Literary creativity of primary schoolchildren and the development of speech in reading lessons. Development of oral speech of primary schoolchildren in literary reading lessons Development of oral speech of children in reading lessons

The problem of the development of the speech of schoolchildren is acquiring more and more social significance, since speech is a convincing indicator of the spiritual culture of a person. The emergence of a civil society in Russia, the deepening of the processes of humanization of culture and education, the incipient process of revival of spirituality, a return to the origins and traditions of Russian culture, liberation from dogmatic and one-sided assessments of the phenomena of art change the style of communication between people, transform it towards expanding the subject matter, making fuller use wealth of oral speech, attention to the personality of the interlocutor.

The concept of the development of speech appears both in philosophical and psychological, and in scientific and methodological meanings. It represents the process of mastering speech and its mechanisms in direct relationship with the spiritual formation of the individual, the enrichment of his inner world, constantly occurring throughout a person's life.

The development of oral and written speech of schoolchildren is one of the pivotal directions in the methods of teaching literary reading. A great contribution to the development of the problem was made by V.V. Golubkov, M.A. Rybnikova, N.V. Kolokoltsev, modern scientists M.R. Lvov, T.A. Ladyzhenskaya and others.

Literary reading as an academic subject that studies the art of words creates special conditions for students to master the techniques of creative work, research search work related to the ability to independently solve complex problems, with critical and evaluative activity on the material of the studied works of art, preparation of oral presentations and written works of various types and genres. In this kind of educational work, creativity develops, students understand the practical orientation of their work, and also assess their own capabilities, which increases interest in the results. Thus, a conscious attitude towards intellectual work is formed.

Course "Literary reading"(ed. Efrosinina LA, Omorokova MI) was developed for elementary school and is included in the educational-methodical set "Elementary school of the XXI century" (scientific supervisor Vinogradova NF). The guiding idea of \u200b\u200bthe course is to deepen the process of perception of a work of art, support and develop an interest in reading. The content of the course ensures the development of a full-fledged perception of a literary work, awareness by schoolchildren of the specifics of its content, form and language, the introduction of students into the world of literature as the art of words, the formation of individual literary concepts and ideas.

All types of speech activity are represented in the means of teaching literary reading - listening and reading works of art; speaking as a process of discussing their merits and characteristics; letters - creative works related to the assessment of their attitude to what they read. A characteristic feature of the program is the combination of work on reading proper, technical skills and reading skills, as well as the connection between the perception of the work, work with it and the book as a whole. There are anthologies for students of all grades, which include additional texts of works that allow expanding the reading circle of children and organizing differentiated teaching. Proceeding from this, literary reading lessons solve not only didactic tasks related to text analysis, but also develop students' value judgments and the ability to analyze emotional states caused by listening to or reading a particular work.

The main goal of literary reading lessons is to help the child become a reader: to bring to the realization of the rich world of domestic and foreign children's literature as the art of artistic words; enrich the reading experience.

The tasks of literary reading lessons: develop the ability to "see" a word in a text, observe its meaning, understand why the writer (poet) chose the given word, how it characterizes the hero, distinguish figurative meaning, teach to use apt words and expressions in one's own speech , to teach understanding of the text, to develop the skills of expressive reading, culture of speech, creativity.

Methods and techniques used in literary reading lessons: commenting, interpretation, analysis of content and form, expressive reading and dramatization of the work.

Practical actions of students (underlining, marking, rearranging the text), visual activity (drawing, applique, coloring), game techniques (working with crosswords, didactic literary games), as well as writing (adding, copying, essay) and various forms of oral speech (drawing up statements, descriptions, comparative characteristics, retellings, reviews of the book, annotations).

Speech is a form of communication (communication) of people through language.

Speech communication organizes joint activities of people, promotes knowledge of each other, is an essential factor in the formation and development of interpersonal relations. The speech is drawn up in accordance with the norms of the language.

The child learns the language in the process of communicating with adults and learns to use it in speech. Speech, being a means of expressing thoughts, becomes the main mechanism of human thinking, a means of carrying out mental operations.

Speech is closely related to other mental processes: perception, memorization, reproduction. The role of speech in the imagination is essential, in the awareness of their emotions, in the regulation of their behavior. Depending on the type of speech activity, external and internal speech, oral and written speech are distinguished. External, or oral speech serves mainly the purposes of communication, internal speech is unpronounceable, it plays an important role in the processes of consciousness, self-awareness, thinking.

External, or oral speech can be dialogical and monologic. Dialogue, or colloquial speech is usually not fully developed, because it is situational, much is not expressed in it, but is implied thanks to the context that the speakers understand. Usually involuntary, it becomes arbitrary if the conversation, exchange of views is planned in advance. Monologue speech is a statement of one person, for a long time, not interrupted by remarks (for example, a speech of a lecturer, orator). Usually requires preliminary preparation; it is designed for a specific audience. In its structure, monologue speech is close to written. There are special constructions that are characteristic only for oral speech (repetitions, rephrases of individual statements, questions addressed to the audience). One of the properties of both types of oral speech is its fluency.

Teaching various types and genres of monologic statements on literary topics

Improving the speech activity of students requires the teacher to rely on the most diverse types and genres of statements on literary topics, which, when taught, create conditions for the versatile speech and aesthetic development of the student's personality. He has the ability to select these genres based on the following classification of monologic statements on literary themes.

I. Reproductive Utterances (Retellings)

II. Productive statements(detailed oral response, message, "word about the writer", story or message about a work of art (painting, sculpture, architectural building), speech of a guide, director's commentary, speech about the hero of the work, reportage, poems, stories, fairy tales, etc. ., independently composed by schoolchildren).

The main directions of work on the development of students' speech

Literary Reading Teaching Methodology puts forward as the main directions of work on development oral speech schoolchildren:

1). Work on understanding the text.

2). Retellings of literary text.

3). Messages.

On the development of the written language of schoolchildren:

1). Reader's diary.

2). Review of the book and work on it.

3). Abstract on the book.

How to teach understanding of the text

First, what is "text comprehension". When working with a text, comprehension begins even before reading it, unfolds as you read it and continues in thinking about what you read. From the point of view of linguistics (the theory of linguist I.R.Galperin), understanding a text is the reading of different types of textual information: factual, subtextual, conceptual.

Factual information consists of a description of events, heroes, place and time of action, etc. Subtext information is not directly expressed in words. It is contained in text "holes" (gaps that the reader fills in based on existing knowledge and experience), in words-images (artistic means), in text editing, etc. Conceptual information is understood as the system of views, thoughts and feelings of the author, which he reflects in the text, counting on the reader to dig it out. Of course, the text is a single whole, and the types of textual information are conventionally distinguished: in science - for research, and in practice - for educational purposes.

Directions in teaching text comprehension:

1). How to teach attention to the word.

2). How to conduct a dialogue with the text.

3). How to help in revealing the meaning of the text.

4). How to develop the reader's imagination.

Mastering the techniques of understanding the text allows weak students to feel their "power" over knowledge ("I can!"), And for the strong it opens the way to new heights.

But the most precious thing, of course, is that light with creativity, which appears in the eyes of the teacher and children at the lesson of literary reading, and satisfaction from work, which happens when you understand and you are understood.

Literary retellings

Retelling is the most important technique that is used to develop the speech of primary students. Retellings can be of the following types:

1. Detailed, which in turn is divisible by free, those. based on the first impression and its transmission as a whole ("in your own words"), and art - close to the author's text, aiming not only to convey the content in detail, but also to reflect the artistic features of the text.

2. Brief retelling (concise) sets out the main content of the read, retaining the logic and style of the original text, but omitting details, some details of the literary text. Working on a brief retelling teaches the student to select the main and the essential, delimiting them from the secondary.

3.Selective retelling is based on the selection and transmission of the content of separate fragments of the text, united by one theme. At the same time, a complete story is created.

4. Retelling with a change in the face of the narrator offers a presentation of the content from the person of this or that hero, from a third person. This requires a deep understanding of the character of the hero, the artistic means of his image, a lot of preliminary work.

Messages (report)

Messages are a kind of oral monologue of students in literary reading lessons. The work on developing the skills to prepare such performances contributes to strengthening the practical orientation of teaching children's literature, equipping schoolchildren with intellectual and speech skills, developing creative abilities, preparing for active participation in communicative activities. Messages help students to deeply master literature as the art of words, to develop speaking and writing in an interconnected manner.

Analysis of the works of M.R.Lvov, N.N. Svetlovskaya, T.A. Ladyzhenskaya, T.G. Ramzaeva and others made it possible to study and formulate in more detail the basic requirements for the speech of primary school students. They are also the criteria for evaluating student oral and written statements:

I clarity of speech. Speech should be accessible to the listener, focused on the perception of the addressee. The speaker takes into account the capabilities, interests and other qualities of the addressee. Excessive confusion and overly complicated syntax harm speech. Speech should be communicatively appropriate in any situation and depend on the purpose of the statement, on the conditions for the exchange of information.

Expressiveness of speech , quality, implying an impact on the listener through the brightness of language and persuasiveness.

Correctness of speech. This quality is ensured by compliance with the literary norm (grammatical, orthoepic - for oral speech).

A wealth of language tools. The ability to choose in different situations different synonyms and sentence structures that best convey the content.

Accuracy of speech. This requirement presupposes the ability not only to speak, but also to choose the optimal language means for the set goal - such words, phrases, phraseological units that most accurately convey the thought and feelings of the student.

Consistency of speech. Speech should be consistent, clearly structured, connected in its parts. Consistency presupposes the validity of conclusions, the ability to start and end a statement.

Written speech

Read records. Reader's diary

Cicero said: "The pen is the best teacher." Working with a book requires the ability to read, write down your thoughts about what you read, make extracts from the text.

Extracts will help you better assimilate the content of the book, evaluate it, and remember it for a long time. It seems like a completely forgotten book, only its name has been preserved in memory, but it is worth looking at your notes, even if the shortest ones, whole pages, images of your favorite characters come to life. Extracts can be literal, then they are called quotes or free, when the author's thoughts are presented by the reader independently. Large passages of text that are difficult to quote in full, you should try to write down in your own words.

The forms of the record of the read are varied. In addition to extracts from books, there is a reader's diary. Reader's diary- a reader's biography of a person, a way of long-term preservation of information about the books read, one of the methods of in-depth perception of fiction, a way of developing the thinking and writing of schoolchildren.

Form of keeping (approximate) diary:

1. Author. Title.
2. Time to read the book.
3. Topic.
4. The main characters of the work.
5. Impressions caused by the book.
6. Lines that I especially liked.

Read records. Book review

Feedback is a response, a response, an opinion. At school, recall is understood as a special type of essay in which the student talks about his reaction to a particular literary work. The subjective view of the reader, dictated by the personal perception of the text, is valued in the review. Talking about his impression of the book, the reader, one way or another, talks about himself. He supplements the book with his memories, guesses, ideas.

The connection of perception with the inner world of a person makes the reader's opinion an irreplaceable valuable document for the teacher. The review shows a person at the moment of his happy rapprochement with art. He reveals that individual in the inner world of the reader, without which personal contact with him on the basis of literature is impossible.
Analysis of children's readers' reviews allows us to distinguish a number of varieties in them:

Feedback-response. A characteristic feature is a pronounced enthusiastic emotionality.
Testimonial-confession. Responding to what he read, the student often talks about himself, about his life, shares his doubts that disturb him, tries to solve for himself some important life questions that the book prompted.

Feedback-reflection. It is distinguished by self-disclosure, the author's desire to realize himself in the context of the book he has read.
Review-recommendation. The story about the read is addressed to a potential reader whom the author is trying to interest in the book.

Review detail. The reader's attention in the book is riveted to a certain trifle, which seems to him essential and reveals something to him in life. He writes about this in his review. Feedback-association. Starting from a book that struck the imagination, the reader begins to create himself, to supplement the text with his own images or whole situations.

Memories: "When I was 5 years old, and my sister was 7, my mother first introduced us to R. Kipling's amazing book" Mowgli. "Our little apartment on long winter evenings turned into a jungle with vines, sister - in Bagheera, mother - in Mother Wolf, dad - in Father Wolf, and I - in little Mowgli. Mom sat us around her, wrapped us in a warm blanket and read in a quiet voice: And I forgot about everything! ".
There are several types of children's reading reviews named here. They do not exhaust their variety. The list could be expanded to include feedback-dream, feedback-reflection, feedback-reincarnation and many others. And no matter how naive they are, they are all interesting in their own way and bear the stamp of the individuality of their authors, the image of the inner world of the reading child. The responses of younger students are short and accompanied by drawings.

How to write a review about a book

Reading well means how to understand and reflect on what you read.
A review of a book is a thoughtful personal opinion, a person's judgment about the book he has read, containing an assessment of the actions of the heroes and the events taking place.
It is worth not only writing down the thoughts of the author, but also your own, which arise when you read the book. This is a prerequisite for serious work with a book. The thoughts that arise when we think about books are often very valuable. The more our own thoughts, knowledge, emotions are involved in the work, the better the result.
You can write down your thoughts about the books you have read in a special "personal" notebook. This will your personal reading diary. Just do not forget to write down bibliographic data about the book (a set of information about the book, arranged in a certain order).
And most importantly: learn to evaluate each book you read by analyzing the actions of its characters.

Approximate outline of a review of a book you have read

1. Author, title, genre of the book.
2. Who, in your opinion, will be interested in the book?
3. Time and place of the book. What is it about (do not retell all the content)?
4. The main characters of the book.
5. How does the book begin? How intriguing is the setting?
6. What is the conflict? How interesting did it seem to you, important for modern life? What is the problem posed by the author in the book?
7. What is interesting about the book as a whole?
8. What episode did you especially like and remember? Why?
9. What characters in the book seemed especially interesting? Which of the heroes did you like more? Why?
10. What impression did the author's language and style make?
11. What is your reader's opinion, feeling, thoughts about the book? What did you get from reading this book?

Some points of the plan for primary school students can be omitted (at the discretion of the teacher).

What is "annotation", how to write it?

Annotation is a small coherent description and assessment of the content and structure of a book or article. The work on the annotation helps to navigate a number of sources on the same topic, as well as when preparing a literature review. We recommend: before composing an annotation, read the text and break it into semantic parts, highlight the main idea in each part and formulate it in your own words.

List the main thoughts, problems raised by the author, his conclusions, suggestions. Determine the significance of the text.

The abstract usually consists of two parts. In the first part, the main theme of the book, article is formulated; in the second part, the main provisions are listed (named).

Learning how to write an annotation on your own should begin with entering the missing words, expressions and sentences in the annotation sample. Pupils receive a sheet of paper with an annotation with gaps and write in the missing words on their own. Here is an example of an annotation with gaps for the story "Kusak" by L. Andreev:

The story "_________" was written by the Russian writer __________. In _______ L. Andreeva tells about __________________________. A writer with ___________________ talks about ________ and ______________.

Below the annotation, students, if they wish, can make an illustration-illustration for the work.

Conclusion

Based on literary reading, an elementary school graduate should be able to distinguish between types of retelling (detailed, short, selective); divide the text into semantic parts and draw up a simple plan, use it to tell the work; determine the topic, explain the development of events in the text, find the main idea of \u200b\u200bthe work and correlate it with the title; describe the characters (their actions and characters), their attitude to what they read. It is impossible to teach all this without developing the child's speech.

We must develop the speech of a younger student at every lesson of literary reading: and when working with a word (the child must understand the word, distinguish its figurative, figurative meaning, and then skillfully use it in his own speech); and when working with text (to be able to perceive the text, to understand the meaning of what was read, to recreate what was read in your imagination, to reproduce the text). The most important condition for literary education is the development of speech.

She used the following literature in her work:

1. Conversations with the teacher (teaching methods): Fourth grade of a four-year elementary school / Ed. L.E. Zhurova. - M .: Ventana-Graf, 2001.
2. Olga Soboleva. Happiness is when you understand // Newspaper "Primary school", 2003, № 25,26.
3. Politova N.I. The development of speech of primary school students in Russian language lessons / A guide for teachers.- Moscow: Education, 1984.
4. Four-year primary school programs: Project "Primary school of the 21st century" / Project leader prof. N.F. Vinogradova. - M .: Ventana-Graf, 2003.

"A child who is not accustomed to delving into the meaning of a word, darkly understands or does not at all understand its real meaning and has not acquired the skill to dispose of it freely in oral and written speech, will always suffer from this deficiency when studying another subject." K. D. Ushinsky

A modern school should prepare a person who thinks and feels, who not only has knowledge, but also knows how to use this knowledge in life, who knows how to communicate and has an inner culture. The goal is not for the student to know as much as possible, but to be able to act and solve problems in all situations. The priority means for this are the culture of speech and the culture of communication.

Clarification, enrichment and activation of the vocabulary of students. Clarification, enrichment and activation of the vocabulary of students. The work on the dictionary is the foundation, the foundation of all work on the development of speech. Not having a sufficient vocabulary, the student will not be able to construct sentences, express his thought.

Working with vocabulary words For acquaintance I give a block of three words (not necessarily thematic). Birch, station, passenger 1. Acquaintance with the block, spelling pronunciation (3 times), writing words into individual dictionaries with spelling and stressing, finding out the meaning of these words, then comparing them using the explanatory dictionary.

2. Formation of the concept Birch is a tree…. - So what, the tree is also a tree - It's a deciduous tree. - Well, aspen is also a deciduous tree. The work goes on until the children give the exact concept. Birch is a deciduous tree with white bark and heart-shaped leaves

The System Analysis Method ”helps to consider the world in the system as a set of elements interconnected in a certain way, conveniently functioning among themselves. I propose a system, choose the words included in this system: Dog - hunter, gun, forest, wolf, Weather - rain, umbrella, raincoat ... ..

Resolving contradictions is an important stage in a child's mental activity. Scientists have developed a new breed of dog. Outwardly, she, in general, is the same as ordinary dogs, but only the new dog does not bark, does not bite and lets everyone into the house. What problem will the new dog and its owner have?

A step-by-step method of teaching storytelling from a picture. Step 1. Delhi! (Determination of the composition). We direct the eye of the camera to the picture so that only one object is visible in it. We name the objects and sketch them in circles on the board. Step 2. Come on! (Finding connections). Let's connect the two circles on the board and explain why we did this. Let's tell you how the objects in these circles are related to each other. Step 3. Enhancement of imagery with characteristics. The technique of entering the picture is used. We actively explore the picture with the help of each sense organ in turn. At the same time, we can consistently move along the circles and lines of the schematic drawing. We tell about the received sensations. Step 4. Piggy bank of figurative characteristics. Let's find out the meaning of new words in the explanatory dictionary. We use them to make comparisons, riddles. Step 5. Get behind-Run! (Building time sequence). We choose one of the heroes and imagine step by step what he did before - before appearing in the picture, what he will do later. Step 6. Let's move on to different points of view. We determine the state of one of the heroes. We enter his state and describe the environment or events from the point of view of this hero. Then we find another hero in a different state, or take the same hero at a different time and in a different state. We describe everything from a new point of view. We include descriptions from different points of view in the story

Enriching the vocabulary of students is of great importance for the development of their speech. Therefore, every time I am convinced of the need for constant work with dictionaries, trying to awaken interest in a single word. It is necessary to study the origin of the word (it is this that largely explains the spelling), structure (composition), pronunciation, spelling, and its meaning. It is necessary to show how this word lives and develops in the structure of phrases, sentences, a small text; associate a word with a specific speech situation. Of course the game will come to the rescue

Herons _________ drops of _______ heaven ___________ forest Herons walked through the forest, Drops fell on them. From the heavy leaden skies And the herons hid in the forest (Igor Yakushev) Herons live in the swamp, Then the drops began to fall. Drops fell from heaven On a wonderful green forest (Vaga Alena)

A __________ cat is waiting for _________ without a tail ___________ from a cat An Old, red, cunning cat is waiting at the hole for prey. The mouse was left without a tail, Running away from the cat. (Markova Ksenia) A black cat sits on guard and waits for a delicious dinner. He sits without a tail, And the mice hid from the cat. (Vaga Nastya)

Once a green leaf came off a large maple. Once a green leaf came off a large maple. He flew in the wind, The whole world looked from above. (Ilya Korchinov) Once a green leaf came off a large maple. For a long time he flew around the world, He returned to us only in the summer. (Igor Yakushev)

At home I ask you to come up with a poem on a specific topic. After a cycle of poems about autumn: to come up with a poem about autumn Autumn came into its own - The leaves turned yellow, the grass faded. Soon the first snow will fall - And winter will come to us for a long time. (Markova Xenia)

Christmas tree, holiday, Kids have fun wherever they go! Dancing, dancing and fun - No bad mood! (Markova Ksenia) The New Year is coming, the lights are sparkling. Everyone has been waiting for the New Year for a long time, they decorate Christmas trees. (Suchkova Alina) The cold winter has come, Snowflakes are circling and flying, Snowdrifts are growing quickly, Children are sounding cheerful laughter. (Ilya Korchinov)

We have dressed up the tree in a festive dress In bright lights and colorful balls. And she calls the kids To meet the New Year's holiday, And to give them delicious gifts. (Vaga Alena) New Year is in a hurry to visit us, Opening the doors, Green Christmas tree Beautifully dressing up. (Igor Yakushev)

Tasks can be as follows: 1. Read one (optional) sentence-proverb. Verbally convey its main meaning. Formulate the topic. 2. Based on this proposal, "expand" your thought in writing (from 5 to 10 sentences). Remember that the support sentence is the name of your future text: this heading expresses the main idea. Your text can be in the form of a short story, an instructive tale, a small poem, or a text of reasoning. So, gradually you will learn how to turn one sentence into your own author's text.

Game "Translate into Russian". It is known that in the languages \u200b\u200bof many peoples there are many proverbs and sayings that are similar in meaning, since wisdom knows no bounds. Children love to "translate" such proverbs. 1.Turn your tongue seven times before speaking (Vietnam). 2. You can't hide a camel under a bridge (Afghanistan). 3.Small pot heats well (England). 4. The son of a leopard is also a leopard (Africa). 5.Where the shovel leads, water flows there (Tibet). 6. After lunch you have to pay (England). 7. A scalded rooster escapes from the rain (France).

Approximate answers: 1) Measure seven times, cut once. 2) You can't hide an awl in a bag. 3) The spool is small, but expensive. 4) The apple falls not far from the apple tree. 5) Where the needle goes, there is the thread. 6) Do you like to ride, love to carry sledges. 7) The scared bird is afraid of everything.

Writing riddles The rhyme-matching game exercises discussed above will help children compose riddles. In the course of a joint discussion with children, it is necessary to identify important signs of the riddle: - the object is not named, but it is compared, described, contrasted or called in a different way; - called the main features of the subject, distinguishing it from all others; - some riddles can use rhyme

A thorny beauty It blooms in our garden, All people really like it And brings joy to the house. (Markova Ksenia) A pot-bellied barrel is sitting on a hummock. (Korchinov Ilya) What kind of fairy is this? Is it spinning, fluttering, pollinating the flowers? (Lena Komelkova) Not a plane, but flies, Not a flower, but decorates the earth. (Markatyuk Nastya)

In the program for primary grades, a large list of speech skills is given with a sequential increase in their complexity from grade to grade. Among them are the following: - the ability to embody in the word the products of the students' imagination and creativity; - the ability to use figurative language means in speech: comparisons, epithets, metaphors, personifications; - the ability to verbalize the subject. It is these skills that need to be developed purposefully and in the system.

When working on lyric works, I use four groups of exercises. The first group of exercises is aimed at developing children's ability to emotionally respond to what they read. To enhance emotional perception, the following tasks are necessary: \u200b\u200bWhat feelings arose in your soul while reading a poem: amazement, joy, admiration, regret, delight? Pay attention to the words that the author chooses to convey joy at the sight of extraordinary beauty. Find words in the poem that convey the mood of the author. Come up with (select) a melody for this poem.

The second group of exercises is aimed at awakening the imagination and fantasy of schoolchildren (verbal drawing). Assignments: Imagine that you need to draw a picture for this text. What colors do you use for the sky, clouds, greenery, earth, etc. Listen to the sound of the poem and try to hum a melody that matches it in sound; What sounds are repeated in this line and what do they "draw"? Match verbal illustrations for the entire poem or for a passage of your choice. Which lines of the poem fit into your illustration?

The third group of exercises is aimed at detailing and concretizing ideas about epithets, comparison, personification, metaphor. Tasks: Pick your epithets for the specified word and compare with the author's. Will the poetic image change if you change the epithet, comparison, metaphor? Find figurative means of language in the text of the poem: epithet, comparison, personification, metaphor. Find the epithet and the word that it defines.

The fourth group of exercises is aimed at expressing a personal attitude: What moods of the author did you feel? Share with your comrades your impressions of what you heard. Express your feelings. Tell us about your relationship to the imaginary painting.

A speech minute is spent at the beginning of each Russian lesson. Children at home find a beautiful sentence in the works of writers and poets, write it down in a notebook and, when answering in class, analyze it, explaining how this sentence attracted them, what figurative means the author used, etc. It is especially highly appreciated if the child came up with a proposal himself. 5 minutes of poetry in reading lessons allow children to plunge into the poetic world, create a definite mood, and make a short analysis of the poem.

Retellings are the most important techniques that are used to develop the speech of primary school students 1. Detailed, which, in turn, is divided into free, ie. based on the first impression and transmission of it as a whole (in your own words), and artistic - close to the author's text, with the goal of not only conveying the content in detail, but also reflecting the artistic features of the text. 2. A brief retelling (concise) sets out the main content of the read, keeping the logic and style of the original text, but omitting the details, some details of the literary text. Working on a brief retelling teaches the student to select the main and the essential, delimiting them from the secondary. 3. Selective retelling is based on the selection and transmission of the content of separate fragments of text, united by one theme. At the same time, a complete story is created. 4. Retelling with a change in the face of the narrator offers a presentation of the content from the perspective of a character, from a third person. This requires a deep understanding of the character of the hero, the artistic means of his image, a lot of preliminary work.

Messages (presentation) Messages are a kind of oral monologue of students in the lessons of literary reading and Russian language. Work on developing the skills to prepare such performances contributes to strengthening the practical orientation of teaching children's literature, equipping schoolchildren with intellectual and speech skills, developing creative abilities, preparing for active participation in communicative activities. Messages help develop speaking and writing in a relationship. In literary reading lessons, I give the task to make a message about the author of the work.

In generalizing lessons on the topic in Russian lessons, children must make messages: Noun Composition of the word Adjective, etc. where they combine and systematize all the knowledge gained on the topic, having previously drawn up a speech plan. Tasks can be presented in the genre of a fairy tale “Once upon a time there was a noun”, “Somehow vowels and consonant sounds quarreled among themselves”, “Once a soft sign decided that it was underestimated ...”, etc.

Compositions Composition is a creative work. It requires the student's independence, activity, enthusiasm, the introduction of something of their own, personal in the text. It contributes to the development of the student's personality. In the essay, the spelling, all the studied grammar rules, takes on meaning for the student.

Preparing children for an oral story or a written essay, I teach: to understand a given topic or find my own, determine its content and scope, its boundaries, adhere to the topic at all stages of preparation and design of your story, essay. Approach evaluatively to the material, to the topic as a whole, to express your attitude to what is depicted, to convey your own position in the text of an essay, a story. Accumulate material: observe, highlight the main thing from your experience - that which relates to the chosen topic; comprehend the facts, describe, convey their knowledge, feelings, intentions. Arrange the material in the desired sequence, draw up a plan and adhere to it in constructing a coherent text, and, if necessary, change the sequence. Select the right words and other language means, build syntactic constructions and coherent text. Spellingly and calligraphically write the text correctly, place punctuation marks, divide the text into paragraphs, observe the red line, margins and other requirements. To detect flaws and mistakes in your essay, as well as in the speech of other students, correct your own and others' mistakes, and improve what you have written.

A school essay is the result of productive activity and is, on the one hand, a subject of instruction, on the other, a means of achieving the ultimate goal - the formation of communicative and speech skills of students. Essays differ in the source of the material, in the degree of independence, in the methods of preparation, in the genre and in the language.

1) Creative: - What is kindness? - My three wishes. - So that I tell African children about winter. - The journey of the autumn leaf. 2) Reproductive: - My faithful friend. - How animals winter. - My toys. - Our friendly family. 3) Phantograms. What if - I saw that the book was crying? - did the fountain pen prompt? - the road rose to the sky? 4) Writing-reasoning: - They say, on New Year's Eve ... - Why was I called that? - Why do you need a friend? 5) Composition-description: - My favorite teacher - The beginning of winter. - Christmas tree.

Development of speech in the lessons of literary reading

in primary school

One of the indicators of the level of a person's culture is his speech. It is believed that speech isintelligence channel... The earlier the language is mastered, the more fully knowledge will be acquired. How to get kids excited about language learning? Many teachers are looking for the answer to this question, since the main task is to teach children to think, speak, reason.

Speech development determines the effectiveness of the assimilation of other school disciplines, creates the preconditions for active and meaningful participation in public life, provides the skills of speech behavior necessary in personal life, and the culture of speech development.

Words by K. D. Ushinsky that"To teach a child to have a reasonable conversation witha book and get a taste for such a conversation " is, in my opinion, one of the most important tasks of the school. Reading lessons in elementary school are designed to address the formation of students' independence not only, which is the basis of reading activity, but also the development of speech skills associated with reproducing a read work of art and creating their own statement based on what has been read. The organic connection between the reading and speech activity of a younger student is due to the psychological nature of reading as a type of speech activity aimed at perceiving a word, extracting meaning, understanding the author's intention, and comprehending one's attitude to what is being read.

Teaching younger students the ability to express their own attitude to what they read is one of the integral tasks in the process of forming a full-fledged perception of a work of art, reading independence and speech development. Expressing your understanding and even more so your attitude, of course, is a great difficulty for an elementary school student. On the one hand, this difficulty is due to the state of his experience of reading and speech activities, on the other hand, the presence of a need to express his position, as well as the creation of conditions in the lesson that contribute to the inclusion of children not only in reading a work of art, its analysis, but also the subsequent interpretation of what was read. text to speech.

Thus, the choice of the topic of the essay "Work on the oral speech of students in reading lessons" is not accidental, since the problem of reducing the culture of speech in our country, the tendency to spread jargon and vernacular is relevant. Therefore, the formation and improvement of the culture of verbal communication of primary schoolchildren acquires great importance.

It is known that a child, being a social creature by nature, cannot live outside of connection with other people: he must consult, share feelings, thoughts, and communication serves as a communication channel. The main way to meet the child's communication needs isspeech.

The child's speech and features of its development.

Speech is an activity that is carried out by a person through language for the purpose of communication. These goals can be different. In some cases, a person needs to communicate something to another; in others - to ask something, ask a question, or, conversely, answer a question; thirdly, to order something to others, to influence them. Thanks to the speech of knowledge, the thoughts of one person become the property of another. The exchange of thoughts, feelings, experiences between people in the process of joint activities is their vital need and necessity.

There are such types of speech: 1)external speech , which in turn is divided into oral with two of its forms - monologic and dialogical - and written; 2)inner speech.

A special type of speech, in comparison with oral and written, is internal speech, or speech to oneself. Since inner speech serves not for communication with other people, but for the purposes of one's own mental activity, it is carried out without loud pronunciation, i.e. characterized by hidden articulation of speech sounds. However, just like oral and written speech, internal speech is carried out on the basis of linguistic material. Since inner speech is speech for oneself, the speech that a person uses to think over his thoughts, what he wants to say, write or just understand for himself, it is short, concise and not necessarily correctly constructed.

By the age of seven, when a child enters school, he has practically mastered his native language. At the same time, under the influence of learning, huge shifts occur in the child's speech. They are due to the fact that when a child enters school, his native language first becomes a subject for him, which means that the child enters into a completely new relationship to the language.

The learning process requires the student to learn to consciously use the grammatical and syntactic forms of the language.

First of all, a child at school must master literacy, the ability to read and write. From the very first steps, the sound-letter composition of the word becomes the subject of special analysis and awareness for the child. Learning to dismember words into syllables, and syllables into sounds, connecting the selected sounds with the visual image of letters, the child masters the sound-letter symbols underlying the image of sounds with letters. In this case, the further development of the phonemic hearing of children occurs. They develop new phonemic ideas, they master the image of letters, learn to combine them into words and correlate words and phrases in written speech with the corresponding words and phrases in oral speech.

The main stages of mastering reading can be distinguished.

Stage I - analytical - the child reads first by individual sounds, and then about the syllables. As a result of such reading, words are read syllabically separately (not together), and therefore their meaning is poorly assimilated by the student. As a result, the content of the text as a whole is not captured by him.

Stage II - synthetic - children combine the elements of the word, but they do it insufficiently differentiated, in a hurry and guess the words.

Stage III - analytic - synthetic - the synthesis of a word is carried out on the basis of a more differentiated analysis of its elements, the reading becomes more accurate, faster (fluent), more conscious.

At this stage of reading, children develop and develop the ability to read to themselves. It is entirely aimed at understanding the text and does not require expressive pronunciation. Mastering reading to oneself plays a very important role in the general process of the child's speech development and contributes, in particular, to the development of complex forms of mental activity, carried out through internal speech. This is already the highest form of reading, which, however, can also be carried out at different levels.

As many people know, from grade I to grade IV, students generally have only two more or less definite requirements for oral speech: the first is to give complete answers to the questions asked and the second is to be able to consistently retell the text read. Both of these requirements are essential conditions for the development of students' oral speech, but they are completely insufficient to ensure a broader, more versatile development of this form of speech.

The development of students' oral speech depends on a number of conditions. In order for speech to develop, it is necessary for the child to practice more in this regard, so that his speech practice is active. For this, it is necessary that the child has a need (motive), motivation in verbal communication. The task of educating speech activity is closely related to expanding the range of their ideas, knowledge, and the development of their cognitive interests. The development of a child's speech cannot be considered in isolation from the development of his thinking and the sphere of cognitive interests in general.

Thus, the development of a child's speech should begin with work on expanding the range of his ideas, impressions, with work on raising his cognitive interests. And also the teacher's speech has a great influence on the development of students' speech.

Vocabulary work in reading lessons.

The enrichment of the vocabulary of students is carried out when studying grammar in the process of working on the text in reading lessons.

The source material for the reading lesson is a literary work. Work on synonyms, antonyms, polysemy of the word, its figurative meaning, as well as on the figurative and emotional side of the word is carried out mainly by observing the language of the work and in the process of semantic analysis.

In order to instill in students a love of the Russian language, to acquaint them with the richness of their native language and teach them to use it, first of all, one should cultivate an attentive attitude to the word, to its semantic, stylistic, emotional and figurative side.

The ability to "see" the word in the text is developed through special exercises. For a primary school student, this is a great achievement, because through the word an image is created, the main idea of \u200b\u200bthe work is realized.

Unlike grammar lessons, in reading lessons, attention is brought up not so much to the grammatical as to the lexical side of the word. And, first of all, the object of attention is the words necessary in order to understand the artistic image, event and the whole idea of \u200b\u200bthe work, to determine first how the object is described, in what words, and then to understand what role they play in its assessment, in what sense are used. Therefore, the choice of a word from its many meanings and synonyms is of great importance for understanding the text and the elementary characteristics of the image. Teaching children of the upper primary grades to distinguish the shades of the meanings of a word, their imagery is the most important task that determines not only the development of children's speech, but also the understanding of the work, its ideological significance.

The nature of the lexical exercises selected for work with children depends on the quality of the works read in the explanatory reading lessons, their ideological, emotional side and language. Fiction texts develop a taste for language, a flair for the word. And the higher the work is in its qualities, the more influence it has on the student's speech, for a truly fictional work deeply affects the feelings of children, encourages their thinking and speech to work actively.

Primary school students practically get acquainted with the main literary genres.

The richness of the poetic language of poems, apt and figurative expressions of fables, the accuracy, brevity of the business language, which often contains terminology - all our lexical wealth should be brought to the consciousness of children already at primary school age.

At the same time, work on a word in the process of reading a text brings up children's attention not only to the lexical and phraseological richness of the Russian language, but to the word-concept, the meaning of the word.

Work on the meaning of the word is carried out both on popular science texts and when reading works of art, giving through artistic images, through the image of events or the concept of the phenomena of life.

In the process of vocabulary work, it is necessary to achieve not only an understanding of words and the images, representations, concepts denoted by them in the text, but also to teach how to use words in a coherent, lively speech.

The selection of a vocabulary for study and inclusion in the speech of students depends on what knowledge the student should acquire in connection with this topic. The choice of a word for explanation depends on the nature of the context, its general content, for it should be determined how significant it is in the text, to what extent it helps to reveal the main idea of \u200b\u200bthe work, to explain or describe certain actions of the hero.

Thus, the content of vocabulary work in reading lessons includes:

1. enrichment of students' speech with words based on the development of ideas and concepts;
2. clarification of the meanings of known words by direct observation of the subject and consideration of the word in context, the establishment of the basic, essential features of the concept expressed by the word;
3. expanding the sphere of using familiar and new words, comparing the use of the studied words in this and some other (previously or later studied) context, including words in a new context;
4. studying by observing the word in the text of its stylistic role and basic lexical categories;
5. work on figurative means of language in the text;
6. the use of words by students in a coherent speech, awareness of their semantic and grammatical connections.

The enrichment of the vocabulary of students is associated with the enrichment of their thinking with ideas and concepts through direct observation of the surrounding reality and the verbal images of the read text. Therefore, an important issue in the problem of enriching a child's vocabulary is to establish the correct correlation between the book image and the real idea of \u200b\u200bthe subject.

The knowledge a child learns from a book should not be verbal. To avoid a gap between word and image, verbal images must be based on the child's sensory experience; in turn, sensory perceptions, images must have a rational basis, otherwise they will be poor, one-sided.

The child's sensory experience must be enriched through observation, direct study of the surrounding reality.

Unclear ideas and concepts can be concretized by clarifying the content of concepts or ideas.

In reading lessons, in order to enrich the children's vocabulary, I use the following groups of speech exercises:

1. Exercises aimed at finding out the meaning or meaning of a word. These are exercises such as observing a word in context; an explanation of its meaning using this context; explanation of a word by replacing it with a synonym, etc.
2. Exercises using logical techniques that reveal the content of words and concepts. This includes exercises aimed at expanding and clarifying the ideas associated with these words in the child. Exercises containing elements of logical operations take a large place; highlighting the main features of the subject; description of the subject by a single, characteristic feature; comparison of two objects by similarity and difference with the aim of a deeper characterization; systematization and generalization of the main features of the concept (for example, signs of the seasons, distinctive features of domestic and wild animals); comparison of coherent elementary characteristics, descriptions of objects (3-4 sentences) on questions or independently. For the successful implementation of exercises of this type, visualization is of great importance - showing the subject, observation and excursions. It helps to reveal the content of the concept and the comparison of the child's personal experience, his idea of \u200b\u200ba given subject with that given in the book. Therefore, another type of exercise arises - comparing what was read with what was seen, using an example from the child's experience.
3. Lexico-stylistic exercises that contribute to the accuracy, correctness of the use of the word in speech, giving an idea of \u200b\u200bthe lexical richness of the word (polysemy, compatibility, etc.).These exercises are conducted based on observation of the word in the text and the students' own speech. They give an idea of \u200b\u200bthe lexical richness of the Russian language - synonyms, homonyms, antonyms, the ambiguity of the word, its emotional coloring, etc. Lexico-stylistic exercises are associated with the semantic side of the analyzed text or oral story.
4. Exercises to help you understand the role of visual language. This group of exercises should familiarize children with the visual means of the language - epithets, comparisons, metaphorical expressions. The purpose of these exercises is to educate, by observing the text, attention to the figurative side of the language. We need to help children realize that an artistic image is created with the help of certain artistic means.

When carrying out the named types of exercises that contribute to the enrichment and activation of the vocabulary of students, an important and final point is the organization of the speech practice of children in connection with the read and analyzed work.

Coherent speech of students is an indicator of the correctness and conscientiousness of their use of words in their speech, testifies to the solid assimilation of these words and the practical mastery of them.

The most common types of coherent speech are: answering teacher's questions, drawing up a plan for what has been read and various types of retelling.

I will give an example of how the work was carried out on the answers to the questions for the IV part of the story of D. Mamin - Sibiryak "Gray Neck". The order of work was as follows: the part was read by the students in separate completed passages (there are four of them), then they answered questions for each passage. After that, the students formulated the main idea of \u200b\u200bthe passage.

First excerpt

How did Gray Neck feel with the onset of winter? (Gray Neck was afraid of winter, because the wormwood would freeze and the duck would be defenseless.)

And how did Fox meet the onset of winter? (She was glad that Gray Neck would soon be defenseless, she could be eaten.)

The main point of the excerpt is that the defenseless Gray Neck is afraid of winter.

Second excerpt

How does Fox try to summon Gray Neck to the shore? (The fox wanted to intimidate Gray Neck. At first she tried to summon the duck to the shore affectionately. She was cunning.)

The main point of the passage: the cunning Fox tries to lure Gray Neck to the shore.

Third passage

How did Fox's behavior change when the ice hole was completely frozen? (The fox mocks the duck. Now she began to directly say that she wants to eat it.) Read the words of the fox.

The main point of the passage: Fox mocks Gray Neck.

Fourth excerpt

How did the Hare react to the Fox's act? (The hare condemned the Fox. He was indignant "with all his rabbit heart.")

How does the Hare relate to the duck? (Affectionately, friendly. He sympathizes with her.)

The main idea of \u200b\u200bthe passage: The hare sympathizes with Gray Neck.

This example shows how the structure of the answer depends on the nature of the question: the questions direct the student's thought in a certain direction and help to consciously use the author's expressions in his speech and the words that the teacher introduces to characterize the characters.

After answering the questions, the students easily coped with drawing up the plan for Part IV, because a short, precise expression of the content of the main passages is both a plan for a part and a summary. At the same time, the plan reflected the work on words showing an emotional assessment of events, characters.

The following plan was drawn up:

1. Winter has come. Defenseless Gray Neck is afraid of winter.
2. Sly Fox tries to lure the duck to the shore.
3. The fox scoffs at the defenseless Gray Neck.
4. The hare sympathizes with the duck.

The next stage of work in the lesson is the synthesis of the analyzed excerpt. The most effective forms of retelling this passage in order to activate speech turned out to be three types: selective storytelling, storytelling on behalf of one of the actors and creative storytelling, because these types contribute to the development of creative thinking in schoolchildren.

* * *

It is necessary to cultivate an attentive attitude to the word from the first grade.

During the period of literacy training, attention is mainly developed to the sound side of the word. The lack of sufficient reading technique does not make it possible to stop children's attention in detail on the artistic side of the word, on the richness of its emotional color, shades of meaning. And yet this work should be started already during the period of literacy training.

The teacher draws the children's attention to individual words that help to recreate the event, the character with the help of questions: as they say, what is said, which (which, which), what they liked, which word needs to be remembered in order to name the words denoting an object, etc.

Children 6 - 7 years of age try to comprehend abstract words, words with a figurative meaning, remember and use apt expressions in speech, their speech is emotional, expressive, therefore, when we encounter similar phenomena in the text, we show them to students, awaken a certain relation, we explain their meaning in the text.

It is difficult to sort out, as they say, on the shelves the types of vocabulary exercises conducted on the texts being read. This is because in their "pure form", they almost never occur separately. As a rule, next to a word-concept in the same text, students meet with synonyms, antonyms, polysemy of the word, with phraseological phrases, with various means of expressiveness and emotionality. Therefore, in practice, it turns out that exercises of various types are possible on the same text in the lesson, especially when an integral lexical analysis of a passage of the text is carried out.

The next stage of lexical exercises: students are invited to understand the meaning of words, to compare these meanings. These exercises show that the same thought can be expressed in different ways. Students are invited to understand the shades of meanings, choose at their own discretion, based on the semantic analysis of the text, a word that is more appropriate to the context, act, character, and explain its use.

Let me give you an example. L. Tolstoy's story "The Bone".

Think about what words in the story show that Vanya really wanted to eat the plum. Underline them with a pencil. (Sniffed, walked past the sinks).

Vanya grabbed one plum and ate it. Why is it saidgrabbed, but did not take?

Both exercises help children to consciously understand the meaning of words. The first exercise is easier. It makes it possible to establish why the words are used (show that Vanyavery i wanted to eat a plum), the second exercise contributes to the enrichment of speech with synonyms and reveals the nature of the act (secretly quickly grabbed it - was afraid, and not boldly, openly took it).

Another stage of lexical exercises is associated with such stylistic work, when the attention of children is drawn not only to how a phenomenon, an object is depicted, but also shows why such words should be used.

Let me give you an example. In Y. Kolas's poem "Spring" (extracurricular reading lesson, grade 3) there are lines:

"The sun laughs tenderly,

Shines brighter, hotter.

And from the hillock it pours loudly

A talkative stream.

It is radiant, silvery,

It sparkles and trembles ... "

When reading and parsing a poem, a number of exercises are carried out:

1. Can the sun laugh? Why is it said that the sunlaughed ? How do you imagine it?
2. Why is it said that itlaughs tenderly?
3. Why is the spring stream namedtalkative? And radiant, silvery why does the stream become?

The first exercise develops attention to the figurative meaning of the word. To make sure that this image is understandable to the child, it is necessary to check his perception by verbal drawing a picture.

In the work on the polysemy and figurativeness of a word, a certain place should be occupied by the comparison of the meanings of words.

Lexico-stylistic exercises are available and necessary in reading lessons from grade 1, because they are associated with understanding the semantic and ideological side of the text, with the education in children of an active attitude to the read text, contribute to the emotional perception of the read, and are also a necessary condition for the education of attention and love for Russian language.

With the help of linguistic means, the attitude of the author to the characters, to their actions is revealed, the attitude of students to them is determined. Through language analysis, the analysis of the emotional side of the text is connected, its impact on the reader is determined.

Retelling of texts as the most important means of development

oral speech of students.

An important place in the development of the speech of primary school students is occupied by retellings of various texts. Reproduction of what has been read is one of the main forms of students' work on educational material and one of the most effective methods of developing thinking and speech.

In this regard, the question of the conditions under which the retelling itself and the preparation for it really serve this purpose is very important.

Teaching speech activity at school should be carried out in accordance with its nature, which consists in the unity of its main functions - communication and thinking.

Insufficient efficiency of work on the development of students' speech is explained by the fact that this nature is not sufficiently taken into account.

This is especially evident in the work on the oral speech of children. So, retelling as the main form of oral speech in reading lessons, in essence, does not serve as a real means of communication, because it is almost not addressed to these listeners, but mainly addressed to the teacher.

Speech - a special form of activity, and, like any activity, it is carried out for certain reasons. What is the motive underlying the student's retelling, what problem does he solve in it and how does he understand this problem?

It is known that a student who knows how to quickly and directly retell the content of read books or watched films in his children's environment, a schoolboy who generously accompanies his “non-auditorial” retelling with various shades of intonations, pauses, facial expressions, eyes, facial expressions and gestures that help him convey to of listeners, his attitude to what is being told, in a school, classroom setting, becomes unusually stingy with additional expressive means of retelling. The stories and retellings of children become monotonous, flow with tension with many pauses, with a great load on the memory. All this can be explained by a number of circumstances.

The first of them is that with admission to school, the object of retelling changes dramatically, the motives for which they are carried out, as well as the source from which the theme is drawn.(study material instead ofown experience and observations). The storyteller's audience also changes significantly(a class with a specific teacher grade instead of a small group).

It is known that the preparatory stage for retelling is reading the text. Therefore, by the way the student reads the text, one can already judge the problem that he intends to solve in it.

Reading, as a rule, proceeds unevenly: the student reads some parts of the text fluently, others, on the contrary, more slowly. He reads individual phrases and words repeatedly, sometimes several times, and he pronounces some words and phrases aloud when reading.

Reading the text, the child, in essence, sets himself and solves only one problem: remember its content as fully and accurately as possible.

The features and qualities of the retellings performed in reading lessons are in the most direct dependence on the speech abilities that children have, on their speech development. As I have already noted, primary school students are still not fluent in speech. Their vocabulary is limited, especially for active speech, for what they actually use. In the speech of children, there are absolutely not enough synonyms and, therefore, the possibilities for replacing some words with others are limited. Even more difficult is the task of replacing some speech patterns with others. Children have difficulty finding the right words, building a phrase. This circumstance prevents the reconstruction of the text during its reproduction. Under these conditions, children are forced to stay closer to what is given to them in finished form in a readable text. Here they find ready-made what they are able to formulate with such difficulty.

Thus, one can single out one natural feature of retellings - the presence of verbal substitutions in them.

Working in reading lessons on narrative, descriptive and explanatory texts for the purpose of reproducing them makes different demands on the mental activity of students. Retellings of some texts (explanatory) are associated with the generalizing activity of thinking, retellings of other texts (descriptive) - with the highlighting of details, concretization of the read.

The reproduction of these texts also imposes certain requirements on the oral speech of students. Retelling a text containing a large number of explanations requires independently formulated judgments, generalizations and conclusions. Reproduction of the same descriptions is usually carried out close to the text.

As practice shows, retellings of emotionally figurative texts are the best.

"A thought can be assimilated or understood by such a person, for whom it is part of his personal experience, or in the same form (then the thought is already old, familiar), or at the nearest degrees of generalization" .

This statement is most directly related to the definition of the content of the texts that children read and retell in reading lessons. The content of each text must satisfy two closely related requirements.

First, it must have a certain cognitive value. Each text should enrich the child with some new knowledge, should teach him something.

Secondly, the content of the text should be of a certain interest to the child, should cause a certain attitude towards itself.

In order for a child to have a need to read a text, assimilate its content and tell it to others, this content must be accessible to him, find some kind of response in his experience and at the same time have a certain degree of novelty.

Text retelling is an active means of developing students' speech and thinking.

The work on the retelling should be built in a certain system, which provides for the constant complication of tasks in connection with the retelling, so that each subsequent retelling is a task one step more difficult than the previous one; each retelling should add at least a grain of new to the knowledge already available to the student. This can be expressed in the restructuring of knowledge, in their introduction into new connections, contexts.

Retelling in reading lessons depends on a number of conditions:

1. from the task that guides the reading process and preparation of retelling;
2. on the degree of activity with which the student is involved in the process of solving the problem;
3. on the characteristics of the text to be reproduced.

It must be remembered that any retelling or story in a reading lesson should be, first of all, a means of communication. The task that arises in this regard is to teach children to retell and tell taking into account the audience, the listener, to educate them to need to be listened to. In this regard, it is very important to educate children in a critical assessment of their speech, the ability to take into account the attitude towards it.

The development of children's speech and vocabulary, mastering the wealth of their native language is one of the main elements of personality formation, mastering the developed values \u200b\u200bof national culture, is closely related to mental, moral, aesthetic development, is a priority in language education and training of schoolchildren.

The formation of the possibilities of verbal communication of schoolchildren involves the inclusion in the child's life of specially designed communication situations (individual and collective), in which the teacher sets certain tasks for the development of speech, and the child participates in free communication. In these situations, the vocabulary expands, the ways of expressing the idea accumulate, conditions are created for improving the understanding of speech.

Taking care of the enrichment of the vocabulary of children, we must understand that the words learned by children fall into two categories. The first of them, which can be called an active vocabulary, includes those words that the child not only understands, but actively, consciously, whenever appropriate, inserts into his speech. The second, passive vocabulary includes words that a person understands, associates with a certain idea, but which are not included in his speech. The new proposed word will replenish the verbal active stock of children only if it is fixed. It is not enough to say it once or twice. Children should perceive it with their ears and consciousness as often as possible. Only a child with a rich vocabulary of a child can form the correct literate speech. The task of the teacher is to optimize the process of developing speech and enriching the vocabulary as much as possible. Applying various methods of teaching the development of speech and enriching the vocabulary, you can achieve more tangible results than if you use stereotyped techniques. Children are interested in changing activities and therefore the process of mastering knowledge will proceed more interestingly, lively and without fatigue. Having developed speech, an elementary school student will be better prepared for the middle level. It will be easier to perceive the knowledge passed on to him by teachers, there will be less problems when communicating with peers, answers at the blackboard. Based on the above, we can conclude that the child's vocabulary is the basis for the development of children's speech.

Lipkina A.I., Omorokova M.I., Work on oral speech of students in reading lessons, "Education", M., 1985, p. 81.

At primary school age, vocabulary increases, the grammatical structure of speech is improved, the morphological system of the language is mastered. Developing speech rearranges other cognitive processes (perception, attention, memory, thinking, imagination). The development of all aspects of speech is in direct proportion to the living conditions and upbringing of the child.

By the time the child enters school, the child's vocabulary increases so much that he can freely communicate with another person on various issues. A child ready for school has a developed phonemic hearing, is able to distinguish sounds in words, can correlate a sound with a sign and depict this sound, understands the meaning of a word. The speech of a junior schoolchild is not only a means of communication, but also an object of cognition, performs communicative, regulatory and planning functions. Younger schoolchildren have a strong need for communication, which determines the development of speech. This is facilitated by listening, talking, arguing, reasoning, etc.

Egocentric speech, that is, the child's speech, addressed to himself, regulating and controlling practical activity, goes into the inner plane, being internalized and turning into inner speech. This does not mean that egocentric speech ceases to be used. Younger students often say out loud what they are doing. At primary school age, speech can be used as speech, internal in function and external in structure. As the child develops, egocentric speech is increasingly replaced by soundless internal speech, which is fragmented, fragmentary, situational, convoluted, carried out through thinking, action planning, dialogue with oneself, conversation with an imaginary partner, acts as a planning phase in practical and theoretical activity. With the help of inner speech, a logical restructuring of sensory data is carried out, their awareness by the child. In inner speech, thought and language form an inseparable complex that acts as a speech mechanism of thinking. With the help of inner speech, the younger student verbally expresses the processes of perception of the surrounding reality, his actions and experiences. Thanks to inner speech, children form certain attitudes and attitudes towards the world around them, and the ability to self-regulate behavior develops.

In primary school age, three main types of inner speech gradually develop:

• internal pronunciation - "speech to oneself", similar in structure to external speech, but not having phonation (pronunciation of sounds); typical for solving complex mental problems;
• internal speech itself, which is a means of thinking, using specific units (codes of images, objects and schemes, objective meanings) and having a specific structure that is different from the structure of external speech;
• internal programming - the formation and consolidation in specific units of the concept (type, program) of a speech utterance, the whole text and its content elements.

Translation of external speech into internal (interiorization) is accompanied by a reduction in the structure of external speech. The transition from internal to external speech (exteriorization) involves the development of the structure of internal speech and its construction in accordance with logical and grammatical rules.

External speech - written and oral - also intensively develops in younger students. At primary school age, situational and contextual speech remains, which is the norm for development. The coherence of speech is improving as an important component of external speech, the adequacy of the speech design of the speaking or writing student is increasing. The active development of external speech is carried out thanks to the perception of correct speech patterns, varied and linguistic material, as well as his own speech utterances, in which the student could use various means of language. Speech learned spontaneously is often primitive and incorrect. Therefore, the learning process and its purposeful educational activity are of primary importance for the development of the speech of a primary student.

In the process of learning, the mastering of the literary language norm takes place. Children learn to distinguish the literary language from vernacular, dialects and jargons, acquire the literary language in its artistic, scientific and colloquial versions. Younger schoolchildren learn many new words, new meanings of already known words and phrases, many new grammatical forms and constructions, learn the appropriateness of using certain means of language in certain situations; learn the basic norms of the use of words, turns of speech, grammatical means, as well as orthoepic and spelling norms.

In the process of systematic educational work, younger schoolchildren develop reading and writing skills, ideas about the features of written speech, and the culture of speech is being improved.

In the development of speech, the following are distinguished main directions:

• work on a word (lexical level);
• work on a phrase and a sentence (syntactic level);
• work on a coherent speech (text level);
• pronunciation work - diction, orthoepy, expressiveness, prosody, correction of pronunciation defects.

These directions are developing in parallel, although they are in subordinate relations: vocabulary work provides material for compiling phrases and sentences; the first and second prepare a coherent speech of the younger student. In turn, coherent stories and essays act as a means of enriching the vocabulary, etc.

The development of speech occurs with the help of a special arsenal of methodological tools, various types of exercises, the most important of which are exercises in coherent speech (stories, retellings, compositions, etc.), since they develop all types of speech skills at the lexical, syntactic levels, logical, compositional skills, etc.

A practical example: A variety of types of retelling brings revival to the lessons, arouses interest and emotional involvement of younger students in the educational process: retelling, close to the text of the sample; concise retelling; retelling with a change in the face of the narrator; retelling from the person of one of the characters; dramatized retelling; retelling with creative additions and changes; retelling based on key words, pictures, illustrations, etc.

In primary school, the development of students' speech is the main task of teaching the mother tongue. Elements of speech development are included in the content of each lesson (in Russian, natural history, mathematics, fine arts, etc.) and in extracurricular activities. With the development of the speech of primary schoolchildren, the learning process is aimed at the formation of certain characteristics of speech, which are criteria for assessing the oral and written statements of children:

• meaningfulness of speech, which is determined by the number of thoughts, feelings and aspirations expressed in it, their significance and compliance with reality;
• the logic of speech, which is determined by the sequence, the validity of the presentation, the absence of omissions and repetitions, unnecessary information not related to the topic, the presence of reasonable, meaningful conclusions;
• accuracy of speech, characterized by the ability of the speaking or writing child not only to convey certain facts, but also to choose the most appropriate language means for this purpose - words, phrases, phraseological units, sentences;
• a variety of linguistic means, various synonyms, various sentence structures;
• clarity of speech - its accessibility to the listener and reader, its focus on perception by the addressee, which presupposes taking into account the capabilities, interests and other qualities of the addressee of speech;
• expressiveness of speech - liveliness, brightness, imagery, persuasiveness of the reflection of thoughts, thanks to which it becomes possible, using expressive means (intonation, selection of facts, words, their emotional coloring, phrase construction, etc.), to influence not only the logical, but also the emotional , the aesthetic area of \u200b\u200bconsciousness;
• the correctness of speech - its compliance with the literary norm, which includes grammatical correctness (the formation of morphological forms, the construction of sentences), spelling and punctuation correctness for written speech, pronunciation, orthoepic correctness for oral speech.

Specifications primary schoolchildren's speeches:

• richness of speech;
• logic of speech;
• speech;
• language means;
• clarity of speech;
• expressiveness of speech;
• correct speech.

The listed characteristics are closely interrelated and appear in a complex in the system of primary school work. The desire to comply with them develops the ability of younger students to improve the culture of speech, to identify and correct mistakes in their oral and written statements.

Yu. V. Abashkina, Yu. V. Ganshin note that for the formation of a culture of speech, the following are effective:

1. theoretical methods (conversation, teacher's story, independent study of material from a textbook);
2. theoretical and practical methods (phonetic, morphological, etymological analysis, grammatical construction, lexical analysis);
3. practical methods (explanation of incomprehensible words, training to work with reference literature, maintaining dictionaries, composing phrases and sentences, correcting mistakes).

Exercises aimed at improving accentological and pronunciation norms, lexical and grammatical structure of speech contribute to the improvement of the speech culture of primary schoolchildren. The didactic material used in these exercises should be:

1. literary;
2. affordable and appropriate for primary school age;
3. varied (from folk to original works of Russian and foreign authors);
4. cognitive;
5. saturated with the studied phenomena.

Thanks to a variety of exercises, junior schoolchildren develop special abilities and skills that testify to the culture of speech: to pronounce words in accordance with orthoepic and accentological norms; determine the lexical meaning of a word, distinguish between unambiguous and polysemantic words, select synonyms and antonyms for these words; use words in the correct grammatical form, do not use non-literary words in speech; be able to evaluate the speech of others in terms of speech qualities; be able to convey thoughts and feelings using the means of intonation expressiveness.

The factors of speech development in primary schoolchildren are not only educational activities, but the speech environment as a whole, surrounding the child. Mass media (mass media) play an important role in this. YES. Seregina believes that the media at the present stage can be assessed from two sides. On the one hand, the media is an expansion of the general outlook, acquaintance with literary works in a screen arrangement and, undoubtedly, one of the sources for solving the problem of improving the culture of a child's speech. On the other hand, the form and content of many modern radio and television broadcasts very often testify to the presence of an anti-cultural component in the speech of the presenters and heroes of the programs. Based on the results of the study, the author concluded that junior schoolchildren are very attracted to the media, children devote a significant part of their leisure time to watching TV, videos, studying with a computer, which is due to the ease and accessibility of communication with them, the ability to remain a passive consumer. The child's audiovisual experience is richer than the "speech" experience, although it is often of an accidental, spontaneous nature. The child's “speech” and viewing experience are interconnected: children pay attention to new words found in programs, and are interested in their meaning. Nevertheless, the mass media have great potential for using them in the lessons of the Russian language and literary reading as educational material. YES. Seregina proved the possibility and expediency of systematic work in key areas of the formation of speech culture under the influence of the media. The main directions of such work are the following: work with a single word using various linguistic dictionaries (creation of the "Encyclopedia of one word"); formation of the ability to navigate in the TV broadcasting program and independently select useful TV programs for viewing; the formation of the ability to navigate in children's magazines. It can be concluded that the mass media can have a positive impact on the formation of the speech culture of primary schoolchildren, provided that the level of information culture of children increases, and they form the qualities of an active, competent viewer.

A practical example: The project to create the "One Word Encyclopedia", aimed at the formation of the speech culture of primary schoolchildren, consists in the fact that each child works with the chosen word, uses dictionaries, "searches" for this word in the titles of works of art, Russian folklore, aphorisms, children's magazines, radio and television programs.

The main directions of the development of speech in younger students

I. Mastering the norms of the literary language

1. vocabulary expands;
2. the active stock of grammatical constructions is enriched;
3. flexibility in dealing with language units is developed;
4. a sense of language develops

II. Mastering the functional styles of the language and the formation of the quality of good speech

1. knowledge and ability to distinguish stylistic features of colloquial speech and book styles, knowledge of stylistic varieties of language and speech are formed;
2. linguistic flair develops;
3. the ability to highlight the stylistic features of colloquial speech and book styles;
4. the ability to navigate in a communication situation is formed: to analyze the motives of speech activity, the conditions and tasks of communication

III. Development of communication skills

Skills are formed:

1. determine (comprehend) the volume and boundaries of the topic of the essay;
2. subordinate your presentation and composition to the main idea;
3. collect material for an essay;
4. to systematize the material collected for the statement, that is, to select the necessary and determine the sequence of its location in the essay;
5. build essays of different types (narratives, descriptions, reasoning);
6. express your thoughts accurately, correctly in terms of literary norms and as vividly as possible

Thus, during primary school age, all types of speech of children are improved (Table 2.6). Children master the norms of the literary language, functional styles of language, they develop the qualities of good speech, develop coherent speech skills, improve the regulatory and planning functions of speech.

In the course of its development, children's speech is closely related to the nature of their activities and communication. The development of speech goes in several directions: its practical use in communication with other people is being improved, at the same time, speech becomes the basis for the restructuring of mental processes, an instrument of thinking.

But the assimilation of words in childhood could also have a creative aspect: after all, many words for the child were new and unusual, he could have his own words and meanings, which were subsequently brought in accordance with the linguistic norm.

Creativity is not a burst of emotions, it is inseparable from knowledge, skills; emotions accompany creativity, increase its tone, captivate the person-creator, give him strength. But they awaken the creative act, lead it along the right path, provide the result, genuine creation - only rigorous, proven knowledge and skills. Unfortunately, many cases are known when creativity was understood as a denial of the old, its destruction, and untested methods, technologies, priorities, structures were introduced.

The main thing in the pedagogy of creativity is not to let God's gift fade away, not to prevent the “mysterious flower of poetry” (Leo Tolstoy) from blooming in the soul of a child, a schoolboy, a novice master. The ability and readiness for creativity become a trait of a person's personality, creativity (from the Latin creatio - creativity, creation).

Therefore, in the matter of upbringing, education, the concept of "creativity" is usually associated with the concept of "ability". The most prepared for creativity are those children who meet the criteria for giftedness, namely:

accelerated mental development: cognitive interests, observation, speech, ingenuity, original problem solutions;

early specialization of interests, intellect, emotions: passion for music, folk languages, visual activities, etc .;

activity, initiative, striving for leadership, perseverance and strengthening to achieve the set goal;

good memory, developed cognitive skills;

readiness and ability for performing activities;

the condition for creativity is non-creative activity, for a true creator-worker, he does not neglect painstaking work and deep knowledge.

The spiritual world of a person (at any age) is not only intelligence, not only thinking and speech, but also the world of emotion, imagination and dreams, moral feelings and conscience, the world of faith in goodness, communication with oneself, this is an intuitive understanding of the feelings of another person and so empathy. Children can be very empathetic and understand much more than adults think.

Is creativity compatible with learning, especially beginners?

We proceed from the assumption: creativity is available to children, moreover: it revives the cognitive process, activates the cognizing personality and shapes it. If we have in mind the subject - the native language, then the creativity of children is also possible in the perception of the read works of art, in their expressive reading, retelling, especially in dramatization; in various types of writing, language games and compilation of dictionaries, in modeling the phenomena of language.

The native language at school is an instrument of knowledge, thinking, development; it has the potential for creative generalization.

Through the language, the student masters the traditions of his people, their worldview, ethical values; through language, he becomes familiar with the greatest treasures - Russian literature and the literatures of other peoples. Reading books opens up a new charge of knowledge to the student. Language introduces the child into social life, gives him the opportunity to communicate with both close and distant: concepts are acquired through words, while thought and speech are being built in forms. Each long-term speech act is a solution to the situation, i.e. the act is creative. The concept of a scale is applicable to a statement: the richer the content and means of expression, the higher the creative element in it.

Language and speech introduce a person into a variety of creative fields, being a means of research, science and design, a means of performing arts - vocal, theatrical, oratory. Language is a means of literary creation: poetry, prose, journalism. Before speech has oral and written forms - the first assumes improvisation, the second lends itself to editing, improvement.

Inexhaustible reserves of creativity lie in the vocabulary of the Russian language, in its phraseology - the semantisation of words, in the study of their formation and etymology, in the analysis of shades of meanings and features of the use of words in the text. Linguistic analysis of a literary text is always research, always creativity. How children are fascinated by the study of proverbs, sayings, winged words.

According to V.S. Mukhina and L.A. Wenger, younger schoolchildren, like older preschoolers, when they try to tell something, a speech structure typical of their age appears: the child first introduces a pronoun ("she", "he"), and then, as if feeling the ambiguity of his presentation , explains the pronoun with a noun: "she (the girl) went", "she (the cow) gored," "he (the wolf) attacked", "he (the ball) rolled", etc. This is an essential stage in a child's speech development. The situational way of presentation is, as it were, interrupted by explanations focused on the interlocutor. At this stage of speech development, questions about the content of the story cause a desire to answer in more detail and understandably. On this basis, the intellectual functions of speech arise, which are expressed in an “internal monologue,” in which there is, as it were, a conversation with oneself.

According to A.M. Leushina, as the circle of communication expands and as cognitive interests grow, the child masters contextual speech. This testifies to the leading importance of mastering the grammatical forms of the native language. This form of speech is characterized by the fact that its content is revealed in the context itself and thereby becomes understandable for the listener, regardless of whether he considers this or that situation. The child masters contextual speech under the influence of systematic learning. In the classroom in elementary school, children have to present more abstract content than in situational speech, they have a need for new speech means and forms that children adopt from the speech of adults. Over time, the child begins to more and more completely and to the point use either situational or contextual speech, depending on the conditions and nature of communication.

A.M. Leushina believes that the development of coherent speech plays a leading role in the process of speech development in younger students. In the course of the child's development, the forms of coherent speech are rearranged. The transition to contextual speech is closely related to mastering the vocabulary and grammatical structure of the language.

In third-graders, coherent speech reaches a fairly high level. The child answers the questions with sufficiently precise, short, or detailed (if necessary) answers. The ability to evaluate the statements and answers of peers develops, to supplement or correct them. However, children are still more likely to need a prior teacher model. The ability to convey in the story their emotional attitude to the objects or phenomena described is not sufficiently developed.

And yet, a significant stock of words is accumulating, the proportion of simple common and complex sentences increases, children develop a critical attitude towards grammatical errors, the ability to control their speech.

According to D.B. Elkonin, the growth of the vocabulary, as well as the assimilation of the grammatical structure, depend on the conditions of life and upbringing. Individual variations are greater here than in any other area of \u200b\u200bmental development:

• - in V. Stern's research, children of five years old have a vocabulary of 2200, and children of six to seven years have 2500-3000 words.
• - in Smith's research, children of five years old have 2072 words, an increase in words - 202, children of five to six years old - 2289 with an increase in words of 217, children of six years - 2589 with an increase in words of 273.

The vocabulary is only a building material, which only when words are combined in a sentence according to the laws of grammar of the native language can serve the purposes of communication and cognition of reality.

After three years, there is an intensive mastery of complex sentences connected by unions. Of the total number of unions assimilated before seven years, 61% is assimilated after three years. During this period, the following unions and allied words are learned: what, if, where, how much, which, how, to, in what, although, after all, after all, or, because what, why, why, why. The assimilation of these conjunctions, denoting the most diverse dependencies, shows the intensive development of coherent forms of speech.

The assimilation of the native language, which is intensively going on precisely in preschool age, which consists in mastering its entire morphological system, is associated with the child's extraordinary activity in relation to the language, expressed, in particular, in various word formations and inflectional changes made by the child himself by analogy with the already learned forms.

K.I. Chukovsky emphasizes that in the period from two to five years, the child has an extraordinary sense of language and that it is this and the associated mental work of the child on the language that create the basis for such an intensive process. There is an active process of mastering the native language. "Without such a heightened sense of phonetics and word morphology, one naked imitative instinct would be completely powerless and could not lead wordless babies to full possession of their native language."

The basis on which the assimilation of the language is built is the orientation to the sound form of the word. A.N. Gvozdev notes the appearance in the fifth year of a child's life of the first attempts to comprehend the meanings of words and give them an etymological explanation. He points out that these attempts are made by the child on the basis of comparing some words with other consonant words. This leads to erroneous conversions. For example, the word "city" is close to the word "mountains". That is, semantic interpretation follows sound comparison. Sufficient meaningfulness of speech appears only in the process of special education.

A.V. Zakharova found that during the preschool age, the number of relationships expressed in each case increases significantly. The progress lies in the fact that in speech with the help of case forms, all new types of objective relations are expressed in various ways. In older preschoolers, temporal relationships, for example, begin to be expressed in the forms of the genitive and dative cases.

The decay forms at this age are formed entirely according to one of the declination types. They are already entirely guided by the endings in the nominative case and, depending on how they pronounce it, they produce forms - according to the first or second type. If the unstressed ending was perceived and pronounced by them as "a", they used the endings of the 1st declension in all cases. If they took the endings to the reduced "o", then they reproduced in all cases the end of the 2nd declension.

Thus, by the beginning of school age, by the 1st grade, the child's orientation towards the sound form of nouns is clearly expressed, which contributes to the assimilation of the morphological system of the native language.

The child's assimilation of grammar is also expressed in mastering the composition of speech. In the first grade, according to S.N. Karpova, a relatively small number of children cope with the task of isolating individual words from a sentence. This skill is developing slowly, but the use of special teaching techniques helps to significantly advance this process. For example, with the help of external supports, children isolate the words offered to them (except for prepositions and conjunctions). Most importantly, they transfer the techniques of analysis developed with the help of external supports to action without them. In this way, mental action is formed.

This skill is extremely important, since it creates the preconditions for the child to assimilate not only the forms of individual words, but also the connections between them within the sentence. All this serves as the beginning of a new stage in the acquisition of the language, which D.B. Elkonin called it actually grammatical, in contrast to the pre-grammatical one, which covers the entire period of language acquisition before the start of schooling.

Thus, in the speech of third-graders, the number of common sentences with homogeneous members increases, the volume of simple and complex sentences increases. By the end of preschool childhood, the child masters almost all alliances and the rules for their use. However, even among children entering the first grade, the bulk of the text (55%) is made up of simple sentences, which is confirmed in the studies of L.A. Kalmykova. An important point in the development of speech in older preschool children is an increase in the number of generalizing words and an increase in subordinate clauses. This indicates the development of abstract thinking in older preschoolers.

By the first grade, the child already masters the complex grammar system to such an extent, including the most subtle patterns of syntactic and morphological order in the language, that the language being learned becomes really native to him.

As for the development of the sound side of speech, by the first grade, the child correctly hears each phoneme of the language, does not mix it with other phonemes, and masters their pronunciation. However, this is still not enough for the transition to literacy training.

Almost all psychologists and methodologists who have dealt with these issues unanimously emphasize that for this it is very important to have a clear idea of \u200b\u200bthe sound composition of the language (words) and be able to analyze it. The ability to hear each individual sound in a word, clearly separate it from the one next to it, to know what sounds the word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for correct literacy learning. Learning to read and write is the most important stage in the development of awareness of the sound side of the language.

A.V. Dettsova believes that the task of highlighting the sound in a word, despite its difficulties, is within the reach of a first grader. She suggested that the inability to distinguish sounds in a word is not an age-related feature, but is only due to the fact that no one sets such a task for the child, and he himself does not feel the need for this in the practice of verbal communication. Research data A.V. Dettsova show that already in the older group of kindergarten children can not only recognize one or another sound in a word, but also independently select sounds. In the first grade, with specially organized teaching, children relatively easily master the sound analysis of words.

Thus, in preschool and primary school age, the child reaches a level of language acquisition when language becomes not only a full-fledged means of communication and cognition, but also the subject of conscious study. This new period of knowledge of the linguistic reality of D.B. Elkonin called the period of grammatical language development.

Psychologists (D.B. Elkonin, A.N., Gvozdev, L.S.Vygotsky and others) and methodologists (O.S.Ushakova, O.M.Dyachenko, T.V. Lavrentyeva, A.M. Borodich, M.M. Alekseeva, V.I. Yashina and others) distinguish the following features of the development of speech in older preschoolers and first-graders:

• 1. Sound culture of speech.
• - Children of this age are able to clearly pronounce difficult sounds: hissing, whistling, sonorous. By differentiating them in speech, they consolidate them in pronunciation.
• - Clear speech becomes the norm for them.
• - Children improve their auditory perception and develop phonemic hearing. Children can distinguish between certain groups of sounds, select words from a group of words, phrases, which have given sounds.
• - Children freely use the means of intonational expressiveness in their speech: they can read poetry sadly, cheerfully, solemnly. In addition, children at this age already easily master the narrative, interrogative and exclamatory intonations.
• - Older preschoolers and younger students are able to adjust the volume of their voices in various life situations: to answer loudly in class, talk quietly in public places, in friendly conversations, etc. They already know how to use the tempo of speech: speak slowly, quickly and moderately under the appropriate circumstances.
• - Children have a well-developed speech breathing: they can pronounce not only vowel sounds, but also some consonants (sonorous, hissing, whistling).
• - Children can compare the speech of their peers and their own with the speech of adults, detect inconsistencies: incorrect pronunciation of sounds, words, inaccurate use of stress in words.
• 2. The grammatical structure of speech.
• - The speech of children is saturated with words denoting all parts of speech. At this age, they are actively engaged in word creation, inflection and word formation, creating many neologisms.
• - In senior preschool and primary school age, children make their first attempts at arbitrary use of grammatical means and analysis of grammatical facts.
• - First-graders begin to master the syntactic side of speech. True, this is difficult, and therefore the adult seems to lead the child, helping him to establish cause-and-effect and time relationships when examining objects.
• - Children of this age are able to independently form words, choosing the desired suffix.
• - First graders develop a critical attitude towards grammatical errors, the ability to control their speech.
• - At this age, the proportion of common common sentences, complex and complex sentences increases.
• 3. Lexical side of speech.
• - By the age of six or seven, the method of comparing and juxtaposing similar and different objects (in shape, color, size) is firmly included in the life of children and helps them to generalize the signs, and highlight the essential ones. Children freely use generalizing words, group objects into categories by genus.
• - The semantic side of speech is developing: generalizing words, synonyms, antonyms, shades of word meanings appear, exact, suitable expressions are selected, the use of words in different meanings, the use of adjectives, antonyms.
• 4. Coherent speech (is an indicator of the speech development of younger students).
• - Children understand what they read well, answer questions about the content and are able to retell a fairy tale, short stories.
• - Children are able to build a story based on a series of pictures, setting out the plot, culmination and denouement. In addition, they can imagine the events that preceded the one depicted in the picture, as well as subsequent ones, that is, go beyond it. In other words, children learn to compose a story on their own.
• - Children are already able not only to see the main and essential in the picture, but also to notice particulars, details, to convey the tone, landscape, weather conditions, etc.
• - Children can also give a description of a toy, make a story story about one or more toys, show a story - a dramatization of a set of toys.
• - In dialogical speech, children use, depending on the context, a short or detailed form of expression.
• - The most striking characteristic of the speech of six-year-old children is the active development of different types of texts (description, narration, reasoning).
• - In the process of developing coherent speech, children begin to actively use various types of connection of words within a sentence, between sentences and between parts of an utterance, while observing its structure.

Thus, we found out the features of the development of speech in children of senior preschool and primary school age. They are characterized by a fairly high level of speech development. Further, we consider it necessary to find out how expedient it is to use small forms of folklore for the development of children's speech and, first of all, what are the features of understanding small forms of folklore by older preschoolers, what difficulties we may face.