How to teach a child to hear sounds. Methodical development of a group speech therapist teacher for children with SPD. Workshop for parents "Learning to hear and distinguish sounds Learning to distinguish sounds in words
This method is called differently: auditory, sound, phonetic, sound-letter. He is over 150 years old. This is how they learned to read in the 19th century, this is how our mothers and fathers learned to read and write, and so did we. Even today, despite the abundance of methods and manuals, many parents prefer the sound method.
Firstly, this method is simple, does not require theoretical knowledge and special training from the parent.
Secondly, the sound method allows you to teach children at any time and in any place - at home, in kindergarten, in the country and even on a walk ...
And the result? With the sound method, it is guaranteed. After all, we learned to read, and our parents, and parents of parents. Of course, a three-year-old reading in our parents' time was a rare occurrence. But if you are not in a hurry and do not think that you need to learn to read right from the cradle, then try to learn to read and write using the traditional sound method.
SOUNDS OR LETTERS OR THE JOURNEY TO AND BACK
Back in the middle of the 19th century, teaching Russian children to read was not an easy task. The method by which the teachers of that time taught was called literal, and it was very long and labor intensive.
First, the kids memorized letters: az, beeches, lead, verb, good, etc. Having memorized the entire alphabet, they began to memorize syllables. (For example, it was necessary to remember that the letters Buki and Az, standing side by side in this sequence, stand for the syllable "ba".) After the basic syllables were learned, the students finally moved on to reading. But each unfamiliar syllable or word became a stumbling block, and the teacher again had to explain how it is read, and the students had to memorize it.
In this way, literacy training could last up to two years. And who knows how we would have learned to read today, if in the 19th century the wonderful Russian teachers had not come to the conclusion that the subjunctive method needed to be replaced.
For example, the great Russian teacher K. D. Ushinsky considered the subjunctive method of teaching literacy to be contrary to the laws of the child's mental development. “You don’t need to be a great psychologist,” he wrote, “to understand that the former method with the senseless memorization of many letters and then many even more senseless warehouses, without giving any food to the child’s mind, did not allow him at the same time to do something else. and, consequently, kept him, during the entire duration of literacy, in an inactive, numb state.
In contrast to the literal method, the teacher K. D. Ushinsky proposed to introduce into schools borrowed from Germany sound method literacy training.
The sound method, in contrast to the subjunctive, did not require memorizing the conditional names of letters (az, beeches, lead or be, we, ge, etc.). Learning began with the selection of individual sounds from words, from which words were then formed. It looked something like how it looks to this day: the teacher pronounced the sound and showed (wrote on the board or marked on the poster with the alphabet) what the letter denoting it looks like (however, just like ours?).
Usually the study of sounds began with some vowel, for example "y", to which some consonant was then added, for example "s".
The transition to the reading process itself took place as follows. First read the so-called reverse syllable, for example, US (reverse, because the vowel comes before the consonant). At the same time, the child was asked to “pull” the first letter, and then, without dropping it, without stopping, add the second letter to it. Then read direct syllable SU.
And so, the syllable is read, now we read two, three syllables together, we get the word.
K. D. Ushinsky was supported by many teachers of that time: D. Tikhomirov, S. Rachinsky, F. Zelinsky and others.
The famous writer and teacher L. N. Tolstoy, even though he taught children to read in his famous school in Yasnaya Polyana for a long time, objectively recognized it as difficult for children. However, on the other hand, he believed that the sound method, as proposed by his compatriots, did not quite correspond to the phonetic features of the Russian language. Therefore, L. N. Tolstoy created the author's "syllabic" method, which, according to his plan, was to combine all the best that was in various directions of the methodology of teaching literacy of that time.
According to L. N. Tolstoy, first it was necessary to teach children to distinguish sounds in words, then put the sounds into syllables, and then read the words syllable by syllable. The great teacher widely introduced pre-letter exercises: he taught children to decompose words into sounds, trained auditory perception and pronunciation. For these purposes, L. N. Tolstoy used Russian tongue twisters, counting rhymes, nursery rhymes. Simultaneously with reading, they also taught writing, and the children began to write in block letters, and not in written letters, as was customary before. From the very first lessons, children wrote words from dictation.
L. N. Tolstoy wanted the process of reading not to be reduced to memorizing the image of words, but for the child to understand what he was reading. Therefore, in his "ABC" the difficulty of syllables, words, sentences and literary texts gradually increases. And the texts themselves are written taking into account the age and interests of children. And it was a real revolution, because earlier children started reading not from fairy tales, but from texts from the Bible, which could not attract kids either by simplicity or by amusement.
Our parents, ourselves and, for the most part, our children (those who study in public schools) were taught and are being taught to read using the sound analytical-synthetic method of teaching literacy, developed by the Soviet psychologist, Doctor of Psychology, Professor D. B. Elkonin. In addition to outstanding developments in the field of developmental education, he was the author of a number of experimental primers, in which his original method of teaching children to read was implemented.
So the sound method has not been lost in the 21st century. Moreover, it is constantly refined and adapted to make the process of learning to read as simple and effective as possible.
The sound method is almost 150 years old. But, unfortunately, recently it has not been so popular (or rather, not fashionable). New advanced techniques - "warehouses", reading whole words, etc. - won the hearts of parents and educators. The sound method was considered obsolete. But in vain! It turns out that it is the sound method that most harmoniously combines with the peculiarities of the organization of our psyche and the structure of the Russian language.
How do we read
Recent studies have confirmed that people even silently read words by letter, that is, mentally pronounce the letters before understanding what the word is in front of them. But due to the fact that this process occurs instantly, it seems that we perceive the word as a whole. Proponents of the theory of perception of the text as a whole do not agree with this statement. They believed and still believe that when we read, we perceive words as a holistic image, without dividing into parts (letters), so they build their training precisely on memorizing a word as a holistic image. But recent research has shown that silent reading uses the same part of the brain as reading aloud, when we pronounce individual letters quickly and smoothly. This means that a person is forced to isolate letters and put them into words, although this operation takes a fraction of a second.
We speak and read Russian
In some languages, the relationship between letters and sounds is very complex. For example, in English, many words are read completely differently than they are written. The British even have a saying: "Write Liverpool - read Manchester." The reading rules depend on whether the syllable is closed or open, on the order of the letters and on their combinations with each other, and sometimes they do not depend on anything, you just need to learn how the word is read. That is why in English-speaking countries, methods of teaching reading are popular, in which they simply memorize a holistic image of a word.
In Russian, everything is much simpler. Most words are read the way they are written. The exception is cases of the so-called "laziness" of the language, when the historical appearance of the word is changed by the modern pronunciation ("malaco" instead of "milk", "sun" instead of "sun", etc.). But even if we read the word as it is written, it will not be a mistake and will not change the meaning of the word itself.
The sound method agrees very well with the structure of the Russian language.
SOUND METHOD: PRINCIPLES OF TRAINING
Stages of mastering reading
At the first stage, the child learns to hear and distinguish different sounds in words. He learns that sounds are hard and soft, vowels and consonants, deaf and sonorous, and that each sound has its own designation - a letter.
Then comes another stage - the child learns to put sounds into syllables. For example, "m" and "a" form MA, "p" and "o" - PO, etc. First, simple syllables are mastered, consisting of two sounds, then complex ones: they consist of three or four letters, in them a soft and hard sign appears, several consonants or vowels go in a row.
And finally, when the child has mastered and mastered the principle of reading syllables, he begins to put syllables into words. Words, short at first, gradually "grow", and very soon the child moves from reading words to reading sentences and short stories.
So let's take another look at the stages of learning to read.
1. Acquaintance with sounds and letters.
2. Merging sounds into syllables.
3. Composing words from syllables.
4. Reading words and sentences.
When to start learning sounds
You can teach your baby to listen and highlight sounds, starting from 3-3.5 years. But this does not mean that until this age, parents can not take any steps to teach their child to read. On the contrary, the baby must prepare for learning to read.
How to do it? The recipe is simple: read aloud as much as possible.
Moreover, books of such complexity, which seem to go one step higher than the current level of development of your baby. This will provide him with a large vocabulary, which will later help in learning to read: after all, a familiar word is much easier to read than an unfamiliar one. It has been confirmed that one and a half year old children whose parents read books for children 3-4 years old aloud to them, overtook their peers in intellectual development by eight months!
It is also necessary to develop phonemic hearing - the ability to hear and distinguish individual sounds in words. And of course, it would be good to take the baby to a speech therapist in order to get rid of defects in the pronunciation of sounds, which will certainly result in errors in reading and writing.
It has been proven that the optimal age at which children easily master the second stage of learning to read - the fusion of sounds into syllables - is 4 years. So, somewhere around 3.5 years old, you can begin to purposefully teach your child to read: start learning sounds, write letters, and by the age of 4 come to reading by syllables.
THE PATH TO READING: FROM SOUNDS TO SYLABLES, FROM SYLABLES TO WORDSEXERCISES FOR LEARNING TO READ
Rules for conducting classes
1. The lesson is held only if the baby wants to study. If the child is tired, has lost interest, stop the lesson.
2. Most best exercise- It's a game. We only learn by playing.
3. The lesson should be rich in bright, beautiful aids (any pictures, figurines from kinder surprises, toys, etc. will do). Come up with your own manuals, buy them in stores, look for patterns on the Internet. There is no energy, time and money, change the form of classes. Let your favorite doll or bear guide them. So you will achieve results faster, and most importantly, do not turn your child away from reading.
4. Lesson of one type should not exceed 5-8 minutes, that is, the most effective and optimal in terms of load will be a lesson that consists of 3-4 tasks for different kinds activities - they got acquainted with a new sound, drew, sculpted, folded something, etc. The time of each lesson and lesson as a whole should be increased gradually.
5. Alternate mental work with creative activities (drawing, modeling), and the lesson itself with active movement (every 15-20 minutes arrange a physical education session).
6. Small child, like an adult, receives information from the outside world through three channels - visual, auditory and tactile. But if in an adult it is immediately clear which of these channels is the leading one (that is, information from which channel a person learns best), then in a child at an early age it is still difficult to determine. For this reason, try to educational material acted through all channels, that is, everything that we study, the child must see, hear, touch.
7. Draw everything that is being studied on large album sheets and hang it on the wall so that the child can constantly visually reinforce the knowledge gained.
The most common mistakes in learning to read
1. At the first stage - acquaintance with sounds and letters - the most common mistake is confusion in the names of sounds and letters. The parent, naming the letter, pronounces exactly the name of the letter, and not the sound ("ka", not "k", "re", not "r"). And this leads to the fact that the baby will read, for example, "kaerot" instead of "mole."
2. In the third stage of learning to read (composing words from syllables), babies often “string” letters one on top of another until a word comes out, instead of adding syllables (m-e-d-in-e-d, not honey- after all). Remember, at this stage of learning to read, the basic unit is the syllable, not the letter. Stringing letters and reaching the end of the word, the baby simply does not remember what happened at the beginning, and cannot understand what he read.
3. The kid reads mechanically, that is, he simply adds up the syllables, but does not understand what he has read. To avoid this mistake, ask your child to explain or retell what he has read.
Learning to hear and pronounce sounds
These exercises develop phonemic hearing, help memorize sounds and isolate them in a word.
Exercise 1. We catch the sound
A very fun game that the kids will surely enjoy. You can play it both at home and on the street. At least two play - mom and baby, but you can also attract friends on the playground.
We start with a fairy tale.
“There was a sound “m” (it’s better to start with simple sounds, iotated - “e”, “yu”, “I”, “e” - until they let them participate in the game, just like “th”, soft and hard signs ). And he was very naughty: he ran away from the ABC and went for a walk around the wide world. But how to live without "m"? After all, there will be no milk, no ice cream, and even mom can disappear. We will catch him. As soon as you hear the sound "m" in a word, immediately clap your hands.
Next, the parent begins to pronounce words with and without the M sound. Slowly at first, then faster and faster. First short words, then long ones. And you can finish the game with any rhyme: mom reads a verse, amalysh “catches” the sound “m”.
Next time, come up with a new fairy tale, about a different sound.
Exercise 2. Word beads
This is a well-known word game. It will not only teach you to hear and isolate sounds, increase your vocabulary, but also save you in a boring line at the clinic or a long trip.
So, you say a word, the kid comes up with his own, starting with last letter yours: watermelon - hare - heron - apple ...
Gradually complicate the game: come up with words on the topic: "Animals", "Food", "Clothes".
Game variant: come up with words that start with a certain letter. The one who cannot come up with a word will lose.
Exercise 3. Beginning, middle, end
This game not only teaches you to hear sounds in different places in a word - the beginning, middle, end, but also trains attention.
First, we make some sound, for example "t".
We explain the rules of the game to the kid: if he hears a sound at the beginning of a word, he will clap his hands once, in the middle - twice and at the end - three.
Mom begins to name words with the selected sound so that it is in the middle, at the beginning, and at the end of the word: tractor, plane, motor, etc.
The task can be made more difficult. Give the kid three cards (red, blue and green) and explain that now, having heard the sound at the beginning of the word, he will show a red card, in the middle - blue, at the end - green.
Learning to distinguish sounds by ear (hard and soft)
In this series of lessons, you continue the sound exercises. But now the task of your baby is to distinguish between hard and soft sounds. This is an important stage for the further process of reading and sound analysis of the word.
Exercise "Big and Small"
Mom tells a story about two mosquitoes.
One mosquito was big and rang like this: 3-3-3 - a big mosquito firmly rings.
And the second mosquito was small and rang like this: Z-Z-Z (b) - a small mosquito softly rings.
Guess which mosquito sat on the bunny?
Mom firmly says 3 - the baby answers: big, it rings firmly, and mom tells me that in the word "bunny" - the sound "z" is also solid.
Guess which mosquito bit the girl Zina?
Mom softly says 3 (b) - the baby answers: small and, perhaps, he adds that in the word "Zina" - the sound "z" is also soft.
Inventing new fairy tales with different sounds.
Two cars are driving.
V-V-V - the big car in which Vasya rides is firmly buzzing.
V-V-V (b) - the small car in which Vitya is riding softly hums.
Guess whose car is driving?
There are two tractors.
R-R-R - firmly rumbles a large tractor driven by Roma.
R-R-R (b) - the small tractor driven by Rita softly rumbles.
Guess whose tractor is driving?
2 balls burst.
At Sasha's big ball, the air comes out firmly - C-C-C.
And the little Serezha's ball softly - C-C-C (b).
Guess whose balloon popped?
Play onomatopoeia with your child: buzz, ring, low, growl, hiss. Come up with your own sound game with a story that is close and understandable to your child.
Learning to distinguish between vowels and consonants
This is the most important series of sound exercises, as it is the ability to distinguish between vowels and consonants that will open the way for your child to form syllables.
Exercise "Once upon a time there were sounds"
And again a fairy tale. Mom has two cards in her hands: one of blue color, the other is red.
There were sounds. But they lived not in the house and not in the palace, but in your mouth. And with them lived a harmful snake (let the baby move the tip of his tongue). He loved some sounds and freely let them go for a walk: “ah-ah”, “oh-oh-oh”, “u-u-u”, “s-s-s”, “i-i-i”. These sounds were very funny and they wore such red dresses (mother shows the baby a red card). And on the way of other sounds, the snake built various barriers: either it closed the doors on the way - “mmm” (let the baby feel how the door-lips prevent the sound “m” from passing through), then pressed it to the ceiling - the sound “t”. He made the snakes hiss sounds - "sh-sh-sh", snort "f-f-f", whistle - "s-s-s", wheeze - "x-x-x". And he scared some sounds - the sound “rrrr” (try it - how the tongue cracks). In a word, these sounds did not come freely through the mouth and they wore such blue dresses (the mother shows the child a blue card).
Practice with your baby to make different sounds, let him tell you which ones pass easily and which snakes he locks in his mouth.
Check your baby, play the game "Dress up the sound": say the sound, and let him repeat after you and show the dress card of the desired color.
Do not be discouraged if the child is confused in vowels and consonants. This is complex material. Gradually, he will learn that the sounds that pass freely through the mouth are red (vowels), and the sounds that do not pass freely are blue (consonants).
The terms "vowels" and "consonants" do not need to be known to the child. The main thing is to be able to distinguish them by ear.
Learning to put sounds into syllables
Exercise "Friendship of Sounds"
Take a big ball in your hands and tell your baby that the sounds really want to be friends with each other. For example, the sound “a” really wants to make friends with the sound “m”.
You throw the ball to the kid, and he should throw it back to you and say two sounds together: MA.
And the sound "u", it turns out, also wants to be friends with the sound "m"! The kid catches the ball and answers: MU, etc.
On walks, you can continue to play "Friendship of Sounds" without the ball.
For example, ask your child to make friends with the sound "o".
You say: - M; baby: - MO;
You are t; kid: - MOT, etc.
So your child has already mastered auditory syllable formation!
We read ... without letters!
You have almost reached your cherished goal! And, despite the fact that the baby does not yet know the letters, he can already “read” according to the color row of blue and red cards.
Exercise "Collect the word"
For this game, you will need blue and red cards already familiar to you (as for the game “Once upon a time there were sounds”).
We start again with a fairy tale. Let this time, the evil wizard wave his wand, and all the words will break into pieces. And the kid, of course, must collect them - put the word on the table with the help of red and blue cards.
(In fact, the child will lay out a sequence of sounds, indicating them with colored cards, but not with the corresponding letters.)
The first "word" will help to collect mom. For example, HOUSE. First we put a blue card, because the sound “d” sits behind closed teeth, then a red card, because the sound “o” walks freely, then a blue one, because “m” also sits in the mouth-house.
When the baby understands the principle of the game, start saying simple words type CANCER, MAC, SON, DREAM. Sounds are pronounced abruptly, as if crumbling.
Make the game harder. Let the baby show which card the letter O is hiding behind, which one is M, and then “read” the word along the color row.
Make the tasks even harder. Lay out the rows of cards yourself, and let the baby pick up words for them. Words can be taken already and four-letter.
And finally, the last step. Cut out letters from cardboard (vowels from blue, consonants from red). Put the desired letters on top of the cards, so the baby will begin to learn which letters correspond to the sounds.
And now there is literally the last step to spelling!
Exercise "Pasta Letters"
Now you need to consolidate the skill. Learn not only sounds, but also letters, start writing them. But, you see, it’s boring to cram letters according to primers and copybooks, it’s much more interesting to design them from matches, counting sticks, pasta - in a word, from any material at hand.
Model a letter with plasticine or salt dough with your baby. Try to lay out the letters with a string, cut out the drawn and painted letter along the contour with scissors. Such exercises not only contribute to the rapid memorization of the names of letters, but also perfectly develop the fingers.
Funny games will help teach the baby to write letters. Learn to write in capital letters only. Otherwise, the kid will have to relearn when he goes to first grade, because there are enough teaching methods for writing, and, most likely, he will be taught differently at school.
We spell
Exercise "Steam Train"
You will need letters cut out of cardboard and a cardboard train with a trailer, to which you will glue letter pockets. The locomotive and trailers are interconnected with a paper clip.
Arrange the vowels in a column: A, O, U, Y, I.
In the pocket, insert a consonant that the baby knows well (for example, mother's letter M), and let her go to the station - the vowel A! And at the station, the train gives a signal, and the vowel gets on the train. It turns out the syllable MA.
Also play with other letters.
Complicate the task, ask the child at which station the signal sounds soft (at I - MI), and at which it is hard (at A - MA).
You will move on to reading syllables with vowels I, E, Yu, E much later, when your baby has already mastered the skill of adding syllables and words with vowels A, O, U, Y, I.
Little by little we ourselves read to mom! Word from syllable
And now it's time for the first words. They should be simple and easy to understand.
Word Journey Exercise
To make a word out of a syllable, improve the engine that has already come in handy for you - attach another trailer with a pocket to it. On the cards, write no longer letters, but syllables (after all, the baby already reads them confidently). Then the game is repeated, but not letters go to visit each other, but syllables (letters that make friends). The train, having picked up one couple at the station, goes after another. And here is a miracle: as a result, a whole word will go on the train: MA-MA, SO-NYA, RA-MA. Don't forget to ask your child to read the whole word.
We read and understand
The kid already confidently reads words by syllables. But does he always understand what he reads?
Merging letters into syllables, and syllables into words, and understanding the meaning inherent in these symbols are two different things. And to perform two tasks - to read and understand - at the same time is very difficult for a preschooler. That is why, after the child has mastered the number of syllables sufficient to compose words, it is necessary to train meaningful reading.
Here are some fun exercises for you.
Exercise "Confusion"
Write a few words with rearranged syllables, for example: "kamai" (shirt), "kashap" (hat), "mikdo" (house). The kid needs to read the "mixed up" words, guess how they should actually sound, and then read them correctly (of course, after you write them correctly).
Exercise "Find the hidden word"
A very famous game that helps to train reading skills and also develops attention.
Tell your child that some words may hide other short words. For example, the word "cobra" hides the words "bark" and "bra", and the word "bumps" hides "glasses".
And how many little words are hidden in the word "electricity"? Compete with the kid who will find more.
Exercise "Chains of words"
When a child first begins to read words, after reading the second (or third) syllable, he returns to the first. Repetition of what has been read contributes to its better comprehension and does not allow forgetting the first syllable by the time the last one is read. Therefore, when moving from reading syllables to reading words, it is useful to read chains of words where the end of the previous word is the beginning of the next, for example: LI-SA-MA-KI-NO SI-LA. When a child reads such a chain, he does not have to start by reading the first syllable each time, since this syllable has just been read. This makes reading easier and therefore more interesting.
It can be difficult for a child to read such chains in a book, because there are too many signs in his field of attention. To facilitate reading, it is necessary to close the “excess”, you can cut out a “window” in a sheet of paper and, gradually moving it around the page of the book, open the syllables you need to read. Or write syllables on cards and lay them out in pairs, as you read a chain of words, remove the first syllable and add a new second one.
Exercise "Insert a letter"
At the beginning of learning to read whole words, this game is very effective.
Draw or find pictures for three-letter words (BOW, HOUSE, SMOKE, CAT, KIT, MOUTH, FOREST, MOSS, MAK, etc.). Under each picture, write a word that represents the object shown in the picture. But instead of a vowel, leave an empty space (that is, under the picture that shows the house, you will have the signature D - M). Invite the child to insert the missing letter into the word (it is better to use letters from our cut out alphabet, because if the child enters the letter, you will not be able to use this card a second time, and such a need may arise).
The child, completing the task from this game (for example, looking for the right letter for the word under the picture with the image of the house), argues something like this.
“If I put A, it turns out DAM, no, such a word does not fit the picture. I'll put U, it turns out DUM, it doesn't fit either! HOUSE! DO-O-OM! There should be an O here! Thus, in this game, the child learns meaningful reading, understands the semantic meaning of letters, and develops phonemic hearing.
Exercise "Put the Word"
This game does not require pictures. Write on paper or cardboard any two-syllable word (for example, HAND). Cut the paper into two parts so that each part has one syllable, for example: RU, KA. Invite the child to collect a word from syllables, while he determines the sequence of syllables himself. A child can get both KARU and HAND. To choose the correct sequence of syllables, the baby will have to think and comprehend what they read. Over time, complicate the task, cut the three-syllable word.
Exercise "Finish the word"
For this game, you will need any pictures (from lotto, from magazines, postcards). Write on separate paper strips the beginning and ending of the words denoting the objects shown in the pictures. Lay out the pictures in front of the child. Put the papers on which the beginning of the words is written on the pictures. Lay out the strips on which the endings of the words are written in front of the child.
The child's task is to choose the appropriate ending for each word. Do not forget about the extra ending option to make the game more interesting!
You can play with older children without pictures. On one sheet, the first syllables of words relating to one generalizing concept (clothing, transport, dishes, furniture, birds, seasons ...) are written in a column, separately, on split cards, the endings of these words.
For example:
AUTO............DRIVING
TRAM
MET............YEARS
SELF............BUS
SW.................RO
After completing the task, ask the child how you can call all the concepts in one word.
Another option for the task: to choose the appropriate second of the two proposed options for the first syllable. For example: connect the syllables correctly, guess the names of the children.
Exercise "Make a word from letters"
This exercise is inherently similar to composing words from syllables, but it can be carried out only when the child already confidently reads syllables without breaking them into letters.
For the exercise, cut out letters of the alphabet are used. The child needs to compose a word from the proposed set of letters prepared in advance by an adult. For example: O, M, T, S. The child, sorting through the options for the order of the letters, comprehending them, chooses the correct answer.
A more complicated version of the exercise: add two words from one given set of letters. To facilitate the task (especially at first), it is desirable to select words related to one generalizing concept.
For example: make up from the letters - A, O, M, P, 3, K, A - the name of two flowers (ROSE, MAC).
Exercise "Choose a word"
Such exercises are often found in various didactic notebooks. Their implementation requires from the child, first of all, meaningful reading. In addition, with their help, logic and the ability to generalize are trained.
Think over the task in advance and write the appropriate words on separate cards. Then invite the child to read and divide the words into groups according to a certain attribute, For example:
Choose dishes and furniture (plants and animals, vegetables and fruits, edible and inedible, etc.).
What is poured into a mug, and what is poured into a plate? (Tea, borscht, cabbage soup, milk, coffee, cocoa, juice...).
Choose for each word from the first group the appropriate one from the second group (spring - stream, winter - snow, summer - heat, autumn - mushrooms; clown - circus, doctor - hospital, seller - shop, teacher - school, cook - restaurant and etc.).
Choose for each word as many as possible that are appropriate in meaning (flying - a butterfly, a bird, an airplane, time; writing - a pencil, a pen, a student; jumping - a bunny, a grasshopper, a girl; growing - a flower, a mushroom, a child, etc. ).
Choose words that are opposite in meaning (fast - slow, wide - narrow, kind - evil, cold - hot, young - old ...).
Exercise "Find the hidden word"
Draw a table on a large sheet of paper, write horizontally and vertically words related to a common topic (vegetables, fruits, home, school, toys, names ...) (write one letter in each cell). The cells that remain empty, fill in with any letters. The child needs to find and read the words that you "hid". If it is difficult for a child to search for words on a topic, ask them to find the words you call or think of (“Find the word MERMAID”, “Find the name of the hero who lives on the roof”). The task develops the meaningfulness of reading, since in addition to the guess words, the child can see meaningless words in the table - AMAL, LYABA, OLAB, etc.
Here is an example of a square in which the baby must find the names of fairy-tale characters.
Reading long words
From short and simple words, you move on to long, polysyllabic words. And now the kid, who has hitherto read correctly, begins to compose - to think out the endings for long words. For example, if you ask a child to read the word VACUUM CLEANING, then he, most likely, without reading the word to the end, will offer the most different variants endings: PY, PY-LE, DUST-CO, VACUUM CLEANER? VACUUM CLEANER? VACUUM CLEANER?..
The following exercise will help you overcome this difficulty.
Choose a word and divide it into syllables. Write down the last syllable, let the child read it, add the previous one, let it read two syllables, then add one syllable at a time until the whole word is read.
LE-SO-SIT
PY-LE-SO-SIT
This way of reading excludes "thinking out" the word.
Reading offers
And finally, from reading individual words, we got to reading phrases, and then sentences.
When reading sentences for the first time, the effect of repeated repetition of the words read may occur. As well as in the case of repeating syllables when reading words, this helps the child to understand what they read more easily and not to forget the first words by the time they read and understand the last words of the sentence (“Lena, ate, Lena ate, raspberries, Lena ate raspberries”). There is no need to interfere with such reading: soon the child will learn to quickly understand the meaning of the sentence read and without repeating words.
To make it easier to read sentences at the very first stage, you can use pictures instead of some words. Then the number of words that need to be comprehended when reading will be less, which means that it will become easier to understand the sentence.
The first sentences should not contain polysyllabic or unfamiliar words to the child. If you see that such a word still occurs in a sentence, ask the child to read this word before reading the sentence. If necessary, help him read and understand this word.
To train meaningful reading of a sentence, it is useful to work with split sentences and plot pictures.
Exercise "Compose a phrase"
Write the words in different grammar forms on the cards. Invite the child to choose the right words and put them next to each other.
For example:
Remember about the “extra” answer option to increase the effectiveness of the task! How to do it in such tasks? For the first task: either remove one word (“new”, for example), or add the word (“car”). The same for the second task: add or remove one word.
Exercise "Which word is missing?"
The exercise helps to learn to comprehend the meaning of prepositions and not to skip them when reading. Write phrases that include prepositions, write the prepositions themselves on separate cards. Invite the child to “return” the “little words” to their place. A complicated option: the child is not given prepositions, he himself guesses which word is missing and enters it. For example:
Exercise "Pick the ending"
Write phrases consisting of an adjective and a noun or a past tense verb and a noun, write the endings of adjectives and verbs on separate cards, the child should put the endings into place. Provide "extra" answer options!
Exercise "Sentence + picture"
For the exercise, you will need several plot pictures (they can be cut out from magazines). The adult invents and writes down on separate cards sentences for these pictures (one or more for each picture), the child reads the sentences and guesses which pictures they fit.
Exercise "Split sentences"
For this task, you need to write sentences on cards and cut them into words. The child reads the words and makes a meaningful sentence out of them. You can add extra words that do not fit the meaning or form of the word, for example:
To facilitate the task, you can first use plot pictures according to the content of the sentence, this will help the baby quickly guess how to make words.
Reading the text
When the child has mastered reading sentences, you can start reading short texts. Here the kid expects a new level of comprehension of what he has read - an understanding of the sequence and cause-and-effect relationships of the events described in the text.
And here entertaining games-exercises will help you.
Exercise "Title for the story"
The child reads the text, the adult offers several options for the names of this text (in this case, only one of the proposed options can be appropriate), the child chooses the name.
Exercise "Make up a story"
For this exercise, you need to cut the prepared text into sentences or parts (paragraphs). The child needs to read each part separately, and then invite him to arrange them in correct sequence. This type of work helps to form an understanding of the sequence and cause-and-effect relationships of events. It is better to use short texts of primers and alphabets for this exercise.
Exercise "Come up with an ending to the story"
Ask the child to read the story, but not to the end. Let him finish the story himself, and then read the remaining sentences and compare his version with the author's. Do not forget to praise the baby both if he guessed correctly and if he came up with his original ending to the story.
PLUSES AND MINUSES OF THE METHOD
Results of one experiment
The sound method has always had not only admirers, but also opponents. At first, it was opposed by the adherents of the literal subjunctive method, which we already spoke about at the beginning of this section. In our time, among his opponents are adepts method of reading whole words. They believe that it is easier for children to immediately learn the image of a word, without dividing it into sounds or syllables (we will talk about such methods in this book).
The situation can be clarified by the results of one very interesting experiment.
So, a group of children of five or six years old was divided into two subgroups. The first was taught to read by the method of whole words, the second - by the sound method. When the children switched to reading words, they were tested: children from which subgroup read aloud and silently better (that is, faster and with fewer errors). At first glance, the children from the first subgroup were ahead of the children from the second subgroup in terms of these indicators. But a more careful analysis of the results revealed that the “sound” children coped more easily with reading unfamiliar words and were ahead of their “competitors” in terms of perception and vocabulary richness.
In addition, the children who were taught by the "whole words" method made the following mistakes. For example, not knowing how to read the word under the picture, they simply named what they saw in the picture. For example, instead of "tiger" they could say "lion", instead of "girl" - "children", instead of "car" - "wheels". The desire to memorize the whole word - as an image - led to the fact that children were not able to read a new word without the help of a teacher, because the image of this word was not stored in their memory.
But on the other hand, “sound” children experienced difficulties in reading those words where the letters were rearranged or replaced with similar ones. For example, “sleep” could turn into “juice”, and “tiger” into “shooting gallery”. They also lost in reading technique: they read slowly, syllable by syllable, made mistakes.
What is the conclusion?
The sound method has its drawbacks.
1. We read by syllables.
A toddler taught in this way will not begin to read whole words and sentences at once. The path from sound to syllable and word is quite difficult and long. The child will read words by syllables for a long time, rather slowly, with errors. This is especially true for words with a hard, soft sign, complex syllables consisting of three or four letters. And even simple in composition, but long words, the baby will find it difficult to read.
2. We read and do not understand.
Since reading, connecting syllables into a word requires effort, at first the baby will read the word, but not understand its meaning. Therefore, be sure to ask to say the whole word, ask what it means, ask to retell the text.
3. We start at the age of four.
It's hard to say if this is a plus or a minus. But now, when parents want to teach their children to read almost from the cradle, we rank this requirement of the method as a minus. The material of the sound method is quite complicated, although the exercises resemble the form of a game, they require effort from the child. Therefore, it is pointless to start before three and a half years. So, the kid will learn to read fluently no earlier than five years.
The sound method has its advantages
2. Easy at school.
A child who begins learning to read by learning sounds will have no difficulty in school. Neither phonemic analysis, nor the division of words into syllables during hyphenation, nor the selection of vowels and consonants will present difficulties for him.
3. Our bonus is literacy.
As mentioned above, the sound method is most suitable for the structure of the Russian language. Kids quickly learn to write correctly, easily navigate the rules, intuitively feel the language.
4. Easy for mom.
This is perhaps the only method that does not require a large preparatory work. As you have already noticed, you will need to cut out the alphabet from cardboard (or buy a cash register of letters) and prepare word plates. And for most exercises, you only need a pen and a piece of paper. Simple and convenient. And yes, you can do it anywhere. The kid will be happy to play word games at home, in the country, on the train, and in a long queue at the clinic.
5. Improve pronunciation.
The sound method is often called speech therapy. After all, children learn not only to read, but also to hear sounds, pronounce them correctly and clearly. One of the undoubted advantages of the method is that it develops phonemic hearing and fights pronunciation defects.
Who is the sound method for?
It's hard to say who won't fit. Children have been taught in this way for more than 150 years and achieve results. So if you personally liked the method - go for it.
However, there are some small nuances.
Children with speech defects
As mentioned above, the sound method teaches you to speak correctly and clearly. Many experienced speech therapists even advise parents of children with speech defects to start learning to read. So if your child does not pronounce some sounds, burrs, lisps, etc., then the sound method, no doubt, is yours.
Physicist, not a lyricist
And one more feature of the method. There is an opinion that the method is more suitable for left-brained children. To go from sound to letter, syllable, word, the brain needs the help of the left – analytical hemisphere. The right one, which is responsible for images, is little used. Therefore, if learning by this method is difficult, think about which hemisphere is leading in your child. Of course, at an early age it can be difficult to understand (and sometimes impossible), but an attentive parent will certainly notice some signs.
The kid listens to music well, is a dreamer and inventor, loves to look at pictures, is sensitive to the beauties of nature, perceives poetry well, loves to draw - most likely, the right hemisphere predominates.
Your baby loves constructors, copes well with complex tasks in games like "Summer", speaks in detail, speech is well developed, likes to look at drawings, his drawings are schematic, they have a lot of small parts- maybe your baby is more helped by the left hemisphere.
If you have determined that the baby is dominated by the right hemisphere, and the sound method causes difficulties, choose another one, for example, the method of whole words, where the baby operates with images of words that are closer to him.
PARENTS' OPINIONS
This section contains the statements of mothers and teachers who taught children to read using the sound method. You will find out what you liked, what caused difficulties. Perhaps such a "live" voice will help you make the final decision whether the sound method is right for you, as well as avoid possible mistakes in training.
At first we tried to pronounce the sounds correctly, but the kid attached names to the letters. B– granny, P– dad. We have letters everywhere, he plays with them all the time, and rarely plays other games. But then I discovered that he couldn’t make words from “babes” and “dads”, he didn’t understand how at all. Then I realized my mistake, I had to retrain– long and difficult. Be careful not to name sounds– only "b", "p", "m". And then you will get confused, like us.
Katya liked letters from childhood. We played them– singing, painting. Then, somehow imperceptibly, they began to put the letters into syllables. It was difficult at first– like the letter knows, but not read together. But then a speech therapist helped us in the kindergarten. She taught us in half an hour. Now my daughter can read well. So if it doesn’t work out on your own, work with a speech therapist and ask him to teach.
We expressed a desire to learn letters very early, from nine months. pointed to big capital letters in a book, demanding to name them, and later began to pay attention to the pictures. By the year he knew all the letters (except for hard and soft signs), but did not pronounce them– I said, show the letter A, and he showed, and so all the letters. At the age of two, he began to name all the letters, now we are three, we are trying to learn to read, while we read only syllables. But reading syllables is not enthusiastic, he is just interested in abstract letters. Now he is poking me the English alphabet, demanding to name the letters. I don’t know what to do anymore, I understand that at the age of three he doesn’t need the English alphabet at all, but he does. He is not interested in syllables, but reading in whole words (memorizing the spelling of a word) has gone well with us. Visual memory is well developed. So we can read 20 words already.
We started learning to read late. Somewhere in four years. Before that, she tried, but, apart from a few letters, the son did not know anything. At four, I decided it was time to get ready for school. I bought the alphabet (sound-by-syllable reading, as we were taught). There are no letters in alphabetical order, but so that they can be syllables. And that's it. Is reading.
You won’t learn to read by syllables before the age of four. But “the sooner the better” is not always a good thing. It is bad when a child does not speak well, does not pronounce any letters. Speak first, then read. Otherwise, it will be very difficult for the child. He can mechanically learn to read, but he will not understand. And this leads to problems at school.
And we are struggling with reading, but things are still there ... We have known all the letters for a long time, but we cannot read. It seems that we read syllables in the alphabet, but as the simplest words– so immediately shut up. Well, it doesn’t work out for us in syllables.
Marya expressed a desire to learn to read at the age of four. They learned to read the old fashioned way: first they taught letters, then they put them into syllables. The only problem that arose– letter P: she has not yet pronounced it, but she really wanted to read it. As a result of tears, that he knows the difference between L and R, but cannot say. But we did not stop, and the daughter very soon learned to pronounce R. Now she is five, and she reads in two languages, she does not confuse letters.
My daughter is already a good reader. Learned quickly. I was too lazy to cut out the letters, and I let her tap on the keys in a text editor in the 72nd font. Learned the letters quickly.
A year ago, we started going to classes on Zaitsev's cubes, but after four classes we quit: Arisha did not understand anything. Then they started learning to spell. Only we did the opposite: she wrote letters, and then asked me to read what she wrote. Now my daughter is four and a half years old, and she reads simple four-letter words in warehouses. I write them with multi-colored felt-tip pens on a piece of paper (the same letters– in one color) and hang over dining table. And she reads what was written over evening kefir, getting great pleasure from the fact that a familiar word is being formed!
We also learned to spell. In a little over a year, when it would never have occurred to me to teach a child to read, dad showed the first letter– A. The child quickly picked up, and then I myself taught the letters with her. This took about half a year. Another six months they learned to read syllables. And then everything. Well, he knows the letters, he can say what happens if you add M to A, and that's it! I didn't insist. And when she was 3.5 years old, we bought a computer. The child is very interested in him, but he does not know how to read. After a couple of weeks she ran after me with a request: “Mom, read what is written there,” she began to try to read herself. This was the impetus. I learned to read quickly and, most importantly, consciously. Now she reads on a par with adults, often replaces the kindergarten teacher when the children need to read, and she is very proud of this. My opinion: in order to teach reading, you need to interest the child in something, such that reading is indispensable.
From my own experience I can say: it is better to immediately teach the child the “sounds” that stand for letters, so it will be easier for him to start reading. It is convenient when the child has the learned letters in front of his eyes, for example, they are glued to the wall. Then he can demonstrate to everyone his ability to “read”. Pride in doing so– sea. It means we enjoy reading. Fridge magnets helped me. A good thing!
Back forward
Attention! The slide preview is for informational purposes only and may not represent the full extent of the presentation. If you are interested in this work, please download the full version.
Target: learn to distinguish sounds [s] - [w] in isolation, in syllables, words, sentences.
Tasks:
- Educational area "Communication":
- skill consolidation correct pronunciation sounds [s] and [w];
- development of phonemic hearing;
- distinguishing sounds [s] - [w] based on visual perception of articulation, on kinesthetic sensations, on auditory perception;
- development of phonemic analysis, synthesis, representations;
- developing the skill of positional sound analysis;
- development of syllabic analysis and synthesis;
- development of language analysis and synthesis at the sentence level;
- improvement of articulatory motor skills.
- Educational area "Cognition":
- clarification of the articulation of sounds [s] - [sh] based on various analyzers;
- creation of an auditory image of a sound (based on comparison with non-speech sounds);
- development of visual, auditory, kinesthetic sensations;
- development of visual and auditory attention, memory;
- development of logical thinking.
- Educational area "Socialization":
- fostering interest in the educational process;
- development of learning skills (answering a question, the ability to listen to the answers of other children);
- development of skills of interaction with the computer.
Equipment: projector, computer, presentation “Sounds [S] - [Sh]”, images of Know and Know, individual mirrors, ball.
Plan and course of the lesson
1. Organizational moment
- Guys, look who came to visit us? (Images of Dunno and Znayka appear).
- That's right, this is Dunno and Znayka. They came to lose with you and brought a lot of interesting tasks.
2. Reporting the topic of the session
- Guess the riddle: He does not bark, does not bite, but does not let him into the house. (Dog)
What is the first sound in the word DOG? (Sound [s]).
Now guess this riddle:
Gray baby, afraid of a cat,
Lives under the floor, carries everything there. (Mouse)
- What is the last sound in the word MOUSE. (Sound [sh]).
– Today we will talk about the sounds [s] and [w], compare sounds, learn to distinguish between them.
3. Differentiation of isolated sounds[s], [w], clarification of articulation. (Slides 2, 3).
Slide number 2.
- Let's pronounce the sound [s] and look in the mirror: we stretch our lips in a smile, our teeth are closed, the tip of the tongue is behind the lower teeth. Look at the picture on the left that Dunno shows. This is what lips look like when we pronounce the sound [s]. Below is the sound symbol - lips in a smile, a tongue behind the lower teeth (arrow down).
- And now, together with Dunno, we will pronounce the sound [w] in front of the mirror: the lips are stretched forward, the teeth are brought together, the tongue is in the shape of a cup, the tip of the tongue is at the top. Look at the photo on the left. Below is the sound symbol - the lips are rounded, the tip of the tongue is raised up.
Slide number 3.
- Dunno offers to play. He shows the symbol and you name the sound (pictograms appear on the slide one at a time, children name sounds).
4. Consolidation of the auditory image(based on comparison with non-speech sounds) (Slide 4).
What does the sound [s] sound like? Look at the picture on the left - a girl is watering flowers from a watering can. Water is pouring - s-s-s-s-s-s. Let's pronounce the sound [s].
What is the [w] sound like? In the picture on the right, a snake is drawn - it sticks out its tongue and hisses: shhhhhhhh. Let's pronounce the sound [w].
5. Clarification of the characteristics of sounds, comparison(Slides 5,6)
Slide number 5.
- Tell Dunno about the sound [s].
- Tell Dunno about the sound [w]. (This sound is consonant, hard, deaf).
Slide number 6.
- In what house will the sound guy whose name is [s] live? (In the house where consonants live, deaf sounds). (At the click of the mouse, the sounder goes to his house)
- In what house will the sound guy whose name is [sh] live? (Also in the house where consonants live, deaf sounds). (At the click of the mouse, the sounder goes to his house)
6. "Decipher the syllables."(Slide number 7)
- Dunno encrypted the syllables. Instead of the letters "S" and "Sh" he drew symbols. Try to decipher them and read the syllables.
7. "Choose a picture."(Slides No. 8, 9).
Slide number 8.
– Select only those pictures that have the [s] sound in their names. (Sled, pillow, boots, fur coat, mouse, cherry, scales, braid). If you have chosen correctly, then when you click on the picture, Znayka will appear, if incorrectly, Dunno.
- And now we select the pictures, in the name of which the sound [w]. (Shower, reeds, catfish, bag, dog, hat, sock, cat).
8. "Choose a letter."(Slides #10-14).
- What is the sound in the name of the picture [s] or [w]? Click on the corresponding letter. (Wardrobe, gun, nose, scarf, owl).
9. Fizminutka "Train"
We go, we go, we go for a long time, (We depict with our hands how the wheels are spinning)
This path is very long.
We'll get to Moscow soon
There we can rest.
Here is our train (Stomp feet, hands on waist)
The wheels are rattling
And in our train
The guys are sitting. (Sit down at the tables)
The train is moving fast, the wind is whistling.
Children: S-s-s-s-s-s.
- Smoke rises from the chimney of the locomotive.
Children: Sh-sh-sh-sh-sh
10. "The fourth extra". (Slides #15-17)
- Let's play the game "The Fourth Extra". To find out which picture is superfluous, you need to determine the presence of sound [s] or [sh] in the name of each.
Slide number 15: bus, pineapple, shower, cactus.
Slide number 16: sled, a cap, dog, boots.
Slide number 17: ears, bag, wasp, cat.
11. Positional analysis.(Slides #18,19)
- Match the picture to the diagram. (At the click of the mouse, extra pictures are removed)
Slide number 18: Sound [s] at the beginning of a word: sled, mouse, braid, grandmother.
Slide number 19: Sound [w] in the middle of the word shower, catfish, sock, cat.
12. "Finish the word - ball game". (Slides #20, 21)
Slide #20
- Finish the word with the sound [s] or [w], the one to whom I throw the ball answers. (Instead of the last sound, the speech therapist claps his hands).
- What was the word? Check your answer with the picture that appears. (Image appears on mouse click)
1) globe ...., 2) du ..., 3) small ..., 4) but ..., 5) cactus ..., 6) focus ...
Slide #21
- Finish the word with the syllable SY or SHI. (Instead of the last syllable, the speech therapist claps his hands).
- What was the word? Check your answer with the picture that appears.
1) but ..., 2) about ..., 3) small ..., 4) ve ..., 5) grue ..., 6) boo ...
13. "Finish the sentence"(Slides #22-24)
What word can complete the sentence. Choose a picture.
Slide number 22: Dasha plays with ... (bowl, bear). (By clicking the mouse, the extra image is removed)
Slide number 23: Leaks in the barn ... (rat, roof).
Slide number 24: Dad has long ... (moustache, ears).
14. "Picture Suggestions"(Slides #25, 26)
Read the sentence, putting in the words instead of the pictures.
Slide #25: In…. (garden) grew ... (pears).
Slide number 26: In ... (wardrobe) hangs ... (suit).
15. Summing up the lesson
What sounds did we play in class?
What does the sound [s] sound like? How is it pronounced?
What is the [w] sound like? How is it pronounced?
- Remember and name the words with the sound [s], with the sound [w].
16. Evaluation of children's activities
17. Organized end of class
- Dunno and Znayka say goodbye to you. The lesson is over.
To learn to read and write without any problems, to perceive and understand words correctly, to master any foreign language The child must be able to distinguish sounds. Scientifically, this is called phonemic hearing. How to develop it in children of different ages, says psychologist and preschool teacher Svetlana Pyatnitskaya.
How is phonemic awareness developed in children? Of course, in practice: in the perception of someone else's oral speech, in their own pronunciation of words. When it is well developed, the child is able to distinguish by ear the sounds of speech, and in the future - to reproduce them correctly, to correlate letters and sounds. That is why it is very important that parents talk a lot with their children, read simple poems to them from an early age, yet. Teach toddlers to distinguish sounds in the form of fun games.
For children 2-3 years old
The purpose of games at this age is to maintain the baby's attention and interest in sounding speech,. Start with a game "Who is calling you?". You will need small toys in the form of various animals or pictures with their image. Place toys or pictures in boxes: these will be animal houses. Open each box in turn and show the toy. Name it and say the appropriate onomatopoeia: “This is a duck. She quacks: “Quack-quack”, and this is a cow, and she hums: “Moo-mu”. Invite the baby to repeat these sounds: “How does the frog talk? And the dog?" Then take the animals home and tell your baby, “They want to play with you. Guess who's calling you?" Call the baby on behalf of each character. The game can be made more difficult by adding new animals
For children 3-4 years old
In Game "Hammers" you can play anywhere, no props needed for it. You say to the kid: “I have a big hammer. He knocks like this: "Knock-knock-knock." I have a small hammer. He knocks like this: “Knock-knock-knock”. Ask the child to close his eyes and determine which hammer is now knocking. Say the appropriate sounds.
In Game "Mother and her baby" you can also play anywhere, you only need to know the text well. You say: “Once upon a time there was a cat. She gave birth to a kitten. Mother cat began to teach her baby kitten to meow. The cat meowed loudly: “Meow-meow-meow!”. And the kitten quietly repeated: "Meow-meow-meow." The kitten saw a butterfly and ran after it. The cat noticed that the kitten ran away, and began to call him. But as? Loudly: "Meow-meow." The kitten meowed in response. How? Quietly: "Meow-meow." The kitten returned to its mother. She began to praise him that he heard her. Show how she praised him? And how did the kitten answer her? Make the game more difficult: add other animals to it. If there are a lot of players, you can give the kids cards with the image of animals and their cubs. In turn, “mothers” loudly call “children”, and those, in accordance with their cards, answer them.
For children 4-5 years old
Very useful game, which develops the clarity of pronunciation - "Repeat". Learn this fun couplet:
For-for-for - there is a goat in the yard.
Zu-zu-zu - I'm not afraid of that goat!
Children love to rhyme words. Encourage their imagination! You went outside and saw a wheel - a tractor, a big car, just a tire dug into the ground. Draw the baby's attention to the wheel, while showing with your hands how big it is: "Co-co-co - that's what a wheel!". Offer to communicate for a while only like this: “Ba-ba-ba - mom, give me bread! Ta-ta-ta - eat, son, please.
"Difficult ball" If you are playing together, stand in front of the child, if there are several children, let them surround you. Throw a ball to each participant in turn, while saying any syllable. The task of the participant is to catch the ball and throw it back to you, clearly repeating the syllable.
For children 5-6 years old
"Catch the Sound". Before the game, agree that you are hunters: you will catch sounds. You name the words, and the child clap his hands only if the word has the selected sound. Let's say the sound [sh]. You say, pausing: "Cat, mouse, pen, midge, tussock, noodles, river, reeds, monkey, fur coat." At first, it is worth highlighting the desired sound intonation, pronouncing it as a long one.
"Stop". Children turn into different animals: elephants, hares, bears. Imitating the movements of the selected animal, they walk around the room. You name words that sound similar. As soon as the children hear the word “Stop” among them, they should freeze. For example: "Moan, chair, stop, knock, stop, table, drain, stop."
For children 6-7 years old
"Find the sound." You name a chain of three words. The task of the child is to find the sound that occurs in all words. For example, for the chain "Cat, mouth, bridge" it will be [o]. The game can be made more difficult by adding a fourth word that has no sound in common with the rest. Then the task of the child is to find the superfluous.
"Pure words". For this game, you can choose any quatrain from the works of Agnia Barto or use similar tongue twisters:
White snow, white chalk,
The white hare is also white,
But the squirrel is not white,
It wasn't even white.
Ask the child to say these lines different ways: in a whisper, in a normal voice, loudly, slowly, a little faster, very quickly.
For children 7-8 years old
"Fun Proposal". You need to make a sentence, all words in which must begin with one sound. For example, [b]: "Baran Baranovich butted the sides of poor Bobik." This game is especially fun to play in a company: have everyone say a word so that they end up with a coherent sentence. Whoever comes up with a proposal faster and longer can be encouraged with a small gift.
"Hide and Seek". This game is interesting in a new, unusual environment, such as a store or clinic. The child should see and name as many objects as possible, inside which the sounds you have defined “hide”. For example, objects that begin with the sound [p] - a shelf, with the sound [m] in the middle of a word - a lamp, and so on. You can compete: choose one sound and find words with it in turn. The one who named more wins.
These games will not only develop and consolidate, but also have fun. After all, the form of the game for the child is understandable and natural and does not cause protest, as it can be with other activities.
This is the most important series of sound exercises, since it is the ability to distinguish between vowels and consonants that will open the way for your child to form syllables.
EXERCISE 1
Didactic fairy tale "Once upon a time there were sounds"
And now mom will tell her baby a fairy tale about where sounds live. The target task of this series of lessons is devoted to the study by the child of his speech apparatus and the formation of the ability to distinguish between vowels and consonants.
Difficult task! Do not be afraid, note the time, it is after 10 minutes that your baby will be able to distinguish vowel sounds from consonants, and the didactic fairy tale "Once upon a time there were sounds" will help him in this.
So, mom tells a story. Sit comfortably - the baby is opposite the mother. Mom has two cards in her hands - one is blue, the other is red.
"Not in some kingdom, not in some state, but sounds live and live in your mouth. Their house is such a good one (show me, open your mouth). There is a ceiling (touch your tongue, found the ceiling in your house, right?), make sure that the baby touches the upper palate with his tongue.The floor is the lower palate, the doors are the lips (close, open - why not the doors at the house of sounds?).There are even bone bars for strength - close and open the teeth.
Do all these operations with your child, accompanying your story with these exercises.
... And everything would be fine, but the Serpent Gorynych settled in him (move the tip of your tongue and let the child do the same) ... And he began to do his evil deeds. He skipped some sounds freely, like this, repeat after me: (A), (O), (U), (S), (I). These sounds passed freely and they wore such red dresses (show the baby a red card). And on the way of other sounds, the Serpent Gorynych built various barriers: sometimes he closed the doors on the way (M-M-M).
Try it yourself - do you feel how the sound (M) of the door-sponges is preventing it from passing through? Then the Serpent Gorychych presses the sound (T) to the ceiling. Try it yourself, do you feel it presses against the ceiling? This sound does not pass freely. That makes the Serpent Gorynych sounds hiss (Sh), snort (F), whistle (C), wheeze (X). That beats the Serpent Gorynych with a tail sound (P). Try it - does the tongue crack? Say it one more time. You see, these sounds do not come freely through the mouth and they wear such blue dresses (the mother shows the child a blue card). Take this dress and let's say these sounds with me (RRR), (CCS), (M), (T), (XXX), (SHSHSH) (FFF).
EXERCISE 2
Card game.
And now, let's play the game "Dress up the sound in a dress." (Well, check your 3-6-year-old child prodigy! Now he will show you a dress card of the right color and demonstrate the ability to distinguish between vowels and consonants, and this is complex theoretical material of the 1st grade).
"I will make a sound. And you repeat it after me and show the dress in which this sound comes out of the house for a walk.
(A) - you say, the child repeats after you and shows a red card (if he is still mistaken, without explaining anything, help him choose the card of the right color).
(B) - you say, and the child, be sure to repeat the sound after you, shows a blue card. So keep playing with it. In this game, the child trains by ear to differentiate between vowels and consonants. Gradually, he will learn that sounds that pass freely through the mouth are red (vowels), and sounds that do not pass freely are blue (consonants).
The terms "vowels" and "consonants" are not necessary for the child to know. The main thing is to be able to distinguish them by ear, based on articulatory features.
EXERCISE 3
Game "Friendship of Sounds"
(auditory syllable formation)
MOTHER: - "And now I'll teach you how to defeat the Serpent Gorynych! We will teach sounds to be friends so that they pass through the mouth freely together, like this: (MA). Do you want? Then let's say two sounds at once! Repeat after me (MA ). Happened?
And now let the sound (P) outwit the Serpent Gorynych and pass freely along with (A) (RA)!
Now let's play! The game is called Friendship of Sounds.
Take a big inflatable ball in your hands.
"Make friends with the sound (A), - (M)" - the mother will say and throw the ball to the child. "Now throw the ball to me and say two sounds together" (the child fills his lungs with air, his speech apparatus is ready to make sounds. And now the child throws the ball, back to mom - hand movement - and exhales (MA)!
Make friends with the sound (U):
Mother:Child
On walks, you can continue to play "Friendship of Signs" without a ball.
For example:
Mom: Child:
"We pronounce everything in (A), ... ... (P)" - " (RA) "" ... ... (L)" - "(LA)!"
"We pronounce everything in (O), ....;. (M)" - "(MO)"" ...... (L)" _ "(LO)!"
"We pronounce everything in (I), ...... (M)" - "(MI)!" ……(R)" - "(RI)!" ......(C)" - "(SI)!"
Etc. with any sounds.
Pay attention to the soft pronunciation of syllables with its sound (I):
"Listen to how sounds are friends with (And):
They sound special, soft and my lips are stretched, when I pronounce them, they kind of smile. On a visit to (I) all sounds go with a smile and sound soft. Let's say them together with you one more time with a smile, softly":
Playing the game "Friendship of sounds" the child learns to hear and pronounce the syllable. This is a very important moment for successful learning to read by syllables.
So your child has already mastered auditory syllable formation!
Other related news:
Children often confuse the sounds T - K in speech, for example, "that" instead of "cat" or "tataet" instead of "rolls". This makes children's speech less understandable. This speech material will help the child, with the help of an adult, learn to hear and distinguish these sounds. The material is arranged according to the principle "from simple to complex": first, sounds are practiced on the material of syllables, then words, sentences and connected texts.
Download:
Preview:
We distinguish sounds T - K.
- Repeat the syllables.
ka - ka - ta ka - ta - ka ta - ta - ka ta - ka - ta | someone to - to - to then - then - to then - to - then | tu-ku-tu ku-tu-ku tu-tu-ku ku-ku-tu |
ak - ak - at ak - at - ak at - at - ak at - ak - at | ok - ok - from ok - from - ok from - from - ok from - ok - from | uk - uk - ut uk - ut - uk ut - ut - uk ut - uk - ut |
- Repeat words in pairs.
com - volume cube - sheepskin coat pendant - coupon wheelbarrow - pitching Mosquito - Tamara pedestal - flowerbed kara - container drowning - ear Kolya - Tolya kopka - firebox bump - dot bunch - cloud to swing - to swing because hook - trick troika - cut | garden (t) - tank beech - pond (t) scoop - sonnet plane - berezhok umbrella - gong (k) teapot - sinking tweezers – Bishkek veil - flour flood - mowing rooster - bake concrete - bacon vata - hand semolina - manti trench - utop screw - screw knocks down - roller |
- Repeat words.
t - k
slippers, wheelbarrow, taxi, plate, poke, dot, Tuzik, hammer, skein, scarf, twig, mesh, flower, ceiling, bottle, coin, pumpkin, oatmeal, tablet, tobacco, tank, tachanka, current, glass, step, branch, thread, tile, nickel, drink.
k - t
ice rink, rocket, jacket, captain, Nikita, sweets, skating, reel, comet, hoof, moles, boiling water, map, cardboard, caste, bushes, boilers, cats, potatoes, kitten, Kostik, short, skated, cat, boiler, who, tickled, shorty, cattle.
- Words with confluence.
Who, fabric, weaver, weaver, thread, someone, someone, threw it away, rolled under (t), threw under (t), clear, well-aimed, conversation (t) ka, cocktail, sweetie.
- Repeat suggestions.
Tonya drinks milk. The cat is sleeping on the couch. There are sweets on the table. The dog carries slippers. Katya went sledding. Tosya was riding a scooter. There are sweets on the plate. Nikita put on a jacket and cap. The cats hid in the bushes. A pumpkin and potatoes grew on the ridge (t) ke. Tanya and Katya go to the skating rink. The weaver cut the cloth. Someone squeaked in the bushes. Who took the kitten away from the cat? Kostya jumped over the bridge. Martha put a stamp on the envelope. The wind is roaring, the rain is raining.
- Repeat the words.
Ta - ka - that - the cat has a mustache.
Kan - tan - kan - there is a glass on the table.
Current - cook - current - Ivan has a hammer.
At - ak - at - we take a scooter with us.
You - you - you - cats ate all the sour cream.
- Repeat phrases.
The weaver weaves fabrics for Tanya's scarves.
Kostya visits. Kostya is visiting.
The cat rolls a skein. The spider weaves a web.
Kitten thread ball
rolled into a corner,
rolled into a corner,
Kitten of threads ball.
- Repeat the poem - dialogue.
- Where did you go?
- There.
- Did you see who?
- Togo.
- Did you give sour cream to whom?
- Tom.
Who did you play with?
- With that.
– Who are you talking about?
- About.
- Who is this "one"?
- Cat, cat, cat!
- Repeat riddles and guess them.
Who sits at the patient's bedside?
And how it is treated, he tells everyone,
Who is sick - he will offer to take drops,
Anyone who is healthy will be allowed to take a walk.
(doctor)
Tell me who's so delicious
Cooking cabbage soup?
(cook)
Wherever I please
I'll fly there
I will speak there.
(echo)
Patch on patch -
green patches,
All day on my stomach
Lurks in the garden.
(cabbage)
heated, dried,
They pounded, they tore,
Twisted, weaved,
They put it on the table.
(linen)
I am a bit of summer
On a thin leg.
Weaving for me
Bodies and bows.
Who loves me
He is happy to bow.
And gave me a name
Native land.
(strawberry)
There is a curl in the garden -
White shirt,
golden heart,
What it is?
(chamomile)
Falling from a branch
gold coins
(autumn leaves)
All the kids on the branches
From birth in berets.
Fall from the trees -
Berets will not be found.
(acorns)
Who does not spin, does not weave,
And clothes people.
(ram)
Knock, knock -
Don't be bored.
They go, they go
And everything is right here.
(watch)
On branches -
Dense lumps.
Dozing in them
Adhesive sheets.
(kidneys)
I don't sew clothes
And the fabric is always weaving.
(spider)
- Speak poems. Learn them by heart.
Hammer.
Knock Knock,
Hammer,
Hammer the nails of the heels.
Knock Knock,
Knock-Knock,
And in a note
And in heels.
V. Lifshitz
Ducklings and kittens.
Five ducklings near the river
They sit in a row on a stone.
Five ducklings are looking into the water,
They don't want to swim.
Because of the stone five kittens
Ducklings are being watched.
It can be seen that five kittens want
Teach ducklings to dive.
R. Borobulin.
11. Speak a story for an adult. Answer the questions.
Aunt Katya invited Tyoma, Tolik and Nikita to visit. These are her nephews. Aunt Katya has been preparing treats since morning. She baked a delicious cake, pumpkin pancakes and made a strawberry drink. Aunt hung a beautiful picture on the wall. There is a sunset there. Cat Toshka is also happy to have guests. He is lounging on the couch and waiting for treats. Tyoma, Tolik and Nikita will play hide and seek with Toshka.
- What was the aunt's name?
- What were the names of her nephews?
- What treats did the aunt prepare for her nephews?
- What was in the picture?
- With whom will the nephews play hide and seek?
