Vocabulary spelling games

HangMouse - Online Hangman Game

About this Game

Free Activity

The standards correlation for this activity is coming soon!

The standards correlation for this activity is coming soon!

HangMouse is a traditional hangman game that provides students with the opportunity to name each term by filling in letters one at a time.

Try HangMouse

with a sample word list!

• 2nd-3rdScience Words - Earth
• 3rd-5thMath Words
• 3rd-5thHomophones
• 6th-8thScience words

Note: Although this activity is designed for the grade levels above, it can also be used as a remediation or enrichment activity at any grade level with an appropriate word list.

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• Foundational Skills
• Spelling

What?Although many people are now dependent on spell check, spelling remains a foundational skill that needs to be explicitly taught and independently practiced. Hangmouse, our online hangman game, is a perfect tool for practicing spelling without relying on spell check. More...Less

Spelling helps with reading and language proficiency, as the connection between letters and sounds is explored and students begin to decode words. In addition, spelling is a necessary skill in writing as students become more proficient with encoding words. This skill does not stop when students move on from elementary school.

When? Spelling instruction is a key component of the English Language Arts block. More...Less

It is a foundational skill that should be explicitly taught and practiced. Students in the primary grades study spelling in word patterns and word families and find patterns or chunks that they know. Throughout upper elementary and middle school grades, students are exposed to more difficult spelling patterns. Assigning hangman for kids is a great way to teach students how to recognize and anticipate certain groups of letters that commonly appear together in spelling.

How to teach: Teachers tend to assign weekly spelling words and vocabulary terms to the whole class and assess at the end of the week. More...Less

HangMouse can be an alternative to the typical paper and pencil homework. The engaging, interactive game can also be used in the classroom during literacy centers. VocabularySpellingCity makes it very easy for teachers to differentiate the words that students need to learn to spell.

Play to learn: HangMouse is a variation on the traditional online Hangman game. More...Less

Students have the opportunity to name a letter to spell the spelling or vocabulary word. The game will display the word’s definition or a sentence with a blank on the bottom of the page and students will have seven attempts to guess the correct letters. Students receive immediate feedback when an incorrect letter is chosen, as the cat starts to wake up.

Teaching Tip: HangMouse provides audio features perfect for English Language Learners (ELLs). More...Less

ELLs become familiar with the letters that make up the word, the sounds that those letters make, and the pronunciation of the word while playing. HangMouse also lends itself to all subject areas. Science, social studies, or math teachers alike can use this interactive game to review key concepts, as the kids hangman game displays the words’ definitions and shows how they are used in context.

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Spelling TestMe

About this Game

Free Activity

The standards correlation for this activity is coming soon!

Spelling TestMe provides students with the opportunity to take a traditional spelling test independently and receive immediate feedback.

Try Spelling TestMe

with a sample word list!

• K-2ndSight Words
• 3rd-5thPossessive Nouns
• 6th-8thGeography
• 9th-12thScience: Chemistry

Create your own word lists and more with Premium Membership

Learn More

• Foundational Skills
• Phonics
• Fluency

What? Spelling is a foundational skill that is necessary for reading and writing proficiency. More...Less

Spelling instruction begins with phonics and phonemic awareness, two major components in reading instruction. Through spelling, students draw on their knowledge of letter and sound relationships and they can begin to decode and encode words.

When? In kindergarten, students begin to explore letter-sound correspondence and the written English language through inventive spelling. More...Less

Throughout the primary grades, students become familiar with basic spelling patterns, like the CVC (consonant-vowel-consonant) pattern. As students progress into upper elementary grades and middle school, they are exposed to more complex patterns, such as root words and affixes.

How to teach: Spelling TestMe can be used as a pretest to identify which words students need to practice, as a practice test before a graded test, or as a formative assessment.

Play to learn: Spelling TestMe provides students the opportunity to practice, review and assess their spelling. More...Less

Each word is read aloud and presented in context. Students have the opportunity to listen again by clicking on the “Word” and “Sentence” buttons. Before the final submission, students have the option of reviewing their words. When words are submitted, the test is immediately graded. Students receive immediate feedback on words spelled correctly and incorrectly. Students have the opportunity to further practice their misspelled words.

Teaching Tip: Spelling TestMe allows for differentiated spelling instruction. Teachers can assign different spelling words for students and assess them at the end of the week using Spelling TestMe. It automates the assessment process, generating and grading tests.

1. Take Test

2. Review Words

3. See Results Including Errors

4. Practice Challenging Words Until Proficient

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Didactic games and game techniques in the Russian language lessons when studying the topic: "Spelling of vowels after hissing" | Methodical development on the Russian language (grade 3) on the topic:

Methodical development on the topic:

“Didactic games and game techniques in the Russian language lessons when studying the topic: Swing spelling after hissing”

Content

1. Introduction .

2. Theoretical part.

"The role of didactic games in the correctional learning process."

3. Practical part.

1. Didactic games and game techniques.
2. Lesson for checking z.u.n. on the topic: ""Spelling of vowels after hissing".
3. Lesson presentations.

4. Conclusion.

The purpose of the methodological development:

to develop didactic games and game techniques for teaching students how to spell vowels after hissing.

1. Introduction

How to make the Russian language lesson an interesting, entertaining and favorite subject for students of special schools?

One of the most effective means that can arouse interest in Russian language classes is a didactic game. The purpose of the game is to arouse interest in knowledge, science, books, teachings. At primary school age, the game, along with learning, occupies an important place in the development of the child. When children are included in the situation of a didactic game, interest in learning activity increases sharply, the material being studied becomes more accessible to them, and their working capacity increases significantly.

After all, the fact that the game is part of the learning process is not a secret for anyone. The game helps to form the phonemic perception of the word, enriches the child with new information, activates mental activity, attention, and most importantly - stimulates speech. As a result, children have an interest in the Russian language. Not to mention the fact that didactic games in the Russian language contribute to the formation of the spelling vigilance of a younger student.

Over the course of several years of work in primary school, I observed that Russian language classes do not always arouse interest among students. Some kids find it boring. The unwillingness to study Russian breeds illiteracy. I thought about how to arouse interest in classes, how to improve writing literacy. I re-read a sufficient amount of literature, analyzed my lessons and came to the conclusion that it is possible to arouse interest in the Russian language if you systematically accumulate and select fascinating material that can attract the attention of each student.

As we all know, children with intellectual disabilities have impaired phonemic perception. Therefore, errors are often encountered in the spelling of vowels after hissing. In this regard, I consider it relevant to use didactic games and techniques when studying the topic “Spelling of vowels after hissing”.

2. Theoretical part

THE ROLE OF THE DIDACTIC GAME IN THE CORRECTIONAL EDUCATIONAL PROCESS.

The main form of influence on a child in special institutions is organized classes in which adults play the leading role. Mastering the program material depends on the correct choice of teaching methods. At the same time, each teacher should also understand the age characteristics of children, those developmental deviations that are characteristic of the mentally retarded. As a rule, mentally retarded children are inert, unemotional. Therefore, such methodological techniques are needed that could attract attention, interest every child. Mentally retarded children are passive and do not show a desire to actively act with objects and toys. Adults need to constantly create in children a positive emotional attitude towards the proposed activity. This purpose is served by didactic games.

Didactic games are one of the forms of educational influence of an adult on a child. At the same time, the game is the main activity of children. Thus, a didactic game has two goals: one of them is educational, which is pursued by an adult, and the other is a game, for which a child acts. It is important that these two goals complement each other and ensure the assimilation of the program material. It is necessary to strive to ensure that the child, without mastering the program material, could not achieve the game goal. A didactic game is a learning tool, so it can be used in the assimilation of any program material and carried out in the classroom both by a teacher-defectologist (individual and group) and by a teacher, and also included in music classes, be one of the entertaining elements on a walk, can be a special kind of activity.

In a didactic game, conditions are created in which each child gets the opportunity to act independently in a certain situation or certain objects, acquiring his own effective and sensual experience. This is especially important for mentally retarded children, in whom the experience of actions with objects is significantly impoverished, not fixed and not generalized.

A mentally retarded child needs much more repetitions to master the methods of orientation in the environment, to isolate and fix the properties and relations of objects, to understand this or that action, than a normally developing child. The didactic game allows you to provide the required number of repetitions on different material while maintaining an emotionally positive attitude towards the task.

Thus, the special role of didactic play in the learning process of a special institution is determined by the fact that the game should make the learning process itself emotional, effective, allow the child to gain his own experience.

When selecting didactic games, I primarily pursued correctional goals and took into account the developmental features of mentally retarded children.

Upon admission to special institutions, mentally retarded children have difficulty in contact with adults, do not know how to communicate with peers, do not know how to assimilate social experience. If normally developing schoolchildren already perfectly act according to imitation, according to a model and according to emotional verbal instructions, then mentally retarded students must be taught this. Thanks to didactic games, it is possible to organize the activities of a mentally retarded child in such a way that it will contribute to the formation of his ability to solve not only accessible practical, but also not complex problematic tasks. And the experience gained at the same time will make it possible to understand and solve familiar problems in a visual, figurative and even verbal way. In games that contribute to the formation of thinking, two directions are distinguished: from perception to thinking and from visual - effective to visual - figurative and logical thinking.

An important condition for the effective use of didactic games in teaching is compliance with the sequence in the selection of games. First of all, the following didactic principles should be taken into account: accessibility, repeatability, gradual completion of tasks. All these principles are provided for in the system of location of games.

3. The practical part

will give some didactic games and game techniques that I use in my lessons. She also developed a series of lessons and presentations on the topic "Spelling vowels after hissing".

"Choose three words" (It can be used to consolidate any topic in the Russian language)

Purpose: To follow the formation of spelling skills, taking into account the stage of work on spelling.

The choice of words depends on the topics being studied or covered.

The words are written on the cards:

1. th set: stocking, thicket, scarecrow, streams, miracle.
2. set: honeysuckle, animal, closet, cup, siskin.

Two people take cards in turn, the winner is the one who first has three words with the same spelling.

Game "Cyphers"

Purpose: automation of sounds, development of phonetic and phonemic perception, processes of analysis and synthesis, understanding of the meaningful function of sound and letters, enrichment of students' vocabulary, development of logical thinking.

Move: They play in pairs: one as a cryptographer, the other as a guesser.

The cryptographer conceives a word and encrypts it. Players can try their hand at deciphering phrases and sentences: zhyil ishmy izhrits y

He is me.

Purpose. Fixing the spelling of words with combinations of chu - shu. Equipment. Words written on the board in three columns.

Game progress. The class is divided into three groups, each is given a column of verbs. At the signal of the teacher, students from each group come out in order and write down one word with the meaning “I do” according to the given one, for example: knocking - I knock. The first group to complete the task without making any mistakes wins.

Sample material. Words: knocks, is silent, teaches, seeks, flies, drags, cleans, wants, cries jumps, spends, helps out, turns off, treats, meets, forgives, cracks, growls

Hissing.

Purpose. Activation of words with studied spellings and fixing their spelling (cha - shcha, zhi - shi, chu - shu).

Equipment. Each player has seven syllables zhi and a set of other syllables, which

in combination with this syllable form words: but, ly, u, chi, lu, li, reef.

Each player has eight shi syllables and a set of the next

syllables: gr, er, kry, we, ly, na, y, pit.

Each player has six syllables cha and syllables yes, ku, tu,

sy, shcha, shka.

Each player has four syllables shcha and a set of ro, pi, cha, vel.

Each player has seven syllables chu and four syllables shu, as well as the syllables dak, zhoi, gun, lok, lan, ka, kri, pla, ta, chi, pro.

Game progress. Syllables with the studied spelling (one of the options) are laid out in a column. Then other syllables are attached to them on the left or on the right, so that a word is obtained. The winner is the one who first puts all the available syllables into words.

Guess the last word and write it down.

Purpose. Dictionary activation; fixing the spelling of words on the studied rule.

Game progress. See the game with the same name in the topic "Soft sign at the end and in the middle of a word" on p. 52.

                                                                                                                            For dinner

Our fast ... (car).

The stars began to spin,

began to go to the ground,

No, not stars, but fluffs,

I almost cry from annoyance -

is not solved ... (task).

Not fluff, but ... (snowflakes).

Kids wanted

Sharpen ... (pencils)

Our Murka sleeps and hears,

How they scratch in the corner . ..

(mice).

I will only find the threads

and a snake in the sky ... (start)

Fisherman, like a thing, an elephant with a trunk as a shower,

I was on the hook ... washes the back, washing ... ( ears).

(pike).

Our Sashka is surprised:

- there is a saucer, but where ...

(cup)?

Game techniques

Find "extra word"

Purpose: to develop the ability to highlight a common feature in words, develop attention, fix spellings zhi-shi, cha-cha. chu-shu.

Skiing, sorrel, luck, huts, flower. Siskins, swifts, hedgehogs, a miracle.

Make words using the following syllables.

Svea

Yes, Proobi

RO

TU COUNT

PI

CC

compose and write down sentences from each line.

cat, c. Tishka, lived, Misha, fragrant, meadow, on, grass. Vera, skis, y, new, fluffy, swirled, snowflakes, pears, kids, juicy, ate.

Circle the combinations ZhI, SHI.

Ironed, dried up, bygone, squashed, lived, extinguished. dry, hut, gutted, disturbed, sewn, alo. drown out, refreshed, whirl, stellate, sewed. ...        .

Find combinations of ZhI, SHI.

At Glasha, knight, lather, latitude, folded, sewn, snake, th, devastated, pastries, about a passenger, Minsk, lived, idea, oh. spikes, add up, intimidate.

Insert the letter Y or Y.

Rashozh...mi, wold.,.r, top...by us, w...lki, dosh...thy, w...sound, f...m, sky... faces, foreign ... nnaya, ate ... chase, ears ... tye, p ... ka, shast ... ka, push ... nk, sh ... memory, escape ... those, potatoes. ..n, S...b...r. l. l,..s.,.chka, raid.., those. attacked ... e. perfume, n, well ... dkoy.

Circle the combinations CHA, SCHA.

Wandering, capricious, comparing, often, snarling, aying, answering, for hours, coffee, noticed, you mean, two turbans, head of cabbage, tea, mischievous, sorrel, lightened.

Find combinations of CHA, SCHA.

Flirtatious, wedding, absorb, promised, turned, flirted, side by side, shepherd, coffee, mooing, cheating, “. chaala, smelled, keep silent, March, drains, radiates, shyak. teal, hazel grouse.

Insert the letter A or Z. fashionista...et, ch...shikami, ch...ch. h...stnika, rebuke...la, polish...you. zamych ... whether. horsetail...mi, Luce..., turn on, th...fellowship, swindle, return...get, rush...fly, purr...ni. PL ... SKI, wean ... l, to the chiefs.

Circle the combinations of NC, SC.

Pike, in a stocking, I’ll pay, I’ll sharpen, I’ll sharpen, I’ll connect, I’ll thicken, my mother-in-law, a strong man, I’ll shorten, wonderful, I’ll study, in the plague, a Chukchi woman, about tentacles, closets, sensitive, I’ll gull.

Find combinations of NC, SC.

Tubes, Borisovich, turn on, care, skip, prey, ironing, tubes, growl, felt, daughters, turn on, bow. nurses, a cube, a knife, about hatches, evils, a sum, fell in love, a plot, a sensitive instinct, hefty, Anyuta, eccentric, Chukchi, daughters, butuz, hook, fruity.

Insert the letter Y or Y. thicket ... , l ... kavy, s.dig, Shch ... SHUGO. shch...chku, t...left, gl...hoy, h...smeary, skrrt...chila, cl...you, grumble...well, h...dachim, Ilyich. ... pl...shish, draw..., releasing.... crushed.

CARD 1.

Write a fairy tale that tells why the letters "Ж" and "Ш" are not friends with the letter "Y", but are friends with the letter "I".

CARD 2.

Compose a fairy tale that tells why the letters "H" and "Sch" are not friends with the letter "I", but are friends with the letter "A".

CARD 3.

Write a fairy tale that tells why the letters "H" and "Sh" are not friends with the letter "Y", but are friends with the letter "U".

CARD 4.

Find and correct the mistakes.

CARD 5.

Read. Write down only those words in which there is a combination of ZhI - SHI. Pick out the spelling.

Rose hips have beautiful flowers.

Wonderful picture, how dear you are to me.

A new vest was made for Grandfather.

The machine has rubber tyres.

Our dog Ryzhik lives with us.

In the evening we drank rosehip tea.

Fluffy snowflakes swirled in the air.

Mice live in a mink.

CARD 6.

Complete the word or answer. Condition - the words must have spellings zhi-shi, chu-shu or cha-scha.

The cat lives on our roof,

And _ _ live in the closet.

***

Will not go without petrol

Neither bus nor _ _ _ .

***

If it leaked from the roof

And the snowdrifts are lower -

So the sun is hot,

Remove _ _ .

***

Streams run through the fields,

On the roads …

Ants will soon come out

After the winter _ _.

***

Spinning in the air

Little star,

Sat and melted

On my palm. (This is _ _ _ )

***

White polka dots

On a green leg. (This is _ _ )

***

A ball, but not fluffy.

Prickly, yes ruff. (This is _)

***

They go, they run, but they won't leave the place. (This is _ _ )

CARD 7.

Choose the appropriate word with the spelling ZHI - SHI.

Volatile ___. Fragrant ___ . Pungent ___. Prickly ___. Nimble ___ . Colored ___. Dirty ___. Clean ___. Thick ___ . 9CARD 8

Fragrant tea - d______ tea,

spacious streets - w_____________ streets,

fat cat - f______ cat,

shaggy fir trees - n______ ate? CARD 9.

Replace the word with the word opposite in meaning (antonym) with spellings "zhi-shi, cha-cha, chu-shu"

dead - f_____________,

rarely - h____________,

lean (food) - f__________,

talk - m__________,

clean - h_m_________,

talker - m__________,

joy - no__________,

hide_t - seek_______,

end - n_______.

CARD 10.

Write the combinations "zhi-shi, cha-cha, chu-shu" to the left or right to make words.

Zada__, __lok, yes__, ly__, __vet, __na, ho__, i__, ro__, __vel, __raf, __povnik, pi__, __sy, tu__, __do, __ka, __votik.

CARD 11.

Write the words in the plural.

Ear, ski, kid, knife, snake, swift, reed, hut, siskin, lily of the valley, cake, walrus, beach, pear, pencil, stained-glass window, puddle.

CARD 12.

Write actions for objects that have the spelling "zhi-shi, cha-cha, chu-shu" woodpeckers - st ________, horses mch_t. CARD 13

A gum bush grew in the forest. It bloomed with _____ bright colors. It was _____. Good __ dusty roses! Masha began to pick roses. And there __py. Ma__ has a splinter. Gotta go to the doctor.

Grove.

Oak rose across the river. We __ take a walk in the grove. They sing loudly chi__. The lands are blooming. How dusty they are! Take care of these __ gum flowers. Don't tear them.

Pike.

__ is blowing in the pond __ka. Er__ and bream swim there. Fish hide from __ki. But __ is cunning. She guards her prey. __ka is a cunning fish.

Woodpeckers.

It's freezing cold. Silence in the forest. Only woodpeckers walk on trunks. They __t pi__ under the bark. Woodpeckers love to peck __ shki. There they __t tasty seeds.

CARD 14.

Write down, underline the spellings "zhi-shi, cha-cha, chu-shu"

Hedgehogs and snakes lived in a living corner.

Masha and Misha had mice in their closet.

Ilyich is lucky, he has a car and a dacha.

The rooks squeak at the rook.

The doctor's candle is hot.

Theme of the lesson: SPELLING OF VOFES AFTER SIZING (zhi-shi, cha-cha, chu-shu)

Purpose of the lesson:

 Educational:

generalization and repetition of the topic;

development of spelling and self-control skills;

Improving writing skills.

 Educational:

instilling in children a love for literary creativity

 Developing:

expanding students' vocabulary, getting to know new words;

development of speech, thinking, cognitive interests, intellect and emotions.

Lesson type:

1. Systematization and generalization of knowledge

2. Lesson structure:

3. Combined lesson.

Lesson progress.

1) Org. moment.

Beyond the mountains, beyond the forests,
Beyond the wide seas,
In their wonderful house
Gnomes live in seven.
I settled with them.
Come on, open your eyes!
Snow White appears.

- I'm glad to welcome you to fairyland. Guys, what's her name, who knows? (Snow White).
-What fairy tale is she from? ("Snow White and the Seven Dwarfs").

2) Setting the goal and objectives of the lesson.

You guessed me,
You are right, Snow White, I am.
I live with my gnomes,
My gnomes are naughty,
They want to play.
Never met them,
So many smart guys!
- Guys, let's play with the gnomes?

-Then we go to the 1st dwarf. And his name is Pishichitay. He offers us his task.

(Writing on the blackboard: zha and w h y and y)

- What two groups can these letters be divided into?

-Orally compose all possible syllables (zhi, shi, cha, shcha, chu, shu)

-What do you think we will work on today? (To fix the spelling of the combinations zhi, shi, cha, shcha, chu, shu.)

3) Vocabulary work.

- Guys, here is the dwarf Talker. He talks too much, so listen carefully to the task that he will offer.

- Guess the riddles and write down the words:

1. Drinks gasoline like milk,

Can run far.

Carrying goods and people,

You know her, of course. (Machine)

2. Guess the riddle: who are we?

On a clear day we sit at home.

It's raining - we have a job:

Stomp, spank in the swamps. (Galoshes)

3. How light she is,

Lighter than the wings of a moth.

If you drop it, it will return again,

If you blow it, it will be carried away. (Fluff)

4. He walks with his head up,

Not because he is an important count,

Not because he has a proud disposition,

But because he ... (Giraffe)

5. What kind of stars are through

On a coat and on a scarf?

All through, cut-out,

And you take it - water in your hand. (Snowflake)

-What spellings are contained in the words?

Well done, you all did a great job. Let's go further.

4) And here is Bukvozhka and Curiosity

Guys, everyone was picking mushrooms in the forest. Sentences are written on the board, spellings are closed in them with “flashlights”.

There are mushrooms in the wilderness.

I came to look for them, don't hurry.

We look carefully, like mushroom pickers. They wrote down the first sentence, found and underlined all the spellings they encountered.

Name all spellings, all difficult spellings.

Now we will write the second sentence. Pay attention to the verb do not rush.

Children answer:

- “Write separately without the verb!”

- “Shi write with and”.

- "Unstressed e, check the haste."

Guys, let's remember the rule about an unstressed vowel in the root:

If the letter of the vowel is in doubt,

You immediately put it under stress.

Children write sentences in a notebook.

Physical education minute.

I see you are very tired.
I'll call Veselchak.
He will spend a physical minute
Everyone will like it.

- I will now name the words. You squat when you hear a soft consonant in a word.

Words: table, pears, day, air, summer, color, snakes, puddles, ball, roof.

5) Help Tikhon.

Who is sitting in the corner?
Is he saying something quietly?

- Yes, this is the dwarf Tikhonya. Can't he remember the names of the cubs?

Wolf -

Hare -

Jackdaw -

Rabbit -

Gnome Repeater.

-Oh, how hot, I'm thirsty. And here is the magic well. And the gnome Repeater is waiting for us here. Let's ask him if you can drink from it?

Choose a bucket for yourself.
Place it in the window.
If placed correctly,
You can drink from the well.

Ski grove

w_raf

mouse h_to

tea bag

-Write these words by inserting the missing letters. Why do you need to remember the vowel in these combinations?

Verification

Total.

-So our journey has come to an end. I thank you all. I really liked the way you worked, answered, wrote. You coped with all the tasks that the dwarves offered you. But in order to better remember the rule for writing words with combinations of zhi - shi, cha - cha, chu - shu, let's read these verses:

In combination Zhi - shi

Always and always write!

The reeds rustled:

“Only write those shi!”

The hedgehogs answered them:

“Only write to me!”

The Miracle – Pike strikes with its fin:

“Letter U is needed! And well - ka!

And the forest thicket rustles:

“Look more often as a rule,

There are magic words:

Write CHA and SCHA with A!”

- Did you enjoy your trip?

Closing eyes again,
We are flying away from a fairy tale.
1, 2, 3, 4, 5 we will return to the class again.

Summary of the lesson.

45 games and game exercises in the Russian language lessons to develop and correct the attention of 2nd grade students with mental retardation

Sections: Russian language, Primary school, Correctional pedagogy, Inclusive education

Attention occupies a special place among mental phenomena, acting as an integral part of cognition, feelings and will. It plays a significant role in the regulation of intellectual activity, allowing you to concentrate and direct the consciousness of a student at a given moment of time on some real or ideal object - an object, phenomenon, event, image, thought, etc.

Primary schoolchildren aged 8-9 with mental retardation (MPD) have unstable attention. This instability manifests itself in different ways. In some children, at the beginning of the task, there is maximum concentration for them, which steadily decreases as the activity continues, and the student begins to make mistakes or completely stops performing the task. For others, the greatest concentration of attention occurs after a certain period of performing specified actions, and then gradually decreases. There are children who have periodic fluctuations in attention. The possibilities of volitional regulation of attention, control of it in children above this category are limited.