Martsinkevich teaching literacy to preschool children to read. Martsinkevich "preparing children for school" methodological development for teaching literacy on the topic

Loving parents want to raise their child so that in the future he will become a well-educated person with a career prospect. The first step on this path is obtaining quality preschool education. The currently adopted school curriculum is structured in such a way that a child should come to school already knowing the basics of literacy. And it is very important that the teacher not only teaches the preschooler letters and reading, but is also able to instill in him a “sense of language,” an understanding of the laws of its construction and the ability to use them.

Why you need to teach literacy before school

From the point of view of psychologists, a child aged 4–5 years has a special “feeling” for language, which subsequently weakens. It is important, starting from the younger group, to structure classes with preschoolers in such a way as to develop their intuition for correctly constructed language structures, develop a clear pronunciation of words, and increase their vocabulary. In addition, learning to read and write contributes to the development of mental activity and memory, analysis and synthesis of information. All these arguments point to the need for such training.

How the literacy learning process works

Learning to read and write occurs gradually, in a playful way. The following tasks can be distinguished:

introducing children to the concepts of “word” and “sound”, developing phonemic hearing;
dividing a word into syllables, placing the correct stress in a word;
analysis of the sound composition of a word, the ability to identify vowels, hard and soft consonants, compare words by sound composition;
familiarity with the concept of “sentence” and its vocabulary;
the basics of reading and writing, composing words using the split alphabet.

Modern methods of teaching literacy are based on the sound analytical-synthetic method of teaching reading, proposed by K. D. Ushinsky more than a hundred years ago. According to this method, children become familiar with sounds by isolating them directly from live speech. First, the vowel sounds a, o, i, e, u, y are learned. The tasks become more difficult gradually. Sound is identified in monosyllabic, disyllabic, and then polysyllabic words. Then the vowels I, Yu, E are studied. And only after that they move on to studying consonants. K. D. Ushinsky wrote that teaching children to identify consonants in a word is the most important and difficult task; it is the “key to reading.”

Children 4–5 years old are most receptive to spoken language; interest in reading usually appears only by the age of 6–7 years

For young children, the play component of classes is an important aspect. The child must be motivated to do the exercises, captivated by an interesting task. Many techniques and methods have been developed; you just need to choose activities that are appropriate to the topic and the age of the children. Literacy classes may include basic educational techniques: looking at pictures, drawing, reading poetry, solving riddles, outdoor games, but in addition, there are specific exercises that will be discussed further. It is recommended to conduct literacy classes at least once a week.

If there is significant differentiation in the group in terms of the level of mastery of the material, then it is advisable to use individual tasks or conduct classes in subgroups.

Features of classes with limited health in children

Speech impairment, which is observed in certain types of diseases in children, leads to inhibition of the process of mastering reading and writing skills. Such children complete tasks more slowly and often confuse letters that are similar in design and words that are similar in sound. Preschoolers with such deviations need the help of a speech therapist, a psychologist, as well as increased attention from the teacher and parents.

Conducting classes in a group is structured so that the child performs some exercises individually. But at the same time, he should not feel completely separated from general activities. For example, you can work on a task individually in advance or offer a child with disabilities an easier riddle, giving him the opportunity to express himself among his peers.

Children with speech impairments receive an education comparable to that of healthy peers while in their environment

Parents should help the teacher and speech therapist by doing some additional exercises with the child or reinforcing what they learned in kindergarten. You can also use interactive games at home, children’s interest in them is quite high.

Video: teaching literacy to children with speech impairments

Start of the lesson: ways to motivate children

The beginning creates the atmosphere of the entire lesson. We need to make sure that children are tuned in to learning new things, they are interested in it, and they want to participate in the lesson. The following techniques can be used:

a poem on the topic of the lesson;
puzzles;
looking at pictures.

The teacher can start the lesson like this: “Guys, today we will figure out what a word is. You listen carefully to the lines from the poem and help me.” Poem example:

There is a sweet word - candy, (And what other delicious words do you know?)

There is a quick word - rocket, (Who can help here?)

There is a sour word - lemon, (What sour did you eat?)

There is a word with a window - carriage, (What fits?)

There is a book word - page, (And what words refer to books?)

There is a forest word - tit, (you probably know a lot of such words!)

There is a fluffy word - snow, (Easy to guess here too)

There is a cheerful word - laughter. (Who came up with this idea?)

At the end, praise the children: “We are so great. How many words did you remember?

If using riddles seems like a good option for you, then choose them so that the answers begin with the same letter.

Table: examples of riddles to start the lesson

You can end with a game element: “Guys, you are real smart people, you solved all the riddles! All the words were named correctly! But the question is: how are all these words similar? And now the game. I say the word. If it starts like our answers, you clap your hands. If not, then don’t clap.”

In order to interest the children, you can also give each pair of children a set of cards and ask the children to put into words what they see in the pictures. The teacher asks: “What sound do all words begin with? How can you divide them into two groups? Right. Some words are short and others are long. We put pictures with short words to the left, and with long words to the right.” Then the teacher checks the completed exercise.

You can use pictures to engage children at the beginning of a lesson.

You can use a surprise, a theatricalization of a story, or start by watching a presentation or discussing an illustration. Children enjoy participating in inventing new fairy tales.

Teaching literacy in kindergarten

Preparing a teacher to conduct literacy classes requires special scrupulousness. Incorrect presentation of the material can result in learning difficulties in the future. Careful lesson planning will help the teacher avoid mistakes. Developing a lesson plan, of course, is already a sufficient planning stage. However, now in educational institutions it is proposed to use technological lesson cards. This document not only develops in detail all stages of the lesson, but also examines the quantitative and qualitative characteristics of the group. This makes it possible to analyze any stage of the lesson and identify possible shortcomings. The technological map of the lesson is a rather voluminous document; an example of the development can be viewed on the website.

Forms and methods of teaching

There are three main groups of methods of teaching children, each of which is based on a certain form of thinking of the child.

Visual methods. These include: display of objects, pictures, illustrations; solving isographs (letters are superimposed on one another, you need to identify them) and puzzles; staging skits, watching presentations, cartoons, visiting the theater.
Practical methods. This group includes: performing exercises, game techniques, modeling, design.
Verbal methods. Conversations, reading, composing stories according to a model, stories according to a plan, stories - fantasies.

When conducting classes, the teacher must use techniques so that different types of children’s activities alternate and the method of obtaining information is switched: visual, tactile, auditory. Let's look at examples of practical techniques:

When studying letters, to better assimilate the material, their appearance is played out in various creative tasks. Draw a letter, decorate it with different patterns, fashion a letter, sew a dress for it, lay out the letter with beans or buttons, draw with sand, fold it out of sticks, braid, receive the letter as a gift, etc.

To check the assimilation of the material, tests can be carried out with older children.

An exercise that can be included in such work: handouts with objects and studied vowel sounds. Children must connect the object and the image of the vowel that is in the word. For the first picture, draw a diagram of the word: how many syllables, which one is stressed.

An example of a card for testing work with older preschoolers

Perform a sound-letter analysis of words, that is, write the names of the depicted objects on the cards.

Handouts that require you to write down the names of objects can be used for children who can write

Reading children can be offered solving puzzles or word-composing games: “Who can make up the most new words from the letters of the word Excellent?”; “Name words consisting of two, just as the word Steam Locomotive consists of the words Steam and Voz.”

Stages of teaching preschoolers to read and write

Preparation for learning to read and write begins at the age of three. What problems are solved in each age group?

Second junior group

This year's goals are:

vocabulary enrichment;
development of the ability to pronounce words correctly and clearly;
developing the ability to distinguish sounds;
familiarization with the concepts of “word” and “sound”.

The main forms of work: conversations, reading, memorizing poetry, games.

In classes that develop sound discrimination, children get acquainted with the sounds of the world around them and learn to recognize them; the concept of “sound” is introduced.

The study begins with the consideration of sounds that are very different from each other (the rustling of paper - the sound of a bell). Next they move on to close sounds (the rustling of paper - the rustling of leaves, you can use different bells). As a result, children should learn to distinguish natural noises (the sound of car tires, the creaking of chalk, the chirping of a sparrow).

Games used: “Say what it sounds” (a recording of different noises is used), “Where does the bell ring?”, “How do animals growl” (children look at pictures and reproduce the sounds made by animals).

In one of the classes, you can use sets of objects made of the same materials: glass, metal, plastic. First, the teacher demonstrates what sound is produced when hitting glass or metal. Then behind the screen it hits some object. Children must determine what it is made of.

A theatricalization of a familiar fairy tale is possible. Let's remember the fairy tale "Kolobok". “Kolobok rolls and rolls along the path. And towards him...” The children continue: “Hare!” A child with a toy hare in his hands comes forward and stands in front of the children. We also play out the meeting with the other heroes of the fairy tale. The teacher turns to the children with the toys in front: “What is the name of your toy? Let’s all say this word together.” And so for all characters. When performing such exercises, attention is focused on the concept of “word”.

An example of a lesson on the development of phonemic awareness can be viewed at the link.

Middle group

This year's goals are:

further development and expansion of the vocabulary;
developing the ability to perceive the plot of a story and retell it;
memorizing poems, proverbs and sayings;
consolidating the concepts of “word” and “sound”, dividing a word into syllables;
formation of skills to determine the length of a word, highlight the first sound.

The main forms of work: conversations, reading, retelling, memorizing poems and proverbs, creative stories, games.

Video: lesson “Speech development” in the middle group of kindergarten

Examples of suitable games:

Game "Remember the Word" Preschoolers stand in a circle and take turns calling their neighbor any noun. You can't repeat yourself. If a participant does not have time to quickly remember a new word, he leaves the game. The winner is the one who remains in the circle. In the future, this game can be complicated by giving children tasks to select words on a certain topic. For example: “We are going to the grocery store, you can buy whatever you want. We name only those words that are products.”
Game "Echo". Kids must repeat the second part of the word so that they get a new one (pie - horn, locomotive - cart, etc.). Another version of the game is to name the word, discarding the first sound (yard - thief, shelter - ditch, drama - frame, mole - mouth, scythe - wasp).

An exercise to identify the first sound in a word using pictures. The teacher emphasizes this sound with intonation (r-rose, r-rocket, r-cancer, r-hands) and demonstrates the image.

The teacher must clearly pronounce the initial sound “r-r-r”

Then the children name other words with the same sound.

When performing exercises on dividing into syllables, each syllable is separated by a sharp sound (ringing a gong, knocking a pencil, clapping hands, hitting a drum) or using the same exercises (turns, bends, steps). Another option: toss the ball as many times as there are syllables in the word. Such exercises can be considered as physical education.

A lesson plan on the topic “Dividing words into syllables” is presented on the website.

Senior group

The following tasks can be distinguished:

further development of phonemic hearing: recognition of vowels and consonants, their correct pronunciation and articulation;
recognition of words containing a certain sound;
stress placement;
the ability to characterize sound (vowel, consonant, hard or soft);
dividing sentences into words, highlighting interrogative and exclamatory sentences with intonation.

Kids need to learn to correctly identify vowel sounds without missing them in words. It is the precise pronunciation of vowel sounds that determines beautiful speech. The study usually proceeds in order: [a], [o], [y], [i], [s], [e], [e].

In the first lesson, we isolate the vowel sound from the word. For example, [a]. The teacher names words in which [a] is present in an open syllable, emphasizing [a] in his voice: KA-A-A-SHA-A-A. Children repeat. We pronounce similar words: MA-MA, RA-MA. We focus on articulation when pronouncing a sound.

To make it easier for children to copy articulation, you can invite them to monitor themselves through small mirrors

The teacher explains that when pronouncing the sound [a], the air is exhaled freely, without encountering obstacles. The sound is loud, at full volume, which is why it is called a vowel. We will denote it in red.

Using the same scheme, we introduce children to other vowel sounds.

Classes with vowel sounds may include the following exercises:

“See the sound”: the teacher silently pronounces the sound expressively, the children name it.
“We name words with a certain sound” (our sound must be shock - hands, not a hand, a cat, not a kitten).
“Sort out the cards”: children choose cards with pictures based on the sound [a] and pin them on a magnetic board.
Determining the sound among other vowels a, u, i, e, o (at first the teacher clearly pronounces the sounds to himself, then this is not done).
Definition of sound in syllables (on, us, as, im, op).
Definition of sound in words (swing, aster, arch, Ira, gadfly).
Finding words in a sentence for a specific sound: “The mole and the cat were rolling a hoop.”

Next, we teach children to determine in which syllable of a word our sound is located: in the first lesson we look for the sound in the first syllable, in the second - in the last syllable, and only in the next - in the middle of the word. This situation can be played up, for example, with the help of a “fun trailer”. There are as many windows in this trailer as there are syllables; we use a flag to indicate the window where the desired vowel sits.

After studying vowel sounds comes the study of consonants.

The articulation of consonant sounds (m), (n) is the opposite of the articulation of vowel sounds: air is retained either by the lips or teeth

Consider a lesson with the sound [m]. The teacher says: “A young cow still doesn’t know how to really moo. She just comes out M-M-M.” Kids pronounce the sound themselves and use a mirror to check articulation. Children notice that there is an obstacle in the way of air - lips. The teacher explains that when pronouncing all consonants, the air encounters an obstacle. The sounds agree that they are pronounced this way, therefore they are called consonants. We denote them in blue.

We need to teach children to separate voiced and voiceless consonants. The teacher explains that voiced consonant sounds are pronounced with noise and voice, and deaf ones only with noise. If you cover your ears with your palms, you can hear a voiced sound, but not a dull sound. Our sound [m] is sonorous.

You need to come up with a designation for sonority: bell, bell, speaker. If the sound is dull, then cross out the symbol.

Consonant sounds are also divided into soft and hard. We explain to children the difference in articulation. When we say a soft sound, our lips tense and it looks like we are smiling a little. This is not observed when pronouncing hard sounds. We pronounce it clearly so that the children can see the movement of the lips: “Darkness, darkness, mystery, calf.”

We come up with a designation: for soft sounds - cotton wool, for hard sounds - stone.

When learning a sound, the outline of the letter is given. At this age, it is still very difficult for children to remember graphics. To achieve a good result, we perform exercises based on different types of child’s memory.

Tasks that rely on visual memory - they use images and act out scenes.
Techniques designed for tactile memory - children feel the object being studied with their hands: they mold letters from dough, clay or plasticine, and lay them out from small objects.
Using mechanical memory - kids should automatically repeat the shape of the letter: draw, trace on a stencil, cut out of paper along the contour.
Appeal to associative memory - we are organizing a short story competition “What does a letter look like?”

Throughout the entire training course, we introduced a system for naming sounds based on color (vowel - red, consonant - blue) and symbols (ringing - bell, soft - cotton wool, hard - stone). This technique helps in memorizing material and developing tasks.

An example of a task based on the introduced notation system: children must correctly connect a picture and a word diagram with lines

The path to mastering literacy is not easy. To walk along it, the child needs to show diligence and diligence. The task of adults is to support the child in his learning. It will be great if a screen appears in the group that reflects what knowledge the children have already achieved and what still remains to be mastered.

In the senior group, as part of the literacy program, classes are conducted on sentence analysis. At this link you can familiarize yourself with the notes on the development of speech on the topic “Getting to know the sentence.”

Preparatory group

The following tasks can be distinguished:

develop the ability to analyze a text and compose a sentence according to a given scheme;
introduce the concepts of “noun”, “adjective”, “verb”, talk about the selection of synonyms and antonyms for words;
teach how to create a word diagram;
achieve reading at a speed of 30–40 words per minute;
teach writing words in a notebook.

Video: lesson “Teaching literacy” in the preparatory group for the educational complex “Tropinki”

At the end of the year, children should be able to complete tasks of the following type:

Repeat the tongue twister: “Polya went to weed parsley in the field.”
List the objects from the tongue twister (parsley, field). Name the first sound in these words (p). What sound is this? How is it indicated on the diagram?
How many sounds are there in the word “World”. Name them.
The word “road” is divided into syllables.
There is a saying written on the board: “A zealous mouse will chew through the board.” Find the written word "mouse".

By the end of literacy training, preschoolers should be able to pronounce words correctly, distinguish between vowels and consonants, words with similar sounds, divide words into syllables, know the composition of words and sentences, the basics of reading and writing.

With children of this age, you can conduct various types of quizzes and KVN, similar to the open event presented on the website.

Literacy classes are held twice a week. For the younger group 15–20 minutes, for the middle group 20–25 minutes, for older preschoolers 25–30 minutes.

Long-term planning of the literacy learning process can be done in other ways, as, for example, on this site.

There are other methods of teaching literacy. The method of Nikolai Zaitsev (“Zaitsev’s cubes”) has become widespread. According to it, a child can be taught to read and write from a very early age without prior preparation. The method is based on the use of special cubes with “warehouses” and wall tables.

“Warehouse” is a special speech unit of Zaitsev’s method, it is a pair of consonant - vowel, or consonant and hard or soft sign, or one letter

The results of learning can be seen within a few months: children read fluently without experiencing any difficulties. This method is also suitable for teaching hearing-impaired and visually impaired children. The disadvantages of the method include the fact that training is carried out individually and cannot be applied to work in kindergarten groups. In addition, a child taught to read and write using this method may have problems in elementary school due to different principles of presenting the material.

Lesson Analysis

The performance of a kindergarten teacher is assessed not only by children and their parents, but also by the public education system. The head or methodologist of an educational institution can visit any lesson with children and evaluate how effectively and efficiently it is conducted. Based on the test results, a lesson analysis is compiled. In this document:

the topic and purpose of the lesson are indicated, as well as the main objectives: educational, developmental, educational;
the methods and techniques used by the teacher and the extent to which they correspond to the assigned tasks are determined;
an assessment of children's activities is given;
the teacher’s work during the lesson is analyzed;
Recommendations for improving the educational process are offered.

You can see an example of such an analysis of a lesson on the website.

The famous Soviet physicist Pyotr Kapitsa said: “Science should be fun, exciting and simple. So must be scientists". This statement can be made the main rule when conducting literacy classes in kindergarten.

https://accounts.google.com

Preview:

To use the preview, create a Google account and log in to it: https://accounts.google.com

Preview:

Educational cards for older preschoolers

This article presents the methodological development "Educational Cards", which is aimed at correcting violations of the phonetic side of speech and preparing children 5-7 years old for learning to read and write. The methodological development can be recommended for use by speech pathologists, speech therapists, and educators. It will also be useful to interested parents.
Key words: preparing children for learning to read and write, correction of violations of the phonetic side of speech, development of phonemic analysis and synthesis, mental retardation.
With the advent of electronic technology, especially cell phones and computers, parents began to read less poetry, fairy tales, and stories to their children. They not only spend their free time on the computer, but also encourage their children to spend such time. Gradually, children lose interest in classes and cannot concentrate on verbal material.
This problem stimulates teachers to look for new effective methods and techniques that can not only interest a preschooler, but also teach through play.
Teachers who have worked with children with mental retardation know that effective correctional work requires a large number of different teaching aids: visual, auditory, kinesthetic.
In my work with children diagnosed with mental retardation, I use the educational game “Educational Cards”. The use of these cards allows the teacher to unobtrusively and easily correct violations of the phonetic side of speech and prepare children for learning to read and write.
The cards for this game are laminated, allowing them to be used multiple times. And letters and numbers written with a marker can be easily erased from the cards.
Options for using the didactic game "Educational Cards" in the correctional work of a teacher - defectologist.

Option No. 1 “Identify the first sound in words”

Children's age: 5-7 years
Game task: identify the first sound in words and correctly label it with a letter
Didactic tasks:
1. Reinforce the concepts of “sound”, “letter”
2. Differentiate the concepts of vowel and consonant sound
3. To consolidate children’s knowledge about sounds and their symbolic designations (consonant, hard - blue, soft consonant - green, vowel - red);
4. Strengthen the ability to correlate sounds with letters;
5. To develop the ability to carry out auditory and auditory-pronunciation differentiation of sounds that are not impaired in pronunciation, and subsequently - sounds with which correctional work was carried out.
6. Development of simple forms of phonemic analysis (determining the first sound in a word).
7. Fix the graphic image of block letters (without using alphabetical names).
8. Develop the ability to count and indicate the final result with a number;
9. Cultivate perseverance, develop attention, thinking, memory.
Rules of the game: Several players can participate in the game (the game is organized using individual cards). You can play individually. The rules of the game are to identify the first sound in a word as quickly and correctly as possible and designate it with a letter. The winner is the one who completed the task correctly and faster than his opponents.
Progress of the game:
Children receive a card. The teacher clarifies the concepts of vowel/consonant sounds, letter/sound.
The teacher explains the sequence of the game:
1. Determine by ear the first sound in words.
2. Write in a circle the letter denoting the highlighted sound: if the sound is a vowel - with a red pen, if the consonant is hard - with a blue pen, if the consonant is soft - with a green pen.
3. Count the number of words starting with the same sound, write the corresponding number in the square under the letter.

Option No. 2 “If you hear correctly, you write correctly!”

Children's age: 5-7 years
Game task: Find pictures on the card whose names begin with the given sound.
Didactic tasks:
Develop simple forms of phonemic analysis (singling out sounds at the beginning of a word)
Strengthen the graphic style of block letters
Rules of the game: among the pictures, find an object that begins with the sound given by the teacher, and label it with a letter. The winner is the one who completed the task correctly and faster than his opponents.
Progress of the game:
A driver is selected from among the children using a counting rhyme. The rest of the children receive a card. The teacher clarifies the concepts of vowel/consonant sounds, letter/sound.
The driver names the sound, the children give a description of this sound and begin to look for objects based on this sound in their cards. The child who finds and names an object with a given sound writes a symbol of the sound in the form of printed letters in a circle next to the picture. The teacher checks the correctness of the task and hands over a green card if the child completed the task correctly, and a red card if the child made a mistake. The one who made fewer mistakes wins.
It is important to remember that children are first offered cards whose picture names begin with vowel and consonant solid sounds (preferably sonorant sounds). As the material is mastered, the game becomes more complex: children select picture words in which the letter represents two sounds, paired in hardness and softness.

The manual proposes comprehensive long-term planning intended for organizing educational work in a group of children of different levels of development. Planning is organized into sections: speech development, literacy training, the formation of elementary mathematical concepts, the child and the world around him, visual activity, design and manual labor, musical education, psychological and pedagogical support.
The planning takes into account three levels of child development, the work of all specialists is united by common themes, and recommendations and materials for diagnosing children are given. All this will allow teachers to ensure efficiency in their work and an integrated approach to the implementation of the tasks of educating and training preschoolers.

The manual presents a series of lessons on teaching children 5-6 years old to read and write. In a fascinating fairy-tale form, kids will be able to get acquainted with letters and sounds, their features, connections and differences. The material can be used in classes in kindergarten groups, in preparation for school, and in individual work with preschoolers.

Title: Preparing children for literacy and preventing writing disorders.
Author: Klimentyeva O.V.
Publishing house "Childhood - press"
Year: 2010
Format: pdf
The purpose of this manual is not to systematize classes, but to build a system of games and demonstrate techniques that can be used for classes to overcome OPD, FFND and prepare children for learning to read and write. The book presents long-term weekly planning, a system of games and tasks for teaching phonemic analysis and synthesis, which can be used to automate sounds (clarify the pronunciation of vowel sounds, automate consonant sounds), teach phonemic and syllabic analysis and word synthesis on individual, subgroup and frontal levels. classes. In addition, the manual contains examples of comprehensive classes to overcome OPD and prevent writing disorders (work on vowels and consonants, differentiation of vowels/consonants, voiced and voiceless consonants, hard and soft), original didactic games and examples of graduation classes demonstrating the school maturity of children . This manual will be useful to speech therapists of preschool institutions, teachers and school speech therapists.

Electronic version of the book "Preparing older preschoolers for learning to read and write" 1st year of study, senior group.
Notes, didactic material.
O.M. Eltsova
This material presents practical material on preparing 5-year-old children to learn to read and write, taking into account their characteristics, interests and needs. Notes from classes in the senior group, literary and didactic material, will help determine the goals, content and scope of work.
Intended for educators of senior groups of preschool educational institutions, it may be useful for parents for independent study with children.

The book is the 2nd part of the program “From Sound to Letter. Teaching preschoolers the elements of literacy." (Part 1 - “Development of sound culture of speech in children 3-4 years old”; Part 3 - “Development of sound-letter analysis in children 5-6 years old”; Part 4 - “Development of interest and abilities in reading in children 6-7 years old.") The main purpose of this book is to provide practical assistance to teachers when conducting classes to prepare children 4-5 years old to learn the elements of literacy.
Recommended to a wide range of specialists working in preschool educational institutions. Can be used by parents and tutors.

The manual is intended for working with children of senior preschool and junior preschool age. It can also be used for classes with children with speech and behavioral disorders. The materials contained in the book are educational and corrective in nature. They are designed to contribute to the development of the child’s intellectual and creative abilities, the formation of his sense of language, and the prevention of various difficulties and disorders that arise in the process of reading and writing.
The book is intended for professional workers in preschool institutions - teachers, speech therapists. It may be useful and interesting to students of pedagogical colleges and universities, teachers of junior classes in secondary schools.

Copybooks for successful learning in mathematics will help develop fine motor skills, teach how to print and write numbers and mathematical signs, examples. During the learning process, children learn the concept of number composition. Mathematics copybooks for children 5-7 years old are recommended for preparing children for school.
Copybooks for successful literacy learning will help develop fine motor skills, teach how to print letters of the Russian alphabet, and analyze the sound composition of a word.
They are recommended for children of senior preschool age in mass speech therapy kindergartens; they will provide assistance in preparing for school for children who do not attend preschool institutions.

The set of aids is intended for teaching literacy to children starting from the age of 4, focusing them on spelling literacy. Each book is devoted to a specific topic: hard and soft, voiceless and voiced consonants, stressed and unstressed vowels, continuous reading. The knowledge and skills that a child acquires during classes are of great importance for learning to write correctly. The manuals can be used by parents, educators, speech therapists, and primary school teachers.
The first three books include 20 lessons each, the fourth book - 23 lessons with texts for reading.
The book “Let's Play Words” is used in middle and senior groups to familiarize children with the variety of words that make up our speech, with the very concept of “word”, to develop the ability to intonationally distinguish sounds in a word: the first sound or a given sound, distinguish by ear hard or soft consonant sounds, name words with a given sound.
The book “From Word to Sound” is used in the middle group - when practicing and consolidating the ability to conduct a sound analysis of a word, distinguish between hard and soft consonant sounds, stressed and unstressed vowels in a word, and name words with a given sound.
The book “From Sound to Letter” contains tasks and exercises to develop and consolidate in children of the preparatory group the ability to differentiate vowels, hard and soft consonants, determine the place of stress in words, and apply the rules of writing letters.
The book “Reading Ourselves” contains sets of syllables, sentences and texts for practicing and consolidating the reading mechanism in preschoolers of the preparatory group using the rules for reading vowels after consonant sounds (rules zhi, shi, zhi-shi, cha-chu, shcha-shu). The book also presents 8 sets of words (tables) for consolidating and testing the ability to highlight a stressed syllable in a word.

Larisa Tsvetkova

h4]Topic: “Journey to Soundland.”

Target: generalizing knowledge about sounds, improving the skill of sound parsing words

Tasks:

Educational:

1. Improve the ability to distinguish between vowels, hard and soft, voiced and voiceless consonants, and characterize them qualitatively;

2. Continue teaching children to conduct sound analysis of words;

3. Strengthen children’s ability to divide words into syllables and highlight stressed syllables;

4. Continue teaching children how to write a sentence and a diagram for it.

Educational:

1. Develop articulation skills, improve the sound culture of children’s speech;

2. Develop attention, memory, imagination, verbal and logical thinking;

3. Develop coherent speech (monologue and dialogic forms);

4. Develop phonemic hearing;

5. Develop fine motor skills of the hand.

Educational:

1. To develop in children the ability to work in a team, in pairs;

2. Foster a sense of mutual assistance and assistance;

3. Develop the skill of independent activity;

Lesson form: activity-travel

Type of lesson: repetition and generalization of knowledge

Forms of work organization: individual, group, collective

Time: 30 min (classroom hour)

Structure of a training session

1. Introductory (organizational) part (5 min.):(greeting, readiness for class, mood for work)

Guys, check your readiness for class and the order at your desk: your desks should have pencil cases, notebooks, sound pencil cases, and “boats” in order. (Children check the order and availability of necessary materials at the workplace).

Children, I have news for you. The postman was coming now. He brought us a letter. Look from whom! (I show an envelope with a picture of Zvukovich, the children will find out from whom).

Come to me, let's read it quickly. Text of the letter: “Hello, guys. When I was visiting you, it was very fun and interesting for me to play sounds and words with you. And now I invite you to visit me in the country - Soundland. Only now we have a problem: the sounds have run away from their houses and don’t want to come back. Come, please help me return everyone to their places, otherwise not a single sound game works like that! We just need your knowledge of sounds.”

Well, kids, let's go on a trip and help the sounds? (Yes)

To do this, we will need to remember what sounds there are. We will also strengthen the ability to hear, find and distinguish sounds in words, perform sound analysis, and write down the outline of a sentence.

2. Main part (23 min):

What do you usually travel with? (in one word - by transport)

Guess the riddle and you will find out where we will go:

Mystery:

“small houses run along the rails,

boys and girls are being transported to houses" (Train)

That's right, I will be your train, and the first carriage will be the one who first selects 1 sound in the word train.

In order to be friendly on the road and not get confused, let’s highlight the last sound in the word train. Well done! We did it together!

In order not to waste time, we will go and train our tongue, repeat the sounds of the train after me (tu-tu. chuh-chuh. shhh).

There is a “sound river” on our way, because it is not fish that swim in it, but words. In order for us to go around the river, we need to complete a task.

1. “Sound River”. To do this, stand on both sides of the river and take a picture from the water. The one on my right hand emphasizes the first sound in the word. Whoever is on the left hand is the last (we listen to the children’s answers).

Well done! We have identified the sounds correctly, so we can move on with the pictures. (tu-tu. chuh-chuh. shhh).

We have arrived, and here is the country of Soundland (there is a poster on the board). Sit down at your desk to get a better look at it.

Oh, I pricked myself! Look at the thorny bushes (drawn on the left in the image) that prevent us from entering the country. And Zvukovich is not visible. You need to parse the word “bushes” correctly, and they won’t be prickly. But in order to properly perform the analysis, let’s play “Sound Orchestra” and remember what sounds there are. (vowels and consonants)

What sounds do we use with red chips? (vowels) (conducting). How to determine a vowel sound? (sung without barriers)

What other sounds are there? (consonants). How to define a consonant? (not sung, there are barriers).

What are the types of consonant sounds? (with hard hands up and soft hands we squat, with voiced hands we clap and with deaf hands we close our mouth with our palm)

2. "Sound orchestra"

At our seats we listen to sounds and imagine:

N-k-l;-u-z –o-b-a

Well done!

And here is Zvukovichok. He heard our orchestra and recognized us.

The sound guy also praises you and says that now we will do the analysis correctly.

To quickly get the chips, you need to stretch your fingers!

Let's get our fingers ready for work - Physical exercise for hands:

The morning has come - the sun has risen,

Come on, brother Fedya, wake up the neighbors:

Get up, Bolshak. Get up, Pointer!

Get up, Seredka! Get up, Little Orphan!

Get up, Little Mitroshka!

Hello, palm!

We checked the fit and moved the “sound canisters”.

3. “Sound analysis”

Let's look at the word BUSHES (1 child at the board on a typesetting canvas).

Let's say the word slowly. Let's write it in the air, placing it in “boats”.

We select the first sound KKKUSTA.

We answer by raising our hand: what is he like? (acc., tv., gl - denoted by a black chip).

What's the next one? KUUUSTS? (Ch. -red).

Select the next sound KUSSSTA. (acc., tv., ch. - denoted by a black chip).

Select the next sound KUSTTTA. (acc., tv., ch. - denoted by a black chip).

What's the last one? BRUSHES? (Ch. -red).

How many vowels? Do you agree? Total sounds?

Let's divide the word into syllables. (2) Let's call the word - put emphasis.

Well done! No one got injected, which means everything was sorted out correctly. “Sound pencil cases” have been removed.

4. "Offer". Now let's write down a sentence with the word BUSHES. Listen:

BEAUTIFUL SHRUBS HAVE GROWN. Repeat. Count how many words. (3)

Open your notebooks and write down the outline of the sentence.

One - checked the position (the fist between the stomach and the desk, two - pulled the shoulder blades back, 3 - tilted the notebook. 4 - picked up a pencil, showed me how to hold it correctly, 5 - began to complete the task (children write in notebooks, one at the board) .

We check from the board.

5. "Boats". Children, there are pictures on your tables. Show your ability to divide words into syllables. Divide the word from the picture into syllables. Use “boats” on the desk to show how many syllables there are. Check with each other. Who found the errors? (mutual check in pairs).

We reached the sound houses. There are sounds walking around, they are not playing with us.

Maybe they will like our physical exercise:

We kick top to top

We clap-clap our hands

We are with the eyes of a moment.

Shoulders chick-chick.

One-and-done. Two here.

Turn around yourself.

Once - sit down.

Two stood up.

We sat down and stood up. It’s as if they have become Vanka-Vstanka.

They pressed their arms to the body and began to jump.

Children, let's not forget, we need to help out sounds! The sound guy says that they ask us to play hide and seek with them, and then they will run to their houses.

6. Let's play the game “Where is the sound hidden” in a circle on the carpet. To whom I throw the ball, he names the place of the desired sound in the word, and others check (at the beginning of the word, in the middle or at the end).

Duck (u) - moon (a) - compote (m) - watering can (l;) - boat (o) - telephone (n) - fish (s)

Well done! Look, you completed the tasks and the sounds went into the houses.

3. Summing up (2 min):

The sound boy thanks you for helping him return all the sounds to the houses and gives him a “Sound Box” with new games. At the next lesson he will fly to us and introduce us to them.

Children, why did the sounds agree to go home? (because we completed all the tasks).

Yes, you have coped with all the tasks and difficulties along the way. Reinforced knowledge about sounds.

Now everyone get up behind me, let's go home!

Rewards for your efforts and hard work! (Pictures).