Master Class. Practical application of the technology of compiling syncwine in frontal classes on the correction of OHP of the III level “Differentiation between W and F. Wild animals.” Work experience: “Innovative technologies in the work of a teacher-speech therapist. Didactic syncwine C
State government utility company"Kindergarten№ 14 » of the city of Pavlodar correctional type for children with speech impairments” of the education department of the city of Pavlodar of the akimat of the city of Pavlodar
“Methodological manual on the use of syncwine technology in correctional work
with children with general speech underdevelopment"
Pavlodar, 2017/f.
Introduction
An indispensable condition for comprehensive child development, for his successful learning at school is the ability to communicate with adults and peers. Speech children with speech disorders is characterized by dryness, lacking imagery and brightness. This occurs due to a number of features in speech development.
Today is characterized by the active growth of new developing technologies, many of which can be successfully used in correction of speech disorders. One such effective method child speech development, which allows you to get the result quite quickly, is Job over the creation of an unrhymed poem, syncwine.
So what is syncwine?
Cinquain originally originated in the United States as a poetic form. It was developed at the beginning of the 20th century by the American poet Adelaide Crapsey, based on Japanese poetry. A traditional syncwine consists of five lines. We, subject teachers, are interested in didactic syncwine - the technology of critical thinking through reading and writing.
So, today we will get acquainted with a methodological technique called syncwine
SINQWINE
– technique of developing critical thinking at the stage of reflection.
SINQWINE
– a small poetic form used to record emotional assessments, describe one’s current impressions, sensations and associations.
SINQWINE
- a short literary work characterizing a subject (topic), consisting of five lines, which is written according to a certain plan.
SINQWINE – it is a means of creative expression.
Translated from French the word " syncwine" means a poem consisting of five lines, which is written according to certain rules.
What is it used for:
enriches vocabulary;
prepares for a brief retelling;
teaches you to formulate an idea (key phrase);
allows you to feel like a creator at least for a moment;
everyone succeeds.
The rules for writing syncwine are as follows:
On first one word is written on a line - noun. This is the theme of syncwine.
On second two lines are written adjectives, revealing the theme of syncwine.
On third three are written on the line verb, describing actions related to the topic of syncwine.
On fourth the whole line is placed phrase, a sentence consisting of several words with which the student characterizes the topic as a whole, expresses his attitude to the topic. Such a sentence can be a catchphrase, a quotation, a proverb, or a phrase composed by the student himself in context with the topic.
Fifth line is summary word, word association, which gives a new interpretation of the topic, expresses the student’s personal attitude to the topic.
Strict adherence to drafting rules syncwine is not necessary. For example, to improve the text, you can use three or five words in the fourth line, and two words in the fifth line. Possible use of other parts speeches.
Purpose of application syncwine in correctional work with children with special needs – improving vocabulary work like the basics speech development in general, formation children the ability to find the most significant elements in information material, draw conclusions and formulate them briefly.
The preparatory stage for working on syncwine are didactic games for clarifying, expanding and improving vocabulary on different lexical groups and topics and composing riddles for children (with the help of the teacher). Games are included in different types of activities children, during sensitive moments and direct educational activities. For example, games on a lexical topic closest to children "Toys":"Recognize the toy", "Wonderful bag", "Call me kindly", "One - many", “What’s missing?”, "Cut pictures", "What is missing?", "Who's doing what?", "Name a part of the whole" etc. In practice work with preschool children, three main models of compilation are used riddles:
Which? - What happens the same?
What is he doing? - What (Who) does it do the same?
What does it look like? - What is the difference?
Relevance of the selected topic
The relevance of the syncwine technology is as follows:
Sinkwine is used in classes on speech development with children of senior preschool age with speech disorders, as well as with children with normal speech development.
Compilation of syncwine is carried out within the framework of passing a certain lexical topic.
Sinkwine in correctional work with children with special needs improves vocabulary work.
Teaches you to determine the grammatical basis of sentences.
Develops a sense of language, develops phrasal speech and associative thinking.
Sinkwine helps to analyze information, briefly express ideas, feelings and perceptions in a few words.
Preliminary work on creating a speech base for composing syncwine with older preschoolers who have OHP is based on that part of the T.B. program. Filicheva and G.V. Chirkina “Elimination of general speech underdevelopment in preschool children,” which concerns the development of lexical and grammatical means of language and coherent speech. In order to express his thoughts most correctly, completely and accurately, a child must have a sufficient vocabulary.
Children are offered a certain algorithm, proposed by the author of this technology, V. M. Akimenko, which helps to compose a story on any lexical topic. The lexical topics that children in the correctional group learn serve as the topics of syncwines.
Syncwine technology opens up new possibilities; modern practice is characterized by the search and implementation of new effective technologies that help optimize the work of the teacher.
It fits harmoniously into the work on the development of the LGC; the use of syncwine does not violate the generally accepted system of influencing the development of children’s speech and provides an individual, differentiated approach.
Contributes to the enrichment and updating of the dictionary, clarifies the content of concepts.
It is a diagnostic tool that allows the teacher to assess the child’s level of mastery of the material covered.
It has the nature of a complex effect, not only develops speech, but promotes the development of memory, attention, and thinking.
Theoretical basis of the study
In speech therapy practice, there are difficulties in teaching coherent speech, since inadequate speech development leaves an imprint on the formation of non-speech mental processes (memory, attention, thinking). This technology not only develops and educates children, but also interests them, which has a positive effect on thinking, memory, and attention.
The history of the origin of syncwine is quite young; according to the main version, this genre of poetry was invented by the American poet Adelaide Crapsey at the beginning of the twentieth century. It began to be introduced into domestic pedagogy from the late 1990s, thanks to a group of enthusiasts from the Legal Reform Foundation. The main task of syncwine is to learn to think as succinctly as possible, while you also need to be able to express your thoughts briefly and clearly.
Didactic syncwine cannot be considered as an independent technology - it is only a part included in speech therapy technologies, noted V.M. Akimenko “New pedagogical technologies”, which helps to introduce new ways of interaction between teacher and child.
N. Terentyeva points out that the word cinquain comes from the French “five”. This is an unrhymed poem of five lines that are constructed according to the rules. Rules for composing a syncwine: the first line is one word, usually a noun, reflecting the main idea, the second line is two words, adjectives describing the main idea, the third line - three words, verbs describing actions within the topic, the fourth line - a sentence of several words, showing the attitude to the topic, the fifth line - words related to the first, reflecting the essence of the topic.
N.D. Dushka, in his work “Sinquain in Speech Development,” highlights its variability as the main feature of syncwine. The following work options can be used: a short story based on a ready-made syncwine (using words and phrases included in the syncwine); correction and improvement of finished syncwine; analysis of an incomplete syncwine to determine the missing part (for example, a syncwine is given without specifying the topic - without the first line, it is necessary to determine it based on the existing ones); It is useful to compose a syncwine to consolidate the learned vocabulary.
The procedure for compiling a didactic syncwine allows you to harmoniously combine elements of all three main educational systems: informational, activity-based and student-oriented. This method can be easily integrated with other educational areas of the correctional program, and the simplicity of constructing a syncwine allows you to quickly obtain results, Akimenko V.M. "Developmental technologies in speech therapy."
Practical stage working on syncwine begins in older preschool age at the end of the lexical week. At first when drawing up syncwine work with children they conduct it frontally, in pairs, in small groups and only then individually. For children who do not know how to read, an algorithm with graphic diagrams is proposed, according to which they create their oral compositions, then they beautifully design them together with their parents and "read them" in a poetry chair with music for everyone children.
Sinkwine- this is not a way to test knowledge children, this is a way at any stage of a lesson, studying a topic, to check what students have at the level of associations.
Eg: Beginning of direct educational activities. When starting to study a new topic, usually we ask: “What do you already know about this? What do you think? How do you feel?” This is already an element syncwine. Having analyzed the results obtained, we correct children’s ideas about this concept. The height of direct educational activities. The topic is very difficult to understand. The children are tired. We offer them syncwine on some well-known section of the topic being studied. A quick way to change the type of activity without leaving the topic. The topic has been studied. Sinkwine- a worthy result of studying new material, which will demonstrate not so much knowledge as understanding, value judgments, and value orientations children. Ultimately, upon detailed analysis syncwines, it is easy to see how successful the teacher was in achieving the planned result.
At the next stage of the task become more complicated:
Compiling a short story based on a ready-made syncwine;
correction and improvement of finished syncwine;
Analysis of incomplete syncwine to determine the missing part - cinquain - a mystery(for example, given cinquain without specifying a topic, but so that others can guess what we are talking about), etc.
Example syncwine. Lexical topic "Toys"
2. Round, smooth
3. Jumps, rolls, deflates
4. I have a round, smooth ball.
5. Toy
Considering that the leading activity for preschoolers is play, it is easier to organize the process of learning new words through play. And compiling a didactic syncwine is a fun and interesting game.
It is appropriate to start at the initial stage of teaching children how to compose a syncwine using didactic games and exercises. The group has created card indexes of didactic games: “Select definitions”, “Find out the subject by definition”, “Who does what?”, “What do they do with what?”, “Name a part of the whole”, etc.
Sinkwine can be composed both in individual and group classes, and in classes with one group or in two subgroups at the same time.
At the second stage, work continues to enrich and activate the vocabulary; composing a sentence of several words, showing the attitude to the topic, expressing the personal attitude of the author of the syncwine to the described subject or object, subject (plot) picture. At this stage, it is very important to teach children to express their personal attitude to a topic in one phrase; as well as use knowledge of proverbs and sayings on a given topic.
When compiling a syncwine, you can use such work options as: compiling a short story based on the finished syncwine (using words and phrases that are part of the latter);
compiling a syncwine based on the story you listened to;
correction and improvement of finished syncwine;
analysis of an incomplete syncwine to determine the missing part (for example, a syncwine is given without indicating the topic (first line) - it is necessary to determine it based on existing lines).
Practical research base
We offer you examples of using syncwine techniques in speech development and pronunciation classes, and can also be used in literacy classes. Starting from the middle group, I use tables of this technology both for memorizing poems and stories.
One example of syncwine tables "The Girl and the Ladder"
The speech therapist invites the children, together with the girl Arai, to come up with a short poem about an airplane.
1 What is this? (airplane)
2 What kind of plane? (huge plane, flying plane)
3 What does the plane do? (The plane flies, the plane lands, the plane takes off)
4 Make up a sentence with the word “plane” (Mom bought me a huge plane)
5 Give it another word (air transport)
The second option is " Christmas tree"
Let's assume that the lexical topic is "Trees"
1 What is this? (this is an apple tree)
2 What kind of apple tree? (branched apple tree, tall apple tree)
3 What can you do with an apple tree? (pick fruits from the apple tree, trim the branches, water the roots)
4 Make up a sentence with the word “apple tree” (My grandmother has an apple tree in her garden in the village)
5 Call it another word (tree).
Third version of the scheme "Pyramid"
The basics of literacy can be used in the classroom.
1 What is this? (The letter a)
2 Letter And what? (letter A is vowel, letter A is singing)
4 Make a sentence with the letter A. (I can write the letter A).
5 Call it another word. (Vowel)
One of the most favorite patterns for children is in the form of something like this Matryoshka dolls.
Lexical topic “Dishes”
1 What is this? (pot)
2 What is she like? (metal, large)
3 What can we do with it? (Wash, put on the stove, get dirty).
4 Make a proposal. (Mom is cooking soup in a saucepan).
5 Call it another word. (Dishes)
The fifth version of the syncwine scheme "Cubes"
Lexical topic “Winter”
1 What is this? (winter).
2 What is she like? (winter is frosty, winter is long)
3 What do they do in winter? (they ride in winter, they get cold in winter, they dress warmer in winter)
4 Make a proposal. (In winter I like to go sledding).
5 Call it another word. (freezing)
Technological maps of classes in correctional speech therapy work
with children with special needs
1 .I take baldness /Educational field: “Communication”
Bolim /Section: Speech development
Takyryp/Topic: “Fruits”
Maksat / Purpose: consolidate storytelling technology using syncwine and mnemonic tables,
Mindetteri:Tasks: consolidate the ability to change words into a diminutive form, learn to work on commands, develop coherent speech, and instill perseverance.
Bilingual component: alma - apple, almurt - pear
Kural-zhabdyktar: Equipment: box, marbles, cinquain poster, posters, mnemonic diagram, game “Choose similar words”, magic wand, logo cube, pieces of fruit on a plate, salad bowl, fruit cards.
Progress of the lesson
Motivational
Incentive stage
Organizing time
Circle of Joy
We live in Kazakhstan, everyone has their own home,
There is work, there are friends,
Mom, dad and I
We played, had fun,
We joked and frolicked
And now it's time
Kids to study.
Organizational and search stage
Bioenergoplasty
“Horse”, “Drum” to music
The cook came and said that his assistants had mixed up the ingredients for the salad. Asks for help.
Children taste fruits.
How to call it in one word: apple, banana, lemon?
Guys, when we complete tasks, ingredients for a fruit salad will appear on this salad bowl.
Game with Marbles (pebbles)
What fruits do you know? A pebble is given for the answer.
They count the pebbles and determine who named the most fruits.
Bilingual component: a lma – apple, almurt – pear
Breathing exercise according to Strelnikova to music
Game "Make a wish" There are pictures of fruits in the box, you need to describe them so that the children can guess the fruit from the description.
Game "Wizards" They come up to the board and swipe it with a magic wand and turn it into a small fruit.
Example: I turn this apple into a small apple.
Fizminutka
We will cook compote,
You need a lot of fruit. Here:
Let's chop apples
We will chop the pear,
Squeeze the lemon juice
We'll put in some drainage and sand.
We cook, we cook compote.
Let's treat honest people.
Game “Choose similar words” Task for teams of 2 children with cards. Complete the puzzle and say the words. (Apple-apple, apples, apple)
Storytelling according to the syncwine scheme
Lemon. Lemon is sour, lemon is yellow. The lemon falls, turns yellow, and is eaten. Dad bought a lemon. Lemon.
Narration using a mnemonic table.
This is a pineapple. Pineapple brown and green. Pineapple is sweet and sour. Pineapple grows on the ground. You can make juice from pineapple.
Reflection with a logocube
What games did you play?
What questions were answered?
The cook comes out again and thanks the guys for their help.
Kutiletin below:
Expected Result:
Nenі bіlu kerek:Know: name of fruit
Nene Igeredi:Have: idea about fruit
Nene Bіledi: Be able to: talk about fruits, work at the board and in a team
2. I take salads/Educational area: Communication
Bolimi /Chapter: Pronunciation
Takyryby /Topic: Sounds [T, K]
Maksaty/Target: Perform sound differentiation [T-K]
Mindetteri/Tasks:
To develop children’s ability to characterize sound (hard - soft), (vowel - consonant), to perform a sound analysis of the word “Duck”
Develop hearing and attention
Develop fine motor skills of the hand
Instill perseverance
Pictures, handout for sound analysis, massage balls, magic wand, microphones, symbols for the game “Signalers”, logocube
СөHello zhumys/ vocabulary work: fabric
: fabrics - matalar
demonstration, explanation, TRIZ
Circle of Joy
Hello, Sun!
(Raise your hands up)
Hello Earth!
(Make a large circle with your hands above your head)
Hello, planet Earth!
(Smoothly lower your hands to the carpet)
Hello, our big family!
(Describe a large circle above your head, all the guys join hands and raise them up)
Articulation gymnastics
“Smile”, “Pie”, “Blow on the pie”
Surprise moment
Children, look who came to us? Duck
What consonant sounds do you hear in the word DUCK?
Let's repeat (take microphones) "TK, TK, TK, TK, KT, KT, KT, KT"
Characteristics of the sounds T, T', K, K'.
Question and answer individually.
What is the T sound?
What's the sound?
Sound To what?
What is the sound?
Pronouncing syllables with microphones: Who, who, who, so, so, so, knock, knock, knock, tick, tick, tick, tock, tock, tock, cat, cat, coot, cat, cat, tock, knock, tock.
Pronouncing words with massage balls:
Duck, dot, fabric, melancholy, taxi, who, chair, table, candy, photo.
Fizminutka
One - get up, pull yourself up
Two - bend over, straighten up
Three - three claps of hands, three nods of the head.
Four - wider legs.
Five - wave your arms
Six - sit down quietly at the table.
Magic wand game. Name words with K, T at the beginning of the word.
Game "Signalers" identify the sounds T, Ть, К, Кь in words, picking up the designation: shadow, current, duck, cat, mask, candy, kiwi.
Sound analysis of the word duck
Question answer
How many sounds are in a word?
What's the first sound?
What's the second sound?
What is the third sound?
What is the fourth sound?
Sinkwine Words SOUND
Vowel, consonant
Sounds, sings, creaks
I hear different sounds
TRIZ. - Take the microphones and say which words have the sound T, Ть, and which ones have the sound K, Кь?
Reflexive-corrective stage
Say goodbye to Duck
What did we do today?
Children answer using the Logocube
“We did tongue exercises, sound analysis, physical exercises, and played with a magic wand.
Bilu /Reproduces: differentiates sounds T, K in words
Higueru/Applies: differentiation of sounds T, K in independent speech
Mengeru/Understands: the meaning of the words “hard - soft”, “vowel - consonant”
3. I take salads/Educational area: Communication
Bolimi /Chapter: Speech development
Takyryby /Subject:"Clothes, hats"
Maksaty/Target: expand and activate your vocabulary
Mindetteri/Tasks:
Be able to change words into diminutive form and singular into plural
Develop children's coherent speech
Develop attention and thinking
Instill perseverance
Kural - Zhabdyktar/Equipment: Zhuzha doll, A3 pictures, toys, cards, magic wand, ball, logo cube, coins, mnemonic diagrams
СөHello zhumys/ vocabulary work: seasonal clothing
Bilingual components/ Bilingual component:clothing – kimder
Adіs-tаsilder/ Methodological techniques: display, explanation, TRIZ, syncwine
Motivational and incentive stage
Circle of Joy
If you like it, then do it (2 clicks of your fingers above your head).
If you like it, then do it (2 claps).
If you like it, then do it this way (2 claps behind your knees).
If you like it, then do it (2 stamps with your feet).
Organizational and search stage
Breathing exercises
"Blow the Snowball"
Surprise moment
Children, look who came to us?
Say hello to Zhuzha doll.
The Zhuzha doll cannot find the extra object. Let's help.
There are 4 pictures on the board (stockings, car, dress, shirt). Find the odd one out.
How to call these pictures in one word? (Cloth)
Choral pronunciation of words. Game “Repeat after the doll” Dress, shirt, socks, T-shirt, coat, jacket, fur coat, skirt, T-shirt, robe.
Bilingual component clothes – kimder
Guys, Zhuzha can’t remember hats. Let's say the words, pick up the massage balls and repeat after me.
Words: panama, cap, cap, beret, cap, scarf, hat.
Game "Say a sentence" with a magic wand. For example, this is a knitted hat that is worn in winter to keep warm.
Fizminutka
A flock of birds flies south
The sky is blue all around. (Children wave their arms like wings.)
To arrive sooner,
We must flap our wings. (Children wave their hands more intensely.)
Games for 2 subgroups
Group 1 Game " Call me kindly"cap - cap, cap - cap...
Group 2 Game "One-many" one cap - many caps, one skirt - many skirts...
For correct answers, the Zhuzha doll gives out coins.
Sinkwine Talking about clothes
What is this?
What kind of clothes?
What do they do with clothes?
Make up a sentence with the word clothes.
How to call it in another word?
Mnemonic table “Tell me”
Answer questions based on the diagram:
What is this?
What parts does it consist of?
What material is it made of?
For whom is it intended?
Reflexive-corrective stage
Children take turns throwing the log cube.
What did we do today?
They say goodbye to Zhuzha the Doll.
We count the number of coins, Congratulations to the winners.
Kutiletin natizhe/Expected result:
Bilu /Reproduces: Generalized words “clothing”, “Hats”
Higueru/Applies: skills in using syncwine
Mengeru/Understands: meaning of the words “sleeves”, “collar”, “cuffs”
Conclusion
Result: Thus, the syncwine method fits organically into work with children with speech impairments, allows the teacher to assess the child’s level of mastery of the material covered, has the nature of a complex impact, and allows the child to be an active, creative participant in the educational process. The use of the didactic syncwine technique in working with children allows you to do the following: conclusions:
1. Children have developed an interest in learning about objects and phenomena, their properties, actions, structures; cause-and-effect, temporal relationships.
2. Children’s knowledge about words - objects, words - signs, words - actions is consolidated.
3. The use of synonyms, homonyms, and phraseological units in children’s speech has been intensified.
4. Verbal analysis and synthesis have been improved.
5. Associative thinking is developed.
6. Children’s ability to think and reason on a given topic is developed.
I think that the more diverse the syncwine patterns are, the more interest children with general speech underdevelopment will have in responding to classes, which will have a positive effect on the development of children, since coherent speech is an important indicator of a child’s mental abilities and his readiness for future schooling.
Akimenko V.M. Developmental technologies in speech therapy. Rostov n/d., 2011.
Akimenko V.M. Speech disorders in children. Rostov n/d., 2008.
Dushka N. Sinquain in work on the development of speech in preschoolers. Journal "Speech therapist", No. 5 (2005).
Konovalenko V.V. Related words. Lexico - grammar exercises and vocabulary for children 6 - 8 years old. – GNOM and D – Moscow, 2009.
Ushakova O.S., Strunina E.M. Methods of speech development for preschool children. – Vlados – Moscow, 2010.
Ushakova O.S. "Development of speech and creativity in preschool children." – T.Ts. Sphere, 2005.
Ushakova O.S. "Come up with a word." – T.Ts. Sphere, 2010.
Lalaeva R. I., Serebryakova N. V. Correction of general speech underdevelopment in preschoolers(formation of vocabulary and grammatical structure) SPb. 1999.
Filicheva T. B., Chirkina G. V. Preparing children with general speech underdevelopment for school in a special kindergarten. M., 1999.
Introduction 3-4
Relevance of the selected topic 5
Theoretical basis of the study 6-8
Practical basis for research 9- 13
Appendix (lesson notes for children 14-23
with OHP in the senior group)
Conclusion 24
Master class for teachers during the week of pedagogical excellence on the topic: “Didactic syncwine”
Performed by: speech therapist teacher
Kravchenko Anna Vladimirovna
Solving speech problems is a hot topic in special education. Today, there are many techniques that can be used to regulate the process of speech development in students. I'll tell you about syncwine. I worked with him. And in my classes I saw the positive results of their actions. How do they help with speech development?
He who thinks clearly speaks clearly.
Antique saying
A
Target: Show the pedagogical value of this technology.
Master class objectives:
Expanding the understanding of the innovative technology “Sinquain” and its importance in the development of speech skills.
transfer of one’s experience through direct and commented demonstration of the sequence of actions, methods, techniques and forms of pedagogical activity;
Master class students will master skills in using technology.
The richer and more correct the student’s speech, the easier it is for him to express his thoughts. The wider his capabilities in understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development and entry into society is.
Today it is very important to teach children not only to speak correctly and clearly, but also to think. Our children must learn not just to look, but to see. They must learn not just to listen, but to hear.
Vocabulary and grammatical structure are the most important parts of the language system, which have enormous general educational and practical significance. However, not all children develop the lexical and grammatical structure of speech equally successfully.
One of the effective methods for the comprehensive development of a child’s speech, which allows you to get results fairly quickly, is to work on creating an unrhymed poem, a syncwine.
Let me briefly remind you what syncwine is. I'll start with this introduction:
Children
Beloved, affectionate.
They play, delight, touch.
Children are the flowers of life.
Happiness.
This is syncwine. What does this unusual word mean?
Sinkwine - a French word, translated means “poem of five lines.”
Sinkwine is an unrhymed poem, which today is a pedagogical device aimed at solving a specific problem.
The syncwine form was developed by the American poet Adelaide Crapsey. It was first used in pedagogical practice in an American school.
Relatively recently, Soviet and Russian teachers began to use syncwine to enhance cognitive activity and began to use it as a method of speech development.
By composing a syncwine, each of its components realizes its skills and abilities. If the cinquain is compiled according to the rules, then it will definitely turn out to be emotional.
Sinkwine carries a certain emotional connotation. For example:
Teacher.
Talented, smart.
Teaches, instructs, inspires.
Be yourself and become great everyone. Who wants it?
Vocation.
Teacher.
Soulful, open.
Loves, thinks, elevates.
He has a lot of ideas.
Mentor.
Teacher.
Exhausted, tired.
He gets upset, suffers, screams.
When will it end.
Poor guy.
In addition to the traditional one, there are different types of syncwines:
reverse syncwine,
cinquain butterfly,
mirror syncwine.
didactic syncwine and others.
To compose a syncwine, you need to learn to find the main elements in the text, in the material, draw conclusions and conclusions, express your opinion, analyze, generalize, isolate, combine and briefly present.
We can say that this is a flight of thought, free mini-creativity, subject to certain rules.
Rules for compiling a syncwine:
First line of syncwine – a title, topic, consisting of one word (usually a noun meaning the object or action in question).
Second line - two words. Adjectives. This is a description of the characteristics of an object or its properties, revealing the theme of syncwine.
Third line usually consists of three verbs or gerunds that describe the actions of the subject.
Fourth line is a phrase or sentence consisting of several words that reflect the personal attitude of the author of the syncwine to what is said in the text.
Fifth line – the last one. One word (if necessary, and more) is a noun to express one’s feelings, associations associated with the subject discussed in the syncwine, that is, it is the author’s personal expression on the topic or a repetition of the essence, a synonym.
1 word – is a noun or pronoun (Who? What?)
2 words – these are adjectives (Which one? Which one? Which one? Which ones?)
3 words - these are verbs (What is he doing? What are they doing? What did they do?)
4 words - a phrase that expresses a personal opinion on a subject
Conversation (can be a line of poetry, a saying, a proverb).
1 word - conclusion, result. This is a noun (Who? What?)
Sinkwine composition model.
Syncwine conventions
(for preschoolers and primary school students)
words-signs (adjectives)
action words (verbs)
words-objects (nouns)
1. Subject (topic) – one word-noun. Who is this? What is this?
2. Words are signs. Which subject? Two adjectives on the topic.
3. Words are actions. What does the item do? Three verbs on the topic.
4. Topic proposal.
5 . Conclusion. Association on the topic: one word-subject. Summary.
Step-by-step work on Sinkwine.
Step 1. We take a picture of an object, for example, an apple, and ask: “What is this?” Apple. The first line of Cinquain is ready.
Step 2. The adult names several signs of this subject. For example - green, solid. Let us clarify that these words are signs.
Step 3. Children themselves name the words - signs. The second line of Cinquain is ready.
Step 4. The adult shows the children the names of several actions that the depicted object can perform (grows, smells, turns red). Let us clarify that these words are actions.
Step 5 . Children themselves name words and actions. The third line of Cinquain is ready.
Step 6. The adult names how you can make a sentence about this subject using the previous words. For example, a green apple turns red on a tree.
Step 7 Children make up their own sentences. The fourth line of Cinquain is ready.
Step 8 The adult explains that now you need to say in one word what this item refers to. Fruit.
Step 9 Children, in one word, say what this item refers to. Fruit. The fifth line of Cinquain is ready
Step 10 Name the entire five-line verse.
Apple.
Green, hard.
It grows, smells, turns red.
A green apple grows and turns red on a branch.
Fruit.
Let's make a few more syncwines.
(This work is carried out orally, the lecturer demonstrates subject pictures. Listeners compose a syncwine.)
In order to correctly compose a syncwine you need:
have sufficient vocabulary within the topic,
be able to generalize
concepts: word - object (living, not living), word-action, word
sign,
learn to understand and ask questions correctly,
coordinate words in a sentence,
correctly formulate your thoughts in the form of a sentence.
Types of children's work with Sinkwine:
Compiling a new Sinkwine.
Compiling a short story based on a ready-made Sinkwine using words and phrases that are part of the Sinkwine.
Compiling a cinquain based on the story you listened to.
Correction and improvement of the finished Sinkwine.
Analysis of an incomplete Sinkwine (without indicating the theme of the Sinkwine or determining the name of the theme of this Sinkwine).
Didactic games using syncwines.
Let's figure out what its pedagogical value is.
Compiling a syncwine is a form of free creativity, which is aimed at developing the ability to find the most important and significant features in a large flow of information, analyze, draw conclusions, and formulate one’s statements multiple times.
Composing a syncwine is like a game, because composing is fun, useful and easy!
Interest in the world around us develops,
speech, thinking, memory develops…..
Teachers who use the syncwine method in their work have noticed that syncwine promotes the development of critical thinking.
One of the goals when composing a syncwine is to achieve the ability to highlight the main idea of the text, as well as briefly express your thoughts.
Sinkwine is one of the effective methods for developing children's speech.
What is its effectiveness and significance?
Firstly, its simplicity. Anyone can make a cinquain.
Secondly, in composing a syncwine, every child can realize his creative and intellectual capabilities.
Sinkwine is a gaming technique.
Compiling a syncwine is used as the final task for the material covered.
Compiling a syncwine is used for reflection, analysis and synthesis of the information received.
Conclusions about syncwine:
Sinkwine helps improve your vocabulary.
Sinkwine teaches short retelling.
Sinkwine teaches you to find and highlight the main idea in a large volume of information.
Writing a syncwine is a creative process. This fun activity helps children express themselves through writing their own unrhymed poems.
Everyone can make a syncwine.
Sinkwine helps develop speech and thinking.
Sinkwine facilitates the process of mastering concepts and their content.
Sinkwine is also a way of control and self-control (children can compare syncwines and evaluate them).
A short story and demonstration of your methodological piggy bank on syncwines.
A collection of subject and plot pictures on lexical topics.
A collection of syncwines on lexical topics.
Alphabet of syncwines.
Didactic games for teaching how to compose syncwines.
Game “Make a syncwine from a picture.”
Game “Guess the word based on the proposed syncwine” with variations.
Games with punched envelopes and punched cards.
A collection of multimedia presentations on lexical topics.
Working with punched envelopes with listeners.
Working with punch cards with listeners.
Conclusion. An example about Cinquain.
Sinkwine.
Creative, energizing.
Develops, enriches, clarifies.
Cinquain makes speech grammatically correct.
Technology.
Exercise “Feedback”
Give an assessment to the teacher-speech therapist’s master class:
Drawing
In a word
Sinkwine
On the slide:
“Even an instant insight can become the first spark from which sooner or later the flame of creative search will ignite,” wrote V. Shatalov.
I wish us all success!
Experience working with children with speech disorders shows that even after completing a course of correction and development of speech, children with good diagnostic indicators have difficulties associated with the speed of updating existing knowledge and their own speech expression; they need more time to think and formulate an answer. In this regard, in parallel with the task of accumulating, enriching, and clarifying vocabulary, another, no less important one must be solved: creating conditions for its activation and actualization of one’s own statement. And here didactic syncwine can come to the rescue. This technology does not require special conditions for use and fits organically into the work on the development of lexical and grammatical categories in preschoolers with general speech underdevelopment. Cinquain from French. language is translated as "five lines", a five-line stanza of a poem. Didactic syncwine is based on the content and syntactic specificity of each line. Compiling a didactic syncwine is a form of free creativity that requires the author to be able to find the most significant elements in information material, draw conclusions and formulate them briefly. These abilities are in great demand in modern life.
Download:
Preview:
Innovative technologies
in the work of a teacher-speech therapist. Didactic syncwine.
“By learning their native language, a child learns not only words, but also many concepts, thoughts, feelings, artistic images...”
K. D. Ushinsky
In the modern world, processes of modernization of education are actively taking place. Modern preschool pedagogy cannot remain aloof from ongoing processes. Speech is the most important means of communication and the pinnacle of cognitive processes. Preschool age is a period of active acquisition of spoken language by a child, the formation and development of all aspects of speech. Therefore, the speech development of preschool children must be considered as the basis of correctional activities. Speech therapy practice has accumulated a sufficient number of methods, scientific works, and articles on the correction of speech disorders in preschool children. Today is characterized by the active growth of new developing technologies, many of which can be successfully used in correctional work. Working with children with speech disorders, I came to the conclusion that it is necessary to make maximum use of all the techniques and methods known in special pedagogy, including modern methods that would contribute to: improving thinking and cognitive abilities, developing lexical-grammatical structure and coherence speeches of preschoolers. This means relying on a person-oriented, activity-based, integrated and differentiated approach, which meets the requirements of the Federal State Educational Standard for Education and the demands of the modern information society.
The lexico-grammatical aspect of the speech of children of senior preschool age with general speech underdevelopment differs significantly from the speech of normally developing peers and their vocabulary, both quantitatively and qualitatively. Poor dictionary. Children use well-known, frequently used words and phrases in active speech
Misunderstanding and distortion of the meanings of words, as a rule, manifests itself in the inability to select from the vocabulary and correctly use in speech the words that most accurately express the meaning of the statement.
Difficulties in agreeing words in phrases and sentences, which are expressed in the inability to choose the correct endings of words
Experience working with this category of children shows that even after completing a course of correction and speech development for children with good diagnostic indicators, there are difficulties associated with the speed of updating existing knowledge and their own speech expression; they need more time to think and formulate an answer. In this regard, in parallel with the task of accumulating, enriching, and clarifying vocabulary, another, no less important one must be solved: creating conditions for its activation and actualization of one’s own statement. And here didactic syncwine can come to the rescue. This technology does not require special conditions for use and fits organically into the work on the development of lexical and grammatical categories in preschoolers with general speech underdevelopment. Cinquain from French. language is translated as "five lines", a five-line stanza of a poem. Didactic syncwine is based on the content and syntactic specificity of each line. Compiling a didactic syncwine is a form of free creativity that requires the author to be able to find the most significant elements in information material, draw conclusions and formulate them briefly. These abilities are in great demand in modern life.
The relevance and feasibility of using didactic syncwine in speech therapy practice is explained by the fact that:
New technology opens up new opportunities; modern speech therapy practice is characterized by the search and implementation of new effective technologies that help optimize the work of a speech therapist.
Contributes to the enrichment and updating of the dictionary, clarifies the content of concepts.
It is a diagnostic tool that allows the teacher to assess the child’s level of mastery of the material covered.
It has a complex effect, not only develops speech, but also promotes the development of memory, attention, and thinking
The history of the origin of syncwine is quite young; according to the main version, this genre of poetry was invented by the American poet Adelaide Crapsey at the beginning of the twentieth century. It began to be introduced into domestic pedagogy from the late 1990s, thanks to a group of enthusiasts from the Legal Reform Foundation. Compiling a didactic syncwine, a short summary based on large amounts of information, is useful for developing analytical abilities. Sinkwines are also an excellent way of control and self-control.
Preliminary work on creating a speech base for composing syncwine with older preschoolers who have OHP is based on that part of the T.B. program. Filicheva and G.V. Chirkina “Elimination of general speech underdevelopment in preschool children,” which concerns the development of lexical and grammatical means of language and coherent speech. In order to express his thoughts most correctly, completely and accurately, a child must have a sufficient vocabulary. Children are offered a certain algorithm, proposed by the author of this technology, V. M. Akimenko, which helps to compose a story on any lexical topic. The lexical topics that children in the correctional group learn serve as the topics of syncwines.
When learning to compose a syncwine, the following tasks are solved:
Clarification, expansion, activation of the dictionary;
Introduction to the concepts: “a word denoting an object”, “a word denoting the action of an object”, “a word denoting a characteristic of an object”;
Children learn: to match adjectives to nouns, to match verbs to nouns;
Children are introduced to the concept: proposal. Make up sentences based on a subject, plot picture, using sentence diagrams;
Children express their personal attitude to the topic in one phrase; and also use knowledge of proverbs and sayings on a given topic.
Compiling a didactic syncwine is a fascinating process, creative and vibrant, which requires finding the most essential in the material, highlighting it and briefly formulating it, thereby composing competent sentences using graphic diagrams. This method may be in demand in modern speech therapy. When working with didactic syncwine, vocabulary and grammar are first clarified. This allows you to achieve good results when working on the development of the internal plan of utterance at the sentence level. Compiling a syncwine also allows you to achieve excellent results when automating sounds, since words and sentences will be selected to suit the child’s pronunciation. The use of syncwine does not violate the generally accepted system of speech therapy classes and methods and ensures its logical completeness. Sinkwine is also a diagnostic material and allows the speech therapist to assess the child’s level of mastery of the material covered.
Compilation of syncwine is carried out within the framework of passing a certain lexical topic. Sinkwine in correctional work with children with special needs improves vocabulary work. Teaches you to determine the grammatical basis of sentences. Develops a sense of language, develops phrasal speech and associative thinking. Sinkwine helps to analyze information, briefly express ideas, feelings and perceptions in a few words.
Algorithm for compiling a syncwine:
The first line should contain the topic of the didactic syncwine, usually this is the phenomenon or subject in question. Most often, only one word is written in the first line, but sometimes a small phrase is written. In terms of part of speech, this is a pronoun or a noun, and answers the questions: Who? What?
In the second line there are already two words, sometimes phrases, that describe the properties and characteristics of this object or phenomenon. In terms of speech, these are usually participles and adjectives that answer the questions: Which one? Which?
The third line already contains three words (sometimes phrases) that describe the usual actions for this phenomenon or object. In terms of speech, these are verbs and gerunds that answer the question: What does it do?
In the fourth line, the child directly expresses his opinion about the topic raised. Sometimes it can just be a well-known aphorism, phrase or something similar, sometimes even a short verse. The most traditional option is when this phrase consists of four words.
The fifth line again contains only one word or phrase. This is like a summary of the entire poem, reflecting the essence of the subject or phenomenon discussed in the didactic syncwine, and the author’s opinion about it. Usually it is also a noun or pronoun as a part of speech and answers the question: Who? What?
You can make sketches to help you retain the semantic program of the sentence. In the future, this is removed and what remains is the scheme of the sentence, which passes into the internal plan.
The speech therapist selects pictures and words to match the sound pronunciation of each child. Next, sentences can be memorized, which allows you to work on sound pronunciation. Then the structure of the sentence is extended by introducing into it a definition expressed by an adjective and an object expressed by a noun in the accusative, genitive, dative and instrumental cases without a preposition.
The work ends with the development of the ability to construct common sentences of different structures, based on plot pictures, questions, diagrams, etc. Children repeat that a sentence has main words, without which it cannot be built. In other words, we can say that these are not large essays where children learn to correctly compose sentences while simultaneously working on the development of the internal plan of speech at the sentence level.
The ability to compose a didactic syncwine requires certain preparation from the child, and carefully thought-out, systematic work from the speech therapist teacher. It is advisable to use didactic syncwine in working with preschoolers with special needs development, starting from the second half of the first year of education, when children have already mastered the concepts of “word-object”, “word-action”, “word-attribute”, “sentence”. A didactic syncwine is compiled at the end of each lexical topic, when children already have sufficient vocabulary on this topic. Tasks for children may be different. This includes the compilation of a didactic syncwine by all children for one word-subject on a lexical topic, and the compilation of didactic syncwines for different words-subjects related to each other by a lexical topic. It is possible to compose a short story based on a ready-made didactic syncwine using words and phrases that are part of this syncwine. Children need to find the necessary sign words, action words from their entire vocabulary, compose a common sentence with these words, choose a word that is associated with this concept. The higher the level of speech development of the child, the more interesting the syncwines are.
Examples of children's didactic syncwines.
Lexical topic: “New Year”
1. New Year.
2. Joyful, long-awaited.
3. Comes, amuses, pleases.
4. I love this holiday.
5. Gifts.
1. Mom.
2. Smart, beautiful, kind.
3. Reads, knits, cooks, cleans.
4. Loves me and dad.
5. Family.
Lexical topic: “Time of year”
1. Winter.
2. Snowy, cold.
3. Freezes, sweeps, delights.
4. Covers the earth with silvery snow.
- Enchantress.
Lexical topic: “Transport”
1. Airplane.
2.New, silver.
3., flies, buzzes.
4.I love to travel.
5.Air transport.
It is difficult for a child with ODD, who has a poor vocabulary, to compose a syncwine about an airplane, just as it is difficult for a person far from chemistry to compose a syncwine about tannins. Considering that the leading activity for preschoolers is play, it is easier to organize the process of learning new words through play. Compiling a didactic syncwine is a fun and interesting game. It is advisable to compose a didactic syncwine to reinforce a lexical topic. This work can be done individually or in subgroups. How can you use an individual approach in subgroup work when using didactic syncwine technology in the development of coherent speech? A speech therapist teacher can implement this task, taking into account the individual selectivity and personal activity of each child, while providing him with free independent choice, based on the desire to realize individual interests and needs. The use of didactic syncwine allows you to use the interests and needs of the child for the benefit of personal development. In order to give the child the right to free and independent choice, the speech therapist teacher needs to create a kind of choice field. When creating a choice field, the speech therapist teacher takes into account the individual interests of preschoolers, characteristics of the activity, preferred types of activity, ways of working with the material, and features of learning the material. The field of choice consists of a number of activity alternatives, which allows for a balance between the initiatives of the speech therapist and the child. For example, a task for a speech therapist teacher: to obtain an educational product - a story within the framework of a lexical topic. Children are offered a choice - to compose a syncwine for all of them for one word-subject, or for each of them to compose a didactic syncwine for different words-subjects, connected by a lexical theme. Here we see two alternatives emerging. Depending on the children’s choice, the speech therapist organizes and structures the field of choice: introduces new conditions, changes the situation of choice. So, it is possible to offer the following alternatives: write in block letters on a piece of paper, on a board; use a ready-made picture, draw, paint an object, make an applique, sculpt, lay out a mosaic, assemble a picture from cut parts, use visual graphic diagrams and compose a syncwine orally. Next, the speech therapist teacher offers the next branch of choice. The child is asked to: compose a syncwine; correction of finished syncwine; improvement of ready-made syncwine; analysis of an incomplete syncwine to determine the missing part (for example, a syncwine is given without the first line, it is necessary to determine it based on the existing ones).
At the first stage of work, when teaching how to compose a syncwine, the vocabulary of preschoolers is clarified, expanded and improved. Children become familiar with the concepts of “a word denoting an object” and “a word denoting an action of an object”, thereby preparing a platform forsubsequent work on the proposal. By giving the concept of “a word denoting a characteristic of an object,” I am accumulating material for expanding the sentence by definition. Children master the concepts of “living and inanimate” objects, learn to correctly ask questions to words denoting objects, actions and signs of an object. Children draw up their works (syncwines) both in the form of graphic drawings, which help preschoolers more specifically sense the boundaries of words and their separate spelling, and in the form of oral compositions based on a diagram. Considering that the leading activity for preschoolers is play, it is easier to organize the process of learning new words through play. And compiling a didactic syncwine is a fun and interesting game. It is appropriate to start at the initial stage of teaching children how to compose a syncwine using didactic games and exercises. The group has created card indexes of didactic games: “Select definitions”, “Find out the subject by definition”, “Who does what?”, “What do they do with what?”, “Name a part of the whole”, etc.
At the second stage, work continues to enrich and activate the vocabulary; composing a sentence of several words, showing the attitude to the topic, expressing the personal attitude of the author of the syncwine to the described subject or object, subject (plot) picture. At this stage, it is very important to teach children to express their personal attitude to a topic in one phrase; as well as use knowledge of proverbs and sayings on a given topic.
When compiling a syncwine, you can use such work options as: compiling a short story based on the finished syncwine (using words and phrases that are part of the latter); compiling a syncwine based on the story you listened to; correction and improvement of finished syncwine; analysis of an incomplete syncwine to determine the missing part (for example, a syncwine is given without indicating the topic (first line) - it is necessary to determine it based on existing lines).
Great importance at this stage is given to working with parents. After the consultation “Use of the syncwine method in the development of speech in children of senior preschool age” and the master class “Learning to compose a syncwine,” parents and their children are invited to write “Essays - syncwine” on the topic of the week. And by the end of the second year of study, children who can read create a syncwine - writing it in block letters on a piece of paper. The use of syncwine in the correction of OHP contributes to the successful correction of the entire speech system as a whole: the impressive speech of children develops, the lexical side of speech is enriched and activated, word formation skills are consolidated, the ability to use sentences of different composition in speech is formed and improved, the ability to describe objects, and compose syncwine according to subject picture (plot) pictures, based on a listened story or fairy tale.
Didactic syncwine allows you to create conditions for the child to freely choose activities, make decisions, express feelings and thoughts, thanks to it it is possible to support the individuality and initiative of each child, and this, in turn, creates a social situation for the development of the child, which is important in connection with the introduction to action of the Federal State Educational Standard for preschool education.
Work plan of speech therapist teacher E.V. Pronikova
on training in compilationdidactic syncwine for children of senior preschool age with special needs development.
Month year | Kind of activity | Participants |
September – December 2015 | Preliminary work: familiarization with the concepts of words - objects, words - signs, words - actions, sentences, living - nonliving | |
January 2016 | Consultation “The use of the syncwine method in the development of speech in children of senior preschool age Individual lessons with children on learning how to compose syncwine. | Pupils, speech therapist teacher |
February 2016 | Master class “Learning to compose syncwine” | Group teachers, parents, speech therapist |
March-May 2016 | Pupils, speech therapist teacher |
|
September-December 2016 | Individual and subgroup lessons on composing syncwine on lexical topics at the end of each week. | Pupils, speech therapist teacher |
January 2017 | Competition for the best essay - cinquain. | Pupils, parents |
January – May 2017 | Individual and subgroup lessons on composing syncwine on lexical topics at the end of each week. | Pupils, speech therapist teacher |
May 2017 | Exhibition of children's syncwines with drawings. | Teachers, students, parents, speech therapist |
Literature:
Akimenko V.M. Developmental technologies in speech therapy. - Rostov/D., Phoenix, 2011
Dushka N. Sinquain in work on the development of speech in preschoolers. Magazine
"Speech therapist", No. 5, 2005
Akimenko V.M. New pedagogical technologies: Educational method. allowance. Rostov n/d., 2008.
Gin A. Techniques of pedagogical techniques. – M.: Vita-Press, 2003
Akimenko V.M. Speech disorders in children. Rostov n/d., 2008
ALGORITHM FOR COMPOSITION OF SINQWAIN
FIRST LINE
1 word – noun (word – subject)
WHO? WHAT?
SECOND LINE
2 words - adjectives (words - signs)
Which? Which? Which? Which?
THIRD LINE
3 words - verbs (words - actions)
What is he doing? What are they doing?
Fourth line
4 words - sentence, phrase on the topic
To use presentation previews, create a Google account and log in to it: https://accounts.google.com
Slide captions:
“Didactic syncwine” Modern technologies in speech therapy syncwine Compiled by: Bukaeva Tatyana Ivanovna teacher-speech therapist MBDOU No. 5 “Fairy Tale”, Poronaysk 2016
Modern speech therapy is in a constant active search for ways to improve and optimize the process of learning and development of children at different age stages and in various educational conditions that are typical for children with special educational needs.
Didactic syncwine has a slightly different structure and is not based on syllabic dependence. It is characterized by the semantic and syntactic specificity of each line. Didactic syncwine is a technology that does not require special conditions for use and fits organically into the development of lexical and grammatical categories in preschoolers.
The relevance and expediency of using didactic syncwine in speech therapy practice is explained by the fact that the new technology: opens up new opportunities; helps optimize the work of a speech therapist teacher; fits harmoniously into the work on the development of the forestry complex; does not violate the generally accepted system of influence on speech pathology and ensures its logical completeness; contributes to the enrichment and updating of the dictionary, clarifies the content of concepts; is a diagnostic tool; allows the teacher to assess the child’s level of mastery of the material covered; has the nature of a complex effect, not only develops speech, but contributes to the development of HMF (memory, attention, thinking).
Cinquain is five unrhymed lines in the form of a poem. Syllables in words obey certain rules.
Rules for composing a didactic syncwine: the first line is one word, usually a noun, reflecting the main idea; second line – two words, adjectives; third line - three words, verbs describing actions within the topic; the fourth line is a phrase of several words showing the attitude to the topic; fifth line - words related to the first, reflecting the essence of the topic (this can be one word).
To correctly compose a syncwine you must: have sufficient vocabulary within the topic; master generalization; concepts: word - object (living, not living), word-action, word-attribute; learn to understand and ask questions correctly; coordinate words in a sentence; correctly formulate your thoughts in the form of a sentence.
The didactic syncwine method develops and improves the thinking abilities of preschoolers with speech impairments and allows them to think more productively. The innovation of this technique is the creation of conditions for the development of a personality capable of critical thinking, i.e. eliminate the unnecessary and highlight the main thing, generalize, classify.
For example 1. Doll 2. Beautiful, elegant, beloved. 3. Stands, walks, smiles. 4. My doll is the most beautiful. 5. Toy.
For example 1. Hare 2. White, fluffy 3. Jumps, hides, is afraid 4. I feel sorry for the hare. 5. Wild animal.
For example 1.Car 2.Fast, powerful, beautiful. 3. Drives, overtakes, brakes. 4.I love to ride. 5.Transport.
Lexical topics: “New Year” 1. New Year 2. Joyful, long-awaited. 3. Comes, cheers, pleases. 4.I love this holiday. 5.Gifts. “Our city” 1.Poronaysk 2.Big, beautiful, clean. 3. Getting better and developing. 4.I live in this city. 5. Poronaysk is a city by the sea. “March 8th” 1.Mom. 2. Smart, beautiful, kind. 3.Cooks, knits, draws, sings, cleans. 4.Loves me and dad. 5.Family. "Winter" 1.Winter. 2. Snowy, cold, frosty. 3. Freezes, sweeps, delights. 4. Covers the ground with white, fluffy, silvery snow. 5. Sorceress.
Topic: “Exotic Animals” 1. Elephant 2. Big, strong, smart. 3. Stands, walks, bathes, eats. 4.I love this animal. 5.Animal. 1.Lev. 2. Handsome, powerful, strong, large. 3. Attacks, sneaks up, growls. 4. Freedom-loving animal. 5.Animal. 1.Giraffe. 2. Tall, graceful, beautiful. 3. Defends, fights, 4. The most unique animal. 5.Animal.
The effectiveness and significance of syncwine. facilitates the process of mastering concepts and their content; teaches you to briefly but accurately express your thoughts; contributes to the expansion and updating of vocabulary; consolidates knowledge on studied lexical topics.
The “Didactic syncwine” technology harmoniously combines elements of three main educational systems: information; active; personality-oriented.
Literature 1. Akimenko V.M. New pedagogical technologies: educational method. allowance.- Rostov n/a; ed. Phoenix, 2008. 2. Akimenko V.M. Developmental technologies in speech therapy. - Rostov n/a; ed. Phoenix, 2011. 3. Akimenko V.M. Speech disorders in children. - Rostov n/a; ed. Phoenix, 2008. 4. Bannov A. Learning to think together: Materials for teacher training. - M.: INTUIT.RU, 2007. 5. Gin A. Techniques of pedagogical techniques. – M.: Vita-Press, 2003 6. Dushka N. Sinquain in work on the development of speech in preschoolers Magazine “Speech Therapist”, No. 5 (2005). 7. Terentyeva N. Sinkwine based on “The Pit”. Literature. Magazine “First of September”, No. 4 (2006).
