Methods of teaching literacy in primary school: description, evaluation of effectiveness. Methodological development for reading (grade 1) on the topic: Learning to read and write as a stage in mastering reading and writing

Features of literacy lessons in classes with different student backgrounds.

G.N.Nuretdinova, teacher of Russian language and literature of higher qualification. category of State Autonomous Educational Institution of Secondary Professional Education "Arsky Pedagogical College named after. G. Tukay"

Many children enter 1st grade already reading or well prepared to master reading. Therefore, each teacher first of all gets acquainted with the composition of his class: to study whether each student reads and how he reads (in whole words, by syllables quickly, by syllables slowly, by letters quickly, begins to read letters, reads individual words, does not read at all). The teacher also becomes acquainted with the deficiencies in speech and perception of speech sounds, which are most often found in children who enter school with very poor preparation.

By the time they enter school, most children usually already speak, distinguish sounds in words and usually do not mix them if they are similar in sound (for example, in words bud and barrel ). From the very beginning of learning, the child identifies individual sounds in words (if you show him with an example what a sound is and how to isolate it), he can name the sounds in order in simple words, for example in words such as mustache, mind, uh, ay; Some children, after a single presentation, name the sounds in order in words that are more difficult to analyze, such as, ball, moon, cat , show full readiness to analyze the sound structure of words and to master reading. The task of teaching literacy is to organize the primary, formed before school, ideas about the sounds of words, bring them into a system (vowels, consonants - hard, soft) and on this basis, teach how to write words in printed and written letters and read them correctly. Those admitted as readers will improve their sound understanding and reading skills.

At the same time, poorly prepared children also enter school, who have imperfect pronunciation and, especially often, deficiencies in the perception of close sounds (some vowels, consonants sh-f, s-sh, h-sh) , as well as difficulties in establishing the sequence of sounds in words. Correction of speech deficiencies must be carried out throughout the entire education, especially since many of them affect the success of mastering literacy.

Material for teaching shadowing must be selected in such a way that it corresponds to the general topic of the lesson (usually a page of the primer), but is distributed according to the capabilities of each student (reading and beginning to read). This principle of selecting material applies to demonstration tables, handouts, and reading books (primer books). Work on all these materials is structured in such a way as to ensure coordinated activity of students in the lesson and develop the reading skill of each student in accordance with his preparation. At the same time, less prepared students have in front of them the nearest promising reading material, which they begin to use as soon as it becomes possible for them.

The inclusion of perspective occurs on the principle of generalization of the basic method of reading consonants with vowels in straight syllables: if children have learned to read the first consonants with a group of vowels a, y, s, o. And, then they easily transfer this method to reading with all subsequent consonants, the letter designation and sound of which they know. As soon as children learn to read words with vowels I, Yu, in the same way denoting the softness of consonants. In this case, there is a natural generalization of the way of reading syllables with all vowels indicating the softness of consonants.

Students are offered texts that combine material for beginners and advanced readers. A clear prospect of advancement is created for each student. For example, a variant of the alphabetic material contains the text: “We feel good. We have balloons and flags! We shouted “Hurray! Hooray!" Words flag, shouted contain the sounds f, zh, k', h, which students have not yet studied in the ABC book, but they know the letters f, f, k, h and can read other consonants with vowels a, u, y, o, i. Therefore, words intended to be read by good readers are read by most beginners. Consistent inclusion of short, promising material enhances the reading abilities of students who are able to do so. Poorly prepared students are involved in this work on the material available to them, reading not only the primer, but variants of the primer pages. This ensures the development of conscious reading in them, while by reading the pages of the primer several times, they can memorize them mechanically, and this inhibits the formation of reading skills.

At each lesson, students receive tasks for independent work. Independent tasks gradually become more difficult for all groups of students. Beginners who have mastered reading well receive increasingly complex texts that have become accessible to them. In terms of reading level, they catch up with those who entered school reading well. Collective work on a common topic, composing words in which all groups of students participate jointly, logical exercises, reading various kinds of options and tables - all this leads to the rapid advancement of all first-graders in reading, and also has a beneficial effect on their overall development.

Literature.

1. “Methods of teaching the Russian language in primary classes” M.R. Lvov, V.G. Goretsky, O.V. Sosnovskaya, 2002;

2. “Russian language in primary school. Theory and practice of teaching.” M.S. Soloveychik, 2000;

3. “Methods of teaching the Russian language in primary school” by T.G. Ramzaev, 1979.

Literacy teaching is the most important link in the entire system of work on the native language in the primary grades. Junior schoolchildren acquire skills, abilities and knowledge that are of great importance for subsequent successful studies. Learning to read and write is, first of all, a means of children acquiring the initial skills of correct reading and writing, at the same time it is also a means of shaping their thinking and developing speech.

A characteristic feature of this period is that it marks the child’s transition from one way of life to another, a change in emphasis in his play and work activities, which largely determines the complexity of educational work in creating a class team, in first-graders’ awareness of the norms and rules of behavior in school.
A significant factor influencing the work of teaching literacy is, as a rule, the different levels of preschool preparation of children. Children differ from each other in their level of speech development; some of them have speech deficiencies; not all children are equally prepared to master the sound analysis of words. In addition, as the practice of recent years shows, the majority of first-graders starting school can already read, and the proportion of children who do not read is small.

There is a need for differentiated work by teachers to teach literacy to younger schoolchildren. Modern educational and methodological kits come to the aid of the teacher, suggesting the possibility of level differentiation in the 1st grade. For example, a literacy training kit by the team of authors R.N. Buneeva, E.V. Buneeva, O.V. Pronina. The textbook contains speech material for working both with a group of students who can read fluently, and with those children who have just begun to master literacy.

The ability to combine in one literacy lesson the solution of an educational and educational problem, the organization of differentiated work with primary schoolchildren, as well as the formation of children's cognitive interest in the subject, forms the basis of the skill of a primary school teacher.
Let us illustrate with an example the practical possibility of implementing educational, developmental and educational tasks in a literacy lesson.
We bring to the attention of readers a lesson summary on the training kit R.N. Buneeva, E.V. Buneeva, O.V. Pronina.

Topic: “Sounds [d], [d,]. Consonants dd"

Lesson objectives:

Educational- introduce students to new sounds and letters; improve reading skills; develop the ability to perform sound analysis of words; continue work on identifying roots in words with the same root, selecting nests of words with the same root.
Developmental – develop students’ speech, improve the operations of analysis and synthesis, generalization and classification; promote the advancement of each student depending on the level of his preparation.
Educational– form a team of students, develop the ability to cooperate and make friends.

The teacher reveals the first rule.

And the first of the rules: help a friend in difficult times. A true friend is someone who knows how to support his friend, help him in difficult times, he is always there in both joy and sadness. Let's check how the students completed their assignments at the board and help.<Рисунок 2 >

Physical minute

The class raises its hands - this is it,
The head turned - that's two.
Hands down, look forward - that's three.
Turn your arms wider to the sides by four,
Pressing them to yourself with force is five.
All the guys sit down quietly - that's six.

Working with new sounds and letters

1. Isolate a new sound

There are many children in our class, every day we get to know each other better and learn to be friends. I invite Dima and Dasha to the board, they will help us get acquainted with a couple of new sounds.
- What sound does Dasha’s name begin with? [d]
- Dima's name? [d,]
- Describe the sounds [d], [d,].

Children already have some experience in studying sounds, so they will be able to independently prove to the teacher that the sounds are consonant, voiced, paired in hardness and softness.

Let's color the sound man in the alphabet.

Children draw a hat in the shape of a bell for a man, paint one shoe blue and the other green.

2. Sound analysis of words "Dasha", "Dima"

Sounds in words are indicated using sound circles: vowels - in red, hard consonants - in blue, soft - in green. Pupils with these names complete the task on the board, the rest of the children individually at their desks.

The teacher reveals the second rule of friendship.

- The second rule of friendship: do not humiliate your friend, do not call him names or offend him.

3. Exercise in distinguishing new sounds

• work in pairs of constant composition

There are cards in front of you. Working in pairs, use a simple pencil to color a circle near those words that contain new sounds [d], [d,].<Рисунок 3 >

The teacher reveals the third rule of friendship.

You did a good job, here's the third rule of friendship: stop your friend if he does something bad.

• working in shift pairs

I will show cards with the sound pattern of a word, and you will find on your desk and pick up a card with the desired word.<Рисунок 4>

Note: working in rotating pairs, children, for example, of the first option move along the row (students from the first desk go to the last, the rest always move to a place forward), and of the second option they remain in their place).

The teacher reveals the fourth rule of friendship.

- The fourth rule of friendship: know how to share joy with a friend.

4. Introducing the letters DD.

The pair of sounds [d], [d,] in writing is denoted by the letters Dd. Why 2 letters?
What does the letter d look like?

My calf is on its feet
A letter came out along the path.

Physical minute

Choral recitation of tongue twisters and imitation of movements:
The woodpecker lived in an empty hollow,
The oak chiseled like a chisel.

Note: tongue twister is also used as a speech warm-up before reading.

5. Reading syllables with a new letter

On the desk:

Non-reading students simply read the syllables, while reading students name the syllable with an addition to the whole word. For example, yes - dacha, do - board, di - sofa, etc.
Note: differentiation of tasks by complexity

The teacher reveals the fifth rule of friendship

The fifth rule of friendship: do not deceive your friend, be honest with him.

6. Reading words, working with words with the same root And

Guys, even words can make friends, let's work with them.

Words from the alphabet are listed on the board for convenience.

Read the words in column 1, which 2 groups can they be divided into? Highlight the root in the words.

What is the common part in the words of the second column? What prefix is ​​used to form the words “will give, gift”?

Highlight the root in the words of the third column?

Continue the fourth column with words of the same root.

Note: features of the program (observation of words with the same root)

7. Working with text

Open the alphabet on page 94. Find the text at the bottom of the page, where some of the words are indicated by pictures.
- First try to compose the text in pairs, and then we will voice it. (reading the text by several students)
- What title would you choose for the text?
- In what words did the sounds [d], [d,] occur?
- Why are several words indicated in blue? How are prepositions written with words?

The teacher reveals the sixth rule of friendship

- The sixth rule of friendship: be able to admit your friend’s mistakes and make peace with him.

Dramatization of the fairy tale "Teremok"

We can also find good examples of friendship in our favorite fairy tales. I will list the heroes of one Russian folk tale, and you can guess its name: mouse-norushka, frog-frog, little bunny - little bunny, little fox sister, top - gray barrel, clumsy bear.
- Let's have a little rest and dramatize the fairy tale “Teremok”.<Рисунок 5 >
- Why can the heroes of the fairy tale “Teremok” be called friends?

Lesson summary.

What sounds did we meet today? Give them a description.
- What letter represents these sounds?
- What rules of friendship have we learned?

Reflection

I ask you to clap your hands for those guys who were very active in class today.
... was very attentive.
... had difficulties.

This manual on literacy teaching methods contains educational and methodological materials intended for pedagogical educational institutions that train primary school teachers.
It includes theoretical lectures on all issues of literacy teaching methods, plans for conducting practical and laboratory classes, a list of questions and tasks for each topic for independent control, didactic materials with detailed outlines of literacy lessons for variable literacy courses, helping students connect the theory with practice, as well as reference material.

Scientific foundations of literacy teaching methods.
The methodology of teaching the Russian language as an independent science was formed by the middle of the 19th century. Its beginning is connected with the publication of the book by F.I. Buslaev “On teaching the Russian language” (1844). Many of the ideas in this book are not outdated to this day: the author recommended studying the native language at school based on the best examples of literature, and intensifying the mental activity of students.

In 50-70 In the last century, much attention was paid to the development of the public primary school, so the issues of teaching literacy and the formation of basic reading and writing skills were in the focus of attention of many wonderful teachers of that time. “ABC” by L.N. was very popular. Tolstoy (1872), his articles, “Diaries of the Yasnaya Polyana School,” were widely published. However, the true founder of primary teaching of the Russian language was K.D. Ushinsky, who substantiated it theoretically and wrote textbooks for school: “Native Word” for years 1, 2 and 3, “Children’s World” and manuals for teachers “On the initial teaching of the Russian language”, “Guide to teaching the “Native Word” .

Content
Introduction
Lectures on the section “Methods of teaching literacy”:
Topic 1. Introduction to methods of teaching the Russian language
Topic 2. Modern organizational and methodological system of teaching literacy
Topic 3. Organization of work in reading and writing lessons.
Topic 4. Methods of studying the sound side of the language
Topic 5. Formation of initial reading skills during literacy training
Topic 6. Methods of initial teaching of writing
Topic 7. Development of students’ speech during literacy training
Topic 8. Features of teaching literacy according to the program “Primary School of the 21st Century” (supervisor Professor N.F. Vinogradova)
Practical lessons on the section “Methods of teaching literacy”
Application:
Didactic material No. 1
Didactic material No. 2
Didactic material No. 3
Didactic material No. 4
Questions for testing in the section “Methods of teaching literacy”
Intermediate testing of students in the section “Methods of teaching literacy.”

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Choosing the right teaching methods is one of the main problems in educational science. This is especially true for the methods of teaching literacy in primary school, with the help of which the teacher equips children with the basics of science, ensures the correct development of the individual, forms a worldview, and develops various cognitive abilities. The choice of teaching methodology decides a lot; it depends on its effectiveness whether the learning process will be interesting and joyful or whether it will turn into hard, burdensome work.

Student and teacher

The methodology of teaching literacy in primary school should bring fruitful, effective results. The teacher is an intermediary between knowledge and the consciousness of the student. The main task is to convey this knowledge to the child, using effective methods, organizing methods, certain ways, techniques for providing educational material.

In many ways, teaching methods depend on the biological and physiological characteristics of the growing organism. When submitting educational materials, age and biological stages of development must be taken into account; performance, physical health, fatigue, and the level of creative abilities depend on them. Everything must be taken into account when working with children.

The main problem in education is how to develop children’s interest in new knowledge and learning, how to instill in them the need for self-development and independent search. These problems affect the need-based motivational sphere of the child. Often students are not yet able to learn “for themselves.” They can try for praise, for gifts, for parents. Each of these motives ultimately ends. That is why the teacher is obliged to create motivation for learning, where the cognitive process will serve as the basis. To solve these problems, various techniques are being developed.

History of various methods

The history of literacy teaching in primary schools goes back a long way and is both instructive and complex. The most outstanding teachers in their times were L. N. Tolstoy, K. D. Ushinsky, V. P. Vakhterov. Primer writing was a burning topic for them. The ability to read and write (basic literacy) is the key to universal education. For a long time, illiteracy was an obstacle on the people's path to the light of knowledge.

Until the end of the 18th century, dogmatic teaching methods dominated school practice, when the letter-subjunctive method was used (az, beeches, lead). He relied on mechanical memorization of letters, naming them, syllables and further words. If we analyze the effectiveness of this method, we can say that it relied only on memorization. Sounding speech and sounds were not taken into account, and continuous reading of syllables was not required.

The texts were very difficult for children to understand. They all had complex religious content. The teaching of writing was divorced from reading.

The needs for mass education have led teachers to look for a new method of teaching - easier, faster, more economical. The letter-subjunctive method has been replaced by the sound method, which is focused on the student’s analytical and synthetic abilities.

Advantages of the sound method

As already mentioned, the subjunctive method is a pronounced alphabetic synthetic method: letters are memorized, combined into syllables, and then into words. Numerous disputes between primerists in the 19th century led to the emergence of phonic teaching methods. They have a number of advantages over subjunctive methods.

Nowadays, the sound method of teaching literacy in primary school is fundamental. At the same time, literary reading became much more interesting. During the lessons, analytical work is carried out and thought processes are developed. At the same time, teaching both reading and writing began to be carried out simultaneously. Reading texts are easier to digest because they are entertaining and educational.

In Europe, the analytical-synthetic sound method was developed in the 19th century by A. Disterweg, W. Gräser, and Vogel. In Russia it was first introduced by K.D. Ushinsky, his work was continued at the end of the 19th century by the famous primer writers Tikhomirov, Vakhterov, Flerov, and already in the 20th century - Yankovskaya, Redozubov.

Soviet primers were a significant step in education. became more advanced, they made it possible to quickly master reading skills. In a relatively short time (three months) it became possible to learn to read. At the same time, the methodology of teaching literacy immediately made it possible to learn writing, gain knowledge of grammar and spelling. Nowadays, more than thirty different primers and alphabet books have been developed for primary school children.

Methods of teaching literacy in Goretsky primary school

The modern methodology of V. G. Goretsky and A. F. Shanko is calculated for three and a half months of classes. The system implies a different sequence when learning sounds and letters than the alphabetical one. Goretsky, in his methodology for teaching literacy in elementary school, arranged sounds and letters based on the frequency of their use. First, the most used sounds in speech are studied, then the less common ones, and finally, the less commonly used sounds. This allows you to accelerate the development and technique of speech. At the same time, the opportunity opens up for the teacher to simultaneously carry out targeted development of speech, analyze the semantic content of texts, and perform various exercises to consolidate the acquired knowledge.

The starting point in Goretsky’s method is the analysis of the sound of spoken speech. Children isolate sentences from the text, break them into syllables, highlighting the stress, establish the sequence, number and nature of sounds, their connection with each other in a word.

Analyzing the effectiveness of this method, it is worth saying that teachers appreciated Goretsky’s textbook. All of his positions have scientifically proven confirmation; practice proves the high effectiveness of teaching using this methodology.

Russian language training

In a literacy lesson in elementary school, the main task is the formation of correct spelling. Every student should eventually master the ability to express their own thoughts in writing meaningfully, stylistically accurately, expressively, and intonationally correctly. Spelling also occupies one of the first places in the methodology of teaching literacy in primary school. In elementary school, the basic knowledge that students must master is collected, from which the foundations of knowledge of the Russian language are formed.

Junior schoolchildren study the sound composition of a word, characterize consonant and vowel sounds, explain the role of unstressed and stressed vowels, the hardness and softness of consonant sounds. Learn the basics of morphology for the correct use of words. All these basics are provided by the initial training methodology.

Main sections of the methodology

The main sections of the initial training methodology are the following:

• Literacy training. Here are presented the main methods of teaching reading and writing, the results of which began to show enormous success during the Soviet era.
• Reading technique. In elementary school, the main task when teaching reading is to teach the child to read fluently and consciously, to prepare him for the transition to middle school.
• Grammar In the methodology of teaching literacy in primary school, spelling also plays a significant role. The goal is to teach children basic writing, as well as give them first spelling skills.
• Speech development. This section in elementary school is very diverse. Children begin to analyze their speech, synthesize, and draw conclusions. They are placed in conditions where they need to think about their speech and correctly express their own thoughts. At this stage, it is learned that written speech differs from oral speech in its forms: lexical, morphological and syntactic. Children should have the foundations of coherent, correct speech.

Concept of methods

What literacy teaching methodology in primary school should be used as a basis in order to achieve maximum effect in teaching children? To answer this question, you need to familiarize yourself with what the methods are.

The method is an orderly joint activity of the teacher and students, which is aimed at achieving set goals.

Didactic methods are a set of ways, ways of solving educational problems. In relation to the teacher, we are talking about teaching methods, and to the student - about his attitude to learning. In the joint activities of the student and the teacher, techniques are highlighted that are included in the basic methodology of teaching literacy in primary school.

A technique is a structural part of a method, an element, a one-time action, one step for its implementation. Each technique is a separate action.

Objective and subjective part

In teaching methods there are an objective, depending on the teacher, and a subjective, independent part. So, for example, a story is a teaching method that all teachers perform, the common thing in it is an objective characteristic. But each performance from the mouth of the teacher has its own characteristics; the teacher himself brings them into his story. In any area of ​​methods, the individual skill of the teacher, the highest form of pedagogical art, plays a large role.

The main functions in any method are motivational, educational, educational, and organizational. With their help, teachers solve issues related to motivation and influence the educational process as a whole. Thus, any teaching method is a path to achieving your goals.

Classification of literacy teaching methods in primary school

The teacher always tries to choose the most successful method to achieve his pedagogical goals. To ease the problem of choosing a method, they are compared in terms of their effectiveness, evaluated and combined into certain groups. This is facilitated by classification and ordering of methods.

The first classifications for assessing the effectiveness of the method described part of the visible process - what actions the teacher and students perform in the lesson. These actions made it possible to characterize the basic methodology of teaching literacy in primary school. It soon turned out that this was not enough to analyze and evaluate the work of the educational process. For comparison, they began to look for new points for classifying methods; they were supposed to reflect all aspects of the process. All methods began to be classified into separate systems.

By sources of knowledge

Classification according to (E. I. Petrovsky, E. Ya. Golant, N. M. Verzilin). As a basis, the allocated methods consider sources of knowledge that are based on practice, words, and visualization. Cultural progress has included the book, and more recently video and computer systems. This classification combines five main methods:

• visual;
• practical;
• working with a book;
• verbal;
• video method.

Each method can come in a wide variety of modifications.

By purpose

Methods are classified according to their purpose (B.P. Esipov, M.D. Danilov), according to the main didactic purpose for which they are used. For example, “Methods of teaching literacy in primary school (punctuation).” The common features in this classification are the successive stages of learning processes that contribute to:

• acquisition of knowledge;
• formation of skills and abilities;
• application of knowledge;
• creative activity;
• consolidation;
• testing knowledge, skills, abilities.

The nature of cognitive activity

Classification according to the nature (type) of educational activity (I. Ya. Lerner, M. N. Skatkin). The level of independence achieved by students with the proposed work scheme is assessed. The following methods stand out here:

• information-receptive;
• reproductive;
• heuristic (search);
• problematic presentation;
• research.

If the teacher’s activity only leads to the memorization of the material, to its unconscious reproduction (even correct), here we can talk about low mental activity (reproductive method). During research, active activity, when knowledge is obtained as a result of cognitive work, a heuristic or research method takes place.

The most important task of the modern education system is the formation of universal educational activities that provide schoolchildren with the ability to learn, the ability for self-development and self-improvement. Modeling contributes to the formation of cognitive learning activities, as well as better assimilation and understanding of the information received.

During the period of learning to read and write, which is the most important stage in the development of a child’s personality, the foundations of knowledge about the native language are laid, the main speech skills (reading and writing) are formed, and a certain attitude towards the Russian language, native speech and literature is formed.

Teaching literacy is carried out using the sound analytical-synthetic method, consists of two interrelated processes: teaching initial reading and teaching writing - and is reinforced by work on the development of speech at its main levels: sound (sound culture), word (vocabulary work), sentence, coherent utterance ( text).

There are three periods in literacy learning:

1. preparatory (pre-letter);
2. alphabetic (basic);
3. post-literal.

Pre-literate period of learning to read and write.

The tasks of the pre-letter period are the development of phonemic hearing, the ability to isolate sounds from a word, perform syllabic-sound and sound analysis of words; compare sounds in similar sounding words. At this stage of learning, the development of oral speech, listening and speaking skills plays an important role. During the lessons, the concepts of word, sentence, vowel sounds, syllables, and stress are introduced.

During this period, familiarity with modeling begins, when children are given their first ideas about speech (oral and written). Students become familiar with dividing speech into sentences, sentences into words, words into syllables using graphic diagrams. During this period, students learn to model a communication situation (who communicates with whom, what words they use), and use certain marks, drawings and signs.

From the first pages of the ABC, children become familiar with the features of oral speech, learn to isolate individual words from sentences, correctly coordinate words in a sentence, create their own statements based on illustrations, use drawings and signs - symbols, a way to designate objects and write a message, model sentences, designate individual words in a sentence.

Under the guidance of the teacher, children examine the illustrations, find out the basis of the plot, find each character and name him, and then make sentences and correlate them with the proposed diagrams.

The visual-figurative models of communication presented in “ABC” give children elementary ideas about the communication situation, partners (interlocutors) of verbal communication, and goals. For example, a task of this type: “Think about who could say the word “hello” and to whom?” allows you to develop the ability to construct a speech utterance in accordance with the communicative task.

Sentence modeling is work on constructing sentences, developing coherent speech, and is also one of the ways to awaken students’ cognitive activity in literacy lessons.

During the period of literacy learning, sentences consisting of 2-4 words are used for analysis. Children learn to analyze the composition of speech, which is of great importance for all further work. In lessons, we not only count the words in a sentence, but also talk about the meaning and content of each of them, moving from the analysis of individual words to the analysis of entire sentences and the entire story.

Schemes are used to include each student in active activities, bringing the material on the studied topic to full understanding. Students begin to model a sentence before they can write. It is good for each student to have an individual set of strips of colored paper for making sentence models.

This is how a psychological merging of the spoken word and the written word, but written without letters, gradually occurs. The child learns to count words in a sentence not only by ear, but also according to a diagram, where each line represents a word. The intervals between the lines indicate small stops - pauses.

In the future, you can use tasks to develop the analysis of sentence structure:

• come up with a sentence with a certain number of words according to given patterns;
• come up with a sentence for a given scheme with a certain word;
• determine the place of a word in a sentence (what kind of word is indicated);
• raise the number corresponding to the number of words in the sentence (2, 3, 4, 5);
• increase the number of words in a sentence;
• determine the boundaries of sentences in the text;
• come up with a sentence based on the plot picture and determine the number of words in it;
• make a sentence from words given in disorder (for example: garden bed, on, cucumbers, grow).

In the process of learning to read and write, students become familiar with the visual-figurative model of a word, the meaning of words (as an image of an object, action and property) and the sound of words (a sequence of speech sounds). Children select words that name the object in the picture, call the same object with different words - cat, cat (for example, Primer by L.E. Zhurova and A.O. Evdokimova).

During the learning process, children learn, in response to the teacher’s word, to select words with the opposite or similar meaning, to supplement the sentence with the words:

Initial reading instruction assumes developing the ability to read syllables(and not by letters), i.e. mastering smooth syllabic, positional reading of words that children can understand. In this regard, familiarization with the syllabic structure of words occupies an important place in preparing children for learning to read and write.

It is very important to teach a child to read syllable by syllable, emphasizing the stressed syllable. The successful formation of this method of reading is facilitated by preparatory work, which begins even before children begin to read, that is, to translate the graphic (letter) form of a word into an audio one.

One of the areas of this preparatory work is dividing words into syllables, pronouncing words by syllables, and composing them from separately named syllables. In order for a student to correctly convey the sound side of a word in writing, without skipping or rearranging letters in it, he must be taught to divide the word into syllables, establish the place and sequence of sounds in it. To master the concept of “syllable” you can use the following models:

During literacy learning in 1st grade, students gradually become familiar with letters. They learn that a syllable is part of a word that necessarily contains a vowel.

In order for children to learn to divide a word into syllables and determine the number of syllables in a word, they need to perform the following procedure:

1. Place dots under all vowels with a red pencil.
2. Count the points. How many dots - so many syllables. “As many vowels as there are in a word, there are as many syllables, each student knows this” is a rhyme that helps children remember the rule.
3. Divide words into syllables. The main rule is that each syllable must have one vowel letter.
4. “Call” the word as if it were lost in the forest: “li-si-tsa, doll-la, de-voch-ka”
5. Divide the word into syllables with a vertical line. “li/si/tsa, kuk/la, de/voch/ka”
6. Check again: “Each syllable must have one vowel, there must be as many syllables as there are vowels in the word.”

There are several techniques to help divide words into syllables:

• clap, tap or walk a word syllable by syllable;
• accompany the syllable pronunciation of the word by moving the hand from right to left and from left to right;

In different primers there are different options for dividing words into syllables. So in the ABC of the “School of Russia” set by the authors V.G. Goretsky, V.A. Kiryushkina, L.A. Vinogradskaya and M.V. Boykina propose the following option for dividing a word into syllables: a solid vertical line separates SG merging syllables from each other, consonants outside SG syllables are separated by a dotted line:

In Bukvara L.E. Zhurova and A.O. Evdokimova uses a different model of dividing words into syllables - syllables are indicated by an arc under the word diagram.

In the ABC, included in the educational and methodological set “Perspective” (authors L.F. Klimanova and S.G. Makeeva), the following type of models of the sound composition of the word and division into syllables is used:

At this stage, the teacher needs to introduce children to stress and teach them to highlight the stressed sound in any word. It is with stress that word recognition begins. Stress is one of the main features of a word as a lexical unit. It combines sounds into a single phonetic word, the integrity of which depends both on the unifying force of the stressed word and on the properties of the unstressed parts. The general rhythmic structure of a word, which is determined by the number of syllables and the place of stress in the word, as well as the sound of the stressed syllable, play an important role in the processes of speech perception: they are one of the first signs with which word identification begins.

Stress in the Russian language is distinguished using three phonetic means: the duration of the stressed word (mainly the vowel sound included in the stressed syllable), the strength of the voice (the stressed syllable is pronounced louder than the unstressed one) and the quality of the stressed vowel (in the stressed syllable the vowel is pronounced with its main timbre, t .k. it is pronounced in isolation).

The ability to highlight stress in a word is also important for subsequent language acquisition at school (for example, spelling unstressed vowels.̕

After children have learned to distinguish a particular sound in a word intonationally, they need to learn to determine the number of sounds in a word and their sequence.

For example, the game “Guess”:

Children learn to determine the number of sounds in a word and come up with words with a given number of sounds.

The student is given a card with a number written on it. The student, without showing it to his friends, comes up with a word with the number of sounds corresponding to the indicated number. The rest must guess what number is written on the card. Or the student pronounces a word and asks his friends to determine the number of sounds.

Thus, in the preliterate period, familiarity with language as a sign system is preceded by familiarity with the simplest sign systems (road signs, symbol signs, etc.), which helps children better understand the substitutive function of a word (a word names an object, but is not such). During this period, the method of writing words using pictograms and diagrams is actively used, which makes it much easier for children to divide speech into semantic parts of words and sentences. A modeling method is formed - building a model of a sentence and a word, a model of a syllable structure and sound models of words.

The alphabet period of learning to read and write.

During the main (literary) stage of literacy training, students work with material from the second section of the “ABC”. The development of children's phonemic hearing continues, the sound analysis of words and the ability to denote sounds with letters are formed. Students master basic reading and writing, consolidate knowledge about words and sentences, their structure.

When teaching initial reading, a variety of analytical and synthetic exercises are used, presented in a playful, visual form.

The training includes drawing (pictographic writing), entertaining puzzles - a unique way of graphically fixing a word.

To teach children to do sound-letter analysis of words, it is necessary to form in students a clear idea of ​​vowels, consonants, hard and soft sounds.

Vowel sounds get their name from the word “voice”. This is how the word “voice” used to be pronounced. When we pronounce vowel sounds, air flows freely through the mouth. Nothing “interferes” with these sounds - neither teeth, nor lips, nor tongue, and we only hear the voice. To make sure that their conclusions are correct, children “test” all the sounds as they pronounce them and observe whether anything in their mouth interferes with their pronunciation.

There are 6 vowel sounds in the Russian language [a], [o], [u], [s], [i], [e]. In Bukvara L.E. Zhurova and V.G. Goretsky's ABC, vowel sounds are denoted by a red square.

After consonants, the letters e, e, yu, i indicate the sounds [e], [o], [u], [a].

At the same time, children become familiar with vowel letters, there are 10 of them: a, o, u, s, i, e, e, e, yu, i.

At the initial stage, it is proposed to isolate the vowel sound from the syllable , for example: ah, us, ma, yes, kra, ast, angry. Tasks can be completed using a cut alphabet or a fan.

• Raise the letter corresponding to the vowel sound of the syllable.
• Come up with a syllable with the corresponding vowel
• Determine the place of the vowel sound in the syllable and show the corresponding letter.
• Come up with a syllable in which the vowel sound is in first, second or third place.

In ABC L.F. Klimanova and S.G. Makeeva, the following symbol is used to indicate a vowel sound: . An empty red bead shows that when pronouncing a vowel sound, air flows freely through the mouth without encountering obstacles.

By becoming familiar with consonant letters, children learn what letters represent them . When pronouncing consonant sounds, a stream of air encounters obstacles in its path: the tongue, lips, teeth, take the position necessary for a certain sound. The “Consonant Sounds” table will help you work with sound models of words.

By voicedness - deafness: all consonants are divided into two groups:

Voiced - [ b ] [ c ] [ d ] [ d ] [ z ] [ th ] [ l ] [ m ] [ n ] [ r ]

Voiceless - [p] [f] [k] [t] [s] [x] [ts] [h] [sch]

What is the difference between a voiceless and a voiced sound?

When pronouncing a voiced sound, the voice participates in its formation, and we hear noise. When pronouncing a dull sound, the voice does not participate in its formation, we hear noise. You can use the “put your hand to the throat” technique: when pronouncing voiced sounds, vibration occurs (“the throat trembles”), but when making dull sounds, this does not happen.

Most consonants can indicate two sounds: hard and soft.

By hardness - softness:

Soft - [b ̕] [v ̕] [g ̕] [d ̕] [z ̕] [k ̕] [l ̕] [m ̕] [n ̕] [p ̕] [r ̕] [s ̕]

[ t ̕ ] [ f ̕ ] [ x ̕ ]

Solid - [ b ] [ c ] [ g ] [ d ] [ h ] [ k ] [ l ] [ m ] [ n ] [ p ] [ r ] [ s ] [ t ] [ f ] [ x ]

Sounds [ й ̕] [ h ̕ ] [ ш ̕ ] - always soft

Sounds [zh] [ts] [sh] - always hard

To model sounds, children must be taught to distinguish hard and soft consonants from syllables and words. Learning through play arouses significant interest in children.

The traditional program (methodology of V.I. Goretsky) uses models - fusions of sounds. They may look like this: S+G - open syllables, G+S - closed syllables

Let's look at the sound analysis of the word fox:

1. I read the word fox
2. I divide it into syllables: li - sa, 2 vowels - 2 syllables
3. The first syllable is li ( With log - merger (C+G) (the sound [and] denotes the softness of the consonant)
4. The second syllable is sa (the syllable is a merger (C+G) (the sound [a] indicates the hardness of the consonant)
5. Let's assemble a word model

Sound analysis is carried out using sound patterns over the entire range of sounds of the Russian language. The formation of sounds in patterns is motivated - it captures the articulatory and pronunciation features of speech sounds: the circle symbolizes the free passage of air when pronouncing vowels, and the crossbar and wavy line in the circle (bead) indicate obstacles that arise when pronouncing consonants. Along with this, an acrophonic method of writing words is used: each sound is indicated by a picture. Such models of words for sound analysis are used in the ABC of the educational complex “Perspective” by L.F. Klimanova and S.G. Makeeva:

Working with word models, children draw conclusions about how the word is structured and compare words by sound and meaning.

Successful learning requires repeated and varied use of modeling at different stages of work on concepts, as well as students’ assimilation of a conventional sign system and awareness of the appropriateness of its use. In almost every lesson, first-graders perform tasks that require the ability to model to solve cognitive and practical problems.

During the learning process, children learn to independently build sentence models, analyze the sound composition of a word, reflecting in the model the characteristics of sounds: vowel - consonant, stressed vowel - unstressed, hard consonant - soft, voiced - unvoiced. But since all these tasks are given in a varied playful form, first-graders complete them with pleasure. This makes the learning process interesting and exciting for children, while also providing a gentle adaptation to school learning.

Postliterate period of literacy training.

The main task of this period is to consolidate conscious reading skills and ensure the transition from syllable reading to reading in words. In addition, the ability to understand texts of different types is formed: scientific and artistic. Comparison of these texts allows children to conduct independent observations of the language of works of art and the use of words in literary texts.

The fastest synthesis of the visual image of a word with its meaning is facilitated by exercises to develop an accurate (differentiated) perception of the word, expanding the reading “field”, and performing a variety of logical, associative and lexico-grammatical exercises

Texts presented in visual and figurative form help children feel the rhythm, melody and imagery of the language of works of art, and realize the aesthetic function of language.

The use of diagrams and models allows students to better imagine educational material. Modeling acts as a means of visually representing objects and patterns of the material being studied. Purposeful work on teaching children to model is built throughout the entire period of learning to read and write and is a good foundation for further learning and a necessary element of educational action. The conscious introduction of modeling into the educational process brings it closer to the process of scientific knowledge, prepares schoolchildren to independently solve problems that arise before them, to independently obtain knowledge.