How to learn vocabulary words in 5 minutes. How to help your child remember the spelling of vocabulary words

This publication presents two options for working with dictionary words.

Option I

The thinking of primary school students is visual and figurative in nature, that is, it is based on specific ideas and images. In this regard, the majority of them have a correspondingly predominant figurative type of memory.

In addition, it should be noted that successful memorization is facilitated by compliance with certain conditions:

1) memorization mindset: the student must want to remember what he needs to remember;
2) interest: what is interesting is easier to remember;
3) brightness of perception: everything that is bright, unusual, and that which evokes certain emotions is better remembered;
4) imagery of imprinting: memorization based on images is much better than mechanical memorization.

All these conditions are met when memorizing vocabulary words using the proposed method. Its essence is that the child, in order to remember the word, makes drawings on letters that cause difficulty in writing. Children enjoy doing this exciting activity, and the results ultimately meet their expectations.

Instructions for the teacher

1. Name the word that needs to be remembered and write it on the chalkboard.
2. Find out whether the meaning of the word is clear to children.
3. Give instructions for memorization.
4. Mark letters that may cause difficulties when writing.
5. Write the word in block letters.
6. Invite children to make drawings in their notebooks on “difficult” letters, based on the meaning of the word.
7. When the drawings are ready, those interested demonstrate their options on the board.

How to draw

On the letter o it is very easy to draw a tomato, and the letter i are knives that can be used to cut it.

When you get stung by a nettle, it's hard not to scream.

It is very easy to make the letter a out of bananas, but it is impossible to make the letter o.

There is no alley without trees... and there are also people walking along the alley, and not just one or two, but many...

And these plumbers came to repair the battery.

This word is very easy to remember - pencils and a box for them.

Why not imagine like this?

What's a sunrise without the sun?

What's a drum without sticks?

Once they bought me a balloon, it was great!

Do you have a vegetable garden at your dacha?

Of course, there must be at least a small staircase in the middle of this word.

When the appetite is worked up, no one will refuse a couple of cutlets or... popsicles.

This little man is not afraid of the puddle on the letter o, because he is wearing boots.

Boys love this word very much; they come up with many variations.

Everything is clear here without explanation.

Drawings should be made only on those letters that cause difficulty in writing, otherwise a “pile up” of images occurs. The drawing must necessarily correspond to the meaning of the word.

This process is as exciting as it is useful. Children enjoy drawing, which not only allows them to remember vocabulary words, but also develops their imagination.

Note. The teacher needs to remember that there is a process of forgetting, and think through a system of repetitions.

Vocabulary words are memorized using a mnemonic system of “connections”, which is as follows:

1) memorization occurs more easily if a person mentally imagines objects, phenomena or actions that words mean;
2) objects combined into groups should “come to life”, “move”.

In Katya’s apartment, a pan and a glass are drawn in pencil in a painting. And Olya has an apple above her bed.

Weather was good. (The sun was shining.) We drove along the road to the garden. (Draw bicycle wheels.) We planted vegetables. (Vegetable seeds resemble the letter o.) Peas (we draw peas), carrots, cucumber, tomato. But we also have “wrong” plants; their seeds resemble the letter o, but the letter a grows. Cabbage, potatoes.

We took the tram to the store and bought raspberries for breakfast.

The passenger carefully walked a long distance along the alley.

On Thursday at camp we drew wheat with black and yellow pencils.

The pencil stand resembles the letter e.

A man was walking through the city, suddenly a black cat jumped out in front. I turned back - there was a dead end, I went left - there was a dead end on the left, I went right - and there was a dead end on the right, I wanted to go down, but the asphalt from below was in the way. I had to meet a black cat. And all these words are written together.

The spelling of the letters a and o at the end of the words “left - left”, “right” - “right” can be remembered as follows:

to the south window to the left;
from the south window on the left;
on the U window right;
from the window Yu is on the right.

Wow! One day a nut and an apple grew on an aspen tree!

When we are very surprised, we open our eyes wide, they become like the letter o.

The wind blew from the north, the bear swayed vm eat with birch.

The branches of the birch tree and the claws on the paws of the bear resemble the letter e. The bear pressed closely to the birch tree, merged with it, the word also merged together.

A worker gets ready for work, puts on boots and a coat, gets into the car, and drives to the factory.

My drawing is called "Lilacs on the street."

The human figure is inscribed in the letter i. In one hand he holds a brush, in the other he leans on the table.

How to ride a bike? Fast, fun, soon, good.

My friend dug up the beds with a shovel, planted berries, there will be a good harvest.

The human head, shovel and basket of berries resemble the letter o.

It was the month of June. The hare put strawberries on his tongue.

The inverted letter I is the head of a hare with ears, a strawberry.

Working on vocabulary words
How to help your child remember the spelling of vocabulary words

Language is both old and eternally new -
And it's so wonderful!
In a huge sea - a sea of ​​words -
Take a bath every hour!

Birch and dog, cabbage and director, frost and ship... What do these words have in common? The answer is simple, they are all vocabulary words from the primary school dictionary.

Vocabulary words, like the multiplication table, must be known by heart. But the multiplication table fits on half a notebook page, and the vocabulary words are a huge thick dictionary, and the writing of these words defies any logic. They must be taught and taught, often returning to the same word. It’s good if the child reads a lot and has developed intuition. What if he can’t remember the spelling of the words “apricot” and “shovel” for several years?

The work of spelling dictionary words is difficult and painstaking. It continues from lesson to lesson, remaining in the students’ memory after the teacher uses special techniques.

Vocabulary words are one of the problems of primary school.If the problem is not solved, then it becomes a heavy burden. Unsolved problems in primary school naturally turn into problems at the middle level, and then...

Teachers in their practice use the method of P. S. Totsky, which suggests multiple repetitions to develop the speech apparatus and spelling vigilance.But this technique is not designed for children who had speech problems in preschool age (FFN, ONR, ZRR). Children with attention deficit disorder, MMD, experience great difficulties in mastering vocabulary words.

I want to offer you several ways and methods, adapted for children with a history of speech problems, for memorizing the spelling of vocabulary words.

Important to remember: 1. Exercise daily for 15-20 minutes.
2. Take from 5 to 10 words per week to memorize.

To memorize words, use the following tasks.
1. Reading a word by a child.

2. Explanation of the meaning of the word (if the child does not know the meaning of the word, invite him to use a dictionary).

3. Spelling work on the word:
- placing emphasis, highlighting difficult letters in green,
- sound-letter analysis of a word,
- dividing a word into syllables and into syllables for transfer.

4. Learning the spelling of a given word:
- selection of words with the same root,
- composing a phrase or sentence with this word,
- selection of synonyms, antonyms, riddles, sayings with a given word.

5. Recording the word in a spelling dictionary.
In the evening (better before bed), ask your child to say how he will write vocabulary words.

6. Compiling a story from a group of vocabulary words (December, frost, skates, guys).

7. Picture dictation (show pictures of objects, the child writes down the names of these objects).

8. Copy vocabulary words in ascending order of syllables or vice versa.

9. Complete the sentence (there is a missing vocabulary word in the sentence).

10. Formation of the singular from the plural or vice versa (teacher - teachers, vegetable gardens - vegetable garden).

11. Formation of another part of speech (birch - birch, eastern - east, seller - sell).

12. Writing out these dictionary words in several columns:
- by childbirth;
- by numbers;
- by declination;
- with unverified vowels A, O, E, I;
- with an unverified and verifiable vowel;
- animate or inanimate objects;
- by topic (for example: “City” and “Village”);
- by parts of speech;

13. Write out from these words:
- words consisting of two or three syllables;
- words with Y;
- words with hissing words.

14. Coming up with phrases with vocabulary words (red tomato, wide street).

15. Recording words under dictation, with stress setting, underlining unchecked spelling, choosing a word for sound-letter analysis.

16. Selection of words with the same root.

17. Restoring a deformed text or sentence (guys, garden, in, collected, and, cucumbers, tomatoes, peas, baskets).

18. Analysis of words by composition.

19. Writing words with different prefixes (went, came, left, came).

20. Writing words with different prepositions (to the square, at the square, on the square).

21. Put the word in the correct case, decline the dictionary word.

22. Form a new word using a suffix (birch - birch, coast - berezhok).

23. Replace with one word (a person who drives a tractor is a tractor driver, a wide asphalt road is a highway, to win is to win).

24. Writing from memory.

25. Self-dictation and mutual verification.

26. Copy, insert one or two consonants (S or SS - kla...ny, kero...in, sho...e, ro...a, ka...ir, ba...ein) .

27. Replace these words according to their meaning with others (group - collective, store - department store, break - intermission, doctor - surgeon, friend - comrade).

28. For these adjectives, select nouns that are dictionary words according to their meaning (red apple, fiction, drama theater).

29. Replace with synonyms (driver - chauffeur) or antonyms (south - north).

30. Complete the sentence with homogeneous parts of the sentence (You can buy it at the grocery store...).

“Close your eyes, imagine this word written in a book.
Spell it.
Make the “dangerous” letter blink. Which letter is "blinking"?
Read slowly as you write.
Write down this word 5 times, each time say out loud what you write."
(Do everything with your eyes closed.)

The essence of the method. A difficult spelling of a dictionary word is associated with a vivid associative image, which is remembered when writing this dictionary word, helping to write the spelling correctly.

Methodology

1. Write down a vocabulary word (cl. word) and put emphasis.
For example: birch.

2. Highlight in green (underline, circle) the syllable that causes difficulties (doubt) when writing.
For example: be-re-za.

3. Write out the doubtful syllable separately, highlighting (by size, color) the dubious spelling.
For example: b_E., b_e.

4. Find an associative image associated with a vocabulary word and write it down opposite the vocabulary word.

a) An associative image must be associated with the dictionary word by some common feature.
Model:
The associative connection can be by:
- color;
- location;
- form;
- sound;
- action;
- taste;
- material;
- purpose;
- quantity
etc.

b) The associative image must have in its writing a letter that is not in doubt, which is doubtful in the dictionary word.

For example:
Dictionary word
* birch - by color _white
* birch - curly: you need a comb to comb (shape like the letter E)
Result: b_E.reza - b_E.laya, - gr_E.ben (_E.)

5. Depict a vocabulary word combined with an associative image (drawing and/or intersection of words through a questionable spelling).
For example:
b
birch
l
A
I

6. Read the dictionary word and clearly reproduce out loud the found associative image, imagining their combination and the dubious spelling linking them.
ATTENTION! DO NOT impose your association on your child!
The value is the presence of each associative image given the given requirements: connection and a general given spelling.

Examples of vocabulary words and associative images:

g_A.zeta - boom_A.ga,
k_A.rman - holes_A.,
d_I.rekt_O.r - kr_I.k, r_O.t,
k_O.concert - n_O.ta, d_O., x_O.r,
z_A.water - pipe_A.,
k_O.rabl - v_O.lny, b_O.tsman, k_O.k,
in_E.y - b_E.ly, sn_E.g,
l_A.don - l_A.pa,
k_A.empty - z_A.yats
k_A.randash - gr_A.n, boom_A.ga,
s_O.tank - xv_O.st

Every person wants to write without errors. For people with innate literacy, coping with this problem is quite simple. But the majority have to make considerable efforts to master competent writing.

Of course, most often no difficulties arise with words whose spelling is regulated by rules. But with words that do not obey any rules, the situation is completely different. The correct spelling of vocabulary words should only be memorized.

A huge number of educated adults often think about the spelling of one word or another when it comes to composing documents or official letters. Quite often they have to check themselves using spelling dictionaries.

But it’s not always the case that a spelling dictionary is at hand at the right time. If adults have such a problem, then what can we say about children, because it is much more difficult for them. Learning vocabulary words is not an easy task. School students work hard on this, get nervous and get frustrated every time if, even after much effort, they make mistakes in the same words again and again. Neither teachers nor parents are left on the sidelines. They also actively participate in this whole process and are no less worried than their children.

It turns out that you can save a lot of nerves if you use fairly simple, but at the same time effective methods for quickly learning difficult words. There are only five such ways.

Reception No. 1.

Let's take, for example, such a difficult word with a double consonant as “terrarium”. If you come across this word, but are not sure of its spelling, then you should look in the dictionary so as not to make a mistake. But how can you remember this word? To do this, you can remember some word in which a double “r” also appears, but in the spelling of which, unlike “terrarium,” you will no longer doubt.

Reception No. 2.

This method is called “graphic”. This method of memorization is especially suitable for children. In the school curriculum there are many relatively simple and visual words. It is to memorize such words that you should resort to the graphic method. But such a technique will not work with more difficult words, and especially with abstract concepts.

The graphic memorization method is based on playing out an untestable letter using pictures. This means that in order to learn a difficult word, you need to draw a picture on which the word itself and the untestable letter will be drawn. The drawings should not be masterpieces of fine art; rather, they will be sketchy, because you are drawing exclusively for yourself.

Reception No. 3.

This method means the phonetic method. It is based on sound associations, which can make learning vocabulary words much easier. This method is very suitable for middle and high school students. It is also useful for adults to resort to this method of memorization. The phonetic method allows you to effortlessly learn the spelling of even the most difficult words.

Reception No. 4.

Here we will talk about a combined method. This method should be used to learn those difficult words where you have difficulty writing not one, but two or more letters. This method is a combination of two methods: phonetic and graphic. This approach allows you to use, for example, the method of phonetic associations to learn one untestable letter, and the graphic method to learn another.

Reception No. 5.

This method is based on the similarity of the letter shapes with something. These can be animals, objects, plants. You should pick up some object that is shaped like an untestable letter. In other words, using this method, you need to come up with suitable associations.

Correct spelling of vocabulary words is one of the criteria for literacy. The article is addressed to parents and contains a description of the stages of working with children at home.

Many words in the Russian language do not follow spelling rules. These are vocabulary words whose spelling should be memorized.

One of the sections of the compulsory exam in the Russian language based on the results of studying in the 9th grade contains a task on spelling vocabulary words. Vocabulary words help children master written language. However, for some children they become friends, and for others - enemies, causing continuous trouble. Practice shows that not every child is able to quickly memorize the spelling of vocabulary words and retain the acquired knowledge in memory for a long time. Sometimes you have to watch how a child honestly learns them, successfully writes vocabulary dictations in class, but makes mistakes in these words in test dictations. Adults are sometimes perplexed: “How can this be, you taught them and wrote them correctly?” But the fact is that the child did not recognize these words in the dictation text and could not concentrate on their spelling.

Each person has his own vocabulary. The higher the level of speech development, the larger the vocabulary.

Among the vocabulary words, there are many that are not often used in a child’s oral speech, and, therefore, are simply absent from his active vocabulary. These are the words that are most difficult for a child to remember.

The school pays great attention to the study of vocabulary words. However, practice shows that children often make mistakes when writing vocabulary words. Is it possible to teach a child to memorize vocabulary words?

Experience shows that systematic work brings success. There are many exercises to help you memorize vocabulary words. It is important to understand that memorizing vocabulary words is painstaking work for a child and an adult.

Workout exercises for working at home

1. The main rule is maximum use assistants. It is important to connect the work of the eyes, ears, tongue and hands. Before introducing a child to a graphic image of a word, it is necessary to clarify its meaning using clarity (a picture or a specific object).
2. We pronounce the word syllable by syllable, highlighting dangerous places. Show the spelling of the word. It is advisable to write down the words on separate cards in large letters. The sample is recorded by an adult. The child, under the supervision of an adult, reads the word, repeats it, and remembers it. The adult closes the sample. The child writes the word on the card, then checks the spelling using the sample. It is advisable to use cards rather than notebooks. There is one word on the card, and not as in a notebook - several nearby. Working with cards helps the child learn to remember a previously memorized word. If a mistake is made when recording on the card, we go back. We read the sample, pronounce it several times, remove the sample, and write the word on the card.
3. We make up phrases with this word and sentences to consolidate the meaning of the word and options for changing it. It may very well be that the word was previously unfamiliar to the child. In this case, variants of phrases and sentences are voiced first by the adult, and only then by the child. An adult must give an example of the use of the word in speech. We put the card with the new word aside separately and after a while we check whether the child remembers its meaning and methods of use. Even if the word is familiar to the child, training in its use will help the child concentrate on the unity of the semantic meaning of the word and its graphic image.
4. We read the word syllable by syllable in accordance with its spelling. The child needs to read the word out loud several times, highlighting with his voice those parts of the word that are written differently from how they are pronounced.
5. We invite the child to look carefully at the word, remember its graphic image (writing) and, turning over the sample (card), write it down independently. It is better if the child initially writes the word in block letters. They don't need connection. Each letter is easier to feel.
6. On the back of the card, we invite the child to draw a picture that will help him remember not only the meaning of the word, but also its spelling. If it is difficult for a child to do this on his own, we draw with him. Together does not mean for him. The child must participate. Otherwise, the picture will not be his and will not help with memorization. You can find a ready-made picture and let your child cut it out and paste it.
7. We check whether the child remembers the spelling: we show a picture and offer to write down the word. If the result is positive, move on to the next word.
8. Memorization is a complex thought process. You should remember that you shouldn’t get too carried away—you shouldn’t take too many words at once. It is advisable to start with 1 - 2, gradually increasing the number to 5. It is important to return to the words you have learned every day, monitoring the strength of your memorization.
9. As the cards accumulate, we offer the child various classification methods. For example, by the similarity of the spelling of parts of words that are written differently from how they are pronounced (city, sparrow, cow); by the number of syllables in a word (milk, garden, crow); by place of stress, etc. Such classification options each time force the child to analyze the spelling of a word from different positions, and, therefore, help to retain their graphic image in memory.
10. You cannot force a child to write the same word over and over again, as if he will write it a hundred times and remember it. This technique provokes the consolidation of erroneous spelling. Practice shows that after several correct options, the child makes mistakes. Attention becomes dull, and the hand and eye reproduce not the pattern, but the errors.
11. It is not necessary to ask your child to write vocabulary words in a notebook every day. It is better to alternate different types of activities depending on the load (on the amount of homework, the child’s activity on a particular day in clubs or sections) and well-being. You can offer to repeat the words and say their spelling, write them in the air, on an adult’s hand (back) with a finger, bend them out of wire or lay them out from a cord, etc.
12. Many children find it difficult to recognize the image of a word that has missing letters. We invite the child to write down several vocabulary words in a column. Then the child shades the given letters with a felt-tip pen. For example, all letters A. Next, we suggest reading the written words. At the next stage, the child shades 2 letters ( ah, oh). Then he reads the words and inserts the letters. It’s better to start with vowels, increasing their number to 3 - 5. Game " find out the word"helps you learn to remember the graphic image of words. We start with simple tasks, the child is asked to find out a word with one missing letter: city_. We gradually increase the difficulty level: g_r_d, g_ _ _ d, G_ _ _ _. We use, accordingly, the studied vocabulary words.
13. Children are interested in the task of linking several vocabulary words into a semantic chain - creating a comic text. First, the child pronounces the words according to their spelling, then composes a comic story. For example, given the words: city, sparrow, shop, birch, crow, vegetable garden, village, potatoes, milk. The child composed the following text: “ Sparrow bought milk in the city and drank it on a birch tree. A crow in the village planted potatoes in the garden" After some time, the child is asked to remember the story he composed and write down the vocabulary words.
14. Children often memorize vocabulary words in their initial form, as they are given in the textbook dictionary. When writing different forms of words or cognates in sentences and texts, mistakes are made. To consolidate the acquired knowledge, the child must practice changing vocabulary words ( garden, in the garden, behind the gardens), in the formation of a chain of cognate words ( city, urban, suburban), in writing phrases with dictionary words ( little sparrow), phrases from dictionary words ( city ​​sparrow), sentences with vocabulary words. This kind of work makes memorization more effective. The child will be ready to recognize the studied words in the dictation text.
15. When doing homework in the Russian language, it is necessary to draw the child’s attention to the vocabulary words studied, if they appear in the texts.
16. Typically vocabulary words are not taught in alphabetical order. We invite the child to arrange 5 - 7 vocabulary words in alphabetical order and write (say) them.

There are many training exercises. It is important to choose ones that help the child.

When studying at home, you need to remember that classes should be for the benefit of the child, and you should not overload the child. Only those who do nothing make no mistakes. You cannot see a child’s mistakes as a tragedy. You cannot compare your successes at school with your child’s failures. Education is the work of both the child and the adult. This means that it is in our power to make vocabulary words helpers of the child, and not enemies.

Studying vocabulary words gives primary school teachers a lot of trouble. Often, after drawing children’s attention to the peculiarities of the spelling of a word and emphasizing the necessary letters, they suggest writing it down in a dictionary and remembering how it is spelled. But memory often fails young schoolchildren, since they do not yet know any memorization methods, and not every teacher can teach them these methods. Of course, there are many creative teachers who try to diversify the process of learning vocabulary words: they select poems, proverbs and sayings, introduce these words into the context of entertaining content, etc. But, unfortunately, the results in these cases do not always correspond to expectations.

Meanwhile, there is a method that will help cope with this problem. It is based on the age-related characteristics of the thinking of younger schoolchildren and the general laws of memorization.

This publication presents two options for working with dictionary words.

Option I

The thinking of primary school students is visual and figurative in nature, that is, it is based on specific ideas and images. In this regard, the majority of them have a correspondingly predominant figurative type of memory.

In addition, it should be noted that successful memorization is facilitated by compliance with certain conditions:

1) memorization mindset: the student must want to remember what he needs to remember;
2) interest: what is interesting is easier to remember;
3) brightness of perception: everything that is bright, unusual, and that which evokes certain emotions is better remembered;
4) imagery of imprinting: memorization based on images is much better than mechanical memorization.

All these conditions are met when memorizing vocabulary words using the proposed method. Its essence is that the child, in order to remember the word, makes drawings on letters that cause difficulty in writing. Children enjoy doing this exciting activity, and the results ultimately meet their expectations.

Instructions for the teacher

1. Name the word that needs to be remembered and write it on the chalkboard.
2. Find out whether the meaning of the word is clear to children.
3. Give instructions for memorization.
4. Mark letters that may cause difficulties when writing.
5. Write the word in block letters.
6. Invite children to make drawings in their notebooks on “difficult” letters, based on the meaning of the word.
7. When the drawings are ready, those interested demonstrate their options on the board.

How to draw

On the letter O it is very easy to draw a tomato, and the letter And- these are knives that can be used to cut it.

When you get stung by a nettle, it's hard not to scream.

It's very easy to make a letter out of bananas. A, but it is impossible to make a letter O.

There is no alley without trees... and there are also people walking along the alley, and not just one or two, but many...

And these plumbers came to repair the battery.

This word is very easy to remember - pencils and a box for them.

Why not imagine like this?

What's a sunrise without the sun?

What's a drum without sticks?

Once they bought me a balloon, it was great!

Do you have a vegetable garden at your dacha?

Of course, there must be at least a small staircase in the middle of this word.

When the appetite is worked up, no one will refuse a couple of cutlets or... popsicles.

This little man is not afraid of a puddle on the letter O, because he is wearing boots.

Boys love this word very much; they come up with many variations.

Everything is clear here without explanation.

Drawings should be made only on those letters that cause difficulty in writing, otherwise a “pile up” of images occurs. The drawing must necessarily correspond to the meaning of the word.

This process is as exciting as it is useful. Children enjoy drawing, which not only allows them to remember vocabulary words, but also develops their imagination.

Note. The teacher needs to remember that there is a process of forgetting, and think through a system of repetitions.

L.P. Kopylova,
psychologist of Lyceum No. 42 VSJ,
Irkutsk-17

Option II

Vocabulary words are memorized using a mnemonic system of “connections”, which is as follows:

1) memorization occurs more easily if a person mentally imagines objects, phenomena or actions that words mean;
2) objects combined into groups should “come to life”, “move”.

At our classroom ss and in su bb where was ru ss cue language.

Katya's apartment A rtire on k A mouth to A R A drawn to A strulya and st A can. And Olya is over the edge O vatyu – apple O co.

It was good O G O Yes. (The sun was shining.) We drove along the O R O ge na O G O R O d. (Draw bicycle wheels.) We planted O V O cabbage soup (Vegetable seeds resemble the letter O.) G O R O x (draw peas), m O rk O ve, O cucumber, p O midor. But we also have “wrong” ones. A sthenia, their seeds resemble a letter O, and the letter grows A. TO A empty, to A rotofel.

We arrived at the A mvae to m A G A zine and bought it for tomorrow A k m A Lina.

Pa ss azhir a kk passed quickly through a ll her big ra ss groaning.

per hour e twerg in lag e re we drew psh e nitsu h e rn and f e with thin pencils.

Stand with pencils resembles a letter e.

A man was walking through the city, suddenly a black cat jumped out in front. I turned back - there was a dead end, I went left - there was a dead end on the left, I went right - and there was a dead end on the right, I wanted to go down, but the asphalt from below was in the way. I had to meet a black cat. And all these words are written together.

Spelling letters A And O at the end of the words “left - left”, “right” - “right” can be remembered like this:

on the window O YU left O;
from the windows A YU left A;
on the window O YU right;
from the window Yu right A.

Wow! ABOUT once upon a time O grown blue O reh and apple O ko!

When we are very surprised, we open our eyes wide, they look like a letter O.

The wind was blowing e r from north e ra, medv e he was rocking vm eating e c b e reza.

Birch branches and claws on the bear's paws resemble a letter e. The bear pressed closely to the birch tree, merged with it, the word also merged together.

R A the barrel is going to the r A botu, puts on with A pogi, p A lto, sits in m A tire, goes to z A water

My r And the sunok is called "C" And rain on the street And tse".

The human figure is inscribed in the letter And. In one hand he holds a brush, in the other he leans on the table.

How to ride a bike? Fast O, cheerful O, sk O R O, X O R O w O.

My t O comrade dug up l O pata beds, planted yag O yes, it will be good O zhai.

A man's head, a shovel and a basket of berries resemble a letter O.

It was a month I ts June. Behind I ts put on I strawberry tongue

Upside down letter I– head of a hare with ears, strawberry.

Svetlana
YASHENKOVA,
primary school teacher, Sychevka, Smolensk region

Here vocabulary words –
Difficult, treacherous.
Without verification relatives
They live alone in the dictionary.

• We write down the words, highlighting dangerous places in color, and select an illustration, find it if a lexical interpretation is needed;
• We group words, for example, by topic or by the initial letter of the alphabet.
• Drawing hints for difficult letters.

The wonderful teacher nataliigromaster has a whole project on this topic - it will be interesting to see how it ends. Children insert the missing letters from ready-made cards with pictures and words, and then play different games with these cards.
You can use ready-made cards, or you can draw with pleasure yourself, especially since the lists of vocabulary words in different textbooks differ.

76 word picture cards
cards for 36 words (grade 1)

• With the help of a semantic cross. For example:

L m

T r

About e

• With the help of harmonies. Words that are consonant and similar in pronunciation help to remember vocabulary words. For example:

• I. D. Ageeva’s associative method with memory rhymes and crossword puzzles I really like the generalized method of memorizing groups of words:

1. division of vocabulary words from grades 1 to 4 depending on the “dangerous place” - a letter in which you can write it wrong;
2. compiling a small coherent text from these words;
3. coming up with a supporting word for all the words of the story in which it is impossible to make a mistake;
4. drawing for your story.

• Find an associative image associated with a vocabulary word and write it down opposite the vocabulary word. An associative image must be associated with the dictionary word by some common feature.(moya-pamyat.ru)
  Model:
  The associative connection can be by:
  - color;
  — location;
  - form;
  - sound;
  - action;
  - taste;
  - material;
  - purpose;
  - quantity

For example:
Dictionary word
* birch - by color _white
* birch - curly: you need a comb to comb (shape like the letter E)
Result:
b_E.reza - b_E.bark,
— gr_E.ben (_E.)

Examples of vocabulary words and associative images:

g_A.zeta - boom_A.ga,
k_A.rman - holes_A.,
d_I.rekt_O.r - cr_I.k, r_O.t,
k_O.concert - n_O.ta, d_O., x_O.r,
z_A.water - pipe_A.,
k_O.rabl - v_O.lny, b_O.tsman, k_O.k,
in_E.y - b_E.ly, sn_E.g,
l_A.don - l_A.pa,
k_A.empty - z_A.yats
k_A.randash - gr_A.n, boom_A.ga,
s_O.tank - xv_O.st

My pupil and I draw cards like this and collect them in an envelope