Thematic pictures will help the child develop imagination, logic and, most importantly, teach him detailed speech. To make the most of story pictures, cut them up and ask your child to put them in the correct sequence, ask what logic he followed, then have him describe the action that happens from picture to picture. And your task, in parallel with his essay on the drawings, is to ask him leading questions. Thus, making sentences based on the drawings, and putting them together into a whole plot story, a preschooler develops and prepares for learning not only in first or second grade, but for life.
Essay based on a picture. 
Make a proposal based on the drawing. 
We make a proposal based on the pictures. 
Tell us what happened next. Why did the children run for help? 
Let the child answer the questions in detail. 
Place the pictures in the correct sequence and make up a connected story. 
Plot pictures for composing a story. 
For a preschooler. 
Stories based on a series of plot pictures. 
What happened in the pictures? 
Educational essay. 
Let's try to reconstruct the sequence of events from a series of pictures. 
Make sentences based on the picture. 
Composition. Bunny rescue. 
Pictures for writing stories. 
Look at the pictures, what do they show? 
Two friends. 
Try to write a nursery rhyme. 
To compose an essay. 
Olga Viktorovna Chistyakova
Making up a story based on the picture
Dear teachers and parents!
The proposed manual will help you in activities to develop the speech of your children.
The degree to which a child’s speech is developed directly determines his success not only in mastering literacy, but also in learning in general. Speech development- This is an indicator of both the level of intelligence and the level of culture. Unfortunately, spoken word junior schoolchildren is often poor and monotonous, limited by a very meager vocabulary, so the creation of even a small written text causes serious difficulties for children.
As a rule, the text created by the student consists of short and similar sentences. It often violates the logical sequence, incorrectly defines the boundaries of sentences, and unreasonably repeats the same words. The task of parents and teachers is to constantly develop oral and written speech children. Teaching a child to compose a coherent story and write essays means teaching them to express their thoughts competently, consistently and beautifully.
Work on speech development is very labor-intensive and requires a lot of time. The easiest and most effective way to start learning is to use visual material. In our manual you will find a color tab with pictures based on which activities for primary school students have been developed.
Those caring parents who are concerned about development issues competent speech their children will find all the necessary recommendations in this book.
The manual briefly outlines the main theoretical issues: types of texts, types of essays based on pictures, methods of working on them.
The practical part contains preparatory exercises and essay plans, support words and phrases (so-called speech preparations), as well as samples of essays based on the proposed pictures.
The manual considers only descriptive texts and narrative texts. Don't forget that mostly elementary school the work is aimed at creating mixed texts (narrative texts with elements of description or elements of reasoning). Here are the following types of essays based on pictures:
1) an essay describing a separate subject;
2) an essay describing a natural phenomenon;
3) a descriptive essay based on a series of plot pictures;
4) narrative essay based on a plot picture;
5) a narrative essay based on a series of plot pictures.
At first, you can limit yourself to an oral story based on a picture,
and then move on to writing the text. Classes should not be conducted occasionally. Only systematic exercise will give a positive result.
We wish you success!
Text- these are two or more sentences related in meaning. The text is dedicated to a specific topic and has a main idea.
Subject text - what is said in the text.
Main idea text - what the author wants to convince the reader of.
Each text has a title - title. To title a text, you need to briefly name its topic or main idea.
Typically the text consists of three parts.
1. Introduction.
2. Main part.
3. Conclusion.
Each part of the text is written on a red line.
There are three types of texts: description, narration, reasoning.
Description- a text that describes objects, people, animals, plants or natural phenomena. The purpose of the description is to provide the most complete, accurate information about the subject.
You can ask questions about the descriptive text: what? which? which?
The descriptive text is full of adjectives, comparisons, and figurative expressions.
Description text plan.
1. Introduction (subject of description).
2. Main part (characteristic features of the subject).
3. Conclusion (evaluation).
Narration- a text that tells about an event or incident.
To the narrative text, you can ask the question: what does it do?
Verbs are used in narrative text.
Plan of the narrative text.
1. Introduction (set of action).
2. Main part (action development).
3. Conclusion (denouement).
Narrative text is the most accessible type of essay for a child.
Reasoning- a text that talks about the causes of phenomena or events.
In relation to the text-reasoning, you can ask the question why?
The reasoning text uses words that indicate the connection of thoughts: firstly, secondly, thirdly, because, therefore, therefore, finally, so etc.
Plan of the text-reasoning.
1. Introduction (thesis).
2. Main part (evidence).
3. Conclusion (conclusion).
METHOD OF WORKING ON A STORY FROM A PICTURE
Story by picture- this is a statement of one’s thoughts and feelings based on an illustration or drawing in a book.
This type of work not only develops the child’s oral and written speech, but also develops his ability to delve into the meaning and content of a picture and control that fiction does not contradict reality, and also enriches vocabulary schoolboy.
When working on an essay based on a picture, you can follow a certain procedure.
1. Create an emotional mood for the lesson, interest the child in this type of work.
2. Give the child the opportunity to carefully examine the picture (if it is a series of plot pictures and their sequence is broken, then ask him to restore the order of the pictures).
3. Answer the child’s questions, if any, and then ask your own: on the content of the picture, identifying the theme and main idea, mood and feelings associated with the perception of the picture.
4. Discuss possible header options together and choose the most successful one.
5. Make a plan for your future essay.
Make a plan writing means giving a title to each part of it. Remember that the title should reflect the topic or main idea every part. When working on a series of plot pictures, making a plan means giving a title to each picture.
6. Carry out lexical work: select synonyms, comparisons, figurative expressions, determine the exact meaning of words, etc.
7. Ask the child to recite the resulting text according to plan, using supporting words and phrases.
In a friendly tone, point out shortcomings and factual errors, and correct them together.
8. Give your child time to write his own essay. (At this time, an adult can try his hand at writing an essay).
If your child has questions about writing any words or placing punctuation marks while working, do not ask him to remember the rule, tell him the correct answer, and do not distract him from the creative process.
It is important that the child does not feel afraid of corrections, so show how to carefully cross out an erroneously written word or letter.
Let the child check his work first. Place it in front of him spelling dictionary and teach you how to use it. Then check the essay yourself. Never use a red pen! Take a green pen and mark the margins with “+” or “!” what the child did (a well-chosen comparison, a correctly composed sentence, etc.). First, praise him for successful moments in his work, and then correctly tell him where there are errors, together find them and correct them.
Read your essay or a sample essay from this book to your child. Give him the opportunity to check your work, find its advantages and disadvantages (you can use your own system for evaluating work, for example, draw a happy or sad face).
10. At the end of the lesson, thank each other for the pleasant moments of communication, share your feelings and impressions, and agree on the next lesson.
And a few more tips.
Never throw away children's essays! Collect them in a separate folder, organize a home exhibition best works ask your child to read the essay to his grandmother, classmate and other close people.
When choosing a drawing for class, keep in mind that a narrative essay based on a series of plot pictures is the simplest form of essay.
A narrative essay based on a plot picture is more difficult than the previous one. Here the child must be able to use his knowledge, his life experience to create a story in your mind.
A descriptive essay is the most difficult form of writing.
ESSAY-DESCRIPTION OF AN INDIVIDUAL SUBJECT
I. Preparatory work.
1. Answer the questions.
What vegetable is shown in the picture?
What shape is this vegetable?
What is the size, color, taste of the tomato?
Does this vegetable have a smell?
What dishes with tomatoes do you like?
Retelling the text using story pictures for children 6-7 years old. How to teach a child to retell a text, how to compose a text based on supporting plot pictures for children. How to teach a 5-6 year old child to retell text based on plot pictures.
Subject pictures for composing stories for children 6-7 years old “Rich Harvest” 
- Reading the story “A Rich Harvest!”
Rich harvest.
Once upon a time there lived hardworking goslings Vanya and Kostya. Vanya loved to work in the garden, and Kostya loved to work in the vegetable garden. Vanya decided to grow a crop of pears and grapes, and Kostya decided to grow a crop of peas and cucumbers. Vegetables and fruits have grown wonderfully. But then insatiable caterpillars began to eat Kostya’s harvest, and noisy jackdaws got into Vanya’s garden and began pecking at the pears and grapes. The goslings were not at a loss and began to fight the pests. Kostya called the birds to help, and Vanya decided to make a scarecrow. At the end of summer, Kostya and Vanya harvested a rich harvest of vegetables and fruits. Now they were not afraid of any winter.
2. Conversation.
- Who is this story about?
— Where did Vanya like to work? What can it be called?
— Where did Kostya like to work? What can it be called?
— What did Vanya grow in the garden?
- What’s in Kostya’s garden?
- Who interfered with Vanya? Who is Kostya?
—What can you call caterpillars and jackdaws?
— Who helped Vanya get rid of the caterpillars?
- What did Kostya do to scare away the jackdaws?
— What did the hardworking goslings rejoice at at the end of summer?
3.Retelling the story.
Retelling the story “Swans” using plot pictures
1.Reading a story.
Swans.
Grandfather stopped digging, tilted his head to the side and listened to something. Tanya asked in a whisper:
- What's there?
And grandfather replied:
- Do you hear the swans trumpeting?
Tanya looked at her grandfather, then at the sky, then again at her grandfather, smiled and asked:
- So, do swans have a trumpet?
Grandfather laughed and replied:
-What kind of pipe is there? They just scream so long, so they say they are blowing trumpets. Well, do you hear?
Tanya listened. Indeed, somewhere high up, drawn-out, distant voices were heard, and then she saw the swans and shouted:
- I see, I see! They fly like a rope. Maybe they will sit somewhere?
“No, they won’t sit down,” said grandfather thoughtfully. - They fly away to warmer climes.
And the swans flew further and further.
- Who is this story about?
-What was grandfather listening to?
- Why did Tanya smile at her grandfather’s words?
- What does “swans trumpet” mean?
- Who did Tanya see in the sky?
- What did Tanya really want?
- What did grandfather answer her?
3.Retelling the story.
Compiling the story “How the sun found a shoe” based on a series of plot pictures
- Where did the boy Kolya walk?
— What was there a lot around the house?
- Why is Kolya standing in one shoe?
— What did Kolya do when he noticed that he didn’t have a shoe?
- Do you think he found it?
- Who did Kolya tell about his loss?
- Who started looking for a shoe after Kolya?
- And after grandma?
— Where could Kolya lose his shoe?
- Why did the sun find the shoe, but everyone else didn’t?
- Is it necessary to do what Kolya did?
2. Compiling a story based on a series of plot pictures.
How the sun found a shoe.
One day Kolya went out into the yard for a walk. There were a lot of puddles in the yard. Kolya really enjoyed wandering through the puddles in his new shoes. And then the boy noticed that he didn’t have a shoe on one foot.
Kolya began to look for the shoe. I searched and searched, but never found it. He came home and told everything to his grandmother and mother. Grandma went into the yard. She searched and searched for the shoe, but never found it. My mother followed my grandmother into the yard. But she couldn’t find the shoe either.
After lunch, the bright sun came out from behind the clouds, dried up the puddles and found a shoe.
3.Retelling the story.
Common slide. Retelling based on the plot picture
1. Conversation based on the plot picture
- By what signs did you guess that it was winter?
-Where are the children gathered?
- Think about who built the slide?
- Which of the children just came to the slide?
- Pay attention to the boys. What do you think they argued about?
- Look at Natasha. What does she tell the boys?
- How did this story end?
— Give a name to the story picture
2. Sample story.
Common slide.
Winter has come. White, fluffy, silver snow fell. Natasha, Ira and Yura decided to build a slide out of snow. But Vova did not help them. He was sick. It turned out to be a good slide! High! Not a hill, but a whole mountain! The guys took a sled and had fun riding down the hill. Three days later Vova came. He also wanted to sled down the hill. But Yura shouted:
- Don't you dare! This is not your slide! You didn't build it!
And Natasha smiled and said:
- Ride, Vova! This is a shared slide.
3.Retelling the story.
Compiling the story “Family Dinner” using plot pictures
1. Conversation on a series of plot pictures.
— What time of day do you think is depicted in the plot pictures?
- Why do you think so?
— Where did Sasha and Masha come home from?
-Where did dad and mom come from?
— What is the name of the evening meal in the family?
- What did mom do? For what?
— What work does Sasha do?
— What can you cook from potatoes?
- What is Anya doing?
-What will she do?
— Who didn’t you see in the kitchen at work?
— What kind of work did dad do?
— When everything was ready, what did the family do?
- How can we finish our story?
— What do you think parents and children will do after dinner?
- What can we call our story?
2. Compilation of a story.
Family dinner.
In the evening the whole family gathered at home. Dad and mom returned from work. Sasha and Natasha came from school. They decided to cook a family dinner together.
Sasha peeled potatoes for mashed potatoes. Natasha washed the cucumbers and tomatoes for the salad. Mom went into the kitchen, put the kettle on the stove and began to brew tea. Dad took the vacuum cleaner and cleaned the carpet.
When dinner was ready, the family sat down at the table. Everyone was happy to see each other at a family dinner.
3.Retelling the story.
Compiling the story “New Year is on the threshold” based on plot pictures
1. Conversation on a series of plot pictures.
—What holiday is approaching?
- How can you prove this?
— What are the guys doing?
— Tell me what kind of Christmas tree decorations they will make?
— What do children use to make Christmas tree decorations?
— Do they work with pleasure or not?
—What kind of decorations did they make?
-Where did they hang their toys?
— How did the children spend the holiday?
-What were they wearing?
— What surprise awaited them at the end of the holiday?
2. Compilation of a story.
New Year on the threshold.
Beloved was approaching children's party- New Year. And the tree stood in the corner and was sad. Olya looked at the tree and suggested:
- Let's decorate it not only with balloons, but also make toys ourselves!
The guys agreed. Each of them armed themselves with scissors, paints and colored paper. They worked with pleasure. Soon the bright, colorful decorations were ready. The children proudly hung their work on the tree. The tree sparkled and glowed.
The holiday has arrived. The guys put on fancy dress and went to the Christmas tree. They sang, danced and danced in a circle. Well, and of course, Grandfather Frost came to the children with long-awaited gifts.
3.Retelling the story.
Retelling of the story “How We Communicate”, compiled from supporting plot pictures
1. Conversation.
— How do we communicate with each other if we are nearby?
- And if a person is not around, then what do we do?
— What can be classified as means of communication?
— What can be sent by mail?
— How was mail delivered before?
— How did the telegraph work?
— How long does it take now to send a message?
-What do people use for this?
— How does the postal service deliver letters and greeting cards to us?
— Why do people write letters and greeting cards to each other?
2. Compilation of a story.
How do we communicate?
By talking, we communicate with each other. But sometimes close person is far away. Then telephone and mail come to the rescue. Having dialed the desired phone number, we will hear a familiar voice. And if you need to send a letter or a greeting card, you can go to the post office.
Previously, mail was delivered on horseback. Then the Morse telegraph machine appeared, and messages began to be transmitted over wires using electric current. Engineer Bell improved the Morse machine and invented the telephone.
Nowadays, messages with text and pictures can be conveyed very quickly. To do this, people use a cell phone and a computer. But even now people continue to write letters to each other, send greeting cards and telegrams by mail. Mail is delivered by cars, by railway or by air.
3.Retelling the story.
Compiling a story based on the plot picture “In a Living Corner.”
1. Conversation.
— Who do you see in the plot picture?
- Name the plants that are in the living corner.
— Do children like to work in a living area? Why?
-Who is working in the living area today?
— What are Katya and Olya doing?
— What kind of leaves does ficus have?
— Why does Dasha like to take care of fish? What are they?
— What should you do if a hamster lives in a living area? What is he like?
— What birds live in the living area?
—Where is the cage with the parrots? What parrots?
— How do the guys do their work?
— Why do they like to take care of animals and plants?
2. Compiling a story based on a plot picture
In a living corner.
There are many plants and animals in the living area. Children enjoy watching and caring for them. Every morning when the guys come to kindergarten, they go to the living corner.
Today Katya, Olya, Dasha, Vanya and Natalya Valerievna are working in the living corner. Katya and Olya are caring for a ficus: Katya wipes its large shiny leaves with a damp cloth, and Olya waters the plant. Dasha likes fish: they are very bright and happily eat the food that she pours into the aquarium. Vanya decided to take care of the hamster: he cleans its cage and then changes the water. Natalya Valerievna feeds motley parrots. Their cage hangs high and the kids can’t reach it. Everyone is very focused and trying to do their job well.
3.Retelling the story.
Compiling the story “The Hare and the Carrot” based on a series of plot pictures.
1. Conversation on a series of plot pictures.
— What time of year is shown in the plot picture?
— What can you say about the weather?
- How much does a snowman cost?
-Who ran past the snowman?
-What did he notice?
- What did the bunny decide to do?
- Why couldn’t he get the carrot?
- What did he plan to do next?
— Did the ladder help him get to the carrot? Why?
— How has the weather changed compared to the first story picture?
— What can you say about the mood of the bunny in the second picture?
- What's going on with the snowman?
— How does the sun shine in the third picture?
-What does a snowman look like?
— What is the bunny’s mood? Why?
2. Compilation of a story.
Hare and carrot.
Spring has come. But the sun rarely peeked out from behind the clouds. The snowman that the children made in winter stood there and didn’t even think about melting.
One day a bunny ran past the snowman. He noticed that the snowman had a tasty carrot instead of a nose. He started jumping up and down, but the snowman was tall and the bunny was small, and he couldn’t get the carrot.
The bunny remembered that he had a ladder. He ran into the house and brought a ladder. But even she didn’t help him get the carrots. The bunny became sad and sat down next to the snowman.
Then the warm spring sun peeked out from behind the clouds. The snowman slowly began to melt. Soon the carrot ended up in the snow. The joyful bunny ate it with pleasure.
3.Retelling the story.
Subject pictures for composing stories for children 6-7 years old: the fairy tale “Spikelet”
1.Reading a fairy tale.
2. Conversation.
- Who is this fairy tale about?
— What did the little mice do all day?
- What can you call the mice, what are they like? And the cockerel?
- What did the cockerel find?
- What did the little mice propose to do?
- Who threshed the spikelet?
— What did the little mice propose to do with the grain? Who did it?
- What other work did the cockerel do?
- What were Krut and Vert doing at that time?
— Who was the first to sit down at the table when the pies were ready?
— Why did the little mice’s voices become quieter after each question from the cockerel?
- Why didn’t the cockerel take pity on the mice when they left the table?
3.Retelling a fairy tale.
Compiling the story “Where the bread came from” based on a series of plot pictures
1. Conversation.
— What time of year is shown in the first plot picture?
— Where does the tractor work? What is the name of the profession of a person who works on a tractor?
— What work does the tractor do?
— What is the name of the technique that you see in the third picture? What work does a seeder do?
— What work does the plane do? Why do you need to fertilize the field?
— When does the wheat ripen?
—What is used to harvest wheat? What is the name of the profession of a person who works on a combine?
-What is bread made from?
— What needs to be done with wheat grains to make flour?
—Where are the buns and loaves baked? Who bakes them?
—Where is the bread taken then?
— How should you treat bread? Why?
2. Compilation of a story.
Where did the bread come from?
Spring has come. The snow has melted. Tractor drivers went out into the field to plow and loosen the soil for future grain. The grain growers poured grain into seeders and began to scatter it across the field. And then a plane took off into the sky to fertilize the wheat field. The fertilizer will fall into the ground, and the wheat will grow and ripen. By the end of summer, the wheat field will be in full bloom. Combine operators will go out into the field. Harvesters will float across a wheat field, as if across a blue sea. The threshed grain is ground into flour. In the bakery they will bake it into warm, fragrant, delicious bread and take it to the store.
3.Retelling the story.
Story pictures for writing stories for children 6-7 years old: Home alone
1. Conversation.
—Who do you see in the plot pictures?
— What toys do you see in the story picture?
—Which child likes to play with a teddy bear? Who's with the cars?
- How is mommy in the mood? What is she unhappy about?
- When could this happen?
-Where do you think mom went?
-Who was left at home alone? What did the children promise their mother?
— What was Katya doing? And Vova?
—Whose beads are scattered on the floor?
- Do you think mom allowed me to take the beads?
-Who took them?
— Why were the beads torn?
— How did the children feel when their mother returned?
2. Compilation of a story.
Alone at home.
Mom went to the store to do some shopping. And Katya and Vova were left at home alone. They promised mom that everything would be fine. Katya took her favorite bear and began to tell him a story, and Vova played with cars.
But suddenly Katya saw her mother’s beads. She really wanted to try them on. She took the beads and began to try them on. But Vova said that mother did not allow Katya to touch them. Katya did not listen to Vova. Then Vova began to remove the beads from Katya’s neck. But Katya didn’t let them take them off.
Suddenly the thread broke and the beads scattered on the floor. At this time, mom returned from the store. Vova hid under the blanket out of fear, and Katya stood and looked guiltily at her mother. The children were very ashamed that they had not kept their promise.
3.Retelling the story.
Subject pictures for composing stories for children 6-7 years old: about border guards
1. Conversation.
—Who do you see in the first picture?
-Where are they going?
— What did the border guard notice?
-Who did he show the tracks to?
- Who did the tracks lead to?
— What does the offender have in his hands?
- Look at the second story picture. What can you say about Trezor? Why is he so angry?
— What did the intruder do when Trezor attacked him?
— What can you call the border guard and Trezor, what are they like?
- If all the defenders are like this, then what will our Motherland be like?
2. Compilation of a story.
The border of the Motherland is locked.
The border of our Motherland is guarded by border guards. One day, a soldier Vasily and his faithful friend, the dog Trezor, went out on patrol. Suddenly the border guard noticed fresh tracks. He showed them to Trezor. Trezor immediately followed the trail.
Soon the border guard and Trezor saw the border violator. He was armed, and when he saw the border guard and Trezor, he pointed a pistol at them. Trezor became tense and attacked the criminal. He grabbed the intruder by the hand, and he dropped the gun in fright. True friends the offender was arrested.
Let everyone know that the border of our Motherland is locked.
3.Retelling the story.
The proposed manual will help you in activities to develop the speech of your children.
The degree to which a child’s speech is developed directly determines his success not only in mastering literacy, but also in learning in general. Speech development is an indicator of both the level of intelligence and the level of culture. Unfortunately, the oral speech of younger schoolchildren is often poor and monotonous, limited by a very meager vocabulary, so creating even a small written text causes serious difficulties for children.
As a rule, the text created by the student consists of short and similar sentences. It often violates the logical sequence, incorrectly defines the boundaries of sentences, and unreasonably repeats the same words. The task of parents and teachers is to constantly develop children's oral and written speech. Teaching a child to compose a coherent story and write essays means teaching them to express their thoughts competently, consistently and beautifully.
Work on speech development is very labor-intensive and requires a lot of time. The easiest and most effective way to start learning is by using visual material. In our manual you will find a color tab with pictures based on which activities for primary school students have been developed.
Those caring parents who are concerned about the development of literate speech in their children will find all the necessary recommendations in this book.
The manual briefly outlines the main theoretical issues: types of texts, types of essays based on pictures, methods of working on them.
The practical part contains preparatory exercises and plans for essays, key words and phrases (so-called speech preparations), as well as samples of essays based on the proposed pictures.
The manual considers only descriptive texts and narrative texts. Do not forget that mainly in primary school the work is aimed at creating mixed texts (narrative texts with elements of description or with elements of reasoning). Here are the following types of essays based on pictures:
1) an essay describing a separate subject;
2) an essay describing a natural phenomenon;
3) a descriptive essay based on a series of plot pictures;
4) narrative essay based on a plot picture;
5) a narrative essay based on a series of plot pictures.
At first, you can limit yourself to an oral story based on a picture,
and then move on to writing the text. Classes should not be conducted occasionally. Only systematic exercise will give a positive result.
We wish you success!
Text- these are two or more sentences related in meaning. The text is dedicated to a specific topic and has a main idea.
Subject text - what is said in the text.
Main idea text - what the author wants to convince the reader of.
Each text has a title - title. To title a text, you need to briefly name its topic or main idea.
Typically the text consists of three parts.
1. Introduction.
2. Main part.
3. Conclusion.
Each part of the text is written on a red line.
There are three types of texts: description, narration, reasoning.
Description- a text that describes objects, people, animals, plants or natural phenomena. The purpose of the description is to provide the most complete, accurate information about the subject.
You can ask questions about the descriptive text: what? which? which?
The descriptive text is full of adjectives, comparisons, and figurative expressions.
Description text plan.
1. Introduction (subject of description).
2. Main part (characteristic features of the subject).
3. Conclusion (evaluation).
Narration- a text that tells about an event or incident.
To the narrative text, you can ask the question: what does it do?
Verbs are used in narrative text.
Plan of the narrative text.
1. Introduction (set of action).
2. Main part (action development).
3. Conclusion (denouement).
Narrative text is the most accessible type of essay for a child.
Reasoning- a text that talks about the causes of phenomena or events.
In relation to the text-reasoning, you can ask the question why?
The reasoning text uses words that indicate the connection of thoughts: firstly, secondly, thirdly, because, therefore, therefore, finally, so etc.
Plan of the text-reasoning.
1. Introduction (thesis).
2. Main part (evidence).
3. Conclusion (conclusion).
METHOD OF WORKING ON A STORY FROM A PICTURE
Story by picture- this is a statement of one’s thoughts and feelings based on an illustration or drawing in a book.
This type of work not only develops the child’s oral and written speech, but also develops his ability to delve into the meaning and content of a picture and control that fiction does not contradict reality, and also enriches the student’s vocabulary.
When working on an essay based on a picture, you can follow a certain procedure.
1. Create an emotional mood for the lesson, interest the child in this type of work.
2. Give the child the opportunity to carefully examine the picture (if it is a series of plot pictures and their sequence is broken, then ask him to restore the order of the pictures).
3. Answer the child’s questions, if any, and then ask your own: on the content of the picture, identifying the theme and main idea, mood and feelings associated with the perception of the picture.
4. Discuss possible header options together and choose the most successful one.
5. Make a plan for your future essay.
Make a plan writing means giving a title to each part of it. Remember that the title should reflect the theme or main idea of each part. When working on a series of plot pictures, making a plan means giving a title to each picture.
6. Carry out lexical work: select synonyms, comparisons, figurative expressions, determine the exact meaning of words, etc.
7. Ask the child to recite the resulting text according to plan, using supporting words and phrases.
In a friendly tone, point out shortcomings and factual errors, and correct them together.
8. Give your child time to write his own essay. (At this time, an adult can try his hand at writing an essay).
If your child has questions about writing any words or placing punctuation marks while working, do not ask him to remember the rule, tell him the correct answer, and do not distract him from the creative process.
It is important that the child does not feel afraid of corrections, so show how to carefully cross out an erroneously written word or letter.
Let the child check his work first. Place a spelling dictionary in front of him and teach him to use it. Then check the essay yourself. Never use a red pen! Take a green pen and mark the margins with “+” or “!” what the child did (a well-chosen comparison, a correctly composed sentence, etc.). First, praise him for successful moments in his work, and then correctly tell him where there are errors, together find them and correct them.
Read your essay or a sample essay from this book to your child. Give him the opportunity to check your work, find its advantages and disadvantages (you can use your own system for evaluating work, for example, draw a happy or sad face).
