64 p.: ill.

Hello, friends! What are you complaining about? Is your child's reading technique poor? Okay, we'll treat you. Keep the recipe. I am prescribing special exercises for you to develop your reading technique. Take regularly, several times a day. And the reading technique will firmly stand on its feet, and then leap forward.

Such magical exercises really exist. And if you try, you can find hundreds of different techniques, approaches, and methods on the Internet. To be honest, my eyes widen, and my brain begins to slowly boil. You don't know what to choose.

In order to protect my readers from such problems, I allowed myself to make the choice myself. The article included only the most interesting and tasty, in my opinion, exercises that will undoubtedly help raise reading technique to the level envisaged. I do not claim their authorship; they were developed by professionals: teachers, psychologists, professors.

But I claim to be the author of their names. They are too boring in the original version. Agree, “The Mystery of the Missing Sentence” sounds much more fun than “Visual Dictation by Professor I.T. Fedorenko." And it will certainly arouse greater interest among younger students.

Lesson plan:

List of exercises

And here he is! List of special reading exercises:

"Half a watermelon"
"Lost Letters"
"Very sharp eye"
"Sherlock"
"Through the Looking Glass"
"Mad Book"
"The Birds Have Arrived"
"Partisan"
“Oh, once! Again!"
"The Mystery of the Missing Proposal"

Exercise 1. “Half a watermelon”

Ask your child if, after seeing half a watermelon, he can imagine what a whole watermelon looks like? Of course, the answer will be yes. Now suggest conducting the same experiment with words.

Take a book and an opaque ruler. Cover one line in the book with a ruler so that only the top of the words is visible. Task: read the text, seeing only the tops of the letters.

Move the ruler higher and show only the bottom of the words. Let's read. This, by the way, is already more difficult.

For very young schoolchildren, you can offer another version of the game. Make cards with simple words. And then cut these cards into two halves along the words. You need to connect the two halves correctly.

How is it useful? Aimed at developing anticipation. Anticipation is foreknowledge. This ability of the brain, which gives us the opportunity, when reading, not to read absolutely all the words and letters. The brain already knows that they are there, so why waste time on them? Anticipation can be developed; it makes reading fluent, conscious, and easy.

Exercise 2. “Lost letters”

Another exercise to develop anticipation.

Letters and words sometimes get lost. But even without some letters and words we can read. Shall we try?

Write on paper, print or write with a marker on a special board the phrases that you see below.

Bookshelf.

New... T-shirt.

Big...spoon.

Red... cat.

Here's another phrase:

Bobik ate all the cutlets

He doesn't share......

And here are some more:

Ok-ok-ok - we will build.......

Yuk-yuk-yuk - ours is broken......

Exercise 3. “Eye is a diamond”

Look at the picture and draw the same rectangle. Place numbers from 1 to 30 in the cells, in random order, but not one after another. The numbers should be randomly scattered across the cells.

The schoolboy looks carefully at the picture with the sign.

The counting is even, not too fast, but not too slow.

Child's task:

on the count of one, find and point to one with your finger;
on the count of two - deuce;
three - three, etc.

If a child hesitates with some number, then the score is not waiting for him, he needs to catch up, look for it faster. For kids, you can draw smaller signs, for example, 3X3 or 4X4.

What is the point of the exercise? It is aimed at increasing the viewing angle. In order to “catch” with your eyes when reading not one letter, not one word, but several words at once, or an entire line. The wider we look, the faster we will read.

One table can be used two or three times, then the arrangement of the numbers needs to be changed.

Exercise 4. “Sherlock”

Place the words on a piece of paper. Very different, not very long. In no particular order. Kind of scatter them across the paper. Name one of the words and ask the child to find it. Words could be, for example:

frame, jelly, spoon, chair, horse, gold, soap, pen, mouse, mouth, knee, dog, summer, lake, cancer

Each next word will be found faster than the previous one. Since, while trying to find one word, the student will read others along the way and remember where they are. And that's all we need.

Thanks to Sherlock, the viewing angle increases. And reading speed.

Exercise 5. “Through the Looking Glass”

We found ourselves in a world through the looking glass, and everything is the other way around. And they even read everything not from left to right, but from right to left. Shall we try?

So, we read the lines in the books from left to right. Let me clarify, there is no need to turn the words themselves around. There is no need to read “tomegeb” instead of “behemoth”.

With this method of reading, the meaning of the text is lost. Therefore, all attention is switched to the correct and clear pronunciation of words.

Exercise 6. “Mad Book”

Tell your child that sometimes some ill-mannered books behave rather strangely. They suddenly take it and turn upside down.

The child reads aloud. After a while you clap your hands. The child's task is to turn the book upside down and continue reading from where he left off. At first, you can make marks with a pencil so as not to get too lost in the text. And so on several times. Two, three full turns of the book.

If your student is still only in 1st grade, or maybe in 2nd grade, but reading is still very difficult, then you can read not a book with texts, but short simple words printed one after another on paper.

What will it give? Eye coordination and the ability to navigate through text will develop. A letter standard will be formed. And the processing of information by the brain will improve.

Exercise 7. “The birds have arrived”

Show your child the phrase “the birds have flown.” And ask to read it:

calmly;
joyfully;
loud;
quiet;
sad;
with irritation;
with fear;
mockingly;
with anger.

Exercise 8. “Partisan”

The student reads the text (or individual words, if he is still very young) aloud. You say: "Partisan". At this signal, the student takes a pencil into his mouth (presses it between his lips and teeth) and continues to read to himself. At the signal “The partisan has escaped,” we take out the pencil and read aloud again. And so on several times.

Why is this? To eliminate pronouncing words while reading silently. Pronunciation is the enemy of fast reading. So you need to remove it. And when a pencil is clamped in your teeth, you won’t be able to speak.

Exercise 9. “Oh, once! Again!"

For this exercise we will need a stopwatch and a text to read.

Read for 1 minute. We pay attention to reading speed, but you can forget about expressiveness for now. Ready? Go!

The minute is up. Stop! Let's make a mark where we left off.

Let's rest a little and read the same text again. Go! In a minute we make a notch. Wow! Already more.

What will happen the third time? And the third time will be even better!

What does this give us? Increase reading speed. And the child's motivation. He will see for himself that he is capable of more.

Exercise 10. “The Mystery of the Missing Sentence”

In order to solve the mystery, we will need cards with sentences (look at the picture). There are 6 cards in total. Each has one sentence. The font is large and easy to read.

Let's prepare a notebook and pen. Let's start the exercise:

Show your child the first card.
The student reads the sentence and tries to remember it.
After 6 - 8 seconds, remove the card.
The child writes the sentence in a notebook from memory.
Show the child the second card, etc. until the sixth sentence.

What's the point here?

As I already said, this is not actually a game, but visual dictations developed by Professor I.T. Fedorenko. There are 18 such dictations in total. Each has six sentences.

In our example, I used the very first dictation. What is their feature? Please count the letters in the first sentence of the dictation. There are 8 of them.

In the second - 9,

in the third - 10,

in the fourth and fifth 11,

It's already 12 in the sixth.

That is, the number of letters in sentences gradually increases and eventually reaches 46 in the last sentence of dictation 18.

You can easily find the texts of Fedorenko’s dictations on the Internet. One dictation can be used twice, three times, if the child cannot do everything correctly. By the fourth time everything usually works out.

It is convenient to use Microsoft Power Point to complete this exercise. The one in which presentations are usually made.

By playing “The Mystery of the Missing Sentence” you develop your working memory. When such memory is poorly developed, a child, having read the sixth word in a sentence, will not be able to remember the first. Practice visual dictations every day and you won’t have such problems.

How to practice?

There is no need to try to do all the exercises at once. Only the game “The Mystery of Disappearing Sentences” requires your daily attention, and to it add a couple or three more exercises of your choice. Change them, alternate them so as not to get bored. Don't forget to evaluate your progress from time to time.

You need to exercise regularly, every day, a little. This is the main rule! You can find a detailed training plan.

Don’t be lazy, train, and you will be happy and get an A in your diary!

Friends, maybe you also know some interesting way to improve your reading technique? I hope you will share it in the comments. Thank you very much in advance!

And see you again on the blog pages!

Evgenia Klimkovich.

Correct reading is reading without distorting the sound composition of words and observing the correct stress in words. Mentally retarded children, as already noted, make a large number of mistakes: they skip and mix up letters, syllables, words, jump from line to line, Not finish reading the endings, which makes it difficult to develop other reading qualities.

The most effective period for developing correct reading skills is grades 1-3, when students move from letter-by-letter perception of words to syllabic, and then to reading whole words. During this period, they read short texts and the teacher has the opportunity to pay close attention to the correct reading of the text.

One of the effective methods for developing correct reading skills in children is daily special exercises, facilitating accurate reproduction of syllable structures and words that may cause difficulties when reading text. The specific objectives of such exercises are as follows: establishing a connection between visual and speech motor images of syllables and words, differentiating similar reading units, consolidating syllables and words read globally in memory, merging into a single process of perceiving and comprehending a word. There is no doubt that preliminary exercises in correct reading also solve the problem of improving pronunciation skills, since reading syllables and words presupposes their clarity of articulation. However, in contrast to articulatory gymnastics with its focus on strengthening the muscles of the articulatory apparatus and practicing the clarity of pronunciation of sounds, these exercises primarily prepare children to correctly read the words of the text.

The material for the exercises is the syllable structures of words and whole words that appear in the text intended for reading in this lesson. The types of exercises are selected taking into account the general level of development of children's reading skills, in particular, the nature of their errors, as well as depending on the features of the word structure of the text being studied in the lesson. Syllables and words selected based on these criteria can be grouped and included in the following types of exercises:

1. Differentiation of similar syllables and words:

la-ra ma - me house- volume

lo- ro mo-myo Dima- Tim

lu-RU mu - mu reel - reel

2. Reading syllables and words by similarity:

ma mo mu Masha a cap

sa with su Dasha paw

la lo lo Pasha folder

When conducting these exercises, the teacher draws the students’ attention to the uniform principle of forming syllables with the same vowel, i.e. to maintain the position of the lips when pronouncing not only the vowel sound, but also each syllable with this vowel. In addition, in the process of repeated reproduction of similar words in students’ memory, their visual images accumulate faster.

3. Reading syllables and words with preparation:

oh that hundred tableThat costsat that stu chairthat becomea ra era enemy Nya was removed

After syllable structures are reproduced, children read the word either syllabically or as a whole, depending on what stage of reading they are at and the complexity of the word structure. Based on program requirements, 2nd grade students finish reading a chain of syllable structures by reading a whole word without syllabic breakdown if the word consists of no more than 2 syllable structures available to them. All other words are read syllable by syllable. In 3rd grade, preliminary reading of syllable structures often ends with global reading of the word:

Ratra tram tram

4. Reading words whose spelling differs by one or two letters or their order:

Who- cat footprints- tears

so - that one flour- fly

cancer- How skis- lie down

5. Reading related words that differ from each other by one of the morphemes:

forest- forest walked- went

grass - grass dived - dived

decided - decided saw - saw

6. Reading words that have the same prefix, but different roots:

passed- done - looked through faded - took away- took away

Completing the fifth and sixth exercises prevents the mistake, characteristic of mentally retarded students, of reading a word focusing only on its formal features, and not on the meaning. Thus, frequently repeated letter combinations or reference letters lead to the reading of a more familiar word: forest instead of wooded, gray instead of gray and so on.

As practice has shown, the most optimal stage for conducting this kind of exercise is the stage of the lesson that immediately precedes the children themselves reading the text. The content of the work is already familiar to them from the teacher’s reading. In this regard, the words that are selected for the exercise are easier for students to comprehend, since they have previously been perceived in context. After the first reading of the selected words, the meaning of those of them that are not familiar to the students or that, in the teacher’s opinion, may be inaccurately understood is clarified. These exercises take 4-5 minutes, depending on the volume of material. Let us show the essence of this work using a specific example. In 2nd grade, children read the Brothers Grimm fairy tale “The Hedgehog and the Hare.” The text contains a large number of related words presented in different forms. These are the words that must be read first. The words are written on the board in advance:

run press runs be-zha-li

let's run it's running

under-be-press under-be-lives until-be-zha-li

when Before reading a fairy tale, students read the words and explain the meanings of some of them. Then they are asked to read the text, correctly reproducing all the words prepared in advance.

In 3rd grade, when reading I. Surikov’s poem “Winter,” you can group the words for the exercise in this way:

when-on-wing not-about-bud-but

spinning pe-le-no-yu

The teacher reads the words and explains their meaning, involving the children in the explanation. Next, the students read what is written, individually and in chorus. In addition, the poem contains quite a lot of words that schoolchildren can already read as a whole word. Taking into account the commitment of mentally retarded schoolchildren to one way of reading, the teacher invites them to read globally the words enclosed in a square. The words are read by students in each row “for competition.” The number of correctly read words is counted.

The task is set: when reading a poem, all nine words must be read as a whole word, the remaining words - syllable by syllable.

You can also include other game moments in preliminary exercises, for example:

“The syllable is lost,” “The letter is lost.” Words from the text with a missing letter or syllable are written on the board. Students must read them, guessing which letter (syllable) is missing. This game makes you look closely at the word. This game is especially useful when the text contains a lot of related words. For example: snow, snowy, snowy, snowy, snowy.

“Who is the most attentive?” Students are presented with pairs of words that differ in one or two letters, their number, location (winter- earth, darkened- warmer). A certain time is given to read each pair. Students must say which two words they read.

“Whisper in my ear.” Words are written on the board and covered with stripes. The strips are removed one by one for a short period of time and returned to their place. Students must read and whisper in the teacher's ear which word they read. Those who correctly name the word are awarded game tokens.

"Ticket Tape" Words are written on a strip of paper. The tape gradually unfolds. Schoolchildren must have time to read and remember words (no more than two or three).

These games contribute not only to the formation of correct reading skills, but also to increasing the pace of reading and developing the ability to predict words.

In the process of working through a coherent text, the teacher gives sample of correct reading and then reads the material repeatedly with the children. At the same time, it is important to slow down the pace of reading a little, without destroying its semantic integrity and expressive transmission.

Reading training should take up most of the lesson. In fact, this is the main path that leads to developing the skill of correct reading. In order to avoid rapid fatigue of schoolchildren during monotonous work, when (especially in the lower grades) they have to return to the same text many times, the teacher modifies the assignments each time. Children read in a chain (sentences of the text are read one by one), in paragraphs (the teacher names the student who will read), in a relay race (the children themselves name a classmate who will continue reading), selectively. The method of selective reading, in turn, makes it possible to vary the task: schoolchildren read the passage, focusing on the illustration (“Look at the picture. Match it with lines from the story”), in response to the teacher’s question (“What does the forest look like after the first snow? Read this passage again times"), for a specific task (“Read the last lines from the fairy tale and remember them”).

Students' interest in repeated reading is supported not only by the constant variability of tasks, but also by the teacher's emphasized interest in a new type of activity for children. Acting skills (emotionality, expressiveness, the ability to play the role of an interested participant in everything that happens) are necessary for a teacher of any type of school, but more so for those who teach and educate mentally retarded children.

It is equally important to develop the skill of correct reading to organize observing students as they read each other. Only with the activity of the whole class can it be ensured that students read the text throughout the lesson, either aloud when called by the teacher, or silently, following the reading of a classmate. To organize such observations, you can use various techniques:

slow reading by the teacher (the text has already been worked out), when students have the opportunity to follow along the book using a bookmark or running their finger along the line. The teacher can check the students at any time and reward them by giving them a game chip;

combined reading, when sentences are highlighted in the text to be read in chorus. The children are given the task of joining the choral reading on time;

conjugate reading, when the teacher begins to read the text together with the students. Then he falls silent for a while, and the children continue to read in chorus. This reading must be coherent so that the teacher can then freely connect to it;

Supervising children as their friends read, followed by communication of the number and nature of mistakes made. Each child should read no more than one or two sentences, since otherwise children forget the actual mistakes and begin to invent them in order to receive encouragement from the teacher.

With some students, the teacher has to conduct special classes, and during the lesson apply to them individual approach. For example, it should be taken into account that the correctness of reading in children with disabilities (excitable or inhibitory) largely depends on the environment in which it occurs, on the student’s interest in what he is reading. Therefore, in individual lessons with such children and during the lesson, you should create a game situation, attract their attention with stimulating means (“We will count how many words and sentences you read correctly. For each word or sentence you read correctly, you will receive a cube”, “Let’s compare how many How many cubes did you have yesterday, and how many today”, etc.).

Students with complex phonemic hearing impairments should be grouped together with a speech therapist. The methodology for this work is disclosed in the book by R.I. Lalaeva “Elimination of reading disorders in mentally retarded children” (Moscow, 1978). In reading lessons in grades 1-2 for this group of schoolchildren, you can introduce exercises to differentiate mixed sounds, to establish their place in a word, to determine the number of sounds and their sequence. In the process of work, the teacher relies on the functions of more intact analyzers: visual, kinesthetic. With children, the articulation of sound is clarified (movements of the articulatory apparatus are perceived visually: with the help of a mirror and tactilely - by feeling with a finger the movement of the tongue or lips), the place of the sound in the word is determined, first in the pronunciation of the teacher with exaggerated articulation, then in the student himself. After analysis, students read sentences with these words. It is very useful to pre-practice the text or individual paragraphs from the text that will be presented to the whole class in the next lesson. This will allow the teacher to involve this group of children in frontal work. A game technique with an imaginary tape recorder is also effective in teaching such students. A student with poor reading listens to a strong student read and follows the text. Then, after the teacher says “the tape recorder is on,” he reads the sentence himself. Classmates discuss the results of the “recording”. A small volume of words, preliminary orientation in them visually and aurally, as a rule, help the student to cope with the task more successfully, arouse interest in the work, contribute to the emergence of some confidence in their abilities, and reinforce the norms of literary pronunciation. The same technique of reading by a “weak” student after a “strong” one can be played out as an imitation of an echo.

Types of special exercises to improve reading quality in primary school students

COLLECTION

Compiled by: O.V. Misheneva, primary school teacher

Tongue twisters for the sound [G]

There are jackdaws in the yard, and there are pebbles on the shore.
Gregory carried the pie across the threshold. He stood on the peas and fell on the threshold.
Our head over-headed your head, out-headed.

Tongue twisters for the sound [Ш]

Funny jokes from Sasha and Mishutka.
Stesha was in a hurry, she sewed the shirt, but she was in a hurry - she didn’t finish the sleeve.
The jackal walked, the jackal galloped. Checkers on the table, cones on the pine tree.
Six little mice rustle in a hut.
They spank the gander with the gander and the gander.

Tongue twisters for the sound [Zh]

The train rushes by grinding: je, che, sha, sha.

I walk and repeat, I sit and repeat, I lie and repeat:
Zhi, zha, zha, zhu. The hedgehog has a hedgehog, the snake has a squeeze.

The snake was bitten by the snake.
I can't get along with the snake.
I've already become terrified -
The snake will eat it for dinner.

Tongue twisters for the sound [Ч and Ш]

The bristles of a pig, the scales of a pike.
The thicket in our forest is cleaner, the thicket is thicker in our forest.

In a suitcase by a tap dancer
Brushes, rosary beads, abacus - for my aunt.
Rosaries, abacus, brushes - for the guy,
Abacus, brushes, rosary - for the nanny.
Only tap dancing - for myself.
A clear family is dancing.

Tongue twisters for the sound [H]

Four turtles have four turtles.
Four little black little imps were drawing a drawing in black ink. Extremely clean.
The bird was stuffed with matches.
Our daughter is eloquent, her speech is clear.

Tongue twisters for the sound [Ш]

Two puppies are nipping cheek to cheek at a brush in the corner.
The pike tries in vain to pinch the bream.

Tongue twisters for the sound [R]

In the forest, the beaver and the beaver's brother work without an axe.
During a thunderstorm, the body collapsed from the load of watermelons.
There are tomatoes in Fedora's garden. Behind Fedora's fence are fly agaric mushrooms.
Millet is flying in Frosya's field, Frosya is taking out the weeds.
Makar gave Roman a caramel, and Roman gave Makar a pencil.
They gave the little one corn, and the little one asks for a watermelon.
The sparrows are waiting at the feeder for food, Markushka is bringing them cloudberries in her pocket.
Behind the cockroach with a drum, behind the mosquito with an axe.
The queen's gentlemen sailed to her on a caravel.
Charles stole half a crucian carp and half a carp from Polycarp.
The wise raven quickly tore fly agarics from the ditch.
A crab crept onto the ship, and crucian carp stole the gangplank.
One swarm of mosquitoes is behind the mountain, and the second swarm is under the mountain.
Open the gates, Uvar, we are carrying loads of wood.
The path is trodden along the grass.
Tongue twisters jump like crucian carp in a frying pan.
Early in the morning two rams drum on drums.
Roma Masha picked daisies.
The pig dug and dug, dug half a snout.
From the mountain - not uphill, uphill - not from the mountain.
The pig was stupid, dug up the whole yard, dug half a snout, but didn’t get to the hole.
The gray rams beat the drums, beat them indiscriminately - they broke their foreheads.
Timoshka Troshke crumbles crumbs into okroshka.
Three trumpeters blow their trumpets.
The nimble mink darted into the hole.

Tongue twisters for the sound [R and L]

I was at Frol’s, I lied to Frol about Lavra, I’ll go to Lavra, I lie to Lavra about Frol.
There are three crucian carp and three carp in Polycarp's pond.
All beavers are kind to their beavers.
Karl stole corals from Clara, Clara stole a clarinet from Karl.
Valya's Clara is playing the piano.
The Queen gave the gentleman a caravel.
The quail flew before the quail, before the quails.
On Mount Ararat Varvara was picking grapes.
Eagle on the mountain, feather on the eagle.
The fellow ate thirty-three pies, all with cottage cheese.
Thirty-three ships tacked, tacked, tacked, but did not tack.

The crow missed the crow.
Get up, Arkhip, the rooster is hoarse.

1. Exercises aimed at developing clarity of pronunciation

A wasp flew near my nose: ssss.
A mosquito flew and rang: z-z-z.
He sat on his forehead, we slammed him -
And they caught it: s-z-z.
Let it fly!

2. Exercises to develop the mobility of the speech apparatus: “Sound warm-up”

1) Read quickly, look carefully:

OIE AOEA EAIOIO
YAOYU AYOOE EYYUYAU
YYYYYUYYYYYYYYYYYYYYYYYU

2) We read vowels with emphasis 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) Taking a deep breath, as you exhale, read 15 consonants of one row (with sounds):

B K Z S T R M N V Z R Sh L N X

4) Read the chain of syllables:

Use these colorful three-letter word cards to teach your child how to read.

5) Read words with build-up:

Po - cook, heat, dare, drink, walked, led.

3. Exercises that develop lateral vision and practice direct gaze

2) Handout – Schulte table (size 20x20cm)

Usage algorithm:

As quickly as possible, name all the numbers in order from 10 to 25, pointing with a pencil or finger;

Try to remember the location of two or three consecutive numbers at once.

Remember! The eyes look at the center of the table, at the number 10, but see it all as a whole.\

This card can be given to students to gradually fill in the letters and sounds they have learned.

A a O o U y y I and E e

E e E e Yu yu I I

B b C c D g F f Z h D d

P p F f K k W w S s T t

L l M m N n R r X x C c

4. Exercises that develop attention to the word and its parts and are a prerequisite for correct and speed reading

Children have a poorly developed articulatory apparatus, which inhibits rapid reading, so the following exercises are relevant in 1st and 2nd grades:

1) Reading combinations of two or three consonants with vowels:

2) Read, slowly, at a moderate pace: speeding up the pace:

ZhZI TNO KTRI

DRU ZBI SRU

The sparrow_ sat_ on a branch_ and chirped.

Tongue Twisters

Lena was looking for a pin.
The pin fell under the bench.
I was too lazy to crawl under the bench,
I was looking for a pin all day.

a) Read the tongue twisters orthographically.
b) Read the tongue twisters spelling.
c) Working with tablets: children read the tongue twister in accordance with the assignment:

quiet

loud

in a whisper

silent film (silent)

"The house that Jack built"

In some kingdom... In some kingdom, in some state... In a certain kingdom, in a certain state, there lived... In a certain kingdom, in a certain state, there lived a rich merchant...

5. Exercises that develop working memory and stability of attention.

"Find the extra letter"

O I B I U

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 the extra word"

Read it. Justify your choice.

ELEPHANT BEAR TIGER
LION BUTTERFLY CAT

"Photo Eye"

In 20 seconds, children must “photograph” the words with their eyes and answer the question “Are among these words...?” For example:

WALNUT STREAM FEATHERS ACCELERATED TROPICAL STUNNED

"Yes or no?"

Children listen to the sentences and determine whether it can be. If yes, when, where, why? If not, then this needs to be explained 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 mastery, the ability to quickly grasp the meaning of what is being read, and accurately construct a statement.

“Add sentence”

The cat meowed...

6. Exercises that develop flexibility and speed of reading silently and aloud

"Peekaboo"

The textbook page (any) is indicated, and then the text is read. Children must find the page, look for the right line with their eyes and adapt to the teacher’s reading.

Reading with word counting

Memo:

Reading with a sound guide

7. Exercises that promote the synthesis of perception and understanding

1) Help vowels and consonants make friends. Combine them to make the words:

2) Take out one letter from each word. Do this so that from the remaining ones you get a new word:

regiment paint slope screen trouble heat (count) (helmet) (elephant) (crane) (food) (field)

3) Add a letter to the beginning or end of a word to make a new word. What sounds are represented 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 treats, remember that their names should consist of two or three syllables:

halva bagels tea lemonade waffles grapes cherry tangerine

8. Exercises that develop logical thinking

These exercises help develop the speed of thinking in the reading process and its awareness.

1) Perform a mathematical operation and read the word:

LOD + IM – MO + VAN – L = ? (sofa)
VER + FOX + TU – US + 0 – IL + YEARS = ? (helicopter)

2) Rearrange the letters:

A calf is sitting on a pine tree in the forest. The tail rests against the rest of the area. He knocks on the trunk with his nose, he works, he looks for insects.

(In the forest, a woodpecker sits on a pine tree. Its tail rests against the tree trunk. It knocks on the trunk with its nose, gouges the bark, and looks for insects).

3) "Search"

Can you find a connection between two seemingly unrelated events? Explain how everything 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) Compiling sentences with three words that are not related to each other in meaning:

lake bear pencil

For example:

We drew with a pencil how a bear catches a fish on a forest lake.

The exercise develops the ability to establish connections between objects and phenomena, think creatively, and create new holistic images from disparate objects.

9. Exercises to develop conscious reading skills

9.1. Logic exercises

1) What do these words have in common and how do they differ?

Chalk is shallow, small is crumpled, soap is 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) Which word is missing?

Beautiful, blue, red, yellow. Minute, time, hour, second. Road, highway, path, path. Milk, sour cream, curdled milk, meat.

4) How are the following words similar?

Iron, blizzard, stick, clock, lamp, glass.

5) Make up a new word by taking the first syllable from each of the given words.

Ear of corn, mouth, vase. Cora, lotto, boxer. Milk, spawning, plate.

6) Three words are given. The first two are in a certain connection. There is the same connection between the third and one of the five proposed words in brackets. Find the fourth word.

a) Song - composer, plane - ... (airfield, fuel, designer, pilot, fighter). b) School - training, hospital - ... (doctor, student, treatment, patient). c) Knife - steel, chair - ... (fork, wood, table, food, tablecloth).

7) Divide the 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 making games

1) Find the word in the word.

thunderstorm newspaper bush
joke tray chocolate
watchmaker sliver fair

2) Complete the sentence.

In the mornings, Dr. Aibolit treats the teeth of animals: zbrey, itgyr, vdryy, ybbr .

3) Charades.

The beginning is the voice of a bird, The end is at the bottom of the pond, And the whole thing is in the museum It will be found without difficulty.

(Painting).

With the letter K I live in the forest. With the letter CH, I herd sheep.

(Boar - shepherd).

4) Find the name of the animals among the lines.

The pump sucks the river water,
And the hose will be extended to the garden.
There is peace among the bushes,
It's good to wander here alone.

10. Exercises to develop correct reading skills

1) Describe the object (the teacher shows it and quickly puts it away).

2) Repeat what the teacher said:

A barrel is a dot, 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 that have the same prefixes and endings.

Came, came, sewed, brought, chorus; red, white, blue, black. yellow; doll, mom, dad, paw, spoon.

6) Reading “reversals”.

The lion ate the oxen. Go find a taxi, go.

11. Exercises to develop expressive reading

1) Reading sentences with different intonations.

2) Reading a text with the transmission of emotions (joy, indignation, sadness, pride, etc.) depending on the content.

3) Dictionary of moods.

A mood dictionary is very helpful in working on expressive reading. Every student has one. After the teacher has read the work expressively, the children place cards on their desks with words that indicate the mood they felt while reading the work. For example, children receive cards with the words:"cheerful", "joyful". Analyzing the work, we come closer to the question: what feelings did the author himself experience? And we write down other words on the board that reflect the author’s mood: (cheerful, joyful, happy, surprise, excitement ).

After such work, children read the text much more expressively, trying to convey both their personal mood and the mood of the author through reading.

"Dictionary of moods and states"

Restless, combative

Friendly, joyful

Cheerful, fearful

Whimsical, timid

Stormy. funny

Light, angry

Excited

Serious

Indignant

Mournful

Magic

funny

Heroic

Sleepy, sunny

good-natured

Sympathizers

Creepy

Calm

Mysterious

Jubilant

Dreary

Sad

Playful

mocking

Boastful

FRIENDS

Ni-ki-ta and Le-sha are friends. They go to kindergarten together. Le-shi has a sa-mo-kat. And Nik-ki-you has a gun. Not real, but toy. These boys are great guys. O-ni always do-la-tsya ig-rush-ka-mi. And they never quarrel. The two of them play and laugh. It's good to be friends!

HORSE

Peti and Misha had a horse. They began to argue: whose horse is it? Did they start tearing each other's horses?

Give it to me, this is my horse.

No, give it to me, the horse is not yours, but mine.

The mother came, took the horse, and the horse became no one’s.

CAT AND BUG

There was a fight between Zhuch-koy and Kosh-koy.

The cat started eating, and the bug came. Cat-ka Zhuch-ku la-sing for the nose.

Bug, grab the cat by the tail.

Cat-bug in the eye. Bug the cat behind the neck.

Te-cha walked by, carried a bucket of water and began to pour water on Kosh-ku and Zhuch-ku.

GAL-KA

I want to drink something.

There was a jug of water in the yard, but there was no water in the jug, only at the bottom. It would be impossible for Gal-ka to get it.

She began to throw ka-mush-ki into the jug and so much so that the water became taller and could be drunk

SPRING

The spring came, the water flowed. The children took it up to the cheeks, made a boat, put a boat in the water. The little girl swam, and the children ran after her, screaming, and couldn’t see anything ahead of themselves and in the blue I'm sorry I fell.

PUPPY
Ta-nya was coming from school. On the do-ro-ge o-na u-vi-de-la ma-lazy puppy. He sat by the fence and howled. Ta-nya po-gla-di-la puppy. He began to lick Ta-not's hand. Ta-nya took the puppy home. Do-ma Ta-nya give e-moo-lo-ka. That's why Ta-nya let the puppy sleep by the stove. The puppy got used to Ta-na. Ta-nya was worried about him.

SLY FOX
Li-sa would be hungry. O-la lay down on the snow and closed her eyes. Are the vor-ny and not far from the li-sa. O-they wanted to peck at the li-su, but I was afraid. Li-sa lies as if dead. Then they are very close. One of them wanted to peck the fox in the tail, the other wanted to peck it in the nose. Li-sa jumped up and grabbed the stupid thing.

BY SKI
Misha was seven years old. Pa-pa ku-drank e-skis. Mi-sha grabbed his skis and went up the mountain. But the skis did not go up the mountain. Mi-sha took the skis in his hands and went up the mountain. You were skiing down the mountain. O-ni u-chi-li Mi-shu. Mi-sha got on his skis and began to walk. He immediately fell. The second time Mi-sha fell the same way. That's why Mi-sha na-u-chil-sya. Mi-sha came home on skis and was so excited that he learned to ski.

TITmouse
It was cold in winter. To the window, pri-le-te-la si-nich-ka. She would be cold. At the window at the hundred-I-de-ti. They felt sorry for the si-nich-ku. O-never opened the for-point. Si-nich-ka l-te-la in the room. The bird was hungry. Oh, I started pecking the bread crumbs on the table. All winter she lived with the children. In the spring, you were allowed to go free.

BABIES
It was in winter. The mother burned the stove and went into the store.
The house was the only one left. Little Ko-lya opened the stove and stuck it in there. She smacked and fell on the floor. And there were chips on the floor. The fire glowed brightly. The children were frantic, screaming and screaming. The neighbor came running and started firing.

DOG ORDER
Odin the soldier was wounded in the arm and leg. He fell. To-va-ri-shchi-li-da-le-ko. The patient lay in bed for two days. Suddenly he hears: a snorting so-ba-ka. That would be sa-ni-tar-na-ya so-ba-ka. On her back there was a bag with a red cross: there were bandages and medicines. The ra-ne-ny per-vtvya-hall itself. So-ba-ka-be-zha-la and soon pri-ve-la sa-ni-ta-rov.
There was a spa in the past.

Literature:

How to overcome difficulties in learning to read. S.N. Kostromina, L.G. Nagaeva. – M.: Axis – 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 ABC with large letters”: textbook / N.N. Pavlova; ill.A.V.Kardashuk. – M.: OLISS: Eksmo, 2011.– 64 p.: ill.

ExercisesFordevelopmenttechnologyreading

Work in primary school is difficult because students quickly lose interest in any type of work. This is especially noticeable in reading lessons. To avoid such a situation, engage the children and achieve good results, I did the following. I compiled a list of various exercises aimed at developing reading skills, known from the literature, my own experience and the experience of other teachers (task bank). I divided all types of work into three groups (although the division is quite arbitrary): tasks aimed at developing technique, expressiveness and meaningfulness of reading.

ExercisesFordevelopmenttechnologyreading.

1.Reading out loud.

2.Reading to yourself.

3.Reading is buzzing.

4. Reading in chorus.

5.Reading at the pace of a tongue twister.

6. Reading in a “chain” (one word, sentence, paragraph at a time).

7.Dynamic reading. A column of 5-7 words is written on a board or card with a gradual increase in the number of letters in the words.

8. Binary reading. Two students read one text at the same time.

9. "Queue." First the teacher reads, then the students read the same text.

10. "Tug":

a) the teacher reads aloud, changing the reading speed. Students read aloud, trying to keep up with the teacher;

b) the teacher reads aloud, the children silently. The teacher stops, the students show the word where the teacher stopped.

11. "Trap" A teacher or a well-read student reads a familiar text and replaces some words with synonyms. Students are looking for this replacement.

12. "Jumping" Reading through the word.

13. “Head and Tail.” The teacher or student begins to read the sentence, the children quickly find it and finish reading it all together.

14. "First and last." Reading the first and last letter in a word; the first and last words in a sentence.

15. “Hide and Seek.” Finding a word with a certain feature in the text (begins with the letter a; consists of two syllables; with an accent at the end of the word, etc.).

16.Circular reading. A short text is read one word at a time several times.

17. “Who is faster?” A sentence is written on the board, texts are scattered on the table. At the signal, students look for this sentence in the texts.

18. “Photo Eye”:

a) on the board there is a column of words that students read for a certain time. The words are closed, the children name the words they read from memory;

b) the teacher shows a frame of the filmstrip, students must reproduce the caption for the frame.

19. "Guess":

a) anticipation of words, sentences, proverbs;

b) reading the text through the grille.

20. "Find me." Lines of letters are written on the sheets, and whole words are “hidden” between the letters. They need to be found.

21. “Counting words.” At maximum speed, children read the text and count words at the same time. Before reading, students are asked a question that they must answer after finishing the work.

22. "Scanning". In 20-30 seconds, students “scan” the text with their eyes in search of important information.

ExercisesForformationskillsexpressivereading.

1. Articulation: vowels and consonants, syllables of various types.

2.Reading difficult to pronounce words (democracy, excavator, escalator).

3.Reading tongue twisters.

4. "Endings". Increased requirement for clarity of word endings. The exercise lasts no more than 30 seconds.

6. “In one breath.” Take a deep breath, read the sentence from beginning to end.

7.Selective reading of interrogative and exclamatory sentences.

8.Reading one sentence with different intonation.

9. "Echo" The teacher reads 1-2 lines of the poem, the students repeat it with the same intonation.

10. "Acceleration". One sentence is repeated several times, gradually increasing the tempo and strength of the voice.

11.Text markup: pauses, logical stress, strengthening and weakening of voice.

12.Reading-singing. The motive of a familiar song is chosen and the text of a poem or short story is sung.

13. Reading with the mood. One student reads the text, the others must guess its mood.

16. Reading by roles.

18.Staging.

19. Announcer reading. The text is divided into parts, each “speaker” prepares in advance to show a reading sample. The teacher works with each “speaker”.

20. Reading competition. Students prepare independently.

ExercisesForunderstandingsensetext.

1. Vocabulary work. Reading words and explaining their lexical meaning.

2.Titling the text.

3. Dividing the text into parts, drawing up a plan.

4. Determination of the theme of the text, the main idea.

5.Determination of text type.

6. Selection of illustrations for the text.

7.Use the illustration to determine the content of the text.

8. Compiling a filmstrip. The text is divided into parts and distributed among the children. The student reads his passage, draws a picture for it, and writes a short caption. All drawings are attached to each other and used for a brief retelling.

9. Selective reading. Find in the text a description of the hero, nature, etc.

10.Work on teacher questions. Textbook or student.

11.Reading to prepare for the retelling.

12. “Missing word.” The teacher reads the text and skips one word. Children must insert a word that matches the meaning.

13. Restoring the logical sequence of the text. Articles from magazines and newspapers are cut into pieces, mixed and given to the student in an envelope.

14.Text recovery. A small text is written in large letters on a piece of paper and cut into small pieces. A team of 2-3 people restores the text. The task can be complicated if you put pieces from other texts into the envelope or mix several articles.

15.Distribution of proposals. In grades 1-2 according to the teacher’s questions, in grades 3-4 – independently.

16.Phantograms. Various fantasies when working with text:

a) in a well-known text, one condition changes (hero, season, location, etc.). Students fantasize about how the content will change;

b) come up with a continuation of the story;

c) all students are given sheets of paper on which 2-3 phrases are written (the same ones). This is the beginning of the story. Then everyone continues in their own way. Then the stories are read out and the best ones are determined.

17. Compilation of crossword puzzles based on the text.

18.Quizzes on one large work or several small ones.

19. Mini-essays for the purpose of analyzing the character or actions of the hero.

20. Selection of riddles for words from the text.

21. Selection of proverbs and sayings that reveal the theme of the text.

22. Compiling puzzles for words from the text.

When preparing for a lesson, I select several exercises from the bank (depending on the class, text, lesson goals, etc.) and mark them on the list. You can clearly see which tasks have already been completed and what still needs to be worked on.

At each lesson, the following types of tasks are performed: work on articulation, learning tongue twisters, vocabulary work, buzz reading. To work on reading technique, I use one exercise several lessons in a row. After the children get used to the task and most begin to complete it successfully, I choose a new task. Work on the formation of expressiveness and meaningfulness of reading is carried out at a slow pace. Sometimes the same task is completed within 1-2 months.

This kind of work allows you to achieve good results.

The task bank is constantly updated. The work begun will be continued in the next academic year.

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