A frequent question that arises among parents of future first-graders: is their 6-7 year old ready? summer child for school? And if you’re not ready, then how can you adjust the necessary knowledge, abilities, skills, and what developmental tasks should you work on with your son or daughter at home? Some parents will entrust the solution to this problem to a kindergarten or preparatory group at school, and someone will independently take on this difficult work. And, of course, the latter will win. Neither the school nor the kindergarten will be able to take into account individual characteristics every child. And nowhere, except at home, will the most comfortable, relaxed environment, so necessary for the development of the baby, be created.
How to print task cards
On any image you like, right-click and in the window that opens, select “save picture as”, then select where you want to save the card, for example, the desktop of your computer. The card is saved, you can open it as a regular image on your PC and print it to make it more convenient for you to study with your child.
Continuing the topic of the development of children 6-7 years old. Experts have identified three components of a 6-7 year old child’s readiness for school: physiological, psychological and cognitive.
- Physiological aspect. The developmental characteristics and readiness of the child to attend school are determined by the doctor. Of course, in case of severe health problems, nothing can be done; you will have to study in correctional classes or schools. If a child is prone to frequent colds, then parents can try to correct this with the help of hardening.
- Psychological aspect. Age-appropriate memory, speech, thinking. A child must be able to communicate with peers, calmly respond to comments, respect adults, know what is bad and what is good, and strive to acquire new knowledge.
- Cognitive aspect. There are several groups of knowledge and skills that a future first-grader should have.
- Attention. The child must be able to work according to a model, perform tasks for attentiveness, as well as search for similarities and differences.
Attention is one of the most significant ways of understanding the world. By the age of 7, voluntary attention is formed. If this does not happen, then the child needs help, otherwise problems may arise with concentration in lessons.
Tasks for the development of attention in children 6-7 years old
Task 1. “Parts of the body”. Parent and child sit opposite each other. The parent points to his body part and pronounces its name, the child repeats. Next, the adult does a trick: he shows, for example, an eye, and says that it is an elbow. The child must notice the catch and correctly indicate the part of the body.
Task 2. “Find the differences.” One of the most popular games. You should discuss in advance how many differences there are in the selected picture. It is convenient to use a pencil to mark the found elements. If the child cannot find all the differences, you need to tell him what to pay attention to.
For example, in the following picture you need to find at least 10 differences.
Task 3. “Find the way”. The child is asked to answer a question, for example: “Which path should the bus take for the children to get to school?”
- Mathematics and logical thinking. The child must be able to count from 1 to 10 directly and reverse order, know the arithmetic signs “+”, “–”, “=”. Also find patterns, group objects according to one characteristic, continue logical series, compose a story with a logical conclusion, find an extra object, that is, analyze, synthesize, compare, classify and prove.
Child's assignment: count the tens
Child's assignment: compare numbers, put “greater than”, “less than”, “equal” signs
Mathematics is a fundamental factor in intellectual development. Logical thinking is at its core. It, in turn, develops the ability to use logical techniques, as well as build cause-and-effect relationships and draw conclusions based on them. That’s why it’s so important to preschool age start developing logic.
Quests for smart people
Tasks and games to develop logic for children 6-7 years old
Developmental task No. 1. Draw numbers up to 10 on a blank sheet of paper, draw the number “7” three times and draw the number “2” three times. Invite your child to color all the numbers 7 in Blue colour, and the numbers 2 are in green. After completion, ask the question: “Which numbers are greater? How long?" Such tasks develop the ability to analyze, generalize and compare. Similarly, you can ask your child to count tennis, handball, basketball and soccer balls, and name which ones are larger or smaller.
Developing logical thinking task No. 2. Find an extra vehicle. The child classifies objects according to one criterion: a bus, a scooter and a car run on fuel. But, of course, you first need to introduce a 6-7 year old child to the topic “transport”, tell and show what types of transport there are and who drives them.
Developmental task No. 3 . The children are given the task: “There are as many red notebooks on the shelf as there are blue ones. The number of green and red notebooks is the same. How many notebooks are there on the shelf if there are 3 green ones? This task develops the ability to analyze, synthesize, compare and organize one’s actions.
Developmental task No. 4. You can invite your child to answer trick questions. Children really like these kinds of puzzles. They help develop imagination.
On 1 leg Masha weighs 20 kg, how much will she weigh on 2 legs?
What is lighter: a kilogram of fluff or stones?
How many candies are in an empty bag?
What kind of dishes won't you eat anything from?
There were 5 apples and 3 bananas growing on a birch tree. How many apples are left if all the bananas fell?
At this age, children easily solve problems with hidden meaning, for example: “The wolf invited piglets, kids and little red riding hood to his birthday party, count how many delicious guests the wolf invited to his birthday? (you will be surprised how a 6-7 year old child will quickly answer “11 guests” to this problem).
- Memory. You need to be able to recite a poem by heart, retell a short text, and memorize 10 pictures.
At the age of 6-7 years, voluntary memory is formed, which is necessary for acquiring a large amount of new knowledge at school. Together with figurative memory, verbal-logical memory develops, that is, what was understood is well remembered. Parents can help develop memory and prepare for school with the help of properly selected tasks. 
Tasks for the development of memory in children 6-7 years old
Exercise 1. “Remember and repeat.” An adult says any words and asks them to repeat them. The number of words gradually increases.
Task 2. The child is asked to remember what is shown in the picture. Next, the picture is turned over and questions are asked: “How many people are shown in the picture? What do children play with? What is grandma doing? What's hanging on the wall? What is mom holding? Does daddy have a mustache or a beard?”
Task 3. Playing with objects. Arrange toys and objects in a chaotic order. After the child remembers their location, ask them to turn away. At this point, remove something and ask: “What has changed?” This game involves not only memory, but also attention.
- Fine motor skills. The child must be able to hold a pen correctly, paint over objects without going beyond the contours, use scissors and make appliqués. Development fine motor skills directly related to the development of speech and thinking.
To develop fine motor skills, you can use finger exercises. The child is asked to repeat the actions of the adult. The parent puts his fists on the table, thumbs out to the sides.
“Two friends met at the old well” - the thumbs “hug” each other in turn.
“Suddenly there’s a loud noise somewhere” - fingers tapping on the table.
“Friends fled to their homes” - the fingers hid in a fist.
“They won’t walk in the mountains anymore” - you need to press the thumb of one hand on the joints of the other hand.
This hand exercise is mainly aimed at the thumb, and as you know, massaging it has a positive effect on brain function. Therefore, this gymnastics can be performed before classes.
- Speech. The child must make sentences from the given words and a story based on the picture, distinguish sounds and letters.
Speech development tasks.
Task 1. Game “Opposites”. The parent names the words, the child needs to come up with a word that has the opposite meaning, for example, good - bad, open - close, high - low.
Task 2. Game “If we were artists.” A parent and a child draw a small village house. Then he invites him to complete the drawing of objects that have the sounds “r” or “r” in the word.
- The world. The child needs to know basic facts about surrounding objects and phenomena. For example, know colors, animals, birds, seasons, names and place of work of parents, address. Children gain such knowledge by reading books, while walking, during activities with their parents and in kindergarten.
Before you start classes, you need to remember a few rules. Firstly, you should not force your child to study, you need to interest him and then he himself will call you to the table. Secondly, classes should not last long, since a 6-7 year old child cannot maintain attention for longer than 25 minutes. And thirdly, at this age the main activity is still play. A child learns by playing. Therefore, most tasks should be presented in a playful way.
Video “Logic tests for children”
A post that should have been written a long time ago: how to teach Russian to children who come to learn from scratch in preschool age. With adults, everything is clear: there is a RCT method, there are RCT textbooks, there are tests. What to do with small children who have to learn Russian from scratch in the format foreign language? We don’t have a clear, understandable, step-by-step methodology. Textbooks, actually, too.
We have an hour a week + homework, at best, and a child who learned to say hello on the way to class. I’ll tell you how I see the solution to this problem, and below I’ll give a comment from Ekaterina Protasova and a very useful quote from her manual.
RCT for kids?
What can we take from RCT, a technique that in its classical form is completely unsuitable for preschoolers?
1.Basic principles of teaching.
For example, information that the teacher must give a speech model at the beginning of a task or game. Not just “now we’ll play shop,” but speech patterns: what the child says, what the adult says. When does it appear at our school? new teacher, not familiar with the RCT methodology, one has to constantly remind about speech models and check their presence at every lesson. We show the task and how to perform it, we talk through what the child should say.
Reason for lack of progress #1: lack of speech patterns from the teacher.
2.Grammar, speech formulas
In essence, language consists not of words, but of formulas. For example, “I want to buy” is a formula. We are changing the last word in the formula: I want to buy an apple, I want to buy milk, I want to buy fish, strawberries, yogurt, cheese... And we get a lot of offers. Language is a constructor, we change one word in the formula - a new statement appears, add the particle “not” - a new statement appears. In the lesson plan and program, we first prescribe what speech formulas we give to the children, and only then the vocabulary. Formulas and phrases are more important than words. There is no point in learning words outside of formulas, there is no point in learning words outside of context.
Reason for lack of progress #2: we learn words, not formulas. Children often come to us who know a lot of words on topics: animals, fruits, vegetables, home, clothes. But they cannot speak even in the simplest sentences.
3.Order of presentation of grammar
Grammar? Preschoolers? For kids? “These are children,” what grammar. We have two problems with our attitude to grammar: grammar is often understood as spelling (from the word “competently”?), grammar is often understood as theory (“the accusative case answers the questions “who, what”, in the feminine gender the ending changes to -u, -yu, exceptions are nouns with a soft sign at the end"). At the same time, grammar is simply the structure of a language, its skeleton, without which we will again be left with a jumble of words “by topic.”
If you are not familiar with the RCT methodology, you can simply open the RCT textbook for adults or, for example, the table of contents of Nina Vlasova’s RCT textbook for children. Look in what order the authors give the cases. This choice is not random; it is determined by the frequency of use of cases in speech. At the same time, the authors do not take ALL meanings of the cases, but select the most necessary ones at the elementary level.
For example, in the prepositional case these meanings are:
Place: in a bag, on the sofa;
Transport: ride, sail, fly on something, etc.
Is it possible to avoid all this grammar, studying cases?
It is possible if you place the child in an environment. For example, if you have a Russian-language kindergarten. Do we tell the child that
we teach prepositional? No, of course, the child just plays, completes tasks, learns to speak as part of the study of individual speech formulas.
Reason for lack of progress #3. There could be many reasons for this, in fact. Cases need to be automated in speech. So that a child, having once said “I want to buy milk,” hears himself and understands that something is wrong, “they don’t say that,” you need to think again. This automation may be missing. Just “understanding the topic” is not enough. Just saying it correctly a few times is not enough.
There may be a lack of gradualism and step-by-step elaboration.
There may not be enough games to practice, or there may not be enough games to use what you have learned in your own statement, in your speech. There may be a lack of spaced repetition of what has previously been learned.
The cases in this paragraph are for example. There are a lot of other topics: gender, number, agreement of nouns and adjectives, etc., but the general approach remains the same.
Or maybe not an RCT?
Maybe not an RCT, not instead of an RCT, but together with it. You can take benefits for monolingual children with speech impairments and developmental delays. These are grammatical and lexical notebooks by Kosinova, materials for the development of coherent speech of children with special needs by Arbekova, etc. You can partially take general developmental materials for kids.
But I have never seen an effective program for non-Russian-speaking children, built only on materials for monolinguals without additions or processing. It's all about the difference in goals. Each manual solves its own problems, and the authors of speech therapy manuals for monolinguals have completely different tasks than teachers and parents who want their child to learn to speak Russian.
You can look for ideas in English materials for kids. There are a lot of ideas there, I myself subscribe to dozens of blogs of American kindergarten teachers and teachers of English as a second native language. But the procedure for introducing grammar in Russian is still different. They are more about the design of the assignment, the presentation of the material, and game options.
Reason for lack of progress #4. A “patchwork quilt” of many aids that helps to spend the lesson time, but does not solve specific problems. There are a lot of printouts and cards, but unified system No. If the system is not in the program, then systematic language learning will also not work.
Or maybe just play?
You can do an experiment. Go to the teaching community and ask how to teach Russian to kids who are learning it from scratch. I bet one of the first comments will be: "Which lessons? Which programm? Kids learn through play, just play. To the store, to the zoo, to dolls, to bingo. I liked this lotto about dishes: link. You can also sing songs and dance in a circle.”
If you spend several hours with your child every day, then just communication and just play will be a developing and learning environment. Download the lotto about dishes, memorize the songs, take out the toy cash register and start playing. If you have an hour a week, then “just playing games” will just kill a lot of time without achieving anything.
Therefore, we return to a systematic approach: what grammar are you practicing, what formulas can you derive from it, what vocabulary will you need in the process, what games can you come up with to practice vocabulary and formulas. There are games, they are at the end of the chain. And they work for a specific task. And they do it! We include songs as a warm-up at the beginning of the lesson, a round dance as a break, lotto as an interval repetition of the previous topic (and do not forget to repeat not only vocabulary, but vocabulary inside a sentence, inside a formula). Look, everything was useful, everything had a place inside the system.
Reason for lack of progress #5. Well, you understand, I guess. Games are not built into the program, into the system. And in this case, you can play for 5 years, and the child will not speak even the most basic Russian. And not because...
“We only have an hour a week”
I write about this very often and continue to write because an hour a week also makes sense if you have a flexible program, systems approach, specific tasks for each lesson and tasks with games that solve these problems. If you see the rhythms of the students and adapt to them. If you see potential, an opportunity to move to a new, more complex level, and take advantage of this opportunity. If you're trying to figure out why it's not working, rather than explaining everything for an hour a week. If you are ready to temporarily take on a problem student individual training, this also often helps catch up with the group. If both you and your parents understand that you are moving forward in small steps, it cannot be otherwise with such a volume of work and such short classes. But you are making progress.
About homework
And lastly: what to do with homework. Here's my option. If the child has Russian-speaking family members, they will help him repeat what he has learned in class and help him make a couple of worksheets. If there are no Russian speakers in the family, what remains are songs, educational videos for kids on YouTube, or short videos specially recorded by you for homework. And so on until the child learns to read. As soon as I have learned, we have the opportunity to assign tasks to complete independently. Copybooks, match the word and picture, worksheets with elementary tasks and vocabulary familiar to the child. The child grows up, Russian progresses, homework becomes more complicated.
The program is based on the basic principles developed by N.A. Fedosova. The content of the program is aimed at general development child, thereby creating a solid foundation for successful learning of the Russian language.
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The goal of the program is the comprehensive development of the child’s personality, the formation of his mental abilities and creative activity, development of his horizons, intelligence, personal qualities.
The achievement of this goal is facilitated by solving the following tasks:
- development of speaking and listening skills;
- development of interest and attention to the word, to one’s own speech and the speech of others;
- enrichment of active, passive, potential vocabulary; development of the grammatical structure of speech, coherent speech skills based on the child’s speech experience;
- development of the ability to operate with language units: sound, syllable, word, phrase, sentence;
- development of visual-figurative and formation of verbal-logical thinking, the ability to draw conclusions, justify one’s judgments;
- development of memory, attention, creativity, imagination, variability of thinking;
- development of general educational skills: the ability to work in a team, interact, and finish what is started; work carefully and concentratedly;
- expansion of ideas about the surrounding world, the phenomena of reality, based on life experience child.
In preparation for training native language children get acquainted with stories, fairy tales, plot and object illustrations. They learn to answer questions and ask questions about the content of texts read, retell what they read, and expressively read poems learned by heart. Make up fairy tales and stories based on illustrations.
In the process of getting to know works of art and working with them, the intellectual, moral and aesthetic education of preschoolers is carried out, their emotional responsiveness to the phenomena of life around them develops.
Children master dialogic and monologue speech. They learn to speak expressively, without tension, without haste, pronouncing each word clearly.
Training is based on play activity and is practical in nature. Of particular importance in preparing children to learn their native language are: speech games, preceding indicative actions.
Speech games develop thinking, speech, attention, and imagination. Such games include: “Give me a word”, “Guess the word”, “Continue the tale”, “Continue the story”, “Tell me about the toy”, etc.
Preliminary orientation actions help to form fine motor skills, develop coordination of movements, and prepare children to perceive letter shapes. Preliminary indicative actions - tracing the outline of an object, common elements in objects, shading of objects, completing missing elements of objects, finger gymnastics, etc.
The development and improvement of speech is associated with the tightening and enrichment of children's vocabulary; formation of the grammatical structure of speech; retelling from illustrations and composing a story from a picture.
In preparation for learning to read, a readiness is formed to speak coherently on certain topics, to understand at an elementary level what speech is, what its purpose and features are.
Development and improvement of oral speech.
Expanding the vocabulary of words naming objects, actions, signs.
Improving the ability to form words with the same root and use them in speech complex sentences different types.
Formation of the ability to correctly use words according to their meaning in the appropriate context.
Formation of correct understanding figurative meaning words
Learning the ability to notice and correct your speech errors.
Comparing objects, highlighting and correctly naming their essential features; enriching the dictionary with precise names of qualities (material, shape, color, size).
Correct understanding and use of generalizing words by children, and their active use in speech.
Development of dialogic and monologue speech.
Teaching meaningful, logical and consistent transmission of text based on illustrations.
Development in children of attention and interest in the word, its emotional coloring in the process of reading fairy tales and poems.
Learning riddles, tongue twisters; retelling of a fairy tale based on illustrations.
Developing the ability to coherently talk about episodes from one’s own life on a given topic; verbally describe the world(flowers, animals, birds, vegetables, fruits, sky, sun, etc.) according to plan.
Development of emotional perception of speech in adults and children.
Ability to answer questions, ask questions, construct short messages.
Story about the painting: description of what is depicted in the painting.
Developing children's interest in independent verbal creativity, encouraging them to create stories, fairy tales, and poems.
Preparing to learn to read.
Teaching correct literary pronunciation, orthoepic norms of the literary language.
Improving the sound culture of speech: the ability to distinguish by ear and pronunciation all the sounds of the native language.
Improving phonetic hearing: the ability to name words with this sound in a sentence; determine the place of a sound in a word.
Strengthening and developing the child’s articulatory apparatus: learning to clearly pronounce words and phrases.
Isolating sounds at the beginning, end and middle of a word.
Preparing to teach writing.
Preparing the writing hand for writing in the process of tracing patterns and shading objects, gymnastics for the fingers; familiarization with the rules of writing - with the correct posture when writing, with the position of the sheet, pencil when working in a notebook; learning to work in a confined space (on the working line), moving the writing hand from below along the line, from left to right; familiarity with the outline of an object and its features.
Planned results.
Children should be able to:
pronounce all sounds correctly;
pronounce words clearly and clearly;
find words with a certain sound;
determine the place of a sound in a word;
observe spelling standards pronunciation;
make sentences based on key words on a given topic;
compose stories, fairy tales based on a picture, a series of pictures;
retell fairy tales and stories that are short in content based on supporting illustrations;
observe basic hygiene rules;
navigate the page in your notebook.
Thematic lesson plan.
Lesson 1.
Getting to know the school and each other. Identification and systematization of knowledge, skills and abilities that children possess. Riddles on the theme "School". Finger gymnastics.
Lesson 2.
Journey into the world of toys. Guessing riddles. Compose a story on the topic “My favorite toy.” Memorizing poems by A. Barto. Finger gymnastics.
Lesson 3.
In kindergarten. Guessing riddles. Compiling a story based on the picture “In kindergarten.” Finger gymnastics. Getting to know how to line a notebook. Introduction to landing rules.
Lesson 4.
A journey through fairy tales. Quiz on fairy tales. Guessing riddles. Meeting the heroes of your favorite fairy tales. Dramatization of the fairy tale “Turnip”. Finger gymnastics. Work in a notebook (illustrated turnips).
Lesson 5.
My favorite fairy tale. Guessing riddles. Retelling a favorite fairy tale. Finger gymnastics. Work in a notebook (illustrated bunnies).
Lesson 6.
Journey to Cartoonland. Cartoon quiz (guessing riddles). Writing a story about your favorite cartoon character. Game "Help Winnie the Pooh." Finger gymnastics. Work in a notebook (illustrated by Winnie the Pooh).
Lesson 7.
Journey into the forest. Getting to know the plants of the forest. Guessing riddles. Game "What's extra." Finger gymnastics. Work in a notebook (drawing a Christmas tree).
Lesson 8.
To the forest to pick mushrooms and berries. Guessing riddles. Memorizing the poem "Mushroom". Compiling a story based on the painting “Lost.” Finger gymnastics. Work in a notebook (draw a mushroom).
Lesson 9.
Animals of the forest. Guessing riddles. Game "Who's the odd one out?" Compiling a story - a description based on a picture (about a squirrel). Finger gymnastics. Work in a notebook (drawing a squirrel).
Lesson 10.
Animals of the forest. Guessing riddles. Compiling a story - description (about a woodpecker). Finger gymnastics. Work in a notebook (draw a bird).
Lesson 11.
Journey to the village. Pets solving riddles. Game "Who's the odd one out?" Game "Big and Small". Finger gymnastics. Work in a notebook (drawing a chicken).
Lesson 12.
Pets. Compiling a story - a description based on a picture of one of the animals. Finger gymnastics. Work in a notebook (drawing a dog).
Lesson 13.
Wild and domestic animals. Their similarities and differences. Retelling of the story “Vaska the Cat.” Memorizing the poem "Vasenka". Finger gymnastics. Work in a notebook (drawing a cat).
Lesson 14.
In the garden and vegetable garden. Guessing riddles. Game "What's extra?" Compiling a story based on the picture “Harvest”. Finger gymnastics. Work in a notebook (draw vegetables and fruits).
Lesson 15.
Journey to the meadow. Guessing riddles. Exercises for automating sounds sch , h . Memorizing the poem "Butterfly". Finger gymnastics. Work in a notebook (drawing a butterfly).
Lesson 16.
Journey to a forest swamp. Guessing riddles. Game "Who's the odd one out?" Memorizing a poem by E.A. Alyabyeva "Frogs - Laughing Frogs". Finger gymnastics. Work in a notebook (drawing a frog).
Lesson 17.
On the river. Guessing riddles. Game "Who's the odd one out?" Compiling a story based on the picture “Fishing”. Finger gymnastics. Work in a notebook (drawing a fish).
Lesson 18.
Travel by air. Guessing riddles. Finger gymnastics. Work in a notebook (drawing a rocket).
Lesson 19.
We walk around the zoo. Guessing riddles. Game "Who's the odd one out?" Game "Who Lives Where?" Compiling a story - describing an animal from a picture. Finger gymnastics. Work in a notebook (drawing a bear).
Lesson 20.
Who works for whom? Professions of people. Guessing riddles. Compilation of a story about the professions of parents. Finger gymnastics. Work in a notebook (drawing a steamship).
Lesson 21.
My family. Write a story about your family. Game "Say the opposite". Finger gymnastics. Work in a notebook (draw balls).
Lesson 22.
In the shop. Guessing riddles. Compiling the story “Shopping”. Finger gymnastics. Work in a notebook (drawing toys).
Lesson 23.
Tools. Guessing riddles. Game “Say it in one word.” Compiling a story based on the picture “Building a feeding trough.” Finger gymnastics. Draw a shovel in a notebook.
Lesson 24.
What kind of miracle are cars? Transport. Game "Finish the sentence." Writing a story about various types transport. Finger gymnastics. Work in a notebook (drawing a car).
Lesson 25.
Don't play on the pavement! Introduction to the rules traffic. The game “It happens - it doesn’t happen.” Finger gymnastics. Work in a notebook (drawing a traffic light).
Lesson 26.
Journey to the circus. Guessing riddles. Compiling a story based on the picture “At the Circus”. Game "Who were you?" Finger gymnastics. Work in a notebook (drawing a clown).
Lesson 27.
Seasons. Difference in seasons. Guessing riddles. Logorhythmic poem “Autumn Leaves”, “Wind”. Finger gymnastics. Work in a notebook (drawing the sun).
Lesson 28.
What is speech? Oral and written speech. Compiling a story based on the picture “Cook”. Game "Say the opposite". Finger gymnastics. Work in a notebook (draw dishes).
Lesson 29.
Speech consists of sentences. A sentence consists of words. Beginning of a sentence (notation in diagram form). Game "Finish the sentence." Finger gymnastics (tracing an object along the contour, shading; writing a short and long inclined stick).
Lesson 30.
Dividing words into syllables. Game "Postman". Compiling a story based on the picture “Little Teacher”. Finger gymnastics (shading; writing a short stick with a curve at the bottom).
Lesson 31.
Composing words from syllables. Game “Complete the syllable to the word.” Compiling a fairy tale story pictures"The hare is a braggart." Finger gymnastics. Work in a notebook (shading objects; writing a short stick with a curve at the top).
Lesson 32.
Familiarization with the sound side of the word. Game "Who to visit." Compiling a story based on the picture “Little Photographer”. Finger gymnastics. Work in a notebook (shading objects; writing with a long stick with a curve at the bottom).
Lesson 33.
We learn to hear and distinguish sounds. Game "Tom and Tim". We compose a fairy tale (at the beginning). Finger gymnastics. Work in a notebook (shading objects; writing with a long stick with a curve at the top).
Lesson 34.
We learn to hear and distinguish sounds. Game "Tom and Tim". Quiz "Who is more". Compiling a story based on the plot pictures “Soon to school.” Finger gymnastics. Work in a notebook (shading objects).
Elena Lebedeva
Entertaining game tasks In Russian
Entertaining Russian language.
1) Game tasks aimed at practicing spelling norms.
A game "Vocabulary Lotto"
Each child receives a card with 8 written on it. vocabulary words. The teacher or student takes cards out of the box and reads the words. The child who has such a word on the card covers it with a chip. At the end of the game, we identify the winner, that is, who was the first of the children to close the words. Then the teacher gives exercise: copy down words, perform mutual testing, rate each other.
Cards for the game
fun cucumber
dog vegetables
shop ax
birch harvest
quick cucumber
milk student
shop teacher
birch car
A game "Smooth landing"
When practicing a topic or spelling, this game stimulates interest, activating the whole class. Children do not know to whom the ball will fly and what word or question will be asked. For example, the topic is being studied "Spelling unstressed vowels". The teacher throws the ball and says the word "earthen". The student catches the ball and says the test word "earth". The one who answered the question correctly can sit down; the one who failed task, continues to stand and tries to correct the situation.
A game "I work as a wizard"
The guys get tasks: turn nouns into adjectives female singular.
Table - dining room
Furniture – furniture
Sofa - sofa
This game is played in pairs. At the end of the game, the results are summed up and pairs are identified - winners - wizards who not only formed the words correctly, but also wrote them without errors.
A game "Who is faster?"
Rearrange the syllables. Write down the words you receive and divide them into syllables.
Rock the seagull
Reed mouse
Canopy spring
Early hole
Our tire
Pine pump
2) Game tasks aimed at developing orthoepic norms.
A game “Compose a text and voice it”
Students are offered a set of words that may present some difficulties in pronunciation. The words are written on the board. Task students – compose a coherent text in 2-3 minutes (using these words) and read it, observing spelling standards. The teacher can appoint experts who must listen carefully to the text and make a conclusion about compliance with pronunciation standards. Example: words are given - kilometer, driver, centner, nettle, beet, centimeter.
A game "Invite a friend over for lunch"
Students are given a list of lunch menus to which they must invite a friend. On the menu, of course words written down: sorrel, pies with cottage cheese, plum or pear compote, meatballs. Children need to turn to friends by reading the menu to them without mistakes. You can play up the situation of friends meeting.
A game "Announcer Competition".
Students need to read the proposed text, paying attention to the highlighted words. “A supervisory group should be created for monitoring and control. It is expected that it will be formed in the period from the 3rd decade of the current month to the end of the quarter.”
3) Game tasks aimed at speech development.
Such games are very useful for 1st grade students, because they develop speech, cognitive interest, imagination, and hand motor skills.
A game “Let’s write down a fairy tale”
The teacher reads a fairy tale or story to the children (preferably a short one, consisting of 4-5 main episodes, to begin with), then invite him to retell the text. It's quite difficult: For almost all children, coherent retelling causes difficulties. Calm your child down and encourage him to write down the story so he can read it later. You can write down a fairy tale using pictures. Children draw several squares on a piece of paper. Together with the children we remember what was said at the beginning of the fairy tale. For example, about a girl who left the house. In a square they draw a girl near the house. Then they draw the continuation of the fairy tale in the same way. The teacher helps to divide the fairy tale into meaningful parts.
As a result, children sketch the entire plot in pictures and retell the tale using their illustrations.
A game “Let's compose!”
Invite the children to write a fairy tale. Determine the theme - come up with fairy tales about bunnies. Then discuss what role will the bunny play in the fairy tale?: he can live in the forest and be friends with animals, or he can be a toy that was given to a boy; a bunny can act in a fairy tale as a coward and, conversely, as a brave man. Or maybe come up with a fairy tale about how difficult it is to spot a white bunny in the snow? After a few minutes, the children tell stories, which are discussed and evaluated. The most consistent, detailed and original fairy tale receives high marks.
A game "Magical forest"
Each participant in the game receives a sheet of paper and pencils. Unfinished images are made on the sheet (see below).
Children need to draw magical forest and then tell about him interesting story. Then you look at the drawings, listen to the stories and note the most complete and original ones.
A game "Complete the word"
The presenter names part of the word (books) and throws the ball. The child must catch the ball and complete the word (.ha).
The child and the adult can take turns acting as the leader.
Make as many words as possible from the given set of letters: a, k, s, o, i, m, p, m m, w, a, n, i, s, g, s
Name the words opposite in meaning: Subtle - Sharp - Clear - Loud - Low - Healthy - Victory - etc.
A game "Who is bigger?"
Make up as many words as possible (nouns) of letters that form a word.
For example: PHOTOGRAPHY – reef, shooting range, mountain, bargaining, grotto, draft, count, etc.
Adding other letters is prohibited!
Other options can be used:
A root word is suggested: table, cat, house, etc. Necessary as possible a short time find as many derivative words for it as possible. For example: HOUSE - house, house, house, house, housewife, housewife, housewife, housewife, etc.
4) Game tasks, aimed at systematizing knowledge about parts of speech.
A game "Domino"(on this topic "Verb")
Each participant in the game receives a card, which is divided into two parts. In one part the beginning of the rule or the formulation of the question is written, in the other the continuation of the answer. Children must connect all the cards using the domino principle.
What suffixes do verbs have in the past tense before the suffix -l-? Verb conjugation is the change of verbs by persons and numbers.
What is the most common way to express a verb in a sentence? Are verbs present, past and future tense?
What ending do II conjugation verbs have? In a sentence, the verb is most often predicate.
A game "Zebra"(on this topic "Noun")
The game can be played in groups. Each group receives strips of white and black paper. Questions on the topic are written on the white stripes, and children need to write down the answers on the black ones. Alternating stripes with each other, children make a drawing "zebras". The winner is the group that writes down the answers to the questions the fastest and most correctly.
A game "Gathering the Harvest"(on this topic "Adjective")
This game can be played at the end of a lesson or at the end of studying a given topic. The teacher gives the children pictures of apples, pears, plums, cherries, apricots (you can have a few for each child; there is a basket on the table. Offers to children: “Let’s reap the harvest. It is necessary to formulate a rule on the topic "Adjective" and place the picture in the trash. The wording of the rules should not be repeated. Let's see who can put the most fruits and berries in the basket."
A game "Clean slate"
Children really like this game. To organize it, before explaining new material, questions are written down at different ends of the board, which can be expressed either in the usual form or in a diagram. They must be built on material new topic. The teacher reports that as the material is explained, students will participate in the game: “Look at the board, it is filled with various questions. The answers to them are contained in my explanation. From time to time I will ask if you are ready to answer a question. If you give the correct answer to it, then the question is erased. Task in this game the board is clean by the end of the lesson.”
Another variant (when the game is not played for the first time)games may include some competition: “Which row of students will help clear more questions from the board?” If some questions remain unanswered, then they automatically become homework for the children. task.
5) Lexico-phraseological games.
A game “Collect, explain, prove”
The game can be played individually or in teams, groups, or pairs. Children are given a set of words on strips of paper. For a certain time, it is necessary to compose phraseological units, explain the meaning, give an example from life or a literary work. For example: HOW, MAKAR, WHISTLES, ON LANGUAGE, WIND, TURNING, IN POCKETS. IN MITTENS, DROPPED, CALVES, INTO WATER, DIDN’T DRIVE, HEDGEHOG.
A game “Guess what!”
The teacher throws the ball to the child and names phraseological units. Students catch the ball and explain the meaning. The winner is the one who never makes a mistake.
For example: skin and bones - thin; leaky memory - forgetful; with all sails - quickly. Washing the bones - discussing; even a nosebleed is a must; close at hand - close; like a fish in water - confident.
A game "Vice versa"
This game is similar to the previous one, only in reverse. The teacher calls words to the children, and the children must replace them with phraseological units.
For example: accurate - not in the eyebrow, but in the eye. Unexpectedly - out of the blue. It's cramped - there's no room for an apple to fall. It’s dark – you can’t even poke your eyes out.
A game "Auction"
In this game, the winner is the one who is the last to name a phraseological phrase in which the names of animals, birds, and insects appear.
For example: buy a pig in a poke, every sandpiper praises his swamp, monkey’s work, take the bull by the horns, a mosquito won’t hurt your nose.
6) There is another type of game, the distinctive feature of which is external rules. They are called training. These include:
1) Board games; (dominoes, lotto);
2) games based given algorithm(rebuses, crosswords, charades, puzzles).
Teachers and psychologists have proven that creating interactive games by children themselves not only contributes to better learning educational material, but also the development of written speech, systematization of knowledge by topic, develops attention, thinking, the ability to highlight the main thing, develops cognitive activity
During the lessons, you can offer children solutions to crossword puzzles compiled by both the teacher and the children.
On this topic "Noun" 3rd grade
On this topic "Pronoun" 3rd grade
1. Decipher the inscription , dividing it into words.Without flour and science.
Why was the word “without” written separately? Prove it.
2. Secret words and sentences .
A) Unravel the 5 letter word. To solve the word take:
Apple | - 3rd consonant from the 1st word.
Cherry | (……..) ? - 3rd consonant of the 2nd word.
Plum | - 1st vowel from the 3rd word.
Pear | - 1st consonant of the 4th word.
Watermelon | - 1st vowel from the 5th word.
(BOOK)
3 .Tricks with words.
Can a catfish be turned into an ox? You can: som-dom-dol-vol. You can change one letter at a time and the intermediate word must exist.
Transform: onion crayfish (onion-varnish crayfish)
flour river (flour-hand-river)
garden juice (garden-sud-suk-juice)
kok-mak (kok-kak-mak)
kum ox (kum-kom-kol-ox)
The child must not only complete this task, but do it with a purpose. For example: underline a word in a chain with an unstressed vowel; or underline the letters representing paired consonant sounds.
4 . Exercise : From each word, take only the first syllables and make a word:
1) car, brake (author)
2) ear, company, vase (co-ro-va)
3) milk, spawning, cockroach (mo-ne-ta)
4) bark, lotto, boxer (mo-ne-ta)
5) ram, wound, bathhouse attendant (ba-ra-ban)
5 . Exercise : From each word, take the second syllables and make a word:
1) nightingale, ceiling (lo-to)
2) snake, frame (ya-ma)
3) button, hammer, lava (go-lo-va)
4) reproach, elderberry, mud (kor-zi-na)
5) turn, powder, ditch (in-ro-na)
6. Exercise: Take the last syllables from each word and make a new word:
1) furniture, gun (bel-e)
2) straw, time, stranded (ka-ra-mel)
3) fox, thorn, booklet (sa-mo-let)
4) pullover, coat, ticket (here-flight)
5) milk, relay, beret (ko-le-so)
6) resin, tear, beret (la-za-ret)
7. Exercise : From each word take one syllable of any kind so that you get the word:
1) plate, picture, peacock (plas-ti-lin)
2) shepherd, dam, camp (pas-ti-la)
3) boots, parachute, fantasy (sa-ra-fan)
4) mowers, frosts, pilot (sa-mo-fly)
5) flour, stew, sofa (ka-ra-van)
6) map, web, raid (kar-ti-na)
7) water, road, sample, seine (vo-do-pro-vod)
8. Matryoshka words.
A) Find the words inside the data and write them down. Examples of suggested words:
Victory (trouble, food, yeah)
Beads from a basket
slippers machine
bedside table sir
fishing rod braid
fisherman trembling
precipitation atom
blew the rubber
B) Divide the word into two short ones.
For example: horizon = burn + umbrella top =____+_______
cypress =_____+_____ crowns =_____+______
gazelle =_____+_____ fiber =_____+______
sail =_____+______ stripe =_____+______
C) Remove one letter from the word. It can be at the beginning, middle or end of a word. The remaining letters should form a new word.
Spark - caviar
regiment heat
Krasna slope
screen vinegar
trouble lamp
octopus textbook
D) And now, on the contrary, you need to put a letter at the beginning and end of the word - it will turn out differently.
Gift | have glasses | b rose | G
Table | b duck | w mustache | b
Ball | f steam | to fur | With
Laziness | about went | to wasp | To
9 . Anagrams and logarithms .
Anagrams are riddles where letters in a word are rearranged to form another word. Logarithms are riddles in which the intended word is obtained by dropping or adding a letter.
A) Anagrams and logarithms in verse.
1. Breathing easily in my shadow,
You often praise me in the summer,
But rearrange my letters -
And you will knock down a whole forest with me. (linden-saw)
2. I am a tree in my native country,
You will find me everywhere in the forests,
But rearrange the syllables in me -
And I will serve water. (pine-pump)
3. On the way, on the way
I'm jumping merrily
And read me from the end -
I'll sharpen the knife. (touchstone)
4. I rush along the wire
Nights and days
And from the end they will read me -
I am akin to a tiger. (talk cat)
5. I'm lying on the ground,
Nailed to iron
But rearrange the letters -
I'll get into the pan. (sleeper noodles)
6. Geography with me
Children study at school,
Give me a different order of letters -
And you will find me in the buffet. (satin salad)
7. Having taken off, I burn as a star in the night,
But I fade away very early,
And if you change “e” to “i” -
And I will become a green bush. (rocket rocket)
8. I am a famous dish,
When you add "m"
I will fly, I will buzz,
Boring everyone. (ear-fly)
9. I crumble, taking you out of the way,
Everything I need to destroy.
And read me from the end -
I am the reward of the sea waves. (crowbar)
10. You will solve the problem freely,
I am a small part of the face
But if you read me from the end,
You can see anything in me. (nose-dream)
11. My ruddy fruit is hidden
Shady foliage.
And rearrange the letters -
I will be a river. (plum-Vistula)
And we hobble so comically
But insert an “l” for us and we’ll sound
Quite melodic then. (geese-harp)
B) We make anagrams.
Change the order of the letters in the word so that you get a new one: summer-body
Carp - lighthouse -
Atlas - boat -
Sleeper - fox -
Carriage - canopy -
C) Find the original words if it is known that the same rearrangements were made in all of them.
1) lbko 2) rayai 3) upks 4) eravshn 5) rkdeti 6) ashnrri
(block, aria, start, revenge, credit, hinge)
1) vtteko 2) okamdnri 3) lkbuinak
(flower, commander, strawberry)
10. Crosswords.
11. Logic problems in the Russian language.
A). Fidget puppy.
The dog Zhulka had four puppies. Bim, Rex, Sharik and... But the fourth puppy constantly disappeared somewhere. What was his name? Guess and write down: Bobik, Druzhok or Tuzik?
(Bim - 3 letters, Rex - 4 letters, Sharik - 5 letters, which means the fourth was called Druzhok - 6 letters.)
B) What word?
horse
squirrel
hedgehog
mole
goat
fox
mouse
raccoon
Guess the word I read from the data. Hint: it has two syllables, and there are more sounds than letters. (Raccoon)
The task may be different. Hint: this word has a soft sign at the end and it has 2 declensions, etc.
IN) Generalization of concepts.
Name it in one word: bag, bucket, doctor…….(nouns)
fun, good, at random……(adverbs)
slides, green, earth…..(words from the verifiable
unstressed vowel).
G) Definition game.
Children are given cards with the names of objects (for example: bus, apple, lake, chamomile...). The student who took one of the cards is asked to talk about his object for 1 minute so that everyone understands what the speaker means. You can’t just say your word and gesture with your hands. Later you can limit it: talk about the object, naming verbs or only adjectives.
12. Knocking out a word.
Suggested words:
builds solved
run painted
sees writes
Children, one by one, must remove (or cross out) words, naming the distinctive feature of the word that other words do not have.
For example:
1) run - only this verb is in an indefinite form.
2) drew - only it has a plural form.
3) decided - only he of the remaining ones has past tense,
and the rest are in the present.
4) writes - only he from the remaining 1 conjugation.
5) sees - only this is an exception verb.
All that remains is the verb “builds”. But the options for elimination in this case may be different. Children can notice a variety of features of verbs.
Similar work is possible with other parts of speech:
famous
honest
funny
danger
beautiful
sad
1) danger is a noun, and all the rest
adjectives.
2) beautiful - this is the only adjective in the feminine
kind.
3) cheerful - only it does not contain unpronounceable
consonant.
4) famous - only this adjective contains
console.
Remain: honest and sad.
Such tasks allow you to involve all students and repeat a large amount of studied material.
A group of words for spelling prefixes: d..flew, pr..gorok, z..thought, pr..shouted, n..vested, pr..red, s..put.
Code: i – 1, e – 2, o – 3, a – 4
Children's task: write only the missing letters in order, encrypting them with numbers.
The children have a note in their notebook:
3, 1, 4, 3, 4, 2, 3.
This game can also be used in many different ways. Spelling patterns can be varied. You can encrypt cases, gender, numbers, etc.
IN)
Members of the sentence
H A S T I R E C H I
Creatures
Pronoun
Attachment
Verb
Adverb
Subject
Predicate
Definition
11
12
13
14
15
Addition
16
17
18
19
20
Circumstance
21
22
23
24
25
-Come up with and write a sentence using the code: 9, 13, 1
(Cold winter has arrived.) Name the grammatical basis.
13 .Word according to pattern .
You need to form the word according to a pattern. The word in brackets is derived from the words on the edges. Having solved the 1st pattern, you will find a word from the second pair.
Mushroom (tag) asset
Darkness (…….) atom (this is the word “map” because 4,3, 2, letters were taken from the first, and 2, 1 from the second)
Many such patterns can be created:
hook (dew) cleaver
garage (…..) tobacco (missing word “toad”)
book (stork) salad
threshold (…..) omelette (grotto)
pie (field) tear
market (……) siege (dew)
sail (soot) twill
announcement (……) flaw (snow)
wax (plow) freight cattle (……) front (window)
foot (sol) whip
pause (……) steppe (path)
It would take a long time to list them, as well as the tasks that can be offered.
14. Word game .
Insert a word in brackets that would serve as the end of the first and the beginning of the second. There are as many letters in a word as there are dots in brackets.
Oby (…..) ka (tea)
Me (…….) olad (shock)
Prik(…..) ya (lad)
Apo(……) b (table)
Am(…….) an (bar)
Run(……)or (mot)
Svir(…..)nik (spruce)
Pe(…….)ol (juice)
Tasks: - do phonetic analysis
- highlight spellings
- come up with related words
- model the word according to the scheme:
Write as many sentences as possible whose words begin with the indicated letters. Sort these sentences into members and parts of speech.
B____ y_______ f________ b________ .
S____ o_______ n________ s________ .
K____ e_______ l________ k________ .
Are given words: author, comrade, motor, billiards.
From each word, take only the first syllables and write down the resulting word (av-mo-bil).
The words are given: harvest, why, gardener.
From the first word, take the first syllable, from second - second, from third - third. Write down the word (u-che-nik). You can take any number of syllables and give a variety of words.
15. Recovering words and sentences .
A) Help Piglet.
Piglet is in trouble. He wrote a letter, but it was washed away by water. Restore Piglet's letter.
“S..s..t.., p..m..g..t..! M..y d..m z..t..p..l.. in..d..!
I'm in f..d..!
P..t..ch..k.”
Since the main part of spellings are vowels, such tasks provide an opportunity to repeat a large number of rules
B) Signs.
One day a hurricane hit the city. He tore down signs from stores and tore off individual letters from others. Restore the names.
FURNISH..L.. COL..YOU
HLE.. DE….K…. OBU….
B) Before you are words, but with missing letters. One dot corresponds to one letter. Write down the words.
m. . . . oh well . . f
V. . . . . d b. . . . . T
h. . ts
D) Mysterious letter.
A dash indicates that a letter is missing. What words could come out?
------ A SH A
------ A Y K A
Fun Grammar
Topic: Spelling of hissing zhi-shi, cha-sha, chu-shu.
Say the word.
the cat lives on our roof,
And in the closet they live...... (mice)
won't go without gasoline
Neither the bus nor... (car)
Make words from syllables.
LY CHA PRU MA NA SHA KRY ZHI SHI CHAY CHAY SHA NIK CHA RO KA VEL VSTRE
3.Complete the words: ....sy, ....ka, ....nik, ...gun, met..., pi..., cha..., tu.., doby.., ro..
4. These poems contain 12 words with the combinations zhi-shi, cha-sha, chu-shu. What words are these?
Slightly shake the reeds,
The lake slumbers in silence.
Reflections live in it:
clouds are floating in the lake,
Pine forest, as if alive,
Slumbers with his head down.
The seagull warmed up the kettle,
She invited eight seagulls:
- Come and have tea!
How many seagulls, answer!
There was a pike in the lake,
She scrubbed the bottom with a brush,
I cooked cabbage soup for the guests,
She treated the minnows.
5. Fill in the boxes.
AND
AND
AND
AND
H
A
SCH
A
SCH
U
H
U
Sh
AND
AND
AND
H
A
Y
WITH
Y
Sh
TO
A
L
TO
AND
D
ABOUT
R
6. Crosswords.
1
2
3
4
Horizontally:
They don’t get angry, but they twirl their mustaches, they don’t remain silent, but they don’t say a word, they walk, but they don’t budge. (WATCH)
He will frown, frown, burst into tears, and there will be nothing left. (CLOUD)
It wags its tail and has teeth, but does not bark. (PIKE)
The beast carried me, but I fell on people. (FUR COAT)
7.Anagrams.
Rearrange the letters to form new words
onion (stocking) pen (chock) shirt-front (typewriter)
net (hour) niche (tire)
8. Charade.
With S we rush you as fast as we can
S U - we will wet your feet. (puddle skis)
9. Puzzles.
Sh
L
,
SCH, 
Riddles by topic:
Spelling of unstressed vowels at the root of a word.
Spelling of consonants in the root of a word.
Spelling of combinations zhi-shi, cha-sha, chu-shu.
Spelling of the dividing soft and hard signs."
Composition of the word
Spelling soft sign after hissing nouns.”
Spelling of unstressed vowels not checked by stress.”
Spelling of unpronounceable consonants at the root of a word.”
Double consonant.
Spelling of a soft sign indicating the softness of a consonant sound.
Riddles on the topic “Spelling unstressed vowels at the root of a word.”
1. There is dew glistening on the grass,
A beautiful girl came out,
He cuts and lays the grass,
Everything floats back and forth. (braid)
2. Cunning cheat, red head,
The fluffy tail is beautiful!
And her name is... (fox)
3.Lyko loves to fight,
Jump into the garden
She shakes her beard
He calls himself Dereza. (goat)
4. A grandmother wearing glasses is sitting on walnut branches.
Oh-ho-ho yes ah-ah-ah - it’s bad for the grandmother with glasses.
Sees bugs and spiders in the dark at night,
And he can’t see a thing during the day, either with or without glasses. (owl)
5. I am a cloud, and a fog, and a stream, and an ocean,
And I fly, and I run, and I can be made of glass. (water)
6. I dusted the paths, decorated the windows,
She gave joy to the children and gave them a sledding ride. (winter)
7. It's fun in the spring, cool in the summer,
Nourishes in autumn, warms in winter. (tree)
8.No beginning, no end, no back, no face!
Everyone, young and old, knows that she is a huge ball. (Earth)
9. He walks and walks along the sea,
And it will reach the shore -
This is where it will disappear. (wave)
10. Early in the morning in the yard,
Lots of beads on the grass. (dew)
Riddles on the topic “Spelling paired consonants at the root of a word”
.
1.Here is a mountain, and at the mountain
Two deep holes.
The air wanders in these holes,
It comes in and out. (nose)
2. The old man is a joker
Doesn't tell me to stand on the street,
It makes me want to go home. (freezing)
3. If you roll it up, it’s a wedge,
If you unfold it, damn it. (umbrella)
4. He trails behind you,
At least it stays in place. (track)
5.Lying, lying,
Yes, he ran into the river. (snow)
6. Either I’m in a cage, then I’m in a line,
Feel free to write for me,
You can also draw
I call myself... (notebook)
7.Short and stocky
Decided to look at us
Raised in the morning under the fir trees
Leaf with green needles. (mushroom)
8.Under the pines, under the fir trees
There is a bag of needles. (hedgehog)
9.Upside down - full, downside down - empty. (a cap)
10.Filled with down, it lies under the ear. (pillow)
11.If I am empty,
I forget about you
But when I bring food
I will not pass by your mouth. (spoon)
12.Sad old lady
Lives in a forest hut,
Says the same thing
One syllable repeats all my life. (cuckoo)
13. In white dresses, yellow eyes...
You name them without any prompting. (daisies)
14. This is where the girlfriend hid.
Sitting under a leaf... (wave)
15.Rain and snow, thunderstorm and downpour.
In a word, what do you call it?
To solve the riddle. (precipitation)
16. The chicken went out for a walk,
Pinch some fresh grass,
And behind her the boys -
Calling them … (chicks)
17. Sharp tip - oh, oh! On his leg alone.
He wants to live in a piece of wood, you have to hit him from above. (nail)
Riddles on the topic “Spelling combinations zhi, shi, cha, sha, chu, schu.”
1.Where the tail rests,
There will be a hole later. (awl)
2. Downhill - horses,
Uphill - pieces of wood (skis)
3.What kind of stars are these?
On a coat and on a scarf?
All through, cut-out,
And if you take it, there is water in your hand. (snowflakes)
4. The grass grows on the slopes
And on the green hills.
The smell is strong and fragrant,
And her flower and leaf
They're coming for tea for you and me.
Guess what kind of weed it is! (oregano)
5. I look so much like a rose
Isn't it so good?
But my fruits
Suitable for everyone to eat. (rose hip)
6. The pole is burning, but there is no smoke. (candle)
7. An eagle flies across the blue sky,
She spread her wings and covered the sun. (cloud)
8. They will tell the truth when they go.
If they stop, they will lie. (watch)
9. Not sewn, not cut,
And assembled on a string. (stocking)
10. She had a saw in her mouth,
She lived underwater.
Scared everyone, swallowed everyone,
And now she has fallen into the cauldron. (pike)
Riddles on the topic “Spelling the dividing soft and hard signs.”
1. In the forest near the stump there is bustle and running:
The working people are busy all day,
He's building his own city. (ants)
2.Root in the ground, body in the wild,
Many hands are reaching out to the sun - they will not part! (trees)
3. There is a snout in the front, a hook in the back.
There is a back in the middle, and on it there is a bristle. (pig)
4. I am a giant: that huge one,
Multi-pound slab
I'm like a chocolate bar
I instantly rise to height.
And if I have a mighty paw
I’ll grab an elephant or a camel,
I'll be glad to see them both
Raise them like little kittens. (crane)
Riddles on the topic “Word Composition”.
1. I don’t argue, I’m not white - I, brothers, are simpler,
I usually grow in a birch grove. (boletus)
2. It blooms from under the snow,
Welcomes spring before everyone else. (snowdrop)
3. I'm growing up in a red cap
Among the aspen roots.
You'll see me a mile away
My name is... (boletus)
4. At night, at noon, at dawn,
He carries out his service in secret.
On the path, on the shore
Blocks the enemy's path. (border guard)
5.Master, master, help -
The boots are worn out.
Drive the nails in harder -
We'll go visit today. (shoemaker)
6.His work is in the depths, at the very bottom,
His work is in darkness and silence.
Let his work be difficult and difficult,
Like an astronaut, he floats among the stars. (diver)
7. A bird flies across the sky,
It hums evenly.
She doesn't flap her wings
A white trail will follow her. (airplane)
8.He carries people along the river,
In cities it enters the port. (motor ship)
Riddles on the topic “Spelling a soft sign after hissing nouns.”
1.The bird waved its wing
And covered the whole world with one feather. (night)
2. Tail in the yard, nose in the kennel.
Whoever turns his tail will enter the house. (key)
3. A small ball is fumbling under the bench. (mouse)
4. That it stays green for two weeks,
It's been earing for two weeks,
It blooms for two weeks
It pours for two weeks,
It dries out for two weeks. (rye)
5. Stands above the water, shaking his beard. (reed)
6. Doesn't look like a little man
But he has a heart.
And work all year round
He gives his heart. (pencil)
7. He doesn’t cry when beaten
And he jumps and jumps. (ball)
8. All migratory birds are black,
Cleans arable land from worms.
Jump back and forth across the arable land.
And the bird's name is... (rook)
9.Man in a white robe
Busy with very important work.
We trust him with our health
And we have hope. (doctor)
Riddles on the topic “Spelling unstressed vowels that are not checked by stress.”
1. Runs, hums, looks into two eyes,
And when it does, a bright red peephole will peep out. (automobile)
2.From one end of the city to another.
The house walks under the arc. (tram)
3. In the heat of the stumps
Many thin stems.
Each thin stem
Holds a scarlet light.
We bend the stems -
Collecting lights. (berries)
4. Born in a field,
Brewed at the factory
Dissolved in a glass (sugar)
5.Russian beauty, we all really like her.
She is white, slender, and her clothes are green. (birch)
6.Grow on branches in groups,
Covered with shells. (nuts)
7. The child is wrapped in a hundred swaddling clothes. (cabbage)
8.Curious red nose
Rooted into the ground up to the top of his head.
They just hang out in the garden
Green strands. (carrot)
9. Red beads are hanging, looking at us from the bushes.
These children, birds and bears love beads very much. (raspberries)
10.He chirps on the roof and can climb higher.
He snoops around the yard, picking up food there. (sparrow)
Riddles on the topic “Spelling unpronounceable consonants at the root of a word.”
1. It knocks day and night, as if it was started.
It would be bad if this knocking suddenly stopped. (heart)
2. When I'm lying on my back,
There is no use for me
But lean me against the wall -
I'll find something to do right away. (ladder)
3. Well, which one of you will answer:
It’s not fire, but it burns painfully,
Not a lantern, but shining brightly,
And not a baker, but a baker. (Sun)
Puzzles