Gramoteika educational films preparation for literacy reading. Literacy in preschool - where to start? Preparing Senior Preschoolers for Literacy: Didactic Objectives
Russian Federation
Republic of Adygea
Municipal formation "City of Maikop"
Municipal budgetary educational institution
Center for Diagnostics and Consultation LOKUS
Considered____________
Protocol No. ___ dated
"____" ____________ 20
Agreed
Deputy Director
____________
"____" ____________ 20
Approved
Director
_____________
Order No. ___ dated "__" _____ 20
WORKING PROGRAMM
additional education
"Gramoteika"
(learning the elements of literacy)
Age of students - 5-6 years
Implementation lines - 1 year
Compiled by: ____Nazarova O.V._______
The program has been developed in accordance with
E.V. Kolesnikova
From sound to letter. Preschool education
elements of literacy.
2018 - 2019 academic year.
CONTENT.
Explanatory note……………………………………………………..
Planned results of studying the program…………………….
Content section
Program content…………………………………………………
Literacy (reading)……………………………………………
Literacy (writing)…………………………………………………
Organization section
Logistics…………………………………
Target Section
Explanatory note.
The Gramoteika program was compiled on the basis of the author's program by E.V. Kolesnikova, From sound to letter. Teaching preschoolers the elements of literacy.
Programdirected on the general intellectual development of children.
Relevance of the program. The program provides a system of exciting games and exercises with sounds, letters, words that will help children form mental operations, teach them to understand and complete a learning task, master verbal communication skills, and also promotes the development of fine motor skills and hand-eye coordination.
Target programs: implementation of an integrated approach to the speech development of children and their preparation for literacy.
Program objectives.
Educational:
Formation and development of phonemic hearing
Development of pronunciation skills
Teach children to master the sound side of speech - tempo, intonation
Acquaintance with the syllabic structure of the word
Formation of the ability to correctly build a sentence, use prepositions, distribute a sentence, use the construction of a complex sentence.
Formation of the ability to retell, make up short stories from pictures, using simple sentences
Expanding children's vocabulary
Formation and development of sound - letter analysis
Preparing a child's hand for writing
Developing:
Development of auditory perception
Development of graphic skills
Development of fine motor skills
Introducing children to fiction
Educational:
Education of the ability to work
Education of independence in the performance of tasks
Education of moral qualities, namely tolerance, goodwill towards others.
Program features .
The program maintains continuity with the previous knowledge and experience of children and with subsequent training. The teaching methods used in the work correspond to the age characteristics of the child.
The content of the program is divided into 2 stages of training:
1st half-year - development of sound culture and phonemic hearing.
2 semester - development of sound - letter analysis, interest and ability to read
At this stage of learningnot put the task of teaching children to read and write . The main task of this stage is to familiarize children with material that gives food to the imagination, affecting not only the intellectual, but also the emotional sphere of the child. In addition, at each stage, the task of preparing the child’s hand for writing at the level of age characteristics is solved and includes:
development of basic movements (exercises for arms, legs, torso);
development of fine motor skills (exercises for fingers and hands);
formation of graphic skills
The study of the material takes place in blocks:
1block -
2 block - Acquaintance with hard and soft consonants (1st stage)
Sounds and letters (2nd stage)
3rd block - repetition
Features of the age group of children 4 - 5 years.
At the age of 4-5, the vocabulary of children noticeably increases due to words denoting the properties and qualities of objects. By the age of 5, the vocabulary is about 2000 words.
Significant changes occur in the assimilation of the grammatical structure of speech: children learn to coordinate the names of objects with adjectives in gender, number and case, navigate in the endings of words, and begin to actively use prepositions.
Speech becomes coherent and consistent. Both dialogical speech and monologue develop. Children can participate in group conversation, retell fairy tales and short stories, make up stories from pictures or use toys.
Features of the age group of children 5–6 years old.
The vocabulary of a child of 5-6 years old grows not only quantitatively, but also qualitatively and reaches 2500 words, although individual differences are observed. Speech is enriched with synonyms, antonyms. Words appear in it denoting differentiated qualities and properties (light red, dark green, lighter, heavier, etc.), words naming materials and their characteristics (wood-wood, glass-glass)
Children use in speech simple common sentences, complex, complex constructions, different words to name the same things.
Children already know how to grammatically correct the words included in the active dictionary; strive to correctly pronounce words in the genitive plural; form new words (bread - bread box, sugar - sugar bowl). They improve the ability to coherently, consistently and expressively retell literary works without the help of teacher questions. They can convey the dialogue of the characters. Children actively participate in the conversation, independently answer questions.
At this age, phonemic perception develops: most children pronounce all the sounds of their native language; conduct a sound and letter analysis of words, establish the sequence of sounds in a word, differentiate sounds: vowels and consonants, hard and soft consonants, voiced deaf consonants. They single out a stressed syllable, a stressed vowel in a word, correctly use the appropriate terms, make sentences from pictures of two to three words, determine the order of words in a sentence.
Methods and forms of work with children.
Didactic games
Phonemic exercises
Working with texts
Drawing
Program participants - children 5 - 6 years old.
Program implementation period - 1 year
Training period – 9 months from September to May (72 hours per year based on 2 lessons per week).
The main appliedtechnology :
The system of developing education D.B. Elkonin - V.V. Davydov
Health saving technologies
Computer (new information) technologies
Learner-centered learning
2. Planned results
development of the Program
Predicted results (first stage of training):
Child at the end of the first semesterknows
memorize nursery rhymes, songs, riddles, small poems for children by A. Barto, G. Sapgir, O. Vysotskaya.
Childcan:
to distinguish between short and long words, similar and unlike, loud and quiet;
divide words into syllables;
differentiate hard and soft consonants, call them in isolation;
identify and name the first sound in a word;
draw straight vertical and horizontal lines, rounded lines, hatch simple objects;
trace around the contour of the figure, the simplest plot compositions.
hatch figures, plot pictures in various ways.
reproduce the basic elements of Russian capital letters.
perform exercises for the fingers and hands;
make 2-3 sentences on the picture;
memorize short poems
The second stage of training.
knows
memorize nursery rhymes, songs, riddles, poems for children by A. Barto, K. Chukovsky, G. Sapgir, O. Vysotskaya.
letters of the Russian alphabet
understands and uses the terms "sound", "letter" in speech
Child at the end of the yearcan:
correctly pronounce all the sounds of the native language in isolation, in words, in phrasal speech;
determine the place of sound in a word: at the beginning, middle, end;
distinguish between vowels and consonants, hard and soft consonants, voiced and deaf consonants;
divide words into syllables; identify stressed syllable, stressed vowel
use the graphic designation of sounds;
arbitrarily regulate the pace, the strength of the voice, speech breathing;
write down a word, a sentence with symbols, letters
make 4-5 sentences on the picture; based on a series of pictures, from personal experience
retell simple stories;
answer questions about the content of a fairy tale, story using simple sentences
memorize poems
Summing up forms.
Open events for teachers and parents, competition of readers.
Content section
3. Program content .
Engage children, make them want to learn.Introduction to a variety of words. Dividing words into syllables.
To learn to understand and correctly use the term "word", to acquaint with the variety of words, to compare words by sound, to select close ones in sound, to divide words into syllables.
At this stage, an interest in speech activity, independence, and initiative in solving cognitive problems are formed. The skill of self-control and self-esteem is formed.
Graphic skills are being developed.
Learn to identify consonants among sounds.
In this period, the main aspect will be aimed at the intonational selection of hard-soft consonants in words, phrasal speech. At this stage of learning, game exercises, speech games, tongue twisters, tongue twisters are widely used, work continues on the expressiveness of reading poems, over graphic skills.
Learn to listen carefully to stories, fairy tales, poems.
The teacher, using different techniques and pedagogical situations, helps children to correctly perceive the content of the work, to empathize with its characters. It is important to maintain interest in the word in this work, to form interest in the book.
storytelling by pictures and a series of pictures.
The vocabulary of children expands due to words denoting objects and phenomena that did not have a place in the child's own experience. Children comprehend causal relationships, learn to build complex sentences.
Repetition.
Repeat sounds, finding their place in a word, work out the intonational expressiveness of speech.
In the form of a game, the repetition of the material covered is carried out.
Learn to build short sentences, learn to listen to each other.To acquaint with the variety of words of the Russian language.
In this lesson, children will talk about themselves in a playful way.
Sounds and letters
To teach to distinguish between the concepts of “Sound” and “Letter”, to distinguish between consonants and vowels among sounds, among consonants hard and soft, deaf and voiced, and also introduce letters that do not indicate sounds.
At this stage of learning, children begin to read confluences, syllables, words; didactic game exercises, speech games, tongue twisters, tongue twisters are widely used, work continues on the expressiveness of reading poems, nursery rhymes, work on texts, work on graphic skills.
Works by children's writers
Learn to listen carefully to stories, fairy tales, poems. To acquaint with the genre features of stories, fairy tales, poems.
At this stage, the teacher, using different techniques and pedagogical situations, helps children to correctly perceive the content of the work, to empathize with its characters. The teacher helps children to understand the hidden motives of the actions of the heroes of the works.
Storytelling from pictures, a series of pictures, from the personal experience of children.
Exercise children in compiling descriptive stories based on a picture, a series of pictures, describe an object, a picture; develop monologue speech.
Children comprehend causal relationships, learn to build complex and compound sentences. Children make up short stories of a creative nature on a topic proposed by the teacher.
4. Calendar-thematic planning.
Literacy (reading) - 72 hours
the dateNumber of hours
Topic
Form of conduct / type of lesson
Content elements/
Characteristics of the activity.
form of control
Resources, equipment
plan
fact
Introduction to a variety of words. Dividing words into syllables. – 8 hours
03.09
Introduction.
Acquaintance with a variety of words, modeling, drawing short,. broken lines.
Conversation
Instruction, explanation
PRACTICAL
game character
Game exercises
Games for the development of speech
Game "Journey through pictures and diagrams"
Demonstration, visual and handout material, subject pictures
05.09
Acquaintance with a variety of words, modeling, finding differences in two similar drawings
10.09
Comparison of words by sound, acquaintance with the length of words (long and short). modeling, drawing needles to hedgehogs.
12.09
Acquaintance with the variety of words, their sound is loud, loud, quiet; sun drawing.
17.09
Acquaintance with the variety of words, dividing words into syllables, drawing needles on Christmas trees
19.09
Acquaintance with the variety of words, dividing words into syllables, finding differences in two similar drawings
24.09
Acquaintance with the variety of words, the game "Tell me a word", finding inconsistencies in the drawings
26.09
Acquaintance with the variety of words, dividing words into syllables, drawing paths, memorizing a poem by Y. Kozlovsky
Introduction to hard and soft consonants
Works by children's writers - 28 hours
9-10
1-2
01.10
03.10
Sounds "С-СЬ" ("songs of a large and small pump"), acquaintance with hard and soft consonants, coloring leaves on a birch, memorizing a poem by G Sapgir
VISIBILITY - viewing a series of plot pictures. VERBAL
Conversation
Use of fiction (rhymes, poems, riddles)
Instruction, explanation
PRACTICAL
Examination of the subject (tactile)
game character
Game exercises
Games for the development of speech
The game "Distribute correctly"
Competition for the best reader on this topic
"Poems by S. Marshak"
subject pictures.
Books by children's writers.
11-12
3-4
08.10
10.10
Sounds "3-Zb" ("songs of a large mosquito and a small mosquito"), acquaintance with hard and soft consonants, memorizing a poem by B. Zakhoder, drawing ears for bunnies.
Competition for the best storyteller on the topic "The story of my toy"
Pictures, series of pictures.
15.10
Sounds "С-СЫ", "3-ЗЫ", hard and soft consonants, modeling, finding differences in two similar patterns
17.10
The sound "C", drawing cucumbers, memorizing a poem by G Sapgir
22.10
The sound "Sh" ("song of the wind"), drawing balls, memorizing nursery rhymes
24.10
The sound "Zh" ("beetle song"), modeling, drawing acorns, memorizing a poem by I. Soldatenko
29.10
Sounds "Sh-Zh", modeling, drawing tracks, repeating poems.
18-19
10-11
31.10
07.11
The sound "Sch", modeling, drawing brushes, learning a poem by S. Mikhalkov
12.11
The sound "Ch", modeling, drawing objects.
12.11
Sounds "CH-SH", modeling, finding differences in two similar drawings, memorizing nursery rhymes
14.11
Sounds "R-Rb", painting over objects, memorizing a poem by O. Vygotskaya
19.11
Sounds "L-L", modeling, drawing a tumbler, memorizing a poem by E. Alexandrova
demonstration material,
subject pictures.
Books by children's writers.
A. Barto, K. Chukovsky, E Charushin, V. Berestov, K Ushinsky, S. Marshak, B. Zakhoder
A. Barto, G. Sapgira, O. Vysotskaya
21.11
Sounds "M-M", drawing a bear, memorizing a poem by T. Shorygina.
26.11
Sounds "B-B", modeling, memorization of a poem by G Sapgir, drawing beads.
28.11
Sounds "K-K", painting over vegetables, memorizing a poem by D. Kharms
03.12
The sound "G", finding differences in two similar drawings, memorizing a poem by G Sapgir.
05.12
Sounds "G-K", modeling, painting over objects, memorizing a poem by T. Shorygina
10.12
Sounds "D-D", shading and drawing circles, memorizing a poem by M. Druzhinina
12.12
Sounds "T-T", modeling, drawing a cloud and an umbrella, memorizing a poem by V. Berestov.
17.12
Sounds "D-D", "T-T", modeling, drawing a house, repeating poems
19.12
Consolidation of the material covered. Sounds "3-Zb", "F", "S-Sh", repetition of poems, shading.
24.12
Consolidation of the material covered. Sounds "R-Rb", "Sh", modeling, coloring of objects.
26.12
Consolidation of the material covered. Sounds "L-L", "B-B", modeling, drawing of a birch. Repetition of poems.
35-36
27-28
09.01
14.01
Consolidation of the material covered.
Public event
Demonstration visual material, handouts, subject pictures
Variety of words. Sounds and letters. – 36 hours
16.01
Sound and letter A.
Introduce the vowel sound A and its symbol - a red square.
Learn to determine the place of the sound A in words. To learn on a diagram (rectangle) to indicate the place of sound in a word, using the symbol - a red square.
Learn to listen carefully to the text of the poem, highlighting the words in it that have the sound A.
Introduce the letter A as a written designation of the sound A.
Learn how to write the letter A using the pattern.
Learn to write the letter A on the diagram in the place where the sound A is heard
(Educational and methodological manual "Development of sound-letter analysis
in children 5-6 years old ”E.V. Kolesnikova. Page 13. Workbook for children 5-6 years old "From A to Z" E. V. Kolesnikova. Page 2
Game "Place of a letter in a word"
Portraits of writers
Pictures, series of pictures
3 8
21.01
Sound and letter O.
Introduce the vowel sound O and its symbol - the red square.
Learn to determine the place of the sound O in words. To learn on the diagram (rectangle) to indicate the place of the sound in the word, using the symbol - the red square
Learn to listen carefully to the text of the poem, highlighting the words in it that have the sound O.
Introduce the letter O as a written designation of the sound O.
Learn how to write the letter O using the pattern.
Learn to write the letter O on the diagram in the place where the sound O is heard
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 16. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. four)
Competition for the best reader on the topic "Works of K. Chukovsky"
Essay on favorite book
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
3 9
23.01
Sound and letter U
Introduce the vowel U and its symbol - a red square.
Learn to determine the place of the sound U in words. To learn on a diagram (rectangle) to indicate the place of sound in a word, using the symbol - a red square.
Learn to listen carefully to the text of the poem, highlighting the words in it that have the sound U.
Introduce the letter U as a written designation of the sound U.
Learn how to write the letter U using the pattern.
Learn to write the letter U on the diagram in the place where the sound U is heard
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 18. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 6)
28.01
Sound and letter Y
Introduce the vowel sound Ы and its symbol - the red square.
Learn to determine the place of the sound Y in words. To learn on a diagram (rectangle) to indicate the place of sound in a word, using the symbol - a red square.
Learn to listen carefully to the text of the poem, highlighting the words in it that have the sound Ы.
Introduce the letter Y as a written designation of the sound Y.
Learn how to write the letter Y using the pattern.
Learn to write the letter Y on the diagram in the place where the sound Y is heard.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 20. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. eight)
Solving puzzles on the topic "Sounds and letters"
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
30.01
Sound and letter E
Books by children's writers. A. Barto
Introduce the vowel sound E and its symbol - a red square.
Learn to determine the place of the sound E in words. To learn on a diagram (rectangle) to indicate the place of sound in a word, using the symbol - a red square.
Learn to listen carefully to the text of the poem, highlighting the words in it that have the sound E.
Introduce the letter E as a written designation of the sound E.
Learn to write the capital letter E using the pattern.
Learn to write the letter E on the diagram in the place where the sound E is heard.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 22. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. ten)
04.02
Reading syllables from the passed letters - AU, UA
To consolidate knowledge of vowel sounds and letters A, O, U, Y, E.
To consolidate the ability to determine the first sound in the names of objects and find the corresponding letter.
Strengthen the ability to name words with a given sound.
Continue to learn to determine which vowel is in the middle of a word.
Strengthen the ability to write printed vowels.
(Educational and methodological manual “Development of sound-letter analysis in children 5-6 years old” by E. V. Kolesnikova. P. 24. Workbook for children 5-6 years old “From A to Z” by E. V. Kolesnikova. P. 12)
06.02
Sound and letter L. Reading the syllables LA, LO, LU, LY, LE
Introduce the sound L as a consonant sound and its symbol - a blue square. - Learn to indicate on the diagram the place of the sound L in a word. Using the blue square symbol.
To learn intonation to highlight the sound L in words.
Learn how to write the letter L.
- Learn to write the capital letter L, using the sample.
-Learn to read the syllables LA, LO, LU, LY, LE.
- Continue to learn to divide words into syllables.
- Learn to write syllables in word schemes.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 26. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. fourteen)
4 4
8
11.02
1
Sound and letter M. Reading syllables and words. stress.
- Introduce the sound M as a consonant sound and its symbol - a blue square.
- Learn to indicate on the diagram the place of the sound M in a word. Using the blue square symbol.
- Learn to correlate the scheme of the word with the name of the drawn object.
- To learn intonation to highlight the sound M in words.
- Learn how to write the letter M.
- Learn how to write the capital letter M using the pattern.
-Learn to read the syllables MA, MO, MU, WE, ME.
- Learn to identify the first syllable in words and connect the object with the syllable.
- Learn to read words from the passed letters - mom. Soap.
- Introduce the stressed syllable, stressed vowels.
- Learn to conduct sound analysis of words; differentiate between vowels and consonants.
- Introduce stress and its designation.
- Learn to distinguish the stressed syllable and stressed vowels in the word.
(Educational and methodical manual
"Development of sound-letter analysis in children 5-6 years old" E. V. Kolesnikova. Page 28. Workbook for children 5-6 years old "From A to Z" E. V. Kolesnikova. Page 16)
Solving puzzles on the topic "Sounds and letters"
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
4 5
9
13.02
1
Sound and letter N. Reading syllables. Writing and reading words
- Introduce the sound H as a consonant sound and its symbol - a blue square.
- Learn to indicate on the diagram the place of the sound H in the word. Using the blue square symbol.
- Learn to correlate the scheme of the word with the name of the drawn object.
- To learn intonation to highlight the sound H in words.
- Introduce the printed writing of the letter N.
- Learn how to write the capital letter H using the pattern.
-Learn to read the syllables ON, BUT, WELL, WE, NE.
- Learn to write the words moon, soap using symbols and letters.
- Learn to conduct phonemic analysis of these words.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 30. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. eighteen)
4 6
10
18.02
1
Sound and letter R. Reading syllables. Acquaintance with the proposal, reading the proposal
- Introduce the sound R as a consonant sound and its symbol - a blue square.
- Learn to indicate on the diagram the place of the sound R in the word. Using the blue square symbol.
- Learn to correlate the scheme of the word with the name of the drawn object.
- To learn intonation to highlight the sound R in words.
- Introduce the printed spelling of the letter R.
- Learn how to write the capital letter R using the pattern.
-Learn to read the syllables RA, RO, RU, RY, RE.
- Learn to identify the first syllable in the names of the drawn objects and connect with the corresponding ball in which this syllable is written.
- Learn to read the sentence.
- Familiarize yourself with vocabulary
suggestions.
(Educational and methodological manual “Development of sound-letter analysis in children 5-6 years old” by E. V. Kolesnikova. P. 32. Workbook for children 5-6 years old “From A to Z” by E. V. Kolesnikova. P. twenty)
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
4 7-48
11 -12
20.02
25.02
2
Vowels and consonants sounds and letters. Reading syllables, words. Consolidation of the material covered
- Learn to read the written word Roma.
- to consolidate the ability to read syllables from the letters passed.
- Strengthen the ability to distinguish between vowels and consonants.
- To promote the development of phonemic hearing, perception.
- To consolidate the ability to determine the place of sound in a word.
(Educational and methodological manual “Development of sound-letter analysis in children 5-6 years old” by E. V. Kolesnikova. P. 34. Workbook for children 5-6 years old “From A to Z” by E. V. Kolesnikova. P. 22)
4 9
1 3
27.02
1
Letter Y. Reading syllables, words, sentences
Books by children's writers. K. Chukovsky
Introduce the vowel letter I and its symbol - a red square.
- Learn to write the letter Y.
- Learn to read the syllables MA_MYA, LA_LA, NA_NYA, RA_RYA.
- Learn to read words and sentences.
- Learn to write sentences schematically, determine the order of words in a sentence.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 36. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 24)
50
1 4
04.03
1
Letter Yu .. Reading syllables, words, sentences
- Introduce the vowel Yu and its symbol - a red square.
- Learn to write the letter y.
- Learn to read the syllables MU-MU, LU-LU, NU-NU, RU-RYU.
- To acquaint children with the consonants Mb, L, Nb, Pb and their symbol - a green square.
- Continue to learn to correlate sound and
letter.
- Continue to learn to differentiate between vowels and consonants, hard and soft consonants.
- Continue to introduce the stressed syllable, stressed vowels, stress designation
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 38. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 26)
51
1 5
06.03
1
Letter E. Reading syllables, words. Making proposals
- Introduce the vowel letter E and its symbol - a red square.
- Learn to write the letter E.
- To acquaint children with the consonants Mb, L, Nb, Pb and their symbol - a green square.
- Continue to learn to correlate sound and letter.
- Learn to correlate the scheme with the written word.
- Learn to make a sentence of 3 words according to the picture and write it down with conventional signs.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 40. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 28)
52
1 6
11.03
1
Letter Y. Reading syllables, words
- Introduce the vowel letter Yo and its symbol - a red square.
- Learn to write the letter Y.
- To acquaint children with the consonants Mb, L, Nb, Pb and their symbol - a green square.
- Continue to learn to correlate sound and letter.
- Learn to read syllables and words.
- Continue to learn to differentiate vowels, consonants, hard and soft consonants.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 42. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. thirty)
53
1 7
13.03
1
Sound and letter I. Reading syllables, words
- Introduce the vowel sound And and its symbol - a red square.
- to consolidate the ability to determine the place of sound in a word and designate it on the diagram using a symbol.
- Continue to introduce the letter And as a written designation of the sound And
- Learn how to write I.
- To acquaint children with the consonants Mb, L, Nb, Pb and their symbol - a green square.
- Continue to learn to correlate sound and letter.
- Learn to perform phonetic analysis of words.
(Educational and methodological manual “Development of sound-letter analysis in children 5-6 years old” by E. V. Kolesnikova. P. 44. Workbook for children 5-6 years old “From A to Z” by E. V. Kolesnikova. P. 32)
54
-55
18-19
18.03
20.03
2
Consolidation of the material covered
Books by children's writers. E Charushina
- To consolidate the ability to write vowels I, Yu, E, Yo, I.
- Continue to learn to read syllables, to distinguish between hardness and softness of consonants.
- Learn to write and read the words meow, mu, yula, lemon.
- Learn to read a sentence, identify 1, 2, 3 words in it
- To consolidate the ability to identify stressed vowel sounds in read words.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 46. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 34)
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
5 6
20
25.03
1
Sounds K-G, K-K ', G-G '. Letters G, K .. Reading syllables, compiling and conditionally writing a sentence
To acquaint with the sounds G-K as voiced and deaf consonants.
- Introduce the sounds G-G,
K-K.
- Introduce the letters K and G as written signs of consonants.
- Learn to write block letters K-G, first in dots, and then on your own.
- Learn to read syllables with G + 10 vowels, with K + 10 vowels. Continue to learn to make a sentence of 3 words according to the plot picture.
- Learn to write sentences with symbols.
(Educational and methodological manual “Development of sound-letter analysis in children 5-6 years old” by E. V. Kolesnikova. P. 48. Workbook for children 5-6 years old “From A to Z” by E. V. Kolesnikova. P. 36)
5 7
21
27.03
1
Sounds D-D, T-T. Letters D, T .. Reading syllables, sentences
Books by children's writers. S. Marshak.
- Introduce the sounds D-T as voiced and deaf consonants.
- Introduce the sounds D-D,
T-T.
- To consolidate the ability to use the conventions of consonants: blue square - hard consonants, green square - soft consonants.
- Introduce the letters D and T as written signs of consonants.
- Learn to write block letters D-T, first dotted, and then independently.
- Learn to read syllables with D + 10 vowels, with T + 10 vowels.
- To consolidate the ability to determine the stressed syllable and stressed vowels, designate the stress with an icon.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 50. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 38)
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
5 8
2 2
01.04
1
Sounds B-B, F-F. Letters V, F. Reading syllables, sentences
Introduce V-F sounds both voiced and voiceless consonants.
- Introduce the sounds B-B,
F- F.
- To consolidate the ability to use the conventions of consonants: blue square - hard consonants, green square - soft consonants.
- Introduce the letters V and F as written signs of consonants.
- Learn to write block letters V-F, first point by point, and then independently.
- Learn to read syllables with B + 10 vowels, with Ф + 10 vowels.
- Improve reading skills.
- Learn to write words, conduct phonetic analysis of words.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 52. Workbook for children
5-6 years "From A to Z" E. V. Kolesnikova. Page 40)
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
5 9
2 3
03.04
1
Sounds З-ЗЗ, С-СЬ. Letters Z, S. Reading syllables, sentences
- get to know sounds Z-S both voiced and voiceless consonants.
- Introduce the sounds З-ЗЗ,
S-S.
- To consolidate the ability to use the conventions of consonants: blue square - hard consonants, green square - soft consonants.
- Introduce the letters З and С as written signs of consonant sounds.
- Learn how to type letters Z-C first by points, and then independently.
- Learn to read syllables with 3 + 10 vowels, with C + 10 vowels.
- Improve reading skills.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 54. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 42)
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
60
2 4
08.04
1
Sounds B-B, P-P. Letters B, P. Reading syllables, sentences
Books by children's writers. G. Vieru.
- Introduce the sounds B-P as voiced and deaf consonants.
- Introduce the sounds B-B-B,
P-P.
- To consolidate the ability to use the conventions of consonants: blue square - hard consonants, green square - soft consonants.
- Introduce the letters B and P as written signs of consonants.
- Learn how to type letters B-P first by points, and then independently.
- Learn to read syllables with B + 10 vowels, with P + 10 vowels.
- Improve reading skills.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 56. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 44
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
61
2 5
10.04
1
Letter X. Sounds Х-ХЬ. Reading syllables, words, sentences
- Introduce the printed letter X and the sounds Х-ХЬ
- Learn how to write the capital letter X
- Learn to read syllables with the letter X + 10 vowels.
Improve the ability to read syllables, words, sentences.
- Learn to match the picture (suggestion)
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 58. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 46)
62
2 6
15.04
1
Letters and sounds Zh-Sh. reading syllables and words
- To acquaint with the sounds Zh-Sh-voiced and deaf.
- Familiarize yourself with symbols sounds Zh-Sh- a blue square (like sounds that are always solid.
- To acquaint with printed letters Zh-Sh.
- Learn to write capital letters Zh-Sh.
- Learn to write words.
- Improve the ability to read syllables, words.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 60. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 48)
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
63
2 7
17.04
1
Letters and sounds CH-SH. reading syllables, words, sentences
- Introduce the sounds Ch-Sh as deaf consonants, soft consonants.
- To consolidate the ability to determine the place of sound in a word.
- To acquaint with the conditional designation of sounds Ch-Sch - a green square.
- Introduce in block letters CH-SH.
- Learn to write block letters Ch-Sch.
- Learn to read syllables, small texts.
- To consolidate the ability to conduct a phonetic analysis of the words goby, barrel.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 62. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. fifty)
64-65
2 8-29
22.04
24.04
2
Sound and letter C. Reading syllables, poetic texts
Introduce the consonant sound C.
- To learn intonation to highlight the sound C in words.
- Introduce the printed letter C as a written sign of the sound C.
- Learn to write the capital letter C.
- Improve reading skills.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 64. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 52)
66
30
29.04
1
Letter and sound Y. Reading syllables, poetic texts
Books by children's writers. Blaginina
- Introduce the soft consonant sound Y and its symbol - a green square.
- Introduce the printed letter Y as a written sign of the sound Y.
- Learn to write the capital letter Y
- Strengthen the ability to write the word with signs and letters.
- Improve reading skills.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 66. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 54)
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
6 7
31
06.05
1
Letter b. Reading syllables and poetic texts
- Introduce the letter b and its softening function. Learn to write the capital letter b.
- Improve reading skills.
- Learn to write words.
- Continue to learn to correlate the word with its graphic image.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 68. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 56)
6 8-69
32-33
13.05
15.05
2
"Letter b. Reading syllables, poetic texts.
- Introduce the letter b and its separating function.
- Learn to write the capital letter b.
- Improve reading skills.
- Learn to write words.
- Continue to learn to correlate the word with its graphic image.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 70. Working
notebook for children 5-6 years old "From A to Z" E. V. Kolesnikova. Page 58)
70
3 4
20.05
1
Reading syllables, words, sentences
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 72. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 62)
71
3 5
22.05
1
Reading syllables, words Making sentences on plot pictures
- Contribute to the development of sound-letter analysis.
- To promote the development of phonemic perception.
- Continue to learn to write the names of objects.
- Learn to read words and complete the word that makes sense.
- To consolidate the ability to determine the 2nd, 2nd, 3rd word in a sentence.
- Strengthen the ability to conduct phonemic analysis of words.
(Educational and methodological manual "Development of sound-letter analysis in children 5-6 years old" by E. V. Kolesnikova. P. 74. Workbook for children 5-6 years old "From A to Z" by E. V. Kolesnikova. P. 62)
Demonstration, visual, handouts, subject pictures.
Books by children's writers. A. Barto, K. Chukovsky, E Charushin, V. Berestov, S. Marshak, E. Blaginina, G. Vieru.
Portraits of writers
Pictures, series of pictures
72
36
27.05
1
Alphabet. Reading a poem.
- Introduce the alphabet.
- Fix the ability to write the passed letters.
- Improve reading skills.
(Educational and methodological manual “Development of sound-letter analysis in children 5-6 years old” by E. V. Kolesnikova. P. 76. Workbook for children 5-6 years old “From A to Z” by E. V. Kolesnikova. P. 64)
5. Calendar-thematic planning.
Literacy (writing) – 72 hours
Organization section
6. Logistics
Equipment:
- cards with printed capital and capital letters;
- cash register of letters and syllables;
- type-setting cloth;
- cards and schemes of sound-letter analysis of words;
- cards and diagrams of the stressed syllable and vowel sound and letters
- cards and schemes for drafting proposals;
- magnetic alphabet;
- symbols for sounds.
Methodological support:
Bibliography
E.V. Kolesnikova. The program “From sound to letter. Teaching preschoolers the elements of literacy. Moscow: Yuventa Publishing House, 2010
E.V. Kolesnikova. The development of phonemic hearing in children 4-5 years old. Teaching aid for the workbook "From word to sound". Moscow: Yuventa Publishing House, 2011.
E.V. Kolesnikova. "The development of sound-letter analysis in children in children 5-6 years old." Moscow: Yuventa Publishing House, 2011.
U.M. Sidorova. Tasks for the development of speech of children of the senior group of preschool educational institutions. Moscow: Creative Center, 2010
Abstracts of integrated classes in middle group kindergarten. Introduction to literature. The development of speech. Literacy education. Author - compiler A.V. Aji. Voronezh: TC "Teacher", 2009
E.V. Kolesnikova. From Word to Sound. Workbook for children 4-5 years old. Appendix to the teaching aid “Development of phonemic hearing in children 4-5 years old. Moscow: Yuventa Publishing House, 2011
E. V. Kolesnikova. "From A to Z". Workbook for children 5-6 years old. Moscow: Yuventa Publishing House, 2011
E.V. Kolesnikov. “Come on, letter, respond!” Workbook for children 5-7 years old. Moscow: Yuventa Publishing House, 2011
E.V. Kolesnikova "Recipes for preschoolers 5-7 years old." Moscow: Yuventa Publishing House, 2011
Series "Workbooks of a preschooler" Preparation for writing in 2 parts, Kirov, 2013.
Reading 22 min.
One of the important areas of work of the preschool teacher is the preparation of older preschoolers for literacy.
The relevance of this work is determined by the introduction from the age of five, the requirements of continuity and prospects in the work of two levels of education - preschool and primary and modern requirements to the speech development of children, their mastery of their native language as a means of communication.
The process of teaching children to read and write was the subject of research by scientists from various fields: psychology (L. Vygotsky, D. Elkonin, T. Egorov and others), linguists (A. Gvozdev, A. Reformatsky, A. Salakhov), classics of preschool pedagogy (E. Vodovozov, S. Rusova, Ya. Tikheeva and others), modern teachers and methodologists (A. Bogush, L. Zhurova, N. Varentsova, N. Vashulenko, L. Nevskaya, N. Skripchenko, K. Stryuk and others) .
The views of teachers on the problem of teaching preschoolers to read and write
Often the views of teachers on these issues are diametrically opposed: from complete approval to complete denial. This discussion is also fueled by parents, who often demand that educators teach their child to read.
This is due to the fact that for many parents, often teachers primary school, the ability to read before school is one of the main indicators of a child's readiness for learning.
It is bewildering and the attempt, both by scientists and practitioners of preschool education, to mechanically transfer the content of the work on teaching literacy, which is determined by the current programs for children in the preparatory group for school, to children in the older group.
In the literature (A. Bogush, N. Vashulenko, Goretsky, D. Elkonin, L. Zhurova, N. Skripchenko, and others), the preparation of older preschoolers for teaching literacy is defined as the process of forming in children the initial elementary skills to read and write.
As you know, the ability to read and write, necessary and important for modern man, since they provide the formation and satisfaction of his cultural and aesthetic needs, they are the leading channels for the independent acquisition of knowledge, development and self-development of the individual, the central link of independent activity.
Scientists recognize the extreme complexity of the process of acquiring literacy, the presence of several interrelated stages in it, most of which occur in primary school.
However, it should be noted that the preparation of older preschoolers for literacy is necessary, and most of the skills traditionally attributed to literacy should begin to be formed in children at the stage of preschool age.
What does a child need before school?
It should be noted that preparing older preschoolers for literacy and teaching children to read and write is the main task of elementary school. At the same time, the school is interested in the fact that the child who comes to the first grade is well prepared for literacy, namely:
- would have good oral speech;
- developed phonemic hearing;
- formed elementary ideas about the main language units, as well as initial analytical and synthetic skills in working with sentences, words and sounds;
- was prepared to master the graphics of the letter.
Therefore, it is quite logical to highlight in the Basic Component preschool education, in almost all existing programs that preschools work on educational establishments(“I am in the World”, “Child”, “Child in preschool years”, “Confident start”, “Child in preschool years”, etc.), such a task as preparing older preschoolers for literacy.
The task of propaedeutic work on teaching literacy
- To acquaint children with the basic units of speech and teach them how to use the terms of their designation correctly: “sentence”, “word”, “sound”, “syllable”.
- To form elementary ideas about the word as the main unit of speech communication and its nominative meaning (can name objects and phenomena, actions, signs of objects and actions, quantity, etc.); give an idea of the words that do not have an independent meaning and are used in the speech of children to connect words with each other (show by examples of conjunctions and prepositions).
- To teach to isolate a sentence from a speech stream, to perceive it as several words related in meaning, expressing a complete thought.
- Exercise in dividing sentences into words, determining the number and order of words in them and compiling sentences from disparate words, with a given word, in spreading sentences with new words; involve children in modeling sentences in working with sentence schemes.
- To acquaint with the sounds of speech and non-speech; based on the improvement of phonemic hearing and the improvement of sound pronunciation, to form the skills of sound analysis of speech.
- To teach to determine by ear the first and last sound in a word, the place of each sound in a word, highlight a given sound in words and determine its position (at the beginning, middle or end of a word), highlight the sound more often sounds in the text; independently select words with a given sound in a certain position; show the dependence of the meaning of the word on the order or change of sounds (cat-tok, map - desk); build a general sound scheme of the word, name the words corresponding to the given scheme.
- Preparing older preschoolers for literacy, building knowledge of vowels and consonants based on understanding the difference in their education; give the concept of composition as part of a word formed from one or more sounds, the role of vowels.
- Exercise in dividing words into syllables with a focus on loud sounds, determining the number and sequence of syllables; show the dependence of the meaning of a word on the order of syllables in it (ban-ka - ka-ban. Ku-ba - ba-ku); to teach to identify stressed and unstressed syllables in words, to notice the semantic role of stress (za'mok - zamo'k); exercise in compiling syllabic schemes of words and selecting words for a given scheme.
- To introduce hard and soft consonants; to teach to perform sound analysis of words by ear, to build sound schemes of words from marks or chips in accordance with the order (vowel or consonant, hard or soft consonant).
Consequently, in order to implement the tasks of raising children provided for by the program, it is necessary to deeply understand the scientific, theoretical and writing features of the modern approach to organizing classes in the native language, namely, the preparation of older preschoolers for literacy.
Where does the preparation of older preschoolers for literacy begin?
Let us highlight a number of the most important issues for the practical activities of the educator related to teaching children to read and write.
First of all, one should understand the psychological essence of the processes of reading and writing, the mechanisms of these types of human speech activity.
Reading and writing are new associations that are based on the second signal system already established in the child, join it and develop it.
So, oral speech serves as the basis for them, and for teaching literacy, the whole process of speech development of children is important: mastering coherent speech, a dictionary, educating a sound culture of speech, and forming a grammatical system.
Of particular importance is the teaching of children to be aware of someone else's and their own statement, to isolate individual elements in it. We are talking about oral speech, which preschoolers fully master.
But it is known that until the age of 3.5, the child does not yet notice speech as an independent phenomenon and, moreover, is not aware of it. Using speech, the child is aware only of its semantic side, which is framed with the help of language units. It is they who become the subject of purposeful analysis while teaching the child to read and write.
According to scientists (L. Zhurova, D. Elkonin, F. Sokhin and others), it is necessary to achieve a “breeding” of the sound and semantic side of the word, without which it is impossible to master reading and writing.
The Psychological Essence of Reading and Writing
It is equally important for the educator to be deeply aware of the psychological essence of the mechanisms of reading and writing, which are considered as processes of encoding and decoding oral speech.
It is known that all the information that people use in their activities is encoded. In oral speech, such a code is sounds or sound complexes, which in our minds are associated with certain meanings.
It is worth replacing at least one sound with another in any word, as its meaning is lost or changed. The letter uses an alphabetic code, in which letters, alphabetic complexes, to a certain extent, correlate with the sound composition of the spoken word.
The speaker constantly makes the transition from one code to another, that is, recodes the sound complexes of the letter (when writing) or the letter complexes into sound ones (when reading).
So, the reading mechanism consists in recoding printed or written characters into semantic units, into words; writing is a process of recoding the semantic units of speech into conventional signs that can be written (printed).
D. Elkonin about the initial stage of reading
The well-known domestic psychologist D. Elkonin considers the initial stage of reading as a process of recreating the sound form of a word according to its graphic structure(models). A child who is learning to read does not operate with letters or their names, but with the sound side of speech.
Without the correct reproduction of the sound form of a word, it cannot be understood. Therefore, D. Elkonin comes to a very important conclusion - the preparation of older preschoolers for teaching literacy should begin with familiarizing children with a wide linguistic reality even before learning letters.
Methods for teaching preschoolers literacy
Relevant for organizing the process of teaching preschoolers to read and write is the question of choosing a method. Educators are offered to help a number of methods for teaching preschoolers to read and write, namely: N. Zaitsev's method of early learning to read, D. Elkonin's method of teaching literacy, preparing older preschoolers for literacy and teaching early reading according to the Glen Doman system, D. Elkonin's method of teaching literacy - L. Zhurova and others.
Scientists note that the preparation of older preschoolers for teaching literacy and the choice of a method for teaching literacy depends on how fully it takes into account the ratio of oral and written speech, namely sounds and letters.
The sound analytical-synthetic method of teaching children to read and write, the founder of which was the famous teacher K. Ushinsky, most fully corresponds to the features of the phonetic and graphic systems of the language.
Naturally, the method has been improved taking into account the achievements of psychological, pedagogical and linguistic science and best practices, but even today it is the most effective in solving a complex of educational and developmental tasks of teaching literacy to both first graders and preschool children.
Sound analytic-synthetic method
Let us characterize the sound analytic-synthetic method. The preparation of older preschoolers for teaching literacy using this method is developmental in nature, providing mental development through a system of analytical and synthetic exercises; is based on active observations of the environment; the method also provides for reliance on live communication, on the speech skills and abilities already formed in children.
Scientific and methodological principles of the method
The main scientific and methodological principles on which the method is based are the following:
- The subject of reading is the sound structure of the word indicated by letters; speech sounds are those linguistic units that older preschoolers and first graders use at the initial stage of literacy.
- Children should receive initial ideas about linguistic phenomena on the basis of active observations of the relevant units of live communication with due awareness of their essential features.
- Familiarization of children with letters should precede the practical assimilation of the phonetic system of the native language.
Based on the scientific foundations of the sound analytical-synthetic method, the subject of reading is the sound structure of the word indicated by letters.
It is clear that without the correct reproduction of the sound form, words cannot be understood by the reader. And for this, it is necessary to prepare older preschoolers for teaching literacy and a long way to familiarize children with sound reality, to assimilate the entire sound system of their native language in oral speech.
Therefore, it is no coincidence that at the initial stage of teaching children to read and write, sound is taken as the basis for analytical and synthetic work (the letter is introduced as a designation for the sound after getting to know it).
It should be noted that the basis for the conscious mastery of sound units by children is the development of their phonemic hearing and phonemic perception.
Development of phonemic hearing
The results of special studies of children's speech (V. Gvozdev, N. Shvachkin, G. Lyamina, D. Elkonin, and others) proved that phonemic hearing develops very early.
Already at the age of 2, children distinguish all the subtleties of their native speech, understand and react to words that differ in just one phoneme. This level of phonemic hearing is sufficient for full communication, but is insufficient for mastering the skills of reading and writing.
Phonemic hearing should be such that the child can divide the flow of speech into sentences, sentences into words, words into sounds, determine the order of sounds in a word, give an elementary description of each sound, build sound and syllabic models of words, select words in accordance with the proposed models.
D. Elkonin called these special actions associated with the analysis of the sound side of the word, phonemic perception.
The actions of sound analysis are not assimilated by children spontaneously on their own, because such a task has never arisen in their practice of verbal communication.
The task of mastering such actions is set by an adult, and the actions themselves are formed in the process of specially organized training, during which children learn the algorithm of sound analysis. And primary phonemic hearing is a prerequisite for its more complex forms.
Therefore, one of the main tasks in teaching preschoolers to read and write is the development of their phonemic hearing, and on its basis - phonemic perception, which includes the formation of a broad orientation of children in language activity, the skills of sound analysis and synthesis, the development of a conscious attitude to language and speech.
We emphasize that the orientation of children in the sound form of the word is more significant than just preparation for mastering the basics of literacy. It is worth listening to the opinion of D. Elkonin on the role of revealing to the child the sound reality of the language, the sound form of the word, since all further study of the native language - grammar and spelling associated with it - depends on this.
Acquaintance with the basic language units
The introduction of children into the sound reality involves familiarizing them with the basic language units.
Recall that children should receive initial ideas about linguistic phenomena on the basis of active observations of the corresponding units of live communication with due awareness of their essential features.
At the same time, educators should take into account the peculiarities of phonetics and graphics. It is quite clear that without deep linguistic training, the educator will not be able to form in children elementary, but scientific ideas about the basic language units: a sentence, a word, a syllable, a sound.
Acquaintance with phonetics and graphics of the language
Observations of the practice of teaching preschoolers to read and write convincingly show that educators make the most mistakes at the stage of familiarizing children with the phonetic-graphic system of their native language.
So, there are frequent cases of identifying a sound and a letter, drawing the attention of children to insignificant features of phonemes, forming a false view of the relationship between sounds and letters, and the like.
In literacy classes in a modern preschool educational institution, the teacher must freely operate with such linguistic knowledge in the field of phonetics and graphics of the native language.
There are 38 phonetic units in our language. Phonemes are the basic sounds of speech, with the help of which words are distinguished (house - smoke, hands - rivers) and their forms (brother, brother, brother). According to acoustic properties, speech sounds are divided into vowels (there are 6 of them in Russian - [a], [o], [y], [e], [s], [i]) and consonants (there are 32 of them).
Vowels and consonants differ in their functions (vowels form a syllable, and consonants are only part of it) and in the way they are created.
Vowels are formed by exhaled air; air freely passes through the oral cavity; their voice is the basis.
During the pronunciation of consonants, the air flow encounters obstacles due to the complete or partial closure of the speech organs (mouth-closing). It is on these grounds that the teacher teaches children to distinguish between vowels and consonants.
Vowels are stressed and unstressed, and consonants are hard and soft. Letters are large and small, printed and handwritten. Therefore, it is incorrect to say that the phrase “vowels, consonants”, “hard (soft) letters”. From the point of view of linguistics, it is correct to use the phrase “letter to designate a vowel sound”, “letter to designate a consonant sound”, or “letter of a vowel”, “letter of a consonant sound”.
32 consonants are divided into hard and soft sounds. We emphasize that the sounds [l] - [l '], [d] - [d '], [s] - [s '], etc. exist as independent sounds, although authors often note in methodological manuals that this is one and the same sound, which is pronounced firmly in one word and softly in another.
In Russian, only sounds that are pronounced with the help of teeth and the front tip of the tongue can be soft: [d'], [s'], [d], [l'], [n'], [g'], [s '], [t'], [c'], [dz']. There is a confluence of la, nya, xia, zya, this, but there is no bya, me, vya, kya.
It should be remembered that at the initial stage of learning to read and write, soft consonants include not only [d '], [s'], [d], [l'], [n'], [g '], [s'], [t '], [ts '], [dz '], but also all other consonants that are in position before the vowel [and], for example in the words: rooster, woman, six, squirrel, horse and the like.
During the period of learning to read and write, children receive only a practical idea of the hardness-softness of consonants.
Phonetic representations
Initial phonetic representations are formed in older preschoolers on a practical basis, by organizing observations of linguistic phenomena. So, preschoolers recognize vowels and consonants according to the following features;
- way of pronunciation (presence or absence of obstacles in the oral cavity);
- the ability to form a composition.
At the same time, children learn hard and soft consonants. At the same time, such techniques are used as the perception of sounds in words and separately by ear (son - blue), the selection of sounds in words, the comparison of hard and soft sounds, observation of articulation, independent selection of words with hard and soft consonant sounds.
Since in language the sound content of a letter appears only in combination with other letters, reading letter by letter would constantly lead to errors in reading.
Syllabic reading
Therefore, in the modern methodology of teaching literacy, the principle of syllabic (positional) reading is adopted. From the very beginning of work on reading technique, children are guided by an open warehouse as a unit of reading.
Therefore, from the point of view of creation, a syllable is of great importance for solving methodological issues of teaching children to read and write, which is several sounds (or one sound) that are pronounced with one push of exhaled air.
The main sound in each syllable is a vowel, it is he who forms the syllable.
Types of syllables are distinguished by initial and final sounds: an open syllable ends with a vowel sound (game-you); a closed syllable ends with a consonant sound (year, smallest).
The simplest syllables are those that are formed from one vowel or from a combination (merger of a consonant with a vowel, for example: o-ko, je-re-lo. Dividing words into syllables does not present any difficulties for children.
division of syllables
When dividing words with a confluence of consonant sounds into syllables, one should be guided by the main feature of syllable division - gravitation towards an open syllable: with a confluence of consonants, the border between syllables passes after the vowel before the consonant (ri-chka, ka-toka-la, leaf-thorns, etc. ). According to this, most syllables in words are open. It is this approach to syllable division that children need to develop.
How to organize a lesson?
The success of teaching preschoolers to read and write largely depends on the ability of the teacher to organize the lesson, structure it, and conduct it methodically correctly.
AT senior group literacy classes are held once a week, their duration is 25-30 minutes. In the classroom, children are encouraged to new material and material for repetition and consolidation of previously acquired knowledge and skills.
When preparing and conducting literacy classes, the educator must adhere to a number of well-known didactic principles. The main ones are scientific, accessibility, systematic, visibility, consciousness and activity in the assimilation of knowledge by children, an individual approach to them, and the like.
It should be noted that in the methodology of teaching children to read and write, some traditional principles are beginning to be interpreted differently. For example, the principle of scientificity is well known, despite the age of children, they are given elementary but important information about the units of the language system.
Consequently, such explanations of the educator as “The sound [o] is a vowel, because it can be sung, pulled” are erroneous from the point of view of modern phonetic science and indicate a gross violation of this didactic principle.
Methodical methods of dividing words into syllables are erroneous, during which children clap their hands, lay down counting sticks, show selected syllables with hand movements, etc. Instead, such methodological techniques as placing a hand under the chin, placing the palm of the hand in front of the mouth since they are the ones that are based on taking into account the essential features of the syllable as a linguistic unit.
Visibility in teaching
Any lesson in a preschool cannot be imagined without the use of visualization. This principle during literacy training requires that a number of analyzers, primarily auditory-speech ones, be involved in the cognitive activity of the child.
The work of this analyzer is activated during the development of children's phonemic hearing, teaching them sound analysis, acquaintance with speech sounds, sentences, words and composition. The study of sounds and their characteristics, the formation in children of ideas about the features of a sentence, word, syllable, teaching them to correctly intonate sentences is more successful if the activity of the auditory analyzer is supplemented by movements of the articulatory organs - pronunciation.
The visual analyzer contributes to the solution of certain didactic tasks. By sight, the child perceives not the elements of oral speech themselves, but the symbols that reflect it. So, a sentence or a word is schematically shown with strips of different lengths, the sound and sound structure of the word - with chips and diagrams, which consist of three or four cells, and the like.
The visual perception of such visibility, as well as actions with it, allow the child to first “see” and then consciously operate with them.
In literacy classes, the teacher uses visual aids not only and not so much for the purpose of illustrating, but more often as a means of fixing the signs of language units, phenomena, their connections and relationships.
Visualization in teaching literacy is showing children the elements of oral speech. The teacher demonstrates a marked (unstressed) syllable, the hardness (softness) of a consonant, the presence (absence) of a particular sound in a word, and the like.
And therefore, the speech of the teacher, the speech of children, didactic stories, fairy tales, poems, and the like can also serve as visibility. Language visibility does not exclude the use of illustrative, pictorial (reproductions, pictures, diagrams), as well as subject (toys, chips, sticks, strips, etc.) visibility.
General didactic requirements
Concerned about the success of the child's further literacy education in primary school, the educator must adhere to general didactic requirements that will ensure the purposefulness of each literacy lesson, organizational completeness, methodological competence and effectiveness.
The practical thoughts of the didact, Professor A. Savchenko regarding the requirements for a modern lesson in grade 1, can also be taken into account in teaching older preschoolers:
- in the classroom (class in the senior preschool group) the teacher (educator) must necessarily inform the children what they will do and why, and then after the assessment, what and how they did. Professor A. Savchenko believes that in order to ensure the purposefulness of the lesson, first of all, it is necessary to correctly determine its goals. No less important, in her opinion, is to activate the attention of children at the beginning of the lesson by offering them a visual plan for its conduct. The same plan can be used as a visual support, summing up the lesson;
- assignments and questions are formulated by the teacher specifically and in short phrases. An important role in the work on new educational material is played by the imitative actions of preschoolers and first graders. So, when children learn a new way of doing things, it's best to show them how to do it. For example, "The word is pronounced like this ...", "Pronounce this sound with me."
In literacy classes, collective forms of work prevail, but children can work individually in cooperation with a teacher, independently individually with handouts.
Widely used in the classroom "Preparing senior preschoolers for literacy" is a group form of organizing the educational activities of children when they are combined in pairs or groups of four. The valuable experience of teaching children to work in groups is described by the authors of the developmental learning technology D. Elkonin and V. Davydov.
They believe that for group performance it is possible to offer tasks for compiling sentences or words according to the presented scheme, spreading the sentence or ending the sentence started by the teacher, and the like.
During the lesson (class) it is necessary to change the activities of children several times. Thanks to this, it becomes more dynamic, the attention of children is more stable. In addition, the alternation of activities is a reliable means of preventing children from overworking.
Visual aids, didactic material, game tasks should be used to the extent that help teachers achieve the learning goal, and preparing older preschoolers for literacy will become an accessible and interesting process for children.
Planning a literacy class
When planning work in literacy classes, it is necessary to take into account the level of preparedness and the real possibilities of both all children and each child separately.
The teacher should support even the slightest success of children in acquiring literacy. However, the excessive use of expressions such as "Well done!", "Great!" and others according to prof. A. Savchenko, except for a short-term emotional impact on the child, has no stimulating value.
Instead, it is necessary to give detailed value judgments that contain specific advice on eliminating shortcomings, overcoming difficulties; compare children's work; arrange an exhibition of the best works at the end of the lesson; involve children in evaluating the performance of the task by comrades. The most important thing is that the teacher's value judgments are motivated and understandable to children.
Describing the content, structure and methodology of literacy classes, we want to warn educators against the scientifically unfounded mechanical combination of literacy classes with classes on the education of a sound culture of speech.
Such preparation of older preschoolers for teaching literacy does not allow the fullest possible implementation of the specific tasks of these two types of classes, overloads their content, and makes the structure opaque. Despite the proximity of the individual goals of these classes (for example, the development of phonemic hearing), the commonality of methods and techniques, etc., each of them should be built and carried out in a unique way. So, in the classroom for teaching literacy, increased attention is required to work on the formation of preschoolers' ideas about the language unit (sentence, word, syllable, sound) and, on their basis, anapitiko-synthetic skills.
There are also repeated attempts by individual methodologists, and after them by educators, to supplement the content of literacy classes by familiarizing preschoolers with letters and teaching them to read. It should be noted that this is an overstatement of the requirements of existing programs, therefore, is unacceptable. All work on mastering the skill of reading should be organized exclusively on an individual basis. Such a lesson in content, structure and methodology resembles a reading lesson in the letter period in the first grade.
Preparing Senior Preschoolers for Literacy: Didactic Objectives
We draw the attention of educators to the need to correctly formulate the didactic goals of literacy classes. First of all, it should be clear final result this lesson, namely: what knowledge preschoolers should acquire about language units, what skills they will develop on the basis of this knowledge.
Summing up what has been said, we note that the success of organizing the education of children of five or six years old depends on how well the teacher is fluent in modern technology teaching children literacy, linguistic knowledge, as it takes into account the requirements of modern psychological and pedagogical science for the organization of the educational process in a preschool educational institution.
Valentina Mamiy
The working program of additional education "Gramoteika". Speech direction
Municipal Autonomous Preschool educational institution
"Child Development Center - Kindergarten No. 35"
Additional general developmental program
« GRAMOTEKA»
(Informative - speech development)
Age of children 6 - 7 years
Implementation period programs - 1 year
Compiler:
Educator of the 1st qualification
Elektrostal, 2016
Explanatory note.
The development of the child's speech is the main task of teachers, working with preschool children. Early learning to read is not a tribute to fashion and not a whim of parents. The trend towards a decrease in the age limits for the start of teaching children to read has a completely objective base: new school standards are being introduced education, expands elementary school program, the success of mastering them depends on the preparation, intellectual development of a child who can read.
Despite the existence of extensive literature on this issue, the possibilities of teaching preschoolers are insufficiently substantiated. literacy in the preschool system education, which has the possibility appeal to individuality, identity and self-worth of each child. Therefore, the creation additional general developmental literacy program children of 6 years old in a preschool institution is relevant. The problem has become especially relevant in connection with the modernization education.
In the preparatory group for school, it is actively carried out Work to prepare children for mastering the basics diplomas, a exactly:
Leading children to the sound analysis of words, dividing words into syllables
Composing words from syllables, sentences from words
Introduction to concepts "word" and offer" (without grammatical definition) .
To the main components of speech relate: pronunciation, sound-letter analysis, dictionary, grammar structure, etc.. e. The system of classes for the development of speech and the preparation of children for learning literacy leads the child to comprehend the way of reading, the formation of attention to words, their phonetics, morphology, spelling, syntax, which ultimately prevents violations of writing and reading.
The development of speech is carried out in the following directions:
1. Educational speech environment, tasks: promote improvement speech child's communications kindergarten with adults, peers, and younger or older children.
2. Vocabulary formation, tasks: enrichment, emotional and evaluative vocabulary, development of interest in the meaning of the word, the use of various parts of speech.
3. ZKR, target: improving phonemic hearing (learn to use words with a given sound, find words with this sound in a sentence and text, determine the place of a sound in a word).
4. The grammatical structure of speech, tasks: introduce and teach form single words(nouns - from suffixes, verbs - from prefixes, adjectives in a comparative and superlative degree, make complex sentences.
5. Connected speech: improvement of dialogic and monologic forms of speech (dialogue, retelling, story according to plan, story from personal experience, writing fairy tales, fables and riddles).
6. Preparation for training literacy: idea of a sentence, making sentences and dividing into words, dividing words into syllables, making words from syllables.
Classes are built in an entertaining, playful way using speech games which allows children to successfully master sound analysis, observe with interest the features of words, their use in speech. The educational material is presented in comparison, comparison and encourages children to constantly reason, analyze, draw their own conclusions, learn to justify them, choose the right solution among various answers. So way the main value is being formed and developed - the child's creative thinking, on the basis of which a system of knowledge about the language will gradually take shape and the need for language proficiency and speech improvement will be formed.
Relevance work program additional education:
How a child is prepared for school depends on the success of his adaptation, entering the mode of school life, his academic success, mental well-being. It has been proved that in children who are not ready for systematic learning, the period of adaptation, adaptation to the educational environment, is more difficult and longer. (not gaming) activities. These children have poorly developed coherent speech and mental abilities - they do not know how to ask questions, compare objects, phenomena, highlight the main thing, they have not formed the habit of elementary self-control.
Program provides a system of exciting games and exercises with sounds, letters, words that will help children form mental operations, teach them to understand and complete a learning task, master skills speech communication, and also promotes the development of fine motor skills and hand-eye coordination.
The main material of the study is words and sentences, texts that children read on their own by the end of the training. Children are offered game tasks and exercises with sounds, letters, words and sentences. The content of the tasks is related to the sections "getting to know the world" (seasons, domestic and wild animals, flowers, etc.). The expansion and enrichment of ideas about the surrounding world occurs with the help of artistic the words: proverbs and sayings, riddles, fairy tales, poems, stories by K. Ushinsky, V. Dal, N. Sweet. Each lesson includes tasks to develop graphic skills in order to prepare the child's hand for writing.
“Program education and upbringing” in kindergarten provides classes to prepare preschoolers for literacy 1 time per week in the preparatory group, so training literacy It was decided to organize in circle classes. This was also facilitated by the requests of parents concerned about the quality of preschool education of their children. This circle shape work allows you to solve the problem of teaching elementary reading skills with a much greater effect, since it takes into account the individual characteristics of children, and also allows you to optimally dose the load on each child in the group.
How to use (applications) work program in practical professional activities:
This program implemented directly educational activities(region "communication") with children of the preparatory group, on the development of phonemic hearing and perception in children, forming an integrative quality (capable of solving intellectual and personal tasks appropriate to the age necessary for successful learning to read and write.
Material in the training sessions literacy designed for the capabilities of a 6-7 year old child, with a gradual transition from simple to complex.
Working programm by type of activity - cognitive- speech
Target programs
implementation of an integrated approach to speech development of children and
preparing them for learning diplomas.
Tasks programs
Educational:
Formation and development of phonemic hearing;
Development of pronunciation skills;
To teach children to master the sound side of speech - tempo, intonation;
Acquaintance with the syllabic structure of the word;
Expanding children's vocabulary;
Formation and development of sound - letter analysis;
Formation of the ability to correctly build a sentence, use prepositions, distribute a sentence, use the construction of a complex sentence;
Formation of the ability to retell, compose short stories from pictures, using simple sentences;
Learn to answer the teacher's questions, ask, express your impressions and thoughts, talk about the results of your observations, the ability to speak in front of a group of children, expressively read poems, tell fairy tales, compose short stories based on plot pictures, logical tasks.
Preparing the child's hand for writing;
Educational:
Development of auditory perception;
Development of graphic skills;
Development of fine motor skills;
Development of mental processes: attention, memory, thinking;
Development of reading skills in whole words and sentences, small texts;
Introducing children to fiction.
Educational:
Skill education work
Education of independence in the performance of tasks
Education of moral qualities, namely tolerance, goodwill towards others.
The principles underlying work program.
Visibility in teaching is carried out on the perception of visual material.
Accessibility - activities are carried out taking into account age characteristics, built on the principle of didactics (from simple to complex).
Problematic - directed to find solutions to problematic and game situations.
The principle of integration educational area« Speech development» integrates with educational areas: "Social and personal development", "Cognitive Development", "Artistic and aesthetic development".
The developmental and educational nature of training - on speech development, expanding horizons, developing cognitive interests.
organization features educational process:
groups of students of the same age, group composition (constant).
tracking and commit forms educational outcomes: photo, feedback from children and parents.
forms of presentation and demonstration educational outcomes: open class.
teaching methods:
Verbal, visual practical; explanatory and illustrative, game, discussion, project, etc.)
upbringing (persuasion, encouragement, exercise, stimulation, motivation, etc.);
pedagogical technologies:
group learning technology, differentiated learning technology, health-saving and gaming technologies.
The lesson plan includes:
1. Articulation / speech gymnastics
2. Repetition of past material / addition or extension
3. New material:
4. Summing up lessons: what's new learned, learned to do, self-control and self-esteem.
Work is carried out frontally with the whole group using gaming technologies. The form activities: joint activity of an adult and children, independent activity of children.
Circle program« Gramoteika» provides for the disclosure of the term "word", the development of phonemic hearing and the articulatory apparatus, the formation of the ability to correctly name objects, the preparation of children for mastering writing.
Preparation for writing at this stage involves the development of coordination of movements, familiarity with the basic hygienic rules of writing, and fine motor skills training. Certainly when we are talking about training the hands and fingers, then not only the muscles of the hands are meant. It has been proven that the development of the hand affects the formation of the brain and the formation of the speech of the child. Training exercises for the hands fit logically into the development and improvement of the operational and technical sphere of the child's activity. In the course of the exercises, children form voluntary attention and certain volitional qualities.
When learning literacy psychophysiological characteristics of children of six are taken into account years:
Attention and memorization at this age is weak, especially if the teaching does not capture. I organize classes based on the interests of the children. The best technique for this is the game;
Children are very emotional, impressionable. Psychological studies have shown that a child remembers better what he experienced emotionally;
Children are overly mobile, so it is necessary to give in the classroom the opportunity to release energy in motion;
Children should not be overloaded, because they have increased fatigue at this age.
Lessons included different types games Key words: didactic, games-competitions, situational, mobile. Games develop mental operations: phonemic analysis and synthesis, representation, abstraction, comparison (comparison of words according to their sound composition, correlation of different types of words with each other, selection of words that have a certain sound structure, etc.). Game in form is educational - that's the value of such activities.
The material offered to the child is entertaining, does not contain complex and incomprehensible tasks. Focusing on age features preschool children, a large number of games and game situations have been introduced into classes that contribute to the implementation of communication tasks. An important role is played by the development of the ability to externally express one's inner emotions, to correctly understand emotional condition interlocutor, showing their individual abilities, while the child develops the ability to adequately evaluate activities, directed on the analysis of their own behavior and the actions of their peers.
Lesson planning
Duration Periodicity Quantity Quantity
lessons per week hours hours per year
30 min 1 time (two groups) 2 hours 13 hours 30 minutes
Predicted results:
Personal development of preschoolers
Development of memory, thinking, outlook, intelligence
Formation of personality traits, such how: work in a team, work independently, listen and hear yourself and your friends, plan and control work
Mastering the ability of sound-letter analysis, syllabic reading skills, writing block letters, syllables, words.
Improvement grammatical structure of speech, connected speech.
Show interest in the sounding word, reading, writing;
Orientation in the sound-letter system of the language;
Understand the semantic function of sounds and letters;
Write down words, sentences in block letters;
Solve puzzles, crossword puzzles;
Orientate in a notebook in a ruler (wide and narrow line);
Draw objects in a notebook in a ruler.
Forms for summarizing the implementation of this programs are:
Monitoring the assimilation of the section by children "Preparing for learning literacy»
Open demonstrations of classes additional education for parents, teachers in preschool educational institutions and GMO educators.
forward planning program content
for the academic year
OCTOBER 1 "Sounds and Letters"- repetition. Graphic image of sound in a word(square). Place of sound in a word (beginning, middle, end).
2 "Sounds and Letters" – consolidation: Correlation of sound and letter, reading and guessing riddles, game exercises. - "read and write correctly".
3 "Words and Syllables"- fastening. Syllable as part of a word, graphic word image(rectangle). Reading proverbs. Game ex. "Pair it right", "Who lives in what house".
4 "Suggestion, graphic skills"- acquaintance. Games. ex. "Read and write correctly", making sentences on pictures, drawing on sample in a notebook in a cage.
NOVEMBER 5 "World of Books". Reading and guessing riddles, writing riddle words, reading proverbs, drawing a kolobok in a notebook in a ruler.
6 "Toys". Games. ex. "Write it right", "Add an offer"
7 "Vegetables". Games. ex. "Write it right", "Pair it right", "Add an offer", reading riddles, drawing balls in a notebook in a ruler.
8 "Fruit". Games. ex. "Write it right", "What grows where", "Learning to solve a crossword puzzle" drawing cherries, apples in a notebook in a ruler.
DECEMBER 9 "Autumn". Reading riddles, stories, proverbs about autumn. Line drawing of autumn leaves in a notebook.
10 "Pets". Reading riddles, games. ex. "Write it right", reading the story of Ushinsky K. "Vaska" drawing a cat in a notebook in a ruler.
11 "Wild animals". Solving a crossword puzzle, game exercise. "Add an offer", reading riddles, drawing a hare in a notebook in a ruler.
12 "Fairy tales". Reading an excerpt from the story of Yu. Koval, games. ex. "Write it right", reading riddles, drawing Cheburashka in a notebook in a ruler.
13 "Winter". Reading riddles, a story about Winter, drawing up a proposal from a picture, drawing snowflakes in a notebook in a ruler.
"New Year". Reading a poem, games. ex. "Write it right", compiling a story based on a series of plot pictures, drawing Christmas balls in a notebook in a ruler.
15 "Transport". Games. ex. "Write it right", reading riddles, drawing wagons in a notebook in a ruler.
16 "Professions". Games. ex. "Read and complete the sentence", "Pair it right" reading riddles.
FEBRUARY 17 "Natural Phenomena". Reading proverbs, verse-I about natural phenomena, games. ex. "Pair it right". Correlation of sound and letter.
18 "Forest". Reading a story, riddles about the forest, games. ex. "What the artist messed up" drawing acorns, mushrooms in a notebook in a ruler.
19 "Insects" "Color and connect correctly" drawing ladybugs in a notebook in a ruler.
MARCH 20 "Birds". Games. ex. "Write it right", reading riddles, a story by K. Ushinsky "Woodpecker" drawing birds in a notebook in a ruler.
21 "Flowers". Solving a crossword puzzle, games. ex. "Color it Right" drawing tulips in a notebook in a ruler.
21 "March 8". Reading poems by Shorygina T., writing congratulations to the women of her family and drawing bouquets of flowers for them, reading proverbs about mother.
23 "Spring". Reading a riddle, a story by Sladkov N. "Spring joys", games. ex. "Pair it right" drawing snowdrops in a notebook in a ruler.
APRIL 24 "Summer". Reading riddles and a story about summer, games. ex. "Color it Right", "Sounds and Letters", reading proverbs about summer, drawing mushrooms in a notebook in a ruler.
25 "Puzzles". Solving puzzles.
26 "Crosswords". Solving crossword puzzles.
27 "Soon to School". Reading verse and proverbs about school, games. ex. "Pair it right" reading questions and writing answers to them.
The number of lessons on one topic may vary depending on the degree of assimilation of the material.
Academic plan
Topic Number of hours
Lesson #1 30 minutes
Lesson #2 30 minutes
Lesson #3 30 minutes
Lesson #4 30 minutes
Lesson #5 30 minutes
Lesson #6 30 minutes
Lesson #7 30 minutes
Lesson #8 30 minutes
Lesson #9 30 minutes
Lesson #10 30 minutes
Lesson #11 30 minutes
Lesson #12 30 minutes
Lesson #13 30 minutes
Lesson #14 30 minutes
Lesson #15 30 minutes
Lesson #16 30 minutes
Lesson #17 30 minutes
Lesson #18 30 minutes
Lesson #19 30 minutes
Lesson #20 30 minutes
Lesson #21 30 minutes
Lesson #22 30 minutes
Lesson #23 30 minutes
Lesson #24 30 minutes
Lesson #25 30 minutes
Lesson #26 30 minutes
Lesson #27 30 minutes
Total 27 lessons 13 hours 30 minutes
Methodological support of general developmental additional education programs:
1. Magnetic alphabet;
2. Didactic desktop games:
3. "ABC", "Syllabic Cubes", "Cubes - letters", "I'm learning letters", "Syllabic houses", "I know letters".
4. Split alphabet "Memorize Letters" for self children's work.
5. A set of teaching aids for program
"From sound to letter" for work with children 3-7 years old:
The development of sound-letter analysis in children 5-6 years old - "From A to Z".
Development of interest and ability to read in children 6-7 years old - "I'm starting to read".
Workbooks for children:
"From A to Z";
"Memorize Letters"
Additional material:
"Listen, look, do!" for children 5-7 years old;
"Cheerful grammar» for children 5-7 years old;
;
"500 games for correctional and developmental education of children aged 3-7"
"I'm already reading".
Alekseeva M. M., Yashina V. I. Methods of development of speech and teaching the native language of preschoolers. M., 2000.
Dmitrieva V. G. “1000 exercises. From word to sound. M., 2016
Zhukova N. S. "Primer" E., 2005
Zhukova O. S. "Recipes for future first-graders" M., 2015
"Birth to School". Approximate general educational program preschool education. M., 2010,
Sokhin F.A. Development of speech of preschool children. M., 1979.
Administrator L.V. "Education literacy in kindergarten» , Ya., 20007
Ushakova O. S., Strunina E. M. Methods of development of speech in children of pre-school age. M., 2004.
ElkoninD. B. Mental development in childhood. M., 1995.
Educational and methodological support Programs
"Development of sound-letter analysis in children 5-6 years old". M., 1996-2014.
"From A to Z". working notebook for children 5-6 years old. M., 1996-2014.
"Sounds and Letters". Demo material for classes with children 5-7 years old. M., 1998-2014.
"Recipes for preschoolers 5-7 years old". Workbook. M 2009-2014.
"Memorize Letters". working notebook for children 5-7 years old. M 2001-2014.
"Development of interest and ability to read in children 6-7 years old". Teaching aid. M., 1997-2014.
"Diagnostics of readiness for reading and writing of children aged 6-7". Workbook. M., 2004-201 4.
"I'm already reading". Collection literary works for reading with preschool children. M., 2008-2014.
"Cheerful grammar for children 5-7 years old» . Workbook. M 2008-2014.
"Come on, letter, respond". working notebook for children 5-7 years old. M., 2008-2014.
"Object, word, scheme". working notebook for children 5-7 years old. M 2007-2014,
"Juventik in the land of sounds and letters". working notebook for children 5-7 years old. M., 2009-2014.
Relevance.
The overall goal of the program.
The main directions of the program.
Tasks of the working program.
general didactic principles.
Expected Result.
Program content.
Conditions for the implementation of the program.
1 section. Acquaintance with all the sounds and letters of the Russian language.
2 section. The development of sound-letter analysis of words in preschoolers.
3 section. Learning to read.
4 section. Formation of initial writing skills.
Program monitoring..
Diagnostics.
Bibliography.
Applications
Annex 1. Planning by quarters.
Annex 2. Calendar-thematic planning.
Appendix 3. Didactic games and exercises.
Annex 4. Perspective plan of work with parents.
Appendix 5. Subject-developing environment.
Explanatory note
The introduction of the Federal State Educational Standard for Preschool Education (FGOS DO) dictates the introduction of new approaches to the creation in kindergarten of a system of comprehensive assistance to children in preparing for school.
“To master literacy, that is, the initial skills of reading and writing, first of all, it is necessary to develop sufficient phonemic hearing of the pronunciation side of speech, which serves as the basis for mastering the skills of sound-letter analysis” A.R. Luria Relevance: Today, future schoolchildren are offered the choice of an educational institution, a profile of education, programs, textbooks, final exams (USE). Differentiation and restructuring of the network of educational institutions continues. Therefore, to prepare a child for school, schooling, to help him move to a new level, to support him, to lend a helping hand is the task of educators, teachers and parents. For decades, problems have accumulated in all the most important areas of children's lives. Their solution depends not only on the efforts of the family, but also on the activities of many other social institutions involved in the process of socialization, upbringing and education of children. Childhood is a process of growing up, it is the life of a person passing from one qualitative state to another, higher one. In a broad sense, all preschool childhood prepares the transition to a new stage of development. The doors of the school will open before the preschooler, he will enter the "Era of the ascent to social maturity" (A. V. Petrovsky). If a child who has gone to school, in the first grade, does not cope with the task in the literacy section, does not realize that the sound is pronounced, and the letter is written, words consist of syllables, sentences can be made from words, etc., then naturally he difficulties arise. The child no longer wants to go to school. The lion's share of a child's educational difficulties in grades 1-2 is the result of "tails" in preschool age, and hence parental omissions. It must be remembered that learning is seen as a two-way process in which the teacher, the bearer of knowledge and experience, and as the organizer of learning, is considered the dominant figure.
The “training and education program” in kindergarten provides for classes to prepare preschoolers for literacy once a week in the preparatory group, therefore, based on the study of advanced technologies on the problem of teaching children to read and write in kindergarten (Povalyaeva M.A., 2000, Filicheva T.B., Cheveleva N.A., 1991, Kashe G.A., 1985, Zhurova L. E., 1974, Konovalenko V.V., Konovalenko S.V., 1999, Galkina G.G., 2003, Agranovich Z.E., 2004, Kuznetsova E.V., Tikhonova I.A. , 2008, Limanskaya O.N., 2009), preparation for It was decided to organize literacy training in circle classes. This was also facilitated by the requests of parents concerned about the quality of preschool education for their children. This circle form of work allows solving the problem of teaching elementary reading skills with a much greater effect, since it takes into account the individual characteristics of children, and also allows you to optimally dose the load on each child in the group. This program also uses partially speech therapy methods and technologies for preschool children.
The overall goal of this program: This program is aimed at preventing violations of oral and written speech.
The program is designed for 1 year, for children 5-6 years old. The program is implemented outside the main educational activities. Number of classes - 1 time per week. Duration – 25-30 minutes. Work is carried out frontally. The proposed cycle of classes contributes to the development of sound culture of speech, phonemic hearing, sound-letter analysis, as well as the development of attention, thinking, memory. The manual develops interest and ability to read.
Main directions of the program- Development of phonemic hearing and pronunciation of speech;
Development of skills of sound-letter analysis of words;
Formation of letter gnosis;
Development of manual skill and graphomotor skills;
Development of mental operations, modeling of articulation of sounds;
Formation of interest in reading.
Development of mental processes.
Tasks of the working program: 1. Formation of interest in the learning process.
2. Development of sound culture of speech.
3. The ability to conduct sound analysis and synthesis of words, compare words by sound composition.
4. Development of skills to speak and listen to other people.
5. Development of interest and attention to the word, to one's own speech, to the speech of others.
6. Enrichment of children's vocabulary.
7. Assimilation of language units: sound, syllable, word, sentence.
The program takes into account general didactic principles: Science;
Systematic;
Gradual complication;
Perspective;
Availability;
Connection with life.
For the first time, the question of preliminary sound exercises in the Russian method of teaching reading was raised by Ushinsky K.D. He considered it necessary to develop speech hearing in children, the ability to hear individual sounds and their sequence in words. Professor R.I. Lalaeva in her speech at the I International Conference of the Russian Academy of Arts in September 2004 (Russian Association of Dyslexia) noted that in order to master many spelling rules, the formation of the phonemic component of language ability is required (the ability to differentiate vowels - consonants, hard - soft and voiced - deaf consonants phonemes, unstressed and stressed vowels). Therefore, in the system of this course in preparation for teaching literacy, a lot of time is devoted to children learning the concepts: sound, syllable, word, sentence, vowel, consonant, soft consonant, hard consonant, voiced consonant, deaf consonant.
Considering gradual complication, these concepts are acquired in a certain sequence:
Sounds of the surrounding world;
Sounds uttered by a person (speech sounds);
Vowel sounds;
Consonant sounds (without classification);
Agree hard and soft;
Voiced and voiceless consonants.
In parallel, concepts are given: Word;
Offer;
Emphasis.
Expected results. By the end of the course, children can:
Distinguish between the concepts of "sound", "syllable", "word", "sentence".
Highlight words in a sentence, determine their place.
Compose a sentence with the given word.
Make up words from ready-made syllables.
To know that in a word one syllable is the main, stressed.
Have an idea about the classification of sounds (vowel - consonant, hard - soft, voiced - deaf).
Conduct a sound analysis of words from 3 - 4 sounds.
Understand and distinguish between the concepts of "sound" and "letter".
The material offered in the program is studied taking into account the individual psychophysiological characteristics of the child.
The first part of the program involves the mastery of the sound side of speech by children and orientation in it.
The theoretical approach to the problem is based on the idea of the patterns of speech development of preschoolers.
The program implements a systematic, comprehensive, personal approach to the development of children.
With a systematic approach, the ways of mastering the language by the child in the unity of consciousness and activity are considered.
An integrated approach requires the interaction of different sciences (psycholinguistics, pedagogy, linguistics, sociolinguistics).
With a personal approach, the process of teaching children to read and write is considered in the light of the concept of developing a holistic personality with
taking into account the psychophysiological characteristics of children, their needs.
The program is not a static document, but a very mobile mechanism in organizing work with children of this age group.
Conditions for the implementation of the program:
I. Systematic training.
The need for training is determined by the following
1) Conditions are created for the assimilation of program tasks (correct pronunciation, familiarization with the word and sound, stress, the letter system of the language, mastering the initial reading skills, etc.).
2) The deficit of verbal communication is compensated.
3) The child's attention is purposefully fixed on grammatical concepts and ideas about words, sounds, stress, letters, sentences, etc.
4) Learning skills are formed (understanding of the learning task, its independent solution, self-control and self-assessment).
5) Conditions are created under which children not only acquire knowledge, skills and abilities, but also learn how to independently comprehend them, as a result of which thinking, memory, and imagination develop in preschoolers.
II. Creation of conditions for independent activity of children.
It is very important not only to give preschoolers a certain amount of knowledge, skills and abilities, but also to provide an opportunity to use this knowledge, creating conditions for the independent activity of the child.
To do this, you must have a sufficient number of board games, manuals.
You can use the didactic manual "Tell a story", "Alphabet".
III. Collaboration between teachers and families.
The success of cooperation is possible only when the teacher and the parent realize the importance of a targeted pedagogical impact on the child.
Parents can be introduced to the “Preparation for Literacy” program at a parent meeting, in individual conversations, through a group information stand, where it is necessary to reflect what the child is doing in the group, and offer material for homework.
It is advisable to hold open classes twice a year so that parents can see their child in a peer group and understand what problems he has.
Modern preschool education makes ever higher demands on the teacher, training and development, the amount of knowledge that needs to be transferred is steadily growing, and the development of this knowledge should not be mechanical, but meaningful. Famous psychologist Vygotsky L.S. believed that learning should come first general development child and lead him, relying on the "zone of proximal development". Being late in learning, teachers lose the opportunity to regulate children's development and direct it along the right path. The most effective use of the rich possibilities of the child is carried out only when the period of special sensitivity to the assimilation of this or that material in his development has not yet passed.
According to the founder of the domestic scientific methodology and pedagogy of primary education K.D. Ushinsky, literacy acts as the main, central subject that is included in all other subjects and collects their results.
Working with preschool children for many years, I noticed that it is in children aged 5-6 that there is an interest in letters and a desire to learn to read.
Studying the achievements of modern pedagogy and psychology from various sources, I came to the conclusion that the developmental function of the program of the learning process is necessary. In my teaching activities, I rely on the experience of Kolesnikova E.V. on the development of sound-letter analysis in preschoolers.
Circle work is built on the principle of maximum use of the child's own cognitive activity and sequential introduction of program material (that is, from simple to complex). The organization of the training was thought out in such a way that:
provided cognitive interest and stability of voluntary attention,
each child could participate in the process of completing tasks,
individual and differentiated approaches to children are used (strong, weak groups of children according to the level of knowledge and skills).
Classes are held in the form of games and game exercises using visual material, toys. The use of this form of education arouses children's interest in new knowledge, they are more deeply absorbed, and later willingly and actively used in independent activities. Children play didactic games with letters, with words; read books, guess crosswords, schemes, solve puzzles.
A large place in working with children is occupied by poetic texts, which are necessary not only for the aesthetic education and development of speech, but also for the formation and improvement of their speech hearing.
In literacy classes, children are given a variety of exercises and tasks to prepare their hands for the writing process, to develop attention, memory, and thinking.
In progress independent work By comparing their own results with a given sample, children master the skills of self-control and self-esteem, prepare their hand for writing.
Thus, during classes, children, in addition to the development of elementary reading skills and initial writing skills, have a comprehensive development: mental development, development of creative and psychophysical processes.
Literacy education is a complex process that includes several stages:
preparatory stage - preparation for the sound analysis of the word;
the main stage is the formation of elementary reading skills and initial writing skills.
The preparatory stage of training is preparation for the sound analysis of the word.
At this stage, the foundations are laid for children to acquire literacy (reading and writing).
Purpose of the stage: preparing children to master the sound analysis of words.
Stage tasks.
1. To form in children the actions of intonation, stretching, singing a sound in a word.
2. Teach them to identify the first sound in a word, the presence of a sound in a word, a common sound in a poem.
3. Provide practical familiarity with hard and soft consonants without introducing the appropriate terms. Learn to recognize them by ear.
4. Introduction of the terms "sound" and "word".
5. Learn to name words with a given sound.
6. To cultivate speech attention and phonemic hearing.
main stage- the formation of elementary reading skills and initial writing skills.
The methodology for the formation of elementary reading and writing skills is built into 4 sections.
Acquaintance with all the sounds and letters of the Russian language.
The development of sound-letter analysis of the word.
Learning to read.
Formation of initial writing skills.
Section 1: Acquaintance with all the sounds and letters of the Russian language
Tasks.
Give an idea of the sounds of the Russian language.
To acquaint with the features of the pronunciation of vowels and consonants, with their schematic representation: a blue circle is a consonant sound, a red circle is a vowel sound.
Show children the relationship between sound and letter.
Formation of the skill of reading open and closed syllables.
An approximate sequence of familiarization with sounds and letters:
A, O, U, S, E, R, L, M, N, S-3, W-F, D-T, K-G, B-P, V-F, X, H, W, C, Y, I, I, Yu, E, E, b, b.
Exercises for a detailed acquaintance with the letter:
Examining each letter, what it looks like, what elements the letter consists of, touching the letter (feeling the three-dimensional letter with your hands), laying out the letter from various materials, sculpting the letter, memorizing verses about each letter, guessing riddles, inventing words for a given letter, "letter" letters by reference points, drawing missing elements of a letter, searching for a given letter among other letters, comparing a letter with other letters, typing a letter with a sample orientation.
It is necessary to work with individual split alphabets, since the learning process is more effective if the child “skips” letters and syllables through his fingers.
When studying letters, it is necessary to observe sequence and gradualness, carefully select words and compile syllabic tables of various types for each lesson. Show the syllabic role of the vowel and the meaning of stress.
Section 2. Development of sound-letter analysis of words in preschoolers
Tasks.
Distinguish sounds according to their qualitative characteristics: vowel, hard (soft) consonant.
Teach children to determine the position of sound in a word.
To teach children to determine the order of sounds in a word and individual sounds
Learn to match sounds and letters correctly.
The order of the sound-letter analysis of the word:
Pronunciation of a word with intonational emphasis on each sound (first, second, etc.);
Naming an isolated sound;
The sound is characterized (vowel, hard (soft) consonant);
Sound designation with a corresponding chip;
- "reading" by "recording" (by chips);
Designation of sound by a letter;
Determining the number of syllables.
When teaching children the sound-letter analysis of words, a picture-scheme of the sound composition of the word is used, showing how many sounds are in the word.
Then the picture-scheme is replaced by a strip-scheme.
Conducting a sound-letter analysis of a word for preschoolers is a complex process, so it needs to be formed gradually:
1. First, children learn to determine which vowel (consonant) sound is heard in a word.
For example. What vowel is heard in these words: house, smoke, moss, garden, beetle, onion, etc. What consonant is heard in the words: cheers, she, mustache, mind, mu, etc.
2. Then they learn to determine the position of the sound in the word (at the beginning, in the middle, at the end of the word).
For example:
Starting sound-letter analysis should begin in the older group with words consisting of 3 sounds (cheese, mustache, nose, ball, onion, beetle, house, smoke, cancer); then move on to words consisting of 4 sounds (moon, frame, balls, fish, rose, soap, umbrella, houses, mountain, duck, spider, scarf, etc.).
Then we proceed to the analysis of words of 5 or more sounds (bag, cat, school desk, bucket, dog, cow, etc.).
Here are some exercises used in this section:
"Recognize the sound and write the letter in the window";
"Find a house for letters";
"What vowel (consonant) sound is heard in the word";
"Write the first and last letters of the word";
"Where is the vowel hidden?";
"What sound is hidden at the end of the word?";
"Clap as many times as you hear sounds";
"Name the sounds of the word";
"Who was wrong?";
"Help Mishka correctly put the sounds (letters) in order";
"Make your name out of letters", etc.
Performing these exercises, children develop the ability to consistently isolate sounds, letters in words, as well as conduct a sound-letter analysis of words consisting of 3 or more sounds.
Section 3 Teaching Reading
Tasks.
Formation in children of the skill of smooth syllabic reading with a gradual transition to reading whole words, sentences.
To acquaint children with the concept of inflection (bow-lacquer, house-smoke).
To teach children to make words from syllables and individual letters, sentences from individual words.
Formation in children of the skill of conscious reading of small texts, understanding the meaning of what they read.
To acquaint with the basic orthoepic norms when reading short texts: pause, logical stress, in simple cases, observe intonation.
Learn to work independently with the scheme of words and sentences.
Teaching children to read begins after getting to know the following letters:
A, O, U, S, E, R, L, M, N.
All material for reading and "writing" in the initial periods of literacy must be selected in such a way that its spelling completely coincides with pronunciation. To learn to read first direct and reverse syllables, then three-letter monosyllabic (juice, bough) words. Then you can learn two-syllable ones (mustache, wasp, moon, roma, etc.). Much attention is paid to exercises for transforming words by replacing, rearranging, adding sounds. It emphasizes the need for meaningful reading.
Section 4. Formation of initial writing skills
Tasks.
Develop the ability to navigate on a sheet, on a wide line.
The development of fine motor skills of the hands.
Mastering the writing instrument and some graphic skills.
The best means of developing initial writing skills are albums with practical tasks that enable the child to act independently (hatch, paint over, connect, draw, etc.).
Here are some types of work:
Hatching - before and after getting to know the letters. Initially, stencils with geometric shapes are used for hatching, then stencils depicting objects and animal figures, as well as a set of different patterns are used.
Coloring letters according to the pattern.
Exercise for the development of fine motor skills of the hands: "circle the letter with your finger", feeling the three-dimensional letter with your eyes closed, "finger alphabet" (draw the letter with your finger in the air, write on the table), "sculpt the letter ...", "lay out the letter from ... ", launching small "tops" with your fingers, tasks for connecting letters and pictures, etc.
To improve the quality of education, based on the characteristics of children, I have developed:
perspective plan by quarters ();
calendar-thematic planning ( Annex 2).
Each lesson includes didactic games and exercises ( Annex 3).
Many years of experience in preparing children for literacy shows that preschoolers are able to successfully master the initial skills of sound-letter analysis and synthesis, which is the basis for the formation of reading and writing.
Extensive work has been done with parents Appendix 4);
a subject-developing environment has been created to help children learn to read and write. ( Annex 5)
III Program monitoring.
Diagnostics
Examination of children under this program is carried out 2 times during the period of study (at the beginning and at the end).
This makes it possible to see the dynamics of assimilation of program requirements by children, and then, after analyzing the causes of individual gaps, shortcomings, to outline ways to correct them. In my diagnosis, I am based on the main program of education and training in kindergarten, ed. M.A.Vasilyeva, V.V.Gerbova, T.S.Komarova (M.; "Mosaic - Sintez" 2005), the program of education and training of preschool children with speech underdevelopment (Moscow, 2010) T.B. Filicheva, G.V. Chirkina.
As well as observations of children, questions, individual test tasks(E.V. Kolesnikova "Tests for children of 6 years old", "Is your child ready for school?". - M .: "Yuventa", 2001)
Speech is examined for the following features:
Sound pronunciation and phonemic perception;
B (high) - pronounces all sounds;
D (sufficient) - does not pronounce 1-2 sounds;
C (medium) - does not pronounce from 2 to 5 sounds;
K (critical) - does not pronounce more than 5 sounds.
Lexical stock:
a) nouns;
b) verbs;
c) adjectives.
Connected speech:
a) compiling a story by action;
b) compiling a story according to the presentation;
c) compiling a story based on a series of plot pictures;
d) compiling a story based on a plot picture;
e) retelling.
Bibliography:
Gvozdev A.N. Assimilation by children of the sound side of the Russian language. - St. Petersburg: Accident, 1995.-64 p.
Zhurova L.E. Development of sound analysis of words in preschool children// questions of psychology. No. 3-1963.
Zhurova L.E., Elkonin D.B. To the question of the formation of phonemic perception in preschool children / / Sensory education of preschoolers - M .: 1963.
Lalaeva R.I., Serebryakova N.V. Formation of the correct colloquial speech at preschoolers. - St. Petersburg: Soyuz, 2004.
Tkacheva L.F. The development of phonemic hearing in children as a prerequisite for the successful assimilation of phonetics and spelling. Voprosy psikhologii. No. 4/19.
Shvachkin N.Kh. Phonemic development of children's speech. – M.: Enlightenment, 1961.
Zhurova, Vorontsova "Teaching preschoolers to read and write", M., 2001.
Nefedova, Uzorova "Teaching reading", 2000.
APPS
ATTACHMENT 1
Quarterly planning.
1 quarter
Sound pronunciation.
1. Clarify the pronunciation of vowels and the lightest consonant sounds in newly admitted children.
2. Continue automating the correct pronunciation of speech sounds in children who attended a speech therapy group.
1. Continue working on three-syllable words with a confluence of consonants and a closed syllable (apricot, orange).
2. Work on monosyllabic words with a confluence of consonants at the beginning and end of words (elephant, bridge).
3. Work on two-syllable words with two consonant clusters (plank).
1. Consolidate children's knowledge about vowels and consonants, their signs. Exercise children in distinguishing between vowels and consonants, in the selection of words for given vowels and consonants.
2. To consolidate ideas about hardness-softness, deafness-sonority of consonant sounds. Exercise in differentiating consonant sounds according to hardness-softness, deafness-voicedness.
3. Consolidate the ability to isolate the sound from the word. Exercise children in isolating a sound from a word.
poppy, wasps, forest.
5. Learn to analyze and synthesize words like: mom, elephant, bridge, fox, leaf.
6. Consolidate the skills of syllabic analysis of words and analysis of sentences without a preposition.
Learn to analyze sentences with simple prepositions and draw up their graphic schemes.
2. Continue work on the formation of the correct voice delivery and fluency of speech. Observe the voice mode, avoid forcing the voice, shouting.
3. Teach children to arbitrarily change the strength of the voice: speak quieter, louder, louder, softer, in a whisper.
5. Teach children to speak at a calm pace.
6. Continue work on the clarity of diction, intonational expressiveness of speech.
Diploma.
1. Exercise children in "typing" and reading syllables, words with passed letters.
2. Introduce children to the letters: U, A, I, E, P, T, K, M, O, X, Y, S, S.
4. Clarify the children's idea of how the sound differs from the letter.
5. Exercise children in composing and reading confluences of vowels AU, UA, OI, IA ...., in reading closed syllables such as: AP, UK, OT; then in reading open types: PI, KO, TA ....
cat current mom
kit mok dad
cook poppy puma
lump like flour, etc.
7. Exercise children in recognizing passed letters depicted with a missing element.
8. Exercise in finding correctly depicted letters in a row consisting of their correct and mirror written letters.
Coherent speech training.
1. To develop in children the desire to discuss what they saw, to talk about experiences, impressions.
2. Continue to teach how to make a sentence using pictures, to teach how to spread the sentence.
3. To consolidate the ability to compose descriptive stories about subjects based on the material of the lexical topics covered.
4. Learn to ask questions correctly. To stimulate the development and formation of not only cognitive interest, but also cognitive communication.
5. Improve the skill of retelling small texts.
6. Improve the skill of compiling stories based on a picture and a series of pictures.
1. Improve the ability of children to form and use singular and plural nouns in speech (topics: "Trees", "Vegetables", "Fruits", "Birds", "Animals", "Clothes", "Shoes", "Headwear ").
2. Continue work on teaching the agreement of adjectives with nouns, on the practical use of relative and possessive adjectives in speech (on the indicated topics).
3. To consolidate the ability to correctly use simple prepositions in speech, clarify the understanding of their meanings and begin to form in children the ability to use complex prepositions: from under, from behind.
4. Clarify children's understanding of the meanings of verbs with various prefixes ( feed, bend, tie up ...) and begin to train them in education and practical use.
5. Improve the ability to coordinate numbers two, five with nouns.
1. Improve technical skills and abilities in creating new color tones and shades.
2. Continue to develop fine motor skills in finger gymnastics, entertaining exercises, in working with mosaics, constructors; stencils, strokes along the contour.
3. Develop artistic perception of works of art.
Physical development.
1. To form in children the need for daily, active motor activity.
2. Form the correct posture.
3. Cultivate endurance, perseverance in achieving results.
4. Develop an eye in children.
5. Improve basic movements iya, by introducing new complexly coordinated species.
2 quarter
Sound pronunciation.
1. Continue to work on automating the correct pronunciation of sounds in all children.
2. To form the correct pronunciation of hissing and sonorous sounds in newly admitted children.
Work on the syllabic structure of the word.
1. Work on four-syllable words from open syllables ( corn)
Development of skills in sound and syllabic analysis and synthesis, analysis of sentences.
1. To consolidate in children the ability to select words for a given sound.
2. Exercise children in distinguishing between hard-soft, voiced-voiced consonants in a series of sounds, syllables, words, in a sentence.
3. Improve the skills of isolating a given sound from a word.
4. To consolidate the ability to conduct sound analysis and synthesis of words like: dad, table, bush, linden.
5. Learn to analyze and synthesize words from five sounds.
6. Improve the skill of sound analysis of words, analysis of sentences without prepositions and with simple prepositions. Exercise children in drawing up graphic diagrams of sentences.
Development of general speech skills.
1. Continue work on the development of speech breathing.
2. To improve in children the ability to arbitrarily change the strength, pitch and timbre of the voice.
4. Continue to work on the clarity of diction, intonational expressiveness of speech.
Diploma.
1. Improving the skills of "typing" and reading syllables, words and sentences with passed letters in children.
2. Introduce children to the letters: Z, N, C, B, C, D, G, W, E, L, F, F, E, R.
3. Exercise in composing letters from sticks or laying out from string, in modeling letters from plasticine, cutting them out of paper, in drawing letters in the air.
4. Teach children to solve puzzles, solve crossword puzzles, isographs.
5. Improve the ability to transform letters, distinguish between correctly and incorrectly printed letters, “add” unfinished letters superimposed on each other.
Coherent speech training.
1. Improve the ability to compose stories about the subject on well-developed lexical topics using a collectively drawn up plan; by a series of paintings, by painting.
2. To teach children to compose stories from personal experience, to talk about experiences related to what they read, what they saw.
3. To teach the use of accepted norms of polite speech communication (listen carefully to the interlocutor, ask questions, build statements briefly or widely). Develop communicative function speech. Create conditions for children to communicate in the game.
4. Improve the skill of retelling.
5. Learn to correctly build and use complex sentences in speech.
The development of the grammatical structure of speech.
1. Improve the ability to form and use nouns in singular and plural in speech.
2. Introduce children to the ways of word formation.
3. Continue work on learning to agree on adjectives with nouns.
4. Teach the correct use of relative possessive adjectives in speech.
5. To consolidate the ability to correctly use simple and complex prepositions in speech.
6. Continue to work on learning to form and use verbs with various prefixes in speech; verbs denoting labor actions.
Artistic and creative activity.
1. To develop the ability to give stability to various structures in the design of ready-made forms; replace parts, combine them.
2. Teach how to work with various tools.
3. Continue to develop the creative activity of children.
Physical development.
1. Improve coordination of movements, balance.
2. To cultivate honesty, friendliness, independence in the process of outdoor games and performing various physical exercises.
3. Continue to develop fine motor skills in finger gymnastics, strokes, hatching, games with designers.
3 quarter
Sound pronunciation.
1. Complete the automation and differentiation of all sounds in children.
Work on the syllabic structure of the word.
1. Work on three-, four- and five-syllable words with a complex sound-syllabic structure (thermometer, crossroads).
Development of skills in sound and syllabic analysis and synthesis, analysis of sentences.
1. Exercise children in selecting words for a given sound, in distinguishing between hard-soft, voiced-voiced consonants, isolating a sound from a word.
2. To consolidate the ability to conduct a complete sound analysis of words like: bowl, car.
3. Form the idea that the letters b and b do not represent sounds.
4. Improve the skill of syllabic analysis. Learn to divide four-syllable words into syllables.
5. Improve the skill of analyzing simple sentences without prepositions and with simple prepositions. Learn to analyze simple sentences with complex prepositions. Exercise children in drawing up graphic diagrams of sentences.
6. Consolidate knowledge of known spelling rules.
Development of general speech skills.
1. Develop the duration of speech exhalation.
2. Continue working on the pace and rhythm of speech, clarity of diction, intonational expressiveness of speech in everyday communication.
3. Improve the sonority and mobility of the voice.
Diploma.
1. Consolidate the skill of "typing" syllables, words, sentences
2. Introduce children to the letters: Yu, H, Shch, I, b, b.
3. Exercise children in solving crossword puzzles, solving puzzles, reading isographs.
4. Learn to recognize letters from different fonts, distinguish between correctly and incorrectly typed letters; letters stacked on top of each other.
5. Learn the alphabet.
6. Ensure the formation of initial skills in mastering written speech.
Coherent speech training.
1. Improve the skills of complete and brief retelling, a descriptive story, a story based on a picture and a series of paintings, a story from personal experience.
2. To develop the individual abilities of children in creative speech activity.
3. To develop the ability to select the most interesting and significant events and episodes for creative stories, finding the original form of transmission, including a description of nature, the surrounding reality in the narrative, using verbal and non-verbal means.
4. Encourage children to say and describe what they have seen.
The development of the grammatical structure of speech.
1. Fix the correct use of relative and possessive adjectives in speech, agreement of adjectives and numerals with nouns.
2. Fix the correct use of simple and complex prepositions in speech.
3. Learn to coordinate possessive pronouns with nouns.
4. Improve the ability to form comparative adjectives.
Artistic and creative activity.
1. Improve artistic skills in plot work.
2. Learn how to design from various waste materials.
Physical development.
1. Continue to develop motor skills in finger gymnastics, work with stencils.
2. To form the skills of correct posture in static positions and movements in games.
3. Encourage the manifestation of independence of children in the organization of games.
4. Maintain interest in various sports.
Cooperation with parents of preschool children.
The family and educational institutions are two important institutions for the socialization of children. Their educational functions are different, but their interaction is necessary for the full development of the child.
Unfortunately, most often work with parents in preschool educational institutions is carried out only in those areas of pedagogical propaganda in which the family is only an object of influence. As a result, feedback from the family is not established, and the possibilities of family education are not used to the full.
To fill this gap, I use the following models of interaction with parents:
1. educational model , focused not only on the formation in parents of a positive attitude towards additional education but also on their active participation in the educational process.
Within the framework of this model, I use the following forms of interaction with the family:
Classes with parents, which involve increasing their competence in the field of individual and age characteristics of the child and in the field of activities offered by the program. Parents need to understand what their children are doing and, to the best of their ability, develop and support what they are taught.
Parent participation in educational activities: parents choose a topic from a field of knowledge close to them and prepare a lesson with their child. It is important that this is not a story, but an action - contests, experiments, games in which all children actively participate.
2. Sensory communication model which involves the creation of favorable conditions for self-expression, helping the child gain self-confidence, learn to openly and sincerely express their feelings, both positive and negative. This helps a person to live in harmony with himself, and therefore with others.
Also throughout the year, "open" classes for parents are held quarterly.
APPENDIX 2
Calendar-thematic planning
Number of lessons
To consolidate the concept of children about the word. Identification of the first sound in a word. We write: I I I.
Sound and letter A. Vowel sounds. Printing the letter A.
rule : We hear and speak sounds, and we write and read letters!
October
Sound and letter U. Letter: Letter U, hatching. Sound analysis and reading AU. Printing: AU, UA. The first sound in words.
Sound and letter I. Kingdom of vowels. The letter of the studied letters: AUI, IUA, UIA, IA. Sounds A, U, I. rule : How many vowels in a word, the same number of syllables. Dividing words into syllables.
Sound and letter M. Consonant sounds (hard, soft, voiced, deaf) Reading syllables: AM, UM, IM, etc. Printing the letter M; syllables: AM, UM, IM, MI; words MA-MA.
Vowel sound and letter O. Name the last sound in words: window, heat Typing under dictation: O, OM, MO, O. Reading: OM, UM, AM, MO, MU, MA. Sound-letter analysis of syllables.
Sounds X, X. Letter X. Isolation of the last sound in words like: moss, fluff ... Sound analysis of words: MAX, MOSS, MUH. Printing: 1) Letters X, 2) Syllables and words for dictation: AH, MAX, OH, MOX, YX, MUH Letter X. Division into syllables (1,2,3 syllables). Isolation of sound X: a) at the beginning of a word; b) at the end; c) in the middle of a word. Printing: a) syllables: AH, OH, UX, THEM, HA, HO. b) words: MAX, MOSS, EAR, FLY. Reading words and syllables.
November
Sound and letter Y. Plural formation of nouns. Printing: a) letters Y, b) syllables: YM, YH, WE, XY; Reading sentences Sounds: N, Nb. Letter N. Vowels and consonants. Finding the place of a sound in a word. Reading syllables: AN, UN, IN - NA, NU. Consonants: hard and soft. Sound analysis: NINA. Printing: 1) the letter H, 2) syllables: AN, NA, UN, NU, IN.
Letters M and N. Consolidation of the studied. Reading syllables and words. Isolation of the initial consonant sound. The development of fine motor skills. Sounds: S, S. Letter C. Sound analysis of words. Reading syllabaries. Definition of sound in a word. Exercises with a split alphabet.
Making proposals. The number of words in a sentence. Proposal printing.
Rules: 1) Start your sentence with capital letter! 2) Write the words separately from each other! 3) Put a period at the end of the sentence! 4) Capitalize people's names! Reading sentences.
Sounds P, P. Letter P. Development of auditory attention. Sound analysis of words: SOUP, FLUSH, DAD, PUMA, PION. Consonant sounds (voiced-voiced; hard-soft). Reading syllabaries.
December
Sounds K, K. Letter K. Reading syllables, words, sentences. Game "Live sounds".
Sounds T, T. Letter T. rule : Capitalize people's names! (repetition). Sound-letter analysis of words: CAT, KIT. Dictation typing: cat, whale, whales, Nata, Tom. Dividing words into syllables. Determination of the place of sound in words.
Sounds R, R. Letter R. Reading syllables and words. Isolation of a given sound from words.
Work in copybooks and with a split alphabet. Tongue Twisters
Sound and letter Sh. Development of auditory attention in the game: "Remember, repeat." Reading sound tables. Sound analysis of words. Typing under the dictation of words: porridge, porridge, cat, midge, bear. Reading the story "Cat and Mouse". Retelling.
January
Consolidation. rule : shi - always write with the letter I! Reading words with the syllable -shi-. Reading and typing sentences.
Differentiation s / w. Hissing and whistling sounds. Game: "On the contrary" (replacement from to w). Tongue Twisters. Reading sentences with given words. Game: "Collect an offer."
Sounds L, L. Letter L. Determining the place of sound in words. Reading words, syllables, sentences.
Work in prescriptions.
Differentiation r / l. Development of phonemic hearing. Tongue Twisters.
Sound-letter analysis of words. Final lesson. Vowels and consonants. Reading a story. Guess and write letters
Sounds B, B. Letter B. Determination of quantity and sequence. sounds in words and syllables. Sound analysis of words: BIM, BOM, BANT, BINT. Prevention of dysgraphia. "The letters are broken." voiced consonants. P/W differentiation. voiced and voiceless consonants. Prevention of dysgraphia. Collect an offer. Game "Which letter is missing?" (p/b)
February
Sounds z, z. Letter Z. Sound-letter analysis of words: bison, Zina, umbrella. Game: "Finish the word." Work in prescriptions. Differentiation s/c. voiced and voiceless consonants. Prepositions C, ZA. Writing a story description. Work in prescriptions. Reading words, syllables, sentences.
Sounds V, V. Letter B. The development of phonemic hearing in the game: "Remember and repeat." Dividing words into syllables. Reading a syllabary. Crossword. Reading a short story. Answers on questions.
Sounds D, D. Letter D. Tongue twisters. Sound-letter analysis of words. Diminutive suffixes. Reading a short story and retelling. Offer scheme.
Differentiation d / t. voiced and voiceless consonants. Choice of words for the scheme. Game: "On the contrary" (development of phonemic hearing)
Sounds G, G. Letter G. Composing words from syllables. Prevention of dysgraphia. Plural of nouns. Crossword. Differentiation hot / cold. The singular number of nouns. Drafting questions. Work in prescriptions.
March
Sound and letter Zh. Determining the place of sound in words. Reading words and syllables.
rule : Zhi, like Shi is written with the letter I!
Changing the verb in time. Diminutive suffixes. Game: Lost letter. A tongue twister about a beetle. Choice of words for the scheme. Differentiation w / w. Reading words, syllables, sentences. Words are objects, words are actions. Making proposals.
Vowel sound E. Vowel sounds. Reading words, sentences. Work in prescriptions.
Letter E. Compound vowels. Reading. Drafting questions. Selection of items for action. Sign words. Building words from syllables.
Soft consonant Y (mine, yours). Feature selection. Changing words according to the pattern. Choosing a word for a diagram. Reading an excerpt from a poem.
Sound and letter C. Reading syllables, words. Nouns masculine and feminine. related words. Reading the story, writing questions, retelling. Differentiation s / c. Reading syllables. Prevention of syllable rows. Proposal work.
Letter F. Reading words and sentences. Building words from syllables. Work in prescriptions. Differentiation in / f. voiced and voiceless consonants. Prevention of dysgraphia. Graphic dictation.
April
Vowel Y. Hard and soft consonants. Sound-letter analysis of words. Drawing up and writing sentences (mine, mine, mine) Reading the story and retelling.
Sound and letter Ch. Sound analysis of words. The formation of patronymics. Reading and writing. Clean tongue.
Letter Y. Sound-letter analysis of words. Letter. Clean tongue. Modification of sentences according to the model. Changing words for meaning. Building words from syllables.
Letter Y. Soft consonants. Modification of sentences according to the model. Cleanliness. Prevention of dysgraphia. Work in prescriptions.
May
b sign. Hard and soft consonants. Reading and retelling a short story. Offer scheme. Singular and plural nouns.
The sound and the letter Sh. rule : Remember that the sound Щ, like CH, is always soft! Reading words and phrases. Changing actions according to the model. Formation of the names of people by profession.
Letter b. Changing words according to the pattern. Hard and soft consonants. Reading and retelling a short story. Genitive nouns.
Final lesson. Reading and retelling short texts. Rebuses, crossword puzzles, riddles, tongue twisters.
Total 35 hours
APPENDIX 3
Didactic games and exercises
" wind - breeze " The teacher offers to stand near the chairs. On the word "wind"children should raise their hands, swing them strongly (as trees sway from the wind) and sing a song loudly - mmm. On the word "breeze" childrenshould sit down, quietly sing the song of the breeze - shhh and slightlyswing your arms (as grass sways from a weak wind).
" The beetles have arrived ". Educator: "Let's imagine that there is a forest outside this window. They live therebeetles. They fly towards us and buzz: w-w-w. (Quietly at first, thenlouder). Tired and sat down to rest on a piece of paper - a palm. rested andflew back into the forest.
"Pump". The teacher offers to make a circle - the ball. "This is the ball we have, buthe was blown away - shhhh (the teacher and the children run up to the middle of the circle).Let's inflate it with a big pump - ssss (children step back, theythey inflate the ball with a pump, pronounce - s-s-s). We pumped him up so hard that he burst - sh-sh-sh (children pronounce the sound "sh", run awayto the middle of the circle). Now let's inflate the ball with a small pump -s-s-s-s (children imitate the work of a small pump, making a sound"sh", make a circle).
" Be careful" . Educator: "If I call a big brother - the sound" c ", then you raisethrow your hands up and pat, if I call a little brother - the sound "sh", you will sit down.
" Tell me how I am." The teacher pronounces a word with intonational emphasis on one sound, throws the ball to the child. He, having caught the ball, repeats the word like the teacher, and throws the ball to the teacher
" Zoo". Educator: "Here is a zoo. Different animals will live here. They are still in my box. You can take an animal to the zoo only when you correctly name the first sound of its name (name). Children take turns coming up, take the animal, call it, call it the first sound of the word, put her in the "zoo".
" Find a couple." The teacher distributes to the children on the 1st subject picture, but in such a way thatif two children had words - the names began with one sound (machine- raspberry, table - elephant).
Educator: "Look at what is drawn in your picture, think about what sound this word begins with. Now let's go for a walk, and at the signal" Look for "you should find yourself a friend whose name should begin with the same sound as your word. Hold the pictures so that they can be seen."
"Name the first sound." Educator: "I will say the word, and the one to whom I throw the ball mustcall the first sound of this word and throw the ball to me."
"The kiosk is open." Educator: "I will work as a kiosk, selling postcards. ButYou can buy a postcard only when you name it correctlythe object that is drawn, and 1 sound of the word. "(Postcards of your choice educator).
"Find a brother." I option: The teacher gives everyone 1 subject picture, together with the children determines the first sounds of the names; pictures are laid out on the table so that each child can find an object whose name begins with the brother of his sound (the name of his object)
II option: "I will call big brother, and whoever I throw the ball to must call him little brother."
"Name the words." The teacher offers to name words that begin with a sound"l" and then "l".
”The sound is lost"
1. Lives in the zoo with. he (elephant) Like a house, he is huge.
Clarify with the children what sound was lost? (l)
2. We are dark. We ask dad to turn on brighter la. pu. (lamp)
Children name the word and the missing sound, (a)
3. The chick jumped along the path And pecked at the big k. (crumbs)
Give the children the task to determine which sound is missing.
”Who is attentive” 1st option: Invite children to clap their hands only when they hear a given sound in words.
Option 2: Determine the first sound in the words: ram, birch, butterfly, Pinocchio, takes. Name the words in which the sound "B" and in which "B"
Option 3: Invite children to find the same sound in words: ticks, sorrel, goldfinch, box, lizard, cheek.
“Live Sounds” 1 option: The teacher offers to play with the sounds: "Natasha will be the sound "A", and you, Sasha, the sound "U". You will sing "songs" at the sounds one after another. , he must stop singing (the teacher first puts his hand on the shoulder of one, and then simultaneously removes his hand from the shoulder of the first child and puts his other hand on the shoulder of another child).
II option: After the word is sorted out at the blackboard and laid out schematically with chips, the teacher offers to play with sounds, calls the children and calls each of them a sound: "Nadya will be the first sound in the word" house "- the sound" d ". Go, Nadia, take your chip. In what cell is it? That's right, in the first. Vitya - the second sound in the word "house" - the sound "o". The last sound will be Olya. Take, Olya and Vitya, your chips. And now stand at the board like this, to get this word.
III option: "You are the sounds of this word .... Take the chips, whoever wants with what sound to be. And now come to me the first sound of the word..., the third sound of the word..., the second sound of the word.... Think about how you need to get up to make this word."
"Which sound?" ( with cards - chips). The teacher shows a blue chip - the child calls any consonant sound, if the teachershows a red circle, children oncall a vowel sound. And vice versa.
"Find a brother." The teacher distributes pictures that begin with a solidvowel sound. On the board, they must find a picture that beginsthe same, but soft consonant sound.
"Name the words." I option: The teacher offers to find words with some kind of sound, for examplemeasures, "p", and pronounce them so that this sound is clearly audible. Pereach correctly named word the child receives a chip as a reward- a toy, so that later you can calculate and determine the victory parent.
II option: You can invite children to name words in which the given soundwould necessarily be the first, in the middle, the last.
"Guess." On the board - pictures, on the table - schemes of words. Children must match the name of the picture with the scheme of the word.
"Guess my word." The teacher says: "I conceived a word that begins with a syllable"ma". Try to guess my word. And the answer is drawn on the cardtinke. She is on my table. I'll show it to you at the end of the game." Children name different words that begin with the syllable "ma" (10-12 words).At the end of the game, the teacher shows his picture.
"Telegraph". Educator: "I will name the words, and you must tap out the number of syllables in the named word with a pencil -" transmit the word by telegraph.
"How many sounds did you hear?" The teacher expressively pronounces individual sounds and syllables mixed up (m, ra, y, mustache, we, k ...). Children clap 1 time for 1 sound, 2 times for a syllable.
"Roll Call". The teacher calls different sounds mixed up - vowels and consonantsnye. Children whose names begin with the named sound stand up.
"Let's build a house." The teacher says that he is going to draw a house, and draws only one wall on the board. Children should name the parts of the house that need to be completed. You can name only those words in which there is a sound "r". The children call: “Roof, attic, frame, porch, chimney. The teacher draws all the named objects schematically on the blackboard.
"Look for the word." The teacher says that in Russian there are words that like to play hide and seek. These are short words, they hide in longer ones.words. In order to find a short word, you need to divide the long one into syllables. For example, you need to find the word that is hidden in the wordve "sand". (Children divide words into syllables - sand-juice). What is the hidden word? (Juice).
The teacher names other words in which the second syllable is an independent word: fisherman, Boris, pie, fist, beans, king. Children look for the words "hidden" in them.
"Carlson's diet." Target: teach to find words for a given letter and read them (if it is difficult - with the help of a teacher).
Benefits: 1) toy - Carlson; 2) cards with words:
M - milk, butter, meat, ice cream, fruit drink, marmalade, pasta;
K - candy, strawberry, coffee, cutlet, cake, potatoes, compote.
Stroke: Educator: "Carlson revealed his little secret to me today. It turns out that in order to feel good and not get very fat, Carlson will go on a diet - one day he will eat foods that start with the letter "M", and the next day - on letter "K". So the doctor advised him and also wrote the foods that he needs to eat. But Carlson can't read. So he flew to us for help. Let's help him find foods with the letter "M". reads (if it is difficult, then the teacher helps).Carlson's diet can be for any letter.
“Chain of words” Target: develop attention, learn to find a word for a given letter.
Benefits: 1) cards with the words: nose, elephant, rhinoceros, geese, turkey,cow, orange, hole, watermelon, tooth, badger, mole, throne;
2) toy "Parsley".
Organization: cards are scattered on the table. The children are standing around the table.
Stroke: The game is played in two versions:
1. Educator: “Petrushka will play with you today. He still doesn’t know how to read words, but he knows individual letters. Now Petrushka will raise a card with a word, and you must find a word starting with the last letter. Whoever finds it first will receive a card. Let's see who is the most attentive and quick-witted among us.For example, Petrushka raises the word "badger", it ends with the letter "K". You must find a word that begins with this letter (mole).
2. (In the younger and middle groups) - children find words not for speed, but in turn (as they stand).
In this game, reading goes with the help of a teacher, children independently fix the first and last letters.
"Find words that start with a syllable..." Target: teach children to find the right words for a given syllable, read word with the teacher.
Benefits: cards with words starting with different syllables.
SA - sled, sled, herring, plane, shoemaker, net, bacon, boot;
MA - Marina, Masha, raspberry, car, oil, brand, Malvina;
LI - fox, linden, Lida, shower, lemonade, lemon, line;
BU - pin, bud, bouquet, bottle, paper, beads, bug, Pinocchio
Organization: There are two cards on the table. Take not at one time more than three syllables and 3 - 4 words for each syllable (for example, RU, MA, LI - 3-4 words each). Task: who will find more words for the syllable MA? Etc. Children sit around table.
"Who was it?" Target: teach children to find words in which there is a named letter, andread words with the help of a teacher.
Benefits: 1) pictures of ducks and chickens; 2) a card with the words: duck, parsley, goose, doves, netukh, magpie, starlings, mountain ash, viburnum, grass, cranberries, spikelets.
Progress and organization: The teacher and children are sitting at the table. There are cards on the table. Pictures (duck and chicken) in the hands of the teacher.
Educator: “They lived - there were a duck and a chicken. Here they are, look. And they were called like this: the nickname of the duck began with the letter U. Find this word (read together). And the nickname of the chicken began with the letter P. Find this word. Let's read, what was her name? - Pestrushka.
She invited those birds, in the name of which the sound U was heard. What were these birds? Who guessed? (Goose, pigeons, rooster). And Pestrushka invited those whose names contain the letters C, R. Look who came to her? (Magpie, starlings). Guests were treated to delicacies, in their names were the letters A (rowan, grass), K (viburnum, cranberries, spikelets). They chirped merrily and listened to the stories of the magpie - the white-sided one, which always knows everything about everyone.
"What have the brothers gathered?" Target: 1) teach children to find words with a given letter; 2) consolidate knowledge of letters.
Benefits: cards: Vanya, Kolya, strawberries, apples, strawberries, mushrooms, mushrooms, pear, tangerine.
Stroke: Educator: “Two brothers were walking through the forest. They were called like this: one had the letter B in the name, and O in the name of the other. What were their names? Find their names (Vanya, Kolya). They met the girl Masha in the forest. Vanya helped her pick berries, in the name of which there is the letter K (strawberries, strawberries), and Kolya - mushrooms, also with the sound K. What mushrooms were in the girl's basket? (Ryzhiki, mushrooms).
The brothers escorted Masha home, helped bring the basket, and Masha treated Vanya and Kolya with fruits, their names had the letters M, L, G - (apple, pear, tangerine).
"Petrushka's Mystery". Target: teach children to find words that contain the letters R, T, C andread the words with the help of a teacher.
Benefits: 1) cards with the words: mushrooms, milk mushrooms, mushrooms, syroezhki, boletus, honey mushrooms, pigs, boletus, boletus; 2) "letter" from Petrushka.
Stroke: The teacher informs the children that he received a letter from Petrushka.In this letter, Petrushka asks the children a riddle. The teacher reads letter:
Hello guys! I now live in the country, I walk in the forest. I love picking mushrooms in the forest. I bring a lot of mushrooms home. Guess which mushrooms I collect if their names contain the letter P (boletus mushrooms, milk mushrooms, russula); the letter T (butter, mushrooms); letter C (russula, pigs); letter I (boletus, boletus)."
"Where is your name, guess." Target: reinforce children's knowledge of the letters of their name.Stroke: on a walk, the teacher draws several squares on the ground with the children and reports that the names of the children are hidden in them. In the first of them, those with the letter K (Kolya, Oksana, Maxim, Vadik) hid.In the second - with the letter Sh (Masha, Shura, Natasha, Grisha). In the third - withletter O (Roma, Vova, Olya). In the fourth - with the letter I (Ira, Marina, Igor, Kirill).
Note: you can make a cut out house out of paper with empty windows and a different number of windows. Question: "Who lives on what floor?"
"Who lives where?" Target: learn, reading individual words, select the right names for the picture.
Benefits: 1) pictures of animals in your house: honeyafter all, a fox in a hole, a squirrel in a hollow, a starling in a birdhouse, a dog in a horsere, crow in the nest; 2) cards with the words: lair, hollow, birdhouse, hole, kennel, nest.
Organization: d children are sitting at the table. They choose a picture with the image of the animal they like. Cards with words from the teacher.
Stroke: The teacher shows the word on the card, the children read it syllable by syllable and guess "whose house is this."
"Feed the animals." Target: teach children to read individual words, match to pictureswords that make sense.
Benefits: 1) pictures (small) depicting animals: cats, dogs, chickens, cows, goats, squirrels;
2) cards with the words: milk, fish, millet, bone, grass (two cards), meat, mushrooms, nuts.
"Help Mishutka." Target: learn to read words and phrases, find a given word.
Benefits: 1) toy - Mishutka; 2) "jars" cut out of cardboard with painted types of jam and inscriptions: raspberries, cherries, sweet cherries; 3) greeting cards with inscriptions: "Happy New Yearhouse", "Housewarming", "March 8", "Happy Birthday".
Organization: on the first table - banks; on the second table are postcards.
Stroke: Educator: "Mishutka's grandmother has a birthday. Mishutka knows what gift to give her. He will send her a jar of her favorite raspberry jam, but how to find it? There are a lot of shelves in the kitchen, they are all lined with jars. help him find raspberry jam, otherwise he will try from every jar, and his stomach will ache. Children find. And now Mishka is sent to the post office. Children go to the second table. "There are many different postcards in the post office, but Mishutka needs to choose "Happy Birthday". Help him choose a postcard for his grandmother."
"Say one word." Target: teach children to combine objects according to common features and yesgive them one name, after reading it syllable by syllable.
Benefits: 1) pictures with various items from the series: toys, dishes, clothes, transport;
2) cards with words: transport, clothes, toys, shoes, flowers, dishes, etc.
Organization: 1) no more than 5 words are taken for one game.
2) pictures depicting objects are arranged inconcepts in the younger groups - with the picture up, and in the older groups- word up).
The children are given a task: to come up with how different objects can be called in one word (poppy, tulip, rose - flowers), etc. and choose the right name for each group of objects.
"Find the opposite word." Target: teach children to read individual words, find the oppositea word that has no meaning.
Benefits: cards with the words: far, close, joyful, sad, greedy, kind, high, low, thin, fat, coward, brave, cold, hot, dark, light.
Organization: cards of the same meaning are laid out on one table, and antonyms on the second.
Stroke: D The children are divided into two groups:
group - at the same table,
the group is at another table.
Children in turn from one group and from another:
raise and call the word;
from another group find a word that is opposite in meaning.
"Score". Target: consolidate knowledge of letters.
Material: mittens cut out of cardboard, gloves, stockings, shoes: shoes, slippers, sandals. The same letters are written on the back of each pair.
Stroke: d The children are given one item from each pair, and the second item is from the store seller. In the store, things are turned upside down. Children come to the store and ask to sell a thing, naming the right letter.
"Twins". (The second version of the game "Shop").
Two pairs of identical shoes, stockings, socks, mittens, dresses, pinafores, etc. are made. The things of the twins, for example, two dresses, exactly the same, the nose with different letters. Children come to the store and buy a second thing for themselves, naming their letter.
"Confusion". The teacher says that Bunny wanted to add 3 words: mom, dad, woman, but he got confused. Children read in chorus what the Bunny has folded. They suggest correcting Bunny's mistake, right put together a word.
Name Games. Conducted in the following sequence:
"make your name out of letters"
"read the other way around" (in this case, the letters for the child's name are selected in advance, and no extra letters are given),
"read your name from the table",
"whose name did I call?",
"show your name" (cards with names are laid out on the teacher's table. Children take turns finding their name),
"1, 2, 3 - run to your name."
"Find your house."
The teacher gives the children 1 vowel each. Choose 2 leaders. One is given a blue token, the other is green. Wake upthe tatel addresses the children: "It was good weather, and all the vowelsletters went out for a walk. Suddenly the sky darkened, the sun hidclouds and it started to rain. Letters saw houses. One of them was ahim colors. There lived a solid consonant sound, the other was green. It had a soft consonant sound. We decided to hide the letters from the rain in the houses. And in order to enter the houses, one must remember after whatvowel of the sound is written the vowel that you hold, and enter into house.
”Name the words according to the given model
”
Vos-l: “Pinocchio brought you toys. The names of the toys are hidden in these
"houses" (schemes). Guess what word for a toy is hidden in this “house”. In the same way, children guess the words according to the rest of the schemes.
Exercises for intonation selection of any consonant sound: "Say it like me" "Say like a doll"; "Say it so that the doll hears the song"; "Say the word" (to ... (m), so ... (m)); "Sing a song of the wind (beetle)"; "Make loud the sound of a hammer"; "Who can say so that we hear the sound of the drum."
Exercises to determine the first sound in a word: "Name the word so that we can hear the first sound well"; "Name the first sound of the word"; "The one who correctly names the first sound will get into the zoo"; "Find yourself a mate" (with the same sound picture); "Let's collect a bouquet for our mothers" (the child must name the flower, name the first sound of the word and put the picture on the flannelgraph).
Exercises to distinguish between hard and soft consonants: "Find a brother"; "Guess whose ball it is"; "Find friends for the "older" and "younger" brothers"; "Guess who we're going to visit"; "Say how the big (small) bell rings"; "Sing a song of a big (small) pump"; "Spread the pictures into blue and green circles."
Exercises to distinguish between the concepts of "sound" and "word": "Collect "tasty words" in a basket"; "Name the toys in the store with a word"; "Tell me what sounds you heard in the forest"; "Tell me whose song this sound is like."
Exercises for the development of phonemic hearing, speech attention niya: "What sound (whose song) is often found in these words, creation poem"; "Tell me which words are similar in the poem";"Choose the right word";"Tell me a word";"Be careful";"Say it right";"Ride in the car only those animals whose names contain"bell song" (sound "z") and others.
APPENDIX 4
Perspective plan of work with parents.
1. Interview of parents on the questionnaire:
A) Do you think it is necessary to teach children to read in kindergarten? Why?
b) Would you like your child to learn to read before school?
C) where would you like to teach your child to read: at home, in kindergarten, at school?
Introduction to the methodology. Parental consent.
Assistance in the preparation of a methodological manual.
Making a folder - moving for parents "Games and exercises to prepare preschoolers for learning to read and write."
Open Day.
Conversation: "What kind of work can be done at home on this topic?".
Conversation "Learning by playing."
Parent meeting "Results of children".
Consultation "Home Library".
10.Help with homework (learning poems and assignments in albums).
11. Filling in the heading in the corner for parents "Learning to read."
12. Open lesson at the end of the year.
13. Parent meeting: "Our successes."
14. Exhibition of books for home independent reading.
APPENDIX 5
Subject-developing environment
-
Selection of pictures for all sounds of the native language (animals, toys, plants, etc.)
- Sets of toys of wild, domestic animals, birds, fruits, vegetables, etc.
- Pictures-schemes of sound analysis of words (demonstration and handouts for each child).
- Stripes-schemes of the sound composition of words.
- Chips (6 pieces each: red, blue, green) for demonstration and distribution.
- Multifunctional punch cards.
- Benefits: “Windows”, “Chamomile”, “Sound Clock”.
- Albums with tasks for each child.
- Puzzles for children.
- Letters from the split alphabet.
- Different types of alphabets.
- Didactic games with letters, with words.
- Children's literature (“Grammar in pictures”, “Developing attention”, books for beginners to read).
(the course is designed for children 5 - 7 years old) Program duration: two years
The program was developed by: Gainutdinova O.B. Educator of the highest qualification category
TARGET SECTION OF THE PROGRAM
1 EXPLANATORY NOTE
The development of a child's speech is the main task of teachers working with preschool children. Early learning to read is not a tribute to fashion and not a whim of parents. The tendency to reduce the age limits for the beginning of teaching children to read has a completely objective reason: new standards of school education are being introduced, the primary school program is expanding, the success of mastering them depends on the preparation and intellectual development of a child who can read.
Despite the existence of extensive literature on this issue, the possibilities of teaching preschoolers to read and write in the system of preschool education, which has the ability to address the individuality, originality and self-worth of each child, are insufficiently substantiated. Therefore, the creation of an additional educational program for teaching literacy to children of 6 years old in a preschool institution is relevant. The problem has become especially relevant in connection with the modernization of education. The active development and implementation of the personal paradigm in education, its modern standardization actualizes the solution of the problem of continuity in standards, programs, scientific and methodological support of the educational process at the levels of preschool, primary basic and secondary general education. This ensures the continuous successive development of the child at different stages of ontogenesis.
In this regard, one should refer to the latest regulatory documents that standardize education and, in particular, preschool: "Federal state educational standards to the structure of the main general education program preschool education"
Additional educational program "Gramoteika" developed in accordance with the exemplary basic "Birth to School"
The basis of an additional educational program "Gramoteika" are:
- Federal Law “On Education in the Russian Federation”, December 2012
- Federal state educational standard for preschool education
- The concept of L. A. Wenger on the development of the abilities of a child of preschool age, containing the statement that the main thing in teaching literacy is the development of abilities that allow the child to independently analyze, model, find solutions in new situations, consciously relate to own activities and not only the formation of knowledge, skills and abilities.
- The theory of A. V. Zaporozhets about the inherent value of the preschool period of development: the main path of a child’s development is the path of enrichment, filling with the most significant forms and methods of activity for a preschooler, the path of amplification.
- The concept of D. B. Elkonin, based on the theory of the gradual formation of mental actions. He believed that "reading is the reconstruction of the sound form of a word based on its graphic designation."
The novelty of the additional educational program "Gramoteika" is that, in accordance with the basic principles of the differentiated theory of development and learning, N.I. Chuprikova, it is possible to completely abandon the traditional scheme for constructing classes currently adopted in preschool educational institutions, which copies the school system, when one lesson is devoted to mathematics, the other to cognitive development, the third to speech development, etc.
In additional educational program "Gramoteika" each lesson includes almost all elements of the development, education and upbringing of the child. Each lesson is a kaleidoscope of games, a kind of journey into a fairy-tale land that preschoolers live as a single undifferentiated whole. The lesson is addressed mainly to the feelings of children, the teacher acts as a conductor of a complex and multifaceted performance, actors and actors which are the children. Such a construction of the lesson allows you to most flexibly adjust to the distributed attention of preschoolers, their figurative memory, sensual, intuitive and figurative thinking, as well as to make the didactic parts that are woven into the plot and form a single whole with the game fabric of the lesson almost invisible to children.
The classes include different types of games: didactic, games-competitions, situational, mobile. In games, mental operations are formed: phonemic analysis and synthesis, representation, abstraction, comparison (comparison of words according to their sound composition, correlation of different types of words with each other, selection of words that have a certain sound structure, etc.). The form game is educational - that is the value of such activities.
The material offered to the child is entertaining, does not contain complex and incomprehensible tasks. Focusing on the age characteristics of preschool children, a large number of games and game situations have been introduced into classes that contribute to the implementation of communication tasks. An important role is played by the development of the ability to externally express their inner emotions, to correctly understand the emotional state of the interlocutor, showing their individual abilities, while the child develops the ability to adequately evaluate activities aimed at analyzing their own behavior and the actions of their peers.
1. 1 The purpose of the program: to prepare children for learning to read and write.
Program objectives:
- introduce the concepts "sound" , "letter" , "word" ;
- introduce the letters of the Russian alphabet;
- develop phonemic awareness;
- master syllabic and fused ways of reading;
- develop a sustained interest in learning activities;
- develop understanding of speech, work on expanding, clarifying and activating the dictionary;
- start working on preparing children for writing.
Circle program "Gramoteika" provides for the disclosure of the term "word" , the development of phonemic hearing and the articulatory apparatus, the formation of the ability to correctly name objects, the preparation of children for mastering writing.
Preparation for writing at this stage involves the development of coordination of movements, familiarity with the basic hygienic rules of writing, and fine motor skills training. Of course, when it comes to training the hands and fingers, it means not only the muscles of the hands. It has been proven that the development of the hand affects the formation of the brain and the formation of the speech of the child. Training exercises for the hands fit logically into the development and improvement of the operational and technical sphere of the child's activity. In the course of the exercises, children form voluntary attention and certain volitional qualities.
When teaching literacy, the psychophysiological characteristics of six-year-old children are taken into account:
- attention and memorization at this age is weak, especially if the teaching does not capture. I organize classes based on the interests of the children. The best way to do this is to play
- children are very emotional, impressionable. Psychological studies have shown that a child better remembers what he experienced emotionally.
- children are overly mobile, so it is necessary to give in the classroom the opportunity to release energy in motion
- children should not be overloaded, because they have increased fatigue at this age.
The structure of the educational program "Gramoteika" .
In a programme "Gramoteika" in accordance with the Federal State Educational Standard of preschool education:
- three sections are allocated: target, informative organizational;
- the content and features of the organization of the educational process in preschool groups are presented (Preschool Childhood);
- the characteristics of the development of children and the planned results of mastering the program in the preparatory group are given;
- the content of methodological materials and means of training and education is determined;
- are given guidelines for the design of the main educational program.
1. 2 Principles of building an educational program.
- building an educational program "Gramoteika" based individual features every child.
- age adequacy of preschool education (conformity of conditions, requirements, methods to age and features of development);
- cooperation with the family;
- formation of cognitive interests and cognitive actions of the child in various activities;
- supporting the initiative of children in various activities;
- take care of the learning process, create conditions for natural individual personal growth.
- joint activity of an adult with children, the main thing is to find options for solving a problem situation proposed by the child himself.
- organization of educational activities or its integration using a variety of methods and forms of work with children, the choice of which is carried out by the teacher independently.
1. 3 Psychophysiological characteristics of children 5-7 years old.
senior preschool age (5-6 years old). A child of 5-6 years old seeks to know himself and another person as a representative of society, gradually begins to realize the connections and dependencies in social behavior and relationships between people. At this age, qualitative changes occur in the behavior of preschoolers - the possibility of self-regulation is formed, children begin to make demands on themselves that were previously made to them by adults. So they can, without being distracted by more interesting things, complete unattractive work. (clean up toys, clean up the room, etc.). This becomes possible due to the awareness of the generally accepted norms and rules of behavior by children and the obligation to comply with them.
Between the ages of 5 and 6, changes occur in the child's self-image. These representations begin to include not only the characteristics that the child endows with his present self at a given period of time, but also the qualities that he would like or, conversely, would not want to possess in the future ( "I want to be like Spider-Man" , "I'll be like a princess" . They show the ethical norms learned by children. At this age, children are largely peer-oriented, most of the time they spend with them in joint games and conversations, their assessments and opinions become significant to them. Increased selectivity and stability of relationships with peers. Children explain their preferences by the success of this or that child in the game.
Significant changes are taking place in game interaction, in which a significant place begins to be occupied by a joint discussion of the rules of the game. When children of this age distribute roles for play, one can sometimes observe attempts to jointly solve problems. ("Who will be…?" ) . At the same time, the coordination of actions, the distribution of responsibilities in children most often arises in the course of the game itself. Complicated play space (for example, in the game "Theatre" stand out stage and dressing room). Game actions become diverse.
Outside the game, children's communication becomes less situational. They willingly talk about what happened to them: where they were, what they saw, etc. Children listen carefully to each other, emotionally empathize with the stories of friends.
Gross motor skills become more perfect. A child of this age is capable of mastering complex movements. By the age of five, children have a fairly large stock of ideas about the environment, which they receive through their activity, the desire to ask questions and experiment. A child of this age already knows the basic colors well and has an idea of \u200b\u200bshades (for example, it can show two shades of the same color: light red and dark red). Children of the sixth year of life can tell how geometric shapes differ from each other. It will not be difficult for them to compare a large number of objects with each other in size: for example, arrange seven to ten plates of different sizes in order and arrange the corresponding number of spoons of different sizes to them. The child's ability to navigate in space increases.
Children's attention becomes more stable and arbitrary. They can do not very attractive, but necessary things for 20-25 minutes together with an adult. A child of this age is already able to act according to the rule that is set by adults. The amount of memory does not change significantly, its stability improves. At the same time, for memorization, children can already use simple techniques and means.
At the age of 5-6, visual-figurative thinking acquires a leading role, which allows the child to solve more complex problems using generalized visual aids. (diagrams, drawings, etc.) and generalized ideas about the properties of various objects and phenomena. The age of 5-6 years can be characterized as the age of mastering an active child. (productive) imagination, which begins to acquire independence, separating from practical activity and anticipating it. Imagination images reproduce reality much more fully and more accurately. The child clearly begins to distinguish between real and fictional.
The actions of the imagination - the creation and implementation of the idea - begin to take shape initially in the game. This is manifested in the fact that before the game is born its idea and plot. Gradually, children acquire the ability to act according to a preliminary plan in designing and drawing.
In the sixth year of a child's life, important changes in the development of speech occur. For children of this age, the correct pronunciation of sounds becomes the norm. Children begin to use generalizing words, synonyms, antonyms, shades of meanings of words, polysemantic words. The dictionary of children is also actively replenished with nouns denoting the names of professions, social institutions (library, post office, supermarket, sports club, etc.); verbs denoting the labor actions of people of different professions, adjectives and adverbs reflecting the quality of actions, the attitude of people to professional activity. Children learn to independently build game and business dialogues, mastering the rules speech etiquette use direct and indirect speech; in descriptive and narrative monologues, they are able to convey the state of the hero, his mood, attitude to the event, using epithets and comparisons.
The reading circle of a child of 5-6 years old is replenished with works on a variety of topics, including those related to family problems, relationships with adults, peers, and the history of the country. He is able to retain a large amount of information in memory, he can read with continuation.
The possibilities of life safety of a child of 5-6 years old are increased. This is due to the growth of awareness and arbitrariness of behavior, overcoming the egocentric position (the child becomes able to take the position of another). The prognostic function of thinking develops, which allows the child to see the prospect of events, to foresee (anticipate) the near and distant consequences of one's own actions and deeds and the actions and deeds of other people.
In older preschool age, previously mastered types of child labor are performed efficiently, quickly, and consciously. It becomes possible for children to master various types of manual labor.
A child on the threshold of a school of 6-7 years old has stable social and moral feelings and emotions, high self-awareness and realizes himself as a subject of activity and behavior. The motivational sphere of preschool children aged 6-7 is expanding due to the development of such social motives as cognitive, prosocial (inciting to do good), self-realization. The behavior of the child begins to be regulated also by his ideas about what is good and what is bad. The ability to emotionally evaluate one's actions is directly related to the development of moral and moral ideas. The child experiences a sense of satisfaction, joy, when he does the right thing, well, and embarrassment, awkwardness, when he breaks the rules, he does badly. The general self-esteem of children is a global, positive, undifferentiated attitude towards themselves, which is formed under the influence of an emotional attitude on the part of adults.
By the end of preschool age, there are significant changes in the emotional sphere. On the one hand, children of this age have a richer emotional life, their emotions are deep and varied in content. On the other hand, they are more restrained and selective in emotional manifestations. By the end of preschool age, they form generalized emotional representations, which allows them to anticipate the consequences of their actions. This significantly affects the effectiveness of arbitrary regulation of behavior - the child can not only refuse unwanted actions or behave well, but also perform an uninteresting task if he understands that the results obtained will bring someone benefit, joy, etc. Thanks to such changes in the emotional sphere, the behavior of a preschooler becomes less situational and is more often built taking into account the interests and needs of other people.
The communication of a child with an adult becomes more complex and richer in content. The preschooler listens attentively to the stories of parents about what
them happened at work, is keenly interested in how they met, when meeting strangers, he often asks where they live, do they have children, what they work with, etc. Communication between children of 6-7 years is of great importance. yourself. Their electoral relations become stable, it is during this period that children's friendship is born. Children continue to actively cooperate, at the same time they also have competitive relations - in communication and interaction, they strive first of all to prove themselves, to attract the attention of others to themselves. However, they have every opportunity to make such rivalry productive and constructive and avoid negative forms of behavior.
By the age of seven, children determine the prospects for growing up in accordance with the gender role, show a desire to learn certain ways of behavior, focused on the fulfillment of future social roles.
By the age of 6-7, the child confidently owns the culture of self-service and the culture of health.
In games, children of 6-7 years old are able to reflect rather complex social events - the birth of a child, a wedding, a holiday, a war, etc. There can be several centers in a game, each of which reflects one or another storyline. Children of this age can take on two roles during the game, moving from one to the other. They can interact with several partners in the game, playing both the main and the subordinate role.
Further development of the child's motor skills, building up and independent use of motor experience continues. Ideas about oneself, one's physical capabilities, and physical appearance are expanding. Walking, running are improved, steps become uniform, their length increases, harmony appears in the movements of arms and legs. The child is able to move quickly, walk and run, keep the correct posture. On their own initiative, children can organize outdoor games and simple competitions with their peers.
At the age of 6-7 years, there is an expansion and deepening of children's ideas about the shape, color, size of objects. The child is already purposefully, consistently examining the external features of objects. At the same time, he focuses not on single signs, but on the whole complex. (color, shape, size, etc.). By the end of preschool age, the stability of involuntary attention increases significantly, which leads to less distractibility of children. The concentration and duration of the child's activity depends on its attractiveness for him. Boys' attention is less stable. At the age of 6-7 years, children's memory capacity increases, which allows them to involuntarily memorize a fairly large amount of information. Girls are distinguished by a greater volume and stability of memory.
The imagination of children of this age becomes, on the one hand, richer and more original, and on the other, more logical and consistent; it no longer looks like the spontaneous fantasy of younger children. Despite the fact that what is seen or heard is sometimes transformed by children beyond recognition, in the final products of their imagination, the objective patterns of reality are more clearly traced. So, for example, even in the most fantastic stories, children try to establish causal relationships, in the most fantastic drawings - to convey perspective. When inventing the plot of the game, the theme of the drawing, stories, etc., children of 6-7 years old not only keep the original idea, but can think it over before starting the activity.
At this age, the development of visual-figurative thinking continues, which allows the child to solve more complex problems using generalized visual aids. (diagrams, drawings, etc.) and generalized ideas about the properties of various objects and phenomena. Actions of visual-figurative thinking (for example, when finding a way out of a drawn maze) a child of this age, as a rule, performs already in his mind, without resorting to practical objective actions, even in cases of difficulties. The ability to successfully perform the actions of seriation and classification is largely due to the fact that in the seventh year of life speech is more and more actively included in the process of thinking. Child use (after adult) words to designate the essential features of objects and phenomena leads to the emergence of the first concepts.
The speech skills of children allow you to fully communicate with a different contingent of people. (adults and peers, acquaintances and strangers). Children not only pronounce correctly, but also distinguish phonemes well (sounds) and words. Mastering the morphological system of the language allows them to successfully form quite complex grammatical forms of nouns, adjectives, verbs. In his speech, the senior preschooler increasingly uses complex sentences. (with coordinating and subordinating connections). Vocabulary increases at 6-7 years of age. In the process of dialogue, the child tries to answer questions exhaustively, he himself asks questions that are understandable to the interlocutor, coordinates his remarks with the remarks of others. Another form of speech is also actively developing - monologue. Children can consistently and coherently retell or narrate. The most important outcome of the development of speech throughout preschool childhood is that by the end of this period, speech becomes a genuine means of both communication and cognitive activity, as well as planning and regulating behavior.
By the end of preschool childhood, the child is formed as a future independent reader. The craving for a book, its content, aesthetic and formal aspects is the most important result of the development of a preschool reader.
Children are able to design according to the scheme, photographs, given conditions, their own design of buildings from a variety of building materials, supplementing them with architectural details; make toys by folding paper in different directions; create figurines of people, animals, heroes of literary works from natural material. The most important achievement of children in this educational area is the mastery of composition.
1.4 Expected results and outcomes of the work.
- children are well oriented in the sound side of speech;
- own the action of sound analysis of words consisting of 3-5 sounds;
- characterize sounds, differentiating them into vowels and consonants
(hard and soft);
4. compare words of different sound structures using
simulation action;
5. select words according to a given model;
6. analyze the speech stream, isolating sentences in it and graphically writing them down.
children should know:
- differences between sound and letter;
- differences between vowels and consonants.
children should be able to:
- identify individual sounds in words;
- determine the number of sounds in words and their sequence;
- distinguish between sounds and letters, vowels and consonants, hard and soft consonants;
- determine the number of syllables in a word;
- determine the place of stress in a word;
- determine the number of words in a sentence and the number of sentences in a text.
"Gramoteika" .
The program is designed for children aged 5-7 years. Lesson planning is carried out depending on the age characteristics of the pupils. The content of the program is designed in such a way that there is continuity between the programs of preschool education and the primary level of the school.
Classes are offered in a playful and entertaining way. The constant change of activities improves the quality of education and limits the workload of children.
The development of coherent, grammatically correct dialogic and monologue speech.
Mastering Skills:
- retelling of literary works by roles, on behalf of a literary hero, conveying the idea and content, expressively reproducing the dialogues of the characters;
- in descriptive stories, convey an emotional attitude to images using the means of language expressiveness: metaphors, comparisons, epithets, hyperbole, personifications; independently determine the logic of a descriptive story; use a variety of means of expression;
- compose narrative stories from a picture, from personal and collective experience, from a set of toys; build your story, observing the structure of the narrative;
- to distinguish between literary genres: a fairy tale, a story, a riddle, a proverb, a poem;
- observe in the narrative the main characteristic features of the genre of fairy tales, stories, riddles, poems;
- independently use in the process of communicating with adults and peers explanatory speech, proof speech, speech planning.
- form compound words by merging stems (coffee grinder, coffee maker, dishwasher);
- use different types of sentences independently in speech (simple, compound, compound) according to the content of the statement.
Enrichment of the active dictionary:
Mastering skills: select the exact words to express thoughts; perform the classification operation - dividing the mastered concepts into groups based on the identified features: utensils - kitchen, dining, tea; clothes, shoes - winter, summer, demi-season, etc. find in literary texts and understand the means of linguistic expression: polysemy, personification, metaphor; use the means of linguistic expressiveness when composing riddles, fairy tales, poems.
Formation of sound analytic-synthetic activity as a prerequisite for teaching literacy.
Mastering the sound analysis of four-sound and five-sound words (fox, elephant, stork, school): intonation selection of sounds in a word, determination of their sequence, characterization of sounds (vowel-consonant, hard-soft consonant), drawing up a diagram of the sound composition of a word, highlighting a stressed vowel sound in a word;
Mastering skills: determine the number and sequence of words in a sentence; make sentences with a given number of words; orientation on the sheet, performing graphic dictations; hatching in different directions, strokes; reading simple words and phrases; solving children's crosswords and solving puzzles.
2. 2 A distinctive feature of the additional educational program "Gramoteyka" is the complex interaction of program blocks, where there is a single game plot. The classes include different types of games: didactic, games-competitions, situational, mobile. The material offered to the child is entertaining, does not contain complex and incomprehensible tasks. Focusing on the age characteristics of preschool children, a large number of games and game situations have been introduced into classes that contribute to the implementation of communication tasks. In the additional educational program "Gramoteyka" a large place is occupied by non-traditional methods of work: reference modeling: compiling word models (from geometric shapes), offers (words - illustrations), making up fairy tales using letter patterns (letters are associations), L - fox, V - wolf, A - bus, P - rocket, K-cat, etc. Models help not only visualize any object, but also modify it, experiment with it.
Types of jobs:
- familiarity with letters and sounds
- sound characteristic
- study of acoustic and articulatory features of sounds, assigning them to a specific group (vowels - consonants, voiced - deaf, stressed - unstressed):
- reading fusion syllables, complex syllables, words, sentences, texts
- singling out a sound in a word (pronouncing and learning tongue twisters, tongue twisters, poems with alliteration)
- modeling
- learning to recognize, distinguish and isolate individual sounds
- work on the lexical meaning of words
- listening to poems
- performance of assignments for classification
- games with words (solving riddles, jokes, rebuses, charades, making rhymes, reading words in different directions, in different ways
drawing up a chain of words, searching for errors in the text);
- finger games
- working with deformed texts
- analysis and synthesis of graphic letters
- preparation of the hand for writing (hatching, coloring, tracing templates, printing elements of letters, laying out letters from various materials, graphic dictations)
- book work.
2.3 Pedagogical technologies. At present, the concept has firmly entered the pedagogical lexicon pedagogical technology. Technology is a set of techniques used in any business, skill, art. (dictionary).
Technologies used in the additional educational program "Gramoteika" .
1. Technology of multi-level education.
The abilities of children were studied in a situation where the time for studying the material was not limited, and the following categories were identified:
- incapable; who are not able to achieve a predetermined level of knowledge and skills, even with large expenditures of study time
- talented, who often can do what everyone else cannot do
- children whose ability to master knowledge and skills depend on the cost of study time.
Mastering the program material at a minimum (state standard), basic, variable (creative) levels.
Variants of differentiation.
- Acquisition of a group of homogeneous composition from the initial stage of training.
- Intra-group differentiation in the middle link, carried out through the selection of groups for separate training at different levels.
2. Technology cooperation.
Involves learning in small groups. The main idea of learning in cooperation is to learn together, and not just to help each other, to be aware of your successes and the successes of your comrades.
3. Technology of perspective-advancing learning.
Its main conceptual provisions can be called a personal approach. (interpersonal collaboration); focus on success as the main condition for the development of children in learning; error prevention, differentiation, i.e. availability of tasks for everyone; mediated learning (through a knowledgeable person to teach an unknowing person).
Discussing new material (promising topic) strong children are involved first, then average and only then weak children. It turns out that all children gradually teach each other.
Another feature of this technology is commented control. It combines the three actions of the child think, speak, write. The third feature is supporting schemes, or simply supports, - conclusions that are born before the eyes of children in the process of explanation and design in the form of tables, cards, drawings. When a child answers a question using a support (reads answer), stiffness, fear of mistakes are removed.
4. Technologies of problem-based learning
Such training is based on the acquisition of new knowledge by students in solving theoretical and practical problems in the problem situations that are created for this. In each of them, children are forced to independently look for a solution, and the teacher only helps the child, explains the problem, formulates it and solves it. Problem-based learning includes the following steps:
- awareness of the general problem situation;
- its analysis, the formulation of a specific problem;
- solution (promotion, substantiation of hypotheses, their consistent testing);
- checking the correctness of the solution.
Of course, not every question that the child does not know the answer to creates a genuine problem situation is not considered a problem from a psychological and didactic point of view, since the answer can be obtained from a reference book, an encyclopedia without any thought process. The same problem situation can be caused by different types of tasks.
5. Gaming technologies.
The game, along with work and learning, is one of the activities not only for a child, but also for an adult. The game recreates the conditions of situations, some type of activity, social experience, and as a result, self-management of one's behavior is formed and improved, game activity is used in the following cases:
- as an independent technology
- as an element of pedagogical technology
The place and role of game technology, its elements in the educational process largely depend on the teacher's understanding of the function of the game. The effectiveness of didactic games depends on
firstly, from their systematic use, and secondly, from the purposeful construction of their programs, combining them with the usual didactic exercises. The gaming activity includes games and exercises that form the ability to identify the main characteristic features of objects, compare, contrast them; games that develop the ability to distinguish real phenomena from unreal ones, educating the ability to control oneself, speed of reaction, ingenuity, etc.
2. 4. Monitoring the results of children's education in an additional educational program.
Monitoring of the educational process can be defined as a system for organizing the collection, storage, processing and dissemination of information about activities pedagogical system, for continuous monitoring of its condition and development forecasting. Monitoring allows you to detect the effectiveness of the implemented educational activities and is always focused on the goals of this activity. The monitoring system implies, in addition to the expected results, the detection of unexpected effects and the prediction of problems in the future. Monitoring involves:
- constant collection of information about the objects of control, i.e. performing the tracking function;
- study of the object according to the same criteria in order to identify the dynamics of changes;
- compactness, minimality of measuring procedures and their inclusion in the pedagogical process.
1. The quality of the results of the activities of the additional educational program "Gramoteika" . Determining the effectiveness, first of all, is connected with the degree of achievement of target tasks: protection of life and health promotion of children, development of children, interaction and support of the family in the process of raising children of preschool age. Based on this, the subjects of monitoring are aimed at studying:
- the degree of mastering the educational program by the child, his educational achievements in order to individualize education, develop abilities and inclinations, and the interests of pupils;
- the degree of readiness of the child for schooling;
- satisfaction of various consumer groups (parents, teachers) educational program "Gramoteika" .
2. The quality of the pedagogical process of the additional educational program. When designing a monitoring map of the educational process, it should be ensured that it is aimed at monitoring quality:
- educational activities carried out in the process of organizing various types of children's activities (game, communicative, cognitive research, reading fiction).
- organization of independent activities of children;
- interaction with the families of children on the implementation of an additional educational program.
3. The quality of the operating conditions of the program "Gramoteika" . The implementation of the educational process is possible with the provision of appropriate resources and the creation of the necessary conditions.
Therefore, the monitoring system should include an analysis of the conditions that ensure the quality of the additional educational program in kindergarten:
- features of professional competence of teachers;
- developing subject-spatial environment of the kindergarten. Formalized and little formalized methods are used as monitoring methods:
Formalized methods: tests, questionnaires, methods of projective technique and psychophysiological methods. These techniques make it possible to collect diagnostic information in a relatively short time and in a form that makes it possible to quantitatively and qualitatively compare the results obtained.
Little formalized methods: observation, conversation, analysis of the products of children's activities. These methods provide very valuable information about the child, especially when the subject of study is such phenomena that are difficult to objectify. (for example, value orientations, the child's attitude to various phenomena) or are extremely variable in their content (dynamics of interests, states, moods, and so on).
The results of pedagogical monitoring can be characterized as:
- descriptive, limited to identifying individual (sometimes unimportant) connections and processes of the object of study
- reproductive, characterizing the development of an object in the past based on previously obtained data
- productive, predicting the development of the object as a whole or its individual aspects, properties, qualities
III. Organizational section of the additional general education program "Gramoteika" .
3. 1. Logistics support of additional educational program "Gramoteika" .
- The room is bright, spacious, ventilated, meeting the requirements of SANPiN.
- Demonstration magnetic board or easel.
- Music center, audio materials, CDs with recordings of fairy tales, developing activities.
- Cases for storage of didactic and methodical grants.
- 2 Developing object-spatial environment
Didactic aids:
- split magnetic alphabet;
- tablet for printing letters;
- notebooks in a cage;
- didactic games to get acquainted with letters, sounds;
- a set of exercises for checking and consolidating knowledge according to the method of N.V. Durova;
- demonstration visual aids.
3. 3. Regulations directly for additional educational activities.
3. 4. Methodical literature.
Bibliography
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- Varentsova N.S. Preparation for teaching literacy in kindergarten. MN:, 1996.
- Efimenkova L.N. Formation of speech in preschoolers. M., 2001.
- Zhurova L.E. Teaching preschoolers to read and write: A methodological guide. M:, 1998.
- Entertaining ABCs: Book. for the teacher /Comp. V.V. Volin. – M.: Enlightenment. 1991.
- Games in speech therapy work with children. / Ed. IN AND. Seliverstova - M., 2001.
- Morozova I. A., Pushkareva M. A. Notes of classes. To work with children 6-7 years old with mental retardation. - M .: Mosaic - Synthesis, 2007.
- Pozhilenko E. A. The Magic World of Sounds and Words: A Handbook for Speech Therapists. – M.: Humanit. ed. center Vlados, 2002.
- Tumanova T.V. Features of word formation in preschoolers with general underdevelopment of speech. M., 2000.
- Yurchishina V.D. I see, I read, I write. The system of work on teaching literacy to the group school. M:, Gnome-press, 2007.
- Borodich A.I. Methods of development of speech of preschool children. M., 1984.
- Vygotsky L. S. Development of oral speech. M., 1996.
- Gavrina S. E., Krutyavina N. L., Toporkova I. G., Shcherbinina With 100 crossword puzzles on favorite fairy tales. Yars., 1999.
- Konovalenko VV, Konovalenko SV Articulation and finger gymnastics. Moscow: Gnom-Press, 1998.
- Maksakov A.I., Tumakova G.A. Learn by playing. M., 1979.
- Pozhilenko E. A. Magic world of sounds and words. M., 1999.
- Shaekhova R.K. Reading - we learn to create. Kazan, 1997.
- Shvaiko G.S. Games and game exercises for the development of speech. Moscow: Education, 1988.
- O.V. Akulova, T.I. Babaeva, T.A. Berezina, A.M. Verbenets, A.G. Gogoberidze, V.A. Derkunskaya, T.A. Ivchenko, N.O. Nikonova, L.K. Nichiporenko, V.A. Novitskaya, Z.A. Mikhailova, M.N. Polyakova, O.V. Solntseva, O.N. Somkova, R.I. Yafizova. "Childhood" exemplary educational program of preschool education St. Petersburg 2014.
