Preparing children for literacy training in the context of the introduction of the Federal State Educational Standard before

Basics of speech development

The basis for training can be the general speech formation of children.

Therefore, during preparation for training, it is necessary to formulate the speech of schoolchildren in kindergarten. It is necessary to form the coherence of their speech, replenish their vocabulary, develop grammar and sound culture.

According to research, schoolchildren with well-formed speech successfully master literacy and all other school subjects.

It is very important that a basic awareness of one’s own and other people’s speech develops. The subject of children's attention is the speech activity itself. The development of speech reflection and free speech is a very important aspect of preparation for studying writing.

This quality is an important part of a child’s psychological preparation for learning. It is worth noting that consciousness and free speech utterances are the psychological basis for the development of writing skills. Therefore, when the development of reflection and arbitrariness of oral speech occurs, this helps in the subsequent study of written speech.

Indicators that a child has a certain level of speech awareness and readiness to learn to read and write are the presence of the following skills: you need to focus on solving a verbal task. You need to deliberately produce your speech, choose language tools in order to solve verbal problems. You also need to think about what options you can choose to solve it. You also need to evaluate how verbal tasks are performed.

Where to start learning to read and write?

L.S. Silchenkova believes that it is necessary to begin learning to read and write during the period of development when mental functions begin to mature. The learning process will be effective only if the characteristics of the child associated with his age are taken into account, as well as his individual capabilities, which are determined by speech, perception, thinking and memory

It is necessary to devote enough time to form the child’s speech hearing. It is also necessary to develop the child’s ability to remember letter styles.

The human brain, according to N.G. Altukhova, contains cells that perform the function of remembering the outline of a letter without making any effort. These same cells allow you to use those letters that a person has already memorized.

The process of developing modern methods of teaching schoolchildren to read and write has a rich history.

K.D. Ushinsky proposed the so-called sound method of studying literacy. It had certain advantages and disadvantages. Much attention was paid to introducing schoolchildren to the sound aspects of speech, as well as to developing sound analysis.

According to P.S. Zhedek, there is a more advanced method of teaching literacy. According to his approach, it is necessary to divide words into individual syllables. And each syllable can also be divided into separate sounds.

In this case, sounds that stand out must be indicated using a printed letter. And after that you need to read the written word. But this approach does not reveal the mechanism of the reading process, the moment when individual sounds merge into syllables.

Another technique was developed by V.A. Kiryushkina and other researchers. They based their approach on speech sound analysis. What is new in this system is the different order in which letters and sounds are learned. Letters and sounds are learned in an order based on the frequency of their use in the native language. The most frequently occurring sounds and letters are studied first, and then in descending order.

A.A. Nazarenko also offers an interesting approach that deserves special attention on our part.

Schoolchildren need to be taught methods of mental action: children analyze sounds, engage in positional reading, relying on the entire alphabet. In this case, it is necessary to follow strict stages of development of reading methods.

The important thing about this technique is that during training, students begin to master first quantitative and then qualitative sound analysis of words.

After analyzing the program, we realized that the main attention in it should be paid to the sound structure of the word, developing the ability to conduct sound analysis, and subsequently teach children to read and write at school.

Preparation for teaching literacy to preschool children. Methodological development

Preparing to teach literacy to preschool children.

Plan:

1. Excerpts from the Federal State Educational Standard.
2. The concept of “preparing for literacy”, tasks.
3. Directions for preparing for literacy training.
4. Conclusion.

The issue of teaching literacy to preschool children remains largely controversial to this day.

Should a preschool child be purposefully introduced to letters, and should a future schoolchild be taught to read and write in a preschool? The opinions of teachers can be opposite: from “A must!” to “No way!”

Before we start talking about teaching literacy, I would like to voice some excerpts from the Federal State Educational Standard, directly related to our topic.

clause 2.6. In accordance with the Federal State Educational Standard, preschool education must ensure the development of the personality, motivation and abilities of children in various types of activities and cover the following structural units representing certain areas of development and education of children (hereinafter referred to as educational areas):

• social and communicative development;
• cognitive development; speech development;
• artistic and aesthetic development;
• physical development.

Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

clause 4.6. Targets at the stage of completion of preschool education:

the child has a fairly good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can highlight sounds in words, the child develops the prerequisites for literacy;

4.7. The Program's targets serve as the basis for the continuity of preschool and primary general education. Subject to compliance with the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for educational activities in preschool children at the stage of completing their preschool education.

The level of speech development that a child reaches in senior preschool age brings him close to a serious stage - mastering written formats of speech (reading and writing). Therefore, senior preschool age is the age of serious preparation of children for learning to read and write.

Literacy is the basic rules for reading and writing texts in a certain language.

Learning to read and write is mastering the ability to read and write texts, express one’s thoughts in writing, and understand when reading not only the meaning of individual words and sentences, but also the meaning of the text, i.e. mastery of written language. A student of literacy learns to translate speech sounds into letters, i.e. write and recreate sounds by letter, i.e. read.

Based on this definition, I believe it is correct to use the term “preparing for literacy.”

Children comprehend a certain system of their native language, learn to hear sounds, distinguish between vowels and consonants (soft, hard), compare words by sound, divide words into syllables, make words from chips, etc. Later, children learn to divide the speech stream into sentences, sentences into words, become familiar with the letters of the Russian alphabet, compose words and sentences from them, using grammatical rules of writing, and master syllable-by-syllable and continuous reading methods. However, learning to read is not an end in itself. This task is solved in a broad speech context, children acquire a certain orientation in the sound reality of their native language, and the foundation for future literacy is laid.

The tasks implemented in the classroom in preparation for learning to read and write can be formulated as follows:

• introduce children to the concepts of “sound”, “syllable”, “word”, “sentence”;
• introduce preschoolers to the basic properties of the phonemic (sound) structure of a word;
• introduce children to models (schemes) of words and sentences, special symbols to indicate sounds;
• teach children to name and select words denoting the names of objects, actions, and characteristics of an object;
• teach children to compare sounds according to their qualitative characteristics (vowels, hard and soft consonants, voiceless and voiced consonants), to compare words according to their sound composition;
• teach children the syllabic division of words, the isolation of syllables from a word, the placement of stress in words, the definition of a stressed syllable;
• to teach how to distinguish words in a sentence by ear, determine their number and sequence, and compose sentences, including those with a given number of words.

Work on preparing preschool children for literacy training must be carried out in three areas:

1. Continue to develop the sound side of speech, that is, continue to develop children’s skills in sound analysis and synthesis.

When teaching literacy, it is necessary to form in children basic concepts such as “word”, “syllable”, “sentence”, “vowel sound”, “consonant sound”, “hard sound”, “soft sound”, “letter”. On the slide I presented a list of questions to which a child, upon completing preschool education, should know the answers.

—What is the difference between a sound and a letter? — What sounds are called vowels? — How many vowel sounds? Name them. — What sounds are called consonants? — Which consonants are always hard? Always soft? - What is a syllable? (rule) - What is a sentence? (rule)

In pre-literacy classes, the child must master sound analysis skills. ONLY THE SOUNDING WORD is given for analysis! When identifying sounds in a word, the child should rely on the spoken word, and not on the written word. Some of the children know letters or are already reading, therefore, there is confusion in the concepts of sound and letter.

General rules for developing sound analysis skills.

1. Observance of strict sequence in the presentation of sound analysis forms:

• extracting sound from a word;
• definition of the first sound;
• determination of the last sound;
• establishing the place of sound in a word (beginning, end, middle of the word);
• full sound analysis.

2. Compliance with the order of formation of mental actions:

• based on material resources (visuality, handouts, chips, etc.);
• in speech terms (pronunciation);
• according to the idea - in the mind (the most difficult thing).

3. Compliance with the sequence of presentation of words for sound analysis:

• words with two vowels (au, ua);
• words made of two sounds (um, ah, us);
• words of three sounds (smoke, peace);
• words of two open syllables (vase, mom);
• words of one syllable with a consonant cluster at the end (bush, leaf);
• words of one syllable with a combination of consonants at the beginning (yard, thunder);
• words of two syllables with a consonant cluster at the junction of syllables (daw, bag);
• words of three open syllables (Larissa, work).

4. Submission for sound analysis of words whose spelling does not differ from their pronunciation.

2. Children become familiar with the sign system of language (letter) only after becoming familiar with sound

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

Emotional attitude is important!

• 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 objects;
• Tear out the image of a letter from paper;
• Receive a letter as a gift;
• Treat yourself to a letter-shaped cookie;
• Model from plasticine, dough;
• Write a letter of different sizes and different colors on the poster:
• Select (underline) the desired letter in the text.

3. Prepare the preschooler’s hand for writing. (To the exercises on tracing, shading, etc., “writing” block letters, constructing letters from individual elements, depicting written letters by dots, etc. is added. Teaching writing in full is only at school).

Preparing the hand for writing in preschool age includes several areas:

• development of manual skills (creating crafts, designing, drawing, modeling, which develop fine motor skills, eye, accuracy, ability to finish a job started, attention, spatial orientation),
• development in children of a sense of rhythm, the ability to coordinate words and movements in a certain rhythm,
• development of graphic skills (this happens in the process of drawing and graphic work - drawing in cells, coloring, shading and other types of tasks), - development of spatial orientation (the ability to navigate on a sheet of paper: right, left, upper right corner, middle, top line, bottom line) - read more about the system of entertaining games for developing spatial orientation in the article “Orientation in Space.”

The readiness of children to learn to read and write is the personal qualities of the child, the level of his mental and physical development. Education and upbringing in the 1st grade of school places a number of demands on children not only for their knowledge base, but also for their behavior, personal attitude towards a new way of life, new responsibilities and relationships with peers and teachers. To successfully master the school curriculum, it is important for a child in kindergarten to acquire the ability to listen and understand a teacher or friend, follow the instructions of adults, answer questions coherently, hold a pencil correctly, carefully use a book, and master basic manual skills.

Thus, a child’s readiness to learn to read and write consists of many components, among which primary importance is given to such speech characteristics as developed speech hearing (it underlies the prevention of dysgraphia and dyslexia), clear articulation of the sounds of the native language (which ensures correct pronunciation), knowledge visual images of sounds (letters) and the ability to correlate sounds with letters; developing flexibility and accuracy of hand movement, eye, sense of rhythm (which is especially important for mastering writing).

Literacy teaching methods

Today there are many different programs, the content of which has significant differences. Therefore, the requirements for preparing children depend on whether children are taught the basics of literacy and at what age this is supposed to be done.

At the same time, there are many facts that allow us to highlight certain directions in teaching literacy to children of primary school age. There are known patterns that work in the field of teaching reading and writing.

There are various proven teaching methods. Positive results were obtained from the use of these methods, which significantly influenced the intellectual and speech development of schoolchildren. And these are the areas of work:

• you need to introduce the child to the word: he must learn to isolate words as an independent unit of speech;
• introduce children to sentences: children should also be able to isolate sentences as speech units;
• introduce the verbal composition of a sentence: children must learn to divide sentences into words and compose sentences from two to four words;
• introduce children to the syllabic structure of words: children can divide small words into syllables and make words from different syllables;
• To introduce children to the sound structure of a word, it is necessary to develop their ability to analyze the sound composition of a word, determine the number of sounds, their sequence, compose words with given sounds, and understand the meaning of the phoneme.

The main role is played by the development of children’s ability to analyze the sound composition of words. And as we already wrote about this above, the processes of writing and reading are processes of translating oral speech into graphic images and vice versa.

Whole word method

The method of reading whole words (global reading method) was borrowed from America. The fact is that practical difficulties in teaching literacy in English using the sound method have led to the creation of an alternative approach, the so-called one, in which students learn entire words, like hieroglyphs. Famous followers who have developed the whole word method up to the present day are the Japanese Shinichi Suzuki (1898-1998) and the American Glenn Doman (1919-2013).

In the Soviet school, the method of reading whole words was used for 13 years, from 1922 to 1935, then it was rejected as unpromising, but various versions of it still exist (Glen Doman Method).

The whole word method involves starting reading with meaningful units - words and phrases. It does not require well-developed phonemic hearing, is not based on sound analysis and synthesis, relying on visual mechanical memory.

A picture is given and a word under the picture. Children are shown this, and they remember the shape of the word and gradually begin to read. It would seem - beauty! Parents are delighted, the child no longer “bulls” or “mumbles” syllables, but immediately reads a word or even a phrase from familiar words.

But children learn words! They are unable to read an unfamiliar word! Why is this method still used in America and is it justified there? Because their spelling of words and their pronunciation do not match.

Yes, we don’t match either, but not to that extent. There you really need to remember how to spell the word. Remember how you studied English grammar, how many reading rules are there? A child of preschool and primary school age is not able to learn them, and therefore the reading of words must be memorized. In addition, there are many short words in English, much more than in Russian.

This method is justified for the English language, and children, studying it as a foreign language, also learn to read this way at an early age. But it is not suitable for the Russian language and therefore was rejected back in 1935 as not corresponding to the nature of the Russian language and giving poor learning results.

The children made a lot of mistakes when writing: they missed letters, distorted words (in English there is no change in gender and conjugation of words, but in Russian words must change their ending).

More information about the method of whole words and its development in pre-revolutionary and Soviet Russia can be found in the scientific article by Doctor of Pedagogical Sciences Elena Yuryevna Nikitina (Chelyabinsk) - “The method of whole words in domestic alphabet writing of the early twentieth century” ()

Objectives of Literacy Education

The main tasks when teaching schoolchildren to read and write:

• teach schoolchildren to write and read, give them a basic understanding of what speech, language and literature are;
• enrich the horizons of schoolchildren;
• activate their written and oral speech;
• shape their intellectual activity, help the child have a positive attitude towards learning;
• form mental and physical processes that allow you to effectively study writing and reading.

Literacy learning involves the use of two processes: synthesis and analysis.

You also need to develop listening and speaking skills. During lessons you need to study concepts such as words, vowels, sentences and stress. Schoolchildren learn to select words that can be used to designate objects in the picture.

You can also name the same objects using different words. You can teach children to draw verbal diagrams, teach them to compose sentences based on pictures, and depict sentences in the form of diagrams.

The process of learning to read and write is an important part of the formation and development of speech. This implies that during literacy training it is necessary to highlight different areas of children’s formation:

• you need to master the basics of literacy;
• you need to develop the ability to listen and speak;
• it is necessary to replenish the vocabulary of schoolchildren;
• it is necessary to develop their skills in working with spelling and punctuation;
• it is necessary to develop punctuation and spelling vigilance;
• children need to be taught to understand and analyze texts of various types;
• we need to help children gain new knowledge about their native language and systematize it;
• it is necessary to reveal to schoolchildren all the richness of their native language and its beauty;
• It is necessary to develop a sense of language in schoolchildren.

While learning to write, children learn to analyze the images of letters, the graphic signs that make up the letters. They also learn to compare some sounds with others, write different letter elements, combine words into a sentence, and copy them from a model.

Syllabic method

The use of the syllabic method in teaching reading to preschool children assumes that the unit of reading becomes the syllable, and not the letter and the sound it represents.

This method, in its most ancient application, was known to the Romans. According to the syllabic method, after learning the alphabet, there was memorization of syllables. There are several varieties of the syllabic method. Its most ancient variety is based on memorizing letters and syllables.

First, students memorized all the letters of the alphabet, then, naming individual letters, they combined them into syllables and memorized the syllables, then they read words from familiar syllables. This method is close to the letter-subjunctive method of teaching literacy.

A later version of the syllabic method eliminated the naming of individual letters that make up the read syllable, led to continuous reading of the syllable and facilitated the assimilation of the reading process.

In the Russian language, learning using the syllabic method begins with memorizing the letters of the alphabet (Slavic names of letters at the beginning of the 18th century were replaced by abbreviated names: a, be, ee...). Then comes the learning of syllables without putting them together from letters: the teacher names two-letter open syllables - ba, va, ga, yes, the students repeat them after him (separate naming of letters is not allowed), memorize the syllables and practice reading the syllables together, i.e. auditory and speech motor exercises are added to the visual perception of letters and syllables.

Next, exercises are introduced in reading two-syllable words composed of familiar syllables. This is a new technique in the method of teaching literacy - the transition from reading syllables to reading words. Then syllables with three letters are memorized: bra, era, gra, and with four letters: stra, stru, stra, and the children practice reading words from the learned syllables. This is followed by exercises in reading texts of any difficulty, still primarily prayers, commandments, and moral teachings.

However, syllabic methods, as they were used in the 19th century, were aggravated by shortcomings inherited from the letter-compositional method: mechanical memorization of letters and a huge number of syllables, sometimes artificial, meaningless (vzgr, vzgr, etc.), adding words from memorized elements.

The fact that the syllabic principle operates in Russian graphics (one individual letter, as a rule, cannot be read correctly) would seem to speak in favor of the syllabic method of teaching reading. However, until now, the historical experience of the Russian school has shown that syllabic reading is more successfully carried out within the framework of the sound method (for example, the sound analytical-synthetic method used in schools today) than when taught using the syllabic method.

Searches and disputes by the middle of the 19th century. led the majority of alphabetists to the conclusion that, firstly, sound methods have advantages over letter ones, since they are more consistent with the sound nature of speech; secondly, analytical work (not synthesis alone!) provides better mental development; thirdly, it is no longer possible to tolerate separate teaching of reading and writing, as well as reading texts that children do not understand.

Syllabic method textbooks:

Magnificent Russian alphabet” published in 1844 A gift for kind children ."

Game situations in teaching literacy

Literacy for schoolchildren is quite difficult to understand. It is quite difficult for a child to perceive abstract concepts that cannot be found in the real world.

A game approach is the best way to solve this problem. Thanks to the game, even the most complex things can be made accessible and simple. The game cannot appear on its own.

Game situations encourage each player to use their communication skills and abilities to achieve the game objective. This helps develop intelligence and sensory skills. With the help of games, you can help children master the lexical and grammatical categories of their native speech.

Games also help to consolidate and clarify acquired speech knowledge. His success in further education at school depends on how well a student masters literacy. Moreover, this applies not only to writing and reading, but also to all other subjects.

Teaching aids based on the sound analytical-synthetic method of teaching reading

Primer by Alexandra Voskresenskaya (1945)

Primer of Voskresenskaya A.I. went through 20 reprints and was used in schools until the mid-60s.

Voskresenskaya Alexandra Ilyinichna (1890-1966) - Soviet teacher and methodologist in the Russian language in primary schools, author of primers for rural schoolchildren. Corresponding Member of the Academy of Pedagogical Sciences of the RSFSR, Honored Teacher of the RSFSR

Experienced teacher and prominent scientist-methodologist A.I. Voskresenskaya worked on developing the scientific foundations of Soviet methods of teaching literacy in parallel with S.P. Redozubov. When choosing the most optimal option for the sound analytical-synthetic method, she settled on the methodological systems of V.P. Vakhterov and V.A. Flerov. Based on their idea of ​​taking into account the child’s characteristics in teaching literacy, A.I. Voskresenskaya is developing her own training system, which was implemented in the primer of 1945

The productivity of the methodologist’s approach is already evidenced by the fact that in the ABC book A.I. Voskresenskaya proposed her own procedure for studying letters, which was determined by a more strict gradual increase in syllabic difficulties. First, two-letter syllables with one consonant (am, ma, ra) and words consisting of them (Na-ta, Pa-sha) were given, then three-letter syllables with a vowel in the middle (mak). This was followed by a combination of straight two-letter syllables with three-letter syllables with a vowel in the middle (sa-lat, kosh-ka); then six-letter three-syllable words were connected (ho-ro-sho, ro-di-na), after that - six-letter three-letter syllables (mos-tik). At the final stages of training, words with a combination of consonants at the beginning and at the end of the word were introduced (March, table).

With this arrangement of didactic material, each new syllabic difficulty was prepared by the previous one with repeated repetition of these connections.

Bukvar A.I. Voskresenskaya 1945

Author: A. I. Voskresenskaya
Year: 1959 (Sixteenth edition)

Publisher: "UCHPEDGIZ", Moscow

Format: PDF | Number of pages: 94

The Primer, authored by methodologist and Russian language teacher Alexandra Voskresenskaya, was one of the most successful textbooks for primary schools: it was reprinted twenty times. The secret to the success of the primer was a successful combination of tasks to develop memory, imagination and train writing and reading skills.

ABC (1959)

Author: A.V.
Yankovskaya, A.I. Voskresenskaya, S.P. Redozubov Year: 1969 (9th edition)

Publisher: "ENGLOSSMENT", Moscow

Format: PDF | Number of pages: 104

This is a large, colorful book created specifically for teaching children at home. The ABC went through ten editions. With the help of this “ABC,” children learned not only to read and count, but also to make Christmas decorations, appliques, and carnival costumes.

Primer I.F. Svadkovsky (1953)

Primer of the Academy of Pedagogical Sciences of the RSFSR (1953) , which was developed over six years (1947-1952) under the general leadership of I.F. Svadkovsky. The basis for this primer was the methodological system of teaching literacy by S.P. Redozubova.

Svadkovsky Ivan Fomich (1895-1977) - a prominent Soviet scientist-teacher, academician of the Academy of Pedagogical Sciences of the RSFSR, Doctor of Pedagogical Sciences, professor.

As a result of the research on the topic “Scientific foundations of teaching literacy,” a team of scientists, methodologists, and experimental teachers compiled “Requirements for a new primer,” including general pedagogical, psychological, methodological, and linguistic aspects of the textbook. In general, they boiled down to the following main provisions:

1) the order of sounds and syllables must be consistent with phonetic data;

2) sounds and syllables of different types should be given to children in a sequence determined by the degree of difficulty of their acquisition;

3) sounds should be studied by comparing them;

4) two processes must proceed sequentially - sound analysis and synthesis of sound elements;

5) methods of analysis and synthesis must correspond to the characteristics of the sounds and syllables being studied and vary depending on these characteristics;

6) reading and writing go parallel and simultaneously, relying on the same techniques of analysis and synthesis;

7) the entire teaching system involves the widespread use of visual aids and is based on the development of students’ speech and thinking.

The ABC book is based on I.F. Svadkovsky laid down the most advanced achievements of pedagogical science of that time.

Primer I.F. Svadkowski 1953

Author: I. F. Svadkovsky
Year: 1956 (Fourth edition)

Publisher: "UCHPEDGIZ", Moscow

Format: PDF | Number of pages: 96

The primer was compiled by a team of researchers from the Academy of Pedagogical Sciences and teachers from Moscow and Leningrad, edited by full member of the Academy of Pedagogical Sciences I.F. Svadkovsky. First in black and white, and then in color, the Primer went through many editions and reprints.

Didactic games in teaching literacy

Literacy learning occurs gradually with the help of didactic games. This allows you to solve the following problems:

• it is necessary to introduce schoolchildren to what sound and word are;
• it is necessary to form their phonemic hearing;
• children need to be taught to divide words into separate syllables;
• children need to be taught to correctly place stress in words;
• children need to be taught to analyze the sound composition of words;
• you need to learn to identify vowels and consonants, hard and soft;
• children need to be introduced to the term “sentence” and its structure;
• children need to be taught to read and write.

Modern approaches to the study of literacy are based on the methodology developed by K.D. Ushinsky more than a century ago.

This technique assumes that schoolchildren will become familiar with sounds by isolating them from live speech. Vowels are mastered first. Tasks need to be made more and more difficult gradually. The sound must first be determined in monosyllabic words. Then two-syllable words are used. And only then polysyllabic ones.

After studying the most frequently occurring vowel sounds in speech, a transition is made to less commonly used ones. And only after this you need to move on to mastering consonant sounds. K.D. Ushinsky believed that teaching schoolchildren to identify consonants within words is very difficult, but extremely important work. This is the most important key to mastering reading.

Speech therapy game training “Teaching literacy to older preschoolers”

This stage is devoted to the study of vowel sounds. When learning sound analysis skills, children need auditory and visual support: unlike letters, symbols are quickly and easily remembered by children.

1. For vowels, I use a system of symbols developed by T. A. Tkachenko. The appearance of the symbols coincides with the outline of the lips when articulating the corresponding vowel sound . (show)

I use fairy-tale plots ( (showing castles of vowels and consonants, fairies from Pozhilenko’s methodological manual “The Magic World of Sounds”)

Game with teachers with vowel symbols “Spread vowel sounds in houses»

Exaggerated pronunciation of the sound being studied during the lesson helps to highlight the sound in a word;

At this stage, children learn to analyze and synthesize sound combinations of two and then three vowels such as AU, AOU, and to isolate the initial vowel in words.

1. The next step in learning is familiarization with consonant sounds.

My children and I are learning to pronounce consonants repeatedly, voicing picture symbols: “moo,” “puff,” “whistle,” etc. (Tkachenko’s symbols)

Use of visual, entertaining material: When familiarizing themselves with sounds, children get acquainted with Zvukovichi, the city of Zvukov.

- How to lose?

What is determined about sound using Zvukovich?

(determine their character,

find a sound corresponding to the characteristics of the sound: vowel or consonant, voiced or voiceless, hard or soft,

determine which sound house he will live in)

Comparing vowels and consonants, we find differences in articulation. I teach children to differentiate sounds by sonority-dullness, hardness and softness, relying on auditory perception and tactile sensations.

-Show techniques based on tactile sensations.

Determine the sonority and dullness of the sounds Shch-Zh

(So, for example, we control deafness and sonority with the help of the larynx (the hand should be placed on the throat), and hardness and softness - with the help of the hand: if the sound is hard, the hand is clenched into a “Stone” fist, and if it is soft, it is relaxed “Vata”

(I’m holding a reception with teachers: Let’s check the sounds Ш and Ж in these ways)

During the second stage, children learn

- distinguish a sound from other sounds,

- a syllable with a given sound among other syllables,

- determine the presence or absence of a sound in a word,

- highlight the initial consonant first, then the last one.

—I propose to play with the “houses of the word.” to determine the place of a sound in a word

Using the method: intonation highlighting, stretching out the sound, let's play. (The game “Choose pictures with the sound L and “Put the word in the house”, where the sound L is (I spend it with the teachers).

At the last stage, children are trained to perform a complete sound analysis of words. Learn how to combine sounds into syllables.

The “live sounds” technique is especially widely used here.

Game Friendly sounds (“live sounds”)

(play both groups with teachers) Word SUP

Children come out according to the number of sounds in a word and join hands. The teacher whispers to each of them a sound that the child will have to pronounce. Then the teacher puts his hand on each child in turn - “presses the button”, and the children pronounce the given sound. At this time, the rest of the children listen carefully and try to understand which word came out.

Perform a sound analysis of the word MAC At this stage, exercises with chips are introduced (we use chips, marbles, buttons, cubes: red to indicate vowel sounds, blue to indicate hard consonant sounds, green - soft consonant sounds).

(perform marbles with pebbles on a given sound ruler according to the algorithm

1. Pronounce the word slowly, clearly, so that every sound is heard (mmmaaakkk)

2. Select with your voice and name the first sound in the word (mmmak). What sound is this? (consonant, hard)

3. Say the word slowly, emphasizing the next sound (maaak) with your voice. What sound is this? (vowel)

4. Say the word slowly, emphasizing the next sound (makkk) with your voice. What sound is this? (consonant, hard)

5. Name all the sounds in a word in order (m-a-k)

6. Count and name the number of sounds in a word (in the word “poppy” there are 3 sounds). How many vowels? How many consonants?)

Stage 4 Introducing the letter.

Goal: to determine the connection between sound and its graphic image.

Letters are a graphic symbol of sounds. 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. Often we are faced with the fact that children are taught to read letter by letter, 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. (I recommend Tsukerman’s book)

This creates additional difficulties in teaching children to read.

Choose many words starting with a given letter. And so that the spelling does not differ from the pronunciation. (For example, in many wall alphabet books there is a monkey near the letter O, which misleads the child)

In order for the child to better understand the graphic appearance of letters and to prevent dysgraphia at school (dysgraphia is a written language disorder), I recommend the following

Game tasks:

- “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.

-The letter is broken

Contents of Literacy Lessons

Classes should be conducted in such a way as to maintain a high level of motivation among students. The introductory part allows you to set the atmosphere of the lesson. It is necessary to prepare schoolchildren for the fact that now they will learn something new, something that will be very interesting to them. It is important to make children want to participate during activities.

Classes can be of the following types:

• telling a theme poem;
• solving riddles;
• joint examination of illustrations.

The teacher can start with the following words: “Children, now we will discuss what a word is. Listen to a little poem and support me.”

And you can end the task with the following words: “You are so great! We managed to solve all the riddles! And all the answers were correct. Do you understand how these words are similar to each other? Let's play now. I will say the word. If it starts the same way as the answer, then you should clap your hands. If not, then don’t do anything.”

To get children interested, you can give all pairs a set of cards. Children will have to name what is shown on them. And the teacher asks the children what is the first sound in this word. Can these words be divided into two groups?

For example, short words are placed in one group, and long words in another. Then you need to check how the children coped with this task.

To make it interesting for schoolchildren from the very beginning, you can include illustrations in the work.

For example, you can use some kind of surprise. You can also dramatize the story. Children really enjoy these types of events. They also love to participate in the creation of a new fairy tale.

When preparing for a lesson, the teacher must show great scrupulousness. If the material is presented incorrectly, this will lead to difficulties in further learning. If you carefully plan each lesson, the teacher can avoid many mistakes. When developing lesson notes, you need to do a lot of planning.

But today in educational institutions it is often proposed to use technological maps.

Literacy Techniques

During the lesson, the teacher should strive to use different techniques so that the children change types of activities. It is necessary to diversify the form of presenting new information. Let's discuss a few techniques:

• Lull rings: this is an interesting tool that allows you to shape the intellectual abilities of schoolchildren and their creative impulses. There are many different materials that this device can be used for.
• to teach schoolchildren to read and write, you can also make Lull rings, and place letters on one of them, and on the second - objects whose names begin with these letters. Children must correctly connect the letters and the corresponding images.

This interesting technique helps to captivate children, create an atmosphere of ease, and help them perceive new material.

By studying letters with children, you can help them better assimilate new material. To do this, you need to play with these letters in different creative tasks. For example, you can draw a letter and decorate it with different patterns.

You can also fashion letters, sew dresses for them, lay out letters from peas or buttons. They can be drawn on the sand, made from sticks and other materials available to children.

It is also necessary to test children's knowledge using test materials.

The exercises that are included in this work are material with images of objects for studying vowels. Schoolchildren connect a letter and an object that contains this letter in its name. You can also draw diagrams for words, showing the number of syllables and stressed syllables.

Components of grammatically correct speech

During classes, children should also be taught to analyze the sound and letter composition of words.

Grammatically correct speech includes the following components:

• it is necessary to create an effective speech environment for children, which contains many speech samples;
• it is necessary to improve the speech culture of people around the child;
• complex grammatical forms need to be specially studied with children in order to prevent the development of their erroneous use;
• you need to develop grammatical skills;
• It is necessary to correct grammatical errors that the child makes.

If you correctly organize the speech space for a student, it will have a very powerful impact on him. This will allow the child to form cognitive relationships and develop his basic ideas about the Russian language and speech.

Therefore, it is necessary to organize the speech space and give it priority attention.

Speech environment as a means of teaching literacy

Speech space is a very broad concept that consists of many components. This can include different speech samples that are accessible to children. At the same time, not only people can talk around, but radio and television can also sound.

L.P. Fedorenko believes that the speech environment can play a developing function. He believes that this makes it possible to intensify verbal communications. And this environment makes it possible to reveal the student’s full speech potential. But such an environment cannot arise spontaneously. It comes about as a result of deliberate effort.

The author believes that there are two components of the speech environment: this is the natural environment of communication, as well as communication with other children. The second component is an artificially created speech environment.

A free environment is a child’s communication with peers and adults. It occurs naturally during different regime moments. But it can be used to achieve maximum effect.

The artificial environment is a speech space that is purposefully organized by the teacher to achieve the assigned tasks. To do this you need to use certain techniques.

You could even develop a communications center. It will consist of the following elements:

• theaters;
• various visual aids;
• bookshelves.

The aids used may be:

• didactic board games;
• albums on sound pronunciation;
• illustrated materials;
• paintings.

At the same time, all materials used must be selected so that they coincide with the age characteristics of schoolchildren.

N.K. Usova also studied this topic in detail. She wrote that kindergarten staff should organize a speech environment that would help children actively develop their speech literacy.

The speech environment should be created so that schoolchildren have the best conditions for the development of speech literacy. At the same time, children’s speech should develop not only during classes, but also during independent pastime.

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