Sound-letter analysis of the word. Sound-letter analysis of words

A lot needs to be taught to the little man in the primary grades. Wouldn't want to miss anything. She introduced weekly rhythms into her system of work, i.e. I spend 5-7 minutes in class practicing a certain skill. For example, in Russian lessons:

Monday: spelling, grammar tasks.

Tuesday: sound-letter analysis of words (phonetic analysis).

Wednesday: work with words from the dictionary. Morphological analysis (as part of speech).

Thursday: proposal work. Analysis of the sentence by members and by parts of speech.

Friday: analysis of words by composition (morphemic analysis).

Every fourth week of the month, a test is carried out.

1 class

Words for phonetic parsing I choose according to the principle from simple to complex.

1. Words consisting of sounds in strong positions:

house, scrap, himself, son, catfish, dream, poppy, horse, day, bumblebee, stump, spruce, bags, tulip, pipe, arc, pipe, mountains, fish, wounds, sledge, sled, roses, goats, elk, book, table, bunny, T-shirt, shadow, chair, king, salt, cube, beads, drink, dig, film, Yasha, hole.

2. Words consisting of sounds in strong and weak positions, practically coinciding in their acoustic performance with strong positions of the same phonemes:

grass, soup, bow, ruff, rail, Yasha, pit, mom, dad, rainbow, sofa, shelf, goat, bird, room, line, kidney, finger, boy, bunny, T-shirt, cuckoo, primer, pilot, goose, perch, cat, crayfish, willow, bag, fisherman, spinning top, watermelons, fungus, barking, wings, ice floe, shooting, paint, ringing.

3. Words that contain sounds in strong positions, the latter differing in sound from strong positions phonemes:

hedgehog	corner	Luke	joy	bend
freezing	children	a piece of chalk	snow	cover
forests	blind man's buff	entrance	run	broach
wall	frosty	application	mushroom	nautical
quail	pupils	leave	eye	glass
evening	skates	climb	tooth	pike
leg	Spring	streams	the spoon	raspberry
runner	cheerful	health	pillar	berry
spot	pie	jam	carrot	loading
bolt	ball	winter storm	leg	track
catch	walking	putty	dog	flower
birch	trees	catch	five	south

Sound analysis goes in the following sequence:

1. Say a word with pronunciation norms and listen to yourself.

2. Find stressed syllable and pronounce the word by syllable.

4. Write down, highlight the phoneme (letter).

6. Check if the word came out.

Students are reminded of:

No. 1. Phonetic analysis (Fig. No. 1).

PHONETIC ANALYSIS

Vowels [a], [o], [y], [s], [and], [e].

Vowels i, e, e, u, when standing:

a) at the beginning of a word (For example: Yasha, Yula);

b) after a vowel (For example: lighthouse);

in) after the separator soft sign (For example: trees, blizzard) produce two sounds.

Vowels: a, o, u, uh, s- show that the consonant is read firmly.

Vowels: i, e, e, yu and- show that the consonant is read softly.

b is the indicator of softness.

Sounds [nn ’, rr’ , ll’ , mm ’, th]- voiced unpaired or sonorous.

[th] or [j]- acc., sound. nep., soft nep.

Sounds [bb’, vv’, zz ’ , f, yy ’ , dd ’]- voiced pairs.

Sounds [pp ’ , ff ’ , ss ’ , w, kk ’ , tt ’ ]- deaf couples.

Sounds [ xx ’, u, h, c]- deaf unpaired.

Sounds [w, w, c]- solid unpaired.

Sounds [w, h, j]- soft unpaired.

b, b signs - do not indicate sound

’ - softness.

No. 2. Parsing algorithm (Fig. No. 2).

No. 3. Tape of letters (Fig. No. 3).

Every day at the lessons of reading, writing, I teach the characteristics of sound in accordance with the study of a new letter and sounds. I take words for analysis from the “ABC” or “copybook”. Before the eyes is always a ribbon of letters.

Words for phonetic analysis in the 1st grade (Russian ABC. V.G. Goretsky. Moscow. “Enlightenment”. 2000.).

aster	chair	nails	shepherd	forest
watermelon	steering wheel	two	shepherds	Elk
groupers	fence	apples	whirligig	poppy
vegetables	a door	Apple tree	blacksmith	poppies
needle	goalkeeper	mushrooms	echo	three
balls	catch	circles	bream	five
duck	ate	ball	scarf	house
drum	saw	pen	scarf	seven
horse	a carpenter	geese	leaves	call
snake	zebra	goose	pigeons	closet
pencil	blind man's buff	Hedgehog	tram

Grade 2

Weekly work with a tape of letters, and then the following types of work:

1. a). The sounds of nature, remember and reproduce them with your voice.

Trees rustle with leaves: sh-sh-sh-sh...

Birds are singing: …? Barking dog: …? It's raining: ...? Thunder: …? The snow crunches underfoot: …? The sound of footsteps is heard: ...?

b). Book 1.

2. a).

How does the kettle whistle? How does a hot pan sizzle? How does the alarm sound? How does the old door creak? How does tap water drip?

b). Speech 1.

3. a). Sounds in the house, reproduce them with your voice.

How does the boy play the drum? How does dad work with a drill? How does the washing machine sound? What does a running motor sound like? How is the clock ticking? How does mom's sewing machine sound? Etc.

b). Suddenly 1.

4. a). Working with a tape of letters.

Name the vowels that indicate the hardness of the consonant sound.

Name the vowels that indicate the softness of the consonant sound.

Name voiced unpaired consonants, deaf unpaired consonants, paired voiced and deaf consonants.

Why are they called that?

The consonants are always soft.

The consonants are always hard.

What do you know about Kommersant and b signs?

b). Mushroom 1– control analysis.

5. a). Remove one phoneme.

Take out one phoneme from each word. Do this so that the remaining phonemes form a new word.

Like this: a handful is a guest.

Regiment, relish, paint, slope, screen, trouble, warmth.

b). Ski 1.

6. a). Add a phoneme.

Add one phoneme to each word to make a new word.

Like this: ball - scarf.

Cutting, gift, table, treasure, paw, mustache, bite.

b). Tea 1.

7. a). Change the phoneme.

In the suggested words, replace one consonant phoneme with another to make a new word.

Like this: cake - walrus.

Nails, bun, paw, teeth, pussy, sand, jackdaw, eagle, mink, wedge, melancholy, light, log, frame.

b). Handle 1.

8. a). Describe the sound in the word that I will indicate.

Wind - 2 stars, 3 stars, 5 stars.

b). Circus 1– control analysis.

9. a). Insert a letter.

Add a letter to the beginning or end of a word to make a new word.

What sounds are represented by these letters?

rose g

wolf

wasp k

measles i

the park

duck sh

b). Yasha 1.

10. a). Add a letter(similar task of the 9th week).

ear m

faucet e

pillar

one hundred g

glasses t

enemy about

b). Point 1.

11. a). Naughty phonemes.

Do you know what important role phonemes play. One has only to change one phoneme in a word or remove it, confusion arises, it becomes ridiculous.

Here is a funny story that happened in one family.

A first-grader girl says to her grandfather:
Grandpa, look what I drew!
And who is it?
You, grandfather, and a briefcase with textbooks. Why are you laughing?
Your signatures are very funny, Mashenka. You must have rushed and messed something up.
(According to A. Shivaev).

Signature under the 1st picture: portfolio with students.

Signature under the 2nd picture: girl.

b). Spruce 1.

12. a). Working with a tape of letters.

What does b a sign at the end and in the middle of a word?

Why are letters interesting? I, E, Yo, Yu?

When do they have two sounds?

Name the words that have sound [Y].

And casually threw a snake to me:

"Everyone has their own destiny!"

But I - I knew that it was impossible -

Living by twisting and sliding.

b). Letter 1.

13. a). Absurdities.

Listen to the poem by Novella Matveeva, this is a conversation between two friends. Why is it difficult for them to understand each other? Find and correct the absurdities in the poem. What role did the sounds (phonemes) play in this?

Confusion.

A loaf is baked in the oven,
And a bud is put into the buttonhole,
A python crawls on the grass
Milk flows into a can
And there is concrete at the construction site.

Repeat and you are in tune with me:
Where is the bud
Where is the banana
Where is the can
Where is the python
Well, where is the concrete.

One, two, three, four, five.
I start repeating:
A bud is baked in the oven,
And a loaf is put into the buttonhole,
A can is crawling on the grass,
Milk flows into concrete
And there is a python at the construction site.

No not like this!
No not like this!
- Well then, like this:
A can is baked in the oven,
And a python is put into the buttonhole,
Concrete crawling on the grass
Milk flows into a loaf
And there is a bud at the construction site.

No not like this!
No not like this!
Tell yourself: how?
Figure it out for yourself
Where is the bud, and where is the loaf,
Where is the can, and where is the python.
Well, where is the concrete.
(N. Matveeva)

b). Control analysis.

Kidney 1 - 1 in
Tusk1 - 2 in

14. a). Wonders.

Listen to a humorous poem. Why did such miracles happen? Pay attention to the words in the text - maybe they will tell you the answer.

Smoke
Pies are baked in the river.
Standing on the street
The fishermen sit by the stove.
House
The traveler went to the city
From the pipes it knocks.
bag.
A spoon climbed into the attic
Have you heard of this?
The cat fell off the table.
Who does not believe in miracles
On a spring day at the gate
You can make sure yourself.
Started to melt
Honey.
(A. Sanin)

b). Ice 1.

15. a). Let's turn the wolf into a goat.

This word game was invented by the English mathematician Lewis Carroll, the author of the fairy tale “Alice in Wonderland”. The meaning of the game is that a series of words is compiled, each of which differs from the previous one by only one letter. In this case, the following rules must be observed:

1) only one letter can be changed in a word;

2) you can not rearrange the letters, lengthen and shorten the word;

3) initial and final chains must have a logical connection.

b). "Wolf-Goat"

Wolf - regiment, sex, time, bark, goat.

b). bridges 1.

16. a). Let's turn "night" into "day".

Night - zero, salt, solo, village, hay, network, children, day.

b). family 1.

17. a). Working with a tape of letters.

What sound do you hear after a consonant in syllables: me - me - me - mu -

Name the vowels that indicate the softness of the consonant sound.

What letter do we write, and what sound do we hear?

E - [E] Yo - [O] I - [A] Yu - [U]

b). Earth 1– control analysis.

18. a). Help the sounds.

Help vowels and consonants to be together. Connect them to make words.

b). Class 1.

19. a). Replace one sound with another.

It won’t take long for me to change: from “s” - I am a fish, from “f” - I am a bird. (carp - pheasant)

b). Cross 1.

20. a). The riddle is a metagram.

I with "y" - a distant planet,

And with “and” - I am a country in Asia.

(Uranus - Iran)

b). Cylinder 1 - control analysis.

21. a). Remember words about winter with sound[a].

(winter, slide, icicle, sled, mittens).

Give a description of the 2nd sound in the word “hill”, the 5th sound in the word “icicle”, the 5th sound in the word “mittens”.

b). Shaking 1.

22. a). Curious.

For any teacher's question, name only those words that begin with the sound [a].

What is your name? (Andrei).

And the surname? (Azbukin).

Where did you come from? (From Anapa).

What grows there? (Watermelons).

What else? (Apricots).

What birds are found there? (Storks).

What are you going back on? (By bus).

What gift will you bring mom and dad? (Asters and album).

b). Hedgehog 1.

23. a). Speak, listen, don't repeat.

I show the letter, the children “along the chain” name the word for this letter.

b). Anchor 1.

24. a). How does a ram bleat?(be-e-e ...).

“Chain” of words with sounds [b, b, ].

What is your sound in the word (according, sound, deaf, guy, tv, soft, guy).

b). Zoya 1 - 1 in

- control analysis.

Pit 1 - 2 in

25. a). Entertaining models.

1. _ _ _ b (horse, elk).
2. _ _ _ b _ _ (coat, letter, skates).

What do you know about the letter b?

b). horse 1.

26. a). Finish the word(with b).

Beech ... (-var), tet ... (-rad), slo ... (-var), honey ... (-after all), Jan ... (-var), Feb ... (- ral).

What does b stand for at the end of a word; in the middle between consonants; in the middle after the consonant before the vowels I, E, E, I?

b). Day 1.

27. a). How to check an unstressed vowel? Why does it require verification?

name the same sound in words: house, notes, umbrella, coat, wasps, legs.

What is this sound? (vowel, stress).

b). Window 1.

28. a). Finish sentences in words starting with the letter O.

It was very hot, and my mother opened everything ... (windows). Grandmother was making jam, and evil ... (wasps) flew in through the open window. I really love pine ... (nuts). Nothing foreshadowed rain, an airy ... (cloud) floated across the sky.

b). - control analysis.

Lake 1 – 1 in

Socket 1 - 2 in

29. a). Who is more important?

What do you think is more important - vowels or consonants? Let's do a phonetic experiment. Take any three words. We will remove all consonants from them. What can we do?

_ _ O _ _ _ I _ _ A _ A _ _ A _ _ O _ A _ U _ _ _ A.

Can you guess what these words are? Of course not. Now let's take the same words, but leave only the consonants in them:

SHK _ LINEN _ K K _ R _ ND _ W P _ W _ L _ YST _

And now guess? For sure. So who is more important - vowels or consonants? Think and explain why you think so?

b). Mushroom 1.

30. a). Try to decipher these abbreviations:

Mrshk, Mrk TVn, Mhlkv, Chkvsky, Shlhv, Blk, Lrmntv, Nkrsv, Hydr, Krlv.

b). Eye 1.

Similarly, work is built in 3-4 classes. By the end fourth grade all students have an excellent result in phonetic (sound-letter analysis).

Literature

1. V. Volina. We learn by playing. "New school". Moscow. 1994.
2. I. Kalmykova. The mysterious world of sounds. Yaroslavl. "Academy of Development", "Academy, Co." 1998.
3. Magazine "Murzilka". 1999-2002

Phonetics is a branch of linguistics that studies the sound system of a language and the sounds of speech in general. Phonetics is the science of combining sounds in speech.

Run Parse

Phonetic analysis, or sound-letter, is an analysis of the structure of syllables and sound system the words. This analysis is proposed to be done as an exercise for educational purposes.

Analysis means:

• counting the number of letters;
• determining the number of sounds in a word;
• stress setting;
• distribution of sounds into consonants and vowels;
• classification of each sound;
• compilation of transcription (graphic form of the word).

When parsing, it is important to distinguish between the concepts of "letter" and "sound". After all, the first correspond spelling rules, and the second - speech (that is, sounds are analyzed in terms of pronunciation).

Before proceeding with the sound-letter analysis, you should remember

There are ten vowels in Russian:

The first five indicate that the preceding consonant is hard, while the second is soft.

And twenty-one consonants:

voiced unpaired sounds	[Y']	[L]	[M]	[N]	[R]
deaf unpaired	[X]	[C]	[h']	[SCH']
voiced paired	[B]	[AT]	[G]	[D]	[W]	[B]
deaf pairs	[P]	[F]	[TO]	[T]	[W]	[WITH]

Voiced consonants are called, which are formed with the participation of sound, and deaf - with the help of noise. Paired consonants are those that form a deaf / voiced pair. For example, [B] / [P], [V] / [F], [G] / [K]. Unpaired - those that do not form a pair: [L], [M], [P].

When analyzing a word phonetically, it is worth remembering that the consonants [H '], [U'], [Y '] are always soft, regardless of which vowel forms a syllable with them. Consonants [Ж], [Ш] and [Ц] are always solid.

[Y ’], [L], [L ’], [M], [M ’], [N], [N ’], [P], [P ’] - sonorous sounds. This means that when pronouncing these consonants, the sound is formed mainly by voice, but not by noise. All sonorants are sonorous sounds.

In the Russian alphabet there are also letters b, b. They don't make sound. b (soft sign) serves to soften the consonants after which it is placed. b ( solid mark) has a separating function.

Sound Parsing Rules

1. The transcription is recorded in square brackets: .
2. The softness of the sound is indicated by the symbol "'".
3. Before the deaf, voiced consonants are deafened: nails - [noct'i].
4. The sounds [s], [h] in word prefixes are softened: disconnect - [raz’y’ed’in’it’].
5. Some consonants in words are not readable: bone - [inert '].
6. The combination of the letters "sch", "zch" are read as "u": happiness - [sh'ast'y'e].
7. The doubled consonant is indicated by ":": gradual - [past'ip'en: y'].

An example of sound-letter parsing of a word

1. Write the word according to the spelling rules.
2. Divide the word into syllables.
3. Mark the stressed syllable.
4. Say the word aloud and, based on this, perform transcription.
5. Describe the vowel sounds in order, indicate which of them are stressed and which are unstressed. Describe consonants. Describe them: paired / unpaired, voiced / deaf, hard / soft.
6. Count the number of sounds and letters in a word.

Examples of phonetic parsing

For the example below, words with the most interesting options phonetic parsing.

As soon as parents begin to think about how to teach their child reading skills, in addition to letters and syllables, the concept of “sound analysis of the word” appears. However, not everyone understands why it is necessary to teach a child who cannot read to do it, because this can only cause confusion. But, as it turns out, the ability to write correctly in the future depends on the ability to correctly understand words into sounds.

Sound analysis of the word: what is it

First of all, it is necessary to give a definition. So, the sound analysis of a word is the definition in order of their placement of sounds in a particular word and the characteristics of their features.

Why do children need to learn to perform sound analysis of a word? For development phonemic hearing, that is, the ability to clearly distinguish sounding sounds and not confuse words, for example: Tim - Dima. After all, if a child is not taught to clearly distinguish words by ear, he will not be able to write them down correctly. And this skill can be useful not only in the study of grammar mother tongue but also when learning the languages ​​of other countries.

The order of parsing a word by sounds

When performing a sound analysis of any word, it is necessary first of all to put stress, then divide it into syllables. Then find out how many letters are in the word and how many sounds. The next step is to gradually analyze each sound. After that, it is calculated how many vowels and how many consonants are in the analyzed word. At first, it is better for children to give simple one-syllable or two-syllable words for analysis, for example, their names: Vanya, Katya, Anya and others.

When the child gradually figured out how to properly analyze simple examples, it is worth complicating the parsed examples of words.

Sound analysis of the word: scheme

When working with the youngest children, special colored cards are used to better assimilate information.

With their help, children learn to create a sound analysis scheme.

Card scarlet color used to represent vowels. Blue - hard consonants, green - soft. To designate syllables, two-color cards are used in the same color scheme. With their help, you can teach your child to characterize sounds and whole syllables. You also need a card to indicate stress and a card showing the division of the word into syllables. All these designations, which help teach a child to make a sound analysis of a word (the scheme plays an important role in this), are approved by the official school curriculum Russia.

Vowels are their brief description. diphthongs

Before starting to analyze a word, it is important to know what features all phonetic sounds (vowels / consonants) have. When teaching children to early stages it is necessary to give information only about the simplest properties, the child will study everything else in high school.

Vowels (there are six of them: [o], [a], [e], [s], [y], [and]) are stressed / unstressed.
Also in Russian there are letters that in a certain position can give a couple of sounds - e [yo], yu [yu], i [ya], e [ye].

If they follow consonants, they sound like one sound and give softness to the previous sound. In other positions (the beginning of the word, after the vowels and "b" and "b") they sound like 2 sounds.

Brief description of consonants

There are thirty-six consonants in our language, but only twenty-one signs represent them graphically. Consonants are hard and soft, as well as voiced and deaf. Also, they may / may not form pairs.

The table below lists voiced and unvoiced sounds that can pair, and those that do not.

It is worth remembering: the consonants [y`], [h`], [u`] in any position are soft, and the consonants [g], [c], [w] are always hard. Sounds [c], [x], [h `], [u`] - absolutely always are deaf, [m], [n], [l], [r], [d `] - (sonorous) or voiced .

Soft and hard signs do not make sounds. soft sign makes the previous consonant soft, and the hard sign plays the role of a separator of sounds (for example, in Ukrainian, an apostrophe plays a similar role).

Examples of sound analysis of words: "language" and "group"

Having dealt with the theory, it is worth trying to practice.

For example, you can conduct a sound analysis of the word "language". given word quite simple, and even a beginner can figure it out.

1) B this example two syllables "I-tongue". 2 syllable is stressed
2) The first syllable is formed using the diphthong "I", which is at the beginning of the word, and therefore consists of 2 sounds [y'a]. The sound [y`] is a consonant (accord.), soft (soft) (green card), the second sound [a] is a vowel, unstressed (scarlet card). To designate this syllable in the scheme, you can also take a two-color green-red card.

4) Syllable 2 "language". It consists of three sounds [h], [s], [k]. Consonant [h] - solid, voiced (card of blue color). Sound [s] - vowel, stressed (red card). Sound [k] - acc., solid, deaf. (card in blue).
5) Stress is placed and checked by changing the analyzed word.
6) So in the word "language" there are two syllables, four letters and five sounds.

It is worth considering one point: in this example, the word "language" was understood as for first-grade students who do not yet know that some vowels in an unstressed position can give other sounds. In high school, when students deepen their knowledge of phonetics, they will learn that in the word "language" unstressed [a] is pronounced like [and] - [yizyk].

Sound analysis of the word "group".

1) In the analyzed example, there are 2 syllables: “group-ppa”. 1 syllable is stressed.
2) The syllable "gru" consists of three sounds [gru]. The first [g] - acc., solid., ringing. (card in blue). Sound [r] - acc., solid., ringing. (card in blue). Sound [y] - vowel, percussion. (scarlet card).
3) A card is placed in the scheme, indicating the division of syllables.
4) There are three letters in the second syllable "ppa", but they produce only 2 sounds [p: a]. Sound [p:] - acc., solid, deaf. (card in blue). It is also paired and pronounced long (blue card). Sound [a] - vowel, unstressed (scarlet card).
5) Emphasis is placed in the scheme.
6) So, the word "group" consists of 2 syllables, six letters and five sounds.

The ability to do the simplest sound analysis of a word is not something complicated, in fact it is a rather simple process, but a lot depends on it, especially if the child has problems with diction. If you figure out how to do it correctly, it will help you pronounce words in your native language without errors and will contribute to the development of the ability to write them correctly.

Diana Ilinskaya

Goals and objectives: development sound-letter analysis and synthesis of words; learn to relate sound with letter and symbol.

Teaching children to read and write kindergarten carried out analytic- synthetic method. This means that children are first introduced to sounds of the native language, and then with letters. modern school, according to the Federal State Educational Standard, requires from children entering the first grade, not so much any amount of knowledge and skills, but the ability to act mentally, which is formed in the process of assimilation of a knowledge system in a particular area of ​​reality.

Therefore, already in preschool age help children master certain system knowledge, which will become the basis for future study of the subject. Sound analysis is the definition, first, order sounds in a word, secondly, the selection of individual sounds, thirdly, the distinction sounds according to them quality characteristics. The Russian language is characterized by opposition of vowels and consonants sounds, hard and soft consonants.

The ability to hear and highlight everything sounds in order warns in the future when writing the omission of letters.

Children of five years after classes in middle group prepared to master sound analysis: they know how to distinguish intonation sound and determine the first sound in words.

But so that the child can parse word, his sound composition must be materialized. What has been said the word slips away, and it is very difficult for a child to single out some parts, elements in it by ear. It needs to be shown to preschoolers in the subject plan, presenting sound structure in the form of a model.

For this purpose, a diagram is used. sound composition of words. It depicts an object word- the name of which the child disassembles and puts a row of chips under the picture according to the number sounds in a word.

The drawing helps to see the object all the time, the name of which analyzed. The scheme makes it possible to determine the number sounds in a word and check the correctness of its filling with chips.

The main type of exercises that develop the phonetic abilities of students is phonetic analysis.

Acquaintance with the curriculum shows that phonetic analysis is understood as sound-letter parsing. However, in the methodology, the actual phonetic (or sound, and phonetic-graphic (or sound-letter) parsing. The purpose of the first is to characterize sound structure of the word without resorting to letters, the second includes the actual phonetic analysis only as its initial stage, since main task he has a clarification ratio sound structure of the word with its letter designation.

Actually sound parsing children perform in preparation period literacy training. With the transition to the study of letters sound analysis unfairly almost completely excluded from use.

However, noting the importance of phonetic analysis itself, one cannot but recognize that it is natural that the main type of exercises from the moment children get acquainted with letters becomes sound-letter parsing in its two varieties.

If we want to ensure that the child actually operates sounds, that is, in order to develop his phonetic hearing, it is advisable to carry out sound analysis in this order.

1. Say and listen word

2. Find the stressed syllable

3. Say word by syllable

5. Designate selected sound icon

6. Go to the end the words

7. Say all the names in a row sounds. Listen, did it work word.

Let's comment on each point of this plan.

1. Say and listen word. This stage in the work on word is extremely important for the development of phonemic hearing of a child who is presented with an object of the upcoming analysis. sounding word there is a moment. Then disappears. It is invisible, intangible. At the same time, it is necessary to ensure that students pronounce the words in accordance with the norms of the Russian literary pronunciation. Thus, the first stage of work with word in sound analysis It also becomes a means of educating students in the culture of oral speech.

2. Find the stressed syllable. Before isolating individual sounds in a word it is necessary to find the stressed syllable, since the lexical meaning sometimes depends on this the words. for example: [lock], [lock]. At the same time, children should know that the stressed syllable is only in full word.

3. Say word by syllable. The student must say twice word. The first time he pronounces it in its entirety with an interrogative or vocative intonation, which makes it easy to find the stressed syllable. Second time word pronounced in syllables.

4. Stretch (highlight in voice) first sound in full word name it and describe it. This is actually the beginning sound analysis of the word. Children need to be taught sound stretch, artificially lengthen it, or designate it in some other way. For example, if explosive sound([k], [d], you can repeat it [kkot] or pronounce it with an effort to exhale. This will help you hear better sound. Singling out sound in full, the child controls whether the word, because between lexical meaning and sound the words there is an inseparable connection. Distortion of one of the elements of this integral connection destroys it.

5. Designate selected sound icon. At the stage sound analysis of the word, its recording with conventional icons of each sound should not be associated with alphabetic symbols. Over time these conditional icons kids, led by the teacher, will correlate with transcription icons and write down word so: [p'is'mo]. At first for sound analysis words are used that do not have spelling.

Sound-letter analysis- one of the most important types work that contributes to the formation of spelling vigilance in the future, the development of phonemic hearing; development of skills to isolate sounds in a word, correctly name and describe them; ability to correlate word with its sound diagram and much more.

work sound-letter word analysis I spend next way:

I. I distribute cards (picture, writing words in boxes, empty cells for writing sounds; sounds and color schemes(colored squares or colored pencils) appear during operation):

II. find out:

1. What is shown in the picture?

2. Divide word for syllables(we draw a line with a colored pencil, we emphasize (colored pencil).

3. Count the cells with letters?

4. Count the empty cells?

5. What cells are more (or less?

6. Let's find out why there are more empty cells (less, the same? The letter U- gives two sound [th] and [y], and in word trees - b - does not mean sound, but the letter i - will give two sound[th] and [a] rush - does not give sound).

7. We pronounce word, listen myself: we find out that the letter Yu - gives two sound.

8. Printing sounds in empty cells.

9. We find out if everything sounds are the same, as they are written (printed, that is, we verify, writing words with sounds. (For example, in the word lion - the letter v will give the sound [f]; in word trees - b - does not mean sound, but the letter i - will give two sound [th] and [a], the fruit - the letter d- will give sound [t]).

10. We give a description sounds(vowel - stressed, unstressed, consonant - hard. soft, voiced. deaf, coloring the squares with colored pencils (green, blue. red, or lay out colored squares (green, red, blue) according to specification sound.

Their work was based on research: A. M. Borodich, G. S. Shvaiko, A. I. Maksakova, A. N. Gvozdeva, E. V. Kolesnikova, G. G. Golubeva, G. A. Tumakova, V. V. Gerbova, T A. Tkachenko, A. K. Bondarenko, E. A. Strebeleva, T. B. Filicheva, N. V. Novotortseva, etc., I use tables.

Sound-letter analysis of words.

Memo for sound-letter analysis

1. We hear and speak sounds, we write and read letters. (We are talking about sounds, but we denote them in writing by letters, respectively.)

2. There are 33 letters in Russian: 10 letters denoting vowel sounds (A, O, U, E, S, I, I, E, E, Y), 21 letters denoting consonants (B, C, D, D, F, 3, Y, K, L, M, N, P, R, S, T, F, X, C, H, W, W) and 2 more special letters (or signs) - these are b and b.

3. Vowel sounds - 6 (A, O, E, I, U, S). There are many more consonants. They are divided into hard and soft. Or, in other words, they form pairs of hardness-softness, for example, [n "] ( soft sound) in the word touch and [n] ( solid sound) in the word throne. (Please note that, by tradition, we recorded the sound in square brackets - [n], and the softness of the sound was marked with the sign ". But we do not explain these icons to children yet - they will study it at school. Preschoolers, performing sound-letter analysis, use color: red - to indicate vowels, blue - to indicate hard consonants, green - to indicate soft consonants).

4. There are 3 always hard consonants - this is W, W, C and 3 always soft consonants are Y, Ch, SH. All other consonants can be either hard or soft.

5. Vowels I, E, Yo, Yu can denote 1 sound (respectively: i - [a], e - [e], e - [o], u - [y]), if they are after consonants (for example: ball - [m "ah], squirrel - [ b "elka], flax - [l" he], hatch - [l" uk]), and 2 sounds (i - [y "a], e - [y "e], yo - [y "o], yu - [th "y]), if they are at the beginning of the word (pit - [th" ama], raccoon [th" raccoon], tree [th" olka], yula - [th" ula]); after the vowel (bayan - [bai ​​"an], fan - [wei" er], gull (from tea) - [tea" ok], bayun (kot-bayun) - [bai ​​"un], and also after Kommersant and b(ate - [sy" el], bunches - [bunches" y "a], jam - [warned" y "e], linen - [bel" y "o], bindweed - [in "y" unok]).

6. Consonants also differ according to the principle of bone ringing-deafness. Always voiced: R, L, M, N, Y, always deaf: X, C, H, W. The remaining consonants form pairs: B - P, V - F, G - K, D - T, F - W, 3 - C.

7. Words are divided into syllables: how many vowels are in a word, so many syllables.

Wave

Spend wavy line so that the vowels are on top and the consonants are on the bottom.

What more?

What is more - vowels or consonants? Complete the letters so that each line contains equal numbers of vowels and consonants.

Find letters

Underline the letters you need to make up the words: house, bow.

Sound-letter word analysis at school

Phonetics- branch of the science of language that studies the sounds of speech. Phone (Greek) - sound.

Graphic arts- a branch of the science of language that studies letters. Grapho (Greek) - I write.

Letters- signs denoting speech sounds, we see and write them. There are 33 letters in Russian that represent sounds. Graphic signs also include an accent mark, a hyphen (dash), punctuation marks, and others, while the letters ь and ъ do not indicate sounds. Sounds are produced in speech apparatus when exhaling air. When consonants are formed, the exhaled air encounters various obstacles in the mouth (lips, teeth, tongue, palate). A jet of air overcomes obstacles and from this consonant sounds are formed. Consonants in Russian are divided into voiced and deaf, hard and soft. Solid consonants have pairs of softness [b] - [b "], [c] - [c"], [g] - [g "]. They do not have pairs of softness [g], [w], [c] they are always solid.

They do not have a pair of hardness [h "], [u"], [d"], they are always soft.

Note. The sound denoted by the letter u is a long soft deaf, for example: cheeks, brush. Paired with him is a long soft voiced [zh "zh"], found in a few words, for example: yeast, reins.

Consonants are divided into voiced and voiceless. When voiced consonants are formed, the vocal cords vibrate, forming a voice. And when pronouncing deaf consonants vocal folds do not vibrate, noise is generated. vibration vocal cords can be felt by putting the back of your hand to your throat. They have a pair of voiced and deafness [b] - [p], [c] - [f], [g] - [k], [d] - [t], [g] - [w], [h] - [with]. They do not have a pair of deafness [th], [l], [m], [n], [p], they are always voiced. They do not have a pair of sonority [x], [c], [h], [u], they are always deaf.

Voiced and voiceless consonants can distinguish between words. For example: house - volume, stake - goal, ball - heat, etc. Paired soft and hard consonants distinguish words, for example: bow - hatch, small - crumpled, nose - carried, horse - horse. A voiced consonant at the end of a word and before a deaf consonant is replaced by a paired deaf consonant. This substitution is called a stun. For example: tooth - tooth, low - low. A deaf consonant before a voiced consonant (except for l, p, m, n, d) is replaced by a paired voiced consonant. This substitution is called consonant voicing. For example: request - ask, hand over.

Examples of parsing sound-letter analysis of words

Guard "th - [starazhyt"] - 9 letters, 8 sounds, 3 syllables.
C - [s] - consonant, deaf, paired, solid, paired;
T - [t] - consonant, deaf, paired, solid, paired;

Р - [р] - consonant, voiced, unpaired, solid, paired, sonorous;
O - [a] - vowel, unstressed;
Zh - [zh] - consonant, voiced, paired, solid, unpaired;
And - [s] - vowel, shock;
T - [t "] - consonant, deaf, paired, soft, paired;
b - [-]
Volume "m - [aby" om] - 5 letters, 5 sounds, 2 syllables.
O - [a] - vowel, unstressed;
B - [b] - consonant, voiced, paired, solid, paired;
Ъ - [-]
E - [th "] - consonant, voiced, unpaired, soft, unpaired, sonorous;
[o] - vowel, shock;
M - [m] - consonant, voiced, unpaired, solid, paired, sonorous.