Literacy training in kindergarten: features and techniques. Technology for teaching older preschoolers the basics of literacy

Lyudmila Rychkova
Methods for organizing literacy classes

Many years of practice and the search for new ways to improve performance have shown that to achieve a positive result in learning to read and write with children can if you change the form and content training sessions and use a complex game method of organizing classes... Subject-thematic organization cognitive processes is more appropriate for activating speech and for the development of the function of language analysis and synthesis, that is, preparation for literacy training... At the core of all literacy classes conducted by me, it is complex thematic method combined with visual and playful techniques. On their occupations I pay great attention to correctional development. Correctional development is carried out by me according to the main directions:

1. development of sensory and motor functions;

2. formation of the kinesthetic basis of articulatory movements;

3. development of facial muscles;

4.development of intellectual functions (thinking, memory, imagination,

perception, attention, orientation in space and time);

5. development of the emotional-volitional sphere and play activity;

6.forming traits of a harmonious and uncomplexed personality

friendship, love, respect, and self-respect, criticism and

self-criticism, assessment and self-esteem, etc.)

Preparing for literacy classes, I try to diversify each class: in one case it is a game, in the other - lesson - performance, where children are both participants in the play and spectators, in the third they are teachers, not students, etc. It should be noted that such a structure is occupations allows you to achieve sustained attention and maintenance of interest throughout classes.

Children, playing, comprehend concepts "sound", "syllable", "word", "offer", "letter", consolidate the correct use of sounds in the pronunciation of proverbs, sayings, participate in the composition of fairy tales, poems, pure phrases. Organizational and plot basis of literacy classes should be varied. Here are some options:

Fabulous plots;

Elements of folklore;

Imaginary travels, excursions, trips, adventures;

Literary characters;

Famous and invented games;

Elements of a plot-didactic game,

Subject and landscape paintings;

Specially made manuals;

Plots and cartoon characters.

Challenges and options organization elements of the thematic literacy classes.

1. First stage classes organizational... His goal: creating a positive attitude towards learning, awakening interest in learning new sounds, as well as correction of psychophysical functions. I spend organizing moments in different options, but in any case I include relaxation, mimicry and imitation exercises. For example, lesson on: "The abduction of the letter B" starts with reading telegrams: “Children, I got telegram... Hear what's in it written: De glasses and boys, I was kidnapped by the evil witch. Welcome, your new beech. " Have you guessed which letter the witch stole? Let's help her out. Pronounce the sounds that this letter stands for. The path will be difficult. I suggest we train on a stationary bike. (Children imitate driving.) I see you have enough strength to help out the letter "v".

Introducing sound "L" starting with riddles: “The sun is baking, the linden is in bloom, the rye is ripening. When does this happen? " Then I spend a relaxation the exercise: “Imagine it’s summer. Reach out to the sun, put your face in. You are warm, pleasant (relaxation)... The sun hid. Pull up in a ball, show how cold you are (voltage)... The sun shone again (relaxation)". Relaxation exercises help relieve muscle tension.

Sometimes I use psycho-gymnastics. For example: when familiar with sounds "G" and "G\"... “Our guests are the gnomes Gena and Gog. Children, do you remember the fairy tale about Snow White? Who was she friends with? (With the gnomes)... Now we will begin to depict different gnomes. Show what the gnome Grumble was. How do you imagine the dwarf Veselchak? " (Children portray a grumpy, cheerful, sad, kind and evil gnome.) Mimic exercises improve the work of the facial muscles, contribute to the development of the mobility of the articulatory apparatus.

I use the elements of psychophysical gymnastics, for example, in the organizational work classes"Treasure of Leopold the Cat" (sounds l and l \)... Children portray cunning, hungry and greedy mice, show how they sneak up on sleeping Leopold, how sadly they wander after their failed tricks. Then they depict a sleeping cat, its good-natured appearance, soft gait, etc.

Psychophysical gymnastics contributes to the liberation of children, the manifestation of their "I am", the development of imagination, overcoming motor awkwardness.

2. Topic message classes.

Classes, in this part they allow you to smoothly and imperceptibly go to the topic classes... I display toys, planar figures or images of the participating characters in front of the children classes... Children get acquainted with them, highlight the sounds and names of the characters being studied.

For example, in occupations"Birthday of Ani's doll"... What is the name of the birthday girl? What is the first sound of her name? Doctor Aibolit came to visit Ani and presented her with a scarlet flower. What is the same sound found in the words of Anya, Aibolit, scarlet? So, what sound and what letter are we going to meet today? V classes on"Three pigs" (sounds n, n \) topic message sounds So: "Today we will compose a fairy tale about Nif-Nif, Naf-Naf, and Nuf-Nuf and study the sounds n, n \".

Thus, the game form of the topic message classes not only arouses children's interest in occupation, but the main thing for this stage is achieved - the attention of children is directed to the sound being studied, to the perception of new or repetition of the passed sounds.

3. Characteristics of sounds by articulation and acoustic characteristics. At this stage, I am implementing the following tasks:

Articulation is specified - the position of the lips, tongue, and teeth when

pronunciation of the studied sound;

Showing "profile" tongue in the picture;

Sounds are denoted with color symbols

Clarifying acoustic signs sounds: "Sleeping" or "Does not sleep" little voice

(deaf or voiced); sung or not sung sound (vowels or consonants);

We find a figurative comparison of the sound (sound p is the roar of a tiger, sound w is

rustling foliage. Sound l \ -spring drops);

Their place is determined in the Sound-Letter City (in Blue, Red or

They will live in the green city).

For example, when studying the sounds n and n \, first we determine whether the first sounds in the words Naf-Naf and Nif-Nif sound the same, that is, the softness and hardness of these sounds are specified. When comparing sounds, I ask questions that contribute to development imaginations: How do you imagine this sound? What does it look like? What color can I paint it with?

4. Pronunciation of the studied sounds in words.

At this stage occupations solve the following tasks:

Development of phonemic perception and phonemic representations;

Clarification and expansion of vocabulary;

word formation, comprehension of the meaning and polysemy of words;

Development of auditory attention and visual memory;

Mastering simple and complex types sound-syllabic analysis and synthesis.

To solve these problems, the principle of selection of speech and visual material is important. The first selection criterion is determined by the theme and plot occupations, the second - by the task. In my work to enrich children's vocabulary and develop phonemic perception, I select objects, toys or pictures. In the process of developing phonemic representations, I do not demonstrate visual material, and if I exhibit it, then only after the names of words by children. Here, the phonemic representations of children are based on previously known images. items, and allow you to activate thought processes and develop memory.

I use on one occupation of the word, including one or more generic groups (birds, animals, dishes, food, etc., contributes to the development of logical memory. And the use of speech material - words saturated with the sound under study (at the beginning, middle or end of a word) - develops an auditory sense ...

In parallel with the solution of the listed tasks at this stage, I am working on mastering grammatical categories of language... I put the questions in such a way that children can repeat the same word in different cases, in a single and plural, in the present or past tense and with different prefixes.

The development of auditory attention is facilitated by verbal games: "Sound Lost", "The sound got lost", as well as tasks for restoring words with rearranged sounds, guessing words by the first and last sound and syllable, and restoring confused syllables. And speech tasks go well with the development of fine motor skills.

Visual memory and attention develop well in games "What changed?", "Who is hiding?", "Who stood or sat between them?", "Who flew away?"

Language analysis and synthesis is a complex mental work that I do on each occupations... I enter tasks in different parts classes - there where it will arouse the greatest interest in children. Sometimes I give these tasks in the middle classes or exercises on sound-letter analysis and I give the synthesis in the final part.

Of particular interest in children are tasks in which "Scattered gathering" sounds or, conversely, their "Scatter" accompanying the action. Drawing up schemes of words from color symbols alternating with the selection or search of suitable words for a given scheme. At later stages of work, children guess puzzles and crosswords. At the same time, it is important to teach children to independently ask questions about sounds, syllables and words. I deliberately make mistakes in the answers to the questions posed by the children, and this is of particular interest to the children, they respond emotionally, wanting to help correct the mistake, find the correct answer.

5. Physical minutes.

I closely associate the physical minute with the topic classes and this is a transitional bridge to the next part classes... The main tasks of the physical minute - this is:

Relieve fatigue and stress;

Introduce an emotional charge;

Improve general motor skills;

Develop clear coordinated actions in conjunction with speech.

When planning a physical minute, it is necessary to remember that outdoor games and physical exercises, in combination with speech, contribute to the improvement of general motor skills.

Exercises for imitation also serve the same purpose. labor actions... Music and rhythmic movements relieve fatigue well and have a beneficial effect on the mood of children.

6. Work on the proposal.

The successful mastery by children of the patterns of the necessary connections of words in sentences is facilitated by preliminary work on assignments for word combinations. For example, children practice the correct coordination of adjectives with nouns (pine forest, birch grove, blue dress, blue blanket, etc., or educational assignments relative adjectives and their agreement with nouns (leather bag, crystal vase, silk scarf, etc.)... Tasks asking you to identify objects by touch that develop the sense of touch can be fun and interesting.

The assimilation of patterns in the assimilation of the necessary connections of words in phrases is the basis for the formation of lexico- grammatical sentence constructions. At this stage occupations solve the following tasks:

The establishment of lexico- grammatical relations between the members of the proposal;

Updating the accumulated dictionary;

Formation of coherence and clarity of statements;

Work on a proposal as a means of developing thought processes, in

particular inferences;

Analysis and synthesis of the verbal composition of the sentence as a means of prevention

dysgraphia.

There are various techniques for working on a proposal, but you need to know that tasks must comply with the basic rule - from simple to complex. At the initial stage, these are the answers to questions asked based on pictures. Then assignments get complicated: I invite children to make sentences using a set of words or using key words. At a higher level of speech development, I propose tasks for restoring the deformed text of a sentence. The development of thinking is facilitated by tasks in which I ask children to make a sentence from a set of words connected by a situational chain. For example, "Fox, bush, hare, burrow, lie, in, under, sit" (The hare was sitting under a bush, and the fox was lying in a hole).

The creation of a lively and creative environment is facilitated by tasks in which it is necessary to correct semantic errors that I intentionally made. For example, “Give me a quick answer - does this happen or not? Winter has come, snowdrops have bloomed. The gardens bloomed in the fall. Strawberries grow on the birch ”, etc.

Such questions help to give an independent inference, how: “What will you do if you find a freezing kitten on the street in winter?”, “What will you do if your brother (sister, mother) will someone offend? " "What would happen if all the animals and birds disappeared?" other. Mandatory when choosing principles and techniques organization tasks at this stage of work on the proposal must have a logical and playful connection with the plot classes.

In parallel with the assimilation of lexical and syntactic relations between the members of sentences, I am working on the analysis and synthesis of the verbal composition of the sentence. At the same time, I usually use strips to indicate words, make sketches of diagrams on the board or in notebooks, give assignments in which the children correct my mistakes.

7. Pronunciation of sound in coherent speech.

The main part of the stage is to improve the skill of correct pronunciation of sounds in coherent texts. Along the way, I solve the following tasks:

Development of imagination and creative imagination;

Development of word creation;

The development of melodic-intonational and prosodic components (prosody -

pronunciation system of stressed and unstressed, long and short syllables in speech.)

A necessary and prerequisite at this stage is a semantic and playful connection with the topic or plot classes and with the tasks of the previous stage. At this stage, I use tasks with well-known pure phrases and poetic works - dialogues and poems. Moreover, it is necessary that they be saturated with the studied sounds, be entertaining and accessible and, in addition, diverse in intonation characteristics. (interrogative and exclamation point)... For example, when studying sound and letter "NS" Sound "NS" we pronounce the word-creation of children in pure phrases.

Let's compose a clean phrase with the word groats.

Poo-poo-poo, the parrot pecks at the rump.

Pa-pa-pa, groats are falling on the floor.

Py-py-py, we no longer have cereals.

And also work is being done on facial expressions and prosody

Reading a joke is a nursery rhyme.

Says parrot to parrot:

Parrot, parrot, I'll parrot you!

Parrot back with a parrot:

Don't scare, don't scare, don't scare!

Children repeat a joke - a nursery rhyme. Then one group depicts an angry parrot, the other - a frightened one. Such tasks contribute to the development of rhythm, a sense of harmony, rhyme. The development of coherent speech is also facilitated by such tasks where children predict the actions of the characters, come up with dialogues and remarks for them, answer questions and find a way out of problem situations. For example: when studying sound "N", a problematic situation is created, where the main characters are three pigs. “While they were playing, it became dark, so it was (night) (a picture with the image of a night landscape is exhibited).

How did you know it was night? (dark sky, the moon is shining.) Seeing the moon, the guests remembered that their mothers were waiting for them. How do you tell moms that they are okay? (you can call by phone.) What did they say to their moms? Your answers should begin with the words you must, you can.

8. Learning the elements of literacy.

This is the final stage occupations, which provides for the solution of the following tasks:

Introduce the letter that denotes the sound under study;

To teach how to write a letter in print, as well as syllables and words with it.

When solving the first two tasks, it is necessary to connect the sound (phonetic) image of sound with visual (graphic) way. This is possible only when children will clearly understand that the main difference between sound and letter is that we hear the sound, but we see and read the letter.

Acquaintance with the letter denoting the sound under study, I usually begin by showing the children uppercase and lowercase block letters. Children are looking for a new letter in the Alphabet City and in the letter box offices. The lowercase and uppercase letters are compared - their similarities and differences are noted. Then we determine what this or that letter looks like, that is, we create a visual image of the letter. For example, when learning the letter "C" read poem:

Here is the letter c Claw - a scratch,

With a claw at the end Like a cat's paw.

For a more solid and figurative memorization of the letter, I use the technique in which the elements of the letter are in geometric shapes superimposed on each other. In addition, my children and I depict the letter with our fingers or show the configuration of the letter in poses. For example, the letter f - arms bent at the elbows and turned to the sides, are placed on the belt; letter n - two children join hands; letters y - between two standing children, the third child in a bent state leans against the first, etc.

Tasks for reading letters of syllables and words with the letter being studied, we use only letters already known to children. This is determined by the principle - from simple in the initial stages occupations at the beginning of the year to more difficult at later stages - by the end of the year. On occupations I use a variety of techniques. I definitely use the work with the split alphabet so that the children form a conscious perception of the compiled and read syllables and words. I suggest that children compose words from letters in a certain sequences: words with one specified missing letter, words from rearranged or confused letters, as well as words in which one letter is replaced by another in order to change the phonetic sound and meaning (cat - porridge, jackdaw - stick, kidney - barrel, etc.)... In addition, we compose and read words from known "Scattered" letters or syllables. More difficult tasks for children - crosswords and puzzles. Naturally, the most acceptable form organization of classes is a game... The solution to the problem is to teach children to write in printed type the studied letter: first, the children lay out the image of the letter from the counting sticks, "Draw" finger on the table, in the air, then learn to write a printed letter in notebooks.

9. Outcome classes.

At the final stage lessons summing up, that is, I determine its effectiveness. There must be a positive emotional assessment. type: “Thank you, children, you made me very happy with your answers! It was a pleasure for me to study or play with you. And it's a pity that class ended so quickly. " At this stage, I always have a transfer of positive emotions.

With an individual assessment, I always note the activity, good luck, even a small one, or just a good mood of this or that child. And the reaction to failure should be with the hope of success in subsequent occupations, with the conviction that you should not despair, if you work actively, then everything will work out. I also ask questions: "What did you like? What tasks did you find interesting? What was the hardest task? What would you like to hear next time? " By this I learn the children's assessment of the past classes and I try to find a closer contact with the children, and select a successful principle for constructing tasks for each stage of the following occupations.

And the main thing to remember is - class from beginning to end must be kind!

It involves the formation of the morphological aspect of speech (gender, number, case), word formation methods, syntax. Children learn the gram structure practically by imitating the speech of adults and linguistic generalizations. It is necessary to ensure that children freely use the skills and abilities in verbal communication of coherent speech.

The main goal of preschool education is the all-round development of the child. The tasks implemented in the classroom in the process of preparing for teaching literacy can be formulated as follows: to acquaint children with the concepts of "sound", "syllable", "word", "sentence"; to accumulate the pupils with the basic properties of the phonemic (sound) structure of the word; to acquaint children with models (schemes) of words and sentences, special symbols for denoting sounds; teach children to name and select words, designate the names of objects, actions, signs of an object; teach children to compare sounds according to their quality characteristics (vowels, hard and soft consonants, voiceless and voiced consonants), compare words by sound composition; teach children syllabic articulation of words, isolating syllables from a word, stating stress in words, determining a stressed syllable; teach deciphering words by ear, determine their number and sequence, make sentences, including with a given the number of words. Mastering grammatically correct speech influences the thinking of the child. He begins to think more logically, consistently, to generalize, to be distracted from the concrete, to correctly express his thoughts.

A. N. Gvozdev, S. L. Rubinstein, D. B. Elkonin, A. M. Shakhnarovich and others.

A. N. Gvozdev outlined the main periods in the formation of the grammatical structure of the Russian language.

1 period suggestions d, consisting of amorphous words-roots, which are used in one unchanged form in all cases when they are used (from 1 year 3 months to 1 year 10 months).

2 the period of assimilation of the grammatical structure of the sentence associated with the formation of grammatical categories and their external expression (from 1 year 10 months to 3 years).

3 period of assimilation of the morphological system of the Russian language, characterized by the assimilation of types of declensions and conjugations (from 3 to 7 years

Ways to form grammatically correct speech: creation of a favorable language environment that provides samples of literate speech; increasing the speech culture of adults; special training of children in difficult grammatical forms, aimed at preventing mistakes; the formation of grammatical skills in the practice of verbal communication; correction of grammatical errors.

Formation of real in two ways: in the classroom, in everyday communication.

Methods: didactic games, dramatization games, verbal exercises, viewing pictures, retelling short stories and fairy tales. Leading receptions: sample, explanation, indication, comparison, repetition.

Ml.gr. work on developing an understanding of grammatical forms and their use in speech, teaching how to correctly change the most frequently used words in which they make morphological errors ..

Wed gr. teach how to correctly change difficult words for them, the development of monologue speech, teaching storytelling. In didactic games and games-dramatizations, not one, but several situations are given

Art. gr ... the assimilation of the native language system is completed, they have mastered the basic laws of changing and combining words into sentences, agreement in gender, number and case. From the predominance of visual material to verbal techniques. The role of games with toys is decreasing, pictures, verbal didactic games and special verbal grammar exercises are used more.

The child begins to use his native language almost from early childhood, but he is not aware of the ways in which his speech is carried out. Preschool childhood is the time of formation of the fundamental principles of personality, individuality, the most favorable period for the development of curiosity, general and special abilities. The development of children's speech is one of the leading tasks that a preschool institution or parents solve. From a psychological point of view, the initial period of learning to read and write is the formation of a new attitude towards speech in a child. The subject of cognition is speech itself, its external sound side. According to M. Montessori, A. N. Kornev, R.S. Nemov, learning to read should begin at the age of 5-7, since at this age self-awareness is developed to a certain extent, speech, motor skills, and elementary skills in artistic forms are formed. activity, as well as an interest in letters and a desire to learn to read.

Thanks to the special process of cognition, which is carried out in an emotionally-practical way, each preschooler becomes a little explorer, a pioneer of the world around him. With the beginning of literacy training, the preschooler begins to analyze his speech and learns that it consists of sentences, which in turn consist of individual words, words - from syllables, syllables - from sounds. Writing sounds are indicated by letters. Therefore, during the period of literacy training, a large place is given to the development of phonemic hearing, the ability to distinguish in the speech stream single words, position and presence of sounds in the word. The development of speech is carried out when different types activities, including in special classes for teaching literacy.

Training is carried out in a playful way. I offer you games, tasks, exercises:

Game "Name the first sound in a word" (Llull's rings)

Acquaintance with the symbols of sounds (manual by T.A. Tkachenko ("Special Characters")

Game "Russell sounds in houses" (classification of vowels - and consonants)

Task "Draw a symbol of sound on the semolina with your finger"

Game "Signalers" (definition of hard and soft sounds)

Exercise game "Gifts to Tim and Tom" (identifying hard and soft sounds)

Exercise "Determine the place of a vowel sound in a word" (using beans, buttons or red chips)

"Sound scheme of the word" (chips in blue, green and red)

Finger and logorhythmic exercises.

Game "Match the scheme of the word to the picture"

Game "Cheerful Train", "Houses" (division of words into syllables)

Game "Magic Cube" (making sentences with prepositions)

Draw a letter with a thread

The task "Sound analysis of words"

Game "Syllabic clock" (composing words from syllables)

Game "Collect the cubes" (making words from letters)

Perhaps these games will be useful to you in your work. Good luck!

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Teaching preschoolers to read and write

Relevance

Currently, the problem of preparing children for literacy is particularly relevant. It would seem that the child's speech is understandable and does not cause him difficulties in communication at preschool age, until special requirements are imposed on it. Small deviations in speech development do not bother parents, but things change dramatically with the beginning of schooling. Already at the very beginning of learning to read and write, children experience significant difficulties, write with errors, and as a result, poor grades, negative attitude towards school, deviation in behavior, increased fatigue and neurosis.

Another reason for the urgency of this problem is the increased demand of schools, especially gymnasiums and lyceums, for future first-graders. One of the requirements is the readiness to master literacy, which includes the child's mastery of sound-alphanumeric, sound-syllable, and lexico-syntactic analysis and synthesis before entering school.

In addition, the alphabetical period in the first grade coincides with the periods of adaptation of children to the conditions of life and learning. Teaching practice shows that the reading guys feel more confident and have more prospects for successful learning at school.

Also, classes on preparing children for mastering literacy are of a general developmental nature, contribute to the development of mental processes, active mental activity, increasing efficiency, moral and aesthetic qualities of the child's personality.

This problem prompted me to create in my group a circle "Gramoteika"

In our time, the "market" of pedagogical services is very diverse and spontaneous: there have appeared many copyright programs and methodological developments in teaching literacy, and not always of the highest quality. Of course, there are techniques that are useful for a preschooler, but there are also those that will lead to the desired goal (they will teach the child to read and write, but will not develop the child himself.

Development in this area is understood as the organic and timely mastery of the child's native language, awareness of the basics of literacy in writing, mental development.

While teaching preschoolers to read and write, I use the program "Teaching Preschoolers to Read and Write" by NS Varentsova as a basis, the program is based on the methodology created by D. B. Elkonin and L. Ye. Zhurova. Familiarizing a child with the phoneme (sound) system of the language is important not only in teaching reading, but also for all subsequent learning of the native language.

The content of the program is built taking into account the age characteristics of preschool children. Children comprehend a certain system of laws of their native language, learn to hear sounds, distinguish vowels (stressed and unstressed, consonants (hard and soft, match words by sound, divide words into syllables. Later, children learn to divide the speech stream into sentences, sentences into words, get acquainted with letters of the Russian alphabet, make up words and sentences from them, using the grammatical rules of writing, master the syllabic and continuous ways of reading. It is important to note that learning to read is not an end in itself. This task is solved in a wide speech context. Children acquire a certain orientation in the sound the reality of their native language, they lay the foundation for future literacy.

In addition, I use the program "From sound to letter" E. V. Kolesnikova, "From word to sound" N. V. Durova.

The program for the younger group includes 2 sections: the development of the phonetic-phonemic side of speech in order to prepare children for learning the sound analysis of words and the development of movements of the hands and fingers to prepare the hand for writing. In the course of classes, children are introduced to the sounds of the world around them, then during onomatopoeic exercises they learn to pronounce vowel sounds and some consonants, except for sibilant and hissing, terms characterizing the sound (vowels and consonants are not used in the classroom). I will give an example: the teacher explains that there are many sounds in the world and they all sound differently, the children, together with the teacher, remember how they sound: wind, water, bird, etc.

V middle group work continues on the development of the phonemic side of speech, in the process of working on the sound side of speech, the range of tasks significantly expands, since by the time children of the 5th year of life are especially sensitive to the sound side of speech, preschoolers "immerse themselves" in the sound reality of the language, learn to distinguish individual sounds in words, determine the first sound in a word, select words with a specific sound and distinguish hard and soft consonants by ear (without using the terms themselves).

In the older group, work continues with the sounding word, the definition of its length (measuring the syllable structure of words with claps, steps) is introduced the term "syllable" and a graphical record of syllable division.

In preparatory work, work continues on mastering the initial foundations of literacy, children of 6 years old are able to master a broader orientation, in the phonemic side of speech; they have a certain sensitivity to the sign reality of the language, have an increased interest in letters and a craving for reading. In this regard, the program for the preparatory group includes 3 areas: the development of the phonetic side of speech, familiarization with the sign system of the language, preparation of the child's hand for writing.

It is important to note that attention and memorization will be "weak" if learning is not engaging. Therefore, I always introduce games and game situations into the lesson: it is always easier to remember what is interesting. The game is also necessary to reduce physical and mental overload. For this, in my work I use the book of the author V. V. Volina "The Holiday of the Primer" - a collection of funny fairy tales, poems, proverbs, sayings, tasks and exercises. Playful and entertaining material selected for each letter of the alphabet will help make your first language lessons creative and joyful.

Attached files:

	prezentacija-gramoteika_v4tc6.ppt \| 5516.5 KB \| Downloaded: 54

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Teaching preschoolers to read and write | Free download

This series of books for teaching preschoolers to read is based on the author's methodology. The tutorials also contain didactic material and a huge number of interesting developmental tasks.

Description of the textbook "Teaching preschoolers to read and write":

Each book in the series "Teaching preschoolers to read and write" is a logical continuation of the previous one. You can study with these textbooks from the age of five. There are many bright, beautiful illustrations in the teaching aids, which attracts kids and arouses their interest.

This method of teaching literacy to preschoolers will allow young students to easily and quickly master basic reading skills, prepare for school studies in this subject and make books best friends Your baby.

The following books are presented in this distribution:

From sound to letter (introduction to the world of sounds);
From word to sound (we learn to pronounce sounds correctly, as well as to distinguish them by ear);
Let's play with words (study of vowels and the rules of their writing);
We read ourselves (teaches children to read consistently meaningful).

Publisher: School Press Series: Preschool education and training author: Durova N.V. Number of pages: 23+23+23+34Language: Russian

More details on the website www.vse-dlya-detey.ru

"Who said?".

Stage 2. Basic. At the second stage, acquaintance with speech sounds occurs. At this stage, the main thing is the formation of phonemic processes. This is how vowel introductions work.

Acquaintance with sound begins with the extraction of sound from speech. Let's dwell on the sound in more detail. We tell the children that the donkey is carrying a heavy cart and shouts I-I-I.

Then we ask the children how the donkey screams? Children look in mirrors and examine the articulation of sound pronunciation, lips stretch in a smile (use the symbol). Considering the articulation of the sound, we find out that the air does not meet obstacles, which means this sound is a vowel (we use a red square). We say that the voice participates in the formation of sound, it can be sung. Acquaintance with other vowel sounds is similar. After familiarization with the sounds, games are held using vowel symbols.

After getting to know the sounds, work is underway to differentiate the vowels, to clarify articulation and the ability to hear this sound:

At this stage, we teach children to hear vowel sounds. For example, find the sound

Among other sounds: a, y, and, a, o

In a series of syllables: om, um, am, an, as.

In a row of words: stork, mustache, artist, wasps

In the text: Anya and Alik were walking, collecting asters in the garden.

Slide 14 Acquaintance with consonant sounds.

Upon acquaintance with each sound, its full characteristics are given.

Children make the sound themselves, look in individual mirrors. Together with the children, it turns out that the air meets an obstacle - the lips, which means the sound is consonant.

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

If the neck rings

So the ringing sound is running.

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

We practice individual repetition of a sound by a child, joint repetition (a teacher and a child or two children), as well as choral. Choral repetition especially needs clear guidance. It is advisable to preface him with explanations: invite everyone to say it together, clearly, but not loudly.

Acquaintance with letters.

At this stage, we begin to acquaint children with letters. In our work, we call the letter as a sound: "sh", not "sha"; "L", not "ale". Otherwise, the child will not understand how to merge syllables.

We acquaint children with the rule: "We pronounce and hear sounds, and see and write letters."

We help to remember the letter through the child's associations, relying on his characteristic visual - figurative thinking. We ask the children to look at the letter and imagine what it looks like. All answers are accepted, and their own version is offered, in which the picture looks like a letter and begins with this sound (c - cheese, t - pipe, i - apple). By association with objects, children memorize letters better (mnemonic memorization techniques.

The elements, their quantity are considered. You can offer a rhyme to memorize the image of the letter

The wheel rolled, 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, in a cap with a long visor;

"This is the letter" C "

Scratching claw,

Like a cat's paw. ”

For a more durable and figurative memorization of the letter, a technique is used in which the elements of the letter are in geometric shapes superimposed on each other. Children depict letters using fingers, sticks, natural material, depict letters in a pose.

Remembering the image of a letter can be organized in different ways, using different analyzers. Studying the literature, we came to the conclusion that when teaching literacy, it is necessary to include all analyzers - visual, auditory, tactile, motor. This is the innovative approach to literacy training.

Write a letter in the air, on the table, on the hand, on a friend's back;

Lay out a block letter from pencils, counting sticks, laces, strings;

Write a letter with your finger on a semolina or other small grain;

Lay out a letter from large and small buttons, beads, beans and other small items;

Treat with curly cookies in the shape of a letter;

Sculpt from plasticine, dough;

Select (underline) the desired letter in the text.

At the main stage of work, in addition to visual and practical methods, we use and verbal methods, aimed at working with the artistic word, the method of conversation is used to consolidate.

After mastering vowels, consonants, we proceed to the final stage - sound-letter analysis

determining the order of sounds in a word;
highlighting individual sounds
distinguishing sounds by their quality (consonants, vowels, hard, soft).

Such classes will prevent many future difficulties in the learning process and will help us identify an invisible difficulty - phonetic-phonemic underdevelopment. This difficulty is insidious, it remains hidden for a long time and manifests itself (in the form a large number mistakes, especially in dictations) much later - in the second, third grade.

As for the enrichment of the vocabulary, the development of speech, special and constant care of the adults surrounding the child (educators, parents) is also necessary.

Since most of the endings of words in Russian are non-stressed, people around the child should pronounce them clearly enough (we give a speech sample). This is the only way to give the child the correct pattern of word matching (for example, “five trees, not“ five trees, ”“ many deer, ”not“ many deer, ”etc.).

It is very important to specially exercise it in the correct use of individual grammatical forms and in the correct construction of phrases.

In working on the culture of speech, the help of parents is very important.

For parents to be our helpers, we give them, for example, the following advice:

your little ones usually like to help in the kitchen, set the table, arrange the dishes. Ask: what are utensils? Practice determining its location (plate in the middle, fork on the left, knife on the right, napkin on the side, bread bin in front, salt shaker behind the bread bin, etc.), count the number of items, determine their shape (the plate is round, the napkin is rectangular, and when we folded her, it turned out to be a triangle, etc.). In this case, be sure to follow correct use and the pronunciation of words.

By the age of 6 - 7, with normal development, the child is well distinguished between the plural and the singular, the vocabulary is at least 3000 words, knows and is able to apply in practice the basic laws of word formation and inflection, speech from situational becomes detailed and coherent. In elementary school, he will master reading and writing, which allows him to further develop vocabulary and learn complex grammatical structures.

Nowadays, a lot of various albums for coloring are being published (they are used not only by parents, but also by us in the classroom). We expand the capabilities of such albums: we use not only for coloring, but for exercises that help the child learn to classify objects, find their similarities and differences.

We use the possibilities of physical education minutes for the development of speech. Various forms of physical training are offered:

outdoor game;

violation of reading comprehension.

What we say and hear is sounds, and we see and write letters.

In Russian, there are 10 vowels: A, O, U, I, Y, E, I, E, E, YU, and there are only 6 vowel sounds: A, O, U, Y. E. In the name of each of the four following letters (Y.Y. Yu, E). Words with iotated vowels should not be offered to children at the initial stages of the formation of sound analysis.

Our alphabet contains 33 letters, and there are much more sounds in the Russian language - 42, mainly due to soft consonants (Hb, Pb, etc.). They have no separate graphic image, along with paired solid sounds are designated by a common letter. (Compare: whining - a thread, small - crumpled. The first letters in pairs of words are the same, but the sounds are different: soft and hard). The softness of consonant sounds is reflected in writing using various letters following the consonant: soft sign, the letters I. and the so-called iotated vowels E, Y, Y, Y. When analyzing words with children, it is necessary to take into account the presence of soft consonants in them and avoid those if the child does not yet distinguish consonants by hardness - softness.

In Russian, there is no complete correspondence between sounds and letters. Often, the sound and letter variants of words differ significantly. In the exercises for complete sound analysis and synthesis, children should be offered only those words whose pronunciation does not differ from the spelling. Words that we write and pronounce in different ways (in addition to words with soft consonants), it is important for adults to notice and exclude from the exercises so as not to create additional difficulties for the child.

Name consonants when analyzing and synthesizing words briefly, without adding vowels, as they are pronounced at the end of words. Throughout the entire period of study at home, both the sounds and the letters corresponding to them should be named in the same way - i.e. the way the sound sounds.

In the training exercises, first the oral synthesis of vowels and consonants into syllables is fixed, so that the child does not experience “the torment of fusion” later and has mastered post-verbal reading earlier. Otherwise, reading a long word letter by letter, the child will not be able to synthesize the named sounds and therefore understand the meaning of what he read.

The main tasks of preparing preschoolers with speech disorders for literacy training.

improving phonemic perception (the ability to perceive and distinguish the sounds of speech);

formation of the correct pronunciation of sounds;

development of skills in sound analysis and synthesis.

Formation of the skills of sound analysis and synthesis at the initial stages of work.

Isolation of the first vowel sound in words.

Analysis and synthesis of combinations of two vowel sounds.

Determination of the presence or absence of sound in words.

Determination of the last vowel sound in words.
Determination of the first and last vowel sound in words.

Isolation of stressed vowel sound in words.

Determination of the first consonant sound in words.

Determining the position of a consonant sound in a word.

Determination of the number of syllables in words.

Determination of multiple vowel sounds in words, etc.

How to help a child if he forgets, confuses, spells the wrong letters?

Does your child distinguish between left and right?

The child should be able to correctly perform tasks: show your right ear, left leg, etc.; tell me what you see to your right, to your left. If a child writes letters in the wrong direction - most often this is a consequence of the unformed concepts of "left" and "right".

Does your child know how to put together pictures from six blocks? If he finds it difficult, then this is a consequence of the underdevelopment of visual - spatial analysis and synthesis. (In this case, start with a set of 4 dice.)

Very useful for spatial representations and visual perception games - classes with various "constructors" and "builders"

To make it easier for your child to memorize letters, we recommend the following games.

"Circle the letter"

The adult invites the child to carefully consider and name a familiar letter, which is written in dotted lines, to add it.

"Find the letter"

The adult asks the child to find the letter under study among other letters written in the same regular font.

Find the letter.

The adult invites the child to find various images the letters being studied, which are written in different fonts, among other letters.

"Name a letter"

The adult asks the child to find a letter among the letters crossed out in various ways.

"Find the letter"

The adult asks the child to find the letter named by him in a row of graphically similar letters, for example, the letter G: P G TR R.

"Add a letter"

The adult invites the child to carefully examine the familiar unfinished letter, name it and add the missing elements.

"Find the mistake"

An adult invites the child to look at two images of the same familiar letter, one of which is spelled incorrectly. The child must cross out the wrong letter.

"Learn the letter"

The child closes his eyes. At this time, an adult "writes" a familiar letter on the child's hand. The child names which letter the adult "wrote" on his hand.

"Wonderful

pouch "

An adult puts in an opaque bag familiar to the child volumetric letters made from plastic, cardboard or wood. Child with closed eyes takes a letter out of the bag, feels it with both hands and names it.

"Fold the letter"

An adult invites the child to put together a whole image from parts and name the letter that turned out at the same time. (The card on which the letter familiar to the child is written is cut into several parts.)

"Lay out the letter"

An adult invites the child to lay out a familiar letter from various materials: mosaics, seeds, small nuts. Seeds, buttons, twigs, pieces of paper, counting sticks and thick thread.

"Make a letter"

An adult invites the child to make a familiar letter from plasticine, wire or paper (first according to the sample, and then independently).

"Magic Pencil"

The adult invites the child to circle a familiar letter along the contour, shade it in a certain way or paint over it.

"Write a letter"

An adult invites the child to write a familiar letter with a finger in the air, with a stick on wet sand or snow.

"Describe a letter"

The adult invites the child to tell what elements the familiar letter consists of and how they are located. For example, the letter H is made up of two large vertical sticks and one small horizontal stick between them.

"Wizard"

An adult invites the child to lay out from counting sticks or bend from counting sticks or bend some familiar letter out of a wire, and then “turn” it into another, graphically similar letter. For example: bend the letter O out of the wire, and then “turn” it into the letter C; lay out the letter H from the sticks, and then "turn" it into the letter P, etc.

A rebus is a riddle in which a word or phrase is encrypted with a combination of letters, shapes or signs. A certain secret is hidden in the rebus, and the child, with his desire to learn about the world, with great desire tries to solve the proposed riddle.

When solving a puzzle, many problems are solved: the development of phonemic, syllabic analysis and synthesis; consolidation of knowledge of sound-letter designations; development of the most important mental processes - attention, memory, conceptual thinking. Children learn to see, hear, reason.

The puzzles are offered on a simple to complex basis. The child gradually learns to solve puzzles, because in order to read the encrypted word, you must first solve the puzzle cipher and follow certain rules:

from the name of each object, the first sound (letter) should be selected and then combined into a new word: harp + turkey + owl + pipe = STORK

a drawing is added to a letter or letter combination: "M + arch", VO + mouth "

a drawing is added to a letter or letter combination, then again - a letter or letter combination: "G + mustache + Nya", "RI + owl + NIE".

if there are commas to the left of the figure (one or more), then the first letters of this word are not readable;
if the commas are after the figure, the last letters are not read: "teeth, P".

Those parts of the word that resemble prepositions (prefixes): by, under, on, in the puzzles are shown by a graphical diagram (the location of the object in relation to the object):

a crossed-out letter near the depicted object means that this letter cannot be read, it must be excluded from the name of the object;
if another letter is written above the crossed out letter, then in the name of the object it is read instead of the crossed out letter;

if the record is given - one letter is equal to the other, then, when reading the rebus, we replace one letter with another "poppy moon Y = I";

if a part of a word resembles a numeral name, then it can be represented by a number: "40 A" - forty, "100 L" - table.

After solving the rebus, the child is invited to make sentences with this word, which helps to clarify the lexical meaning of the word and the development of coherent speech.

On this topic:

Source nsportal.ru

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In this article, we offer you a summary of the literacy classes. These notes will help your child learn to read correctly. These notes are designed for preschool and school age.

The sooner you teach your child to read and write, the easier it will be for him to learn at school.

Literacy training for preschoolers lesson notes

Preparing to learn to read and write is one of the main tasks in a preschool institution. Long-term experience of working with preschool children suggests that about half of preschoolers experience difficulties in mastering literacy, and these difficulties arise not only in speech pathology children, but also in children with clear speech.

Following the recommendations of the famous psychologist L. S. Vygotsky, literacy training should be started during the formation of the mental functions of a preschooler. The most effective age for using a child's rich abilities in mastering literacy is the age of 4-6 years, the so-called period of "linguistic giftedness" of a preschooler's special susceptibility to speech. It is necessary to satisfy the child's cognitive interest in time and direct his desire and will to master the skills that are important for preschool education: analyze, synthesis, compare, generalize, think logically.

Teaching preschool children is necessary because:

1. Requirements primary school have become taller and many parents should be sincerely interested in teaching children to read and write;

2. There are many difficulties in teaching children to write and read at school;

3. Not all children cope with the pace suggested by the school curriculum;

4. Teaching literacy in a preschool institution is a propaedeutic of dyslexia, dysgraphia and will help a child to avoid specific mistakes;

5. Classes on teaching literacy in a preschool institution - this is the initial stage of the subsequent systematic study of the language at school.

Speech therapists and psychologists involved in teaching literacy unanimously emphasize that for mastering literacy it is necessary that the child not only correctly hear and pronounce the individual words and sounds they contain, but - and this is the main thing - have a clear idea of the sound composition of the language and be able to would analyze it. The ability to hear each individual sound in a word, clearly separate it from those next to it, to know what sounds a word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for correct literacy training.

The work on teaching literacy to preschoolers is carried out in several stages:

Stage 1 - learn and memorize letters;

Stage 3 - we read and understand the meaning of the read word;

Stage 4 - we read and perceive the read words as part of some semantic whole word combination, sentence, text.

To improve the effectiveness of literacy training, we recommend using various types of activities that stimulate the mental activity of children. It has been proven that the most fully and distinctly perceived and remembered by the child is what was interesting to him.

Knowledge learned without interest, not colored by one's own positive attitude, emotions do not become useful. While learning to read and write, children should not just learn something, but try and acquire knowledge on their own.

“I see. I am reading. Writing. Reading Lesson Abstracts "is one of the most popular books with teaching lesson abstracts. Preparing for literacy for older preschoolers includes the alphabet and demonstration material for frontal classes.

The manual is a synopsis of classes (which are approved by the author) on teaching literacy to preschool children with speech impairments in the preparatory group of a preschool educational institution.

The purpose of this manual is to assist novice speech therapists in planning and conducting classes with preschoolers with speech disorders.

The book reveals the features of teaching children basic reading and writing. The offered classes can be carried out both in frontal and in individual form of work.

They can be used in teaching children to read and write in preparatory groups of mass kindergartens. The manual is intended for speech therapists and educators.

Teaching preschoolers to read and write. For lessons with children 3-7 years old, download the book by N. S. Varentsova: download free fb2, txt, epub, pdf, rtf and without registration

Attention! You are downloading an excerpt from a book permitted by law (no more than 20% of the text). After reading the excerpt, you will be prompted to go to the copyright holder's website and purchase the full version of the book.

This manual is intended for the development of the sound side of speech in preschoolers and familiarization with the basics of literacy. The book contains a program, guidelines and lesson plans for junior, middle, senior and preparatory groups.

The book is addressed to teachers of preschool educational institutions.

The presented fragment of the book was posted by agreement with the distributor of legal content LLC "Lit Res" (no more than 20% of the original text). If you believe that the posting of the material violates your or someone else's rights, then let us know.

Explanatory note …………………………………………… 3

1. Creation of conditions for speech development ……………… 5

2. System of work on teaching children to read and write ………… 7

3. Classification of games for teaching literacy …………… 10

4. Working with parents to teach children to read and write ... 16

5. Performance indicators ……………………………… .19

Conclusion ……………………………………………………………… ..20

Literature …………………………………………………… ..21

Explanatory note.

The study of special literature, the analysis of periodicals, the experience of professional activity helps to come to an understanding that an increase in the number of children with speech pathology is currently becoming a particularly acute problem for preschool education. Working in a preschool institution only confirms the growing percentage of poorly speaking and non-speaking children from year to year, who hardly understand the speech addressed to them, cannot associate the name of objects and actions with specific sound combinations and words. Therefore, the formation of grammatically correct, lexically rich and phonetically clear speech in older preschool children is one of the most important tasks in the system of teaching a child to develop speech in a preschool institution.

Literacy is a rather difficult subject for preschoolers. It is very difficult for a five - six year old child to assimilate abstract concepts that are not found in his practical world. The game comes to the rescue. In the game, very complex things often become clear and accessible. The game does not arise by itself, the teacher must open the world of play for the child, interest him. And only then, the child will obey certain rules, he will have a desire to learn a lot and achieve results.

The game situation requires from everyone involved in it a certain ability to communicate; promotes sensory and mental development, the assimilation of lexical and grammatical categories of the native language, and also helps to consolidate and enrich the acquired knowledge, on the basis of which speech abilities are developed. How a child in preschool age is introduced to literacy largely depends on his further success in school, not only in reading and writing, but also in the assimilation of the Russian language in general.

Researchers have made it possible to establish optimal terms to start learning to read and write.

Preparation for learning to read and write should begin in the senior group of kindergarten, as a five-year-old child has a special "flair" for the language. He is sensitive and receptive to the sound side of speech. At an older age, this linguistic instinct weakens somewhat, the child, as it were, “loses” his linguistic abilities.

Purpose of the work: the effectiveness of using game material for teaching literacy to older preschool children.

Tasks:

1. To activate the knowledge of children about the sound structure of the word;

2. Strengthen the ability to divide words into syllables (parts), name the sequence of syllables, name which sounds a syllable or word consists of;

3. Strengthen the knowledge of children about the structure of a sentence: be able to name words with an indication of the sequence, build sentence schemes;

4. Develop coherent speech, expand vocabulary;

5. Promote the development of curiosity, cognitive activity.

6. Learn to plan your actions in a game situation, follow the rules of the game.

1. Creation of conditions for speech development

The process of learning to read and write will be easy if it becomes bright, exciting, filled with vivid images, sounds, melodies for children. For this, I make games, game modules, which are necessarily colorfully decorated and have an aesthetic appearance. In my direct educational activities I use illustrated material: objects, toys, pictures, handouts. In joint activities with children, I use various forms of organizing the pedagogical process: entertainment, travel, competitions, open-ended questions, problem situations. For the successful development of children, I have created a speech zone in the group. It is represented by theatrical and book corners (photos No. 1, 2). In this area, children can watch their favorite books and illustrations for works of art, tell and show your favorite fairy tale with the help of various types of theater, masks, hats, hand puppets. I use a flannelegraph, in which children can independently compose a story based on a series of plot pictures, determine the place of sound in a word, draw up sentence schemes and, according to this scheme, make up a sentence. In the speech corner, children are offered the following games: "Little words", "What comes first, what then", "Funny stories", "Become a friend of nature" and others. Children especially like the game "Zoo".

Goal: Development of the ability to select words with a given number of syllables. Equipment: three pockets, each with a cage for animals, at the top - the syllabic composition of words; cards with the image of animals.

Course of the game: The teacher says that new cages have been made for the zoo. Children are asked to determine which animals can be placed in which cage. Children one by one go to the flannelgraph, take a card with an image of an animal, name it, use claps to determine the number of syllables in a word.

By the number of syllables, they find a cage for the named animal and put the card in the appropriate pocket.

Also, the speech zone is represented by card indexes:

Finger gymnastics card file;

Physical minutes card index;

Nursery card index; this work aimed at developing the speech of children.

When organizing work on preparing children for literacy, I always take into account the characteristics of the child, his interests, needs. The games that I have developed are diverse, educational and developmental in nature. These games help children discover an amazing world associated with words and sound phenomena. I use games and play tasks not only in direct educational activities in each direction, but also in other types of children's activities and regime moments. I also use it as a walking trick. For example, children love Catch the Ball. Its purpose is to develop the ability to determine the presence of sound in a word.

Children sit in a row, and the leader throws the ball to each one in turn, calling the word. The child catches the ball only if the word contains this sound. Or, “We walk, we walk around the bazaar,” the children stand in a circle and follow each other in a circle, saying the words: “We walk, we walk around the bazaar. We are looking for any product. " The teacher asks: "What are we going to buy?" The child should name one general concept, for example: vegetables. As soon as the words are spoken, the most dexterous of the children stands in a circle and names any vegetable, pronouncing the syllables and patting them. For example: sea - kov. Then we pronounce the name of this vegetable and slap it all together, naming the number of syllables.

2. The system of work on teaching children to read and write.

I started my work on teaching children with children of the older group and built according to the following system: 1. Work on a sentence, a coherent speech.

1) Drafting common sentences.

2) Drawing up short stories about the picture, a series of plot pictures.

4) Coming up with the beginning, middle and end of the tale.

5) Changing the plot of the tale, the introduction of new characters (Appendix No. 3, compendium No. 2).

2. Highlighting sound.

1) Isolation of the first sound in a syllable, word.

2) Selection of words for a given sound.The main work was carried out with children in preparatory group.

1. Highlighting sound.

1) Highlighting a sound at the beginning, in the middle, at the end of a word. For this, a schematic image was used: a strip of paper + a circle on which the children showed the place of sound in a word.

2) Coming up with words with a given sound at the beginning, in the middle, at the end of a word.

3) Composing words from the initial letters of the names of objects, for example: L EB, AND GLA, WITH LON, A IST (FOX)

2. Work on the proposal .

1) Writing descriptive stories.

2) Work on the retelling.

3) Dramatization.

4) Formation of skills to build a proposal scheme:

a) counting the number of words in a sentence, determining the first, second, etc. words; acquaintance of children with the fact that the first word in a sentence is written with a capital letter, the words are written separately, a full stop is put at the end of the sentence.

b) build outlines of sentences on the table and flannelgraph from ready-made strips.

c) build sentences from a given number of words (without a scheme and according to a scheme).

d) familiarity with the rule - names, nicknames of animals are written with a capital letter; drawing up proposal schemes using this rule.e) drawing up proposals according to a given scheme.f) introduction of the concept of "preposition" or "small word". (I did not set the task of using the word "preposition" in the active speech of children).

I used a flannelgraph to work with the sentence outline. One child drew up a sentence outline on a flannelgraph, and the rest on tables of ready-made strips. Then they checked. If mistakes were made, they corrected them, naming each word in the sentence in turn, indicating what kind of word it was and how it is spelled in the sentence.

For this work, for a subgroup of children, envelopes with proposal schemes and one large envelope for working on a flannelgraph were prepared.In the work on the proposal, I used the print game "Little Words".

This game helped children:

Learn to understand the spatial meaning of prepositions: under, over, on, in, at, about, etc.

Form an idea of the preposition as a separate word.

Learn to write short stories.

Learn to make sentences with a preposition without a picture on any topic.

3... Division of words into parts (syllables).

1) Division of two-syllable words, for example: ka-sha, shi-na;three-syllable words into syllables, for example: ma-shi-na.

2) Division of words into syllables with b - a sign, for example: honey, after all.

3) Division of words into syllables, where the vowel is one of the parts of the word, for example: o-gu-rets, u-lit-ka.

4... Stressing in words.

1) Learn to pronounce a word, highlighting the "stressed syllable" with a voice to call the word.

2) To form the ability to find the stressed syllable in words.

3) Exercise in composing words from syllables.

Since the main work on teaching children to read and write was carried out in the preparatory group, I worked closely with the speech therapist of the preschool institution and teachers primary grades schools. According to the plan of continuity between kindergarten and lyceum No. 8, primary school teachers attended the "News from the Forest" lesson (Appendix No. 3, compendium 1), where my pupils demonstrated their knowledge and skills in a playful way.

3. Classification of literacy games

I have developed a system of games for teaching children to read and write older preschool age, which I divided, depending on the purpose of the game, into groups:

1. Highlighting sound on the background of the word

Name of the game	Target	Equipment	Game progress
"Where is the sound?"	The development of skills to determine where the sound is.	Cards on which words are written, where the studied sound is in different positions (beginning, middle, end of a word)	The teacher names the words, and the children must determine where the sound is located.
"Where is the sound hiding?"	Development of the ability to establish the place of sound in a word.	The teacher has a set of subject pictures; and for children - a card divided into three squares, each square depicts the place of sound in a word.	The teacher shows the picture. Children name the object that is depicted and, with the help of a card, indicate the place of sound in words.
"Know the sound"	Development of skills to find words with the sound being studied.		The teacher calls the words, and the children clap their hands if a word with the sound under study sounded.
Highlight Sound	Development of skills to highlight the first sound in a word.	Card with a riddle, and on back side- answer.	The teacher makes a riddle. The child pronounces the word and highlights the first sound. If the child finds it difficult to guess the riddle, then the teacher shows the answer.

2. Differentiation of vowels and consonants.

Name of the game	Target	Equipment	Game progress
"Find a place"		Subject pictures; two circles: blue and red for each child.	Children lay out pictures under a blue or red circle, whichever is appropriate. The name of the picture begins with a vowel or consonant sound.
"Who is bigger"	Consolidation of knowledge about vowels and consonants.		Children are divided into several groups. For each group, the teacher offers to choose one vowel or consonant sound. When a sound is selected, children remember the names of objects that begin with that sound. The group that named more words.
"Find an object"	Consolidation of knowledge about vowel sounds.	The teacher has object pictures.	The teacher has object pictures on the table, the children go out one by one and choose a picture, in the name of which the first sound is a vowel. The child shows the card to the others, highlights the first sound, and the rest of the children check.
"Lotto"	Consolidation of knowledge about vowels and consonants.	Lotto cards, divided into three squares, each square has a picture; blue and red stripes with which you will need to cover object pictures.	Children receive a card and four stripes (2 blue and 2 red). Children name the picture, highlight the first sound, if it is a vowel, they close it with a red stripe, if the consonant is blue. Whoever closes all objects faster and more correctly wins.
"Find a place for the picture"	Consolidation of knowledge about vowels and consonants.	House with pockets (blue and red); subject pictures.	The teacher has a stack of object pictures upside down on the table. Children one by one go to the table, take one picture, name the object depicted on it, highlight the first sound, determine whether it is a vowel or a consonant, and then put the picture in the desired pocket (blue, red). The work continues until then. Until all the pictures are put in their places.
"Train"	Development of the ability to highlight vowel sounds.	Train with letters, object pictures.	The teacher says that once the animals decided to go to the city, but they do not know who to go in which carriage. You must help them, highlight the vowel sound and put the animal in the carriage with this letter.
"Who lives in the house"	Development of the ability to determine the presence of sound in a word.	House, a set of subject pictures.	Only those animals live in the house, the names of which contain the sound "o". For the answer - a trick.

3. Statement of stress.

Name of the game	Target	Equipment	Game progress
"Correct the mistake"		Cards with words (for the teacher).	The teacher pronounces words with the wrong and correct emphasis. The child listens carefully and corrects the error, if any. For the correct answer - a trick.
"Harvesting the harvest"	Development of the ability to put stress in words.	Cards with images of vegetables and fruits; two baskets.	Divide the children into two teams. Each team takes a basket into which they will harvest. The first team chooses cards with vegetables, the other - fruits. Children name a vegetable (fruit) and put an emphasis. If the stress is correct, then the vegetable (fruit) is placed in the basket. The team that reaps the harvest faster wins.

4. Highlighting the stressed syllable.

Name of the game	Target	Equipment	Game progress
"Flowers"	Development of the ability to determine the number of syllables in a word.	Object pictures (flowers).	On the teacher's table there are pictures of flowers. Children need to choose first those of them, which depict flowers with monosyllabic names, then consisting of two, three syllables.
"Zoo"	The development of the ability to select with a given number of syllables.	Three pockets, each with a cage for animals, at the top - the syllabic composition of words; cards with the image of animals.	The teacher says that new cages have been made for the zoo. Children are asked to determine which animals can be placed in which cage. Children one by one go to the flannelegraph, take a card with an image of an animal, name it, use claps to determine the number of syllables in a word. By the number of syllables, they find a cage for the named animal and put the card in the appropriate pocket.
"Wonderful bag"	Development of skills to divide words into syllables.	A cloth bag with various items, the names of which are 1,2, 3 syllables.	Children go out in order, take an object out of the bag and name it. The word is repeated in syllables and the children name the number of syllables in the word. The game runs like a competition.
"Buy a toy"		Toys: ball, doll, bear, car, pipe, dog, cubes.	The teacher lays out toys on the table and invites the children to “buy” those of them with 2 syllables, 3 syllables in their names. Children come to the table, choose a toy, pronounce the word clearly by syllable. If the answer is correct, the children take the toy.
"Silent woman"	Development of the ability to determine the number of syllables in a word.	Cards with numbers 1, 2, 3 (for each child).	The teacher calls the word, and the children raise a card with a number corresponding to the number of syllables in a given word.
"Syllable - step"	Development of the ability to select words with a given number of syllables.		The teacher gives each child a task: "Take two steps forward!", "Take three steps forward!" The child must remember a word from as many syllables as he is asked to take steps, and pronounce it clearly in syllables so that each step corresponds to the pronunciation of one syllable.
"One two Three"	Development of the ability to hear a syllable in a word.	Object pictures, in the names of which the first, second, third syllable is stressed.	Pictures are displayed on a typesetting canvas. Each team receives one of the numbers 1,2 or 3 and, accordingly, selects pictures with the first. The second, third stressed syllable. Team representatives come out, take one picture at a time. The next child leaves the team when the previous one sits down. The team that finishes the game faster and with fewer mistakes wins.
"Stressed syllable"		Word cards for the teacher.	The teacher calls the children words consisting of 1, 2, 3 syllables. Children's task: Select and name the stressed syllable.
"Mystery"	Consolidation of skills to highlight the stressed syllable.	The teacher has cards with riddles and answers.	The teacher makes a riddle, and the children guess and find a solution on the typesetting canvas. Then the children are given the task: to name only those answers where the second, first, third syllable is stressed.

5. Syllable as part of a word (for reading children).

Name of the game	Target	Equipment	Game progress
"Shifters"		Cards with syllables for each child.	The teacher separately names two syllables. Children take cards with syllables and make one word out of them, and then, rearranging the cards, another. The winner is the one who names which two words have turned out.
"Collect the words"	The development of the ability to compose words from syllables, the accumulation of syllable images in the memory.	Cards with syllables.	The teacher shows the children, for example, the syllable "wa" and distributes one card to each child. Children in order go to the flannelegraph and apply their card to the given syllable, so that words are obtained. At the end of the game, the children are given a task: to name the words they remember.
"Domino"	The development of the ability to compose words from syllables, the accumulation of syllable images in the memory.	Each child has a domino plate and one from the teacher.	The teacher lays out his plate of dominoes with the syllable "tra" and invites the children to choose the plate so that a word is obtained. Whoever first found the record puts it up. The game ends with an empty plate. The one who has fewer records wins.
"Watch"	The development of the ability to compose words from syllables, the accumulation of syllable images in the memory.	A circle with moving arrows, a set of syllabic structures.	The first child puts the hour hand on any syllable, the second child puts the minute hand on another syllable so that a word is obtained. The game continues until all the syllables have been used.
"Chain"	Development of the ability to select words for one given syllable.		One child names a word, for example: window, and pronounces it syllables; another child selects a word that begins with the last syllable of the previous word and also forms a word, etc. The winner is the one who finished the chain last.

4. Working with parents to teach children to read and write Many games are loved by children and together with their parents they play at home. In order for the games to continue, I do a lot of work with the parents:

1. I involve parents in making games, manuals.

2. I organize workshops, master classes where I talk about games: what goals are pursued, how to make, how to play with a child.

3. Making wall newspapers has become an unusual form of work with parents:

- “Our group”, in which I notify about the events of the group and kindergarten, statements of children, the results of their interviews, and also offer material for educating parents: how and what children of senior preschool age play; what is the importance of play in their lives.

4. Equipping the parent area. In the corner for parents, I constantly update information on the topic

- "How to develop a child by playing"

Invite your child to remember the names of fruits that begin with the sound "a"; names of vegetables starting with the sound "k". For each word you choose, give your child a token. At the end of the game, praise the child, hand over a prize.

Invite your child to look at a picture, for example: "Winter Fun". The child needs to find all objects that begin with the sound "s". (snowman, sled, snow, etc.)

Game "Be attentive" Invite the child to remember the names of migratory birds, which begin with vowel sounds; names of birds that begin with the sound "in" and others.

5. Encouraging parents to select pictures, toys for games. In order for the children to want to play the games that I make with my parents, they must be colorfully decorated and have an aesthetic appearance.

Table "Diagnostics for preparing older preschoolers for literacy training"

Child's name

Highlighting a given sound in a word

Proficiency in sound analysis of words

Stressing and emphasizing the stressed word

Composing words and syllables

Analysis of the proposal and drawing up the diagram

Drawing up a story based on a picture or a series of plot pictures

State of the art

The beginning of the year

The end of the year

The beginning of the year

The end of the year

The beginning of the year

The end of the year

The beginning of the year

The end of the year

The beginning of the year

The end of the year

The beginning of the year

The end of the year

The beginning of the year

The end of the year

Kostya Shch.

s-n

Danya Z.

Danya D.

s-n

Alena K.

Yaroslava G.

Ksyusha K.

Alina Ch.

Ksyusha E.

Seryozha K.

s-n

Polina L.

s-n

Roma B.

s-n

Vadim D.

Misha R.

Kirill D.

Dasha B.

Olya M.

s-n

Egor Ts.

Egor M.

s-n

Vanya P.

s-n

Dasha S.

s-n

Conclusion: at the beginning of the year: high - 1%, medium - 65%, medium-low - 25%, low - 5%; at the end of the year: high - 65%, medium -35%.

5. Performance indicators

In order to determine the effectiveness of the work done on teaching literacy to senior preschoolers, she carried out diagnostic work. At the beginning of the school year, she identified the starting conditions for the further development of the language by children and identified the tasks for the development of speech in preschoolers. At the end of the academic year, the final diagnostics was carried out in order to control the solution of the assigned tasks.

To carry out diagnostics for teaching older preschoolers to read and write, I used the diagnostic notebook “Traveling around the country Correct speech"Edited by the authors: ON Somkova, ZV Badakova, IV Yablonovskaya.

Diagnostics was carried out with children of the preparatory group in the form of a game. In addition, she monitored the free communication of children in various activities and identified how the child possesses speech and communication skills, the child's initiative in communication.

The diagnostic results were entered into a summary table (see table).

As a result of the initial diagnosis, it turned out that out of 20 pupils: low level - 1 child, medium - low level - 5 children, middle level - 13 children, high level - 1 child.

Of particular difficulty for the children were the tasks of stressing and highlighting the stressed syllable; drawing up a story based on a picture. A group of children was identified with whom individual work was carried out.

According to the results of the final diagnosis, the following results were revealed: the average level - 7 children, high level- 13 children.

The children showed good results in all criteria.

Output

The worked out system of games for teaching literacy helps me to effectively solve the problems of this section of the program, to build an interesting pedagogical process, based on the leading type of preschooler's activity - play.

This system of work allows children of senior preschool age to successfully master sound analysis, highlight the features of words, determine its sound characteristics, combine sounds into words, model new ones, which is of great importance for the subsequent systematic teaching of their native language at school. In addition, the children learned to compare, quickly find the right solution, became more independent, proactive, they developed an interest and desire to learn new things.

The work being done is part of solving the problems of continuity between kindergarten and school. This is confirmed by the results of diagnostics of children, adaptation cards of first graders, as well as feedback from teachers of our graduates' schools.

Involving parents in this activity allowed me to successfully solve the problems of parental literacy, to form a common pedagogical space: educator-child-parent and by joint efforts to achieve good results.

Success in solving problems on this problem brought me great satisfaction and replenished my pedagogical piggy bank.

Currently, I work with children of the second junior group and develop material on the development of speech of children of younger and middle age, at the heart of learning is play, since the results of the work carried out with older preschoolers have shown that the development and training of preschoolers is best done in this natural and the most attractive type of activity for them.

Literature:

The program of education and training in kindergarten / Vasilyeva M.A., Gerbova V.V., Komarova T.S., M. Mosaic - Synthesis, 2005
Agranovich Z.E. Collection of homework. To help speech therapists and parents, Childhood - Press, SP, 2004.
Vanyukhina G. Speech flower. Socrates, Yekaterinburg, 2001
Volina V. Learning by playing. New school, M, 1994
Vygodskaya I. Zvukograd, Bukvograd, Zlatoust. Linka - Press, M, 1999
Goretsky V.G., Kiryushkin V.A. ABC, Education, M, 1993.
Gromova O.E. At the I International Conference of the AHRF, Speech therapist, No. 4 2004, p109.
Knyazeva O. L., Makhaneva M. D. Introducing children to the origins of Russian folk culture. Childhood - Press, SP, 1998
Lopukhina I. Speech therapy. 550 fun exercises to develop your speech. Aquarium, M, 1995
Lopukhina I. Speech therapy. Speech, rhythm, movement. Delta, S - P, 1997
Misarenko G.G. Writing correction technology: the difficulties of coding a word and how to overcome them. Speech therapist, No. 4, 2004, p13.
N.V. Novotortseva The development of children's speech, Gringo, Liner, 1995.
N.V. Novotortseva Learning to read: learning to read and write in kindergarten and at home. Development Academy, Yaroslavl, 1998
Smolyanskaya V.S. Card file of games for teaching preschoolers to read and write. - Mozyr: Assistance, 2010

Gaisina Luciya Gabdrakhmanovna, senior educator
MBDOU No. 54 "Iskorka", Naberezhnye Chelny

Inability to read or slow (letter by letter) reading is a serious problem in teaching a child in school. In addition, reading is more difficult for a seven-year-old than for a six-year-old. But before starting to read, the child must learn to hear what sounds the words are made of, that is, learn how to perform sound analysis of words. It turns out that at the age of 2 to 5 years, children are very interested in studying the sound component of speech. You can take advantage of this interest and introduce the child to the wonderful world of sounds and thus lead him to reading by the age of six. The structures for reading ability evolve with general language ability. V recent times their "rejuvenation" is observed. And a large number of children begin to learn to read under the guidance of incompetent mentors - relatives, senior schoolchildren, teachers. At present, the “market” of pedagogical services has become very diverse, but to a certain extent spontaneous. So, for example, many copyright programs and methodological developments have appeared on teaching literacy to preschool children, and not always of high quality. Individual compilers educational programs, as well as teachers and parents who are not familiar with the patterns of development of written language, admit serious methodological errors. For example:

They confuse the concepts of "sound" and "letter", which complicates the processes of sound-letter analysis and synthesis;

There is an arbitrary and chaotic acquaintance with letters without taking into account the patterns of development of their phonemic names (sound) and especially violations of this development in some children. Age-related and functional phonetic-phonemic deficiencies (disadvantages of sound pronunciation and distinction of sounds) lead to distortion, substitutions, missing sounds when reading and make it difficult to read the text;

The names of consonant letters are given to preschoolers in alphabetical transcription [BE, EM, KA, EL] ..., which can be allowed only after the child clearly distinguishes between the concepts of “sound” and “letter”. Such work is carried out in speech therapy groups and, of course, at school. Or the names of consonants are given with sounds [SE, KE] ... Both of them lead to the corresponding reproduction of the phonetic row of the read word [EMAEMA] or [MEAMEA] instead of the word MAMA, [SETEULE] instead of the word STUL;

Orthoepic grammar is not used, the introduction of which into the process of sound-letter analysis allows you to read according to the rules of spelling (TOOTH - [ZUP], KOMOK - [KAMOK], LIVED - [ZhYL] ...) and prevents errors such as stunning-voicing, unstressed vowel positions, variations in hardness-softness, etc.

With such teaching to read and write, even children with developed phonemic hearing involuntarily experience a violation of the reading process, their reader's interest drops sharply. Retraining such “readers” at school creates discomfort in literacy classes and reduces their effectiveness.

Thus, observations of the natural interest of children in letters indicate the need for teaching literacy in older preschool age. But this requires relevant knowledge from preschool educators and parents of children.

Let's remember:

Sounds - sounds we hear and pronounce.
Vowel sounds are sounds, when pronounced, the air stream comes out freely, neither lips, nor teeth, nor tongue interfere with it, therefore vowel sounds can sing. They sing (they say, they say), can sing any melody. For vowel sounds, we came up with "houses" in which they will live. We decided that vowel sounds would only live in red houses. (red circles or squares).
Consonant sounds are sounds, when pronounced, the air stream meets an obstacle. Either lips, teeth, or tongue interfere with her ability to come out freely. Some of them can pull (SSS, MMM,) but none of them can sing, but they want to sing. Therefore, they AGREE to be friends with vowels, with which they can also sing any melody. (ma-ma-ma -...)... Therefore, these sounds were called CONSISTENT sounds. For consonant sounds, we also came up with "houses", just decided that they will be for consonants solid blue (blue circles or squares), for soft consonants - green (green circles or squares).
Solid consonants [P, B, T, D, M, K, G, ...] - they sound angry in words (firmly).
Soft consonants [ПЬ-П ", ББ-Б", Ть-Т ", Дь-Д", Мь-М "...] - they sound kindly in words (soft).
Sounds [W, W, C] are always hard, they do not have a "soft" pair (no "affectionate" brothers).
Sounds [Ч, Щ, Y] are always soft, they do not have a "hard" pair (no "angry brothers").

To master the initial skills of reading and writing, a certain readiness of the sensorimotor and intellectual spheres of children is required. The most important component of the successful work of preschoolers in mastering literacy is the formation of phonemic perception. Since literacy is based on the reliance on speech hearing, on phonemic perception and the skills of sound, and then sound-letter analysis, there is a need for earlier detection of phonemic hearing deficiencies in children and the organization of systematic work on its development. Children aged 3 to 5 years have increased sensitivity to the sound side of speech. In the future, such susceptibility is lost, therefore it is so important at this age to develop phonemic hearing and speech perception, and not immediately offer letters that relate to another linguistic reality - the sign system. That is, when teaching literacy, it is necessary to have a pre-letter, purely sound training period, which will go through a number of stages: from the ability to distinguish sounds (both speech and non-speech) to sound analysis and synthesis. That is, before starting to read, the child must learn to hear what sounds the words are made of, to conduct sound analysis of words. (name in order the sounds that make up words)... Children must comprehend a certain system of laws of their native language, learn to hear sounds, distinguish vowels (drums and unstressed), consonants (hard and soft), compare words by sound, find similarities and differences, divide words into syllables, compose words from syllables, from sounds. Later, learn to divide the speech stream into sentences, sentences into words, and only after that get to know the letters of the Russian alphabet, mastering the post-syllable, and then the continuous way of reading. Thus, the work on preparing preschool children for literacy should begin already with young children, with the development of their auditory attention and end with the formation in older preschool children of the initial skills of sound-letter analysis, that is, initial teaching to read and write in block letters.

In addition, recently, among children attending general education groups of kindergartens, there has been a sharp increase in the number of children with speech impairments, especially those with FFNR. (phonetic-phonemic speech underdevelopment)... In these children, in addition to a violation of sound pronunciation, there is a pronounced underdevelopment of phonemic hearing. These children have the so-called primary phonemic hearing, which provides them with understanding of speech and everyday communication, but is not sufficient for the development of its higher forms necessary for dividing the sound stream into words, words into its constituent sounds, and establishing the order of sounds in a word. These children are not ready to perform special mental actions to analyze the sound structure of a word. The phonemic perception of such children is extremely necessary to consistently develop, starting from a young age.

Children from 3 to 4 years old.

Develop phonetic-phonemic in children (correct pronunciation and the ability to distinguish sounds) side of speech in order to prepare for teaching sound analysis. Children need to be introduced to the sounds of the surrounding world, sound, as a unit of speech. Learn to isolate sound from the general stream, to recognize who or what makes them. Sound terms (vowels consonants) are not used. Learn to highlight a vowel sound with a voice following an adult, which prepares children for intonational highlighting of any sound in a word. These exercises are carried out in a playful way.

The development of fine motor skills is also necessary. (movements of the hands and fingers) in order to stimulate speech development and prepare the hand for writing.

Children from 4 to 5 years old.

Develop the phonemic side (distinguishing sounds) speech in order to prepare children for mastering the sound analysis of words. Learn to highlight individual sounds in words, identify the first sound in a word, select words with a specific sound and distinguish hard and soft consonants by ear (without using the terms themselves)... For children of this age, you can call consonants solid sounds "older", and even better "angry" brother (brother, brother), consonants soft sounds - "younger", and even better "affectionate" brother. Then later it will be easy for children to switch to the terms "consonant hard sound" and "consonant soft sound". Provide an idea of the length of words (short and long), to acquaint with the division of words into syllables based on the selection of vowel sounds (the term "syllable" is not used)... Divide words into parts (pieces), tapping, slapping, etc. rhythmic-syllabic structure. Substituents are used as an aid (small chips, toys), graphically depicting individual parts of words, which is the prototype of the graphic recording of words. Learn to highlight some consonant sounds with a voice - sounds that can be pronounced with a drawl (M - Mb, B - B, F - Fb, H - Hb, X - Xb; then whistling, hissing, and then L - L, P - Pb)... Provided that the children pronounce those of them that are proposed for selection. Then, for intonational selection with a voice, sounds are proposed that cannot be pulled with a voice: explosive, labial and others. (H, W, D - Db, T - Tb, G - Gb, P - Pb, B - Bb, Y).

Form the movements of the hands and fingers in order to prepare children for writing.

Children from 5 to 6 years old.

Develop the phonemic side of speech. Determine the length of words (measure the syllable structure of words with claps, steps)... You can enter the term "syllable" and make a graphical record of the syllable division. It is necessary to continue the intonation selection of given sounds in words, to select words for certain sounds, to isolate the first sound in a word. Learning to highlight sounds in words helps children analyze the sound composition of words. And this is already the first stage of teaching literacy and a warning in the future of missing letters when writing. Introduce the term "vowel sound" and its designation with red counters, then the term "consonant sound" with its division into "consonant solid sound" and "consonant soft sound" and with their designation with blue and green counters (signals) respectively. Using didactic material (chips, signals, schemes) children can build conditional-symbolic models of varying complexity, which makes sound analysis materialized and quite accessible to children of a given age.

Form graphic skills (prepare a preschooler's hand for writing)... By this age, preschoolers can already arbitrarily control their hands and fingers. Graphic skills are well formed in the process of special exercises and construction various subjects by analogy, verbal pattern, memory, design. During the exercises, children use colored pencils to outline the contours of objects, shading, etc.

Children from 6 to 7 years old.

If children from 3 to 5 years old mastered the sound side of speech, then from 6 years old they can already deal with the symbolic side of speech with great interest, that is, learn to read. But reading is not automatically born out of knowledge of the alphabet. When showing your child letters, you should know and observe certain rules and principles.

Recognition of a letter in its connection with sound
Merging several letters into a syllable.
Merging multiple syllables into a word.
Combining multiple words into a complete phrase.

Work on teaching literacy to preschool children should be carried out in three areas:

Continue the development of the sound side of speech, that is, continue to develop the skills of sound analysis and synthesis in children.
To acquaint children with the sign system of the language (letters).
Lead the preparation of the preschooler's hand for writing. (To the exercises on outlining, shading, etc., the "writing" of block letters, the construction of letters from individual elements, the image of written letters by dots, etc. are added. Learning to write in full - only at school).

All material for reading and "writing" in the initial periods of learning to read and write must be selected in such a way that its writing completely coincides with the pronunciation. Learn to read first direct and reverse syllables, then three-letter monosyllables (SOK, SUK) the words. Then you can learn to read two-syllables. (Mustache, wasps, ear; sled, scythe, etc.) words, then three-syllable (RASPBERRIES) words followed by words with two consonants next to each other (KNOCK, SANKI, WOLF, etc.).

It is necessary to work with individual cut alphabets, since the learning process is more efficient if the child "skips" letters and syllables through his fingers. In this case, the adult himself cuts and gives the child the letters and syllables for each lesson in the desired sequence, but in no case all at once.

Preparing children to learn to read and write

The readiness of children to learn to read and write is a child's personal qualities, the level of his mental and physical development. Teaching and upbringing in grade 1 of the school imposes on children a number of requirements not only to the stock of knowledge, but also to behavior, personal attitude to a new way of life, to 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 the teacher, comrade, follow the instructions of adults, answer questions coherently, hold a pencil correctly, carefully use a book, and master basic manual skills.

The so-called preparatory period is included in the literacy preparation program. Compared to the preparatory period at school, it is somewhat expanded.

From a psychological point of view, the initial period of learning to read and write is the formation of a new attitude towards speech. The subject of cognition is speech itself, its external sound side. A large place is given to the development of the phonemic hearing of children, that is, the ability to distinguish individual words in a sound stream, to compose syllables and words from sounds.

Children should learn to highlight words in a coherent short sentence, be able to indicate the number of words in it, and make a sentence from these words. All of these exercises will direct the child's cognition towards learning the word.

When teaching in the classroom, the teacher uses various didactic games and exercises that will allow children to effectively and efficiently assimilate the program material.