Notes on teaching literacy in the preparatory group. Letter "Y"
Goal: development of reading skills, development of phonemic hearing, development of memory and attention, development of motor functions. Coding development. Formation of the ability to determine the location of sound in a word, development of grapho-motor functions.
Materials : worksheet, simple and colored pencils, counting sticks and buttons.
Lesson plan.
1. Introduction to the topic. 2. Development of the articulatory apparatus. Pure talk. 3. Fixing the image of the letter. Letter Y. 4. Development of phonemic hearing. A game. Guess the sound. 5. Outdoor game. Days of the week. 6. Learning to read. Words. 7. Work on proposals. Proposal scheme. 8. Development of phonemic hearing. Repeat a series of syllables. 9. Massage break. Cones. 10. Development of attention. Find the words. 11. Lexico-grammatical structure of speech. Offers. 12. Dictation. Offers. 13. Finger gymnastics. Spider. 14. Preparing your hand for writing. Fly agarics. 15. Summary.
Progress of the lesson.
“What does the letter “Y” look like?
Development of the articulatory apparatus. Pure talk. The teacher invites the children to repeat after him the pure sayings in a whisper and slowly. And then - loud and fast.
La-la-la - milk... (drank). Li-li-li - berries from the forest... (brought). Mo-mo-mo - let's eat... (popsicle). Ri-ri-ri - on the branches... (bullfinches). Ay-ay-ay - here comes the month... (May).
Fixing the image of the letter. Letter Y.
The teacher shows a card with the letter Y. - What letter is this, name it. — What sound does the letter Y represent? Remember the characteristics of the sound Y. - That's right, the sound Y is consonant, sonorous and always soft. - Let's make it out of sticks, so as not to forget the letter Y. Children make the letter Y from counting sticks, and make a hat for the letter from a button. —
Trace the letters Y on the worksheets.
Development of phonemic hearing. A game. Guess the sound.
- I pronounce the words. If you hear the sound y in a word, you clap your hands; if there is no sound y in the word, you don’t clap your hands. Words: may, give, house, bark, snow, light, iodine, blow, poppy, yogurt.
Outdoor game. Days of the week.
Children stand in a circle. On Monday I swam (pretend swimming) And on Tuesday I painted. (Pretend to draw.) On Wednesday I took a long time to wash my face, (we wash my face.) And on Thursday I played football. (Running in place.) On Friday I jumped, ran, (jumped.) Danced for a very long time. (We spin around in place.) And on Saturday, Sunday (claps hands.) I rested the whole day. (Children squat down with their hands under their cheeks and fall asleep.)
Learning to read. Words.
We invite children to read the syllables first on the worksheet line by line, and then in columns. - Read the syllables in a whisper, and then quickly. - Find and underline the words among the syllables. (HOWL, BARK, PARADISE, ROAR, FIGHT, SING).
Working on proposals. Proposal scheme.
- Read the sentence on the worksheet.
- Say the first word. Second. Third.
- Outline your proposal.
- What did Ira draw? (Drawing). What drawing? (Beautiful).
- Think about what kind of picture Anya drew and make up a story.
- Divide the word: DRAWN into syllables.
- Name the stressed syllable in this word. Place emphasis.
Development of phonemic hearing. Repeat a series of syllables.
The teacher and children sit on the carpet in a circle. The teacher pronounces a few syllables and throws the ball to one of the children. The child catches the ball, exactly repeats the sequence of syllables after the adult and throws the ball back. The teacher pronounces a new chain of syllables and throws the ball to another child.
All children take part in the game.
Chains of syllables: ah – oh; ouch - ouch - ouch; y - y - oh; hey - hey - hey; ouch - ouch - ouch - ouch.
Massage break. Cones.
The squirrel collected cones (we transfer the cone from one hand to the other), for the raccoon and for the mouse. One, two, three, four, five (we squeeze the cone with our palms for each count), I’ll find the cone again (we roll the cone between our palms). Three for the raccoon and three for the mouse (we squeeze the pine cone with one hand, then with the other), the rest for whom are the cones (we roll the pine cone between our palms)?
Development of attention. Find the words.
The teacher draws the children’s attention to the fourth task on the worksheet.
- Look what beautiful beads you can make from letters!
- Words were hidden in the beads. Read all the words you see.
- Color each word in any color.
- Let's remember what vowel sounds we know.
- Color the vowel circles red.
Lexico-grammatical structure of speech. Offers.
- Look at the picture, name the objects that are drawn on it.
- Color the objects that have the sound Y in their names (APPLES, COOKIES, EGGS).
- Make sentences based on the diagrams based on the picture.
Dictation. Offers.
The teacher dictates words to the children syllable by syllable.
— Mac grew up. End of sentence. What did you put at the end of the sentence (Period). What letter did you use to spell the word Mac? (Capitalized). Why? (Since this is the beginning of a sentence).
- Ira na-li-la juice. End of sentence. Underline the word in the second sentence that has three syllables.
Finger gymnastics. Spider.
Once upon a time there lived a little spider (hands together, thumbs touching). A spider ran and ran across the grass (we move our fingers on the table), Saw a large flower and climbed onto it (raise our arms up). And the flower swayed from side to side (wrists together, fingers spread, sway). Suddenly a cloud appeared in the sky (we make an oval with our hands). It began to rain heavily (we tap our fingers on the table). And the flower closed its petals (we lean our palms against each other). A strong storm has begun (we strongly swing the arms from side to side). But the sun appeared in the sky (we place one palm on top of the other with fingers spread) and drove away the cloud (we make a sharp movement to the right). The spider got out (we move our fingers and lower our hands down) and ran away (we hide our hands under the table).
Preparing your hand for writing. Fly agarics.
— Circle the fly agarics, trying not to take your hands off the sheet of paper. - Draw dots on the mushroom caps.
Summarizing.
Tatarnikova Natalya Vladimirovna Teacher-speech therapist, MBDOU “Kindergarten No. 40, Yelets, Lipetsk region.
Task for preschoolers: printed letter E
It is difficult for young children to perceive information only by ear, so it is better to do exercises that also involve eye contact with objects.
Exercise 1
Write E and E in three different colors, for example red, blue, green.
Task 2
Give examples of 3 animals whose names begin with E. Suitable words: raccoon, echidna, unicorn.
Task 3
Name three words starting with E. For example, Christmas tree, ruff, hedgehog.
In one of the tasks, the child must say a word starting with Yo, for example Hedgehog.
Task 4
Circle all the E and E in the presented row: A c g v E l e v Sh f m i E y c e f X S F sh k e e k.
Task 5
Name three names that have E in them.
Task 6
Make up five words that contain E.
Task 7
Determine the place of the given sound in the listed words: eve, spruce, bear, hay, foam, hedgehog.
Introducing the letter E
MDOU "Kindergarten No. 99 combined type"
Summary of a lesson in preparation for teaching literacy in the preparatory group “Acquaintance with the letter E, e”
Prepared by: teacher
Morozova I.A.
SARANSK 2018
Topic: Sound [e], letter E.
Program content:
Introduce children to the sound [e] and the letter, teach children to find this letter in three positions, continue to replace and increase letters in words, and form a quick reaction to the word.
Learn to correctly form words from the letters of the split alphabet.
Practice the ability to select words for a given sound in different positions.
To consolidate knowledge about vowels, consonants, hard, soft, voiced, and unvoiced sounds.
Expand the field of creative mental activity of children,
Form children's oral speech and instill a love of reading
Equipment :
for each child: beans.
Demo material:
posters for the games “Helicopter”, “Drawn Word”, “Rebuses”, toy tiger cub.
Literature:
Volin “Learning by playing”, Shumaeva “How to be able to read well”
GCD move
Children enter the group and stand in a circle.
Q: - Hello guys, our group received a letter from Pochemuchka!
(“Hello, dear guys! Help me get to a magical land. There is one letter missing and I can’t read the name of the country”)
Well, guys, let's help Whychka?
1. Getting to know new material
- Guys, today we will get acquainted with the sound “E”, with the letter “E”, but first we will do an articulatory warm-up - we will learn a tongue twister:
Zhenya sat on the bench,
On the right is Seva,
Glory is on the left.
2. Characteristics of the sound “E”.
- Well done. Guys, look how I pronounce the sound “E”.
The teeth are brought together in a smile, the lips are close to the teeth, the tip of the tongue is behind the lower incisors, the air stream goes through the mouth, the vocal cords are tense, vibrating, as a result a voice is formed and I pronounce the sound “E”.
-Try to pronounce the sound “E”.
- I’ll read a poem now, listen carefully: which words contain the sound “E”.
The elephant stamped loudly!
- I don’t want to play with you,
I'm so angry today
I've lost my appetite!
-Guys, name the words where the sound “E” is at the beginning of the word (children’s answers)
-Now name the words where the sound “E” is in the middle of the word (children’s answers)
-Name the words where the sound “E” is at the end of the word (children’s answers)
Now, guys, I will show you a series of pictures where the sound [e] is in different positions:
- at the beginning of the word: spruce, ate, go, Eva, raccoon;
-in the middle: bream, felt boots, broom, fishing line;
-at the end: field, sea, mountain;
- with two sounds [e]: quinoa furniture, blizzard.
Children give their own examples, remember names that have the sound [e], and make up short stories.
LITERACY TEACHING IN A PREPARATORY GROUP
In the preparatory group for school, the following tasks are solved: they learn to analyze and synthesize sentences of different constructions, get acquainted with all the letters of the Russian alphabet, learn some spelling rules, lay out words and sentences from the letters of the split alphabet using spelling rules, master the syllabic and continuous methods of reading.
DIVISION OF SENTENCES INTO WORDS
Children learn to divide sentences into words (determine the number of words), name them in order, rearrange, add or replace words in a sentence, and compose new sentences.
As the main methodological technique, as in previous groups, it is proposed to compose sentences using a “living model”, when the children themselves designate the words of the sentence. This helps to clearly show what the sentence consists of.
SOUND WORD ANALYSIS
In the preparatory group, such analysis is the basis for familiarizing children with letters and laying out words and sentences from the letters of the split alphabet.
The teacher should pay special attention to the correct definition of sounds: “vowel sound”, “hard consonant sound”, “soft consonant sound”.
The work of conducting sound analysis of a word necessarily includes the isolation and designation of word stress; it is necessary to ensure that the isolation of the stressed vowel sound takes place against the background of a continuous pronunciation of the word while simultaneously holding a pointer under the laid out word. Compliance with this requirement allows the child to navigate the sound structure of the word and accurately record the stress in it. After this, the teacher must pronounce spruce by highlighting the unstressed vowel ( book
). Such work will help to show children what role stress plays in a word: to show that changing, transferring stress from one vowel sound to another changes the meaning of the word, and in most cases makes it meaningless.
Special tasks are offered to determine stress in words. The teacher pronounces the word, the called child repeats it emphasizing the stressed sound and names this sound (uuutka - stressed vowel sound “u”). Or the teacher can invite children to name words with a certain stressed vowel sound.
One of the important tasks when conducting sound analysis of words is to familiarize children with vowel letters and the rules for writing them after hard or soft consonant sounds. Children must learn that the letters a, o, y, y, e are written after hard consonants, and the letters i, e, ё, yu, i are written after soft consonants.
As children conduct sound analysis of words, they learn that the sounds “ch”, “sh”, “y” are soft consonants and do not have a hard pair, and the sounds “zh”, “sh”, “ts” are hard consonants and do not have soft pair.
Children learn that the letters i, ё, yu, e at the beginning of a word or after a vowel sound mean two sounds: “ya”, “yo”, “yu”, “ye”.
The basis for familiarization with iotized vowels is the sound analysis of the word, in which children indicate all sounds only with chips. For example, when analyzing the word yama, children say that the 1st sound “th” is a soft consonant, the 2nd sound “a” is a vowel, the 3rd sound “m” is a hard consonant, and the 4th sound “a” is vowel. They sequentially designate all sounds with the corresponding chips (green, red, blue, red), while making sure that there are four sounds in a given word. After this, the teacher offers to listen to how the first two sounds are pronounced one after another and “introduces” the rule: if in a word two sounds “y” and “a” are heard nearby, then the letter “ya” is written. In the same way, children learn that the letters e, yu, ё can represent two sounds in words. They are asked to fix sounds with chips for some time, and then replace them with letters. Gradually they stop needing this and immediately lay out the desired letter. However, here too it is necessary to use a technique that allows you to consolidate this knowledge: children are asked to say how many sounds there are in a word and how many letters there are in it. For example, children determine that the word lighthouse has 4 letters, but 5 sounds (“m”, “a”, “y”, “a”, “k”), since the letter i denotes two sounds (“th”, "A").
A prerequisite for successful mastery of this task is the teacher and children briefly naming the sound “th”.
Sometimes during this period of learning, children begin to confuse sounds and letters. For example, when analyzing the word Yura, the child does not say out loud the sequence of sounds: “y”, “u”, “r”, “a”, but silently lays out the word: letters yu, r, a. To the question “What is the first sound in this word?” the possible answer is “yu”, i.e. the name of the letter is used instead of the name of the sound. Every time you need to draw the children’s attention to the fact that there are two sounds here - “th”
and “
u
”, and there is only one letter -
yu
.
INTRODUCTION TO CONSONANTS AND LETTERS
I
Ъ, ь
Over the course of the year, the task of familiarizing children with all the consonant letters of the Russian alphabet is solved (in the process of working on the sound analysis of words). At the same time, the uniform principle of introducing each new consonant letter is strictly adhered to.
A consonant, with some exceptions, denotes two sounds: a hard and a soft consonant, so vocabulary material is selected taking into account what sounds the letters we enter can denote. For example, the letter m denotes the sound “m” in the word by,
those.
soft consonant, and the sound “m”,
i.e.
hard consonant; the letter n
in the word
Nina
means the sounds
“n”
and
“n”
, etc.
When working with children, this principle is implemented as follows: for example, the teacher invites the children to write out the word Nina
.
They should denote vowels already familiar to children with the corresponding letters, and the sounds “н
” and
“н”
with chips (green and blue), respectively.
Then the children are asked to name the sounds indicated by the chips (“ n
” and “
n
”).
And here the teacher says that these sounds are denoted by one consonant letter n - “ne
”.
Children name the letter, pronouncing its name with the sound “e”, i.e. "ne". (This requirement also applies to pronouncing the names of other consonant letters: “me”, “re”, “le”,
etc.).
Children look at each letter entered, say what it looks like (the letter G is like a hook, the letter Dna is a house, the letter Sna is a month, etc.); they become familiar with both small and capital letters. Learn the rules that a word begins with a capital letter if it means a first name, last name, city name, animal name, or if it is the first word in a sentence. If the spelling of small and capital letters is different, then children find similarities and differences in them. This technique is used to help children memorize letters better.
In order for children to learn that one letter can represent two sounds (a hard and a soft consonant), they are given the task of naming several words, first with a hard consonant, then with a soft pair. This work in class should take 1-2 minutes.
As you become familiar with consonant letters ( zh, h, sch
) special grammatical rules for writing combinations are introduced:
zhi, shi, cha, chu, shcha, schu
.
The teacher explains that the letters zh sh indicate only hard consonant sounds, and in the combination zhi and shi
after the sounds “
zh” and “sh”
y
is heard , and the letter i is written (machine, awl, live, knives).
Mastering these combinations presents a certain difficulty for children: they are accustomed to the fact that the letter and is always written after soft consonant sounds, and therefore, on the one hand, in the combinations zhi, shi
they try to soften the sounds
“zh”
and
“sh”,
pronouncing instead the sound “s” is the sound “i”, and on the other hand, when laying out words with these combinations, the letter s is often placed after
the
letter s
.
In combinations cha, sha, chu, schu
there are other difficulties.
Children know that the letter any is written only after hard consonant sounds. Having learned that the letters of the thickets always indicate a soft consonant sound, they put the letters i
and
yu
.
In order to make it easier for children to learn these combinations, we propose making a special table with them: write the letters shi z in blue, thereby emphasizing that they denote hard consonant sounds, the letters ch and sh in green, as they denote soft consonant sounds , letters and, a, y - in red.
The introduced grammatical rules are reinforced when laying out sentences, in reading, and by the end of the school year they are firmly assimilated by the children.
After children already know several consonant letters ( m, n, r, l, g, k, z, s, d, t, zh, sh
), they are introduced to the letter ь (soft sign).
For this purpose, it is proposed to lay out two words that differ from each other in one consonant sound, for example, the words chalk and mel, which differ in the sounds “l” and “l”. Children are good at distinguishing hard and soft consonant sounds by ear and therefore, when spelling out the word mel, they, as a rule, do not put the letter l, but replace it with a green chip. If you ask children how to write a word in letters so that the last sound can be read softly, the children, knowing that the letters i, e, yu, ё, indicate the softness of the consonant sound in front of them, try to place these letters behind the letter l. Reading the resulting sound combinations (melya, mele, melya, mele, meli), they are convinced that none of the vowels produces the desired word (melya). After this, the teacher “introduces” the rule that in addition to the letters i, e, yu, e, and
, which indicate the softness of consonant sounds, there is also a letter - a soft sign (b), which does not indicate any sound, but is placed in order to show that the preceding consonant is soft. Children will also learn that to indicate the softness of a consonant sound, a soft sign can appear not only at the end, but also in the middle of a word (coat, skates, money, etc.).
Children should be introduced to the dividing function of hard and soft signs only when they recognize all the letters of the alphabet. The dividing function of a soft sign is introduced by comparing two words, for example Kolya and stakes. Children analyze these words one by one, first at the letter level. In this case, as a rule, both words are written the same way: Kolya. Invite the children to display these words using counters. At the same time, the difference in the sound composition of these words immediately becomes clear. If the children lay out the word Kolya by placing blue, red, green and red chips, i.e. fix four sounds in a word, then when laying out the word kolya (and it is better to put it directly under the word Kolya), children see that after the soft consonant sound “l” there are two more sounds - the soft consonant “y” and the vowel “a”. Children discover that the sound composition of these words is different and that the letter i in the word Kolya means one sound - “a”, and in the word kolya - two sounds - “ya”. This means that in the word stakes you cannot put the letter i immediately after the letter l - it will turn out to be Kolya. But if you put it after the letter l
letter
ь,
then it will indicate that the letter
l
should be read softly.
The letter I after the soft sign will be pronounced “ ya” - stakes
. Next, the children independently spell out the words brothers, streams, etc.
The dividing function of a solid sign is revealed by comparing two words, for example, sat down and ate. Children learn the rule about a hard sign, which does not indicate a sound and is placed in order to separate the hard consonant sound from the letters e, e, ya, yu, the writing of which in another case indicates that the preceding consonant is read softly.
Getting acquainted with consonants, children lay out not only words, but also sentences from the letters of the split alphabet. Therefore, they must learn the following rules: the sentence begins with a large, capital letter; words are located at a distance from each other, and the letters in words are laid out next to each other. At the end of the sentence there is a period.
TEACHING READING
When teaching reading, three tasks are distinguished: teaching inflection, developing syllabic reading, and developing continuous reading.
The inflection stage is aimed at shaping the reading method. What is particularly difficult about learning to read Russian? The fact is that there are fewer letters in our alphabet than sounds, and pairs of hard and soft consonant sounds are indicated on the letter by the same letter. For example, the words mom and metro begin with the same letter - m, but this letter is read differently - the sound "m" is pronounced hard in the word mom and softly - "m" - in the word metro. What tells the reader how to read this letter? The next vowel is the letter. Thus, the reader must first look at the vowel, then move his eyes to the consonant and read. An experienced “reader” does this so quickly that it is almost impossible to follow this process. But a child starting to read must be specially trained in this action. This is exactly what happens when learning inflection.
Children are given white chips to work with. This is necessary so that the color of the chip in an already parsed word cannot tell the child the qualitative characteristics of the sound; here the consonant sound, indicated by the white chip, is as close as possible to the letter, by the appearance of which it is impossible to determine which consonant sound it means - hard or soft.
So, the children receive a task: using white chips and red letters, form the word onion. Then they receive the following, main task: “Remove the letter y
a letter
in its place and read what word you get.”
How can they read a new word? There is only one way - to recreate the sound form of the word based on the model in front of them. And how to do it? The two outer white chips, meaning consonant sounds, remained unchanged, only the letter changed, instead of y - yu
. But children know that the letter yu means the sound “u” after a soft consonant. This means that the first consonant sound in a new word must be pronounced softly. The resulting word is... hatch. How could children read this word? Focusing on the vowel letter and knowing the rules for writing vowels after hard and soft consonant sounds. This is how, unnoticed by themselves, children learn to focus on the vowel letter, i.e. essentially learning to read. The importance of shaping this action cannot be overestimated, because this is how children develop their way of reading.
Then they get acquainted with the first consonant letter - m, receive a special aid - “windows” with stripes, on one of them four consonants are written vertically: m, n, r, l
, on the other - all the vowels - and begin to read the syllables. And here the orientation to the vowel letter, which began to take shape during word inflection, is already being worked out. But in front of the child is no longer a faceless chip, but a letter! What makes him look at the vowel letter, read as if backwards? The very principle of this manual. The consonant letter in the first box is the same all the time. But in the second window, the vowel letters change all the time: the child pulls the strip, it moves, and each time a new letter appears, all the child’s attention is focused on it, on the vowel.
That is why at this stage of learning it is impossible to train children in another reading, when the consonant letters in the first window move, and in the second there is a constant vowel. In the first case, the child is specially taught to focus on the vowel; in the second case, this orientation is interfered with.
Often, when moving to reading using “windows,” you can observe how children are guided by the vowel letter that they learned in inflection classes. Children move the strip with vowel letters and read like this: a-ma, i-mya. o-mo, yu-mu
etc.
Don’t forbid naming a vowel first and then a syllable, this is very useful, and as the skill of reading a syllable is automated, this will die out by itself. Moreover, if there are children in the group who for some reason do not learn this material well, teach them to read this way. At the same time, we can explain: a - which means we will read the letter m firmly - ma; I means we will read the letter m softly - me
, etc.
When reading syllables printed on paper, the child must rebuild his reading skill: here the movement of the strip with vowel letters no longer forces him to look first at the vowel letter, he must guide his own reading. Therefore, when starting to read texts, all children first begin to read syllables a little worse - this is natural and will pass quickly.
How to transfer children from syllabic to continuous word reading? Stress comes to the rescue, since it is the stress that connects and organizes the sound shell of a word into a single image. In order for stress to be used as a means of creating the opportunity for a continuous reading of a word, it is necessary to teach children to place stress on the syllable being read. In this case, the child must use the method that was taught to him at the stage of formation of sound analysis of words. But, unfortunately, this does not directly lead to continuous reading; children continue to read the word syllable by syllable.
How to properly structure the course of teaching children continuous reading? Let's try to look at an example lesson.
The teacher writes the word geese in block letters on the board, calls the child and invites him to read the word, determine the place of emphasis in it. In this case, a child trained in syllabic reading acts as follows: reads the word syllable by syllable geese, pronounces it with emphasis guusi
and calls the stressed vowel sound.
Here the teacher turns to the children and says: “Children, in the written word we will indicate the emphasis with the symbol '
.
Places an accent mark ( '
) in chalk over the vowel
letter y.
Then the children are given individual cards on which words are printed in two columns (geese, goat, puddle, sleigh, rose, winter. Masha, moon, porridge), and the teacher offers to put emphasis on them with a simple pencil.
Children must read each word out loud, listen to its sound, and identify the stressed vowel. Naturally, there is noise in the group. Encourage the children to read as quietly as possible so as not to disturb their friends, but in no case prevent them from saying words in a low voice. As children master this skill, the business noise itself disappears.
After the children complete the task, the teacher, using the example of the word geese written on the board, gives a sample of reading using stress: “In this word, the stress is on the
.
You need to read the word so that the stressed vowel sound “u” is clearly audible - guushi
.
I made the “u”
and read the whole word.”
Then the teacher erases the emphasis over y
, puts it over
and
and says to the children: “But if I had made a mistake, put the emphasis over the letter
and
, then the word would have to be read like this:
gusi.”
This is incorrect, but since the accent mark is above this letter, it means it should be read that way.” The teacher specifically points out that before reading a word, you need to look at which letter has an accent mark, and, while reading the word, highlight this vowel sound with your voice.
Then you should move on with the children to reading from their cards, where they have already placed an emphasis on each word. To read the next word, you need to call a new child, this way you can practice reading more than ten children. At the moment when the called child reads the word, it is important to pay attention to whether he has placed the emphasis correctly, because at first there will often be cases when the emphasis is placed incorrectly, but the child reads correctly, focusing not on the accent symbol, but on the meaning of what he is saying words. In order for children not to be embarrassed to read a word in accordance with the incorrectly placed emphasis, under no circumstances should they be reprimanded for making mistakes. Vice versa! If a child puts an emphasis on the letter i in the word sani, you need to call him and say: “But Sasha in the word sani did not put the emphasis on the letter a
, like Svetlana, and above the letter i.
Come on, Sasha, try to read your word. I wonder what will happen? It is very difficult!" and”
in it .
You should praise the child: “Well done! You read it as you have the emphasis. Well, in fact, where is the emphasis in the word saani
, Sasha?”
Sasha answers correctly: “The sound “ a
” is percussive.”
Then invite the child to read the word again, but with the accent placed above the letter a - saani.
In this way, children can be taught that a word should be read in exact accordance with the accent given.
In class, when reading individual cards with accents marked, it is important to check after reading each word: “Does everyone have an accent on this letter?” If the teacher is tactful in correcting mistakes, children will not be embarrassed to raise their hand if the emphasis is placed incorrectly. Each such error must be corrected. And from lesson to lesson it is necessary to require from children: before reading a word, look at the vowel letter above which there is an accent, and while reading, highlight this stressed sound with your voice. If this requirement is strictly observed, children can develop the skill of reading words together.
As classes progress, the process of children placing stress in the word they are reading will undergo qualitative changes: if at the beginning of training the search for a stressed vowel is based on reading the word syllable by syllable ( gu-si
), then specially pronouncing it with a clearly identified verbal stress (guushi), then the search for the stressed vowel is based on a continuous reading of the word, i.e.
The child immediately reads the word together, identifying and indicating the stress in it ( guushi - geese).
In the process of children reading words using stress, there will be other qualitative changes: at first, children read words smoothly, at a slow pace, highlighting the stressed syllable
(guushi).
Moreover, words with stress on the first syllable
(geese)
are easier to read than words with stress on the second syllable
(moon).
Reading of the latter takes place on the basis of syllable-by-syllable pronunciation of a word with a clearly identified stressed syllable
(lu-naa).
This kind of reading also applies to reading words with consonant clusters
(ves-naa).
Gradually, reading words becomes continuous, i.e. children read them with expressive emphasis on the stressed syllable.
A similar process will be observed when reading three-syllable words.
Gradually, reading words with emphasis on the stressed syllable is replaced by reading words in their entirety with emphasis on the stressed sound. For example, children read words like this: luuzha, lisaa, kuukla, travaa
etc. And finally, children begin to read whole words without special emphasis on the stressed vowel sound.
Work on placing stress in printed words and reading them using stress is carried out in nine lessons. Each one contains the same number of words (10) of different syllable structures with different rhythmic patterns (see appendix).
At each lesson, children read texts where they no longer put emphasis, but use previously learned skills. The texts include syllables, words of different sound structures, sentences and short stories. The teacher has the opportunity, depending on their reading skills, to call some children to read syllables and words of simple construction, others to read more difficult words, sentences or stories. One of the conditions for conducting the lesson is that all children must read clearly and loudly. If the text is short, it can be read twice in class. It is important to properly guide the reading process in class. While the child reads aloud, the entire group of children should follow the reading with a pointer and at the same time read to themselves. In every text there are words that require an explanation of their meaning. The teacher should conduct vocabulary work as the reading progresses. This work, if necessary, can precede the reading itself. The teacher must ask questions about the content of the text read and get the children to give the correct answers. Along with this, children should be given the task of retelling a coherent text they have read.
As children acquire a sufficiently strong reading skill, children’s books from the “Read Ourselves” series can be offered to read in their free time and at home. In a group, it’s a good idea to make a library of books that children can use independently. The teacher should show interest in what the children are reading and, if necessary, guide the reading of each child: help choose a book to read, talk about what they read, interest the child in reading a particular book, monitor the careful use of books and bring children along with them in a timely manner. them in order. This will help instill a love for books in children.
WORD GAMES
Verbal games are included in each lesson, and their introduction is given taking into account the gradual complication of the content depending on the program learning objectives. Games of this kind, the main purpose of which is to consolidate knowledge, are difficult to conduct: on the one hand, they must be quite strictly regulated by the teacher, on the other hand, they cannot be turned into a boring didactic exercise, i.e. while maintaining the accuracy and correctness of the teaching methodology, the entertaining and emotional nature inherent in games must be preserved.
In the preparatory group for school, in addition to the games that are played at the previous stage of education, the following didactic games are included.
Game "Find your house"
(to reinforce the rules for writing vowels after hard and soft consonants).
The teacher gives the children one vowel letter at a time. Two presenters are selected. One is given a blue chip, indicating a hard consonant sound, the other is given a green chip (a soft consonant sound). The leaders are those children who are fluent in the sound structure of a word and have firmly grasped the rules of writing vowels after hard and soft consonant sounds.
Having distributed the vowel letters and chosen the leaders, the teacher turns to the children: “The weather was good, and all the vowel letters went out for a walk. Suddenly the sky darkened, the sun hid behind the clouds and heavy rain began. The letters saw houses. One of them was blue - a hard consonant sound lived there, the other was green - a soft consonant sound lived in it. We decided to hide the letters from the rain in the houses. And in order to enter the houses, you need to remember after which consonant sound the vowel letter you are holding is written, and enter your house.”
Each leader allows into the house only those vowel letters that are written after the corresponding consonant sounds. Therefore, children whose letters i, yu, e, ё,
and in blue - the letters
a, o, y,
s, e. The teacher almost does not interfere with the game, delicately performing an inconspicuous controlling function.
Game “Who is more attentive” (to reinforce the rules of writing vowels after hard and soft consonant sounds).
The teacher puts green and blue chips on the board and turns to the children: “Behind the blue chip we will put vowel letters that are written after hard consonants. Behind the green chip we will place vowels, which are written after soft consonants.” Children name the letters, and the teacher puts them.
Next, a game is played: the teacher invites the children to close their eyes and at this moment swaps vowel letters, for example, rearranges the letters a and z from one row to another. By opening their eyes, children must determine what has changed. The teacher can also remove individual letters, add one of the letters to another row, etc.
Game “Name the words according to a given model.” It is introduced to strengthen children’s ability to navigate the sound structure of a word at the moment when children have already mastered the sound analysis of words and distinguish between the sounds of vowels and consonants, and know that consonants can be hard and soft. This game can develop successfully only if it is preceded by a careful consideration in class of all models of the words being analyzed. For example, we parsed the four-sound word fox,
received a model: green chip, red, blue, red.
Another time we analyze the word saw
, we remember: we already had a similar word -
fox
, it had the same sounds: first a soft consonant, then a vowel, then a hard consonant and again a vowel. Unless this kind of work is done regularly, children will find it difficult to mentally evaluate words in terms of their sound structure. You need to make it a rule to compare each word you parse with the previous ones.
The first game task of coming up with words in accordance with a given model should be simple, for example: hard consonant - vowel - hard consonant. The teacher puts chips on the board (blue, red, blue) and invites the children to name words with the following sounds: “Look, guys, the first sound here is a hard consonant, then a vowel and again a hard consonant. Do we know these words? Certainly! Mac, the house... Who else remembers?” First, the children name the words that they studied in class. Don’t be confused by the fact that words and forest will be named right away,
and
horse
, i.e. words whose sound structure does not correspond to the model you set. Calmly “read” the erroneously named word, moving the pointer along the model: “No, the word forest does not suit us, its first sound is a soft consonant, but we only need a hard consonant.”
It’s very good, when playing this game, when it’s already starting to go easily and quickly, change the model: say, remove the first blue chip, putting a green one in its place, and draw the children’s attention: “Now what words are we going to name?” Depending on the degree of advancement of the group, this kind of replacement can be done twice or thrice: change the third chip to a green one, add a red chip at the end, etc. You will find that this greatly enlivens the game, with each rearrangement giving a new spike in answers.
Game “Name the words according to the model”
"As it develops, it is supplemented by a condition - the emphasis must be on a certain sound.
The method includes a game that grew out of the one described above, “ Name the words according to a given model.”
", is a mystery game. The teacher lays out a model of the word on the board and says: “Now we’ll play a new game. I thought of a word. It consists of the following sounds: the first sound is a soft consonant, the second is a vowel, the third is a hard consonant, and the last is again a vowel. (At the same time, the teacher guides the model with a pointer, drawing the children’s attention to it.) Guess what word this is? To guess, you must know what I asked the riddle about. You ask me whether it is alive or not, and it will immediately become easier for you to guess: if it is alive, then it is either a person, or an animal, or a plant, but then you no longer need to name any objects. And if it’s inanimate, then, on the contrary, you need to find out what it refers to. Ask!” One of the children asks the question: “Is this living or nonliving?” The teacher replies: “It’s alive.” And he continues to teach the children: “You and I know that I wished for someone alive. What should you ask next? A person, an animal, a fish, a bird can be alive. Ask!” Children: “Is this a person?” The teacher replies: “No, this is not a person.” Children: “Is this a bird?” Teacher: “No, it’s not a bird. It is alive, but not a person or a bird. Who else could be alive? Children: “Is this an animal?” Educator: “Yes, this is an animal. Now think about what is the easiest way to find out what animal it is? You know what kinds of animals there are, how can you separate all the animals?” Children: "Domestic and wild." Teacher: “Very good! This is a wild animal. Now you already know a lot about my word,” etc.
The teacher gradually leads the children to guessing (fox), teaches them to ask questions, gradually limiting the circle. Please note that here too there is a danger of moving away from the sound side of the word, focusing only on semantic issues. Therefore, you need to play this game very skillfully, drawing children’s attention to the model of the word in a timely manner. In the example given, the teacher does not need to use leading questions to clarify what kind of wild animal he had in mind; mentally sorting through the animals, children must choose the one whose sound structure of the name matches the model laid out on the board. If children give incorrect answers, say, for example, the word wolf, the teacher should immediately draw their attention to the model. At first, children will quite often be distracted from the word model, naming words of a completely different sound structure, focusing only on the content side. It is necessary to gently but persistently return them to the sound model, showing that only this will help children guess the word correctly.
Gradually this game becomes the favorite game of children. They themselves begin to make similar riddles, often very complex ones. In such cases, the teacher should discuss with the child before class what kind of riddle he will ask. When children master this new type of game well, you can trust them to play completely independently, when the teacher does not even know what word the child has guessed, and takes part in guessing along with all the children in the group.
A very important task of word formation is solved in the game “Chain of Words”.
It is carried out at the stage when children already recognize most consonants.
The teacher lays out a word from the letters of the cut alphabet on the board and invites the children to make a new word by changing, removing or adding one letter. For example, from the word May, in accordance with the rules of the game, you can get the following words: may - poppy - cancer - varnish - onion - bough - soup - court - garden - yourself - herself - mother - Masha - ours - porridge
, etc. Forming a chain of words from three-sound words, children move on to four-, five- and six-sound words.
LITERATURE LESSON SUMMARY
IN THE PREPARATORY GROUP
The course for teaching children literacy in the pre-school group is a system of lessons consisting of 56 lesson notes, 35 texts intended for individual reading, 9 cards for working with stress. Literacy training is conducted twice a week, the duration of the lesson is 30-35 minutes. The classes are combined, each includes several software tasks. During the lesson, children are offered both new material and material for repeating and consolidating acquired knowledge. During training, games are widely used aimed at repetition, clarification and expansion of children's knowledge, skills and abilities in the field of literacy.
When preparing for a lesson, the teacher must study the “Methodological Recommendations” and work through the notes in order to freely navigate the content of the program tasks and their implementation.
The notes are compiled in such a way that the new material is presented in some detail. In subsequent notes, its description is gradually reduced to a minimum. If for some reason the teacher finds it difficult to carry out work on a particular program task, he should return to the previous notes and “Methodological Recommendations”, where a clear and detailed explanation is given.
During class, calling children for answers, the teacher must always take into account the individual capabilities of each child and, in connection with this, differentiate the learning process. It should be remembered: if the material is being explained for the first time, then it is better to call children who have a good grasp of the basics of literacy to perform it at the blackboard. If the majority of children in the group have already firmly mastered the new knowledge, then the opportunity arises in class to work individually with those who are still experiencing difficulties. Special attention should be paid to such children. They should always be given help: ask additional leading questions, encourage them to answer more often, activating their independence, ask, giving what they can to complete the task.
The teacher needs to remember that children, due to their age capabilities and characteristics, can make mistakes. They cannot be ignored. It is very important that the teacher skillfully manages the learning process at this time: mistakes can be used to re-explain some task to all children, to repeat and consolidate the material covered.
Each lesson, as a rule, solves several software problems at once, so its organization should be strictly organized.
thought out by the teacher and clearly implemented. All classes must be conducted at a fast pace, emotionally, with maximum activation of the children in the group.
LESSON 1
Program content:
• teach children to conduct sound analysis of words; differentiate vowels, hard and soft consonants; apply writing rules
