How to teach reading at 4 years old: games and exercises
"Magic Square"
Draw a square of any size, for example 6 by 6 cells. In the boxes, write letters or syllables that the child already knows.
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Tasks:
- read the syllables in a line or column;
- name and show the letter (syllable) that is to the right/left of a given letter, above/below;
- name and show only vowel letters;
- read all syllables starting with the letter Ш, etc.
- read half a column in one breath. In the future, this will help practice intonation and fluency in reading.
These and other similar tasks with tables help you remember letters and expand your perspective. Such tables help a 4-5 year old child learn to read syllables of varying degrees of complexity. The child learns to see a fragment of text, he reads and at the same time recognizes what has not yet been read. It is this skill that helps increase your reading speed.
You can come up with tables yourself or find them in S. G. Zotov’s book “Increasing Reading Speed.”
"Bug"
How the Beetle would talk if he understood our language. Let the child buzz something like, “Zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzsk it is wonderful! Buzz, how cool!”
Think of other animals and their sounds.
"Who is bigger"
You can play in pairs or in a group. Goal: come up with as many words as possible that start with a given letter.
"Chain"
Play as in "Cities", but name any words. The main thing is that the first letter of the next word corresponds to the last letter of the previous one: dadA - Orange - Mink...)
Reading short words
Reading words when there is a corresponding picture next to them is undoubtedly easier than just words in a table. But the pictures are distracting, the child does not read, but guesses. Therefore, it is useful to use pre-prepared cards with short 3-letter words printed on them.
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ABC book by Zhukova
An interesting and productive method of teaching reading is proposed by N.S. Zhukova. Her primer combines traditional methods and speech therapy. Zhukova is given theoretical and practical advice on how to teach preschoolers to easily combine letters into syllables, and syllables into words. Using the visual image of a boy running from letter to letter, the author helps 5-year-old children understand the principle of syllable formation. Bright design with proper highlighting of the most important points helps direct the preschooler’s attention to the main information. According to the advice of N.S. Beetle activities and educational games with children should not last longer than 20 minutes once every 2-3 days.
The advantage of Zhukova’s primer is that it contains important recommendations for parents and proposes theoretical and practical methods for overcoming the psychological barriers of 4-5 year old preschoolers in learning to read. Zhukova’s methodology has been tested by many preschool teachers and has given high quality results. Her books are interesting for both adults and preschoolers.
Of course, preschoolers 4-5 years old need to be taught reading. The technique should be chosen in accordance with your child's abilities, interests and desires. Educational games should be the basis of learning. Parents should be aware that already at this stage the foundations are laid not only for reading syllables and fluent reading of the child, but also for the attitude towards reading in general, the foundations of curiosity and cognitive interest. Never punish by reading, do not turn reading a book into a negative consequence of some offense. Be patient and kind, and then your child will enjoy reading books.
Club for developing basic reading skills “Read-ka”
Lyudmila Kozlova
Club for developing basic reading skills “Read-ka”
Explanatory note
Preschool childhood is the time of formation of the fundamental principles of personality, individuality, the most favorable period for the development of curiosity, general and special abilities. Thanks to a special process of cognition, which is carried out in an emotional and practical way, every preschooler becomes a little explorer, a discoverer of the world around him .
Modern preschool education places increasingly high demands on upbringing, training and development, the amount of knowledge that needs to be transmitted is steadily growing, and the development of this knowledge should not be mechanical, but meaningful. The famous psychologist L. S. Vygotsky believed that learning should go ahead of the child’s overall development and lead him along, relying on the “zone of proximal development.” By being late in teaching, teachers lose the opportunity to regulate children's development and guide them along the right path. The most effective use of the child’s rich potential is carried out only when the period of special sensitivity to the assimilation of this or that material in his development has not yet passed.
The fact of “linguistic giftedness” of children 4-5 years old is described in domestic and foreign literature. This age is a time of special sensitivity of the preschooler to the sound side of speech, which cannot be taken into account when teaching literacy.
According to the founder of domestic scientific methods and pedagogy of primary education, K. D. Ushinsky, literacy education acts as the main, central subject, included in all other subjects and collecting their results.
While working with children, I noticed that it is children aged 4-5 years who develop an interest in letters and a desire to learn to read . Working under the program “From birth to school”
edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, educational activities to prepare preschoolers for literacy are carried out once a week, in the educational area
“Communication”
, so literacy training was decided to organize
a “
Read - ka " .
This was also facilitated by requests from parents concerned about the quality of preschool education for their children. This form of work allows us to solve the problem of teaching basic reading skills with a much greater effect, since it takes into account the individual characteristics of children, and also allows you to optimally dose the load on each child in the group.
The basis for constructing the program “ Read-ka ” circle
The principle of the system of preschool literacy education by D. B. Elkonin is taken: “Not only the acquisition of literacy, but also all subsequent acquisition of the language depends on how the child discovers the sound reality of the language, the structure of the sound
form of the word .”
When preparing children for education, we use programs that will not only ensure continuity between preschool and primary education, but also eliminate duplication of the school curriculum: the author’s program by E. V. Kolesnikova “Teaching preschoolers the elements of literacy ”
;
technique “Rebus - method”
L. Sternberg;
program by O. V. Uzorova, Nefedova E. A. “Quick teaching children
to read ” ;
program - summary by Shumaeva D. G. to read
well . ”
Goal: easy, relaxed teaching of children to read in a playful way , taking into account the individual interests of the child.
In this regard, the main tasks of the reading teaching circle are the following : developmental - enrichment of vocabulary, development of children's speech, development of phonemic and speech hearing, attention, memory, thinking, development of the skill of reading whole words and small sentences; educational - teaching correct syllabic reading with a gradual transition to reading whole words ; consolidating the ability to conduct sound analysis, determining the number of words in a sentence and composing sentences; educational - developing interest in reading , cultivating accuracy, sociability, and curiosity.
“ Read-ka ” circle program
is built on the following provisions:
1. Learning to read has a positive effect on the formation and development of a child’s personality if the didactic technology takes into account the psychological characteristics of age and the achieved level of development, and is also based on the needs of the child and his individual characteristics.
2. A child can successfully master initial reading skills only if classes are systematic and the learning process is specially organized.
3. The game basis of classes creates motivation to complete learning tasks.
Learning to read and write is a complex process that includes several stages:
• preparatory stage - preparation for sound analysis of the word;
• the main stage is the formation of basic reading skills and initial writing skills .
The preparatory stage of training is preparation for sound analysis of a word.
At this stage, the foundations are laid for children to master literacy ( reading and writing )
.
The purpose of the stage: preparing children to master the sound analysis of words.
Stage objectives:
1. Form in children the actions of intonation, drawing out, singing a sound in a word.
2. Teach them to identify the first sound in a word, the presence of a sound in a word, a frequently occurring sound in a poem.
3. Provide practical familiarity with hard and soft consonants without introducing the corresponding terms. Learn to distinguish them by ear.
4. Introduction of the terms “sound” and “word”.
5. Learn to name words with a given sound.
6. Develop speech attention and phonemic hearing.
The main stage is the formation of basic reading skills and initial writing skills .
The methodology for developing basic reading and writing skills is divided into 4 sections.
1. Getting to know all the sounds and letters of the Russian language.
2. Development of sound-letter analysis of words.
3. Learning to read .
4. Formation of initial writing skills.
Club program “ Read-ka ”
includes: didactic games and exercises using visual material compiled in Corel Draw programs (design program, Power Point. Along with the main tasks, the
circle includes tasks for preparing the child’s hand for writing, taking into account his age characteristics, development of graphic skills , formation oral conversational speech; the use of various verbal and illustrative materials: poems, nursery rhymes, riddles, proverbs, sayings, verbal games and exercises, funny drawings, as well as the use of ICT. Educational
activities take place in the form of games and gaming exercises using presentations on each topic, visual material, toys, and also the work uses the L. Sternberg Rebus Method: notebooks, rebus cards, table of syllables; program by O. V. Uzorova, Nefedova E. A. “Quick teaching children to read ”
.
During educational activities, we widely use game methods aimed at repeating, clarifying and expanding children’s knowledge, skills and abilities in the field of literacy. Since preschool age is the age of play, learning is carried out in a playful way . A game is one of those types of children's activities that is used by adults for learning purposes, which makes it possible to create situations of success for each child and a friendly, creative atmosphere in the classroom. Reading turns into an exciting game. By building a child’s cognitive activity on play, these methods turn reading into a desirable , joyful activity literally from the first steps of learning.
A big part of working with children is using poetic texts, which are necessary not only for aesthetic education and speech development, but also for the formation and improvement of their speech hearing.
In educational activities for teaching literacy, children are given a variety of exercises and tasks to prepare their hands for the writing process, to develop attention, memory, and thinking.
In the process of performing independent work, comparing their own results with a given sample, children master the skills of self-control and self-esteem, and prepare their hands for writing.
Planning involves conducting educational activities in the following sequence:
medium group 1 lesson per week; duration – 15-20 minutes;
senior group 1 lesson per week; duration – 20-25 minutes;
preparatory group 1 lesson per week; duration - 25-30 minutes.
“
Read-ka ” program is designed for 3 academic years .
This training cannot be carried out without working together with parents.
Working with parents is one of the most important areas of educational work in preschool educational institutions. The family has a decisive influence on the development of the basic personality traits of the child, since the unity of goals and objectives of public and family education of children is determined by nature itself. Only with the support of the family is dynamics in the intellectual development of a child possible. The teacher tries to satisfy the needs of parents regarding the development and upbringing of children. The preschool institution acts as an active assistant to the family for the development of the individual characteristics of each child, constantly studies and influences the formation of educational requests of parents, and designs conditions for their satisfaction. Parents gradually become like-minded people and professional teaching assistants. Parents should also be active participants in the process. Questionnaires are conducted more than once throughout the year in order to make timely adjustments to the club and individual lessons. To broaden the horizons of parents, give them effective advice and recommendations, we conduct consultations, create an advertising block , and reminders. “Open Days” are always held with great success, where parents have the opportunity to see the real achievements of their child. They are happy to participate in forms of work that arouse great interest in children and adults, and contribute to the desire of mothers and fathers to engage with their children. Joint creation of a subject-based developmental environment for children, participation in the preparation and holding of children's parties and entertainment, parental living rooms, trainings at the request of parents, master classes, joint creativity of parents, children and specialists all produce positive results. What kind of positive emotions do parents receive when taking part in intellectual competitions, holidays and leisure activities, and in the work of a circle ?
In close cooperation with parents, the teacher diagnoses the child’s development, plans the educational process, and creates a developing play environment.
The leader of the circle talks about the child’s achievements, the tasks facing him, and receives the same information from the parents . The two-way flow of information , knowledge and experience, the partnership nature of interaction makes cooperation more successful.
Conclusion.
It's no secret that the desire to read , a persistent interest in reading, is formed from childhood , and its basis is the habit of reading . S. Marshak said that there is a writer’s talent, and there is a reader’s . Like any talent, and it is hidden in each of us, it must be discovered, cultivated, nurtured, and this takes many years of childhood, adolescence, and youth.
But there are certain rules for successfully learning to read :
1. Maintain the child’s interest in educational activities using a friendly environment, a variety of games and aids.
2. It is not so much the duration of educational activity that is important, but rather the frequency. in learning to read .
3. Learning to read requires mental stress from the child, so play activities should predominate, alternating with motor exercises.
4. If a child does not want to study, this indicates that the child’s capabilities do not keep up with the adult’s demands. This means that it was done wrong and you need to return to the previous stage.
5. You cannot compare your child with other children. Everyone has their own pace of learning and perhaps your child’s talents lie in a different area.
Club work in kindergarten gives students many bright, unforgettable impressions. Joyful experiences raise vitality and support the cheerful mood of adults and children. The child, feeling respect for himself as an equal, gradually begins to liberate himself and begins to create, acquiring the skill of reading words , sentences, texts. Children begin to explore the world through reading nursery rhymes , poems, stories, they made a discovery for themselves - the book talks to them! All the knowledge of humanity is now available to them. Children have an incentive to go to school, a desire to gain new knowledge, make new discoveries, and conquer new heights in learning!
Long-term plan for middle group children
OCTOBER
1. Acquaintance with the variety of words, modeling.
See Presentation for children 4 5 years old No. 1.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 1, task 2)
Learn to understand and correctly use the term
“word”
, understand that words are different.
Introduce a variety of words. Strengthen the skills of correct pronunciation of sounds in words.
Introduce the simplest modeling - a word can be drawn in the form of a rectangle. 2. Acquaintance with the variety of words, modeling.
Work in the notebook of Kolesnikova E.V. “From word to sound”
(sheet 2)
Learn to model a word in the form of a rectangle.
Introduce a variety of words. Learn to perceive a poem, select words that match the meaning. To develop interest in speech activity, independence, and initiative in solving cognitive problems.
3. Variety of words. Modeling.
See presentation for children 4 – 5 years old No. 2
Work in the notebook of Kolesnikova E.V. “From word to sound”
(sheet 4, tasks 2, 3)
Introduce the length of words
(long and short)
. Learn to solve riddles. Develop attention and logical thinking. Continue to introduce modeling - the word is indicated in the form of a rectangle. Learn to divide words into syllables, indicate the number of syllables, using a word model.
4. Comparing words by sound. Dividing words into syllables.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 3)
Continue to acquaint children with the fact that words can sound similar and different.
Learn to solve riddles; divide words into syllables using diagrams. Develop attention and logical thinking. To form an interest in speech activity.
NOVEMBER
5. 5. “S”
,
"S"
.
See presentation for children 4 – 5 years old No. 3.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 9, task 3)
Learn to distinguish and pronounce the sounds
“С”
,
“Сь”
, intonationally highlight the sounds
“С”
,
“Сь”
in words, select words , appropriate in meaning.
To develop an interest in speech activity and the ability to independently solve various cognitive problems.
6. Sounds "Z"
,
"ZZ"
.
See presentation for children 4 – 5 years old No. 4.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 10, task 3)
Introduce hard and soft consonants
“З”
,
“Зь”
. Learn to distinguish sounds in words intonationally; solve riddles by highlighting the characteristic features of objects.
“S” sounds
,
"Сь"
,
"З"
,
"Зь"
. Modeling.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 11)
Continue to learn to distinguish between hard and soft consonant sounds
“С-Сь”
,
“З-Зь”
in words and phrasal speech. Learn to name the first sound in words. Learn to divide words into syllables using a word diagram.
8. Sound "Ts"
.
See presentation for children 4 – 5 years old No. 5.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 12, task 3)
Learn to distinguish and pronounce the hard consonant sound
“C”
in words, guess riddles, highlighting the characteristic features of objects.
Develop attention, visual and imaginative thinking. To develop an interest in speech activity and the ability to independently solve various cognitive problems.
DECEMBER
9. Sound "Sh"
.
See presentation for children 4 – 5 years old No. 6.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 13, task 3)
Learn to intonationally highlight the hard consonant sound
“Ш”
in words. Learn to pronounce sounds clearly and clearly. Learn to perceive a poem, develop a poetic ear, select words that match the meaning.
10. Sound "Zh"
.
See presentation for children 4 – 5 years old No. 7.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 14, task 3)
Learn to clearly and clearly pronounce the hard consonant sound
“F”
in isolation, in words and in phrasal speech. Strengthen the ability to divide words into syllables and use a word model.
11. Sounds “SH-Zh”
.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 15)
Promote the development of phonemic hearing, distinguish consonant sounds
“SH-Zh”
in words. Continue to introduce modeling: learn to correlate the pattern of a word with objects based on modeling. Continue learning to divide words into syllables.
12. Sound "Ш"
.
See presentation for children 4 – 5 years old No. 8.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 16, task 3)
Learn to intonationally highlight the consonant sound
“Ш”
in words. Learn to identify and name the first sound in words. Continue learning to divide words into syllables using a word model.
JANUARY
13. Sound "Ch"
.
See presentation for children 4 – 5 years old No. 9.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 17, task 3)
Learn to intonationally highlight the consonant sound
“CH”
in words.
Continue to introduce the term “sound”
and name the first sound in a word.
14. Sounds “Shch-Ch”
.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 18)
To promote the development of phonemic hearing, distinguish consonant sounds
“CH-SH”
. Continue learning to divide words into syllables using a word model.
15. Sounds “R-R-R”
.
See presentation for children 4 – 5 years old No. 10.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 19, task 3)
Introduce hard and soft consonant sounds
“R-Рь”
.
Learn to distinguish the sounds “Р-Рь”
in words with intonation. Learn to name the first sound in words.
16. Sounds “L-L”
.
See presentation for children 4 – 5 years old No. 11.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 20, task 1)
Learn to distinguish between hard and soft consonant sounds
“L-L”
. Learn to name the first sound in words. Develop children's active speech.
FEBRUARY
17. Sounds "M"
,
"MY"
.
See presentation for children 4 – 5 years old No. 12.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 21, task 2)
Introduce hard and soft consonant sounds
“M-M”
. Learn to name the first sound in words; solve riddles; highlighting the characteristic features of objects. Develop attention, visual, imaginative and logical thinking.
18. Sounds "B"
,
"B"
.
See presentation for children 4 – 5 years old No. 13.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 22, task 4)
Learn to intonationally distinguish hard and soft consonant sounds
“B-B”
in words and in phrasal speech; solve riddles by identifying the characteristic features of objects. Strengthen the ability to divide words into syllables using diagrams.
“K” sounds
,
"Kb"
.
See presentation for children 4 – 5 years old No. 14.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 23, task 3)
Introduce solid consonant sounds.
Learn to distinguish sounds in words and in phrasal speech intonationally. To develop an interest in speech activity and the ability to independently solve various cognitive problems.
“G” sounds
,
"GH"
.
See presentation for children 4 – 5 years old No. 15.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 24, task 3)
Introduce hard consonant sounds.
Learn to distinguish sounds in words and in phrasal speech intonationally. To develop an interest in speech activity and the ability to independently solve various cognitive problems.
MARCH
21. Sounds “G – K”
.
Work in the notebook of Kolesnikova E.V. “From word to sound”
(sheet 25)
To promote the development of phonemic hearing, distinguish consonant sounds
“G-K”
.
Continue learning to name the first sound in words. Promote the development of graphic skills .
22. Sounds “D – Дь”
.
See presentation for children 4 – 5 years old No. 16.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 26, task 3)
Promote the development of phonemic hearing, teach to distinguish between hard and soft consonant sounds
“D - Дь”
.
Learn to name the sounds "D - D"
. Develop attention, visual – imaginative and logical thinking.
23. Sounds “T – T”
.
See presentation for children 4 – 5 years old No. 17.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 27, task 3)
To promote the development of phonemic hearing, teach to distinguish between hard and soft consonant sounds
“T - T”
.
Learn to name the sounds “T - T”
. Develop attention, visual – imaginative and logical thinking.
24. Sounds “D – Дь”
,
"T - T"
.
Work in E. V. Kolesnikova’s notebook “From word to sound”
(sheet 28)
Strengthen the ability to distinguish and correctly pronounce hard and soft consonant sounds. Strengthen the ability to correctly name the first sound in words.
APRIL MAY
“Rebus method - learning to read using syllabic pictograms”
Work in L. Sternberg's workbooks
