Project “Teach-ka” (preparation for literacy training) middle group of MBDOU.

Middle group. Junior preschool age. Children 4 - 5 years old

Summary of educational activities for speech development “Sound culture of speech. The sound “[Ш]” for children of the middle group PROCEED NOD: The teacher rings the bell, the children gather on the carpet. Educator: Naughty bell, you line up the guys in a circle, the guys have gathered in a circle, a friend on the left and a friend on the right. Let's hold hands together and smile at each other (All the guys stand in a circle, hold hands and...

Consultation “Teaching reading. Introducing letters" for children 4–5 years old

Children aged 4 - 5 years begin to show interest in letters , and in older preschool age - in reading. The process of learning to read is individual for each child; familiarity with letters . At this stage, it is better to learn letters in a playful way, for example...

Preparing for literacy training in preschool educational institutions

Research by linguists, psychologists, and teachers has shown that the fifth year of a child’s life is the period of the highest “linguistic giftedness” and special sensitivity to the sound side of speech. That is why it is necessary to introduce preschoolers to the sound system of their native language already from the middle group of kindergarten.

Secondary group training

is aimed at developing phonemic hearing and speech attention in children, which prepares them for mastering the sound analysis of words - the first step in teaching literacy itself.

Particular attention is paid to gaming techniques and didactic games, which constitute the specifics of teaching preschoolers and are an essential component of this training.

From March to May, the middle group conducts 10 classes to prepare for literacy. Duration 20 minutes.

Children gain knowledge about the basic laws of speech:

§ speech consists of words;

§ there are a lot of words, and they name objects, their characteristics, actions of objects and with objects;

§ words have length (long and short);

§ they sound (consist of sounds);

§ the word is linear (the sounds in it come one after another);

§ words can be used to make sentences;

§ sounds in words are pronounced differently (some can be drawn out, while others are pronounced briefly).

The only example of highlighting a certain sound in a word is the example of the teacher ( m

ak, luk
,
san
i
).

To play up the process of intonation selection, the sounds of a word are compared with the sounds of the surrounding life: with

- a big pump,
s
- a small one,
a
- a song of a beetle,
a
- a large mosquito,
a
- a small mosquito...

From the very beginning of training, the auditory distinction between hard and soft consonant sounds (little and big brother) is introduced.

Game task “Collect a bouquet”, the child takes a flower and lays it out on a flannelgraph, highlighting the first sound: r-r-daisy, r...

Children learn to write sentences using a "living model", taking on words, sentences about the children's actions, or various characters.

Didactic games:

§ “Children’s World”, “Zoo”, “Name the Words” - familiarization with the term “word”.

§ “Name the toy”, “Name the long word (short)” - long short words.

§ “Wind-breeze”, “The beetles have arrived”, “Whose song?”, “Pump” - introduction and consolidation of the term “sound”

§ “Say it like me”, “Echo”, “Name the first sound” - learn to distinguish sounds in words intonationally.

§ “Catch the end and continue” - the ability to isolate individual sounds in a word and name words with a given sound.

§ “Name your brother”, “Name the words”, “Be careful” - distinguishing hard and soft consonants by ear.

In the older 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 and word stress.

In the older group, teaching children the sound analysis of a word begins with determining the sequence of sounds in it. (Beetle, beetle, beetle). We use a picture diagram and chips to visually determine the number of sounds in a word. Don't forget about the intonation of sounds in a word.

After children have mastered the skills of conducting sound analysis of the simplest words, they are introduced to vowel sounds. Giving the characteristic that there is no obstruction in the mouth. We place our palm to our lips and determine that the air flows calmly. You can confuse children with the sounds s, l

. Let the children themselves prove why this is not so! We denote the vowel sound with a red chip. Comparing sounds in a fun way helps children learn the difference between vowels and consonants. They already know that there are big and little brothers, we introduce the designation with chips (blue and green).

We make sure to ensure the correct use of the terms “vowel sound”, “hard consonant sound”, “soft consonant sound”. In the process, children learn that the sounds have

and
sh
,
h
and
y
, there are no brothers.

It is difficult for children to become familiar with percussive sounds. Thanks to stress, the word is presented as a single whole and allows you to subsequently move from syllable-by-syllable reading to reading as a whole word. First, we isolate a stressed syllable with a two-syllable word with stress on the first syllable (bear, porridge).

The main thing is that the child understands that in order to determine the stressed syllable, there is no need to pronounce the word syllable by syllable. The stress falls on the vowel sound, because only the vowel can be drawn out and sung. The game “Try, Call” is that you need to call the word, stretching out the place with the accent, for example, ko-O-shka, za-A-yka, e-Yo-zhik. In the game “Repeat After Me,” say a certain word correctly, then shout it, and let the child shout the same. Then you whisper it and have him repeat it. In the third method, “Guess the riddle,” name the child familiar words, but with the wrong emphasis, let him guess what you named and pronounce correctly: “dog” - “dog”.

Another way: sit up straight. Fold your fists and place them on top of each other, with your chin on them. When the child reads (speaks) while pronouncing a stressed vowel, the chin will touch the fists.

In the process of learning to read and write, preschoolers become familiar with sentences. Learn to make sentences of 2-3 words. Children name the first, second... word in a sentence, change words in places, replace a word (Make a sentence).

Didactic games “Guess”, “Match the word to the diagram”, “Who lives in which house”, you need to correlate the name of the picture with the model of the word.

In the preparatory group

The following tasks are solved: children learn to analyze and synthesize sentences of different constructions, get acquainted with all the letters of the Russian alphabet and the rules for writing them, master syllabic and continuous reading methods, learn to correctly lay out words and sentences from the letters of the carved alphabet.

With the help of the “Living Model”, children make up sentences, determine the number of words, and replace words.

The work of conducting a sound analysis of a word necessarily includes isolating and marking the word stress against the background of a continuous pronunciation of the word while simultaneously holding a pointer under the laid out word.

One of the important tasks when conducting sound analysis of words is to familiarize children with vowel letters and the rules for writing them after hard and soft consonant sounds. (letters i, e, e, yu, and

– written after soft consonants,
a, o, e, u
– after hard consonants, the game “Guess what has changed?”).

Children look at each letter entered, say what it looks like, and become familiar with the small and capital letters. Let's find out and reinforce what a capital letter is for.

As we begin to familiarize ourselves with letters, we replace the chips in the diagrams with letters. Let's get acquainted with the rules of writing zhi, shi, cha, sha, chu, schu.

After several consonants, we get acquainted with ь. (chalk – chalk)…

With a letter separating function (Kolya-kolya) and with a softening function (coat-skates).

Separating function ъ

is revealed by comparing two words
(sat - ate).
To teach reading at the initial stage, we use the “windows” manual.

Word games are included in every lesson. Their main goal is to consolidate the acquired knowledge. They must be strictly regulated, while the accuracy and correctness of the teaching methodology must preserve the entertaining and emotional character inherent in games.

The ability of a teacher to arouse a child’s interest in his own activity, and not just transfer any knowledge to children, is an important component of the educational process. To support this interest, the teacher needs to use problematic situations in the educational process. The use of problem situations in working with preschoolers has a positive effect on the development of children's creative thinking, cognitive skills and abilities. Rubenstein S.L. said that “Thinking usually begins with a problem or question, with a contradiction. The problem situation determines the involvement of the individual in the thinking process.”

Teachers often have difficulty selecting problem situations. Techniques of visual, auditory, and motor clarity, entertaining and accessible questions for children, riddles, moments of surprise, surprise, mystery, and competition help to intensify mental activity.

Games used in educational activities and in individual work with students:

1.Isolating sound against the background of a word

2. Setting the stress.

3. Isolation of the stressed syllable.

4. Differentiation of vowels and consonants.

5. A syllable as part of a word (for reading children).