The manual contains a systematic course of methods for teaching grammar, reading, literature, spelling and speech development to primary schoolchildren. It reflects the realities of recent years in education: a focus on modern methods of developmental education, on organizational forms of multi-level education, on programs and textbooks of various types, a focus on person-centered learning that takes into account the interests, abilities and talents of children.
For students of higher pedagogical educational institutions. It can be recommended to students of secondary pedagogical educational institutions, as well as school teachers.

Methods of teaching literacy, their classification.
For more than three thousand years of existence of writing on Earth and the no less ancient teaching of literacy generated by it, for more than a thousand years of existence of Slavic writing and the teaching of Russian literacy associated with it, a great variety of very different methods of teaching have been discovered: on the one hand, learning to decipher, read encrypted, oral forms of speech encoded by alphabetic signs; on the other hand, learning to record, encode, and write down different forms of oral speech with the same alphabetic signs.

The process of the emergence of various new approaches, methods and techniques for teaching reading and writing is observed today, and this will happen in the near and distant future. And it is natural that for everyone who is professionally involved in teaching literacy, one needs to be well versed in the sea-ocean of various methods and techniques of teaching literacy. This will help avoid simple repetition of what was found earlier, and eliminate ethically unpleasant cases of passing off something that was once known as supposedly newly discovered.

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• Russian language, test work, 4th grade, to the textbook by V.P. Kanakina, V.G. Goretsky “Russian language. 4th grade", Federal State Educational Standard, Tikhomirova E.M., 2020
• Russian language, test work, 3rd grade, to the textbook by V.P. Kanakina, V.G. Goretsky “Russian language. 3rd grade", Federal State Educational Standard, Tikhomirova E.M., 2020
• Russian language, test work, 2nd grade, to the textbook by V.P. Kanakina, V.G. Goretsky “Russian language. 2nd grade", Federal State Educational Standard, Tikhomirova E.M., 2020
• Russian language, test work, 1st grade, to the textbook by V.P. Kanakina, V.G. Goretsky “Russian language. 1st grade", Federal State Educational Standard, Tikhomirova E.M., 2020

The following textbooks and books.

Lvov Mikhail Rostislavovich (February 9, 1927, the village of Pavarenis, now in the Alytus region of Lithuania - June 24, 2015) - teacher, Russian language methodologist, corresponding member of the Russian Academy of Education, doctor of pedagogical sciences and professor.

In 1953 he graduated from the Barnaul Pedagogical Institute. Since 1947 he taught at a school in Slavgorod, Altai Territory. Since 1961 on scientific and pedagogical work: at Moscow State Pedagogical Institute named after. IN AND. Lenin (1961-64 and since 1975), Magnitogorsk Pedagogical Institute (1964-75).

In the development of speech of primary schoolchildren, he methodically substantiated 3 directions: work on the word, providing for the expansion of sources for studying speech, deepening the methods of semantization of vocabulary, mastering synonyms and antonyms in the language; work on phrases and sentences based on a system of exercises of a constructive and creative nature; work on coherent speech using a developed typology and methodology for essays.

Mikhail Rostislavovich formulated the leading trends in the speech development of students: growth in volume and structural complexity of speech units (up to 3rd grade); increasing the variety of speech means (grades 4-7); stabilization of means of speech (grades 8-10). These studies are summarized in the work “Trends in the Development of Students’ Speech.”

Lvov M.R. co-author of general teaching aids: “Methods of teaching the Russian language in primary school”, compiler of the anthology “Development of speech of students in primary school”, which reflected the study of this issue in domestic philological science from F.I. Buslaev and A.Ya. Ostrogorsky to M.A. Rybnikova and others.

Books (9)

Methods of teaching Russian in primary school

The book outlines a systematic course of Russian language methodology in elementary school.

The second edition contains materials reflecting the implementation of school reform: on the education of six-year-old children, on streamlining the academic workload of students, etc.; The specifics of the new textbooks - “ABC”, reading books, Russian language textbooks, and the educational complex as a whole were taken into account.

Methods of teaching Russian in primary school

The manual contains a systematic course of methods for teaching grammar, reading, literature, spelling and speech development to primary schoolchildren. It reflects the realities of recent years in education: a focus on modern methods of developmental education, on organizational forms of multi-level education, on programs and textbooks of various types, a focus on person-centered learning that takes into account the interests, abilities and talents of children.

For students of higher pedagogical educational institutions. It can be recommended to students of secondary pedagogical educational institutions, as well as school teachers.

Methods of speech development for junior schoolchildren

The purpose of the manual is to help the teacher in the systematic organization of work on speech development. It describes in detail the methodology for teaching coherent speech, provides not only theoretical material, but also offers methodological recommendations and didactic material.

The first edition of the book was called “Speech of Junior Schoolchildren and Ways of Its Development” (1975).

Basics of speech theory

The textbook outlines the theoretical foundations of speech from a modern perspective, characterizes its types, code transitions, theories of speech acts, communication, modern rhetoric, children's speech and its development at school, reflects issues of psycholinguistics, sociolinguistics, etc.

Spelling in primary school

The literacy level of secondary school students is one of the most pressing problems in public education.

The theoretical part of the book is devoted to characterizing the principles of Russian spelling and existing teaching methods.

The practical part presents an algorithmic system for solving spelling problems and developing spelling skills in all sections of the Russian language course for students in grades I - IV.

Rhetoric. A culture of speech

The manual examines an interesting but little-studied area of ​​philological science - rhetoric, its spheres of influence and application, and its history.

Particular attention is paid to the types of eloquence and the meaning of the spiritual and moral word. Practical advice regarding the art of oratory required in teaching, discussion and other areas of activity is very important.

Glossary of synonyms and antonyms

According to the author, the “Dictionary” is intended for the creative development of primary school students. The entire educational process is creation, and children themselves act as researchers, inventors, and designers. At first glance, this is a game, but in fact it is a very serious educational activity.

The material of the “Dictionary” is systematized: it has 5 sections, 200 dictionary entries, children work with synonyms, gradually move on to antonyms, to connected synonymous-antonymic connections, to the polysemy of the word and synonymous series and antonymic pairs built on polysemy. Naturally, the difficulty of the material gradually increases. But all this does not mean that the “Dictionary” is some kind of textbook, that it must be “passed through”.

Dictionary-reference book on Russian language methods

A dictionary-reference book on Russian language methods has been created for the first time.

It reveals the most important concepts of Russian language methodology in secondary school. Literature is named for all main topics, the study of which will help readers organize purposeful independent work on mastering the methodology.

The manual is intended for students of the Faculty of Russian Language and Literature of Pedagogical Institutes. At the same time, it can be useful for secondary school teachers, as it will allow them to deepen and systematize their knowledge.

Zinovieva T.I., Kurlygina O.E., Tregubova L.S. Workshop on methods of teaching the Russian language in primary school

M.: Academy, 2007. - 304 p.

Content:
General approaches to the development of speech of primary schoolchildren.
Improving oral speech of junior schoolchildren.
Work on the word as a lexical unit of speech.
Development of the syntactic structure of speech of primary schoolchildren.
Work in the field of speech culture for junior schoolchildren.
Teaching primary schoolchildren to reproduce text and create their own statements.
Methods of teaching literacy.
Studying the topic “Sounds and Letters” and improving the phonetic and graphic skills of primary schoolchildren.
Methods of teaching spelling.
Methodology for studying the basics of morphemics and word formation.
Issues of theory and practice of teaching morphology in primary school.
Studying elements of syntax and punctuation.

Ramzaeva T.G., Lvov M.R. Methods of teaching Russian in primary school

M.: Education, 1979.

Lvov M.R., Ramzaeva T.G., Svetlovskaya N.N. Methods of teaching Russian in primary school

2nd ed., revised - M.: Education, 1987. - 415 p.

The book outlines a systematic course of Russian language methodology in elementary school. The second edition contains materials reflecting the implementation of school reform: on the education of six-year-old children, on streamlining the academic workload of students, etc.; the specifics of the new textbooks - “ABC”, reading books, Russian language textbooks, and the educational complex as a whole were taken into account.

Soloveichik M.S. Russian language in primary school. Theory and practice of teaching

Soloveychik M.S., Zhedek P.S., Svetlovskaya N.N., Tsukerman G.A., Goretsky V.G., Kubasova O.V. and etc.
M.: Academy, 1997. - 383 p.

Ladyzhenskaya T.A. (ed.). Methods of speech development in Russian language lessons

NOT. Boguslavskaya, V.I. Kapinos, A.Yu. Kupalova and others.
Book for teachers. - M.: Education, 1991. - 240 p.

Lvov M.R. Dictionary-reference book on Russian language methods

Textbook manual for pedagogical students. Institute for specialties No. 2101 “Rus. language or T.". - M.: Education, 1988. - 240 p. - ISBN 5-09-000507-9.

Zhedek P.S. Using developmental teaching methods in Russian language lessons in primary school

Educational and methodological manual. - Tomsk: Peleng, 1992. - 60 p. — (Library of developmental education).
The collection contains articles on studying the Russian language on a phonemic basis, which develops phonetic hearing in students and is a prerequisite for the successful teaching of children's literacy as the basis for improving their spelling skills, the most important condition for mastering the graphics and spelling of the Russian language, and developing interest in the language.
The author offers practical recommendations on the use of methods of teaching spelling on a phoneme basis, teaching spelling vigilance to both primary school students and students and future teachers.
The work is intended for students of pedagogical universities, employees of the public education system, and parents.

Soloveichik M.S. First steps in learning language and speech

M.: Flinta, 2000. - 104 p.

The book is dedicated to the first stage in the preparation of primary schoolchildren in the Russian language - the period of learning to read and write. The book provides methodological advice on teaching phonetics, graphics, spelling and speech. Lesson developments are provided.
The book can be useful in teaching literacy using any ABC book; it is addressed to primary school teachers, primary education methodologists, university and college teachers, and students.

Lvov M.R., Goretsky V.G., Sosnovskaya O.V. Methods of teaching Russian in primary school

M.: Academy, 2007. - 464 p. - (Higher professional education).

Methods of teaching literacy.
Methods of reading and literature.
Methodology for studying language theory.
Spelling techniques (spelling and punctuation).
Methods for developing students' speech.
Extracurricular work in the Russian language.

The manual contains a systematic course of methods for teaching grammar, reading, literature, spelling and speech development to primary schoolchildren. It reflects the realities of recent years in education: a focus on modern methods of developmental education, on organizational forms of multi-level education, on programs and textbooks of various types, a focus on person-centered learning that takes into account the interests, abilities and talents of children. For students of higher pedagogical educational institutions. It can be recommended to students of secondary pedagogical educational institutions, as well as school teachers.

INTRODUCTION........................................................ ........................................................ ................................. 8

Chapter 1. THEORY AND METHODS OF TEACHING RUSSIAN LANGUAGE AS A SCIENCE................................... 8

Chapter 2. SCIENCES ABOUT LANGUAGE - THE BASIS OF ITS METHODS................................................... .......10

Chapter 3. PSYCHOLOGICAL AND DIDACTIC ASPECTS OF THE RUSSIAN LANGUAGE METHODS.........................13

Chapter 4. RUSSIAN LANGUAGE AS A SUBJECT AT SCHOOL.................................................... ..16

Chapter 5. SKETCH OF THE HISTORY OF THE METHODS OF THE RUSSIAN LANGUAGE AS A SCIENCE...................................20

SECTION I METHODOLOGY FOR TEACHING LITERACY.................................................... ...............28

Chapter 1. GENERAL CONCEPT.................................................... ................................28

Learning to read and write as a special stage in mastering the initial skills of writing and reading…………………………………………………………………………………………..... .28

Challenges facing literacy education................................................................. ......29

Educational and methodological kit for teaching literacy.................................................... ...........................thirty

Methods of teaching literacy, their classification.................................................... .32

Chapter 2. HISTORICAL SKETCH OF METHODS OF TEACHING GRAMMAR...................................33

History of literacy teaching methods.................................................................... ...............................33

Subjunctive method................................................... ................................34

Transition to sound methods.................................................... ...............................37

Chapter 3. STAGES OF TEACHING READING AND WRITING.................................................... ..........40

Selection of methodology......................................................... ........................................................ ......................40

Pre-letter period................................................... ........................................................ ...............40

Sound-syllabic schemes, letter schemes, sound schemes………………..................................... .41

Working with syllables, syllable division.................................................... .................44

Introducing Accent......................................................... ........................46.

Learning sounds........................................................ ........................................................ ....46

Introducing letters................................................................... ........................................49

Chapter 4. WORK OF STUDENTS AND TEACHERS.................................................... ............................50

The reading mechanism, its components.................................................... .........................50

Reading syllables in letter “columns” .................................................... ...............................53

Reading and parsing alphabetic texts.................................................... ........................................54

Teaching writing......................................................... ........................................................ ....................56

Literacy lessons................................................................... ........................................................ .........59

SECTION II METHODS OF READING AND LITERATURE.................................................... .............62

Chapter I. SKETCH OF THE HISTORY OF READING METHODS.................................................... ...................62

The origins of the method of explanatory reading.................................................... ...........................62

K. D. Ushinsky - the founder of the method of explanatory reading....................................63

L. N. Tolstoy’s views on the process of learning to read.................................................... ...................66

Criticism of the method of explanatory reading by advanced methodologists of the 19th century.................................67

Development and improvement of the method of explanatory reading in the 19th century. ........................68

Methods of educational reading by Ts. P. Baltalon.................................................... ....................71

Method of literary and artistic reading.................................................... ...........................73

Creative reading method......................................................... ........................................................ ......74

Development of reading methods in the 30-70s of the XX century. ........................................................ ................76

Chapter 2. MODERN SYSTEM OF TEACHING READING AND LITERATURE.........80

Propaedeutic stage of literary education for junior schoolchildren................80

Educational material for reading and literary propaedeutics in primary grades……………….................................... ........................................................ ........................81

The role of an adult in the formation of a child reader.................................................... .86

Organization of live impressions and creative activities of children in the system of literary education for primary schoolchildren.................................................... .......................87

Chapter 3. METHODOLOGY FOR WORKING ON READING SKILL.................................................... ........ 93

Qualities of reading skill......................................................... ................................ 93

Stages of development of reading skills in a beginning reader.................................................... 94

Working on reading accuracy and fluency.................................................... ............. 95

Working on reading consciousness................................................................. .....................................100

Working on expressive reading.................................................................... ...................................106

Chapter 4. SCIENTIFIC FOUNDATIONS OF ANALYSIS OF A WORK OF ART...................................110

Literary foundations of the analysis of a work of art.....................110

Psychological characteristics of the perception of a work of art by junior schoolchildren.................................................................... .......... 111

Methodological principles of working with literary texts in primary school.................................................... 114

Chapter 5. METHODOLOGY FOR READING AND ANALYZING A WORK OF ART IN

PRIMARY GRADES................................................................. ..................................... 115

Primary perception of the text........................................................ .................... 115

Analysis of a work of fiction in a reading lesson.................................................... ............. 116

Methodology for working with a work of art at the stage of secondary synthesis.................................................... ........................................................ ........ 118

Creative works of students based on the work they read.................................... 119

A few words about the school theater................................................... ............... 122

Chapter 6. FEATURES OF WORKING ON WORKS OF DIFFERENT KINDS AND GENRES... 123

About the types of literary works................................................................... ....................... 123

Methodology for working on epic works in primary school.................................... 123

Methodology for working on lyrical works in primary school.................................... 128

Methodology for working on dramatic works in primary school.................................... 130

Chapter 7. WORKING WITH A CHILDREN'S BOOK.................................................... ........................... 133

About the educational role of the book................................................... ........................................................ ..... 133

The origins of the modern system of working with children's books.................................................... ..... 134

Modern system for developing reading independence in younger schoolchildren.................................................... ........................................................ ..................................... 136

Preparatory stage of learning to work with children's books.................................................... .......... 137

The initial stage of learning to work with children's books.................................................... ....................... 138

The main stage of learning to work with a children's book.................................................... ........................ 139

Typology of extracurricular reading lessons.................................................................... ........................................ 140

Chapter 8. READING LESSONS IN MODERN SCHOOL.................................... 143

Requirements for reading lessons.................................................................... ........................................................ ........ 143

Objectives of a modern reading lesson................................................................. ............................................... 144

Typology of reading lessons………………………………………………………................................. ........................... 144

Preparing the teacher for a reading lesson................................................................. ........................................... 146

SECTION III. METHODOLOGY FOR STUDYING LANGUAGE THEORY (PHONETICS,

VOCABULARY, MORPHEMICS, WORD FORMATION, GRAMMAR -

MORPHOLOGY AND SYNTAX) .................................................... ..................................... 151

Chapter 1. BRIEF HISTORICAL INFORMATION ON “SCHOOL GRAMMAR” ..... 151

Chapter 2. EDUCATIONAL AND DEVELOPMENTAL POSSIBILITIES OF THE SUBJECT

"RUSSIAN LANGUAGE" .............................................. ........................153

Ways to implement the educational function of language.................................................... 154

Formation of linguistic concepts................................................................... ............... 155

Studying the patterns and structure of language.................................................... ........................... 158

In-depth study of the Russian language.................................................... .................................... 159

The developing role of language theory................................................................. ............................................... 160

Chapter 3. METHODS OF STUDYING RUSSIAN LANGUAGE AT SCHOOL.................................................... ........ 160

Language analysis as a method.................................................... .............161

Construction method................................................... ........................................................ ............ 162

Comparative historical method.................................................... ........................................... 163

Visual methods........................................................ ........................................................ ..... 164

Teacher's story method...................................................... ................................................... 165

Heuristic or search methods.................................................... .................................... 165

Game as a method................................................... ........................................................ ........ 167

Communication methods................................................... ........................................................ ........ 168

Programmed learning and computer................................................................. ...................................168

Chapter 4. TEXTBOOK OF THE RUSSIAN LANGUAGE AND ADDITIONAL RESOURCES.................................................. 169

The role of the textbook, its functions.................................................... ........................................ 169

Requirements for texts in the textbook.................................................................... ..................................... 170

Types of textbooks and manuals................................................................. ........................................... 171

Types of student work using the textbook................................................................. ................................... 173

Chapter 5. METHODOLOGY FOR STUDYING COURSE SECTIONS. METHODOLOGY OF PHONETICS AND GRAPHICS....... 174

Understanding the functions of pronunciation units of speech.................................................... ............. 174

Student skills........................................................ ................................................... 175

Learning process. Methods, techniques................................................... ..................................... 176

Difficulties in phonetics and graphics................................................................. ........................................... 177

Chapter 6. METHODOLOGY OF VOCABULARY AND SEMANTICS. MORPHEMIC METHOD AND

WORD FORMATIONS................................................................. .................................... 177

Educational process. Methodological techniques. Difficulties................................................. ............. 179

Generalizations. Feedback................................................ .................................... 181

Chapter 7. METHODOLOGY FOR STUDYING GRAMMAR.................................................... .................... 182

Morphology. Parts of speech................................................... ............................................... 182

Noun. Lexical and grammatical meaning.................................................... 183

Topic “Gender of nouns”................................................. ............... 184

Topic “Number of nouns”................................................. ................................ 185

Topic “Declination of nouns”................................................................. ................... 186

Chapter 8. ADJECTIVE.................................................... ................................ 190

Lexical and grammatical meaning of adjectives.............................................. 190

Topic “Gender of adjectives” .................................................... .................................... 191

Topic “Number of adjectives” .................................................... ................................... 192

Topic “Declination of adjectives” .................................................. ........................... 193

Word formation of nouns and adjectives.................................................... 196

Chapter 9. VERB.................................................... ........................................................ ............... 197

Lexical and grammatical meaning of verbs.................................................... .................... 197

Topic "Verb tense". Past tense................................................ ................. 199

Topic “Present tense of the verb” .................................................... ................................... 199

Theme "Infinitive". Infinitive............................................... .202

Topic “Future tense of the verb (simple and complex)”.................................................... ............ 203

Introducing the moods and voices of verbs.................................................. 205

Word formation of verbs............................................................. ........................ 207

Chapter 10. VARIOUS TOPICS OF THE MORPHOLOGY COURSE.................................................... ................. 208

Getting to know the pronoun................................................................... ........................................................ ..... 208

Introduction to numerals.................................................................. ....................210

Getting to know adverbs................................................................... ........................................................ .211

Functional parts of speech. Unions. Prepositions........................................................ ........ 211

Chapter 11. SYNTAX.................................................... ........................... 212

The place and role of syntax in a grammar course.................................................... 212

Proposals, their types.................................................. ........................................................ .................... 213

Members of the sentence. Collocations........................................................ .................... 216

Homogeneous members of the sentence.................................................. ........................................... 217

Complex sentences................................................ ........................................................ ............... 218

Direct and indirect speech.................................................... ........................ 219

SECTION IV SPELLING METHODS (SPELLING AND PUNCTUATION)... 223

Chapter 1. COMPARATIVE HISTORICAL ANALYSIS OF TEACHING SPELLING

(XIX-XX centuries).................................................. ........................................................ ............... 223

Grammar basics of teaching spelling.................................................................... ................... 223

Position of K. D. Ushinsky................................................. ........................................................ .224

Antigrammatical direction................................................... .................................. 226

Chapter 2. PROPERTIES OF RUSSIAN SPELLING AS THE BASIS OF ITS METHODOLOGY....... 227

General concept........................................................ ........................................................ ................. 227

Alphabet................................................. ........................................................ ... 228

Graphic arts................................................. ........................................................ .............. 228

Spelling................................................. ........................................................ .229

Punctuation................................................. ................................... 230

Principles of Russian spelling. Morphological principle................................... 230

Phonemic principle................................................... ................................ 232

Traditional principle of spelling............................................................ ................................ 233

The principle of differentiation of values.................................................................. .................................... 234

Phonetic principle................................................... .................................... 234

Punctuation principles................................................................... ........................................................ ................ 235

Chapter 3. FORMATION OF SPELLING ACTIONS AND SPELLING SKILLS..... 236

Spelling........................................................ ........................................... 236

Spelling vigilance................................................... ........................... 237

Spelling rules................................................... .................................... 238

Motivation for spelling work...................................................... ............. 240

Stages of formation of spelling skills.................................................... ........................... 241

Speech hearing......................................................... ........................................................ ....... 243

Semantic work in mastering spelling.................................................... ........................... 243

Chapter 4. METHODS AND TECHNIQUES OF TEACHING SPELLING.................................................... 244

Selection of methods........................................................ ........................................................ .... 244

Language analysis and synthesis................................................................. ............... 245

Memorization........................................................ ........................................... 246

Solving grammatical and spelling problems.................................................... .................... 247

Algorithms........................................................ ........................................................ .................... 249

Compression stages of the algorithm.................................................... ................................ 250

Types of spelling exercises................................................................. .................................... 251

Imitative exercises (types of cheating)................................................................. ................... 252

Types of dictations......................................................... ........................................................ ............... 253

Grammar and spelling comments.................................................... ............... 254

Independent writing, expression of thought, its role in spelling.................................... 255

Chapter 5. STUDYING STUDENTS' ERRORS.................................................... ......... 256

Classification of errors................................................... ................................................... 256

Diagnostics and prediction of errors.................................................... ................. 257

Correcting and preventing errors.................................................................. ........................... 258

Chapter 6. RUSSIAN LANGUAGE LESSON (GRAMMAR AND SPELLING)................................................... 260

General requirements for the lesson.................................................. ................................................... 260

Typology of Russian language lessons.................................................... ................................ 261

Structural components of Russian language lessons.................................................... ........................ 263

Lesson planning and preparation.................................................................... ......... 265

SECTION V METHODS OF STUDENTS SPEECH DEVELOPMENT.................................... 269

Chapter 1. SKETCH OF THE HISTORY OF THE DEVELOPMENT OF THE “GIFT OF THE WORD” IN THE RUSSIAN SCHOOL of the 19th-20th centuries...... 269

K. D. Ushinsky................................................... ................................... 269

The main directions in the methodology of speech development................................................................. ............... 270

Trends of the 60s of the XX century. ........................................................ .................... 272

Chapter 2. PSYCHOLOGICAL AND LINGUISTIC FOUNDATIONS OF STUDENTS' SPEECH DEVELOPMENT ................................... 273

Speech and its types.................................................. ........................................ 273

Speech and thinking ................................................... ........................................................ ... 274

Statement........................................................ ........................................................ .......... 275

Types of speech (text)................................................... ................................... 277

Theories of text structure................................................................... ........................................... 278

Factors of human speech development................................................................. ................................ 280

Chapter 3. CULTURE OF SPEECH AND METHODS.................................................... ........ 281

Criteria for speech culture................................................................... .................................... 281

Chapter 4. METHODS OF DEVELOPING STUDENTS' SPEECH.................................................... .......... 283

Imitative methods................................................... ........................................................ ..... 283

Communication methods................................................... ........................................................ .... 284

Construction method................................................... .................................... 286

Rhetoric in primary school................................................................. ........................................... 288

Chapter 5. LEVELS OF WORK ON STUDENTS' SPEECH DEVELOPMENT.................................................... 290

Pronunciation level................................................... ........................................................ .. 290

Directions of work at the pronunciation level................................................................. ................... 292

Lexical level (vocabulary work) .................................................... ................................... 295

Grammatical level of work on speech development.................................................. ................. 297

Chapter 6. TEXT LEVEL IN SPEECH DEVELOPMENT.................................................... ....... 300

Types of school text exercises................................................................... ..................................... 300

Typology of student work and components of the speech development system.................................... 302

Retellings and expositions, their meaning, purposes and types.................................................... ....................... 304

Methodology for presenting individual types.................................................................... ............ 305

Creative retellings and presentations.................................................... ........................... 307

Chapter 7. TEXT LEVEL (CONTINUED). ORAL AND WRITTEN ESSAYS........... 309

Essay as personal expression.................................................................... .................... 309

Preparatory steps for writing.................................................... .................... 310

Execution, implementation of the prepared................................................... ................................... 313

Analysis of children's essays......................................... 315

Chapter 8. ABOUT SPECIFIC TYPES OF ESSAYS.................................................... ............... 317

Miniature essays................................................................. ........................................................ ............... 317

Description of the picture................................................ ........................................................ .......... 318

Essays on literary topics.................................................................... ..................................... 319

Writing fairy tales................................................... ........................................... 321

Essays based on students’ experiences and observations................................................................. .322

Literary creativity of schoolchildren................................................................... .................................... 323

Chapter 9. SPEECH ERRORS OF STUDENTS, THEIR DIAGNOSIS AND CORRECTION......... 327

Types and causes of speech errors.................................................... .................... 327

Characteristics of lexical errors.................................................... ............. 329

Morphological errors........................................................ ........................... 330

Syntax errors................................................... ........................... 331

Logical and compositional errors.................................................................... ................................... 332

Correcting and preventing speech errors................................................................. ....... 333

Chapter 10. ORGANIZATIONAL FORMS OF CLASSES ON SPEECH DEVELOPMENT OF SCHOOLCHILDREN... 335

Typology of organizational forms of speech development.................................... 335

Language, speech, its development, linguistic personality.................................................. ............... 336

SECTION VI EXTRACURRICULAR WORK IN THE RUSSIAN LANGUAGE.................................................... 341

Tasks and forms of extracurricular work................................................................. ............... 341

Language games................................................... ........................................................ ............... 342

Russian language club................................................... ........................................................ .... 344

Child at home................................................... ..................................... 344

Types of extracurricular activities................................................................... ........................................................ 345

Subject and objectives of the Russian language teaching methodology

Russian language as a subject in primary school

Principles of teaching your native language

Research stages!

Russian language techniques

METHODOLOGY FOR TEACHING LITERACY

Psychological and linguistic foundations of literacy teaching methods

Sound structure of the Russian language and its graphics

COMPARATIVE-CRITICAL ANALYSIS OF LITERACY TEACHING METHODS (BASED ON HISTORICAL EXAMPLES)

SOUND ANALYTICAL-SYNTHETIC METHOD OF TEACHING LITERACY IN ITS MODERN FORM

General features of the method

MAIN TYPES OF LITERACY TEACHING CLASSES

Working on sounds

INITIAL TEACHING WRITING

Objectives of teaching writing

Characteristics of modern script fonts.

Organizational and hygienic conditions for teaching writing.

Techniques for learning to write letters. Typical graphic errors of students.

Elements of spelling during literacy learning

Development of students' speech in writing lessons.

Requirements for reading and writing lessons.

Types of reading and writing lessons.

A system of reading and writing lessons during the period of literacy training.

Features of lessons in a small school.

PROBLEMS AND PROSPECTS OF LITERACY TEACHING

CLASSROOM READING METHODOLOGY

Educational and educational significance of classroom reading lessons. Objectives of reading lessons at the present stage of development of the Soviet school

Qualities of full-fledged reading skills and ways to improve them

BASIC LITERARY AND PSYCHOLOGICAL PROVISIONS DETERMINING THE METHODS OF READING AND ANALYSIS OF A WORK OF ART IN THE PRIMARY CLASSES

The process of working on a work of art in primary school

Initial acquaintance with the content of the work (primary synthesis stage)

METHODOLOGICAL BASICS OF WORKING ON AN IDEA

FEATURES OF THE METHOD OF READING WORKS OF VARIOUS GENRES

Methods of reading fairy tales

Introducing schoolchildren to fairy tales as a genre.

Method of reading fables

METHODS OF OUT OF CLASS READING

METHODOLOGY FOR STUDYING PHONETICS, GRAMMAR, WORD FORMATION AND SPELLING

From the history of methods for studying grammar in primary school

The role of studying the native language for the formation of elements of a scientific worldview in younger schoolchildren

Linguistic basis for teaching the Russian language to junior schoolchildren, taking into account the interconnection of all its aspects

General characteristics of the content of primary teaching of the Russian language

Methods for studying the basics of phonetics and graphics

Familiarization with the features of sounds and letters, with vowels and consonants.

Soft and hard consonants.

The soft sign is an indicator of the softness of consonant sounds.

Voiced and voiceless consonants and their designation in writing.

Syllable. Stressed and unstressed syllables.

METHODOLOGICAL BASIS FOR THE FORMATION OF GRAMMAR AND WORD-BASED CONCEPTS

The essence of grammatical concepts. The difficulty of their assimilation by younger schoolchildren.

The process of working on mastering concepts.

Methodological conditions that ensure effective mastery of concepts.

Grammar and word-building exercises

METHODOLOGY FOR STUDYING THE MORPHEMIC COMPOSITION OF A WORD IN PRIMARY CLASSES

System for learning nouns in primary school

Familiarization with the number of nouns.

SYSTEM FOR STUDYING ADJECTIVE NAMES IN PRIMARY CLASSES

Studying gender and number of adjectives

Spelling case endings of adjectives

SYSTEM OF WORK ON VERBS IN PRIMARY CLASSES

Verb learning sequence.

The sequence of studying the material in grade III.

METHODOLOGY FOR WORKING ON PREPOSITIONS IN PRIMARY CLASSES

Working on spelling prepositions

Familiarization with the semantic meaning of prepositions and their syntactic role

Working on a proposal

Familiarizing younger schoolchildren with punctuation.

METHODOLOGY FOR TEACHING SPELLING

TESTING KNOWLEDGE, ABILITIES AND SKILLS IN THE RUSSIAN LANGUAGE

Russian language lesson

DEVELOPMENT OF STUDENTS' SPEECH

Tasks and ways of developing the speech of primary schoolchildren

Requirements for student speech.

METHOD OF WORKING ON THE DICTIONARY

Lexicology as a linguodidactic basis for vocabulary work methods

Polysemy of words and homonyms.

Phraseology

SYNTACTIC WORK IN THE SYSTEM OF SPEECH DEVELOPMENT OF STUDENTS

CONNECTED SPEECH AND TASKS OF ITS DEVELOPMENT

CONNECTED SPEECH. ORAL REPORT AND WRITTEN REPRESENTATION

Selective retelling

Ways to increase independence and creative activity

CONNECTED SPEECH. ORAL STORIES AND WRITTEN ESSAYS

Types of oral essays

The role of essays in the education of schoolchildren

The topic of the essay and its disclosure

Planning

Preparing for an essay

Analysis of students' essays.

SPEECH ERRORS AND WAYS TO ELIMINATE THEM

Types of errors

Correction and prevention of errors.

The textbook covers issues of effectiveness in teaching the Russian language in primary school. It reflects the following sections: methods of the Russian language as a science, methods of teaching literacy, methods of classroom and out-of-class reading, methods of studying grammar and spelling, development of student speech.