Teaching preschoolers literacy methodological guide. Didactic manual for teaching literacy “Gramoteyka” (for children of senior preschool age)
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Natalia Sergeevna Varentsova
Teaching preschoolers literacy. A manual for teachers. For classes with children 3–7 years old
Varentsova Natalia Sergeevna –Candidate of Pedagogical Sciences; author scientific publications devoted to the problems of mastering the basics of literacy in preschool age, preparing children for school, development mental abilities and cognitive activity of preschool children, continuity of preschool and primary general education.
Preface
But before you start reading, the child must learn to hear what sounds words are made of, and to conduct a sound analysis of words (that is, name the sounds that make up words in order). At school, a first-grader is first taught to read and write and only then is 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. You can take advantage of this interest and introduce (“immerse”) the child into amazing world sounds, 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 merging” sounds by connecting letters (“m And A - will ma»).
Children comprehend a certain system of patterns of their native language, learn to hear sounds, distinguish vowels (stressed and unstressed), consonants (hard and soft), compare words by sound, find similarities and differences, divide words into syllables, make words from chips corresponding to sounds, etc. Later, children learn to divide the speech stream into sentences, sentences into words, become familiar with the letters of the Russian alphabet, compose words and sentences from them, using grammatical rules of writing, master syllable-by-syllable and continuous reading methods. However, learning to read is not an end in itself. This task is solved in a broad speech context, children acquire a certain orientation in the sound reality of their native language, and the foundation for future literacy is laid.
Training in 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 mastering literacy. Children 3–5 years old are engaged in the sound side of speech, showing special talent, and children 6 years old master the sign system and read with great interest.
As a result of training, children come to school not only reading, but also able to analyze oral speech, correctly compose words and sentences from the letters of the alphabet.
When teaching children to write, we deliberately limit ourselves to preparing the hand for writing. In early preschool age (3–4 years), an important achievement is mastering voluntary movements of the hands and fingers. In this case, children's ability to imitate is widely used: the child adjusts his movements to a certain standard of an adult, portraying his favorite character. In older preschool age (5–6 years), children directly master graphic skills and a writing instrument (felt-tip pen, colored pencil). Preschoolers trace the outlines of houses, fences, the sun, birds, etc.; they shade, complete and construct images of letters. Children learn to reproduce various object images in the working line, close to the configuration block letters. When teaching children to write, it is important not so much to teach them individual skills, but to form in them the entire complex of readiness for writing: a combination of the tempo and rhythm of speech with eye and hand movements.
Training takes place in a fun way.
This manual consists of several parts: programs, methodological recommendations on the development of the sound aspect 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 children preschool age: development of the sound side of speech, familiarization with the sign system of the language and preparation of the hand for writing
Work on developing the sound side of speech in children and familiarizing them with the basics of literacy is, first of all, related to the development cognitive abilities and education of arbitrariness of 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 diagrams, models and build them yourself: 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, select words to a given model, etc.
The development of cognitive abilities contributes to children's conscious attitude to various aspects of speech reality (sound and symbolic), leads to an understanding of certain patterns of their native language, and the formation of the foundations of literacy.
In the process of preparing their hands for writing, children develop both cognitive and creativity. First, preschoolers master voluntary movements of the hands and fingers (depict various phenomena and objects: rain, wind, boat, train, bunny, butterfly, etc.); then – graphic skills when familiarizing yourself with the elements writing. 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 construct and complete individual objects and phenomena using felt-tip pens or colored pencils: huts, the sun, birds, boats, etc. Such activities contribute to the development of children’s imagination, fantasy, initiative and independence.
The basics of literacy are considered in the program “as a propaedeutic course in the phonetics of the native language” (according to D. B. Elkonin). The program is based on the methodology created by D. B. Elkonin 1
Questions of psychology of educational activity junior schoolchildren/ Under. ed. D.B. Elkonina, V.V. Davydova. – M.: APN RSFSR, 1962.
And L.E. Zhurova 2
Zhurova L.E. Literacy in kindergarten. – M.: Education, 1974.
Familiarizing a child with the phonemic (sound) system of a language is important not only when teaching him to read, but also for all subsequent learning of his native language.
Junior group
Program for junior group includes two sections: development of the phonetic-phonemic aspect of speech in order to prepare children for learning sound analysis words and the development of movements of the hands and fingers in order to prepare the hand for writing.
Work on developing the sound side of speech in children aimed at improving their articulatory apparatus and phonemic perception.
During classes, 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 makes them. Then, through onomatopoeic exercises, they learn to pronounce vowel sounds correctly. (a, o, y, i, s, e) and some consonants (m - m, p - p, b - b, t - t etc.)? except hissing and whistling. Terms characterizing sound (vowels, consonants, etc.) are not used in classes.
Methods for mastering the sound side of speech are set by adults. The teacher pronounces the sound combination, emphasizing the vowel sound with his voice. As a result, children master the sound standard of pronouncing vowel sounds, which, in fact, prepares them for intonation highlighting of any sound in a word - a method of natural modeling speech sound. These exercises can be used in play activities when acting out fairy-tale situations, in classes, and in independent activities. Emotional coloring plays a significant role in this: expressive movements, intonation, facial expressions, gestures, etc.
Development in children of primary preschool age ability to control hands and fingers promotes the development of voluntary movements, which is a general developmental task at this age stage.
Exercises for developing hand movements are included in the context of poems, nursery rhymes, and games. In the course of joint activities with the teacher, children learn to coordinate their actions. The tendency to imitate helps preschoolers copy the movements of an adult, which serve as a kind of measure that helps adjust their movements to the model (according to A.V. Zaporozhets). The kid enjoys depicting bunnies, birds, deer, turtles, butterflies, etc.
If necessary, additional classes are allowed with children whose hand movements are not coordinated.
Middle group
IN middle group work continues on the development of the phonemic aspect of speech in order to prepare children to master the sound analysis of words and the formation of movements of the hands and fingers in order to prepare their hands for writing
IN process working 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 are “immersed” in the sound reality of the language: they learn to isolate individual sounds in words, determine the first sound in a word, select words with a certain sound, and distinguish between hard and soft consonants by ear (without using the terms themselves).
First, children are introduced to a sounding word, trying to identify it with a certain image of an object, phenomenon, sign, etc. For example, preschoolers establish that the word table corresponds only to an object with this name, and the word doll- doll, bunny- to the bunny. In other words, these objects and toys cannot be called.
Children learn that the same word can be pronounced loudly and quietly, and that they can choose the words “friends” (bear - cone, candle - stove, lump - bom, knock - onion, fox-sister, frog-wah etc.) that words can sound similar and different.
At this age, children gain an idea of the length of words (short and long) and become familiar with the syllabic division of words based on the isolation 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 clapping, tapping, or walking the rhythmic-syllable structure of one-, two-, and three-syllable words. In such exercises, substitutes are used as an aid - small chips, toys that visually depict individual parts of words. These substituents are a prototype of the graphic recording of syllables.
At the next stage, children use their voice to identify some consonant sounds: whistling, hissing, sonorant and others. (yi, f, h, sch, c, s - s, z - z, r - r, m - m), that is, sounds that can be pronounced in a drawn-out manner. Then, for intonation in their voices, preschoolers are offered sounds that cannot be used with their voices: plosives, labials, and others. (k – k, d – d, t – t). Thus, children master a generalized method of intonation identification of sounds in words, which allows them to isolate the sound of any qualitative characteristic.
At the same time, work is being done to distinguish between hard and soft consonant sounds by ear. Children are taught to compare words by sound; distinguish pairs of sounds by hardness and softness and call them “big” and “little brothers”, respectively (rather than hard and soft consonants). The guys easily establish that “big motor” sounds solid (rrrr) and “small” is soft (ry-ry-ry), « big mosquito» sings– z-z-z, and "small" - gee-zz-zz etc. In addition, to solve this problem, children operate with object pictures, grouping them in accordance with the given sounds contained in the name words (b – b, l – l, s – s etc.).
Children are taught to identify the first sound in a word, which is essentially the beginning of sound analysis. In itself, the action of highlighting the first sound in a word is quite specific and accessible 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 the word).
At this age, preschoolers successfully select words for sounds given 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 invites children to put tasty things with sounds in their mother’s bag To And ky etc.).
In classes on the development of the sound side of speech, poems, 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, exercises aimed at developing these skills become more complex.
These tasks are aimed at developing coordinated movements of both hands and flexibility of the small muscles of the hands and fingers. In the middle group, the conventional division of movements into two groups is not used: for the hands and for the fingers. The exercises offered to children, as a rule, combine both movements. Verbal accompaniment of movements creates the child’s emotional attitude towards what is being depicted.
Four-year-old children enjoy participating in joint activities by imitation and “living” situations offered by adults. They can control their hands better than before, coordinate movements, and act synchronously with both hands. At this age, preschoolers are already able to pay attention to peers and control their movements and the movements of other children.
Senior group
IN senior group Work continues to develop the phonemic aspect of speech and mastery of basic graphic skills.
Development of the phonemic side of speech. In the older group, work continues with the sounding word, determining its length (measurement syllable structure words, clapping, steps). The term “syllable” and a graphic notation of syllabic division are introduced, which is used along with substitute toys that are well known to children in the middle group. Children continue to intonationally highlight given sounds in words, select words based on a specific sound, and isolate the first sound in a word.
At the same time, children are introduced to the semantic-distinguishing function of sound: they explain that some words differ from each other in only one sound (house - catfish, doctors - rooks, crayfish - poppies, lion - forest, onion - beetle etc.). Moreover, the words are given in a poetic context, so it is not difficult for children to guess which sound is “cunning.” For example:
On the yellowed grass
The lion drops (forest) your foliage.A. Shibaev
It is obvious to children that the word lion changes to a word forest.
Sound analysis involves distinguishing sounds according to their qualitative characteristics: vowels, hard and soft consonants. First, children are taught to distinguish between vowels and consonants. Preschoolers discover “magic” sounds that can be sung, drawn out in a voice for a long time, when uttered, the air freely leaves 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 consonant sounds. Children note that these sounds cannot be sung; when pronouncing them, the air encounters 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-schemes 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.
IN in the older group, children master technical side of writing and basic graphic skills. TO At this age, preschoolers can already voluntarily control their hands and fingers.
Graphic skills are formed in the process special exercises and construction of various objects (houses, huts, sun, flowers, etc.) from elements of letters by analogy, verbal model, memory, design. During the exercises, children use a felt-tip pen or colored pencil to trace the outer contours of objects, draw straight, closed and broken lines, perform shading, work in a limited space and beyond it.
Work on developing the sound side of speech and mastering the basics of literacy contributes to the development of cognitive abilities, creative imagination and spatial concepts.
Preparatory group
The preparatory group continues to work on mastering the initial basics 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, experience an increased interest in letters and a craving for reading. In addition, children can progress to writing printed letters and the basic elements of written letters.
In this regard, the program for preparatory group includes three areas: 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, having the ability to perform sound analysis and give qualitative characteristics sounds, operate freely with conditional symbolic models: they compose sound models of words from colored substitute chips, select corresponding words (consisting of three, four and five sounds) to various sound models. A more 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 a word (model), guess the word intended by the teacher (child).
At this age, children are taught to divide the speech stream into sentences, sentences into separate words, and to make a graphic record that models the sequence of words in a sentence. Thus, children master the analysis of sentences consisting of 3-5 words.
Introducing children to the sign system of language. Children 6–7 years old are introduced to the letters of the Russian alphabet, the principle of positional reading, then taught syllable-by-syllable and continuous reading methods, taught to compose words and sentences from the letters of the alphabet, etc.
First, children are introduced to all vowel letters in pairs: A – Z, O – E, U – Yu, E – E, Y – I and their use after hard and soft consonants. Preschoolers are explained that there are capital letters and lowercase letters(big and small).
At this stage, children are taught to work with mixed word models (hard and soft consonant sounds are indicated by blue and green chips, respectively, and vowel sounds by red chips). This, in turn, creates an orientation towards the vowel letter in children, which helps them master the mechanism of positional reading in the Russian language (reading straight syllables: ma, my, mo, my, mu, mu etc. depends on the vowel letter following the consonant).
Preschoolers are then taught to change words by replacing vowels in mixed patterns where consonant sounds are represented by neutral-colored tiles (bow - hatch - varnish). The meaning of this action is to form a reading mechanism before becoming familiar with consonant letters, thereby avoiding the “torment of merging” 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, which, as a rule, denote a pair of sounds (M – m, m; N – n, n; R – r, r etc.).
At the same time, children master the skill of syllabic reading with the help of the “window” manual (see p. 24). Mastery of this skill allows the teacher to offer children reading texts that include material varying degrees complexity (syllables, words, sentences, stories, proverbs, sayings, etc.). In order to check reading comprehension, special work is carried out, including questions from the teacher and tasks to retell the text. Towards the end academic year children master smooth syllabic and continuous reading. However, reading is not an end in itself. This problem is solved in a broad speech context.
At the same time, children, getting acquainted with a 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, and learn the rules of writing sentences.
Preparing your hand for writing. The age characteristics of six-year-old children and previous work in this direction make it possible to study in more detail the development of graphic skills. 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 trace images of objects along the contour and shade them, copy drawings and complete the figures. Then children are sequentially introduced to printed letters (first with vowels, then with consonants), taught to write them on a working line in accordance with the given conditions of height, length, width and quantity. Practical activities Children at this stage may involve constructing written letters from individual elements. These tasks develop imagination and ideas about spatial relationships.
Graphic exercises that involve drawing dotted letters should not be considered as teaching writing. This is propaedeutics. It is the shape 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 training, children are fairly well versed in the sound aspect of speech. They master the action of sound analysis of words consisting of 3-5 sounds, they 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, and select words according to a given model. Preschoolers can also analyze the speech stream by isolating sentences in it and writing them down graphically.
In addition, children master the mechanism of positional reading, smooth syllable-by-syllable and continuous reading methods.
Preschoolers master voluntary movements of the hands and fingers, graphic skills with a writing instrument (felt-tip pen, colored pencil) in their usual applied activities based on design. Thus, by the end of the preparatory group, children have developed the entire complex of readiness for writing: a combination of tempo and rhythm of speech with eye and hand movements.
Teaching literacy to children 5-7 years old. Methodical manual. Makhaneva M.D., Gogoleva N.A., Tsybireva L.V.
2nd ed., rev. - M.: 2017 - 96 p.
The book “Teaching Literacy to Children 5-7 Years Old” is a consistent continuation of the methodological guide “Preparation for Teaching Literacy to Children 4-5 Years Old.” The book presents thematic planning and scenarios for teaching literacy to children aged 5-7 years. Classes are based on literary material: riddles, poems, fairy tales. Each lesson offers tasks to prepare your hand for writing. All tasks are built on the principle of gradual complication. By doing them, children learn to read syllables, determine the number of syllables in a word, and do a simple sound analysis of words. We recommend this methodological manual use with the workbook for children 5-7 years old “I am learning sounds and letters.” Allowance and workbook addressed to preschool teachers, parents, tutors - everyone who prepares children for school.
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CONTENT
Introduction 3
ORGANIZATION OF WORK FOR PREPARING CHILDREN 5-7 YEARS OLD FOR LITERACY TRAINING 5
THEMATIC LESSON PLANNING 10
BRIEF LESSON SCENARIOS 16
Lesson 1. Examination phonemic hearing 16
Lesson 2. World of sounds. Speech sounds 17
Lesson 3. Vowel sound [a], letter A, a 17
Lesson 4. Vowel sound [a], letter A, a 19
Lesson 5. Vowel sound [o], letter O, o 20
Lesson 6. Vowel sound [o], letter O, o 22
Lesson 7. Vowel sound [s], letter s 23
Lesson 8. Vowel sound [s], letter s 25
Lesson 9. Vowel sound [i], letter I, and 26
Lesson 10. Vowel sound [i], letter I, and 28
Lesson 11. Vowel sound [u], letter U, u 29
Lesson 12. Vowel sound [u], letter U, u 31
Lesson 13. Consonants [n], [n"], letter N, n 32
Lesson 14. Consonant sounds [n], [n"], letter N, n 33
Lesson 15. Consonant sounds [m], [m"], letter M, m 34
Lesson 16. Consonant sounds [m], [m"], letter M, m 35
Lesson 17. Consonants [t], [t"], letter T, m 36
Lesson 18. Consonants [t], [t"], letter T, m 38
Lesson 19. Consonant sounds [k], [k"], letter K, k 38
Lesson 20. Consonant sounds [k], [k"], letter K, k 39
Lesson 21. Consonant sounds [р], [р"], letter Р, р. Syllable - part of a word 40
Lesson 22. Consonant sounds [р], [р"], letter Р, р 42
Lesson 23. Consonant sounds [l], [l "], letter D l 43
Lesson 24. Consonant sounds [l], [l"], letter L, l 44
Lesson 25. Consonants [в], [в "], letter В, в 45
Lesson 26. Consonant sounds [v], [v"], letter D in 45
Lesson 27. Consonant sounds [s], [s"], letter C, s 46
Lesson 28. Consonant sounds [s], [s"], letter C, s 47
Lesson 29. Consonant sounds [p], [p"], letter 77, p 48
Lesson 30. Consonant sounds [p], [p"], letter P, p 50
Lesson 31. Consonants [z], [z"], letter 3, z 50
Lesson 32. Consonants [z], [z"], letter 3, z 51
Lesson 33. Consonants [b], [b"], letter B, b 52
Lesson 34. Consonant sounds [b], [b"], letter 7>, b 53
Lesson 35. Consonant sounds [d], [d"], letter D, d 54
Lesson 36. Consonant sounds [d], [d"], letter D, d 55
Lesson 37. Consonant soft sound[th"], letter Y, and 56
Lesson 38. Soft consonant sound [th"], letter Y, and 57
Lesson 39. The letter I, I at the beginning of the word 58
Lesson 40. Letter I, I- indicator of softness of consonant sounds 60
Lesson 41. Consonant sounds [g], [g"], letter G, g 60
Lesson 42. Consonant sounds [g], [g"], letter G, g 63
Lesson 43. Soft consonant sound [ch"], letter Ch, ch 64
Lesson 44. Soft consonant sound [ch"], letter Ch, ch 65
Lesson 45. Consonant solid sound[w], letter 777, w 66
Lesson 46. Hard consonant sound [w], letter 777, sh 68
Lesson 47. Vowel sound [e], letter E, e 69
Lesson 48. Vowel sound [e], letter E, e 70
Lesson 49. Letter E, e at the beginning of word 71
Lesson 50. The letter E, e - an indicator of the softness of consonant sounds 72
Lesson 51. Hard consonant sound [zh], letter Zh, zh 73
Lesson 52. Hard consonant sound [zh], letter Zh, zh 75
Lesson 53. Consonants [x], [x"], letter X, x 76
Lesson 54. Consonants [x], [x"], letter X, x 78
Lesson 55. The letter Yu, yu at the beginning of the word 79
Lesson 56. The letter Yu, yu - an indicator of the softness of consonant sounds 80
Lesson 57. Examination of children at the end of the year 82
APPLICATIONS 83
Appendix 1. Finger gymnastics 83
Appendix 2. Tales of G. Yudin 85
List of used and recommended literature 92
The most important role in realizing the goals and objectives facing primary school belongs to the study of the native language.
The program for studying the Russian language in junior grades provides for three interconnected, but with a certain independence, training courses:
1) literacy training and speech development;
2) reading and speech development;
3) phonetics, vocabulary, grammar, spelling and speech development.
The basis of all these training courses constitutes the development of speech, which gives the entire process of learning the Russian language a clear practical orientation, guides meaningful speaking, reading and writing, contributes to the enrichment of students’ speech, the development of attention and interest in the language, and a love of reading.
Almost the same tasks for speech development are faced by kindergarten.
Download the book Teaching preschoolers to read and write. Didactic materials (set of 4 books) absolutely free.
In order to download a book for free from file hosting services, click on the links immediately following the description of the free book.
The set includes the following books:
Let's play with words. The album-guide is intended for classes with children of four to five years of age, which is most suitable for introducing children to the world of spoken speech. The book will help show children that our speech consists of many words that sound different or similar, and teach them to distinguish between hard and soft consonant sounds. All this is necessary for subsequent learning to read consciously.
From word to sound. The lessons in this manual are designed to work with children five years old. In these classes, the child will learn to consistently name sounds as they are heard in a word, distinguish between soft and hard consonant sounds, stressed and unstressed vowel sounds, and name words with a certain sound or a certain sound model.
The knowledge, abilities and skills that a child will master in the process of classes have great value for teaching reading and writing.
From sound to letter. The manual album, intended for working with children aged six to seven years, contains practical material to familiarize children with vowel letters and the rules for writing them.
The knowledge, skills and abilities that children acquire in the course of classes are necessary for mastering continuous reading.
We read it ourselves. This book-album is a selection of methodically organized materials (syllables, words, texts) for teaching children continuous, meaningful reading (you can rely on the knowledge, skills and abilities acquired by children in the process of previous preliminary training conducted using the first three album-books).
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Series: Preschool education and training.
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download Teaching preschoolers literacy. Didactic materials (set of 4 books)
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Teaching preschoolers literacy. A manual for teachers. 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, preparing children for school, developing mental abilities and cognitive activity of preschoolers, continuity of preschool and primary general education.
But before you start reading, the child must learn to hear what sounds words are made of, and to conduct a sound analysis of words (that is, name the sounds that make up words in order). At school, first-graders are first taught to read and write and only then are introduced to the phonetics, morphology and syntax of their native language.
It turns out that children aged 2–5 years are extremely interested in studying the sound side of speech. You can take advantage of this interest and introduce (“immerse”) the child into the wonderful world of sounds, 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 merging” sounds through connection letters (“m And A - will ma »).
Children comprehend a certain system of patterns of their native language, learn to hear sounds, distinguish vowels (stressed and unstressed), consonants (hard and soft), compare words by sound, find similarities and differences, divide words into syllables, make words from chips corresponding to sounds, etc. Later, children learn to divide the speech stream into sentences, sentences into words, become familiar with the letters of the Russian alphabet, compose words and sentences from them, using grammatical rules of writing, master syllable-by-syllable and continuous reading methods. However, learning to read is not an end in itself. This task is solved in a broad speech context, children acquire a certain orientation in the sound reality of their native language, and the foundation for future literacy is laid.
Training in 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 mastering literacy. Children 3–5 years old are engaged in the sound side of speech, showing special talent, and children 6 years old master the sign system and read with great interest.
As a result of training, children come to school not only reading, but also able to analyze oral speech and correctly compose words and sentences from the letters of the alphabet.
When teaching children to write, we deliberately limit ourselves to preparing the hand for writing. In early preschool age (3–4 years), an important achievement is mastering voluntary movements of the hands and fingers. In this case, children's ability to imitate is widely used: the child adjusts his movements to a certain standard of an adult, portraying his favorite character. In older preschool age (5–6 years), children directly master graphic skills and a writing instrument (felt-tip pen, colored pencil). Preschoolers trace the outlines of houses, fences, the sun, birds, etc.; they shade, 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, but to form in them the entire complex of readiness for writing: a combination of the tempo and rhythm of speech with eye and hand movements.
Training takes place in a fun way.
This manual consists of several parts: a program, methodological recommendations for developing the sound aspect of speech in preschoolers and introducing them to the basics of literacy, and detailed lesson plans describing didactic material for all age groups.
The manual is intended for teachers of preschool educational institutions. It can also be useful for parents.
Program
This program includes three areas of work with preschool children: development of the sound side of speech, familiarization with the sign system of language and preparing the hand for writing
Work on developing the sound side of speech in children and familiarizing them with the basics of literacy is, first of all, associated with the development of cognitive abilities and the cultivation 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 diagrams, 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, select words to a given model, etc.
The development of cognitive abilities contributes to children's conscious attitude to various aspects of speech reality (sound and symbolic), leads to an understanding of certain patterns of their native language, and 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 voluntary movements of the hands and fingers (depict various phenomena and objects: rain, wind, boat, train, bunny, butterfly, etc.); then - graphic skills when familiarizing yourself 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 construct and complete individual objects and phenomena using felt-tip pens or colored pencils: huts, the sun, birds, boats, etc. Such activities contribute to the development of children’s imagination, fantasy, initiative and independence.
The basics of literacy are considered in the program “as a propaedeutic course in the phonetics of the native language” (according to D. B. Elkonin). The program is based on the methodology created by D.B. Elkonin and L.E. Zhurova. Familiarizing a child with the phonemic (sound) system of a language is important not only when teaching him to read, but also for all subsequent learning of his 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 developing the sound side of speech in children aimed at improving their articulatory apparatus and phonemic perception.
During classes, 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 makes them. Then, through onomatopoeic exercises, they learn to pronounce vowel sounds correctly. (a, o, y, i, s, e) and some consonants (m - m, p - p, b - b, t - t etc.)? except hissing and whistling. Terms characterizing sound (vowels, consonants, etc.) are not used in classes.
Methods for mastering the sound side of speech are set by adults. The teacher pronounces the sound combination, emphasizing the vowel sound with his voice. As a result, children master the sound standard of pronouncing vowel sounds, which, in fact, prepares them for intonational identification of any sound in a word - a method of natural modeling of speech sound. These exercises can be used in play activities when acting out fairy-tale situations, in classes, and in independent activities. Emotional coloring plays a significant role in this: expressive movements, intonation, facial expressions, gestures, etc.
Development in children of primary preschool age ability to control hands and fingers promotes the development of voluntary movements, which is a general developmental task at this age stage.
Exercises for developing hand movements are included in the context of poems, nursery rhymes, and games. In the course of joint activities with the teacher, children learn to coordinate their actions. The tendency to imitate helps preschoolers copy the movements of an adult, which serve as a kind of measure that helps adjust their movements to the model (according to A.V. Zaporozhets). The kid enjoys depicting bunnies, birds, deer, turtles, butterflies, etc.
This manual is intended to develop the sound aspect of speech in preschoolers and familiarize them with the basics of literacy. The book contains a program, methodological recommendations and lesson plans for junior, middle, senior and preparatory groups.
The book is addressed to teachers of preschool educational institutions.
Natalia Sergeevna Varentsova - Teaching preschool children to read and write. A manual for teachers. For classes with children 3–7 years old 1
Natalia Sergeevna Varentsova
Teaching preschoolers literacy. A manual for teachers. 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, preparing children for school, developing mental abilities and cognitive activity of preschoolers, continuity of preschool and primary general education.
Preface
But before you start reading, the child must learn to hear what sounds words are made of, and to conduct a sound analysis of words (that is, name the sounds that make up words in order). At school, first-graders are first taught to read and write and only then are introduced to the phonetics, morphology and syntax of their native language.
It turns out that children aged 2–5 years are extremely interested in studying the sound side of speech. You can take advantage of this interest and introduce (“immerse”) the child into the wonderful world of sounds, 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 merging” sounds through connection letters ("m And A - will ma ").
Children comprehend a certain system of patterns of their native language, learn to hear sounds, distinguish vowels (stressed and unstressed), consonants (hard and soft), compare words by sound, find similarities and differences, divide words into syllables, make words from chips corresponding to sounds, etc. Later, children learn to divide the speech stream into sentences, sentences into words, become familiar with the letters of the Russian alphabet, compose words and sentences from them, using grammatical rules of writing, master syllable-by-syllable and continuous reading methods. However, learning to read is not an end in itself. This task is solved in a broad speech context, children acquire a certain orientation in the sound reality of their native language, and the foundation for future literacy is laid.
Training in 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 mastering literacy. Children 3–5 years old are engaged in the sound side of speech, showing special talent, and children 6 years old master the sign system and read with great interest.
As a result of training, children come to school not only reading, but also able to analyze oral speech and correctly compose words and sentences from the letters of the alphabet.
When teaching children to write, we deliberately limit ourselves to preparing the hand for writing. In early preschool age (3–4 years), an important achievement is mastering voluntary movements of the hands and fingers. In this case, children's ability to imitate is widely used: the child adjusts his movements to a certain standard of an adult, portraying his favorite character. In older preschool age (5–6 years), children directly master graphic skills and a writing instrument (felt-tip pen, colored pencil). Preschoolers trace the outlines of houses, fences, the sun, birds, etc.; they shade, 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, but to form in them the entire complex of readiness for writing: a combination of the tempo and rhythm of speech with eye and hand movements.
Training takes place in a fun way.
This manual consists of several parts: a program, methodological recommendations for developing the sound aspect of speech in preschoolers and introducing them to the basics of literacy, and detailed lesson plans describing didactic material for all age groups.
The manual is intended for teachers of preschool educational institutions. It can also be useful for parents.
Program
This program includes three areas of work with preschool children: development of the sound side of speech, familiarization with the sign system of language and preparing the hand for writing
Work on developing the sound side of speech in children and familiarizing them with the basics of literacy is, first of all, associated with the development of cognitive abilities and the cultivation 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 diagrams, 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, select words to a given model, etc.
The development of cognitive abilities contributes to children's conscious attitude to various aspects of speech reality (sound and symbolic), leads to an understanding of certain patterns of their native language, and 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 voluntary movements of the hands and fingers (depict various phenomena and objects: rain, wind, boat, train, bunny, butterfly, etc.); then - graphic skills when familiarizing yourself 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 construct and complete individual objects and phenomena using felt-tip pens or colored pencils: huts, the sun, birds, boats, etc. Such activities contribute to the development of children’s imagination, fantasy, initiative and independence.
The basics of literacy are considered in the program “as a propaedeutic course in the phonetics of the native language” (according to D. B. Elkonin). The program is based on the methodology created by D.B. Elkonin and L.E. Zhurova. Familiarizing a child with the phonemic (sound) system of a language is important not only when teaching him to read, but also for all subsequent learning of his 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 developing the sound side of speech in children aimed at improving their articulatory apparatus and phonemic perception.
During classes, 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 makes them. Then, through onomatopoeic exercises, they learn to pronounce vowel sounds correctly. (a, o, y, i, s, e) and some consonants (m - m, p - p, b - b, t - t etc.)? except hissing and whistling. Terms characterizing sound (vowels, consonants, etc.) are not used in classes.
