The “warehouse” method of teaching reading has been known since the time of the book “The Honest Mirror of Youth” and was successfully used by L.N. Tolstoy in his “ABC”.
The founder of the “warehouse” principle in modern pedagogy was Nikolai Aleksandrovich Zaitsev. He came up with his famous "Zaitsev's Cubes" and "Warehouse Pictures". They were followed by Voskobovich's "Folders" and Burakov's manuals "Skladariki" and "Write and Read".
A warehouse is considered to be:
Merging a consonant with a vowel, the so-called “syllable-fusion” (PA, RI, SHU, ZHI...),
separate vowel as a syllable,
separate consonant (in a closed syllable),
consonant with any sign (Рь, Бъ, Мь...).
For example, SO-BA-KA, PA-RO-VO-3, A-I-S-T, K-T-LE-TA or I-B-LO-KO and so on. A one-year-old baby begins to say MA-MA in words, not letters, and not as a whole word. It is through warehouses that it is easier and more natural to learn to read.
V. V. Voskobovich
Folding boxes
"The game-aid "Foldings" can be used as an appendix to the unique and well-known manual for teaching children early reading from the age of two "Zaitsev's Cubes", developed by the creative team of JSC "Mazai", St. Petersburg, under the leadership of N. A Zaitseva.
As a rule, parents are both surprised and pleased when their children know all the letters by the age of three or four. These parents believe that their children are ready to read. Some simple word appears in front of the child, for example, CAT, and the child begins to read: “KAOTE.” “No!” the mother or father begins to explain again to their child, “the letters K and T in words are read completely differently than on the blocks.” It turns out that almost everything is read differently than before. This is no longer clear to a child. Often such studies end with the parent “boiling up” and the child “cooling down” on reading, sometimes for a long time. In first and even second grade, you can hear children reading the word MAMA: “EMAEMA.” - “How is it possible,” exclaims “EMAEMA”, “at the age of three he knew all the letters.”
Is it possible to teach children to read differently?
FEATURES OF TEACHING CHILDREN EARLY READING ACCORDING TO THE ZAITSEV SYSTEM.
St. Petersburg innovative teacher N. A. Zaitsev proposed a warehouse system for teaching children early reading, which has now become widespread. In addition to the fact that children initially learn to pronounce warehouses in this system the way they sound in words, the warehouses themselves are located in a strictly defined way. This systematic approach provides an excellent opportunity to make the process of learning to read exciting and joyful for the child. Children learn to read not by drilling words letter by letter, but by actually putting them together from separate warehouse blocks.
FEATURES OF THE FOLDING GAME
The game-aid "FOLDINGS" is intended for teaching children early (from 3-4 years old) reading in the warehouse system. The manual contains 21 cards, on which warehouses are presented in the form of vertical columns on the right and left sides of each card. Two storage posts on each card form a storage house. Drawings, poems, music create images of these houses, in other words, illustrate the warehouse education system.
Now let’s imagine a certain city Skladinsk. There are 20 houses in this city, which are filled with songs about Borya, and about goslings, and many others. There is also a solar house (A O U Y Y E Y Y Y I E). There is also a song in this house. There is a beginning of a fairy tale.
WHAT PARENTS SHOULD KNOW AND UNDERSTAND BEFORE TEACHING THEIR CHILDREN TO READ.
1. Types of warehouses and their pronunciation.
The right and left vertical columns on each card are warehouses. The greatest difficulty in pronunciation is caused by the warehouses presented in the form of consonant letters (they are located in the left columns at the top). For example, the warehouse B is pronounced loudly and abruptly, like the last letter in the word ZU - B, and P - dull and abruptly, like the last letter in the word SU - P. Warehouses represented by vowels (АУУИЭЯЁУИЕ - sunny house) are pronounced as in the alphabet, and all the other warehouses are like if you were reading a short two-letter word.
2. Warehouses and syllables.
The warehouses may coincide with the syllables, but they may also differ. For example, in the word WINTER there are two warehouses and two syllables: ZI and MA, and in the word ELEPHANT there is one syllable, but three warehouses: S, LO, N. In the word SUDDENLY there is one syllable, but four warehouses: V, D, RU , G. Now try to break down the words HE, NOTEBOOK, BOOK yourself. You should have two, four and three warehouses. The warehouse on which the accent falls is called shock. In the word BOOK the shock warehouse is NI. In the verses given on the cards in this manual, shock warehouses are highlighted in red.
3. Semantic and warehouse songs.
The semantic songs are given by the verse given on the card. When sung, the semantic song turns into a storage song. For example, you sing: “The kitten lost its mother, the kitten squeaked: “Meow, mommy, call, mommy, purr” M MA MO MU WE ME ME ME ME ME ME MU MI ME.” Warehouse M sets the sound of the warehouse song, so it must always be emphasized with clear pronunciation (like the letter M in the word THUNDER) and a short pause before further singing of warehouses. All other warehouse songs are sung similarly. It doesn’t matter if you don’t play a musical instrument or think that you sing poorly. You are still the best singer for your child.
4. How to display warehouses.
While singing warehouse songs at the same time, show them to the child first yourself, and then with the child’s finger. To display warehouses, you can call for help from a tin soldier or a small doll. Always remember that the child should be interested.
5. The most important thing.
When learning to read, it is necessary to ensure that the child knows stock songs well.
WAREHOUSE SONGS ARE A SPECIAL TOOL IN THE HANDS OF A CHILD WITH WHICH HE MASTERS READING. WITH SONGS, DRAWINGS, POEMS, FAIRY TALES, GAMES YOU NEED TO TEACH A CHILD TO A CERTAIN LOCATION OF WAREHOUSES SO THAT THEN HE CAN INDEPENDENTLY, IF NECESSARY, FIND THE WAREHOUSE HE NEEDS.
SAMPLE STAGES OF TEACHING READING.
STAGE 1: together with your child, you look at the pictures on the cards, read poetry, come up with a fairy tale, for example, about the city of Skladinsk, and sing songs. Warehouse songs let your child help you sing along and show them. Children, as a rule, like these funny songs, and they remember them quickly enough. At this stage it is worth paying attention special attention to the sunny house and to the warehouses, which determine the warehouse songs V, L, R, G, etc.)
STAGE 2: try to ensure that the child not only sings and pronounces warehouse songs, but also shows them correctly.
STAGE 3: the child learns to identify individual warehouses from warehouse songs. For example, tell your child that you promised your friend’s cat to spell out the word CAT. On the corresponding card, ask the child to find the KO warehouse. The child does not yet know where this KO is hidden, but he knows the song K KA KO KU KY, etc. Maybe not the first time, but the child will stop his finger on the KO. All that remains is to find T. If the child can find T himself - very good, if not - help. Two cards can be placed one next to the other - this is the word CAT. The first words that a child composes should be simple, close and understandable to him.
STAGE 4: take some card, point your finger, for example, at the RA warehouse and ask to read it. If a child is lost, then tell magic word according to the song. R RA - of course it's RA. The child will soon get used to the fact that he can identify any warehouse by song and will use it himself.
So, you have accustomed your child to warehouse house songs and now begin to slowly lead him away from them. Let your child read words written in capital letters on special cards. Such cards can contain just a word, or even better - a word with a corresponding picture or drawing on the back
Warehouses on such cards can be divided by a dash; the shock warehouse can be highlighted in red. Make more of these cards.
NOTES
Practice has shown the effectiveness of training in groups of 5 - 7 people. When teaching in groups, it is advisable to use, in addition to the cards, a general table that can be compiled from the cards in this manual as shown in Fig.
It is difficult to name the exact period in which a child will learn to read: it depends on both the child and the teacher, but practice shows that three-year-old children can learn to read in 5 - 6 months, and 6-year-olds in a month or faster, studying thirty minutes twice a week.
Game "Warehouse Lotto": for each card, two strips with warehouses are made,
the dimensions of which correspond to the dimensions of the warehouses on the cards. According to lotto rules, these stripes cover the warehouse song houses on the cards.
Learning to read by warehouses. Danilova E.
M.: 2003 - 95 p.
This book is a unique guide to learning to read. With its help, your child will get acquainted with all the vocabulary of the Russian language, learn to recognize them in the text and read words according to the vocabulary. The manual can be used when learning to read using Zaitsev's cubes, or you can study it independently.
Format: pdf
Size: 18 MB
Watch, download:drive.google
This book can be used to teach reading using Zaitsev's Cubes, or you can study it independently. With its help, the child will get acquainted with all the vocabulary of the Russian language, learn to recognize them and read words according to the vocabulary.
The book is intended for viewing, reading, and playing with children two to three years old and older. The proposed tasks are aimed at developing speech and phonemic hearing, as well as acquiring and consolidating initial reading skills.
For children under three years of age, offer simple tasks and questions, only gradually adding more complex ones. To begin with, look at all the pictures, all the warehouses, more than once or twice, without demanding to show or name anything. Let the child get comfortable with the book, remember well the names of all the pictures and at least some of the warehouses.
Older children can be immediately offered all the options for tasks, including those written at the bottom of each page. When leafing through a book, act differently each time. Either pay attention only to the pictures, then ask the child to find certain words or phrases, then ask questions.
It is not necessary to look through the entire book every time and complete the maximum number of tasks. You should also not start from the very beginning of the book every time - open a random spread or continue from where you left off last time.
Do not forget to explain to your child that the parts of the word highlighted in different colors are called “warehouses”, that each word has a black warehouse. It is the brightest because it is heard “brighter” (do not require a child under three years old to remember this); read a few words, highlighting the accents with your voice.
“We show the warehouses.” While leafing through the book, name the warehouses for your child:
"And when reading the top row or singing it to a simple motive (having chosen a motive, use it on each page; the simplest motive can be the “sol-fa-mi-re-do” scale; a warehouse that does not contain a vowel sound does not need to be sung, just say it and then chant the remaining five warehouses);
H* showing one word at a time “at random” - in the top row or in words.
“We are looking for warehouses.” After you have looked at the warehouses with your child many times, ask him to:
"/> show all black warehouses;
“And show the underlined warehouse in each word;
4t find identical warehouses in in different words(when giving this task, first make sure that there are identical warehouses on this page).
Name a warehouse, for example DO or NU, and ask the child to find it. L
Pronounce the phrases found in words on one page, let the child show them “under dictation.”
Name several warehouses on the page (start with two or three), invite the child to show them from memory in the order in which they were pronounced.
“We call it warehouses.” Invite your child to name this or that warehouse (naturally, if the baby already knows how to speak). For example:
“Name all the warehouses in the top row in a row;
<Н назови один из складов в верхнем ряду;
“Name the warehouses in a word - the first warehouse, the last, any, everything in order. 9
"Onomatopoeia." If there are words on the page that indicate onomatopoeic words, voice them and ask the child: “Who says that?” or “Whose voice is that?” For example, MU, ME, KU-KU, BI-BI (task for children two to three years old).
Cards for learning to read by warehouses (Zaitsev method)
I want to offer you material for independent play and preparation for learning to read.
This material is based on Zaitsev’s method, where my children and I learn to read by word order.
The warehouse method has been known since the times of L.N. Tolstoy. A warehouse is considered to be the fusion of a consonant with a vowel, a separate vowel as a syllable, a separate consonant (in a closed syllable), a consonant with a sign. For example, SO-BA-KA, PA-RO-VO-Z, A-I-S-T and so on. The baby begins to say MA-MA in sequences, and not in letters or as a whole word. In terms of language, it is easier and more natural to teach him to read.
But, unfortunately, ready-made manuals of N. Zaitsev’s methods (cubes, tables) are quite expensive.
Therefore, not every mother can use them. And if in the place where the mother and baby live there are no shops with benefits or clubs nearby where you can enroll the child, then the only option is to make the benefits yourself.
These manuals will allow you to start learning to read at home and are cards with letters.
You need to download 3 files: the king's house, the queen's house, and a file with consonant cards. (You can download them in a winzip archive here: bukvi.zip 137 kb)
Cards from the king's house and queen's house need to be cut out and connected vertically (that is, in a column in the order they are printed).
Then (at the parents’ request) these houses are covered with tape on the front side, and glued to the back with fleecy paper (another option is to stick Velcro). Place under a press for a day. At this time, we take a sheet of plywood, thick cardboard, and other available materials, and cover it with flannel.
Now our king and queen houses can easily be placed on a flannel board, and they will stay there perfectly.
We start playing an interesting game with the baby, which at the same time easily teaches letters and with it we learn to read.
Come up with a fairy tale about a king and queen, about letters living in houses. For example: “Once upon a time there was a king and a queen, and they had many servants. The king's servants lived in a large house, the queen's servants lived in a smaller house. These servants were not simple, they all loved to sing. Etc."
Sing the letters from the houses (from top to bottom).
You can sing to any tune, the main thing is that the baby finds it interesting. Don't be afraid that you are deaf, your baby still thinks you sing the best!
When these vowels in the houses are mastered, we cut out and make consonant cards: B, P, M, K.
Let’s take, for example, “B” and start rolling it around the houses:
BA
BO
BU
WOULD
BE
--
bya
byo
byu
bi
be
We also roll the remaining 4 letters:
MA
MO
MU
WE
ME
--
me
me
mu
mi
meh
Then you can substitute letters to the right and left of the houses: 
BAM
BOM
BOOM
etc.
We do the same with the rest of the consonant letters (we make cards, roll them around the houses, substitute them with other warehouses).
At first glance, this seems to be a simple, but quite effective technique, in my opinion.
My eldest daughter, when she went to classes using the Zaitsev method (studio “Zaichata”), learned to read in a few lessons. But she was then 4-5 years old. Young children will naturally need more time to learn the material.
Learning to read syllables - this stage in teaching children to read is one of the most important and difficult. Often parents simply don’t know how to teach their child to pronounce two letters together and get “stuck” on this for a long time. Tired of the endless repetition of “ME and A will be MA,” the child quickly loses interest, and learning to read turns into torture for the whole family. As a result, children who already know letters from the age of two or three cannot even read simple words by the age of five, not to mention reading sentences and books.
What to do next when the child remembers the letters? Let’s immediately make a reservation that teaching a preschooler to read syllables can begin BEFORE he has mastered the entire alphabet (moreover, some teachers insist that you need to move on to syllables as quickly as possible, without waiting for all the letters to be learned). But the child must name the letters that we will combine into syllables without hesitation.
In order to begin learning to read syllables, a child only needs to know 3-4 vowels and several consonants. First of all, take those consonants that can be drawn out (S, Z, L, M, N, V, F), this will help teach the child how to pronounce the syllable together. And this is a fundamentally important point.
So, let's look at several, in our opinion, the most effective methods that modern teachers offer for teaching a child to form letters into syllables.
1. Play "Trains"
(game from the manual by E. Baranova, O. Razumovskaya “How to teach your child to read”).
Instead of boring cramming, invite your child to “ride the train.” All the consonants are written on the rails on which our trailers will travel, and the vowels are written on the trailers themselves. We place the trailer on the rails so that a consonant appears in the window, and name what station we have (for example, BA). Next, we move the trailer down the rails to the next consonant and read the syllable that appears.
There is a similar guide in cards "Game "Steam Locomotive". We read the syllables." from E. Sataeva
This game is good because the child does not need to be specifically explained how to add syllables. It is enough to say: “Now we will ride the letter A, it will be our passenger, name all the stations at which we will stop.” First, “take a ride” yourself - let the child move the trailer along the rails, and you loudly and clearly call the “stations”: BA, VA, GA, DA, ZHA, ZA, etc. Then invite your child to do this with you in turn. During the game, listening to you, children easily grasp how to pronounce two sounds together. The third time, the child can “ride” himself without much difficulty.
If the child does not know all the letters, stop only at those “stations” that are familiar to him. Next we change the trailer. Now we roll the letters O, U, Y. If the child copes with the task easily, we complicate the task. For example, we go for a speed ride, timing which of the trailers will get to the end of the journey first. Or another option: when stopping at a station, the child must name not only the syllable, but also the words starting with this syllable (BO - barrel, side, Borya; VO - wolf, air, eight; GO - city, golf, guests; DO - rain, daughter, boards, etc.).
Please note that with this game you can practice reading not only open syllables (with a vowel at the end), but also closed ones (with a consonant at the end).
To do this, we take the trailers where the vowels are written in front of the window, and proceed in the same way. Now we have a letter on the trailer, not the passenger, but the driver, she is the main one, she is in front. First, read the resulting “stations” with closed syllables yourself: AB, AB, AG, AD, AZ, AZ, etc., then offer the child a “ride.”
Remember that in this and other exercises we first practice adding syllables with vowels of the first row (A, O, E, U, Y), and then introduce vowels of the second row (Ya, Yo, E, Yu, I) - so-called “iotated” vowels, which make the sound preceding them soft.
When the child is good at reading individual tracks with syllables, alternate the carriages with passengers and drivers, without prompting which particular carriage we will be rolling. This will help the child learn to clearly see where exactly the vowel is in a syllable (the syllable begins or ends with it). At the first stages of learning to read syllables, a child may have difficulties with this.
2. “Run” from one letter to another
(from “ABC for Kids” by O. Zhukova)This is a visual exercise that will help your child learn to pronounce two letters together.
Before us is a path from one letter to another. To overcome it, you need to pull the first letter until the finger we move along the path reaches the second letter. The main thing we are working on in this exercise is so that there is no pause between the first and second sound. To make it more interesting to practice, replace your finger with a figurine of any animal/person - let it run along the path and connect two letters.
(“A Primer for Kids” by E. Bakhtina, “Russian ABC” by O. Zhukova, etc.).
Many authors of primers and alphabet books use animated images of letters that need to be put into a syllable - they are friends, walk together in pairs, pull each other through obstacles. The main thing in such tasks, as in the previous exercise, is to name two letters together so that the two companion letters remain together.
To use this technique, you don’t even need special manuals or primers. Print out several figures of boys and girls (animals, fairy-tale or fictional characters), write a letter on each of them. Let consonants be written on the boys' figures, and vowels on the girls' figures. Make friends with the children. Check with your child that boys and girls or two girls can be friends, but making two boys friends (saying two consonants together) is not possible. Change pairs, put girls first in them, and then boys.
Read the syllables first in one order, then in the reverse order.
These few techniques are quite enough to teach a child to add two letters into a syllable. And learning in the form of a game will allow you to avoid cramming and boring repetition of the same thing.
4. Games to strengthen the skill of adding letters
— Syllabic lotto
It’s very easy to make them yourself; to do this, you need to select several pictures - 6 for each card and print out the corresponding syllables.
- The guide will help you “Syllables. Choose a picture based on the first syllable BA-, BA-, MA-, SA-, TA-. Educational lotto games. Federal State Educational Standard of Education "E. V. Vasilyeva"— there are several more tutorials in this series “Letters, syllables and words. Lotto with verification" by A. Anikushena
- Similar exercises are in the book “Syllable tables. Federal State Educational Standard" N. Neshchaeva
— Shop game
Place toy products or pictures with their images on the counter (for example, FISH-ba, DY-nya, PI-horns, BU-lka, YAB-loki, MYA-so). Prepare “money” - pieces of paper with the name of the first syllables of these words. A child can buy goods only with those “bills” on which the correct syllable is written.
Make an album with your own hands with your child, in which a syllable will be written on one page of the spread, and on the other - objects whose names begin with this syllable. Periodically review and add to these albums. For more effective learning to read, close either one or the other half of the spread (so that the child does not have unnecessary hints when naming a syllable or selecting words for a certain syllable).
They will help you with this “Cards for sound and syllabic analysis of words.”
— Airfield game (garages)
We write the syllables large on sheets of paper and lay them out around the room. These will be different airfields (garages) in our game. The child takes a toy plane (car), and the adult commands which airfield (in which garage) the plane should be landed (the car parked).
Zaitsev's cubes or any cards with syllables (you can make them in the form of traces) are suitable for this exercise. We build a long path from them - from one end of the room to the other. We choose two figures/toys. You play one, the child plays the other. Roll the dice - take turns with your figures on the cards for as many moves as the number rolled on the dice. As you step on each card, say the syllable written on it.
For this game you can also use various “adventures” by writing syllables in circles on the playing field.
5. Reading simple words syllable by syllable
Simultaneously with practicing syllables, we begin to read simple words (of three or four letters). For clarity, so that the child understands what parts a word consists of, which letters need to be read together and which ones separately, we recommend making up the first words from cards with syllables/individual letters or graphically dividing the word into parts.
Words of two syllables can be written on pictures consisting of two parts. Pictures are easier to understand (the child is more willing to read words written on them than just columns of words) plus it is clearly visible into what parts a word can be broken down when reading it syllable by syllable.
Increase the complexity gradually: start with words consisting of one syllable (UM, OH, EAT, UZH, HEDGEHOG) or two identical syllables: MOTHER, UNCLE, DAD, NANNY. Then proceed to reading three-letter words (closed syllable + consonant): BAL, SON, LAK, BOK, HOUSE.
You need to understand that even if a child pronounces all the syllables in a word correctly, this does not mean that he will immediately be able to meaningfully put them together into a word. Be patient. If a child has difficulty reading words of 3-4 letters, do not move on to reading longer words, much less sentences.
Be prepared for the fact that your child will begin to read words fluently only after he has automated the skill of putting letters into syllables. Until this happens, periodically return to practicing syllables.
And, most importantly, remember that any learning should be a joy – for both parents and children!
Philologist, teacher of Russian language and literature, preschool teacher
Svetlana Zyryanova