Situation: Child 3, 4, 5, 6 years old. He loves children's books very much and enjoys reading them with his mother or grandmother. He remembers poems and can repeat word for word, but fairy tales can't retell. And it's the same with cinema. What's the matter: either he listens and looks inattentively, or he simply does not have a “sense of storytelling.”
Reasons why a child does not retell the text?
Such cases, as described above, were called by A. S. Makarenko “hypertrophy of syllogism.” What does it mean? Let's say some pedagogical tool is useful and good. And so, firmly remembering this, they begin to use it at every step, countless times. But any tool becomes dull from too frequent use, any medicine ceases to work if it is prescribed endlessly.
Oral retelling of what was read- only one of the techniques for developing speech, and you cannot use it all the time.
When a child listens to poetry, the rhythm and rhymes captivate him, just as we are captivated by a favorite song, he wants to repeat them in different modes, revel in the music of the verse, move to the beat of the meter of the verse (this is beautifully written in the famous book by K. I. Chukovsky “From Two until five"). Prose is another matter: here the child follows the development of events, worries about “what will happen next,” and then has difficulty remembering where it started and how it happened: he needs a fair amount of effort to translate the images of the fairy tale back into words and phrases.
If at the same time he managed to learn (and an adult showed him with his behavior, voice, sometimes even with his gaze) that he is being forced to tell a fairy tale “for fun” again, without interest in his story, then he will naturally become disgusted with it. After all, you yourself just listened to this fairy tale or even read it, why should he repeat it again? He could also retell the story to one of the children in the yard (after all, the storyteller needs to be listened to with interest and sympathy, and not for “testing”), but retelling it to mom for the umpteenth time, of course, is sickening, it’s better not to listen to anything at all and don't look, and then don't retell.
It is also possible that the child really does not have a “sense of storytelling,” that is, he does not like to share what he reads and sees with others, and does not find pleasure in other people’s attention and interest. However, most likely the point is that he is not tactfully asked to retell it.
Tricky tricks on how to teach a child to retell?
- Obviously to teach a child to retell, it is useful to continue reading and showing your baby books and films, since he likes them. But the retelling is not always required, but less often.
- The most important thing is to try to force the child to talk about what he has seen and read, as if by chance, in passing, not right away.
- Pretend that you forgot what you read; joke that your son has already forgotten what picture he saw in the morning (when he remembers the name, joke that he forgot something else, etc.);
- Try to start retelling the contents of the book to someone else in front of your child, and at the same time make mistakes: will the little storyteller correct you or not?
- Take the opportunity more often so that the story about what you read is addressed not to you, but to a guest or relative.
- Always be keenly interested in the retelling, support the little storyteller with forward questions, enter into an argument with him (“no, it wasn’t like that, in my opinion”), and then turn to the book and admit that you were wrong.
- In a word, learn to have a conversation about what you read (by the way, this is sometimes more difficult for adults to tell than for children).
- And remember: no dry tone, no orders or corrections from above, but more humor, affection, encouragement, encouragement, more variety in approaches and techniques.
The ability to retell a text not only demonstrates the level of speech development, but also shows how much the child can understand and analyze the text he heard or read. But for children, retelling the text often causes difficulties. How can you help your child overcome them?
There are two main reasons why a child may have difficulty retelling a text: problems with speech development or problems with understanding, analyzing and formulating what he heard. In the first case, the emphasis should be placed specifically on the development of speech and this should be done not with the help of retelling, but with the help of more simple games on speech development. But in the second case, it is the child’s ability to retell the text that needs to be trained.
We present to your attention short stories, with the help of which you can easily teach your child to retell texts.
GOOD DUCK
V. Suteev
The duck and ducklings and the hen and chicks went for a walk. They walked and walked and came to the river. A duck and ducklings can swim, but a hen and chicks cannot. What to do? We thought and thought and came up with an idea! They swam across the river in exactly half a minute: a chicken on a duckling, a chicken on a duckling, and a chicken on a duck!
1. Answer the questions:
Who went for a walk?
Where did the duck and ducklings and the hen and chickens go for a walk?
What can a duck do with its ducklings?
What can't a hen do with her chicks?
What did the birds come up with?
Why did they say “kind” about the duck?
The birds “swimmed the river in half a minute,” what does this mean?
2. Retell.
SLIDE
N. Nosov
The guys built a snow slide in the yard. They poured water on her and went home. Kotka didn't work. He was sitting at home, looking out the window. When the guys left, Kotka put on his skates and went up the hill. He skates across the snow, but can’t get up. What to do? Kotka took a box of sand and sprinkled it on the hill. The guys came running. How to ride now? The guys were offended by Kotka and forced him to cover his sand with snow. Kotka untied his skates and began to cover the slide with snow, and the guys poured water on it again. Kotka also made steps.
1. Answer the questions:
What did the guys do?
Where was Kotka at that time?
What happened when the guys left?
Why couldn't Kotka climb the hill?
What did he do then?
What happened when the guys came running?
How did you fix the slide?
2. Retell.
AUTUMN.
In autumn the sky is cloudy and overcast with heavy clouds. The sun barely peeks out from behind the clouds. Cold, piercing winds are blowing. The trees and bushes are bare. Their green outfit flew around them. The grass turned yellow and withered. There are puddles and dirt all around.
1. Answer the questions:
What time of year is it now?
What is described in the story?
What is the sky like in autumn?
What is it tightening with?
What is said about the sun?
What happened to the grass in the fall?
And what else distinguishes autumn?
2. Retell.
HEN.
E. Charushin.
A hen and her chicks were walking around the yard. Suddenly it started to rain. The chicken quickly sat down on the ground, spread out all its feathers and cackled: “Kwoh-kwoh-kwoh-kwok!” This means: hide quickly. And all the chickens crawled under her wings and buried themselves in her warm feathers. Some are completely hidden, some have only their legs visible, some have their heads sticking out, and some only have their eyes peeking out.
But the two chickens did not listen to their mother and did not hide. They stand there, squeal and wonder: what is this thing dripping on their heads?
1. Answer the questions:
Where did the hen and her chicks go?
What's happened?
What did the chicken do?
How did the chickens hide under the chicken's wings?
Who didn't hide?
What did they do?
2. Retell.
MARTIN.
The mother swallow taught the chick to fly. The chick was very small. He flapped his weak wings ineptly and helplessly.
Unable to stay in the air, the chick fell to the ground and was seriously hurt. He lay motionless and squeaked pitifully.
The mother swallow was very alarmed. She circled over the chick, screamed loudly and did not know how to help him.
The girl picked up the chick and put it in a wooden box. And she put the box with the chick on a tree.
The swallow took care of her chick. She brought him food every day and fed him.
The chick began to recover quickly and was already chirping cheerfully and cheerfully flapping its strengthened wings.
The old red cat wanted to eat the chick. He quietly crept up, climbed the tree and was already at the very box.
But at this time the swallow flew off the branch and began to fly boldly in front of the cat’s very nose.
The cat rushed after her, but the swallow quickly dodged, and the cat missed and slammed to the ground with all its might. Soon the chick completely recovered and the swallow, with joyful chirping, took him to his native nest under the neighboring roof.
1. Answer the questions:
What misfortune happened to the chick?
When did the accident happen?
Why did it happen?
Who saved the chick?
What is the red cat up to?
How did the mother swallow protect her chick?
How did she take care of her chick?
How did this story end?
2. Retell.
BUTTERFLIES.
The weather was hot. Three butterflies were flying in a forest clearing. One was yellow, the other was brown with red spots, and the third butterfly was blue. Butterflies landed on a large beautiful daisy. Then two more colorful butterflies flew in and landed on the same daisy
It was cramped for the butterflies, but it was fun.
1. Answer the questions:
Who is the story about?
What is said first?
What were the butterflies like?
Where did the butterflies go?
What kind of chamomile was it?
How many more butterflies have arrived?
What were they like?
What does it say at the end?
2. Retell.
GRANDCHILDREN HELPED.
Grandmother Nyura's goat Nochka has disappeared. Grandma was very upset.
The grandchildren took pity on their grandmother and decided to help her.
The guys went into the forest to look for a goat. She heard the guys' voices and went towards them.
Grandma was very happy when she saw her goat.
1. Answer the questions:
Who is the story talking about?
Why was Grandma Nyura upset?
What was the goat's name?
What did the grandchildren decide to do? Why?
How was the goat found?
How did this story end?
2. Retell.
SHAME ON THE NIGHTINGALE.
V. Sukhomlinsky.
Olya and Lida, little girls, went into the forest. After a tiring journey, they sat down on the grass to rest and have lunch.
They took bread, butter, and eggs out of the bag. When the girls had already finished lunch, a nightingale began to sing not far from them. Enchanted by the beautiful song, Olya and Lida sat, afraid to move.
The nightingale stopped singing.
Olya collected the remains of her food and scraps of paper and threw them under a bush.
Lida wrapped the eggshells and bread crumbs in newspaper and put the bag in her bag.
Why do you take trash with you? - Olya said. -Throw it under the bush. After all, we are in the forest. Nobody will see.
“I’m ashamed... in front of the nightingale,” Lida answered quietly.
1. Answer the questions:
Who went to the forest?
Why did Olya and Lida go into the forest?
What did the girls hear in the forest?
What did Olya do with the garbage? And Lida?
Why is the story called “Ashamed Before the Nightingale?
Whose action do you like better? Why?
2. Retell.
FRIENDSHIP.
In the summer, a squirrel and a bunny were friends. The squirrel was red, and the bunny was gray. Every day they played together.
But then winter came. White snow fell. A red squirrel climbed into a hollow. And the bunny climbed under a spruce branch.
One day a squirrel crawled out of a hollow. She saw the bunny, but did not recognize him. The bunny was no longer gray, but white. The bunny also saw a squirrel. He didn't recognize her either. After all, he knew the red squirrel. And this squirrel was gray.
But in the summer they get to know each other again.
1. Answer the questions:
When did the squirrel and the bunny become friends?
What were they like in the summer?
Why didn't the squirrel and the bunny recognize each other in winter?
Where do the squirrel and the hare hide from the frost in winter?
Why do they recognize each other again in the summer?
2. Retell.
FABLE "TWO COMRADES".
L.N. Tolstoy.
Two comrades were walking through the forest, and a bear jumped on them. One ran, climbed a tree and hid, while the other stayed on the road. He had nothing to do - he fell to the ground and pretended to be dead.
The bear came up to him and began to sniff: he stopped breathing.
The bear sniffed his face, thought he was dead, and walked away.
When the bear left, he climbed down from the tree and laughed.
Well, he says, did the bear speak into your ear?
And he told me that bad people those who run away from their comrades in danger.
1. Answer the questions:
Why is the fable called “Two Comrades”?
Where were the boys?
What happened to them?
What did the boys do?
How do you understand the expression “fell to the ground”?
How did the bear react?
Why did the bear think the boy was dead?
What does this fable teach?
What would you do in this situation?
Were the boys real comrades? Why?
2. Retell.
MURKA.
We have a cat. Her name is Murka. Murka is black, only the paws and tail are white. The fur is soft and fluffy. The tail is long, fluffy, Murka’s eyes are yellow, like lights.
Murka has five kittens. Three kittens are completely black, and two are mottled. All kittens are fluffy, like lumps. Murka and the kittens live in a basket. Their basket is very large. All kittens are comfortable and warm.
At night, Murka hunts mice, and the kittens sleep sweetly.
1. Answer the questions:
Why is the story called "Murka"?
What have you learned about Murka?
Tell us about the kittens.
What does the ending say?
2. Retell.
HOW THE BEAR SCARED HIMSELF.
N. Sladkov.
A bear entered the forest. A dry twig crunched under his heavy paw. The squirrel on the branch got scared and dropped the pine cone from its paws. A cone fell and hit the hare on the forehead. The hare jumped up and ran into the thick of the forest. He ran into forty and jumped out from under the bushes. They raised a cry throughout the forest. The moose heard it. The moose went through the forest to break the bushes.
Here the bear stopped and pricked up his ears: a squirrel was babbling, magpies were chirping, moose were breaking down bushes... “Isn’t it better to leave?” - thought the bear. He barked and gave chase.
So the bear scared itself.
1. Answer the questions:
Where did the bear go?
What crunched under his paw?
What did the squirrel do?
Who did the bump fall on?
What did the hare do?
Who did the magpie see? What did she do?
What did the moose decide? What did they do?
How did the bear behave?
What does the expression “gave a streak”, “barked” mean?
How does the story end?
Who scared the bear?
2. Retell.
FIRE DOGS.
L.N. Tolstoy.
It often happens that in cities during fires, children remain in houses and cannot be pulled out, because they hide and are silent from fear, and from the smoke they cannot be seen. Dogs in London are trained for this purpose. These dogs live with firefighters, and when a house catches fire, the firefighters send the dogs to pull the children out. One such dog saved twelve children, his name was Bob.
One time the house caught fire. When firefighters arrived at the house, a woman ran out to them. She cried and said that there was a two-year-old girl left in the house. The firefighters sent Bob. Bob ran up the stairs and disappeared into the smoke. Five minutes later he ran out of the house, carrying the girl by the shirt in his mouth. The mother rushed to her daughter and cried with joy that her daughter was alive.
The firefighters petted the dog and examined it to see if it was burned; but Bob was eager to get into the house. The firefighters thought there was still something alive in the house and let him in. The dog ran into the house and soon ran out with something in its mouth. When the people looked at what she brought out, they all burst out laughing: she was carrying a large doll.
1. Answer the questions:
What happened one time?
Where did this happen, in what city?
Who did the firefighters bring to the house?
What do dogs do in a fire? What are they called?
Who ran out to the firefighters when they arrived?
What did the woman do, what did she talk about?
How did Bob carry the girl?
What did the girl's mother do?
What did the firefighters do after the dog carried the girl out?
Where was Bob going?
What did the firefighters think?
When the people considered what she had endured, what did they do?
2. Retell.
BONE.
L.N. Tolstoy
The mother bought plums and wanted to give them to the children after lunch. They were on the plate. Vanya never ate plums and kept smelling them. And he really liked them. I really wanted to eat it. He kept walking past the plums. When there was no one in the upper room, he could not resist, grabbed one plum and ate it.
Before dinner, the mother counted the plums and saw that one was missing. She told her father.
At dinner my father says:
- Well, children, didn’t anyone eat one plum?
Everyone said:
Vanya blushed like a lobster and said too:
- No, I didn’t eat.
Then the father said:
“What any of you ate is not good; but that’s not the problem. The trouble is that plums have seeds, and if someone doesn’t know how to eat them and swallows a seed, he will die within a day. I'm afraid of this.
Vanya turned pale and said:
- No, I threw the bone out the window.
And everyone laughed, and Vanya began to cry.
1. Answer the questions:
What was the name of the main character?
What did the mother buy for the children?
Why did Vanya eat the plum?
When did your mother discover it was missing?
What did the father ask the children?
Why did he say it was possible to die?
Why did Vanya immediately admit that he ate the plum?
Why did the boy cry?
Did Vanya do the right thing?
Do you feel sorry for the boy or not?
What would you do in his place?
2. Retell.
How to help a student study successfully in elementary school? This problem worries many parents who dream of their child studying well and with interest. However, many do not thoroughly know what skills a future student should possess. Parents need to know that the ability to retell is an important skill in elementary school, because a small schoolchild has to assimilate text material in various school subjects. Ideally, a child should master this skill by the end of preschool age, but it is not always possible to develop it on time. How to teach a student to retell a text in order to achieve success in school? Parents will benefit from advice from experienced specialists.
What do you need to know when teaching retelling?
In home classes, the adult constantly reminds the child that when retelling the text, he independently presents the content without adding anything. This is quite difficult to do if you do not have the skill of coherent speech, are poor, and lack the ability to analyze what you read. Therefore, the ability to retell must be developed in preschool age so that by school the child can work with text correctly. Unfortunately, parents do not always manage to do this on time.
There are special techniques that help parents organize homework so that it is easy and interesting for the child to learn. There is no need to go into detail about the complex methodological techniques that teachers use. It is enough to know the main thing: for classes you need to choose the right teaching tools and works that are accessible to children.
Mnemonic tables for retelling
In pedagogical practice, the ability to retell is successfully used. The essence of mnemonic tables is based on children’s desire for creativity: pictures drawn by them themselves, symbolizing a certain text, help to remember and recreate the content of what they read. By making mnemonic squares with the child and gradually moving on to mnemonic chains, the adult develops the child’s ability to coherently and consistently retell content of any complexity. It is especially important to use this skill in reading lessons, when a small student is faced with the need to retell different types texts: narration, description, reasoning. Based on the acquired skills, it is then easier for him to work with the essay and presentation.
Requirements for works
In home activities special attention given to the work that is proposed for retelling. It has certain requirements:
- The text must be understandable to the child.
- It is better if, at first, the content reflects what is familiar to junior school student situation so that he can understand and evaluate what he read.
- In the future, works that are more difficult to perceive are selected.
- The work must be constructed logically clearly so that it is easier to restore the connection between the parts of the work.
- Heroes should have clearly defined characters, and the actions in which they participate should be understandable to children.
- In terms of linguistic style, the works are distinguished by an accessible vocabulary, fairly short sentences without complex grammatical structures.
- Considering psychological characteristics children (involuntary processes of attention, memory), short stories, fairy tales or short excerpts from books are selected.
- The text should not be overloaded with unfamiliar words or difficult forms (for example, compound or complex sentences).
Teachers advise using works of different genres for retelling: descriptive stories, folk tales, original fairy tales, classical works, works of modern authors.
So that parents do not have difficulty choosing texts for homework, experts recommend using the following works:
- Russian and world fairy tales, for example, about the Frog Princess, Emelyushka the Fool, Ivan the Tsarevich, Little Red Riding Hood and others.
- Author's works: classic fairy tales by L. N. Tolstoy “About the Three Bears”, Mamin-Sibiryak about the Gray Neck, fragments of fairy tales by A. Pogorelsky (“The Black Hen”), V. Odoevsky (“Town in a Snuff Box”), A. N. Tolstoy (“The Golden Key”).
- Stories about children by V. Oseeva, for example, “Blue Leaves” and the like, N. Nosova’s “Mishkina Porridge”, “Live Hat”, which in plots are close to children.
- Filmed works (excerpts from them), for example, A. M. Volkov’s “The Wizard of the Emerald City”. You can offer the children works by the famous storyteller Andersen, for example, “The Little Mermaid”. Stories about Malysh and Carlson (A. Lindgren), the crocodile Gena and Cheburashka, Uncle Fyodor (E. Uspensky) will also be interesting for children in their homework.
- Novels and stories of a descriptive nature, for example, such as those by G. A. Skrebitsky “The Forest Voice”, “The Little Forester”, B. S. Zhitkov “On the Ice Floe”, K. G. Paustovsky “The Disheveled Sparrow”. Available for retelling are the forest tales of Bianka V.V., stories about animals by Sladkova N.I. and others.
How to teach a child to retell correctly?
In order to properly conduct homework and get good results, it is important for parents to adhere to certain requirements. In the method of teaching retelling, an algorithm for conducting such a lesson has been developed:
- It is better to choose a work to retell together with your child. At the initial stage, it is good if the content is provided with colorful illustrations that will help to remember and restore the sequence of events.
- If the child has not yet learned to read, an adult reads the work to him. At the same time, you need a bright, exciting reading, with the transmission of characteristic intonations, in order to interest the baby.
- After reading, there is no need to rush to start retelling. It is imperative, with the help of questions, to analyze what you read with your child, highlight the main idea, draw up a plan for the retelling: what event does the story or fairy tale begin with, who are the main characters, what events do they participate in, how can they be remembered, why did you like the hero, how does the work end? .
- A student who can read and write can be asked to write a short outline that will help him retell the text.
- Invite the child to express his attitude to what he read: how he would act in the hero’s place, whether these events are familiar to him.
- Carefully consider, which will help encrypt the content of what you read in mnemonic tables.
- At first, you can retell it together with your child, while stimulating his activity. Encourage well-chosen comparisons and epithets. Such a joint retelling will serve as a good example for the child.
- In order to maintain interest in the task, you can lay out a mnemonic track and walk along it, retelling the text.
- To develop coherent speech, without which it is impossible to work on a text, an adult offers the student game exercise“Remember and say it in other words.” A reading student selects a piece of text from 2-3 sentences, reads it, and then retells it in his own words. An adult does the same if the student still feels unsure when reading.
- After we have analyzed the text, supported the content with mnemonic tables, and played with synonyms, the child is asked to retell it independently. If the need arises, read the work or small fragments from it again. A prepared plan based on mnemonic tables will help the little schoolchild remember and recreate the content.
Important! Often, schoolchildren find it difficult to retell the text because they cannot remember any word and do not know how to replace it with a synonym. The task of parents is to develop the active vocabulary of children.
In order for children to develop the necessary skills and abilities in a timely manner, it is better to start working on retelling as early as possible. Parents should take care of this when children are still in preschool age. Preschool children are taught to read poetry, tell fairy tales, look at books with colorful illustrations, and actively communicate with family members and peers. There are many different means that will help enrich vocabulary, develop coherent speech, thereby preparing the child for retelling texts.
How to teach a child to retell texts? My daughter is in the fifth grade, she is already 11 years old, but she does not know how to retell paragraphs of the textbook. History, geography, and literature often require answers orally. And every time it’s a failure! She could memorize a paragraph, but then she won't do anything else that day. How can I help her?
The retelling problem is a fairly common problem associated with school learning. Memorizing the text by heart is the most losing option, which you need to immediately forget about. In order to help your daughter learn to retell texts, you need to understand what exactly causes her such difficulties. If the problem is related to understanding the text, then you can read the paragraphs with her, discuss what you read, ask your daughter questions for understanding, explain something that she did not understand. If the main difficulty is caused by a limited vocabulary and the girl simply cannot find the right words to express her thoughts, you need to read more with the girl in order to replenish the vocabulary.
There is also a possibility that difficulties with retelling are associated with unformed higher mental functions, for example, with memory problems, a child, of course, will not be able to retell the text, since he simply will not be able to remember all the information contained in it. In order to find out whether the child’s psyche is developing according to age standards, contact a child psychologist for an in-person consultation.
Another reason why a daughter cannot cope with a retelling may be embarrassment or fear of speaking in front of an audience. If a girl can retell a text for mom and dad at home, but at school all her knowledge seems to disappear, it’s worth paying attention to the girl’s individual personality traits and the general situation in the class. It is possible that the girl does not have good relationships with classmates or teachers, and that is why she cannot retell the text.
