Tests and exercises for the future first-grader. Tests and exercises for a future first-grader Assignment for a first-grader subject and word

Tests and exercises for the future first-grader

General preparation
Every child should know the answers to these questions
1. State your full name and surname.
2. How old are you?
3. State your date of birth.
4. State your mother’s name and patronymic.
5. Where and who does she work for?
6. State your dad’s name and patronymic.
7. Where and who does he work for?
8. Do you have a brother or sister? How old are they? Are they older or younger than you?
9. Give your home address.
10. What city do you live in?
11. What is the name of the country in which you live?
12. Do you want to go to school? Why? Do you like working out?

The ability to act according to the rules.
“Yes” and “no” technique
You and I will play a game in which you cannot say the words “yes” and “no.” Repeat, what words should not be spoken? ("Yes and no"). Now be careful, I will ask questions, and you will answer them, but without the words “yes” and “no.”
Trial questions (not scored):
Do you like ice cream? (I like ice cream)
Does the hare run slowly? (The hare runs fast)

Test
1.Is the ball made of rubber?
2.Can you eat fly agaric?
3.Is the snow white?
4. Is the fox red?
5. Is a crow smaller than a sparrow?
6. Does the frog crow?
7.Can pigeons swim?
8. Does the clock have one hand?
9. Are bears white?
10. Does a cow have two legs?

Evaluation of the results obtained:
High level – not a single mistake was made
Average level – one, two errors
Low level – more than two errors

Attention
Check how well your child's attention is developed.

Task 1: I will say the words, if you hear the name of the flower, clap your hands.
Carrot, poppy, tit, airplane, chamomile, pencil, notebook, comb, aster, grass, rose, birch, bush, leaf, branch, gladiolus, ant, peony, spy, pirate, tree, forget-me-not, cup, pencil case, cornflower.

Result:

Average level – 1-2 errors
Low level – more than 2 errors

Task 2: Clap your hands when you hear the sound A in the words I name.
Watermelon, bus, pineapple, iron, hat, bow, fox, wolf, bear.

Result:
High level - no errors
Average level – 1 error
Low level – 2 or more errors

Task 3: I will name four words, and you name two of them that sound similar.
Onion, bear, grass, beetle.
Donkey, sled, watering can, cans.
Bear, shirt, pine cone, birch.

Memory
A child's success at school largely depends on his memory. Using the tasks below (it is better to do no more than one task per day), you can evaluate your child’s memory. Don't be discouraged if the results aren't great. Memory can be developed!

Task 1: Listen carefully to 10 words and try to remember them.
Ball, cat, forest, window, mushroom, clock, wind, table, glasses, book.

Ask your child to repeat the words he remembers in any order.

Result:
At least 6 words – high level
4-5 words – intermediate level
Less than 4 words – low level

Task 2: Read the child one phrase at a time and ask him to repeat each one.
1.Mushrooms grow in the forest.
2. It was raining heavily in the morning.
3.Mom reads an interesting book to the children.
4.Vova and Sasha carried red and blue balloons.

Result: It’s good if the child repeated the phrase word for word the first time and did not change the words.
High level – repeated all 4 phrases accurately
Average level – only 1 phrase wrong
Low level – made a mistake in 2 phrases or more

Task 3: Listen and remember the poem.
Read this poem to your child and ask him to repeat it. If the child repeated it with errors, read it again and ask him to repeat it again. The poem can be read no more than 4 times.
The snowball is fluttering, spinning,
It's white outside.
And puddles turned
In cold glass.

Result:
High level - repeated the poem verbatim after 1-2 readings
Intermediate level – repeated the poem verbatim after 3-4 readings
Low level – made mistakes after 4 readings

Task 4: Listen carefully to the pairs of words and try to remember them.
Read all 10 pairs of words to your child. Then tell the child only the first word of the pair, and let him remember the second word.
Autumn - rain
Vase - flowers
Doll - dress
Cup-saucer
Book - page
Water is a fish
Car - wheel
House - window
Kennel - dog
Clock - hands

Result:
High level – 8-10 pairs of words
Intermediate level – 5-7 pairs of words
Low level – less than 5 pairs of words

Task 5: Exercise to develop the volume of short-term auditory memory “Cascade of words”.
Ask your child to repeat the words after you. Start with one word, then say two words, the child must repeat in the same sequence, three words, etc. (intervals between words are 1 second).
When the child cannot repeat a certain word series, read to him the same number of words, but different ones (for this you should prepare another list of words).
If in the second attempt the child copes with this word series, then move on to the next series, and so on until the child is able to reproduce the specified number of words in the second reading.
1. Fire.
2. Home, milk.
3. Horse mushroom, needle.
4. Rooster, sun, asphalt, notebook.
5. Roof, stump, water, candle, school.
6. Pencil, car, brother, chalk, bird, bread.
7. Eagle, game, oak, telephone, glass, son, coat.
8. Mountain, crow, clock, table, snow, book, pine, honey.
9. Ball, apple, hat, carrot, chair, butterfly, subway, chicken, socks.
10. Truck, stone, berries, briefcase, sled, hammer, girl, tablecloth, watermelon, monument.

Thinking
The child discovers the world and learns to think. He learns to analyze and generalize, to establish cause-and-effect relationships.
Your child may have difficulty completing these tasks. In this case, explain to him the principle of performing tasks, and then offer him similar exercises.

Task 1: Answer the questions:
1.What is there more in the garden - potatoes or vegetables?
2. Who are more in the forest - hares or animals?
3.What is there more in the closet – clothes or dresses?

Answers: 1- vegetables, 2- animals, 3- clothes.

Task 2: Read stories to your child and ask him to answer a question after each story.
1. Sasha and Petya were dressed in jackets of different colors: blue and green. Sasha was not wearing a blue jacket.
What color jacket was Petya wearing? (blue)
2.Olya and Lena painted with paints and pencils. Olya did not draw with paints. What did Lena draw with? (paints)
3. Alyosha and Misha read poems and fairy tales. Alyosha didn’t read fairy tales.
What did Misha read? (fairy tales)
4. Three trees grow: birch, oak and pine. Birch is lower than oak, and oak is lower than pine. Which tree is the tallest? What's the lowest?
5. Seryozha, Zhenya and Anton competed to see who could run faster. Seryozha ran faster than Zhenya, and Zhenya came faster than Anton. Who was the first to arrive and who was the last?
6. Once upon a time there were three puppies: Kuzya, Tuzik and Sharik. Kuzya is fluffier than Tuzik, and Tuzik is fluffier than Sharik. Which puppy is the fluffiest? Which one is the smoothest?

Task 3: Answer the questions:
1.Which animal is larger - a horse or a dog?
2. In the morning we have breakfast, and at noon...?
3. It’s light during the day, but at night...?
4.The sky is blue, and the grass...?
5. Cherry, plum, cherry – is this...?
6.Why, before the train passes, do the barriers drop along the track?
7.What are Moscow, Kaluga, Kursk?
8.What is the difference between day and night?
9. A small cow is a calf, a small dog is...? The little sheep is...?
10.Is a dog more like a cat or a chicken? What do they have the same?
11.Why do all cars have brakes?
12.How are a hammer and an ax similar?
13. How are a squirrel and a cat similar to each other?
14.What is the difference between a nail and a screw? How would you recognize them if they were lying here next to you, on the table?
15.Football, tennis, swimming – is this...?
16.What types of transport do you know?
17.What is the difference between an old man and a young man?
18.Why do people play sports?
19.Why is it shameful to avoid work?
20.Why do you need to put a stamp on a letter?

Whenever possible, try to have your child give 2-4 answer options when asking him the question: “And also?”
The norm is at least 15 correct answers.

Task 4: Find the extra word:
Read a group of words to your child. 3 words in each are close in meaning and can be combined based on a common feature, and 1 word differs from them and should be excluded. Invite your child to find the extra word.
1.Old, decrepit, small, dilapidated.
2. Brave, angry, courageous, daring.
3.Apple, plum, cucumber, pear.
4.Milk, cottage cheese, sour cream, bread.
5. Hour, minute, summer, second.
6. Spoon, plate, bag, pan.
7.Dress, hat, shirt, sweater.
8. Soap, toothpaste, broom, shampoo.
9.Birch, oak, pine, strawberry.
10. Book, TV, tape recorder, radio.

Task 5: Exercise to develop mental flexibility.
Invite your child to name as many words as possible that denote a concept.
1.Name the words for trees.
2.Name words related to sports.
3.Name the words denoting animals.
4.Name the words for domestic animals.
5.Name the words denoting ground transport.
6.Name the words denoting air transport.
7.Name the words denoting water transport.
8.Name words related to art.
9.Name the words for vegetables.
10.Name the words for fruit.

Speech development
By the age of 6-7 years, a child’s speech should be coherent and logical, with a rich vocabulary. The baby must correctly hear and pronounce all the sounds of his native language. The development of oral speech is the main condition for successful mastery of writing and reading.
Talk to your child more, ask him to retell the cartoons he watches, the books he reads. Offer to compose stories based on pictures.
If your child has difficulty pronouncing certain sounds or has difficulty distinguishing sounds by ear, then you should seek help from a speech therapist.

Task 1: Determine by ear what sounds the words differ in.
Read a few words to your child. The child must give an answer after each pair.
A goat is a scythe, a game is a needle, a daughter is a dot, a day is a shadow, a kidney is a barrel.

Result:
High level - no errors
Average level – 1 error

Task 2: Clap your hands when you hear a different sound.
Read the chains of sounds to your child.
Sh-sh-sh-s-sh
G-g-g-g-k-g
Ssssssssss
R-r-r-l-r

Result:
High level - no errors
Average level – 1 error
Low level – 2 or more errors

Task 3: Clap your hands when you hear a word that has a different sound from the others.
Read a series of words to your child.
Frame, frame, frame, lama, frame.
Kolobok, kolobok, box, kolobok.
Braid, braid, braid, goat, braid.
Voice, voice, ear, voice, voice.

Result:
High level - no errors
Average level – 1 error
Low level – 2 or more errors

Task 4: Correctly select words that have opposite meanings.
The child must correctly choose the opposite word for each of the proposed ones. An error is considered to be an answer of the “loud – soft” type.
Slow – (fast)
Day Night)
Hot Cold)
Thick – (thin)
Kind angry)

Result:
High level - no errors
Average level – 1 error
Low level – 2 or more errors

Task 5: Answer the questions.
Read the questions to your child. He must choose the right words for each of the proposed ones.
What happens: sour, fast, red, soft?
Who can: jump, swim, growl, sing?
What does it do: a fish, a plane, a frog, a car?

Result:
High level - no errors
Average level – 1-2 errors
Low level – 3 or more errors

Task 6: Explain the meaning of words.
Read the word to the child. Ask for an explanation of its meaning. Before performing this task, explain to your child how to complete it using the example of the word “chair”. When explaining, the child must name the group to which this object belongs (a chair is furniture), say what this object consists of (the chair is made of wood) and explain what it is needed for (it is needed in order to sit on it).
Notebook, plane, pencil, table.

Result:
High level – the child explained all the concepts correctly
Intermediate level – the child explained 2-3 concepts correctly
Low level – the child explained no more than one concept correctly

Task 7: Listen carefully to the story.
Read the story to your child and ask him to answer questions.
Snowstorm
In the morning, first-grader Tolya left the house. There was a blizzard outside. The trees rustled menacingly. The boy got scared, stood under the poplar, thinking: “I won’t go to school. Scary".
Then he saw Sasha standing under a linden tree. Sasha lived nearby, he was also getting ready for school and was also scared.
The boys saw each other. They felt happy. They ran towards each other, held hands and went to school together.
The blizzard howled and whistled, but it was no longer scary.

Answer the questions:
1.Who was mentioned in the story?
2.What grade did the boys study in?
3.Why did the boys feel happy?

Result:
High level – the child answered all questions correctly
Intermediate level – the child answered 2 questions correctly
Low level – the child answered only 1 question correctly

The world
At the time of entering school, a child must have a certain amount of knowledge and ideas about the world around him. It’s good if he has basic knowledge about plants and animals, the properties of objects and phenomena, knowledge of geography and astronomy, and an idea of time. Listed below are the basic questions about the world around us that a child should be able to answer.

1.Nature
Name the seasons and signs of each season.
How are wild animals different from domestic animals?
What benefits do pets bring?
What predatory animals do you know?
What herbivores do you know?
Name the migratory and wintering birds. Why are they called that?
What herbs, trees, shrubs do you know?
How are herbs different from trees and shrubs?
Name garden and wildflowers.
What are the names of the fruits of pine, oak, and apple trees?
What natural phenomena do you know?

2.Time
Name the parts of the day in order.
What is the difference between day and night?
Name the days of the week in order.
Name the spring, summer, autumn, winter months of the year.
What is longer: a minute or an hour, a day or a week, a month or a year?
Name the months in order.

3.Geography
What countries do you know?
What cities do you know, in what countries are they located?
What is the difference between a city and a village?
What rivers do you know?
How is a river different from a lake?
What planets do you know?
What planet do we live on?
What is the name of the Earth's satellite?

4.Peace and man
Name the professions:
Who teaches the children?
Who heals people?
Who writes poetry?
Who composes the music?
Who paints the pictures?
Who builds houses?
Who drives cars?
Who sews the clothes?
Who plays in films and theater?

What item is needed to:
-measure time;
- talk at a distance;
-watch the stars;
-measure weight;
-measure the temperature?

What sports do you know?
What sports require a ball? Skates?
What musical instruments do you know?
What writers do you know?
What is honesty, kindness, greed, cowardice, laziness, hard work?
Why do you need to study? Work?
How to cross the road correctly?

5.Properties of objects.
What is wood, glass, metal, plastic?
What is soft, hard, friable, smooth, liquid, sharp?

When enrolling a child in first grade, parents inevitably think about their son or daughter’s readiness to study. We will try to briefly formulate the skills and abilities that any child must have in order to enter a normal, mass school and successfully adapt to the learning process at its primary level.

So, a child entering school must:

Be able to identify yourself (full name, patronymic, last name). Be able to fully name your mother, father, and grandmother.
Know the seasons, the number and names of months in the year, days in the week. Know what time of year it is, what month it is, what day it is. Be able to answer questions like “When do birds fly south?”, “When is it cold and snowing?”, “On what day do people rest and not go to work?”, “At what time of year do the leaves turn yellow and fall?”, “ When do we pick mushrooms and berries?" etc.
Be able to read (syllable by syllable) a small and very simple text of several sentences.
Be able to write (or copy) a simple phrase. For example: “He was eating soup,” “Misha was washing the window.”
Direct and reverse counting within twenty (1, 2...20; 20, 19...1).
Be able to add and subtract numbers within the first ten.
Possess the skill of generalization based on characteristics. That is, from the proposed pictures, the child should be able to choose those that have something in common. For example, if pictures with a tram, a wheel, an apple, a cat and a bus are offered, then the child should put the tram and bus aside and say that these are transport or means of transportation, or “people ride on them.” If a number of words are offered: “shoes, boots, slippers,” then the child must choose a word that applies to them all. In this case, the word is "shoes".
Possess the skill of exclusion from the series. A number of words are suggested: “cheese, butter, plasticine, sausage.” The child must not only exclude the “superfluous” word “plasticine”, but also (most importantly!) explain why it is he who is superfluous. “Plasticine is superfluous because it is used to mold. It is inedible. And everything else is food. It is eaten.”
Find similarities and differences between objects.
- What do carrots and potatoes have in common?
- They are both vegetables, they are eaten, they are used to make soup, they grow in the ground, they have peels, etc.
- How are they different from each other?
- They differ in shape. The carrots are triangular, and the potatoes are round or oval. They also differ in color. The carrots are orange and the potatoes are brown.

Be able to compose a story based on a picture or a series of pictures. In some schools, children are asked to first arrange the pictures in the right order, and then tell a story based on them. The story must be coherent, have a beginning and an end. It is highly encouraged to at least mention the emotional state of the characters (“In this picture the girl is sad because her ball flew away”, “The boy was very offended”, “The children were happy that a slide was built for them”, etc.)
Know the basic geometric shapes (circle, oval, triangle, square, rectangle) and see their combinations (in this picture there are two triangles and one square). Be able to draw them.
Remember 5-7 out of 10 clearly named simple words.
Remember and name at least six of 12 pictures simultaneously shown to the child for 30 seconds.
Be able to recite a short poem by heart at the teacher’s request.
Be able to answer questions like “What comes first: lunch or dinner? Spring or summer?”, “Who is bigger: a cow or a goat? A bird or a bee?”, “A cow has a calf. And a horse?”
Know 10-12 primary colors.
Be able to draw a human figure with all the main parts of the body (including neck, fingers, etc.).

Most schools do not currently test for admission. There are also educational institutions for which this list of skills will be too short or simple. What we have listed is the basic level: if it exists, it means that the child is, in principle, able to study and master the primary school curriculum.

Discussion

I’m embarrassed to ask what they will teach in first grade if the children know and can do it all. They bore the poor children with their preparations, instead of games they sit and learn all sorts of garbage, and then somatics rushes out of all the cracks and starts dragging them to doctors.

04/24/2017 17:37:39, crazy

We also had the same points, but they just didn’t ask us to read them. And in special In schools, testing is much more difficult, depending on the school profile. But children usually study and prepare, so it’s not difficult for them, unless, of course, the child has any ability for the profile that his parents have chosen for him)

Our school testing program turned out to be a little more complicated, i.e. point by point, everything is the same, they coincide, but the tasks themselves are more difficult, for example, being able to read a text in a large paragraph and being able to retell it, but it’s true that all parents of future first-graders were warned about this after the new year and therefore there was time to prepare. We didn’t rely on our own strength, all our adults work from dawn to dusk, so we immediately turned to the school preparation center. Fortunately, now this is not a problem, and there are many educational courses, so the only question is always choosing a program and how far from home they are. Well, it seems to me that the author of the article missed the point of preparing psychologically for school, but this is very important! A child in kindergarten and the requirements are the same, but here school is a new life, completely different requirements) You must be able to listen, you must be able to obey the teacher’s demands, be able to maintain attention and concentration for a long time, everything is different, they won’t teach you this, dad and mom! We specifically chose courses to prepare the child in this regard, as not surprisingly, there weren’t very many of them in Moscow, i.e. you come, talk, they completely agree with you, but seem to let you pass by... Only at the “presidential school” did they pay attention to my fears and understand that I was actually talking! So, any parents of future first-graders agree with me about the psychological component of preparation for first grade, you can keep these courses in mind!

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DatsoPic 2.0 2009 by Andrey Datso

Modern schools, when a child enters first grade, conduct testing.

Testing in a comprehensive secondary school is carried out to identify the level of development of the mental abilities of a future first-grader. A school psychologist also conducts a conversation with the child, who determines the child’s psychological readiness for school.

To get an objective picture, it is better if one of the parents is present next to the child. This is important because a loved one nearby will help the child cope with emotional experiences in a new unfamiliar environment with strange strangers. The school has no right to refuse parents to attend testing.

So, what kind of task questions can be asked on a school test for a future first-grader?

Tasks that determine the level of knowledge about the world around us.

1. State your first name, last name, patronymic.
2. How old are you?
3. What date is your birthday?
4. What is the name of your mother (your father, grandfather, grandmother)? (not Aunt Masha, but Maria Ivanovna Ivanova).
5. What city do you live in?
6. What is your home address?
7. Do you have pets at home?
8. What animals do you know?
9. Which of them are called domestic?
10. What birds, insects, fish, etc. do you know?
11. Name what plants you know.
12. What seasons do you know?
13. Guess the time of year from the description.

Snow is melting. It's getting warmer every day.
Buds appear on the trees, and then young green leaves, and birds fly in.
Bears and hedgehogs wake up.

It is very cold outside. Snowing.
There are no leaves on the trees.
All the insects have disappeared.
People put on warm clothes. Children are sledding.

It's very hot outside.
There are green leaves on the trees.
The sun shines brightly. There are many flowers growing.
Lots of fruits and vegetables are ripening.

The leaves on the trees turn yellow and gradually fall off.
It's getting colder every day.
It rains very often. Birds fly to warmer climes.

14. Name the winter months, spring, autumn, summer.
15. How many days are there in a week?
16. What colors do you know?
17. Name the types of transport.
18. What applies to furniture?
19. Complete the sentences:

A doll, a ball, a wind-up car, cubes - this is...
-pen, notebook, pencil, eraser – this is...
- cabbage, potatoes, carrots, turnips - this is...
- apricot, cherry, banana, pineapple, peach, pear are...
-linden, acacia, poplar, maple – this is...
-TV, vacuum cleaner, iron, table lamp – this is...

20. Tell us about your family (favorite toy, any cat or dog).

Assignments that determine the level of knowledge in subjects.

1.Draw five different shapes.
2.Color in 4 circles. Shade 1 less triangles than circles. Color in as many squares as triangles.

3. There are 3 tulips and 2 roses in a vase. How many flowers are in the vase?
Underline the correct number.1 2 3 4 5 6 7
4. Petya had 5 candies. He ate 1 candy. How many candies does Petya have left?

5. 6 ears stick out from behind the bush. How many bunnies are behind the bush?
Underline the correct number. 1 2 3 4 5 6 7
6. Fill in as many circles as there are sounds in the word:

7. Cross out the extra word:
DREAM DREAM SOM
8. Cross out the figures that you remember. (Previously, on a large sheet of paper, the child looks at and remembers 7 figures for a minute. On an individual piece of paper, he is offered 12 figures, of which four are extra.)

9. Underline transport with a green pencil, and tools with a red pencil.

10. Graphic dictation. (Performed on a lined space.)

The task is performed from a point. 2 cells to the right, 1 cell down,
3 cells to the right, 1 cell up,
1 cell left, 1 cell up,
3 cells to the right, 1 cell down,
1 cell left, 1 cell down,
3 right, 1 up, 1 left, 1 up, 2 right.

The test tasks are read by the teacher, repeating them 2 times.

It is preferable to print all tasks on a separate sheet for the child.

The teacher helps to navigate if the child cannot find the task.

11. Copy the points into the bottom field.

12. Draw a red triangle to the left of the circle, and a blue square to the right of the circle.

The program is designed to correct the development of cognitive areas of activity of primary schoolchildren. This program contains a complex of educational games, exercises, and tasks aimed at developing cognitive mental processes, communication, and arbitrary behavior of younger schoolchildren. Basic purpose classes is the development of cognitive processes for the successful development of educational programs. The program consists of games, exercises, tasks that can be divided into:

Relaxation

Motor

Communication

Developmental

The program contains several stages: indicative, reconstructive, formative and consolidating. Classes are held with a regular group of up to 8 people of approximately the same age. It is advisable to have children of different genders in the group. Each lesson lasts from 30 to 45 minutes, has a specific goal, tasks and contains an appropriate set of games, exercises, and tasks. The minimum number of classes is 12. A signal to stop classes can be a change in the children’s attitude towards them or the successful completion of tasks.

During the classes, you can use elements of isotherapy (drawing fears, shading, finger painting), music, dance therapy, bibliotherapy (working with fairy tales, parables, stories). You can start each lesson with the “Mirror and Me” exercise. Create an imaginary mirror from your right hand, “looking into it”, make faces at yourself, say a few compliments, for example: “How good I am” or “How beautiful I am,” etc., removing the mirror, make faces at your neighbor and tell him a compliment. To create a good mood. You can end each lesson with a color painting of your mood (draw a cloud of your mood and color it in as you wish) or choosing a pictogram (choose a face with the same mood as yours).

Projected result at the end of the course

Upon completion of the developmental course, students should:

Do exercises and tasks independently.
Change behavior in class.
Improve academic performance in various school subjects.
Changes in the emotional state of each student.

Terms of sale

Developmental classes are conducted in a specialized psychologist’s office. During the classes, various didactic materials are used: posters, tables, visual material of the 4th odd method, Raven matrices, etc., individual forms for completing assignments.

When assessing the development results of this program, it is necessary to conduct repeated psychodiagnostics of students to determine the level of development of cognitive processes.

The program material is designed for 12 lessons, distributed over time once a week for 30-45 minutes, taking into account its sufficiency for the high-quality development of cognitive processes and obtaining the planned results.

Cycle 12 lessons

1. Exercises aimed at correcting mental activity:

“The fourth odd one”, “Name it in one word”, “Find the way”, “Continue the row”, “Pick up the patch”, “Complete what is missing”, “Choose the corresponding word”, “Find out the quantity”, “Insert the missing letters”, “Elimination of the superfluous”, “Dancing men”, “Comparison of concepts”, “Simple analogies”, tongue twisters, irregular fairy tales, fascinating mathematics.

2. Exercises aimed at correcting and developing attention:

“Proofreading tests”, “Graphic dictation”, “Search non-stop”, “Remember the order”, “Buttons”, “Find the differences”, “Find the encrypted words”, “On the seashore”, “Little monkeys”, “Find a pair” , “Find errors.”

3. Exercises aimed at correcting and developing memory:

“Remember the order”, “Pairs of words”, “Remember phrases”, “Recognizing figures”, “Remember a series of words”, “Remember a series of figures”

4. Exercises aimed at correcting and developing fine motor skills: “Repeat the pattern”, “Connect the dots in order”, “Trace the drawing dot by dot”, “Do shading”.

5. Exercises aimed at correcting and developing spatial concepts: “Labyrinth”, “Repeat the pattern”, “Nose”, “Graphic dictation”.

6. Exercises aimed at correcting and developing the emotional-volitional sphere: “Mirror”, “Drawing of a family”, “My dreams”, “Magic journey”, “Kindness”, “Boat”, “Look at your hands”, “How many teeth” ”, “Icicle”, “On the seashore”, “Curious Varvara”, “Round eyes”, “Surprise”, “Gaps in a sentence”.

7. Exercises aimed at broadening your horizons and developing creative thinking, intelligence, imagination and perception: riddles, “Verbs”, “Fun questions”, “Shapes”, “Make up words”, “Insert the missing letters”, “Decipher the words”, “Solve the example and make up a word”, “Guess the word”, “Animal crossword”, “Assemble a figure”, “Word inverters”, “Come up with words starting with a given letter”.

Students should be able to:

Orient yourself in the space of the sheet, correctly name the directions to the right, left, up, down, etc.
Correctly analyze and copy the sample without errors.
Follow the adult’s verbal instructions correctly.
Correctly perceive and name shapes, emotions, colors.
Correctly understand and use facial expressions and gestures.
Work in a team.
Show sustained attention when performing tasks, concentrate, switch, distribute, visually analyze.
Memorize auditory and visual material at a sufficient level.
Successfully complete tasks independently, previously completed, but differently designed.
Express your feelings.

Lesson developments

Lesson 1

Goal: get to know each other, remove the barrier of anxiety and shyness, develop memory, attention, logical thinking.

Task: uniting the group, setting the mood for productive future work.

Progress of the lesson

I. Introductory part

The music “Dolphin's Dream” is playing. We close our eyes and listen carefully to the sounds of the dolphin, he is very happy, he is in a good mood, he helps everyone and works very hard, all his qualities are transmitted through music to us. Now open your eyes and smile at each other. Swing, as if on the waves, from side to side, all tension leaves your body, and it is filled with the energy necessary for work. Getting to know each other in a circle, exercise “Snowball”. Children stand in a circle and take turns passing the ball and saying their names. On the second circle, everyone tries to repeat the name of their neighbors to the right and left, on the third, the names of all the children standing in the circle. If necessary, he uses the advice of a psychologist.

II. Main part

Task 1. “Search non-stop”

Assignment for the child: within 20 seconds, you need to see as many objects of the same color or shape around you as possible (the color or shape is called by a psychologist) and list them. The rest carefully monitor the answer and add.

Task 2. “Remember the order”

You can play several options: A) remember the order of colored pencils and reproduce it. B) Students stand in a row, the person answering must remember who is standing where, turn away and name everyone in order.

Task 3. Game “Zoo”

Participants name the animals they would like to be and explain why. The answerer turns away, at this time the participants change places, and after 30 seconds, turning around, they say who called themselves what animal, and who changed places with whom. The answerer changes and the game starts again, with new “animals”.

Task 4. “Fascinating mathematics”

A rooster, standing on one leg, weighs 3 kg. How much will he weigh standing on two legs? (3 kg)
What is lighter – 1 kg of fluff or 1 kg of iron? (Equal)
Who changes clothes 4 times a year? (Earth)
The four played dominoes for four hours. How long did each person play? (4 hours)
One egg is cooked for 4 minutes. How many minutes to boil 5 eggs? (4 minutes)

Let's stand in a circle and hold hands. Then, pronouncing “Goodbye” one by one, we disperse, making our circle wider, and then lower our hands.

Lesson 2

Objective: to teach how to navigate in space up, down, left, right.

Progress of the lesson

Let's greet each other. To do this, we all need to stand in a circle, holding hands, and, saying “Hello” one syllable at a time, take a few steps forward and join in the center of the circle. So, let's start.

I. Introductory part

Today in class we will learn to distinguish where is left, where is right, up and down. We will learn to listen carefully and look for mistakes, speak quickly and go through mazes. Let's perform brain exercises to improve memory, attention and thinking. “ Ear-nose " With your left hand, grab the tip of your nose, and with your right hand, grab the opposite ear. At the same time, release your ear and nose, clap your hands, change the position of your hands “exactly the opposite.”

II. Main part

Task 1. “Wrong fairy tales: Ryaba Hen”

Once upon a time there lived a grandfather and a woman, and they had a chicken, Ryaba. Once a chicken laid an egg. The egg is not simple - the egg is golden. Grandfather beat and beat, but did not break. Baba beat and beat, but she didn’t break it. The mouse jumped, flapped its wing, the egg fell and broke. The grandfather dances, the woman dances, and the chicken clucks: “Don’t dance, grandfather, don’t dance, woman.” I’ll give you some more milk.”

Task 2. “Graphic dictation: Typewriter”

Instructions: “Now we will draw a pattern by cells. To make it beautiful and neat, you need to listen carefully to what I am going to say and draw lines without lifting the pencil from the paper. Drawing a training pattern. Put down your pencil, listen carefully, don’t get distracted, I won’t repeat it. Start: one cell up, one cell to the right, one down, one to the right, one up, one to the right, one down, one to the right, continue this pattern to the fields yourself (after finishing the work, you need to look through the patterns and correct any mistakes). Well done, now let's move on to the main pattern, get ready: one cell up, one to the right, one cell up, two to the right, one down, two to the right, two down, two to the left, one down, two to the left, one up, one to the left, one up . We're done. Happened? What does it look like?".

Task 3. “Tongue Twisters”

Instructions: “At first we pronounce the tongue twister slowly, and when we learn it, we gradually increase the pace. Make sure that every sound is pronounced clearly.”

“The Christmas tree has pinched needles,” “One magpie is a hassle, forty forty is forty hassle,” “Wolves are prowling and looking for food,” “A hedgehog has a hedgehog, a snake has a bite.”

Task 4. “Labyrinth”

Students must find the correct path to the star by drawing a path line with a pencil.

III. The final part - reflection

Summing up the lesson. Discussion of the results of the work and their difficulties that arose during the task: What did you like? what didn't you like? what did you learn? what was interesting?

Now let's say goodbye to you. We did a good job today, and I would like to offer you a game in which the applause starts out quietly and then becomes stronger.

Lesson 3

Goal: development of memory, creativity, logical thinking.

Objective: relieve anxiety during the game.

Progress of the lesson

Let's take turns in a circle and say hello to the neighbor on the right, saying his name and smiling.

I. Introductory part

Today we will learn to be attentive, remember words, imagine. And as always, we’ll start our lesson with brain gymnastics. Draw a Christmas tree (at least 5 turns), a circle, a square, a triangle in the air with both hands at the same time (activates brain structures that ensure memorization, increases stability of attention).

II. Main part

Task 1. “Shapes”

Children are given templates of geometric shapes that need to be traced. Based on the circled figure, you need to come up with and complete the drawing.

Task 2. “Pairs of words”

Students are read pairs of words, they need to remember every second word in the pair and write it down next to the first word of the pair.

Pairs of words: Cat – milk; bun – butter; boy - car; winter - slide; table - pie; teeth – brush; river - bridge. (To complicate the task, you can take pairs of words that are not related in meaning)

Children are presented with several mathematical riddles in which the solution does not depend on calculation or addition. These puzzles force you to think logically and help you learn comparative analysis. Students answer orally.

Three chickens will lay 3 eggs in 3 days. How many eggs will 6 hens lay in 6 days? What about 4 chickens in 9 days? (6 hens will lay 12 eggs in 6 days, 4 hens will lay 12 eggs in 9 days)
Lena, Olya, Tanya took part in the 100 m race. Lena ran 2 seconds earlier than Olya, Olya ran 1 second later than Tanya. Who came earlier: Tanya or Lena, and by how many seconds? (Lena arrived 1 second earlier than Tanya)
There are 20 spokes in a wheel. How many spaces are there between the spokes in this wheel? (20 spaces)
How many different digits must be used to write the number 100? (Two: 1 and 0)

Task 4. Game “Little Monkeys”

Each of those standing in a row takes some pose, one of the players, after looking at them for 40-50 seconds, copies the pose of everyone, while the rest of the participants stand quietly. You can complicate the game by using your memory; turning away, the player must repeat all the poses from memory.

III. The final part - reflection

Summing up the lesson. Discussion of the results of the work and their difficulties that arose during the task: What did you like? what didn't you like? what did you learn? what was interesting?

Now you and I will give gifts to each other. Taking turns using pantomime, you need to depict an object and pass it to your neighbor on the right.

Lesson 4

Goal: development of memory, attention, logical thinking.

Task: be able to work according to a model.

Progress of the lesson

Children randomly move around the classroom to the music, meet each other, clap their hands and say hello.

I. Introductory part

Today in class we will learn to listen carefully and find mistakes, work according to a model and solve problems. Let's start with brain gymnastics and immediately check who knows how to listen. Activation of auditory sensitivity of sound: one clap of the tester - 2 clap of the test subjects, two clap of the tester - one clap of the test subjects.

II. Main part

Task 1. “Repeat the pattern”

Students carefully examine the sample on the left side of the sheet and reproduce it in the same way in the squares on the right side of the sheet.

Instructions: Students must hear and name the mistakes in the fairy tale.

Task 2. “Wrong fairy tales: Kolobok”

Once upon a time there lived an old man and an old woman; they had no bread, no salt, no sour cabbage soup. The old man went into the garden to scrape the boxes of revenge. Having collected some flour, they began to knead the bun. They mixed it in oil, spun it in a frying pan and chilled it on the stove. The bun jumped and ran away. As he runs along the river, a tiger meets him and asks him in a thin voice: “Where are you running, little bun?” Kolobok answered him: “I swept the boxes, scraped the bottom of the barrel, spun in raw oil, chilled the window, I left my grandfather, I left my woman, and I’ll run away from you.” And the bun ran. A gray bull meets him: “Where are you going, little bun?” Kolobok answered him: “I swept the boxes, scraped the bottom of the barrel, spun it in raw oil, chilled the window, I left my grandfather, I left my woman, I left the tiger, and I’ll run away from you, little bull.” The bun swam. A cat flies towards him and croaks at him: Where are you going, little bun? Kolobok answered her: “I swept the boxes, scraped the bottoms of the barrel, spun in raw oil, cold on the window, I left my grandfather, I left my woman, I left the tiger, I swam away from the bull, and from you, cat, I'll run away. Kolobok galloped. A fox comes across him, an expert at climbing trees, and purrs, getting ready to lick him off: “Where are you running, little bun, tell me, my dear friend, my dear light!” Kolobok answered her: “I swept the boxes, scraped the bottoms of the barrel, spun in raw oil, cold on the window, I left my grandfather, I left my woman, I left the tiger, I swam away from the bull, I rode away from the bear and away from you.” I'll run away. The fox says to him: “I don’t hear what you’re singing?” Sit on my upper lip! The little boy sat down and sang the same thing again. – I don’t hear anything yet! Sit on my tongue. But he didn’t hear, and jumped on her side. The fox will laugh from being tickled. Kolobok was frightened by her laughter and ran away. So he still rides through the forest. And from then on, grandma only baked pancakes so that they wouldn’t roll away.

Task 3. “Fascinating mathematics”

One day, Winnie the Pooh spent the whole day visiting the Rabbit. Figure out where Winnie the Pooh spent the night if it is known that the bear cub covered the distance between his house and the Rabbit's hole an odd number of times. (At the Rabbit's, because Vinnie went to the Rabbit's for the first, third, etc. time, and returned home for the second, fourth, etc. time).
A one-headed snake has one tail. How many tails does the three-headed serpent have? What about the nine-headed one? What about the hundred-headed one? (No matter how many heads there are, there is always one tail).
In a week, the goose laid more than 6 eggs, but not less than 8. How many ducklings hatched from these eggs? (Seven)

Task 4. “Help the girl get home”

III. The final part - reflection

Exercise “Draw a cloud of your mood.”

Children mentally draw a cloud and mentally color it depending on their mood at the moment. The presenter writes down the answers. You can also do it on a sheet of paper. Summing up the lesson. Discussion of the results of the work and their difficulties that arose during the completion of tasks. What did you like? What didn't you like? What have you learned? What was interesting?

Lesson 5

Goal: development of visual - imaginative thinking, attention, spatial orientation.

Task: know left, right, up, down, be able to perform tasks under dictation.

Progress of the lesson

Let's stand in a circle and take turns saying our name, clapping it with our hands (Ta-nya, Ta-nya), and everyone else will repeat the name.

I. Introductory part

Today we will learn to perform tasks under dictation, learn how to compare and find identical objects, and select suitable patches for rugs. Let's start with brain gymnastics: “ Ring " Alternately and as quickly as possible, move your fingers, connecting the index, middle, etc. into a ring with the thumb smoothly and alternately in succession. The test is performed in direct (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. First, the technique is performed with each hand separately, then together.

II. Main part

Task 1. “Do the same”

The child needs to do the shading according to the pattern, repeat the drawing by dots, and trace the drawing by dots.

Task 2. “Graphic dictation - Dog”

Task 3. “Comparison”

III. The final part - reflection

Exercise “Princess-Nesmeyana”.

There is a chair in the center. The presenter sits on it. To cheer up Princess Nesmeyana, you need to tell her kind words about how good she is. The children take turns telling the princess about her good qualities.

Summing up the lesson. Discussion of the results of the work and their difficulties that arose during the task: What did you like? what didn't you like? what did you learn? what was interesting?

Lesson 6

Goal: training attention, forecasting and foresight, logical thinking.

Task: be able to select verbs and solve logical problems.

Progress of the lesson

Greeting exercise “General circle”.

Let's all stand in a circle. I will look you all in the eyes and slightly nod my head, when I say hello to everyone, I will lightly touch the shoulder of my neighbor on the right and he will begin to greet you all.

I. Introductory part

Today we will train attention, learn to think, consistently connect dots and syllables, and solve problems. Let's start with brain gymnastics: “ Fist-rib-palm " The child is shown three positions of the hand on the plane of the table, successively replacing each other. Palm on a plane; palm clenched into a fist; palm with edge on the plane of the table; straightened palm on the plane of the table. The child performs the test together with the teacher, then from memory for 8-10 repetitions of the motor program. The test is performed first with the right hand, then with the left, then with both hands together. When mastering the program or if there are difficulties in performing it, the teacher invites the child to help himself with commands (“fist-rib-palm”), pronounced out loud or silently.

II. Main part

Task 1. “Verbs”

The purpose of this exercise is to enrich the child’s speech and expand his understanding of the world around him. To develop automaticity in the pronunciation of words, it is useful to combine this exercise with actions. Use the ball. The adult speaks and throws the ball to the child, he answers and returns the ball.

Sand is poured, and water... (poured)
The cutlets are fried, and the soup... (boiled)
The table is set, and the bed... (made)
Flowers are watered with water, and fire is watered... (extinguished)
They put a thread into a needle, and a nail into a wall... (they drive it in)
The table may break, and the glass... (break)
The water can be spilled, but the peas... (scattered)
The hay is cut, and the hair... (cut)
The dress is sewn, and the scarf... (knitted)
The threads are spun, and the canvas... (woven)

Task 2. “Fun questions”

Develops logical thinking.

How many eggs can you eat on an empty stomach? (One, the rest are not on an empty stomach)
What tree does a crow sit on when it rains?
(On wet)
Where does the water stand? (In glass)
How many minutes does it take to boil a hard-boiled egg? Two? Three? Five? (Not at all – it’s already hard-boiled)

Which clock shows the correct time only twice a day? (Which are worth)

Task 3. “Make words”

III. The final part - reflection

Summing up the lesson. Discussion of the results of the work and their difficulties that arose during the task: What did you like? what didn't you like? what did you learn? what was interesting?

Task 4 “Connect the dots and color”

Application . (Lesson 7–12)

Literature
Danilova E.A. “Finger games” - M.: JSC “ROSMAN-PRESS”, 2006.
Ovcharova R.V. “Practical psychology in the beginning.