Summary of literacy training for preschool children Martsinkevich. Martsinkevich "preparing children for schooling" methodological development on teaching literacy on the topic

Larisa Tsvetkova

h4]Theme: Journey to Soundland.

Target: generalization of knowledge about sounds, improvement of the skill of sound parsing of a word

Tasks:

Tutorials:

1. To improve the ability to distinguish between vowels, hard and soft, voiced and deaf consonants, to characterize them qualitatively;

2. Continue to teach children to conduct sound analysis of words;

3. To consolidate the ability of children to divide words into syllables, to highlight the stressed syllable;

4. Continue to teach children to make a proposal and a diagram for it.

Developing:

1. Develop articulation skills, improve the sound culture of children's speech;

2. Develop attention, memory, imagination, verbal and logical thinking;

3. Develop coherent speech (monologic and dialogic forms);

4. Develop phonemic hearing;

5. Develop fine motor skills of the hand.

Educational:

1. To form in children the ability to work in a team, in pairs;

2. Cultivate a sense of mutual assistance and assistance;

3. Cultivate the skill of independent activity;

Lesson form: occupation-travel

Lesson type: repetition and generalization of knowledge

Forms of organization of work: individual, group, collective

Time: 30 min (school hour)

The structure of the lesson

1. Introductory (organizational) part (5 min.):(greeting, readiness for work, attitude to work)

Guys, check the readiness for class and the order at your desk: you should have pencil cases, notebooks, sound cases, “boats” in order on your tables. (Children check the order and availability of the necessary material at the workplace).

Children, I have news for you. The postman came now. He brought us a letter. Look who! (I show an envelope with a picture of Zvukovichka, the children will find out from whom).

Come to me, let's read it soon. Text of the letter: "Hello guys. When I was visiting you, it was very fun and interesting for me to play sounds and words with you. And now I invite you to visit my country - Soundland. Only now we had a misfortune: the sounds from their houses ran away and do not want to come back. Come, help, please, return everyone to their places, otherwise not a single sound game works like that! Only your knowledge of sounds will be needed.

Well, children, let's go on a trip, help the sounds? (Yes)

To do this, we will need to remember what sounds are. And we will also consolidate the ability to hear, find and distinguish sounds in words, perform sound analysis, write down the sentence scheme.

2. Main part (23 min):

What do they usually travel on? (in a word - on transport)

Guess the riddle and you'll know where we're going:

Mystery:

“little houses run along the rails,

boys and girls are being taken to houses ”(Train)

That's right, I will be your train, and the first trailer will be the one who forwards 1 sound in the word train.

In order to be friendly on the way and not get confused, we select the last sound in the word train. Well done! We did it together!

In order not to lose time, we will go and train the tongue, repeat the sounds of the train after me (tu-tu. choo-choo. shshsh).

We have a “sound river” on our way, because it is not fish that swim in it, but words. In order to go around the river, we need to complete the task.

1. "Sound River". To do this, stand on both sides of the river and take a picture from the water. Who is on my right hand stands from me, highlights the first sound in the word. Who on the left is the last (listen to the answers of the children).

Well done! Sounds have been correctly identified, so we can move on with pictures. (tu-tu. choo-choo. shh).

We have arrived, and here is the country of Soundland (poster on the board). Sit at your desks to get a better look at her.

Oops, got stuck! See what thorny bushes (drawn on the left in the image) do not allow us to enter the country. And you can't see the Zvukovichka. It is necessary to correctly parse the word "bushes", and they will not be prickly. But in order to correctly perform the analysis, let's play the "Sound Orchestra" and remember what sounds are. (vowels and consonants)

Red chips we designate what sounds? (vowels) (conducting). How to define a vowel sound? (sung without barriers)

What other sounds are there? (consonants). How to define a consonant? (not sung, there are barriers).

What are the consonant sounds? (firm - hands up and soft - squat, voiced - clap and deaf - close your mouth with your palm)

2. "Sound Orchestra"

We listen to sounds at our places and depict:

N-to-l;-u-z -o-b-a

Well done!

And here is the Soundman. He heard our orchestra and recognized us.

The sounder also praises you and says that now we will perform the parsing correctly.

To quickly get the chips, you need to stretch your fingers!

Let's get our fingers ready for work - Fizminutka for hands:

The morning has come - the sun has risen,

Come on, brother Fedya, wake up the neighbors:

Get up, Bolshak. Get up Pointer!

Get up, Middle! Get up, Orphan!

Get up, Little Mitroshka!

Hello palm!

We checked the landing, moved the “sound canisters”.

3. "Sound analysis"

We disassemble the word BUSHES (1 child at the blackboard on a typesetting canvas).

Let's say the word slowly. Let's write it in the air, putting it in "boats".

We select the first sound KKKUSTY.

We answer by a raised hand: what is he like? (acc., tv., ch - denoted by a black chip).

What's the next one? WHOOOOOOOOOOOOOOOOOOOOOOOOOOOOOL? (ch. -red).

Select the next sound KUSSSTA. (acc., tv., ch. - denoted by a black chip).

Select the next sound KUSTTTY. (acc., tv., ch. - denoted by a black chip).

What is the last one? BUSHES? (ch. -red).

How many vowels? Consonants? Total sounds?

We divide the word into syllables. (2) Let's call the word - put the stress.

Well done! No one pricked, so everything was correctly dismantled. "Sound boxes" have been removed.

4. "Offer". And now let's write a sentence with the word BUSHES. Listen:

BEAUTIFUL BUSHES GROWN. Repeat. Count how many words. (3)

Open your notebooks, write down the sentence scheme.

Once - they checked the fit (a fist between the stomach and the desk, two - they brought the shoulder blades back, 3 - the slope of the notebook. 4 - they picked up a pencil, showed me how to hold it correctly, 5 - they started to complete the task (children write in notebooks, one at the blackboard) .

We check from the board.

5. "Boats". Children, you have pictures on your tables. Show your ability to divide words into syllables. Divide the word from the picture into syllables. "Boats" on the desk show how many syllables. Check with each other. Who found the bugs? (mutual check in pairs).

We got to the houses of sounds. Sounds are walking around, they are not playing with us.

Maybe they will like our physical minute:

We kick top top

We clap-clap with our hands

We are eyes in a moment.

Shoulders chik-chik.

Once there. Two-here.

Turn around yourself.

Once - sit down.

Two - got up.

Sat down. Roly-Vstanka seemed to have become.

The handles were pressed to the body and they began to do jumps.

Children, let's not forget, we need to rescue the sounds! Soundman says that they are asking us to play hide and seek with them, and then they will run to their houses.

6. Let's play the game "Where did the sound hide" in a circle on the carpet. To whom I throw the ball, he names the place of the desired sound in the word, while others check (at the beginning of the word, in the middle or at the end).

Duck (y) - moon (a) - compote (m) - watering can (l;) - boat (o) - phone (n) - fish (s)

Well done! Look, they coped with the tasks and the sounds went into the houses.

3. Summing up (2min):

The soundman thanks you for helping him return all the sounds to the houses and gives him a "Sound Box" with new games. At the next lesson, he will fly to us and introduce them to them.

Children, why did the sounds agree to go home? (because we have completed all the tasks).

Yes, you coped with all the tasks and difficulties along the way. Improved knowledge of sounds.

Now get up and follow me, let's go home!

For diligence, for your work rewards! (Pictures).

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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"

Age of children: 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!"

Age of children: 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 assignment and gives a green card if the child completed the assignment 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.

The manual offers a comprehensive long-term planning designed to organize educational work in a group of children of different levels of development. Planning is divided into sections: speech development, literacy, the formation of elementary mathematical concepts, the child and the world around him, visual activity, design and manual labor, musical education, psychological and pedagogical support.
The planning takes into account three levels of a child's development, the work of all specialists is united by common themes, and recommendations and materials on diagnosing children are given. All this will allow teachers to ensure efficiency in work and an integrated approach to the implementation of the tasks of educating and teaching preschoolers.

The manual presents a cycle of classes on teaching children 5-6 years old to read and write. In a fascinating fairy-tale form, kids will be able to get acquainted with letters and sounds, their features, connections and differences. the material can be used in the classroom in kindergarten groups, in preparation for school, in individual work with preschoolers.

Title: Preparing children for literacy and preventing writing disorders.
Author: Kliment'eva O.V.
Publishing house "Childhood - press"
Year: 2010
Format: pdf
The purpose of this manual is not to systematize the lessons, but to build a system of games and demonstrate techniques that can be used to overcome the OHP, FFNR and prepare children for literacy. The book presents advanced weekly planning, a system of games and tasks for teaching phonemic analysis and synthesis, which can be used to automate sounds (clarify the pronunciation of vowels, automate consonants), teach phonemic and syllabic analysis and word synthesis on individual, subgroup and frontal classes. In addition, the manual contains examples of comprehensive classes to overcome OHP and prevent writing disorders (work on vowels and consonants, differentiation of vowels / consonants, voiced and voiceless consonants, hard and soft), author's didactic games and examples of graduation classes that demonstrate the school maturity of children . This manual will be useful to speech therapists of preschool institutions, educators and school speech therapists.

Electronic version of the book "Preparing older preschoolers for literacy" 1-year senior group.
Abstracts, didactic material.
O.M. Yeltsov
This material presents practical material on preparing 5-year-old children for literacy, taking into account their characteristics, interests and needs. Summaries of classes in the senior group, literary and didactic material, will help determine the goals, content and scope of work.
It is intended for educators of older groups of preschool educational institutions, it can be useful for parents for self-study with children.

The book is the 2nd part of the program “From sound to letter. Teaching preschoolers the elements of literacy. (1st part - "Development of sound culture of speech in children 3-4 years old"; 3rd part - "Development of sound-letter analysis in children 5-6 years old"; 4th part - "Development of interest and reading abilities in children 6-7 years old.") The main purpose of this book is to provide practical assistance to teachers in conducting classes to prepare children 4-5 years old for teaching the elements of literacy.
Recommended to a wide range of professionals working in preschool educational institutions. Can be used by parents, tutors.

The manual is intended for work with children of senior preschool and younger preschool age. It can also be used for classes with children with speech and behavioral disabilities. The materials contained in the book are educational and corrective. They are designed to contribute to the development of the intellectual and creative abilities of the child, the formation of his sense of language, the prevention of various difficulties and disorders that arise in the process of reading and writing.
The book is intended for professional workers of preschool institutions - educators, speech therapists. It can be useful and interesting for students of pedagogical colleges and universities, teachers of elementary grades of secondary schools.

Recipes for successful learning of mathematics will help develop fine motor skills of the hands, teach how to print and write numbers and mathematical signs, examples. In the process of learning, children learn the concept of the composition of a number. Recipes for mathematics for children 5-7 years old are recommended to prepare children for school.
Recipes for successful literacy will help develop fine motor skills of the hands, teach how to print the letters of the Russian alphabet, and analyze the sound composition of the word.
They are recommended for children of senior preschool age in mass, speech therapy kindergartens, they will assist in preparing for school children who do not attend preschool institutions.

The set of benefits is designed to teach children to read and write from the age of 4, with their focus on spelling literacy. Each book is devoted to a specific topic: hard and soft, deaf and voiced consonants, stressed and unstressed vowels, continuous reading. The knowledge and skills that a child acquires in the course of classes are of great importance for teaching literate writing. The benefits can be used by parents, educators, speech therapists, as well as primary school teachers.
The first three books include 20 lessons each, the fourth book - 23 lessons with texts for reading.
The book "Let's Play Words" is used in the middle and senior groups when introducing children to the variety of words that make up our speech, with the very concept of "word", to develop the ability to intonationally distinguish sounds in a word: the first sound or a given sound, to distinguish by ear hard or soft consonants, name words with a given sound.
The book "From Word to Sound" is used in the middle group - when practicing and consolidating the skills to conduct a sound analysis of a word, distinguish between hard and soft consonants, stressed and unstressed vowels in a word, and name words with a given sound.
The book "From Sound to Letter" contains tasks and exercises for practicing and consolidating in children of the preparatory group the ability to differentiate vowels, hard and soft consonants, determine the place of stress in words, and apply the rules for writing letters.
The book “We Read It Ourselves” contains sets of syllables, sentences and texts for practicing and reinforcing the reading mechanism among preschoolers of the preschool group using the rules for reading vowels after consonants (rules zhi, shi, zhi-shi, cha-chu, shcha-shu). The book also presents 8 sets of words (tables) to consolidate and test the ability to highlight the stressed syllable in a word.

Loving parents want to raise their baby so that in the future he will become a well-educated person with career prospects. The first step on this path is getting a quality pre-school education. The school program adopted now is structured in such a way that the child must come to school already knowing the basics of literacy. And it is very important that the educator not only teach the preschooler letters and reading, but also be able to instill in him a “sense of language”, an understanding of the laws of its construction and the ability to use them.

Why you need to teach literacy before school

From the point of view of psychologists, a child at the age of 4–5 years has a special “sense” for language, which weakens in the future. It is important to build classes with preschoolers from the youngest group in such a way as to form their intuition for correctly constructed language structures, develop a clear pronunciation of words, and increase vocabulary. In addition, literacy training contributes to the development of mental activity and memory, analysis and synthesis of information. All of these arguments point to the need for such training.

How is the process of teaching literacy

Literacy is taught gradually, in a playful way. The following tasks can be distinguished:

acquaintance of children with the concepts of "word" and "sound", the development of phonemic hearing;
division of a word into syllables, correct placement of stress in a word;
analysis of the sound composition of a word, the ability to identify vowels, hard and soft consonants, compare words by sound composition;
familiarity with the concept of "sentence" and its vocabulary;
the basics of reading and writing, composing words using a split alphabet.

Modern methods of teaching literacy are based on the sound analytical-synthetic method of teaching reading, proposed by K. D. Ushinsky more than a hundred years ago. According to this technique, children's acquaintance with sounds occurs when they are isolated directly from live speech. First, the vowels are assimilated a, o, i, e, y, s. Tasks become more difficult gradually. The sound is defined in monosyllabic, disyllabic, and then in polysyllabic words. Then the vowels i, yu, ё are studied. And only after that they proceed to the study of consonants. K. D. Ushinsky wrote that teaching children to identify consonants in a word is the most important and difficult task, it is the "key to reading."

Children 4-5 years old are most receptive to sounding speech, interest in reading usually appears only by 6-7 years

For young children, the play component of classes is an important aspect. The child must be motivated to perform exercises, to captivate with an interesting task. A lot of techniques and methods have been developed, you just need to choose the appropriate classes for the topic and the age of the children. Literacy classes may include basic educational activities: looking at pictures, drawing, reading poetry, solving riddles, outdoor games, but, in addition, there are specific exercises that will be discussed further. It is recommended to conduct literacy classes at least once a week.

If there is a significant differentiation in the group in terms of the level of assimilation of the material, then it is advisable to use individual tasks or conduct classes in subgroups.

Features of classes with limited health in children

Speech impairment, which is observed in certain types of diseases in children, leads to inhibition of the process of mastering reading and writing skills. Such children perform tasks more slowly, often confuse similar-sounding letters, similar-sounding words. Preschoolers with such deviations need the help of a speech therapist, a psychologist, as well as increased attention from the educator and parents.

Conducting classes in a group is built in such a way that the child performs some exercises individually. But at the same time, he should not feel completely separated from the common activities. For example, you can individually work out a task in advance or offer a child with disabilities an easier riddle, giving them the opportunity to prove themselves among their peers.

Children with speech disorders receive an education comparable to the education of healthy peers, being in their environment

Parents should help the educator and speech therapist by doing some additional exercises with the child or reinforcing what they have learned in the garden. At home, you can also use interactive games, the interest in which children have is quite high.

Video: Teaching Literacy to Children with Speech Disabilities

Getting Started: Ways to Motivate Children

The beginning sets the tone for the entire session. It is necessary to make sure that the children tune in to learning new things, they were interested in it, they wanted to participate in the lesson. You can use the following tricks:

a poem on the topic of the lesson;
riddles;
looking at pictures.

The teacher can start the lesson like this: “Guys, today we will figure out what a word is. You carefully listen to the lines from the poem and help me. Example of a poem:

There is a sweet word - candy, (And what other delicious words do you know?)

There is a quick word - a rocket, (And who will help here?)

There is a sour word - lemon, (What sour did you eat?)

There is a word with a window - wagon, (What is suitable?)

There is a book word - a page, (And what words refer to books?)

There is a forest word - a tit, (You probably know a lot of such words!)

There is a fluffy word - snow, (It's also easy to guess here)

There is a funny word - laughter. (And who came up with it?)

At the end, praise the children: “What good fellows we are. How many words did you remember?

If the use of riddles seems to be a good option for you, then select them so that the answers begin with one letter.

Table: examples of puzzles to start the lesson

You can finish with a game element: “Guys, you are real smart people, you solved all the riddles! All words are correct! But the question is: how are all these words similar? And now the game. I name a word. If it starts like our guesses, you clap your hands. And if not, don't clap."

In order to get the children interested, you can also distribute a set of cards to each pair of children and ask the children to put into words what they see in the pictures. The teacher asks: “What sound do all words begin with? How can you divide them into two groups? Correctly. Some words are short and others are long. We put pictures with short words to the left, and with long words to the right. Then the teacher checks the completed exercise.

To captivate children at the beginning of the lesson, you can use pictures.

You can use a blank - a surprise, a theatricalization of the story, start by watching a presentation or discussing an illustration. Children are happy to participate in inventing new fairy tales.

Literacy in kindergarten

Preparing an educator for literacy classes requires special scrupulousness. Incorrect presentation of the material can result in the complexity of learning in the future. Careful planning of lessons will help the teacher to avoid mistakes. The development of a plan - a lesson summary, of course, is already a sufficient stage of planning. However, now in educational institutions it is proposed to use technological maps of classes. In this document, not only all stages of the lesson are developed in detail, but the quantitative and qualitative characteristics of the group are considered. This makes it possible to analyze any stage of the lesson, to identify possible shortcomings. The technological map of the lesson is a rather voluminous document, an example of development can be viewed on the website.

Forms and methods of teaching

There are three main groups of teaching methods for children, each of which is based on a certain form of thinking of the child.

visual methods. These include: displaying objects, pictures, illustrations; solving isographs (letters are superimposed on one another, you need to determine them) and rebuses; staging skits, watching presentations, cartoons, visiting the theater.
Practical methods. This group includes: performing exercises, playing techniques, modeling, designing.
verbal methods. Conversations, reading, drawing up stories according to a model, stories according to a plan, stories - fantasies.

When conducting classes, the teacher should use techniques so that different types of children's activities alternate, the method of obtaining information is switched: visual, tactile, auditory. Consider examples of practical techniques:

When studying letters, for better assimilation of the material, their appearance is played up in various creative tasks. Draw a letter, decorate it with different patterns, sculpt a letter, sew a dress for it, lay out a letter with beans or buttons, draw with sand, fold it from sticks, braid, receive a letter as a gift, etc.

To check the assimilation of the material with older children, verification work can be carried out.

An exercise that can be included in such work: handout with objects and studied vowel sounds. Children must connect the object and the image of the vowel that is in the word. For the first picture, draw a word scheme: how many syllables, which one is stressed.

An example of a test card for older preschoolers

Perform a sound-letter analysis of words, that is, enter the names of the objects depicted in the cards.

A handout that asks for the names of objects can be used for children who can write.

Reading children can be offered solving puzzles or games to compose words: “Who will make more new words from the letters of the word Excellent?”; "Name the words consisting of two, as the word Parovoz consists of the words Par and Voz."

Stages of teaching preschoolers to read and write

Preparation for literacy begins at the age of three. What tasks are solved in each age group?

Second junior group

This year's goals are:

dictionary enrichment;
developing the ability to pronounce words correctly and clearly;
the formation of the ability to distinguish sounds;
familiarity with the concepts of "word" and "sound".

The main forms of work: conversations, reading, memorizing poetry, games.

In classes that form sound differences, kids get acquainted with the sounds of the world around them and learn to recognize them, the concept of “sound” is introduced.

The study begins with the consideration of sounds that are very different from each other (the rustle of paper is the sound of a bell). Then they move on to close sounds (rustling of paper - rustling of leaves, you can use different bells). As a result, children should learn to distinguish between natural noises (the sound of car tires, the creak of chalk, the chirping of a sparrow).

Games used: “Tell me what it sounds” (a recording of various noises is used), “Where does the bell ring?”, “How animals growl” (children look at pictures and reproduce sounds made by animals).

In one of the classes, you can use sets of objects made of the same materials: glass, metal, plastic. First, the teacher demonstrates what kind of sound is obtained when hitting glass, metal. Then, behind the screen, he hits an object. Children must determine what it is made of.

Theatricalization of a familiar fairy tale is possible. We remember the fairy tale "Kolobok". “Rolling, rolling Kolobok along the path. And towards him ... ". Children continue: "Hare!". A child with a toy hare in his hands comes forward and stands in front of the children. We also beat the meeting with the rest of the heroes of the fairy tale. The teacher takes turns addressing the children with toys in front: “What is the name of your toy? Let's all say this together." And so for all the characters. When performing such exercises, attention is focused on the concept of "word".

An example of a lesson on the development of phonemic hearing can be viewed at the link.

middle group

This year's goals are:

further development and increase of the dictionary;
the formation of the ability to perceive the plot of the narrative, to retell;
memorization of poems, proverbs and sayings;
consolidation of the concepts of "word" and "sound", dividing the word into syllables;
formation of skills to determine the length of a word, highlight the first sound.

The main forms of work: conversations, reading, retelling, memorizing poems and proverbs, creative stories, games.

Video: lesson "Speech Development" in the middle group of kindergarten

Examples of suitable games:

Game "Remember the word". Preschoolers stand in a circle and take turns calling any noun to their neighbor. You can't repeat. If the participant does not have time to quickly remember a new word, then he leaves the game. The winner is the one who remains in the circle. In the future, this game can be complicated by giving tasks to children to select words on a topic. For example: “We go to the grocery store, you can buy whatever you want. We name only those words that are products.
Echo game. The kids should repeat the second part of the word in such a way to get a new one (a pie - a horn, a locomotive - a cart, etc.). Another version of the game is to name the word, discarding the first sound (yard - thief, shelter - moat, drama - frame, mole - mouth, scythe - wasp).

An exercise to determine the first sound in a word using pictures. The teacher emphasizes this sound with intonation (p-rose, p-rocket, p-cancer, p-hands) and demonstrates the image.

The teacher must clearly pronounce the initial sound "rrrr"

Then the children call other words with the same sound.

When performing exercises on dividing into syllables, we separate each syllable with a sharp sound (the ringing of a gong, the sound of a pencil, clapping hands, drumming) or the same exercises (turns, tilts, steps). Another option: toss the ball as many times as there are syllables in the word. Such exercises can be considered as a physical exercise.

The outline of the lesson on the topic "Dividing words into syllables" is presented on the website.

Senior group

The following tasks can be distinguished:

further development of phonemic hearing: recognition of vowels and consonants, their correct pronunciation and articulation;
recognition of words containing a certain sound;
placement of stress;
the ability to characterize the sound (vowel, consonant, hard or soft);
dividing sentences into words, highlighting interrogative and exclamatory sentences with intonation.

Toddlers need to learn how to correctly identify vowel sounds without skipping them in words. It is the exact pronunciation of vowels that determines beautiful speech. The study usually goes in order: [a], [o], [y], [i], [s], [e], [e].

In the first lesson, we highlight the vowel sound from the word. For example, [a]. The teacher names the words in which [a] is present in an open syllable, emphasizing in voice [a]: KA-A-A-SHA-A-A. Children repeat. We also pronounce similar words: MA-MA, RA-MA. We focus on articulation when pronouncing a sound.

To make it easier for children to copy articulation, you can invite them to follow themselves through small mirrors.

The teacher explains that when pronouncing the sound [a], the air is exhaled freely, without encountering obstacles. The sound is loud, loud, which is why it is called a vowel. We will mark it in red.

In the same way, we introduce children to the rest of the vowel sounds.

Vowel exercises may include the following exercises:

“See the sound”: the teacher silently expressively pronounces the sound, the guys call it.
“We call words with a certain sound” (our sound must be percussive - hands, not a hand, a cat, not a kitten).
“Disassemble the cards”: children choose cards with images for the sound [a] and fix them on a magnetic board.
The definition of a sound among other vowels a, y, and, e, o (at first, the teacher clearly pronounces sounds to himself, this is not done further).
Definition of sound in syllables (he, mustache, as, im, op).
Definition of sound in words (swing, aster, arch, Ira, gadfly).
Finding words in a sentence for a certain sound: "The mole and the cat rolled a hoop."

Next, we teach children to determine in which syllable of the word our sound is located: in the first lesson we look for the sound in the first syllable, in the second - in the last syllable, and only in the next - in the middle of the word. This situation can be beaten, for example, with the help of a “fun trailer”. There are as many windows in this trailer as there are syllables, with a flag we denote the window where the desired vowel sits.

After the study of vowels comes the study of consonants.

The articulation of consonants (m), (n) is opposite to the articulation of vowels: the air is retained either by the lips or by the teeth

Consider a lesson with the sound [m]. The teacher says: “A young cow does not yet know how to moo for real. She only gets M-M-M. Toddlers pronounce the sound themselves, use a mirror to check articulation. Children notice that there is an obstacle in the way of air - lips. The teacher explains that when pronouncing all consonants, air meets with an obstacle. The sounds agreed that they are pronounced like that, therefore they are called consonants. They are marked in blue.

It is necessary to teach children to separate voiced and deaf consonants. The teacher explains that voiced consonant sounds are pronounced with noise and voice, and deaf ones only with noise. If you close your ears with your palms, then a voiced sound can be heard, but a deaf one cannot. Our sound [m] is sonorous.

You need to come up with a designation for sonority: a bell, a bell, a speaker. If the sound is deaf, then the symbol is crossed out.

Consonants are also divided into soft and hard. Explain to children the difference in articulation. When we speak a soft sound, the lips tense up and it looks like we are smiling a little. When pronouncing solid sounds, this is not observed. We pronounce it clearly so that the children see the movement of the lips: “Darkness, darkness, mystery, calf.”

We come up with a designation: for soft sounds - cotton wool, for hard sounds - stone.

When studying sound, the outline of the letter is given. At this age, it is still very difficult for children to memorize graphics. To achieve a good result, we perform exercises based on different types of memory of the child.

Tasks based on visual memory - they use images, scenes are played out.
Techniques designed for tactile memory - children feel the object being studied with their hands: they mold letters from dough, clay or plasticine, lay them out of small objects.
Using mechanical memory - kids should automatically repeat the shape of the letter: draw, trace around a stencil, cut out of paper along the contour.
Appeal to associative memory - we arrange a contest of stories "What does a letter look like."

Throughout the course of study, we introduced a sound designation system based on color (vowel - red, consonant - blue) and symbols (voiced - bell, soft - cotton wool, hard - stone). This technique helps in memorizing the material and in developing assignments.

An example of a task based on the introduced notation system: children must correctly connect the picture and the word scheme with lines

The path to literacy is not easy. To go through it, the child needs to show diligence and diligence. The task of adults is to support the child in his learning. It will be great if a screen appears in the group, which reflects what knowledge the children have already achieved and what remains to be mastered.

In the senior group, as part of the literacy program, classes are conducted on the analysis of the proposal. At this link, you can familiarize yourself with the summary of the GCD on the development of speech on the topic "Introduction to the proposal."

preparatory group

The following tasks can be distinguished:

to form the ability to analyze the text and make a proposal according to a given scheme;
introduce the concepts of "noun", "adjective", "verb", talk about the selection of synonyms, antonyms for words;
teach how to draw up a word scheme;
achieve reading at a speed of 30-40 words per minute;
teach writing words in a notebook.

Video: lesson "Literacy" in the preparatory group for teaching materials "Paths"

At the end of the year, children should be able to complete tasks of the following type:

Repeat the tongue twister: “Polya went to weed parsley in the field.”
List the items from the tongue twister (parsley, field). Name the first sound in these words (n). What is this sound? How is it indicated on the diagram?
How many sounds are in the word "World". Name them.
The word "road" is divided into syllables.
The proverb is written on the board: "A diligent mouse will gnaw through the board." Find the written word "mouse".

By the end of literacy, preschoolers should be able to pronounce words correctly, distinguish between vowels and consonants, words with similar sounds, divide words into syllables, know the composition of words and sentences, the basics of reading and writing

With children of this age, you can conduct various types of quizzes and KVN, similar to the open event presented on the site.

Literacy classes are held twice a week. For the younger group, 15–20 minutes, for the middle group, 20–25 minutes, for older preschoolers, 25–30 minutes.

Long-term planning of the process of teaching literacy can be done in another way, as, for example, on this site.

There are other methods of teaching literacy. The method of Nikolai Zaitsev ("Zaitsev's cubes") has become widespread. According to him, a child can be taught to read and write from an early age without prior preparation. The method is based on the use of special cubes with "warehouses" and wall tables.

"Warehouse" is a special speech unit of Zaitsev's method, it is a pair of consonant - vowel, or consonant and hard or soft sign, or one letter

The results of learning can be seen after a few months: kids read fluently without difficulty. This method is also suitable for teaching hard of hearing and visually impaired children. The disadvantages of the method include the fact that training is carried out individually and cannot be applied to work in kindergarten groups. In addition, a child who has learned to read and write using this method may have problems in elementary school due to different principles for presenting material.

Lesson Analysis

The result of the work of a kindergarten teacher is evaluated not only by children and their parents, but also by the public education system. The head or methodologist of an educational institution can visit any lesson with children and evaluate how effectively and efficiently it is carried out. Based on the results of the test, an analysis of the lesson is compiled. In this document:

the theme and purpose of the lesson are indicated, as well as the main tasks: educational, developmental, educational;
the methods and techniques used by the educator and how they correspond to the tasks set are determined;
an assessment of the activities of children is given;
the work of the educator during the lesson is analyzed;
recommendations are offered to improve the educational process.

You can see an example of such an analysis of a lesson on the site.

The famous Soviet physicist Pyotr Kapitsa said: “Science should be fun, exciting and simple. So must be scientists". This statement can be made the main rule when conducting literacy classes in kindergarten.