Merging letters l m n. Summary of a lesson in the Russian language on the topic "Syllable-fusion" (grade 1). II. Updating of reference knowledge

Sections: Primary School

Subject. Merging a consonant sound with a vowel.

Introduction to the alphabet.

Lesson objectives. To consolidate children's knowledge about merging a consonant sound with a vowel;

continue to learn how to create sound patterns for sentences;

develop phonetic hearing, children's speech, curiosity;

cultivate an interest in learning, a desire to learn, to learn new things.

Equipment. Pictures of a lion, a school bus, a school of Animals, a baby elephant;

sentence diagrams, object drawings, cards for indicating sounds;

typesetting cloth; magnetic letters; sheets of velvet paper and thread;

textbook by Goretsky V.G. “Russian alphabet”.

During the classes.

I. Organizational moment.

The bell rang
The lesson begins.
You sat down at your desks together,
Everyone looked at me.

II. Updating basic knowledge.

Teacher. Children, today we will go to visit the city of Beasts to schoolchildren like you. But this school is unusual and the students in it are also unusual. And their teacher, Lev, will be our guide.

Guess what we will go to visit in:
There's a house going down the street
It takes us to work.
Not on chicken legs,
And in rubber boots.

(Bus).

Teacher. So, let's go. To make the trip more fun, let's tell Lev how we study at school. ( Children write a story about school).

Here we are. Let's look at the picture. What can you tell us about the school of animals?

(Children's answers).

Teacher. Write a sentence that matches the diagram.

Children. – Animals love to learn.

They like school.

The lion teaches them.

Teacher. What is an offer? What does the proposal consist of? How many words can there be in a sentence? ( Children's answers).

(The teacher draws the children's attention to the illustrations).

Leo gave us one more task: name the objects shown in the picture. What sound does their name begin with? ( The following pictures are given: elk, cat, lion, donkey, snail, eagle. Students name objects and sounds).

Teacher. How does the pronunciation of some sounds differ from others? ( Children's answers).

The vowels stretch out in a ringing song,
They may cry and scream
In the dark forest calling and calling
And lull my little sister in the cradle,
But they don’t want to whistle and grumble.

And the consonants agree
Rustle, whisper, creak,
Even snort and hiss,
But I don’t want to sing to them.

Articulation gymnastics.

Teacher and children.

Ssss - a snake whistle is heard,
Sh-sh-sh - a fallen leaf rustles,
Zh-zh-zh - bumblebees are buzzing in the forest,
Rrrr - the engines rumble.

Teacher. What is a syllable?

Vowel and consonant are friends
Forming a syllable together.
“Lo” and “si”, and instead “elks”
They came to our lesson.

Teacher. Teacher Lev’s next task: using subject pictures, create diagrams for words.

(The teacher displays pictures of moose, cats, and lions on the board. One student works at the blackboard, the rest at their desks.) The word “moose” is analyzed.

Student. “Moose.” The word has two syllables. The syllable “lo” has two sounds that form the merger of the consonant [l] with the vowel [o], etc.

(Two cards with the image of a merger are displayed on the typesetting canvas).

Student.- Cat. The word has one syllable; it has three sounds. The first two sounds, a consonant [k] and a vowel [o], merged and formed a merger. The third sound [t] is a consonant, located outside the merge.

(Places on the typesetting canvas one card with the image of a merger and one with the image of a consonant sound)

The third student works similarly with the word “lion.”

Teacher. – Compare the diagrams. What did you notice?

Children. – The patterns for the words “lion” and “cat” are the same.

Teacher. – What conclusion can be drawn from this?

Children. – The same scheme can refer to different words.

Teacher. – Who can write these words?

(Children write the words cat and lion in block letters on the board.).

Breathing exercises.

Teacher. – The bus broke down and the tire went flat. Let's pump him up.

Stand with your feet apart, holding an imaginary camera in your hands. On the count of “one” - “two” - take a deep breath through your mouth; “three” - “four” - exhale forcefully through the mouth, simulating an enlarging chamber with hand movements. Repeat 3-4 times at a slow pace.

III. Learning new material.

Teacher. – Letters are used to write a word. Today we will find out: what letters are, what they are, where they “live”.

Let the first graders guess:

Wonderful! Wonderful!
Vowels! Consonants!
So different!
It's impossible without them
Comprehend science!
Have you guessed it?
This …

Children. - Sounds.

Teacher. Yes, these are sounds.

But we can't see them!
You can only hear them!
Sounds are invisible!
Mysterious guests!
You can only hear them!
Please pronounce them.

Say the sounds you like.

(Children name sounds).

Teacher. - I really want to see these sounds. To do this, you need to build houses for them. People have apartments, animals have minks in which they live. Sounds must live somewhere. Their apartments are special, they are built with pencil, pen, felt-tip pens, chalk, paints, whatever. And these houses are called letters.

There are 33 letters. And they all “live” in the city, which is called the alphabet or alphabet. Look carefully at pages 22 -23 in the textbook. We will learn all these letters. When we learn all the letters of the alphabet, we will learn to read any words. And a person who knows how to read can learn a lot of interesting and new things from books.

IV. Consolidation of what has been learned.

Teacher. - Guys, the Little Elephant at the Forest School was naughty during recess and scattered drawings and sound patterns. They are all mixed up, and now he cannot understand which word corresponds to which diagram.. ( The children have a drawing and several diagrams on their desks).

Help the Baby Elephant. Find the necessary diagrams. (The teacher checks the correspondence between the diagram and the drawing).

Now on a piece of paper write the letter with which the word shown in your picture begins. If someone knows all the letters and knows how to write them, then write this word.

Physical education minute.

Piglet Piglet
Relaxed for a while.
Got to my feet
Stretched
And then he sat down and bent over
And he jumped a little
And he walked on the spot,
And then he lay down again.
But on the left side.

(Sitting, turn right, left, hands on your belt. Stand up, arms up and stretch. Sit down, stand up, bend forward, straighten up. Hands on the belt, jumping on two legs in place. Hands down, step in place).

Teacher. - And now, guys, the Letters will tell you about themselves, and you will help them build houses and place them in order on the magnetic board. Be careful!

Thirty-three sisters,
Written beauties.
They live on the same page,
And they are famous everywhere!
They are rushing to you now,
Dear sisters,
We ask all the guys very much
Make friends with us!
A, B, C, D, D, E, E, G-
They rolled up on a hedgehog.

Whoever has the letters I named on his desk, place them on the magnetic board in the same order.

(The teacher prepares letters for children, taking into account their readiness for school. Children go to the board and put the letters they just heard about in order..)

Teacher. – Z, I, J, K, L, M. N, O –

Together they climbed out the window.

().

P, R, S, T, U, F, X –
They saddled the rooster.

(Children go out and put out letters).

C, Ch, Sh, Shch, E, Yu, Ya-
Everyone is my friend now.

(Children go out and put out letters).

b, s, b.
Three sisters were late
Played hide and seek
And now all the letters are standing up
In alphabetical order.

Where should these letters be placed? ( Children display letters, comparing their work with the alphabet given in the book).

Get to know them, children, -
Here they are standing next to each other.
It's very bad to live in the world
For those who are not familiar with them.

V. Lesson summary.

Teacher. – It’s time to say goodbye to the forest and its hospitable hosts. Did you enjoy your visit to the Forest School? And let's give the animals gifts as a keepsake. We will lay out the first letter of the alphabet on velvet paper with a thread. And when returning home, let's remember: where have we been today?

Children. – We were in the city of Beasts, at the Forest School.

Teacher. - What did we do there?

Children. - We made proposals.

Created sound diagrams.

Helped the Baby Elephant choose the right scheme.

Made up the alphabet.

We gave letters to the animals.

Teacher. - Well done boys. I think both you and the animals liked this meeting.

Literature:

Volina V.V. We learn by playing. – M.: New School, 1994.

Kudykina N.V. Didactic and entertaining tasks for 1st grade. – K.: Radyanskaya school., 1989.

Paramonova L.G. Russian language. Rules in verse. St. Petersburg : Delta, 1999.

Novotortseva N.V. Learning to write. Literacy in kindergarten. – Yaroslavl: Academy of Development, 1998.

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 and hardness of consonants and the correct selection of vowels;

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

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

Comments on using tables:

1. Before using the tables, the adult must help the child learn all the vowels, structured as follows (read by column):

Possible options:

option 1: B, C, F

option 2: D, D, W

option 3: Z, K, C

option 4: L, M, F

option 5: N, P, W

option 6: R, S, C

option 7: T, F, F

option 8: X, H, W

option 9: Shch, J, C

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

4. Rarely occurring merger syllables are highlighted in small font.

5. To fill gaps in reading learning or correct inadequate skills, it may be enough to read only a few tables relevant to the problem being solved. For example, a child tries to soften (pronounce softly) those consonants that always remain hard. This 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-TYA, TO-TO, TU-TYU, etc.) can help the child in the future make the correct selection of letters 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 (D)

Table 5 (W)

Table 6 (3)

Table 7 (Y)

Table 8 (K)

Table 9 (L)

Table 10 (M)

Table 11 (N)

Table 12 (P)

Table 13 (P)

Table 14 (C)

Table 15 (T)

Table 16 (F)

Table 17 (X)

Table 18 (C)

Table 19 (H)

Full description

This training is part of a series of trainings on our website. The series is dedicated to home tutoring of reading skills. The training can be useful for both parents of preschoolers and teachers.

A confluence syllable is a combination of a consonant and a subsequent vowel, or a combination of a consonant and a soft sign. Such letter combinations are the most difficult and important element of learning to read. The systematic presentation of the material in our article is optimal for teaching reading. IN oral speech when reading in such cases, two sounds seem to merge into one to combine a consonant and a vowel, or a hard consonant becomes soft.

Below is a complete table of common merger syllables.

	A	ABOUT	U	Y	AND	E	I	Yo	E	YU
B	BA	BO	BOO	WOULD	BI	BE	BY	BYO		BYU	B
IN	VA	IN	VU	YOU	IN AND	BE	VYa	WHAT		VYU	Vb
G	GA	GO	GU		GI	GE		GYO		GY	Gb
D	YES	BEFORE	DU	YES	DI	DE	DY	DE		DU	YES
AND	JA	JO	ZHU		*ZHI*	*SAME*		JO		JU	LH
Z	BEHIND	ZO	memory	PS	ZI	WE	ZY	ZY		ZY	3b
Y	YA	YO				YE
TO	CA	KO	KU	KY	CI	KE		KYO		KY
L	LA	LO	LU	LY	LI	LE	LA	LE	LE	Best Junior	LH
M	MA	MO	MU	WE	MI	ME	MY	MIO	ME	Manchester United	MY
N	ON	BUT	WELL	WE	NI	NOT	AE	NOT		Nude	NH
P	PA	BY	PU	PY	PI	PE	PY	PYO	PE	PY	Pb
R	RA	RO	RU	RY	RI	RE	RY	RYO	RE	RU	Pb
WITH	SA	CO	SU	SY	SI	SE	SY	SIO	SE	SJ	S
T	TA	THAT	THAT	YOU	TI	THOSE	TY	THOSE		TY	TH
F	F	FO	UGH	FY	FI	FE	FY	FYO		FU	FH
X	HA	XO	XY	XY	CI	HE		HYO		HY
C	target audience	CO	CC	TSY	CI	CE				*TsYu*
H	CHA	CHO	CHU		CHI	European Championship		WHAT			HUH
Sh	SHA	SHO	SHU		*SHI*	*SHE*		*SHO*			SH
SCH	SHA	SCHO	control room		cabbage soup	SHE		MORE			Shch

The table highlights and underlines the syllables in which children most often make mistakes. This table Suitable for both teaching reading and monitoring the assimilation of material.

If a child knows all the letters, it is easier for him to read in columns than in rows. An adult must control that the child reads fusion syllables as if “automatically.” Learning to read can be done in parts. We recommend that adults print out and make several working copies of the table, crossing out when teaching and monitoring fusion syllables that the child recognizes and reads quickly (that is, the skill has been brought “to automatism”).

To teach reading and develop the skill of reading fusion syllables, we have developed

How to learn to read?

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

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

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

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

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

Games for learning to read

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

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

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

Syllable tables

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

Common mistakes

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

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

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

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

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

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

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

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

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

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

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

The techniques outlined above relate to the sound analytical-synthetic method of teaching reading. “The letter I after a consonant denotes its softness, which means that in the combination VI the letter B denotes soft sound. It turns out VI." This is roughly what the chain of inference looks like when reading a syllable through sound-letter analysis. And what will the chain be like when reading, for example, the word CROCODILES? Can a child easily master reading in such a “long” way? Yes, there are children even younger preschool age who, thanks to the high organization of analytical-synthetic thinking, are able to successfully master reading in this way. But for most children this method is too difficult. It is not age appropriate 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, and psychological problems(low self-esteem, protest reactions, slow development cognitive processes characteristic of a given age).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Syllable + picture

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

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

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

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

You can create such tasks yourself: use the syllables you previously wrote and select corresponding pictures from any board game or from lotto.

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

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

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

So, when learning to read a syllable, remember!

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

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

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

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

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

Syllable reading skill different types Helps your child quickly learn to read 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, game uniform presentation of the material will make classes on teaching reading to preschoolers not only useful, but also interesting.