The ability to correctly retell the text helps to succeed in school. How to teach a child to retell a text? All the most important about the types of retelling and how to teach retelling How to teach a child to retell what they read 2

Situation: Child 3, 4, 5, 6 years old. He loves children's books very much and enjoys reading them with his mother or grandmother. Poems remembers and can repeat word for word, but fairy tales can't retell. And it's the same with cinema. What's the matter: either he listens and looks inattentively, or he simply does not have a "feeling for the story."

Reasons why the child does not retell the text?

Such cases, as described above, A. S. Makarenko called "hypertrophy of the syllogism." What does it mean? Suppose some pedagogical tool is useful and good. And so, firmly remembering this, they begin to use it at every step, countless times. But any instrument is dulled by too much use, any remedy ceases to work if it is given endlessly.

Oral retelling of what was read- only one of the methods of speech development, and you can’t ride it all the time.

When a child listens to poetry, the rhythm and rhymes capture him, like us - a favorite song, he wants to repeat them in different ways, revel in the music of the verse, move to the beat of the verse (this is beautifully written in the famous book by K. I. Chukovsky “From two up to five"). Another thing is prose: here the kid follows the development of events, worries about “what will happen next”, and then hardly remembers how it started and how it happened: he needs a fair amount of effort to translate the images of the fairy tale back into words and phrases.

If, at the same time, he managed to learn (and an adult - to show him with his behavior, voice, sometimes even with a look) that he is forced to tell the fairy tale again “for fun”, without interest in his story, then he will naturally get sick of it. After all, you yourself have just listened to this tale or even read it, why should he repeat it again? He could still retell to one of the children in the yard (after all, the narrator needs to be listened to with interest and sympathy, and not for “checking”), but it’s, of course, sickening for mom to retell for the umpteenth time, of course, it’s better not to listen to anything at all and not look, and then do not retell.

It is also possible that the child really does not have a “sense of storytelling”, that is, does not like to share what he has read and seen with others, does not find pleasure in other people's attention and interest. However, most likely the fact is that he is not tactfully required to retell.

Cunning tricks, how to teach a child to retell?

• It is obvious that teach a child to retell, it is useful to continue to read and show the baby books and films, since it is to his liking. But retelling is not always required, but less often.
• Most importantly, try to force the baby to talk about what he saw and read, as if by chance, in passing, not immediately.
• Pretend that you have forgotten what you read; joke that the son has already forgotten what picture he saw in the morning (when he remembers the name, joke that he forgot something else, etc.);
• Try with the child to start retelling the contents of the book to someone else, and at the same time make mistakes: will the little narrator correct you or not?
• Take the opportunity more often so that the story about what you read is addressed not to you, but to a guest, a relative.
• Always be keenly interested in the retelling, support the little narrator with forward-looking questions, enter into an argument with him (“no, it was not so, in my opinion”), and then turn to the book and admit that you were wrong.
• In a word, learn to have a conversation about what you read (By the way, it is sometimes more difficult for adults than for children to tell).
• And remember: no dry tone, no orders and amendments from above, but more humor, kindness, encouragement, encouragement, more variety in approaches and techniques.

Natalia Ezzhalova
Consultation "How to teach a child to retell the text"

retelling- this is a story about the characters and events of a literary work, transferred in your own words in a certain order. There are the following types paraphrase:

Detailed (successive detailed account of events text) ;

Selective (an exposition of some part text) ;

Compressed (broadcast the most important thing in the work).

What is it needed for paraphrase?

First of all, in order to learn competently build your speech, enrich vocabulary and skillfully "juggle" grammatical constructions. And for schoolchildren, the ability retelling texts is simply invaluable, since almost all school education is based on oral transmit learned information to the teacher.

However, not everyone knows that learning retelling should be carried out directly "from the cradle" in the form of constant conversations with the baby and commenting on their actions. All such conversations are deposited in the head of the newborn in the form of language images. Such exercises will not only help your child speak early, enrich his speech, but also competently and extensively build his statements, clearly following their logic.

What skills and abilities are required to kid, to learn how to successfully retell texts?

Concentrated attention - to patiently listen to the content of the story;

A clear understanding of the meaning of history;

Logical and associative memory - to remember the sequence of events in history;

Ability to organize and structure information;

Speaking skills for a meaningful, coherent and beautiful presentation of what has been learned from text.

As you can see, this is quite a lot for children of elementary school age.

Basics of skill retell acquired"from the cradle"

So, what will help develop the skills of excellent retelling at an early age:

Constant conversations with child(even if he doesn't seem to hear or understand you);

Commenting on absolutely all your actions;

Reading to the baby a huge number of books appropriate for his age ( "from the cradle");

Games for the development of memory and attention;

Association games;

Games for the development of figurative thinking;

Listening to music (for the development of hearing, rhythm and melody, which also contributes to the development of speech);

As soon as the baby grows up (from the age of 3, it is very useful to show him stories based on pictures that are arranged in a certain sequence according to the events taking place. When demonstrating visual material, you need to ask leading questions for the child pointing to the corresponding picture:

What happened first (where does the story begin?

What is happening now?

How does the story end?

Healthy children with whom parents have been trained in this way from birth usually have no difficulty in building paraphrase: its logic and development transmission of information.

However, do not be upset if you failed to develop the speech of your child from birth. Directly front school of any healthy children can be taught to retell texts at home. And, of course, it’s worth starting with stories that rely on visibility.

Use stories that you really like to kid. Folk tales, understandable and fascinating stories of such writers are recommended for listening. how: Pushkin, Bianki, Aksakov, the Brothers Grimm, Suteev, Andersen, Nosov, Tolstoy, Prishvin ...

Leading questions for paraphrase

Ask leading questions by asking the child to state the information in such detail, as if he is listening to a person who does not know anything about what is happening in the story. events:

Where does the story begin?

Who are the main characters?

What important thing happened?

What were the consequences of this?

What happens at the end of the story?

What conclusion can you draw?

Think about whether all the important moments you conveyed in his story?

If not, please tell me again.

This training plan (not as a lesson) Very suitable for active restless children. You can engage in such entertaining conversations between times, while traveling by car, bus (home from kindergarten, for example, by train, while shopping, walking, etc.

should not be neglected and retelling from pictures. This paraphrase with elements of composition expands horizons and awakens imagination child.

Plan retelling of the text

If your child quite assiduous and calm classes do not strain him, you can do training retelling purposefully. Take already texts more difficult and use school requirements for retelling(introduction, main body, conclusion). What do we have to do?

Disassemble all complex and unfamiliar baby words so that the baby understands everything in the story (only under this condition can children easily retell the text in your own words);

Analyze what you read, determine what is important;

Make a verbal plan paraphrase, breaking text on milestones(teach the baby the ability to briefly formulate the headings of the stages of the story);

Discuss the content of each of the stages, discussing the most interesting points (at the same time, you need to ask leading questions to make it easier for the baby. If at first the baby answers with one sentence, then this is already good. Over time, his answers will become more detailed, especially if you ask leading questions);

Discuss the main characters of the story, their actions and deeds;

Discuss the sequence of events described in text;

connect parts in series text to each other.

Leading questions are designed to give to kid only an opportunity to remember what is happening in the read story, so avoid prompting him. Having dealt with the above points in detail, you should ask the baby now coherently and step by step retell all the events that take place.

The child is already reading, but does not always understand the meaning of what he read? The ideas and exercises that we offer below will be useful to parents and educators. Use the LogicLike approach for homework or open lessons at school.

How to teach a child to understand the meaning of the text?

Technically, most children can read aloud by the time they enter first grade. But not everyone is able to reflect on the content, memorize and correctly retell the essence. LogicLike will tell you how to deal with a child so that he learns to read consciously.

“Read again, but more carefully,” is a standard phrase that adults say when a child cannot understand the meaning of the text. Hearing the remark, he becomes nervous and rereads the text even more confusedly, still not delving into its essence.

Most children (spontaneously) concentrate on correct and fast reading, so they do not catch the meaning of sentences. Hence the difficulty in trying to link what was read together and retell the content. To learn to understand the text, you need to switch from automatic reading to meaningful reading.

Surely you have already started working with text with your child, and most likely you are familiar with the basic types of reading. Viewer gives a general idea of ​​the text, before introductory by reading, the child receives an attitude to understand the text, and studying reading includes a detailed analysis of what has been read. At the second and third stages of acquaintance with the text, it is necessary to use various techniques that will teach not only to read, but to delve into the essence of the text.

The development of methods of working with text largely affects the child's approach to learning. At the age of 5-8, the correct (or incorrect) way of thinking and perceiving new textual information is formed.

Learning to work with text: 2 ways to get started

Classic way working with text includes standard techniques that are traditionally used at school. First, read the text carefully. Answer questions about the content, highlight the main idea and topic of the text, come up with a title, find and explain incomprehensible words - nothing complicated.

Progressive the method penetrates the essence of the problem and teaches the child to think logically, pay attention to the details in the text, see the structure of the text, find essential and non-essential information in it, correlate what they read with their experience, etc. Let's give examples of specific techniques that train all these skills.

understand the meaning of what is read

• Try to change some detail in the text. Ask the child to think about how this might affect the development of the plot.
• Working with deformed text. Print the text and cut it into several parts. The task is to connect the pieces according to the meaning.
• Offer to shorten the text so that its meaning is preserved. Unnecessary words and sentences can be crossed out with a pencil right in the text.
• Together, make a chain of keywords that tie the text together. At later stages of working with the text, they can be used for retelling.

• Make up new sentences with your child or a whole story using keywords from the text.
• Print the text that will be missing syllables or whole words. Offer to read it, restoring the meaning of the text.
• Underline the shortest sentences in the text. Set the task of developing them, supplementing them with secondary members of the proposal.

Practice on texts that will interest a preschooler or schoolchild. So he will be more willing to complete tasks for them.

How to teach a child to analyze text?

Do you want to educate an attentive reader who will be able to see not only the superficial, but also the deep meaning embedded by the author in a story, article or book?

Help your child learn the techniques of text analysis. By doing so, you will help him learn:
- quickly understand the topic of the material, catch the main idea and highlight the main thing in the text;
- split the text into semantic parts and better remember what was read;
- discuss the content of the text and compare what you read with your experience.

Techniques for working with text that will teach the child analyze text

You can start with simple tasks.

• Determine the topic, the main idea of ​​the text.
• Make a plan for the text, based on the plan, make a small storyboard together or draw a comic strip.
• Make a chain of theses, the most important facts, events.
• Ask tricky questions about the content of the text that cannot be answered unambiguously. Discuss with him over the events described in the text, the character and actions of the characters.
• Invite the child to put himself in the place of one of the characters. Let him dream up how he would behave and what actions he would do in the place of the hero.

It is interesting and effective to develop analytical skills that are necessary for deep text analysis with the help of classic text logic tasks.

Solving text problems: develops, likes children and adults

This is an easy and fun way to practice reading analysis skills.

When children learn to solve word problems, they go through the same stages as in text analysis. They get acquainted with the condition, study the content and reason, look for the correct answer to the question, analyze it and work out the solution algorithm.

Try to solve several problems right now!

Task 1. Names and patronymics

My brother's name is Igor Petrovich.
And my dad's father is Ivan Nikolaevich.

What is my father's first and middle name?

Find out the answer

• Younger preschoolers. We listen and answer questions
• Senior preschoolers. From leading questions to simple retelling
• Junior students. We tell in our own words
• Fifth graders. Learning the principles of note-taking

Retelling is one of the most important learning skills. Some parents unreasonably believe that it is used exclusively in elementary grades, and you can "skip" through this stage of working with text. In fact, retelling is the basis for an essay - admission to the Unified State Exam, for all school essays and student notes.

Since learning to retell is necessary before school, it is important that parents pay serious attention to this.

Younger preschoolers. We listen and answer questions

Children begin to retell long before they themselves learn to read. When you read fairy tales to your child, ask simple questions about the story as you read. It is important to do this as you read (it is difficult for a child under three years old to retell the story in retrospect) and ask simple questions that can be answered in one word: “Who hurt the bunny? Who helped the bunny? What did the cockerel say?

” Such "interactive" is very popular with children who, from passive listeners, become active participants in the game.

Senior preschoolers. From leading questions to simple retelling

At five or six years old, a child can retell a simple text. You should start with stories that you read aloud to him, even if he himself can read, because you will read expressively, emphasizing the main points with intonation. Choose simple and very short stories - one and a half to two dozen sentences. Most likely, at first, when trying to retell a fairy tale, the child will try to reproduce it verbatim (and often, thanks to a good memory, they succeed). Therefore, it is important to ask the child leading questions: “Who is the main character of this story? What happened to him? How did it all start? How did it all end?" Have the child retell the story again some time later, for example to grandma when she comes to visit.

” At this age, you can begin to analyze the works: who is a good hero, who is bad, why they acted in one way or another. You will be surprised how many reasons for reflection you will find in fairy tales familiar from childhood!

Junior students. We tell in our own words

If earlier the child could not get away from simply memorizing the text (which is useful in itself, because it develops memory), now you need to learn to retell the text “in your own words”. This is a difficult and important stage that many children cannot cope with without the help of their parents. After all, you need to highlight the main storyline, be able to characterize the characters, but at the same time not simplify the text, not lose the figurative expressions used by the author. There are several techniques that will help you teach your child to retell.

"Increasingly"

Ask the child to retell the text in three sentences. This will force him to find the main storyline. Then five sentences, ten, fifteen - this will add a description of the characters, a story about their feelings and thoughts. Gradually bring the volume up to two-thirds of the original text. This will help the child get away from memorization.

The artistic originality of the text is as important as the storyline. Ask the child to find interesting comparisons in the text: “an old man who looks like a mushroom”, “clouds like cotton candy”. If he pays attention to them, he uses them in retelling.

"Write your own story"

If the previous two exercises directly teach retelling, then the third teaches creative rethinking. Have the child think about what happened before the story was told and after it ended. This will not only wake up fantasy - children at this age easily compose stories, but make it manageable, because he will have to compose a story in which there are already “set parameters” - heroes with their own characters and events that happened to them. Finally, “finishing” the story, the child is forced to retell the author’s text in his own words.

Fifth graders. Learning the principles of note-taking

In the fifth grade, retelling is already an urgent need. Actually, most of the lessons end with the words "study paragraph number ...".

” At this moment, children who “traveled” with excellent memory, memorizing the text verbatim, find themselves lagging behind, since learning the text is not enough, you need to analyze it, understand and freely operate with the information received.

If by this time the child has not yet mastered the art of retelling, you need to urgently start training! Here is a rough work plan to complete after reading the tutorial material.

1. Select the main objects (events, dates, persons, phenomena) that are mentioned in the material.
2. Break the text into logical parts (it is better if there are few of them, three to five parts). Highlight the main idea in each section. Establish a logical relationship between them. What happens as a result.
3. Make a detailed plan of the studied paragraph of the textbook. This is the basis of the future art of note-taking! Tell your child what a reference summary is: a list of the main points of the text that you need to focus on when retelling.
4. Answer the questions after the paragraph. Try to remember this. And not looking for the right places in the text.

We hope that now you will teach your child to retell the text, and this will help him in learning!

Many parents do not think about teaching their child such a useful skill as retelling until the school itself. The reason for this is the erroneous opinion that retelling is necessary only when the baby has already learned to read. In fact, you can retell what you heard and watched, so it is recommended to start classes with your child already at preschool age. This will greatly facilitate his further learning to read and write. To do this correctly and help the baby in the development of speech, thinking and imagination, it is necessary to use educational word games and take into account the recommendations of teachers.

Briefly about retelling

Retelling is a presentation of the plot of a book, story, film, etc. in your own words. This is not memorizing the original text and not reproducing it exactly to the pauses, but the ability to catch the storylines, the characters that appear and tell about it.

Why do some kids have trouble writing their essay later in school? Because they can't speak. Instead, students try to memorize the text, memorize it, which is extremely difficult. This is another reason why it is worth teaching a child to retell already at preschool age.

It should be remembered that you, too, must be able to paraphrase. If you're having difficulty reciting what you've read, how do you plan to teach a toddler who mostly copies your speech?

It is important to practice reading together with your child so that he looks at the illustrations and hears your voice - this way he will be more involved in the process. Read together even when your child can already read independently. So it will be easier for you to discuss what you have read and you will be able to control the child's reading technique.

Remember that the basis of retelling is the selection of semantic blocks. It is on them that a person is guided in order to talk about what he has read or heard.

What you should pay attention to?

On a whim, you should not start learning retelling. If you notice that the child shows interest in books, he likes it when you read to him, then you can add small exercises. At first, it is better to do this unobtrusively, asking leading questions about what you have read: “What have we just read about?”, “Who was the main character?”, “And what did he do when ...?” etc.

Be sure to consider the volume: the memory of children is not as developed as that of adults, so give preference to small stories. When the child can easily tell what the fairy tale is about, you can increase the volume.

Also, reading exercises should be performed fractionally, i.e. dividing the text into semantic blocks. Now many children's books and reading aids are formed in this way: on one page the plot of the story, on the second leading questions, and so on until the very end. This is done to help parents to make it easier for them to teach retelling to preschoolers and younger students.

The ability to retell depends, among other things, on the vocabulary of the child. If you rarely talk to him, do not use educational games, then his speech will be poor. He may even know approximately what he wants to say, but he does not understand how to do it, what words and grammatical structures. Therefore, the baby will need help: offer him simple but correct designs, play word games, develop memory.

Scolding a child for not being able to retell the story as you require it is not recommended. Otherwise, he will think that it is better not to do this at all, then at least they will not scold him. Remember that for all children speech development takes place according to an individual pattern - retelling is easy for someone, and someone has to put in more effort.

Stages of retelling

In order for the child to learn how to correctly present the content of what he has read, it is necessary to know the main stages on which the discussion is built.

1. Shared reading. If you are working with a preschooler, then he will most likely be distracted and constantly interrupt you. Patiently answer his questions, smoothly returning to the story.
   

   It is better to choose a book in advance that will be of interest to the child.

2. Block of leading questions. Here you ask, who is the story about, what happened, where did the characters go? Questions should not only reflect what was read, but also lead to the next block. A fairy tale can be quite small, so there can be one or two blocks. You can ask questions as you read.
3. Planning. This stage is very important and suitable for children who can read. It is necessary to sketch out a retelling scheme, consisting of the main thoughts of each block, so that the child can retell the whole story according to it. Later, he will cope without a plan. The main task is to teach to clearly define (in one sentence) the main idea of ​​the first part or paragraph, second, third, etc. This is a kind of framework on which the story of words and sentences will later be built up.
4. Discussion of the full story. Here the child should no longer tell in parts what you read about, but completely retell the plot. You can also use leading questions or a retelling plan.
5. Questions about personal relationships. Your child's opinion about the story, about the characters and their actions is an additional part of the retelling. Thus, the child develops not only speech, but also moral and ethical attitudes, spiritual and personal values, imagination and abstract-logical thinking.

Word games to help

In order to improve your retelling skills, use educational word games. They will help improve memory, vocabulary and eloquence, imagination and thinking.

• "What is the letter about?" Write or print the text of the letter on a piece of paper, put it in an envelope and show it to your child. Say that a letter has come from a granny, and then read it with your child. Ask him: "What is it about?" Then ask to tell about the contents of the letter to dad. Help him with leading questions.
• "Where is the mistake?". Read together a fairy tale or watch a cartoon, and then ask your child questions with a mistake. For example, in a fairy tale, the boy defeated the evil dragon and saved the princess, and you tell the child: “What a pity that the boy could not cope with the monster and save the beautiful princess, right?” Most likely, the baby will correct you.
• “What do you think about what?”. Buy picture books, and before reading, ask your child what they think the story will be about. This way you will develop creative thinking and imagination. And if his assumptions are justified in the course of the plot, he will also be glad that he guessed.

Conclusion

It is entirely up to you when you start teaching the baby to retell, but it is better not to delay this issue. A well-developed speech will help him not only to receive good grades later at school, but also to communicate freely, not be afraid of public speaking, and express his thoughts in detail. Do not miss the moment when the child himself showed interest in reading and began to ask questions about what he read - encourage his curiosity.