Notes on speech development “Writing a descriptive story about toys” for children 3–4 years old
Lena Gerasimova
Notes on speech development “Writing a descriptive story about toys” for children 3–4 years old
Integration of educational areas: “ speech development ”
,
“artistic and aesthetic
development ” ,
“socio-communicative
development ” ,
“cognitive
development ” .
Types of children's activities: gaming, communicative, visual, motor.
– learn to write a descriptive story about toys with the help of a teacher;
– learn to compare different animals, highlighting opposite characteristics;
– activate adjectives in speech, including antonyms;
– consolidate the correct pronunciation of the sounds [m], [m'] in individual words, learn to pronounce words and phrases loudly and quietly;
– practice understanding and using spatial prepositions: in, on, under, about;
– consolidate knowledge about wild and domestic animals;
– develop imagination , creative abilities;
– cultivate activity, initiative, love for animals.
- visual ( looking at toys , pictures)
- verbal ( storytelling , conversation, speech pattern , guessing riddles)
— practical ( speech games and exercises , finger gymnastics, outdoor play, game situation, drawing)
Forms of organizing joint activities: individual, group, game.
Duration: 15 min
Participants: children of the second younger group (3-4 years old)
Materials and equipment: TV, laptop, toys (bear and fox, basket, pictures of “Pets”
, markers, sheets of white paper.
Example 1
My first favorite toy was a teddy bear. We called him a rather unusual name - Mikhail Ivanovich. He became my best friend when I was still very little. Mikhail Ivanovich was given to me by my grandparents for my second birthday. I immediately liked this teddy bear, and I did not let him out of my little hands. Together we fell asleep, ate and even walked. You could say I grew up with my plush friend. Together we were happy and sad. Mikhail Ivanovich is not very large, but in childhood he seemed to me like a huge brown bear. He, like a real bear, has two small round ears, black eyes and a nose. On his neck was a red checkered bowtie. My little bear also had velvet inserts on his paws, like palms, in a delicate beige color. And at the back there is a small cute tail. Mikhail Ivanovich always seemed to me the most beautiful bear in the whole wide world. When I grew up, I had my beloved little sister Angelina, who also really liked my teddy bear. I decided to give my old friend to her, because I had already become an adult. I am pleased to watch how my sister Angelina plays with Mikhail Ivanovich, and he, in turn, serves as her best friend and guards her sleep.
Lesson summary “Writing a descriptive story based on a toy”
Mazurenko Larisa
Lesson summary “Writing a descriptive story based on a toy”
Summary of a lesson on speech development for children of primary preschool age
Topic: Compiling a descriptive story about a toy - a cat , a bear, a mouse.
Goal: To develop the ability to write a descriptive story about a toy .
Coherent speech - learn to compose story with the help of an adult .
Vocabulary and grammar - consolidate in speech the names of animals known to them, teach them to use words denoting qualities and actions.
Sound culture of speech - to consolidate the correct, distinct pronunciation of the sounds [m]-[m'], [p]-[p'] in words and phrases, to learn to express requests politely. The child talks together with the teacher
Cultivate politeness and kindness.
Form of implementation: NOOD
Venue: group room
Form of organization: by subgroups
Integrated educational areas: cognitive development, artistic and aesthetic development, social and communicative development, physical development
Verbal: conversation, questions, teacher's story , explanations, instructions, encouragement.
Visual: looking at toys .
Game: surprise moment, “Name the Cub”
Practical: answer the teacher’s questions, compose a descriptive story for children .
Equipment and materials: toys - bear , mouse, cat, matryoshka, steam locomotive, pyramid, puppy, car, ball, screen, letter.
Preliminary work: asking riddles, reading works and poems about animals, learning short songs, looking at illustrations , playing with toys .
Surprise moment: Receiving a letter from a toy
There is a knock on the door: the postman brings a letter.
- Guys, there’s a letter here! On the envelope it’s written: Kostroma, st. Berezovy Proezd 6–a kindergarten No. 79, group “Zateiniki”
.
- Who do you think it’s for?
Educator: Correct! Let's read it! Reads the letter:
"Hello children. We invite you to visit the new store. We are waiting for you, Ma-sha doll.”
-Are the guys ready to hit the road and find out what’s on sale in the store?
And we will go to the store by “bus”
, take your seats.
-You and I have arrived at the store. Guys, did you hear the bell - the store opened (the teacher opens the screen curtain)
Look what's on sale in the store?
— That’s right, the store sells toys . Which?
-Let's look at them together . Who is this?
-What can you call a cat affectionately?
-Who wants to tell you about the cat ?
-It's a cat. She's... fluffy. The cat has...small ears,...eyes. And her nose... The cat's tail is... long. The kitty loves... milk, loves to lap up milk. She meows... Meow.
-What is this toy called ?
-Now we will play the game “Name the Cub”
. I will name the animal and pass the ball into the hands, and the one to whom I give the ball will name the baby of this animal. For example, “dog-puppy, cat-kitten, fox-fox, hare-hare, wolf-cub, goat-kid, frog-frog, bear-bear, hen-chick, duck-duckling, hedgehog-hedgehog, owl-owlet »
-Who's that squeaking? Pee-pee-pee!
- That's right, it's a mouse. Who wants to tell you about the mouse ?
-This is... a mouse. She...what? Small, yellow. The mouse has round ears. The mouse lives in...a hole. She loves...crusts, cheese. The mouse squeaks... pee-pee-pee.
- Who is this? What song about a bear do you know?
-Who will tell you about the bear ?
- The bear... is big, shaggy, lives in... the forest. Loves... honey, raspberries. What song about a bear do you know?
Physical exercise “The giraffe has spots, spots everywhere...”
toys in the store . Do you want to buy them?
-There is a seller in the store - this is a Masha doll. She sells toys , what does the seller do? And all the children will be buyers. What do buyers do?
you don’t need money to buy , you just need to politely ask the doll Masha to give her the toy that she liked and tell her how to play with it.
-Listen to how I will do it.
Masha, please give me the pyramid. It can be disassembled and reassembled. Thank you.
The game continues until all the children “buy”
yourself
a toy . As the game progresses, the teacher, on behalf of the doll, encourages the children to use exact names, asks again: “Do you want a big pyramid or a small one,”
etc.
- Look, all the children “bought”
get yourself a toy. Thank you Masha for inviting us to your store, but it’s time for us to return to kindergarten. Goodbye.
Get on the bus
, go.
- Here we are in kindergarten.
toy store ? What toys did you see there ? What were you doing in the store? Who were you? And now you can play with the toys that you “bought and drank”
Independent activities of children
Abstract of the educational activity “Composing a descriptive story about the toy “bear cub” for the second younger group Teddy bear Program tasks: Teach children to compose a short descriptive story (3-4 sentences) with the help of an adult. Activate.
Abstract of an educational activity on speech development using mnemonics “Compiling a descriptive story about a toy” Synopsis of organized educational activities on speech development using mnemonics “Compiling a descriptive story.
Summary of a lesson on speech development “Compiling a descriptive story on the subject. “Cabbage” Objectives: Educational: Clarifying and consolidating children’s knowledge about vegetables. Developmental: Consolidating the ability to write a descriptive story.
Notes for a lesson on speech development “Composing a descriptive story about a toy using diagrams” in the middle group Notes for a lesson on speech development in the middle group Topic: “Making a descriptive story about a toy using diagrams.” Software.
Lesson notes for the senior group “Composing a descriptive story about a vegetable” Goal: development of coherent monologue speech. Objectives: 1. Activate the subject vocabulary on the topic “vegetables”, consolidate the general concept.
Summary of educational activities for speech development “Making a descriptive story based on a toy” for children of the middle group Goal: teaching a descriptive story based on a toy. Tasks: Coherent speech: continue to teach children to name their characteristic features when describing animals.
Compiling a descriptive story based on a toy Purpose: teaching a descriptive story based on a toy. Tasks: Coherent speech: continue to teach children to name their characteristic features when describing animals.
Source
Essay Favorite toy - teddy bear, grade 4
My favorite toy is the teddy bear Tusya. My dad gave it to me when I was 5 years old. Since then I have not parted with him. When I was little, I always took him to bed with me.
My little bear's name is Tusya. He has very cheerful blue eyes, a wide smile and small funny ears. Inside the bear there are special balls for finger development. I love going through them. The warm fur of a bear cub and the rolling of these little balls calm a person when he is nervous.
Now, of course, Tusya no longer looks the same as she was given as a gift. He broke down a couple of times. Mom sewed it up, and I helped.
And now, when I am writing my story about my favorite toy, Tusya is sitting on my lap. I love my toy very much and never put it down.
Example 3
I've already had a lot of toys throughout my life. I probably won’t even be able to count how many of them I had. I loved some of them very much and played with them for a long, long time. And some of them quickly bored me, I threw them into a distant drawer and soon completely forgot about them. Sometimes I feel sorry for abandoned toys, and I deliberately play with them. Probably all children have a favorite toy that they almost never let go of. I have one. I will never get tired of it, and I will never throw it away. Mom says that I have not parted with her since I was little, about five. I sleep with her, and sometimes I just sit with her in my arms. This toy is a plush elephant. I even came up with a name for him. His name is Tolik! To be honest, I don’t remember why I called him that. Perhaps this name just suits him best. It is light gray in color. His eyes are two shiny, black buttons. He has big ears, but one of his ears was once eaten by a yard dog. I don’t know why she liked Tolik so much. It is very soft and fluffy. Sometimes I even talk to him, tell him about my day or what delicious food I ate. I love Tolik very much and will try to keep this toy for the rest of my life. After all, this stuffed elephant is like my best friend. He keeps many of my secrets, and I keep his!
Teaching to describe toys in middle preschool age.
One of the most interesting and favorite activities for children in their native language is examining and describing toys.
A lesson on describing toys with children of primary preschool age takes place in an emotional form, usually in the form of simple didactic games (“Wonderful bag”, “Who is it?”, “What did you find?”). The selection of toys offered for description to younger children has some features: the toys may be the same in name, but different in appearance (big and small bears, a doll with pigtails and a doll with a bow, red and green pyramids, etc.). This selection of toys ensures the activation of children's vocabulary and the development of coherent speech based on the use of comparison techniques.
Children's statements about toys are based on the direct perception of the toy, which influences the sensory education of 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.
Activities with toys were developed by E.I. Tikheyeva. The system of teaching storytelling using toys remained unchanged for a long time. Later research and methodological developments (A. M. Borodich, E. P. Korotkova, O. I. Solovyova, N. A. Orlanova) introduced clarifications into the teaching methodology, while maintaining the essence of the previous system.
In the formation of coherent speech using toy material, researchers of recent years (O. S. Ushakova, A. A. Zrozhevskaya) proceeded from the fact that children should be taught not types of storytelling, but the ability to construct a monologue-description and a monologue-narration, based on categorical characteristics text.
The following types of toys are used to teach monologue speech:
— 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, sleigh, dog; girl, house, chicken, cat; hare and dog.
Since each new toy brings joy, pleasure, and a desire to talk about it in the child, 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.
Classes on describing toys begin with looking at them. The teacher draws children's attention to the characteristic features of the toy's appearance (color, shape, material), and monitors the correct use of words when defining them.
Description of a toy is a coherent, consistent description of the appearance of the toy, 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.
For example, children are offered 5-6 toys to examine their appearance and determine their qualities - color, shape, size, material. The appearance of toys can be played up - the postman brought a parcel. Then a riddle is given about one of the toys: “The mane on the neck is a wave, the tail is a pipe, there is a bang between the ears” (horse); “A shaggy one walks, a bearded one walks, waving his faces, shaking his beard, tapping his hooves” (ram).
Guessing riddles can be associated with looking at toys before describing them or telling stories about them. Gradually, children are led to composing riddles on their own.
The description is based on the teacher's questions. Kids do not give a complete story, but speak in separate phrases, so with the help of questions, he combines fragmentary children's phrases, words, and remarks into a coherent story. After the children’s answers, the teacher makes a generalization, offering to listen to a story about a toy. This story is an example.
Gradually, the kids come to compose a descriptive story based on the model, actually repeating it. The teacher makes extensive use of stories: he himself composes a story based on a toy or reads works of fiction. For example, looking at a toy cockerel, chick, hen, you can finish reading the story by K. D. Ushinsky “Cockerel with his family.” Folk nursery rhymes, jokes, and riddles are good for this purpose. The use of a variety of literary inserts enlivens the lesson, increases the emotional mood, and develops figurative speech.
In the middle group, children gradually approach the compilation of small, independent descriptive stories about toys. The most effective teaching technique is a sample that is given at each lesson. The place of the sample (at the beginning, at the end of the lesson) is determined by the level of children’s storytelling skills.
In the second half of the year, children begin to compose stories according to the teacher's plan. First, this is a small plan - two or three questions that combine into a short story the name of the toy, its main qualities and actions with it (“Tell me the name of the toy, what color, size it is, how you can play with it”), Gradually you can make it more complex plan, diversify the questions (“What material is this toy made of? Do you like it?”). Didactic games with toys are widely used: “Toy Store”, “The Postman Brought a Parcel”. The emotional form of such classes creates favorable conditions for learning coherent speech. The classes are very interesting in which the children, with the help of the teacher, come up with riddles about toys. Simple folk or original riddles can serve as examples. For example:
Angry touchy-feely
There are a lot of needles.
Lives in the wilderness of the forest.
And not a single thread!
(N. Artyukhova.).
Poems, nursery rhymes, and riddles are used in classes to describe toys. So, a teacher can ask a riddle about a dog: “He is friends with the owner, guards the house, lives under the porch, tail is a ring.” After guessing the riddle, the toy is shown, examined and described. The lesson ends with reading nursery rhymes and poems.
When children are good enough at writing a descriptive story, you can ask them to write a plot story based on a set of toys. Toys should be selected so that it is easy to outline a simple storyline (girl, fungus, basket; Christmas tree, hedgehog). The teacher’s questions help children build the plot of the story, develop it, and involve all objects or objects in the storyline: what could have happened to the girl in the forest? Who could the girl meet in the forest? What could I find? What did you bring from the forest in a basket?
Plot stories (narratives):
- a story about a set of toys - a coherent, sequential story about a group of toys, most often accompanied by the teacher’s playful actions 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 children themselves come up with images of other characters, actions and situations based on creative imagination and their own experience.
In the 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 the sequence of different types of activities with toys. Based on research and work experience, we will outline our understanding of the methodology for teaching coherent speech using toys.
Let us recall that in classes with toys, children should be taught the speech skills necessary for composing descriptive and narrative monologues: to form a basic understanding of the structure of the text and to teach how to connect sentences and parts of statements. In the description - define the object, consistently describe its parts, properties, qualities, actions, and at the end make a value judgment. In storytelling - highlight the main theme, develop the plot and follow the structure (commencement, development of action, climax, denouement).
A sample story from the teacher is also used. Children usually copy it, so it is advisable to give a sample at every lesson. The sample should not only teach children how to compose a storyline, but also give examples of speech structures. Thus, it is advisable to introduce direct speech, figurative expressions, and short descriptions into the story.
In middle preschool age, the foundations are laid for developing 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.
During the learning process, children must intuitively understand that the description is carried out according to a certain plan. This is facilitated by a properly organized process of examining toys and thoughtful formulation of questions and special exercises.
The sequence of presentation in the description depends on the children’s ability to examine the object step by step - from perceiving it as a whole to identifying essential features. Therefore, the teacher asks questions in a certain order, teaches children to think in what order they will describe the toy. This will help keep the logic of the description.
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 (This is a kitten. The kitten is small. The kitten has fluffy fur). While looking at a hedgehog, you can do the exercise: “Who is this?” - “It’s a hedgehog.” - “Who is prickly?” - “Prickly hedgehog.” - “Who has needles on his back?” - “The hedgehog has needles on its back.” The question contains a key word that the child will use in his answer.
Here is an example of a teacher’s sample story: “In the summer, Masha lived with her grandmother in the village. She went into the forest. Suddenly he sees a hedgehog running. She wanted to put it in a basket and take it home, but changed her mind. “Let the hedgehog live in the forest, it’s good for him in the forest,” Mashenka thought and moved on.”
The lesson, in which plot stories are compiled based on a set of toys, consists of two parts:
1) looking at toys,
2) writing stories.
The purpose of the first part is to introduce children to toys and give a short description of each. This part ends with the statement of the task (“We will come up with a story about these toys”) with a short story plan or a sample of it.
Another option for asking questions is when the correct form of repeated words is in the question itself: “Who is this?” - “Bunny.” - “What kind of ears does a hare have?” - “The hare has long ears.” - “What kind of tail does a hare have?” - “The hare has a short tail.”
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.
Parsley: “I have a big beautiful doll.” Child: “I have a big white car.” Parsley: “The doll has black eyes and blond hair.” Child: “The car has a steering wheel and round wheels,” etc.
In the first option, children restore the description structure proposed to them, replacing only two words. In the second, children, while maintaining the structure of the sentence, independently fill it with new words.
When children learn to describe a toy with the help of an adult, you can offer to describe one of 3 - 4 toys based on a sample of one of them. In addition to the sample, other techniques are used: word prompt, addition, joint description, encouragement. At the end of the lesson, to maintain interest, you need to show a wind-up or other toy.
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’s give an example of the outline of the story “Into the forest to pick berries”: “It was... (in the summer). We got together... (friends go to the forest to pick berries). They took... (baskets) and... (went to the forest). The girls are walking and having fun... (talking). ... (dark clouds) appeared in the sky. Suddenly it thundered... (thunder) and... (it started to rain). The girls... (frightened) and... (hid the subtree). When the rain stopped, they... (went home).”
In middle preschool age, classes on the development of coherent speech using toys are varied: a description of a toy, a plot story for a set of toys, a plot story for one toy. The last type of storytelling is introduced in the senior group in the second half of the year and is typical for the preparatory group. Unfortunately, storytelling with toys is not always reflected in the work of teachers, although children love these activities very much; They look at familiar toys in a new way and follow their actions in stories with great attention.
Activities that encourage children to be creative and independent are more widely used: “Let's come up with riddles about toys,” “Let's talk about our favorite toy.” Great demands are placed on children's speech. The question “What toy?” should encourage children to examine and describe the object in detail (by shape, size, color, material, etc.). They don't immediately give a complete description. The teacher invites the children to add to the story or does it himself, giving a sample description.
Children come up with interesting stories based on a set of toys, often happily choosing the toys themselves. They talk with enthusiasm and are often distracted from the plot, forgetting that some items have not yet been used. When guiding the story, the teacher must carefully guide the child away from excessive detail, return to the story line if the child has moved away from it; with your question, reminder, clarification, addition, help compose a coherent, logical, imaginative story.
You can compose a story in the form of a dramatization. The teacher gives an example of such a story. For example, a story about a cat and a mouse: “The cat found out that a mouse had made a hole for itself in her house. So she began to watch over her. The cat steps quietly with soft paws, and you can’t hear her. A mouse ran out with a velvet coat to go for a walk. She ran far from the mink. And suddenly I saw a cat. The cat wanted to grab him. But that was not the case. The clever mouse darted into its hole.” The story is accompanied by the actions of the toys.
The teacher invites the children to think about what toys they will talk about (“The Girl and the Dog,” “The Hare and the Fox,” etc.), and reminds them that they cannot repeat either the characters or actions that other children have come up with. An example of a teacher is given only if there is a need for it. (It can also be given in the middle of the lesson.)
Particular attention should be paid to the analysis of stories invented by children. First, the teacher gives an assessment, noting the interestingly conceived content of the story, the unusual actions of the toy characters, and the language of the story - the form in which the content is conveyed.
After the lesson, you can leave the toys in a visible place so that the children continue to play with them and practice creating various dramatizations. The teacher must definitely join these games and follow the content of the stories. It is necessary to think over equipment and a set of toys for such activities.
The development of lively, bright, coherent speech is helped by performances with toys, which are performed by older children for children. These performances are based on elementary children's improvisation. Before starting, the teacher conducts a short conversation with a group of children, offers to come up with a “story” about these toys and tell it first to their friends, and then to the kids. Topics can be both realistic and fantastic: “What happened to the baby elephant at the zoo?”, “New Year’s Eve in the toy store”, micro-inference
