Learning to read from cards. We memorize syllables. Briefly about sensitive writing and reading periods

Our story of reading began long 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. At about a year and a half, Ksyunya knew most of the vowels. We learned the rest of the letters in different ways:

1. Read a variety of books, alphabets, alphabets;
2. We played with cards;
3. In the kindergarten, sometimes Ksyusha worked in the Montessori room with various materials for studying letters + classical classes for the development of speech;
4. Played, etc.

Then, in the kindergarten at Monessori classes, Ksenia learned to write. First your name, then other names, then small words. Using 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 sensitive writing and reading periods:

“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 with the help of 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 the 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 presupposes, 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 \u200b\u200bMaria Montessori, which must be constantly borne 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 did not 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 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 too strict. I don't like strict fonts and blue-red letters in red frames that seem to say: “Sit down, let's 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 with my girls this approach works wonderfully. They perceive card games 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's 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 "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.

To regularly receive usefulness and ideas for activities and games with children, feel free to subscribe to the news of the blog "Grow Smart!"

We wish you more good books and more fun reading!

Full description

This training is part of a series of trainings on our website. The cycle is dedicated to home tutoring of reading skills. The training can be useful for both parents of a preschooler and teachers.

A fusion syllable is a combination of a consonant followed by a vowel, or a combination of a consonant and a soft sign. Such letter combinations are the most difficult and important element of learning to read. The systematic presentation of the material in our article is optimal for teaching reading. In oral speech, when reading in such cases, two sounds seem to merge into one to combine a consonant and a vowel, or a hard consonant becomes soft.

Below is a complete table of common fusion syllables.

	AND	ABOUT	Have	S	AND	E	I	Yo	E	YU
B	BA	BO	BOO	WOULD	BI	BY	BY	BE		BYU	Bb
IN	VA	IN	WU	YOU	IN AND	BE	VY	BEE		VU	Bb
D	GA	GO	GU		GI	GE		GE		HJ	Gb
D	YES	BEFORE	DU	DY	DI	DE	Dy	DE		DU	Db
F	JA	ZhO	ZHU		Live	SAME		SAME		JU	Zh
Z	PER	ZO	Memory	Shl	ZI	WE	ZYa	ZO		Zyu	Sb
Th	Ya	Yo				YE
TO	CA	CO	KU	KY	KI	KE		Kyo		Kyu
L	LA	LO	LU	LY	LEE	LE	LA	LE	LE	BJ	L
M	MA	MO	MU	WE	MI	IU	ME	ME	ME	MJ	L
H	ON	BUT	WELL	Us	NO	NOT	AE	NOT		Nude	Hb
P	PA	BY	PU	PY	PI	PE	Ip	PE	PE	PY	Pb
R	RA	RO	RU	RY	RI	PE	RY	Ryo	RE	Ryu	Pb
FROM	CA	CO	SU	CHE	SI	CE	Sya	SHO	SE	SJ	CH
T	TA	TO	TU	YOU	TI	THOSE	TY	THOSE		Tyu	Th
F	F	FD	FU	FY	FI	FE	FY	Fyo		FY	Fb
X	HA	XO	Xy	XY	CHI	XE		Hyo		Hu
C	CA	AC	TSU	TSY	QI	CE				Qiu
H	CHA	CHO	CHU		CHI	CHE		WH			WH
Sh	SHA	SHO	SHU		SHI	SHE		SHE			SH
U	SHA	SCHO	SHU		SHI	SCHE		SCHE			SCH

In the table, the syllables in which children most often make mistakes are highlighted and underlined. This table is suitable both for teaching reading and for monitoring the assimilation of the material.

If the child knows all the letters, it is easier for him to read columns than lines. The adult must control that the reading of the fusion syllables is done by the child as if “automatically”. Learning to read can be done in parts. We recommend that adults print and make several working copies of the table, crossing out during training and control the fusion syllables, which the child recognizes and reads quickly (that is, the skill is brought “to automatism”).

For teaching reading and developing the skill of reading fusion syllables, we have developed

See also articles:

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

First, children become familiar 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 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 what 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 focused on preschool children, 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 should 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.

We learn to read individual 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. Take first 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 that inhabit 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, poetry by syllable, you not only educate children, but also introduce you to the vast 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.

FRIENDS

Ni-ki-ta and Le-sha are friends. They go to the kindergarten together. Le-shi has a sa-mo-kat. And Ni-ki-you has a gun. Not on-the-stand, but play-ru-shech-noe. These boys are youngsters. O-no always de-la-tsya ig-rush-ka-mi. And they never quarrel. Together they play and laugh. Ho-ro-sho friend!

ZO-LO-TOE EGG-KO

Zhi-li-se-be grandfather and ba-ba and they would have a ku-roch-ka rya-ba. Demolished a little egg-egg: the egg is not easy - golden.

Grandfather beat - beat - beat and beat.

Ba-ba bi-la, bi-la - not once-bi-la.

Mouse-ka be-zha-la, hvos-ti-kom mah-nu-la, the egg-ko fell and smashed.

Grandfather and ba-ba cry-chut, ku-roch-ku-dakh-chet:

“Don't cry, grandfather, don't cry, ba-ba!

I dream of a testicle for you,

Not zo-lo-toe - simple! "

MU-RA-WEI AND GO-LUB-KA

Mu-ra-vei went down to the hand: for-ho-tel to-drink. The ox-on-the-whip-well-la-th and almost-for-pi-la. Go-lub-ka carried-la vet-ku; o-na u-vi-de-la - mo-ra-wei then-no, and bro-si-la e-moo branch-ku in the hand. Mu-ra-vei sat down on a branch and was saved.

That is why oh-hot-nick spread the network to the head and ho-tel to clap. Mu-ra-vei under-crawled to o-hot-ni-ku and u-ku-forces e-go for the leg; oh-hot-nick oh-zero and u-ro-nil network. Go-lub-ka fluttered-well-la and u-le-te-la.

Peti and Mi-shi had a horse. There was a dispute between them: whose horse. Whether they began to tear each other's horse.

Give it to me, this is my horse.

No, you give me, the horse is not yours, but mine.

Mother came, took the horse, and the horse became nobody's.

L. Tolstoy

Three Bears.

One-nag-dy went-la Ma-sha into the forest and for-blu-di-las. Began to look for do-ro-gu home and came to the forest from-bush-ke. In the do-mi-ke e-tom zh-la seven-i honey-ve-dei: father-tsa called Mi-hai-lo Po-ta-pych, mother - Us-tas-I Pet-rov-na , and their little sy-nish-ku - honey-ve-jo-nok Mi-joke. The house was empty - honey-ve-di ush-li walk along the forest.

Ma-sha went into the house and u-vi-de-la three mis-ki with ka-sha. Big-sha-I would-la Mi-hai-lo Po-ta-py-cha, middle-nya-I Us-tas-and Pet-rov-ny, and sa-ma-I little-laziness-ka-me - Mi-jokes. Po-pro-bo-va-la Ma-sha ka-shu from the big mis-ki, then from the middle one, and from the little one, Mi-joke-ki-noy, all shu ate-la.

For-ho-te-la Ma-sha pri-net and sees three chairs at the sto-la. Climb-la-la-na on a big chair and u-pa-la; sat on the middle chair - there was no-u-add-on; sat on a little chair and laughed. Started Ma-sha ka-cha-xia on Mi-joker-ki-n chairs-chi-ke, ka-cha-las - ka-cha-las, until it’s not broken!

Posh-la Ma-sha to another-gu-yu mountain-ni-tsu. There are a hundred-I-whether three beds. Lay-la-la-na in a big-shu-yu - it was too much space; lay down in the middle nyu - it was too much you-so-ko; but a little laziness-I fell for her just right. Lay-la Ma-sha and go to sleep-la.

Ver-well-come to my honey-ve-di from the forest, se-li-be-give. Mi-hai-lo Po-ta-pych glanced at his mis-ku and began to growl: "Who ate from my mis-ki?" We-tas-I Pet-ditch-on-look-re-la on the table and for-re-ve-la: "Who ate from my mis-ki?" And Mi-joke-ka-p-s-shi: “Who ate my ka-shu and my little stool?”

Send honey-ve-di to another-gu-yu mountain-ni-tsu. "Who lo-lived on my stele?" - roared Mi-hi-lo Po-ta-pych. "Who lo-lived on my bed and crumpled it?" - for-re-ve-la Nas-tas-I Pet-Rov-na. And Mi-joke-ka-vi-del in his blood-vat-ke de-voch-ku and wrote: “Here oh-na! Hold on to her!

U-vi-dev honey-ve-dey, Ma-sha o-chen is-pu-ha-las. Oh, you-jump-well-la in the open-that-e-window-but and in-be-zha-la to-my. And honey-ve-di did not dog-na-li.

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" 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 to 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 it is necessary 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 us consider several, in our opinion, the most effective methods that modern teachers offer for teaching a child to fold letters into syllables.

1. We play "Little Engines"

(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 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 name 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 - 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 offer the child a ride.

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

When the child is good at reading individual tracks with syllables, alternate the 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). In the early stages 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 letters-friends remain together.

You don't even need special manuals or ABC books to use this technique. Print out several figures of boys and girls (animals, fairy or fictional characters), write a letter on each of them. Let the consonants be written on the boys 'figures, and the vowels on the girls' figures. Make the kids friends. Check with the child that boys and girls or two girls can be friends, but two boys cannot be friends (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. FSES DO "E. V. Vasilyeva - there are several 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 names begin 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 particular syllable).

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

- Airfield game (garages)

Largely write syllables 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. You play one, the child plays the other. 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 the 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 with two parts. Pictures are easier to understand (the child reads more readily the words written on them than just columns of words), plus it is clearly visible into which parts a word can be split 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: MOM, UNCLE, DAD, NANNY. Then proceed to reading words of three letters (closed syllable + consonant): BAL, SON, LAC, 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