Memorization of vocabulary words through associations. Non-traditional methods and techniques for studying vocabulary words. Associative way of memorizing vocabulary words
memorization dictionary words association method Problem
- Years of experience has shown that despite the painstaking work of memorizing vocabulary words, students continue to make mistakes.
- The question arose many times how to achieve a good result in a short period of time, that is, with the least effort to teach memorizing vocabulary words for a long time, firmly, thoroughly?
- Human memory scientists
- Associative memorization technique
- Pilot study
- Practical recommendations and conclusions
- Memory is the ability of the nervous system (brain) to perceive the surrounding reality, to capture it in nerve cells, store perceived information, and then, as necessary, reproduce it.
- When memorizing the spelling of a dictionary word, you need to make a drawing denoting the word itself, and beat the memorized letter in it. It can be large or small, printed or written, in any font.
- It is preferable in those cases when a phrase from consonance and a dictionary word is especially successful.
- breakfast
- Crayfish for breakfast
- This is the use of both graphic and phonetic associations when memorizing a dictionary word, if this word contains several unverifiable letters
- Problem: children school age make spelling mistakes.
- Target: learn how to write vocabulary words correctly.
- Means: using the method of vivid associations.
- The essence of the method: a difficult spelling is associated with a vivid associative image that is remembered when writing this dictionary word, helping to write the spelling correctly.
- An associative image must necessarily be associated with a dictionary word by some common feature.
- Associative communication can be by:
- The color of frost is snow, white
- Basket shape - oval
- Spot plant- pipe
- The sound of the relay - "Hey!"
- Action glass - put
- Appointment cabbage-hare
- Newspaper-paper material
- An associative image must have in its spelling an undoubted letter, which is doubtful in a dictionary word.
- The use of the associative method contributes to the successful memorization of vocabulary words.
- Interest in learning is growing, students are in constant search, the creative process brings joyful emotions and pleasure from work.
- Most importantly, the children began to study well.
- You can not impose adult associations on a child
- You can not overload memory with associations
- Rozhdestvensky N.S. Teaching spelling at school. - M .: Vlados, 1992. - 218 p.
- Soboleva O.L. Guidelines to the textbook "Russian language - grade 1"
- Matyugin I.Yu. How to memorize words - D .: Stalker, 1997.- 448 p.
- Matyugin I.Yu. How to develop a good memory-D.: Stalker, 2003.
- Shulgina V.P. Methodical piggy bank for a primary school teacher - R-on-D .: Phoenix, 2002.
3. II stage. Practical implementation of the project.
4. The development of speech in the lessons of the development of the Russian language.
5. Psychodiagnostics in Russian language lessons.
6. "About love for spelling rules..."
7. The development of spelling intuition in the lessons of the Russian language.
8. Associative algorithm for memorizing dictionary words.
Associative algorithm for memorizing vocabulary words
The child from his first steps in educational activities in the textbook of the Russian language O.L. Soboleva is offered three alternative ways, three ways of mastering literate writing: meaningful application of the rule, appeal to spelling intuition and memorization.
Memorizing the spelling image of a word at a conscious level is one of the effective ways of mastering literacy. The author solves two tasks at the same time: to help the child remember how specific words are spelled, and much more important - to promote the intensive development of brain structures, and not just memory.
In the textbooks of O.L. Soboleva has practically no mechanical memorization. It is no secret that in large doses it can lead to a dulling of abilities and a decrease in the creative potential of a child. In addition, such memorization does not contribute to increasing interest in the subject. Therefore, it becomes natural and necessary to turn to the child's bright emotional-figurative memory, to the enormous possibilities inherent in the associative way of thinking.
A find in this regard was the associative method of memorizing and assimilating information, developed by Vasily Agafonov, the author of the original teaching aids"Wrong Rules", "Quite wrong rules”,“ Count in rhyme ”and many others. His wonderful fairy tales and poems, in which the associative memorization algorithm is implemented, became the basis of dictionary work when creating the textbook.
The memorization algorithm that the author proposes to the child is distributed in textbooks primarily to words with unchecked spellings, that is, to dictionary words. However, any word whose spelling obeys the rule, of course, can also be remembered. Thus, in relation to any word, children can choose between the rule, spelling intuition and their own memory. Among other things, it works to develop the child's alternative thinking, develops his ability to introspection: he learns to understand himself, to listen to himself. It is very important.
The essence of the algorithm is to find a clue, an associative thread, a bridge between the word you want to remember and another word in which the “stubborn” letter is heard clearly and clearly.
At the first stage, the associative "hook" is included in the emotional-figurative context of a fairy tale or poem. In addition to the text, in which the image of the letter necessary for memorization is repeated different ways there are more drawings. In the drawings, there are many additional threads, secondary "hooks" that enhance the memorization effect. A visual metaphor excites the child's emotional memory, activates his attention to the object of memorization, and ensures the selective focus of this attention. The organic combination of verbal and graphic images creates a solid foundation for non-violent, active and long-term memorization. Here's how it could be:
TALE OF THE TANK WITH "O"
Once upon a time there lived a tank. She knew how to bark, wag her tail, guard the house and loved to howl at the round moon, which is a bit like the letter "O". And nibble on a bagel that looks like a letter "O". She also liked to look at the round cloud and round sun letter-like "O", loved autumn, which begins with the letter "O". In general, you, of course, guessed that she fell in love with the letter itself "O". And when I fell in love, I wanted to write with this letter.
Well, well, - they told her, - we will write you "sides".
No, I don't want that! From what other side? - baka was offended. - I don't want to be called that! I just want to pee "O".
And they began to write it with "O".Like this: with "O» tank. And then simply: a dog. So they still write.
(V. Agafonov)
As you can see, there are many threads, and they permeate the entire text of the fairy tale: these are words where "O" is under stress, and words that begin with this letter, and playing with its shape - focusing on real objects that resemble this letter in shape: round moon, bagel, like a letter "O", round cloud, round sun.
There is also a subtext, the work with which, according to neurophysiologists, activates thought processes and is a powerful factor in the development of the child's brain structures.
And finally, there is a drawing. You can see on it the written image of the letter "O", and the abundance of round objects that the child looks for with great desire and very quickly: a window in the house, a plate, etc. It helps to remember the color, the major energy of the picture, its features, taking into account the holistic and at the same time discrete perception of the child.
In each case, the magic strings, as we call them with children, are different. So, in order to remember how birch is spelled, it turned out to be enough just to read four lines with the children once:
The birch was so white
That the letter "E" from the word "white"
Imperceptibly passed to her
And she didn't want to leave.
(V. Agafonov)
As soon as the child “enters” the picture, gets used to it (and this happens in a few seconds) and peers into the expression on the face of the birch and especially the letter itself, so quiveringly and gently clinging to the trunk, it’s simply impossible to write a birch with a letter "AND".
By the way, I asked the children what kind of line the artist drew, and I always heard the answer: the fourth, "and didn't want to leave". No matter how long this word comes across in the dictation, the image perceived from the drawing and text will instantly and involuntarily arise in the mind of the child - and there will be no mistake.
However, poems and fairy tales, a spacious context for an associative "hook" at the next stage of learning the algorithm is no longer necessary. A simple image is enough. For example, to remember the word cucumber, you can imagine a huge, huge cucumber and say to yourself: “Wow! Wow, what a cucumber! Huge, good! And he looks like the letter "O". It starts with the letter "O"! That's all!
It turned out that a child is much easier than an adult to invent his own threads and attach words to them, “like air balloons". I find that the very word "stubborn" helps my students. “They lacked this word, as they lacked the verb think up instead of compose. They just want to over-stubborn the “stubborn” words and write them correctly, without mistakes.” Perhaps, in fact, the semantics of the word stubborn evokes certain emotional impulses, the motivation for memorization increases, the motivation for the search for specific techniques that can help "overstubborn" the word.
Later, the author only offers his own version of the associative "hook", letting the child understand that this is exactly the option. You can do it, for example, like this. We place three dictionary words in a scarlet frame: wheel, page and scarf. A metaphor is introduced into the task: "Try to tie each stubborn word to another word ...". And just below:
Is the wheel spinning?
Page - strange?
Did Thumbelina make a dress out of a scarf?
Look for magic strings!
In fact, this is how you imagine a wheel from a bicycle, from which sharp spokes stick out and prick. They are to O roar, That's why to O forest!
Interesting fact! Children do not confuse helper words that they find by association with related words. In their minds, this is clearly separated, and no special efforts are required for this: only once, once and for all, separate these concepts. With question marks, we kind of say to the child: "We came up with this, but maybe you have another option? Another image? You can use ours, or you can use yours."
And it is very important for a child to understand at the age of seven that everyone has their own associations, although they can sometimes coincide with different people. It is very important to teach the child to involuntarily find the image that is more suitable for him and it is for him that it makes it easier to remember, to trust himself in this regard.
The very image of magic threads (both verbal and in the picture) also works. Threads, knots, bindings, hooks, bridges - all these words, when a child hears or reads them, stimulate associative thinking, contribute to the involuntary emergence of images, associative chains.
The skill of associative work is formed in younger students so quickly that by the end of the first grade they are far ahead of their parents in this, and often even the teacher. And most importantly, they like to remember that way.
Cutlet
There lived a cat. He did not like winter, but he loved summer!
He loved so much that he began to travel around the world to catch up with summer. The cat became famous, and they began to call him Cutlet.
Summer Cat was an excellent cook. He invented various meat dishes. Once he took minced meat, added onions, eggs, salt, pepper, mixed and made small round cakes. Summer Cat fried them in a frying pan. Everyone liked the new dish. People went to Kot-Leta for a recipe. He opened a restaurant where signature dish there were mince pies. Everyone loved this dish and named such a cake in honor of the cat Cat-lets - CUTLET. Since then, everyone knows cutlets!
Frost
Once upon a time there were two letters - "AND" and "Y". They were very similar to each other, although they were slightly different. At "Y" had a bow, and "AND" He was absent. First graders confused them all the time. Instead of "AND" wrote "Y" or vice versa.
One night the letters conferred and figured out how to help the children. They asked for a syllable "not" settle down between them. and there was an offer on the board "I - not Y!".
In the morning the children saw him and rejoiced. The letters helped a lot. And the teacher said: "Which beautiful word silver on our board!"And the children in chorus read the word "FROST". From that day on, they forever remembered how this beautiful word is spelled.
And one girl drew a whole visual aid that helps to remember how the word precipitation is spelled. She drew a huge cloud on a large sheet of paper and wrote CLOUD next to it. Then I drew rain and snow that come from this cloud and wrote: PRECIPITATION. And she connected these two words with an arrow: precipitation - because from the cloud. Great!
But it's not about memorizing thirty, or forty, or even two hundred specific words, and not even about learning to remember the spelling of any word in this way. The most important thing is that the guys extrapolate the associative memorization algorithm in general to any educational information- in mathematics, natural history, in any subject. However, this is probably not even the most important thing, but the fact that this algorithm develops, that it gives the necessary impetus to associative processes in the activity of the brain, increases the creative potential of children. Well, it's simple - it makes life in the lesson more interesting and emotional. The associative technique is not the only one with which the author helps children to memorize the image of a word. There are many other tricks: playing with type, saturation of the text with a certain letter and sound, etymological discoveries that we make. However, the associative line remains leading. It goes even through etymological analysis. The child develops an active need for a metaphor that carries information, develops not only the skill of mastering such a metaphor, but also the skill of creating it.
When working with a metaphor (both someone else's and one's own), emotional memory is turned on, memorization and assimilation become fast and durable. It must be said that the associative technique, and in particular, those of its techniques that work for memorization, help to coordinate various channels of perception: visual, auditory and kinesthetic, and this is one of its advantages. Let this article be another poem about the "stubborn" word. We continue to learn to memorize with children!
Little painter
Somehow painted the ball with paint
Very small painter.
The painter was small,
He fell off the ladder.
Fell down from the ladder
I hit the letter "A" with my hand.
In the letter "A" the hand is stuck,
And he has little grief:
"So what if I fell?
So what if you're small?
But I painted the ball,
Because I'm a painter!"
(V. Agafonov)
Positive effects:
Vocabulary words children write almost without errors. And the algorithm for memorizing vocabulary words among the children has become a favorite “projectile” for training imagination and memory. They often offer their associations, ideas, images, invent fairy tales and even compose poetry.
I. Each of us accumulates our own theoretical and practical experience, invents our own original solutions. Today I present to you a master class on the topic “Techniques for working on the spelling of dictionary words”.
What do you need to do to write vocabulary words correctly?
- Learn, remember.
- Indeed, in traditional practice, vocabulary words are subject to rote memorization, which is ineffective, and children continue to make mistakes in these words. Why? The answer is simple.
When getting acquainted with "dictionary" words, the child is assigned, as a rule, a passive role. But after all, children are inquisitive, resourceful, inventive - this should be used.
– Today, at the master class, we will learn how to work with children to write vocabulary words through different kinds activities, i.e. through the application of an activity approach.
II. The game "Insert the missing letter."
The words: vinaigrette, front garden, agronomist (an unstressed vowel is missing in each word).
I ask you to raise the desired letter on the card.
Number of mistakes in the hall - 1.
III. Using eidetic techniques to form a spelling skill.
- Here's your problem! For the solution, which uses the methods of eidetics and mnemonics.
"Eidos" in Greek image. In order to remember an unverifiable letter, you need to "revive" the letter, create its "image" in a particular word. Images in a person are created when they act on the senses - a trace of the impact remains in the figurative memory (these are the foundations of psychology).
The essence of this method is to come up with an image for a dictionary word that will be imprinted in memory and will involuntarily pop up. Having the support invented by them, children do not make mistakes in such words. Over time, the skill is reduced, and the memorized word is easily remembered already without an invented image. That is why it is important to apply eidetics at the first acquaintance with a dictionary word.
"Associative clues", with the help of which we will remember the spelling of “difficult” words.
The vinaigrette(lat. vinum - vinegar, salad dressing based on vinegar).
front garden. Many students misinterpret the meaning of the word, correlating the front garden with gr. poly(“a lot, a lot”). Based on this interpretation, they mistakenly replace the vowel o with a in the first syllable. To eliminate this error, it is enough to explain the etymology of the word. At the core front garden lies latin word palus- "pointed stick". Thus, the check word is found.
Agronomist- Greek. agros field and omos law.
Reception number 1. Explanation of the lexical meaning of the word, the etymology of the word.
Reception number 2. The method of sound associations.
a) Phonetic (sound) associations (according to the similarity of sound).
The bottom line is the successful selection of consonant associations to the memorized word. May be accompanied by a bright pattern that reinforces the image.
Passenger - p assa fat takes a ticket to ass e.
Street - on persons I meet friends persons a.
West - for pad e sun pad aet.
b) Another word is hidden in the word.
horizon - burn, umbrella! (Draw this fantastic plot.)
Cloud - on varnish e varnish.
Swimmer - pilaf the duck is swimming in pilaf e.
Nightingale - solo wei sings solo.
c) Children represent some kind of action, smell, include tactile and taste sensations. For example, a mini-tale: “Women cabbage soup on brews cabbage soup She is a good hostess. The home smells delicious. They are hot."
Children develop great attention to the word, its structure, composition, etymology. Children see the word from different angles. They learn to think, reason, discuss over the word.
Reception number 3. Graphic associations - mnemonics (by the similarity of the image).
“Mnemonics (Greek Mnemonika - the art of memorization). Mnemonics is a set of techniques and methods that facilitate memorization and increase the amount of memory by forming artificial associations”
The point is to see the similarity between the shape of the letter and the object. Children should make their own drawings, you can do it right in the notebook at the lesson or in individual dictionaries.
The method of graphic associations or mnemonics can include such rebuses, poems, drawings, groupings of words that cause certain associations, i.e., the essence lies in the fact that the memorized letter is encrypted in the form of a graphic image - a picture. It is easy to remember and easy to remember when needed. The process of drawing up an image and memorizing a word will already be a game, and a game that is useful, developing, and creative.
Reception number 4. "Muscular memory."
And now we have turned ...... we write:“The first vowel in the word enthusiasm, the second vowel in the word training” (writing is done on the back in front of the sitting student).
The writing on the back was recommended by Peter Young and Colin Tyre in Teach Your Child to Read. Make sure the child feels what you wrote, explain to him what the letter is and ask him to write it on paper. This system works thanks to "muscular memory": the ability to remember information through the actions of the body.
IV. So, we call the letters the missing letters: ...
Word (in chorus).
Vinaigrette, front garden, agronomist, horizon, cloud, apple, enthusiasm, training.
Reception number 5. Highlighting an unstressed vowel in size and color and hung around the class by the students themselves with the help of adhesive tape.
Reception number 6. Dictations on the contrary.
The teacher suggests the meaning of a given word, the children determine the word. Further work can be built in the following way: either the children themselves write down the word and identify dangerous places, or there is a collective analysis of the word, i.e. on the principle of a commentary letter.
For such dictations, the teacher needs to have several options for meanings from simple to more complex, so that if there are difficulties in the answers, the children have the opportunity to independently come to the given word. It is advisable, if possible, to have cards with a picture of a dictionary word.
Agronomist -
1) a specialist in improving the culture of agriculture;
2) person knowing the laws agriculture.
Director -
1) the head of an enterprise, institution;
2) a person who knows how to manage a team.
1) close to something;
2) approximately.
I chose the following types of exercises for work:
- Method of sound associations;
- Method of graphic associations (mnemonics);
- Writing a word from a different angle of view (in the sun);
- Highlighting an unstressed vowel in size and color;
- Use of language material;
- Spelling five minutes;
- Dictation is the opposite.
With external entertainment, the exercises are based on modern scientific ideas about the structure of attention and memory.
The result of applying this method is the qualitative changes that occur in schoolchildren in the process of teaching the Russian language (reduction of errors in written work).
The reception of such learning to memorize words ensures the children success in their studies, gives the joy of communicating with a letter, a word. The letter becomes a friend to the child, because of it there will be no disappointments, failures, tears.
Experience has shown that the systematic application of these techniques makes it possible to significantly increase the effectiveness of training. vocabulary words compared to traditional teaching methods.
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. And every teacher knows: the more words a student learns, the richer his speech, the easier it is for him to learn, the deeper and stronger his knowledge in all subjects.
Sections: elementary School
In days of doubt, in days of painful reflection
about the fate of my homeland - you are the only one for me
support and support, O great, mighty,
truthful and free Russian language!
Don't be you - how not to fall into despair
at the sight of all that is happening at home?
But one cannot believe that such a language
was not given to a great people!
I. S. Turgenev
The problem of literate writing is especially relevant today, since recently literacy and general knowledge of the native language have become the lot of a narrow circle of specialists. Not only did the level of literacy of the population as a whole drop sharply, but the quality of newspapers, magazines, and published books also dropped dramatically. Spelling and punctuation errors have become commonplace, although for any intelligent person at the beginning of the century it would seem strange to ask whether a doctor, artist, engineer, etc. be literate. After all, it has long been known that language is a mirror of both social and moral processes taking place in society.
Usually the spelling of words is subject to certain rules. But there are words for which there are no rules, and they just need to be memorized. These are the so-called vocabulary words.
In the elementary gymnasium under the RO program, we must memorize about 500 words. As you can see, there are a lot of words and there are many mistakes when writing them. The reason for the many difficulties in working with these words is probably that we do not use rational ways their memorization.
over the problem quick memorization vocabulary words we started working in the third grade. We found out that you can remember the spelling of dictionary words not only by memorizing and writing them down several times, but also in other ways: by etymology and association.
Etymological way of remembering vocabulary words
... A sensitive reed is dozing. Silence
- deserted around. A little noticeable
dewy trail...
These charming lines at any time of the year revive the memory of a beautiful Russian morning on the shore of a lake or river. The words just flow, strung one on top of the other, and it becomes joyful from the imaginary silence, memories of an easy meadow path among the lush grass.... to one “family” with the words SENSITIVE, EMpathy, FIND OUT. All the more amazing
the fact that these words are related to the Latin verb caveo"look around, be on the lookout, beware." A very serious, very interesting and extremely complex science helps to prove the existence of connections between words in the past, to reveal their big and small secrets - etymology. It can help us not only the meaning of the word, but also its spelling, it can tell not only about its birth, but also about wanderings in different languages and about the ways in which each foreign language influences it.
CORRIDOR and DIRECTOR, ALBUM and PENCIL - where did they come from, why should they be written this way and not otherwise? Etymology will help us to solve these questions. However, to clarify the spelling, it is not always necessary to trace all the stages that a word has gone through. Sometimes it is enough to learn a form from the source language or the corresponding formations from a closely related language.
In this paper, we tried to explain and justify the spelling of some dictionary words using etymology.
The textbook by V.V. helped us with this. Repkin “Russian language, grade 2” (developing education program). The text “Former relatives” states that the word capital is somewhat similar to the word table? And this is no coincidence. Once these words were close relatives.
In the old days, the table was called not only what we call, but also the place on which the prince, the ruler of the country, sat. The city where he lived was called the capital city or simply the capital.
Now no one considers these words related. When they talk about the table, no rulers are mentioned. The table is just furniture. The capital is the main city of the country. Completely different words.
And yet it is useful to remember their former relationship. It is immediately clear that words have their own long and interesting life. Yes, and the letter A in the word capital, perhaps, you can’t write. (Appendix 1.)
Associative way of memorizing vocabulary words
We believe that this method is accessible to everyone, because the history of the emergence of the word must be clarified using etymological dictionaries.
The essence of the method is that a difficult spelling is associated with a bright associative image that is remembered when writing a word, helping to write the word correctly. If you want to use this method, proceed as follows:
1. Write down a dictionary word (Sl. word) and put stress.
/ For example: Birch
2. Highlight (underline, circle) the syllable that causes
difficulties (doubt) in writing.
For example: be.- re - for
3. Write out separately the syllable that is in doubt, highlighting the size
questionable spelling.
For example: b_E., b_e..
4. Find an associative image (Ac. image) associated with a dictionary word,
write it down next to the dictionary word.
Requirements for an associative image
An associative image must be associated with a dictionary word by some common feature.
Associative communication can be by:
An associative image must have a letter in its spelling that is doubtful in a dictionary word.
For example:
Word Ac. image * birch
by color _white..
* birch - curly: needed _crest.- to comb
Shaped like the letter _E.
Result: b E.cut - b E.barking, - gr E. ben (_E.)
5. Draw a dictionary word combined with an associative image
(drawing and / or the intersection of words through a dubious spelling).
For example:
6. Read the dictionary word and clearly reproduce the found aloud
associative image, representing their union and linking and
questionable spelling.
Here are some examples:
newspaper - paper
FACTORY - PIPE
iney - white, snow cabbage - for "yats"
pencil - edge, paper
Working on the topic, we found rational ways to memorize vocabulary words. We hope the work will help you, it will not be necessary for a long and tedious memorization of every word. Just use your imagination and the word will remain in your memory forever. Make Russian lessons interesting, enjoy the joy of discovery.
WISH YOU GOOD LUCK!
Literature.
- Kanakina V.P. "Work on difficult words”, Moscow, “Enlightenment”, 1994
- Olgovich SI. “Etymology and spelling”, Tomsk, “Peleng”, 1996
- Popova T. “A word about a dictionary word”.
- Repkin V.V. “Russian language”, grade 2, Tomsk, “Peleng”, 1997
- Shansky N.M., Bobrova T.A. “Etymological dictionary of the Russian language”, Moscow, “Proserpina”, 1994
I bet most adults have already forgotten what dictionary words are and how they once got deuces for which, according to the account, there was an error in the word coat. Although even a well-educated person with higher education(or even more than one) no, no, yes, and stumble on an insidious word the vinaigrette.
Whether it's kids, junior high school students. For them now vocabulary words are the biggest headache. Well, maybe in second place after the multiplication table. But it is much easier to memorize a table than to memorize a spelling dictionary.
Yes, and high school students are sometimes not sweet with words like immunity and disqualification. This article was written about how to help them learn complex spellings.
Since the dictionary words of the Russian language are such a big problem for schoolchildren, we offer several recommendations and ways to solve it. And you, parents, shake your head - you will help children.
What are dictionary words?
vocabulary they name words in which the spelling of some letters cannot be checked according to the rules. Or there are such rules, but, for example, it is difficult to find a test word (it is outdated, does not belong to the literary language, etc.) These include both native Russian words and all sorts of borrowings from other languages. The latter is especially difficult. Here's how you can explain why in a word jury letter Yu, not U? No, just remember.
All vocabulary words can be conditionally divided into groups:
- words with an unchecked vowel ( lampshade, idiom, lunar rover);
- double consonant words ( illusion, column, kilogram);
- words with unpronounceable consonants ( agency, hello, explicit);
- words with a separating hard sign ( injection, adjutant, conjunctivitis);
- words with prefixes pre/pri ( despise compare with despise);
- hyphenated words ( I’ll pick you up, hello, Ivan-tea, all-in);
- words with separate spelling in close-fitting, in the bosom, on the eye);
- slurred words ( white, shattered, sideways);
- and some other cases.
Learning the spelling of dictionary words is not shameful not only for schoolchildren, but also for adults. To less often have to climb into the spelling dictionary for tips. How to do it faster and more efficiently?
How will we learn vocabulary words?
In the next section, we will take a closer look at various techniques memorization. In the meantime, let's talk about general points.
So, in order to learn as many vocabulary words as possible, you need to make a list to remember. For example, use an alphabetical index. There are many teaching aids that contain lists of words that students are supposed to learn in each class. Toddlers, for example, are supposed to memorize about 200 words.
It is better to study little by little, but every day. Even 15 minutes of exercise every day is much more than nothing. The same principle applies here as in the study of foreign languages. Regularity is one of the most important components of success.
It is also worth getting your own spelling dictionary, where the child will write out the complex words that he is currently learning. You can do this: take an ordinary student notebook, cut it in half - that's the dictionary ready. It is easier to use such a “half-notebook” than a whole one. It takes up less space in your bag. In addition, fewer words are placed on a page divided in half - just enough to make it convenient to repeat at a time.
Learning words - algorithm:
- let the child read the dictionary word aloud in syllables;
- explain to him the meaning of the word or look together in the explanatory dictionary;
- mark the stress in the word, and underline the spelling or highlight it in a different color (with a pen, marker, colored pencil);
- write down several words with the same root for this word, make a phrase or sentence, you can use antonyms and synonyms to create associative chains;
- transfer the word to a homemade dictionary;
- try one or more memory methods.
What these methods are will be discussed below.
Ways to remember vocabulary words
There are several such methods, and many of them are based on associations. High school students will cope with the task on their own. But babies may need parental help. Find time in your schedule to spend time with your child. Your participation will help him learn Russian vocabulary words faster and easier. And besides this, such a joint activity brings the family together and strengthens it.
Method 1 - write a story: you can take a few vocabulary words and write a short story in just a few sentences.
Words can be combined by one theme: " We bought a ballet ticket, our seats are on the balcony. To see the scene better, we took binoculars with us.”
Or it could be words with the same spelling. You can compose a story in which " The athlete in the Arena ate an orange.
The main thing is that the child himself participated in the composition. The story does not have to be very coherent or especially logical - the main thing is that the result is a memorable image. Lively enough to stay in memory for a long time - and difficult words will be remembered with it.
Method 2 - draw pictures: you can, of course, find ready-made cards with words on the Internet, but making them yourself is much more effective.
Come up with a bright and memorable image for a compound word with your child and draw it together. Be sure to reflect those letters whose spelling is difficult to remember in your picture.
For example, hippopotamus can be depicted sitting on the tail - then his legs and torso form the letter E. Or the letter can be entered into the drawing: draw a large Nut and circle it with an O.
By the way, if there are several orthograms in a word, put them all on the drawing in sequence: so E, O and I in the word a bike can be depicted as a steering wheel, wheel and frame.
This method is good for nouns that elementary students have to memorize. For abstract concepts, it is of little use.
Method 3 - decline the dictionary word: you just need to write down a word with a complex spelling in all cases.
I.p. horizon
R.p. horizon
D.p. horizon
V.p. horizon
etc. horizon
P.p. (about) horizon
This practice, using motor memory, helps to learn spelling.
Method 4 - come up with associations: this way is just good for abstract concepts. Memorizing in this way is like memorizing foreign words. This is probably why high school students and adults prefer it.
Associative chains can be built on sound likeness. That is, to select such words where a similar spelling is under stress. And they still sound the same. For example, remember that eyewitness « oche ny in and dit", and makeup « ma ma inflicts ki stu".
An image based on associations should be quite bright and logical, it can be funny. The vowel being checked must be stressed, the unpronounceable consonant must be clearly audible, etc. To remember the spelling of a word skates, you can imagine "a horse on horse kah". And for the word honestly to learn that "it is necessary to act honestly for the sake of honor and".
By the way, you can combine several methods for more effective memorization. Especially such words, where several spellings have come together at once. So, you can come up with an image based on associations, sketch it and designate an unverifiable letter in the picture. Let's take the floor plasterer: imagine that "the plasterer has a funny thing, and also he tour ist". Draw a man with a brush that looks like the letter Sh. And let him stand with his legs wide apart and look like the letter A.
Method 5 - use stickers: this method can be considered as the final step after all the previous methods.
Suppose you and your child have drawn funny pictures for vocabulary words. Now cut them out and hang them in different places around the house. And in the child's room (you can over desk), and in the bathroom - let him admire while brushing his teeth. And even, do not laugh, in the toilet. Well, don't let time go to waste.
They came up with a vivid image, composed a story based on associations, wrote out a dictionary word in their homemade dictionary - and at the same time made a note with this word on a sticker. The more often the words will catch the eye in different non-educational situations, the faster they will be remembered.
Summarize
It is customary to complain that foreign languages are difficult to learn. But think about how difficult it is to learn Russian. As adults, we rarely think about it. But they themselves went through the difficult path that our children are now following.
It is in our power to help them and make it easier for them to memorize words with difficult spellings. If you turn it into a game for toddlers and an exciting puzzle for high school students, it will become much easier.
Get creative with the methods we have suggested to you. There are no strict rules for memorizing vocabulary words. Only little tricks that someone once thought up, tried out and told about them to others. So you, too, tell your friends about this article in social networks. And to us in the comments - what methods your children use.
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