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How to teach a first grader to retell what they read. How to teach a child to retell a text? All the most important about the types of retelling and how to teach retelling

Retelling is one of the most important types of work that unites all subjects in the school, both humanitarian and technical. Usually, retelling is understood as a presentation of the read text in your own words.

Important! The child needs to be taught not so much retelling, How many . The vicious practice of mechanical retelling or simply memorizing individual sentences and paragraphs leads to gaps in memory: the topic is not understood, and therefore not mastered.

It does not hurt for schoolchildren and their parents to remember what requirements are for retelling:

Live speech. No memorization and cramming!
Use in the retelling of syntactic constructions, figurative expressions, vocabulary taken from the text.
Compliance with the sequence, the logic of presentation, the establishment of cause-and-effect factors.
Completeness of the text. It is important not to miss any facts, basic descriptions. Especially this point concerns the retelling of scientific texts.
expressiveness. The most painful shortcoming of retelling is monotony. Of course, it is difficult to retell a paragraph about the structure of a frog in a fun and mischievous way. But the retelling of a work of art must be emotional. Here, expressive reading or reading by roles will be a good helper.

“In order to learn how to retell a text, children must be able to work with it: highlight the most important thing, take notes, pay attention to the richness of the language,” says Natalya Borisovna Shatkhanova, a teacher of Russian language and literature with 30 years of experience from the Novo-Leninskaya secondary school Osinsky district of the Irkutsk region, Russia.

Types of retelling

The table shows what problems may arise when teaching one or another type of retelling.

Type of retelling	Description	Possible problems	How to fix it
Detailed, close to text	The most common type of retelling, when the text needs to be stated as accurately and close to the original as possible.	Failure to start retelling	In no case do not memorize phrases! At the test analysis stage, work out several options for starting the retelling
		Detailed reproduction of the first paragraphs and distortion of information in the final part	A thorough analysis of the text and a preliminary retelling of the entire work in paragraphs (semantic parts) will help
		Impoverishment of the language	It is important when reading and analyzing the text to pay attention to artistic techniques, literary means of expression, figurative language, syntax
		Boring retelling	Emotional perception will help to revive the illustration of the text. Drawings can be drawn by the students themselves, or you can offer a selection of ready-made illustrations. Gradually, illustration should develop into a verbal one (by the way, this is also one of the types of retelling)
Selective	Involves the reproduction of only part of the text that corresponds to the question posed	Inability to choose the correct passage of text corresponding to the task	It will help to plan the text with the highlighting of key points
Compressed	The most difficult type of retelling, when you need to BRIEFLY convey the essence of the story in your own words	The logic of the narrative is broken or important facts are excluded	Do not mechanically shorten the text. It is important to teach how to correctly highlight the main thoughts, draw up a text plan (from simple to detailed and vice versa)
Compressed		Inability to convey the content of the dialogues	Work on indirect speech

Is there some more creative a type of retelling that involves rebuilding the narrative plan, creative additions, third-person retelling, staging of the text, verbal drawing. This type of retelling teaches to consider the text from different angles and helps to work in more detail with expressive language means.

How to teach retelling to kids

It is customary to teach the rules of retelling already in primary school, since by the fifth grade, where oral subjects begin, the student must already master this technique.

Here are some tips to help prepare your child for retelling:

Parents should talk to the child as much as possible, ask him to talk about something more often: about what happened on the street, what he saw on a walk, what this cartoon is about, etc. Be sure to listen with interest, accompanying his story with passing exclamations in the spirit of: "What are you doing! What about him? What did you say?"
Well, if you yourself often tell him about your impressions, about events in your life, you can remember funny stories from childhood or revive the tradition of "scary stories" (remember how in childhood children talk about the "black hand", "green eye" and other horrors).
The more the child hears oral coherent speech (and not dialogue!), The easier it will come to understand the essence of the retelling.
Snowball method. To make it more comfortable for the child to get used to a new business for himself, it is recommended to start small. Let the child first try to convey the meaning of one read sentence - then two - then a paragraph. So, gradually increasing the amount of reading, you can come to a retelling of entire stories.
It is important to identify which type of memory is better developed in a child: some better remember the text they read, others remember what they heard. If visual memory works better, focus on reading and looking at pictures and photos to the text. If the child is, then it is better to read the text to him or put an audio recording.
Ask. Do not say: "Now retell!". Toddlers are not always able to grasp the logic of the story and highlight key points on their own. Starting learning to retell, it is better to ask. For example, when retelling Little Red Riding Hood, questions are appropriate: "Why do you think the girl was called Little Red Riding Hood? And with whom did she live? What did her mother ask for? What did the girl carry to her grandmother? What happened on the road?" Over time, there are fewer and fewer questions, and questions will be more general in the future, relating to entire paragraphs at once. Read also:.

This will help teach the child to highlight key points, the main idea of the text.

Retelling plan for older children

Working with text for high school students is recommended to be divided into stages.

vocabulary work.

If we are talking about scientific literature, ask the student to write down all incomprehensible words (usually they are highlighted). Now we need to find out the meaning of these words. At the beginning of the work, the meaning can be explained to the teacher / parent himself. In the future, it is better to teach the child to use dictionaries and reference books.

When reading fiction, this stage can be omitted, explaining unfamiliar words already in the process of reading.

Initial acquaintance with the text.

On this stage it is important to highlight the semantic parts.

In the scientific literature, these parts have already been identified and the individual parts of the paragraphs are usually united by some kind of connecting thought, concept.

The work can be built as follows: we read the first paragraph and answer the question: "What is written here?" Then we read the second paragraph and answer the question again.

By the end of the reading, a text plan is mentally drawn up, consisting of the highlighted key points.

For convenience, the compiled reference summary can be written down. In the future, the child will learn to simply memorize the key points.

Generalization of impressions and joint retelling.

At this stage, it is important to make a summary, summarize, identify the purpose and main idea of the text, ask about the impression the story made.

Break for 5-10 minutes.

Now it is better to be distracted, to switch attention to something else. If it happens in a lesson, the teacher at this stage can offer some kind of work that is not related to the text. For example, supplement the author's biography with interesting information, give some additional examples from life related to the topic of the lesson.

Re-reading.
Actually retelling.

It is important here not to peep into the textbook / book, but to try to compose a retelling based on the supporting notes.

If you can’t even remember the beginning, try playing associations. Invite the student to recall and mentally recreate the situation that was when reading: what thoughts were spinning in the head, where the text was located - on the left or right page, were there any pictures, photos, graphics, at the beginning of the page or from the middle it began the next paragraph, and so on.

If it's about fiction, ask the students to remember - who the characters reminded them of, what associations the images described in the text evoked, maybe the students involuntarily compared the events described with events from their lives.

After 2-3 minutes of such reflections, you can look into the book and run through the first lines with your eyes. Thus, we retell the entire text.

Little tricks to help you remember content better

While reading the text, mentally draw a picture - in detail, in colors, with smells and sounds. So, when reading a work of art mentally, you can even make a movie. This will help to better remember the images and events described in the text.
When reading, do not pronounce the words out loud and do not try to repeat the key points immediately, in the process of reading. This interferes with the overall perception of the text.
If the text is difficult, try reading aloud and "with feeling, plainly, with arrangement."
It is appropriate to divide a large text into parts (but not more than 7) and retell the parts separately.
Psychologists say that the content of the text is better stored in memory if you read it before going to bed. This tip will come in handy if you are working on a retelling of a large text, and you have 1-2 days left.
Find a "grateful listener". If your retelling is listened to with interest, retelling is easier.

And most importantly, retelling cannot be learned immediately, in one day. What is important here is systematic, gradual and constant work. After all, the ability to retell is useful not only at school, but also in later life.

My daughter, returning from the kindergarten, told ... Overwhelmed by emotions, she was in a hurry, started one thing, jumped to another, switched to the third. Pronouns came in dense wagons, running over and crushing each other: “She me ... and then I, and here they are, but we didn’t want to, but they! ..” I didn’t understand anything. She began to ask questions, the little girl became nervous, hurried up and completely confused, burst into tears, realizing that she had not told anything. I was no less upset. My daughter is five years old, in a year she will go to school, but she does not know how to retell the text she heard, nor convey her feelings. I, brought up on Gogol and Tolstoy, always wince, listening to my daughter's chaotic and meager speech.

The entire school curriculum is based on retelling, read - retell, so while there is time, you need to try to develop this skill.

Change yourself, change the environment surrounding the child

Children speak the language that others speak. For a couple of days I listened to how we communicate with each other and noted with sadness that in everyday speech a minimal vocabulary is used, such that others around you understand you. “Give me a cup, please. You will go for a walk?" Adverbs and adjectives are inserted if necessary, comparative turns are extremely rare. Our speech is objective, unified. Therefore, if I want to develop a connected speech in a child, color it with figurative phrases, first of all, I myself must speak using all the diversity of the Russian language. I began to watch my speech. The main principle is to enrich speech with comparative phrases and adjectives, use difficult - subordinate sentences and detailed statements, speak vividly and figuratively.

It was complicated. "Give me, please, a blue cup with a white border, standing on the second shelf in the kitchen cabinet." “The weather is beautiful today! The sun is shining brightly, not a cloud in the sky. When we go for a walk in the park, what toys will we take with us? Can we invite someone for a walk? To such a question, the child, you see, will no longer be able to answer “yes - no” in monosyllables.

This requires attention and time. You will get tired of speaking in extended sentences, tired of choosing adjectives and figurative comparisons, but gradually it will develop into a habit. Try to switch other family members to such a painted - detailed way of communication.

Where to begin?

If the child does not have the experience of retelling, you can return to fairy tales, stories that the baby knows well. Mom begins to tell, starting a sentence, falls silent, inviting the child to finish the phrase. After consolidating this skill, the baby already starts the story himself, and the mother picks it up. Gradually, the child will be able to retell the work in full.

To remember the story for children younger age theatricalization helps with toys or finger puppets. You played a fairy tale in front of the baby, ask him to be an actor and play the same fairy tale in front of you, with the voice acting of all the characters.

Try to replace the phrase: “Retell what you heard, read” with a game. Invite your child to play the radio. He will be the announcer who plays the radio play. In the evening, you put him to bed and told a story, and he, in turn, puts his toys to bed and, just like you, treats them fabulous story.

Reading

Reading plays a huge role in the formation of a child's vocabulary. Analyze what kind of literature you read to your baby, and what he reads himself. Try to move from books that have a lot of plot development, a lot of action and built-in dialogue, to descriptive literature. These are stories and stories about nature, about animals, about travel. Turn to the books of our unfading classics, and after a short period of time you will feel the beauty and richness of the Russian language, its melody, learn to enjoy the style of a work of art, and notice the “mistakes” and wretchedness of the modern language, found not only in colloquial speech, but also in written.

If there are unfamiliar words and concepts in the text, explain them to the baby, give examples in which cases they are used. Let the child make up sentences using new words and concepts.

The book is an opportunity for dialogue. Discussion of what has been read

If you read to your baby for thirty minutes, and then slammed the book shut, now rearrange the reading process. Fifteen minutes - read, fifteen minutes - talk about what you read. The level of discussion depends on intellectual development child. If it is small, then the questions are the simplest: “What is the story about? What did the bunny do? Where did the bear go? The child is older and the questions are more adult: “Did the boy do the right thing? What do you think could happen next? And what would you do in the place of a hero?

First, the kid retells the text in his own words, then the task becomes more complicated, you ask to describe, say, a character, a situation, a season, using the same words and images that the author used. When reading, try to isolate them intonation from the text: “A long twig, red paws spread out, the house looked like a fungus, it was a small squat one with a brown tiled roof.”

Mom not only directs the conversation by asking questions, but builds a dialogue. He expresses his opinion, sometimes it is deliberately “wrong” so that the child can notice a mistake, a wrong thought and correct his mother. The adult forces the kid to express his opinion and talk about what is “not spelled out” in the book.

In the course of reading, the mother draws attention to what she liked or was struck by. It can be a beautiful comparative turn, a bright colorful description of an object, or a bold act of a hero. “I would probably be scared, but would you be able to cross a raging river?” Reading is a dialogue between a book and a child. A book is a non-passive object, read and put on a shelf - it is an occasion to talk, discuss, and reflect.

Pay attention to how your discussion of what you read is built, see that there are no conversations - interrogations: your question, the answer - the child. You are talking, the text may be an occasion to recall a previously read book or case. Try to force the child to speak as much as possible and in detailed sentences if possible.

In the conversation, in addition to questions aimed at comprehending the text and recalling the sequence of events, various methods are used to draw the attention of children to the language of the work, to the author's characteristics of the characters, to the description of the time, the actions of the characters, to precise definitions, comparisons, and phraseological turns.

By reading good literature, you will enjoy yourself, and your enjoyment of reading will be passed on to the child.

Retelling by picture

Children's books are well designed, and any illustration is an occasion to talk. “Is this how you imagined the main character? What do you think, did the artist paint this season correctly? What part of the story is illustrated? What events happened next? According to one illustration, you can come up with more than a dozen questions. You can invite the kid to illustrate the read text himself and then discuss his “picture to text”.

Retelling content in your own words

A common task in the classroom is to retell what you have read in your own words. The child is often frightened, and directs all his attention to remembering the text, believing that the more accurately he tells the original, the more “correctly” he will complete the task. And forgetting the author's text, he "stops" and falls silent. This problem can be solved by teaching the child to carefully read or listen to the text, and then “enter” what he has read, see the content with his own eyes, become an actor for a while and retell what surrounds him, what he sees.

Often the child does not understand the meaning and content of the text, so he cannot correctly retell it. First, the studied material needs to be analyzed in detail, having understood the meaning of each word and concept, to find synonyms for new terms that are already familiar to the child. If later he forgets a new word for him, he will be able to replace it with another, similar in meaning. Before each retelling, disassemble, “chew” the text, this is the key to a competent retelling.

Event story

Working with literary texts and the skill of retelling will lead to the fact that the child will transfer the new skill to “life”. Gradually, he will more and more vividly and figuratively talk about the events that happened to him, he will be able to clearly and clearly formulate his emotions. By expanding his vocabulary, he will easily find words to describe emotions and feelings. In part, your focus on those fragments of the text that describe the feelings and emotions of the characters will help him in this.

At a certain stage in the formation of a child’s literate and figurative speech, parents will need “jewelry” tact in order to help the child choose the right word, a comparative phrase at the right time, in order to accurately convey their emotional mood. Many children begin to get nervous, offended, or even completely close, refusing to tell further if their mother inserted a word during their story. You need to subtly feel the child and understand whether he needs parental help. If the baby rejects your attempts to "prompt" him, do not help by force. After a while, if it was about an event that you were also present, then tell your version, in the vein of what you “remembered-liked” most of all, so that the child had a sample of how to tell.

Any story about an event that happened is based on two important aspects. First, our attention is selective and second, everyone has their own life values. Therefore, when your child comes from among the guests, do not expect a detailed retelling from him: “Who was, what they ate, who gave what.” In response, you will hear: "What kind of machine did Petya have, and what candy wrappers did Nastya have." Toys are important for a child, and not “how many varieties of sausage were on the table.” The kid lives in “his own values” and in his own rhythm, “he looked here, ran there, grabbed a pie” and therefore don’t expect a detailed report from him, “what happened first, what then and who did what”. But, if the child has an established base for retelling works of art, then at your request: “I was not visiting your friend, tell me, please, so that I can imagine how everything was there,” you will get a fairly intelligible story.

funny case

Teach your child to highlight interesting and funny cases from the events of the day, focus on them, retell them yourself, and then transfer this right to the child.

Funny cases can not only be recounted, but also played out intonation, divided into roles. First, you voice all the roles yourself, and then only one, the baby loses the rest.

Watching comedy films, reading humorous stories and our attention to the funny things that happen in life will create a favorable environment to learn to see the funny, to enjoy it.

Joyful "laughing" home environment with a touch of light irony and readiness to laugh at any moment will make your child cheerful, open, able to appreciate a joke and tell about it.

Make it a habit that a child tells about the events of the past day, dad, who has come home from work or a grandmother who has come to visit. Do not interrupt, do not rush him, cheer him up, "throw" him those cases that he forgot to mention.

Games to expand the child's vocabulary

These word games do not take extra time, they can be played on the way to the kindergarten, in line, on a walk. As soon as they notice that the baby's attention began to switch to foreign objects, the game stops.

1. Guide. On a walk, the mother closes her eyes, and the child describes to her what surrounds them.

2. Description of the object. The kid is invited to describe the subject using as many non-repeating words as possible.

3. Who has the last word. In turn, describe the object, who will have the last word, he won.

4. Mom begins to tell the story, when she pauses, the child inserts the word that makes sense.

5. What can be? The adult calls the adjective, and the kid calls it nouns. For example, "Black". What can be black? The child enumerates: earth, tree, briefcase, paints ... Then the game is reversed. The object is called, and adjectives are selected for it. "Ball, what?" Round, rubber, red-blue, new, big…

6. Become a writer. 5-7 words are offered and you need to make a story out of them. If it is difficult for a child to memorize words by ear, then pictures can be offered. At first it can be such a set: skis, a boy, a snowman, a dog, a Christmas tree. Then the task becomes more difficult: a bear, a rocket, a door, a flower, a rainbow.

7. Find a repeat. Mom pronounces a stylistic wrong phrase, and the kid is trying to find a tautology and correct it. For example, “Daddy salted the soup with salt. Masha put clothes on the doll.

8. A game of antonyms, words that are opposite in meaning. The adult calls the word, the child picks up the word antipode. "Hot-cold, winter-summer, big - small."

9. The game of synonyms. For example, a synonym for the word "stick" is a cane, stick, crutch, staff.

10. What did you see? Pay attention to the passing clouds. What do skyships look like? What does this tree crown look like? And these mountains? And this person, what animal is associated with?

11. Get a small folder that is easy to carry around. You can keep didactic material in it that helps your activities - games for the development of a child's speech. These are pictures, photographs, riddles, small texts, crossword puzzles. You can always find a few minutes during the day to open the daddy and play “conversational” games with the baby. Material for such games-activities can be found in any bookstore. It is published in the "Practical guide to the development of speech" series.

12. Logic chain. From randomly selected cards laid out in a line, you need to make a connected story. Then the task becomes more difficult. The cards are turned over, and the baby remembers a sequential chain of laid out pictures and names them in the order in which they lay. The number of cards used in the game depends on the age of the child, the older - the more pictures. Despite the apparent complexity of the game, children like this type of entertainment. They start competing to see who can remember the most pictures.

O. Andreev's School of Reading

There is already a proven and proven reading technique by Oleg Andreev. At his school fast reading For more than a decade, children of various ages have been involved, striving to develop their speech, field of vision, imaginative thinking and learn to “learn easily” at school. When working with any text, O. Andreev recommends the following scheme for highlighting the main thing from the material read: title, author, facts (surnames, geographical data, various quantitative data), action (what actions do the characters of the read works perform, and what events take place there), main the content of what was read (this is a brief retelling in your own words of the meaning, the content of the text).

When reading or discussing what has been read with your child, bring the work according to this scheme to automatism. It will help to work competently with the text and not get bogged down in the secondary details of the work.

Good conversational speech guarantees not only success at school, but is also a guarantee of sociability, sociability, the ability to find a language with people, and fit into the team organically. We all want to see our children in the spotlight, surrounded by friends and girlfriends. So let's help them get there.

When your kid grows up and goes to school, he will need to learn how to read well and correctly retell what he read. It is possible and necessary to make this task easier for the child. How? Start developing retelling skills already in the preschool years.

Why is it important to teach your child how to spell correctly?

First of all, it is important to understand that a good memory does not guarantee the child's ability to successfully cope with the retelling of a text that has been heard or read on its own. What is required of the baby is not verbatim reproduction, as in memorization, but a meaningful, independent story, a creative interpretation of the author's narration. Of course, in this case, it is necessary to follow the plot, correctly name and describe the main characters, and not get confused in the sequence and motives of their actions.

Agree, in order to get acquainted with the text, understand it and be able, without deviating from the essence of the story, to talk about what you read / heard in your own words, memory alone is not enough.

Attention;
logics;
abstract thinking;
the ability to analyze and draw correct conclusions, -

all the important components of the intellect are involved, which means that by the ability of the child to retell, much can be said about the level of his intellectual development.

Read more about the benefits of retelling for children preschool age you can read in the article "".

Well, now, having figured out WHY to teach a child to retell, let's figure out HOW to do it really effectively.

Mastering the retelling before the child masters coherent speech is a meaningless exercise. If the baby is still clumsily assembling individual words into full-fledged sentences, if his vocabulary is poor and monotonous, focus on the development of speech, offering a toddler by age and skills. But if the baby does not pronounce all sounds clearly, but at the same time speaks a lot and to the point, retelling will help you automate naughty consonants, with which friendship often happens not immediately and not easily among preschoolers.

Carefully choose the first texts for retelling with preschoolers, focusing on the list of requirements:

Small volume. You can start with three simple sentences gradually increasing their number and size.
The language of presentation corresponds to the age of the child. The presence of new words is allowed and even welcomed, but in a limited number and with a mandatory clear explanation at the stage of discussing the text for retelling.
Fascinating plot. The text should captivate the child - then involuntary attention and memory are actively involved in the process.
There is a clear sequence of actions. In the first texts for retelling, it is important that the child sees the chronology of events.
Availability of illustrations. The pictures accompanying the story serve as a kind of "beacons" that will help the baby restore the text from memory.

Before reading the text, explain to the child what task he has to complete. Explain what it means to "retell in your own words." As an example, you can state the favorite fairy tale of the baby. It is important to emphasize that now the little one is required to calmly and carefully listen to what you read to him. Read expressively, slowly, but without stopping to explain individual points. With intonation, underline the places containing "beacons" - phrases or individual words that you need to pay special attention to.

Tip 4. Parsing the text is an important step in successful retelling

After the first reading, it is important to carefully analyze the text, make sure that its meaning is clear to the child, explain incomprehensible storylines or individual words that are difficult for the child. Look at and discuss the pictures. Ask questions that will help to find out what the baby has learned from what he read, what he remembers, and where he gets confused.

The main questions are as follows:

What is he doing?
When?
Why?

If necessary, read again those points that require clarification. Older children at this stage can and should be asked not only simple questions, direct answers to which are contained in the narrative, but also those that require the child to think, analyze the actions of the characters, and search for their motives.

After all the questions have been answered, read the text again. Now read without focusing on the "beacons". Flat, but expressive.

It may not be possible for a child to retell correctly right away. Your task is to guide, help him master this important skill, but not do all the work for him. Retell together with the baby, supplementing and clarifying his answers, and then ask him to retell the entire text on his own. But do not rush the little one. Give him enough time to organize his thoughts and collect them into a clear, competent, lexically and chronologically sustained narrative. And, without a doubt, your hard work and patience will be rewarded!

Let's summarize:

Retelling is an important skill that develops the intelligence of a child. He teaches the baby to listen carefully or read the text, teaches him to think, analyze and draw conclusions, highlight the main thing and clearly express his thoughts through oral speech.
It is important to choose the right texts, following the principle "from simple to complex". Let there be only three sentences in the first text for retelling. When the baby copes with such a task perfectly, choose more complex stories. But don't force things.
It is not enough to read the text for retelling. You need to have a conversation about what you read. It is this stage that lays in the preschooler the skills of analyzing the information received, which, in turn, is the key to success in the upcoming school life.

Friends, engage in the development of the child with benefit and pleasure. May your parenthood be happy. See you soon!

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

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

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

Younger preschoolers. We listen and answer questions

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

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

Senior preschoolers. From leading questions to simple retelling

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

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

Junior students. We tell in our own words

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

"Increasingly"

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

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

"Write your own story"

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

Fifth graders. Learning the principles of note-taking

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

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

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

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

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

Difficulties with retelling in most children arise from the fact that they read correctly and quickly, but do not catch the meaning of either individual sentences or paragraphs.

This leads to the difficulty of linking the read into a single whole. The solution is to learn to read by understanding the text, that is, reading should become meaningful.

A bit of theory: what not to do and what you should know

You should not teach your child to retell by memorizing individual sentences or even paragraphs. With a full understanding of what he read, he will be able to reveal the topic himself very close to the text.

Even the rules, for example, in the Russian language, are easier to memorize if they are understood.

There are 3 types of retelling:

Compressed. Highlighting the main idea short transmission essence of the story.
Selective. Very similar to detailed answers to questions.
close to text. Details are close to the source.

Which one is better to start with, one must proceed from the capabilities of the child, what he is already ready for and what will be easy for him, and then move on to more complex options.

Regardless of the age of the child, it is important to choose the right work for learning. What it should be:

Not too long.
With an interesting plot and a small number of acting characters.
understandable.

What should be done on an ongoing basis and preferably from an early age:

Read aloud with the child and explain incomprehensible words, select synonyms for them.
Talk to him more in extended sentences.
Memorize poems, tongue twisters, songs.

This expands vocabulary, develops memory, attention, helps to remember the plot word order.

Let's move on to practice - standard techniques

How to work with text

Standard learning techniques for working with text include:

reading;
definition main theme, inventing a title (if there is none);
search for obscure words and their explanation;
re-reading the text or highlighting only difficult parts;
answers on questions;
retelling.

Additionally, you can ask the child what he learned new, and ask him to give his examples with an explanation.

Working with a plan

Retelling according to plan will help students compose a coherent story. The ability to form a basic outline from words and passages of sentences is a great way to learn how to retell material close to the text.

Drawing up a plan, in fact, is the selection of the main idea of each part that is complete in meaning. This skill must be developed along with memory and attention.

It is better to start with a retelling of the detailed content and gradually move on to compiling a shorter and more capacious one. The older the child gets, the more his skills develop, the less detailed the plan will need to be.

Other ways to teach retelling

The methods of teaching a child to retell what they have read are essentially the same for both preschoolers and school-age children.

Playing theater

For the development of speech and memory of kids, playing theater is effective. According to the read fairy tale, a performance is played. Let there be an improvised screen, characters cut out from a special paper set, toys, finger puppets.

From personal experience. In our case, these were the fairy tale "Turnip", "Hare Hut", "Gingerbread Man". Some of the characters were made by ourselves, and from the set for applications "Turnip" the characters were glued onto cardboard and long handles were attached. There were rehearsals, and then impromptu performances. The screen was an ordinary blanket. The main thing is to use the method only if the child likes it. If this is not close to him, then try other ways.

Here are a few tricks that will help teach your child to retell.

Start small

While reading a fairy tale / story, interrupt for good reason. Leave, come back after 1-2 minutes and ask the child to remind you where you left off or what happened before.

Suggestive questions

Help the child when retelling with leading questions, in fact, together restoring the plot from memory.

It is better to divide work with a large text into several parts and retell them separately. And if for delivery homework there is time left, then start preparing for the retelling in a few days.

Collaboration

Read together aloud or “to yourself” the selected story. And ask the child to explain the moment you do not understand. For example: so the Children's Doctor put pills or sweets in the yellow suitcase for the boy Petya? This way you can develop attention to small details.

If the child answers willingly and correctly, then you can try to mess something up. Often this technique will not work, it is better to alternate with others.

Continue the story

Read a story together short story, history. If necessary, 2-3 times. The adult begins the sentence by asking the child to complete it.

An example "and Ivan Tsarevich went to the Far Far Away kingdom, and towards him ..., and he speaks in a human voice ...". Gradually, the child will seize the initiative of the narrator, and mom and dad will have to complete the story.

Working with illustrations/text

For young children, these may be drawings in a book. A child can try to retell a fairy tale using them, or if the pictures are separate, collect them in the correct sequence.

Retelling on behalf of the heroes

For kids, you can take their favorite toys as “helpers”. And with older children, distribute roles, for example, invite the child to voice the role of the main character, and himself - the words of the author.

A young student may like the option of retelling on behalf of one of the characters. It’s also good to evaluate the actions of the hero, to figure out why he did it this way and not otherwise.

It must be understood that none of the techniques guarantees learning to retell in one day. The result is possible only with daily systematic work.