Presentation of simulators for the development of reading accuracy. Exercises for developing reading techniques, presentation for a reading lesson on the topic. I. Mastery of sound-letter notations

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Improving reading techniques The work was completed by: Borisycheva Svetlana Valentinovna Primary school teacher MBOU Secondary School No. 30, Nizhny Novgorod

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Goal: -to determine the most effective methods and techniques to promote the development of reading skills. Objectives: 1. Selection and implementation of special exercises for the development and improvement of reading techniques. 2. Determine the most appropriate methods and techniques of work that contribute to the development of speed, awareness and expressiveness of reading. 3. Select a system of exercises that activate the attention of schoolchildren, help them read the text with ease and understand what they read (creating a situation of success).

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Relevance Reading in primary school is not only the most important independent subject, but also a means of learning, and the more successfully children master a full reading skill, the sooner and more fully their abilities in academic disciplines will be realized. . The formation of the student’s personality, the formation of his attitude towards reading, school, teacher, comrades, the class team, and himself largely depend on how children are taught to read.

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Stages of developing reading skills analytical stage synthetic stage automation stage

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Characteristics of reading skill Modern methodology understands reading skill as an automated skill in voicing printed text, which involves awareness of the idea of ​​​​the perceived work and the development of one’s own attitude to what is being read. In the methodology, it is customary to characterize reading skill by naming its four qualities: accuracy, fluency, consciousness and expressiveness.

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Accuracy is defined as reading smoothly without distortion affecting the meaning of what is being read.

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Fluency is the reading speed that determines reading comprehension. This speed is measured by the number of printed characters read per unit of time (usually the number of words per minute

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Expressiveness is the ability, through oral speech, to convey to listeners the main idea of ​​a work and one’s own attitude towards it.

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Consciousness of reading in recent methodological literature is interpreted as an understanding of the author’s intention, awareness of the artistic means that help to realize this idea, and comprehension of one’s own attitude to what has been read.

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Conditions that must be taken into account when organizing work to improve reading: 1) reading exercises must be daily and systematic; 2) the selection of texts for reading should not be made taking into account the psychological characteristics and interests of children, and the literary features of the texts; 3) the teacher must carry out systematic work to prevent erroneous reading;

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4) the teacher must use an appropriate system for correcting errors made while reading; 5) when practicing reading, the child must have a situation of success; 6) tasks should be built from simple to complex; 7) training in silent reading should be specially organized, involving several stages: reading in a whisper, silent articulation of what is being read, “quiet reading” (in terms of internal speech), and actual reading to oneself.

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Exercises to develop correct and fluent reading should be carried out at the beginning of the lesson, and exercises related to comprehension of what has been read can be used in preparation for the perception of new material. Exercises can be included in lessons about the surrounding world, the Russian language, fine arts, and can also be used for individual work.

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Typical mistakes Distortion of sound and letter composition 2. Presence of repetitions. 3. Violation of literary pronunciation norms

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Causes of errors 1) imperfection of visual perception; 2) underdevelopment (insufficient flexibility) of the articulatory apparatus; H) shortness of breath; 4) ignorance of spelling norms; 5) ignorance of the lexical meaning of the word; 6) “guess” caused by the subjective type of reading.

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Exercises for developing reading accuracy First group – exercises aimed at developing attention and memory. 1. Name the pictures 2. Describe the object (show and remove). 3. Describe a moving object 4. Repeat what the teacher said (six words in pairs, similar) 5. Choose words for a given sound 6. “Photo eye.” 7. Memorizing quatrains…. Second group – exercises with words. 1. Repeat the tongue twister, sentence, text. 2. Reading words whose spelling contains the same letters. 3. Reading words that have the same prefixes, endings... 4. Reading “inversions”. The lion ate the oxen. Go find a taxi, go. 5. “Through letter”, “Ladder”. 6. Vocabulary work (finding out the lexical meaning of words before reading). 7. Preliminary syllable-by-syllable reading of words with complex syllabic or morphemic composition

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Working on reading fluency Fluency depends on the so-called reading field and the duration of stops that the reader allows during the reading process. . The reading field (or reading angle) is a segment of text that the reader’s gaze grasps in one go, followed by a stop (fixation). During this stop, awareness of what is captured by the gaze occurs, i.e. consolidation of what is perceived and its comprehension is carried out

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Exercises for developing reading fluency First group – exercises for expanding the field of vision. 1. Work on contemplating the green dot. 2. Work according to Schulte tables. 3. Working with vocabulary blocks in which the word is hidden vertically. 4. Reading columns with stencils. 5. Tell the difference. Conversation, interlocutor, talk, gazebo, interview; 6. Name them in order. 7. Working with letter tables and stencils. 8. Sets by T.N. Fedorenko. 9. “Photo eye”. 10. “Guess” 11. “Who is faster?” 12. "Crawling line". 13. Work according to the table. Second group – exercises to activate the speech organs. 1. Articulatory gymnastics: a) vowels, consonants, combinations, open and closed syllables; b) words that are difficult to pronounce. 2. Tongue twisters. 4. Pure statements. 5. Various types of reading (whispering, loudly, in pairs, in chorus, slowly, at the pace of a tongue twister, with a transition from a new text...)

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Working on reading awareness Understanding the content of what you read consists of understanding what is said in the text and how it is said (an emotional response to the work, taking into account the artistic form). At the same time, it is important to take into account that the expansion of the younger schoolchild’s range of ideas about reality should go from the child himself, his immediate habitat and surroundings to more distant phenomena. It is necessary to carry out lexical work during reading lessons. It aims to provide an understanding of the factual, elementary layer of the work.

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Exercises for the development of conscious (conscious) reading The first group is logical exercises. 1. Which word is superfluous and why? 2. How are the following words similar? 3. Make a word by rearranging the letters. 4. Compose a new word by taking only the first syllable of each data. 5. Three words are given. The first two are in a certain connection. There is the same connection between the third and one of the proposed five words. Find the fourth word. 1. Divide the words into groups. 2. For the highlighted word, select the words that are necessary in meaning. Herbs: clover, cedar, sorrel, plantain, larch, dandelion; 3. Which letter, syllable, or word are extra. A u r o s Second group - games for composing words with words 1. Find the word in the word. 2. Complete sentence 3. Charades. 4. Puzzles. 5. Riddles. (Any that fit the topic of the lesson) 6. Find the animal among the lines. 7. Compose words in which one of the syllables must begin with the letter m. Third group - working with deformed texts; unfinished stories. 1. Compose the text (rearranging sentences). 2. Make up sentences (3-4) about the topic of the lesson. 3. Finish the story. The fourth group is working with text (textbook). 1. Read the text yourself, answer the questions. 2. Arrange the questions in order of the content of the text. 3. Ask questions about the text or part of the text. 4. Determine how many parts there are in the text. 5. Work on the title. 5. Selective reading. 6. Retelling with and without questions. 7. Drawing up a text plan.

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Work on expressive means of speech. It is very important to teach children to use expressive means of speech: breathing, diction, voice. Exercises for developing expressive reading 1) exercises aimed at developing clarity of pronunciation; 2) exercises that develop attention to the word and its parts and are a prerequisite for correct reading; 3) exercises that develop the operational field of reading and memory; 4) exercises that develop flexibility and speed of reading aloud and silently, and the ability to guess the subsequent text.

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Work on developing interest in books and the reading process It is necessary to introduce the child to the world of books, to create interest in them among schoolchildren, to introduce them to the variety of children's books, to the work of the library, and to involve them in using its capabilities. Literary festivals, games, quizzes, dramatizations of literary works, and illustrations of works help to arouse interest in reading. You can also use the capabilities of modern technology, for example, listening to examples of artists reading stories, watching cartoons, movies, karaoke. Take advantage of the competitive situation.

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Literature Klimanova L. Teaching reading in primary grades. // School, 2007. Vasilyeva M.S., Omorokova M.I., Svetlovskaya N.N. current problems of teaching reading in primary school. - K., Pedagogy, 2003. Levin V.A. When a little schoolboy becomes a big reader. M., 1994. p.10-16, p.30, p.192. Omorokova M.I. Improving the reading of junior schoolchildren: A manual for teachers. M., 2001. p.4. Vasilyeva M.S., Omorokova M.I., Svetlovskaya N.N. Current problems in teaching reading methods in primary grades. M.: Pedagogy, 1977. p.99, 215. Dzhezheley O.V. Formation of the reading circle of junior schoolchildren. // Elementary School. – 1989 - No. 1. - With. 33–38. Zaitsev V.N. Reserves for learning to read. – M., Education, 1991. Lvov M. R. Speech of younger schoolchildren and ways of its development. - A manual for teachers. - M., “Enlightenment”, 1975. Ladyzhenskaya T. A. Speech. Speech. Book for teachers. – “Pedagogy” Nikitin L.V. Increasing the effectiveness of reading lessons by organizing group work. // Elementary School. – 2001. - No. 5. Perova G. M. On achieving the educational goals of reading. // Primary school. – 1990. - No. 3 – p. 16–21. Svetlovskaya N.N. Independent reading of junior schoolchildren. Theoretical and experimental research. – M., Pedagogy, 1980. Fedorenko I. T. Preparing students to master knowledge. – Kyiv, 1980. Yushkova L. M. Improving reading techniques. Elementary School. – 1989 - No. 5 – p. 15-17 Yakovleva V.I. ways to improve reading lessons. // Elementary School. – 1996 - No. 6 – p. 12-16.

TEXT C

KARTIN - CA M AND

FIND ME

READING REVERSE

TEXT PINNER

ORDER

TEXT WITH NALO -

BY GETTING

CHANGE-

SHANNY

LETTERS

COLLECT TEXT

solid TEXT

NOISE-FLAT TEXT

CURTAIN

UPSIDE DOWN

READING WITH

GRATE

READING WITH

HALF-

KAMI OF WORDS

May snow

It is snowing! The children are surprised: “Has winter returned to us again?” It's just On the apple tree The wind Wants to count all the petals.

(V. Prikhodko)

ELK

A baby moose came out into the clearing. A proud moose

watched them, beautiful and smart, these beasts

Hungry and cold in winter Empty all around A leaf, some grass, some bitter bark And suddenly a smell

hayThe fields are not worth a large feeding troughGood

the hands of the heroes put the fragrant hay feeder

He is the owner of the forest and takes care of the trees, birds and animals. V. Karaseva

Unexpected meeting

According to the garden SHIRMS quietly spanked his feet YIZHK . Children were walking towards us. “Stop, hedgehog!” – KURKINL Petya took out his cap. Peeked out from behind a tree stump SIROCHATK - the forester and quietly squeaked: “Don’t offend the prickly COBOKLA , children!" The kids became quiet. On the track FARCHIL a ball of needles flashed among the branches SROCOA , looked out of the hollow BOCHLEKA . "Who is this?" – asked Vasya. The boys got scared and ran away. A YIZHK went calmly DMOOY .

SQUIRREL AND WOLF

BLACK PGYRALA FROM VTEKA TO VTEKA AND ULAPA PMRYAO ON SOGNO VLOKA. VLOK VKCHISOL AND KHETOL EATS IT. BLACK SLATA PSORT: - LEAVE ME. VLOK SZAKAL:– GOOD, I LOVE YOU, BECAUSE YOU SCRATCH ME, OMG YOU BLACKS ARE SO VERY MUCH. I'M EVERYWHERE SCHUNKO, AND YOU'RE A HUNDRED MIRSH - YOU'RE ALL IRATEGED AND FUCKED THERE. BLACK SAZAKLA:– PTUSI ME PZHEDRE ON DEVREO, AND I’LL FUCK YOU SCARY, OTHERWISE I’LL FUCK YOU. VLOK PSITUL, AND BLACK ULSH ON DEVREO AND OUT OF SAZAKLA: – TBE OGTOTO SCHUNKO THAT YT IS ANGRY. SALTY YOUR HEART IS BURNING. AND WE ARE HAPPY THAT WE DO NOT GIVE THE FACE OF EVIL.

L. Tolstoy

Lion and mouse

The lion was sleeping. The mouse ran over his body. He woke up and caught her. The mouse began to ask him to let her in; she said: “If you let me in, I’ll do you good.” The lion laughed that the mouse promised to do good to him, and let it go.

Then the hunters caught the lion and tied it to a tree with a rope. The mouse heard the lion's roar, came running, gnawed the rope and said: “Remember, you laughed, you didn’t think that I could do you any good, but now you see that good can come from a mouse.”

L.N. Tolstoy

( K.D.Ushinsky )

SNOWDROP

In the garden, where the birch trees crowded together, A blue eye looked at Snowdrop. Little by little first He put out his green leg, Then I stretched With all my little strength And quietly asked: “I see the weather is warm and clear; Tell me, is it true that it’s spring?”

( P. Solovyova )

http://nsc.1september.ru/article.php?ID=200404202 V. Prikhodko “May Snow”, K.D. Ushinsky “Together it’s crowded, but apart it’s boring”

Vakhrusheva T.V., Poova E.V. 300 exercises in the Russian language. – Moscow: “Aquarium” 2001. (texts “Winter Day”, “Squirrel”)

http://andreeva.21411s16.edusite.ru/images/p4_ovca2.jpg sheep

http://nature.ok.ru/picture/fish/5-1.jpg sturgeon

http://i.i.ua/photo/images/pic/9/4/487949_5ea1889.jpg snowman

http://www.bookivedi.ru/photo/11/2009-12-08/9bc25ae72bd0_ki_pervaja_ohota.jpg cover of the book “The First Hunt”

http://img1.liveinternet.ru/images/attach/b/3/26/109/26109354_1212167171_3_1.jpg hedgehog

http://img0.liveinternet.ru/images/attach/c/0//44/87/44087268_vesna_06.jpg spring

http://s48.radikal.ru/i121/0901/aa/6c0f9a4a449f.jpg morning

http://i038.radikal.ru/0805/7b/0cfdc4115284.png snowdrop

http://nkozlov.ru/upload/images/0706/0706191311390.jpg squirrel and wolf

http://www.klopp.ru/uploads/posts/2007-11/1195274095_belka1.jpg squirrel

http://www.docwalt.com/books.html bookshelf

http://www.dag-agro.com/Sites/dag/Uploads/terrion_5280.22CDBA77E2FC48AB9170579813BFE9BE.jpg tractor

http://www.fictionbook.ru/static/bookimages/00/13/55/00135533.bin.dir/h/i_020.jpg tamer

http://www.fit-instrument.ru/pics/115190.jpg hammer

http://black738.narod.ru/5f8350820dd8.png children and book

http://arttravel.dn.ua/upload/file103.jpg bullfinch on an apple tree branch

http://s52.radikal.ru/i135/0908/8a/4ac50393d309.jpg teacher

http://900igr.net/data/chelovek/Otkuda-ja-vzjalsja-1.files/0029-038-U-losikhi-losenok.jpg moose

http://s48.radikal.ru/i120/0904/08/f57ebf058672.jpg garden

Literature.

1. Andreev O.A., Khromov L.N. Learn to read quickly. - M.: Education, 1991.

2. Zaitsev V.N. Reserves for teaching reading. - M.: Education, 1991.

3. Kornev A.N. Disorders of reading and writing in children. - St. Petersburg: ID “MiM”, 1997.

4. Omorokova M.I. and others. Overcoming difficulties. - M.: Education, 1990.

5. Tikhomirova I.I. Interest in reading: how to awaken it? // School library.- No. 6.-2001.

http://kakadu.509.com1.ru:8018/WWW/zooclub/horses/Image34.jpe

http://www.solnet.ee/gallery/pic/knk/sobaka1.jpg

http://kommersanty.ru/img_do/91bb87dadb7157ac6adb7c5e6f41c5c3.jpg

http://www.school6.edu.mhost.ru/pic/ilia_kolosov.jpg

http://static.diary.ru/userdir/1/2/3/8/123861/37613830.jpg

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Slide captions:

The presentation was developed based on the methodology of E. V. Zaik “Exercises for the development of reading technique” (grade 1)

Reading syllables from right to left and vice versa BY NA CHI KU LY TE OP AN ICH UK YL ET

Reading the words of the first column from left to right, the second column from right to left (read line by line) SEL KOM CHUDO RAZ WORD GRAIN SEL KOM MIRACLE RAZ WORD GRAIN

Reading the words of the first column from right to left, the second column from left to right (read line by line) SEL KOM MIRACLE RAZ WORD GRAIN SEL KOM MIRACLE RAZ WORD GRAIN

Reading lines from left to right An eccentric mathematician lived in Germany, He accidentally folded bread and sausage. Then he put the result in his mouth, That's how Man Invented the Sandwich.

Reading lines from right to left An eccentric mathematician lived in Germany, He accidentally folded bread and sausage. Then he put the result in his mouth, That's how Man Invented the Sandwich.

Reading lines from bottom to top and from left to right An eccentric mathematician lived in Germany, He accidentally folded bread and sausage. Then he put the result in his mouth, That's how Man Invented the Sandwich.

Reading lines from bottom to top and from right to left An eccentric mathematician lived in Germany, He accidentally folded bread and sausage. Then he put the result in his mouth, That's how Man Invented the Sandwich.

Reading lines at speed An eccentric mathematician lived in Germany, He accidentally folded bread and sausage. Then he put the result in his mouth, That's how Man Invented the Sandwich.

Reading words syllable by syllable (the first syllable of each word, then the second and third) Like yourself, like the sleigh.

Reading the text through the word (STARTING WITH THE FIRST WORD) The matter was not given: The Master was afraid of the matter! He worked ineptly - the Master himself... He was afraid of the Work.

Reading the text through the word (STARTING WITH THE SECOND WORD) The matter was not given: The Master’s business was afraid! He worked ineptly - the Master himself... He was afraid of the Work.

Reading the line covered by the lower half DARIA GIVES DINA MELONS.

Reading a line covered by the lower half. WHITE RRAMS BEAT THE DRUMS.

Reading a line with the upper half covered OUR POLKAN FALLED INTO A TRAP.

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Municipal educational institution "Elementary school kindergarten No. 52"

Petropavlovsk-Kamchatsky.

Exercises to develop reading skills.

Teacher: Egorova

Irina Mikhailovna

Which syllable is missing?

LY YOU SY YOU SY

BY TO SO BUT MO

RO VO DO

XYA VYA KYA BYA PYA

MYA RYA NYA

TA SA MA BA

NA KA PA VA

IT IM IS IP

IR IR IV

NA PY KU TO DE

Which syllable is missing?

NA PA TA DA KA SA VA RA

NA PA TA DA SA VA RA

ON BUT WE WELL NOR NE NOT

NOW BUT WE NOR NOT

NA TO KY GU LI DE VE

ON TO GU LI DE VE

TAT LIKE DAD RAR VAV DAD MAM

TAT LIKE DAD VAV DAD MOM

KAT WORLD TOK WHOOP SON TED

KAT WORLD TOK SON TED

Which syllables have changed places?

KA NA DA SA TA VA FA MA

MA NA DA SA TA VA FA KA

KA NO DU SY TE VI GE MU

KA GE DU SY TE WI NO MU

KAT NAK DAM GARDEN PAS LOVE

KAT NAK DAM PAS GARDEN LOVE

BEAT THE BITCH SO THE MULE WAS SINGING

THERE WAS A BITCH SO THE MULE SINGED BEAT

Reading words that differ by one letter.

LAC CANCER TANK POPPY HAC SO HOW

STEAM BAR VAR IDA GIFT BALL HEAT

JUICE CURRENT DOK ROCK COOK SIDE CSC

TOL COL GOAL VOL ANGRY

SO TEAK TUK TYAK CURRENT TEK BALE TEK

SHAFT VOL VIL HOWLED VYAL VOL VUL

MYAL VYAL ELM ROW SIT DOWN FIVE MINT ZABY

NOS DOG TOS VEZ TEK HONEY VOL LIE

DAY STUMP LAZINESS DEER AUTUMN GREENERY BELT

MEASLES PETTER ANCHOR ACNE UVORY ILLNESS

ZERO SALT MOL ROLE TOL PAIN

The agreement is the end of the word.

SKOVORO

POGO PRIRO

FREE

SIMPLE

BOOM

TELE BERLO DORO

CHILDREN

MAKULATU CULT ZAVT

SEST

APARTMENT

BLACK

SCARES KUK AKU

TELEGRAM

ADVERTISING PROGRAM PANA

PAJA

PAL

ZARPLA

GRANDdaughter GIRL CAPUS

GUYS

GRANA

NAS AE

BUSHKA

SHMAK

RSUK

LALAIKA

SPEECH YES TONE

RYOZA

HEMOT

SEDA

BE -

KU CA KY CE

KASH CAS

REP CHIP

GA CA YES TA BA PA VA

Make 13 words with one of the syllables.

Let's check.

MISTY, BEAR, MOUSE, CAT, CAP, TURNIP, SHIPPING, BRUSH CHECKER, HAT, FUR COAT, PIPE,

PAWN, CANNON, PORRIDGE, CHAMOMILE.

Reading words with the same vowels.

MOTHER DAD WOMAN VATA PAW PAIR FRAME PORRIDGE

GARDENS RADY FRAMES PAWS VASES LIGHTS GIFTS BALLS

MOON MAgnifying glass HAND FLOUR LIP ARC THOUGHT

CANCER

LUCKY MACIES TANK STEPS SHAWLS STING

SOAPS WERE Howled BULLS SNOUTS WHINE MELONS

FORKS SAWS FOXES LINDENS WHALES NIVA FORCES

NOS DEMOLISHED VEZ SVEZ CHALK BORED VOL SVYOL

MINE LINDEN KIPA KISA FOX SAW FORCE

PANAMA CHAMBERS SALADS ROBE REGISTERS RUGGLES MARKETS

BENCH SWEET

DADDY CAP COUPLE

FUNNEL COLUMN BOX COW WEATHER GAIT SALTS SALTS

Reading words with the same ending.

BEDROOM SNOWFLAKE BASKET GREAT REED ZEST WEB SISTER

MATCH BIRD CHANTERELLE TITmouse WATER EYELASH MITTEEN BUTTON

LIPONKAKISONKA FOX DAUGHTER NIGHT RUCHENKA RICHENKA STEP

CARVED

LABIAL EYE DENTAL Svyaznoy MISCHIEVOUS CUSTOM

FROCKY

ICE HONEY RICE BEAUTIFUL SCARY BIRCH

DACHANY SUCCESSFUL GLOOMY

TOBACCO FIST BOAT LINGONBERRY

PECK SPEND THE NIGHT HIT LEARN DANCE

STEP RUN AWAY RECORD JUMP BLINK

SLEEP DRIP CLAP SLAP BOIL AWAY

Reading words with the same root.

FOX

MUSHROOM

FOX

CHANTERELLE FOX FOX FOX CUBS

MUSHROOM MUSHROOMER MYCELIUM FUNGUS MUSHROOM

SPOUT CONK NOSE BRIDGE

Collect words with the same root.

NOSE, MUSHROOM, FOX, NOSE, FOX CUB, MUSHROOMS, MUSHROOM, NOSE, FOX, NOSE, NOSE, MUSHROOM, FOX, MYTHROOM.

FOX

MUSHROOM

SPOUT CONK NOSE BRIDGE

FOX

CHANTERELLE FOX FOX FOX CUBS

MUSHROOM MUSHROOMER MYCELIUM FUNGUS MUSHROOM

Name words with the same root.

FOX

MUSHROOM

FOX

MUSHROOM

SPOUT

CHANTERELLE

MUSHROOMER

CONK

MYCELIUM

FOX

NOSISKO

FUNGUS

FOX

NOSE

MUSHROOM

FOX CUBS

BRIDGE

Reading words with the same root.

FUNNY

SPRING

CROW

HAVE FUN VESELINKA FUNNY FUN FUNNY

FRECKLE SPRING

FRESHLY

CROW VORONYO

Little Crow

VORONYE

Collect words with the same root.

FUN, SPRING, FUN, CROW, SPRING, RAVEN, VELINKA, FRONTFLEA, RAVEN, FRECKLES.

CROW

CROW VORONYO

Little Crow

VORONYE

FUNNY

HAVE FUN VESELINKA FUNNY FUN FUNNY

SPRING

FRECKLE SPRING

FRESHLY

Name words with the same root.

FUNNY

SPRING

CROW

FRECKLE

FUN

CROW

SPRING

HAVE FUN

VORONYO

VORONYE

FRESHLY

VESELINKA

Little Crow

FUNNY

Read quickly. Make no mistake!

LEAF – LEAF – LEAF – LEAF FALL.

FOX – FOX – CHIK – FOX – FOX.

LAZY – LAZY – LAZY – LAZY.

FOREST – FOREST – FORESTRY – FOREST PARK -

TIMBER TRUCK.

FOREST, LEAF, FOX, LAZY, CHILD FOX, FOREST, LAZY

Read carefully and correctly. Make no mistake!

BA - BU - WOULD THERE ARE PILLARS IN THE YARD

BU - BA - BA A PIPE IS STICKING OUT OF THE WINDOW

DO – DU – YES THE WIRES ARE HUMMING

ZHU – ZHU – ZHU GIVE MILK TO ZHU

ZHA - ZHA - ZHA THE HEDGEHOG HAS NEEDLES

LIVE – LIVE – LIVE HEDGHOGS LIVE HERE

Add a word.

SA - SA - SA RUNS IN THE FOREST...

CO – CO – CO U IN OVA …

VUS - VUS - VUS GRAZING IN THE MEADOW...

TA - TA - TA AT OUR HOME...

CHA - CHA - CHA IS BURNING IN THE ROOM...

YOU - YOU - YOU EATED ALL THE SOUR CREAM...

Read expressively.

TO – TU – TA, TO – TU – TA,

TOAST, ACE, WOOL, TACT, OTTOMAN.

PO – PU – PA, PO – PU – PA,

DADDY, POSE, POOH, FOOT.

KO - KU - KA, KO - KU - KA,

COOK, BUSH, HELMET, CROWBAR, FLOUR.

Read expressively.

BE – BE – BI, ME – ME – MI,

BES, ENCORE, FUR, LAUGHTER, MYTH, TAKE

PE – PE – PI, TE TE – TI,

FOAM, BEER, SHADOW, FIND

FE – FE – FI, VE – VE – VI,

COFFEE, PHYSICIST, CENTURY, ZOVI

GE - GE - GI, NOT - NOT - NI,

GEL, GYD, GYPSUM, OIL, SNOW, THEY

Read carefully.

MIO - TIO - SIO, MIO - TIO - SIO, NAMESAME, HONEY, CLIFK, TOS, EVERYTHING

NO - EVERYTHING - WHAT, NO - EVERYTHING - WHAT,

OPPRESSION, OATS, ACCOUNTING, CREDIT

TYU – ZYU – NU, TYU – ZYU – NU,

BALE, RAISIN, COSTUME, MENU,

BUY A KIPA PIC.

THE RIVER IS FLOWING, THE STOVE IS BURNING.

THE HEDGEHOG HAS A HEDGEHOG, THE SNACK HAS A HEDGEHOG.

RADISH AND TURNIN HAVE STRONG ROOTS.

SCALES IN A PIKE, BRISHES IN A PIG.

CAP ON CAP, UNDER THE CAP CAP.

Read quickly and carefully.

TWO WOOD CUTTERS, TWO WOOD CLIPPERS, TWO WOOD CUTTERS.

FOUR TURTLES HAVE FOUR TURTLES,

FROST STINGS GIRLS' LEGS, HANDS, EARS, NOSE.

EAGLE ON THE MOUNTAIN, FEATHER ON THE EAGLE, MOUNTAIN UNDER THE EAGLE, EAGLE UNDER THE FEATHER.

Read quickly and carefully.

MORTUA, CLUTCH, PASTE, WATCH, VATA, NOTE, DATE, MINE, MASK, HALK, EMPTINITY, FOLDER, FIREBOX OF STUFF.

POPPY, SIGN, PIECE, COAT, STACK, BITCH, BEECH, SOUND, BEACON, BEAT, BUTTON,

YEAR, INPUT, JUICE, LOAD, COMPOTE, POSE, HILL, BUSH, WALK.

Read quickly and carefully.

BEAR, SEAM, HUT, PAWN,

NICHE, Jester, PILLOW, HURRY, PORridge, SIX, EAT, SINGLE, BURDEN, DRY, CALLING, DONKEY.

LILY OF THE LILY, LOTUS, PHLOX, VIOLET, DOVE, FALCON, WOODPECKER, JAW, LUNNIK, RAY, MOON, BOLD, WAS, SLEEP, SILENT, FORGOT, OPENED.

SCH ENKA WAS PLACED IN THE KITCHEN... .

IN CORNER... BETWEEN THE CABINET... AND THE CHEST... THEY PLACED AN OLD... COAT. P THE REST CAME OUT SOFT... AND WARM...

Be careful. Read correctly Don't rush!

M OHNAT... BEES ARE HOWING OVER THE HIVES. WITH BUZZERS... FLY OVER THE HIVES, FROM THE GRASS... TO THE GRASS... . THEY DRINK AND COLLECT... SWEET... JUICE. THEY ARE RICH... THE HONEY STOCK IS READY... FOR WINTER... .

Literature:

Moscow "Flint" 1997

O. Dzhezheley. Help.

Moscow. 1994 JSC "CENTURY"

Zaitsev's methods. Tongue Twisters

St. Petersburg Publishing House "Neva"

Moscow "OLMA-PRESS" 2002

Yes, there is a fire there, people are scary, but go ahead. Essays. Socialization. Life skills. Lesson integration technique. Introduction to literature. Schoolchildren learn retelling. Development of creative abilities. Conditions for the development of creativity. Creative thinking.

“Meaningful reading” - Technology for developing critical thinking through reading and writing. A process that includes not only mastering reading techniques. Ability to identify micro-themes. Organization of problem and search situations. Full reading of the problem. Interactive problem books. Compose a condensed version of the text. Methods for improving the ability to read correctly. Reading is the foundation of all competencies outlined in the standard. Modern educational technologies.

“Reading work program” - Topic: “An hour of funny stories.” “Meet the book’s hero of the day.” Expected results. “On the pages of A. Volkov’s book “The Wizard of the Emerald City.” “What can beauty bring to people?” Purpose of the program. “Acquaintance with books of an educational nature.” School of joyful reading. "A life-affirming tale." Program for the 2009 - 2010 academic year. “The work of the poetess Yu. Moritz.” Explanatory note. Reading during childhood is, first of all, education with the heart.

“Reading Skill” - Reading. Dynamics of reading speed. Schulte tables. Exercises for understanding the meaning of what you read. Optimal reading technique. Exercises for developing reading technique. Let's learn to read. Digital. Dynamic reading. Reading pace. Exercises. Types of work to develop reading skills. Correct reading. The technical side of reading. Developed reading skill. Formation of reading skills in children.

“Productive reading” - Review reading. Primer. A sentient being. Compound words. Trainings to develop reading skills. Written response. Studying the quality of reading. Literary reading. Compare the excerpt from the recording. Experiment. Turning on the imagination. Complex sentence. Make a plan for a fairy tale. Anchor. Working with text while reading. Angina. Generalization. Minnows. Desire to read. Modern educational means.

“Anticipation in literature” - We learn to answer direct questions from the text. The term “anticipation” was introduced into psychology by a German scientist. Test yourself using the text. A hunter was going hunting when he saw someone in the bushes. Finding hidden questions and answering them. The dog Sharik from Prostokvashino was engaged in photo hunting. We teach you to answer why questions and ask them. Connecting the imagination. Technology training. Preliminary exercises. We learn to predict, to guess the text.