This article talks about the benefits of using mnemonics (picture and graphic plan) in working with children with speech pathology. An example of compiling a mnemonic table based on compiling a retelling of the text is presented.
Picture-graphic scheme(mnemonics) was developed by professor, child psychologist L. A. Wenger. He focused on the ability of preschoolers to visual modeling.
mnemonic table(pictogram) is a diagram, a series of drawings, symbols and designations that reflect certain information.
Herself mnemonics- This special system techniques and methods that help to remember, store and reproduce information, contributes to the productive development of higher mental processes, namely the development of memory, attention, thinking, imagination. It increases the amount of memory of the child, thanks to additional associations, in particular, a child who has an insufficiently developed active and passive vocabulary, word formation and inflection skills, and phonemic hearing impairment.
Retelling with the help of a picture-graphic scheme, based on a pictogram (mnemonic table) activates not only auditory, but also visual attention child. Such a support allows the child to better understand the text, adds emotionality, information content to the reproduction of the text. In addition, the child learns self-control over how he builds his own statements.
Mnemonic diagrams can be used to increase vocabulary when teaching a child to correctly and competently compose a story or retelling artistic text when memorizing poems.
How should a picture and graphic plan be drawn up?
- It should reflect the content of the text (work) consistently.
- All the graphic objects that you use in the plan should be easy for the child to recognize.
- No need to strive for the perfect drawing. Can be represented schematically with geometric shapes. But the child must remember that a bunny is, for example, a triangle. It is good if the child himself suggests how to portray something.
How to work with text using mnemonics?
1. First read the work.
2. Then, based on the child's suggestions, draw a picture-graphic plan of the text.
3. Read the text again, pointing in the course of the work to certain pictures of the picture and graphic plan.
4. Invite the child to try to retell the text according to the picture-graphic plan.
5. If the child does not get a retelling the first time, retell it yourself from the pictures, pointing to them. Then ask your child to try again.
Gololobova Maria Alexandrovna,
teacher speech therapist,
GBDOU No. 26, St. Petersburg
This lesson belongs to section 7 of the textbook. Literary reading(Favorite pages) O.V. Kubasova "Learning to work with text: plan and retelling." He completes the logical link: first, the children establish order in the fairy tale by V. Oseeva "The Good Hostess". They had to indicate the number of each character in numbers in the order in which these characters appear in the fairy tale. In the poem by E. Moshkovskaya, children help the animals that fled from this poem find their place. To do this, they had to put the number of the corresponding passage. Similar work performed in Russian folk tale"Mena". And in B. Zhitkov's fairy tale "The Brave Duckling", children select an excerpt from the text describing the events in the illustration for the fairy tale. A similar task was completed for the picture in V. Sukhomlinsky's story "Blizzard", so in N. Nosov's story "On the Hill" the children easily completed the familiar task: dividing the text into parts, editing the deformed picture panel, retelling according to the plan, inventing their own ending and comparing the content of each part with the corresponding proverb. In subsequent lessons, work on drawing up a plan and retelling on it will be fixed.
Lesson type: combined. It is held in the third quarter of the second grade in the section "Learning to work with the text: plan and retelling.
The lesson is developed taking into account technology such as the correct reading activity which is based on such methods of working with text as conversation, editing a deformed picture plan, compiling a fragment of a text with a proverb corresponding in content. Forms of work: frontal and group. Teaching aids: textbook, presentation, technical teaching aids (computer, projector). Interdisciplinary connections with the Russian language.
The difference between a lesson and a standard one in use technical means learning
This lesson showed that children can read consciously, correctly and expressively; independently predict the content of the text according to the illustration, formulate main idea read; express and argue their attitude to what they have read; answer teacher's questions; compare text fragments based on the folklore genre, produce verbal drawing in accordance with the content of this work.
The use of ICT technologies made it possible to increase the motivation of children and make it easier for the teacher to prepare for the lesson.
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Literary reading lesson
Harmony program, 2nd grade, 2008-2009 academic year
Teacher: Skrylkova Vera Leonidovna
Subject: N. Nosov "On the Hill". Drawing up a picture plan.
Target: consolidation and development of knowledge, skills and abilities when working with text
Tasks:
1. Teach children to draw up a picture plan
2. Develop the skill of fluent and correct reading
3. Nurture the desire to work
Equipment: a portrait of N. Nosov, illustrations for the picture plan, an exhibition of books.
During the classes:
❶ Organizational Momé nt
Speech warm-up:
Sanya and sled
Little Sanya was presented with a sleigh.
See for yourself: what a sleigh!
He drove a sleigh to Mount Sanya.
I rode Sanya from the hill, and on Sanya - a sleigh.
S. Kogan
❷ Setting the goal and objectives of the lesson
Today we continue to work on N. Nosov's story "On the Hill". Our main task will be to draw up a picture plan for subsequent retelling.
❸ Examination homework
- Dividing text into parts
How many parts did you divide the text into?
Look, the plan is written on the board:
1. The guys are building a snow slide
2. The cat comes up the hill
3. The hill has been rebuilt!
2) Rereading the text in parts
❹ Learning new material A
1. Work on the illustrations of the textbook.
Which illustrations are related to the first part? (One where the children are building a slide, and Kotka looks at them through the window)
What pictures belong to the second part? (Two pictures where Kotka climbs a hill and slides down a hill sprinkled with sand)
To the third part? (The guys, together with Kotka, are building a new hill)
Which picture is missing? Where should she be? (The guys shamed Kotka. She belongs between the pictures where Kotka sprinkled sand on the hill and where they are building a new hill).
2. Collective retelling of the entire text. Work in groups on assignment:
Distribute the pictures among themselves in sequence, tell each of your episodes depicted in the illustration so that a collective retelling of the entire text is obtained.
3. Retelling of the text according to the picture plan. Well-prepared groups perform at the blackboard.
Which group is missing the picture? What would you draw on it?
❺ Physical education minute
❻ Fixing a new mat serial
Into how many parts did you divide the text at home? (On three)
How many illustrations could you draw to accompany the text? (Six)
This series of six pictures is a picture plan of the text.
Which plan is easier to retell the text? Why?
(According to the picture, as it is more detailed
❼ Summing up the lesson
Proverbs are written on the board:
® There is patience for every desire
® Mind is good, but two is better
® Hurry up - make people laugh
® Know how to make a mistake, know how to get better
Find a proverb that expresses the main idea of the whole story.
(Know how to make a mistake, know how to get better)
The comrades who worked with him helped Kotka correct the mistake. What did we do together today? (We made a picture plan and retell the text on it
The activity of children in the lesson is noted, marks are given.
Homework
Task number 7 p. #96
Put on a skit with comrades, which describes how the guys reacted to Kotka's act.
What is needed to complete the task? (Assign roles and learn words)
Control was carried out during the whole lesson orally when checking homework. On the questions of the teacher, the children read the necessary passage. Independent work in groups had its own narrator. When summing up the lesson, choosing the right proverb, the children showed with their knowledge that the goal and objectives of the lesson were fulfilled.
Everyone is in a good mood.
Picture lesson plan as one of the forms of formation of universal learning activities.
The school should prepare the child for life in society. This means that already in the lesson, students should learn to organize, control and evaluate their activities, solve complex problems, find, understand and make decisions, cooperating for this.
IN modern school it is necessary to reorient control aimed at the result of learning, to control over the process of cognition. The monitoring and evaluation system cannot now be limited only to checking the assimilation of knowledge, the development of skills and abilities in the subject. It should set a more important social task: to develop in schoolchildren the ability to plan their activities, control, first of all, themselves, critically evaluate the result, find errors, and ways to eliminate them. Control should be motivating and diagnosing, and assessment should be reflective and predictive. With the ability to reflect, i.e., to distinguish between “I already know and can do this”, “I still don’t know this at all, I need to find out” - the student’s educational independence begins, the transition from performing behavior to creative search.
The school is faced with the task of purposefully controlled formation of a system of universal educational activities that provide the ability to learn.
In the standards of the second generation, a concept was developed for the development of universal educational activities as "a psychological component of the fundamental core of education along with the traditional presentation of subject content."
Formation of the ability and readiness of students to implement universal learning activities will improve the efficiency of the educational process in primary school.
The structure of the main types of UUD also includes the regulatory block of UUD.
TO regulatory action relate:
goal setting;
Planning;
Forecasting;
Control;
Correction;
Evaluation;
Self-regulation;
These are all the actions of the student, which are aimed at organizing his activities in the lesson.
The concept of "organization of activity" includes the following skills:
Determine and formulate the purpose of the activity;
Draw up an action plan to solve the problem;
Carry out actions to implement the plan, if necessary - adjust;
Correlate the result of their activities with the goal and evaluate it.
If in the 1st grade children determine the purpose of the activity in the lesson with the help of a teacher, then in the 2nd grade they do it on their own. And in grades 3-4, students, independently determining the goal of the activity, discover and formulate a learning problem, working according to the plan, compare their actions with the goal, correct mistakes, develop evaluation criteria and determine the degree of success in their work.
In the formation of regulative educational actions, the picture lesson plan that I developed helps me.
The picture plan is introduced from grade 1 gradually. In September, every day I show one picture of the plan and ask: “What does this picture ask you to do”? After discussion, we agree on what the children will do when they see this picture. It is posted on the board as part of the lesson plan.
By the end of the 1st quarter at the beginning of each lesson, students “read” the picture plan, discussing what they have to do in the lesson. According to the plan, the children evaluate their work in the lesson in stages.
Further, from class to class, work with the plan becomes more complicated, varies. By the 4th grade, the plan helps the children not only organize, evaluate and control their activities, but also face a problem that needs to be solved, set the goal of the lesson and identify specific tasks. For example, a lesson plan does not begin with the traditional homework check, but with a homework assignment. Students are introduced to a home exercise and are faced with a problem, I propose to build an activity plan that will help us solve the learning problem.
The main thing is that the plan does not turn into beautiful pictures on the blackboard, but works on the formation of regulative universal educational actions.
At first, the plan was in the form of cardboard rectangles that were hung on the board. Now we have an interactive whiteboard in the classroom. Working on it is a pleasure.
Formation of skills for working with information in elementary school on the example of teaching how to plan what was read.
MO of primary school teachers.
Ponomarenko L.A.
Why much attention is paid to the work of drawing up a plan in elementary school.
Drawing up a plan for the finished text requires the ability to logically divide the text into parts and title them. The ability to divide the text into parts, to see its structure is an important general educational skill that makes it easier to work with text in any subject. No less important for successful work with any book and the ability to title. To title means to see and highlight the main thing, i.e., to summarize everything that is in this part of the text, and to express the generalization in a word. And the ability to generalize and highlight the main thing when working with a text, with a book, allows you to quickly and accurately perceive, reproduce and use the information received. In my work, I use the following types of plan:
1. A verbal plan (logical) is a plan that is drawn up on the basis of identifying a sequence of events, the simplest logical connection.
2. The picture plan is a plan that is drawn up on the basis of the emotional perception of the content of the work, and the plan itself has a figurative (picture) content;
3. A deformed plan is a plan with a violation of the sequence that the children must restore.
Starting work on a literary work, the “ideal teacher” should set himself the task of creating favorable conditions for working on the content, analysis and assimilation of what has been read on the basis of various types of work. Children must first understand all the material, then memorize it. That is, work before reading, work during reading and work on the text after reading must be carried out precisely in the lesson, therefore, children should also be taught a detailed retelling in the lesson.
But in most cases, teachers pay attention to such a stage of work on a literary work as analysis, because. consider it the most difficult and time-consuming and preparation of work before direct reading. The improvement of reading skills is also closely monitored. At the same time, such a stage of work as secondary synthesis fades into the background or is not carried out at all. The teacher practically does not teach children a detailed retelling of the text of a literary work, but simply gives homework to retell a story, fairy tale, etc.
Children, in turn, not knowing how to retell literary work, what should be paid attention to, in what sequence the work and preparation should be carried out, and what are the evaluation criteria, they usually try to learn the text by heart, word for word. But one of the main criteria for evaluating any retelling is the live speech of the student.
Therefore, it is necessary to make sure that the child, without any difficulty, can independently prepare for the presentation of the content of the work in his own words, fully and expressively. And for this, the teacher should use the methods of working on a detailed retelling.
One of these approaches isscheduling a literary work.
It will lead to a meaningful retelling in your own words, since it is impossible to plan the text without understanding its content, and understanding is, first of all, the translation of the text into “one’s own” language.
The work that prepares children for the preparation of a plan is already carried out during the period of literacy. Its simplest form is to match headings to the content of small texts.
The second type of work that prepares children for drawing up a plan is selective reading under the guidance of a teacher. Children read those parts of the text that are the answer to the question posed by the teacher. Selective reading teaches to isolate the necessary thoughts from the story, develops the ability to divide the story into parts. Training in the ability to draw up a plan is built taking into account the gradual increase in difficulties and is carried out in a certain system.
In the lower grades, work on the plan of a story or fairy tale takes place on the basis of the emotional perception of the content, and the plan itself often has a figurative (pictorial) expression. As an initial exercise, you can give several illustrations to a fairy tale, a story in a broken sequence and invite students to arrange them according to the content. Having given the name to the pictures, the children mark the place of each of them in the text, it turns outpicture plan .
Then children are taught to draw up a plan based on identifying a sequence of events (the simplest logical connection). Such a plan is calledlogical plan . In grade 1, plan headings in the form of questions are useful. Interrogative wording encourages the child to search for an answer.
On early stages teaching how to plan a text, story or fairy tale, teachers often use a technique - showing by example what the plan should be. To do this, students are first given a ready-made plan. As a rule, this is a plan for presentation. After writing several statements according to the finished plan, the children should begin to draw up such a plan themselves.
By example, they are shown how headlines are formulated. They are also provided ready-made. Working with such headings, children should not only see a pattern in them, but also determine which part of the text each of them refers to.
Along with this, students are given a memo for drawing up a story plan.
Making a story plan.
Read the whole story. Outline its parts. Mark the beginning and end with a pencil. How did you separate the parts?
Read the first part, highlight the main thing in it, underline it with a pencil, title this part.
In the same way, work on other parts, title them. Write down the plan. Read. Think. Make sure that it reflects the main thing, whether the main thing is missed.
See if the headings are repeated and if they help you remember the story.
The main teaching technique is to show by example what the plan should be. (Ready plan).
By example, students are shown how headings are formulated. For example,exercise, suggesting this approach is:
Read the text, put the points of the plan in order.
Another common learning technique is the text recovery technique. With such training, students are given a text cut into parts (most often these are paragraphs), from which they must compose a story.
Task: “The semantic parts of the text printed below are not in order. “Collect them” - a plan will help you with this ”(Parts of the text and a plan are given, you need to arrange the parts in accordance with the plan)
From the first grade it is offered to childrenquestion plan , i.e. logical questions on which children highlight the main pair of words in a sentence.
Then the children learn how to make a plan under the guidance of a teacher. They should determine the number of parts, group sentences around the main idea in each part of the text.
Summarize:
The plan helps to highlight the main idea, establish the sequence of events, understand the relationship between the individual parts of the text. Work on the plan develops the speech and thinking of students, students learn to divide the text into complete semantic relation parts, find the main thing in each part, briefly and clearly formulate the main idea in the form of a title of a part of the text or a paragraph of a simple plan.
At the same time, drawing up a plan helps to remember the material. Drawing up a plan affects the completeness, speed, accuracy and strength of memorizing the material.
Picture plan.
Plan types.
SYNTHESIS
AT THE SECONDARY STAGE
Goals:
To reveal the significance and content of the work at this stage;
Familiarize yourself with the types of work at this stage;
Show the variety of plans and retellings of the text;
To acquaint with the method of dividing a work into parts and types of retelling.
Works of a synthetic nature at the stage of secondary synthesis may have different types:
division of the work into parts;
drawing up a plan for the work;
Retelling what has been read
Word drawing
musical illustration of the text, etc.
Let's consider the most difficult of them.
Drawing up a work plan.
The work plan reflects the sequence of episodes or outlines the order of presentation. It contributes to a more conscious and deeper understanding of the content of the text, helps students to highlight the main idea, to understand the relationship between the individual parts of the text. Work on the plan develops the speech and thinking of students; teaches to divide the text into parts that are complete in meaning, to find the main thing in each part, to briefly and clearly formulate the main idea in the form of a heading or paragraph of a simple plan.
The work on the plan consists of two stages:
1. Dividing a work into parts that are relatively complete in content
2. Heading parts.
Division into parts is a rather difficult stage for students, because. this work is combined with the selection of the main idea of the passage. Often, dividing text into paragraphs helps the reader find the boundaries of the parts. Sometimes the teacher indicates how many parts the work can be divided into. Sometimes the teacher shows the center piece and the children determine what is said before and after the episode. You can do otherwise: say the main idea of the passage and give the task to find evidence in the text.
1. It could be an illustration in a book. When giving the task to find in the text the part to which it refers, the teacher may ask to identify the part that precedes the named one and the next one. Thus, the work can be divided into parts.
2. Several illustrations for the work may be offered, which are given at random, the children are invited to restore the sequence by arranging the illustrations in the right order.
In the lower grades, plan headings in the form of questions are useful, as the question prompts an answer.
Already in the first grade, it is possible to draw up a plan based on the identification of a sequence of events. It is useful to ask questions for each part.
In grades 1-2, when drawing up a plan, a teacher plays a big role, but the work is carried out collectively.
In grade 3, students are already able to understand the reasons for the actions of heroes, although they do not always fully reveal the motives for their behavior. Work on the plan in such works is aimed at identifying the causes.
In grade 4, drawing up a plan is more independent for students; a homework assignment can be given to draw up a work plan.
The following learning exercises can be used in drawing up the plan:
Combine several points of the plan under a common name;
Select one large part of the work and divide it into smaller ones;
Find sentences in the text for the proposed illustrations, these sentences can be the names of plan items, etc.
The drawn up plan serves as a support for students in retelling the work. Work on the plan, depending on the purpose of the lesson, can be in the lesson, or it can be homework.
It must be remembered: not every work is suitable for drawing up a plan:
1) long, large-volume works;
2) works with a complex composition;
3) emotional stories;
4) lyric poems.
