A poem about vowel sounds. Plan for a speech therapy game-trip

Observations of the relationship between parents and children gave me the idea that parents are not in fully understand speech problems their children and therefore do not give them due attention. This is precisely what motivated the creation and implementation of the “Vowels are Beautiful” project.

The participants of the project were children of the preparatory group (6-7 years old) with severe speech impairments, their parents,.

The project is aimed at the social, communicative and speech development of children. It is short-term in nature - a project of the week. The problem made it possible to determine following goals and project objectives.

Goals:

• Draw the attention of parents to their children’s speech problems.
• Show some options for helping children in joint activities parents and children.

Tasks:

• To unite parent-child relationships through joint activities.
• To consolidate children's knowledge of vowel sounds, their articulation and sound.
• Develop phonemic awareness, perception, creative imagination based on vowel sounds.

Activities carried out during the project:

• Competition "Funny poems about vowels"
• Exhibition of works by children and parents “They are all different, but they are all vowels”
• Speech therapy travel game “Visiting Write-Read.”
• A selection of poems about vowels “We read it ourselves”
• Hand-made album “They are all vowels”

Project creation stages:

Preparatory stage:

• work planning;
• selection of methodological material;
• selection of games and materials for the productive stage.

Main stage:

• holding the competition “Funny Poems about Vowels”;
• creation of a hand-made book “Vowels are beautiful”;
• creating a selection of poems about vowels;
• carrying out didactic games to become familiar with vowel sounds and letters.

Project results:

• carrying out speech therapy travel game“Visiting Write-Read”;
• release of the hand-made book “Vowels are beautiful”;
• design of an exhibition of works by parents and children “They are so different, but they are all vowels”;
• album of poems about vowels.

Three days of the week were devoted to generalizing and consolidating knowledge about vowel sounds and letters in various didactic games and exercises. Each of these days was allocated to two sounds and letters: Monday - A, E, Tuesday - O, U, Thursday - I, Y. On Wednesday we organized an exhibition of vowel letters made from various materials children and parents “They are so different, but they are all vowels” . None of the letters were similar to the other. Parents and children clearly showed their creative abilities: there were letters made of foam plastic, computer disks, plumbing parts, puzzles and many other materials. Each of the children told what the letter was made of, with whom it was made and how.

Conducted recitation competition “Funny poems about vowels” . The children chose hats with letters about which they read poetry. Some of the children recited poems that they had learned in class, some selected and learned funny poems about vowels with their parents. After the competition, a selection (card index) of poems about vowels was created (see Appendix 1), designed together with the children in the form of a hand-made book. Parents were invited to the exhibition and competition, who were able to look at their children from the outside, listen to their speech, and notice the problems of their children.

On Friday was held speech therapy travel game using the multimedia presentation “Visiting Write-Read” , which was the result of the project. During the journey through the Land of Vowels, children with great pleasure completed Write-Read tasks aimed at developing the phonetic-phonemic aspect of speech and learning to read and write. Parents who were able to take part in the travel game saw how, with the help of various didactic games, they could help their children overcome speech problems and prepare them for successful learning at school.

After the game-travel, some of them noted that they would be able to play most of the games with their children on walks, on the way to kindergarten, in transport (see Appendix 2).

Monday

• Sounds and letters A, E. Making a hand-made album “They are all vowels”

Tuesday:

• Didactic games and game exercises, aimed at developing the phonetic-phonemic aspect of speech and teaching literacy “It’s fun to play together.”
• Sounds and letters O, U. Making a hand-made album “They are all vowels”

Wednesday:

• Exhibition of works by children and parents “They are all different, but they are all vowels” (3-dimensional models of letters).
• Reading competition "Funny poems about vowels."
• Creating a card index of poems about vowels.

Thursday:

• Didactic games and game exercises aimed at developing the phonetic-phonemic aspect of speech and teaching literacy “It’s fun to play together.”
• Sounds and letters Y, I. Making a hand-made album “They are all vowels.”

Friday:

• Speech therapy travel game “Visiting Write-Read” using a multimedia presentation.

Thus, the short-term project achieved its main goals: parents saw the problems of their children, got the opportunity to see games and play exercises aimed at overcoming them, and showed a desire to use them.

Appendix 1: Card index of poems about vowels

Here are two pillars diagonally,
And between them there is a belt.
Do you know this letter? A?
In front of you is the letter "A".
S. Marshak

The letter "A" is the head of everything,
She looks respectable
Because the letter "A"
The alphabet begins!
A. Shibaev

There is no angle in this letter
That's why it's round.
Before that she was round -
I could have rolled.
E. Tarlapan

Above the meadows in the blue
The letter "E" flies by.
This is a swallow in the spring
Returns home.
V. Stepanov

Here is the letter “I” in a zigzag -
Like lightning, look.
Ira didn’t play games,
Ira looked for “I” in the words.
S. Ivanov

Early in the morning by the river
Fishermen are fishing.
If the catch is not nonsense,
There will be delicious soup.
L. Slutskaya

“Hey-hey!” - the screamer screams.
The tongue sticks out of the mouth.
G. Vieru

The letter “Y” should not be at the beginning,
But both you and we have met
The letter that, tearing off the saffron milk cap
And gliding on fast skis.
A. Manfish

Look at the wheel -
And you will see the letter "O".
A. Shibaev

“A” stands like a ladder
Before entering the alphabet.
G. Vieru

The stork carried a scarlet string bag:
ABC for Anya and Alla,
Lampshade, album - Alice,
Cherry plum, watermelon - Anfisa.
T. Marshallova

Look at the gate:
How is it not the letter “I”?
Between two straight boards
One lay diagonally.
But the letter “Y” is walking.
Without "Y" you will not learn.
Here's an axe.
The log is nearby.
We got what we needed:
The result is the letter “Y” -
We all should know it.
V. Stepanov

The letter "E" on "S" marvels,
It's like looking in a mirror.
There is definitely a resemblance
Only there is no language!
A. Shibaev

Appendix 2: Summary of a speech therapy travel game using the multimedia presentation “Visiting Write-Read”

Target: to form the phonetic-phonemic side of children’s speech.

Tasks:

• To consolidate children's knowledge of vowel sounds, their articulation and sound.
• Develop phonemic hearing, perception, creative imagination based on vowel sounds.
• Improve the skills of sound-syllable analysis and synthesis.
• Reinforce the images of vowels.
• Develop the ability to think creatively speech activity, independently control the pronunciation.
• Cultivate goodwill, the ability to listen to the answers of others to the end.

Materials and equipment:

• map of the Land of Vowels,
• multimedia presentation “Visiting Writing and Reading” and equipment for its demonstration;
• vowel letters attached to the card;
• buns in the shape of vowel letters for a surprise;
• a “magic bag” of letters, exercise sticks and hoops, sheets of three-letter words with missing vowels.

Plan for a speech therapy game-trip

1. Creating a motivating situation

— Guys, a video letter arrived today. Let's watch it.

Write-Read Appeal: “The evil and harmful Typo decided to harm everyone. She erased all the vowels from the map of the Land of Vowels, but how can you read and write without vowels? Give it a try. Did it work? No. Help me find the vowels and restore the map of the Land of Vowels."

Write-Read: “In order to return the vowels, you need to complete the tasks. If the task is completed correctly, the vowel returns to our map.”

During the game, children complete Write-Read tasks, receive vowel letters and attach them to the map of the Land of Vowels

Slide 1. Song Write-Read.
Slide 2. Write-Read appeal asking for help.
Slide 3. Words with missing letters: m...k, k...t, l...s.
Slide 4. Map of the Land of Vowels without vowels

2. Game “Believe it or not”

Answers to questions. Questions for children:

- Do you believe that we hear and pronounce sounds?
- Do you believe that we write and see letters?
- Do you believe that vowel sounds meet obstacles?
- Do you believe that the letter “O” stands for one sound [o]?
- Do you believe that there is no vowel sound in the word “onion”?
- Do you believe that vowel sounds do not encounter obstacles?
- Do you believe that there is a word that begins with a vowel sound [s]?

Questions for present parents and teachers:

— Do you believe that there are 6 vowel sounds in the Russian language?
— Do you believe that there are 10 vowels in the Russian language?
— Do you believe that the word “Christmas tree” has two vowel sounds - [o] and [a]?
— Do you believe that the word “yula” has two vowel sounds - [yu] and [a]?

- Well done! Attach the letter "A" to the card

3. Game “Live Sounds”

— Replace the vowel “Y” in the word “bull” with “O”. What word did you get?

Bull - side - tank - beech.
Smoke is home.
Echo - ear (Etc.)

- Well done, you completed another task! This letter is “O”. Attach it to the card

4. Game “Magic bag with vowels”

Recognizing vowel letters by touch and selecting words that will be written with this letter.

- Well done. That's what the Typo hid. Attach the letter "j".

5. Dynamic pause Game “The letter is worried...” to music

The letter is worried - once,
The letter is worried - two,
The letter is worried - three,
The letter “O” is in place - freeze!

Slide 5. Fun music sounds

6. Game "Confusion"

Selection of words with a given sound in a given position.

- Find flowers whose names would have the sound [a] at the beginning of the word. (Aster.)
— The sound [a] would be in second place. (Poppy.)
- Find flowers in the name of which the sound [o] would be in second place. (Roses.)
— A picture with an image of an animal in whose name the sound [o] is in second place. (Cat.)
— Find a picture of a poultry whose name would have the sound [y] at the beginning of the word. (Duck.)
— The sound [y] would be in second place. (Goose.)
— A picture with a picture of a tree, in the name of which the sound [y] is in second place. (Oak.)
— A picture with an image of an insect, in the name of which the sound [y] is in second place. (Bug.)
— A picture with a picture of a poultry, in the name of which the sound [and] comes first. (Turkey.)
- Find a picture of flowers whose names would have the sound [and] at the beginning of the word. (Iris.)

- Well done, and you completed this task! Here we go last letter from our map - “Y”. Attach it to the card

Slide 6. Images: aster, poppy, irises, roses, cat, duck, goose, oak, beetle, turkey, tree, cactus, duck

7. Game “Cure words”

- Guys, a typo took away the vowels, but we have already found some of them and can cure the words. You can cure them if you insert a vowel letter instead of dots, so that you get a word.

M...k, s...k, k...st, t...rt, l...s, s...l, etc.

Offer some of the words to adults (“Help from the audience”).

- You coped with this task. Here is the letter "I"

8. Laying out vowels from exercise sticks and hoops

- What did Typo do? I sorted all the letters into sticks and circles. Remember which vowel letters can be assembled from these parts. Collect. Here is the letter "E". Attach it to the card

9. Summing up the game. Surprise moment

Write-Read: “You have collected all the letters on the map of the Land of Vowels. The Typo failed to harm you. All vowels are with you again! And we will lock Typo in her castle so that she won’t do any more mischief. Look carefully, what’s new in the group?”

- Here’s the Write-Read surprise. What are these buns like? (For vowels)

Slide 7. Map of the Land of Vowels with all the letters.
Slide 8. Gratitude Write while reading. Information about the surprise

Literature:

1. Programs of compensatory preschool educational institutions for children with speech impairments. Correction of speech disorders / Filicheva T. B., Chirkina G. V., Tumanova T. V. - M., 2010.
2. Program for the education and training of preschool children with severe speech impairments / Baryaeva L. B., Gavrilushkina O. P., Golubeva G. G. et al.; Ed. prof. L.V. Lopatina. - SPb.:, 2009.
3. Konovalenko V.V., Konovalenko S.V. Frontal speech therapy classes in the preparatory group for children with phonetic-phonemic underdevelopment. A manual for speech therapists. - M., 1998.
4. Paramonova L. G. Poems for speech development. - St. Petersburg, 1998.
5. Tkachenko T. A. In first grade - without speech defects: Methodological manual. - St. Petersburg, 1999.
6. Filicheva T. B., Chirkina G. V. Elimination of general speech underdevelopment in children preschool age: practical guide. - M., 2008.

Material provided, January 2015.

Rybintseva Galina Valentinovna
teacher-speech therapist MBDOU No. 127, Murmansk

When getting to know vowel sounds and letters, I compose short poems that bring life into the lesson, serve as “bridges” when moving from one task to another and help children quickly and easily learn the proposed material.

*The mouth is open and the sound is sung, there is no obstacle in the way.
Can anyone tell me what his name is?..
Right! Vowel! Well done! /auth./

*Sing the vowel song beautifully
And quickly take a place in class. /auth./
(Children can use cards with symbols of vowel sounds.)

*Remember the rule about sounds and letters,
Answer us loudly and clearly. /auth./

*If you hear a vowel sound, raise the flashlight.
Take your time, think, but don’t lag behind. /auth./

*They look like sisters
They have a voice and they sing loudly.” /auth./

*To write in notebooks, you need to stretch your fingers. /auth./
(Finger gymnastics with small balls or other exercise equipment).

*Name words from pictures
And determine the vowel in them. /auth./
(Children name the picture and determine what vowel sounds are in the name)

*And now -
We will name all the letters
And we will read poems about them. /auth./
(Children name letters and read poetry)

*Vowel sounds are very important, We all need vowel sounds.
Even animals, birds and beasts
No vowels
They don't know how to live. /auth./
(Children match symbols of vowel sounds to pictures of birds and animals)

*Catch vowel sounds
And give me words. /auth./
(Come up with words with the suggested vowel sound.)

Physical exercise. /auth./

One, two, three, four, five Bend your fingers.
Let's count the vowels: Clap your hands and fists.
A - this is the STORK who climbed onto the roof, standing on one leg, hands on his belt.
U - the bunny's EARS are trembling. They “tremble” with their hands raised up.
Oh - this is a DONKEY getting ready for the journey, leaning forward, hands on his back.
And - these are NEEDLES sticking out from the hedgehogs. Leaning forward, raise your arms back and up with your fingers spread.
This is the ECHO shouting to us from the forest. Hands with a mouthpiece near the mouth, turns to the right, left.
Y - resting. Where is his place? The head is tilted onto folded palms. When asked, they are surprised, raising their shoulders.
Let him rest, but everyone will know, they wave their hand.
That there are never any words that start with the sound Y. They shake their fingers.
A, U, O, I, E, Y - Clap alternately with palms and fists.
We know this for sure
That there are exactly six vowel sounds,
It's not difficult to count them.

*If the letter E is in a word, the emphasis falls on it. /auth/

When introducing consonant sounds and letters, I also use my short poems.

*To solid sound find,
Squeeze your fist tightly. Children clench their fist tightly.
To find a soft one,
You don't need to squeeze it too hard. /auth./ The children clench their fingers a little.

*If the sound is dull,
We know-
Our ears are resting.
If voiced -
They're ringing
The guys are very happy. /auth./

Poems also help when working with prepositions. Children remember very well that a preposition is separate word, only short and you need to write it separately with other words.

*I am a preposition - sir,
I always stand alone.
Between me and the word
The “window” is always ready. /auth./

Classes to prepare children for learning to read and write involve working in notebooks. I am developing the ability to work independently and monitor my posture.

*I looked into my neighbor’s notebook –
I pulled the error to myself. /auth./

*I watch my back-
I always hold it straight. /auth./

I instill in children the ability to listen to their friend.

*I respect my comrade,
Listening to his answer, I don’t interrupt. /auth./

Classes to prepare children for learning to read and write are lively, interesting, and bring great pleasure to both me and the children.

The methodology is based on the principle of repeated display and synchronous sounding of a group of symbols with their gradual partial replacement, proposed outstanding teacher Glen Doman. IN in this case the task is made easier by the fact that in Russian the vowels form pairs that seem to rhyme: A - Z, O - Yo, U - Yu, Y - I, E - E.

1st game. "Wind".
Explain to your child that the red letters are big brothers, and the blue letters are little brothers. Then say: “The wind came and mixed up all the brothers.” Mix the letters yourself so they don't end up upside down. Then let the child put them in order in pairs, calling them out loud: A - next to I, O - next to E (at first with your help).

2nd game. "Hide and seek."
Cover the smaller cards with larger ones (red letters on top) and change the order of these pairs: “The little brothers hid under the big ones and swapped places so that Helen wouldn’t find them. Guess which little brother is hiding under big brother O? That's right, E is hiding under O! And under A? That's right, I am!”

3rd game. "Hide and seek."
You play the same way, but this time it’s the other way around - the big brothers are hiding under the little ones.

4th game. "Crow".
Move your palms over the cards laid out in the correct order and say: “The crow flew, flew, flew, flew and... ate the letter.” Quickly cover one of the letters with your palm: “Which letter did the crow eat?” It is better to move both palms at the same time, so that it is more difficult for the child to guess which letter you are going to cover. If he was unable to answer quickly, remove your palm for a moment and cover the letter again. If he doesn’t say it even then, tell him, for example: “Next to O. That’s right, E!” Over time, the child will remember the location of the letters and will guess them easily.

Game 5 "Cards".
Now use the same cards to play with your child the same way adults play cards. You shuffle the cards, then throw a card on the table in front of him and ask: “What is this?” If you name it correctly - you win and take the card, if you make a mistake - another student takes it, and at home - your mother takes it. Don’t rush to allow other students to give you hints, let your child think a little. At first, try throwing cards in pairs: first O, followed by E, A - Z, etc. If the child wins confidently, throw in pairs, but in reverse order. Then start throwing randomly.

The mother present at the lesson remembers and writes down how to play these five games at home. You only need to play once a day, unless the child asks for more. But each time, stop the game while he still wants to play: “We’ll finish the game another time.”

Showing three pairs of vowels (A - Z, O - Yo, U - Yu).

After you have played five games with the first two pairs of letters, take out the next pair of U - Yu cards you made, write them on the back for yourself and add them to the pile (after the lesson, give this pile, all six letters, to your mother).

Now show your child three pairs of letters the same way you showed him two pairs in lesson No. 1. Only this time the child names the first four letters, and you quickly name the last two yourself, not letting him make a mistake (remind your mother of this too). Give mom the same instructions as in lesson #1. By the next lesson, after two or three days of demonstration, the child will already remember new poem:
"This is A."
"It's me".
"This is O."
“This is Yo.”
"This is U."
"This is Yu."

Give your mother these six letters you made, ask her to bring them with her to next lesson.

Attention! After lesson No. 2, the mother shows the child these three pairs of vowels several times a day, but so far plays reinforcement games with him only for the first two pairs (A - Z, O - E) once a day.

Lesson #3

By the beginning of this lesson, the children had already learned the rhyme:
"This is A."
"It's me".
"This is O."
“This is Yo.”
"This is U."
"This is Yu."
And thanks to five reinforcing games, the letters A, Z, O, E are also known randomly. Now they need to consolidate their knowledge of the last vowels they learned, U and Yu.

Reinforcing games.

Place the following six cards in pairs on the table in front of your child, calling them out loud, in the order in which they were shown to him. After this, play the games described in detail in lesson #2.

Showing three pairs of vowels (O - Yo, U - Yu, Y - I).

Starting from this lesson, each time you add a new pair of vowels, you remove the first pair so that the total number of letters shown does not exceed six. Now the cards are in the pile in the following order:

Show your child these three pairs of letters as you did in previous lessons. As before, the child names the first four letters, and you quickly name the last two yourself, not letting him make a mistake (remind your mother of this too).

Give your mom all the letters you made and ask her to bring them with her to the next lesson. Tell your mom that all her homework will now take her no more than six minutes a day and remind her that it is important not to miss any of them.

Attention! Pay attention to the mother that after this lesson, the child needs to be shown these three pairs of vowels several times a day, putting aside the familiar A - Z. And in the evening, you need to play reinforcement games with him once only for the first three pairs: A - Z, O - Yo, U - Yu (without Y - I for now).

Lesson #4

By the beginning of the fourth lesson, children know the following vowels in pairs: A - Ya, O - Yo, U - Yu, Y - I, and thanks to reinforcement games, they also know the letters A, Ya, O, Yo, U, Yu in scattered order. Now they need to consolidate their knowledge of the last vowels they learned, Y and I.

Reinforcing games. You have already realized that the number of vowels with which we play reinforcement games increases with each lesson: in the second lesson we played with four letters, in the third - with six, and now these five games need to be played with eight letters.

Place the following eight cards in pairs on the table in front of your child, calling them out loud, in the order in which they were shown to him. After this, play the games described in detail in lesson #2.

Showing three pairs of vowels (U - Yu, Y - I, E - E).

This time you remove the first two pairs of cards A - Z and O - E, and take out the last pair you made E - E. Write these cards on the back for yourself and add them to the pile. Total quantity the letters shown are still six, and the rhyme remains just as easy to remember. It is also important that the letters E and E, which children often confuse, never “meet” when shown: when the letter E “came” in the fourth lesson, the letter E had already “left”. Now the cards are in the stack in the following order.

Show your child these three pairs of letters as you did in previous lessons. As before, the child names the first four letters, and you quickly name E and E, which are new to him, without letting him make a mistake (once again, remind your mother of this too). Give your mom all ten letters you made and ask her to bring them with her to class. Tell her that all her homework will now take her no more than six to seven minutes a day and remind her that it is important not to miss a single one.

Attention! Pay attention to the mother that after this lesson the child needs to be shown the last three pairs of vowels several times a day, setting aside the well-known A - Z and O - E. And in the evening, you need to play reinforcement games with him once for the first four pairs : A - Z, O - E, U - Yu, Y - I (without E - E for now).

Lesson #5

By the beginning of the fifth lesson, the children know all ten vowels; all that remains is to consolidate the knowledge of the last two vowels they learned, E and E.

Reinforcing games.

In this lesson, you need to play five games with all ten vowels.

Place ten cards in pairs on the table in front of the child, calling them out loud, in the order in which they were shown to him. After this, play the games described in detail in lesson #2.

Now you can give the child's mother all ten letters you made so that she continues to play reinforcement games with him once a day until the child begins to read. If the child loses interest in these games, you can leave only the last one - “Cards”. With the help of this game, it is necessary to ensure that the child recognizes each letter instantly. To do this, when showing the letters, you need to cover them with your palm, opening them only for a moment. This game does not take much time, it lasts no more than half a minute.

Conclusion.

If you strictly adhered to this lesson plan, then after lesson No. 5 your child knows all ten vowels the way you know them: he names them without thinking or making mistakes. It still happens that a child stumbles before naming a letter, and sometimes confuses two letters with each other. I noticed that this happens in two cases. Firstly, if the child has already been taught haphazardly before, and the mistake “stuck” in his head. Secondly, if parents are engaged in amateur activities, they “run ahead” and show their child at home those vowels that you have not yet taught in class. Remind parents that this should not be done, even if the child already knew some letters before.

If, for any of these reasons, the child makes mistakes or names a letter uncertainly, just continue playing Cards with him for some time. At the same time, if a child does not remember a letter well, for example, E, throw this card in pairs with O: first O, followed by E. Then throw them in pairs, but in the reverse order, and only over time begin to throw randomly. But never try to help your child remember a letter by external signs or associations: “This is my mother’s letter, and this is Yulina’s letter, this is E with dots, and this is E without dots.” This will completely confuse him: he will remember that one of them has dots, but he will not know which one, and will try to guess. And he won’t be able to read something simple, like “favorite kitten.” After all, you will have to not only figure out “Yo with dots,” but also remember your friend Yulia, Aunt Ira and mother Olya. So, do not give in to the temptation to teach your child letters as quickly as possible, but with the help of this technique, lay in him a solid foundation of knowledge of vowels from the very beginning. Moreover, memorizing systematically shown letters in the form of rhymes of three lines does not require any effort from the child, and both children and parents enjoy reinforcing games.

You don't have to wait until your child has learned all the vowels to start learning the letters that represent consonants (for simplicity's sake, I'll just call them "consonants"). The study of consonants can begin simultaneously with the study of vowels in the same five lessons.

To begin, write down or print all 10 vowels that are still unknown to him in two columns of the table:

Tell your child that the big red letters are pretend big brothers and the smaller blue letters are little brothers. Both of them love to sing songs.

The big brothers (red letters) sing in scary voices because they are so big and pretend to be scary. Sing A, O, U, Y, E in a low voice, as the outstanding innovative teacher N. A. Zaitsev suggested in the original version of his methodology. Without wasting time on various “songs”, I chose the simplest melody corresponding to sol-fa-mi-re-do.

And the little brothers (blue letters) sing with such little voices, because they are so small. Sing it out in a high voice Ya, Yo, Yu, I, E (the same melody sol-fa-mi-re-do, but one octave higher). As you sing, point out each letter with your finger.

You can sing these two songs with your child several times a day after Lesson No. 1 until the child begins to sing them on his own. But under no circumstances should you ask your child where which letter is, because he has just started learning vowels with the help of rhyme A-Z, O-Yoi shouldn't know them yet. Don’t ask him this even if he already knew some of the vowels before. These songs are not for learning vowels; children should just memorize them by ear for now.

You may ask: “Why should we sing vowels, because we want to learn consonants, and we have already started teaching vowels in a different way?”

Now you will understand everything. These songs are just a transitional stage to the next songs, with the help of which your child will learn consonants. For Lesson No. 2, prepare six tables similar to the one in Lesson No. 1. Only now the tables consist of six lines: consonants are placed in the top lines, hard ones are red and soft ones are blue, and in the remaining lines a consonant is assigned before each vowel, and these combinations form short open syllables, or warehouses.

Tables can be written or printed on thick paper.

Now, together with your child, you first sing vowel songs, and after them, in the same way, songs in six tables: in low voices- songs of the big red brothers and tall - little blue brothers.

Preface each song with a clear pronunciation of the consonants in the top lines. Teach your child to pronounce consonants with pure sounds, so that the vowels Y and I are not heard after the consonant sounds, and first of all, learn this yourself. Keep in mind that if a child gets used to saying Dy, Sy instead of the pure sounds D, S, then he will subsequently read lody ka instead of lodka, sy tul instead of s tul. If he pronounces the sound ББ as Bi, then when reading he himself will not be able to understand where is the dove and where is the dolu bi. And then it will take a long time to retrain him.

Immediately show your child the letter b in the tables and tell him that it is called “ soft sign" Remind him of its name from time to time. The letter Y is not included in these tables. Write it on a separate card, show it to the child and name it as it sounds (and the child will learn the name “And short” much later, when he reads books and learns the alphabet). Say that the words “yoghurt” and “yoghurt” begin with this sound. From time to time, remind your child about this letter by pronouncing it with a sound.

The most difficult thing for both children and, at first, parents is to pronounce the pure sounds B, V, G, D; B, B, G, D. The rest are easier, especially the deaf. But Z and ZZ are quite simple. Ask the children: “Do you know how a big mosquito buzzes? Z-Z-Z. No, not Zy, but Z-Z-Z! The mosquito does not know how to say Zy, it does Z-Z-Z. How does a small mosquito buzz? ZZ-ZZ-ZZ. Komarik does not know how to say Z, he does Z-Z-Z. That’s what we call these letters: Z-Z-Z and ZZ-ZZ-Z.”

Sing the words in these six tables with your child several times a day every day, and name the sounds in the top line yourself, without requiring it from the child. Usually, if the mother does not forget to do this regularly, by the third lesson the child already begins to independently and correctly name hard and soft consonants in some two tables out of six. In this case, just as when studying vowels, Glen Doman’s principle is used: after Lesson No. 3, these two tables are removed from the daily chant, and two new ones are added in their place.

In the future, such a replacement will occur every time the child remembers two new letters as a result of daily singing.

Thus, every day, between lessons, the child will sing with you only six tables, no more, but the tables will be updated as the letters are memorized. And in order for the child not to forget the letters he has already learned, he will only need to sing them on his own during lessons.

Let me remind you that lessons are taught to the child twice a week by the teacher, but one of the parents can also act as a teacher, and in the intervals between lessons you repeat the content of the previous lesson with the child.

After Lesson #4, you will remove two more tables and add two new ones.

After Lesson No. 5, you will remove two more tables and add two more new ones.

After which you will have eight more letters left unlearned, i.e. four pairs of tables.

If you continue to teach your child two lessons a week, and sing six tables from lesson to lesson, replacing two tables each time, then you will need another two weeks to study these remaining eight letters. In total, you will spend from four to six weeks learning thirty-two letters of the Russian alphabet.

I didn’t make a reservation: “thirty-two letters of the Russian alphabet.” You will introduce your child to the thirty-third letter b later, when he has already read words in which this letter occurs, since, I repeat, any knowledge must immediately find its practical application, and he won’t read words with the letter Ъ very soon.

All I have to do is explain to you how to sing with your child some of the warehouses in the tables Zh, Sh, Ch, Shch, Ts. In nine rows of these tables, the warehouses are arranged in pairs. This is J-ZH, JO-ZHE, SH-SH, SHO-SH, CH-CH, CH-CH, SH-CH, SHCH-SH, TZ-CHI. In each of these pairs, the warehouses are written differently, but sound the same, therefore, when singing, these paired warehouses should be voiced with the same corresponding sound, pointing alternately to one and the other warehouse. One of my four-year-old students suggested: “They must be twins.” Since then, I also call them that for my children.

The result of classes using this method is the child’s mastery of the shortest possible time and without noticeable effort all the letters of the Russian alphabet and the acquisition of the skill of calling them pure sounds. The child, in fact, did not have to make any effort. He just listened, repeated simple rhymes, played, sang songs. And as a result, I easily mastered what others spend months and even years on. And if anyone had to work hard for this, it was my mother.

This simple technique stands on three pillars:

• on the principle of multiple display and synchronous sounding of a group of symbols with their gradual partial replacement, proposed by Glen Doman;
• on games developed by me that reinforce each stage of learning;
• on the singing of warehouse tables, proposed by another outstanding teacher N.A. Zaitsev. (It is extremely difficult to teach a child to pronounce a consonant with a clear sound, unless he sings or, in as a last resort, do not pronounce words starting with this consonant with it, because many consonants in their pure form are almost indistinguishable from each other by ear). In addition, singing these tables not only helps in learning letters, but also introduces the child to letters, and this is the first step to learning to read*.

*I outlined further steps in learning to read in my game method “Seven Steps to a Book.” In this technique, I no longer use tables, but my know-how, the so-called “houses for letters.”

Game “We sing vowel sounds.”

Target. Introduce the concept of “vowel sound”, introduce the articulation of vowel sounds.

Equipment. Cards depicting patterns of articulation of vowel sounds.

Carrying out the game. The teacher tells the children poems about vowel sounds:

Life is easy for a vowel:

We know vowel sounds

There are 6 vowels, remember.

There is no barrier in their mouth.

The children are all happy to sing them.

Then the teacher shows cards with articulation patterns, pronounces sounds and asks the children to repeat:

A - mouth open wide,

The vowel sound is easy to sing.

U - we haven’t forgotten the vowel,

lips pursed into a tube.

Oh - make your mouth oval,

We sing the vowel sound boldly.

And - rather smile,

The sound is like a thread, stretch.

Y - you sing the vowel sound,

Smile and open your mouth.

Eh - open your mouth wider,

smile and sing the sound.

Game "Mouths".

Target. Reinforce the concept of “vowel sound”, learn to correlate vowel sounds with their schematic images (“mouths”)

Equipment. Cards depicting patterns of articulation of vowel sounds (according to the number of children).

Carrying out the game.

Option 1. The teacher repeats with the children poems about vowel sounds from the previous game. Children repeat the poems and show the corresponding diagram (“mouth”). Then the teacher pronounces a vowel sound, the children listen and show the corresponding card.

Option 2. The teacher pronounces 2 or 3 vowel sounds. Children lay out corresponding diagrams on the table. Then they analyze how many vowel sounds were named, which one is 1st, 2nd, 3rd.

Game "Find out the letter."

Target. Reinforce the concept of “vowel sound”, learn to correlate vowel sounds with letters and with certain movements.

Equipment. Cards with the letters A, U, O, I, Y, E.

Carrying out the game.

1 option. The teacher shows the letter, pronounces a rhyme and at the same time shows the movement, the children repeat after the teacher.

A - A - A - A - the head shook,(shake head left and right)

Oh – Oh – Oh – Oh – the wheel started spinning, fold your hands in a ring in front of you,

Rotate slightly left and right)

U - U - U - U - I’m holding the steering wheel of the car,(stretch your arms forward, “hold

Steering wheel")

And - And - And - And - stretch your arms higher,(pull your hands up)

Y – Y – Y – Y – we wash the floors in the house.(put your hands down, move away

Right-left)

E – E – E – E – two hands on the head.(raise your hands behind your head)

Option 2. When the children remember the letters, the teacher can show only the letters, and the children will pronounce the rhyme and perform the corresponding movements.

Game "Fairy-tale heroes."

Target. Practice highlighting the vowel sound at the beginning of a word.

Equipment. Pictures with fairy-tale characters (Dunno, Pinocchio, Winnie the Pooh, Carlson, Cipollino), pictures: arch, apricot, stork, snail, ear, iron, donkey, cloud, perch, needle, toys, tools, screen, train, excavator.

Carrying out the game. The teacher arranges pictures on a typesetting canvas.

Then he tells the children that they have come to visit them. fairy-tale heroes. They know a lot of words that begin with the vowel sounds A, U, O, I, E.

Only these words are all mixed up, and we need to help the heroes parse the words as they ask:

Dunno: Tell me the words -

At the beginning of the word there is a vowel - A.

Pinocchio: I can’t think of words

At the beginning of the word there is a vowel - U.

Winnie the Pooh: It’s not easy to remember the word -

At the beginning of the word there is a vowel - O.

Carlson: Say the word quickly,

At the beginning of the word there is a vowel – I.

Cipollino: Not in the middle, not at the end,

At the beginning of the word there is a vowel - E.

Children take turns choosing the pictures they need and “giving” them to the fairy-tale characters.

Game "Trailers".

Target. Practice highlighting the vowel sound in the middle of a word.

Equipment. A train with two carriages, each carriage has 3 pockets. The letters A, U, O, I, Y, E are written on the pockets. Pictures: poppy, crayfish, onion, oak, catfish, house, whale, rice, bull, cheese, mayor, sir.

Carrying out the game.

The teacher shows the children a picture of a train and says that on this train there are words in the middle of which there are vowel sounds A, U, O, I, Y, E. Each vowel has its own window in the carriage.

There are 6 vowel sounds in total.

Three at the beginning: A, U, O.

And there are three more at the end.

We call it: I, Y, E.

Children take turns taking a picture and placing it in the correct box.

Game "The last window."

Target. Practice highlighting the vowel sound at the end of a word.

Equipment. Picture of a bus with painted windows. Instead of the last window there is a pocket. Letters: A, O, U, I, Y. Pictures: owl, grass, wheel, coat, sitting child, writing child, glasses, shoes, flowers, candy.

Carrying out the game.

The teacher shows the children a picture of a bus and says that at the end of the bus is the last letter of the word. Shows a picture of an owl. Pronounces this word, emphasizing the “a” sound at the end of the word. At the same time, he runs his finger along the windows and stops at the end of the bus. Speaks:

Here's the last window

We'll think a little

What letter is there?

He looks out of the window.

The teacher and the children determine that the last letter in the word “owl” is “a”. insert this letter into the last box.

The teacher shows and names the words: “grass”, “wheel”, “coat”, “sitting”, “writing”, “glasses”, “shoes”, “flowers”, “candy”.

Children take turns placing the desired letter in the last window.

Game “How many vowels are there in a word?”

Target. Practice identifying all the vowel sounds in a word.

Equipment. Pictures: vases, rose, fox, duck, owls, balcony, grandmother, raspberry, chicken.

Carrying out the game.

The teacher tells the children that a word can have one vowel sound, for example: “bok”, “sam”, “smoke”; or maybe two vowel sounds, for example: “vases”. The teacher pronounces this word drawlingly, emphasizing the vowels “a” and “s”. Then asks the children what vowel sounds they heard.

How many vowel sounds are there in a word?

Are you ready to tell me them?

Game “Let’s say the word syllable by syllable.”

Target. Practice identifying all vowel sounds in a word and dividing words into syllables.

Equipment. Pictures: hand, teeth, fence, table, brick, picture, shirt, carriages.

Carrying out the game.

The teacher tells the children that words can be divided into parts, or syllables; there are as many syllables in a word as there are vowel sounds. Then he shows, using the example of the word “hand,” how this word can be divided into syllables. At the same time, the teacher claps his hands on each syllable.

Clap here(clap hands on the left side for each syllable)

and clap there(clap hands on right side

Every syllable)

Let's say the word syllable by syllable.(clap hands alternately with the right and with

Left side for each syllable)

Hand(clap alternately on the right and left sides for each syllable).

Work with other words in the same way.

Game "Three Houses".

Practice dividing words into syllables and determining the number of syllables in a word.

Equipment: drawings of three houses (the first house has 1 window, the second – 2 windows, the third – 3 windows), small pictures: wolf, bull, elephant, cat, fox, horse, dog, cow, chipmunk.

Carrying out the game.

The teacher explains to the children that different animals have settled in these houses;

if the animal's name has 1 syllable, it lives in the first house; if the animal's name has 2 syllables, it lives in the second house; if the animal's name has 3 syllables, it lives in the third house.

Here are three houses we have,

We will think now:

Who settled there?

We call them by syllables.

Children take turns naming the animals and placing them in different houses.

Game "Catch the ball."

Target. Practice dividing words into syllables and determining the sequence of syllables in a word.

Equipment: ball.

Carrying out the game.

The teacher asks to listen to the word and determine which syllable in the word is first, second or third.

Listen to the word, catch the ball,

Tell us the first syllable.

Listen to the word, catch the ball,

Tell us the second syllable.

Listen to the word, catch the ball,

Tell us the third syllable.

The teacher says different words and says one of the tasks. Children take turns doing tasks.

Game "Collect baskets".

Target. Introduce the concept of “consonant sound”. Learn to distinguish between vowels and consonants.

Equipment. Two baskets with pockets. Pictures of mushrooms.

Carrying out the game. The teacher explains to the children that in addition to vowel sounds, the Russian language has consonant sounds. Names some of them. Then he adds that when pronouncing vowel sounds, the exhaled air passes freely, and when pronouncing consonant sounds, the exhaled air encounters various obstacles on its way: tongue, lips, teeth.

Life is easy for a vowel:

The consonant is on the way

There are many bumps ahead:

Lips, teeth and tongue.

He is used to obstacles.

Then he invites the children to take turns taking a mushroom and listening to the sound. If the teacher pronounces a vowel sound, the child repeats the sound and puts the mushroom in the first basket, if a consonant, in the second.

Game "Funny sounds."

Target. Reinforce the concept of “consonant sound”, learn to correlate consonant sounds with letters and with certain movements.

Equipment. Cards with letters.

Carrying out the game.

Then he shows the letter, reads the verse and at the same time performs the corresponding movement. Children repeat. Letters and movements are shown gradually (one new one per game) until the children remember all the letters.

B – The drum does not sound in vain,

I march vigorously.

B – B – B – B – B.

(March and imitate playing the drum).

IN - The blizzard howls, the blizzard is angry,

White snow flies, spins.

B – B – B – B – B.

(Rotate with both raised arms in front of you).

G - The goose cackles, the goose cackles,

He wants to swim in the river.

G – G – G – G – G.

(“Flap your wings” on the sides).

D – The house is being repaired by craftsmen,

They knock all day in the morning.

D – D – D – D – D.

(Pound the fist of one hand on the palm of the other hand).

AND - The beetle flies and buzzes.

He doesn't sit still.

F – F – F – F – F.

(Flap your arms like “wings”).

Z – The bell rang in the morning,

The lesson begins.

Z – Z – Z – Z – Z.

(“Ring” with an imaginary bell).

J – The yogi performs bends,

Exhales very loudly.

J - J - J - J - J.

(Lean to the sides)

TO - Drops fall, fly,

There's a knock on the window.

K – K – K – K – K.

(Clap your hands).

L – The airliner flies across the sky,

His engine is humming.

L – L – L – L – L.

(Raise your arms to the sides, rotate your torso left and right).

M – Masha, red cow,

I'm ready to moo all day.

M – M – M – M – M.

(Clench your palms in front of your chest. Arms are bent at the elbows.)

N – Nadya whines and mopes:

Her leg hurts.

N – N – N – N – N.

(Rub your right and left knee alternately).

P – The locomotive is releasing steam.

Next to the firebox is a fireman.

P – P – P – P – P.

(Stretch your arms forward. Lower your arms sharply down).

R – The lynx meows, purrs,

And when he gets angry, he growls.

R – R – R – R – R.

(Lean forward, arch your back).

WITH - The marmot in the steppe whistles and whistles

The groundhog is looking around.

S – S – S – S – S.

(Bend your arms at the elbows, press them to your body, lower your hands down, spin to the right and left).

T - The cockroach stomps quietly

The elephant stomps loudly.

T – T – T – T – T.

(Stomp quietly and strongly).

F – The owl snorted above,

He dozed off on a pine tree.

F – F – F – F – F.

(Connect large and index fingers both arms bent at the elbows).

X - We are not afraid of the cold in winter:

We will warm our hands.

X – X – X – X – X.

(Raise crossed palms to lips.)

C – The heron asks: “Don’t make noise,

Catch frogs in silence"

C – C – C – C – C.

(Apply alternately the index fingers of your right and left hands to your lips).

H – The seagull flew to the sea,

I wanted to calm the storm.

Ch – Ch – Ch – Ch – Ch.

(Raise and lower your arms in front of you).

Ш – Girlfriends whisper in whispers

Something important friend friend.

Sh – Sh – Sh – Sh – Sh.

(Turn your head left and right).

SCH - The brush cleans our things:

Fur coats, hats and gaiters.

Ш – Ш – Ш – Ш – Ш.

(Rub your palms one another in front of you).

Game "Worm".

Target. Practice highlighting the consonant sound at the end of a word.

Equipment. A picture with a picture of a worm for the teacher, small “worms” for the children, pictures: moss, spider, cat, smoke, forest, etc.

Carrying out the game. The teacher asks the children to remember consonant sounds.

And then he shows a picture with a worm and reads a poem:

A worm is crawling to visit us,

The worm brings us the word,

Repeat this word

Name the last sound.

Shows a picture of a spider. Slowly pronounces the word “moss” while running his finger over the worm. He emphasizes the last sound in his voice and tells the children that at the end of the word “moss” there is a consonant sound “x”.

Then he asks the children to say this word and run their fingers over the worms. After this, the teacher shows another picture, reads a poem and asks the children to highlight the last sound in the word.

Game "Guests".

Target. Practice highlighting the consonant sound at the beginning of a word.

Equipment. Pictures depicting a centipede, an elephant, a dog, a whale, a foal, a crocodile, a moth, a donkey, a chameleon, a giraffe; small pictures: midge, snake, hat, waves, toad, heron, swallow, crayfish, sleeping child, closet.

Carrying out the game. The teacher asks the children to remember consonant sounds.

He says that guests will come to them and name words; they need to listen carefully to the word and say what consonant sound is at the beginning of the word.

Centipede.

A centipede crawled

Brought us the word "midge".

Elephant.

A huge elephant came

He left the word “serpent”.

Dog.

A shaggy dog ​​came running,

He brought the word "hat".

Whale.

The striped whale has sailed

It was with the word “waves”.

Foal.

The foal galloped

He named the word "toad".

Crocodile.

A crocodile appeared

The word "heron" reported.

Butterfly.

A moth flew to us,

He said the word "swallow".

Donkey.

A donkey visited us

Provided the word "cancer".

Chameleon.

A chameleon visited.

He suggested the word “dream” to us.

Giraffe.

Suddenly a giraffe came

He said the word “closet.”

Game "The stone is a pillow."

Target. Learn to distinguish between hard and soft consonant sounds.

Equipment. A stone and a small pillow.

Carrying out the game. The teacher asks the children to remember consonant sounds. Then he says that some consonant sounds can be pronounced firmly, for example: “m”, “n”, “p”; or you can do it softly, for example: “m”, “n”, “p”.

Then he says that there are consonants that always sound hard. “This is “ts”, “sh”, “zh”. And some are always soft: “ch”, “sch”, “th”.

“Hard consonant sounds are very hard, like a rock, and soft consonant sounds are very soft, like a pillow.” The teacher shows a stone and a pillow. And then he asks to listen to how consonant sounds sound and to show a stone (a clenched fist) or a pillow (two palms under a head tilted to one side).

Game "Two countries."

Target. Practice distinguishing between hard and soft consonant sounds.

Equipment. Two pictures depicting two countries: one blue. The other is green. Blue and green squares.

Carrying out the game. The teacher shows two pictures and reads poetry:

Snowy mountains, blue ice,

Icebergs are sharp and visible everywhere.

Hard consonant sounds live here,

Children will name hard consonants.

Children must remember and name hard consonant sounds.

Kind, soft, gentle country,

Green grass is visible everywhere here.

Soft consonant sounds live here.

Children will name soft consonants.

Children must remember and name soft consonant sounds.

Then the teacher gives the children two green and blue squares.

Children take turns naming hard and soft consonants and putting squares on the pictures with countries.

Game " Moving".

Target. Practice distinguishing between hard and soft consonant sounds, learn to name the paired consonant sound in terms of hardness and softness.

Equipment. Two pictures depicting two countries: one is blue. The other is green. Picture of a typewriter.

Carrying out the game.

First, children remember what sounds live in the Blue Country and what sounds live in the Green Country.

Then the teacher shows a picture of a typewriter and says that sometimes a sound moves from one country to another, but then it sounds differently, for example: “The sound “B” lives in the Blue Country.” Then he moves to the Green Country; now he is no longer “B”, but “B”.

Then the teacher says:

Loves the sound of moving.

How to say it now?

Calls different sounds and “transports” them to another country. Children say what these sounds would sound like in another country.

Game “Name the paired syllable.”

Target. Practice distinguishing between hard and soft consonant sounds and selecting a paired syllable to a given one.

Equipment: ball.

Carrying out the game. The teacher and children stand in a circle. The teacher tells the children that soft and hard consonants are part of syllables. “A syllable with a hard consonant sound “B” sounds “BA.” If you change “B” to the soft consonant “BY”, you get “BYA”; “BA” and “BYA” are a pair.” Then the teacher names a few more pairs.

Then he throws the ball to the child and says:

Listen to the syllable and don’t yawn,

Tell us the paired syllable.

The teacher names the syllable, the child must pronounce the paired syllable and throw the ball back to the teacher.

Game "Pure talk".

Target. Exercise in determining the presence of a certain consonant sound in words.

Equipment. Letters: S, Z, Ts, Sh, Zh, Ch, Shch, L, R.

Carrying out the game. The teacher tells a simple phrase, shows the letter and asks to name only those words that have this sound:

WITH - The spider knitted socks for the marmots.

Marmots sleep peacefully in winter.

Marmots' paws don't get cold,

The spider knitted a hundred pairs of socks.

Z - The bison came to the bison:

The bison had a holiday.

The bison invited guests

For a vegetable salad.

C - Dropped it under the porch

Heron valuable ring.

How can I get the ring now?

It's not easy to raise the porch.

Sh - We sewed mice for kids

And already big mice

Hats, scarves, pants

And mouse coats.

AND - It doesn't rain in the desert.

The baby camel is waiting for the rain:

- Rain, rain, I'm waiting for you,

It's hot for me to live without rain!

H – They hide it like in bags,

Hamsters by the cheeks

Seeds, wheat,

Buckwheat, lentils.

SCH - A puppy stole from us

Brush to the far corner.

To pat the brush

And pinch the bristles.

L – The squirrel galloped deftly,

I found a ripe acorn.

I put it on my tooth

The ripe acorn clicked: Click!

R - Who grows horns?

At the cow and the bull,

In argali and goitered gazelle,

The giraffe and the ram.

Game "Riddles."

Target. Practice determining the place of a consonant sound in a word.

Equipment. Gymnastic sticks, pictures: squirrel, shovel, fox, watering can, carpet, mushroom, nose, gazebo, hare, basket, teeth, shower, hedgehog, puppy, ball.

Carrying out the game. The teacher asks riddles. Children name the answer. The teacher shows the letter representing specified sound(if the sound is soft, the letter is on a green background, if it is hard - on a blue background) and explains to the children that they need to stand on the left edge of the stick, if the sound is at the beginning of the word, in the middle of the stick, if the sound is in the middle of the word, on the right edge of the stick , if the sound is at the end of the word.

L - An animal flashed among the branches

And nuts - click and click. (Squirrel).

L - If I plant a tree,

I dig the ground with it. (Shovel).

L - There is no one more cunning in the forest,

Catches hares and mice. (Fox).

L - Better than any rain

I water it. (Watering can).

R - We put it on the floor

Then we follow it. (Carpet).

Pb - He hid under the tree,

He covered himself with a cap. (Mushroom).

WITH - You can guess right away:

We smell flowers with them. (Nose).

Sb - In the hot summer we drink tea in it

And we talk later. (Alcove).

C - He runs away from the fox

The trail winds between the trees. (Hare).

ZZ - If we go into the forest with you,

We put mushrooms in it. (Basket).

Z - You can chew bread with them,

You can bite apples. (Teeth)

Sh - This rain is not easy,

It's in the bathroom with you and me. (Shower).

AND - It’s not without reason that he’s in thorns:

They have strength and beauty. (Hedgehog).

SCH - The dog has a son

He is fluffy, like a lump. (Puppy)

H - Loves to jump and gallop,

They can play football. (Ball).

Game “Who’s flying what?”

Target. Practice distinguishing the consonant sounds “s” and “sh” in words.

Equipment. Airplane pictures and hot air balloon with pockets. Small pictures: mouse, elephant, badger, magpie, cat, owl, horse.

Carrying out the game. The teacher shows two pictures. Clarifies the names “ball” and “plane”. He asks what sound the word “ball” begins with and what sound “airplane” begins with. Then he says that only those animals whose names contain the sound “s” fly on the plane, and only those animals whose names contain the sound “sh” fly on the balloon.

The balloon flew

Someone got on the plane.

Everyone took their places.

Who goes where, tell us.

Children take turns naming the animals, identifying the sounds “s” or “sh” and putting the picture in their pocket.

Game "Present".

Target. Practice distinguishing the consonant sounds “z” and “zh” in words.

Equipment. Pictures of a girl and a boy with pockets. Small pictures: magazine, flag, knife, skis, hairpin, umbrella, vase, rose.

Carrying out the game. The teacher shows a drawn boy and a girl. He says that the girl’s name is Zoya, and the boy’s name is Zhenya. He asks what sound the name “Zoya” begins with and what sound “Zhenya” begins with. Then he says that today is the children’s birthday, Zoya loves gifts with the sound “z” in the name, and Zhenya loves gifts with the sound “z” in the name.

Zhenya's birthday

And it's Zoya's birthday.

We will give them gifts

What to whom, we ourselves know.

Children take turns choosing gifts for Zoya and Zhenya, highlighting the sounds “z” and “zh”.

Similarly, you can play a game to distinguish between the sounds “s” and “s” with names

Senya and Sanya.

Game "Satchel and Basket."

Target. Practice distinguishing the consonant sounds “r” and “l” in words.

Equipment. Pictures of a satchel and a basket with pockets. Small pictures: shirt, picture, pencil, pen, comb, roll, spoon, bow,

apple, acorn.

Carrying out the game. The teacher shows a backpack and a basket. He says that now we need to put things in the backpack and basket. He asks what sound the word “knapsack” begins with and what sound “basket” begins with. Then he says that you need to put things in the satchel that have the sound “r” in their names, and things that have the sound “l” in their names in the basket.

This satchel and basket

We're putting it on the road.

We quickly select things,

We distinguish between “R” and “l”.

Children take turns choosing things for a backpack and a basket, highlighting the sounds “r” and “l”.

Articles

The letters e, e, yu, i designate two sounds e – [ye] e – [yo] yu – [tu] i – [ya] 1) at the beginning of a word: yacht – [y a kh t a] 2) after vowels : diet - [d i y et a] 3) after ь и ъ: play - [p y e s a] In other cases they indicate one sound (e - [e]; е - [o]; yu - [ y]; i – [a]) and the softness of the previous consonant.

UNStressed VOWEL IS A SPELLING SIGNAL! An unstressed vowel is not pronounced clearly, so they say that it is in weak position. For example, the words forest and fox are pronounced the same ([fox]), but are spelled differently. To check an unstressed vowel in the root of a word, you need to change it in such a way or select a word with the same root so that this sound is under stress (in strong position). For example: turn green - z Elen, green; amazing – d Ivny.

Phonetic processes At the end of a word, voiced consonants are pronounced as voiceless (their pairs): snow - [s ne k], blood - [krof] Before voiceless consonants, voiced consonants are pronounced as voiceless (their pairs): boat - [tray ]. [pro b a], do – [z d e la t] Groups of consonants are simplified (in a combination of three consonants – one unpronounceable): late – [late] ([zdn] – [zn]), lean – [ lean] ([stn] - [sn]), etc. Others: counting – [schot] (s + h = sch), smiling – [l y b a c: a] (t + s = c), sew – [w: y t] (s + w = ​​w).