Synopsis of the Russian language lesson on the topic "Syllable-fusion" (grade 1). Visual symbols when teaching literacy in the Russian language course Rules defining letter fusion

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This training is part of the training cycle on our website. The cycle is dedicated to home tutoring of reading skills. The training can be useful for both parents of a preschooler and teachers.

A fusion syllable is a combination of a consonant and a subsequent vowel, or a combination of a consonant and soft sign... Such letter combinations are the most difficult and important element of learning to read. The systematic presentation of the material in our article is optimal for teaching reading. V oral speech when reading in such cases, two sounds seem to merge into one to combine a consonant and a vowel, or a hard consonant becomes soft.

Below is the complete table common fusion syllables.

	A	O	Have	NS	AND	E	I AM	Yo	NS	NS
B	BA	BO	BOO	WOULD	BI	BY	BY	BE		BYU	Bb
V	VA	IN	WU	YOU	IN AND	BE	VYa	VE		VU	Bb
G	GA	GO	GU		GI	GE		GE		HJ	Gb
D	YES	BEFORE	DU	DY	DI	DE	Dy	DYO		DU	Db
F	JA	ZHO	ZHU		Live	SAME		SAME		JU	Zh
Z	PER	ZO	Memory	Shl	ZI	WE	ZYa	Zo		Zyu	Sb
Th	Ya	Yo				YE
TO	CA	NS	NS	KY	KI	KE		Kyo		Kyu
L	LA	LO	LU	LY	LEE	LE	LA	LE	LE	BJ	L
M	MA	MO	MU	WE	MI	IU	ME	ME	ME	MJ	L
H	ON	BUT	WELL	WE	NO	NOT	AE	NOT		Nude	Hb
NS	PA	ON	PU	PY	PI	PE	PY	PE	PE	PY	Pb
R	RA	RO	RU	RY	RI	PE	RY	Ryo	RE	Ryu	PL
WITH	CA	CO	SU	CHE	SI	CE	Sya	SHO	SE	SJ	CH
T	TA	THEN	THAT	YOU	TI	THOSE	TY	THOSE		Tyu	Th
F	F	FD	UGH	FY	FI	FE	FY	FYO		FJ	Fb
NS	HA	NS	Xy	XY	CHI	XE		Hyo		Hu
C	CA	AC	TSU	TSY	QI	CE				Qiu
H	CHA	CHO	CHU		CHI	CHE		WH			Whose
NS	SHA	SHO	SHU		SHI	SHE		SHE			SH
SCH	SHA	SCHO	SHU		SHI	SCHE		SCHE			SCH

In the table, the syllables in which children most often make mistakes are highlighted and underlined. This table is suitable both for teaching reading and for monitoring the assimilation of the material.

If a child knows all the letters, it is easier for him to read columns than lines. The adult must control that the reading of the fusion syllables is done by the child as if "automatically." Learning to read can be done in parts. We recommend that adults print and make several working copies of the table, crossing out during training and control the fusion syllables, which the child recognizes and reads quickly (that is, the skill is brought “to automatism”).

To teach reading and develop the skill of reading fusion syllables, we have developed

See also articles:

Acquaintance with the concepts of "vowel" and "consonant" sounds.

We analyze the word "stork". Select the first sound [a].

- Take a mirror and draw out the first sound of the word three times. How does air come out when pronouncing a sound - freely or with an obstacle? Sounds, when pronouncing which the air passes freely, without obstacles, are called vowels. They are pronounced with a voice, therefore they are called vowels. In the diagram, the vowel sound is denoted red square. Let's say the last sound of the word. Take a mirror and draw out the sound of the word three times. How does air come out when pronouncing a sound - freely or with an obstacle? Sounds, when pronounced, the air passes, meeting an obstacle, are called consonants. They are pronounced with voice and noise. In the diagram, the consonant sound will be denoted blue or green square.

Exercises in identifying sounds: vowel or consonant sound?

Generalization: what did you learn about sounds? How to distinguish a vowel sound from a consonant?

Working with subject pictures and with the word "chickens": syllabic-sound analysis. (p.16-17)

How many syllables are in a word? Which syllable is stressed? What sounds does the first syllable consist of? Second syllable?

- Let's say the first syllable again: NS-. How many sounds do you hear? What sounds are these? How are these sounds pronounced - together or separately? A syllable in which a consonant sound merges with a vowel, pronounced on one exhalation, is called merger. In the diagram, merging is indicated by a rectangle divided into two parts:. Analysis of words from pages 16-17.Acquaintance with the concept of "alphabet".

- Before you are the letters of the Russian alphabet. Which of these letters do you know?

Reading poetry about the alphabet, letters (material from Volina's books "Entertaining ABC studies", "Learning by playing").

- Alphabet - this is a certain order of the letters of the Russian language. All your names are written in alphabetical order in my magazine. Alphabetical order is essential in the library to quickly find the book you are looking for.

The word "alphabet" came to us from the Greek language. The first letter of the Greek alphabet was called "alpha". Hence the name. In the Old Russian language, the first letter was called "az", the second - "beeches". Hence the name of our book - "ABC". Slavic alphabet Cyril and Methodius gave us (showing the monument on page 2, 215). On page 210 - Old Church Slavonic alphabet (show).

Generalization: What does "alphabet" mean? Why do we need it?

Topic: Organization of reading and writing lessons in the preparatory period of teaching literacy.

The entire period of literacy training is divided into:

1. Preparatory;

2. Basic (alphabetical, alphabetical);

3. Post-learned.

The preparatory period is divided into 2 stages:

1. Letterless;

2. Acquaintance with five vowel sounds and their letters: A, a - [a]; NS] ; And, and - [and]; s - [s]; U, u - [u].

At this stage, the following tasks are being solved:

1. Prepare children for literacy training;

2. To teach them to comply with the school's work schedule;

3. Introduce the concepts of "oral" and "written speech", "sentence", "word", "syllable", "stress", "sounds" and "fusion", "alphabet" ..

Analysis is central to all lessons. sounding speech... At the second stage of the preparatory stage, a lot of work is done on the syllable-sound analysis of words. The teacher should teach children to read vowels in an isolated position.

During the literacy period, there are 3 types of lessons:

1. Lessons in teaching literacy (reading);

2. Lessons in teaching literacy with extracurricular reading (17-20 minutes);

3. Lessons in writing.

2. Structure of lessons in the preparatory period (second stage). Combining literacy training with extracurricular reading in the classroom during the preparatory period.

Literacy Lesson Outline (Reading)

1 ... Org. moment;

2 ... Message of the topic and objectives of the lesson:

Today we will get acquainted with a new sound and letters.

3 Acquaintance with sound (exercises in selection, pronunciation, characterization and hearing of sound):

1. Isolation of the sound [a] from the words aster and watermelon using syllables sound analysis:

What is the name of the flower shown in the picture? Let's analyze the word "aster". Full analysis is underway (picture and diagram on the board)... Take a mirror and say the first sound in the word "aster" three times. What sound is that? (characteristic)

2. The game "Hear new sound»: The teacher names the words in which there is a sound [a] and in which it is not. If a sound is encountered, children clap their hands (the game "Gate" is carried out in the same way - we close and open the gate with our hands).

4 ... Acquaintance with the letter (naming, viewing and typing, identification and reading exercise):

1.- The sound [a] can be written in letters (showing uppercase and lowercase letters - A, a)... Find these letters at your checkout and show me. Who will go and find this letter in the general classroom box office? capital letter is needed in order to write down names, surnames, the beginning of a sentence.

2. The game "What does the letter A look like?" plucking a letter, typing in a notebook and on a blackboard, finding a letter in the text.

3. Minutes of poetry. (Poems about the letter A - establishing associative similarities) Working with tongue twisters. (Agrafena and Arina have geraniums and dahlias.)

4. Comparison with the Old Church Slavonic letter.

5 ... Fizminutka (material from Volina's book "Entertaining ABC studies");

6 ... Working with texts on p. 24-25 "Russian alphabet". Differentiated work:

reading proverbs and poems by reading children, and the rest run their fingers over the text and look for a letter A... Work on the content of the texts Drawing up a proposal according to the scheme. Educational moment.

7 ... Work on the plot picture:

Look at the picture. The heroes of which fairy tale are depicted here? Who is its author? Name the characters whose names contain the sound [a], name the objects whose names contain the sound [a];

8 Speech development work: conversation and storytelling based on plot illustrations.

a) “What is the name of the doctor? Who came to him for treatment? In what words does the sound [a] occur? "

b) “This is the heroine of what fairy tale? Why is she crying? Make a proposal ";

c) Reading a letter in an isolated position.

“Look at the letter. Find out and name it. Read the entire sentence ";

d) Children telling the fairy tale "The Fox and the Wolf";

9 ... Work on page 26 of the "Russian alphabet":

analysis, work on schemes, names of colors, finding the sound [a] in words;

10. Work on the tape of letters.

- The empty cells will contain letters that we will recognize in the future. To master written language, you will need to learn a lot of letters. We will "settle" the letter A in the first window.

11. Lesson summary.

What sound did we meet? What letters represent this sound?

Following the reading lessons, writing lessons are held.

1.Educational.

Drawing, combined with shading, prepares children for writing. Children perceive the shape of an object and its location in space, learn the direction of hand movement when depicting objects. They learn the concepts: right, left, down, up, in the middle. Figures are hatched from top to bottom, from left to right. The strokes should serve as a preparatory exercise for depicting the elements of the letters. Children draw borders with colored pencils, ovals, arched lines in a row. Along the way, they learn the graphic grid of the notebook: the working line, line spacing, the upper line of the working line, the lower line of the working line. The left side of the notebook, right, margins. Master the writing elements and letters.

2. Developing.

Throughout all the writing lessons, students develop oral coherent speech, small muscles of the hands, observation, and attention.

3. Educational.

In the lesson, the moral qualities of students are brought up: hard work, respect for things, accuracy, etc.

During this period, it is necessary to form sanitary and hygienic skills: the position of writing on the desk, the ability to hold the pen correctly, and sit at the desk correctly.

Lesson structure:

1.Org moment.

2. Communication of the topic and objectives of the lesson. Link to reading lesson. Comparison of printed and written letters.

3. Preparing hands for writing. Execution of a pattern in a strip.

4. Element-by-element writing of letters.

5. The letter of the letter as a whole.

6. Performing logical exercises, exercises to consolidate what has been learned.

How to teach a child to merge sounds when reading syllables

The greatest difficulty for children learning to read is the assimilation of the fusion syllable. When reading by children direct syllable it is important to immediately overcome their desire to reproduce letter by letter syllabic structure... Various techniques help to comprehend the principle of fusion: prolonged pronunciation of the first consonant sound with a gradual transition to the next vowel, reading with the preparation of an articulatory apparatus for pronouncing a vowel sound, memorizing a syllable, reading a syllable in the footsteps of analysis.Children must discover the "secret" of the fusion of sounds in a syllable themselves. But at the same time, you cannot command their articulatory actions, since this destroys their speech skills, de-automates them. It is only necessary to organize the observation of children over their own articulatory actions with the proper conclusions from them.

An approximate fragment of the lesson.

Teacher: Let's say the word FLY by syllables.(FLY.)

What's the first syllable? (MW) What sounds in it? (Sounds [m] and [y].)

How to prepare for the sound [m]? (Purse your lips.)

Get ready and say [m]. (Children make the sound [m].)

And what needs to be done for the sound [y] (Draw out the lips with a tube.)

Get ready and say the sound [y] (Children pronounce.)

How did you pronounce the sounds [m] and [y], together or one at a time? (One by one.)

How did you prepare for them, immediately or in turn? (Take turns.)

Say the syllable MU again. (Children say.)

How do [m] and [y] sound in a syllable, one at a time or together? (Together.)

How do they merge? Let's try to find out. Get ready to read the syllable MU, but do not speak, just look at each other and check if you are well prepared for reading the syllable MU. (Children are watching.)

Are your lips parted or compressed? (Zipped.)

For what sound did you squeeze them? (For sound [m]

What else have you done with the lips? (They pulled them out with a straw.)

For what sound did you stretch your lips with a tube? (For the sound [y].)

How many sounds are you prepared for, one or two? (We braced ourselves for two sounds.)

Prepare well again and give voice. (Moo)

How many sounds did they say? (Two.) What? (sounds [m] and [y].)

How did you say them, one at a time or together? (Together.)

How did you prepare for them, one by one or two at once? (We were preparing for two sounds at once.)

That is why they merge. After the sound [m], there is no need to prepare for the sound [y]: after all, we prepared it immediately, together with [m]. Therefore, at the end of the sound [m], the already prepared sound [y] begins to sound, and they merge, the end [m] and the beginning [y] are mixed.

Get ready again for these two sounds. Give a voice! (Moo)

This is how we pronounce all the other syllables: let's get ready immediately to pronounce two sounds, and give our voice once, because the sounds merge into a syllable.

Now get ready for the pronunciation of the syllable MO. What sounds should you get ready for right away? (To the sounds [m] and [o].)

How many sounds do you need to prepare for so that they merge? (Immediately to two sounds.)

(The same work is done with the syllables WE, MI, MA.)

Now look at me. Guess by my lips which syllable am I prepared for? (To the syllable MU.) And now? (To the syllable WE.)

And now? (To the syllable MO.) And which syllable is this? (MI.)

Now turn to each other and silently, with one lips say to each other in any order the syllables MI, MO, MU. WE MA. (Children guess the syllables prepared by the deskmate.)

This is how we say all the other syllables: let's get ready for two sounds at once, and give our voice once. Say the syllable LU. (Children speak.) What are the sounds in it? (Sounds [l] and [y].)

We already know how to prepare for [y], but how to prepare for (l] (Press the tip of the tongue to the upper teeth.)

Get ready for two sounds of the LU syllable. Give a voice! (LOO!)

(We are also working with the syllables HU, BUT, NY, NO, etc.)

On the plank of the board, syllables from the letters of the split alphabet are set, for example: MU, MO, WE. MI, MA, LO, LY, LEE. LU, LA, etc.

Children in chorus and individually prepare at once for two sounds at the direction of the teacher and read direct syllables, adding to them missing to the whole word.

So children, under the guidance of a teacher, reveal the way of merging the sounds of a syllable in their oral speech and transfer the learned way from the act of speech to the act of reading.

Further, you can already proceed to reading the syllables of two-syllable words like LU-NA. WINTER. LI-SA, MA-MA, PA-PA, SA-NI. RO-ZA and others with familiar and new consonants. At the same time, it is necessary to ensure that children read the first two-syllable words, although slowly, syllables, but already in one breath, without pauses between syllables and with the forceful release of a stressed stack.

In order to ensure a smooth and fast pronunciation of two sounds in sequence, use a tablet on which the letters move.

The situation of the arrival of one letter on a visit to another is played up. On this scheme, a cat-house is cut out. A vowel is inserted into the window and open syllables are read.

In order to teach children to read closed syllables, you can change this table by adding another window to the right.. Reading syllables with a confluence of consonants at the beginning of a syllable will help this table with a window on the left. The work with the table does not end there. The following exercises are carried out according to the table:

Search for a syllable by assignment (an adult calls, a child finds, shows, calls);

Reading chains of syllables - by vowel (MA - NA - RA - LA - PA -...)

In such a table, the child will see the absence of some syllables - ZHY, SHY, CHYA, SCHYA, CHYU, SCHYU. Perhaps this will be the first step in mastering Russian spelling.

Syllable-fusion structure (S + G).

Pronunciation features of merging two sounds during pronunciation.

The term "syllable-fusion".Etymology.

Syllable-fusion scheme.

Language material:

Word with syllable-fusion.

Word with syllable-fusion.

Repetition.

Consonants and vowels.

Lesson plan.

The purpose of the lesson: study the concept of sound and the concept of "syllable-merge".

Lesson Objectives: 1) teach children to make a syllable - sound analysis of a word.

2) introduce the syllable-fusion.

3) develop speech.

During the classes.

Organizing time.

The bell rang

The lesson begins.

You sat down at the desks together,

Everyone looked at me.

Repetition.

Draw diagrams on the board.

What do you see on the board?

And what are these schemes? They are alike?

What is the name of the 1st scheme?

What can you say about her?

How many syllables does it consist of?

What is the stressed syllable in this scheme?

What is the name of the 2nd scheme?

How many sounds does it consist of?

Can we say something else about this scheme?

What is the name of the 3rd scheme?

What's the 1st sound? Why?

What is the 2nd sound? Why?

What is the 3rd sound? Why?

What is the 4th sound? Why?

What is the 5th sound? Why?

Post two pictures (cat and spider)

Look at the pictures. Who is depicted on them?

Say the 1st word?

How many syllables are in this word? Place your palm against your chin and say it.

How many syllables?

What is the 1st syllable?

What is the 2nd syllable?

Let's call a word to find out which syllable is stressed.

Is our 1st scheme suitable?

Why?

Now let's listen to how many sounds there are in this word. Listen to how I do it. (cat)

Let's do it all together. How many sounds are in this word?

What's the 1st sound?

What is the 2nd sound?

What is the 3rd sound?

What is the 4th sound?

What is the 5th sound?

See if this scheme fits the 2nd scheme?

Now we will check if this word is suitable for the 3rd scheme.

Pronounce this word by sounds.

What's the 1st sound?

a) Sung / Not sung

Can I sing it?

Try it.

What is he like?

b) Method of sound generation

What do you feel?

c) Pronunciation

What is the 2nd sound of this word?

Sing it.

How did you feel?

What was it?

Was your mouth closed?

Did your teeth get in the way?

How was the language positioned?

What have we learned about the sound [o]?

Then what is it called?

What house will we put this sound in?

Right. Now let's say the 3rd sound.

a) Sung / Not sung

Let's sing it. Can I sing it?

Why?

b) Method of sound generation

Now, put your hand to your throat and say it.

How did you feel?

c) Pronunciation

Now, put one palm to your throat and the other to your mouth. What's happening?

What do we hear?

So what is involved in the formation of this sound?

Our teeth are closed, our lips are covered and the tongue is located at the bottom.

Is the air flow free?

And why? What's stopping her?

What is the obstacle?

Name the 3 traits that we have identified.

Then what is it called?

What house will we put this sound in?

Right. Pronounce the 4th sound in this word.

a) Sung / Not sung

Can I sing it?

Try it.

What is he like?

b) Method of sound generation

Now put your palm to the neck and say it.

What do you feel?

Right! And what is this tremor called?

c) Pronunciation

Now put one palm to the neck and the other to your mouth. What's happening?

Right. Air passes through the mouth and we hear noise.

And what prevents us from pronouncing?

Our teeth are closed, our lips are covered and the tongue is located at the bottom.

Tell us about this sound. What is he?

What three signs of this sound do you know?

And these signs, signs of what sound?

What house will we put this sound in?

Highlight the 5th sound of that word.

Sing it.

Can this sound be sung?

Place your palm close to your throat and make this sound.

How did you feel?

What was it?

And now we will slowly and lingeringly utter the sound [o].

How were our teeth positioned?

Was your mouth closed?

Did your teeth get in the way?

How was the language positioned?

What have we learned about the sound [o]?

What is the sound [oh]? List its signs.

Then what is it called?

What house will we put this sound in?

Now let's remember what is the 1st sound in the word "cat"?

What is he?

What is the 2nd sound in this word?

What is he?

What is the 3rd sound in this word?

What is he?

What is the 4th sound in this word?

What is he?

What is the 5th sound in this word?

What is he?

Is the 3rd scheme suitable for us?

Why?

Right.

Learning new material.

1) The structure of the syllable-fusion (S + G) / 2) Features of the pronunciation of the merging of two sounds during pronunciation.

What can you say about this scheme?

How many sounds does it consist of?

Say how we say this word?

How do we pronounce the sound? Separately or together?

We pronounce the sound "pa" and add "uk".

So how do we pronounce sounds? Together?

The sounds [p] and [a] are friends with each other in this word and therefore they are pronounced together.

What's the 1st sound?

What is the 2nd sound?

So, when in the word the 1st sound is a consonant, and the 2nd vowel - these sounds are friends with each other and are pronounced together.

3) The term "syllable-fusion".

When pronounced, these 2 sounds merge into one. And when a syllable in a word consists of a consonant and the following vowel sounds, we will call this syllable a fusion syllable.

4) Syllable-fusion scheme.

People came up with a diagram to represent this syllable. And since they are friends, we will settle them in one two-story house. They will live in the same house, but on different floors.

A consonant will live on the first floor, and a vowel on the second.

What color will the consonant sound be?

And the vowel?

So what's the 1st syllable?

What sounds does it consist of?

What are we going to call it?

Why?

And what is the 2nd sound in the word "spider"?

And how is it pronounced in this word?

Make these two sounds.

Do these sounds merge or not?

How do we pronounce them?

What is the 1st syllable?

And what is the 2nd syllable?

So, in words there are syllables, where the 1st is a vowel, and the 2nd is a consonant. Such a syllable does not merge.

We will also need to put these sounds in the house. Because these syllables do not merge, which means they are not friends and therefore they will live in different houses.

What color will the vowel house be?

A consonant?

Now let's make a complete outline of the word "spider".

How many syllables are there in the scheme of the word "spider"?

What is the 1st syllable?

Why?

What is the 2nd syllable?

Why?

And now we will also analyze the word "cat".

What can we say about the schema of the word "cat"?

How many syllables does this word consist of?

Pronounce the word as we say it.

How do we pronounce sounds? Separately or together?

We first pronounce the sound "ko", add "sh" to it, and then "ka".

So how do we make sounds, together?

The sounds [k] and [o] are friendly and therefore we pronounce them together.

What is the 1st syllable?

What is the 2nd syllable?

What can we say about this syllable?

Right! So we will settle them?

Well done!

What color will we paint the 1st sound room? Why?

And what is the 2nd sound of this word?

What color will we paint it with? Why?

What is the 3rd sound of this word?

How is it pronounced in this word?

Right! So where will he live?

-… go to the blackboard and write a diagram of this syllable.

What color will we paint his house?

What is the 3rd syllable in this word?

How is it pronounced?

What is the 1st sound in this syllable?

And the 2nd?

And this syllable means?

Right!

Where do we put these 2 sounds?

Which house?

What color will we paint it with?

-… go to the blackboard and write a diagram of this syllable.

How many syllables are there in the scheme of the word "cat"?

What is the 1st syllable?

Why?

What is the 2nd syllable?

Why?

What is the 3rd syllable?

Why?

Anchoring.

Now listen to the riddle.

She bowed her branches over the river,

It looks dull in the river.

(Willow)

Count how many syllables are in this word?

What is the 1st syllable?

What is the 2nd syllable?

Put stress on this word.

Which syllable is stressed?

What sounds does the 1st syllable consist of?

a) Sung / Not sung

Sing this sound. Can you sing it?

b) Method of sound generation

Now put your palm to the neck and say it.

What do you feel?

So what sound is that?

c) Pronunciation

Determine how this sound is generated.

Our teeth are closed, our lips are covered and the tongue is located at the bottom.

Does anything interfere with our pronunciation?

Then what is the sound?

What house will we put him in?

-… go to the blackboard and write a diagram of this sound.

What sounds does the 2nd syllable consist of?

What's the 1st sound?

a) Sung / Not sung

Can I sing it?

Try it.

b) Method of sound generation

Now put your palm to the neck and say it.

What do you feel?

c) Pronunciation

Now put one palm to the neck and the other to your mouth. What's happening?

And what prevents us from pronouncing?

Our teeth are closed, our lips are covered and the tongue is located at the bottom.

What three signs of this sound do you know?

And these signs, signs of what sound?

What is the 2nd sound in this syllable?

a) Sung / Not sung

Can I sing it?

b) Method of sound generation

Determine what sound it is.Place your palm against the neck and say it.

What do you feel?

c) Pronunciation

Now determine by what means it is formed.

Our teeth are closed, our lips are covered and the tongue is located at the bottom.

Does something interfere with our pronunciation?

So what is he?

Now name the 2nd syllable of the word willow.

-… go to the blackboard and write the outline of this word.

Reflection.

What new have we learned with you today?

When does this happen?

How is the syllable-fusion indicated in the diagram?

Learning to read and write as a special stage acts as an introduction to the student in the systematic study of the Russian language course. It was during this period that students turn to the sound, phonetic structure of the word.

Orientation in the sound side of the word prepares the child for the acquisition of literacy written speech.

D.B. Elkonin emphasized: "Not only the acquisition of literacy, but also all subsequent assimilation of the language - grammar and associated spelling depends on how the child will discover the sound reality of the language, the structure of the sound form of the word".

What often seems elementary to an adult is not always available to a child. The assimilation of new phonetic concepts is carried out most often at the level of primary and general presentation. Therefore, teaching a child to read and write, a significant help is provided by the support visualization used in the course of play educational activity. These are visual images - symbols of “sound men”.

The appearance of each of them is logically associated with certain characteristic sound properties. Visual symbols of “sound men” are quickly memorized, unambiguously associated, help to assimilate the necessary phonetic information, can be easily compared with letters - icons of the Russian alphabet, which can change their appearance - “dress” clothes:

Visual images of vowel “sound men” primarily help to practice their articulation, since the written forms of speech are based on the positional principle, and we teach a child to be guided primarily by the vowel sound.

After all, it is on this that we will subsequently build the technique of spelling pronunciation with articulatory units:

1. merge (consonant + vowel)
2. contiguity (sounds outside the fusion)

Vowel sounds (phonemes) have a round shape - like “peas” they freely pass through all the obstacles of the vocal apparatus; they are red in color - like the foundation (bricks) of the sound-letter house of the "Alphabet", because their main role, like a magnet, is to firmly hold the consonant in the fusion and syllable. Red is the main color! (Red Square is the main square of the country made of red bricks)

(The red vowel sound is beautiful, melodious, attracts other sounds to itself).

Each vowel "sound man" has a red "talking mouth" by which we can easily guess its sound - a song.

The sound "I" is magical, it has the green color of the Wizard of the Emerald City, it is very kind, always smiles, in conjunction with a consonant returns it to childhood - magical, the world of a fairy tale, makes it kind, small, gentle, soft.

Consonants have a square shape, because with their corners they cling to the mouth, teeth, palate, tongue, lips - they meet an obstacle.

They are of different sizes and colors.

Large - blue(strict, cold as ice) - solid;

Small - green(kind, gentle, like grass in spring) - soft;

With bells – voiced;

In a hat – deaf.

Telling the children A. Shibaev's “Tale by Y” we introduce you to the “iotic” - who really wanted to be both a vowel - like a magic “I” and a consonant. Therefore, its round shape resembles the shape of vowels, and the color is all green - magical, like consonants denoting soft sounds, at the top there are special “horns” with which it clings when passing through the speech apparatus, and therefore we still correlate it with a group of consonant sounds. He screams strongly, wants to stretch out his song. His voice is clear, almost like the vowel “I”, but nothing happens, it quickly breaks off, and therefore the corresponding letter was named I-short.

rice. 12 a, b

The letters that do not have the sounds "b" and "b" are presented as empty vessels - transparent, but with auxiliary drawings.

When the sounds turn away, then by their "backs" - the color, we can tell where the vowels are - where the consonants are, where the consonants are hard - where the consonants are soft.

As they become familiar with new consonant sounds, children easily choose and define their images themselves.

The following tables show the formation of articulatory units: fusion, contiguity.

Sly vowels (double) of the second category are presented separately.

Telling the tale of their tricks, we clearly demonstrate (close) on the “sound men” how “Yotik” runs away and only one sound remains.

Later we will fix it with the children, in a fusion, cunning vowels mean 1 sound, and in a junction 2 sounds.

If we see A, O, E, Y, Y

We hear the sounds firmly!

If I see E, Yo, I, Yu, I

I hear the sounds softly.

In place of the sound, we put its graphic sign - a letter and, focusing on the letter, and the “speaking mouth” of the corresponding sign, we begin to read.

At the same time, as we study, we populate all the letters in the sound-letter (dynamic) house "ABC".

The foundation has two floors. 1st floor - vowels of the 1st row (they denote the hardness of the consonant sound in the fusion). 2nd floor - vowels of 2 rows (they denote the softness of the consonant sound in the fusion).

Sly E, Yo, Yu, Ya, magical And have special green labels that help children remember their "secrets".

Above, on the blue and yellow floors, consonants live. On blue - voiced with a bell (such as icicles, spring streams, woodcutter), on yellow - deaf with a hat (wooden, like Pinocchio, straw, like the Scarecrow ”).

Paired consonants live especially in voicing - deafness. Twin windows.

In each window, the letters hung their sound (colored) curtains - green, blue, or only green, or only blue (indicating the characteristic properties of hardness and softness).

Letters that do not denote the sounds b, b live on the roof. Each has its own pipe. “Kommersant” has a pipe with a blue outline. “L” has a pipe with a green outline.

Having introduced children to merging and adjoining, we consolidate the reading of articulatory units through various types of work with blocks.

Gradually introduce “Spelling signals” in the course of studying the Russian language.

The same color scheme and spelling signals are used in the scheme of "Hazardous Areas of the Russian Language"

The idea of ​​the table is borrowed from the “minefield scheme” by T.V. Shklyarova "How to teach your child to write without mistakes" (manual for parents)

Tables from the collection of spelling patterns clarify and help to consolidate the laws of Russian spelling in the visual memory of schoolchildren.

Use of visual symbols (signs), reference schemes and visualization presented:

• improves the perception of speech sounds;
• helps to normalize pronunciation;
• provides enduring skills in sound analysis and synthesis;
• improves attention and memory; trains thinking;
• increases readiness to learn reading and writing;
• warns about dangerous places in a word;
• develops spelling vigilance;
• activate mental activity;
• help to take the first accessible and confident step on the path to mastering written speech (reading and writing)
• prevent confusion between the concepts of sounds and letters.
• help to learn:

1. that there are certain connections and dependencies between the two distinct phenomena - sounds and letters;
2. that sounds do not coincide with their letter designations and can be transmitted by different letters, and at the same time the same letter can serve as a way of graphic designation different sounds;
3. that many essential properties (characteristic qualities) of individual sounds are graphically conveyed not by one, but by several letters, help to systematize the phonetic and phonological knowledge of students