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The manual contains a systematic course in teaching grammar, reading, literature, spelling and speech development for younger students. It reflects the realities of recent years in education: focus on modern methods developmental education, organizational forms of multilevel education, programs and textbooks different types, focus on student-centered learning, taking into account the interests, abilities and gifts of children.
For students of higher educational institutions. It can be recommended to students of secondary pedagogical educational institutions, as well as school teachers.
Methods of teaching literacy, their classification.
For more than three thousand years of existence of writing on Earth and generated by no less ancient literacy training, for more than a thousand years of existence Slavic writing and the associated teaching of Russian literacy, a great many of the most different ways learning: on the one hand, learning to decipher, read encrypted oral forms of speech encoded with alphabetic characters, on the other hand, learning to fix, encode, write down different forms of oral speech with the same alphabetic characters.
The process of the emergence of various new approaches, methods and techniques of teaching reading and writing is observed in our days, this will take place in the near and distant future. And it is natural that for everyone who is professionally connected with teaching literacy, you need to navigate well in the sea-ocean of various methods and techniques of teaching literacy. This will help to avoid a simple repetition of what was found earlier, to exclude ethically unpleasant cases of issuing what was once known as supposedly rediscovered.
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- Russian language, test work, grade 4, to the textbook of V.P. Kanakina, V.G. Goretsky “Russian language. Grade 4 ", FGOS, Tikhomirova E.M., 2020
- Russian language, test work, grade 3, to the textbook of V.P. Kanakina, V.G. Goretsky “Russian language. Grade 3 ", FGOS, Tikhomirova E.M., 2020
- Russian language, test work, grade 2, to the textbook of V.P. Kanakina, V.G. Goretsky “Russian language. Grade 2 ", FGOS, Tikhomirova E.M., 2020
- Russian language, test work, grade 1, to the textbook of V.P. Kanakina, V.G. Goretsky “Russian language. Grade 1 ", FGOS, Tikhomirova E.M., 2020
The following tutorials and books.
Lvov Mikhail Rostislavovich (February 9, 1927, p. Pavarenis, now in the Alytus region of Lithuania - June 24, 2015) - teacher, methodologist in the Russian language, corresponding member of the Russian Academy of Education, Doctor of Pedagogy and Professor.
In 1953 he graduated from the Barnaul Pedagogical Institute. From 1947 he taught at a school in Slavgorod, Altai Territory. Since 1961 in scientific and pedagogical work: at the Moscow State Pedagogical Institute named after V.I. IN AND. Lenin (1961-64 and since 1975), Magnitogorsk Pedagogical Institute (1964-75).
In the development of the speech of primary schoolchildren, he methodically substantiated 3 areas: work on the word, providing for the expansion of the sources of the study of speech, the deepening of the ways of semantization of vocabulary, the development of synonyms and antonyms in the language; work on a phrase and a sentence based on a system of exercises of a constructive and creative nature; work on a coherent speech with a developed typology and methodology of essays.
Mikhail Rostislavovich formulated the leading trends in the speech development of students: an increase in the volume and structural complication of speech units (up to the 3rd grade); increasing the variety of speech means (grades 4-7); stabilization of speech means (grades 8-10). These studies are summarized in the work "Trends in the development of students' speech."
Lvov M.R. co-author of general teaching aids: "Methods of teaching the Russian language in primary school", compiler of the anthology "Development of students' speech in primary school", Reflecting the study of this issue in Russian philological science from F.I. Buslaeva and A. Ya. Ostrogorsky to M.A. Rybnikova, etc.
Books (9)
Methods of teaching Russian in primary school
The book contains a systematic course on the methodology of the Russian language in elementary school.
The second edition contains materials reflecting the implementation of the school reform: on teaching six-year-old children, on streamlining the teaching load of students, etc. the specifics of new textbooks - "ABC", books for reading, Russian language textbooks, and the educational complex as a whole were taken into account.
Methods of teaching Russian in primary school
The manual contains a systematic course in teaching grammar, reading, literature, spelling and speech development for younger students. It reflects the realities of recent years in education: focus on modern methods of developmental education, on organizational forms of multilevel education, on programs and textbooks of different types, focus on student-centered learning, taking into account the interests, abilities and talents of children.
For students of higher educational institutions. It can be recommended to students of secondary pedagogical educational institutions, as well as school teachers.
Methodology for the development of speech in primary schoolchildren
The purpose of the manual is to help the teacher in the systematic organization of work on the development of speech. It describes in detail the method of teaching coherent speech, it is given not only theoretical material, but also offered guidelines and didactic material.
The first edition of the book was called "The speech of primary schoolchildren and the ways of its development" (1975).
Fundamentals of speech theory
V study guide from a modern point of view outlined theoretical basis speech, characterizes its types, code transitions, theories of speech acts, communication, modern rhetoric, children's speech and its development in school, reflects issues of psycholinguistics, sociolinguistics, etc.
Spelling in primary grades
The literacy level of secondary school students is one of the most pressing problems of public education.
The theoretical part of the book is devoted to the characteristics of the principles of Russian spelling and existing teaching methods.
In the practical part, an algorithmic system for solving spelling problems, the formation of spelling skills in all sections of the Russian language course for students in grades I-IV is presented.
Rhetoric. A culture of speech
The manual examines an interesting, but little-studied area of philological science - rhetoric, its spheres of influence and application, the history of its origin.
Particular attention is paid to the types of eloquence, the meaning of the spiritual and moral word. Very important practical advice in relation to oratory, which is necessary in teaching, discussion and other areas of activity.
Dictionary of synonyms and antonyms
As conceived by the author, the "Dictionary" is intended for the creative development of primary school students. All educational, educational process- this is creation, and children themselves act as researchers, inventors, designers. At first glance, this is a game, in fact, it is the most serious cognitive activity.
The material of the Dictionary is systematized: it has 5 sections, 200 dictionary entries, children work with synonyms, gradually move to antonyms, to connected synonymic-antonomic connections, to polysemy of the word and synonymous series and antonymic pairs built on polysemy. Naturally, the difficulty of the material gradually increases. But all this does not mean that the "Dictionary" is a kind of textbook, that it must be "passed through".
Dictionary-reference book on the methodology of the Russian language
A dictionary-reference book on the methodology of the Russian language was created for the first time.
It reveals the most important concepts of the methodology of the Russian language in secondary school. For all the main topics, literature is named, the study of which will help readers organize a targeted independent work to master the technique.
The manual is intended for students of the faculty of Russian language and literature of pedagogical institutes. At the same time, it can be useful for secondary school teachers, as it will allow them to deepen and systematize their knowledge.
Zinovieva T.I., Kurlygina O.E., Tregubova L.S. Workshop on the methodology of teaching the Russian language in primary grades
Moscow: Academy, 2007 .-- 304 p.
Content:
General approaches to the development of speech in primary schoolchildren.
Improving the oral speech of primary schoolchildren.
Work on a word as a lexical unit of speech.
The development of the syntactic structure of speech in primary schoolchildren.
Work in the field of speech culture of primary schoolchildren.
Teaching younger students to reproduce the text and create their own statements.
Literacy teaching method.
Studying the topic "Sounds and Letters" and improving the phonetic and graphic skills of primary schoolchildren.
Spelling teaching method.
Methods for studying the foundations of morphemics and word formation.
Questions of theory and practice of teaching morphology in primary school.
Learning the elements of syntax and punctuation.
Ramzaeva T.G., Lvov M.R. Methods of teaching Russian in primary school
Moscow: Education, 1979.
Lvov M.R., Ramzaeva T.G., Svetlovskaya N.N. Methods of teaching Russian in primary school
2nd ed., Revised - M .: Education, 1987. - 415 p.
The book contains a systematic course on the methodology of the Russian language in elementary school. The second edition contains materials reflecting the implementation of the school reform: on teaching six-year-old children, on streamlining the teaching load of students, etc. the specifics of new textbooks - "ABC", books for reading, Russian language textbooks, and the educational complex as a whole were taken into account.
Soloveichik M.S. Russian language in primary school. Theory and practice of teaching
Soloveichik M.S., Zhedek P.S., Svetlovskaya N.N., Tsukerman G.A., Goretsky V.G., Kubasova O.V. and etc.
M .: Academy, 1997 .-- 383 p.
Ladyzhenskaya T.A. (ed.). Methods for the development of speech in Russian lessons
NOT. Boguslavskaya, V.I. Kapinos, A.Yu. Kupalova and others.
Book for the teacher. - M .: Education, 1991 .-- 240 p.
Lvov M.R. Dictionary-reference book on the methodology of the Russian language
Textbook. manual for ped students. in-tov on specials. No. 2101 "Rus. lang. or T.". - M .: Education, 1988 .-- 240 p. - ISBN 5-09-000507-9.
Zhedek P.S. The use of methods of developmental teaching in the lessons of the Russian language in the elementary grades
Study guide. - Tomsk: Peleng, 1992 .-- 60 p. - (Library of Developmental Learning).
The collection contains articles on the study of the Russian language on a phonemic basis, which develops phonetic hearing in students, is a prerequisite for the successful teaching of children to read and write as the basis for improving their spelling skills, the most important condition for mastering the graphics and spelling of the Russian language, developing interest in the language.
The author offers practical recommendations on the use of methods of teaching spelling on a phonemic basis, teaching spelling vigilance for both primary school students and students, future teachers.
The work is intended for students of pedagogical universities, employees of the public education system, and parents.
Soloveichik M.S. First steps in learning language and speech
M .: Flinta, 2000 .-- 104 p.
The book is devoted to the first stage in the preparation of primary schoolchildren in the Russian language - the period of literacy training. the book provides methodological advice on teaching phonetics, graphics, spelling and speech. Development of lessons is given.
The book can be useful in teaching literacy for any primer; it is addressed to primary school teachers, methodologists for primary education, teachers of universities and colleges, students.
Lvov M.R., Goretsky V.G., Sosnovskaya O.V. Methods of teaching Russian in primary school
M .: Academy, 2007 .-- 464 p. - (Higher professional education).
Literacy teaching method.
Methodology for reading and literature.
The method of studying language theory.
Spelling technique (spelling and punctuation).
Methodology for the development of students' speech.
Extracurricular work in the Russian language.
Ramzaeva T.G., Lvov M.R. Methods of teaching Russian in primary school.- M .: Education, 1979. THE METHOD OF THE RUSSIAN LANGUAGE AS A SCIENCE
The subject and objectives of the Russian language teaching methodology
Russian as a subject in primary school
Principles of teaching the mother tongue
Research stages!
Russian language techniques
METHODS OF LEARNING LITERATURE
Psychological and linguistic foundations of literacy teaching methods
The sound system of the Russian language and its graphics
COMPARATIVE AND CRITICAL ANALYSIS OF METHODS OF LEARNING LITERATURE (ON HISTORICAL EXAMPLES)
SOUND ANALYTICAL-SYNTHETIC METHOD OF LEARNING LITERATURE IN ITS MODERN FORM
General features of the method
BASIC LESSONS FOR LEARNING LITERATURE
Working on sounds
INITIAL LEARNING IN WRITING
Learning objectives for writing
Characteristics of modern typefaces.
Organizational and hygienic conditions for teaching writing.
Techniques for teaching letter writing. Typical graphical mistakes of students.
Spelling elements during literacy training
The development of students' speech in writing lessons.
Requirements for lessons in reading and writing.
Types of reading and writing lessons.
The system of reading and writing lessons during literacy training.
Features of lessons in a small school.
PROBLEMS AND PROSPECTS OF LEARNING LITERATURE
CLASS READING TECHNIQUE
The educational and educational value of classroom reading lessons. Objectives of reading lessons at the present stage of development of the Soviet school
Qualities of complete reading skills and ways to improve them
INITIAL LITERARY STUDIES AND PSYCHOLOGICAL PROVISIONS LIMITING THE METHODS OF READING AND ANALYSIS OF ARTISTIC WORKS IN THE ELEMENTARY CLASSES
The process of working on an artwork in primary school
Initial acquaintance with the content of the work (stage of primary synthesis)
METHODOLOGICAL BASIS OF WORK ON IDEA
FEATURES OF THE METHODS OF READING WORKS OF DIFFERENT GENRE
The technique of reading fairy tales
Familiarization of schoolchildren with a fairy tale as a genre.
Fable reading technique
OUT-OF-CLASS READING TECHNIQUE
METHODS FOR STUDYING PHONETICS, GRAMMAR, WORD FORMATION AND SPELLING
From the history of methods of teaching grammar in primary grades
The role of learning the native language for the formation of elements of a scientific worldview in primary schoolchildren
The linguistic basis of teaching Russian to primary schoolchildren, taking into account the interconnection of all its aspects
General characteristics of the content of primary teaching of the Russian language
Methodology for studying the basics of phonetics and graphics
Acquaintance with the features of sounds and letters, with vowels and consonants.
Soft and hard consonants.
The soft sign is an indicator of the softness of consonants.
Voiced and voiceless consonants and their designation in writing.
Syllable. Stressed and unstressed syllables.
METHODOLOGICAL BASIS FOR FORMATION OF GRAMMATIC AND WORD FORMATION CONCEPTS
The essence of grammatical concepts. Difficulty assimilating them by younger schoolchildren.
The process of working on the assimilation of concepts.
Methodological conditions ensuring effective assimilation of concepts.
Grammar and word-building exercises
METHODS FOR STUDYING THE MORPHEMIC COMPOSITION OF WORD IN THE ELEMENTARY CLASSES
The system of learning nouns in primary school
Familiarization with the number of nouns.
SYSTEM FOR STUDYING NAMES OF APPENDICES IN ELEMENTARY CLASSES
Learning the gender and number of adjectives
Spelling of case endings of adjectives
THE SYSTEM OF WORKING ON VERBS IN THE ELEMENTARY CLASSES
The sequence of studying the verb.
The sequence of studying the material in grade III.
METHODOLOGY OF WORKING ON OFFERS IN THE ELEMENTARY CLASSES
Working on the spelling of prepositions
Acquaintance with the semantic meaning of prepositions and their syntactic role
Work on the proposal
Introducing punctuation to younger students.
TEACHING TECHNIQUE SPELLING
CHECKING KNOWLEDGE, ABILITY AND SKILLS IN RUSSIAN LANGUAGE
Russian language lesson
STUDENT SPEECH DEVELOPMENT
Tasks and ways of developing the speech of primary schoolchildren
Requirements for the speech of students.
DICTIONARY WORKING PROCEDURE
Lexicology as a linguodidactic basis of the vocabulary methodology
The ambiguity of the word and homonyms.
Phraseology
SYNTAX WORK IN THE SYSTEM OF SPEECH DEVELOPMENT OF STUDENTS
CONNECTED SPEECH AND THE TASKS OF ITS DEVELOPMENT
CONNECTED SPEECH. ORAL TRANSLATION AND WRITTEN STATEMENT
Selective retelling
Ways to increase independence and creativity
CONNECTED SPEECH. ORAL STORY AND WRITTEN ESSAYS
Types of oral compositions
The role of essays in the education of schoolchildren
The topic of the essay and its disclosure
Planning
Preparation for essay
Analysis of student essays.
SPEECH ERRORS AND WAYS TO REMOVE THEM
Types of errors
Correction and prevention of errors.
The tutorial covers the issues of effectiveness in teaching Russian in primary school. It reflects the following sections: the methodology of the Russian language as a science, the method of teaching literacy, the method of classroom and extracurricular reading, the method of studying grammar and spelling, the development of students' speech.
The manual contains a systematic course in teaching grammar, reading, literature, spelling and speech development for younger students. It reflects the realities of recent years in education: focus on modern methods of developmental education, on organizational forms of multilevel education, on programs and textbooks of different types, focus on student-centered learning, taking into account the interests, abilities and talents of children. For students of higher educational institutions. It can be recommended to students of secondary pedagogical educational institutions, as well as school teachers.
INTRODUCTION ................................................. .................................................. ................................. eight
Chapter 1. THEORY AND METHODS OF TEACHING THE RUSSIAN LANGUAGE AS A SCIENCE ...................... 8
Chapter 2. SCIENCES ABOUT LANGUAGE - THE BASIS OF ITS METHODOLOGY ........................................ .......ten
Chapter 3. PSYCHOLOGICAL AND DIDACTICAL ASPECTS OF THE METHODS OF THE RUSSIAN LANGUAGE ............. 13
Chapter 4. RUSSIAN LANGUAGE AS A SCHOOL SUBJECT ........................................ ..16
Chapter 5. OUTLINE OF THE HISTORY OF THE METHODS OF THE RUSSIAN LANGUAGE AS A SCIENCE ....................... 20
SECTION I METHODS OF LEARNING LITERATURE ............................................. ............... 28
Chapter 1. GENERAL CONCEPT ............................................. ................................. 28
Learning to read and write as a special stage in mastering the initial skills of writing and reading …………………………………………………………………………………………………………………… .28
Challenges for literacy training ............................................ ...... 29
Educational-methodical kit for teaching literacy ........................................... ...........................thirty
Methods of teaching literacy, their classification ............................................ .32
Chapter 2. HISTORICAL OUTLINE OF THE METHODS OF TEACHING GRAMATE ... .................. 33
History of literacy teaching methods .............................................. .............................. 33
The verbal method ................................................ .................................. 34
Transition to sound methods .............................................. ............................... 37
Chapter 3. LEARNING STAGES IN READING AND WRITING .......................................... .......... 40
Method selection ................................................ .................................................. ...................... 40
Pre-book period ................................................ .................................................. ............... 40
Sound-syllable circuits, alphabetic circuits, sound ……………… ..................................... .41
Working with a syllable, syllable splitting ............................................. ................. 44
Introduction to stress ............................................... ........................ 46.
Learning sounds ................................................ .................................................. .... 46
Familiarity with letters ............................................... ......................................... 49
Chapter 4. WORK OF STUDENTS AND TEACHER ........................................... ............................50
The reading mechanism, its components ............................................. .........................50
Reading syllables in alphabetical "columns" ........................................... ............................... 53
Reading and parsing alphabetical texts ............................................. ......................................... 54
Learning to write ................................................ .................................................. .................... 56
Literacy Lessons ............................................... .................................................. ......... 59
SECTION II METHODS OF READING AND LITERATURE ............................................ ............. 62
Chapter I. OUTLINE OF THE HISTORY OF THE READING TECHNIQUE ........................................... .................. 62
The origin of the method of explanatory reading .............................................. .......................... 62
KD Ushinsky - the founder of the method of explanatory reading ................................... 63
Leo Tolstoy's views on the process of teaching reading ........................................ .................. 66
Criticism of the method of explanatory reading by the advanced methodists of the XIX century ....................... 67
Development and improvement of the method of explanatory reading in the XIX century. ........................ 68
Methodology of educational reading by Ts. P. Baltalon .......................................... .................... 71
The method of literary and artistic reading ............................................. ......................... 73
Creative reading method ............................................... .................................................. ...... 74
The development of reading techniques in the 30-70s of the XX century. .................................................. ................ 76
Chapter 2. MODERN SYSTEM OF TEACHING READING AND LITERATURE ........... 80
Propedeutical stage of literary education of primary schoolchildren ................ 80
Educational material for reading and literary propaedeutics in primary grades ……………… .................................. .................................................. ............................ 81
The role of an adult in the formation of a child-reader ........................................... .86
Organization of live experiences and creative activity children in the literary education system of primary schoolchildren ........................................... ................. 87
Chapter 3. METHODS OF WORKING ON THE SKILL OF READING .......................................... ........ 93
Reading skills ............................................... ................................ 93
Stages of developing reading skills in a novice reader ..................................... 94
Work on reading correctness and fluency ............................................ ............. 95
Working on Reading Consciousness .............................................. .....................................100
Working on the expressiveness of reading .............................................. ................................. 106
Chapter 4. SCIENTIFIC BASIS OF ANALYSIS OF ARTISTIC WORKS .................. 110
Literary foundations of the analysis of a work of art .............. 110
Psychological characteristics of the perception of a work of art by younger schoolchildren .............................................. ........... 111
Methodological patterns of working with artistic text in primary grades ................................... 114
Chapter 5. METHODS OF READING AND ANALYSIS OF ARTISTIC WORKS IN
ELEMENTARY CLASSES ................................................ ....................................... 115
Primary perception of the text ............................................... .................. 115
Analysis of a work of art in a reading lesson ............................................ ............. 116
Methodology for working with a work of art at the stage of secondary synthesis ......................................... .................................................. ........ 118
Creative work of students in the footsteps of the read work .......................... 119
A few words about school theater ............................................. .................. 122
Chapter 6. FEATURES OF WORKING ON WORKS OF DIFFERENT KINDS AND GENRE ... 123
About childbirth of literary works .............................................. ....................... 123
Methodology for working on epic works in primary school ..................... 123
Methodology for working on lyric works in primary school ........................ 128
Methodology for working on dramatic works in primary school ............... 130
Chapter 7. WORKING WITH A CHILDREN'S BOOK ........................................... ........................... 133
On the educational role of the book .............................................. .................................................. ..... 133
Origins modern system working with a children's book .............................................. .. 134
The modern system of forming the reading independence of primary schoolchildren ........................................... .................................................. ....................................... 136
The preparatory stage of learning to work with a children's book ........................................... .......... 137
The initial stage of learning to work with a children's book ........................................... ....................... 138
The main stage of learning to work with a children's book ........................................... ........................ 139
Typology of Extracurricular Reading Lessons .............................................. ........................................ 140
Chapter 8. READING LESSONS IN A MODERN SCHOOL .............................. 143
Requirements for reading lessons .............................................. .................................................. ........ 143
Objectives of a modern reading lesson .............................................. .............................................. 144
Typology of reading lessons …………………………………… ................................. ........................... 144
Preparing the teacher for the reading lesson ............................................. ............................................... 146
SECTION III. METHODS FOR STUDYING LANGUAGE THEORY (PHONETICS,
LEXICS, MORPHEMICS, WORD FORMATION, GRAMMAR -
MORPHOLOGY AND SYNTAX) .............................................. ....................................... 151
Chapter 1. BRIEF HISTORICAL INFORMATION ON "SCHOOL GRAMMAR" ..... 151
Chapter 2. EDUCATIONAL AND DEVELOPMENTAL POSSIBILITIES OF THE SUBJECT
"RUSSIAN LANGUAGE" .............................................. ............................ 153
Ways to implement the educational function of the language ........................................... 154
Formation linguistic concepts................................................................. 155
Studying the patterns and structure of the language ............................................. .......................... 158
Advanced study of the Russian language .............................................. ..................................... 159
The developing role of language theory .............................................. ............................................ 160
Chapter 3. METHODS OF LEARNING THE RUSSIAN LANGUAGE AT SCHOOL ......................................... ........ 160
Language analysis as a method .............................................. ............. 161
Construction method ................................................ .................................................. ............ 162
Comparative historical method .............................................. ............................................. 163
Visual Methods ................................................ .................................................. ..... 164
Teacher story method ............................................... ................................................. 165
Heuristic, or search, methods ............................................ ..................................... 165
Play as a method ............................................... .................................................. ........ 167
Communication methods ................................................ .................................................. ........ 168
Programmed learning and computer .............................................. ................................. 168
Chapter 4. TEXTBOOK OF THE RUSSIAN LANGUAGE AND ADDITIONAL TOOLS ................................ 169
The role of the textbook, its functions ............................................. ........................................ 169
Requirements for texts in the textbook ............................................. ....................................... 170
Types of textbooks and manuals .............................................. ........................................... 171
Types of student work according to the textbook ............................................. ................................... 173
Chapter 5. METHODS OF STUDYING SECTIONS OF THE COURSE. PHONETICS AND GRAPHICS TECHNIQUE ....... 174
Understanding the functions of pronunciation units of speech ............................................. ............. 174
Students skills ................................................ ................................................ 175
Learning process. Methods, techniques ............................................... ....................................... 176
Difficulties of phonetics and graphics .............................................. .......................................... 177
Chapter 6. TECHNIQUE OF LEXICS AND SEMANTICS. METHOD OF MORPHEMICS AND
WORD EDUCATION ................................................. ..................................... 177
Studying proccess. Methodical techniques. Difficulties................................................. ............. 179
Generalizations. Feedback................................................ .................................... 181
Chapter 7. METHODS OF STUDYING GRAMMAR ............................................ ..................... 182
Morphology. Parts of speech ................................................ .............................................. 182
Noun. Lexical and grammatical meaning ...................................... 183
Topic "Gender of nouns" ............................................ .................. 184
Topic "The number of nouns" ............................................ ................................. 185
Topic "Declination of nouns" ............................................ ................... 186
Chapter 8. APPENDIX NAME ............................................. ................................ 190
Lexical and grammatical meaning of adjectives ............................. 190
Topic "Gender of adjectives" ............................................ .................................... 191
Topic "The number of adjectives" ............................................. ................................... 192
Topic "Declination of adjectives" ............................................ ............................. 193
Word formation of nouns and adjectives ............................................ 196
Chapter 9. VERB .............................................. .................................................. .............. 197
Lexical and grammatical meaning of verbs ............................................. ..................... 197
Topic "Verb tense". Past tense................................................ ................. 199
Topic "Present tense of the verb" ............................................ .................................. 199
Infinitive theme. Infinitive............................................... . 202
Topic "Future tense of the verb (simple and complex)" ....................................... ............ 203
Acquaintance with moods and voice of verbs ..................................... 205
Word formation of verbs ................................................ ........................ 207
Chapter 10. DIFFERENT TOPICS OF THE COURSE OF MORPHOLOGY ........................................... ................. 208
Familiarity with the pronoun ............................................... .................................................. ..... 208
Acquaintance with numeral names .............................................. ..................... 210
Acquaintance with adverbs ............................................... .................................................. . 211
Service parts of speech. Unions. Prepositions ................................................. ........ 211
Chapter 11. SYNTAX .............................................. ............................. 212
The place and role of syntax in the grammar course .......................................... 212
Proposals, their types .............................................. .................................................. ................. 213
Members of the proposal. Phrases ................................................. .................... 216
Homogeneous members of the proposal ............................................... ........................................... 217
Complex sentences................................................ .................................................. ............... 218
Direct and indirect speech .............................................. ........................ 219
SECTION IV SPELLING TECHNIQUE (SPELLING AND PUNCTUATION) ... 223
Chapter 1. COMPARATIVE HISTORICAL ANALYSIS OF TEACHING SPELLING
(XIX-XX centuries) ........................................... .................................................. ............... 223
Grammar Basics of Teaching Spelling ............................................... ................... 223
The position of K. D. Ushinsky ............................................ .................................................. . 224
Anti-grammatical direction ................................................ ................................. 226
Chapter 2. PROPERTIES OF RUSSIAN SPELLING AS THE BASIS OF ITS METHODOLOGY ........ 227
General concept ................................................ .................................................. ................. 227
Alphabet................................................. .................................................. ... 228
Graphics................................................. .................................................. .............. 228
Spelling................................................. .................................................. . 229
Punctuation................................................. .................................. 230
Principles of Russian spelling. Morphological principle ................................... 230
Phonemic principle ................................................ ................................ 232
Traditional spelling principle ............................................... ................................ 233
The principle of differentiation of values ............................................... ................................. 234
Phonetic principle ................................................ .................................... 234
Punctuation Principles ................................................ .................................................. ................ 235
Chapter 3. FORMATION OF SPELLING ACTIONS AND SPELLING SKILL ... 236
Spelling ................................................. ............................................. 236
Spelling vigilance ................................................ ...................... 237
Spelling rules ................................................ .................................... 238
Motivation for spelling ............................................... ............. 240
Stages of formation of spelling skills ............................................. ......................... 241
Speech hearing ................................................ .................................................. ....... 243
Semantic work in mastering spelling ............................................. ......................... 243
Chapter 4. METHODS AND METHODS OF TEACHING SPELLING ......................................... 244
Choice of methods ................................................ .................................................. .... 244
Language analysis and synthesis .............................................. .............. 245
Memorization ................................................. .......................................... 246
Solving grammar and spelling problems ............................................. .................... 247
Algorithms ................................................. .................................................. ..................... 249
Algorithm compression stages ............................................... ................................. 250
Types of spelling exercises .............................................. .................................... 251
Simulation exercises (types of cheating) ............................................ ................... 252
Types of dictations ................................................ .................................................. ............... 253
Grammar and Spelling Commenting .............................................. ............... 254
Self-writing, expression of thought, its role in spelling ............................ 255
Chapter 5. STUDY OF STUDENTS 'ERRORS ............................................ ......... 256
Error classification ................................................ ................................................. 256
Diagnostics and prediction of errors .............................................. ................. 257
Correction and prevention of errors .............................................. ........................... 258
Chapter 6. LESSON OF THE RUSSIAN LANGUAGE (GRAMMAR AND SPELLING) ................................ 260
General requirements for the lesson .............................................. ................................................. 260
Typology of Russian lessons .............................................. ................................ 261
Structural components of Russian language lessons ............................................. ........................ 263
Lesson planning and preparation ............................................ ......... 265
SECTION V STUDENT DEVELOPMENT TECHNIQUE ... 269
Chapter 1. OUTLINE OF THE HISTORY OF DEVELOPMENT OF THE "GIFT OF THE WORD" IN THE RUSSIAN SCHOOL OF THE XIX-XX CENTURIES ....... 269
K. D. Ushinsky ............................................. ............................ 269
The main directions in the methodology of speech development ............................................ ............... 270
Trends of the 60s of the XX century. .................................................. ..................... 272
Chapter 2. PSYCHOLOGICAL AND LINGUISTIC FOUNDATIONS FOR THE DEVELOPMENT OF STUDENTS 'SPEECH ................. 273
Speech and its types .............................................. ........................................ 273
Speech and thought ................................................ .................................................. ... 274
Utterance ................................................. .................................................. ........... 275
Types of speech (text) ............................................. ................................. 277
Theory of text structure ............................................... ........................................... 278
Factors of human speech development .............................................. ................................ 280
Chapter 3. CULTURE OF SPEECH AND METHODS ........................................... ........ 281
Criteria for the culture of speech ............................................... ..................................... 281
Chapter 4. METHODS OF STUDENTS 'SPEECH DEVELOPMENT ........................................... .......... 283
Simulation methods ................................................ .................................................. ..... 283
Communication methods ................................................ .................................................. .... 284
Construction method ................................................ .................................... 286
Rhetoric in primary school .............................................. ......................................... 288
Chapter 5. LEVELS OF WORK ON THE DEVELOPMENT OF STUDENTS 'SPEECH ...................................... 290
Pronunciation level ................................................ .................................................. .. 290
Directions of work at the pronunciation level ............................................. ................... 292
Lexical level (vocabulary work) ............................................ ................................... 295
The grammatical level of work but the development of speech ............................................ ................. 297
Chapter 6. THE LEVEL OF TEXT IN THE DEVELOPMENT OF SPEECH .......................................... ....... 300
Types of school text exercises .............................................. ....................................... 300
Typology of student work and components of the speech development system .................................. 302
Retellings and expositions, their meaning, goals and types ........................................ ....................... 304
Methodology for presenting certain types .............................................. ............ 305
Creative retellings and presentations .............................................. .......................... 307
Chapter 7. TEXT LEVEL (CONTINUED). ORAL AND WRITTEN WORKS ........... 309
Essay as a person's self-expression .............................................. .................. 309
Preparatory steps for composition .............................................. .................. 310
Execution, implementation of the prepared .............................................. ................................. 313
Analysis of children's compositions ....................................... 315
Chapter 8. ABOUT SEPARATE TYPES OF WORKS ........................................... ............... 317
Works-miniatures ............................................... .................................................. ................ 317
Description of the picture................................................ .................................................. ........... 318
Compositions on literary themes..................................................................................... 319
Writing fairy tales ................................................ ........................................... 321
Essays based on student experience and observations ................................................. .322
Literary creativity of schoolchildren ............................................... ...................................... 323
Chapter 9. SPEECH ERRORS OF STUDENTS, THEIR DIAGNOSTICS AND CORRECTION ......... 327
Types and causes of speech errors ............................................. ..................... 327
Characteristics of lexical errors ............................................... ............. 329
Morphological errors ................................................ .............................. 330
Syntax errors ................................................ ........................... 331
Logical and compositional errors .............................................. ................................... 332
Correction and prevention of speech errors ............................................. ....... 333
Chapter 10. ORGANIZATIONAL FORMS OF SPEECH DEVELOPMENT CLASSES ... 335
Typology of organizational forms of speech development ............................... 335
Language, speech, its development, linguistic personality ......................................... .................. 336
SECTION VI OUTSTANDING WORK IN RUSSIAN LANGUAGE ..................................... 341
Tasks and forms of extracurricular work ............................................. .................. 341
Language games ................................................ .................................................. ............... 342
Russian language circle ............................................... .................................................. .... 344
Child at home ................................................ ....................................... 344
Types of extracurricular activities ............................................... .................................................. 345
