We remember the syllables. What is a syllable, what are their types, how to divide words into syllables Read syllables with the letter e

Before learning to read, a child must learn the very concept of syllables. Before learning to read and write, your child must recognize letters and be able to relate them to sounds. The next stage is learning syllables. Interesting manuals for studying syllables can be downloaded from our website.

Is it difficult to teach a child to combine letters into syllables?

How to learn to read?

At the beginning of learning to read, it is necessary to convey to the child such concepts as vowel and consonant sounds and letters. Vowel sounds can be stressed or unstressed. Among the consonants, there are voiced and voiceless, hard and soft.

By the way, special attention should be paid to the hardness and softness of sounds. This characteristic of sounds within a syllable is determined by soft or hard signs or vowels located after consonants.

So, the letters E, E, I, Yu, I indicate the softness of the previous consonant sound, and the letters E, O, U, Y indicate hardness.

A table of all syllables on our website will help illustrate soft and hard consonant sounds. It can be read online or downloaded and printed from our website.

Syllables for children to learn to read can be presented in the form of a game. To teach your child to read, you need to download a table of syllables and print it. Then cut into individual cards. To prevent syllables and cards from becoming wrinkled, they can be glued onto thick cardboard. Now we will try to introduce syllable combinations to children in the form of a game.

Games for learning to read

A table of all syllables, which you will need to download from our website, will help you teach your child to read. Soft and hard consonants, as well as vowel sounds and letters are indicated in different colors for contrast. Thus, syllable combinations look bright and colorful.

First, we teach the child to distinguish syllables in Russian from each other. To do this, you will need not only cards on which the syllables of the language to be read are written, but also a whole table of syllables. To do this, you will have to download and print it again. We lay out the table and ask the child to match the cards with syllables and the corresponding cell in the table. So gradually the baby will remember individual syllable combinations and name them, and then read them. Thus, we form a lotto from a table, only instead of images there are letter combinations.

At the next stage of learning to read, we offer the child a couple of different syllables and combine them into a word. Please note that before starting this game, the child must read individual syllable combinations well and then put them into words. For example, we take the syllable ZHA and add the syllable BA to it. It turns out to be a TOAD. You can draw arrows or come up with a fairy-tale character who will walk from one syllable to another and connect them into words. As a result of such a simple game, the child will quickly learn to read.

Syllable tables

Since letter combinations are represented in large numbers in the Russian language, we suggest studying each consonant separately in combination with all vowels. Thus, the table for one game becomes much smaller in volume, and it is easier for the child to put all the syllables in their places. You can also download these tables on our website. Here are examples of what syllables might look like for your kids in tables:

Common mistakes

Often in speech, children confuse syllables with the letters “x”, “g” and syllables with the letters “g”, “k”. Confusion also occurs when a child pronounces syllables with the letter “d”, “g” or syllables with the letter “k”, “p”. These consonants sound very similar. When making words from them, try to pronounce them as clearly as possible. At the stage of learning to read, you can download tables with similar sounds, cut cards from them and try to create words that sound similar, focusing on the difference in spelling.

When studying Russian letter combinations with children, try to interest them. If you have a magnetic alphabet at home, try to form some words from the letters. They can be conveniently attached to your tablet and then read. Let the child make up his own word combinations and you read them.

Word creation should be a group game: one child will not be interested. Teach your baby and learn with him!

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

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

In order to begin learning to read syllables, a child only needs to know 3-4 vowels and several consonants. First of all, take those consonants that can be drawn out (S, Z, L, M, N, V, F), this will help teach the child how to pronounce the syllable together. And this is a fundamentally important point.

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

1. Play "Trains"

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

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

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

This game is good because the child does not need to be specifically explained how to add syllables. It is enough to say: “Now we will ride the letter A, it will be our passenger, name all the stations where we will stop.” First, “take a ride” yourself - let the child move the trailer along the rails, and you loudly and clearly call the “stations”: BA, VA, GA, DA, ZHA, ZA, etc. Then invite your child to do this with you in turn. During the game, listening to you, children easily grasp how to pronounce two sounds together. The third time, the child can “ride” himself without much difficulty.

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

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

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

Remember that in this and other exercises we first practice adding syllables with vowels of the first row (A, O, E, U, Y), and then introduce vowels of the second row (Ya, Yo, E, Yu, I) - so-called “iotated” vowels, which make the sound preceding them soft.

When the child is good at reading individual tracks with syllables, alternate the carriages with passengers and drivers, without telling which carriage we will be rolling. This will help the child learn to clearly see where exactly the vowel is in a syllable (the syllable begins or ends with it). At the first stages of learning to read syllables, a child may have difficulties with this.

2. “Run” from one letter to another

(from “ABC for Kids” by O. Zhukova)

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

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

(“A Primer for Kids” by E. Bakhtina, “Russian ABC” by O. Zhukova, etc.).

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

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

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

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

4. Games to strengthen the skill of adding letters

— Syllabic lotto

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

• The guide will help you “Syllables. Choose a picture based on the first syllable BA-, BA-, MA-, SA-, TA-. Educational lotto games. Federal State Educational Standard of Education "E. V. Vasilyeva"— there are several more tutorials in this series
“Letters, syllables and words. Lotto with verification" by A. Anikushena
• Similar exercises are in the book “Syllable tables. Federal State Educational Standard" N. Neshchaeva

— Shop game

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

Make an album with your own hands with your child, in which a syllable will be written on one page of the spread, and on the other - objects whose names begin with this syllable. Periodically review and add to these albums. For more effective learning to read, close either one or the other half of the spread (so that the child does not have unnecessary clues when naming a syllable or selecting words for a certain syllable).

They will help you with this “Cards for sound and syllabic analysis of words.”

— Airfield game (garages)

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

Zaitsev's cubes or any cards with syllables (you can make them in the form of traces) are suitable for this exercise. We build a long path from them - from one end of the room to the other. We choose two figures/toys. You play one, the child plays the other. Roll the dice - take turns with your figures on the cards for as many moves as the number rolled on the dice. As you step on each card, say the syllable written on it.

For this game you can also use various “adventures” by writing syllables in circles on the playing field.

5. Reading simple words syllable by syllable

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

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

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

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

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

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

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

To quickly divide words into syllables online, use the form below. You can enter multiple words into the text field separated by spaces or commas. When you click the "Split into syllables" button, the result will be shown instantly in the text field. The form is intended to highlight syllables only in Russian words typed in Russian letters.

Clear field Divide into syllables

The form is convenient for cases in which it is necessary to break many words into syllables without details and background information. If you need to find out how many and what syllables are in words, what hyphenation options are available, then use the search form or select words by the number of syllables in them:

Note.
1. Do not use the result of dividing words into syllables to determine where words are hyphenated. Dividing into syllables and highlighting places where words are hyphenated are not always the same thing. The difference is explained in detail on our website (points 4-5 from the rules of division into syllables).
2. Division into syllables is carried out taking into account the rules of the school curriculum. Some rules may differ from the rules of the institute program and schools with in-depth study of the Russian language. For this reason, in some cases, syllables may not be highlighted in accordance with your knowledge of the rules for dividing words into syllables.

Syllable

A syllable is one vowel sound or a combination of one vowel with one or more consonants. In other words: vowel sounds form syllables, consonant sounds only when combined with a vowel form a syllable. A small cheat sheet can help you remember: vowels “agree”, consonants “agree”. For example: in the word dog there are three syllables so-ba-ka (vowels: o, a, a, consonants: s, b, k), in the word Asia - three syllables A-zi-ya (vowels: a, i, i, consonant: h).

Syllables consisting of two or more sounds can be open or closed. Open syllables end in a vowel sound: vo-da, tra-va, ro-di-na. Closed syllables end in a consonant: kom-bain, kor-ka, zhel-tet.

There are closed syllables that begin with a consonant, and open syllables that begin with a vowel. Examples: ko-ra (both syllables covered), ya-blo-ko (one uncovered, two covered).

How many syllables are in a word?

Words are made up of syllables. Based on the definition of a syllable, the number of syllables in a word is determined by the number of vowel sounds. School teachers of the Russian language often say: “How many vowels - so many syllables.”

Example: sn e g - one syllable, h And T A t - two syllables, p A b O T A- three syllables, dl And n O w eee- five syllables.

More examples of syllables:

• water - syllables in And Yes;
• read - syllables chi, that, la;
• I am a syllable I;
• spring - syllables ve, Schnee, e;
• chair - syllable chair, a word has one syllable, consisting of one vowel and three consonants.

A syllable is the minimum part of a word when pronounced, if you do not take into account degenerate cases when you need to spell the word. Hence the well-known expressions: read syllable by syllable, pronounce syllable by syllable. A syllable, like sound and stress, belongs to the section of phonetics.

In the Russian language there are words without syllables, that is, consisting only of consonants. A striking example of such words are onomatopoeic words. For example: hmm, t-s-s-s, tr-tr-tr.

Isolating syllables in words is an important stage in learning to read. To teach a child to correctly divide words into syllables, and then add whole words from different syllables, you need to find the right approach and choose the right set of exercises. There are methods that allow preschoolers to be introduced to reading and syllable division at home. By starting classes at an early age, you will significantly make your child’s work easier in the future when it’s time to go to school.

Stages of learning to read

To make mastering the material easy and effective, it is worth knowing the main stages of learning to read. Haste and untimeliness in this matter will not lead to quick results, but rather will discourage the child from learning for a long time. It is also important to know the place of syllable division in learning to read.

Consider the following steps:

1. sound (acquiring the skills to identify sounds in a word and name them);
2. alphabetic (learning letters);
3. syllable division (dividing words into syllables, identifying syllables by ear, adding them into words);
4. reading words individually, in phrases and sentences.

The most important sign that a child is ready to start learning to read is his interest in letters and words. “What kind of letter is this?”, “How to write it?”, “What kind of word is this?” - all these questions signal that it’s time to start active reading.

Methods of teaching reading

There are five popular techniques.

1. Sound-letter, or Elkonin's method. This is a rather complex system, aimed at the age of 6-7 years, so it is not suitable for preschoolers.
2. Traditional speech therapy. N. S. Zhukova’s primer was compiled according to this system. The combination of classical and modern teaching technologies is popular in schools. It is worth introducing children to this method gradually by the age of 6 in order to simplify learning at school.
3. Doman's method. Glenn Doman is a neurophysiologist. He developed a system for teaching reading to mentally retarded children. At the moment, this system is also used with healthy children in the early stages of development. The method is to show the child words written in bright red letters and repeat them several times a day. In this way, visual memory develops and letters and words are memorized.
4. Zaitsev's method. It is based on the addition of ready-made syllables written on cubes. Suitable for preschoolers. The method is popular, but is not officially used in schools.
5. Montessori system. Children first learn to write letters using frames and special inserts, and then learn the letters themselves and the corresponding sounds.

In Doman’s method, whole words are studied at once, while in Zaitsev’s, syllables plus words are studied, so if you choose these methods, the stage of teaching syllable division merges with the letter stage. When your child knows the names of some letters and sounds and has a good vocabulary, you can incorporate the following exercises into your lessons.

A set of games and exercises

Taking into account the existing stages and methods of teaching reading, you shape the entire educational process. After the child has learned letters and sounds, you can begin to teach the child to read syllables. It is best to conduct classes in a playful way - this will make the preschooler more comfortable, and it will also increase interest in reading in general.

So, what games can be used in the learning process?

1. Game “How many syllables - so many steps!” First, you should teach your child to hear syllables in words and pronounce them. You need to explain to him that the number of syllables in a word is equal to the number of vowels (you can remind him that vowels are sounds that “can sing,” and sing these sounds with him). Start this game with simple words with one or two vowels, preferably repeated: mom, dad, Sasha, hall, garden; table, yard, milk, etc. When you repeat all the vowels separately, gradually complicate the game, including words with different sounds: summer, Vova, heaven, Luntik, etc.
2. "Adventurers". It is pointless to explain to children 5 years old the rules for attaching sonorant sounds to syllables, as well as transferring consonant letters to other consonants, as in the word no-ski. Use games to remember specific syllables. Draw a poster with a map of a fictional city. At each station, draw syllables in a frame with a bright felt-tip pen, start with simple ones: at station 1 - MI, at station 2 - SHA, at station 3 - DE, at station 4 - YES. Give your child a car and travel around the city with him. Ask him to name the syllables; for each correct answer, give him a chip. Reward for completing the entire game with a medal. Make several of these posters with different stations and syllables.
3. "Magnets". An effective game if you set out to teach your child to divide not only simple but also complex words into syllables. Buy letter magnets and attach them to your refrigerator or magnetic board. Together with your child, make up a few words every day using syllables from magnets. This could be some kind of code to get an extra 10 minutes of watching a cartoon. Or the trick “divide the word BA-NAN into syllables and get a banana.” Make up a complex word, for example the surname - ALEXEEVS. And ask the child to divide it into syllables. Help if he doesn't succeed.
4. "House-man-vegetable." Cut out several houses and glue them to whatman paper. Each house will have a name, for example MA or TO. Cut out the little men and give each a name beginning with the syllable that the houses are named with (Masha and Tom). Ask your child to correctly connect the person and the house using the first syllable. Then Masha and Tom will go to the store and buy fruits or vegetables starting with the syllables “ma” and “to” (tangerines, tomatoes). Cut out or draw a store with various products.
5. "Write in the sand." We learn to write letters on multi-colored semolina. Children like to draw in the sand; you can buy multi-colored sand in the store, or paint semolina, put it on a tray and show your child how to write various letters and syllables. This develops fine motor skills and creativity.
6. “Combine the syllables into words.” You can gradually move on to more complex exercises. Write syllables on cards and ask them to form a word. Suggest short words first, then long ones. Make a pyramid of words: the shortest word is at the top, and the longest at the bottom.
7. “I’m following the trail.” Write words on A4 sheets of paper, distribute the sheets throughout the apartment, and at the finish line put a prize (a toy, a ticket for attractions), ask the child to follow in the footsteps. Stepping on each one, he needs to name the word syllable by syllable. You can also write individual syllables so that with each step the child gets a new word. By performing this simple but interesting exercise, the child will learn to connect syllables.
8. “Find another word in the word.” DID (dinner, gave), GARDEN (city, clan), etc.
9. Texts for reading to preschoolers. Small texts from which a child can begin to read syllables in words. Use rhyming texts and pure sayings (“Mom washed the frame”, “We have fun in the village”). First, the child must remember the entire phrase, and then divide it into syllables.

Remember: play is an optional activity, so don’t force your child to do something he doesn’t want, but rather motivate him or reschedule the activity for another time. The more colorful the game is designed, the longer the preschooler will be occupied with it, and the better the results will be.

Teaching a child to read. We remember the syllables. Learning to read a syllable. Merging letters into syllables. Syllable fusion. How to teach a child to read syllables. Transition from letter to syllable.

Currently, the market for children's educational literature is filled with a variety of alphabet books and primers for preschoolers. Unfortunately, many authors do not provide guidelines on how to teach reading. The first pages of the manuals introduce children to some letters, then parents are invited to complete tasks together with their children such as “add syllables with the letter A and read them”, “compose, write and read syllables”, and sometimes they do not have such explanations, but simply on the pages syllables appear for reading. But how can a child read a syllable?

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

We find another way to facilitate syllable fusion in the book by Yu. V. Tumalanova “Teaching Children 5-6 Years Old to Read.” The methodological part of the book offers different options for accompanying syllable fusion:

The adult holds one letter in his hands, the child reads, at the same time another letter is brought from afar, and the first one “falls”, the child proceeds to read a new letter,

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

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

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

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

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

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

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

Repeated naming of a syllable by an adult;
- search for a syllable according to the instructions of an adult, followed by naming;
- independent naming - “reading” a syllable.

Of course, the child should be interested in studying. When introducing a child to syllables, you can use short fairy tales composed according to the same principle: a consonant letter, traveling, meets vowel letters on its way, all in turn, and in pairs they sing “songs” - syllables. A consonant letter can “go to the forest to pick mushrooms”, can “ride the elevator”, can “visit girlfriends - vowel letters” and much more that your imagination is capable of. You can make large letters cut out of colored cardboard with faces and handles, then the vowel and consonant letters also “take hands and sing a song together” (syllable). Don't think that you have to make up such tales for each consonant letter. The child will soon be able to tell tales about syllables himself, and will be able to name even new syllables by analogy with those he has already mastered reading.

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

After the child’s initial familiarization with syllables that can be formed using a consonant, it is necessary to create situations where the child will look for the syllable given by the adult. Write the syllables on separate pieces of paper and place them in front of the child:

Ask to bring a “brick” of KA, or KO, or CU, etc. on a truck;

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

Play “postman” - deliver “letters”-syllables to members of your family, for example: “Take it to grandma KU”, “Take a letter to PE for dad”, etc.;

Lay out the syllables on the floor, “turn” the child into an airplane, and command which airfield to land on.

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

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

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

Always after completing tasks to find a syllable, ask the child what syllable it is (but not “Read what is written!”). In these learning situations, the child only needs to remember the task with which syllable he completed; you yourself named this syllable when you gave the task. If the child cannot remember a syllable, offer him a choice of several answer options: “Is this GO or GU?”, “LE? BE? SE?”. This way you will protect the child from forced letter-by-letter analysis of a syllable ("G and O, will... Will... Will..."), which will cause negative emotions in him, as it will complicate the reading process. Children who get used to “seeing” individual letters in a syllable and trying to “put them together” often for a long time cannot move on to syllabic reading and reading whole words; “putting together” words from letters does not give them the opportunity to increase their reading speed.

Is it worth learning all the syllables with equal persistence? No! Pay attention to syllables that are rarely found in the Russian language (usually with the vowels Yu, Ya, E); do not insist on confident reading of these syllables if the child has difficulty remembering them. The words RYUSHA, RYASA, NETSKE and the like are not so often found in books!

A unique screen for success in teaching a child to read can be the Syllable House, which the child himself will “build” as he learns fusion syllables. To make it you will need a large sheet of paper (whatman paper, wallpaper), felt-tip pens or paints, glue and colored paper or cardboard. On a large sheet of paper you need to draw the “frame” of the house: write the vowels below horizontally (you can depict them in arched entrances), write the consonants vertically from bottom to top in the order suggested by your alphabet or primer (it will be more interesting if the consonants the letters will “stand on balconies”). The frame is ready. Now, on separate pieces of paper - “bricks” - write the syllables you are currently studying. Ask your child to find the syllables according to your assignment, determine the place of this “brick” in the house (horizontally - “floor”, vertically - “entrance”), glue the syllable in its place. Now, after practicing with a group of syllables, you can paste them into this house. This way the house will grow floor by floor, and the child will see his progress in mastering reading.

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

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

Search for a syllable according to instructions (adult names, child finds, shows, names);

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

Reading syllables with completion of the word (KA - porridge, KU - chicken,...);

In the future, using the table, you can guess words for the child, showing them syllable by syllable, or the child, according to his own plan or the instructions of an adult, will be able to compose words himself. In such a table, the child will see the absence of some “bricks” - ZHY, SHY, CHYA, SHCHYA, CHYU, SHCHYU. Perhaps this will be the first step in mastering Russian spelling.

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

When performing such a task, a natural possibility arises of repeatedly naming a syllable, and therefore memorizing it. Work on the task sequentially: first one syllable, then another... First, show and name the syllable yourself, determine the color to paint it, then, when the child finds and paints the corresponding detail of the picture, ask what syllable is written here.

Syllable + picture

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

The child is asked to connect the picture with the syllable with which its name begins.

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

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

You can create such tasks yourself: use the syllables you have previously written and match them with corresponding pictures from any board game or lotto.

The most difficult ones when teaching preschoolers to read are the merging syllables, which we talked about above, but in the Russian language, in addition to merging syllables, there are other types of syllables - a reverse syllable (AM, AN...), a closed syllable (SON, CON...). .), a syllable with a combination of consonants (SLO, SKO...). Each of these types of syllables requires special attention when learning; training in naming and reading them is necessary to simplify the further transition to reading with words.

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

When learning to read a closed syllable, invite your child to read pairs and chains of such syllables that are similar in the merger they contain (VAM - VAS - VAK - VAR - VAN, etc.) or in the “read” consonant (VAS - MAC - PAS, MOS - ICC, etc.). Similar work must be carried out when learning to read syllables with consonant clusters (SKA - SKO - SMU - SPO, SKA - MKA - RKA - VKA - LKA, etc.) Exercises of this content, which are presented in the textbook you have chosen, may be It’s not enough, you can create such chains yourself. Sometimes children do not like this type of work because of some of its monotony; in this case, offer not only to read the syllable, but also to finish it to the word (SKO - soon, MOS - bridge...). This exercise is not only fun, but also develops the child’s phonemic awareness, and will also contribute to meaningful reading of words in the future.

So, when learning to read a syllable, remember!

A feature of preschool children is their physiological unpreparedness to learn the rules of syllable fusion and their use in reading.

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

If a child has difficulty naming a syllable, offer him several answer options to help, thereby preventing him from switching to letter-by-letter reading of the syllable.

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

The pace of mastering syllables should correspond to the child’s capabilities. It is better to master a smaller number of consonants and corresponding syllables, but to automatically recognize and read the syllables.

The skill of reading syllables of different types contributes to the fastest learning of a child to read whole words.

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