Fedorenko's dictations. Grandfather Philip tends a large herd
The author of the book is Lailo V.V.
For teachers of 2-3 grades primary school
For each topic, sets of first visual dictations are given, then auditory ones. During the lesson you should use one set of each. For example, for the first lesson on the topic “Repetition of what was learned in first grade,” the teacher selects sets of words and sentences under number 1 from both visual and auditory dictations; for the second lesson - sets numbered 2 etc.
Subject. Reviewing what was learned in first grade.
September, October.
Offer.
Mathematics.
Notebook.
Exercise.
Reading.
Russian language.
Diary.
Item.
Briefcase.
Satchel.
Verb.
He walked with a backpack.
Chew, chewing gum.
Brown.
Yellow.
Jug, water lilies.
Inhabitant.
There was a fox hole near the pine tree. Little Svetlana found a beautiful mushroom.
Once the boys went to the grove. There was a big oak tree there. An owl has built a nest in a hollow.
The school year began in September. In the summer we went to the Vesnyanka River.
Math and reading are academic subjects.
The briefcase contains a diary and pencils.
Sergei walked with a backpack on his shoulders. The old woman was carrying a bucket of water. The boy helped her carry the load.
Vasily drew with colored crayons. The pine trunk is brown. The sand on the beach is yellow.
1) There was a jug with yellow water lilies.
2) Anton Chaykin is a city resident.
Subject. Separating soft sign.
Happiness.
Bear tracks.
Housewarming in the family.
Sparrows and nightingales.
Boughs and trees.
Drinking, sewing, blizzard.
The sparrows are chirping.
Fun everywhere.
Expanse is everywhere.
Jumper.
He gave it with joy.
Bad weather.
Hanging on trees.
Deer antlers.
Computer.
Found it behind the bed.
Hare sense.
Ilya and Petya are friends. The boys play together by the stream.
It's a housewarming party in the Vasiliev family. Now they have large apartment. The Sparrow Hills are visible from the window.
An eagle makes a nest from branches. Warbler housing on birch branches.
Sparrows have small wings and feathers. They live near people's homes. You can hear them chirping everywhere
The stream has freedom and fun. Children rush here with joy. The ships of the Solovyov brothers are ready for launch.
1) Bad weather is bad weather.
2) Ants are running along the path.
There are fox and wolf tracks in the snow. Snow flakes hang on the trees.
grandfather Ilya took the gun. In the forest he found hare tracks.
Subject. Double consonants.
Gram, kilogram.
Grammar.
Spelling.
A suffix is part of a word.
Sum of numbers.
Alley of aspens.
Anna, Alla, Kirill.
Flu is a disease.
Telegram, telegraph.
Millimeter.
Quarrel on Saturday. Four classes.
A group of sailors.
A story about young people.
Singular.
Plural.
1) Insects are buzzing over the flowers.
2) Spring sowing of wheat has begun.
1) Our native language- Russian.
2) The guys were preparing a concert for the matinee.
1) Anna and Alla walked along the alley.
2) Kirill was seriously ill with the flu.
1) An urgent telegram arrived on Saturday.
2) The length of the segment is six millimeters.
1) The class was divided into four groups.
2) One day Anna and Kirill quarreled.
1) Nikolai Nosov wrote funny stories.
2) Alla is the only daughter in the family.
Subject.
Main and minor members of the sentence.
Animals in space.
Human.
First, then.
Why do you need the sun?
Thank you.
Stone coast.
Petersburg.
Rowan.
Burns in the sun.
Potato.
Sits calmly.
They are preparing a concert.
Wonderful apple tree.
Some residents.
Growing on the lawn.
Thermometer.
Doctor Aibolit.
Black sofa.
Leather belt.
Extracurricular reading.
The dog Laika was the first to go into space. Then Belka and Strelka flew off.
Why were dogs sent into space? The animals flew there for reconnaissance. Thanks for your service, friends!
How beautiful St. Petersburg is! On the bank of which river is the city located? Large bridges hang over the Neva.
Bunches of rowan are pleasing to the eye. They seem to burn in the sun. The leaves of this tree are very useful. They save potatoes from spoilage.
The kitten Fluffy was sitting on the porch. The dog Bulka growled at him. Stepan and Anton drove the villain away.
In spring, the apple tree blooms with fragrant flowers. In summer its wonderful fruits ripen. In winter, the tree stands in the snow.
Birch and aspen trees grow in the park. Kids walk along straight paths.
Doctor Aibolit loved animals. He had squirrels and a crow. A prickly hedgehog settled on the sofa.
The dog Nyusha has protruding ears. She lies at the door, guarding the house.
Subject. Composition of the word.
Airplane pilot.
Plant root.
October has arrived.
All-terrain vehicle in the north.
A prefix is part of a word.
Plasticine.
TV.
Secrets of nature.
Composition.
Helicopter.
Square satchel.
Rectangular door.
Please.
Independent work.
Presentation.
Lunokhod.
Newbie.
Hello, Moidodyr!
Physical training.
Little bear.
Baby giraffe.
Nature in November.
There are spiders and cockroaches here.
Master, felt-tip pen.
Raspberry jelly.
Product of numbers.
Spelling.
Camel.
baby camel
Envelope.
Difference.
Box, gingerbread, eraser.
An airplane flies low over the city. The pilot calmly drives the car.
The second month of autumn has arrived. In October there is mud and puddles everywhere.
1) They bought Kostya a game console for the TV.
2) Olechka watched a cartoon about Thumbelina.
1) Igor wrote an essay about nature.
2) A large cargo was loaded onto the ship.
1) Boris drew a rectangle and a square.
2) Please hang your coat in the closet.
1) Heavy leaf fall has begun in nature.
2) Artem wrote the summary himself.
1) Yesterday a newbie appeared in the class.
2) Nightingales send greetings from the garden.
1) The little tiger cub looks like a cat.
2) In February, the she-bear gave birth to a cub.
1) Little blue flowers grew here - cornflowers.
2) The builders finished their work in November.
Grandfather made a pipe for his granddaughter. Grandmother cooked raspberry jelly.
1) A pretty duckling walked along the path.
2) Lyudochka took a red felt-tip pen.
1) The baby camel stood on thin legs.
2) Swallows fly low before the rain.
Volodya dropped the envelope into the blue box.
Now the letter will go to St. Petersburg by train.
Subject. Paired voiced and voiceless consonants.
Cap on the head.
Find on the path.
Shepherd on a leash.
Harnessed the horse.
Flags on the gazebo.
Earrings on a birch tree.
Paper chamomile.
The frog princess.
The ravine is the enemy of the fields.
Light crumb.
Soft toy.
Mittens for Snow White.
Lightweight, soft coat.
Jug and mug.
Tire.
Light shells.
Sweet nuts.
Jacket and headband.
There are patches on the elbows.
Doves
Radish seeds.
Author of the fairy tale.
Timid girl.
Narrow rope.
Basket with shavings.
Forest guardhouse.
The sparrows are growing.
He scratched his palm.
Yellow stroller.
Peas on flatbread.
The top of the hut.
Black tent.
Soft pies.
Matryoshka in boots.
Mug and flask.
Saucer and cup.
A hedgehog curled up at the gazebo. Alyosha put it in his cap. At home everyone looked at the wonderful find.
The paths and paths were covered with snow. The Rybkin brothers played snowballs. Gleb Zubkov harnessed a shepherd dog to the sled.
1) A narrow path leads to the gatehouse.
2) Willow dressed up in white earrings.
3) The hut stands on chicken legs.
1) Far away in the ravine, frogs were croaking.
2) The daisies threw off their white shirts.
3) A bear rarely attacks a person.
Flies light fluffy snow. There is a soft snowdrift at the porch. The Golubkin brothers ran to the pond.
Oleg put on a fur coat, hat, and mittens. The ducks fly like an arrow into a snowdrift.
There are tree branches in the jug. Leaves appeared on a birch branch. Earrings hang on an alder branch.
A squirrel is gnawing nuts on a pine tree. The shells fly down onto the platform.
Dashenka dressed the doll in a dress and jacket. She carried her in a stroller. The little girl went into the gazebo. The girl put crumbs for the birds in the feeder.
The birds deftly pecked crumbs and seeds. The titmouse flew in for lunch with her friends.
the children entered the lodge and brushed off the snow. A forester lived here with his grandson Antoshka.
1) Summer residents measured the garden with a rope.
2) The basket with vegetables was taken into the cellar.
1) Frog - excellent hunter behind the caterpillars.
2) We decided to increase the area for legume plants.
1) Soft paws, scratches on the paws.
2) Radishes grow low in the beds.
3) He emerged from the shell in a white fur coat.
1) Look out the window, I’ll give you some peas.
2) The ears are on top of the head, and the fur coat is warm.
3) Lies on the garden bed, smooth and sweet.
1) The globe stands on a black leg. It looks like a smooth head.
2) We baked soft bread and sweet pies.
1) Put light boots on the kitten’s feet.
2) The kids timidly stood on the ice.
3) The baby was swallowing liquid porridge from a mug.
Subject. Unstressed vowels.
Four dandelions.
Six daisies.
Hunting for crocodiles.
The tit has chicks.
Cattle barn.
Taking care of the puppy.
Lemon seed.
The smell of poplar.
Distant planet.
Pasture in the valley.
Airplane parade.
The pilot sits at the helm.
Lark in April.
Reached the middle.
I drew a rowan.
Lightweight briefcase.
Hunter and panther.
I was in a hurry to go hunting.
A familiar edge.
Oriole is a songbird.
Basket for puppies.
Weak lamb.
Heavy palm.
Great poet.
Deer sense.
There are 60 seconds in a minute.
Nature in September.
Unfamiliar object.
Kolobok on a skateboard.
Great drawing.
Serious artist.
Lily petals.
Long corridor.
Black square.
Bear's den.
Holidays in January.
Moscow caramel.
Candy factory.
Meat cutlets.
Pineapple pie.
Thanks for the treat.
Goldfinch, bullfinch.
Orange candies.
The lizard changes its tail.
They pecked from the bag.
An anxious look. A thousand residents.
A narrow path leads through a field. Cornflowers turn blue in the rows of rye. Chamomiles and dandelions grow in the meadows.
The chicks lived well in their native nest. One day my mother flew off to hunt. One chick fell out of the nest. (The task is given to continue the story.)
The guys brought out food for the birds. A flock of sparrows flew from the roof of the barn. The mother praised the children for taking care of the birds.
A poplar tree grew between the pine trunks. The wind blew a poplar seed there. The forester skillfully transplanted the tree.
A goat and her kids were grazing in a wide valley. The water was blue far below. The distant song of a lark could be heard here.
A parade of leaves floated along the water of the stream. On one sat a tiny bird. The bird resembled a ship captain.
Victor found a nest in the field. There were soft stems and grass lying there. This is a lark building a nest in the rye.
A flock of noisy sparrows flew from the mountain ash tree. A large school of cranes appeared in the sky. The birds flapped their wings sharply.
The hunter stood at the edge of the forest. A white lump was rolling across the snow. It was a young hare hastily running away.
The oriole's house is high above the ground. The bird hung the basket from the birch trunk. She wove a nest of hairs and hairs. (According to V. Bianchi.)
The lamb ran out of the herd and looked for Seryozha. The boy fed the baby grass from the palm of his hand.
They ran up to the guardhouse forest giants. Branched antlers decorated the heads of deer. Steam came out of the animals' nostrils.
A rushing stream runs in the ravine. I drink invigorating spring water. After a few minutes my strength became stronger.
Dink's dog tracked down a round object. The ball rolled like a bun. Then a muzzle appeared from the thorns. The hedgehog stood on its hind legs and looked around.
Charushin - famous writer and artist. He knew the habits of animals very well. Evgeniy Ivanovich studied native nature. He brought home rare plants and animals.
Big-eyed lilies opened their petals. A corridor of water lilies stretched across the water. The banks of the river turned yellow with flowers.
This bear lives in the mountains. He is all black and has a white square on his chest. A hollow tree serves as a den for the bear.
Kirill will spend his holidays with Aunt Anna. Anna Vasilievna works at a candy factory.
Nastya cooked the pea soup herself. She fried cutlets and baked a sweet pie. Thanks to my daughter for a delicious lunch!
In winter, goldfinches and tits go hungry. In the fall, friends made feeders for them.
Bullfinches fly to the mountain ash to peck berries. They sit on the tree for hours. They have a black head and a red breast.
The cows stood in the cold and were silent. Milkmaids milked cows. Large cans glittered in the shade of the birches. Heavy milk pans with milk were brought here. Petya Drozdov measured the milk.
Subject. Unpronounceable consonants.
Holiday.
Happy.
Hello.
Inclement weather.
Ladder.
Interesting case.
A wonderful child.
A lovely man.
Unhappy.
Neighborhood.
Famous writer.
Sugar cane.
Wonderful area.
Pasture.
1) Childhood is a happy and joyful time.
2) Red Square is the heart of our Moscow.
1) Work makes a person happy and beautiful.
2) The hunter caught a crane with a sore leg in the reeds.
In autumn in St. Petersburg there are rainy days. It rains from morning until late evening.
1) The miracle staircase runs by itself.
2) Andryusha Sorokin had an interesting holiday.
3) Beautiful bridges hang over the Neva River.
1) Hello, my handsome prince! (A. Pushkin.)
2) Three girls were spinning under the window late in the evening. (A. Pushkin.)
The good news spread all over globe. Flew into the starry distance spacecraft. Yuri Gagarin became the envoy of our country. Now his name is known throughout the world.
It's interesting to watch the animals perform at the circus. Pulka the bear deftly crawls up the stairs. Horses give rides to happy children.
Subject. Writing vowels and consonants in prefixes.
I went to the theater.
Shine with happiness.
He ordered it to be given.
I drew a sofa.
I cracked the shell.
I went skateboarding.
They grew to the ceiling.
The cards were mixed.
Drop the shell.
Let into the cave.
Do it, reset it.
Count to ten.
Give commands.
He signaled with a flashlight.
He dragged me to the barn.
In ancient times, amusing people lived in Rus'. On the streets they staged puppet theater. The performers led horses and carried balloons.
The polar night is over. The pink dawn illuminated the snow and ice. On rocky shore The winterers appeared.
It blew in the desert sharp wind. He picked up the sand and carried it further. Such a hurricane could knock a person off his feet.
The kids caught it ladybug. They placed it on their palm to look at it. The bug sat, waited and took off.
Forest animals came running for gifts. The Christmas trees gave them delicious fir cones. The animals ate the seeds and threw away the shells. They littered and ran away. The forester came and guessed who was to blame.
Guess interesting riddles about animals. Who threw down the cones with scales? Who made the bump with his nose? Who bit off the scales and left the lump?
Vasilisa waved one hand and it became a lake. She took a sip from the glass and poured the rest into her sleeve.
Subject. Prepositions and prefixes.
Peck the seeds.
Bed for the chick.
Start walking around.
Went abroad.
Hanged on an aspen tree.
Rectangle in the middle.
The owlet fell out of the nest and was left without help. The crows flew in and began to peck the chick. Then the guys returned and drove away the thieves. The baby was cured, came out and was named Kesha. (According to Ts. Klyachko.)
Border guards walked around the border. Suddenly the dog Rubin stopped and sniffed the grass. A border trespasser is hiding in the reeds. He was tied up and taken to the outpost.
A Christmas tree was placed in the middle of the class. There were toys, firecrackers, and lights hanging on it. The beads on the branches are beautifully intertwined with the needles.
Subject.
Happiness, unhappiness.
The neighbors are away.
The jam is delicious.
The monkey will eat the banana.
Vast Rus'.
Announcement at the edge.
Blizzard in February.
Sounds the alarm.
Sews a suit.
Drinks medicine.
Computer.
Magical music flows.
Our family moved into new apartment. On Sunday we had a housewarming party. The neighbors congratulated us and wished us happiness.
rang out sharp cry leader of the monkeys. The herd runs to the sugar cane fields. You need to eat a lot and take it in reserve.
One late evening we were approaching a village. The road took a detour through the forest. Suddenly a wolf ran out to the edge of the forest. The father whistled - the beast disappeared.
I know the weather by sparrows. If the birds are sleek, then it’s warm outside. And if they arrive disheveled, it means frost.
The toadstool is different from edible mushrooms by appearance. Her leg seems to be crawling out of the neck of the pot. There are shaggy scraps hanging from the hat.
The school declared Saturday a tree holiday. The guys gathered at the school entrance early. The teacher explained the order of work for the day.
Subject. Noun.
Helicopter, plane.
All-terrain vehicle, steamship.
Telephone, TV.
Doctor.
Lark.
My Motherland.
Beloved Russia.
Northern Chertanovo.
Surname.
Father, patronymic.
Insect.
Dragonfly
Badger.
Turtle.
Ice cream.
Birds, chicks.
Rhinoceros.
Fly in a helicopter.
The turtle has a shell.
Feeder on the balcony.
The starling has a chick.
Send a telegram.
Broadcast on TV.
Drawing.
Youth.
Kalach, hut.
Midnight, violinist.
Help a friend.
Dad's assistant.
Mom's assistant.
I cooked borscht.
Circus, compass.
Number, dial.
Tit chicks.
Shell.
Chick, chick.
Chick-chick-chick.
I have the scissors.
You have the buttons.
Gypsy, gypsy.
Stand on tiptoes.
The squirrel made a nest in the tree under the pantry. There she has hazelnuts and cones. A squirrel dries fungi on pine branches. (According to V. Bianchi.)
Denis and Nastya were watching a fairy tale on TV. My father spoke on the phone with Uncle Volodya.
Moscow has many beautiful streets and squares. I was born and live in Northern Chertanovo.
Oleg Kuznetsov is in second grade. His father, Vasily Ivanovich, works at the factory.
Cabbage is beautiful white butterfly. But this beauty is a big crop pest. She places small eggs on the cabbage leaves. The eggs will hatch dangerous insects- caterpillars.
Frost has frozen the pond strong ice. In the morning the kids rode smooth ice. The skates ran easily along the slippery path.
IN frosty days our feathered friends are starving. The birds greedily peck at the crumbs in the feeder.
Turtles are either terrestrial or aquatic. The interesting thing is that these animals grow throughout their lives. They live a long time, but do not change their shell.
A woodpecker has set up a wonderful workshop on a birch tree. He holds the cone between the tree and his chest.
Ilya received a congratulatory telegram on his birthday. Grandmother wished him health, goodness and success.
1) The last ray of sun illuminated the tops of the birches.
2) The cry of an eagle owl is similar to the cry of a child.
It was midnight and there was silence all around. The watchman was hurrying to work in the garage.
1) In the evening Maxim made a drawing of a sailing boat.
2) My sister gave Anton a big ball and a hoop.
Mom has a good assistant - her daughter Lyudochka. Mom baked kalach, and her daughter cooked borscht.
1) There is always laughter and fun in the circus hall.
2) The Kid and Carlson tiptoed into the room.
1) He stood on tiptoes, sweated, and wanted to get a pair of scissors.
2) The timid chicken often came here to peck oats.
The chickens found a white fluffy ball in the garden. They really wanted to play with this miracle. But a breeze blew and the ball scattered.
The clown threw and caught balls and plates. The guys from the circus put a shell on the chicken.
Many harmful insects grew on cabbage leaves. The birds pecked the caterpillars and saved the harvest.
Subject. Adjective.
Cloudy spring.
Early drops.
A neat person.
Sloppy look.
Reliable comrade.
Familiar handwriting.
A beautiful act.
Distant planet.
Wonderful movie.
Native village.
Lovely kitten.
Spring shower.
Morning exercises.
A diligent student.
Dangerous occupation.
Autumn cloud.
Fresh milk.
Scented clove.
Terrible snowstorm.
Last wish.
Hot days.
It's a waste of time.
Clumsy bear cubs.
Resinous buds.
Amazing artist.
Serious illness.
Yellow marker.
Black rectangle.
Interesting math.
Mysterious butterfly.
In Saratov it has been standing for a long time cloudy weather. The snow has darkened, and ringing drops are pouring from the roofs.
(Find the adjectives and nouns on which they depend. Prove their “friendship” with a question on the noun. What other adjectives would be suitable to describe signs of weather, drops?)
My little sister is a very neat girl. Her beautiful fluffy hair is always in order.
(For the adjectives small, neat, select the opposite characteristics.
Choose as many signs as possible for the noun hair.)
Siberia is a green taiga without end and edge. Cedar is the most beautiful taiga tree. The cedar forest is rich in nuts. Taiga gives people berries and valuable plants.
(Determine the gender of adjectives.)
1) Scarlet sugar watermelon tastes wonderful!
2) A bulldozer is a big, powerful tractor.
3) A lovely puppy is growing up with Serezha Kozlov.
(Prove that these sentences are not text.)
Useful for everyone morning exercises and a cool shower. Light exercises put you in a working mood.
(Prove that the endings of adjectives are spelled correctly.
Name other nouns with which the adjectives morning, cool, light, working are “friends.”)
1) Wormwood is a bitter plant, but a useful medicine.
2) Cow Zorka loves fragrant hay.
An old, sensitive moose dozed off in a clearing. A weak elk calf frolicked at her feet. A predatory beast was hiding in the bushes.
(Continue the story so that it has a good ending.)
Cold February - the last one winter month. On a clear day there is a bright blue sky.
(Continue to describe the weather in February. Highlight the endings of adjectives and explain their spelling.)
In spring, the first birds in our area are rooks.
This is why rooks are the earliest birds.
The air trembled and flew strong wind. A small cloud covered the sun. The first large drops began to clatter along the road. The rain fell and a bright rainbow sparkled.
(Sort out adjectives according to their composition)
Shines tenderly spring sun. The trees swelled with fragrant resinous buds. Blue snowdrops peeked out of the ground.
(Underline those nouns that have signs.)
A cheerful, hasty stream ran through the forest.
The prickly hedgehog woke up and climbed out into the clearing. A fresh breeze carried the smells of spring everywhere.
(Continue the text. Name as many nouns as possible that can have the same attribute “fresh”. It is allowed to change the gender and number of the adjective. For example, “fresh newspaper”, “ fresh wind», « fresh morning", "fresh flowers".)
Kangaroos have large hind legs and a powerful tail. There is a bursa on the stomach - a deep fold of skin. The baby's curious face sticks out of the bag.
(Highlight unstressed endings of adjectives and explain their spelling.)
In the evening, a hungry fox hurries to hunt. Small animals are good food for a fox. Soft paws, a cunning head - a cheat sneaks.
(Match opposite signs of adjectives.)
Subject. Verb.
Crossed the road.
Found the sum of the numbers.
Burn with fire.
Defeat the enemy.
Icicles are hanging.
Chicks have appeared.
I counted to a thousand.
They pecked the millet.
The commander is preparing.
The pilots are worried.
The blade of grass is growing.
The nightingale began to sing.
The lily of the valley will bloom.
I wrote an exercise.
Solves the problem.
Read the story.
Blind from plasticine.
Sit on a bench.
The sky frowned.
A thunderstorm thundered.
Spring rain poured down.
The crops have turned green.
He stopped at the threshold.
The bun rolled.
Outwitted the animals.
The sun has set.
The feathers have darkened.
Completed the drawing.
Whistling in my ears
The bee doesn't buzz.
The chick doesn't chirp.
Didn't pour it during recess.
Didn't cross the road.
Hate war.
The baby was not feeling well.
Ignorant, touchy.
The echo was silent for a while.
Julia had the flu.
Forget-me-nots have turned blue.
The swallow chirped.
Busy swifts flew quickly and cheerfully in the air. Parents obtained food for their voracious babies. Curious children gathered at the forest edge.
(Find the verbs. Determine which part of the sentence they are.)
Fluffy earrings have been hanging on the aspen tree for a long time. Our feathered friends have arrived from a distant place. A narrow winding path leads to the city park.
(Underline the main parts of the sentence. Determine which part of speech the predicate is expressed.)
Fungi with a brown cap often grow under birch trees. A young hazel grouse whistled its first spring song in the forest.
Early grapes are ripening in the valley. Rich clusters grow green on heavy branches.
(Determine the number of verbs.)
The children made different toys from sand. Denis sculpted a fairy-tale palace with an underground passage.
(Continue the story, give it a title.)
The butterfly came to life, flapped its wings and flew off to investigate. The lazy one crawls out of the den clumsy bear. Soon the nimble ants will crawl along
to your affairs.
A mighty oak stands gloomily on a hill. This tree will soon have its golden age.
(Determine the tense of verbs)
In the spring, the brothers dug up the garden again. Large stones were carried far away and thrown into the ravine.
(Come up with a beginning and an end to this passage.)
A bowl of fresh cookies stood on the table.
Who prepared this delicious treat? Grandma Anna's sad face lit up with joy.
(Identify the gender of the verbs. Come up with a beginning for this passage.)
During the night the wind died down and the sea calmed down. The migrating guests flapped their wings and flew away.
(Determine the tense and number of verbs.)
Starlings and rooks greedily pecked at the fat worms. The spring earth gave the birds a good lunch!
(Sort out the verbs according to their composition.)
Noisy sparrows buzz around the houses all day long. Will the nightingales soon sing their beautiful songs?
(Determine the tense of the verbs.)
Water flowed from the mountains and brought spring. The water spider patiently builds its aerial house.
(Change the tense of the verbs: in the first sentence put the verbs in the present tense, in the second - in the future.)
The blue butterfly does not land on white flower. The snowdrops have moved away, but the lilies of the valley have not yet bloomed.
(Prove that these sentences cannot be called text.)
The cockerel couldn't sing wake-up call on time. The morning dew did not appear on the grass.
(Come up with a beginning and an end to an excerpt from this fairy tale.)
Alla was writing an exercise and made a ridiculous mistake. She didn't forget to check her work in the book.
(In the first sentence, replace the verbs with others that are similar in meaning.)
1) From which fairy tale by Nosov did Dunno come to us?
2) Nastya did her homework in Russian and mathematics. She put books and a diary in her briefcase.
Tender bells and forget-me-nots bloomed in the meadow. The swallow chirped a summer song for her chicks.
Subject.
Reviewing what was learned in first grade.
Fishing.
Kostya h Yaikin s l in the village d cleaning He went with his brother yu swarm for fishing. On p And ke quiet. The reeds are making noise s. Ma lch They cast their fishing rods. Kos b caught you yu ku. Yura is a ruff. Good ulo f! There will be fish n like the cat b Arsica.
September.
September has arrived. The students sat down at their desks.
Schoolchildren don't go out much anymore. And the kids are outside all day long. It's still a mess at the door. The carnations are still blooming.
Subject. Separating soft sign.
In autumn.
October is coming soon. The flowers have withered. The tree has drooped. Vethir plucks leaves from the trees. The whole sky is in clouds. It's been a short time. It's damp in autumn. Such a pagoda is called a bad weather.
In the spring.
Birds are flying from hot countries. They make a home for themselves. Grocchi build nests in trees. Soon there will be birds in the bird houses. Nightingales will whistle in the groves.
Subject. Types of sentences according to the purpose of the statement.
Letter.
Dear mom! I'm resting well. We live in Pine Fox. Nearby is the Naida River. What beautiful places here. How do you chew? Did Seryozha call me? Walk faster for me. I kiss you. Dinis.
Subject. Composition of the word.
Flowers.
How many different flowers there are on earth! White, red and even black. There are pink flowers. And my favorite forget-me-nots are blue, like my mother’s eyes.
In winter.
There is a big mountain in Dvar. Sasha and Lyubachka have a sled. And Inna and Kiril did the building. they build a fortress out of snow.
Subject. Writing words with paired consonants.
In the boat.
In the summer, the Dupkov family lived by the sea. Olek and bulldog Rey sat in the tray. There was a light ripple on the sea. The boat moved forward. The air was fresh. The wind was blowing.
Artists.
Denis Rypkin and Verachka Korovkina love to draw. Vera drew a hut on the chickens' legs. Denia - the frog princess. They keep the drawings in a folder.
In October.
In October the river wind blows. He carries yellow leaves along the roads. Gray smoke emanates from the corpse. The little pigeons hid under the eaves of the house. A sparrow sits in a soft nest. The watchdog dog sleeps in a bottle.
Subject. Unpronounceable consonants.
From autumn to winter.
The end of November is the saddest time. In bad weather, it’s good to go gray at home. But then a bright sunshine shone. A winter day has arrived with frost. We went down the forest to Klesnoe Lake. The lake was covered with beautiful ice.
Starlings.
Starlings are migratory birds. At the end of summer, the ani are collected into cutlets. They fly happily and cheerfully over the fields, landing on the coastal reeds.
In late autumn they fly south.
Mom's holiday.
There is a wonderful holiday in March. The kids are preparing padarki for this day. Igor drew a lovely flower. Svitlava embroidered a napkin. Nadya put on
a poplar twig into the water. The branch will stand in the teeple and give rise to flowers. Mommy will be happy!
Subject. Dividing solid sign.
Zinka.
Under the bark of the trees, the titmouse Zinka foraged for insects. So she gouged out a hole and ate the worm. Then a mouse jumped out of the snow. She's shaking, she's all disheveled. She explained her fear to Zinka. The mouse wandered into the bear's den.
(According to V. Bianchi.)
Excursion to the factory.
He shared a bus with the school and took the kids to the factory. So he drove into the yard. The crane was transporting heavy pipes. The crane operator explained to the guys how the crane works. The guys at the call saw a lot of interesting things.
Subject. Writing prefixes. Prepositions and prefixes.
Frosty patterns.
It got very cold overnight. There were patterns on the glass. Who drew them?
Warm vada vapors settle on the cold glass. They are getting cold. Other droplets stick to them. This is how your wonderful baby will melt.
Bees.
I lost my way out of the forest. I lay down the fragrant clover. He placed a basket of mushrooms at his feet. Bees buzzed over the gala. I followed them and got out onto the road.
Subject. Soft sign at the end of nouns.
Fire.
At midnight there was a strong thunderstorm. Lightning struck the litter. Wheat and rye were stored there. A fire broke out.
She contributed to helping young people. Fire trucks rushed in. People defeated the fire and saved the grain.
Catch.
My friend and I went fishing. There was a fast river behind the field. Daroga walked through the face.
Soon the bait caught ruff, pike and bream.
Summer in the forest.
Kharoshoo in the summer outside the city. There is a forest and a river under the roots old pine the key strikes. There is silence and dust all around. Here comes the fragrant lily of the valley. A ray of sun plays in the droplets of the race. There is rustling in the grass.
Subject. Repetition of what has been learned throughout the year.
The night has ended. A light fog hangs over the forest. Morning dew glistened on the leaves. It came out bright sun and dried out the race.
Alenka walked through the palyanka. Suddenly a fir branch began to shake. The girl's eyes dropped. A wonderful bird was sitting on a tree. The red wing burned like fire.
Artyom has a horse in the village called Orlik. One day the animal got sick. The doctor prescribed Kanya treatment. Orlik did not want to drink the bitter medicine. Then the boy added glucose to the liquid. Your horse is healthy.
It was a beautiful day. Melt poured food into the bird feeder. The guests arrived immediately. There were titmice and snigiri in red shirts. Birds pecked at the seeds. Then they sat on the branches and chirped. They said thank you to Tanya.
(According to L. Voronkova.)
Municipal educational institution
"Ivanovo secondary school"
Report on the topic:
"Promising technologies
in training and education"
Teacher primary classes Kozlova Z.G.
I.T. system Fedorenko, I.G. Palchenko
A quarter of a century ago, Ukrainian teacher, Doctor of Pedagogical Sciences I. T. Fedorenko, studying the process of preparing students to master knowledge, the role of reading and writing in this process, determined the importance of visual and auditory perception in the formation of reading skills, the role of RAM, voluntary and involuntary attention , central and peripheral vision. The author points out factors that positively influence the development of reading technique and those that inhibit it. “The first includes interest in reading, attentiveness, anticipation, taking into account and adjusting reading technique. The second includes “difficult words, regressions, weak articulation, poor breathing. To develop reading technique, it is necessary to improve the first group of factors, and eliminate the second.”
Analysis of the results of educational activities revealed the presence of a clearly expressed correlation between the speed of reading, writing and academic performance of schoolchildren. During the study, I. T. Fedorenko discovered great potential opportunities for schoolchildren in developing reading and writing speed. Moreover, it was also found that “the process of improving these skills cannot be completed in primary school, as is the case in school practice. The task of developing reading and writing speed should be in the teacher’s field of vision throughout the entire period of the student’s education.” I. T. Fedorenko recommended developing the technique and culture of reading in elementary grades, and in older grades teaching students speed reading (as they say now, dynamic), as well as introducing different types of reading educational, fiction, scientific literature - introductory, selective, studying reading.
As paradoxical as it may seem, I. T. Fedorenko’s research has shown that the development of reading skills is facilitated primarily by written exercises: visual and auditory dictations, copying text, and in high school, taking notes from a textbook.
Investigating the influence of writing speed on the quality of students' knowledge, I. T. Fedorenko found that students with a high writing speed (60-84 characters per minute) have an average annual grade in all subjects of 4.34; Children with an average writing speed of 48-60 characters have 4 points, and students with a low writing speed (up to 48 characters) have 3.12.
The sets of visual and auditory dictations proposed by I. T. Fedorenko for the development of working memory and expanding the scope of a child’s visual and auditory perceptions have not lost their relevance today.
In the dictation texts selected by the Kharkov professor, each sentence is one letter longer than the previous one. The set usually includes six proposals of different content. In auditory dictation, the sentence is pronounced only once. In visual dictation, the sentence exposure time is limited. Practice has shown that the best results are obtained with daily training exercises during one academic quarter.
I. T. Fedorenko’s research convincingly proved that improving the mechanism of perception with the help of visual and auditory dictations has a positive effect on many aspects of schoolchildren’s educational activities.
I. G. Palchenko - a teacher from Starobelsk, a student and successor of the work of Professor I. T. Fedorenko - applied the technology developed in Kharkov in correctional groups and alignment classes.
I. G. Palchenko sees the reasons for the low reading technique in this category of students as follows: a small amount of short-term memory, an insufficiently developed reading field, low stability of attention, underdeveloped peripheral vision and anticipation skills.
According to this technology, it is necessary to distinguish five stages in the development of reading technology (see table). Each of them has its own reading speed and its own system of exercises. Some of the exercises according to I. G. Palchenko are well known to teachers. However, the feasibility of their use in accordance with the identified stages significantly increases the effectiveness of the work.
№ stage |
Stage |
Increased reading speed; words/min. |
Scheme of work by exercise numbers |
Elementary |
|||
Stage of development of short-term memory |
|||
The stage of improving attention and developing the angle of vision |
|||
Stage of confident reading of adapted texts |
|||
Stage of fluent reading of any texts |
Independent reading |
The following types of exercises are presented in the diagrams: 0 - listening, listening to reading, 1 - reading behind the speaker, 2 - reading in pairs, 3 - retelling based on the text, 4 - repeated reading, 5 - speeding up the pace of reading, 6 - switching to an unfamiliar one text, 7 - reading while looking away from the text.
Reading after the speaker promotes the development of articulation and the development of the skill of reading words together. Reading in pairs trains the ability to distribute attention and has a positive effect on improving the reading quality of weak students. Retelling based on the text teaches the student to quickly navigate the text, promotes the development of short-term memory and lays the foundation for successful homework. The seventh exercise - reading without looking away from the text (the so-called pedagogical, teacher's reading) - teaches you to quickly navigate the text by expanding the angle of view, increasing the volume of short-term memory and the ability to distribute attention. One of the most interesting, in our opinion, exercises - repeated reading - contributes to the daily accumulation of visual images of words in the student’s memory, teaches correct, fast and expressive reading already at the stage of learning to read and write.
The staged development of reading skills and the development of work schemes is one of the most successful, as it seems to us, attempts to combine psychology with applied didactics within the framework of a new teaching technology.
The enormous popularity of the I.T. Fedorenko and I.G. Palchenko in Ukraine contributed to the rapid spread of these ideas in the border regions of Russia. The simplicity and entertaining nature of the developed exercises contributed to the spread of this technology not only in compensatory education classes, but also in all first and second grades of primary school, when the task of mastering the technical side of reading is among the most important.
Reserves for teaching reading according to V.N. Zaitsev
The methodological system of V. N. Zaitsev, aimed at identifying reserves for teaching schoolchildren optimal reading, has gained great popularity in pedagogical circles. Technological techniques developed in the laboratory of experimental didactics of Donetsk State University and repeatedly tested by a creative group of teachers in Donetsk and the Donetsk region allow achieving high results in the formation of full-fledged reading skills already in the elementary grades. An important distinguishing feature of this technology is its direct access to the family, to strengthen the connection between school and parents, between parents and children.
Methodological system N.V. Zaitseva identifies eight reserves for teaching reading. The first reserve is the frequency of training exercises. "It's not important duration and frequency training exercises,” the teacher points out. - Human memory is structured in such a way that what is remembered is not what is constantly before the eyes, but what flashes; that is, then no. This is what creates irritation and is remembered. Therefore, if we want to master some skills, bring them to automatism, to the level of skill, then we should not carry out long exercises, long in time; we must exercise in short portions, but with greater frequency.”
Buzzing Reading- the second reserve - was one of the main elements in teaching reading at the Pavlysh school, the school of V.A. Sukhomlinsky. Now this element is generally recognized and is used in many schools by almost all teachers. With buzz reading, all students read simultaneously out loud, in a low voice, so as not to disturb their friends, each at their own speed. The training lasts for five minutes.
Borrowed from the experience of schools in Mongolia five minutes of reading every day, with which it is recommended to start any lesson at school. During these minutes, children work in buzz reading mode. After five minutes of reading, the usual lesson begins.
Another reserve - reading before bed. The latest events of the day are recorded in emotional memory. While a person is sleeping, he is under their impression. When learning by heart, we usually advise the child: put the book under the pillow. “This recommendation means one thing: read before bed so that it is the last impression of the day,” the author points out.
For the development of RAM, which is very important in the reading process, a significant role is played by the visual dictations. From the I.T. system Fedorenko and I.G. Palchenko also borrowed such effective exercises as repeated reading, reading at the pace of a tongue twister, expressive reading with a transition to an unfamiliar part of the text.
Primary school teachers know many techniques for promoting reading skills. Third-grade teachers in Donetsk schools usually leave three to four minutes of time at the end of the lesson to self-measure reading speed. Children read the text for a minute (each at their own pace, in an undertone). Then they recount the words they read and record the result in a diary. As practice shows, even within a week an increase in reading speed can be seen. This stimulates students' attitudes towards reading and towards reading practice exercises.
An interesting experimental study on improving the quality of reading in elementary school was carried out by a group of authors consisting of M.I. Omorokova, I.A. Rapoport, I.3. Postolovsky. The results obtained were published in the book “Overcoming Difficulties,” the most popular among elementary school teachers in the 90s.
During the experiment, teachers developed conscious reading skills and the ability to independently work with text using a system of special exercises and methods of action that actively influence the basic parameters of reading (comprehension of what is read, reading technique, especially expressiveness, etc.) and taking into account the psychological and pedagogical nature of reading. The experimental work was based on the achievements of modern psycholinguistics in the field of reading as a communicative activity and text theory.” The work took into account achievements in the field of teaching reading in a foreign language and the practical experience of Kharkov teachers.
As the authors point out, in their experience they sought to create conditions for monitoring the process of learning to read at all its stages: from improving conscious reading aloud to teaching silent reading and expressive reading. To carry out experimental training, a group of authors under the leadership of M. I. Omorokova created didactic materials, notebooks and printed cards based on educational books for reading, a system of exercises has been tested that actively influence the development of appropriate reading parameters.
Experimental work was carried out in schools in Odessa, village. Chernogolovka, Moscow region.
It is interesting that in their work on teaching reading techniques, the author’s group took into account the relationship between reading aloud and reading silently, reading with speaking and listening, reading and understanding.
The experiment involved individual, group and collective exercises on reading techniques lasting 5-6 minutes during the lesson. Individual exercises were chosen depending on which reading parameter the student had poorly developed: pronunciation, accuracy, speed of perception or understanding.
“Thus, for teaching reading techniques, the following groups of exercises were identified, aimed at: developing the speech apparatus; expansion of the operational reading field; development of correctness, error-free perception of the text, development of conjecture (anticipation) on various levels; reading development when reading aloud and silently; development of attention and memory in the process of perception; overcoming difficulties of understanding in different conditions of text perception"
The following specific exercises have won the greatest popularity among school teachers:
“Finish” - children must silently read the text as quickly as possible until certain word or phrases. Reading comprehension is checked using test questions based on the content of what was read. The exercise is used to develop reading speed and the ability to highlight basic information.
“Photo eye” - students must find a given word among those shown on the codogram. When reading from a codogram, the time of fixation of each subsequent word is reduced. The exercise develops the fixation field.
“Tug” - the teacher reads the text out loud, changing the speed from 80 to 160 words per minute. Children read the same text “to themselves,” trying to keep up with the teacher. The exercise develops reading speed and flexibility.
“Lightning” - alternating reading in a comfortable mode with reading at the maximum speed available to the student.
Also of great practical interest are those proposed by the group of M.I. Omorokova search tables and various didactic simulators for practicing the technical side of reading.
Within the framework of the international program (Belgorod-Dusseldorf) on the topic “Increasing the competence of primary school teachers through mastering new technologies for teaching reading,” the experience of Belgorod teachers N.L. Bystrova and N.S. Serdyukova and their colleagues were specially studied in 1993-1996 by German experts on reading skills. In March 1995, members of the experimental group from Belgorod conducted a seminar on the use of elements of dynamic reading in primary classes for teachers in North Rhine-Westphalia. German teachers were especially interested in exercises on concentration (working with Schulte and Shvaiko tables), exercises with letter and number pyramids, “Reading-sprint”, “Photography”, “Reading-exploration”, “Reading with word counting”. As part of an international experiment to improve children's reading abilities, videos were made, slides and manuscripts were prepared about creative work on this problem, teachers from Belgorod and North Rhine-Westphalia.
Let's take a closer look at dynamic reading exercises in their adapted version, designed for junior schoolchildren.
Exercise No. 1. PHOTOGRAPHY
You need to start working on speed reading with the development of visual memory and attention. This is facilitated by the so-called “photography” exercise. Photographing is perception in a limited time (I second) various kinds pictures, objects, speech and counting materials. You can measure a second by saying to yourself the number “Twenty-one.” For example, the teacher shows an illustration for a fairy tale. Children must have time to look at what is depicted on it in one second and say what the fairy tale is called. Before the demonstration, students should be warned that they must watch very carefully. Then after the commands “Get ready!” and “Attention!” The command “Take a photo!” is given.
The dynamics of increasing difficulty in the exercise are as follows:
Find the extra letter.
a, o, b, y, and
Finding an extra syllable.
bo, but, po, we, so, to
Find the extra word.
Divide the words into two groups.
Taking photographs of excerpts from previously read texts. For example, what fairy tale is this from:
“I, little mouse...”?
“The milk is running down the groove...”?
Exercise No. 2. WORK USING SCHULTE TABLES
Schulte tables, as already noted, develop the field of view well. Children can make them themselves during labor lessons, and in first grade with the help of their parents. Each student has an individual card for work. In 1st grade you can use two sets - with numbers from 1 to 10 and from 1 to 20.
In the second and third grades, a set with numbers from 1 to 25 and its variants are used.
The center of the table is colored green. The students' attention is concentrated on this green spot.
Cards with the “scattered” alphabet are made using the same principle.
The exercise is performed by children standing or sitting. Students count silently by pointing to numbers or letters with a pen. When working with tables, a reminder is used.
As quickly as possible, name all the numbers (or letters) in order, indicating them with a pencil.
Try to remember the location of two or three consecutive numbers at once.
Remember: the eyes look at the center of the table, seeing the whole of it.
Exercise No. 3. WORK USING SHVAIKO TABLES
The purpose of this exercise is to teach vertical eye movement when reading and obtaining information. In elementary school, teachers most often use cards from set No. 1 with numbers from 1 to 35. (Set B includes numbers from 35 to 70. Set C includes numbers from 100 to 135).
Exercise No. 4. "READING - SPRINT"
“Reading sprint” involves students reading an unfamiliar text to themselves at their maximum speed, clenching their teeth and lips tightly, and after reading the text they answer questions about the text formulated by the teacher before reading. While reading, the teacher urges the children: “Faster, faster, even faster.” At the same time, he adds: “You need to read everything.” It is recommended that you do this exercise before reading each text in the textbook aloud.
P A M Y T K A
Purse your lips and teeth tightly
Read only with your eyes
Read as quickly as possible
Answer questions to the text
Exercise No. 5. READING FROM WORD COUNTING
This exercise consists in the fact that students, at their maximum speed, counting the words of the text to themselves, must simultaneously understand its content, and after finishing counting the number of words, name this number and answer the questions formulated by the teacher before reading to the text. Schoolchildren are deprived of the opportunity to pronounce the text to themselves. Children will learn to read only with their eyes. A reminder has been developed for this exercise:
II A M Y T K A
Purse your lips and teeth tightly
Read only with your eyes
Read as quickly as possible, counting the words of the text to yourself
Answer questions to the text
The first question for students should be about the number of words in the text. The answer can be considered excellent if the discrepancy between the stated number of words does not exceed 2%, good, satisfactory - 5-10%, provided that the children answered questions about the content of the text.
The exercise can be complicated by counting triplets of words, lines, pairs of lines. And in Russian language lessons, you can ask children to read the text of an exercise with counting words for a certain rule.
By the 3rd grade, students' reading technique will increase to 120-150 words per minute, and counting individual words and triplets of words will slow down the reading speed. Then teachers introduce a mechanical word counting exercise. Counting is done up to 10 (up to 30 is possible). Having counted to ten, the children begin to count again. Not all words are counted, but only those that can be assigned a serial number. You need to count to yourself clearly, clearly, without pauses, continuously: “one two three four five...” The main thing in the exercise is the highest possible quality of assimilation of the content of what is being read, provided that the muscles of the larynx, which are responsible for pronouncing (to oneself) numbers, continuously work.
Exercise No. 6. "READING - INTELLIGENCE"
In order to teach children vertical reading, the “Reading-Scout” exercise is used. It consists in the fact that students look through the text at maximum speed and find answers to the questions posed by the teacher before reading. Thus, children learn not only vertical reading, but also the ability to navigate the text and find the main thing in it. Reminder used:
P A M Y T K A
Purse your lips and teeth tightly.
Place your fingers at the beginning and end of the line.
Looking through the text with a vertical eye movement, find answers to the questions.
This exercise can be used in Russian language lessons. For example, scouts find in the text vocabulary words or words on any rule. In mathematics lessons, you can ask them to find among the examples an example with a certain answer.
All the exercises described above are carried out on an unfamiliar text, after which it is reread aloud and work is carried out on it according to the usual, traditional methods: selective reading, retelling, expressive reading, working with illustrations, drawing up characteristics of the hero, etc. Thus, performing dynamic reading exercises takes 5-7 minutes of the lesson. The value of these exercises lies in the fact that after the first independent acquaintance with the text, children read it aloud expressively and confidently use anticipation (semantic guess).
Along with these basic exercises, dynamic reading technology uses the following exercises:
Exercise "Finish". The method of working with it is the same as when reading using the “Sprint” method, only children read up to the word or expression indicated by the teacher.
Reading with speech interference, which is created by the reader himself: the text is read silently, while at the same time a familiar song is sung or a poem is recited by heart.
Reading with tapping rhythm. Tapping a previously learned rhythm with a pencil on the table, schoolchildren must read an unfamiliar text with their eyes, and after reading, answer questions about the content.
Reading with sound interference, for example: when playing music.
Start school education- This important step in the development of children. And, of course, learning begins with mastering such fundamental skills as fluent reading and competent writing. What systems are not used by elementary teachers to make it easier to memorize combinations of letters and word combinations! However, one of the most successful systems work on improving reading skills is considered a set of dictations by I.T. Fedorenko, which are called visual.
What is the meaning and benefits of Fedorenko’s visual exercises?
Work on visual dictations can be either group or individual
Visual dictation is a system of sentences that are not related in meaning, but focus on the number of words and letters that the child must remember during 6-10 seconds of exposure and then write down. This kind of work helps:
- develop memory;
- train attention;
- learn basic rules grammar;
- learn to read faster.
Ukrainian teacher I.T. More than 25 years ago, Fedorenko deeply researched the importance of visual perception on the formation of fluent reading skills. Based on the results of his many years of work, the scientist came to the conclusion that in order to read quickly, children need to comprehensively develop:
- operational type of memory;
- attention (both voluntary and involuntary);
- peripheral vision along with central.
A significant advantage of Fedorenko’s technique is that it allows you to work on improving anticipation - the ability to guess words based on contours, thereby quickly mastering the content of phrases and sentences. In addition, the author’s technique helps the child cope with pronunciation difficulties that are associated with the peculiarities of diction and articulation.
Methodology for conducting dictations according to Fedorenko
Fedorenko's dictations can be presented in the form of a presentation
The scheme of work on developing the ability to quickly perceive text and practice writing skills includes 18 dictation sets. Each kit includes 6 simple sentences. The essence of these text passages is that their length increases step by step: in the first simple sentence from the first dictation there are 2 words, a total of 8 letters. In the second, the number of words remains the same, but the set of letters increases by 1. As a result, the 18th set already has 7 words and 46 letters in the latest syntactic construction. Kids need to remember not only those words that are given within one sentence, but also the short sentences themselves within the entire set. As a result of daily work according to Fedorenko’s program, children:
- easily comprehend various texts;
- are interested in reading;
- quickly master the skills of analytical reading and competent writing;
- After practicing each set of sentences, an average of 44 words are added to reading speed.
It is recommended to start practicing the Fedorenko system from the second grade, when the children begin to develop general ideas about writing and reading. However, some teachers introduce visual dictations already from the second half of the first grade in the process of automating word-by-word reading. You need to work with visual dictations every day, then the technique will give its results.
This is interesting! Based on the results of studies of the capabilities of the brain, scientists at the University of Oxford came to the conclusion that on average it takes 2 months to develop RAM. Fedorenko's method is designed for 54 days.
The plan for conducting classes using the Fedorenko method is as follows:
- We show 6 sentences of the set on the board or monitor screen.
- Close the board or turn off the screen, and then open the first sentence.
- We give the children 5–10 seconds to remember the sentence while reading to themselves.
- We invite students to close their eyes and imagine how the sentence is written.
- We close the words again and invite the children to write down what they remember.
The topic of sentences proposed by Fedorenko can be adjusted by the teacher to suit the subject being studied. - The technique can be used within any course, so it will be easier for the teacher to plan a lesson.
Please note that from 4-5 sets, 5-6 days are allocated for each block of proposals, but the exposure time is clearly correlated with the recommendations of the author of the method - 5-10 seconds.
Kits for working according to the method
The latest set contains more difficult words We continue to practice the skill We work on memorizing words with sibilants In the words of this set, consonants of all groups Work on sonorant consonants Repetition of vowels Practicing the use of ъ and ь Using dashes in simple sentences The use of o and a in an unstressed position The use of e without stress and under stress Words with verified unstressed roots Polysyllabic words The use of capital letters in proper names We begin to introduce polysyllabic words We introduce pairs of voiceless-voiced consonants We practice the pronunciation and writing of consonants Work on the technique of memorizing the graphic image of words Work over simple words
Rules for working with visual dictations
It is important that children do not get distracted themselves or disturb others while working on Fedorenko’s dictations
In order for the methodology for practicing reading and writing skills to follow the intended course, when conducting visual dictations it is necessary:
- Be tolerant of those children who cannot remember the entire set. At the same time, it is important to accustom them to work further, skipping what they failed to remember.
- Monitor silence while memorizing and reproducing words, as any commentary will shift the emphasis from visual to auditory perception.
- Write sentences only on separate pieces of paper. If you are allowed to write down words in a notebook, then the work previous day will distract from the actual task.
- Collect notes on the sheets, but do not correct shortcomings so that children do not remember individual letters, but tried to put whole words in my head.
- Monitor student progress. If kids quickly learn all the words in simple sentences of the set, the difficulty should be increased, that is, work on the next one should begin.
- Develop your own rhythm of working on exercises, based on the children’s performance.
Description of the presentation Visual dictations using the Fedorenko-Palchenko method I based on the slides
Visual dictations according to the Fedorenko-Palchenko method I want to read quickly!
The frost is crackling. I'm looking for strawberries. A spruce tree grew in the forest. Autumn has come. The days have become shorter. There are many birches in the forest.
The birds have arrived. The sun is shining brightly. Lida wiped the board. The streams are flowing merrily. A sharp wind blew. Zoya studies diligently.
A woodpecker is hammering a tree. I want to plant flowers. Frost decorated the trees. Without water, the flowers will wither. The hot summer has flown by. A spruce tree was planted near the house.
The sun is shining and warming. Fedya was solving a problem at the blackboard. The dawn lit up in the sky. Frost sparkled on the trees. The city of Kyiv is located on the Dnieper. Strawberries are being picked in the forest.
In winter, the river became covered with ice. The boy gave his mother flowers. The attendants wiped the dust off the board. Cows and sheep graze in the meadow. Chickens climbed into the garden. We lived near a birch grove.
The sky was covered with gray clouds. The children planted an acacia tree in the yard. Grandmother bought her grandson an ABC book. The warm sun warmed the earth. My sister works in a factory. The spring sun warmed gently.
It's raining. We love to learn. Grandma is baking a pie. Andrey has a blank notebook. Help your friend. Being healthy is very important.
The water in the sea tastes salty. Our country is fighting for peace. Started big change. The children went to the forest to pick mushrooms. Hands should be washed with soap and water. The streets of our city are beautiful.
Moscow is the capital of our Motherland. Schoolchildren water the seedlings. Friends met on the street. You must be honest and truthful. The stars shine on the Kremlin towers. In the summer our family lived on the Volga.
The thick rye is spiking merrily. The fields were covered with white snow. We read interesting story. Michurin worked hard and hard. New houses are growing very quickly. Our teacher got out of the car.
The boys brought dry branches. Rye and wheat are ripening in the field. Frames and doors were brought to the construction site. Children of all countries want to live in peace. A fresh breeze blew cool. Lightning flashed and thunder roared.
The meadows and fields have long been mowed and cleared away. The squirrel climbed onto the top branch. The sun was shining brightly and the children were swimming. Grasses are mowed when they are in flower. Grandfather Philip tends a herd of cows and goats. I love to watch the sunrise in the field.
A large one rose beyond the river gray cloud. Evenki hunters live in the distant taiga. Everyone was happy to meet the astronauts. The scouts set off on a dangerous journey. Friendly family and turn the earth into gold. Shoes should always be cleaned of dust.
Our cheerful garden will bloom and turn green. Blueness appeared between the thinning tops. The wide and free steppes of Russia are good. The dog barks at the brave and bites the coward. Pavel and Vika love to read fairy tales. Our people want to live in peace with all nations.
In the taiga there are predatory animals: wolves, lynxes. The moon makes its way through the wavy fogs. Schoolchildren are preparing for the new academic year. Lots of work in the apple orchard early spring. There is a sports camp on the seashore. Soon the sky will be covered with clouds and it will drizzle.
Once upon a time in the cold winter time I came out of the forest. Water came out of the ground and a spring was born. We planted Christmas trees, linden, maple and birch trees in the yard. The flowers were unfamiliar, like bells. The cool water refreshed the tired guys well. The waves play, the wind whistles, and the mast bends and creaks.
Potatoes, beets, carrots, and onions are grown in the fields. Every day thousands of people move into new apartments. Exercising helps people stay healthy. A group of tourists is walking along an overgrown forest path. The boy went to the window and saw a house under construction behind the grove. Russia lives in peace and friendship with other peoples of the planet.
The technique developed by I.T. Fedorenko, is popular among many Russian language teachers. Fedorenko’s visual dictations, methods of working with them and pedagogical results from such classes are the main topics of research in this article.
The essence of dictations and features of the methodology
Fedorenko's visual dictations are now very popular, because over time they have proven their effectiveness. Main goal Such dictations help develop memory and basic skills in grammar and writing.
The dictations themselves consist of eighteen sets of six sentences. The task of every child is to short time remember the sentence and transfer it to your notebook.
This visual dictation is recommended to be carried out daily for 2-3 months until the children are able to write down most of proposals. Since the learning process itself involves regularly overcoming difficulties, Fedorenko’s dictations gradually become more complex.
So, for example, if the first sentence in such sets consists of two words and only eight letters, then the last sentence already contains 10 words and about 48 letters. Of course, the first tasks will be easy to cope with, but gradually the level of difficulty will begin to increase, forcing children to train their memory every day.
So, how to conduct such visual dictations? The teacher should write down the first 6 sentences on the board. You can use both proposals compiled by Fedorenko himself and your own developments that correspond to the methodology. All sentences must be covered with a piece of paper.
First, the teacher shows the children the first sentence for 4-8 seconds. They try to remember it without writing it down in a notebook. Next, the teacher needs to cover the first sentence with a piece of paper, and the children must transfer it to their notebooks. If one of the schoolchildren has problems, he can look up the correct spelling from his neighbor. If half of the class has difficulties, this sentence should be repeated in the next lesson.
After the first sentence has been written down, you need to move on to studying the next one. Typically, such an assignment takes no more than ten minutes per lesson, but its potential pedagogical results are impressive. Firstly, children will be able to train their memory well by trying to remember what a particular sentence looked like. Secondly, they will be able to review basic grammar and punctuation rules. Thirdly, learning during such dictations takes place in a fun game form, so children are happy to take part in such tasks.
We should not forget that this method of work has a positive effect on improving reading skills. Children not only need to short term remember the text, but also read it. Younger schoolchildren may have big problems with this, but visual dictations help them master speed reading in a few weeks.
I.T. Fedorenko is confident that by using such dictations in every lesson, the teacher will be able to significantly diversify educational material, awakening children's interest in the subject. If the topic of the sentences themselves does not correspond to the paragraph, the teacher can compose sentences independently, using those words that train certain grammatical rules.
It will be much more convenient to draw up such a proposal within the framework multimedia presentation. On the slides, children will see a sentence worth remembering, and the teacher can close the presentation at any time, asking the students to write down what they saw in their notebooks.
This technique is optimally suited for elementary school students. At early school age, the teacher needs to pay special attention to memory training. By developing the child’s memory, the teacher will be able to influence his performance in the future.
Fedorenko’s technique can also be used when working with high school students. But for schoolchildren in grades 8-10 it is necessary to compose not separate phrases, but long sentences. Having made such sentences, the teacher will demonstrate them to the children for 10-12 seconds, after which the students are required to write down what they saw in their notebooks. This complicated version of Fedorenko’s dictation is suitable for older schoolchildren and has a positive effect on the acquisition of even the most complex grammatical rules.
If a teacher deals with specialized classes who have an excellent command of all the rules of the Russian language, Fedorenko’s technique does not lose its relevance. In this case, it only needs to be slightly complicated to work with smart children. So, for example, a teacher can reduce the time it takes to demonstrate a text or resort to deliberate mistakes.
For example, a teacher can compose his own sentences that correspond to Fedorenko’s methodology, but they will deliberately contain spelling and punctuation errors. The goal of the children is not only to remember the sentence, but also to transfer it to the notebook without mistakes made by the teacher. Thus, children will use in practice the theoretical rules of the Russian language known to them. This method of work will help to significantly increase the level of achievement in any class by forcing children to think about writing each sentence.
The developer of the methodology himself suggests working with the same proposals for 3-4 days. Once most students remember how to write these sentences from the set, you can move on to the next ones. This technique will help to identify lagging students, as well as those rules of the Russian language that cause the greatest difficulties for schoolchildren. In the future, the teacher will be able to repeat complex rules, as well as arrange additional classes for children who are lagging behind. This will only improve their performance, and the children themselves will continue to study miniature dictations with pleasure.
Difficulties in implementing the I.T. methodology Fedorenko in real Russian language lessons
At first glance, introducing Fedorenko’s methodology into regular Russian language lessons is quite simple, because such small dictations do not take much time and effort to test. however, in practice everything turns out to be much more complicated, because not every lesson allows you to find time to demonstrate such proposals and study them.
The main feature of Fedorenko’s technique is that the teacher needs to systematically demonstrate the same sentences until memorization occurs. However, many teachers make the mistake of resorting to the method 1-2 times a month, which is why they fail to achieve any pedagogical results. Experienced teachers confirm: the more often such repetitions are made, the better it will be.
It is very important that the sentences used in the lessons fully correspond to the given topic on the subject, otherwise the process of repetition itself will be useless. Consequently, the teacher needs to constantly rework Fedorenko’s sentences, introducing certain grammatical difficulties into them. This, in turn, requires great diligence and professionalism from the teacher.
Also, teachers often face problems in introducing this methodology into lesson planning for high schools. I.T. himself Fedorenko developed his methodology for elementary school students, but it can also be adapted for older students. Here you should start with more complex sentences, also gradually increasing the load. To install interdisciplinary connections, the teacher can try to use excerpts from the studied topics as sentences for dictation. literary works. This method will also help to repeat material from the literature.
Sometimes it can be difficult to interest kids in such a strange and incomprehensible task. In this case, experienced teachers recommend using not standard sentences, but a variety of proverbs, sayings, and excerpts from fairy tales. In this case, children will be much more involved in the process of learning sentences.
Fedorenko’s method is considered fully implemented only when all children can independently complete the task without looking for the answer in their friends’ notebooks. Usually, noticeable pedagogical results can be achieved only in the third month of using the methodology, so the teacher needs to enlist patience, systematically using the advice of I.T. Fedorenko.
The pedagogical results of Fedorenko’s technique have already been proven many times, but the technique itself deserves much more popularity. Regular use of such dictations has a positive effect on children’s academic performance and, moreover, awakens their interest in the subject. The sooner teachers can implement this method of work in their lesson plan, the better it will be, because this will directly affect academic performance.
Teachers are trying to introduce more and more new methods into lesson developments in order to make the process of learning new material truly exciting. Visual dictations by I.T. Fedorenko have long proven their effectiveness, and are now gaining more and more popularity. However, these dictations will bear fruit only if the teacher uses them in accordance with all established rules.