Formation of the pronunciation aspect of speech and literacy training: 50 lessons for children 4-6 years old

Benefits of classes:

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

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

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

Instructions included.

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

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

Middle group. Junior preschool age. Children 4 - 5 years old

Technological map of the lesson for children of the middle group “Sound [O]” Educational area: speech development Topic of the lesson: “ Sound (O)

» Age group: middle group
(4-5 years)
Purpose of the lesson: correct pronunciation
of the sound [O] , distinguishing words with this sound in game exercises Objectives: Educational: 1. Pronounce the sound [O] when pronouncing...
Summary of a lesson on speech development for children 4–5 years old “Sound culture of speech: letter [p]”

Lesson on speech development for children 4-5 years old. Sound culture of speech : letter P. Goals: to introduce children to the letter “P”

.
Objectives: mastering the visual image of the letter “P”
, developing the ability to find it among other
letters of the alphabet , developing phonemic hearing. Build skills and...

Literacy lesson “Blizzard Song” in the middle group

Goal: to consolidate the correct pronunciation of sounds [v - v] in children’s speech. Objectives: 1. Develop phonemic perception and the ability to identify sounds [в - вь] in words; 2. To consolidate children’s knowledge about wild animals and their life in winter; 3. Teach children to find the first sound in words; 4. Teach children to breathe correctly through play. Material: Vera's crow toy, large pictures depicting a fox, hare, squirrel, bear, wolf; mirrors for each child; medium-sized pictures: flowers, fork, carnation, chair, bucket, bear; lumps of cotton wool - snowflakes; small pictures: grapes, bicycle, cherry, dandelion, fox, tree, star, fish, doll...; picture of sounds [v - v] (big and small tree). Progress of the lesson I. Introductory part. Children sit on rugs. — Today a crow flew to us to warm up and play with us. And her crow's name is Vera. She told me one very interesting story. Now I’ll tell you this story.

II. Main part. 1. The story of Vera the crow. * The crow Vera got bored sitting on the fence, and she decided to fly into the forest. It was already getting dark. The crow flew from one tree to another. Suddenly, the wind grew stronger, and a blizzard came into the forest. - Guys, did you hear the blizzard howling in the evening? (children's answers) She threw snow, covering the tracks of animals and birds, and howled loudly: v-v-v (children repeat after the teacher). The crow Vera found a large spreading spruce and hid on it. And the blizzard howled more and more: v-v-v (children repeat). - Guys, where does the squirrel live? (in a hollow) The squirrel feels good in a warm, dry hollow, the entrance to which she covered with her fluffy tail. She is not afraid of the blizzard (children howl). Good for the bear too. He is also not afraid of the blizzard, he sleeps and does not hear the terrible howl. - Where does the bear sleep, guys? (in the den and sucks its paw) And the fox settled comfortably in its hole, curled up in a ball, covered itself with its fluffy tail (the children howl like the wind). Even the hare dug a hole in the snowdrift and hid from the blizzard. — Guys, what color is a hare’s fur coat in winter? (white) - Why do you think the hare has a white coat in winter and gray in summer? (to hide in the snow; so that the fox and wolf do not notice him in the snow). One crow, Vera, sits, ruffled, on a spruce tree. She is cold and scared in the forest. The frost began to get stronger in the morning, and the blizzard began to subside (first the teacher, and then the children say: v-v-v). The crow calmed down, but suddenly heard, right under the spruce tree on which it was sitting, the howl of a wolf: v-v-v (children repeat). The wolf complains about his wolf life, takes offense at the blizzard, which has covered up all the hare's traces. Vera the crow got scared of the wolf and flew back to the village, to our group.* 2. Articulation of sound - children sit on chairs near the board. The teacher hands out mirrors for everyone to work with. - Children, how did the blizzard howl in the forest at night? (v-v-v) - What about in the morning? (wow) - How did the hungry wolf howl? (v-v-v) This is an interesting sound we met today. To pronounce it correctly, you need to press your lower lip to your upper teeth, raise your upper lip slightly, and your neck should tremble. When analyzing sound pronunciation, children use individual mirrors. — What sound did you learn to pronounce? Let's pronounce this sound to Vera the crow (children repeat the sounds [v and v]). 3. Working with pictures. The teacher puts pictures on the typesetting canvas (flowers, fork, carnation, chair, bucket, bear). Asks to name the objects in the pictures. - Guys, say it so that Vera the crow and I can hear the song of the blizzard [v and v]. For example: v-v-bucket. - Which picture is missing here? (chair). Why? (there is no blizzard song in this word). - Now let’s do this exercise - you need to determine the first sound in these words (flowers, fork, carnation, chair, bucket, bear). 4. Physical school (the teacher distributes cotton balls to the children). - Guys, let's play snowballs. We will play like this: you need to blow on the snowballs so that they fly far from your palm. Watch how I will do it. Inhale through your nose, and then blow forcefully onto the snowflake (children's game). - Why do we learn to breathe correctly and strongly? (to learn how to pronounce sounds correctly and clearly). 5. Game “Find the Blizzard Song” - children sit on chairs. — Vera the crow brought us pictures to play the game “Find the Blizzard Song.” The teacher distributes pictures to each child, but places them on the children’s palms with the pictures facing down. He asks them not to let anyone spy on what picture they gave him. At the teacher’s signal, the children turn over the pictures, say to themselves the name of the object that is depicted in the picture, and determine whether there is a blizzard song in this word. - Guys, who have the blizzard song in the word, who heard this song, go to the board and show the picture to all the guys. Say your word so that we can hear the song of the blizzard. All words are checked with all children. III. Bottom line. Showing a diagram of the sounds [в] and [вь] (small and large tree). - Guys, Vera the crow drew pictures of blizzards, they are different. Do you think in this picture (the big tree) how a blizzard howls? (strong - v-v-v) - Why do you think so? (a large tree is drawn). A question is asked about another picture, which shows a small tree. Then everyone sings the blizzard song in chorus: v-v-v and v-v-v. Vera really liked how you guys did this lesson. And she promises that she will fly to visit us again. Let's all tell her together “Goodbye!” Children say goodbye to the crow Vera. The teacher praises the children for their good work in class. The lesson ends.

Preparing for literacy training in preschool educational institutions

Research by linguists, psychologists, and teachers has shown that the fifth year of a child’s life is the period of the highest “linguistic giftedness” and special sensitivity to the sound side of speech. That is why it is necessary to introduce preschoolers to the sound system of their native language already from the middle group of kindergarten.

Secondary group training

is aimed at developing phonemic hearing and speech attention in children, which prepares them for mastering the sound analysis of words - the first step in teaching literacy itself.

Particular attention is paid to gaming techniques and didactic games, which constitute the specifics of teaching preschoolers and are an essential component of this training.

From March to May, the middle group conducts 10 classes to prepare for literacy. Duration 20 minutes.

Children gain knowledge about the basic laws of speech:

§ speech consists of words;

§ there are a lot of words, and they name objects, their characteristics, actions of objects and with objects;

§ words have length (long and short);

§ they sound (consist of sounds);

§ the word is linear (the sounds in it come one after another);

§ words can be used to make sentences;

§ sounds in words are pronounced differently (some can be drawn out, while others are pronounced briefly).

The only example of highlighting a certain sound in a word is the example of the teacher ( m

ak, luk
,
san
i
).

To play up the process of intonation selection, the sounds of a word are compared with the sounds of the surrounding life: with

- a big pump,
s
- a small one,
a
- a song of a beetle,
a
- a large mosquito,
a
- a small mosquito...

From the very beginning of training, the auditory distinction between hard and soft consonant sounds (little and big brother) is introduced.

Game task “Collect a bouquet”, the child takes a flower and lays it out on a flannelgraph, highlighting the first sound: r-r-daisy, r...

Children learn to write sentences using a "living model", taking on words, sentences about the children's actions, or various characters.

Didactic games:

§ “Children’s World”, “Zoo”, “Name the Words” - familiarization with the term “word”.

§ “Name the toy”, “Name the long word (short)” - long short words.

§ “Wind-breeze”, “The beetles have arrived”, “Whose song?”, “Pump” - introduction and consolidation of the term “sound”

§ “Say it like me”, “Echo”, “Name the first sound” - learn to distinguish sounds in words intonationally.

§ “Catch the end and continue” - the ability to isolate individual sounds in a word and name words with a given sound.

§ “Name your brother”, “Name the words”, “Be careful” - distinguishing hard and soft consonants by ear.

In the older group

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

In the older group, teaching children the sound analysis of a word begins with determining the sequence of sounds in it. (Beetle, beetle, beetle). We use a picture diagram and chips to visually determine the number of sounds in a word. Don't forget about the intonation of sounds in a word.

After children have mastered the skills of conducting sound analysis of the simplest words, they are introduced to vowel sounds. Giving the characteristic that there is no obstruction in the mouth. We place our palm to our lips and determine that the air flows calmly. You can confuse children with the sounds s, l

. Let the children themselves prove why this is not so! We denote the vowel sound with a red chip. Comparing sounds in a fun way helps children learn the difference between vowels and consonants. They already know that there are big and little brothers, we introduce the designation with chips (blue and green).

We make sure to ensure the correct use of the terms “vowel sound”, “hard consonant sound”, “soft consonant sound”. In the process, children learn that the sounds have

and
sh
,
h
and
y
, there are no brothers.

It is difficult for children to become familiar with percussive sounds. Thanks to stress, the word is presented as a single whole and allows you to subsequently move from syllable-by-syllable reading to reading as a whole word. First, we isolate a stressed syllable with a two-syllable word with stress on the first syllable (bear, porridge).

The main thing is that the child understands that in order to determine the stressed syllable, there is no need to pronounce the word syllable by syllable. The stress falls on the vowel sound, because only the vowel can be drawn out and sung. The game “Try, Call” is that you need to call the word, stretching out the place with the accent, for example, ko-O-shka, za-A-yka, e-Yo-zhik. In the game “Repeat After Me,” say a certain word correctly, then shout it, and let the child shout the same. Then you whisper it and have him repeat it. In the third method, “Guess the riddle,” name the child familiar words, but with the wrong emphasis, let him guess what you named and pronounce correctly: “dog” - “dog”.

Another way: sit up straight. Fold your fists and place them on top of each other, with your chin on them. When the child reads (speaks) while pronouncing a stressed vowel, the chin will touch the fists.

In the process of learning to read and write, preschoolers become familiar with sentences. Learn to make sentences of 2-3 words. Children name the first, second... word in a sentence, change words in places, replace a word (Make a sentence).

Didactic games “Guess”, “Match the word to the diagram”, “Who lives in which house”, you need to correlate the name of the picture with the model of the word.

In the preparatory group

The following tasks are solved: children learn to analyze and synthesize sentences of different constructions, get acquainted with all the letters of the Russian alphabet and the rules for writing them, master syllabic and continuous reading methods, learn to correctly lay out words and sentences from the letters of the carved alphabet.

With the help of the “Living Model”, children make up sentences, determine the number of words, and replace words.

The work of conducting a sound analysis of a word necessarily includes isolating and marking the word stress against the background of a continuous pronunciation of the word while simultaneously holding a pointer under the laid out word.

One of the important tasks when conducting sound analysis of words is to familiarize children with vowel letters and the rules for writing them after hard and soft consonant sounds. (letters i, e, e, yu, and

– written after soft consonants,
a, o, e, u
– after hard consonants, the game “Guess what has changed?”).

Children look at each letter entered, say what it looks like, and become familiar with the small and capital letters. Let's find out and reinforce what a capital letter is for.

As we begin to familiarize ourselves with letters, we replace the chips in the diagrams with letters. Let's get acquainted with the rules of writing zhi, shi, cha, sha, chu, schu.

After several consonants, we get acquainted with ь. (chalk – chalk)…

With a letter separating function (Kolya-kolya) and with a softening function (coat-skates).

Separating function ъ

is revealed by comparing two words
(sat - ate).
To teach reading at the initial stage, we use the “windows” manual.

Word games are included in every lesson. Their main goal is to consolidate the acquired knowledge. They must be strictly regulated, while the accuracy and correctness of the teaching methodology must preserve the entertaining and emotional character inherent in games.

The ability of a teacher to arouse a child’s interest in his own activity, and not just transfer any knowledge to children, is an important component of the educational process. To support this interest, the teacher needs to use problematic situations in the educational process. The use of problem situations in working with preschoolers has a positive effect on the development of children's creative thinking, cognitive skills and abilities. Rubenstein S.L. said that “Thinking usually begins with a problem or question, with a contradiction. The problem situation determines the involvement of the individual in the thinking process.”

Teachers often have difficulty selecting problem situations. Techniques of visual, auditory, and motor clarity, entertaining and accessible questions for children, riddles, moments of surprise, surprise, mystery, and competition help to intensify mental activity.

Games used in educational activities and in individual work with students:

1.Isolating sound against the background of a word

2. Setting the stress.

3. Isolation of the stressed syllable.

4. Differentiation of vowels and consonants.

5. A syllable as part of a word (for reading children).