Retelling was of great importance to the luminaries of pedagogy K. Ushinsky and L. Tolstoy, who saw it as a prerequisite - an important stage of learning for mastering speech activity, a mandatory degree of literary education. Modern scientists share the same opinion that correctly organized observations of speech patterns encourage the child to create his own creativity.
The importance of retelling skills
Familiarization with the best examples of artistic creativity is of great importance for the development of a preschool child’s ability to construct his own statement. The teacher’s task is to lead children to active, creative imitation of someone else’s text, to help them assimilate it. It is under such conditions that imitation of a literary model becomes an impetus for one’s own active speech activity. While learning to retell literary and folklore works, the expressiveness of speech is formed.
At the age of 4 to 5 years, children begin to develop the skills of independent coherent expression. At this time, children of this age not only answer the adult’s questions, but are also able to tell where they were, what happened to them, and what they liked about it. That is why in before school age Children are taught to retell works of fiction. After all, children's literature contains the best role models.
How to help a preschool child learn to retell?
First of all, it is necessary to familiarize the child with the work of art. An adult expressively tells a fairy tale or reads a story, conducts a conversation based on the content, and shows illustrations. With his questions and explanations, he focuses the child’s attention on individual parts of the work: where the story began, what happened next, how the event ended.
After this, the adult invites the child to retell the work. It’s better to do this in a playful way: tell your essay to your favorite toy, grandma, dad, or turn into the host of the children’s TV show “Good night, kids” and translate the fairy tale or story to the “viewers.”
What difficulties do children experience during retelling?
It is still difficult for kids to figure out the meaning of the retelling on their own; they miss something, rearrange episodes, and so on. In this case, the adult can help the child by asking questions about the content of the work.
Note! During the retelling, it is important to convey the meaning of the work of art, maintaining consistency in the reproduction of episodes. An adult must show the child that words and sentences can be replaced.
How to retell a fairy tale?
- An adult reads a fairy tale.
- An adult asks about the content.
- The adult invites the child to tell this tale to his toys. In order for the listeners to understand everything, it is worth listening to the fairy tale again.
- Close your eyes, listen carefully and imagine everything that is being said. - Read the story one more time.
- Retelling a fairy tale.
Remember! An important prerequisite for the speech development of a preschooler is the regularity of classes, your confidence, goodwill and desire to interest children in joint activities.
Requirements for material for retelling
Stories for retelling must meet certain requirements, the main one of which is the selection of literary texts that a child of a given age can independently reproduce. Texts should be distinguished by a clear composition, in which the main events and the dynamics of the plot are sequentially traced. The characters should be familiar to children from other fairy tales.
Of great importance for successful learning to retell is speech, which should be simple to reproduce, but at the same time figurative, expressive, using dialogues, and not contain unfamiliar words that are difficult to understand and reproduce.
Classes on retelling a literary work are one of the most difficult among other speech classes, since children must listen to the same text several times, mostly retellings by the children themselves). The monotony of a lesson can make preschoolers bored and will be ineffective. retelling through application in various ways retelling will enliven the lesson and will help activate the speech of preschool children.
Ways to teach a child to retell
There are the following ways to organize a retelling:
- complete (holistic) retelling - one child retells the entire text. This method is advisable to use when the text is short. At the same time, if the teacher does not direct children to perform any specific creative tasks based on the text, their interest in retelling quickly decreases;
- retelling in parts (in teams). This method involves the teacher or the children themselves creating a team whose members agree among themselves who will retell which part. Several children are involved during this retelling; they listen carefully not only to the speech itself, but also to the statements of their comrades;
- collective retelling - children take turns pronouncing the text of the work. The scope of the retelling is determined by the teacher - it can be a sentence, a continuation of the thoughts of the previous speaker, or an episode. During a collective retelling throughout the entire lesson, almost all children maintain attention to the text, being in an active state, learn to follow the speech of another person, and continue the story;
- role-playing. This method of retelling is mainly used in early preschool age. The teacher takes on the role of the author, helps the children assign roles, select attributes, costumes, discusses the character of the characters with them, and advises them to reflect on intonation. At the same time, the teacher can assign several understudies to one role. During this lesson, children are highly active, have a keen interest in the text, and intonation expressiveness of speech is being formed;
- It is advisable to use creative retelling in older preschool age, when children already have some experience in reproducing texts. This method of retelling is not a literal reproduction of the text, performing creative tasks, for example, retelling in the first person (on behalf of the hero), inventing a new beginning, ending, episodes that are only mentioned in the text, introducing new characters.
The focus of the retelling lesson on the formation of intonation expressiveness of speech influences the choice of methodological techniques for a given age and the structure of the lesson as a whole. Note that teaching a child retelling can only be done with texts whose content the children have previously mastered very well.
The ability to retell a read text is a necessary skill in school, because the entire school curriculum is based on retelling, read and retell. Retelling not only demonstrates the level of speech development, but also shows how much the child can understand and analyze the text he heard or read. From the second grade, written retelling is systematically taught in speech development lessons. But for children, retelling the text often causes difficulties. How can you help your child overcome them?
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How to teach a child to retell a text?
The ability to retell is a necessary skill in the life of every person. When we ask children about something, it is important to get a complete answer, to encourage the child for speaking, to show that we are interested and important in what and how he says.
Children begin their learning to retell without even noticing it. This happens when a child talks for the first time about events in his life (for example, how his day was in the garden or how he fell off his bike or swing). For the little ones, this is the most effective method take the first steps and lay the foundation for future success. Time passes and practice accumulates, respectively, then in their retelling the children no longer use a couple of words, but entire sentences.
Teaching retelling is one component of literacy learning in general. The child needs to understand the plot, who the main characters are and how the events in the story develop, their sequence. When children retell, they improve their speech and imagination, and learn to solve problems. But, it is worth choosing those stories that you can read over and over again, otherwise this process will get boring, and you will lose interest before the child.
In fact, even preschoolers can recite a short text with some help from their parents, and continuing to improve this skill can be a fun activity.
To begin with, you need to understand what retelling a text is, and why a child so needs this skill - the ability to retell.
Retelling - This is a story told in your own words. To retell a text means to talk about events and characters, observing the sequence of presentation. An interesting and coherent story about what was read or heard with characteristics of events or characters shows us not only the level of development of the child’s speech, but also his ability to understand and analyze the text read or heard.
Where should you start teaching your child to retell?First of all, from good literature - from the fairy tales of Pushkin, Aksakov, Bianchi, Andersen, the Brothers Grimm, from the stories of Nosov, Tolstoy, Prishvin. They are written in excellent language, they are understandable, not tedious, and fascinating. After reading a story or fairy tale to your child, do not immediately close the book and do not rush to go about your business; discuss what you read with him, showing real interest in the conversation.
Where should you start the conversation?Ask him if he understood what the story was saying? Do not be satisfied with monosyllabic answers like “yes”, “got it”. Help him answer this question in detail, for example, “this story says that one kind, brave hero named... once saved...”. Let the child remember. By teaching him to understand what is said in the story, you are laying the first brick in his ability to understand the theme of the work. Continue the conversation by asking him if he remembers the name of the main character? What do you remember about him? Here you can help him. Think of a similar character or story you've read before. Ask your child to describe the hero in his own words. If it doesn’t work out, and most likely it won’t work out the first time, then don’t swear, but simply ask: “Is this how you imagined it?”
Always draw the child's attention to the fact that the book has an author (if this is not folk tale). Ask him, continuing the conversation, which hero, in his opinion, the author himself likes, and which one he speaks poorly of? Teach your child to understand the main idea of the text. This way you will lay the second brick in the ability to comprehend and analyze the text - to understand the main idea put into the work by the author (the idea of the text). In fairy tales and children's stories, it is usually expressed in the fact that good always triumphs over evil. This is what the author talks about.
Look at the illustrations.What are they talking about? When expressing your own opinion, you may deliberately make mistakes. Then the child will correct you, thereby expressing his personal opinion. You can even invite him to draw the hero himself. To prevent your conversation with your child from looking like an interrogation about what you read, express your own opinion and show interest in the conversation.
Having discussed the topic, the idea of the work, the main characters, having characterized their actions, you can begin to retell the text. To do this, re-read it again. Suddenly it turns out that the child did not immediately understand some words or was embarrassed to ask what they mean. After a conversation in which you were able to show him your interest in discussing what you read and his opinion, he will definitely try to figure out the word he doesn’t understand. While reading, try to intonationally highlight figurative expressions, beautiful comparisons, and the brave act of the hero.
Invite your child to retell the text together. You start, and he continues. Having started the retelling, you can pretend that you have forgotten about what happens next in the text. What a joy it will be if you forgot, but he remembers! Be sure to praise him for this! This type of work, retelling one at a time, helps develop the child’s attention, ability to listen, and follow what is said and the speech of another person.
Dear parents and kindergarten teachers!
You all know that in order to develop a child’s speech, you need to teach him to retell.
I propose for retelling A. Preisen’s syllabus
"About a little goat who could count to ten."
Read the text of the fairy tale.
Once upon a time there was a little kid who learned to count to ten. One day he approached a lake and suddenly saw his reflection in the water. He stopped dead in his tracks and looked at himself for a long time. Now listen to what happened next.
- Once! - said the Little Goat.
This was heard by the Calf, who was walking nearby and nibbling grass.
- What are you doing? - asked the Calf.
“I counted myself,” answered the Little Goat. - Do you want me to count you too?
- If it doesn't hurt, then count it! - said the Calf.
- It doesn't hurt at all. Just don't move, otherwise I won't be able to count.
- Oh, what are you talking about! I am very afraid. And my mother probably won’t allow it,” the Calf stammered, backing away.
But the kid jumped after him and said:
- I am one, you are two. One two! Me-uh!
- Ma-ama! - The Calf whined pitifully.
Then a Cow ran up to him with a bell around her neck.
- Mmm! Why are you crying?
- The little goat is counting me! - The Calf complained.
- And what is it? - The Cow muttered angrily.
“Oh, now he’s counted you too!” - the Calf roared. When the Cow realized this, she became very angry:
- I'll show you how to make fun of us! Come on, Calf, let's give him some pepper!
The little goat got terribly scared and started jumping across the lawn.
And behind him - a Cow and a Calf.
A Bull was walking nearby. He tore up the ground with his sharp horns and threw up bushes of grass. Seeing the Kid, the Calf and the Cow, the Bull moved towards them.
- Why are you chasing this bobtailed baby? - Bull said in a deep voice.
- And he’s counting us! - the Calf roared.
“But we’ll catch him,” said the Cow, puffing.
- One is me, two is the Calf, three is the Cow, four is the Bull.
- One two three four! - said the Little Goat.
“Oh, now he’s counted you too!” - The Calf whined.
“Well, this won’t go in vain for him,” the Bull roared and, together with the others, rushed in pursuit of the Kid.
They ran out onto a wide dusty road and rushed off at a gallop. And at this time, a Horse was leisurely walking along the side of the road and chewing grass. Hearing the stomping and seeing the dust flying in a column, he shouted from afar:
- What is this rush?
“We are chasing the Kid,” answered the Cow, out of breath from her fast running.
“He’s counting us...” whined the Calf.
“But no one gave him such a right.” Phew! - the Bull roared.
- How does he do it? - asked the Horse, tagging along with the others.
“Very simple,” said the Little Goat. “That’s it!” One is me, two is Calf,
three is a Cow, four is a Bull, and five is a Horse. One two three four five!
“Oh, now he’s counted you too!” - The Calf whined.
- Oh, he’s a scoundrel! Well, just wait! - the Horse neighed and galloped even faster after the Kid.
And right next to the road, in a pen, a big fat Pig was sleeping. The sound of hooves woke her up.
- Oink oink oink! Where are you all going? - asked the curious Pig. She immediately broke through the fence with her snout and started trotting after the others.
“We are chasing the Little Goat,” answered the Cow, breathing slightly.
“He considers us...” the Calf drawled plaintively.
- And... ugh... no one gave him such a right! - the Bull roared.
- But we will show him! - the Horse neighed, almost hitting the Calf with his hoof.
- What does he think? - asked the Pig, having difficulty keeping up with everyone.
- Very simple! - exclaimed the Little Goat. - One is me, two is the Calf, three is the Cow, four is the Ox, five is the Horse, and six is the Pig. One two three four five six.
- Oh! Now he has counted you too,” the Calf sobbed.
- Well, he will pay for it! - the Pig squealed. - Here I am now!
They rushed headlong, not making out the road, and so they reached the river.
And at the pier there was a small sailboat. On board the sailing ship they saw a Rooster, a Dog, a Ram and a Cat. The Rooster was the captain, the Dog was the pilot, the Ram was the cabin boy, and the Cat was the ship's cook,
- Stop! - shouted the Rooster, seeing the animals rushing without feeling their feet.
But it was already too late. The little goat pushed off the pier with its hooves and jumped on board the sailboat. Everyone else rushed after him. The sailboat swayed, slid through the water, and was carried to the deepest place of the river. Oh, and the Rooster was scared!
- Ku-ka-re-ku! For help! - he shouted in a voice that was not his own. “The sailboat is sinking!”
Everyone was shaking with fear. And the rooster crowed loudly again:
“I can do it,” said the Little Goat.
- Then count us all quickly! The sailboat can only carry ten passengers.
- Count quickly, count quickly! - everyone shouted in unison. And the Little Goat began to count:
- ONE is me, TWO is the Calf, THREE is the Cow, FOUR is the Bull, FIVE is the Horse, SIX is the Pig, SEVEN is the Cat, EIGHT is the Dog, NINE is the Ram, and TEN is Rooster. - Hurray! Little goat! Hurray! - everyone shouted in one voice.
Then the passengers crossed the river and went ashore. And the kid has remained on the sailboat ever since. He now works there as a controller. And every time the Rooster puts animals on his sailboat, the Little Goat stands at the pier and counts the passengers.
Explanation of unclear words.
Make fun of us - laugh at us.
Let's give him some pepper and scold him a lot.
Jump - run and jump quickly.
He blew up the ground with sharp horns - he dug the ground with sharp horns.
To chase is to run after someone in order to catch up.
Bobtail - short or cropped tail.
This will not be in vain for him - he will not be left without a result (answer).
They took off at a gallop - they ran quickly.
The side of the road is the edge of the road.
She set off at a trot - she ran quickly.
He will pay for this - he will be punished.
They rushed headlong - they ran very quickly.
A pier is a place near the shore for parking ships and boats.
A sailboat is a large boat with sails.
A pilot is a specialist who knows well the area through which the ship is sailing and maritime affairs.
Yunga is a boy who is learning to sail.
They rushed without feeling their feet under them - they ran very quickly.
After reading a fairy tale, look at the heroes of the fairy tale with your children, remember the memorable remarks of the heroes.
Then read the fairy tale again, placing the cut out fairy tale heroes on the table as they appear in the text of the fairy tale.
Watch the cartoon based on this fairy tale.
Try retelling the fairy tale with your child, looking at the characters displayed in the correct order.
Now mix all the characters (the wind blew and everyone scattered in different directions) and ask the child to again arrange everyone in the correct order according to the text of the fairy tale.
What expressions are used in the fairy tale to mean running or running fast?
(Chase, rush, rush at a gallop, break into a trot, rush headlong, rush without feeling your feet under you.)
And after this exercise, the child can independently retell the content of the fairy tale.
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Saying literary facts out loud helps to consolidate the text, plots, and images in memory. Retelling promotes development logical thinking, it is very useful for students. Everyone remembers presentations and essays; for some this process was easier, for others more difficult. Teachers often assign retelling as homework. It is at school age that thinking and speech are formed. How to clearly express your thoughts, help this child learn, let’s try to analyze the recommendations.
How to learn to retell a text
Simply put, a retelling is a presentation of what was read, it seems that there is something complicated here, I read it and told it. But not everything is so easy, thinking is a complex psychological process. Starting from birth, the baby learns about the world and perceives everything new. Later, with the help of adults, the child begins to call his environment by its proper name, concepts are formed, and accordingly, from external speech, the formation of internal speech occurs, which is thinking. It seems that this is difficult, although in fact, everything is very clear: the level of development of a child’s speech influences the process of thought development and reflects it.
This is precisely why they teach in early age, clear thinking. But the help of parents will not be superfluous, so that the process of presentation does not become torture for the child. It is necessary to regularly spend time on training, but not force it.
Thanks to reading, a person not only receives the necessary information, has a good time, studies or works, but also contributes to the development of memory and literacy in thinking. To improve retelling abilities, it is recommended to tell someone about the material you read. For example, you read an article about natural phenomena, or about the economic situation, and immediately tell it to a friend. Here are some tips to improve your memory of what you read:
How to quickly learn to retell texts
To quickly memorize what you read, repeat the piece you read with expression. This way you will highlight interesting places with your voice and help your memory to assimilate them. Everyone has different ways perception of information, and types of retelling can be used for this: compressed, detailed, brief, creative. For example, if you have the latter type of method, then staging scenes from the text, analyzing them by roles, based on the images of literary heroes, would be better suited. But this type is more difficult to use, if you need to retell a text of a scientific nature, other tips may come in handy. After reading, form the basis of the text, highlight some material.
For a short retelling, determine the significance, main and secondary, perhaps of a specific character. To retell a selective one, combine all the topics of the text and reduce them to one. Well, for creativity, make a verbal drawing, retell individual episodes. Parse the logical part of the text, phrase, words. If necessary, write down questions for yourself, they will help with retelling. When retelling the text for the first time, put your piece of paper - a hint with notes nearby, and the second time, despite it, try to retell it without help.
The most useful thing is if someone listens, if this is not possible, record yourself on a voice recorder. After completion, compare your story with the original text and repeat the work until all the shortcomings are corrected, and you yourself are confident.
How to teach a child to retell
In general, this skill is a necessary skill in life in general, not only at school. As mentioned earlier, it is formed in children and it is important to teach it correctly and help them with this. It is important for children to be aware of the storyline, main characters, and events in order to form a sequence of literate text. Tips for teaching children to retell.
Many parents do not think about teaching their child such a useful skill as retelling until school. The reason for this is the misconception that retelling is necessary only when the baby has already learned to read. In fact, you can retell what you hear and what you watch, so it is recommended to start classes with your child already in preschool age. This will greatly facilitate his further learning to read and write. To do this correctly and help the child develop speech, thinking and imagination, it is necessary to use educational verbal games and take into account the recommendations of teachers.
Briefly about the retelling
A retelling is a presentation of the plot of a book, story, film, etc. in your own words. This is not memorizing the original text and not reproducing it exactly down to the pauses, but the ability to grasp the plot lines, the characters involved and talk about it.
Why do some children have difficulty writing expositions later in school? Because they don't know how to retell. Instead, schoolchildren try to remember the text and memorize it, which is extremely difficult. This is another reason why it is worth teaching your child to retell as early as preschool age.
It should be remembered that you must also be able to retell. If you have difficulty communicating what you read, how do you plan to teach a child who mostly copies your speech?
It is important to practice reading together with your child so that he looks at the illustrations and hears your voice - this way he will become more involved in the process. Read together even when your baby can already read independently. This will make it easier for you to discuss what you read and you will be able to control your child’s reading technique.
Remember that the basis of retelling is the identification of semantic blocks. It is to them that a person focuses in order to talk about what he has read or heard.
What you should pay attention to?
You shouldn’t start learning retelling on a whim. If you notice that your child shows interest in books and likes it when you read to him, then you can add small exercises. At first, it is better to do this unobtrusively, asking leading questions about what you read: “What did we read about now?”, “Who was the main character?”, “What did he do when...?” and so on.
Be sure to consider the length: children's memory is not as developed as adults, so give preference to short stories. When the child can easily tell what the fairy tale is about, you can increase the volume.
Also, reading exercises should be performed fractionally, that is, dividing the text into semantic blocks. Nowadays, many children's books and reading aids are structured in this way: on one page there is the beginning of the story, on the second there are leading questions, and so on until the very end. This was done to help parents make it easier for them to teach retelling to preschoolers and primary schoolchildren.
The ability to retell depends, among other things, on the child’s vocabulary. If you rarely talk to him and don’t use educational games, then his speech will be poor. He may even know roughly what he wants to say, but he doesn’t understand how to do it, with what words and grammatical structures. Therefore, the baby will need to be helped: offer him simple but correct constructions, play word games, and develop memory.
Scolding a child for not being able to retell the story as you require is not recommended. Otherwise, he will think that it is better not to do this at all, then at least they will not scold him. Remember that all children's speech development follows an individual pattern - for some, retelling is easy, while for others it is necessary to put in more effort.
Stages of retelling
In order for a child to learn to correctly present the content of what he read, it is necessary to know the main stages on which the discussion is built.
- Shared reading. If you are teaching a preschooler, he will most likely be distracted and constantly interrupt you. Answer his questions patiently, smoothly returning to the story.
It is better to choose a book in advance that will be interesting to the child.
- Block of guiding questions. Here you are asking about whom we're talking about in the story, what happened, where did the heroes go? The questions should not only reflect what you have read, but also lead to the next block. A fairy tale can be quite small, so there can be one or two blocks. You can ask questions as you read.
- Planning. This stage is very important and suitable for children who can read. It is necessary to sketch out a retelling scheme, consisting of the main ideas of each block, so that the child can use it to retell the whole story. Later he will cope without a plan. the main task– teach to clearly define (in one sentence) the main idea of the first part or paragraph, second, third, etc. This is a kind of framework on which the story will later be built up from words and sentences.
- Discussion of the full plot. Here the child should no longer tell you in parts what you read about, but completely retell the plot. You can also use leading questions or a retelling plan.
- Personal questions. Your child's opinions about the story, the characters, and their actions are an additional part of the retelling. In this way, the child develops not only speech, but also moral and ethical attitudes, spiritual and personal values, imagination and abstract logical thinking.
Word games to help
To improve your retelling skills, use educational word games. They will help improve memory, vocabulary and eloquence, imagination and thinking.
- “What is the letter about?” Write or print the text of the letter on a piece of paper, put it in an envelope and show it to your child. Say that a letter came from grandma, and then read it with your child. Ask him: “What is it about?” Then ask him to tell you about the contents of the letter to dad. Help him with leading questions.
- "Where is the mistake?". Read a fairy tale or watch a cartoon together, and then ask your child questions with errors. For example, in a fairy tale, a boy defeated an evil dragon and saved the princess, and you tell the child: “What a pity that the boy could not cope with the monster and save the beautiful princess, wasn’t it?” Most likely, the baby will correct you.
- “What do you think about?” Buy books with illustrations, and before you start reading, ask your child what he thinks the story will be about? This way you will develop creative thinking and imagination. And if his assumptions come true during the course of the plot, he will also be glad that he guessed.
Conclusion
It depends entirely on you when you start teaching your child to retell, but it is better not to delay this issue. Developed speech will help him not only subsequently get good grades at school, but also communicate freely, not be afraid of public speaking, and express his thoughts clearly. Don’t miss the moment when your child himself shows interest in reading and begins to ask questions about what he read—encourage his curiosity.
