- Does your baby absolutely not want to look at the letters in the alphabet?
- Is your child about to start first grade, but can he be forced to read only under pain of being “excommunicated” from the computer?
- Don’t know how to organize classes with a preschooler in such a way as to save your nerves and not completely discourage his interest in reading?
These and other problems in teaching preschoolers to read can be solved by organizing classes in a playful way. For preschool children, play is the leading form of activity. Therefore, engaging with a preschooler by playing different games is the easiest and most effective way to teach him to read.
Before we talk about what games are best to play with your child when learning to read, we will give some general tips on organizing classes.
- Exercise regularly! Let the classes be short (5-10 minutes), but daily. This is much more effective for preschoolers than 45-minute lessons once a week.
- Exercise everywhere. To learn to read, you don't necessarily have to sit your child at a table with books. You can learn letters in the park while taking a walk, drawing them with chalk on the asphalt or looking at signs, helping mom make cookies in the shape of letters, or studying license plates of cars in the parking lot, etc.
- Exercise when your child feels well: he has slept, is active and is ready for new games and activities.
- Constantly create situations of success for your child, praise him more often, focus his attention on what he has accomplished, and do not dwell on failures. Classes should be a joy for the child!
And one more thing you definitely need to know when starting to learn to read is in the article on.
What games can be played at different stages of teaching preschoolers to read?
1. Studying letters.
If a child has trouble remembering letters, the best way to learn them is to “revive” them, to create a vivid association with each letter. You and your child can come up with what this or that letter looks like, or use a variety of materials from the Internet and modern alphabet books.
For example, bright, memorable images of letters for children can be found in Elena Bakhtina’s primer (this book contains not only colorful pictures and recommendations on how to tell a child about each letter, but also colorful templates - letters from this primer can be cut out and played with) .
On the Internet, you can find a lot of coloring pages for children with letters similar to this or that object.
It is also useful in the process of learning letters to repeat short verses that help you remember each letter:
Do you see the tail at the end?
So this is the letter C.
The letter B is like a hippopotamus –
She has a big belly!
G looks like a goose -
The entire letter was bent.
D - a tall house with a roof!
This is the house we live in.
And the poor letter Y
He walks with a cane, alas!
In my work, I use various “reminders” that children associate with one or another letter. You can actively use them in home lessons or come up with your own.
It is very useful to have a special notebook or album in which the letter you have learned will “live” on each page. In this album you can also teach your child to write, paste pictures with words on the desired letter, add poems and coloring pages, creating a selection of materials for each letter. Children are very fascinated by the process of joint creativity, so actively involve them in creating such an album.
Another option is to make a letter house. Choose any size: it can be very small, made from a couple of cardboard sheets, or huge, as tall as a child. The main thing about it is the special pocket windows for letters. In each “apartment” of the letter house, place a letter with your child. To do this, you will need cardboard letters slightly smaller than each window. Mark in any way which apartments already have “residents” and which ones are still empty.
Attach the already learned letters to the outside of the windows (using paper clips) and invite the child to arrange pictures with words into the studied letters in the windows. For example, “treat” the letters: give the child images of products that he must distribute to the desired “apartments”: put a watermelon/apricot in the window with the letter A, a loaf, an eggplant - in the window with the letter B, waffles / grapes - with the letter B and etc.
Similarly, you can visit letters with fairy-tale characters (Pinocchio - to the letter B, Thumbelina - to the letter D, Mowgli - to the letter M, etc.), “dress” the letters (take the T-shirt to the letter F, jeans to the letter D, pants - letter Ш, etc.).
The main goal of this game is to teach the child to identify the first letter in a word and easily recognize letters already completed.
Various lotto and domino games are also great for learning letters. It is better to use lotto without picture prompts, this way learning will be much more effective. You can easily make such a lotto yourself. To do this, prepare sheets with 6-8 pictures on each and cardboard cards with the necessary letters. Let the child draw cards, read the letters and show which player has the picture for the dropped letter.
2. Add the syllables.
Teaching your child to form syllables may take a little longer than learning letters. The child will have to repeat various syllables many, many times before he masters this skill. So that learning is not a burden for him, but a joy, we continue to play with him. Only now we are playing games with syllables. The main task of this stage is to teach the child to pronounce two letters together.
In addition to syllable lotto, which can be made using the same principle as letter lotto, you can use other homemade games for children to teach them how to add syllables.
— Adventure games (“tracks”).
Adventure games have been and remain one of the most exciting games for children. To make such a game with syllables, take the playing field from any board game. Write various syllables in the empty cells/circles (write in more of those that are difficult for the child). Then play according to the usual rules: roll the dice and go through the squares, reading what is written on them. This way, the child will be able to read fairly long passages with syllables that he would “overcome” in a regular primer with great difficulty.
By analogy with adventure games, you can make various tracks with syllables, on which various vehicles will compete: who will pass the track without mistakes and as quickly as possible. To do this, you will need cardboard / whatman paper on which a route with syllables will be drawn, and toy cars / trucks / trains / airplanes. Remember that it is very easy to captivate children by adding a competitive aspect to the lessons.
— Games “Shop” and “Mail”.
Prepare coins - circles with written syllables, as well as goods - pictures with products / things that begin with these syllables. You play first as a seller: invite your child to buy something from you on the condition that he will offer the correct coin for the selected product (for example, he can buy cabbage for a coin with the syllable KA, kiwi for a coin with the syllable KI, corn for a coin with the syllable KU, etc.).
Then you can switch roles: you are the buyer, the child is the seller. He must carefully monitor whether you are giving the correct coins for the selected product. Sometimes make a mistake, let your child correct you. The buyer can also be any toy; invite your child to teach her how to correctly name coins with syllables.
A very similar game is “Mail”, only instead of coins you prepare envelopes with syllables, and instead of goods - pictures with animals or fairy-tale characters. The child will be a postman, he must guess from the first syllable written on the envelope who the letter needs to be delivered to. In this game, it is best to read syllables that begin with the same consonant, so that the child does not guess the addressee by the first letter.
— Houses with syllables.
Draw several houses, write one syllable on each. Place the houses in front of the child. After that, take several figures of people and, calling the name of each of them, invite the child to guess who lives in which house (Vasya needs to be placed in the house with the syllable VA, Natasha - with the syllable NA, Lisa - with the syllable LI, etc.) .
Another option for this task: let the child come up with names for the little men, place them in houses and write the first syllable of the name on each of them.
Prepare cardboard cards with syllables, cut them into two equal halves horizontally. The child must put these “puzzles” together and name the resulting syllables.
Take several cards with two-syllable words (for example, FEATHER, VASE, CLOCK, FISH). To the left of the picture, place the first syllable of the word. You need to read it clearly, and the child must choose the last syllable correctly. 3-4 possible endings are laid out in front of the child.
More games for learning to read by syllables are in the article on.
3. Read words and sentences.
Learning to read words (and then sentences) presupposes that preschoolers are already actively working with books, but this does not mean that we stop playing in class. On the contrary, “dilute” learning with games as often as possible, switch from one type of activity to another so that the child gets less tired and learning goes more efficiently. Remember: it is not enough to teach a child to read, it is important to instill in him a love of reading.
What games can be offered to parents of preschoolers at this stage of learning to read?
Lay out a trail of words in front of your child. Invite him to choose only “edible” words (or what is green / what is round in shape / only “live” words, etc.). If the track is long, you can take turns reading the words with your child.
Place cut out traces with words around the room (you can use ordinary sheets). Invite your child to walk from one end of the room to the other following these tracks: you can move further only by reading the word you are standing on. The child walks on them himself or with his favorite toy.
- Game "Airport" or "Parking".
In this game we train the attentiveness of preschoolers. Prepare several cards with very similar words so that the child does not guess the words, but carefully reads them to the end (for example, MOUTH, HORN, GROWTH, HORNS, ROSE, MOUTH, DEW). Place the cards around the room. These will be different airports/parking spaces. The child picks up an airplane (if you play airports) or a car (if you have a parking lot), after which you loudly and clearly call out exactly where he needs to land/park.
— Chains of words in which only one letter changes.
Prepare sheets of paper or an easel. Start writing a chain of words one at a time - change only one letter for each subsequent word, this will train your child to attentive, “tenacious” reading.
Examples of such chains:
- WHALE - CAT - MOUTH - ROS - NOSE - CARRYING - DOG.
- BOARD - DAUGHTER - NIGHT - KIDNEY - KIDNEYS - BARRELS - BARREL - HUMMUM.
Games with a ball, with your favorite toys, to school, hospital or kindergarten - include all this in the process of learning to read. Actively come up with games yourself. Consider what your child is interested in and use that when you sit down to read with your child. Does your daughter love princesses? Ride a carriage along paths with letters/syllables/words. Does your son love superheroes? Make a training track for his favorite character. Invite your child to play school and teach his teddy bear to form two letters into a syllable.
Change the games, carefully monitor what your child likes and what he gets tired of quickly, and then learning will be a joy for you and him! Remember that it is not at all difficult to interest preschoolers; they love to play and will be happy to help you come up with new games during the learning process.
Philologist, teacher of Russian language and literature, preschool teacher
Svetlana Zyryanova
Preview:
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION
kindergarten No. 19
“Program for teaching reading to preschoolers in a playful way”
WORKING PROGRAMM
teacher of additional education Kazalieva D.N.
"ABVGDeyka."
The program is intended for children from 4 to 7 years old.
The duration of the program is 3 years.
St. Petersburg 2015
EXPLANATORY NOTE.
CHAPTER I. Contents of the reading program
CHAPTER II. Structure and main directions of program implementation
CHAPTER III. Calendar-thematic planning of reading lessons
CONCLUSION
BIBLIOGRAPHY
EXPLANATORY NOTE
Reading is a complex psychophysiological process. Various analyzer systems take part in its act: visual, speech-auditory, speech-motor.
Reading begins with visual perception, distinction and recognition of letters. On this basis, letters are correlated with the corresponding sounds and the sound image of the word is reproduced - it is read. Due to the correlation of the sound form of a word with its meaning, understanding of what is being read is achieved.
Learning to read is not so easy. Knowing the alphabet and putting letters into syllables, and syllables into words, is not all. Many remain at the level of putting words together, without learning to see the meaning in what they read. Learning to read is, without a doubt, one of the main conditions for successful personal development. A child who begins to read in preschool age certainly has an advantage over his peers who cannot read.
If for any reason a child were to have only one skill, then that skill would undoubtedly have to be the ability to read. This skill underlies all activities we encounter in life.
the main task work on teaching reading to preschoolers - to make the word, its sound shell not only tangible, but also attractive and interesting for the child. When children, in a playful, onomatopoeic activity, have learned to distinguish between vowels and consonants, hard and soft consonants, a new task is set to remember the sign with which this sound is written in writing. To make it easier to memorize graphic elements - letters, the following working techniques are used: construction from sticks, pencils; modeling from plasticine; drawing on a piece of paper; hatching; stroke of a sample letter.
Teaching reading involves teaching children to read at the level of each child’s individual abilities. At the same time, targeted work is being carried out to enrich, activate speech, replenish vocabulary, improve sound culture, clarify the meanings of words and phrases, and develop dialogic speech.
Mastering reading skills becomes one of the main, basic aspects of education, as it is part of the process of speech development. At the same time, reading is one of the most important ways to obtain information. By leaving the process of mastering reading skills until the first years of school life, adults put the child in a difficult situation: the flow of information necessary for assimilation increases sharply with entry into school life. In addition, there is a need for children to adapt to the new external conditions of the school, to changes in routine conditions, and to adapt to the new school team. If to this are added the difficulties of mastering initial reading skills, then the danger increases that any of the components of the new school life will not be mastered. Thus, the need for teaching children to read earlier than in school years is dictated by the needs of social development and the formation of the child’s personality, learning to read and the tasks of the child’s age-related mental development
Planning this work programcompiled on the basis of the “Program for teaching children literacy in a playful way” by I. A. Bykov, taking into account the age of preschool children, “Teaching literacy to children 5-7 years old” by M.D. Makhaneva, “Teaching literacy to children 6-7 years old” O.M. Rybnikova, “Development of phonemic hearing in children 4-5 years old” E.V. Kolesnikova, “Development of sound-letter analysis in children 5-6 years old” E.V. Kolesnikova, “I’m starting to read” E.V. Kolesnikova, “Primer” electronic manual for pre-school preparation and elementary school A.F. Malyshevsky. The provisions of the general development program of MDOU No. 19 are also taken into account
Purpose This Program is to build a system for teaching reading to preschoolers aged 4 to 7 years, providing for full interaction and continuity of actions between specialists of a preschool educational institution and the children’s parents.
To achieve this goal, the following program objectives have been identified:
· Mastering the ability to work with the full range of sounds and letters of the Russian language.
· Teaching preschoolers the analytical-synthetic fusion of syllable combinations - reading.
· Development of thought processes (elements of analysis, synthesis, comparison, generalization, classification), the ability to hear and reproduce the sound image of a word, and correctly convey its sound.
· Application of acquired knowledge, skills and abilities in cognitive activity.
· Fostering a culture of communication that promotes the ability to express one’s thoughts, feelings, and experiences.
The process of learning to read is built on general didactic and specific principles:
1. principle of systematicity and consistency: concentric assimilation of the program; organization and consistent presentation of material (“from easy to difficult”, “from simple to complex learning;
2. the principle of clarity: an illustrative (visual) image of the objects and concepts being studied contributes to the formation of more complete and clear images and ideas in the minds of preschoolers; using an interactive whiteboard
3. the principle of accessibility and feasibility: is implemented in dividing the material being studied into stages and presenting it to children in successive blocks and parts, according to age characteristics and speech development;
4. ontogenetic principle (taking into account the age characteristics of students).
The program is intended for children 4 – 7 years old.
The duration of this program is three years of study.
CHAPTER I. CONTENT OF THE READING TEACHING PROGRAM
It is known that one of the important components of learning to read is a well-developed phonemic awareness. In the process of mastering the program, special games are used that prepare the auditory perception, attention and memory of preschoolers to work with speech sounds. While playing with fairy-tale characters, children become familiar with vowel and consonant sounds and their correct articulation.
The structure of each lesson also includes various games that help children develop phonemic analysis and synthesis skills.
Vowels and consonants in classes are correlated with images of the corresponding letters, while the graphic image is reinforced by a couplet about the letter, which contributes to faster memorization of the material. A fairy tale plot and unusual play situations reinforce the child’s interest in learning sounds and letters.
When drawing up the program, the individual and age characteristics of children, their potential capabilities and abilities were taken into account.
The program is aimed not only at the end result - the ability to read, but also at the creative development of the child’s personal qualities, his comfortable stay in the world, and a tolerant attitude towards others.
The program material is systematized and studied in a certain sequence: from simple to complex, from studying sounds to mastering knowledge about letters, merging syllabic elements into words.
An important condition for the implementation of the program is psychological and pedagogical support for students, the creation of a comfortable atmosphere in the classroom for the development of children’s individual abilities.
The didactic material used in the classroom is clear and accessible to the child, awakens positive emotions, and serves as adaptation to new learning conditions.
Improving reading skills and developing a sense of language occurs in games of varying complexity and focus. With the help of games with sounds and letters, a strong interest in classes and a desire to learn new things are maintained.
CHAPTER II. STRUCTURE AND MAIN DIRECTIONS OF IMPLEMENTATION OF THE PROGRAM
Structural organization of joint activities to implement the program
Throughout all classes, the teacher introduces preschoolers to a fairy tale story, through the use of which children learn the sounds and letters of the Russian language in an accessible form. Each fairy tale about a sound and a letter can be used as an independent lesson or as part of a lesson. You can break one fairy tale into several parts. The duration of the lesson varies depending on the age of the children: 15 minutes for children 4-5 years old, 25 minutes for 5-6 years old, 30 minutes for children 6-7 years old.
Each lesson begins with the question of what sound and letter were covered in the last lesson, the characteristics of the sound covered, a poem about the letter are updated. Each lesson ends with a repetition: what sound we became familiar with, repetition of the characteristics of the sound, a poem about the letter. Work with sound and letter, before starting to study sounds and letters, preparatory classes are held - familiarization with Zvon and Bukovka: development of speech and phonemic hearing; activation of cognitive processes. Then the process of familiarization with sounds and the graphic elements they denote - letters begins.
Sequence of lesson elements:
1. Reading a fairy tale, looking at illustrations.
2. Performing exercises for the lips or tongue, these are elements of articulatory gymnastics. If some preschoolers do not yet pronounce any sounds or pronounce them incorrectly, these exercises will help the child develop the muscles of the lips and tongue, and prepare the speech apparatus for pronouncing missing sounds.
4. Then preschoolers are introduced to the characteristics of sound: whether it is a vowel or a consonant, hard or soft, voiced or voiceless. It is necessary to rely on tactile, auditory, visual and motor analyzers when becoming familiar with the characteristics of sound.
5. Then, games with a new sound are introduced and used in classes: each fairy tale presents a game that develops speech hearing (phonemic perception, analysis, synthesis and presentation). Using these games in every lesson, the teacher prepares preschoolers’ speech hearing for mastering reading skills.
7. Techniques used to secure the image of a letter:
- “drawing” a letter with a finger in the air, on the table;
Laying out a printed letter from pencils, counting sticks, matches, laces or other objects;
Drawing a letter with your finger on semolina or other small grains.
Constructing letters from large and small buttons, beads, beans, peas, buckwheat on the table;
Game “Magic Bag”: the teacher invites children to take letters out of the bag and name them.
The teacher “writes” a letter on the back of his hand with his finger, and the child names this letter. Then the child guesses the letter with his eyes closed.
8. At the end of the lesson, preschoolers read syllables with the letter being studied (together, without dividing the syllable into separate sounds). If children are already doing a good job with this task, you can gradually move on to reading words.
Interaction with parents in the process of teaching reading.
The implementation of a full-fledged educational process of learning to read is impossible without the inclusion and active participation of parents of preschool children.
Mastering reading skills, especially in preschool age, requires daily updating and consolidation of knowledge about sounds and letters acquired in the classroom. Without support and systematic exercises at home, without the interest of parents of preschool children in the success of the learning process, it is impossible to fully master the skills of analytical-synthetic fusion of sound-letter combinations.
Throughout the entire implementation of the content of the educational material of the program, parents are integral participants in the educational process: they are familiar with the requirements, goals and objectives of education;
Consultations for parents on organizing home activities with preschoolers in the process of learning to read:
1.Play! Play is the natural state of a preschooler, the most active form of learning about the world, the most effective form of learning. A preschooler's education should take place casually, in a playful situation, in an exciting environment.
2. Maintain interest in classes, use a variety of games and aids.
3. It is not the duration of classes that is important, but their frequency.
4. Be consistent in teaching reading.
5. Your directions and instructions should be short but concise - a preschool child is not able to perceive long instructions.
6. Start learning to read only if the child’s oral speech is sufficiently developed. If a child’s speech is replete with errors in word agreement, in the syllabic structure of words, or defects in sound pronunciation, you should first contact a speech therapist.
7. Mastering reading requires a lot of mental and physical effort from the child. Therefore, at each lesson, be sure to combine educational exercises with warm-ups (physical exercises, finger gymnastics, outdoor games).
8. A child is not a smaller copy of an adult. A child has the right not to know and not be able to! Be patient!
9. Do not compare your child's successes with the successes of other children. The pace of learning to read is individual for each child.
10. Each child has his own optimal way of learning to read. Try to find exactly those techniques and methods of work that correspond to his individual characteristics.
CHAPTER III CALENDAR - THEMATIC PLANNING OF CLASSES ON TEACHING READING
Curriculum and thematic plan for the first year of study.
Deadlines | Subject | Tasks | Number of hours |
October | What is the alphabet? What is it for? | Diagnostics Development of speech and phonemic hearing in preschool children Improving fine motor skills of preschoolers' fingers Formation of the concept of “sound”. Formation of the concept of vowel sound. Consolidate knowledge about vowel sounds, introduce them to their characteristic features. Teach how to lay out letters from sticks. | |
What sounds do we know? | |||
"Acquaintance: Ringing" | |||
Meeting, Zvon and Bukovka | |||
Sound A | |||
Sound U | |||
Sound O | |||
Fastening A, U, O | |||
November | Sound Y | To cultivate children's attention and interest in the activity by including playful moments in it. Formation of stable ideas about sound in children. Development of speech and phonemic hearing in preschool children Preparation for the perception of sounds of the Russian language; formation of motivation to exercise Improving fine motor skills of the fingers of preschoolers, consolidating the correct articulation of the sounds being studied Formation of the concept of “sound”. Formation of the concept of vowel, consonant sound. Consolidate knowledge about vowel sounds. Form the idea that consonant sounds are hard and soft. | |
Sound E | |||
Sound I | |||
Fastening S, E, I, | |||
Sounds M - M | |||
Sounds N - N | |||
Sounds B - B | |||
Sounds P-P |
|||
December | Fastening B-B, P-P | Develop phonemic awareness. Develop the skill of linguistic analysis of words with new sounds. Develop visual and auditory attention. Develop general and fine articulatory motor skills. To cultivate children's attention to the lesson by including playful and entertaining moments in it. Develop self-control over children's speech. Reinforce knowledge about consonant sounds. | |
Sounds D-D | |||
Sounds T - Th | |||
Fastening D-D, T-T | |||
Sound G | |||
Sound K | |||
Fastening G, K | |||
Sounds V - V | |||
January | Sounds F - F | Development of phonemic concepts; strengthening the correct articulation of the sounds being studied Formation of the concept of “sound”. Formation of the concept of vowel sound. Consolidate knowledge about consonant sounds, introduce them to their characteristic features. Strengthen the ability to lay out letters from sticks. To cultivate children's attention to the lesson by including playful and entertaining moments in it. | |
Fastening V-V, F-F | |||
Sound X | |||
Sounds L - L | |||
Sounds S-S | |||
Sounds Z - Z | |||
Fastening S – S, Z- Z | |||
Sound Ts | |||
February | Consolidating vowels A, O, U, Y, E | Promote the development of auditory attention. consolidate the ability to name a given sound more clearly than others. consolidate the ability to name the first sound in a word. develop the ability to solve riddles, highlighting characteristic features. Develop attention visually - figurative and logical thinking. Reinforce knowledge about consonant sounds. Introduce the term “word” and the variety of words. To develop a poetic ear and artistic perception of a literary text, to encourage the selection of words that are appropriate in meaning. To consolidate the skills of correct pronunciation of sounds in words. Introduce the simplest modeling - the image of a word in the form of a rectangle. Stimulate visual search activity by drawing short, abrupt lines. Develop the skills of self-control and self-esteem. Dividing words into syllables, finding differences in two similar pictures. | |
Consolidating the consonants Мь, Пь, Бь, Н | |||
Consolidation of consonants G, K, S, C | |||
Introducing a variety of words, modeling, drawing short, jerky lines | |||
Getting to know the variety of words, modeling, finding differences in two similar drawings | |||
Comparing words by sound, becoming familiar with the length of words (long and short) | |||
Getting to know the variety of words, sounds loud, loud, quiet | |||
Getting to know the variety of words | |||
March | Getting to know the variety of words, game “Give me a word” | Continue to introduce the variety of words (words sound different and similar), introduce the length of words (short and long). To develop a poetic ear and artistic perception of a literary text, to encourage one to listen carefully to a poem, to select words that are not only close in sound, but also suitable in meaning. To consolidate the skills of correct pronunciation of sounds in words. Develop children's attention and visual functions by finding inconsistencies in the drawing. To develop interest in speech activities, independence, and initiative in solving cognitive problems. | |
Getting to know the variety of words, dividing words into syllables, drawing paths | |||
Sounds S – S’, Z-Z’, hard and soft consonants, modeling, finding differences in two similar drawings | |||
Sound T, drawing cucumbers | |||
Sound Ш, “Wind Song”, drawing balls | |||
Sound Zh, “Bug Song” | |||
Sounds Ш – Ж, modeling drawing paths | |||
Sound Shch, modeling drawing brushes | |||
April | Sound Ch, modeling drawing objects | Promote the development of auditory attention. consolidate the ability to name a given sound more clearly than others, consolidate the ability to name the first sound in a word. Develop attention visually - figurative and logical thinking. To consolidate knowledge about consonant sounds, to promote the intonation of hard and soft consonant sounds, to continue to introduce the linearity of words. Introduce the term “word” and the variety of words. To develop a poetic ear and artistic perception of a literary text, to encourage the selection of words that are appropriate in meaning. To consolidate the skills of correct pronunciation of sounds in words. Stimulate visual search activity by drawing short, abrupt lines. To develop interest in speech activity, independence, and initiative in solving cognitive problems. Develop the skills of self-control and self-esteem. | |
Sounds “Ch - Shch”, modeling finding differences | |||
Sounds “R - R”, painting objects | |||
Sounds “L – L”, modeling, drawing a tumbler | |||
Sounds “M – M”, drawing a bear | |||
Sounds “B – B” modeling, drawing beads | |||
Sounds “K – K”, painting objects | |||
Curriculum and thematic plan for the second year of study.
Deadlines | Subject | Tasks | Number of hours |
October | To develop a poetic ear and artistic perception of a literary text, to encourage the selection of words that are appropriate in meaning. Diagnostics. Strengthen the skills of correct pronunciation of sounds in words. Stimulate visual search activity by drawing short, abrupt lines. To develop interest in speech activity, independence, and initiative in solving cognitive problems. Develop the skills of self-control and self-esteem. | ||
Diagnostics. Repetition of vowel sounds. | |||
Diagnostics. Repetition of consonant sounds. | |||
Repetition. Characteristics of hard and soft consonant sounds. | |||
Repetition. Comparison of words by sound, length of words (long and short) | |||
Repetition. Comparing the sound of words (loud, quiet) | |||
Repetition. Dividing words into syllables | |||
November | Sound and letter A | To promote the development of sound-letter analysis. Form sound analytical-synthetic activity. Develop phonemic awareness. Introduce the vowel sound and its symbol - red square. Reinforce the knowledge of vowel sounds and their characteristic features. Introduce the concept of “letter”, indicate the distinctive features of the concepts “sound” and “letter”. Develop the ability to determine the place of sounds in words. Develop the ability to listen carefully to a text, highlighting words in it that contain the sound being studied. Learn to lay out a new letter from sticks. | |
Sound and letter U | |||
Combination of AU, UA | |||
Reinforcing the material covered | |||
Sound and letter O | |||
Sound and letter Y | |||
Sound and letter E | |||
Reinforcing the material covered | |||
December | Sound and letter L. Reading syllables. | Dividing words into syllables, a stressed syllable and a stressed vowel in a word. Reading syllables, reading familiar words in a sentence, determining the number and sequence of words in a sentence, graphic. image of proposals. Phonetic analysis of words and their relationship with the diagram, reading syllables and words. Teach to “draw” a letter in the air. teach children to read syllables with a new letter. | |
Sound and letter M | |||
Sound and letter N | |||
Sound and letter P | |||
Sound analysis of words (differentiation of vowels and consonants). | |||
Reinforcing the material covered | |||
Introduction to the sentence: Mom washed the frame. | |||
Consolidation: vowels and consonants sounds and letters. | |||
January | Letter Y | To promote the development of sound-letter analysis. Form sound analytical-synthetic activity. Develop phonemic awareness. letter at the beginning of a word, the relationship of the first sound in a word with the letter. Pronunciation of consonants, phonetic analysis, reading syllables, words, sentences. Place of letters in words, comparative reading of syllables, pronunciation of consonant sounds, Sound-letter analysis. Reinforce the concept that consonant sounds are hard and soft, hard ones are indicated in blue, soft ones in green. Teach how to lay out a letter from sticks, natural material, and “draw” in the air. Develop visual auditory attention, develop general, fine and articulatory motor skills. To cultivate children's attention and interest in activities by including playful and entertaining moments. | |
Repetition of covered material. Consonants and letters M, L, N, R, | |||
Consolidation: Sound-letter analysis of words, phonetic analysis of words, reading sentences. | |||
Letter Y. Reading syllables of words. Writing proposals | |||
Reinforcing the material covered | |||
Letter E. Reading syllables of words. Writing proposals | |||
Letter E. Reading syllables of words. | |||
Sound and letter I. Reading syllables of words. Drawing up proposals. | |||
February | Consolidation: hard and soft consonants; words and syllables, reading sentences | To promote the development of sound-letter analysis. Form sound analytical-synthetic activity. Develop phonemic awareness. Phonetic analysis of words. Graphic representation of soft and hard consonants in a word, comparative analysis of sounds (voiced/voiceless), reading syllables. Reading words and phonetic analysis of words, correlating word patterns, composing words from syllables. Teach to “draw” a letter in the air, teach children to read syllables with a new letter. Develop visual auditory attention, develop general, fine and articulatory motor skills. To cultivate children's attention and interest in activities by including playful and entertaining moments. Develop self-control over children's speech. | |
Sounds Г and Гь, К and Кь | |||
Letters G, K | |||
Sounds D and D, T and T | |||
Letters D, T | |||
The sounds V and V', F and F', and the letters V and F. | |||
The sounds Z and Z, S and S, and the letters Z, S | |||
Sounds B and B, P and P, and letters B, P | |||
March | Sounds X and X, and the letter X | To promote the development of sound-letter analysis. Form sound analytical-synthetic activity. Develop phonemic awareness. Work with a sentence reading a story and searching for words. . Teach how to lay out a letter from sticks, natural material, and “draw” in the air. | |
Reinforcing the material covered. | |||
Sounds and letters Zh and Sh | |||
Sounds and letters CH and Ш | |||
Sound and letter C | |||
Sound and letter Y | |||
Soft sign b | |||
Solid b sign | |||
April | Repetition of covered material. | To promote the development of sound-letter analysis. Form sound analytical-synthetic activity. Develop phonemic awareness, dividing words into syllables. Words: making up letters, reading. Suggestion: compose from the picture. Learn to “draw” a letter in the air, develop the skill of linguistic analysis of words. Develop visual auditory attention, develop general, fine and articulatory motor skills. To cultivate children's attention and interest in activities by including playful and entertaining moments. Develop self-control over children's speech. | |
Reinforcing the material covered. Vowels and consonants sounds and letters | |||
Reinforcing the material covered. Alphabet, reading poems | |||
Puzzles, riddles, poetry reading. | |||
Monitoring. | |||
Monitoring. | |||
Quiz |
Educational and thematic plan for the third year of study.
Deadlines | Subject | Tasks | Number of hours |
October | New meetings with old friends. Ring and letter. Repetition. Dividing words into syllables. | Diagnostics. Repetition of covered material. To promote the development of sound-letter analysis. Form sound analytical-synthetic activity. Develop phonemic awareness, dividing words into syllables. Develop visual auditory attention, develop general, fine and articulatory motor skills. To cultivate children's attention and interest in activities by including playful and entertaining moments. Develop self-control over children's speech. | |
Diagnostics. Repetition of vowel sounds. Shocked and unstressed. | |||
Diagnostics. Repetition of consonant sounds. Characteristics of hard and soft, voiced and voiceless consonants. | |||
Repetition. Number of sounds and letters. | |||
Reading syllables and words. | |||
Reinforcing the material covered. | |||
The sound N - Нь and the letter N | |||
The sound M - Мь and the letter M | |||
November | Sounds j and letter Y | To cultivate children's attention and interest in activities by including playful and entertaining moments. Develop self-control over children's speech. | |
Sounds j and letter E | |||
Sounds j and letter E | |||
Reinforcing the material covered | |||
Sounds j and letter Yu | |||
Sounds j and letter I | |||
Reinforcing the material covered | |||
Sound and letter C | |||
December | Sound and letter H | Develop phonemic processes. Develop gross, fine and articulatory motor skills. Develop visual and auditory attention. Introduce children to the sound j. Reinforce the concept of “vowel sound”, “consonant sound”. Introduce them to iodized letters, teach them how to lay them out from sticks, natural materials, and “draw” them in the air. Strengthen the skill of reading syllables and words with a new letter. To cultivate children's attention and interest in activities by including playful and entertaining moments. Develop self-control over children's speech. | |
Sound and letter Ш | |||
Reinforcing the material covered | |||
Sounds L - L and letter L | |||
Sounds R - Рь and letter R | |||
Reinforcing the material covered | |||
Final game activity for all sounds and letters covered. | |||
Quiz | |||
January | Sounds and letters. Consolidation. "The letters fell apart" | Form the prerequisites for educational activities, develop skills of self-control and self-esteem. Promote the development of phonemic awareness. Promote the development of interest and ability in reading. Expand your knowledge and understanding of the world around you. Promote the development of attention, memory, thinking, speech. Additional work with the ABC book. To cultivate children's attention and interest in activities by including playful and entertaining moments. | |
Sounds and letters. Consolidation. "The letters are lost" | |||
Words and syllables. Consolidation. | |||
Offer. | |||
Winter. | |||
New Year. | |||
In the world of books. | |||
Pets. | |||
February | Wild animals. | Form the prerequisites for educational activities, develop skills of self-control and self-esteem. Promote the development of phonemic awareness. Promote the development of interest and ability in reading. Expand your knowledge and understanding of the world around you. Promote the development of attention, memory, thinking, speech. Additional work with the ABC book. Develop self-control over children's speech. | |
Fairy tales. | |||
Transport. | |||
Professions. | |||
Natural phenomena. | |||
Forest. | |||
Insects | |||
March | Spring. | Form the prerequisites for educational activities, develop skills of self-control and self-esteem. Promote the development of phonemic awareness. Promote the development of interest and ability in reading. Additional work with the ABC book. To cultivate children's attention and interest in activities by including playful and entertaining moments. Develop self-control over children's speech. | |
Birds. | |||
Flowers. | |||
Vegetables. | |||
Fruits. | |||
Reinforcing the material covered. | |||
"Summer is coming soon" | |||
April | "Soon to school" | Form the prerequisites for educational activities, develop skills of self-control and self-esteem. Promote the development of phonemic awareness. Promote the development of interest and ability in reading. Expand your knowledge and understanding of the world around you. Promote the development of attention, memory, thinking, speech. Additional work with the ABC book. Cultivate children's attention and interest in activities. Develop self-control over children's speech. | |
"Day of the city" | |||
Puzzles. | |||
Crosswords. | |||
Reinforcing the material covered. | |||
“Braining” to consolidate all the sounds and letters learned. | |||
Diagnostics. | |||
Diagnostics. |
CONCLUSION
The implementation of the program “Teaching reading to preschoolers in a playful way” contributes to the development of phonemic hearing and perception among preschool children; formation of correct and accurate articulation patterns when pronouncing speech sounds; strengthening ideas about all the letters of the alphabet; conscious mastery of analytical reading skills.
In addition to fulfilling the main task - teaching preschoolers to read, classes in this program help to activate the higher mental functions of preschoolers: expanding the scope of attention and perception; development of memory and logical thinking.
List of additional games for cooperative activities.
1.Training to competently enter into speech contact. Game "Tell me about yourself."
2. Constructing questions. Appeals. Game “Guess the object by its parts.”
3.What is the alphabet? Game "Getting to know the letters."
4.Learning to report impressions. Improvisation “Telling one by one”.
5. Let's sing the vowels. Game "Complicate the sentence."
6. Talking about a topic from personal experience “How to agree on playing together?” Repetition of vowels.
7.What letter does the word “Vowels” begin with? Competition for attention.
9. Game “Hear a familiar letter.” Repetition of vowels.
10. We learn to treat adults and peers politely.
11. Consonants. How are they pronounced? Game "Eliminate the vowels."
12.What sounds are used to indicate letters? Game "First sound - last sound."
13. The concept of sound, letter, word. Task “Name the sound”.
14.Vowels and consonants. Game "Compare words".
15.Species generalizations and their characteristics (these are toys - they play with them).
16. Place of sound in a word (first, last, in the middle).
17. Intuitive reading. Game "Feed the animals."
18. We learn to read and write according to the fairy tale “Geese and Swans”.
19.Graphic dictation using short-term memory.
20. Game-task “Find a word with a given sound.”
21. Difficult whistling sounds.
22. The magic of merging letters into syllables.
23. Imagination training “What kind of dog is there?”
24. Difficult hissing sounds.
25. Game “Guess who is my friend?” Vowels, consonants.
26.Teaching reading by syllables. Game-task “Finish the word.”
27. Exercise “Sound memory training.”
28. Sound analysis of a word. Intuitive reading “Passport for an animal.”
29. Compiling a story based on a series of plot pictures.
30. Consolidation of knowledge about vowels and consonants.
31. Training tasks “Game of rhymes”.
32.Learning the sound analysis of a word.
33. Learning to read and write is always useful!
BIBLIOGRAPHY
1. Belousova L. E. Hurray, I learned! SPb.: “CHILDHOOD-PRESS”, 2004
3. Golubina T. G. What a cell will teach... M.: “Mosaika-Sintez”, 2001.
4. Kolesnikova E. V. Development of sound-letter analysis in children 5-6 years old. M.: "Gnome and D", 2000.
5. Kolesnikova E. V. Development of sound culture of speech in children 3-4 years old. M.: "Gnome and D". 2000.
6. Kolesnikova E. V. Development of phonemic hearing in preschool children. M.: "Gnome and D", 2000.
7. Kolesnikova E. V., Barentseva N. S. Development of phonemic hearing in preschool children. M.: "Gnome-Press", 1995.
8. Savichev V.N. Fun ABC in pictures and poems. Yaroslavl: “Academy of Development”, 1997.
9. Sadovnikova I. N. Violations of written speech and their overcoming in primary schoolchildren. M.: “We own it”, 1997.
10. The Tale of the Merry Tongue. M.: Publishing house "Karapuz", 2002.
11. Tkachenko T. A. Speech therapy notebook “Development of phonemic perception and sound analysis skills.” SPb.: “CHILDHOOD-PRESS”, 1998.
12. Tkachenko T. A. Special symbols in preparing 4-year-old children for learning to read and write. M.: "Gnome and D", 2000.
13. Zhukova N.S. Primer. M.: "Eksmo", 2014
Psychologists and ophthalmologists recommend teaching a child to read from preschool age, but not earlier than 4-5 years. The easiest way to learn is through play. Children's games help to captivate the child, keep his attention and interest. And already in the process, children remember syllables and words.
Desktop or computer
What to choose - computer or board games for teaching reading? This question is relevant for many parents who decide to teach their child to read. There is a wide variety of both. But here are a few advantages of desktop ones.
- Unlike computer ones, they involve several aspects of perception and communication at once: visual, tactile, auditory.
- Board games develop not only the ability to read, but also reaction, memory, fine motor skills, attention, and logic.
- Board games develop communication skills, unlike computer games, because several participants in the game interact in them.
- Family games are an important part of raising children. In a computer game, the child is left to his own devices, but here he communicates with his parents, brothers and sisters.
- Board games do not damage your eyesight, unlike their computer counterparts.
Note! Before you teach your child to read, you need to learn the alphabet. If your child does not yet know the alphabet, then they will help the kids master it.
Board games from the “learning to read” category for girls and boys of preschool age have a wide variety of formats, from which you can choose those that will interest your child the most. You can alternate several games. One quickly gets boring, and the combination of different game processes will make learning easier, more interesting and more effective.
Choose suitable children's games and learn to read from an early age!
Learning to read: words and sentences
Age: from 5 years
Number of players: from 1
The game consists of a magnetic board, 60 letters of the alphabet, two markers and a book with tasks. Letters of different colors: blue consonants and green vowels. According to the tasks from the book, the child needs to form syllables and words. Convenient for those who begin not only to read, but also to write syllables. You can take this convenient box with you and practice anywhere.
Prostokvashino Read by syllables
Age: from 4 to 7 years
Number of players: from 2 to 4
This educational game is the fascinating world of the village "Prostokvashino", where children need to collect chips, develop a house, collect syllables and words, pronounce them and memorize them. The presenter is an adult who first explains the rules of the game. They are described in an accessible form in the instruction book. Here are examples of words to study. During the game, children learn to compose and pronounce syllables and words.
Age: from 4 years
Number of players: from 2 to 5
A game for children that teaches fast reading. The point is to quickly find the desired names of objects on the cards. The one who collects the most cards wins. This helps develop reading fluency as well as reaction time. There are several difficulty levels that you can adjust yourself. The game is not only useful, but also very fun. So get in a good mood!
BrainBox knowledge chest: ABC
Age: from 4 years
Number of players: from 1
A simpler version of the game teaches the alphabet, and a more complex version teaches how to read syllables. The game can be played not only by those who already know syllables, but also by children who are just mastering this skill. During the game, reading skills develop, as well as visual memory: the child must remember everything that is shown on the card, and then answer the other player’s question. Any number of children can play, and even one will find it interesting.
Scrabble for children
Age: from 5 to 10 years
Number of players: from 2 to 4
The popular game "Scrabble" for making words - in a children's format. The game has two sides: for kids who are just learning to read, and for adults. Choose the right side and develop your skills. Only children or adults with children can play here. As you grow older and learn new words, you can gradually switch to the adult side - a good incentive for any child!
Squiggles
Age: from 8 years
Number of players: from 3 to 7
We connect letters, make words and get points. A game for those who already know syllables and can read words. The more words collected, the better. It is important that letters can give different amounts of points. This should be taken into account when composing words. “Squiggles” are a good way to teach a child to read, form words in a playful way, and develop thinking and logic.
Erudite
Age: from 7 years
Number of players: from 2 to 6
The famous game "Scrabble" for children of primary school age. At first these can be the simplest words, and then you can increase the complexity. When playing with adults, a child can learn new words and their meanings and remember spelling. Develops erudition very well. Time spent playing Erudite will pass with interest and benefit for the whole family!
Reading development games for preschoolers and schoolchildren will help children quickly master this skill through interesting gameplay. An added bonus is that most of them are suitable for the whole family, resulting in children spending more time with you.
All games for mastering reading skills are presented in the category.
Elena Shipitsyna
The use of games and gaming techniques in teaching reading to preschoolers in the preliterary period
Formation of skills in children reading is the necessary basis for everything that follows training. But every year the number of children who exhibit disorders increases reading. They experience great difficulties in carrying out sound analysis and synthesis of words, they frighten letters, and distort the syllabic structure of words. This results in low tempo reading and decreased levels of reading comprehension in children.
In my work I had to face the following contradiction: between method training literacy according to the program "Rainbow" (introduce the letter first) and recognized method learning from sound to letter, promoting the acquisition of literate writing in school.
Majority "elite" schools accept only children who can already read fluently, in order to avoid neuropsychic overload, which is inevitable if children attending kindergarten are forced to receive additional education in the evening, the task arose to create conditions that would allow each child to complete interview at any time, including "elite" educational institution. That is, we need a system for supplying materials that would make the process easier for children training, aroused interest in teaching in general and allowed us to avoid mistakes in the future reading and writing.
In this regard, my work with children is on the topic « Teaching reading in the preliterary period» was aimed at selecting and systematizing game material for teaching children literacy, developing interesting games to develop phonemic awareness.
My experience has shown that teaching a preschooler to read- this is a game between an adult and a child, and it is impossible to separate play and learning. Children 5-6 years old find it difficult to hear by ear the presence or absence of a sound in a word, count the number of sounds and determine their sequence. Connecting a visual analyzer is what helps in this work. A wide use of game teaching techniques, will ensure the success of joint activities, making them exciting and desirable for the child.
* Discover that speech consists of sounds (phonemes);
* Open sound ratio (phonemes) and letters (graphemes).
Work on phoneme analysis includes the following stages:
1. Intonation identification of a sequence of phonemes and a general analysis of the word, in which a model of such a sequence is created.
To this end, at the initial stage we use with children:
transformation games where it goes onomatopoeia: (let's turn into bees and fly from flower to flower, buzz, talk in bee language).
“Let's be friends. Where are you burning?
I live in this burning place.
Come visit, I’ll treat you to ice cream.”
Also I use poetry where you can stretch sounds:
“Mother mouse, mother mouse- shhwhispered:
Shhhhhhhhhhhh.
Ssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssss...
You’re bothering your mom.”
“Place pictures in the house”(children determine where "lives" a given sound in a word and which house to place it in);
"Take Your Place"(they learn to isolate the first and last sounds in a word and correlate them with the scheme).
Using a gaming technique“Where did the bee fly?” Children learn to identify and mark the position of a given sound on a diagram with the help of a bee. I offer them a card divided into 3 parts and a bee, then I call out the words, and they must guess which square it will fly to. insect: if the sound is at the beginning of the word - in the first square, if in the middle - in the second, if at the end - in the third.
These exercises will further help in the sound analysis of words.
In order for the child to learn to identify each sound in a word without errors, I use the following techniques:
At the beginning I use chips of the same color(white and then three colors: red, blue. green: "OSA (k-s-k)", "BUG (k-s-k)", "FOREST (z-k-s)»;
Gaming Technique“Fingers visiting the sounds”, allows you to associate sound with finger movement (like piano keys - sound houses) while simultaneously pronouncing each sound out loud.
For example: the word CAT (the left little finger came under the blue window in which the sound lives "TO"; the nameless one stood behind the little finger under the red window of sound "ABOUT", the mouth began to sing OOO; behind the ring finger - the middle finger under the blue window in which the sound lives "T", so the word CAT came out). This exercise prepares children to pronounce words when writing at school. The playback follows the word pattern, where blue squares indicate hard consonants, green squares indicate soft consonants, and red squares indicate vowels. After pronouncing each sound, the child then begins to type the letter himself ( "dresses" sound).
2. Differentiation of vowels and consonants phonemes, establishing the place of stress in a word.
By performing articulation exercises and mastering the pronunciation of individual consonant and vowel sounds, children quickly begin to see and hear their difference - vowels are sung, they "singers", and those who agree always agree with them in everything. Vowels immediately teach children to hear and isolate their sounds in words; for this we play games such as "Catch the Sound", "Hear a familiar sound", "Sound 1st, sound last", “Find a word with a familiar sound”, "Highlight the sounds" etc. These games are also teach maintain order in the construction of sounds. Children read with delight "singers" their first words: "ay", "whoa", "ia".
To distinguish between vowels and consonants, I play games with children like this: games: “I call the sound - raise the chip”- red if the sound is a vowel, blue if it is a consonant; “Name the second sound” ("OH", "UT", "XO" etc.); "Show me the trick"- selecting only vowels or only consonants from the stream sounds: "a, i, t, r, o, a, e, n, p"; "Catch the Sound"(left hand - vowel, right - consonant: a-a-a-z, t-ta; “Which guest pronounces the last vowel sound?” - "woof", "mu", "ku-ka-re-ku" etc.".
While meeting the Prince, Accent comes to our aid "Pencil". For example, in the words Mila - Mila, Castle-Castle, I draw attention to the fact that Prince Emphasis in the same words puts his magic shock stick either in the 1st syllable, or in the 2nd. So, at the behest of Prince Emphasis, words written with the same letters become with different meanings.
With children we learn to manage our "Pencil", he should jump over vowel sounds with the unsharpened side, hitting especially hard on the sound denoting the commanding sound (shock). Where the blow was the strongest, we put an emphasis icon. To ensure that the exercises are not monotonous, "sound" same stage I use:
reception"Frenchman"(In French, all words are pronounced with an emphasis on the last syllable: mom’, dad’, and in Russian)
We hum the syllables - ditties: zha-zha, zha-zha-zha - the toad sat on the hedgehog, zhi-zhi, zhi-zhi-zhi - the toads are waiting.
“Repeat without mistakes: "ooh", "ooh", "ooh" etc” - we emphasize one of the three vowel sounds with our voice.
"Vowels are arguing":
a) who is this treat for? (For "A"- porridge, waffles, for "U"- drying)
b) Who are the guests going to? (TO "E"- zebra, sparrow)
"Share the pictures"- 1-2 pictures are selected for each vowel.
3. Work on differentiation by hardness-softness and voicedness-voicelessness of consonant phonemes occurs on the basis of modeling word patterns.
When working on consonant sounds, children go on a journey through the streets of the city of sounds - Zvukarinsk, where they learn that consonant sounds have different characters: hard and soft. Hard sounds wear blue clothes, but sometimes they become soft sounds and wear a green suit. Solid sounds are coming to the street "Singers" along the blue path, composing the syllables MO, PA, NY - these are Tom’s friends; but when the consonant sounds soften, they walk along the green path to the street "Smiling" sounds and form ME, PYA, NI - these are Tim's friends. Children will also learn that there are always solid sounds - Ш, Ж, Ц; even with a smiling sound "AND"- they sound firmly: ZHI, SHI, QI, and there are always soft sounds - Shch, Ch, even if they sing a song with sounds "A", "U", then they still sound soft: CHA, SHU.
When differentiating sounds by hardness and softness, we play the following games: games:
"Hard - soft": children have blue or green chips, they go to the typesetting canvas and choose the corresponding picture.
“Complete the syllable in the word, be careful!”
Add a syllable "ON THE" or "NYA": Zi_, nya_, Ta_, sleep_, weight_.
add sound "T" or "T"": fat_, blood_.
Brothers Tim and Tom constantly involve children in their eternal dispute:
“Whose sound is that?”, “Whose word is this?”. Children really like to reconcile disputants by changing the sound of sounds, syllables and words.
In order for children to find it interesting and remember the material more easily, I try to present it in an unusual form. For example: to class, one of the characters brings and distributes to the children chips of red, blue, green, with or without a bell, depending on the qualitative characteristics of the sounds being studied (I always give paired consonants based on voicedness and voicelessness).
"Shop": Tim and Tom are salesmen, checks are word schemes.
"Living Word": After sound analysis of the word children "become sounds" these words are arranged in the required sequence and the desired colors are selected. The rest of the children check the correctness "alive" scheme. By analogy, you can work with syllables
At learning to read- the first stage is reading open syllables: PA, RU, TI, etc. At the same stage I introduce a fairytale attribute - a hat
invisible, which either hides or exposes any letter.
For example: there was the word BAL, the invisible hat hid the letter "L", the syllable BA remained, but she regretted the word and sent the letter "TO", we got a new word BAK, and then (BAS, BAR, BOR).
At the next stage: reading two-syllable words - cap - invisible can hide a whole syllable and then children can read a variety of words. For example, steam. .(ta, mar. .(ta, kar. . (ta).
With an invisible hat, the children and I play different games with words, where you need to select letters to form a new word or replace a letter with another. For example: a game "Guess the word", where we change either a vowel or a consonant. (Fingers will replace dots with letters, eyes
the words will be read). For example, juice; *y*; **X; *O*; m.
To diversify the lesson, working with syllable tables provides great opportunities. The goal is to develop the ability to correlate sounds and letters, compare the sound of hard and soft consonants, and practice reading syllables with them.
"We're jumping over the bumps", where children read syllables using a pointer.
"Come up with a word": I show the syllable in the table, and the children come up with words with it.
"Guess the word": showing syllables sequentially "typing" word.
"Find a Pair": one child reads a syllable with a hard consonant, and the second must read it with the same soft consonant.
"Forest School": I propose to show how this or that animal would read the syllable. The child reads it, trying to convey the character of the animal in his voice.
Organized work in this way allows my students to quickly master the process learning to read, they are less likely to make the most common mistakes in omitting and rearranging letters, and gross distortions of letters when writing. Children do not get stuck at the syllabic stage reading, quickly and effortlessly move to a continuous reading whole words. They develop an interest in language and its laws. (spelling rules). And finally, the most important thing - classes by reading are not limited to skill training, but become an important step in the psychological development of children.
Learning to read syllables - this stage in teaching children to read is one of the most important and difficult. Often parents simply don’t know how to teach their child to pronounce two letters together and get “stuck” on this for a long time. Tired of the endless repetition of “ME and A will be MA,” the child quickly loses interest, and learning to read turns into torture for the whole family. As a result, children who already know letters from the age of two or three, even by the age of five cannot read simple words, not to mention reading sentences and books.
What to do next when the child has memorized the letters? Let’s immediately make a reservation that teaching a preschooler to read syllables can begin BEFORE he has mastered the entire alphabet (moreover, some teachers insist that you need to move on to syllables as quickly as possible, without waiting for all the letters to be learned). But the child must name the letters that we will combine into syllables without hesitation.
In order to begin learning to read syllables, a child only needs to know 3-4 vowels and several consonants. First of all, take those consonants that can be drawn out (S, Z, L, M, N, V, F), this will help teach the child how to pronounce the syllable together. And this is a fundamentally important point.
So, let's look at several, in our opinion, the most effective methods that modern teachers offer for teaching a child to form letters into syllables.
1. Play "Trains"
(game from the manual by E. Baranova, O. Razumovskaya “How to teach your child to read”).
Instead of boring cramming, invite your child to “ride the train.” All the consonants are written on the rails on which our trailers will travel, and the vowels are written on the trailers themselves. We place the trailer on the rails so that a consonant appears in the window, and name what station we have (for example, BA). Next, we move the trailer down the rails until the next consonant and read the syllable that appears.
There is a similar guide in cards "Game "Steam Locomotive". We read the syllables." from E. Sataeva
This game is good because the child does not need to be specifically explained how to add syllables. It is enough to say: “Now we will ride the letter A, it will be our passenger, name all the stations where we will stop.” First, “take a ride” yourself - let the child move the trailer along the rails, and you loudly and clearly call the “stations”: BA, VA, GA, DA, ZHA, ZA, etc. Then invite your child to do this with you in turn. During the game, listening to you, children easily grasp how to pronounce two sounds together. The third time, the child can “ride” himself without much difficulty.
If the child does not know all the letters, stop only at those “stations” that are familiar to him. Next we change the trailer. Now we roll the letters O, U, Y. If the child copes with the task easily, we complicate the task. For example, we go for a speed ride, timing which of the trailers will get to the end of the journey first. Or another option: when stopping at a station, the child must name not only the syllable, but also the words starting with this syllable (BO - barrel, side, Borya; VO - wolf, air, eight; GO - city, golf, guests; DO - rain, daughter, boards, etc.).
Please note that with this game you can practice reading not only open syllables (with a vowel at the end), but also closed ones (with a consonant at the end).
To do this, we take the trailers where the vowels are written in front of the window, and proceed in the same way. Now we have a letter on the trailer, not the passenger, but the driver, she is the main one, she is in front. First, read the resulting “stations” with closed syllables yourself: AB, AB, AG, AD, AZ, AZ, etc., then offer the child a “ride.”
Remember that in this and other exercises we first practice adding syllables with vowels of the first row (A, O, E, U, Y), and then introduce vowels of the second row (Ya, Yo, E, Yu, I) - so-called “iotated” vowels, which make the sound preceding them soft.
When the child is good at reading individual tracks with syllables, alternate the carriages with passengers and drivers, without telling which carriage we will be rolling. This will help the child learn to clearly see where exactly the vowel is in a syllable (the syllable begins or ends with it). At the first stages of learning to read syllables, a child may have difficulties with this.
2. “Run” from one letter to another
(from “ABC for Kids” by O. Zhukova)This is a visual exercise that will help your child learn to pronounce two letters together.
Before us is a path from one letter to another. To overcome it, you need to pull the first letter until the finger we move along the path reaches the second letter. The main thing we are working on in this exercise is so that there is no pause between the first and second sound. To make it more interesting to practice, replace your finger with a figurine of any animal/person - let it run along the path and connect two letters.
(“A Primer for Kids” by E. Bakhtina, “Russian ABC” by O. Zhukova, etc.).
Many authors of primers and alphabet books use animated images of letters that need to be put into a syllable - they are friends, walk together in pairs, pull each other through obstacles. The main thing in such tasks, as in the previous exercise, is to name two letters together so that the two companion letters remain together.
To use this technique, you don’t even need special manuals or primers. Print out several figures of boys and girls (animals, fairy-tale or fictional characters), write a letter on each of them. Let consonants be written on the boys' figures, and vowels on the girls' figures. Make friends with the children. Check with your child that boys and girls or two girls can be friends, but making two boys friends (saying two consonants together) is not possible. Change pairs, put girls first in them, and then boys.
Read the syllables first in one order, then in the reverse order.
These few techniques are quite enough to teach a child to add two letters into a syllable. And learning in the form of a game will allow you to avoid cramming and boring repetition of the same thing.
4. Games to strengthen the skill of adding letters
— Syllabic lotto
It’s very easy to make them yourself; to do this, you need to select several pictures - 6 for each card and print out the corresponding syllables.
- The guide will help you “Syllables. Choose a picture based on the first syllable BA-, BA-, MA-, SA-, TA-. Educational lotto games. Federal State Educational Standard of Education "E. V. Vasilyeva"— there are several more tutorials in this series “Letters, syllables and words. Lotto with verification" by A. Anikushena
- Similar exercises are in the book “Syllable tables. Federal State Educational Standard" N. Neshchaeva
— Shop game
Place toy products or pictures with their images on the counter (for example, FISH-ba, DY-nya, PI-horns, BU-lka, YAB-loki, MYA-so). Prepare “money” - pieces of paper with the name of the first syllables of these words. A child can buy goods only with those “bills” on which the correct syllable is written.
Make an album with your own hands with your child, in which a syllable will be written on one page of the spread, and on the other - objects whose names begin with this syllable. Periodically review and add to these albums. For more effective learning to read, close either one or the other half of the spread (so that the child does not have unnecessary clues when naming a syllable or selecting words for a certain syllable).
They will help you with this “Cards for sound and syllabic analysis of words.”
— Airfield game (garages)
We write the syllables large on sheets of paper and lay them out around the room. These will be different airfields (garages) in our game. The child takes a toy plane (car), and the adult commands which airfield (in which garage) the plane should be landed (the car parked).
Zaitsev's cubes or any cards with syllables (you can make them in the form of traces) are suitable for this exercise. We build a long path from them - from one end of the room to the other. We choose two figures/toys. You play one, the child plays the other. Roll the dice - take turns with your figures on the cards for as many moves as the number rolled on the dice. As you step on each card, say the syllable written on it.
For this game you can also use various “adventures” by writing syllables in circles on the playing field.
5. Reading simple words syllable by syllable
Simultaneously with practicing syllables, we begin to read simple words (of three or four letters). For clarity, so that the child understands what parts a word consists of, which letters need to be read together and which ones separately, we recommend that the first words be composed from cards with syllables / individual letters or graphically divide the word into parts.
Words of two syllables can be written on pictures consisting of two parts. Pictures are easier to understand (the child is more willing to read words written on them than just columns of words) plus it is clearly visible into what parts a word can be broken down when reading it syllable by syllable.
Increase the complexity gradually: start with words consisting of one syllable (UM, OH, EAT, UZH, HEDGEHOG) or two identical syllables: MOTHER, UNCLE, DAD, NANNY. Then proceed to reading three-letter words (closed syllable + consonant): BAL, SON, LAK, BOK, HOUSE.
You need to understand that even if a child pronounces all the syllables in a word correctly, this does not mean that he will immediately be able to meaningfully put them together into a word. Be patient. If a child has difficulty reading words of 3-4 letters, do not move on to reading longer words, much less sentences.
Be prepared for the fact that your child will begin to read words fluently only after he has automated the skill of adding letters into syllables. Until this happens, periodically return to practicing syllables.
And, most importantly, remember that any learning should be a joy – for both parents and children!
Philologist, teacher of Russian language and literature, preschool teacher
Svetlana Zyryanova