Most inexperienced housewives are primarily afraid of working with yeast dough. And this is not surprising: it is alive and senses your mood and atmosphere in the house. Therefore, it is better not to take on it with bad thoughts. And you need to tinker with it more than with any other test. But soft, airy baked goods are worth your time and effort, and the happy faces of your family are perhaps the best reward!
Let your mood remain with you, and I will tell you about the main points that you should pay attention to when preparing yeast dough.
To start a little theory.
There are two types of yeast dough: sponge and straight.
Oparnoe- to prepare it, first a dough is made - a batter made from warm liquid, yeast and half the amount of flour - which must ferment for quite a long time, and only then all the other ingredients are added to it. Products prepared using the sponge method have a larger volume, i.e. the air bubbles in them are larger. The dough is more elastic and not crumbly.
Safe- mixes right away, you just need to wait until it fits well, i.e. rose.
The main difference here is the following. If we want the dough to be rich - i.e. it contained more eggs, sugar, butter, milk - we make sponge dough. We bake from it kulebyaki, pies, buns, Easter cakes, braids, buns.
Unleavened dough is more suitable for baking pies, buns, pizza, yeast pancakes and pancakes. We also use this dough if we are going to deep fry - for example, donuts.
But in fact, this border is quite arbitrary. Experienced housewives can bake anything using straight dough.
And now ourselves secrets of making yeast dough:
1. The products from which the yeast dough will be prepared must be fresh.
Pay special attention to the choice of yeast. Pay attention to their smell and color, especially pressed ones. They should smell pleasantly of alcohol, and the color of the pressed yeast should not be too dark. Dark color indicates dryness and practically guarantees limp and fluffy dough. There is an easy way to ensure the freshness of the yeast: prepare a small portion of the dough and sprinkle with a layer of flour. After 30 minutes, cracks should appear in it. Otherwise, to avoid risking the entire dough, you will have to discard the yeast.
2. The better quality the flour, the better the dough will be. To do this, first of all, pay attention to the gluten level indicated on the packaging. In premium flour, this indicator should be at least 24%. In addition, the flour should not be stale or underdried, otherwise it may “float”, that is, if you need one amount of flour according to the recipe, then with bad flour you will have to increase this amount and the product will not be airy. The flour should be dry with a fresh taste, a beautiful white-cream color
3. Yeast does not like very hot or, on the contrary, cold ingredients.
Therefore, remove the food from the refrigerator in advance (about an hour in advance). They need to come to room temperature otherwise the dough will rise more slowly.
Milk needs to be heated to a temperature of 30-35 degrees - in such conditions yeast fungi are most active. Instead of milk, you can use water or kefir.
If you add melted butter or margarine to the dough, they should not be hot either.
4. The flour for the dough must first be sifted so that it is enriched with oxygen, which will also increase the quality of the dough.
5. If you want to make the dough more crumbly and soft, add only egg yolks to it. Use egg whites to brush pies before baking. Then they will be covered with a golden brown crust.
6. Butter (or margarine) should be melted a little before adding to the dough. Please note - a little, so the structure of the dough will be better.
7. If you have prepared the dough, then fat, eggs and salt should be added to the flour, and the rest of the products directly into the dough. Then mix everything and knead the dough.
8. Do not overdo it with sugar, otherwise these pies may burn, and the dough will be less fluffy. The same goes for soda and vanillin; if there is too much of them, the product will turn out dark and unpleasantly smelling.
9. In order for the dough to rise well, you need to find a place for it without drafts. Place it in a warm bowl and cover with a towel. A well-proportioned dough should double in volume and have a beautiful surface without a hard crust.
You can put the dough in a warm water bath or even on a large turned on household appliance (TV, for example). Also, modern electric ovens have a special function - the temperature at which the dough rises. You can also put the bowl of dough in a drawer or cabinet.
If you make the dough in advance, you can put it in the refrigerator, where it may rise longer.
10. Do not let the dough stand for more than 3 hours, otherwise its quality will deteriorate significantly.
11. When the volume of the dough has doubled, you need to start preparing the pies. Again, make sure that there is no draft in the room where you are working with the dough, otherwise it will form a dry crust.
12. The stiff dough is usually transferred from the bowl in which it was risen to a work surface. It is important to knead the dough well so that it comes away from your hands and knead well in flour.
13. If the recipe calls for raisins or candied fruits, they are added only after the dough has risen and kneaded. When adding raisins to the dough, wash them and dry them thoroughly, and then mix them with flour. Then it will be evenly distributed in the dough.
For the same purpose, mix cocoa powder, cinnamon, cardamom, ground into powder, with a small amount of flour or sugar, and then sift into the dough.
13. After you prepare the dough pieces, be sure to let them rest (15-20 minutes). Otherwise they will not bake well.
14. In an open pie, the fruit filling should be sprinkled with sugar after baking, otherwise all the juice will flow out of the filling; you can also sprinkle starch on the fruit-filled products, then the released juice will not flow.
15. When kneading the dough for the last time, you add to it a potato boiled without salt and rubbed through a fine sieve and 1-2 tbsp. spoons of vegetable oil (unscented), your baked goods will be even more fluffy and will not go stale for a long time.
16. To ensure that yeast dough products rise and bake better, leave some free space around them on the baking sheet. And you can stick large pasta into the dough so that the dough “breathes”.
17. To give the products a beautiful look, they are brushed with egg yolk, egg or milk before putting them in the oven. If you brush the products with beaten egg before baking, they will be shiny and rosy. If pies or other products are moistened with sugar syrup after baking, they will acquire a beautiful shine, and vegetable oil will also give them an aroma.
18. Bake pies over medium heat. Then they will bake evenly, and the filling will not dry out. Typically, products made from both doughs are baked at a temperature of 200-220 degrees; in a gas oven it is better to set it to 180 degrees. Time - from 10-15 minutes for small products to 50 minutes for large ones. But again, it all depends on the oven.
And be sure to preheat the oven, otherwise the top of the pie may fall off.
19. To prevent the dough from burning and drying out during baking, the best way is to place a frying pan or something else with boiling water on the bottom of the oven.
20. To check the baked goods for doneness, press on them. If the dent disappears instantly, the pies are ready.
21. If you have trouble removing the cake from the pan, try using a string.
22. After baking, finished pies must be greased with oil or at least tea, warm water, placed immediately on a dish and covered with a napkin or towel. Otherwise, in the heat of the moment, they will steam and dry out instead of becoming soft.
23. After this, place them on a dish, let them cool, and then store them in an earthenware container with a lid, then they will remain fresh and soft for a long time.
If you decide to change the dough recipe, what awaits you is:
Excess water - the dough is poorly shaped, the products turn out flat, vague;
Lack of water - the dough does not ferment well, the finished products are hard;
Replacing water with milk or cream - the finished products have a beautiful appearance and their taste improves;
Increasing the amount of fat - the products become more crumbly and tasty and do not go stale for a long time;
Excess salt - the dough does not ferment well, the products acquire a salty taste, the color of the crust is pale;
Insufficient amount of salt - products turn out vague and tasteless;
A large amount of sugar - the surface of the product quickly becomes tinted during baking, and the middle bakes slowly; in addition, the dough does not ferment well; when more than 35% sugar is added, fermentation of the dough stops completely;
Insufficient amount of sugar - pale and unsweetened products are obtained;
Increasing the number of eggs - the products are made more fluffy and tasty;
Replacing eggs with egg yolks - the products are more crumbly and have a beautiful yellow color;
Increasing yeast - fermentation accelerates; Too much yeast gives the products an unpleasant yeasty smell.
How to correct mistakes when preparing dough
If the dough does not ferment and is not suitable, then the dough cooled below 10 degrees must be heated to 30 degrees.
If the dough is too warm, cool it to 30 degrees and add fresh yeast.
The dough may not ferment due to poor quality yeast.
To check the quality of the yeast, prepare a small portion of the dough and sprinkle it with a thin layer of flour. If after 30 minutes no cracks appear in the flour layer, then the quality of the yeast is poor.
Over-salted dough also does not ferment well, it becomes stale, and the products turn out pale and salty in taste. To correct such a dough, you need to knead a new portion without salt and combine it with the salted dough. If, on the contrary, there is not enough salt, you need to dissolve it in a small amount of water and mix it with the dough. The same method can be used if the dough is oversweetened.
And remember that pie dough loves caring and warm hands! If you put your soul into the dough, it will definitely respond in kind and will delight you with a wonderful taste!
Microsoft Word is a text editor that can be part of the Microsoft Office suite or a program installed separately on your computer. The program can be used to record letters and various types of documents, which may include graphics and images. This guide explains how to open Microsoft Word, launch, create, and save a new document using the Windows 7 operating system.
Don't be afraid that something might not work out or go wrong. This program was created for users, and it is thought out to the smallest detail to make it as convenient as possible for you to use it. And of course, the main thing in every task is training, don’t be afraid to make mistakes. If you accidentally click the wrong button, there is always a curved arrow in the upper left corner that allows you to undo your last action. You can also do this using the Ctrl and Z key combination.
The last tip before starting detailed instructions on using the Windows text editor is. This is especially important when working with large texts or serious documentation. Anything can happen: the electricity may be cut off, the laptop may discharge and turn off, and no one is immune from breakdowns. Losing important files and then spending hours restoring them is not the most pleasant experience. All you need to do is click on the floppy disk in the upper left corner from time to time.
The program can be found in the Start menu under Microsoft Office. Follow these step-by-step instructions to launch a document in Microsoft Word.
Program navigation
How to select (highlight) text
Selecting or highlighting text allows you to change the selection in terms of style, font and/or color, and even replace words if necessary. Follow these step-by-step instructions to select text in your document.
Step 1. The mouse is used to select text. The pointer will change as you move it.
Step 2. Move the pointer to the beginning of the desired fragment. Click and hold the left mouse button. While doing this, move the pointer to where you want to stop the selection. As you move the mouse, the text will be highlighted. When you are finished with your selection, release the left mouse button.
The selected text can now be formatted or changed.
You can copy text using the Ctrl+C keys. Delete text - Backspace.
Changing the size and font
The following steps can help make your writing more interesting and engaging. The text can be changed in different ways.
Text alignment
Sometimes the document you are creating may require a different arrangement of paragraphs. By default, text is aligned left. However, text can be aligned to the right or center.
On a note! Select all text Ctrl + A.
You can change the selected text using a combination of keyboard shortcuts, which is sometimes easier:
- Center - select the text, press Ctrl + E.
- Align to the right - Ctrl + R.
- Fit width - Ctrl + J.
- Left - Ctrl + L.
How to make text bold, italic, or underline
The ability to change the font style can make your document more interesting. Different text styles, such as bold or italic, can make it stand out. Underlining can be useful for headings.
- bold - Ctrl + B;
- italics - Ctrl + I;
- underline - Ctrl + U.
Copy and paste
There is no need to talk about the importance of these two functions. They save our time significantly and allow us to insert without retyping it, as was the case in the days of typewriters.
This can also be done using hotkeys. Everything is the same as last time: press Ctrl and C at the same time to copy the text, and Ctrl and V to paste.
How to Create a Numbered or Bulleted List
Using numbered or bulleted lists can help highlight items or show important steps, hierarchy, or sequence of something.
To stop adding new elements and return to standard text, click the numbering icon again at the top of the document.
A bulleted list is created using the same principle, the only difference is 1 step. Instead of the “Numbering” button, click on the “Markers” button, it is located to the right.
There is another way to create a list. First, the user enters all the list items, each one necessarily on a new line. When all the items have been typed, select them all and click either on the numbering or on the markers, depending on what kind of list you need.
You will get the same result. These are different ways and there is no right or wrong, the main thing is that the goal is achieved. Use the method that is convenient for you.
They help to structure information and present it in a more presentable form. You can't do without this skill.
- Step 1. In the top toolbar, go to the Insert tab.
- Step 2. Click on the table icon. A window will open in front of you in which you need to select the number of cells. This can also be done by entering the numbers manually. To do this, in the panel that appears, click on the “Draw table” area.
All you have to do is fill out the fields. If you suddenly need additional rows or columns, you don't have to redo the whole thing. Left-click in the table area. In the menu that appears, click “Insert” and select the appropriate option.
This basic knowledge should form your basic principles for working with text. Let's highlight the main ones:
- The text is entered where the blinking cursor is located and nowhere else.
- To change a character, word, line, paragraph, or entire text, you first need to select it. It is necessary that the computer understands what exactly it must perform actions on.
- Once you select the text, you can do whatever you want with it. You can practice, select a fragment and alternately click on the buttons located on the “Home” tab. You'll notice which features can be used together and which are mutually exclusive.
- Don't forget to save your changes to protect yourself.
- Use those methods of solving the problem facing you that are convenient for you.
Video - Word for Beginners
Advice for schoolchildren
HOW TO WORK WITH TEXT
1. Work with the title.
- Stop after reading the title! Formulate for yourself what the text will be about.
- Remember everything you already know on this topic.
- Make up questions that you think will be answered in the text.
- Try, as far as possible, to give tentative answers to these questions before reading the text.
- After that, start reading. As you read, compare the assumptions with the actual content of the text.
2. Working with text
- As you read, check if there are any incomprehensible words or expressions in the text. If there is, find an explanation for them in dictionaries or reference books, or contact those who know it.
- The content of the text itself may be unclear. Think about whether this misunderstanding is related to the material you have covered but poorly mastered. Think about what exactly
Of old material interferes with understanding, and repeat it. Consider whether the text would become clearer if you looked at specific examples.
3. Conduct a dialogue with the author.
- While reading, ask questions about the text and make your assumptions about further content.
- Be sure to check your assumptions as you read. If you cannot give a tentative answer to your questions, look for them in the text. If you didn’t find the answer in the text, look in other sources.
4. Highlight the main thing!
- When reading the text, try to separate the main from the secondary. Think about which part of the text expresses the main idea, what complements and substantiates this main idea.
- As you read, make an oral or written plan.
- Make diagrams, drawings, tables that reflect the essential points.
- If necessary, make extracts.
- Consider all the examples given in the text, come up with similar ones.
- Throughout the reading, imagine what you are reading about.
5. Remember the material you studied.
- Explain the connection between the thoughts and points of your plan.
– Retell the text according to plan.
– Answer the questions to the text, if any.
6. Test yourself!
- After answering the questions, check the text for the correctness of your answer.
HAVING MASTERED THESE TECHNIQUES, YOU WILL LEARN TO: PENETRATE THE CONTENT OF EDUCATIONAL BOOKS, COMMUNICATION WITH WHICH WILL BE COMPLETE, DEEPER, MORE INTERESTING FOR YOU!!!
Understanding the Text
Any text you read is divided into paragraphs. And this is not just like that.
Each paragraph contains one main idea, for the sake of which the author wrote this paragraph.
The texts are redundant, 75% is water that frames the main idea. In principle, it would be possible to write texts with only main thoughts, but it is inconvenient to read them that way.
The main idea in its pure form is an aphorism.
To better understand what the main idea is, let's look at one paragraph together. Read the given text and formulate its main idea.
Text:
“The European railway gauge was adopted long before the invention of the steam locomotive. It exactly corresponds to the distance between the wheels of the ancient Roman chariots with which the Romans carried out their campaigns of conquest across the territory of modern England and France. The peoples of Europe made their chariots according to Roman models. The same standard was taken into account during the construction of railways.” .
The main idea will be the answer to the question: “What did the author want to say with this text?” or “What new things did I learn from the text after reading it?”
How to work with texts
Before searching for the main idea in a paragraph, you need to learn how to highlight key words - these are words that carry meaning and cannot be excluded from the text in any way.
To master the skill of highlighting keywords, they should be underlined in texts. For example, you read a newspaper and underline key words with a pencil. It is quite difficult to explain what keywords are. To put it simply: do not emphasize those words without which it is already clear what is being said.
Here's what I came up with (it may work out differently for you) for our text:
“ was accepted long ago before inventions locomotive. She definitely corresponds to distance between wheels of ancient Roman chariots, with which the Romans carried out campaigns of conquest across the territory of modern England and France. Peoples of Europe made their own chariots by Roman samples. The same standard was taken into account during construction railways” .
Reading only the underlined words, we get: “The width of the European railway gauge adopted to the locomotive corresponds to the distance of the wheels of the ancient Roman chariots. The peoples of Europe chariots according to models. Railway Standard". The text was shortened, but the meaning remained.
We underlined 20 words - this is 42% of the original text (48 words in total). Already at this stage we have eliminated 58% of the text.
You need to underline as you read, perhaps later (when you read the text completely) the underlined will turn out to be not so important. But it’s better to emphasize more in the first stages.
Over time, you will no longer need to underline words - the brain itself will automatically highlight key words in the text.
Consider the underlining of the first sentence: “ European railway gauge was accepted long ago before inventions locomotive”.
Why did I emphasize so much: we are talking about width(not height or length), European(not American) railway track(not highways), accepted(it’s not clear without him) to the locomotive(not after or on time).
Now analyze this proposal and you will see one nuance that you did not immediately pay attention to. A nuance: how could the railway gauge be adopted if the steam locomotive had not yet been invented?!!
With this sentence, the author simply wants to interest us, according to the principle: do you know what? The proposal is erroneous, since the railway gauge could not have been “adopted” before the invention of the steam locomotive.
As you can see, there are so many interesting things in one small text, if you think about it.
So, I got the main idea of the text: the width of the railway track in Europe is equal to the distance between the wheels of the ancient Roman chariot (12 words – 25% of the original text). 75% redundancy - which was what needed to be proven.
It can be even shorter: the distance between the rails is equal to the distance between the wheels of the chariot. (8 words – 17% of the text)
You can imagine: a chariot on rails
(image of the main idea). By remembering this image, you will remember all the information from the text. Try it!
Finding the main idea is like solving riddles. But only riddles have answers. But no one will give them to you in the text.
One way to learn to understand what main ideas are is to try to write something yourself. For example, when preparing an essay, students can not just copy it completely from the Internet, but write something in there from themselves. This way you will immediately understand what paragraphs are and what they are needed for. Another option is to read and think more.
Let's summarize: Each paragraph is 1 thought. And this is the author’s thought and it needs to be found. Procedure: we emphasize the key words - we find the main idea - we create its image.
And so that your baked goods based on puff pastry dough turn out airy and soft on the inside and crispy on the outside, we have prepared recommendations for working with Myasnov BAKERY dough, as well as examples of baked goods that can be prepared.
Five steps from purchasing dough to finished baking
1. Thaw the dough. To do this, place it on the bottom shelf of the refrigerator or leave it at room temperature away from heat sources for 1-1.5 hours. Repeated freezing is unacceptable.
2. Form the desired pastries and place on a greased baking sheet. Suitable for this purpose.
3. To obtain a golden brown crust, grease the baking surface with diluted water or Myasnov FERMA. Do not touch the edges as they will harden while baking. Baked goods that are sprinkled do not need to be greased.
4. Leave the baked goods for 50-60 minutes until completely proofed in a draft-free room at a temperature of 26-30 0 C.
5. Bake products at a temperature of 220-240 0 C for 15-25 minutes. The time may vary depending on the type of baked goods and the features of your oven.
Methods for cutting puff pastry and shaping products
What to cook from puff pastry? Croissants, puff pastries, baskets, envelopes, pies with all kinds of fillings... There are a lot of options. Choose!
Snail
1. Roll out the dough. Please note that if you take a whole layer, the snails will turn out to be quite large. In this case, we used half the layer.
2. Brush the entire area with egg wash. You can apply your favorite cream.
3. Add Myasnov BUFET raisins - or, to your taste, chocolate drops or other filling to your taste.
4. Gently roll the dough.
5. You should end up with a roll like in the photo.
6. Cut the roll into portions. Separate the snails from each other, turn them over, place them on a baking sheet and bake.
Curl
1, 2. The first two stages repeat the initial stages of preparing the snail. The only difference is that in this case we used jam for lubrication. Craft jelly marmalade Myasnov BUFET is perfect -, or.
3. Roll the dough on one side to about the middle of the layer.
4. Do the same on the other side.
5. The edges should “meet” exactly in the middle, as shown in the photo.
6, 7. Cut the resulting workpiece into portions. Please note that you need to work with a knife carefully so that the curls do not fall apart or lose their shape.
8. Decorate the curls if desired. We sprinkled the products with coconut flakes.
Kare
1. Cut the dough into squares approximately 10*10 cm in size.
2. Each square must be folded into a triangle.
3. Using a knife (we recommend a pizza cutter), make a cut on one side of the triangle, but not all the way through.
4. Turn the triangle back into a square, brush one corner along the edge, where the cuts are, with egg.
5. Take the resulting cut corner and move it to the opposite corner.
6. Seal the edges. This is why we greased them with egg. You have a square-shaped product.
Unsweetened basket
This pastry differs from the previous one only in the filling. Therefore, we repeat the steps of preparing the basket itself and begin filling it.
5. You will need pre-diced cheese - you can put them whole or cut them in half.
6. First add a couple of mozzarella cubes.
7. Add a couple of tomato slices. If the basket is not yet full, repeat.
Pretzel
1. Cut the dough into thin strips about 15-20 cm long.
2. Roll the strip into a horseshoe and sprinkle grated cheese along the entire length - or Myasnov FERMA.
3. In order for the cheese to remain on the dough during further manipulations, we recommend lightly “walking” over the workpiece with a rolling pin: this will kind of knead the cheese into the dough.
4. Take the ends of the horseshoe and cross them over so that the piece resembles an untied tie.
5. Then grab the intersection and turn it 360 0 .
7. Sprinkle with cheese again: you can’t spoil the pretzel with cheese!
We are sure you can come up with many more baking options yourself. Experiment! We wish you good luck, and don't forget to share photos of your creations on social networks with hashtags #myasnov #meatbakery #culturemyasnov #dough
"How to teach a student
work independently with the text of the KRK textbook.”
One solution to this problem is to organize systematic work with the KRK textbook at each lesson and at home in three stages: before reading, during reading and after reading. The skills and abilities to work with books are subsequently designed to help each child in successful self-education.
Stage 1: work before reading.
Working with paragraph or chapter headings. At this stage, it is necessary to internally include each child in reading. A big “plus” in working with the book will be if it is not difficult for students to tell by the title what will be studied today. When “parsing” the title, schoolchildren may have a desire for certain knowledge. All this preliminary work should set students up for further acquisition of knowledge, that is, it should serve as an internal motive and then help students highlight the main thing in the text. The main technique that a teacher can use at this stage of working with a book is the “Bank of Ideas” technique, where students “put” their thoughts about what will be studied in the lesson today. At the same time, the teacher hangs prepared notes of students’ statements on the board (or writes them down) in order to check at the end of the lesson whether the hypotheses they put forward were true or false. This technique will teach students to put forward research hypotheses and determine whether they are proven or disproved, which is very important for developing students’ research skills when working with literature.
The teacher needs to show in the very first lessons how to read a text expressively, formulate rules, and in the future constantly strive to achieve the same expressive reading from students. This highlighting of the main thing should teach children to first see the semantic parts, the key points of the paragraph, and then find and highlight them themselves in the text of the textbook.
Stage 2: while reading.
Direct work with the textbook, reading itself. Here it is necessary to emphasize that working with a textbook must necessarily pursue a specific goal, which the teacher first tells the students, and subsequently they themselves will begin to set goals for reading the textbook, paragraph, chapter.
Main goals Reading a paragraph of a textbook can be: getting to know the information contained in a selected fragment of text, understanding information, memorizing, using information in various educational and life situations, confirming what has been learned or what was known before, finding examples, confirming scientific facts, working with illustrations.
Depending on the goal, the teacher should organize the reading of the paragraph in one of the following ways. Reading methods:
Read ahead,
In-depth reading (for example, during independent work),
Selective reading
Reading-scanning (find examples confirming this or that fact reported by the teacher),
Reading aloud
Reading to yourself
Reading by role (further reading),
Reading-study,
Selective reading, viewing.
Working with the book to better understand the text:
dialogue with the text, questions to the text, putting forward hypotheses and testing them, self-control, filling in the gaps in the text, working with examples, writing out and underlining, highlighting the main thing, drawing up a plan, taking notes, drawing up diagrams, drawings and tables.
A dialogue with a book should be a full-fledged conversation; it is necessary that students have questions while reading. To do this, it is possible to have a consultation lesson, in which children do a certain amount of work using a textbook, and the teacher acts as a consultant, or a discussion lesson, in which students discuss a fragment of a read paragraph from the textbook based on the teacher’s questions and independently compose questions for the text. To teach students to make up questions for the text themselves, the teacher must, after reading parts of the text, ask questions: “What is new in this fragment of text? What words are unclear? What seems most important? What do you need to remember?” You can use several techniques for working with textbook text.
When doing homework, you first need to repeat the explanatory text of the textbook and the answers to its questions, and only after that begin to complete the written assignment.
- With each grade, the techniques for working with text become more complex. Drawing up a plan and theses should begin in the 7th grade, and note-taking and quoting should begin in the 8th-9th grades. This should not be taken in the literal sense that children enter 7th grade and begin to make a plan. No, in the 7th grade this technique should become the main one when working with text, and in previous grades preliminary work should be carried out that will help students quickly and easily draw up paragraph plans for the KRK textbooks.
When reading a textbook, it is necessary to teach students to make notes (pencil!), notes or extracts. The student can write down the “ambiguities” in his notebook. These notes can subsequently become the headings of future plans, notes, theses and comments for discussing issues. Extracts also make it easier to memorize text. With them it will be more convenient to compare the texts of several textbooks or teaching aids. All these are the first skills to perform research work. Another way to take notes without damaging books is with transparent loose-leaf papers. They are more convenient to use for analyzing maps, charts and graphs. The use of these loose leaves allows you to mark the necessary details, providing the illustrations in the book with their own elements. Also, with the help of these sheets, key words in the text are marked and underlined. Here you can conduct a lesson on instilling the skills of finding key points. During class work with the textbook, students sitting in the first version review and underline key points in one paragraph, and students sitting in the second version review and underline the key points in the second. Then the students exchange their transparent pieces of paper and check the correctness of the task with their desk mate.
- Making a plan for what you read. A successfully drawn up plan speaks about the end result, the ability to analyze the text, and the degree of assimilation of the content. An outline is a short record that conveys the meaning of a voluminous text. It reflects the sequence of presentation and summarizes the material presented in the textbook, revealing its content. According to the plan, it will be easy for students to recall the content of what they read. When working with a plan, attention is focused and memory is stimulated.
- The table of contents is the same plan. During the first KRK lessons in 5th grade, you can play a game where the teacher or one of the students guesses the name of the paragraph and tells the students. The rest of the students, in turn, must quickly use the table of contents to find the intended paragraph or its point, reading a few lines from it. This technique develops attentiveness and speed of reaction.
An important way to record what you read, especially for high school students, is note-taking. Notes can be classified depending on the purpose of the work: planned, textual, free, thematic, review thematic, chronological. It is important that the notes can be used not only by those who compiled them, but also by other students.
Writing abstracts. Theses are the most important thing that is contained in a paragraph of a textbook. This is also a position that absorbs the essence of a significant part of the text, what the author proves or disproves, what he strives to convince the reader of. Abstracts are valuable for critical text analysis. When used, the essence of the issue is emphasized or sharpened.
Stage 3: work after reading.
After reading a paragraph or chapter from a textbook, students must express their attitude, their opinion, their thoughts about what they read, give their characteristics, give their examples. It is important that students are able to compare what they read with what they already knew. At this stage of working with the book, it is necessary to return to the title and check the hypotheses put forward before reading.
You can use several techniques for working with textbook text. For example, the game “Guess!” The class is divided into 2 teams: one says word tags related to a specific paragraph or sentence of a paragraph (any three words), and the second must quickly find this information in the text of the textbook.
According to the plan, theses, and notes drawn up at the second stage, students must repeatedly reproduce the material they read. After reading, processing the text and taking notes, students should proceed to generalization in the form of diagrams, tables and figures.
Working with a paragraph from the KRK textbook for students in grades 5-6.
1. Read the title and try to answer the question: “What will this paragraph talk about?”
2. Look through the text of the paragraph, paying attention to illustrations, rules, and examples.
3. Read the text. Establish a connection between the text and illustrations, rules, and examples discussed earlier.
4. How is the main thing highlighted in the text?
5. Give your examples to the text.
6. Divide the text into semantic parts. How many of them did you get?
7. Title the parts of the text and make an outline.
8. Complete the assignment in the workbook, use the textbook if necessary.
9. Repeat what you read according to the plan, then without it.
Memo for working with a paragraph from a mathematics textbook for students in grades 7-9.
1. Read the title of the paragraph. What do you already know about this? What did you say in class about this?
2. Read the text of the paragraph.
3. Make connections between illustrations, drawings and text. Look at the illustrations and try to explain them.
4. Divide the text into parts, title them, write down the plan in a notebook.
5. Retell the theoretical information read from the paragraph according to your plan.
6. Give your own examples to prove what you read.
7. Make a diagram of the material you read or a tabular version.
Literature:
Demidava model in the MPI project: problems, doubts, discoveries. Guidelines for teachers. – Tomsk: Tomsk University Publishing House, 1998.
Zhokhov mathematics in grades 5 and 6. Methodological recommendations for teachers for the textbook, etc. - M.: Russian Word, 1999.
Nikolaev to be a reader: For high school students about the culture of working with science. and scientific-popular books. - M.: Education, 1982.
Cold intelligence. Paradoxes of research. St. Petersburg: Peter, 2002.
Farm didactics: Textbook for universities. St. Petersburg: Peter, 2001.
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