Teaching short vowel sounds kindergarten

Top 10 Tips For Teaching The Short Vowel Sounds To Beginning Readers

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Your little one knows many letter sounds and it’s time for the magic of putting them together and reading their first words. Use these top 10 tips for teaching short vowel sounds to start your child’s reading adventure!

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Your child’s reading adventure begins with learning the short vowel sounds. Here are 10 tips for teaching the short vowels to your beginning reader that will help you keep the excitement in reading.

#1 Above all else, keep reading fun.

Regardless of the curriculum and approach you choose to teach your child to read, keep the goal of fun as your number one focus. Trust me, your child will learn to read. You may have days that are frustrating and even feel hopeless. You may worry that your child is “behind” in reading, wonder why they’re just not getting it, and if it’s your fault. Learn to simply sweep those thoughts away quickly.

A child who learns to read by age 5 but hates reading will be no better off educationally than a child who learns by age 6 or 7 to read and loves it. If you can teach your child to love reading you will be giving them a gift that will benefit them for the rest of their lives.  There is a wonderful change that happens in your child’s mind and heart when he or she begins putting letters together to make words that they recognize. With all my children this has been one of the most rewarding moments we’ve ever had with them. The excitement, the wonder, the sparkle in their eyes – this is the fun you want to preserve at all costs throughout their reading journey.

#2 Focus on the short vowels and a few consonants.

Your child doesn’t need to know all the letter sounds before starting to read simple CVC (consonant vowel consonant) words. Teach them a few consonants like c, b, d, g, n, and t and then move on to the short vowels. Focusing on short vowels first will give them the tools they need to read their first words. There’s nothing quite like the motivation that comes from reading “d-o-g” for the first time. As soon as they know the short vowels, your child can start reading new words by learning one consonant at a time. For example, if they can read “dog” then you can teach them the “L” sound and they can suddenly read “log.” Building confidence in your child is the number one key to reading success.

#3 Vary your approaches to build letter-sound connections in multiple ways.

Use different approaches when working with the short vowels. You may be tempted to first teach the vowel sounds and second quiz your child on the sounds. This approach is just fine, but you’ll also want to use other methods of connecting the dots so to speak. For example, instead of saying “which letter makes the /uh/  sound?” try showing your child all the short vowels and letting him or her say the sounds of the letters they know.

You can also play games like robot factory – have your child “feed” you a letter and you (the robot) say the sound. You can use the short vowel flash cards in my free printable pack below for this game. Double up on the benefit of this type of activity by having your child say it with you, or “feed” the same card back to your child for him or her to say the sound as well. Extra points for sounding like a robot!

Mix up your activities using a variety of games and movement. Spread out short vowel cards on the floor and have your child run to them, toss a bean bag onto them, or smack them with a fly swatter. Mix up your approach so that sometimes you say the sound and your child smacks the correct letter while other times your child smacks a letter and you say the sound. Other times say “short i” and have your child run to the short i and say the sound. Or, say “igloo” or “itch” and have them find the vowel the word starts with. Before your child is proficient, use approaches that don’t include the quiz method. Say the sounds together in a funny voice. Say them quietly. Say them loud. Say a sound and then spin around once or do a victory dance. Add variety, keep the fun, and your child will love reading!

#4 Forget about writing.

You may be excited for your child to start writing their letters and this is a fun goal to have. But focusing on writing letters involves additional skills that are developed at very different ages for each child. Learning to hold a pencil, translating a letter they see to how it’s written on a page, and staying inside lines can sometimes add stress to the reading process that are unnecessary at an early age.

I suggest treating reading and writing as two completely different subjects. The main goal with reading is to keep the fun. Kids naturally love putting words together and solving the “clues” of the letter sounds – don’t muddy the waters by focusing on writing too soon.

Ultimately you are your child’s best teacher. Listen to yourself, watch your child carefully and if something feels rushed or forced, allow yourself the grace and permission to take a step back and re-focus on the fun.

#5 Keep your lessons short and purposeful, following your child’s cues.

Your child is developing at an extremely rapid rate during this time of their lives and that development varies day to day. They are learning and growing emotionally, mentally, and physically and there are often many factors involved in how “well” they are doing in school that day. I put the word “well” in quotes because their success is not determined by how many letter sounds they learned that day or how many worksheets they completed. You may get seemingly nothing done in school one day but you may have had other successes that are not so easily measured.

So keep your reading lessons short and follow your child’s cues. If all they learn in a day is that when you say the short a sound it looks like you’re being scared by a silly monster, you know what? That’s progress! You’ve created a positive feeling about a short vowel and the next time they see the word “c-a-t” they will feel good about the letter a. It sounds a bit silly, but trust me. All these positive associations you make with letters will go a long way when they begin reading.

If your child is having a blast with a silly short vowel game but you still had other activities you wanted to try that day, skip them and stick with the game. If that’s all you do that day, give yourself a pat on the back. There are connections being made in your child’s brain that you may not even realize are happening behind those smiles and giggles. At these young ages, play IS learning!

#6 Use songs to help your child learn the sounds.

There are many short vowel songs you can browse through on YouTube. Pick one you like and play it or sing it with your child daily. You are very welcome to use my video and short vowel song but if you find one you like better, go for it. Try to pick just one song so you and your child can master it and practice it wherever you go.

I am a huge fan of trying all kinds of different approaches to learning and music is a big one. Kids (and adults!) can retain all sorts of information and often very quickly through learning songs.

#7 Say the sound, not the letter.

This is a popular approach that to be honest I have not adopted across the board. The idea is that instead of saying “a” (the letter name) you say “aaaa” the short vowel sound whenever you are talking about that letter. This can be very effective, but personally I chose an alternative because I didn’t want it to be confusing when my kids learned the other sounds for the letters.

Instead I taught my kids “short a” says…. and later “long a” says… and you know what? They learned them just fine! It wasn’t confusing at all. Learning to say “short a” and “long a” was just as easy as saying the letter name to them and I feel it really helped them distinguish between the different sounds the vowels can make. So think about this, maybe experiment a bit and then decide how you’ll refer to the vowel names.

#8 Put up references where you do the most reading.

You may be eagerly waiting for the day that your child knows all their vowel sounds without thinking about them, but remember that each time your child has to figure out the sound all over again, they are making an even stronger association between letters and their sounds. So post a reference to the letter sounds up on a wall where your child can see it whenever they have to think of the short vowel sounds.

You can use my free short vowels printables pack as a reference – see the Add To Cart button below. You can post the full page references, or use the tent cards on a desk. Once your child is reading books you can even cut the tent card, laminate it and use it as a bookmark that they can use to remind them of the short vowel sounds at any time. Try not to get bothered by your child using the references even if he or she has correctly remembered the sounds before. Just remember that each time they figure it out, that knowledge gets stronger in their minds.

#9 Point out the short vowels in the “real world.”

You know these sweet young kiddos always want to be like their mom and dad, their big sisters and big brothers. Use this natural inclination to point out the letters they’re learning in the big people world.  Show them letters on your coffee cup, on stop signs, produce labels in the grocery store, have them read “g-a-s” at the gas station and even show them letters on the envelopes that come when you check the mail together.

It’s one thing to work on letter sounds with kid friendly games and curriculum, but realizing that these letters exist everywhere in the world around them only expands their excitement about reading. Since there are five school days in the week, try picking a different short vowel each day. Monday is “a”, Tuesday is “e” and so on. Each day look for that letter everywhere you go. Make it a game to find the letter “a” when you’re out and about running errands or on a trip to the grocery store.

#10 Don’t push your kids to read books on their own too soon.

There are some great beginning reading books like BOB books and the Hooked on Phonics books, but don’t rush into having your child read the books themselves. You may want to continue reading to your child and simply point out some letters on the page that they recognize. If you find some short vowel words that you know your child can read, suggest reading the word together when you get to it in the story.

Instead of jumping into books, try sticking to reading words you make with letter magnets and other letter manipulatives. This keeps the tasks short and you can continue to keep a fun game scenario for reading activities.

Try things like putting three foam letters under three cups. Lift up the first cup and say the sound together. Lift up the second cup and say that letter’s sound together. Now push those two letters together and say the sound they make blended. Finally, lift up the third cup, say that letter’s sound and then blend all three letter sounds together.

Doing these games and activities keeps the “reading lessons” super short and in manageable pieces. Once your child moves through these activities too quickly and no longer has to process the letters before reading the words, then go ahead and get swept away in the reading curriculum of your choice. Just remember to keep the fun at any cost!

I hope you enjoyed these 10 tips for teaching the short vowel sounds to your beginning reader. Please enjoy my free short vowel printables below!

If you enjoyed this post and printables pack please share on social media – it helps so much and keeps my printables free!

Blessings to you and your family in your reading adventure!

Christy

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How do you Teach Short Vowel Sounds in Kindergarten and First Grade?

First of all, do you know how easy it is to hit the "b" when typing the word vowel?
Without editing, this whole post could have been about short bowels...Oh, my!

Let's face it! Short vowels are hard to teach and difficult to learn!
 What's a teacher to do?? Well, I have some questions for you. 
1) In what order do you teach the vowels?
2) How long to you spend on each vowel?
3) Do you teach vowels using word families?
4) Does that seem like a lot of questions?

I've been in education awhile, and it seems like every few years, we're told something different from the "experts" about teaching Phonics. You're thinking, "But wait, I thought we were the experts!" Ahh!

Thankfully, for first grade teachers, most students come to us knowing the sounds short vowels make. But the littles who don't-Whew! Seriously! 
How do the PreK and Kindergarten teachers do it?? Insert pat on the back here.

So, how do I teach short vowels? 

We spend about two weeks on each sound.  I teach them in this order-a, i, o, u, e. I save "e" for last. It's so similar to "i" and let's face it, we don't really use that sound much in the South...

Image from Kinderglynn

See what I mean? In the South, that rhymes.

I introduce/review the sound on Monday during Morning Meeting. If there is literature available using that sound, I use it. For instance, Joy Cowley's Dan the Flying Man is great for introducing short "a". It's available in big book format and in 6-packs with CD! They can listen all week!

Image from The Wright Group

We use large letter cards to put short "a" chunks together. For instance, the letter cards "a" and "d" make -ad. We then add a beginning sound to that chunk (-ad becomes "mad"). We make as many chunks as can brainstorm. 

We do these types of activities every morning for the two week period we cover the vowel. During the first week, I post my Read the Room cards (see below), however, the kiddos don't complete this activity until the second week. I like having the cards up for them to read that first week.

From the beginning of the year, I teach my students to use Elkonin Boxes. See this post for directions on these very powerful tools for segmenting sounds. I use sound boxes EVERY DAY in small groups, and once kiddos feel comfortable, they use them independently in word work stations. They also complete short vowel booklets which reinforce the use of sound boxes and using words in contextual sentences. 

This one was letting her peace tattoo "set!" Ha!

During the two week period, we complete A LOT of short "a" activities. I want these pumpkins to habituate that sound and be able to make and break words easily. This is truly the first step in seeing how words work. 

Here are a few more items I created and will use with my kiddos.

I created a Read and Write the Room for each short vowel (CVC pattern). All packets contain 24 cards and a choice of recording sheets.
I will keep these word cards posted on the wall for the entire two weeks we cover that vowel. You can read more about Read and Write the Room here.

I also created "I Have, Who Has" games for each short vowel. The cards and words match my Read and Write the Room packs. 
We will play these games once a day during the two week period. We'll time ourselves and try to beat each day's time. The kids love this!

We also spend quite a bit of time reviewing sounds throughout the year. Here's an example of a Monday Phonics chart. 

AND-I like to throw in a few sneaky reviews-where the kiddos don't realize they're reviewing. My kiddos love puzzles, and Lakeshore Learning has such great quality! 

They offer a 4-letter version of this puzzle, too.

The vowel practice never stops! Ha!

So, how do you teach short vowels?

Happy weekend, y'all!

CONSULTATION for teachers on the topic: "The content of GCD in preparation for teaching literacy in different age groups" | Consultation on literacy on the topic:

Consultation

for teachers

on the topic:

“Content of GCD

To prepare for learning

in different age groups”

Prepared by a speech therapist

MDOU kindergarten No. 135

Yurasova E. V.

Yaroslavl, 2013

Topic: The content of GCD in preparation for literacy

in different age groups.

Purpose: to increase the competence of teachers in the theoretical issue of preparing children for literacy.

Tasks:

• determine the content of preparing children for literacy in different age groups;
• to acquaint teachers with the methods of introducing children to the basic concepts.

Plan:

1. Chamomile game.

2. Discuss together when to start preparing children for literacy.

3. The content of classes in preparation for teaching literacy in different age groups.

1. "Chamomile" - teachers are invited to tear off the petal and answer the questions:

What sounds are called vowels?

What sounds are called consonants?

Name the vowel sounds.

Name the vowels.

Name always solid consonant sounds.

Name always soft consonants.

How are letters different from sounds?

Name the rules for writing sentences.

2. Discussion Questions

At what age should you start preparing for literacy?

What teaching aids do you use when conducting classes?

3. The content of classes in preparation for teaching literacy in different age groups.

Junior group.

The content of classes in preparation for teaching literacy in the younger group is to develop a sound culture of speech. The development of a sound culture of speech includes the formation of a clear articulation of the sounds of the native language, their correct pronunciation, clear and pure pronunciation of words and phrases, correct speech breathing, as well as the ability to use sufficient voice volume, normal speech tempo and various intonation means of expression (melody, logical pauses, stress, tempo, rhythm and timbre of speech).

At this age stage, the teacher's great attention should be directed to the development of the child's auditory perception (this is the ability to distinguish between various sounds of the surrounding reality according to their main characteristics: strength (loudness), pitch, timbre, tempo). The development of auditory perception is an important prerequisite for the formation of sound pronunciation. Thanks to a well-developed auditory perception, the child acquires the ability to hear and differentiate various sounds, to distinguish between the volume and speed of their pronunciation. Therefore, it is necessary to teach him to listen and hear the speech of others. For this, games are offered: “Where did they call?”, “Tell me, what do you hear?”, “Guess whose voice?”, “What sounds?” etc.

“Knock-knock-knock, knock-knock-knock – an old bough woodpecker is hammering,
Knock-knock-knock, knock-knock-knock – a loud sound is heard.. Knock-knock-knock…”

Formation work sound pronunciation should be given the most serious attention. During the year, the pronunciation of almost all the sounds of the Russian language is gradually practiced, except for the group of hissing: Ш, Ж, Ш, Ш and the sounds Л, Р, РЬ. Sound pronunciation training begins with vowels: A, U, O, I, and consonants that are simple in articulation: M, N, P, B, C, F, T, D, despite the fact that most kids of this age can pronounce them correctly .

Middle group.

In the middle group, it is necessary to switch the attention of children to the sound side of the word. If you ask a child which word is smaller than an elephant or a mouse, they will answer the mouse, as they are guided by the image of the word, the sound shell is insignificant for them. (Slap + sign). In the middle group, the foundations are laid for the full acquisition of literacy by children.

First, children are introduced to a sounding word, children learn that a word can sound loud and soft, similar and different, get acquainted with the syllabic division of words.

Next, the children practice highlighting some sounds with their voice.

The meaning of the terms word, syllable and sound is revealed to children in various exercises and didactic games, without a direct explanation.

To make the lesson more attractive, to facilitate the formation of rather complex skills and to beat the process of intonational emphasis, sounds, words are compared with natural or those that children hear in the surrounding life. They are called "songs". “P” is the song of a large motor, “S” is a small pump, “F” is a song of a beetle, “Sh” is a song of the wind. Children are invited to name objects and in words-names "sing" a song of a large motor (r-cancer, tor-rt, shar-r), or a song of the wind (sh-fur coat, cat-shka, baby-sh). The introduction of a game situation facilitates the task.

From the very beginning of training, a distinction is made between hard and soft consonants by ear. The basis of training is the principle of comparing sounds. In games and exercises, preschoolers alternately call either a hard or a soft consonant sound. For example, the game "Pump", the teacher invites the children to inflate the ball first with a large pump - s-s-s, and then a small one-s-s-s. The game "Parsley with bells", first big bells ring z-z-z, and then small z-z-z.

In the middle group, knowledge is given about the first sound in a word. For example, the task is given to make a bouquet of various flowers on a flannelgraph. The called child takes the picture, names the flower, pronounces the word with emphasis on the first sound and the sound in isolation: chamomile - r-r-chamomile - "r", cornflower - in-cornflower- "in", lily - l-lily-"l".

Children learn to build sentences using a "live model" by taking on the role of a word, a sentence about the actions of children or various characters.

In the process of purposeful learning, phonemic hearing, speech attention are brought up in preschoolers, and they acquire the knowledge necessary for sound analysis of words and all further literacy training.

Senior group.

In the older group, children acquire the skills of sound analysis of words of various sound constructions, differentiation of vowels, hard and soft consonants. They gain knowledge about the syllabic structure of words, about word stress.

Literacy education in the senior group acquires an independent meaning - classes are held once a week. They are devoted to the main task - teaching children the ability to conduct a sound analysis of a word, that is, to establish a sequence of sounds in words of various sound structures.
Children learn to analyze the sound composition of words, compare them by the number of sounds, and sounds - by their qualitative characteristics (vowels - stressed and unstressed, consonants - hard and soft).
When teaching sound analysis, a method of intonation selection of sounds in a word is used, which children have already mastered in speech development classes. To conduct a sound analysis, you need a picture-scheme of the sound composition of a word. It consists of a sequential row of cells corresponding to the number of sounds; it depicts an object whose name is proposed for sound analysis. The picture helps the child not to forget which word he is parsing, and the diagram helps to determine the number of sounds in it. Children pronounce the word aloud, intonation consistently highlighting all the sounds of the word, identify them and designate them with chips in a neutral color (gray). When conducting sound analysis, children name sounds in accordance with their sound in a word.
Sound analysis is formed on specially selected verbal material. First, children parse three-sound words: poppy, house, smoke, onion, whale, forest.
Then a new task is introduced - acquaintance with vowel sounds that are easy to pronounce without encountering any obstacles in the mouth. From now on, vowel sounds are indicated by red chips.

The complication of problems in sound analysis occurs on the material of four-sound words: moon, fox, ducks, sleigh, stork, leaf, elephant, spinning top, spider, glue, etc.
Following the introduction of vowels, a distinction is made between hard and soft consonants. Children learn that when pronouncing consonants, obstacles interfere - either lips, or teeth, or tongue. To confirm this position, children are asked to pronounce several consonants (l, p, t, v, s, etc.) and compare them with vowels (a, o, y, s, and, e), which are easy to pronounce. The characteristic of a consonant sound is most clearly manifested when comparing a pair of sounds (b-b, v-v, s-s, rr, etc.), therefore, the principle of comparing sound pairs is the basis for the formation of children's ability to distinguish consonant sounds. For example, the words moon and fox are analyzed.
Children name the first sounds in words: moon - l, fox - l. Further, the children are explained that the sounds sound differently: the sound l is called a hard consonant, and the sound l is called soft. Hard consonants are indicated by blue chips, and soft consonants by green. On the material of four-five-sound words (fur coat, cinema, beads, needle, bear, mouse, castle, watering can, river, Christmas tree, cherry), the ability to conduct sound analysis and distinguish sounds by their qualitative characteristics is strengthened.
Teaching the ability to isolate word stress is included in the work of conducting sound analysis. The stressed vowel sound is emphasized by the voice - it is pronounced loudly and for a long time against the background of the continuous pronunciation of the whole word. Children make up words from chips, denoting vowels, hard and soft consonants. A black chip is used to indicate a stressed vowel sound.
In teaching preschoolers the beginnings of literacy, games occupy a significant place. With their help, an orientation in the sound structure of a word is created, the ability to select a sound intonation in a word is fixed, the dictionary is activated, the sound culture of speech is improved and developed. Games are included in every lesson. It is important that the games are not only methodically correct, but also retain their inherent entertaining and emotional character.

Preparatory group

In the preparatory group, the following tasks are solved: they study the analysis and synthesis of sentences of different constructions, get acquainted with all the letters of the Russian alphabet, assimilate some rules of orthoepy, lay out words, and sentences from the letters of the split alphabet using the rules of orthoepy, master the syllabic and unified ways of reading.

• Dividing sentences into words
  Children learn to divide sentences into words (determine the number of words), call them in order, rearrange, add or replace words in a sentence, make new sentences.
  As the main methodological technique, as in the previous groups, it is proposed to compose sentences using a "living model", when the children themselves designate the words of the sentence. This helps to visually show what the proposal consists of.
• Sound analysis of words.
  In the preparatory group, such an analysis is the basis for introducing children to letters and laying out words and sentences from the letters of the split alphabet.
  Particular attention is paid to the correct definition of sounds: "vowel sound", "hard consonant sound", "soft consonant sound". The concepts of "voiced sound", "deaf sound" are introduced.
  The work on the sound analysis of the word necessarily includes the isolation and designation of word stress, it is necessary to ensure that the stressed vowel is distinguished against the background of the continuous pronunciation of the word. Such work will help show children what role stress plays in a word: to show that changing, transferring stress from one vowel to another changes the meaning of the word, and in most cases makes it meaningless.
  One of the important tasks in the sound analysis of words is to familiarize children with vowels and the rules for writing them after hard or soft consonants. Children should learn that the letters a, o, y, e, s are written after hard consonants, and the letters i, e, e, u, and - after soft consonants.
  In the course of the sound analysis of words, children learn that the sounds "h", "u", "y" are soft consonants, do not have a hard pair, and the sounds "g", "sh", "c" are hard consonants, do not have a soft pair.
  Children learn that the letters i, ё, yu, e - at the beginning of a word or after a vowel sound, mean two sounds "ya", "yo", "yu", "ye".
  The basis of acquaintance with iotized vowel sounds is the sound analysis of the word, in which children designate all sounds only with chips. For example, when analyzing the word pit, children say that the first sound “th” is a soft consonant, the 2nd sound “a” is a vowel, the 3rd sound “m” is a hard consonant, the 4th sound “a” is a vowel. They sequentially designate all sounds with the corresponding chips (green, red, blue, red), while making sure that there are four sounds in a given word. After that, the teacher offers to listen to how the first two sounds are pronounced and “introduces” the rule: if two sounds “y” and “a” are heard in a word, then the letter i is written. In the same way, children learn that the letters e, y, ё can stand for two sounds in words. They are invited to fix the sounds with chips for some time, and then replace them with letters. Gradually, they will no longer need it, and will immediately lay out the desired letter.
  A prerequisite for the successful mastery of this task is the brief naming of the sound “th” by the teacher and children. Sometimes during this period of learning, children begin to confuse sounds and letters. For example, when analyzing the word Yura, the child does not say aloud the sequence of sounds: “y”, “y”, “r”, “a”, but silently lays out the word: the letters u, p, a. To the question: “What is the first sound in this word?” the answer is possible - “y”, i.e. the name of the letter is used instead of the name of the sound. Every time it is necessary to draw the attention of children to the fact that there are two sounds here “y” and “y”, and the letter is one - yu.
• Acquaintance with consonants and letters Ъ, Ь
  During the year, the task of familiarizing children with all consonants of the Russian alphabet (in the process of sound analysis of words) is solved. At the same time, a single principle of introducing each new consonant letter is strictly observed.
  A consonant letter, with some exceptions, denotes two sounds: a hard and a soft consonant, so the vocabulary material is selected taking into account what sounds can denote the letters that we enter. For example, the letter m denotes the sound "m" in the word past, i.e. soft consonant sound, and the sound "m", i.e. hard consonant. Nina denotes the sounds "n" and "n", etc.
  In working with children, this principle is implemented in the following way: for example, the teacher offers the children to put the word Nina. Vowel sounds are already familiar to children, they must designate them with the corresponding letters, and the sounds “n” and “n” with chips (green and blue), respectively. Then the children are asked to name the sounds indicated by chips (“n” and “n”). And here the teacher says that these sounds are denoted by one consonant letter n.

Children look at each entered letter and say what it looks like (the letter G is for a hook, the letter D is for a house, the letter C is for a month, etc.) They get acquainted with both small and capital letters . They learn the rules that a word begins with a capital (big) letter, if it denotes the first word in a sentence, first name, last name, city name, animal name. If the spelling of small and capital letters is different, then children find similarities and differences in them. This technique is used to better memorize letters by children.
In order for children to learn that one letter can represent two sounds (hard and soft consonant), they are given the task to name a few words, first with a hard consonant, then with its soft pair. This care takes 1-2 minutes in class.
In the course of acquaintance with consonants (zh, ch, u), special grammatical rules for writing combinations are introduced: zhi, shi, cha, scha, shu. The teacher explains that the letters zh and sh denote only solid consonant sounds, and in the combination of zhi and shi, after the sounds “zh” and “sh”, the sound “s” is heard, and the letter and is written (machine, awl, live, knives). The assimilation of these combinations presents a certain difficulty for children, they are used to the fact that the letter and is always written after soft consonants with a sound, and therefore, on the one hand, in combinations zhi, shi they try to soften the sounds “zh” and “sh”, they pronounce instead of a sound “s” sound “and”, and on the other hand, when laying out words with these combinations, they often put the letter s after w and sh.
In combinations cha, scha, chu, shu, there are other difficulties. Children know that the letter a and y are written only after solid consonants. Having learned that the letters h and u always denote a soft consonant sound, they put the letters i and u after them.
In order to make it easier for children to assimilate these combinations, it is proposed to make a table with them: write the letters sh and w in blue, thereby emphasizing that they denote hard consonant sounds, the letters h and u in green, since they denote soft consonants , letters and, a, y - in red.

• Learning to read.
  When teaching reading, three tasks are distinguished: teaching inflection, the formation of syllabic reading and the formation of continuous reading.
  The stage of inflection is aimed at forming a way of reading. What is so difficult about learning to read? In our alphabet, there are fewer letters than sounds, and pairs of hard and soft consonants are indicated on the letter by the same letter. For example, the word mom and metro begin with the same letter - m, but the letter is read differently - the sound "m" is pronounced firmly in the word mom, and softly - "m" in the word metro. The vowel following the m indicates how the letter should be pronounced. Thus, the reader must first look at the vowel, then shift their eyes to the consonant and read. An experienced "reader" does this so quickly that it is impossible to follow it. And a child who begins to read should be specially trained in this action.
  Then the children get acquainted with the first consonant letter - m, receive special "windows" with stripes, four consonants are written vertically on one: m, n, p, l. On the other - all vowels - and syllables begin to read. Here we are already working on that orientation towards the vowel of the letter, which began to take shape during inflection. The consonant letter in the first box is the same all the time, and in the second box the vowels change. The child pulls the strip, it moves, and each time a new letter appears, all attention is focused on the vowel. Children are guided by the vowel. Moving the strip with vowels, they read like this: a - ma, I - me, o - mo, yu - mu, etc. Do not prohibit naming the vowel first, and then the syllable, this is very useful, as the reading skill of the syllable is automated, this will disappear by itself.
  When reading syllables printed on paper, the child must rebuild his reading skill. Here the movement of the strip with the vowels will no longer force him to look at the vowel first, he must direct his own reading. Therefore, when switching to reading, children begin to read syllables worse, this is natural and will pass quickly.
  

"Preparing children for literacy in kindergarten."

Section 8. Preparing children for literacy in kindergarten.

Topic 8.2. Teaching children literacy in the preparatory group.

Method of familiarization with the letters of preschool children.

Familiarization with vowels

and the introduction of rules for their spelling after consonants.

Children should not only know vowels, but also learn the rules that vowels a, o, y, s, e are written after solid s i, e, u, i, e - after soft consonants.

The solution of these problems is carried out in the context of work on the sound analysis of words, i.e. first, a sound analysis of the word is carried out, and then the children are introduced to the new letter, after which the chips are replaced with the corresponding letter. At the same time, a single principle of familiarizing children with each new letter is strictly observed.

Vowels are entered in pairs in the following sequence: a - i, o - e, y - yu, s - i, e - e.

pairs of letters a - i.

Write the word Alla {pronounces the word, emphasizing the combination of two consonants l, and tells the children that there are two sounds l). Students lay out red, blue, blue, red chips and then determine the stress - put a black chip over the first vowel sound a.

- What are the vowel sounds of this word - (a, a).

- Sound and can be denoted by a letter. Shows a large, capital letter A and a small -' a.

-- Check it out. What does look like?

- A capital letter is placed at the beginning of words that denote names, surnames of people, names of cities, nicknames of animals.

- The word Al la is the girl's name.

- Replace the chips with the corresponding letters.

Students remove the first red chip and put a large letter A, in place of the second red chip - a small letter.

Now the parsed word already looks like this: the letter A (large), above it is a black chip, a blue chip, a blue chip, the letter a (small).

At the same lesson, children will learn that the letter and is placed in words after solid consonants. For children it sounds like this: “If after a solid consonant sound the sound a, is heard, then the letter a is put.”

From now on special cash registers are given, into the pockets of which they insert vowels (A, a). In the future, the cash register is gradually filled with vowels as you recognize with them.

In the next lesson, children are introduced to the letter melon, key, beetle, lemon, Lucy, flax, Edik, river, Motherland, newspaper.