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Coursework: Ways and ways of enriching the individual vocabulary of a younger student. Enriching the vocabulary of younger students in the process of studying synonyms-adjectives Work to enrich the vocabulary of younger students

Coursework: Ways and ways of enriching the individual vocabulary of a younger student. Enriching the vocabulary of younger students in the process of studying synonyms-adjectives Work to enrich the vocabulary of younger students

From the experience of work on vocabulary enrichment
stock of students in the lessons of the Russian language and literary reading.

Enriching the vocabulary of students and activating the vocabulary is one of the most importantshih directions of vocabulary work in the classroom. The solution to this practical problemcarried out at every Russian lessonlanguage and reading. Word work is hardand diverse. How important it is to teach children to observe, think, read, convey thought word.

The essence of vocabulary isso that the student's word is correctbut perceived in the text, understood with all itsshades and features, entered the active dictionary and was used by itselfright in the right situation.

In school practice, I use timespersonal ways of getting to know new peoplewords and their meanings:

1) finding out the meaningniya by showing a picture or layout;

2) clarification of the meaning according to the explanatory dictionary;

3) selection of synonyms and antonyms(think, think, think; true False) ;

4) layer educational analysis(fearless ny -- scary -- fear) ;

5) etymological analysis (sly- from Luke- "bend", "curvature", sly - "crooked");

6) adding a new word to a phraseor offer;

7) translation (international - international).

Need a consistent, gibKaya, constant work on the word, which is planned for each lesson and for the future Tivu.

Literacy education is the first necessary step. During this period, it is necessary toto speak students not only quantitativelybut also quality. In the course of work atexts and illustrations are analyzed, thematic dictionaries are compiled, a system isexercises to clarify and enrich the word cooking, are selected from texts words and expressions over whichgotta work.

Here are some examplessome tasks that I use in the lessonsto clarify and expandstudents' vocabulary.

Exercise 1. Purpose: skill formationuse words in speech exactlywith their meaning; familiarity with homonyms in the game.

Homonyms-riddles

1. People always have it, they always have it ships.(Nose.)

In a notebook, I am oblique and straight.
In my other meaning, I am a plank for a church niya. And, finally, sometimes in line you build.(Ruler.)

I'm at the door, I'm in the castle, I'm in the music room line, I will unscrew the nut and I can, if I want, send a telegram and solve the riddle. (Key.)

The task 2. Purpose: clarification of the meaning of words,formation of elementary concepts andmastering the corresponding verbaldesignations; introduction to antonyms.

Riddles in verse

I'm the antonym of summer
dressed in a snow coat,
although I love the frost itself,
because I ... (winter).

Tasks:

1) name in one wordscapula, bucket, scoop (toys);

2) choose a word that is close in meaning to the wordguys (children);

3) pick the wordswords that are close in meaning(spring - key, a source; icy - cold).

4) choose words that are opposite in meaning cold - hot, clean - dirty .

Working with illustrations .

Purpose: enriching the dictionary with synonyms -different parts of speech. For example:

Basket, basket.
Child, child, baby.
Fun, entertainment.

R work to enrich the vocabulary of students is most often aboutis carried out in the following sequence:

1) clarification of understanding children of words;

2) selection of close (opposite) the meaning of words;

3) drafting an offer with word;

4) the use of words and sentenceszheniya in oral speech when compiling races said.

This work contributes to the enrichmentand refinement of the vocabulary, improvementreading skills and speech development and createsa solid foundation for later language kovy practice.

Vocabulary work in Russian lessons
based on the use of synonyms and antonyms

this work aimed at understandingyounger students of lexical meaningwords, the formation of the ability to votebut treat the words when doingcreative oral and written works.

Great opportunities for discoverywith synonyms are available when working on partsmi speech. Sinoni Insertion Exercisesmov into students' active vocabularyfigurative. Here are some of them.

1. Pick up words that are close in meaning.Use these words when writing offers.

Name
noun

Adjective

Verb

cargo - luggage
anger - fury
enemy - enemy

shy - timid scary - spooky mobile - flexible

work-work think-think
be sad -grieve

2. Write down the words that answer the questionwhat to do? Choose close ones words.

The blanket ran away
sheet flew away
And a pillow like a frog
Ran away from me.

Write the adjective.
The wind blew ... (cold, icy).
Leaves flew ... (yellow, gold).

Choose words that are close in meaning.
Curly (curly) boy; sticky (adhesive) leaves; spacious (free ny) class.

5. Choose one of the words that are closest in meaning.
Real happiness for the people in ... . I helped comrade in this difficult ... . Good to that who loves his...

Words: work, business, labor.

6. Make phrases:

Cheerful (laughter, dance), joyful (social tie, mood) > sad (melody, story ria).

Pack word fights at Russian language lessons form skillsspelling, especially unstressed vowels.I will give examples of such exercises.

Underline the root in the words, insertmissing letters.

Choose synonyms.

win ... win (sl ... mite)
pr ... schat
t...twt (t...shield)
see ... third (ch ... det)

2 . Change the word so that the shock voicenye became unstressed. Choose synonyms.

rain - rain (rain) eye - eyes (eyes)

3. Choose a related word thatvechalo to questions who? what?. Pick upwords that are close in meaning.

war - warrior (fighter) anger - anger (rage) woeful - grief (sadness, melancholy)

4. write out related words. Pick upwords that are close in meaning.

A spring will give birth to a river, and the river flows cutting the whole Motherland, feeding the people.

5. Write by adding those close in meaningwords. Check the unstressed vowel in the word.

Child - m ... lysh, cliff - sk...la, silence - t ... bus, grief - b...yes.

Working with antonyms

Main didactic material forvarious work with antonyms canserve "School Dictionary of Antonyms Russianlanguage” by M. R. Lvov.

In the "Dictionary" the teacher will find rich material for work: antonymic pairs, quotations from works of Russian artliterature, proverbs, sayings.

Proverbs and sayings possess painshoy expressive power. Working with thembecomes more profound when studentsXia ponder why in the data wordstsakh used antonyms. I will bring someexercises.

1. Read the proverbs, find the words, aboutopposite in meaning. Explain the meaning proverbs.

learning - light, but ignorance - darkness. The root of the doctrine is bitter, but its fruit is sweet.

2. Make up phrases, pick up antonyms for words denoting signs of an object.

old (blacksmith, house)
shallow (rain, pond)
stale (bread, man)

3. Complete the sentences with words with the opposite meaning.

The rook is black, and the swan ....
Raspberry sweet kaya, and radish ....

4. Add words that are opposite in meaning to these words.

State what parts of speech they are. yutsya.

friend - ... youth - ...
friendly - ... young - ...
make friends - ... get younger - ...

5. Finish the sentence.

The weather turned bad: clear, hot days changed ... (cloudy, cold) days mi.

6. What is common and what is different in these words?

Rude, rude, rude, rude.

Pick a word with opposite meaning(polite).

Vocabulary and spelling work

During this work, students learn words with unverifiable spellingsniami. Ability to write difficult wordsdepends a lot on the active vocabulary of the learner.aching. The richer the dictionary, the higher the levelvein of spelling literacy.

All difficult words learned in the beginningschool, can be divided by thematicski groups: "Animals", "Plants",“School”, “People”, etc. The words are printed in large print on cards, unstressedvowels are highlighted in red.

Work on a work of art

The next stage in the development of speech iswork on a word in a sentence, in a text where it has a specific lexical meaning.Great opportunities for speech developmentstudents are present in reading lessons. Analysistexts shows that in almost every work there are words, meaningwhich students are unfamiliar with.

In preparation for the lesson, you shouldlyse the text in terms of lexicalsky opportunities. When choosing words forconducting dictionary work, it is necessary to establish which method will be used to explain the meaning of the word. Necessaryalso highlight the words over whichmust work hard towould they be included in the active vocabulary.

A dictionary for a literary work is educational material, which requires careful and deep work in the lesson. The main thing is that this word is included in the speech of students. The purpose of vocabulary work in the lessons of literary reading is to show that the artistic word is irreplaceable. The author chooses exactly the word with which he creates a certain artistic image. It is difficult to replace the author's word - this means the destruction of the image. Work on understanding the artistic meaning of words is carried out in the process of reading into the work, its analysis. Great importance has work with synonyms, but at the same time, the attention of students is directed to the fact that words - synonyms do not replace each other.

Teacher: - Think, the writer says: “The stream murmured, flowing through the forest". Why can't you say another word? grumbled, complained?

We clarify that the word murmured richer in meaning than the word complained. In this one word, it is conveyed like a stream flowing: it murmured, muffled, quiet, and the forest understood its murmur as a complaint, discontent. The stream is compared to a person who expresses his complaint in words very quietly, but insistently. There is so much meaning in one word.

Severe frost- it is not just strong, but unbearably heavy, causing torment.

In the process of working with the work ofa thematic dictionary is put (asworking material), which includes words, without which it is difficult to deeply and fully understand the text.

Thematic inclusion of difficult wordsinto an active dictionary ensures their solid assimilation by students, forms skillski independent use in speech.Students access data dictionarieskam, when preparing a retelling of the text,lie main idea read, give hacharacterization of heroes.

The most rational methods of layercooked work in reading lessons is are:

1) replacement of words with synonyms, antonyms,descriptive turn;
2) the inclusion of a word in a phrase, sentence;
3) word-formation analysis;
4) the use of an explanatory dictionary.

IN I And IIchildren learn in the classroomvocabulary techniques,III And IV classes vocabulary work is partially done by the studentchiming on their own.

Vocabulary work is inseparable from the analysis of the ideological content of the story. It provides not only the unity of the lesson, but alsoa lateral understanding of the words themselves, since both the basic meaning of the word and especially its shadeki are clearly revealed in the context.The peculiarity of vocabulary work isalso in the fact that the teacher manages thisprocess, makes it more efficient, provideschivaet correctness and completeness of assimilation her children.

All of the above methods of vocabulary workyou contribute to the development of cognitive activity, independence, creative thinking.

It is necessary that it be a well-thought-out system of work aimed atearly development of children. After all, it is the mastery of the language, vocabulary and grammarforms and there is a prerequisite for the developmentty thinking. Psychologist N. I. Zhikinwrote: “Speech is a channel for the development of intellect ... The sooner the language is mastered, thethe richer, the easier and more fully they will be assimilated knowledge".

In the system of primary education, the subject "Russian language" occupies a central place. As a means of cognition of reality, the Russian language provides the intellectual development of the child, forms its conceptual and categorical apparatus, develops abstract thinking, memory and imagination. It allows the student to know himself, to master the means of introspection and self-expression.

Behind last years Unfortunately, students show a sharp decrease in interest in the lessons of the Russian language, the reluctance of children to broaden their horizons, improve literacy and culture of speech.

“Native language is the language of words: large and small, simple and complex, understandable and incomprehensible. The very nature of the word, its connection with the outside world requires a thoughtful and meaningful approach to working on the vocabulary of the Russian language. Through the native word, as noted by K.D. Ushinsky, reflects the entire history of the spiritual life of the people. Ushinsky KD. Selected pedagogical works. M .: Uchpedgiz, 1945. Therefore, in our opinion, it is so important from the very beginning of teaching a child at school to reveal the “mysteries” and possibilities of the native language, instill interest in it, form and develop a sense of the word.

In the Russian language lessons, the teacher pays sufficient attention to the grammatical, spelling and structural analysis of words, while working much less on their semantics.

Often in the texts of exercises in the Russian language and in texts literary works there are words that have gone out of everyday use - these are obsolete words. They are part of the obsolete vocabulary. And it is very important to introduce children to such vocabulary: to explain the meaning of obsolete words, to teach how to use dictionaries in order to find out the interpretation of the word, how to use these words in speech.

Language acquisition is a creative process. A person improves his speech all his life, mastering the riches of his native language. Each age stage brings something new to its speech development. The most important stages in mastering speech fall on children's age - preschool and school periods.

In preschool, and sometimes in school age language is acquired spontaneously, in speech activity. Spontaneously learned speech is primitive and not always correct. Therefore, the school faces a number of challenges. The tasks for the development of children's speech were formulated by M.R. Lvov Lvov M. R. Methods of speech development junior schoolchildren. - M., 1985 .. Firstly, at school there is an assimilation of the literary language norm. Secondly, at school, students master the skills of reading and writing, and along with them, the features of oral and written speech. And, finally, the third direction of the school's work on the development of speech is the improvement of the culture of speech.

The modern primary school program places high demands on the development of speech of younger students. Along with such qualities as correctness, logic, accuracy, developed speech is characterized by figurativeness, expressiveness, and emotionality. However, the development of speech cannot be reduced to learning the skillful use of language tools. What then is the work of the teacher to improve children's speech? In order for the improvement of the actual speech activity of younger schoolchildren to be successful, parallel purposeful work is needed in a number of areas: a) on expanding the horizons of students, on their ability to observe, emotionally perceive, compare, evaluate, generalize: potential objects of their speech activity; b) over the student's awareness of the language system, the appointment of various language units, the rules for their functioning, the enrichment of the arsenal of tools used by children; c) over the ability to choose the means of language, taking into account the situation of communication and correctly formulate thoughts; d) over the ability to select the content of the statement and organize it in accordance with the plan.

The enrichment of children's vocabulary is inextricably linked with the development of speech. Speech activity is an active, purposeful process of perceiving statements, carried out with the help of linguistic means in the course of interaction between people in various situations of communication. Describing speech activity, it is impossible not to say about its types.

In the 70-80s, under the influence of linguistics and psycholinguistics, new approaches to work on the development of schoolchildren's speech began to be determined in the methodology. There was a deep conviction that for successful speech development it is not enough for children to simply perform exercises in the selection of synonyms, in making sentences, in storytelling and retelling - such a system does not equip students with an understanding of existing speech patterns, knowledge of a set of actions and ways to perform them when thinking about statements. interesting, reflective modern approach to work on the speech of younger students are the books “Speech. Speech. Speech" Speech. Speech. Speech. / Ed. T.A. Ladyzhenskaya. - M., 1990. and "Speech Secrets". Speech Secrets / Ed. T.A. Ladyzhenskaya. - M., 1992. They present a rich theoretical and practical material in a bright and fascinating form that a teacher can successfully use.

The specific content of the work in a particular class is determined by the new program of the course "Speech and Culture of Communication". Speech and culture of communication / Primary school, 1990. No. 8. The development of the problem continues. On the agenda in the research plan is the question of revising the entire course of Russian, of giving it a more pronounced speech or communicative orientation. The recognition by psychologists of the fact that speech is now a kind of human activity, speech activity marked the beginning of a new approach to work on the development of speech - from the standpoint of the theory of speech activity. First, this approach was defined in relation to Russian as a foreign language (A.A. Leontiev, I.A. Zimnyaya and others), and relatively recently, they began to be developed in the methodology of teaching Russian as a native language (V.I. Kapinos, T.A. Ladyzhenskaya, M.R. Lvov, A.Yu. Kupalov). The implementation of this approach should ensure more successful work on the development of speech.

The modern elementary school sees one of the main tasks of education - the development of speech and thinking of younger students. One of the indicators of the mental and speech development of schoolchildren is the richness of their vocabulary. Vocabulary is necessary for the language as a building material. With the help of the word, human thinking is associated with objective reality, since the word denotes the subject of reality and expresses the concept of it. The word, according to the definition of Mikhail Rostislavovich Lvov, "is a particle of knowledge, a particle of generalization of experience, which is stored in memory and used by a person in the process of thinking and speech" Lvov M. R. Methods for the development of speech of younger students. - M., 1985 .. Enrichment of vocabulary, and, consequently, speech development is facilitated by the organization learning activities aimed at:

Perception and awareness of the semantic content of the studied words and cognate words, shades of the meanings of these words, antonymic and synonymous relations, compatibility of words and stable turns;

Development of the ability to explain the meaning of words and the features of their use in speech;

Formation of the ability to use words in speech when constructing one's own speech statement.

The poverty of students' vocabulary hinders their assimilation of spelling. Questions of the formation of literate writing skills in primary school are solved in terms of teaching schoolchildren spelling based on the use of certain rules and memorization of a number of so-called "dictionary" words, i.e. words with unchecked spellings. It is very difficult for younger students to master these words. Observations show that students graduating from elementary school make mistakes in spelling a large number words with unchecked spellings.

On average, an adult uses about 3 thousand words for daily communication. However, his vocabulary consists of about 20 thousand words. The larger a person's vocabulary, the more likely they are to succeed in life.

American pediatrician Susan Canizares, who has published a number of books on how to teach a child to read, believes that what more baby knows words, the more likely it is that he will start reading and writing faster, it will be easier for him to study at school and, as a result, a person with high intelligence will grow out of him.

According to Canizares, at the age of 2-3 years, a child knows 50-300 words. At the age of 3-4 years, the vocabulary increases to 500 - 1.2 thousand words. From 4 to 5 years old, it increases to 1.5 -2 thousand words. After reaching the age of six, the average child knows more than 6,000 words.

By the time the child enters school, the child's vocabulary increases so much that he can freely communicate with another person about everyday life and things that are within his sphere of interest (from 3,000 to 7,000 words). The need for communication determines the development of speech.

Types of work to enrich the vocabulary of younger students

The poverty of students' vocabulary hinders their assimilation of spelling. Nikolai Sergeevich Rozhdestvensky, a Soviet teacher, wrote that the richer the child's vocabulary, the more accurately he understands and uses words in his speech, the more family ties he sees between words, the higher the level of his spelling literacy. At the same time, the enrichment of the students' vocabulary should be understood not only as its quantitative increase, but also as its qualitative changes, expressed in expanding the scope of concepts, in clarifying the meanings of words, in familiarizing with new meanings of already known words.

So, one of the main indicators of the mental and speech development of a student is the richness of his vocabulary, the ability to correctly, coherently and emotionally express his thoughts. The richer the student's active vocabulary, the more meaningful and colorful his oral and written speech. And right now, when in the new Federal state educational standardelementary general education states that as a result of mastering the program, students should be able to actively use speech means to solve communicative and cognitive tasks, the problem of enriching the vocabulary of younger students is quite relevant.

One of the types of work to enrich the vocabulary of students is the work on memorizing and using a number of so-called "vocabulary" words, i.e. words with unchecked spellings. Primary school teachers know how difficult it is for younger students to master these words. One of the reasons is that when getting acquainted with "dictionary" words, the child is assigned, as a rule, a passive role: the word is presented and analyzed by the teacher himself. The student is only asked to copy and memorize it. However, the mechanical memorization of words tires the student and does not form his interest in the language. Practice has shown that work on unchecked spellings, focused only on the mechanical memorization of words with such spellings, is ineffective.

Therefore, while learning a new word, you need to use various methods:

a) reading a riddle, solving it by students;

b) listening to a recording, audio recording and determining the subject in question;

c) examination of a subject picture;

d) description of the features of an object or presentation of a synonym, etc.

e) work on the "visual" image of the word.

When using the described methods of working with words with unchecked spellings, students learn the spelling not only of the words provided by the program, but also of many others.

The enrichment of the student's vocabulary is carried out in two main ways: through mastering the meaning of new words previously unknown to children and through the disclosure of the richness of the lexical meanings of the word. In order to achieve fluency in the language, it is necessary to use in the Russian language lessons in the course of working on words linguistic dictionaries. One of the methodological conditions that ensure effective work on the development of speech with the help of the "Explanatory Dictionary" is the knowledge of the word itself, the correctness of its understanding, the accuracy of use in speech in different meanings, the ability to replace the word with another, more accurate, expressive.

Working with synonymsstudents realize that there are many words in the language that denote the same concept, but differ in different shades of meaning, emotionally expressive coloring, and compatibility with other words. Therefore, one must be careful about the choice of words in order to say accurately and expressively.

The enrichment of the vocabulary is facilitated by the compilation by the students themselves different kind dictionaries.

Compilation of dictionaries based on the vocabulary of read works of art.

After reading some works (mostly small in volume), children are invited to make lists of the most interesting, in their opinion, words and phrases found in this work. Interesting words can be both in terms of their lexical meaning, and in terms of their grammatical form, and in terms of their spelling. Children can use these dictionaries as lists of reference words when retelling, working materials when writing presentations based on these works of art, essays. Vocabulary exercises develop students' memory for the spelling norm, expand vocabulary.

Compilation of dictionaries of words of foreign origin.

The exercises of the Russian language textbook and the texts in the literary reading textbook can serve as material for compiling such dictionaries.

Dictionaries of native Russian words, obsolete words.

The texts of Russians serve as the material for such dictionaries. folk tales. With the help of the collected materials, children can do creative work on compiling their own fairy tales. Works are issued in the form of baby books.

The work of compiling a dictionary can be done in the form of a project. The project method is based on the development cognitive interests students,.

For example: the creative project "Dictionary of Antonyms", the creative project "Dictionary of Professions". During the defense of the project, the oral speech of students develops, the ability to independently construct their knowledge.

It must be borne in mind that a child can understand words and expressions, but not use them in his speech. The following types of exercises will help to enrich their active vocabulary.

We call things by their proper names

Children often confuse words that are similar in meaning: for example, gloves are called mittens, saucers are called plates, etc. In order for students to see the differences, you can invite them to draw close concepts and analyze the details that characterize each of them. Relying on a visual analyzer will allow them to visualize and better remember these words.

Making connections between words

This type of exercise allows students to speed up the reproduction of words and turn their passive vocabulary into an active one. Schoolchildren are offered a word game, the rules of which are gradually becoming more complicated. First, the child must, in response to the word spoken by the adult, name any noun, adjective, or other part of speech that comes to his mind. For example, "table" can evoke the following association words: "kitchen", "round", "rocks", "wooden", etc. Then it is proposed to answer only with nouns in the singular. The same exercise should be performed separately with adjectives, verbs, and words that will cause taste or color associations. For example, you can ask children to name only sweets or red items.

children younger age for the development and strengthening of associative links, it is useful to make riddles: “Who is gray, angry, hungry wandering in the forest in cold winter?”

We understand the figurative meaning

The thinking of younger students is specific. However, by the age of 8–9, they should already be able to catch the hidden thoughts of the author of the text, which do not follow directly from the written words. Not possessing this skill, children allow excessive detail in their own speech, without highlighting the main thing. Proverbs and sayings are an excellent model for training understanding of the figurative meaning of statements. The most simple game is that you tell the students a proverb, and then give a list of four others, in which they must choose a close one in meaning.

For example: "Which of the options reflects the same idea that is contained in the saying "On lack of fish and cancer - fish"?"

a) “Moscow was not built right away”;

b) “I grabbed the tug - don’t say that it’s not hefty”;

c) "Between the blind and crooked leader";

d) Appetite comes with eating.

Enrichment of vocabulary helpsconducting quizzes with students of grades 1-2: “Winter-Winter”, “Learning by playing”, “Words play hide and seek”, games “Poetic duel”, “Who will pick up more rhymes for words”. Such fun quizzes, games and holidays arouse the greatest interest among younger students. During easy communication, the replenishment of the vocabulary of children occurs most actively.

An effective means of enriching students' vocabulary is memorizing songs, poems, prose passages. The expansion of the vocabulary also occurs when working on riddles, proverbs, fables, fables, tongue twisters, counting rhymes, nursery rhymes. Of great importance for enriching the vocabulary of students is the work with illustrations, plot pictures.

In grades 3-4, work continues to enrich the vocabulary of students in the course of lexical work and analysis of the composition of the word, work with the text. Enrichment of the grammatical structure of speech with constructions with homogeneous members, complex sentences. The development of coherent oral speech in the course of working with language material, reading texts. The development of coherent written speech (writing free dictations, presentations, essays based on pictures and key words).

Writing essays based on a painting is one of the effective means development of speech, enrichment, clarification and activation of the vocabulary of children, development of memory, observation and creative imagination(fantasies). This is an interesting type of exercises for the development of coherent speech. Writing is the child's attempt to express the world in its internal display, express your point of view. This type of work forces the student to organize his thoughts in accordance with the requirements, enriches the language and teaches literacy. During such essays, it is advisable to use cards with words from the dictionary of moods and feelings, which are compiled by the students themselves.

The textbook of literary reading contains literary texts rich in language, for example, poems by A. Pushkin, I. Nikitin, I. Surikov, S. Yesenin, F. Tyutchev and others, which allow interesting work above figurative words and expressions.When working on words that are close or opposite in meaning, students are pointed out the exact use of words inour speech. Shades are revealed in the meanings of words that are close in meaning (blizzards, blizzards, snowstorms, blizzard; freezes, freezes, trembles; burns, illuminates). Students see that words that are close or opposite in meaning help eliminate the monotonous use of words in speech and can be expressed by an adjective, a noun, a verb.

Enriching the active vocabulary of students is one of the main tasks of teaching the Russian language. The word is part of the building material for sentences, the key to understanding the whole sentence. If a child does not know how to understand the meaning of a word, understands poorly or does not understand its meaning at all, he will always suffer from a misunderstanding of the subject itself. The meager vocabulary of the student deprives him of successful work. Therefore, the task of the teacher is not just to acquaint the children with new words, lexical meaning, but also to make them an object of observation, analysis, given their etymology.It is necessary to teach children to correctly interpret and use words in various life situations: when studying the disciplines of the school curriculum, when perceiving new words, when interacting with elders, friends, and peers.

Literature

1. V. P. Kanakina. Features of the vocabulary of younger students. / Primary school. - No. 6 - 1997.

2. Methodology of grammar and spelling in primary school/ V. A. Kustareva, N. K. Nikitina, N. S. Rozhdestvensky and others; Ed. N. S. Rozhdestvensky. - 2nd ed. - M .: Education, 1979.

3. Lvov M. R. Methods of development of speech of younger schoolchildren. - M. - 1985;

4. Russian language. Grades 1-4: work with vocabulary words. Entertaining materials. Issue. 2 /auto-stat. T.M. Anokhin. - Volgograd: Teacher, 2007.

Sections: Primary School

Relevance of experience

In the process of modernizing the content of education, the main goal and results of the learning process is the mastery of various kinds of competencies. The use of the competence-based model in education implies fundamental changes in the organization of the educational process, in the activities of the teacher, in the ways of evaluating the educational results of students in comparison with the educational process based on the concept of "learning knowledge". The main value is not the assimilation of the sum of information, but the development by students of such skills that would allow them to determine their goals, make decisions and act in typical and non-standard situations.

The key educational competence of younger students is speech competence. It is especially important for learning and social life, as people who do not own it are threatened by social isolation.

Unfortunately, in the lessons in the classroom, in communication, we meet with answers that are poor in lexical terms. And poor vocabulary is combined with poor syntax. The meager vocabulary of a younger student often interferes with successful work in the field of spelling. All this is aggravated by the fact that primary school students think concretely: they use many abstract words and concepts, often without understanding their meaning. The speech of our students is often incoherent, logically inconsistent, contains many stylistic errors. Incorrect speech is either difficult to understand or can be misunderstood. And if you misunderstand, you will act incorrectly. Due to the careless attitude to our speech, many misunderstandings arise. . It is precisely these errors that should be eradicated from the speech of our children.

Problems solved in experience

To study the linguistic, psychological-pedagogical and scientific-methodical literature on this issue.
Develop and describe the technology of work to enrich the active vocabulary of students
To identify the effectiveness of work on enriching the vocabulary of schoolchildren in the classroom and in extracurricular activities.

The idea of experience is to change the organization of the educational process by attracting additional material, a clear selection of language tools and the use of active methods of domestic methods based on an activity approach within the competence-based technology. The activity mode of the organization academic work orients students towards creative work and educational projects.

The method of organizing the student is subjectivization, since it is in the activity that the formation of the subject takes place. The formation of his personality and the realization of its potential. The subjectivization of the learning process is understood as the conscious and active involvement of schoolchildren in the planning, organization and implementation of its educational and cognitive activities.

At the heart of the methodology of teaching the Russian language, based on subjectivization. Lies the traditional system of education. But to ensure such a nature of educational work, in which the level of consciousness and activity of the student is significantly increased. I have made some adjustments to its content and organization. They are designed to speed up the development of natural children's cognitive needs.

The enrichment of the vocabulary of younger students can be called a change in the content of the educational material provided for by the existing teaching materials. It concerns several areas. The first of them is working with vocabulary words as concepts, which provides a new quality, greater depth of understanding and increased strength in mastering the studied language material. To do this, the process of familiarization with the lexical meaning of the word is divided into two stages. Each of them is associated with the level of knowledge of children about a particular subject or phenomenon indicated by the word being studied. At the first stage (level of representations), students formulate the meaning of the word. Based on their available this moment knowledge. At the second stage (conceptual level), students receive deeper, systematized knowledge, designed in the form of a definition of a concept. In the lesson, this work takes place as a conversation-reasoning of the teacher and students and children with each other. The second direction is the introduction of a new type of lexical exercises, which, in their content and functional purpose, act as complex intellectual and speech exercises. They are characterized by a specific selection, an unusual arrangement of language material and an unconventional approach to setting tasks. The third direction is to increase the scale of the use of proverbs, sayings, phraseological units at different stages of the lesson. The fourth direction is the wide involvement of texts of an educational and cognitive nature in the content of education.

the most important integral part work on the formation of speech competence of younger students is vocabulary work. Aimed at expanding the active vocabulary of children and at developing their ability to use in their speech practice the lexical resources of their native language that are available for their age and development, work on the word at the initial stage of schooling should be the fundamental basis on which classes in the Russian language are built. In my work, I propose a system for enriching the speech of younger students with lexical means.

The basis of the system is the level structure of the language. The methodology of lexical work in the lessons of the Russian language, in my opinion, should include five main areas:

interpretation of a particular lexeme;
etymological analysis of the word;
synonymous connections;
antonymic connections;
phraseological relations.

Interpretation of a lexeme

In explaining the meanings of words, it is important to be guided by the general didactic task of increasing the degree of independence of the cognitive activity of students, to ensure that the students themselves try to explain the meanings of words. In this regard, three main ways of interpreting the lexical meaning of a word can be distinguished: visual, semantic, contextual. An effective method of revealing the meaning of a word is the use of an explanatory dictionary of the Russian language. It is necessary, first of all, to teach schoolchildren to use a dictionary, to consider the principles on the basis of which the definition of a word is built. After students learn to find an explanation of the meanings of words with the help of a teacher, it is necessary to send them more often to the dictionary to find the necessary information on their own.

Etymological analysis

Turning to the past of the word, children discover its place in modern language; better feel its artistic and expressive possibilities. Stories about the history and origin of words are one of the effective means to make teaching the Russian language at school not only truly teaching, developing and educating, but also interesting and entertaining.

Working with synonyms

Among the various exercises aimed at expanding the vocabulary of children, I give a special place to working with synonyms. In elementary grades, theoretical information about synonyms is not provided, however, practical work with them, observations of the language require the formation of a concept of synonyms in students. There are not enough exercises aimed at the active assimilation of the synonymous riches of the Russian language by children in educational books. The circle of synonyms is not defined by the school curriculum. Therefore, I believe that every teacher should plan and carry out work with synonyms himself.

In the early stages, synonyms must be chosen from among the conceptual ones, and those that are often used in speech. In addition to taking into account the frequency of use of words included in the synonymic series, in my opinion, other signs should be taken into account:

- the degree of difficulty of synonymous words in a particular class;
- the degree of their novelty;
- the ability to activate the vocabulary of students.

Assimilation of new words on the basis of sensory images is impossible if only Russian language lessons are used. The lessons of fine arts, the world around us, technology, and even physical culture and mathematics provide great opportunities in observing phenomena, designating them with “one’s own” word, comparing these phenomena, highlighting common and distinctive. In turn, the lessons of the Russian language and literary reading make it possible to observe and analyze the use of synonyms in texts.

In the third grade, during the analysis of linguistic material when studying parts of speech, students realize that there are many words in the language that denote the same concept, but differ in different shades of meaning, emotionally expressive coloring, compatibility with other words. Therefore, one must be careful about the choice of words in order to say accurately and expressively.

The topic “Adjective” is very interesting and fertile in terms of the development of students' speech. Adjectives are an extensive material that can be used to observe synonyms, antonyms, and the use of adjectives in a figurative sense. I work on synonymous adjectives systematically and systematically through a variety of exercises.

I offer many tasks related to the lexical compatibility of an adjective with a noun. Such work is useful for choosing words with the most appropriate value. Exercises of this nature lead to the fact that the selection of synonyms in the presentation does not cause serious difficulties for students.

The study of the verb significantly promotes the speech development of students. To explain the meaning of verb words, to reveal their ambiguity, the technique of synonymization helps me. Work on verbal synonymy, as well as on lexical synonymy in general, should be built in the direction of expanding the child's passive vocabulary in the classroom at the expense of new words previously unknown to students and their ever wider transfer from passive to active vocabulary. Verbs-synonyms in the mind of the child should be clearly limited from the same-root words belonging to different parts of speech. I consolidate the concept of verbs - synonyms with a number of exercises that are located in the system.

After these exercises, work begins on the use of synonyms in speech. Exercises are devoted to the prevention of errors in the inappropriate use of words, showing the possibilities of lexical compatibility of synonymous words with one or another word in phrases and sentences.

Synonyms are also needed in order to exclude the repetition of the same word in a sentence and text. Students complete the task of editing sentences, eliminating repetitive words. This type of work is a good preparation for writing summaries, essays and other coherent statements.

Next, we consider the synonymy of polysemantic words. It is very important to show that different meanings of one polysemantic word form their own synonymous rows. By completing the tasks of this topic, children will see that synonyms are needed for a more accurate expression of thought.

In the fourth grade, it is important to focus children's attention on the use of synonyms in their own speech activity, as well as on correcting mistakes.

Work on antonymy

The main didactic material for a variety of work with antonyms is the “School dictionary of antonyms of the Russian language” by M. R. Lvov.

I start working on antonyms in the first grade and, complicating things, I spend constantly, mainly in connection with readable texts and with some grammatical topics. At the initial stage, I do not provide theoretical information to students. At this time, I replace the term “antonyms” with the term “opponent words” or “enemy words”, which means “words that are opposite in meaning”: day - night, long - short, enter - exit.

In the second grade, I introduce students to the term "antonyms". When introducing this concept, it is appropriate, together with the children, to compare it with the word "synonyms". This can be done in the following way: The word itself antonym, probably reminds you of another term we're already familiar with, doesn't it? Who will say about it? (Word antonym looks like a word synonym. They have the same second part.) Do you know why? (Not.) The second part of these words-terms onyma- in Greek means - "name", "word". And if we add the first part to this anti, what does “against”, “opposite” mean, then you get the word antonym.

At this stage, it is important to draw students' attention to the fact that not all words of the Russian language have correlative words with the opposite meaning. At the same time, some words, if they are ambiguous, may have several antonyms, for example: light (burden) - heavy; easy (task) - difficult; light (gait) - overweight; light (frost) - strong; light (music) - serious; light (sleep) - deep. I offer students assignments for distributing words into antonymic pairs, then for finding antonyms in the texts of proverbs and poems. In the third grade, when studying the topics “Noun”, “Adjective” and “Verb”, students are offered assignments for the selection of antonyms for different parts of speech.

Phraseology work

Together with vocabulary work in the Russian language lessons, I am working on phraseology. Moreover, this work is not carried out sporadically, but in the system already at an early stage of education. In the first grade, I replace the term "phraseologism" with the term "winged words", which means words that "seem to fly from sentence to sentence without changing their composition." In the second grade, when the essence of such combinations will be more understandable to children, I introduce them to the “serious” linguistic term, giving it in an interpretation close to younger students.

It is very important that children not only write down and remember this or that phraseological combination, but also learn its meaning and be able to use it correctly in their speech. To do this, I suggest that students independently compose sentences with phraseological combinations. On the one hand, this technique helps students to better understand the figurative meaning of these combinations, and on the other hand, it stimulates verbal creativity. Most effective technique familiarization with phraseologism is the awareness of its meaning in the context. In the third grade, students continue to observe the meaning of catch phrases. They are led to the conclusion that stable phrases, like words, can have synonyms, they are exercising in the selection of synonymous phraseological units. At the same time, students get acquainted with phraseological units-antonyms.

In school programs in the Russian language for elementary grades, great importance is attached to lexical work. But, basically, the work is not aimed at communicating the theoretical foundations, but at practical exercises in connection with the study of grammar and spelling. The strict scope of the lesson and the saturation of the Russian language program do not always allow answering many questions that interest children. To make up for this shortcoming, I developed and tested the circle program for students of the second grade "To the secrets of the word" and for students of the third grade "Journey to the Past". Lessons are based on entertainment. Practical material for observing the word and various exercises for consolidation contain a problematic task. Difficult tasks attract students with their novelty, unusualness, non-standard. This contributes to the creation of a positive emotional environment, without which it is impossible for students to actively master the material. Common to all types of classes is that in each of them, students get the opportunity to solve feasible problems, perform elementary stylistic exercises, and conduct systematic observations on linguistic facts. For students of the fourth grade, a course of choice "Native word" has been developed

This system of work will help the teacher determine the content and methodology of lexical organization in elementary school, contributing not only to the enrichment of the student's vocabulary, but also to improving reading skills and speech development, will create the basis for subsequent language practice, will help not only to firmly master the material, but also to interest children, increase attention to the word. The initial acquaintance of younger students with the elements of lexicology will help the middle-level teacher to carry out in-depth and systematic work on the word as a lexical unit, and will provide a system of continuity between the two levels of education.

I think that most teachers believe that the ability to speak clearly, correctly, clearly express one's thoughts, use vivid figurative expressions in speech is a necessary skill that children should master at school. It is on the formation and improvement of the skill of correct speech that the work of teachers in the lessons of rhetoric, the Russian language, and literary reading is directed. One of the main places in this work is the work on vocabulary enrichment schoolchildren.

What is meant by the development of speech of younger students? This is a systematic work on clarifying the children's ideas about words, their origin, acquaintance with new words and the active inclusion of these words in the students' lexicon, improving word-formation skills. It is necessary to teach children to use words and their forms thoughtfully, to form the ability to correctly formulate their thoughts in sentences.

This article and presentation describes how to work with enrichment and activation of the vocabulary of younger students used by me on speech therapy classes. Conventionally, it can be represented by several blocks.

1. Clarification of the meaning of the word, its semantics;

2. Using a new word in one's own speech;

3. Conscious choice of the appropriate form of the word.

Vocabulary Enrichment and Activation Techniques

Working on magnification vocabulary for students, the teacher simultaneously solves two problems: quantitative and qualitative enrichment. The growth of vocabulary in quantitative volume is unthinkable without its qualitative improvement. Increase schoolchildren's dictionary in quantitative terms, it is possible when reading texts, drawing the attention of students to those words that are unknown to them. For example: when reading the poem by E. Stewart “Spring has come”, you need to draw the attention of students to the words eaves, unwell. Explain the etymology of these words.

It is worth drawing the children's attention to words that have several meanings, especially with figurative meanings of words. This work is aimed at enriching the quantitative composition of the vocabulary and helps children to better understand the meaning of the word and the mechanism of its figurative meaning.

Using the technique of drawing students' attention to little-used words, the teacher changes lexicon children not only in quantity but also in quality. However, children's knowledge of certain words is not always expressed in their use in the independent speech of a younger student. And teachers understand that if a child cannot use a word that he has recently met, then this indicates that he has not learned it. Assimilation of the word comes with the experience of making sentences, with the development of the ability to use the word depending on the neighborhood with other words, on the purpose of the statement. To save a child from a large number of errors in speech, exercises aimed at using new words in various contexts will help.

Thus, the ultimate goal of enriching the vocabulary of younger students is the use of words by children in their own statements. The active and passive parts of the dictionary are distinguished in the speech of each native speaker in terms of the use of words in speech. The main difference between an active dictionary and a passive one is manifested, first of all, in the level of word proficiency. Ownership of a word implies knowledge of its semantics, compatibility and scope of use. If the student is aware of the meaning of the word, knows how to correctly combine it with other words and use it appropriately in his speech, then given word included in his active vocabulary. If the word in the mind of the student correlates with the reality or concept, and he understands it at least in the most general form (he knows the generic characteristics of the reality or concept), but does not know how to use it correctly or does not use it in speech, then such a word is included in the passive vocabulary student.

In childhood, the boundaries between active and passive vocabulary in vocabulary are quite mobile: the active vocabulary increases not only due to new words, but also due to the transition of passive words into the active vocabulary.

The task of the teacher is to help students master the compatibility and scope of passive words, thereby translating them into an active vocabulary.