Connection of letters. Connecting letters when writing a sample Copywriting combining the letter o with other letters

More convenient and faster is a letter in which the writer infrequently takes his hand off the paper. This is carried out due to the continuous inscription of several letters in a word (usually 4-5 letters are written with one stroke), due to some rotation of the brush (rotational movement - pronation) or due to the continuous movement of the forearm as the line is filled.

Although the skill of folding movements is not immediately automated and picks up speed, the habit of making certain movements is fixed very early. Therefore, whether there will be a tear-off or non-separation movement when writing letters at first learning is very important for the emerging writing skill.

In a written font, the possibility of continuous writing of letters is taken into account. Almost all letters of the written script, both uppercase and lowercase, are written without breaking off the "pen", with the exception of some letters. So, with a margin, we write the top element in capital letters G, P, T, B, R. In capital letters P And T the first two elements are also written with a gap:

It is recommended to make a break in the letter of capital letters TO, F and X. A dash in the middle of the letter E is detached. From lowercase letters, the letter b is detached with the help of a connecting stroke with the next letter. With a gap, the previous letters are connected with the letter c. With one gap, the letters k, x, e and and. In the letter w, the right semi-oval is written with a margin.

In different methodological systems, in equal countries and at the same time, for the continuous connection of ovals, semi-ovals of roundings in letters (when connecting them with other letters or inside the same letters), various methods of these connections were used:

Connections of type a), b) and d) can be used for connections with both ovals and semi-ovals and roundings, since this connection is of the same type, that is, it is the same with all letter shapes. Connections of type c) can only be used with oval letters.

Adults in their writing usually use different types of compounds, depending on the shape of the letter, letter combination, writing speed, etc. At the same time, connections a) are used very rarely, more often with semi-ovals, and in adults they turn into looped connections. This is explained by the fact that the connection by repetition from right to left is unnatural, since it does not coincide with the direction of movement of the hand in the process of writing, but goes in the opposite direction. Connection type b) for left semi-ovals and roundings is more natural, since the repetition goes from left to right, which corresponds to the direction of hand movement in the process of writing. In oval connections, adults often use a lower repetition of type c) or looped connections, especially with upper and middle connections with lowercase letters o and yu. These observations of E. N. Sokolova are also confirmed by the physiological studies of I. N. Sokolov and A. I. Korvat. So, they found that the beginning of writing ovals from bottom left to right is more convenient for the writing hand. According to N. N. Sokolov, looped connections are also convenient, performed in the rhythm of the movement of the hand.

Consequently, children should also be taught natural movements, without introducing artificial, even if of the same type, connections of the upper repetition. It is not easy to introduce from the very beginning only looped connections that cross the letter and, if children perform it ineptly, can lead to violations of the very image of the letter, which makes it difficult to read what is written. So. the syllable la might look like

Here we can see in advance the errors of both spelling and perception of the letter. Taking into account the greatest convenience for those who write soon, it is precisely the loop connections, it is necessary to organize their gradual introduction at the older stages of learning, when the image of the letter is available. With this, it is quite possible for err to change from the lower reconnection to the more economical loopback connection: . It should be noted that the upper loop connection in the letters o, u, in movement does not represent anything new in comparison with the lower connection with oval letters. This is the same connection, only raising it higher for convenience, to reduce the trajectory of movement. Usually, in the letter of adults, just such a connection is observed:

This was also taken into account earlier when D. A. Pisarevsky, V. A. Saglin, N. N. Bogolyubov introduced continuous writing, which was reflected in their methods. We also adhere to the gradual complication of the connections of letters in the process of learning calligraphy. In class I, only lower connections with oval letters are introduced. At the same time, it is recommended to make a break before oval and semi-oval letters. The teacher can write on the blackboard without interruption, while children are allowed to write with a margin, but connect the letters from below; this method will prepare the subsequent transition to a continuous letter with oval letters

When writing letters o, u, in class II, loop connections must be entered (with the upper and middle connection): horse, pitchfork and bottom repeat in bottom join: my. With the rest of the oval and semi-oval letters, you can use more than one type of connection, but combine these types in the same way as adults do in their letter; with oval letters (a, d, b, f) it is better to use bottom repetition from left to right in the middle of the word and start writing from above at the beginning of the word:

Semi-ovals in the letters c, w, x in grades I and II are best written with a break, keeping the connection with the left semi-oval intact only in the letter w.

In grade III, students can also be shown continuous connections with semi-oval letters, namely looped connections:

That's right, depending on the convenience of the connection, adults in different letter combinations use different types of connections.

At first, it is not so easy for children to get used to which combination of letters to use which connection. They transfer any technique to different letter combinations. The task of the teacher is to constantly work out the correct, necessary connections in letter combinations, the most convenient in them.

Techniques for seamless connections

Before talking about the methods of combining letters, it is necessary to dwell on the classification of letter compounds. By height, the connections can be conditionally divided into upper, middle, lower, but it must be understood that this division is conditional. So, the lower ones can be called connections of the previous letters with oval letters a, b, d, f with the letters l, m, i and c letter o, if it is followed by a letter that we begin to write from below.

The middle connection can be considered the connection of the previous ones in with the letters e, z, g, z, x, h, e, c, since these letters start approximately from the middle of the line height or slightly higher. Connections with the letters i, k, t, p, s, n, y, c, as well as o and u can be considered upper ones if they are followed by letters that begin when writing from above or in the middle. However, this division is rather arbitrary, since with continuous writing it is difficult to talk about the boundaries of the beginning of the letter n and the connection with the previous letter, the movement is continuous. The relativity of such a division is very clearly visible when the previous letter is combined with the letter c. So, - clearly the upper connection, and in the connection it is difficult to say whether it is the middle or the lower one. Realizing that such a division in a continuous process of writing is conditional, the teacher makes it for the convenience of working out the features of these connections. At the same time, it must be remembered that the middle connection by methods does not differ from the upper one.

The lower Connection of letters in, b, b with the following looks like this: , and the middle and upper -

It is also necessary to distinguish between compounds in the continuous writing of letters, depending on their shape:

1. Compounds of letters, including ovals: a) a, b, e, f; b) Oh, Yu, c) Oh, Yu

2. Connections of letters, including semi-ovals or roundings:

3. Compounds of letters that do not include ovals or semi-ovals: a) d, i. k, n, n t, h, w; b) l, m, i; c) p, f - unseparated letter of an element that goes beyond the bottom line; d) connections after loops - d, h, y, c, u, d, h, y.

4. Capital compounds - D, A

Techniques for the continuous connection of such letters as k. vv. y (not oval and not semi-oval) are very simple. To seamlessly connect letters in syllables or letter combinations like nor, shu, ying, mk, and the elements inside these letters, it is necessary to bring the connecting stroke to the beginning of the letter of the next letter or element: . If the stroke is brought to the middle of the height of the letter, then the beginning of the next letter should not be far from the previous one, or detached: .

Thus, in order to connect similar letters without separation, it is necessary to draw a connecting stroke to the height of the beginning of the letter of the next letter (in grade 1 to the top line of the line. ”Naturally, the letters l.m, I and the previous letters are connected easily, without interruption. Connections of these letters always lower with other letters.However, children in this combination very often make the mistake of starting the letters l, m, i from the middle of the height of the letters and even higher.This is due to the fact that children get used to writing all letters from a certain height from top to bottom:

They transfer this technique to writing letters that begin below the top line of the line. Instead of writing, starting to write a letter m above or almost above. Such graphical errors can sometimes be mistaken for spelling errors, leading to misreading of what is written. Students should know that connecting with letters l, m, i lower. It should start a little above the bottom line of the line.

In order to write an element that extends down the line in the letters p and f without taking your hand off, you need to write this element without taking your hands down and draw a pen along what was written up:

Students should know well what compounds are used to write opals and semi-ovals, in what combinations of letters and how these letters are written if they are at the beginning of a word.

Lower case a, b, e, f always connect with the previous letter without tearing off the hand, by re-drawing it from below in the direction of the hand movement in the process of writing.

Syllable that without fail it is written like this:

The letters d, b are also connected with the previous letter. f:

If a word begins with an oval letter, then you need to write this letter on top:

If the word begins with an oval letter or if the letter is an independent word (for example, the union a), it is advisable to write this letter from above, since there is no preliminary outline of the letter, the movement is more economical. If the teacher draws the children's attention to the beginning of writing oval letters at the beginning of a word, specifically practices this technique, then the children get used to writing correctly. The letter of ovals in capital letters always starts from the bottom ABOUT and Yu for a seamless connection followed by letters:

The lowercase letter o is connected to the previous letter in different ways depending on the connection with the subsequent letter (upper or lower): If the word begins with a lowercase letter O, then the connection with the next letter will be slightly different:

At the end of the word, we begin to write the letter o in a way that is convenient for the hand.

The letter u, as well as the letter O, connects with the next letter, depending on whether this connection will be upper or lower:

Repeated observations show that with a tear-off opinion of a lowercase letter o with the letters l, m, i, i.e., in the lower connection, children often make such a mistake - they attach the letters l, m, i to the letter O without connecting stroke:

The letter o becomes similar to the letter a. With continuous writing, the connecting stroke is not skipped, but care must be taken that it is of sufficient length and does not go up: but not

The teacher should remind the students that this connection is at the bottom, so the connecting stroke does not go up.

Letter b with the next letter is connected by a connecting line with a separation of the "pen":

The letter c with the previous letter is connected tear-off:

Letters z and f with subsequent letters are connected by re-swiping from the bottom:

The letter w is written without tearing off the "pen" by re-drawing from below and with a separation from above the right semi-oval:

Letter X capital and x lowercase are written with a margin. Let us briefly describe the procedure for introducing continuous connections.

When working with seven-year-old first-graders, it was clear that it was necessary to teach children the techniques of continuous writing of 2-3 letters (syllables) from the first lessons, so as not to relearn later.

Six-year-old children put much more effort into the process of writing, they get tired and distracted more. However, they can write individual letters without interruption, connect, without taking their hands off the paper, two letters, if these letters are not oval, for example, syllables: shu, st, lu, etc.

In the alphabetic period, individual letters are written without interruption, which are presented in the written font as continuously written. In addition, children should write two letters like shu, me, li, ate, etc. (except for oval letters) without taking their hands off.

It is better to write oval letters in the middle of a word from bottom left to right with a turn and not require children to connect seamlessly

From grade II, children learn to write a syllable without taking their hands off the paper. This requirement remains until the end of class II. If the teacher immediately requires students to write the whole word in white, it is very difficult for some children to do this, they write with great tension, usually break the slope at the end of the word. By the end of grade II, most children easily write 3-5 letters themselves without taking their hands off.

In grade III, children learn to write whole words without interruption, consisting of 4-5 letters. Separations are also made where there are letters that must be written by tearing off the hand (b, k. x, etc.). In grade II, all letter combinations should be worked out. There is a need to work out the lower connections with the letters l, m, i, as their students often begin to write very highly. The teacher returns to working out these connections when he notices such errors in the students' writing.

Connections with oval letters can be entered in this order: first of all, work out the lower connection with lowercase oval letters a, b, e, f. This connection occurs with all oval letters.

Then move on to working out the connections of capital letters O and YU
followed by letters, since these connections are similar
previously repeated connections with lowercase oval
letters. Separately, you should work out connections with lowercase
letters o and Yu. First you need to repeat the bottom connections
with these letters. With students, it turns out in what cases
the connections of these letters will be lower. This connection will
lower when the letter following the letters o and u
we start writing from below, i.e. with letters l, m, i, a, b, e, f. On
the next lesson repeats the top connection with lowercase
letters O and yu. You can compare the spelling of two words:,

In which the double letter o is connected differently depending on the letter following it

Separately, you should work out the connection with semi-oval letters. It must be repeated that the right semi-oval is connected both inside the letters, and in the letter c - always with a separation. The letter is explained with a separation in other semi-ovals - letters e, x, g.

In grades III-IV, the teacher works out with children ways of connecting letters in words. It is in these classes that a transition to more convenient loop connections of semi-ovals is possible.

Understand that uninterrupted writing is convenient and makes it possible to make the most rapid and smooth movements, at the same time, the teacher should be aware that there are children with impaired coordination of movements or deviations in the nervous system, with hand twitching while writing, etc., which should not be apply the rules on the continuity of the letter. Such children can be allowed to write in a way that is convenient for them. At the same time, it should be taken into account that the writing speed of such children lags behind the writing speed of other students.

It can be especially difficult for them to make a long continuous movement in the process of writing. Therefore, the teacher allows these children to write letter by letter, without imposing on them a continuous letter, but without forbidding it either. The mark for tear-off writing is not reduced.

Summarizing what has been said in this chapter, we give guidelines for beech connections in the following table:

Tilt in writing

The letter can have a different slope: it can be straight (non-inclined), oblique to the right and oblique to the right. Direct writing is considered when the main elements of the movement (towards oneself) go perpendicular to the line of the line; when writing with an inclination to the right, the main elements form an acute angle to the line of the line; when writing with an inclination to the left, the main points form an obtuse angle to the line of the line: І K.

Right angle - direct letter.

Acute angle - right-hand letter

Obtuse angle - left-handed letter

We teach students to write with a right slant. However, the writing of adults, depending on various circumstances, can be more or less inclined to the right, can be non-inclined (straight) or be tilted to the left. Right-slanted writing is perceived as more beautiful. The requirement to write in a right-handed slant for right-handed people (which is the majority) is determined mainly not by the aesthetic qualities of writing, and not even by the tradition of slanted writing. The requirement to write with an inclination to the right is determined primarily by the convenience for the writer, the ability to carry out faster movements while writing with less effort.

Our school writing type is slanted precisely because it suits the writing person's convenience for faster writing. Let's take a look at what these conveniences are. In the process of writing, fingers and, in general, the hand, forearm and shoulder take an active part in the implementation of movements; the joints and muscles of the whole arm are involved. Therefore, convenience for the movement of the hand during writing is necessary. The student writes while sitting at a desk or table. It is necessary that he sit comfortably while writing. The student monitors how and what he writes. Therefore, it is necessary to write so that it is convenient for sight. As many studies have shown, writing with an inclination to the right is the fastest and most convenient for moving the right hand along the line while writing, for moving the fingers of the hand, i.e., it corresponds to the biomechanics of writing.

Let's try to understand it, to prove it. "When writing for the hand and fingers, it is most convenient to make movements directly on oneself (in accordance with the flexibility of the joints of the phalanges of the fingers). The same movements are easiest to follow with the eye, since the eye makes movements vertically: from top to bottom and from bottom to top. So, direct writing is the most convenient for the eye and the hand.It would be so if a person wrote in one place, without passing the brush, and the paper would move from right to left.

In fact, in the process of writing, the hand moves to the right. This is done by moving the forearm in a circle with the center at the elbow. The elbow is either motionless or moves slightly. Place your right hand on the table so that the hand is opposite the middle of the chest, and rotate your arm freely in a circle with the center at the elbow joint. Your brush will move up first. This is exactly the segment of the path in which we write along the line.

Therefore, for the free movement of the hand during writing, it must move to the right and up. Therefore, we need an inclined position of the notebook, in which the forearm can freely move upwards on a certain segment of the path.

The fingers and the hand at this time carry out the main movements perpendicular to the line of the line when writing to themselves, and the connecting ones - with an inclination to the right.

A sheet of paper while writing is placed on the table with an inclination so that the lines go up, and when a person writes and puts the notebook straight, the lines will be straight, This will be convenient for reading what is written. If a person puts the paper not with an inclination, but writes in a straight position, then it will be very inconvenient for the hand and forearm when writing for a long time.

since in this case the forearm and hand, instead of free movement along the radius, must constantly move down, as if “shrinking”, the shoulder moves back, pressing against the body, to turn the entire body in one direction. Therefore, the letter is then convenient when the sheet of paper lies with an inclination. As a result of tilting the paper, the letter is not straight, but oblique. This letter will be most convenient for a right-handed writer.

With the paper in a straight position, we get a straight letter, but it is inconvenient for moving the hand along the line

Thus, the slope when writing we get, as it were, by itself. It is determined by the oblique position of the notebook. The slanted letter in this case is the result, the product of the writing process.

However, slanted writing will not be convenient if we write with a slant when the notebook is in a straight position. Then we will reproduce cursive uppercase patterns, but for hand movement and eye tracking, this will be inconvenient and tiring. Therefore, it is inappropriate to teach oblique writing only for the purpose of copying oblique. This also leads to a persistent habit of sitting incorrectly at a desk. Such a letter takes place when the teacher watches only that. so that the student writes with a slant, without requiring him to hold the slant notebook as well. This is often facilitated by additional oblique lines on the sheet (oblique grid). In this case, at any position of the notebook, a slope in the letter is obtained.

The tilt to the left is convenient only for those who are learning to write with their left hand, and also at a certain position of the paper while writing. This will be discussed below.

Work in the "Recipe" begins after getting acquainted with the letter, analyzing its main elements. Carefully read the article "Calligraphy Courses - 15 Steps to Writing a Letter." Before we start connecting letters, we will highlight several methodological stages in learning.

Methodology of work in prescription

1) Acquaintance with the speech formula and the elements of the letter.
2) The stage of incorrect display (it is not available on all pages) It is described in the methodology. The teacher does this exercise on the blackboard.

We see that at first the first oblique is distorted in the letter “n”, then “Bridge” is incorrectly written, etc. The height, slope and width between the elements are violated in the letter.

3) Circle the letter along the lines. The letter is presented in an enlarged size so that the child has mastered the main direction of movement.

4) Write down the elements
Each line is the processing of a new element or connection.

5) Write the letters, observing the rhythm. We teach the child to keep the distance between letters.
6) Make a markup. We teach the child to keep the distance between letters.

Pay attention to the markup!

It can be vertical - to analyze the width between elements, and horizontal - to adjust the proportions of the letter in height.

Horizontal markings can be in the middle of the line and in 1/3. This is necessary so that the child can see where the elements end, begin and connect with each other.

7) We write the letter in a narrow line. The preparation is complete. Our student knows what the letter consists of, he knows the direction of movement.

It's time to apply all the knowledge in the dimensions of a narrow line. A large number of lines with vertical layout allow you to adjust the slope and width.

8) The training sheet is not always used and is not used with everyone in only two cases:

1) when the child did not learn the spelling of the letter
2) when training is carried out in the letter for speed

If the exercise is easy, DO NOT WRITE THE WHOLE SHEET from beginning to end. Proceed to the next stage of work.

9) Writing Connections
If it is difficult for a child to write all the lines with connections at once, dose the load.

In school copybooks, compounds are written in 3-4 pieces on one line.

You can adopt this experience and ask the child to write three compounds of each type in one workout. In the connections section, you will find an explanation of all the new types of connections.

And study with your child all kinds of connections with the letter being studied.

10) Learning to select a written symbol for a printed letter

The exercise is aimed at training memory. Often at the lesson, even second-graders ask how this or that letter is written. For some children, the rate of writing is very slow just because they remember for a long time how this or that letter is written.

Letter basic elements

Slanted line element

• oblique line
• Diagonal oblique
• Double oblique

Hook element

Speech formula:

• From the top line I write slanted down;
• I make a turn to the right;
• I write a diagonal slash to the middle of the line.

Double hook element

Speech formula: From the middle of the line I write a diagonal oblique upward; I make a turn to the right; I write down the hook to the middle of the line.

Speech formula: Loop element

• From the top line I write down a double oblique;
• I make a turn to the left, I write a small semicircle;
• I write up a diagonal oblique;
• I make a "tie" on the bottom working line;
• I bring the oblique to the middle of the line.

Speech formula: Top loop element

• From the bottom third of the line I write up a diagonal oblique;
• I write a small semicircle to the left;
• I am writing down a slanted line;
• I make a "tie" in the middle of the line.

Bridge element

Speech formula: From the middle of the line I write to the right a horizontal line with a slight deflection.

Speech formula: In the lower third of the working line, I write a semicircle to the right from point 1 to point 2. The element "Lower semicircle"

Speech formula: In the upper third of the line I write to the left a semicircle from point 1 to point 2. The element "Upper semicircle"

Oval element

(Can be written above or below, the direction of movement depends on the letter.) Speech formula:

I write oblique;

I write a semicircle in the third line;

I write obliquely.

Element "Right semi-oval"

Speech formula:

In the upper third of the line I write a semicircle
left;

I write downward

I write a hook to the right to the middle
lines.

Element "Left semi-oval"

Speech formula:

In the top third of the line I write
diagonal oblique to the right;

I write oblique to the lower third
lines;

I'm writing a turn to the left, a little narrower
the width of the regular markup.

You are looking for: Pattern of connecting letters - up-to-date information.

Description:

How do we combine the letter O with another letter in a letter? In the 21st century, all connections are bottom, look at the samples. They are letters of some kind. Consider the written pattern of connecting the letter "f" with other letters on the next line in the copy. In "Recipes" samples of all compounds are given, both lowercase and uppercase letters. The teacher recalls the connection pattern. My daughter writes letters and elements beautifully, but the overall picture of what is written is depressing. Participation of an expert in obtaining experimental samples. The teacher writes the pattern on the blackboard. Students should know how to connect all letters. We will write the letter o using the top join.

Connect letters correctly

We offer interactive computer exercises for teaching writing.

Analysis of graphic errors in writing. Causes, ways to prevent and correct them

Main tabs

Indicators (criteria) of graphic skill are: 1) graphic literacy 2) calligraphic clarity and stability in the styles of letters and their combinations 3) connectedness (continuity) and 4) writing speed.

In order for the skills to become automated skills, it is necessary to fulfill all indicators of the graphic skill.

Graphic literacy as one of the indicators of the formation of the writing skill is manifested in whether the student makes mistakes that occur in the process of transcoding the sound form of a word into a graphic one and when it is directly reproduced on paper.

Graphic errors are omissions, permutations and various replacements of letters corresponding to phonemes similar in acoustic, articulatory characteristics, or a change in the shape, size, spatial position and number of elements in a letter sign.

Every teacher is well aware of how difficult it is for younger students (especially six-year-olds) to develop the ability to write legibly, evenly, in proportion, with the same slope, and so on. In order to learn how to manage this process more skillfully, it is necessary to imagine, firstly, the difficulties that children experience, and secondly, the causes that give rise to them.

The reasons for the occurrence of graphic errors include, firstly, the underdevelopment of the sound side of the language in children, that is, phonemic hearing and the culture of sound pronunciation, and secondly, the imperfection of visual perception and motor reproduction on paper of letter characters and their components corresponding to a certain semantic meaning.

To determine the graphic literacy of students, it is recommended to use a dictation. This is a more complex type of speech activity compared to copying, since transcoding sounds into letters is more difficult than the reverse process.

The next indicator of the formation of a graphic skill is the calligraphic clarity and stability of writing. This criterion is characterized by the ability of the writer to comply with the established height, width and angle of the letters and their individual elements. The slope angle is 650. The width of the letters is approximately equal to their height, and for some letters (for example, __, __, __, __) it is 1.5 times greater than the height. When writing in a notebook with a regular line (“lined”), the height and width are reduced accordingly. The angle of inclination remains the same.

When distinguishing between the concepts of graphic and calligraphic errors, one must take into account the nature and limits of the distortion of an alphabetic character. If a letter is distorted beyond recognition by a student, namely: the direction of the element or the sign as a whole is replaced, the number of elements increases or decreases, one grapheme is completely replaced by another, similar in descriptive or acoustic characteristics, then this type of error should be attributed to graphic. Distortions of a letter within the limits of its recognition and reading (violation of the height, width and angle of inclination) are called calligraphic errors.

Thus, graphic errors are associated with a change (____________________________) or complete disappearance (____________________________) of a certain meaning of the depicted word. Calligraphic flaws in writing only make it difficult to read the text.

Calligraphic errors testify to the unformed clarity and stability of the students' handwriting. Errors in writing can be caused by a variety of reasons: a violation of elementary hygiene requirements (the position of a notebook, hand, pen in hand, and so on), overstrain of the hand, lack of the necessary spatial orientation, imperfection in the regulation of movements, a gap in the development of motor analyzers, insufficient interaction of optical and oculomotor apparatus and so on.

When analyzing the clarity and stability of writing, it is necessary to pay attention to the following calligraphic characteristics of the emerging handwriting:

how often the student does not bring the individual elements of the letter or the letter to the top (bottom) line of the line or goes beyond it

whether the student observes the correct (650) and uniform angle of inclination when writing, or the inclination of the elements and letters depends on his posture, the position of the notebook on the table (desk) and on the place where the graphic complexes are drawn on the line (beginning, middle, end)

whether there is a certain proportionality in the execution of intervals between the elements of letters, letters in words and words in sentences and the text as a whole.

Compliance with the requirements of calligraphic writing is easy to determine by eye, but for persuasiveness, you can use the following techniques:

attach a ruler to the upper border (real (as in notebooks for grade 1) or imaginary (as in notebooks “in a ruler”)) of the line and count how many times the student clearly went beyond it. Then put a ruler on top and count how many times he brought the element or letter to the top of the line. Do the same for the bottom line.

using a ruler and a simple pencil, continue up and down the lines from the elements of the letters. The drawn lines clearly illustrate the correctness of the inclination when writing, more or less than 650. The parallelism of these lines indicates the stability of the inclination. If the drawn lines have a different angle of inclination (not parallel), then the student needs help: to consolidate the technology of tracing letters and their connections, that is, to form an elementary graphic skill.

The unit of measure for the width of an alphabetic character is conventionally the letter __. All letters of the Russian alphabet have the same width as the letter __, except for the letters: __, __, __, __, __. These 5 letters are one and a half times wider than the letter __. The spaces between words are equal to the width of two letters __.

In practice, when writing, the following graphic errors occur:

when writing, children do not observe the spacing between letters in words, unevenly arrange words on a line

write letters too wide or too narrow

very often in the works of students there is a multidirectional tilt or excessive tilt to the right or left

do not observe the arrangement of letters along the line of the line, that is, they do not keep linearity when writing

do not maintain the desired height of the letters (too cool, too small)

often found brokenness, pretentiousness of the letter

there is a "fence", the convention of writing

the connection of letters is not respected when writing

complete illegibility of handwriting, "porridge".

All these deviations can be corrected in individual lessons with students.

The next indicator of graphic skill is the coherence of writing.

The connectedness of the letter is characterized by the number of alphabetic characters written in a word at one time, that is, with a single stroke of the pen. It manifests itself in the student's ability to follow the rules for connecting letters and smoothly move his hand to the right as he writes integral letter complexes.

The connectedness of writing is an important indicator of the formation of a graphic skill. Subject to the norms of continuous writing, the student's handwriting becomes clear and stable, and the pace of writing becomes more accelerated. To improve this criterion, the teacher can use the blind writing technique. Children are offered to reproduce a letter, syllable or word, controlling themselves only on the basis of motor sensations.

The study of the coherence of writing is carried out as follows. The teacher asks the students to sit down correctly, place the pen on the place of the unlined sheet of paper from where to start writing, look at some object located above the blackboard, that is, above the line of the eyes, and only then write the given letter, syllable or words. Then the students look at the sheet of paper to determine the place for the next task. Having placed emphasis on the pen and raising their eyes to the indicated object, the children repeat what was written. The same task can be performed a third time, but at an accelerated pace.

When conducting: 1) do not tell the children the true purpose of the task 2) conduct it on the basis of competitive motivation “let's see how you learned to write blindly” 3) be sure to warn the children that it is impossible to correct what is written, for example, cross out, add, continue (reach out ) connecting lines and so on. Otherwise, the teacher will not be able to fix the difficulties that the student is experiencing and help him in a timely manner.

The results of writing under normal conditions allow you to see where the child stopped or tore off the pen: between letters, in a letter, or even in the letter element itself. Therefore, the teacher cannot draw conclusions, firstly, about whether the exact visual-motor images of letters have formed in the student’s memory, on which he naturally relies while writing, and secondly, whether he knows and follows the established rules for connecting letters in words and thirdly, what is the degree of coherence of his writing. All this becomes apparent when writing blindly.

Blind writing samples illustrate the following difficulties in students' writing: 1) the lack of formation of visual-motor images of alphabetic characters; 2) the inability to write letters in a coherent manner, that is, on the basis of motor elements and according to a certain algorithm; 3) failure to follow the algorithm of three types of combining letters in words. If the difficulties are overcome during the period of learning the initial letter, then the students have the necessary basis for developing the automation of the graphic skill.

At the end of the first year of study, the student must be able to continuously reproduce all written letters and know exactly the beginning (connecting point) and the direction of hand movement when writing each of them, know and use three types of letter combinations. In the 2nd grade, he masters the ability, and then the skill of continuous writing of graphic complexes in two letter characters. In the 3rd grade, the continuity of the letter should be approximately two or three, in the 4th grade three or four letters. But the main thing in this criterion is not so much in the number of letters written without interruption, but in the student's mastering the technology of "binding" them into complexes, that is, he must develop the ability to make stops-stops with a pen or tear off in strictly defined places, that is, in connecting points, synchronously alternating arm tension with relaxation and moving it to the right.

The next indicator of the formation of a graphic skill is the speed of writing, which is manifested in the number of characters written by a student in a coherent text per unit of time, most often per minute. An increase in speed indicates that small, disparate acts of writing, when combined, turn into a single process of holistic reproduction of complex letter combinations, and writing proceeds easily, without much expenditure of nervous and physical strength.

To measure the speed of writing, the teacher invites the student to write a sentence or a short text, and he fixes the elapsed time on a stopwatch. The speed of writing will be expressed in the arithmetic mean of the number of letters reproduced by the student in 1 minute.

The study of writing speed can be carried out with the whole class, for example, in this way: children pretend that they are athletes and follow commands. “To the start” - take the correct posture, take the pen “attention” - draw a vertical line at the beginning of the line, fixing the beginning of the task: “march” - they begin to write a sentence, the teacher presses the stopwatch button “stop” - the teacher stops the stopwatch, the students tear off the pen from paper and put a hand on the elbow. So two or three tests are done, and then the arithmetic mean of the number of letters written per minute is calculated.

The results at the first installation give an idea of ​​the possibilities of calligraphic quality of writing. Then you can compare and see how it changes under conditions of accelerated (second installation) and very soon (third installation) writing.

The ratio of quality and writing speed is expressed in the following options. With an increase in the speed of writing, its quality changes: 1) deteriorates sharply 2) remains the same or even 3) improves. It is clear that the second and third options for the ratio of speed and calligraphic quality of writing indicate a sufficient formation of graphic skill in children, while the first option says the opposite, that is, these students did not sufficiently master the initial letter as a necessary basis for developing a graphic skill in the future. , which requires additional work with them.

The formation of accelerated writing is not an end in itself, but only a condition for developing the automation of the skill of reproducing letters and their complexes on paper.

The difference in the writing speed of children studying in programs 1-3 and 1-4 is noticeable only at the end of the 1st grade (10-25 and 7-20 letters per minute). In the future, the blur becomes less noticeable.

The criteria for the formation of a graphic skill are manifested in an inseparable unity. So, for example, the calligraphic clarity of writing will be indicative only at a certain speed of writing letters and their combinations. If the calligraphy of a letter does not meet the established norm, then speed as an indicator of the automation of a graphic skill loses its significance. On the other hand, the speed itself, apart from the qualitative indicator of the writing skill, in particular graphic literacy, calligraphic clarity and stability, cannot be a sufficiently objective and reliable criterion for the automation of the writing action. The formation of connectedness (separation) is closely connected with the development of the speed and stability of the student's handwriting.

To improve the descriptive technique of the letters __, __, __, __, __, __, __, __, __, __, __, __, __, __, __, we will clarify their pattern and sequence of reproduction.

The shape of the upper semi-oval in the letters __, __, __, __, __ has an originality. The oval is elongated at the bottom. When writing capital letters __, __, __, __, the first semi-oval is extended slightly below the upper line of the working line, deviating to the left so that the lower semi-oval in these letters does not go beyond the upper line of the working line. In a lowercase letter __, the semi-oval is extended to the bottom line of the working line.

A smooth horizontal line in capital letters __, __, __, __ is written in a smooth movement from right to left, rounded to the right and up to the starting point of a straight vertical line. In the traditional style of these letters, a smooth horizontal line is written in the opposite direction, but its beginning must necessarily coincide with the starting point of the first element so that the visually perceived shape of the letters remains unchanged. The teacher should choose only one variant of the sequence of inscription of the above letters and strictly follow it. It is impossible to allow variability in the outline of these letters in order to avoid relearning, which delays the formation of graphic skills in students.

From right to left, a horizontal semi-oval is written in a capital letter __. After completing the outline of the semi-oval down, a straight line is written without interruption with a rounding at the bottom to the left.

In the lowercase letter __, the repetition in a straight line upwards is not brought to the middle of the working line, so that the connection with the oval is made below the middle of the working line.

For the same reason, in a capital letter __, when writing a line with a loop, you need to cross a straight line not on the top ruler of the working line, but slightly below the middle, so the connection with the oval occurs below the middle of the line.

The letter __ (lowercase and uppercase) is traditionally reproduced with two breaks of the pen from the paper: the first of them is for writing the second element, that is, a horizontal line, and the second break is for the connecting line with subsequent letters. To avoid such an unexpected letter, you can immediately teach children to write this letter without interruption, namely: after completing the semi-oval, you should immediately proceed to writing a smooth horizontal line. The result is a semi-oval with a loop at the bottom (the letter __ on the contrary is __).

The sequence of lowercase and capital letters __ is identical: two ovals are connected by a repetition at the bottom of the first oval. After the completion of the second oval, a continuous downward movement is performed. In a lowercase __, the handle breaks off after completing a straight line. From the second semi-oval to the right, a connecting line is written, the beginning of which coincides with the end of the straight line below.

All these exercises for improving the descriptive technique of letters were proposed by Nelly Georgievna Agarkova, Doctor of Pedagogical Sciences.

Thus, we can conclude that the process, even when we are talking about its technical, purely calligraphic side, is usually a synthetic act of muscular and intellectual activity. The role of intellect is especially great at the stage of formation of writing skills. The student is required to be able to perceive a sample, analyze, compare, generalize, synthesize, and only then carry out the necessary movements to finely coordinate them.

Of course, a calligraphic skill can be formed without relying on the intellect as a purely objective, imitative action. But then the learning process, firstly, will be much longer, and secondly, as a result, we will get a formed handwriting of the child, but we will not make the desired changes in the student’s personality: he will not have the ability to independently analyze the visually perceived sample, plan its recreation , arbitrarily control their movements, control them, and so on.

Taxonomy upgrade extras:

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Letter. Connect the letters correctly.

For correct calligraphic writing, in addition to writing each letter correctly, you need to connect them correctly.

Practice shows that the correct connection of letters is a necessary condition for continuous writing, which, as already mentioned, contributes to rhythmic writing (letters are written at the same distance, the same height and width, with the same slope).

The proposed exercise will help children who are learning to write, connect letters correctly and consolidate the sequence of writing letter elements. (Before showing the connection of the first letter with the next, the child must remember where the letter of the next letter begins).

To run the exercises, you must have a flash player (Adobe Flash Player) installed on your computer.

See also

Letters

The letters of the alphabet are designed to prepare kids for school, writing in a notebook and training primary school children in writing.

Tasks will help develop coordination of hand movements, form graphic skills and imagination of the child.

Recipes help children learn to navigate on a sheet of paper, tasks will develop visual perception, memory and logical thinking.

You can work on these recipes both individually and in a group.

Write the letters in dots and dotted lines.

The recipe is made in the best traditions of the "Soviet" and pre-revolutionary manuals, taking into account the latest pedagogical findings in this area.
In this recipe, the child will be able to additionally train in writing letter compounds. Unfortunately, in recent years there has been no unity of requirements for the correct spelling of letters and the technique of continuous writing. This leads to the fact that teachers in military classes and in military schools recommend that children write letters differently. This recipe gives classic examples of writing letters and their compounds (such as they should be when writing with a pen). Regular classes will help the baby form a beautiful and legible handwriting.
We recommend daily writing letters for 15-20 minutes (this is the same hygiene requirement as washing, exercising, showering before bed). Follow that. so that your child writes letters correctly and diligently, and most importantly, does not overwork! We pay special attention to the fact that the child must sit correctly and hold the handle correctly! Remember, your baby's health depends on it! Recommended for children from 6 to 10 years old. Good luck to you and your children!

The correct position of the body and hands of the child when writing.
We especially draw your attention to how the child should sit and hold the pen! Remember, your child's health depends on it!
When writing, the writing object lies on the upper phalanx of the middle finger. Forefinger and thumb grab it from above. The thumb is slightly higher than the index finger. If the index finger can easily rise without the handle falling off, then the handle is positioned correctly in the hand. All three fingers are slightly rounded and should not grip the handle strongly (sagging of the first knuckle of the index finger indicates excessive tension while holding the handle). The ring and little fingers can be inside the palm or lie freely at the base of the thumb. While writing, the hand rests on the upper joint of the little finger bent inward. Middle and ring fingers are located almost perpendicular to the edge of the table. The distance from the lower tip of the writing object to the index finger is 1.5 - 2 cm. If the distance is too large or small, the hand will be tense when writing. The upper end of the writing object is oriented towards the shoulder. The hand is in motion, the elbow does not come off the table.

Make sure your child has their own space for studying and writing. If this is not possible, buy a high chair and a footstool for the child's feet, adjust the height of the table top. The child should sit up straight with his head slightly tilted forward. His back rests on the back of a chair at the level of the waist. Both shoulders are at the same level (parallel to the edge of the table). The torso should not rest against the front edge of the table - there is a free space of 3-4 cm between them. The legs are bent at the knee joints at a right or obtuse angle and the whole foot rests on the floor or footboard.

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An important property of modern writing is its continuity. Continuous writing accelerates the development of a graphic skill. Learning the correct combination of letters plays an important role in the formation of continuous writing skills. Students should know how to connect all letters. They must be informed of some principles of connections: common features of both the first and second letters in the pair being connected. So, the connections oi, shi, ish, etc., where the connection has a direction from bottom to top, can be considered of the same type.

Connections are upper, for example, op; directed from bottom to top, for example shi; middle, for example ae, and lower, for example, silt. The upper connection includes letters whose reproduction begins on the upper line of the working line. The lower type of connection includes letters that begin just above the bottom line of the working line. The middle type of connection is used for letters whose beginning is in the middle of the working line.

In the copybooks used in schools of Uzbekistan with the Russian language of instruction (Tokhtakhodzhaeva M.Kh., Veitsman N.M., Belova V.A. Copybooks. - Tashkent, 2009), samples of all compounds of both lowercase and uppercase letters are given.

To master the skill of seamless connection, students must learn some techniques. One of these techniques may be a method of re-drawing a line along an already drawn one. So the letters o and l are connected (repeating the line has the opposite direction) or u with any other letter. Repeated, double drawing of the line may take place not in the first letter of the compound, but in the second, for example, in the syllable sha.

Studying this or that letter, the teacher always gives the children tasks to work out the connections of this letter with other letters.

In some lessons, the teacher can specifically work out the connections of letters by combining some of the connections into groups.

So, the teacher can work out the connections of the previous letters with ovals, work separately on the connections of the letters o and yu. A special exercise can be given to the compounds of the letters v, b, b. Connections with the letters m, l, i are a known difficulty for students, since in the process of writing the pen often goes up to connect with the letters i, n, k, t, p.

Thus, we can distinguish several groups of compounds that the teacher specifically works on:

1. With ovals.

3. Connections with in, b, b.

4. Connections with semi-ovals.

5. Connections with m, l, i.

In the process of working out the connections of letters, students should use the following algorithm:

If the next letter in combination refers to the upper type of connection, then continue the line from the previous letter to the upper line of the working line (or the middle of the line, if the notebook is in a “ruler”);

If the next letter in combination refers to the lower connection, then the line from the previous letter must be drawn to the right, slightly above the bottom line of the line;

If the next letter in combination refers to the middle form

connections, then the line from the previous letter must be brought to

the middle of the line and, without stopping, smoothly move to the outline

the first driving element.

QUESTIONS AND TASKS

1. Answer the questions:

1) What types of letter combinations exist in teaching writing?

2) Groups of compounds requiring special exercises.

3) The algorithm of students' actions when working out letter combinations.

2. Make up some exercises to work out the connections of letters.

3. Write a children's quatrain in calligraphic handwriting. Mark the types of connections in it.

Lesson 6.

Planning for writing lessons and requirements for them.

Approximate development of writing lessons in the period of literacy

The lesson is the main form of education and absorbs all the wealth of methodological means. There are general requirements for lessons, within which the creativity of the teacher is carried out in the organization of active cognitive activity of students, in the formation of skills and abilities in reading and writing, in the development of thinking and speech of children.

Didactics requirements are as follows:

each lesson should have an educational character;

the teacher must be clear about the objectives of the lesson;

each lesson should be successively connected with the previous one and the one following it;

a variety of methodological means and techniques chosen for the lesson;

All students must be organized by the teacher to work.

When planning and conducting writing lessons, the teacher must adhere to such requirements as taking care of the speech environment, the presence of work on the development of speech and thinking of students at each lesson. An equally important requirement is the use of various methods of sound and letter analysis and synthesis. The teacher should make sure that the main time of lesson 2/3 is occupied by the work on the formation of writing skills and abilities. This means that most of the lesson the children are engaged in writing. However, the teacher must remember the requirement that the duration of continuous writing in grade 1 should not exceed five minutes. After each "session" of writing, children should rest a little, change the form of activity.

Each writing lesson should use exemplary material. These may be additional exercises and language material for writing. The structure of the lesson provides for a change in the types of mental activity, pauses, which can be in the form of physical education minutes, moments of humor, riddles, solving crossword puzzles, rebuses, didactic games.

Consider a sample outline of a writing lesson in first grade.

EXAMPLE LESSON PLAN WRITING

Lesson topic: Letter of lowercase and capital letters P p

Lesson Objectives: teach children how to write the letters P p; develop continuous writing skills, thinking, phonemic hearing; to cultivate accuracy in writing, careful attitude to educational supplies.

Equipment: visual aid “Sample of writing letters P p”, colored crayons, pencils, pictures depicting a shelf, stick and file.

DURING THE CLASSES

I. Organizational moment.

Greetings. Check readiness for the lesson. Workplace organization.

II. Checking homework.

1. What sound and letter did we meet in the last lesson? (L l)

2. Characterize the sound [l]: consonant, voiced, sonorous,

unpaired, hard. Give examples of words with this sound: lamp, doll,

chalk, shelf.

3. Characterize the sound [l`]: consonant, voiced, sonorous,

unpaired, soft. Give examples of words with this sound: snail, stranded,

fox, favor.

4. Gymnastics for the eyes.

They sat down correctly, straightened their backs, Feet are on the floor, hands lie neatly on the desk. We work only with the eyes. We started. Looked left, right, up, down, straight, at me (teachers)

III. Working with new material

Acquaintance with the spelling of the letters Pp

1. Characteristics of the sound [n]: consonant, deaf, paired, solid, found in the words school desk, trampling, soup.

2. Characteristics of the sound [p`]: consonant, deaf, double, soft; found in the words pilot, song, captain, steppe.

We hear the sound, but we see and write the letter. The letter p can be both lowercase and uppercase.

3. Element-by-element analysis of the lowercase letter p: a line with a rounding to the right, occupies the entire working line in height. The connection of the line and the rounding (hook) is smooth (demonstration of the manual, writing a letter in the air).

4. Element-by-element analysis of the capital letter P: two large slashes of the same height, which begin on the auxiliary line and go to the end of the working line. The left line is bent to the left, and the right one is bent to the right. Above them is a "hat".

2. Charging for hands.

The fingers of both hands were clenched into fists. They twisted their fists away from themselves: one - two - three - four; and now - to yourself: one - two - three - four. Shake hands.

3. Work in copybook page 25

We write the letter p, the syllable pa, the word dad.

Children write in copybook, and the teacher - on the board, pronouncing each element

Demonstration of pictures depicting a shelf, a stick and a file, recording words with missing vowels o, a, and. Characteristics of missing letters and sounds.

4. Physical Minute.

The best swings are flexible vines.

Monkeys know this from the cradle.

Who swings all the time, yes-yes-yes!

He never gets upset!

5. Continued work in the recipe.

We write beautifully and neatly. capital letter P

Recording the sentence "Pulat's dad is a pilot." The beginning of the sentence is written with a capital letter, all words are written separately. We also write the word "Pulata" with a capital letter, since this is the name of a boy. Put a dot at the end of the sentence.

The following sentences are also analyzed and written down.

6. Syllabic dictation in a workbook.

Lee, us, ku, op, ol.

7. Summing up the lesson.

What did we do in class? What letter are you familiar with?

Evaluation of student work.

8. Homework: write in a workbook

Pp Pp, pa pi pl Pu shelf, file Papa rolled Lola.

EXAMPLE LESSON PLAN WRITING

Lesson topic: Letter lowercase and uppercase letters U y

Lesson Objectives: teach children how to write letters (uppercase and lowercase) Y y; develop the skills of writing elements of the studied letters, expanding the horizons of students and vocabulary; cultivate a caring attitude towards everything around.

Equipment e: illustrations of letters, word schemes, a table "how to sit at a desk"

Lesson type: combined

DURING THE CLASSES

I. Organizing moment. Checking previously written letters by students.

II. Main part

1. Sound analysis of words.

Tired duck on the pond

Teach your ducklings.

Ducklings swim in plain sight

Mom doesn't want to.

Children say the words they remember.

Two antennas on top

And she sits in a hut,

She is lucky on herself

Creeps very slowly. (Snail)

2. Phonetic analysis of the word snail.

How many syllables are in this word?

Name the first syllable, second, third.

How many sounds are in each syllable?

Name vowels, soft consonants.

Which syllable and sound do we pronounce louder? Put an accent.

Make up a word plan.

Highlight the sound y, give a description

(vowel, stressed, unstressed; forms a syllable; denotes the hardness of the preceding consonant).

Making a sentence with the word snail according to the scheme

3. Showing a written letter, comparing it with a printed one, finding out their similarities and differences.

Creating in the memory of the child the image of the letter y

What does the letter look like.

Children: U - knot. In any forest you will see the letter U

Convenient letter!

It's convenient in her

What is possible with a letter

Hang up your coat.

Feeling the letter y made of sandpaper (15-20 times) in the direction of the letter.

Graphical analysis of the letter - highlighting the elements of the letter U:

the first element is a straight line with a rounded top and bottom, located in the interline space.

The letter of the elements that make up the letter U y

Hatching in a given direction - the composition "Engine" is compiled

4.Fizminutka

The first in the chain was the locomotive. (teacher)

He roared and drove the wagons. (cars - guys)

The wagons are rushing and humming loudly,

They rush forward along the hillocks, along the slopes.

Everyone wants to be a steam locomotive.

The teacher writes the letter U on the blackboard, standing with his back to the children: We begin to write below the previous line, lead up and to the right, round off and write on ourselves evenly, almost bringing it to the top line of the working line, round to the right and draw an inclined line up to the height of this letter. Then we lead the handle straight and down towards ourselves. We've been following what's been written for a while. Slightly not bringing to the bottom line, slightly round to the left.

Gymnastics for hands - "playing" the piano, finger competition in running.

Writing two or three letters in cursive. Checking written by the teacher, identifying errors.

The teacher writes on the board the letter with the detected error, paying attention to it. Find out what went wrong. The teacher erases what is written and writes correctly.

Writing lowercase y:

We put the pen on the top line, we lead down towards ourselves, almost bringing it to the bottom line, we round off and we lead the pen up with an inclination to the top line, without taking our hands off, we lead ourselves along the written straight line, we pass the bottom line of the working line, we write in the interline space, without bringing to the top line of the next working line, we make a loop.

Work in copybook: children write one line of the letter y

5. Development of students' speech

The game "Who is more?"

a) Think of words with the sound [y] at the beginning, in the middle, at the end of the word (street, morning; hands, pear, I walk, I carry);

b) Name the words in which there are only three letters, with the second and third

UK (beetle, beech, onion, bough);

Lyosha found a saw near the limes.

Work in writing.

Children read in the copybook what word is written.

When do they shout?

Children write two words counting. Then the mistakes made by the students are explained, and the line is added to the end.

Write sentences and words with the letter y.

Training exercises in writing the letters i, y, i, y, their similarities and differences are noted.

The writing of compounds with letters is practiced.

III. In conclusion, the teacher hangs a drawing on the board depicting an open book with vowels and consonants and invites the children to read the word, making up syllables-fusions (consonant + vowel). Get the word change.

IV. Summing up the lesson. Generalization, evaluation of students.

V. Homework. Fill in the spelling page for the studied letter.

QUESTIONS AND TASKS

1. Answer the questions:

1) How do you understand the requirement that “each lesson should have an educational character”?

2) How can writing lessons be linked?

3) How is the activity of all students in the lesson achieved?

4) What does the requirement that the duration of continuous writing in grade 1 should not exceed five minutes mean?

5) What is the purpose of using pauses in writing lessons, changing types

student activities?

2. Analyze the writing lesson plans presented.

3. Make a fragment of a writing lesson plan (any letter of your choice) taking into account the requirements for writing lessons.