A game lesson in preparation for teaching literacy in the preparatory group “I want to know everything. Summary of a lesson for children on teaching literacy in a preparatory group for school

One of the important areas of work of the preschool teacher is the preparation of older preschoolers for literacy.

The relevance of this work is determined by the introduction from the age of five, the requirements of continuity and prospects in the work of two levels of education - preschool and primary, and modern requirements for the speech development of children, mastering their native language as a means of communication.

The process of teaching children to read and write was the subject of research by scientists from various fields: psychology (L. Vygotsky, D. Elkonin, T. Egorov and others), linguists (A. Gvozdev, A. Reformatsky, A. Salakhov), classics of preschool pedagogy (E. Vodovozov, S. Rusova, Ya. Tikheeva and others), modern teachers and methodologists (A. Bogush, L. Zhurova, N. Varentsova, N. Vashulenko, L. Nevskaya, N. Skripchenko, K. Stryuk and others) .

The views of teachers on the problem of teaching preschoolers to read and write

Often the views of teachers on these issues are diametrically opposed: from complete approval to complete denial. This discussion is also fueled by parents, who often demand from educators.

This is due to the fact that for many parents, often primary school teachers, the ability to read before school is one of the main indicators.

It is bewildering and the attempt, both by scientists and practitioners of preschool education, to mechanically transfer the content of the work on teaching literacy, which is determined by the current programs for children in the preparatory group for school, to children in the older group.

In the literature (A. Bogush, N. Vashulenko, Goretsky, D. Elkonin, L. Zhurova, N. Skripchenko, and others), the preparation of older preschoolers for teaching literacy is defined as the process of forming in children the initial elementary skills to read and write.

As you know, the ability to read and write, necessary and important for a modern person, since they provide the formation and satisfaction of his cultural and aesthetic needs, are the leading channels for self-acquisition of knowledge, development and self-development of the individual, the central link of independent activity.

Scientists recognize the extreme complexity of the process of acquiring literacy, the presence of several interrelated stages in it, most of which occur in primary school.

However, it should be noted that the preparation of older preschoolers for literacy is necessary, and most of the skills traditionally attributed to literacy should begin to be formed in children at the stage of preschool age.

What does a child need before school?

It should be noted that preparing older preschoolers for literacy and teaching children to read and write is the main task of elementary school. At the same time, the school is interested in the fact that the child who comes to the first grade is well prepared for learning to read and write, namely:

would have good oral speech;
developed phonemic hearing;
formed elementary ideas about the main language units, as well as initial analytical and synthetic skills in working with sentences, words and sounds;
was prepared to master the graphics of the letter.

Therefore, it is quite logical to single out in the Basic component of preschool education, in almost all existing programs, according to which preschool educational institutions operate (“I am in the World”, “Child”, “Child in preschool years”, “Confident start”, “Child in preschool years, etc.), such a task as preparing older preschoolers for literacy.

The task of propaedeutic work on teaching literacy

To acquaint children with the basic units of speech and teach them how to use the terms of their designation correctly: “sentence”, “word”, “sound”, “syllable”.
To form elementary ideas about the word as the main unit of speech communication and its nominative meaning (can name objects and phenomena, actions, signs of objects and actions, quantity, etc.); give an idea of words that do not have an independent meaning and are used in the speech of children to connect words to each other (show by examples of conjunctions and prepositions).
To teach to isolate a sentence from a speech stream, to perceive it as several words related in meaning, expressing a complete thought.
Exercise in dividing sentences into words, determining the number and order of words in them and compiling sentences from disparate words, with a given word, in spreading sentences with new words; involve children in modeling sentences in working with sentence schemes.
To acquaint with the sounds of speech and non-speech; based on the improvement of phonemic hearing and the improvement of sound pronunciation, to form the skills of sound analysis of speech.
To teach to determine by ear the first and last sound in a word, the place of each sound in a word, highlight a given sound in words and determine its position (at the beginning, middle or end of a word), highlight the sound more often sounds in the text; independently select words with a given sound in a certain position; show the dependence of the meaning of the word on the order or change of sounds (cat-tok, map - desk); build a general sound scheme of the word, name the words corresponding to the given scheme.
Preparing older preschoolers for literacy, building knowledge of vowels and consonants based on understanding the difference in their education; give the concept of composition as part of a word formed from one or more sounds, the role of vowels.
Exercise in dividing words into syllables with a focus on loud sounds, determining the number and sequence of syllables; show the dependence of the meaning of a word on the order of syllables in it (ban-ka - ka-ban. Ku-ba - ba-ku); to teach to identify stressed and unstressed syllables in words, to notice the semantic role of stress (za'mok - zamo'k); exercise in compiling syllabic schemes of words and selecting words for a given scheme.
To introduce hard and soft consonants; to teach to perform sound analysis of words by ear, to build sound schemes of words from marks or chips in accordance with the order (vowel or consonant, hard or soft consonant).

Consequently, in order to implement the tasks of raising children provided for by the program, it is necessary to deeply understand the scientific, theoretical and writing features of the modern approach to organizing classes in the native language, namely, the preparation of older preschoolers for literacy.

Where does the preparation of older preschoolers for literacy begin?

Let us highlight a number of the most important issues for the practical activities of the educator related to teaching children to read and write.

First of all, one should understand the psychological essence of the processes of reading and writing, the mechanisms of these types of human speech activity.

Reading and writing are new associations that are based on the second signal system already established in the child, join it and develop it.

So, oral speech serves as the basis for them, and for teaching literacy, the whole process of speech development of children is important: mastering coherent speech, a dictionary, educating a sound culture of speech, and forming a grammatical system.

Of particular importance is the teaching of children to be aware of someone else's and their own statement, to isolate individual elements in it. We are talking about oral speech, which preschoolers fully master.

But it is known that until the age of 3.5, the child does not yet notice speech as an independent phenomenon and, moreover, is not aware of it. Using speech, the child is aware only of its semantic side, which is framed with the help of language units. It is they who become the subject of purposeful analysis in time.

According to scientists (L. Zhurova, D. Elkonin, F. Sokhin and others), it is necessary to achieve a “breeding” of the sound and semantic side of the word, without which it is impossible to master reading and writing.

The Psychological Essence of Reading and Writing

It is equally important for the educator to be deeply aware of the psychological essence of the mechanisms of reading and writing, which are considered as processes of encoding and decoding oral speech.

It is known that all the information that people use in their activities is encoded. In oral speech, such a code is sounds or sound complexes, which in our minds are associated with certain meanings.

It is worth replacing at least one sound with another in any word, as its meaning is lost or changed. The letter uses an alphabetic code, in which letters, alphabetic complexes, to a certain extent, correlate with the sound composition of the spoken word.

The speaker constantly makes the transition from one code to another, that is, recodes the sound complexes of the letter (when writing) or the letter complexes into sound ones (when reading).

So, the reading mechanism consists in recoding printed or written characters into semantic units, into words; writing, on the other hand, is a process of recoding the semantic units of speech into conventional signs that can be written (printed).

D. Elkonin about the initial stage of reading

The well-known domestic psychologist D. Elkonin considers the initial stage of reading as a process of recreating the sound form of a word according to its graphic structure (model). A child who is learning to read does not operate with letters or their names, but with the sound side of speech.

Without the correct reproduction of the sound form of a word, it cannot be understood. Therefore, D. Elkonin comes to a very important conclusion - the preparation of older preschoolers for learning to read and write should begin with familiarizing children with a wide linguistic reality even before learning letters.

Methods for teaching preschoolers literacy

Relevant for organizing the process of teaching preschoolers to read and write is the question of choosing a method. Educators are offered to help a number of methods for teaching preschoolers to read and write, namely: N. Zaitsev's method of early learning to read, D. Elkonin's method of teaching literacy, preparing older preschoolers for literacy and teaching early reading according to the Glen Doman system, D. Elkonin's method of teaching literacy - L. Zhurova and others.

Scientists note that the preparation of older preschoolers for teaching literacy and the choice of a method for teaching literacy depends on how fully it takes into account the ratio of oral and written speech, namely sounds and letters.

The sound analytical-synthetic method of teaching children to read and write, the founder of which was the famous teacher K. Ushinsky, most fully corresponds to the features of the phonetic and graphic systems of the language.

Naturally, the method has been improved taking into account the achievements of psychological, pedagogical and linguistic science and best practices, but even today it is the most effective in solving a complex of educational and developmental tasks of teaching literacy to both first graders and preschool children.

Sound analytic-synthetic method

Let us characterize the sound analytic-synthetic method. The preparation of older preschoolers for teaching literacy using this method is developmental in nature, providing mental development through a system of analytical and synthetic exercises; is based on active observations of the environment; the method also provides for reliance on live communication, on the speech skills and abilities already formed in children.

Scientific and methodological principles of the method

The main scientific and methodological principles on which the method is based are the following:

The subject of reading is the sound structure of the word indicated by letters; speech sounds are those linguistic units that older preschoolers and first graders use at the initial stage of literacy.
Children should receive initial ideas about linguistic phenomena on the basis of active observations of the relevant units of live communication with due awareness of their essential features.
Familiarization of children with letters should precede the practical assimilation of the phonetic system of the native language.

Based on the scientific foundations of the sound analytical-synthetic method, the subject of reading is the sound structure of the word indicated by letters.

It is clear that without the correct reproduction of the sound form, words cannot be understood by the reader. And for this, it is necessary to prepare older preschoolers for teaching literacy and a long way to familiarize children with sound reality, to assimilate the entire sound system of their native language in oral speech.

Therefore, it is no coincidence that at the initial stage of teaching children to read and write, sound is taken as the basis for analytical and synthetic work (the letter is introduced as a designation for the sound after getting to know it).

It should be noted that the basis for the conscious mastery of sound units by children is the development of their phonemic hearing and phonemic perception.

Development of phonemic hearing

The results of special studies of children's speech (V. Gvozdev, N. Shvachkin, G. Lyamina, D. Elkonin, and others) proved that phonemic hearing develops very early.

Already at the age of 2, children distinguish all the subtleties of their native speech, understand and react to words that differ in only one phoneme. This level of phonemic hearing is sufficient for full communication, but is insufficient for mastering the skills of reading and writing.

Phonemic hearing should be such that the child can divide the flow of speech into sentences, sentences into words, words into sounds, determine the order of sounds in a word, give an elementary description of each sound, build sound and syllabic models of words, select words in accordance with the proposed models.

D. Elkonin called these special actions associated with the analysis of the sound side of the word, phonemic perception.

The actions of sound analysis are not assimilated by children spontaneously on their own, because such a task has never arisen in their practice of verbal communication.

The task of mastering such actions is set by an adult, and the actions themselves are formed in the process of specially organized training, during which children learn the algorithm of sound analysis. And primary phonemic hearing is a prerequisite for its more complex forms.

Therefore, one of the main tasks in teaching preschoolers to read and write is the development of their phonemic hearing, and on its basis - phonemic perception, which includes the formation of a broad orientation of children in language activity, the skills of sound analysis and synthesis, the development of a conscious attitude to language and speech.

We emphasize that the orientation of children in the sound form of the word is more significant than just preparation for mastering the basics of literacy. It is worth listening to the opinion of D. Elkonin on the role of revealing to the child the sound reality of the language, the sound form of the word, since all further study of the native language - grammar and spelling associated with it - depends on this.

Acquaintance with the basic language units

The introduction of children into the sound reality involves familiarizing them with the basic language units.

Recall that children should receive initial ideas about linguistic phenomena on the basis of active observations of the corresponding units of live communication with due awareness of their essential features.

At the same time, educators should take into account the peculiarities of phonetics and graphics. It is quite clear that without deep linguistic training, the educator will not be able to form in children elementary, but scientific ideas about the basic language units: a sentence, a word, a syllable, a sound.

Acquaintance with phonetics and graphics of the language

Observations of the practice of teaching preschoolers to read and write convincingly show that educators make the most mistakes at the stage of familiarizing children with the phonetic-graphic system of their native language.

So, there are frequent cases of identifying a sound and a letter, drawing the attention of children to insignificant features of phonemes, forming a false view of the relationship between sounds and letters, and the like.

In literacy classes in a modern preschool educational institution, the teacher must freely operate with such linguistic knowledge in the field of phonetics and graphics of the native language.

There are 38 phonetic units in our language. Phonemes are the basic sounds of speech, with the help of which words are distinguished (house - smoke, hands - rivers) and their forms (brother, brother, brother). According to acoustic properties, speech sounds are divided into vowels (there are 6 of them in Russian - [a], [o], [y], [e], [s], [i]) and consonants (there are 32 of them).

Vowels and consonants differ in their functions (vowels form a syllable, and consonants are only part of it) and in the way they are created.

Vowels are formed by exhaled air; air freely passes through the oral cavity; their voice is the basis.

During the pronunciation of consonants, the air flow encounters obstacles due to the complete or partial closure of the speech organs (mouth-closing). It is on these grounds that the teacher teaches children to distinguish between vowels and consonants.

Vowels are stressed and unstressed, and consonants are hard and soft. Letters are large and small, printed and handwritten. Therefore, it is incorrect to say that the phrase “vowels, consonants”, “hard (soft) letters”. From the point of view of linguistics, it is correct to use the phrase “letter to designate a vowel sound”, “letter to designate a consonant sound”, or “letter of a vowel”, “letter of a consonant sound”.

32 consonants are divided into hard and soft sounds. We emphasize that the sounds [l] - [l '], [d] - [d '], [s] - [s '], etc. exist as independent sounds, although authors often note in methodological manuals that this is one and the same sound, which is pronounced firmly in one word and softly in another.

In Russian, only sounds that are pronounced with the help of teeth and the front tip of the tongue can be soft: [d'], [s'], [d], [l'], [n'], [g'], [s '], [t'], [c'], [dz']. There is a confluence of la, nya, xia, zya, this, but there is no bya, me, vya, kya.

It should be remembered that at the initial stage of learning to read and write, soft consonants include not only [d '], [s'], [d], [l'], [n'], [g '], [s'], [t '], [ts '], [dz '], but also all other consonants that are in position before the vowel [and], for example in the words: rooster, woman, six, squirrel, horse and the like.

During the period of learning to read and write, children receive only a practical idea of the hardness-softness of consonants.

Phonetic representations

Initial phonetic representations are formed in older preschoolers on a practical basis, by organizing observations of linguistic phenomena. So, preschoolers recognize vowels and consonants according to the following features;

way of pronunciation (presence or absence of obstacles in the oral cavity);
the ability to form a composition.

At the same time, children learn hard and soft consonants. At the same time, such techniques are used as the perception of sounds in words and separately by ear (son - blue), the selection of sounds in words, the comparison of hard and soft sounds, observation of articulation, independent selection of words with hard and soft consonant sounds.

Since in language the sound content of a letter appears only in combination with other letters, reading letter by letter would constantly lead to errors in reading.

Syllabic reading

Therefore, in the modern methodology of teaching literacy, the principle of syllabic (positional) reading is adopted. From the very beginning of work on reading technique, children are guided by an open warehouse as a unit of reading.

Therefore, from the point of view of creation, a syllable is of great importance for solving methodological issues of teaching children to read and write, which is several sounds (or one sound) that are pronounced with one push of exhaled air.

The main sound in each syllable is a vowel, it is he who forms the syllable.

Types of syllables are distinguished by initial and final sounds: an open syllable ends with a vowel sound (game-you); a closed syllable ends with a consonant sound (year, smallest).

The simplest syllables are those that are formed from one vowel or from a combination (merger of a consonant with a vowel, for example: o-ko, je-re-lo. Dividing words into syllables does not present any difficulties for children.

division of syllables

When dividing words with a confluence of consonant sounds into syllables, one should be guided by the main feature of syllable division - gravitation towards an open syllable: with a confluence of consonants, the border between syllables passes after the vowel before the consonant (ri-chka, ka-toka-la, listo-thorns, etc. ). According to this, most syllables in words are open. It is this approach to syllable division that children need to develop.

How to organize a lesson?

The success of teaching preschoolers to read and write largely depends on the ability of the teacher to organize the lesson, structure it, and conduct it methodically correctly.

In the older group, literacy classes are held once a week, their duration is 25-30 minutes. In the classroom, children are offered both new material and material for repeating and consolidating previously acquired knowledge and skills.

When preparing and conducting literacy classes, the educator must adhere to a number of well-known didactic principles. The main ones are scientific, accessibility, systematic, visibility, consciousness and activity in the assimilation of knowledge by children, an individual approach to them, and the like.

It should be noted that in the methodology of teaching children to read and write, some traditional principles are beginning to be interpreted differently. For example, the principle of scientificity is well known, despite the age of children, they are given elementary but important information about the units of the language system.

Consequently, such explanations of the educator as “The sound [o] is a vowel, because it can be sung, pulled” are erroneous from the point of view of modern phonetic science and indicate a gross violation of this didactic principle.

Methodical methods of dividing words into syllables are erroneous, during which children clap their hands, lay down counting sticks, show selected syllables with hand movements, etc. Instead, such methodological techniques as placing a hand under the chin, placing the palm of the hand in front of the mouth since they are the ones that are based on taking into account the essential features of the syllable as a linguistic unit.

Visibility in teaching

Any lesson in a preschool cannot be imagined without the use of visualization. This principle during literacy training requires that a number of analyzers, primarily auditory-speech ones, be involved in the cognitive activity of the child.

The work of this analyzer is activated during the development of children's phonemic hearing, teaching them sound analysis, acquaintance with speech sounds, sentences, words and composition. The study of sounds and their characteristics, the formation in children of ideas about the features of a sentence, word, syllable, teaching them to correctly intonate sentences is more successful if the activity of the auditory analyzer is supplemented by movements of the articulatory organs - pronunciation.

The visual analyzer contributes to the solution of certain didactic tasks. By sight, the child perceives not the elements of oral speech themselves, but the symbols that reflect it. So, a sentence or a word is schematically shown with strips of different lengths, the sound and sound structure of the word - with chips and diagrams, which consist of three or four cells, and the like.

The visual perception of such visibility, as well as actions with it, allow the child to first “see” and then consciously operate with them.

In literacy classes, the teacher uses visual aids not only and not so much for the purpose of illustrating, but more often as a means of fixing the signs of language units, phenomena, their connections and relationships.

Visualization in teaching literacy is showing children the elements of oral speech. The teacher demonstrates a marked (unstressed) syllable, the hardness (softness) of a consonant, the presence (absence) of a particular sound in a word, and the like.

And therefore, the speech of the teacher, the speech of children, didactic stories, fairy tales, poems, and the like can also serve as visibility. Language visibility does not exclude the use of illustrative, pictorial (reproductions, pictures, diagrams), as well as subject (toys, chips, sticks, strips, etc.) visibility.

General didactic requirements

Concerned about the success of the child's further literacy education in primary school, the educator must adhere to general didactic requirements that will ensure the purposefulness of each literacy lesson, organizational completeness, methodological competence and effectiveness.

The practical thoughts of the didact, Professor A. Savchenko regarding the requirements for a modern lesson in grade 1, can also be taken into account in teaching older preschoolers:

in the lesson (class in the senior group of the preschool educational institution), the teacher (educator) must necessarily tell the children what they will do and why, and then after the assessment, what and how they did. Professor A. Savchenko believes that in order to ensure the purposefulness of the lesson, first of all, it is necessary to correctly determine its goals. No less important, in her opinion, is to activate the attention of children at the beginning of the lesson by offering them a visual plan for its conduct. The same plan can be used as a visual support, summing up the lesson;
assignments and questions are formulated by the teacher specifically and in short phrases. An important role in the work on new educational material is played by the imitative actions of preschoolers and first graders. So, when children learn a new way of doing things, it's best to show them how to do it. For example, "The word is pronounced like this ...", "Pronounce this sound with me."

In literacy classes, collective forms of work prevail, but children can work individually in cooperation with a teacher, independently individually with handouts.

Widely used in the classroom "Preparing senior preschoolers for literacy" is a group form of organizing the educational activities of children when they are combined in pairs or groups of four. The valuable experience of teaching children to work in groups is described by the authors of the developmental learning technology D. Elkonin and V. Davydov.

They believe that for group performance it is possible to offer tasks for compiling sentences or words according to the presented scheme, spreading the sentence or ending the sentence started by the teacher, and the like.

During the lesson (class) it is necessary to change the activities of children several times. Thanks to this, it becomes more dynamic, the attention of children is more stable. In addition, the alternation of activities is a reliable means of preventing children from overworking.

Visual aids, didactic material, game tasks should be used to the extent that help teachers achieve the learning goal, and preparing older preschoolers for literacy will become an accessible and interesting process for children.

Planning a literacy class

When planning work in literacy classes, it is necessary to take into account the level of preparedness and the real possibilities of both all children and each child separately.

The teacher should support even the slightest success of children in acquiring literacy. However, the excessive use of expressions such as "Well done!", "Great!" and others according to prof. A. Savchenko, except for a short-term emotional impact on the child, has no stimulating value.

Instead, it is necessary to give detailed value judgments that contain specific advice on eliminating shortcomings, overcoming difficulties; compare children's work; arrange an exhibition of the best works at the end of the lesson; involve children in evaluating the performance of the task by comrades. The most important thing is that the teacher's value judgments are motivated and understandable to children.

Describing the content, structure and methodology of literacy classes, we want to warn educators against the scientifically unfounded mechanical combination of literacy classes with classes on the education of a sound culture of speech.

Such preparation of older preschoolers for teaching literacy does not allow the fullest possible implementation of the specific tasks of these two types of classes, overloads their content, and makes the structure opaque. Despite the proximity of the individual goals of these classes (for example, the development of phonemic hearing), the commonality of methods and techniques, etc., each of them should be built and carried out in a unique way. So, in the classroom for teaching literacy, increased attention is required to work on the formation of preschoolers' ideas about the language unit (sentence, word, syllable, sound) and, on their basis, anapitiko-synthetic skills.

There are also repeated attempts by individual methodologists, and after them by educators, to supplement the content of literacy classes by familiarizing preschoolers with letters and teaching them to read. It should be noted that this is an overstatement of the requirements of existing programs, therefore, is unacceptable. All work on mastering the skill of reading should be organized exclusively on an individual basis. Such a lesson in content, structure and methodology resembles a reading lesson in the letter period in the first grade.

Preparing Senior Preschoolers for Literacy: Didactic Objectives

We draw the attention of educators to the need to correctly formulate the didactic goals of literacy classes. First of all, one should clearly imagine the end result of this lesson, namely: what knowledge preschoolers should acquire about language units, what skills they will develop on the basis of this knowledge.

Summing up the above, we note that the success of organizing the education of children of five or six years old depends on how well the teacher is fluent in modern technology for teaching children to read and write, linguistic knowledge, how he takes into account the requirements of modern psychological and pedagogical science for the organization of the educational process in preschool education. institution.

Nadezhda Moskalyuk
Abstract of an open lesson on teaching literacy in the preparatory group

: "Flower-Semitsvetik"

MKOU "Pavlovskaya OOSh" (preschool department) Summary of the lesson in the preparatory group for school"Flower-seven-flower"

Prepared: educator Moskalyuk N. V. 2015.

Synopsis of GCD on teaching literacy in the preparatory school group TEMA: "Flower-Semitsvetik"

Age: school preparatory group.

Integration of educational regions: social - communicative, cognitive development, speech development, physical development.

Tasks:

Educational:

1. Teach children to conduct a sound analysis of words, differentiating sounds (consonants and vowels)

2. Improve phonemic hearing: learn to highlight a sound in a word, determine its place in a word.

3. Exercise in the preparation of proposals and the ability to draw up a proposal scheme.

4. To form the ability to divide words into syllables.

educators:

1. Cultivate the ability to listen carefully and follow the instructions of the teacher.

2. Continue to form the ability to defend your point of view.

3. Build a sense of camaraderie.

Demo material: a flower with seven petals, an envelope with a letter.

picture cards.

Handout: colored circles (red, blue); cards with numbers 1,2,3,4; strips-schemes for drawing up a proposal.

Organization of children: in a circle, at tables;

preliminary work: a game for the development of auditory attention "Remember, repeat"; making sentences from given words; drawing up schemes of composed sentences, sound analysis of words.

Structure:

1. Organizational moment -1 task "Guess the riddle and describe"

2. Work on the topic lessons: - 2 task

3 task

4 PHYSMINUTE - 5 task "Find the Sound"

6 task "Sonic Houses Game".

7 task

3. Bottom line lessons. move:

Educator. Guys, come to me. Tell me how are you feeling today?

Children. Good, joyful, fun.

Educator. Amazing! Let's join hands and give each other our good mood. (Children stand in a circle).

All the children gathered in a circle.

I am your friend and you are my friend

Let's hold hands tight

And we smile at each other.

Educator. Guys this morning group I discovered such a wonderful flower, a seven-flower. And a letter was pinned to it. I didn't read without you. I propose to open the envelope and read the letter, what if it is for us. Do you agree?

(Educator opens the envelope, takes out a letter, is reading: “Dear guys, you are going to school soon, so you should know and be able to do a lot. I am sending you my magic flower with tasks - riddles. If you complete all my tasks, it means you are ready for school. Then I congratulate you in advance. And if some tasks seem very difficult to you, and you find it difficult to complete them, then it doesn’t matter either. You still have time before the start of school and you will have time to work out. I wish you good luck! Good time! Wise Owl.) Educator. Well, let's try to complete these tasks? (Yes). And at the same time we will show our guests what we have learned, and we will also find out what else is worth learning before starting school, so that both teachers and parents can be proud of us.

So which petal open first, Name of the child?

Children's answers.

1 Quest "Guess the riddle and describe"

I open my kidneys

into green leaves.

I dress the trees

I water the crops

Full of movement

my name is ... Educator: Well done! Guys, tell me what it is, spring?

Children: warm, sunny, cold, early, long-awaited, rainy, noisy, green, windy, task 2 "Make a proposal for a picture"

caregiver: Guys, look at the blackboard. (On the board is a picture "Spring"). Children make sentences about spring and determine the number of words in a sentence.

There are chart strips on your tables. Of these, you must lay out a diagram proposals:

1. The long-awaited spring has come.

2. The children went for a walk in the park.

(Children lay out sentence schemes. After that, we check at the blackboard)

caregiver: Well done, and you coped with this task. caregiver: You correctly described spring and completed the second task of the Wise Owl.

caregiver: what petal with the task will be open?

3 task "Guess the riddle and make a sound analysis for the word - riddles" Streams run faster, The sun shines warmer, Sparrow is happy with the weather - He looked at us for a month .... (MARCH)

caregiver: Well done, guessed the riddle. And now let's do a sound analysis of the word "MARCH". To do this, you have circles of blue and red on your table.

What sounds are in blue?

What sounds are in red?

How many sounds in a word "MARCH"?

What color is the first circle? So, let's start the sound analysis of the word "MARCH".

Children perform similar actions with other sounds and lay out in front of them an audio track for the word March. One child works at the blackboard.

caregiver: How many sounds are in this word? How many vowels? Consonants?

Whoever has the circles in the same order that the children named, raise your hands. Well done! You also coped with this task, but now let's do a physical education minute

4. Physical education:

We tear off the next petal, and there is this exercise:

5 task "Sonic Houses Game". caregiver: Guys, and now we will play Sound houses. You have houses with windows on your tables. How many windows in the house, so many sounds in the word. You need to choose from two pictures the one that suits your house. (each house and two cards). Well done, you have done well with this task.

Educator. We tear off the next petal. Listen to the task. 6 task "Divide the words into syllables and determine their number".

Educator. You have plates with numbers 1,2,3,4 on your tables. Now I will show pictures. Your task is to name the word and determine how many syllables are in this word. If there is 1 syllable, you raise a plate with the number 1, if 2 syllables - a plate with the number 2, and if 3 syllables - with the number 3, 4 syllables - with the number 4. Is the assignment clear? We started.

The teacher shows pictures (rainbow, rose, poppy, icicles, dandelion, willow, rook) and the children determine the number of syllables and raise the cards.

Educator. Well done. All right.

7 Quest "Where is the sound hiding?"

Guess it guys

My difficult riddles.

And then define

Where does sound live?

Educator. You and I must solve the riddles of the Wise Owl and determine where he lives in these riddles sound: at the beginning, in the middle or at the end of a word. Ready? Let's get started.

The teacher reads riddles. Children solve riddles.

First to get out of the ground

On the thaw.

He is not afraid of frost

Even though it's small.

(Snowdrop) Educator. Where does the sound [n] live in this word?

Children. In the middle of a word.

In a blue shirt

Runs along the bottom of the ravine.

(Brook) Educator. Where does the sound [r] live in this word?

Children. At the beginning of a word.

Housewarming at the starling

He rejoices without end.

So that we have a mockingbird,

We made it.

(birdhouse)

Educator. Where does the [s] sound live in this word?

Children. At the beginning of a word.

Here on a branch someone's house

No doors in it, no windows,

But the chicks live warmly there.

This is the name of the house.

(Nest) Educator. Where does the sound [o] live in this word?

Children. At the end of a word.

Educator. Well done, and you all did a great job with this task.

Educator. Well done, guys, you coped with all the tasks, and we can safely write about our achievements in a letter to the Wise Owl.

Tell me if you like our class? What task was the easiest in your opinion? And which one is the most difficult?

I present a summary of direct educational activities for children of the preparatory group in the Literacy section. This summary will be useful for educators of the preparatory group.

Integration of educational areas:"communication", "fiction", "cognition", "socialization", "health".

Purpose of the lesson: Consolidate knowledge, skills and abilities in the section "Literacy".

Tasks:

educational e: To check the knowledge, skills and abilities acquired by children, formed in the literacy classes;

Speech: Exercise in the differentiation of the studied sounds; exercise in the sound analysis of the word; to consolidate the ability to draw up and analyze sentence schemes; identify the level of mastery of reading skills; consolidate general concepts; enrich the vocabulary of children;

Developing: consolidate the ability to work in a notebook and at the blackboard;

Educational: to cultivate the ability to listen to comrades, not to interrupt each other.

Demo material: cards with the words: ROCKET, COBRA, KOLOBOK, EDGE, DINNER; card with physical education.

Handout. "Sweets" - a treat with chips (vowel sound, stressed, soft consonant sound, hard consonant sound, voiced consonant sound, deaf consonant sound, syllable (stressed, unstressed), cards with pictures of catfish, pike, crucian carp, shark; colored pencils, notebooks or blank sheets, envelopes with a tongue twister; cards with the Lost Letter game

V. Guys, guests have come to us, many guests, look at them and say hello to them. They want to look at you, what smart and literate children you are.

B. Sit down on the carpet and all attention is on me.

Q. I want to suggest that you go to the country of Grammar. And to get there, you need to remember and tell everything you know about sounds, letters, syllables. Ready?

Q. Who will tell me what sounds are? What are they? Children's answers. (vowels and consonants: hard and soft, voiced and deaf).

Q. What are letters? How are they different from sounds? Answers of children. (We hear and pronounce sounds, and write letters, see, etc.)

V. Well done.

Q. Here we are in the country of Grammar. The inhabitants of this country have prepared treats for you, but the treats are not simple, come to your tables, take a piece of candy and unfold it, you see the chips inside, call in turn what you know about these chips. Children unfold and tell the vowel sound, the stressed consonant sound is soft, the consonant sound is solid, the consonant sound is voiced, the consonant sound is deaf, the syllable (stressed, unstressed).

V. Well done!

B. Please sit down at the tables. We already know that words are made up of sounds. Can you share a word? Such sound parts of a word are called syllables. To make the word sound right, we put ... emphasis. How to put emphasis? Children's answers (you need to call the word and the syllable that stretches and will be stressed)

Q. Here is the task that the inhabitants of this country have prepared for you - divide the words into syllables and put the stress. The teacher shows an example. river (re-ka)

(All the words on the cards are performed by children, the words are: catfish, pike, carp, shark)

V. Well done guys! And, how can one name the words that you worked on (fish) Who catches fish, what is the name of this person? (fisherman) Let's write down this word and do a sound analysis. Children work at tables, one at the blackboard.

V. Smarties. Now, come to me, let's play. Physical education session based on the verses of I. Nikolaevich

A worm sits on a hook, (children squat down)

Scaring the fish, making faces. (articulation gymnastics "Turkey")

From that - half a day fisherman

Can't catch anything. (children jump)

The children sit on the carpet.

B. Pay attention to the board where the word is written, read it ROCKET. What does this word mean? Answers of children. (an aircraft that moves in space)

What animal is hidden in this word? Cancer children's answers

COBRA. What does this word mean? Answers of children (the largest poisonous snake in the world)

What kind of wall lamp does a cobra carry? ARB children's responses

KOLOBOK. What does this word mean? Children's answers (folk tale character)

What part of the person's face is hidden in this word? Children's answers LOB

EDGE. What does this word mean? Children's answers (edge of the forest)

What artillery piece is hidden at the edge of the forest? Children's answers GUNS

DINNER. What does this word mean? Children's Answers (Evening Meal)

What non-venomous snakes crawled up for dinner? Children's answers UZHI.

V. Well done! Now go to the tables and take the envelope, where there is some message. Children are reading.

I need a beetle for dinner.

B. Great. Tell me, what did you read, what is it called? Children's answers Suggestion.

Q. How many words are in this sentence? Let's draw a diagram for this proposal (one child goes to the blackboard, the rest write on their pieces of paper).

How do you write the first word in a sentence? (The first word in a sentence is capitalized.) What goes at the end of a sentence? Children's answers (period) What punctuation marks are put at the end of the sentence? (!?)

V. Well done! Come out to me. Now let's pronounce this tongue twister together correctly (quietly, calmly, quickly, loudly, and now as if there is a question mark at the end, joyfully). Next, the teacher asks the children individually.

V. Well done. What is the most common sound here? [W] what can you say about this sound. What is he? Children's answers (Consonant, always firm, voiced) Wonderful!

B. Sit down at the tables. And in parting, the inhabitants of a wonderful country have prepared for you the last task "The Lost Letter"

Target:

Continue to acquaint children with the word, exercise in the ability to isolate the word as an independent semantic unit from the stream of words.

To acquaint with the constituent structure of the word, to teach the ability to divide words into syllables, to work with compound word schemes.

To form the skills of conducting sound analysis of words, using the appropriate cards - chips.

Develop the ability to navigate the constituent structure of words. Exercise in the ability to select words with a given composition.

To teach preschoolers to distinguish sentences from the flow of speech, determine the number of words in a sentence, their place (first, second, third).

Continue to learn how to make sentences on plot drawings and graphic diagrams (two, three words). Activate the ability to build sentences of various types (narrative, exclamatory, interrogative)

To form an idea that we hear and pronounce sounds, see letters, read, write. Learn to distinguish sounds by ear, highlight them, determine where the corresponding sound is in the word.

Strengthen the ability of children to highlight the initial sound in a word. Distinguish between vowels and consonants, correctly show the schematic image of a sound, determine hard and soft consonants in a word.

To improve the articulation of sounds, the differentiation of sounds similar in sound.

Develop connected speech in childrenvisual memory, reasoning, attention, thinking, imagination, interest in learning to read and write.

Contribute to the development of a culture of communication: the ability to listen to other children, answer, calmly supplement the answers.

Develop respect for the eyes as an organ of vision.

Develop the ability to respond emotionally to situations

To educate children in an active life position.

Material: computer, projector, cartoon "Baba Yaga and the Lost Letters", computer, projector, didactic games: "Make a sentence", "Who lives in the house", "Who is attentive", "What word is hidden?", "Make no mistake »; set of numbers, red and green chips, basket.

The course of the lesson in the senior group of kindergarten

Educator:

Here comes the winter again

The cold has come.

Snowflakes are falling from the sky

And on the river again ice.

Glad, glad it's winter

She came to visit us again.

Exercise "Microphone"

Do you like winter? What do you like? (If not, what do you dislike).

Educator. We need to talk about winter.

We will make an offer with you.

Tell me, what is the proposal? (These are 2, 3, 4 or more words that are friends with each other) Yes, children are a few words that are friends with each other. Can you tell me what each line on the diagram means? How do we write the first word in a sentence? What do we put at the end of a sentence? Look at the sentence diagram, how many words are there?

Didactic exercise "Make a proposal"

Educator. Come up with suggestions for this scheme. And since it is winter outside now, let it be thematic, about winter. And our tips will help in this.

_______ ______.

______ ______ ______.

______ ______ ______ ______.

What if I put a question mark at the end of a sentence, what would the sentence be? (Interrogative).

Pronounce the sentence so that they become interrogative? (3-4 answer options).

What if I put an exclamation mark at the end of a sentence, what would the sentence be? (Sign)

Let's see what our old friend has prepared for us

Watching a cartoon (from minute to minute)

Visual gymnastics for the eyes

We have a reason to rest -

We give rest to the eyes!

We closed our eyes tightly

it's one, two, three, four.

We open our eyes wider

Looking at something in the distance

We closed our eyes again

it's one, two, three, four.

Then open wider

Looking at something in the distance

looked into the distance,

Rested your eyes? No.

Right, left looked

To give your eyes a better rest.

Then we turn our eyes

We don't shake our heads

Left one, two, three, four.

Repeat the same to the right.

Look at the tip of your nose

Then look into the distance

Look sideways at your neighbor.

Right left! Come on! Well!

You rub your fingers

And put them on your eyes.

And lightly swipe

And start practicing again!

Watching a cartoon (from minute to minute)

Educator. I think the hedgehog will not cope with the task without us, we will help the hedgehog.

Didactic exercise "Enchanted words"

(Based on the first letters of the pictures, children make up a word)

Watching a cartoon (from minute to minute)

Educator. It’s a pity for the letters, what could happen to them (children’s guess)

What we can do.

Didactic game "Let's save the letter"

Educator. They live in words (letters, and in letters (sounds) But before we start saving a letter, let's remember how a letter differs from a sound?

(We see the letter, write, read, and we hear and speak the sound)

What are the sounds? (Vowels, consonants, and vowel sounds, hard and soft)

Why are the sounds called vowels? (We sing vowel sounds, the air passes freely, without encountering obstacles.)

Why are the sounds called consonants? (Consonants are not sung, teeth, lips and tongue interfere. But there are still consonant sounds - hard and soft, voiced and deaf) I will name the words, and you will use cards to determine what sound they begin with.

Didactic game "Do not make a mistake"

The teacher calls the words, the children highlight the initial sound and show the corresponding card.

Educator. Maple, willow, antenna, milk, wasp, potato, beetle, watermelon, pointer, needle, tail, tea, dinner, excavator.

Didactic game "Who is the most attentive"

Educator. I will name the sound, and you show the schematic image. If I name a vowel, which card will you show? If I name a consonant sound?

Watching a cartoon (from minute to minute)

Sound analysis of words

Educator. You rather take the chips and tell me the answer.

Has a mustache, bushy tail and a strange habit:

First he will eat well, then he will wash his face.

Children make up a sound model of the word-Cat.

It happens as a cloud, it happens as a fluff

It happens like glass is fragile and hard -

Plain say.... Water

Ripe cherries in the garden and berries in the forest,

Warm days, colorful flowers,

Gave generous ... Summer

Children make up the sound model of the word.

Watching a cartoon (from minute to minute)

Educator. What do mice need to do to grow and become strong?

Let's show them what exercises to do.

Physical education "Letters"

There is a hollow in the old tree.

This is the house of the letter o.

(Children make circular movements with their hands.)

Next to her on a bitch

The letter U stuck.

(Sit down on their haunches.)

Visit them from afar

The letter A has arrived.

(Run in place.)

The letter I has arrived

On the back of a sparrow.

(They wave their arms like wings.)

The letters began to have fun:

And laugh and spin.

They jump a little

They clap their hands,

They will swear to rest

(Children accompany the text of the poem with appropriate movements.)

Watching a cartoon (from minute to minute)

Educator. In order for us to find the letters, we need to complete the task

Exercise "Pick a word for the scheme"

Educator. How will the mouse cope without us, it is quite small.

Didactic exercise "Which word is hidden?"

Ma - raspberry, mom, car, Masha, tangerine, etc.

Educator. Here's Grandma's house

Watching a cartoon (from minute to minute)

Didactic exercise "Silence"

Educator.

Let's play silently

Take cards with numbers

Divide words into syllables.

The teacher calls the word, and the children show a card with a number corresponding to the number of syllables in the word.

Watching a cartoon (from minute to minute)

Didactic game "Who lives in the house"

Children lay out pictures in houses with numbers depending on the number of syllables in a word.

Watching a cartoon (from minute to minute)

Educator. We are good at this - we will be able to help.

Didactic exercise "Finish the word"

But-but-but - the sun is shining in ... .window

Sa-sa-sa-sa - look, it flies ... a wasp

Ma-ma-ma - it's cold ... winter.

Lo-lo-lo - snow covered the ground .. covered.

La-la-la became white ... the earth.

As-as-as - winter has come to ... us,

Sa-sa-sa which is around ... beauty!

As-as-as - snow falls on ... us,

C-c-c- froze ... noses.

Fizminutka

Winter has already come to us, (clap)

Cool winds blow ("blow" with their hands on themselves)

Snow sweeps, sweeps, sweeps, (wave hands)

Everything around is covered with snow, (circle around yourself)

A lot of snow in the yard, (raise their hands up)

Let's start a fun game. (Imitate sculpting snowballs)

Watching cartoon from minute to minute

Outcome. Reflection

Educator. Children, did you like our adventure? If you liked it, take a green chip, if something was wrong, red and put it in the basket (children say what they liked or didn’t like the lesson, which task was easy and which one was difficult in their opinion. )

Abstract of a lesson on teaching literacy in the preparatory group.

SUBJECT: "Flower-Semitsvetik"

Age: school preparatory group.

Integration of educational regions: social - communicative, cognitive development, speech development, physical development.

Tasks:

Educational:

1. Teach children to conduct a sound analysis of words, differentiating sounds (consonants and vowels)

2. Improve phonemic hearing: learn to highlight a sound in a word, determine its place in a word.

3. Exercise in the preparation of proposals and the ability to draw up a proposal scheme.

4. To form the ability to divide words into syllables.

educators:

1. Cultivate the ability to listen carefully and follow the instructions of the teacher.

2. Continue to form the ability to defend your point of view.

3. Build a sense of camaraderie.

Demo material: a flower with seven petals, an envelope with a letter.

picture cards.

Handout: colored circles (red, blue); cards with numbers 1,2,3,4; strips-schemes for drawing up a proposal.

Organization of children: in a circle, at tables;

preliminary work: a game for the development of auditory attention "Remember, repeat"; making sentences from given words; drawing up schemes of composed sentences, sound analysis of words.

Structure:

1. Organizational moment -1 task "Guess the riddle and describe"

2. Work on the topic lessons: - 2 task

3 task

4 PHYSMINUTE - 5 task "Find the Sound"

6 task "Sonic Houses Game".

7 task

3. Bottom line lessons. move:

Educator. Guys, come to me. Tell me how are you feeling today?

Children. Good, joyful, fun.

Educator. Amazing! Let's join hands and give each other our good mood. (Children stand in a circle).

All the children gathered in a circle.

I am your friend and you are my friend

Let's hold hands tight

And we smile at each other.

So which petal open first, Name of the child?

Children's answers.

1 Quest "Guess the riddle and describe"

I open my kidneys

into green leaves.

I dress the trees

I water the crops

Full of movement

my name is ... Educator: Well done! Guys, tell me what it is, spring?

Children: warm, sunny, cold, early, long-awaited, rainy, noisy, green, windy, task 2 "Make a proposal for a picture"

caregiver: Guys, look at the blackboard. (On the board is a picture "Spring"). Children make sentences about spring and determine the number of words in a sentence.

There are chart strips on your tables. Of these, you must lay out a diagram proposals:

1. The long-awaited spring has come.

2. The children went for a walk in the park.

(Children lay out sentence schemes. After that, we check at the blackboard)

caregiver: Well done, and you coped with this task. caregiver: You correctly described spring and completed the second task of the Wise Owl.

caregiver: what petal with the task will be open?

3 task "Guess the riddle and make a sound analysis for the word - riddles" Streams run faster, The sun shines warmer, Sparrow is happy with the weather - He looked at us for a month .... (MARCH)

caregiver: Well done, guessed the riddle. And now let's do a sound analysis of the word "MARCH". To do this, you have circles of blue and red on your table.

What sounds are in blue?

What sounds are in red?

How many sounds in a word "MARCH"?

What color is the first circle? So, let's start the sound analysis of the word "MARCH".

Children perform similar actions with other sounds and lay out in front of them an audio track for the word March. One child works at the blackboard.

caregiver: How many sounds are in this word? How many vowels? Consonants?

Whoever has the circles in the same order that the children named, raise your hands. Well done! You also coped with this task, but now let's do a physical education minute

4. Physical education:

We tear off the next petal, and there is this exercise:

Educator. We tear off the next petal. Listen to the task. 6 task "Divide the words into syllables and determine their number".

The teacher shows pictures (rainbow, rose, poppy, icicles, dandelion, willow, rook) and the children determine the number of syllables and raise the cards.

Educator. Well done. All right.

7 Quest "Where is the sound hiding?"

Guess it guys

My difficult riddles.

And then define

Where does sound live?

Educator. You and I must solve the riddles of the Wise Owl and determine where he lives in these riddles sound: at the beginning, in the middle or at the end of a word. Ready? Let's get started.

The teacher reads riddles. Children solve riddles.

First to get out of the ground

On the thaw.

He is not afraid of frost

Even though it's small.

(Snowdrop) Educator. Where does the sound [n] live in this word?

Children. In the middle of a word.

In a blue shirt

Runs along the bottom of the ravine.

(Brook) Educator. Where does the sound [r] live in this word?

Children. At the beginning of a word.

Housewarming at the starling

He rejoices without end.

So that we have a mockingbird,

We made it.

(birdhouse)

Educator. Where does the [s] sound live in this word?

Children. At the beginning of a word.

Here on a branch someone's house

No doors in it, no windows,

But the chicks live warmly there.

This is the name of the house.

(Nest) Educator. Where does the sound [o] live in this word?

Children. At the end of a word.

Educator. Well done, and you all did a great job with this task.

Educator. Well done, guys, you coped with all the tasks, and we can safely write about our achievements in a letter to the Wise Owl.

Tell me if you like our class? What task was the easiest in your opinion? And which one is the most difficult?

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