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One of the main problems that new schoolchildren and their parents face is the ability to quickly and efficiently retell the text they have read. However, quite often adults do not have the patience to overcome possible difficulties and teach their child this skill. And turning a blind eye to the child's problem elementary school, middle school students have little idea of the algorithm for working on a retelling. As a result, performance in most subjects decreases. Let's consider the technique of mastering the skill of retelling.

The importance of retelling skills

The ability to retell affects a child’s academic performance

Retelling is conveying in your own words the main idea of a read text with elements of analysis of the actions of the main characters. Conveying the meaning of what is read is taught in elementary school. But ideally, this skill should be developed before school, since it determines many factors of a child’s readiness for further education. Among them:

memory development;
thinking training;
replenishment vocabulary;
ability to establish cause-and-effect relationships;
skills of analyzing the actions of other people.

Reasons for difficulties with retelling in a child

To develop retelling skills, it is very important to concentrate on what you read.

Psychologists and educators are unanimous in the opinion that main reason Children have difficulty conveying in their own words the meaning of what they read due to undeveloped speech. What does this concept include?

Poor vocabulary. The child cannot explain his actions in words or comment on the actions of other people - as a result, the child often begins to replace words with gestures.
The child does not communicate with peers. It is in a conversation with friends that the baby demonstrates his ability to convey his thoughts to the interlocutor. That is, he needs to speak quickly and clearly. When communicating with parents, these requirements can largely be neglected, since your loved ones will still wait until the end of your speech and will make every effort to understand their child. Children are much less patient.
The baby can't read. If a child goes to school and does not yet know how to read, then be prepared for the fact that he will have problems with both speech and retelling. At a certain stage of development, children need a passive vocabulary, which is formed in the process of reading. Thus, a child has little communication with adults and children; he needs knowledge of concepts that go beyond the level of everyday speech. This information comes in the process of reading.

In addition to undeveloped speech, a significant obstacle to mastering retelling is the child’s inability to concentrate on one type of activity.

Ways to teach in elementary and middle grades

Children should be taught to read from an early age

All the difficulties associated with teaching a child to retell are interconnected. Therefore, the ways to overcome these difficulties have a single focus:

talk more with the child (and this must be done from birth, because it is what is heard from the parents that forms the baby’s initial ideas about the world; subsequently the baby begins to copy the actions of adults, and thus he quickly develops coherent speech, which is needed to convey the information he has heard or read );
sing songs (all words have their own melody, which is easier to remember in songs, in addition, children's songs are based on accessible plots, and the baby can easily retell them);
read aloud with your child (reading perfectly develops memory, without which it is impossible to learn to retell, and expands the vocabulary necessary for speech training);
memorize poems (memorizing not only forces the child to concentrate, but also helps to remember the order of words in accordance with the plot of the work).

Correct selection of text for retelling

For small children, it is better to choose books with illustrations.

To implement these approaches to overcome the difficulties of retelling, it is extremely important to choose the right works. These should be:

not too long narratives (do not forget that the child is not able to concentrate on one type of activity for a long time);
interesting stories (the baby is unlikely to be interested in a boring description of nature);
memorable few characters (the selected texts should not have too many characters; moreover, it is good if each of them has their own distinct distinctive features).

Teaching techniques for reading comprehension

Learning picture retelling can be a fun game

This is interesting. According to the requirements of the State Education Standard, a first-grader must be able to retell 50% of the plot of a text, and a 5th-grade student must be able to retell 100%.

Technologies for teaching retelling are, in principle, the same for both very young children and older children. The only difference is in the methods of implementation of each specific technique.

Retelling based on illustrations to the text. It’s better for kids if these are drawings in a book, but for kids school age You can draw such reference pictures yourself. When difficulties with retelling arise, for example, in the 5th or 6th grades, then you can offer a journey through the pictures: put a stack of pictures on the table, the child must “assemble” the plot in order and tell about everything that happens in the illustrations.
Retelling on behalf of the hero. After reading the story, the child needs to imagine himself as one of the heroes and tell what happened to him in this story. This method is especially attractive to students in grades 1-2, who do not yet clearly distinguish between truth and fiction. For schoolchildren in grades 3-5, the task can be complicated: ask them to talk about what is happening on behalf of several characters, giving an assessment of each action, that is, try to analyze themselves in the proposed circumstances.
Retelling in person. This method is great for very young readers who still play with dolls. Invite your child to make a dramatization of the text, making his favorite toys the heroes.
Retelling according to plan. When entering school, a child must quickly learn that all his actions should be subject to a certain routine. In this case, the ability to draw up a plan is important. This, by the way, great way learn to retell the text quickly and in detail. The older the child gets, the shorter the plan should be - this way the child will learn to work with the supporting diagram, keeping smaller details in mind.
Compiling a reader's diary. It is very useful for middle school students to acquire reader's diary, where notes are made about the books read, indicating the names of the characters, the plot of the story, and the most striking moments of the plot are described. The diary will become an indispensable assistant for the child throughout subsequent education, when the volume of necessary texts for reading and retelling will increase exponentially. For children, such a diary can be compiled orally (that is, periodically return the child to what has already been read, asking him leading questions about the plot).

The ability to retell texts plays a very important role in the success of schoolchildren’s learning. It is also an essential skill for developing critical thinking, memory and language. Teaching a child to retell does not require a huge amount of effort from parents. You just need to be patient and make working on the text interesting for your child.

Retelling was of great importance to the luminaries of pedagogy K. Ushinsky and L. Tolstoy, who saw it as a prerequisite - an important stage of learning for mastering speech activity, a mandatory degree of literary education. Modern scientists share the same opinion that correctly organized observations of speech patterns encourage the child to create his own creativity.

The importance of retelling skills

Familiarization with the best samples artistic creativity has great value for child development preschool age the ability to construct your own statement. The teacher’s task is to lead children to active, creative imitation of someone else’s text, to help them assimilate it. It is under such conditions that imitation of a literary model becomes an impetus for one’s own active speech activity. While learning to retell literary and folklore works, the expressiveness of speech is formed.

At the age of 4 to 5 years, children begin to develop the skills of independent coherent expression. At this time, children of this age not only answer the adult’s questions, but are also able to tell where they were, what happened to them, and what they liked about it. That is why in preschool age children are taught to retell works of fiction. After all, children's literature contains best samples for imitation.

How to help a preschool child learn to retell?

First of all, it is necessary to familiarize the child with the work of art. An adult expressively tells a fairy tale or reads a story, conducts a conversation based on the content, and shows illustrations. With his questions and explanations, he focuses the child’s attention on individual parts of the work: where the story began, what happened next, how the event ended.

After this, the adult invites the child to retell the work. It's better to do this in game form: tell an essay to your favorite toy, grandma, dad, or turn into the host of a children's TV show " Good night, kids” and translate the fairy tale or story to the “viewers”.

What difficulties do children experience during retelling?

It is still difficult for kids to figure out the meaning of the retelling on their own; they miss something, rearrange episodes, and so on. In this case, the adult can help the child by asking questions about the content of the work.

Pay attention! During the retelling, it is important to convey the meaning of the work of art, maintaining consistency in the reproduction of episodes. An adult must show the child that words and sentences can be replaced.

How to retell a fairy tale?

An adult reads a fairy tale.
An adult asks about the content.
The adult invites the child to tell this tale to his toys. In order for the listeners to understand everything, it is worth listening to the fairy tale again.
- Close your eyes, listen carefully and imagine everything that is being said.
Read the story one more time.
Retelling a fairy tale.

Remember! An important prerequisite speech development A preschooler is the regularity of classes, your confidence, goodwill and desire to interest children in joint activities.

Requirements for material for retelling

Stories for retelling must meet certain requirements, the main one of which is the selection of literary texts that a child of a given age can independently reproduce. Texts should be distinguished by a clear composition, in which the main events and the dynamics of the plot are sequentially traced. The characters should be familiar to children from other fairy tales.

Great value for successful learning retelling has speech that should be simple to reproduce, but at the same time figurative, expressive, using dialogues, and not contain unfamiliar words that are difficult to understand and reproduce.

Retelling classes literary work- one of the most difficult among others speech classes, since children must listen to the same text several times, these are mainly retellings of the children themselves). The monotony of a lesson can make preschoolers bored and will be ineffective. retelling through application in various ways retelling will enliven the lesson and will help activate the speech of preschool children.

Ways to teach a child to retell

There are the following ways to organize a retelling:

complete (holistic) retelling - one child retells the entire text. This method is advisable to use when the text is short. At the same time, if the teacher does not direct children to perform any specific creative tasks based on the text, their interest in retelling quickly decreases;
retelling in parts (in teams). This method involves the teacher or the children themselves creating a team whose members agree among themselves who will retell which part. Several children are involved during this retelling; they listen carefully not only to the speech itself, but also to the statements of their comrades;
collective retelling - children take turns pronouncing the text of the work. The scope of the retelling is determined by the teacher - it can be a sentence, a continuation of the thoughts of the previous speaker, or an episode. During a collective retelling throughout the entire lesson, almost all children maintain attention to the text, being in an active state, they learn to follow the other person’s speech and continue the story;
role-playing. This method of retelling is mainly used in early preschool age. The teacher takes on the role of the author, helps children assign roles, select attributes, costumes, discusses the character of the characters with them, and advises them to reflect on intonation. At the same time, the teacher can assign several understudies to one role. During this lesson, children are highly active, have a keen interest in the text, and the formation of intonational expressiveness of speech occurs;
It is advisable to use creative retelling in older preschool age, when children already have some experience in reproducing texts. This method of retelling is not a literal reproduction of the text, performing creative tasks, for example, retelling in the first person (on behalf of the hero), inventing a new beginning, ending, episodes that are only mentioned in the text, introducing new characters.

The focus of the retelling lesson on the formation of intonation expressiveness of speech influences the choice methodological techniques for a given age and on the structure of the lesson as a whole. Note that teaching a child retelling can only be done with texts whose content the children have previously mastered very well.

Larisa Kravchenko
How to teach a child to retell and compose a coherent story

HOW TEACHING A PRESCHOOL CHILDREN TO RELL, COMPLETE A CONNECTED STORY, AND EXPAND YOUR VOCABULARY CHILD.

Children speak the same language as those around them. If you think about how we communicate with each other, it is sad to note that in everyday speech a minimum vocabulary is used so that others can understand you. “Please give me a plate. Are you going for a walk? Adverbs and adjectives are inserted if necessary, comparative phrases are extremely rare. Our speech is objective and unified. Therefore, in order to develop connected speech in a child, you need to color your speech with figurative phrases, using all the diversity of the Russian language. Start monitoring your speech, the main principle is to enrich your speech with comparative phrases and adjectives, use complex sentences and expanded statements, speak vividly and figuratively.

It might be difficult: “Please give me the red plate with a white rim that is on the bottom shelf in the kitchen cabinet.” “The weather is beautiful today! The sun is shining brightly, not a cloud in the sky. When we go for a walk in the park, what toys will we take with us? Maybe we can invite someone for a walk?” To such a question child, you must admit, he will no longer be able to answer in monosyllables "Not really".

This requires attention and time. You will get tired of speaking in extended sentences, you will get tired of choosing adjectives and figurative comparisons, but gradually this will develop into a habit. Try and other family members switch This one is painted - a detailed way of communication.

Where to start developing speech?

Developing coherent speech in a child, important teach your baby to retell short tales and stories. He retells familiar fairy tales with a simple plot ("Turnip", "Kolobok", "Chicken Ryaba"). At the same time, the ability to listen to a fairy tale, answer questions from adults, and include story adult individual words and suggestions, as if helping him. This is how the baby becomes independent story literary work.

Child in the fourth year of life, remembers texts almost word for word folk tales, learns the sequence of actions.

If you the child has no experience of retelling, you can return to fairy tales and stories that the baby knows well. Mom starts tell, having started a sentence, falls silent, suggesting child, finish the sentence. “Once upon a time there was a grandfather and.” - “Baba” - “I was with them.” - “Chicken Ryaba.” Then you can proceed to paraphrase on questions: "Who did the bun meet?" - “Bunny” - “What song did he sing to him?”

After consolidating this skill, the baby begins the story himself, and the mother picks up. Gradually the child will be able to retell the story in its entirety.

To memorize the plot for children younger age theatricalization with the help of toys or finger puppets helps. You lost a fairy tale for the baby, ask him to be an actor and before you will act out the same fairy tale, with all the characters voicing.

try phrase: « Retell what you heard, read" replace with a game. Invite your child to play with the radio. He will be an announcer performing a radio play. In the evening you put him to bed and told a fairy tale, and he, in turn, puts his toys to bed and, just like you, treats them with a fairy tale story.

Retelling from the picture, How write a story description.

The children's books are well designed and every illustration is a conversation starter. “Is this how you imagined the main character? Do you think the artist painted this time of year correctly? What moment of the fairy tale is illustrated? What events happened next? From one illustration you can come up with dozens of questions. You can invite your child to illustrate the text he has read himself and then discuss it "picture to text".

From preschool age, children make up a story- description of a wide variety of objects and phenomena. These could be descriptions of a cat, autumn, or even a chair. Helping make a story like this for a child, remember the following moments:

1. Start story need to indicate the topic. One sentence, like "I I'll tell you about the Siamese cat» will be quite enough.

2. Direct description includes mention of 4-5 main characteristics of the item (phenomena). For example, when describing a cat, tell me what she looks like (color, coat). Where does it live, what does it eat, what benefits does it bring to a person? Can tell about the cat's habits. Describing inanimate objects necessary talk about it, why is this item needed? How can it be used? What material is it made of? From what parts? consists of?

3. Story should end with a summary, one or two sentences.

Plot stories - describing toys

Kids love it very much look at toys. This is what prompts them to speak out more than anything else.

First the adult suggests child carefully examine the toy. The first questions are aimed at characteristic features appearance subject (shape, color, size). Older children (fifth year of life) You can suggest comparing two toys. An adult teaches children, for example, to describe and compare dolls, naming their most characteristic features, and makes sure that children speak in complete sentences.

Before comparing, the baby will have to carefully look at both dolls: how they are dressed, what kind of hair they have, eyes, and then note how they are similar and how they differ.

The child mastered the description of individual toys - move on to writing short narrative stories. Offer him a few toys that allow him to outline a simple plot line: girl, basket, fungus; girl, Christmas tree, hedgehog, etc. Let the child will think, what could have happened to the girl in the forest, who she met, what she brought home in a basket. An adult can come up with his own example story and then suggest the child can make up his own story. And it doesn't matter if child at first it will simply repeat after you your story - he is practicing storytelling. Gradually lead children away from imitation, offer to come up with their own story.

Story about the event

Children of the fifth year of life can already tell about some events from personal experience. Adult encourages remember the child how we went to visit, to the park, to christmas tree what he saw interesting on a walk in the forest.

In front of the child clearly stated task: "Tell, what you saw at the holiday." Here you can use sample: "First listen to what I saw at the festival, and then you will tell". Story an adult should be close to childhood experience, clearly constructed, have a clear ending; language story must be alive and emotional.

Gradually, children wean themselves from copying a model and approach independent creative work. storytelling, training for which begins after 5 years.

Child begins to become more and more vivid and imaginative talk about events happened to him, he will be able to clearly and clearly formulate his emotions. By expanding his vocabulary, the baby will easily find words to describe emotions and feelings.

Any story about the event is based on two important aspects. First, our attention is selective and second, everyone has their own life values. So when your a child comes from visiting, don't expect details from him retelling: “Who was there, what did they eat, who gave what?”. In response you you will hear: “What kind of car did Petya have, and what kind of candy wrappers did Nastya have?”. For toys are important for a child, not “how many types of sausage were on the table”. The baby lives in "your values" and in your own rhythm, “he looked here, ran there, grabbed the pie” and therefore a detailed report from him, “what happened first, what came next and who did what”, don't wait. But if you baby there is an established base for retelling works of art, then to yours request: “I wasn’t visiting your friend, tell me, please, so that I can imagine how everything was there,” you will get a fairly intelligible story.

Reading plays a huge role in vocabulary development baby. Analyze what literature you read to your child and what he reads himself. Try move from books, where the plot is actively developing, there is a lot of action and built-in dialogues, based on descriptive literature. This stories and tales about nature, about animals, about travel. Turn to the books of our timeless classics, and after a short period of time you will feel the beauty and richness of the Russian language, its melody.

If there are unfamiliar words and concepts in the text, explain them to your child and give examples in which cases they are used. Let child he himself will compose sentences using new words and concepts.

Discuss what we read

If you used to read to your baby for about thirty minutes and then close the book, now change the reading process. Fifteen minutes - read, fifteen minutes - talk about what you read. The level of discussion depends on intellectual development baby. If it’s small, then the questions are the most simple: "About what told in a fairy tale? What did the bunny do? Where did the little bear run? To the child older and more questions adults: “Did the boy do the right thing? What do you think could happen next? What would you do if you were a hero?”

Mom not only directs the conversation by asking questions, but builds a dialogue. Expresses his opinion, sometimes it is deliberate "wrong" to the child may have noticed the mistake, wrong thought and correct mom. The adult forces the child to express his opinion and talk about what "not written" in the book.

As she reads, mom pays attention to what she liked or was struck by. This could be a beautiful comparative phrase, a bright colorful description of an object, or a brave act of a hero. “I would probably be scared, but you could cross the raging river? Reading is a dialogue between a book and child. A book is a non-passive object; read and put on a shelf is a reason to talk, discuss, reflect.

Reading good literature, you will enjoy yourself, and your enjoyment of reading will be passed on to the child.

Retelling content in your own words

A common task in class is retelling read in your own words. The child is often afraid, and directs all his attention to remembering the text, considering the more accurate it is to the original will tell, those "more correct" he will complete the task. And forgetting the author's text, he "stalled" and falls silent. This problem can be solved by teaching a child read or listen to the text carefully and then "log in" into what you read, see the content with your own eyes, become a character for a while and retell that what surrounds him, what he sees.

Often child does not understand the meaning and content of the text, therefore cannot correctly retell. First, the material being studied must be analyzed in detail, understanding the meaning of each word and concept, and finding synonyms for new terms that are already familiar child. If he later forgets a word that is new to him, he can replace it with another one that is similar in meaning. Before each retelling, review, "chew" text is the key to literate retelling.

Games to expand your vocabulary baby

These word games do not take extra time; you can play them on the way to kindergarten, in line, or while walking. As soon as you noticed that the baby's attention became switch on foreign objects, the game ends.

1. "Guide". While walking, mom closes her eyes and the child describes to her what surrounds them.

2. "Object description." The child is asked to describe the object using as many non-repetitive words as possible.

When you're together as a child looking at an object, ask him a wide variety of questions: “What size is it? What color? What is it made of? What is it needed for?” You can just ask: "What is he like?" This encourages you to name a variety of characteristics of objects and helps the development of coherent speech.

3. "For whom last word» Take turns describing the object; whoever has the last word wins.

4 "Looking for details". Can be entered into the dictionary baby names of not only objects, but also their parts and components. “Here’s a car, what does he have?” - “Steering wheel, seats, doors, wheels, motor.” - “What does a tree have?” - "Root, trunk, branches, leaves."

5. “We describe the properties of objects.” The names of the properties of objects are also reinforced in word games.

Ask baby: "What is tall?" - “A house, a tree, a person.” - “What is higher - a tree or a person? Can a person be taller than a tree? When?” Or: "What is wide?" - "River, street, ribbon." - "What is wider - a stream or a river?" This is how children learn to compare, generalize, and begin to understand the meaning of abstract words “height”, “width”, etc. You can use other questions for games that help you master the properties items: what is white? Fluffy? Cold? Hard? Smooth? Round?.

6. “We’re making up a story.” Mom starts tell a story when she pauses, child inserts the correct word.

7. "What could it be?" The adult names the adjective, and the child names the nouns. For example, "Black". What could be black? The child lists: earth, wood, briefcase, paints. Then the game is reversed. The object is named and adjectives are selected for it. “Which ball?” Round, rubber, red-blue, new, large.

8. "Become a writer." 5-7 words are suggested and from them you need make up a story. If it’s difficult for the baby "from hearing" remember the words, then you can offer pictures. At first it might be like this kit: skis, boy, snowman, dog, Christmas tree. Then the task becomes more complicated: bear, rocket, door, flower, rainbow.

9. "Find a repeat." The mother utters a stylistically incorrect phrase, and the baby tries to find the tautology and correct it. For example, “Dad added salt to the soup. Masha put clothes on the doll".

10. "A game of antonyms, words of opposite meaning" An adult says a word child chooses the word antipode. “Hot-cold, winter-summer, big-small”.

11. "Game of synonyms" For example, a synonym for the word "stick"- cane, stick, crutch, staff.

12. Game "Add a word". Target: select verbs that indicate the end of an action. The adult names the beginning of the action, and child- its continuation and ending:

Olya woke up and... (started to wash).

Kolya got dressed and... (ran for a walk).

He's cold and... (went home).

They began to play. (with a bunny).

The bunny got scared and... (ran, hid)

The girl was offended and... (she left and cried).

13. “What did you see?” Please note baby to the passing clouds. What do air-sky ships resemble? What does this tree crown look like? And these mountains? And what animal is this person associated with?

14. "Travel Bureau." Every day you are with child going along the usual route - for a walk, to the store or kindergarten. What if you try to diversify your everyday life? Imagine that you are leaving on an exciting journey. Discuss with your child what type of transport you will use, what you need to take with you, what dangers you will encounter along the way, what sights you will see. When traveling, share your impressions.

15. "Always at hand." All parents are familiar with situations when baby it is difficult to occupy yourself with something, for example, a long wait in line or a tiring journey in transport. In such cases, all that is needed is for mom to have a couple of markers in her purse or at least just a pen. Draw on the baby's fingers faces: one is smiling, the other is sad, the third is surprised. Let there be two characters on one hand, and, say, three on the other. The kid can give the characters names, introduce them to each other, sing a song or act out a scene with them.

16. "Logical chain." From randomly selected cards laid out in a line you need make up a related story. Then the task becomes more difficult. Cards turn over, and the baby remembers the sequential chain of laid out pictures and names them in the order in which they lay. The number of cards used in the game depends on the age baby The older you are, the more pictures you have. Despite the apparent complexity of the game, children enjoy this type of entertainment. They begin to compete to see who can remember the most pictures.

17. Stories from life. Children enjoy listening stories about that, what happened when they were very small or when they were not in the world at all. Can tell these stories in the evening before bed, or maybe in the kitchen, when your hands are busy and your thoughts are free. About what tell? For example, how the baby kicked his legs in your stomach when he was not yet born. Or how you learned to ride a bike. Or how dad flew on an airplane for the first time. Some stories you'll have to tell it more than once. Ask other family members to join the game.

18. My report. Are you with child We went on some trip just the two of us, without other family members. Offer him draw up report about your trip. Use photographs or videos as illustrations. Give child the opportunity to choose what tell, without leading questions. And you observe what exactly was deposited in his memory, what turned out to be interesting and important for him. If he starts fantasizing, don't stop. The baby’s speech develops regardless of what events - real or fictitious - are reproduced to him.

19. How did it end? One of the ways to develop liaison speech can be watching cartoons. Start watching with your baby interesting cartoon, and in the most exciting place, “remember” the urgent matter that you must do right now, but ask baby tell you later what will happen next in the cartoon and how it will end. Don't forget to thank your narrator!