This article covers the topic "Simple texts to read".
Taking into account the peculiarities of the level of development of schoolchildren’s reading skills, the teacher sets specific tasks for monitoring activities:
In the first grade, the formation of the syllabic reading method is checked; awareness of the general meaning of the text being read at a reading rate of at least 25-30 words per minute (at the end of the year); understanding the meaning of individual words and sentences.
Teaching a child to read
At the present stage of development, it is common to think that a child’s full education should begin at the age of 6-7 years. IN at this age A preschooler is already enough, he can take care of himself, he can do a lot. Active perception increases, it reaches 7-10 minutes.
Although recently there have been pedagogical and psychological studies that claim that a child’s education should begin at early preschool age. And the best time to start learning is considered to be the age of 3 years. One cannot but agree that at the age of three a child seems very small. Therefore, you can expect the parents to ask “Why so early?” The answer to this is hidden in the developmental characteristics of the youngest.
Logic, spatial thinking and memory
The main thing is not to miss this stage of a student’s development, because it is from the age of three that the makings of spatial and logical thinking are formed. the child begins to realize that objects are three-dimensional and can imagine and describe them. The logical beginning is when your son or daughter asks a series of questions that follow from one another. For example, a dialogue like this:
- Dad, what is this? (the child points to the speed bump on the road, over which the bus carefully rolls).
- Why a policeman? – the child does not calm down.
“This is a speed bump,” says dad.
- Because it lies on the road.
- Why lying down? - asks the student.
In addition to logic and spatial thinking, the child’s memory is activated. It is important for a child to understand the answers to all the questions he has received. Therefore, a student can repeatedly ask his parents the same thing. He learns, he remembers. You just need to help your baby with this. The age of “why” makes it quite easy to teach a child the basics of reading.
The article was devoted to the topic "Simple texts to read".
Irina Rumyantseva
Card index " Speech games and exercises for children 5–6 years old"
1. “Can you name it?”
Target: select words based on a given vowel sound, which is located at the beginning of the word.
Progress of the game.
The teacher sets any vowel sound from four ([a], [o], [u], [i], children select words. The game is accompanied by words from a poem by L. Kuklin.
That's how many words we can say in [a]!
(Children list words with the given sound.)
Oh, that's enough! And the sound can get tired too!
But what on [o] can we name?
(Children list words with another given sound, etc.).
2. “Guess the word”
Target:
Progress of the game.
Howling, blowing, buzzing. Who is this?
3. "The leaves are falling, falling"(using leaves - pillows)
Target: train children in the use of spatial prepositions on, under, in, for.
Progress of the exercise.
1st option. The teacher (without children) places the pillows in different places in the group room. Draws the children's attention to the fact that while they were gone, the group scattered autumn leaves. Offers to name where each leaf is located. The child who correctly names the location of the leaf takes it and hangs it on the tree.
Examples of children's statements:
- “One (yellow, orange) leaf flew (fell) onto (under) the table (chair, sofa, pillow, shelf, book, etc.)”,
- “One (yellow, orange) leaf flew behind the curtain (toy, shelf, etc.).”
2nd option. Children with pieces of paper in their hands run calmly and circle around the group to the words of the teacher:
Quietly the leaves flew
The leaves are very tired.
They want to rest.
4. “On the contrary”
Target: activate the vocabulary of antonyms in children's speech.
Progress of the game.
Inside the volumetric screen are stacked pictures that depict the opposite characteristics of objects and objects.
Children take turns lowering the magnet (attached to a stick with a thread). They take out a picture and say what is shown in the picture (preferably in the form of a complex sentence with the conjunction a). For example: " Balloon light, but the weight is heavy. Grandfather is old and the boy is young.” And so on.
5. “What is this? Who is this?"
Target: to consolidate children’s ideas about ancestral relationships.
Progress of the game.
The teacher takes turns throwing the ball to the children, while he pronounces one of the generic concepts. The child, having caught the ball, must select the specific concept. Generic concepts may be repeated. For example:
Fish - crucian carp
Bird - jackdaw
Beast - fox
Flower – carnation
Raspberries
Tree - maple
Clothes – jacket
Furniture – bed
Dishes - saucepan
Vegetables – cabbage
Fruits - pear, etc.
6. "Wonderful bag"
Target: practice using words denoting the material from which objects are made (wood, glass, plastic, metal); develop tactile sensations.
Progress of the game.
Children examine and pick up selected objects made from different materials (5-7 objects). Special attention Children are drawn to their own tactile sensations. Next, all the items are put into a bag, and the children complete the teacher’s tasks:
Take out an object made of wood. How else can you say about this subject? What is he like? (Wood). Etc.
7. “Finish the sentence.”
Target: Exercise children in composing complex sentences.
Progress of the game.
The teacher begins the sentence, and the child finishes.
I love candy because...
I'm worried about my grandmother because...
I want to be friends with because...
We love to listen because...
8. “Draw a rhythmic pattern” (preparing your hand for writing)
Target: develop a sense of rhythm in children; show how rhythm can be depicted.
Progress of the game.
The teacher invites the children to clap a familiar rhythm according to the pattern, for example: clap - pause - two clap - pause, etc.
Next, the teacher tells the children that the rhythm can be sketched, for example, in the form of sticks. Asks one of the children (the one who can clearly clap the rhythm) to clap a simple rhythm. The child claps, the teacher (at the same time) draws a rhythmic pattern on the blackboard with chalk.
In conclusion, the children are invited (one at a time) to clap, at their request, a certain rhythm; the teacher sketches it on the board.
9. “Graphic drawings”
Target: develop children’s ability to analyze an image, repeat the outline of a drawing using colored thread or string.
Progress of the game.
The teacher offers the children sheets of white cardboard with various graphic images of items and objects: a Christmas tree, a man, a tumbler, a house, etc. Children analyze the images (what elements and how many there are, then recreate the image drawn on the sheets - using a thread, rope.
10. “Drops are falling, falling”
Target: develop spatial orientation in children.
Progress of the game. It is carried out by analogy with “Leaves are falling, falling” (now using drops - airbags)
11. "Bouquet"
Target: develop phonemic hearing in children; practice the correct conjugation of the verb to want.
Progress of the game.
The teacher invites the children to make a bouquet of flowers whose names begin with the sounds [k], [g], [x].
Suggested flower names: lily of the valley, bell, gladiolus, rose, chrysanthemum, tulip.
Complete the sentences with the word want:
I (want) to give this bouquet... (name is called).
He (wants) to give this bouquet….
She (wants) to give this bouquet... .
They (want) to give this bouquet... .
You (want) to give this bouquet….
We (want) to give this bouquet….
12. "In the Forest"
Target: Exercise children in the ability to divide words into syllables.
Progress of the game.
The teacher invites the children to imagine that they are walking in the forest (the children walk in a group). Everyone scattered in different directions, and then began calling each other, calling to each other. The children stop and take turns calling each other. At the same time, they pronounce the name syllable by syllable: Ma - sha, Ni - ki - ta,
Li - for, etc. In the future, children can name the number of syllables in the named name: Yes - sha (two syllables).
13. “Snowflakes are falling, falling”
Target: develop spatial orientation in children, practice using spatial prepositions (include the prepositions from - because, from - under).
Progress of the game.
It is carried out by analogy with the game “Leaves are Falling, Falling”
14. “The Word Got Lost”
Target: exercise children in working with polysemantic words (leg); clarify children's ideas about objects and their parts.
Progress of the game.
The teacher says:
Once upon a time there was a word, leg, in the world. One day the word got lost and began to look for its owner. Help the word leg find those to whom it refers.
Children select items and objects that have legs (table, chair, chair, etc.; mushroom, person, animal).
For example: table - one, two, three or four legs, tabletop; chair – four legs, seat, back; person - two legs (legs, arms, head, torso; mushroom - leg, cap).
15. “Soft - hard”
Target: to train children in the ability to isolate the first sound in a word and distinguish consonant sounds by hardness and softness.
Progress of the game.
There are various toys (or pictures) on a separate table. The teacher invites the children to choose (optional) any toy (picture). Then the teacher explains the task:
Today we will explore words in the game “Soft - Hard”. You name your toy (picture). Determine the first sound in a word. If this sound is soft, then you place your toy (picture) on this soft pad. If the first sound in your word is hard, then you refer your toy (picture) to this hard cube.
Children are offered a set of toys or other objects (pictures): a doll, a whale, a tank, a telephone, an alarm clock, a squirrel, a pipe, a sofa, a newspaper, a weight.
16. “I know five names”
Target: continue to work on the generalized meaning of words.
Progress of the game.
Children stand in a circle and begin passing handkerchiefs to each other. At the teacher’s signal (clap), the child who has the scarf in his hands answers the teacher’s question: “Who knows the five names of items of clothing (trees, berries, fruits, vegetables, birds, pets, wild animals, dishes, furniture, etc. . ?
17. “Rhythmic pattern”
Target: Exercise children in sound design (claps, tapping) of rhythmic patterns.
Progress of the game.
Our animals came to visit Dunno and sat down to drink tea, but behind the doors some of them left traces. (Show cards). Whose tracks are these? (Hare).
Jumping across the page here
Birds were walking on a clear day,
Leaving a trail with a cross.
(S. Marshak)
Whose tracks are these? (Birds: sparrow, parrot)
The tracks are similar to rhythmic patterns. If we read them, we will find out how merrily the bunny, parrot, and sparrow jumped.
Children tap (tap on the table) rhythmic patterns.
18. "Search"
Target: continue to teach children to find in their immediate environment and correctly name objects whose names contain the named sounds.
Progress of the game.
The teacher invites the children to travel around the group and look for objects whose names contain the sounds [c], [z], [ts].
You can complicate the task: divide the children into subgroups, each of which is looking for objects in the name of which a certain sound is heard (or the sound [s], or the sound [z], or the sound [ts]).
The children, having found the object, politely invite Dunno to their place: “Dunno, please come to me. I found an object with the sound [ts] - a flower.
Dunno may ask some children where the sound is in a word (at the beginning, middle or end of the word).
19. “Say the opposite”
Target: exercise children in selecting antonyms represented by different parts of speech (nouns, adjectives, verbs, adverbs).
Progress of the game.
The teacher pronounces a phrase with one meaning, and the child with the opposite. The teacher can give an example: I am standing by a tall tree. “And I’m standing near a low tree.”
I dug a hole. - And I dug a hole.
The soil in my garden is wet. – The soil in my garden is dry.
Plants are useful. - And there are harmful plants.
I love sweet apples. – And I love sour apples.
I drink hot tea. – I drink iced tea.
I left the park. - I came to the park.
I like winter. - And I love summer.
I sleep at night. - I sleep during the day. And so on.
20. “Such different houses”
Target: continue to work on the lexical meaning of words.
Progress of the game.
The teacher shows the children slides with reproductions of illustrations by Yu. Vasnetsov: “On the Street,” for the book “Ladushki”; “Three Bears” to L. N. Tolstoy’s fairy tale “Hare Tears”; illustrations from other books depicting various houses.
Children are asked to look at the pictures that appear and give the appropriate names (hut, hut, tower, teremok, castle, palace). Through short descriptions, children demonstrate why they assigned specific pictures of houses to a specific word.
21. “Words are actions”
Target: Exercise children in the ability to form verbs from nouns.
Progress of the game.
The teacher names a noun (object, the child - a verb (action with an object). The first phrase is given by the teacher as a sample: Riddles are made.
An approximate set of words: bookmark ...lay; hairpin...pinned; orders...order; task...asked; casserole...baked; preparations...are prepared; tea leaves...brewed, etc.
22. “What’s extra?”
Target: to train children in the ability to identify an extra object from a group of homogeneous objects (objects generalized by generic connections.
Progress of the game.
The exercise is used by ear. Pictures are used as needed.
The teacher names a chain of words consisting of four words. There is one extra word in the chain. At first, the extra word is placed at the end of the chain. Gradually, as children master the exercise, the place of the extra word in the chain may change. The child defines this word and explains why he considers it unnecessary.
For example: maple - birch - oak - table. (Maple - birch - oak are trees. A table is furniture. So, the extra word is table.)
23. “Let’s play and count”
Target: practice children in coordinating numerals with nouns; practice spatial orientation; learn to coordinate movements with words.
Progress of the game.
The teacher invites the children to perform different movements. Children count out loud the number (up to 10) of movements performed (steps, jumps, squats, arm swings).
For example: “One step, two steps... five steps” and so on until 10.
The task can be complicated by adding spatial references. For example: one step to the right, two steps to the right, etc.; one jump to the window, two jumps to the window, etc.
24. “Who moves how?”
Target: activate children's vocabulary.
Progress of the game.
The exercise can be done either orally or with the help of pictures.
Name those who crawl. Who's jumping? Who's swimming? Who's jumping? Who's flying?
25. “Find similar words”
Target: exercise children in selecting synonyms.
Progress of the game.
The ground is wet (moist, damp).
The collar is fresh (clean).
Stale bread (hard, old, dried out).
The water is cloudy (dirty). Etc.
26. "Syllables"
Target: to train children in the ability to carry out syllabic analysis of words.
Progress of the game.
Children take one picture from those laid out on the table and stand in a circle. The teacher tells the rules: “The one who has one syllable in a word jumps; the one with two syllables goes to the center; the one with three syllables crouches.
The task is being checked.
27. “What happens?”
Target: Exercise children in agreeing adjectives with nouns.
Progress of the game.
The teacher invites the children to answer the questions: what is hard? What is soft? What's sweet? What is spicy? What happens when it's cold? What is white? What happens when it's cold?
28. “Find out by the contour”
Target: develop analytical activities (in preparation for writing).
Progress of the game.
Children are offered a picture with an outline of a rocket. The boxes contain geometric figures(rectangles - 1 pc., large isosceles triangles - 1 pc., small right-angled triangles - 2 pcs., for each child). Children analyze the image: guess what shapes such a rocket can be made from and how many shapes will be needed. The teacher invites each child to select necessary figures in the required quantity and fold the rocket.
Subsequently, children glue the parts onto a sheet of paper, cut out the resulting rocket, attach it to a thread and use it to develop speech breathing (like an airbag) and spatial orientation.
29. "Colorful Rhythms"
Target: develop a sense of rhythm in children, exercise their ability to correlate a rhythmic pattern with an image.
Progress of the game.
The teacher shows the children conditional grids with one and two rows of cells. Circles and squares (of the same color) are glued (drawn, inserted) into them.
The teacher explains that children will depict these rhythmic patterns as follows: circle - clap hands, stamp feet.
a) for grids in one row:
red circles and squares: circle - square - circle - square, etc.
blue circles and squares: circle – circle – square – circle – circle – square – etc.
b) for a two-row grid:
green circles and squares: circle - square - circle, circle - square - circle, etc.
red circles and squares: square - square - square, circle - circle - circle, etc.
30. “Guess the word”
Target: develop a vocabulary of nouns and verbs.
Progress of the game.
The teacher invites the children to guess who they are talking about based on the set of words. An example set of words:
Meows, jumps, sneaks. Who is this?
Jumps, flies, pecks, chirps. Who is this?
Howling, blowing, buzzing. Who is this?
Barks, bites, gnaws. Who is this?
Moos, chews, grazes. Who is this?
Jumps, swims, croaks. Who is this? Etc.
Lomonosov school.
This manual is intended to improve reading skills and techniques, develop grammatical speaking skills and enrich the vocabulary. Most of the exercises are aimed at consolidating children’s knowledge of vowels and consonants, letters and sounds, familiarizing children with syllables, improving the ability to transform words, and familiarizing children with the sentence as a syntactic unit of the Russian language. In addition, the manual contributes to the development of coherent speech, improvement of pronunciation skills, writing in block letters. At the end of the manual guidelines, which you should familiarize yourself with before starting classes.
The manual contains 25 lessons, the duration of each should not exceed 25-30 minutes. Write to preschool age You only need a pencil.
Example lesson:
Lesson 2.
- Read the first line in the table of syllables.
- Underline all the vowels with a red pencil. Write in brackets the number of vowels in each word.
- How many words can you make from vowels? Write it down.
- Read the column with the letter O in the table of syllables, and then the column with the letter E.
— Find in the table the letter that is repeated more often than others.
- Guess which words need to be inserted with the letter O, and which ones with the letter U. The pictures will help you.
- Let's play the game "Echo". Repeat after an adult words that begin with the sound B, then with the sound B. Learn to quickly and clearly pronounce tongue twisters with the sounds B and B.
IN kindergarten also the beginning of the school year. The children are gradually returning from vacation. Many people have learned letters over the summer and are starting to read a little bit by syllable.
Where do the texts for reading syllables come from? Of course, from the ABC book. Interesting are the old primers that grandmothers used to learn. The second source is the Internet. We also prepare texts for our 5-6 year old students depending on their existing skills, starting with simple and short texts. It is better to read a little, but more often.
In the first texts for reading by syllables, each sentence begins on a new line. This makes it easier for children to understand the text. The first texts to be read syllable by syllable should be printed large.
It is useful to accompany them with coloring books, a familiar activity for preschoolers. The tasks are as follows.
- First you need to read it to your mother, grandmother or anyone else.
- Color it.
- Label the items in the picture.
Why is it worth writing words? When a child reads, hearing and vision interact. When writing, I use auditory (I pronounce), visual (I record the image of the word) and motor analyzers.
In addition to narrative texts, it is useful to use short simple poems for reading syllables.
How to prepare texts for reading syllable by syllable?
Parents teaching their child to read can prepare the material themselves. You need to know the following. Texts for reading by syllables may look different. It all depends on how we divide the word into syllables.
1. Divide words into syllables, as in a primer, with hyphens (short horizontal lines). Below several texts are divided into syllables in this way.
2. Words are divided into syllables by vertical lines.
3. Syllables are highlighted from below with arcs.
Like that. It's better to start with the first option with hyphens. The first texts should be very simple in content, as below, gradually becoming more complex.. First, you give a picture to color. And then the child draws himself according to the meaning of the text. Texts for reading can also be downloaded on our website. Just prepare them using one of the methods suggested above.
Texts for reading by syllables
This is the cat Ku-zya.
At night, Ku-zya caught mice.
Then the cat slept on the couch.
And we are sitting in a hole.
- Cat's name?
- What are his actions?
- Why were the mice sitting in the hole?
Fishing.
Sa-ni had a daughter.
Sa-nya na-ko-fell the worm.
He went to the river.
There is a fish swimming in the river.
Sa-nya caught a fish.
- Boy's name?
- What was he doing?
- How many fish did you catch?
Tree.
This is a tree.
The tree has a trunk.
The tree has a leaf.
The tree has branches.
Question. Na-zo-vi de-re-vo.
Cow.
Ko-ro-va eats se-no.
Ko-ro-va gives mo-lo-ko.
Ma-sha love-bit mo-lo-ko.
Ma-sha love-bit ka-shu.
Ma-sha has ru-my-ny-e cheeks.
Question. Why do Masha have rosy cheeks? (For some reason, all the mothers thought about diathesis)
In the forest.
The children went into the forest.
They are so-bi-ra-li ma-li-nu.
Near the house behind the bushes.
The children were frightened.
And from the bushes you-be-zha-la with-ba-ka Zhuch-ka.
Everyone felt better.
- Where did the children go?
- What were they doing in the forest?
- Who scared the children?
Summer
Le-kras-no-e.
Why is it red?
Red means beautiful.
Ze-le-ny-e forests.
Blue sky.
Bright colors.
Beauty.
Na-ri-suy le something.
- Why is summer red?
- What forests?
- What a sky
- Which flowers?
- Why do you like summer?
Ko-lo-kol-chi-ki
How many colors are there?
Why do you care?
Because it grows here in the fields and meadows.
Ko-lo-kol-chi-ki si-ni-e
Li-za is walking in the meadow.
Li-za so-bi-ra-et ko-lo-kol-chi-ki.
Liza has a va-za at home.
There's a co-lo-kol-chi-ki.
Na-ri-sui ko-lo-kol-chi-ki.
- Why are bluebells wildflowers?
- What color are the bells?
- Where is Lisa walking?
- Where will Lisa put the bells at home?
GAMES WITH SENTENCES.
COMPLETE A PATTERN.
Write words on cards in different grammatical forms. Invite your child to choose suitable words and make up phrases (connect them with arrows or put them next to each other if the words are written on cut cards). For example:
IT'S TIME FOR A NEW DRESS
NEW YEAR HAS COME CHILDREN
NEW TOYS CAME SON
NEW APARTMENT DAUGHTER CAME
Remember about the “extra” answer option to increase the intensity of the task! How to do this in such tasks? For the first task: either remove one word (“new”, for example) or add a word (“car”, for example). Same for the second task: add or remove one word.
WHAT WORD IS LOST?
The exercise helps you learn to comprehend the meaning of prepositions. Write phrases that include prepositions, write the prepositions themselves on separate cards. Invite your child to “put” the “little words” back into place. A complicated version: the child is not given prepositions, he himself guesses which word is missing and writes it in. For example:
TEA _ SUGAR
CAT _ SOFA
SUIT _ CLOSET
DOG _ FENCE
CAME _ STORE
BOOK OF _ ANIMALS
ON, IN, WITH, FROM, FOR, ABOUT, FROM (“extra” answer option).
PICK UP THE ENDING.
Write phrases consisting of an adjective and a noun or a verb in the past tense and a noun, write the endings of adjectives and verbs on separate cards, the child must put the endings in place. Provide “extra” answer options! VOLUME_SOUNDS
LOUD_ SONG
LOUD_ SINGING
LOUD_VOICE
-OE, -AY, -IE, -IE, -IE.
TIME RUNNED_
THE BOYS RAN_
VERA RAN_
-A, -O, -I.
When reading the assumptions at first, there may be an effect of repeated repetition of the words read. Just as in the case of repeating syllables when reading words, this helps the child understand what he read more easily and not forget the first words by the time he reads and understands the last words of the sentence (“Lena, ate, Lena ate, raspberries, Lena ate raspberries”). There is no need to prevent such reading: soon the child will learn to quickly understand the sentence read without repeating words.
But to make it easier to read sentences, you can use sentences in which pictures are inserted instead of some words, then the number of words that need to be comprehended when reading will be smaller, which means it will become easier to read the sentence.
Before you let your child read a sentence, make sure it doesn't contain complex words. long words. If such words appear in a sentence, offer to read them to the child in advance; if necessary, help him read and understand this word. Sentence + picture
CUT OFFERS.
For this task you need to write sentences on cards and cut them into words. The child reads the words and makes a sentence out of them. You can add extra words to the set of words in a sentence that do not fit the meaning or form of the word, for example:
Sveta from the drawing album
Sveta drew on a plate in an album
Sveta was drawing in the album, drawing in
To make it easier to complete the task, you can first use plot pictures based on the content of the sentence; this will help the child quickly comprehend the options for possible relationships between the proposed words.
When the child masters reading sentences, you can start reading short texts. When working with text, another level of comprehension of what you read appears - an understanding of the sequence and cause-and-effect relationships of the events described in the text.
To facilitate reading comprehension, it is important to ask as many different questions as possible about the text, and the child can answer in his own words or read the answer from the text.
At this stage of learning to read, you can also play entertaining games with your child.
TITLE FOR THE STORY.
Goal: learn to read text, learn to understand what you read, develop speech.
Age: from 5 years.
How to play?
First, select a text from 4-6 simple sentences for the game. Read it yourself, come up with a title. On a piece of paper, write 3-4 options for the title of the story, and only one of them should be suitable for its content. For example, for the story below you can suggest the following titles: At sea / For berries / Good in the forest / Lost.
ONE DAY KATYA WALKED WITH GRANDFATHER TO THE FOREST. THERE SHE COLLECTED FLOWERS AND LEAVES. KATYA MADE A BEAUTIFUL BOUQUET. AND GRANDFATHER FOUND A LOT OF STUFF. THEY RETURNED HOME HAPPY.
Invite your child to read the story and choose an appropriate title for it.
MAKE A STORY.
Goal: learn to compose text from sentences, develop thinking.
Age: from 5 years.
What you will need: any text (from the Primer or ABC), paper, colored pencils or markers, scissors.
How to play?
Select a text from 3-6 sentences. The number of words in each sentence should not exceed 6. Use colored markers or pencils to write sentences from the text on separate strips of paper. Or write the whole text first and then cut it into sentences. It will be more accurate if you use the capabilities of a computer to type the text of the story.
Example sentences for the game: THE PERFORMANCE WAS LONG / THEY ASKED MOM TO TAKE MORE TICKETS / IRA AND SVETA TODAY MOM TOOK TO THE THEATER / THE GIRLS LOVED THE THEATER / THE GIRLS WEARED ELEGANT DRESSES / THE ARTISTS SINGED AND DANCED ON STAGE / .
Ask your child to read each sentence separately, guess what the whole story is about, and arrange the sentences into in the right order. This type of work helps to develop an understanding of the cause-and-effect relationships of events.
COME UP WITH THE ENDING OF THE STORY.
The child reads the story, but not to the end. He comes up with how the story might end, checks his guess, reading to the end. Do not forget to praise the child both if he guessed correctly and if he came up with his own original ending to the story.
PLACE THE DOTS.
Goal: learn to determine the boundaries of sentences in a text, learn to understand what you read, develop speech.
Age: from 6 years.
What you will need: any text (from the Primer or ABC), paper, colored pencils or markers.
How to play?
To play the game, write on a piece of paper or print out a text consisting of 3-6 sentences. Do not place punctuation marks (it is advisable that only periods appear in the text). Tell your child that all the dots have disappeared from this story, so it has become impossible to understand its meaning. Invite your child to read a “strange” story and try to determine where one phrase ends and the next one begins, that is, to place the dots correctly.
For example:
THEY BUYED A DOLL FOR LENA THE DOLL WAS A WHITE DRESS THE GIRL LIKED THE DOLL AND SHE ROLL IT IN A STROLLER IN THE EVENING THE GIRL TOOK THE DOLL TO SLEEP WITH HER
Or another example:
YURA AND MOM WERE IN A GROVE, THERE WAS A WHOLE SWARM OF MOSQUITOES circling THERE THE BOY HAS BEEN COVERED FROM THEM WITH HIS HANDS MOM LIGHTED A FIRE MOSQUITOES ARE AFRAID OF SMOKE THIS WAS A RESCUE FROM THEM
OFFER + PICTURE.
For the exercise you will need several plot pictures. The adult comes up with and writes down sentences for these pictures on separate cards (one or several for each picture), the child reads the sentences and determines which pictures they go with.
NOTES.
Goal: learn to read simple sentences, learn to understand what you read.
Age: from 5 years.
What you will need: a small "surprise" (this could be new toy, a book or magazine, pencils or paints, a chocolate bar, a theater ticket or anything else that you would like to give to your child), note paper, envelopes, a felt-tip pen.
How to play?
Write in the first note: “Look under the book.” Do not hide this note; it will need to be given to the child first at the beginning of the game. In a note that you later hide under the book, write: “Look under the pillow.” In a note that you will hide under your pillow, write: “Look in the refrigerator,” etc. The first time, write 3-4 notes. In the last note you need to write where the surprise itself is. Before starting the game, place the notes in envelopes and the envelopes in the places planned for them. Tell your child that you have prepared a surprise for him, just hidden it, and invite him to play - find the surprise using the clues. Or tell him that the child received a letter from his favorite fairy tale character, but he must read the letter himself, because his name is written on the envelope. How much joy your child will have when he finds a surprise! And most importantly, he will receive pleasure not only from the surprise itself, but also from the process of searching for it.
After a while, the notes may become a little longer, for example: “Check the mailbox”, “Come to the door”, “Stand with your back to it”, “Take 5 steps straight”. You can use instructions consisting of several sequential commands, for example: “Sit down and look to the right,” and then more complex commands, for example: “Look in the top drawer of the chest of drawers,” “Take out the note from the left pocket of your jacket.” The number of command notes that must be executed to find a surprise can also be gradually increased.
Options:
It is very good to play games of this kind outdoors - in the park, in the forest, in a summer cottage. To organize a game in nature, use notes with similar content: “On a birch branch”, “Look at the stump”, “Look under the tree”, “Read what is written on the sand”, etc.
The game will help diversify your relaxation on the playground. Invite the team of guys to find a surprise. Use note commands like the following: “Three steps to the right of the swing”, “Hidden under the slide”, “Look at the carousel”, “Dig in the middle of the sandbox”, etc.
CONTINUE THE SENTENCE.
Goal: learn to read simple sentences, expand your vocabulary, develop speech.
Age: from 5 years.
How to play?
On cards made of paper or cardboard, write several sentences that are similar in form, but different in meaning. Don't write the last words in sentences, leave space for them. For example:
THE COW IS CHEWING ___________.
THE DOG IS GETTING ___________.
NASTYA EATS __________.
Write the last words of the sentences on separate cards in the same color and font as the sentences (HAY, BONE, porridge). Invite your child to carefully read the sentences and add (arrange) words that suit their meaning. When completing the task, you may get “funny” sentences, rejoice with your child!
To play the game, you can use the suggestions below and similar ones.
THE DOG IS SLEEPING IN ________.
SASHA LIES IN _________.
THE COAT IS HANGING IN _________. (BOOTH, BED, CLOSET)
THE SALESMAN WORKS IN ________.
THE TEACHER TEACHES IN _________.
THE DOCTOR IS CONDUCTING AN APPOINTMENT AT __________. (STORE, SCHOOL, HOSPITAL)
IT IS SNOWING _________ .
YOU CAN SWIM __________.
LEAVES FALL __________ .
THE BUDS ARE BLOWING __________. (WINTER, SUMMER, AUTUMN, SPRING)
FLYS FAST ________.
SWIMMING IN THE SEA ________.
I PUNCHED THE WHEEL ________.
________ ROWS ON THE RAILS. (PLANE, SHIP, CAR, TRAIN)
PUZZLES.
Goal: to develop the skill of meaningful reading of sentences, to develop thinking.
Age: from 5 years.
What you will need: paper, object pictures, scissors, colored pencils or markers.
How to play?
You can also learn to read with the help of riddles. No child will be left indifferent to the riddle. But those riddles that are found in children's books will not soon be available for your child to read independently. Try to create accessible riddles yourself.
For the selected subject pictures, come up with riddles consisting of several simple sentences. Cut each picture into two parts: make one much larger than the other, cut horizontally or vertically. Write riddle sentences on large parts of the pictures on the reverse side. Write the answer words on the smaller parts of the pictures on the reverse side. Invite your child to read simple sentences and guess from the description what they are talking about. Then find the right word and connect the two parts. If the answer is chosen correctly, then back side The folded parts will give you a picture answer.
Use to organize each new game 3-8 riddles, it is advisable to compose riddles each time on one general topic.
On the topic "PETS" you can make the following riddles:
Gives milk. Her children are called kids. (GOAT)
Loves the owner. Lives at home or in a booth. (DOG)
Fluffy and affectionate. Catches mice. (CAT)
With horns. Gives milk. Not a goat. Moos. (COW)
Loves cabbage and carrots. Looks like a hare. (RABBIT)
For the topic "TRANSPORT" prepare the following riddles:
Passenger urban transport. Rides on rails. (TRAM)
Used for transporting goods. He knows how to unload the load himself. (DUMP TRUCK)
Floats. Without a pipe and without a sail. Need oars. (BOAT)
Can fly. Rises up vertically. (HELICOPTER)
Starts with the letter M. Travels underground. (METRO)
For the TREES theme, you can use these riddles:
Always green. Not a Christmas tree. (PINE)
There are no red leaves on it in autumn. The fruits are acorns. (OAK)
Wears earrings. Bark white. (BIRCH)
Deciduous tree. The berries are red. (ROWAN)
Tree. The first letter is T. The last letter is B. (POPLAR)
In a similar way, you can make riddles on any topic that interests your child.
Goal: learn to read sentences, learn to understand what you read, develop speech, develop thinking.
Age: from 5 years.
How to play?
Write or print the sentences from the list. Invite your child to read them one by one and imagine what could have happened after the event described. Praise the child if he was able to name several answer options.
Use these and similar suggestions:
THE LIGHTS WENT OUT IN THE ROOM.
PETYA BREAKED THE VASE.
IT'S GOT WARM OUTSIDE.
IT RAINED HEAVY.
ANYA WAS SIX YEARS OLD.
TOLYA EATED ICE CREAM ON THE STREET.
THE BOYS HAD A FIGHT IN THE YARD.
WE BOUGHT TRAIN TICKETS.
The bell rang from class.
MOTHER CAME FROM WORK.
Option:
Invite your child to come up with reasons why the events described in the sentences could have happened.
SNOWBALL.
Goal: to develop the skill of meaningful reading of sentences, to develop reading speed.
Age: from 5 years.
What you will need: paper, colored pencils or markers.
How to play?
Prepare strips of paper of the same width. On each, write words to make one sentence.
Place one word in front of the child first and let him read it. For example, GARDENER. Then add a second word that is related in meaning to the first. For example, THE OLD GARDENER. Add a third word and have your child read again. THE OLD GARDENER IS WATERING. Add a new word, again invite the child to read the sentence. AN OLD GARDENER IS WATERING FLOWERS. So add up to 5-7 words. For example, an OLD GARDENER WATERS THE FIRST FLOWERS IN A FLOWER FLOWER.
This exercise will allow the child to overcome the fear of reading long sentences, because with a gradual increase in the number of words in a sentence, it is easier for the child to read and understand what is read.
THE OFFER FALLED UP.
Goal: learn to read simple sentences, learn to understand what you read, develop speech.
Age: from 6 years.
What you will need: paper or cardboard, colored pencils or markers, scissors.
How to play?
For this game, write simple sentences on cards and cut each sentence into words. Tell your child that the sentences have fallen apart and need to be put together again. The child needs to read each word and arrange the words in a semantic order.
Choose or create sentences consisting of 3-6 words. For example:
CAT LICKS MILK.
SPRING WILL BE COMING SOON.
NATASHA WAS DRAWING IN THE ALBUM.
CHILDREN CONGRATULATED MOM WITH A CARD.
IN THE SUMMER WE WILL GO TO THE Cottage.
THE SHIP WAS QUICKLY APPROACHING THE SHORE.
CARLSON FLY IN TO VISIT THE BABY.
THE TEACHER PRAISED THE STUDENTS FOR THE CORRECT ANSWERS.
To make it easier to complete the task, you can first use plot pictures that correspond to the content of the sentence. This will help the child quickly comprehend the options for possible relationships between the proposed words. You can also replace some words of sentences with object pictures.
To make the tasks more fun, add 1-2 extra words to each set of words that do not correspond to the meaning of the sentence.
For example:
THE SHIP, APPROACHED, SAILED, QUICKLY, TO, THE, SHORE, STORE.
Option:
Mix up the words of 2-3 sentences. Let the child make sentences at the same time. Remember that in this case the words of the sentences must be written in the same color and font.
DO IT ONE, DO TWO.
Goal: to develop the skill of meaningful reading of sentences, learn to remember what you read.
Age: from 6 years.
What you will need: paper, colored pencils or markers.
How to play?
Write short command sentences on separate cards. For example: “Raise your arms up”, “Clap three times”, “Sit down five times”, “Do two forward bends”, “Jump on your right leg”, “Take four steps back”, “Lower left hand", "Run to the door", "Turn to the window", "Walk like a bear", "Stand on your left foot", "Turn around yourself", etc.
Invite your child to do exercises. Stand opposite the child and show cards with commands in random order, let the child read the sentences and follow the commands. First, offer to carry out one command at a time, then show 2-3 cards in a row, and only after that allow the child to carry out the commands, remembering their order.
Gradually increase the number of teams in one task to 4-6. You can repeat the same command several times in a row or alternately with other commands.
EXHIBITION OF PAINTINGS.
Goal: learn to read sentences, develop the skill of meaningful reading of sentences.
Age: from 5 years.
What you will need: story pictures, paper, colored pencils or markers.
How to play?
For the exercise you will need several plot pictures. For example: “In the store”, “On the playground”, “Birthday”, “Helping my mother”, “Family”, etc. Come up with and write down sentences for these pictures on separate cards (one or several for each picture) , have the child read the sentences and determine which pictures they go with.
Sentences can be glued to pictures, gradually expanding the list of sentences compiled on the topic of the picture.
MAKE PROVERBS.
Goal: to develop the skill of meaningful reading of sentences, expand vocabulary, and develop thinking.
Age: from 6 years.
What you will need: white or colored
oh cardboard, compass, pencil, scissors, colored pencils or markers.
How to play?
Cut out circles as large as possible from cardboard. Cut all the circles in half. Write proverbs in the halves of each circle, dividing them into two semantic parts. For example: RAINY SUMMER / IT’S GOOD THERE / BETTER LATE / SEWING IN A BAG / WORSE THAN AUTUMN / WHERE WE ARE NOT / THAN EVER / YOU CAN’T HIDE IT. Do this work without the child's participation.
Lay out halves of 3-6 proverbs in front of the child, ask them to collect the proverbs, read them and explain their meaning.
You can use proverbs from the list or similar ones to play:
You can’t even pull a fish out of a pond without difficulty.
An ant is small in body, but great in deed.
Small spool but precious.
As it comes back, so will it respond.
A good example is worth a hundred words.
If you hurry, you will make people laugh.
If you want to eat rolls, don’t sit on the stove.
If you love to ride, you also love to carry sleds.
The word is not a sparrow; if it flies out, you won’t catch it.
Measure seven times and cut once.
Of course, it will be useful to compile proverbs on the same topic at the same time. For example, on the topic "Friendship":
Friendship is not a mushroom; you won’t find it in the forest.
If you don't have a friend, look for him, but if you find him, take care of him.
Stand strong for the truth, then your friends will be with you.
You can't cut true friendship with an axe.
Or on the topic "Study":
Business before pleasure.
It's hard to learn, but it's easy to fight.
If you want to know more, you need to sleep less.
He who reads a lot knows a lot.
Pick up a book and you won't be bored.
The bird is red with its feather, and the man with his mind.
Live and learn.
This approach to organizing the game will allow the child to understand the meaning of proverbs in all its subtleties. And it will give an adult more opportunities to explain.
Option:
Invite your child, by connecting the beginning and end of different proverbs, to create proverbs with new content, even humorous ones. For example:
If you like to ride, don't sit on the stove.
Live forever - don’t stick your nose in the water.
If you hurry, then your friends will be with you.
A good example cannot be hidden.
The word is not a sparrow, you won’t find it in the forest.
INSERT ENDINGS.
Goal: learn to read sentences, learn to understand what you read, develop speech.
Age: from 6 years.
What you will need: white or colored cardboard, scissors, colored pencils or markers.
How to play?
Cut out strips of cardboard about 3-5 cm wide. Write sentences with missing endings on them. For example, these:
THE RIVER IS DEEP_, AND THE STREAM IS SHALLOW_.
THE ELEPHANT IS BIG, AND THE MOUSE IS SMALL.
SALT IS SALTY, AND SUGAR IS SWEET_.
THE SKY IS BLUE_AND THE SUN IS YELLOW_.
HOUSES ARE HIGH, AND HUTS ARE LOW_.
THE WEIGHT IS HEAVY, BUT THE BALL IS LIGHT_.
SQUIRRELS ARE RED_, AND HARRIES ARE WHITE_.
On cards of the same width as the strips with sentences, write the endings: AYA, OH, YAYA, OE, EE, EY, EY, IE, EE.
Ask your child to add the correct ending to each sentence. To check the correctness of the task, invite the child to read each sentence in its entirety after adding the endings.
Option:
If it is still difficult for a child to read long sentences, this exercise can also be done with phrases.
Write the words on the cards:
M0KR_ ROAD,
WET_ UNDERWEAR,
WET_HANDS,
WET_UMBRELLA
or
NEW_ HOUSE,
NEW_ BOOK,
NEW_ FRIENDS,
NEW_ OBSTACLE.
Use the same cards with endings.