Teach first grade reading

First Grade Instruction | Reading Rockets

It is during first grade that most children define themselves as good or poor readers. Unfortunately, it is also in first grade where common instructional practices are arguably most inconsistent with the research findings. This gap is reflected in the basal programs most commonly used in first-grade classrooms. The National Academy of Sciences report found that the more neglected instructional components of basal series are among those whose importance is most strongly supported by the research.

In this discussion, there are again certain caveats to keep in mind:

There is no replacing passionate teachers who are keenly aware of how their students are learning; research will never be able to tell teachers exactly what to do for a given child on a given day. What research can tell teachers, and what teachers are hungry to know, is what the evidence shows will work most often with most children and what will help specific groups of children.

To integrate research-based instructional practices into their daily work, teachers need the following:

Training in alphabetic basics

To read, children must know how to blend isolated sounds into words; to write, they must know how to break words into their component sounds. First-grade students who don't yet know their letters and sounds will need special catch-up instruction. In addition to such phonemic awareness, beginning readers must know their letters and have a basic understanding of how the letters of words, going from left to right, represent their sounds. First-grade classrooms must be designed to ensure that all children have a firm grasp of these basics before formal reading and spelling instruction begins.

A proper balance between phonics and meaning in their instruction

In recent years, most educators have come to advocate a balanced approach to early reading instruction, promising attention to basic skills and exposure to rich literature. However, classroom practices of teachers, schools, and districts using balanced approaches vary widely.

Some teachers teach a little phonics on the side, perhaps using special materials for this purpose, while they primarily use basal reading programs that do not follow a strong sequence of phonics instruction. Others teach phonics in context, which means stopping from time to time during reading or writing instruction to point out, for example, a short a or an application of the silent e rule. These instructional strategies work with some children but are not consistent with evidence about how to help children, especially those who are most at risk, learn to read most effectively.

The National Academy of Sciences study, Preventing Reading Difficulties in Young Children, recommends first-grade instruction that provides explicit instruction and practice with sound structures that lead to familiarity with spelling-sound conventions and their use in identifying printed words. The bottom line is that all children have to learn to sound out words rather than relying on context and pictures as their primary strategies to determine meaning.

Does this mean that every child needs phonics instruction? Research shows that all proficient readers rely on deep and ready knowledge of spelling-sound correspondence while reading, whether this knowledge was specifically taught or simply inferred by students. Conversely, failure to learn to use spelling/sound correspondences to read and spell words is shown to be the most frequent and debilitating cause of reading difficulty. No one questions that many children do learn to read without any direct classroom instruction in phonics. But many children, especially children from homes that are not language rich or who potentially have learning disabilities, do need more systematic instruction in word-attack strategies.

Well-sequenced phonics instruction early in first grade has been shown to reduce the incidence of reading difficulty even as it accelerates the growth of the class as a whole. Given this, it is probably best to start all children, most especially in high-poverty areas, with explicit phonics instruction. Such an approach does require continually monitoring children's progress both to allow those who are progressing quickly to move ahead before they become bored and to ensure that those who are having difficulties get the assistance they need.

Strong reading materials

Early in first grade, a child's reading materials should feature a high proportion of new words that use the letter-sound relationships they have been taught. It makes no sense to teach decoding strategies and then have children read materials in which these strategies won't work. While research does not specify the exact percentage of words children should be able to recognize or sound out, it is clear that most children will learn to read more effectively with books in which this percentage is high.

On this point, the National Academy of Sciences report recommends that students should read well-written and engaging texts that include words that children can decipher to give them the chance to apply their emerging skills. It further recommends that children practice reading independently with texts slightly below their frustration level and receive assistance with slightly more difficult texts.

If the books children read only give them rare opportunities to sound out words that are new to them, they are unlikely to use sounding out as a consistent strategy. A study comparing the achievement of two groups of average-ability first-graders being taught phonics explicitly provides evidence of this. The group of children who used texts with a high proportion of words they could sound out learned to read much better than the group who had texts in which they could rarely apply the phonics they were being taught.

None of this should be read to mean that children should be reading meaningless or boring material. There is no need to return to Dan can fan the man. It's as important that children find joy and meaning in reading as it is that they develop the skills they need. Reading pleasure should always be as much a focus as reading skill. Research shows that the children who learn to read most effectively are the children who read the most and are most highly motivated to read.

The texts children read need to be as interesting and meaningful as possible. Still, at the very early stages, this is difficult. It isn't possible to write gripping fiction with only five letter sounds. But a meaningful context can be created by embedding decodable text in stories that provide other supports to build meaning and pleasure. For example, some early first-grade texts use pictures to represent words that students cannot yet decode. Others include a teacher text on each page, read by the teacher, parent, or other reader, which tells part of the story. The students then read their portion, which uses words containing the spelling-sound relationships they know. Between the two types of texts, a meaningful and interesting story can be told.

Strategies for teaching comprehension

Learning to read is not a linear process. Students do not need to learn to decode before they can learn to comprehend. Both skills should be taught at the same time from the earliest stages of reading instruction. Comprehension strategies can be taught using material that is read to children, as well as using material the children read themselves.

Before reading, teachers can establish the purpose for the reading, review vocabulary, activate background knowledge, and encourage children to predict what the story will be about. During reading, teachers can direct children's attention to difficult or subtle dimensions of the text, point out difficult words and ideas, and ask children to identify problems and solutions. After reading, children may be asked to retell or summarize stories, to create graphic organizers (such as webs, cause-and-effect charts, or outlines), to put pictures of story events in order, and so on. Children can be taught specific metacognitive strategies, such as asking themselves on a regular basis whether what they are reading makes sense or whether there is a one-to-one match between the words they read and the words on the page.

Writing programs

Creative and expository writing instruction should begin in kindergarten and continue during first grade and beyond. Writing, in addition to being valuable in its own right, gives children opportunities to use their new reading competence. Research shows invented spelling to be a powerful means of leading students to internalize phonemic awareness and the alphabetic principle. Still, while research shows that using invented spelling is not in conflict with teaching correct spelling, the National Academy of Sciences report does recommend that conventionally correct spelling be developed through focused instruction and practice at the same time students use invented spelling. The Academy report further recommends that primary grade children should be expected to spell previously studied words and spelling patterns correctly in final writing products.

Smaller class size

Class size makes a difference in early reading performance. Studies comparing class sizes of approximately 15 to those of around 25 in the early elementary grades reveal that class size has a significant impact on reading achievement, especially if teachers are also using more effective instructional strategies. Reductions of this magnitude are expensive, of course, if used all day. An alternative is to reduce class size just during the time set aside for reading, either by providing additional reading teachers during reading periods or by having certified teachers who have other functions most of the day (e.g., tutors, librarians, or special education teachers) teach a reading class during a common reading period.

Curriculum-based assessment

In first grade and beyond, regular curriculum-based assessments are needed to guide decisions about such things as grouping, the pace of instruction, and individual needs for assistance (such as tutoring). The purpose of curriculum-based assessment is to determine how children are doing in the particular curriculum being used in the classroom or school, not to indicate how children are doing on national norms. In first grade, assessments should focus on all of the major components of early reading: decoding of phonetically regular words, recognition of sight words, comprehension, writing, and so on.

Informal assessments can be conducted every day. Anything children do in class gives information to the teacher that can be used to adjust instruction for individuals or for the entire class. Regular schoolwide assessments based on students' current reading groups can be given every six to 10 weeks. These might combine material read to children, material to which children respond on their own, and material the child reads to the teacher individually. These school assessments should be aligned as much as possible with any district or state assessments students will have to take.

Effective grouping strategies

Children enter first grade at very different points in their reading development. Some already read, while others lack even the most basic knowledge of letters and sounds. Recognizing this, schools have long used a variety of methods to group children for instruction appropriate to their needs. Each method has its own advantages and disadvantages.

The most common method is to divide children within their own class into three or more reading groups, which take turns working with the teacher. The main problem with this strategy is that it requires follow-up time activities children can do on their own while the teacher is working with another group. Studies of follow-up time find that, all too often, it translates to busywork. Follow-up time spent in partner reading, writing, working with a well-trained paraprofessional, or other activities closely linked to instructional objectives may be beneficial; but teachers must carefully review workbook, computer, or other activities to be sure they are productive.

Another strategy is grouping within the same grade. For example, during reading time there might be a high, middle, and low second-grade group. The problem with this type of grouping is that it creates a low group with few positive models.

Alternatively, children in all grades can be grouped in reading according to their reading level and without regard to age. A second-grade-level reading class might include some first-graders, many second-graders, and a few third-graders. An advantage of this approach is that it mostly eliminates the low group problem, and gives each teacher one reading group. The risk is that some older children will be embarrassed by being grouped with children from a lower grade level. Classroom management and organization for reading instruction are areas that deserve further research and attention.

Tutoring support

Most children can learn to read by the end of first grade with good-quality reading instruction alone. In every school, however, there are children who need more assistance. Small-group remedial methods, such as those typical of Title I or special education resource room programs, have not generally been found to be effective in increasing the achievement of these children. One-to-one tutoring, closely aligned with classroom instruction, has been effective for struggling first-graders. While it is often best to have certified teachers working with children with the most serious difficulties, well-trained paraprofessionals can develop a valuable expertise for working with these children. Trained volunteers who are placed in well-structured, well-supervised programs also can be a valuable resource.

Home reading

Children should be spending more time on reading than is available at school. They should read at home on a regular basis, usually 20 to 30 minutes each evening. Parents can be asked to send in signed forms indicating that children have done their home reading. Many teachers ask that children read aloud with their parents, siblings, or others in first grade and then read silently thereafter. The books the children read should be of interest to them and should match their reading proficiency.

First Grade Reading Comprehension Activities

First grade is an exciting time of discovery for early readers. They’re spending less time decoding and word solving and more time comprehending and making sense of the texts they’re reading. Early readers are building reading identities and reading for meaning and joy. Explicitly teaching reading comprehension strategies like making predictions, asking questions, retelling, and inferring helps young readers build the skills they need. These first grade reading comprehension activities are a good place to start.

1. String up a retelling rope

Learning how to retell a story helps young learners as readers and thinkers. It helps them organize their thoughts as they read and recognize when their thinking changes. Using these symbols representing different elements of a story, students can string up a cute retelling rope while gaining valuable comprehension skills.

Learn more: First Grade W.O.W.

2. Visualize the story with illustrations

Visualizing is an important skill for understanding what you’re reading. This blog includes two fun visualizing activities. In the first, students are given a title and are asked to draw an illustration that matches that title. In the second, students are given clues about an object and are asked to draw the object the clues are hinting at.

Learn more: You Clever Monkey

3. Make predictions with a graphic organizer

Making predictions is a just-right reading strategy for emerging readers. During a read-aloud, find a few good stopping points to ask students what they think will happen next.

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Learn more: Brown Bag Teacher

4. Make a “beginning, middle, and end” flip chart

One tried-and-true way to teach summarizing to early readers is instructing them to identify the beginning, middle, and end of a story. This easy-to-make flip chart is just an 8 x 11 piece of plain paper folded vertically then divided into thirds. On the front half, students will draw a picture of what happens in the three sections of the story. Underneath each flap is a short written description.

Learn more: Bishop’s Blackboard

5. Ask questions with story sticks

Good readers ask questions before, during, and after they read. These cute story sticks make a game of first grade reading comprehension. Perfect to use with small reading groups or with partners.

Learn more: The Happy Teacher

6.

One strategy you can teach students is the five finger retell. Each finger stands for a different part of the story. Assigning a different finger for each part gives students a kinesthetic connection and makes it easier for them to remember.

Learn more: Mrs. Wheeler’s First Grade Tidbits

7. Summarize using simple signal words

Sometimes with early readers, simpler is better. Start with these basic questions—who?, what?, when?, where?, how?, and why?—to help kids go deeper into their understanding.

Learn more: This Reading Mama

8. Practice with story maps

There are tons of fun tools to help students build reading comprehension, and story maps are one of them. Here are 15 free downloadable story maps to help your first graders practice going beyond just the words when they read.

Learn more: Education.com

9. Figure out problem and solution with a graphic organizer

Every fiction story has, among other elements, a problem and solution. This lesson helps students understand that a story’s problem and solution fit together like pieces of a puzzle.

Learn more: My Primary Paradise

10. Retell the story using LEGO bricks

Put two things that first graders love together: reading and building. Read a story together, then allow students to use blocks to build a scene from the story. As they build, they can describe details from the story.

Learn more: The Educators’ Spin On It

11. Retell using story cubes

Retelling is a helpful comprehension skill for readers. These six cubes encourage readers to retell the story in different ways. They are prefect for reading partners and to use with small groups.

Learn more: Every educaid

 12. Play the Oh Snap! word game

Sight words (aka high-frequency words) are words readers encounter most frequently in texts. Early readers benefit from knowing a large bank of sight words, which encourages fluent reading. This fun sight word game is a great way to improve reading skills and build reading fluency.

Learn more: School Time Snippets

13. Use scooping phrases

The goal of reading fluency is better comprehension. To read with fluency or expression, readers must comprehend the story events. Teach early readers to use “Scooping Phrases” to scoop up words to form phrases within sentences. This effective strategy also works well with struggling readers.

Learn more: This Reading Mama

14. Introduce wordless picture books

As readers encounter more-difficult texts, character traits become less explicit. To determine what the character is like, the reader has to do more inferential work. Using wordless picture books is a great way to introduce early readers to making inferences.

Learn more: Ashleigh’s Education Journey

15. Inference using thought bubbles

Foundational inference activities give first graders an opportunity to practice their inferring skills. As they move into texts, first graders can infer what a character is thinking in the story and then add a thought bubble to explain it.

Learn more: The Teacher Next Door

If you like these first grade reading comprehension activities, check out our fun, printable first grade writing prompts.

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How to teach a child to read quickly in grade 1: useful exercises

Parents are concerned about how to teach a child to read quickly in grade 1, because for many mothers this is an indicator of success. Let's figure out what for us adults to "read fast" and whether this race for medals is necessary for the child himself. How to teach a child to read: Grade 1 is a difficult period, how can we help a newly-made student.

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Quick reading: a tribute to fashion or a necessity?

Textbooks and programs change, but reading technique testing remains unchanged and is still strictly controlled in elementary school. And this is not a whim at all. The realities of modern life make us keep up with the times. In order not to drown and drown in the flow of information, it is important for modern children to learn how to read quickly as early as possible. If a child reads slowly, he spends more time doing tasks, gets tired faster and, as a result, loses interest in learning altogether.

NO! I would like to warn parents against rash and reckless decisions and actions.

First of all, you should understand once and for all that the pace of reading depends primarily on the individual characteristics of the child. We can correct something, but we are powerless to influence something. If a child is slow in life, with a measured pace of speech, then we will not force him to read faster than he speaks.

In the article "The child reads slowly: what to do?", we dwelled in detail on the possible causes of slow reading and the average norms for each specific elementary school grade. The main reason for slow reading is the wrong WAY of reading. By eliminating some technical errors, increasing the amount of memory and concentration of attention, we will get tangible results. A child in the 1st grade will begin to read faster, will get used to doing it correctly and in the future will improve the speed and awareness of reading. It's never too late to improve your reading technique! Even high school students and adults can take speed reading classes or do it at home.

Each child has individual developmental characteristics.

This does not mean that the process of learning to read should be left to chance and not read with the child before school. It means to hear and see YOUR child, not to compare his success in reading with Masha, who reads in syllables at the age of five, or with Vanya, who is six, and he reads fluently. Your child is not Masha or Vanya, he needs to look up to himself and try to learn to read not just quickly, but consciously and correctly. We will return to these concepts later.

Don't wait until your child has problems with reading technique, you should start improving it as soon as the child starts learning to read.

The second important point that the parents of a first grader should understand. Learning to read to a child is not as easy as it seems to us adults. It is with us that this process has been brought to automaticity, it is we who clearly see and know the difference between a letter and sound, we understand how “zhi” “shi” in writing sound in reality, etc.

Motivation is important. If the child is not interested, he will not want to read.

Therefore, any education of children of 6 years old should be based on the interest, involvement of the child himself, the game. No coercion, otherwise the desire to go to school will disappear overnight. Younger children all the more need to be loyal in terms of early teaching them to read: they have enough games to recognize letters, the ability to hear and isolate individual sounds. Do not rush to teach a child of 3-4 years old to read: physically and psychologically, he is not yet ready for this. Readiness issues were considered in detail in Article “How to teach a child to read? We determine the readiness of children.

What to pay attention to: learning to read quickly

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1. Development of anticipation (prediction).

Why do adults read fast? Because they predict the next word, phrase, end of a phrase, i.e. see the text as a whole. The child does not yet know how to do this, so his reading rate is much lower. He sees only the next syllable, the word. Not only does he need to see, he also needs to understand the meaning of what he has already read and the phrase as a whole. This is the main difficulty, it is worth working on it in order to teach a child in grade 1 to read well and quickly.

2. Development of memory, attention, perception, thinking.

In fact, working directly with the text is only a small part of what helps to improve children's reading skills. Much more time should be spent on the development of intelligence in general. The point is not to teach a child in grade 1 to read quickly, speed reading is not an end in itself. The goal is to speed up mental operations, develop cognitive skills. Only then will you see the result and success in reading, writing, counting.

3. Raising a culture of reading, instilling interest in reading.

Lack of interest is the result of wrong training. Learning to read "from under the shelf" is not an option.

4. Physical training and development of fine motor skills.

You might be surprised, but all kinds of clubs and sports clubs most directly affect the development of reading skills.

How to teach a child to read: Grade 1,

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All sorts of games with words and regular exercises and training will help instill interest in the reading process itself and increase reading performance.

Prepare cards with short poems, riddles, proverbs, etc. Write the text in large print so that the child can easily read. Modify a few letters: turn over, highlight in a different font, replace with pictures, etc.

Have the child read the text. Gradually, you can complicate the task: enter more joke letters into seemingly “normal” text.

Any text written in large print will do for the exercise (not in books!). For example, a newspaper or magazine (already read, with text accessible to the child) can be printed specifically on A4 format. Task: cross out the letter A or paint over O. We mark the time - and the child does it. The meaning of the task is not “cross out as much as possible”, but “do not miss a single one”.

If the child copes, you can make it more difficult: And cross out in blue, Y - in green, O - paint in purple, S - circle, etc. It’s good to give “rare” letters from time to time: Ф, Ъ, Ш.

You don’t need to write down the task - we train memory, the child must keep the task in his head.

The scientist studied the gibberish language and wrote down the words on cards. But all the cards are mixed up. Task: help the professor sort the word cards. All the same words - in one pile.

The meaning is that words do not carry a semantic load. The exercise develops spelling vigilance, helps to improve reading technique in a playful way.

Prepare cards with pseudo words. Several sets are desirable, where there will be 5-7 words each. Pseudo-words should differ by one or two letters, the order of letters, etc., but only slightly, almost imperceptibly. For example, you can use such "gibberish words": "MURBURKA", "MURBURGA", "MURBURGA", "MUBRURKA", "MUBRUKRA", etc.

the child reads "by the top". If at the beginning it will be difficult, allow you to move for a while and peep. The same “on the roots” - close the top of the line to half. This is already more difficult, but over time the child will begin to cope without errors and quickly enough.

Vrednyuchka reads words not from left to right, but from right to left. A very useful exercise at the initial stage of learning to read. The child trains without tension, because. does not try to catch and remember the meaning (meaning) of the word.

It is more difficult to read backwards, but children have fun, they enjoy practicing and playing with flip words.

The essence of the exercise is that an adult and a child have the same text in front of their eyes. An adult reads expressively aloud, and the child follows (you can use a finger or a pointer). At some point, you can be asked to show the place where the intonation, the pace of reading has changed, find a certain word or sentence, and then read it yourself.

These tasks are aimed at increasing the level of RAM.

The child is given 1 sentence. He looks at it, remembers it, and then writes from memory. Such tasks should be given regularly, it improves RAM. Within a month, you will notice tangible results.

To improve the functioning of the articulatory apparatus, tongue twisters are suitable. Learn, repeat, compete who is faster, etc.

The child starts reading at the word “throw”. Hearing the "serif", he leans back in his chair and closes his eyes - he is resting. After 5 seconds again "throw!" - the child must quickly find the place where he finished and continue reading. Moreover, you can’t follow with a finger or a pointer, only with your eyes.

It is very useful to alternate reading a familiar passage of text with an unfamiliar one. The pace will be different. The first time, going to an unfamiliar passage, the pace of reading will be kept quite fast. By practicing this regularly, you can significantly improve the reading performance of children in grade 1.

If you have any difficulties, do not be afraid to seek help from specialists. Sometimes, reading problems in a grade 1 child are associated with dyslexia. What it is and whether it is worth being afraid of, read in our article by our author, a speech therapist by education, Olga Pleshko “Reading disorder: dyslexia. How to help a child?

Dear parents! Tell us about the difficulties you encountered when teaching children to read in grade 1, how did you improve your reading technique. Is it possible to teach a child to read quickly in 1st grade?

How to teach non-reading children to read? Methodology from the work experience of a primary school teacher

Parents in the preparatory year before school are concerned about the question: “Is it necessary to teach children to read before entering school or let the teacher teach?”

Previously, during the Soviet preschool education, the kindergarten program provided for the gradual teaching of children to read and write, starting from the toddler age of 1. 5 years.

* Nursery - pronunciation of sounds, names of objects, grouping (dishes, toys, furniture, etc.)

* Junior group - isolation of sounds, show the object on M, what sound the word "mother" begins with

* Middle group - learn to distinguish between soft and hard consonants (by-bi, ma-mya)

* Senior and preparatory group - sound-letter analysis, study of letters, syllabic reading.

In modern kindergartens, such training has now been canceled, it's good if they are engaged in educational games. And the first grade program is designed for the fact that the child has already passed these stages. At the lesson, he gets acquainted with a new sound and letter, learns to distinguish between vowels and consonants, reads syllables and words, writes the studied letter. In the next lesson - a new letter. If there are many children in the class, then each teacher can take 2 minutes to read the syllables. Do you think your child will be able to learn to read at school if you do not consolidate the passed letter at home? Often, when you ask your parents to read syllables at home, they say: “He doesn’t listen to me, doesn’t want to read” or “Why did I send him to school, so you teach.” Therefore, my advice is for those parents who are not indifferent to the fate of their own child.

Where to start?

To begin with, remember a few simple rules, without them you will not succeed.

1. Teaching should be non-coercive and arouse the child's interest in reading. Carry out only in the form of a game.

2. Be patient, if your child is even a child prodigy (in your opinion), the letter will not be acquired as quickly as you would like.

3. Do not release unflattering epithets to the student (you are stupid, I have already shown it 3 times), and in particular do not raise your voice. Put yourself in his place, imagine what you need to learn, for example: Chinese in a week. Well, how do you pull?

4. "Repetition is the mother of learning." In the head of the baby, everything should have time to be laid out on the shelves, this takes time.

5. Pay attention to the slightest progress in reading, brag about them in front of your family, especially at the initial stage. This will raise the prestige of reading (Dad, and our Vladik has already learned 5 letters. Do you want to listen?)

6. Never compare your child with others in studies. (Neighbor Mila is already reading the words. And you are confusing the letters). This is very painful for children. They lose faith in themselves. (I'm stupid with you.)

7. Don't get ahead of yourself. We learn consistently. From easy to difficult. But do not take long breaks, otherwise you will have to start all over again, what you have learned is quickly forgotten. Little by little is better, but every day.

8. Do not use the school curriculum and textbooks, then your child will not be interested in school. Buy the "ABC in Pictures" or find the "Primer" from the Soviet era. It is the easiest to learn.

9. Don't teach your child to write, leave it to the school. For the development of finger motor skills, learn to carefully paint without going beyond the lines, and simply draw, sculpt, make applications, lay out mosaics.

10. Buy books by V. Volina from the series "Learning while playing." This is your guide. You can start learning.

I use three different techniques for teaching reading: sound-letter analysis, syllabic reading, reading with ready-made words. The first one is used in school. Students study sound in detail: vowel, consonant; hard, soft; voiced, deaf; iotated. It is very difficult for home schooling, so I always warn parents, do not teach your child to read letter by letter, because then it is difficult to retrain him to read in syllables. Syllabic reading implies the repetition of the finished syllable after the parents, reading with ready-made words is similar. It is especially valuable for children with developmental disabilities, for example, I have a deaf-mute son, and this is how I taught him to read and speak.

Getting Started:

They brought home a new toy: the alphabet. It can be in pictures, cubes, sound, a book with letters and poems to them. Start looking at it with your child. Pictures will draw him in. Ask the question: “What is shown in the picture?” Two or three days just getting to know the drawings, do not rush the process, let the interest be born.

Now you can start studying vowels: a, i, o, u, s, e.

Their 6.

A is the first letter in your alphabet. We call the picture a word (watermelon) and draw out the first sound.

What sound did the word begin with? We show the child the letter A, carefully examine it. What does it look like? Most often, children say "roof", but the more you come up with associations with them, the stronger it will be remembered. If there are subject pictures in the house, then we lay out those where the word begins with A.

First, 3-5 (orange, fish, bus, watermelon, elephant), say with the child and ask him to choose those that start with A. If you have a book by V. Volina “Learning by playing”, then start beating the letter on it . If not, then show your creative abilities, come up with poems about a letter or a fairy tale, in which there are a lot of words in A.

“Two pillars diagonally, in the middle there is a corbel. Look what! The letter A is in front of you.

“The stork is eating a big watermelon. Looking scarlet. What about the taste? He himself will not make out whether it is sugar or honey.

I hope you remember these verses from your childhood?

Didactic games:

"Who can come up with the most A words?" (you can name), “Kuzovok” (put items on A in the basket). Print vowels on a color printer in red, in large print, and as you study, stick them on household items (A - aquarium), etc.

After studying these letters, we begin to sing a song of vowels every day, namely to sing, and not to read: E E E.

Then we compose the first syllables from vowels (we print on a sheet, font 72) and pronounce it drawlingly, we draw the first sound until the child realizes which is the second one (We conduct the lesson for no more than 5 minutes).

AU AI AO AY AE UA IA OA YA EA UI OI OY UY until fully assimilated, it will take 2-3 days at first.

Now we begin to study consonants

(M W B C D D G K L N P R S T) and compile speed reading tables with them (the first in large print, the next ones are reduced gradually). We read using the “Echo” technique, read 5 syllables yourself, the child repeats.

Glue the same syllables on separate cardboard boxes and play Hide and Seek. Hide the cards around the room so that they are easy to find. When the child has found a card, he must read the syllable or word, or rather, it turns out to be a repetition by heart, the syllables are remembered visually. Search in turn, then you, then the child. This helps in the game to repeat the syllables several times and gives him confidence that he can read.

Table 1.

ma sha da pa ba ga heat ra sa la ka va mama Masha Mara heat soot porridge Kama sama Sara lady llama Lara our your Dasha rama is happy papa Pasha couple ward baba tara Natasha panama loon (this is cut on separate cards for hide-and-seek ).

After a slow assimilation, we move on to the game: "Finish". Who will read faster. If there is no interest in reading, then connect toys, read for dolls, bears, play school.

Table 2.

moro bo do polo no soto fashion water soda dew scythe loto swamp chisel harrow beard breed weather deck magpie crow gate cow straw leg mountain road shovel

Table 3. (before the mirror, show the position of the lips when pronouncing I, Y)

mi we bi would vi you guides ki li ly ni ni pi pi ry si sy ti you zhi shi soap cute mouse bear were beat poured out pitchfork weights legs of water marvel movie fox linden bast horses they elephants drank dust fish lynx burrows power

Tables should be repeated daily for fluent assimilation. An adult can sometimes read a word incorrectly. Let the child correct you. This develops attention to the word and maintains reader interest. Now study the vowels E, Yo, Yu, Ya (pronounced YE, YO, YU, YA)

Table 4. (U, Yu) (E, E) (E, O) (A, Z)

mu bu bu gu gu du du du put tu tu ru ryu su xiu nu nu flour hand beads geese duda soul duma puma dune tour tyurya hand poryu suma sum here nougat nunya paper sleeves soups menu I give sing I play salt it ate these raccoon mayor chalk chalk they say the ox led the floor sang aunt uncle small crumpled the hedgehog ruff Tom Tyoma Tanya Manya

Table 5

for fa cha tsa morning dawn charge headlight phase pheasant hut hala bathrobe swell chick thicket grove dacha luck task tea gull miracle I want to fly teach May my sing pay lei this pity naley roy T-shirt jay milking washing watering can