Reading readiness program

Lesson 28.

la

At this stage, we finish the study of letters, as well as various variants of syllables and words with them. It remains to say that the letter Y is also a consonant letter, but, unlike other consonants, it does not form an independent two-letter syllable with vowels.

Large binding.

Reading skills can be consolidated through various aids. For example, in the books O. Perova " Primer-simulator" and Bakhtina "Primer" excellent material for these classes is collected. Classes still need to be held regularly, for about a month. The material should be given in small volumes to avoid overworking the child. And remember: even 10-15-minute daily sessions give a very good result.

Reading fluency (step by step) .

1. To work on reading fluency, short stories of 4-6 sentences are selected. Suitable material for this is, for example, in the “Primer” by N. S. Zhukova.
2. We inform the child of the following goal: “You are well done, you read well. But you're growing up, and so today we're starting to learn to read like adults." The child reads the selected story, and we ask him 2-3 questions about the content of the story. "About what (or what) is written in this story? What is said about him (about them) ? Then we say: “Read the story again, but read a little faster.” We praise the child and ask to read the story again, but a little faster.
3. As a result, the child read the story 3 times. Undoubtedly, the child himself will like the fact that he already manages to read some words in whole words. After this, the child must be praised and the lesson ends. At this stage, it is very important to observe the following rule: you cannot demand and, moreover, force a child to read in whole words. Over time, the transition from syllabic reading to reading whole words occurs naturally.
4. We start the next lesson by working on the story from the previous lesson. Remind the child that he read this story very well, almost like adults, in the last lesson and ask him to read it now just as well. After that, praise the child and do not work with this text in this lesson anymore, even if the child did not read it very quickly. Let's move on to the next story. We read it 3 times in the same way as in the previous lesson.
5. The next lesson, we again start working on the story from the previous lesson.

Reading children's books.

The purpose of these activities is to instill a love of reading .

Children's books should be colorful and with suitable type. During this period, you can read books without dividing words into syllables. And from time to time we remind the child that we try to read like adults because we grow up.

There are many different techniques and ways to increase interest in reading. One of the most effective ways to achieve this goal is as follows: an adult reads the beginning of some interesting story aloud, (for example, children's stories by Nosov, Suteev and other authors are suitable for this) . Further, the adult, referring to being busy, suddenly stops, preferably at the most interesting place and complains that there will be no time to find out what happened next. If the child is sufficiently interested, then he independently continues reading.

Also, to develop interest in reading, you can offer children to read fascinating children's encyclopedias with short informative stories, and then ask the child to tell us what he learned interesting. There are a great many such encyclopedias on the market now, we choose them according to the age and preferences of the child.

For parents of preschoolers:
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Preschool Reading Program

Contents

EXPLANATORY NOTE…………………………………………..3

The content of the program for teaching reading ………………4

CHAPTER II. Structure and main directions of implementation programs .5

structural organization of classes ……………………………..………….5

work with sound and letter ……………………………………..………….5

interaction with parents ……………………………………..……...6

CHAPTER III. Calendar-thematic planning of training classes reading……………………………………………………………………...7

CONCLUSION…………………………………………… ……………… .11

Bibliography ......................................................................................................................................................................................................................................................................1

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Explanatory note

Reading - complex psychophysiological process. In his act take participation of various analytical systems: visual, speech-auditory, speech-motor.

Reading starts at visual perception, distinction and recognition of letters. On this basis, there correspondence of letters with the corresponding sounds and reproduction is carried out sound image of the word - its reading. Due to the correlation of sound the form of the word with its meaning, the understanding of what is read is carried out.

Learn it's not easy to read. Know the alphabet and put letters into syllables, and syllables into words - That's not all. Many people remain at the level of folding words, not having learned see meaning in what you read. Learning to read is without a doubt one of the the main conditions for successful personal development. The child who began to read preschool age, of course, has an advantage over his unable to read by a peer.

If If, for whatever reason, the child had to have only one skill, then such a skill, no doubt, should be the ability to read. This skill underlies all the activities he encounters in life.

Home the task of teaching preschoolers to read is to make a word for the child, his the sound shell is not only tangible, but also attractive and interesting. When children in a game, onomatopoeic action learned to distinguish between vowels and consonants, hard and soft consonants, a new task is to remember the sign used to write the given sound. For easier memorization graphic elements - letters, the following methods of work are used: construction from sticks, pencils; drawing on a sheet of paper; hatching; stroke sample letter.

Training reading involves teaching children to read at the level of individual abilities every child. At the same time, targeted work is being carried out to enrichment, activation of speech, replenishment of vocabulary, improvement sound culture, clarification of the meanings of words and phrases, development dialogic speech.

Mastery reading skills becomes one of the main, basic moments of education, as it is part of the process of speech development. Simultaneous reading is one of the most important ways to obtain information. Leaving the process mastering reading skills in the first years of school life, adults put child in a difficult situation: the flow of information necessary for assimilation sharply increases with entry into school life. In addition, there is a need adaptation of children to the new external conditions of the school, to a change in regime moments, adaptation in the new school team. If this is added difficulties in mastering the skills of initial reading, then the danger increases, that any of the components of the new school life will not be mastered. So Thus, the need for earlier than in school years, education of children reading, dictated by the needs of social development and formation personality of the child, learning to read and tasks of age-related mental development baby

The purpose of this program is to build a system of learning to read preschoolers aged 5 to 7.

To achieve the goal the following program objectives are defined:

Mastering the ability to work with the full composition of sounds and Russian letters.

Teaching preschoolers analytic-synthetic merging syllable combinations - reading.

The development of thought processes (elements analysis, synthesis, comparison, generalization, classification), the ability to hear and reproduce the sound image of the word, correctly convey its sound.

Application of acquired knowledge, skills and abilities in cognitive activity.

Fostering a culture of communication that promotes the ability to express their thoughts, feelings, experiences.

The process of teaching reading is based on general didactic and specific principles :

1. the principle of systematicity and consistency: concentric assimilation of the program; organization and sequencing material (“from simple to complex”)

2. principle of visibility: illustrative (visual) the image of the studied objects and concepts contributes to the formation of more complete and clear images and ideas in the minds of preschoolers;

3. principle accessibility and feasibility: implemented in the division of the studied material into stages and in presenting it to children in successive blocks and parts, according to age characteristics and speech development;

4. ontogenetic principle (taking into account the age characteristics of trainees).

The program is designed for children aged 5-7.

The duration of this program is one year of study.

CHAPTER I CONTENTS READING PROGRAMS

in an entertaining way to learn by preschoolers such concepts as sound and letter, understand their differences and features.

It is known that one of the important components of learning to read is a well-developed phonemic ear. AT in the process of mastering the program, special games are used that prepare auditory perception, attention and memory of preschoolers to work with speech sounds. Playing with fairy-tale characters, children get acquainted with vowels and consonants sounds, their correct articulation.

The structure of each lesson also includes various games that contribute to the development of phonemic analysis skills in children and synthesis.

Vowels and consonants in class correlate with the images of the corresponding letters, while the graphic image reinforced with a couplet about the letter, which contributes to faster memorization material. Fairy-tale plot and unusual game situations reinforce interest child to learn sounds and letters.

When compiling the program, individual and age characteristics of children, their potential and abilities.

The program is aimed not only at the end result - the ability to read, but also on the creative development of the child's personal qualities, his comfortable being in the world, tolerant attitude towards others.

Program material is systematized and studied in a certain sequences: from simple to complex, from learning sounds to mastering knowledge about letters, merging syllabic elements into words.

An important condition for the implementation of the program is the psychological and pedagogical support for students, creating a comfortable atmosphere for development in the classroom children's individual abilities.

Didactic material used in the classroom is understandable and accessible child, awakens positive emotions, serves as an adaptation to new learning conditions.

Improving reading skills, the formation of linguistic intuition occurs in games of varying complexity and orientation. With the help of games with sounds and letters, persistent interest in learning and the desire to learn new things.

CHAPTER II STRUCTURE AND MAIN DIRECTIONS OF THE PROGRAM IMPLEMENTATION

Structural organization of classes

minutes. In the classroom, work is underway on the correct articulation, characterization sound, familiarity with the letter, syllable, word.

Sound and letter work

Before you start learning sounds and letters, preparatory classes are held for the development of speech and phonemic hearing; activation of cognitive processes.

Then the familiarization process begins with sounds and the graphic elements they designate - letters.

Sequence of lesson elements:

1. Reading the riddle, examining illustrations.

2. Doing lip exercises or tongue (in fairy tales about consonants, these are elements of articulatory gymnastics). If some preschoolers do not yet pronounce any sounds or pronounce them incorrectly, these exercises will help the child develop muscles lips and tongue, prepare the speech apparatus for the pronunciation of missing sounds. It is recommended to perform the proposed exercises in front of a mirror 5-7 times, so that the child can control the movements of the lips and tongue.

3. Next, the sound being studied is pronounced correct, according to the analysis of its correct articulation.

4. Then preschoolers are introduced to sound characteristic: whether it is a vowel or a consonant, hard or soft, voiced or deaf. It is necessary to rely on tactile, auditory, visual and motor analyzers when getting acquainted with the characteristics of sound.

First, the teacher explains how find out what sound it is:

- when pronouncing vowel sound the air comes out of the mouth easily and freely, nothing interferes with it: neither lips nor teeth, no tongue, that is, the air does not encounter any barrier, obstacle. The neck always “buzzes” - the child touches the back of his hand to throat to feel this vibration. If the children do not feel how "buzzing" neck, help them: put one hand of the child to your throat, and the other to it, say the sound [F] or [C] - the neck does not “buzz” (does not vibrate - vocal cords do not work), and then say the vowel sound [A] - throat "buzz" (vocal cords vibrate). The baby feels how your "works" neck, tries to repeat the sounds in the same way, feeling the vibration of his vocal cords;

- when pronouncing consonant sound Air is always prevented from escaping freely from the mouth either by the lips or by the lips and teeth, or tongue (air meets an obstacle, an obstacle in its path).

To determine sonority-deafness of a consonant sound, use the same technique with a neck - if the neck "buzzes", then the sound is sonorous, if it does not "buzz" - deaf. Can press your palms to your ears: if the ears are “buzzing”, then the sound is sonorous, if not "humming" - deaf.

- determine the hardness-softness of the sound, invite the child to pay attention to the lips: when pronouncing a soft consonant sound lips "smile". Say a solid sound in front of the mirror [F] (lips are in a neutral position), and then make a soft sound [Ф'] (lips stretched into a smile). You can “help” with your fist: when pronouncing a hard sound, you need to squeeze the fist strongly, when pronouncing a soft sound, squeeze the fist weakly.

The child then lists all sound characteristics using the proposed techniques.

5. Then, in the classroom, and games with a new sound are used, developing speech hearing (phonemic perception, analysis, synthesis and representation). Using these games on every lesson, the teacher prepares the speech hearing of preschoolers for the acquisition of reading skills.

6. Next, using Letters, enter a graphic image of sound is a letter. A poem about a letter is used.

7. Methods used to fix the image letters:

- “drawing” a letter with a finger in air, on the table;

- laying out a printed letter from pencils, counting sticks, matches, shoelaces or other items;

- execution of the image of the letter finger on semolina, other small cereals.

- building a letter from large and small buttons, beads, beans, peas, buckwheat on the table;

- Magic bag game: teacher invites children to get letters from the bag and name them.

- the teacher "writes" a letter with his finger back of the hand, and the child calls this letter. Then baby Guesses the letter with closed eyes.

8. At the end of the lesson, preschoolers read syllables with the letter being studied (together, without dividing the syllable into separate sounds). If a children are already doing well with this task, you can gradually move on to reading words.

Interaction with parents in learning to read

Implementation a full-fledged educational process of teaching reading is impossible without the involvement and active participation of parents of preschool children.

Acquisition of reading skills especially in preschool age requires daily updating and consolidation of knowledge about sounds and letters learned in class. Without support and systematic exercises at home, without the interest of parents of preschoolers in success of the learning process, it is impossible to fully master the skills analytical-synthetic fusion of sound-letter combinations.

Basic rules for parents on organizing homework with preschoolers in the process of learning to read:

1. Play! The game - the natural state of a preschooler, the most active form of cognition of the world, the most effective form of education. Preschool education should be by the way, in a game situation, in an atmosphere of exciting business.

2. Maintain interest in classes, use a variety of games and manuals.

3. Not important duration of classes, and their frequency.

4. Be consistent in learning to read.

5. Your instructions and instructions should be short but concise - a preschool child does not able to take long instructions.

6. Get started learning to read only if the child's spoken language is sufficient developed. If the child's speech is replete with errors in word coordination, in syllable the structure of words or defects in sound pronunciation, should first of all contact a speech pathologist.

7. Mastery Reading requires a lot of mental and physical stress from the child. Therefore, in each lesson, be sure to combine training exercises with warm-ups. (physical minute, finger gymnastics, outdoor game).

8. A child is not miniature copy of an adult. The child has the right not to know and not to be able! Be patient!

9. Do not compare your child's progress with the progress of other children. The pace of mastering the skill of reading individual for each child.

10. For each There is an optimal way for a child to learn to read. Try to find precisely those techniques and methods of work that correspond to his individual features.

11. Never start classes if you or your child are in a bad mood: such classes will not bring success!

CHAPTER III CALENDAR AND THEME PLANNING LEARN TO READ

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