Literacy training. Sounds, letters, syllables in the older group

Senior group. Senior preschool age. Children 5-6 years old

Innovative pedagogical experience “Teaching literacy to older preschoolers as the most important condition for the transition to schooling” Justification of the relevance and prospects of the experience, and its significance for improving the educational process In the modern world, schooling imposes on the child a whole system of various demands for attention, speech, and thinking , memory. Very significant for…

Consultation for teachers and parents “Teaching literacy to children of senior preschool age” Consultation for teachers and parents “ Teaching literacy to children of senior preschool age.” Goal: development of sound-letter analysis and synthesis of words. By teaching children literacy in kindergarten , we are working to prevent dyslexia learning disability )

And…

Literacy lesson in 1st grade on the topic “My family and friends”

1.
Organizational moment:
Good morning, guys. I'm glad to welcome you.

Good morning! Have a rainbow day! May autumn sadness not touch you!

The bright sun is shining through the window, as if with its rays it is trying to warm us on this autumn day, to wish us well and good luck in our lesson today.

Let us now wish each other well and smile.

Starter

- Teacher:

— Guys, today we have an unusual lesson - a travel lesson.

Guess what we will travel on:

I eat coal, I drink water, When I get drunk, I speed up. I’m carrying a train of one hundred wheels and I call myself... (Steam locomotive)

- And what locomotive can you guess on now?

Let's watch a fragment of the cartoon.

- What kind of engine will we travel on? (on the Steam Engine from Romashkovo).

You and I will take a journey to an interesting, very wonderful country. There are a lot of different, respectable, decent residents here. And believe me, friends, We can’t live without them.

— Does everyone have tickets? Check your backs, head high. Then let's go. What sounds does a steam locomotive make? Movements? Get ready! Go!

Updating of reference knowledge

- Some station outside the window... Smekalkino... The residents of this station know geometric shapes very well and offer us riddles about them.

1. He has been my friend for a long time, Every angle in him is right. All four sides are the same length, I’m glad to introduce him to you, And his name is... (square)

2. You look at me, you look at him, look at all of us. We have everything, we have everything, we only have three. Three sides and three corners, and the same number of vertices. And three times difficult things We will do. (triangle)

3. No corner, no side, And relatives are just pancakes. (circle)

4. Trace the whole brick with chalk on the asphalt, And you will get a figure - You, of course, are familiar with it. (rectangle)

Mid-lesson

1. Introduction of new knowledge

Great, we can move on. The train has left.

We arrive at the Znaykino station

- Look, guys, different figures live at this station. You are already familiar with some of them. They are on the edge of your desk. Let's try to put together the locomotive we are traveling on from these figures.

— You have a template on your desk on which you must glue your figures. Are there enough figures? One template, one figure missing... What to do? (work in pairs)

- Now let’s test our figures. Gently but firmly press the sheet with your palms with the pasted figure.

— Has the appearance of the figure changed? Why? - What are the names of the figures that we already know and that fit on a sheet of paper? (Flat).

2.
Statement of a problematic question and creation of a problem situation
Practical work (I)

- Now put a plasticine board and a piece of plasticine in front of you. And sculpt one of the figures (ball, cube, cylinder)

— Try to flatten your figure without changing it? (does not work)

- What conclusion can we draw?

- This is confirmation that the figures are different.

What types of figures are there? What groups can we divide the figures into? What should these groups be called? (on the board under the word figures

a question mark appears)
?
– The first group of figures is completely placed on a sheet of paper; they are well known to us.

– And the second group of figures did not fit completely on the sheet, these figures have a part that does not fit on the sheet of paper, rises above the surface (prevents them from being pressed). – What should we call the second group of figures?

Setting a lesson goal

T: Let’s set
a goal
for ourselves for the lesson (what we want to learn). (Find out the names of figures that rise above the plane and change their shape when flattened)

(K) Working with the textbook.

– To get an accurate answer, you need to refer to the textbook. – Find information in the textbook that will help us solve the problem. Read the name of each group of shapes.

– What do you call figures that are completely placed on a sheet (plane)? (flat)

– What do you call figures that cannot be completely placed on a plane? They have a protruding part. (volumetric)

Conclusion:

figures cut out of paper are flat, while figures sculpted from plasticine have volume.
They are called volumetric figures
.

We look at the poster “Flat figures”.

- So you know flat figures well, let’s now try to name three-dimensional figures. Some names are easy to remember because they resemble something.

We look at the poster “Volume Figures”, read the names of the figures.

3. Primary consolidation of the material

- Let's try to guess what three-dimensional figures are hidden in the objects around us: box, cube, glass, pyramid, moon

- Do you think we can depict the Moon on a piece of paper? And what kind of figure do we need for this? (circle) Guys, pay attention to how differently flat and three-dimensional figures are depicted. Three-dimensional figures are depicted using chiaroscuro, otherwise it is impossible to show that they rise above the sheet of paper.

But it turns out that modern technology has come so far that it is enough to wear special glasses, and the objects depicted on the sheet appear three-dimensional (3D glasses)

- My eyes are a little tired... Let's do some exercise for the eyes.

Without turning our heads, we just watch the sun with our eyes.

Exercise for the eyes.

4. Generalization and systematization of knowledge.

- Well, before we go to the next station, let’s check whether our visit to Znaykino station was useful.

- What groups can the figures be divided into? (volumetric and flat)

— Circle three-dimensional flat figures on the board in one group. Name them.

(AND)

— Select the necessary items in each row in the table.

— Use an arrow to show which items you will add to the table.

Consolidation of what has been learned

- Well done, let's move on. Zadachkino station is ahead

But in order to get off at this station and warm up, we need to practice solving problems

- Listen to the problem.

The picture contains a rectangle, a cube, a circle, a triangle, a square, a parallelepiped and a cylinder. Which shapes are more numerous: flat or three-dimensional?

— What figures are mentioned in the problem? (the student comes to the board, selects the desired figure and hangs it on the board.)

- What two groups can the figures be divided into? (flat and volumetric)

- Let's divide the figures into groups.

— How many flat figures?

- How many volumes?

- Which figures are there more?

- Well, now we can go out to the station and warm up!

Group work.

– And in life, where three-dimensional figures are often used? (in construction)

– Let’s try to work as builders.
We will build an interesting building or something else at this station. On the first desks of each row there are three-dimensional parts of the construction set (and the children bring their figures from their seats). – Create a structure in groups, rows, in an organized, friendly manner. Peer assessment.
Working with a printed textbook and notebook.

5. Lesson summary.
Reflection of activity. Receiving feedback.
- Well, it’s time for us to go back. While we’re driving, let’s discuss what new we learned in class, what did we learn? (revised knowledge about flat figures, became familiar with the concepts of three-dimensional figures; learned to distinguish between flat and three-dimensional figures)

- Let's remember what tasks we completed today while traveling with the Engine.

— Which task did you find difficult?

- And so we returned home. It's time to say goodbye. You have 3 trains left in the envelope (red, green, yellow), before leaving the class, attach a red train - nothing is clear yet, you have not learned the knowledge about three-dimensional geometric shapes, green - if you felt confident in the lesson, and yellow, if there were any difficulties,

- Thank you for the lesson! You did a great job!

I want to reward you with three-dimensional parallelepiped bodies. Can you guess what the reward is? (I hand out small chocolates). Thank you for your active work! The lesson is over.

Differentiation – how do you plan to provide more support? What challenges do you plan to set for more capable students?

Certificate for children

Learning to read is one of the most important tasks for a preschooler. Having mastered this skill, the child will be able to independently explore the world with the help of books and find answers to his questions.

Development and education of children from 2 to 11 years old in a playful way

Start practicing right now

Start practicing

However, this is not so easy to learn. We suggest using game techniques that will help turn a difficult learning process into an exciting quest.

Literacy games for the senior group

Seminar for teachers

Games for the development of sound culture of speech

This group includes various games and exercises for the development of phonemic awareness, the ability to correctly determine the place of a sound in a word, phrase, sentence, or select words with a given sound. This also includes games and exercises to determine the number of syllables in a word or to develop the ability to choose words with a given number of syllables.

• Game "Come up with a word"

  Goal: – development of phonemic awareness or the ability to determine the number of syllables in a word. You need to come up with a word according to the instructions: with a given sound at the beginning, middle, end of the word, with a given number of syllables, according to a pattern, etc. I use this game when I need to organize students to perceive a new topic or simply interest them. For example, the teacher says: “Children, a package has arrived. But to open it, you need to say a word - a password. And today our password word begins with the sound [m] or [m']. We just need everyone to enter the password correctly.” And children will try their best to come up with the right word. But here it is necessary to take into account one point: if the teacher notices that one of the children, for some reason, cannot find a word, then you need to unobtrusively come to the aid of this child and, preferably, the help comes from the children.

• Game "Building a path"

  Goal: – development of phonemic hearing. Children sit in a circle. Someone is given a ball and the task of coming up with any word. The ball is then passed to the next player. He must come up with a word that begins with the last sound of the previous word. And so on until they reach the first player. In this game, at the first stage, the teacher actively helps students pronounce the word correctly (along with it), highlighting very clearly the last sound in the word. At the next stage, the teacher simply makes sure that the children pronounce the word clearly and highlight the last sound. By the end of the second year of study, children develop the skill of clearly pronouncing a word and highlighting the last sound, and the teacher plays the role of an observer-controller who only organizes the game process and helps only in rare cases.

• Game "Trap"

  Goal: – development of the ability to hear a certain sound in a word. The teacher invites the children to “open the traps”, i.e. place your elbows on the desk, parallel to each other, straightening your palms, which are the “traps”. He gives a task: if you hear a given sound in a word, then the “traps” need to be slammed, i.e. clap your hands. The words are selected by the teacher depending on the topic of the lesson.

• Game "Catch the syllable"

  Goal: – development of auditory attention and its speed. The teacher “throws” a syllable to the children, and they must “turn” it into a word. For example: PA - dad, ma - mom, ku - doll, ar - watermelon, etc.

• Game exercise “Divide correctly”

  Goal: – development of the ability to divide words into syllables. The teacher tells the children that now we will divide the word into syllables. To do this, our hands will temporarily turn into “hatchets”. Next, you need to pronounce the word correctly, while clapping your hands and counting how many times you clap, so many syllables in the word.

• Game "Settle in the House"

  The goal is to develop the ability to determine the syllable structure of a word. The teacher introduces the “guests” using a riddle or something else and offers to place each guest in a house. At the same time, he draws the children’s attention to the fact that one house has a window with one sash, and the second one has two. To determine which guest has which house, you need to determine how many syllables are in the guest's name. If there is one syllable, then we put the guest in a house with one door. If there are two syllables, then we put the guest in a house with two doors. To complicate the game, you can then invite guests to a housewarming party and distribute them according to the same principle.

Games for the formation of grammatical structure of speech

In this block I have collected a variety of games and exercises aimed at developing the grammatical structure of speech, i.e. to master the categories of gender, number, case of nouns and adjectives; type, tense and mood of the verb.

• Game exercise “Selecting rhymes”

  Goal: – development of the ability to form genitive plural forms of nouns. The teacher reads a comic poem to the children - the beginning of an English folk song translated by S.Ya. Marshak: - I give you my word of honor, yesterday at half past six - I saw two pigs without hats and boots. -I give you my word of honor! Next, the teacher asks the children questions to understand the text: -Who did the poet see? What form were they in? -Do pigs wear boots? Or maybe they wear stockings? (Socks, slippers, mittens, etc.) -Did the poet tell us the truth in the poem? No, he made it up. You and I can also write funny comic poems about different birds and animals. I'll start, and you continue.

We give our word of honor: Yesterday at half past five We saw two magpies without...(boots) and...(stockings). And puppies without...(socks). And tits without...(mittens).

• Game "Body"

  Purpose: – to form diminutive and affectionate names; relate the action to its name. Children sit in a circle. According to the counting, the one who will start the game is chosen. A basket is given to him. He holds her, and at this time the children say the words:

-Here's a box for you, -Put what's in it, ok. - If you say anything, you’ll give the deposit.

The child answers: “I’ll put it in the box... and names the right word (lock, knot, box, boot, shoe, stocking, iron, collar, sugar, bag, leaf, petal, bun, cap, comb, etc.) So occurs until all children hold the box. The one who makes a mistake puts the deposit in the basket. After all the children have taken part, the pledges are played out: the basket is covered with a scarf, and one of the children takes out the pledges one by one, first asking: “Whose pledge will I take out, what should I do?” Children, under the guidance of a teacher, assign each pledge a ransom - some task (name a word with a certain sound, tell a tongue twister, divide a word into syllables, etc.)

• Game exercise “Whose is all this?”

  Purpose: – an exercise in coordinating words – objects and words – signs in the required number and case. Children are shown a picture of an animal and asked questions that must be answered in one word. The questions are: whose tail? Whose ear? Whose head? Whose eyes?

-Cow – cow, cow, cow, cow. -Hare – hare, hare, hare, hare. -Sheep - sheep, sheep, sheep, sheep. -Horse – equine, equine, equine, equine. -Cat – cat, cat, cat, cat.

• Game "Houses"

  The goal is an exercise in determining the type of words - objects. The teacher explains to the children that in the first house there are words about which one can say “he is mine”, in the second - “she is mine”, in the third - “it is mine”, in the fourth - “they are mine”. It is necessary to “settle” the words (pictures) into houses. The children determine the gender and number of words without naming the terms.

Vocabulary games

This group includes lexical games and exercises that activate the vocabulary, develop attention to words, and form the ability to quickly select the most accurate and appropriate word from your vocabulary. Also in these games and exercises there is an acquaintance with words - objects, words - signs, words - actions and an exercise in their coordination with each other, as well as work on the selection of synonyms and antonyms.

• Game "On the contrary"

  Purpose: – an exercise in selecting antonyms (words – enemies). The teacher says that a donkey came to visit us. He is very good, but here’s the problem: he really likes to do everything the other way around. Mama the donkey was completely exhausted with him. She began to think about how to make him less stubborn. I thought and thought and came up with a game that I called “On the contrary.” The mother donkey and the donkey began to play this game and the donkey became less stubborn. Why? Yes, because all his stubbornness went away during the game and never returned. He decided to teach you this game too. Next, the teacher plays the game “On the contrary” with the children: he throws a ball to the child and names a word, and the child who catches the ball must say the antonym of this word (high - low) and throw the ball to the teacher. When working with antonym words, you can use D. Ciardi’s poem “The Farewell Game”:

It’s your turn to play the game “On the contrary”. I will say the word “high”, and you will answer... (“low”). I will say the word “far”, and you will answer... (“close”). I will say the word “ceiling”, and you will answer (“floor”). I’ll say the word “lost”, and you’ll say (“found”)! I’ll tell you the word “coward”, you will answer... (“brave”). Now I’ll say “the beginning” - well, answer, ... (“the end”).

• Game exercise “Finish the phrase”

  The goal is to develop the ability to select words that have opposite meanings (words are enemies). The teacher names phrases, pausing. The student must say the word that the teacher missed, i.e. finish the sentence.

-Sugar is sweet, and lemon…. -The moon is visible at night, and the sun…. -Fire is hot, and ice…. -The river is wide, and the stream…. -The stone is heavy, and the fluff….

You can play this out in the following way: the teacher says that our friend Dunno has gone to school after all. There was a dictation in the Russian language lesson - the children wrote different phrases under dictation. But since Dunno is very inattentive, he did not have time to complete these phrases and received a bad grade. The teacher said that if he corrected his mistakes in the dictation, she would correct his bad grade. Let's help him.

• Game exercise “Say it differently”

  Purpose: – an exercise in selecting words that are close in meaning (words - friends). The teacher says: “One boy is in a bad mood today. What's the boy like today? How can you say the same thing, but in different words? (sad, upset). The words "sad, sad and upset" are words - buddies. Why is he like this? Yes, because it’s raining outside, and the boy is going to school. Which word was repeated twice? (it’s raining) What does “it’s raining” mean? Say it differently. What does “the boy is coming” mean? Say it differently. How can you say differently: spring is coming? (spring is coming). Next, similar tasks are given for the following phrases:

Clean air (fresh air). Clean water (clear water). Clean dishes (washed dishes). The plane landed (landed). The sun has set (set). The river runs (flows, streams). The boy runs (rushes, rushes). How to say it in one word? Very big (huge, huge), very small (tiny).

• Game "What object?"

  Goal: – development of the ability to select as many words – signs as possible for a word – object and correctly coordinate them. The content of the game is as follows: the teacher shows a picture or an object, or names a word and asks the question: “Which one?” Then the participants in the game take turns naming as many features as possible that correspond to this object. The one who names the most signs wins.

• “What happens?”

  Goal: – development of the ability to correlate a word – an object with a word – a sign and correctly coordinate them. This game is similar to the previous one. The difference is that as many words as possible are selected for the word-attribute. -Green - tomato, crocodile, color, fruit, ... -red - dress, apple, banner, ...

Games for the development of coherent speech.

Work on the development of coherent speech is, as it were, a synthesis of all previous exercises. It is inseparable from other tasks of speech development; it is associated with enriching the vocabulary, working on the semantic side of speech, forming the grammatical structure of speech, and nurturing the sound culture of speech. Teaching storytelling can take different forms. I most often use: compiling stories - descriptions by topic, by picture, by a series of pictures, exercises like “Finish the fairy tale in your own way”, “Finish the sentence”, etc. I present some of these games and game offers below.

• Game exercise “Spread the offer”

  Goal: – development of the ability to construct long sentences with words-objects, words-features, words-actions. Children are invited to continue and complete the sentence started by the teacher, based on the teacher's leading questions. For example, a teacher begins a sentence like this: “Children go... (Where? Why?)” Or a more complicated version: “Children go to school to...”. This option, in addition to enriching grammatical experience, can serve as a kind of test to identify a child’s anxiety in relation to various life situations.

• Game "Understand Me"

  Goal: – development of the ability to compose a short story based on a picture, using different characteristics of the subject. The teacher shows the children a beautiful box and says that this box is not simple, but magical. It contains various gifts for children. Only those who know how to keep secrets can receive a gift. What does it mean? (This means don’t tell ahead of time). Then the teacher explains that when he approaches someone, this student must close his eyes and, without looking, pull a picture out of the box, look at it, but not show or tell anyone what is on it. This needs to be kept secret. After all the children have drawn one picture for themselves, the teacher asks the children if they would like to know who got what? The children answer yes. Then the teacher says that you can’t show the gifts, but you can talk about them. But the word “gift” cannot be called either. Then the teacher talks about his gift, showing the children how to do it correctly, and the children guess what the teacher got. After this, the children talk about their gifts one by one and, when the gift is guessed, open their picture. It is better to play this game while sitting on the carpet in a circle.

• Game exercise “If…”

  Goal: – development of coherent speech, imagination, higher forms of thinking – synthesis, analysis, forecasting, experimentation. The teacher invites the children to fantasize on topics such as:

- “If I were a wizard, then...” - “If I became invisible...” - “If spring never comes...”

In addition to its developmental purpose, this game also has diagnostic value.

• Game exercise “Finish it yourself”

  Goal: – development of imagination, coherent speech. The teacher tells the children the beginning of a fairy tale or story, and the children are given the task to continue or come up with an ending.

Benefits of classes:

• These classes will enable the child to better acquire knowledge about the variety of sounds and letters;
• will form ideas about words and that words consist of sounds;
• will be a good assistant in the formation of phonemic hearing (the ability to hear and distinguish sounds in speech);
• With the help of adults, children will learn to distinguish sounds in speech, and therefore pronounce them correctly.
• Completing these tasks will help prepare children for learning to read and write in the senior group of kindergarten and in preparation for school.

Each lesson is located on 2 sheets of A4 format. You can print on two sheets, or on one - a page on each side. Total, 50 sheets - 50 full-fledged lessons on developing the pronunciation side of speech and teaching literacy.

The classes are developed based on our website. On the site you will find colorful illustrations, games and exercises to help with the printouts.

Instructions included.

Each lesson contains detailed instructions on how to complete the tasks. Tasks include: a description of the sound being studied, a graphic representation of a letter, a copy of letters, many illustrations of sounds and other interesting material.

In order for the child to find it both interesting and useful at the same time, the classes are supplemented with numerous coloring books . This is both visibility for the child and the development of fine motor skills of the fingers . Let us remind you that it is better to color with triangular pencils: they fit better in the child’s fingers.