Theoretical justification of the research problem. Formation of methods of sound analysis during the period of learning to read and write Mastering the sound analysis of words

In modern methods, sound analysis of words is understood as:

1) finding out the order of phonemes in a word;

2) establishing the distinctive function of phonemes;

3) highlighting the main phonemic oppositions characteristic of this language (D. Elkonin).

This means that children must be able not only to establish the sequence of sounds in a word, but also to give them a qualitative characteristic (loud, consonant, hard, soft, voiced, deaf).

The method of forming sound analysis was developed by D.B. Elkonin based on the theory of P. Ya. Galperin about the stage-by-stage formation of mental actions. L. E. Zhurova adapted the technique to preschool age. On this basis, a special technique was developed for the formation of sound analysis and synthesis operations in children with PMR (G. A. Kashe).

The action of sound analysis is considered as a special mental action, the formation of which goes through a number of stages, like any mental action.

Stage I - the formation of phonemic analysis based on auxiliary means and external influences. Initial work is carried out with the help of such auxiliary means as a graphic diagram of the word and chips. When identifying sounds, the child fills in the diagram with chips. This is a practical activity to model the sequence of sounds in a word.

Stage II - the formation of the skill of phonemic analysis is transferred to the speech plane without relying on the materialization of the action. Children name the word, identify the sounds sequentially, and establish their number.

Stage III - formation of the action of phonemic analysis in mental terms. Children perform all operations of phonemic analysis on the basis of ideas, that is, when the words themselves are not named or perceived by ear.

An indicator of a high level of mastery of all forms of phonemic analysis is their implementation under any phonetic conditions precisely in the internal mental plane.

To solve the problem of preparing children for sound analysis, it is necessary to teach them to perceive a word not as a single sound complex, but as a structural formation consisting of individual sounds, that is, to teach them to hear individual sounds in a word. In a way highlighting sounds in words there is a special pronunciation of the word - with intonation, especially emphasized selection of one sound in it (extended pronunciation of a separate sound). The child is specially taught to elongate the pronunciation of the sound and its intonation (sssdog, maaak). In this case, the word must be pronounced together; one sound cannot be separated from the other. In this case, articulation performs the function of orientation in the word. They use methods of comparing speech sounds with the “songs” of the wind - “sh-sh-sh”, the pump - “s-s-s” and others.

Children are given concept of "sound, speech sound" and gradually, instead of the word “song”, they begin to use this term.

Next they are taught to determine place of sound in a word - at the beginning, in the middle, at the end. Children also acquire the skills to independently select words that contain a given sound. Visual material (toys, pictures) is widely used.

The next stage of work is developing the ability to name an isolated sound and highlight the first sound in a word.

When children learned to distinguish sounds intonationally and, based on this, determine their place in a word, they introduce the sound structure of a word (start of sound analysis). This usually happens using the example of the sound combination “ay”: they pronounce it extended, highlight the first sound “a” and lay it out with a counter (or draw it on the board - O). Then the second sound “u” is determined and its designation occurs.

After familiarizing yourself with the diagram, move on to formation of the action of sound analysis. First, they offer words consisting of three sounds: vowels and consonants (poppy, whale, cat, smoke, house, etc.). What especially stands out is the loud sound that can be sung. Children learn to find vowel sounds. Next, they are introduced to consonant sounds that are impossible to sing because there is an obstacle in the form of lips, teeth, or tongue. The concept of hard and soft consonant sounds is introduced and their corresponding designations are given (hard -, soft =).

After becoming familiar with vowel and consonant sounds, they move on to analyzing words made from four sounds (cotton wool, house, poppies, legs, echo, geese, etc.). Complications occur due to comparison of words and sound games.

The next stage of work is learning to isolate percussive sounds. First, the shock composition is isolated. In the process of sound analysis of words, the child accurately records the place of stress on the diagram.

Gradually the number of sounds in words for analysis increases. Determine the number and order of sounds in a word. Children must learn to analyze any proposed word, distinguish between vowel sounds, hard and soft, voiced and voiceless consonants, freely navigate the sound structure of a word, and select words according to the proposed models.

Thus, sound analysis goes through the following stages in its formation:

1) intonational identification of a sequence of phonemes and general phonemic analysis of a word based on a picture, chips and diagram;

2) differentiation of vowel and consonant phonemes, establishing the place of stress in a word;

3) differentiation of consonant phonemes by hardness - softness (hereinafter - by voicedness - deafness) and modeling of basic phonemic relationships in a word;

4) translation of sound analysis without relying on clarity - a graphic diagram, and then gradually abandoning the chips. Complete sound analysis is carried out in the mind.

Throughout the entire learning period, children perform various tasks that reinforce their ideas about the sound composition of a word and the ability to do sound analysis: determine the place of a sound in a word; select words with a given sound; determine the first and last sound in a word; determine the sequence of sounds in a word; compare the sound composition of words consisting of identical sounds (salt - forest) or differing in one sound (poppy - cancer).

Older children with VUR are first introduced to vowels a, b, c, e, consonants m, p, t, k, s, Further - e, n, x, i, f, b, d, d, c, i. Children make up syllables like pa, sa, m, then, as well as simple one-syllable words like soup, poppy seed The order in which letters are learned is determined by the articulatory complexity of the corresponding sound. As you learn, the range of sounds and letters of the language expands: s dv, r-l, s, z, c, h, sch, sound-letter analysis of words is complicated.

Based on sound-letter analysis, children are taught syllable reading.

Methodological development on the topic: Sound analysis of words is an important part of preparing children for learning to read and write. The goal and objectives of this methodological development are to familiarize children with the sound side of a word, where a system of classes using practice sheets has been developed. The results of the work showed very good results and practical effectiveness.

I. Introduction.

1. The importance of nurturing the sound culture of children’s speech and preparing them for learning to read and write.
2. Goals and objectives of familiarizing children with the sound side of a word.

II. Basic aspects of work on sound analysis of words.

• Review of modern literature on this issue.

III. Development of a series of classes on the sound analysis of words with children of senior preschool age who have phonetic-phonemic speech underdevelopment.

IV. Long-term lesson plan for the year.

VI. Bibliography.

I. Introduction.

1) The importance of educating the sound culture of children’s speech and preparing them for learning to read and write.

Literacy training.

When to start literacy training? This question inevitably arises before all parents and teachers in an endless series of other problems of pedagogy.

But if, say, in deciding when it is better to put a baby on his feet, and when it is better to instill in him the habits of neatness, various recommendations on preschool pedagogy diverge for weeks or months, then in determining the optimal time to start learning to read and write, no single consensus has yet been developed opinions.

Some strive to start this training as early as possible. Others believe that literacy training should be delayed until school.

Some believe that it is necessary to start when the child himself shows interest in letters and writing. Others advise showing letters only when the child has learned to pronounce the corresponding sounds. Still others strongly recommend leaving the task of training to specialists.

What is the importance of literacy training? What role does it play in preparing a preschooler for school?

It is very important to teach a child to read and write without conflicting with the objectives and methods of school teaching. The fact is that in reading and writing there are, as it were, two layers - theoretical and practical.

The school is designed to introduce the child to the theory of writing and reading, to help the child comprehend the laws of written speech and use them consciously. Practical mastery of writing and reading is another, completely separate task, and it is best to solve it before school.

It is easier for a first grader to think about “what work does the letter “b” do in the word “lew” or why this letter is not written in the word “shelf”, but is written in the word “polka”, if before school he has already learned to freely manipulate this and all other letters, if he does not have to strain painfully to remember what this soft sign looks like, or to read the words written on the board with a soft sign.

However, many people think that if a child comes to school knowing how to read, then he gets bored in class, gets used to idleness, and begins to look arrogantly at his classmates who read much worse. This is the way of thinking of those who have completely forgotten what the first year of school life is like.

But in the first months at school, the child has no time to be bored: a new world of relationships with adults and peers literally falls upon him. School forces a person to find and master a new place not only in the classroom, but also in life, new forms of behavior, new responsibilities, a new regime. The seriousness and enormity of these changes cannot be overestimated.

And if, in addition to all the school news, such an “event” as acquaintance with written language is added, then the child may simply not have time to master something. Most often it is reading that suffers. And the result is unimportant grades, accumulating dissatisfaction with the teacher and - perhaps the saddest thing - possible unpopularity among classmates, for whom school performance becomes a measure of a student’s human merits.

And one more loss: that precious stock of children’s literature has not been read, which can only be truly tasted, experienced, and heeded to the soul in childhood.

It would be nice if a child comes to school knowing sounds, letters or being able to read. It will also be better because at the age of 5 it is easier to learn to read than at 7-8. Native speech has just been mastered, words and sounds have not yet become something familiar, everyday, erased, unnoticed for the child, like breathing. The child is still experimenting with words, the intuitive sense of language has not yet been drowned out by everyday chatter, the flow of children’s questions about words has not yet dried up, every day they can delight us with a new story from the “from two to five” series. The language is still close and interesting to a preschooler.

The remarkable child psychologist D. B. Elkonin developed the principles of teaching literacy.

The initial principle of the preschool literacy system is that a child’s acquaintance and work with letters should be preceded by a pre-letter, purely sound period of learning. A letter is a sign of sound.

Familiarity with a letter sign will be ineffective if the child does not know what exactly this sign represents. And a preschooler, who freely talks about anything, does not even suspect that his speech is made up of sounds. We wouldn’t show traffic signs to a person who grew up in the forest and has never seen a car. First, you need to take him through the streets, explain what a pedestrian crossing is, and only after several exercises in the crossing explain the meaning of the zebra crossing, the traffic controller's gestures, and traffic lights.

There is also no point in introducing the signs of sounds before becoming familiar with the sounds themselves. We are not talking about the child’s ability to pronounce sounds correctly, but about the skill of sound analysis of a word. Sound analysis includes, first of all, the ability to consciously, intentionally, and voluntarily isolate sounds in a word. For a preschooler, working with the intangible sound matter of a word is very difficult, so sound analysis, the pre-letter stage of learning to read and write, is of great importance and takes a lot of time and effort.

The success of further development of reading skills depends on the pre-letter stage of learning.

But the proposed principles of teaching literacy, developed by D. B. Elkonin, suggest starting systematic literacy lessons with four-year-old children if the child develops oral speech normally.

The normal speech of a four-year-old child does not yet fully coincide with the norms of cultural adult speech. The “four-year-old” still “has the right” to lisp and burr, not pronounce the word “policeman” and occasionally make grammatical errors like “five cups and saucers.”

If the child spoke late - about three years old - or has serious pronunciation defects, a poor vocabulary, constructs very short phrases that are full of ungrammaticalisms (for example, the child does not use prepositions at all, does not change words by case), then a completely different approach is required. special correctional classes with a speech therapist, where the skills of sound analysis of words also play an important role.

The diagnosis of phonetic-phonemic underdevelopment of speech means that with normal hearing and intelligence in the picture of a child’s speech, the immaturity of its sound side comes to the fore. Characteristic of these children is the incompleteness of the process of formation of phonemic perception. The deficiency concerns not only pronunciation, but also auditory differentiation of sounds.

When phonemic representation is not formed, the readiness for sound analysis of speech turns out to be much weaker than in normal speakers. Therefore, when developing a method of correctional education, especially great importance is attached to compliance with the fundamental didactic principles (availability of the proposed material, clarity, individual approach, etc.).

To prepare children for learning to read and write using the analytical-synthetic sound method, it is very important to teach them:

• distinguish between any speech sounds, both vowels and consonants,
• isolate any sounds from a word;
• divide words into syllables, and syllables into sounds;
• combine sounds and syllables into words;
• determine the sequence of sounds in a word;
• divide sentences into words.

A child’s readiness to learn to read and write using the analytical-synthetic sound method is determined by his ability to understand the sound structure of the language, i.e., switching attention from the semantics of a word to its sound composition - to the ability to hear individual sounds in a word, to understand that they are located in a certain sequence.

Taking into account the above, I believe that work aimed at developing and mastering the sound side of a word by a preschooler is of great importance when teaching children to read and write. “Not only the acquisition of literacy, but also all subsequent acquisition of language - grammar and associated spelling - depends on how the child discovers the sound reality of the language, the structure of the sound form of the word.” (D. B. Elkonin. Questions of the psychology of educational activities of junior schoolchildren - M., 1962.)

2) Goals and objectives of familiarizing children with the sound side of the word.

Sound speech enters a child’s life during prenatal development. He hears the speech of his mother, father, and the people around his mother and reacts to what is happening in his own way. The mother talks to him when the baby is born, in the first hours of his life. He is not yet able to perceive and understand anything, but the little person’s brain has an innate increased sensitivity to sound speech, which persists throughout preschool age.

In the preschool years, intensive mental development of the child occurs: he masters speech, becomes acquainted with the richness of the sound, lexical and grammatical composition of the language.

Therefore, our goal is to introduce the preschooler to the word - its semantic (the word denotes a certain object, phenomenon, action, quality) and phonetic or sound side (the word sounds, consists of sounds following in a certain sequence, has syllables, one of them is stressed, etc.). P.).

But preschoolers cannot independently switch their attention from the observed object, its signs and properties, since the word appears to them primarily in terms of its meaning, semantic content.

For children with phonetic-phonemic underdevelopment, it is especially difficult to distinguish words by ear. The process of examining the sound composition of a word is difficult for children because their phonemic perception is impaired. And the main task is to develop it. It is also difficult because, at the same time, you need to establish which sounds are heard in a word, isolate them, determine the order of sounds, their number.
A preschooler’s mastery of the sound side of a word is a long process.

It is carried out in various types of children’s activities: - these are frontal classes, and subgroup classes, and individual ones. And, of course, in games.

The main task is to make the word, which the child perceives as an inextricably sounding complex, an object of special attention, observation and study. Serious attention must be paid to:

1. Development of phonemic hearing and articulatory apparatus;
2. Monitor: the expressiveness of intonation and the correctness of stress;
3. Adjust voice strength;
4. Learn: distinguish sounds by ear, name words with a certain sound, determine the place of a sound in a word;
5. Learn: divide two- and three-syllable words into syllables;
6. Find and name each part of the word;
7. Determine the sequential sound of syllables in a word;
8. Independently transform words consisting of one or two parts into two-syllable and three-syllable words (onion - onion - ray);
9. Practice diction: pronounce words clearly and clearly;
10. In a sentence, find words with a certain sound;
11. Make diagrams of words and sentences;
12. Distinguish between vowels and consonants, etc.

To solve all these problems, it is necessary to use as many different methods and techniques in your work as possible. This includes reading works of fiction, visual material and a large number of varied and entertaining games.

It is important to skillfully select vocabulary material, toys, pictures, diagrams, etc.

With all this we can attract the child’s attention and interest in the word and its sound.

“He plays with both words and words. It is through playing with words that a child learns the intricacies of his native language, assimilates its music and what philologists call the “spirit of language,” wrote A. M. Gorky about the peculiarities of a child’s perception of the world.

My task is to arouse a child’s interest in the word, its sound, and to emphasize the colorfulness and figurativeness of their native language.” (Gorky A. M. Collected works - M., 1953. - T. 25. - p. 113)

II. Review of modern literature on this issue.

According to M. Cole, as well as well-known domestic authors D. B. Elkonin, E. A. Bugrimenko, G. A. Tsukerman and others, the emergence of interest in a preschooler in the sound side of a word, the ability to read can come to the child more naturally, like the ability to walk and talk.

You can help the unfolding of this natural course of events by creating the following conditions for your child:

• parents should set an example for their children by reading books, newspapers, magazines;
• From time to time, it is advisable to take children to the library, where they can leaf through, look at and choose books that are interesting to them. In the reading room, children see adults, pupils and students reading. Libraries often host exhibitions, which may also interest a child;
• At home, the child should have enough reading materials: books, magazines, educational games;
• the environment should be calm, you need to be patient while working with children;
• You should regularly read children's poems with repeated phrases, fairy tales, stories, rhymes and nursery rhymes aloud to your baby.
• It is advisable to choose books with good illustrations and bright pictures;
• when selecting reading material, it is necessary to take into account the child’s interests: stories about animals, the circus, travel;
• use every opportunity to communicate with the child, answer all his questions about books, heroes of works and everything else;
• For meaningful communication with the child, arrange something like excursions, walks, trips to the theater, museum, circus, and exhibitions. At the same time, discuss what you saw. This promotes the development of verbal communication;
• promote the child’s speech creativity. Write down the stories, fairy tales, histories, poems he has written. Let the baby dictate his own stories;
• Make cards for your child with everyday words. From time to time, show the word the child used written on the card;
• buy the alphabet, cubes with letters, and a box of letters for your child. You can make some manuals yourself or together with your children;
• Allow children to freely use pencils, markers, paper, scissors, and a ruler.

The initial principle of the system of preschool literacy teaching according to D. B. Elkonin is that a child’s acquaintance and work with letters should be preceded by a pre-letter, purely sound period of learning. Bugrimenko E.I. and Tsukerman G.A. studied this system. They present it as follows.

A preschooler's path to literacy lies through playing with sounds and letters. After all, writing is the translation of speech sounds into letters, and reading is the translation of letters into sounding speech.

A preschool child can master the sound analysis of words only with the help of a certain way of acting with a word - intonation underlining, sequential prolongation of sounds in a spoken word (for example, ssson, sooon, sonnn).

When a child, in a playful, onomatopoeic action, learns to stretch out and strengthen individual sounds in words, he can be given new tasks designed for conscious work with words.

Tell me, what sound does the word “fly” begin with? Extend that first sound. Is there a mmm in the word “house”? In the word "wall"? What words can you name that start with the sound mmmm?

The task of sound analysis of words will be solved by children more willingly if it is given a playful form. A child’s sensitivity to the sound envelope of a word, the ability to hear and pronounce individual sounds in words in a special way can be tested and practiced by playing speech therapist or Dr. Zvukov. (A speech therapist or Doctor Zvukov corrects the incorrect pronunciation of dolls or animals. A black child or an Australian kangaroo has the right not to pronounce some Russian sounds. He says: “The elephant has an ffbot.” What sound did the kangaroo pronounce incorrectly?)

If Tim or Tom helped the child distinguish between hard and soft consonants, then sound masters EH, UH, AH, and OX will teach him to distinguish the stressed vowel sound.

Games such as “House of Sounds” will help you identify all the sounds in words of three to five sounds.

Game description:

Names live in these houses. In each apartment - for a tenant - there are sounds. A cat came to his house (the child draws a house with three windows). He has three rooms. Each sound sleeps separately. Let's put the cat to bed. Who sleeps in the first bedroom? The child is given a chip the size of a house window: “This is a sound. Call him to bed." The child calls: “k-k-k” and puts the chip in the first room. And so on. Similar games: “House in the Forest”, “Grocery Warehouse”, etc.

In the pre-letter period of learning, the child should learn:

1. with the help of an adult, identify sounds in short words;
2. completely consciously and independently avoid provocations like “Is it true that the word CAR begins with the same sound as the word DRIVER, because the driver drives the car? ";
3. acquire a taste and habit for such not quite ordinary - half-game, half-educational forms of communication with you.

A lot of games have been developed by such authors as G. A. Tumanova (“Oz-introducing a preschooler with a sounding word”), I. Lopukhina (Speech therapist-550), N. V. Novotortseva (“Teaching literacy in kindergarten”, “ Speech development in children”), V.V. Volina (“Fun Alphabet Studies”), A. Ershova (in the article “If we teach children to read”) and many others. Belobrykina describes games on this topic quite interestingly in the book “Speech and Communication.” I developed two games and used them in my work with children. They turned out to be very interesting, quite accessible, and solve a number of necessary problems. These are the games “Helicopter” and “Tape Recorder” (For a description of the games, their goals, options for conducting and design, see the appendix).

I would like to pay special attention to the system of preparing children for school by G. A. Kashe. He has a unique approach to this problem. He specifically developed a specific sequence for children to master various forms of phonemic analysis. This is precisely the system that is closest to the development of sound analysis in children with phonetic-phonemic underdevelopment, for children with a delay in the development of the sound side of speech and a lack of readiness to analyze the sound composition of speech.

He developed a certain sequence, which I adhere to:

• the ability to isolate the initial vowel sound from words;
• analysis of a series consisting of two or three vowels;
• analysis and synthesis of the reverse syllable of the GS type. Somewhat later, exercises are offered to isolate a vowel from a position after a consonant. At the same time, children gradually master the ability to isolate sound from
• words (from words like SGS) and the first consonant of the words; practice analysis and synthesis of straight syllables of the SG type.

At the end of the preparatory period of training, children master the analysis and reading of reverse syllables of the GS type and forward syllables of the SG type. As a result, they are prepared to analyze and read words like SGSG. At this time, children learn to correctly use the terms “sound”, “syllable”, “word”, “sentence”, “vowel sound”, “consonant sound”, “hard sound”, “soft sound”.

Later in the learning process, children master reading within the ABC book.

E. V. Kolesnikova developed lesson notes on the development of sound-letter analysis in preschoolers. I tried out its development and conducted classes as a whole and as part of a lesson. I liked that the organization of training is thought out in such a way that it ensures cognitive interest and stability of voluntary attention; gives each child the opportunity to participate in the process of completing tasks; children master the skills of self-control and self-esteem. Children develop the ability to consistently identify sounds and letters in words.

Practice sheets are of great importance for children:

1. They provide a minimum level of phonemic sounds, sound-letter, graphic, cognitive tools, which make it possible to move on to the next stage of learning - reading.
2. They create conditions for the orientation-cognitive activity of children, which is achieved through a system of actions, including not only verbal-visual, but also motor familiarization with a word, sound, letter.
3. They develop various aspects of mental activity - attention, thinking, memory, speech.
4. They consolidate the stock of existing ideas about the sound-letter side of a word, the degree of preparedness of the hand to perform graphic exercises.
5. They formulate the ability to accept a learning task and solve it independently.
6. They develop the skills of self-control and self-esteem.

But the difficulty lies in the fact that the sequence of familiarization with sounds and letters is somewhat different from traditional primers and the system developed by G. A. Kashe. It is borrowed from the primer by V.V. Repkin (Moscow, “Respublika”, 1993), which we do not use.

At this time, I am working with children, taking as a basis the development of E. A. Pozhilenko “The Magic World of Sounds and Letters,” which in turn is based on the sequence of learning sounds according to G. A. Kasha.

Therefore, taking into account all these difficulties and using the experience of many teachers, speech therapists, psychologists, I decided to develop a series of classes on the development of sound analysis of words in children of senior preschool age with FFND.

Having tested these classes in practice, I concluded that the forms and methods of implementation, this order of learning sounds is quite effective and gives good results in children’s learning of the program material. These classes are held once every two weeks to reinforce already learned sounds and letters. They are final and can be used as a whole lesson on sound analysis of a word, and as part of a lesson. This depends on the level of preparedness of children in this section.

I try to structure classes in such a way as to introduce the child in an accessible form to the basics of learning to read and write, consolidate the group of sounds and letters covered, develop phonemic awareness, the ability to read and write syllables and words, conduct sound-letter analysis, draw up word diagrams, distinguish between vowels and consonants , hard and soft, voiced and unvoiced sounds, develop logical thinking, memory, overcome many difficulties in learning to read and write.

Long-term lesson plan for sound analysis of words for 1 year

		Lesson topic
September		Vowel sounds and letters A, U, I, O.		Learn to isolate a sound from a series of vowels, determine the position of a sound in a word. Practice writing printed letters A, U, I, O, focusing on the example.
		Consonants and letters P, K, N, M.		Develop the skill of sound-letter analysis. Learn to determine the position of a given sound in words, activate the work of the auditory analyzer. Practice writing consonant letters P, K, N, M. Learn to read syllables with completed letters.
	III week	Sound and letter Y.		To introduce children to the consonant sound and the letter Y, to develop the skill of sound-letter analysis, the ability to listen to the text and teach them to determine the position of a given sound in words. To develop the skill of self-control.
		Sound and letter X.		Strengthen the skill of distinguishing and correct pronunciation of the sound X. Learn to hear it in phrases and sentences. Develop phonemic hearing. Learn to identify the sound X at the beginning, middle, end of a word, form syllables with the sound, work with the scheme of words with this sound. Learn to differentiate vowels and consonants in words fly, bread. Introduce the letter X. Practice writing it. Develop graphic skills.
	III week	Sounds and letters I, E.		To develop the skill of sound-letter analysis. Strengthen the pronunciation of sounds in words and phrases. Learn to listen carefully to the text and identify the first sound in a word. Develop the skills of self-control and self-esteem. Learn to read syllables with completed letters and conduct sound-syllable analysis.
		Sounds and letters B, P.		Strengthen the skill of distinguishing and correct pronunciation of the sounds B-P. Develop the skill of sound-letter analysis, draw up diagrams of written words. Strengthen the ability to determine the position of a given sound in a word. Teaches how to read syllables from the letters learned and write them. Develop graphic skills. Develop the skills of self-control and self-esteem..
	III week	Sounds and letters D, T.		Strengthen the skill of distinguishing and correct pronunciation of sounds B-P. Learn to distinguish between hard and soft sounds, voiced and voiceless. Develop the skill of sound-letter analysis, determine the position of a given sound in words, read words from previously learned letters (HOUSE, CAT), make diagrams these words. Develop attention, logical thinking, graphic skills.
		Sounds and letters G, K.		Strengthen the skill of distinguishing and correct pronunciation of sounds B-P. Learn to distinguish between hard and soft sounds, voiced and voiceless. Develop the skill of sound-letter analysis, determine the position of a given sound in words, read words from previously learned letters Develop memory, logical thinking, graphic skills.
	III week	Sounds and letters S, Z.	Practice the pronunciation of sounds S-Z, develop the ability to determine the first word in a word, the position of the sound in words. Continue to learn voiceless and voiced consonants. Develop the skill of sound-letter analysis, read words (catfish, goat) and make diagrams of these words. Practice writing letters S-Z. Develop graphic skills.
		Sounds and letters V, F.	Strengthen the skill of distinguishing and correct pronunciation of sounds V-F. Continue to determine the position of a given sound in a word. Practice writing the letters V-F and completed vowels, learn to read syllables with completed letters. Continue to analyze the words read. Develop auditory attention, memory, and graphic skills.
	III week	Sounds and letters Ш, Ж.	Learn to listen carefully to the text of poetry, select words that are appropriate in meaning. Develop phonemic analysis and the ability to translate sound into another sign system (circle). Continue to learn how to carry out sound-letter analysis of written words, determine the position of sounds in a word. Practice writing the letters you have learned, read syllables with completed letters.
		Sounds and letters S, Z, Sh, Zh.	Develop the skill of sound-letter analysis, draw up word diagrams. Practice writing consonant letters S, Z, Ш, Ж. Learn to read syllables and words with completed letters. Activate the thought process, develop memory and thinking Develop the ability to accept a learning task and solve it independently.
	III week	Sound and letter L.	Continue to determine the position of a given sound in a word. Develop the skill of sound-letter analysis of written words. Practice writing the completed letters and syllables. Learn to read words and syllables with completed letters. Practice differentiating hard and soft sounds. Develop the skills of self-control and self-esteem.
		Sound and letter R.	Continue to practice the correct pronunciation of the sound R. Practice determining the position of the sound in a word, determining the first syllable in a word. Learn to work with a diagram - conduct a sound-syllable analysis of written words. Practice writing the completed letters, syllables, learn syllables and words with the completed letters . Develop attention and logical thinking. Develop the ability to understand a learning task and solve it independently.
	III week	Sound and letter C.	Learn to determine the position of a sound in a word, work with the diagram of a word. Continue to carry out sound-letter analysis of written words. Practice writing the letter C, read syllables and words with completed letters. Teach children to solve riddles, develop attention and logical thinking. Understand poetic comparisons.
		Sounds and letters Ch, Shch.	Teach children to solve riddles. Continue to focus attention on the sound properties of objects, teaches to determine the position of sound in words, work with the word scheme. Continue to conduct sound-letter analysis, differentiate voiced and voiceless consonant sounds. Learn to read words with completed letters.

III. Development of a system of classes on sound analysis of words with children of senior preschool age.

Class notes

Lesson notes No. 1. Topic: Vowel sounds and letters A, U, I, O.

Target:

• Introduce vowel sounds and letters A, U, I, O.
• To develop the skill of sound-letter analysis.
• Learn to isolate a sound from a series of vowels, determine the position of a sound in a word (at the beginning, in the middle, at the end).
• Develop the skills of self-control and self-esteem.
• Exercises in writing printed letters A, U, I, O, focusing on the sample.

Progress of the lesson:

I. Organizational moment.

The girls sit down, then the boys.

What vowel sounds do you know? (A, U, I, O).

Game "Give me a word."

And He's big, like a soccer ball,
If it's ripe, everyone is happy,
It tastes so good
And his name is... (watermelon).

Determine the first sound in the word “watermelon”.

He's floating on the sheet
Like a boat on a wave
He is a good friend to housewives. Electric... (iron).

Determine the first sound in the word “iron”.

A thin thread is threaded into the narrow eyelet
And she quickly swam after the boat.
Sews, sews up and injects sharply,
And they call it a boat... (needle).

Children determine the first sound in the word “needle”.

Listen to the riddle.

Empty fields
The ground gets wet
The rain is pouring down,
When does this happen? (Autumn).

What is the first sound in the word "autumn"?

III. Practical lesson No. 1.

a) You each have sheets. I will pronounce a series of sounds, and you draw as many red circles as you hear the sound A - draw the circles in the line indicated by the letter A (A, O, I, U, U, I, A, O, A, O) .

b) I will pronounce a series of sounds, and you draw as many red circles as you hear the sound U. Draw the circles in the line indicated by the letter U. (A, 0, I, U, U, I, A, 0, A , 0).

c) The same with the sound I.

d) The same with the sound O.

Practical lesson No. 2

a) - Determine which object’s name contains the sound A? Connect the letter A and this object with a line.

Determine which object's name contains the sound U? Connect the letter U and this object with a line.

Determine which object's name contains the I sound? Connect the letter I and this object with a line.

Determine which object's name contains the sound O? Connect the letter O and this object with a line.

b) - Determine in the word “cat” where the sound O is located - in the middle, beginning or end of the word. Write the letter O in the appropriate box in the sound house.

In the word “iron”, where is the U sound? Write the letter Y in the appropriate box.

In the word "poppy", where is the sound A heard? Write A in the appropriate box in the sound house.

In the word “whale”, where is the I sound heard? Write the letter I in the window of the sound house.

IV. Physical education minute.

"Meadow duck"

Children: Meadow duck,
gray, field,
Where did you spend the night?

Duck: Under a bush, under a birch tree.
I go by myself, ducky.
I take my children.
I'm a duck, I'll swim.
I'll take my children.

Children, following the duck, must follow all its movements. They either shift from foot to foot, or walk with their palms on their knees, or swim, making circular movements with their arms in front of their chest.

V. Reading and explanation of proverbs.

Alphabet - the wisdom of the step. (Name the words in the proverb that contain the sound A?)
Learning is light, ignorance is darkness. (Name the words in the proverb that have the sound U?)
From time immemorial, a book has raised a person. (Name the words in the proverb that contain the sound I?)
Goodness teaches the one who listens. (Name the words in the proverb that contain the sound O?)

VI. Game "Who is bigger?"

a) Name words that have the sound A (watermelon, bus, pear, bunny, hat, orange, aquarium, asters)
b) Name the words that have the sound O (donkey, umbrella, coat, wasps, knife, autumn, lake, daughter, etc.)
c) Name the words that have the sound I (turkey, needle, iris, bear, frost, linden, Indian, etc.)
d) Name words that have the sound U (snail, iron, bow, beetle, fly, lesson, frog, etc.)

VII. Total classes.

What sounds did we repeat today? A, U O, I.

Are these sounds vowels or consonants? Why are they vowels? What vowels did you write today? A, U, I, O.

(The children's recitation of the poem is accompanied by finger movements. Then the children, like bunnies, have fun on the lawn.)

V. Allow children to determine the position of sound in words (sound houses).

P. spider, paw, dill.
K. cat, carrots, onions.
N. nose, book, elephant.
M. poppy, house, pocket.

VI. Practical task No. 2.

Dunno tried very hard to write the letters, but it seems he made a mistake. Find the incorrectly written letters on the sheet and teach Dunno to write them correctly.

VII. Reading and explaining proverbs.

How do you understand this proverb?

P. A bird is red in its plumage, but a man is in his learning.

Name the words in which you heard the sound P.

K. Like the master, so is the work.

How do you understand this saying?

What words contain the K sound?

N. You get bored with grumbling, but you teach by example.

How do you understand this proverb?

Name the words in which you heard the sound N?

M. It’s not enough to want - you have to be able to?

How do you understand this proverb?

In what words did you hear the sound M?

VIII. Summary of the lesson.

What sounds did we repeat today? (P, K, N, M).

What consonants did you write?

Lesson notes No. 3. Topic: “Sound and letter Y”

Target:

• Introduce children to the consonant sound and the letter J.
• To develop the skill of sound-letter analysis, the ability to listen attentively to the text and learn to determine the position of a given sound in words.
• Develop the skill of self-control.
• Develop phonemic hearing, learn to determine the presence of the sound J by ear.
• Introduce the letter I and practice writing it.

Progress of the lesson:

I. Organizational moment.

The one who can name any vowel sound will sit down.

a) Didactic game: “Say the word.”

The house on rails is right here,
He will kill everyone in five minutes,
Sit down and don't yawn,
Departs... (tram)

Guess what we sang? Loaf).
Guess what they sang to us? Bye... (bye)
What month is it, guess? The month of May)
Guess what's in the glass? Sweet tea)

Tell me, what sound was repeated most often? (Sound Y).

b) “Recognize the sound.”

Clap your hands once if you hear Y in the words: fox, husky, player, face, washbasin, nightingale, bus, trolleybus, scissors, car, snake, name, tea.

"Hidden Letter"

The letters in the alphabet are boring.

Shall we sing? - one said to her neighbor.

“I can’t,” she said sadly.

Try it. Sing like me: i-i-i-i-i!..

And you really can’t. It’s strange: all the vowels sing, but you don’t.

I'm not a vowel.

Agree, or what?

Don't know.

Well, who needs you like that?

Everyone needs it. You see, I am also in the alphabet.

Stop. Is it a pity?

Not “don’t stop,” but “stop.” So I came in handy!

Well, okay, stop. Why do you have this sign?

Guess for yourself... (A. Shibaev.)

Why do you think the letter Y needs this sign? I show the letter Y.

The letter Y is called “and short.”
Just like in your notebook.
So as not to be confused with I,
Write a tick at the top.

Practical task No. 1.

There are sound houses next to the letter Y. I will read the words to you, and you will determine where the sound Y is heard, in the middle or at the end of the word. Write the letter Y in the appropriate box. (Strong, hockey, puck, iodine, ruler).

V. Game “Who is bigger?”

Come up with words in which the sound Y is heard (Snake, tea, nightingale, iodine, hockey, ruler, May, strong, husky, etc.).

VI. Physical education minute.

(Children dance and have fun)

Oh oh oh! Oh oh oh!
An evil wizard has come to us!
He waved his hands
He bewitched all the children.
The children bowed their heads,
They fell silent and froze.
(Children freeze, bowing their heads.)
Animal friends came to us,
Instantly the villain was driven away
and the children were bewitched.
And now it's time to dance,
We don't need to be discouraged!

(Children dance to the music). Movements according to patterns are used.

VII. Practical task No. 2

Look at the pictures that are shown on your sheets. Name them. Write the letter Y in the empty cells. Read, what words did you come up with? (If the child does not complete the task, then the adult reads, and the child names the sound Y. Draw a line from the picture to the corresponding word.

VIII. Reading and explaining the meaning of proverbs.

How do you understand this proverb?

The skill will find application everywhere.
A good book is your best friend.

Determine in which words did you hear the sound Y?

IX. Summary of the lesson.

Is the sound Y a vowel or a consonant?

What letter did you write today? Letter Y.

Note No. 4. Topic: “Sound and letter X.”

Target :

• Strengthen the skill of distinguishing and correct pronunciation of the sound X.
• Learn to hear it in phrases, sentences, develop phonemic hearing.
• Learn to highlight the sound x at the beginning, middle and end of a word, form syllables with the sound X, work on the diagram of words with this sound.
• Learn to differentiate vowels and consonants in the words fly, bread.
• Introduce the letter X.
• Practice writing it.
• Develop graphic skills.

Progress of the lesson:

I. Organizational moment.

The one who can name the first sound in the words spider, candy, card, poppy, nose, shelf, pasta, hole, card, etc. sits down.

II. Reading the story “Morning in the Village.”

We are in the village. Morning. The rooster crowed. We hear the sound of a horn. Who's playing this? This is a shepherd. He herds the collective farm sheep. There are grain fields nearby. We go into the forest, we meet a hunter who is collecting brushwood. Guys are fishing on the river nearby. The fish soup will be good. Quiet all around, beautiful. It's good in the village!

What sound occurs most often in the story? Do you think this is a vowel or a consonant? Why is this a consonant?
Name the words with the sound X that were in the story.

III. Practical task No. 1

a) X is a funny toy,
Wooden pinwheel
Wooden pinwheel -
Girlfriend in the wind.

Write the letter X in the sound house according to its place in the word (at the beginning, in the middle, at the end). Cold, laughter, hunter.

b) The boastful hamster was given balloons for his birthday. One balloon had the letter X written on it, and on the others he wanted to write vowels and learn to read syllables. But they all scattered. Let's help the hamster.

1) Write the vowels you know on the balloons.

2) If the ball flies up to the first one, what syllable will it be? How many sounds are there in this syllable? Which one is the first? What's the second one? Make a diagram next to this ball. (The blue circle denotes a consonant sound, the red circle denotes a vowel sound.

If a ball with the letter X flies up to the second ball, what syllable will it be? Make a diagram of this syllable.
- If the ball with the letter X flies up to the third ball, what syllable will it be? Make a diagram of this syllable.
- If a ball with the letter X flies up to the fourth ball, what syllable will it be? Make a diagram of this syllable.

IV. Physical education lesson “Khomka”.

Hamster-hamster, hamster,
Striped barrel,
Khomka gets up early,
He washes his cheeks and rubs his neck.
The hamster sweeps the hut
And goes out to charge.
One two three four five,
Khomka wants to become strong.

(Children imitate the movements of a hamster.)

V. Learn a tongue twister:

"Laughter letter X
Laughed: ha-ha-ha...”

VI. Practical task No. 2.

a) Game “The letter is lost.”

You have words written on your sheets of paper. But the letter X is missing. Write the letter X in the empty squares and read the words.

b) Next to each word, use a felt-tip pen to make a diagram of that word.

How many syllables are in the word moss? How many sounds? What's the first sound? second? third?

How many syllables are in the word fly? How many sounds are in the first syllable? in the second?

c) Help the fly fly to the window. Draw a straight line without going beyond the edges of the path.

VII. How can you explain this proverb?

Done hastily - done as a mockery.

(In which words did you hear the sound X?)

VIII. Summary of the lesson.

Lesson notes No. 5. Topic: “Sounds and letters Y, E.”

Target:

• To develop the skill of sound-letter analysis.
• Reinforce the pronunciation of the sounds E, Y in words and phrases.
• Learn to listen carefully to the text and identify the first sound in a word.
• Develop the skills of self-control and self-esteem.
• Learn to read syllables with completed letters and conduct sound-syllable analysis.

Learn to write block letters. Develop graphic skills.

Progress of the lesson

I. Organizational moment.

The one who remembers words that begin with the sounds P, M, N, K will sit down.

II. 1. Guess the riddle:

A mole got into our yard,
Digging the ground at the gate.
A ton of earth will enter your mouth,
If the mole opens his mouth.
(Excavator).

What do you think is the first sound in the word excavator? Is the sound E consonant or consonant? Why is the sound E a vowel? What circle will we use to denote it? (red circle).

2. Listen to the poem “Happy Sounds.”

Y said: - A long time ago
We are friends with you, letter O.
I'm ready to replace you.
But not at the beginning of the word.
The hunter sang - Over the river Ros
In the forest I met... (lynx).
She growls: “Drop the gun!”
And I shout to her... (“Shoot!”)
Hearing this, by the sides,
Laughing, two... (bulls) grappled
And there was wetness in the yard
For joy...(mooed).

What sound is most often found in the words lynx, scat, bull, moo?

Is the sound Y a vowel or a consonant? Why is it a vowel? What circle do we designate it with? (Red).

A) You each have sheets. I will pronounce a series of sounds, and you draw as many red circles as you hear the sound Y. Draw circles in the line indicated by the letter Y (A, O, U, Y, A...).

b) I will pronounce a series of sounds, and you draw as many red circles as you hear the sound E. Draw the circles in the line indicated by the letter E. (O, U, I, E, A...)

c) - Connect the consonants P, K, N, M with the vowel Y with straight lines.

Circle the consonants in blue and the vowel in red.

Connect the letter E with the letters P, K, N, M with straight lines

Circle the vowel with a red circle and the consonants with a blue circle.

If the consonants P, K, N, M become friends with the vowel sound Y, what syllables will you get? (Reading syllables).

If the vowel sound E becomes friends with the consonants P, K, N, M, what syllables will be obtained? (Reading syllables).

IV. Physical education minute.

We are looking for Echo with the whole squad;
Echo, where are you?
- Near! Near!
Echo! Echo!
What fun! This means that the echo walks and wanders with you along the forest path, Invisible, day after day. (F. Bobylev).

One two three four five -
We stomp our feet.
One, two, three, four, five - Clap your hands.
One two Three. four five -
Let's not get distracted
One, two, three, four, five - Let's sit down and study.

(Stamp your feet 5 times. Clap your palms 5 times. 1-5 bend your fingers into fists. 1-5 extend your fingers one at a time).

V. Game "Echo".

Pronounce the syllables as you hear them.

PU-PU-PU PU-PU-PU-PE
NOW-NOW-NY EP-EP-EP-YP
ME-ME-ME PY-PE-PE-PE
KE-KE-KE PE-PE-PY-PE

Game "Who is bigger?"

Come up with as many words as possible with the sound E. (duet, sketch, excavator, whatnot, echo, popsicle, poet, etc.)

Come up with as many words as possible that have the sound Y in their names. (cheese, bull, mouse, fisherman, soap, dust, chicken, hole, lynx, etc.).

VI. Practical task M 2.

a) - Help Dunno write the letter E (in the top line).

Help Dunno write the letter Y. (at the bottom line).

b) Read the word that is written in the squares. How many words are there in this word? (One). How many sounds? Which one is the first? second? third? Make a diagram of this word.

c) “Help the mouse get to the cheese.”

Draw a wavy line without going beyond the edges of the path.

VII. Summary of the lesson.

What sounds did we repeat today? Are these sounds vowels or consonants? What letters did you write?

Lesson notes No. 6. Topic: Sounds and letters B, P.

Target:

• Strengthen the skill of distinguishing and correct pronunciation of the sounds B-P.
• To develop the skill of sound-letter analysis, to draw up diagrams of written words.
• Strengthen the ability to determine the position of a sound in an elk.
• Learn to read syllables from the completed books and write them.
• Develop graphic skills.
• Develop the skills of self-control and self-esteem.

Progress of the lesson:

I. Organizational moment.

The one who remembers the words that contain the sounds E, Y will sit down. (excavator, chicken, fisherman, echo, poet, hole, etc.).

7. Game: “Say the word.”

A bushy tail sticks out from the top.
What is this scary little animal?
Cracks the nuts finely.
Well, of course, this is... (squirrel).

What is the first sound in the word squirrel? (B). Is this sound a vowel or a consonant? In the word “squirrel”, is the [B] sound hard or soft? (soft).

Rises at dawn
Sings in the yard
There is a comb on the head
Who is this?..(cockerel).

What is the first sound in the word "Cockerel"? (P). Is it a vowel or a consonant? (consonant). In the word "cockerel", is the [P] sound hard or soft? (soft).

b) Game “Who is bigger?”

Name words that begin with the sound [B].

Name words that begin with the sound [P].

III.Practical task No. 1.

1) - I will pronounce syllables with the sound B. If you hear that the sound B is soft, mark it with a green circle, and if the sound B is hard, then with a blue circle. Draw circles on the line indicated by the letter B.

And now I will pronounce syllables with the sound P. If you hear that the sound P is soft, mark it with a green circle, hard – with a blue circle. Draw circles on the line indicated by the letter P.

2) Determine the position of the sound in the word, write the letter in the corresponding box of the sound house.

Words with the letter B: squirrel, rake, crabs.
Words with the letter P: stop, shovel, gingerbread.

3) What words contain the sounds B and P?

Look at the pictures. Match the letters with the correct pictures.

IV. Physical education minute.

Pinocchio stretched,
Once - bent over,
Two - bent over,
Three - bent over.

He spread his arms to the sides,
Apparently I couldn't find the key.
To get us the key,
We need to get the key
You need to stand on your toes.

(Children recite the poem while performing the movements.)

V. Practical task No. 2.

1) Look at the houses. Syllables live in them. Let's populate the houses.

Pay attention to the house with the letter B. On the left, write the letter B in all the boxes, and on the right, all the vowels that you know. (A, U, O, I, S, E).

Now let's populate the house with the letter P. On the left in the small windows write the consonant letter P, and on the right all the vowels you know. We read the syllables you wrote.

2) - Write in the line under the houses any word that would contain any syllable from the houses. For example: (spider, tank, bots, puff, fluff).

Make a diagram of this word next to it.

V. Game “In the Bakery Store”.

In the bakery we have bagels,
Rolls, bagels, loaves,
Pies, loaves, buns,
And braids and donuts,
Kurabye, biscuit, cookies,
Sandwiches, tea with jam,
Lots of gingerbreads, sweets,
There is pastille and sherbet,
And a pie with a sweet filling,
And the log and the fudge...
Call me, don't be shy
Choose and help yourself!

Choose a treat with sound B.

I choose...(buns, bagels, etc.)

Choose a treat with the sound P

I love... (cookies, braids, etc.)

VI. Practical task No. 3.

“Help the butterfly fly to the flower.”

Draw a line inside the track without lifting the pencil from the sheet and without going beyond the edges of the track.

VII. Summary of the lesson.

Lesson notes No. 7. Topic: Sounds and letters D-T.

Target:

• Strengthen the skill of distinguishing and correct pronunciation of sounds D-T. Learn to distinguish between hard and soft sounds, voiced and voiceless.
• To develop the skill of sound-letter analysis: determine the position of a given sound in words, read words from the letters studied (house, cat, etc.), make diagrams of these words.
• Develop attention, logical thinking, graphic skills.

Progress of the lesson:

I. Organizational moment.

The one who remembers the words that contain the sound B-P will sit down.

II. “Say the word.”

I have a ton of friends,
I can't count them myself
Because who will pass
He will shake my hand.
I'm glad to see people, believe me,
I am friendly... (door).

What was the first sound you heard in the word “door”? Is it hard or soft? Voiced or voiceless?

In the forest to the chirping and whistling
The forest telegraph operator knocks:
"Great, buddy blackbird!"
And signs:...(woodpecker).

What is the first sound heard in the word “woodpecker”? Is it hard or soft? Voiced or voiceless?

Across the skies in a horde
The bags are full of holes,
And sometimes it happens:
Water is leaking from the bags.
Let's hide better
From the holey... (cloud).

What is the first sound heard in the word “clouds”? Is it hard or soft? Voiced or voiceless?

I am the antonym of noise, knocking,
Without me you will suffer at night.
I am for rest, for sleep,
I call myself... (silence)

What is the first sound heard in the word “silence”? Is it hard or soft? Voiced or voiceless?

III. Practical task No. 1.

Take your sheets and listen to the task.

YES, DO, DI, DU...

The same with the sound T.

TO, TI, TE, TE...

2) At the end of each line, draw a bell. If the sound is ringing, then it is ringing; if it is dull, then it is not ringing.

3) Pay attention to the pictures.

a) in what words do these letters live? Let's connect the letters with the necessary pictures.

b) Determine where the sound D is located in the words: house, suitcase, tree. Write the letter D in the appropriate box accordingly.

c) Determine where the sound T is located in the words: tractor, umbrella, whale. Write the letter T in the appropriate box accordingly.

IV. Physical education minute.

Rain clouds have arrived:
Let it rain, let it rain!
The raindrops are dancing as if alive:
- Drink, rye, drink!
And the rye, bending towards the green earth,
Drinks, drinks, drinks.
And the warm rain is restless
It pours, it pours, it pours.

(Children imitate movements for each line).

V. Practical lesson No. 2.

1) Game “Find out which letter is lost?”

Choose from four vowels the one that will help you form a word. (Draw children’s attention to the fact that one letter can completely change the word - WHALE, CAT).

Write the desired letter in the empty square.

Make diagrams of the necessary words.

2) “Help the cat get to the saucer of milk.”

Draw a line in the middle of the path without lifting the pencil or going beyond the edges of the path.

A tree is precious in its fruits, but a man is precious in its deeds.

How do you understand and explain this proverb? In what words did you hear the sound D?

Patience and work will grind everything down.

How do you understand and explain this proverb? In which words did you hear the T sound?

VII. Summary of the lesson.

What sounds did we repeat today? Are they vowels or consonants?

What other sounds could there be D, T? (soft and hard, vowels, consonants).

What letters did you write today? D, T.

Lesson notes No. 8. Topic: “Sounds and letters G-K.”

Target:

• Strengthen the skill of distinguishing and correct pronunciation of sounds G-K.
• Learn to distinguish between hard and soft sounds, voiced and voiceless.
• To develop the skill of sound-letter analysis: determine the position of a given sound in words, write and read syllables with completed letters.
• Practice writing the letters you have learned.
• Develop memory, thinking, graphic skills.
• Develop the skills of self-control and self-esteem.

Progress of the lesson:

I. Organizational moment.

The one who can tell me syllables with the sounds D or T will sit down.

II. Guessing riddles.

A piece of paper in the morning
They bring us to our apartment.
On one such sheet there is a lot of different news.
(Newspaper).

Under the pine tree by the path
Who is standing among the grass?
There is a leg, but no boots,
Hat - no head.
(Mushroom).

What is the first sound in the words “newspaper”, “mushroom”? Is this sound a vowel or a consonant?

Sealed with glue firmly
And they sent it to me urgently.
I won't regret it:
I’ll receive it and post it up in no time. (Envelope).

Made a hole, dug a hole,
The sun is shining, but he doesn't know. (Mole).

What is the first sound in the words “envelope”, “mole”?

Is the K sound a vowel or a consonant?

III. Practical task No. 1.

1) Take sheets. Look at the letters that are written on the lines.

What sound is missing on the first line? Why is G extra? Is he voiced or deaf? If it is voiced, draw a ringing bell in the box next to it; if you think it is deaf, draw a bell that does not ring.

What sound is missing in the second line? Why is K extra? Determine whether he is voiced or deaf? Draw the desired bell in the box next to it.

2) (without sheets - orally). Determination of hard and soft sound.

Words - city, gosling, Gene, general, jackdaw. Cat, whale, skates, map, stone.

3) - What words do these letters that are circled live in? Match the letters with the correct pictures.

Determine the place of the sound in each word and write the letter in the corresponding square under the picture.

Where is the G sound in the words: globe, mushroom, needle?

Where is the sound K in the words: crocodile, cat, fire?

(In the word crocodile, the sound K is heard both at the beginning and in the middle of the word).

IV. Physical education minute.

Grisha walked, walked, walked,
I found a white mushroom.
Once - a fungus,
Two is a fungus,
Three - fungus,
I put them in the box.

(When reciting a poem, children imitate the movements of a mushroom picker: I’m coming! They bend down and put mushrooms in the box).

V. Practical task No. 2.

1) - On the sheets you see houses where the syllables live. One house is for the sound G with vowels, and the other is for the sound K with vowels. In the first house, write the letter G on the left in all the boxes, and in the boxes on the right - the vowels you know. In the second house, write the same thing, only with the letter K. (Reading syllables with the sounds G and K).

2) “Help the bun get to the house.”

(Continue the path exactly as shown in the sample).

VI. Reading the poem "Goose"

Ha-ha-ha! - the goose cackles.
- I'm proud of my family!
To the goslings and to the goose
I keep looking, I can’t get enough of it (N. Kostarev).

How does a goose cackle? How many times is the syllable - ga pronounced here? What are the related words in this poem? (goose, goslings, goose). Let's remember words that begin with the syllable - ha.

VII. Learn tongue twisters.

The cream in the pussy's bowl has turned sour.

(What is the same sound found in each word here? Sound K).

VIII. Summary of the lesson.

Lesson notes No. 9. Topic: “Sounds and letters S-3″

Target:

• Practice pronouncing sounds C-3.
• Develop the ability to determine the initial sound in a word, the position of the sound in words.
• Continue to learn to distinguish between voiced and voiceless consonants.
• Develop the skill of sound-letter analysis, read words (catfish, goat) and make diagrams of these words.
• Practice writing letters C-3.
• Develop graphic skills.

Progress of the lesson:

I. Organizational moment.

The one who names the words in which the sounds G or K are heard will sit down.

II. Game “Say the Word.”

Walks long, mouth with fangs,
Legs seem like pillars
He is huge like a mountain.
Did you find out who it is?...(elephant)

Guess what kind of bird:
Afraid of bright light
Beak with a hook, eyes with a snout,
Eared head
This is... (owl)

What is the first sound in the words: elephant, owl? Is it a vowel or a consonant? Voiced or voiceless?

The forests hide many troubles,
There's a wolf, a bear and a fox!
Our. the animal lives in anxiety,
The trouble takes your feet away.
Come on, quickly, guess
What is the animal's name?...(bunny)

The rope is lying
The cheat hisses.
It's dangerous to take her -
It will bite - that's clear.
Who is this?...(snake)

What is the first sound heard in the words: bunny, snake? Is it a vowel or a consonant? Voiced or voiceless?

Which animals can we meet in our forests (owl, hare, snake). Which of these animals does not live in our forest? (Elephant).

III. Practical work No. 1.

1) There are sound houses on the sheet. It is suggested to listen and determine the position of the sound in the word (at the beginning, in the middle, at the end) and write the letter in the corresponding box of the house.

Words with the letter C: class, braid, owl. Words with letter 3: thunderstorm, umbrella, goat.

2) Look at the picture and determine which objects have the sound C in their names? Write the letter C in the circle next to the picture.

What objects have the sound 3 in their names? Write the letter 3 in the circle next to the picture.

IV. Physical education minute.

"Sunny Bunnies".

Sunny bunnies play on the wall,
I'll beckon them with my finger,
Let them run to me.
Well, catch it, catch it, hurry up!
Here, here, here - to the left, to the left! Here you go.
Ran to the ceiling!

(Children imitate the movements, beckon the sun bunny with their fingers, play with it. If it is sunny in the group, you can use a mirror to play with the sun bunny).

V. Practical task No. 2.

Game "The letter is lost."

Pay attention, in the words that are written on your sheets, a letter is lost. Write the correct letter in the words and you will be able to read them.

What word did you get? (catfish).

What about the second word? (goat).

Take colored pencils and draw a diagram under each one.

V. I will read you proverbs. Think about it and tell me what they say? Find words that contain sound 3? Find words that contain the sound S?

Knowledge is power.

Knowledge is better than wealth.

VI. Practical task No. 3. “Help the dog get to the bone”

Draw a line without lifting the pencil from the sheet of paper, without going beyond the edges of the path.

VII. Summary of the lesson.

What sounds did you repeat today? Tell me what seasons of the year you know? (Winter summer autumn Spring).

Once again I name the names of the seasons and propose to determine which season is superfluous here?

Winter, summer, autumn, spring - an extra “summer”, because the C-3 sounds are not heard in the name, while the rest have a 3 or C sound. Are the C-3 sounds vowels or consonants? Which one is sonorous? Which deaf one?

Lesson notes No. 10. Topic: “Sounds and letters V-F.”

Target:

• Strengthen the skill of distinguishing and correct pronunciation of sounds V-F.
• Continue learning to determine the position of a sound in a word (at the beginning, in the middle, at the end).
• Practice writing the letters V, F and completed vowels; learn to read syllables with completed letters.
• Continue learning to analyze the words you read.
• Develop auditory attention, memory, graphic skills.

Progress of the lesson:

I. Organizational moment.

The one who names the words whose names contain the sounds C-3 will sit down.

II. Guessing riddles:

1) B This horse doesn’t eat oats,
Instead of legs there are two wheels.
Sit on horseback and ride it
Just steer better.
(Bike).

He looks like a shepherd
Every tooth is a sharp knife! He runs with his mouth bared,
Ready to attack a sheep.
(Wolf).

Sleeps during the day, flies at night,
It scares passersby.
(Owl)

This eye is a special eye
He will quickly look at you,
And will be born
The most accurate portrait of you.
(Camera).

Holiday, holiday at the gates,
Who will go to meet him?
Me and my faithful friend,
Red, small...
(checkbox).

What was the first sound you heard in the name of the riddles? Is this sound a vowel or a consonant? Voiced or voiceless?

2) I will name words with sounds V or F. If you hear a voiced V in a word, raise the ringing bell, if you hear a dull F, raise the bell that does not ring. (Every child has a ringing and non-ringing bell in the pictures).

Words: firm, wolf, scarf, crow, eagle owl, vase, etc.

III. Practical task No. 1. Determine the position of the sound in the word.

Write the desired letter in the appropriate box in the sound house.

Words with the letter B: bucket, swimmer, Thursday. Words with the letter F: telephone, flag, scarf.

2) What words contain the sounds V and F?

Look at the pictures. Match the letters with the correct pictures.

3) Look at the houses. The letters V and F live in houses on each floor, and vowel letters live next to them. On the left, in all the boxes, write the letter B, and on the right, all the vowels that you know. The same with the house where the letter F lives. On the left, write the letter F in all the windows, and on the right are all the vowels. Read the syllables you wrote.

IV. Physical education minute.

"Vanka-Vstanka"

Vanka, get up,
Sit down.
How naughty you are!
We can't handle you.
(Children imitate the movements of Vanka-Vstanka, squat).

V. Practical task No. 2.

1) Read the words that are written on your sheets. Make diagrams of the words: background, vase.

How many syllables are in the word fon? How many sounds? How many vowels? How many consonants? What is the O sound?

How many syllables are in the word Vase? How many sounds? Is the syllable FOR the first or the second? How many vowel sounds? How many consonants? (Make diagrams in the boxes next to the word).

2) “Help the bunny jump to the carrot.”

Continue the path exactly as indicated on the sample.

VI. Summarizing words.

Repeat the words after me, and then tell me what you can call them in one word?

A sweatshirt, jacket, caftan, sundress, scarf - this is ... (clothing)
Harp, flute, bassoon, fanfare are ... (musical instruments).
A wardrobe, pouf, sideboard is... (furniture).

VII. Memorizing a pure phrase:

If you can, repeat it,
If you want, learn it.

Water, water, water Lily was poured.
Valya, Valya Valya, Valenka were bathed.

VIII. Total classes.

What sounds did we repeat today? What letters did you write? Are the sounds and letters vowels or consonants? B - voiced or unvoiced sound? F - voiced or voiceless?

Lesson notes No. 11. Topic: Sounds and letters Zh-Sh.

Target:

• Learn to listen carefully to the text of poetry, select words that match the meaning.
• Develop phonemic analysis and the ability to translate sound into another sign system (circle).
• Continue to teach sound-letter analysis of written words, determine the position of sounds in a word.
• Practice writing the completed letters, read syllables and words with the completed letters.
• Develop graphic skills.

Progress of the lesson:

I. Organizational moment.

Name the words in which the sounds V-F are heard?

P. Game “Is the sound lost?

Having dropped the doll from her hands, Masha rushes to her mother: - There is a green onion (beetle) crawling there with long mustaches.

What sound got lost? Sound Zh. Is it a vowel or a consonant? Voiced or voiceless?

Ш In front of the children
The rat (roof) is being painted by painters.

What sound got lost? The sound is Ш. Is it a vowel or a consonant? Voiced or voiceless?

III. Practical task No. 1.

a) You have words written on your sheets of paper. Read them. Next to the line you also write down the same words, but not in letters, but in circles. There are as many circles as there are sounds in this word (the blue circle is a consonant sound, the red circle is a vowel sound).

Write all the words in circles.

b) Identify the first syllable in each word and write it in the box next to the word.

c) Game “Fourth wheel”.

There are four objects drawn on your sheet on the left, name them and determine which one is the odd one out? Why?

d) Write in the empty cells the name of one of the four objects that matches the number of letters. (The word “hat”). Make a diagram of this word next to it. How many syllables are in this word? How many consonants? How many vowels?

IV. Physical education minute.

On the lawn, on the chamomile
The beetle was lying in a colored shirt.
Zhu-zhu-zhu, zhu-zhu-zhu.
I'm friends with daisies.
I sway quietly in the wind,
I bend low and low.

(Children read a poem and imitate the movements of a beetle).

V. Practical task No. 2.

a) Take the sheet and pay attention to the objects on the right. What words do these letters live in? Match the letters with the correct pictures?

b) “Determine the place of the sound in the name of the object.” Mark with a blue circle in the corresponding box under the word.

Sh: hat, checkers, cone.

F: giraffe, knives, snowflake.

VI. Reading and explaining proverbs.

Live for people
People will also live for you.
How do you understand this proverb?

In which words did you hear the sound Z?

If you hurry, you will make people laugh.

How do you understand this proverb? What words contain the sound Ш?

VII. Practical task No. 3.

Balls and circles are drawn at the bottom of your sheets. Shade them as shown in the sample.

VIII. Total classes.

What sounds did we repeat today? Are the sounds Ж and Ш vowels or consonants? Voiced or voiceless? What letters did we write the syllables with?

Ш - Look at the letter Ш -
The letter is very good
Because from her
You can do E and E.
(A. Shibaev).

F - This letter is wide
And she looks like a beetle
And at the same time it’s definitely a beetle
Makes a buzzing sound:
(S. Marshak).

Lesson notes No. 12. Topic: Sounds and letters S, 3, Zh, Sh.

Target:

• To develop the skill of sound-letter analysis.
• Exercise in determining the position of a given sound in words, make diagrams of words.
• Practice writing consonants S, 3, Ж, Ш; learn to read syllables with completed letters, words.
• Activate the thought process. Develop memory and thinking.
• Develop the ability to accept a learning task and solve it independently.

Progress of the lesson:

I. Organizational moment.

Name the words in which the sound Ш or С is heard.

D. Game “Say the Word.”
Floats boldly in the sky,
Overtaking the birds in flight,
Man controls it.
What's happened? (Airplane).

3. I wake up early in the morning
Together with the rosy sun,
I make the bed myself
I quickly do... (exercise).

What is the first sound in this word? Is it a vowel or a consonant? Voiced or voiceless?

Sh. The mouse hears out of the corner of his ear,
Like a fly buzzing over your ear.
The bear grabs a fly with its paw!
You can't even hear a fly!
But the bear cannot understand,
Why is there... (bump) above the ear?

What is the first sound in this word? Is it a vowel or a consonant? Voiced or voiceless?

J. Lazyboka red cat
I was lying down... (stomach)

What is the first sound in this word? Is it a vowel or a consonant? Voiced or voiceless?

III. Practical task No. 1.

a) Take the sheets. Objects are drawn on the top of the sheets, and letters around them. The letters fell apart. Collect words from them. Write the words under each item.

b) Make diagrams of each word you write.

IV. Physical education minute.

"Frogs"

We are jumping frogs
Inseparable girlfriends
Bellies are green
Seasoned since childhood.
We don't whine, we don't cry,
We're friends - we don't fight.
We jump through puddles all day long,
We do sports.
(Children imitate the movements of baby frogs.)

V. Game “What is mom’s name.”

What is the mother's name:

For fox cubs - fox, vixen.
The bunnies have a hare,
The little mice have mouse, mouse.
The cubs have a she-bear.

Compare the words. Which word is shorter?

Fox - fox cubs
Hare - bunnies
Wash - little mice
Bear - cubs
How did you guess? (We counted the syllables).

VI. Practical task No. 2.

a) On your sheets of paper are drawn houses in which words live. Read these words, count how many syllables they contain and write the required number next to them.

b) Determine what sound is most often heard in the words of the first house?

Write the corresponding letter on the roof of the house.

The same task for the second, third and fourth houses.

c) “Help the snowman make a friend for himself.”

To do this, you need to draw as many circular lines as possible around the small circle and vice versa, draw as many lines as possible inside the large circle (Show example).

VII. Summary of the lesson.

Lesson notes No. 13. Topic: “Sound and the letter L.”

Target:

• Continue learning to determine the position of a sound in a word and work with the word pattern.
• Continue to teach sound-syllable analysis of written words.
• Practice writing the letters and syllables you have learned.
• Learn to read syllables and words with completed letters.
• Practice differentiating hard and soft consonant sounds.
• Develop attention and logical thinking. Develop the skills of self-control and self-esteem.

Progress of the lesson:

I. Organizational moment.

The one who correctly answers the questions sits down: whose tail? (fox, wolf, squirrel, horse) Whose fur? Whose paws? Whose ear?

L. Game “Say the Word.”

Made everyone around me cry
Although he is not a fighter, but... (bow).

It's raining cheerfully,
We are friends with you!
It's good for us to run
Barefoot in... (puddles).

What is the first sound in the words “onion”, “puddle”? Vowel or consonant? Hard or soft?

III. Speech riddle.

Lo-lo-lo - it's warm outside.
Lu-lu-lu - the table is in the corner.
Ul-ul-ul - our chair broke.
Ol-ol-ol - we bought salt.

IV. Practical task No. 1.

a) Look at the pictures at the top of the sheet. Name what is shown in the pictures. Identify the first syllable in the name of each item and write it next to it.

b) What syllables did you write down?

LO-LU-LA-LI

Which syllable is missing here? Why? Circle the hard L with a blue circle, the soft one with a green circle.

V. Physical education lesson “Forest lawn”.

We came to the forest meadow,
Lifting your legs higher
Through bushes and hummocks,
Through branches and stumps.
Who walked so high -
Didn't trip, didn't fall.

(Children imitate movements on the lawn.)

Ball game: “It flies - it doesn’t fly”

Children catch the ball if the named object flies.

VI. "The syllables are mixed up."

Let's swap the syllables. What word will it be?

ZHI-LY (skis)
LO-ZHA (sting)
LY-KO (cola)
LA-MA (small)
KA-POL (shelf)
KA-PAL (stick)
SKA-LA (weasel)
PA-LA (paw)

a) Carefully read the words that are written on your sheet.

b) In a one-story house there are words that have one syllable, in a two-story house there are words that have two syllables, and in a three-story house there are words with three syllables.

Draw an arrow from each word to the house where it lives.

c) Make diagrams of these words side by side in a rectangle.

VIII. How do you understand this proverb?

A small deed is better than a big idleness.

In what words did you hear the L sound?

IX. Practical task No. 3.

“Help the rain fall from the cloud into the puddle.”

Draw dotted lines from the cloud to the puddle.

X. Summary of the lesson.

What sound did we repeat today?

Is it a vowel or a consonant? Is the L sound hard or soft?

What letter did you write syllables with today?

Lesson notes No. 14. Topic: “Sound and letter P.”

Target:

• Continue to practice the correct pronunciation of the R sound.
• Practice determining the position of a sound in a word, determining the first syllable in a word. Learn to work with a diagram - conduct a sound-syllable analysis of written words.
• Practice writing the letters and syllables you have learned. Learn to read syllables and words with completed letters.
• Develop attention and logical thinking.
• Develop the ability to understand a learning task and solve it independently.

Progress of the lesson:

I. Organizational moment.

The one who can name the animals whose names contain the sounds R or L will sit down.

II. Guessing riddles.

Painted rocker
It hung over the river. (Rainbow)

Lots of teeth, but nothing to eat. (Comb)

People live under water and walk backwards. (Crayfish)

It flows, it flows, it won’t flow out. It runs, it runs, it won’t run out. (River).

What is the first sound in these answers? In which answer is the soft sound R heard? Is the R sound a vowel or a consonant?

III. Reading pure talk.

RA-RA-RA - It's time for Katya to sleep.
RO-RO-RO - there is a bucket on the floor.
RY-RY-RY - mosquitoes fly.
RU-RU-RU - we continue the game.

IV. Game exercise “Come up with words using the syllables RA, RO, RY, RU.”

RA - rocket, frame, work, drum, headlight.
RO - robot, rose, Motherland, horns, ice cream.
RU - stream, shirt, sleeve, kangaroo, hand.
RY - fisherman, saffron milk cap, market, mosquitoes.

V. Practical task No. 1.

a) Look at the pictures above. What item is missing here? Why do you think the fox is superfluous? Write in the rectangle next to the syllable with which this word begins.

b) Connect one upper and two lower rectangles with syllables with straight lines. Read what words you came up with.

VI. Physical education minute.

"Crows".

Here under the green Christmas tree
The crows are jumping merrily:
Kar-kar-kar! (loud).
They screamed all day long
The boys were not allowed to sleep:
Kar-kar-kar! (loud).
Only at night they fall silent
And everyone falls asleep together:
Kar-kar-kar (quietly).

(Children imitate the movements of crows, run, wave their arms like wings, squat and fall asleep).

VII. Practical task No. 2.

a) Look at the objects drawn below on the sheet. Letters scattered around them. Write them in order in the boxes and read the words you came up with.

b) Make diagrams of these words.

Words: balls, rose.

VIII. Reading the poem “Trouble.”

Theft! - Disgrace!
- THEFT! - Since morning?
- THEFT! - Stolen?
- They're robbing! - We didn’t take it! brothers, they took it! TOOK IT! where are the guards? - STEAL! STEALING!
- What was stolen? It's me, the rook's cry
- Two pens. Translated into our language.
(A. Shibanov).

What parts of the words did the poet highlight to create a picture of the commotion?

IX. Practical task No. 3.

The naughty gum erased some of the letters.
Help me restore these letters.

X. Summary of the lesson.

What sound did we repeat today? What letter did you write syllables with today?

Is the R sound a vowel or a consonant? Is the letter P a vowel or a consonant?

Lesson notes No. 15. Topic: “Sound and letter C.”

Target:

• Teach children to solve riddles.
• Develop attention and logical thinking.
• Understand the poetic similes underlying the poem.
• Learn to determine the position of a sound in a word, work with the diagram of a word.
• Continue to teach sound-letter analysis of written words.
• Practice writing the letter C, reading syllables with completed letters and words.
• Continue to develop graphic skills - learn to draw a chicken from round shapes of different sizes.

Progress of the lesson:

I. Organizational moment.

The one who names the syllables with the sound R or L sits down.

II. Guessing riddles.

Stands on one leg
He looks intently into the water.
Pokes his beak at random -
Looking for frogs in the river.
(Heron).

Dressy little sister
Guests are greeted all day,
They treat you with honey.
(Flowers).

There was a white house
Wonderful house.
And something knocked inside him.
And he crashed from there
A miracle ran out alive.
(Chick).

What is the first sound in these answers? Is it a vowel or a consonant?

III. Practical task No. 1.

a) Listen carefully to the poem that I will read to you.

Count how many times the sound T is heard here? Write as many letters C on the top line of the sheet as there are sounds C you hear.

If I and the trees
I'll pick a flower and bushes...
If you And there will be no beauty.
If you pick a flower... And there will be no kindness.
If all: If only
And me and you - Me and you -
If we If we
Let's pick flowers, Let's pick flowers...
They will be empty How many times have you heard the sound T? How many letters did you write? (5)

b) The letter C is written in the middle of your flower. Write in the petals the vowels that I dictate (A, O, Y, U, E) and read the syllables that you got.

c) I will read the words, and you will determine where the sound C is at the beginning, middle or end of the word. Write the letter C in the appropriate box in the sound house.

Words: heron, sheep, fighter, number, egg, finger.

IV. Physical education minute.

"Blizzard"

Above the forge, mill
A blizzard is blowing,
Dancing through the forest
And it creeps across the field.
But hares are not afraid of blizzards,
They dance and have fun under the snow.

(Children are divided into two groups. One group imitates the movements of a snowstorm, the other imitates the movements of hares and their dances).

V. Practical task No. 2.

a) On the Garden Ring
Letter C and letter C
In plain sight of passers-by
We played leapfrog.
- Hey, ram, give me Oats!
- The white one asks... (sheep).

Write the word SHEEP in the empty spaces. Make a diagram of this word next to it.

b) “Help the hen find the chicks.”

The hen has lost her chickens, draw her chickens like the ones in the example along the entire path.

VI. Summary of the lesson.

What sound did we repeat today?

Is it a vowel or a consonant? What letter did you write today?

Lesson notes No. 16. Topic: “Sounds and letters CH-SH”

Target:

• Teach children to solve riddles, continue to focus their attention on the sound properties of objects, learn to determine the position of sound in words, and work with the word pattern.
• Continue to teach sound-letter analysis, differentiate voiced and voiceless consonant sounds.
• Learn to read words with completed letters.
• Develop phonemic analysis and graphic skills.
• Develop memory, attention, thinking.

Progress of the lesson:

I. Organizational moment.

The one who names the words in which the sound C.P. is heard will sit down.

Guessing riddles.

Ch. From a hot well
Water flows through the nose.
(Kettle)

I have no legs, but I walk.
I have no mouth, but I will say,
When to sleep, when to get up,
When to start work.
(Watch).

What is the first sound in these answers? Is it a vowel or a consonant? Voiced or voiceless?

S.H.I.E.L.D. wags its tail,
Too toothy, but not barking.
(Pike).

Who can't call me?
I look like a hedgehog.
I'm from dust and stains
I'm guarding your dress.
(Brush).

What is the first sound in these answers? Is it a vowel or a consonant? Voiced or voiceless? III. a) Game “Sound Lost”

Listen to the poems and correct the mistake by replacing the lost sound with the correct one.

There are no roads in the swamp
I'm into cats (bumps)
Hop, hop.

Clarify with the children what sound is lost and what it needs to be replaced with (W to H).

Having eaten your fill of fish,
The nut (seagull) was resting at sea.

G should be replaced with H.

b) Game “Say the Word.”

My sock is missing
He was dragged away... (puppy).

The she-bear is on the prowl
Bear cubs under the Christmas tree... (searching)

Capricious sandals
One day they told me:
- We are afraid of tickling
Strict shoemaker... (brushes).

IV. Game "Who is attentive"

I will pronounce words with the sounds Ch or Sh. If you hear a dull Ch, pick up a non-ringing bell, if you hear a voiced Sh in a word, pick up a picture with a ringing bell.

Words: ray, brush, puppy, watch, pike, goldfinch, turtle, seagull, grove, shield, roll, sorrel.

V. Practical task No. 1

a) Look at the top of the sheet. What words do these letters live in? Match the letters with the correct pictures.

b) Identify the first syllable in the words: seagull, brush, turtle, suitcase, watch, puppy, pike.
(Children identify the first syllables by ear.)

VI. Physical education minute.

Tick ​​tock, tick tock.
All clocks go like this:
Tick ​​tock, tick tock.
(Children tilt their heads first to one shoulder, then to the other).
Look quickly what time it is:
Tick ​​tock, tick tock.
(Children swing to the rhythm of the pendulum.)
Left - once, right - once,
We can do this too.
(Legs together, hands on the belt. On the count of “one”, tilt your head to your right shoulder, then to your left, like a clock).

VI. Practical task No. 2

"The letter is lost."

a) Which letter is lost: Ch or Sh? Write the desired letter in the empty squares and read the words.

b) Below the words, make a diagram of each word.

c) - Help the sun's rays get into the clearing through an evil cloud.

Continue the rays at the same angle.

VII. Summary of the lesson.

In this program, I outlined my practical experience in sound analysis of words and preparing children for learning to read and write. This work makes it possible to make maximum use of the child’s cognitive activity. It provides training in sound-letter analysis based on the material of the alphabet.

The sequence of familiarization with letters and sounds is borrowed from the manual by G. A. Kapke “Preparing children with speech impediments for school.” This order, in my opinion, is very effective and gives good results in children’s learning of program material.

The course is designed for 16 lessons, which is held once every two weeks. Classes can be conducted as a reinforcement of the material covered on the sound analysis of words, but can be used as part of a lesson on this section. They can be split into several parts, maintaining the sequence.

Such activities provide cognitive interest and stability of voluntary attention; give each child the opportunity to participate in the process of completing tasks.

But it is very important to take into account the individual characteristics of each child. If a task turns out to be difficult for someone, it is necessary to simplify this or that task for a particular child.

Such activities help children master the skills of self-control and self-esteem. Monitoring the completion of tasks can be used by verbal instructions: “Check if everyone has written the letters next to the objects correctly...”, and by visual example, show a correctly completed sheet for comparison.

Thanks to tasks constructed in this form, children develop the ability to consistently isolate sounds, determine the place of sounds in a word, letters in words, practice distinguishing vowels, consonants, soft and hard, voiced and voiceless sounds and letters, learn to compose syllables and read them, analyze words and draw up diagrams for them, read simple words, develop graphic skills, prepare the hand for writing.

Speech material for physical education is inextricably linked with program content.

Working on sheets allows the child to activate mental activity and develop mental processes (memory, thinking, imagination, perception).

Poetic texts, riddles, simple sayings, proverbs allow not only to develop speech and aesthetic perception, but also improve speech and phonemic hearing.

I also recommend using parental help. You can involve them in memorizing poetic texts, explaining the meaning of proverbs and sayings, inventing words and playing with these words for a certain sound, drawing interesting pictures, composing puzzles and crosswords, etc.

I believe that special attention should be paid to games and play exercises - after all, they constitute the specifics of preschool education. When playing with sounds, letters and words, that is, using the game for the narrowly practical purpose of teaching literacy, one must not forget about the wide developmental possibilities of the game and skillfully combine different aspects of preparing a child for school.

All the activities and games described here provide an opportunity to develop attention, memory, imagination, speech, thinking, and develop such qualities as independence and diligence, initiative and the ability to accurately follow instructions. And if all these qualities are not yet sufficiently developed in a child, this does not mean that he has not mastered literacy and is not ready for school. To be ready for school means to be ready to learn it all.

I would like to hope that the presented program will be useful to preschool teachers, teachers of speech therapy groups and speech therapists in working with children on the sound analysis of words.

Bibliography:

1. Bugrimenko E.I., Tsukerman G.A. Learning to read and write. M.: Knowledge, 1994.
2. Kashe G.A. Preparing children with speech impediments for school. M.: Education, 1985.
3. Pozhilenko E.A. A magical world of sounds and words. M.: Humanit. ed. Vlados Center 1999
4. Belobrykina O.A. Speech and communication. Yaroslavl: "Academy of Development", 1998.
5. Kolesnikova E.V. Development of sound-letter analysis in preschoolers. M.: “Gnome-press2. 1997
6. Novotortseva N.V. Learning to read. Teaching literacy in kindergarten. Yaroslavl: "Academy of Development", 1999.
7. Vagina V.V. Entertaining alphabet learning. M.: Enlightenment, 1985
8. Shvaiko G.S. Games and play exercises for speech development. M.: Education, 1988
9. Lopukhina I.S. Speech therapy 550. St. Petersburg: Delta, 1997.
10. Peregudova T.S., Osmanova G.A. We introduce sounds into speech. St. Petersburg, publishing house KARO 2007

DEVELOPMENT OF SOUND ANALYSIS OF WORDS IN CHILDREN AGED 6-7 YEARS OLD

Dear parents!

Your children will soon enter 1st grade. It is very important that by this time your child already masters sound analysis and word synthesis.

This will provide the prerequisites for children to further successfully master the processes of reading and writing.

To diagnose children's proficiency in sound analysis and synthesis

The following tasks can be offered:

1. There are pictures on a sheet of paper. Under each there is a strip in which you need to draw as many circles as there are sounds in the name of each picture (words consist of 3 and 4 sounds).

2. There are pictures on a sheet of paper. You need to find and circle with a pencil those whose names contain a given sound, for example, the sound [P].

WHAT IS SOUND WORD ANALYSIS?

Sound analysis of a word- this is the definition of sounds in a word in order and their characteristics (vowel - consonant, voiced - voiceless, soft - hard)

Sound pattern of a word- this is a sequence of squares - symbols

(circles-symbols), laid out in the same order as the sounds in the word.

Sound analysis of the word MAK:

MMM - AK - the first sound M - it is consonant, voiced, hard - let's denote it with a blue square.

M - AAA - K - the second sound A - it is a vowel - let’s denote it with a red square.

MA-KKK - the third sound K - it is consonant, voiced, hard - let's denote it with a blue square.

The word MAK has 3 sounds, 2 consonants and 1 vowel.

Consonant sounds - M and K.

The vowel sound is A.

Let's name the sounds in order: M A K

Let's write the word in letters : MAC

Sound analysis of the word KIT

КьКьКь - IT - the first sound Кь - consonant, voiceless, soft, denoted by a green circle.

K – III – T - the second sound I, let’s denote it with a red circle.

KI - TTT - the third sound T, it is a consonant, unvoiced hard, we will denote it with a blue circle.

The word whale has 3 sounds: 2 consonants and 1 vowel. Consonants Кь and Т.

Let's name the sounds in order: Кь, И, Т.

Let's write the word in letters : KIT

Sound analysis of the word ELK:

LLL - AXLE - the first sound L, it is consonant, voiced, hard - let's designate it with a blue circle.

L - OOO - SB - the second sound O - it is a vowel - let’s denote it with a red circle.

LO - SsS - the third sound S - it is consonant, dull, soft - let's designate it with a green circle.

The word ELK has 3 sounds and 4 letters.

Consonant sounds - L and S.

The vowel sound is O.

Let's name the sounds in order: L O S

Let's write the word in letters : ELK

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Play the following games with your child:

1. Clap your hands if you hear the given sound in a word at the beginning or middle of the word.

For example, the sound [B]: bow, a cap, bouquet, Job, shovel, etc.

2. Add the missing sound to make words. For example, the sound [M]: Kry...(m), so...(m), gr...(m).

3. Name the same sound in words. For example: l ozhka, pi l A, l yzhi.

4. What sound do words begin with? For example: To onki, To oshka, To hatch

5. Count how many sounds there are in your name.

6. Determine which word has more sounds. For example: words POPPY And TABLE.

7. Place on your table as many sticks as there are sounds in the word:

“cancer”, “porridge”, etc.

TIP FOR PARENTS.

Letters denoting voiced sounds:

M, B, G, D, N, V, F, L, R, Z, J.

Letters representing unvoiced sounds:

P, K, X, T, F, Sh, S, Ch, Shch, C.

Children determine a voiced or dull sound by placing their hand on their throat.

If, while pronouncing a sound, “the throat is ringing,” the sound is ringing. If it doesn’t ring, he’s deaf.

Letters that always represent hard sounds: Sh, Zh, Ts.

Letters that always represent soft sounds: Shch, Ch, J.

The remaining letters can represent two sounds: hard and soft: T and T, P and P, K and K, D and D, etc.

Children determine the softness and hardness of sounds by ear:

MEL - the sound L is soft.

CHALK - the sound L is hard.

CAT – the sound K is hard.

KIT - the sound K is soft.

Parents can monitor their child in the following ways:

If a letter is written after a consonant A, O, U, Y, E– then it means a hard sound.

If a letter is written after a consonant letter E, Yo, Yu, I– then it means a soft sound.

Sounds E, Yo, Yu, I– it doesn’t happen, these are vowels that indicate the softness of a consonant in writing.

Voiced consonant sounds at the end of words in speech are deafened and replaced by paired unvoiced ones: D – T, G – K, B – P, F – W, ​​V – F, G – S.

We write ICE - we say [FLIGHT]

We write KNIFE - we say [NOSH]

We write SNOW - we say [SNACK]

Letters E, Yo, Yu, I, standing in a word after a consonant, respectively indicate sounds E, O, U, A .

All this must be taken into account when performing sound analysis of a word.

Dear parents!

The work you carry out will certainly yield positive results, and children will be able to avoid many difficulties in further schooling.

Sound-letter analysis is needed to train a child to first read words as they are written, and then ask him to read spelling words, that is, as is usual in oral speech. The earlier you start such activities with your child, the better preschoolers will have reading and spelling skills.

To conduct a positional word analysis and convey this learning and skill to preschoolers, a phonic analysis needs to be done. Determine where the sound is heard - at the beginning of the word, at the end or in the middle. The beginning of a word is considered to be the first sound, the end is the last. The middle of a word is neither the first nor the very last sound.

In order for children to understand what such an analysis of a word consists of, we need to pronounce the word, highlighting, albeit slightly exaggerated, the sound we need. To make learning more understandable for preschoolers, we will give examples. In the word stork, we need to understand where the desired sound “a” is located.

Sound analysis of words

Start pronouncing the word a-a-a-stork and you will understand that the sound is at the beginning of the word. In the word sha-a-a-arik, “a” is in the middle of the word. Such a scheme will be simple and logical and it can help to conduct a positional analysis of words and consolidate this skill in preschoolers.

Pictures and diagrams

It is very convenient to conduct sound analysis and teach it using diagrams and pictures for them. Before you start performing sound analysis, you need to understand that sounds are vowels, hard consonants and soft consonants.

In order for each child in a group of other children learning the Russian language to properly understand all the subtleties of analysis, it will be necessary to use pictures and diagrams. Usually this is a picture, under which there are empty cells, into which you need to schematically enter the letter-syllable analysis of the word. Often the kindergarten preparatory group uses colored chips in such tasks, which mean certain sounds.

It is acceptable to use the same colored chips in the older group. Chips can be made in the form of circles, squares or magnets, the correct use of which indicates that the child can analyze words using sound analysis. This skill is extremely important when a child is learning to read and write. Thanks to this, children develop speech, they better assimilate and understand the Russian language.

Using a picture with word parsing schemes can be used as a game, because learning to read and write should not be boring. The game can be competitive in nature, or it can be used for children to simply hone their speech and better understand the Russian language. Sound synthesis is also very important as it is the process of combining sounds into words. Sound synthesis is at the core of the reading process.

The order of parsing words by sounds

To analyze words according to the sound criterion, you will need to use approximately the same scheme that all teachers use when teaching literacy. To parse a word correctly and successfully, you need to:

1. The word chosen for sound analysis must be pronounced out loud and using the correct stress. Without understanding the sound of a word by ear, you will not be able to characterize its phonetic side. Such pronunciation should occur as a game; you do not need to pronounce each letter separately, as this will only distort your speech. Children usually perceive such exercises as playful learning. Children are instilled with the ability to conduct sound synthesis, with pronunciation they better master the Russian language and learn to read and write.
2. You need to write down a phonetic transcription. When designing graphic sounds of words, you will need to take into account some features of the sound of sounds. For example, the letters Ya, Yu, E, Yo do not have a separate sound. They are designated by two sounds, but in weak positions the iotated sound disappears.
3. Each word will need to be divided into the available number of syllables. Keep in mind that the number of syllables in a word will be equal to the number of vowel sounds. Syllable parsing must be done using phonetic transcription.
4. After highlighting the syllables, you will need to place stress. This way it will be possible to determine the main ones in weak and strong positions. If the main one is in a strong position, then it contributes to the sound being clearer and speech being beautiful.
5. All sounds will need to be characterized. A vowel can be stressed or unstressed, a consonant can be soft, voiced, hard or unvoiced.
6. You will need to indicate the number of sounds and the number of letters. Their number is often not the same. For example, b and b are not formed by sounds, and letters such as Ya, Yu, E, Yo are usually denoted by two sounds.

Phonetic analysis

Children should know that in order for speech to be beautiful, it is necessary not only to learn spelling and literacy, but also to try to perform phonetic syllabic analysis and sound synthesis. The language is quite complex and children best perceive syllable analysis, synthesis and all kinds of rules in literacy if they are presented as an educational game.

The sounds A, O, U, Y, E indicate a hard consonant sound. A soft consonant sound is indicated by Ya, E, Yu, I, E. When studying language, speech and phonetic synthesis, children must understand that such a learning process is a kind of game where the language is first broken down into its components and its synthesis occurs. The sounds L, M, N, R, Y are unpaired calls and consonant sounds. Kh, Ts, Ch, Shch are soft consonants. B, V, G, D, Zh, Z are paired voiced consonants, P, F, K, T, Sh, S are paired voiceless consonants, Zh, Sh, Ts are hard, and Ch, Shch, Y are soft.

Development and assimilation of skills of complete sound analysis. Games and exercises.

Educational and methodological development

1. The purpose of educational and methodological development:

mastering the skills of performing sound analysis by older children;

2. Objectives and focus:

Preparing children to master reading;

Teaching children the ability to select words with given sounds, dividing words into syllables;

Development of auditory perception, speech hearing;

Development and improvement of phonetic knowledge and skills by preschoolers;

Teaching the skill of sound analysis to children of senior preschool age;

Formation of skills of perception and discrimination of speech sounds;

Consolidating knowledge about the studied sounds, their characteristics (vowel-consonant, hard-soft, voiced-voiceless), location in words (beginning, middle, end).

Construction of a graphical non-literal model reflecting the number and sequence of sounds in a word, as well as the characteristics of sounds.

3. Addressed to teachers - speech therapists, educators, as well as parents for individual work with children.

4. Relevance and demand at the present stage:

The problem of preparing children with speech disorders for school is relevant today, and the process of developing sound analysis skills is not sufficiently covered in modern methodological literature. The first attempts to consciously isolate a sound from a word and then establish the exact location of a particular sound are necessary prerequisites for learning to read and write. According to V.K. Orfinskaya, the isolation of sound from a word appears spontaneously in preschool children, but complex forms of sound analysis need to be taught specifically. A.N. Gvozdev notes that “although the child notices the difference in individual sounds, he does not independently decompose words into sounds.” Indeed, independently identifying the last consonant sound in a word, several vowels at the same time, establishing the position of a given sound or the number of syllables is hardly accessible to a preschooler. And it is very important that this assistance be qualified, holistic, and gradual. The study of sounds occurs in the process of analytical-synthetic work on a word, that is, the child masters the basic skills of sound analysis (mentally breaking down a word into its constituent sounds), as well as synthesis (combining sound elements into a single whole). And only then does one become familiar with the designation of sounds by letters. Based on sound analysis and synthesis, children master reading syllables and words. The inability to reproduce sound analysis can lead to dyslexia: difficulties and errors are primarily associated with insufficient mastery of the sound composition of a word, mixing acoustically similar sounds, and inferior sound analysis and synthesis.

This didactic material will help teach children sound analysis with the help of entertaining and effective games.

5. Terms of sale:

Speech center at preschool educational institution, speech therapy group, mass group, home conditions.

6. Indications and contraindications for use:

Apply didactic materials to preschoolers in children's educational institutions and within the family. The stage-by-stage development of sound analysis skills for speech therapists, educators, and parents is presented. Material for mastering the skills of sound analysis has been selected and systematized. There are no contraindications.

7. Ways of interaction between specialists:

Full-fledged correctional work is impossible without the participation of educators, narrow specialists (music workers, physical directors), psychologists, and parents. Ways of interaction:

systematic conduct of classes with children by teachers according to the program;

consultations with a speech therapist and seminars and workshops;

introduction of elements of literacy teaching using dynamic pauses with speech material, singing of vowel sounds, onomatopoeia, speech games in the classes of specialized specialists.

creating conditions for independent activity of children outside of class: games that develop phonemic awareness (desktop-printed, computer), logo constructors, punched cards.

8. Brief description of the content:

Presented:

Methods and techniques for mastering sound analysis;

Stages of the formation of the process of sound-syllable analysis (as the stages are presented, games and exercises are offered to help master the stage (with instructions and goals);

Algorithm of actions for performing sound analysis

The order of analyzed words: not all words can be offered to a child for sound analysis. A clear sequence of presented syllables is given, then words;

Description of games and exercises for mastering the necessary knowledge at each stage.

9. Effectiveness of using this educational and methodological development:

Teachers and parents who want to give their children maximum knowledge and skills in an accessible form can use this material, especially when it comes to such an important and complex section of the educational program as literacy. This material is effective because information about the methodology for performing sound analysis in the literature is scattered, but here it is presented holistically and step by step, with the presentation of didactic games and exercises. The use of this methodological development in classes with children not only stimulates learning, but also contributes to its success and helps prevent reading disorders. The development of sound analysis and synthesis of words gradually forms the skill of syllable reading. Sound analysis is central to the prevention of dyslexia. Using it in practice, the results of correction of the phonetic aspect of speech show positive dynamics.

10. Prospects for using educational and methodological development:

Correctional educational institutions;

General kindergartens;

Specialized kindergartens;

Short stay groups;

Topic: Development and mastery of the skills of complete sound analysis. Games and exercises.

I. Introduction.

Children with speech impairments have difficulties in sound pronunciation, phonemic perception, and a pronounced lag in the formation of vocabulary, grammatical structure and coherent speech. The presence of gaps in the development of phonetics, vocabulary, grammatical structure and coherent speech serves as a serious obstacle to mastering the kindergarten curriculum. A necessary step in mastering literacy is the formation of sound-syllable analysis.

As Spirova L.F. points out, in the complex complex of mental processes on which teaching literacy by the analytical-synthetic method is based, the decisive role belongs to the child’s ability to analyze the sound composition of a word.

When a child begins to learn to read and write, his initial attitude towards speech changes: the direct perception of the meaning of a word is replaced by an analysis of its sound-syllable composition. Children realize that:

speech consists of words, words from syllables, syllables from speech sounds,

learn to isolate sounds from speech, from the composition of words.

understand that sounds are located in a word in a certain sequence,

master the process of combining sounds into syllables, syllables into words, words into sentences, as well as a number of concepts: “sentence”, “word”, “syllable”, “sound”, “letter”.

Naturally, for children with speech impairments, learning such material causes significant difficulties. Due to objective reasons, by the age of six they have not formed a conscious attitude towards the sound side of the language. Therefore, correctional work to shift the child’s attention from the meaning of speech to its sound composition is important.

Thus, the process of teaching sound-syllable analysis is carried out in continuous relationship with the development of sound pronunciation, phonemic perception, and syllabic structure.

Varying degrees of speech dysfunction make it necessary to use a variety of techniques and methods when teaching children sound-syllable analysis.

The material for classes on the formation of sound-syllable analysis is selected so that there are no incorrectly pronounced sounds, and the studied sound occurs, perhaps, more often.

II. Stages of mastering sound analysis.

1. The first stage is devoted to the study of vowels and consonants.

In this case, it is good to use the symbol system developed by T.A. Tkachenko. Ex: A-large red circle

O - red oval

Sh - the balloon has burst and air is escaping. Games and exercises:

Isolating a sound from a word (is there such a sound or not?)

Conversation between two bees: Let's be friends! Where do you live?

Meeting of two cars: I introduce vegetables, and you? This game can be extended using any sound.

"Ducks and Perches"

Purpose of the game: to teach to recognize by ear and distinguish the stressed vowels O and U in words.

Progress of the game:

children are divided into 2 teams - perches and ducks. They move randomly around the site. The presenter pronounces words alternately with the stressed sound U, then with the stressed O. The “perches” children should freeze when they hear a word with the sound O, and the “ducks” - when they hear a word with U. Those who do not stop in time are eliminated from the game. The winner is the one who never made a mistake and stayed on the court the longest.

Words for the game: hoop, vegetables, autumn, donkey, island, vacation, vacation, Olya, lake, sheep, order,

cloud, angle, fishing rod, dinner, beehive, vacation, smart, coal, narrow.

"Friendly Sounds"

Goal: to teach to recognize sounds pronounced with exaggerated intonation.

Progress of the game:

The speech therapist creates a game situation with the following story: Once upon a time there were different sounds in one Sound State. When words began to be created, they had to go to their word homes. And instead of one sound A, many of the same sounds A appeared. They want to get together because they miss each other. Help the sounds come together. I will say 2 words each, and you clap your hands if the sounds are the same. To make it easier for you to find friends, I will pronounce them drawlingly and loudly. First you need to say what sound I call loudly in the first word, and then in the second word. After that, we will compare the sounds and be happy, if they are the same, we will clap our hands. Approximate speech material: AAA-nya - AAA-lla, UUU-la - II-ra....

"The Dolls Got Lost"

Goal: to teach how to isolate a sound in a word, pronounced with exaggeration

intonation.

Progress of the game:

The children have several dolls. Their names: Anya, Olya, Ulya, Elya. The dolls went into the forest and got lost.

What sound should we ask to go look for Anya? Each child must find his own doll, then

is to name the sound that the presenter pronounced with greater force (emphasized by voice

stressed vowels).

“How many words with the sound Ш?” Purpose: to teach how to find words with a given sound when listening to a poetic text.

Progress of the game:

The presenter reads a poem, the text of which contains many words with the sound Ш. Children are given the task of listening to the text, finding words with this sound and memorizing them. After reading, the presenter asks the children what words they remembered. The one who remembers more words wins.

Speech material for the game:

In the silence of the wilderness, Here is the girl Marina,

Whispers rush to rustle, And here is her car,

The whisper hurries to the rustle, To the car, the cup,

Whispers rustle through the forest. Eat, car, porridge,

Our Masha got up early: she counted all the dolls:

2 Matryoshka dolls on the window, 2 Tanyushka dolls on the pillow,

2 Irinka is wearing a feather bed, and Petrushka is wearing a cap,

on an oak chest.

We went to the store

and bought a balloon for ourselves,

We will inflate the balloon,

Let's play with a ball

Inflate our balloon

swell big

Stay like this and don't burst out.

You can also play with other sounds: an approximate list of literature:

T.A. Kiseleva "Speech therapy exercises in correctional work with children with speech defects"

T.A.Tkachenko "Special characters" p.31

A.I. Maksakov “Teach by playing” p. 124

Kolesnikova E.V. "Development of phonemic hearing in children 4-5 years old"

Kolesnikova E.V. "Development of sound culture of speech in children 3-4 years old"

L.M. Kozyreva "Speech development. Children 5-7 years old" p.27

"Can you hear the sound?"

Visual material: pictures depicting various objects.

The speech therapist shows the children a picture of CANCER. Children say loudly: CANCER. Then he shows a blank sheet of the same size as the picture and asks him to say what an artist could draw that sounds similar. (POPPY)

The words MAC and RAK are repeatedly pronounced by individual children and by all at the same time. The speech therapist suggests listening to them and saying what they have in common - do they sound similar, but what is different? The speech therapist himself clearly pronounces MMak-RRRak, as if singing the initial sounds of these words, and if the children find it difficult, he himself reports that the words sound different at the very beginning, different sounds M and R are heard in them. The exercise is carried out in a similar way with the words MOUSE-BEAR , kit-cat.

"Tell Parsley a sound"

Visual material: Parsley, screen.

Parsley tells the children that now he will speak words, but in some words he will deliberately omit the last sound. The children should suggest it. The speech therapist carefully ensures that children do not pronounce the entire word, but add only the sound. At first, the sound is suggested by all the children in chorus, then as directed. Children must quickly suggest the last sound so that the entire word can be heard. A black-eared kitten was basking in the sun... A white-eared kitten was looking at him... The hunters made a bone in the forest... The student was holding a pencil in his hand... The kid asked his mother to tie a red ball... A hare jumped out into a forest clearing... They lived in the zoo eno..., hippo..., crocodile... A spotted woodpecker was knocking on the trunk... A squirrel hid the nuts in a hollow... A rooster..., hens..., ducks wandered around the yard...

“What word did you have in mind?” Visual material: subject pictures (daisy, key, book, table, flower, closet,

The speech therapist shows a picture of a chamomile and says: This is... a chamomile. Children smile and correct: Chamomile. He agrees: that’s what I’m saying: ...a mistake. In response, children begin to pronounce the word with a deliberate increase in the sound R: rrr-daisy. But why doesn’t it work out for me, maybe I’m missing something?

Yes. You are missing the R sound.

The same game can be played differently: the last sound or sound in

in the middle of the word, the main thing is that the children hear it and highlight it by ear.

II version of the game

The children receive a letter from Petrushka: “I am sending you a piece of paper with words. Guess what words I have in mind. The first word is... cow. What kind of word is this, tell me, children? - cow.

What didn't sound right? What is missing in my word? The sound K, which should be at the beginning of the word.

2. At the second stage, we learn to determine the place of a sound in a word: beginning, end, middle.

Games and exercises:

"Gifts for guests." The teacher introduces the guest of the lesson: (Matryoshka, Pafa, Pinocchio, Carlson, Cinderella) and others. Children are asked to come up with and name gifts and dishes that could be offered to the guest, taking into account the fact that the first sound in the name of the gift must coincide with that in the guest’s name.

“We are letting a special set of words into the courtyard.” The teacher invites the children to depict a closed gate: turn their palms towards their faces, connect their middle fingers, and raise the thumbs of both hands up. He further explains that we will only “let through” words with a sound, the symbol of which is placed in a prominent place. Children open the gate (put their palms parallel to each other) if they hear a given sound in a word. If the word does not contain the specified sound, the gate slams. At the end of the game, you can invite the children to remember all the words that they “missed into the yard.”

"Object and name" The speech therapist shows the children dolls representing boys or girls and gives them names depending on the topic of the lesson (Masha, Kolya, Sveta Vova). Each doll is asked to select gifts from a number of objects standing on a separate table so that the first sounds in the name of the object and the name of the doll coincide.

"Wonderful fishing rod"

A magnet is attached to the end of the thread of a small homemade fishing rod. Lowering the fishing rod behind the screen, where there are several pictures to which metal clips are attached, the child takes out the picture and names the first and last sound.

Lotto "Name the picture and find the first sound"

Goal: to teach children to find the given first sound in a word at the stage of loud pronunciation of the word by the child himself.

Material: cards of 4 pictures

Game description:

The presenter names any vowel sound, the children say the names of their pictures out loud and find the one they need. If the picture is named correctly, the presenter allows you to cover it with a chip.

"Close the Chain"

Rule: the first word is matched to a word that begins with the sound that ends with the first word, the third word must begin with the last sound of the second word, and so on. Games can be oral, with throwing a ball, or they can be performed

a board game with pictures and practice children in laying out a chain without first speaking loudly, only by presentation. We start with a picture marked with a special icon.

"Train"

Goal: to practice the skills of identifying the first and last sound in a word.

Progress of the game: children are asked to make a train from carriages-cards. Just as the cars on a train are connected to each other, so the cards must be connected only with the help of sounds. The last sound must coincide with the first sound of the next name, then the cars of our train will be firmly connected. The first card is an electric locomotive, its left half is empty. The last trailer also has unoccupied space - the right half is empty. Several people can play. All cards are distributed equally to the players. Each person, on his turn, places a suitable one on the outermost picture, that is, one whose first sound in the name is the same as the last sound in the given outermost card. Thus, in the names of the left pictures the first sound is always highlighted, and in the names of the left pictures the last sound is always highlighted. This must be taken into account and not place pictures on the right that have voiced consonants at the end of the word in their names.

"Say the Sound"

Goal: to teach how to identify the last sound in a word by presentation.

Progress of the game:

The game can be played with throwing the ball. The speech therapist pronounces the sentence without finishing the last sound in the last word, and throws the ball to anyone playing. He catches the ball and completes the desired sound. What sound did I miss?

A ferret, a small predatory animal, walks through the forest...

The lazy red cat was lying down alive...

"Find the Runaway Sound"

Goal: determining the first sound in the words of your own speech.

Progress of the game:

The speech therapist reads poems that contain words with the first sound missing. Children must guess which word has a missing sound, pronounce this word, and then highlight and name the “missing sound.” For each correct sound, a point is given

The sun looks out the window, Early in the morning in this river

It shines into our little room, two...arans drowned.

We clapped our hands, Who alone has the horn?

Very happy...sun. Well, of course...a wasp!

What sound is missing?

"Draw the letter" - punch card game.

Goal: finding a given sound in words based on pronunciation.

Game description:

For the game, punch card folders are prepared: pictures are drawn on the card, and a hole is cut out under each picture. A piece of paper is placed in the folder. The pictures are selected so that some of them contain a given sound in their names, and the holes under these pictures are painted over. After this, the sheet is removed from the punched card, all the marks are connected by lines, if the pictures are identified correctly, then a letter should be obtained.

"Distribute the pictures"

Children are given pictures where, for example, (m) is in different positions. You need to distribute the pictures into columns: the first - where (m) is at the beginning of the word, the second - in the middle, the third - at the end of the word.

"Color in the little window where the sound lives" - punch card game. Goal: determining the place of a sound in a word.

Material: punch card folders, on which 3 pictures are placed, 3 holes are cut out under each - windows for sounds. In the right corner of the punch card there is an image of a letter.

Progress of the game:

Children, focusing on the letter, determine the place of the corresponding sound in the name of each picture: they find for each sound its “room” in a house consisting of three rooms - holes.

3. At the third stage, chips are introduced to perform sound analysis:

red indicates a vowel sound,

blue hard consonant,

green - soft consonant,

blue with the image of a bell - a hard voiced consonant,

green with the image of a bell - a soft ringing consonant sound.

Games and exercises:

The speech therapist pronounces the sound, and the child determines: is it a hard sound or a soft one?

Distribute the toys between Tim and Tom, Katya and Kira, Sima and Sveta (depending on what sound the word and name begin with: hard or soft).

"Sound Tree"

3 wonderful trees grow leaves of blue, green and red. The children are given pictures. The child determines the first sound and reports where the word “grows”. Example: the word “car” on a tree with blue leaves, because the first sound in the word is a consonant, hard.

"Signalers"

Children have blue and green signal cards. If in the word named by the speech therapist the first sound sounds hard, the children show a blue card, if it is soft green.

“Nut or Pillow” - the game is played by analogy with the game “Signalers”.

"How are the words different?"

The speech therapist reads pairs of words in which the child must determine how the sound will change according to

voicedness, deafness

Barrel-kidney tooth-soup bunny-cod

Fire-ball dot-daughter par-bar

At this stage, children learn to analyze reverse syllables like:

VOWEL + CONSONANT, straight syllables like: CONSONANT + VOWEL, and then words like CAT, POPPY, KIT.

These exercises develop the skill of reading forward and backward syllables and words. Subsequently, the chips are replaced with letters, and the children read monosyllabic words and syllables. At this time, children understand and use the terms “sound”, “letter”, “syllable”, “word”, “vowel and consonant”, “hard and soft”, “voiced and unvoiced”.

4. At the last stage, children are trained to perform a complete sound analysis of a word.

At first, children rely on additional aids: a word diagram and chips.

The diagram consists of squares equal in the number of sounds in a word. Later, children perform sound analysis without diagrams, placing chips on the sound line and according to the presentation.

Games and exercises:

"Telegraphers"

Goal: developing skills of sequential sound analysis based on presentation, teaching sound synthesis of words.

Progress of the game: two children are playing, they are telegraph operators transmitting and receiving telegrams. The content of the telegram is set by the presenter, who, secretly from the second player, shows the first player a picture. He must “convey the contents of the telegram”: pronounce the words - the name of the picture by sounds. The second player “receives the telegram” - calls the word together, that is, carries out the operation of sound synthesis. Then the players change roles and the game continues.

"Catch the Sound"

Goal: to teach how to name the sound in a word according to its spatial characteristics (first, second, after a certain sound, before a certain sound)

How to play: Children stand in a circle, the leader has the ball. He pronounces a word out loud, throws the ball to anyone playing and says what sound he should name, for example, “cheese, second sound.” The child catches the ball and answers: “Y” - and returns the ball to the presenter, who asks the next task related to the same word. All sounds in a word must be analyzed.

Children's knowledge of the sound composition of words obtained at previous stages is combined with the ability to divide words into syllables. Children learn that each syllable has 1 vowel sound, learn to divide words into syllables of different syllabic structures, determine the sequence of syllables and their number.

Games and exercises:

"Syllable chain"

Goal: to teach how to highlight the first and last syllables in words.

How to play: Cards for the game are distributed equally among the players; they must be placed in front of each player from top to bottom. The game begins with a card on which the left half is empty. The player puts out this card, names the word - the name of the picture and highlights the last syllable in this name. Children look on their cards on the left for a picture whose first syllable matches this syllable, and lay it out next to the first. Then the right picture of the second card is analyzed, the last syllable in it is highlighted. Thus, in the names of the left pictures the first syllable is highlighted, and in the names of the right pictures the last syllable is highlighted. The game should end when all the pictures are laid out, the last card with an empty right half.

"Solve the puzzle"

Goal: to teach how to isolate the first syllable from a word, to compose words from syllables. Progress of the game. Children are given cards with two pictures on them. There is a word “hidden” on the card. It must be compiled by isolating the first syllables from each word-name, and then forming a word from them.

for example: chamomile, airplane - dew. The one who composes the most words wins.

SAMPLE PICTURE MATERIAL FOR THE GAME

PicturesWords

pigeons, crayfish - mountain;

bottle, rowan - storm;

boat, lark - leather;

crackers, balls - land;

chamomile, basins - company;

telephone, raspberry - theme;

stocking, at home - a miracle;

carriage, rowan - Varya;

pencil, jar - boar;

banana, butterfly - baba;

bun, brand - mosquito;

girl, shovel - business;

chanterelles, airplane - fox;

fur coat, rocket - Shura.

III. The order of the analyzed words:

words with two vowels (AU)

of two sounds: a vowel and a consonant (UM, OH)

of three sounds (CANCER, KIT)

of two open syllables: (WATCH, MOTHER)

words of 1 syllable with a combination of consonants at the end of the word (WOLF)

words of 1 syllable with a combination of consonants at the beginning of the word (TABLE)

words of 2 syllables (BAG)

of 3 open syllables (DOG)

IV. Word analysis plan:

say the word and listen to it.

This point is extremely important for the development of phonetic abilities: thus, the object of the upcoming analysis is presented. After all, the sounding word exists only at the moment of its pronunciation, remaining invisible. Before the isolation of sounds from a word begins, the speech therapist must make sure that the child pronounces the word correctly. Thus, the initial stage of sound analysis becomes a means of developing oral speech in preschoolers.

2. find the stressed syllable and pronounce the word syllable by syllable: fulfilling the second point of the plan, the child pronounces the word twice: the first time in its entirety (with a vocative intonation that emphasizes the stressed syllable), and the second time by syllables.

3. draw out (highlight) the first sound in the word, name it and describe it. The transition to this action means the beginning of the actual sound analysis.

4. designate the highlighted sound with a symbol (chip)

5. highlight (stretch out) the second sound in the complete word, name it and describe it.

6. third sound, etc.

7. “read” the whole word according to the chips and test yourself:

How many sounds are there in a word?

how many vowels?

how many syllables are there in a word?

V. Conclusion.

So, mastering the skills of sound-syllable analysis is of paramount importance for the correction and formation of the phonetic side of speech and its grammatical structure, as well as for the ability to pronounce words of a complex syllabic structure. Therefore, it is very important to begin teaching sound analysis based on the simultaneous study of sound and its graphic image - a letter; as a result, a strong relationship is formed in the minds of children between the pronounced sound and the letter. Based on sound analysis and synthesis, children master reading syllables and words. Awareness of the sound structure of a word and work on sound analysis and synthesis are a necessary prerequisite for learning to read and write. The merging of sounds materialized with the help of chips is a simulation of reading, and laying out chips is an analogue of writing, only both take place in a playful, entertaining form.

References:

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Teacher-speech therapist Rogovaya A.V.