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The presentation on the topic "Trainings for the development of fast reading skills" can be downloaded absolutely free of charge on our website. Project subject: The world... Colorful slides and illustrations will help you engage your classmates or audience. To view the content, use the player, or if you want to download the report, click on the corresponding text under the player. The presentation contains 22 slide (s).
Presentation slides
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The presentation was made by the teacher primary grades MOU secondary school # 1, Sim, Chelyabinsk region. Tkacheva Oksana Nikolaevna 2010
You will never force the reader to know the world through boredom by any means. It should be interesting to read. A. N. Tolstoy.
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solid text
TEXT WITH PICTURES
FIND ME READING REVERSE TEXT SWIVEL COLLECT TEXT
OVERLAPPED TEXT
READING WITH A GRILLE
READING WITH HALF WORDS
UPSIDE DOWN
NOISE-FLAIN TEXT
MIXED LETTERS
NO ORDER
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May snow It's snowing! Children are surprised: "Has winter returned to us again?" It's just On the apple tree The Wind Wants to count all the petals. (V. Prikhodko)
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They watered the moss and the moose. Proudly watched the winter. V.Karaseva
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On the garden DROKOZHE YOIZHK quietly spanked his feet. Children were walking towards me. "Stop, hedgehog!" - KURKINL Petya and took out a hat. From behind the stump peeped out the SROCHATK-lesovichok and quietly squeaked: "Do not offend the prickly COBOCOLE, children!" The kids were quiet. On the path FARCHYL a ball of needles, among the branches flashed a TIME, a BARCHLEKA peeped out of the hollow. "Who is this?" - Vasya asked. The boys got scared and ran away. And YoizhK calmly went DMOOY.
Unexpected meeting
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THE PROTEIN AND THE WOLF OF BLACK PYRALA FROM THE BRANCH TO THE BRANCH AND THE ULAP OF THE PMRYAO ON THE CONNECTED VLOK. VLOK VKCHISOL AND HETOL HER SITTING. BLAKA SLATA PSORT: - THIS IS ME. VLOK SOZAKAL: - GOOD, I PSCHU YOU, SO YOU HAVE BEEN TO ME, OGETCHO YOU, BLACK, SO EVERYTHING. I AM VGESDA SCHUNKO, AND STOMIRSH FOR YOU - YOU ARE THERE ARE EVERYTHING IRATEGE AND GARE. BLACK SAZAKLA: - PTHUS ME PZHEDRE ON THE DECORATION, AND THERE WAS BLANKED TO YOU, BUT I AM BLUE TO YOU. VLOK PSITULA, BLACK ULSHA ON THE WOOD AND OTDATA SAZAKLA: - YOU'RE STILL SCHUNKO THAT EAT ASH. YOU SOLD THE HEART IS GREAT. AND WE ARE VELESY GREAT THAT WE WILL NOT GIVE FRACTIONS AND NOMIKS OF EVIL. L. Tolstoy
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The lion was asleep. A mouse ran over his body. He woke up and caught her. The mouse began to ask him to let her go; she said: "If you let me in, and I will do you good." The lion laughed that the mouse promised him good things, and let her go. Then the hunters caught the lion and tied it to a tree with a rope. The mouse heard a lion's roar, came running, gnawed at the rope and said: "Do you remember, you laughed, did not think that I could do good to you, but now you see - sometimes good comes from a mouse."
The lion and the mouse L.N. Tolstoy
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First hunt You need __ puppies __ gon __ chickens for two __. "Sing __-ka, - thought__, - on the hunt __ for the wild__ of the beast__ and the birds__". Shmyg__ under the collar__ and run__ on the lu__. You will see __ his dick__ zve__, bird__, inseko__ and think__k azhd__ about this__. Drink a thought__: "I deceived him__". Hoopoe duma__: "I am surprised him__." Lizard__ doom__: "I am not __ vernied__". Gusen__, babo__, the blacksmith__ think: "We don't __ hide__". "We are all for se__ constant __ mind__", - doom__ they are about se__. And now __ already approach __ to the lake __ and dum__: "Here I __ catch them!" - and ready __ already jump __ ... (V. Bianchi)
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First Hunt Tired of a puppy chasing chickens around the yard. “I’ll go,” he thinks, “to hunt wild animals and birds.” He darted under the gate and ran across the meadow. Wild animals, birds, insects saw him and everyone thinks to himself. Bitter thinks: "I will deceive him." The hoopoe thinks, "I will surprise him." The lizard thinks: "I'll get out of it." Caterpillars, butterflies, grasshoppers think: "We will hide from him." “We all know how to stand up for ourselves,” they think to themselves. And the puppy has already run up to the lake and thinks: "Now I will catch them!" - and got ready to jump ... (V. Bianchi)
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The dispute between animals, and argued among themselves, which of them the owner loves more. - Of course, me, - he says, - I dry him and drag the harrow, I drive; he himself rides on me; he would have disappeared completely without me. - No, the owner loves me more, - he says, - I feed his whole family. - No, me, - grumbles, - I guard his good. He listened to this dispute and said: "Stop arguing in an empty way: I need all of you, and each of you is good in his place." (K.D. Ushinsky)
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http://nsc.1september.ru/article.php?ID=200404202 V. Prikhodko "Snow in May", KD Ushinsky "Close together, but boring apart"
Vakhrusheva T.V., Poova E.V. 300 exercises in Russian. - Moscow: "aquarium" 2001. (texts "Winter Day", "Belka")
http://andreeva.21411s16.edusite.ru/images/p4_ovca2.jpg sheep
http://nature.ok.ru/picture/fish/5-1.jpg sturgeon
http://i.i.ua/photo/images/pic/9/4/487949_5ea1889.jpg snowman
http://www.bookivedi.ru/photo/11/2009-12-08/9bc25ae72bd0_ki_pervaja_ohota.jpg cover of the book "The First Hunt"
http://img1.liveinternet.ru/images/attach/b/3/26/109/26109354_1212167171_3_1.jpg hedgehog
http://img0.liveinternet.ru/images/attach/c/0//44/87/44087268_vesna_06.jpg spring
http://s48.radikal.ru/i121/0901/aa/6c0f9a4a449f.jpg morning
http://i038.radikal.ru/0805/7b/0cfdc4115284.png snowdrop
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http://www.docwalt.com/books.html bookshelf
http://nkozlov.ru/upload/images/0706/0706191311390.jpg squirrel and wolf
http://www.klopp.ru/uploads/posts/2007-11/1195274095_belka1.jpg squirrel
http://www.dag-agro.com/Sites/dag/Uploads/terrion_5280.22CDBA77E2FC48AB9170579813BFE9BE.jpg tractor
http://www.fictionbook.ru/static/bookimages/00/13/55/00135533.bin.dir/h/i_020.jpg tamer
http://www.fit-instrument.ru/pics/115190.jpg hammer
http://black738.narod.ru/5f8350820dd8.png children and a book
http://arttravel.dn.ua/upload/file103.jpg bullfinch on a branch of an apple tree
http://s52.radikal.ru/i135/0908/8a/4ac50393d309.jpg teacher
http://900igr.net/data/chelovek/Otkuda-ja-vzjalsja-1.files/0029-038-U-losikhi-losenok.jpg moose
http://s48.radikal.ru/i120/0904/08/f57ebf058672.jpg garden
Literature. 1. Andreev O.A., Khromov L.N. Learn to read quickly. - M.: Education, 1991. 2. Zaitsev V.N. Reserves of learning to read.- Moscow: Education, 1991. 3. Kornev A.N. Violations of reading and writing children.- SPb.: Publishing House "MiM", 1997. 4. Omorokova MI and others. Overcoming difficulties. - M .: Education, 1990. 5. Tikhomirova II. Interest in reading: how to awaken it? // School library.- №6.-2001.
Description of the presentation for individual slides:
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Improvement of reading technique Work performed by: Borisycheva Svetlana Valentinovna Primary school teacher MBOU secondary school №30 in Nizhny Novgorod
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Purpose: - to determine the most effective methods and techniques to promote reading skills. Tasks: 1. Selection and implementation of special exercises for the development and improvement of reading techniques. 2. To determine the most appropriate methods and techniques of work, contributing to the development of speed, awareness and expressiveness of reading. 3. Choose a system of exercises that will activate the attention of schoolchildren, help to easily read the text and understand what it has read (creating a situation of success).
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Relevance Reading in elementary school is not only the most important independent subject, but also a means of teaching, and the more successfully children master the full-fledged reading skill, the sooner and more fully their abilities in academic disciplines will be realized. ... The formation of the student's personality, the formation of his attitude to reading, school, teacher, comrades, the class team, and to himself, largely depends on the setting of teaching children to read.
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Stages of reading skill formation analytical stage synthetic stage automation stage
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Characteristics of the reading skill The modern methodology understands the reading skill as an automated ability to read a printed text, which presupposes awareness of the idea of a perceived work and the development of one's own attitude towards what is being read. In the methodology, it is customary to characterize the reading skill, naming its four qualities: correctness, fluency, awareness and expressiveness.
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Correctness is defined as smooth reading without distortions affecting the meaning of what is being read.
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Fluency is the speed of reading that determines reading comprehension. This speed is measured by the number of printed characters read per unit of time (usually the number of words per minute
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Expressiveness is the ability to convey to listeners by means of oral speech main idea works and their own attitude towards it.
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Consciousness of reading in the methodological literature of recent times is interpreted as an understanding of the author's intention, awareness of the artistic means that help to realize this idea, and comprehension of one's own attitude to what has been read.
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Conditions that must be taken into account when organizing work to improve reading: 1) exercises in reading should be everyday and systematic; 2) the selection of texts for reading should not be made taking into account the psychological characteristics and interests of children, and the literary characteristics of the texts; 3) the teacher should carry out systematic work to prevent erroneous reading;
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4) the teacher should use an expedient system for correcting mistakes made during reading; 5) when practicing reading, the child must have a success situation; 6) tasks should be built from simple to complex; 7) teaching to read to oneself should be specially organized, involving several stages: reading in a whisper, soundless articulation of what is being read, “quiet reading” (in terms of inner speech), actually reading to oneself.
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Exercises to form correct and fluent reading should be done at the beginning of the lesson, and exercises related to comprehension of reading can be used in preparation for the perception of new material. Exercises can be included in the lessons of the surrounding world, the Russian language, visual arts as well as use for individual work.
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Typical mistakes Distortion of the sound-letter composition 2. The presence of repetitions. 3. Violation of the norms of literary pronunciation
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Causes of errors 1) imperfection of visual perception; 2) underdevelopment (lack of flexibility) of the articulatory apparatus; H) shortness of breath; 4) lack of knowledge of orthoepic norms; 5) lack of knowledge of the lexical meaning of the word; 6) "guess" caused by the subjective type of reading.
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Exercises for the formation of correct reading The first group - exercises aimed at developing attention, memory. 1. Name the pictures 2. Describe the subject (show and remove). 3. Describe a moving object 4. Repeat what the teacher said (six words in pairs, similar) 5. Choose words for this sound 6. "Photo eye". 7. Memorizing quatrains…. The second group is exercises with words. 1. Repeat tongue twister, sentence, text. 2. Reading words in the spelling of which there are the same letters. 3. Reading words with the same prefixes, endings ... 4. Reading "shifters". The lion ate the oxen. Go look for a taxi, go. 5. "Through letter", "Ladder". 6. Vocabulary work (finding out the lexical meaning of words before reading). 7. Preliminary syllable reading of words with a complex syllabic or morphemic composition
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Working on Reading Fluency Fluency depends on what is known as the reading margin and the length of pauses the reader allows while reading. ... The reading field (or reading angle) is a piece of text that the reader's gaze catches in one step, followed by a stop (fixation). During this stop, awareness of what is captured by the gaze occurs, i.e. consolidation of the perceived and its comprehension is carried out
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Exercises to develop reading fluency The first group - exercises to expand the field of vision. 1. Work on the contemplation of the green point. 2. Work on Schulte tables. 3. Working with vocabulary blocks with a word hidden in the vertical direction. 4. Reading columns with stencils. 5. Determine the difference. Conversation, interlocutor, converse, gazebo, interview; 6. Name in order. 7. Working with letter tables and stencils. 8. Sets of T.N. Fedorenko. 9. "Photo-eye". 10. "Guess" 11. "Who is faster?" 12. "Creeping line". 13. Work on the table. The second group is exercises for activating the organs of speech. 1. Articulation gymnastics: a) vowels, consonants, combinations, open and closed syllables; b) words that are difficult to pronounce. 2. Tongue twisters. 4. Pure phrases. 5. Different kinds readings (in a whisper, loudly, in pairs, in chorus, slowly, at the pace of a tongue twister, with a transition ns new text…)
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Work on reading mindfulness Comprehension of the content of the reading is made up of comprehension of what is said in the text and how it is said about it (emotional response to the work, taking into account the artistic form). At the same time, it is important to take into account that the expansion of the range of ideas of the younger schoolchild about reality should go from the child himself, his immediate environment and environment to more distant phenomena. It is necessary to carry out lexical work in reading lessons. It aims to provide an understanding of the factual, elementary layer of the work.
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Exercises for the development of conscious (conscious) reading The first group is logical exercises. 1. What word is superfluous and why? 2. How are the following words similar? 3. Make a word by rearranging the letters. 4. Compose a new word, taking only the first syllable from each of the data. 5. Three words are given. The first two are in a certain relationship. There is a similar connection between the third and one of the suggested five words. Find the fourth word. 1. Divide the words into groups. 2. For the highlighted word, select the words you need in terms of meaning. Herbs: clover, cedar, sorrel, plantain, larch, dandelion; 3. What letter, syllable, word are superfluous. a u r about s The second group - games on the composition of words with words 1. Find a word in a word. 2. Complete sentence 3. Charades. 4. Rebus. 5. Riddles. (Any that fit the topic of the lesson) 6. Find the animal among the strings. 7. Make up words in which one of the syllables must begin with the letter M. The third group is working with deformed texts; unfinished stories. 1. Compose the text (permutation of sentences). 2. Make sentences (3-4) to the topic of the lesson. 3. Finish the story. The fourth group - work with the text (textbook). 1. Read the text yourself, answer the questions. 2. Arrange the questions in the order of the content of the text. 3. Ask questions about the text or part of the text. 4. Determine how many parts are in the text. 5. Work on the title. 5. Selective reading. 6. Retelling with and without questions. 7. Drawing up a text plan.
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Work on expressive means of speech. It is very important to teach children how to use expressive means speech: breathing, diction, voice. Exercises to develop the expressiveness of reading 1) exercises aimed at developing the clarity of pronunciation; 2) exercises that develop attention to the word and its parts and are a prerequisite for correct reading; 3) exercises that develop the operational field of reading and memory; 4) exercises that develop flexibility and speed of reading aloud and to oneself, the ability to guess the subsequent text.
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Work on the formation of interest in the book and the reading process It is necessary to introduce the child to the world of books, to form students' interest in them, to acquaint with the variety of children's books, to the work of the library, to involve them in using its capabilities. Literary holidays, games, quizzes, dramatizations help arouse interest in reading. literary works, illustration of works. You can also use the features modern technology, for example, listening to samples of reading stories by artists, watching cartoons, movies, karaoke. Use a competitive situation.
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Literature Klimanova L. Teaching to read in primary grades. // School, 2007. Vasilyeva M.S., Omorokova M.I., Svetlovskaya N.N. actual problems of teaching reading in primary grades. - K., Pedagogy, 2003. Levin V.A. When a little schoolboy becomes a big reader. M., 1994. p. 10-16, p. 30, p. 192. Omorokova M.I. Improving the reading of younger students: Toolkit for the teacher. M., 2001.S. 4. Vasilyeva M.S., Omorokova M.I., Svetlovskaya N.N. Actual problems of methods of teaching reading in primary grades. M .: Pedagogika, 1977. p. 99, 215. Dzhezhzhelei O.V. Formation of a reading circle for younger students. // Elementary School. - 1989 - No. 1. - With. 33 –38. Zaitsev V.N. Reserves of learning to read. - M., Education, 1991. Lvov M. R. Speech of junior schoolchildren and ways of its development. - A guide for the teacher. - M., "Education", 1975. Ladyzhenskaya T. A. Speech. Speech. Book for the teacher. - "Pedagogy" Nikitina L.V. Improving the effectiveness of reading lessons by organizing group work. // Elementary School. - 2001. - No. 5. Perova G.M.On the achievement of educational goals of reading.// Primary school. - 1990. - No. 3 - p. 16-21. Svetlovskaya N.N. Theoretical and experimental research. - M., Pedagogy, 1980 Fedorenko I. T. Preparing students for the assimilation of knowledge. - Kiev, 1980. Yushkova L. M. Improvement of reading technique. Elementary School. - 1989 - No. 5 - p. 15-17 Yakovleva V. I. ways of improving reading lessons. // Elementary School. - 1996 - No. 6 - p. 12-16.
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Hello, friends! What are you complaining about? Is your child's reading technique lame? Tax, we will treat. Keep the recipe. I am prescribing special exercises for the development of reading techniques. Take regularly, once a day, several pieces. And the reading technique will stand firmly on its feet, and then it will jump forward.
Such magic exercises do exist. And if you try, then on the Internet you can find hundreds of different techniques, approaches, methods. To be honest, the eyes run up, and the brain begins to slowly boil. You don't know what to choose.
In order to protect my readers from such problems, I allowed myself to make a choice on my own. The article contains only the most interesting and delicious, in my opinion, exercises, which will undoubtedly help to raise the reading technique to the level provided. I do not pretend to be their authorship, they were developed by professionals: teachers, psychologists, professors.
But I claim the authorship of their names. Painfully they are boring in original performance... Agree, "The Mystery of the Missing Sentence" sounds much more fun than the "Visual dictation of Professor I.T. Fedorenko ". And it will surely arouse more interest among younger students.
Lesson plan:
List of exercises
And here he is! List of special reading exercises:
- "Half a watermelon"
- Lost Letters
- "Very sharp eye"
- "Sherlock"
- "Through the looking glass"
- "Crazy Book"
- "The Birds Have Arrived"
- "Partizan"
- “Eh, time! Again!"
- "The Mystery of the Lost Offer"
Exercise 1. "Half a watermelon"
Ask your child if he can, after seeing half a watermelon, imagine what a whole watermelon looks like? Of course, the answer is yes. Now suggest doing the same experiment with words.
Take a book and an opaque ruler. Cover one line in the book with a ruler so that only the top of the words are visible. Objective: to read the text, seeing only the tops of the letters.
Move the ruler up and show only the bottom of the words. We read. This, by the way, is already more difficult.
For very young schoolchildren, you can offer another version of the game. Make cards with simple words. And then cut these cards along the words into two halves. You need to connect the two halves correctly.
How is it useful? Aimed at developing anticipation. Anticipation is anticipation. Such an ability of the brain, which gives us the opportunity, when reading, not to read absolutely all words and letters. The brain already knows that they are there, so why waste time on them? Anticipation can be developed, it makes reading fluent, mindful, easy.
Exercise 2: Lost Letters
Another exercise to develop anticipation.
Letters and words sometimes get lost. But even without some letters and words, we can read. Let's try?
Write on paper, print on a printer, or use a marker on a special board to write the phrases you see below.
Book ... shelf.
New ... T-shirt.
Great ... spoon.
Ginger ... cat.
Another phrase like this:
Bobik ate all the cutlets,
He does not share .......
And more like this:
Ok-ok-ok - we will build .......
Yuk-yuk-yuk - ours broke ...
Exercise 3. "Eye is a diamond"
Look at the picture and draw the same rectangle. Place the numbers from 1 to 30 in the cells in random order, but not one after another. The numbers should be randomly scattered across the cells.
The student looks closely at the picture with the sign.
The account is even, not too fast, but also not too slow.
Child's task:
- on the count of one, find and show the unit with your finger;
- on the count of two - two;
- three - three, etc.
If the child hesitates with some figure, then the account will not wait for him, you need to catch up, search faster. For toddlers, you can draw smaller signs, such as 3X3 or 4X4.
What is the meaning of the exercise? It is aimed at increasing the viewing angle of view. In order to "catch" with your eyes not one letter, not one word, but several words at once, or a whole line when reading. The wider we look, the faster we will read.
One table can be used two or three times, then the location of the numbers must be changed.
Exercise 4. "Sherlock"
Place the words on a piece of paper. Very different, not very long. In no particular order. Scatter them on paper, as it were. Name one word and ask your child to find it. Words can be, for example, the following:
frame, jelly, spoon, chair, horse, gold, soap, pen, mouse, mouth, knee, dog, summer, lake, cancer
Each next word will be faster than the previous one. Since trying to find one word, the student will read others along the way, and remember where they are. And that's all we need.
Thanks to "Sherlock" the angle of view is increased. And reading speed.
Exercise 5. "Through the looking glass"
We got into the looking-glass world, and everything is the other way around. And they even read everything not from left to right, but from right to left. Let's try?
So, we read the lines in the books from left to right. To clarify, the words themselves do not need to be turned over. It is not necessary to read "tomegeb" instead of "hippopotamus".
With this method of reading, the meaning of the text is lost. Therefore, all attention turns to correct and clear pronunciation of words.
Exercise 6. "Crazy Book"
Tell your child that sometimes some ill-mannered books behave rather strangely. They suddenly pick up and turn upside down.
The child reads aloud. After a while, you clap your hands. The child's task is to turn the book upside down and continue reading from where he left off. At first, you can make marks with a pencil, so as not to get lost in the text. And so several times. Two, three full turns of the book.
If your student is still only in grade 1, and maybe in grade 2, but reading is still very difficult, then you can read not a book with texts, but short ones simple words printed one after another on paper.
What will it give? Eye coordination will develop, the ability to navigate the text. A standard of letters will be formed. And the processing of information by the brain will improve.
Exercise 7. "The Birds Have Arrived"
Show the child the phrase "the birds have arrived." And ask to read it:
- calmly;
- joyfully;
- loudly;
- quiet;
- sad;
- with irritation;
- with fear;
- with a mockery;
- with anger.
Exercise 8. "Partisan"
The student reads the text (or individual words, if he is still very young) aloud. You say: "Partizan". At this signal, the student takes a pencil in his mouth (squeezes it between his lips and teeth) and continues reading to himself. At the signal "The partisan escaped," we take out the pencil and read it aloud again. And so several times.
Why is this? To eliminate the pronunciation of words while reading to yourself. Speaking is the enemy of fast reading. So you need to remove it. And when a pencil is clamped in your teeth, you will not be able to pronounce.
Exercise 9. “Eh, time! Again!"
For this exercise, we need a stopwatch and a text to read.
We read within 1 minute. Pay attention to the speed of reading, but you can forget about expressiveness for now. Ready? Go!
The minute is over. Stop! Let's make a mark where we left off.
Let's rest a bit and read the same text one more time. Go! In a minute, make a serif. Wow! More already.
And what will happen the third time? And the third time will be even cooler!
What does it give us? Increased reading speed. And the child's motivation. He himself will see that he is capable of more.
Exercise 10. "The Mystery of the Missing Sentence"
In order to solve the mystery, we need cards with sentences (look at the picture). There are 6 cards in total. Each has one sentence. The font is large and easy to read.
Let's prepare a notebook and a pen. We start the exercise:
- Show your child the first card.
- The student reads the sentence and tries to remember.
- Remove the card after 6 - 8 seconds.
- The child writes down a sentence in a notebook from memory.
- Show the child the second card, etc. to the sixth sentence.
What's the point here?
As I said, in fact, this is not a game, but visual dictations developed by Professor I.T. Fedorenko. There are 18 such dictations in total. Each has six sentences.
In our example, I used the very first dictation. What is their feature? Please count the letters in the first sentence of the dictation. There are 8 of them.
In the second - 9,
in the third - 10,
in the fourth and fifth to 11,
in the sixth already 12.
That is, the number of letters in sentences gradually increases and eventually reaches 46 in the last sentence of the 18th dictation.
You can easily find the texts of Fedorenko's dictations on the Internet. One dictation can be used twice, three times, if the child cannot do everything correctly. By the fourth time, usually everything works out.
It is convenient to use Microsoft Power Point to complete this exercise. The one in which presentations are usually made.
By playing The Mystery of the Missing Sentence you develop RAM... When such memory is poorly developed, the child, having read the sixth word in the sentence, will not be able to remember the first. Do visual dictations every day and there will be no such problems.
How to do it?
You don't have to try all the exercises at once. Only the game “The Mystery of Disappearing Sentences” requires your daily attention, and then add a couple more, three exercises of your choice to it. Change them, alternate so as not to get bored. Do not forget at times to measure your progress.
You need to do it regularly, every day, little by little. This is the main rule! WITH detailed plan workouts are available.
Do not be lazy, exercise, and you will have happiness and fives in your diary!
Friends, maybe you also know some interesting way to improve your reading technique? I dare to hope that you will share it in the comments. Thanks a lot in advance!
And see you soon on the blog pages!
Evgenia Klimkovich.
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