Use of innovative pedagogical technologies under the conditions of the introduction of the Federal State Educational Standard preschool education. "Didactic Sinkwine"
Elena Vasilievna Makarova, higher education teacher qualification category MDOU No. 6 “Rodnichok” of a combined type” Olenegorsk, Murmansk region
In the context of the introduction of the Federal State Educational Standard for preschool education, preschool teachers face many questions:
How to do modern preschooler socially mobile releasing it into adult life, to school?
- How to teach to apply knowledge, skills, abilities in specific situation?
- How to teach the ability to identify, observe, distinguish, classify, evaluate, draw conclusions, and make thoughtful decisions?
- How to involve a child in interactive activities in the classroom?
One of the effective interesting methods that allows you to activate cognitive activity and contributes to the development of speech, is the work on creating an unrhymed poem, a didactic syncwine.
The use of this technique helps to create conditions for the development of a personality capable of thinking critically, that is, eliminating the unnecessary and highlighting the main thing, generalizing, classifying. This method can easily integrate with everyone educational areas. The simplicity of constructing a syncwine allows you to quickly get results. In didactic syncwine, the most important thing is the semantic content and part of speech that is used in each line.
Sinkwine - with French translated as "five lines", a five-line stanza of a poem. In pedagogical and educational purposes, can be used as an effective development method figurative speech, intellectual and analytical abilities.
Rules for compiling a didactic syncwine:
The first line should contain the topic (title) 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, it 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? which? 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? what are they doing?)
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?
Strict adherence to the rules for compiling a 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. It is possible to use other parts of speech. Its shape resembles a Christmas tree.
When working with this technique, you can solve many important problems at once:
The material studied in class acquires a certain emotional coloring, which contributes to its deeper absorption;
Knowledge of parts of speech is developed;
Knowledge about the offer;
Ability to maintain intonation;
The child’s vocabulary is significantly activated;
The skill of using synonyms and antonyms in speech is improved;
Mental activity is activated and developed;
The ability to express one’s own attitude towards something is improved.
Today, dozens of domestic authors point to the great help of didactic syncwine in establishing the correctness and meaningfulness of speech for children preschool age, as well as in experience correct use various terms.
For example:
Who? - Bear.
Which? - Furry, big.
What is he doing? - Roars, Treats, Sleeps.
Suggestion - In winter he sleeps in a den.
Association - Beast.
Didactic syncwine can be used:
To consolidate the studied lexical topic.
1. Rowan.
2. Thin, curly.
3. Grows, turns green, blooms.
4. Bullfinches love rowan berries.
5. Tree.
To reinforce concepts learned in pre-literacy classes:
1. Speech sounds.
2. Vowels, consonants.
3. We hear, pronounce, highlight.
4. Sounds form syllables.
5. Speech.
Using words from syncwine, come up with a story.
2. Fluffy. Redhead.
3. Jumps, Jumps, Prepares.
4. The squirrel lives in a hollow.
5. Wild animal.
A red, fluffy animal lives in the forest. This is a squirrel. The life of a squirrel is busy; it prepares food for itself for the winter. Deftly jumps and jumps along the branches. She has a hollow in a large tree. Life is difficult for wild animals in winter. We feed the squirrel nuts and seeds.
Cinquain carries a certain emotional coloring of the author, we can compare:
Autumn
Sunny, warm.
Gives, Glows, Pleases.
Leaves are falling in the park.
Gold!
Autumn
Windy, cold.
It rains, rustles, frowns.
People look out the windows.
Sadness!
Various variations for compiling a didactic syncwine contribute to the diverse composition of tasks.
In addition to independently (as well as in a pair or group) compiling a new syncwine, the following options are possible:
- compilation short story using a ready-made syncwine (using words and phrases included in the syncwine);
- correction and improvement of the finished syncwine;
- analysis of an incomplete syncwine to determine the missing part (for example, a syncwine is given without indicating the topic - without the first line, it is necessary to determine it based on the existing ones).
Cinquain is typed by children who have some knowledge of grammar and master syllable reading and word reading. For children in the older group who do not yet know how to read, you can offer an algorithm by which they create their oral compositions, then beautifully design them together with the teacher.
In order to most correctly, fully and accurately express his thoughts, the child must have a sufficient vocabulary, so work must begin with clarifying, expanding and self-improving the vocabulary.
By introducing children to the concepts of “a word denoting an object” and “a word denoting the action of an object,” we thereby prepare a platform for subsequent work on a sentence.
By giving the concept of “a word denoting a characteristic of an object,” we accumulate material for spreading the sentence with definitions.
What is the effectiveness and significance of syncwine?
Drawing up a didactic syncwine, a short summary based on large volumes information, useful for developing the ability to analyze.
Unlike composing a story, syncwine requires less time, although it has more rigid boundaries in terms of the form of presentation, and its writing requires the compiler to implement almost all of his personal abilities(intellectual, creative, imaginative).
The procedure for compiling a didactic syncwine allows you to harmoniously combine elements of all three main educational systems: informational, activity-based and personality-oriented.
Sinkwine for the teacher kindergarten- This:
- a tool for synthesis and generalization complex information,
- a means of creative self-expression for a child,
- a way to enrich vocabulary,
- preparation for brief retelling,
- and simply a fascinating activity, thanks to which every preschooler can feel like a creative genius.
By composing a syncwine, every child can realize their intellectual capabilities.
- Cinquain is gaming technique.
- Compiling a syncwine is used as the final task for the material covered.
- Compilation of syncwine is used for reflection, analysis and synthesis of the information received.
Sinkwine teaches short retelling.
- Sinkwine helps develop speech and thinking.
- Writing a syncwine is a creative process. This fun activity helps children express themselves through writing their own unrhymed poems.
- Sinkwine teaches you to find and highlight a large amount of information main idea.
- 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).
The relevance and feasibility of using didactic syncwine in preschool practice is explained by the fact that:
Technology – opens up new opportunities; modern practice 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 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.
The passion for compiling didactic Sinkwine began with the release of traditional ones, for Defender of the Fatherland Day, international day March 8th children's photo newspapers. Together with the children, we looked at the photographs and selected a poetic text that most closely matched the content. And based on textual analysis, using words and phrases from the text of the poems, they compiled Sinkwine. This is where proverbs and sayings come in handy. I did not limit the children in the number of invented words according to the rules for constructing a didactic syncwine. In the fourth line, the sentence can consist of 3 to 5 words, and in the fifth line, instead of one word, there can be two words. Other parts of speech are also allowed.
To develop speech activity, understanding and use of word figurativeness for each of the lexical topics, we try to select poetic material.
Remember what your happy childhood time was associated with!? Of course this is home, family, kindergarten, friends. Listen to what words the children use to put this concept into.
You'll see - the pleasure will not only be useful, but also mutual.
The system of work on compiling Sinkwine on the lexical topics “Family”, “Kindergarten”, which I want to present, also had a communicative orientation. Learned elements language system were involved directly interpersonal communication, in such a way that children develop an active attitude towards the communication process, optimism, communication, and self-confidence. As a result of the work, our group’s children’s magazine “Rainbow Pages of Childhood” was released.
Stages of work on lexical topics “Family”, “Kindergarten”:
Stage I. Informational-cognitive (receipt of information followed by discussion)
Goal: obtaining information about oneself, peers, people close to the child, their activities, hobbies, relationships.
Stage II. Emotional-volitional (understanding and assessment)
Goal: to help children develop a positive assessment in relation to close people and peers.
Stage III. Motivational-behavioral (testing of methods of tolerant behavior in everyday life)
Goal: instilling moral standards of behavior, respect for others, goodwill, politeness, understanding.
The materials of the work on compiling a didactic syncwine were grouped into the following areas:
Block 1: Cinquains “What is a house?”
Block 2: Cinquains “About family!”
Block 3: Cinquains “Childhood, children, friendship, friend, our group!”
Block 4: Cinquains “About Mom!”
Unit 5: Cinquains “About Dad!”
Block 6: Cinquains “Relationships of children in the family!”
Block 7: Cinquains “About Grandma!”
Unit 8: Cinquains “About Grandfather!”
Block 9: Cinquains “Birthday!”
Examples of syncwines compiled by children on the topics “Family”, “Kindergarten”:
Dear, warm.
Warms, shelters, accepts.
Being a guest is good, but being at home is better.
Family. (Sasha Polozov)
Reliable, beloved.
Protects, preserves, protects.
Everyone needs it.
Love. (Galya Shvydkova)
Big, beautiful, warm.
Warms, shelters, protects.
Needed by all people.
Warm. (Dasha Shunina)
Beautiful, strong.
Protects, warms, loves.
The house is cozy.
Together. (Lena Tikhonova)
Big, friendly.
They love, care, live together.
I love it when everyone is together.
Rest. (Kirill Simachkov)
Kind, beautiful, smart.
They love, raise, care.
Mom, dad, children.
Happiness! Together!
(Kirill Simachkov)
The best, my love.
We learn poetry, buy clothes, relax.
I love it when we are together.
Daughter. (Soboleva Polina)
Friendly, happy.
We read fairy tales together, play, bake a cake.
Adults take care of children.
Parents. (Dasha Gavrilova)
Friendly, happy, the best.
Dad repairs, mom cooks, we have dinner.
Playing dominoes with dad.
Good together. (Sasha Polozov)
Caring, friendly, athletic.
We go skiing, go downhill, and fish.
We love to visit our grandparents.
We're great friends. (Vitaly Karpov)
Friendly, cheerful.
Lives, works, rests.
It's fun to travel together.
My! (Yulia Savchenkova)
Friendly, sporty.
We travel, go downhill, and love to cook.
I love it when everyone has fun.
Joy. (Alena Ionova)
Strong, big.
Warms, pleases, surrounds.
I love it when people don't get angry with me.
This is Good. (Dasha Shunina)
Cheerful, happy.
We play, have fun, grow.
Best time of my life.
Joy. (Alena Ionova, Dasha Gavrilova)
Beautiful, mischievous.
They play, play pranks, run.
I love it when no one offends each other.
It's good to be friends! (Anya Sinyakova)
Nice, close.
He makes friends, plays, protects.
An old friend is better than two new ones.
(Yulia Savchenkova, Sasha Polozov)
our group
Cheerful, friendly.
We study, we play, we dance.
Our favorite kindergarten.
We are friendly! (Yana Filippova)
Dear, dear!
I listen, I help, I love!
We always need you.
Mommy! (Daniil Romanov)
Sweetheart, kind.
Loves, cares, helps.
I love cuddling with my mother.
Kindness. (Lena Tikhonova)
Kind, beautiful, smart.
He cares, cooks, talks.
Mom bakes a delicious pie.
My mom. (Dasha Shunina)
Beautiful, kind.
Cooks, washes, helps old grandmothers.
I love it when mom does her hair.
Beautiful. (Galya Shvydkova)
Affectionate, beautiful, strict.
Kisses, hugs, cleans up.
Love. (Anya Sinyakova)
My favorite!
I help, I listen, I try...
There is no one more precious than you.
Always together! (Vasya Bashan)
Affectionate, strict.
He nurtures, cares, gets offended when I don’t obey.
Mom helps me learn poetry.
Lifesaver. (Yuliana Savchenkova)
Resourceful, smart, brave.
He reads books, is interested in playing, loves to laugh.
With him, every day is a holiday.
A true friend. (Kirill Simachkov)
Strong, kind, dear.
Let's go to the skating rink, hold hands and not fall.
We are best friends with him.
A real superman! (Polina Soboleva)
Caring, kind.
He reads books, picks us up from kindergarten, and makes us peace.
I think there is no one happier in the world.
He is the father of two daughters. (Yuliana Savchenkova)
Walk with dad
Unusual, adventure.
We get dressed, take our skis, and go to the park.
Together they made a snowman.
It’s a pity mom wasn’t included in the shot... (Vitaly Karpov)
Dad's assistant
Hardworking, dexterous.
It was snowy, we took shovels, and dad and I cleared the road.
I didn’t lag behind dad, throwing snow with a shovel.
Satisfied with the work. (Sasha Polozov)
Walk with dad
Interesting, funny.
We ride, we rejoice, we laugh.
We fly down the hill together on a cheesecake.
Dad and I are together. (Daniil Romanov).
Elder sister
Caring, strict, skillful
He jokes with me, helps his mother, we draw.
I like to play tag with her.
It's great that she exists. (Sonya Kashinskaya)
Younger brother
Noisy, cheerful.
Doesn't like to get dressed and takes away toys.
Together with my brother we go down the hill.
It's boring without him. (Kirill Simachkov)
Younger sister
Small, nimble.
Throws toys around, is capricious, asks to be held.
I love driving cars.
Baby. (Daniil Romanov)
Younger brother
Restless, noisy, loved.
He is capricious, asks to be held, makes noise, and has fun.
I love to entertain him and hold him in my arms.
My brother! (Dasha Shunina)
Kind, caring, hardworking.
Pampers, loves, plays, sings.
I love traveling with her!
We're like friends! (Polina Soboleva)
Generous, bright.
He regrets, loves, cares.
Fills the house with warmth.
Kindness. (Dasha Shunina)
Kind, beloved, creative.
Pampers, loves, treats, plays.
I love spending weekends with her!
A true friend! (Vitaly Karpov)
Cheerful, kind, necessary.
He plays, jokes, talks, introduces people.
I love playing with him.
Friends! (Soboleva Polina)
Serious, grumpy, kind.
He makes crafts, jokes, teaches, takes him fishing.
I love riding snowstorms with him.
Great! (Vitaly Karpov)
For every child, a birthday is a holiday, gifts and sweets, surprises.
Children look forward to this day; the more unusual it is, the brighter its joy.
By composing Cinquains about their birthday, they relive this event once again.
Birthday.
Impressive, funny, entertaining.
It’s approaching, rejoice, invite friends.
This is fun, gifts, fireworks.
Astonishment. (Polina Soboleva)
Birthday.
Unforgettable, cheerful, long-awaited.
It's approaching, it's coming, we're celebrating.
This is a holiday, gifts and sweets.
Many friends. (Dasha Shunina)
Birthday.
Fabulous, exciting, colorful.
It’s approaching, we rejoice, we invite guests.
This is a fairy tale, competitions, games with friends.
My friends. (Sonya Kashinskaya)
Birthday
Long-awaited, troublesome, joyful.
Come, decorate the room, prepare a treat.
This is surprise, surprise, multi-colored garlands.
Congratulations. (Yuliana and Lisa Savchenkova)
Birthday menu
Unusual, bright.
We cut, decorate, cover.
We are trying to help mom.
Beauty! (Yuliana Savchenkova)
Conclusion: organizing work with children on the formation of speech-thinking activity using the Sinkwine method promotes the development of communication skills, ensures full inclusion in communication, as a process of establishing and developing contacts with people arising on the basis of need joint activities, as well as preparing a preschooler for successful learning At school.
I think that colleagues who use the Sinkwine method in their work will agree that poems created by children often become the “highlight” of direct educational activities.
Literature:
1. Mordvinova T. Cinquain in a literature lesson. Festival pedagogical ideas « Public lesson».
2. Terentyeva N. Sinkwine based on “The Pit”? Literature. Magazine “First of September”, No. 4 (2006).
3. Dushka N. Sinquain in work on the development of speech in preschoolers. Journal "Speech therapist", No. 5 (2005).
4. Writing syncwines and working with them. Elements of innovative technologies. MedBio (Department of Medical Biology and Genetics, KSMU).
5. Personal archive Makarova E. V. teacher of MDOU No. 6 “Spring” on vocabulary Chinese themes “Family”, “Kindergarten”.
MUNICIPAL PUBLIC INSTITUTION
ADDITIONAL EDUCATION "CHILDREN'S HEALTH - EDUCATIONAL
SOCIAL AND PEDAGOGICAL CENTER"
MASTER CLASS:
“Didactic syncwine as an innovative technology used in correctional and pedagogical work for children with severe speech impairments.”
Prepared and conducted:
teacher speech therapist
Kostakova E.A.
Purpose of the master class:
to give an idea of the use of the innovative technology for speech development “syncwine”, the importance of this technology in the system of correctional and developmental work for children with severe speech impairments.Determination of correctional paths and psychological and pedagogical conditions for the effectiveness of the formation of lexical grammatical structure children's speech through didactic syncwine
Relevance.
Experience working with children with general speech underdevelopmentIII – IVlevel shows that even after completing a course of correction and speech development in children with good diagnostic indicators, there are difficulties associated with the speed of updating existing knowledge and their own speech utterance, they need more time to think and formulate an answer
Innovation.
Applied to pedagogical process, innovation means the introduction of new things into the goals, content, methods and forms of education, the organization of joint activities of the teacher and the child. The main criterion for the “innovativeness” of a technology is increasing efficiency educational process through the use of this technology.
What is "Sinquain"?
"Cinquain" from French word"five". This is a specific poem without rhyme, consisting of five lines that summarize information on the topic studied. Despite the unpronounceable and mysterious name, syncwine technology is very effective and easy to use already in preschool age for children with general speech underdevelopment.
Stages of work.
Innovative technologies in speech therapy practice are only an addition to generally accepted, time-tested technologies. Today I will talk about the practical implementation of syncwine technology in the correctional pedagogical process.
For the work to be successful, the impact must be systemic, describing and covering the entire correction process. Required preliminary work to create a speech base for composing syncwine, which does not contradict the program of Tatyana Borisovna Filicheva and Galina Vasilyevna Chirkina and that part of it that concerns the development of lexical and grammatical categories in children with SEN 3rd level and serves as a means of optimizing the educational process.
To correctly compose a syncwine, a preschooler needs:
have sufficient vocabulary within the topic,
concepts: word - object (living, not living), word-action, word-attribute,
learn to understand and ask questions correctly,
possess the skill of generalization,
coordinate words in a sentence,
correctly formulate your thoughts in the form of a sentence.
Corrective pedagogical work on syncwine begins at the end of the lexical week. At first, when compiling a syncwine, I work with children either in subgroups, then in pairs and only then individually.
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 the action of an object,” thereby preparing a platform for subsequent work on a sentence. 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.
1st line “Who? What?" - noun, one keyword, defining the content (Title of the work, name of the hero);
2nd line “Which one? Which? Which?" - two adjectives characterizing the first line;
3rd line “What does it do?” - three verbs denoting action related to the topic;
Exercise “Match the diagram to the word”
I teach mnemonic memorization techniques using the selection of associations (pictures). What is necessary to form a system of connections between lexical units.
At the second stage work continues to enrich and activate the dictionary; 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. Children make sentences based on pictures using diagrams.
4th line of syncwine - four words, a key phrase that shows the author’s personal attitude to the topic or its essence
5th line – one word noun (or phrase) – association (synonym), which repeats the essence of the topic in the 1st line.
Main stage. Compiling syncwines.
“Essays” are written once a week or twice and have different topics, which is reflected in long-term planning. Lexical topics, which children learn, serve as themes for syncwines. They can be dedicated to a person (his qualities), natural phenomena, animals, birds, holidays, etc.
Variability in the use of syncwine technology.
I use syncwine in class to reinforce the lexical topics I have learned.
Birch.
2. Thin, white-trunked.
3. Grows, turns green, makes you happy.
4. Birch is a symbol of Russia.
5. Wood
In classes on the development of coherent speech: using words from syncwine, come up with a story.
1. Hare.
2. White, fluffy.
3. Hides, is afraid, runs away.
4. I feel sorry for the hare.
5. Wild animal.
A white fluffy hare lives in the winter forest. The hare's life is difficult; he is afraid of the wolf and the fox; when he sees them, he hides or runs away. I feel sorry for the hare. Life is difficult for wild animals in winter.
Various variations for composing syncwine contribute to the diversified composition of tasks.
Compose a syncwine according to subject picture(story) pictures,
Compiling a short story based on the finished syncwine (using words and phrases included in the syncwine);
Based on a story or fairy tale you heard;
Cinquain is a mystery. 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 lines):
1. ?
2. Vowels, consonants.
3. We hear, pronounce, highlight.
4. Sounds form words.
5. Speech
You can give homework for the child and parents to do together: draw an object and compose a syncwine.
Children who can print can create their own syncwine on a piece of paper, those who cannot - in the form oral essays
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.To reinforce concepts learned in pre-literacy classes.
This is also a way of control and self-control (children can compare syncwines and evaluate them).
Considering that the leading activity for preschoolers is play, it is necessary to organize the process of learning new words during the game. Compiling a didactic syncwine is a fun and interesting game. The child must also be able to read his own work. And no matter how bad or good he does it, he always has a desire to sit in a poet’s chair and read his composition out loud to everyone.
The work of composing syncwines is a source of inexhaustible creativity for children and adults. With creative, non-directive use of syncwine in the classroom, it is perceived by preschoolers as an exciting game, as an opportunity to express their opinion, agree or disagree with the opinions of others, and come to an agreement. The effectiveness of using syncwine lies in quickly obtaining results and consolidating them, facilitating the process of mastering concepts and their content, expanding and updating vocabulary, learning to express one’s thoughts, select the right words, developing the ability to analyze.
For parents, it is proposed to conduct a consultation “Use of the syncwine method in the development of speech of children of senior preschool age”, a master class “Learning to compose a syncwine”.
A piggy bank is being created - samples of children's syncwines.
Making colorful individual albums for children with hand-printed syncwines.
Experience shows that already at the end of the first year of study, most older preschoolers gradually master the skill of composing a syncwine, practicing selecting actions and signs for objects, improving the ability to generalize, expanding and clarifying vocabulary.
Advantages. The effectiveness and significance of syncwine technology.
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.
Composing a syncwine is like a game, because composing is fun, useful and easy!
This method can be easily integrated with other areas of the Program.
Syncwine 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 ODD.
It fits harmoniously into the work on the development of speech therapy; the use of syncwine does not violate the generally accepted system of influencing speech pathology and ensures its logical completeness.
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 contributes to the development of HMF (memory, attention, thinking).
II. Practical part:
- Collaboration with teachers “Sinquain about cinquain”
1. Sinkwine.
2. Creative, activating.
3. Develops, enriches, clarifies.
4. Cinquain helps you learn.
5. Technology.
- Independent work teachers.
- Discussion of the results obtained.
- Summarizing.
Bottom line.
New technology– opens up new opportunities. 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.
The use of didactic syncwine in speech therapy practice allows you to harmoniously combine in your work the elements of three main educational systems: information, activity and personality-oriented, which is especially important when working with children with special educational needs.
The Didactic Syncwine technology can be successfully used in speech therapy practice.
When working with children with speech disorders, we look for different approaches, technologies, techniques and methods, including modern methods, which would contribute to: improvement of thinking and cognitive abilities child!!
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Didactic syncwine
When working with children with speech disorders, we are looking for different approaches, technologies, techniques and methods, including modern methods that would contribute to: improving thinking and cognitive abilities, as well as the development of lexical-grammatical structure and coherent speech of preschoolers. One of these technologies is didactic sequence. The child encounters objects and phenomena of the surrounding reality every day. Many interesting, new and attractive things open up before him. He has questions: “What is this? What is the name of? What is it made of and how? For what?" And the task of adults is to clearly and correctly answer the child’s questions, help them understand the meaning of each word, remember it and use it correctly in speech. To solve these problems, I started using Sikwine.
A cinquain is a short, unrhymed poem of five lines. Cinquain was invented at the beginning of the 20th century by Adelaide Crapsey - American poetess. Inspired Japanese haiku and tanka, Crapsey came up with a form of five-line poem, also based on counting the syllables in each line.
The classic (strict) didactic syncwine is structured like this:
the first line is the theme of the syncwine, one word, noun or pronoun;
second line – two adjectives or participles that describe the properties of the topic;
third line - three verbs or gerunds telling about the actions of the topic;
the fourth line is a four-word sentence expressing the personal attitude of the author of the syncwine to the topic;
fifth line – one word (any part of speech) expressing the essence of the topic; a kind of resume.
The result is a short, unrhymed poem that can be devoted to any topic.
At the same time, in didactic syncwine you can deviate from the rules, for example, main topic or the summary can be formulated not in one word, but in a phrase, the phrase can consist of three to five words, and the actions can be described compound predicates. Coming up with syncwines is quite a fun and creative activity, and it does not require special knowledge or literary talents. The main thing is to master the form well and “feel” it
The relevance of the “didactic syncwine” technology is as follows: syncwine is used in classes on speech development with children of senior preschool age with speech disorders. Compilation of syncwine is carried out within the framework of passing a certain lexical topic. Cinquain in correctional work improves with children with special needs vocabulary work. Teaches you to identify grammatical basis proposals. 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.
When learning to compose a syncwine, the vocabulary is refined and expanded. The material acquires a certain emotional coloring, which contributes to its deeper assimilation. Children become familiar with the concepts: “a word denoting an object,” “a word denoting the action of an object,” “a word denoting a feature of an object.” The skills of using synonyms and antonyms in speech are improved. Children learn: to match adjectives to nouns, to match verbs to nouns. Children are introduced to the concept: proposal. Make proposals on the subject, plot picture using sentence diagrams. The ability to express one’s own attitude towards something is improved.
For training, it is best to take as a topic something well-known, close and child-friendly And start with simple things.
For example, let’s try to create a syncwine using the theme “ball” as an example.
Accordingly, the first line questions Who? What? - “ball”.
Second line – Which? Which? two adjectives, properties of an object. What ball? You can list in your mind any adjectives that come to mind and choose two that are suitable. Moreover, it is possible to describe in syncwine both the concept of a ball in general (round, smooth) and the specific ball that the author uses (airy, red, light, etc.). Let’s assume that the resulting ball is “round and airy.”
Third line – What does it do? Three item actions. Children often have problems here, especially when we're talking about about syncwines dedicated to abstract concepts. But we must keep in mind that actions are not only the actions that an object produces in itself, but also what happens to it and the impact it has on others. For example, a balloon can not only be inflated, it can slip out of your hands and fly, it can get caught on something and burst, it brings joy. What else can a ball do? Let's remember and choose three verbs in the end. For example, like this: “flies, jumps, moves.”
The fourth line is the child’s personal attitude to the topic of syncwine. Will express his opinion. Here, too, sometimes problems arise - what kind of personal attitude one can have towards the ball. But in in this case Personal attitude means not only emotions, it can also be associations, something that is the main thing in a given subject, and some facts from the biography related to the theme of syncwine. For example: “First you need to inflate the balloon.” Or, “you need to buy a ball”
And finally, the last line is a summary of one or two words or a phrase. Here you can re-read the resulting poem, think about the image of the object that has arisen, and try to express your feelings in one word. Or ask yourself the question - why is this item needed at all? What is the purpose of his existence? What is its main property? And the meaning of the last line greatly depends on what has already been said earlier. It could be the word “holiday” or “How beautiful”
Total BALL
ROUND, AIR
FLYING, JUMPING, MOVING
THE BALL NEEDS TO BE INFLATED
HOW BEAUTIFUL
Strict adherence to the rules for compiling a 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. It is possible to use other parts of speech. Its shape resembles a Christmas tree.
Today, dozens of domestic authors point to the great help of didactic syncwine in establishing the correctness and meaningfulness of speech for preschool children, as well as in the experience of correct use of various terms.
For example:
Who? - Cat.
Which? - soft, fluffy.
What is he doing? - Purrs, treats, plays.
Sentence - the cat purrs and plays with a ball.
Association - Pet.
Didactic syncwine can be used:
To consolidate the studied lexical topic.
1. Birch
2. Thin, white.
3. Grows, turns green, sways.
4. White birch, green leaves.
5. Tree.
To reinforce concepts learned in pre-literacy classes:
1. Speech sounds.
2. Vowels, consonants.
3. We hear, pronounce, highlight.
4. Sounds form syllables.
5. Speech.
Using words from syncwine, come up with a story.
1. Fox.
2. Fluffy. Redhead.
3. Runs, sniffs, wags.
4. The fox lives in a hole.
5. Wild animal.
A redhead lives in the forest, fluffy fox. She runs, sniffs and wags her tail. Lives in a hole. It feeds on mice and bunnies. The fox is a wild animal. Various variations for compiling a didactic syncwine contribute to the diverse composition of tasks. Sinkwine can be composed both individually, group classes, and in classes with one group or in two subgroups at the same time.
In addition to independently (as well as in a pair or group) compiling a new syncwine, the following options are possible:
- compiling a short story based on the finished syncwine (using words and phrases included in the syncwine);
- correction and improvement of the finished syncwine;
- analysis of an incomplete syncwine to determine the missing part (for example, a syncwine is given without indicating the topic - without the first line, it is necessary to determine it based on the existing ones).
In order to most correctly, fully and accurately express his thoughts, the child must have a sufficient vocabulary, so work must begin with clarifying, expanding and self-improving the vocabulary.
By introducing children to the concepts of “a word denoting an object” and “a word denoting the action of an object,” we thereby prepare a platform for subsequent work on a sentence.
By giving the concept of “a word denoting a characteristic of an object,” we accumulate material for spreading the sentence with definitions.
What is the effectiveness and significance of syncwine?
Compiling a didactic syncwine, a short summary based on large amounts of information, is useful for developing the ability to analyze.
Unlike composing a story, syncwine requires less time, although it has more rigid boundaries in the form of presentation, and its writing requires the compiler to realize almost all of his personal abilities (intellectual, creative, imaginative).
The procedure for compiling a didactic syncwine allows you to harmoniously combine elements of all three main educational systems: informational, activity-based and personality-oriented.
Sinkwine for a kindergarten speech therapist is:
- a tool for synthesizing and summarizing complex information,
- a means of creative self-expression for a child,
- a way to enrich vocabulary,
- preparation for a brief retelling,
- and simply a fascinating activity, thanks to which every preschooler can feel like a creative genius.
By composing a syncwine, every child can realize their intellectual capabilities.
- Sinkwine is a gaming technique.
- Compiling a syncwine is used as the final task for the material covered.
- Compilation of syncwine is used for reflection, analysis and synthesis of the information received.
Sinkwine teaches short retelling.
- Sinkwine helps develop speech and thinking.
- Writing a syncwine is a creative process. This fun activity helps children express themselves through writing their own unrhymed poems.
- Sinkwine teaches you to find and highlight the main idea in a large volume of information.
- 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).
The relevance and expediency of using didactic syncwine in preschool practice is explained by the fact that:
Technology – opens up new opportunities; 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 speech development; 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.
The system of work on compiling Sinkwine also follows lexical topics, according to the speech therapist’s work plan
Conclusion: building work with children on the formation of speech and thinking activity using the Sinkwine method promotes the development of communication skills, ensures full inclusion in communication, as a process of establishing and developing contacts with people that arise based on the need for joint activity, as well as preparing a preschooler for successful learning in school. Compiling a syncwine is a rather exciting and creative activity, which, despite its simplicity, helps children themselves. of different ages develop systems thinking and analytic skills, isolate the main thing, formulate your thoughts, expand your active vocabulary.
Literature:
1. Mordvinova T. Cinquain in a literature lesson. Festival of pedagogical ideas “Open Lesson”.
2. Terentyeva N. Sinkwine based on “The Pit”? Literature. Magazine “First of September”, No. 4 (2006).
3. Dushka N. Sinquain in work on the development of speech in preschoolers. Journal "Speech therapist", No. 5 (2005).
4. Makarova E.V. Magazine "Preschooler" Use of innovative pedagogical technologies in the context of the introduction of the Federal State Educational Standard for preschool education. "Didactic Sinkwine"
Cinquain was invented at the beginning of the 20th century by Adelaide Crapsey, an American poet. Inspired by Japanese haiku and tanka, Crapsey came up with a five-line poem form, also based on counting the syllables in each line. The traditional one she invented had syllable structure 2-4-6-8-2 (two syllables in the first line, four in the second, and so on). Thus, the poem should have had 22 syllables in total.
Didactic syncwine was first used in American schools. Its difference from all other types of syncwine is that it is based not on counting syllables, but on the semantic specificity of each line.
The classic (strict) didactic syncwine is structured like this:
, one word, noun or pronoun;
second line – two adjectives or participles, which describe the properties of the topic;
third line - or gerunds, telling about the actions of the topic;
fourth line – four word sentence, expressing the personal attitude of the author of the syncwine to the topic;
fifth line – one word(any part of speech) expressing the essence of the topic; a kind of resume.
The result is a short, unrhymed poem that can be devoted to any topic.
At the same time, in a didactic syncwine, you can deviate from the rules, for example, the main topic or summary can be formulated not in one word, but in a phrase, a phrase can consist of three to five words, and actions can be described in compound words.
Compiling a syncwine
Coming up with syncwines is quite a fun and creative activity, and it does not require special knowledge or literary talents. The main thing is to master the form well and “feel” it.
For training, it is best to take as a topic something well-known, close and understandable to the author. And start with simple things. For example, let’s try to create a syncwine using the topic “soap” as an example.
Respectively, First line- "soap".
Second line– two adjectives, properties of an object. What kind of soap? You can list in your mind any adjectives that come to mind and choose two that are suitable. Moreover, it is possible to describe in syncwine both the concept of soap in general (foaming, slippery, fragrant), and the specific soap that the author uses (baby, liquid, orange, purple, etc.). Let’s say the end result is “transparent, strawberry” soap.
Third line– three actions of the item. This is where schoolchildren often have problems, especially when it comes to syncwines devoted to abstract concepts. But we must keep in mind that actions are not only the actions that an object produces in itself, but also what happens to it and the impact it has on others. For example, soap can not only lie in a soap dish and smell, it can slip out of your hands and fall, and if it gets into your eyes, it can make you cry, and most importantly, you can wash yourself with it. What else can soap do? Let's remember and choose three verbs in the end. For example, like this: “It smells, it washes, it bubbles.”
Fourth line– the author’s personal attitude to the topic of syncwine. Here, too, sometimes problems arise - what kind of personal attitude can you have towards soap if you are not a fan of cleanliness, who really likes to wash, or not, who hates soap. But in this case, personal attitude means not only the emotions that the author experiences. These could be associations, something that, in the author’s opinion, is the main thing in this subject, and some facts from the biography related to the topic of syncwine. For example, the author once slipped on soap and broke his knee. Or tried making soap yourself. Or he associates soap with the need to wash his hands before eating. All this can become the basis for the fourth line, the main thing is to put your thought into three to five words. For example: “Wash your hands before eating.” Or, if the author ever as a child tried to lick soap with a tasty smell - and was disappointed, the fourth line could be: “The smell, the taste is disgusting.”
And finally last line- summary in one or two words. Here you can re-read the resulting poem, think about the image of the object that has arisen, and try to express your feelings in one word. Or ask yourself the question - why is this item needed at all? What is the purpose of his existence? What is its main property? And the meaning of the last line greatly depends on what has already been said earlier. If the fourth line of the cinquain is about washing your hands before eating, the logical conclusion would be “ ” or “hygiene.” And if the memories of bad experience eating soap - “disappointment” or “deception.”
What happened in the end? An example of a classic didactic syncwine of strict form.
Soap.
Transparent, strawberry.
It washes, it smells, it bubbles.
The smell is sweet, the taste is disgusting.
Disappointment.
A small but entertaining poem in which all children who have ever tasted soap will recognize themselves. And in the process of writing, we also remembered the properties and functions of soap.
After practicing on simple objects, you can move on to more complex, but familiar topics. For training, you can try to compose a cinquain on the theme “family” or a cinquain on the theme “”, poems dedicated to the seasons, and so on. And a cinquain on the theme “mother”, composed by schoolchildren junior classes, can be a good basis for a postcard in honor of the 8th of March holiday. And syncwin texts written by students on the same topic can form the basis for any class-wide projects. For example, for Victory Day or New Year, schoolchildren can make a poster or newspaper with a selection of thematic poems written in their own hand.
Why make a syncwine at school?
Compiling a syncwine is a rather exciting and creative activity, which, despite its simplicity, helps children of all ages develop systematic thinking and analytical abilities, isolate the main thing, formulate their thoughts, and expand their active vocabulary.
In order to write a syncwine, you must have knowledge and understanding of the subject - and this, on top of everything else, makes writing poems an effective form of testing knowledge in almost any subject school curriculum. Moreover, writing a syncwine on biology or chemistry will take less time than a full-fledged one. test. A cinquain on literature dedicated to any of literary heroes or literary genre, will require the same intensive work of thought as writing a detailed essay - but the result will be more creative and original, quick (5-10 minutes are enough to write a syncwine for children who have mastered the form well) and revealing.
Sinkwine - examples in different subjects
Sinkwine in the Russian language can be devoted to different topics, in particular, you can try to describe parts of speech in this way.
An example of a syncwine on the topic “verb”:
Verb.
Returnable, perfect.
Describes an action, conjugates, commands.
In a sentence it is usually a predicate.
Part of speech.
In order to write such a syncwine, I had to remember what forms there are, how it changes, what role it plays in a sentence. The description turned out to be incomplete, but nevertheless it is clear from it that the author remembers something and understands that.
In biology, students can write syncwines dedicated to individual species of animals or plants. Moreover, in some cases, to write a syncwine on biology, it will be enough to master the content of one paragraph, which allows you to use the syncwine to test the knowledge acquired during the lesson.
An example of a syncwine on the theme “frog”:
Frog.
Amphibian, chordate.
Jumps, spawns, catches flies.
Sees only what moves.
Slippery.
Synquains in history and social studies allow students not only to systematize their knowledge on the topic, but also to feel the topic more deeply, “pass” it through themselves, and formulate their personal attitude through creativity.
For example, cinquain on the theme "war" could be like this:
War.
Terrible, inhumane.
Kills, ruins, burns.
My great-grandfather died in the war.
Memory.
Thus, syncwine can be used as part of the study of any subject in the school curriculum. For schoolchildren, writing thematic poems can become a kind of “creative break”, adding pleasant variety to the lesson. And the teacher, having analyzed the creativity of students, can not only assess their knowledge and understanding of the subject of the lesson, but also feel the attitude of the students to the topic, understand what interested them most. And, perhaps, make adjustments to plans for future classes.
Human society develops, the mechanisms of interaction between people change, and the social institutions, such as family. The traditional family was characteristic of an agrarian society; the industrial one was characterized by its nuclear type, but in modern world a new phenomenon is born - the post-industrial family.
Traditional family
The family is the unit of society. Everyone has heard this phrase since childhood. It is this view of the family that is characteristic of its traditional understanding. The traditional family was formed when people lived on a subsistence or semi-subsistence basis. That is, they had to do everything themselves: grow food, keep livestock, and even spin fabric for clothing. If the family coped well with its tasks, then all its members were well-fed and did not die of hunger. The feelings of people getting married, as a rule, were not taken into account too much. The economic component was considered the priority in the family.
Personal life each was controlled by societies and other family members. There was a single head of the family, and the rest were subordinate to him. The patriarchal type of family is considered traditional, when three or more generations lived in the same house at the same time. The newlyweds could not "" and occupy a separate house.
The attitude towards children and women in a traditional family was sometimes quite. Children were considered as labor force. They started working at an early age. If people believed that the child would have “an extra mouth,” then they simply stopped feeding him; this was especially often done with babies who were not yet able to work and help the family survive. For example, L.N. writes about this. Tolstoy, as well as researchers of peasant life.
A woman in a patriarchal family is always subordinate. No matter what character she had, no matter how smart or strong she was, she still depended on the decisions of her husband, who, in turn, depended on the decisions of her father.
A traditional family is characterized by a lack of responsibilities among elders to those of junior rank, but an exaggeration of the responsibilities of juniors to elders. Domestic violence - beating of wife and children - has always been characteristic of traditional families in all countries of the world.
Nuclear family
As soon as people acquired the opportunity to work and be independent, their income and well-being ceased to depend on coordinated actions within the family. Therefore, there are significantly fewer tools for family control over each person.
Love and the decision with whom to start a family have become a personal matter for everyone. The need to live large group disappeared, and the nuclear family, that is, consisting of a couple and small quantity their children has become widespread. Despite the fact that some consider this transition a disaster, as researchers note, it has a lot of positive points, For example, domestic violence in families is gradually fading away.
In an industrial society, spouses are faced with the need to educate and provide for their children, while at the same time, child labor ceases to be used. Therefore, the birth rate naturally falls.
However, raising children and the monopoly on sex still belong to the family. The roles of men and women have not changed: the husband earns money, and the wife raises children and takes care of the house.
Post-industrial family
Thanks to the ever-growing economic independence of women, marriage has lost its attractiveness for them from the point of view of organizing their future. The “sexual revolution” took place, so the family also lost its monopoly on sex. Thus, in the post-industrial world, the family, in comparison with the traditional one, has fully retained only the function of raising children.
The world, its objects, phenomena and processes represent complex system. In order to correctly reflect all the features of reality, human thinking must also be systematic. Systems thinking is characterized by a holistic perception of phenomena, taking into account their inherent mutual connections.
A system is usually understood as some specially organized collection of elements interconnected into a single whole. At the same time, the characteristics of the system cannot be reduced to the properties of its constituent elements. Being an organized unity of its constituent parts, the system has its own special qualities.
Any phenomena of reality, including material objects And social processes, scientific theories, artistic images and so on, constitute a system. Its elements are interconnected by stable or temporary connections and function so that the entire system can fulfill its purpose. But ordinary thinking is not always able to fully reflect the complexity of relationships in systems.
Helps to form a correct picture of reality system organization thinking. It is based on the provisions systematic approach, which has long been used in science. With such an organization of perception and analysis of reality, the world appears before a person in all the diversity of its connections. Systems thinking is characterized by integrity and comprehensiveness.
At the core systems thinking lies the concept of contradiction. But here we are not talking about confused and confused thought, but about a dialectical contradiction, reflecting the duality in the state of any phenomenon. The presence of opposing tendencies is driving force development of each system. A conscious search for contradictions in order to eliminate them is a distinctive quality of strong thinking that is systemic in nature.
Systems thinking is characterized by the consistent use of analysis and synthesis operations. At the first stage, thought reveals the internal structure of the phenomenon and decomposes it into its component parts. After such an analysis, connections are established between the elements of the system and at different levels her hierarchical structure. A holistic image of a phenomenon helps to create the operation of synthesis, combining parts into a single and interconnected whole.
Systems thinking allows you to see reality in development. Each system has its own past, present and future. One of the tools that helps to imagine the development of an object over time is the so-called system operator. Conventionally, it can be represented in the form of several mental screens, on which images appear that describe the state of the object itself, its subsystems and more common system, of which this object is included as a component. Such screens are projected into the past, present and future.
“Multi-screen” thinking is just one way to reflect the system and the stages of its development in integrity and time dynamics. Unfortunately, during evolution, nature did not provide built-in mechanisms for systems thinking. Lead mental operations The system is helped by the correct, systematic and purposeful organization of mental activity, based on the recognition of the fact that the world has a systemic nature.
Composing syncwines - short, unrhymed poems - has become a Lately very popular view creative assignment. School students, students of advanced training courses, and participants in various trainings encounter it. As a rule, teachers ask you to come up with a syncwine on a given topic - to specific word or phrase. How to do it?
Rules for writing syncwine
Cinquain consists of five lines and, despite the fact that it is considered a type of poem, the usual components of a poetic text (the presence of rhymes and a certain rhythm) are not mandatory for it. But the number of words in each line is strictly regulated. In addition, when composing a syncwine, you must use certain parts of speech.
Synquain construction scheme is this:
- first line – syncwine theme, most often one word, a noun (sometimes the topic can be two-word phrases, abbreviations, first and last names);
- second line – two adjectives, characterizing the topic;
- third line – three verbs(actions of an object, person or concept designated as a topic);
- fourth line – four words, a complete sentence describing the author’s personal attitude to the topic;
- fifth line – one word, summing up the syncwine as a whole (conclusion, summary).
Deviations from this rigid scheme are possible: for example, the number of words in the fourth line can vary from four to five, including or not including prepositions; Instead of “lonely” adjectives or verbs, phrases with dependent nouns are used, and so on. Usually, the teacher who gives the task to compose a syncwine decides how strictly his students should adhere to the form.
How to work with the syncwine theme: first and second line
Let's look at the process of inventing and writing a syncwine using the topic “book” as an example. This word is the first line of the future poem. But a book can be completely different, so how can you characterize it? Therefore, we need to specify the topic, and the second line will help us with this.
The second line is two adjectives. What's the first thing that comes to mind when you think of a book? For example, it could be:
- paper or electronic;
- sumptuously bound and richly illustrated;
- interesting, exciting;
- boring, difficult to understand, with a bunch of formulas and diagrams;
- old, with yellowed pages and ink marks in the margins made by grandmother and so on.
The list can be endless. And here we must keep in mind that there cannot be a “correct answer” here - everyone has their own associations. Of all the options, choose the one that is most interesting to you personally. This could be an image of a specific book (for example, your favorite children's books with bright pictures) or something more abstract (for example, “books of Russian classics”).
Now write down two characteristics specifically for “your” book. For example:
- exciting, fantastic;
- boring, moralizing;
- bright, interesting;
- old, yellowed.
Thus, you already have two lines - and you already have an absolutely accurate idea of the “character” of the book you are talking about.
How to come up with the third line of syncwine
The third line is three verbs. Here, too, difficulties may arise: it would seem that what can a book “do” by itself? To be published, to be sold, to be read, to stand on the shelf... But here you can describe both the impact that the book has on the reader and what goals the author set for himself. A “boring and preachy” novel, for example, might enlighten, moralize, tire, put to sleep and so on. “Bright and interesting” book for preschoolers - entertains, interests, teaches reading. Exciting fantasy story - captivates, excites, awakens the imagination.
When choosing verbs, the main thing is not to deviate from the image that you outlined in the second line and try to avoid words with the same root. For example, if you described a book as fascinating, and in the third line you wrote that it “fascinates,” you will feel like you are “marking time.” In this case, it is better to replace one of the words with a similar meaning.
Let’s formulate the fourth line: attitude to the topic
The fourth line of the syncwine describes a “personal attitude” to the topic. This causes particular difficulties for schoolchildren who are accustomed to the fact that attitudes must be formulated directly and unambiguously (for example, “I have a good attitude towards books” or “I think books are useful for raising the cultural level”). In fact, the fourth line does not imply evaluativeness and is formulated much more freely.
In essence, here you need to briefly outline what is most important for you in the topic. This may be relevant to you personally and your life (for example, “ Began reading at age four" or " I have a huge library", or " I can't stand reading"), but this is optional. For example, if you think the main disadvantage of books is that they use a lot of paper to produce, for the production of which forests are cut down, you don’t have to write “I” and “condemn.” Just write that " paper books – tree graves" or " book production is destroying forests”, and your attitude to the topic will be quite clear.
If it is difficult for you to immediately formulate a short sentence, first express your thought in writing, without thinking about the number of words, and then think about how you can shorten the resulting sentence. As a result, instead of " I love science fiction novels so much that I often can’t stop reading them until the morning"It might turn out, for example, like this:
- I can read until the morning;
- I often read all night long;
- I saw a book - I said goodbye to sleep.
How to sum it up: the fifth line of syncwine
The task of the fifth line is to briefly, in one word, summarize the whole creative work on writing syncwine. Before you do this, rewrite the previous four lines - almost a finished poem - and re-read what you got.
For example, you thought about the variety of books, and you came up with the following:
Book.
Fiction, popular science.
Enlightens, entertains, helps.
So different, everyone has their own.
The result of this statement about the endless variety of books can be the word “ library"(a place where many different publications are collected) or " diversity».
In order to isolate this “unifying word”, you can try to formulate the main idea of the resulting poem - and, most likely, it will contain the “main word”. Or, if you are used to writing “conclusions” from essays, first formulate the conclusion in your usual form, and then highlight the main word. For example, instead of " thus we see that books are an important part of culture", simply write - " culture».
Another common version of the cinquain ending is an appeal to one’s own feelings and emotions. For example:
Book.
Fat, boring.
We study, analyze, cram.
Classic is a nightmare for every schoolchild.
Yearning.
Book.
Fantastic, fascinating.
Delights, captivates, deprives you of sleep.
I want to live in a world of magic.
Dream.
How to learn to quickly write syncwines on any topic
Compiling syncwines is a very exciting activity, but only if the form is well mastered. And the first experiments in this genre are usually difficult - in order to formulate five short lines, you have to seriously strain.
However, after you have come up with three or four syncwines and mastered the algorithm for writing them, things usually go very easily - and new poems on any topic are invented in two or three minutes.
Therefore, in order to quickly compose syncwines, it is better to practice the form on relatively simple and well-known material. For training, you can try to take, for example, your family, home, one of your relatives and friends, or a pet.
Having dealt with the first syncwine, you can work on a more complex topic: for example, write a poem dedicated to any of the emotional states(love, boredom, joy), time of day or season (morning, summer, October), your hobby, hometown, and so on.
After you write several of these “test” works and learn to “package” your knowledge, ideas and emotions into a given form, you will be able to easily and quickly come up with syncwines on any topic.
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.
Modern technology “Didactic syncwine” in the work of a speech therapist with children.
"Studying native language, the 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 - the most important means communication and top cognitive processes. Preschool age is a period active absorption child spoken language, formation and development of all aspects of speech. That's why speech development preschoolers must be considered as the basis of correctional activities.
In speech therapy practice, a sufficient number of techniques have been accumulated, scientific works, articles on the correction of speech disorders in preschool children. Today is different active growth 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 child encounters objects and phenomena of the surrounding reality every day. Many interesting, new and attractive things open up before him. He has questions: “What is this? What is the name of? What is it made of and how? For what?"
And the task of adults is to clearly and correctly answer the child’s questions, help them understand the meaning of each word, remember it and use it correctly in speech.
To solve this problem, in my work with children I use educational technology « Didactic syncwine". Thanks to this technology, conditions are created for the development of an individual who can think critically, cut off the unnecessary and determine the main thing, generalize, classify and systematize.
Relevance of the “didactic 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 improves vocabulary work in correctional work with children with special needs development disorders.
- 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.
When learning to compose a syncwine, the following are solved: tasks:
- 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 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.
Preliminary work on creating a speech base for composing syncwine with older preschoolers with OHP is based on that part of the T.B. program. Filicheva and G.V. Chirkina “Elimination general underdevelopment speech 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. Lexical topics that children learn correctional group, serve as themes for syncwines.
Algorithm for compiling a syncwine:
Cinquain consists of five lines; its shape resembles a herringbone:
- 1 line – Title. One word, usually a noun, that expresses the main idea;
- Line 2 – Description. Two words, adjectives, describing the main idea;
- Line 3 – Action. Three words, verbs that describe actions within the topic;
- Line 4 – A phrase of several words showing the attitude to the topic, expressing the personal attitude of the author of the syncwine to the subject or object being described;
- Line 5 – Synonym for the topic name. One summary word characterizing the essence of a subject or object (generalizing word).
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 the action of an object,” thereby preparing a platform for subsequent work on a sentence. 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 design their works (syncwines) in the form of graphic drawings, which help preschoolers more specifically sense the boundaries of words and their separate writing, and in the form of oral essays based on the 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 initial stage 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 the following work options How:
- compiling a short story based on a ready-made syncwine (using words and phrases included in 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).
At this stage, great importance 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, which is reflected in comprehensive thematic planning.
And by the end of the second year of study, children who can read create a syncwine - writing down 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.
Kuzmenko L, P.,
teacher speech therapist
