The use of algorithmic schemes in teaching drawing to children with disabilities. Master class “Writing a descriptive story about a toy”
Comprehensive notes
Summary of educational activities of children with adults
in the senior group o.o. "Cognition", "Communication"
"Journey into the world of objects"
Marfina Olga Nikolaevna, teacher
d/s No. 63, Angarsk, Irkutsk region
Subject: Subject world.
Target: Expand your understanding of the objects of the man-made world.
Educational objectives:
- Strengthen children's ability to group objects according to purpose: dishes, tools, equipment, items for art.
- Deepen children's knowledge about the history of household appliances: vacuum cleaner, iron.
- Teach children to navigate the past and present of objects.
- Learn to identify the properties and qualities of metal through experimentation; create an algorithm for describing the material.
- Continue learning to compose a coherent story based on a series of pictures.
Developmental tasks:
- Develop the ability to communicate freely between adults and children.
- To develop cognitive activity and interest in objects of the man-made world.
- Strengthen the ability to establish cause and effect relationships between the properties and qualities of the material and the method of use.
Educational tasks: Bring up careful attitude to objects of the man-made world.
Preliminary work:
- Reading works of fiction.
- Making riddles about objects.
- D\games “What first, what then”, “Why 4”, “Find out the material”, “What are objects made of?”, “Wonderful bag”, etc.
- Examination of encyclopedias, illustrated material, educational screens “Choo-chug, chug-chug, our iron has flared up” (history of the iron), “History of the vacuum cleaner”, “History of the stove”.
- Classification (pasting pictures on whatman paper) household items.
Methodological and didactic support:
Two large envelopes - one with a picture of “Kapitoshka” without an address, the other colorful with pictures with the address d\s; letter from Dunno; panel-backpack, with object pictures: plate, spoon, mug; axe, saw, needle; tape recorder, camera, video camera; paints, album, brush (pencils).
Music on the disc “Riding a Train”; gate imitation (from soft modules) with the inscription “Flower City”, signs “Laboratory of Unusual Experiments”, “Museum of Talking Objects”.
Items household appliances (toys): vacuum cleaner, iron, kettle, coffee grinder, toaster, refrigerator, washing machine and etc.
Stories of the evolution of the iron and vacuum cleaner (in pictures).
For children: a set of metal objects for each (coins, plates); napkin; container with water; magnet; album sheet, divided into 6 parts; black felt-tip pen; wooden roundels.
To the teacher: a ready-made algorithm, metal objects.
Easel; screens; a sheet of Whatman paper with three levels “sky”, “earth”, “water”; stickers for various vehicles.
The teacher informs the children that an envelope has been sent to our group’s address. He spins it, admires how big and colorful it is, and lets the children look at it.
What do you think is in the envelope? (children's guesses: surprise, letter)
Who can write a letter to us? (listens to answers: Carlson, Dunno)
Do you want to know who the letter is from? (Yes). Let's read it!
He opens the envelope and reads the letter:
“Hello, dear guys! I learned from Carlson that you are interested in various subjects! In our Flower City, we love making things up and would love for you to share your finds. I invite you to take a fascinating journey into the world of things. I wish you success. Your friend... Dunno!
Educator:
Guys, what do you know about Flower City? (children's answers). That's right, famous thinkers and famous inventors live there, guys.
Guys, would you like to accept Dunno's invitation? (Yes) To go on a trip, we need to get ready for the trip and put things in our backpack that may be useful along the way.
Game exercise for grouping objects “Pack a backpack for the road.” Children arrange objects on a panel - a backpack in groups:
Utensils - plate, spoon, mug.
Tools - axe, saw, needle.
Equipment - tape recorder, camera, video camera.
Items for drawing - paints, album, brush.
The teacher invites the children to take from the table one picture each, which depicts various items and place them in groups.
Come and place it! Be careful!
At the end, the teacher invites the children to check whether the children laid out everything correctly, if there are mistakes, correct them, tell:
What items did you put in your backpack in one row? Why? How to call it in one word? What are these items needed for on the road? (children's answers).
The teacher praises the children for their attentiveness.
Educator:
Lera, what item did you put in your backpack? What is it for? Why did you place it next to...?
Well done, Lera, you tried your best and did everything right!
Educator:
Guys, now we are ready to hit the road! Let's take an empty envelope with us and put everything new and interesting we learn on our trip into this envelope! What will we go on... (a locomotive whistle is heard)...on a train!
Physical exercise “Riding a train” (children stand behind each other, put their hands on each other’s shoulders, make a circle, stop)
The teacher draws attention to the gate with the inscription “Flower City”.
Well, we've arrived in Flower City. (is reading)! Come on in, guys! Guys, this is the “Laboratory of Unusual Experiments” (is reading). The smartest little guy here, Znayka, must be working on testing his new invention!
Let's come and take a look!
Educator:
Guys, what objects do you see on the tray? (children call).
What material are they made of? (children's answer: made of metal) So what are they? (metal).
Educator:
Let's sit down guys and get to know metal better. The children sit down at the table.
The teacher offers children experimental activities to identify the properties and qualities of metal.
Guys, what do you want to know about metal? (children formulate the problem).
How are we going to do this? What do we need for this? (children develop a methodology for conducting experiments) What will we do first, what will we do next?
If we do this, what will we get? (children predict the result)
The teacher reminds children about safety precautions.
Let's test your assumptions! Guys, be careful when handling metal objects: you can cut yourself on sharp edges! (children work, identify the properties and qualities of metal)
Draw down everything you learned about metal? (children sketch an algorithm for the properties and qualities of the metal using symbols).
The teacher suggests sketching and telling. Formulating a conclusion (verbal report) teacher using a ready-made algorithm. The teacher suggests putting the most successful children's algorithm in an envelope.
Guys, you must have stayed too long? Let's have some tea with you!
Physical exercise “Teapot is a grumbler.”
I am a teapot - a grumbler, a busybody, a madman, (we walk in place)
I expose my belly to everyone, (hands on the belt, body turns left - right)
I boil tea, bubble and shout: (clap our hands)
Hey people, I want to have some tea with you! (jumping in place)
The teacher leads the children to the sign “Museum of “Talking” Objects.”
Here, guys, are the inventions of famous mechanics. Flower City- Vintik and Shpuntik. These items can tell you a lot of interesting things about yourself. Let's come and take a look.
What miracle technique have you learned? (children list: washing machine, vacuum cleaner, iron, toaster, etc.) See what these items have in common? (children’s answer: these items make household work easier, they need to be plugged into the power grid, these are electrical appliances).
Educator:
Guys, do you know that Appliances didn't always look like this? Do you want to know how a person cleaned his home and sorted out his laundry in ancient times? (children's answer: yes)
The teacher suggests taking one picture from the table, examining it, remembering the history of this object, teaming up with those guys who have the same story, standing in order from the most ancient to the most modern. The teacher invites the shy child to use a counting rhyme to choose a group of children who tell the story of their subject.
Vacuum cleaner. Bunch of branches - broom (broom)- brush - clapper - the first cordless roller vacuum cleaner - a modern vacuum cleaner that cleans not only carpets, but also the air.
Iron. Stone - wound on a rolling pin and carried out with a ruble (ribbed board)- the first iron was heated on a stove - “Roaster with coals” (coals from the stove were poured into the iron)- a modern iron with temperature regulators, steams and sprays.
Praises children.
Well done to all the guys, they showed and told the history of the objects correctly, they didn’t miss anything!
Did you like the story of the vacuum cleaner? (iron)? Do you think objects have changed over time or stayed the same? (children’s answer: the person sought to improve them, make them more comfortable and beautiful).
The teacher, with the consent of the children, decides to put the stories in an envelope. The teacher informs the children that the journey is coming to an end and it’s time to go back. He offers to take their seats in the carriages. The children return to the music of “Riding the Little Engine”.
The teacher reminds the children about the envelope in which they put everything interesting news about the subjects we learned today.
Educator:
Guys, what to do with this envelope? What are you offering? (children’s answer: send to Dunno)
The teacher supports the children’s idea, approves, and agrees to write the return address of the Flower City.
Educator:
Did you like our trip? Where would you like to travel next time? (children's statements). Praises them for interesting ideas.
The teacher calls the children to the easel.
If you think that everything worked out for you, that it was easy and interesting for you, then stick a vehicle in the sky that flies.
If you think that you were mistaken and something did not work out, then label the vehicles that drive on the road.
If nothing worked out for you, it was difficult and uninteresting, then stick on water transport.
Children take appropriate transportation and evaluate themselves. Explain their decision. The teacher invites the children to go sign the envelope, and for the children to make drawings with their own hands.
Children enter the group and sit on chairs.
Educator: Children, let's remember and repeat our tongue twister, which sets us up for the lesson.
Whoever wants to talk must speak out. Everything is correct and clear, so that everyone can understand it.
We will talk and we will reprimand. So correct and clear, so that everyone can understand it.
Educator: Well done! And now all attention is on me. Today we have an unusual activity. You and I will be writers.
Educator: Think and tell me what a writer does?
Children: The writer writes stories and fairy tales.
Educator: Correct. What writers do you know?
Children: (I know the writer A.S. Pushkin; K.I. Chukovsky; A.N. Tolstoy, etc.).
Educator: Correct. Who or what do you think the writer is writing about?
Children: The writer writes about nature; about animals; about birds, etc.
Educator: Well done! Today we will compose stories and fairy tales. But first, let's remember how a fairy tale differs from a short story?
Children: There is magic in a fairy tale, magical things, talking animals, i.e. something that cannot really exist.
Educator: Well done! Now think and tell me, with what words does this or that story begin?
Children: The story begins with the words: came, came, one day, somehow, etc.
Educator: What words does the fairy tale begin with?
Children: The fairy tale begins with the words: they lived - they were, in a certain kingdom - in a certain state ...
Educator: Well done! What words does the story or fairy tale end with?
Children:
The story ends with the words: this is where the story ends, or this is where our story has come to an end.
The fairy tale ends with the words: here is the end of the fairy tale, and well done to those who listened; or, good conquers evil; they began to live happily ever after.
Educator: Well done! Now let's warm up a little.
Morning has come, the sun has risen.
Hey, brother Fedya,
Wake up the neighbors.
Get up, Bolshak,
Get up, Pointer,
Get up, Seredka,
Get up, Orphan
And baby - Mitroshka,
Hello, Ladoshka.
Everyone stretched and everyone woke up.
Educator: And now I suggest you turn into writers and, using diagrams - algorithms with different tasks, come up with a fairy tale or story.
Children are given time to think about their story or fairy tale. Listen to 2-3 answers.
(Answers are attached).
Educator: Well done! Now let's take a little rest.
One two three four five,
We also know how to relax -
Let's put our hands behind our backs,
Let's raise our heads higher.
And let’s breathe easily.
One two three four five,
We stomp our feet.
One two three four five,
We clap our hands.
Pull yourself up on your toes as many times as possible
Exactly as many fingers as you have on your hand.
Educator: And now I suggest playing the game: “Show the symbol correctly.” I will show an object and name any of its characteristics or properties, and you must find the correct symbol, name and show it.
For example: This is a cherry. She grows on fruit tree. So we have to show the symbol: Where does it grow? Or is it an apple. It is green. So we have to show the symbol: Colors.
- This is a mushroom. His hat is round.
Symbol: cap shape.
- This is a fox. She hunts mice, hares, chickens and ducks.
Symbol: What does it eat?
- This is a leaf. A leaf has a leaf blade, a stalk, and veins.
Symbol: Building.
- This is a pyramid. It's wooden because it's made of wood.
Symbol: What does it feel like?
- This is a fish. She lives in an aquarium.
Symbol: Where does he live?
- This is a teapot. People brew tea in it.
Symbol: Method of use.
- This is a carrot. Juices are prepared from it, you can eat it raw or boil it.
Symbol: Method of use.
Educator: Well done! Now let's play the game: "Decorate the word." I will name any animal, and you must choose words that would characterize it.
For example: The cat is affectionate, fluffy, cheerful,…. , playful.
- The hedgehog is prickly, menacing, angry, small.
- The hare is cowardly, fearful, shy, long-eared, smooth, ….
- The bear is big, soft, club-footed, shaggy, clumsy, gloomy.
- The rooster is beautiful, big, colorful, vocal, brave, important.
- The fox is fluffy, red, soft, cunning, nimble.
- The frog is green, cheerful, large-mouthed, big-eyed, slippery, jumping.
- The chicken is caring, pockmarked, kind, motley.
Educator: Well done! Now think and tell me, what did we do today?
Children: Today we were writers and composed stories and fairy tales according to schemes - algorithms.
We played games: “Show the correct symbol”, “Decorate the word”.
We had physical exercises.
We spoke a tongue twister.
Educator: Well done! Our lesson has come to an end!
Drawing is one of children's favorite activities. As a rule, children boldly and happily take on any visual means and draw. Unfortunately, this cannot be said about children with intellectual disabilities, since their productive activities, in particular drawing, practically do not occur outside of education. Such children do not show a desire to draw in free activity; they do drawings unwillingly and only at the request of an adult. As a rule, the reason for such reluctance is not so much a lack of interest in drawing as a difficulty in depicting objects.
Relevance:
The visual activities of children with intellectual disabilities are characterized by:
- weakness of associations between one’s own graphic constructions and real-life objects and phenomena;
- difficulty in recognizing one's own graphic images real objects and their rapid forgetting;
- abundance of graphic stamps;
- static drawings in form and content;
- poverty color solutions;
- absence or underdevelopment of plot structures;
Visual activity, in particular drawing, contains great opportunities. It is a means of mental, grapho-motor, emotional, aesthetic and volitional development of children with disabilities. In the process of drawing, all mental functions are improved: visual perception, representation, imagination, memory, mental operations. Characteristic feature in the drawings of children with intellectual disabilities is the use of templates (graphic stamps), which the child transfers from drawing to drawing. Taking into account the peculiarities of development, it is possible to gradually prepare a child with intellectual disability to change and move away from graphic cliches and to develop artistic and creative abilities.
The use of algorithmic schemes in teaching variable drawing
Teaching children the ability to depict objects is one of the most difficult tasks of working on visual activities in correctional education. kindergarten. Its difficulty is explained, first of all, by the low capabilities of children with intellectual disabilities. Often, teachers, adapting to the capabilities of children, significantly reduce the requirements for the formation of their independent skills in this area. As a result, the majority of students draw only what they have covered in class, using graphic stamps. In the learning process, special attention should be directed to developing in children the ability to depict in a drawing the main features and properties (shape, color, structure) inherent not in a specific object, but in all objects of the surrounding reality. Objects that are depicted by children under the guidance of a teacher should only become the material on the basis of which children will acquire knowledge and skills in order to subsequently use them when depicting other objects. On this basis, children may develop independent visual activity, contributing to the general mental development. But this requires a targeted selection of teaching methods.
In our work, we chose drawing based on an algorithm for depicting an object as one of these methods.
Since children with intellectual disabilities must first of all be taught to see in an object not only general shape, but also the shape individual parts, it is the accuracy of reflection of the shape of an object that is one of the main conditions for image recognition.
Algorithmic drawing schemes consist of familiar to children geometric shapes(circle, oval, square, rectangle, triangle) When we show a child the algorithm, he recognizes familiar shapes, which, although not perfect, he can already draw. On initial stage Together with the child, we consider what geometric shapes the object consists of, trace them with our finger, and also use moving algorithms in our work.
Recognizing the figures, children do not feel a sense of insecurity and fear before drawing, but take up pencils with interest and draw, first together with the teacher, and later, having mastered the experience of drawing according to diagrams, on their own.
At first glance, it may seem that mastery of algorithmic schemes hinders the development artistic creativity child, but this is not the case, since we try to give children as many options as possible for depicting the same object. We also offer children a variety of colors and details.
Thus, the use of algorithmic schemes activates the potential capabilities of children with disabilities in learning to draw and contributes to the formation of artistic and creative abilities.
Bibliography:
1. Kuznetsova G.V. Correctional and developmental classes for teaching graphic skills to children aged 5 - 7 years with developmental problems using art activities (Text) / manual for parents, educators, defectologists. – M., 2002
2. Ryzhova, N.V. Development of creativity in children aged 5-6 years with special needs (Text) / N.V. Ryzhova. – M., 2009.
3. Davydova G.N. Let's draw transport. – M.: Publishing house “Scriptorium 2003”, 2009
4. Shaidurova N.V. Teaching preschool children how to draw animals using algorithmic schemes: Toolkit for teachers of preschool educational institutions (Text) - St. Petersburg: Publishing House "Childhood - Press", 2009
Purpose of the master class: Dissemination of pedagogical experience in working with preschool children in teaching how to write a story about a toy.
Tasks:
- Transfer methods methodological techniques in children’s mastery of the main stages of working on a story.
- Create an atmosphere of openness, goodwill, and co-creation in communication.
Slide -3
Relevance of this topic due to the fact that modern children have very low communication ability. Despite the abundance of information, the speech of our children is unemotional and lacks imagery. As a rule, they simply describe actions: he came, she said, the wind is blowing, etc. Another noteworthy thing is that speech is clogged with phrases “well, how is it”, “in general” - it is very difficult for children to find words, because very poor vocabulary. And, most importantly, children do not know how to keep “thoughts on a leash,” i.e. It is very difficult for most people to adhere to logical consistency in their stories. Speech is confused, preschoolers jump from one thing to another, and do not know how to isolate the main thing. From my experience and that of my colleagues, it is clear how difficult it is for children to master free speech. Small droplets form large bodies of water. Composing a story is the same small drops that will help you arrive at a large reservoir of developed, coherent speech, and a toy will help with this.
It is with the toy that the child interacts from birth. And it becomes one of the most accessible means through which you can communicate with a child, provoke him into dialogue, and then into independent expression. Children’s statements about toys are based on their direct perception of the toy, which influences sensory education children and the development of observation skills. Activities with toys are creative in nature; they develop thinking and imagination. The toy creates an opportunity to consolidate and activate the vocabulary, but can also serve as a source of new words. The toy evokes positive emotions and a desire to speak out. Therefore, it is used as a means of teaching description and narration.
Toy - childhood companion. It pleases the baby with an attractive form and content, helps the development of his cognitive, speech and motor activity. A. Ardeeva The following types of toys are used to teach monologue speech:
Slide – 4
- didactic(matryoshka dolls, turrets, pyramids, barrels);
- plot (figurative): dolls, cars, animals, dishes, furniture, transport; ready-made sets of toys united by one content: herd, zoo, poultry yard;
- sets compiled by the teacher or children: boy - girl, house - doll, chicken - cat, hare - dog.
Since every new toy evokes in the child joy, pleasure, and a desire to talk about it; for classes you need to use new or somewhat updated familiar toys (a doll in a new dress, apron, hat; a bear sitting in a car). This will cause the child to have new thoughts, an emotional attitude towards the toy, and a speech reaction.
One of the most interesting and favorite activities for children native language- examination and description of toys. Slide – 5
Distinguish several types of storytelling based on the toy:
- Description of the toy – coherent sequential description appearance toys, sometimes with the addition of the child’s personal attitude towards it, or a description of the actions and lifestyle of the living creature depicted in the toy.
The description of toys can be carried out in the form of a didactic game (“Toy store” (dishes, clothes), “Wonderful bag”, “Who is it?”, “The postman brought a parcel”, etc.). For the description, you should select toys that would attract the attention of children, that would be bright, expressive, and stand out in their appearance, so that you can express your opinion about them and compare them (two dolls in different costumes; two hares, different in color and size). Didactic games for description, as a rule, are carried out after several lessons in which children have acquired some skills in describing a toy, acquired a certain vocabulary and corresponding ideas. One of the conditions for the effectiveness of the game is its liveliness, a certain rhythm, emotionality, and the active participation of each child. If children do not know how to describe toys and need constant help and guidance from an adult, the play situation is disrupted and the game turns into a sluggish exercise. One type of description of a toy is children guessing and composing riddles. First, children learn to solve riddles and then write descriptive riddles.
- Plot stories(narration).
R story about a set of toys- a coherent, sequential story about a group of toys, most often accompanied by playful actions of the teacher with toys, like a dramatization game. Its compilation is made easier by the fact that the child talks about the actions that he himself performs. His speech is based on the activity of a number of analyzers.
A story about a separate toy is a coherent, sequential story about the imaginary actions and adventures of one character - this toy. This is the most difficult type of storytelling. The toy only defines the main character, and the images of others characters, actions and situations are invented by the children themselves based on creative imagination and own experience.
In educational and methodological literature there is no single point of view on the content and methodology of conducting classes with children, on the sequence of setting tasks for teaching descriptive and narrative speech and consistency different types activities with toys. Based on research and experience, our methodologists have developed approximate algorithms for teaching storytelling using toys (objects).
In junior preschool age First, the task is to teach children to concentrate when looking at toys and objects, then to teach them to answer questions based on their description. With the help of the teacher, children are led to compose statements about toys from 2 to 3 sentences. A conversation-conversation is organized individually and in subgroups: What toys do you have at home? Which toy do you like best? Who bought it or gave it? What is it (size, color, material)? How do you play with her? What toys do you like in kindergarten? 1.You can make riddles, poems, nursery rhymes about the toy (without showing it).
For example: Furry and mustachioed,
He drinks milk and sings songs.
2. Come up with a story about how she got here.
3.Look at the toy and let it touch it. 4.Ask questions about the toy. What kind of cat do you have? What's on the cat's head? What is this?
5.Summarize all the answers into a single statement.
Slide – 6 A cat came to us. She has ears on her head, big eyes, and a mustache. The cat also has a long tail. She laps up the milk and meows: Meow! Meow!6. Joint preparation of a description. The adult begins, and the child continues 7. Invite the child to repeat the adult’s description.
In the end, you can come up with a game with this item. Take them to visit other toys. Fantasize about adventures that could happen to him, etc.
To successfully teach storytelling in early preschool age, it is suggested:
Slad – 7
Algorithm for teaching storytelling using toys (objects) in the second younger group.
1. Examination and examination of a toy (object); 2. Conversation with children; 3.Shared storytelling; 4. Questions when examining a toy or object should be asked in a certain order (what is it called, what is it, what can it do, what is it for, why do you like this toy or object. When answering the teacher’s questions, children name the object, pay attention to characteristics appearance, color, shape, material, qualities, properties, purpose, its actions, select comparisons, definitions with the help of the teacher). 5. Speech sample of the teacher; 6. Compilation of a story by a child about a toy or object (from 2 to 3 sentences); 7.The lesson can be completed with reading literary work, riddles, nursery rhymes, jokes, etc.).
In secondary preschool At age, the foundations are laid for the development of the ability to independently describe toys and independently compose a story about them.
The description of toys and the compilation of stories about toys precedes their examination, during which the features of the appearance and lifestyle of the living creature embodied in the toy are clarified, comparisons and definitions are selected. You can specifically give figurative words and phrases: timid hare; cautious, cunning fox; black, shaggy, soft bear, etc.; conduct a vocabulary exercise.
Constructing a coherent text causes difficulty for children. They often do not know how to start a statement and how to end it, or how to connect sentences. Research shows that already in the process of looking at toys, children should be shown possible connections between sentences in question-and-answer form. The most common means of communication is repetition of words. Slide – 8
While looking at a hedgehog, you can do an exercise : "Who is this?" - “It’s a hedgehog.” - “Who is prickly?” - “Prickly hedgehog.” - “Who has needles on his back?” – “The hedgehog has spines on its back.” The question contains a key word that the child will use in his answer.
Another option for asking questions is when correct form repeated words lies in the very question: “Who is this?” - “Bunny.” - “What kind of ears does a hare have?” - “At the hare long ears" - “What kind of tail does a hare have?” - “The hare has a short tail.”
Slide – 9
An approximate algorithm for describing a toy or object in middle group.
1. Examination of the toy; 2. Questions from the teacher regarding the appearance (color, shape, size), qualities of the toy, actions with it; 3. Speech sample of the teacher (the story is not about the exact toy that the children will talk about, but about a similar one); 4.Story strong child on basic issues of the teacher; 5. Stories from 4 - 5 children on basic issues of the teacher; 6.Evaluation of children's stories by the teacher.
Then you can use the technique when children, following the example, describe the toy.
“Say it like Petrushka,” “Say it like me.” Parsley and the child receive the same toys, but one bear is large black, and the other is small brown. Parsley: “I have a big black bear.”
Child: “I also have a bear, but it’s small and brown.” Parsley: “My bear has round, fluffy ears.” Child: “My bear also has round fluffy ears,” etc.
At the same time, children develop narrative speech skills. Children are led to compose stories also based on questions from the teacher. It is important to form elementary ideas about the structure of a statement (beginning, middle, end). To understand the structure of the story, it is recommended to use a scheme for composing a story together with children. First, an idea is given of how you can start a story in different ways (“Once upon a time,” “Once upon a time,” “It was in the summer”). Giving the beginning of a story, the adult invites the child to fill it with content.
Let me give you an example of the outline of the story “Into the Forest to Pick Berries”: using diagrams - pictures. The teacher begins the story, the children continue.
Slide – 10. “It was... (in the summer).
Slide – 11. We got together... (friends go to the forest to pick berries). They took... (baskets) and... (went to the forest).
Slide – 12. The girls are walking and having fun... (talking). ... (dark clouds) appeared in the sky.
Slide – 13. Suddenly it thundered... (thunder) and... (it started to rain). The girls... (frightened) and... (they hid under a tree).
Slide – 14. When the rain stopped, they...(picked strawberries and went home).”
Filling out the diagram helps the child to master the means of connection between sentences and parts of the text, develops the ability to use linking words suddenly, then, etc. Gradually, children begin to compose stories on their own. The teacher helps develop the plot using linking words, verbal vocabulary (called - ran away, met, etc.), taught to include dialogue between the characters (asked - answered), elements of describing the appearance of the characters. First, 2-3 toys are selected for the story. It is easier for children to develop the plot and include all the characters in the story, match words to actions, and use direct speech. Later, the number of toys can be increased.
They occupy a significant place didactic games for description. Their content and requirements for speech become more complex. In the Toy Store game, a child buyer must describe a toy based on a sample or plan, and the seller must guess what kind of toy it is and sell it. A condition for receiving a toy, in addition to a description, may be the requirement to name the department or shelf on which it stands. The seller may not immediately understand what kind of toy they want to buy, and offers to describe it more clearly.
In the second half of the year, a story plan is introduced in the middle group - descriptions, compiled by the teacher. Other types of work can be identified as part of the lesson
