Learning to read by syllables in a playful way. Texts for teaching reading to preschoolers with pictures, reading assignments

Teaching a child to read. We remember syllables. Learning to read a syllable. Merging letters into syllables. syllable. How to teach a child to read syllables. Transition from letter to syllable.

Currently, the market for children's educational literature is filled with a variety of alphabets and primers for preschoolers. Unfortunately, many authors do not give guidelines on how to teach reading. The first pages of manuals introduce children to some letters, then parents are invited to complete tasks together with children such as "compose syllables with the letter A and read them", "compose, write down and read syllables", and sometimes they do not have such explanations, but simply on the pages syllables appear for reading. But how can a child read a syllable?

So, N. S. Zhukova in her "Primer" illustrates the fusion of a consonant and a vowel with the help of a "running little man". He proposes to show the first letter with a pencil (pointer), moving the pencil (pointer) to the second letter, connect them with a "path", while pulling the first letter until "you and the little man run along the path to the second letter." The second letter must be read so that "the track does not break."

We find another way to facilitate syllabication in the book by Yu. V. Tumalanova "Teaching children 5-6 years old to read." In the methodological part of the book, various options for accompanying the syllable are proposed:

An adult holds one letter in his hands, the child reads, at the same time another letter is brought up from afar, and the first "falls", the child proceeds to reading a new letter,

An adult holds letters in his hands, one high, the other lower, the child begins to read the upper letter, slowly approaching the lower one, and proceeds to reading the lower one,

An adult holds a card in his hands, where letters are written on both sides, the child reads the letter on one side, the adult turns the card over to the other side, the child continues to read.

On the pages intended for working with the child, we see the following original images of syllables:

The techniques outlined above relate to the sound analytical-synthetic method of teaching reading. "The letter I after the consonant denotes its softness, which means that in combination VI the letter B denotes a soft sound. It turns out VI." This is what the chain of inference looks like when reading a syllable through sound-letter analysis. And what will be the chain when reading, for example, the words CROCODILE? Can a child easily master reading in such a "long" way? Yes, there are children, even of younger preschool age, who, thanks to the high organization of analytical-synthetic thinking, are able to successfully master reading in this way. But for most children, this method is too difficult. It does not correspond to the age organization of cognitive activity. Even when using the auxiliary techniques outlined above, children still cannot master reading using the sound analytical-synthetic method, or the formation of reading skills is difficult, interest in classes is lost, psychological problems are formed (low self-esteem, protest reactions, slowdown in the development of cognitive processes). characteristic of this age).

Try to read any sentence and at the same time observe how words are made from letters. You simply reproduce different types of syllables from memory and comprehend their combinations! It is recall that helps us read quickly, bypassing the stage of building chains of inferences about the sound-letter composition of a word.

Based on this, it can be understood that it is easier for a child to learn to read by memorizing a system of reading units - syllable fusions. This method of teaching reading will be most successful for children of older preschool age. It is at this age that memory, all its types (auditory, visual, memory for movements, combined, semantic, etc.) and processes (remembering, storing and reproducing information) develop and improve most actively.

You need to memorize syllables according to the same scheme that is used when memorizing letters:

Repeated naming of a syllable by an adult;
- search for a syllable on the instructions of an adult with subsequent naming;
- independent naming - "reading" the syllable.

Of course, the child should be interested in learning. When introducing a child to syllables, you can use short tales composed according to the same principle: a consonant letter, traveling, meets vowels in its path, all in turn, they sing "songs" in pairs - syllables. A consonant letter can "go to the forest for mushrooms", can "ride an elevator", can "go to visit girlfriends - vowels" and much more, what your imagination is capable of. You can make large letters cut out of colored cardboard with faces and handles, then the vowel and consonant letters also "take the handles and sing a song together" (syllable). Don't think that you have to make up such fairy tales for every consonant. The child will soon be able to tell fairy tales about syllables himself, he will be able to name even new syllables by analogy with those whose reading he has already mastered.

The order of acquaintance with syllables is not fundamental, it will be determined by the alphabet that you choose to teach your child to read. Some alphabets set the sequence of study according to the frequency of the use of letters in the language, others in accordance with the sequence of formation of sounds in children, and others - according to the intention of the authors of the manuals.

After the initial acquaintance of the child with the syllables that can be composed with the help of a consonant, it is necessary to create situations where the child will look for the syllable given by the adult. Write the syllables on separate pieces of paper, lay them out in front of the child:

Ask to bring a "brick" of KA, or KO, or KU, etc., on a truck;

- "turn" leaflets with syllables into sweets, treat the doll with a "candy" KI, or KE, or KO, etc.;

Play "postman" - deliver "letters" - syllables to your family members, for example: "Take KU to your grandmother", "Take the letter to PE for dad", etc.;

Lay out the syllables on the floor, "turn" the child into an airplane, command which airfield to land on.

You can also search for a given syllable on the pages of the alphabet or primer. At the same time, the game situation may look like teaching your favorite toy to read ("Show Pinocchio the syllable PU!", And immediately after the show - "Tell him what syllable it is").

You can cut the syllables written on the leaves horizontally or diagonally (but not vertically, otherwise the syllable will be divided into letters). You give the child the top part of the syllable, name the syllable, ask them to find the bottom part, then make the halves and name the syllable.

If the child confidently holds a pencil in his hand and knows how to write or trace letters, write the syllables that you memorize with the child with a dotted line, offer to circle the syllable you named, you can circle different syllables with pencils of different colors.

Always after completing tasks to find a syllable, ask the child what syllable it is (but not "Read what is written!"). In these learning situations, the child only needs to remember the task with which syllable he performed, you yourself called this syllable when you gave the task. If the child cannot remember a syllable, offer him a choice of several answers: "Is this GO or GU?", "LE? BE? SE?". So you protect the child from the forced letter-by-letter analysis of the syllable ("G and O, will be ... Will be ... Will be ..."), which will cause him negative emotions, as it will complicate the reading process. Children who get used to "seeing" individual letters in a syllable and trying to "fold" them often cannot switch to syllabic reading and reading whole words for a long time, "folding" words from letters does not allow them to increase their reading speed.

Is it worth it to memorize all syllables with equal persistence? Not! Pay attention to syllables that are rarely found in Russian (more often with vowels Yu, Ya, E), do not insist on confident reading of these syllables if the child has difficulty remembering them. The words RUSHA, RYASA, NETSUKE and the like are not often found in books!

A kind of screen of success in teaching a child to read can be the Syllabic House, which the child himself will "build" as he learns syllable fusions. To make it, you will need a large sheet of paper (drawing paper, wallpaper), felt-tip pens or paints, glue and colored paper or cardboard. On a large sheet of paper, you need to depict the "frame" of the house: write vowels horizontally below (you can depict them in arches-entrances), write consonants vertically from bottom to top in the order that your alphabet or primer suggests (it will be more interesting if the consonants the letters will "stand on the balconies"). The frame is ready. Now, on separate pieces of paper - "bricks" - write the syllables currently being studied. Ask the child to find the syllables according to your task, determine the place of this "brick" in the house (horizontally - "floor", vertically - "entrance"), glue the syllable in its place. Now, after classes with a group of syllables, you can paste them into this house. So the house will grow floor by floor, and the child will see his progress in learning to read.

In fact, the Syllabic House is an analogue of the reading table according to Zaitsev's method. But in this version, before the eyes of the child there will be only those syllables that he has already begun to master, and you yourself determine the order of the syllables (at your own discretion or in the order in which the letters appear in the alphabet).

The spreadsheet doesn't end there. The following exercises are carried out according to the table:

Search for a syllable by assignment (an adult calls, a child finds, shows, calls);

Reading chains of syllables - by vowel (MA - ON - RA - LA - PA -...), by consonant (PA-PO-PU-PY-...);

Reading syllables with agreement to the word (KA - porridge, KU - chicken, ...);

In the future, according to the table, you can make words to the child, showing them by syllables, or the child, according to his own plan or the task of an adult, will be able to compose words himself. In such a table, the child will see the absence of some "bricks" - ZhY, SHY, CHYA, SHCHYA, CHU, SHCHU. Perhaps this will be the first step in mastering Russian spelling.

Quite rarely, but still there are such assignments in notebook books. The child needs to color the picture, divided into parts. Each part is signed with a syllable. Each syllable is colored with its own color.

When performing such a task, a natural possibility arises of repeatedly naming a syllable, and hence remembering it. Work on the task in sequence: first one syllable, then another... First, show and name the syllable yourself, determine the color to fill it in, then, when the child finds and paints over the corresponding detail of the picture, ask what syllable is written here.

Syllable + picture

At the stage of independent reading, the exercise "Syllable + picture" is used. These types of assignments are rarely found in textbooks, but they are very useful, as they contribute to the early formation of meaningful reading.

The child is invited to connect the picture with the syllable with which its name begins.

ATTENTION! We draw your attention to the fact that in this and subsequent exercises, words must be selected in which the pronunciation of the 1st syllable coincides with its spelling (for example, the word "cotton wool" is suitable, but "water" is not, because it is pronounced "vada ").

In another version of the task, various syllables are signed under each picture, the child needs to choose the correct first syllable of the name of the item shown in the picture.

You can make such tasks yourself: use the syllables you previously wrote and select the appropriate pictures from any board game or lotto for them.

The most difficult when teaching preschoolers to read are fusion syllables, which we talked about above, but in Russian, in addition to fusion syllables, there are other types of syllables - reverse syllable (AM, AN ...), closed syllable (SON, KOH .. .), a syllable with a confluence of consonants (SLO, RMS ...). Each of these types of syllables requires special attention when learning, it is necessary to train in their naming and reading to simplify the further transition to reading in words.

So, it is necessary to prevent the incorrect reading of the reverse syllable: they consist, like the fusion, of a consonant and a vowel, and a preschooler can read the reverse syllable as a fusion, rearranging the letters when reading (TU instead of UT). It will be useful to compare and read pairs of syllables - fusion and open, consisting of the same letters (MA - AM, MU - UM, MI - IM, etc.).

When learning to read a closed syllable, invite your child to read pairs and chains of such syllables that are similar in their confluence (VAM - VAS - VAK - VAR - VAN, etc.) or according to the "recited" consonant (VAS - MAC - PAS, MOS - ICC, etc.). Similar work must be carried out when teaching the reading of syllables with a confluence of consonants (SKA - SKO - SMU - SPO, SKA - MKA - RKA - VKA - LKA, etc.) Exercises of this content, which are presented in the textbook of your choice, may be not enough, you can make such chains yourself. Sometimes children do not like this type of work because of some of its monotony, in this case, offer not only to read the syllable, but also to finish it to the word (COD - soon, MOS - bridge ...). Such an exercise is not only exciting, but also develops the child’s phonemic hearing, and will also further contribute to the meaningful reading of words.

So, when learning to read the syllable, remember!

A feature of preschool children is the physiological unpreparedness to learn the rules of syllables and their use when reading.

Before the child can name the fusion syllable himself, he needs to hear its name many times, practice searching for the syllable according to your assignment.

If the child finds it difficult to name a syllable, offer him several answers as a help, thereby preventing him from switching to a letter-by-letter reading of the syllable.

The most difficult to remember are the first groups of memorized syllables, then the child, by analogy, begins to name syllables similar in vowel or consonant.

The pace of mastering syllables should correspond to the capabilities of the child. It is better to master a smaller number of consonants and corresponding syllables, but it is automated to recognize and read syllables.

The ability to read syllables of different types contributes to the fastest learning of a child to read in whole words.

You will find online primer (alphabet), games with letters, games for learning to read syllables, games with words and whole sentences, texts for reading. Bright, colorful pictures, a playful presentation of the material will make classes on teaching reading to preschoolers not only useful, but also interesting.

Trainer for beginners. Simple words.

The book is wonderful. But the kids do not want to strain and put the letters into words, it is much easier to look at the picture and guess from the very first letter what is written under the picture.

Therefore, I suggest you download these sheets. They have a lot of words and no explanatory pictures. Nothing will distract the kid from the reading process. And since there are only three letters in each word, it will not be very difficult to read them.

And how many of them - words consisting of three letters? There are more than a hundred such words on these leaves. So the child will have something to read.

New cards for practicing reading skills. This time in the selection there are words of 4 letters, but with one syllable.

That is, the words have only one vowel.

DAY, LOAD, TERM, OVEN, SEVEN, NIGHT and so on.

More than 100 words are collected on two sheets, consisting of 4 letters and 1 syllable.

When reading, the child must not only compose a word from letters, but also comprehend what he read. Ask your child to explain each new word.

We continue to improve our reading skills.

The next selection is already two-syllable words of 4 letters. On the first card there are words with the so-called "open syllable". They are easy to read. Ma-ma, ka-sha, no-bo, re-ka, puddle and similar words.

The second card is more difficult. The words on it contain both open syllables and closed ones. Ma-yak, ig-la, y-tyug, yacht-ta, o-village, el-ka and so on.

Each card has over fifty words. So the child will have to work hard until he reads all the words.

We read new words syllable by syllable. Words already consist of 5 letters. Wagon, baby, tu-man, mar-ka, re-dis, lamp-pa. Etc. If the child confidently reads these one hundred and fifty-plus words, you can assume that your baby LEARNED to read! Rather, he learned to put words out of letters.

Your baby has learned letters, actively adds syllables and small words. It's time to move on to more complex, but interesting tasks - reading texts. But here parents and teachers expect some difficulties. It is impossible to offer a preschooler text cards without taking into account the characteristics of age, the degree of development of the skill of syllable reading. We will tell you in our article how to choose texts for reading for preschoolers, where to find and how to correctly print texts for reading by syllables for younger and older preschoolers.

Age features of preschoolers

Kindergarteners after 5 years are very active, mobile, inquisitive. They rapidly grow up, grow wiser, develop physically and mentally.
When preparing for school, parents, teachers should pay attention to the following age characteristics of kids 4-7 years old:

• The main need of kindergarteners is communication, games. Children ask a lot of questions to adults, themselves, peers. Learn by playing.
• The leading mental function is imagination, fantasy. This helps to show creativity.
• Emotions, impressions, positive experiences are important for further development, the desire to continue activities. Kindergartener 5-7 years old needs praise, support, lack of comparison with other children.
• Cognitive processes are actively developing: attention, memory. At 5-7 years old, preschoolers can remember and analyze a large amount of information. But you need to give it in doses, trying not to overload the children's brain in one lesson.
• Speech becomes more developed. At the age of 5, the kid speaks in complex sentences, can pick up several synonyms for one word, knows a lot of poems, riddles, and several fairy tales by heart.
• Kindergartener wants to learn new things and learn. The kid is spurred on by curiosity, he is interested in everything new, unknown.

Consider the age and individual characteristics of preschoolers when choosing texts for reading. In this case, the training sessions will be more effective.

How to work with texts

Reading poems, short stories for a preschooler is a new kind of work. The difficulty of completing the reading task lies in the fact that the kindergartener does not always understand the meaning of the passage. To avoid this, you need to approach the choice of material and methods of its processing correctly. Build the learning process as follows:

1. Select handouts according to the age of the student. For kids 4-5 years old, cards of 1-3 sentences, for older preschoolers - 4-5 sentences.
2. Pay attention to the number of words in the sentences. There should be few of them. Simple texts for reading for preschoolers are easier to digest, but you can’t stay at an easy level for a long time.
3. Move on to working with text cards after automating syllabic reading.
4. Read in a chain in a group or together with adults in individual work.
5. Don't rush your child. At the learning stage, reading comprehension is important, not the speed of reading and the amount of time spent.

Texts for children 4-5 years old

Young preschoolers need special suggestion cards. Reading by syllables for children under 5 years old is best accompanied by text with pictures. For example, coloring pages with comments. Coloring will be an additional task.

If for the first time we read by syllables, the texts for reading should consist of 1-2 sentences. Use small words, 1-2 syllables. Cards can be prepared independently, found on the web and printed.

For young students, it is important that there is a hyphen or other separator between syllables. Choose a font for printing material for reading by syllables at 4 years old, large, bold.

• Learning to read by syllables through working with text does not have to begin after learning the entire alphabet. Find for reading to children from 5 years old and print out individual sentences from such words, which consist of learned letters. There are many of them in the Zhukova alphabet.
• At the age of 4 to 5 years, it is not necessary to offer children a whole fairy tale, a book. Large volumes scare kids, distract with colorful drawings on other pages. Print only the section you want.
• Play with a passage, a poem. You can read a word separately, then a phrase, then a whole syntactic unit.
• Work according to the following algorithm. First we read, then we discuss, draw, fantasize.

Tasks

After reading the texts, be sure to study the material additionally. This is necessary for a solid assimilation of information, the formation of meaningful reading skills. Offer preschoolers the following types of assignments for the passage:

1. Short retelling.
   The kindergartener should tell what he learned, what information was the main thing in the text. It is advisable to use the words read, to name the names of the characters, their actions.
2. Answer the questions.
   Speech therapist, parent ask 1-3 simple questions about the material read.
   If the baby does not answer them, you need to read the passage together, with the adult's comments.
3. Draw a picture.
   We play illustrators. Children come up with a plot picture based on the information received from the passage, the poem. It could be homework.
4. What happened next?
   Offer to dream up, think of what could happen to the characters next.

Reading texts with pictures and tasks:

Texts for children 6-7 years old

If you are preparing reading texts for children 6-7 years old, then you can print out entire paragraphs. For work, choose excerpts from fairy tales, short stories. With large works, you can work 2-3 lessons. Do not forget about short stories from the alphabet or primer.

• Work through the sentences in a chain, try to involve each student.
• After reading the short passage for the first time, discuss the content. If you find any misunderstandings of the information, read the passage again.
• If we read individually by syllables, different texts for reading to children of 7 years old should be printed on separate sheets.

Texts with tails:

Parents who want to teach a child to read should remember the peculiarities of the stage-by-stage formation of a skill and the need to go through all the stages within each alphabetic topic.
(More detailed methodological comments on teaching reading to preschoolers are given in the brochure “Methodological recommendations for the “Game Book Library”: a primer for preschoolers”)

The issue of developing reading skills is far from being as simple as it may seem to some parents and educators. Reading is one of the most difficult human skills. Therefore, before starting classes, we advise you to carefully read the information that will acquaint you with the main stages in the formation of this skill in children.

Naturally, this is a lengthy process. It breaks down into a number of stages (it is unlikely that you have met a child who, after getting acquainted with the letters, immediately began to read and understand (!) texts). Until this point, the child will have to go through several stages:
Stage 1 - Learn and memorize letters;
Stage 2 - Learning to read syllables of varying degrees of difficulty;
Stage 3 - We read and understand the meaning of the read word;
Stage 4 - We read and perceive the words read as part of some semantic whole: phrases, sentences, text.

Stage 1 of learning - Learn and memorize letters;

The first thing to teach a child is the ability to distinguish one letter from another, recognize them in a variety of graphic images and read. It is advisable not to give children the names of consonants in the form in which they are accepted in the alphabet, but to name the consonant letter as it is read (not "ES", but "C"; not "KA", but "K").

If you decide to introduce your child to letters using the electronic alphabet, then first check whether the names of the letters in this alphabet correspond to these recommendations.
What techniques can be used to help a child remember letters better?

Hang a large picture of the letter, with pictures of objects beginning with it, above your baby's bed or table. The letters must be in his field of vision all day.
Walking the streets, constantly fix the attention of the child on the signs of shops. Let him find among the stylized letters those which are already known to him. A very good trick is the associative connection between the graphic image of a letter and the image of an object created from this letter.

Now in stores you can buy various sets of letters made of plastic or soft foam isolon. Try to choose larger letters so that they fit comfortably in the child's palm.
As a rule, these letters have magnets, and it is very convenient to play with them on the refrigerator door or use a special children's board with a metal base. You can use traditional cubes with pictures and images of letters.

Buy "ABC" in pictures. It would be good if in this book small poems were printed for each alphabetic topic. Read them before bed. This will help the baby to remember this letter better, and most importantly, to recognize the sound denoted by the letter, among many other sounds.

It is very helpful to do the following exercise. First you need to cut out the letters from velvet or sandpaper, and then stick them on a sheet of thick cardboard. Ask the child to trace the contours of the letter with his finger, first with his eyes open, and then with his eyes closed. Tactile sensations will contribute to a better memorization of letters. You can sculpt letters from plasticine, clay, from wet sand.
Or you can cut out letters from the dough and bake cookies.
Teach your child to highlight and print those letters that begin the names of his relatives and friends.

Very effective and useful are tasks in the process of performing which the child recreates a holistic image of a letter based on one or more of its parts. For example, the kid should carefully consider the drawing and guess which letters are on the table, i.e. to create a whole from parts.

Very useful for better memorization of letters is the game "Pouch". The child by touch, focusing only on tactile sensations and his ideas about the graphic image of the letters, determines those that you put in the bag.

The order of introducing letters for acquaintance is proposed as follows: a, o, s, n, m, y, t, k, s, l, c, d, p, p, i, h, b, d, e, h, w, i, b, e, w, d, f, u, c, u, x, e, b.

In the first month of training (the most difficult!) children will get acquainted with those vowels that are well remembered (A, O). At the initial stage, acquaintance with consonant letters is determined by acoustic data and the articulatory pattern of sounds denoted by these letters. The main thing at the same time is to make it easier for children to read syllables, such as C + G (NA, SA, MA).
For example, the sounds H, M have a predominant tone of voice, so they will be easy to pronounce in combination with vowels. When pronouncing the sound "C" in an open syllable, the lips take the position characteristic of them when pronouncing the vowel that follows the consonant. In addition, all these letters do not look alike, so it will be easier to remember them.

Stage 2 of training - Learning to read syllables of varying degrees of difficulty;

The main ultimate goal of this stage is to consolidate the connections between the type of syllable and its pronunciation.
It is here, at this stage, that most of the difficulties are born that the child is sometimes unable to cope with throughout his life. This work, which is difficult for children, should be made as accessible and understandable as possible.

The methodology includes several techniques specifically designed to make it easier for children to merge sounds (merger is the reading of syllables such as SA, RU, TI, i.e. syllables in which a consonant is followed by a vowel). However, the most effective, in our opinion, is the way of learning to read confluences by imitation.

The child masters this not theoretically, but purely practically: he sees how another reads and imitates him. Then, through exercises, he masters the mechanism of reading syllables of any complexity.

To make this process as easy as possible, prompts for children are introduced into the reading materials: visual diagrams (subscript arcs and dots).

The bottom line is this: while reading, the child simultaneously runs his hand along arcs and points. arcs they tell the child that two letters need to be read together, smoothly (this corresponds to a smooth movement of the hand); points talk about a short reading of the names of the letters.

This way of learning saves the child from the so-called "pangs of fusion." It can be said with a great deal of confidence that this technique is the simplest and most efficient. As soon as the child learns a few letters (for example, A. O, N, C,), the adult offers him the exercise "Ride down the hill."
The teacher, passing the pointer along the arcs, reads the syllables: “climbing the hill”, - slowly, highlighting the vowels with his voice; "going down the hill," - quickly. First, you should draw the attention of the children to the fact that the arc, as it were, connects two letters, you need to read them smoothly, focusing on the second letter.

Children copy all the actions of an adult (smooth hand movement in arcs will correspond to the smooth pronunciation of a direct syllable and help children at the initial stage). Several times the child "rides on the hill" with an adult, then without him.

A very effective exercise for automating the reading of syllables of varying difficulty is reading syllable tables.

This type of work will save children from many difficulties, because. their attention will be focused only on the technical side of the process. They will not be able to remember a set of syllables, so reading them can become multiple. It is very important that the mobility of the articulatory apparatus is also worked out.

It is known that the greater the load experienced by the organs of speech during reading, the greater the effect obtained. In addition, by practicing reading syllable chains of different structures, we prepare children to read words of varying degrees of difficulty.

When getting acquainted with the next table, an adult reads it first. When reading, you need to smoothly draw a pointer along the arcs, focus on stopping the movement of the hand on the points. Tables are read both horizontally and vertically (by rows and by columns). Children can read the syllables in the tables in a whisper or loudly. You can return to reading the tables more than once.

At this stage, exercises to highlight the first syllable read from the names of subject pictures will be very effective.

Not always in the name of the picture the first syllable-fusion is stressed. In this case, the adult must pronounce the word clearly, as it is written, for example: "sa-a-a-rafan", sa-a-a-lyut".

A great help to the child in developing the skill of reading syllables will be provided by board-printed games in which the child is asked to select the appropriate picture for a particular syllable.


Children really like to read syllables in which the graphic images of letters are unusual for children's perception or remind them of familiar objects.

The most common mistake adults make at this stage of learning is trying to tell the child the letters if he had some difficulty reading the syllable (or word).
For example, a mother helps her son to read the word “MUKA” as follows: “Look, the letter “M” and the letter “U”, we read “MU”; the letter "K" and the letter "A", we read "KA". What happened?"

Under no circumstances should this be done! In the future, the child can remember this technique and use it constantly (for example, first saying the letters to himself). And the consequence of this is the formation of an incorrect way of reading (letter by letter), which can be very, very difficult to get rid of, which will slow down the development of high-speed reading skills and lead to errors in writing.

Therefore, it would be right in such situations to show the child the correct reading (syllables, words), and he will repeat after you. Or offer several reading options, and the child will choose the right one. And do not be afraid if you have to resort to such help quite often. Be patient: the time will come (for each child it is individual), and he himself will refuse any help from you.

At this stage of training, the following sets of exercises will be very useful:

	Cycle of exercises "Ride on the hills"
	Working with syllable tables and syllable chains
	"Martian" poems
	Reading syllables printed in stylized letters
	Working with syllabaries (2)

Stage 3 of training - We read and understand the meaning of the read word;

So, in the first two stages, through special exercises, we raise the technique of reading syllables to the level at which it becomes possible to assimilate the meaning of the words being read.

This becomes possible only when the rate of reading the word will be close to the rate of pronouncing the word in ordinary live speech.

If the syllables of the word being read are too long in time, most children do not have a semantic guess even when the letters are correctly combined into syllables and the syllables are pronounced in the desired sequence (the child, when reading the last syllable of the word, forgets which syllable he read first ?).

In this regard, it becomes clear the great importance of stage 2 in the formation of reading skills. If, as a result of training exercises, an adult manages to achieve his main goal (to teach a child to quickly recognize syllables “by sight”), then combining syllables into words will not cause him great difficulties. Thus, while reading a word, at the same time the child will understand the meaning of what is read. He does not have to repeat the same thing over and over. A quick reaction to a visual image will lead to an increase in the speed and efficiency of reading.

First of all, at this stage it should be recommended to work with columns of words that have the same beginning or end. This exercise automates the reading skill very well and facilitates the reading process itself, because. Relatively new for children in the words they read each time are a few letters, and not the whole word.

In this case, it is important to follow these recommendations:
Words should be read several times: slowly, gradually speeding up the pace, loudly, quietly, etc.
After reading, it is necessary to find out from the child, the meanings of which words are incomprehensible to him and what is common in writing the words of each column.
The adult names the word (adjective), and the child chooses from the columns the one that is appropriate in meaning to the given one.

For example: an adult pronounces the word "electric", and the child must find the right word (lamp) from the first column.

No less efficient!! at this stage is the reading of captions to subject pictures.

For children, at first, words may be incomprehensible, the spelling of which is significantly different from the sound. For example, a child will not immediately understand that the word NAIL that he reads means the same object as the sound combination NAIL that he often hears and habitually pronounces. It should take some time for the baby to figure out such features of the Russian language. That is why during this period of the formation of reading skills it is very useful to offer children to read the captions for subject pictures.

Board games for preschoolers can be a great help in performing such exercises. There are a lot of them now. The set of the game should include colorful object drawings and captions to them. The advantages of such visual material are many. First, children can manipulate him. Secondly, adults have a large field for fantasy. You will be able to come up with tasks for the child. But at the same time, one should always remember the main task: while fulfilling the conditions of the game, the child must read the words and correlate them with familiar objects.

For example, offer your child 6 drawings and 5 captions. Let him guess which picture has no caption. Or, conversely, 5 subject pictures and 6 signatures.

Alternatively, give the child the task of laying out the pictures and their captions (4-6 items). Then the child reads and memorizes them. Closes eyes. An adult at this time replaces 1 - 2 pictures, and leaves signatures under them. The child must determine what has changed.

No less effective is the compilation of words from letters and syllables. This exercise develops phonemic perception in children, the ability to analyze and synthesize, increases the amount of short-term memory, concentration.

The general meaning of the exercise is to search for common and distinctive features in various objects, figures. The child himself will control whether this search was successful or unsuccessful. with the correct solution of the problem, he will be able to compose a word (from letters or syllables).

For example, in this case, the child must determine how he can make a word from these syllables. The hint in this example is the size of the board. If the boards and syllables under them are arranged in the desired sequence, then the word "camera" will be obtained.

Many similar exercises are presented on the pages of the primer "GAMEBOOKVOTEKA". You can come up with similar exercises yourself or choose a suitable printed board game.

After the child correctly composes the word, it must be laid out from the letters of the alphabet or printed in a notebook.
The children really like the exercise "The word swirled." In the process of its implementation, you need to read the word, not knowing which letter in this word is the first and which is the last. Children must understand that it is necessary to read without errors and, if possible, quickly, without stopping. Only then will the word itself “emerge”.

Together with your child, mold the letters of a word from plasticine. When he closes his eyes, arrange them in a circle.
Note: at first, you should first introduce the children to those words that will “circle on a saucer”. They must be pronounced according to spelling rules. Words can be: aquarium, library, frying pan, stool, car, TV, vermicelli, crocodiles, astronauts, bicycle, composer, instrument, tape recorder, plumbing, camels, bear cub, snow maiden.

The same task as a game moment can be offered to children at any holiday. But first, mold the letters from the dough and make a circular inscription on the cake or cake.

Quite effective are exercises for solving letter examples and recognizing words in a syllabic chain.

The exercise is performed as follows: first, an adult reads the entire chain of words from beginning to end in one breath. Then the child tries to repeat it. It is not necessary to demand from the child a complete reading of the chain. The main thing is that he strives for this.

The next step is to find (select) words from the chain and write them in block letters in a notebook. It is not necessary to select the words in order. The main thing is that the child sees all the words in the chain.

And do not forget about a very effective way of forming written speech in a child - this is the compilation of words from letters. Start with very simple words, gradually complicate the task. It is better if the child composes words based on visual memory. First, he reads the word several times, then, closing his eyes, pronounces it, and after such preliminary preparation, he composes it from letters.

I would like to once again draw the attention of adults to the fact that when reading all the vocabulary material that you use at this stage, you should use spelling pronunciation, i.e. read the words the way they are spelled!

The listed types of exercises by no means exhaust all types of tasks that are presented in the primer "Game book". Once again, I would like to note that in the process of performing these and other exercises, in parallel with the formation of reading skills, children will develop observation, auditory and visual perception, memory, thinking, and imagination.

At this stage of training, the following sets of exercises will be very useful:

But here, too, adults must constantly monitor children and understand what difficulties they will face. 1. The child correctly read all the words in the sentence, but did not understand its meaning. Why? Probably, while reading the sentence, he came across a difficult-to-understand word and switched his attention to it. The process of understanding was interrupted for a moment. Another possible reason: in order to correctly read and understand the meaning of a sentence, the child must simultaneously keep in mind all the words that make up the sentence. But many children fail to do so. Therefore, the meaning of what they read is perceived by them only after repeated reading of the text. 2. Some children, who have not mastered a sufficiently good reading technique, try to read by guesswork (especially when adults give the instruction to read quickly): the child, trying to understand what is written, grabs the first association of what is being read with some word they know or seeks to simplify the difficult pronunciation or incomprehensible word. 3. Very often, when reading, children have substitutions, omissions or additions of letters in words (children grasp the graphic image of the word, but inaccurately). If you feel that your child has such difficulties systematically, then it is best to take a step back to stages 2-3 and continue to perform training exercises related to reading syllabic tables or individual words (for work, it is best to take words with a complex syllabic structure). Do not force him to re-read the same thing over and over, because. this form of work, which quickly "gets bored" with children, interferes with the formation of their interest in the book, "kills" the reader in the child. Summing up what has been said, it should be emphasized once again that the effectiveness of mastering the skill of reading (and later on of literate writing) depends on the degree to which children master each of the stages in its formation. At this stage of training, the following sets of exercises will be very useful:

Learning to read in syllables - this stage in teaching children to read is one of the most important and difficult. Often parents simply do not know how to teach a child to pronounce two letters together and get stuck on it for a long time. Tired of the endless repetition of "ME and A will be MA", the child quickly loses interest, and learning to read turns into torment for the whole family. As a result, children who already know letters from the age of two or three cannot even read simple words by the age of five, not to mention reading sentences and books.

What to do next when the child has memorized the letters? Let's make a reservation right away that teaching a preschooler to read syllables can be started even BEFORE he has mastered the entire alphabet (moreover, some teachers insist that you need to move on to syllables as quickly as possible, without waiting for all the letters to be studied). But those letters that we will combine into syllables, the child must name without hesitation.

In order to start learning to read by syllables, it is enough for a child to know 3-4 vowels and a few consonants. First of all, take those consonants that can be pulled (S, Z, L, M, N, V, F), this will help teach the child the continuous pronunciation of the syllable. And this is a fundamentally important point.

So, let's consider a few, in our opinion, the most effective methods that modern teachers offer for teaching a child to fold letters into syllables.

1. We play "Engines"

(a game from the manual by E. Baranova, O. Razumovskaya "How to teach your child to read").

Instead of boring cramming, invite your child to "ride the train." All consonants are written on the rails along which our trailers will go, and vowels are written on the trailers themselves. We place the trailer on the rails so that a consonant appears in the window, and we name which station we got (for example, BA). Next, we move the trailer down the rails - to the next consonant and read the syllable that appears.

There is a similar guide in cards "Game" Steam locomotive. We read syllables. from E. Sataeva

This game is good because the child does not need to be specially explained how to add syllables. It is enough to say: “Now we will ride the letter A, she will be our passenger, name all the stations at which we will make a stop.” To begin with, “ride” yourself - let the child move the trailer along the rails, and you loudly and clearly call the “stations”: BA, VA, GA, YES, ZHA, ZA, etc. Then invite your child to take turns doing this with you. During the game, listening to you, children easily grasp how to pronounce two sounds together. For the third time, the child will “ride” himself without much difficulty.

If the child does not know all the letters, stop only at those “stations” that are familiar to him. Next, we change the wagon. Now we roll the letters O, U, S. If the child can easily cope with the task, we complicate the task. For example, we ride at speed - timing which of the wagons will reach the end of the path first. Or another option: stopping at the station, the child must name not only the syllable, but also the words starting with this syllable (BO - barrel, side, Borya; VO - wolf, air, eight; GO - city, golfs, guests; DO - rain, daughter, boards, etc.).

Please note that with this game you can practice reading not only open syllables (with a vowel at the end), but also closed ones (with a consonant at the end).

To do this, we take trailers where the vowels are written in front of the window, and act in the same way. Now we have a letter on the trailer not a passenger, but a driver, she is the main one, she is in front. First read the resulting “stations” with closed syllables yourself: AB, AB, AG, AD, AZH, AZ, etc., then offer the child a “ride”.

Remember that in this and other exercises, we first practice adding syllables with first-row vowels (A, O, E, Y, Y), and then we introduce second-row vowels (I, E, E, Yu, I) - the so-called "iotized" vowels, which make the sound that precedes them soft.

When the child is good at reading separate tracks with syllables, alternate wagons with passengers and drivers, without prompting which wagon we will roll. This will help the child learn to clearly see exactly where the vowel is in the syllable (the syllable begins with it or ends with it). At first, learning to read by syllables in a child may have difficulties with this.

2. "Run" from one letter to another

(from "ABC for kids" by O. Zhukova)

This is a visual exercise that will help the child learn to pronounce two letters together.

Before us is a path from one letter to another. To overcome it, you need to pull the first letter until the finger that we are leading along the path reaches the second letter. The main thing we are working on in this exercise is that there is no pause between the first and second sound. In order to make it more interesting to study, replace your finger with a figure of any animal / little man - let him run along the path and connect two letters.

("ABC book for kids" by E. Bakhtina, "Russian alphabet" by O. Zhukova and others).

Many authors of primers and alphabets use animated images of letters that need to be folded into a syllable - they are friends, walk together in pairs, pull each other through obstacles. The main thing in such tasks, as in the previous exercise, is to name two letters together so that the two girlfriend letters stay together.

To use this technique, you do not even need special manuals or primers. Print out several figures of boys and girls (animals, fairy-tale or fictional characters), write a letter on each of them. Let consonants be written on the figures of boys, and vowels on the figures of girls. Make friends with the kids. Check with your child that boys and girls or two girls can be friends, but it is not possible to make friends with two boys (pronounce two consonants together). Change pairs, put girls first in them, and then boys.

Read the syllables first in one order, then in reverse.

These few tricks are quite enough to teach a child to put two letters into a syllable. And learning in the form of a game will allow you to avoid cramming and boring repetition of the same thing.

4. Games to consolidate the skill of adding letters

- Syllabic Lotto

It is very easy to make them yourself, for this you need to pick up a few pictures - 6 for each card and print the corresponding syllables.

• Help will help you “Syllables. Choose a picture according to the first syllable BA-, VA-, MA-, SA-, TA-. Educational lotto games. GEF DO "E. V. Vasilyeva- there are a few more tutorials in this series
“Letters, syllables and words. Lotto with verification” by A. Anikushena
• Similar exercises are in the book. "Syllabic tables. GEF "N. Neshchaeva

- Shop game

Lay out toy goods or pictures with their images on the counter (for example, FISH-ba, DY-nya, PI-horns, BU-lka, YaB-loki, MYA-so). Prepare "money" - pieces of paper with the name of the first syllables of these words. A child can buy goods only for those “bills” on which the correct syllable is written.

Make an album with your child with your own hands, in which a syllable will be written on one page of the spread, and on the other - objects whose name begins with this syllable. Periodically review and supplement these albums. For more effective learning to read, close one or the other half of the turn (so that the child does not have extra clues when naming a syllable or choosing words for a particular syllable).

This will help you "Cards for sound and syllabic analysis of words."

- Game in the airfield (garages)

We write syllables large on sheets of paper, lay them out around the room. These will be different airfields (garages) in our game. The child takes a toy plane (car), and the adult commands - on which airfield (in which garage) you need to land the plane (park the car).

For this exercise, Zaitsev cubes or any cards with syllables are suitable (you can make them in the form of traces). We build a long path from them - from one end of the room to the other. Choose two figurines / toys. You play one, the child plays the other. Roll the dice - take turns with your figures on the cards for as many moves as fell on the dice. Stepping on each card, name the syllable written on it.

For this game, you can also use various "walkers" by writing syllables in circles on the playing field.

5. Reading simple words by syllables

Simultaneously with the development of syllables, we begin to read simple words (of three or four letters). For clarity, so that the child understands what parts the word consists of, which letters should be read together and which separately, we recommend that the first words be composed of cards with syllables / individual letters or graphically divide the word into parts.

Words of two syllables can be written on pictures consisting of two parts. Pictures are easier to understand (the child is more willing to read the words written on them than just columns of words), plus it is clearly visible into which parts a word can be broken down when reading it syllable by syllable.

Increase the difficulty gradually: start with words consisting of one syllable (UM, OH, EM, UZH, Hedgehog) or two identical syllables: MOM, UNCLE, DAD, NANNYA. Then proceed to reading the words of three letters (closed syllable + consonant): BAL, SON, LAK, BOK, HOUSE.

You need to understand that even if a child pronounces all the syllables in a word correctly, this does not mean that he will immediately be able to meaningfully put them into a word. Be patient. If a child has difficulty reading words of 3-4 letters, do not proceed to reading longer words and especially sentences.

Be prepared for the fact that the child will freely begin to read words only after he has automated the skill of adding letters into syllables. Until this happens, periodically return to working out syllables.

And, most importantly, remember that any learning should be a joy - for both parents and children!

Philologist, teacher of Russian language and literature, teacher of preschool education
Svetlana Zyryanova