Learning to read cards. We remember syllables. Briefly about the sensitive periods of writing and reading

Interior elements 28.12.2020

Interior elements

Our history with reading began a long time ago. From a very early age, and to be precise, from the age of 8 months, Ksyu and I began to attend developmental classes. There, of course, they didn’t teach to read :))) However, the first acquaintance with large tactile letters happened exactly there. About a year and a half Ksyunya knew most of the vowels. The rest of the letters we learned in different ways:

We read a variety of alphabet books, alphabet books;
Played with cards;
In the kindergarten, sometimes Ksyusha studied in the Montessori room different materials to study letters + classical classes on the development of speech;
Played in, 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 reasonable approach. Thus, the sound-letter system fits better in the child’s head, he begins to understand it, and therefore love it.

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, rather than go himself. The child realizes 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 looks completely natural: he begins to write spontaneously 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 training of his intellectual and motor abilities (more on this in the next section).

Finally, at the age of about 5, the child learns to read without coercion 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.

We note the main idea of Maria Montessori, which must always be kept in mind: if children have to do something outside the framework of the corresponding sensitive period, that is, under duress (learning 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 make up 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 force this process, so as not to overdo it and not to discourage Ksyuni's natural desire. And then I came across books for the first reading. As for me, this is an invaluable invention! These baby books give the child: a) the desire to read on their own, b) self-confidence, c) the conviction "I can read!". This is exactly what we were missing.

Start reading, what's next?

Now we really lack the technique of reading, especially when it comes to compound words. Ksenia is difficult to give syllables, so she strings letters like beads: ma-, poppy-, maka-, makar-, makaro-, macaron-, macaroni!

This means that you 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. From this set, you can create a lot of exciting games and regularly practice reading skills.

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Reading Card Games:

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

3. Compose words starting with a given letter.

4. Make up words and collect them from cards.

5. Compose words from given letters.

6. Collect your name from scattered syllables and letters.

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 say! Having shoveled all over Pinterest in search of games with syllables, I noticed that the Americans strive to make materials for classes that are fascinating, a little frivolous and, as it were, “calling to practice unobtrusively”. I have also adopted this style and with my girls this approach works wonderfully. They perceive card games on a par with board games and want to play them again and again. And syllables are read faster and clearer every time;)

We have other books by Angels 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 activity for a minute. Ksenia really wants to read on her own, Sima tries her best to follow her. And yes, in the evenings we always read wonderful children's books. Of the latest hobbies - books about Pettson and Findus, as well as "The Lion, the Witch and the Wardrobe" from the series "The Chronicles of Narnia".

Phew, a rather big article came out, but I really hope that it is 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 Grow Smart!

We wish you more good books and exciting reading!

Full description

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

A syllable-fusion is a combination of a consonant and a subsequent 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.

	BUT	O	At	S	And	E	I	Yo	E	YU
B	BA	BO	BOO	WOULD	BI	BE	BYA	BYO		BU	b
AT	VA	IN	WU	YOU	IN AND	BE	VYa	BE		WJ	Bb
G	GA	GO	GU		GI	GE		Gyo		GU	Gb
D	YES	BEFORE	DU	DY	DI	DE	DYA	DO		DOJ	db
AND	JA	JO	JU		*ZhI*	*SAME*		JO		JJ	ZH
Z	PER	ZO	memory	PS	ZI	WE	WL	ZO		zyu	3b
Y	YA	YO				YE
To	KA	KO	KU	KY	CI	KE		Kyo		kyu
L	LA	LO	LU	LY	LI	LE	LA	LE	LE	Best Junior	L
M	MA	MO	MU	WE	MI	IU	MJ	MYO	ME	Manchester United	MU
H	ON THE	BUT	WELL	US	NO	NOT	AE	NOT		NUDE	Hb
P	PA	ON	PU	PY	PI	PE	PJ	Pyo	PE	PU	Pb
R	RA	RO	RU	ry	RI	RE	OC	Ryo	RE	Ryu	Pb
FROM	SA	SO	SU	SY	SI	CE	SA	Syo	SE	SU	CL
T	TA	THEN	THAT	YOU	TI	THOSE	TU	THOSE		TU	TH
F	F	FD	UGH	FY	FI	FE	FYa	FE		FJ	fb
X	HA	XO	XY	XY	chi	XE		HYO		HYU
C	CA	CO	CU	TSY	CI	CE				CJ
H	CA	Cho	BC		CHI	European Championship		WHAT			WHO
W	USA	SHO	SHU		*SHI*	*SHE*		*SHO*			SH
SCH	SCHA	SCHO	SC		shchi	SHCH		WHA			SHCH

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 a child knows all the letters, it is easier for him to read in columns than in rows. An adult must control that the reading of fusion syllables is carried out 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 syllables-fusions during training and control, which the child learns and quickly reads (that is, the skill has been brought “to automatism”).

For teaching reading and developing the skill of reading syllable fusions, we have developed

Stories for children

If you don’t 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 are somehow changed in it: 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 separate texts with a special division into syllables. They can also be printed out and offered to children for reading.

What stories are best 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?

Do not leave the 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 show interest in their affairs. Along the way, ask the baby to help you and read this or that word. When you have read to the end, discuss the passage: have the child retell what he understood from the text. Do not leave what you read unattended: 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 individual words syllable by syllable.

Read the names of the children.

Puzzle pictures with syllables.

Fairy tales

However, the best tool for teaching children to read is fairy tales. Everyone loves them, not just kids. Take first the fairy tale that the child knows well: it will be easier for him to read, being familiar with the plot.

The most famous writers who devoted themselves to fairy-tale creativity are G.Kh. Andersen, A.S. Pushkin, C. Perro, the Grimm brothers. Surely, when your child could not read yet, he listened to the tales of these writers performed by you. And today he will read these fairy tales in syllables.

A 3-year-old girl reads by syllables:

Fairy tales for children by modern writers, for example, L. Uspensky, are also perfect for reading. They are sometimes more in tune with 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 your child of the opportunity to get acquainted with the good old fairy tales, because entire generations have grown up on them.

Reading fairy tales, poems by syllables, you not only teach children, but also introduce them to the huge cultural heritage of previous eras. Reading develops curiosity in the baby, 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 for free a selection of more than 35 books (fairy tales, stories, poems, simple texts and coloring books) by SYLLAMS or choose individual ready-made texts for yourself below.

A little story about a squirrel.

An excerpt from a book about Winnie the Pooh and Piglet.

FRIENDS

Ni-ki-ta and Le-sha are friends. Together they go to kindergarten. Lesha has a sa-mo-kat. And Ni-ki-you has a ru-zhe. Not really standing, but playing. These boys are good fellows. Oh-no always de-la-tsya games-rush-ka-mi. And they never quarrel. Together we play and laugh. Ho-ro-sho friend!

ZO-LO-TOE EGG-KO

Live se-be grandfather and ba-ba and they would have ku-roch-ka rya-ba. He took down a ku-roch-ka egg-ko: the egg is not simple - it's golden.

Grandfather beat - beat - not beaten.

Ba-ba bi-la, bi-la - more than once-bi-la.

The mouse be-zha-la, the tail-tee-com mah-nu-la, the egg fell-lo and broke-elk.

Grandfather and ba-ba cry, ku-roch-ka ku-dah-chet:

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

I'll take you an egg to another,

Not golden - simple!

MU-RA-WEI AND GO-LUB-KA

Mu-ra-vei went down to the stream: for-ho-tel for a drink. Wave-on for-whip-well-la e-th and almost in a pi-la. Go-lub-ka carried a vet-ku; o-na u-vi-de-la - mu-ra-vei then-no, and bro-si-la e-mu vet-ku in the ru-chey. Mu-ra-wei sat on a branch and escaped.

That's why o-hot-nick spread the network on go-lub-ku and wanted to clap. Mu-ra-vei crawled to o-hot-no-ku and u-ku-strength of e-go by the leg; oh-hot-nick oh-zero and u-ro-nil network. Go-lub-ka fluttered-well-la and u-le-te-la.

Pet-ti and Mi-shi had a horse. They began to argue: whose horse. Did they tear each other's cats.

Give it to me, this is my horse.

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

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

L. Tolstoy

Three Bears.

One day, Ma-sha went into the forest and got lost. Began to search to-ro-gu to my yes came to the forest from the bush. In the house of e-thom lived seven-I honey-ve-dey: the father was called Mi-hi-lo Po-ta-pych, the mother - Nas-tas-ya Pet-rov-na , and their little laziness-ko-sy-nish-ku - honey-ve-jo-nok Mi-joking-ka. The house was empty - honey-ve-di ush-whether walking through the forest.

Ma-sha entered the house and w-wee-de-la had three bowls of porridge. Pain-sha-I would-la Mi-hi-lo Po-ta-py-cha, middle-ny-ya Us-tas-and Pet-rov-ny, and sa-ma-I laziness-ka-ya - M-jokes. In-pro-bo-va-la Ma-sha ka-shu from a large bowl, then from a middle one, and from a small one, Mi-joking-ki-noy, the whole shu ate.

For-ho-te-la Ma-sha pri-net and sees three chairs at the hundred-la. Climbed o-na onto a big chair and u-pa-la; sat on the middle chair - it was not-at-ad-but; sat down on a small stool and laughed. Became-la Ma-sha ka-chat-sya on the Mi-joking-ki-ne chair-chi-ke, ka-cha-las - ka-cha-las, why didn’t he slo-ma-la!

Send la Ma-sha to another mountain-ni-tsu. There are a hundred-I-whether three kro-va-ti. Lay down o-na in pain-shu-yu - it would be too spacious; lay down in the middle-nu-th - it would be too you-so-ko; and ma-laziness-ka-I came to her just right. Lay down Ma-sha and sleep-la.

Come back to my honey-ve-di from the forest, se-o-be-give. Mi-hi-lo Po-ta-pych looked into his bowl and growled: “Who ate from my bowl?” Us-tas-ya Pet-rov-na looked-re-la at the table and for-re-ve-la: “Who ate from my bowl?” And Mi-jokingly squeaked: “Who ate my porridge and broke my chair?”

Send honey-ve-di to another-gu-yu mountain-no-tsu. “Who lo-lived on my bed?” - roared Mi-hi-lo Po-ta-pych. “Who lay down on my bed and crushed it?” - for-re-ve-la Nas-tas-ya Pet-rov-on. And Mi-joking-ka u-vi-del in his cro-vat-ke de-voch-ku and squeaked: “Here oh! Hold her!

U-vi-dev honey-ve-day, Ma-sha o-chen is-pu-ga-las. O-on you-jump-well-la in the open-then-e-ok-but and be-m-la-to-my. And honey-ve-di didn’t dog-on-whether.

Learning to read in 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 it 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 torment for the whole family. As a result, children who already know letters from the age of two or three cannot even read simple words by the age of five, not to mention reading sentences and books.

What to do next when the child has memorized the letters? Let's make a reservation right away that teaching a preschooler to read syllables can be started even BEFORE he has mastered the entire alphabet (moreover, some teachers insist that you need to move on to syllables as quickly as possible, without waiting for all the letters to be studied). But those letters that we will combine into syllables, the child must name without hesitation.

In order to start learning to read by syllables, it is enough for a child to know 3-4 vowels and a few 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 the syllable. And this is a fundamentally important point.

So, let's look at a few, in our opinion, the most effective methods, which modern teachers offer for teaching a child to fold letters into syllables.

1. We play "Engines"

(a 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 consonants are written on the rails along which our trailers will go, and vowels are written on the trailers 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 - to the next consonant and read the syllable that appears.

There is a similar guide in cards "Game" Steam locomotive. We read syllables. from E. Sataeva

This game is good because the child does not need to be specially explained how to add syllables. It is enough to say: “Now we will ride the letter A, she will be our passenger, name all the stations at which we will make a 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 wagon. Now we roll the letters O, U, S. If the child can easily cope with the task, we complicate the task. For example, we ride at speed - timing which of the wagons will reach 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 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, we take trailers where the vowels are written in front of the window, and act in the same way. Now we have a letter on the trailer not a passenger, but a driver, she is the main one, she is in front. First read the resulting “stations” with closed syllables yourself: AB, AB, AG, AD, AZH, AZ, etc., then offer the child a “ride”.

Remember that in this and other exercises, we first practice adding syllables with first-row vowels (A, O, E, Y, Y), and then we introduce second-row vowels (I, E, E, Yu, I) - the so-called "iotized" vowels, which make the sound that precedes them soft.

When the child is good at reading separate tracks with syllables, alternate wagons with passengers and drivers, without prompting which wagon we will roll. This will help the child learn to clearly see exactly where the vowel is in the syllable (the syllable begins with it or ends with it). At first, learning to read by syllables in a child may have difficulties with this.

2. "Run" from one letter to another

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

This is a visual exercise that will help the 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. In order to make it more interesting to study, replace your finger with a figure of any animal / little man - let him run along the path and connect two letters.

("ABC book 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 stay together.

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

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

These few tricks are quite enough to teach a child to put two letters into 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 to consolidate the skill of adding letters

- Syllabic Lotto

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

Help will help you “Syllables. Choose a picture according to the first syllable BA-, VA-, MA-, SA-, TA-. Educational lotto games. GEF DO "E. V. Vasilyeva- there are a few more tutorials in this series

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

Similar exercises are in the book. "Syllabic tables. GEF "N. Neshchaeva

- Shop game

Lay out toy goods or pictures with their images on the counter (for example, FISH-ba, DY-nya, PI-horns, BU-lka, YaB-loki, MYA-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 on the other - objects whose name begins with this syllable. Periodically review and supplement these albums. For more effective learning to read, close one or the other half of the turn (so that the child does not have extra clues when naming a syllable or choosing words for a particular syllable).

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

- Game in the airfield (garages)

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

For this exercise, Zaitsev cubes or any cards with syllables are suitable (you can make them in the form of traces). We build a long path from them - from one end of the room to the other. Choose two figurines / 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 fell on the dice. Stepping 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 syllables

Simultaneously with the development of syllables, we begin to read simple words (of three or four letters). For clarity, so that the child understands what parts the word consists of, which letters should be read together and which separately, we recommend that the first words be composed of cards with syllables / individual letters or graphically divide the word into parts.

Words of two syllables can be written on pictures consisting of 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 down when reading it syllable by syllable.

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

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 meaningfully put them into a word. Be patient. If a child has difficulty reading words of 3-4 letters, do not proceed to reading longer words and especially sentences.

Be prepared for the fact that the child will freely begin to read words only after he has automated the skill of adding letters into 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

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