Syllables for learning reading. Learn to read syllables in a playful way. Reading games

DIY decor 28.12.2020

DIY decor

Reading for preschoolers is always a new, interesting process. And this is not surprising, because they are discovering a whole world, previously unknown, unfamiliar.

First, children get acquainted with letters and sounds, then learn to put them into words. And then the moment comes when the child tries to read on his own. For this purpose, it is impossible to immediately give the child complex texts, and even not divided into syllables. Difficulties in reading that have arisen can completely discourage you from studying further. So we will learn to read based on stories and fairy tales specially adapted for preschoolers.

Stories for children

If you do not know which texts to start with, you can buy or download and print collections of texts on our website under the general title "Reading by syllables". Such literature is specially adapted for children. This does not mean that the stories of famous writers in it are somehow changed: the selection of texts in such books is aimed at children. preschool age, and the words in the texts are divided into syllables for reading, which greatly facilitates the learning process for the child.

On our site there are also individual texts with a special division into syllables. They can also be printed and offered to children to read.

What are the best stories for children?

Of course, these are the works of those writers who specialized in children's topics: M. Prishvin, K. Paustovsky, A. Barto, N. Nosov, Lev Kassil, S. Marshak, etc. It is not necessary to read the stories in full: for young children it will be enough choose one small passage, divide it into syllables and present it for reading.

How to instill a love of reading?

How to deal with parents with children on such texts?

You should not leave your child alone with the story if he still does not read well. This can discourage any interest in subsequent learning if the baby has difficulties, and he cannot cope with them. Sit next to your child and start reading together. It is very important for children that adults take an interest in their affairs. Along the way, ask your kid to help you and read this or that word. When you have read to the end, discuss the passage and have the child retell what he understood from the text. Do not disregard what you read: the baby must realize that he is reading not for dad or mom, but for himself, for his own understanding.

You can download a set of cards with words.

Learning to read single words by syllables.

Read the names of the children.

Picture puzzles with syllables.

Fairy tales

However, the best textbook for teaching children to read is fairy tales. Everyone loves them, not just children. First, take the fairy tale that the child knows well: this will make it easier for him to read, being familiar with the plot.

The most famous writers who devoted themselves to fabulous creativity are G.H. Andersen, A.S. Pushkin, C. Perrot, the brothers Grimm. Surely, when your child did not know how to read yet, he listened to the tales of these writers in your performance. And today he will read these fairy tales in syllables.

A 3-year-old girl reads by syllable:

Fairy tales for children of modern writers, for example, L. Uspensky, are also perfect for reading. They sometimes more meet the needs of the time: the creatures inhabiting our technological world act in them, the devices around us come to life. And yet, do not deprive the child of the opportunity to get acquainted with the good old tales, because whole generations have grown up on them.

Reading fairy tales, poems by syllable, you not only teach children, but also acquaint with the huge cultural heritage of previous eras. Reading develops in the baby curiosity, respect for the work of other people, the desire to learn new things. All this is sure to come in handy for children in adulthood. But most importantly, you will be sure that you will bring up goodness and humanity in them.

You can download a free selection of more than 35 books (fairy tales, stories, poems, simple texts and coloring books) by SYMBOLS or select individual ready-made texts for yourself below.

A little story about a squirrel.

An excerpt from the book about Winnie the Pooh and the Heel.

Learning to read by syllables - this stage in teaching children to read is one of the most important and difficult. Often, parents simply do not know how to teach a child to pronounce two letters together and "get stuck" on this for a long time. Tired of the endless repetition of "ME and A will be MA", the child quickly loses interest, and learning to read turns into a torment for the whole family. As a result, children who already know letters from two or three years old cannot even read simple words by the age of five, let alone read sentences and books.

What to do next when the child has memorized the letters? Immediately, we will make a reservation that teaching a preschooler to read syllables can begin even BEFORE he has mastered the entire alphabet (moreover, some teachers insist that you need to switch to syllables as quickly as possible, without waiting for the study of all letters). But the letters that we will combine into syllables, the child should call without hesitation.

In order to start learning to read by syllables, a child needs to know 3-4 vowels and several consonants. First of all, take those consonants that can be pulled (S, Z, L, M, N, V, F), this will help teach the child the continuous pronunciation of a syllable. And this is a fundamentally important point.

So, let's consider a few, in our opinion, the most effective techniques, which modern teachers suggest for teaching a child to fold letters into syllables.

1. We play the "Locomotives"

(game from the manual by E. Baranova, O. Razumovskaya "How to teach your child to read").

Instead of boring cramming, invite your child to "ride the train." All the consonants are written on the rails on which our cars will go, and vowels are written on the cars themselves. We place the trailer on the rails so that a consonant appears in the window, and we name which station we got (for example, BA). Next, we move the trailer down the rails - until the next consonant and read the syllable that appears.

There is a similar manual in the cards "The game" Engine ". We read the syllables. " from E. Sataeva

This game is good because the child does not need to be specially explained how to add syllables. Suffice it to say: "Now we will ride the letter A, she will be our passenger, name all the stations at which we will stop." To begin with, "ride" yourself - let the child move the trailer along the rails, and you loudly and clearly call the "stations": BA, VA, GA, YES, ZHA, ZA, etc. Then invite your child to take turns doing this with you. During the game, listening to you, children easily grasp how to pronounce two sounds together. For the third time, the child will “ride” himself without much difficulty.

If the child does not know all the letters, stop only at those “stations” that are familiar to him. Next, we change the trailer. Now we roll the letters O, U, Y. If the child copes with the task easily, we complicate the task. For example, we ride at speed - by timing the time, which of the carriages will get to the end of the path first. Or another option: stopping at the station, the child must name not only the syllable, but also the words starting with this syllable (BO - barrel, side, Borya; VO - wolf, air, eight; GO - city, golfs, guests; DO - rain, daughter, boards, etc.).

Please note that with the help of this game you can practice reading not only open syllables (with a vowel at the end), but also closed ones (with a consonant at the end).

To do this, take the trailers where the vowels are written in front of the window, and proceed in the same way. Now we have the letter on the trailer not a passenger, but a driver, it is the main one, it is in front. First read the resulting "stations" with closed syllables yourself: AB, AB, AG, AD, AZ, AZ, etc., then invite the child to "ride".

Remember that in this and other exercises, we first train to add syllables with the first row vowels (A, O, E, U, Y), and then introduce the second row vowels (I, E, E, Yu, I) - so-called "iotated" vowels, which make the sound preceding them soft.

When the child is good at reading individual tracks with syllables, alternate cars with passengers and drivers, without prompting which car we will ride. This will help the child learn to clearly see where the vowel is in the syllable (the syllable begins with it or ends with it). At the beginning of learning to read by syllables, a child may have difficulties with this.

2. "We run" from one letter to another

(from "ABC for Kids" by O. Zhukova)

This is a visual exercise that will help your child learn to pronounce two letters together.

Before us is a path from one letter to another. To overcome it, you need to pull the first letter until the finger that we are leading along the path reaches the second letter. The main thing we are working on in this exercise is that there is no pause between the first and second sound. To make it more interesting to study, replace your finger with a figurine of any animal / man - let him run along the path and connect two letters.

("Primer for Kids" by E. Bakhtina, "Russian alphabet" by O. Zhukova and others).

Many authors of primers and alphabets use animated images of letters that need to be folded into a syllable - they are friends, walk together in pairs, pull each other through obstacles. The main thing in such tasks, as in the previous exercise, is to name two letters together so that the two girlfriend letters remain together.

You don't even need special manuals or primers to use this technique. Print out several figures of boys and girls (animals, fairy-tale or fictional characters), write on each of them by letter. Let the consonants be written on the boys 'figures, and the vowels on the girls' figures. Make the children friends. Check with the child that boys and girls or two girls can be friends, but it is not possible to make two boys (pronounce two consonants together). Change pairs, put girls first, and then boys in them.

Read the syllables first in one order, then in reverse.

These few techniques are quite enough to teach a child to put two letters in a syllable. And learning in the form of a game will allow you to avoid cramming and boring repetition of the same thing.

4. Games for strengthening the skill of adding letters

- Syllabic lotto

It is very easy to make them yourself, for this you need to select several pictures - 6 for each card and print the corresponding syllables.

The manual will help you “Syllables. Choose a picture by the first syllable BA-, VA-, MA-, CA-, TA-. Educational lotto games. FGOS DO "E. V. Vasilyeva- there are a few more tutorials in this series

“Letters, syllables and words. Lotto with verification "A. Anikushena

There are similar exercises in the book. "Syllabic tables. FGOS "N. Neschaeva

- Play store

Place toy goods or pictures with their images on the counter (for example, RY-ba, DY-nya, PI-horns, BU-lka, YAB-loki, MY-so). Prepare "money" - pieces of paper with the name of the first syllables of these words. A child can buy goods only for those "bills" on which the correct syllable is written.

Make an album with your child with your own hands, in which a syllable will be written on one page of the spread, and objects whose name begins with this syllable on the other. Review and supplement these albums periodically. For more effective learning to read, close one or the other half of the spread (so that the child does not have unnecessary clues when naming a syllable or choosing words for a certain syllable).

This will help you "Flashcards for sound and syllabic analysis of words."

- Airfield game (garages)

We write syllables in large coarsely on sheets of paper, arrange them around the room. These will be different airfields (garages) in our game. A child takes a toy plane (car), and an adult commands which airfield (which garage) to land the plane (park the car).

For this exercise, Zaitsev's cubes or any cards with syllables (you can make them in the form of traces) are suitable. We build a long path from them - from one end of the room to the other. We select two figures / toys. One is played by you, the other is a child. Roll the dice - take turns with your figures on the cards for as many moves as you have on the dice. Step on each card, name the syllable written on it.

For this game, you can also use various "walkers" by writing syllables in circles on the playing field.

5. Reading simple words by syllable

Simultaneously with working out syllables, we start reading simple words(from three to four letters). For clarity, so that the child understands which parts a word consists of, which letters need to be read together, and which ones separately, we recommend that the first words be composed of cards with syllables / separate letters or graphically divide the word into parts.

Two-syllable words can be written on pictures that have two parts. Pictures are easier to understand (the child is more willing to read the words written on them than just columns of words), plus it is clearly visible into which parts a word can be broken when reading it by syllables.

Increase the difficulty gradually: start with words consisting of one syllable (UM, OH, EM, UZH, HEDGEHOG) or two identical syllables: MOTHER, UNCLE, DAD, NANNY. Then proceed to reading words of three letters (closed syllable + consonant): BAL, SON, LAK, BOK, DOM.

You need to understand that even if a child pronounces all the syllables in a word correctly, this does not mean that he will immediately be able to intelligently put them into a word. Be patient. If the child has difficulty reading words of 3-4 letters, do not move on to reading longer words and even more sentences.

Be prepared for the fact that the child will begin to read words fluently only after he has automated the skill of adding letters to syllables. Until this happens, periodically return to working out syllables.

And, most importantly, remember that any learning should be a joy - for both parents and children!

Philologist, teacher of Russian language and literature, teacher of preschool education
Svetlana Zyryanova

Teaching a child to read. We memorize syllables. Learning to read a syllable. Merging letters into syllables. Syllabus. How to teach a child to read syllables. The transition from letter to syllable.

Currently, the market for children's educational literature is filled with a variety of alphabets and primers for preschoolers. Unfortunately, many authors do not give guidelines on the ways of teaching reading. The first pages of the manuals acquaint children with some letters, then parents are invited to perform tasks like "add syllables with the letter A and read them", "compose, write and read syllables", and sometimes do not have such explanations, but simply on the pages syllables appear for reading. But how can a child read a syllable?

So, NS Zhukova in her "Primer" illustrates the fusion of a consonant and a vowel with the help of a "running man". He suggests showing the first letter with a pencil (pointer), moving the pencil (pointer) to the second letter, connecting them with a "path", while pulling the first letter until "you and the little man will run along the path to the second letter." The second letter must be read so that "the track does not break."

We find another way to facilitate syllable fusion to the book by Yu. V. Tumalanova "Teaching children 5-6 years old to read". In the methodological part of the book, various options for accompanying syllables are proposed:

An adult holds one letter in his hands, the child reads, at the same time another letter is brought up from afar, and the first one "falls", the child proceeds to reading a new letter,

An adult holds letters in his hands, one high, the other lower, the child begins to read the upper letter, slowly approaching the lower one, and switches to reading the lower one,

An adult holds a card in his hands, where letters are written on both sides, the child reads the letter on one side, the adult turns the card over to the other side, the child continues to read.

On the pages intended for working with a child, we see the following original images of syllables:

The above techniques are related to the sound analytical-synthetic method of teaching reading. "The letter I after the consonant denotes its softness, which means that in the combination VI, the letter B denotes a soft sound. It turns out VI." Something like this looks like a chain of inference when reading a syllable through sound-letter analysis. And what will be the chain when reading, for example, the word CROCODILE? Can a child easily master reading in such a "long" way? Yes, there are children even of younger preschool age who, thanks to the high organization of analytical and synthetic thinking, are able to successfully master reading in this way. But for most children, this method is too difficult. It does not correspond to the age-related organization of cognitive activity. Even when using the auxiliary techniques outlined above, children still cannot master reading according to the sound analytical-synthetic method, or the formation of the reading skill is difficult, interest in classes is lost, psychological problems(low self-esteem, protest reactions, slowdown in the development of cognitive processes characteristic of a given age).

Try to read any sentence and at the same time observe how words are made from letters. You just play different types of syllables from memory and comprehend their combinations! It is recollection that helps us read quickly, bypassing the stage of building chains of inferences about the sound-letter composition of a word.

Based on this, one can understand that it is easier for a child to learn to read by memorizing the system of reading units - syllables-fusion. This method of teaching reading will be most successful for older preschool children. It is at this age that memory most actively develops and improves, all its types (auditory, visual, memory "for movement", combined, semantic, etc.) and processes (memorization, storage and reproduction of information).

You need to memorize syllables according to the same scheme that is used when memorizing letters:

Multiple naming of the syllable by adults;
- search for a syllable on the instructions of an adult, followed by naming;
- self-naming - "reading" a syllable.

Of course, the child should be interested in studying. When acquainting a child with syllables, you can use short fairy tales composed according to the same principle: a consonant letter, traveling, meets vowel letters on its way, all in turn, they sing together "songs" - syllables. A consonant letter can "go to the forest for mushrooms", it can "ride an elevator", it can "go to visit friends - vowels" and much more, what your imagination is capable of. You can make large letters cut out of colored cardboard with faces and handles, then the vowel and consonant letters are also "taken by the handles and sing a song together" (syllable). Don't feel like you have to write such tales for every consonant. The child will soon be able to tell stories about syllables himself, he will be able to name even new syllables by analogy with those he has already mastered reading.

The order of acquaintance with the syllables is not fundamental, it will be determined by the alphabet that you choose to teach the child to read. Some alphabets set the learning sequence according to the frequency of the use of letters in the language, others in accordance with the sequence of the formation of sounds in children, and still others according to the intention of the authors of the manuals.

After the child's initial acquaintance with the syllables that can be composed with the help of a consonant, it is necessary to create situations where the child will look for a syllable given by an adult. Write the syllables on separate pieces of paper, spread them out in front of the child:

Ask to bring a "brick" KA, or KO, or KU, etc .;

- “turn” the leaves with syllables into sweets, treat the doll with “candy” KI, or KE, or KO, etc .;

Play "postman" - deliver "letters" - syllables to your family members, for example: "Take KU to grandmother", "Take letter PE for dad", etc .;

Spread the syllables on the floor, "turn" the child into an airplane, command which airfield to land on.

You can also search for a given syllable on the pages of the alphabet or primer. In this case, the game situation may look like teaching your favorite toy to read ("Show Buratino the syllable PU!", And immediately after the show - "Tell him which syllable it is").

You can cut the syllables written on the pieces of paper horizontally or diagonally (but not vertically, otherwise the syllable will be divided into letters). You give the child the upper part of the syllable, name the syllable, ask them to find the lower part, then make up the halves and name the syllable.

If the child confidently holds a pencil in his hand and knows how to write or circle letters, write with a dotted line the syllables that you memorize with the child, offer to circle the syllable you named, you can circle different syllables with pencils of different colors.

Always after completing the tasks for finding a syllable, ask the child which syllable it is (but not "Read what is written!"). In these educational situations, the child only needs to remember the task with which syllable he performed, you yourself called this syllable when you gave the task. If the child cannot remember the syllable, offer him a choice of several answers: "Is this GO or GU?", "LE? BE? CE?". So you will protect the child from the forced letter-by-letter analysis of the syllable ("G and O, will ... Will ... Will ..."), which will cause him negative emotions, as it will complicate the reading process. Children who get used to "see" individual letters in a syllable and try to "add" them, often for a long time cannot move to syllabic reading and reading with whole words, "folding" words from letters does not give them the opportunity to increase the reading speed.

Is it worth memorizing all syllables with the same persistence? No! Pay attention to syllables that are rarely found in Russian (more often with vowels Yu, I, E), do not insist on confident reading of these syllables if the child is difficult to memorize them. The words RYUSHA, RYASA, NETSKE and the like are not so often found in books!

The syllable house, which the child himself will "build" as he learns syllables-fusion, can become a kind of screen of success in teaching a child to read. To make it, you will need a large sheet of paper (Whatman paper, wallpaper), felt-tip pens or paints, glue and colored paper or cardboard. On a large sheet of paper, you need to depict the "frame" of the house: at the bottom, horizontally, write the vowels (you can depict them in the arches-porches), vertically, from the bottom up, write the consonants in the order that your alphabet or primer suggests (it will be more interesting if the consonants the letters will "stand on the balconies"). The frame is ready. Now on separate pieces of paper - "building blocks" - write the syllables you are studying at the moment. Ask the child to find the syllables according to your assignment, determine the place of this "brick" in the house (horizontally - "floor", vertically - "entrance"), glue the syllable in its place. Now you can paste them into this house after classes with a group of syllables. So the house will grow floor by floor, and the child will see his progress in mastering reading.

In fact, the Syllabary House is an analogue of a table for reading according to Zaitsev's method. But in this version, the child will see only those syllables that he has already begun to master, and you yourself determine the order of the syllables (at your discretion or in the order in which the letters appear in the alphabet).

The work with the table does not end there. The following exercises are carried out according to the table:

Search for a syllable by assignment (an adult calls, a child finds, shows, calls);

Reading chains of syllables - by vowel (MA - NA - RA - LA - PA -...), by consonant (PA-PO-PU-PY -...);

Reading syllables with completing words (KA - porridge, KU - chicken, ...);

In the future, according to the table, you can make words to the child, showing them by syllables, or the child, according to his plan or the assignment of an adult, will be able to compose words himself. In such a table, the child will see the absence of some "bricks" - ZHY, SHY, CHYA, SCHYA, CHYU, SCHYU. Perhaps this will be the first step in mastering Russian spelling.

Quite rarely, but still such tasks are found in notebook books. The child needs to color the picture, divided into parts. Each part is signed with a syllable. Each syllable is colored with its own color.

When performing such a task, there is a natural possibility of repeated naming of a syllable, and therefore, its memorization. Work on the task sequentially: first one syllable, then another ... First, show and name the syllable yourself, determine the color for painting it, then when the child finds and paints the corresponding detail of the picture, ask which syllable is written here.

Syllable + picture

At the stage of independent reading, the exercise "Syllable + picture" is used. These kinds of tasks are rarely found in textbooks, but they are very useful as they contribute to the early formation of meaningful reading.

The child is asked to combine the picture with the syllable that begins its name.

ATTENTION! We draw your attention to the fact that in this and subsequent exercises, words must be selected in which the pronunciation of the 1st syllable coincides with its spelling (for example, the word "vata" is good, but "water" is not, because it is pronounced "wada ").

In another variant of the task, different syllables are signed under each picture, the child needs to choose the correct first syllable of the name of the object shown in the picture.

You can independently make such tasks: use the syllables you previously written and select the corresponding pictures for them from any board game or from lotto.

The most difficult ones in teaching reading to preschoolers are fusion syllables, which we talked about above, but in Russian, besides fusion syllables, there are other types of syllables - an inverse syllable (AM, AN ...), a closed syllable (SON, KON .. .), a syllable with a confluence of consonants (SLO, RMS ...). Each of these types of syllables requires separate attention when learning; training in naming and reading them is necessary to simplify the further transition to reading in words.

So, it is necessary to prevent the incorrect reading of the reverse syllable: they consist, like the fusion, of a consonant and a vowel, and a preschooler can read the reverse syllable as a fusion, rearranging the letters in places when reading (TU instead of UT). It will be useful to compare and read pairs of syllables - merge and open, consisting of the same letters (MA - AM, MU - UM, MI - IM, etc.).

When learning to read a closed syllable, invite your child to read pairs and chains of such syllables, which are similar in their merger (VAM - VAS - VAK - VAR - VAN, etc.) or according to the "readable" consonant (VAS - MAC - PAS, MOS - ICC, etc.). Similar work must be carried out when teaching the reading of syllables with a confluence of consonants (SKA - SKO - SMU - SPO, SKA - MCA - RKA - VKA - LCA, etc.) Exercises of this content, which are presented in the textbook of your choice, can be not enough, you can create such chains yourself. Sometimes children do not like this type of work because of its some monotony, in this case, offer not only to read the syllable, but also to finish it to the word (RMS - soon, MOS - bridge ...). Such an exercise is not only fun, but also develops the child's phonemic hearing, and will further contribute to meaningful reading of words.

So, when learning to read a syllable, remember!

A feature of preschool children is a physiological unpreparedness for mastering the rules of syllable and their use when reading.

Before the child himself can name the fusion syllable, he needs to hear its name many times, practice finding a syllable according to your assignment.

If the child is at a loss in naming a syllable, offer him several answer options as an aid, do not thereby allow him to switch to letter-by-letter reading of the syllable.

The most difficult to memorize are the first groups of memorized syllables, then the child, by analogy, begins to name syllables that are similar in vowel or consonant.

The pace of mastering syllables should correspond to the capabilities of the child. It is better to master fewer consonants and corresponding syllables, but learn-read syllables is automated.

Reading syllables different types promotes the fastest teaching of the child to read in whole words.

You will find an online primer (alphabet), letter games, games for learning to read syllables, games with words and whole sentences, and reading texts. Bright, colorful pictures, a playful presentation of the material will make reading lessons for preschoolers not only useful, but also interesting.

Our story of reading began a long time ago. From a very early age, and to be precise, from 8 months, Ksyu and I began to go to developmental classes. There, of course, they did not learn to read :))) However, the first acquaintance with large tactile letters happened there. About a year and a half, Ksyunya knew most of the vowels. We learned the rest of the letters in different ways:

Read a variety of books, alphabets, alphabets;
We played with cards;
In the kindergarten, sometimes Ksyusha studied in the Montessori room different materials for the study of letters + classical lessons on the development of speech;
Played, etc.

Then, in the kindergarten at Monessori classes, Ksenia learned to write. First your name, then other names, then small words. According to the Montessori method, children first learn to write and then read. This is a very smart approach. Thus, the child's head fits better with the sound-letter system, he begins to understand it, and therefore love.

Briefly about the sensitive periods of writing and reading:

“At the age of 3.5 - 4 years:

The child begins to use speech purposefully and consciously. This means that with the help of speech, he solves his problems and can, for example, ask a friend to close the window, and not go on his own. The child is aware of the power of his own thought, correctly expressed through speech and therefore understandable to others.
Children of this age are keenly interested in the symbolic designation of sounds - letters, they are happy to circle letters from rough paper, etc.
They can work with a movable alphabet, laying out next to each other letters denoting individual sounds, their combinations - up to simple words.

Therefore, at the age of 4 - 4.5 years, the next serious step in the child's speech development seems completely natural: he begins to spontaneously write individual words, whole sentences and short stories. And this despite the fact that no one taught him to write by letter. There was an indirect preparation of his intellectual and motor abilities (more on this in the next section).

Finally, at the age of about 5 years, the child learns to read without compulsion and independently: this is what his logic of speech development leads to. Since the process of writing is the expression of one's own thoughts in a special way, and the process of reading involves, in addition to distinguishing letters and the ability to put them into words, also understanding the thoughts of other people, which is behind these words. And this is more difficult than expressing your own thoughts.

Let's note the main idea of Maria Montessori, which must be constantly kept in mind: if children have to do something outside the framework of the corresponding sensitive period, that is, under compulsion (learn to read, write, etc.), then they come to the result later or do not come at all ”.

I tried not to rush things. A little later, Ksyusha began to compose separate words from cubes and magnets, then she began to read them. But how to move from letters and short words to reading, I did not know. More precisely, in theory, I understood that it was necessary to read syllables more often, and the words would gradually begin to be read by themselves. I didn't want to speed up this process, so as not to overdo it and not to discourage Ksyunia's natural desire. And then I came across books for the first reading. As for me, this is an invaluable invention! These little books give the child: a) the desire to read on his own, b) self-confidence, c) the conviction “I can read!”. This is exactly what we lacked.

We started to read, and what next?

We are now sorely lacking in reading technique, especially when it comes to difficult words. Ksenia is difficult to learn syllables, so she string letters like beads: ma-, poppy-, poppy-, macar-, macaro-, macaron-, macaroni!

This means that we urgently need to learn syllables, get used to reading them in different variations. In short, practice as often and actively as possible. We do not have a movable alphabet and other specialized Montessori materials for teaching reading at home, so I decided to create my own convenient and multifunctional material. After analyzing the recommendations of Montessori teachers, I came to the conclusion that cards with syllables, letters and short words are just what you need. You can create tons of fun games out of this set and practice your reading skill regularly.

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Reading card games:

1. Get syllables or short words out of the basket and read them.

3. Compose words for a given letter.

4. Coming up with words and collecting them from cards.

5. Make words from the given letters.

6. Collect your name from scattered syllables and letters.

While developing this material, I tried to make it attractive and not very strict. I do not like strict fonts and blue and red letters in red frames, which seem to say: “Sit down, we’ll study! Well, let's learn to read, to whom I speak! " Having rediscovered the whole of Pinterest in search of games with syllables, I noticed that Americans strive to make the materials for classes fascinating, a little frivolous and, as it were, “inviting to study unobtrusively”. I also adopted this style and this approach works wonderfully with my girls. They perceive card games as well as board games and want to play them over and over again. And once they read syllables faster and clearer;)

We have other books by Angel Navarro, but I think it is worth writing a separate post about them;)

This is how we slowly and confidently walk towards reading and at the same time do not lose our love for this lesson for a minute. Ksenia really wants to read on her own, Sima struggles to follow her. And yes, in the evenings we always read wonderful children's books. Recent hobbies include books about Petson and Findus, as well as "The Lion, the Witch and the Wardrobe" from the "Chronicles of Narnia" series.

Phew, a rather big article came out, but I really hope it's useful. I would be glad if our experience will help you teach your child to read and, of course, improve this skill.

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We wish you more good books and more fun reading!

Full description

The article and tables provide material that can be used:

1) for teaching reading;

2) to identify gaps in knowledge and skills;

3) to correct erroneous skills;

4) to develop the skill of determining the softness-hardness of consonants and the correct selection of vowels;

5) to master some of the rules of the Russian language (JI-SHI, CHA-SHCHA, CHU-SHCHU, etc.)

The article summarizes the practical experience of teaching preschoolers to read and sound-letter analysis of the teacher-psychologist N.F. Vorobieva.

Comments on using tables:

1. Before using tables, an adult should help a child learn all vowels, structured as follows (read by column):

Possible options:

option 1: B, C, F

option 2: G, D, W

option 3: З, К, Ц

option 4: L, M, F

option 5: N, P, W

option 6: R, S, C

option 7: T, F, F

option 8: X, H, W

option 9: Sch, Y, Ts

3. It is desirable that the recognition and reading of syllables-fusion is brought to automatism.

4. Rarely encountered fusion syllables are highlighted in small print.

5. To fill gaps in learning to read or correct inadequate skills, it may be sufficient to read only a few tables relevant to the problem being solved. For example, a child tries to soften (pronounce softly) those consonants that always remain hard. So, in this case, it is enough for the child to read the tables for the letters Ж, Ш, Ц.

6. The habit of reading hard and soft consonants in pairs (for example, TA-TYA, TO-CHO, TU-CHU, etc.) can help the child in the future to make the correct selection of letters and easily distinguish between soft and hard consonants when passing from sound to letter.

Table 1 (B).