This article covers the topic "Easy Reading Texts".
Taking into account the peculiarities of the level of formation of the reading skill of schoolchildren, the teacher sets specific tasks for controlling activity:
In the first class, the formation of the syllabic way of reading is checked; understanding 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 customary to think that the full-fledged education of the child should begin at the age of 6-7. AT given age a preschooler is already enough, he can take care of himself, he knows a lot. Active perception increases, it reaches 7-10 minutes.
Although recently there have been pedagogical and psychological studies that argue that the education of the baby should begin at an early preschool age. And the best moment when you should start training is the age of 3 years. One cannot but agree that at the age of three a child seems quite small. Therefore, we can expect the question of parents “Why so early?”. The answer to it is hidden in the features of the development of the younger.
Logic, spatial thinking and memory
The main thing is not to miss this stage of the development of the student, 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 voluminous, can imagine and describe them. The logical start is when your son or daughter asks a series of questions that flow from one another. For example, a dialogue like this:
- Dad, what is it? (the child points to a speed bump on the road, over which the bus carefully rolls).
- Why a cop? - the child does not calm down.
“It’s a speed bump,” Dad says.
Because it's on the road.
- Why lying down? the student asks.
In addition to logic and spatial thinking, the child's memory is activated. It is important for the child to understand the answers to all the questions that he received. Therefore, the student can repeatedly ask the parents the same thing. He learns, he remembers. You should only help the baby in this. The age of the “why” makes it quite easy to teach a child the basics of reading.
The article was devoted to the topic "Easy Reading Texts".
Irina Rumyantseva
File cabinet " speech games and exercises for children 5-6 years old "
1. "Can you name it?"
Target: select words for a given vowel sound, which is at the beginning of a word.
Game progress.
The teacher sets any vowel sound out of four ([a], [o], [y], [and], children select words. The game is accompanied by words from a poem by L. Kuklin.
That's how many words on [a] we can say!
(Children list words for a given sound.)
Oh, that's enough! And the sound can get tired too!
But what can we call on [o]?
(Children list words for another given sound, etc.).
2. "Guess the word"
Target:
Game progress.
Howls, blows, hums. Who is this?
3. "Falling, Falling Leaves"(using leaves - blower)
Target: exercise children in the use of spatial prepositions on, under, in, for.
The progress of the exercise.
1st option. The teacher (without children) puts the blowers in different places in the group room. Draws the attention of the children that, while they were not there, they scattered around the group autumn leaves. Suggests to name where each leaf is located. The child, who correctly named the location of the leaf, picks it up and hangs it on a tree.
Sample statements from children:
- “One (yellow, orange) leaf flew (fell) onto (under) a table (chair, sofa, pillow, shelf, book, etc.)”,
- “One (yellow, orange) leaf flew behind the curtain (toy, shelf, etc.).”
2nd option. Children with leaflets in their hands calmly run, circle around the group to the words of the teacher:
Silently the leaves flew
The leaves are very tired.
They want to rest.
4. "On the contrary"
Target: to activate the dictionary of antonyms in the speech of children.
Game progress.
Pictures are stacked inside the three-dimensional screen, which depict opposite characteristics of objects and objects.
Children take turns lowering a magnet (attached to a stick with a thread). They take out a picture and name what is shown in the picture (preferably in the form of a compound sentence with the union a). For example: " Balloon light, and the weight is heavy. The grandfather is old and the boy is young. Etc.
5. “What is this? Who is this?"
Target: to consolidate children's ideas about generic relationships.
Game progress.
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 pick up the species concept. Generic concepts can be repeated. For example:
Fish - carp
Bird - jackdaw
The animal is a fox
Flower - carnation
Raspberries
Wood - maple
Clothes - jacket
Furniture - bed
Dishes - saucepan
Vegetables - cabbage
Fruits - pear, etc.
6. "Wonderful bag"
Target: exercise in the use of words denoting the material from which objects are made (wooden, glass, plastic, metal); develop tactile sensations.
Game progress.
Children examine, pick up selected items made from different materials (5-7 items). Special attention children are drawn to their own tactile sensations. Then all the items are put in a bag, and the children perform the tasks of the teacher:
Take out an object made of wood. How else can you say about this subject? What is he? (Wooden). Etc.
7. "Finish the phrase"
Target: to exercise children in compiling complex sentences.
Game progress.
The teacher starts the sentence and the child finishes.
I love candy because they...
I'm worried about grandma because...
I want to be friends with because...
We love listening because...
8. "Draw a rhythmic pattern" (hand preparation for writing)
Target: develop a sense of rhythm in children; show how to represent the rhythm.
Game progress.
The teacher invites the children to clap a familiar rhythm according to the model, for example: clap - pause - two claps - 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 (someone who can clearly clap the rhythm) to clap a simple rhythm. The child claps, the teacher (in parallel) draws a rhythmic pattern with chalk on the blackboard.
In conclusion, the children are invited (in turn) to clap, at their request, a certain rhythm; The teacher draws it on the blackboard.
9. "Graphic drawings"
Target: develop the ability of children to analyze the image, repeat the contour of the picture using a colored thread or rope.
Game progress.
The teacher offers the children sheets of white cardboard with various graphic images of objects and objects: a Christmas tree, a little man, a tumbler, a house, etc. Children analyze the images (what elements and how many of them, then recreate the image drawn on the sheets - with the help of thread, rope.
10. "Drops are falling, drops are falling"
Target: develop spatial awareness in children.
Game progress. It is carried out by analogy with “Leaves are falling, falling” (now using drops - a blower)
11. "Bouquet"
Target: develop phonemic awareness in children; practice the correct conjugation of the verb want.
Game progress.
The teacher invites children to make a bouquet of flowers, the names of which begin with the sounds [k], [g], [x].
Suggested flower names: lily of the valley, bluebell, gladiolus, rose, chrysanthemum, tulip.
Complete the sentences with the word want:
I (want) to give this bouquet ... (the 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.
Game progress.
The teacher invites the children to imagine that they are walking in the forest (children walk in a group). Everyone dispersed in different directions, and then they began to call each other, call to each other. The children stop and take turns calling each other. At the same time, they pronounce the name in syllables: Ma - sha, Ni - ki - that,
Li - for, etc. In the future, children can name the number of syllables in the named name: Yes - sha (two syllables).
13. "Falling, falling snowflakes"
Target: develop spatial orientation in children, exercise in the use of spatial prepositions (include prepositions due to, from under).
Game progress.
It is carried out by analogy with the game "Falling, falling leaves"
14. "The word got lost"
Target: exercise children in working with polysemantic words (leg); clarify children's ideas about objects and their parts.
Game progress.
The teacher says:
Lived - there was a word leg in the world. Once the word got lost and began to look for the owner. Help the word leg find those to whom it refers.
Children select objects and objects that have legs (table, chair, armchair, etc.; mushroom, person, animal).
For example: a table - one, two, three or four legs, a tabletop; chair - four legs, seat, back; man - two legs (legs, arms, head, torso; mushroom - leg, hat).
15. "Soft - hard"
Target: to exercise children in the ability to highlight the first sound in a word and distinguish consonant sounds by hardness - softness.
Game progress.
On a separate table are various toys (or pictures). The teacher invites the children to choose for themselves (optional) any toy (picture). Then the teacher explains the task:
Today we will explore the words in the game "Soft - hard". You name your toy (picture). Identify the first sound in a word. If this sound is soft, then you put your toy (picture) on this soft pillow. 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.
Game progress.
Children stand in a circle and begin to pass a handkerchief to each other. At the signal of the teacher (cotton), the child, who had a handkerchief 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 the sound design (clapping, tapping) of rhythmic patterns.
Game progress.
Our animals came to visit Dunno and sat down to drink tea, But behind the doors some of them left traces. (show cards). Whose footprints are these? (Hare).
Here jumping on the page
Birds roamed on a clear day
Leaving behind a cross.
(S. Marshak)
Whose footprints are these? (Birds: sparrow, parrot)
Traces are like rhythmic patterns. If we read them, we will find out how merrily a bunny, a parrot, a sparrow jumped.
Children slap (tap on the table) rhythmic patterns.
18. "Search"
Target: continue to teach children to find in the immediate environment and correctly name objects that have named sounds in their names.
Game progress.
The teacher invites the children to travel around the group and look for objects whose names contain the sounds [c], [z], [c].
You can complicate the task: divide the children into a shooting gallery of 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 [c]).
The children, having found the object, politely invite the Dunno to themselves: “Dunno, please come to me. I found an object with the sound [c] - a flower.
Dunno may ask individual children where the sound is in the word (at the beginning, middle or end of the word).
19. "Say the other way around"
Target: exercise children in the selection of antonyms represented by different parts of speech (nouns, adjectives, verbs, adverbs).
Game progress.
The teacher pronounces a phrase with one meaning, and the child with the opposite. The teacher can give an example: I am standing near a tall tree. - And I'm standing near a low tree.
I dug a hole. - I dug a hole.
The soil in my garden is damp. - The soil in my garden is dry.
Plants are useful. - And there are harmful plants.
I love sweet apples. - I like sour apples.
I drink hot tea. – I drink cold tea.
I left the park. - I came to the park.
I like winter. - I love summer.
I sleep at night. - I sleep during the day. Etc.
20. "Such different houses"
Target: continue to work on the lexical meaning of words.
Game progress.
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 invited to consider the pictures that appear and give the appropriate names (hut, hut, tower, tower, castle, palace). Through brief descriptions, children prove why they assigned specific images of houses to a particular word.
21. "Words - actions"
Target: to exercise children in the ability to form verbs from nouns.
Game progress.
The teacher calls the noun (object, the child - the verb (action with the object). The first phrase is given by the teacher as a model: Riddles are guessed.
Approximate set of words: bookmark ... lay; a hairpin ... is stabbed; orders … order; task ... set; casserole ... baked; blanks ... are harvested; tea leaves ... brew, etc.
22. "What's extra?"
Target: to exercise children in the ability to isolate an extra object from a group of homogeneous objects (objects generalized by generic connections.
Game progress.
The exercise is used by ear. Pictures are used as needed.
The teacher calls a chain of words consisting of four words. There is one extra word in the chain. At the same time, at first, an extra word is placed at the end of the chain. Gradually, as the 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 superfluous.
For example: maple - birch - oak - table. (Maple - birch - oak - these are trees. The table is furniture. So, the extra word is the table.)
23. "Let's play - count"
Target: exercise children in agreeing numerals with nouns; exercise in spatial orientation; learn to coordinate movements with words.
Game progress.
The teacher asks the children to perform different movements. Children aloud count the number (up to 10) of the movements performed (steps, jumps, squats, waving their arms).
For example: "One step, two steps ... five steps" and so on up to 10.
The task can be complicated by adding spatial landmarks. 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.
Game progress.
The exercise can be carried out both orally and with the help of pictures.
Name those who crawl. And who is jumping? Who is swimming? Who is jumping? Who is flying?
25. "Pick up similar words"
Target: exercise children in the selection of synonyms.
Game progress.
The ground is wet (damp, damp).
The collar is fresh (clean).
Stale bread (hard, old, dry).
The water is cloudy (dirty). Etc.
26. "Syllables"
Target: to exercise children in the ability to conduct syllabic analysis of words.
Game progress.
Children take one picture from those laid out on the table, 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 squats.
The job is checked.
27. "What happens?"
Target: exercise children in matching adjectives with nouns.
Game progress.
The teacher invites the children to answer the questions: what is hard? What is soft? What is sweet? What is sharp? What gets cold? What is white? What gets cold?
28. "Learn by the contour"
Target: develop analytical activities (in preparation for writing).
Game progress.
Children are offered a picture with an outline of a rocket. In boxes are geometric figures(rectangles - 1 pc., large isosceles triangles - 1 pc., small right-angled triangles - 2 pcs., for each child). Children analyze the image: they suggest what shapes such a rocket can be made of and how many shapes will be needed. The teacher asks each child to choose necessary figures in the right amount and fold the rocket.
In the future, the children glue the details on a sheet of paper, cut out the resulting rocket, attach it to a thread and use it to develop speech breathing (like a blower) and spatial orientation.
29. "Colorful rhythms"
Target: to develop a sense of rhythm in children, to exercise the ability to correlate a rhythmic pattern with an image.
Game progress.
The teacher shows the children conditional grids with one and two rows of cells. They are glued (drawn, inserted) circles and squares (of the same color).
The teacher explains that children will depict these rhythmic patterns as follows: a circle - clap your hands, stomp your foot.
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 grid in two rows:
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 vocabulary of nouns and verbs.
Game progress.
The teacher invites the children to guess who is talking about by a set of words. An example set of words:
Meows, jumps, sneaks. Who is this?
Jumps, flies, pecks, chirps. Who is this?
Howls, blows, hums. Who is this?
Barks, bites, gnaws. Who is this?
Mooing, chewing, grazing. Who is this?
Jumping, swimming, croaking. Who is this? Etc.
Lomonosov school.
This manual is intended to improve reading skills and techniques, the formation of grammatical speech skills and vocabulary enrichment. Most of the exercises are aimed at consolidating children's knowledge of vowels and consonants and sounds, familiarizing children with syllables, improving the ability to transform words, and familiarizing children with a sentence as a syntactic unit of the Russian language. In addition, the manual contributes to the development of coherent speech, improving the skills of pronunciation of sounds, writing block letters. At the end of the manual are given guidelines which should be reviewed before starting the course.
The manual contains 25 lessons, the duration of each should not exceed 25-30 minutes. write to preschool age you only need a pencil.
Lesson example:
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 in the table of syllables the column with the letter O, and then the column with the letter Y.
Find the letter in the table that is repeated more often than others.
- Guess which words you need to insert the letter O, and which letter U. The pictures will help you.
Let's play the echo game. 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.
AT kindergarten also the start of the school year. Children gradually come from holidays. Many have learned letters over the summer and begin to read a little by syllables.
Where do texts for reading by syllables come from? Of course, from the primer. Old primers are interesting, according to which grandmothers studied. The second source is the Internet. We also prepare texts for our pupils of 5-6 years old, depending on the available skills, starting with simple and short texts. It is better to read little by little, but more often.
In the first syllable-reading texts, each sentence begins on a new line. This makes it easier for children to read the text. The first texts to read by syllables should be printed large.
It is useful to accompany them with coloring pages - a work familiar to preschoolers. Tasks are like this.
- First you need to read to your mother, grandmother or someone else.
- Colorize.
- Label the items in the picture.
Why write words? When a child reads, hearing and vision interact. When writing, - auditory (I pronounce), visual (I fix the image of the word) and motor analyzers.
In addition to narrative texts, it is useful to use short simple verses for reading by syllables.
How to prepare texts for reading by syllables?
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. We divide the words into syllables as in the 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 distinguished from below by arcs.
More or less like this. It is better to start with the first option with hyphens. The first texts should be very simple in content, as below, gradually getting more complicated.. First, you give a picture for coloring. And then the kid draws himself according to the meaning of the text. Reading texts can also be downloaded from our website. Just prepare them in one of the ways suggested above.
Texts to read by syllables
This is a cat Ku-zya.
At night, Ku-zya lo-vil mice.
That's why the cat slept on di-va-ne.
And we are si-de-li in a hole.
- Name of the cat?
- What are his actions?
- Why did mice sit in a mink?
Fishing.
Sa-ni had-la u-daughter.
Sa-nya on-ko-fell worms.
He went to the river.
There are fish in the river.
Sa-nya lo-vil fish-boo.
- Boy's name?
- What was he doing?
- How many fish did you catch?
Wood.
This is a tree.
De-re-va has a trunk.
Have de-re-va leaf.
At de-re-va vet-ki.
Question. Na-zo-vi de-re-vo.
Cow.
Ko-ro-va eats se-no.
Ko-ro-wa yes mo-lo-ko.
Ma-sha love-bit mo-lo-ko.
Ma-sha loves ka-shu.
Ma-sha has ru-me-we-cheeks.
Question. Why does Masha have rosy cheeks? (For some reason, all mothers thought about diathesis)
In the woods.
De-ti went to the forest.
They are co-bi-ra-li ma-li-nu.
Next to the house for-tre-shcha-whether bushes.
De-ti is-pu-ha-lis.
And from the bushes you-be-zha-la so-ba-ka Zhuch-ka.
Everyone became ve-se-lo.
- Where did the children go?
- What were they doing in the forest?
- Who scared the kids?
Summer
Let something red-but-e.
Why o-but red-no-e?
Red-no-e, it means beauty-si-in-e.
Ze-le-ny-e le-sa.
Blue sky.
Bright flowers.
The beauty.
Na-ri-sui le something.
- Why is summer red?
- What forests?
- What a sky
- Which flowers?
- Why do you like summer?
Ko-lo-kol-chi-ki
Ko-lo-kol-chi-ki in-le-you-e-flowers.
Why o-no-le-you-e?
In a way, that the races are here in the field and in the meadow.
Ko-lo-kol-chi-ki si-ni-e
Li-za gu-la-et in the meadow.
Li-za co-bi-ra-et ko-lo-kol-chi-ki.
Li-za has a do-ma va-za.
There ko-lo-kol-chi-ki.
Na-ri-sui ko-lo-kol-chi-ki.
- Why Bluebells Wildflowers?
- What color are the bells?
- Where is Lisa walking?
- Where will Lisa put the bells at home?
GAMES WITH OFFERS.
COMPOSE A PHRASE.
Write the words on the cards in different grammatical forms. Invite the child to choose the right words and make phrases (connect them with arrows or put them side by side if the words are written on split cards). For example:
NEW DRESS IT'S TIME
NEW YEAR CAME CHILDREN
NEW TOYS CAME SON
NEW APARTMENT CAME DAUGHTER
Remember about the "extra" answer option to increase the intensity of the task! How to do it in such tasks? For the first task: either remove one word ("new", for example) or add a word ("car", for example). The same for the second task: add or remove one word.
WHICH WORD IS LOST?
The exercise helps to learn to comprehend the meaning of prepositions. Write phrases that include prepositions, write the prepositions themselves on separate cards. Invite the child to "return" the "little words" to their place. A complicated option: the child is not given prepositions, he himself guesses which word is missing and enters it. For example:
TEA _ SUGAR
CAT _ SOFA
SUIT _ CLOSET
DOG _ FENCE
CAME _ STORE
BOOK _ ANIMAL
ON, B, C, FROM, FOR, O, FROM ("extra" answer option).
CHOOSE THE END.
Write phrases consisting of an adjective and a noun or a past tense verb and a noun, write the endings of adjectives and verbs on separate cards, the child should put the endings into place. Provide "extra" answer options! VOLUME_ SOUNDS
VOLUME SONG
LOUD_ SINGING
VOLUME_ VOICE
-OE, -AYA, -IE, -AYA, -IY.
TIME RUN_
BOYS RUN_
VERA RUN_
-A, -O, -I.
When reading assumptions for the first time, there may be an effect of repeated repetition of the words read. As well as in the case of repeating syllables when reading words, this helps the child to understand what they read more easily and not to forget the first words by the time they read and understand the last words of the sentence (“Lena, ela, Lena ate, raspberries, Lena ate raspberries”). There is no need to interfere with such reading: soon the child will learn to quickly understand the sentence read and 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 less, which means it will become easier to read the sentence.
Before giving a child a sentence to read, make sure it does not contain complex long words. If such words are found in a sentence, offer to read them to the child in advance, if necessary, help him read and understand this word. Sentence + picture
SECTIONAL 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 of the sentence that do not fit in the meaning or form of the word, for example:
Sveta from the sketchbook
Drawn by Sveta on a plate in an album
Sveta drew in the album
To facilitate the task, you can first use plot pictures according to the content of the sentence, this will help the child quickly comprehend the options for possible relationships between the proposed words.
When the child has mastered reading sentences, you can start reading short texts. When working with a text, another level of comprehension of what has been 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 in the text, while 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 the text, learn to understand what is read, develop speech.
Age: from 5 years old.
How to play?
Preliminary for the game, select the text from 4-6 simple sentences. Read it for 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, you could suggest the following titles for the story below: At sea / For berries / Good in the forest / Lost.
ONCE KATIA WALKED WITH GRANDPA INTO THE FOREST. THERE SHE HAD FLOWERS AND LEAVES. KATYA MADE A BEAUTIFUL BOUQUET. AND GRANDFATHER FOUND A LOT OF ANIMALS. HAPPY THEY RETURNED HOME.
Invite the child to read the story and choose an appropriate title for it.
COMPLETE A STORY.
Goal: learn to compose a text from sentences, develop thinking.
Age: from 5 years old.
What you will need: any text (from the "Primer" or "ABC"), paper, colored pencils or felt-tip pens, scissors.
How to play?
Choose a text from 3-6 sentences. The number of words in each sentence should not exceed 6. Use colored felt-tip pens 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 turn out more accurately if you use the capabilities of a computer to type the story.
Example sentences for the game: THE PERFORMANCE WAS LONG / THEY ASKED MY MOTHER TO TAKE MORE TICKETS / IRA AND SVETA TODAY MOTHER TAKE IT TO THE THEATER / THE GIRLS LOVED IT IN THE THEATER / THE GIRLS WEARED FINE DRESSES / THE ARTISTS WERE SINGING AND DANCED ON THE STAGE /.
Ask the child to read each sentence separately, guess what the whole story is about, and arrange the sentences into right order. This type of work helps to form an understanding of the cause-and-effect relationships of events.
MAKE AN ENDING TO THE STORY.
The child reads the story, but not to the end. Thinks out how the story can end, checks his assumption, reading to the end. Remember to praise the child both if he guessed correctly and if he came up with his own original ending to the story.
PUT THE POINTS.
Purpose: to learn to determine the boundaries of sentences in the text, to learn to understand what is read, to develop speech.
Age: from 6 years old.
What you need: any text (from the "Primer" or "ABC"), paper, colored pencils or felt-tip pens.
How to play?
To conduct the game, write on a piece of paper or print on a printer a text consisting of 3-6 sentences. Do not place punctuation marks (it is desirable that only periods occur in the text). Tell the child that all the points have escaped from this story, so it has become impossible to understand its meaning. Invite the child to read the "strange" story and try to determine where one phrase ends and the next begins, that is, dot it correctly.
For example:
LENA BUYED A DOLL ON THE DOLL WAS A WHITE DRESS THE GIRL DOLL LIKE SHE CARRIED HER IN THE EVENING THE GIRL TAKE THE DOLL WITH HER TO SLEEP
Or another example:
YURA AND MOTHER WERE IN A GROVE THERE A WHOLE SROOM OF MOSQUITOES WAS WHIRLING THERE THE BOY WAS CLOSED FROM THEM WITH HANDS
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 more for each picture), the child reads the sentences and determines which pictures they fit.
NOTES.
Purpose: to learn to read simple sentences, to learn to understand what they read.
Age: from 5 years old.
What you'll need: A small "surprise" (this could be new toy, a book or magazine, pencils or paints, a chocolate bar, a theater ticket or something else that you want to give your child), note paper, envelopes, 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 will 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. Make 3-4 notes the first time. In the last note, you need to write where the surprise itself is located. Before the start of the game, place the notes in envelopes, and the envelopes in the places planned for them. Tell the child that you have prepared a surprise for him, just hid it, and offer to play - find the surprise according to the clues. Or tell that the child received a letter from a favorite character from a fairy tale, 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 get pleasure not only from the surprise itself, but also from the process of finding it.
After a while, the notes can become a little longer, for example: "Check the mailbox", "Go to the door", "Stand with your back to it", "Take 5 steps straight". You can use instructions consisting of several consecutive commands, for example: "Sit down and look to the right", and then more complex commands, for example: "Look in the top drawer of the dresser", "Pull out the note from the left pocket of the jacket." The number of note-commands that must be completed to find a surprise can also be gradually increased.
Options:
It is very good to play games of this kind in nature - in a park, in a forest, in a summer cottage. To organize a game in nature, use notes of a similar content: “On a birch branch”, “Look on a stump”, “Look under the tree”, “Read what is written in the sand”, etc.
The game will help diversify and relax on the playground. Invite a team of guys to find a surprise. Use note-commands like the following: "Three steps to the right of the swing", "Hidden under the hill", "Look at the carousel", "Dig in the middle of the sandbox", etc.
CONTINUE THE OFFER.
Goal: learn to read simple sentences, replenish vocabulary, develop speech.
Age: from 5 years old.
How to play?
On paper or cardboard cards, write a few sentences similar in form but different in meaning. Do not write the last words in sentences, leave space for them. For example:
A COW CHEWS ___________.
THE DOG gnaws ___________.
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 the child to carefully read the sentences and add (decompose) words that are appropriate in meaning to them. When completing the task, you may get "funny" sentences, rejoice with your child!
For the game, you can use the suggestions below and the like.
THE DOG SLEEPING IN _______ .
SASHA WAS IN _________.
COAT HANGING IN _________ . (BOOTH, BED, CABINET)
THE SELLER WORKS IN _______ .
TEACHER TEACHING IN _________ .
THE DOCTOR IS RECEPTIONING IN __________ . (SHOP, SCHOOL, HOSPITAL)
SNOW GOES _________ .
BATHING IS POSSIBLE __________ .
LEAVES FALL __________ .
KIDNEYS BUNDLE __________ . (WINTER, SUMMER, AUTUMN, SPRING)
FLYING FAST _______.
SWIMS IN THE SEA ________.
PIERCED THE WHEEL _______.
_______ RIDES ON RAILS. (PLANE, SHIP, CAR, TRAIN)
RIDDLES.
Purpose: to form the skill of meaningful reading of sentences, to develop thinking.
Age: from 5 years old.
What you will need: paper, object pictures, scissors, colored pencils or felt-tip pens.
How to play?
You can also learn to read with the help of riddles. No child will be left indifferent by the riddle. But those riddles that are found in children's books will not soon be available to your baby for independent reading. Try to make available 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 it horizontally or vertically. On large parts of the pictures on the back, write riddle sentences. On the smaller parts of the pictures on the back, write the answer words. Invite the child to read simple sentences and guess what is being said from the description. Then find the right word, connect the two parts. If the answer is correct, then reverse side folded parts will get a guess-picture.
Use to organize each new game 3-8 riddles each, it is advisable to make riddles on any one general topic each time.
On the topic "PETS" you can guess the following riddles:
Gives milk. Her children are called goats. (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. Mooing. (COW)
Likes cabbage and carrots. Looks like a rabbit. (RABBIT)
For the topic "TRANSPORT", prepare the following riddles:
Passenger urban transport. Rides on rails. (TRAM)
Used to transport goods. Knows how to dump the load. (Dump truck)
Floats. No pipe and no sail. We need oars. (BOAT)
Able to fly. It rises vertically. (HELICOPTER)
Starts with the letter M. Rides underground. (METRO)
For the topic "TREES" you can use these riddles:
Always green. Not a tree. (PINE)
It does not have red leaves in autumn. The fruits are acorns. (OAK)
Wears earrings. Bark white color. (BIRCH TREE)
Deciduous tree. Red berries. (ROWAN)
Wood. The first letter is T. The last letter is b. (POPLAR)
In this way, you can make riddles on any topic of interest to the child.
Goal: learn to read sentences, learn to understand what is read, develop speech, develop thinking.
Age: from 5 years old.
How to play?
Write or print out sentences from the list. Invite the child to read them one at a time and think of what could have happened after the event described. Praise the child if he was able to name several answers.
Use these and similar offers:
THE LIGHTS DONE IN THE ROOM.
PETIA BROKEN THE VASE.
IT WAS WARM OUTSIDE.
IT HAS GONE TO RAIN.
ANNA IS SIX YEARS OLD.
TOLYA IS EATING ICE CREAM OUTSIDE.
BOYS FIGHT IN THE YARD.
WE BOUGHT TRAIN TICKETS.
THE BELL RINGED FROM THE LESSON.
MOM COME FROM WORK.
Option:
Invite the child to come up with reasons why the events described in the sentences could have happened.
SNOWBALL.
Purpose: to form the skill of meaningful reading of sentences, to develop reading speed.
Age: from 5 years old.
What you 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.
Lay out one word in front of the child, let them read it. For example, GARDENER. Then add a second word related in meaning to the first. For example, OLD GARDENER. Add a third word and let the child read again. OLD GARDENER WATERING. Add a new word, again invite the child to read the sentence. OLD GARDENER WATERING THE FLOWERS. So add up to 5-7 words. For example, the OLD GARDENER WATERING THE FIRST FLOWERS IN THE FLOWER.
Such an 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 he read.
THE OFFER WAS CRASHED.
Goal: learn to read simple sentences, learn to understand what is read, develop speech.
Age: from 6 years old.
What you will need: paper or cardboard, colored pencils or felt-tip pens, scissors.
How to play?
For this game, write simple sentences on cards, cut each sentence into words. Tell the child that the sentences have crumbled, they need to be made up again. The child needs to read each word and build the words in semantic order.
Choose or come up with sentences consisting of 3-6 words. For example:
THE CAT LAKES MILK.
SPRING COMES SOON.
NATASHA DRAWED IN THE ALBUM.
CHILDREN CONGRATULATED MOTHER WITH A POSTCARD.
IN THE SUMMER WE WILL GO TO THE COTTAGE.
THE SHIP WAS SWIMMING TO THE SHORE QUICKLY.
CARLSON FLEW TO THE BABY TO VISIT.
THE TEACHER PRAISED THE STUDENTS FOR THE RIGHT ANSWERS.
To facilitate 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 subject 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, FLOWED up, swam up, QUICKLY, TO, THE SHORE, THE SHOP.
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 ONCE, DO IT TWO.
Purpose: to form the skill of meaningful reading of sentences, to learn to remember what was read.
Age: from 6 years old.
What you need: Paper, colored pencils or markers.
How to play?
Write short sentences-commands on separate cards. For example: "Put your hands up", "Clap three times", "Sit down five times", "Do two forward bends", "Jump on your right foot", "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", etc.
Invite the child to do exercises. Stand in front of the child and show the cards with commands in random order, let the child read the sentences and follow the commands. First, offer to perform one command at a time, then show 2-3 cards in a row, and only after that allow the child to complete 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.
Purpose: to learn to read sentences, to form the skill of meaningful reading of sentences.
Age: from 5 years old.
What you will need: plot pictures, paper, colored pencils or felt-tip pens.
How to play?
For the exercise, you will need several plot pictures. For example: "In the store", "On the playground", "Birthday", "Helping mom", "Family", etc. Come up with and write down sentences for these pictures on separate cards (one or more for each picture) , let the child read the sentences and determine which pictures they fit.
Suggestions can be glued to pictures, gradually replenishing the list of suggestions compiled on the subject of the picture.
COMPLETE PROVERBS.
Purpose: to form the skill of meaningful reading of sentences, replenish vocabulary, develop thinking.
Age: from 6 years old.
What you need: white or color
oh cardboard, compasses, a simple pencil, scissors, colored pencils or felt-tip pens.
How to play?
Cut out circles as large as possible from cardboard. Cut all circles in half. In the halves of each circle, write proverbs, dividing them into two semantic parts. For example: RAINY SUMMER / GOOD THERE / BETTER LATE / AWL IN A BAG / WORSE AUTUMN / WHERE WE ARE NOT / THAN NEVER / DO NOT HIDE. Do this work without the participation of the child.
Spread the halves of 3-6 proverbs in front of the child, ask them to collect the proverbs, read and explain their meaning.
You can use proverbs from the list or similar ones for the game:
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 around, so it will respond.
A good example is better than a hundred words.
Hurry up and make people laugh.
If you want to eat kalachi, don't sit on the stove.
You love to ride, love to carry sleds.
The word is not a sparrow, it will fly out - you will not catch it.
Measure seven times, cut once.
Of course, it will be useful to simultaneously compose proverbs on one topic. For example, on the topic "Friendship":
Friendship is not a mushroom, you will not find it in the forest.
There is no friend - look for, but found - take care.
Stand for the truth with a mountain, then friends are with you.
True friendship cannot be cut with an ax.
Or on the topic "Study":
Business before pleasure.
Hard in teaching - easy in battle.
If you want to know more, you need to sleep less.
Who reads a lot knows a lot.
Take a book in your hands - there will be no boredom.
The bird is red with the feather, and the man with the mind.
Live and learn.
This approach to the organization of the game will allow the child to understand the meaning of proverbs in all its subtleties. And an adult will give more opportunities for explanation.
Option:
Invite the child, by connecting the beginning and end of different proverbs, to make up proverbs with new content, even if it is comic. For example:
If you like to ride - do not sit on the stove.
Live a century - do not poke your head into the water.
Hurry, then your friends will be with you.
A good example cannot be hidden.
The word is not a sparrow, you will not find it in the forest.
INSERT ENDINGS.
Goal: learn to read sentences, learn to understand what is read, develop speech.
Age: from 6 years old.
What you will need: white or colored cardboard, scissors, colored pencils or felt-tip pens.
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 STREAK IS SHALLOW.
THE ELEPHANT IS BIG, AND THE MOUSE IS SMALL.
SALT IS SALT AND SUGAR IS SUGAR.
THE SKY IS BLUE_ AND THE SUN IS YELLOW_.
THE HOUSES ARE HIGH, AND THE HOUSES ARE LOW.
THE WEIGHT IS HEAVY_, AND THE BALL IS LIGHT_.
PROTEINS RED_, AND HARES WHITE_.
On cards the same width as the sentence strips, write the endings: AYA, OY, YAYA, OE, EE, OY, OY, IE, IE.
Ask your child to list the correct endings for each sentence. To check the correctness of the assignment, invite the child to read each sentence in its entirety after arranging the endings.
Option:
If it is still difficult for a child to read long sentences, this exercise can also be done with phrases.
Write on the cards the words:
M0KR_ ROAD,
WET_ UNDERWEAR,
WET_ HANDS,
WET_ UMBRELLA
or
NEW HOUSE,
NEW BOOK,
NEW FRIENDS,
NEW_OBSTACLE.
Use the same cards with endings.