Psychologists and ophthalmologists recommend teaching a child to read from preschool age, but not earlier than from 4-5 years old. The easiest way to learn is through play. Children's games help to captivate the child, keep his attention and interest. And already in the process, children memorize syllables and words.
Desktop or computer
What to choose - computer or board games for learning to read? This question is relevant for many parents who decide to teach their child to read. And those and others - a great variety. But here are a few advantages of desktop.
- Unlike computer ones, they involve several aspects of perception and communication at once: visual, tactile, auditory.
- Board games develop not only the ability to read, but also reaction, memory, fine motor skills, attention, logic.
- Board games develop communication skills, unlike computer ones, because several game participants interact in them.
- Family games are an important part of raising children. In the computer game, the child is left to himself, but here he communicates with his parents, brothers and sisters.
- Board games do not spoil your eyesight, unlike computer counterparts.
Note! Before teaching a child to read, it is necessary to learn the alphabet. If your child does not yet know the alphabet, then they will help the kids to master it.
Board games from the “learn to read” category for girls and boys of preschool age are a wide variety of formats from which you can choose those that will interest your child the most. You can switch multiple games. One quickly gets bored, and a combination of different game processes will make learning easier, more interesting and more effective.
Choose suitable children's games and learn to read from an early age!
Learning to read: words and sentences
Age: from 5 years
Number of players: from 1
The game consists of a magnetic board, 60 letters of the alphabet, two markers and a book with tasks. Letters of different colors: blue consonants and green vowels. According to the tasks from the book, the child needs to compose syllables and words. It is convenient for those who begin not only to read, but also to write syllables. The convenient box can be taken with you and practiced anywhere.
Prostokvashino We read by syllables
Age: 4 to 7 years old
Number of players: 2 to 4
This educational game is the fascinating world of the Prostokvashino village, where children need to collect chips, develop a house, collect syllables and words, pronounce them and memorize them. The facilitator is an adult who first explains the rules of the game. They are described in an accessible form in the instruction book. Here are examples of words to study. During the game, children learn to form and pronounce syllables and words.
Age: from 4 years
Number of players: 2 to 5
A game for children that teaches speed reading. The point is to quickly find the right item names on the cards. Whoever collects the most cards wins. This helps develop fluent reading as well as reaction. There are several difficulty levels that you can adjust yourself. The game is not only useful, but also very fun. So get in a good mood!
Chest of knowledge BrainBox: ABC
Age: from 4 years
Number of players: from 1
A simpler version of the game teaches the alphabet, and a more complex one teaches you to read by syllables. Not only those who already know syllables can participate in the game, but also kids who are just mastering this skill. During the game, reading skills are developed, as well as visual memory: the child must remember everything that is shown on the card, and then answer the question of another player. Any number of children can play, and even one will be interested.
Scrabble for children
Age: 5 to 10 years
Number of players: 2 to 4
The popular Scrabble game for making words - in a children's format. The game has two sides: for kids who are just learning to read, and for adults. Choose the right side and develop skills. Only children or adults with toddlers can play here. As you grow older and learn new words, you can gradually move to the adult side - a good incentive for any child!
squiggles
Age: from 8 years old
Number of players: 3 to 7
We cling letters, make words and get points. A game for those who already know syllables, can read words. The more words collected, the better. It is important that the letters can give a different number of points. This should be taken into account when composing words. "Squiggles" is a good way to teach a child to read, compose words in a playful way, develop thinking and logic.
Scrabble
Age: from 7 years
Number of players: 2 to 6
The famous game "Scrabble" for children of primary school age. At first it can be the simplest words, and then you can increase the complexity. When playing with adults, the child can learn new words and their meanings, memorize spelling. Develops erudition very well. The time for "Erudite" will pass with interest and benefit for the whole family!
Reading development games for preschoolers and schoolchildren will help children quickly master this skill in an interesting game process. An added bonus is that most of them are suitable for the whole family, as a result, the children spend more time with you.
All games for mastering the skill of reading are presented in the category.
development of phonemic memory
Repeat letters -
effective memorization of letters
memory and intelligence training
replenish your vocabulary
Reading words in warehouses for kids - learning letters
The purpose of the section is to move from letters to reading words. Thanks to this section, the kids will understand how words are made up of letters.
Fluent reading for children 4-6 years old
A large number of adapted and speaking texts for children.
How to teach a child to read correctly?
Many parents take up this business with passion, rush to introduce the child to letters and often make mistakes in teaching reading, which then prevent the preschooler from reading and writing correctly. What "dangers" lie in wait for the baby on the way to literacy? How to choose a PRIMER which is best for learning to read? And how can parents teach a child to read and write, avoiding methodological errors in teaching reading?
Even before you start learning to read, the baby must be taught to distinguish and highlight the sounds of our speech. A well-developed phonemic ear will be the foundation on which literate writing and reading will be built in the future. But the underdevelopment of sound analysis skills leads to errors in writing and reading.
In the process of learning to read, a preschooler must master the skills of sound analysis:
- find the place of sound in a word (beginning, middle, end of a word);
- know and distinguish between the concepts of “sound” and “letter”, “syllable” and “sound”, “syllable” and “word”, “vowel sound” - “consonant sound”, “hard consonant” - “soft consonant”, “voiced consonant" - "deaf consonant";
- be able to divide a word into syllables.
Starting to acquaint the child with the sounds of our speech, train him in isolating the sound being studied from the word, finding the position of the given sound in the word, in highlighting the signs of this sound (vowel / consonant). When the child has mastered a sufficient number of sounds and letters, you need to introduce him already with such signs as sonority-deafness, hardness-softness of consonants.
Learning letters
The purpose of the section is to introduce the kids to writing a letter, to teach them to perceive letters by ear.
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repeat letters |
- Clap when you hear the sound [A];
- Select pictures in the names of which the sound [A] is at the beginning of the word (at the end of the word, in the middle of the word);
- Game "Vowel or consonant". The adult names the sounds of our speech familiar to the child. The kid raises a red card if he hears a vowel sound, a blue card if the sound is a consonant.
- The opposite game. An adult calls a hard sound, a child should name its soft counterpart.
- "Syllabic Lotto". The child lays out the pictures in different houses (one-story, two-, three- or four-story) depending on how many syllables the word contains (1, 2, 3, 4);
Introduction to letters and reading for preschoolers
Introducing the child to sounds, we immediately learn the letter denoting this sound. First, these are simple vowels A, O, U, Y, E (the so-called front vowels). Then consonants that sound drawn out, for example M, N, X, C, B, Z, L. And immediately we teach the child to merge 2 sounds into a syllable.
But not all parents and even teachers know how to teach preschoolers to read.
What mistakes do parents often make when teaching reading?
It would be a mistake to call the letter not by its sound analogue, but as it is called in the alphabet:[Be], [Ve], [Sha], etc. Sometimes I meet in my speech therapy practice such cases when parents, in a hurry to acquaint the child with letters, did not pay attention to the fact that the child calls the letter in a similar way, for example: [Shi], [Ly], [You]. What is the danger? Almost always, such a letter name leads to violations of the sound analysis in the letter. The child begins to read and write the word, substituting sounds that do not exist in it (and letters in the letter). For example, he will read instead of "MAMA" - "MEAMEA", instead of "WOLF" he will write "VEOLK", etc. After all, for him the letter M means two sounds [M] [E], the letter L is for him [L] [E], because he used to call this letter [LE]! And correcting such mistakes in reading preschoolers and schoolchildren is much more difficult than preventing them in the process of learning to read and immediately teaching the child to read correctly.
Therefore, the first rule when teaching to read: introducing the child to the LETTER, call it the way the SOUND is pronounced: B - [B], and not [BE] R - [R]; not [ER]; Ш - [Ш], not [Sha], etc.
Second rule: to teach your child to read correctly, you must immediately learn to read the syllables CONTINUOUSLY once the child has memorized a few vowels, not letter by letter. For example: from the vowels [A], [U] immediately add the syllables AU, UA. In no case should you read first letter by letter: [A], [U], and then repeat the syllable [AU]. The first vowel can be pulled while the child's attention is drawn to the next letter - in this way the syllable does not break off, but is read together [AAAAAAAUUUU]. The same happens with consonants: from the letters A, M - [AM], [MA]. And so on. This mistake when teaching reading is easily rooted, but it can be quite difficult for a child to get rid of it without the help of a speech therapist - I can authoritatively state, based on my own speech therapy practice.
And third. Choose your primer carefully. Not all primers serve the purpose of literacy equally well. One primer will be a good help, and the other will reduce motivation and confuse the reading process. A superficial choice of primer will be a serious mistake in teaching reading.
Teaching reading to preschoolers
Primer (ABC games-for-kids.ru) - the first book with which literacy begins. In modern life, computer training programs are being introduced everywhere. We have developed a well-illustrated online version of the Primer for kids. When developing the Primer, the time-tested developments of the Adalin psychic center were used.
Let's turn to history. The first Russian Primer was printed by the first printer Ivan Fedorov in Lvov in 1574. The primer contained the alphabet, a section on teaching the subjunctive method, grammar rules, spelling, and reading material. The 1st metropolitan manual for teaching literacy - Primer Vasily Burtsov. Published by the Capital Printing House in 1634. This primer was notable for its special elegance and simplicity. The book had a small successful format. Unlike Ivan Fedorov, Burtsov highlighted letters, syllables and names of sections of the primer with a reddish color. The primer used excellent fonts and graphic design, the construction of each page is accurate, perfectly meaningful. A primer was compiled according to the standard of Fedorov's alphabets.
Bukovka. Games with signs. Exercises for repetition and memorization of letters. Exercises and educational games from this section will help you repeat and consolidate the material covered in the Primer. Our educational games will allow a preschooler to understand the image (writing) of the printed letters of the Russian alphabet, teach to identify sounds in words by ear and select words for a given letter. You need to go over to exercises for memorizing letters only after learning the Primer. Currently, our online Primer is recognized as the best on the RuInternet. It contains not only games and tasks for memorizing letters and related sounds, but also teaches the reading of syllables (syllables for reading). The Primer has a huge abundance of educational games and tasks, they are all interactive. The primer showed very excellent results in teaching preschoolers and younger students to read syllables.
Exercises and games for repeating and memorizing letters have different levels of difficulty. Some kids can not complete all the tasks the first time. You can skip the task that caused the difficulty and return to it later. This does not give parents a reason to be upset and even more so to reproach the baby. In older preschool age, the level of development of the baby often depends on who, how and how much is engaged with the child. Just direct your attention to what is causing your baby's difficulty and work with him, choosing the right materials and exercises.
Syllables. Lessons in reading syllables. On the pages of our website you will find a huge amount of materials for teaching kids to read syllables and read words by syllable. Unfortunately, in most alphabets and primers that are sold in stores, there are no methodological instructions on how to teach how to read syllables. The first pages of such publications introduce the kids to the signs, and then exercises are given for reading syllables and reading words by syllables. Often exercises for reading syllables and reading by syllables do not have any explanations; on pages for reading, syllables and words with highlighted syllables simply appear. But how can a child read a syllable? In our Primer there is a video with guidelines for compiling and reading syllables. Not without pride, we note that our online Primer is recognized as the best on the RuInternet. We relentlessly advise you to skip to teaching the baby according to the lessons below only after getting acquainted with our Primer, as well as passing games with signs.
In our lessons on reading syllables, there are several types of tasks and exercises. In tasks and exercises for lessons, words well known to the child are used, consisting of 2-3 syllables. Syllables are made up of two letters, a vowel and a consonant. Usually, the baby does not have difficulties during classes. If the child does not yet know how to use a computer mouse, he can make his own choice of answer, demonstrating it to an adult, and the adult, using the mouse, does the required action.
Learning to read words It is recommended to go over to the lessons on learning to read words after classes in our Primer and on the tasks of the subsections "Games with signs", "Lessons in reading syllables". The first ability to correctly read words to a child is not enough. He must understand the meaning of what he read. In the previous exercises of the "Teaching to Read" section, great attention was paid to the sound analysis of words and syllables, the development of phonemic hearing. The task of this subsection is to teach the baby to understand the meaning of the words read. The tasks of the subsection "Learning to read words" are based on 6 types of different methods: linking a word to a visual form; linking a visual view to a word; correlation of individual words with groups of visual images, united together in meaning; study of the concepts of part and whole; search for hidden words in the table of letters; substitution of a letter in a word in order to change the meaning of the word. Teaching preschoolers to read Learn to read online with fun games from the "Teaching preschoolers to read" section of our website. Here you will find 120 online reading games, divided into 20 lessons for convenience.
Online games for learning to read are presented in order of increasing difficulty: first games with signs, later games with syllables, then games with words and games with sentences. Also, the lessons on teaching reading include exercises aimed at developing the skills necessary for teaching reading: phonemic hearing, spatial thinking, attention, memory, visual perception. All training is carried out in an interesting game form. If you are looking for information on the Web using the following queries in a search engine: learning to read while playing, games learning to read, learning to read by syllables, a method of teaching reading, then you will certainly be intrigued by this section of our website.
Teaching reading to a preschooler in a playful way
At the present stage of development, it is customary to think that a full-fledged education of a student should begin at the age of 6-7. At this age, a preschooler is already independent, knows how to take care of himself, knows a lot. Active perception increases, it reaches 7-10 minutes.
Although recently there have been pedagogical and psychological studies that prove that the education of the baby should begin at an early preschool age. And the right moment when it is desirable to start training is the age of 3 years. One cannot but agree that at the age of three, a preschooler seems to be quite a crumb. Therefore, one can anticipate the question of parents “Why so early?”. The answer to it is hidden in the features of the development of the younger.
Psychological characteristics of a 3 year old baby
The age of 3 years is considered a crisis in the development of the student. At this time, the baby is finally as a person. Of course, your child still doesn’t know how much, so do full-fledged training for now. A three-year-old baby is already fully aware of the world and declares his "I". This period of human development is still "the age of why". Children who have already learned to speak, begin to actively explore the world.
Logic, spatial thinking and memory
The main thing is not to miss this stage of the development of the child, because it is from the age of three that the seedlings of spatial and logical thinking are formed. the child begins to realize that objects are voluminous, can imagine and describe them. The logical beginning appears when your son or daughter asks a string of questions that flow from one another. For example, a dialogue like this:
- Mom, what is it? (the child points to a speed bump on the road, over which the bus carefully rolls).
- Why is he lying down? the kid asks.
- Why a cop? - the child does not calm down.
“It’s a speed bump,” Mom says.
Because it's on the road.
In addition to logic and spatial thinking, the student's memory is activated. It is important for a child to remember the answers to all the questions that he has acquired. Therefore, a preschooler can repeatedly learn the same thing from his parents. He learns, he remembers. Parents and teachers should only help the student in this. The age of the "why" makes it easy enough to teach your baby the basics of reading.
The article was devoted to the topic "Teaching to read preschoolers game".
Preview:
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION
kindergarten №19
"A program for teaching reading to preschoolers in a playful way"
WORKING PROGRAMM
teacher of additional education Kazaliyeva D.N.
"ABVGDeika".
The program is designed for children from 4 to 7 years old.
The duration of the program is 3 years.
St. Petersburg 2015
EXPLANATORY NOTE.
CHAPTER I. Content of the Reading Program
CHAPTER II. Structure and main directions of the program implementation
CHAPTER III. Calendar-thematic planning of classes on teaching reading
CONCLUSION
BIBLIOGRAPHY
EXPLANATORY NOTE
Reading is a complex psychophysiological process. Various analyzer systems take part in its act: visual, speech-auditory, speech-motor.
Reading begins with visual perception, distinguishing and recognizing letters. On this basis, the letters are correlated with the corresponding sounds and the sound image of the word is reproduced - it is read. Due to the correlation of the sound form of the word with its meaning, the understanding of what is read is carried out.
Learning to read is not easy. Knowing the alphabet and putting letters into syllables, and syllables into words, that's not all. Many people remain at the level of folding words, not having learned to see the meaning in what they read. Learning to read, without a doubt, is one of the main conditions for the successful development of personality. A child who began to read at preschool age certainly has an advantage over his non-reading peer.
If, for whatever reason, a child were to have only one skill, that skill would no doubt have to be the ability to read. This skill is at the core of everything we do in life.
the main task work on teaching reading to preschoolers - to make a word for the child, its sound shell is not only tangible, but also attractive, interesting. When children in a playful, onomatopoeic action have learned to distinguish between vowels and consonants, hard and soft consonants, a new task is set to memorize the sign used to write a given sound in writing. For easier memorization of graphic elements - letters, the following methods of work are used: construction from sticks, pencils; modeling from plasticine; drawing on a sheet of paper; hatching; stroke sample letter.
Learning to read involves teaching children to read at the level of the individual abilities of each child. At the same time, targeted work is being carried out to enrich, activate speech, replenish vocabulary, improve sound culture, clarify the meanings of words and phrases, and develop dialogic speech.
Mastering reading skills becomes one of the main, basic moments of education, as it is part of the process of speech development. At the same time, reading is one of the most important ways of obtaining information. Leaving the process of mastering reading skills to the first years of school life, adults put the child in a difficult situation: the flow of information necessary for assimilation increases sharply with the entry into school life. In addition, there is a need for children to adapt to the new external conditions of the school, to changing regime moments, and adapting to the new school community. If difficulties in mastering the skills of initial reading are added to this, then the danger increases that any of the components of the new school life will not be mastered. Thus, the need for teaching children to read earlier than in school years is dictated by the needs of social development and the formation of the child's personality, learning to read and the tasks of the age-related mental development of the child.
Planning for this work programcompiled on the basis of the "Program for teaching children to read and write in a playful way" by I. A. Bykov, taking into account the age of preschoolers, "Teaching children 5-7 years old to read and write" M.D. Makhaneva, “Teaching children 6-7 years old to read and write” O.M. Rybnikova, "Development of phonemic hearing in children 4-5 years old" E.V. Kolesnikova, “Development of sound-letter analysis in children 5-6 years old” E.V. Kolesnikova, "I'm starting to read" E.V. Kolesnikova, "Primer" electronic manual for pre-school preparation and elementary school A.F. Malyshevsky. And also the provisions of the general developmental program MDOU No. 19 are taken into account
aim of this Program is to build a system for teaching reading to preschoolers aged 4 to 7 years, providing for full interaction and continuity of actions of specialists from a preschool educational institution and parents of children.
To achieve this goal, the following tasks of the program are defined:
· Mastering the ability to work with the full range of sounds and letters of the Russian language.
Teaching preschoolers the analytical-synthetic fusion of syllabic combinations - reading.
Development of thought processes (elements of analysis, synthesis, comparison, generalization, classification), the ability to hear and reproduce the sound image of a word, to correctly convey its sound.
· Application of acquired knowledge, skills and abilities in cognitive activity.
· Education of a culture of communication, which contributes to the ability to express their thoughts, feelings, experiences.
The process of teaching reading is based on general didactic and specific principles:
1. the principle of systematicity and consistency: concentric assimilation of the program; organization and consistent presentation of the material (“from easy to difficult”, “from simple to complex learning;
2. the principle of visibility: an illustrative (visual) image of the objects and concepts being studied contributes to the formation of more complete and clear images and ideas in the minds of preschoolers; using an interactive whiteboard
3. the principle of accessibility and feasibility: implemented in the division of the studied material into stages and in presenting it to children in successive blocks and parts, according to age characteristics and speech development;
4. ontogenetic principle (taking into account the age characteristics of students).
The program is designed for children 4-7 years old.
The duration of this program is three years of study.
CHAPTER I. CONTENT OF THE READING PROGRAM
It is known that one of the important components of learning to read is a well-developed phonemic ear. In the process of mastering the program, special games are used that prepare the auditory perception, attention and memory of preschoolers to work with speech sounds. Playing with fairy-tale characters, children get acquainted with vowels and consonants, their correct articulation.
The structure of each lesson also includes various games that contribute to the development of phonemic analysis and synthesis skills in children.
Vowels and consonants in the classroom are correlated with the images of the corresponding letters, while the graphic image is supported by a couplet about the letter, which contributes to faster memorization of the material. A fairy tale plot and unusual game situations reinforce the child's interest in learning sounds and letters.
When compiling the program, the individual and age characteristics of children, their potentialities and abilities were taken into account.
The program is aimed not only at the end result - the ability to read, but also at the creative development of the child's personal qualities, his comfortable stay in the world, a tolerant attitude towards others.
The program material is systematized and studied in a certain sequence: from simple to complex, from studying sounds to mastering knowledge about letters, merging syllabic elements into words.
An important condition for the implementation of the program is the psychological and pedagogical support of students, the creation of a comfortable atmosphere in the classroom for the development of individual abilities of children.
The didactic material used in the classroom is understandable and accessible to the child, evokes positive emotions, and serves as an adaptation to new learning conditions for him.
Improving reading skills, the formation of language flair occurs in games of varying complexity and focus. With the help of games with sounds and letters, a persistent interest in activities and a desire to learn new things are maintained.
CHAPTER II. STRUCTURE AND MAIN DIRECTIONS OF PROGRAM IMPLEMENTATION
Structural organization of joint activities for the implementation of the program
Throughout all the classes, the teacher introduces preschoolers to a fairy tale story, thanks to the use of which children learn the sounds and letters of the Russian language in an accessible form. Each fairy tale about sound and letter can be used both as an independent lesson and as part of the lesson. You can break one fairy tale into several parts. The duration of the lesson varies depending on the age of the children: 15 minutes for children 4-5 years old, 25 minutes for 5-6 years old, 30 minutes for children 6-7 years old.
Each lesson begins with the question of what sound and letter were covered in the last lesson, the characteristics of the passed sound, a poem about the letter are updated. Each lesson ends with a repetition: what sound we met, repetition of the characteristics of the sound, a poem about the letter. Work with sound and letter, before proceeding to the study of sounds and letters, preparatory classes are held - acquaintance with Zvon and Bukovka: development of speech and phonemic hearing; activation of cognitive processes. Then the process of acquaintance with the sounds and the graphic elements designated by them - letters - begins.
The sequence of lesson elements:
1. Reading a fairy tale, looking at illustrations.
2. Performing exercises for the lips or tongue, these are elements of articulatory gymnastics. If some preschoolers still do not pronounce any sounds or pronounce them incorrectly, these exercises will help the child develop the muscles of the lips and tongue, and prepare the speech apparatus for pronouncing the missing sounds.
4. Then preschoolers get acquainted with the characteristics of the sound: what is it - a vowel or a consonant, hard or soft, sonorous or deaf. It is necessary to rely on tactile, auditory, visual and motor analyzers when getting acquainted with the characteristics of sound.
5. Then, games with a new sound are introduced and applied in the classroom: in each fairy tale, a game is presented that develops speech hearing (phonemic perception, analysis, synthesis and presentation). Using these games in each lesson, the teacher prepares the speech hearing of preschoolers for the acquisition of reading skills.
7. Used methods of fixing the image of the letter:
- "drawing" letters with a finger in the air, on the table;
Laying out a printed letter from pencils, counting sticks, matches, shoelaces or other objects;
Performing the image of a letter with a finger on semolina, another small croup.
Building a letter from large and small buttons, beads, beans, peas, buckwheat on the table;
The game "Magic bag": the teacher invites the children to get the letters out of the bag and name them.
The teacher “writes” a letter on the back of his hand with his finger, and the child calls this letter. Then the child guesses the letter with his eyes closed.
8. At the end of the lesson, preschoolers read syllables with the letter being studied (together, without dividing the syllable into separate sounds). If the children are already doing well with this task, you can gradually move on to reading words.
Interaction with parents in the process of learning to read.
The implementation of a full-fledged educational process of teaching reading is impossible without the involvement and active participation of parents of preschool children.
Mastering reading skills, especially at preschool age, requires daily updating and consolidating knowledge about the sounds and letters acquired in the classroom. Without support and systematic exercises at home, without the interest of parents of preschoolers in the success of the learning process, it is impossible to fully master the skills of analytical-synthetic fusion of sound-letter combinations.
Throughout the implementation of the content of the educational material of the program, parents are integral participants in the educational process: they are familiar with the requirements, goals and objectives of education;
Advice for parents on organizing homework with preschoolers in the process of learning to read:
1. Play! The game is the natural state of the preschooler, the most active form of knowledge of the world, the most effective form of learning. The education of a preschooler should take place, as it were, by the way, in a game situation, in an atmosphere of exciting business.
2. Maintain interest in activities, use a variety of games and manuals.
3. It is not the duration of classes that is important, but their frequency.
4. Be consistent in learning to read.
5. Keep your directions and instructions short but to the point - a preschool child is not capable of taking long instructions.
6. Start learning to read only if the child's oral speech is sufficiently developed. If the child's speech is replete with errors in word coordination, in the syllabic structure of words, or defects in sound pronunciation, you should first contact a speech therapist.
7. Mastering reading requires a lot of mental and physical stress from the child. Therefore, at each lesson, be sure to combine training exercises with warm-ups (physical minutes, finger gymnastics, outdoor games).
8. A child is not a smaller copy of an adult. The child has the right not to know and not to be able! Be patient!
9. Don't compare your child's progress to other children's. The pace of learning to read is individual for each child.
10. Each child has their own optimal way of learning to read. Try to find exactly those techniques and methods of work that correspond to his individual characteristics.
CHAPTER III CALENDAR AND THEMATIC PLANNING OF READING CLASSES
Educational and thematic plan of the first year of study.
Timing | Topic | Tasks | Number of hours |
October | What is an alphabet? What is it for? | Diagnostics The development of speech and phonemic hearing of preschoolers Improving fine motor skills of the fingers of preschoolers Formation of the concept of "sound". Formation of the concept of a vowel sound. Consolidate knowledge of vowel sounds, introduce them to their characteristic features. Learn to lay out letters from sticks. | |
What sounds do we know? | |||
"Introduction: Ringing" | |||
Meeting, Zvon and Bukovka | |||
Sound A | |||
sound | |||
Sound Oh | |||
Fixing A, U, O | |||
November | Sound Y | To educate children's attention, interest in the lesson by including gaming moments in it. Formation in children of persistent ideas about sound. The development of speech and phonemic hearing of preschoolers Preparation for the perception of the sounds of the Russian language; formation of motivation for classes Improving fine motor skills of the fingers of preschoolers, fixing the correct articulation of the studied sounds Formation of the concept of "sound". Formation of the concept of a vowel, consonant sound. To consolidate knowledge of vowel sounds. To form the idea that consonants are hard and soft. | |
Sound E | |||
Sound And | |||
Fixing Y, E, I, | |||
Sounds M - M | |||
Sounds N - N | |||
Sounds B - B | |||
Sounds P-P |
|||
December | Fixing B-B, P-P | Develop phonemic awareness. Develop the skill of language analysis of words with new sounds. develop visual and auditory attention. develop general and fine articulatory motor skills. To educate children's attention to the lesson by including playful and entertaining moments in it. To develop self-control over the speech of children. To consolidate knowledge of consonant sounds. | |
Sounds D-D | |||
Sounds T - T | |||
Fixing D-D, T-T | |||
Sound G | |||
Sound K | |||
Fastening G, K | |||
Sounds V - V | |||
January | Sounds F - F | Development of phonemic representations; fixing the correct articulation of the studied sounds Formation of the concept of "sound". Formation of the concept of a vowel sound. Consolidate knowledge of consonant sounds, introduce them to their characteristic features. Strengthen the ability to lay out letters from sticks. To educate children's attention to the lesson by including playful and entertaining moments in it. | |
Fastening V-V, F-F | |||
Sound X | |||
Sounds L - L | |||
Sounds S-S | |||
Sounds Z - Z | |||
Fastening C - C, Z-Z | |||
Sound C | |||
February | Fixing vowels A, O, U, S, E | Contribute to the development of auditory attention. Consolidate the ability to name a given sound more clearly than others. Consolidate the ability to name the first sound in a word. Develop the ability to guess riddles, highlighting characteristic features. Develop attention visually - figurative and logical thinking. To consolidate knowledge of consonant sounds. Introduce the term "word", with a variety of words. To develop a poetic ear and artistic perception of a literary text, to encourage them to choose words that are suitable in meaning. To consolidate the skills of the correct pronunciation of sounds in words. To acquaint with the simplest modeling - the image of a word in the form of a rectangle. Stimulate visual search activity by drawing short, jerky lines. Develop the skills of self-control and self-esteem. Dividing words into syllables, finding differences in two similar drawings. | |
Consolidation of the consonants Mb, Pb, Bb, N | |||
Fixing consonants G, K, C, C | |||
Acquaintance with a variety of words, modeling, drawing short jerky lines | |||
Acquaintance with a variety of words, modeling, finding differences in two similar drawings | |||
Comparison of words by sound, acquaintance with the length of words (long and short) | |||
Acquaintance with a variety of words, sounding loudly, loudly, quietly | |||
Acquaintance with a variety of words | |||
March | Acquaintance with a variety of words, the game "Tell me a word" | Continue to introduce the variety of words (words sound different and similar), introduce the length of words (short and long). To develop a poetic ear and artistic perception of a literary text, to encourage you to carefully listen to a poem, to select words not only close in sound, but also suitable in meaning. To consolidate the skills of the correct pronunciation of sounds in words. To develop the attention and visual function of children by finding inconsistencies in the figure. To form interest in speech activity, independence, initiative in solving cognitive problems. | |
Acquaintance with the variety of words, dividing words into syllables, drawing paths | |||
Sounds C - C, Z-Z, hard and soft consonants, modeling, finding differences in two similar patterns | |||
Sound C, drawing cucumbers | |||
Sound Sh, "Song of the wind", drawing balloons | |||
Z Sound, "Beetle Song" | |||
Sounds Sh - Zh, modeling drawing tracks | |||
Sound U, modeling drawing brushes | |||
April | Sound Ch, modeling drawing items | To promote the development of auditory attention. To consolidate the ability to name a given sound more clearly than others, to consolidate the ability to name the first sound in a word. To develop attention visually - figurative and logical thinking. To consolidate knowledge about consonants, to contribute to the intanation selection of hard and soft consonants, to continue to acquaint with the linearity of words. Introduce the term "word", with a variety of words. To develop a poetic ear and artistic perception of a literary text, to encourage them to choose words that are suitable in meaning. To consolidate the skills of the correct pronunciation of sounds in words. Stimulate visual search activity by drawing short, jerky lines. To form interest in speech activity, independence, initiative in solving cognitive problems. Develop the skills of self-control and self-esteem. | |
Sounds "Ч - Ш", modeling finding differences | |||
Sounds "R - R", painting objects | |||
Sounds "L - L", modeling, drawing a roly-poly | |||
Sounds "M - M", drawing a bear | |||
Sounds "B - B" modeling, drawing beads | |||
Sounds "K - K", painting objects | |||
Educational and thematic plan of the second year of study.
Timing | Topic | Tasks | Number of hours |
October | To develop a poetic ear and artistic perception of a literary text, to encourage them to select words that are appropriate in meaning. Diagnosis. To consolidate the skills of the correct pronunciation of sounds in words. Stimulate visual search activity by drawing short, jerky lines. To form interest in speech activity, independence, initiative in solving cognitive problems. Develop the skills of self-control and self-esteem. | ||
Diagnostics. Repetition of vowels. | |||
Diagnostics. Repetition of consonants. | |||
Repetition. Characteristics of hard and soft consonants. | |||
Repetition. Comparison of words by sound, length of words (long and short) | |||
Repetition. Comparison of the sound of words (loud, quiet) | |||
Repetition. Dividing words into syllables | |||
November | Sound and letter A | Contribute to the development of sound-letter analysis. To form sound analytic-synthetic activity. Develop phonemic awareness. Introduce the vowel sound and its symbol - the red square. To consolidate the knowledge of vowel sounds, their characteristic features. Introduce the concept of "letter", indicate the distinguishing features of the concepts of "sound" and "letter". Develop the ability to determine the place of sound in words. Develop the ability to listen carefully to the text, highlighting the words in it that have the sound being studied. Learn to lay out a new letter from the sticks. | |
Sound and letter U | |||
Combination AU, UA | |||
Consolidation of the material covered | |||
Sound and letter O | |||
Sound and letter Y | |||
Sound and letter E | |||
Consolidation of the material covered | |||
December | Sound and letter L. Reading syllables. | Division of words into syllables, stressed syllable and stressed vowel in a word. Reading syllables, reading familiar words in a sentence, determining the number and sequence of words in a sentence, graphic. offer image. Phonetic analysis of words and their relationship with the scheme, reading syllables and words. Teach "draw" a letter in the air. Teach children to read syllables with a new letter. | |
Sound and letter M | |||
Sound and letter H | |||
Sound and letter R | |||
Sound analysis of words (differentiation of vowels and consonants). | |||
Consolidation of the material covered | |||
Acquaintance with the sentence: Mom washed the frame. | |||
Consolidation: vowels and consonants sounds and letters. | |||
January | Letter I. | Contribute to the development of sound-letter analysis. To form sound analytic-synthetic activity. Develop phonemic awareness. letter at the beginning of a word, the ratio of the first sound in the word to the letter. Pronunciation of consonants, phonetic analysis, reading syllables, words, sentences. Place of a letter in words, comparative reading of syllables, pronunciation of consonants, Sound-letter analysis. To consolidate the concept that consonants are hard and soft, hard are indicated in blue, soft in green. To teach how to lay out a letter from sticks, natural material, “draw” in the air. Develop visual auditory attention, develop general, fine and articulatory motor skills. To educate children's attention, interest in activities, through the inclusion of gaming and entertaining moments in it. | |
Repetition of the material covered. Consonants and letters M, L, H, R, | |||
Consolidation: Sound-letter analysis of words, phonetic analysis of a word, reading a sentence. | |||
Letter Y. Reading syllables of words. Making proposals | |||
Consolidation of the material covered | |||
Letter E. Reading the syllables of words. Making proposals | |||
Letter Y. Reading syllables of words. | |||
Sound and letter I. Reading syllables of words. Making proposals. | |||
February | Fixation: hard and soft consonants; words and syllables, reading sentences | Contribute to the development of sound-letter analysis. To form sound analytic-synthetic activity. Develop phonemic awareness. Phonetic parsing of words. Graphic representation of soft and hard consonants in a word, comparative analysis of sounds (voiced / deaf), reading syllables. Reading words and phonetic analysis of words, correlating word schemes, making words from syllables. To teach "draw" a letter in the air, to teach children to read syllables with a new letter. Develop visual auditory attention, develop general, fine and articulatory motor skills. To educate children's attention, interest in activities, through the inclusion of gaming and entertaining moments in it. To develop self-control over the speech of children. | |
Sounds G and G, K and K | |||
Letters G, K | |||
Sounds D and D, T and T | |||
Letters D, T | |||
The sounds V and V, F and F, and the letters V and F. | |||
Sounds З and Зь, С and С, and letters З, С | |||
Sounds B and B, P and P, and letters B, P | |||
March | Sounds X and Xh, and the letter X | Contribute to the development of sound-letter analysis. To form sound analytic-synthetic activity. Develop phonemic awareness. Work with a sentence reading a story and searching for words. . To teach how to lay out a letter from sticks, natural material, “draw” in the air. | |
Consolidation of the material covered. | |||
Sounds and letters Zh and Sh | |||
Sounds and letters H and W | |||
Sound and letter C | |||
Sound and letter Y | |||
Soft sign b | |||
Solid sign b | |||
April | Repetition of the material covered. | Contribute to the development of sound-letter analysis. To form sound analytic-synthetic activity. Develop phonemic awareness, dividing words into syllables. Words: composing from letters, reading. Suggestion: draw from the picture. To teach to “draw” a letter in the air, to develop the skill of language analysis of words. To develop visual and auditory attention, to develop general, fine and articulatory motor skills. To educate children's attention, interest in activities, through the inclusion of gaming and entertaining moments in it. To develop self-control over the speech of children. | |
Consolidation of the material covered. Vowels and consonants and letters | |||
Consolidation of the material covered. Alphabet, reading poetry | |||
Rebuses, riddles, reading verse. | |||
Monitoring. | |||
Monitoring. | |||
Quiz |
Educational and thematic plan of the third year of study.
Timing | Topic | Tasks | Number of hours |
October | New meetings with old friends. Ringing and lettering. Repetition. Dividing words into syllables. | Diagnostics. Repetition of the material covered. Contribute to the development of sound-letter analysis. To form sound analytic-synthetic activity. Develop phonemic awareness, dividing words into syllables. Develop visual auditory attention, develop general, fine and articulatory motor skills. To educate children's attention, interest in activities, through the inclusion of gaming and entertaining moments in it. To develop self-control over the speech of children. | |
Diagnostics. Repetition of vowels. Striking and unstressed. | |||
Diagnostics. Repetition of consonants. Characteristics of hard and soft, voiced and deaf consonants. | |||
Repetition. Number of sounds and letters. | |||
Reading syllables and words. | |||
Consolidation of the material covered. | |||
Sound H - Hn and the letter H | |||
Sound M - M and letter M | |||
November | Sounds j and letter Y | To educate children's attention, interest in activities, through the inclusion of gaming and entertaining moments in it. To develop self-control over the speech of children. | |
Sounds j and letter E | |||
Sounds j and the letter Yo | |||
Consolidation of the material covered | |||
Sounds j and letter Yu | |||
Sounds j and letter I | |||
Consolidation of the material covered | |||
Sound and letter C | |||
December | Sound and letter H | Develop phonemic processes. Develop general, fine and articulatory motor skills. Develop visual and auditory attention. Introduce children to the sound j. To fix the concept of "vowel sound", "consonant sound". Introduce iodized letters, teach how to lay them out of sticks, natural materials, “draw” in the air. To consolidate the skill of reading syllables and words with a new letter. To educate children's attention, interest in activities, through the inclusion of gaming and entertaining moments in it. To develop self-control over the speech of children. | |
Sound and letter Sh | |||
Consolidation of the material covered | |||
Sounds L - L and letter L | |||
Sounds R - Ry and the letter R | |||
Consolidation of the material covered | |||
The final game activity for all passed sounds and letters. | |||
Quiz | |||
January | Sounds and letters. Consolidation. "Letters crumbled" | To form the prerequisites for educational activities, to form the skills of self-control and self-esteem. Contribute to the development of phonemic perception. Promote the development of interest and ability to read. Expand knowledge and understanding of the world. To promote the development of attention, memory, thinking, speech. Additional work with the primer. To educate children's attention, interest in activities, through the inclusion of gaming and entertaining moments in it. | |
Sounds and letters. Consolidation. "Letters Lost" | |||
Words and syllables. Consolidation. | |||
Sentence. | |||
Winter. | |||
New Year. | |||
In the world of books. | |||
Pets. | |||
February | Wild animals. | To form the prerequisites for educational activities, to form the skills of self-control and self-esteem. Contribute to the development of phonemic perception. Promote the development of interest and ability to read. Expand knowledge and understanding of the world. To promote the development of attention, memory, thinking, speech. Additional work with the primer. To develop self-control over the speech of children. | |
Fairy tales. | |||
Transport. | |||
Professions. | |||
natural phenomena. | |||
Forest. | |||
Insects | |||
March | Spring. | To form the prerequisites for educational activities, to form the skills of self-control and self-esteem. Contribute to the development of phonemic perception. Promote the development of interest and ability to read. Additional work with the primer. To educate children's attention, interest in activities, through the inclusion of gaming and entertaining moments in it. To develop self-control over the speech of children. | |
Birds. | |||
Flowers. | |||
Vegetables. | |||
Fruit. | |||
Consolidation of the material covered. | |||
"Summer's soon" | |||
April | "Soon to School" | To form the prerequisites for educational activities, to form the skills of self-control and self-esteem. Contribute to the development of phonemic perception. Promote the development of interest and ability to read. Expand knowledge and understanding of the world. To promote the development of attention, memory, thinking, speech. Additional work with the primer. Cultivate children's attention, interest in classes. To develop self-control over the speech of children. | |
"Day of the city" | |||
Rebuses. | |||
Crosswords. | |||
Consolidation of the material covered. | |||
"Brain ring" to consolidate all the passed sounds and letters. | |||
Diagnostics. | |||
Diagnostics. |
CONCLUSION
The implementation of the program "Teaching reading to preschool children in a playful way" contributes to the development of phonemic hearing and perception among pupils of preschool institutions; the formation of correct and accurate articulation patterns when pronouncing speech sounds; consolidation of ideas about all the letters of the alphabet; conscious mastery of analytical reading skills.
In addition to the implementation of the main task - teaching preschoolers to read, classes under this program contribute to the activation of the higher mental functions of preschoolers: expanding the scope of attention and perception; development of memory and logical thinking.
List of additional games for joint activities.
1. Learning to competently enter into speech contact. Game Tell me about yourself.
2. Building questions. Appeals. The game "Guess the object by its parts."
3.What is the alphabet? Game "Acquaintance with letters".
4. Learning to report impressions. Improvisation "Story by turn".
5. Let's sing vowels. The game "Complicate the sentence."
6. Talking about a topic from personal experience "How to agree on a joint game?" Repetition of vowels.
7. What letter does the word "Vowels" begin with. Competition for attention.
9. The game "Hear a familiar letter." Repetition of vowels.
10. We learn how to treat adults and peers politely.
11. Consonant letters. How are they pronounced? Game Eliminate the vowels.
12. What sounds are the letters. The game "The sound of the first - the sound of the last."
13. The concept of sound, letter, word. Task "Name the sound."
14. Vowels and consonants. Game "Compare words".
15. Species generalizations and their signs (these are toys - they are played with).
16. Place of sound in a word (first, last, in the middle).
17. Intuitive reading. Game "Feed the animals".
18. Learning to read and write according to the fairy tale "Geese-swans."
19. Graphic dictation using short-term memory.
20. Game-task "Find a word with a given sound."
21. Difficult whistling sounds.
22. The magic of merging letters into syllables.
23. Imagination training "What is a dog like?"
24. Difficult hissing sounds.
25. The game "Guess who is my friend?" Vowels, consonants.
26. Learning to read by syllables. Game-task "Speak the word."
27. Exercise "Training of sound memory."
28. Sound analysis of the word. Intuitive reading "Passport for an animal".
29. Drawing up a story based on a series of plot pictures.
30. Consolidation of knowledge about vowels and consonants.
31. Training tasks "Game of rhymes".
32. Learning the sound analysis of the word.
33. Learning to read and write is always useful!
BIBLIOGRAPHY
1. Belousova L. E. Hooray, I have learned! St. Petersburg: "CHILDHOOD-PRESS", 2004
3. Golubina T. G. What the cell will teach ... M .: "Mosaic-Synthesis", 2001.
4. Kolesnikova E. V. Development of sound-letter analysis in children aged 5-6 years. M .: "Gnome and D", 2000.
5. Kolesnikova E. V. The development of sound culture of speech in children aged 3-4 years. M .: "Gnome and D". 2000.
6. Kolesnikova E. V. The development of phonemic hearing in preschoolers. M .: "Gnome and D", 2000.
7. Kolesnikova E. V., Barentseva N. S. Development of phonemic hearing in preschoolers. M .: "Gnome-Press", 1995.
8. Savichev V. N. The alphabet is cheerful in pictures and verses. Yaroslavl: "Academy of Development", 1997.
9. Sadovnikova I. N. Written speech disorders and their overcoming in younger schoolchildren. M .: “We own, 1997.
10. Tale of a cheerful tongue. M .: Publishing house "Karapuz", 2002.
11. Tkachenko T. A. Logopedic notebook “Development of phonemic perception and sound analysis skills”. St. Petersburg: "CHILDHOOD-PRESS", 1998.
12. Tkachenko T. A. Special symbols in the preparation of 4-year-old children for literacy. M .: "Gnome and D", 2000.
13. Zhukova N.S. Primer. M.: "Eksmo", 2014
Quicksave's selection of unique virtual learning games for little kids will make learning the alphabet a breeze for the first time. Effective educational games for the development of initial reading skills are available in full on the portal website and are regularly updated with fresh news. For preschoolers, such exciting fun lays a solid educational foundation that will greatly facilitate further learning.
Letter mosaic online for the little ones
Modern browser games that will help young gamers learn to read have developmental specifics. Simple intellectual entertainment is saturated with a huge number of bright pictures and boring exercises. To improve the results, the games have implemented an error correction function that tracks errors, eliminating the possibility of incorrect memorization of words. You should definitely try:
- Solving simple words by syllables at the initial level of knowledge in the alphabet with a further increase in complexity;
- Correct matching of words with pictures to solve the next problem;
- Successfully cope with all tasks, fixing in memory the rules for composing words, syllables and whole sentences.
Young gamers will have an unforgettable journey into the world of mysterious letters that they will encounter in the gameplay. There is no doubt that such interactive learning material is a truly effective method that will help teach a child the basics of spelling in a short time. The virtual primer will become an indispensable tool for children who are taking their first steps in memorizing the alphabet.
Learning sounds and letters with pleasure
Choosing words, inserting missing letters, practicing pronunciation and stress rules - with such a versatile tool, your child will very quickly achieve a positive effect. The development of memory, concentration, keeping an inquisitive mind in good shape is a weighty argument to try to rise to a higher level with friends and become much smarter.
- Does your kid absolutely not want to look at the letters in the alphabet?
- The child will soon go to first grade, and you can force him to read only under the fear of "weaning" from the computer?
- Do not know how to organize classes with a preschooler in such a way as to save your nerves and not completely discourage him from reading?
These and other problems in teaching preschoolers to read can be solved by organizing classes in a playful way. For preschool children, the game is the leading form of activity. Therefore, engaging with a preschooler by playing different games is the easiest and most effective way to teach him to read.
Before we talk about what games are best to play with a child when learning to read, we will give some general tips for organizing classes.
- Practice regularly! Keep the classes short (5-10 minutes), but daily. This is much more effective for preschoolers than 45-minute lessons once a week.
- Get busy everywhere. To learn to read, you do not have to sit the child at the table with books. You can learn letters in the park on a walk, drawing them with chalk on the pavement or looking at signs, helping your mother make cookies in the shape of letters, or studying the numbers of cars in the parking lot, etc.
- Practice when your child feels good: he has had enough sleep, is active and ready for new games and activities.
- Constantly create situations of success for your child, praise him more often, focus his attention on what he did, do not dwell on failures. Classes should be fun for the child!
And yet, what you definitely need to know when starting to learn to read - in an article on.
What games can be played at different stages of teaching preschoolers to read?
1. Learning letters.
If a child does not remember letters well, the best way to learn them is to “revive” them, to create a vivid association with each letter. You and your child can come up with what this or that letter looks like, or use a variety of materials from the Internet and modern alphabets.
For example, bright images of letters that are memorable for children can be found in Elena Bakhtina's primer (this book contains not only colorful pictures and recommendations on how to tell a child about each letter, but also colored templates - letters from this primer can be cut out and played with) .
On the Internet for children, you can find a lot of coloring pages with letters similar to a particular object.
It is also useful in the process of learning letters to repeat short verses that help memorize each letter:
You see the tail at the end
So this is the letter C.
The letter B is like a hippopotamus -
She has a big belly!
G looks like a goose -
The whole letter is bent.
D - a tall house with a roof!
We live in this house.
And the poor thing is the letter Y
Walks with a stick, alas!
In my work, I use various “reminders” that children associate with a particular letter. You can actively use them in home lessons or come up with your own.
It is very useful to have a special notebook or album in which the learned letter will “live” on each spread. In this album, you can also teach your child to write, stick pictures with him with words on the desired letter, put poems and coloring books, creating a selection of materials for each letter. Children are very interested in the process of joint creativity, so actively involve them in creating such an album.
Another option is to make a house for the letters. Choose any size: it can be very small, made from a couple of cardboard sheets, or huge, as high as a child. The main thing in it is special windows-pockets for letters. Set up a letter with your child in each “apartment” of the letter building. To do this, you will need cardboard letters, slightly smaller than each window. Mark in any way which apartments already have “residents”, and which are still empty.
Attach the already learned letters outside on the windows (using paper clips) and invite the child to arrange pictures with words into the studied letters in the windows. For example, “treat” the letters: give the child images of products that he must distribute to the necessary “apartments”: put a watermelon / apricot in the box with the letter A, a long loaf, an eggplant in the box with the letter B, waffles \ grapes - with the letter C and etc.
Similarly, you can visit letters with fairy-tale characters (Pinocchio - to the letter B, Thumbelina - to the letter D, Mowgli - to the letter M, etc.), “put on” the letters (attribute the T-shirt to the letter F, jeans to the letter D, pants - the letter W, etc.).
The main goal in this game is to teach the child to identify the first letter in a word and easily recognize the letters already passed.
Various lottos and dominoes are also great for learning letters. Lotto is better to use without hint pictures, so learning will be much more effective. Such a loto can easily be done by yourself. To do this, prepare sheets with 6-8 pictures on each and cardboard cards with the necessary letters. Let the child draw cards, read the letters and show which of the players has a picture for the letter that has fallen out.
2. We add syllables.
Teaching a child to add syllables can take a little longer than learning letters. The child will have to repeat various syllables many, many times before he masters this skill. So that learning is not a burden for him, but a joy - we continue to play with him. Only now we play games with syllables. The main task of this stage is to teach the child to pronounce two letters together.
In addition to the syllabic bingo, which can be made in the same way as the letter bingo, you can use other homemade games for children to teach them how to add syllables.
- Adventure games ("tracks").
Adventure games have been and remain one of the most exciting games for children. To make such a game with syllables, take the playing field from any board game. Write in the empty cells / circles various syllables (write in more than those that are difficult for the child). Then play according to the usual rules: roll the die and go through the cells, reading what is written on them. So the child will be able to read long enough tracks with syllables that he would “overcome” in an ordinary primer with great difficulty.
By analogy with rpg games, you can make various tracks with syllables, on which various vehicles will compete: who will pass the track without errors and as soon as possible. To do this, you will need cardboard / drawing paper, on which the track with syllables will be drawn, and toy cars / trucks / trains / airplanes. Remember that it is very easy to captivate children by adding a competitive moment in the classroom.
- Games "Shop" and "Mail".
Prepare coins - circles with written syllables, as well as goods - pictures with products / things that begin with these syllables. You first play as a seller: offer your child to buy something from you on the condition that he will offer the correct coin for the selected product (for example, he can buy cabbage for a coin with the syllable KA, kiwi - for a coin with the syllable KI, corn - for a coin with the syllable KU, etc.).
Then you can switch roles: you are the buyer, the child is the seller. He must carefully monitor whether you are giving coins correctly for the selected product. Make mistakes sometimes, let the child correct you. The buyer can also be any toy, invite the child to teach her to correctly name coins with syllables.
A very similar game is "Mail", but instead of coins you prepare envelopes with syllables, and instead of goods - pictures with animals or fairy-tale characters. The child will be a postman, he must guess from the first syllable written on the envelope - to whom the letter needs to be delivered. In this game, it is best to read syllables that begin with the same consonant so that the child does not guess the addressee by the first letter.
- Houses with syllables.
Draw several houses, write one syllable on each. Lay out the houses in front of the child. Then take a few figurines of little men and, naming each of them, invite the child to guess who lives in what house (Vasya needs to be settled in a house with the syllable VA, Natasha - with the syllable HA, Lisa - with the syllable LI, etc.) .
Another version of this task: let the child himself come up with names for the little men, settle them in houses and write the first syllable of the name on each of them.
Prepare cardboard cards with syllables, cut them into two equal halves horizontally. The child must put these “puzzles” together and name the resulting syllables.
Take some cards with two-syllable words (for example, FEATHER, VASE, CLOCK, FISH). To the left of the picture, put the first syllable of the word. You need to read it clearly, and the child must choose the correct last syllable. 3-4 possible endings are laid out in front of the child.
More games for learning to read by syllables - in the article on.
3. We read words and sentences.
Learning to read words (and then sentences) involves the already active work of preschoolers with books, but this does not mean that we stop playing in the classroom. On the contrary, “dilute” learning with games as often as possible, switch from one type of activity to another so that the child is less tired and learning is more efficient. Remember: it is not enough to teach a child to read, it is important to instill in him a love of reading.
What games can be offered to parents of preschoolers at this stage of learning to read.
Lay out a path of words in front of the child. Invite him to choose only “edible” words (or what is green / what is round / only “living” words, etc.). If the path is long, you can read the words in turn with the child.
Spread the cut out traces with words around the room (you can use ordinary sheets). Invite the child to follow these tracks from one end of the room to the other: you can move on only by reading the word on which you are standing. The child walks on them himself or with his favorite toy.
- The game "Airport" or "Parking".
In this game we train mindfulness of preschoolers. Prepare several cards with very similar words so that the child does not guess the words, but carefully read them to the end (for example, MOUTH, HORN, GROWTH, HORN, ROSE, MOTHA, ROSA). Spread the cards around the room. These will be different airports/parking spaces. The child picks up an airplane (if you play at airports) or a car (if you have parking), after which you loudly and clearly name where exactly he needs to land / park.
- Chains of words in which only one letter changes.
Prepare sheets of paper or an easel. Start writing a chain of words one at a time - for each subsequent word, change only one letter, this will train the child for attentive, “tenacious” reading.
Examples of such chains:
- KIT - CAT - MOUTH - ROS - NOSE - NOS - DOG.
- BOARD - DAUGHTER - NIGHT - KIDNEY - KIDNEYS - BARREL - BARREL - BUMP.
Ball games, with your favorite toys, to school, hospital or kindergarten - include all this in the process of learning to read. Come up with active games yourself. Consider what the child is interested in and use this when you sit down to read with your child. Does your daughter love princesses? Ride the carriage along the paths with letters/syllables/words. Does your son love superheroes? Make a tutorial track for his favorite character. Invite your child to play school and teach his teddy bear to make two letters into a syllable.
Change games, carefully follow what the child likes and what he quickly gets tired of, and then learning will be a joy to you and him! Remember that it is not difficult to get preschoolers interested, they love to play and will be happy to help you come up with new games in the learning process.
Philologist, teacher of Russian language and literature, teacher of preschool education
Svetlana Zyryanova
