Abc sounds for kindergarten

Purpose : To promote the development of sound-letter analysis.

Tasks: to introduce the vowel sound A and its symbol, to form the ability to determine the place of sound in words, to distinguish it from a number of other sounds by ear. introduce the letter A, learn to write it using a sample;

develop phonemic hearing, attention, memory;

cultivate interest in knowledge, diligence.

Form of organization : subgroup, individual. nine0005

Equipment: doll;

magnetic alphabet,

word schemes for determining the place of a letter in words, red magnets,

tape recorder

audio recordings “The giraffe has spots”, “Words starting with the letter A”

Activity.

List of used literature:

1. Volina V. Entertaining Azbukovsenia. M., 1991

2. Durova N.V. Phonemics. How to teach children to hear and pronounce sounds correctly. M., 2000

3. Kolesnikova E.V. From sound to letter. M., 2008

Developed by a teacher of additional education
Zolotareva Alla Viktorovna
Municipal budgetary preschool educational institution
“Child development center - kindergarten No. 169”
Voronezh.

Certificate of publication

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Using E.V. What we set, in addition to the normalization of sound pronunciation, is the preparation of children for learning to read and write. Parents of children in a speech therapy group are, as a rule, very demanding on how their children can read at the end of kindergarten. The successful solution of these problems requires an innovative approach, the use of the latest developments [4]. In speech therapy groups, we used the G.A. Kashe, the only program approved by the Ministry of Education.

Many people use the primer J.S. Zhukova, it is good, but suitable for children with clear speech, formed phonemic hearing and high cognitive activity. Since the sound “s” is studied in the fourth lesson, the sound “r” comes in a week. Further, "sh", "l". Children of the speech therapy group at the beginning of the year simply may not have these sounds in speech. And it is logical to study letters only on the basis of well-pronounced corresponding sounds. After learning the fifth letter, the reading of words and sentences begins. Most of the children of the speech therapy group simply cannot cope with this. Many authors now offer their developments on teaching kindergarten children to read [1]. I consider very interesting classes on the development of the phonemic side of speech and teaching literacy to children of senior preschool age S.P. Tsukanova, L.L. Betz [3]. You can get a lot of interesting ideas from them when preparing for literacy classes. But the order of passage of letters and sounds seems to us unsuccessful. What is a modern child of a speech therapy group? Most often, these are children with whom parents do little, they have a poor memory (they do not remember letters well), unstable attention, cognitive activity is reduced, sound pronunciation is impaired, the syllabic structure of words, and a poor vocabulary. Most of the children are children with an erased form of dysarthria, and the rest are phonetic-phonemic disorders, general underdevelopment of speech. Children with simple dyslalia are now almost never found in speech therapy groups. nine0005

The biggest gap in our children is unformed phonemic hearing. Children do not differentiate sounds by ear, they confuse the corresponding letters when reading and writing. For such difficult children, we must put all the secrets of reading and writing into their heads on the shelves, each in its place, so that all information is understandable to children and comes to mind, unraveling the whole tangle of complexities of the world of sounds and letters.

The alphabet E.V. helps us put everything on the shelves. Novikova "Speech therapy alphabet. A system for rapid learning to read” [2]. Every child in kindergarten has such an alphabet. We start classes in preparation for teaching literacy from the senior group (5 years). We have literacy classes twice a week. The whole work consists of 12 stages (Fig. 1). Let's consider it step by step. nine0005

First stage. First, the vowels of the 1st row are studied (A, O, U, Y, E). The sound and the corresponding letter are immediately studied. We study the characteristics of sound in a word (beginning, middle, end), select words for a given sound, select words with given sounds from sentences, stories, write letters in the sand, lay out from a ribbon, print in notebooks.

Second stage. Next, we turn to the study of consonants. First, paired consonants are studied, i.e. the letter P, then B, then differentiation. P-B. This is of fundamental importance for children with phonemic hearing impairment. They must constantly differentiate sounds. Children characterize the sound, explain that we pronounce the sound (n - b) with our lips (put our hand on the neck, listen: if the neck trembles, then the ringing sound is running). So children gradually begin not to mindlessly repeat, but to understand why the sounds P-B, D-T, ... are called paired, why P is deaf, and B is voiced. With the beginning of the study of consonants, we move on to reading syllables. Our task is to bring the reading of syllables to automatism, because the unit of reading is not a letter, but a syllable. After paired consonants, we study unpaired consonants and reading syllables with them. We carry out sound analysis of syllables, typing of syllables. nine0005

The tasks for reading syllables are very similar. This helps children bring the skill of reading syllables to automatism. So, in one year of study, children know by heart 5 vowels of the first row, most of the consonants, they can read, write, perform sound analysis of syllables, understand what a vowel sound is, a consonant, a paired consonant (they name pairs from memory), voiced, deaf consonant. Thanks to this presentation of information, all the material in children is understood and lies in the head on the shelves. Colorful illustrations and the image of hard consonants in blue and vowels in red are very helpful in the work. nine0005

Teachers in the evening classes reinforce the material by reading the alphabet with the children. Once a week, literacy classes. But the order of passage of letters and sounds seems to us unsuccessful. What is a modern child of a speech therapy group? Most often, these are children with whom parents do little, they have a poor memory (they do not remember letters well), unstable attention, cognitive activity is reduced, sound pronunciation is impaired, the syllabic structure of words, and a poor vocabulary. Most of the children are children with an erased form of dysarthria, and the rest are phonetic-phonemic disorders, general underdevelopment of speech. Children with simple dyslalia are now almost never found in speech therapy groups. nine0005

The biggest gap in our children is unformed phonemic hearing. Children do not differentiate sounds by ear, they confuse the corresponding letters when reading and writing. For such complex children, we must put all the secrets of reading and writing on the shelves in their heads, each in its place, so that all the information is understandable to children and comes to mind, unraveling the whole tangle of complexities of the world of sounds and letters. The alphabet of E.V. helps us put everything on the shelves. Novikova "Speech therapy alphabet. A system for rapid learning to read” [2]. Every child in kindergarten has such an alphabet. We start classes in preparation for teaching literacy from the senior group (5 years). We have literacy classes twice a week. The whole work consists of 12 stages. Let's consider it step by step. nine0005

First stage . First, the vowels of the 1st row are studied (A, O, U, Y, E). The sound and the corresponding letter are immediately studied. We study the characteristics of sound in a word (beginning, middle, end), select words for a given sound, select words with given sounds from sentences, stories, write letters in the sand, lay out from a ribbon, print in notebooks.

Second stage . Next, we move on to the study of consonants. First, paired consonants are studied, i.e. the letter P, then B, then differentiation. P-B. This is of fundamental importance for children with phonemic hearing impairment. They must constantly differentiate sounds. Children characterize the sound, explain that we pronounce the sound (n - b) with our lips (put our hand on the neck, listen: if the neck trembles, then the ringing sound is running). So children gradually begin not to mindlessly repeat, but to understand why the sounds P-B, D-T, ... are called paired, why P is deaf, and B is voiced. With the beginning of the study of consonants, we move on to reading syllables. Our task is to bring the reading of syllables to automatism, because the unit of reading is not a letter, but a syllable. After paired consonants, we study unpaired consonants and reading syllables with them. We carry out sound analysis of syllables, typing of syllables. The tasks for reading syllables are very similar. This helps children bring the skill of reading syllables to automatism. nine0005

So, in one year of study, children know by heart 5 vowels of the first row, most of the consonants, they can read, write, perform sound analysis of syllables, understand what a vowel sound is, a consonant, a double consonant (they name pairs from memory), voiced, deaf consonant. Thanks to this presentation of information, all the material in children is understood and lies in the head on the shelves. Colorful illustrations and the image of hard consonants in blue and vowels in red are very helpful in the work. Educators in the evening classes reinforce the material by reading the alphabet with the children. Once a week, on weekends, parents receive the alphabet at home. The ABC has clear guidelines for parents at each stage of education. Some children who have learned to read the syllable well, to hear the syllable in words, begin to read on their own. But most children have to work well in the preparatory group. Having studied the first and second stages in the senior group, work in the preparatory group begins with the third stage. In the preparatory group, we have literacy classes three times a week. The developed thematic planning for teaching literacy based on the alphabet E.V. Novikova, we use in our work with children in kindergarten. Literacy begins in the second week of September. First, during the first two weeks, we repeat the vowels A, O, U, Y, E.

Third stage . We introduce children to the letter and sound [th]. Then, we study the vowels of the second row I, Yo, Yu, I, E. At the end of the study of vowels, we tell and show a fairy tale about the formation of vowels of the second row, given in the alphabet. We repeat vowels during the year at each lesson, and the children meaningfully name the terms: vowels of the first row, vowels of the second row.

Fourth stage . We turn to the study of consonants, most of them were studied in the older group, but at this stage we introduce the concepts of hard and soft consonants, we begin to differentiate consonants by hardness and softness and by deafness-voicedness (paired consonants are studied only in pairs and before unpaired consonants). The syllable tables of the alphabet help to practice reading, soft consonants are shown in green. At this stage, sound analysis of only syllables is carried out. Analyzing a syllable with soft consonants, children argue as follows: pya - the first sound [n`] - a deaf soft consonant, the second sound [a], but after soft consonants, vowels of the second row are studied. This rule is well memorized by children, and with daily sound analysis, children firmly master these laws of Russian grammar. We finish studying letters (except for ь and ъ) at the beginning of February. The skill of reading various types of syllables has been brought to automaticity. nine0005

From the fifth to the ninth stage we start reading words. Tables for reading words include words of various syllabic structures from simple to complex, which contributes to a better formation of the syllabic structure of speech in children of the speech therapy group. Then separate lessons are devoted to practicing reading words with "b" and "b". This is where we start making suggestions. We study the rules for writing proposals. While reading the words, we work out the rules for writing combinations of zhi-shi, cha-cha, chu-shu. We study that the names of people, the names of animals, the names of cities, rivers, streets, countries are capitalized. At this stage, we carry out sound analysis and synthesis of words. Learning to type sentences. nine0005

Tenth step . Since our children are special, and for them the greatest difficulty is the differentiation of sounds, we again return to the differentiation of consonants according to sonority-deafness, but not in syllables, but in words.

Eleventh stage . At this penultimate stage, we develop in children the skill of correctly reading words with consonants, hardness-softness. There are a large number of words in the reading tables. Reading them, we analyze the meaning of these words, make sentences with them, select synonyms, antonyms, learn to put questions to them, which helps to expand the vocabulary of children. nine0005

The twelfth stage , the last one - we learn to read short texts, we practice observing the correct intonation, we learn to delve into the meaning of what we read.

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