Line 4 – sentence A beautiful aster blossomed in autumn.
Line 4 – sentence A beautiful aster blossomed in autumn.
I often assign the role of evaluators to students. It helps to instill in children a sense of joy for the success of peers, a friendly tone of communication.
During the lesson I often allow direct communication between children, allow them to talk, approach each other, exchange ideas, which promotes self-esteem, forms a sense of personal dignity.
She explained the meaning of some words using eidetic technology.
Eidetics is a science that teaches memorizing information through the world of images. Thanks to their vivid children’s imagination, students can quickly and permanently memorize the necessary information.
And the main thing is that such training, which is based on play and imagination, does not burden the student at all, on the contrary – it switches him to the activity of the other hemisphere of the brain, and therefore the child rests. In addition, using the methods of eidetics, other sensations are connected: auditory, motor, olfactory and even taste! Thus, all types of memory are developed and, as a result, learning efficiency is improved.
An important part of the work on spelling in primary school is the acquisition of words pronunciation and spelling of which students in accordance with the program requirements must remember. This is a fairly extensive list provided in the curriculum by class.
Lists of words by class are:
1st grade – 39 words, 2nd – 34 words, 3rd – 49 words, 4th – 60 words. In total – 182 words.
The spelling of such words mostly cannot be explained by the rules of modern spelling, as it has developed historically. Relevant exercises and tasks should be varied, in the content and purpose of which attention should be paid primarily to the lexical meaning of the word.
If a student sees a word for the first time, does not know what it means, does not know how to pronounce it correctly, then he will not be able to convey it correctly in writing. Therefore, in addition to traditional exercises, creative exercises that would intensify the work of students in the classroom should take the rightful place in the work on spelling such words. According to the psychological nature of their traditional writings, the basis for mastering the spelling of vocabulary words is memorization, therefore, in working on them it is necessary to develop in students all kinds of memory: auditory, visual, emotional. At the same time, the didactic problem of how to make this process interesting and informative remains relevant.
To get a positive result in working compare and contrast essay now buy on vocabulary words, I approach creatively to the formation of the ability to reproduce the correct graphic image of the word, using different types of work. First of all, I choose language situations that would encourage and enable students to return again and again to the word, the pronunciation and spelling of which must be memorized.
The modern system of education makes it possible to increase the effectiveness of the lesson through the organization of activities as a whole team and each student individually. In preparation for the lesson, I try to build it so as to increase the time of independent work of students. I am convinced that the independence of students is an important prerequisite for conscious and strong mastery of knowledge: it develops concentration, purposefulness, the ability to think, forms an individual way of thinking. Under this condition, learning becomes mainly an active independent activity. This allows me at this time to work with individual children individually, directing their work on the formation of students’ ability to work independently, to exercise mutual control, to help peers.
In grades 1-4, she divided words into vocabulary into conditional-semantic blocks. The division of vocabulary words into semantic groups is carried out in the 1st grade in the post-literary period, but such work is mostly aimed at consolidation, as most vocabulary words first-graders have learned and mastered in the literal period of literacy:
fauna: beak, cuckoo, bee, deer, stork, hedgehog, bumblebee; flora: summer, soil; Ukraine, the world around: Kyiv, Ukrainian, name, grandmother, grandfather, girlfriend, anchor, in the middle; learning process: clear, eraser, riddle (and riddle), ruler, pencil, paper; in the store: whirligig, button, candy, sugar, umbrella, new, apron, doll; house: gate, porch, window.
Work on the dictionary words of each block was carried out in the system:
acquaintance with the block, spelling of words, selection of spellings, explanation of the meaning of each word (with the help of a teacher or a dictionary), the name of the block; writing the word in notebooks by syllables, for transfer; composing phrases, selecting common root words, introducing them into sentences; homework content: choose illustrations, riddles, proverbs, colloquialisms, excerpts from children’s books;
work in groups: compilation by students of a collective thematic coherent story with the maximum use of vocabulary words of a certain group;
vocabulary test dictation; visual test dictation.
If there were more than four words in the block, it took twice as much time to work on it.
This organization of work made it possible to consider the word from all aspects:
1) regarding the source of its origin;
2) the lexical meaning of the word;
3) combination with other words;
4) the place of the word among other cognate words;
5) synonymous, antonymous, homonymous connections;
6) introduction of words into sentences, texts, phraseologies, proverbs, sayings, colloquialisms.
Modern learning technologies call this type of work cubing. All information related to a particular word should be offered taking into account the psychological, pedagogical and age characteristics of primary school students.
Consolidation of the correct graphic image of such words by primary school students I carry out practically during performance of various creative, search, research tasks and exercises.
This allows the teacher to reveal the communicative content of language learning and education, focused on communication, perception, action and influence of the word.
In the process of working on vocabulary words, I combine creative and traditional approaches to learning spelling. This is traced during the introduction of the word into the sentence, the analysis of the meaning of the word in selected poems, riddles, proverbs, short stories.
An important condition for successful mastering of spelling of vocabulary words by students is to instill in them the ability to use a spelling dictionary. Long-term observations of the educational process and the practice of monitoring the educational achievements of primary school students in their native language show that purposeful choice, extraction from the dictionary and subsequent, first semantic, then orthoepic and orthographic analysis of such words contributes to students ‘spelling vigilance, teaches them to solve third-party assistance problems that most often arise in them in the process of independent work. From the educational spelling dictionary the student, with the appropriate direction from the teacher, has the opportunity to obtain several types of important linguistic information:
spelling (how to spell the word correctly); orthoepic (as the word is pronounced, which syllable is emphasized); semantic (meaning a word that has antonyms, synonyms in which phraseological combinations are used); morpheme-word-forming (which group of common root words includes this word); syntactic (as this word “lives” in a phrase, in a sentence).
I asked students to look up a program word in an explanatory dictionary, determine what it meant, and then typed the word into a phrase or sentence.
Learning the Ukrainian language with the use of educational dictionaries means giving the child the opportunity to master knowledge independently, to operate on it, which, in turn, is the basis for students to acquire language and speech competence, which in the modern system of school language education is given special attention.
In the basis of work on the spelling of dictionary words, I try to put spelling vigilance, ie the ability to fix attention on the graphic form of the word, to compare what is written with the sample. For this purpose I used visual dictations.
The work was organized as follows:
1. Write a set of sentences on the board or project on a multimedia board.
2. Read the whole set three times “spelling”.
3. Cover writing.
4. She showed one sentence at a time, and the children wrote it down.
5. The teacher checked what was written.
For each word pronunciation and spelling of which should be remembered, I have a picture and a card. First I show the picture and name the picture, explain the lexical meaning of the word, and then focus on the children’s attention. I suggest to repeat it clearly in chorus, to two or three students – separately, to remember the pronunciation. I attach a picture on the board, make an inscription under it (or put a card with a printed word), put an accent mark.
Interactive exercises help to develop children’s skills of distinguishing the sound form of a word, analysis of sounds, their differentiation, to form the ability to analyze the sounds of speech, to develop attention, the ability to perceive words from the voice and determine their phonetic features.
I use interesting language exercises and games at all stages of the lesson. They can be used to check how students have done their homework. to facilitate the understanding of new material, its consolidation, especially in the study of phonetics, parts of speech and elements of syntax.
Senkan (compilation according to the rules of corsuch “poems”)
1-line – dictionary word (noun) Aster. 2nd line – adjectives (description) Red, white, purple. 3rd line – verb (action) Grows, flourishes, withers. Line 4 – sentence A beautiful aster blossomed in autumn. Line 5 – conclusion. Flower.
I also use the “Explanatory Dictionary for Smart Kids” for students in grades 1-4, compiled over four years, which includes all the vocabulary words of the school program. It helps to prepare for lessons, and students – a deeper and better understanding of vocabulary words.
The effectiveness of the experience
Working on the problem of “Learning vocabulary words using interactive learning technologies” spelling literacy, 1st grade students were asked to type the vocabulary word stork in the literal period after getting acquainted with the form of the printed letter e. (58.6%).
After detailed lexical, phonetic and spelling work on the lesson on this word, the qualitative indicator has changed: only 5 (17.2%) first-graders still made mistakes in it.