Sentences for preschoolers

Simple English Sentences for Kindergarten 3+: Language Development of Toddlers.

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April 8, 2021

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Sentence structure is the course of action of words in a sentence. A sentence is composed of words such as things, verbs, descriptive words and qualifiers.

Using an assortment of words once you talk to your child will offer assistance for your child to learn modern words. Verbs activity words like “dance”, “fall”, and “pour” are particularly vital for building sentences.

Other important words are:

The subject is often referred to as a noun or things that perform actions.

Example: The dog jumped.

The subject of this sentence is the thing, dog since it is jumping.

Example: Goats and buffaloes sleep.

The subjects of this sentence are nouns, goats and buffaloes. Usually called a compound subject since there’s more than one subject performing the same activity.

The object is often referred to as the nouns that receive the action.

Example: She is eating rice and dal.

The objects which are receiving the action in this sentence are the nouns, rice and dal.

Example: The child ate chips.

The object of this sentence is the noun, chips because the child is eating the chips. The chips are receiving the action.

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Five

1. Subject-Verb (S-V)

Examples:

• The dog plays.
• Akshay laughs.
• Khushi sleeps.

2. Subject-Verb-Object (S-V-O)

Examples:

• The boy bathes the cat.
• I eat bananas.
• Rahul throws the ball.

3. Subject-Verb-Adjective (S-V-Adj)

Examples:

• Mehak is beautiful.
• They are nice.
• I am hungry.

4. Subject-Verb-Adverb (S-V-Adv)

Examples:

• Yesha laughs loudly.
• The bird flies high.
• Flowers are everywhere.

5. Subject-Verb-Noun (S-V-N)

Examples:

• I am the principal.
• My Daddy is a fisherman.
• The girl is a student.

A simple sentence is a sentence that usually consists of just one independent clause. A simple sentence doesn’t have dependent clauses.

• I cannot drink warm milk.
• A day without sunshine is like night.
• I love playing.
• My favourite cartoon is Ninja Hattori.

Also Read: 100 Action Words in English: For Kindergarten to Class 1

Small

1. The pig is pink.
2. Look at the cat.
3. I live in a house.
4. The apple is red.
5. I have 5 flowers.
6. The ball is green.
7. I like to play.
8. The jar has a lid.
9. The swan is white.
10. The van is blue.

Also Read: Rhyming Words for Kids: Everything You Want to Know

10

I’m eating doughnuts.

The sun is hot.

He is my dad.

I see the bus.

I have a bat.

My crayon colour is Red.

The girl has long hair.

This is an ant.

Earth has one moon.

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20

1. How about a hug?
2. Sit up straight.
3. Don’t be angry.
4. Study here.
5. Go to the bath.
6. Speak softly.
7. Don’t cry again.
8. Stop talking.
9. Have food.
10. Watch carefully.
11. Don’t tell her.
12. Wait for me.
13. Give it back.
14. Bolt the door.
15. Clean up.
16. Walk slowly.
17. Don’t go.
18. Have your breakfast.
19. Don’t cry again.
20. Wake up

Also Read  Is Learning Dependent on Cognitive Development? Guide to Better Development

Conclusion

Understanding sentences is essential because it offers details that make the listener understand and you communicate freely. It is the framework that expresses the exact sense of interaction between two people. Thus, remove mistakes from your speaking and reward your kids with direct communication with the help of the daily used sentences above. Introduce your kids to Simple English Sentences and prepare them for the future. By using some of these simple sentences in your kids daily routine,  you can build your child’s vocabulary and ability to communicate fluently.

Hopefully, you found this article helpful. You can share your view with us by commenting in the below box.

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How To Make The Most Of Simple Sentences For Kids

When a child finally learns how to construct their own simple sentences, for kids (and parents!), it’s a really special moment.

Word combinations such as “knee sore” turn into, “Mommy, my knee is sore.” Or “now juice” develops into, “Can I have some juice?”

There’s no denying the importance of sentences — they help us better express our thoughts and feelings. So the only question now is: How can you help your child start constructing their own sentences so that they, too, can communicate better?

Two words: simple sentences.

When Do Kids Start Forming Sentences?

Children start forming sentences once they know a few words. But language development is quite a journey!

Somewhere between 18 and 24 months, a toddler will begin constructing two-word “sentences,” like “want milk” or “no sleep.” At this stage, they are linking two or more words together to express an idea. This is the first step and a big milestone.

By four years old (sometimes earlier), most children are speaking in complete sentences. But that doesn’t mean they’ve reached the end of their sentence journey.

While your child may be speaking in complete sentences, finding playful ways to expose four and five year olds to sophisticated aspects of sentences while being kid appropriate is beneficial. This will help them continue developing their language skills.

One of the best ways to do so is to encourage children to speak in complex sentences to express their ideas. How? This can be achieved by simply resisting the temptation to simplify our own speech.

Remember that children are learning sponges! They will naturally pick up on the language habits you expose them to. So, continue speaking in complex sentences while in their presence. It’s not a bad thing if your child asks, “What does that mean?”

Of course, simple sentences come first.

What Makes A Simple Sentence?

A simple sentence is the most basic form of a sentence. It contains only one independent clause — a group of words that forms a complete thought and is made up of a subject and predicate (which includes a verb and expresses what is said about the subject).

For example, in the simple sentence, Thomas kicks the ball, “Thomas” is the simple subject and “kicks the ball” is the predicate, with “kicks” being the verb, or simple predicate.

Simple sentences for kids are mostly short, but they can also be long. The length of the sentence isn’t the focus. What’s important is that the basic elements (subject and predicate) are always present.

When we communicate in our everyday lives, there’s usually a good mixture of both simple and more complex sentences without us even thinking about it. In order to help our kids reach this effortless communication stage, we need to help them understand the basics.

The good thing about the English language (and every other language, actually!) is that once you understand the basics, moving on to complicated structures is easier.

Simple Sentences For Kids To Act Out

One of the best ways for children to learn is through acting things out. If you have an active young child who enjoys moving around, why not use their energy to encourage some learning?

Here are some simple sentences for kids they will have fun acting out.

• He reads a book.
• The dog barks.
• The cat sits on the mat.
• I hop on one foot.
• The pig gobbles his food.
• The rooster crows.

With these sentences for kids, your child will have a blast while naturally learning what makes up a sentence!

Other Ways To Practice Sentences For Kids

1) Use Pictures

We recommend having your child use pictures to make up stories. You can even record the stories and listen to them for a little added fun!

If your child wants to write their ideas, too, that’s great! But don’t worry about standard spelling; much more important is the creative effort involved in thinking of a great story composed of interesting sentences of their own creation.

You can use pictures of animals, nature, sports, or even family photos. Then encourage your child to share whatever comes to their mind after having a look at these images.

During the first session, your child may need a few verbal prompts to help them get started. Simple questions like, “What’s happening in the picture?” or “What does this image remind you of?” can help to get their creativity flowing.

If you have multiple children, you can allow them to share what they came up with about the same image. As individuals, they will most likely think of different sentences, so this is a great opportunity to emphasize how everyone has unique ideas.

We encourage you to allow your children creative freedom here. The idea is to place an image in front of them and let them create anything they feel like creating.

2) Play Sentence Games

If you’ve been following our blog for a while, you’ll know one thing for sure — the HOMER team loves a good game! Games are not only fun, but they’re also great ways to help children remember fundamental learning concepts.

One of our favorite sentence games is Sentence Mix & Match.

What You’ll Need:

• Several index cards
• Markers to write with

What To Do:

• Write interesting subjects on half of the index cards (Ideally, these are things that your child likes. For example: dinosaurs, ice cream, different shapes, colors, etc.).
• On the other half, write predicates or sentence endings that make sense with your individual subjects.
• After writing, place the cards so that they make realistic sentences.
• Then, turn all the cards over and shuffle them. At this point, you want to ensure that you separate sentence beginnings and endings.
• After the shuffle, turn your cards over and discover what silly sentences you get.
• Remember to begin the subject cards with capital letters and sentence-endings cards with a period.

This is a fun activity to help children see that sentences are not always set in stone. They will also quickly learn that the meaning of a sentence can change when words get moved around.

3) Play With Types Of Sentences

Sentence Mix & Match is not the only way to help children learn sentences for kids while also having fun. Another activity we’re huge fans of is playing with types of sentences. Specifically — statements, questions, and exclamations.

To get started, pick any simple sentence that your child will already be familiar with (e.g., “I like playing outside.”).

Next, encourage your child to say this same sentence as a statement, a question, and then an exclamation.

Similar to Sentence Mix & Match, this game helps children understand that minor tweaks can change the meaning of a sentence.

Children will come across punctuation marks during reading time, but they may not always understand the significance of each. This game will help your child learn how periods, question marks, and exclamation points affect a sentence.

5) Make A Switch

The subject and predicate for each simple sentence have a specific function. For children to use these correctly, they will need to understand what their roles are.

When kids start speaking as babies and then toddlers, they often repeat words, phrases, or the simple sentences they’ve heard from you, your partner, siblings, or other people around them.

At this stage, they haven’t fully grasped the functions of subjects and predicates. If we want to help our children develop their own sentences, we will need to help them understand the roles of these sentence parts.

A creative game they (and you!) will enjoy involves switching the subjects and predicates of a sentence.

Start with a simple three-word sentence, like, “A cat played. ” Then take turns changing either the subject or the predicate of the sentence.

This may look something like this:

• A cat jumped
• A dog jumped
• A dog growled
• A gerbil growled
• A gerbil scampered

Once your young learner is confident switching three-word sentences, move on to four words, five words, and so forth.

Through this fun activity, your child will start understanding the roles of predicates and subjects in sentences.

Simple Sentences For The Win!

A child’s language journey is pretty incredible. It often starts with lots of babbling and moves to single words. Soon, you get two-word combinations, and before you know it, you’re given a detailed account of what happened in class today.

As you’re doing the activities we’ve mentioned, remember to allow your child creative freedom. We know that language has a lot of rules, but that doesn’t mean it can’t be fun! Encourage your young learner to be as imaginative as they want to be.

For instance, if they write or say, “The lion growls at the dinosaur,” let’s celebrate the correct sentence construction and, for a moment, imagine a world where lions and dinosaurs exist in the same age!

For more fun and effective learning activities, check out the HOMER Learn & Grow app.

Author

Learning to read sentences. Texts for teaching reading to preschoolers with pictures, reading assignments We add sentences for children

How to teach a child to read sentences in a playful way? Suppose he has already mastered the game with letters and learned to read individual words in warehouses or syllables. Formally, the kid seems to know how to read.

Books for the little ones

But we learn to read for a very specific purpose: getting information. Therefore, sooner or later it is necessary to move on to reading sentences. Do not artificially detain the child at the previous stage. Let's move on to reading books.

At this stage, we need a lot of baby books. You can buy them (like the My First Books series). But what is available in bookstores will not be enough. In addition, these books will be useful for a very short time. Expensive for money.

Homemade books

Some mothers make homemade books, which is time consuming. It takes a lot of time and effort to make them, even for such simple books, and the child also uses them for a short time. There are many very beautiful books made of felt, papier-mâché and other interesting materials on the Internet. But our task is to learn to read, not to entertain the baby. The book should be simple and clear, focused on the case.

Texts with pictures

Texts with pictures can be found on the Internet. Like the one below. But often this is a poor quality print. And most are simply not suited for early learning to read.

Drawing short stories

Some teachers suggest drawing all sorts of stories, writing down at the same time the words that the child will read as the story is drawn. This is probably the most inexpensive way.

How is it done?

1. Take a notebook and a pencil (pen, marker). At first, we take a sketchbook because of its dense sheets. We will write history on it.
2. You can retell a well-known (for example, a fairy tale) or come up with your own. The second option is more interesting, because you can invent a story as you draw. In addition, we use topics within the interests of the child: the boy loves cars, let the texts be about them.
3. We draw and tell. We do not pronounce some words, but write them, inviting the child to read them on their own. First, these are separate words, phrases, and then whole sentences or even several (2-3) sentences.

Once upon a time there was a girl Marusya . She had a doll Ira . Marusya went to school every day . A doll was waiting for her return. One day doll got bored . She decided to go to guests . Looked around, sees car . Approached Ira to the car and asked to take her to the bear cub Misha who lived in the next room. Machine agreed. On the way they stopped at store and bought candy ...

We write the highlighted words, and the child reads. Such stories can be developed endlessly.

For a child to start reading sentences, more than a dozen books will be required. And the option of drawing texts will free you from worrying where to get them. You can immediately sit down and start working. We have used this technique many times, each time convinced of its effectiveness. For a change, it is convenient to alternate between drawing texts and working with books.

As they mastered reading in sentences, we gave the older children the opportunity to write short sentences for adults themselves. In this case, help in the correct spelling of words. Prescribing words, the baby learns to analyze them.

It is important that the child likes to do this, inventing different stories with his mother. Then you don't have to motivate him to read. The Non-Standard Children website wishes success to its readers.

A child who has learned to put sounds into syllables, syllables into words, and words into sentences needs to improve his reading skills through systematic training. But reading is a rather laborious and monotonous activity, and many children lose interest in it. Therefore, we offer small texts , the words in them are divided into syllables.

First read the work to the child yourself , and if it is long, you can read its beginning. This will interest the child. Then invite him to read the text. After each work, questions are given that help the child to understand what they have read and comprehend the basic information that they have learned from the text. After discussing the text, suggest reading it again.

Clever Bean

Co-nya and co-ba-ka Bo-beek gu-la-li.
So-nya played-ra-la with a doll.
That's why So-nya in-be-zha-la to-my, and the doll for-would-la.
Bo-beek found a doll-lu and brought it to So-ne.
B. Korsunskaya

Answer the questions.
1. Who did Sonya walk with?
2. Where did Sonya leave the doll?
3. Who brought the doll home?

The bird made a nest on a bush. De-ti our nest-up and took off on the ground.
- Look, Vasya, three birds!
In the morning, de-ti came, and the nest-before it was empty. It would be a pity.

Answer the questions.
1. What did the children do with the nest?
2. Why was the nest empty in the morning?
3. Did the children do well? How would you do?
4. Do you think this work is a fairy tale, a story or a poem?

Pet and Mi-shi had a horse. They began to argue: whose horse. Did they tear each other apart.
- Give me - my horse.
- No, you give me - the horse is not yours, but mine.
Mother came, took a horse, and nobody's horse became.

Answer the questions.
1. Why did Petya and Misha quarrel?
2. What did mother do?
3. Did the children play horse well? Why do you think so
?

It is advisable to show children the genre features of poems, stories and fairy tales using the example of these works.

A genre of oral fiction containing events unusual in the everyday sense (fantastic, miraculous or worldly) and distinguished by a special compositional and stylistic construction. In fairy tales there are fairy-tale characters, talking animals, unprecedented miracles happen.

Poem - a small poetic work in verse. The verses are read smoothly and musically, they have rhythm, meter and rhyme.

Story - small literary form; a narrative work of small volume with a small number of characters and the short duration of the events depicted. The story describes a case from life, some bright event that really happened or could happen.

In order not to discourage reading, do not force him to read texts that are uninteresting and inaccessible to him. It happens that a child takes a book he knows and reads it “by heart”. Mandatory read to your child every day poems, fairy tales, stories.

Daily reading enhances emotionality, develops culture, horizons and intellect, helps to cognize human experience.

References:
Koldina D.N. I read on my own. - M.: TC Sphere, 2011. - 32 p. (Candy).

Your little one has learned the letters, actively adding syllables and small words. It's time to move on to more complex, but interesting tasks - reading texts. But here parents and teachers expect some difficulties. It is impossible to offer a preschooler text cards without taking into account the characteristics of age, the degree of development of the skill of syllable reading. We will tell you in our article how to choose texts for reading for preschoolers, where to find and how to correctly print texts for reading by syllables for younger and older preschoolers.

Age characteristics of preschoolers

Kindergarteners after 5 years are very active, mobile, inquisitive. They rapidly grow up, grow wiser, develop physically and mentally.
When preparing for school, parents and teachers should pay attention to the following age characteristics of children aged 4-7:

• The main need of kindergarteners is communication and games. Children ask a lot of questions to adults, themselves, peers. Learn by playing.
• The leading mental function is imagination, fantasy. This helps to show creativity.
• Emotions, impressions, positive experiences are important for further development, the desire to continue activities. Kindergartener 5-7 years old needs praise, support, lack of comparison with other children.
• Cognitive processes are actively developing: attention, memory. At 5-7 years old, preschoolers can remember and analyze a large amount of information. But you need to give it in doses, trying not to overload the children's brain in one lesson.
• Speech becomes more developed. At the age of 5, the kid speaks in complex sentences, can pick up several synonyms for one word, knows a lot of poems, riddles, and several fairy tales by heart.
• Kindergartener wants to learn new things and learn. The kid is spurred on by curiosity, he is interested in everything new, unknown.

Consider the age and individual characteristics of preschoolers when choosing texts to read. In this case, the training sessions will be more effective.

How to work with texts

Reading poems, short stories for preschoolers - a new kind of work. The difficulty of completing the reading task lies in the fact that the kindergartener does not always understand the meaning of the passage. To avoid this, you need to approach the choice of material and methods of its processing correctly. Build the learning process as follows:

1. Match the handouts to the student's age. For kids 4-5 years old, cards of 1-3 sentences, for older preschoolers - 4-5 sentences.
2. Pay attention to the number of words in the sentences. There should be few of them. Simple texts for reading for preschoolers are easier to digest, but you can’t stay at an easy level for a long time.
3. Move on to working with text cards after automating syllabic reading.
4. Read in a chain in a group or together with adults in individual work.
5. Do not rush the child. At the learning stage, reading comprehension is important, not the speed of reading and the amount of time spent.

Texts for children 4-5 years old

Preschoolers need special suggestion cards. Reading by syllables for children under 5 years old is best accompanied by text with pictures. For example, coloring pages with comments. Coloring will be an additional task.

If we read by syllables for the first time, reading texts should consist of 1-2 sentences. Use small words, 1-2 syllables. Cards can be prepared independently, found on the web and printed.

For young students, it is important that there is a hyphen or other separator between syllables. Choose a font for printing material for reading by syllables at 4 years old, large, bold.

• Learning to read by syllables through working with text does not have to start after learning the entire alphabet. Find for reading to children from 5 years old and print out individual sentences from such words, which consist of learned letters. There are many of them in the Zhukova alphabet.
• At the age of 4 to 5, it is not necessary to offer children a whole fairy tale, a book. Large volumes scare kids, distract with colorful drawings on other pages. Print only the section you want.
• Play with a passage, a poem. You can read a word separately, then a phrase, then a whole syntactic unit.
• Work according to the following algorithm. First we read, then we discuss, draw, fantasize.

Tasks

After reading the texts, be sure to study the material further. This is necessary for a solid assimilation of information, the formation of meaningful reading skills. Offer preschoolers the following types of assignments for the passage:

1. Brief summary.
   Kindergartener should tell what he learned, what was the main information in the text. It is advisable to use the words read, to name the names of the characters, their actions.
2. Answer the questions.
   Speech therapist, parent ask 1-3 simple questions about the material read.
   If the child does not answer them, you need to read the passage together, with the adult's comments.
3. Draw a picture.
   We play illustrators. Children come up with a plot picture based on the information received from the passage, the poem. It could be homework.
4. What happened next?
   Offer to dream up, think about what could happen to the characters next.

Reading texts with pictures and tasks:

years old 6-7 years old

If you are preparing reading texts for children aged 6-7, then you can print entire paragraphs. For work, choose excerpts from fairy tales, short stories. With large works, you can work 2-3 lessons. Do not forget about short stories from the alphabet or primer.

• Work through the sentences in a chain, try to involve each student.
• After reading the short passage for the first time, discuss the content. If you find any misunderstandings of the information, read the passage again.
• If we read by syllables individually, different texts for reading to children of 7 years old should be printed on separate sheets.

Texts with tails:

FRIENDS

Ni-ki-ta and Le-sha are friends. Together they go to kindergarten. Lesha has a sa-mo-kat. And Ni-ki-you has a ru-zhe. Not really standing, but playing. These boys are good fellows. Oh-no always de-la-tsya games-rush-ka-mi. And they never quarrel. Together we play and laugh. Ho-ro-sho friend!

ZO-LO-TOE EGG-CO

Live se-be grandfather and ba-ba and would-la have them ku-roch-ka rya-ba. He took down a ku-roch-ka egg-ko: the egg is not simple - it's golden.

Grandfather beat - beat - did not beat.

Ba-ba bi-la, bi-la - more than once-bi-la.

The mouse be-zha-la, the tail-tee-com-mah-well-la, the testicle fell-lo and broke-elk.

Grandfather and ba-ba cry-chut, ku-roch-ka ku-dah-chet:

“Don't cry, grandfather, don't cry, ba-ba!

I will bring you another egg,

Not golden – simple!”

MU-RA-WEI AND GO-LUB-KA

Mu-ra-vei went down to the brook: for-ho-tel to drink. Wave-on for-whip-well-la e-th and almost in a pi-la. Go-lub-ka carried a vet-ku; o-na u-vi-de-la - mu-ra-vei then-no, and bro-si-la e-mu vet-ku in the ru-chey. Mu-ra-wei sat on a branch and escaped.

That's why o-hot-nick set up a network on go-lub-ku and wanted to clap. Mu-ra-vei crawled to o-hot-no-ku and u-ku-strength of e-go by the leg; oh-hot-nick oh-zero and u-ro-nil network. Go-lub-ka fluttered-well-la and u-le-te-la.

Pete and Mi-shi had a horse. They began to argue: whose horse. Did they tear each other's cats.

Give me, this is my horse.

No, you give me, the horse is not yours, but mine.

Mother came, took a horse, and nobody's horse became.

L. Tolstoy

Three bears.

One day Ma-sha went into the forest and got lost. Began to search to-ro-gu to my yes came to the forest from the bush. In the house of e-thom lived seven-I honey-ve-dey: the father was called Mi-hi-lo Po-ta-pych, the mother - Nas-tas-ya Pet-rov-na , and their little laziness-ko-sy-nish-ku - honey-ve-jo-nok Mi-joking-ka. The house was empty - honey-ve-di ush-whether walking through the forest.

Ma-sha entered the house and had three bowls of porridge. Pain-sha-I would-la Mi-hi-lo Po-ta-py-cha, middle-ny-ya Us-tas-and Pet-rov-ny, and sa-ma-I laziness-ka-ya - M-jokes. In-pro-bo-va-la Ma-sha ka-shu from a large bowl, then from a middle one, and from a small one, Mi-joking-ki-noy, the whole shu ate.

Za-ho-te-la Ma-sha sits down and sees three stools by the hundred. Climbed o-na onto a big chair and u-pa-la; sat on the middle chair - it was not-at-ad-but; sat down on a small stool and laughed. Became-la Ma-sha ka-chat-sya on the Mi-joking-ki-ne chair-chi-ke, ka-cha-las - ka-cha-las, why didn’t he slo-ma-la!

Send-la Ma-sha to another mountain-ni-tsu. There are a hundred-I-whether three kro-va-ti. Lay down o-na in pain-shu-yu - it would be too spacious; lay down in the middle-nu-th - it would be too you-so-ko; and ma-laziness-ka-I came to her just right. Lay down Ma-sha and sleep-la.

Come back to my honey-ve-di from the forest, s-o-o-o-o-o-o-o. Mi-hi-lo Po-ta-pych looked into his bowl and growled: “Who ate from my bowl?” Us-tas-ya Pet-rov-na looked-re-la at the table and for-re-ve-la: “Who ate from my bowl?” And Mi-jokingly squeaked: “Who ate my porridge and broke my chair?”

Send honey-ve-di to another mountain-no-tsu. “Who lo-lived on my bed?” - roared Mi-hi-lo Po-ta-pych. “Who lay down on my bed and crushed it?” - for-re-ve-la Nas-tas-ya Pet-rov-on. And Mi-joking-ka u-vi-del in his cro-vat-ke de-voch-ku and squeaked: “Here oh! Hold her!

U-vi-dev honey-ve-dey, Ma-sha oh-chen is-pu-ha-las. O-on you-jump-well-la in the open-then-e-ok-but and be-m-la-to-my. And honey-ve-di didn’t dog-on-whether.

The beginning of the school year is also in kindergarten. Children gradually come from holidays. Many have learned letters over the summer and begin to read a little by syllables.

Where do syllable-reading texts come from? Of course, from the primer. Old primers are interesting, according to which grandmothers studied. The second source is the Internet. We also prepare texts for our pupils of 5-6 years old, depending on the available skills, starting with simple and short texts. It is better to read little by little, but more often.

In the first syllable-reading texts, each sentence starts on a new line. This makes it easier for children to read the text. The first texts to read by syllables should be printed large.

It is useful to accompany them with coloring pages, which is a familiar activity for preschoolers. Tasks are like this.

1. First you need to read to your mother, grandmother or someone else.
2. Colorize.
3. Sign items in the picture.

Why write words? When a child reads, hearing and vision interact. When writing, - auditory (I pronounce), visual (I fix the image of the word) and motor analyzers.

In addition to narrative texts, it is useful to use short simple verses for reading by syllables.

How to prepare texts for reading by syllables?

Parents teaching their child to read can prepare the material themselves. You need to know the following. Texts for reading by syllables may look different. It all depends on how we divide the word into syllables.

1. Divide words into syllables as in the primer with hyphens (short horizontal lines). Below, several texts are divided into syllables in this way.

2. Words are divided into syllables by vertical lines.

3. Syllables are marked from below with arcs.

Something like this. It is better to start with the first option with hyphens. The first texts should be very simple in content, as below, gradually getting more complicated.. First, you give a picture for coloring. And then the kid draws himself according to the meaning of the text. Reading texts can also be downloaded from our website. Just prepare them in one of the ways suggested above.

Reading texts by syllables

That's the cat Ku-za.

At night Ku-zya lo-vil mice.

That's why the cat was sleeping on di-va-ne.

And we are si-de-li in the hole.

1. Cat's name?
2. What are his actions?
3. Why did mice sit in a mink?

Fishing.

Sa-ni had a daughter.

Sa-nya on-ko-fell cher-wei.

He went to the river.

There are fish in the river.

Sa-nya lo-vil fish-boo.

1. Boy's name?
2. What did he do?
3. How many fish did you catch?

De-re.

E-de-re-vo.

At the de-re-va trunk.

At de-re-va sheet.

At the de-re-va vet-ki.

Question. Na-zo-vi de-re-vo.

Ko-ro-va.

Ko-ro-wa eats se-no.

Ko-ro-wa yes mo-lo-ko.

Ma-sha love-beat mo-lo-ko.

Ma-sha loves ka-shu.

Ma-sha has ru-my-cheeks.

Question. Why does Masha have rosy cheeks? (For some reason, all mothers thought about diathesis)

In the forest.

De-ti went to the forest.

They co-bi-ra-li ma-li-nu.

Next to the house for-thre-shcha-whether bushes.

De-ti is-pu-ha-lis.

And from the bushes you-be-zh-la so-ba-ka Zhuch-ka.

Everyone has become ve-se-lo.

1. Where did the children go?
2. What were they doing in the forest?
3. Who scared the kids?

Summer

Summer is red.

Why is it o-but red?

Red-no-e, means beautiful.

Ze-le-ny-e-le-sa.

Go-lu-bo-e no-bo.

Bright colors.

Beautiful.

Na-ri-sui le-to.

1. Why is summer red?
2. What forests?
3. What a sky
4. What flowers?
5. Why do you like summer?

Ko-lo-kol-chi-ki

Ko-lo-kol-chi-ki-le-you-flowers.

What's-o-o-o-o-o-o-o-o-o-e?

It's because they are here in the field and on the meadow.

Ko-lo-kol-chi-ki si-ni-e

Li-za gu-la-et in the meadow.

Li-za co-bi-ra-et ko-lo-kol-chi-ki.

Li-za has a v-ma v-za.

There ko-lo-kol-chi-ki.

Na-ri-sui ko-lo-kol-chi-ki.

1. Why bluebells wild flowers?
2. What color are the bells?
3. Where does Liza walk?
4. Where will Liza put the bells at home?

Familiarizing children with the concept of OFFER

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