Written speech

2.2 Methodological development of a lesson plan on the topic "Personal letter"
Thus, if you carefully look at all the proposed groups of exercises, it becomes obvious that the exercises in teaching writing are divided into preparatory and speech. Preparatory exercises in most cases include language exercises performed by students without a communicative task. At the initial stage of the formation of calligraphy and spelling skills, apparently, one cannot do without mechanical exercises, although they can be dressed in a playful form. This, however, does not mean that they should be performed unconsciously: the role of rules in the formation of these skills is quite large.
Spelling and calligraphy skills by themselves do not have situational relevance. But this does not mean that the technique of writing should be developed in isolation from speech, i.e. in the process of writing. It is advisable to move on to writing exercises on them as soon as possible to improve the skills of calligraphy and spelling.
The main types of exercises for learning to write:
1. Cheating. Forms and improves the technique of writing, especially if carried out as writing off words, parts of phrases and phrases from memory. May be accompanied by sound-letter analysis. Textbooks have cheating notes. The memo indicates how the student should write off (read the sentence, understand its meaning, look at and remember the written sentence; distract from the sentence and mentally imagine it; write a sentence from memory, dictating to yourself in syllables; compare the written sentence with the printed version, if found error, correct it and rewrite the proposal).
2. Recording by ear. Currently, spelling dictations are not common in teaching. They take quite a lot of time. The experience of special education has shown that the recording of speech material by ear from a single presentation, if it is carried out regularly from the very first stage of training, has a positive effect on the development of the qualities of speech skills and even eliminates the need for special spelling dictations.
3. The so-called free and creative dictations are the initial exercises in developing the ability to write.
4. Exercises in the letter itself (writing a letter, notes in a wall newspaper, describing an event, etc.)
5. Drawing up plans - stories of the text as a support for the subsequent transmission of its content.
There are a lot of types of dictations and the methodology for conducting them is different, but any of them involves the development of literate writing skills in students, the enrichment of the dictionary. There are the following types of modern dictations: reproductive, individual creative, paired creative, collective creative. Reproductive dictation is a literal recording of dictation for the purpose of testing listening comprehension and spelling. An individual creative dictation is performed as a written work of speech with a volume of no more than 120 words, which is a description of the presented picture, a reasoning about the proposed thesis, an answer to the question posed (previously, the main points of the written work of speech are discussed in individual communication with the teacher, and the student must take into account the results of this discussion). A pair or collective creative dictation can take place as follows: two students (two groups of students) are randomly offered pictures illustrating one of two stories; the student's task is to arrange the pictures in the correct sequence, write a story and dictate to the partner (partners); after that, the partners restore the order of each other's pictures and check the correctness of the recorded dictation. For a collective creative dictation, students can also draw a picture on the board together (the teacher draws the first element), collectively create a description of this picture and try to write it down as much as possible in the form of a self-dictation. The dictation can also take the form of drawing up a plan or a summary of what was heard, extracting key words from the text (a given number), etc.
Dictation should be carried out systematically. It involves the involvement of all students in the work and disciplines them; lexical and grammatical errors are corrected and analyzed immediately; dictation requires students to have the skills and abilities of writing and teaches them to practically use this knowledge in oral speech; for a teacher, this is a little preparation.