First lesson.
Goals and objectives of the lesson: Deepen the understanding of groups of words with a common meaning as parts of speech by introducing their terms: noun, adjective, verb.
Learn to guess and write riddles about cabbage. Basic concepts: parts of speech, noun, adjective, verb.
Words from dictionaries: TO A empty.
During the classes:
- Exercise 1 p. 72. Exercise in the ability to group words as parts of speech.
Find the “extra” word in each line.
Gladiolus, carrot, violet, rose.
Gladiolus, violet, red, cabbage.
Walks, jumps, swims, run.
Direct, cheerful, is reading, interesting.
Write down words that name: 1) objects; 2) signs of objects; 3) actions of objects.
- Working with the rule on page 72. Introduction of the term part of speech.
In the science of language (grammar), groups of words with a common meaning are called parts of speech.
III. Ex. 2 p. 72. Orally. Deepening the understanding of groups of words with a common meaning as parts of speech with the introduction of their terms: noun, adjective, verb.
Look at the table.
What new things can you learn about groups of words from it?
Words - parts of speech
IV. Ex. 4 p. 73. Identifying what is common and different in parts of speech.
Write down the words, dividing them into parts of speech.
Pen, writes, beautiful, loud, whistles, September, album, will draw, black, chamomile, studies, careful, student, high, will read.
Underline the unstressed vowels in words from the dictionary.
V. Ex. 5 p. 73. Consolidating ideas about groups of words with a common meaning as parts of speech. Repetition of terms: noun, adjective, verb. Drawing up proposals based on the proposed schemes.
What sentences can be made using such schemes?
Write down the sentences.
| Exist, Ch. ?
| adj. noun, Ch..
| Prepositionexistent, ch. noun!
VI. Working with vocabulary words cabbage, cabbage. Learning to guess and write riddles about cabbage.
Not sewn, not cut,
And all in scars;
Without counting the clothes,
And all without fasteners.
(Cabbage)
The lady sat down in the garden bed,
Dressed in noisy silks.
We are preparing tubs for her
And half a bag of coarse salt.
(Cabbage)
How I put on a hundred shirts,
It crunched on my teeth.
(Cabbage)
- An exercise in using parts of speech with different lexical meanings.
What nouns are used in couplets?
Is this one word or two different ones?
Who is this who shoots an arrow from a bow?
Shot through the head of a bow?
VIII. Lesson summary.
What questions do nouns answer?
Give examples.
What questions do adjectives answer?
Give examples.
What questions do verbs answer?
Give examples.
IX. D/z: Ex. 3 page 73.
Complete the sentences with nouns with generalized lexical meaning.
What is the overall meaning of all the inserted words?
Fill in the missing letters. Explain their spelling.
Maple, ...blue, b..reza - ... .
Beets, ..cucumber, k..empty - ... .
Rose, flower, peony - ... .
At home, write down the sentences, inserting letters and completing the sentences with nouns with a general lexical meaning. Underline the inserted letters.
Lesson topic: Groups of words with a common meaning. Second lesson.
Goals and objectives of the lesson: To deepen the understanding of groups of words with a common meaning as parts of speech by introducing their terms: noun, adjective, verb.
Along the way, practice using parts of speech with different lexical meanings.
Learn to guess and write riddles about cabbage. Basic concepts: parts of speech, noun, adjective, verb.
Words from dictionaries: K A empty, m O rock, O range.
During the classes:
Grouping words as parts of speech.
Identify common and different parts of speech
Find key words-signs of the answer in the text of the riddle.
What actions and qualities does the poet E. Serova attribute to bells? Read it.
blue bell
Bowed to you and me.
- Bells-flowers
Very polite... And you?
Write it down. Indicate familiar parts of speech in abbreviated form: noun, adj., ch. Underline the words used in figurative meaning.
Read the riddle. What kind of lady did you imagine?
The lady sat down in the garden bed,
Dressed in noisy silks.
We are preparing tubs for her
And half a bag of coarse salt.
Write down the riddle and the answer. Indicate the verbs.
Choose an antonym for the verb dressed.
Make sentences from words. Write them down.
Fluffy, snow, fell.
Dress, dressed up, in, white, earth.
Large, snowdrifts.
carrots, carrot, orange
What parts of speech are these sentences made of? Write abbreviated parts of speech above the words.
Write down the text, inserting suitable words instead of questions: orange, carrot, riddle, colors, vision, green, eat.
You all know (what?) about the red girl who has (what?) a braid on the street. (What?) is a favorite vegetable of the peoples of different countries. In (what?) color is it (what does it do?) the substance “carotene”. When you (what?) carrot, this substance will turn into vitamin A, which improves (what?) and helps growth.
Indicate the parts of speech above the inserted words.
Notice! Specific (lexical) meanings of words are studied by lexicon, and general (grammatical) meanings and forms of words are studied by grammar. Vocabulary and grammar are branches of the science of language.
What words does the poet use in the counting rhyme?
A fox walked along the path and carried mushrooms in a basket: Five honey mushrooms and five chanterelles For the little foxes and for the chanterelles.
(I. Maznin)
Write down the rhyme.
Underline ambiguous nouns.
Why were mushrooms called that?
Indicate the verbs.
What question are they answering?
Which word in the text answers the question how many!
Lesson topic: If you are polite... Polite words
Goals and objectives of the lesson: Give an idea of another group of (interjective) words with the common name “polite” words.
Systematize children’s knowledge about the rules (words, gestures) of etiquette in situations of greeting, farewell, request, gratitude. Develop the skill of using different etiquette language formulas in accordance with the situation.
Basic concepts: Greeting, farewell, request, gratitude.
Words from dictionaries: joint venture A sibo, p O sting ys that
During the classes:
I. Introducing a group of interjection words with the common name “polite” words.
1. Exercise 1 p.76. Examples of using “polite” words in proverbs. Writing down proverbs from memory.
What do people teach in proverbs?
Nothing is expensive, politeness is expensive*.
An affectionate word is like the sun.
Write down the second proverb from memory.
In what situations can it be used in speech?
2. Ex. 2 p.76. Formation of the skill of using different etiquette language formulas in accordance with the situation. Working with dictionary words A sibo, p O sting ys that
What polite words do you already know?
In what situations do you use them?
Learn to write these words correctly.
3. Ex. 3 p.76. Systematization of children's knowledge about the rules (words, gestures) of etiquette in situations of greeting, farewell, request, gratitude.
Why are polite words called kind and magical?
Remember when a kind word helped you.
4. Ex. 4 p.76. Systematization of children's knowledge about the rules (words, gestures) of etiquette in situations of greeting, farewell, request, gratitude. Selective cheating.
Read an excerpt from the story by V. Oseeva.
What magic word is it dedicated to?
Pavlik approached his sister. Looking into her eyes, the boy said in a quiet voice: “Lena, give me one paint, please.” Lena opened her eyes wide and muttered embarrassedly: “Which one do you want?”
Write down Pavlik’s request.
5. Ex. 5 p.76. Justification for the choice of etiquette language formulas in accordance with the situation.
How do you complete the sentences?
Write them down.
Hello, dear...! Goodbye, ... !
6. Ex. 6 p.77. Justification for the choice of etiquette language formulas in accordance with the situation. Copying proposals.
What words can be used to greet a friend?
Which ones are for goodbye?
Write them down.
7. Ex. 7 p.77. Formation of the skill of using different etiquette language formulas in accordance with the situation. Selective cheating.
Copy sentences from the letter, inserting the right words politeness.
... , Dear Granny!
... for the letter. I hasten to answer immediately.
Grandma, come... to stay with us!
Your grandson Dima
8. Ex. 8 p.77. Formation of the skill of using different etiquette language formulas in accordance with the situation. Composing and recording a short text.
What will your letter be like (to your grandmother, to a friend)? Think and write.
9. Ex. 9 p.77. Systematization of children's knowledge about the rules (words, gestures) of etiquette in situations of greeting, farewell, request, gratitude. Work in pairs. Cheating a riddle.
What gestures are usually used to accompany words of greeting and farewell?
Show each other.
Read the riddle. What national greeting does it remind you of?
I’ll meet a friend, I’ll jump off and bring you*.
Write down the riddle.
Explain the spelling of the combination chu in words.
10. Ex. 7 p.77. Systematization of children's knowledge about the rules (words, gestures) of etiquette in situations of greeting, farewell, request, gratitude.
What gestures, postures, and facial expressions should not be used when communicating? The pictures will tell you the answers.
VIII. Lesson summary.
Subject:“We learn to draw with words, compare... clouds”
Lesson objectives:
1) learn to carry out vocabulary and spelling graphical analysis words cloud;
2) learn to observe language means images of objects (for example, clouds) in scientific, literary texts;
3) learn to systematize different means of language with which you can compare objects: similar to, as, as if, exactly, hidden comparison, the use of a word in a figurative meaning;
4) encourage children to be surprised by the diversity of these synonymous means in native language and use different means of language in your own speech if you need to compare something;
5) teach to observe natural phenomena, imagine, fantasize, depict in words (compose).
Lesson Plan
1. Introductory word teachers about the task of the lesson - to learn to describe (the object of description is introduced through a riddle: Without wings they fly, without legs they run, without sails they swim.)
When finding the answer, attention is paid to verbs with the meaning of movement. It turns out who can move like that - like in the sky, like on earth, like on water.
2. Lexico-spelling work with the word cloud:
2.1. Identifying the meaning of direct and figurative (reading the material, see below);
Material for lexical work
A) An excerpt from the chapter “How Dunno Flew in a Balloon” of N. Nosov’s story “Dunno and His Friends”:
At this time, the balloon found itself in some kind of smoke or fog. The earth disappeared below. It was like there was a white curtain around.
What is this? - everyone shouted. - Where is the smoke coming from?
“This is not smoke,” said Znayka. - This is a cloud. We have risen to the clouds and are now flying in the cloud.
Well, you’re making it up,” Dunno answered. - The cloud is liquid, like oatmeal jelly, and this is some kind of fog.
What do you think the cloud is made of? - Znayka asked. - The cloud is made of fog. It is only from a distance that it seems dense.
Don't listen to him, brothers. He's making it all up... The cloud is jelly.
What is your opinion?
B) From a scientific article, encyclopedia:
“The cloud consists of very tiny droplets of water and ice crystals. When drops and crystals merge and become larger in size, the cloud darkens, it is called a cloud, rain or hail comes from the cloud.”
B) Dictionary entry from the SI dictionary. Ozhegova:
1) accumulation of condensed water vapor in the air;
2) transfer A continuous mass of small volatile particles of something (smoke, dust, etc.).
2.2. An etymological excursion into the history of the origin of the word (its true meaning), (“key”, No. 2, p. 79 - envelop, envelop, envelop);
2.3. Spelling and graphic analysis of the word and spelling: ob, obl, cloud with highlighting of the unstressed vowel.
2.4. Recording a word with an interpretation of its direct meaning.
3. Observation of a naturalist writer's description of clouds
Yuri Linnik.
3.1. Reading the text from the textbook (No. 1, p. 78), analyzing the role of words in italics.
3.2. Acquaintance with Klyuchik’s material (p. 78), demonstrating different verbal (linguistic) options for expressing comparative relationships between objects.
3.3. Selective copying of a passage that describes clouds (No. 2, p. 79).
Underlining words and expressions - comparisons.
4. Observation of the figurative description of clouds in riddles and poems (No. 3, 4, p. 79) with selective recording.
5. Creative work (differentiated):
a) compose the missing part of the poem (at the given beginning
What do clouds look like?
What are they like?
...................(on the crocodile)
............................... (on a bull)
And for deer too!
(O. Vysotskaya)
b) we describe the clouds ourselves, we also choose the genre ourselves (a test of the pen).
5.1. Encouragement to creative work(No. 5, p. 79).
5.2. Working with a draft description.
5.3. Write a riddle or a poem or prose about clouds (completely).
5.4. Voice-over of first works (subject to availability of time). Draw children's attention to successful language finds and comparisons.
6. Lesson summary.
expectations). The location of this section precisely after the section “The Word and Its Meaning” is not accidental. On the one hand, the material in the section specifies what makes up the meaning of the entire word, on the other hand, it prepares for the understanding of the uniform spelling of morphemes.
The main object of study is the main significant part of the word - root. The concept of a root is formed on the basis of two characteristics: the sameness of the external part of the words and the commonality of their meaning.
The formation of the concept of a root is naturally connected with the formation of the concept of words with the same root. Household term related words are replaced by linguistic - single root words. The term itself speaks about the main distinctive feature this type of words - the presence of the same root. To strengthen the assimilation of this feature, the following are given as “provocative” in the exercises: a) words with homonymous roots (p. 81), having only an externally similar part; b) synonymous words that have common meanings. It is noted that synonyms are words of the same part of speech, and words with the same root can be different parts of speech.
The following is given general idea about historical root using the example of some etymological excursions (father, father, paternal, Fatherland, Fatherland; tree, village and etc.). Practice shows that the idea of a historical root helps children penetrate into the origins of a word, its true meaning, and understand more deeply modern meaning words and understand their spelling. Many words from the dictionary go from being unverifiable to being difficult to verify, and with knowledge of the historical root they become “easily verifiable”, for example, capital (table), village (tree), hello (health) etc. When becoming familiar with the historical root of a word, etymological excursions are necessary, which are impossible without referring to etymological dictionaries (in the textbook, real dictionaries).
The deepening of the concept of cognate words occurs when becoming familiar with other significant parts of the word - suffix And prefix. Words with the same root need to be determined by two criteria: by a common root and the presence of word-forming morphemes - a suffix or prefix, or both together. It is the suffix and prefix that form new words, that is, words with a new lexical meaning, in other words, words with the same root. In contrast to them, words, in the formation of which only ending, are considered in the language forms the same word. In the future, the ability to form or identify words with the same root will help children find test words among them when solving spelling problems. Observation of the uniformity of spelling of the same roots is organized. It is possible to observe frequency alternations of consonants: g//z//f- friend, friend, friends; k//ch - hand, handle, and//ch- end, final.
At the end of the section, a sample analysis of a word according to the composition of its significant parts is given.
In the “Mandatory Minimum”, the new State Standard there is no indication of students’ knowledge word basics, Therefore, in grade 2, analysis is carried out as a systematization of what has been learned about the composition of a word, and the main significant part of the word is usually indicated first - the root.
Questions to check the degree of mastery of the section material:
1) without which significant part does a word not exist?
2) what parts of a word help to form words with the same root?
3) which part of the word helps change the form of the word?
The main types of exercises when studying the section: observation of the meanings of words, their components, finding roots in words with the same root, grouping words with the same root into “families”, comparison with words with homonymous roots, with synonymous words, formation of words with the same root using suffixes and prefixes , modeling, choosing words with the necessary prefixes, suffixes depending on the context, changing words according to questions using endings, composing sentences, etc. For additional material for the section, see p. 129.
Spelling vowels and consonants in the root of a word (16 hours)
This section opens the study of the most important layer of the Russian language system - the spelling of words, that is, ways of designating letters in writing. If the term was used in the 1st grade textbook and the repetition section in the 2nd grade textbook rules for writing words, then terms from this section will have priority spelling-
Lesson topic: Root of the word. Similar words. Lesson 1.
Goals and objectives of the lesson
water, water).
Basic concepts:
Words from dictionaries:ABOUT father, O flow e quality, O richness(from father - father) , st O faces
Gain experience
Distinguish
Specify values
During the classes:
1. Observation of the meanings of words and their components.
Compare the meanings of the words in both lines.
Which one names relatives, and which one gives related words?
Grandfather, father, son, grandson.
Grandfather, grandfather, grandfathers (order), grandfather (scarf).
Write down related words.
Denote common parts of words with an arc above◠
2. Working with the rule.
Related words have a common part (root). The root is the main significant part of the word. It contains the general meaning of related words, which are otherwise called cognates.
Game, toy, gaming (hour), play.
3. Finding roots in words with the same root.
Can these words be called cognates?
What two characteristics should such words have?
Word, catchphrase, proverb, dictionary.
Write it down. Label the root.
4. Comparison of words with the same root with words with homonymous roots, with synonymous words.
Are these words the same root? Prove it.
Summer (day), aircraft (vehicle).
Choose words with the same root for each word. Write them down, highlight the root.
5. Grouping into “families” of words with the same root.
Collect words with the same root into “families”.
Write them down, label the roots.
Rain, feed, rainy, feed, rain, feeder, rain, fodder (grasses).
Check that the roots of words with the same root have the same vowels. Emphasize them. Put an accent mark in the words.
Roots in words with the same root are written the same way:
leaf_st, leaflet, lststva; eyes_, eyes_ki, main.
6. Write down words with the same root different parts speech.
Walking, winter, hurrying, running, hospital, funny, singing, pine, freshness.
Indicate the parts of speech above the words like this: noun, adj., ch.
Highlight the roots, underline the vowels in them.
7. Comparison with words with homonymous roots, with synonymous words.
Read the Vodyany song from the cartoon.
I'm a merman, I'm a merman.
Nobody hangs out with me.
There is water inside me.
Well, what to do with something like that 1. (Yu. Entin)
Select and write down a number of cognate words: water- .... Why do words rhyme? some water?
8. Getting to know the vocabulary words father, father's (house) and Fatherland.
9. Lesson summary.
Observation of the meanings of words and their components. Finding roots in words with the same root.
Grouping into “families” of cognate words.
Comparison with words with homonymous roots, with synonymous words.
Formation of words with the same root using suffixes and prefixes.
Modeling, choosing words with the necessary prefixes and suffixes depending on the context.
Changing words according to questions using endings.
Writing proposals
Lesson topic: Root of the word. Similar words. Lesson 2.
Goals and objectives of the lesson Repeat general information about related words, the presence of a common semantic part in them. Introduce the terms “root”, “cognate words”.
To develop the ability to identify words with the same root according to two characteristics - the common part (external) and the common meaning. Show the difference from words with homonymous roots ( water, water).
Practice finding, grouping, forming words with the same root, distinguishing words with the same root (they can be different parts of speech) and synonymous words (among words of the same part of speech, only semantic commonality).
Give a general idea of the historical root of the word. Basic concepts:
Root, cognate words, historical root.
Words from dictionaries:
ABOUT father, O flow e quality, O richness(from father - father) , st O faces
Characteristic educational activities studentsGain experience by understanding the purpose of each morpheme in a word.
Determine the root of a word from the standpoint of the totality of its distinctive features.
Distinguish groups of related words, words with homonymous roots, synonyms.
Specify values words using an etymological dictionary.
During the classes:
1. Page 82 exercises 7. Grouping into “families” of words with the same root.
Let's play “fourth wheel”!
1. Road, way, plantain, road.
2. Cheerful, cheerful, joyful, fun.
By what principle will you search for the “extra” word?
Write down words with the same root. Label the root. Make a conclusion about the spelling of vowels in the roots of these words.
What words are close in meaning, but cannot be considered the same root?
Please note! Synonyms are words of one part of speech; words with the same root can be different parts of speech.
2. Page 82 exercises 8. Formation of words with the same root using suffixes and prefixes.
Read, replacing the pictures with words of the same root.
A small spruce grew in a dense spruce forest
“Why,” the little spruce asked the old pine tree, do woodpeckers and crossbills often come to visit you?
- They fly for seeds, of which there are many in the cones. Spruce seeds are the most delicious food for woodpeckers and crossbills.
Write down the text. Indicate the root in the selected words.
3. Page 82 exercises 9. Modeling, choosing words with the necessary prefixes and suffixes depending on the context.
Compete to see who can select the most words from different parts of speech with roots: -forest-, -voz-, -hod-.
Write down groups of words. Check each other.
4. Page 82 exercises 10. Observation of the meanings of words and their components. Finding roots in words with the same root.
Is there anything in common in the meaning of the word root in these word combinations?
Tree root, tooth root, word root.
Write down combinations of words meaning:
1) the underground part of the plant, which holds it in the soil and serves to absorb moisture and nutrients;
2) the main part of the word, which expresses its meaning.
5. Page 82 exercises 11. Observation of the meanings of words and their components. Finding roots in words with the same root.
Are the words in sentences cognates?
Kolya stabs. Fields of flight. Pasha is plowing. Varya is cooking. Valya is going down. The light is shining.
Write down the verbs. Match them with nouns that have the same root. Write it down.
6. Page 82 exercises 12. Comparison with words with homonymous roots, with words - synonyms.
Read V. Lunin’s poem “Eraser”.
The eraser is caressing. Everything would be nice!
To the words on the piece of paper, Yes, his caress
Clings to the offer, does not leave them
Sticks to the line... Nothing!
Write it down. Indicate the root in words with the same root.
7. Lesson summary
Lesson topic: LITERATE SCHOOL.
The purpose of the lesson: Learn to predict the results of your work, identify difficulties and find ways to overcome them, analyze words by composition, group them according to composition, synthesize: compose words based on models (schemes), act in accordance with the stages of the memo morphemic parsing words
During the classes:
I. Setting a learning task.
Analyzing a word based on its composition is an important learning skill. Can you do this?
II. Analysis of the structure of a word from the side of the presence of significant parts (morphemes) in it.
Copy the words and complete a graphical analysis of them based on the composition of their significant parts.
baby elephants fly out
(baby elephant) (begins to fly)
Do an oral analysis of words according to their composition. Use Reminder 4 or Hint.
Children's counting rhymes are a necessary part of children's outdoor games. After all, you almost always need to choose a driver. And this must be done honestly, without deception, fairly. Previously, rhymes for choosing a leader or establishing a turn in a game were popularly called “draws” or “fortune tellers.” The name “counting tables” was coined by folklore collectors. Although, in fact, counting is found only in counting tables. But this name has become so firmly established in everyday life that now it’s even difficult to imagine that “counting tables” could be called something else.
Learn counting rhymes with your children! This will not only help them develop their memory and become familiar with Russian folk culture, but will also increase their “rating” among their peers.
Children's rhymes can be very different: long and short, easy and not very easy to remember, ancient and modern. But one property unites them - they are necessarily rhythmic.
Without pretending to be ethnographically accurate, we divided the nursery rhymes into several groups:
Children's counting rhymes
Counting books are counting books with numbers. Sometimes, however, these numbers are difficult to find out. They are distorted, disguised. For example, instead of “One, two,” “Pervodan, friends” or “Pervodan, friend” appear. These distorted words were born in the adult language. After all, they once believed that a word, and especially a number, was a magical thing. And since it’s magical, it means it’s dangerous. Therefore, there was a ban on counting with the “correct” numbers. But somehow it was necessary to count - so they came up with such “substitutes”. Then the ban went away, and its echoes remained in children's rhymes.
Examples of children's number counters:
One two three four five -
The boys came out to play
Yes, choose a driver.
It became Rodivon,
Let him get out of here!
One two three four -
Just jump on the floor!
One-two - lace,
Three or four - the dress was sewn,
Five or six - eat porridge
Seven or eight - we ask for money.
In our little company
Someone stole the wand.
One two Three -
That's right it will be you!
Firstborns, friends -
The little pigeons were flying.
By God's dew,
In someone else's lane.
There are cones, nuts,
Honey, sugar,
Get out, little wren.
First given, drug given,
On the fourth please!
Basics, dvazys,
Treasures, vestments,
Heel, armor,
Tuni, muni.
Abstruse nursery rhymes
Scientists do not have a consensus on the origin of abstruse rhymes. Some believe that these are the most ancient rhymes, originating from ancient spells and conspiracies. Other researchers prove that they go back to Latin numerals. Some even believe that the abstruse rhymes are distorted prayer texts in Hebrew. But, in any case, this type of counting rhyme is very ancient. By the way, their texts are similar throughout multilingual Europe. Abstruse counting rhymes are frozen fragments of ancient cultures, formulas devoid of any meaning, but mesmerizing the child with their rhythm.
Examples of abstruse counting rhymes:
Eni, beni, ricky, faki,
Tur-ba-ba, scribbles, shmaki.
Daewoo, Daewoo, Cranodaewoo.
Ebit-babid,
Bitken batken,
Ebit-babid
Eni-bene-rets,
Quinter-minter-zhets,
Eni-beni-slave,
Quinter-minter-toad.
Oh bar bo bar
Beyond the Borzi,
Oh bar bo bar
Atki-p A you are sensitive e,
Abolish-abolish domain uh,
Gramatyki
Anki-shingles I'm eating,
Cheber-feber fu erfu,
An dan, Dugestan,
Uda vida, uda kan.
Ancient and modern Russian children's story rhymes
Story rhymes are the main group of children's rhymes. It is very difficult to determine the time of creation of this or that text, to understand which ones came to us from hoary antiquity, and which ones appeared quite recently. After all, rhymes are constantly changing, absorbing new words and realities of the world around us. For example, this rather old rhyme, “Vanya was riding on a cart...” has found a new “protagonist”:
Luntik rode on a cart,
He distributed nuts to everyone,
Some are two, some are three,
Get out of the circle!
But, nevertheless, in some children's story rhymes one can trace traces of different eras. Here, the late Russian Middle Ages:
They sat on the golden porch,
Tsar, prince,
King, prince,
Shoemaker, tailor.
Who will you be?
And here is the 17th-19th centuries:
Aty-baty, the soldiers were walking,
Aty-baty, to the market.
Aty-Bati, what did you buy?
Aty bata samovar.
How much does it cost?
Aty-baty, three rubles.
Atty baht, who's coming out?
Aty-baty, you and me.
The master was riding in a tarantass,
The cockroach was crushed.
And for this adventure
Paid three and a half
Dora-Dora, tomato,
We caught a thief in the garden.
They began to think and guess,
How can we punish a thief?
We tied our hands and feet,
And they let us go on our way.
The thief walked, walked, walked,
And I found a basket.
In this little basket
There is lipstick and perfume,
Ribbons, lace boots,
Anything for the soul.
These children's rhymes are quite modern - the beginning and middle of the 20th century:
The house is tall, three-story,
At the top there is a long whistle.
How he whistles, howls,
He invites everyone to the factory.
The car was walking through a dark forest,
For some interest
Inti-inti-interest,
Exit with the letter "E"
The letter "E" didn't fit
Exit on the letter "A".
Although such counting rhymes are called plot rhymes, this plot is often surprisingly illogical and arbitrary. Children's imagination, not bound by adult experience, has no boundaries! In children's rhymes, not only an apple, a ball or a ring is rolled, but also objects that are not intended for “rolling” at all: a bag, an apple tree, a blue dress. Children's rhymes are very dynamic. Someone or something is constantly “rolling”, “riding”, “walking” in them. But “sitting” or “standing” is very rare.
Examples of children's story rhymes:
The apple was rolling
Around the garden.
Who raised him
That governor.
The bag was rolling
From a high hump;
In this bag there is bread, wheat,
It's rolling downhill
Blue dress.
There is a green bow on the side,
The musician loves you!
Glass, lemon,
Get out!
Glass of water,
Come out!
Vanya was traveling from Kazan,
One and a half hundred rubles sleigh,
Twenty-five rubles arc,
The boy is the girl's servant.
You servant, bring the carriage,
And I will sit down and go,
You servant, give me the broom,
I'll sweep the carriage.
Karl Ivanovich with a long nose
He came to me with a question:
“How to get rid of this nose,
So that it doesn’t grow any more?” -
"You take rosin
And anoint it lengthwise,
And then anointed
Pick with a chisel."
A trader walked past the market,
Tripped over a basket
And fell into the hole - Boom,
Squished forty flies.
A soldier was walking from the hospital,
I found white mittens
I thought and thought about what to do -
I decided to put it on my feet.
Under the mountain by the river
Old gnomes live.
They have a bell hanging
Gilded rings:
Digi-don, digi-don -
Get out of the circle!
A little boy
Sat down on a glass
plays the pipe,
The king is amused.
For the king's amusement,
He's in trouble.
A goat walked along the bridge
And she waved her tail.
Got caught on the railing
It landed right in the river!
Ding-dong, ding-dong,
Get out of the circle!
I'll go find the pipe
I'll walk along the street.
Have fun, duda, dudi,
We're playing, you drive!
You can also count as “elimination”. True, this takes quite a lot of time, because “in O"doy" will be the one who remains last in the circle. Modern children, catching the ever-increasing rhythm of the world around them, are rarely considered this way - never. And before – about seventy years ago – this was the main method of counting. Any counting rhyme can be considered. Who did you hit? last syllable leaves the circle and does not participate further in the draw. And so on until the last one remains. But the counting rhyme “The cuckoo walked past the net...” is a counting rhyme specifically for elimination. They are calculated like this:
Children stand in a circle, clench both hands into a fist and put them forward. The one assigned to count lightly taps his fists for each word of the counting count:
The cuckoo walked past the net,
And behind her are small children.
Everyone shouted "Ku-ku-mak"
Unclench one fist!
The one who had to last word counting rhymes, unclenches his fist and hides his hand behind his back. The counting is repeated. The driver can be either the one who is the first to unclench two fists, or the one whose fist remains the last.
There are children's story rhymes “with a continuation”. For example, like this:
A man was driving along the road,
Broke a wheel on the doorstep
How many nails do you need?
Don't hesitate, speak quickly!
The one who received the last syllable must quickly name the number. You can stipulate that the number should not exceed 10 (20, 30 - as agreed). For example, the number five is named. Then the counting begins again:
A man was driving along the road,
Broke a wheel on the way.
You need five nails: one, two, three, four, five!
The one who gets the count of five is “in O Yes".
The same counting rhyme “continued” is the well-known children’s rhyme “They sat on the golden porch...”. When the words “Who will you be?” are said, then the one who is pointed to by the presenter at the word “such” must quickly name one of the “heroes” sitting on the porch: “king”, “king”, “shoemaker”... After In this case, the counting starts from the beginning and is counted up to the selected character. Whoever this word hits is the one who comes out.
Author's children's rhymes
The sources of the rhymes, of course, also included original, literary texts by children’s poets. Any poem can become a reading table, as long as it is not too long and rhythmic.
I am an animal
And you are an animal
I am a mouse
You are a ferret
You are cunning
Who is smart -
He got out!
(Samuel Marshak)
A squad was walking down the street -
Forty boys in a row:
For four,
And four times
And then four more.
(Daniil Kharms)
Listen guys
I want to tell you:
Our kittens were born -
There are exactly five of them.
Once - the kitten is the whitest,
Two - the kitten is the bravest,
Three - the kitten is the smartest,
And Four is the noisiest.
Five is similar to Three and Two -
The same tail and head
The same spot on the back,
He also sleeps all day in a basket.
Our kittens are good -
One two three four five!
Come visit us guys
(Sergey Mikhalkov)
Mu-ra-vey runs along the path,
There are studs on his pants
And there are two holes in the pockets -
You're getting out of the game!
(Mikhail Yasnov)
Chicken - KUROCHKIN.
Duckling - UTOCCHKIN.
The puppy is a DOG.
Foal - KLYACHKIN.
Lamb - OVECHKIN.
And I? HUMAN!
(Mikhail Yasnov)
***
A hedgehog came out of the fogHe took the knife out of his pocket.
He took out the pebbles and chalk,
He smiled as best he could.
Gave me everything he took out
And again he disappeared in the fog.
(Veronica Dolina)
And now that everything has been counted, you can play , or!
Children's meetings and drawing lots for dividing into teams.
In order to “fairly” divide into teams, children in Rus' used verbal drawings - conspiracies. This was done using a question containing a choice. The questions could be very different. The following questions were usually born on the basis of fairy tales, riddles, and proverbs:
- “Is the sun red or the month clear?”
- “A black horse or a daring Cossack?”
- “A pouring apple or a golden saucer?”
- Often such collusion questions were of a humorous nature:
- “Did you get lost on the stove or drown in a plate?”
- “A bump in the forehead or a bang in the ear?”
They carried out the collusion-draw like this. Two "uteruses" or, speaking modern language, captains of future teams - stepped aside and agreed on what question they would ask. It was also determined which of the “queens” the player who chose one or another answer to the question would join. When they have agreed on this, they shout to the others “You can!” After which the children approach them in pairs, one by one. One of the children in the pair is quietly asked (so that the others don’t hear) a question, for example: “A fairy tale or a bunch of bagels?” The child (also quietly) reports what he chose. For example, he chose “fairy tale”. Then they show him with words or gestures which of the “queens” he should join. The second child from the couple goes to another team. After this, the next pair comes up and everything repeats all over again. In the end, all the children will be divided into two teams. Such draws are suitable for forming teams in many Russian folk games, for example, or less known, but very dynamic.
A modern simple and well-known way to divide children into teams is to pay in numerical order. But to make it more fun, you can pay not with numbers but, for example, with trees, flowers - or anything else! For example, an adult driver walks along the children’s line and, touching the children in turn, says: “bunny, squirrel, hedgehog, bunny, squirrel, hedgehog...”. After this, those who were called a bunny are asked to take a step forward - here is the team of bunnies. They will stand to the right of the leader. Then the foxes come forward. Their team is asked to stand to the left of the leader. Well, the hedgehogs remain in place. Here we have three teams, but you can have as many as you like. If you share teenagers, you can come up with something more intricate, for example: hummocks, stumps, swamp flowers.
Counting books are part of children's gaming culture and folk culture in general, they have not lost their popularity to this day. Many other elements of Russian gaming folklore, unfortunately, have become almost exotic today. For example, the traditional way of folk pedagogy to prepare girls for her future maternal destiny. Rituals and winter folk amusements were a little more fortunate - Lately interest in them has grown significantly.
Counting books for children: history of counting rhymes, types of counting rhymes, counting rhymes - drawing lots, abstruse counting rhymes, counting rhymes - numbers, counting rhymes - replacements. Collection of counting rhymes for children.
Counting books for children
At all times, children played. And in games it was often necessary to choose a driver and divide into two teams. How to do this without offending anyone? Counting rhymes always came to the aid of children.
Children already at 5-6 years old can distinguish the counting rhyme from other genres of folklore, they can answer the question: “What did I read to you - a lullaby or a counting rhyme? Riddle or counting rhyme? A fairy tale or a counting rhyme? Why do you say that? Prove that it is...” Learn rhymes with your children (it is enough for a child to know 5 different rhymes that your child will like) and use them in your daily routine. family life so that no one is offended when distributing work or choosing the first driver in the game or when choosing who will make the first move in the game. Children always have great respect for peers who know how to play and know a lot of games and rhymes.
Types of rhymes
The first type of counting rhymes. Counting tables - drawing lots
Counting tables - drawing lots - these are counting rhymes for dividing into pairs or teams in the game.
The couple steps aside and negotiates with each other. For example, like this: “I will be an oak, and you will be a birch.” Among all the guys, two “queens” are selected. One mother will be the leader of one team, and the other will be the leader of another. This role is played by the oldest or most authoritative guys.
Having agreed on the sidelines with each other, the players in pairs go to all the guys and approach the two queens: “Mother, mother, what should I give you: oak or birch?” Depending on what the mother chose in the game, the players from the pair go into teams. The next pair is already offering other objects or phenomena to choose from, for example: “Mother, mother, what should I give you? Should I break the chains or break the bell?
Counting tables - drawing lots: 14 more options:
-“A black horse or a winding drum?
— A barrel of lard or a Cossack with a dagger?
— Shape a ball or dance on water?
— Should I roll the ball or pour water?
— Should I feed the horses or light the stoves?
— From the sky, an archer, or from the earth, a young man?
— Should I be at home or sail on the sea?
- Solvia or sparrow?
— Hats or caps?
— A pouring apple or a golden apple?
— A chest of money or a golden coast?
- Weeds - ants or golden pins?
— A fox in flowers or a bear in pants?
“A golden cup or a silver saucer?”
When reading counting rhymes - drawing lots, you probably noticed that most of the drawings are pronounced in rhyme. This is no accident. Composing such drawings is a very fun activity, which is interesting to do on the river bank or on the road on a train or bus. Take a piece of paper with you and write down rhyming rhymes with different words. You can specially compose abracadabra and phrases with humor. Then you will always happily use your own counting rhymes - drawing lots, when you need to choose someone :). An activity such as composing a rhyme—drawing lots—develops a child’s sense of rhythm and rhyme and a poetic ear.
A child’s ability to come up with his own interesting and beautiful counting rhyme - a drawing of lots - testifies to the level of his intellectual and aesthetic development. After all, the child’s abilities are manifested not in remembering and repeating after an adult the information he has memorized (as is often suggested in modern child “development” manuals), but in the child creating something new from what is known. Create it yourself, taking into account patterns and rules, identifying them yourself (in this case, the child needs to choose a word that rhymes, come up with combinations with humor, or a logical comparison of two objects from the same row in one draw).
The second type of counting rhymes. Abstruse counting rhymes.
In abstruse counting rhymes Meaningless sound combinations are repeated. When I read and listen to these texts, I always smile. Do you know why? Some people say that kids are not able to consciously learn complex text and that speech is not interesting to them at all!!! But they teach such an abstruse text!!! And it’s easy, because it happens effortlessly! Moreover, they come up with such texts themselves with great pleasure! And no one forces you. This means that if a child has no interest in language, then the reason is not in the child, but in the fact that adults were unable to cultivate such an interest in the child and did not understand in time how much he needed games with words.
Here is one example of abstruse counting rhymes - children's games with words:
“Ena deu riki faki,
Torba, orba, onba, smaki,
Deu-deu, cosmeteu,
Savor the bakas!”
Well, how did you like it? Very often now I hear on the street in response to such muttering of a child: “Stop talking nonsense!” But for a child this is not nonsense, but a lot of linguistic work, which is very necessary for his intellectual development! And after all, children themselves compose such rhymes and pass them on to each other, no one forces them. Why? Because in childhood, any child has a period of linguistic giftedness; he calmly and happily plays with sounds, syllables and words like a great linguist. Plays without rules and without our adult restrictions, with gusto and free imagination! And in such games he develops his linguistic abilities, which are necessary for mastering both native and foreign languages. Try, too, to feel like children and compose such an abstruse rhyme yourself or together with the kids (the kids will do it even better than you - I know from my own experience, and I’m always very happy for the kids). If you write something, share it in the comments, I will be very glad to read your work.
8 clever rhyming rhymes for children.
“Eny don trynka neli,
Misli masli kumpa teli,
Kumpa a
Kumpa be
Misli oil
Kumpa te!”
"Egede pegade
Tsugede me.
Aben faben
Domene,
Ike pique
Gramenike,
Don zone,
The hare is out!”
“Eniki - beniks,
Ate dumplings
Eniki, beniki,
Bah!”
“Lens, lenses,
Trins, lanzas,
Heel, armor,
Puff, puff,
Nine, bayonet."
"Yanza, Dwanza,
Three calanzes,
Heel, honeycomb,
You are beautiful
stem, oak tree,
Poppy cross."
“Ene-bene-riki, after all,
Tulle - gul-bul - kaliki - shvaki,
Deu-deu-kishmadeu.
Bam!
“Ene-bene - res,
Finter-finter zhes,
Eni-beni - slave,
Finter-finter toad!
I remembered this rhyme; we used it in our childhood games in the yard.
"Azi, dvazi,
Trizi, risi,
Heel, armor,
Shooby, chop,
Dubi, cross."
History of abstruse rhymes
Let's look at the last abstruse counting rhyme in more detail - it is fraught with a riddle - a secret. You'll find out which one now.
Despite the fact that it seems to us that there is no meaning in these rhymes, the meaning in them is very, very ancient.
Where did the abstruse counting rhymes come from? In the book “From epics to counting rhymes,” Vladimir Bakhtin suggests that these very ancient rhymes reflect the beliefs of ancient people. Previously, it was believed that it was impossible to count—you couldn’t count guests, loot, or objects. Why can't you count out loud? So that the spirits of the forest and lakes do not get angry with the hunter. There was a direct ban on recalculating production. And it was necessary to count. So they considered these encrypted words: “azi” or “odiny” is one, “dvazi” is two. And so on until ten. Ten in an abstruse counting rhyme is a “cross”. The cross is not accidental. In ancient times, when counting, after each ten, a notch was made on a special tablet. You've probably heard the expression “get on your nerves”, that's where it came from. Therefore, abstruse counting rhymes are an ancient code that, thanks to children's games, has come down to us.
That's how many interesting things the seemingly incomprehensible rhymes told us!
The third type of counting rhymes: counting rhymes - numbers
The third type of counting rhymes - counting rhymes - numbers, or counting rhymes with numbers . Number counters exist for children in different countries peace. I will give examples of several such rhymes.
“One, two - head,
Three, four - they sewed a dress,
Five, six - there is bread and salt,
Seven, eight - we mow hay,
Nine, ten—weigh flour.”
"One two three four five,
We're going to play.
A magpie flew to us
And I told you to drive.”
"One two three four five,
The bunny went out for a walk.
Suddenly the hunter runs out,
He shoots straight at the bunny.
Bang! Pow! Missed!
The gray bunny has galloped away!”
Interesting story behind this rhyme: story of a rhyme about a bunny. The history of this counting rhyme is very unusual. Its author is F. Miller, a teacher of literature and a poet of the 19th century. The famous lines “One, two, three, four, five, the bunny went out for a walk” were written by him in the caption to the picture. But these lines have taken root so much that children are still considered that way. Only the continuation of the counting rhymes is very different! In some versions the bunny survived, in others they “took him to the hospital”, everything depended on the words the children came up with at the beginning of the counting. The children came up with all sorts of versions of the rhyme: “They took him to the hospital - he stole a mitten there,” “They brought him to the hospital - he refused to be treated,” and many others.
"One two three four five,
The mice went out for a walk.
One two three four,
The mice pulled the weights.
Suddenly a terrible ringing sound was heard.
The mice ran away"
And this is also not quite a counting rhyme. This is S. Marshak's translation of one of the English songs. But children loved the words of the poems so much that now these lines are used among children as a counting rhyme or as words for an outdoor game.
"One two three four,
Five, six, seven,
Eight nine ten.
The white moon floats out.
Who will reach the month?
He’ll go and hide.”
“One, two – head.
Three, four - hooked up.
Five, six - to transport hay,
Seven, eight - we mow hay.
Nine, ten - weigh money.
Eleven twelve -
They fight in the street, they quarrel in the hut.”
The fourth type of counting rhymes is replacement counting rhymes.
In counting rhymes - substitutions, the last line is the player’s exit from the circle (“Shishel - out, out!”). These are the most common counting rhymes known to all of us.
"Glass, lemon-
Get out!"
"Under the mountain by the river
There lived gnomes - old people.
They have a bell hanging
Gold plated rings:
Digi-digi-digi-don!
Get out quickly!”
“Aty-baty, the soldiers were coming.
Aty-baty, to the market.
Atty-batty, what did you buy?
Aty-baty, samovar.
How much does it cost?
Aty - baht, three rubles.
Aty-baty, who's coming out?
Aty-baty, it’s me.”
"The horse is zealous
With a long mane
Jumping and jumping across the fields,
Here and there,
Here and there.
Where will he ride?
Get out of the circle!”
“The apple rolled around the garden.
Whoever caught him became the governor.
I heard it, came out, went up there.”
“The turtle put his tail between his legs
And she ran after the hare.
Got ahead -
If you don’t believe it, come out.”
“The car was walking through a dark forest
For some interest.
Inte-inte-interest.
Exit on the letter S.
The letter C did not fit -
Exit on the letter A.
The letter A went to the cinema,
Exit on the letter O.
The letter O ends -
The games begin."
Often in rhymes you are asked to choose a word or number from the given text. And then the counting is said until the selected word. For example, a rhyme from my childhood:
“They sat on the golden porch
Tsar, prince, king, prince,
Shoemaker, tailor.
Who will you be?
Speak quickly
Don’t detain good and honest people.”
The player chooses who he is (For example: “Tailor”), and then the counting is said before his word.
Very historical - from childhood: “There are cars in the garage - Volga, Lada, Zhiguli. Which one are you taking the keys from? 🙂
“A man was driving along the road,
Broke a wheel on the threshold,
How many nails do you need?
Don’t hesitate, speak quickly.”
Another counting rhyme, also from my childhood:
“The seagull warmed up the kettle,
She invited eight seagulls:
Come everyone for tea!
How many seagulls, answer.”
The player quickly names a number up to 10, for example, 8. Then we all count together from 1 to this number. For each count, we show with our hand on 1 player. Who will this affect? number - number 8 – he leaves the circle.
And at the end of the article there is a well-known modern song - the rhyme “We shared an orange.” Enjoy watching!
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