Based on this summary, you can build lessons with a child who is learning to read, has difficulty remembering poems and stories, confuses endings, and does not pronounce all the sounds. Goal: learning to use the pictogram method when learning a poem, developing attention and memory. Equipment and materials: An A4 card on which the poem “Joke” is written in large block letters. Counting sticks or squares for counting. Blank sheet of paper, pencil. Progress of the lesson: Read the poem with the child. The child reads, if he has difficulties, I help him by clearly pronouncing the sounds, I encourage the child to clearly pronounce the sounds. We discuss what the poem is about. What is the name of? Why is it called that? I suggest you learn it. Let's read it again. We analyze the text. I read the first sentence “Joke”. I ask: - How many words are there in this sentence? That's right, this sentence consists of just one word. I read out the second sentence: The mouse dried the dryers, The mouse invited the mice, The mice began to eat the dryers, The mice broke their teeth. - This offer is very big. Let's count how many words there are in it. We count the written words on the card. Then I pronounce each word of the poem clearly, and the child marks each word with a counting stick, putting them in a row. - Count how many sticks you put? How many words are there in the sentence? The child is interested and wants to learn the poem. But he experiences difficulties in the process of memorizing. He changes the endings in words, forgets, replaces words, adds extra ones. And then I suggest that we draw clue words (pictograms) together so that he can look at it and immediately remember. We start learning right away with the poem, omitting the title. - The mouse dried the sushki, I say “Mouse” - I draw a mouse I say “sushek” - I draw two circles Very clearly, syllable by syllable, I pronounce “na-su-shi-la” (this is a difficult word for a child), I draw just a line symbolizing the word. The first line of the poem was sketched. I ask: - How many words did we sketch? What words are these, name them? I show a clue word in the picture, and the child pronounces it. If you have any difficulties, I help. I read the second line. The child has already understood what needs to be done and asks permission to draw the next word “mouse” himself. He draws a mouse. - The mouse invited MICE. Now what word should you draw? The child draws a mouse. I ask: - How to draw the word “mice” so that it becomes clear that this word is not “mouse” but the word “mouse” If he doesn’t guess, I ask “How many mice did the mouse invite?” Alone? As a result, the child draws two mice. - Mouse of mice PRIG-LA-SI-LA I myself draw a line symbolizing the word “invited”, pronounce the word clearly, ask the child to slowly repeat it clearly. The third line of the poem: - The mice began to eat the drying, The first and second words are sketched by the child, the third and fourth I indicate with a line. The fourth line of the poem - The mice broke their teeth. The child sketches all the words. - The whole poem has been sketched. Now look at the drawing and tell it. If there are difficulties, I help the child. - What is the name of the poem? Let's sketch its name at the top, in the middle. - Now tell me what the poem is called and tell it. When memorizing, it turns out that the child finds it difficult to remember the word “eat”. He refuses my hint, but cannot remember on his own. I propose to write this word under the picture. We clearly pronounce each sound K-U-SH-A-TH. I write down the word, draw an arrow to the diagram where this word should be. Now the child can recite the poem on his own, based on the drawing. Now at the very top, above the picture, draw the title of the poem. What's it called? - Just kidding. The child sketches. - You’re great! Look what a great job you've done. Please tell me the poem in full. First the title, and then the poem itself. - What did you like today? What was easy and what was difficult? To consolidate, we return to this poem the next day. First the child reads.