6 literacy training in the preparatory group. Notes on preparation for teaching literacy in the preparatory group "abvgdeyka"

Abstract

GCD for literacy preparation

preparatory group

Speech therapist teacher: Sharifullina T.V.

MBDOU kindergarten No. 1 “Smile”

Ostashkov, Tver region

Topic: "ABVGDeyka"

Goal: To consolidate knowledge of preparing children for literacy.

Correctional educational tasks:

Continue learning to conduct sound analysis of words

Strengthen the ability to determine the presence of a given sound in a word.

Strengthen the ability to complete and supplement a sentence with meaning using supporting pictures.

Correction and development tasks:

Develop phonemic awareness.

Develop memory and attention.

Develop verbal and logical thinking in children, reason, draw conclusions.

Correctional and educational tasks:

Cultivate respect and mutual understanding for each other.

Develop the ability to use acquired knowledge in practical activities.

Equipment: projector, video presentation (excerpt from the TV show “ABVGDeyka”, slides with pictures for highlighting sound, pictures for determining the number of syllables), magnetic board, cards with words from proverbs, ball.

Handout: a set of subject pictures, cards with the image of a circle, felt-tip pens.

Children enter the group and greet the guests.

Speech therapist teacher: Stand in a circle quickly, hold hands tightly.

Children stand in a circle.

All the children gathered in a circle

I am your friend and you are my friend

Let's hold hands tightly

And let's smile at each other.

And we play and we sing,

We live together in a group . (installation on N0D)

Game "Magic Sounds"

Speech therapist: Guys, do you know that singing certain sounds helps improve your health? If you have a runny nose, turn into an airplane - take a deep breath, and as you exhale, pronounce the sound [B] for a long time and quietly. If you have a sore throat, turn into a mosquito and pronounce the sound [З] as you exhale. When coughing, turning into a beetle and pronouncing the sound [Zh] for a long time will help.

Children perform exercises while standing, eyes closed and body relaxed.

Speech therapist: Remember these exercises and do them, and magical sounds will always come to your aid.

Guys, who remembers the articulation fairy tale “At Grandma and Grandpa’s”?

Articulation gymnastics

Fat grandchildren came to visit (the children puffed out their cheeks)

With them the thin ones are just skin and guests (they sucked in their cheeks without opening their mouth)

Grandparents smiled at everyone (wide smile)

They reached out to kiss everyone (imitation of a kiss)

In the morning we woke up with a smile on our lips (wide smile)

We brushed our upper teeth (the tongue moves between

upper lip and teeth)

Right and left, inside and outside (corresponding tongue movements)

We are also friends with the lower teeth (corresponding tongue movements)

Speech therapist: Guys, we received a VIDEO LETTER. Want to watch? Make yourself comfortable. (Children sit in a semicircle opposite the interactive board) Pay attention to the screen. (Surprise moment)

Video. On the screen is an excerpt from the TV show “ABVGDeyka”. The heroes received a task from the teacher to compose a proverb about friendship from words. They find it difficult. They ask the guys for help.

Speech therapist teacher: Guys, let's help the clowns?

You and I know that the direct path to success is your sensitive ears, attentive eyes and, of course, the right answers. So, are you ready to take on the challenges?

Children: Yes, sure.

Speech therapist: Look, there are words hidden on the board, (there is an exclamation mark on the cards there's a word on the other side) Are you interested in finding out what proverb is hiding? We can open them if we complete certain tasks. Do you agree?

1 task “Riddles”

Speech therapist: First, let's solve the riddles:

One is soft and whistles
The other is hard and hissing.
The third one will start singing
At least someone will pronounce it... (sound). (What sounds do you know?)

Black birds on a white page
They are silent, waiting for someone to read them... (letter).

(What is the difference between a letter and a sound??)

At first I couldn't
Read with two letters
Your first... (syllable).

I'll match the sound to the sound
And I will say it
If I put the letters in a row
Then I’ll read it later... (word).

5. I will collect a lot of words
I'll make them friends with each other
The presentation will be clear
Then I will receive ... (sentence).

We have guessed the riddles, we reveal the first word.

Task 2 “Find the sound”

Pictures on the screen: Robot, drum, rocket, tomato

Speech therapist: Guys, tell me what is shown on the screen (robot, drum, rocket, tomato). Listen and name the sound that I make when I say these words?

Children's answers: R sound

Speech therapist: And now we need to determine its place in the word.

Children's answers.

Pictures on the screen:

Lamp, elephant, chair, pencil case L Ophpedist: Look and say what is shown on the screen (lamp, elephant, chair, pencil case). Listen and name the sound that I make when I say these words?

Children's answers: Sound "L".

Speech therapist: And now we need to determine its place in the word.

Speech therapist:-Right! Now I propose to highlight these sounds in other words, if we hear the sound “L”, we clap, if the sound “R”, we stomp.

Frame, llama, rose, vine, shaft, var, cake, port, swamp, work, dill, bug, lamp, ramp, table, floor, map, desk, crowbar, swarm. (children complete the task)

Smart girls, we completed this task and correctly identified the sounds “L” and “R”.

Task 3 “Divide the word into syllables”

Speech therapist: Look, guys, what interesting pictures!

Name what is shown on the screen.

Children call (doll, car, ball, pyramid)

Speech therapist: - Guys, what are words made of?

Children's answers.

How to find out how many syllables a word has?

Children's answers:(using claps, there are as many syllables in a word as there are vowels).

That’s right, use clapping to determine how many syllables are in the word “Doll”

How many syllables (1) are there in the word “ball”, how many vowel sounds? (also 1)

How many syllables (3) are there in the word “car”, how many vowel sounds? (also 3)

How many syllables are there in the word “pyramid”? 4), how many vowel sounds (also 4)

Tell me guys, what can you call these items in one word? (toys)

Speech therapist:-Well done! Now I invite everyone in the circle to play with you.

Physical education minute

We put our hands on our shoulders,

Let's start rotating them.

So we will correct the posture.

One, two, three, four, five! (hands to shoulders, rotating shoulders forward and backward).

We place our hands in front of our chests,

We separate them to the sides.

We'll do a warm-up

In any weather. (hands in front of the chest, jerking your arms to the sides).

Let's raise our right hand,

And we'll lower the other one down.

We swap them around

We move our hands smoothly. (one straight arm, the other down, with smooth movements one arm lowers and the other simultaneously rises).

Now let's get together

Let's walk everything in place. (walking in place).

To do the following, invite the children to sit at the tables.

Task 4 “Finish the sentence”

Speech therapist: guys, tell me, what is a proposal?

Children's answers: These are 2, 3, 4 or more words that are friendly with each other.

Speech therapist: Look at your table, there are cards with pictures (airplane, flower, table, balloons, fish, sock). (work with handouts)

And now we will play the game “Finish the sentence.” I will start a sentence, and you, using a picture that matches the meaning, finish it.

Flying in the sky.....

Growing in the park…..

In the room there is…..

Masha has an airy...

The fishermen caught......

Grandma knitted...

Children hold up their pictures and repeat the entire sentence.

Speech therapist: Okay, we completed this task. Repeat what a sentence is (These are 2, 3, 4 or more words that are friendly with each other). (children’s individual answers)

Great, we can open the fourth word.

Task 5 “Turn a short word into a long one”

Speech therapist: And in order to open the next word, I suggest standing in a circle and playing. I will throw a ball to each of you and say a short word, and you will turn this short word into a long one. For example: cat - cat, in the second word there are more sounds, so it became longer.

Is the task clear? The game begins: ball-ball, table-table, car-car, doll-doll, etc.

Well done kids. You came up with long words correctly.

Speech therapist: You guys are very smart. You have correctly turned short words into long ones. So we can open one more word.

Open and read the fifth word.

Task 6 “Draw a letter”

Speech therapist: Guys, pay attention that you still have cards on the table. They depict a circle. What letter does it remind you of? (O) What letters do you think a circle can be turned into? That’s right, if we add some imagination to the elements, then we’ll get a different letter. Now I'm turning you into magical artists! And then you will be able to turn an ordinary circle into bright, cheerful, mischievous letters. One, two, three, four five, we begin to draw..... (children complete the elements to make a letter). (music plays, children draw) Guys, show us what you have done. (children show and name the resulting letters)

Speech therapist: Wonderful. We got such different, bright letters. We can open the last word, read the entire proverb.

Offers to open the last sixth word and read the proverb.

“A tree is held together by its roots, and a person is held together by its friends.”

On the video screen: the clowns thank the children and say that they are true friends. They say goodbye.

Speech therapist: Look, the clowns are very happy and grateful that you helped them. Did you like helping the clowns yourself? Which task was the most interesting? Difficult? What new have you learned? What's your mood?

And I liked playing with you and completing tasks. You are so smart!

Guys, I have prepared a surprise for you (opens a beautiful box) look - emoticons, they are different joyful, thoughtful, sad. If it was easy for you in class today and you completed all the tasks, take a happy smiley face; if you encountered difficulties, but you tried to overcome them, take a thoughtful emoticon, and if it’s really difficult, take a sad one.

And for guests there is another box in it, too, with emoticons, if you were interested - happy emoticons, if you are bored and not interested - sad.

Now I invite everyone to the circle

Everyone gathered together in a circle

I am your friend and you are my friend

Let's hold hands tightly

And let's smile at each other.

Lesson objectives:

Review and consolidate your knowledge of sounds. Continue learning to distinguish between vowels and consonants.

Strengthen the ability to find the location of a sound. Continue learning to perform sound analysis of words: divide words into syllables.

Promote the development of sound analysis and phonemic awareness.

Develop oral speech, logical thinking, attention, fine motor skills of the fingers, cognitive ability.

To cultivate a desire to help the weak, goodwill, love and respect for birds.

Previous work: Reading the fairy tale “Geese and Swans”, guessing riddles, talking about birds.

Equipment: apple tree, stove, river, colored chips, object pictures, notebooks, pencils, apple, basket of apples, picture of a tit.

1 Org. Moment

2 Statement of the topic and purpose of the lesson.

Educator: Today, guys, during our literacy lesson we will go on a journey through a fairy tale. And according to which fairy tale, you have to guess.

In a fairy tale the sky is blue

Birds are scary in a fairy tale

Apple tree save me

River save me

(Geese-swans)

Guys, we received a letter from Alyonushka, she asks us to find and save her brother Ivanushka, the swan geese took him to Baba Yaga. Shall we help Alyonushka? To start traveling through a fairy tale, let's say the magic words.

Ra-ra-ra - the game begins.

SA-sa-sa- miracles await us on the way.

(Baba Yaga runs out to the music)

Why did you come here? I won’t give you Ivanushka, you won’t find him.

(Baba Yaga runs away)

Guys, where does Baba Yaga live? (in a dense forest)

3. Phonetic exercise

Wolves howl in the forest ooooh

Leaves rustle shhhh

Snakes crawl and whistle ssss

What did we say? (Sounds)

What are sounds? (we hear, pronounce)

What sounds are there? How are consonants different from vowels?

Guys, look at the tree? What kind of tree? (apple tree). Let's ask the apple tree where the geese and swans took Ivanushka?

Apple tree, apple tree, tell me, where did the geese and swans fly?

Play with the apple. Game "Sounds Lost".

(pass the apple while calling the word)

...arelka, ...tul, ...osuda, ...yba, ...urtka, ...kaf, ...ozhka, ...iraf, ...ilka.

Fizminutka

There is a hut in the dark forest (we walk)

Standing backwards (turning)

There is an old woman in that hut (tilts)

Grandmother Yaga lives (turn back)

Crochet nose (show nose)

Eyes big (show eyes)

Like embers are burning

Wow, how angry? (we shake our fingers)

The hair stands on end.

Guys, look, we've reached the river, maybe the river knows where the geese-swans Ivanushka

Taken away? Let's ask. River, river, where did the swan geese fly? We need to go across the river. To cross the river, you need to correctly identify the soft and hard sounds with which the words on the cards begin.

Lemon green chip

Blue chip fish

(Working with cards and chips)

Well done, guys! We did it. So you and I crossed the river.

We meet the stove

Oven-oven where did the geese-swans fly? Determine the place of the sound and in the words of the task a titmouse flew to us. She wants to help us. Like a word, a titmouse has a beginning - a head, a middle - a body, and an end - a tail. Where do tits live in the summer? And in winter? Why?

Tits bring great benefits to forests, parks and gardens.

The great tit eats as many insects per day as it weighs.

Fizminutka

Hands up

And shook it

These are trees in the forest

Arms bent

Quietly shook

These are trees in the forest

Hands raised, wave smoothly

These are the birds flying towards us

How will they sit down too?

Let's show you, put your hands back.

(Baba Yaga runs out to the music)

Guess the riddle

On the edge

On the track

The house is worth

On chicken legs

Sound analysis of the word izba

How many sounds are there in a word? (4)

1 star? (and) vowel

2 stars? (h) consonant, hard, voiced.

3 stars? (6) consonant, hard, sonorous.

4 stars? (a)vowel

How many syllables are there in this word? Well done!

Baba Yaga, I won’t give up Ivanushka, shade my hut, then I’ll let you go.

Working in a notebook

Baba Yaga: You completed the tasks, take your Ivanushka.

Ivanushka: Thank you guys for saving me from the evil Baba Yaga. The apple tree gave you apples,

Help yourself

We invite preschool teachers of the Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their teaching material:
- Pedagogical experience, original programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with families and teachers.

Why is it profitable to publish with us?

Requirements for the educational preparation of children in recent years have become significantly stricter than before. Now in kindergarten they begin to study foreign languages, music, logic, and get acquainted with the world around them, starting at the age of four. Arriving in the first grade of secondary school, the child already has a significant amount of knowledge. It’s too early to say how such a load affects children’s brains. Certain conclusions can be drawn only in two to three decades, when several generations have studied under this program. Nevertheless, literacy training in the preparatory group is one of the most important elements of preparation for school, and a lot of attention is paid to it. Teachers believe that, in addition to knowledge, the child needs to instill learning skills; only then will he be able to perceive new material and use it effectively.

Teaching literacy in the preparatory group: main aspects

Very often, educators and parents ask one common question: “Is it necessary to teach a child who has not reached the age of 6 years?” Some people think that before literacy training begins in the preparatory group, no attempts should be made to develop children in terms of reading.
This opinion is fundamentally erroneous, since the main function of a kindergarten is And here it is very important to begin the educational process in the senior group, that is, in the second half of preschool childhood.

Well-known teachers, such as Vygotsky L.S., believe that at the age of up to 5 years the educational program should not yet be of a sharply differentiated nature, however, starting from the age of five, it is necessary to take into account all the features of the development of children's thinking and psyche, using a clear division of education according to categories. Only this method will allow you to achieve the best results.

Research conducted by employees of research institutes in the field of education has shown that when teaching, it is extremely important to give children knowledge not only in one specific area, but to provide them with a whole system of concepts and relationships. In order for preschoolers to be able to perceive everything new and assimilate material, it is necessary to use a wide variety of educational methods.

Teaching literacy in the preparatory group of kindergarten is one of the most basic areas in the process of preparing for first grade. It is necessary for children to learn to understand the sound meanings of spoken and read words.

An indispensable condition for the literacy of a child, teenager and adult is the ability to compare different units of phonetic reality. In addition, preschoolers must develop specific speech skills.

By and large, speech therapists advise starting to learn sounds and letters in the older group. The fact is that at the age of 4 to 5 years, children have a very acutely developed so-called linguistic sense. During this period, they absorb all new lexical and phonetic information like a sponge. But after a year this feeling gradually decreases. Therefore, it is best to start learning to read and write early. In the preparatory group, the sound and letter "M", for example, are studied over several lessons, but children of five years old acquire this knowledge in just one or two lessons.

The most popular method of teaching literacy

One of the sources of teaching activity was D.’s book “Native Word”, published back in the 19th century. It outlined the basic methods of teaching children to read and write. Since reading was considered one of the most important elements of education, the issues of its teaching have always been very relevant.

It is highly recommended that you read this book before starting the Literacy Lesson. The preparatory group is the most difficult period of preparing children for the school program, so here you need to be extremely attentive to the individual mental and psychological characteristics of each child. Methods developed by linguists and teachers will help with this.

Ushinsky created a sound analytical-synthetic method of teaching literacy, which is based on considering letters not as individual elements, but as an integral part of words and sentences. This method allows you to prepare your child for reading books. In addition, it makes it possible to awaken children’s interest in literacy, and not just force them to mechanically learn and remember letters. This is very important. Ushinsky proposes to divide the entire teaching process into three components:

1. Visual learning.

2. Written preparatory exercises.

3. Sound activities to promote reading.

This technique has not lost its relevance today. It is on this basis that literacy training is built. The preparatory group, whose program is very rich, gets acquainted with reading in exactly this sequence. These stages make it possible to gradually and gradually present the child with all the necessary information.

Literacy training in the preparatory group according to Vasilyeva

One of the methods used in kindergarten was developed in the 20th century. Its author was the famous teacher and speech therapist M. A. Vasilyeva. She developed several programs for which you need to study. They are based on a natural sequence on which the lesson “Teaching literacy” should be based. The preparatory group is intended for children who are already quite large and capable of understanding a lot. First, they need to be taught to isolate a separate sound, and then consider it in text accompaniment. This method has many features and advantages.

How does teaching literacy in the preparatory group proceed according to Vasilyeva’s method? The sound and letter "M", for example, are presented as follows: first, the teacher simply shows images in various versions (graphic picture, three-dimensional, bright and multi-colored). Later, when this knowledge is consolidated, you can move on to the next stage. The teacher introduces the children to words that contain this letter. This allows you not only to learn the alphabet, but also to master the basics of reading. This is the most preferable sequence.

Psychological features of teaching in kindergarten

Before you start looking at letters and sounds with your kids, there are a few important things to understand. What are the psychological foundations of such a process as learning to read and write? “The preparatory group,” Zhurova L.E., the author of numerous works in the area under consideration, notes, “is an unusually plastic material that allows you to perceive and reproduce a wide variety of concepts and behavior patterns.” The process of learning to read depends largely on the methods of teaching. It is very important that the teacher correctly targets children and lays in them the foundations of preparing for school. What is the final goal and letters? This is reading and understanding what is written in the book. This is obvious. But before you understand the content of the book, you need to learn to perceive it correctly. Text is a graphic reproduction of our speech, which is then converted into sounds. They are the ones that must be understood by the child. At the same time, it is very important that a person can reproduce the sound in any word, even an unfamiliar one. Only then can we say whether literacy training is a success. The preparatory group, whose program includes an introduction to the Russian alphabet, should become the foundation for children’s further literacy.

A child's ability to reproduce sounds

When a baby is just born, he already has innate reflexes. One of them is the ability to respond to surrounding sounds. He responds to the words he hears by changing the rhythm of his movements and becoming animated. Already in the third or fourth week of life, the child reacts not only to loud, sharp sounds, but also to the speech of the people around him.

It is obvious that simple phonetic perception of words is not the key to successful learning to read. Human speech is extremely complex, and in order to understand it, it is necessary for the child to reach a certain level of mental and emotional maturity.

Researchers have found that the vast majority of children between the ages of six and seven cannot yet separate words into syllables. Therefore, literacy training in the preparatory group should be built in strict accordance with these features. Under no circumstances should you give a child a task that his brain is simply not able to cope with due to its immaturity.

The direct process of learning to read and write

Methodologists of each educational institution are involved in the development of a program for introducing preschoolers to letters and sounds. That is why classes in different kindergartens can differ significantly. But, despite external differences, the meaning of the educational process is the same throughout the entire education system. It includes three stages already listed above.

Of course, when directly studying letters, the teacher takes into account many factors: the mood of the children at a given moment, their number, behavior, as well as other important little things that can improve or worsen perception.

The importance of sound analysis in teaching reading

Recently, many speech therapists have expressed the opinion that the methods used to introduce literacy are already outdated. They argue that at this stage it is not so important. That is, first you just need to ensure that children remember the graphic representation of the letters, without trying to reproduce their sounds. But this is not entirely correct. After all, it is by pronouncing sounds that the child will hear them and be able to better perceive the speech of other people.

Planning literacy instruction in pre-kindergarten groups

If you go to a preschool in the middle of the day, you may get the impression that chaos reigns there. Children play in small groups, and some even sit on a chair and draw. But that's not true. Like everything else that happens in kindergarten, it has its own program and literacy training. The preparatory group, whose lesson planning is subject to strict recommendations of the Ministry of Education, is no exception. The program is drawn up for the academic year, agreed with the methodologists and approved by the person in charge of the preschool institution.

How to make lesson notes

Literacy learning does not take place in any random order. At first glance, it seems that the teacher is simply playing with the children, but in fact this is part of getting to know the letters. The course of the lesson is determined by the teacher, and a pre-prepared outline helps him in this. It indicates the time that will be devoted to study, the topic that should be covered, and also outlines a rough plan.

Foreign literacy experience

So far, new methods developed by foreign specialists are not being widely introduced into the Russian system. The two most popular methods of teaching that came to us from other countries are the Montessori and Doman systems.

The first implies an individual approach to each child and comprehensive creative development. The second involves studying not letters and sounds separately, but entire words at once. Special cards are used for this. A word is written on each of them. The card is shown to the child for several seconds, and what is depicted on it is also announced.

It is difficult to implement in municipal kindergartens, since the number of pupils does not allow paying enough attention to each of them individually.

The Doman system is criticized by Russian speech therapists, who claim that it is applicable for learning English, but not suitable for Russian.

Gaisina Lucia Gabdrakhmanovna, senior teacher
MBDOU No. 54 “Iskorka”, Naberezhnye Chelny

Inability to read or slow (letter by letter) reading is a serious problem in a child's schooling. In addition, it is more difficult for a seven-year-old child to master reading than a six-year-old child. But before you start reading, the child must learn to hear what sounds words are made of, that is, learn to conduct a sound analysis of words. It turns out that between the ages of 2 and 5 years, children are very interested in studying the sound component of speech. You can take advantage of this interest and introduce the child to the wonderful world of sounds and thus lead him to reading by the age of six. The structures responsible for reading abilities evolve along with general language abilities. Recently, their “rejuvenation” has been observed. And a large number of children begin to learn to read under the guidance of incompetent mentors - relatives, older schoolchildren, teachers. Currently, the “market” of pedagogical services has become very diverse, but to a certain extent spontaneous. For example, many original programs and methodological developments have appeared for teaching literacy to preschool children, and not always of high quality. Some compilers of educational programs, as well as teachers and parents who are not familiar with the patterns of development of written speech, allow serious methodological errors. For example:

The concepts of “sound” and “letter” are confused, which complicates the processes of sound-letter analysis and synthesis;

There is an arbitrary and chaotic acquaintance with letters without taking into account the patterns of development of their phonemic names (sounds) and especially violations of this development in some children. Age-related and functional phonetic-phonemic deficiencies (disadvantages of sound pronunciation and sound discrimination) lead to distortion, substitutions, omission of sounds when reading and make it difficult to perceive the text;

The names of consonant letters are given to preschoolers in alphabetical transcription [BE, EM, KA, EL]..., which can only be allowed after the child clearly distinguishes the concepts of “sound” and “letter”. This kind of work is carried out in speech therapy groups and, of course, at school. Or the names of consonants are given with the overtones [SE, KE]... Both of them lead to the corresponding reproduction of the phonetic series of the readable word [EMAEMA] or [MEAMEA] instead of the word MAMA, [SETEULE] instead of the word CHAIR;

Orthoepic grammar is not used, the introduction of which into the process of sound-letter analysis allows reading according to the rules of orthoepic (TOOTH - [ZUP], Lump - [KAMOK], VIEW - [ZHIL]...) and prevents errors such as deafening-voicing, unstressed positions of vowels, variations of hardness-softness, etc.

With such literacy training, even children with developed phonemic hearing involuntarily experience a disruption in the reading process, and their reading interest drops sharply. Retraining such “readers” at school creates discomfort in literacy lessons and reduces their effectiveness.

Thus, observations of children’s natural interest in letters indicate the need for literacy training in older preschool age. But this requires appropriate knowledge from preschool teachers and children’s parents.

Let's remember:

Sounds are sounds we hear and pronounce.
Vowel sounds are sounds during the pronunciation of which the air stream comes out freely, neither lips, nor teeth, nor tongue interfere with it, therefore vowel sounds can sing. They sing (voice, say), can sing any melody. For vowel sounds, we came up with “houses” in which they will live. We decided that vowel sounds would live only in red houses (red circles or squares).
Consonant sounds are sounds in which the air stream encounters an obstacle when pronounced. It is either her lips, teeth, or tongue that prevent her from coming out freely. Some of them may pull (SSS, MMM,) but none of them can sing, but they want to sing. Therefore, they AGREE to be friends with vowels, with whom they can also sing any melody (ma-ma-ma-...). That's why these sounds were called CONSONANT sounds. We also came up with “houses” for consonants, but we decided that they would be solid blue for consonants (blue circles or squares), for soft consonants - green (green circles or squares).
Hard consonant sounds [P, B, T, D, M, K, G, ...] - sound angry in words (firmly).
Soft consonant sounds [ПП-П", ББ-Б", Т-Т", Дь-Д", ММ-М"...] - sound affectionate in words (soft).
The sounds [Ш, Ж, Ц] are always hard, they do not have a “soft” pair (no “affectionate” brothers).
The sounds [Ch, Shch, Y] are always soft, they do not have a “hard” pair (no “angry brothers”).

To master the initial skills of reading and writing, a certain readiness of the sensorimotor and intellectual sphere of children is required. The most important component of preschoolers’ successful work in mastering literacy is the development of phonemic awareness. Since literacy training is based on speech hearing, phonemic perception and the skills of sound and then sound-letter analysis, there is a need for earlier identification of phonemic hearing deficiencies in children and organization of systematic work on its development. In children aged 3 to 5 years, increased sensitivity to the sound side of speech is observed. In the future, such receptivity is lost, which is why it is so important at this age to develop phonemic hearing and speech perception, and not immediately offer letters that belong to another linguistic reality - the sign system. That is, when learning to read and write, it is necessary to have a pre-letter, purely sound period of learning, which will go through a number of stages: from the ability to distinguish sounds (both speech and non-speech) to sound analysis and synthesis. That is, before starting to read, a child must learn to hear what sounds words are made of and conduct a sound analysis of words (name in order the sounds that make up words). Children must comprehend a certain system of patterns of their native language, learn to hear sounds, distinguish vowels (stressed and unstressed), consonants (hard and soft), compare words by sound, find similarities and differences, divide words into syllables, make words from syllables, from sounds. Later, learn to divide the speech stream into sentences, sentences into words, and only after that become familiar with the letters of the Russian alphabet, mastering the syllable-by-syllable and then continuous reading method. Thus, work on preparing preschool children for learning to read and write should begin with young children, with the development of their auditory attention, and end with the formation of initial skills in sound-letter analysis in children of older preschool age, that is, initial learning to read and write in printed letters.

In addition, recently, among children attending general education groups of kindergartens, there has been a sharp increase in the number of children with speech disorders, especially with FFSD (phonetic-phonemic underdevelopment of speech). In these children, in addition to impaired sound pronunciation, there is a pronounced underdevelopment of phonemic hearing. These children have the so-called primary phonemic hearing, which provides them with understanding of speech and everyday communication, but is insufficient for the development of its higher forms necessary for dividing the sound stream into words, words into its constituent sounds, and establishing the order of sounds in a word. These children are not ready to perform special mental actions to analyze the sound structure of a word. The phonemic awareness of such children urgently needs to be consistently developed, starting from a young age.

Children from 3 to 4 years old.

To develop phonetic-phonemic skills in children (correct pronunciation and ability to distinguish sounds) side of speech in order to prepare for learning sound analysis. Children need to be introduced to the sounds of the world around them, sound as a unit of speech. Learn to isolate sounds from the general flow, recognize who or what makes them. Terms describing sound (vowels, consonants) are not used. Learn to highlight a vowel sound in a voice following an adult, which prepares children for the intonation of any sound in a word. These exercises are carried out in a playful way.

Development of fine motor skills is also necessary (movements of the hands and fingers) in order to stimulate speech development and prepare the hand for writing.

Children from 4 to 5 years old.

Develop phonemic side (distinguishing sounds) speech in order to prepare children to master the sound analysis of words. Learn to identify individual sounds in words, determine the first sound in a word, select words with a certain sound and distinguish between hard and soft consonants by ear (without using the terms themselves). For children of this age, you can call hard consonant sounds “big”, or even better, “angry” brother (brother, brother), soft consonant sounds - a “younger”, or even better, an “affectionate” brother. Then it will be easy for children to move on to the terms “hard consonant sound” and “soft consonant sound.” Give an idea of the length of words (short and long), introduce the division of words into syllables based on the isolation of vowel sounds (the term “syllable” is not used). Divide words into parts (pieces), tapping, clapping, etc. rhythmic-syllable structure. Substituents are used as an auxiliary agent (small chips, toys), visually depicting individual parts of words, which is a prototype of the graphic recording of words. They learn to highlight certain consonant sounds with their voice - sounds that can be pronounced in a drawn-out manner (M – Мь, В – В, Ф – Фь, Н – Нь, Х – Хь; then whistling, hissing, and then L – L, R – Rb). Provided that children pronounce those of them that are proposed for highlighting. Then, for intonation highlighting by voice, sounds that cannot be drawn out by voice are proposed: plosive, labial and others (H, Ш, Д – Дь, Т – Ть, Г – Гь, П – Пь, Б – Бъ, И).

Form the movements of the hands and fingers in order to prepare children for writing.

Children from 5 to 6 years old.

Develop the phonemic side of speech. Determine the length of words (measure the syllable structure of words with claps, steps). You can enter the term “syllable” and make a graphical record of syllabic division. It is necessary to continue to highlight given sounds in words, select words for certain sounds, and isolate the first sound in a word. The ability to identify sounds in words helps children analyze the sound composition of words. And this is already the first stage of learning to read and write and a prevention in the future from missing letters when writing. Introduce the term “vowel sound” and its designation with red chips, then the term “consonant sound” with its division into “hard consonant sound” and “soft consonant sound” and with their designation with blue and green chips (signals) respectively. Using didactic material (chips, signals, circuits) children can build conditionally symbolic models of varying complexity, which makes sound analysis materialized and quite accessible to children of this age.

Form graphic skills (prepare the preschooler’s hand for writing). By this age, preschoolers can already voluntarily control their hands and fingers. Graphic skills are well formed in the process of special exercises and the design of various objects by analogy, verbal model, memory, and design. During the exercises, children use colored pencils to trace the contours of objects, do shading, etc.

Children from 6 to 7 years old.

If children from 3 to 5 years old mastered the sound side of speech, then from the age of 6 they can already engage with the sign side of speech with great interest, that is, learn to read. But reading is not automatically born from knowing the alphabet. When showing your child letters, you should know and follow certain rules and principles.

Recognizing a letter in its connection with a sound
Merging several letters into a syllable.
Merging several syllables into a word.
Combining several words into a complete phrase.

Work on teaching literacy to preschool children must be carried out in three areas:

Continue to develop the sound side of speech, that is, continue to develop children’s skills in sound analysis and synthesis.
Introduce children to the sign system of language (letters).
Preparing a preschooler's hand for writing. (To the exercises on outlining, shading, etc., “writing” block letters, constructing letters from individual elements, depicting written letters by dots, etc. is added. Teaching writing in full - only at school).

All material for reading and “writing” in the initial stages of learning to read and write must be selected in such a way that its spelling completely coincides with pronunciation. Learn to read first forward and backward syllables, then three-letter monosyllables (JUICE, SUK) words. Then you can learn to read two-syllable (MUSTACHES, WASPS, EARS; SLED, BRAIDS, etc.) words, then three syllables (RASPBERRY) words, and then words with two adjacent consonants (KNOCK, SLEDGE, WOLF, etc.).

It is necessary to work with individual split alphabets, since the learning process is more effective if the child “passes” letters and syllables through his fingers. In this case, the adult himself cuts and gives the child letters and syllables for each lesson in the required sequence, but in no case all at once.

Preparing Children for Literacy

The readiness of children to learn to read and write is the personal qualities of the child, the level of his mental and physical development. Training and upbringing in the 1st grade of school places a number of demands on children not only for their knowledge base, but also for their behavior, personal attitude towards a new way of life, new responsibilities and relationships with peers and teachers. To successfully master the school curriculum, it is important for a child in kindergarten to acquire the ability to listen and understand a teacher or friend, follow the instructions of adults, answer questions coherently, hold a pencil correctly, carefully use a book, and master basic manual skills.

The program for preparing for literacy learning includes the so-called preparatory period. Compared to the preparatory period at school, it is somewhat expanded.

From a psychological point of view, the initial period of learning to read and write is the formation of a new attitude towards speech. The subject of cognition becomes speech itself, its external sound side. Much attention is given to the development of children’s phonemic hearing, i.e., the ability to distinguish individual words in a sound stream and to compose syllables and words from sounds.

Children must learn to highlight words in a coherent short sentence, be able to indicate the number of words in it, and compose a sentence from these words. All these exercises will direct the child’s knowledge to learn the word.

When teaching in the classroom, the teacher uses various didactic games and exercises that will allow children to effectively and efficiently absorb the program material.

Primary school teacher MBOU "Shakhovskaya Secondary School" Shakhi village, Pavlovsky district, Altai Territory

This material is a summary of a literacy lesson for children in the preparatory group (6-7 years old). Lesson topic: Sound [ch’], letter Ch.

Summary of a lesson on teaching literacy in the preparatory group

Topic: Sound [ch’], letter Ch.

Goals:

Create conditions for becoming familiar with the sound [ch’] and the letter Ch, which it is denoted in writing;

Highlight the characteristic features of the sound [h’], clarify its articulation;

To train children in the ability to isolate the sound [h’] against the background of a whole word, determine its place in a word, and come up with words with a given sound;

Develop children's phonemic hearing and fine motor skills;

To develop the ability to listen to the speech of an adult and each other, to work throughout the lesson.

Equipment: presentation, computer, projector, signal cards, emoticon cards, elements of the letter H for each child (made from velvet paper).

Progress of the lesson

1. Greeting. Checking readiness for class.

Hello guys! Check if you have everything you need for the lesson on your desks: notebooks, colored pencils and a simple pencil.

2. Psychological attitude, motivation for upcoming activities.

Today we have a lot of interesting work ahead of us, we will learn new things, enjoy successes, and cope with failures together.

Each of you has emoticons on your desks, please show your mood with them. (the teacher also shows a smiley face). I think that you will not be bored during the lesson, and by the end of our work your mood will only improve.

So guys, let's get to work!

3. Updating knowledge.

In the last lesson we learned a tongue twister. Let's remember her. (photo 1) (one child reminds the others)

Let's say it together slowly.

Now let's say it quickly.

Which sound is most common?

Let's remember what it is: consonant or vowel? Hard or soft? What else do we know about this sound?

What color on the diagram indicates a hard consonant? (photo 2)

Well done!

What letter represents this sound? (photo3). Let's call it all together.

4. Work on the topic of the lesson.

Today we must get acquainted with a new sound, learn a lot of interesting things about it, and also get acquainted with the letter with which it is denoted in writing.

In order to find out what kind of sound this is, guess the riddle: (photo4)

He is green, bouncy,

Completely non-prickly

It chirps in the meadow all day long,

He wants to surprise us with a song. (grasshopper)

Who is this? Have you seen real grasshoppers? Have you heard the grasshopper chirping?

I suggest you now listen to the chirping of a grasshopper, but in order to hear it, you and I need to freeze for a minute and listen carefully and carefully. (photo 5)

Did you hear the grasshopper chirping? Let's now try to turn into little grasshoppers and chirp: ch-ch-ch-ch-ch-ch.

What sound did you and I make just now?

Do you think the sound [h’] is a consonant or a vowel?

To find out whether it is hard or soft, let’s listen to the sounds in the words (we work in a notebook and according to the presentation). We got the pencils ready. What is shown in the first picture? Let's listen to the sounds in the word clock. (consistently highlight each sound in the word, give it a characteristic, paint the circles in the desired color: vowel sound - red, hard consonant - blue, soft consonant - green) What is shown in the second picture? Listen to the sounds in the word cup. (the work is carried out in a similar way) (photo 6)

So, you've completed the diagrams, well done! What can we now say about the sound [h’]? Guys, the sound [ch’] is also called hissing, just like the sound [w]. (photo 7)

5. Physical exercise on mats.

We're standing on the mat

We look in all directions,

Right, left, up and down,

Look and smile. (Turn your head right, left, up, down)

Raise your hands higher

Swing right, left.

That's it, one more time,

It works for us! (Image how the breeze shakes the trees)

Turn right, turn left,

And smile at your neighbor.

That's it, one more time,

Look at us all! (Rotate the body to the right, left)

Right, lean left,

Lean over, don't be lazy,

That's it, one more time,

Look at us all! (Tilts to the right, left)

Now let's go squat,

We are funny guys

That's it, one more time,

It works for us! (Perform half squats)

And now we'll all jump,

Like a cheerful ringing ball.

That's it, one more time,

Look at us all! (Jumping)

Raise your hands higher

Just breathe through your nose.

That's it, one more time,

And we'll finish now. (Breathing exercises)

6) Continuation of work on the topic of the lesson.

Guys, the sound [ch’] in writing is indicated by the letter Ch h (Photo 8). Let's call it correctly all together: che.

Look closely at the letter h: what does it look like? In your notebooks, circle the objects that the letter C resembles.

Guys, look, each of you has elements of the letter H on your desks, we will need to assemble a letter from them. (children form the letter H)

Well done, everyone completed this task quickly and correctly. Now run your finger over the letter C to remember it better. (children use their fingers to trace the letter, the elements of which are cut out of velvet paper)

Did you manage to remember the letter H better?

Now let’s take a closer look at the board; we have a very smart pen that can write all the letters. Today she will show us how to spell the letter C correctly (photo 9)

Let's now try to repeat the movements of the smart pen: we take simple pencils in our hands and try to write the letter C in the air.

Well, now, I think you are ready to work in your notebooks and write the letter H yourself.

7) Musical physical exercise.

8) Consolidation of acquired knowledge.

You guys are really great today, you’re doing such a great job that I think it’s time to play. There are pictures on the board depicting objects; you need to find among them those whose names contain the sound [h’].

Well done. Now let’s practice finding the letter C in words: the words are written on the board, you will need to find the letter C and circle it. (photo10)