Synopsis of ood on teaching literacy in the preparatory group of doe. Synopsis of nodes for preparing for literacy in the preparatory group "abvgdeyka

Topic : "Visiting the sound [E]".

Tasks:

· introduce children to the new letter E, the new sound [E], itsclassification;

· develop the ability to distinguish by ear words with a given sound;

· to consolidate the ability to compose words, their sound schemes, divide words into syllables, determine the number of syllables, sounds, letters in a word;

· exercise in solving crossword puzzles, develop logical thinking;

· cultivate a feelingpartnership, mutual assistance, the desire to help a friend.

Equipment : cash desk of large format letters, individual cash desks of letters foreach child, plates of beans, sets of multi-colored squares for making a sound scheme for the word red, blue, greencolors, puzzles, cards for individual work, pencil, illustrations.

move

I . Organizing time.

(Toys are laid out on the table )

Guys, look at the table, choose any toy you want, take it and stand in a circle. (children do the task)

-The task: name the chosen toy, name the first sound in this word, characterize it.

II . Introductory part.

Guys, now we have a literacy lesson for you. What are we learning in this lesson? (sounds and letters)

How are sounds different from letters?

What are the sounds?

Give an example of vowel sounds. (A O U Y Y I)

What sounds are called consonants?

What are consonant sounds? (voiced and deaf)

Game exercise "Name the paired sound"

Target: consolidate knowledge of paired consonants.

Stroke: V-l calls a voiced consonant sound, and the children in response call a deaf consonant.

B - P Z - S V - F D - K W - WD - T

III . Main part.

1. Acquaintance with a new sound.

I want to tell you a story about a boy named Eric. Listen please:

Eric and his grandfather were walking in the forest.

Eric shouted loudly: "uh-uh", and from the forest someone quietly answered: "uh-uh."

Who's screaming there? Eric asked.

It's an echo, said the grandfather.

Guys, how did Eric shout? (Children answer loudly: "uh-uh.")

And how did they answer him from the forest? (Children quietly answer: "uh-uh.")

Today we will learn a new sound[E].

Do you think this sound is a vowel or a consonant? (vowel)

Why do you think so?

2. Articulation of sound [E].

The tongue heard Eric screaming. He opened the house quite wide, lay down on the floor himself, arched his back and began to repeat after his grandfather: "uh-uh." The air from the house-neck comes out freely and does not encounter any obstacles in its path.

How did the tongue repeat? (Children repeat the sound[E].)

3. Game exercise "Hear the sound"

Target: to consolidate the ability to allocate by ear words with a given sound.

Stroke: V-l calls different words, and the children clap their hands when they hear a word with the sound [E].

(I read the words: table, house, echo, yard, carpet, excavator, kitten, beetle, popsicle, bathrobe, escalator, chair, book, relay race, eucalyptus, shop, game, Eskimo, excursion)

4. Acquaintance with the letter E.

Guys, you know that sound is what we say. But each sound is designated by a certain letter. Look at (pointing to the letter):

E

This is E:

With an open mouth

And with a big tongue.

(G. Yudin)

5. Writing a letter in the air . Now get your index fingers ready. We'll write the letter E in the air. (I stand with my back to the children, raise my right hand and write a letter in the air with my index finger, comment on my actions: put a point, draw a line in a semicircle from left to right, down, round, to the left, stop, draw a straight line in the middle. Children repeat after me .)
6. Finger gymnastics.
One thumb up

Index - behind him,
The middle one wakes up nameless,

He raised his little finger.
Everyone stood up - "Hurrah!", "Hurrah!"

It's time for them to go to work..
Methodical instructions:
We unbend our fingers, starting with the big

Spread fingers wider

Move your fingers freely.
7. Laying out the letter E from beans .
- Take the beans and put the letter E out of it in front of you on the table. (At the end of the work, the children put the beans back in place).

Guys, Snow White came to visit us. She asks us for help. The gnomes decided to play with her and came up with various tasks for her, they put each task in a separate envelope. Look how many there are (showing envelopes). Snow White alone is very difficult to complete all these tasks. Let's help her.

Envelope 1, task 1.

Game exercise "Make a picture"

Target: to consolidate the ability to compose a whole picture from parts, acting collectively, to find the place of a certain letter in a word, to divide a word into syllables, to complete the task in a coordinated, friendly manner.

Stroke: cut pictures are laid out on the table. Children are divided into two teams, and each makes up its own picture of the parts (excavator and electric train). At the end, each word must be divided into syllables, determine their number and highlight the shock.

Envelope 2, task 2.

Game exercise "Solve the crossword puzzle."

Target : develop the ability to solve crossword puzzles, replacing pictures with words, develop logical thinking, quick wits.

move : V-l hangs out crossword puzzles on a magnetic board in turn, the children compose the words encrypted there. Each word is divided into syllables.

Butterfly

Screen

Thunderstorm

Eskimo

Visual gymnastics

Once - to the left,

Two to the right

Three - up

Four - down

And now we look around

To see the world better. (Children do exercises with their eyes).

Envelope3, task 3.

Work in split alphabets.

1. On a stick, in a piece of paper,

In a chocolate shirt

It asks for itself in the hands.

What is this?., (eskimo)

Solve the riddle. Make a word at the box office, make a sound scheme.

6 sounds, 6 letters.

2. In a dark forest, behind any pine

A marvelous wonder of the forest is hiding

I shout: "Aw!" and it will resonate

I laugh and it laughs. (echo)

Solve the riddle. Make a word at the box office, make a sound scheme.

3 sounds, 3 letters.

Envelope 4, task 4.

Game task "Divide into syllables."

Target: To consolidate the ability to divide words into syllables, determine the number of syllables in a word.

Stroke: V-l distributes individual pictures, which depict an object and under it 5 squares of the same size. Children need to divide the word into syllables and color in as many squares below as there are syllables in the given word) .. When summarizing, analyze several options for the task.

Well done, guys, helped Snow White solve all the tasks. Now she will go home, and when the gnomes return from work in the evening, she will be able to tell and show them all these tasks.

III . Outcome.

Guys, what new sound did we meet today?
- What is that sound?

Russian words starting with the letter E
few in our vocabulary:
hey, and eh, and this one.
And the equator, relay race,
electricity, screen
came to us from distant lands.
But our language is used to them,
our language has become richer.

Reflection:

· children who liked today's lesson raise a green square

· children who did not like the activity very much raise the blue square

· children who did not like the activity raise a red square.

Nomination: literacy training in the preparatory group notes of Zhurov's classes.
Name: Lesson on teaching literacy in the preparatory group "Letter b".

Synopsis of organized learning activities "Letter b"

Purpose: To introduce children to a new letter. Continue to teach children to stress printed words and read them according to the stress. Improve children's reading skills.

Material: cash registers with passed letters, the letter "b", a pointer, a book to read, a pencil, a card with words for stressing.

Course progress.

We remember the date, month and day of the week in two languages.
Guys, you know I'm in trouble. I forgot one word. I thought I would come to kindergarten and remember or read it on the blackboard. I wrote it yesterday. So no, the Letterbox ruined everything for me, ate some of the letters. Help me write letters.
- Of course, guys, hello! What a kind and good word. Do you know the opposite word?
- Right. Goodbye. So you and I remembered the words of courtesy (knock on the door, package).
“I wonder who the package is from?” Read Stasik.
Read city. Your friends are letters.
-Children, here is a small letter in which the letters say that one of their friend - the letter is in trouble, and only we can help her. Letters send us tasks, and as soon as we complete them, we will find out which letter needs our help.

1. What vowels are written after a solid consonant? After soft?
- Do you know of any exceptions? ZHI-IIII, CHU-SHU, CHA-SCHA.

2. Put stress on the printed words: CALL, SCHOOL, CASE STUDY, LESSON, PEN, STUDENT. (Take a pencil and put the stress in the words above the vowels with dashes)

Then the children take turns reading the words with the emphasis on the stressed sound, naming the stressed sound and the letter over which the stress was placed.

As the task is completed, the type-setting board moves and opens a sheet with stripes.

Guys, on the last line of this sheet there will be a word that will point us to the letter that is in trouble. We will need to change one letter per word. On the top strip is a word that belongs to a creature with two claws. People say "blushed like ...".
CANCER. Think about which letter needs to be changed to make a beautiful red flower.
POPPY. Change the last letter in this glory, and you will know how to say about someone who is shorter than you.
MAL. Change the letter in the middle of the word and you have a lump in your hands that you love to draw with.
A PIECE OF CHALK.
We have worked so hard and are tired, and now we will rest.

Fizminutka.

We raise our hands up, and then we lower them,
And then we will separate them and quickly press them to ourselves.
And then quickly, quickly slam, stomp more fun.
Sound analysis of the word "chalk".

One child works at the blackboard, the rest at the box office.
-And now under the word "chalk" we will put the word "stranded" (children work independently).
-Who knows what "stranded" is?
What is the last sound in the word "chalk"? L.
-Is this sound hard or soft?
What is the last sound in the word "stranded"? L.
-What is the consonant? Soft. Guys, here's the problem! How to be, how to designate that L is soft? Can any letter help?
-Right. You need to put the letter b (a poem about the letter).
What does the letter b look like? I show a drawing.
-Here it turns out, what is the secret of the letter b. It does not have a sound, but is put in order to indicate the softness of the consonant in front of it?
- So, how do the words MEL and MEL differ in sounds?
- What about spelling?
What letter did you learn today?
Does she have sound? What does b show?
- Open the cash registers, find the letter b and put it correctly.

Reading text in a reading book.

- And now, children, I will name the word, and you must say in which column and on which line this word is located.
MEASLES - 3 tbsp., Zstr.
MEL - b st., 3str.

And now you will read the word that is in the 5th column 2 lines (horse), in the 3rd column 2 lines (mole).
- What is a mole? Well done guys, you did really well. Tell me, did any of you remember the poem about the letter that we met today?
When is b used in writing?
- Think of words in which you need to write this letter.
-Well done! Our lesson is over.

Name:
Nomination: teaching literacy of preschoolers abstracts of classes.

Position: teacher of the highest qualification category
Place of work: GKKP "nursery-garden "Solnyshko"
Location: Petropavlovsk, North Kazakhstan region, Republic of Kazakhstan

Lesson objectives:

Review and consolidate knowledge of sounds. Continue learning to distinguish between vowels and consonants.

Strengthen the ability to find the place of sound. Continue to learn to perform sound analysis of the word: divide words into syllables.

To promote the development of sound analysis and phonemic hearing.

Develop oral speech, logical thinking, attention, fine motor skills of fingers, cognition.

To cultivate a desire to help the weak, goodwill, love and respect for birds.

Previous work: Reading the fairy tale "Geese-Swans", guessing riddles, talking about birds.

Equipment: apple tree, stove, river, colored chips, subject pictures, notebooks, pencils, an apple, a basket of apples, a picture of a titmouse.

1 Org. Moment

2 Communication of the topic and purpose of the lesson.

Educator: Today, guys, in a literacy lesson, we will go to travel through a fairy tale. And by what tale, you have to guess.

In a fairy tale the sky is blue

Scary birds in a fairy tale

apple tree save me

Rechenka save me

(Swan geese)

Guys, we received a letter from Alyonushka, she asks to find and save her brother Ivanushka, his swan geese took him to Baba Yaga. Can we help Alyonushka? Let's say the magic words to start traveling through the fairy tale.

Ra-ra-ra- the game begins.

SA-sa-sa- miracles await us on the way.

(Baba Yaga runs out to the music)

Why did you come here? I won't give you Ivanushka, you won't find him.

(Baba Yaga runs away)

Guys, where does Baba Yaga live? (in the dense forest)

3. Phonetic charging

Wolves howl in the forest

Leaves rustle shhhh

Snakes crawl and whistle s-s-s

What did we say? (sounds)

What are sounds? (we hear, pronounce)

What are the sounds? How are consonants different from vowels?

Guys, look at the tree? What kind of tree? (Apple tree) Let's ask the apple tree where did the swan geese take Ivanushka?

Apple tree, apple tree, tell me, where did the swan geese fly?

1. Play with an apple. The game "Sounds Lost".

(pass the apple naming the word)

... plate, ... tul, ... condemnation, ... fish, ... urtka, ... cafe, ... ozhka, ... iraf, ... ilka.

Fizminutka

There is a hut in the dark forest (we walk)

Standing backwards (turn)

In that hut there is an old woman (tilts)

Grandma Yaga lives (turn back)

Crochet nose (show nose)

Big eyes (show eyes)

Like coals are burning

Wow, how angry? (throw finger)

Hair stands on end.

1. Guys, look, we reached the river, maybe the river knows where the swan geese Ivanushka

Carried away? Let's ask. River, river where did the swan geese fly? We need to go across the river. To pass through the river, it is necessary to correctly identify the soft and hard sounds with which the words on the cards begin.

Lemon green chip

Fish-blue chip

(Working with cards and chips)

Well done boys! Did it. Here we are crossing the river.

1. We meet the stove

Stove-stove where did the geese-swans fly? Determine the place of the sound and in the words of the assignment, a titmouse flew to us. She wants to help us. As in the word, the titmouse has a beginning-head, a middle-body, an end-tail. Where do titmouse live in summer? And in winter? Why?

Tits are of great benefit to forests, parks and gardens.

The great tit eats as many insects per day as it weighs itself.

Fizminutka

hands raised

And shook

These are the trees in the forest

Arms bent

Quietly shook

These are the trees in the forest

Hands raised gently wave

The birds are flying towards us

How do they sit too

Let's show, put our hands back.

(Baba Yaga runs out to the music)

1. Guess the riddle

At the edge

On the track

Worth a house

On chicken legs

Sound analysis of the word hut

How many sounds in a word? (4)

1 star? (i) vowel

2 stars (h) consonant, firm, voiced.

3 stars (6) consonant, hard, sonorous.

4 stars? (a) vowel

How many syllables are in this word? Well done!

Baba Yaga, I won’t give Ivanushka away, shade my hut, then I’ll let you go.

1. Work in a notebook

Baba Yaga: You completed the tasks, take your Ivanushka.

Ivanushka: Thank you guys for saving me from the evil Baba Yaga. The apple tree gave you apples,

Help yourself

We invite teachers of preschool education in the Tyumen region, YaNAO and Khanty-Mansi Autonomous Okrug-Yugra to publish their methodological material:
- Pedagogical experience, author's programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including video), forms of work with families and teachers.

Why is it profitable to publish with us?

Purpose: To develop in preschoolers an interest in learning to read and write.

1. Strengthen skills:

search for anonymous people;

knowledge of vowels and consonants;

composing words from syllables;

2. Expand vocabulary (pathfinders, talisman);

3. Develop ingenuity, ingenuity, resourcefulness;

4. To form the ability to work in small groups, to negotiate among themselves.

Equipment and materials: a letter from the explorers, coins with letters according to the number of children, 2 buckets with magnets attached to the bottom - fishing rods, 2 hoops - wells, 2 barrels with words, letters - droplets s and and with magnets attached to them, wonderful wheel, ball, "Merry Men" warm-up cards, syllable stones, map, heart-shaped talismans with puzzle puzzle, word chain cards, pencils for children, 2 tables, 2 sheets of paper, arrows, number cards from 1 to 6, musical accompaniment.

The course of the lesson on teaching literacy in the preparatory group "Initiation into Pathfinders"

Educator: Guys, today a letter from pathfinders from the Magic Land of Words came to our kindergarten. Here it is (reads letter)

"Dear friends! We are pathfinders from the fabulous Magic Land of Words.

Pathfinders are those people who are the first to set foot on new lands, solve mysteries. We want you to become Pathfinders too. To do this, we send you a map on which you need to go on a journey where you will perform various tasks. To get through the path faster, you need to split into two teams using coins. At the end of the journey, if you cope with all the challenges, a surprise awaits you. Good luck!"

Educator: Guys, do you accept the invitation of the rangers from the Magic Land of Words? (Yes!) Then let's split into two teams. (Children take coins from a plate on which letters are written denoting vowels and consonants and are divided independently with their help into two teams). Children explain on what basis they united in teams and check whether everyone has found their team correctly.

Educator: Guys, let's take a closer look at the map now. Where do you think our journey will begin?

Children: From the number 1.

Educator: That's right, from the number 1, and here it is.

Go to number 1

Before us is a wonderful wheel, which consists of letters. Look at the wheel, mentally turn it from left to right, and vice versa, and find words on it. Write down the words you find on these sheets that lie on the tables.

Children find the words on the wonderful wheel, write them down, and then the teams take turns reading aloud the words a (wheel, stake, garden, forest, eye, donkey, village, juice).

Educator: Well done guys found all the words, you can continue the path and go to the number 2.

Children follow the arrows and find the number 2

Educator: Before you are two barrels in which words live, but the letters Y and I from these words like to misbehave and constantly run away from their words into these wells.

Guys, you need to catch each one in turn from the well with the help of these buckets one letter at a time and return the fugitives to their places in the words, entering them into free cells. (Children catch letters with buckets, find their place in words. Words written on barrels: sh_na, sh_lo, sh_py, l_zha, s_r, m_r, sh_t, m_t, f_r, p_r)

Educator: And now we go further along the arrows, we have the number 3 ahead. Guys, on the “Crooked Mirror” path, only those who can cope with the spell of the crooked mirror can go further. Now the mirror will name words for you, and in response you must name the word that will be reflected in the crooked mirror. If they tell you - far away, and you answer - close, they will tell Masha -

high, and Masha will answer - low. (An opposite game is played with children: heavy - light, old - young, sweet - sour, wide - narrow, smooth - rough, cold - hot, day - night, start - finish, beginning - end)

Fizminutka "Cheerful little men".

Children dance to the music, as soon as the music stops, the children stand in the figure that the teacher shows on the card.

Educator: Guys, in order to get to the number 5, you need to make out a blockage of stones on which syllables are written. But we will be able to make out the blockage only when we make words out of syllables. Brown stones for one team, black stones for the other team. (Children make words from syllables, then the teams change places and check each other)

Educator: Well done, and we coped with this task, now we are at the number 5. Here we need to restore the chain of words using these cards. (Children are given cards that show objects that make up a chain of words: Car - orange - knife - beetle - cat - tiger - steering wheel - forest - catfish. Drum - threads - needle - pineapple - chair - bow - key - watch)

Children go to the number 6 and find a letter.

The teacher reads the letter:

"Dear Guys! Here you have completed all the tasks. We send you talismans as a gift, i.e. items that bring happiness and good luck. But only the one who solves the puzzle that is drawn on the talisman can get the talisman. Guys, do not forget, only the one who completes the task will bear the honorary title of pathfinder!

Children receive talismans in the shape of hearts with a rebus written on them.

Having solved the rebus, the children approach the teacher, who checks the correctness of the assignment and puts on the child a talisman. Children who completed the task correctly first can help the teacher in checking the solved puzzles.

Educator: Guys, I congratulate you, you all completed the tasks and now you can proudly wear the honorary title of pathfinder.

The requirements for the educational preparation of children in recent years have become much tougher than before. Now in kindergarten they begin to study foreign languages, music, logic, get acquainted with the outside world, starting from the age of four. Coming to the first grade of secondary school, the child already has a significant stock of knowledge. How such a load affects the brain of children is too early to say. Certain conclusions can be drawn only in two or three decades, when several generations will study under this program. Nevertheless, literacy training in the preparatory group is one of the most important elements of preparation for school, and much attention is paid to it. Teachers believe that, in addition to knowledge, the child needs to instill learning skills, only then will he be able to perceive new material and use it effectively.

Literacy in the preparatory group: main aspects

Very often, educators and parents ask one common question: "Is it necessary to deal with a child who has not reached the age of 6?" Some people think that before kindergarten literacy begins, no effort should be made to develop children in terms of reading.
This opinion is fundamentally erroneous, since the main function of the kindergarten is And here it is very important to start the educational process in the older group, that is, in the second half of preschool childhood.

Well-known teachers, such as L. S. Vygotsky, believe that at the age of up to 5 years, the educational program should not yet be sharply differentiated, however, starting from the age of five, all the features of the development of children's thinking and psyche should be taken into account, using a clear division of education according to categories. Only this method will achieve the best results.

Studies conducted by employees of research institutes in the field of education have shown that when teaching it is extremely important to give children knowledge not only in one specific area, but to provide them with a whole system of concepts and relationships. In order for preschoolers to be able to perceive everything new and learn the material, it is necessary to use a wide variety of educational methods.

Teaching literacy in the preparatory group of the kindergarten is one of the most important areas in the process of preparing for the first grade. It is necessary for children to learn to understand the sound meanings of spoken and read words.

An indispensable condition for the literacy of a child, adolescent and adult is the ability to compare different units of phonetic reality. In addition, preschoolers must develop specific speech activity skills.

By and large, speech therapists advise starting to study sounds and letters in the older group. The fact is that at the age of 4 to 5 years, children have a very sharply developed so-called linguistic instinct. During this period, they absorb all the new lexical and phonetic information, like a sponge. But after a year, this flair gradually decreases. Therefore, it is best to start learning literacy early. In the preparatory group, the sound and the letter "M", for example, are studied over several lessons, but five-year-old children learn this knowledge in just one or two lessons.

The most popular teaching method

One of the sources of teaching activity was D.'s book "Native Word", published in the 19th century. It outlined the basic methods of teaching children to read and write. Since reading was considered as one of the most important elements of education, the issues of its teaching have always been very relevant.

This book is highly recommended to read before beginning the Literacy class. The preparatory group is the most difficult period in preparing children for the school curriculum, so here you need to be extremely attentive to the individual mental and psychological characteristics of each child. Methods developed by linguists and educators will help with this.

Ushinsky created a sound analytical-synthetic method of teaching literacy, which is based on the consideration of letters not as separate elements, but as an integral part of words and sentences. This method allows you to prepare the child for reading books. In addition, it makes it possible to awaken children's interest in literacy, and not just force them to mechanically learn and remember letters. It is very important. Ushinsky proposes to divide the entire teaching process into three components:

1. Visual study.

2. Written preparatory exercises.

3. Sound activities that encourage reading.

This technique has not lost its relevance at the present time. It is on this basis that literacy is built. The preparatory group, whose program is very rich, gets acquainted with reading in this sequence. These stages make it possible to evenly and gradually present the child with all the necessary information.

Literacy in the preparatory group according to Vasilyeva

One of the techniques that is used in kindergarten was developed in the 20th century. Its author was a well-known teacher and speech therapist Vasilyeva M.A. She developed several programs that need to be studied. They are based on a regular sequence on which the lesson "Learning to read and write" should be based. The preparatory group is intended for already quite large children who are able to understand a lot. First, they need to be taught to highlight a separate sound, and then consider it in text accompaniment. This method has many features and advantages.

How is literacy taught in the preparatory group according to Vasilyeva's methodology? The sound and the letter "M", for example, are presented as follows: at first, the educator simply shows the images in various versions (graphic picture, three-dimensional, bright and multi-colored). Later, when this knowledge is consolidated, you can move on to the next stage. The teacher introduces the children to the words in which this letter is contained. This allows not only to learn the alphabet, but also to learn the basics of reading. This is the preferred sequence.

Psychological features of teaching in kindergarten

Before you start looking at letters and sounds with kids, there are a few important things to understand. What are the psychological foundations of such a process as learning to read and write? "The preparatory group, - Zhurova L.E., the author of numerous works in the field under consideration, notes, - this is an unusually plastic material that allows you to perceive and reproduce a variety of concepts and behaviors." The process of learning to read largely depends on the methods of teaching. It is very important that the educator correctly aims the children and lays in them the foundations of preparation for school. What is the final goal and letters? This is reading and understanding what is written in the book. It is obvious. But before you understand the content of the book, you need to learn how to perceive it correctly. Text is a graphic reproduction of our speech, which is then converted into sounds. It is they who must be understood by the child. At the same time, it is very important that a person can reproduce the sound in any word, even unfamiliar ones. Only in this case it can be said whether literacy training is successful. The preparatory group, whose program includes acquaintance with the Russian alphabet, should become the foundation for the further literacy of children.

Child's ability to reproduce sounds

When a baby is just born, he already has innate reflexes. One of them is the ability to respond to environmental sounds. He responds to the words he hears by changing the rhythm of movements and animation. Already in the third or fourth week of life, the child reacts not only to loud sharp sounds, but also to the speech of the people around him.

Obviously, the mere phonetic perception of words is not the key to successful learning to read. Human speech is extraordinarily complex, and in order to understand it, it is necessary that the child has reached a certain level of mental and emotional maturity.

The researchers found that the vast majority of children between the ages of six and seven still cannot break down words into syllables. Therefore, literacy training in the preparatory group should be built in strict accordance with these features. In no case should you give a child a task with which his brain is simply not able to cope due to its immaturity.

The direct process of learning to read and write

The methodologists of each educational institution are engaged in the development of a program for introducing preschoolers to letters and sounds. That is why classes in different kindergartens can differ significantly. But, despite external differences, the meaning of the educational process is the same in the entire education system. It includes the three steps already listed above.

Of course, when studying letters directly, the teacher takes into account many factors: the mood of the children at this particular moment, their number, behavior, as well as other important little things that can improve or worsen perception.

The Importance of Sound Analysis in Teaching Reading

Recently, many speech therapists have expressed the opinion that the methods by which acquaintance with literacy takes place are already outdated. They argue that at this stage is not so important. That is, at first you just need to ensure that the children remember the graphic representation of the letters, without trying to reproduce their sound. But this is not entirely correct. After all, it is by pronouncing sounds that the child will hear them and will be able to better perceive the speech of other people.

Planning Literacy in Preparatory Groups

If you get into a preschool in the middle of the day, you may get the impression that chaos reigns there. Children play in small groups, and someone generally sits on a chair and draws. But it's not. Like everything else that happens in kindergarten, it has its own program and literacy. The preparatory group, whose class planning is subject to the strict guidelines of the Ministry of Education, is no exception. The program is drawn up for the academic year, agreed with the methodologists and approved by the head of the preschool institution.

How are class notes made?

Learning to read and write is not random. At first glance, it seems that the teacher is just playing with the children, but in fact this is part of getting to know the letters. The course of the lesson is determined by the teacher, and a pre-prepared summary helps him in this. It indicates the time that will be allotted to study, the topic that should be disclosed, and also outlines a rough plan.

Foreign Literacy Experience

So far, new methods developed by foreign experts are not being introduced into the Russian system. The most popular are the two teaching methods that came to us from other countries - the Montessori and Doman systems.

The first implies an individual approach to each child and comprehensive creative development. The second involves the study of not letters and sounds separately, but words as a whole at once. For this, special cards are used. Each one has a word written on it. The card is shown to the child for several seconds, and what is depicted on it is also voiced.

It is difficult to implement in municipal kindergartens, since the number of pupils does not allow paying enough attention to each of them individually.

The Doman system is criticized by Russian speech therapists, who claim that it is applicable to learning English, but not suitable for Russian.