The sound analysis process involves:
· the ability to identify stable semantically distinctive units - phonemes from the sound stream of a word based on their auditory-pronunciation differentiation;
· mastering the educational (mental) action sequentially, in order, isolating all the sounds in a word.
Thus, sound analysis should be considered as a complex process, developed according to the composition of operations (A. R. Luria, D. B. Elkonin, L. E. Zhurova, etc.) and requiring the formation of activity and volition from the very beginning.
If one of these components is not formed, disturbances in the formation of sound analysis may be observed. Therefore, an examination of the sound analysis of a word in children should be primarily aimed at finding which of the components involved in its formation turns out to be impaired or insufficiently formed.
Sound analysis, like any educational activity, is formed gradually. At the same time, the action itself remains the same - only the degree of its awareness, the degree of abbreviation and generalization of the operations through which it is carried out changes. Therefore, in the process of examining the sound analysis of a word, it is important to identify at what level of internalization its action occurs, i.e. degree of skill automation. For competent writing and correct reading, a high degree of automation and stability is required.
Taking into account the above provisions determines the examination procedure.
Sound analysis, as already indicated, cannot proceed without the participation of phonemic perception processes; complete preservation of phonemic hearing is required. In addition, the formation of speech hearing is carried out with the close participation of the articulatory apparatus in the process of active articulatory experience (N. Kh. Shvachkin, A. N. Gvozdev, etc.).
It is quite natural that for diagnostic purposes one should first of all focus on the characteristics of the child’s speech activity, determine whether there are any pronounced deviations in the formation of the sound side of speech (how the child pronounces certain sounds, the sound-syllable structure of the word), and also identify the ability to differentiate sounds into hearing and pronunciation.
First of all, it is necessary to identify what is the state of sound analysis available to the child. For this purpose, a technique is used to determine the number of sounds in a word.
The child is orally presented with a word and asked to say how many sounds it consists of. He is asked how many sounds, for example, there are in a word poppy, or in a word fur coat, or in a word card, or in a word photograph. First, phonetically simple (one- and two-syllable) words are offered, and then longer ones. In both cases, you should include sounds that may be difficult for children to pronounce or distinguish.
The examiner records what is accessible to the child and at what degrees of difficulty of the task he experiences difficulties. As for the latter, the examiner must determine, firstly, what sound-syllable structure, the isolation and pronunciation of which sounds (vowels and consonants) are difficult for the child and what position in the word these sounds occupy.
Special attention is also paid to whether the child experiences difficulties in differentiating an isolated speech sound from a similar acoustic sound and to what extent he can determine which sounds he pronounces correctly or incorrectly. If the child allows substitution, then you should ask him to choose words with the corresponding sounds. This will make it possible to determine whether the replacement is due to difficulties in distinguishing sounds or only to the inability to pronounce them correctly.
The examiner, using these techniques, gets a general idea of the child’s ability to perform a sound analysis of a word that needs further clarification. Since “the most important property characterizing the material, sound side of a word as a linguistic sign,” emphasizes F. L. Sokhnin, “is discreteness, linearity, and the temporal sequence of its constituent sound units”*, it is necessary to identify the degree of formation in a child of sound analysis as an action by definition temporal sequence of component sounds. To do this, he is orally called a word and given instructions to name sequentially (one after another) all the sounds in it. Words are used as material for examination of varying sound-syllable complexity. Here are some of them: house, cat, himself, fur coat, window, bag, tongs, pliers, grandmother, card, monkey, door, weaver, nest, friendship, cake.
For children who have already mastered, to one degree or another, the process of isolating sounds from words, words are selected for analysis that are not very often used in the learning process: polysyllabic, with a combination of consonants, with sounds that they pronounce incorrectly (such as birdhouse, inkwell, rattle, saucepan, shipwreck).
The examiner records how easily the child solves the task in front of him (whether there are any difficulties and how they manifest themselves) or whether he cannot cope with it at all, the nature and number of errors, as well as the level of completion. In order to determine the measure of mastery of an action, the examiner observes whether the child isolates each sound from a word, or omits one or the other part of it, losing the correct sequence of sounds, or skips, supplements or replaces individual sounds when analyzing only individual words; what sounds are these - vowels or consonants? Attention is also paid to the process of isolating sounds: does it occur immediately by pronouncing the word to oneself, “in the mind,” or slowly, in detail - based on loud or whispered pronunciation of the word out loud, “articulatory palpation of its elements "(A.R. Luria).
If the child cannot cope with the task on his own, then the examiner makes it easier for him to complete it: he himself clearly pronounces the word that the child must analyze, highlighting each sound included in it and thereby demonstrating the method of isolating sounds through their intoned pronunciation.
You can use the technique developed by D. B. Elkonin. The child is given a picture with a diagram of the sound composition of a word, which has as many cells as there are sounds in the name of the object depicted in the picture. The child must say the name word out loud, highlighting all the sounds in it. Each sound is indicated by a chip. The chips are placed in the cells of the diagram in the sequence in which the sounds appear in the word.
An indicator of the level of development of sound analysis is the child’s ability not only to consistently identify the sound elements of a word, but also to independently determine them. To determine how much a child masters this, you can use the following technique: transforming words by replacing, rearranging or adding sounds and syllables. The child is given a word to analyze and is asked to change, for example, a vowel sound in it, while saying what other word will come out (juice- bitches), or rearrange the sounds and name the resulting word (brands- framework). You can invite him to come up with words consisting, for example, of 3 sounds, in which the second and third are known (house, com, som, scrap and etc.).
In order to determine the degree to which a child has mastered the action and abbreviation of the operation of sound analysis, after he has identified the sequence and number of sounds in a word (provided that the child copes with this task to one degree or another), one should study how he extracts sounds from the analyzed word “individually” "
For this purpose, the following techniques are proposed:
· naming the second, third, fifth and other sounds in a word;
· independent naming of words in which a certain sound would be in the second, fourth, seventh, etc. place;
· determination of the number of vowels and consonants in the analyzed word.
As when using the previously mentioned techniques, the examiner monitors and records how the child performs the task assigned to him: immediately, “in his mind,” or in detail, first identifying in order all the sounds in the word, determining the place of a particular sound. The nature of mistakes and the ability to control one’s own actions are also noted.
A special place is occupied by techniques that make it possible to determine not only the degree of abbreviation, but also the generality of the action being performed. These include, in particular, the technique of naming sounds in a word that come before or after a certain sound. The child is asked to say what sound is in the word size comes after or before 3 (3") or what sound is in the word firewood standing in front of IN or after D etc.
Using this technique, the examiner receives data characterizing the ability not only to isolate a sound from the whole, but also to evaluate the position of sounds in relation to each other, i.e. perform certain logical actions, consciously master sound analysis.
From the very beginning of its formation, sound analysis is a voluntary activity. To analyze a word, a child must retain it in memory, distribute his attention between its various sound elements, concentrate on determining the position of the sound in the word, etc. Therefore, the last group of techniques is aimed at identifying whether this aspect of the child’s activity is suffering.
The following techniques are distinguished in this group:
1. Isolating the last sound in the word being analyzed and the child coming up with words with this sound so that it stands in second, third or any other place (horns- sana, hut- cat). Words ending in both a vowel and a consonant are presented.
2. Determining the 3rd sound in a word (vowel or consonant) and coming up with words with it, where the highlighted sound would be at the beginning of the word, in the middle and at the end. For example, in the word Masha, the child must make a sound Sh and say three words with it like hat, bear, pencil.
3. Naming words consisting of three, four and five sounds, and highlighting the sounds in them in the sequence in which they are located in words.
4. Inventing words or selecting pictures depicting objects whose names begin with a certain sound, for example, the sound C, but that after the sound C there must be a vowel A.
5. Naming words that include two oppositional sounds at once: S and Sh or C and Ch: (dryer, inkwell etc.).
The last technique allows you to simultaneously identify the possibilities of distinguishing sounds.
The examiner pays attention to how the child can act according to complex instructions, whether he is able to master the task proposed to him and begin to complete it, or whether he retains in memory only one of the conditions of the task, and not the task assigned to him. When attention is distracted, inability to listen to the task and control the results of one’s own actions, impulsiveness, etc. Sound analysis tasks will be performed by the child unsteadily and erroneously, because they have not mastered the assigned task.
For writing and especially for reading, not only analysis, but also the synthesis of the sound elements that make up the word is of great importance. Therefore, along with sound analysis, sound synthesis of a syllable and a word should become a special form of examination. For this purpose, the child is presented with individual sounds, for example s-a, and is asked to say which syllable should be obtained. The material for the examination is straight syllables (sa, pu), reverse syllables (an, ohm), closed syllables (sas, lam), syllables with consonant clusters (one hundred, one hundred) and etc
A lightweight version of this technique is synthesis following analysis. The child is orally presented with a syllable, he identifies the sounds that make it up, and then says which syllable these sounds make up. A more complex option is when the child is presented with individual sounds, for example bag, and he must say what word they will form. Or the child must identify the missing syllable in the word. The examiner names one of the syllables and invites the child to add the missing one to make a whole word. The last technique can be classified as “anticipatory synthesis” techniques, i.e. predicting a word based on the perception of its individual elements, which is especially important for reading.
This system of techniques aimed at identifying the various components involved in the formation of sound analysis and synthesis allows us to obtain specific data for assessing the level of the latter.
Tasks:
- Mastering the sound analysis of words
- Development of ideas about vowel sounds
- Development of the ability to distinguish vowels from consonants
- Learning to draw graphic lines
Materials for the lesson: picture diagram of the word elephant, red and blue chips, pencils, workbooks, prize chips, pointer, cards diagrams of the word elephant for children.
Lesson plan
I. Organizational moment
II. Main part
Di “Who is attentive?”
Sound analysis of a word
Di “What sound got lost?”
Di "Chain of Owls"
III. Working in a notebook
IV. Lesson summary
Progress of the lesson
Good morning, friends!
It's a beautiful day
Because it contains you and me!
Let's start our lesson with a smile, because it's always nice to communicate with a cheerful, friendly person. Smile at each other, smiles will make us all feel more comfortable and warmer! I am glad to welcome you.
Immersion in the topic of the lesson
Today we have a literacy lesson. In class we will learn how to analyze words and play games.
What sounds are there? (vowels and consonants)
What vowel sounds do you know? (a, o, y, uh, s, i)
What chip denotes a vowel sound? (red)
How are consonants pronounced? (while exhaling, with teeth and tongue blocking the mouth)
What chip denotes a consonant sound? (blue chip)
A game “Who is attentive?”
I will name the words, and you will guess what sound the word begins with. If the word begins with a vowel sound, show a red chip, if it starts with a consonant, show a blue chip.
Words: needle, nose, duck, heron, watermelon, bread, cloud, doll, excavator, snow.
Children show the corresponding chip.
Sound analysis of the word elephant
Today we will analyze the word that you will recognize after solving the riddle
What kind of giant is this?
Does he hold a fountain in his trunk?
He loves to wash his face
And the name is clean...! (Elephant)
There is a picture of an elephant on the board, one child works at the board, the rest are on the ground.
Say the word elephant, what is the first sound you hear? (-With-)
Is it a consonant or a vowel? (consonant)
What kind of chip does it indicate? (blue) Place the blue chip in the first square
What is the second sound? (-l-)
This is a consonant sound, we denote it with a blue chip, put the blue chip in the second cell.
What is the third sound? (-O-)
This is a vowel sound, we denote it with a red chip and put it in the third cell.
What is the fourth sound? (-n-)
This is a consonant sound, we denote it with a blue chip, put the blue chip in the fourth cell.
How many sounds are in the word elephant? (4)
How many consonants are there in the word elephant? (3)
How many vowel sounds are there in the word elephant? (1)
How many syllables? (1)
The rule is that there are as many vowel sounds in a word as there are syllables.
When the word has been analyzed, the children remove the chips under the dictation of the teacher.
Remove the first hard consonant, the vowel, the second consonant. What sound is left? (third hard consonant-n-)
Fizminutka
We are funny monkeys, smiling
We play too loud.
We clap our hands, clap
We stomp our feet, stomp our feet
Puff out our cheeks, puff out our cheeks
We jump on our toes and jump up
And we’ll even show each other our tongues, show our tongues
Let's jump together to the ceiling, jump up
Put your finger to your temple bring your finger to your temple
Let's open our mouths wider, open our mouths
And we make faces. make faces
A game “What sound got lost?”
Misha didn’t cut the wood,
Stove caps (slivers) drowned
Which word has a missing sound? (in the word caps)
Say: Splinter caps
A game "Chain of Words"
I say the word onion, and you come up with a word that begins with the last sound of the word onion, for example cat.
For each correct answer you will receive a chip.
Working in a notebook
I'll open my notebook
And I’ll put it on an angle
I won’t hide my friends from you -
I hold the pencil like this.
I’ll sit straight and won’t bend,
I'll get to work.
Pay attention to your seating position at the table. Children should sit straight, without touching the table with their chest, tilting their head slightly to the left; your feet should be on the floor, your hands should be on the table so that the elbow of your right hand protrudes beyond the edge of the table, and your left hand holds the notebook.
The pencil should rest on the middle finger, the thumb holds the pencil, and the index finger rests lightly on top (distance from the tip of the rod is 1.5 cm) and rules from above. The left hand moves the notebook up as the page is filled
Starting from the direction of the arrow, trace the outline of the elephant and finish by bringing it to the beginning of the arrow.
Then we begin shading the legs in the direction of the arrow - horizontally from left to right; we also shading the trunk with horizontal lines from left to right. We make the elephant's body with straight vertical arrows. The distance between the lines should be the same. Shown on the diagram.
Under the outline we write the outline of the word
Lesson summary
What did we do in class? What was especially difficult for you in the lesson?
Parents can help their child take the first steps in understanding the sound structure of words.
When starting games to develop sound analysis, you need to clearly understand the sequence of work
And Don't skip steps.
General rules for developing sound analysis skills:
- follow a strict sequence in presenting forms of sound analysis: isolating a sound from a word, determining the first sound, the last sound, establishing the location of the sound (beginning, middle, end of the word), complete sound analysis;
- follow the order of formation of mental actions: based on material means, in speech, by presentation;
- follow the sequence of presentation of words intended for analysis.The entire process of mastering sound analysis skills can be divided into two big periods :
- formation of skills of elementary analysis;
- training in sequential analysis with establishing the exact place of sounds in a word in relation to each other.First period, in turn, consists of parts:
- isolating a sound from a word, that is, determining the presence of a given sound in a word (whether there is such a sound in a word or not);
- determination of the first sound in a word; determining the last sound in a word;
- finding the place of a sound in a word based on three positions (beginning, middle, end of the word).In terms of the number of operations, the first period is more extensive, but the exercises proposed below are necessary, since with their help you can lead the child to the ability to conduct a complete sound analysis of a word of any structure. The sequence of formation of mental actions when teaching sound analysis is as follows:
- first, words are spoken to the child and the desired sound is highlighted in the voice, and the child listens to the word and raises a conditioned signal when he hears a word with the desired sound;
- then he must highlight this exaggeratedly pronounced sound and name it in isolation, outside the word;
- then the mental action moves into the speech plane - the child himself pronounces the word and extracts the given sound from it;
- and finally, the action takes place according to the idea, in the mental plane, when the word is not pronounced, and the child puts aside pictures with a given sound or comes up with words.This order of mental actions is used at the stages of formation of elementary forms of sound analysis.
When a child masters the sequential analysis of a word, he will first have to rely on additional auxiliary means: the sound pattern of the word and chips. The diagram consists of squares equal in number of sounds in a word.
The child listens to the word, identifies the sounds sequentially and at the same time places the chips in the squares of the diagram.
Then the sequential selection of sounds occurs without a ready-made diagram: the child pronounces the word, selects each sound and puts down the chips, and then draws a diagram according to the number of chips.
When the child can easily cope with laying out the chips, you can invite him to replace the chips with vowels and put them in the right place in the word. Consonants are still indicated by chips. And only after this the child is asked to conduct a sound analysis of the word without support, only on the basis of loud pronunciation.
At the very end of the work on the formation of sound analysis, the child will be able to name the number of sounds and pronounce them sequentially, without first pronouncing them loudly. The most difficult task is considered to be the request to choose a word consisting of a certain number of sounds.
What words can be offered to children to analyze their sound composition? Not all words can be immediately given for this type of work. There is a clear sequence of presentation of sounds at the first stage and an order of presentation of words at the second. The absolute strongest position for vowels is the position of the beginning of the word under stress, so every form of analysis should begin with stressed vowels. The sonorant consonants L, R, M, N are clearly heard in the word, so these sounds are also used at the initial stages. When highlighting the last sound, you can take voiceless consonants, since the end of a word for such sounds is a strong position, and they sound clearly, but voiced consonants are not used, they are deafened at the end of the word.
The plosive sounds K and G are difficult to highlight at the beginning of a word, they are difficult to pronounce with intonation, they merge with the subsequent vowel sound, so they should not be given to highlight the first sound, at least at the beginning of learning. Thus, it is recommended for use at the stage of teaching elementary sound analysis such a sequence of positions of the analyzed sounds.
To recognize the sound in a word:
- stressed vowel sounds (they are stressed at the beginning of a word, then stressed in the middle of the word);
- consonant sounds (they first allow you to search only for sonorant consonants R, L, M, N or voiceless consonants K, T, P, X, C, CH, S, standing at the end of the word);
- any sounds in any position in a word (except for iotated vowels, which can contain two sounds and therefore are not yet analyzed).To determine the first sound in a word:
- stressed vowels;
- sonorant consonants;
- fricative consonants S, 3, Zh, Sh, Ch, Shch;
- other consonants.To determine the last sound:
- stressed vowels;
- sonorant consonants;
- fricative consonants.To determine the place (beginning, middle, end of a word), the sequence is the same as when determining the first and last sounds.
Let us now present the sequence of words presented for complete sound analysis. The general rule when choosing words is not to use words that do not have a complete correspondence between sounds and letters. Therefore, words with iotated letters I, E, E, Yu, Ъ and ь, with voiced consonants B, V, G, D, Zh, 3 at the end of the word and in the middle before the consonants (such as spoon, garden bed) are not suitable. . As for words with unstressed vowels, they are taken not at the early stages, but after preliminary work with monosyllabic words, and at the beginning, disyllabic words have unstressed vowels U and Y, as they are least susceptible to reduction. You shouldn’t completely abandon words with unstressed vowels, you can just pronounce them orthographically - [goat], and not [kaza], as we pronounce according to orthoepy standards. Children will remember these words and this will be propaedeutics for spelling unstressed vowels.
So, the order of the analyzed words is as follows.
- words with two vowels (such as ay);
- words made of two sounds (such as mind);
- words with three sounds (such as cancer);
- words of two open syllables (like mom);
- words of one syllable with a combination of consonants (such as wolf);
- words of one syllable with a combination of consonants (such as table);
- words of two syllables (such as bag);
- words of three open syllables (like cow).To prevent parents from making mistakes in selecting the right words for analysis, we will provide an approximate list of words that meets the above rules. Of course, parents can use their own words, the main thing is that they meet the listed requirements.
Forms of sound analysis for preschoolers
Words with stressed vowels at the beginning of a word (used to recognize vowels in a word).
A: address, Alla, Anna, Ada, August, author, alphabet, stork, scarlet, angel, arch, harp, aster, atom;
A: Olya, hoop, cloud, general, vegetables, sheep, lake, perch, order, autumn, donkey, island, rest, vacation;
U: Ulya, corner, coal, fishing rod, dinner, knot, narrow, hive, street, smart, oral, duck, morning;
And: Ira, Igor, willow, name, iris, frost, spark;
E: Elya, echo, this, this, this.Words with stressed vowels in the middle of the word (used to recognize vowels in a word).
A: hall, poppy, cancer, park, March, hour, tap;
O: pillar, night, umbrella, house, crowbar, catfish, elephant, sheaf, port;
U: friend, bison, goose, beam, shower, bow, knock, steering wheel, sound, beetle, grandson;
And: mushroom, tiger, leaf, shield, whale, rice;
Y: smoke, son.Words with sonorant consonant sounds at the beginning of the word (used to highlight the first sound in the word).
L, L": lamp, lily of the valley, swallow, lemon, moon, fox, leaf, boat, meadow, bow, skis;
M, M": poppy, mother, March, mask, oil, peace, bowl, sea, bridge, fly, soap;
N, N": knife, socks, nose, notes, number, thread, low;
R, R": radio, rainbow, cancer, rocket, frame, dew, rice, rack, rails.Words with sonorant consonants at the end of the word (used to highlight the last sound in the word).
L, L": table, chair, dust, floated, carried, mowed, station, pencil case, knot, chalk, eagle, football, corner, floor, story, stranded, distance;
M, M": tower, cream, hill, crowbar, catfish, atom, noise, smoke, raisin;
N, N": drum, sofa, ocean, glass, pocket, banana, tulip, tap, chestnut, order, maple, penguin, dinner, shop, peacock, decanter, forge, belt, stone, stump;
R, R": samovar, bazaar, sugar, ball, tiger, cedar, clover, carpet, fan, number, coach, boat, evening, world, kefir, calendar, primer, dictionary.Words with voiceless consonants at the end of the word (used to emphasize the last sound in the word).
K: broom, bell, puppy, cup, buzzer, stocking, castle, lesson, skating rink, hammer, beetle, bow, spider, tie, bull;
P: syrup, dill, carp, sickle, soup;
With: kvass, chas, forest, dog, rice, box, nose, pump;
G: bow, bandage, lettuce, robe, brother, package, ticket, whale, shield;
F: wardrobe, scarf;
X: moss, peas, rooster;
C: pepper, knapsack, palace, cucumber, arctic fox, father;
H: doctor, sword, brick, beam, ball;
W: hut, shower, lily of the valley, baby, reed;
Sh: cloak, bream.FULL SOUND ANALYSIS
Words made of two sounds: mind, mustache, ah, oh.
Words made of three sounds: cancer, poppy, onion, world, hour, house, catfish, cheese, rice, feast, boron, cat.
Words of two syllables: stork, duck, sheep, willow, ears.
Words of two open syllables: mother, frame, vase, geese, fur coat, skis, soap, knives, watches.
Words of one syllable with a combination of consonants: table, elephant, crane, chair, rook, wardrobe, plan, raft, cloak, doctor.
Words of one syllable with a combination of consonants: wolf, cake, scarf, beaver, March, umbrella, bush, bridge, leaf, elevator.
Words of two syllables with a combination of consonants: bag, cat, mask, desk, stick, lamp, brush, mouse, bear.
Words of three open syllables: cow, shovel, straw, crow, magpie, road, Marina, dog.L. M. Kozyreva “Development of speech. Children 5-7 years old"
DEVELOPMENT OF PHONEMATIC HEARING AND SOUND ANALYSIS.
EXERCISE No. 1
An adult gives the child two circles - red and green - and offers a game: if the child hears the correct name of what is shown in the picture, he must raise the green circle, if the wrong name - red. Then he shows a picture and pronounces the sound combinations loudly, slowly, clearly:
BAMANVAVANALBOMALPOM
PAMANDAVAYABOMALMOM
BANANBAWANANBOMALYNOM
BANAMVANANAVBOMABLEM
VITAMINVITANII CELL OBJECT
MITANINMITAVINKETKAKVEKTA
FITAM IIFITAVINKLETTATLEKTA
VITALIMVITANIMTLETKAFLOWER
The child raises the appropriate circle each time.
EXERCISE No. 2
The child is asked to repeat similar words, first by 2, then by 3 in the given order:
poppy-bak-takmotok-roller-stream
tok-knock-takbaton-bud-concrete
bull-buck-bokbooth-pipe-duck
lady-house-smoke-fleece-branch
com-house-gnomecage-whip-filmpumpkin-letter-booth
Note. When reproducing words, knowledge of concepts is not necessary. The peculiarity of this and subsequent selections of words is that they are accessible in terms of sound composition and do not contain difficult-to-pronounce sounds.
EXERCISE No. 3
Of the four words clearly pronounced by an adult, the child must name the one that differs from the rest:
ditch-ditch-cocoa-ditch
com-com-cat-com
duckling-duckling-duckling-kitten
booth-letter-booth-booth
screw-screw-bandage-screw
minute-coin-minute-minute
buffet-bouquet-buffet-buffet
ticket-ballet-ballet-ballet
pipe-booth-booth-booth
EXERCISE No. 4
From every four words named by an adult, the child must choose a word that is not similar in sound composition to the other 3:
poppy-buck-so-banana, catfish-com-turkey-house, lemon-wagon-cat-bud, poppy-buck-broom-cancer, scoop-gnome-wreath-skating rink, heel-cotton-lemon-tub, branch -sofa-cage-net, skating rink-house-skein-flow.
And so on.
EXERCISE No. 5
Reproduction of a syllabic sequence with a change in stressed syllable.
ta-ta-tapa-pa-pa ka-ka-ka
ta-ta-ta pa-pa-pa ka-ka-ka
ta-ta-ta pa-pa-pa ka-ka-kafa-fa-fana-na-na
wa-wa-waba-ba-ba
ma-ma-maga-ga-ga
EXERCISE No. 6
Reproduction of syllable combinations with one consonant and different vowel sounds.
ta-to-tunu-ny-nabo-ba-would
you-ta-tono-na-nubu-bo-ba
mu-we-mada-dy-dopa-pu-po
mo-ma-mydu-dy-daku-ko-ka
wa-woo-woi, etc.EXERCISE No. 7
Reproduction of syllable combinations with a common vowel and different consonant sounds.
ka-ka-dad-ka-ta
ka-na-paga-ba-da
fa-ha-kaka-fa-ha
ba-da-gawa-ma-na
ma-na-vaI etc. The same with the vowels O, U, Y.EXERCISE No. 8
Reproduction of syllabic combinations with consonant sounds that differ in voicedness/voicelessness, first 2 syllables at a time:
pa-bata-da
on the side
poo-bufa-wa
wowsha-zha
(Same with vowels O, U, Y), then 3 syllables:
pa-ba-pata-da-tava-fa-va
po-bo-poda-ta-dafa-va-fa
pu-bu-puka-ga-kasa-za-sa
wow-wow-ka-haEXERCISE No. 9
Reproduction of syllable combinations with consonant sounds varying in softness/hardness,
pa-pyapo-pepu-pyupy-pi
ma-myo-memo-myum-mi
va-vyavo-veuvu-vyuvy-vita-ta-ta-ta-ta-ta-ti
ba-byabo-byobu-byuby-bi
yes-uncle-grandfather-dydy-di
fa-fyafo-fyofu-fyufi-fi
EXERCISE No. 10
Isolation of a vowel sound in the sound stream (A, O, U, I, Y, E). The adult names and repeatedly repeats a vowel sound, which the child must distinguish among other sounds (clap your hands when he hears it, sit down, make an agreed gesture, raise a visual symbol, etc.). Then the adult slowly, clearly, with pauses, pronounces a sound series, for example:
A-U-M-I-S-Y-O-E-R-SH-F-L-V-Z-J-H-Y-A, etc.
The exercise is repeated until each vowel sound is identified by the child accurately and confidently.
Note to parents. I, Yo, E, Yu are vowel LETTERS, each of them means 2 sounds: I = J+A; E = J+O, etc.
EXERCISE No. 11
Isolation of one of the consonant sounds in the sound stream. The adult names and, repeating many times, gets the child to memorize one of the consonant sounds. Then he pronounces a series of sounds in which the child must highlight one given consonant sound - with a clap, another specified movement or a gesture symbol.
Note. The proposed gesture symbols were developed by the author of the manual. By connecting the visual and motor analyzers, as well as in the presence of an emotional factor, they make it easier for children to differentiate consonant sounds. The symbols are given in the order in which the corresponding sounds are learned in class.
M - the cow moos (use the index finger to depict horns)
N - the TV hums when the programs are over (finger to nose)
B - the blizzard howls, the trees shake (we wave our hands above our heads)
F - air comes out of a small ball (we straighten our rounded palms and press them together)
K - a toy pistol shoots (index finger up, thumb at right angles to index finger)
T - the typewriter is working (represented with index fingers)
P - the firecracker burst (clench and unclench the fingers of the right hand)
X - warm your hands (breathe on the back of your hand)
C - pump the pump (clasped palms move up and down)
3 - mosquito flies (thumb and index fingers clenched, hand movements in a circular motion)
T - hush, hush, silence (finger to lips)
Sound sequence: A-K-T-R-S-P-I-O-U-Y-A-ZH-SH-S-C-
V-O-E, etc.
Note. Consonant sounds in a series should be pronounced briefly, approximately the same way as each consonant sound is heard at the end of a word: koT, banaN, dill, etc. Do not confuse sounds with letters: PE, TE, ER are the names of letters, pronounce them we need sounds.
EXERCISE No. 12
Name the first sound in words.
Duck, ear, textbook, smart, street, ears, mind, mustache, iron, corner, fishing rod, already, narrow, dill, urn, morning, teacher, matinee, textbook, scientist, respect, leave, run away, fly away, take away, gallop away, boa constrictor, bite, vinegar, swam away, harvest, snail, washbasin, convenient, pointer, lesson, pattern, fall.
Explain the highlighted words. EXERCISE No. 33
Name the last sound in the words (A, O, I, U, Y).
Head, game, wall, leg, hat, thread, bench, pen, watering can, window, coat, cinema, a long time ago, wing, move away, name it, carry, lights, streams, books, pies, poppies, shovels, bouquets, lemons, ribbons, candy, I’ll go, I’ll call you, I’ll hug you, I’ll coo-doo, I’ll throw you, I’ll shout, I’ll leave, I’ll whirl, I’ll come.
EXERCISE No. 13
Name the first and last sounds in words.
Hut, needle, zest, street, snail, student, poster, sore throat, pointer, bloodhound, vegetables, hoops, perches, oak-ricks, opera, windows, wasps, donkeys.
Remember 5 objects whose names begin with the sound U.
Remember 4-5 actions whose names begin with the sound U.
EXERCISE No. 14
Name sounds in combinations.
AUUAI
UA AIU
AI AUI
IA IUA
PS UIA
UI I'M COMINGExample. AUI: 1st - A, 2nd - U, 3rd - I.
EXERCISE No. 15
Determine the first sound in words.
Bath, cotton wool, waffles, waves, wax, wolf, volcano, hair, algae, vase, tower, Vaseline, carriage, water, gate, crow, sparrow, felt boots.
Explain the highlighted words.
Determine which of the two words has the B sound.
Hair is stripes, a crow is a crown, a tower is a crumpet, a carriage is a corral, cotton wool is a hut, a wolf is a regiment, a cow is a crown, waves are full, an owl is itself.
Mane , owl, head, cow, sofa, give, nod, right, left, new, new, plum, bath, cotton wool, waffles, left, right, fun.
Explain the highlighted words.
EXERCISE No. 16
“Click” on the sound F, highlight it in the words.
Last name, candy wrapper, uniform, football, factory, apron, bottle, trick, magician, cap, beans, jacket, fruit, elevator, caftan, plywood, headlights, minced meat, scarf, fountain, fort-point, flag, snort.
Determine whether the word has an F sound or not.
Sea, torch, shape, coins, house, fountain, window, toad, loaf.
Determine which of the two words has the F sound.
EXERCISE No. 27
Determine the first sound, the second sound in sound combinations.
AK, OK, UK, IR, AT, OT, UT, IT, AM, IM, UM, OM, OH, OK, OT, OP, AN, IN, AP, IP, AR, OR, IR, UR, AF, IF, UV, AH, OH, IH, UH, ASH, OSH, ISH, USH, AL, OL.
EXERCISE No. 18
Determine what sound we make in the middle of the word (A, U, O).
Buck, cancer, juice, soup, steam, var, gas, nose, husband, ball, tooth, goal, heat, house, ox, shower, hall, room, cat, crowbar, elk, onion, poppy, moss, mouth, steering wheel, salt, sleep, bitch.
EXERCISE No. 19
Determine what sound (Y or I) is at the end of the word.
Gardens - gardens, umbrellas - umbrellas, bushes - bushes, bridges - bridges, noses - noses, bows - bows, moves - walkers, rafts - rafts, mustaches - antennae, fish - fish, mountains - slides, linden trees - sticky, paws - paws, holes - minks.
EXERCISE No. 20
Name all the sounds in order.
Buck, hall, var, your, howled, din, goal, hum, gift, smoke, house, shower, beetle, heat, lump, cat, whale, crowbar, varnish, onion, poppy, soap, small, moss, nose, our, steam, dust, floor, cancer, mouth, dug, rum, himself, juice, bitch, son, dream, soup, litter, current, so, knock, choir, jester, ball.
Games that help determine the place of sounds in a word
Game "Zvukoedik":
Game material: doll.
Rules of the game: Sounds have a terrible enemy - the Sound Eater. It feeds on the initial sounds (last sounds) in all words. The teacher walks around the group with a doll in his hands and says: ...Ivan, ...tul, ...lbom, ..kno (one hundred..., stu..., albo..., window...), etc. What did the doll want to say?
Game "Gifts for Friends":
Rules of the game: Crocodile Gena spent his vacation in Africa. And from there I brought many different gifts to my friends. Everyone was given an object whose name begins with the same sound as the friend’s name, for example:
Aibolit – apricot, album, aster;
For the bunny - an umbrella, a lock, a bell.Game "Chain of words":
Players sit in a circle and take turns saying one word at a time, which they link into a chain. Each next word begins with the last sound of the previous one. For example: winter - stork - tank - mole - slippers - game, etc.
Games to help you hear soft and hard consonants:
Game "Find your house":
Rules of the game: two houses are attached at different ends of the group room: blue and green. The guys have cards with images of objects. All children imitate sounds, i.e. “fly” around the room and make their own sound. Each child becomes the first sound in the name of the object depicted on his card. For example: poppy (M), bear (M*).
The weather was good, the sounds went for a walk. Suddenly the sky darkened, it started to rain, sounds ran to hide in the house, but only hard consonant sounds were allowed into blue, and soft sounds into green. Those who incorrectly identified their sound were not allowed into the house. This sound was soaked in the rain.
If children easily identify the first consonant sound by hardness and softness, then we introduce “trap words”, i.e. those that begin with a vowel sound. There is no “house” for such sounds.
Games to help you perform sound analysis of wordsGame "Guess the riddle":
Rules of the game: we make a riddle, and the children write the answer with chips in the form of a sound model.
For example:
Cunning cheat
Red head. - FOXThe child writes the answer:
green | red | blue | red
Game “Name the word based on the model”:
Rules of the game: Draw word patterns on the board with colored chalk or lay out word patterns in circles of different colors. For example:
blue | red | blue
Who can choose the most words that fit this scheme: nose, mouth, poppy, cat, etc.
We take different models. Let's play until the winner.
Improving phonemic perception and developing correct phonemic concepts with the help of game and didactic exercises teach children to distinguish and differentiate sounds that are similar in auditory-pronunciation characteristics in isolation and against the background of a word, to distinguish its grammatical forms, to form phonemic analysis and synthesis; promote the development of speech skills and functions necessary for mastering literacy. And this, in turn, will correct, develop and improve written speech as a whole.
1. “Sing the beginning.” Recognition and isolation of a vowel at the beginning of a word: uulitsa - U.
2. “Say the end.” Emphasizing the consonant sound at the end of the word: cat - T.
3. “List the sounds.” Complete sound analysis of reverse syllables: AH - A, X; It is mandatory to correctly name the consonant sound, without adding “e” - mm, not “me”.
4. “Put it together.” Synthesis of reverse syllables: O, P - OP.
5. “Name the beginning.” Emphasizing the consonant at the beginning of the word: sssoki - S.
6. “Say it quickly.” Synthesis of a direct syllable: C, A - SA.
7. “Name the sounds.” Analysis of the direct syllable: SA - S, A.
8. “What are we eating?” Emphasizing the vowel in the middle of monosyllabic words: soook - O.
9. “Name them in order.” Full sound analysis of the word: cancer - R, A, K.
10. “How are the words similar?” Poppy, cancer, so, juice, onion - at the end of the words the sound K; sleigh, catfish, suk - at the beginning of words C; goat, roses, carts - in the middle of words 3.
11. "Blue - red." The teacher names the sound, and the child responds by showing a chip: B - blue, I - red, etc.
12. “Find the red house.” Children receive two schemes: from two and three cells and red chips; the adult names words like am, mu, juice, and the child covers a certain cell on the diagram with a red chip - a vowel sound.
13. “Find the blue house.” Children cover all consonant sounds with blue chips: house - D, M; only a given consonant, for example, M in the words: mind, we, house, moss.
14. “Let’s write it correctly.” The child makes up a word from chips, for example, juice: a blue chip means the sound C, a red one - O, another blue one - K, all the chips are placed under the picture, then the word is read.
15. “What’s missing?” After composing a word like smoke, the child is asked to close his eyes, at this time one chip is removed and the child is asked: “What sound escaped?” After guessing, the chip is returned to its place, then another chip is removed.
16. “Where is the house?” Determining the position of the sound being studied in a word.
Children receive three cards from three cells with blue (red, green) squares at the beginning, in the middle and at the end. In response to a word with the sound being studied at the beginning of the word, the child shows the first card, with the sound in the middle - the second, and at the end - the third.
17. “Get things in order.” The pictures are distributed into three piles in accordance with the position of the given sound: lamp, squirrel, chalk - L at the beginning, in the middle, at the end of the word.
18. “The Singing End.” Emphasizing the vowel at the end of the word: wateraa - A.
19. “How many times do we sing?”
The number of times we open our mouths is the same number of times we sing vowel sounds.
20. “Once I sing, I say a syllable.”
Syllable Definition: Every syllable must have a vowel sound. Conclusion: a word has as many syllables as vowel sounds.
21. “Listen and count.”
Words of one or two syllables are pronounced, and the children count them.
22. “Name and divide.” Children name the picture by syllables and determine their number:
a) when naming a word, place their hand under the chin;
b) with folded palms of the hands, make movements from side to side for each syllable;
c) bend the fingers on the hand;
d) put a stick on each syllable.
23. “Name the syllables in order.” The teacher shows a picture, and the children name the syllables that make up the word.
24. “Knock correctly.” The child knocks or claps his hands as many times as there are syllables in the named word.
25. “Listen carefully.” The child selects a picture whose title has as many syllables as the number of times the driver has tapped.
26. “What can you sing?” The teacher names words of one or two syllables, and the children name vowel sounds: soup - U, hands - U, I.
27. “What can’t you sing?” The child names the consonants: cat - K, T.
28. “Show me the trick.” Children are given colored chips: large rectangles are words, small rectangles are syllables. The teacher says: SA, garden, LO, spoon, etc. Children respond by showing the corresponding chip.
29. “Get it right.” The teacher shows the chips of a word or syllable, the children respond accordingly, coming up with words and syllables with any sound or with a given one.
30. "Telegraph". Children add one syllable at a time, transmitting by “telegraph”: che-re-pa-ha, the fifth one calls the first syllable again.
31. “Whoever comes up with the ending will be a great guy.” The first syllable is given, the children finish the word in different ways: RA - frame, joy, work...
32. “Find and finish.” They offer five pictures, name the first syllable of one of the words, and the child finishes. For example: ZA-bor, SA-ni, LU-na. Paw, moon, fence, sleigh, teeth.
33. “Add a beginning.” The teacher pronounces the last syllable of the name of one of the proposed pictures (for example: fish, watch, hand, window), and the children name the beginning of the word or the whole word: SY - watch, BA - fish, BUT - window, KA - hand.
34. “Choose a picture according to the diagram.” The child receives a card on which three pictures with different syllable compositions (or three cards) are pasted: samovar, Pinocchio, lamp; below there is only one diagram of syllables - three rectangles. What word does it represent? The child must show the samovar.
35. “A syllable is a sound.” Goal: to differentiate the chips: syllables - rectangles, sounds - squares. Children have two chips in their hands. In response to what they heard: BA, T, K, SO... children must show the corresponding chip - a rectangle or square.
36. “Syllable - word - sound.” Children have three chips, they choose one of them.
37. "Pyramid". Children arrange pictures on the shelves from top to bottom, building a pyramid:
a) with a gradual increase in the number of syllables in their names;
b) with an increase in the number of sounds (no more than five and without a combination of consonants).
38. “Match the picture to the diagram.” They hand out diagram cards with different numbers of rectangular syllables. The child selects the appropriate picture from those offered.
39. “Invent it yourself”:
a) children name any words with a given number of syllables;
b) the guys name the objects surrounding them in the group as houses.
40. “Trembling - not trembling.” Introducing children to voiced and voiceless consonants. The guys put the back of their hand to the larynx and pronounce individual sounds: S, 3, K, T, D... The conclusion is drawn: “When something trembles in the throat, we hear a voice; if it doesn’t tremble, then it hisses.”
They name words, and the child names voiced sounds: mouth - R, nose - N.
52. “Where are the “neighbors”?” The child places pictures in the name of which there is a combination of consonants at the beginning of the word at the beginning of the row; if at the end of the word - at the end of the row. For example: chair, grass, yard (ST, TR, DV ); umbrella, leaf, cake (NT, ST, RT).
53. “Let’s add sounds.”
What happens if we add K to the beginning of the word mouth?
You'll get a mole.
What is the difference between the words mouth and mole in meaning?
The mouth is a part of the body, the mole is an animal.
How do words differ in sound composition?
The word mole has “neighbors” - KR, it has four sounds, and the word mouth has three.
Other words: fur - laughter, wounds - taps, cat - cattle, cancer - marriage; ball - scarf, ox - wolf, dispute - sport...
54. “The letter is lost.” An adult names pictures, deliberately missing a sound when consonants come together: “zot” - umbrella, “tig” - tiger, “bat” - brother... The child adds the missing sound and names “neighbors”.
55. “Say hello to your “neighbors.” The child receives one diagram of five cells and pictures with images: a syringe, a cherry... Task: pick up the necessary chips and cover the “neighbors.”
Examples of completing the task: rook - two blue chips (GR); beak - blue and green (K, L), bread - blue and green (HL), tank - two blue (NK), etc.
56. “Define the word.” The child receives a card. There are three drawings on it, the names of which are not identical in sound composition; Below is a diagram of one of these words. You need to determine which picture this diagram belongs to.
Example: wardrobe (two blue, red, blue chips), wolf (blue, red, two blue chips), bread (blue, green, red, blue chips).
57. “Write it yourself.” The child “writes” the names of pictures with a combination of consonants, using only chips, without a diagram.
58. “Divide the “neighbors.”” Dividing words into syllables with a combination of consonants in the middle of the word. The adult names the first syllable, the child finishes: cat, hand...
59. “What’s left?” Dividing words with a combination of consonants belonging to different syllables. What remains if you take away the last two sounds or the first three? Examples: spoon-ka, board-ka, daughter-ka, lamp-pa...
60. “Three plus two.” The teacher shows pictures: bag, turnip, cup, fork, etc. One child names the first three sounds - a syllable, the other finishes the sentence.
61. “Where are the ‘neighbors’?” Words with a cluster of consonants are pronounced at the beginning, in the middle and at the end of the words; in front, at some distance from each other, there are three pictures (toys), in the names of which the “neighbors” are in different places: a mole, a doll, a scarf. Children silently point to. corresponding drawing.
62. “Let’s help the “neighbors” put things in order.” The child places the named pictures at the beginning, end and middle of the row in accordance with the place occupied by the consonant sounds.
63. “Guess the word.” Ability to determine the number of sounds in a word. Each child has one pattern - from three to five or six cells. There are ten or more pictures on the board. You need to choose the drawing whose name matches the number of cells in the diagram by the number of sounds.
64. "The longest word." Among five or six pictures, you need to determine the one whose name contains the largest number of sounds.
65. “The shortest word.” Among the same pictures, you need to find the one whose name contains the least number of sounds.
66. “The word has crumbled.” Three sounds are pronounced, for example K, S, O. Since by this time children usually already know the letters, they quickly form the word - juice.
67. “What will happen?” What happens if in the word juice C is replaced by B, then by T; O to A; T to R, etc.: juice - side - current - so - crayfish - varnish - onion - bough - knock.
68. “What will we replace?” What needs to be replaced so that instead of the word juice you get the word souk)
Words to use for this assignment:
Senya - Sonya - Topya - Tolya - Kolya - Polya - will;
needle - game - caviar; kara - fara - fars - leopard; brush - bone - guest;
onion - beetle - bough - juice - kok - cat - that - sweat - floor, stake - ox;
cabin - viburnum - raspberry - Marina;
cat - midge - mouse - bear - bowl - mask - brand;
himself - catfish - rubbish - juice - bough - court - garden - glad - genus - cat - whale;
owl - cheese - litter - dream - catfish - juice - bough - soup - court - garden - himself;
salt - role - moth - zero - pain - reality - bull - side - tank - cancer;
gender - ox - count - horse - cat - mouth - bot - life - beat - encore - bass.
69. “We change in one place.”
The sound is replaced only in one of the specified positions:
tank - bull - beech - side, bow - knock - bough - beetle - beech;
mountain - bark - time - hole, goal - count - floor - pier - valley;
house - volume - catfish - lump - crowbar, day - shadow - stump - laziness;
small - mol - mule - chalk - mil - soap - crumpled - chalk;
Masha - porridge - Sasha - Dasha - Pasha - ours - yours;
T-shirt - nut - cod - bunny - husky - gang - bike;
lei - drink - beat - this - whose - wey;
stoves - packs - buds - bunches; role - salt - moth - roofing felt - pain;
port - grade - cake - fort - court, modeling - turnip - sliver.
70. “Find the mistake.”
The bug didn’t finish the booth: it was reluctant, it was tired. (bun)
The uncle's hat flew three meters out of the wind. (felt)
On the wolf there is sour cream, cottage cheese, milk, (shelf)
And I would be glad to eat, but it’s not easy to get.
A lion drops its leaves onto the yellowed grass. (forest)
The snow is melting, the stream is flowing, the branches are full of doctors. (rooks)
There are no roads in the swamp, I jump and jump over the cats. (bumps)
They say that a fisherman caught a shoe in the river.
But then he got hooked on the house. (som)
Dropping the doll from her hands, Masha rushes to her mother:
“There are green onions crawling there with long tendrils.” (bug)
The goalkeeper made a big catch - five oxen flew into the net. (goals)
The lazy guy is lying on a cot, gnawing, crunching, guns, (drying)
A donkey hovering in the air scared the peasants of the surrounding villages. (eagle)
A bushy-headed broom grew above the quiet lake. (willow)
My uncle was driving without a vest, and he paid a fine for this. (ticket)
The poet finished the line and placed a barrel at the end. (dot)
Mom with the barrels walked along the road along the village. (daughters)
A young tooth grew in a clearing in the spring. (oak)
They sat down in the spoon and - let's go! Along the river back and forth. (boat)
Painters paint the rat in front of the children. (roof)
Look, guys, the crayfish have grown in the garden bed. (poppies)
We collected cornflowers and had puppies on our heads. (wreaths)
Old grandfather Pakhom was riding a goat. (horse)
Bear didn’t cut the wood, he stoked the stove with caps. (slivers)
The sea turns blue in front of us, T-shirts fly over the waves. (seagulls)
71. “Let’s change the beginning and end.” A living scheme is built: three children remember “their” sounds - K, O, T; then K and T change places, the children “read”: kot-tok. Nos-son, les-sel, beech - cube, mole - crowbar, teak - whale, litter - ros, dar-rad, top - sweat, weight - sowing, rumble - meadow.
72. “Finish the sentence.” At the end of the sentence there is... a period. With the letter D, my mother's daughter is growing up. B at the beginning of the word, there will be... barrel. With the letter K I am in a swamp... a hummock. Let's replace O with A, there will be... pitching. Let's put a T at the beginning - the word... car. After T we put Y and we get... a cloud. I'll take the little cloud by the... hand.
73. “What is this?” If you write me with the letter O, I will lie down under the door of your house. If you change O to the letter I, I will treat you on holidays. (The threshold is a pie.)
74. “Where is the syllable hidden?” Select pictures with the syllable RO: rose, mountains, crow, fish, cranes, rapids, mink, peas, magpie, cow, hands, box, road.
Select pictures with the syllable TA: glass, cabbage, plate, cotton wool, skating rink, cockroach, bottle, boots, slippers, wheelbarrow, cheesecake, reel, boots, container.
75. “Find the word in the word.” Injection - stake, screens - taps - wounds; pipes - fishing rods - daughters - glasses; oak - oak; drama - frame; blood - ditch; nettle - willow; maple - flax; fly - ear; plow - meadow; sport - port; pilaf - fishing; laughter - fur; bedside table - barrel; luck - dacha; care - move; scarf - ball; joke is a duck.
76. “Take away the syllable.” Beans - salt, reed - mouse, T-shirt - May, seagull - tea, often - hour, rainbow - arc, skating rink - current, exit - move, challenge - call, pothole - wine, young man - burden, look - cabbage soup, bushes - you, collapse - shaft.
77. “Add sound.” Lion - barn, meadow - plow, laziness - deer, fur - laughter, wasp - braid, ear - dry, hurray - Shura, table - pillar, steam - park, floor - regiment, foam - pencil case, meter - subway, soap - soap, snakes - puddles, bank - bank, letter - primer, dispute - sport.
78. “Add a syllable.” Arc - rainbow. Under-nose, pi-horn, re-bag, po-heat, mushroom-barrels, dragon-goat, ka-tok, ho-bot, sand-juice, fox-dots, ka-tea, tea-ka, mu- rubbish, car tire.
79. “Who will add more?”
Juice - piece, sock, sand, hour, temple, forest, block, basok.
Dots - ducks, threads, twigs, bones, leaves, swallows, tassels, children, marks, ribbons, skeins, nets, jokes, dashes, squats.
Ducks - pipes, booths, days, jokes, forget-me-nots.
80. “Have the last word.” In the spring... buds bloomed on the trees. We will write TA at the beginning and get... slippers. Let's replace TA with the syllable SHA, read... hats. L And they put it at the beginning - sweethearts appeared.
81. “Magic chain.” The final sound of the first word becomes the beginning of the second: cat - shoes - needle - orange...
82. “Start with a syllable.” The last syllable becomes the first in the following word: pump - nipple - porridge - balls - fish - grandmother...
83. “Rearrange the syllables.” Pump - pine, boar - bike, reed - mouse, sting - bed, early - hole, veins - skis, canopy - spring, swing - seagull, ours - tire, glad - hole.
84. “Build a chain.” How to get the word dream from the word onion? From the word gender - the word whale? Onion - bough - juice - sleep; gender - count - cat - whale.
85. "Ladder". A sound is given, words are invented with it, each of which is one sound more than the previous one: M - MA - poppy - Masha - brand - car.
86. "Confusion." We compose a word from scattered syllables: BASH, RU, KA - shirt; syllables for several words: GO, PA, L A, RY, ZHA, LU - mountains, paw, puddle.
87. “Let’s add “neighbors.” The teacher pronounces two sounds, and the children must add others to make a word: KR - speck, mole, circle, cry, crab, mug... BR - brother, ford, marriage, take, eyebrows, throw, brave, scatter, wander...
88. “What do the ‘neighbors’ have?” There are three pictures on the card, the names of which contain combinations of consonants: lamp, panties, socks. They are given one scheme of five cells corresponding to one word of colors. For example: blue, red, blue, blue, red. Use the scheme to determine which object. “neighbors” have it. In this case it is a lamp, the diagram corresponds to the sound composition of this word.
89. “Find where the “neighbors” live.” The task becomes more complicated: there are three pictures on the card. For each word, only two cells of a certain color are offered, symbolizing the “neighbors.” From these cells you should determine the name of the picture. Examples: the book is blue and green chips; skates - two green; radish - green and blue; bun - two blue chips.
90. “Who lives in the house?” The task becomes even more complicated: words with a complex sound-syllable structure are offered (orange, tractor, escalator, pier). In the diagrams for each of these drawings, the number of cells corresponds to the number of sounds in the word, with one or two cells shaded in a neutral color. We need to determine: who lives in these cage houses, what is the sound? For example: for the word apricot, a diagram of seven cells is given, the fourth and sixth are shaded. These are the sounds I, O.
91. “What are the names of the ‘neighbors’?” The game is similar to the previous one, but in the diagrams only cells with a combination of consonants are marked - “neighbors”, both sounds should be called.
92. “What do you know about sound?” The ability to characterize the initial sound in a word. For example, at the beginning of the word som the sound C is a consonant, hard, unvoiced; at the beginning of the word winter the sound Z is a consonant, soft, sonorous.
A card with drawn symbols used to characterize sounds is placed in front of the children. In the top row: a red cell is a symbol of a vowel and a cell, the halves of which are painted blue and green, is a symbol of any consonant sound; in the middle row: blue and green cells indicating hard and soft consonants; in the bottom row: a bell and a ball - symbols of voiced and unvoiced consonants.
According to this scheme, the child tells everything about the consonant sound, and simply names the vowel sound.
The child identifies a sound in a given position and talks about it (characterizes), each time choosing the name of one character from two: vowel or consonant (top row); hard or soft (middle row); voiced or voiceless (bottom row).
93. “Write correctly!” The sound analysis task is combined with practicing the correct spelling of the combinations: SHI, ZHI, CHA, SCHA, CHU, SCHU.
Three pictures are pasted on the card, for example: cup, stockings, tire; giraffe, pike, cone; grove, cloud, mice; knives, car, sorrel. Task: determine the position of the combination of sounds in a word (beginning, middle or end) and explain its spelling. Sample answer: SHI in the middle of the word machine; It is always written with the letter I: SHI, ZHI write with the letter I. This must be remembered.
94. “Which one?” Correct pronunciation of the J sound at the end of a word; fixing it when composing a word. Children receive pictures or are shown objects: a red ball, a white scarf, a blue cube or squares, rectangles of different colors and syllabic patterns of the first word (adjective), in which the last syllable with the sound Y is divided into cells according to the number of sounds in the word.
Assignment: fill the diagram with chips indicating sounds, or write the entire word from letters; You should first make sure that the word is correctly divided into syllables. So, in the word red there are three cells in the second syllable.
If the Y sound at the end of a word is missing, the cell remains open.
95. “Wonderful bag.” The bag contains various small toys, the names of which include the named, related or other sounds. The child takes out a toy and performs one of the tasks:
a) recognizes the toy by touch, names it, and then shows it to the children;
b) instead of the name, gives a description of the toy, other children guess what it is;
c) when differentiating the initial or other sounds in accordance with the nature of the sound, places it to the left or to the right;
d) divides words into syllables; selects sound from a given position; name only voiced or unvoiced, hard or soft sounds, combinations of consonants (“neighbors”) or vowels, and also makes a complete sound analysis of the name of the toy.
96. "Clock". In the center of a round disk with a diameter of fifteen to twenty centimeters on an axis there is an arrow with thin and thick ends. Along the edge of one half of the disk there are pictures with a certain sound in the name, and opposite - with a related one. The child determines the direction of rotation of the arrow, names two pictures that both ends of the arrow point to, and completes any task, as in the previous game.
97. "Loto". Adults have small pictures, children have large cards. Having heard the name of his drawing, the child raises his hand and says, for example: “I have a ball” or “I have a sled, please give me a picture.” Having received it, he covers the corresponding drawing, naming what he is covering. Their names may have a similar sound composition (lac - rak) to consolidate or differentiate sounds.
98. “Dominoes”. It is played in the same way as a regular domino game, but with clear naming of the pictures and the completion of a specific task at the discretion of the teacher.
99. “Shop.” There are various toys in the store. When “purchasing,” the child must politely ask, explain what he needs and why, complete one of the above-mentioned sound analysis tasks, and upon receiving the “purchase,” thank and say goodbye.
Formation of methods of sound analysis during the period of learning to read and write
During the period of learning to read and write, it is important to organize proper work with sounds in order to develop in children the ability to listen And hear sounding word, distinguish individual sounds in it, ᴛ.ᴇ. lay the foundation for the development of phonemic awareness.
An interesting and talented game method for teaching phonemic analysis of a word, developed by E.A. Bugrimenko and G.A. Tsukerman - followers of the method of D.B. Elkonin. All sounds are highlighted by increased intonation, ᴛ.ᴇ. prolonged pronunciation of sounds in the spoken word (s-s-s-on, so-o-o-n, son-n-n). This method of accentuation, intonation highlighting of sounds in a word is used in the textbook “Literacy” by L.E. Zhurova et al.
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(UMK ʼʼPrimary school of the XXI centuryʼʼ) in the process of sound analysis of a complete word. At the preparatory stage, it includes the following actions:
1. Read the word so that it matches the movement of the pointer according to the diagram;
2. Intonationally highlight the sound in the word (all sounds are sequentially highlighted in order, each time the word is repeated in full, and the highlighted sound is pronounced drawn out);
3. Name this sound separately;
4. Indicate the highlighted sound in the word with a counter.
When studying vowel and consonant sounds and letters, this analysis is supplemented:
1. // -- // -- //
2. // -- // -- //
3. // -- // -- //
4. Determine whether it is a vowel or a consonant;
5. If it is a consonant, then it is hard or soft;
6. Determine which chip represents this sound;
7. Indicate the selected sound with a chip.
When conducting sound analysis, two details are important:
1) let the child, highlighting this or that sound, finish the word to the end - this will help him not to replace the sound, ᴛ.ᴇ. will serve as a means of control;
2) the last operation of the analysis should be a check: “reading” according to the scheme in order to determine whether the word was obtained.
In the “Russian ABC” by V.G. Goretsky and others, as well as in the “ABC” by N.V. Nechaeva and K.E. Belorusets (developmental system of L.V. Zankov), syllabic-sound analysis of words is used, which is carried out in the following order:
1. Determine how many syllables there are in a word. Which syllable is stressed?
2. Say and listen to the first word. What sounds make it up?
Is there a merger here? (The combination of a consonant with a vowel SG acts as a single pronunciation complex (fusion): you, but, mu, etc.)
3. Label the highlighted sounds with a card. Explain your choice.
4. Describe the new sound.
Syllabic-sound analysis is carried out based on schemes, which are models of the words being analyzed. Schemes help determine the number of syllables in a spoken word by correlating it with the number of vowel sounds in the word; set the stress location in a word; identify the number of sounds in syllables and in the word as a whole; find out the nature of the connections between sounds; distinguish between single complexes (fusions of SG) and sounds not included in SG; highlight, name and characterize the sounds studied in this lesson.
Work with diagrams begins when first-graders learn to divide words into syllables and find the stressed word. The syllabic scheme is introduced simultaneously with the beginning of the formation of the concept of a syllable. A syllable is the minimum pronunciation unit. Children easily master syllable division using the chanting technique. This technique was developed in the system of D.B. Elkonina - V.V. Davydov and is currently used in the textbook “Gramota” by L.E. Zhurova and others.
Students are introduced to this technique by acting out the situation “Fans at the stadium”: - Do you know that at hockey matches fans constantly learn their native language? Don't believe me? I'll explain now. What word do fans shout when they want players to score a goal? Shay-boo! Οʜᴎ shout in syllables. Syllables are the pieces into which a word is divided.
What do fans shout when football players score a goal? [ma-la-tsy]
Now, when you need to divide the word into syllables, imagine that you are fans and shout (just not loudly!) this word to the players. Then it will itself be divided into syllables.
Unfortunately, teachers often impose incorrect division on children for fear that later correct division may prevent them from dividing words into morphemes and transferring words correctly. These are false fears. It has been experimentally proven that an open syllable is typical for the Russian language: when consonants coincide, the boundary between syllables passes after the vowel before the consonant. When students try to shout a word “piece by piece”, it is automatically divided into syllables: checkers, not checkers, [ti-trad], not notebook. When pronounced syllable by syllable, the orthoepic pronunciation of the word must be preserved.
The authors of the “Russian alphabet” propose division into syllables with the expectation that when reading, the combination of consonants will break up, ᴛ.ᴇ. the consonants ended up in different syllables (An-ton, kus-ty). Such a division should be looked at as the division of a word not into syllables, but into special reading units.
In the practice of primary education, the well-known technique of syllable division with emphasis on the chin, called the “fist technique,” is widely used. With a palm cupped to the chin, children feel the touch of the lower jaw, and by the number of touches they can accurately determine the number of syllables in a word - the number of times the chin hits the fist, the number of syllables in the spoken word.
In addition to the indicated techniques (much less often), the techniques of tapping, clapping, conducting, and fingers on the vocal cords are used.
Simultaneously with teaching children to divide a word into syllables, work is underway to determine the stressed syllable. In order to make it easier to find, teachers suggest ʼʼcallʼʼ or ʼʼaskʼʼ word, ᴛ.ᴇ. They use a pronunciation of words in which the stressed word is accentuated (highlighted). This is explained by the fact that a stressed syllable in Russian is always longer than an unstressed one. There is another technique that helps first-graders learn to accurately find a stressed word. This is a sequential movement of stress in a word from syllable to word. Only after a student learns to pronounce the same word, artificially moving the stress, can we consider that he has mastered the method of determining a stressed syllable. The game “Russian, Polish and French” helps you master the action of moving the stress in a word:
Have you noticed, guys, that in Russian the stress can fall on any word. And there are languages in which the stress always falls on the same specific compound. For example, in French the stress always falls on the last syllable: Paris, coat, chauffeur, etc., in Polish - on the penultimate one: Warsaw, Krakow. The French, when learning to speak Russian, often pronounce Russian words in the French way: the last word is stressed. For example, instead of quickly they say quickly. Let's imagine that you are actors, and you were invited to act in a movie as a Frenchman who speaks Russian poorly: he always pronounces it with the emphasis on the last syllable. Read the words printed on the board the way a Frenchman would read them: pike, chicken, cuckoo, fly, fish, barrel.
Formation of methods of sound analysis during the period of learning to read and write - concept and types. Classification and features of the category “Formation of methods of sound analysis during the period of literacy training” 2017, 2018.
