Literacy training. Sounds, letters, syllables in the older group. Kindergarten teachers, school teachers and educators

Senior group. Senior preschool age. Children 5-6 years old

Summary of continuous educational activities with pupils of senior preschool age “Sound [A] and letter A” Lesson topic: Sound and letter A Topic of dramatization : “Grandmother is a witch”

.
Goal: getting to know the letter A. Objectives: Activation of auditory attention. Isolating a sound against the background of a word in a light position. Awareness of the sound side of speech .
Introducing the basic units of metalinguistic analysis:... Game training “Teaching literacy to preschoolers” (senior, preparatory groups) Purpose: to show teachers the effectiveness of using game technologies in teaching preschoolers to read and write and convey pedagogical experience in conducting games. Dear Colleagues! I would like to share my pedagogical experience in using gaming technologies when teaching preschoolers...

Preparing older preschoolers for literacy training. Consultation for parents

Consultation for parents (educators) “Preparing senior preschool children for learning to read and write”
Description of the material: I offer you a consultation on the topic: “Preparing senior preschool children for learning to read and write.” This material will be useful to speech therapists, speech pathologists, teachers and parents of children of older preschool age. The use of these methods and techniques contributes to the development of children's development of sound and letter analysis of words used in a playful form and familiarization with the rules for performing sound analysis of words. Goal: development of sound-letter analysis and synthesis of words. Literacy learning is a deliberate, systematic process to prepare for mastery of writing and reading. The teacher believes that teaching literacy to preschool children is necessary because: - the requirements of primary school have become higher, and many parents are sincerely interested in teaching children to read; - many difficulties have arisen in teaching children to write and read at school; - not all children cope with the pace proposed by the school curriculum; — physiological and psychological readiness for schooling is formed long before entering school and does not end in the first grade. Teaching literacy in kindergarten is a propaedeutic for dyslexia and dysgraphia and will help the child avoid some specific mistakes. It is important that the child: • does not miss letters or mix them up when writing; • knew how to use his hearing, vision, pronunciation to identify identifying features of vowels and consonants, voiced and voiceless consonants, and not only; tried to remember the corresponding letters; • under the guidance of a teacher, he formed a cognitive attitude towards speech, clarifying and expanding his vocabulary. There are several main components that are included in the process of learning to read and write: Formation of the sound side of speech, i.e. the child must have correct, clear pronunciation of sounds of all phonemic groups (whistles, hisses, sonors); • Full formation of phonemic processes, i.e. the ability to hear, distinguish and differentiate the sounds of the native language; • Readiness for sound-letter analysis and synthesis of the sound composition of speech, i.e. isolate the initial vowel from the word; analysis of vowel sounds; analysis of reverse syllables; hear and highlight the first and last consonant sound in a word: Introducing children to the terms: “sound”, “syllable”, “word”, “sentence”, sounds vowels, consonants, hard, soft, deaf, voiced. To develop the ability to work with word patterns, split alphabet and master syllabic reading skills. “How to teach children the sound analysis of words” Teaching children to read and write in kindergarten is carried out using the analytical-synthetic method. This means that children are introduced to the sounds of their native language first and then to the letters. When teaching both writing and reading, the initial process is the sound analysis of oral speech, that is, the mental division of a word into its constituent sounds, establishing their quantity and sequence. Children with problems in speech development, who have impaired pronunciation of phonemes and their perception, especially experience difficulties in sound analysis and synthesis. They can be expressed to varying degrees: from mixing the order of individual sounds to a complete inability to determine the number, sequence or position of sounds in a word. Teaching the sound analysis of a word is the main task of the preparation stage for teaching literacy and involves: - determining the number of sounds in a word; - phonetic characteristics of sounds (the ability to differentiate vowels and consonants, voiced and voiceless, hard and soft); - determining the place of a sound in a word. Dear teachers (parents), remember: 1. Sound - we hear and pronounce. 2. We write and read letters. 3. Sounds are vowels and consonants. Vowel sounds can be sung with a voice, while the air coming out of the mouth does not meet any obstacles (vowels can be sung to the tune of any song). Consonant sounds are sounds that cannot be sung, because the air coming out of the mouth when pronouncing them meets a barrier in the form of lips, teeth, and palate. There are six vowel sounds: A U O I E Y There are ten vowel letters: A U O I E Y - correspond to the sounds and four are iotized, which indicate two sounds: Ya-ya, Yu-yu, E-ye, Yo-yo. Vowel sounds are indicated in red on the diagram. Consonant sounds are voiced and unvoiced. A dull sound is formed without the participation of vocal folds; we explain to children that when we pronounce a dull sound, the voice sleeps, and when pronouncing voiced sounds, the voice rings (put your hand on the neck or cover your ears with your hands). Voiceless sounds: K, P, S, T, F, X, Ts, Ch, Sh, Shch, Consonant sounds are soft and hard. Always hard consonants: Zh, Sh, Ts. Always soft consonants: Y, Ch, Shch. Hard sounds are indicated in the diagrams in blue, soft sounds in green. Sample game tasks. 1. “Traffic lights” Task: to develop auditory attention, phonemic hearing. The adult calls the sound, and the child raises the blue or green traffic light. Then the word. If you hear a hard sound at the beginning of a word, you need to raise the blue square, if it’s soft, you need to raise the green one (Snow, winter, skiing, etc.). 2. “Show a picture of a certain sound” (hear the sound at the beginning of the word) 3. “Sound train” (identify the sound at the beginning and end of the word) 4. “How many sounds are hidden in the word?” 5. “Place of sound in a word” How is the sound analysis of a word carried out? Post a diagram of the word CAT. — How many sounds are in the word CAT? (There are three in the word CAT - What is the first sound in the word CAT? (the first sound is [K]) - What is the sound [K]? (The sound [K] is consonant, unvoiced, hard.) - What square on the diagram will we denote the sound [K]? (Blue square). - What is the second sound in the word CAT? (Second sound [O]) - What is the sound [O]? (The sound [O] is a vowel). - What square on the diagram will indicate the sound [O]? (Red square) . - What is the third sound in the word CAT? (The third sound is [T]). - What is the sound [T]? (The sound [T] is consonant, hard, unvoiced). Which square on the diagram will indicate the sound [T]? (Blue square ) - The sounds became friends. What happened? (CAT). Letters are a graphic symbol of sounds. Often we are faced with the fact that children are taught letter-by-letter reading, that is, children, seeing a letter, pronounce its name, and not the sound: pe, re.. The result is “keote”, instead of “cat". Children have difficulty understanding the rules of voicing letters and letter combinations. This creates additional difficulties in teaching children to read. The method of teaching reading in kindergarten involves naming letters by their sound designations: p, b, k…. This makes it much easier for children to master reading skills. In order for the child to better understand the graphic appearance of the letter and to prevent dysgraphia at school (dysgraphia is a written language disorder), the following tasks are recommended: - “What does the letter look like?” — In a series of letters, circle the given letter. — Laying out letters from counting sticks, from string on velvet paper, sculpted from plasticine, etc. - Circle the letter by dots, shade the letter, complete the letter. Dear teachers (parents), follow the teachers’ instructions very carefully when completing assignments, do not complicate the assignments at your own discretion. Remember that the requirements of the kindergarten and the family must be the same! I wish everyone good luck! Used literature: 1. Bugrimenko E.A., Zhedek P.S., Tsukerman G.A. Teaching reading according to the system of D. B. Elkonin. Methodical manual for the Primer. - M.: Education, 2003. 2. Bystrova G.A., Sizova E.A., Shuiskaya T.A. Speech therapy games and tasks. St. Petersburg: “Karo”, 2002. 3. Zhurova L.E. Teaching preschoolers literacy. - M.: School - Press, 1998. 4. Mazanova E.V. Correction of dysgraphia due to violations of language analysis and synthesis. - M., 2006. 5. Mazanova E.V. Forms and methods of speech therapy work for the correction of dysgraphia // Development and correction.-2001. 6. Tkachenko T.A. Speech therapy notebook. Development of phonemic awareness and sound analysis skills. – St. Petersburg, 2005. 7. Filicheva T.B., Tumanova T.V. Children with phonetic-phonemic underdevelopment. Education and training. Educational and methodological manual for speech therapists and educators. -M.: "Publishing house GNOM and D", 2000. -80 p.

We recommend watching:

Scenario of a game program for teaching literacy to children in the preparatory group Didactic game for teaching literacy to older preschoolers Didactic game for teaching literacy to older preschoolers Notes on teaching literacy in the preparatory group

Teaching literacy in kindergarten.

Literacy instruction in kindergarten is a focused, systematic process to prepare for mastery of writing and reading. The wrong approach to literacy teaching can lead to additional learning problems. Teaching literacy in kindergarten is a propaedeutic for dyslexia and dysgraphia and will help the child avoid some specific mistakes.

Literacy learning is perceived by many teachers and parents only as a process of learning to read; this is too narrow a view of this issue.

The literacy process consists of the following components:

Formation of the sound side of speech, i.e. the child must have correct, clear pronunciation of the sounds of all phonemic groups: whistling (s.z.ts), hissing (sh, zh), africates (ch, sch), sonorants (l, r);
Formation of phonemic processes, i.e. the ability to hear, distinguish and differentiate the sounds of the native language;
Readiness for sound-letter analysis and synthesis, i.e. the ability to isolate the initial vowel from a word; analyze vowel sounds; analysis of reverse syllables; hear and highlight the first and last consonant sound in a word: Introducing children to the terms: “sound”, “syllable”, “word”, “sentence”, sounds vowels, consonants, hard, soft, deaf, voiced. To develop the ability to work with word diagrams, split alphabet and possess syllable reading skills.

Stages of literacy work.

Preparatory stage.
Introduction to non-speech sounds.
Work begins with familiarization with non-speech sounds. At this stage, the concept of “sound” is given.

first, sounds that are very contrasting in sound are given (pipe-drum);
then sounds similar in sound (big tambourine - small tambourine);
recognition and differentiation of various noises (rustling of paper, foil; knocking of pencils, pens, spoons).

Suggested games:

“If you hear it, clap”;
“Find out what it sounds like?”;
“Where does the bell sound?”;
"Show picture";
"Loud quiet";
"Who said?".

At this stage, work is carried out on dividing words into parts (syllables); children determine the number of parts (syllables) through clapping, steps, bending their fingers, and squatting.

We use games in accordance with the lexical topic, for example, when studying the topic “Vegetables,” we divide the words into syllables: onion, cabbage, zucchini, pepper.

And in accordance with this, we use the following teaching aids:

trains: the number of cars corresponds to the number of syllables;
garages: the number on the garage corresponds to the number of syllables in the car names;
domino: the number of dots corresponds to the number of syllables, etc.

Stage I

.
Introducing vowel sounds.
Getting to know sound begins with isolating sound from speech. Let's take a closer look at the sound [and]. We tell the children that the donkey is carrying a heavy cart and shouts E-I-I. Next we ask the children, how does the donkey scream? Children look in the mirrors and examine the articulation of the pronunciation of the sound, their lips stretch into a smile (we use a symbol). Considering the articulation of sound, we find out that the air does not meet any obstacles, which means this sound is a vowel (we use a red circle). We say that the voice is involved in the formation of sound; it can be sung. Acquaintance with other vowel sounds occurs in a similar way. After becoming familiar with the sounds, games are played using symbols of vowel sounds.

Suggested games:

“Name the sound”: the speech therapist shows the articulation of the sound, the children name it.
“Show the sound”: the speech therapist pronounces the sound, the children show a symbol card.
“Name the first sound in the words: stork, bus, ears, Ira, hoop.”
“Name the last sound in the words: winter, boots, road.”
“Name words with the sound [a], [o], etc.”

After becoming familiar with the sounds, work is carried out to differentiate vowels, to clarify articulation and the ability to hear a given sound:

“Arrange the pictures”: give the doll Olya pictures whose names contain the sound [o], and Anya - the sound [a].

At this stage, we teach children to hear vowel sounds, for example the sound [a]

among other sounds: a, u, i, a, a, o
in a series of syllables: om, um, am, an, as.
in a series of words: stork, mustache, artist, wasps
in the text: Anya and Alik were walking, collecting asters in the garden.

At this stage, work is being done on the position of the sound in the word:

First, teach children to identify the first sound in a word. The teacher needs to highlight the desired sound with his voice, intonation and reinforce it with a symbol;
Then it is necessary to teach children to hear and isolate the sound at the end of a word;
In the middle of a word.

To do this, we use a guide - sound lines.

At this stage, the simplest sound analysis of words (ay, ua, ia) is introduced, the number of sounds, order, and characteristics are determined. Consider the word AU. Children pronounce the word, determine the first sound, the second sound. Give a description of each sound. Determine the number of sounds in a word and their sequence. Each sound is indicated by a corresponding letter, after which the word is read.

Stage II. Introducing consonant sounds.

When getting acquainted with each sound, its full characteristics are given, based on tactile, visual, auditory, and motor analyzers. Children learn that sound can be heard, articulation seen, and felt.

Let's take a closer look at getting to know the sound [m] - consonant, voiced, hard.

You can tell the children: a young cow does not yet know how to really moo. She does it M-M-M. (We use cards-symbols of sounds by Z.E. Agranovich). Next, the children pronounce the sound themselves and look in individual mirrors. Together with the children, it turns out that the air meets an obstacle - the lips, which means the sound is a consonant.

To determine the voicedness and deafness of a consonant, we use the technique with the neck - if the neck “rings”, then the sound is voiced, if not, it is dull.

If your neck is ringing,

So the ringing sound is running.

In this case, the sound [m] is voiced (we use the symbol - bell). To indicate hardness or softness, the following symbols are used: nut - hard, cloud - soft.

Much work is being done to differentiate sounds according to acoustic (T-D, G-K, B-P) and articulatory (S-Sh, T-K, Z-Zh) characteristics. Each sound is characterized in detail, then these characteristics are compared. Children, under the guidance of a teacher, find out how they are similar and different.

Introducing letters.

At this stage we begin to introduce children to letters. In our work, we call the letter as a sound: “sh”, not “sha”; “l”, not “el”. Otherwise, the child will not understand how to merge the syllables.

We introduce children to the rule: “ We pronounce and hear sounds, but we see and write letters.”

We help the child remember the letter through associations. We ask children to look at the letter and imagine what it looks like. All answers are accepted, and your own version is offered, in which the picture looks like a letter and begins with a given sound (s - cheese, t - pipe, i - apple).

The elements and their quantity are considered. You can offer a poem to remember the image of a letter:

The wheel rolled and turned into the letter O;
U is a twig, in any forest you will see the letter U;
A - as the ladder stands, the alphabet begins;
Letter B with a large belly, wearing a cap with a long visor;

Memorizing the image of a letter can be organized in different ways, using different analyzers.

Write a letter in the air on the table;

Lay out a printed letter from pencils, counting sticks, laces, strings;
Write the letter with your finger on semolina or other small grains;
Lay out a letter from large and small buttons, beads, beans and other small items;
Treat yourself to a letter-shaped cookie;
Model from plasticine, dough;
Select (underline) the desired letter in the text.

When getting acquainted with consonant sounds, work is carried out on sound analysis:

reverse syllables (um, he, am, an);

straight syllables (mu, na, but);
monosyllabic words without consonants (house, smoke, cat);
two-syllable words with straight open syllables (cinema, cotton wool, perfume);
monosyllabic with a consonant cluster (table, mole, bridge);
two-syllable words with a cluster of consonants (skala);
three-syllable words with straight open syllables (raspberry).

We take the word for sound analysis from the lexical topic that we are going through at the moment. Let's take a closer look at the sound analysis of the word WINTER (the picture winter appears). The word symbol is a stripe, the syllables are short stripes. Next, we perform a sound analysis of each syllable. Let's designate each sound with the corresponding letter. There are many techniques for working with word schema:

name the number of sounds in a word;
name the sounds in order;
How many vowel sounds are there in a word? Name them in order;
how many consonants;
name the first sound, the last, the third.

After a detailed sound analysis of the word, we designate each sound with the corresponding letter. The word is read, written down in a notebook, and placed in the letter box. You can create a sentence or phrase with this word.

Literacy training

- a crucial period in a child’s life. And how well it will go depends largely on you, your patience and goodwill. Let him feel the success of completing every task.

The consultation was prepared by a speech therapist: Shkurova O.V.

Literature:

Z.E. Agranovich. To help speech therapists and parents. St. Petersburg, 2007.
S.P. Tsukanova, L.A. Betz. We teach the child to speak and read. Moscow, 2008.
N.S. Varentsova. Teaching preschoolers literacy. Moscow, 2009.

Senior group. Senior preschool age. Children 5-6 years old

Preparing older preschoolers for literacy training. Consultation for parents

We recommend watching:

Similar articles:

Teaching literacy in kindergarten.