Laying out words and sentences from a split alphabet is a stage in learning to read and write. Laying out is preferable to writing in block letters because... At the initial stages of learning, it makes the child’s task a little easier. Choosing an alphabet Cut alphabet - pieces of cardboard with letters written or printed on them. You can try to buy a ready-made cut alphabet at a stationery store, but you need to choose it carefully.
If you wish, you can hang this alphabet on the wall to better remember the letters. But it is not suitable for literacy classes. The pictures will distract the child, the cards have two letters written on them, and the pictures themselves are not always chosen well.
Another option is a cash register. Disadvantages: the cards are small for preschoolers, they spill out of the pocket, the pockets are opaque, so the letters are not visible, the paper is a bit thin, you have to stick it on cardboard. Pros: you don’t have to do it yourself, there’s a chance it will come in handy at school.
It is best to make a split alphabet yourself together with your child. The optimal size of the cards is 3x3 or 4x4 cm. The letters can be printed on a computer or written by hand and asked the child to color them: vowels in red, consonants in black. This will help you remember the letters better.
- How to practice?
Instructions: “Listen carefully. What sound is the first? AAAAU” The adult draws, emphasizing the first sound with his voice. The child names the first sound, then finds and places the corresponding letter on the table.
"Listen, what's the next sound? AWWWWW." The next letter is laid out in the same way on right from the previous one.
Important: Immediately teach them to lay out letters and pictures from left to right.
"How many sounds did I name? How many letters are on the table?"
If the child cannot identify sounds, he is asked to look carefully at the adult’s mouth, paying attention to articulation and changes in the position of the lips. They pronounce the syllable or word again, stretching out the desired sound until the child hears it. Sooner or later it will work out.
When the child can easily decompose the word into sounds, the words are pronounced without singling out individual sounds.
Important: After the child lays out a word from the split alphabet, he must read it. Just read it, not repeat it from memory.
- What words are we putting out?
We start not with words at all, but with syllables. First, reverse syllables (at, it, um...), then straight ones (ha, but, mu). After this, we move on to words, gradually complicating the structure of the word (poppy, arc, lemons, sofa, etc.)
Important: In preschool age, the child is offered words that are written as they are heard, i.e. the words "m" O l O co", "with l nce", "du b"should not be given, because the child will spell out the way he hears: "sonce", "dup". They will introduce spelling rules at school. Our task is to form basic skills. You should also be very careful with words, in which letters occur I, e, e, yu, because they represent two sounds and you can get “yolka”, “yula”>
- Why do we post and not write?
1. Writing is more difficult than posting, because... the child needs to remember the image of the letter (and not choose from the ones offered). The writing process requires good eye-hand coordination. In this way, we complicate the not yet formed skill of decomposing a word into sounds (analysis) and putting words together from letters (synthesis), provoking unnecessary errors.
2. The writing of the printed version of many letters differs from the handwritten version, in some cases radically. It is possible that the child may subsequently confuse printed and capital letters when writing.
3. Children with ODD, as a rule, get tired quickly and begin to get distracted. Therefore, you can work productively with them for 10-15 minutes, and sometimes less. Is it worth spending this time teaching your child to write block letters?
Parents often say: “He wants to learn to write.” In this case, start by teaching your child how to hold a pencil correctly and how to navigate on a sheet of notebook. Most of our children don't know how to do this. It is better to write in a notebook with a large square; each letter should fit into its own cell.
Vreneva E.P., teacher-speech therapist
1. We want to see your unique experience
On the book page we will publish unique reviews that you personally wrote about a specific book you read. You can leave general impressions about the work of the publishing house, authors, books, series, as well as comments on the technical side of the site on our social networks or contact us by mail.
2. We are for politeness
If you didn't like the book, give reasons why. We do not publish reviews containing obscene, rude, or purely emotional expressions addressed to the book, author, publisher, or other users of the site.
3. Your review should be easy to read
Write texts in Cyrillic, without unnecessary spaces or unclear symbols, unreasonable alternation of lowercase and capital letters, try to avoid spelling and other errors.
4. The review should not contain third-party links
We do not accept reviews for publication that contain links to any third-party resources.
5. For comments on the quality of publications, there is a “Complaint Book” button
If you bought a book in which the pages are mixed up, there are missing pages, there are errors and/or typos, please let us know about this on the page of this book through the “Give a complaint book” form.
complaint book
If you encounter missing or out-of-order pages, a defective cover or interior of the book, or other examples of printing defects, you can return the book to the store where you purchased it. Online stores also have the option of returning defective goods; check with the relevant stores for detailed information.
6. Review – a place for your impressions
If you have questions about when the continuation of the book you are interested in will be released, why the author decided not to finish the series, whether there will be more books in this design, and others similar - ask them to us on social networks or by mail.
7. We are not responsible for the operation of retail and online stores.
In the book card you can find out which online store has the book in stock, how much it costs and proceed to purchase. You will find information about where else you can buy our books in the section. If you have questions, comments and suggestions regarding the work and pricing policy of the stores where you purchased or want to purchase the book, please direct them to the appropriate store.
8. We respect the laws of the Russian Federation
It is prohibited to publish any materials that violate or encourage violation of the laws of the Russian Federation.
The letters of the Russian alphabet are divided into vowels and consonants. There are 10 vowel letters, these are A E E I O U Y Y E Y YA. Consonants 21 - B C D D F G H J K L M N P R S T F X C Ch Sh Sh. There are 33 letters in total.
Letters Kommersant And b are neither vowels nor consonants.
Spend time with your child in an interesting and useful way. We wish you success. 
How to play with your child using cards with letters?
Game number 1. Name the letter.
Before you start playing this game, introduce your child to a few letters.
You show your child a card with a letter, and he says which letter is written. For the correct answer, the child receives a chip. At the end of the game there is a prize. Please note that vowels are written in red and consonants in blue.
Tell your child that sounds are vowels and consonants. Vowel sounds are easy to sing, shout, and pronounce. There is nothing in the mouth - neither lips nor tongue. Let the child guess what vowel sound is in the words: poppy, forest, cat, house, etc.
And consonants. When pronouncing them, something constantly gets in the way in the mouth - either the lips or the tongue. Play, let the child name the consonants he hears: day, meadow, juice, poppy, etc.
Use this game to learn all the letters of the alphabet.
Game No. 2. Name words starting with the given letter.
Offer any letter that the baby knows, and take turns saying words starting with that letter. Now let the child choose the letter, come up with words again, and continue in the same way.
Game No. 3. Who says that?
Before starting the game, choose one card with a letter that begins with a consonant sound (for example, m). Next to this letter, place the letter representing the vowel sound (for example, “a”).
At first, you shouldn’t push your child and insist that he read more syllables. Focus your attention on the question: “Who says that?” The child must answer which animal makes such a voice.
For each correct answer, give a chip. Over time, the game can be played in a group of children and a competition can be organized to see who can name the proposed syllables faster and more correctly.
Game number 4. Change the vowel.
In this game, the first letter, the consonant, remains unchanged, but the letters that represent the vowel sound change. For example: ma, mo, mu, mi, me, we, me. Then the first letter can be replaced (the child can choose the letter himself) and continue reading.
Game number 5. Change the consonant.
In this game, the first letter, the vowel, remains unchanged, but the letters that represent the consonant sound change. For example: am, an, hell, av, ash, ar, at. Then the first letter can be replaced (the child can choose the letter himself) and continue reading.
Game number 6. Funny letter combinations.
This game is perhaps the most difficult at this stage of learning, since the child needs to read letter combinations that consist only of consonant sounds (fl, zv, kr, sl, st, br, gl, pl, hl, zm, kr, dv, sk, kv). To interest your child, invite him to choose the funniest letter combination from those that he reads.
Game No. 7. Create a syllable.
Using letter cards, invite your child to write the syllable you name. For a correctly completed task, the child receives a chip.
You can organize a competition with prizes in a group of children. The first one to create a syllable will receive a chip. At the end of the game, a winner is selected based on the number of chips received and receives a prize.
Game No. 8. Put the word together.
Using cards with letters, you need to form a word of three, and later of four or five letters, invented by your playing partner. For example, you named the word “garden”, and the child must put it together from letters. Then, on the contrary, the child names a three-letter word, and you add it up. Be sure to ask your child to check if you completed the task correctly. For fun and to check your attentiveness, sometimes make mistakes. Let the child identify them. Each correctly written word is awarded a chip. The one who collects the most chips wins.
Bright, colored cards with letters of the Russian alphabet.
In which cards with letters and signs are inserted. It is used as a demonstration tool and as a handout available to each student. The split alphabet is used at the synthesis stage, when it is necessary to form syllables and words from letters after their sound analysis. One of the options for the general class alphabet can be considered cubes with letters, which are also used to compose syllables or words, but at the same time there is an element of play and entertainment.
Mobile alphabet It is a double strip with windows (3-5 holes). Tapes with letters are passed between the bars, the order of which depends on the purpose of the synthetic exercise in writing syllables and words from the studied letters.
When teaching literacy, various types of Handout for exercises in analyzing the sound structure of words and for composing words from letters. The purpose of the material is to help students in analytical and synthetic work. Such material can be considered elements of model diagrams, cards with words with missing syllables or letters, cards with subject drawings and diagrams of the syllabic composition of words, etc.
BASIC TECHNIQUES AND TYPES OF EXERCISES USING MATERIALS OF VARIOUS METHODICAL FIELD
The main teaching aid for teaching literacy is the ABC book. Based on its content, the teacher organizes the activities of students using various techniques and types of exercises.
Tables of syllable mergers help the student to understand the role of the new letter, its place, sound correspondence in the composition of the SG syllables, in order to be able to read them together, perceive the merger as a “solid graphic element.” When working with a table, you can use a primer or write it out on blackboard Using the table of fusion syllables, we can suggest:
Columns of words serve for the primary reading of words with the studied sound and letter. Graphic marks and landmarks help to read the word, for example:
so¦s|ny ku¦s ¦ t sa |ni |ta ¦ r
Sometimes examples of inflection and word formation are given, for example:
table - chair, table - tables, table - table, grew - grew.
Using word columns, you can conduct various reading exercises.
1. Reading words with their preliminary analysis using graphics litters:
How many syllables are in a word?
Read mergers.
Read the first syllable, then the second (third).
Read the whole word.
2. Reading words and explaining their lexical meaning
H. Reading words in forward and reverse order.
4. Selective reading of words:
Names of people;
Animal names;
– names of professions (trees, tools, etc.);
Words denoting one or more objects;
Pairs of words with opposite meanings, etc.
5. Reading words that differ in one letter, one syllable.
6. Reading words and selecting synonyms and antonyms for them.
7. Reading words that answer the questions: “What grows in the forest?” "Who lives in the zoo?" and so on.
Using various methods of reading words helps to avoid learning them by heart and mechanical repetition, i.e. ensures conscious reading.
The variety of lessons during the period of literacy training is very large, however, general basic requirements for all reading or writing lessons and their individual types can be identified.
Requirements for lessons on literacy teaching methods can be divided into general didactic and special:
Let's list general didactic requirements:
1) the educational nature of the lesson, the clarity of the educational purpose of this lesson (what moral qualities will be developed in this lesson?);
2) clarity of the educational purpose of the lesson (what new children will learn, what they will learn, what skills and abilities they will develop, what is the stage of development of these skills and abilities, what will be the degree of independence of children in the lesson, what will be the level of their cognitive activity, what will be their mental development? will be the degree of completion of the topic, etc.);
3) continuity and promise of the lesson, its connection with previous lessons, its place in the chain of lessons on a given topic, on a given section of the program;
4) the variety of methodological means and work methods chosen for the lesson, the variability of work on the material, the dependence of the choice of methodological means on the nature of the material and the learning objectives, the accessibility of the methodology - its entertaining and playful nature;
5) organizing the work of all students in accordance with their capabilities, at a sufficiently high level of their knowledge, skills and mental development; differentiated and individual approach to students during the lesson; the presence of feedback (from students to the teacher) at all stages of the lesson;
6) teaching children methods of mental work (“teaching students to learn”, those skills that are a necessary condition for successful learning at school.
Some other requirements are also required: scientific nature, accessibility of the material, systematic and consistent teaching, etc.
The specifics of the subject “Russian language” in the lessons are expressed in the following specific methodological requirements:
1) an integral condition of a Russian language lesson is the teacher’s concern for speech environment: During the lesson, speech should be correct from a literary point of view, expressive, figurative, precise, logical, and an atmosphere of culture of speech should reign. Everything that is hung in the classroom on the walls, on the boards, must be unconditionally literate, exemplary both in content and design; each lesson fosters a “linguistic flair”, a love for the native language, for a living, bright, expressive word;
2) in each lesson, both reading and writing, there must be work to develop students’ speech: enrichment, clarification and activation of the dictionary, composing and analyzing sentences, working on word combinations, oral storytelling, retelling, reciting by heart, dramatization, etc. .; most often these types of work are closely intertwined with others - with sound analysis and synthesis, with reading, writing, etc.;
3) in every reading and writing lesson, necessary elements are also various techniques of sound and letter analysis and synthesis - preparation for reading or, especially, writing, as well as independent exercises;
4) direct work on developing skills in reading and writing should occupy most of the time in lessons - approximately 2/3 of the lesson; this means that in reading lessons you need to mainly read, in writing lessons you need to write (the scope of the concept of “read” includes preparatory work before reading, as well as analysis of the content of what was read, i.e. work on reading consciousness; the same can be said about concept of writing");
5) in each reading and writing lesson, exemplary language material is used: along with the texts of the primer, compiled, as a rule, artificially (from those words that first-graders are able to read), texts by K. Chukovsky, S. Marshak, A. .Barto. E. Charushin and other children's writers - this is how the connection between classroom reading and extracurricular reading, reading - with listening;
6) reading and writing lessons are continuously connected and represent an inextricable unity: the reading lesson prepares students for the writing lesson, and the writing lesson serves as a continuation of the previous reading lesson (this sequence is observed in the lesson schedule).
These are the general basic requirements for lessons. These requirements can be considered simultaneously as criteria for assessing a planned or conducted lesson and as an approximate “scheme” for analyzing a lesson after visiting and recording it (or analyzing a plan, summary of an upcoming lesson).