Teaching reading to preschoolers in a playful way: for a child who does not want to study. Lesson summary on reading and speech development

• Does your baby absolutely not want to look at the letters in the alphabet?
• Is your child about to start first grade, but can he be forced to read only under pain of being “excommunicated” from the computer?
• Don’t know how to organize classes with a preschooler in such a way as to save your nerves and not completely discourage his interest in reading?

These and other problems in teaching preschoolers to read can be solved by organizing classes in game form. For preschool children, play is the leading form of activity. Therefore, engage with your preschooler by playing different games, is the simplest and effective method teach him to read.

Before we talk about what games are best to play with your child when learning to read, let’s give a few general advice on organizing classes.

1. Exercise regularly! Let the classes be short (5-10 minutes), but daily. This is much more effective for preschoolers than 45-minute lessons once a week.
2. Exercise everywhere. To learn to read, you don't necessarily have to sit your child at a table with books. You can learn letters in the park while taking a walk, drawing them with chalk on the asphalt or looking at signs, helping mom make cookies in the shape of letters, or studying license plates of cars in the parking lot, etc.
3. Exercise when your child feels well: he has slept, is active and is ready for new games and activities.
4. Constantly create situations of success for your child, praise him more often, focus his attention on what he has accomplished, and do not dwell on failures. Classes should be a joy for the child!

And one more thing you definitely need to know when starting to learn to read is in the article on.

What games can you play on different stages teaching preschoolers to read?

1. Studying letters.

If a child has trouble remembering letters, the best way to learn them is to “revive” them, to create a vivid association with each letter. You and your child can come up with what this or that letter looks like, or use a variety of materials from the Internet and modern alphabet books.

For example, bright, memorable images of letters for children can be found in Elena Bakhtina’s primer (this book contains not only colorful pictures and recommendations on how to tell a child about each letter, but also colorful templates - letters from this primer can be cut out and played with) .

On the Internet, you can find a lot of coloring pages for children with letters similar to this or that object.

It is also useful in the process of learning letters to repeat short verses that help you remember each letter:

Do you see the tail at the end?
So this is the letter C.

The letter B is like a hippopotamus –
She has a big belly!

G looks like a goose -
The entire letter was bent.

D - a tall house with a roof!
This is the house we live in.

And the poor letter Y
He walks with a cane, alas!

In my work, I use various “reminders” that children associate with one or another letter. You can actively use them in home lessons or come up with your own.

It is very useful to have a special notebook or album in which the letter you have learned will “live” on each page. In this album you can also teach your child to write, paste pictures with words on the desired letter, add poems and coloring pages, creating a selection of materials for each letter. Children are very fascinated by the process of joint creativity, so actively involve them in creating such an album.

Another option is to make a letter house. Choose any size: it can be very small, made from a couple of cardboard sheets, or huge, as tall as a child. The main thing about it is the special pocket windows for letters. In each “apartment” of the letter house, place a letter with your child. To do this, you will need cardboard letters slightly smaller than each window. Mark in any way which apartments already have “residents” and which ones are still empty.

Attach the already learned letters to the outside of the windows (using paper clips) and invite the child to arrange pictures with words into the studied letters in the windows. For example, “treat” the letters: give the child images of products that he must distribute to the desired “apartments”: put a watermelon/apricot in the window with the letter A, a loaf, an eggplant - in the window with the letter B, waffles / grapes - with the letter B and etc.

Similarly, you can visit letters with fairy-tale characters(Pinocchio - to the letter B, Thumbelina - to the letter D, Mowgli - to the letter M, etc.), “dress” the letters (attribute the T-shirt to the letter F, jeans to the letter D, pants to the letter W, etc.) .

The main goal of this game is to teach the child to identify the first letter in a word and easily recognize letters already completed.

Various lotto and domino games are also great for learning letters. It is better to use lotto without picture prompts, this way learning will be much more effective. You can easily make such a lotto yourself. To do this, prepare sheets with 6-8 pictures on each and cardboard cards with in the right letters. Let the child draw cards, read the letters and show which player has the picture for the dropped letter.

2. Add the syllables.

Teaching your child to form syllables may take a little longer than learning letters. The child will have to repeat various syllables many, many times before he masters this skill. So that learning is not a burden for him, but a joy, we continue to play with him. Only now we are playing games with syllables. the main task This stage is to teach the child to pronounce two letters together.

Apart from syllable lotto, which can be made using the same principle as letter lotto, you can use other homemade games for children to teach them how to add syllables.

— Adventure games (“tracks”).

Adventure games have been and remain one of the most exciting games for children. To make such a game with syllables, take a playing field from any board game. Write various syllables in the empty cells/circles (write in more of those that are difficult for the child). Then play by normal rules: roll the dice and go through the squares, reading what is written on them. This way, the child will be able to read fairly long passages with syllables that he would “overcome” in a regular primer with great difficulty.

By analogy with adventure games, you can make various tracks with syllables on which different vehicles: who will complete the track without mistakes and as quickly as possible. To do this, you will need cardboard / Whatman paper on which a route with syllables will be drawn, and toy cars/ trucks / trains / airplanes. Remember that it is very easy to captivate children by adding a competitive aspect to the lessons.

— Games “Shop” and “Mail”.

Prepare coins - circles with written syllables, as well as goods - pictures with products / things that begin with these syllables. You play first as a seller: invite your child to buy something from you on the condition that he will offer the correct coin for the selected product (for example, he can buy cabbage for a coin with the syllable KA, kiwi for a coin with the syllable KI, corn for a coin with the syllable KU, etc.).

Then you can switch roles: you are the buyer, the child is the seller. He must carefully monitor whether you are giving the correct coins for the selected product. Sometimes make a mistake, let your child correct you. The buyer can also be any toy; invite your child to teach her how to correctly name coins with syllables.

Very similar game- “Mail”, only instead of coins you prepare envelopes with syllables, and instead of goods - pictures with animals or fairy-tale characters. The child will be a postman, he must guess from the first syllable written on the envelope who the letter needs to be delivered to. In this game, it is best to read syllables that begin with the same consonant, so that the child does not guess the recipient by the first letter.

— Houses with syllables.

Draw several houses, write one syllable on each. Place the houses in front of the child. After that, take several figures of people and, calling the name of each of them, invite the child to guess who lives in which house (Vasya needs to be placed in the house with the syllable VA, Natasha - with the syllable NA, Lisa - with the syllable LI, etc.) .

Another option for this task: let the child come up with names for the little men, place them in houses and write the first syllable of the name on each of them.

Prepare cardboard cards with syllables, cut them into two equal halves horizontally. The child must put these “puzzles” together and name the resulting syllables.

Take several cards with two-syllable words (for example, FEATHER, VASE, CLOCK, FISH). To the left of the picture, place the first syllable of the word. You need to read it clearly, and the child must choose the last syllable correctly. 3-4 possible endings are laid out in front of the child.

More games for learning to read by syllables are in the article on.

3. Read words and sentences.

Learning to read words (and then sentences) presupposes that preschoolers are already actively working with books, but this does not mean that we stop playing in class. On the contrary, “dilute” learning with games as often as possible, switch from one type of activity to another so that the child gets less tired and learning goes more efficiently. Remember: it is not enough to teach a child to read, it is important to instill in him a love of reading.
What games can be offered to parents of preschoolers at this stage of learning to read?

Lay out a trail of words in front of your child. Invite him to choose only “edible” words (or things that are green / things that have round shape/ only “live” words, etc.). If the track is long, you can take turns reading the words with your child.

Place cut out traces with words around the room (you can use ordinary sheets). Invite your child to walk from one end of the room to the other following these tracks: you can move further only by reading the word you are standing on. The child walks on them himself or with his favorite toy.

- Game "Airport" or "Parking".

In this game we train the attentiveness of preschoolers. Prepare several cards with very similar words so that the child does not guess the words, but carefully reads them to the end (for example, MOUTH, HORN, GROWTH, HORNS, ROSE, MOUTH, DEW). Place the cards around the room. These will be different airports/parking spaces. The child picks up an airplane (if you play airports) or a car (if you have a parking lot), after which you loudly and clearly call out exactly where he needs to land/park.

— Chains of words in which only one letter changes.

Prepare sheets of paper or an easel. Start writing a chain of words one at a time - change only one letter for each subsequent word, this will train your child to attentive, “tenacious” reading.

Examples of such chains:

• WHALE - CAT - MOUTH - ROS - NOSE - CARRYING - DOG.
• BOARD - DAUGHTER - NIGHT - KIDNEY - KIDNEYS - BARRELS - BARREL - HUMMUM.

Games with a ball, with your favorite toys, to school, hospital or kindergarten - include all this in the process of learning to read. Actively come up with games yourself. Consider what your child is interested in and use that when you sit down to read with your child. Does your daughter love princesses? Ride a carriage along paths with letters/syllables/words. Does your son love superheroes? Make a training track for his favorite character. Invite your child to play school and teach his teddy bear to form two letters into a syllable.

Change the games, carefully monitor what your child likes and what he gets tired of quickly, and then learning will be a joy for you and him! Remember that it is not at all difficult to interest preschoolers; they love to play and will be happy to help you come up with new games during the learning process.

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

Tatiana Silantieva
Reading lesson fiction

Fiction reading lesson

"Journey to a Fairy Tale" (senior group)

Target: creating a positive emotional atmosphere and good mood within means fiction.

Tasks:

Educational:

Introduce children to Russian folk tales "Sister Fox and Gray Wolf" in audio processing.

To develop children’s need to listen and tell stories.

Developmental:

Improve speech and motor activity of children.

To develop children’s ability to construct complete, expressive answers to questions about the content of a fairy tale they have read, and to recognize the characters of familiar fairy tales.

Improve intonation expressiveness of speech, enrich vocabulary, develop sound culture speeches, interest in small folklore genres.

Educational:

Arouse interest in your favorite fairy tale characters.

Cultivate an emotional response to well-known and beloved fairy tales.

Vocabulary work:

Rocker, tub, ice hole.

Equipment:

Laptop

Presentations "Fairy Tale" "Sister Fox and Gray Wolf",

“Parcel” box

Cut pictures for Russians folk tales in envelopes

Preliminary work:

Reading a fairy tale.

Fairy tale dramatization.

Board games.

Drawing fairy tale characters.

Progress of the lesson:

Organizing time

Children sit on chairs in front of a laptop screen (screen).

Educator:

Guys, we have guests. Let's say hello to the guests.

Do you love fairy tales?

Children. Yes. We love you.

Educator:

A fairy tale is an amazing, magical world in which the most extraordinary miracles and transformations occur.

Who writes Russian folk tales? (Russian people.)

What Russian folk tales do you know? (List.)

Do you want to find yourself in a fairy tale?

Let's say magic words. (in chorus)

Crabble, crabble, boom!

And they circled.

The teacher turns on the music.

In the morning a package was brought to our group

Let's see what's in it. (Open.)

There is a book in it! (Take it out and show it to the children.)

Who guessed what the fairy tale is called? ( "Sister Fox and Gray Wolf".)

They pronounce the name of the fairy tale in chorus.

Do you want to listen to a fairy tale? (Yes.)

Let's sit down on the chairs.

Educator: “Listen carefully, memorize carefully”:

“A fairy tale is knocking on our door.

Let's tell the fairy tale - come in.

This is a saying guys

There will be a fairy tale ahead."

Listening to an audio story "Fox - sister and gray wolf" (presentation).

Did you like the fairy tale?

Let `s have some rest.

Fizminutka

Let's check your posture

And let's bring our shoulder blades together (children bring their hands together behind them)

We walk on our toes (walking on toes)

And then on your heels. (walking on heels)

Let's go softly, like little foxes, (depict a fox walk)

And like a clubfooted bear, (depict a bear walk)

And like a little coward, (bend over, palms to head)

And like a gray wolf-wolf. (set bent arms and show "claws")

Here is a hedgehog curled up into a ball, (sit in a deep squat - like curling up)

Because he was cold.

The hedgehog's ray touched (touch the children with your hand)

The hedgehog stretched sweetly. (stretch)

Sit down on the chairs.

Conversation with children on the content of the fairy tale.

1. What is the name of the fairy tale?

2. Who are the main characters in the fairy tale? (Fox, wolf)

3. Why did the fox deceive the grandfather (Because it is lazy, cunning, hungry, but does not want to go hunting to catch mice. It’s cold, winter.)

4. How did the fox deceive the grandfather? (Children's answers.)

5. Who else was deceived by the fox? (Wolf.)

6. How did the fox deceive the wolf? (She said that you can lower your tail into the hole and say sentences.) Let's look at the ice hole (slide). An ice hole is a hole in the ice on a river.

-Let's say in unison: ice hole. (Say the word in unison "ice hole")

7. What did the wolf say when he caught fish? (Catch, fish, both small and large).

-Let's say it in unison, like a wolf: .

Now boys tell me how wolf: “Catch, little fish, both small and great”.

8. What did the fox say when it walked around the wolf? (-Clear, clear the stars in the sky. Freeze, freeze the wolf's tail.)

Now girls tell me how fox: “Be clear, make the stars in the sky clear. Freeze, freeze wolf tail".

9. What happened when the wolf tried to pull his tail out of the river? (The tail froze.)

10. What did the wolf think? (How many fish I caught.)

11. Who came to the river in the morning? (Women.)

12. What did they use to beat the wolf? (Some with a bucket, some with a rocker.)

Let's take a look at the rocker (slide). A rocker is a wooden arch with hooks on which buckets are hung.

-Let's say in unison: rocker. (Say the word in unison "yoke".)

13. What was the fox doing at that time? (Climbed into the house)

14. Where did the fox get its head? (In a tub.)

Let's look at the tub (slide). A tub is a wooden bucket.

-Let's say in unison: tub. (Say the word in unison "tub".)

The fox got his head into a tub of dough and got all dirty.

15. -The fox and the wolf met again.

How did the fox deceive the wolf again? (Guiding questions if children cannot answer.)

What did the fox say while riding the wolf? (The beaten one is not lucky, the beaten one is not lucky.)

16. What kind of wolf is in this fairy tale? (Stupid, gullible, simple-minded)

17. What can you say about the fox? (If they don’t say, then ask: “What kind of fox?”) (The fox is cunning, trickster, deceiver)

18. Why is this cheat and deceiver called so? kindly: fox-sister? (She is beautiful, charming, not evil, red-haired)

19. Let us remember what the wolf and the fox said at the ice hole (slide).

Andrey, you will be a wolf, and Lisa will be a fox.

Let's clap for the artists.

And now Lyosha will be a wolf, and Veronica will be a fox.

Put hats on boys and girls

Let's clap for the artists.

Educator:

Guys, do you know Russian folk tales well? Let's check it now!

Name a fairy tale.

(A game "Name a fairy tale" presentation showing episodes from friends of R. n. fairy tales)

Well done, you know Russian folk tales well!

Turn on the music:

There's more in the magic package!

Get a gift for the children.

Publications on the topic:

"Dream." Lesson on reading fiction in the second junior group"DREAM". Lesson on reading fiction in the second younger group“1” Goal: To introduce children to the fairy tale “Drema”. Help me understand.

Annual thematic planning for reading fiction in the second junior group FICTION Objectives educational activities-Enrich the experience of listening to literary works through various small forms.

Summary of a lesson on reading fiction “Puss in Boots” Eresekter tobynda yimdastyrylan ou is-reketinі tehnologii kartas Bіlim.

GCD summary for reading fiction. Poem by Y. Akim “Mom” NOTE ON SPEECH DEVELOPMENT “Reading fiction.” Poem by I Akim “MOM” Objectives: - evoke a joyful emotional feeling.

Summary of educational activities for reading fiction in the middle group “Travel through Fairy Tales” Goal: To systematize children’s knowledge about fairy tales through a game - a journey. Program content Educational objectives: -continue to introduce.

Notes on reading fiction Notes on reading fiction in a preparatory group for school on the topic: K. Ushinsky “The Blind Horse.” Purpose: Summing up.

Summary of a lesson on reading fiction in the middle group “Fairytale Journey”. Municipal autonomous preschool educational institution"Kindergarten combined type No. 26 Ship" Lesson notes on.

ECD for reading fiction “Like an ant hurried home” Summary of GCD for introducing children to fiction in middle group general developmental orientation Conducted by: teacher Zakutyaeva.

Long-term planning for reading fiction for the first junior group Month Name of the work October 1. Reading the nursery rhyme “Water, water” 2. Playing out the nursery rhyme “Chicky-chicky-chickalochka...” 3. Learning the nursery rhyme.

Long-term lesson plan for reading fiction in the middle group September 1 Memorizing the poem “Gifts of Autumn” by E. Trutneva 2 Retelling the fairy tale “The Little Goats and the Wolf” October 3 Familiarization with small folklore.

Image library:

Current problem modern society- introducing children to reading. It's no secret that already in preschool age Many children prefer watching cartoons to listening to fairy tales, computer games. Naturally, it will be difficult for such a child to fall in love with reading even at school. Meanwhile, literature is a powerful means of intellectual, moral and aesthetic education. It enriches children's speech and emotions, forms humane feelings, and provides the opportunity for reflection and fantasy. On the part of adults, it is extremely important to promptly arouse the preschooler’s interest and love for the book, to open the reader in the child. And the first stage here will not be the library, but the activity of the teacher, his pedagogical skills.

Why do preschoolers need fiction?

The tasks of reading fiction with children of the middle group include:

1. Forming in children the idea that books contain a lot of interesting and educational information.
2. Deepening knowledge about illustrations and their meaning in the book.
3. Formation of the skill of moral evaluation of a work.
4. Developing the ability to empathize with heroes.

In the middle group, children understand that they can learn a lot of interesting and educational things from books.

IN senior group The list of tasks is expanding:

1. The teacher teaches preschoolers to listen to large works (by chapters).
2. The teacher encourages children to express an emotional attitude to what they read, talk about their perception of the characters’ actions, and reflect on the hidden motives of their behavior.
3. Develops a sensitive attitude towards artistic expression, the ability to notice vivid descriptions, epithets, comparisons, feel the rhythm and melody of a poem.
4. Skill building continues expressive reading poems, role-playing.
5. The concept of genre is explained in a form accessible to children, genre features fairy tales, stories, poems.
6. Preschoolers learn to compare illustrations by different artists for the same work.

No poetry in kindergarten no event is spared

The tasks of the preparatory group include:

1. Improving the ability to understand the expressiveness of language work of art, the beauty of the poetic word.
2. Development of a sense of humor in preschoolers.
3. Developing the ability to put oneself in the place of a literary character.
4. Development of expressive reading skills, dramatization of a work (manifestation of emotions through intonation, facial expressions, gestures).
5. Deepening the concept of “genre”, developing the ability to distinguish between them.

How to Plan and Conduct a Fiction Reading Lesson

In order to competently structure a lesson to introduce children to any literary work, the teacher needs to think through a lot.

What techniques and methods can be used

In a class on reading fiction, the teacher uses the following methods:

1. Reading by the teacher from a book or by heart. This literal rendering of the text preserves the author’s language and best conveys the nuances of the prose writer’s thoughts.
2. Storytelling (retelling). This is a freer transfer of content: the teacher can rearrange words and replace them with synonyms. But this form of storytelling gives more possibilities to attract children's attention: You can pause once again, repeat key phrases, etc.
3. Dramatization is a method of secondary acquaintance with a literary work.
4. Memorization or retelling of text by preschoolers (depending on the genre of the work).

To make the lesson successful, you need to consider the following:

1. The lesson should be emotionally rich. First of all, this concerns the teacher’s manner of speech, which should convey the character of the work and influence the minds and feelings of the children. Children should see the teacher’s interested face, his facial expressions and articulation, and not just hear his voice. To do this, he must look not only at the book, but also at the faces of the children to see their reaction.
2. Prose works (fairy tales, short stories) can be told rather than read. As for poems, they are usually read in a voice of medium volume (although some need to be told quietly or, conversely, loudly) and slowly so that preschoolers understand what is being said.
3. To make the lesson more complete, you can include audio recordings (for example, where K. Chukovsky himself reads his poetic fairy tales).
4. During the reading process, there is no need to distract students with disciplinary remarks: for this purpose, the teacher can raise or lower his voice or pause.

Children should see the teacher’s interested face, see his facial expressions while reading

Repeated reading contributes to a better understanding of the content of a work and the assimilation of expressive means of language. Short texts can be repeated immediately after the initial reading. For larger works, some time is required to comprehend, and then the teacher rereads individual, especially significant parts. You can remind children of the content of the material after some time (2–3 weeks), but short poems, nursery rhymes, and stories can be repeated often (for example, on a walk, during routine moments). Usually children like to listen to their favorite fairy tales many times and ask the teacher to tell them.

How to explain unfamiliar words to children

The teacher must explain to preschoolers the meaning of unfamiliar words in the work. This technique provides a complete perception literary text: the characters of the heroes, their actions. Here you can use various options: during the course of the story, stop at a word that children do not understand and select synonyms for it (for example, bast hut bunny - means wooden; an upper room is a room), explain unfamiliar words even before reading begins (for example, before telling the fairy tale “The Wolf and the Seven Little Goats,” the teacher shows a picture of a goat, pronounces the phrase: “Milk flows down the mark, and from the mark down the hoof” and clearly explains , what is an udder in an animal).

Illustrations will help explain the meaning of unfamiliar words

However, not all words require detailed interpretation: for example, when reading “The Tale of the Fisherman and the Fish” by A. Pushkin to older preschoolers, it is not at all necessary to dwell in detail on the phrases “pillar noblewoman”, “sable soul-warmer” - they do not interfere with understanding the content of the work. Also, you don’t need to ask the children what is unclear to them in the text, but if they are interested in what a word means, you need to give the answer in an accessible form.

How to properly conduct a conversation with children on a read work

After reading the work, you should conduct an analytical conversation (this is especially important in older preschool age). During the conversation, the teacher leads the children to evaluate the actions of the characters and their characters. There is no need to strive for children to simply reproduce the text in detail: questions should be thoughtful, promoting a better understanding of the meaning and deepening emotions. The content should not be separated from the form: it is imperative to pay attention to genre, linguistic features

(for example, focus children’s attention on the repeated appeals “Little goats, kids, open up, open up!” or name which epithets refer to a fox, wolf, hare in a certain fairy tale).

• Examples of questions to identify emotional attitudes toward characters:
• Which of the fairy tale characters did you like most and why?
• Who would you like to be like?

Who wouldn't you be friends with?

• Questions to identify the key meaning of the work:
• Who is to blame for the fact that the mother sparrow lost her tail (M. Gorky “Sparrow”)?

Why is the fairy tale “Fear Has Big Eyes” called that?

• Questions to discover motive:
• Why didn’t Mashenka allow the bear to rest on the way to her grandparents (“Masha and the Bear”)?
• Why did mother turn into a bird and fly away from her children (Nenets folk tale “Cuckoo”)?

An analytical conversation is especially necessary when reading works about nature or human labor (for example, S. Marshak “Where did the table come from”, V. Mayakovsky “Horse-Fire”, S. Baruzdin “Who built this house?” and others).

With children you need to discuss and analyze poems dedicated to human labor

The teacher should not move from the content of the book to moral teachings and moral discourse about the behavior of individual children in the group. It should only be about actions literary heroes: the power of an artistic image sometimes has a greater impact than notations.

How to memorize poems with children using mnemonic tables

To memorize poems and retell fairy tales, it is good to use mnemonic tables. They represent a schematic representation of the plot of the work in the form of a series of pictures. This technique, which makes it easier to memorize text, can be practiced from the middle group.

Photo gallery: mnemonic tables for preschoolers

The key events of the fairy tale are presented in the form of diagrams. The poster schematically depicts the main characters (girl, bear) and key points narratives (forest, hut, pies, box) Each schematic picture corresponds to a line of the poem

How to show illustrations to children

A deeper understanding of the text and the artistic images contained in it is facilitated by examining the illustrations. The method of using visuals depends on the age of the preschoolers and the content of the book. But in any case, the perception of text and pictures should be holistic. Some books consist of a series of pictures with captions (an example of this is A. Barto, “Toys” or V. Mayakovsky, “Every page is either an elephant or a lioness”) or are divided into individual chapters(“The Snow Queen” by H.-H. Andersen. In this case, the teacher first shows the picture and then reads the text. If the work is not divided into parts, then you should not interrupt the story by showing illustrations: this can be done after reading or shortly before it (looking at the book will arouse interest in the plot in preschoolers). When reading educational literature, the picture is used to visually explain information at any time.

Both younger and older preschoolers always look at illustrations to works with great interest

General structure of a reading lesson

The structure of a lesson in reading fiction depends on its type, the age of the students and the content of the material. Traditionally there are three parts:

1. Acquaintance with a work whose goal is correct and emotionally rich perception.
2. A conversation about what has been read, aimed at clarifying the content and linguistic means of expression.
3. Repeated reading of the text (or its key episodes) to deepen perception and consolidate the impression.

Types of Reading Activities in Kindergarten

There are several types of classes for reading fiction with preschoolers:

Motivating start to class

The key task of the teacher is to prepare preschoolers to perceive the work and motivate them to listen. Various methods are used for this.

The appearance of a game character

In younger and middle ages, it is better to start classes with a surprise moment with the appearance of a game character. He is always with the content of the work. For example, this is a fluffy plush kitten (V. Berestov’s poem “Kitten”), a funny yellow chicken (K. Chukovsky’s fairy tale “Chicken”), a Masha doll (Russian folk tale “Masha and the Bear”, “Three Bears”, “Swan Geese” "and others where a little girl appears).

The toy conveys the mischievous character of the kitten from the poem of the same name by V. Berestov

The teacher can show the kids a magic chest in which the heroes of the fairy tale find themselves. As a rule, these are works where many characters appear (“Turnip”, “Teremok”, “Kolobok”).

Message from a hero

You can also use the motive of the letter - a message comes to the group from the brownie Kuzenka. He says that he lives in a kindergarten - he guards it at night, and during the day he really likes to listen to the children sing songs, play, and play sports. And so Kuzya decided to give the children a gift - to give them his box of fairy tales. Now, at any time, kids can get acquainted with a new fairy tale which the teacher will read to them.

Brownie Kuzya gives the kids his box of fairy tales

Preliminary conversation

In older preschool age, to create motivation for reading, you can already use personal experience preschoolers. This could be an introductory mini-conversation connecting life events with the theme of the work. For example, the teacher asks the children whether they like to fantasize. Then everyone discusses together: why do people fantasize at all (to amuse their interlocutor, to please him, etc.). Then the teacher smoothly moves on to reading N. Nosov’s story “Dreamers.” By the way, you can also introduce a game character - Dunno, into a lesson on this topic, because he also loved to invent and compose fables.

Additionally, children can be asked to color Dunno

Another example is when a teacher starts a conversation about a dream. After all, every person has it. The adult asks the children to tell them what they dream about. After this, the teacher leads the preschoolers to the conclusion that in order to fulfill one’s desire one cannot sit idly by, but must work hard and make an effort, although, of course, there are times when luck smiles on a person and the dream comes true on its own, as if by magic. And very often this occurs in Russian folk tales, for example, in the work “At the Pike’s Command” (or another, where magical heroes or things that help the main character appear).

Familiarization with visual materials

To create motivation for reading, the teacher can also start the lesson by looking at a painting, for example, the work of V. Vasnetsov “Three Heroes”. After getting acquainted with this work of art, children will probably listen with great interest to the epic about Ilya Muromets or another Russian knight.

After viewing the brave heroes, preschoolers will be very interested in listening to the epic about Ilya Muromets

Shortly before class, you can interest the children in the colorful cover of the book or its illustrations: children will want to know who is depicted on it and what happened to the characters in the work.

After looking at the illustrations, the children will probably want to know who is depicted in them and what happened to the characters.

Before reading poems about a certain time of year, it is good to take the children for a walk or arrange an excursion to an autumn or winter park.

Examples of lesson notes

Examples of lesson notes can be found here:

• Karanova M.S., “Burik the Bear” (second junior group);
• Romanova N., “Reading and memorizing M. Khudyakov’s poem “Autumn” (middle group);
• Konovalova D.V., “Let's talk about friendship (reading the story by V. Oseeva “Who is the boss”)” (preparatory group).

Options for topics for reading fiction classes

In each age group, the teacher selects interesting topics for classes, focusing on the list of works of fiction recommended by educational programs. Some works may be repeated: if at an early age it is just listening, then at an older age there is already an in-depth analysis, retelling of the text by preschoolers, dramatization, role-playing, etc.

First junior group

• Poem by A. Barto “Bear”.
• Poem by A. Barto “The sun is looking through the window.”
• Russian folk song “The cat went to Torzhok...”.
• Russian folk song “Cockerel, cockerel...”.
• Russian folk tale "Turnip".
• Russian folk song “Like in a meadow, meadow...”.
• Russian folk song “Like our cat...”.
• “Bay-bye, bye-bye, you little dog, don’t bark...”
• Russian folk song “Rabushechka Hen”.
• Russian folk tale “The Little Goats and the Wolf”, adapted by K. Ushinsky.
• Russian folk song “How I love my little cow...”
• Poem by A. Barto “Truck”.
• Poem by S. Kaputikyan “Everyone is sleeping.”
• Poem by V. Berestov “Sick Doll”.
• Russian folk song "Goat-dereza".
• Russian folk song “Egorka the Hare...”.
• L.N. Tolstoy's story “A cat slept on the roof...”.
• The work of S. Marshak “The Tale of a Stupid Mouse.”

  

  Many fairy tales for children can be included at some routine moments (for example, the transition to daytime sleep)

• The story of L.N. Tolstoy “Petya and Masha had a horse...”.
• Poem by K. Chukovsky “Kotausi and Mausi”.
• Poem by A. Barto “Elephant”.
• Nursery rhyme “Oh, you little darling…” (translation from Moldavian by I. Tokmakova).
• Russian folk tale “Teremok” (arranged by M. Bulatov).
• Russian folk song “Ay doo-doo, doo-doo, doo-doo! A raven sits on an oak tree."
• Poem by S. Kaputikyan “Masha is having lunch.”
• Poem by N. Saxonskaya “Where is my finger”
• Poem by P. Voronko “New things”.
• Poem by N. Syngaevsky “Helper”.
• An excerpt from Z. Alexandrova’s poem “My Bear.”
• Poem by V. Khorol “Bunny”.

  

  Khorol's poem about a bunny is very rhythmic, which allows it to be used for motor exercises

• Poem by M. Poznanskaya “It’s snowing.”
• Fairy tale by L. N. Tolstoy “Three Bears”.
• Poem by O. Vysotskaya “Cold”.
• Poem by V. Berestov “Kitten”.
• Poem by A. Barto “Bunny”.
• A. Barto's poem “Who Screams?”
• Fairy tale by V. Suteev “Who said “meow”?”
• German song “Snegirok” (translation by V. Viktorov).
• Poem by A. Barto “Boat”.
• Russian folk song “A fox with a box ran through the forest.”
• “In the toy store” (chapters from the book by Ch. Yancharsky “The Adventures of Mishka Ushastik”, translated from Polish by V. Prikhodko).
• Russian folk nickname “Sun-bucket”.
• The slogan is “Rain, rain, more fun...”.

  

  Calls and nursery rhymes can become the basis for physical education or finger gymnastics

• Russian folk tale “Masha and the Bear” (arranged by M. Bulatov).
• Poem by A. Pleshcheev “Rural Song”.
• “The wind walks across the sea...” (excerpt from A. S. Pushkin’s fairy tale “The Tale of Tsar Saltan”).
• Poem by A. Vvedensky “Mouse”.
• Poem by G. Sapgir “Cat”.
• Russian folk nursery rhyme “Because of the forest, because of the mountains...”.
• Fairy tale by V. Bianchi “The Fox and the Mouse”.
• G. Ball's story "Yellow Boy".
• Poem by A. and P. Barto “The Roaring Girl.”

  

  This poem is useful for working with whiny children, but do not allow others to tease such a child.

• Poem by K. Chukovsky “Confusion”.
• Fairy tale by D. Bisset “Ga-ga-ga” (translation from English by N. Shereshevskaya).
• Russian folk nursery rhyme “Cucumber, cucumber...”.
• Poem “Shoemaker” (translation from Polish, revised by B. Zakhoder).
• Poem by B. Zakhoder “Kiskino grief”.
• Poem by A. Brodsky “Sunny Bunnies”.
• Fairy tale by N. Pavlova “Strawberry”.
• “Friends” (chapter from the book by Ch. Yancharsky “The Adventures of Mishka Ushastik”).

Second junior group

Middle group

Senior group

• Reading the story by L. Tolstoy “The Lion and the Dog.”
• A story on the theme of E. Trutneva’s poem “Summer Flies Away.”
• A story on the theme of E. Trutneva’s poem “Autumn Flies Away.”
• Memorizing the poem by M. Isakovsky “Go beyond the seas and oceans.”
• Retelling of the fairy tale by K. D. Ushinsky “Know how to wait.”
• T. Aleksandrova “Little Brownie Kuzka”.
• Telling the tale of P. Bazhov “The Silver Hoof”.
• Reading the story “Childhood Friend” by Viktor Dragunsky.
• Memorizing the poem by E. Blaginina “Let’s sit in silence.”

  

  Poems and fairy tales teach a child kindness, respect for others, and support curiosity.

• Retelling of V. Chaplina’s story “Squirrel”.
• Telling the Russian folk tale "The Frog Princess".
• Reading the fairy tale “Krupenichka” by N. Teleshov.
• Reading chapters of Astrid Lindgren's story "The Kid and Carlson, who lives on the roof."
• Memorizing I. Surikov’s poem “Here is my village.”
• Telling the Russian folk tale “The Boasting Hare” (adapted by A. Tolstoy).
• Reading the story by N. N. Nosov “The Living Hat.”
• Narration of the work by V. P. Kataev “The Seven-Flower Flower.”
• Memorizing the poem by S. Yesenin “Birch”.
• Telling the Nenets fairy tale “Cuckoo” (arranged by K. Shavrova).
• S. Gorodetsky “Kitten” (reading in faces).
• Retelling of N. Kalinina’s story “About the Snow Bun.”
• Memorizing the poem by M. Yasnov “Peaceful counting rhyme”.
• Telling the Russian folk tale "Nikita Kozhemyaka".
• Reading the work of G. Snegirev “Penguin Beach”.
• Reading chapters from A.P. Gaidar’s story “Chuk and Gek.” Modeling "Puppy"
• Reading the poem by A. Fet “The cat is singing, his eyes are squinted...”.
• Reading the poem by Y. Akim “My Relatives.”
• Telling the folk tale “Sivka-burka”.

  

  Many plots of Russian literature have passed through the years; they were known to the grandparents of today’s children.

• Reading L. Tolstoy’s story “The Bone.”
• Reading excerpts from B. S. Zhitkov’s work “How I Caught Little Men.”
• Memorizing the poem by I. Belousov “Spring Guest”.
• Reading of G. Ladonshchikov’s poem “Spring”.
• Russian folk tale "The Fox and the Hare".
• Retelling of the story “Train” by Y. Taits.
• Telling the Russian folk tale “Fear has big eyes.”

  

  The fairy tale “Fear has big eyes” is essentially psychological

• Reading the work of I. Leshkevich “Traffic Light”.
• Dramatization of an excerpt from the Russian folk tale “Masha and the Bear.”
• Memorizing the poem by G. Vieru “Mother’s Day.”
• Telling the Russian folk tale “The Wolf and the Seven Little Goats.”
• Retelling of the Ukrainian folk tale "Spikelet".
• Reading an excerpt from K. Paustovsky’s work “The Thief Cat.”
• Memorizing the passage “There is a green oak near the Lukomorye...” from A. S. Pushkin’s poem “Ruslan and Lyudmila.”
• Favorite fairy tales of A. S. Pushkin.
• Reading R. Kipling's fairy tale "The Elephant's Child".
• Telling the Russian folk tale "Khavroshechka".

Preparatory group

Fiction reading club in kindergarten

In kindergarten, circle work on reading fiction is often practiced. This direction is very relevant: children's literature today has many “rivals” - cartoons, children's television programs, computer games. They do not require children to think, unlike a work of art. There is also such a paradox: in bookstores there is huge assortment colorful, educational and interesting publications, but reading with your child requires effort, attention and time, which many parents lack. In these cases, the task of introducing preschoolers to books falls on the shoulders of the teacher. And it’s good if, in addition to the works given educational program

kindergarten, he introduces children to other wonderful fairy tales, short stories, epics, poems, as well as proverbs and sayings.

Today, books have many “competitors” in the fight for a child’s attention.

• As for the subject of the literary circle, it can cover: works of various genres (title options: “Visiting a Book”, “Literary Living Room”, “ Magic world
• books");
• only fairy tales (“Fairy tales are good friends”, “Visiting a fairy tale”, “A fairy tale is rich in wisdom...”);

poems (children read them expressively and memorize them).

Club classes are usually held once a week in the afternoon. As an example we can consider and a long-term plan for the work of the “Visiting a Book” circle (designed for three years of study) by teacher E. V. Nazarova. Its peculiarity is that reading literature is combined with Russian folk games of similar themes.

Elizaveta Vasilievna indicates the following tasks of the circle:

• develop in children the ability to fully perceive a work of art, empathize with the characters, and respond emotionally to what they read;
• teach children to feel and understand the figurative language of a work of art, means of expression creating an artistic image, to develop the imaginative thinking of preschoolers;
• develop the ability to recreate artistic images literary work, develop children's imagination, associative thinking, develop children's poetic ear, accumulate aesthetic experience of listening to works of fine literature, cultivate an artistic ear;
• to create a need for constant reading of books, to develop an interest in reading fiction, the creativity of writers, creators of works of literary art;
• enrich the child’s sensory experience, his real ideas about the world around him and nature;
• form aesthetic attitude a child to life, introducing him to the classics of fiction;
• broaden children’s horizons through reading books of various genres, varied in content and subject matter, enrich the child’s moral, aesthetic and cognitive experience;

The goal is to thoroughly acquaint children with children's literature and books, ensure the literary development of preschoolers, reveal to children the world of moral and aesthetic values ​​and spiritual culture accumulated by previous generations, develop artistic taste, and form a culture of feelings and communication.

How to organize an open viewing of a class on reading fiction

One of the important forms of reading work is open classes, during which the teacher demonstrates his innovative experience to colleagues. Novelty can affect various aspects:

• the use of information and computer technologies - ICT (slides depicting episodes of the work, its individual characters);
• retelling a fairy tale by children based on mnemonic tables (this direction always arouses interest);
• Even a physical education session can be innovative - required element most activities (for example, using pebbles to enhance the rhythm; by the way, this technique can also be used when reading poems).

Classes using ICT always look advantageous

An interesting idea is to involve a music director in the event or use audio recordings. For example, in the same fairy tale “Masha and the Bear,” the music will convey how a girl picks mushrooms and berries in the forest, and a bear walks heavily through the forest. Children will simply be delighted with this deep dive into the work.

The finale of an open lesson can also be interestingly played out. For example, children give guests bookmarks for books that they made with their own hands.

An open screening cannot be rehearsed in advance with the group, for example, to memorize poems or work out answers to questions. This is always visible from the outside: children will not be as intrigued as if they were perceiving the work for the first time.

Features of festive and leisure reading events

Various festive events also contribute to cultivating interest in books: literary leisure, entertainment, evenings, quizzes. Their theme may be the work of a specific writer, poet (for example, A. Pushkin, S. Marshak, K. Chukovsky, A. Barto), especially if this is associated with his upcoming anniversary.

A literary event can be timed to coincide with a holiday, for example, Mother's Day, Bird Day, May 9. For this purpose, works of different genres are selected (poems, short stories, episodes from fairy tales, proverbs, sayings), which are played out in an original way.

Association always creates a festive atmosphere various types art - literature, theater, dance, music, art. You can also include sports elements in such leisure activities.

The structure of a literary festival is similar to the structure of a matinee:

1. Grand opening with introductory remarks presenter
2. Show of concert numbers.
3. Demonstration of a book exhibition.
4. Completion.

The parts of the event, in addition to the host, are united by the game characters. They do not allow children's attention to wane.

Recitation of poetry is an integral part of the literary festival

Senior preschoolers can arrange for pupils younger age mini-concert with the reading of nursery rhymes, songs, and poems familiar to children. In this case, it is advisable to use visual materials- toys, pictures, various objects.

An example of a summary of a literary event based on the works of S. Ya. Marshak (author A. G. Chirikova).

Related videos

An introduction to fiction often turns into a small performance in which the children themselves perform.

Video: reading poems by Agnia Barto about toys (junior group)

https://youtube.com/watch?v=3qsyf-eUekI Video can’t be loaded: Excerpt from a lesson in the second junior group in sign language (https://youtube.com/watch?v=3qsyf-eUekI)

Video: storytelling and dramatization of the fairy tale “Teremok” (second junior group)

https://youtube.com/watch?v=206SR1AfGZI Video can’t be loaded: NOOD on fiction in the second junior group on the fairy tale “Teremok” (https://youtube.com/watch?v=206SR1AfGZI)

Video: “Journey through Russian folk tales” (open lesson in the middle group)

Video can't be loaded: Open lesson on the topic: “Journey through Russian folk tales” (https://youtube.com/watch?v=4Xu1mx2qkgk)

Video: lesson-trip based on the fairy tale “Geese and Swans” (senior preschool age)

https://youtube.com/watch?v=yy4HWjo0ZaQ Video can’t be loaded: Integrated lesson-journey through the fairy tale “Geese - Swans” (https://youtube.com/watch?v=yy4HWjo0ZaQ)

Introducing your child to reading should start from a very early age. Besides parents, key role Kindergarten plays in this - the first social institution child. Of course, preschoolers are more listeners than readers. The content of the work of art is conveyed to them by the teacher, who also reveals the idea and helps children feel for the characters. That is why the teacher must be able to interest children in books, being competent in the field of children's literature and high degree possessing expressive reading skills.

Don't expect school to teach your child everything. Just as a mother teaches a baby the first steps, the basics of reading should be laid in the first years of life. You can’t start learning the alphabet from scratch - instill a craving for literature in your child in advance, before he goes to first grade.

Start with speech development

Before learning to read, a child must learn to speak. And the correctness of speech development directly depends on their environment. The more intelligent the parents, the more attention they pay to the younger generation, the easier it is for the child to develop.

Starting the first communications with adults through hooting, the baby gradually tries to imitate the speech sounds that he hears every day. And if at first these are just individual syllables, then already from the age of 2 years of normal development the child can operate with simple sentences.

Further - more, the baby moves on to word forms. And the more actively the parents communicate with the child, the more talkative he will be (in a good way). The main help in the development of a child’s speech will be reading, i.e. books that adults will read aloud to their children.

Develop your baby's interest in reading

Naturally, Small child cannot read on his own. But you can accustom him to communicate with literature from the first years of his life. It is children's books that form the correct speech development of the baby. The more often a child sees a book in the hands of his parents, the more confidence he develops in it, and the faster over time the desire to learn to read independently appears.

Reading should be turned into a kind of ritual - fairy tales, nursery rhymes, lullabies are best perceived before bed. The clearer and more correct the adult’s pronunciation during reading, with emotional connotation, the more memorable the phrases the child will hear will be.

And the clearer the baby’s visual images will appear. And this will further help in learning to read. After all, the better a child thinks in images, the faster and easier he learns.

About the benefits of family reading

And in the future, even magazines and books standing on shelves (and not in the hands of parents) will be associated with positive emotions and attract the child’s attention. In other words, reading books to your child instills a love of literature for life, giving impetus to faster learning independent reading.

In addition, reading to children promotes their spiritual unity with their parents, bringing joy to everyone. And the child develops a feeling of family comfort, which he associates with books. In a family where there is a cult of books, children quickly develop a desire to read.

Read with your children

The best way to prepare your child for independent reading is to read a book while sitting next to your baby. He should see the pages of the book on which the text is written. This will first allow you to visually get used to the letters that involve you in the world of the sacraments.

It’s not for nothing that the first children’s books are rich in colorful illustrations. With their help, you can perceive what you hear in images drawn in the pictures. And when the child will go in first grade and will begin to put letters into words, familiar phrases will already be perceived figuratively, which will make it faster and easier to learn to read.

While reading a fairy tale or nursery rhyme, try to move your child’s finger over the letters so that the baby can see which word you are reading. Visual memory will help with proper learning in the future.

How to properly teach a child to read?

The sooner a child is ready to perceive, the better - when he goes to 1st grade, he should master the basics of reading. Even if the baby goes to kindergarten, where he is taught using a special method, parents should also set aside time for joint activities.

How to approach the process itself correctly so that learning is easy? You cannot teach children by force - everything should happen in a playful way. When choosing a technique, you should also take into account the age at which training began.

But in any case, you shouldn’t learn just letters - you should start with phonetic sounds. It will be easier for the child to associate the written symbol with the sound that he is accustomed to hearing.

Learning is easier if each lesson learned is repeated many times. From the moment you learn sounds to reading syllables, monitor your baby’s clear pronunciation of speech.

Stages of training

Then comes the turn of dull sounds;

Leave the sizzling ones for last.

• Repeat each sound you learn before starting to learn the next one. “Repetition is the mother of learning” - this phrase should become the guiding thread of the entire learning process.
• In parallel with studying sounds, begin to form syllables (and the very first one can be “ma”, which will be close and sincere to the child). Read the syllable together with your baby, as if singing it. The child should have the feeling that the consonant sound seems to be striving for a vowel. This will help you pronounce sounds in pairs.
• Do not try to immediately form the learned syllables into words. Let the child first understand the principle of combining vowels and consonants in pairs. Consolidate your knowledge on simple syllables, gradually moving on to difficult to pronounce ones.
• Having taught your child to form syllables where the consonant sound comes first, proceed to a more complex structure where the vowel comes first (“om”, “ab”, etc.).
• Having become familiar with individual syllables, move the children to reading simple words. Start with those that consist of 2 syllables, then 3-syllables. But the first words that a child reads should be familiar to him and associated with understandable images.

Correct pronunciation is the key to quick learning

Do you know how to teach a child to read quickly? Let him sing every sound and syllable he learns, but do it clearly. When you move on to pronouncing words, at first the syllables should be sung separately, with each subsequent time shortening the gaps between them. And ultimately, the entire word must be sung in one breath.

But so that reading in children is not associated only with singing, the consolidation of the material should take place in normal pronunciation, with clear pronunciation of sounds. At the same time, when you move on to reading sentences, teach your child to take the correct pauses before punctuation marks.

When is the best time to start training?

At what age should children be able to read is a question many parents ask. This, first of all, depends on how psychologically prepared the child is for learning. But it should definitely be said that school should not begin immediately before school, when children are going to 1st grade.

Children can begin to be taught at the age of 3 years, if the child himself expresses a desire to do so. But you shouldn’t force them to sit down with books - this may discourage them from further learning.

The most optimal receptive age at which to prepare for 1st grade is 5 years. And in parallel with reading, children should be taught writing (for now only in printed letters), which will help them consolidate their reading skills.

How do you know when your child is ready?

To understand how to teach a child to read, you must first decide whether the child is ready for such learning. To do this, first test the degree of development of the child.

Training using the Nikitin method

Classics national education The Nikitins' spouses completely moved away from traditional teaching principles, putting forward their own instead. They believe that children should be given complete creative freedom in the classroom. Only then will they become interested in learning.

There is no need to limit the independence of children - they must do all the work themselves. The third rule is a combination of mental exercises and physical exercises (i.e., learning in a playful way).

Involve your child in joint activities– for example, you can prepare study guides together. And then the baby will perceive the material easier and faster. But the main incentive for successful learning is praise for even the most insignificant victory. And you should never focus on mistakes.

Here are the basic principles by which the Nikitins taught their children (and they can be applied to children 3 years old, 5, and 7):

• You cannot impose a certain educational program on a child - he himself chooses which form of game is more interesting to him.
• There is no need to explain the course of the game to your child. Make your studies seem like a fairy tale, where each participant has their own role.
• In the first stages of play-learning, adults are active participants. In the future, when the child gets used to it, he will be able to continue classes on his own.
• A learning child should always be unobtrusively given tasks that will become more difficult at each new stage.
• Don’t dare tell your child – teach him to think for himself.
• If it is difficult for your child to cope with a new task, do not force him - take a step back and repeat what you have learned.
• If you notice that your child has lost interest in the game, or has reached the limit of his capabilities (temporary), stop training for a while. Get back to studying when your baby asks. And he will definitely do this, because... all children love to play.

Nikolay Zaitsev – teaching innovator

Traditional teaching based on the “phonemic-verbal” principle enslaves the freedom of speech of the child being taught and forms complexes in him, inhibiting his development - this is what teacher Nikolai Zaitsev believes.

He developed his own unique technique, more like a game than a lesson. Children move freely around the classroom (room). At the same time, they can jump, run, etc. You can master the educational material in any position - in motion or sitting, lying down. And this should start earlier - from about 3 years old.

All manuals are posted on walls, boards, cabinets, and tables. Usually this is a set of cardboard cubes. They different sizes and different colors. Some faces depict single letters, others – syllables (both simple and complex), and still others – consonants with a soft or hard sign.

Previously, the cubes can be in the form of blanks, which the teacher glues together with the children. In this case, special fillers should be placed inside:

• It is better to put sticks (wooden and plastic) into cubes with dull sounds;
• for ringing sounds, metal bottle caps are suitable;
• Bells will be hidden inside the cubes with vowel sounds.

The cubes should differ in size (both single and double). For soft warehouses - small, for hard ones - large. They also play a certain role here. color solutions– each warehouse has its own shade.

In addition to cubes, tables are also used as aids, where all known warehouses are collected. This allows the child to see the entire volume that is to be studied. And this makes the teacher’s job much easier.

Another point that makes it quite easy to master reading is writing. It must run parallel. Before voicing the sounds being studied (not letters), the child himself must learn to translate them into signs. This can be done in various ways: moving along a sheet of paper with a pencil, across a table with a pointer, or laying out cubes.

Various teaching methods

There are constant debates among teachers about how to properly teach a child to read and what methodology to use. And there are quite a lot of them, and each has both its fans and opponents.

For example, Masaru Ibuki’s motto in education is the phrase known to most: “After 3 years it’s too late.” The Japanese teacher bases his methodology on the belief that children under the age of 3 are the most susceptible to learning, during the period of formation of brain cells.

The method of Pavel Tyulenev, who created his “Mir” system, is also similar. Its main idea is to have time to reveal the child’s potential. The teacher believes that one should start from the first minutes of birth. In his opinion, children can learn to read and write before they can walk.

But no matter what methods of teaching a child have been developed (according to Montessori, Froebel, Lupan, etc.), all teachers agree on one thing - learning should take the form of play and be based on love for children. Knowing how to teach your child to read quickly, you will succeed.

Lesson summary on reading and speech development

Subject:“Sound and letter Yoyo”

Subject:“Sound and letter Yoyo”

Target: Forming in students an idea of ​​the sound and letter Ё, ё, learning to compose and read words with this letter.

Tasks:

Educational : introduce the letter and sound Ёё, learn to compose and read syllables with the letter and sound “е”, words containing the sound and letter е.

Correctional and developmental : develop the ability to answer questions, activate mental activity based on working with deformed words (game “Collect a word”), increase cognitive activity through didactic games.

Educational : cultivate the ability to listen and hear the teacher, cultivate accuracy when working with individual cards.

Equipment: pictures “sun” and “cloud”; pictures “hedgehog”, “owl”, “hare”, “fox”, “wolf”, “bear”, “apple”; pictures “Encrypted letters”; Card with the letter Yo,yo; cards with syllables; cards with handwritten letters Ё, ё; pictures of “bump”; cards with words; card with a tongue twister.

During the classes:

1. Organizational moment

Emotional attitude towards the success of the upcoming work :

– They looked at each other, smiled at each other and sat down quietly.

– Why did we come here?

We came here to study
Don't be lazy, but work hard
We work diligently
Let's listen carefully.

Schematic drawing of your mood at the beginning of the lesson

Guys, in what mood do you start the lesson? good mood? Take a picture that suits your mood and show it to me. Fine. I hope your mood continues until the end of the lesson.

2. Breathing exercises

Teacher: Guys, today we will have to work a lot with you, read, play, so now we will do breathing exercises:

1. “We’re blowing hot tea.”

Inhale through your nose. Extend your lips into a narrow “funnel”. (Exhalation.)

2. "Focus"

Place the cotton wool on the tip of your nose with a wide “cup” shaped tongue, pressed to the upper lip, blow the cotton wool up from your nose:

We visited the circus with you,

The tricks were watched

But we ourselves have a mustache,

We'll show our mom some tricks.

3. Snowfall

Make “snowflakes” - small lumps of cotton wool or paper. We ask the child to make a snowfall - put “snowflakes” on the palm of his hand and blow them off.

Well done!

3. Surprise moment

Guys, to find out who came to visit us today, we need to solve a riddle. (There is a picture of a hedgehog on the board.)

Like a Christmas tree, covered in needles.

He himself is round, not a ball, his mouth is not visible, but a biter,

You can’t take it with your bare hand, but it’s called... (hedgehog)

That's right, guys. This is a hedgehog. He came to us for help. He lost his apple. We need to help the hedgehog find his apple. And now together we will go into the forest.

3. Report the topic of the lesson

Today, guys, in reading lesson we will get acquainted with a new sound and letter. But with what sound and what letter you will find out about this later.

4. Work on the topic of the lesson

Isolating sounds in a word

Guys, who in the forest knows everything? Who is the smartest in the forest? This owl . But the owl gave us this task, if we complete it, she will help us.

The owl gave us these words: e-ka, ruff, e-zhik. Tell me, what sound do these words begin with? (I read the words again)

Correctly, this is the sound [е]. We completed the owl's task. And she agreed to help us. She saw a bunny carrying an apple to its hole. Let's go to the hare and ask him where the apple is.

5. Physical training Hands raised and shook

These are trees in the forest

Arms bent, hands shaken

The wind blows away the dew

Let's straighten our arms, wave smoothly

These are the birds flying towards us

We'll also show you how they sit down.

Let's put our hands back.

But hare He also doesn’t want to help us just like that. He also wants us to complete the task. He wants to know which letters you have already learned, which letters you know? (A M O S I U Y E) Here is a task from the hare: he hid the letters in the forest, we need to find them. Look closely at this letter. What letter? Well done! You have completed the bunny's task. But he says he doesn't have an apple. The fox took the apple from the hare when he was carrying it home. Guys, we need to go to the fox.

A while we go to the fox , let's remember what sound we found with the owl today? Sound е. Now you have named the letters. So, the sound е is also indicated by a letter. Look at the letter E. (Showing the letter) Let's think about what the letter E looks like? The letter E is similar to the letter E, only with two dots on top. What do you think, is the letter E a vowel or a consonant? Why? (because you can sing it) What color do we use to represent vowel letters? (red) Well done! So we got to the fox.

Children, but fox she doesn’t want to help us either, she wants us to play with her.

I will say words to you, and you clap when you hear the sound е at the beginning of the word. Words: tree, blackberry, nimble, raccoon, ruff, spruce, hedgehog, bright, spinning top, apple. Now you will clap when you hear the e sound in the middle of a word: honey, honey, raccoon, juice, ice, brush, book. Well done! Well, I think the fox is happy with you. But she doesn't have an apple either. The wolf took him from the fox. We'll have to go to the wolf.

While we are going to the wolf, let's remember what sound we made when fishing? (e) What other vowel sounds do you know? How do we designate them? (letters)

Children, look at these vowel letters (there is a row of vowel letters hanging on the board). Let's name them. Now let's sing them (repeat 2 times).

Reading syllables.

Guys, here we go wolf It just doesn’t help us. He wants us to help him form words, otherwise he can’t do it. Here in one column he has these syllables. Let's read them in unison. And in the second column are words and syllables. Let's read them in unison.

We read the syllables (we read the syllables in chorus, the words are read by reading children)

Byo same-re- byo-nok

Those co- those-nok u- those-nok

Le goats le-nok those- le-nok

Syo whether- sho- nok

Guys, the wolf doesn't have an apple either. The wolf says that the bear took the apple. We'll have to go to the bear...

Fizminutka Three hedgehogs walked through the forest (walking in place)

We walked calmly and without haste (wave your arms in front of you)

Prickly balls, prickly balls (bend forward, arms bent, hands up)

They walked rustling the branches (put your left leg forward)

They walked rustling the leaves (extend right leg).

On the way to the bear let's look again at what the printed letter E looks like. And here's what the handwritten letter E looks like. Let's trace it with our fingers (children trace the letter on cards).

Reading syllables and words

Here we come to to the bear . And the bear has a task for us. He can't read at all and wants us to help him. Here are the words (I post them on the board): sa-mo-fly, ice, e-zhik, yellow, e-chic, honey. How many syllables are there? Let's clap. That's right, three syllables. Is the letter e in it at the beginning or in the middle of the word? (And so are all the words)

Well done guys, the bear was happy! He has the apple and he will give it to us. Only now he still wants to play with us. Look, here's a tongue twister. But the bear cut out the letters in it so that we wouldn’t read it. Let's try! Guys, what letter are we learning today? Let's see if this letter will work?

The…baby has needles.

U..zhik too.

...Zhik and ...Lka love needles.

Is it a tongue twister? Well, I think the bear will definitely give away the apple now! Well, now you need to take it to the hedgehog, otherwise he’s already hungry.

6. Lesson summary

Guys, what letter and sound did we meet today? Is this a vowel or a consonant? Why? What color do we denote it with?

You worked well in class today and helped give the hedgehog his apple back. He is grateful to you for this!