Entertaining material in literacy classes (from work experience). Literacy in kindergarten: features and techniques

Educational cards for older preschoolers

This article presents the methodological development "Educational cards", which is aimed at correcting violations of the phonetic side of speech and preparing children 5-7 years old for teaching literacy. Methodological development can be recommended for use in the work of teachers-defectologists, teachers-speech therapists, educators. It will also be useful to interested parents.
Key words: preparing children for literacy, correction of phonetic speech disorders, development of phonemic analysis and synthesis, mental retardation.
With the advent of electronic technology, especially cell phones and computers, parents began to read poems, fairy tales, and stories to their children less. They not only spend their free time at the computer, but also encourage their children to do so. Gradually, children lose interest in classes, cannot focus on verbal material.
This problem encourages teachers to look for new effective methods and techniques that can not only interest a preschooler, but also teach in the game.
Teachers who have worked with children with mental retardation know that for effective correctional work, a large number of various teaching aids are needed: visual, auditory, kinesthetic.
In my work with children diagnosed with mental retardation, I use the didactic game "Educational cards". The use of these cards enables the teacher to unobtrusively and naturally correct violations of the phonetic side of speech and prepare children for literacy.
The cards for this game are laminated, which allows them to be used repeatedly. And the letters and numbers written with a marker are easily erased from the cards.
Options for using the didactic game "Educational cards" in the correctional work of a defectologist teacher.

Option number 1 "Identify the first sound in words"

Children's age: 5-7 years
Game task: determine the first sound in words and correctly designate it with a letter
Didactic tasks:
1. Fix the concepts of "sound", "letter"
2. Differentiate the concepts of vowel - consonant sound
3. Consolidate children's knowledge of sounds and their symbolic designations (consonant, hard - blue, soft consonant - green, vowel - red);
4. Strengthen the ability to correlate sound with a letter;

5. To form the ability to carry out auditory and auditory-pronunciation differentiation of sounds that were not disturbed in pronunciation, and in the future - sounds with which correctional work was carried out.
6. Development of simple forms of phonemic analysis (definition of the first sound in a word).
7. Fix the graphic image of printed letters (without the use of alphabetic names).
8. To form the ability to count and designate the final result with a number;
9. Cultivate perseverance, develop attention, thinking, memory.
Rules of the game: Several players can participate in the game (the game is organized according to individual cards). You can play individually. The rules of the game are to determine the first sound in the word as soon as possible and correctly and designate it with a letter. The winner is the one who completed the task correctly and faster than rivals.
Game progress:
Children receive a card. The teacher clarifies the concepts of vowel / consonant sounds, letter / sound.
The teacher explains the sequence of the game:
1. Determine by ear the first sound in words.
2. Write in a circle the letter denoting the selected sound: if the sound is a vowel - with a red pen, if the consonant is hard - with a blue pen, if the consonant is soft - with a green pen.
3. Count the number of words that begin with the same sound, write down the corresponding number in the square under the letter.

Option number 2 "You hear correctly - you write correctly!"

Children's age: 5-7 years
Game task: Find pictures on the card whose names begin with the given sound.
Didactic tasks:
Develop simple forms of phonemic analysis (sound detection at the beginning of a word)
Fix the graphic style of block letters
Rules of the game: among the pictures, find an object that begins with the sound given by the teacher, and designate it with a letter. The winner is the one who completed the task correctly and faster than rivals.
Game progress:
Among the children, a driver is selected with the help of a counting rhyme. The rest of the children receive a card. The teacher clarifies the concepts of vowel / consonant sounds, letter / sound.
The leader calls the sound, the children characterize this sound and begin to look for objects for this sound in their cards. A child who finds and names an object for a given sound writes the sound symbol in the form of block letters in a circle next to the picture. The teacher checks the correctness of the task and gives a green card if the child completed the task correctly, and a red one if the child made a mistake. The one with the fewest mistakes wins.
It is important to remember that first, children are offered cards whose picture names begin with vowels and consonants of hard sounds (preferably sonorous sounds). As the material is mastered, the game becomes more complicated: children select picture words in which the letter already denotes two sounds, paired in hardness-softness.

Picture games for children 4-5 years old

Tasks for children of the middle group of kindergarten on the topic "Learning to read"

Exercise 1

Name the items in each group. Match them with the letter that their names begin with.

Task 2

What letter do these words begin with? Draw an object whose name begins with the desired letter in each group.

Task 3

Match the items whose names start with the same letter.

Task 4

Match the items whose names end with the same letter.

Task 5

Color the extra picture in each group. What letter do the names of the pictures begin with?

Task 6

Choose and color only those pictures that have the letter "Sh" in their names.

Task 7

Color only those items that have the letter "L" in their names.

Task 8

Color only those items that have the letter "P" in their names.

Task 9

Color only those items that have the letter "K" in their names.

Task 10

Name the pictures. Connect them in a chain: in the first word - the name of the picture, the sound [M] is at the beginning of the word, in the second the sound [M] is in the middle of the word, in the third the sound [M] is at the end of the word.

Task 11

In the name of which object is the sound [D], and what is the sound [T]?

Task 12

In the name of which object is the sound [B], and what is the sound [P]?

Task 13

In the name of which object is the sound [З], and what is the sound [С]?

Task 14

Where is the sound [R] in words: at the beginning, in the middle or at the end of a word? Match the diagrams with the right words.

Task 15

How many sounds are in each word - the name of the picture? Name them. Match the pictures with the correct numbers.

Task 16

What sounds do these names begin with? If you remove the first sounds in these names, you get other words. Which?

Check yourself.

Fishing rod - daughter; fly - ear; beads - mustache; thunderstorm - rose.

Task 17

Say the names of these items. In which words is the first sound pronounced? Color the box next to this word blue. Which words have the first sound soft? Color the square green.

Task 18

Match each picture with the syllable that its name begins with.

Task 19

Words with one syllable in their names are connected with one square, words with two syllables with two squares, and words with three syllables with three squares.

Lessons for future first graders. Benefits for parents and educators:

1. Literacy games for children 5-6 years old in kindergarten
2. Educational games for children of the senior group of kindergarten
3. Games for teaching literacy to preschoolers of the senior group

The game "Find out who makes what sounds?"

Target

: a set of subject pictures (beetle, snake, saw, pump, wind, mosquito, dog, locomotive).

Description: the teacher shows a picture, the children name the object depicted on it. To the question “How does a saw ring, a beetle buzzes, etc.” the child answers, and all the children reproduce this sound.

The game "Whose voice?"

Target: develop auditory perception.

Description: the driver becomes his back to the children, and they all read a poem in chorus, the last line of which is uttered by one of the children at the direction of the teacher. If the driver guesses it, the specified child becomes the driver.

Sample material:

We'll play a little, as you listen, we'll find out.

Try to guess who called you, find out. (Name of the driver.)

A cuckoo flew into our garden and sings.

And you, (name of the driver), do not yawn, who is cuckooing, guess!

The rooster sat on the fence, shouted to the whole yard.

Listen, (name of the driver), do not yawn, who is our rooster, find out!

Ku-ka-river!

Game "Guess the Sound"

Target: to work out the clarity of articulation.

Description: the leader pronounces a sound to himself, clearly articulating. Children guess the sound by the movement of the leader's lips and pronounce it aloud. The one who guesses first becomes the leader.

The game "Who has a good ear?"

Target: develop phonemic hearing, the ability to hear the sound in a word.

Game material and visual aids: a set of subject pictures.

Description: the teacher shows the picture, calls it. Children clap their hands if they hear the sound being studied in the name. At later stages, the teacher can silently show the picture, and the child pronounces the name of the picture to himself and reacts in the same way. The teacher notes those who correctly identified the sound and those who could not find it and complete the task.

The game "Who lives in the house?"

Target: to develop the ability to determine the presence of a sound in a word.

Game material and visual aids: a house with windows and a pocket for posting pictures, a set of subject pictures.

Description: the teacher explains that only animals (birds, pets) live in the house, in the names of which there is, for example, the sound [l]. We need to put these animals in the house. Children name all the animals depicted in the pictures and choose among them those whose names contain the sound [l] or [l ']. Each correctly chosen picture is valued by a game chip.

Sample material: hedgehog, wolf, bear, fox, hare, elk, elephant, rhinoceros, zebra, camel, lynx.

The game "Who is more?"

Target: develop the ability to hear the sound in the word and correlate it with the letter.

Game material and visual aids: a set of letters already known to children, subject pictures.

Description: Each child is given a card with one of the letters known to the children. The teacher shows a picture, the children name the pictured object. Chips are received by the one who hears the sound corresponding to his letter. The one with the most chips wins.

Game "Vertolina"

Target: develop the ability to select words that begin with a given sound.

Game material and visual aids: two plywood disks superimposed on each other (the lower disk is fixed, letters are written on it; the upper disk rotates, a narrow, letter-wide sector is cut out in it); chips.

Description: The children take turns spinning the disc. The child must name the word with the letter on which the sector-slot stops. The one who completes the task correctly receives a token. At the end of the game, the number of chips is counted and the winner is determined.

Game "Logo"

Target: develop the ability to highlight the first sound in a syllable, correlate it with a letter.

Game material and visual aids: a large lotto card, divided into four squares (three of them have images of objects, one square is empty) and tire cards with learned letters for each child; for the leader, a set of separate small cards with images of the same items.

Description: the presenter takes the top picture from the set and asks who has this item. A child who has a given picture on a loto card names the object and the first sound in the word, after which he closes the picture with a card of the corresponding letter. The winner is the one who first closed all the pictures on the loto card.

Sample material: stork, duck, donkey, tail, catfish. rose, lamp, etc.

The game "Chain"

Target: develop the ability to highlight the first and last sound in a word.

Description: one of the children calls the word, the person sitting next to him picks up a new word, where the last sound of the previous word will be the initial sound. The next child of the row continues, and so on. The task of the row is not to break the chain. The game can be played like a competition. The winner will be the row that “pulled” the chain the longest.

The game "Where is the sound hidden?"

Target: to develop the ability to establish the place of sound in a word.

Game material and visual aids: the teacher has a set of subject pictures; each child has a card divided into three squares and a colored chip (red with a vowel, blue with a consonant).

Description: the teacher shows a picture, names the object depicted on it. Children repeat the word and indicate the place of the sound being studied in the word, covering one of the three squares on the card with a chip, depending on where the sound is: at the beginning, middle or end of the word. Those who correctly position the chip on the card win.

Game "Where is our home?"

Target: to develop the ability to determine the number of sounds in a word.

Game material and visual aids: a set of subject pictures, three houses with pockets and a number on each (3, 4, or 5).

Description: Children are divided into two teams. The child takes a picture, names the object depicted on it, counts the number of sounds in the spoken word and inserts the picture into the pocket with a number corresponding to the number of sounds in the word. Representatives of each team come out in turn. If they are wrong, they are corrected by the children of the other team. A point is scored for each correct answer, and the row whose players score the most points is considered the winner. The same game can be played individually.

Sample material: lump, ball, catfish, duck, fly, crane, doll, mouse, bag.

Game "Wonderful bag"

Target

Game material and visual aids: a pouch made of colorful fabric with various objects, in the names of which there are two or three syllables.

Description: children in order come to the table, take out an object from the bag, name it. The word is repeated syllable by syllable. The child names the number of syllables in the word.

Game "Telegraph"

Target: to develop the ability to divide words into syllables.

Description: the teacher says: “Guys, now we will play telegraph. I will name the words, and you will telegraph them one by one to another city. The teacher pronounces the first word in syllables and accompanies each syllable with claps. Then he calls the word, and the called child independently pronounces it in syllables, accompanied by clapping. If the child did the task incorrectly, the telegraph breaks: all the children begin to slowly clap their hands, the damaged telegraph can be repaired, that is, pronounce the word correctly in syllables and clap.

Alphabet in pictures for kids

Alphabet letter coloring pages for preschool and primary school children.

Learning any language begins with learning the alphabet. How to introduce a child to the alphabet? Of course, with the help of beautiful and informative pictures. With our alphabet coloring book, getting to know the alphabet will be a pleasant and memorable game for your children.

Each coloring page contains a drawing of a letter, its spelling, as well as pictures of animals, objects that begin with this letter.

As they color the drawings, the children will name objects and pronounce the letters constantly.

These learning letter coloring pages will be a great springboard for in-depth study of the Russian language in the future.

These didactic materials will be useful for educators, teachers, as well as parents for joint activities with children.

Riddles are useful for learning the alphabet: Letters of the alphabet. You can solve these riddles to fix the letters of the alphabet.

Letters A, B, C, D, D, E, E, F

Letters Z, I, Y, K, L, M, H, O

Letters П, Р, С, Т, У, Ф, Х, Ц

Faina Kolesnikova
Card file of tasks for educators in teaching literacy (preparatory group)

Subject: "Sound. Letter. Word. Offer"

one). Concept differentiation "sound"-"letter"(Sound is what we hear. Sounds are non-speech and speech. An example of speech and non-speech sounds. A letter is what we see. A letter denotes a speech sound. Ask the children what they think why people came up with letters. )

2). Concept differentiation "sound"-"word".

Recall that everything that we see, what we do, what we feel, we designate with words. There are words-objects, words-actions, words-signs.

Di "Be careful" (you make a sound - the children clapped, the word - raised their hands).

3). Concept differentiation "word"-"offer".

If a few words "are friends" and help us to learn something, so this offer.

D / ex. (stand, shelf, toys, on. Children, pyramid, build, etc., 3-4 tasks.

4). Concept differentiation "sound", "word", "offer".

Di "Be careful".

Subject: "Sounds and letters "BUT", "U".

one). Sound characteristic "BUT" (it is a vowel, we pronounce it freely).

Di "Who is bigger" words with sound "BUT" at the beginning of a word, in the middle, at the end.

2). Sound extraction "BUT" from a range of sounds.

3). Sound characteristic "U". Di "Echo"(highlighting the first stressed vowel in the words fishing rod, morning, duck, already, smart, narrow, supper, smart).

4). Laying out the letters "BUT", "U" from sticks.

5). Selection pictures for Anya and Ulya(split with sound "BUT", with sound "U").

Subject: "Sounds and letters A, U, O"

one). Characteristics of sounds A, U. Game "Clap, stomp, don't yawn". Clap on a word with an A sound, stomp on a word with a Y sound.

2). Divide into syllables the words: duck, clouds, puddles, fog, dacha, pear. Determine the place of the sounds A and U in these words.

3). Sound characteristic O. Upr. "Echo" children repeat only the first sound in words: autumn, Olya, wasp, perch, cloud, shoes, rest. Last sound: window, wheel, glass, bucket, wing.

4). A game "Lay out my song in circles". Sound analysis sound complexes: AU, AOU, O, OA, UAU.

Subject: "Sounds and letters I, Y"

1) Sound characteristic [and]. Selection pictures, in the name of which there is a sound [and].

2) Laying out the schemes of sound combinations AI, IUA, IOI.

3) Determining the place of sound in the words Ira, tomato, radish, vegetables.

4) Exercise "Repeat the last sound" in words: tomatoes, cucumbers, peppers, eggplants, pumpkins, gardens.

5) Laying out the letters A, U, O, I, S from sticks.

Subject: “Sounds and letters A, U, I, O, S. Sounds [N], [N ‘], letter N "

one). Sound analysis of sound combinations IA, AU, AIU, OIA. Laying out the letters of these combinations.

2). Differentiation of prepositions "ABOVE" and "UNDER". Drawing up sentences by children with these prepositions and laying out diagrams of these sentences.

3). Printing the letters A, U, I, O, S and the words AU, IA, UA under dictation.

4). Pronunciation of sounds [n], [n ‘], their characteristics. Determination of the place of sounds H, H 'in the names pictures.

Subject: "Sounds "N-N'", "MM'", letters "N", "M"

one). Pronunciation, characterization of sounds M-M '. Determine the place of the sound [M] or [M ‘] in words: raspberry, compote, noise, house, month, eight.

2). Sound analysis of the syllables MA, MI, MIND, MIND.

3). An exercise "Guess the Word" in-l body movements shows word: WE, UM, AM, SHE. Children guess the word, then lay it out from the letters of the split alphabet.

4). A game « Pictures for Masha and Nina» (Masha loves Pictures, in the name of which there is a star. M or M ', and Nina with the sound. N or N').

Subject: “Sounds T, T’, letter T. Sounds K, K’, letter K”

one). A game "Wonderful bag" with pictures to sounds T, T'. the child gets picture and determines the place of the sound in the word.

2). Sound analysis syllables: TA, UT, TI; words: THERE, TIMA.

3). Reading syllables and words with the letter T.

4). Characteristics of sounds K, K '. A game « Pictures for Katya and Kira» . Learn to differentiate the sounds K and K'.

Subject: "Sounds and Letters K-T"

one). Comparative characteristics of sounds K and T. ( Similar: consonants, deaf, hard;

differences: with T- the tip of the tongue works, it is anterior lingual, with K the root of the tongue works, it is posterior lingual. A game « Pictures for Katya and Tanya» .)

2). Sound analysis of words: CAT, KIT.

3). Laying out syllables and words from cut letters alphabet: MAC, CATS, COM, NOTE.

Subject: “Sounds [p], [p‘], letter P”

1). Characteristics of sounds [P], [P ']. Playing with pictures to sounds P, P' "Wonderful bag". (Child pulls out picture, names it and determines the place of the sound in its name.)

2).Transformation of syllables and words: AP-CAP-PIK-PIKA (work with split alphabet). Develop attention and thinking, teach to think which letter (syllable) need to be replaced, removed or added.

3). Sound analysis of words: PUMA, PONY.

4). Compilation of sentences with complex prepositions FROM UNDER and FROM-FOR. Laying out the schemes of these proposals.

Subject: "Sounds C, C', letter C"

1) Pronunciation, characterization of sounds C, C '.

Playing with pictures to sounds C, WITH' "Guess What Changed".

2) Sound analysis of words: nose, catfish, sima.

3) Convert words from cut letters alphabet: NOSE-SLEEP-JUICE-COM-COMONE.

Subject: "Sounds X, X ', letter X"

1). Pronunciation and characterization of sounds [x], [x ‘]. Playing with pictures to sounds [x],[X'] "Wonderful bag". The kids are pulling out picture, then determine the place of the sound in the word.

2). Reading and conversion words: wow-ear-fluff-fly-hut.

3). Guessing objects according to the description with the setting for memorization clues:

Soft, fragrant, tasty, fresh, with a crispy crust. (Bread.)

Soft, but not bread, fluffy, but not fur, white, but not snow. (Fluff.)

Small, black, flying around the room, buzzing loudly. (Fly.)

Game "Remember, repeat" (repeat all the clues in a chain).

Subject: "The Sound and the Letter E"

1). Pronunciation, sound characteristics. A game "Find picture» with the sound E in the name.

2). Sound analysis words: EH, THESE, POET.

3). Laying out syllables and words from the letters of the split alphabet under dictation.

Subject: "Sounds "G-G'", letters "G", "TO".

one). Pronunciation, characterization of sounds [G-G ‘]. Selection pictures for Gali and Gena(Galya loves on [g], and Gena on [g ‘]).

2). Sound analysis words: GESE, GNOME, FOOT.

3). Comparative characteristics of sounds [K] - [G], how similar, how they differ. A game "Replace the first sound, get a new word" Kalina-Galina, count-, bones-, spike-, crust-, bark-….

Subject: "Sounds "B-B'", letter "B".

one). Pronunciation of sounds [b-b ‘]. Comparative characteristics of sounds. Playing with pictures"Bulls and Bison". (They take turns approaching the table, take picture and comments: "I take a can because I am a bull").

2).Conversion of words: buck-bok-beech-bull-bulls (cut alphabet).

3). Ex. "Make a sentence out of words" Through, bunny, bush, jumped. Because, left, at home, the car is red. Sofa, fluffy, got out, from under, kitten. Road, tall, trees, between. She ran out, from behind, a mouse, nightstands, gray.

4). Comparative characteristics of the sounds B-P, B-P. An exercise "Say the opposite" pa, pa-ba, ba; by, by - bo, bo; pi, pi-bi, bi; bya, bya-pya, five, etc.

Subject: "Sounds [d], [d'], letter D".

one). Pronunciation, description of articulation, characteristics of sounds [d], [d ‘].

Sound analysis of the words HOUSE, FASHION, DIMA.

2). A game "Wonderful bag". Children get picture and determine the place of the sound [d] or [d ‘].

3). Transformation of words from the letters of the split alphabet HOUSE-SMOKE-SMOKE-HOUSE.

4). Drawing up proposals with further analysis and scheme.

Subject: "Sounds [s], [s'], [z], [z'], letters C, Z"

1). Pronunciation of sounds [s], [h], clarification of articulation, comparative characteristics. The same with the sounds [s‘], [z‘].

2) Printing the letters C and Z on the boards with a marker.

3) Ex. "Name only the vowels in the words" FROST, HOLIDAY, DANCE,

NEW YEAR, MASKS.

4) Ex. "Guess the word" by body movements (teacher thinks) WINTER,

SLED, UMBRELLA, JUICE, BRAIDS.

Subject: "Sounds "B-B", letter "AT"

1) Pronunciation, description of articulation, characterization of sounds. A game "Daisies" with pictures on the differentiation of sounds [in] and [in ‘]. (Two circles, blue and green, are the hearts of daisies. Petals- Pictures.)

2) Word conversion: IVA, IVAN, SOFA, DIVO, VOVA, KVASS, LETTER.

3) Learn to spread simple sentences. Children make up a sentence of 4 words, lay out the scheme of this sentence, then supplement it with definitions or other members, reflecting this on the diagram.

4) Game "Owls and Crows". Children are divided into two teams: Owls and Crows. Eagle owls choose pictures with stars. [f] [f ‘], and the Crows - pictures with stars. [in] [in ‘].

Subject: “Sounds [z], [z‘], letter Z”

1) Pronunciation, characterization of sounds [z-z ‘]. A game « Pictures for Zoya and Zina» .

2) Exercise "Name only the vowels" with the definition of the stressed vowel in words: tail, giraffe (s, a, bear (uh, uh, kangaroo, hippopotamus (uh uh oh).

3) Exercise "Make an offer" with a pretext "Because of" on words: bunny-tree, forget-me-not-bush, rose-tree, star-moon, goat-house, umbrella-cabinet (Forget-me-not is visible from behind the bush. Etc.)

4) Laying out sentences from split letters alphabet:

This is Zina. Zina has a sled.

Subject: "Sound [c], letter "C"

one). Pronunciation, description of articulation, sound characteristics [ts].

A game "Who is bigger" (name words with this sound at the beginning of the word, in the middle, at the end of the word).

2). A game "Wonderful bag"(In a bag pictures with sound [C]. The child gets picture, determines the place of the sound in the word and the stressed vowel.)

3). Laying out sentences from split letters alphabet: There's a sheep. There is a bird.

4). A game "Show letter". caregiver pronounces words with the sound [C] or [C], and the children show the corresponding letter.

The words: juice, circus, birds, light, color, owl, dancing, socks, soup, cucumbers, sled, saber, heron, well done.

Subject: "Sound and letter "SH".

one). Pronunciation, sound characteristics [w] (hissing, always hard). Playing with pictures for sound [w]"What changed?".

2). An exercise Name only the vowel sounds. Which one is the percussion one? in words: fur coat, car, kids, hut, minced meat, rustle, noise, rustle, cannon, mouse, pears, good, silence.

3). Making words from big cubes: noise, porridge, steps, car, fur coat, hat.

4). A game "Change the Word" (to make the sound [w]). Rooster-rooster, nut - nut,

mother-, bread-, turtle-, winter-, fly-, ant-, fish-, peas-…., bucket-, hare-, house-….

5). Reading words and sentences. Anchoring regulations: SHI- we hear Y, and we write I.

Subject: "Sounds "WITH"-"SH", "Sound and letter "F".

one). Comparative characteristics of sounds [s], [w] (what is common, what is different).

A game « Pictures for Sonya and Shura»

2).Game "Find the extra word". Chocolate, sausages, barbecue, porridge. Juice, sour cream, sprats, cheese.

Salad, potato, chips, sausage. Rice, meat, garlic, spinach, etc.

3). An exercise "Say the opposite". Sa-sa - sha-sha, so-so - sho-sho, ash-ash - as-as, os-os-, su-su-, shi-shi- ... etc.

4). Pronunciation of sound in chorus and individually, description of articulation. Sound characteristic. Playing with pictures on star. [f] "Wonderful bag". The child gets picture and determines the place of the sound [g] in this word.

Subject: "Sounds and Letters Zh-Sh"

1) Pronounce the sounds Zh-Sh, give them a description. Determine the similarities and differences between these sounds. A game « Pictures for Zhanna and Shura» .

2) Game "Vice versa". (Vos-l pronounces a syllable with a sound [g], children replace it with a sound [w] and pronounce a new syllable and vice versa).

Jo-sho, sha-zha, azha-asha, izhi-ishi, uzhu-ushu, osho-ojo, etc.

3) Definition of the stressed vowel in words: Motherland, country, Fatherland, Fatherland, village, Moscow, capital, etc.

4) Fix the rule: in the syllables ZHI-SHI we hear Y, and we write I.

Typing words: snakes, Fawn, error, tire.

Subject: “Sounds of Sh-Zh. Sound and letter H

one). Pronunciation of sounds Ш-Ж, description of articulation. Comparative characteristics of the sounds Sh-Zh. A game « Pictures for Zhanna and Shura» .

2). Fixing the rule: SHI, ZHI - write with the letter I.

Typing words from dictation: spikes, live, say, ours.

3).Game "Wonderful bag" with pictures. Children get picture, in the name of which there is a sound Sh or Zh and determine the stressed vowel sound in the name of this Pictures.

4). Pronunciation of the sound Ch, description of articulation. sound characteristics C.

Word formation of masculine patronymics - exercise "Name your son's patronymic": Gleb has a son Glebovich, Ivan - Ivanovich, Ilya -, Maxim -,

at Roman - etc.

Subject: "Sounds "F-Z". sound and letter "H".

one). Pronunciation of sounds [w] - [h]. Comparative characteristics of sounds [g] - [h].

Playing with pictures"Giraffes and Zebras". Children are divided into two teams "Giraffes" and "Zebras". On the table pictures with sounds [g], [h] in the title. Each team selects "their" Pictures.

2). A game "Find the mistake". The teacher writes the words: KNIVES, MICE.

Offer: Masha has snakes.

Children find a mistake and correctly lay out words from the letters of the split alphabet. Fasten rule: SHI, ZHI write with the letter I.

3). An exercise "Name the stressed vowel". Words on the topic.

4). Sound pronunciation [h], description of articulation, sound characteristics.

An exercise "Change the Word". You need to change the word so that the sound [h] appears:

chair-stool, lock, lace, knot, sock, pancake, sofa, long loaf, curbstone;

light-lighter, soft, loud, hot, bright, rich, fine, strong;

Vanya-Vanechka, Olya, Grisha, Tanya, Petya, Valya, Diana, Angelina.

Subject: "Sounds of [Sh-T']".

one). Comparative characteristics sounds: how similar, how different.

Repeat (individually) behind educator a series of syllables:

cha-cha-cha, cha-cha-cha, cha-cha-cha, cha-cha-cha, cha-cha-cha, cha-cha-cha.

2). Replace the sound [H] with the sound [T ‘] in words. What words did you get? Make sentences with each pair of words.

Ball-knead, scourge-, bang-, stove-, weaver-, clearly-, river-, stove-, evening-, why-….

Subject: "Sound and letter Sh".

1). Pronunciation of sound in chorus and individually, description of articulation, characterization of sound [w]. A game "In the Land of the Giants" with the sound [u], turn any object into an object from the country giants: house-house, ax-axe, bush-, nose-, mustache-, elephant-, cat-, shovel-... etc.

2). Sound analysis words: SHIELD, PIKE, THINGS (v’, uh, u, PUPPY (u, e, n, o, k).

3). Writing words under dictation in block letters, reading:

PIKE, PIKE, WEATHER.

4). Word conversion: SHIELD - SHI - LOOK - FOOD - BEEP - BEEP - FOOD. Use sound screens.

Subject: “Sounds Shch-Ch-S'-T'. Sound and letter Y"

1). "Correct mistakes". He is flying on an airplane. We are writing a letter. Mom is feeding the baby. The boy is going to school. Children watch movies. People are walking down the street. The clock is right. The dog barks loudly. The cat catches the mouse. The girl sings a song.

2). Convert words using cut letters alphabet:

Pike-pike-pike-pike-pike.

3). Determine the stressed vowel in the words on the topic.

4). Pronunciation, characterization of sound [th].

Consider a number pictures, name them, select only those in the name of which there is a sound [th], determine the place of the sound [th] in these words.

Subject: "Letter E. Letter Yo"

one). The letter E, what is its feature. (Denotes two sounds [th], [e]. "Orders" consonants become soft.) Reading syllables and words with the letter E.

2).Game "Wonderful bag". Children get picture, in the name of which there is a letter E, they call it, determine the number of syllables by the number of vowels, and which vowel is stressed.

3). Laying out a sentence from the letters of the split alphabet, having previously analyzed it. Lena eats candy.

4) Examination of the letter Yo, characteristic of the optical-spatial position of the letter. Laying out the letter Yo from sticks and buttons. Explain that in writing the letter Yo denotes the softness of the previous consonant (Letter Yo is commander. orders: "Get soft!"). Reading syllables with the letter Y.

Subject: "Letter Y. Letter Y".

1) Consideration of the letter Yu, characteristic of the optical-spatial position of the letter. Laying out the letter Yu from sticks and buttons. Explain that in writing the letter Yu denotes the softness of the previous consonant (Letter Yu is commander. orders: "Get soft!"). Reading syllables with the letter U.

2) Exercise “Finish the end of the word with the letters Yo, Yu and name the whole word”.

YU: one hundred, po, zhu, yes, mo, top, cheat, clap,

Yo: gun, spear, wash, linen, beast, zhil ....

3) Exercise "Echo"(determining the number of syllables by the number of vowels, highlighting the stressed sound in words on the topic).

4) Considering the letter I (description). Naming words with the letter I. Reading syllables and words with the letter I in the primer.

Subject: “Sounds [L], [L‘], letter L”.

one). Pronunciation, description of articulation, characteristics of sounds [l], [l ‘]. A game "The Fourth Extra" on pictures(there is a sound, there is no sound, at the beginning of a word - at the end of a word, hard-soft).

2). What words will come out? If you remove the sound from the words L: klok- (kok, raft-, elephant-, club-, words-, eye- .... If the first sound is replaced with the sound L ': honey- (ice, weight-, bale-, stump-, oven-, sand- , thing-… .

3). Split alphabet exercise "Swap the letters, get another word"

FOREST (VILLAGE, FOX (POWER, OX (LOW, SAW) (LINDEN).

4). Reading small texts with passed letters.

Subject: “Sounds [r], [r‘], letter P”.

one). Pronunciation, description of articulation, characteristics of sounds [p], [p ‘].

Game for differentiating sounds [r] - [r ‘] « Pictures for Rai and Rita» .

2). A game "Say the opposite": Ra-ar; ru-ur; or-ro; re-er; ir-ri.

Re-re; ro-ryo; rya-ra; ru-ryu; ri-ry.

3). A game "Add R Sound" in the words: forge-(bed, helmet-, cat-, Kai-, cat-, pud-….

4). A game "Rearrange letters" in words. Use split alphabets.

FRAME, ACTOR, CARP

3 2 1 4 5 5 4 1 23 4 2 3 1

Subject: "Sounds and letters "R", "L".

one). Comparative characteristics of sounds [p] - [l]. Ex. "Repeat a couple of words": varnish cancer, bench-frame, bow-friend, treasure-crab, skis-saffron milk, spoon-horns.

2). A game "Take away the sound"(v-l calls the words, and the children must pronounce the word, taking away the first sound: mole, thunder, plow, injection, Shura, marriage, tailcoat, stronghold.

3). Print an offer, pre-compiling it scheme: Rita is jumping across the stream.

4). Reading cards with small texts.

Subject: "Letter "b".

one). What does it look like "b"? Explain what a letter "b" does not indicate a sound, but indicates the softness of a consonant. Compare pairs of words, paying attention to the fact that with the advent of "b" meaning changes the words: corner-coal, weight-all, spruce-spruce, ash-ash, chalk-stranded, dust-dust. Use split alphabets. Explain the meaning of each pair of words.

Subject: "Letter b"

one). The letter b is an unusual letter. What is its feature? Reading words with "b".

Reading short texts.

2). A game "Chain of words" inventing words for the last sound.

3). Split alphabet game "Wizards"(change, remove or add a letter to the words so that it turns out different word: CAT (mole, FLY (ear, SO (tank, SLEEP (son, juice, YEAR (goal, guide, SUK (soup, court).

4). A game "Name the Word" by the first sounds words: ear, cancer, wasps, porridge - a lesson,

cat, thread, name, goal, Anya - a book, etc.

Subject: "Repetition"

1) Game "Recognize the letter". The child closes his eyes. At this time in "writes" any letter on the child's hand. The child guesses.

2) Reading and retelling short texts. (2-3 simple sentences.)

3) Typing words. A game "Guess the word". So-so-so, wah-wah-wah turns out (owl, Buk-buk-buk, wah-wah-wah, it turns out (letter) etc. The children print the answers.

4) Drawing up sentences with prepositions according to the plot pictures.

Some of the children in the older groups of the kindergarten already know how to read. In literacy classes, they get bored and start to play pranks.

The teacher has to come up with a variety of literacy tasks for the preparatory group to keep these children busy while he works with the rest.

For reading preschoolers, the following literacy tasks are usefully applicable.

Literacy cards

Each exercise consists of a small sentence and five tasks to complete. The proposal is a short text. There are usually no problems with reading and understanding it. Sentence texts are not repeated, it is easy to come up with your own.

The question is often asked: why repeat the read sentence? Beginners to read children concentrate on the process of reading, poorly understanding the content. Setting for repetition after reading helps, from our point of view, to include understanding of the text.

The first time you need to do the exercise together. And then be sure to check the correctness of the execution and parse the errors (if any). This is another plus: mastering the techniques of independent work. The longest word is determined by the number of letters.

The card looks like this.

In any editor, you can change the sentence, leaving the tasks. Get a new card. For example.

Lisa painted a picture.

1. Read the sentence and repeat it out loud.

2. Copy the longest word

3. Count how many words are in the sentence and write in the empty box.

4. Divide words into syllables.

5. In each word, put a red dot under the vowels with a felt-tip pen, a blue dot under the hard consonants, and a green dot under the soft consonants.

An example of a (partial) task execution

Stimulus material

At first, we print sentences in cards in large letters.

Pavel catches a catfish.

The cat is waiting for the fish.

Mom milks the cow.

Geese graze on pasture.

Olya collects cranberries.

Zina and Nina picked mushrooms.

Grandma cooks compote.

Dad is cutting wood.

Music is heard from the window.

Lena plays the piano.

The swallow catches the moths.

The pike is chasing the crucian.

The dog guards the house and garden.

Raspberries ripened on the bushes.

Young foliage has grown on the aspen.

The gosling and the duckling hurry to the pond.

The forest is a lot of trees, grass and bushes.

Lingonberries and blueberries are small bushes.

Mushrooms grow in the forest.

Fly agaric and grebe are poisonous mushrooms.

Raspberries, blueberries, cloudberries are delicious berries.

Bears, foxes, wolves, hares, birds live in the forest.

Squirrels store mushrooms and nuts for the winter.

The bear eats berries and catches fish.

The fox hunts mice and hares.

Elk and deer eat grass.

A hollow is a home for an owl and a woodpecker.

Birds catch midges and other insects.

The woodpecker gets pests from under the bark of trees.

A birch forest is called a birch grove.

A pine forest is called a pine forest.

A forest of oaks is called an oak forest.

All the animals in the forest have enough space.

These exercises are quite applicable as homework in grade 1. Many parents come up with homework for first-graders, even if it is not assigned at school. Longer sentences and more complex words are suitable for them. The Non-Standard Children website wishes success to its readers.