Topic: The significane of educational technologies in the developing of dialogic speech of general school pupils

1.4 Determining the real level of first graders
Experimental work I.P. was held on the basis of the 1st grade of the 1st secondary school named after. Malozov.
To determine the real level of speech development of 1st grade classes, we used the following indicators according to the content content, tasks, tasks, program requirements. They are taken into account during the work:
Repeat the selected tale.
Create a picture of specific suggestions, along with a general theme.
Answers to questions in the reading text.
Explain the riddles.
Based on these indicators, the level of student development is developed as follows:
A high level of speech development includes students:
is able to retrieve a familiar fairy tale without the help of a teacher, without repetition, repetition, and stagnation of parts of the text.
distribute 3-5 suggestions on the story line.
answer questions about reading a text without the teacher’s help.
The puzzles are explained in detail.
This level is rated at 18-20 points.
The average level of speech development includes:
retrieve a familiar fairy tale that is familiar with the transition or change of text;
distribute 3-5 suggestions for a complex picture with the teacher;
answer questions about the verse to be read with the help of the teacher;
give an uneven explanation of the puzzles.
this level is rated at 15-17 points.
Low levels of speech development include:
passes the selected story, repeats and reworks parts of the text or parts of the text, with the help of the teacher;
Makes it difficult to compose 3-5 sentences in a story line and with the help of a teacher;
answer questions about the offer, not in the text.
unequally explain the secrets with the help of the teacher. This level is rated at 12-14 points.
The main goal of the study was to identify and substantiate the pedagogical conditions that would help first graders develop speech more effectively. An experiment was conducted to solve these tasks. The study was conducted in three phases.
At the stage stage, the statement is an experiment, the main purpose of which is to determine the true level of speech development of first-graders.
A formative experiment was conducted at the stage stage, the purpose of which was to justify the pedagogical conditions aimed at developing speech through the use of ABC Text materials by reading lessons in the first grade when using ABC text material.
Summarizing the isolated experiment, it should be noted that the diagnostic methods we used allowed us to study the state of the problem in practice and to know the level of speech development of young students.
These indicators allow the experiment to be conducted according to the working hypothesis of the study.⁵