Zhurova teaching literacy in the preparatory group. Abstract: Lesson on teaching literacy in the preparatory group "Letter b. Zhurova le teaching preschoolers literacy free download
The manual sets out the basics of preparing for literacy in kindergarten, describes the demonstration material. Particular attention is paid to playing techniques and didactic games, which are the specifics of teaching preschool children and meet modern standards in preschool education... There are summaries of lessons in the senior preschool group and the preparatory school group for kindergarten.
In modern society, the question of preparing preschool children for school has become acute. Preschool teachers, and especially parents, are often inclined to resolve this issue by “coaching” 6-year-old children in the 1st grade program. Unfortunately, it turns out very quickly that this way of preparing a child for school is not effective: as soon as the stock of "school" knowledge ends, he begins to lag behind his classmates. This is due to the fact that the modern program primary school requires special attention to the formation of educational skills in children.
Is it possible to limit preparation for school last year preschool childhood? Of course not! If the system of education and training of preschoolers in kindergarten should be subordinated to the final goal - preparation for learning at school, then it is also necessary to talk about the specifics of education not only in preparatory school, but also in the senior group of kindergarten, that is, about the specifics mental education of children in the second half of preschool childhood.
This manual is devoted to one of the issues of mental education of preschoolers - teaching literacy on the basis of theoretical provisions developed by P. Ya. Galperin, A. V. Zaporozhets, D. B. Elkonin. The proposed literacy course takes into account the age capabilities of older preschoolers and is built on the introduction of children into the sound reality of the language.
The development in children of the appropriate means and skills for isolating, comparing units of linguistic reality is an indispensable condition for literacy.
The authors of the manual believe that it is advisable to start preparing children for school not in preparatory school, but in the senior group of kindergarten. In doing so, they rely on the data of Soviet psychologists, which testify to the special "flair" of a 4-5-year-old child for language. At an older age, this linguistic instinct weakens somewhat, the child, as DN Bogoyavlensky says, seems to lose his "linguistic abilities." The introduction of a child into linguistic reality at the moment of the most acute "linguistic instinct" is the most effective remedy to master this reality.
This program is based on the teaching methodology initial reading, developed by D. B. Elkonin, supplemented by a large number of different word games that make up the bulk of the lessons and necessarily contain an educational task.
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Natalia Sergeevna Varentsova
Teaching preschoolers to read and write. A guide for educators. For classes with children 3-7 years old
Varentsova Natalia Sergeevna -candidate of pedagogical sciences; author of scientific publications devoted to the problems of mastering the basics of literacy in preschool age, the preparation of children for school, the development of mental abilities and cognitive activity of preschoolers, the continuity of preschool and primary general education.
Foreword
But before starting to read, the child must learn to hear what sounds the words consist of, conduct sound analysis words (that is, to name in order the sounds that make up the words). At school, the first grader is first taught to read and write and only then are introduced to phonetics, morphology and syntax. native language.
It turns out that children aged 2–5 years are extremely interested in studying the sound side of speech. This interest can be used and introduced ("immersed") the child in wonderful world sounds, to discover a special linguistic reality, where the basics of phonetics and morphology of the Russian language begin, and thus lead to reading by the age of six, bypassing the notorious "torment of fusion" of sounds by connecting letters ("M and a - will ma»).
Children comprehend a certain system of laws of their native language, learn to hear sounds, distinguish between vowels (stressed and unstressed), consonants (hard and soft), compare words by sound, find similarities and differences, divide words into syllables, make up words from tokens corresponding to sounds, and others. Later, children learn to divide the speech stream into sentences, sentences - into words, get acquainted with the letters of the Russian alphabet, make up words and sentences from them, using grammatical rules of writing, master the syllabic and continuous reading methods. At the same time, learning to read is not an end in itself. This task is solved in a wide speech context, children acquire a certain orientation in the sound reality of their native language, they lay the foundation for future literacy.
Training according to this manual is designed for children 3–7 years old. It is built taking into account the age characteristics of preschoolers and is based on their selective susceptibility to literacy. Children 3-5 years old are engaged in the sound side of speech, while showing special giftedness, and children 6 years old with great interest master the sign system, read.
As a result of training, children come to school not only reading, but also able to analyze oral speech, competently form words and sentences from the letters of the alphabet.
When teaching children to write, we deliberately limit ourselves to preparing the hand for writing. At the younger preschool age (3-4 years), an important achievement is the mastery of voluntary movements of the hands and fingers. At the same time, the ability of children to imitate is widely used: the child adjusts his movements to a certain standard of an adult, depicting a favorite character. At the senior preschool age (5–6 years), children directly master graphic skills and a writing instrument (felt-tip pen, colored pencil). Preschoolers outline the outlines of houses, fences, the sun, birds, etc .; hatch, complete and construct images of letters. Children learn to reproduce various object images in the working line, close to the configuration of printed letters. When teaching children to write, it is important not so much to teach them individual skills as to form their entire complex of readiness for writing: a combination of the tempo and rhythm of speech with movements of the eyes and hands.
Training takes place in a fun way.
This manual consists of several parts: a program, guidelines for the development of the sound side of speech in preschoolers and familiarizing them with the basics of literacy and detailed lesson plans with a description of didactic material for all age groups.
The manual is intended for preschool teachers educational institutions... It can also be useful for parents.
Program
This program includes three areas of work with preschool children: the development of the sound side of speech, familiarization with the sign system of the language and preparation of the hand for writing
The work on the formation of the sound side of speech in children and familiarization with the basics of literacy is primarily associated with the development of cognitive abilities and the upbringing of arbitrary behavior.
The development of children's mental abilities occurs in the process of mastering the actions of replacing speech sounds. Children learn to model both individual speech units (syllables, sounds, words) and the speech flow as a whole (sentences). When solving cognitive problems, they are able to use ready-made schemes, models and build them independently: divide words into syllables, conduct sound analysis of words, divide sentences into words and compose them from words and letters; compare word models by sound composition, match words to a given model, etc.
The development of cognitive abilities contributes to the conscious attitude of children to various aspects of speech reality (sound and sign), leads to an understanding of some of the laws of the native language, the formation of the foundations of literacy.
In the process of preparing their hands for writing, children develop both cognitive and creative abilities. First, preschoolers master the arbitrary movements of the hands and fingers (they depict various phenomena and objects: rain, wind, boat, little train, bunny, butterfly, etc.); then - graphic skills in acquaintance with the elements of written speech. Children learn to encode speech and "read its code", that is, to model speech using signs accepted in the culture of the Russian language. Preschoolers design, complete with the help of felt-tip pens or colored pencils, individual objects and phenomena: huts, the sun, birds, boats, etc. Such activities contribute to the development of imagination, fantasy, initiative and independence of children.
The fundamentals of literacy are considered in the program "as a propaedeutic course of the phonetics of the native language" (according to DB Elkonin). The program is based on the methodology created by D. B. Elkonin 1
Questions of the psychology of educational activity of primary schoolchildren / Under. ed. D.B. Elkonin, V.V. Davydov. - M .: APN RSFSR, 1962.
And L.E. Zhurova 2
Zhurova L.E. Literacy training in kindergarten. - M .: Education, 1974.
Familiarization of the child with the phonemic (sound) system of the language is important not only when teaching him to read, but also for all subsequent learning of the native language.
Junior group
The program for the younger group includes two sections: the development of the phonetic-phonemic side of speech in order to prepare children for learning the sound analysis of words and the development of movements of the hands and fingers in order to prepare the hand for writing.
Work on the development of the sound side of speech in children aimed at improving their articulatory apparatus and phonemic perception.
During the lessons, children are introduced to the sounds of the surrounding world, sound as a unit of speech. By isolating sounds from the general stream, children recognize who or what is making them. Then, during onomatopoeic exercises, they learn to pronounce vowel sounds correctly. (uh, oh, u, u, s, uh) and some consonants (m - mb, p - p, b - bb, t - t and etc.)? except sibilant and sibilant. Sound terms (vowels, consonants, etc.) are not used in the classroom.
The methods of mastering the sound side of speech are set by adults. The teacher pronounces the sound combination, highlighting the vowel sound with his voice. As a result, children master the sound standard for pronouncing vowel sounds, which, in fact, prepares for the intonational selection of any sound in a word - a way of natural modeling of a speech sound. These exercises can be used in play activities when playing out fairy-tale situations, in the classroom, in independent activities. Emotional coloring plays a significant role in this: expressive movements, intonation, facial expressions, gestures, etc.
Development in children of younger preschool age skills to control hands and fingers contributes to the development of arbitrary movement, which is a general developmental task at this age stage.
Exercises for the development of hand movements are included in the context of poetry, nursery rhymes, games. In the course of joint activities with the educator, children learn to coordinate their actions. The tendency to imitate helps preschoolers to copy the movements of an adult, which serve as a kind of yardstick that helps to adjust their movements to the model (according to A.V. Zaporozhets). The kid is happy to depict bunnies, birds, deer, turtles, butterflies, etc.
If necessary, additional activities are permissible with children whose hand movements are not coordinated.
Middle group
In the middle group, work continues on the development of the phonemic side of speech in order to prepare children for mastering the sound analysis of words and the formation of movements of the hands and fingers in order to prepare the hand for writing
V process work on the sound side of speech the range of tasks is significantly expanded, since children of the fifth year of life are especially sensitive to the sound side of speech. Preschoolers "immerse themselves" in the sound reality of the language: they learn to highlight individual sounds in words, to determine the first sound in a word, to select words with a certain sound and to distinguish hard and soft consonants by ear (without using the terms themselves).
First, children are introduced to the sounding word, trying to identify it with a certain image of an object, phenomenon, attribute, etc. For example, preschoolers establish that a word table matches only an object with this name, and the word doll- doll, bunny bunny. In other words, these objects and toys cannot be called.
Children will learn that the same word can be pronounced loudly and quietly, pick up the words “friends” (bear - bump, candle - stove, lump - bom, tuk - onion, chanterelle-sister, frog-frog etc.) that words can sound similar and different.
At this age, children get an idea of the length of words (short and long), get acquainted with the syllabic division of words based on the allocation of vowel sounds. The term "syllable" (as well as "sound") is not used. To solve this problem, children are offered special didactic games in which preschoolers divide words into parts by slapping, tapping or walking the rhythmic-syllable structure of one-, two- and three-syllable words. In such exercises, substitutes are used as an auxiliary means - small chips, toys that visually depict individual parts of words. These substituents are the prototype of the graphic notation of syllables.
At the next stage, children sing out some consonant sounds with a voice: sibilant, hissing, sonorous and others. , that is, such sounds that can be pronounced with a drawl. Then, for intonation voice selection, preschoolers are offered sounds that cannot be pulled with a voice: explosive, labial, and others. (k - ky, d - db, t - t). Thus, children master the generalized method of intonational selection of sounds in words, which makes it possible to isolate the sound of any qualitative characteristic.
In parallel, work is being carried out to distinguish hard and soft consonants by ear. Children are taught to compare words by sound; distinguish between pairs of sounds by hardness and softness and call them, respectively, "older" and "younger brothers" (and not hard and soft consonants). Guys find it easy that "big motor" sounds solid (rrrr), and "small" - softly (ry-ry-ry),"Big mosquito" sings - h-h-h, and "small" - th-th-th and so on. In addition, to solve this problem, children operate with object pictures, grouping them in accordance with the given sounds contained in the words-names (b - bb, l - l, s - sm etc.).
Children are taught to identify the first sound in a word, which is essentially the beginning of sound analysis. By itself, the action of highlighting the first sound in a word is quite specific and available to a four-year-old child (in contrast to the traditional understanding of the position of a sound in a word: beginning, middle, end of a word).
At this age, preschoolers successfully select words for the sounds set by the teacher, which is facilitated by their ability to isolate individual sounds, as well as the attractiveness of these tasks (for example, the teacher suggests that children put tasty things with sounds in their mother's bag To and kh etc.).
In classes on the development of the sound side of speech, verses, counting rhymes, sayings, nursery rhymes, fairy tales, various games, game situations and techniques that arouse interest in children of this age are widely used.
In the middle group, the number of classes aimed at development of movements of the hands and fingers, the exercises aimed at developing these skills become more complicated.
These tasks are aimed at developing coordinated movements of both arms and the flexibility of the small muscles of the hands and fingers. In the middle group, the conditional division of movements into two groups is not used: for hands and for fingers. The exercises offered to children, as a rule, combine both of these movements. Verbal accompaniment of movements creates an emotional attitude of the child to the depicted one.
Children of four years old are happy to be involved in joint activities to imitate and "live" the situations offered to adults. They are already better than before, they can control their own hands, coordinate movements, act synchronously with both hands. At this age, preschoolers are already able to pay attention to their peers and control their movements and the movements of other children.
Senior group
In the senior group, work continues on the development of the phonemic side of speech and the mastery of elementary graphic skills.
Development of the phonemic side of speech. In the older group, work continues with the sounding word, determining its length (measuring the syllable structure of words with claps, steps). The term "syllable" and a graphical notation of syllable division are introduced, which is used on a par with substitute toys that are well known to children in the middle group. Children continue to intonationally highlight the given sounds in words, select words for a specific sound, isolate the first sound in a word.
In parallel, children are introduced to the meaningful function of sound: they explain that some words differ from each other by only one sound (house - catfish, doctors - rooks, crayfish - poppies, lion - forest, onion - beetle etc.). At the same time, words are given in a poetic context, so it is easy for children to guess which sound is "cunning". For example:
On the yellowed grass
The lion drops (Forest) its foliage.A. Shibaev
It is obvious to children that the word a lion changes to a word Forest.
Sound analysis involves distinguishing sounds according to their quality characteristics: vowels, hard and soft consonants. First, children are taught to distinguish between vowels and consonants. Preschoolers discover "magic" sounds that can be sung, pulled for a long time with a voice, when pronounced, the air freely comes out of the mouth. These are "singing" (vowel) sounds. The term "vowel sound" is introduced and its designation is a red chip. A little later, children are introduced to the division into hard and soft consonants. Children note that these sounds cannot be sung; when pronouncing them, the air meets obstacles (tongue, teeth, lips). The concepts of "hard" and "soft consonants" and their designations - blue and green chips are introduced. At the same time, didactic material (pictures-diagrams of the sound composition of words, chips, pointers) makes sound analysis materialized and quite accessible to preschool children. With its help, they independently build conditional-symbolic models of varying complexity.
V in the older group, children master the technical side of writing and basic graphic skills. TO At this age, preschoolers can already arbitrarily control their hands and fingers.
Graphic skills are formed in the process of special exercises and the design of various objects (houses, huts, the sun, flowers, etc.) from the elements of letters by analogy, verbal pattern, memory, concept. During the exercises, children trace the outer contours of objects with a felt-tip pen or colored pencil, draw straight, closed and broken lines, perform shading, work in a confined space and with an exit from it.
Work on the development of the sound side of speech and mastering the basics of literacy contributes to the development of cognitive abilities, creative imagination and spatial representations.
Preparatory group
In the preparatory group, work continues on mastering the initial foundations of literacy. Children of six years old are able to master a broader orientation in the phonetic aspect of speech; they have a certain sensitivity to the sign reality of the language, have an increased interest in letters and a craving for reading. In addition, children can move on to writing block letters and the basic elements of written letters.
In this regard, the program for the preparatory group includes three areas: the development of the phonetic side of speech, familiarization with the sign system of the language, preparation of the child's hand for writing.
Development of the ability to navigate the sound side of speech. Children of six years old, possessing the ability to perform sound analysis and give a qualitative characteristic of sounds, freely operate with conventional symbolic models: they compose sound models of words from colored substitute chips, select appropriate words for various sound models (consisting of three, four and five sounds). A complicated version of working with a model is a riddle game (see lesson plans for the preparatory group), in which children, using logically constructed questions and a given sound structure of the word (model), guess the word conceived by the educator (child).
At this age, children are taught to divide the speech stream into sentences, sentences into separate words, to make a graphic record that simulates the sequence of words in a sentence. Thus, children master the analysis of sentences consisting of 3-5 words.
Familiarization of children with the sign system of the language. Children 6–7 years old are introduced to the letters of the Russian alphabet, the principle of positional reading, then they are taught the syllabic and continuous reading methods, they are taught to form words and sentences from the letters of the alphabet, etc.
First, children are introduced to all vowel letters in pairs: A - I, O - E, U - Yu, E - E, S - I and their use after hard and soft consonants. Preschoolers are told that there are uppercase and lowercase letters (large and small).
At this stage, children are taught to work with mixed word models (hard and soft consonants are indicated by blue and green chips, respectively, and vowel sounds - by red chips). This, in turn, creates a vowel orientation in children, which helps them master the mechanism of positional reading in Russian (reading direct syllables: ma, me, mo, me, moo, mu etc. depends on the vowel following the consonant).
Preschoolers are then taught to change words by replacing vowels in mixed patterns, where consonants are represented by neutral-colored tokens. (bow - hatch - varnish). The meaning of this action is to form the reading mechanism before acquaintance with the consonant letters, thereby avoiding the "torment of fusion" of sounds, that is, letter-by-letter reading.
At the next stage, when the reading mechanism is formed, children continue to be introduced to the sign system of the language: sequentially with all consonant letters, usually denoting a pair of sounds (M - m, mb; H - n, nb; R - p, pb etc.).
At the same time, children master the skill of syllabic reading with the help of the “window” manual (see p. 24). Mastering this skill allows the teacher to offer children reading texts that include material of varying degrees of difficulty (syllables, words, sentences, stories, proverbs, sayings, etc.). In order to check the reading comprehension, special work is carried out, including questions from the educator and tasks for retelling the text. By the end of the school year, children master fluent syllabic and continuous reading. At the same time, reading is not an end in itself. This task is solved in a wide speech context.
At the same time, children, getting acquainted with the sentence, learn to divide it into words and graphically depict it on the board and sheets of paper. (| _ _ _.)
Children analyze sentences consisting of 3-5 words, including prepositions and conjunctions, learn the rules for writing sentences.
Preparing your hands for writing. Age characteristics of children of six years old and previous work in indicated direction allow you to deal with the development of graphic skills in more detail. Children are able to master a writing instrument, master the configuration of printed letters and the basic elements of written letters.
In the preparatory group, children continue to master graphic elements: they outline images of objects along the contour and hatch them, copy drawings and add figures. Then children are consistently introduced to in block letters(first with vowels, then with consonants), they are taught to enter them in the working line in accordance with the given conditions of height, length, width and quantity. Practical activity of children at this stage may include the construction of written letters from individual elements. These tasks develop imagination and understanding of spatial relationships.
Graphical exercises involving the representation of written letters point by point should not be considered as teaching writing. This is propedeutics. It is the form of written letters that makes it possible to most effectively prepare a child for writing (to combine visual-motor operations into a single complex).
* * *
By the end of preschool age, as a result of learning, children are well oriented in the sound side of speech. They master the action of sound analysis of words consisting of 3-5 sounds, can characterize sounds, differentiating them into vowels and consonants (hard and soft). Children are able to compare words of different sound structures, using the action of modeling, to select words according to a given model. Preschoolers can also analyze the speech flow, isolating sentences in it and writing them down graphically.
In addition, children master the mechanism of positional reading, fluent syllabic and continuous reading methods.
Preschoolers master arbitrary movements of the hands and fingers, graphic skills with a writing instrument (felt-tip pen, colored pencil) in their usual applied activity based on design. Thus, by the end of the preparatory group, children develop the whole complex of readiness for writing: a combination of the tempo and rhythm of speech with movements of the eyes and hands.
SPECIAL COURSE
"Teaching preschoolers to read and write"
School preparatory group
LESSON 1
Program content: Teach children to conduct sound analysis of words: differentiate vowels, hard and soft consonants, apply the rules for writing vowels.
1. The teacher tells the children that in the older group they learned that words are made of sounds. There are sounds that are easy to pronounce, they can be pulled for a long time, they can be sung and they do not meet any obstacles in the mouth. They ask how such sounds / vowels / are called, what vowels they know / a, o, y, s, and, e /, what counters are indicated by / red /.
The teacher suggests remembering the names of the sounds that meet obstructions in the mouth / consonants /, say what consonants are / hard and soft /, what counters indicate / hard consonants - blue, soft consonants - green chips / and name several consonants. If the child calls a hard consonant, the teacher offers him to name his soft pair / for example, "p" - "p", "l -" l "/. If the child calls a soft consonant sound, the teacher offers to name his hard pair / for example, k- k, cs-c /.
2. Sound analysis of the word "Book".
One child parses the word at the blackboard. At the same time, all the children spread it at the tables at the same time.
The child at the blackboard sequentially singles out the sounds of words intonationally, calls them in isolation / k, nb, u, r, a /, characterizes them / vowel, hard or soft consonant / and denotes the corresponding counter. Then he pronounces the word with an accent / book / and denotes a stressed vowel with a black chip, which he puts behind a red chip. In a child's work, it looks like this:
Book - the 1st sound "k" is a solid consonant / puts a blue chip in the first cell of the scheme /.
kNiga - 2nd sound "n", soft consonant / puts a green chip in the second cell of the scheme /.
knIga - 3rd sound "and", vowel / puts a red chip /.
BOOK - 4th sound "g", solid consonant / puts a blue chip /.
book - 5th sound "a", vowel / puts a red chip /.
knIIIGA - stressed vowel sound "and" / puts a black chip /.
When conducting a sound analysis of a word, it is necessary to ensure that each sound is highlighted intonationally with a voice while simultaneously guiding with a pointer according to the scheme, and then accordingly indicated by a chip.
Questions and tasks for children:
What are the vowels in the word "Book"? / and, a /.
What is the stressed vowel sound? /and/.
Pronounce the word with an accent / bookiiga /.
Move the stress / black mark / to the sound "a", how will the word sound now? / bookaa /. Put the emphasis right again.
What is a soft consonant in a word? / ny /
What is a 2-o1 hard consonant? /G/
What is a solid consonant sound? /To/
Game with tasks:
1. Call 4 children, invite them to take from the board the tokens denoting sounds in the following sequence: nn, r, a, u, k and build the word "book".
2. Call / to the side /: 1st vowel, 2nd vowel, soft consonant, 2nd hard consonant, 1st hard consonant and build the word "book".
3. Children give the task of sounds.
Here are approximate tasks: name a word with its own sound / sound can be at the beginning, middle or end of a word /, name a pair of your sound, find a toy whose name contains a given sound, name a word in which your sound is percussion.
4. Work with the proposal.
The teacher shows the doll to the children, says that her name is Nina. Children examine the doll and say how beautiful it is / big, smart, beloved, good, etc. / The teacher calls two children to him and says that one will be the word "Nina" / gives him the doll /, the other word is "smart ". He invites them to stand next to him, turns to the children in turn and asks what they mean by the words / "Nina", "smart" /. The children of the group are invited to say what will happen if you say these words one after another / "Nina is smart" /. The teacher explains that the proposal was “Nina Naryadnaya”. Children-words change places, a new sentence is obtained "Nakednaya Nina", they call the 1st, 2nd word. A child is called, who means the word "cute", and the word "smart" sits down and 2-3 children say what sentence came out / Dear Nina / and call the 1st, 2nd word.
Assignment for children-words: the word "Nina" will come out, the word "cute" will match the word "Nina" to make the sentence "Nina dear". The word "Nina" will clap her hands. The word "cute" will name the 1-sound of this word / мь /.
LESSON 2
Program content: To continue teaching children to conduct sound analysis of words: to differentiate vowels, hard and soft consonants. Will strengthen the ability to determine the place of the stressed vowel sound in a word. Learn to make a sentence of two words, name the words in order. Continue learning to name words with given sounds.
Demonstration material: scheme of a six-sound word, red, blue, green, black chips, pointer, bear, ball, chips or small toys.
Handout material: scheme of a six-sound word, red, blue, green, black tokens on a tray, pointer.
PROCESS OF THE LESSON.
1. Sound analysis of the word "newspaper". The teacher warns the children that at the blackboard this word will be spread by the one who is the first to sort it out at the table. The called child singles out intonationally, names, characterizes sounds and designates them with chips, reads the word with stress
Game with tasks:
1) A child is called to play, who will guess the "riddle" of the teacher. What is the 2nd hard consonant? /T/. What is the 1st hard consonant? /G/. What's a soft consonant? / sb /. What is the 3rd vowel? /a/. What is the 1st vowel? /a/. What is the second vowel? / e /. Children build the word "newspaper".
2) Name: 3rd sound of a word, 6th sound, 4th sound, 2nd sound, 5th sound.
3) Children give tasks to sounds.
2. Game "Name a couple". The teacher calls a hard consonant sound / for example, "p" /. The child to whom the ball is thrown must name a soft consonant - a pair of the hidden sound / pb / and throw the ball to the teacher. After half of the children take part in the game, the teacher changes the task: he names soft consonants and children - their hard pairs.
All children must take part in the game. The game is played at a fast pace. During the game, children are at the tables.
3. Work on the proposal. The teacher shows the children the bear, offers to examine it and say what it is. Children choose different definitions / for example, good, plush, small, beloved, clubfoot, etc. / Two children go to the board. One means the word "bear" / the teacher gives him a bear /, the other - the word "fluffy". The teacher proposes to build the sentence "Fluffy bear" / children check the task /.
Name the 1st, 2nd word, then the children-words change places and 2-3 children say which sentence came out / "Fluffy Bear" /. A child is called, which means the word "clubfoot", and the word "fluffy" sits down. 2-3 children pronounce the sentence, which turned out after replacing the words / "Clubfoot bear" /., Then the 1st, 2nd word is called.
4. Game "Name the words." The teacher offers to name words with the sound "n" / for example, socks, sleds, pencil, sleep /, then words with the sound "n" / for example, sky, skates, horse /. For each word, the child receives a token or small toy. At the end of the game, the winner is determined, i.e. the child who named the most words.
LESSON 3.
Program content: Continue teaching children to perform sound analysis of words. Introduces the vowels "a", "A". Learn to make up sentences about the action of a toy from 2 words. Continue teaching children to name words of a specific sound structure.
Demonstration material: red, green, blue chips, pointer, letter "a" / 3 pcs. /, Letter "A" / 2 pcs. /, Toy chips, ball, bunny.
Handout material: red, green, blue chips, pointer, letter "a" / 3 pcs. /, Letter "A" / 2 pcs. /.
The course of the lesson.
1. Playing in a circle with a ball: "Name the stressed vowel sound." The teacher pronounces the word with emphasis and throws the ball to the child. The one, having caught the ball, calls the shock vowel sound and throws the ball to the teacher. All children must take part in the game.
2. Sound analysis of the word "crane" / 4 children take turns to sort out the word at the blackboard and put the chips on the board without a diagram, at the tables children sort out words without diagrams /.
Questions to children after analyzing the word:
What are the consonant sounds in the word "tap"? / k, p, n /. What is the vowel sound in a word? /a/.
The teacher draws the attention of children to the fact that the sound "a" comes after the solid consonant sound "r" and explains that the sound "a" is denoted by the letter "a". Children examine it and replace the red chip with a letter. Then the teacher reminds that if there is one vowel in a word, then it is stressed.
3. Sound analysis of the word "Alena". At the blackboard, the word is taken apart by 5 children and all sounds are denoted by chips.
Questions to children after analyzing the word: What are the vowel sounds in the word "Alena"? / a, o, a /. What does this word mean? / girl's name /. The teacher explains that the names are written with a capital letter and introduces the children to the letter "A", after which the first red token is replaced by the letter "A". The teacher invites the children to say after which consonant sound the third vowel sound is heard / after the TV consonant sound "n" / and replace the red counter with the sound "a". After replacing the chips with letters, children read the word, determine the stressed vowel sound.
4. Work on the proposal: The teacher takes the hare, performs various movements with him / the hare dances, jumps, gnaws, washes, sleeps /, and the children name what the hare does / dances, jumps, gnaws, washes, sleeps /. Then two children come out to the blackboard. One means the word "hare", the other - the word "dances", and all children call the 1st, 2nd word. The players change places and 2-3 children say which sentence came out. / "The hare is dancing" /. Then another child is called, which denotes another action, and the children determine which sentence came out.
5. Game "Name the words." The teacher puts green, red, blue chips on the board and invites the children to name words according to this model / fox, saw, river, meat, etc. / If the child named the word incorrectly, the teacher reads his word according to the model and points out to him the mistake. At the end of the game, the winner is determined.
LESSON 4.
Program content: To continue teaching children to carry out sound analysis of words, to determine the stressed vowel sound. To acquaint with the vowels "I", "I" and the rules of writing "I" after soft consonants. Learn to make up sentences about the action of a toy from 2 words. Continue teaching children to name words with given sounds.
Demonstration material: red, green, blue, black chips, cash register with vowels A, a, Z, I, pointer, toy chips, fox.
Distribution material: red, green, blue, black chips, cash register with vowels A, a, I, I, pointer.
The course of the lesson.
1. Work on the proposal.
The teacher takes a toy fox and performs various exercises with it. Children make up sentences of 2 words about the actions of the fox / the fox runs, the fox dances, etc. / Then two children are called to the board. One means the word "fox", the other - the word "runs". They are invited to build the sentence "The fox is running", and the children of the group name the 1st and 2nd words. The players change places and 1-2 children say which sentence came out / "The fox is running" /. Proposals are made about 3-4 actions of the fox.
2. Sound analysis of words.
Each child, depending on the degree of his preparedness, is given an individual task to lay out a word at the table. Suggested words: poppy, ball, moon, fish, hat, sled, linden, bank, hut, book, work, car. Children designate the sound "a" with the letter "a", and all the others - with the corresponding chips. After the teacher checks the correctness of the assignment, the children do not remove the word.
Methodological support:
- "Teaching preschoolers to read and write": Methodological guide / L.E. Zhurova. N.S. Varentsova, N.V. Durova, L.N. Nevskaya / Ed. N.V. Durova. - M.: School Press, 1998. -144 p. (Preschool education and training)
Explanatory note
The manual sets out the basics of preparing preschoolers to learn to read and write, describes the demonstration material. Particular attention is paid to playing techniques and didactic games, which are the specifics of teaching preschool children and meet modern standards in preschool education. There are summaries of lessons in the senior preschool group and the preparatory school group for kindergarten.
In modern society, the question of preparing preschool children for school has become acute. Preschool teachers, and especially parents, are often inclined to resolve this issue by “coaching” 6-year-old children in the 1st grade program. Unfortunately, it turns out very quickly that this way of preparing a child for school is not effective: as soon as the stock of "school" knowledge ends, he begins to lag behind his classmates. This is due to the fact that the modern primary school curriculum requires special attention to the formation of children's learning skills.
Is it possible to limit preparation for school to the last year of preschool childhood? Of course not! If the system of education and training of preschoolers in kindergarten should be subordinated to the final goal - preparation for learning at school, then it is also necessary to talk about the specifics of education not only in preparatory school, but also in the senior group of kindergarten, that is, about the specifics mental education of children in the second half of preschool childhood.
This manual is devoted to one of the issues of mental education of preschoolers - teaching literacy on the basis of theoretical provisions developed by P. Ya. Galperin, A. V. Zaporozhets, D. B. Elkonin. The proposed literacy course takes into account the age capabilities of older preschoolers and is built on the introduction of children into the sound reality of the language.
The development in children of the appropriate means and skills for isolating, comparing units of linguistic reality is an indispensable condition for literacy.
The authors of the manual believe that it is advisable to start preparing children for school not in preparatory school, but in the senior group of kindergarten. In doing so, they rely on the data of Soviet psychologists, testifying to the special "flair" of a 4-5-year-old child for language. At an older age, this linguistic instinct weakens somewhat, the child, as DN Bogoyavlensky says, seems to lose his "linguistic abilities." The introduction of a child into linguistic reality at the moment of the most acute "linguistic instinct" is the most effective means for mastering this reality.
This program is based on the methodology of teaching initial reading, developed by D. B. Elkonin, supplemented by a large number of different word games that make up the bulk of the lessons and necessarily contain an educational task.
The successful development of speech in preschool age is crucial for the subsequent systematic study of the mother tongue. D.B. Elkonin wrote that the reader operates with the sound side of the language, and reading is the process of reconstructing the sound form of a word according to its graphic (letter) model. This implies the need for children to get acquainted with the wide sound reality of the language beforehand (before they get acquainted with the alphabetic symbolism). Studies of linguists, psychologists, teachers have shown that the fifth year of a child's life is the period of the highest "linguistic giftedness", a special susceptibility to the sound side of speech. That is why it is necessary to introduce preschoolers into the sound system of their native language already from the middle group of kindergarten.
Training in middle group is aimed at developing the phonemic hearing and speech attention of children, which prepares them for mastering the sound analysis of words - the first act of teaching literacy itself.
V senior group children acquire the skills of sound analysis of words of various sound structures, differentiation of vowels, hard and soft consonants. They gain knowledge about the syllabic structure of words, about word stress.
V preparatory group children get acquainted with all the letters of the Russian alphabet and the rules for their writing, master the syllabic and continuous reading methods, learn to correctly lay out words and sentences from the letters of the split alphabet.
Learning to read and write has a general developmental character, contributes to the development of active mental activity, working capacity, moral-volitional and aesthetic qualities of the child's personality.
Particular attention is paid to playing techniques and didactic games, which are the specifics of teaching preschoolers, are an essential component of this training and meet the requirements of the Federal State Educational Standard for DO.
Sections: Working with preschoolers
The purpose of the lesson: to help the preschooler to master the program material, to make the pedagogical process more emotional, to achieve greater activity of children in the classroom.
Tasks:
- Strengthen the ability of children to conduct sound analysis of words using the rules for writing vowels and determining the stressed vowel sound.
- Strengthening the skills of highlighting the desired sound in a word.
- Form the ability to divide words into syllables.
- Strengthen the ability to highlight the first letter in a word and name words of a certain sound structure.
- Improve the ability of children to make a chain of proposals for schemes.
- Form the grammatical structure of speech, expand the vocabulary.
- Improve children's reading skills.
Materials: an envelope with a letter; Pictures; scheme of a five-sound word, chips: red, blue, green, black; cards-schemes for identifying syllables in a word; cards with a set of letters; pointer.
PROCESS OF THE LESSON
The teacher informs the children that she found a letter from Dunno. Reads it to children.
Educator: Dunno writes that he found himself in the country of "Clever and clever men" where the queen Gramota reigns. The queen invited Dunno to play speech games, but Dunno refused to play with the queen, because he does not know what "speech" and "speech games" are. To which the queen was very angry and ordered to imprison Dunno in a high tower, but promised to release him if you and I helped him. We need to complete the tasks that Queen Grame has prepared for us. Well, do you agree to help our friend Dunno? (Answers of children).
- Before we start doing the tasks, let's remember what “speech” is? What does it consist of? (Speech is words, sentences. Speech consists of sentences. Sentences consist of words. Words consist of syllables and letters. Syllables consist of letters and sounds).
- In order for us to correctly complete all the tasks, let's do gymnastics for the tongue. Curious tongue looks up, down, left and right (children perform tongue movements 3-4 times). And now let's say the tongue twister "Like a hill on a hillock, thirty-three Yegorki lived" (children say the tongue twister quietly, loudly, quickly and slowly).
1 task: Sound analysis of a word
Educator: Look at the picture and name the words starting with a hard sound -m- and a soft sound -m'- (Answers of children).
- Now let's carry out a sound analysis of a word, for example a word bear. Remember what sounds are? (Vowels and consonants, hard and soft, voiced and voiceless, as well as stressed).
M '- a consonant, soft, voiced sound, mark with a green token.
AND
NS
TO- a consonant, solid, dull sound, marked with a blue chip.
A- vowel sound, mark with a red token.
What is the percussion sound in this word? Sound -, put a black chip next to it.
2nd task: Which letter is "lost"? (Correct mistake)
Task 3: How many syllables are in a word?
Educator: You need to paint over as many "bricks" as there are syllables in this word.
Physical education
4 task: Decipher the word
Educator: You need to guess which word is encrypted. Drawings will tell you which letters to fit into the squares.
5 task: Make a proposal
Educator: Adding one word at a time, make a chain of sentences according to the scheme.
6 task: Read the word
Educator: And finally, the last task. Each of you has a chain of letters, you need to circle the letter that is spelled correctly, and cross out the one that is not correct. Read the resulting word.
Educator: Well done!
A phone call sounds, the teacher talks, then informs the children that Dunno is free and invites the children to invite him to Kindergarten to teach him everything that you have learned yourself.
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