Learning to read videos for kindergarten

16 Quick Phonics Videos for Kindergarten – KindergartenWorks

Keep your phonics time fresh by building in a phonics video every now and then.

Here are 16 phonics videos that are designed for kindergarten-aged students who are learning their letter sounds, learning to read and working on building letter-sound fluency.

Most of these videos cover the entire alphabet in one 2-3 minute video but I'm also throwing in a couple of extras - like two playlists that have a video for each letter of the alphabet... just in case you need it.

Thanks to all of the great teachers on our facebook page who jumped in to share their favorites. You helped build this awesome list!

Phonics Videos - Alphabet Letter Sounds

Sesame Street: Usher's ABC Song - (2 mins) This one was totally new to me as I researched the suggestions from other teachers. While it's not widely used in the classroom, I think a lot of kinders would enjoy this version at the beginning of the school year.

Phonercise - Exercise Your Body and Brain - (3 mins) Dr. Jean is a staple in many classrooms and here is a version that you can easily edit to work with your own alphabet chart.

Fill in the word blanks with the icon your classroom uses from your own alphabet chart and build in some exercise to your phonics lesson.

ABC Rockstar - (2.5 mins) This is a simple version that quickly goes through all of the letter sounds of the alphabet for kindergarten using lowercase letters as the featured models.

While I don't love "x-ray" for letter x - it has one of the best pronunciation of all letter sounds I've heard recorded.

Create your own movements to go along.

Kinderphonics Video - (2 mins) This simple video goes through each letter of the Leapfrog Letter Factory video (affiliate - which I highly recommend) using the associated movements.

Act Out The Alphabet | Phonics Song | Jack Hartmann - (5 mins). Get your students up and moving with this "acting out the alphabet" video. It definitely will work more towards the beginning of the school year to help alleviate the wiggles.

Letter Sounds | Alphabet Song | Jack Hartmann - (3.5 mins) Here is another version of the alphabet reinforced with letter sounds, though this one is less movement oriented than the acting out the alphabet version above.

What Do The Letters Say? (What Does The Fox Say? Parody) - (3.5 mins) Create your own movements, hand signals or motions to build off of the highly popular song, "What Does the Fox Say?"

ABC Sound Clues with Who Let the Letters Out by Dr. Jean - (2 mins) Kathleen T. says on facebook, "The kids LOVE IT & you can use it with whatever letter/pictures cards you are using in the classroom. (Zoo phonics, Open Court, etc.) We have hand motions that accompaniment each letter card, so the kids stand up & do the motion for each letter card while the "leader" points to each letter card."

Phonics Song - Preschool Prep Company - (2 mins) This one is unique and I'm really liking it. Ces C. recommended this one on facebook. I do love that it includes every sound for each letter (like c says both /s/ and /k/).

Animal Alphabet Song (3 mins) - Pam E. from facebook recommended checking out an animal alphabet song. I liked this one best since it shows animals forming the letter shapes.

Teach Me How to Read: Rap Song - (2 mins) This one will have your entire class singing along and the best part is after 1 min, it goes into blending letters into CVC words. Such a good way to hit multiple skills in a short amount of time.

ABC RAP Video - (5 mins) This video is a little slow to start so it'd be good to play as students are coming in and heading to the carpet. It does have good repetition and choices for each letter sound... except for x-ray on the letter x. The alphabet is gone through twice.

Individual Letters of the Alphabet Phonics Videos Playlists

ABC Songs: by StoryBots - (1.5 mins each) This playlist hits each letter of the alphabet.

While each video is not designed to be easy to repeat (or sing along with) they are great to build vocabulary and for higher readers to remain engaged.

We're talking going beyond C /c/ /c/ cat, here people. These were recommended by Erin L. on facebook - thanks!

Letter Song Videos by Have Fun Teaching - (2-4 mins each) Playlist of phonics videos with main focus on look and sound of letter.

It may get a little repetitious {which can be a good thing}, but if you add a dance movement for each time you say the letter sound it will be much more engaging!

Short examples of letter sounds used in words can be found in the middle of the video to help break up the repetition.

Teaching children to read isn’t easy. How do kids actually learn to read?

A student in a Mississippi elementary school reads a book in class. Research shows young children need explicit, systematic phonics instruction to learn how to read fluently. Credit: Terrell Clark for The Hechinger Report

Teaching kids to read isn’t easy; educators often feel strongly about what they think is the “right” way to teach this essential skill. Though teachers’ approaches may differ, the research is pretty clear on how best to help kids learn to read. Here’s what parents should look for in their children’s classroom.

How do kids actually learn how to read?

Research shows kids learn to read when they are able to identify letters or combinations of letters and connect those letters to sounds. There’s more to it, of course, like attaching meaning to words and phrases, but phonemic awareness (understanding sounds in spoken words) and an understanding of phonics (knowing that letters in print correspond to sounds) are the most basic first steps to becoming a reader.

If children can’t master phonics, they are more likely to struggle to read. That’s why researchers say explicit, systematic instruction in phonics is important: Teachers must lead students step by step through a specific sequence of letters and sounds. Kids who learn how to decode words can then apply that skill to more challenging words and ultimately read with fluency. Some kids may not need much help with phonics, especially as they get older, but experts say phonics instruction can be essential for young children and struggling readers “We don’t know how much phonics each kid needs,” said Anders Rasmussen, principal of Wood Road Elementary School in Ballston Spa, New York, who recently led the transformation of his schools’ reading program to a research-based, structured approach. “But we know no kid is hurt by getting too much of it.”

How should your child’s school teach reading?

Timothy Shanahan, a professor emeritus at the University of Illinois at Chicago and an expert on reading instruction, said phonics are important in kindergarten through second grade and phonemic awareness should be explicitly taught in kindergarten and first grade. This view has been underscored by experts in recent years as the debate over reading instruction has intensified. But teaching kids how to read should include more than phonics, said Shanahan. They should also be exposed to oral reading, reading comprehension and writing.

The wars over how to teach reading are back. Here’s the four things you need to know.

Wiley Blevins, an author and expert on phonics, said a good test parents can use to determine whether a child is receiving research-based reading instruction is to ask their child’s teacher how reading is taught. “They should be able to tell you something more than ‘by reading lots of books’ and ‘developing a love of reading.’ ” Blevins said. Along with time dedicated to teaching phonics, Blevins said children should participate in read-alouds with their teacher to build vocabulary and content knowledge. “These read-alouds must involve interactive conversations to engage students in thinking about the content and using the vocabulary,” he said. “Too often, when time is limited, the daily read-alouds are the first thing left out of the reading time. We undervalue its impact on reading growth and must change that.”

Rasmussen’s school uses a structured approach: Children receive lessons in phonemic awareness, phonics, pre-writing and writing, vocabulary and repeated readings. Research shows this type of “systematic and intensive” approach in several aspects of literacy can turn children who struggle to read into average or above-average readers.

What should schools avoid when teaching reading?

Educators and experts say kids should be encouraged to sound out words, instead of guessing. “We really want to make sure that no kid is guessing,” Rasmussen said. “You really want … your own kid sounding out words and blending words from the earliest level on.” That means children are not told to guess an unfamiliar word by looking at a picture in the book, for example. As children encounter more challenging texts in later grades, avoiding reliance on visual cues also supports fluent reading. “When they get to ninth grade and they have to read “Of Mice and Men,” there are no picture cues,” Rasmussen said.

Related: Teacher Voice: We need phonics, along with other supports, for reading

Blevins and Shanahan caution against organizing books by different reading levels and keeping students at one level until they read with enough fluency to move up to the next level. Although many people may think keeping students at one level will help prevent them from getting frustrated and discouraged by difficult texts, research shows that students actually learn more when they are challenged by reading materials.

Blevins said reliance on “leveled books” can contribute to “a bad habit in readers.” Because students can’t sound out many of the words, they rely on memorizing repeated words and sentence patterns, or on using picture clues to guess words. Rasmussen said making kids stick with one reading level — and, especially, consistently giving some kids texts that are below grade level, rather than giving them supports to bring them to grade level — can also lead to larger gaps in reading ability.

How do I know if a reading curriculum is effective?

Some reading curricula cover more aspects of literacy than others. While almost all programs have some research-based components, the structure of a program can make a big difference, said Rasmussen. Watching children read is the best way to tell if they are receiving proper instruction — explicit, systematic instruction in phonics to establish a foundation for reading, coupled with the use of grade-level texts, offered to all kids.

Parents who are curious about what’s included in the curriculum in their child’s classroom can find sources online, like a chart included in an article by Readingrockets.org which summarizes the various aspects of literacy, including phonics, writing and comprehension strategies, in some of the most popular reading curricula.

Blevins also suggested some questions parents can ask their child’s teacher:

What is your phonics scope and sequence?

“If research-based, the curriculum must have a clearly defined phonics scope and sequence that serves as the spine of the instruction.” Blevins said.

Do you have decodable readers (short books with words composed of the letters and sounds students are learning) to practice phonics?

“If no decodable or phonics readers are used, students are unlikely to get the amount of practice and application to get to mastery so they can then transfer these skills to all reading and writing experiences,” Blevins said. “If teachers say they are using leveled books, ask how many words can students sound out based on the phonics skills (teachers) have taught … Can these words be fully sounded out based on the phonics skills you taught or are children only using pieces of the word? They should be fully sounding out the words — not using just the first or first and last letters and guessing at the rest.”

What are you doing to build students’ vocabulary and background knowledge? How frequent is this instruction? How much time is spent each day doing this?

“It should be a lot,” Blevins said, “and much of it happens during read-alouds, especially informational texts, and science and social studies lessons.”

Is the research used to support your reading curriculum just about the actual materials, or does it draw from a larger body of research on how children learn to read? How does it connect to the science of reading?

Teachers should be able to answer these questions, said Blevins.

What should I do if my child isn’t progressing in reading?

When a child isn’t progressing, Blevins said, the key is to find out why. “Is it a learning challenge or is your child a curriculum casualty? This is a tough one.” Blevins suggested that parents of kindergarteners and first graders ask their child’s school to test the child’s phonemic awareness, phonics and fluency.

Parents of older children should ask for a test of vocabulary. “These tests will locate some underlying issues as to why your child is struggling reading and understanding what they read,” Blevins said. “Once underlying issues are found, they can be systematically addressed.”

“We don’t know how much phonics each kid needs. But we know no kid is hurt by getting too much of it.”
Anders Rasmussen, principal of Wood Road Elementary School in Ballston Spa, New York

Rasmussen recommended parents work with their school if they are concerned about their children’s progress. By sitting and reading with their children, parents can see the kind of literacy instruction the kids are receiving. If children are trying to guess based on pictures, parents can talk to teachers about increasing phonics instruction.

“Teachers aren’t there doing necessarily bad things or disadvantaging kids purposefully or willfully,” Rasmussen said. “You have many great reading teachers using some effective strategies and some ineffective strategies.”

What can parents do at home to help their children learn to read?

Parents want to help their kids learn how to read but don’t want to push them to the point where they hate reading. “Parents at home can fall into the trap of thinking this is about drilling their kid,” said Cindy Jiban, a former educator and current principal academic lead at NWEA, a research-based non-profit focused on assessments and professional learning opportunities. “This is unfortunate,” Jiban said. “It sets up a parent-child interaction that makes it, ‘Ugh, there’s this thing that’s not fun. ’” Instead, Jiban advises making decoding playful. Here are some ideas:

Challenge kids to find everything in the house that starts with a specific sound.
Stretch out one word in a sentence. Ask your child to “pass the salt” but say the individual sounds in the word “salt” instead of the word itself.
Ask your child to figure out what every family member’s name would be if it started with a “b” sound.
Sing that annoying “Banana fana fo fanna song.” Jiban said that kind of playful activity can actually help a kid think about the sounds that correspond with letters even if they’re not looking at a letter right in front of them.
Read your child’s favorite book over and over again. For books that children know well, Jiban suggests that children use their finger to follow along as each word is read. Parents can do the same, or come up with another strategy to help kids follow which words they’re reading on a page.

Giving a child diverse experiences that seem to have nothing to do with reading can also help a child’s reading ability. By having a variety of experiences, Rasmussen said, children will be able to apply their own knowledge to better comprehend texts about various topics.

This story about teaching children to read was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s newsletter.

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Learning to read by syllables (video lessons)

About 10 years ago, when a child came to school, he was just beginning to get acquainted with letters, sounds, syllables, and as a result, the first year of study was devoted to the formation of learning to read and write in elementary level.

Today's fast paced life and educational programs require children to be able to read and write as early as school entry. In connection with these norms, preparatory children's centers, tutoring of teachers of preschool and early school development, classes in kindergarten, which takes on the task of teaching children the most necessary knowledge and skills, are of particular importance. You can use all the above methods so that a child in the first grade, coming to the lesson, does not feel flawed. But what to do for those who, for one reason or another, cannot hire a tutor or attend classes outside the home is quite difficult.

I found myself in just such a situation, when my daughter did not go to kindergarten because of her frequent illnesses: there was no good developing center where they could teach reading, and a tutor is not cheap. So I had to master the technique myself, how to teach a child to read syllables.

Many mothers are afraid to do this, they do not want to take responsibility for the development of their children.

I know from my own experience that it is not difficult to teach a child to read or write. In addition, you begin to communicate more and more closely with your own child, who appreciates you and your knowledge. And now in detail.

Contents

Where to start?
At what age can one think about how to teach a child to read syllables?
Let's sing syllables
How to put letters into syllables?
Sample games
Cartoons of Dizyak Mizyak
Useful video tutorials on the topic

Where to start?

Like any subject at school, learning to read also requires manuals and special literature, which for us will be the Primer.

Today, publishing houses offer a lot of primers or books on the topic “Learning to read by syllables” with pictures, according to new methods, but for me the main criterion when choosing textbooks is clarity in construction and structured material.

According to the listed features, I offer primers by N.S. Zhukova and A.N. Tkachenko, which can also be brought to the lesson in the 1st grade. They are built in such a way that learning to read by syllables becomes logically justified for the baby.

You can download the book for free here.

You can read a review about Zhukov's primer here.

Book cover photo.

So, the first step is done.

At what age can one think about how to teach a child to read syllables?

I think the need for this arises at the age of 5-6, but in no case do not delay learning to read until the child goes to school in the 1st grade. It will be late.

At the age of 5-6 years, learning to read looks like a conscious process, of course, if the baby is accustomed to a book and his mother often read to him at an earlier age.

Otherwise it will be difficult to seat the child behind a book. Starting from 2-3 years old, do not deprive the baby of the opportunity to determine for himself whether he is interested in learning letters.

My friend's son was reading by syllables at the age of two. From the age of two, my daughter began to take an active interest in the alphabet and knew how almost all the letters of the alphabet looked and were pronounced. Therefore, it is difficult to name definitely the age at which you need to start learning to read.

The child himself will make it clear that he is ready for learning. However, I want to warn against methods that call for hanging cards with letters on the walls from the age of three months so that the baby sees and remembers them. It seems to me that this is harmful, since the child memorizes letters thoughtlessly, without understanding their purpose and not correlating with sounds. The baby’s brain is clogged with things that he doesn’t need yet, distracting from the knowledge of the world around him, which the child is just beginning to discover for himself.

It would be more expedient at this age to use Doman's method of teaching a child to read by memorizing a word.

The main rule when teaching reading is to do it unobtrusively, in the game, otherwise you risk losing interest in the book for life.

Try to interest:

start the lesson by molding a letter from dough, plasticine, consider objects whose names begin with the letter being studied;
if finances allow, get a "talking" electronic alphabet, cards with letters and pictures, cubes, etc. (when choosing a “speaking” alphabet, I want to warn against a common mistake. Sometimes in such alphabets the letters are pronounced as they are called in the alphabet. We don’t need this! We choose the alphabet, where each letter corresponds to one sound).
My daughter and I love to cut out letters from raw potatoes, fry them and eat them, pronouncing each letter. Use your imagination, and there will always be a way to motivate learning.

The next rule for teaching a child to read syllables is to pronounce the sounds correctly. In no case, when naming a letter to a baby, do not pronounce its “official” name in the alphabet.

Designate it with a sound, for example: M - "m", not "em"; Sh - "sh", not "sha". Otherwise, the child will become confused.

There are methods by which it is advised to sing vowel sounds (Zaitsev's method). I think that such an approach is possible only at the level of studying individual sounds and letters.

Singing syllables

When reading by syllables begins, it is better to move away from this method, otherwise the children will not pause between words and not see the boundaries of the words themselves.

It is better to devote the first lesson to studying the vowels A, O, U, Y, I, E. They represent two sounds: E - "ye", Yo - "yo", Yu - "yu", I - "ya".

In different positions they will be read differently. Don't confuse the child.

There are only 6 vowels in the Russian alphabet, so learn these six first.

As for consonants, I advise you to study first of all the sounds and letters M, L, then Sh, Zh, S, Z, i.e. hissing and whistling. The first letter that my daughter mastered was Zh - she really liked its sound.

How to put letters into syllables?

After mastering some letters and sounds, we begin to add syllables. You can download syllables for free here.

We are the first to study open syllables, i.e. ending in a vowel sound, for example: “be”, “me”, “ma”, “pa”, etc. They are easier to pronounce and digest. Then one consonant can be added to the open syllable, for example: “ma-k”, “so-k”. As you study the next consonants, follow the same method: first simple syllables, then more difficult ones.

Be sure to reinforce and review the material covered at every opportunity: while walking on the street, at home when performing everyday activities.

Remember: repetition is the mother of learning.

So, we have learned open syllables. The next stage is closed syllables. They are more difficult to pronounce. These are syllables where the consonant, on the contrary, runs after the vowel: “ap”, “am”, etc. Vary sounds in syllables, changing them, alternating. When the child learns to read syllables well, proceed to the next step - words.

First, we select words with the same type of syllables (ra-ma, mo-lo-ko) or with several open and one closed (ob-la-ko, el-ka).

Do not use words that are difficult to pronounce, such as sister, rain. It will be difficult for the kid to read them, he will start to mumble, as a result, diction will suffer. For now, we do not focus on expressiveness or reading speed. Our task is to learn to read in general. Speed will come with practice, and the intonation filling of a phrase is possible only with a clear understanding of its meaning. This is a later matter.

Examples of games

If your child is going to school in grade 1, you can play a role-playing game: student - teacher. In this case, the child can act as a teacher. Have him ask you to write or read a word. Do it obviously wrong: let the child see the mistake and correct you. This will give him self-confidence and the ability to see his own and others' mistakes, correct them. At 5-6 years old, children are quite capable of such exercises. If it is possible to involve children of the same age in classes, then they will be much more productive. Children have a very developed sense of competition, they rarely allow someone to be better. Thus, there will be an incentive to work on yourself and motivation, and the 1st grade will no longer be so scary.

If the child is still not interested in reading even after all the methods tried, or if he does not succeed, do not despair. Keep trying in a playful way. Perhaps the moment will come when he will mentally mature and take part in the game with pleasure. Support the child, do not say that something is not working out for him, rejoice at each new success, step forward.

So, as you can see, the question is, "how to teach a child to read syllables?" not complicated. You just need to show diligence, patience, imagination, make sure that classes are held regularly. If you do not have the opportunity to devote a lot of time to your baby, entrust your grandmother and grandfather with classes, giving the necessary instructions in advance. Sometimes children make contact with older generations more easily and are more willing to learn from them. Use this opportunity, do not be jealous. All the same, the success of the child will be your merit, as you wisely allowed them to manifest in the right place at the right time. Your motto should be the rule: “We read syllables together!”

Cartoons of Dizyak Mizyak

Coming to the 1st grade, the teacher can start learning to read by syllables with the video of the studio "Dizyak Mizyak". It can be downloaded or watched online here:

These are training videos that are short cartoons, each of which is dedicated to a separate warehouse. It was the warehouse, and not the syllable, since the video was created based on Zaitsev's methodology. The warehouse may include not only consonants and vowels, but also a consonant letter with a soft sign.

The layout of the video from "Dizyak Mizyak" is very simple:

a truck or a boat leaves, carrying blocks with letters;
cubes are placed on the ground;
each sound is pronounced separately by the announcer;
cubes are combined and pronounced as part of a warehouse;
further pictures and spelling of several words are shown, which include this warehouse;
ends the video with a song about this warehouse.

Thus, if you regularly put this cartoon "Dizyaka Mizyaka" online to your child, he will gradually memorize the composition and sound of the syllable, perceiving it as a whole.

It is enough to watch up to 3-4 cartoons per day from "Dizyak Mizyak". The kid will not sit in front of a computer or TV for a long time, such an online lesson will give the maximum benefit for learning.

Use every opportunity to make your studies colorful and fun!

Useful video lessons on the topic

How to teach a child to read

Anna Kondrashova

taught her son to read

Author profile

At 3.5 years old, my son was presented with a plate with letters, and he began to ask about them. Then I bought him a primer.

I was worried that it was too early to read, but I did not find a single sensible article about when exactly it would be time. I myself learned to read at the age of four, but it was hard for me: I didn’t like the black-and-white primer, and instead of reading I wanted to go play.

So I decided to just try to read with my son, and if it doesn't work out, return to the primer later.

At that time, it really didn’t work out to teach my son to read: we went through only 4-5 letters, but he still didn’t understand how to combine them into syllables. After several attempts, we gave up reading.

When my son was four, I took out the primer again. Progress was felt: the syllables grew together, the son learned more letters, but now he began to confuse them. And during classes, he constantly said that he was bored. I realized that it is still too early.

As a result, at 4.5 years old, the son himself found a primer and said that now he would definitely learn to read. And so it happened. I’ll tell you what else I used for training, what I understood about it and what difficulties we encountered.

The same plate that aroused my child's interest in letters

What primer we used

I'm not a teacher and had no idea what it takes to learn to read. Friends with older children advised educational cartoons and apps, but I didn't want my son to sit in front of the screen once again. There were too many games and educational kits in the stores, and I did not understand which were good and which were not. So I decided to teach my son the old fashioned way - the primer, and not spend money on the rest.

Three friends at once recommended Nadezhda Zhukova's primer to me. I found reviews about it on the "Labyrinth" and looked at the photos of the pages there. On the cover it was written that the primer was compiled according to the logopedic method. I didn't know what that meant, but I decided it was probably good.

/guide/books-for-children/

How to choose the perfect book for your child

It was more important for me that the primer had beautiful, bright, and sometimes funny illustrations. After all, it was the black-and-white primer that repelled me in childhood. I also noticed that Zhukova's texts are much more interesting than those that I remembered from the primer of my childhood. Mostly, these were funny stories about animals and even riddles, which my son loves very much.

In general, I did not hesitate for a long time, but ordered this particular primer. It was cheapest of all at Wildberry - I gave 312 R.

These publications are absolutely identical in content - you can take any. Except perhaps a paperback mini primer, small format and twice as light in weight. We had the first one: it has the most reviews. Source: labirint.ru Here are some funny illustrations in primer

Later I was not disappointed in this primer. As an editor, the only thing that annoyed me was dots at the end of headings: according to the rules, they should not be.

I also didn't like the fact that rare names like Goga, Lusha and Mura came across in the primer. In 30 years of my life, I have not met a single person who would be called that. And the son constantly asked: “Is this a girl or a boy?”

And one day I was put into a stupor by his question: “Why is it written ‘sons’ here? That's right, "sons." But I got off with an explanation that a very, very long time ago people used to say that.

Otherwise, I consider Zhukova's primer just excellent.

How the primer was arranged

I still don't understand what exactly was the speech therapy method of the primer, but it was not like the usual alphabet, in which the letters follow the alphabet.

The very first were the vowels A, U and O and the consonants M, C and X. Probably, according to the author, they are most often found in speech and most children pronounce them without problems.

Iotated vowels E‎, Yu and Ya came closer to the end. I think because in different cases they are read differently, and it is not easy for a child to learn this. There were also b and b at the end, and the rest of the letters were in the middle of the book.

I liked how the author of the primer explained combining letters into syllables The book contained useful recommendations for parents, for example, tasks for games with the magnetic alphabet

This learning system suited my son. Unlike the first attempts, this time he quickly memorized all the letters and easily combined them into syllables. Difficulties were only with the ill-fated letter Y, and I don't understand why. And when he finally learned it, he confused it with P several times. Probably, the fact is that the Y part looks like an inverted P.

My son did not immediately remember what the letters b and b do, and I explained it crumpled. It was also difficult for me to explain to him why in some cases I am [ya], and in others - [a] and softens the previous sound. To do this, I would have to tell what vowels and consonants are, but I was not sure that a four-year-old child needed this. Fortunately, in the end, he understood everything intuitively and now reads correctly.

How we studied

My son asked me to read the primer only a few times. Usually I offered myself, but he almost never refused. In general, his attitude to classes could be described as "I don't mind." It is clear that it was more pleasant for a four-year-old child to play and watch cartoons, but reading did not cause disgust either - this is what I used.

We tried to read every weekday, right after kindergarten. But I didn’t force my son to study if he didn’t want to or was sick, and I didn’t read with him when I wasn’t in the mood myself. We had nowhere to hurry, and sitting down to a lesson on nerves would be harmful to both me and him. Somehow we had a break for three whole weeks, and then we calmly returned to the primer.

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Each time we read until our son said he was tired. Usually his strength was enough for a page, for about 10 minutes, and then we played. I think that such lessons are quite enough for a four-year-old child.

I realized that having a weekend is a must: they are needed not only for relaxation, but also to better assimilate knowledge.

For example, for some reason, the son could not remember the letter Y‎ for a long time, and when it came across in a word, he fell silent. This went on for several days - neither games nor repeated reading of the pages in the primer helped. But then the weekend came, and we didn't study. And on Monday they left the kindergarten, and the son suddenly read on the gate: "Exit".

Since then, if something didn't work out, I took breaks in training even in the middle of the week. These days, the son did not remember about the primer, but then he sat down at it without any problems - and for some reason everything went like clockwork.

What additional materials did we use

After rummaging through toys, I found a lot of auxiliary materials at home - relatives gave them to my son almost from birth. Look for it - you probably have many similar ones. Here's what worked for us.

Magnetic lettering easel. When we went through a new letter in the primer, I gave my son its magnetic figurine as a reward. So he enthusiastically collected a collection of them.

Growing easel with magnetic letters - 2340 R

When there were about ten letters passed, we made up new words and small addresses to each other from them. I think it was useful for learning, and with the help of the alphabet, the son memorized letters faster.

The only thing I didn't like about our set was that initially the letters were separate from the magnets. And the latter had to be hammered in.

I think you can take any magnetic alphabet. We had such a

at home. Cubes with the letters could be used for games, just like the magnetic alphabet. I also suggested that my son make words out of them - my imagination was not enough for more. But he was more interested in playing with the alphabet, so we ended up not using cubes. Now I gave them to my friends.

Education cards. We had a set where each card had objects and animals with one letter. My son had fun looking for them and naming them. And we competed to see who could find the most.

Set of cards "Letters" — 180 R

I think thanks to this set my son learned to highlight the right sound at the beginning of a word. Source: detmir.ru

"Letterfoot" from the IQ series is a developing notebook with interesting tasks related to letters. They need to be looked for in pictures, colored and made up of disparate halves. My son loves developing notebooks very much, so he also completed these tasks with pleasure. And at the same time, he remembered letters better.

Manual "Letterfoot" - 83 Р

"Shaggy alphabet" by Boris Zakhoder - a cycle of poems about animals for each letter of the alphabet. When we passed the new one, I read the corresponding poems to my son. And before that, he looked for the animal in the picture for the desired letter - like on cards. I think it made the learning process more fun and varied.

"Poems and Tales" by Boris Zakhoder - 442 Р

The notebook contained labyrinths, coloring books and many interesting tasks The son did not know all the animals from the "Shaggy ABC", but he was still interested

What rules did I follow

I didn’t know how to teach a child to read correctly, but I didn’t want to look for some videos or articles: this or that method might not suit my son. Therefore, I was guided only by recommendations from the primer, common sense and my observations.

As a result, we completed the primer in four months, including weekends and breaks, and my son easily mastered reading skills. Here are the rules that helped us with this.

Learn transcription, not letter names. For example, say that L is [l] and not [el]. And Sh is [w], not [sha]. I understood this even before I read the recommendations for parents in the primer.

The fact is that many of my friends first learned the alphabet with their children, and then took up the primer. This was also influenced by musical toys, which have built-in songs with the alphabet. As a result, the children read the word "mom" as ‎[uh-uh]‎ and did not understand how to combine letters into syllables. It was difficult to retrain them.

I did not repeat this mistake. As a result, my child still does not know the alphabet, but he can read. I don’t understand why he needs to know him at all and what is useful in this. But if necessary, he will learn it at school without any problems.

Take your time. I have already mentioned that we threw the primer twice before we finally overcame it. I believe that the child's brain must mature to read, otherwise the process will be painful. I waited until my son was completely ready to read, and it was easy for him. He felt that he was succeeding, and constantly experienced situations of success.

Do not prompt. Sometimes the son confused letters or did not read, but thought out the endings of words. Each time I struggled with the temptation to immediately show where the mistake was, and patiently waited for my son to finish the whole word. After that, he himself often realized that he had incorrectly placed the stress or mixed up the letter. And if not, I gently asked to reread the word again, only more carefully. As a result, over time, the errors became smaller.

Praise and encourage. Every time after the class, I told my son that it was pleasant and interesting for me to study with him. That he is a great fellow and quickly remembers everything. And what didn’t work out today will surely work out later. He loves praise, so he left in a good mood.

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At first, after each lesson, I gave him something small: a sticker or a treat. But by the middle of the primer she stopped, so that her son would get used to reading not for the sake of gifts. And he didn't even remember them.

Only when we were finishing the primer did I promise him a mini-holiday: I bought a building kit that he had wanted for a long time, a coloring book and some treats. So we celebrated farewell to the primer.

Read all around. When we went through all the letters, on walks and on the way to kindergarten, my son read all the signs, and in supermarkets - the names of the products that we bought.

And when we were finishing the primer, our son was presented with a quiz game. He wanted to read the questions on the cards himself: they were just short, simple and with familiar words. So he additionally practiced reading.

Quiz game "Nature" - 215 R

The same quiz that my son liked. I wanted to buy another one, but I did not find anything similar

What were the difficulties

Speech therapy. My son does not pronounce four sounds, and I decided to consult with educators whether it is worth taking them in primer. They had not yet been engaged in reading, but I was still interested in the opinion of teachers. They advised me to skip complex letters, but I flipped through the primer and realized that this was impossible: they would constantly appear further in words. I don’t know if I did the right thing, but I didn’t miss anything. Now the son reads these letters as incorrectly as he speaks.

We recently hired a speech therapist for him, and she said that nothing terrible had happened. According to her, when the sounds get into speech, the son will begin to pronounce them correctly while reading. And so it happened.

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The breakdown into syllables interfered. In the alphabet, they were separated by a hyphen, and at first this helped my son. But by the end of the primer, the texts became longer, and the breakdown increased them even more. Even to me, they seemed like a terrible mess of syllables, and the child often said that he could not read it.

Then I used two tricks: I suggested reading at least the title of the text or looking at the picture. One always worked. For example, one of the texts was called "Teapot-Chief" - the son laughed and immediately wanted to know why he was the boss. He was also interested in the title “Pig Fefela”: the son decided that there would be something funny in the text. Unfortunately, the text turned out to be instructive: it said that you can’t pick flowers and litter - only pigs do that. But my son still read it to the end.

If the headlines didn't help, I asked questions to the pictures next to the texts. For example: “Why do you think the hedgehog laughs and the cat cries with needles in its paw? Why is there a huge bump on the cat’s forehead in the other picture?” This also motivated my son to read.

At the same time, I noticed that he reads signs on the street and quiz tasks faster, although the words are not broken down there. And I realized that she was bothering him. Then I briefly told him about five or six letters that we did not have time to go through, bought a book to read without breakdown and wanted to completely abandon the primer. But the son mixed up the letters that we didn't go through well and didn't understand the meaning of the text. So the book had to be put aside and tormented by the primer to the end.

Due to syllables, a long text does not look compact

The son lost a line. When the son finished reading the line and moved on to the next one, he could accidentally put his finger lower than necessary. So he skipped one or two lines and did not understand the text.

I remember from childhood that many classmates put a ruler under the line and then moved it. I was also tempted to show my son this trick. But I was afraid that he would get used to the ruler and it would be difficult to wean him from it. So I just made sure that he did not lose lines, and after a couple of months the problem disappeared by itself.

What my son is reading now

When the primer was coming to an end, I started looking for a book to read so that my son could use it to improve a new skill: he learned to read faster and in whole words, not in syllables.

But it was not easy to find a good book. Although I had only three criteria:

Price within 300 R. I understood that my son would hardly re-read such a book, and did not want to pay more.
Lack of syllables and stress marks.
Texts that will be of interest to a five-year-old boy. Ideally, fairy tales.

There were a lot of good reviews on "Ozone" about "I Read Myself" books. But a set of 35 pieces cost about 2700 R, and there was little text. I figured that my son would read everything in a week, and regretted the money.

Another acquaintance told me about the addition to Zhukova's primer - "The first book to read after the primer." But I looked at the photo of the pages on the "Labyrinth" and realized that it would not suit my son. There were many verses of the classics, including those with obsolete words, and texts in the spirit of encyclopedias. Some of them even I was bored to read - not like a five-year-old child.

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This is the kind of book my son would read in a couple of minutes. And I didn't spend money on it. Source: yachitayusam.ru Maybe at school, the son will be interested in such texts, but definitely not now. Source: wildberries.ru

As a result, I accidentally stumbled upon Ozone's book by Elena Bortnikova "We read fairy tales after the primer". It was a collection of 34 paperback tales that cost only 109R. He became a real find!

“We read fairy tales after the primer” by E. Bortnikova — 188 R

The book has many vivid illustrations, fairy tales are written in simple language, and they contain short sentences. Each fairy tale takes up a little more than a page, and the son masters it at a time. It usually takes half an hour, but the son gets tired only towards the end.

He likes the plot of fairy tales: they are mostly about the adventures of animals and toys. And at some moments he laughs heartily. But the main thing is that he reads each new fairy tale a little faster than the previous one. So, I hope that by the end of the collection he will greatly strengthen his reading skills and be able to master the fairy tales that I am reading to him myself.

At the end of each fairy tale by Bortnikova there is a question about the content. It helps to determine whether the child understood the meaning of the text

My conclusions

I often heard from my acquaintances with children that it is better to come to school already reading. And I remember how easy it was for me myself in the first grade: I already knew how to read about myself and quickly understood the meaning of tasks in textbooks. So good grades were easy for me. I wanted my son to have the same in two years, so I began to work with him in advance.

I was convinced that in order to teach a child to read, it is not necessary to be a teacher or hire tutors. There are enough recommendations in the primer, and they are easy to follow. And most importantly, reading lessons do not take much time. We studied for only 10 minutes - and the son still mastered the primer.

I also realized that reading lessons do not require large financial investments. I think that in every house there are at least cubes with letters - they already diversify the process. If not, then cards and developmental notebooks can be found within 200 R.

/razvivashki/

During the year I spent 6587 R on developmental notebooks for the child

I think that the main thing in education is to listen to the child, not to force him or overload him. The rest will be done by his natural abilities.

Buying everything for reading myself, I would spend 3760 R

What came in handy	How much does it cost
Magnetic letter easel	2340 R
Collection of poems by B. Zakhoder	442 P
Primer by N. Zhukova	312 R
Nature Quiz Game‎	215 P
Collection "We read fairy tales after the primer"‎	188 R
Letter Card Set‎	180 R
Letter-footed notebook	83 P

What came in handy

How much it costs

Molbert with magnetic letters

2340 R

Poems of B. Svucoder

9000 2 442 R

Primer N. Zhukova 9000 312 R

Game-Virgin »

215 R

Collection“ Read Tales after the Primer ”

188 R

Set“ Letters ”

180 R

Acker“ Lamping ”

83 R

To teach the child to read:

Wait until he becomes interested in letters.
Choose a primer: read reviews, ask friends, look at photo pages. If the pictures are bright and the texts are interesting, you can take it.
Learn more