I read words and sentences. For children 5-6 years old. (Lomonosov school) Pyatak S.V.
M.: 2008 - 113 p.
This manual has been prepared for children who already know letters. The main objectives of the publication: improve reading skills and techniques; consolidate knowledge about vowels and consonants sounds and letters; introduce the syllable as part of a word and the sentence as a syntactic unit of the Russian language; strengthen writing skills in block letters. The proposed exercises promote the development of attention, memory, thinking, coherent speech, and enrich the child’s vocabulary. The manual is intended for teachers of preschool educational institutions, tutors and parents for home lessons with children in preparation for school.
Format: pdf
Size: 52 MB
Watch, download: 16 .11.2017, links removed at the request of the publishing house "AST" (see note)
This manual is intended for children who know letters but have difficulty reading. The manual consists of 25 lessons.
Tables of syllables are given at the beginning and end of the manual. Hang them on the wall so your child can see them as often as possible. When showing letters to your child, clearly pronounce the corresponding sounds, not the names of the letters. Teach your child to connect two letters into one syllable. To make it easier for your child to remember the syllables, sing them like a song (any tune will do). The syllables in the table are arranged according to the principle of dividing sounds into hard and soft. For example: B-BO-BA-BU-BY-BE are pronounced firmly; and B-B-B-B-B-B-B-B-B are pronounced softly. Ask your child to compare these two songs. We can say that the first song is a big hippopotamus, and the second one is a small one. And you will see how easily your child will begin to distinguish syllables with hard consonants from soft ones.
You can sing the syllables of the table both vertically and horizontally, from top to bottom and from bottom to top. This needs to be done at a fast pace. Explain to your child that in cases of the form JO-ZHE, SHO-SHYO, the syllables are pronounced the same, but written differently. Also, the child needs to be told that in the Russian language there are letters that always sound hard: Zh, Sh, Ts, and letters that always sound soft: Y, Ch, Shch.
Using this table, you can print words by pointing to the desired syllables. For example, you can write the child's name MA-SHA by pointing to the syllable MA and the syllable SHA; you can write the word MA-MA by pointing to this syllable twice. Start each lesson by singing the syllables of the table.
IN kindergarten also the beginning school year. The children are gradually returning from vacation. Many people have learned letters over the summer and are starting to read a little bit by syllable.
Where do the texts for reading syllables come from? Of course, from the ABC book. Interesting are the old primers that grandmothers used to learn. The second source is the Internet. We also prepare texts for our 5-6 year old students depending on their existing skills, starting with simple and short texts. It is better to read a little, but more often.
In the first texts for reading by syllables, each sentence begins with new line. This makes it easier for children to understand the text. The first texts to be read syllable by syllable should be printed large.
It is useful to accompany them with coloring books, a familiar activity for preschoolers. The tasks are as follows.
- First you need to read it to your mother, grandmother or someone else.
- Color it.
- Label the items in the picture.
Why is it worth writing words? When a child reads, hearing and vision interact. When writing, I use auditory (I pronounce), visual (I record the image of the word) and motor analyzers.
In addition to narrative texts, it is useful to use short simple poems for reading syllables.
How to prepare texts for reading syllable by syllable?
Parents teaching their child to read can prepare the material themselves. You need to know the following. Texts for reading by syllables may look different. It all depends on how we divide the word into syllables.
1. Divide words into syllables, as in a primer, with hyphens (short horizontal lines). Below several texts are divided into syllables in this way.
2. Words are divided into syllables by vertical lines.
3. Syllables are highlighted from below with arcs.
Like that. It's better to start with the first option with hyphens. The first texts should be very simple in content, as below, gradually becoming more complex.. First, you give a picture to color. And then the child draws himself according to the meaning of the text. Texts for reading can also be downloaded on our website. Just prepare them using one of the methods suggested above.
Texts for reading by syllables
This is the cat Ku-zya.
At night, Ku-zya caught mice.
Then the cat slept on the couch.
And we are sitting in a hole.
- Cat's name?
- What are his actions?
- Why were the mice sitting in the hole?
Fishing.
Sa-ni had a daughter.
Sa-nya na-ko-fell the worm.
He went to the river.
There is a fish swimming in the river.
Sa-nya caught a fish.
- Boy's name?
- What was he doing?
- How many fish did you catch?
Tree.
This is a tree.
The tree has a trunk.
The tree has a leaf.
The tree has branches.
Question. Na-zo-vi de-re-vo.
Cow.
Ko-ro-va eats se-no.
Ko-ro-va gives mo-lo-ko.
Ma-sha love-bit mo-lo-ko.
Ma-sha love-bit ka-shu.
Ma-sha has ru-my-ny-e cheeks.
Question. Why do Masha have rosy cheeks? (For some reason, all the mothers thought about diathesis)
In the forest.
The children went into the forest.
They are so-bi-ra-li ma-li-nu.
Near the house behind the bushes.
The children were frightened.
And from the bushes you-be-zha-la with-ba-ka Zhuch-ka.
Everyone felt better.
- Where did the children go?
- What were they doing in the forest?
- Who scared the children?
Summer
It's so red.
Why is it red?
Red means beautiful.
Ze-le-ny-e forests.
Blue sky.
Bright colors.
Beauty.
Na-ri-suy le something.
- Why is summer red?
- What forests?
- What a sky
- Which flowers?
- Why do you like summer?
Ko-lo-kol-chi-ki
How many colors are there?
Why do you care?
Because it grows here in the fields and meadows.
Ko-lo-kol-chi-ki si-ni-e
Li-za is walking in the meadow.
Li-za so-bi-ra-et ko-lo-kol-chi-ki.
Liza has a va-za at home.
There's a co-lo-kol-chi-ki.
Na-ri-sui ko-lo-kol-chi-ki.
- Why are bluebells wildflowers?
- What color are the bells?
- Where is Lisa walking?
- Where will Lisa put the bells at home?
Lomonosov school.
This manual is intended to improve reading skills and techniques, develop grammatical speaking skills and enrich the vocabulary. Most of the exercises are aimed at consolidating children’s knowledge of vowels and consonants, letters and sounds, familiarizing children with syllables, improving the ability to transform words, and familiarizing children with the sentence as a syntactic unit of the Russian language. In addition, the manual promotes the development of coherent speech, improving the skills of pronunciation of sounds, and writing in block letters. At the end of the manual are given guidelines, which you should familiarize yourself with before starting classes.
The manual contains 25 lessons, the duration of each should not exceed 25-30 minutes. Write to preschool age You only need a pencil.
Example lesson:
Lesson 2.
- Read the first line in the table of syllables.
- Underline all the vowels with a red pencil. Write in brackets the number of vowels in each word.
- How many words can you make from vowels? Write it down.
- Read the column with the letter O in the table of syllables, and then the column with the letter E.
— Find in the table the letter that is repeated more often than others.
- Guess which words need to insert the letter O, and which ones need the letter U. The pictures will help you.
- Let's play the game "Echo". Repeat after an adult words that begin with the sound B, then with the sound B. Learn to quickly and clearly pronounce tongue twisters with the sounds B and B.
Irina Rumyantseva
Card file “Speech games and exercises for children 5–6 years old”
1. “Can you name it?”
Target: select words based on a given vowel sound, which is located at the beginning of the word.
Progress of the game.
The teacher sets any vowel sound from four ([a], [o], [u], [i], children select words. The game is accompanied by words from a poem by L. Kuklin.
That's how many words we can say in [a]!
(Children list words with the given sound.)
Oh, that's enough! And the sound can get tired too!
But what on [o] can we name?
(Children list words with another given sound, etc.).
2. “Guess the word”
Target:
Progress of the game.
Howling, blowing, buzzing. Who is this?
3. "The leaves are falling, falling"(using leaves - pillows)
Target: train children in the use of spatial prepositions on, under, in, for.
Progress of the exercise.
1st option. The teacher (without children) places the pillows in different places in the group room. Draws the children's attention to the fact that while they were gone, the group scattered autumn leaves. Offers to name where each leaf is located. The child who correctly names the location of the leaf takes it and hangs it on the tree.
Examples of children's statements:
- “One (yellow, orange) leaf flew (fell) onto (under) the table (chair, sofa, pillow, shelf, book, etc.)”,
- “One (yellow, orange) leaf flew behind the curtain (toy, shelf, etc.).”
2nd option. Children with pieces of paper in their hands run calmly and circle around the group to the words of the teacher:
Quietly the leaves flew
The leaves are very tired.
They want to rest.
4. "On the contrary"
Target: activate the vocabulary of antonyms in children's speech.
Progress of the game.
Inside the volumetric screen are stacked pictures that depict the opposite characteristics of objects and objects.
Children take turns lowering the magnet (attached to a stick with a thread). They take out a picture and say what is shown in the picture (preferably in the form of a complex sentence with the conjunction a). For example: " Balloon light, but the weight is heavy. Grandfather is old and the boy is young.” And so on.
5. “What is this? Who is this?"
Target: to consolidate children’s ideas about ancestral relationships.
Progress of the game.
The teacher takes turns throwing the ball to the children, while he pronounces one of the generic concepts. The child, having caught the ball, must select the specific concept. Generic concepts may be repeated. For example:
Fish - crucian carp
Bird - jackdaw
Beast - fox
Flower – carnation
Raspberries
Tree - maple
Clothes – jacket
Furniture – bed
Dishes - saucepan
Vegetables – cabbage
Fruits - pear, etc.
6. "Wonderful bag"
Target: practice using words denoting the material from which objects are made (wood, glass, plastic, metal); develop tactile sensations.
Progress of the game.
Children examine and pick up selected objects made from different materials(5 -7 items). Special attention Children are drawn to their own tactile sensations. Next, all the items are put into a bag, and the children complete the teacher’s tasks:
Take out an object made of wood. How else can you say about this subject? What is he like? (Wood). Etc.
7. “Finish the sentence.”
Target: Exercise children in composing complex sentences.
Progress of the game.
The teacher begins the sentence, and the child finishes.
I love candy because...
I'm worried about my grandmother because...
I want to be friends with because...
We love to listen because...
8. “Draw a rhythmic pattern” (preparing your hand for writing)
Target: develop a sense of rhythm in children; show how rhythm can be depicted.
Progress of the game.
The teacher invites the children to clap a familiar rhythm according to the pattern, for example: clap - pause - two clap - pause, etc.
Next, the teacher tells the children that the rhythm can be sketched, for example, in the form of sticks. Asks one of the children (the one who can clearly clap the rhythm) to clap a simple rhythm. The child claps, the teacher (at the same time) draws a rhythmic pattern on the blackboard with chalk.
In conclusion, the children are invited (one at a time) to clap, at their request, a certain rhythm; the teacher sketches it on the board.
9. “Graphic drawings”
Target: develop children’s ability to analyze an image, repeat the outline of a drawing using colored thread or string.
Progress of the game.
The teacher offers the children sheets of white cardboard with various graphic images of items and objects: a Christmas tree, a man, a tumbler, a house, etc. Children analyze the images (what elements and how many there are, then recreate the image drawn on the sheets - using a thread, rope.
10. “Drops are falling, falling”
Target: develop spatial orientation in children.
Progress of the game. It is carried out by analogy with “Leaves are falling, falling” (now using drops - airbags)
11. "Bouquet"
Target: develop in children phonemic awareness; practice the correct conjugation of the verb to want.
Progress of the game.
The teacher invites the children to make a bouquet of flowers whose names begin with the sounds [k], [g], [x].
Suggested flower names: lily of the valley, bell, gladiolus, rose, chrysanthemum, tulip.
Complete the sentences with the word want:
I (want) to give this bouquet... (name is called).
He (wants) to give this bouquet... .
She (wants) to give this bouquet... .
They (want) to give this bouquet... .
You (want) to give this bouquet….
We (want) to give this bouquet….
12. "In the Forest"
Target: Exercise children in the ability to divide words into syllables.
Progress of the game.
The teacher invites the children to imagine that they are walking in the forest (the children walk in a group). Everyone scattered to different sides, and then they began to call each other, calling to each other. The children stop and take turns calling each other. At the same time, they pronounce the name syllable by syllable: Ma - sha, Ni - ki - ta,
Li - for, etc. In the future, children can name the number of syllables in the named name: Yes - sha (two syllables).
13. “Snowflakes are falling, falling”
Target: develop spatial orientation in children, practice using spatial prepositions (include the prepositions from - because, from - under).
Progress of the game.
It is carried out by analogy with the game “Leaves are Falling, Falling”
14. “The Word Got Lost”
Target: exercise children in working with polysemantic words (leg); clarify children's ideas about objects and their parts.
Progress of the game.
The teacher says:
Once upon a time there was a word, leg, in the world. One day the word got lost and began to look for its owner. Help the word leg find those to whom it refers.
Children select items and objects that have legs (table, chair, chair, etc.; mushroom, person, animal).
For example: table - one, two, three or four legs, tabletop; chair – four legs, seat, back; man – two legs (legs, arms, head, torso; mushroom – leg, cap).
15. “Soft - hard”
Target: to train children in the ability to isolate the first sound in a word and distinguish consonant sounds by hardness and softness.
Progress of the game.
On a separate table lie various toys(or pictures). The teacher invites the children to choose (optional) any toy (picture). Then the teacher explains the task:
Today we will explore words in the game “Soft - Hard”. You name your toy (picture). Determine the first sound in a word. If this sound is soft, then you place your toy (picture) on this soft pad. If the first sound in your word is hard, then you refer your toy (picture) to this hard cube.
Children are offered a set of toys or other objects (pictures): a doll, a whale, a tank, a telephone, an alarm clock, a squirrel, a pipe, a sofa, a newspaper, a weight.
16. “I know five names”
Target: continue to work on the generalized meaning of words.
Progress of the game.
Children stand in a circle and begin passing handkerchiefs to each other. At the teacher’s signal (cotton), the child who has a scarf in his hands answers the teacher’s question: “Who knows the five names of items of clothing (trees, berries, fruits, vegetables, birds, pets, wild animals, dishes, furniture, etc. ?
17. “Rhythmic pattern”
Target: Exercise children in sound design (claps, tapping) of rhythmic patterns.
Progress of the game.
Our animals came to visit Dunno and sat down to drink tea, but behind the doors some of them left traces. (Show cards). Whose tracks are these? (Hare).
Jumping across the page here
Birds were walking on a clear day,
Leaving a trail with a cross.
(S. Marshak)
Whose tracks are these? (Birds: sparrow, parrot)
The tracks are similar to rhythmic patterns. If we read them, we will find out how merrily the bunny, parrot, and sparrow jumped.
Children tap (tap on the table) rhythmic patterns.
18. "Search"
Target: continue to teach children to find in their immediate environment and correctly name objects whose names contain the named sounds.
Progress of the game.
The teacher invites the children to travel around the group and look for objects whose names contain the sounds [c], [z], [ts].
You can complicate the task: divide the children into subgroups, each of which is looking for objects in the name of which a certain sound is heard (or the sound [s], or the sound [z], or the sound [ts]).
The children, having found the object, politely invite Dunno to their place: “Dunno, please come to me. I found an object with the sound [ts] - a flower.
Dunno may ask some children where the sound is in a word (at the beginning, middle or end of the word).
19. “Say the opposite”
Target: exercise children in selecting antonyms represented by different parts of speech (nouns, adjectives, verbs, adverbs).
Progress of the game.
The teacher pronounces a phrase with one meaning, and the child with the opposite. The teacher can give an example: I am standing by a tall tree. “And I’m standing near a low tree.”
I dug a hole. - And I dug a hole.
The soil in my garden is wet. – The soil in my garden is dry.
Plants are useful. - And there are harmful plants.
I love sweet apples. – And I love sour apples.
I drink hot tea. – I drink iced tea.
I left the park. - I came to the park.
I like winter. - And I love summer.
I sleep at night. - I sleep during the day. And so on.
20. “Such different houses”
Target: continue to work on the lexical meaning of words.
Progress of the game.
The teacher shows the children slides with reproductions of illustrations by Yu. Vasnetsov: “On the Street,” for the book “Ladushki”; “Three Bears” to L. N. Tolstoy’s fairy tale “Hare Tears”; illustrations from other books depicting various houses.
Children are asked to look at the pictures that appear and give the appropriate names (hut, hut, tower, teremok, castle, palace). Through brief descriptions children prove why they assigned specific pictures of houses to a specific word.
21. “Words are actions”
Target: to train children in the ability to form verbs from nouns.
Progress of the game.
The teacher names a noun (object, the child - a verb (action with an object). The first phrase is given by the teacher as a sample: Riddles are made.
An approximate set of words: bookmark ...lay; hairpin...pinned; orders...order; task...asked; casserole...baked; preparations...are prepared; tea leaves...brewed, etc.
22. “What’s extra?”
Target: to train children in the ability to identify an extra object from a group of homogeneous objects (objects generalized by generic connections.
Progress of the game.
The exercise is used by ear. Pictures are used as needed.
The teacher names a chain of words consisting of four words. There is one extra word in the chain. At first, the extra word is placed at the end of the chain. Gradually, as children master the exercise, the place of the extra word in the chain may change. The child defines this word and explains why he considers it unnecessary.
For example: maple - birch - oak - table. (Maple - birch - oak are trees. A table is furniture. So, the extra word is table.)
23. “Let’s play and count”
Target: practice children in coordinating numerals with nouns; practice spatial orientation; learn to coordinate movements with words.
Progress of the game.
The teacher invites the children to perform different movements. Children count out loud the number (up to 10) of movements performed (steps, jumps, squats, arm swings).
For example: “One step, two steps... five steps” and so on until 10.
The task can be complicated by adding spatial references. For example: one step to the right, two steps to the right, etc.; one jump to the window, two jumps to the window, etc.
24. “Who moves how?”
Target: activate children's vocabulary.
Progress of the game.
The exercise can be done either orally or with the help of pictures.
Name those who crawl. Who's jumping? Who's swimming? Who's jumping? Who's flying?
25. “Find similar words”
Target: exercise children in selecting synonyms.
Progress of the game.
The ground is wet (moist, damp).
The collar is fresh (clean).
Stale bread (hard, old, dried out).
The water is cloudy (dirty). Etc.
26. "Syllables"
Target: to train children in the ability to carry out syllabic analysis of words.
Progress of the game.
Children take one picture from those laid out on the table and stand in a circle. The teacher tells the rules: “The one who has one syllable in a word jumps; the one with two syllables goes to the center; the one with three syllables crouches.
The task is being checked.
27. “What happens?”
Target: Exercise children in agreeing adjectives with nouns.
Progress of the game.
The teacher invites the children to answer the questions: what is hard? What is soft? What's sweet? What is spicy? What happens when it's cold? What is white? What happens when it's cold?
28. “Find out by the contour”
Target: develop analytical activities (in preparation for writing).
Progress of the game.
Children are offered a picture with an outline of a rocket. The boxes contain geometric figures(rectangles - 1 pc., large isosceles triangles - 1 pc., small right-angled triangles - 2 pcs., for each child). Children analyze the image: guess what shapes such a rocket can be made from and how many shapes will be needed. The teacher invites each child to select the necessary figures in the required quantity and fold the rocket.
In the future, children glue the parts onto a sheet of paper, cut out the resulting rocket, attach it to a thread and use it for development speech breathing(like an airbag) and spatial orientation.
29. "Colorful Rhythms"
Target: develop a sense of rhythm in children, exercise their ability to correlate a rhythmic pattern with an image.
Progress of the game.
The teacher shows the children conditional grids with one and two rows of cells. Circles and squares (of the same color) are glued (drawn, inserted) into them.
The teacher explains that children will depict these rhythmic patterns as follows: circle - clap hands, stamp feet.
a) for grids in one row:
red circles and squares: circle - square - circle - square, etc.
blue circles and squares: circle – circle – square – circle – circle – square – etc.
b) for a two-row grid:
green circles and squares: circle - square - circle, circle - square - circle, etc.
red circles and squares: square - square - square, circle - circle - circle, etc.
30. “Guess the word”
Target: develop a vocabulary of nouns and verbs.
Progress of the game.
The teacher invites the children to guess who they are talking about based on the set of words. An example set of words:
Meows, jumps, sneaks. Who is this?
Jumps, flies, pecks, chirps. Who is this?
Howling, blowing, buzzing. Who is this?
Barks, bites, gnaws. Who is this?
Moos, chews, grazes. Who is this?
Jumps, swims, croaks. Who is this? Etc.
This article covers the topic "Simple texts to read".
Taking into account the peculiarities of the level of development of schoolchildren’s reading skills, the teacher sets specific tasks for monitoring activities:
In the first grade, the formation of the syllabic reading method is checked; awareness of the general meaning of the text being read at a reading rate of at least 25-30 words per minute (at the end of the year); understanding the meaning of individual words and sentences.
Teaching a child to read
On modern stage development, it is customary to think that a child’s full education should begin at the age of 6-7 years. At this age, a preschooler is already able to take care of himself and can do a lot. Active perception increases, it reaches 7-10 minutes.
Although recently there have been pedagogical and psychological studies that claim that a child’s education should begin at early preschool age. And the best time to start learning is considered to be the age of 3 years. One cannot but agree that at the age of three a child seems very small. Therefore, you can expect the parents to ask “Why so early?” The answer to this is hidden in the developmental characteristics of the youngest.
Logic, spatial thinking and memory
The main thing is not to miss this stage of student development, because it is with three years old the makings of spatial and logical thinking are formed. the child begins to realize that objects are three-dimensional and can imagine and describe them. The logical beginning is when your son or daughter asks a series of questions that follow from one another. For example, a dialogue like this:
- Dad, what is this? (the child points to the speed bump on the road, over which the bus carefully rolls).
- Why a policeman? – the child does not calm down.
“This is a speed bump,” says dad.
- Because it lies on the road.
- Why lying down? - asks the student.
In addition to logic and spatial thinking, the child’s memory is activated. It is important for a child to understand the answers to all the questions he has received. Therefore, a student can repeatedly ask his parents the same thing. He learns, he remembers. You should only help your baby with this. The age of “why” makes it quite easy to teach a child the basics of reading.
The article was devoted to the topic "Simple texts to read".
