Faina Kolesnikova
Card file of tasks for educators in teaching literacy (preparatory group)
Subject: "Sound. Letter. Word. Offer"
one). Concept differentiation "sound"-"letter"(Sound is what we hear. Sounds are non-speech and speech. An example of speech and non-speech sounds. A letter is what we see. A letter means speech sound. Ask the children what they think why people came up with letters.)
2). Concept differentiation "sound"-"word".
Recall that everything that we see, what we do, what we feel, we designate with words. There are words-objects, words-actions, words-signs.
Di "Be careful" (you make a sound - the children clapped, the word - raised their hands).
3). Concept differentiation "word"-"offer".
If a few words "are friends" and help us to learn something, so this offer.
D / ex. (stand, shelf, toys, on. Children, pyramid, build, etc., 3-4 tasks.
4). Concept differentiation "sound", "word", "offer".
Di "Be careful".
Subject: "Sounds and letters "BUT", "U".
one). Sound characteristic "BUT" (it is a vowel, we pronounce it freely).
Di "Who is bigger" words with sound "BUT" at the beginning of a word, in the middle, at the end.
2). Sound extraction "BUT" from a range of sounds.
3). Sound characteristic "U". Di "Echo"(highlighting the first stressed vowel in the words fishing rod, morning, duck, already, smart, narrow, supper, smart).
4). Laying out the letters "BUT", "U" from sticks.
5). Selection pictures for Anya and Ulya(split with sound "BUT", with sound "U").
Subject: "Sounds and letters A, U, O"
one). Characteristics of sounds A, U. Game "Clap, stomp, don't yawn". Clap on a word with an A sound, stomp on a word with a Y sound.
2). Divide into syllables the words: duck, clouds, puddles, fog, dacha, pear. Determine the place of the sounds A and U in these words.
3). Sound characteristic O. Upr. "Echo" children repeat only the first sound in words: autumn, Olya, wasp, perch, cloud, shoes, rest. Last sound: window, wheel, glass, bucket, wing.
4). A game "Lay out my song in circles". Sound analysis sound complexes: AU, AOU, O, OA, UAU.
Subject: "Sounds and letters I, Y"
1) Sound characteristic [and]. Selection pictures, in the name of which there is a sound [and].
2) Laying out the schemes of sound combinations AI, IUA, IOI.
3) Determining the place of sound in the words Ira, tomato, radish, vegetables.
4) Exercise "Repeat the last sound" in words: tomatoes, cucumbers, peppers, eggplants, pumpkins, gardens.
5) Laying out the letters A, U, O, I, S from sticks.
Subject: “Sounds and letters A, U, I, O, S. Sounds [N], [N ‘], letter N "
one). Sound analysis of sound combinations IA, AU, AIU, OIA. Laying out the letters of these combinations.
2). Differentiation of prepositions "ABOVE" and "UNDER". Drawing up sentences by children with these prepositions and laying out the schemes of these sentences.
3). Printing the letters A, U, I, O, S and the words AU, IA, UA under dictation.
4). Pronunciation of sounds [n], [n ‘], their characteristics. Determination of the place of sounds H, H 'in the names pictures.
Subject: "Sounds "N-N'", "MM'", letters "N", "M"
one). Pronunciation, characterization of sounds M-M '. Determine the place of the sound [M] or [M ‘] in words: raspberry, compote, noise, house, month, eight.
2). Sound analysis of the syllables MA, MI, MIND, MIND.
3). An exercise "Guess the Word" in-l body movements shows word: WE, UM, AM, SHE. Children guess the word, then lay it out from the letters of the split alphabet.
4). A game « Pictures for Masha and Nina» (Masha loves Pictures, in the name of which there is a star. M or M ', and Nina with the sound. N or N').
Subject: “Sounds T, T’, letter T. Sounds K, K’, letter K”
one). A game "Wonderful bag" with pictures to sounds T, T'. the child gets picture and determines the place of the sound in the word.
2). Sound analysis syllables: TA, UT, TI; words: THERE, TIMA.
3). Reading syllables and words with the letter T.
4). Characteristics of sounds K, K '. A game « Pictures for Katya and Kira» . Learn to differentiate the sounds K and K'.
Subject: "Sounds and Letters K-T"
one). Comparative characteristics of sounds K and T. ( Similar: consonants, deaf, hard;
differences: with T- the tip of the tongue works, it is anterior lingual, with K the root of the tongue works, it is posterior lingual. A game « Pictures for Katya and Tanya» .)
2). Sound analysis of words: CAT, KIT.
3). Laying out syllables and words from cut letters alphabet: MAC, CATS, COM, NOTE.
Subject: “Sounds [p], [p‘], letter P”
1). Characteristics of sounds [P], [P ']. Playing with pictures to sounds P, P' "Wonderful bag". (Child pulls out picture, names it and determines the place of the sound in its name.)
2).Transformation of syllables and words: AP-CAP-PIK-PIKA (work with split alphabet). Develop attention and thinking, teach to think which letter (syllable) need to be replaced, removed or added.
3). Sound analysis of words: PUMA, PONY.
4). Compilation of sentences with complex prepositions FROM UNDER and FROM-FOR. Laying out the schemes of these proposals.
Subject: "Sounds C, C', letter C"
1) Pronunciation, characterization of sounds C, C '.
Playing with pictures to sounds C, WITH' "Guess What Changed".
2) Sound analysis of words: nose, catfish, sima.
3) Convert words from cut letters alphabet: NOSE-SLEEP-JUICE-COM-COMONE.
Subject: "Sounds X, X ', letter X"
1). Pronunciation and characterization of sounds [x], [x ‘]. Playing with pictures to sounds [x],[X'] "Wonderful bag". The kids are pulling out picture, then determine the place of the sound in the word.
2). Reading and conversion words: wow-ear-fluff-fly-hut.
3). Guessing objects according to the description with the setting for memorization clues:
Soft, fragrant, tasty, fresh, with a crispy crust. (Bread.)
Soft, but not bread, fluffy, but not fur, white, but not snow. (Fluff.)
Small, black, flying around the room, buzzing loudly. (Fly.)
Game "Remember, repeat" (repeat all the clues in a chain).
Subject: "The Sound and the Letter E"
1). Pronunciation, sound characteristics. A game "Find picture» with the sound E in the name.
2). Sound analysis words: EH, THESE, POET.
3). Laying out syllables and words from the letters of the split alphabet under dictation.
Subject: "Sounds "G-G'", letters "G", "TO".
one). Pronunciation, characterization of sounds [G-G ‘]. Selection pictures for Gali and Gena(Galya loves on [g], and Gena on [g ‘]).
2). Sound analysis words: GESE, GNOME, FOOT.
3). Comparative characteristics of sounds [K] - [G], how similar, how they differ. A game "Replace the first sound, get a new word" Kalina-Galina, count-, bones-, spike-, crust-, bark-….
Subject: "Sounds "B-B'", letter "B".
one). Pronunciation of sounds [b-b ‘]. Comparative characteristics of sounds. Playing with pictures"Bulls and Bison". (They take turns approaching the table, take picture and comments: "I take a can because I am a bull").
2).Conversion of words: buck-bok-beech-bull-bulls (cut alphabet).
3). Ex. "Make a sentence out of words" Through, bunny, bush, jumped. Because, left, at home, the car is red. Sofa, fluffy, got out, from under, kitten. Road, tall, trees, between. She ran out, from behind, a mouse, nightstands, gray.
4). Comparative characteristics of the sounds B-P, B-P. An exercise "Say the opposite" pa, pa-ba, ba; by, by - bo, bo; pi, pi-bi, bi; bya, bya-pya, five, etc.
Subject: "Sounds [d], [d'], letter D".
one). Pronunciation, description of articulation, characteristics of sounds [d], [d ‘].
Sound analysis of the words HOUSE, FASHION, DIMA.
2). A game "Wonderful bag". Children get picture and determine the place of the sound [d] or [d ‘].
3). Transformation of words from the letters of the split alphabet HOUSE-SMOKE-SMOKE-HOUSE.
4). Drawing up proposals with further analysis and scheme.
Subject: "Sounds [s], [s'], [z], [z'], letters C, Z"
1). Pronunciation of sounds [s], [h], clarification of articulation, comparative characteristics. The same with the sounds [s‘], [z‘].
2) Printing the letters C and Z on the boards with a marker.
3) Ex. "Name only the vowels in the words" FROST, HOLIDAY, DANCE,
NEW YEAR, MASKS.
4) Ex. "Guess the word" by body movements (teacher thinks) WINTER,
SLED, UMBRELLA, JUICE, BRAIDS.
Subject: "Sounds "B-B", letter "AT"
1) Pronunciation, description of articulation, characterization of sounds. A game "Daisies" with pictures on the differentiation of sounds [in] and [in ‘]. (Two circles, blue and green, are the hearts of daisies. Petals- Pictures.)
2) Word conversion: IVA, IVAN, SOFA, DIVO, VOVA, KVASS, LETTER.
3) Learn to spread simple sentences. Children make up a sentence of 4 words, lay out the scheme of this sentence, then supplement it with definitions or other members, reflecting this on the diagram.
4) Game "Owls and Crows". Children are divided into two commands: Owls and Crows. Eagle owls choose pictures with stars. [f] [f ‘], and the Crows - pictures with stars. [in] [in ‘].
Subject: “Sounds [z], [z‘], letter Z”
1) Pronunciation, characterization of sounds [z-z ‘]. A game « Pictures for Zoya and Zina» .
2) Exercise "Name only the vowels" with the definition of the stressed vowel in words: tail, giraffe (s, a, bear (uh, uh, kangaroo, hippopotamus (uh uh oh).
3) Exercise "Make an offer" with a pretext "Because of" on words: bunny-tree, forget-me-not-bush, rose-tree, star-moon, goat-house, umbrella-cabinet (Forget-me-not is visible from behind the bush. Etc.)
4) Laying out sentences from split letters alphabet:
This is Zina. Zina has a sled.
Subject: "Sound [c], letter "C"
one). Pronunciation, description of articulation, sound characteristics [ts].
A game "Who is bigger" (name words with this sound at the beginning of the word, in the middle, at the end of the word).
2). A game "Wonderful bag"(In a bag pictures with sound [C]. The child gets picture, determines the place of the sound in the word and the stressed vowel.)
3). Laying out sentences from split letters alphabet: There's a sheep. There is a bird.
4). A game "Show letter". caregiver pronounces words with the sound [C] or [C], and the children show the corresponding letter.
The words: juice, circus, birds, light, color, owl, dancing, socks, soup, cucumbers, sled, saber, heron, well done.
Subject: "Sound and letter "SH".
one). Pronunciation, sound characteristics [w] (hissing, always hard). Playing with pictures for sound [w]"What changed?".
2). An exercise Name only the vowel sounds. Which one is the percussion one? in words: fur coat, car, kids, hut, minced meat, rustle, noise, rustle, cannon, mouse, pears, good, silence.
3). Making words from big cubes: noise, porridge, steps, car, fur coat, hat.
4). A game "Change the Word" (to make the sound [w]). Rooster-rooster, nut - nut,
mother-, bread-, turtle-, winter-, fly-, ant-, fish-, peas-…., bucket-, hare-, house-….
5). Reading words and sentences. Anchoring regulations: SHI- we hear Y, and we write I.
Subject: "Sounds "WITH"-"SH", "Sound and letter "F".
one). Comparative characteristics of sounds [s], [w] (what is common, what is different).
A game « Pictures for Sonya and Shura»
2).Game "Find the extra word". Chocolate, sausages, barbecue, porridge. Juice, sour cream, sprats, cheese.
Salad, potato, chips, sausage. Rice, meat, garlic, spinach, etc.
3). An exercise "Say the opposite". Sa-sa - sha-sha, so-so - sho-sho, ash-ash - as-as, os-os-, su-su-, shi-shi- ... etc.
4). Pronunciation of sound in chorus and individually, description of articulation. Sound characteristic. Playing with pictures on star. [f] "Wonderful bag". The child gets picture and determines the place of the sound [g] in this word.
Subject: "Sounds and Letters Zh-Sh"
1) Pronounce the sounds Zh-Sh, give them a description. Determine the similarities and differences between these sounds. A game « Pictures for Zhanna and Shura» .
2) Game "Vice versa". (Vos-l pronounces a syllable with a sound [g], children replace it with a sound [w] and pronounce a new syllable and vice versa).
Jo-sho, sha-zha, azha-asha, izhi-ishi, uzhu-ushu, osho-ojo, etc.
3) Definition of the stressed vowel in words: Motherland, country, Fatherland, Fatherland, village, Moscow, capital, etc.
4) Fix the rule: in the syllables ZHI-SHI we hear Y, and we write I.
Typing words: snakes, Fawn, error, tire.
Subject: “Sounds of Sh-Zh. Sound and letter H
one). Pronunciation of sounds Ш-Ж, description of articulation. Comparative characteristics of the sounds Sh-Zh. A game « Pictures for Zhanna and Shura» .
2). Fixing the rule: SHI, ZHI - write with the letter I.
Typing words from dictation: spikes, live, say, ours.
3).Game "Wonderful bag" with pictures. Children get picture, in the name of which there is a sound Sh or Zh and determine the stressed vowel sound in the name of this Pictures.
4). Pronunciation of the sound Ch, description of articulation. sound characteristics C.
Word formation of masculine patronymics - exercise "Name your son's patronymic": Gleb has a son Glebovich, Ivan has Ivanovich, Ilya has, Maxim has,
at Roman - etc.
Subject: "Sounds "F-Z". sound and letter "H".
one). Pronunciation of sounds [w] - [h]. Comparative characteristics of sounds [g] - [h].
Playing with pictures"Giraffes and Zebras". Children are divided into two teams "Giraffes" and "Zebras". On the table pictures with sounds [g], [h] in the title. Each team selects "their" Pictures.
2). A game "Find the mistake". The teacher writes the words: KNIVES, MICE.
Offer: Masha has snakes.
Children find a mistake and correctly lay out words from the letters of the split alphabet. Fasten rule: SHI, ZHI write with the letter I.
3). An exercise "Name the stressed vowel". Words on the topic.
4). Sound pronunciation [h], description of articulation, sound characteristics.
An exercise "Change the Word". You need to change the word so that the sound [h] appears:
chair-stool, lock, lace, knot, sock, pancake, sofa, long loaf, curbstone;
light-lighter, soft, loud, hot, bright, rich, fine, strong;
Vanya-Vanechka, Olya, Grisha, Tanya, Petya, Valya, Diana, Angelina.
Subject: "Sounds of [Sh-T']".
one). Comparative characteristics sounds: how similar, how different.
Repeat (individually) behind educator a series of syllables:
cha-cha-cha, cha-cha-cha, cha-cha-cha, cha-cha-cha, cha-cha-cha, cha-cha-cha.
2). Replace the sound [H] with the sound [T ‘] in words. What words did you get? Make sentences with each pair of words.
Ball-knead, scourge-, bang-, stove-, weaver-, clearly-, river-, stove-, evening-, why-….
Subject: "Sound and letter Sh".
1). Pronunciation of sound in chorus and individually, description of articulation, characterization of sound [w]. A game "In the Land of the Giants" with the sound [u], turn any object into an object from the country giants: house-house, ax-axe, bush-, nose-, mustache-, elephant-, cat-, shovel-... etc.
2). Sound analysis words: SHIELD, PIKE, THINGS (v’, uh, u, PUPPY (u, e, n, o, k).
3). Writing words under dictation in block letters, reading:
PIKE, PIKE, WEATHER.
4). Word conversion: SHIELD - SHI - LOOK - FOOD - BEEP - BEEP - FOOD. Use sound screens.
Subject: “Sounds Shch-Ch-S'-T'. Sound and letter Y"
1). "Correct mistakes". He is flying on an airplane. We are writing a letter. Mom is feeding the baby. The boy is going to school. Children watch movies. People are walking down the street. The clock is right. The dog barks loudly. The cat catches the mouse. The girl sings a song.
2). Convert words using cut letters alphabet:
Pike-pike-pike-pike-pike.
3). Determine the stressed vowel in the words on the topic.
4). Pronunciation, characterization of sound [th].
Consider a number pictures, name them, select only those in the name of which there is a sound [th], determine the place of the sound [th] in these words.
Subject: "Letter E. Letter Yo"
one). The letter E, what is its feature. (Denotes two sounds [th], [e]. "Orders" consonants become soft.) Reading syllables and words with the letter E.
2).Game "Wonderful bag". Children get picture, in the name of which there is a letter E, they call it, determine the number of syllables by the number of vowels, and which vowel is stressed.
3). Laying out a sentence from the letters of the split alphabet, having previously analyzed it. Lena eats candy.
4) Examination of the letter Yo, characteristic of the optical-spatial position of the letter. Laying out the letter Yo from sticks and buttons. Explain that in writing the letter Yo denotes the softness of the previous consonant (Letter Yo is commander. orders: "Get soft!"). Reading syllables with the letter Y.
Subject: "Letter Y. Letter Y".
1) Consideration of the letter Yu, characteristic of the optical-spatial position of the letter. Laying out the letter Yu from sticks and buttons. Explain that in writing the letter Yu denotes the softness of the previous consonant (Letter Yu is commander. orders: "Get soft!"). Reading syllables with the letter U.
2) Exercise “Finish the end of the word with the letters Yo, Yu and name the whole word”.
YU: one hundred, po, zhu, yes, mo, top, cheat, clap,
Yo: gun, spear, wash, linen, beast, zhil ....
3) Exercise "Echo"(determining the number of syllables by the number of vowels, highlighting the stressed sound in words on the topic).
4) Considering the letter I (description). Naming words with the letter I. Reading syllables and words with the letter I in the primer.
Subject: “Sounds [L], [L‘], letter L”.
one). Pronunciation, description of articulation, characteristics of sounds [l], [l ‘]. A game "The Fourth Extra" on pictures(there is a sound, there is no sound, at the beginning of a word - at the end of a word, hard-soft).
2). What words will come out? If you remove the sound from the words L: klok- (kok, raft-, elephant-, club-, words-, eye- .... If the first sound is replaced with the sound L ': honey- (ice, weight-, bale-, stump-, oven-, sand- , thing-… .
3). Split alphabet exercise "Swap the letters, get another word"
FOREST (VILLAGE, FOX (POWER, OX (LOW, SAW) (LINDEN).
4). Reading small texts with passed letters.
Subject: “Sounds [r], [r‘], letter P”.
one). Pronunciation, description of articulation, characteristics of sounds [p], [p ‘].
Game for differentiating sounds [r] - [r ‘] « Pictures for Rai and Rita» .
2). A game "Say the opposite": Ra-ar; ru-ur; or-ro; re-er; ir-ri.
Re-re; ro-ryo; rya-ra; ru-ryu; ri-ry.
3). A game "Add R Sound" in the words: forge-(bed, helmet-, cat-, Kai-, cat-, pud-….
4). A game "Rearrange letters" in words. Use split alphabets.
FRAME, ACTOR, CARP
3 2 1 4 5 5 4 1 23 4 2 3 1
Subject: "Sounds and letters "R", "L".
one). Comparative characteristics of sounds [p] - [l]. Ex. "Repeat a couple of words": varnish cancer, bench-frame, onion-friend, treasure-crab, skis-saffron milk, spoon-horns.
2). A game "Take away the sound"(v-l calls the words, and the children must pronounce the word, taking away the first sound: mole, thunder, plow, injection, Shura, marriage, tailcoat, stronghold.
3). Print an offer, pre-compiling it scheme: Rita is jumping across the stream.
4). Reading cards with small texts.
Subject: "Letter "b".
one). What does it look like "b"? Explain what a letter "b" does not indicate a sound, but indicates the softness of a consonant. Compare pairs of words, paying attention to the fact that with the advent of "b" meaning changes the words: corner-coal, weight-all, spruce-spruce, ash-ash, chalk-stranded, dust-dust. Use split alphabets. Explain the meaning of each pair of words.
Subject: "Letter b"
one). The letter b is an unusual letter. What is its feature? Reading words with "b".
Reading short texts.
2). A game "Chain of words" inventing words for the last sound.
3). Split alphabet game "Wizards"(change, remove or add a letter to the words so that it turns out different word: CAT (mole, FLY (ear, SO (tank, SLEEP (son, juice, YEAR (goal, guide, SUK (soup, court).
4). A game "Name the Word" by the first sounds words: ear, cancer, wasps, porridge - a lesson,
cat, thread, name, goal, Anya - a book, etc.
Subject: "Repetition"
1) Game "Recognize the letter". The child closes his eyes. At this time in "writes" any letter on the child's hand. The child guesses.
2) Reading and retelling short texts. (2-3 simple sentences.)
3) Typing words. A game "Guess the word". So-so-so, wah-wah-wah turns out (owl, Buk-buk-buk, wah-wah-wah, it turns out (letter) etc. The children print the answers.
4) Drawing up sentences with prepositions according to the plot pictures.
Picture games for children 4-5 years old
Tasks for children of the middle group of kindergarten on the topic "Learning to read"
Exercise 1
Name the items in each group. Match them with the letter that their names begin with.
Task 2
What letter do these words begin with? Draw an object whose name starts with desired letter, in each group.
Task 3
Match the items whose names start with the same letter.
Task 4
Match the items whose names end with the same letter.
Task 5
Color the extra picture in each group. What letter do the names of the pictures begin with?
Task 6
Choose and color only those pictures that have the letter "Sh" in their names.
Task 7
Color only those items that have the letter "L" in their names.
Task 8
Color only those items that have the letter "P" in their names.
Task 9
Color only those items that have the letter "K" in their names.
Task 10
Name the pictures. Connect them in a chain: in the first word - the name of the picture, the sound [M] is at the beginning of the word, in the second the sound [M] is in the middle of the word, in the third the sound [M] is at the end of the word.
Task 11
In the name of which object is the sound [D], and what is the sound [T]?
Task 12
In the name of which object is the sound [B], and what is the sound [P]?
Task 13
In the name of which object is the sound [З], and what is the sound [С]?
Task 14
Where is the sound [R] in words: at the beginning, in the middle or at the end of a word? Match the diagrams with the right words.
Task 15
How many sounds are in each word - the name of the picture? Name them. Match the pictures with the correct numbers.
Task 16
What sounds do these names begin with? If you remove the first sounds in these names, you get other words. Which?
Check yourself.
Fishing rod - daughter; fly - ear; beads - mustache; thunderstorm - rose.
Task 17
Say the names of these items. In which words is the first sound pronounced? Color the box next to this word blue. Which words have the first sound soft? Color the square green.
Task 18
Match each picture with the syllable that its name begins with.
Task 19
Words with one syllable in their names are connected with one square, words with two syllables with two squares, and words with three syllables with three squares.
Some of the guys in the older groups kindergarten already know how to read. In literacy classes, they get bored and start to play pranks.
The teacher has to come up with a variety of literacy tasks for the preparatory group to keep these children busy while he works with the rest.
For reading preschoolers, the following literacy tasks are usefully applicable.
Literacy cards
Each exercise consists of a small sentence and five tasks to complete. The proposal is a short text. There are usually no problems with reading and understanding it. Sentence texts are not repeated, it is easy to come up with your own.
The question is often asked: why repeat the read sentence? Beginners to read children concentrate on the process of reading, poorly understanding the content. Setting for repetition after reading helps, from our point of view, to include understanding of the text.
The first time you need to do the exercise together. And then be sure to check the correctness of the execution and parse the errors (if any). This is another plus: techniques are mastered independent work. The longest word is determined by the number of letters.
The card looks like this.
In any editor, you can change the sentence, leaving the tasks. Get a new card. For example.
Lisa painted a picture.
1. Read the sentence and repeat it out loud.
2. Copy the longest word
3. Count how many words are in the sentence and write in the empty box. 
4. Divide words into syllables.
5. In each word, under the vowels, put a red dot with a felt-tip pen, a blue dot under the hard consonants, a green dot under the soft consonants.
An example of a (partial) task execution
Stimulus material
At first, we print sentences in cards in large letters.
Pavel catches a catfish.
The cat is waiting for the fish.
Mom milks the cow.
Geese graze on pasture.
Olya collects cranberries.
Zina and Nina picked mushrooms.
Grandma cooks compote.
Dad is cutting wood.
Music is heard from the window.
Lena plays the piano.
The swallow catches the moths.
The pike is chasing the crucian.
The dog guards the house and garden.
Raspberries ripened on the bushes.
Young foliage has grown on the aspen.
The gosling and the duckling hurry to the pond.
The forest is a lot of trees, grass and bushes.
Lingonberries and blueberries are small bushes.
Mushrooms grow in the forest.
Fly agaric and grebe are poisonous mushrooms.
Raspberries, blueberries, cloudberries are delicious berries.
Bears, foxes, wolves, hares, birds live in the forest.
Squirrels store mushrooms and nuts for the winter.
The bear eats berries and catches fish.
The fox hunts mice and hares.
Elk and deer eat grass.
A hollow is a home for an owl and a woodpecker.
Birds catch midges and other insects.
The woodpecker gets pests from under the bark of trees.
A birch forest is called a birch grove.
A pine forest is called a pine forest.
A forest of oaks is called an oak forest.
All the animals in the forest have enough space.
These exercises are quite applicable as homework in grade 1. Many parents come up with first-graders homework even if they don't ask it at school. Longer sentences and more complex words are suitable for them. The Non-Standard Children website wishes success to its readers.
Elena Antontseva
The child begins to use his native language almost from early childhood, but he does not realize the ways in which his speech is carried out. preschool childhood- formation time fundamental principles of personality, individuality, the most favorable period for the development of curiosity, general and special abilities. The development of children's speech is one of the leading tasks that preschool or parents. From a psychological point of view, the initial period literacy- this is the formation of a new attitude to speech in the child. Speech itself, its external sound side, becomes the subject of knowledge. According to M. Montessori, A. N. Kornev, R. S. Nemov, education reading should be started at the age of 5-7, since at this age self-consciousness is developed to a certain extent, speech, motor skills, elementary skills in artistic activities are formed, and there is also an interest in letters and a desire to learn to read.
Thanks to special process knowledge, which is carried out in an emotional and practical way, each preschooler becomes a small researcher, pioneer of the world. Since the beginning literacy the preschooler begins to analyze his speech and learns that it consists of sentences, which in turn consist of separate words, words - from syllables, syllables - from sounds. Sounds in writing are indicated by letters. Therefore, during the period literacy a large place is given to the development of phonemic hearing, the ability to distinguish between individual words in the speech stream, the position and the presence of sounds in the word. The development of speech is carried out with different types activities, including special classes on literacy.
Education held in game form. I offer you games, tasks, exercises:
A game "Name first sound in a word» (rings of Lull)
Acquaintance with the symbols of sounds (manual by T. A. Tkachenko ("Special symbols")
A game "Russell sounds into houses" (classification of vowels - and consonants)
Exercise "Draw a sound symbol on the call with your finger"
A game "Signals"
game-exercise "Gifts for Tim and Tom" (definition of hard and soft sounds)
An exercise "Determine the place of the vowel sound in the word" (using beans, buttons or chips in red)
"Sound Scheme of the Word" (chips in blue, green and red)
Finger and logarithmic exercises.
A game "Pick up the scheme of the word to the picture"
A game "Fun Train", "Houses" (dividing words into syllables)
A game "Magic Cube" (composing sentences with prepositions)
Exercise "Draw a letter with a string"
Exercise "Sound Analysis of Words"
A game "Syllabic Clock" (composing words from syllables)
A game "Collect Cubes" (composing words from letters)
Perhaps these games useful to you at work. Good luck!
Loving parents want to raise their kid so that in the future he will become a well-educated person with career prospects. The first step on this path is to obtain a quality preschool education. Accepted now school program It is built in such a way that the child should come to school already knowing the basics of literacy. And it is very important that the educator not only teach the preschooler letters and reading, but also be able to instill in him a “sense of language”, an understanding of the laws of its construction and the ability to use them.
Why you need to teach literacy before school
From the point of view of psychologists, a child at the age of 4–5 years has a special “sense” for language, which weakens in the future. It is important to build lessons with preschoolers from the younger group in such a way as to form their intuition for correctly constructed language structures, develop a clear pronunciation of words, improve vocabulary. In addition, literacy training contributes to the development of mental activity and memory, analysis and synthesis of information. All of these arguments point to the need for such training.
How is the process of teaching literacy
Literacy is taught gradually, in a playful way. The following tasks can be distinguished:
- acquaintance of children with the concepts of "word" and "sound", the development of phonemic hearing;
- division of a word into syllables, correct placement of stress in a word;
- analysis of the sound composition of a word, the ability to identify vowels, hard and soft consonants, compare words by sound composition;
- familiarity with the concept of "sentence" and its vocabulary;
- the basics of reading and writing, composing words using a split alphabet.
Modern methods of teaching literacy are based on the sound analytical-synthetic method of teaching reading, proposed by K. D. Ushinsky more than a hundred years ago. According to this technique, children's acquaintance with sounds occurs when they are isolated directly from live speech. First, the vowels are assimilated a, o, i, e, y, s. Tasks become more difficult gradually. The sound is defined in monosyllabic, disyllabic, and then in polysyllabic words. Then the vowels i, yu, ё are studied. And only after that they proceed to the study of consonants. K. D. Ushinsky wrote that teaching children to identify consonants in a word is the most important and difficult task, it is "the key to reading".
Children 4-5 years old are most receptive to sounding speech, interest in reading usually appears only by 6-7 years
For young children, the play component of classes is an important aspect. The child must be motivated to perform exercises, to captivate with an interesting task. A lot of techniques and methods have been developed, you just need to choose the appropriate classes for the topic and the age of the children. Literacy classes may include basic educational activities: looking at pictures, drawing, reading poetry, solving riddles, outdoor games, but, in addition, there are specific exercises that will be discussed further. It is recommended to conduct literacy classes at least once a week.
If there is a significant differentiation in the group in terms of the level of assimilation of the material, then it is advisable to use individual tasks or conduct classes in subgroups.
Features of classes with limited health in children
Speech impairment, which is observed in certain types of diseases in children, leads to inhibition of the process of mastering reading and writing skills. Such children perform tasks more slowly, often confuse similar-sounding letters, similar-sounding words. Preschoolers with such deviations need the help of a speech therapist, a psychologist, as well as increased attention from the educator and parents.
Conducting classes in a group is built in such a way that the child performs some exercises individually. But at the same time, he should not feel completely separated from the common activities. For example, you can individually work out a task in advance or offer a child with disabilities an easier riddle, giving them the opportunity to prove themselves among their peers.
Children with speech disorders receive an education comparable to the education of healthy peers, being in their environment
Parents should help the educator and speech therapist by doing some additional exercises with the child or consolidating what they have learned in the garden. At home, you can also use interactive games, the interest in which children have is quite high.
Video: Teaching Literacy to Children with Speech Disabilities
Getting Started: Ways to Motivate Children
The beginning sets the tone for the entire session. It is necessary to make sure that the children tune in to learning new things, they were interested in it, they wanted to participate in the lesson. You can use the following tricks:
- a poem on the topic of the lesson;
- riddles;
- looking at pictures.
The teacher can start the lesson like this: “Guys, today we will figure out what a word is. You carefully listen to the lines from the poem and help me. Example of a poem:
There is a sweet word - candy, (And what other delicious words do you know?)
There is a quick word - a rocket, (And who will help here?)
There is a sour word - lemon, (What sour did you eat?)
There is a word with a window - wagon, (What is suitable?)
There is a book word - a page, (And what words refer to books?)
There is a forest word - a tit, (You probably know a lot of such words!)
There is a fluffy word - snow, (It's also easy to guess here)
There is a funny word - laughter. (And who came up with it?)
At the end, praise the children: “What good fellows we are. How many words did you remember?
If the use of riddles seems to be a good option for you, then select them so that the answers begin with one letter.
Table: examples of puzzles to start the lesson
You can finish with a game element: “Guys, you are real smart people, you solved all the riddles! All words are correct! But the question is: how are all these words similar? And now the game. I name a word. If it starts like our guesses, you clap your hands. And if not, don't clap."
In order to get the children interested, you can also distribute a set of cards to each pair of children and ask the children to put into words what they see in the pictures. The teacher asks: “What sound do all words begin with? How can you divide them into two groups? Correctly. Some words are short and others are long. We put pictures with short words to the left, and with long words to the right. Then the teacher checks the completed exercise.
To captivate children at the beginning of the lesson, you can use pictures.
You can use a blank - a surprise, a theatricalization of the story, start by watching a presentation or discussing an illustration. Children are happy to participate in inventing new fairy tales.
Literacy in kindergarten
Preparing an educator for literacy classes requires special scrupulousness. Incorrect presentation of the material can result in the complexity of learning in the future. Careful planning of lessons will help the teacher to avoid mistakes. The development of a plan - a lesson summary, of course, is already a sufficient stage of planning. However, now in educational institutions it is proposed to use technological maps of classes. In this document, not only all stages of the lesson are developed in detail, but the quantitative and qualitative characteristics of the group are considered. This makes it possible to analyze any stage of the lesson, to identify possible shortcomings. Routing classes - this is a rather voluminous document, an example of development can be viewed on the site.
Forms and methods of teaching
There are three main groups of teaching methods for children, each of which is based on a certain form of thinking of the child.
- visual methods. These include: displaying objects, pictures, illustrations; solving isographs (letters are superimposed on one another, you need to determine them) and rebuses; staging skits, watching presentations, cartoons, visiting the theater.
- Practical methods. This group includes: performing exercises, playing techniques, modeling, designing.
- verbal methods. Conversations, reading, drawing up stories according to a model, stories according to a plan, stories - fantasies.
When conducting classes, the teacher should use techniques so that different types of children's activities alternate, the method of obtaining information is switched: visual, tactile, auditory. Consider examples of practical techniques:
When studying letters, for better assimilation of the material, their appearance is played up in various creative tasks. Draw a letter, decorate it with different patterns, sculpt a letter, sew a dress for it, lay out a letter with beans or buttons, draw with sand, fold it from sticks, braid, receive a letter as a gift, etc.
To check the assimilation of the material with older children, verification work can be carried out.
An exercise that can be included in such work: handout with objects and studied vowel sounds. Children must connect the object and the image of the vowel that is in the word. For the first picture, draw a word scheme: how many syllables, which one is stressed.
Sample card for verification work with older preschoolers
Perform a sound-letter analysis of words, that is, enter the names of the objects depicted in the cards.
A handout that asks for the names of objects can be used for children who can write.
Reading children can be offered solving puzzles or games to compose words: “Who will make more new words from the letters of the word Excellent?”; "Name the words consisting of two, as the word Parovoz consists of the words Par and Voz."
Stages of teaching preschoolers to read and write
Preparation for literacy begins at the age of three. What tasks are solved in each age group?
Second junior group
This year's goals are:
- dictionary enrichment;
- developing the ability to pronounce words correctly and clearly;
- the formation of the ability to distinguish sounds;
- familiarity with the concepts of "word" and "sound".
The main forms of work: conversations, reading, memorizing poetry, games.
In classes that form sound differences, kids get acquainted with the sounds of the world around them and learn to recognize them, the concept of “sound” is introduced.
The study begins with the consideration of sounds that are very different from each other (the rustle of paper is the sound of a bell). Then they move on to close sounds (rustling of paper - rustling of leaves, you can use different bells). As a result, children should learn to distinguish between natural noises (the sound of car tires, the creak of chalk, the chirping of a sparrow).
Games used: “Tell me what it sounds” (a recording of various noises is used), “Where does the bell ring?”, “How animals growl” (children look at pictures and reproduce sounds made by animals).
In one of the classes, you can use sets of objects made of the same materials: glass, metal, plastic. First, the teacher demonstrates what kind of sound is obtained when hitting glass, metal. Then, behind the screen, he hits an object. Children must determine what it is made of.
Theatricalization of a familiar fairy tale is possible. We remember the fairy tale "Kolobok". “Rolling, rolling Kolobok along the path. And towards him ... ". Children continue: "Hare!". A child with a toy hare in his hands comes forward and stands in front of the children. We also beat the meeting with the rest of the heroes of the fairy tale. The teacher takes turns addressing the children with toys in front: “What is the name of your toy? Let's all say this together." And so for all the characters. When performing such exercises, attention is focused on the concept of "word".
An example of a lesson on the development of phonemic hearing can be viewed at the link.
middle group
This year's goals are:
- further development and increase of the dictionary;
- the formation of the ability to perceive the plot of the narrative, to retell;
- memorization of poems, proverbs and sayings;
- consolidation of the concepts of "word" and "sound", dividing the word into syllables;
- formation of skills to determine the length of a word, highlight the first sound.
The main forms of work: conversations, reading, retelling, memorizing poems and proverbs, creative stories, games.
Video: lesson "Speech Development" in the middle group of kindergarten
Examples of suitable games:
- Game "Remember the word". Preschoolers stand in a circle and take turns calling any noun to their neighbor. You can't repeat. If the participant does not have time to quickly remember a new word, then he leaves the game. The winner is the one who remains in the circle. In the future, this game can be complicated by giving tasks to children to select words on a topic. For example: “We go to the grocery store, you can buy whatever you want. We name only those words that are products.
- Echo game. The kids should repeat the second part of the word in such a way to get a new one (a pie - a horn, a locomotive - a cart, etc.). Another version of the game is to name the word, discarding the first sound (yard - thief, shelter - moat, drama - frame, mole - mouth, scythe - wasp).
An exercise to determine the first sound in a word using pictures. The teacher emphasizes this sound with intonation (p-rose, p-rocket, p-cancer, p-hands) and demonstrates the image.
The teacher must clearly pronounce the initial sound "rrrr"
Then the children call other words with the same sound.
When performing exercises on dividing into syllables, we separate each syllable with a sharp sound (the ringing of a gong, the sound of a pencil, clapping hands, drumming) or the same exercises (turns, tilts, steps). Another option: toss the ball as many times as there are syllables in the word. Such exercises can be considered as a physical exercise.
The outline of the lesson on the topic "Dividing words into syllables" is presented on the website.
Senior group
The following tasks can be distinguished:
- further development of phonemic hearing: recognition of vowels and consonants, their correct pronunciation and articulation;
- recognition of words containing a certain sound;
- placement of stress;
- the ability to characterize the sound (vowel, consonant, hard or soft);
- dividing sentences into words, highlighting interrogative and exclamatory sentences with intonation.
Toddlers need to learn how to correctly identify vowel sounds without skipping them in words. It is the exact pronunciation of vowels that determines beautiful speech. The study usually goes in order: [a], [o], [y], [i], [s], [e], [e].
In the first lesson, we highlight the vowel sound from the word. For example, [a]. The teacher names the words in which [a] is present in an open syllable, emphasizing in voice [a]: KA-A-A-SHA-A-A. Children repeat. We also pronounce similar words: MA-MA, RA-MA. We focus on articulation when pronouncing a sound.
To make it easier for children to copy articulation, you can invite them to follow themselves through small mirrors.
The teacher explains that when pronouncing the sound [a], the air is exhaled freely, without encountering obstacles. The sound is loud, loud, which is why it is called a vowel. We will mark it in red.
In the same way, we introduce children to the rest of the vowel sounds.
Vowel exercises may include the following exercises:
- “See the sound”: the teacher silently expressively pronounces the sound, the guys call it.
- “We call words with a certain sound” (our sound must be percussive - hands, not a hand, a cat, not a kitten).
- “Disassemble the cards”: children choose cards with images for the sound [a] and fix them on a magnetic board.
- The definition of a sound among other vowels a, y, and, e, o (at first, the teacher clearly pronounces sounds to himself, this is not done further).
- Definition of sound in syllables (he, mustache, as, im, op).
- Definition of sound in words (swing, aster, arch, Ira, gadfly).
- Finding words in a sentence for a certain sound: "The mole and the cat rolled a hoop."
Next, we teach children to determine in which syllable of the word our sound is located: in the first lesson we look for the sound in the first syllable, in the second - in the last syllable, and only in the next - in the middle of the word. This situation can be beaten, for example, with the help of a “fun trailer”. There are as many windows in this trailer as there are syllables, with a flag we denote the window where the desired vowel sits.
After the study of vowels comes the study of consonants.
The articulation of consonant sounds (m), (n) is opposite to the articulation of vowels: air is retained either by lips or teeth
Consider a lesson with the sound [m]. The teacher says: “A young cow does not yet know how to moo for real. She only gets M-M-M. Toddlers pronounce the sound themselves, use a mirror to check articulation. Children notice that there is an obstacle in the way of air - lips. The teacher explains that when pronouncing all consonants, air meets with an obstacle. The sounds agreed that they are pronounced like that, therefore they are called consonants. They are marked in blue.
It is necessary to teach children to separate voiced and deaf consonants. The teacher explains that voiced consonant sounds are pronounced with noise and voice, and deaf ones only with noise. If you close your ears with your palms, then a voiced sound can be heard, but a deaf one cannot. Our sound [m] is sonorous.
You need to come up with a designation for sonority: a bell, a bell, a speaker. If the sound is deaf, then the symbol is crossed out.
Consonants are also divided into soft and hard. Explain to children the difference in articulation. When we speak a soft sound, the lips tense up and it looks like we are smiling a little. When pronouncing solid sounds, this is not observed. We pronounce it clearly so that the children see the movement of the lips: “Darkness, darkness, mystery, calf.”
We come up with a designation: for soft sounds - cotton wool, for hard sounds - stone.
When studying sound, the outline of the letter is given. At this age, it is still very difficult for children to memorize graphics. To achieve good result, we perform exercises based on different types of memory of the child.
- Tasks based on visual memory - they use images, scenes are played out.
- Techniques designed for tactile memory - children feel the object being studied with their hands: they mold letters from dough, clay or plasticine, lay them out of small objects.
- Using mechanical memory - kids should automatically repeat the shape of the letter: draw, trace around the stencil, cut out of paper along the contour.
- Appeal to associative memory - we arrange a contest of stories "What does a letter look like."
Throughout the course of study, we introduced a sound designation system based on color (vowel - red, consonant - blue) and symbols (voiced - bell, soft - cotton wool, hard - stone). This technique helps in memorizing the material and in developing assignments.
An example of a task based on the introduced notation system: children must correctly connect the picture and the word scheme with lines
The path to literacy is not easy. To go through it, the child needs to show diligence and diligence. The task of adults is to support the child in his learning. It will be great if a screen appears in the group, which reflects what knowledge the children have already achieved and what remains to be mastered.
AT senior group The literacy program provides proposal analysis sessions. At this link, you can familiarize yourself with the summary of the GCD on the development of speech on the topic "Introduction to the proposal."
preparatory group
The following tasks can be distinguished:
- to form the ability to analyze the text and make a proposal according to a given scheme;
- introduce the concepts of "noun", "adjective", "verb", talk about the selection of synonyms, antonyms for words;
- teach how to draw up a word scheme;
- achieve reading at a speed of 30-40 words per minute;
- teach writing words in a notebook.
Video: lesson "Literacy" in the preparatory group for teaching materials "Paths"
At the end of the year, children should be able to complete tasks of the following type:
- Repeat the tongue twister: “Polya went to weed parsley in the field.”
- List the items from the tongue twister (parsley, field). Name the first sound in these words (n). What is this sound? How is it indicated on the diagram?
- How many sounds are in the word "World". Name them.
- The word "road" is divided into syllables.
- The proverb is written on the board: "A diligent mouse will gnaw through the board." Find the written word "mouse".
- the theme and purpose of the lesson are indicated, as well as the main tasks: educational, developmental, educational;
- the methods and techniques used by the educator and how they correspond to the tasks set are determined;
- an assessment of the activities of children is given;
- the work of the educator during the lesson is analyzed;
- recommendations are offered to improve the educational process.
By the end of literacy, preschoolers should be able to pronounce words correctly, distinguish between vowels and consonants, words with similar sounds, divide words into syllables, know the composition of words and sentences, the basics of reading and writing
With children of this age, you can conduct various types of quizzes and KVN, similar to the open event presented on the site.
Literacy classes are held twice a week. For the younger group, 15–20 minutes, for the middle group, 20–25 minutes, for older preschoolers, 25–30 minutes.
Long-term planning of the process of teaching literacy can be done in another way, as, for example, on this site.
There are other methods of teaching literacy. The method of Nikolai Zaitsev ("Zaitsev's cubes") has become widespread. According to him, a child can be taught to read and write from an early age without prior preparation. The method is based on the use of special cubes with "warehouses" and wall tables.
"Warehouse" is a special speech unit of the Zaitsev method, it is a pair of consonant - vowel, or consonant and solid or soft sign, or one letter
The results of learning can be seen after a few months: kids read fluently without difficulty. This method is also suitable for teaching hard of hearing and visually impaired children. The disadvantages of the method include the fact that training is carried out individually and cannot be applied to work in kindergarten groups. In addition, a child who was taught to read and write by this method may have problems in primary school due to different principles of presentation of the material.
Lesson Analysis
The result of the work of the teacher of the kindergarten group is evaluated not only by children and their parents, but also by the system public education. leader or methodologist educational institution can attend any lesson with children and evaluate how effectively and efficiently it is carried out. Based on the results of the test, an analysis of the lesson is compiled. In this document:
You can see an example of such an analysis of a lesson on the site.
The famous Soviet physicist Pyotr Kapitsa said: “Science should be fun, exciting and simple. So must be scientists". This statement can be made the main rule when conducting literacy classes in kindergarten.