Having guessed the isographs, you will learn the names of objects. Isograph - what is it? Rapidograph and isograph: difference
Isograph - what is it? What is this tool used for? Everything is in order and in more detail.
Isograph - what is it?
So, you heard an unfamiliar name, and you have a question about what it means. This tool has ink reservoir pens that feed through a small tube. Most often used by artists. The price of such a tool differs from the price of ordinary pens, but it's worth it, because the line drawn by the isograph looks high quality and solid. Such devices became competitors of ordinary pens. They are much more functional, because, unlike a pen, you do not need to constantly carry an ink bottle with you! The line of such a device is of the same diameter, so it is worth buying a few more of these pens, but of different diameters. In general, an isograph is a tool for drawing work.
Rapidographs - what is it?
Rapidograph and isograph differ from each other. The designs of these devices are slightly different, but the lines are the same. It is not known whether this is true or not, but, according to rumors, the ink pen can only draw perpendicularly on paper, and the isograph can only draw at an angle. Many argue that both of these devices can draw on paper at an angle.
Why buy such an expensive drafting tool
It is not necessary to buy such a tool. If it is convenient for you to draw with ordinary pens, then draw with them, everything here depends entirely on your desires and financial capabilities. The only thing that distinguishes the liner and isograph is that their ink resembles a special ink for drawing.
Where can I buy
A drawing set can be bought even for school-age children. You can find these amazing sets in stationery stores or art specialty stores. They are called so - isographs for schoolchildren. In stationery stores, the choice of such drawing tools is usually very small. But do not despair! On the Internet you can find online art stores! In them, you will definitely be able to choose the most suitable isograph or rapidograph for yourself. The diameter of the tip can be absolutely anything, that is, the way you want. Such sets will cost from 400 to 700 rubles. If the kit or tool is equipped with something else, then the cost may be higher.
Pay attention to tanks. If you chose a tool with a removable cartridge, you will have to purchase an additional ink jar.
What to do if the isograph is broken
These tools are very capricious, but also expensive. They need to be handled carefully and carefully. The instructions say: be sure to clean every month. Therefore, if you want the isograph to last longer, follow all the instructions. Do not disassemble isographs and rapidographs more than is given in the instructions. You will definitely not be able to collect them back! Fill devices only with specially designed ink. If you fill the isograph or rapidograph with the wrong ink or ink, the instrument will deteriorate! Such instruments can deteriorate on their own, especially those with a thin shaft.
Causes of breakage of drawing tools
The most common reason for the breakage of such tools is that the tip or metal thread is bent. They are located inside the tool on a weighting agent. Most often they break when they are subjected to strong shaking. You can't fix it at home. In this regard, the rapidograph and isograph are exactly the same.
Another cause of breakage is dried ink on the tip. Don't leave your tool idle! It must be painted at least once every five days. Be sure the isograph and rapidograph must be screwed on with a cap! If you are going to leave the tool for a long time without work, then before that, rinse thoroughly from ink.
Making drawings with the help of isographs and rapidographs
Knowing the isograph - what it is, we can learn about the drawings made by this tool! Such drawings must be made very high quality and according to all requirements. Isographs and rapidographs are used, respectively, to carry out the design of drawings in accordance with GOST. But what is it? This design lies in the fact that each line drawn by such a tool must be absolutely even. It will not be possible to draw up a drawing in accordance with GOST if you only have an isograph with a tip of the same diameter on your hands. The ink in such tools must be branded and of high quality, then the drawing will turn out to be correct and according to GOST standards. The font according to GOST must be standard!
Drawing tools
We now know isograph - what it is. We also know the features of such a tool and its functions! And with the help of other drawing tools, can you make drawings in accordance with GOST? Yes! For example, as mentioned earlier, you can draw on paper with a pen, as great writers such as Pushkin, Lermontov, Tolstoy and others did in past centuries. Most often, an ordinary feather was made from duck feathers, and raven feathers were taken for thin ones. Pens for writing and drawing are very different! The drawing pen has a wide tip, while the writing pen has a thinner tip. It will not be difficult to distinguish them, since for wide feathers the tip resembles a small spatula, and for thin ones - a spear of a knight of the Middle Ages.
In addition to pens, isographs and rapidographs, they also use a metal pen, it is called a rondo. Use such a tool to draw posters. Most often, such a pen helps to write on paper in calligraphic handwriting and drawing font. This pen acts like a normal ballpoint pen, which has a line of the same thickness anywhere! But this tool, like everything around, has supporters and opponents.
Liners are considered an analogue of isographs and rapidographs. This is a good tool, which is also cheaper than an isograph. The line drawn with this tool will be smooth, it will not have any smudges that are noticeable when working with. But the only negative and just the difference from expensive and capricious isographs is that the liners are disposable. Yes, you can use them once, and then you need to buy this tool again.
Lots of drawing tools! It will not be difficult to choose for yourself the most convenient, correct and unusual. No one will force you to buy the most expensive drawing tools, such as an isograph or ink liner. Your choice will depend only on you. Perhaps you will get an isograph for yourself, and other tools will no longer make you feel like this one. Or maybe you want to write or draw with a pen. You will get used to the pen, and other tools will not interest you. As they say, to each his own! You decide and choose for yourself what you want, so no one will force you to buy this or that drawing tool! With the help of any tool, you can make drawings in accordance with GOST.
Goals. We teach to solve isographs (words encrypted in the picture). We consolidate the ability to recognize the studied letters written in various fonts. On the example of words helicopter, plane Game progress. The child recognizes the image of a helicopter in the picture, determines that it is made using letters. The adult explains that the picture contains the word itself. helicopter. Analyzing the sound composition of a word, the child sequentially finds the letters included in it. At the same time, he notes that some letters in the figure are depicted incorrectly (B, P). The child explains what in the figure of the helicopter each letter represents (B - helicopter rotor, R - body and tail etc.); independently writes this word, performs its sound and syllabic schemes. An adult draws the child's attention to the difference in pronunciation and spelling of the word and asks to highlight the letter O with a red pen - helicopter.
The isograph is analyzed in the same way. airplane. In conclusion, the child is invited to remember the professions of people working on these machines.
Animals of hot countries»
Goals. We learn to form plural present tense verbs, coordinating them with nouns. We consolidate the skill of reading three-syllable words with a confluence of consonants (crawling, swimming, jumping). We consolidate the child's knowledge about the animals of hot countries, the ability to recognize them in pictures and name them.
Game progress. The child names the animals shown in the pictures, summarizes them: hot countries animals.(A child's comments or an adult's story about the life and behavior of these animals are required.)
After reading the words written on the right in a column, the child remembers which of the drawn animals perform these actions best. (run, crawl, fly, swim, jump). The child connects the word and the corresponding animals with an arrow (running-» ostrich, giraffe, etc.).
In conclusion, the child paints the pictures.
Going to the zoo»
Goals. We fix the recognition and correct spelling of the studied letters. We train the ability to make names from the proposed letters, we consolidate knowledge of the rule about writing names with a capital letter. On the example of sound-letter analysis and synthesis of names Yura, Julia we consolidate knowledge about the letter Yu. We train the ability to differentiate R and L, A and Z. We consolidate the ability to draw up a sentence scheme with the allocation of prepositions in it as separate “small words”. We develop the ability to compose a story based on a plot picture.
Game progress. Having crossed out incorrectly written letters, the child makes up the names of the children drawn in the picture from the remaining letters (while remembering the rule about writing names with a capital letter); writes names (Yura, Julia), performs their sound and syllabic schemes.
On the leading questions of an adult, he guesses where these children come from. Then he reads the unfinished sentence under the picture, guesses what words need to be entered, and enters them with the help of an adult. (Julia, Yuri or Yura, Yulia). Adult explanations about the correct spelling of words are needed Yura(or Yulia).
The child checks whether everything is correct in this sentence. Guessing that there is no punctuation mark at the end of the sentence, he puts it at his own discretion (.!?) and reads the sentence with the appropriate intonation. After analyzing the sentence by the number of words, highlighting the preposition as a “small word”, the child completes the sentence scheme.
Completing the game, the child makes up a story based on this plot picture about visiting the zoo by children.
Ostrich "(Isograph)
Goals and the course of this game is similar to those described earlier (see p. 56).
Collect bouquets»
Goals. By training the ability to add letters missing in words, we develop the skill of sound-letter analysis and synthesis. Strengthening knowledge on the topic "Flowers", we train the ability to differentiate types of flowers (garden and field).
Game progress. The child gives a generalized name to the depicted objects: flowers. An adult offers to analyze this word and complete it by inserting letters. The child names each flower, remembers what kind it belongs to (rose flower- garden flower, chamomile- wild flower etc.), explains why flowers are called field and planted, recalls what other flowers belong to both species.
An adult offers to make two bouquets from the flowers in the picture, distributing them by type. The child must guess for himself in which vase each bouquet will stand. (To do this, he needs, by inserting the missing letters, to add the words below the bottoms.) Performing a sound-letter analysis of words field and garden, he fills in the missing letters in them, generalizes them (vowels). Then he indicates with arrows in which vase each flower should be placed.
At the end of the game, the child is invited to draw their own bouquets of field and garden flowers in vases.
Sonya and flowers»
Goals. We consolidate the ability to analyze the sentence by the number of words and add the words that are necessary in meaning to the unfinished sentence. We consolidate the ability to determine the preposition B in the sentence and highlight it on the sentence diagram as a separate “small word”. We continue to train in compiling stories according to the plot picture.
Game progress. Looking at the picture, the child answers the adult's questions about its plot. The child reads an unfinished sentence written under the picture, analyzes its scheme, completes the missing words (in, flowers). The adult offers to write a story about how the girl Sonya grew flowers in the garden.
Narcissus"
Goals. We train the child in the ability to recognize letters by their incomplete spelling, to read words written clockwise. On the example of the word narcissus we consolidate the skills of sound-letter analysis and synthesis.
Game progress. The child must name the drawn flower and tell everything he knows about it. An adult suggests that the name of this flower is written inside the picture. Recognizing the unfinished letters and commenting on their correct spelling, the child explains how to read the name of this flower. (clockwise).
In conclusion, the child independently writes the word narcissus and composes its sound and syllabic schemes.
Fish"
Goals. We fix the recognition and correct spelling of the letter Щ by the child. We train in highlighting and determining the place of Щ in the word, we consolidate knowledge about this sound. Reinforcing knowledge about fish, the ability to recognize and name them from pictures, differentiating river and sea fish.
Game progress. The child names the fish shown in the picture, finds an extra one among them and explains his choice. (The shark is superfluous, as it is maritime fish, others river.)
The child recognizes and writes on the dots the letters Щ in the circle. An adult gives the task: draw arrows from the letter Щ to those fish whose names contain the sound Щ (bream, pike). The child must say what part of the word is SCH.
Pike and bream»
Goals. We consolidate the child's knowledge about the sound and the letter Щ, the rules for writing the syllables ЩА, ЩУ. We train in the ability to read short poetic texts. We consolidate the skills of sound-letter analysis and synthesis. We consolidate the ability to recognize and complete a familiar drawing by dots.
Game progress. The child recognizes in the picture and draws a bream and a pike, makes up a short story based on the plot of the picture. An adult gives a task: choose from the proposed series of letters necessary to compose syllables shcha, shcha. The child crosses out unnecessary letters (i, u), explains his choice, adds syllables shcha, shcha and performs their sound scheme. Then he is asked to read the text and fill in the missing letters in the words.
Collect letters and make words
Goals. We consolidate the ability to write familiar letters, distinguish Sh and W, E and E. We train the skill of composing words from the proposed letters - ruff, bream. We consolidate the skills of sound-letter analysis and synthesis.
Game progress. An adult explains that if letters are correctly “assembled” from the given elements, then the names of two river fish can be made up. The child "collects" the "crumbled" letters, makes words out of them bream, ruff, writes them down, performs sound and syllabic schemes.
In conclusion, the child can be invited to draw these fish on their own.
H h
We're going to school"
Goals. We fix the ability to add words by inserting missing letters into them. We train the ability to distinguish between H and T. We consolidate knowledge on the topic "School and School Supplies".
Game progress. The child examines the image of a satchel and a briefcase, names these items and explains their purpose. Commenting on his actions, he adds words satchel, briefcase. The adult explains that the children were going to school. The student collected in the satchel all the items that have T in their names, and the student put all the items with Ch in the briefcase. The child needs to consider the proposed pictures and write the names of the items put in them under the images of the satchel and briefcase.
An adult asks to explain whether everything was correctly collected by the students in the school. The child crosses out words that are not related to school supplies. Then he is asked to write down the names of the items he would take with him to school.
In conclusion, the child paints the satchel, briefcase and school supplies.
Sign the pictures»
Goals. We consolidate knowledge about the correct spelling of the syllables CHA, SHA; Chu, SCHU. We train the ability to distinguish between H and W. Using the example of words grove, watch, stocking, pike we consolidate the skills of sound-letter analysis and synthesis.
Game progress. An adult explains that you need to choose from the proposed ones and write the missing letters in syllables cha, shcha; chu, chu. The child crosses out unnecessary letters and, explaining the rule for writing syllables cha, shcha; chu, shu, completes the given syllables.
The child names the objects drawn in the pictures. Commenting on the spelling of syllables cha, shcha; chu, chu, he signs the names of the depicted objects, performs sound and syllabic word schemes grove, watch, stocking, pike.
Penal" (Isograph)
Goals. We consolidate the ability to solve isographs. We develop the ability to recognize familiar letters written in different fonts. On the example of the word pencil case, we consolidate the skills of sound-letter analysis and synthesis. We train the ability to add missing words in a sentence and draw up a sentence scheme, highlighting the preposition in it as a separate word. We consolidate the knowledge that the first word in a sentence begins with a capital letter, and the sentence ends with some punctuation mark (. ! ?) . We learn to read sentences with intonation corresponding to the sign at the end of it.
Game progress. As in previous games with isographs, the child looks at the image and guesses the hidden word (pencil case). After that, he reads the unfinished sentence under the picture and enters the word given in the isograph.
The child, on his own or with a prompt from an adult, must explain the correct spelling of the first word in the sentence (with a capital letter), and at the end of the sentence put one of the punctuation marks (at his discretion) and read the sentence with the appropriate intonation.
At the end of the game, the child counts the number of words in the sentence, highlighting the preposition as a "small word", and completes the sentence scheme.
1. "A car was driving ..."
Goals. We consolidate the child's knowledge about the separating property of a solid sign. Learn how to form verbs with prefixes. We consolidate the skills of sound-letter analysis and synthesis.
Game progress. Having examined the drawing, the child points with an arrow from circle to circle, at the same time commenting on his actions, the path of movement of the drawn typewriter. (The car drove onto the bridge, drove off the bridge, drove around the tree, drove up to the garage, drove into the garage.) Then he reads the words on the right.
Analyzing the spelling of each word, the child inserts the missing b and paints the circles next to the words in different colors. After that, he is given the task: to paint the circles along the path of the car in the same colors as the circles next to the words drove in, drove out, drove around, drove up. Next to the circles, the child can draw and typewriter.
In conclusion, sound and syllabic word patterns.
Insects"
Goals. We teach the child to solve puzzles, insert the letters missing in the word, generalizing them (consonants in the word insects). We consolidate the skills of sound-letter analysis.
Strengthening knowledge on the topic "Insects".
Game progress. The child solves puzzles, commenting on the course of his reasoning, writes down the unraveled words (butterfly, dragonfly), performs sound and syllabic schemes of unraveled words. Then he summarizes the names of the guessed objects (insects). After analyzing the unfinished word on the right insects, the child inserts the missing letters (H, S, K, M), generalizing them as consonants.
At the end of the game, the child draws familiar insects.
Who sat down and who ate
Goals. On the example of the words village and ate, we consolidate knowledge about the function of a solid sign. We train the ability to perform sound-letter analysis and synthesis of words with b. We teach the child to independently add the missing word in the sentence, understandable in meaning. We consolidate the skill of composing a short story based on a plot picture and the ability to complete a drawing point by point.
Game progress. The child completes the drawing point by point and explains who and what he saw on it. Then the child reads and analyzes the words sat down, ate performs their sound and syllabic schemes.
The adult explains that these two words refer to the characters in the picture. The child comes up with a short story based on this picture, using words. sat down, ate Then he reads and completes the unfinished sentences under the picture, completes the schemes of these sentences, highlighting the preposition in them ON THE and union And like little words. The game can be ended by coloring the picture.
Read, write and remember
Goals. We consolidate the ability to recognize the outlines of the studied letters and distinguish between letters that are similar in spelling (b, y, p, b). We consolidate knowledge about the properties of hard and soft signs.
Game progress. The child crosses out the incorrectly written letters and names the correct ones. Then he needs to read the sentence and insert the missing letters in the words. Remembering the functions of hard and soft signs, the child explains the meaning of the rhyme. Then he pronounces it by heart.
Learning to write in writing is the task of the school period. Preschool preparation of the hand for writing will facilitate this laborious process for the baby and will contribute to the development of good handwriting.
The symbols K, C, 3 denote color - red, blue, green, respectively.
Tatyana Mikhailovna Belevich
Solving puzzles, crossword puzzles, isographs as one of the methods for preventing dysgraphia in children
As you know, tremendous changes are taking place in the field of education. We are talking about guidelines for a humanistic, personality-oriented model, about the earlier inclusion of the child in systematic education. This problem can be solved only in conditions of continuity of education. Therefore, we, preschool teachers, in particular, speech therapists of kindergartens, must take into account the two-sidedness of the learning process.
On the one hand, to recognize the inherent value of preschool childhood based on the leading game activity, on the other hand, to create conditions for the elements of educational activity. Our task is to develop thinking abilities in the process of cognition. children based on curiosity and interest. In many ways solution will depend on whether the teacher correctly understands the readiness of the child for schooling. After all, here one should take into account the "maturation" of all body structures, the formation of high-quality neoplasms in all areas personalities: physical, emotional-volitional, intellectual and communicative. The future student must have a developed ability to penetrate into the essence objects and phenomena, to master such mental operations as analysis and synthesis, comparison and generalization, seriation and classification, and in the process of educational activity must be able to establish cause-and-effect relationships between objects and phenomena, must be able to resolve contradictions. All this plays a major role in mastering the system of concepts and generalized methods. solutions practical tasks at school. The trend of modern preschool education is the transition from the values of learning to the values of development.
Its developmental vector is focused on creating conditions for each child in which a person could realize himself as much as possible.
The principle of development determines the outgoing position of the teacher in relation to to kid: rely on the existing natural potential, seek and reveal its talents, stimulate internal spiritual forces.
Therefore, the main goal of education at the stage of preschool childhood is to create conditions and prepare children to continuous self-education.
After working for some time at school, I realized that reading and writing disorders are the most common forms of speech pathology among younger students. Therefore, in kindergarten, I began to pay a lot of attention prevention of dysgraphia and dyslexia, using various methods and techniques. Productive method for solving this problem., in my opinion is solving puzzles and isographs by children, unraveling them crosswords. Of course, provided that children have a sound-syllabic and letter analysis of words. At the end of the first, at the beginning of the second year of study in a speech therapy group, speech pathologists can already solve the simplest puzzles and solve simple Crosswords.
But first, children must master the process of sound-syllabic analysis and synthesis of words.
Working with children on the development of phonemic perception and mastery of the sound-syllabic structure of a word, we often encounter such position: the first stage of training was completed - sounds were set, the child uses them correctly in words and phrases, copes with the initial types of work on sound analysis, correctly determines the number of sounds and syllables in a single word.
But now comes the period of practical application of the acquired knowledge in daily learning activities and the use of acquired skills in independent speech. In their daily speech practice, children must cope with a difficult task for them in a split second - to correctly perceive and reproduce many sounds, words and their combinations. Namely, these practical skills, free unconscious possession of speech means, are not enough for our children.
The need to develop and improve the child's speech skills, develop speed of action, thinking, accumulate quantity, improve the quality of his skills, makes us, speech therapists, constantly look for and expand practical material that trains speech hearing, clarity of perception, auditory and visual attention.
His work on the formation of children sound analysis and synthesis skills step by step:
Isolation of the first vowel sound in words.
Analysis and synthesis of combinations of two vowels.
Determination of the presence or absence of a certain sound in words.
Definition of the last vowel sound in words.
Isolation of the stressed vowel in words.
Synthesis of words consisting of two sounds: vowel and consonant (-AM-, AX-, -OX-, etc.)
Definition of the first consonant sound in words.
Definition of the last consonant sound in words.
Definition of a vowel sound in the middle of monosyllabic words (-poppy-, -bow-, cat-, -whale-)
Synthesis of monosyllabic words consisting of three sounds.
analysis of such words.
Determining the position of a vowel in words (beginning, end).
Determination of the number of syllables in words.
Definition of several vowel sounds in words.
Synthesis of disyllabic words consisting of two open syllables (-mom-, paw-, - linden.).
Majority children five years old cannot read.
Preparing children to schooling, used sound symbols in her work. (The sound cannot be seen. It can only be heard, but the letter can be seen.)
Together with children, we establish a connection between sound and letter. Showing the children the image of the letter, I try to evoke visual associations in them. (what does the letter look like).
To consolidate the visual image of the letter, I offer children games - exercises:
- make a letter out of: sticks, threads, twigs.
- put a letter out: seeds, cereals, seeds, shells, chestnut fruits, beans, peas, etc.
Sculpt a letter from plasticine, dough, clay.
Compose a letter from ready-made elements.
Add the missing element.
Stencil the letter, shade it, etc.
Draw the letter with your finger in the palm of your hand, on each other's back, in the air, on a sheet of sandpaper.
Type the letter in your notebook.
All of these exercises help prevention of optical dysgraphia and dysgraphia on the basis of a violation of linguistic analysis and synthesis.
Dysgraphia on the basis of a violation of linguistic analysis and synthesis is due to the underdevelopment of phonemic analysis:
Vowel omissions.
Omissions of consonants during confluence.
Permutations of letters.
Adding letters.
Omissions, additions, permutations of syllables.
Children of senior preschool age should master those types of sound analysis that they available:
1. Sound recognition against the background of a word.
2. Determining the place of sound in a word (beginning, middle, end).
3. Isolation of sound from the beginning and end of a word.
To consolidate the material, it is important to connect safe analyzers, so sound circuits are used, and various
didactic games: ("who lives in the house", "who will ride in the trailer", "Help the gnome to reach the house", "zoo", "the circus"... etc.) Gradually, children begin "feel" the sound composition of the word.
Then concepts are introduced "words-things", "action words", concepts are introduced "suggestions", concepts are added "sign words", "prepositions", proposal schemes are drawn up.
And the optical dysgraphia due to the lack of formation of visual-spatial functions, visual analysis and synthesis, spatial representations. With this form dysgraphia the following violations:
A). Distorted reproduction of letters in a letter.
B). Replacements and mixing of graphically similar letters (p-t, l-m, i-sh, v-d, e-s,
C). Mirror spelling of letters, writing from left to right.
If the child does not know how to compare objects in size, in shape, does not know how to navigate in a spatial arrangement items, it will be difficult for him to learn the differences in the inscription of optically similar letters.
It is important to teach at an early age child:
1). Understand the meaning of prepositions denoting location items in space relative to each other.
(show where the parrot is in the cage, behind the cage, on the cage, etc.)
2).Know the left and right sides of space.
Head's speech test: (instruction: take your left hand on your right ear, show your left eye with your right hand, etc.)
To eliminate these violations, various exercises: graphic dictations, graphic reproduction of directions with arrows.
3). Develop visual analysis and synthesis -
For this I use the following. didactically games:
- "find the differences",
- "what did the artist mix up?",
- "what is missing?"
- "make a whole out of parts" ,
- "assemble a letter from the elements",
- "recognize the crossed out letters",
- "write a letter" ,
- "recognize the letters superimposed on each other",
- "find the right letter") etc.
All these exercises will help the child create stable patterns of letters in his imagination. When a child has learned well to recognize letters in different positions, he can easily solve and read various isographs.
First, I suggest that children see in isograph silhouette, the outline of the object itself. Then we find letters that are located unusually, differently in this isograph. And, finally, from these letters we compose and lay out the word.
An equally difficult type of work is solving puzzles.
The skill is formed gradually, and the work on the formation of the skill proceeds in stages, from simple tasks to more complex ones.
Letter games:
1.What letter is missing? (from single-syllable words to complex ones)
2."Find the mistake in the word" (Kit-cat, puddles-skis, daughter-barrel)
3."Which word is hidden?"
4."How are the words different?"
5."Which letter is missing?"(paint-helmet, elephant-dream, words-owl, etc.)
6."Swap the syllables and make a word" (sos-na___na-sos, etc.)
7."Swap Letters" (sleep-nose, old man-wash, force-fox)
9. "Find: "Caw Words"- (POCKET, POTATO, MAP)
"purring words"- (leMUR, MURzilka, MURka)
"croaking words"- (AQUArium, tyKVA, KVartira,
"Squeaking"- (Piano, Pioneers, Captain, Pyramid)
"Growling"- (mountains, trough, holes, fish) etc.
Having mastered these skills, children gradually master the skills of solving puzzles and crosswords.
Children should be reminded of only a few rules for solving puzzles and crosswords.
For example, children learn what:
comma in rebus means the absence of a letter in a word.
A comma at the beginning means the absence of the first letter of the word, and at the end_ - the last.
Preposition encoded in rebus, can stand both at the beginning of a word and in the middle (NAtasha, owl, oak, field, feat, etc.)
AT crossword puzzle: Only one letter can be entered in a cell.
By the end of the year, the children of the preparatory group themselves are trying to "encrypt" the words, their names and surnames in puzzles.
I would like to note that for a complete prevention of dysgraphia close contact of the speech therapist with parents and educators is necessary.
It is necessary to jointly discuss the problems and the correction program.
It is important to make uniform demands on the child.
Class: 4
Theme of the lesson: Development of speed of reaction, thinking. Logical search tasks. non-standard tasks. Match assignments.
The purpose of the lesson: to continue to develop and train the basic mental mechanisms that underlie the cognitive abilities of children; perform logical search tasks that teach analysis and synthesis, comparison and classification; solve non-standard tasks; to form thinking and research skills, the habit of thinking about the word.
- educational task forms thinking and research skills that ensure the readiness of younger students to perform logical search tasks.
- Development task focuses students on the formation of knowledge in the process of consolidating the studied material and solving logical search problems; teaches to compare, classify and analyze non-standard tasks.
- educational task educates thinking and research skills.
Equipment: projector, computer, screen, handouts, visual material (isographs).
During the classes
I. Actualization of knowledge.
"Brain Gymnastics":
- Head Shaking: Breathe deeply, relax your shoulders and drop your head forward. Let your head slowly rock from side to side. Chin draws out a slightly curved line across the chest (30 seconds);
- “lazy eights”: draw in the air in a horizontal plane “eights” 3 times with each hand, and then with both hands;
- “hat for reflection”: “put on a hat”, that is, gently wrap your ears from the top point to the earlobe 3 times;
- “keep eyes”: with your eyes draw 6 circles clockwise and 6 circles counterclockwise;
- “eye shooting”: move your eyes to the right - to the left, up - down 6 times.
II. Warm up.
III. The development of the speed of reaction.
A C G I L M N O R T I
1 2 3 4 5 6 7 8 9 10 11
were the end of the previous word and the beginning of the next.
FISH (K) OMA (R) HELL (R) EYE (T) OR (F) LA (G) OLO (S) RO (K) OROV
1, 5, 8, 6, 9 - man's best friend. (Book)
This year was cold 11, 8, 4, 9. (Winter)
11, 9, 7, 10, 4 did you do it? (Why)
Children listened to the fairy tale “1, 3, 2 in boots”. (Cat)
(He who reads a lot knows a lot.)
IV. Logical search tasks.
V. Search for patterns.
| GOR (SHOCK) OLAD | CAR (TON) ON |
| KAB (BOW) OSHKO | TAM (BUR) KA |
| FOR (BOR) EC | BEGE (ILO) OR |
| ON (GO) OK | OBY (TEA) KA |
| ON (ROD) NICK | ME (SHOCK) OLAD |
| TE (STO) ROZH | KIPA (RICE) UNOC |
| KU (SOK) OL | DUCK (NOS) OROG |
| SO (COL) ECO | U (COL) ECO |
VI. A fun change.
VII. Isographs.
Using the isographs, guess the words that are hidden in the pictures. Make up other words from the given words.
- LANTERN (Fig. 1): background, hole, early, ar, ran, op.
- LUNOKHOD (Fig. 2): move, ear, spirit, bad, muzzle, dol, bosom.
- HELICOPTER (Fig. 3): summer, body, mouth, departure, ox, thief, moat, lot, veto, wind, cake, relay, op.
- APPLE (Fig. 4): yak, block, eye, forehead, stake, Kolya, Olya.
VIII. Development of spatial imagination.
- Move one match so that instead of the male name Tolya, you get a female name.
- From 13 matches, each 45 mm long, fold so that you get a meter.
IX.
Problem solving.“Learn to decide by trying to reason.”
- The box contains blue, red, green pencils - a total of 20 pieces. Of these, there are 6 times more blue pencils than green ones. There are fewer red pencils than blue ones. How many red pencils? (Blue - 12, green - 2, red - 20-14 = 6 pieces).
- There are 2 children in the family. In 2 years the boy will be twice as old as he was 2 years ago. And the girl will be three times as old in 3 years as she was 3 years ago. Who is older? (NOBODY. 6 years old).
- The Jumping Dragonfly slept for half the time of each day of the red summer, danced for a third of the time of each day, and sang for a sixth. The rest of the time she decided to devote to preparing for the winter. How many hours a day did the Dragonfly prepare for winter? (0 hours).
X. Summary of the lesson.
During the lesson, logical search tasks were performed, non-standard tasks were solved, mental and research skills were formed.
My hobby is isographs.Introduction:
Creation- an essential element in the development of self-awareness and self-understanding of a person. In creativity, a person, as it were, transforms the world around him, and this helps to better understand its structure. The main thing in the creative world is the desire to create something new, to learn, to learn, to try, to study on your own. Thus, a culture of perception and feelings is formed. At the heart of children's creativity, first of all, lies the game and the desire not only to try oneself in something, but also to assert oneself, that is, to prove to oneself and others: I can do it! And this is the basis of a person's success, faith in one's own strength, which is very important for each of us. The more we believe in ourselves, the easier it is to learn and we become more successful in our studies. One of the tools for developing creativity is isographs, which help develop the imagination.
Literacy- this is the solid foundation on which to build all the development of the individual. Being literate is very important in our time. The ability to write correctly, communicate and logically express one's thoughts is part of the general culture of a person. People are valued and respected for their literacy and knowledge.
One of the tools in the ability to write correctly are isographs, which develop memory, imagination and help to think logically.
Is it possible to improve your literacy with the help of isographs? Will a pattern of letters contribute to a better memorization of vocabulary words?
The following goals were set during the work:
Find out if isographs are helpers in memorizing vocabulary words.
Collect information on the topic "Isographs".
Depict objects using the letters that make up the word.
Conduct a vocabulary dictation for students in grade 3: memorize and write down vocabulary words made in the form of isographs and in the traditional way.
Compare the degree of assimilation of words written in the form of isographs and in the traditional way, immediately after viewing and after 2-3 days.
Information retrieval method (with the help of methodological literature, mass media (mass media) and the Internet, all concepts were found, all questions related to the topic of my work were disclosed);
Creative approach (depict the word in letters in the form of a picture);
Empirical method (application of their creative inventions in practice, by offering them to their relatives, peers and beginning schoolchildren);
Theoretical method (certain assumptions and statements were made, which led to accurate conclusions, confirmed in practice).
The work was carried out in several stages:
Preparatory - showing interest in the concept of "isograph";
Creative - drawing up isographs from different words;
Practical use - a proposal to unravel the encrypted words to relatives, their peers;
Selection of information on the topic "Isographs" (with the help of methodological literature, SMS and the Internet system, all answers to questions on the topic of interest were received);
Formation of certain tasks and goals in the process of work;
Experiment - the proposal of the tool "Isographs" in the study of vocabulary words of the Russian language in our class and for beginners in the first grades
Formation of conclusions.
Main part:
At the logic lesson, we saw interesting drawings in the workbook - objects depicted using letters.
The teacher told us that such images are called isographs. This interested me, and I turned to the reference book - what is an isograph. I was surprised to learn that icon painters are called icon painters. Isography (from the Greek "iso-" "ίσος" - equal, from the Greek "graphy" - "γραφή" - writing) is an exact reproduction of any kind of writing, as well as a collection of photographs from genuine letters, manuscripts and signatures of famous people. In Ancient Russia, the words isography and "izograph" were used in the meaning of the words "painting", or "icon painting" and "icon painter".
In addition, in the modern world, the word "isograph" is a tool for drawing work. The tool looks like a capillary pen. Used by architects, graphic artists, cartographers, engineers, graphic artists, designers.
In our case, isographs are pictures in which words are drawn in letters, arranged in space in various ways and optically similar to the object in the name of which these letters are used.
I wondered if I could draw objects with isographs. To do this, I have considered a lot of isographs. I was wondering: how can letters make up a picture? I took the words and analyzed whether I could draw it with the letters that make up the word. She offered to solve the resulting isographs for her parents, and then brought them to school. One of my isographers spent a very long time figuring out our teacher with other teachers.
Compilation of isographs also interested other children from our class. They drew their isographs. Each author of the isograph proudly demonstrated it, and the rest of the guys tried to guess the word encrypted by the isograph. Here we realized that isographs are not interesting if the picture has a great resemblance to the subject. You can immediately recognize the subject and say the word, the interest in searching for the letters "hidden" in the isograph disappears. Based on the work of the guys in our class, we created a collection of isographs.
Then I discovered that with the help of isographs it is easy to remember the letters that make up the word. This suggested that it would be easy for other children to remember the letters too. I decided to check it out.
For example, in the isograph picture "knives"
the letter “o” is in the central place, which automatically excludes the letter “a”, and on the pattern of the knife handle there is the letter “i” and there is no letter “y”.
And if it is easier to remember letters in a drawing, then why not use this method in spelling ?! Later, I learned from a teacher that there is such a way to better memorize vocabulary words. On the Internet, I found “Dictionary words in isographs” (teacher Komarova L.D.) and wanted to check whether it is true that dictionary words depicted by isographs are remembered better than words written in letters. The teacher and I selected for third grade students several dictionary words-isographs and words approximately equivalent in complexity to them, which the guys will memorize by letter: island, butterfly, tram, bonfire - in isographs and car, trolleybus, ocean, potatoes - in letters.
Based on the results, with the help of adults, I made graphs showing the results.
The experiment involved 45 students.
Short term memory:
9 students wrote without errors;
with errors in words studied with the help of isographs - 12 students;
with errors in words learned in the traditional way - 24 students.
3 students wrote without errors;
with errors in words studied with the help of isographs - 14 students;
with errors in words learned in the traditional way - 28 students.
Thus, we can conclude:
When reproducing dictionary words immediately after learning, the number of errors in words studied with the help of isographs is two times less than in dictionary words studied in the usual way.
3. Vocabulary words studied with the help of isographs settle more firmly in memory than dictionary words studied in the usual way.
Conclusion.
By creating isographs, we master the skills of self-control and self-assessment, develop the ability to consistently isolate sounds, letters in words. Thus, literacy is taught:
a.) a visual representation of the word (drawings of objects) is developed;
b.) visual-motor coordination develops (everything connects into a whole);
c.) visual attention develops (orientation to the shape of the object);
d.) mental operations are included;
e) cognitive activity is stimulated;
e.) visual perception develops in unity with attention, thinking, memory and speech.
All this contributes to the constant repetition of grammatical material, forms a certain way of thinking, trains in sound analysis and synthesis.
In the future, I plan to confirm or refute all these conclusions and proposals by compiling isographs with my friends and classmates.
Bibliography.
Bratchenko A.F., Serbina L.F. "Isographs", Stavropol, 1999;
Brockhaus F.A., Efron I.A. "Encyclopedic Dictionary", 1890-1907;
Wikipedia, the free encyclopedia;
Efremova T.F. "Explanatory Dictionary", 2000;
Komarova L.D. Simulator: "Vocabular words in isographs", St. Petersburg, lyceum No. 265, 2012;
Krysina L.P. "Explanatory dictionary of foreign words" - M: Russian language, 1998;
Ushakova D.N. "Explanatory Dictionary", 1935;
Chudinov A.N. "Dictionary of foreign words included in the Russian language", 1910.
