Methodology of the Russian language for correctional schools. Logomag
Voronkova V.V.Teaching literacy and spelling in1-4 auxiliary school classes: Teacher's manual.- M.: Education, 1988.-102 p.: ill.
The manual provides methods for teaching mentally retarded schoolchildren to read and write and spell, and recommendations for using a differentiated approach to them in the process of frontal work.
The manual is designed for teachers of auxiliary schools. It can also be used by teachers and students of defectology departments of pedagogical institutes.
Preface…………………………………………………………………………………
Pre-literate period of learning to read and write
Tasks of the pre-literary period……………………………………………………………………….
Primary study of children entering first grade………………………………………
Developing interest in learning……………………………………………………………….
Development of initial verbal communication skills………………………………………..
Development phonemic hearing …………………………………………….
Development of pronunciation………………………………………………………………………………………..
Development of visual perception and spatial orientation ……………………………
Preparing students for learning, writing ………………………………………………………..
Alphabetical period of learning to read and write
Features of the alphabet period of teaching literacy in a auxiliary school……………
The sequence of studying sounds and letters, syllables, words……………………………………………………….
Stages of the alphabetic period of learning to read and write…………………………………………………………..
Studying the sounds and letters of the Russian language………………………………………………………...
Learning to read by syllables…………………………………………………………………………………………
Reading from the ABC book……………………………………………….
Some techniques for teaching first-graders who have specific difficulties in mastering reading …………………………………………………………………………………………
Teaching writing………………………………………………………………..
Some techniques for teaching first-graders who have specific difficulties in mastering writing……………………………………………………………………………………..
Teaching phonetically correct writing
Peculiarities of phonetically correct writing of students of the auxiliary school……….
A system of exercises to develop the skill of phonetically correct writing………
Learning to write according to the rules
Some features of learning by mentally retarded people younger schoolchildren spelling rules……………………………………………………………………………………………
Differentiation of students according to the possibilities of their learning of spelling rules…………….
System for learning spelling rules……………………………………………..
Studying spelling rules determined by pronunciation…………………………….
Mastering traditional spellings……………………………………………..
Spelling of proper names……………………………………………..
Study of morphological spellings……………………………………………………………..
Literature………………………………………………………………
PREFACE.
Much attention is paid to teaching the Russian language in the auxiliary school. The success of the entire pedagogical process and ensuring the social adaptation of graduates largely depends on how students master reading and writing skills, coherent oral and written speech.
The implementation of the tasks set by the reform of general education and vocational schools requires a higher scientific level of teaching of each academic subject.
This manual is compiled on the basis of a wide-ranging experimental study, the purpose of which was to identify both the characteristics and capabilities of mentally retarded schoolchildren to master specific educational material. The proposed system of work takes into account for the first time the general and specific patterns of speech development of mentally retarded schoolchildren. The manual provides specific methodological recommendations for teaching younger mentally retarded schoolchildren in accordance with program sections in the Russian language; It is shown that the specificity of language acquisition in a auxiliary school is associated with the difficulties of Russian phonetics, graphics and spelling, the uniqueness of the general and speech development of students, with their existing disorders of psychophysical functions, with the need for a step-by-step approach to the formation of speech activity.
The manual contains the following sections: “Pre-letter period of learning to read and write”, “Letter period of learning to read and write”, “Teaching phonetically correct writing”, “Teaching writing according to the rule”. The main task of the pre-literate period is to prepare mentally retarded first-graders to master literacy. Based on the acquisition of basic knowledge of grammar and spelling from the second to the fourth grade, students develop some spelling and punctuation skills and develop oral and written speech. Readers are offered a methodology for working using a differentiated approach to the four groups of children identified by the author. The ways of correctional work recommended in the book during the alphabet period, when mastering phonetically correct writing and writing according to the rule, will contribute to the further improvement of the teaching of the Russian language in auxiliary schools.
PRE-BACKGROUND PERIOD OF LITERACY TRAINING
PROBLEMS OF THE PRE-LETTER PERIOD
The propaedeutic, or preliterary, period is the most important in the system of teaching literacy to mentally retarded first-graders. This is explained by a number of reasons.
First of all, it should be said about the heterogeneity of the composition of children entering first grade. They differ in age and typological characteristics, in the level of preschool preparation and psychological readiness for learning. Children come to the auxiliary school whose intellectual disability is already visible in preschool age. Some of them attended a special kindergarten, some - massive preschool institutions, some come from home. But the main staff is replenished by first-grade students high school, whose difficulties manifest themselves already during the period of learning to read and write. Sometimes they are immediately sent to a commission to establish the reasons for poor performance, clarify the diagnosis and choose the type of school. More often, they remain in a mass school, not mastering the program material, losing interest in learning, becoming lethargic and passive or, on the contrary, aggressive and excitable. When entering a auxiliary school, some children exhibit some academic skills, others do not master them at all, but all of them are united by their lack of preparation for mastering knowledge.
The psychological readiness of a child for school is currently considered not as his possession of certain qualities required by a schoolchild, but as the presence of prerequisites for the formation of these qualities.
Generally, mentally retarded children want to study, with the exception of those who, having unsuccessfully attended mass schools, have lost this desire.
Some first-graders are partially able to comply with the school regime and know how to behave in class, but all of them show insufficiency cognitive activity, on which the quality of acquired knowledge depends: their processes of perception and representation, memory, thinking, etc. are impaired. Greater cognitive capabilities contribute to the successful correction and compensation of existing difficulties. Gross disturbances in thinking processes aggravate the manifestation of one or another defect.
Great difficulties in mastering educational skills are often caused by the underdevelopment of purposeful activity in mentally retarded schoolchildren. This may be due to deviations in the emotional-volitional sphere, mental infantilism and other reasons. For such children, the potential opportunities for successful learning are not fully realized. The results of the work are, as a rule, lower than their mental abilities. At the same time, children with less intellectual capabilities, but with intact emotional-volitional spheres, often achieve significant success in mastering educational knowledge and skills.
Disadvantages of speech development are most clearly manifested in mentally retarded students. It is known that to master literacy, first of all, a certain development of phonemic hearing and the pronunciation side of speech is necessary: the ability to isolate a sound from a word, differentiate it from similar sounds, clarify one’s own pronunciation, find its place in a word, and establish the sequence of sounds included in a word. Insufficiently developed phonemic hearing more often than defects in the articulatory apparatus prevents correct pronunciation.
In the formation of reading and writing skills, along with phonemic hearing and pronunciation, visual perception and spatial orientation, motor skills of small muscles of the hand (mainly when learning to write) are also involved.
Deficiencies in visual perception and representation make it difficult for mentally retarded children to clarify the image of letters and the spatial arrangement of their elements. Impaired motor skills of the hand deprive movements of accuracy, strength and coordination, without which it is impossible to correctly designate sounds with graphic symbols, i.e. letters.
All this necessitates the need to conduct classes that prepare children for learning to read and write, and in the future - for improving reading and writing skills, mastering elementary grammar, coherent oral and written speech.
At the same time, not all mentally retarded children have different components of psychophysical development impaired to the same extent: in some these are gross deficiencies in phonemic hearing, poor differentiation of auditory perceptions, in others - incorrect pronunciation associated with defects of the speech apparatus, in others - impaired motor skills or visual and spatial perception and representation. These deviations manifest themselves in difficulties in mastering reading and writing, in the appearance of specific errors (see. Chapter III"Teaching phonetically correct writing").
The teacher needs to know the child’s difficulties in learning, the impairments he has and their causes, in order to use special correction techniques to make the learning process easier for him to some extent. educational material. For this purpose, during the propaedeutic period, the study of first-graders begins, which continues in the future, during the formation of program knowledge and skills. Thus, work on the pronunciation side of speech will make it possible to identify, for example, not only children with severe pronunciation defects who are referred to a speech therapist, but also those whose impairments, at first glance not very noticeable, can then lead to numerous specific errors in writing.
In the process of developing visual and spatial perception and representation, difficulties may be identified that can be easily overcome during learning to write, but may appear in labor lessons.
Thus, early and targeted study of children during pre-literary classes will make it possible to at least approximately identify typological groups among them and outline some corrective measures, which will contribute to more successful advancement of first-graders in the process of frontal learning.
All of the above poses the following main tasks for the pre-literary period:
primary study of children entering first grade (identifying the general and speech development of children, level of proficiency in educational knowledge and skills);
developing interest in learning;
developing verbal communication skills;
development of phonemic hearing;
practicing the pronunciation aspect of speech;
formation of visual and spatial perception and representation;
correction of hand motor skills, preparation for learning to write.
Before studying children, the teacher must get acquainted with the documentation, with the data of the medical-pedagogical commission, in order to find out the child’s ability to navigate the surrounding reality, some features of his cognitive activity, such aspects as purposefulness, stability, consciousness, productivity, quality of speech and level educational knowledge and skills. The teacher finds out where the child entered school from, how many years and at what age he studied in a public school, what difficulties he experienced while learning. Studying medical documents will show the state of hearing, vision, motor skills, and the presence of somatic diseases. All this makes it possible to find the right approach to him from the first days of a child’s arrival at school.
During the first weeks academic year the teacher finds out what the child knows about his family, its composition, family relationships, whether he can give his first name, last name, patronymic, first and last name
their parents, sisters, brothers, grandparents. It is necessary to ask how the child feels about his parents, whether he knows where and who they work for. During this period, it is established what information children have about plants, animals, and seasons. The ability to name a group of related objects in one word (vegetables, fruits, trees, flowers, pets, etc.) and list the objects included in one or another group (vegetables - tomato, cucumber, carrot, etc.) will show the level of simple generalizations.
These ideas are revealed in the lesson, during the conversation, for example, from the pictures “Family”, “Our Family”, “Garden”, “Vegetable Garden”. From talking about pictures, the teacher can easily switch children to talking about their family. Good stuff They also give excursions and walks. The use of appropriate pictures will help them recreate in their memory images of those objects or phenomena that students observed in nature. For exercises in classification, tasks based on drawings (“Select which animals, which plants you know”; “Where are domestic animals, where are wild animals”, etc.), games “Odd Four”, lotto, dominoes are recommended.
DEVELOPING INTEREST IN LEARNING
Solving this problem precisely in the preliterary period is very important due to the heterogeneity of the composition of children, the unequal level of formation of the necessary skills and abilities, the unsystematic nature of knowledge, and the state of the emotional-volitional sphere. Classes should be organized so that first-graders feel confident in their abilities, love school, and have a desire to learn.
We need to start this work with parents without waiting for September 1st. Indeed, for most of them, the admission of a child to a auxiliary school is a great trauma; they all experience the failures of their children and are afraid of the unknown future. A meeting with parents should be organized solemnly, telling what kind of children are studying in this educational institution, why they can’t study in a public school, what a long stay in it will bring great harm child. But the main thing is to show what the school teaches, how it educates its students. For this purpose, it is necessary to organize an exhibition of students’ work (crafts, best notebooks, observation diaries), arrange a photo showcase for children’s matinees, holidays, and sports competitions; show parents workshops where they will see the results of students’ work. You should definitely visit the career guidance office and tell them what types of work are taught at school, what specialties and what enterprises graduates are employed in.
Such work will undoubtedly, to some extent, reassure parents about the future of their child, and mentally prepare the children themselves for entering a auxiliary school, since, as a rule, the mood of their parents is transmitted to them.
A similar excursion, but on a much smaller scale, should be organized with students in order to interest them and awaken their desire to learn how to do the same things and just as well as older children. But the desire of first-graders must be supported correctly organized system training.
The first requirement for classes in the pre-primary period is the availability of the knowledge and skills that a mentally retarded child must learn. You cannot present him with tasks that he is not yet able to complete. It is for this purpose that the first task of the pre-literary period is solved - studying the student, the level of his knowledge and skills, as well as the possibilities of their assimilation.
The next requirement is that at first the classes should be more of a playful nature. In this regard, it is necessary to say about the mandatory use in the preliterary period and in the future, when teaching literacy, of a variety of visual and didactic materials: natural objects, toys, models, stuffed animals, pictures (subject, situational, plot), board games (picture lotto, dominoes, mosaics), some technical means (filmoscope, player, film projector, etc.). The use of visual aids should be subordinated to the task of the lesson, which determines their number, place and time of demonstration.
The games, pictures, films and films available in the auxiliary school must certainly be adapted to the capabilities of mentally retarded children. A large number of visual aids are produced by teachers, students, parents, and bosses. Didactic material available to first-graders, presented in the form of a game, contributes to the development of their interest in learning, awakens positive emotions, serves to adapt children to new conditions, and smoothes out many negative aspects of their behavior.
DEVELOPMENT OF INITIAL SPEECH COMMUNICATION SKILLS
Mentally retarded children have long absence active speech, insufficient understanding of the statement addressed to them, which complicates the formation of the communicative function of language activity. Without verbal communication, the full development of a child is impossible. Therefore, the development of speech based on the practical acquisition of language means is one of the main tasks already in the preliterary period.
First of all, it is necessary to teach children to understand and follow simple instructions: “Stand up”, “Sit down”, “Come to the board”, “Take a notebook, pencil, pen”, “Show where the notebook is”, “Put the notebook on the table, in the briefcase” ", etc. In this case, the adult’s word becomes a regulator of the child’s behavior and organizes his activities.
In the future, creating conditions that encourage a mentally retarded student to speak out, the teacher must shape his speech activity and ensure the correct construction of the phrase. For this purpose, conversations are organized on the basis of excursions, during observations, practical work on caring for plants, while cleaning the premises, looking at paintings, watching filmstrips, etc. In this way, dialogical or question-and-answer speech is formed, the ability to answer, ask , listen to explanations, instructions, advice from the teacher and follow them.
When organizing a conversation, the teacher must remember that his speech, being a role model, should be correct, unhurried, not too loud, not too quiet. With very quiet speech, students strain their ears; with loud speech, they quickly get used to it and stop listening. In both cases, children get tired, their attention is scattered, the teacher’s word ceases to carry out its regulatory, organizing function.
At the very beginning of teaching mentally retarded children, it is especially necessary to comply with general didactic requirements for asking questions:
Questions are asked to the whole class in order to attract the attention of students, teach them to listen and understand speech addressed to them.
Students are given time to think about their answer.
Questions should not require a simple “yes” or “no” answer.
You cannot ask questions that require a double answer (“What wild and domestic animals do you know?”).
What is this boy's name?
This boy's name is Kolya?
-Where did we go yesterday?
Yesterday we went to the park?
In the future, it is recommended to formulate questions in such a way as to receive more detailed statements in response. And if the student answers the question about the excursion with two phrases, this is already a step towards the formation of coherent speech.
During the conversation, the teacher, asking specific questions, will identify and clarify everything that the children saw and observed. And in conclusion, it is imperative that students summarize their acquired knowledge with the help of questions.
To other methodological techniques for teaching mentally retarded schoolchildren correct speech include such types as conjugate, reflected and choral speech with movement.
With conjugate speech, the student, together with the teacher, pronounces a previously spoken phrase, with reflected speech, the students independently repeat the sentence they heard. These techniques help children develop a leisurely pace, correct articulation and diction, adherence to pauses, and logical stress.
Positive results in strengthening a leisurely pace and a certain rhythm of utterance are achieved by choral speech. Moreover, it is better to use it to work not with the whole class, but in groups (rows), so that the teacher can hear each child and prevent the inexpressive chanting pronunciation that may appear if students often speak in chorus. Choral speech should be light, smooth, clear and retain its expressiveness.
Speech with movements is widely used, which has a beneficial effect on the child’s motor skills. These are, as a rule, short poems, quatrains, accompanied by movements of the arms, torso, and legs.
We wrote, we wrote,
Our fingers are tired
Now we'll rest
And let's start writing again.
Girls jump like balls
They stomp their feet,
They laugh merrily.
Get up on your toes,
Squat down and straighten up.
Hands to the sides, in a fist,
Open it to the side.
These exercises are usually carried out during physical education.
In the preliterary period, teachers widely use poetry for children as speech material for listening and conversation, and for learning from the voice. preschool age, quatrains, riddles, tongue twisters, fairy tales (such as “Kolobok”, “Turnip”, “Ryaba Hen”, as well as “Three Bears”, “Masha and the Bear”, “The Fox and the Hare”).
It should be warned that the teacher should not read fairy tales, but tell them. Fairy tales can be illustrated, dramatized, or modeled. Making model dolls (turnip, grandfather, grandmother, Bug, cat, mouse) is not difficult. They will help students understand the current situation, and unfolded over time. In addition, it will be easier for the teacher to lead children to understand the main meaning of the fairy tale (“Strong when everyone is together”).
Teaching first graders verbal communication, in particular the correct statement, undoubtedly contributes to increasing their level 10 general development. In addition, such work will help identify children with more complex speech underdevelopment, pronunciation disorders, and students with a lower level of intellectual development. Compared to other children, they will be distinguished not only by difficulties in speech production, as in the first case, but mainly by disturbances in thought processes. Thus, performing an action according to instructions is difficult for them because of the “mental activity that they must perform: analysis of the situation, its correlation with the requirements of the instructions, selection of the desired action, etc.” 1.
The manual examines the theoretical and practical aspects of teaching the Russian language to students in auxiliary schools. Methodological materials for conducting practical classes and organization of independent work of students of the Faculty of Special Education.
Addressed to BSPU students. students in specialty 1-05-05-04 - “Oligophrenopedagogy”, can be used by teachers of auxiliary schools.
Principles and methods of teaching the Russian language in a auxiliary school.
Topic content.
Implementation of didactic principles in Russian language lessons: educational and developmental education, consciousness and activity, scientificity and systematicity, accessibility and strength, visibility, individual and differentiated approach, connection between school and life.
Methodological principles in teaching the Russian language: understanding the basic series of linguistic meanings, attention to the matter of language, training the organs of speech and the writing hand, relying on the sense of language, attention to the expressiveness of speech, the relationship between oral and writing with advanced mastery of its oral form, gradual acceleration of the tempo and increase in the volume of material.
Specific principles of teaching the Russian language in a auxiliary school: communicative orientation of teaching, unity of development of speech and thinking, mandatory motivation of language and speech activity, formation of a sense of language and reliance on it in educational activities. The relationship between oral and written speech in the process of their development.
Classification of methods of teaching the Russian language and their correctional role. Features of using visual, verbal and practical methods. Using elements of the problem-based method and programmed learning in Russian language lessons.
CONTENT
Introduction
Section 1. General questions Methods of teaching the Russian language in a auxiliary school
Topic 1.1. Methods of teaching the Russian language in a auxiliary school as a science
Topic 1.2. Russian language as a subject in a special school
Topic 1.3. Principles and methods of teaching Russian in a auxiliary school
Section 2. Methods of teaching literacy
Topic 2.1. Scientific foundations of literacy teaching methods
Subject. 2.2. Characteristic modern methods literacy training and features of their application in auxiliary schools
Topic 2.3. Pre-letter period of literacy training in a auxiliary school
Topic 2.4. Letter and final literacy periods in a support school
Topic 2.5. Methods of initial teaching of writing in the alphabetic and final periods of literacy training
Topic 2.6. Literacy training for children with moderate to severe mental retardation
Section 3. Methods of teaching reading
Topic 3.1. Objectives, content and system of teaching reading in a auxiliary school
Topic 3.2. Development of basic reading qualities in auxiliary school students
Topic 3.3. Specifics of working on works of different genres
Topic 3.4. Extracurricular reading in a auxiliary school
Section 4. Methods of teaching grammar and spelling
Topic 4.1. Objectives, content and system of teaching grammar and spelling in a auxiliary school
Topic 4.2. Practical system grammar exercises in the lower grades of the auxiliary school
Topic 4.3. Methods for studying an elementary grammar course in high school
Topic 4.4. Teaching spelling to auxiliary school students
Section 5. Methods for developing oral and written speech
Topic 5.1. Problems of developing communicative competence among students of auxiliary school
Topic 5.2. Speech development as a central task of language teaching
Topic 5.3. Work on the phonetic-phonemic and lexical-semantic aspects of speech
Topic 5.4. Development of the logical-grammatical side of speech
Topic 5.5. Communication development oral speech in junior and senior classes
Topic 5.6. Development of coherent written speech in junior and senior grades
Literature.
Download the e-book for free in a convenient format, watch and read:
Download the book Methods of teaching the Russian language in a auxiliary school, Sviridovich I.A., 2005 - fileskachat.com, fast and free download.
- Working with text in a Russian language lesson, Teacher's Manual, grades 5-11, Aleksandrova O.M., Dobrotina I.N., Gosteva Yu.N., Vasiliev I.P., Uskova I.V., 2019
Plan.
3. Vocabulary work and features of its implementation in a special correctional school VIII kind.
4. Impaired writing, specific writing errors in special (correctional) students
educational school of the VIII type.
1. Objectives and content of teaching the Russian language in a special (correctional) school of the VIII type.
The methodology of the Russian language in a special correctional school is a science that studies the goals, content,
patterns, principles, methods and techniques of teaching the Russian language to children with intellectual disabilities.
The subject of the study is the process of teaching children with intellectual disabilities with the aim of developing oral
and written speech as a means of communication and a way to correct their cognitive activity.
Object – speech features of children with disabilities.
Tasks:
1. Determination of the main focus of teaching the Russian language to schoolchildren with n.i.
2. Establishing the volume and content of educational material available for children with disabilities.
3. Identification of the conditions for the implementation of general didactic principles when teaching the Russian language,
development of special methodological principles for teaching this subject.
4. Development and description of the most rational and productive teaching methods and techniques,
systems of exercises that contribute to the effective organization of classes, correction of deficiencies and achievement
optimal high level speech and mental development of students in a special school.
5. Searching for ways to optimally influence children using language.
Hierarchy of methods of teaching the Russian language:
1. A system of concepts that reflects the main methodological concepts (methodological conditions
implementation of didactic principles, methodological patterns of teaching native language,
scientific and theoretical provisions of the system of teaching literacy, reading, grammar, spelling.
2. Methodological categories: goals, objectives, content of the educational process, methods and means of teaching,
types of exercises in the Russian language.
3. Methodological recommendations for program topics.
Scientists: Gnezdilov M.F. (1935), Kornev I.P. (formation of initial grammatical generalizations),
Gruzintseva E.N., Zavyalova E.N., Obraztsova T.M., Remezova O.M., Smirnova F.M.; Zhuravleva R.I.,
Aksenova A.K., Voronkova V.V. (system for developing spelling skills); Komskaya S.N.,
Lapshina V.A., Vavina L.S., Lutskina R.I. etc. (development of oral and coherent written speech); Barskaya N.M., Savelyeva G.V.,
Fedchenko A.P. (formation of grammatical concepts).
Methods of research and improvement of methodology:
1. Pedagogical experiment (natural, carried out during regular class work, and laboratory).
2. Observation of the process of teaching schoolchildren the Russian language (!!!systematicity and duration).
3. Studying children's work and documentation (allows us to evaluate the effectiveness of a particular method of preparing students
to completing tasks, children’s opportunities for independent work).
4. Analysis of scientific and methodological literature.
Structure of the methodology:
1. Speech development.
2. Literacy training.
3. Learning to read.
4. Teaching grammar and spelling.
Program sections:
1. “Literacy training.”
2. “Development of oral speech based on familiarization with objects and phenomena of the surrounding reality.”
3. “Reading and speech development.”
4. “Grammar, spelling and speech development.”
Russian language training has a corrective and practical orientation.
Corrective focus will manifest itself in the field of speech development of children, because the most important goal of Russian language lessons. – speech formation
as a means of communication and a way to correct the cognitive activity of students and facilitate socialization.
During the learning process, corrective work is carried out to correct deficiencies in all aspects of the child’s speech.
Inferiority personal experience children with n.i. determines the allocation of propaedeutic periods at all stages of training,
where are they corrected?
shortcomings of past experience and preparation being carried out. To master new material.
Children with n.i. They have great difficulty mastering complex systems of conceptual connections and more easily mastering simple ones. Therefore the program
built on the concentric principle of placement of material, in which the same topic is studied over several years
with a gradual increase in information.
The practical focus is aimed at developing children's speech skills.
Work on speech development continues in all other Russian language lessons (see program).
Program objectives for teaching the Russian language.
1. Teach how to read an understandable text correctly and meaningfully.
2. Develop fairly strong writing skills based on mastering the sound composition of the language, basic information on
grammar and spelling.
3. Increase the level of general development of children.
4. Teach how to consistently and correctly express your thoughts orally and in writing.
5. Develop moral qualities.
Stages of teaching the Russian language.
The first stage is limited to the 1st year of study, which is due to the psychological characteristics of the doctor of science.
Tasks of the first period:
In-depth study of children;
Inclusion of children in school activities;
Correction of deficiencies in pronunciation, auditory, visual and motor analyzers;
Development of initial reading and writing skills;
Clarification and development of vocabulary;
Formation of ability to build simple sentences, carry on a conversation;
Developing initial skills in narrative speech.
Methods: games and exercises.
The second stage is grades 2-4.
Tasks:
Development of cognitive interest in the native language and the formation of initial linguistic generalizations;
Further improvement of pronunciation;
Clarification, expansion and activation of the dictionary;
Development of the ability to correctly express one’s thoughts orally;
Mastering the simplest types of written speech;
Practical mastery of a number of grammatical information and spelling rules;
Development of the skill of correct and expressive, conscious reading.
Methods – practical exercises in writing and reading, varied in form (the goal is to lead to linguistic generalizations); game.
Third period – grades 5-9.
Tasks:
Further improvement of reading techniques (including the development of fluent reading skills);
Expanding capabilities in understanding the material being read;
Improving Mastery various forms retelling (selective, complete, brief, with a change of face)
Method - exercises (the goal is to consolidate new material).
2. Teaching literacy in a special (correctional) school of the VIII type.
Mastery of literacy is the first stage of schooling, during which the child must develop primary
reading and writing skills.
Literacy teaching is based on the analytical-synthetic method of writing, which most fully and consistently reflects
phonetic and phonemic nature of Russian writing.
Basic provisions of the analytical-syn.method:
1. The unit of learning is a sound indicated by a letter.
2. Throughout the entire work, the techniques of analysis and synthesis are combined: sentence – word – syllable – sound – syllable –
word - sentence.
3. The order of studying the sounds of letters is determined by the frequency of their use in speech.
4. Unit of reading and writing – fusion syllable(ra)
5. Sequence of administration syllable structures due to their readability and frequency of use
Scheme for assimilation of syllables: G, SG, SGS (juice), SSGS (table), SGSS (bridge), GS (mind), SSSG (builds).
6. Learning to shadow and write. Parallel.
7. Study all sounds and letters in the pre- and alphabetic periods, in the post-letter periods. Period skills are improved
8. The process of learning to read and write is educational and developmental in nature.
In relation to children with n.i. Points 1,2,4,6,8 remain unchanged.
Methodological principles:
1. The order of learning sounds and letters is determined by: the degree of difficulty in correlating sounds and letters (iotized!);
the difficulty of merging sounds into a syllable (frictions and sonorators are learned earlier than plosives, because they sound longer); level
development of pronunciation skills; frequency of use in speech (only F, Shch, E).
2. The order of studying syllable structures. Each syllable is studied as an independent phonetic unit,
Therefore, it is important to gradually introduce syllable structures with a gradual increase in difficulties.
3. Teaching writing by ear is carried out on the basis of the phonetic principle of Russian graphics, when the letter codes
a certain sound. Reliance on relatively intact phrenmatic hearing and clarity of pronunciation.
4. Use of a long preliterary period (1-2 months) to prepare the sensorimotor sphere.
The goal is to develop a psychological attitude towards learning to read and write, to overcome analyzer disorders;
+ sound analysis and synthesis.
5. Extending the time period for studying the primer (1 year). Psychological features.
6. Use along with analytical syn. Using the method of syllabic elements, in order to create the most
optimal conditions for the perception of syllables, recognition from. Elements of the syllabic method bring into action
mechanical memory processes.
7. The focus of the entire process of teaching literacy is to correct speech, intellectual and
sensorimotor development. Sight Perception, fine motor skills, spatial Orientation, violation Pronunciations,
clarification of the dictionary, memory, operations.
8. Application of a variety of visual supports and gaming techniques. Alphabet-picture, country of letters, mirrors, sound guide.
Didactic games in Russian language and reading lessons in a special (correctional) school of the VIII type
One of effective means development of interest in the subject is the use in lessons
didactic games and entertaining material, which helps create an emotional mood among students,
causes a positive attitude towards the work performed, improves overall performance, and makes it possible
repeat the same material in different ways. Didactic games promote the development of thinking,
memory, attention, observation. During the game, children develop the habit of thinking independently,
concentrate, take initiative. The didactic game has two goals: one of them is educational, which
pursues the adult, and the other is playful, for the sake of which the child acts. It is important that these two goals complement
each other and ensured the assimilation of program material.
When using a game according to the rules, the number of game conditions should be limited to two or three, because mentally
It is difficult for retarded children to learn a large number of rules of the game. The teacher should help those children during the game
who find it difficult to remember the principle of the game. At the end of the game, the winner should be identified and rewarded. Didactic
the game can be used on various stages lesson, it is especially useful at the stages of repetition and consolidation of material.
The topic of the lesson can be given in the form of a riddle, rebus, charade, or crossword puzzle. For example: “Having guessed a riddle (crossword, etc.),
you will find out what we will study in the lesson”, “The topic of our lesson is encrypted here” or “Having solved an entertaining example,
you will learn the topic of our lesson.”
Using games in the process of explaining new material. For example: the game “Collect a word” when studying a topic
"Connection vowels O and E."
The use of didactic games when checking the material covered. For example: the game “Spelling Lotto”,
“Synonyms (antonyms)”, “Who can write the most words”, “Don’t mix it up”, “The third wheel”, etc.
Games can be with objects - using dummies, natural material. For example: the game “Vegetables - Fruits”,
“Magic bag”, the color, shape, taste, smell, purpose, size of the item are specified. Exercises in definition
an object according to any one quality (attribute), objects are compared, objects are classified.
Board (board-printed) games can be used for group and individual work. For example:
game “The fourth odd one”, “Paired pictures”, “Mail”, “Recognize the silhouette”, “Collect a picture”, “Where the artist went wrong”,
"Domino", "Loto", etc.
Word (verbal) games. For example: independently composing riddles, the game “Find out by description”,
“Say it in one word”, “Find the mistake”, various riddles, charades, metagrams, anagrams, puzzles, crosswords,
teawords, puzzles, etc.
3. Vocabulary work and features of its implementation in a special
correctional school of the VIII type.
Work on difficult words should be carried out systematically, words are distributed according to lesson topics, connected
With the study of certain rules, vocabulary dictations are written.
Methods for working on spelling difficult words
1. The teacher writes the word to be studied on the board.
2. Inserting a word into a cool typesetting canvas.
3. Reading the word by the teacher.
4. Explanation of the meaning of the word (by the teacher or children).
5. Spelling work on the word (stress placement, highlighting a difficult letter, sound-letter
analysis of a word, dividing a word into syllables and into syllables for transfer).
6. Learning spelling of this word(selection of cognate words, composing phrases, sentences
with this word, selection of synonyms, antonyms, riddles, sayings with this word).
7. Recording a word in a spelling dictionary.
8. Homework – learn the spelling of a word.
9. Inclusion of words in various types of oral and written work and exercises.
Types of dictionary work
1. Riddles (the answers to the riddles are vocabulary words).
2. Proverbs (there is a dictionary word in the text of the proverb, find it, explain the meaning of the proverb).
3. Crossword (the puzzled words are dictionary).
4. Writing words in alphabetical order (words are written on the board).
5. Recording words on the topic (from these vocabulary words, write down only those that relate to the topic “Garden” or “School”, etc.)
6. Compiling a story from a group of vocabulary words (December, frost, skates, guys).
7. Picture dictation (show pictures of objects, children write down the names of the objects).
8. Copy vocabulary words in ascending order of syllables or vice versa.
9. Complete the sentence (there is a missing vocabulary word in the sentence).
10. Formation of the singular from the plural or vice versa (teacher - teachers, vegetable gardens - vegetable garden).
11. Formation of another part of speech (birch - birch, eastern - east, seller - sell).
12. Communication vocabulary work with a minute of penmanship (in penmanship we repeat the letter Z, we write it out from the dictionary
words starting with this letter or with this letter).
13. Writing out these dictionary words in several columns:
o by childbirth;
o by numbers;
o by declination; with unverified vowels A, O, E, I;
o with an unverified and verifiable vowel;
o animate or inanimate objects;
o by topic – “City” and “Village”;
o by parts of speech;
o with an unchecked vowel in the first syllable and with an unchecked vowel in the second syllable.
14. Write out from these words:
o words consisting of two or three syllables;
o words with Y;
o words with sibilants.
15. List a number of vocabulary words under species concepts (crow, sparrow, magpie, rooster, nightingale - birds).
16. Selective dictation (each option writes its own group of words).
17. Working with signal cards (the teacher names the words, and the children raise the desired letter and the work is done orally
or the teacher holds up a card with a letter, and the children write out a word with that letter).
18. Copying or writing words with emphasis on voiced and voiceless consonants, hard or soft consonants.
19. Coming up with phrases with vocabulary words (red tomato, wide street).
20. Recording words under dictation, with emphasis, underlining unchecked spelling, choosing a word for
sound-letter analysis.
21. Selection of words with the same root.
22. Restoring a deformed text or sentence (guys, garden, in, collected, and, cucumbers, tomatoes, peas, baskets).
23. Analysis of words by composition.
24. Writing words with different prefixes (went, came, left, came).
25. Writing words with different prepositions (to the square, at the square, on the square).
26. Put the word in the correct case, decline the dictionary word.
27. Form a new word using a suffix (birch - birch, coast - berezhok).
28. Replace with one word (a person who drives a tractor - a tractor driver, a wide carriageway asphalt road - a highway,
to win - to win).
29. Writing from memory.
30. Self-dictation and mutual verification.
31. Copy, insert one or two consonants (S or SS - kla...ny, kero...in, sho...e, ro...a, ka...ir, ba...ein).
32. Punched cards, punched envelopes.
33. From this text, write down words with unverifiable vowels (consonants).
34. From these vocabulary words, write down in order words consisting of a root and an ending; root and suffix; consoles,
root, suffix; prefixes, roots, endings.
35. Replace these words according to their meaning with others (group - collective, store - department store, break - intermission, doctor - surgeon, friend - comrade).
36. For these adjectives, select nouns that are dictionary words according to their meaning (red apple,
fiction, drama theatre).
37. Replace with synonyms (driver - chauffeur) or antonyms (south - north).
38. Finish the sentence homogeneous members sentences (You can buy...... in the grocery store).
39. From an indefinite verb, form a verb of the future, present or past tense.
4. Violation of writing, specific writing errors in students of a special (correctional) educational school of the VIII type.
Error Prevention
To prevent errors, the following types of exercises are used:
correlating spelling with a certain rule;
sound analysis of words;
clear pronunciation of words;
conditional graphic notation of a word;
composing words from a split alphabet;
recording words on a poster highlighting the spelling being studied;
using a different color to highlight the spelling being studied when writing words on the board and in a notebook;
application of rules with mandatory explanation;
writing warning dictations (auditory, visual, writing from memory, commented writing);
compliance with the spelling regime (the order of maintaining a notebook, regularly checking notebooks, working on mistakes,
relevant requirements for clarity, competent speech of teachers) and hygienic regime (organization of the workplace,
seating, location of the notebook, a certain amount of work, alternation of work and rest);
repetition of dictated words and sentences by the teacher;
clear or singsong pronunciation of words by the teacher;
implementation of an individually differentiated approach to students.
Work on mistakes
The effectiveness of error correction depends on:
the systematicity of its implementation;
from a variety of types of exercises
from the activity of students in the process of independent activity
from having an individual approach to each student.
Troubleshooting involves the following steps:
1. correction of errors, taking into account the students’ ability for independent activity and the level of mastery of the rule;
2. analysis of erroneous spellings, identifying a group of errors typical for the class and each student;
3. organizing a special lesson on working on mistakes.
Lesson plan for troubleshooting:
1. Communication about the results of written work.
2. Collective analysis typical mistakes class.
3. Performing exercises to consolidate poorly learned rules.
4. Independent work on mistakes.
5. Homework assignment.
6. Summing up the lesson.
Mistakes made by students with n.i. in writing
1. Errors caused by immaturity of phonetic processes and auditory perception:
omissions of letters and syllables (trava - grass, krodil - crocodile, pines - brought);
rearrangements of letters and syllables (onko - window, zvyal - took, peperisal - rewrote, natuspila - stepped);
underwriting of letters and syllables (krasny - red, shovel - shovel, swelling - swollen);
building up words with extra letters and syllables (tarawa - grass, katoary - which, bababushka - babushka, klyukikva - cranberry);
distortion of the word (naotukh - to hunt, khabab - brave, mchuki - cheeks, specki - from a stump);
continuous writing of words and their arbitrary division (nas tupila - stepped on, visitiastie - hanging on the wall, u became - tired);
inability to determine the boundaries of a sentence in a text, writing sentences together (My father is a driver.
The work of a driver is difficult; the driver needs to do well. Know the car after school too. I'll be the driver);
replacing one letter with another (zuki - beetles, panka - bank, telpan - tulip, shapagi - boots);
violation of softening of consonants (vaselki - cornflowers, smali - crushed, kon - horse).
2. Errors caused by unformed lexical and grammatical aspects of speech:
agrammatisms (Sasha and Lena are picking flowers. The children were sitting on large chairs. Five little yellow little ones);
continuous writing of prepositions and separate writing of prefixes (in the pocket, while flying, in the village, on the road).
Classification of errors in coherent written speech of mentally retarded schoolchildren
1. Non-speech errors:
o compositional (structural): violation of the sequence of presentation;
o logical (semantic): skip necessary words, facts, episodes; additions not related to the topic of the statement;
o violation of the cause-and-effect relationship of the stated facts.
2. Speech errors:
o inaccurate use of words;
o use of colloquial and dialect words;
o use of unnecessary words;
o violation of word order in a sentence;
o the presence of speech stamps.
3. Grammar errors:
o in the structure of the word (in word formation, formation of a noun, adjective, pronoun, verb);
o in the structure of the phrase (in coordination, control, including the use of prepositions);
o in the structure of the sentence (violation of sentence boundaries, connections between subject and predicate, errors in
constructing sentences with homogeneous members, in complex sentence, in a sentence with direct speech).
4. Spelling errors:
o writing according to the rule;
o continuous, separate and hyphenated spelling words and their parts, writing words with capital and small letters, word hyphenation,
graphic abbreviation of words.
Types of educational dictations in special (correctional) secondary school VIII species
Types of educational dictations: vocabulary, selective, commented, visual, creative, writing from memory,
warning, explanatory, free. At the end of each topic there is a control dictation. If in the text
During dictation, there are words based on rules that have not yet been studied; they should be written down on the board.
When conducting a control dictation, the teacher reads the entire text expressively, slowly. Clarifies what is not clear.
Next, he dictates the text in individual sentences in accordance with the pronunciation norms of the Russian language. Reading
should be loud enough and audible, but not suggestive. Reading pace is even. After recording all the text
the teacher reads it in its entirety. Students follow their notebooks to check what they have written. Next, the task for the text is completed.
Selective dictations allow you to repeat a large amount of material in a short time. Students copy from what they read
text of a word with a specific spelling. A sample note is written on the board. Several examples are analyzed collectively,
Then the class does the work independently. The teacher works individually with low-performing students. To the dictation
Additional tasks may be offered (highlight the root, indicate gender, case, etc.). This type of dictation allows you to identify
how consciously the students have mastered the material and is carried out when the topic is sufficiently fixed.
Visual dictations are based on visual perception text. The text is written on the board, schoolchildren analyze spellings,
recognize words based on the rules being studied. The text closes. After taking dictation, they check the text themselves.
Writing from memory requires students to memorize it first. Difficult spellings are explained before writing,
punctuation marks, spelling words using unstudied rules. Next, the text is closed and written down by students from memory.
After writing, the text is opened, the children compare their notes with what is written on the board. This type of dictation develops memory and
spelling vigilance.
The peculiarity of the warning dictation is that errors are, as it were, warned before the text is written down. The teacher reads
text based on sentences. Students repeat the sentence and explain how to write certain words. Schoolchildren
perceive the text by ear, highlight words that are difficult to spell and decide how to write them.
It is advisable to use this type of dictation at the initial stage of learning the rule.
When conducting an explanatory dictation, an explanation of difficult words is given after recording. It is carried out when students
understand the topic well enough and can independently apply the rules in practice.
In the process of creative dictations, students practice replacing some grammatical forms others (singular instead of plural, etc.)
or practice the ability to insert any grammatical category (adjective, noun, etc.) into the text. Last type of work
requires preliminary preparation.
The texts of free dictations are more voluminous, but simple in content and easily break down into logically complete parts.
The entire text is not readable. The teacher dictates each part twice, then the students write as they remember. The teacher reminds them
that it is advisable to preserve words with the studied spelling in the text. Free dictation is carried out before the test, when the student
The material is quite well understood. After the teacher reads part of the dictation, consisting of 3–4 sentences, he offers
Retell the passage to the children. This type of dictation not only helps to improve literate writing skills,
but also the development of speech.
Any work of art sorts it out according to plan
1. Preparation for reading and vocabulary work:
o appeal to students’ past experiences;
o a conversation or story from the teacher in combination with visual material or a film;
o creating a problematic situation;
o use of music;
o preliminary compilation of a story based on the theme and illustration;
o vocabulary work (2-3 words per elementary school, 4-5 words in the older one, analysis of new, incomprehensible words).
2. Reading the text by the teacher.
3. Checking the first perception (students’ emotional state).
4. Speech exercises or vocabulary work (hard-to-read words).
5. Reading the text by students (possibly with parallel vocabulary work). Words are understood in context
in high school, students try to explain their meaning themselves.
6. Analysis of the work. Questions about the content of the text. The older the children, the fewer information questions
and more semantic.
7. Dividing the text into parts and titling the parts.
8. Retelling what you read ( possible options):
o along the chain;
o with a relay race;
o from another person;
o based on an illustration or series of illustrations;
o according to the picture plan for paragraphs, for each sentence;
o brief retelling;
o selective;
o full;
o retelling according to a pictorial and symbolic plan;
o retelling the questions;
o creative retelling.
9. Work on characterization characters.
10. General conversation (if you worked on a large work or topic):
o chapters of a read work or texts from a studied topic are compared;
o the characters' characters are compared;
o comparison and analysis of the sequence of events in different works or in one;
o identifying a common idea;
o work with proverbs, riddles.
Types of work on text in a reading lesson
1. Reading the entire text (as assigned by the teacher).
2. Reading, dividing into parts. Making a plan.
3. Reading according to a ready-made plan.
4. Reading, after reading retelling.
5. Reading by the student of a new text prepared in advance at home.
6. Reading with shortening of the text. (Children remove sentences or words that can be omitted.) Preparing for a condensed retelling.
7. Reading in a chain according to a sentence.
8. Reading in a paragraph chain.
9. Reading in a low voice.
10. Reading, finding a passage to the picture.
11. Reading, answering questions.
12. Finding a passage in the text that will help answer the question.
13. Reading the most beautiful place in a story or poem.
14. Finding the entire sentence based on the given beginning or end of a sentence. (Later the sentence can be replaced
logically complete passage.)
15. Reading “above normal” (mostly this homework, when a student, knowing well his reading standard
unfamiliar text, by practicing at home, types 10 - 15 words, for example: the norm for reading an unfamiliar text is 40 words,
This means that the child should read the home text at a rate of 50–55 words per minute).
16. Reading a passage to which you can match a proverb.
17. Finding a proposal that can be used to correct a mistake.
18. Finding a sentence or passage that reflects the main idea of the story.
19. Reading and determining what is true and what is fictional (for a fairy tale).
20. Reading, finding sentences that have become sayings (for fables).
21. Reading, writing a script for a filmstrip (briefly, in detail).
22. Reading, selection of sound design of the “film”.
23. Conversation accompanied by selected text.
24. Finding 3 (5, 7...) conclusions in the text.
25. Expressing your immediate judgments about what you listened to after reading by a teacher or student.
26. Reading, a story about what you liked about the work, what you remember.
27. Establishing cause-and-effect relationships by reading.
28. Reading the title of the story. (What else can you call it?)
29. Reading by roles.
30. Reading by dialogue roles, excluding the words of the author.
31. Reading, retelling what you read using gestures, facial expressions, posture.
32. “Live picture” (one student reads, the other reacts to what he hears with facial expressions).
33. Finding a sentence (passage) that this little man could read:
34. Finding a passage that needs to be read contemptuously, strictly, with prayer, annoyance, indignation, ridicule,
happy, fun, sad, etc.
35. Finding and reading sentences with an exclamation mark, question mark, comma, ellipsis, etc.
36. Competitive reading of poems (the jury is selected from the winners of the previous competition).
37. Finding and reading figurative words and descriptions.
38. Finding and reading words with logical stress.
39. Finding and reading words and sentences that are read loudly, quietly, quickly, slowly.
40. Reading a poem, pausing.
41. Reading a poem in a chain, ending each time at pauses.
42. Expressive reading of a passage of a story (poem) of your own choice.
43. Reading a passage of text and extending the sentences in it.
44. Isolating a word from the story to the proposed scheme ____chn____, ____zhi____, etc.
45. Who will quickly find the word in the text according to the rule given by the teacher (student).
46. Finding the longest word in the story.
47. Finding two-, three-, four-syllable words.
48. Finding and reading combinations in a story: a) noun + adjective; b) noun + verb; V)
pronoun + verb (or vice versa).
49. Reading, marking unclear words.
50. Reading words by students with poor reading skills, first breaking them down into syllables (for example: carrot-cow-ka).
51. Finding and reading words and expressions that can be used to draw an oral portrait.
52. Finding and reading words in the text that are close in meaning to the data (these words are written on the board).
53. Reading words to which footnotes are given.
54. Finding and reading words and expressions that can be used when writing an essay.
55. Reading and writing down words for practical vocabulary, for example, for the topic “Autumn”, “Winter”, etc.
56. Combined reading (teacher - students in chorus).
