Sentence writing kindergarten worksheets: Read, trace and write sentences worksheets

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FREE Sentence Building Cut and Paste Worksheets

1st grade • FREE Printables • Kindergarten • Kindergarten Language Arts • Language Arts • Sentences

July 20, 2021

by Beth Gorden

Help kids tart making sentnces with this fun cut and paste sentences activity. These sentence worksheets allow children to learn to start building pre primer sight word sentences by tracing, writing, and cutting and pasting the sentence in the correct order. These cut and paste sentence worksheets are a great activity for preschool, pre-k, and kindergarten age students. Simply print sentence building worksheets and you are ready to work on early literacy skills.

Cut and Paste Sentences

Once kids are reading and writing words it is time to piece those words together to make sentences! But for manychildren it is difficult for them to understand sequencing and spacing. These sentence building worksheets are a great way to help preschoolers, kindergartners, and grade 1 students to learm to make and write sentences. Whether you are a parent, teacher, or homeschooler – you will love these cut and paste sentecnes that are made with pre-primer sight word sentences. Use this in a literacy center, as extra practice, suppelement or at-home learning.

Pre Primer Sight Word Sentences

Star by scrolling to the bottom of the post, under the terms of use, and click on the text link that says << ____ >>. The pdf file will open in a new window for you to save the freebie and print the black and white pages. There are 15 different cut and paste worksheets to provide a variety of practice.

Cut and paste sentence worksheets

Each of the sight word sentence builder worksheets are made up of pre primer sight words plus the following extra words: ball, Mom, He, bugs, and fun.

Start out by reading the sentence at the top of the kindergarten sight word sentences worksheets. Next students will color the words; a different color for each word so they know which letters make a word. Then, students will trace the words to strengthen fine motor skills and work on spelling. Now kindergartens and preschoolers with cut and paste the sight words to build the sentence. Finally, students will write the sentence in the ruled line provided.

Sentence building worksheets

These cut and paste sentences for kindergarten provide such a varied approach for mastering a variety of skills. Plus you will love that they are no prep – just print and learn!


Sentence Activities for Kids

Looking for more fun ways for kids to learn to write a sentence. Try these:

  • Pizza Parlor Sentence Building Games
  • Trace and Write Sentences with primer sight words Worksheets
  • Hands-on Build a Sentence with Lego
  • Building pre primer sight word sentences Worksheets
  • Fun, Silly Sentences Activity
  • S’mores Complete Sentences Game
  • Fun Mystery Code Sentences
  • Farm Cut and Paste Sentence Worksheets

Preschool Sight Words Activities

Free pre k sight words activities to make learning fun:

  • Free Printable Sight Words List
  • Sight Words Construction games for Kids
  • Crazy Roads Preschool Sight Words Game
  • Cut & Paste Worksheets – pre primer sight word sentences
  • Penguin Sight Word Maze
  • Christmas Sight Words – Read & Dab Mats
  • Summer Free Sight Word Games
  • Rocketship Sight Words
  • Chocolate Box Preschool Sight Words Activity
  • Valentine Color by Sight Word Worksheets
  • Monster free printable sight word worksheets
  • more preschool sight word activities
  • Reading the EASY Way – Pre School Reading Program


Cut and Paste Worksheets

Looking for more kid-favorite, free cut and paste worksheets? Check out these resources:

  • Cut and Paste Short U Worksheets
  • Cut and Paste Shape Worksheets
  • Ice Cream Cut and Paste Worksheets to make a Sight Word Reader
  • Flower word family cut and paste worksheets
  • Trigraph Cut and Paste Worksheets
  • ABC Order Farm Cut and Paste Worksheets
  • Cut and Paste Alphabet Worksheets
  • Free Cut and Paste Worksheets
  • Long and Short Vowels Worksheets
  • Acorn Cut and Paste Math Worksheets for 1st grade
  • Money Cut and Paste Worksheets
  • Free Cut and Paste Sentences
  • Animal Classifications Cut and Paste Worksheets
  • Free Alphabet Cut and Paste Worksheets with writing pracctice

Building Sentences Worksheets

By using resources from my site you agree to the following:

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  • This may NOT be sold, hosted, reproduced, or stored on any other site (including blog, Facebook, Dropbox, etc. )
  • All materials provided are copyright protected. Please see Terms of Use.
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About the author

Beth Gorden

Beth Gorden is the creative multi-tasking creator of 123 Homeschool 4 Me. As a busy homeschooling mother of six, she strives to create hands-on learning activities and worksheets that kids will love to make learning FUN! She has created over 1 million pages of printables to help teach kids ABCs, science, English grammar, history, math, and so much more! Beth is also the creator of 2 additional sites with even more educational activities and FREE printables — and

🚜 Farm Cut-and-Paste Simple Sentences for Kindergarten Worksheet

Farm • Free Worksheets • Literacy Worksheets

August 5, 2021

by Beth Gorden

Kids will have fun practicing making sentences with these super cute, free printable cut and paste sentences with a farm theme.These pre-k, first grade, and  kindergarten sentence worksheets are super handy. Using these simple sentences for kindergarten worksheet children will uct and pase the words to make a sentence, write the sentence, and then draw a picture of their sentence!  Simply print these kindergarten writing sentences worksheets pdf file for a fun sentence worksheets for kids

Simple sentences for kindergarten worksheet

Help kindergartners practice forming sentences with these super cute farm worksheets for kids! The free printable cut and paste sentence worksheets allow students to put words in order to form easy sentences, write the sentence on tracer lines, and draw a picture of the sentence they wrote to ensure reading comprehension. These simple sentences for kindergarten worksheet are so cute and make learning fun for early readers! Whether you are a parent, teacher, or homeschooler you will love this literacy activity that uses free printable kindergarten writing sentences worksheets. Grab this free kindergarten worksheets to use as extra, literacy center in your classroom, farm weekly theme, or supplement to your homeschool phonics curriculum.

Cut and paste sentences

Start by scrolling to the bottom of the post, under the terms of use, and click on the text link that says >> _____ <<. The farm worksheets pdf file will open in a new window for you to print and save the freebie.

Simple sentences for kindergarten worksheet pdf

We like learning with fun themed activities! Kids seem to respond better, engage better, and remember the material longer! These farm worksheets are great to help kindergarten and first grade students work on writing sentences.

Print as many of these cut and paste farm worksheets as you want in color.

Simple sentences for kindergarten worksheet free

In these NO PREP cut and paste sentences for kindergarten worksheets, students will practice a variety of skills like scissor skills, building sentences, writing sentences, reading sentences, and demonstrating reading comprehension too!

Students will cut out the words at the bottom of the page and glue them on the worksheet in the boxes provided in order to make a sentence.

Cut and paste sentences for kindergarten

Next, students will write the kindergarten sentence worksheets they created on the ruled line. Finally, they will draw a picture showing what the sentence said – great for evaluating reading comprehension. This is such a fun, simple sentence activity for early learners.

Farm Activities

Looking for more FREE farm printables to help kids learn a variety of skills? You will love these resources:

  • Sequencing Cards – farm to table jam, milk, bread, chocolate, eggs, and orange juice (matching sequencing worksheets)
  • Farm Kindergarten Sight Words Games
  • Printable Farm CVC Words Activity
  • Money Farm Worksheets
  • Tractor Worksheets for practicing making alphabet letters
  • Farm cutting practice worksheets
  • Fun-to-Read Farm Books for Preschool
  • Lots of CLEVER Farm Activities for Kids
  • Farm Alphabet Mats
  • Counting Farm Animals Readers
  • Super cute free printable Farm Worksheets for Kindergarten
  • C is for Cow letter of the week unit with crafts, activities, and printables for kids
  • Farm Writing Prompts or these On the Farm Writing Prompts


Farm Worksheets

  • Printable Puzzle Farm animals and their babies
  • Farm Free printable books for beginning readers
  • Life on the Farm Hidden pictures printable worksheets
  • Farm Building Sentences Cut and Paste Reader
  • Seasons worksheet about life on the farm
  • Super cute Farm Coloring Pages
  • Farm ABC Order Worksheets
  • Free Farm Color by Number Worksheets for workign on number recognition
  • Do-a-Dot NUMBERS Farm Worksheets
  • Kindergarten Farm Unit – over 220+ pages for Preschool, Kindergarten, & 1st Grade
  • Educational Farm Activities
  • CUTE Preschool Farm Activities Free Worksheets to work on a variety of skills
  • Huge set of Free Farm Worksheets for Kindergarten
  • Farm Animals and their Homes Flip Book
  • Counting farm animals worksheet pages for numbers 1-10

Farm Printables

  • Printable Farm Scavenger Hunt for Kids
  • HUGE Farm Animals Worksheet Pack with lots of math and literacy for early learners
  • Farm themed free printable cutting activities for preschoolers
  • Number Sense Puzzles – Farm Activities for Preschoolers
  • Farm Animal Life Cycles Book to read, color, and learn!
  • Farm Animal Tracing Worksheets
  • FREE Farm Animal Puppet Printables
  • Farm Writing Numbers in Words Worksheets
  • Simple Sentences for Kindergarten Worksheet – Farm theme
  • I Spy Farm Animals Printables
  • LOTs of ideas in this Farm Theme Preschool


Cut and Paste Worksheets

Looking for more fun, educational, and FREE cut and paste worksheets for kids? Check these out:

  • Farm ABC Order Cut and Paste Activity
  • Cut and paste alphabet worksheets pdf
  • CVC Cut and Paste Printable
  • Cut and paste money worksheets
  • Cut and Paste there was a cold lady who swallowed some snow activities working on Sequencing
  • Flower word family worksheets
  • Cute Cute and Paste February Crafts
  • Acorn cut and paste math worksheets for 1st grade
  • Read and trace complete sentences
  • Cut and Paste Sentence Building Worksheets
  • Plus lots more Cut and Paste Worksheets

Sentence Activities for Kids

Looking for more fun ways for kids to learn to write a sentence. Try these:

  • Pizza Parlor Sentence Building Games
  • Trace and Write Sentences with primer sight words Worksheets
  • Hands-on Build a Sentence with Lego
  • Building pre primer sight word sentences Worksheets
  • Fun, Silly Sentences Activity
  • S’mores Complete Sentences Game
  • Fun Mystery Code Sentences
  • Farm Cut and Paste Sentence Worksheets

Cut and paste sentences pdf

By using resources from my site you agree to the following:

  • You may print as many copies as you ‘d like to use in your classroom, home, or public library.
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  • All materials provided are copyright protected. Please see Terms of Use.
  • I offer free printables to bless my readers AND to provide for my family. Your frequent visits to my blog & support purchasing through affiliates links and ads keep the lights on so to speak. Thanks you!

>> Farm Sentence Worksheets <<

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About the author

Beth Gorden

Beth Gorden is the creative multi-tasking creator of Kindergarten Worksheets and Games. As a busy mother of six, she strives to create hands-on learning activities and worksheets that kids will love to make learning FUN! Browse through more than 200,000 pages of FREE worksheets & educational activities for kindergartners! Plus don’t miss her other sites and

20 Free Building Sentences Worksheets

Table of Contents

  • 1 Skills Covered in Sentence Building Activities
  • 2 How to do Building Sentences Worksheets
  • 3 Great Uses for Building Sentences Worksheets
  • 4 Themed Building Sentences Worksheets
  • 5 Free Sentence Building Worksheets

Some of the links in this post are affiliate links. This means if you click on the link and purchase the item, I will receive a small commission at no extra cost to you. All opinions remain my own.

Finding the right Building Sentences worksheets for your kids doesn’t have to be difficult. Today, I’m going to share nearly 30 themed sentence building worksheets great for young learners.

Throughout the post, you will find the important skills learned, how to do the building sentences worksheets, a list of themed worksheets, and a freebie.  Yes, it’s true.  At the bottom of the post, you will find a section to try out a complete set of 20 Building Sentences worksheets for free.  This is a great way to help your kids practice sentence building.  

Skills Covered in Sentence Building Activities

There are many sentence building activities that help kids, but I’m going to focus on the Building Sentences I created to share with parents and teachers.  

When kids complete Little Learning Corner’s Building Sentences, they cut and paste word tiles to build, write, and illustrate basic sentences.  

Having a solid understanding of concepts of print is one of the building blocks for strong readers.  I will link a post at the end to better explain concepts of print.  For now, know that concepts of print covers directionality, knowing words are separated by spaces, sentence types, and much more.  

A variety of skills, such as the ones below, are covered:

  • Concepts of print
  • Fine motor skills
  • Building complete sentences
  • Sentence writing
  • Sight Words
  • Illustrating to represent print
  • Parts of Speech: punctuation
  • Reading comprehension

As you can see, there isn’t just one important skill being covered with these sentence worksheets.  Now, let’s take a look at how kids, on multiple reading levels, complete Building Sentences worksheets.   


How to do Building Sentences Worksheets

Instead of a typical kindergarten worksheet, these activities engage the kids on multiple levels.   There are 2 levels with every Building Sentences resource mentioned below.  

I will further explain each level in a moment.  First, here’s a look at each step the kids will complete with the pdf worksheet. 

  • Cut and paste word tiles 
  • Build the sentence in the correct order
  • Write the sentence 
  • Draw a picture to match the sentence

Level 1:

On level 1 worksheets, the sentence is printed at the top.  This is for emergent readers to decode and read on their own.  Then, they use the word tiles to build the sentence just as it’s shown above the “build” space.  

Having the sentence at the top is a visual reference for kids who cannot form their own sentences when given a group of words. 

The focus on this level is building concepts of print, writing sentences on a ruled line, and using early reading skills.    

Level 2:

The level 2 worksheets still provide practice with building simple sentences, but do not have the sentence printed for reference.  In other words, the kids use their own ideas to form what they believe are the correct sentences.  

Typically, I find level 2 worksheets to work best with first grade students, or kindergartners that need a challenge. 

Sometimes, the kids will discover multiple ways to construct a sentence.  As they are building, and trying to make sense of the group of words, they often produce a whole new sentence.  

Great Uses for Building Sentences Worksheets

You’ve learned the skills covered, and how to do the building sentences.  Now, let’s look at the different ways you can use them with your early readers. 

There are many ways you can use these with kindergarten students and first graders.  In just one fun worksheet, the kids will get extra practice with their sentence building skills.  

The no-prep worksheets are perfect for:

  • a writing center
  • literacy stations
  • morning work
  • homeschool activities
  • homework
  • reading groups
  • a practice activity with tutors

You will find these are great when you need kids to complete their own work.  Independent work allows you more time to work with other kids or plan your next activity.  

Get this bundle on TPT

Themed Building Sentences Worksheets

Below are a series of worksheets (Building Sentences) categorized by theme.  Like all resources I create, my goal is to provide you with a great activity that keeps learning fun.  

Whether used at home, or in a kindergarten or 1st grade classroom, these worksheets are no different.  Your kids will love them just as much as you will love the no-prep aspect.  

You can find all of the themed Building Sentences in my Teachers Pay Teachers store HERE, or click the links below to purchase directly from my Little Learning Corner store.   


  • Dog Facts
  • Fish Facts
  • Monkey Facts
  • Horse Facts
  • Dinosaur Facts
  • Spider Facts
  • Penguin Facts
  • Turkey Facts
  • Butterfly Facts


  • Pizza Facts
  • Pumpkin Facts
  • Apple Facts

Literature and Nursery Rhymes

  • Itsy Bitsy Spider
  • Brown Bear, Brown Bear
  • The Mitten

Seasons and Holidays

  • Back to School
  • St. Patrick’s Day Facts
  • Rosa Parks Facts
  • Snow Facts
  • Mother’s Day
  • Valentines
  • Weather and Seasons
  • Winter Facts


More Fun Themed Building Sentences Worksheets

  • Flowers and Plants
  • In the Ocean
  • Five Senses
  • Earth Facts
  • Sports
  • Dental Facts
  • Jungle Facts


Free Sentence Building Worksheets

Are you ready to try the building sentences with your early elementary school students?  

Get 20 FREE cut and paste sentence building worksheets when you sign up for the Little Learning Corner newsletter.   Grab your free printable worksheet set HERE.   


Before you go, here are posts you’ll enjoy:

20 Tips for Teaching Concepts of Print

10 Fun Tips for Teaching Punctuation Marks

15 Amazing Benefits of Math Talks with Kids

10 First Grade Sight Words Worksheets

200 Fun Word Family Printables

5 Fun Activities for Speech and Language


Building Sentences Worksheets

Sentence-Writing Activities for Kindergarten and First Grade

When we teach reading, we don’t expect our students to pick up a book and read, without explicitly teaching them everything from print concepts to decoding and comprehension strategies. 

So why don’t we do this with writing instruction?

In many classrooms, students are expected to just write sentences- or even stories- with very minimal instruction on what a sentence even is! The idea is that grammar, sentence structure, and revision will be taught in the context of their stories.

Yes, I know that teaching grammar and revision in context is important.

But, I also know that kids need A LOT of practice with writing sentences, or else their stories don’t make sense. Or, they need so much revision that it’s overwhelming! 

Before kids can write stories, they need to learn how to write a sentence. Before writing sentences, they need to know what a sentence even is. 

So, we did a lot of sentence-writing activities in my classroom, starting with oral sentences. And I want to share some of these ideas with you!

Sentence-Writing Activities for Kindergarten and First Grade

Oral Sentences Using Sentence stems/ frames

Write a sentence starter on the board and ask students to say a complete sentence with it. Have them turn to partners to tell them their sentence to make sure everyone gets a chance. Start with easy ones, e.g. “I like to…” and “My name is…” Write some of them down and discuss that each starts with a capital, ends with a punctuation mark, and has spaces between the words.  

You could also integrate this practice during your morning meetings as a sharing activity.

Count Words

Sentences are made up of words but some kids confuse words with syllables, so counting words in an oral sentence helps them understand the difference when the sentence includes multi-syllabic words. Counting words in a written sentence emphasizes spacing.

Describe the Picture

Display any picture on your whiteboard. Invite students to tell you something about the picture and write the sentences down, thinking aloud as you do so to point out starting with a capital, leaving spaces, using punctuation, and rereading. Have them read your sentences.

Find silly pictures in old magazines to inspire sentence ideas!

*Advanced Extension– Place numbered magazine pictures at a center and have students write the number of the picture they chose and write a sentence for it. Share by asking kids to read the sentences for picture number 1, 2, etc.

Building Sentences

I like to use “Who, Doing What, and Where” cards for this. I start with just the “Who” and “Doing What” cards to help kids see that a sentence must include a subject and verb. Once they build sentences with these 2 parts, I introduce the “Where” cards and talk about adding details to provide more information and make our sentences fabulous.

This is great for oral sentences the first couple of times you work with the cards. Then, have kids pick cards and take them to their seats to write and illustrate a sentence.

We loved using this as a writing center, and the pack has multiple themes for use throughout the year.

Print the cards 2 sheets to a page for a smaller version, perfect for centers.

It also has a digital version you can use on your interactive whiteboard, digital center, or virtual learning.

* Advanced Extension– Challenge students to add even more details to answer When, and How. I added cards for these as well in the Sentence-Building resource.

Also, teach advanced students to start with different parts. Instead of always starting with the Who, they can start with the Where. For example, “The dog eats a bone at the park,” they might write, “At the park, a dog eats a bone.”

Mix and Fix Sentences

Write a sentence on a sentence strip, then cut the words apart and place the cards in the wrong order on a pocket chart. Have kids rearrange the cards to build the sentence correctly. It’s a great opportunity to discuss clues like capitalization and punctuation.

Sorting Sentences and Phrases

I love using sorts. They are such a great way to address misconceptions! All you have to do is write some sentences and non-sentences (phrases) on sentence strips and sort them on a pocket chart. Discuss why each one is or isn’t a sentence.

Sorting sentences and phrases. Challenge students to turn the phrases into sentences.

*Extension– Challenge students to turn the non-sentences into complete sentences!

What’s Missing?

Write sentences on sentence strips, but omit a word so that it doesn’t make sense. Ask students where it needs a word and model using a carat mark to add it. This will help them later when revising their own writing. 

Daily Shared/ Interactive Writing

I usually had a morning message ready for my students, but at the end of the day, we often wrote one together about something that happened or that we learned that day. We usually wrote it together, going through the stages of planning, drafting, revising, and editing.

First, we brainstormed ideas and chose one. We said our sentence a few times, wrote it together (sounding out and using our spelling strategies), then reread it and then revised to make it even better, by adding details, changing words, etc.

This is a great time to quickly teach a revision strategy! Sometimes, I intentionally made a mistake so that we could fix it during the editing stage. Save these and you will see how much better they get throughout the year!

Find the TWO sentences

Have you ever asked a student to go back and edit their writing for punctuation? Often, they’ll come back with periods in the wrong places, usually at the end of each line! It’s overwhelming to find where each sentence begins and ends once students have written their entire story. It’s much easier if they only have 2 sentences. All you have to do is write ONLY 2 sentences on the board and omit the punctuation. Ask students to find where the first sentence ends, then add punctuation for both. 

I have an activity like this in my Pocket Dice Cards for Writing. Students roll the die because, well, everything is more fun with dice, then rewrite the 2 sentences with the correct punctuation.

Add Movement! 

If you’ve followed me for a while, you know that I just love to make kids move! Movement is a catalyst for learning and I try to incorporate it every chance I get! Teaching sentences is no exception. We stand for capitals, stomp for periods, shrug our shoulders for question marks, and do jazz hands for exclamation points when editing sentences together.

Wrapping It Up

I hope these tips were helpful to you! I know often we can’t help the curriculum we are given, but if your students are struggling with writing and your curriculum is going too fast, pause if you’re able to and take some time to teach the basics. It will go a long way!

Reply and let me know if you’ll try any of these! Do you have any favorite sentence-writing activities?

Free Printable Kindergarten Sentence Writing Worksheets

Free printable kindergarten sentence writing worksheets

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Kindergarten Simple Sentences Worksheets Courses

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Sentences worksheets for preschool and kindergarten

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90,000 Use of working notebooks for speech development in cognitive development of senior preschool children

Boyko Elena Mikhailovna
Senior teacher
Fort Irina Sergeevna
MBDOU Belgorod 9000

9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000

Use of workbooks
on the development of speech in cognitive development
older preschoolers

Educational activities with children in kindergarten are carried out on the basis of the BEP DO, developed taking into account the Pathways program. The priority direction of the program implementation is aimed at speech development .

The main point of choosing the exemplary program «Pathways» was based on the fact that this program is aimed at the formation of creative imagination — as a priority in developing work with children. Creative imagination is the central psychological “conquest” of preschool childhood (L.S. Vygotsky and V.V. Davydov wrote a lot about this). Therefore, its formation within various types of children’s activities ensures the formation of the child’s psyche as a whole. As studies by the developers of the program show, the consequences of the development of imagination in preschoolers are very diverse. These are not only high creative achievements in visual, musical-performing activities or design, but also full readiness for schooling and even high effects of psychological-correctional and health-improving work with children.

The authors of the program suggest the active use of various workbooks in areas, or «paths»: mathematical, artistic and speech.

Until 2017, the workbook was called: “Speech development workbook” and at an older age “Preparation for literacy” . Since 2017, the Ventana-Graf publishing house has republished these notebooks in a new edition and now they bear the single name “Learning to speak correctly”.

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What is the principle of using a speech development workbook? The child visually and independently develops the skills of graphic dictations, completing hatching tasks, develops fine motor skills, thereby preparing the hand for writing. At the senior preschool age, he learns to write, not in terms of writing letters and words, but working with the components of the word: letters, syllables.

The workbook is a kind of teacher, acts as a «visual support» of activity and ensures the activation of children’s interest in the information presented in it. The value of workbooks lies in the fact that the child will be able to perform actions in his «own field of activity.» The child completes each task in his own notebook.

This increases the activity of children in mastering skills and ideas and makes this process more efficient (rational use of class time, which does not create situations of “waiting” for an answer and observing the actions of another child with the material).

Workbooks contain tasks, the implementation of which is based on practical actions (connect with lines, circle, complete, etc.), which corresponds to age capabilities. The notebooks present the «successes and failures» of children, which ensures the development of their self-esteem and volitional manifestations.

At the same time, using workbooks, , one should take into account the need for practical development of the world around (primarily enriching sensory impressions and the tactile-motor way of cognition), and, consequently, the value of actions with objects (toys, games, three-dimensional and planar figures , boxes of different weights, etc.). In this regard, the use of workbooks should not be considered as an end in itself and classes should not be built only on the basis of their use. Notebooks can be one of the means, used in some classes, form the basis for organizing some tasks, or used in joint and independent activities.

The workbooks of the «Pathways» programs contain tasks not only of speech, but also of cognitive significance. Working in a notebook, pronouncing his actions, a preschooler carries out a number of mental operations: analysis, synthesis, generalization and classification. Time with workbooks at the younger preschool age is 5-7 minutes, at the senior preschool age 7-12 minutes. According to the number of classes during the school year, workbooks are used as needed and in accordance with the work plan, but at least 2 times a month at primary preschool age and 4 times at senior preschool age.

Comparing the achievements and successes of children in groups in which complete sets of workbooks were purchased, we can conclude that preschoolers more easily and simply learn the material being studied, it is easier to analyze words, and compose a descriptive story. Having before his eyes an example of compiling a story in the form of bright and colorful prompts, the child easily retells, composes a descriptive story based on a series of plot pictures.

As a result, the use of workbooks has a positive effect on the educational process. The child has his own “field” for activity, has the opportunity to correct a failed task, clearly sees his mistakes, successes and achievements, which contributes to the development of self-control.

At the end of the school year, parents were provided with the results of working with workbooks, where the progress of each child was told and shown, recommendations were given on which tasks (or questions) should be given attention to certain children.

In the preparatory school group, the workbooks present more complex tasks, namely writing the elements of letters, as in the old copybooks. On the one hand, the child gets the first experience of writing, on the other hand, he gets acquainted with the graphic representation of letters. At the same time, the developers of the notebooks do not set the task of teaching the child to write in the preparatory group in calligraphic handwriting, the task is to familiarize themselves with the individual elements of writing letters: sticks, hooks, circles, etc.

In the course of analyzing the preparation of graduates for schooling, we can conclude that 95% of pupils can easily analyze words, make sentences according to the presented scheme, compose a descriptive story or retelling. More than half of our graduates already have experience in graphic writing of letters, syllables and words in general.

Here the question may arise about the correctness of teaching preschoolers to write. But the main task of using workbooks is to introduce the child to the elements of writing letters. And the teaching methodology is successive with the programs of primary education according to the Vinogradova system, «School of Russia», «School of the XXI century» (which allows us to talk about a wide range of continuity between the programs of preschool education and primary general education).

But at the same time, there are a number of difficulties in using workbooks.

The difficult moment was to teach the children to work in notebooks. Emotionality, a low level of arbitrariness, self-control (which is typical for preschoolers) led to the fact that the child, in a hurry to complete the task, made mistakes that were difficult or impossible to correct. But, as our practice shows, by the end of the year, the children learned not to rush to complete the task, listened to the teacher’s task to the end, made fewer mistakes, asked the teacher for help in order to make fewer mistakes.

Summing up, we can talk about the need to use workbooks in educational activities in kindergarten. This not only contributes to the development of arbitrariness, attention and self-control, but also brings up respect for one’s own things, teaches to work in pairs, to conduct introspection of activities.

16 educational aids for children: reading, writing and mathematics

We have already written about what to look for when choosing a school for a future first grader. While you are collecting a shortlist and feedback about teachers, you can keep your child busy with useful tasks. Varvara Alyokhina, editor of the developing series of the MIF.Childhood publishing house, compiled a list of such books for us, and Svetlana Voskresenskaya, the author of study guides, told us how to choose the right ones.


    1. Primer. Learning to read from 2–3 years old”

    “Preschoolers remember better what causes them positive emotions,” the authors of the manual, teachers Olga Uzorova and Elena Nefedova, are sure. Their primer is built on this principle. In it, for example, the child will find the letter «Z», which s-s-s-s-sounds like the buzzing of a fly. And then he recognizes this letter in the words «from» or «for».

    And under the bright cover — 150 simple sentences and 25 short stories, exciting intonation exercises, speech therapy phrases and a guide-reminder for parents.

    2. “Stories for the first reading. 33 magical transformations from A to Z», «That’s the cat!»

    Books by methodologist, child psychologist and practical teacher Irina Maltseva «That’s the cat!» and Stories for First Reading. 33 magical transformations from A to Z» help develop the skill of semantic reading and speech. On each spread there are large bright pictures with animals, plants and various phenomena. Texts gradually become more complex, the number of words and phrases increases, and a special reading technique — with a return — allows you to gently introduce new concepts.

    3. A series of books for the first reading by Tatyana Russita

    Cute little books with large letters for independent reading. Each set contains 8 books with funny stories, colorful watercolors and unexpected endings. After reading, you can put a “Read” sticker on the cover and mark the achievement. There are books in the series with words from four to seven letters.

    4. “I want to read: for children aged 5–6”

    “I want to read” is a manual from the Gifted Child series created by the Eksmo publishing house in cooperation with the Lomonosov School.

    The purpose of the book is to teach a preschooler to read in syllables and write words and simple sentences in block letters. The child learns that letters can be vowels and consonants, hard and soft, voiced and deaf, and also learn to determine the number of syllables in a word and put stress, learn tongue twisters and quatrains. The tasks in the book are aimed not only at developing reading and writing skills, but also at developing memory, thinking and speech.

    5. Calculators series

    Each hero of this series has his own adventure, in which he will gladly invite your child. Inside there are funny and very wise stories about good family relationships that will be understood by both adults and children.

    “For the first reading, you can use picture books and picture toys that were popular with a child aged 2-3 years. It is important that the books have large print and short sentences,” says Varvara Alyokhina, editor of educational series at MYTH.Childhood.


    6. Kumon. “Learning to color”

    Before taking up the copybook, it is important to develop fine motor skills: the child picks up a pencil and tries to color, then draw and hatch. Only after that does he master the elements of letters and proceed to writing them.

    The Japanese Kumon coloring book is a great way to develop fine motor skills and horizons in younger preschoolers. The child will not only practice coloring neatly and not go beyond the outline, but will also learn geometric shapes and colors.

    Fun mini-story-like drawings to keep you entertained and give parents lots of topics to talk about with their little ones.

    7. Kumon. “Learning to draw. First lessons»

    We continue to develop fine motor skills and prepare the hand for writing by working with pencils. With the help of this manual, the child will learn how to create simple drawings, learn colors, and be able to develop imagination.

    Tasks are built according to the principle “from simple to complex”. First, the child will draw spaghetti on a plate, splashes of water, then they will learn to draw lines without going beyond the edges and finish the picture (balloons, butterfly wings, flowers). And at the very end, create your own drawing. The same principle will be used later when teaching writing: first, the preschooler will try to write block letters, then elements of capital letters, and only after that will he move on to writing letters and connecting them.

    8. “Do hatching”

    In elementary school, children immediately learn to write letters, and, unfortunately, there is practically no time left for hatching. If you are working with a child at home, try to pay special attention to her. Hatching develops fine motor skills and accuracy, helps to concentrate and draw continuous lines, and also teaches you to finish what you started. After the kid has mastered hatching, he can easily trace the drawings point by point and complete the missing elements in the picture.

    9. Kumon. “Learning to write block letters of the Russian alphabet”

    These recipes are a real find: a child learns to write block letters of the Russian alphabet gradually, step by step, without stress and coercion.

    The letters in the notebook are arranged not alphabetically, but according to the difficulty of writing. Regularly studying, the child will feel the proportions of the letters, the slopes and the length of the lines. Classes contribute to the development of coordination of movements and visual-spatial perception, which is necessary for mastering the skill of writing.

    10. «Preparing the hand for writing.» Clever Mouse series

    Before a child starts writing letters, he needs to learn how to hold a thin pencil or pen in his hands and navigate on planes. From notebook to notebook, the tasks become more difficult: the child starts with stripes and circles and gradually approaches the first elements of block letters. The series includes notebooks for children from two to six years old.

    11. Graphic dictations. Series «On the way to school»

    Do you remember how in math class the teacher asked me to get a pencil and draw in the cells: two to the right and three down, one diagonally to the left, and so on? It is not surprising that preschoolers also like such dictations: in just 5 minutes, a robot or a butterfly appears from the sticks — real magic.

    Graphic dictations also help the child to master skills that are very important for school: counting, orienting on a sheet of paper and perceiving tasks by ear.

    Mathematics and the development of logic

    12. Toy series

    L. G. Peterson’s Playbook series will introduce preschoolers to the first mathematical concepts, help develop thinking, creativity and interest in mathematics.

    The child will learn to navigate in space, compare and find extra objects, divide equally and combine according to certain criteria.

    At the end of the notebook there are cards that you can cut out and use during class.

    13. Kumon. «Games with numbers from 1 to 150»

    With the help of this notebook, you can introduce your child to numbers from 1 to 150 in a playful way, learn how to write numbers and master ordinal counting. These skills will come in handy when the child moves on to simple mathematical operations — addition and subtraction.

    Exercises in a notebook help to remember and recognize numbers better and develop fine motor skills. Different plots and riddles that can be solved only by correctly connecting all the dots or coloring the picture will turn the lesson into a little adventure.

    14. Kumon combo. «Development of thinking from 5 years old»

    This is a ready-made program for the development of spatial, creative and logical thinking of children from 5 years old. The set contains 4 notebooks of the second level of complexity.

    With the help of the «Creativity» notebook, the child will learn to trace, color, copy drawings, draw on images and come up with new elements. «Similarities and Differences» — a manual on image analysis, «Spatial Thinking» will help you learn how to quickly find right and left, distinguish «above» from «under», determine the position of objects and their length. And in the «Logic» notebook, you will need to compare pictures, analyze sequences, go through mazes, and so on.

    15. Notebook “Decide-write. Cubic Metrics 3D, 6+ years»

    Children build something all the time: houses from blocks, mysterious dungeons from pillows and blankets, castles from construction kits. This helps to develop spatial thinking, which will be useful both at school and in later life. The «3D Cubic Meter» notebook suggests going even further and learning how to create 3D models, but not from real cubes, but from drawn ones. That is, to study the types of projections and learn to «rotate» the object in the head.

    Includes 24 activity pages and 8 sheets of stickers that can be re-glued multiple times. Exercises are built on the principle of gradual complication, so it is better to perform them sequentially.

    16. Chess Fundamentals and Logic in 3 parts

    A story with a fascinating plot in a playful way introduces the child to chess pieces and the principles of their movement, explains the basic rules, teaches to navigate the board and see the field through the eyes of an opponent. It also develops logic and spatial thinking.

    How to choose a manual for a preschooler

    Svetlana Voskresenskaya, author of textbooks for preschoolers and elementary school:

    1. Understandability

    As a parent, everything in the manual should be clear to you. If you yourself do not understand what is in it, preparation for school, instead of benefit, can lead to conflict and unwillingness to learn. Pay attention to whether there are hints, explanations in the notebook.

    Let’s look at an example. You decided to teach your child to write capital letters. We bought a manual, which does not contain a detailed explanation of how to write correctly. That’s why you ask to circle the letters. As a result of such actions, the child learns to write incorrectly, comes to school, and begins to have difficulties.

    2. Is the child’s allowance interesting? The leading activity of a preschooler is a game, and a game is always emotions and interest.

    Whereas learning is overcoming difficulties and not always an exciting process. Sometimes the child does not understand why it is necessary to study.

    At the initial stages, the educational process should be organized by a parent, educator or other person who deals with the child. Because for successful learning you need to interest, for example, by offering to play.

    3. Is there any potential for development

    It is possible to perform mechanical actions, such as counting objects, but interest will quickly disappear. That is why the manual should contain additional tasks that allow you to form your horizons, develop memory, attention, empathy and, most importantly, imagination. It is very important for a child to be able to fantasize, invent and think out something.

    If the manual contains tasks for the development of logic and thinking, it is advisable for the child to complete them together with their parents. Ask leading questions, if you have any difficulties, explain and encourage.

    4. Does the manual allow you to organize a change of activities

    An ideal scheme for learning: pee — play — draw. For example, you teach a child to write elements of capital letters — you have a series of sticks with roundings. Offer to color what you got. Or draw a symbol — our rounded stick can turn into a carrot, a flower, and so on. In other words, it is necessary to give the child the opportunity to work with one element in different ways. The main thing is to keep the game form of the lesson.

    When teaching at home, try to follow the following rules:

    1. Sit correctly in a chair at a table.
    2. Write with a pencil (plain or colored).
    3. Do not force to study longer than the child can. Let him work for five minutes, and then change the type of activity.
    4. Items that you used in school can be transferred to the game. For example, if a child has learned to draw lines from top to bottom and bottom to top, he can use the same lines to make a drawing. In the meantime, the child is drawing, you can come up with stories about paths, ships, flowers, ornaments. The main thing is that the child sees that what he has learned while working with prescriptions will be useful to him in life.
    5. Consider the age and characteristics of the child. All children are different. One preschooler is ready to write as early as 3 years old, and the other only at six.

    Cover image: fizkes / shutterstock

    Why do children write in reverse? Prevention and correction of mirror writing of numbers and block letters.


    Vasilyeva Galina Sergeevna,


    Kindergarten No. 22 «Blue Bird» k/v»


    Most studies of mirror handwriting in children are conducted on special samples — for example, they study mirror writing in the context of dysgraphia or the phenomenon of right-handed writing with the left hand. It is believed that mirror writing — that is, from right to left for most European peoples — is associated with insufficient formation of spatial thinking, primarily in relation to their own body, when children confuse the right and left hands, as well as insufficient formation of the functions of visual analysis and synthesis and even by learning to write in block letters too quickly, because of which children do not have time to reliably learn the relationship between the shape of a letter and its meaning.

    However, recent studies have shown that the so-called «Leonardo handwriting», named after the genius who preferred to keep his numerous diaries in mirror handwriting, is also found in children with typical development. In children with dysgraphia, specific features of the perception of 3D three-dimensional (three-dimensional) spaces are recorded in the form of space defects in the right and / or left field, at the border of central and peripheral vision. Moreover, only in the near 3D space (this distance is from 0 cm to 30-40 cm). In the “defect window”, the space is located in the form of a reverse perspective. In these spaces, the image is mirror inverted. Therefore, when a child in the process of writing a letter or number falls into the defect zone, he writes it “as he sees”, that is, in a mirror image. It can be assumed that children with dysgraphia have impaired perception of 3D volumetric three-dimensional spaces. Moreover, it is the near space. In the far space, violations can either be fixed or absent. In the near 3D space there is a defect in the form of a kind of «window» in which the reverse perspective is located, or the so-called «Lobachevsky spaces». In these spaces, the image is mirror-flipped both vertically and horizontally. When a child in the process of writing a letter or number falls into the defect zone, he writes it «as he sees it», that is, in a mirror image.

    Apparently, the discovered patterns of perception disorders, on the one hand, expand our understanding of the pathophysiological mechanisms of dysgraphia in children and can be one of the diagnostic criteria. On the other hand, the detected pathognomonic phenomena can serve as a marker of the effectiveness of psychophysiological and/or neuropsychological correction.

    When copying from a sample, children make much fewer mirror errors than when writing from memory. The phenomenon of mirror writing can occur along with a number of other errors at a certain stage in the development of writing skills in all children with normal development. At the same time, it is not individual psychological factors, right- or left-handedness and the sex of the child, but context factors that play a big role: for example, what the child wrote before, and even in what part of the page he started writing0017

    Mirror writing of letters and numbers is one of the types of optical dysgraphia, which is based on:

    to oneself and to each other;

    • insufficient formation of visual analysis and synthesis;

    • insufficient formation of letter gnosis.

    Such problems are more common in children 6-7 years old and are detected when teaching them to write. the moment of teaching him to read and write, he did not acquire the ability to compare objects in size and shape; he is poorly oriented in the spatial arrangement of objects in relation to himself and to each other (confuses the right and left sides, makes mistakes in understanding the meanings and using prepositions denoting the location of objects in space) , then it will be difficult for him to assimilate and differentiate thin no differences between optically similar letters.

    There are 33 letters in the Russian alphabet and writing 23 of them causes difficulties due to the properties of mirroring. Mirror writing of letters is typical of those children whose left hand is leading, but who were “retrained” to the right. These children often write individual letters, and often even a line as a whole, from right to left. They also tend to write letters and numbers from bottom to top.

    The prerequisites for «mirror» writing can be identified at preschool age, when the child is not yet literate. In this case, special attention should be paid to those children who prefer to use their left hand more.

    One of the ways to identify such prerequisites is to take two pencils, put one of them on the table in a vertical direction, and attach the other to it on the right side at a right angle. Ask the child to look at your sample and do the same with two other pencils. Perhaps he will put the pencil on the left side, that is, «mirror». The same thing can happen in the process of drawing various simple objects, figures — a child can reproduce the samples offered to him in a mirror.

    With the beginning of school education, such children will reproduce alphabetic characters in the same way. This speaks of the stable nature of the child’s difficulties and, at the same time, of the unsystematic nature, as if by chance, of their manifestation in relation to individual letters. All this testifies to the general lack of formation of spatial representations against the background of which the correct or mirror spelling of individual letters is largely random. Therefore, you need to think not so much about individual letters, but about the need to solve the problem as a whole. And it is necessary to solve it precisely at preschool age, not expecting the appearance of persistent violations of the letter, but trying to prevent them, if possible. It is important to take into account that the stable predominance of the left or right hand is finally formed by about 6 years. If the left hand turns out to be dominant, then regardless of which hand the child will write with, he requires special attention in this respect.

    Before the work on distinguishing between the correct letter and its counterpart, a preparatory stage is carried out, which helps to develop children’s orientation in space, on themselves and on a sheet of paper.

    You should start here with the education of a clear differentiation of the right and left hands (Which hand is your right? And which is your left?). Then they learn to navigate in their own body, that is, they cultivate the ability to accurately find their right ear, right eye, left leg, right cheek, etc.

    The next stage of work is the development of orientation in the surrounding space in terms of taking into account its right and left sides. The child needs to be explained that all those objects that are closer to his right hand are to his right, and those that are closer to his left hand are to his left. After that, the child is asked questions about the location of various objects. (Where is the door, to your right or left? And the window? Why do you think so?) When the child learns to accurately answer such questions, you can move on to determining the location of objects in relation to each other.

    For example: a notebook to the right of the book (and not to the child), a pen to the left of the notebook, etc. sticks, you need to write a horizontal stick and an oval in the letter u, etc. It is not advisable to start working with such a child immediately from learning the lettering styles. Work to prevent «mirror» writing should be carried out in several directions.

    To correct «mirror» writing, it is effective to use the following types of work:

    • reproduction of standard letters by children using cards, stencils, cubes;
    • accompaniment by a finger along the letter, along the line of the letter
    • tracing a letter with a finger in the air with visual support and with a sound guide (pronunciation)
    • writing graphic dictations (dot, two cells up, one cell to the right, one cell down, one cell to the left). The main thing is to arouse interest in the child.
    • improvement of spatial and temporal orientations on oneself, on a sheet of paper, development of abilities for memorization, automation and reproduction of series, including several different movements, pronunciation (seasons, days of the week).
    • development of fine motor skills of hands using massage and self-massage of fingers, games with fingers, tracing, hatching, working with scissors, plasticine.
    • development of tactile sensations through dermalexia, preventive work to prevent dysgraphia (you need to find out which letter was “written” on the back, on the arm, in the air with the child’s hand, recognize the letters by touch, etc.)
    • expansion of the field of view of the child.
    • development of constructive praxis by modeling letters from sticks, from elements of letters, reconstructing letters. For example: from the letter P, you can make the letter H by moving one stick. Definition of letters that can be laid out from three (I, A, P, N, C, F) and from two elements (G, T, K). Designing letters from elements: oval, semi-oval, long and short stick.

    Children must clearly understand the concepts of «up», «down», «right», «left».

    • to achieve this goal, different games should be played, up to laying out various figures and ornaments.
    • search for letters overlapping each other.
    • selection of letters written one against the other.

    At the final stage of the work, you can move on to written exercises.

    • writing mixed letters from dictation. Letters are dictated in an indefinite sequence to exclude the possibility of guesswork, for example: E, E, E, E, E, E, E, etc. Before writing each letter, the child must say what elements it consists of, in which direction it is directed — «looks».
    • after the disappearance of errors when writing individual letters, you can move on to writing syllables, and then words with these letters.

    To facilitate the difficult task facing the child of mastering the correct style of letters, it is better to selectively work only on those letters that can be affected by «mirror image».

    The fact is that many printed and some handwritten letters are completely symmetrical, which makes it impossible to write them «mirror». These printed letters are: A, D, Zh, M, N, O, P, T, F, X, W. These 11 letters can be completely excluded from the exercises, which will immediately make the work more focused and less voluminous. Then the child needs to be explained that in most cases the elements of the letters are written on the right. This applies to the following letters: B, C, G, E, I, K, R, C, C, U, S, b, b, Y. The child still has to remember those 6 letters that are “turned” to the left side: 3, L, U, H, E, I.

    At the final stage of the work, written exercises are widely used, since it is precisely in ensuring the correct spelling of letters that the ultimate goal of all work consists. In the process of performing written exercises, you need to carefully monitor both the direction of the letter as a whole (the line is filled from left to right) and the way each letter is written: elements in letters are added only on the right side and in the direction from top to bottom. It is important to see the writing process itself, and not be content with just a ready-made “look”, even if the letters are correctly written. As written exercises, you can use writing under the dictation of individual letters, then syllables and words with these letters. If there are no errors, you can proceed to the recording of proposals.

    Similar work is carried out with the «mirror» writing of numbers. Experience shows that all numbers can be «mirror» depicted. «Mirror» in mathematics manifests itself very clearly, since much more often it is necessary to act in a given direction, especially when constructing geometric figures and in calculations.

    It should be remembered that even after carrying out complex correctional work, it is necessary to carefully monitor the written work of the child.

    And for teaching mathematics, an amazing invention of mankind is used — notebooks in a cage. Every adult should remember that a child needs to be taught how to use the cells: to be able to count the required amount up — down, right, left, step back a cell down, three cells in a given direction. In a word, to teach to observe a single spelling regimen. This is the first step for a child to master the written calculation in a column! If the child finds it difficult to work in the cells, then when working with multi-digit numbers, with written addition and subtraction, written multiplication and division, errors will appear due to the shift of the record in the cells.

    So, the problem of «mirror» writing requires close attention of us adults. Not only the teacher can help the child, but also the parents.


    •M. M. Bezrukikh, S. P. Efimova. «Do you know your child?» schoolchildren”, St. Petersburg from “Soyuz” — 003

    •Mazanova EV “Speech therapy. Optical dysgraphia» — notebook No. 5. Aquarium 2004

    • Paramonova L. G. “Prevention and elimination of dysgraphia in children”

    • St. Petersburg from Soyuz — 2004

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    Methods and techniques for working on a proposal

    Osipova V.M., speech therapist, preschool educational institution No. 32 «The Scarlet Flower», Rezh, Sverdlovsk region.
    In the preschool group, children must learn to analyze and synthesize sentences. This work contributes not only to the preparation for literacy, but also to the general speech and mental development of children. Without it, the student’s idea of ​​a word is indefinite, and the ability to analyze the verbal composition of a sentence develops very slowly.
    Since preschoolers do not have knowledge of syntax, teaching the correct construction of sentences should be carried out practically. This is the culminating process of speech formation with its underdevelopment.
    Each child of the speech group must master the ability to divide a sentence into words, name the number of words in it, any word in order, come up with a sentence for a given number of words, make a deformed sentence, write down the sentence graphically.
    We advise you to start by isolating sentences from the story and counting their number. After listening to how many times the voice was lowered, the children will determine the number of sentences. Then the sentences need to be memorized, naming the first, second, etc. in order. At the same time, children lay out sticks or bend their fingers. Next, the speech therapist must bring in signal cards indicating the proposal.
    In the next step, children learn that a sentence is made up of words. The basis of the proposed methodology is the variants of the game «Live Words». Each child depicts a “living word”, and all children must understand that a sentence consists of words.
    It is recommended to use tasks that develop the ability to analyze and synthesize sentences.
    1. Make sentences of two or three words. Come up with a sentence about a house, about an object made of paper, iron, wood.
    2. Repeat only the first two words in the given sentence. The autumn forest is beautiful.
    3. Replace the last word with another. The girl is feeding the chickens.
    4. Compose an offer according to the given scheme.
    5. Compose a sentence with the given key words. Fluffy … spinning.
    6. Repair the deformed sentence.
    7. Make a sentence with compound words. Ice drift, beekeeper, snowfall.
    8. Compose a complex sentence with conjunctions and write it down graphically. The boy fell because he stumbled.
    9. Independently construct a proposal for this beginning. Birds fly south when…
    10. Combine simple sentences into one complex one. Wintering sparrows… Migratory starlings…
    11. Unravel sentences-fables «Confusion». A red crocodile is flying. — A green crocodile is crawling.
    12. Make a sentence from «living words».
    13. Make a proposal for an illustration or illustrative-graphic record.
    14. Make a three-word sentence by adding your own words. Cat, boy, garden.
    Annual plan for work
    on proposal
    3 weeks. Isolation of a sentence from speech: reading a story, fairy tales.
    4 weeks. Learning a short story. Name the proposal in order.
    1 week. Inventing a story from a picture, counting the number of sentences in it.
    2 weeks. Naming the sentence in the story in order (sticks are superimposed on the sentence).
    3 weeks. Work with a graphic image of the proposal on the cards.
    4 weeks. Laying out card signs according to the number of sentences in the story.
    1 week. Count sentences in a story. The counting is carried out «in the dark»: the children put their heads on the table, close their eyes and raise the required number of fingers.
    2nd week. Dividing sentences into words, determining their number.
    3 weeks. The game «Live words». Children count the words in a sentence, understand their sequence,
    separate spelling.
    4 weeks. Chorus game. Children must understand that all the words in a sentence are in their places and are not pronounced at the same time, but in order.
    1 week. Acquaintance with the graphic image of the word.
    2 weeks. Acquaintance with the graphic representation of the sentence, determining the ordinal place of the word in it. Work is carried out individually and with the whole class.
    3 weeks. Games «Words are lost», «Words are lost».
    4 weeks. Making proposals for demonstration and action. Differentiation of concepts word — sentence.
    1 week. Making proposals on the topic «New Year».
    2 weeks. Adding words to a sentence to make it longer. The game «Live words» is used.
    3 weeks. Spreading the sentence with questions.
    4 weeks. Spreading sentences with the Add Word game. Acquaintance with the preposition and its graphic representation.
    1 week. Correction of a deformed sentence with the help of the game «Which word got lost-
    2 weeks. Mastering the concept of the length of a sentence, compiling its graphic record.
    3 weeks. Asking questions for each word in a sentence according to the model.
    4 weeks. Coming up with proposals according to the graphic scheme.
    1 week. Coming up with sentences of two or three words according to the picture «Spring».
    2 weeks. Restoration of a deformed sentence. The game with Dunno is used.
    3 weeks. Compilation of sentences with compound words (ice drift, snowfall). Their graphic record.
    4 weeks. Compilation of complex sentences with conjunctions to, because.
    1 week. Independent construction of proposals for this beginning.
    2 weeks. Combining simple sentences into one complex one with the help of the union a: Sparrows are wintering birds, and swallows are migratory birds.
    3 weeks. Drawing up proposals for illustrative and graphic records.
    4 weeks. Unraveling sentences-fictions «Confusion». Independent inventing of fables.
    1 week. Making proposals with a preposition. Various intonations are used.
    2 weeks. Graphic recording of sentences with prepositions.
    3 weeks. Games «Preposition in a sentence», «Who will ride what?».
    4 weeks. Graphic dictation.
    Sample lesson notes
    Sentence extraction from speech

    • Mastering the concept of a sentence.
    • Learning to count the number of sentences in a story.
    • Memorizing sentences.
    • Differentiation of vegetables and fruits.

    1. Toys: Parsley, dolls.
    2. Chips.
    3. Subject pictures.
    4. Vegetables, fruits.
    * * *
    Organizational moment
    Speech therapist. Today I came to the kindergarten early and brought Petrushka. Look, he has a story in the envelope. Let’s read it.
    Autumn has come. The fields were harvested. Birds fly south. The animals are getting ready for winter.
    Children, come up with a title for this story. (Hangs up pictures on the board depicting the four seasons.) Choose a picture about autumn on the board.
    The children are doing the task.
    The concept of the proposal
    Speech therapist. Guys, Petrushka was at school today and found out that any story, fairy tale, and just our speech consists of sentences.
    Parsley. May I read the first sentence in the story? (Reads. ) And now the second and third. (Reads.)
    Speech therapist. Children, can you count how many sentences are in the story? Let’s set aside chips for each sentence in the story.
    The speech therapist reads the story again, the children set aside chips and count them.
    The game «Smart tape recorder»
    The tape recorder is portrayed by all the children of the group.
    Speech therapist. Tell me guys, can you remember all the sentences in the story? Let’s show Petrushka how we can do it. Let’s play the game «Smart Tape Recorder». The first time you «write down» the first sentence, the second — the second, and so on. And then I’ll say, “Turn on the tape recorder,” and each row will repeat the recorded sentence in turn. And together you get a story about autumn. Here Petrushka will be surprised!
    Children are doing a task.
    Vegetable differentiation
    and fruits
    Dolls with bodywork enter. Put fruits and vegetables on the table.
    Speech therapist. Guys, dolls went to the garden and garden. They gathered vegetables from the beds, and fruits from the trees. Help them put vegetables in one box for the Gardener doll, and fruit for the Fructoninka doll.
    Children arrange vegetables and fruits in baskets and explain their choice.
    Game «What did grandma
    buy at the market?»
    Speech therapist. Now we will play the game «What did Grandma buy at the market?». Try to guess my riddles. It grows on a tree. It tastes sweet, round, red. What is this fruit?
    Children. Apple.
    In the same way, riddles about all vegetables and fruits are guessed.
    The result of the lesson
    Speech therapist. Look, guys, while we were playing, Petrushka left and took the envelope away. What was in it?
    Children. Story.
    Speech therapist. And what does the story consist of?
    Children. From suggestions.
    Speech therapist. You are great, you learned and understood everything. And tomorrow, come up with a little story about vegetables at home too. Then in the kindergarten we will count how many proposals there are.
    Getting to know the
    graphic representation of sentence

    • Making up stories from pictures.
    • Graphic representation of the offer.
    • Memorizing sentences in order using pictograms.

    1. Sound letters.
    2. Cards with a graphic representation of the offer.
    3. Banks with «juice».
    4. Pens, notebooks.
    * * *
    Organizational moment
    Speech therapist. The guys, Pinocchio and Malvina sent us sound letters today. Let’s first listen to Pinocchio’s letter.
    Pinocchio reads in a «wooden» voice, without intonational formalization of sentences, without pauses between them.
    Good autumn in the garden. Ripe pears and apples just ask for your mouth. Quickly take the basket and collect fruit. Mom will be happy with the harvest.
    Guys, did you understand what Pinocchio wrote?
    Children. No.
    Speech therapist. Now listen to how Malvin reads this letter.
    Malvina’s letter sounds.
    Why did we understand well what Malvina was reading? That’s right, she read expressively, separating one sentence from another. Can you count the sentences in this story? Who’s to say how many there are?
    Children. Four.
    Graphic representation of the sentence
    Speech therapist. Guys, I brought you cards today with an offer. (Gives out cards.) The corner is a capital letter at the beginning of a sentence, because the first word in a sentence is always capitalized, and at the end is a period.
    Now I will read the story of Pinocchio and Malvina again, and you will lay out your cards for each sentence. Then we count how many sentences are in the story.
    Children are doing a task.
    Drawings on the topic of sentences
    Speech therapist. To better remember the story, we will make a small drawing for each sentence, which will then help you remember it and tell your mother in the evening.
    Children for each sentence make a small sketch of its content.
    And now let’s remember the whole story. The first drawing is a garden, remember the sentence: It’s good in the autumn in the garden. The second picture — apples, pears, the whole sentence: Ripe pears and apples just ask for your mouth. Etc.
    Composing stories
    by pictures
    There are pictures on the table. Each child has their own.
    Speech therapist. Children, make up stories from your pictures. Lay out as many diagram cards as you have sentences in your story. Each person completes the task independently.
    Next, the speech therapist checks all the stories with the children. One child writes sentences graphically on the board.
    Tasty Juice Game
    There are jars with various «juices» on the table.
    Speech therapist. Mom made delicious pear juice for the winter. How else can it be called? What juice?
    Children. Pear.
    Speech therapist. And which apple? From plums? Etc.
    Children answer each question.
    The result of the lesson
    Speech therapist. What cards are on your table?
    Children. These are proposal plans.
    Speech therapist. How did you guess what this offer was?
    Children. It starts with a capital letter and ends with a dot.
    Acquaintance with the vocabulary
    composition of the sentence

    • Consolidation of knowledge that a thought is expressed by a sentence, which consists of words.
    • Introduction to a one- or two-word sentence.
    • Determining the place of each word in a sentence.

    1. Toys (airplane, paddle, matryoshka, rocket).
    2. Cashiers with a graphic representation of sentences and words.
    3. Pens, notebooks.
    * * *
    Organizational moment
    Speech therapist. Today we will get acquainted with the vocabulary of the sentence. (Shows a toy plane.) What word can you call this toy?
    Children. Airplane.
    Speech therapist. That’s right, now tell me about the plane in two words.
    Children. The plane is flying. The plane is buzzing. The plane is big.
    Speech therapist. We’ve got an offer.
    Compilation of short sentences

    Speech therapist. Seryozha, tell me your proposal about the plane.
    Serezha. The plane has landed.
    Speech therapist. How many words are in it?
    Serezha. Two words.
    Speech therapist. Say the first word, then the second.
    The child names the words.
    I will now take a toy and make a suggestion about it. (Takes a spatula.) Spatula. How many words are in my sentence?
    Children. One.
    Speech therapist. Is it a long sentence or a short one? Does it have many words or few?
    Children. Short, one word.
    Speech therapist. Now I will show the toys, and you come up with sentences with their names.
    Children come up with sentences about nesting dolls, a rocket, count the number of words, name the first, second words.
    The game «Live Words»
    Speech therapist. Guys, let’s play the game «Live Words». You, Misha, will be the word rocket. And you, Dasha, the word flies. Name your words, first Misha, then Dasha. How many words are in this sentence? What is the first?
    Children. There are two words in the sentence. The first word is rocket.
    Speech therapist. And the second?
    Children. Flies.
    Graphic record
    Speech therapist. You see, guys, in a sentence, the words are arranged one after another. I’m going to write this sentence down on the board in dashes. Each dash will mean a word, a corner is a capital letter, and a dot at the end. Write down the sentence Rocket flies in notebooks.
    Children are doing a task.
    You have the same cards at the box office. Find which card means the first word (with a corner) and which one means the last (with a dot). You must post a sentence Matryoshka stands.
    The children are doing the task.
    Sasha, draw as many lines on the blackboard as there are words in this sentence.
    The child is doing a task.
    Well done, Sasha, you wrote down the proposal. How many words are in it? What is the first word? What is the second?
    Children answer questions.
    The result of the lesson
    Speech therapist. Guys, today you learned
    days that a sentence consists of words, and the words are arranged one after another. Learned how to write down a sentence and make it from cards. All of you were great, everyone tried, and everything worked out for you!
    Compilation of sentences
    with given words
     Learning to compose various sentences for the task.
     Consolidation of the ability to graphically record a sentence, make sentences with cards.
    1. Narrative pictures, toys.
    2. Notebooks, pens.
    3. Cash desks with signals.
    * * *
    Organizational moment
    Speech therapist. Today we will come up with proposals. I came up with a suggestion about a cat. It starts with the word cat. Guys, can you guess my offer? (Hangs up pictures on the board. )
    Children. The cat meows. The cat is drinking milk. The cat caught the mouse.
    Speech therapist. Well done, guys, you came up with different proposals, but I had this: The cat is playing. Let’s write it in notebooks and have someone write it on the blackboard.
    Children write in notebooks. One child writes on the board with comments.
    Child. The first word is cat, the second word is playing, there are two words in this sentence.
    Main part
    Speech therapist. Now guys, make up a sentence with the word boy. Sasha will not tell us his offer, but we will try to guess it.
    Children. The boy is playing. The boy bathes in the river. The boy is reading.
    Speech therapist. Tell me, Sasha, did the children guess your offer? What did you come up with?
    Sasha. Didn’t guess. I came up with The boy teaches lessons.
    Speech therapist. Here is a good sentence Sasha composed. Let’s count how many words it contains. For each word, you need to get a card from the cash register and lay out a sentence.
    Children (lay out a sentence from cards). There are three words in this sentence. The first word is a boy, the second is teaching, the third is lessons.
    Speech therapist. You did everything right, guys, well done.
    Now make up a sentence about chicken.
    Children. The chicken pecks at the grain.
    Speech therapist. Who is this proposal talking about?
    Children. About the chicken.
    Speech therapist. What is said about the chicken?
    Children. That she pecks at the grain.
    Speech therapist. You see, guys, in the sentence the subject is not only called, but something new, interesting is said about it. From this sentence, we learn that the chicken pecks at the grain. Listen again: grandmother, granddaughter, loves. Did I make an offer?
    Children. No.
    Speech therapist. That’s right, this is not a sentence, but just individual words. To make a sentence, the words must be correctly arranged so that the words are friends. Masha, try to say a sentence about your grandmother.
    Masha. Grandmother loves her granddaughter.
    Speech therapist. Very well, we found out that the grandmother loves her granddaughter. And now Natasha will come up with a proposal about her granddaughter.
    Natasha. Granddaughter loves her grandmother.
    The result of the lesson
    Speech therapist. So, guys, we have learned how to make sentences, write them down correctly, lay out cards. What did you like about the lesson, and whose suggestion did you remember? Come up with a suggestion for your favorite toy at home.
    Children answer questions.
    List of used and recommended literature

    Gvozdev A.N. Formation of the grammatical structure of the Russian language in a child. M., 1949.
    Efimenkova L.N. Correction of oral and written speech of primary school students. M., 1991.
    Kashe G.A., Filicheva T.B. Program for teaching children with underdevelopment of the phonemic structure of speech. M., 1978.
    Lopukhina I.S. 550 exercises for the development of speech. SPb., 2000.
    Lvov M.R. Speech of younger schoolchildren and ways of its development. M., 1975.
    Seliverstov V.I. Games in speech therapy work with children. M., 1987.

    Russian language lesson on the topic «Autobiography. The order and connection of words in a simple common sentence». 10th grade

    Purpose: Consolidate the knowledge of graduates
    schools on literate drafting and writing
    curriculum vitae for employment;


    • teach to put into practice knowledge about
    • to form the ability to apply when compiling
      autobiographies simple common
    • fostering interest in the subject;
    • correction and development of written speech;
    • development of visual perception through
      making sentences from words


    • explanatory dictionary,
    • stand with forms, writing samples
    • task cards,
    • workbook “Business letter” by A. M. Shekhirev
      (notebook on writing and speech development for students 5-9
      classes of special (correctional)
      educational institutions of the VIII type (Appendix

    Course of the lesson

    I. Organizational moment.

    Wellness minute — exercise

    Movements are performed under the words of the teacher:

    • Standing, feet together, arms down, back straight
    • Inhale and exhale calmly, smoothly
      put your hands up.
    • Hold them with palms facing each other, fingers together.
    • Stretch your whole body. Imagine a strong
      strong tree.
    • A tall trunk stretches towards the sun.
    • The body, like a tree, is filled with strength,
      cheerfulness, health.
    • Put your hands down, relax.

    Well done! I like your attitude to work.
    They sat down quietly.

    II. Checking homework.

    1. Updating knowledge.

    — What is the difference between a simple sentence and

    — What is the difference between simple common
    and simple uncommon sentences?

    2. Characteristics of proposals.


    1) I was born in Kolchugino.

    2) Girls become seamstresses, while boys
    learn carpentry.

    3) Holidays have begun.

    4) My mother works in a kindergarten.

    5) I live in a city that I love very much!

    III. Learning new material.

    1. Compiling a sentence from words given

    — To formulate the topic of our lesson,
    make up a sentence from the words given randomly.
    The words are given in their original form. If required,
    change the form of words.

    Lesson, on, today, to do, writing, we,

    — Are you familiar with the word autobiography?

    — What is an autobiography?

    2. Work with explanatory dictionary.

    — Find the meaning of the word autobiography in
    explanatory dictionary.

    3. Explanation of new material.

    An autobiography is a document in which
    a person consistently describes his life.

    — What does it mean sequentially? (In order, step by
    step, from birth to the present)

    When applying for a job, in addition to the application and
    education certificate,
    also provide an autobiography, the text of which
    should be brief, business-like, and
    usually consist of simple
    common suggestions.

    4. Write down the proposal and work on it.

    Today at lesson we will write
    autobiography. (simple, narrative, distribution)

    a) solving spelling problems;

    b) characteristics of the offer;

    c) analysis by members of the proposal, indicating
    parts of speech.

    5. Work on the topic of the lesson.

    a) defining autobiography styles;

    — Decide what style (artistic or
    business) written autobiographies?

    1 variant.

    Autobiography of Yuri Markovich Nagibin.

    I was born on April 3, 1920 in Moscow near Chistye
    ponds in the employee’s family.

    Literally, I owe everything to my stepfather,
    he taught me to read only good books.

    Until the age of eight, I wanted to become
    MUR agent. I didn’t know what it was, but I
    I liked the courageous sonority of these words.

    When I was eight years old, I dreamed of becoming a pilot. Then I
    passionately carried away by the «Three Musketeers». And then I
    For some reason I decided that I was interested in chemistry.

    After a short study at the Medical Institute, I
    moved to the screenwriting department of the Film Institute…

    2nd option.

    My name is Sergei Aleksandrovich Kozlov, I was born on June 3
    1985 in Moscow. My father, Alexander Kozlov
    Fedorovich, works as a trolley bus driver. Mother,
    Kozlova Tamara Ivanovna, works as a nurse in
    children’s city hospital.

    In 1992 I entered school No. 571 and graduated from it in
    2002. Studied carpentry and received
    carpentry profession.

    My address: Moscow, st. Ochakovskaya, 17, apt. 3.

    August 10, 2002 S. Kozlov

    — Which of these autobiographies is suitable for
    job device?

    b) familiarization with the structure of an autobiography;

    — Autobiography has its own structure. Having worked
    over the next exercise, we will be able to compose
    plan for writing.

    — Re-read the autobiography of a school graduate.
    What information is given in it?

    c) drawing up a plan;


    1. Title of the document.

    2. Last name, first name, patronymic.

    3. Date of birth (day, month, year).

    4. Place of birth.

    5. Information about parents (name, place of work).

    6. Information about education (where, when did you study).

    7. Acquired profession.

    8. Date, signature.

    — Every person’s autobiography over the years
    replenished and expanded. It indicates
    information about work activity (where, when and
    whom he worked), information about his own family (husband,
    wife, children).

    d) compiling one’s own autobiography orally
    according to plan;

    IV. Fizminutka.

    /Play music/

    — Let’s take a short break. Relax
    sit down at your convenience and listen to a pleasant
    melody. You can close your eyes and imagine yourself
    in the forest….

    — The moment of relaxation is over.

    V. Material fixing.

    1. Work in a workbook.

    — Read sample CV and highlight
    parts according to the plan. Ex 37, p25

    — Read the autobiography and answer the question:
    Why did the Human Resources worker return this

    2. Independent work.

    — And now you will try it yourself
    compose and write your autobiography.

    3. Individual work with weak students.

    /fill in your details on the completed form/

    I, _____________________________________________

    was born on

    My father, _________________________________________________

    works __________________________________________________

    My mother, _________________________________

    works _______________________________________________

    At 19…… I entered the

    and graduated in 20…..year.

    Gained a profession while studying at college


    3. Reading and analyzing some autobiographies

    VI. Homework:

    I, II group

    Exercise 39, page 26 / workbook /

    Arrange parts of autobiography

    III, IV group

    Ex. 38 (orally), write off the plan of the autobiography.

    VII. Summary of the lesson.

    1. Summary questions:

    — What did we work on during the lesson?

    — What is an autobiography?

    — What are the requirements for compiling
    autobiography for the admission of a school graduate to

    — From the proposed random data, make up
    curriculum vitae plan.

    2. Game “Guess who we are talking about?”

    1) I was born a long time ago in a small town on
    coast of the Mediterranean Sea in the family of a vagrant

    My father was an organ grinder, and his friend, an old
    Giuseppe, carpenter.

    When it’s time to go to first grade, dad
    Carlo sent me a new paper jacket and
    bright striped cap, bought a colorful alphabet and
    sent to school. ..

    2) I was born in an old village in a family
    writer. My dad, Charles Perrault, was a storyteller.
    Mom, a sweet woman, was a housewife and baked
    delicious pies that I often wore to my grandmother.

    When I was 10 I was eaten by Gray
    wolf, but good lumberjacks saved me…

    — Are these CVs suitable for admission to
    job? Why?

    3. Student grades.

    Rules for work in a notebook | Teaching aid (grade 2) on the topic:

    The school year has ended and all students received lists of works for summer reading. As a rule, when handing out lists of works, the teacher requires that everything read in the summer be written down in the Reader’s Diary. And this requirement to keep a Reader’s diary often causes indignation of parents, and consequently, the child begins to react negatively to this and does not fulfill the requirements of the teacher. Of course, this will not lead to anything good.

    Let’s see why and who needs a Reader’s Diary.

    Some parents say indignantly: “I am against reader diaries. This is a stupid writing out of the main characters, storylines — in general, sometimes I don’t remember who’s name and in the name of the author in parallel to me. I liked it — I read it — I forgot it. Based on this comment, it turns out that we read in order to forget?!

    Children read works not in order to forget, but in order to take some thought out of any work, to learn something new for themselves. In addition, very often the school holds various competitions, quizzes, intellectual marathons, in which you need to remember everything that you once read. If the child read and forgot, then, of course, he will not remember anything. Those. the book was read in vain, there was nothing left in my head.

    “Mine don’t need it, and she does it under duress. It doesn’t add to her love of reading.” Of course, if a child does it under duress, then this will not cause positive emotions. And the Reader’s Diary is not intended to develop a love of reading. He has a completely different goal — to teach the child to draw conclusions from what he read, to help the child better remember and understand the work.

    There are many supporters of keeping a Reader’s diary among parents. “In the beginning, black holes are good. It disciplines. This allows you to dot the i in what you have read, draw conclusions, at least two or three sentences. And, in the end, it helps to formulate your thoughts in writing. Quite rightly, it was noted that keeping a Reader’s diary disciplines and teaches you to draw conclusions about what you read.

    Another mother continues the same thought: “No, he definitely didn’t discourage us from reading or the ability to do it. But new skills, one might say, have appeared. It was clearly seen how in the 2nd grade it was generally bad with text analysis, they could hardly write a diary. But at 3 it was already easy.”

    So why do we need a Reader’s Diary after all?

    In elementary school, it is very difficult for students to formulate their thoughts, not only in writing, but even orally. Ask the child to say what he read about. At best, the child will begin to retell the text in great detail and it will drag on for a long time. And to say in one sentence what is written in this fairy tale, what this story teaches or the main idea of ​​the text to express students 1-2 and often even 3-4 grades will not be able to. They just don’t know how to do it.

    When keeping a Reader’s diary, a child needs to write down the main idea in a separate column and express it in 1-2 sentences. This means that the child learns to draw a conclusion and express it in a very short phrase.

    Making an analysis of the work, formulating a conclusion, the child better remembers the meaning of the work and, if necessary, he will easily remember this work.

    When writing down the author of the work, the main characters, the child remembers these data. If this work is read at extracurricular reading, during competitions, quizzes, the child, scrolling through his reader’s diary, will easily remember both the heroes of the work and the plot.

    By reading various works and writing down the general content in the reader’s diary, the child trains not only writing skills, but also learns to analyze the work, highlight the main idea of ​​the author, understand what the author wanted to convey to the reader with his work. The child develops reading skills, the culture of the reader.

    Parents, controlling the reading diary, can easily track the interests of the child, understand which genre or direction the child is more interested in and, if necessary, correct the direction of reading, offer the child books of a different genre.

    How to arrange a reader’s diary?

    There is no single requirement for the design of a reader’s diary at school. Therefore, each teacher introduces his own requirements. I will show you how I demand to keep a Reader’s Diary, and you yourself will choose the form of keeping a diary.

    The main goal of keeping a Reader’s Diary is not to burden the child and parents with additional work, but to teach them to draw conclusions and develop the culture of the reader. Therefore, the requirements for the Reader’s Diary come from this goal. Therefore, my design requirements are minimal. When keeping a reader’s diary, immediately after reading a work or chapter, if the work is large, write down your conclusions.

    For the Reader’s Diary, we take the most ordinary notebook, preferably not very thin, so that it is enough for the whole year, and not just for the summer. We draw it into several columns:

    ♦ date of reading,

    ♦ title of the work,

    ♦ author,

    ♦ main characters,

    ♦ «About what?» Here, with the help of parents, the child writes down the main idea of ​​the text in 1-2 sentences.

    When filled out regularly, it does not take much time, but it fixes the work well in the child’s memory. And then, when in the school year, we hold quizzes, extracurricular reading, children turn to their Reader’s Diary and remember what stories by N. Nosov they read, what characters are in fairy tales, authors of works and other data.

By alexxlab

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