Learning to read using the Montessori method: 5 games with sounds. Playing with sounds

Fans of early childhood development have more and more opportunities every year to teach children counting, reading, and writing with the help of modern aids. One of them, based on the method of Maria Montessori, was recently published by the Klever publishing house. We bring to your attention several games with which, in accordance with the Montessori method, a child should begin learning to read. These are games with sounds. Only after mastering them should you move on to learning the letters.

“Let’s find something that starts with a sound...”

When you go for a walk with your child, ask him to show you some object whose name begins with the same sound as your baby’s name.

Tell him: “Mmmm – like your name, Michelle. Let's look around to see if there's anything here that also starts with the sound [mm-mm]..."

And you will be convinced that during the walk the child will find many words that begin with the sound [m]: car, shop, fly, coin...

When you start the game, you can offer one or two words of your own, but no more: give your baby the opportunity to discover words at his own rhythm. And on your next walk, offer him a sound corresponding to another letter.

Games with sounds material on the topic

Games for the development of sound-letter analysis skills, the formation of phonemic hearing

1) Game “Chain of words”

Objective: to teach children to identify initial and final sounds in words, expand their vocabulary, develop auditory attention and intelligence.

Description. You can play alone or with a group of children and adults. One of the players names any word - a noun in the singular and nominative case, the second - comes up with a word based on its last sound, the third - on the last sound of this word, etc., as if building a chain of words. For example: thread - turkey - cat - cable - dog, etc.

2) Game “Stomp - Slam”

Task: to teach the child to distinguish sounds that are similar to each other.

Equipment: words in which the consonant sound is pronounced clearly, with effort, and the vowel sound must be stressed.

Description. The game is played by ear. The adult tells the child: “Today we will learn to hear sounds and distinguish them from each other. For the task, sounds are selected that are somehow similar to each other: for example, O-U, Y-I, M-N, K-T, P-T, etc. - for children 5 years old, pairs of consonants due to deafness -voice (V-P, D-T, G-K, V-F) and hardness-softness (M-M', T-T', K-K', etc.) - for children 6-7 years old .

First, the game is played on individual sounds, then on syllables and words. The adult selects speech material and pronounces it clearly, and the child, according to the adult’s instructions, claps on one of the sounds and stomps on the other.

For example, the sounds [O-U] are different.

Sounds: O, U, N, U, O, Y, O, U, A, M, U, T, O, etc.

Syllables: ON, UK, PO, UT, KO, NU, MO, UP, MU, etc.

Words: Olya, duck, autumn, window, fishing rod, walking, cow, morning, lake, Ulya, etc.

3) Game “Choose Pictures”

Objective: to teach children to choose a picture with a word that begins with a given sound, to expand their vocabulary, and to develop visual attention.

Equipment: subject pictures with words starting with a given sound, several pictures starting with other sounds.

Description. An adult lays out pictures on the table and gives instructions to the child that he must choose those pictures that depict words with a certain sound, for example the sound [k]. Then the adult clearly names all the pictures, and the child chooses the appropriate ones from them (cat, pony, fly, horse, jacket, tank, cube, candy, nose, spider, poppy, doll, etc.)

4) Game “Put into piles”

Task: to teach children to identify the initial sound in a word.

Equipment: subject pictures with words starting with different sounds, several pictures for each of them.

Description. The adult lays out the pictures on the table, names them, then gives instructions to the child that he must combine the pictures into several piles according to the initial sound.

For example:

[L] - moon, boat, horse, lamp, etc. [A] - bus, pineapple, watermelon, album, etc. [U] - duck, fishing rod, beehive, snail, iron, etc. [M] - poppy, fly, raspberry, car, bridge, etc. [K] - cat, horse, cube, jacket, doll, etc. [N] - nose, leg, knife, scissors, rhinoceros and etc. [And] - willow, turkey, needle, toys, oriole, etc. d.

5) Game “Repeat the words after me”

Task: to train children in sound analysis, teach them to identify given sounds in words.

Equipment: series of words prepared by an adult, most of which contain a given sound, and the rest do not. The game uses words with vowels (A, O, U, I, Y) and consonant sounds that the child can pronounce correctly ([M-N], [D-T], [G-K], [B-P] , [V-F], [X]). For voiced consonant sounds [D], [B], [G], [V], the use of words in which these sounds come at the end and are deafened is not allowed. Hard and soft pairs of sounds are distinguished separately from each other. The vowel sound [O] can only stand out in those words in which it is stressed, since in other cases it turns into the sound [A]. The vowel sound [ы] is emphasized only in the middle and end of the word.

Description. The adult pronounces a series of first 5-6, then 8-10 words and gives the child the task to remember and repeat only those words that contain a certain sound, for example, the sound [M]. The following series of words is given: mother, cat, soap, house, spider, bridge, bow, fly, leg, lemon. Of these, the child must repeat the following words: mother, soap, house, bridge, fly, lemon.

6) Game “Find the sound”

Objective: to teach children to hear the initial and final sounds in words, to develop their auditory attention, to consolidate correct, clear pronunciation and distinction of sounds.

Equipment: rows of pictures with a specific sound.

Description. The game can be played with one child or with a group of children.

The adult says: “Now I will show the pictures and name the objects depicted on them, and you listen carefully and guess what sound is in all these words.” Then the adult shows and names a series of pictures that begin, for example, with the sound [K]: cat, horse, jacket, wheel, doll, candy, and the children must answer with a complete answer: “All these words have the sound [K].” Next, they must remember the words named by the adult with the sound [K], and come up with a few of their own words with this sound.

7) Game “Sound Lotto”

Objective: to train children in determining the location of a given sound in a word: at the beginning, middle or end.

Equipment; stripes divided into 3 parts, indicating the beginning, middle and end of the word; subject pictures with words for certain sounds: vowels and voiceless consonants - beginning, middle, end; sound [s] - middle, end of a word; voiced consonants are the beginning and middle of a word.

Description. The child examines and names the picture with the given sound, then places it on the first, second or third square in the strip, depending on its location in this word. The beginning of a word - when all other sounds come after the given sound, the middle of the word - other sounds come before and after the given sound, the end of the word - the remaining sounds come before the given sound. For example, a child is given pictures with the sound [m]. On the strip they are arranged in squares in the following sequence: poppy - bag - house.

Game "Who has more words?"

Task: teach children to find words in a picture or come up with words with a given sound. Equipment:

Option 1 - a picture that contains many objects with a given sound.

Option 2 - object pictures with words that contain a given sound; chips.

Description. You can play with one child or with a group of children.

Option 1. An adult shows a plot picture (for example, “Forest”) and invites the child to find as many words with a given sound in it as possible.

For each word the child receives a chip. The one who collects the most chips wins.

Option 2. The adult names the sound to the children and shows pictures with words that contain this sound.

Then the pictures are removed, and the children must name as many words as possible from memory. For each word, the child also receives a chip. As you practice, you can play without pictures, throwing the ball between the players and calling words with the agreed sound.

9) Game “Name the vowels”

Task: to train children in isolating vowel sounds from words.

Description. An adult pronounces words syllable by syllable, highlighting and extending vowels. Then he pronounces only the vowels in the order in which they appeared in the word.

For example, fish - y-a; ba-ra-ban - a-a-a; cat-o-a; ball - ya-and, etc. Next, the child tries to independently pronounce the vowels in the syllables and name them in order.

If necessary, an adult helps him in correctly dividing words into syllables. First, two-syllable words with straight syllables are selected for the game, in which the vowel sounds do not change depending on stress or spelling rules, i.e. the words are written and pronounced the same (words like wasp, road, tire, summer are excluded), then one- and three-syllable words and containing a consonant cluster.

10) Game “What happened?”

Objective: to train children in repeating and memorizing whole words.

Equipment: pictures depicting the words that should be obtained.

Description.

Option 1. The adult lays out pictures in front of the child and begins to name words in which he omits the first sound. The child must find this word from the pictures and name it. For example, (h)amok, (k)oshka, (m)ashina, (p)latier, (v)agon, etc.

Option 2. An adult selects words so that they all begin with the same sound. He gives the child the task of pronouncing a certain sound each time, and after that he finishes the whole word.

Then the child must repeat the word in its entirety again. For example, for the sound [x] - (x)vost, (x)leb, (x)omyak, (x)alat.

For the sound [sh] - (sh) peony, (sh) cola, (sh) pagat, (sh) uba.

For the sound [k] - (k) lubok, (k) key, (k) rask, (k) apusta.

11) Game “Agree the word”

Task: to train children in adding a given sound or syllable to a word.

Equipment: subject pictures depicting the words that should be obtained.

Description.

Option 1. The adult lays out pictures in front of the child and begins to pronounce the first syllable of the word, and the child must find a suitable picture and complete the missing syllable in this word. For example, vil(ka), ar(buz), snake(ya), li(sa), etc.

Option 2. The child pronounces the initial syllable, agreed upon in advance, and then the adult finishes the remaining 1-2 syllables, and together they repeat the resulting word in its entirety. For example, ka(sha), ka(reta), ka(mouse), ka(men), ka(ban), ka(cheli).

Option 3. Now the adult pronounces the beginning of the word, and the child finishes the missing pre-agreed last syllable and repeats the entire word. Depending on the child’s pronunciation capabilities, an adult can select words, excluding sounds that the child pronounces incorrectly, or, conversely, words with a certain sound in order to reinforce the child’s correct pronunciation of the sound.

For example, love (ka), re (ka), shish (ka), horse (ka), bunny (ka), gal (ka), book (ka); snake(s), seven(s), stan-qi(s), fe(s), shve(s); ig(ra), no(ra), u(ra), konu(ra), zha(ra), child(ra); school(la), ska(la), mirror(yes), marshmallow), etc.

12) Game “Choose a sound”

Objective: to consolidate the correct pronunciation of individual sounds that are difficult for the child, to develop the ability to add the missing given sound to the end of a word and to pronounce the word completely.

Equipment: rows of words with the same missing sound at the end, object pictures depicting the resulting words.

Description. The adult invites the child to complete the word with a sound, choosing the appropriate one from two or three proposed.

For example, you need to end a word with the sounds [p] - [t] - [k]: kato(k), tulu(p), bile(t), kuso(k), compo(t), Ukro(p), veni( k), ma(k), ko(t), su(p), hundred(p), zamo(k), etc. Or with the sounds [h] - [sch]: vra(ch), comrade(sch ), gra (ch), ovo (sch), god (ch), mya (ch), pla (sch), le (sch), etc. Or with the sounds [ts] - [h]: ogure (ts) , key(h), hare(ts), vo(h)b, hoop(h), deck(ts), kala(ts), etc.

Words are selected depending on the child’s pronunciation capabilities: words with sounds that he cannot pronounce correctly are excluded.

13) Game “Guess the word by vowels”

Objective: to improve children's sound analysis skills.

Equipment: subject pictures for each of the words.

Description. The adult lays out pictures in front of the child and offers to find among them a word in which the vowels are arranged in the sequence specified by him. He pronounces only vowels, emphasizing the stress, for example, a - y (spider), a - a (eyes), y-a (fish), etc.

First, the child is offered words of two direct, reverse or closed syllables, and as training progresses, three-four-five-syllable words: a - y - a (mar-tysh-ka), a - y-a (ma-shi-na), e -a - a - o (ex-ka-va-tor), etc.

"Guess what I see: it starts with a sound..."

Gather a few items whose names your child knows well.
To begin with, choose them so that the first sounds of their names do not have the slightest similarity with each other - such as, say, a scarf, a nesting doll, a ring. Place the selected items on the table in front of you, pick up one of them and show it to the child. If, say, you were the first to pick up a scarf, put it on your head and ask: “Is there anything on my head that begins with the sound [p]? What it is?"

Pronounce the sounds with which words begin, in accordance with the rules of phonetics: [p] - for a scarf; [m] - for matryoshka; [k] - for a ring.

The child will answer your question: “Scarf!”

Tell him: “That’s right: the scarf starts with [p]!”

Change the object, the place where it is placed, and the form of the question to make it more interesting for the child:

“I see something on the table that starts with the sound [m] - guess what it is?”

Then: “I see something on my finger that starts with [k]...”

Play this game with your child for several weeks.

Hunting for sounds while walking

So, as described in the previous exercise, you can play not only at home. Invite your child, as before, to find objects whose names begin with some sound that you said, but this time let him look for these objects on the street, in a park, in a store or in a car...

While walking, for example, you might say, “I see something that starts with [s]. Can you guess what I see? Perhaps the child will point at your bag, or maybe at a dog walking by or at a traffic light. Tell him: “Yes, the first sound of a bag (dog, traffic light) is [c], but let’s see, maybe we can find something else that starts with the sound [c]?”

When you find enough words together, offer your child a different sound. And then let him choose a sound, and together you will look for objects, animals and materials whose names begin with this sound.

Parents are quite capable of teaching a 5-6 year old child to read if they do it correctly. First, you need to teach how to isolate sounds in a word, and then replace the sound with a letter. The main thing is to do it while playing.

You can play with your child everywhere: in public transport, at a bus stop, in a supermarket, while waiting for a doctor. Even while preparing dinner in the kitchen, you can play with sounds.

It’s better to start with those that stretch easily: a, y, o, i, l, m, n, s, z, w. Naturally, you should avoid sounds that the child cannot pronounce. The more family members take part in the game, the more interesting it will be.

Here are the simplest games with sounds.

Ø Ask the child: “What sound does the word a-a-ist begin with?” Lightly pull the first sound. After waiting for an answer, ask: “Is there an a sound in the words: “watermelon”, “beetle”, “onion”? What words have the sound “a”? Choose words together with your child. To make the game more interesting, establish an order: for a correct answer the child receives a forfeit, for an error he gives a forfeit.

Ø Here’s a more complicated game: you name a word, the child responds with a word starting with the same sound. Then he names a word, and when you answer, you make a mistake.” Let him find a mistake, give him a forfeit for it.

Even more difficult: together with your child, make a chain of words, starting with the subsequent sound of the previous word. For example, “ball ” - “suitcase ” - “ n os” - “ s anki” - “ i gla”, etc.

Children love to play lotto. It is advisable for several people to participate in the game. The leader has chips, and the rest have cards with pictures. The presenter asks: “Who has a word starting with the sound p ?” Those who have on cards images of objects whose names begin with this sound raise their hands. They receive chips and cover the image with them. The winner is the one who covers all the pictures on the card first.

Ø And how children love to play with the Zvukoedik!

Introduce your baby to him. Say: “Sounds have a terrible enemy - the Sound Eater. He feeds on sounds. So in our kitchen the Sound Eater ate the first sounds in some words. Guess which ones: (j)ran, (w)kaf, (c)tul, etc. Next time, the Sound Eater can eat the last sound in the words: “one hundred (l)”, “one hundred (l)”, “plate (a)”, etc. Come up with a new story every time. A sound eater can get into the garden, the store, the street, the circus, or fishing.

Play with the Sound Educator until your child learns to easily identify the first and last sounds in words. And only after that teach him to hear and find sounds in the middle of a word, as well as determine their sequence in words, first from three, and then from four or five sounds.

Ø The game “House of Sounds” will help you with this.

Draw a house with three windows. Say: “The word “cat” lives in this house. He has three rooms, each with a window. All sounds of the word “sleep” are separate. Let's put the word "cat" to sleep. What sound will there be when sleeping in the first bedroom? Give the child a blue chip (consonant sound): “This is the first sound. Call him to bed." The child calls: “K-k-k,” and puts a chip in the first window. Give a red chip (vowel sound), let the baby call the sound “o” to sleep. If he loses it and the second sound t, be surprised: “Does kt live here? I thought a ko-o-ot lived here.”

Complicate the game by offering words with four and five sounds. Let the child “settle” all his friends and animals into houses, “put in storage” food, clothes, furniture.

All these games are board games. If your child prefers outdoor games, you can…

Ø ...play the “Sound Relay Race”.

Place three toy cars (you can take potatoes, cups or other objects instead) at a short distance from each other and say that each car contains a sound, and together they carry a word. Take the first car and, slowly moving towards the other car, say: “Ssss.” Having reached the second car, drive it and make the second sound “s-s-s”. The third car rumbles in its own way: “Rrrr.” Ask: “What word do the cars carry?”

At the same time as sounds, introduce children to letters. When showing the outline of a letter, say not its name, but the sound that the letter represents. And introduce children only to block letters. To remember the correct form of letters, it’s good if you look for them in the text, sculpt them from plasticine, or draw them on the sand or snow with a stick.

To help your child easily recognize a letter as a substitute for a sound, include the learned letters in sound games. For example, when playing “House with Sounds,” ask them to write the letters of the word CAT in the boxes. When delivering words in cars (the game “Relay of Sounds”), he can load not invisible sounds, but letters of a cut alphabet or cubes with images of letters.

If a child knows letters and can identify sounds in words, this does not mean that he can read. He has yet to make another discovery: learn to merge a consonant sound with a vowel.

Ø The game “House of Letters” can help here. The house itself can be cut out of cardboard and cardboard strips with letters can be inserted into its windows so that they can be moved freely. In the first window, record any consonant, and in the second window, draw a strip with vowels. Help read the syllables: la, lu, lo, ly.

So, you have taught your child to read syllables - you can start reading monosyllabic words: “poppy”, “varnish”, “son”. After each word you read, be sure to find out whether the child understands its meaning. Offer to find a picture of this object, make up a sentence with this word.

In conclusion, let’s say: you need to teach children through play simply, without any pretense, but in a fun, sensible and interesting way. Fairy-tale characters can come to visit them: the kind and caring Aibolit, the smart and resourceful Petrushka, Murzilka, who brings entertaining material in his briefcase, the cheerful Pencil, who can draw magical pictures and diagrams that will come to life with the help of children. They always have a lot of stories, tales about sounds. Together with the Zvukoznayki, let the Zvukariki fly in, who will turn every activity for children into a fairy tale, open up a diverse world of words for them, develop observation skills and help them understand the world around them.

Game of nonsense

Choose a sound - for example, [l] - and together with your child, find several words that begin with this sound: horse, moon, spoon, lamp...

You can write down all these words so you don't forget them. Add one or two adjectives and verbs to your list so that you can create a phrase where all the words begin with the same sound.

Slowly read this list out loud to your child and invite him to come up with a phrase with words starting with [l]. During this game, you can become co-authors of, for example, phrases such as “The affectionate Labrador barks at the moon” and so on.

Write down the most successful phrases, in your and your child’s opinion, in a notebook, which can be called something like this: “Notebook for playing nonsense.”

When you feel that your baby is sufficiently interested in words and has learned to play with sounds well, you can move on to the next stage - letters. We'll talk about this next time.

Card index of didactic games for the development of phonemic processes in preschoolers

Card index of didactic games for the development of phonemic processes.

Recognition of non-speech sounds.
Goal: development of auditory perception skills based on non-speech sounds. Objectives: learn to recognize the sounds of toys, musical instruments, the voices of animals and birds, and the sounds of the surrounding reality. “What did that sound like?”
An adult behind a screen plays a musical instrument.
The child guesses it and names it. "Whose voice?"
The child listens to an audio recording of animal voices and determines who the voices belong to.
“Find a Pair”
To play, you need identical boxes with different contents: cereals, grains, pasta, small metal and plastic objects.
The child looks for identical sounding boxes without opening them; by sound. “Magic wand”
An adult knocks with a “magic wand” on various objects: wood, glass, plastic, metal.
The child remembers the sound and then guesses, without visual support, what the stick hit. “Magic chest”
Determine by ear what is hidden in the chest.
“Find out by sound”
The child turns away, the adult drops some objects. We need to find out what fell.

Distinguishing the height, strength, timbre of the voice on the material of identical sounds, combinations of words and phrases.
Goal: to learn to distinguish by ear the direction of sound, longitude, continuity, tempo, volume, pitch and rhythm on a variety of speech material. Objectives: learn to reproduce and differentiate rhythms based on visual, auditory and motor analyzers; develop auditory and visual attention, memory, sense of rhythm, ability to change the voice in pitch, strength, duration. “Song of the Rain”
An adult behind the screen plays the “song of the rain” on the metallophone.
The child determines what kind of rain sang the song - beginning or torrential and chooses the appropriate pattern. As a complication, you can invite the child to play the “rain song” according to the diagrams. “Wind”
An adult behind the screen hums in a low or high voice: “Oooh!”
The child guesses whether the wind is blowing strong or weak and shows the corresponding picture. “Repeat the rhythm”
The adult behind the screen claps some rhythm, the child repeats it.
A more complicated version - the child sings a rhythm written in symbols. For example: !! !!! !! , Where ! - clap, space - pause. “The Three Bears”
An adult behind a screen pronounces any phrase from the fairy tale “The Three Bears” in a low or high voice. The child must guess which character’s voice he heard.
“Sounding Sun”
To play you will need a piece of paper and a yellow pencil.
In the middle of the leaf you need to draw a circle - the sun. The teacher behind the screen pronounces a sound or plays a musical instrument. If the sound was long, the child draws a long ray of sunlight, if it was short, a short one. “Steamboat whistle”
An adult behind the screen hums in a low or high voice: “Oooh!”
The child guesses which steamboat is humming, big or small. “Bear”
The child - the driver stands with his back to the others. Children say the phrase: “Bear, Bear, we came to you, we brought honey.” Then they take turns saying: “Bear, I’m here!” The driver must guess the speaker without turning around.

Distinguishing between words that are similar in sound composition.
Goal: development of phonemic awareness. Objectives: to develop the ability to distinguish words that sound similar. “Race”
An adult offers to organize a race.
Children stand in a line at a distance from the speech therapist and, on command, begin to move forward. When everyone hears the word “stop,” they should freeze. The words are pronounced: elephant, moan, stop, drain, stop, stand, knock, hear, elephant, stop, chair, stop, stop. The child who was the most attentive wins. “Find yourself a pair”
The child has several pictures in front of him, he must choose a pair so that the words sound similar: bear - bowl.
To complicate the task, choose a rhyme yourself. “How are the words different?”
The child determines how the words differ.
For example, kit-cat, beetle-bitch, Masha-porridge, ball-scarf. “Extra word”
The child identifies the extra word in the series and explains his choice.
For example: ditch, ditch, cocoa, ditch. Poppy, buck, yes, banana. “Find the letter”
Children look for the “lost” letter and replace it with the correct one. The game is played based on pictures. Puddles-skis Cow-crown Folder-stick Squirrel-bun Kit-cat Crust-cat

Differentiation of syllables.
Goal: developing the ability to differentiate syllables. Objectives: learn to differentiate syllables that differ in several or one sound using the material of syllables of different structures. “Deaf telephones”
Children sit in a row, one after another.
The adult calls a syllable or series of syllables in the ear of the first child. He whispers to the next one, etc., the last child says out loud what he heard. If a mistake is made, all participants in the game repeat their options and it is determined who made the mistake. “Which one is different?”
An adult pronounces a series of syllables (for example: nu-nu-no, sva-ska-sva, sa-sha-sa, etc.) and invites the children to determine which syllable differs from the others and in what way.
“Living syllables”
Three children memorize one syllable each and go behind the screen, and when leaving there, pronounce them; the rest of the guys determine which syllable was the first, second and third. Later, syllables that make up a word are introduced into the games, for example MA-SHI-NA; after naming the syllable series, the children answer what happened, or find such a picture among others.

Phoneme differentiation.
Goal: development of phonemic hearing. Objectives: learn to isolate a sound from a number of other sounds, syllables, words. “Who listens better?”
Two children stand with their backs to each other.
An adult makes a series of sounds. The first one raises his hand if he hears a sound, for example, [f], the second - [w]. “Sound mosaic”
A grid is drawn on a piece of paper.
If the child hears the sound [a] (as in “the baby is crying”), he paints the cell red, if there is no given sound, he paints it yellow (any other). You can use chips of the specified color. “Catch the sound”
The adult names the words, the child claps his hands if he hears a word with a given sound.
“Tangles”
Help grandma collect the balls.
In a separate basket, place balls with designs that have a given sound in the name. “Speech therapy daisy”
The child must make a daisy from petals, choosing only petals with pictures whose names contain a given sound.
“Dress up the Christmas tree”
To decorate the New Year tree, the child must choose to determine whether the given sound is in the name of the picture drawn on the Christmas tree ball.
“Birthday of Sound”
Friends of sound will come to the birthday party - those words that contain this sound.
The game can be played either with or without the help of pictures. “Labyrinth”
Guide the hero through the labyrinth so that along the way he encounters only objects whose names contain a given sound.
“Seat in the carriages”
The adult says that in the carriage on the left there will be animals whose names contain the sound “Zh” (“bug song”), and in the carriage on the right there will be animals whose names have the sound “SH” ( "song of the wind")
The child determines the presence of given sounds in words and places the animals in their places. “Sound Lotto”
Equipment: playing fields according to the number of people, cards with pictures.
Four people play. Everyone must collect only words with a certain sound. For example: [P], [Pb], [L], [L]. The one who covers his entire playing field the fastest wins. “Collect the beads”
Laura and Lilya scattered the beads.
If there is a picture on the bead whose name is soft [L], the child gives the bead to Lila, if it is hard [L] - to Laura. “Assemble a letter”
To play the game you need to make cardboard letters and cut them into several parts.
Glue a picture to each particle, the name of which begins with the sound that this letter represents. The child must determine the first sound in a word and assemble a letter from parts. “Help Masha and Mishka”
Masha and Mishka want to decorate the house for the holiday with flags.
Help them select only the flags with pictures that have the given sound in their names. “Pack your suitcase”
The adult says: “We are going on a trip. We will take with us only those items whose names begin with a certain letter “. The game can be played either with or without the help of pictures.

Development of basic sound analysis skills.
Goal: to develop skills in sound analysis and synthesis. Objectives: developing the ability to determine the place of a sound in a word, select words with a given sound, compose words from individual sounds, differentiate sounds by hardness - softness, voicedness - deafness, perform phonemic analysis of words; determine the sequence and number of sounds in a word; the location of a sound in a word in relation to other sounds. "Who is bigger?"
An adult and a child take turns coming up with words with a given sound.
The one who says the word last wins. “Chain of words”
(analogue of the “city” game) An adult and a child take turns naming any words, with each subsequent word starting with the last sound of the previous word.
“Gather a word”
An adult pronounces a word by sounds, for example, K, O, T, the child must guess what word it is.
“Guess the name”
To play the game you need to select pictures or toys in such a way that the first letters of their names make up the name.
Instructions: “Here is the doll. To guess her name, you need to name the first sounds in the words and make a name from them.” For example: car (M), bus (A), Shrek (W), Watermelon (A) - MASHA. You can complicate the conditions - make up a word, for example, using the second or last sounds of words. “Words Scattered”
The game is intended for children familiar with letters.
You need to make a “scattered” word from individual letters. “The fourth odd one”
An adult names four words, three of which begin with the same sound, and the fourth with a different one.
The child identifies the first sounds in words and says which word is the odd one out. Similarly, the fourth odd one is determined by the last sound - then the names of three objects must end with the same specific sound. “Beginning, middle, end”
The adult pronounces words with a certain sound, and the child, depending on the position of the sound in the word, says: “beginning” (if the given sound is at the beginning of the word), “middle” (if the given sound is in the middle of the word), “ end" (if the given sound is at the end of the word).
“What sound (syllable) did the Letter Eater eat?”
The letter eater ate the first sound (syllable) in words.
You need to guess which sound (syllable) is missing and name the original word. “Find all the objects that begin with the sound …”
The adult asks the child to name all the surrounding objects whose names begin with a certain sound (for example, K).
“Distributed into houses”
Toys or pictures need to be distributed among three houses.
In the first house we put those toys whose names have the given sound at the beginning, in the second - those toys whose names have the given sound in the middle, in the third - at the end. “General sound”
You need to guess what sound is in all these words.
For example: vase, tooth, dragonfly, jellyfish, hare - the general sound is [z]. “Tell Parsley the sound.”
Parsley names objects (pictures), but does not finish the last sound.
The child must suggest the sound not uttered by Parsley. “Dunno’s riddles”
Dunno sent a letter: “I am sending a piece of paper with words.
Guess what words I have in mind.” The letter contains words with missing letters. You need to guess which letters Dunno missed and what words he guessed. “Battleship”
One syllable is written in each cell of the playing field.
The adult names the coordinates, the child writes down the syllables, and then reads the resulting words. “Refueling”
To play, you need a toy car and three cubes.
The cubes will act as columns at the gas station. The adult names the words. If the given sound is heard at the beginning of the word, the child places the car near the first gas station, in the middle - near the second, at the end - near the third. In the second option, the adult places the car near the middle gas station (first or last), and the child comes up with a word in which the given sound will be in the middle of the word (beginning or end). “Enchanted Word”
An evil wizard bewitched the words so that only the first and last letters remained.
Disenchant them. You can offer object pictures as a hint. “Tie the Balls”
For the game you need an image of balls with drawings.
The child determines the hardness/softness of a given sound in the names of the pictures. If the sound in the word is hard, you need to draw a blue thread to the ball, if it is soft, green. “Bug”
The beetle got sick and all the spots on its wings disappeared.
Remember words with the sound [zh], and then dots will appear on its back again. “Encryptors”
The child becomes an encryptor; he must encrypt words - replace all the sounds in them with symbols, i.e.
perform a phonemic analysis. “Collect the balls”
To play the game you need cards with balls on one side and various objects on the other.
The child needs to put the balls into boxes. If the name of the picture begins with a vowel sound, it should be placed in a red box, if with a hard consonant - in a blue box, if with a soft consonant - in a green box. In the second option, instead of balls, you can use circles of three colors. The child takes out one “ball” from the box and comes up with words. If the ball is red, you need to come up with a word for a vowel sound, blue - for a hard consonant, green - for a soft consonant. “Mosaic”
Purpose: differentiation of vowels and consonants, hard and soft sounds. The adult pronounces a series of sounds, and the child builds a mosaic by laying out a square of the desired color (if the sound is a vowel - red, if the sound is a hard consonant - blue, if the sound is a soft consonant - green). Second option: the child receives a finished mosaic. We need to figure out what sounds “built” this mosaic.

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