IN kindergarten also the beginning school year. Children gradually come from holidays. Many have learned letters over the summer and begin to read a little by syllables.

Where do texts for reading by syllables come from? Of course, from the primer. Old primers are interesting, according to which grandmothers studied. The second source is the Internet. We also prepare texts for our pupils of 5-6 years old, depending on the available skills, starting with simple and short texts. It is better to read little by little, but more often.

In the first syllable-reading texts, each sentence begins on a new line. This makes it easier for children to read the text. The first texts to read by syllables should be printed large.

It is useful to accompany them with coloring pages - a work familiar to preschoolers. Tasks are like this.

  1. First you need to read to your mother, grandmother or someone else.
  2. Colorize.
  3. Label the items in the picture.

Why write words? When a child reads, hearing and vision interact. When writing, - auditory (I pronounce), visual (I fix the image of the word) and motor analyzers.

In addition to narrative texts, it is useful to use short simple verses for reading by syllables.

How to prepare texts for reading by syllables?

Parents teaching their child to read can prepare the material themselves. You need to know the following. Texts for reading by syllables may look different. It all depends on how we divide the word into syllables.

1. We divide the words into syllables as in the primer with hyphens (short horizontal lines). Below, several texts are divided into syllables in this way.

2. Words are divided into syllables by vertical lines.

3. Syllables are distinguished from below by arcs.

Like that. It is better to start with the first option with hyphens. The first texts should be very simple in content, as below, gradually getting more complicated.. First, you give a picture for coloring. And then the kid draws himself according to the meaning of the text. Reading texts can also be downloaded from our website. Just prepare them in one of the ways suggested above.

Texts to read by syllables

This is a cat Ku-zya.

At night, Ku-zya lo-vil mice.

That's why the cat slept on di-va-ne.

And we are si-de-li in a hole.

  1. Name of the cat?
  2. What are his actions?
  3. Why did mice sit in a mink?

Fishing.

Sa-ni had-la u-daughter.

Sa-nya on-ko-fell worms.

He went to the river.

There are fish in the river.

Sa-nya lo-vil fish-boo.

  1. Boy's name?
  2. What was he doing?
  3. How many fish did you catch?

Tree.

This is a tree.

De-re-va has a trunk.

Have de-re-va leaf.

At de-re-va vet-ki.

Question. Na-zo-vi de-re-vo.

Cow.

Ko-ro-va eats se-no.

Ko-ro-wa yes mo-lo-ko.

Ma-sha love-bit mo-lo-ko.

Ma-sha loves ka-shu.

Ma-sha has ru-me-we-cheeks.

Question. Why does Masha have rosy cheeks? (For some reason, all mothers thought about diathesis)

In the forest.

De-ti went to the forest.

They are co-bi-ra-li ma-li-nu.

Next to the house for-tre-shcha-whether bushes.

De-ti is-pu-ha-lis.

And from the bushes you-be-zha-la so-ba-ka Zhuch-ka.

Everyone became ve-se-lo.

  1. Where did the children go?
  2. What were they doing in the forest?
  3. Who scared the kids?

Summer

Let something red-but-e.

Why o-but red-no-e?

Red-but-e, means beautiful-si-in-e.

Ze-le-ny-e le-sa.

Blue sky.

Bright flowers.

Beauty.

Na-ri-sui le something.

  1. Why is summer red?
  2. What forests?
  3. What a sky
  4. Which flowers?
  5. Why do you like summer?

Ko-lo-kol-chi-ki

Ko-lo-kol-chi-ki in-le-you-e-flowers.

Why o-no-le-you-e?

In a way, that the races are here in the field and in the meadow.

Ko-lo-kol-chi-ki si-ni-e

Li-za gu-la-et in the meadow.

Li-za co-bi-ra-et ko-lo-kol-chi-ki.

Li-za has a do-ma va-za.

There ko-lo-kol-chi-ki.

Na-ri-sui ko-lo-kol-chi-ki.

  1. Why Bluebells Wildflowers?
  2. What color are the bells?
  3. Where is Lisa walking?
  4. Where will Lisa put the bells at home?

Trainer for beginners. Simple words.

The book is wonderful. But the kids do not want to strain and put the letters into words, it is much easier to look at the picture and guess from the very first letter what is written under the picture.

Therefore, I suggest you download these sheets. They have a lot of words and no explanatory pictures. Nothing will distract the kid from the reading process. And since there are only three letters in each word, it will not be very difficult to read them.

And how many of them - words consisting of three letters? There are more than a hundred such words on these leaves. So the child will have something to read.

New cards for practicing reading skills. This time in the selection there are words of 4 letters, but with one syllable.

That is, the words have only one vowel.

DAY, LOAD, TERM, OVEN, SEVEN, NIGHT and so on.

More than 100 words are collected on two sheets, consisting of 4 letters and 1 syllable.

When reading, the child must not only compose a word from letters, but also comprehend what he read. Ask your child to explain each new word.

We continue to improve our reading skills.

The next selection is already two-syllable words of 4 letters. On the first card there are words with the so-called "open syllable". They are easy to read. Ma-ma, ka-sha, no-bo, re-ka, puddle and similar words.

The second card is more difficult. The words on it contain open syllables, and closed. Ma-yak, ig-la, y-tyug, yacht-ta, o-village, el-ka and so on.

Each card has over fifty words. So the child will have to work hard until he reads all the words.

We read new words syllable by syllable. Words already consist of 5 letters. Wagon, baby, tu-man, mar-ka, re-dis, lamp-pa. And so on. If the child confidently reads these one hundred and fifty-plus words, you can assume that your baby LEARNED to read! Rather, he learned to put words out of letters.

Full description

The article and tables present material that can be used:

1) for teaching reading;

2) to identify gaps in knowledge and skills;

3) to correct erroneous skills;

4) to develop the skill of determining the softness-hardness of consonants and the correct selection of vowels;

5) to master some of the rules of the Russian language (JI-SHI, CHA-SCHA, CHU-SCHU, etc.)

The article summarizes practical experience teaching reading and sound-letter analysis of preschoolers by a teacher-psychologist Vorobyeva N.F.


Comments on the use of tables:

1. Before using the tables, an adult should help the child learn all the vowels, structured as follows (read in columns):

Possible options:

option 1: B, C, G

option 2: D, D, W

option 3: Z, K, C

option 4: L, M, F

option 5: N, R, W

option 6: R, S, C

option 7: T, F, F

option 8: X, H, W

option 9: W, Y, C

3. It is desirable that the recognition and reading of fusion syllables be brought to automaticity.

4. Rarely occurring fusion syllables are in small print.

5. To fill gaps in learning to read or to correct inadequate skills, it may be sufficient to read only some of the tables relevant to the problem being solved. For example, a child tries to soften (pronounce softly) those consonants that always remain hard. It means that in this case, it is enough for the child to read the tables for the letters Zh, Sh, Ts.

6. The habit of reading hard and soft consonants in pairs (for example, TA-CHA, TO-CHO, TU-CHU, etc.) can help the child to make the correct choice of letters in the future and easily distinguish between soft and hard consonants when moving from sound to letter.

Table 1 (B).



Table 2 (B)


Table 3 (D)


Table 4 (E)


Table 5 (W)



Table 6 (Z)


Table 7 (J)


Table 8 (K)


Table 9 (L)

Table 10 (M)

Table 11 (H)

Table 12 (P)

Table 13 (P)

Table 14 (C)

Table 15 (T)


Table 16 (F)


Table 17 (X)


Table 18 (C)


Table 19 (H)


Teaching a child to read. We remember syllables. Learning to read a syllable. Merging letters into syllables. syllable. 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 alphabets and primers for preschoolers. Unfortunately, many authors do not give guidelines on how to teach reading. The first pages of manuals introduce children to some letters, then parents are invited to complete tasks together with children such as "compose syllables with the letter A and read them", "compose, write down 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?

So, N. S. Zhukova in her "Primer" illustrates the fusion of a consonant and a vowel with the help of a "running little man". He proposes to show the first letter with a pencil (pointer), moving the pencil (pointer) to the second letter, connect 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 syllabication in the book by Yu. V. Tumalanova "Teaching children 5-6 years old to read." In the methodological part of the book, various options for accompanying the syllable are proposed:

An adult holds one letter in his hands, the child reads, at the same time another letter is brought up from afar, and the first "falls", the child proceeds to reading a new letter,

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

An adult holds a card in his hands, where letters are 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 the child, 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 the consonant denotes its softness, which means that in the combination VI the letter B denotes soft sound. It turns out VI. This is 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 word CROCODILE? Can a child easily master reading in such a "long" way? Yes, there are even younger children 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. He doesn't match age organization 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(low self-esteem, protest reactions, slowing down the development of cognitive processes characteristic of this age).

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

Based on this, it can be understood that it is easier for a child to learn to read by memorizing a system of reading units - syllable fusions. 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, memory for movements, combined, semantic, etc.) and processes (remembering, storing and reproducing information) develop and improve most actively.

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 on the instructions of an adult with subsequent naming;
- independent naming - "reading" the syllable.

Of course, the child should be interested in learning. When familiarizing a child with syllables, you can use short stories, compiled according to the same principle: a consonant letter, traveling, meets vowels on its way all in turn, they sing "songs" - syllables in a pair. A consonant letter can "go to the forest for mushrooms", can "ride an elevator", can "go to visit girlfriends - vowels" and much more, what 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 the handles and sing a song together" (syllable). Don't think that you have to make up such fairy tales for every consonant. The child will soon be able to tell fairy tales about syllables himself, he will be able to name even new syllables by analogy with those whose reading he has already mastered.

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

After the initial acquaintance of the child with the syllables that can be composed with the help of 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, lay them out in front of the child:

Ask to bring a "brick" of KA, or KO, or KU, etc., on a truck;

- "turn" leaflets with syllables into sweets, treat the doll with a "candy" KI, or KE, or KO, etc.;

Play "postman" - deliver "letters" - syllables to your family members, for example: "Take KU to your grandmother", "Take the letter to PE for dad", etc.;

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

You can also search for a given syllable on the pages of the alphabet or primer. Wherein 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 the leaves horizontally or diagonally (but not vertically, otherwise the syllable will be divided into letters). You give the child the top of the syllable, name the syllable, ask to find lower part, then make halves and name the syllable.

If the child confidently holds a pencil in his hand and knows how to write or trace letters, write the syllables that you memorize with the child with a dotted line, offer to circle the syllable you named, you can circle 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 performed, you yourself called this syllable when you gave the task. If the child cannot remember a syllable, offer him a choice of several answers: "Is this GO or GU?", "LE? BE? SE?". So you protect the child from the forced letter-by-letter analysis of the syllable ("G and O, will be ... Will be ... Will be ..."), which will cause him negative emotions, as it will complicate the reading process. Children who get used to "seeing" individual letters in a syllable and trying to "fold" them often cannot switch to syllabic reading and reading whole words for a long time, "folding" words from letters does not allow them to increase their reading speed.

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

A kind of screen of success in teaching a child to read can be the Syllabic House, which the child himself will "build" as he learns syllable fusions. To make it, you will need a large sheet of paper (drawing paper, wallpaper), felt-tip pens or paints, glue and colored paper or cardboard. On a large sheet of paper, you need to depict the "frame" of the house: write vowels horizontally below (you can depict them in arches-entrances), write consonants vertically from bottom to top in the order that your alphabet or primer suggests (it will be more interesting if the consonants the letters will "stand on the balconies"). The frame is ready. Now on separate pieces of paper - "bricks" - write the studied in currently syllables. Ask the child to find the syllables according to your task, determine the place of this "brick" in the house (horizontally - "floor", vertically - "entrance"), glue the syllable in its place. Now, after classes with a group of syllables, you can paste them into this house. So the house will grow floor by floor, and the child will see his progress in learning to read.


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

The spreadsheet doesn't end there. The following exercises are carried out according to the table:

Search for a syllable by assignment (an adult calls, a child finds, shows, calls);

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

Reading syllables with agreement to the word (KA - porridge, KU - chicken, ...);

In the future, according to the table, you can make words to the child, showing them by syllables, or the child, according to his own plan or the task 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, CHU, SHCHU. Perhaps this will be the first step in mastering Russian spelling.

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


When performing such a task, a natural possibility arises of repeatedly naming a syllable, and hence remembering it. Work on the task in sequence: first one syllable, then the other... First, show and name the syllable yourself, determine the color to fill it in, then, when the child finds and paints over 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 types of assignments are rarely found in textbooks, but they are very useful, as they contribute to the early formation of meaningful reading.

The child is invited 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 "cotton wool" is suitable, but "water" is not, because it is pronounced "vada ").

In another version of the task, various syllables are signed under each picture, the child needs to choose the correct first syllable of the name of the item shown in the picture.

You can make such tasks yourself: use the syllables you previously wrote and select the appropriate pictures for them from any board game or from lotto.

The most difficult when teaching preschoolers to read are fusion syllables, which we talked about above, but in Russian, in addition to fusion syllables, there are other types of syllables - reverse syllable (AM, AN ...), closed syllable (SON, KOH .. .), a syllable with a confluence of consonants (SLO, RMS ...). Each of these types of syllables requires special attention when learning, it is necessary to train in their naming and reading to simplify the further transition to reading in words.

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

When learning to read closed syllable invite the child to read pairs and chains of such syllables that are similar in their confluence (VAM - VAS - VAK - VAR - VAN, etc.) or according to the "recited" consonant (VAS - MAC - PAS, MOS - MUS, etc. d.). Similar work must be carried out when teaching the reading of syllables with a confluence of consonants (SKA - SKO - SMU - SPO, SKA - MKA - RKA - VKA - LKA, etc.) Exercises of this content, which are presented in your chosen study guide, may not be enough, you can make 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 (COD - soon, MOS - bridge ...). Such an exercise is not only exciting, but also develops phonemic awareness child, as well as in the future will contribute to meaningful reading of words.

So, when learning to read the syllable, remember!

A feature of preschool children is the physiological unpreparedness to learn the rules of syllables and their use when reading.

Before the child can name the fusion syllable himself, he needs to hear its name many times, practice searching for the syllable according to your assignment.

If the child finds it difficult to name a syllable, offer him several answers as a help, thereby preventing him from switching to a letter-by-letter reading of the syllable.

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

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

Skill of reading syllables different type promotes the fastest learning child reading whole words.

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

Before learning to read, the child must learn the very concept of syllables. Before you start learning to read and write, the baby must recognize the letters and be able to correlate them with sounds. The next step is to learn syllables. Interesting manuals for learning 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 vowels and consonants, sounds and letters. Vowel sounds are stressed and unstressed. Among the consonants, voiced and deaf, hard and soft are distinguished.

By the way, hardness-softness of sounds should be given Special attention. This characteristic of sounds within a syllable is determined by soft or solid signs or vowels after consonants.

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

The table of all syllables on our website will help to illustrate soft and hard consonants. It can be read online or downloaded and printed from our website.

Syllables for children for learning to read can be represented as a game. To teach your baby to read, you need to download the syllable table and print it out. Then cut into individual cards. To prevent syllables and cards from wrinkling, they can be glued onto thick cardboard. Now we will try to present syllable combinations to children in the form of a game.

Reading games

A table of all syllables, which you will need to download from our website, will help teach your baby to read. Soft and hard consonants, as well as vowel sounds and letters in it are marked with 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 where the syllables of the language are written for reading, but also an entire 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 memorize individual syllabic combinations and name them, and then read. Thus, we form a lotto from a table, but 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 syllabic 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 toad. You can draw arrows or come up with fairy tale hero, which will go from one syllable to another and combine them into words. As a result of such a simple game, the child will quickly learn to read.

Syllabary tables

Since letter combinations are presented in Russian in in large numbers, we propose to study separately each consonant 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, kids confuse syllables with the letter "x", "g" and syllables with the letter "g", "k". Also, confusion occurs when a child pronounces syllables with the letter "d", "g" or syllables with the letter "k", "p". These consonants are very similar in sound. When composing 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 out cards from them and try to make words similar in sound, focusing on the difference in spelling.

When studying letter combinations of the Russian language with children, try to interest them. If you have a magnetic alphabet at home, try to make some words out of the letters. They can be conveniently attached to a tablet and then read. Let the kid make up his phrases, and you read them.

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