Primary school teachers are known to be particularly resourceful. They manage to translate even the most difficult scientific truths into entertaining, playful, but nevertheless meaningful forms.

Teacher of developmental education according to the D.B. system Elkonina - V.V. Davydova M. OBOZHINA offers her didactic games for teaching literacy. The material corresponds to the program content of the first two sections of the Primer by V.V. Repkina and others.

Formation of initial ideas in a word

1. Pick the right leaf

The teacher names the words. Students choose the desired model, or name the number of the piece of paper.

A word that names an object.

A word that names an action.

A word that names a sign.

Words for presentation: apple, plum, ripe, flower, pick, red, fell, round, hanging, etc.

2. Who lives in the house?

There are three houses on the board, each with its own sign.

Children have three chips.

The teacher says three words. The child working at the board points to the corresponding houses. The rest of the children show the chips from their place.

Words for presentation: gnome, sings, cheerful; puppy, small, barks; black, ran, cat, etc.

3. Yes, no (selective auditory dictation)

The teacher pronounces words for the first model: doll, big, spoon, walks, etc. Children show signs of agreement or disagreement.

Work on the second and third models is organized in a similar way.

4. Find your way

Suggested statement:

A shaggy dog ​​sits by the road. Students connect the models with arrows in the correct sequence.

Note: the arrows reflect only the sequence of words in the statement.

5. Living words

There are five students at the blackboard. Each of them holds one of the chips:

The sixth student is the driver. The teacher makes a statement: Students are sitting at a new desk; A small bird, etc. sits on a branch. The driver’s task is to make a living statement, that is, to arrange the children in the right order.

6. Find the odd one out!

There is an incorrectly composed model of a statement on the board. Children are asked to find the extra word.

A goat grazes in a meadow.

The task may have the opposite task: find the missing word in the model.

7. Embellish the statement

The teacher makes a statement: The girl sings a song.

The teacher shows the place where the children must insert the attribute word.

A little girl sings a song.

A little girl sings a cheerful song.

When completing the task, children can create models of new statements.

8. Finish the statement

Children are asked to complete the statement.

The book lies on... .

The person is in... .

We played on... .

The children went in the morning... .

9. Where did you hide?

The teacher places a small object sequentially: on the table, under the table, behind the door, etc. and asks where this item is. Children answer with a phrase, clearly highlighting the word “helper” (function word).

10. Find the word "helper"

The teacher reads a statement with a preposition. When reading again, students give a sign in the place where there is a preposition (claps, etc.).

Lena is riding a tram.

Bullfinches are sitting on a branch.

An airplane is flying over the forest.

Ira hid in the closet.

Andrey left the class.

11. Cure saying

Option 1

The teacher offers an audible statement without prepositions. Children must pronounce it correctly, with the right preposition.

Chicks are squeaking in the nest.

The handkerchief is... in my pocket.

The vase was placed... on the table.

The kettle is boiling... on the stove.

The fish lives... in the river.

The task is accompanied by the compilation of models of statements.

Option 2

Correct mistakes verbally.

There is a portrait hanging on the wall.

The soup is boiled in a saucepan.

Milk was poured into a cup.

A magpie sat in a tree.

The boy is standing on the bridge.

The children went to the forest.

Leaves are falling from the tree.

Ira came from the store.

12. Insert word

The teacher names phrases with prepositions. Children must insert words between them that name the signs.

In the woods

under the tree

on the street

You can ask children to complete the statements.

The branches of the oak tree have dried up.

Alyosha's temperature rose.

The boat sailed from... the shore.

13. Help a friend

The teacher makes a statement and asks the children to indicate the appropriate model, if any.

For example: A bunny runs along the path.

Sound analysis

1. On the contrary

The teacher says the words. Children must pronounce these words backwards.

Sleep, slave, zero, forehead, com. (Nose, steam, flax, floor, wet.)

The task is accompanied by the compilation of sound models of words.

2. The right employee

Children must name the same sound in each pair of words.

book mountain bag
boxing geese dog

broom floor
light flower bed

3. Lay the house down brick by brick (sound analysis)

The teacher offers a statement that the children should work with in the following sequence:

• drawing up an outline of a whole sentence;
• compiling syllabic models under word models;
• highlighting vowel sounds with dots.

The house is on the mountain.

4. Match the word

The teacher suggests matching the word with the house that denotes the first sound in this word (consonant sounds).

Children choose their own words.

- a hard, sonorous consonant sound.

- a soft, dull consonant sound.

5. Vowel Chorus (vowel sounds)

The teacher names the words. Children in chorus pronounce only vowel sounds without stress, then with stress. Words are selected that have no difference between sounds and letters. When completing the task, sounds are not recorded in letters.

The little mice were walking

– [s] – [a] – [a] – [y] – [a] – [i]

– [s] – [a"] – [a] – [y] – [a"] – [i]

6. Rhythmic pattern

Children create a rhythmic pattern of words (syllabic pattern with stress).

When voicing a model, children clap to highlight the accents.

7. Which word is longer?

Children answer the question: which word is longer, having first compiled a sound model.

Words for presentation: hour, minute, stream, river; worm, snake; key, key.

COURSE PROGRAM

"Preparation for school. Development of speech, logical thinking and cognitive abilities of preschoolers with elements of literacy training and the use of mathematical material.”

Saint Petersburg

1997

PROGRAM

course “Preparing children for school. Development of speech, logical thinking and cognitive abilities of preschoolers with elements of literacy training and the use of mathematical material"

EXPLANATORY LETTER

In addition, using this program, the teacher will be able to activate the mental activity of future students, enrich their vocabulary, familiarize them with the elements of school life, and assist parents in raising a full-fledged personality.

Thematic planning

Application

Brief description of didactic games used in the learning process of preschoolers

Game 14. “Fairy-tale possessions of the Rainbow. Describe" Children describe the objects around them, using knowledge about the colors of the rainbow, trying to describe this or that object as vividly as possible.
Game 15. “Hammers” Children “tap” the rhythm of words, striking each vowel sound in the words pronounced by the teacher, with a stick on the table, highlighting the stressed sound. The game helps to consolidate knowledge about vowel sounds and stress.
Game 16. “The letter got lost” Children must “correct” words where the letters are mixed up, putting them in their proper place.The game promotes the development of attention, observation, as well as the development of phonemic hearing.
Game 17. “Time got angry and went away. Catch up" Children transform phrases, words, sentences using the categories “before, after, then, now.” Make up your own sentences, correct incorrectly constructed phrases suggested by the teacher.
Game 18. “When it happens” Children guess the season (spring, summer, winter, autumn) based on changes in nature indicated by the teacher. During the game, time categories are repeated. Illustrations may be used.
Game 19. “Bells” The point of the game is to search for voiced consonants in words pronounced by the teacher. Children pretend to be bells that ring for every voiced consonant sound. The game promotes the development of attention and phonemic hearing in children.
Game 20. “Correct the mistakes” The point of the game is to search for sounds or letters that were incorrectly indicated by the fairy-tale guest (Dunno, Pinocchio). The game is illustrated.
Game 21. “Words” The teacher asks questions what? Who? Which? what is he doing? and others. Children find words that answer the question asked. The game uses a ball that is passed to the children who answer.
Game 22. “Knots for memory” Children each tie knots on their own string, remembering rules, questions, sounds and letters. Everything is commented out loud. The material is selected by the teacher.
Note: The material for the games and their content can be changed in accordance with the requirements of the teacher and the capabilities of the students. It is advisable to illustrate each of the games and use various toys (ball, doll, etc.). Every child has abilities and talents. Children are naturally inquisitive and eager to learn. All that is needed for them to express their gifts is intelligent guidance. A variety of games will not only help you acquire basic writing and numeracy skills, but also contribute to the development of critical and creative thinking, logical reasoning, and teach you to make logical conclusions. They teach you to think.Changing the types of children’s activities within each lesson allows you to slightly increase the duration of the usual lesson.It is well known how complex and extensive the primary school curriculum is and how difficult it is sometimes for a child who cannot read to master its course. Children who can already read fit into the learning process more easily and are more comfortable at the first stage of education.This program is based on the principle of developmental education. It is very important to take a serious and creative approach to each lesson, selecting in advance visual, didactic and other necessary material, without which it is impossible to activate children’s thinking and maintain their interest and attention throughout the entire lesson.The program involves the use of search questions and various ways of working with visualization.The game form of work is effective, since it is in the game that the creative abilities of the individual develop. All classes include speech development games, entertaining exercises, phonetic, lexical, grammatical, graphic and even outdoor games. Game situations, fairy-tale characters, and surprise moments are introduced.The main place in learning is given to working with sounds, letters, words, sentences. It is necessary to devote enough time to the sound perception of words, forming the child’s phonetic speech hearing.To improve the speech apparatus, it is advisable to include articulation exercises, pronouncing tongue twisters, quatrains, rhyming lines, etc.Children love riddles, so it is necessary to include in the program a lot of riddles, accompanied by illustrative or game material.You should always strive to replenish children’s vocabulary with synonyms, antonyms, etc.To relax and relieve tension, small exercise minutes are appropriate and necessary. It's better if physical. the minutes will not be repeated. Here are some of them:1. Raise your shouldersJump grasshoppers.Jump-jump, jump-jump. (Energetic shoulder movements). Stop! We sat down. We ate some grass.They listened to the silence.(Squats) Higher, higher, higherJump on your toes with ease! (Jumping in place)

2. I get up early in the morningI sing with a clear voice.I wash my face and get dressedAnd I get down to business. I prick, I drink, I draw, I play... etc. (Various movements)

3. Ira, Inna and Ivan They danced merrily. They circled, bowed,We stopped where we were. (Appropriate movements)

4. Our rest is a physical education minute,Take your seats:Once - they sat down, twice - they stood up.Everyone raised their hands up.Sat down, stood up, sat down, stood upIt’s as if they became Vanka-vstanka.And then they started galloping,Like my elastic ball.

5. Zhu - zhu - zhu, (3 claps) I go to the meadow (Steps with high legs) I'm looking at the bugs (Sit down, bring your palms to your eyes) Zhu-zhu-zhu (3 claps)
Serious problems arise in school due to students' lack of literacy. To prevent the occurrence of such problems or to help children overcome such difficulties, it is necessary to begin work as early as possible with the development of their spelling vigilance. Targeted spelling detection training beginsmainly in the process of sound-letter analysis of words. The following exercises are useful for developing the corresponding skill:
1. Games: “Find a dangerous place” -I will pronounce the words, and you will clap as soon as you hear a sound that cannot be trusted when writing. And what sound(s) cannot be trusted? How to find it? (It is necessary to determine whether the word has an unstressed vowel sound. If there is, then there is a “dangerous place.” If there are two unstressed vowels, then there are two “dangerous places.” "Traffic light" Show a red traffic light or turn on a red light as soon as you find a “dangerous place”."Light the beacon" Carrying out a sound analysis with drawing up a diagram in which “dangerous places” are indicated, i.e. Red signals (circles) are placed under the “dangerous places”. At the same time, with the help of a question (“How will you look for “dangerous places”?) the necessary method of action is worked out.2. Following the sound analysis, printing or laying out words from the letters of the split alphabet with the omission of “dangerous places”. At the same time, attention is again drawn to the method of action: “If the sound can be trusted, I indicate it with a letter, if not, I put a danger signal in its place.”
To improve the speech apparatus, the following tongue twisters, quatrains, and rhymes can be used:
1. I BUYED A LAMB BARANKIAt the market early in the morningI bought a lamb bagel:For lambs, for sheepTEN poppy rings, NINE sushi, EIGHT buns, SEVEN flat cakes, SIX cheesecakes, FIVE shortcakes, FOUR crumpets, THREE cakes, TWO gingerbreads And I bought ONE roll -I didn’t forget about myself! And for the little wife - Sunflowers. 2. FORTY FORTY (tongue twister) forty forty For their own people Forty shirts Without quarreling, they scribble. Forty shirts Stitched on time -We immediately quarreled Forty forty.
3. A - Open your mouth wider, We raise our hands up.
U - Lips with a tube forward. And hands forward.
4. Rustle, whispering, noise under the window,Light spanking... Who is this dwarf? Shhh! There, behind the curtains, near the window A nimble little mouse Silence rustles.
5. I’m still shaking with fear! - The log exclaimed, - The letter looks like an axe!It will definitely split!
6. The train rushes along, grinding: same - what - what, what - what - what.
7. In the mornings my brother Kirill Three little rabbits in the grass fed.
8. Say in one breath: INHALE - SI-SE-SA-SO-SU-SY - EXHALE INHALE - ZI-ZE-ZA-ZO-ZU-ZY - EXHALE
To successfully study vowel sounds and letters, the technique of learning “singing” is used:The following triangle is drawn on the board:
I Y U

E O

A
Children first sing the sounds of the upper floor: E-Y-U and watch how their mouth opens during singing. They conclude that the mouth does not open very much, only a little. The result is “narrow” vowel sounds.Then the children sing the sounds of the middle floor: E-O. We noticed that the mouth opens normally, as usual, averagely. This means that these are “middle” vowel sounds.Finally, they sing the vowel of the lower floor: A. Here the mouth opens wide and the children call this sound “wide.”This game will help children discover the secret of vowel pronunciation. It turns out that all vowel sounds are mouth openers! This conclusion will help you learn how to correctly determine the number of syllables in words by placing your palm under your chin.
To conduct thematic conversations and develop children’s speech, the following riddles and poems can be used:
Let's help mom.

Riddles about tools and utensils.

Poems about work

PA

(stake, forehead, side, eye)

7. Answer quickly!Loud, fast, cheerful... (ball)Delicious, scarlet, juicy... (watermelon)Brown, clumsy, club-footed...(bear)Yellow, red, autumn... (leaves)
8. Change the word using the technique of increasing and replacing letters:Believe - the door is a beastRiding - star - trainsNetworks are children, Lena – Lina
9. “Where are the numbers, where are the letters?”Select only letters.Make a word out of them I 1 8 G 6 R 10 U 5 W 4 K 2 A 7
10. Pure sayings
Ta-ta-ta - our house is clean.Te-te-te - put down your sewing.That's it - we started playing lotto.At-at-at - we're going for a walkAt-at-at - we take a scooter with usCha-cha-cha - a candle is burning in the room.Chu-chu-chu - I knock with a hammer.Ooch-och-och - night has come.Tso-tso-tso - there's a ring on your handTsy-tsy-tsy-the cucumbers are ripeEts-ets-ets - a very tasty cucumber
Dear Colleagues! Remember that learning to read and write is one of the most crucial periods in a child’s life. And the result of learning largely depends on you, on your patience, kindness, and affection. Give your child the opportunity to believe in their own strengths. Avoid rudeness and tactlessness! Learning should not be associated with negative emotions in communication with the teacher, with the future student. Let each of them feel success, know the joy of “discovery” for themselves and go to each lesson with desire and good mood. Let him think, fantasize, create!

USED ​​BOOKS

1. Arginskaya I.I. Training according to the L.V. Zankov system, 1st grade, 1994.

2. Varapnikov I.V. Russian language in pictures M., 1987

3. Bure R.S. Preparing children for school. M., 1987

4. Goretsky V.G. First grade education; M., 1973

5. Klimanopa L.F. Exercises to work on reading technique. M., 1975

6. Loginova V.I. Development and education of children in kindergarten St. Petersburg, 1995.

7. Nechaepa N.V. Literacy training. M, 1994

8. Rezodubov S.P. Methods of the Russian language in primary school M., 1963.

9. Sedzh N.V. Games and exercises in teaching six-year-olds Minsk, 1985

10. Toroshenko E-V. Living alphabet for little ones. St. Petersburg, 1994

11. Giabalina 3.P. The first year is the most difficult. M, 1990

12. Shvaiko G.S. Games and play exercises for speech development. M., 1983

USED ​​BOOKS

1 Block. INITIAL COURSE IN MATHEMATICS AND LOGIC

"Color the shape on the right"

From the bottom row, you should select a square that has the same pattern as the original one, but has changed its position when turning it up one turn. This is square 2.In the task “How are they alike? What is the difference?" the position of the different colored corners of the triangle changes in two directions: vertical and horizontal, while the relationships “top - bottom”, “right - left” are considered at the same time.- In the first triangle there is a corner with dots at the top, and at the bottom right - shaded.

In the second triangle, there was a shaded corner at the top, and a dotted corner at the bottom right.

In the tasks “How are they alike? What is the difference?"

it is assumed to turn left or right by one or two turns relative to the reference point coinciding with the “body diagram”.
“Choose the shape you want to complete”

The figure rotates “up - left” one turn.The circle at the bottom moves to the right. Correct figure 3.
It is important to develop productive thinking in a child, that is, the ability to create new ideas, the ability to establish connections between facts and groups of facts, and compare a new fact. The productivity of preschoolers' thinking is still limited. But if a child puts forward an idea that is not new for adults, but new for the team or for himself, if he discovers something for himself, even if it is known to others, this is already an indicator of his thinking. With the development of independent thinking, the child’s speech also develops, which organizes and clarifies the thought, allows it to be expressed in a general way, separating the important from the unimportant.The development of thinking also affects the child’s upbringing; positive character traits develop, the need to develop one’s good qualities, efficiency, activity planning, self-control and confidence, love for the subject, interest, desire to learn and know a lot. All this is extremely necessary for the child’s future life.Sufficient preparedness of mental activity relieves psychological overload in learning and preserves the child’s health.As for the development of perception, in preschoolers it occurs in stages. At the first stage, actions are formed directly as a result of playing with various objects. It is better if the child is given standards (shapes, colors) for comparison. At the second stage, children become familiar with the spatial properties of objects using hand and eye movements. At the third stage, children get the opportunity to quickly learn the properties of objects of interest, while the external action of perception turns into a mental one.An important condition for the effectiveness of teaching mathematics is the attention of children. By listening carefully to the explanation, the child more easily perceives, understands, remembers the content of the material, and thereby makes it easier. your future work. Therefore, great importance is given to the education of voluntary attention in preschoolers. For this purpose, special exercises and tasks are constantly included in classes aimed at developing attention, developing activity, independence, and a creative attitude to business.Here are a few tasks to help foster interest and attention in math classes.
For example, game "Notice everything!"
On a typesetting canvas I display 7-8 pictures in one row depicting objects (mushroom, ball, pyramid). Children are asked to look at object pictures (10 sec.). Then the object pictures are covered, and the children are asked to list them and name the sequence. Swap two or three pictures and ask what has changed on the typesetting canvas. Remove one of the pictures and ask which picture disappeared, ask to describe it. Game "Notice everything!" You can carry out the same tasks, but replacing object pictures with geometric figures. Preschoolers are asked relevant questions: what figures are depicted? How many are there? What color are they? In what order are they depicted? Ask each child to place these figures on the desk, using individual counting material.These tasks are used when comparing groups of objects, familiarization with the concept of “the same.”
Games to develop attention
"What changed?" Place 3-7 toys in front of the children. Give the signal for them to close their eyes, and at this time remove one toy. Having opened their eyes, children must guess which toy is hidden.
"Find differences". Show the children two almost identical drawings and ask them to find how one drawing differs from the other. “Find the same ones.” In the picture, children must find two identical objects.
“Ear-nose”. On the command “Ear”, children must grab the ear, on the command “Nose” - on the nose. You also perform actions together with them on command, but after a while you begin to make mistakes. "Dwarves and Giants." A similar game: on the command “Dwarfs” the children squat, on the command “Giants” they stand up. The teacher performs the movements together with everyone. Commands are given separately and at different paces.
“Freeze.” At the teacher’s signal, the children should freeze in the same position they were in at the moment of the signal. The one who moves loses, is taken by the dragon, or is eliminated from the game.
"Repeat after me". To any counting rhyme (for example: “Santiki-fan-tiki-limpopo”) you rhythmically perform simple movements, for example, clapping your hands, knees, stomping your feet, nodding your head. Children repeat the movements after you. Unexpectedly for them, you change the movement, and the one who did not notice this in time and did not change the movement is eliminated from the game.
"Handkerchief." Children stand in a circle. The driver runs or walks behind the circle with a handkerchief in his hand and quietly puts the handkerchief behind someone’s back. Then he makes another circle, and if during this time the new owner of the handkerchief does not show up, he is considered to have lost. Anyone who notices a handkerchief behind his back must catch up with the driver and show off. If this succeeds, the driver remains the same. If not, the second one drives.
"Edible - inedible." The driver throws the ball, naming any object. The ball must be caught only if the object is edible.
"Game with flags." When you raise the red flag, the children should jump, the green flag should clap their hands, and the blue flag should walk in place.

Games to develop imagination

Games to develop logical thinking

"The fourth is odd." It is necessary to cover with a white card the image that does not fit with the others.

“Universal Lotto” You can easily make this lotto yourself, using cards from various old, half-lost lotos, as well as sets of postcards, magazine clippings and... stamps. Stamps are often very beautiful, interesting and are produced in series, but keeping them in an album is very inconvenient, because children always want to take the picture in their hands. Therefore, it is better to stick stamps on cardboard cards (of the same size). For each playing child (and no more than 5-7 children play) you need a large white game card, divided into 6-8 parts.The sets of cards played form several series. All of them will allow children to practice classification according to different criteria. Episode 1. Each child collects a series of pictures depicting objects that have common names. For example: butterfly, trains, ships, planes, satellites, cats, horses, flowers, berries, mushrooms, houses, hats, shoes, etc. Episode 2. Each child chooses a geometric shape as a sample and collects images of objects that have a similar shape. Sample set:circle - button, plate, tablet, watch, ball, apple;square - wristwatch, briefcase, TV, book, window;triangle - house roof, newspaper hat, funnel, Christmas tree, Egyptian pyramid, milk carton;rectangle - suitcase, brick, house;oval - cucumber, plum, egg, fish, leaf. Series Z. Each child chooses a “blot” of colored paper (red, blue, yellow, green, brown, white) and then selects objects of the same color.

The main feature of the proposed course is its focus not only on giving preschoolers the initial basis of numerical literacy, but also on using the mathematical material of the course to create conditions for the targeted development and improvement of all cognitive processes in children, gradually shifting the emphasis to development thinking, which is due to the specifics of the academic subject of mathematics.Mathematics has a unique developmental effect. “She puts the mind in order,” i.e. best forms methods of mental activity and qualities of the mind, but not only. Its study contributes to the development of memory, speech, imagination, emotions; forms perseverance, patience, and creative potential of the individual. A mathematician plans his activities better, predicts the situation, expresses thoughts more consistently and accurately, and is better able to justify his position. It is this humanitarian component, which is certainly important for the personal development of every person, and is the main feature of the new course. In it, mathematical knowledge is not an end in itself, but a means of forming a self-developing personality.The main goal of doing mathematics is to give the child a sense of self-confidence, based on the fact that the world is orderly and therefore understandable, and therefore predictable for humans.We must remember that mathematics is one of the most difficult academic subjects, but the inclusion of didactic games and exercises allows you to change activities in the lesson more often, and this creates conditions for increasing the emotional attitude to the content of educational material, ensuring its accessibility and awareness.Teaching mathematics to preschool children is unthinkable without the use of entertaining games, tasks, and entertainment. At the same time, the role of simple entertaining mathematical material is determined taking into account the age capabilities of children and the tasks of comprehensive development and education: to activate mental activity, to interest in mathematical material, to captivate and entertain children, to develop the mind, to expand and deepen mathematical concepts, to consolidate acquired knowledge and skills, to exercise applying them in other activities, new environments.Entertaining material (didactic games) is also used to form ideas and familiarize with new information. In this case, an indispensable condition is the use of a system of games and exercises.Children are very active in the perception of joke problems, puzzles, and logical exercises. They persistently search for a solution that leads to a result. When an entertaining task is accessible to a child, he develops a positive emotional attitude towards it, which stimulates mental activity. The child is interested in the final goal: folding, finding the right shape, transforming - which captivates him.Of all the variety of entertaining mathematical material in preschool age, didactic games are most used. Their main purpose is to ensure that children practice distinguishing, highlighting, naming sets of objects, numbers, geometric figures, directions, etc. Didactic games have the opportunity to form new knowledge and introduce children to methods of action. Each of the games solves a specific problem of improving children’s mathematical (quantitative, spatial, temporal) concepts.Didactic games are included in the content of classes as one of the means of implementing program tasks. The place of a didactic game in the structure of a lesson on the formation of elementary mathematical concepts is determined by the age of the children, the purpose, purpose, and content of the lesson. It can be used as a training task, an exercise aimed at performing a specific task of forming ideas.Didactic games and game exercises with mathematical content are the most well-known and frequently used types of entertaining mathematical material in modern preschool education practice. In the process of teaching preschoolers mathematics, play is directly included in the lesson, being a means of forming new knowledge, expanding, clarifying, and consolidating educational material.In an integrated approach to the education and training of preschool children in modern practice, an important role is played by entertaining educational games, tasks, and entertainment. They are interesting for children and emotionally captivate them. And the process of solving, searching for an answer, based on interest in the problem, is impossible without the active work of thought. This situation explains the importance of entertaining tasks in the mental and all-round development of children. Through games and exercises with entertaining mathematical material, children master the ability to search for solutions independently. Systematic exercise in solving problems in this way develops mental activity, independence of thought, creative attitude to a learning task, and initiative.Depending on the nature of cognitive activity, games can be divided into groups.
Games that require children to perform
With the help of this group of games, children perform actions according to a model or direction. For example, the teacher says: “First put a green circle, to the right of it is a yellow triangle, to the left is a yellow square, above is a red triangle, below is a red square, etc.” Then he asks questions: how many and what pieces did you put in? How are they similar and how are they different? Which figures are there more, which ones are smaller?Then the children are asked to make a geometric pattern or some kind of figure from these figures.In the process of such games, students get acquainted with the simplest geometric figures, their properties, learn the concepts of “above”, “below”, “left”, “right”, “between”, which are the basis of spatial concepts, master counting, consider the classification of figures one by one or several signs.In this group of games you can also use the following tasks: come up with words similar to the given ones; lay out a pattern or draw a figure similar to this one.Children make a lot of drawings in their math notebooks, which help them learn to concentrate, accurately follow the teacher’s instructions, work consistently and achieve the desired result.Games during which children perform reproductive activities These games are aimed at developing the skills of addition and subtraction within 10. These are the games “Mathematical Fishing”, “Best Pilot”, “Best Astronaut”, “Fastest Postman”, “Photographer Eye”, “Every Toy Has Its Place” and other.
"Mathematical Fishing"
Didactic purpose. Consolidating the techniques of addition and subtraction within 10, reproducing them from memory.Means of education. Drawings of 10 fish, 6 of them yellow, 2 red, 2 striped.Contents of the game. Fishes are placed on the magnetic modelograph, on the back of which are written examples of addition and subtraction. The teacher calls the children to the board one by one, they “catch” (take off) a fish, read an example on addition and subtraction. All the guys who solved the example indicate the answer with a number and show it to the teacher. Whoever solves the example before everyone else gets the fish. The one who “catch” the fish (solves the examples correctly) is the best fisherman.The game “Catch a Butterfly” is played in the same way.
Games in which children's transformative activities are programmed. With the help of these games, children change examples and tasks, others that are logically related to them.For example, the games “Chain”, “Mathematical Relay Race”. Transformative activities also include games that develop control and self-control skills (“Controllers”, “Arithmetic running on a number line”, “Check the Guessing Game!”)
Games that include elements of search and creativity.
These are “Guess the riddles of the Cheerful Pencil”, “Determine the course of the plane” and others. Children really love the games of this group. They like to compare, analyze, find commonalities and differences, and are interested in finding what is missing. These games interest the children so much that they begin to invent them themselves.

Didactic games and exercises

“Draw by counting correctly and moving in the right direction.”

Kitty

Entertaining tasks in poetic form

Parents, as a rule, are interested in their children studying well and mastering a large amount of knowledge as quickly as possible. In this regard, the question arises: is it possible to accelerate cognition? The only correct path leading to the acceleration of cognition is the use of teaching methods that contribute to the acceleration of intellectual development. Teaching preschoolers based on the use of special educational games is one of these methods. Didactic games are included directly in the content of classes as one of the means of implementing program tasks. 1. Arithmetic material: 1). Numbers from 1 to 10; name, sequence, designation, counting, comparison of numbers and objects, Number 0. Composition of numbers. Arithmetic operations addition and subtraction.2). Solving simple problems based on counting objects,
2. Geometric material: Recognition of geometric shapes: square, rectangle, triangle, circle, ball, cylinder, cone, pyramid, parallelepiped, cube. Comparison and coloring of figures. Composing figures from parts and breaking figures into parts.Figures on checkered paper. Counting the number of cells, triangles, rectangles into which the figure is divided. Designing figures from sticks.Dot. Line. Line segment. Learn to use a ruler and draw segments. Comparison of objects by shape, color; comparison of groups of objects, basic relationships between objects: more-less, higher-lower, front-back, top-bottom, left-right. A collection of objects or figures that have a common characteristic. Drawing up a population according to a given characteristic. Selecting part of the population.Give spatial and temporal representations of orientation in cells (dictations).
3. Content-logical tasks and assignments , based on the mathematical content of the first two sections and aimed at developing cognitive processes in preschoolers:Attentions : mathematical games: “Fun Counting”, “Change Shape or Size or Color”, “Add, Subtract”; visual dictations with images of various objects (5), with images of numbers, geometric figures, etc. Graphic dictations.Imaginations : tasks for composing figures with specified properties from given parts; tasks on the relative position of figures on a plane; to change the shape, size, color of a given figure; to select geometric shapes from a set of given ones according to the description of their properties; tasks to determine “by eye” the size of a figure, comparing “by eye” the sizes of given figures (choose the one from the proposed figures that will completely fit into the given circle, etc.)Memory: visual dictations using specially designed tables, auditory dictations; didactic games with mathematical content: “Remember mathematical terms”, including 5-7 words, reproduce the “Chain of words”;

Memory games

MAIN COURSE SECTIONS AND THEIR CONTENTS

Thematic planning

1. Clarification of children’s ideas about the size, color and number of objects. Game: "Let's make a pattern."2. Development of attention and observation in children 1 class
1. Teach children to distinguish colors and sizes. Formation of ideas about the symbolic representation of things. Game: "Ants".2. Development of children’s speech, inclusion in the active vocabulary of the terms “higher”, “lower”, “thick”, “thin”, “high”, “low”. Game: "Ending" 1 class
1. Counting, ordinal numbers. Teach your child to reason.2. Develop ideas: “tall”, “low”, “fat”, “thin”, “left”, “right”, “to the left”, “to the right”, “between”. Development of observation skills. 2 zan.
1. Formation of the ability to decompose a complex figure into those that we have. Practice counting to ten. Game: "Constructor"2. Development of attention and imagination. 1 class
1 Generalization and systematization of quantitative and spatial concepts in children, teaching them to compare objects according to various characteristics. Formation of numerical and spatial concepts in children Games: “Build houses.” "Build an aquarium"2. Development of speech and attention in children. 1 class
1. The ability to carry out visual-mental analysis. Formation of children’s spatial representations, consolidation of the concepts “first”, “then”, “after”, “this”, “left”, “right”, “between”. Game: "Let's build a garage." Formation of skills in counting circles, squares, triangles. Games: “Make a belt”, “Find a card” 1 class
1. Formation of spatial and temporal concepts in children. Reinforce the concepts of “up”, “down”, “right”, “left”, “right to left”, “left to right”.2. Development of attention and observation in children Games: “Best Scout”, “Aerobatics”, “Where and whose voice comes from?” "Traffic Rules". 2 zan.
eleven). Composing a pair of items.2). Comparison of a group of objects.2. Development of children's imagination. Games: “Tops and Roots”, “Let’s Make Trains”, “Build a House from These Figures”. 1 class
1 Strengthening the relationships “more”, “less”, “equal”, ideas about geometric shapes, the ability to compare and contrast 2 groups of shapes and find distinctive features. Games; "Children on a Branch", "Fill the Empty Cells"2. Development of memory, observation, imagination of children. 2 zan.
1. Familiarization with the classification of figures according to two properties (color and shape). Game: “Where, what figures lie” 2 zan.
1. Formation of counting skills within ten. Acquaintance with ordinal numbers. Introduce the concepts of first, last, addition, and subtraction. Games; “The Absent-Minded Artist”, “How Much? Which one?”, “Hen and Chicks”2. Development of attention, memory, observation 1 class 1. Teach children to connect objects into sets according to a certain property. Game: "The Third Wheel"2. Development of memory. 1 class
1. Establishing correspondences between the number of drawings and numbers. Securing the numbering of the first ten numbers. Games: “Let’s build a house”, “I know the number and figure”, “Best counter”, “Clapping”2. Development of attention and memory. 2 zan.
1. Consolidation of the concepts “one”, “many”. Introducing children to the method of forming numbers by adding one to the previous number and subtracting one from the subsequent number. Consolidation of the concepts “before”, “later”, “then”, “after that”. Games: “Carry On”, “Let’s Make a Train”, “Train”.2. Development of attention and imagination. 1 class
1. Consolidating counting from 1 to 10 and from 10 to 1. Consolidating the idea of ​​the ordinal value of a number Games: “Fun Counting”, “Help the numbers take their places in order”, “Guessing Game”, “Abstract Artist”. 2 zan.
Geometric figures: 1. Distinguishing objects by shape and composing circles, squares, triangles (geometric shapes) and other geometric shapes, as well as drawings. Teach to distinguish similar objects by size; familiarization with the concepts of “upper”, “lower”, “large”, “small”, “how much”. Games: “Guess the riddles of Pinocchio”, “Fix the blanket”, “Shop”2. Development of attention and observation 1 class
1. Arranging objects according to various criteria. Strengthening the concepts of “higher-lower”, “more-smaller”, “longer-shorter”, “lighter-heavier”. Games; "Where is whose house?", "Fill in the square"2. Development of observation skills. 1 class
1 Development of spatial concepts. Repeat counting. Teaching children how to add and subtract numbers 2.3. Games: “Make a Train”, “Piglets and the Gray Wolf”.2. Development of observation, attention, thinking. 1 class
1. Study of the composition of numbers. Teaching children how to add and subtract numbers 2, 3, 4. Games: “Make a train”, “There are many examples - one answer.”2. Development of observation and attention. 1 class
1: Formation of addition skills within 10. Consolidate knowledge of the composition of the first ten numbers. Games: “Addition”, “Silence”, “Chain”, “Hurry up, don’t make a mistake”2. Development of memory and observation skills. 3 zan.
1. Exercise children in adding numbers to any given number. Teach children how to add and subtract one at a time. Reproduction of adding and subtracting units from memory. Games: “Chain”, “Pendulum”, “Swallows Settled” 1 class
1. Reproduction of addition and subtraction techniques based on the representation of a number series. Train children in performing addition and subtraction operations within 10. Reproducing them from memory. Reinforcing the techniques of addition and subtraction within 10. Games: “Arithmetic running along a number line”, “Day and Night”, “Mathematical Fishing”. “Best pilot”, “Fastest postman”, “Eye-photographer”, “Every toy has its place”, “Best astronaut”, “Mathematical football”2. Development of memory, attention and observation. 4z.
1. Formation of classifying activity of classifying figures by color, shape and size Game: “Tree”. Familiarizing children with the rules (algorithms) that prescribe the implementation of practical actions in a certain sequence. Game: "Growing a tree."2. Development of observation, thinking and attention. 1 class
1. Fixing the composition of the numbers of the first ten. Consolidating knowledge about the composition of numbers. Games: “Dispatcher and controllers”, “Who is faster, who is more correct”, “Enter the gate”, “Distribute the numbers into the houses”, “Guessing game”, “Numbers running towards each other”.2. Development of memory and attention. 1 class
1. Consolidation of subtraction techniques based on knowledge of the composition of a number and the addition of one of the terms to the sum. Exercise children in analyzing groups of figures, in establishing a pattern, in a set of features, in the ability to compare and generalize, in searching for the difference between one group and another. Games: “How are the figures arranged?”, “Guessing Game”, “Check the Guessing Game”.2. Development of memory, thinking and observation skills. 2 zan.
1. Exercise children in sequential analysis of each group of figures, identifying and generalizing the features characteristic of the figures and each of the groups, comparing them, justifying the solution found. Forming the concept of negating a certain property using the particle “not”, classification by 1 property, by 2 properties , according to 3 properties. Games: “What pieces are missing?” "Game with one hoop" “Game with two hoops”, “Game with three hoops”.2. Development of thinking, attention, memory, imagination. 2 zan.
1: Formation of addition and subtraction skills. Composing examples in which the first component is equal to the answer of the previous example. Games: “Chain”, “Make circular examples”.2. Development of attention and thinking. 3 zan.
1. Formation of addition and subtraction skills, problem solving skills. Games: “How much is there?”, “How much more?”, “Mail”.2. Development of thinking and observation. 4 zan.
Generalization and systematization of students' knowledge. 3 zan.
Check of knowledge
Total 50 lessons

Bibliography.

A.A. Carpenter. Let's play. M., 1991

I.N. Agofonov. I draw and think, play and learn. St. Petersburg, 1993

L. Chiligrirova, B. Spiridonova. Playing, learning mathematics M., 1993

T.G. Zhikalkina. Game and entertaining tasks in mathematics. M., 1989

E.V. Serbina. Mathematics for kids. M., 1992

BEHIND. Mikhailova. Game entertaining tasks for preschoolers. M., 1990

L.F. Tikhomirova, A.V. Basov. Development of logical thinking in children. Yaroslavl "Academy of Development", 1996

A.M. Zakharova. Developmental teaching of mathematics in primary school. Tomsk, 1994

Children's readiness for school. Edited by V.V. Slobodchikov. Tomsk, 1994

A.G. Zach. Differences in children's thinking. M., 1992

P.M. Erdniev. Enlarged didactic units in mathematics lessons. M., 1992

L.F. Tikhomirov. Development of schoolchildren's intellectual abilities. Yaroslavl. "Development Academy", 1996

L.S. Vygodsky. Imagination and development in childhood. M., 1991

Gifted Child Program. M., “New School”, 1995

“Gifted children. Edited by G.V. Burmenskaya and V.M. Slutsky., M., 1991

G.Yu. Eysenck. Test your abilities.

E.P. Benson. Meet me. Geometry.

V.V. Volina. Holiday of numbers. Development of independent thinking in mathematics lessons in primary school. // Primary school 1991

Didactic games in literacy lessons

Compiled by: primary school teacher

MBOU "Secondary school with advanced

studying individual subjects No. 28"

Timoshenko O.N.

Kursk 2016

This manual presents a variety of games and tasks aimed at developing knowledge, skills and abilities in teaching literacy. These games will help develop children's speech, attention, creative imagination, logical thinking, and communication skills.

The manual can be used by primary school teachers for collective and individual work in 1st grade.

Introduction……………………………………………………….. 4

Games with words.

Word – sound………………………………………………………. 6

The word is color………………………………………………………. 9

The word is an image………………………………………………………. 12

Word – association……………………………………………………….. 13

Word – concept……………………………………………………….. 17

Word - action ……………………………………………………… 20

Word – creativity……………………………………………………….. 21

References……………………………………………………… 23

Introduction.

Upon entering school, children experience a sharp change in their leading activities: play activities are replaced by educational activities, which negatively affects the development of the child. A didactic game, which organically connects learning with the game form of its organization, plays a very good role as a transitional form from play to learning.

The essence of the game is that it is not the result that is important for the child, but the process itself. This is the “plus” for us, teachers, that we can program and set specific goals, and the child, without noticeable to himself, while playing, achieve the results that we want to achieve from him.

Psychologists have proven that knowledge acquired without interest, not colored by one’s own positive interest and emotions, does not become useful - it is an unnecessary burden.

During class, a student writes, reads, answers questions, but this work does not affect his thoughts and does not arouse interest. He is passive. Of course, he learns something, but passive perception and assimilation cannot be the basis of solid knowledge. Children remember poorly because their studies do not excite them.

Interest can be created by asking or phrasing a question that is unexpected for students, by creating a problem situation, or by using an unusual form of teaching a lesson (survey in the form of an interview, etc.). You just need to find something interesting and exciting in the Russian language.

You just need to find a middle ground: do not complicate things - children will not understand - and do not simplify, making learning easier - children will constantly look for easy ways to work less. It is necessary to replace the stick, if not with carrots (sometimes this is already in abundance in families as a substitute for the joy of communication), then, in any case, with interesting lessons.

When playing and doing what they like, children often show unusual perseverance and sustained attention. With the systematic use of games in lessons, mental processes (memory, attention) will begin to become arbitrary, which is necessary for further successful learning.

Didactic games are divided into four groups:

phonetic

graphic

grammatical

games aimed at developing coherent speech.

This manual contains games for developing coherent oral communication.

speech. The purpose of this manual is to provide teachers with material that will help teach children in a playful way. The presented games promote the development of speech, attention, creative imagination, logical thinking, and communication skills. The place of the game in the structure of the lesson depends on the purpose for which the teacher uses it. At the beginning of a lesson, the game can be used to prepare students for the perception of educational material, at the operational stage - in order to intensify learning activities, or at the stage of consolidating and systematizing new concepts.

Game "Restore the fairy tale"

Target : Will help in the development of logical thinking, phonemic hearing, concentration.

Equipment : fairy tale text.

An adult tells the children that he wanted to read them a fairy tale, but almost all the letters in his book have disappeared, and he will have to tell the fairy tale, pronouncing only that part of the words that remains. Children will have to guess its name. Examples of familiar fairy tales:

Zhi... -would...de...and ba... . And would... have... Ku... Rya...

Sne... Ku... yay... not... about..., but zo... . De... bi... bi... - not ra... . Ba... bi... bi... - not ra... yu We... be... hwo... ma..., I... upa... and ra... . De... pla..., ba... pla..., and Ku... ku... . Not pla...de..., not pla...ba... . I dream.. wa... I... not about..., but about.... .

Let's go... let's go... ,

Sigh... on ho... .

In... before... to... .

Se... I fell... .

Na... Ta... gro... pla... .

Uro... in re... me... .

Ti..., Ta..., not pla... .

Not at... in re... me... .

By... de... re... . You... re... bo... - pre... .

Sta... de... re... cha... . Cha... - sweat... you... can’t... . By.. de... ba... . Ba... for de.., de... for re... . Cha... - sweat..., you... can’t... .

Game "Encrypted Songs"

Target : Will teach the ability to listen, concentrate, help in the development of phonemic hearing.

Equipment : text samples.

An adult invites children to guess a children's song, which is encrypted in a special language. The first line of the song can be written on the board and said several times by an adult.

For example:

Shyr pir yu pyapyuzhgy

Zelemgy gyosryg,

Fed gyag, fed gyag,

Zelemgy gyosryg.

Or:

F dlyafe zyter gyusmeshyg,

F dlyafe zyter gyusmeshyg,

Zöfzen gyag yöküleşıg.

Seromemgy eats a feast.

The clue is as follows:

Voiced consonants are replaced by voiceless ones, voiceless consonants are replaced by voiced ones, “l” changes to “r”, “m” to “n”, “ch” to “sch”, “th” remains unchanged.

A game "Puns"

Target: will teach you to hear the word, compare words, and draw logical conclusions.

Equipment: poetic texts.

The teacher asks the children to listen to the text of the poem and answer what is unusual in it. (The texts of the poems are based on a play on words: a collision of different meanings of a word or homonyms in one text).

For example:

Don't wear it instead of a shirtpants you ,

Don't ask for watermelon insteadrutabaga ,

Always distinguish a number fromletters ,

And can you distinguish ash andletters ?

The lions said to the tigers:

Hey friends, have you heard

What can't rhinoceros

Scratch yours nose on horn ?

Don't go like everyone else razini ,

Without a gift you to Rosine ,

But doing her visits ,

Every time a bouquettake it .

Dachshund

Getting into a taxi I askeddachshund

What is the fare?dachshund ?

And the driver:

Money from dachshunds

We don’t take it at all

Here yes, sir.

Game "Colorful words"

Target : Enriches vocabulary, expands color perception, and helps in the development of imaginative thinking.

Equipment : cards with tasks.

The adult explains that in the Russian language there are many words that indicate colors. Some of them are associated with minerals, others with fruits, and others with flowers. The teacher gives the children a topic: “Animals”, “Birds”, “Minerals”, “Flowers”, and the children must name as many flowers as possible that correspond to this topic. You can simplify the task by allowing students to connect the words in the left and right columns with arrows.

For example:

Gold Products

steel

silver

lactic

cream

Minerals salad

coffee

emerald

Ruby fruit

turquoise

citric

apricot

Metals crimson

Game "Taste and Color..."

Target : Enrich your vocabulary, expand color perception, teach you to compare and draw logical conclusions.

Equipment : cards with tasks.

The teacher gives the children cards divided into two halves.

Scarlet

Orange

Lingonberry

Cornflower

Cherry

Pearl

Emerald

Chestnut

Brick

Azure

Lactic

Sea wave

Purple

Wheat

Lilac

Khaki

Chocolate

Amber

Bright green

Light blue

Dark orange

Whitish

Brown

Dark red

Dark blue

Blue-green

Purple-red

Golden yellow

Light purple

Brownish green

Brown

Transparent yellow

Whitish with iridescence

Deep pink

Orange

Bright red

Game "Tales from colorful words"

Target: will help in the development of creative imagination, fantasy, speech.

Equipment : texts of colorful fairy tales by I. Ziedonis or others.

The teacher invites the children to compose a Fairy Tale THEMSELVES using any of the colors.

To begin with, he reads the fairy tale “The Gray Fairy Tale” by Imants Ziedonis.

Gray fairy tale.

I - grey .

I - grey , like a mouse, like a bird, like ashes, like dust.

I - grey , but what would bright colors do without me!

Where I am? Everywhere.

The snow has melted, the earth has been exposed -gray It's boring around. Spring for nowgray. But then it burst gray a modest bud - a willow blossomed. Would she be so pretty and white if I weren't like that?gray ?

Here he comes out gray the earth is a tulip, and here comes the rhubarb, sticking out its red, devil-like horns. INgray At dusk, white sheets of fog float over the meadow!

Then you can offer children the beginning of colored fairy tales so that they can come up with a continuation.

For example:

“Blue, blue horse with peas!..”

Continue.

"It snowed yesterday..."

Continue.

"The sun is like an egg yolk..."

Continue.

Game “Only funny words”

Target : Expands vocabulary, helps develop observation and concentration.

It's better to play in a circle. The presenter determines the topic. You need to say one by one, for example, only funny words. The first player says: “Clown.” Second: “Joy.” Third: “Laughter”, etc. The game moves in a circle until the words run out. You can change the topic and name only green words, only round ones, only prickly ones, etc.

Game "Autobiography"

Target: It will teach you how to tell a story, transform, and think logically.

First, the teacher takes the leading role and introduces himself as an object, thing or phenomenon and tells the story on his behalf. Children should listen to him carefully and, through leading questions, find out who or what he is talking about. The child who guesses this tries to take on the role of the Leader and reincarnate into some object or phenomenon.

For example:

“I am in every person’s house. Fragile, transparent, inelegant. I die from careless handling. And it becomes dark not only in the soul..."

“I can be fat and thin. Beautiful and not so beautiful. You can play with me, but carefully. When I once lost weight due to Piglet’s fault, Eeyore was still very happy with me..."

Game “If only”

Target : Will teach children the ability to construct a logically complete sentence, transform themselves, and take the point of view of another.

Equipment : cards for the game.

The teacher asks the children to finish the sentence they started. It is built according to the following scheme: “If I were (a) ket (something), then I would..., because (to)... .

The teacher explains: in order for the sentence to be complete, you need to imagine yourself as the person (what) you are talking about.

For example:

If I were a fruit, it would be a green and tasteless tangerine so that no one would eat me.

If I were a grasshopper, I would sit in the potato thickets and stare at the world with yellow eyes.

Game "Chain of Associations"

Target : will help in the development of associative thinking, expand your vocabulary.

The game is played in a circle. The teacher names a word, say “honey,” and asks the player standing next to him what he imagines when he hears this word?

For example, the player answers: “a bee.” The next player, having heard the word “bee,” must name his association for this word, for example, “pain,” etc. What could happen?

Honey bee pain doctor red cross flag country Kazakhstan Astana, etc.

Pictograms.

Target: will introduce you to phrases, help in the development of associative and figurative thinking, attention and memory.

Equipment : cards with phrases on the topic of the lesson, pencil, notebook.

During this game, the teacher uses cards with word combinations that correspond to the topic of the lesson.

He invites children to sketch with pictograms and simple drawings the phrases that he will dictate.

After the children complete this task, they will have to switch to some other game, and then remember the word combinations that they sketched. Let's say the theme is "Autumn"

The teacher can dictate the following phrases:

golden autumn, farewell cry, migratory birds, cold wind.

Game "Drawing - Association"

Target : Will help in the development of associative and figurative thinking, attention and memory, teach concentration and perseverance.

Equipment : cards with drawings and associations

During this game, the teacher uses cards with pictograms and words - associations on them. Children, having received a card, must connect the picture and the word, combining them according to their meaning at their own discretion.

Example words:

wind

joy

fog

Love

beauty

bad weather

bloom

wind

noise

beauty

With the help of associations, you can remember any poetic text. The teacher dictates the text, and the child sketches the key words in a notebook. Then, based on the supporting words, he remembers the poem.

Sample poem for practice :

“When I become an adult” V. Lunin

When I become an adult

I will allow everything to my son:

Eating sour cream with your hands

And jump on my back.

Lying on the sofa, drawing on the wall,

Keep the beetle in your pocket,

do not wash your face,

Scream,

Run through puddles

Cut off the legs of the chair

Don't sleep and don't have lunch,

Ride a cat.

Twist the spring in the clock,

Drink tap water.

I will allow everything to my son,

When I become an adult.

Game "Secrets of the Double"

Target : will introduce you to the concept of “antonyms”, help in the development of logical thinking, and teach concentration.

If the student is already familiar with the concept of “antonyms,” it is easier for him to join this game. If not, the teacher explains what it is and suggests using antonyms to play riddles (learn to compose and guess them).

We take two words: wet and dry. We invite children to guess: what can be wet and dry at the same time? (boat, leaf, shoes, etc.).

Let's give one more riddle (we take two words: smooth and rough):

What can be smooth and rough at the same time? (toothbrush, sandpaper, etc.).

What can be hot and cold at the same time? (iron, refrigerator, lamp, etc.).

Game "Words-balls"

Target : expand vocabulary; will consolidate the concepts of antonyms, synonyms, homonyms; will help in the development of attention and logical thinking; will teach concentration, restraint, the ability to control one’s emotions, etc.

Equipment : ball.

Game "Antonyms - synonyms."

Children stand in a circle. The teacher throws the ball to one of the players and at the same time says a word, for example, “quiet.” The child must return the ball and say the word with the opposite meaning (“loud”). The game moves in a circle so that each participant can pronounce an antonym word.

You can play similarly:

with synonyms (cheerful - joyful);

with homonyms (puff of smoke - dog breeders club);

with verbal nouns (run-run, knock-knock);

with phrases (beautiful - house, fast - run);

with animals and their young (horse - foal) and many, many others.

Game "First, second, third, fourth."

Children stand in a circle. The teacher passes the ball to one of the game participants and asks them to name a sign of some phenomenon or object. Two more participants do the same, and the fourth player must name the object (phenomenon) based on three characteristics.

Let's say:

Player 1 says the word “silver”

2nd – “easy”

3rd – “small”,

4th names the object - “cup”.

Or:

1st pronounces “distant”,

2nd – “round”,

3rd – “hard”,

4th calls the object “ball”.

Game "Oral Crossword"

Target : will enrich your vocabulary, help in the development of logical thinking, teach you how to ask questions correctly and give specific answers and definitions to words.

The presenter thinks of a word, for example, “earth,” but does not say it out loud. Names the first letter. To guess the word, the participants of the game ask questions like these to the Leader:

Is this the one that bites painfully?

No, it's not a snake.

Are these the ones found in Belovezhskaya Pushcha?

No, these are not bison.

Is this where we all live?

Yes, this is land.

If the Presenter cannot guess what he is being asked about, he must name the second letter of the word.

Game "From bad to good."

The teacher invites the children to play transformations: from bad to good, from evil to good, from weak to strong, etc. attentive

caring

Kind

You can take any pair of antonyms and try to do the same.

Game “Restore the proverb”

Target : It will introduce you to new proverbs, help you understand the meaning of popular sayings, and teach you how to build a logically complete sentence.

Equipment : texts of proverbs.

On the board or on cards in the left column is the beginning of the proverbs, in the right column is the ending. You need to find the beginning and ending of the proverb, combine them into one whole and explain its meaning.

to a gift horse

How will it come back to haunt you?

Do you like to ride

Without knowing the ford,

The forest is being cut down -

It's time -

Not on your sleigh

If you hurry -

Measure seven times

It's good to be away,

but home is better.

chips are flying.

learn forever.

They don't look you in the teeth.

don't stick your nose in the water.

the more firewood.

that's how it will respond.

love to carry sleighs too.

fun time.

don't sit down.

you'll make people laugh.

cut once.

Game "Magic Word"

Target: Will help in the development of imaginative thinking, creative imagination, speech.

The teacher writes a word on the board with which you will need to compose a fairy tale (story, poem).

For example:

WITH- sled

ABOUT- cloud

L- ray of light

N- kit

C- princess

E– raccoon

Based on these six words, children will have to compose their own story or fairy tale.

Game "Tales from the Inside Out"

Target : Teaches the ability to fantasize, compose, and tell stories.

The teacher invites the children to change places of the main characters in a famous fairy tale, i.e. make the good ones evil, and the evil ones - good, the brave ones - cowardly and vice versa, and on the basis of this, compose a new fairy tale.

For example:

The Wolf in the fairy tale “The Wolf and the Seven Little Goats” is good, and the Goat is evil.

In the fairy tale “Teremok”, it is not the bear that destroys the Teremok, but the Mouse.

The piglets in the fairy tale “The Three Little Pigs” are hungry and angry, and the wolf is cowardly and unhappy.

In “The Tale of the Fisherman and the Fish,” it is not the old man who asks the fish for gifts, but the fish who asks the old man.

Literature:

Isaenko V.P. “Games of our children”

M.: Culture and Sport, 1996

Kalugin M.A. "Educational games for younger schoolchildren"

Academy of Development, 1996

Maksimuk N.N. “Games for teaching literacy and reading”

M.: "VAKO", 2006

Mishchenkova L.V. “36 lessons for future excellent students”

Sinitsyna E.I. “Through the game to perfection”

M.: “List” 1997

The manual presents approximate developments of reading lessons that are conducted during the period of literacy training. The original author's method of working with schoolchildren in the classroom is aimed not only at children's assimilation of program content, but also at the intensive development of the most important intellectual qualities (attention, memory, logical thinking, oral speech, etc.) from the first days of primary school.
The manual is intended for primary school teachers; It will be useful for students of pedagogical universities and parents.

Word
I. Mobilizing stage
II. Students formulate the topic and purpose of the lesson
U. Listen to my speech and determine what I will say: Transparent dewdrops adorn the aspen tree.
D. This is a proposal.
U. Name the signs of a proposal that you know.
D. A sentence expresses a complete thought. The sentence has a special intonation.
U. Say what a sentence consists of and formulate the topic of today's lesson.
D. A sentence consists of words. So, the topic of today's lesson is “The Word.”
U. Based on the topic and using supporting words, formulate the purpose of our lesson. On the board it is written in printed font: learn what... learn to distinguish... and not... learn... meaning...
D. The purpose of our lesson is to find out what a word is; learn to distinguish between a word and a non-word; learn to determine the meaning of a word.

CONTENT
From the author
Approximate development of reading lessons during literacy training
Lesson 1. Speech
Lesson 2. Word
Lesson 3. Syllable
Lesson 4. Vowels and consonants
Lesson 5. Proposal. Word. Sounds and letters. Emphasis. (Generalization)
Lesson 6. Sound [a] and letter A, a
Lesson 7. The sound [o] and the letter O, o
Lesson 8. The sound [and] and the letter I, and
Lesson 9. Sound [s] and letter s
Lesson 10. The sound [y] and the letter U, y
Lesson 11. Sounds [n], [n’] and the letter N, n
Lesson 12. Sounds [s], [s’] and the letter S. s
Lesson 13. Sounds [k], [k’] and the letter K, k
Lesson 14. Sounds [t], [t’] and the letter T, m
Lesson 15. Sounds [l], [l’] and the letter L, l
Lesson 16. Sounds [р], [р’] and the letter Р,р
Lesson 17. Sounds [в], [в’] and the letter В, в
Lesson 18. Letter E, e and the sounds it represents
Lesson 19. Sounds [p], [p’] and the letter P, p
Lesson 20. Sounds [m], [m’] and the letter M, m
Lesson 21. Sounds [z], [z’] and letter 3, z
Lesson 22. Sounds [b], [b’] and the letter B, b
Lesson 23. Sounds [d], [d’] and the letter D, d
Lesson 24. The letter Ya, ya and the sounds it represents
Lesson 25. Designation of the sound [a] after a soft consonant by the letter I
Lesson 26. Sounds [g], [g’] and the letter G, g
Lesson 27. The sound [h] and the letter Ch,ch
Lesson 28. The letter ь as a designation of soft consonants
Lesson 29. The letter ь at the end and in the middle of a word to indicate the softness of a consonant (consolidation)
Lesson 30. The sound [sh] and the letter Sh,sh
Lesson 31. The sound [zh] and the letter Zh, zh
Lesson 32. The letter Ё, ё and the sounds it represents
Lesson 33. The sound [th] and the letter Y,th
Lesson 34. Sounds [x], [x’] and the letter X, x
Lesson 35. The letter Yu, yu and the sounds it represents
Lesson 36. The sound [ts] and the letter Ts, ts
Lesson 37. The sound [e] and the letter E, e
Lesson 38. The sound [sch] and the letter Shch.sch
Lesson 39. Sounds [f], [f’] and the letter F, f
Lesson 40. Hard separator and soft separator
Lesson 41. Alphabet
Lesson 42. “First hunt”
Lesson 43
Lesson 44. “Helper”
Lesson 45. Boris Vladimirovich Zakhoder. "Two and Three"
Literature.

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