First lesson.

Goals and objectives of the lesson: To deepen the understanding of groups of words with a common meaning as parts of speech with the introduction of their terms: noun, adjective, verb.

Learn to guess and compose the texts of riddles about cabbage. Basic concepts: parts of speech, noun, adjective, verb.

Words from dictionaries: TO a empty.

During the classes:

1. 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.

Straight, cheerful, is reading, interesting.

 Write down the words that say: 1) objects; 2) signs of objects; 3) the actions of objects.

1. Working with the rule on page 72. Introduce the term parts of speech.

In the science of language (grammar), groups of words with a common meaning are called parts of speech.

III. Exercise 2 p. 72. Orally. Deepening of ideas about groups of words with a common meaning as parts of speech with the introduction of their terms: noun, adjective, verb.

 Consider the table.

 What's new about word groups can you learn from it?

Words are parts of speech

IV. Exercise 4 p. 73. Revealing the common and the different in parts of speech.

 Write down the words, distributing them by parts of speech.

A pen, writes, beautiful, loud, whistles, September, album, draws, black, chamomile, studies, careful, student, high, will read.

 Underline unstressed vowels in dictionary words.

V. Exercise 5 p. 73. Consolidation of ideas about groups of words with a common meaning as parts of speech. Repetition of terms: noun, adjective, verb. Drawing up proposals for the proposed schemes.

 What proposals can be made according to such schemes?

 Write down the sentences.

| Existent, ch. ?

| Adj. Is, ch..

| Prepositional, ch. noun!

Vi. Working with vocabulary words cabbage, cabbage. Learning to guess and compose texts of riddles about cabbage.

Not sewn, not cut,

And all in scars;

Without a count of clothes

And all without fasteners.

(Cabbage)

The lady sat down in the garden,

Dressed in noisy silks.

We prepare tubs for her

And half a bag of coarse salt.

(Cabbage)

How I put on a hundred shirts,

Crunched on my teeth.

(Cabbage)

1. Exercise in the use of parts of speech with different lexical meanings.

 What nouns are played out in the couplet?

 Is it one word or two different?

This is who is the arrow from the bow

Shot through the head of the 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: Control. 3 p. 73.

 Supplement sentences with nouns with generalized lexical meaning.

 What is the overall meaning of all inserted words?

 Insert the missing letters. Explain their spelling.

Maple, ... sina, b .. cut - ....

Beets, ..cucumber, to .. empty - ....

Rose, r..mashka, peony - ....

 At home, write down sentences by inserting letters and supplementing sentences with nouns with a generalized lexical meaning. Underline the inserted letters.

Lesson topic: Groups of words with a common meaning. Second lesson.

Aims and objectives of the lesson: To deepen the understanding of groups of words with a common meaning as parts of speech with the introduction of their terms: noun, adjective, verb.

Exercise along the way in the use of parts of speech with different lexical meanings.

Learn to guess and compose the texts of riddles about cabbage. Basic concepts: parts of speech, noun, adjective, verb.

Words from dictionaries: K a empty, m O carrot, O ranked.

During the classes:

Grouping words as parts of speech.

Identify common and different in parts of speech

Find key words-signs of the answer in the text of the puzzle.

 What actions and qualities does the poet E. Serova attribute to the bells? Read it.

Bell blue

Bowed down to you and me.

- Bells-flowers

Very polite ... And you?

 Sleep. Indicate the familiar parts of speech in abbreviated form: n., Adj., Ch. Underline the words used in a figurative sense.

 Read the riddle. What kind of lady did you imagine?

The lady sat down in the garden,

Dressed in noisy silks.

We prepare tubs for her

And half a bag of coarse salt.

 Write down the riddle and answer. Specify the verbs.

 Choose the antonym for the verb dressed.

 Make sentences from words. Write them down.

Fluffy, snow, fell.

Dress, dressed up, in, white, earth.

Large, covered, snowdrifts.

carrot, clear carrot, orange

 What parts of speech are these sentences built from? Write the abbreviated parts of speech above the words.

 Write down the text by inserting suitable words instead of questions: orange, carrot, riddle, colors, vision, green, eat.

You all know (what?) About the red girl who has (what?) Braid on the street. (What?) Is a favorite vegetable of the peoples of different countries. In (what?) Its color (what does it do?) Is the substance "carotene". When you (what will you do?) Carrots, this substance turns into vitamin A, which improves (what?) And helps to grow.

 Indicate the parts of speech above the inserted words.

Notice! The specific (lexical) meanings of words are studied by vocabulary, and the general (grammatical) meanings and forms of words are studied by grammar. Vocabulary and grammar - sections of the science of language.

 What words does the poet play in the counting room?

A chanterelle walked along the path And carried mushrooms in a basket: Five honey agarics and five chanterelles For the foxes and for the chanterelles.

(I. Maznin)

 Write off the rhyme.

 Underline polysemantic nouns.

 Why were the mushrooms named that way?

 Specify verbs.

 What question do they answer?

 What word in the text answers the question how much!

Lesson topic: If you are polite ... Polite words

Goals and objectives of the lesson: To give an idea of ​​another group of (interjection) words with the common name "polite" words.

To systematize the knowledge that children have about the rules (words, gestures) of etiquette in situations of greeting, farewell, request, gratitude. To form the skill of using different etiquette language formulas in accordance with the situation.

Basic concepts: Greetings, farewells, requests, gratitude.

Words from dictionaries: cn a thank you, n O sting ys that

During the classes:

I. Acquaintance with a group of interjection words with the common name "polite" words.

1. Control 1 page 76. Examples of using "polite" words in proverbs. Recording proverbs from memory.

What do the people teach in proverbs?

Nothing is expensive, knowledge is expensive *.

Affectionate word that the sun is.

 Write down the second proverb from memory.

 In what situations can it be used in speech?

2. Control. 2 page 76. Formation of the skill of using different etiquette language formulas in accordance with the situation. Working with vocabulary words cn a thank you, n O sting ys that

 What words of politeness do you already know?

 In what situations do you use them?

 Learn to spell these words correctly.

3. Control. 3 page 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, magic?

 Remember when a kind word helped you.

4. Control. 4 page 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 V. Oseeva's story.

 What magic word is it dedicated to?

Pavlik went up to his sister. Looking into her eyes, the boy said in a low voice: "Lena, give me one paint, please." Lena opened her eyes wide and muttered in embarrassment: "What is yours?"

 Write off Pavlik's request.

5. Control. 5 page 76. Justification of the choice of etiquette language formulas in accordance with the situation.

 How do you end the sentences?

 Write them down.

Hello dear ...! Bye, ... !

6. Control. 6 page 77. Justification of the choice of etiquette language formulas in accordance with the situation. Cheating proposals.

 What words can you use to greet someone you know?

 And which ones are for goodbye?

 Write them down.

7. Control. 7 page 77. Formation of the skill of using different etiquette language formulas in accordance with the situation. Selective cheating.

 Copy the sentences from the letter, inserting the necessary words of courtesy into it.

... , Dear grandmother!

... for the letter. I hasten to answer right away.

Grandma, come, ..., visit us!

Your grandson Dima

8. Control. 8 page 77. Formation of the skill of using different etiquette language formulas in accordance with the situation. Composing and writing a small text.

 What will be your letter (to your grandmother, to a friend)? Think and write.

9. Control. 9 page 77. Systematization of children's knowledge about the rules (words, gestures) of etiquette in situations of greeting, farewell, request, gratitude. Work in pairs. Cheating riddles.

 What gestures are customary to accompany the words of greeting, farewell?

 Show each other.

 Read the riddle. What popular greeting does it remind of?

I will meet a friend - I will jump off, I will greet *.

 Write down the riddle.

 Explain the spelling of the combination chu in words.

10. Control. 7 page 77. Systematization of children's knowledge about the rules (words, gestures) of etiquette in situations of greeting, farewell, request, gratitude.

 What gestures, postures, facial expressions should not be used when communicating? Drawings will tell you the answers.

VIII. Lesson summary.

Theme:"We learn to draw with words, compare ... clouds"

Lesson objectives:

1) teach to carry out lexical and spelling analysis of the word cloud;

2) teach to observe the linguistic means of depicting objects (for example, clouds) in scientific, artistic texts;

3) learn to systematize different means of language, with which you can compare objects: similar to, as if, exactly, a hidden comparison, the use of a word in a figurative sense;

4) encourage children to be surprised at the variety of these synonymous means in their native language and to use different means of language in their own speech, if necessary, to compare something;

5) teach to observe natural phenomena, imagine, fantasize, depict in words (compose).

Lesson plan

1. Introductory word of the teacher about the task of the lesson - to learn to describe (the object of description is introduced through the riddle: They fly without wings, run without legs, sail without a sail.)

In the course of finding a solution, attention is paid to verbs with the meaning of movement. It turns out who can move like that - as in the sky, as on earth, as on water.

2. Lexico-spelling work with the word cloud:

2.1. Revealing the meaning of direct and figurative (reading 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 a white curtain around.

What is it? - everyone shouted. - Where does the smoke come from?

This is not smoke, - said Znayka. - It's a cloud. We have climbed to the clouds and are now flying in the cloud.

Well, you compose it, - answered Dunno. - A cloud - it is liquid, like oatmeal jelly, and this is some kind of fog.

And what do you think the cloud is made of? - asked Znayka. “The cloud is made of fog. It only seems from a distance that it is dense.

Don't listen to him, brothers. He's making it all up ... A cloud is a 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, the cloud darkens, it is called a cloud, rain or hail comes from the cloud. "

B) Dictionary entry from the SI dictionary. Ozhegova:

1) the accumulation of thickened water vapor in the air;

2) transfer. A solid 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 - to envelop, envelop, clothe);

2.3. Spelling and graphical analysis of the word and spelling: about, region, cloud with an unstressed vowel.

2.4. Writing a word with an interpretation of the direct meaning.

3. Observation of the description of clouds by a naturalist writer

Yuri Linnik.

3.1. Reading the text according to the textbook (No. 1, p. 78), analysis of the role of italicized words.

3.2. Acquaintance with the material of the Key (p. 78), demonstrating different verbal (linguistic) options for expressing comparative relations between objects.

3.3. Selective cheating of a passage in which clouds are described (No. 2, p. 79).

Underlining words and expressions - comparisons.

4. Observation of the figurative description of the clouds in riddles and verses (No. 3, 4, p. 79) with a selective record.

5. Creative work (differentiated):

a) compose the missing part of the poem (for this beginning

What do clouds look like?

What do they look like?

...................... (on a crocodile)

............................... (for the bull)

And the deer too!

(O. Vysotskaya)

b) we describe the clouds ourselves, we also choose the genre ourselves (test of the pen).

5.1. Motivation for creative work (No. 5, p. 79).

5.2. Working with a draft description.

5.3. Composing a riddle or verse, or prose about clouds (blank).

5.4. Scoring of the first works (if there is time). To draw the attention of children to successful language finds, comparisons.

6. Lesson summary.

Chania). The location of this section after the section "Word and its meaning" is not accidental. On the one hand, the material of the section concretizes, from which the meaning of the whole word is formed, on the other hand, it prepares for the understanding of a 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 features: the sameness of the outer part of words and the commonality of their meaning.

The formation of the concept of the root is naturally associated with the formation of the concept of cognate words. Household term related words are replaced by language - single-root the words. The term itself speaks of the main distinguishing feature of this type of words - the presence of the same root. For the strength of the assimilation of this attribute as "provocative" in the exercises are given: a) words with homonymous roots (p. 81), having only an external similar part; b) words-synonyms that have a common meaning. It is noted that synonyms are words of the same part of speech, and words of the same root can be different parts of speech.

The following is a general idea of historical roots on the example of some etymological excursions (father, father, fatherland, Fatherland, Fatherland; tree, village and etc.). Practice shows that the idea of ​​the historical root helps children to penetrate into the origins of the word, its true meaning, to better understand the modern meaning of the word and to understand its spelling. Many words from the dictionary from the number of unverifiable pass into the category of difficult to verify, and with knowledge of the historical root they become "easy to test", for example, capital (table), village (tree), hello (health) etc. When acquainting with the historical root of the word, etymological excursions are necessary, the conduct of which is impossible without referring to etymological dictionaries (in the textbook, real dictionaries).

The deepening of the concept of cognate words occurs when familiarizing with other significant parts of the word - suffix and prefix. It is necessary to determine the same root words according to two criteria: by a common root and the presence of derivational morphemes - a suffix or a prefix, or both together. It is the suffix and the prefix that form new words, that is, I words with a new lexical meaning, in a different way, cognate words. In contrast, words, in the formation of which only the ending, are considered in the language forms the same word. In the future, the ability to form or establish cognate words 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 the frequency alternations of consonants: g // s // f- friend, boyfriend, friends; to // h -hand, pen, and // h- end, end.

At the end of the study of the section, a sample of the parsing of the word according to the composition of its significant parts is given.

In the "Mandatory minimum", the new Gosstandart does not indicate the knowledge of students the basics of the word, therefore, in grade 2, parsing is carried out as a systematization of what was learned about the composition of the word and the main significant part of the word is usually indicated first - the root.

Questions to check the degree of assimilation of the material in the section:

1) without which significant part does the word not exist?

2) what parts of the word help to form the same root words?

3) what part of the word helps to change the shape of the word?

The main types of exercises in the study of the section: observation of the meanings of words, their constituent parts, finding the root in the same-root words, grouping the same-root words into "families", matching with words with homonymous roots, with words-synonyms, the formation of one-root words using suffixes and prefixes , modeling, choosing words with the necessary prefixes, suffixes depending on the context, changing words on questions using endings, composing sentences, etc. For additional material to the section, see p. 129.

Spelling of vowels and consonants at the root of the word (16 hours)

This section opens the study of the most important layer of the Russian language system - the spelling of words, that is, the ways of designating letters in writing. If in the textbook of the 1st grade and the section of repetition in the textbook of the 2nd grade the term sounded rules for writing words, then from this section the terms will be prioritized spelling

Lesson topic: Root of the word. Single-root words. Lesson 1.

Goals and objectives of the lesson

water, run).

Basic concepts:

Words from dictionaries:O trans, O leak e state, O tchizna(from father - father) , st O faces

Gain experience

Making a difference

Refine values

During the classes:

1. Observation of the meanings of words, their constituent parts.

 Compare the meanings of words in both lines.

 In which of them are relatives named, and in which are related words?

Grandfather, father, son, grandson.

Grandfather, grandfather, grandfathers (mandate), grandfather (scarf).

 Write down related words.

 Mark the common parts of words with an arc from 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 cognate.

Game, toy, play (hour), play.

3. Finding the root in words of the same root.

 Can these words be called the same root?

What two characteristics should such words have?

Word, word, proverb, dictionary.

 Sleep. Designate the root.

4. Comparison of words of the same root with words with homonymous roots, with words-synonyms.

 Are these words the same root? Prove it.

Summer (day), aircraft (vehicle).

 Find the same root words for each word. Write them down, highlight the root.

5. Grouping into "families" of words of the same root.

 Collect the same root words in "families".

 Write them down, mark the roots.

Rain, feed, rainy, feed, rain, feeder, rain, forage (grasses).

 Make sure that the same vowels are written in the roots of the same root words. Underline them. Put an accent in the words.

 Roots in same-root words are written in the same way:

leaf_st, leaf, lststva; eye_, eye_ki, main.

6. Write down the words of the same root of different parts of speech.

Run, winter, hurry, run, hospital, funny, chant, pine, freshness.

 Indicate the parts of speech above the words as follows: n., Adj., Ch.

 Highlight the roots, underline the vowels in them.

7. Comparison with words with homonymous roots, with words-synonyms.

 Read the Water Song from the cartoon.

I am water, I am water.

Nobody gets along with me.

There is water inside me.

Well, what to do with this 1. (Yu. Entin)

 Pick and write down a number of words with the same root: water- .... Why do words rhyme water-to-be?

8. Acquaintance with the vocabulary words father, father (home) and fatherland.

9. Lesson summary.

Observation of the meanings of words, their constituent parts. Finding the root in words of the same root.

Grouping into "families" of the same root words.

Comparison with words with homonymous roots, with synonymous words.

Formation of single-root words using suffixes and prefixes.

Modeling, the choice of words with the necessary prefixes, suffixes depending on the context.

Change words for questions using endings.

Drafting proposals

Lesson topic: Root of the word. Single-root words. Lesson 2.

Goals and objectives of the lesson Review general information about related words, the presence of a common semantic part in them. Introduce the terms "root", "cognate words".

To form the ability to determine the same root words on two grounds - a common part (external) and a common sense. Show the difference from words with homonymous roots ( water, run).

Exercise in finding, grouping, forming single-root words, in distinguishing between single-root words (they can be different parts of speech) and synonymous words (among words of the same part of speech, only semantic community).

Give a general idea of ​​the historical root of the word. Basic concepts:

Root, cognate words, historical root.

Words from dictionaries:

O trans, O leak e state, O tchizna(from father - father) , st O faces

Characteristics of the educational activity of studentsGain experience on the awareness of the purpose of each morpheme in the word.

Determine the root of a word from the standpoint of the totality of its distinctive features.

Making a difference groups of related words, words with homonymous roots, synonyms.

Refine values words using an etymological dictionary.

During the classes:

1. Page 82 ex. 7. Grouping into "families" of words of the same root.

 Let's play "the fourth superfluous"!

1. Road, path, plantain, road.

2. Merry fellow, cheerful, joyful, fun.

 By what principle will you search for an "extra" word?

 Write down words of the same root. Designate the root. Make a conclusion about the spelling of vowels in the roots of these words.

 What words are close in meaning, but they cannot be considered the same root?

 Note! Synonyms - words of one part of speech; same root words can be different parts of speech.

2. Page 82 ex. 8. Formation of single-root words using suffixes and prefixes.

 Read, replacing pictures with words of the same root.

A small spruce grew in a dense spruce forest

- Why, - asked a small spruce from an old pine tree woodpeckers and crossbills often come to visit you?

- They come for seeds, which 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 chosen words.

3. Page 82 ex. 9. Modeling, the choice of words with the necessary prefixes, suffixes depending on the context.

 Compete, who will pick up more words of different parts of speech with roots: -forest-, -voz-, -khod-.

 Write down groups of words. Check each other out.

4. p. 82 ex. 10. Observation of the meanings of words, their constituent parts. Finding the root in words of the same root.

 Is there a common meaning of the word root in these word combinations?

Root of a tree, root of a tooth, root of a word.

 Write down combinations of words for:

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. p. 82 ex. 11. Observation of the meanings of words, their constituent parts. Finding the root in words of the same root.

 Are words of the same root in sentences?

Kolya pricks. Fields flight. Pasha is plowing. Varya is cooking. Valya is knocking down. The light is shining.

 Write out the verbs. Pick up the same root nouns for them. Write it down.

6. p. 82 ex. 12. Comparison with words with homonymous roots, with words - synonyms.

 Read V. Lunin's poem "Eraser".

The eraser is working. Everything would be nice!

To the words on the sheet, Yes, his caress

Clings to the offer, Doesn't leave them

Sticks to the line ... Nothing!

 Sleep. Designate the root in words of the same root.

7. Lesson summary

Lesson topic: SCHOOL OF LITERATURE.

The purpose of the lesson: Learn to predict the results of your work, identify difficulties and find ways to get out of 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 morphemic word parsing memo.

During the classes:

I. Statement of the educational problem.

 Analyzing a word by composition is an important learning skill. Can you do it?

II. Analysis of the structure of a word from the side of the presence of significant parts (morphemes) in it.

 Write down the words and complete their graphical analysis of the composition of significant parts.

elephants fly out

(baby elephant) (starts to fly)

 Review the words orally. Use checklist 4 or hint.

Readers for children: history of counting rhymes, types of counting rhymes, counting rhymes, drawing lots, abstruse rhymes, rhyming rhymes - numbers, rhyming rhymes - substitutions. Collection of counting rhymes for children.

Counting rhymes for children

At all times, children played. And in games, it was often necessary to choose a driver, split into two teams. How to do this so that no one is offended? The counting rhymes have always come to the aid of the children.

Children already at the age of 5-6 can to distinguish the counting ritual from other genres of folklore, they can answer the question: “What have I read to you - a lullaby or a counting rhyme? A riddle or a counting rhyme? Fairy tale or counting rhyme? Why do you say that? Prove that it is ... ". Learn counting rhymes with the children (it is enough for a child to know 5 different counting rhymes that your kid will like) and use them in your usual 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 Game. Children always have a lot of respect for their peers who know how to play, know a lot of games and counting rhymes.

Types of counting rhymes

The first type of counting rhymes. Readers - draws

Readers - draws - these are counting rhymes for dividing the game into pairs or teams.

The couple steps aside and negotiates with each other. For example, like this: "I will be an oak, and you will be a birch." Two “queens” are chosen among all the guys. One mother will be the leader of one team, and the other will be the leader of the other. 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 come up to two queens: "Mother, mother, what can I give you: an oak or a birch?" Depending on what the mother chose in the game, the players from the pair disagree on teams. The next couple already offers other objects or phenomena to choose from, for example: “Mother, mother, what can I give you? Break the chains or break the bell? "

Readers - draws: 14 more options:

- “A black horse or a clockwork drum?

- A barrel of bacon or a Cossack with a dagger?

- To hew the ball or dance on the water?

- Roll a ball or pour water?

- Should I feed the horses or heat the stoves?

- From the sky, an archer or from the land of a fellow?

- To be at home or sail on the sea?

- Solvya or sparrow?

- Hats or caps?

- Pouring apple or golden apple?

- Money chest or gold coast?

- Herbs - ants or gold pins?

- A fox in flowers or a bear in pants?

"A golden cup or a silver saucer?"

When reading the counting rhymes, you must have noticed that most of the lots are pronounced in rhyme. This is no accident. Composing such draws is a very fun business that is interesting to do on the river bank or on the road by train or bus. Take a piece of paper with you and jot down the rhyming words. You can specially compose gibberish, phrases with humor. Then you are always happy to use your own counting rhymes - drawing lots when you need to choose someone :). Such an activity as composing a rhyme - drawing lots, develops a sense of rhythm and rhyme, a poetic ear for a child.

The child's ability to come up with his own interesting and beautiful counting-ruling - 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 the information he has learned for an adult (as is often suggested in modern textbooks for the “development” of a child), but in making the child create something new from the known. Create it yourself, taking into account the patterns and rules, identifying them yourself (in this case, the child needs to choose a word in rhyme, come up with combinations with humor or a logical comparison of two objects from the same row in the same lot).

The second type of counting rhymes. Abstruse rhymes.

In abstruse rhymes meaningless sound combinations are repeated. When I read and listen to these texts, I always smile. Do you know why? Some say that kids are not able to consciously learn a complex text and in general they are not interested in speech !!! But such an abstruse text is taught !!! And easy, because it happens playfully! Moreover, they themselves come up with such texts with great pleasure! And no one forces. And this means that if a child has no interest in language, then the reason is not in the baby, but in the fact that the adults could not raise such interest in the baby, did not understand in time how he needed word games.

Here is one example of abstruse counting rituals - children's games with words:

"Ena deu riiki faki,
Torba, orba, onba, relish,
Daewoo, cosmeu,
Smaki bakas! "

How did you like it? Very often I now hear on the street in response to such muttering of a child: “Stop talking nonsense!”. But for a kid 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 joyfully, like a great linguist, plays with sounds, syllables and words. He plays without rules and without our adult restrictions, with rapture and free imagination! And in such games, he develops his linguistic abilities, which are necessary for mastering both native and foreign languages. Try to also feel like children and compose just such an abstruse counting ritual yourself or together with the kids (the kids will do even better than you - I know from my own experience, and I am always very happy for the kids). If you do, share in the comments, I will be very glad to read your work.

8 abstruse counting rhymes for kids.

“Ena dona trynka didn’t,
Misli oils kumpa teli,
Kumpa a
Kumpa be
Misli oils
Kumpa those! "

"Egede pegede
Tsugede me.
Aben faben
Domaine,
Ike pike
Gramanike,
Don zones,
Hare out! "

"Eniki are beniki,
We ate dumplings
Eniki, beniki,
Bah! "

"Lynzy, dvinzy,
Trinzy, Lanza,
Heel, armor,
Pykhtum, bykhtum,
Nine, bayonet. "

"Yanza, dwanza,
Three calanses,
Heel, honeycomb,
You are beautiful
Stalk, oak tree,
Poppies cross ".

"Ene-ben-riki, after all,
Tulle - bul-bul - kaliki - shvaki,
Daewoo-deu-kishmadeu.
Bang! "

“Ene-ben - rez,
Finter finter zhes,
Eni-beni is a slave
Finter finter toad! "

I remembered this rhyme, we used it in childhood in the games in the yard.

"Hazi, dvazi,
Trizi, rizy,
Heel, lat,
Shubi, chop,
Dubi, cross ".

History of abstruse counting rhymes

Let's consider the last abstruse rhyme in more detail - it is fraught with a riddle - a secret. Which one - now you will find out.

Despite the fact that it seems to us that there is no point in these counting rhymes, the meaning in them is very, very ancient.

Where did the abstruse rhymes come from? In the book "From epics to counting rhymes" Vladimir Bakhtin suggests that these ancient rhymes reflect the beliefs of ancient people. Previously, it was believed that you cannot count - you cannot count guests, loot, objects. Why can't you count out loud? So that the spirits of the forest, the lakes do not get angry with the hunter. There was an outright ban on the recalculation of production. And it was necessary to count. So they considered such encrypted words: "azi" or "odintsy" 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 every ten, a notch was made on a special board. You've probably heard the expression "cut yourself on the nose", it came from there. Therefore, abstruse rhymes are an ancient code that has come down to us thanks to children's games.

Here's how many interesting things were told to us by the incomprehensible counting rhymes at first glance!

The third type of counting rhymes: counting rhymes - numerals

The third type of counting rhymes is rhymes - numbers, or rhymes with numbers ... Readers with numbers exist in children around the world. I will give as an example several such counting rhymes.

"One, two - the head,
Three, four - the dress was sewn,
Five, six - bread - there is salt,
Seven, eight - mowing hay,
Nine, ten - weighing flour. "

"One, two, three, four, five,
We are going to play.
Forty flew to us
And she told you to drive. "

"One, two, three, four, five,
The bunny went out for a walk.
Suddenly the hunter runs out,
Shoots directly at the bunny.
Bang! Paph! Missed!
The gray bunny galloped away! "

An interesting story of this rhyme: the story of a rhyme about a bunny. The history of this rhyme is very unusual. Its author, F. Miller, was a literature teacher and poet of the 19th century. The famous lines "One, two, three, four, five, a bunny came out for a walk" were written by him in the caption to the picture. But these lines stuck so well that children still think so. Only the continuation of the counting rhymes is very different! In some cases, the bunny survived, in some “they took him to the hospital,” everything depended on the words thought out by the children at the beginning of the countdown. The children came up with all kinds of counting options: “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 came out for a walk.
One two three four,
The mice pulled the weights.
Suddenly there was a terrible ringing.
The mice run away "

And this is also not quite a counting rhyme. This is S. Marshak's translation to one of the English songs. But the children fell in love with the words of the poems so much that now these lines are used among children as a counting-out or as words for an outdoor game.

"One two three four,
Five, six, seven,
Eight nine ten.
The white month comes out.
Who will reach a month,
He will go to hide. "

“One, two - the head.
Three, four - hitched.
Five, six - to carry hay,
Seven, eight - mowing hay.
Nine, ten - weighing money.
Eleven twelve -
They scold in the street, quarrel in the hut. "

The fourth type of counting rhymes is counting rhymes - substitutions.

In counting rituals - substitutions, the last line is the player's exit from the circle ("Shishel - went out, go 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 soon! "

“Aty-bats, soldiers were walking.
Aty-baty, to the bazaar.
Aty-bats, what did you buy?
Aty-bats, samovar.
Aty-bats, how much does it cost?
Aty - baht, three rubles.
Aty-bats, who is coming out?
Ats - bats, this is me. "

"Zealous horse
With a long mane
Rides-jumps through the fields
Here and there,
Here and there.
Where will he ride -
Come out of the circle! "

“The apple was rolling around the garden.
Whoever caught him became the governor.
I heard, I went out, I got a raise. "

"The turtle's tail is between
And she ran after the hare.
Was in front -
Who does not believe - come out. "

"The car was walking in a dark forest
For some kind of interest.
Inte-inte-interest.
Come out on the letter S.
The letter C did not fit -
Come out on the letter A.
The letter A went to the cinema
Come out to the letter O.
The letter O ends -
The games begin. "

Often in counting rhymes, it is proposed to choose a word or number from the proposed text. And then the counting-out is spoken up to the chosen word. For example, a counting rhyme from my childhood:

“On the golden porch sat
Tsar, prince, king, prince,
Shoemaker, tailor.
Who will you be?
Speak quickly
Don't hold back kind and honest people. "

The player chooses who he is (For example: "Tailor"), and then the counting rhyme is said to his word.

Very historical - from childhood: “There are cars in the garage - Volga, Lada, Zhiguli. Which keys do you take from? " 🙂

"A man was driving along the road,
Broke a wheel on the doorstep
How many nails do you need?
Do not hesitate, speak quickly "

Another rhyme, and also from my childhood:

“The seagull warmed up the kettle,
I invited eight seagulls:
Come all for tea!
How many seagulls, answer. "

The player quickly calls a number up to 10, for example, 8. Then all together we count from 1 to this number. For each account - show with your hand on 1 player. Whoever gets the given number - the number 8 - leaves the circle.

And at the end of the article - a well-known modern song - the counting-out "We shared an orange." Happy viewing!

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"Development of speech from 0 to 7 years: what is important to know and what to do. Cheat sheet for parents"

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 for establishing a sequence and playing were popularly called "draws" or "fortune-tellers." The name "rhyme" was coined by collectors of folklore. Although, in fact, the account is found only in counting rhymes. But this name has become so firmly in use that now it is even difficult to imagine that "counting rhymes" can be called somehow differently.

Learn counting rhymes with your children! This will not only help them develop memory and become familiar with Russian folk culture, but will also increase their "rating" among their peers.

Children's counting rhymes are very different: long and short, easy and not very memorable, old and modern. But one property unites them - they are necessarily rhythmic.

Without pretending to be ethnographic, we have divided children's counting rhymes into several groups:

Children's counting rhymes

Number-counting rhymes are counting-rhymes with numbers. Sometimes, however, these numbers are difficult to find out. They are distorted, disguised. For example, instead of “One, two”, “Firstborns, friends” or “Pervodan, friendodan” appear. These distorted words were born in an adult language. After all, it was once believed that a word, and even more so a number, is a magic thing. And since it is magical, it means it is also dangerous. Therefore, there was a ban on counting with "correct" numbers. But it was somehow necessary to count - so they came up with such "substitutes". Then the ban went away, and its echoes remained in children's counting rhymes.

Examples of children's counting rhymes:

One, two, three, four, five -

The boys came out to play

Yes to choose a walker.

It was Rodivon,

Let him go out from here!

One two three four -

Only jump on the floor!

One-two - lace

Three or four - the dress was sewn,

Five or six - there is porridge

Seven-eight - we ask for money.

In our little companion

Someone stole the wand.

One two Three -

It will surely be you!

Firstborns, friends -

Little blueberries were flying.

By the dew of God,

On someone else's lane.

There are cones, nuts,

Honey, sugar,

Come out, little king.

Pervodan, friendodan,

On the fourth, please!

Azy, two,

Triza, vestments,

Heel, lat,

Tuni, muni.

Abstruse children's rhymes

Scientists have no consensus on the origin of abstruse counting rhymes. Some believe that these are the most ancient rhymes, originating from ancient spells and conspiracies. Other researchers argue that they go back to Latin numerals. Some even believe that 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 rhymes are frozen fragments of ancient cultures, formulas devoid of any meaning, but fascinate the child with their rhythm.

Examples of abstruse rhymes:

Ani, beni, riki, faki,

Tour-ba-ba, kalyaks, shmaki.

Daewoo, daewoo, cranodeu.

Ebit-baby,

Bitken batken,

Ebit baby

Eni-bene-rec,

Quinter Minter Zest,

Any-beni-slave,

Quinter Minter Toad.

Oh bar bo bar

For bor zi,

Oh bar bo bar

Atki-p a weaving sensitive e,

Abol-fobol domain NS,

Grammar

Anki-shingles dru edru,

Cheber-feber fu erfu,

An Dan, Dugestan,

Oud vida, oud kan.

Old and modern Russian children's story-telling rhymes

Plot 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 the hoary antiquity, and which ones appeared quite recently. After all, counting rhymes are constantly changing, absorbing new words and realities of the surrounding world. For example, such a rather old rhyme, "Vanya rode on a cart ..." found a new "protagonist":

Luntik rode on a cart,

He gave out nuts to everyone,

Two, three,

Come out of the circle!

But, nevertheless, in some children's plot counting rhymes, traces of different eras can be traced. Here is the late Russian Middle Ages:

They sat on the golden porch,

Tsar, prince,

King, prince,

Shoemaker, tailor.

Who will you be?

But the XVII-XIX centuries:

Aty-bats, soldiers were walking,

Aty-baty, to the bazaar.

Aty-Bats, what did you buy?

Aty bats samovar.

Aty-bats, how much does it cost?

Aty-bats, three rubles.

Aty bats, who is coming out?

Aty-bats, you and me.

The master rode in a tarantass,

I crushed the cockroach.

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 the thief.

We tied our hands and feet

And they let him along the road.

The thief walked, walked, walked,

And I found the basket.

In this little basket

There is lipstick and perfume

Ribbons, lace shoes,

Anything for the soul.

These children's counting rhymes are quite modern - the beginning and the middle of the 20th century:

The house is high, three-story,

At the top, the whistle is lingering.

As he whistles, screams,

He calls everyone to the factory.

The car was walking in a dark forest,

For some interest

Inti-inti-interest,

Come out on the letter "Es"

The letter "Es" did not fit,

Come out to the letter "A".

Although such rhymes are called plot, this plot is often surprisingly illogical and arbitrary. Children's fantasy, not bound by adult experience, has no boundaries! In children's counting rooms, not only an apple, a ball or a ring roll, 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. In them someone or something is constantly "rolling", "riding", "walking". But "sitting" or "standing" is very rare.

Examples of children's plot rhymes:

The apple was rolling

Around the vegetable garden.

Who raised him,

That voivode.

The bag was rolling

From a high hump;

In this bag there is bread, wheat,

Rolls down the hill

Blue dress.

On the side is a green bow,

The musician loves you!

Glass, lemon,

Get out!

Glass of water,

Come out!

Vanya rode from Kazan,

One and a half rubles sleigh,

Twenty-five rubles arc,

Boy to girl servant.

You are a servant, give me a carriage,

I'll sit down and go

Give me a broom, you servant

I'll sweep the carriage.

Karl Ivanovich with a long nose

Approached me with a question:

"How to get rid of this nose,

So that he doesn't grow anymore? " -

"You take the rosin

And anoint it along,

And after anointing

Pick with a chisel. "

A tradeswoman walked past the market,

Stumbled on a basket

And fell into a hole - Buh,

Crushed forty flies.

There was a soldier from the hospital

Found white mittens

I thought, I thought what to do -

I decided to put it on my feet.

Under the mountain by the river

Gnomes live - old men.

They have a bell hanging

Gilded calls:

Digi-don, digi-don -

Come out of the circle!

Little boy

Sat down on a glass

Plays a pipe

The king is amused.

King for a nursery rhyme,

His nuts.

There was a goat on the bridge

And wagged her tail.

Caught on the railing

Straight into the river!

Ding-dong, ding-dong,

Come out of the circle!

I'll go find a pipe

I’ll go down the street.

Cheer up, duda, dudi,

We play, you drive!

You can also count as "elimination". True, it takes quite a long time, because “in O doy "will be the one who is the last to remain in the circle. Modern children, catching the ever-growing rhythm of the world around them, are rarely considered so - once upon a time. And earlier - about seventy years ago - this was the main method of counting. You can count as any counting rhyme. Whoever hits the last syllable leaves the circle and does not participate in the drawing further. And so on until the last one remains. But the rhyme "The cuckoo walked past the net ..." is a countdown for elimination. They are considered as follows:

Children stand in a circle, clench both hands into a fist and put forward. The one who was assigned to count lightly bangs his fists for each word of the counting room:

The cuckoo walked past the net,

And behind her are small children.

Everybody shouted "Ku-ku-mak"

Unclench one fist!

The one on whom the last word of the counting room fell, 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-telling rhymes "with a continuation." For example, something like this:

A man was driving along the road,

Broke the wheel on the doorstep

How many nails do you need?

Do not hesitate, speak quickly!

The one on whom the last syllable fell should quickly name the number. You can stipulate that the number should howl no more than 10 (20, 30 - as agreed). For example, the number five is named. Then the countdown starts over:

A man was driving along the road,

Broke a wheel on the road.

You need five nails: one, two, three, four, five!

The one on whom the count of five falls - "in O Yes".

The same rhyme "with a continuation" - the well-known children's rhyme "They sat on the golden porch ...". When they say the words "Who will you be?" this counting is started over and counted up to the selected character. Whoever gets this word - he goes out.

Copyright children's rhymes

The sources of counting rhymes, of course, were also the author's, literary texts of children's poets. Any poem can be a counting-line, if 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 went out!

(Samuel Marshak)

A detachment walked along the street -

Forty boys in a row:

Four,

And four times

And then four more.

(Daniil Kharms)

You guys listen

I want to tell you:

We have kittens -

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 like Three and Two -

The same tail and head

The same speck on the back

He also sleeps all day in a basket.

We have good kittens -

One two three four five!

Come to us guys

(Sergey Mikhalkov)

Mu-ra-vei runs along the path,

On the e-th headquarters for-riveting

And in the kar-ma-nah there are two holes -

You're out of the game!

(Mikhail Yasnov)

Chicken - KUROCHKIN.

Duckling - UTOCHKIN.

Puppy - SOBACHKIN.

Foal - KLYACHKIN.

Lamb - Ovechkin.

And I? CHELOVECHKIN!

(Mikhail Yasnov)

***
A hedgehog came out of the fog

He took the knife out of his pocket.

He took out pebbles and chalk,

He smiled as best he could.

Gave me everything that you took out

And again disappeared in the fog.

(Veronica Dolina)

And now that everyone has counted, you can play, or!

Children's collusion and drawing lots for division into teams.

In order to "honestly" divide into teams, children in Russia used verbal drawing of lots - collusion. For this there was a question containing a choice. The questions could be very different. Such questions were born, usually based on fairy tales, riddles, proverbs:

• "Is the sun red or is the month clear?"
• "A black horse or a daring Cossack?"
• "Pouring apple or golden saucer?"
• Often such collusive questions were humorous in nature:
• "Did you get lost on the stove or is there a drowning in the plate?"
• "A bump on the forehead or a bang in the ear?"

The conspiracy-drawing of lots was carried out as follows. Two "queens" or, in modern terms, the captains of future teams - stepped aside and agreed on what question they would ask. And also it was determined to which of the "queens" the player who chose this or that answer to the question will join. When they have agreed on this, they shout to the rest "You can!" After that, children in pairs come up to them in turn. One of the children in a pair quietly (so as not to hear the rest) is asked a question, for example: "A fairy tale or a bunch of bagels?" The child (also quietly) announces what he has chosen. For example, he chose a "fairy tale". Then he is shown with words or gestures which of the "queens" he needs to join. The second child from the pair goes to another team. After that, the next pair comes up and everything is repeated from the beginning. 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, in or less famous, 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 calculate not in numbers, but, for example, trees, flowers - yes, anything! For example, an adult driver walks along a child's line and, touching the children in turn, says - "bunny, squirrel, hedgehog, bunny, squirrel, hedgehog ...". After that, they ask those who were called a bunny to take a step forward - that's the bunny team. They will stand to the right of the leader. Then the chanterelles come forward. Their team is asked to stand to the left of the leader. Well, the hedgehogs remain in place. Here we got three teams, but you can do as many as you like. If you divide adolescents, then you can come up with something tricky for example: bumps, stumps, bog flowers.

Counters are a part of children's play culture and folk culture in general, which have not lost their popularity to this day. Unfortunately, many other elements of Russian play folklore have become almost exotic today. For example, the traditional way of folk pedagogy of preparing girls for her future maternal destiny. The rituals, as well as winter folk amusements, were a little more fortunate - recently, interest in them has grown significantly.