Learn vocabulary words easily. How to remember vocabulary words? Changing a word by case

Studying vocabulary words gives primary school teachers a lot of trouble. Often, after drawing children’s attention to the peculiarities of the spelling of a word and emphasizing the necessary letters, they suggest writing it down in a dictionary and remembering how it is spelled. But memory often fails young schoolchildren, since they do not yet know any memorization methods, and not every teacher can teach them these methods. Of course, there are many creative teachers who try to diversify the process of learning vocabulary words: they select poems, proverbs and sayings, introduce these words into the context of entertaining content, etc. But, unfortunately, the results in these cases do not always correspond to expectations.

Meanwhile, there is a method that will help cope with this problem. It is based on the age-related characteristics of the thinking of younger schoolchildren and the general laws of memorization.

This publication presents two options for working with dictionary words.

Option I

The thinking of primary school students is visual and figurative in nature, that is, it is based on specific ideas and images. In this regard, the majority of them have a correspondingly predominant figurative type of memory.

In addition, it should be noted that successful memorization is facilitated by compliance with certain conditions:

1) memorization mindset: the student must want to remember what he needs to remember;
2) interest: what is interesting is easier to remember;
3) brightness of perception: everything that is bright, unusual, and that which evokes certain emotions is better remembered;
4) imagery of imprinting: memorization based on images is much better than mechanical memorization.

All these conditions are met when memorizing vocabulary words using the proposed method. Its essence is that the child, in order to remember the word, makes drawings on letters that cause difficulty in writing. Children enjoy doing this exciting activity, and the results ultimately meet their expectations.

Instructions for the teacher

1. Name the word that needs to be remembered and write it on the chalkboard.
2. Find out whether the meaning of the word is clear to children.
3. Give instructions for memorization.
4. Mark letters that may cause difficulties when writing.
5. Write the word in block letters.
6. Invite children to make drawings in their notebooks on “difficult” letters, based on the meaning of the word.
7. When the drawings are ready, those interested demonstrate their options on the board.

How to draw

On the letter O it is very easy to draw a tomato, and the letter And- these are knives that can be used to cut it.

When you get stung by a nettle, it's hard not to scream.

It's very easy to make a letter out of bananas. A, but it is impossible to make a letter O.

There is no alley without trees... and there are also people walking along the alley, and not just one or two, but many...

And these plumbers came to repair the battery.

This word is very easy to remember - pencils and a box for them.

Why not imagine like this?

What's a sunrise without the sun?

What's a drum without sticks?

Once they bought me a balloon, it was great!

Do you have a vegetable garden at your dacha?

Of course, there must be at least a small staircase in the middle of this word.

When the appetite is worked up, no one will refuse a couple of cutlets or... popsicles.

This little man is not afraid of a puddle on the letter O, because he is wearing boots.

Boys love this word very much; they come up with many variations.

Everything is clear here without explanation.

Drawings should be made only on those letters that cause difficulty in writing, otherwise a “pile up” of images occurs. The drawing must necessarily correspond to the meaning of the word.

This process is as exciting as it is useful. Children enjoy drawing, which not only allows them to remember vocabulary words, but also develops their imagination.

Note. The teacher needs to remember that there is a process of forgetting, and think through a system of repetitions.

L.P. Kopylova,
psychologist of Lyceum No. 42 VSJ,
Irkutsk-17

Option II

Vocabulary words are memorized using a mnemonic system of “connections”, which is as follows:

1) memorization occurs more easily if a person mentally imagines objects, phenomena or actions that words mean;
2) objects combined into groups should “come to life”, “move”.

At our classroom ss and in su bb where was ru ss cue language.

Katya's apartment A rtire on k A mouth to A R A Nicely drawn to A strulya and st A can. And Olya is over the edge O vatyu – apple O co.

It was good O G O Yes. (The sun was shining.) We drove along the O R O ge na O G O R O d. (Draw bicycle wheels.) We planted O V O cabbage soup (Vegetable seeds resemble the letter O.) G O R O x (draw peas), m O rk O ve, O cucumber, p O midor. But we also have “wrong” ones. A sthenia, their seeds resemble a letter O, and the letter grows A. TO A empty, to A rotofel.

We arrived at the A mvae to m A G A zine and bought it for tomorrow A k m A Lina.

Pa ss azhir a kk passed quickly through a ll her big ra ss groaning.

per hour e twerg in lag e re we drew psh e nitsu h e rn and f e with thin pencils.

Stand with pencils resembles a letter e.

A man was walking through the city, suddenly a black cat jumped out in front. I turned back - there was a dead end, I went left - there was a dead end on the left, I went right - and there was a dead end on the right, I wanted to go down, but the asphalt from below was in the way. I had to meet a black cat. And all these words are written together.

Spelling letters A And O at the end of the words “left - left”, “right” - “right” can be remembered like this:

on the window O YU left O;
from the windows A YU left A;
on the window O YU right;
from the window Yu right A.

Wow! ABOUT once upon a time O grown blue O reh and apple O ko!

When we are very surprised, we open our eyes wide, they become like a letter O.

The wind was blowing e r from north e ra, medv e he was rocking vm eating e c b e reza.

Birch branches and claws on the bear's paws resemble a letter e. The bear pressed closely to the birch tree, merged with it, the word also merged together.

R A the barrel is going to the r A botu, puts on with A pogi, p A lto, sits in m A tire, goes to z A water

My r And the sunok is called "C" And rain on the street And tse".

The human figure is inscribed in the letter And. In one hand he holds a brush, in the other he leans on the table.

How to ride a bike? Fast O, cheerful O, sk O R O, X O R O w O.

My t O comrade dug up l O pata beds, planted yag O yes, it will be good O zhai.

A man's head, a shovel and a basket of berries resemble a letter O.

It was a month I ts June. Behind I ts put on I strawberry tongue

Upside down letter I– head of a hare with ears, strawberry.

Svetlana
YASHENKOVA,
primary school teacher, Sychevka, Smolensk region

KGBOU “Biysk Lyceum-Boarding School of the Altai Territory”

Research topic

“How to memorize vocabulary words?”

The research project was carried out by a student of class 4 B of the Biysk Lyceum-Boarding School of the Altai Territory Grenaderova Ekaterina

Head of work

Vera Yurievna Grenaderova,

primary school teacher

2015-2016 academic year

Biysk

1. Introduction. 2

2. Theoretical part. 4

Vocabulary words in Russian language lessons. Techniques for memorizing vocabulary words.

3. Practical part. 6

Questioning of 3rd grade students.

Conducting the experiment “Memorizing vocabulary words.”

Start of work on compiling a collection of vocabulary words.

4. Conclusions. 8

5. List of information sources. 8

6. Application. 9

The Russian people created the Russian language,

bright like a rainbow after a spring shower,

sharp as arrows, melodious and rich,

soulful, like a song over a cradle.

A.N. Tolstoy

1. Introduction

Birch and dog, cabbage and director, frost and ship... What do these words have in common? The answer is simple, they are all vocabulary words from the primary school dictionary.I learn vocabulary words, like the multiplication table, by heart. But the multiplication table fits on half a notebook page, and the vocabulary words are a huge thick dictionary, and the writing of these words defies any logic. When memorizing vocabulary words, I used rote memory, repeating the word several times. But one day I started thinking about how to memorize vocabulary words quickly and in a fun way.

2. Subject: How to memorize vocabulary words.

3. Purpose of the study: find techniques that will help you memorize vocabulary words.

4. Task one: make sure of the need to search for techniques when memorizing vocabulary words;

second: use techniques for memorizing vocabulary words;

third: start collecting materials to create a dictionary of vocabulary words for children.

5. Hypothesis: if you memorize vocabulary words using interesting memorization techniques, then memorization will be fast and fun;

6. Relevance of the work: is that many children have difficulty remembering vocabulary words. Therefore, it is necessary to find techniques that will help children and myself remember vocabulary words, in order to save my work, I decided to start compiling my own collection of vocabulary words, accessible and understandable to children.

7. Practical significance: Helping children remember words.

8. Research methods:

study of relevant literary sources and Internet resources;

conducting a survey among 3rd grade students;

conducting an experiment among 2nd grade students;

processing of collected materials;

collecting words for a collection of vocabulary words.

11. Characteristics of the work. My work is both theoretical and research in nature, because I not only studied literary sources, but also conducted an experiment to make sure that the techniques help memorize words.

12. Review of used literature and other sources

There is very little information. Explanatory and spelling dictionaries cannot help in this work. They provide material only for memorizing words through numerous repetitions of one word. I was looking for techniques that would speed up the memorization of words.

Interesting, from my point of view, was the dictionary “My first dictionary of the Russian language” by M.A. Tikhonova with bright, cheerfulpictures, poems, riddles, tongue twisters, puzzles, proverbs and a saying that helped me easily remember the correct spelling of vocabulary words and improve my literacy.

Things are no better with Internet resources. The Internet, of course, is more accessible, but different sites offer the same techniques for memorizing words.

That is why I decided to start creating my own collection of vocabulary words.

Theoretical part

Modern schoolchildren consider language the most complex of sciences, because they cannot learn numerous rules and equally numerous exceptions to them, they cannot rememberwriting vocabulary words.It may seem that there are many more exceptions to rules and dictionary words than there are spellings governed by spelling rules.Vocabulary wordsmake uphuge thick dictionary. And you need to know them all by heart. They must be taught and constantly repeated, often returning to the same word.

Schoolchildren find it difficult to memorize spellings that defy logic. From lesson to lesson, students repeat already known vocabulary words and learn new ones.The work of spelling dictionary words is complex and painstaking.

During the initial acquaintance with the word, thorough work is carried out:

we read the word, pronounce it syllable by syllable;

we explain its meaning (if we don’t know the meaning of a word, turn to an explanatory dictionary);

We put emphasis, highlight the difficult letter in a different color, divide the words into syllables and into syllables for transfer;

we select words of the same root, make up phrases, sentences with this word, select synonyms, antonyms, riddles, sayings, poems with this word;

We write down the words in a spelling dictionary.

This is standard work with a word, which helps you remember it. This is how vocabulary words are dealt with at my school, but this was often not enough for me.

For my work, I highlighted point 4, which involves looking for techniques for memorizing vocabulary words. I found several tricks that helped me remember vocabulary words.

1Mnon-monic method- associative memorization of words.

The spelling of a word must be associated with a vivid image that is remembered when writing a given vocabulary word. An image helps you remember a word quickly and easily. The image must be related to the vocabulary word by some common feature: color, shape, location, sound, taste, action, material, purpose, quantity, etc.

How to choose an image?

To memorize a vocabulary word easily you need:

Write down a vocabulary word and highlight the letter you need to remember in a different color. Find an associative image associated with a vocabulary word and write it opposite the vocabulary word:

This is how I remembered the word “cornflower”: inA WithAND lek - at VA WithAND.

DrawingPictures,which explains the spelling of a dictionary word.

I found a lot of such drawings on the Internet:

U Each student has his own vivid image that helps him remember words, so it will be easier for him to remember the word. When I told my classmates about this technique, they brought me drawings that would help me remember vocabulary words. I will use these drawings in my collection with the permission of my classmates.

3. Writing memos:

When coming up with a memo, you need to adhere to two simple rules:

clue letters in words must be in a strong position (stressed);

Memos should be as short as possible.

This is the memory I came up with for the word “car”

What is this AUTO?

What is this MOBILE? (letter O is stressed)

I quickly understood everything!

This is AV-TO-MO-BILL

Compiling and solving puzzles.

I’ve known the rules for solving puzzles for a long time, but only now I thought about the fact that puzzles can also help memorize vocabulary words. The most striking example is the word “capital”

100+faces

I will look for puzzles and come up with them myself to make memorizing vocabulary words easier.

I found these techniques on the Internet and indictionary “My first dictionary of the Russian language” by M.A. Tikhonova(see list of information sources). I will definitely introduce these techniques to my classmates. I think this will help them memorize vocabulary words easily and quickly.

Practical part

Before starting to look for ways to memorize words, I administered a questionnaire to 3rd grade students.(see Appendix 2)

The survey results helped me make sure that my work would be needed not only by me, but also by my classmates. Of the 26 respondents, 23 people would like to learn techniques for memorizing vocabulary words.

In the theoretical part, I described the techniques that I found on the Internet, in order to convince of their effectiveness, I conducted an experiment. I came up with a task for two groups of students. I chose the same vocabulary words to memorize. But I offered the participants of group 2 words based on memorization techniques. I wanted to find out which group of kids would have an easier time remembering words. I conducted the experiment among 2nd grade students (group of 10 people), so my classmates know the spelling of these words.

Both groups memorized the words within 10 minutes.

List of words

Walnut – Very strong

Lemon is sour

karman - hole

The lampshade was bought by TOAD.

And look outside

ABAZH TOAD read it.

This is how we always write

"Lampshades" with two "A"s

L. Ulanova

Circle the answer to the question: Was it easy for you to memorize vocabulary words?

Circle the answer to the question:

Was it easy for you to memorize vocabulary words?

Among the children of group 1, 4 people made mistakes in words; among the children of group 2, only 1 student. This confirms my opinion that word memorization techniques help to write down words without errors.

According to the results of the survey, among the words that are difficult to remember, my classmates named the word “potato.” I thought about what technique would help me remember this word. Among the dictionary words, I found many dictionary words that contain a combination of sounds [KAR]. It turned out to be easy to remember such words. The word “kar” is pronounced by a crow, which means these words “caw”.

KAR

tofel

andash

hello

Tina

tone

and those

apus

I think the list of these words will not end here

But among the vocabulary words there is the word “COW”. This word also begins with [KAR], but I attributed this word to another group. The explanation is simple: this is a word with the combination ORO, the main thing is that the emphasis fell on the second letter O. A new group of vocabulary words has been acquired that will be easy to remember.

With

ORO

hit

Dina

As a result of my work, material began to be collected that could help memorize words. So I decided to try to collect the words in my collection. I will continue working on compiling the collection next year.

I would like my collection to help other children remember words. Therefore, I decided to plan my future work:

1. ask primary school teachers which vocabulary words are difficult for children to remember;

2. invite children to come up with ways to memorize words themselves;

3. compile a collection of vocabulary words.

conclusions

In my research work I put forward a hypothesis:If you memorize vocabulary words using interesting memorization techniques, then memorization will be fast and fun. And she confirmed . I really remembered, using the methods I found, such words as: peas, potatoes, tomato, cornflower, lampshade and others.

This is a very interesting and exciting job that helps me with my studies, so I will continue to work on compiling my dictionary of vocabulary words.

Every person must speak and write correctly. Without this, it is impossible to get a good education, find a decent job and achieve a lot in life. Correct speech and writing will help you earn the respect of others.

You need to learn to write correctly at school, then it will be too late!

List of information sources

Agafonov V.V. “Wrong rules” for dictionary words - and not only.”

Tikhonova, Maria Alexandrovna My first dictionary of the Russian language. Spelling / M.A. Tikhonova.-Moscow: AST, 2013. – 143, p.: ill. – (School illustrated dictionary)

Internet resources:

http://nsportal.ru/shkola/russkiy-yazyk/library/2013/01/01/vyskazyvaniya-o-russkom-yazyke

http://www.solnet.ee/parents/log_57.htmlhttp://nsportal.ru/lpp/2013/03/kak-zapomnit-slovarnye-slova

http://www.tutoronline.ru/blog/uchim-slovarnye-slova-legko

Annex 1

Questionnaire

3rd grade student _____

What words are called dictionary words?

Do you find it difficult to remember vocabulary words?

Not really

What grade do you usually get for vocabulary dictation?

5 4 3 2

How do you memorize vocabulary words?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Would you like to know tricks to help you memorize vocabulary words?

A name is given to everything - both the beast and the object.
There are plenty of things around, but there are no nameless ones...
Language is both old and eternally new!
And it's so beautiful -
In a huge sea - a sea of words
Swim every hour!
A. Shibaev

Modern schoolchildren consider language the most complex of sciences, because they cannot learn numerous rules and equally numerous exceptions to them, they cannot remember writing vocabulary words. It may seem that there are many more exceptions to the rules and dictionary words than spellings governed by spelling rules. They make up a huge, thick dictionary. And you need to know them all by heart. They must be taught and constantly repeated, often returning to the same word.

Schoolchildren find it difficult to memorize spellings that defy logic. From lesson to lesson, students repeat already known vocabulary words and learn new ones. The work of spelling dictionary words is complex and painstaking. But this work can also be made interesting and exciting.

Work on learning vocabulary words should be carried out systematically: you should practice for 15-20 minutes daily. It is worth taking from 5 to 20 words per week to memorize.

During the initial acquaintance with the word, thorough work is carried out:

we read the word, pronounce it syllable by syllable;
we explain its meaning (if we don’t know the meaning of a word, turn to an explanatory dictionary);
We put emphasis, highlight the difficult letter in a different color, divide the words into syllables and into syllables for transfer;
we select words of the same root, make up phrases, sentences with this word, select synonyms, antonyms, riddles, sayings, poems with this word;
We write down the words in a spelling dictionary.

This is a standard work with a word that helps to learn it. This is how vocabulary words are taught at school, but this is often not enough for memorization. To captivate the child and facilitate the process of learning vocabulary words, many teachers suggest using the following techniques.

You can make up a story from a group of vocabulary words. You should select words that are closer in meaning from the same thematic group, for example: notebook, pencil, pencil case, briefcase, class.

Our classroom is large and bright. The girls and boys are very friendly and good guys. Before classes, the attendants hand out notebooks. Students prepare a pencil case and pencils for the lesson. All their things are neatly stored in their briefcases. The teacher enters the classroom and the lesson begins.

Picture dictation: using pictures depicting objects, the child writes down the names of the objects depicted in the picture.

Can write words in different order: in ascending order of syllables or vice versa, by gender, by number, by part of speech, etc.

Analysis of words by composition, compiling word-formation chains and forming new words from the given one.

Changing a word by case.

Mnemonic method– associative memorization of words. Difficult spelling must be associated with a vivid associative image that is remembered when writing a given vocabulary word. The image should help you write the spelling correctly.

How to choose an image?

We write down a vocabulary word, highlight in a different color (underline, circle) the syllable that causes difficulties in writing. We find an associative image associated with a dictionary word and write it opposite the dictionary word:

To A rman - holes A;

To A loria in s A le.

Please note that the associative image must be associated with the vocabulary word by some common feature: similarity in color, shape, location, sound, taste, action, material, purpose, quantity, etc.

When writing an associative image, the accent should be on the letter that is questionable in the dictionary word:

To A empty;

h A yats loves to A empty;

To A empty - s A yats.

Can draw a picture through a dubious spelling that explains the spelling of a dictionary word:

The value of this method The fact is that everyone has their own associative image, which helps to remember words.

Can combine vocabulary words into phrases and sentences based on the same spellings:

cannonade in Canada;

migration simulation;

appetite after appendicitis;

Alla has allergies.

Selection of phraseological units and poems with vocabulary words:

…He is at station there is always

Trains come to him.

Double " R"it contains

And it's called platform.(S. Mikhalkov)

He ran to platform,

Got into the uncoupled one railway carriage. (S. Marshak)

Can write the words poems or draw mnemonic drawings on colorful stickers and stick them in prominent places in your room. They will constantly catch your eye, which will help you quickly remember vocabulary words.

To learn words with unverifiable spellings, you can use special literature, which will help diversify the lessons of learning vocabulary words. Use of ICT It also makes classes more fun and promotes meaningful learning among students.

Still have questions? Don't know how to learn how to spell vocabulary words?
To get help from a tutor -.
The first lesson is free!

blog.site, when copying material in full or in part, a link to the original source is required.

Here vocabulary words –
Difficult, treacherous.
Without verification relatives
They live alone in the dictionary.

Magical ways to memorize vocabulary words become an exciting game and joint creativity for parents and children.

We write down the words, highlighting dangerous places in color, and select an illustration, find it if a lexical interpretation is needed;
We group words, for example, by topic or by the initial letter of the alphabet.
Drawing hints for difficult letters.

Poster with pictures for vocabulary words grades 1-2
Irina Lando in her super books “One Class in One Day” shows how you can draw a letter that is difficult to remember.

The wonderful teacher nataliigromaster has a whole project on this topic - it’s interesting to see how it ends. Children insert the missing letters from ready-made cards with pictures and words, and then play different games with these cards.
You can use ready-made cards, or you can draw with pleasure yourself, especially since the lists of vocabulary words in different textbooks differ.

76 word picture cards
cards for 36 words (grade 1)

Using a semantic cross. For example:

L m

suitcase

T r

About e

With the help of harmonies. Words that are consonant and similar in pronunciation help to remember vocabulary words. For example:

mandarin - we need to remember ma and da - we select words with the same syllables, only with stressed vowels: mama gives mandarin.

I. D. Ageeva’s associative method with memory rhymes and crossword puzzles I really like the generalized method of memorizing groups of words:

division of vocabulary words from grades 1 to 4 depending on the “dangerous place” - a letter that can be spelled incorrectly;
compiling a small coherent text from these words;
coming up with a supporting word for all the words of the story in which it is impossible to make a mistake;
drawing for your story.

Find an associative image associated with a vocabulary word and write it down opposite the vocabulary word. An associative image must be associated with the dictionary word by some common feature.(moya-pamyat.ru)
Model:
The associative connection can be by:
- color;
— location;
- form;
- sound;
- action;
- taste;
- material;
- purpose;
- quantity

An associative image must have in its writing a letter that is not in doubt, which is doubtful in the dictionary word.

For example:
Dictionary word
* birch - by color _white
* birch - curly: you need a comb to comb (shape like the letter E)
Result:
b_E.reza - b_E.bark,
- gr_E.ben (_E.)

Examples of vocabulary words and associative images:

g_A.zeta - boom_A.ga,
k_A.rman - holes_A.,
d_I.rekt_O.r - cr_I.k, r_O.t,
k_O.concert - n_O.ta, d_O., x_O.r,
z_A.water - pipe_A.,
k_O.rabl - v_O.lny, b_O.tsman, k_O.k,
in_E.y - b_E.ly, sn_E.g,
l_A.don - l_A.pa,
k_A.empty - z_A.yats
k_A.randash - gr_A.n, boom_A.ga,
s_O.tank - xv_O.st

My pupil and I draw cards like this and collect them in an envelope

In order for the pictures not only to temporarily attract the child’s attention, but also to be forgotten in high school, spelling exercises are necessary. Yes, xGood learning of the correct spelling of a word is facilitated by the use of a cheating system developed by psychologist Polina Solomonovna Zhedek. In an article useful for parents" - a page of tasks for each word.
On this site you can find funny poems for every word by alphabetical search.
The result of the extensive project "Atlas of Dictionary Words" is a collection of approaches to the study of vocabulary words.
funny online trainer
online trainer

Memo to student:
When reading books, learn to highlight all unfamiliar words and mentally imagine the spelling of each such word. To do this, simply stop at a word that is unknown to you in terms of spelling and imagine it written, for example, on a blackboard, in a notebook or on glass. Learning vocabulary words is easy and interesting

Meanwhile, there is a method that will help cope with this problem. It is based on the age-related characteristics of the thinking of younger schoolchildren and the general laws of memorization.

This publication presents two options for working with dictionary words.

Option I

In addition, it should be noted that successful memorization is facilitated by compliance with certain conditions:

1) memorization mindset: the student must want to remember what he needs to remember;
2) interest: what is interesting is easier to remember;
3) brightness of perception: everything that is bright, unusual, and that which evokes certain emotions is better remembered;
4) imagery of imprinting: memorization based on images is much better than mechanical memorization.

Instructions for the teacher

How to draw

On the letter o it is very easy to draw a tomato, and the letter i are knives that can be used to cut it.

When you get stung by a nettle, it's hard not to scream.

It is very easy to make the letter a out of bananas, but it is impossible to make the letter o.

There is no alley without trees... and there are also people walking along the alley, and not just one or two, but many...

And these plumbers came to repair the battery.

This word is very easy to remember - pencils and a box for them.

Why not imagine like this?

What's a sunrise without the sun?

What's a drum without sticks?

Once they bought me a balloon, it was great!

Do you have a vegetable garden at your dacha?

Of course, there must be at least a small staircase in the middle of this word.

When the appetite is worked up, no one will refuse a couple of cutlets or... popsicles.

This little man is not afraid of the puddle on the letter o, because he is wearing boots.

Boys love this word very much; they come up with many variations.

Everything is clear here without explanation.

Drawings should be made only on those letters that cause difficulty in writing, otherwise a “pile up” of images occurs. The drawing must necessarily correspond to the meaning of the word.

This process is as exciting as it is useful. Children enjoy drawing, which not only allows them to remember vocabulary words, but also develops their imagination.

Note. The teacher needs to remember that there is a process of forgetting, and think through a system of repetitions.

L.P. Kopylova,
psychologist of Lyceum No. 42 VSJ,
Irkutsk-17

Option II

Vocabulary words are memorized using a mnemonic system of “connections”, which is as follows:

1) memorization occurs more easily if a person mentally imagines objects, phenomena or actions that words mean;
2) objects combined into groups should “come to life”, “move”.

Our class had Russian on Saturday.

In Katya’s apartment, a pan and a glass are drawn in pencil in a painting. And Olya has an apple above her bed.

Weather was good. (The sun was shining.) We drove along the road to the garden. (Draw bicycle wheels.) We planted vegetables. (Vegetable seeds resemble the letter o.) Peas (we draw peas), carrots, cucumber, tomato. But we also have “wrong” plants; their seeds resemble the letter o, but the letter a grows. Cabbage, potatoes.

We took the tram to the store and bought raspberries for breakfast.

The passenger carefully walked a long distance along the alley.

On Thursday at camp we drew wheat with black and yellow pencils.

The pencil stand resembles the letter e.

The spelling of the letters a and o at the end of the words “left - left”, “right” - “right” can be remembered as follows:

to the south window to the left;
from the south window on the left;
on the U window right;
from the window Yu is on the right.

Wow! One day a nut and an apple grew on an aspen tree!

When we are very surprised, we open our eyes wide, they become like the letter o.

The wind blew from the north, the bear swayed vm eat with birch.

The branches of the birch tree and the claws on the paws of the bear resemble the letter e. The bear pressed closely to the birch tree, merged with it, the word also merged together.

A worker gets ready for work, puts on boots and a coat, gets into the car, and drives to the factory.

My drawing is called "Lilacs on the street."

The human figure is inscribed in the letter i. In one hand he holds a brush, in the other he leans on the table.

How to ride a bike? Fast, fun, soon, good.

My friend dug up the beds with a shovel, planted berries, there will be a good harvest.

The human head, shovel and basket of berries resemble the letter o.

It was the month of June. The hare put strawberries on his tongue.

The inverted letter I is the head of a hare with ears, a strawberry.

Working on vocabulary words
How to help your child remember the spelling of vocabulary words

Language is both old and eternally new -
And it's so wonderful!
In a huge sea - a sea of words -
Take a bath every hour!

Birch and dog, cabbage and director, frost and ship... What do these words have in common? The answer is simple, they are all vocabulary words from the primary school dictionary.

Vocabulary words, like the multiplication table, must be known by heart. But the multiplication table fits on half a notebook page, and the vocabulary words are a huge thick dictionary, and the writing of these words defies any logic. They must be taught and taught, often returning to the same word. It’s good if the child reads a lot and has developed intuition. What if he can’t remember the spelling of the words “apricot” and “shovel” for several years?

The work of spelling dictionary words is difficult and painstaking. It continues from lesson to lesson, remaining in the students’ memory after the teacher uses special techniques.

Vocabulary words are one of the problems of primary school.If the problem is not solved, then it becomes a heavy burden. Unsolved problems in primary school naturally turn into problems at the middle level, and then...

Teachers in their practice use the method of P. S. Totsky, which suggests multiple repetitions to develop the speech apparatus and spelling vigilance.But this technique is not designed for children who had speech problems in preschool age (FFN, ONR, ZRR). Children with attention deficit disorder, MMD, experience great difficulties in mastering vocabulary words.

I want to offer you several ways and methods, adapted for children with a history of speech problems, for memorizing the spelling of vocabulary words.

Important to remember: 1. Exercise daily for 15-20 minutes.
2. Take 5 to 10 words to memorize per week.

To memorize words, use the following tasks.
1. Reading a word by a child.

2. Explanation of the meaning of the word (if the child does not know the meaning of the word, invite him to use a dictionary).

3. Spelling work on the word:
- placing emphasis, highlighting difficult letters in green,
- sound-letter analysis of a word,
- dividing a word into syllables and into syllables for transfer.

4. Learning the spelling of a given word:
- selection of words with the same root,
- composing a phrase or sentence with this word,
- selection of synonyms, antonyms, riddles, sayings with a given word.

5. Recording the word in a spelling dictionary.
In the evening (better before bed), ask your child to say how he will write vocabulary words.

6. Compiling a story from a group of vocabulary words (December, frost, skates, guys).

7. Picture dictation (show pictures of objects, the child writes down the names of these objects).

8. Copy vocabulary words in ascending order of syllables or vice versa.

9. Complete the sentence (there is a missing vocabulary word in the sentence).

10. Formation of the singular from the plural or vice versa (teacher - teachers, vegetable gardens - vegetable garden).

11. Formation of another part of speech (birch - birch, eastern - east, seller - sell).

12. Writing out these dictionary words in several columns:
- by childbirth;
- by numbers;
- by declination;
- with unverified vowels A, O, E, I;
- with an unverified and verifiable vowel;
- animate or inanimate objects;
- by topic (for example: “City” and “Village”);
- by parts of speech;

13. Write out from these words:
- words consisting of two or three syllables;
- words with Y;
- words with hissing words.

14. Coming up with phrases with vocabulary words (red tomato, wide street).

15. Recording words under dictation, with stress setting, underlining unchecked spelling, choosing a word for sound-letter analysis.

16. Selection of words with the same root.

17. Restoring a deformed text or sentence (guys, garden, in, collected, and, cucumbers, tomatoes, peas, baskets).

18. Analysis of words by composition.

19. Writing words with different prefixes (went, came, left, came).

20. Writing words with different prepositions (to the square, at the square, on the square).

21. Put the word in the correct case, decline the dictionary word.

22. Form a new word using a suffix (birch - birch, coast - berezhok).

23. Replace with one word (a person who drives a tractor is a tractor driver, a wide asphalt road is a highway, to win is to win).

24. Writing from memory.

25. Self-dictation and mutual verification.

26. Copy, insert one or two consonants (S or SS - kla...ny, kero...in, sho...e, ro...a, ka...ir, ba...ein) .

27. Replace these words according to their meaning with others (group - collective, store - department store, break - intermission, doctor - surgeon, friend - comrade).

28. For these adjectives, select nouns that are dictionary words according to their meaning (red apple, fiction, drama theater).

29. Replace with synonyms (driver - chauffeur) or antonyms (south - north).

30. Complete the sentence with homogeneous parts of the sentence (You can buy it at the grocery store...).

Can be usedmethod of associative memorization of words. But I do not recommend its use in children with speech development level 2, mental retardation, ADD, MMD, or mental retardation.

The essence of the method. A difficult spelling of a dictionary word is associated with a vivid associative image, which is remembered when writing this dictionary word, helping to write the spelling correctly.

Methodology

2. Highlight in green (underline, circle) the syllable that causes difficulties (doubt) when writing.
For example: be-re-za.

3. Write out the doubtful syllable separately, highlighting (by size, color) the dubious spelling.
For example: b_E., b_e.

4. Find an associative image associated with a vocabulary word and write it down opposite the vocabulary word.

ASSOCIATIVE IMAGE REQUIREMENTS:

a) An associative image must be associated with the dictionary word by some common feature.
Model:
The associative connection can be by:
- color;
- location;
- form;
- sound;
- action;
- taste;
- material;
- purpose;
- quantity
etc.

b) The associative image must have in its writing a letter that is not in doubt, which is doubtful in the dictionary word.

For example:
Dictionary word
* birch - by color _white
* birch - curly: you need a comb to comb (shape like the letter E)
Result: b_E.reza - b_E.laya, - gr_E.ben (_E.)

5. Depict a vocabulary word combined with an associative image (drawing and/or intersection of words through a questionable spelling).
For example:
b
birch
l
A
I

6. Read the dictionary word and clearly reproduce out loud the found associative image, imagining their combination and the dubious spelling linking them.
ATTENTION! DO NOT impose your association on your child!
The value is the presence of each associative image given the given requirements: connection and a general given spelling.

Examples of vocabulary words and associative images:

Literature that will help diversify your activities with your child.
1. Molokova A.V., Molokov Yu.G., Kilina G.F. Electronic textbook "Vocabulary words. Grades 1-4"
Annotation:
The manual is intended for use in Russian language lessons in elementary school for the purpose of studying, practicing the skills of correct spelling of vocabulary words, as well as for the purpose of organizing control and self-control in the lesson.
Words whose spelling needs to be remembered are divided into classes, and within each class they are grouped thematically. The student can work with each group of vocabulary words in three modes.
The "Learn" mode allows you to see an illustration and spelling of each vocabulary word in a given group, as well as hear its pronunciation by a speaker.
The "Test Yourself" mode is designed to practice the skills of correct spelling of vocabulary words after the appearance of illustrations and voice accompaniment. The student can use the hint to select the necessary letters. This will be reflected in the comments for completing the task.
The "Control" mode allows the student to interactively check the correct spelling of vocabulary words in a group based on the illustration and sound of the word. There is no way to use a hint.
The results of the work are recorded and can be reviewed by the teacher after completion.

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