MA DOU No. 8 "Kindergarten" Polyanka "p.g.t. Yashkino, Kemerovo region
Lesson summary
for teaching literacy in the middle group
"Red is a vowel"
Compiled by: teacher of the 1st qualification category Filina S.A.
2017
Topic: “Red is a vowel sound.
Educational Goals:
Formation of knowledge about vowel sounds. Learning to distinguish vowel sounds from a number of sounds. Fixing the formation of diminutive - affectionate forms of nouns.
Physical development:
Socio-communicative goals:
Formation of skills of cooperation, mutual understanding, goodwill, independence, initiative, responsibility.
Equipment: subject pictures with sounds A, O, U, Yu, S, I, E.
Course progress.
Organized moment.
Children stand in a semicircle.
Educator: Children, let's tie red ribbons to each other and be surprised: "How beautiful."
We know how to be surprised! (children raise their eyebrows in surprise)
Today we are waiting for something very interesting. Let's show how happy we are and smile (Children smile)
Unfortunately, outside the window is dreary and cloudy weather, which upsets us (children frown).
Let's repeat:
We can be surprised
We know how to smile
We can frown!
Educator: Guys, today we are going to the Land of Vowels. We got ready and tied red ribbons to each other. Why did we choose red?
Children: Because we are going to the Land of Vowels, and vowels are marked in red.
The girl brings a stroller with a doll.
Educator: Children, look, someone's doll is crying here. What song should she sing so that she stops crying, what vowel sound will help us?
Children: vowel A.
The teacher offers to calm the doll to several children by singing the sound A.
Educator: There is Olya doll in the stroller, and she is crying because her teeth hurt.
(O-O-O comes from behind the screen.) Guys, how does the doll cry?
Children: Oh-oh-oh.
Educator: Let's hug our cheeks with warm hands, sing a song to our teeth so that our teeth never hurt.
Children say: Oh-oh-oh.
Educator: Sound O vowel. Our doll's teeth have stopped hurting, let her sleep, and we will continue our journey.
Look, a steam locomotive is approaching us. Hear how he hums.
(Because of screens) Repeat.
Children: Wow.
Educator: Let's hum loudly, and then quietly. Who came to us on a train?
Children: Horse.
Educator: The horse is mischievous, the horse is cheerful. The horse sings: I-I-I.
Let's sing the horse's song.
Children: I-I-I.
Educator: On a horse you can have fun jumping and shouting Hey. The first sound E.
Let's sing E-E-E.
Educator: On the way we met a bear.
The bear tasted the honey from the bees.
The bear roars plaintively:
S-S-S - the bees bit me!
What sound does a bear need to roar?
Children: The sound of Y-Y-S.
Educator: Let's show how the bear walks and roars.
(Children pretend to be a bear and pronounce the sound Y-Y-Y.)
Educator: What sounds did we recognize in the Magic Land of Sounds?
Children: vowels A, O, I, U, E, S.
Educator: Lisa knows a poem about a vowel sound.
Lisa:
The vowels are drawn to the ringing song,
They can cry and scream
In the dark forest and call and call,
But they do not want to whistle and growl.
Educator: Today we will get acquainted with the sound symbols of vowel sounds. The sound symbol is a graphic representation of sound, showing how to open the mouth and the position of the tongue. (Teacher's story about symbols)
Fizminutka:
We kick top-top-top.
We clap, clap, clap.
We eyes a moment, a moment, a moment,
We shoulders chik-chik-chik.
One here, two there.
Turn around yourself.
One - = sat down, two - half stood up.
Everyone raised their hands up.
One-two, one-two
It's time for us to get busy.
Now try to choose the symbol of the sound with which your word begins. The children chose a sound symbol that matches the word from the envelope.
Game "Guess the picture".
Educator: Guys, this is a magical clearing, There are “enchanted pictures” on it. Let's try to "disenchant" them.
They went out to the meadow.
Everyone sat in a circle.
Guess the picture
My dear friend!
(Children sit in a circle. In front of them are pictures hidden under a sheet of colored paper cut into thin strips.)
Educator: Bring the hidden picture to your lips. Put your tongue on your lower lip and blow on it so that the picture opens up. I give you a hint, the name of each picture begins with a vowel sound (make sure that the children do not puff out their cheeks). Well done! Completed the task. Now select the sound symbol that matches your picture.
The game "Call it affectionately"
Guess the riddle:
You hit the wall
And I'll jump.
Throw on the ground
I'll jump.
I'm flying from palm to palm,
I don't want to lie still!
Children: Ball.
Educator: The ball can turn any words into affectionate ones. Shall we play with them? I will call you a word, and you will call this word affectionately, for example: the sun is the sun.
(Cloud, wind, tree, grass, flower, etc.)
Summary of the lesson.
Educator: What sounds did we meet? How are vowel sounds pronounced? What did you like about the lesson? Rate the emoji lesson.
tatiana krasnokutskaya
Abstract of a lesson on teaching literacy in the middle group "All sounds"
Theme: "All Sounds".
Educational goals:
Strengthen pronunciation skills sounds A, O, U, S, E. Learn to distinguish vowel sounds from a number of sounds, from syllables, at the beginning and at the end of a word. To consolidate the formation of a diminutive form of nouns, to learn to answer questions with common sentences.
Development goals:
Educational tasks:
To form the skills of cooperation, mutual understanding, goodwill, independence, responsibility.
Equipment: subject pictures with sounds A, O, U, S, E.
Course progress.
1. Organizational moment (coordination of speech with movement, development of speech hearing)
Speech workout.
The mouse's house is called. (Nora)
Dog house. (kennel)
Rides with a bag. (kangaroo)
Soar in the sky. (eagles)
Good snakes. (snake)
The wolf isn't scary. (hedgehog)
The bird took out. (chick)
2. Articulation gymnastics. (Development of articulatory motor skills)
Fun zoo game
"Elephant"
The elephant pulls its proboscis, The child stretches his lips with a tube.
So he gets water.
"Monkey"
The mischievous monkey
Can tease all day long. pressing the wide tip of the tongue with the lips.
"Sweet Bear".
The bear loves honey very much. The child, opening his mouth, licks the top and
he's licking it now. lower lip.
The giraffe has a head, The child, opening his mouth wide, takes out
Reaches the ceiling. tip of the tongue to the upper palate.
3. Introduction to the topic.
The teacher offers to solve the riddle.
Both the hare and the wolf
Everyone runs to him for treatment. (Aibolit)
The teacher shows the Aibolit doll.
Educator: Guys, who came to visit us?
What sound does the word Aibolit begin with?
What is this sound?
Children's answers.
Educator:
It is a vowel sound, pronounced freely and consists of a voice.
The teacher invites the children to remember the poem about vowel sounds.
The vowels are drawn to the ringing song,
They may cry and scream.
In the dark forest to call and hail.
But they do not want to hiss and growl.
4. Sound characteristic.
Educator: Guys, what vowel sounds can you name?
The answers of the children, the teacher accompanies the display of letters.
5. Isolation of vowel sounds from a number of sounds, from syllables.
Game "Be careful"
Listen carefully and clap your hands if you hear the sound A.
A, M, I, B, O, U, E, T, S, E, A.
Stomp your feet if you hear the sound I.
N, A, T, I, V, U, T, I, O, K.
Now let's do the same with syllables - small parts of words.
Raise the red flag if you hear the sound Y.
We, vi, ki, yt, pa.
Raise your right hand if you hear the sound U.
Ut, ta, fi, but, woo.
Raise left hand if you hear the sound O.
Ka, then, woo, op, moo.
Raise both hands if you hear the sound E.
Be, wa, zhu, pe, ra, me.
6. Breathing exercises. (Development of voice power and speech breathing)
Echo game
The teacher shows a picture that shows children in the forest. They shout "OW!"
Children are divided into two teams. The first team shouts loudly "Ay!", The second team "echo" quietly answers "Ay!" We play the game 2-3 times.
7. Automation of vowel sounds in words.
Educator: Children, Dr. Aibolit brought you gifts. We will choose gifts that begin with the sound A, O, U, I, E.
Show items.
Educator: Dr. Aibolit is leaving us, sick animals are waiting for him.
Children say goodbye to Dr. Aibolit.
8. Physical culture break. (Coordination of speech with movement)
"A game"
Gather the kids to play one game.
Show me guys how animals live in the forest.
Like a fox wakes up, like a fox washes.
Like a hare jumped, like a wolf cub ran.
How a hedgehog and a hedgehog pick strawberries.
Only the teddy bear is sleeping, he is in no hurry to wake up.
Children accompany the text of the poem with appropriate movements.
9. Game "Call it affectionately"(Formation of a diminutive form of nouns)
Children affectionately call from what Aibolit gave.
Orange-orange, duck-duck, ball-ball, toy-toy.
10. Learn to answer questions with common sentences.
Educator:
Who was our guest?
Which doctor is Aibolit?
What is he doing?
11. The result of the lesson.
Educator: Guys, remember what sounds we repeated (Remember the characteristics of the sounds) What did you like and remember the most?
Municipal budgetary preschool educational institution
"Child Development Center - Kindergarten No. 121"
GCD for literacy"World of Sounds". Journey through the fairy tale "Geese - swans"
Target: introduce the sound G, and teach children to pronounce the sound [G] correctly in various forms speech activity.
Tasks:
- Educational:
Introduce the sound "G";
Automate the correct pronunciation [G],
- Educators:
Cultivate cognitive interest through the use of games
receptions;
Cultivate love for Russian folk tales
- Developing:
Develop phonemic awareness.
Develop memory, imagination, intonation expressiveness of speech.
Preliminary work:
Telling the tale "Geese-swans", conversation on content, examination
illustrations, dramatization of excerpts from a fairy tale.
GCD progress
The teacher enters the group in a Russian folk sundress, a scarf on his shoulders.
Hello kids, look at my unusual costume, do you like it?
(children's answers). Guys, will you let me be a storyteller today? (children answer)
I told you many fairy tales, do you like my fairy tales?
Did you know that in every fairy tale there are riddles!
Alyonushka has sisters
They took away the little brother of the bird.
They fly high
They look far.
Children: Geese and swans
Educator: - Guys, let's remember this fairy tale. What does it say? (children's answers). Would you like to help Alyonushka find and save your brother Ivanushka? (children's answers). Then let's hit the road! We need to say the magic words, but before that, let's stretch our tongues and do exercises.
phonetic charging.
Wolves howl in the forest
Leaves rustle shhhh
Snakes crawl and whistle s-s-s
Mosquitoes fly and squeak
Educator: Well done guys, now we are ready to say the magic words
Hold on tight to your hands
Get in the circle,
1, 2, 3, 4, 5
Let's start the story!
Here we are in a fairy tale.
Educator: Guys, we need to get on the road soon, we'll go quickly,
we'll go straight to the stove!
Stove
Educator: Guys, look at what pies are delicious in the oven. With different fillings. With which? Let's choose the fillings in which there is a sound [Г]. (mushrooms, blueberries, cottage cheese).
Together: Stove-stove, tell me, please, where did the swan geese fly?
Game "Tell me a word"
- Dried up in the hot sun
And breaks out of the pods ... (peas).
- I am in any bad weather
I have a lot of respect for water.
I stay away from dirt
Clean gray ... (GOOSE)
- All migratory birds blacker,
Cleans the arable land from worms,
Jump across the arable land all day,
And the bird is called (ROOK)
Stove: Well done, swan geese flew through the spring forest to the apple tree.
Educator: Thanks oven. Guys, get on your way.
Fizminutka. "Spring"
Hands raised and waved
These are the trees in the forest.
Elbows bent, brushes shaken -
The wind knocks down the dew.
Let's gently wave our hands -
The birds are flying towards us.
How they sit down - we'll show:
Wings folded back! (hands pulled back)
Apple tree.
Educator: Hello apple tree, tell me where did the swan geese fly?
Apple tree. Listen to the rustle of my twigs, name the first sound in
words that you hear, then I will say.
Name the sound game
Mushroom, goose, caterpillar, hero, gnome, cat, cabbage, maple, pencil, mug.
apple tree . The geese flew to the east, where the river flows.
Educator: Thank you apple tree. Let's go further. Guys, where do we need to go? (where the river flows).
Educator: So they came to the milky river-jelly banks.
River, river - river,
Did you see where
swan geese flew
landed where and sat down?
River: I'm not a simple river, it's magical, I can show you a lot, and a lot
tell me, sit down on my bank, rest a little.
The game "Chain"
House-bridge-cake-tank-cat-watermelon-strawberry-orange-rhinoceros.
Educator: Look, here is a hut on chicken legs. Oh, who lives there? (children - Baba Yaga). Let's politely ask Grandma - Ezhka please give Ivanushka.
- Sleeps in summer, burns in winter,
The mouth opens
What they give - swallows.
(stove)
- round, ruddy
I grow on a branch
adults love me
And little kids
(Apple)
- Blue sister, fast water
Along buddies, berezhkov tends to the ocean.
(river)
- On the edge, on the path
Worth a house
On chicken legs
(hut)
Baba Yaga: Okay, all riddles solved. And the last question:
Is it okay to leave little brothers and sisters alone? (children - no!)
And why? (children's answers)
Why take Ivanushka.
Ivanushka: Thank you guys for saving me from Baba Yaga. Say a
who did you meet in the fairy tale, who helped you?
Well done boys and girls for your help Alyonushka passed the basket
with apples.
Educator: Wait Ivanushka, the guys and I want to give you and Alyonushka a present. mushrooms. Application "Mushrooms"
Synopsis of NNOD on teaching literacy in the senior group, topic "Tricks of the Letter"
Tasks:
To consolidate children's knowledge about the vowels A, O, U, Y, E and the letters denoting these sounds.
Exercise in the selection of words with vowels in different positions.
Continue to teach children to highlight the first and last sound in a word.
To fix the concepts of "sound", "letter".
Exercise in determining the number of syllables in a word.
To improve the ability of children to answer questions accurately in meaning, to correctly build sentences.
Exercise in the development of a smooth air jet.
Develop logical thinking, memory and fine motor skills children.
Cultivate an interest in literacy.
Material:
Silhouettes of vowels; magnetic board; allowance "House"; subject pictures, in the name of which there are 1,2,3 syllables; cards for the development of an air jet; toys; handout: colored stones, buttons, sticks.
GCD progress:
Children enter the hall, where images of letters are hung.
Speech therapist:
Look how many letters there are and they are all made by your hands. And I know riddles about these letters and I suggest you guess them, find the right letter and hang it on a magnetic board.
Riddles about letters
Hoop, ball and wheel
You will be reminded of the letter...
(O)
Hollow in an old tree
Well, just like a letter...
(O)
If I make sponges
Very thin tube
I'll make a sound later
You will hear the sound...
(U)
Served by Edik Ellochka
Eskimo in a bowl
And Elline and Alla
Eskimo on sticks.
This popsicle is for you
Gives personally a letter...
(Uh)
I don't know what the secret is
There is no word for this letter.
Only letters are important
We remember the letter...
(S)
Here are two columns obliquely,
And between them is a belt.
Do you know this letter? BUT?
There is a letter in front of you...
(BUT)
Speech therapist:
You guessed all the riddles and chose the right letters. Say what sounds these letters (vowels) represent. Why are these sounds called vowels? (Pronounced without an obstacle, stretch, sing). Let's sing the vowels:
Boys are loud
Girls - be quiet;
Drawn - abruptly;
From quiet to loud and vice versa.
Silent sounds game
An adult (or child) shows the articulation of a vowel sound, and children pronounce this sound loudly.
Letterbox appears and removes all the letters from the magnetic board.
Speech therapist:
Well done! What are we making sounds? (we speak and hear). What do we see and write? (Letters). Let's look at the letters again. Where did all the letters go? BUT! I think I figured it out. These are the pranks of Letterhead, who hid behind an easel.
Letterbox:
What, you can't find letters? And this is me, Letterhead ate them. But the letters may reappear if you can complete all my tasks.
Speech therapist:
Well, guys, let's try to complete the tasks of the Little Letter and return the letters? Well then, get to work!
Task 1: selection of words with sound A
Letterbox:
Guess the riddle:
Lived, yes there was an animal in the forest,
I was afraid of the wolf and the fox.
The skin was gray.
And in the name - the sound A.
What is this animal? (Hare). Children pronounce the word, highlighting the sound A - for-a-ayats with their voice.
The hare has a garden.
What does he grow?
Name the vegetables
About the sound A - do not forget!
Children pick up words in the name of which there is an A sound.
Speech therapist:
The guests came to the hare
And toys were given.
And in the names, there was a rumor,
The toys had an A sound.
Let's give the Bunny toys with the sound A in the name.
Boys will give toys that boys play with, and girls will give toys that girls like to play with. Children pick up and give toys to the bunny.
Speech therapist:
Toys, with what sound did we pick up? (Children's answers) Can we see the sound A? (no) what can we see? (letter A) We completed the first task. Give us back, Little Letter, the letter A.
Task 2: changing nouns by case
Letterbox:
Do you know how to play the One-to-Many game? (Yes).
Speech therapist:
Our children love to play this game, and we invite you to play with us. Ball game: the speech therapist throws the ball to the child and pronounces the word in the singular, the child returns the ball to the speech therapist and pronounces the same word in the plural.
Ball - balls
Table - tables, etc.
Letterbox:
Tell me, guys, what sound was at the end of your answers (sound Y). Can you see this sound? (no) And what can you see (letter). Well done guys, you got the job done. Get back your Y.
Task 3: breathing exercises
Little Letter: I have prepared for you the next test "Enchanted Pictures". If you manage to disenchant them, then I will return you another letter.
Children sit in a circle, in front of each is a picture covered with colored paper, cut into strips.
Speech therapist:
Guys, I know how to disenchant pictures. Bring the picture to your lips. Put your tongue on your lower lip and blow on it without puffing out your cheeks so that the picture opens up.
Playing with colored stones. After doing breathing exercise one child names his picture, then passes the stone to another with the question: “I have a duck, and you?” So until everyone names their picture.
Letterbox:
What sound is heard at the beginning of each of these words? (Sound U). Can we see the W sound? (no) what can we see? (letter U). You have completed the third task. I return the U.
Task 4: dynamic pause "Show - take your time, and look, do not make a mistake"
Letterbox:
What are the parts of the face in the name of which the sound O is hidden. (Nose, mouth, forehead.). And now I'll see how attentive you are. I suggest you play the game "Show me - take your time, and look, do not make a mistake."
An adult offers children with his index finger right hand show - mouth, nose, forehead. Then he changes the word order several times, complicating the game by incorrect display.
Speech therapist:
What vowel sound is hidden in the middle of words: mouth, forehead, nose? (sound O). Can we see the sound Oh? (no) what can we see? (letter O). We have completed the fourth task. Come on, Little Letter, give us back the letter.
Task 5: determining the number of syllables in words
Letterbox:
On the way to you, I ran past the construction site. The builders built a house, it has many floors, how can you call it what kind of house it is (multi-storey). But there are no residents in this house yet, it is empty, and when I shouted loudly, I heard in response ... (echo).
Speech therapist:
Let's guys populate this house so that it is not empty and sad. On the first floor we will settle residents with 1 syllable in the name, on the second floor - residents with 2 syllables in the name, on the third - with 3 syllables, on the fourth - with 4 syllables.
Children pick up pictures and arrange them in the windows of the house.
Letterbox:
Well. They occupied the whole house. Now, at least scream, at least don't scream, but you won't hear the echo anymore.
Speech therapist:
Don't be upset, Letterhead. Echoes can be heard in the mountains.
Letterbox:
What is the first sound in the word echo? (E). Will you see this sound in the mountains? (Not).
Speech therapist:
We will not be able to see the sound, but what will we see, guys? (letter). You, Letterhead, don't be cunning, but rather return the letter E to us.
Letterbox returns the last letter.
Speech therapist:
Guys, look carefully at the letters. Don't you think that the letters of the Little Letter are somehow not like that, sick? Let's show Little Lettery what the letters should be and lay them out of sticks, pebbles and cereals. And you, Little Letter, look who is more agile with us: girls or boys.
Children are divided into two teams: boys and girls, and lay out letters from the proposed material.
Letterbox:
What good fellows and girls and boys, with deft fingers laid out all the letters correctly. And what sounds are denoted by these letters (vowels). You did an excellent job with my tasks, and I want to give you a gift so that you continue to train your memory and fingers and write beautifully all the letters that you have already met and which you have yet to meet.
Loving parents want to raise their kid so that in the future he will become a well-educated person with career prospects. The first step on this path is to obtain a quality preschool education. The school program adopted now is structured in such a way that the child must come to school already knowing the basics of literacy. And it is very important that the educator not only teach the preschooler letters and reading, but also be able to instill in him a “sense of language”, an understanding of the laws of its construction and the ability to use them.
Why you need to teach literacy before school
From the point of view of psychologists, a child at the age of 4–5 years has a special “sense” for language, which weakens in the future. Important since junior group build classes with preschoolers in such a way as to form their intuition for correctly constructed language structures, develop a clear pronunciation of words, improve vocabulary. In addition, literacy training contributes to the development of mental activity and memory, analysis and synthesis of information. All of these arguments point to the need for such training.
How is the process of teaching literacy
Literacy is taught gradually, in a playful way. The following tasks can be distinguished:
- acquaintance of children with the concepts of "word" and "sound", the development of phonemic hearing;
- division of a word into syllables, correct placement of stress in a word;
- analysis of the sound composition of a word, the ability to identify vowels, hard and soft consonants, compare words by sound composition;
- familiarity with the concept of "sentence" and its vocabulary;
- the basics of reading and writing, composing words using a split alphabet.
Modern methods of teaching literacy are based on the sound analytical-synthetic method of teaching reading, proposed by K. D. Ushinsky more than a hundred years ago. According to this technique, children's acquaintance with sounds occurs when they are isolated directly from live speech. First, the vowels are assimilated a, o, i, e, y, s. Tasks become more difficult gradually. The sound is defined in monosyllabic, disyllabic, and then in polysyllabic words. Then the vowels i, yu, ё are studied. And only after that they proceed to the study of consonants. K. D. Ushinsky wrote that teaching children to identify consonants in a word is the most important and difficult task, it is the "key to reading."
Children 4-5 years old are most receptive to sounding speech, interest in reading usually appears only by 6-7 years
For young children, the play component of classes is an important aspect. The child must be motivated to perform exercises, to captivate with an interesting task. A lot of techniques and methods have been developed, you just need to choose the appropriate classes for the topic and the age of the children. Literacy classes may include basic educational activities: looking at pictures, drawing, reading poetry, solving riddles, outdoor games, but, in addition, there are specific exercises that will be discussed further. It is recommended to conduct literacy classes at least once a week.
If there is a significant differentiation in the group in terms of the level of assimilation of the material, then it is advisable to use individual tasks or conduct classes in subgroups.
Features of classes with limited health in children
Speech impairment, which is observed in certain types of diseases in children, leads to inhibition of the process of mastering reading and writing skills. Such children perform tasks more slowly, often confuse similar-sounding letters, similar-sounding words. Preschoolers with similar deviations need the help of a speech therapist, psychologist, as well as increased attention from the teacher and parents.
Conducting classes in a group is built in such a way that the child performs some exercises individually. But at the same time, he should not feel completely separated from the common activities. For example, you can individually work out a task in advance or offer a child with disabilities an easier riddle, giving them the opportunity to prove themselves among their peers.
Children with speech disorders receive an education comparable to the education of healthy peers, being in their environment
Parents should help the educator and speech therapist by doing some additional exercises with the child or consolidating what they have learned in the garden. At home, you can also use interactive games, the interest in which children have is quite high.
Video: Teaching Literacy to Children with Speech Disabilities
Forms and methods of teaching
There are three main groups of teaching methods for children, each of which is based on a certain form of thinking of the child.
- visual methods. These include: displaying objects, pictures, illustrations; solving isographs (letters are superimposed on one another, you need to determine them) and rebuses; staging skits, watching presentations, cartoons, visiting the theater.
- Practical methods. This group includes: performing exercises, playing techniques, modeling, designing.
- verbal methods. Conversations, reading, drawing up stories according to a model, stories according to a plan, stories - fantasies.
When conducting classes, the teacher must use techniques so that they alternate different kinds activities of children, the method of obtaining information was switched: visual, tactile, auditory. Consider examples of practical techniques:
When studying letters, for better assimilation of the material, their appearance is played up in various creative tasks. Draw a letter, decorate it with different patterns, sculpt a letter, sew a dress for it, lay out a letter with beans or buttons, draw with sand, fold it from sticks, braid, receive a letter as a gift, etc.
To check the assimilation of the material with older children, verification work can be carried out.
An exercise that can be included in such work: handout with objects and studied vowel sounds. Children must connect the object and the image of the vowel that is in the word. For the first picture, draw a word scheme: how many syllables, which one is stressed.
An example of a test card for older preschoolers
Perform a sound-letter analysis of words, that is, enter the names of the objects depicted in the cards.
A handout that asks for the names of objects can be used for children who can write.
Reading children can be offered solving puzzles or games to compose words: “Who will make more new words from the letters of the word Excellent?”; "Name the words consisting of two, as the word Parovoz consists of the words Par and Voz."
Stages of teaching preschoolers to read and write
Preparation for literacy begins at the age of three. What tasks are solved in each age group?
Second junior group
This year's goals are:
- dictionary enrichment;
- developing the ability to pronounce words correctly and clearly;
- the formation of the ability to distinguish sounds;
- familiarity with the concepts of "word" and "sound".
The main forms of work: conversations, reading, memorizing poetry, games.
In classes that form sound differences, kids get acquainted with the sounds of the world around them and learn to recognize them, the concept of “sound” is introduced.
The study begins with the consideration of sounds that are very different from each other (the rustle of paper is the sound of a bell). Then they move on to close sounds (rustling of paper - rustling of leaves, you can use different bells). As a result, children should learn to distinguish between natural noises (the sound of car tires, the creak of chalk, the chirping of a sparrow).
Games used: “Tell me what it sounds” (a recording of various noises is used), “Where does the bell ring?”, “How animals growl” (children look at pictures and reproduce sounds made by animals).
In one of the classes, you can use sets of objects made of the same materials: glass, metal, plastic. First, the teacher demonstrates what kind of sound is obtained when hitting glass, metal. Then, behind the screen, he hits an object. Children must determine what it is made of.
Theatricalization of a familiar fairy tale is possible. We remember the fairy tale "Kolobok". “Rolling, rolling Kolobok along the path. And towards him ... ". Children continue: "Hare!". A child with a toy hare in his hands comes forward and stands in front of the children. We also beat the meeting with the rest of the heroes of the fairy tale. The teacher takes turns addressing the children with toys in front: “What is the name of your toy? Let's all say this together." And so for all the characters. When performing such exercises, attention is focused on the concept of "word".
An example of a lesson on the development of phonemic hearing can be viewed at the link.
middle group
This year's goals are:
- further development and increase of the dictionary;
- the formation of the ability to perceive the plot of the narrative, to retell;
- memorization of poems, proverbs and sayings;
- consolidation of the concepts of "word" and "sound", dividing the word into syllables;
- formation of skills to determine the length of a word, highlight the first sound.
The main forms of work: conversations, reading, retelling, memorizing poems and proverbs, creative stories, games.
Video: lesson "Speech Development" in the middle group of kindergarten
Senior group
The following tasks can be distinguished:
- further development of phonemic hearing: recognition of vowels and consonants, their correct pronunciation and articulation;
- recognition of words containing a certain sound;
- placement of stress;
- the ability to characterize the sound (vowel, consonant, hard or soft);
- dividing sentences into words, highlighting interrogative and exclamatory sentences with intonation.
Toddlers need to learn how to correctly identify vowel sounds without skipping them in words. It is the exact pronunciation of vowels that determines beautiful speech. The study usually goes in order: [a], [o], [y], [i], [s], [e], [e].
In the first lesson, we highlight the vowel sound from the word. For example, [a]. The teacher names the words in which [a] is present in an open syllable, emphasizing in voice [a]: KA-A-A-SHA-A-A. Children repeat. We also pronounce similar words: MA-MA, RA-MA. We focus on articulation when pronouncing a sound.
To make it easier for children to copy articulation, you can invite them to follow themselves through small mirrors.
The teacher explains that when pronouncing the sound [a], the air is exhaled freely, without encountering obstacles. The sound is loud, loud, which is why it is called a vowel. We will mark it in red.
In the same way, we introduce children to the rest of the vowel sounds.
Vowel exercises may include the following exercises:
- “See the sound”: the teacher silently expressively pronounces the sound, the guys call it.
- “We call words with a certain sound” (our sound must be percussive - hands, not a hand, a cat, not a kitten).
- “Disassemble the cards”: children choose cards with images for the sound [a] and fix them on a magnetic board.
- The definition of a sound among other vowels a, y, and, e, o (at first, the teacher clearly pronounces sounds to himself, this is not done further).
- Definition of sound in syllables (he, mustache, as, im, op).
- Definition of sound in words (swing, aster, arch, Ira, gadfly).
- Finding words in a sentence for a certain sound: "The mole and the cat rolled a hoop."
Next, we teach children to determine in which syllable of the word our sound is located: in the first lesson we look for the sound in the first syllable, in the second - in the last syllable, and only in the next - in the middle of the word. This situation can be beaten, for example, with the help of a “fun trailer”. There are as many windows in this trailer as there are syllables, with a flag we denote the window where the desired vowel sits.
After the study of vowels comes the study of consonants.
The articulation of consonants (m), (n) is opposite to the articulation of vowels: the air is retained either by the lips or by the teeth
Consider a lesson with the sound [m]. The teacher says: “A young cow does not yet know how to moo for real. She only gets M-M-M. Toddlers pronounce the sound themselves, use a mirror to check articulation. Children notice that there is an obstacle in the way of air - lips. The teacher explains that when pronouncing all consonants, air meets with an obstacle. The sounds agreed that they are pronounced like that, therefore they are called consonants. They are marked in blue.
It is necessary to teach children to separate voiced and deaf consonants. The teacher explains that voiced consonant sounds are pronounced with noise and voice, and deaf ones only with noise. If you close your ears with your palms, then a voiced sound can be heard, but a deaf one cannot. Our sound [m] is sonorous.
You need to come up with a designation for sonority: a bell, a bell, a speaker. If the sound is deaf, then the symbol is crossed out.
Consonants are also divided into soft and hard. Explain to children the difference in articulation. When we speak a soft sound, the lips tense up and it looks like we are smiling a little. When pronouncing hard sounds this is not observed. We pronounce it clearly so that the children see the movement of the lips: “Darkness, darkness, mystery, calf.”
Come up with a notation: soft sounds- cotton wool, for hard - stone.
When studying sound, the outline of the letter is given. At this age, it is still very difficult for children to memorize graphics. To achieve a good result, we perform exercises based on different types child's memory.
- Tasks based on visual memory - they use images, scenes are played out.
- Techniques designed for tactile memory - children feel the object being studied with their hands: they mold letters from dough, clay or plasticine, lay them out of small objects.
- Using mechanical memory - kids should automatically repeat the shape of the letter: draw, trace around the stencil, cut out of paper along the contour.
- Appeal to associative memory - we arrange a contest of stories "What does a letter look like."
Throughout the course of study, we introduced a sound designation system based on color (vowel - red, consonant - blue) and symbols (voiced - bell, soft - cotton wool, hard - stone). This technique helps in memorizing the material and in developing assignments.
An example of a task based on the introduced notation system: children must correctly connect the picture and the word scheme with lines
The path to literacy is not easy. To go through it, the child needs to show diligence and diligence. The task of adults is to support the child in his learning. It will be great if a screen appears in the group, which reflects what knowledge the children have already achieved and what remains to be mastered.
AT senior group The literacy program provides proposal analysis sessions. At this link, you can familiarize yourself with the summary of the GCD on the development of speech on the topic "Introduction to the proposal."
preparatory group
The following tasks can be distinguished:
- to form the ability to analyze the text and make a proposal according to a given scheme;
- introduce the concepts of "noun", "adjective", "verb", talk about the selection of synonyms, antonyms for words;
- teach how to draw up a word scheme;
- achieve reading at a speed of 30-40 words per minute;
- teach writing words in a notebook.
Video: lesson "Literacy" in the preparatory group for teaching materials "Paths"
Literacy classes are held twice a week. For the younger group, 15–20 minutes, for the middle group, 20–25 minutes, for older preschoolers, 25–30 minutes.
Long-term planning of the process of teaching literacy can be done in another way, as, for example, on this site.
There are other methods of teaching literacy. The method of Nikolai Zaitsev ("Zaitsev's cubes") has become widespread. According to him, a child can be taught to read and write from an early age without prior preparation. The method is based on the use of special cubes with "warehouses" and wall tables.
"Warehouse" is a special speech unit of the Zaitsev method, it is a pair of consonant - vowel, or consonant and solid or soft sign, or one letter
The results of learning can be seen after a few months: kids read fluently without difficulty. This method is also suitable for teaching hard of hearing and visually impaired children. The disadvantages of the method include the fact that training is carried out individually and for work in groups. kindergarten it cannot be applied. In addition, a child who was taught to read and write by this method may have problems in primary school due to different principles of presentation of the material.
Lesson Analysis
The result of the work of a kindergarten teacher is evaluated not only by children and their parents, but also by the public education system. The head or methodologist of an educational institution can visit any lesson with children and evaluate how effectively and efficiently it is carried out. Based on the results of the test, an analysis of the lesson is compiled. In this document:
- the theme and purpose of the lesson are indicated, as well as the main tasks: educational, developmental, educational;
- the methods and techniques used by the educator and how they correspond to the tasks set are determined;
- an assessment of the activities of children is given;
- the work of the educator during the lesson is analyzed;
- recommendations are offered to improve the educational process.
You can see an example of such an analysis of a lesson on the site
Hello. My name is Margarita. I am now retired, having worked as a teacher for over twenty years. I try my hand at writing articles on pedagogy and animals.
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