Rhyming games for children 5 years old. Didactic games “rhymes - non-rhymes” as a means of children’s speech development
Have you tried writing poetry? Some people succeed, and quite well. This type of creativity is not that rare among people. True, it’s not easy to write real, good poetry, but it’s even harder to teach it to children. We won't teach, we will play. Maybe some of them will actually learn to compose, while for others the game will bring them pleasure and teach them to think.
For children, the process of writing poetry begins with the ability to select rhymes. Although games with rhymes are used by teachers when working with children, they are rare. This can be partly explained by the small number of options for game exercises. This is mainly a selection of consonant words and the often encountered game “Say the Word.” In the methodological literature they are presented by A.K. Bondarenko, G.A. Tumakova and others. The limited number of goals and objectives implemented in these games also explains the little interest in them on the part of teachers. But not children!
What does rhyme mean to children? According to K. Chukovsky, a child has a great desire to rhyme words: “Every rhyme gives a child special joy. And for groups of children, rhyme is even sweeter than for one or another child individually.” On the impact of rhyme on the child’s psyche L.M. Malysheva says this: “Children feel the charm of consonant words and lines very early; they often begin to rhyme themselves in infancy. It is very important to maintain this interest, because the sense of rhyme, like the sense of rhythm, is one of the steps towards understanding poetry, its conventions, its special language.”
The pedagogical appropriateness of games with rhymes can be explained by the value contained in them. Rhyme is a pair category. In it, one word necessarily implies another. J. Rodari, reflecting on the nature of creativity, notes that the cognitive function of rhyme explains why rhyme gives children more pleasure than simple consonance. He writes: “Phonetic similarity forces the poet to look for semantic connections between words - thus, phonetics gives birth to thought.”
By playing the “Select a Rhyme” series of games with children, we essentially introduce children to the mechanism of selecting rhymes when composing poems, riddles, etc. It is very important that these game exercises form a system of classes for teaching children the technique of versification. You can start playing with simple variations with children as young as 5 years old and continue throughout the school year with children in the pre-school group, and then after, with schoolchildren. Schoolchildren can be asked not only to choose rhymes, but also to compose similar exercises themselves.
It is best to introduce preschoolers to the concept of “rhyme” using the chapter “How Dunno composed poetry” from the book by N. Nosov. I can't think of a more ingenious explanation! And it turns out that rhymes can be selected in different ways :
1. Select consonant words orally or from pictures:
Bunny - polar cod; globe - bus.
2. You need to find a rhyme “hidden” in the subject itself:
Goby - barrel; goat - eyes.
3 .The name of the item in one picture must rhyme with the name of the part of the item shown in the second picture:
Mouse - pan - lid; ear - onion - husk.
4. In order to rhyme the name of the first picture with the name of the second, you need to name the object depicted in the second picture differently:
A) Name the subject with a general word:
Pillow - doll - toy; door - bear - beast.
b) Find a synonym for the name of the item:
Cat - basket - basket; shelf - basket - wallet.
V) Give the item an apt description:
Leika - Baba Yaga - villain; carrot - fox - cheat.
G) Choose a metaphor:
Bank - steering wheel - steering wheel; leaves - broom - Anisya.
d) Rhyme can reflect relationships and connections between objects:
Bones - children - guests; pen - girl - granddaughter.
5. To find a rhyme for the name of the first item, you need to think and guess:
A) Who or what the object shown in the second picture can become:
Drum - lamb - ram; rhinoceros - milk - cottage cheese.
b) Who or what was the object depicted in the second picture:
Lollipop - crow - chick; foam - Pinocchio - log.
6. The name of the first picture rhymes with the name of the item in the second picture in a diminutive form:
Cat - fish - little fish; ring - coat - coat.
7 .To get a rhyme, you need to change both words (picture names):
A) Form the plural of nouns:
Axe, ball. Axes are balls.
Bank, tank. Banks are tanks.
b) Form new words using suffixes:
Flag, iron. Flag - iron.
Boy, hat. The little boy is a little hat.
8 .The name of the item shown in the picture must rhyme with the adjective.
Peas - disheveled; shovels - shaggy.
9. The name of the object shown in the picture must rhyme with the verb:
Shark - dived; tit - dreaming.
10. The name of the item shown in the picture must rhyme with the adverb:
Chocolate - sweet; elephant - quiet.
The selection of rhymes in such creative games stimulates children's mental activity. To arouse in a child the desire to think, to revolve in the cycle of thoughts, logical tasks, to revive his ideas - this is the implementation of the “principle of the optimal relationship between the processes of development and self-development” (N. Podyakov). In such games, the development of the child’s personal qualities occurs. He asserts himself in them, feels confident and resourceful. For all children, rhyming games are exciting, surprising, interesting and exciting; they allow the teacher to solve educational problems by building relationships with children on the basis of an equal partnership.
Target:form an idea of rhyme
Tasks:
Clarify the concept of tongue twister.
Develop diction in children.
Introduce the concept of “rhyme”.
Learn to come up with simple rhymes for words.
Learn to work together, together, amicably.
Materials and equipment: ball, cards from the book “Toy Library of Speech Games. Issue 11. Playing rhymes. Games for the development of phonemic awareness"
1. Speech warm-up
Diction exercise: pronounce intonationally, highlighting the highlighted word one by one:
We play with words- we compose together,
We play with words - we compose together,
Our meetings are good, we have fun from the heart!
We play with words - we compose together,
Our meetings are good, have fun from the heart!
Children and teachers remember what a tongue twister is and why it is needed. Then they, if desired, pronounce any tongue twisters.
And learn new ones:
Buying a parrot
Buy without intimidation:
Parrots with fright
They'll wake up the whole neighborhood. (Heinrich Wardenga)
There was drama at the ball:
Noble Cavalier
From under the nose of a noble lady
He stole one eclair.
And one more eclair,
And one more eclair,
And one more eclair -
Here's your gentleman. (Peter Sinyavsky)
2. Speech situation
Conversation
Educator: Have you ever tried to become an echo? How does the echo answer questions? I'll ask, "What time is it now?" What about it for me?
Children: It's an hour! Hour!
Educator: That's right, “It’s an hour!” That’s how you are: if you have become an echo, then answer the questions like it is. And to make it more fun, clap your hands when answering. The answer is two claps at the same time.
Teacher (children)
Get ready, kids! (ra-ra)
The game begins! (ra-ra)
Don't spare your hands (lei-lei)
Clap your hands more cheerfully (ley-lay)
What time is it now (hour-hour)
What time will it be in an hour (hour-hour)
And it’s not true, there will be two (two-two)
Think, think, head (wa-wa)
How the rooster crows in the village (uh-uh)
Yes, not an owl, but a rooster (uh-uh)
Are you sure it is so (so-so)
But in reality, how? (how how)
What is two and two? (two-two)
My head is spinning! (wa-wa)
Is it an ear or a nose? (nose-nose)
(the presenter holds his ear)
Or maybe a load of hay? (cart-cart)
Is it an elbow or an eye? (eye-eye)
(the presenter points to his elbow)
But what do we have here? (us-us)
(the presenter points to his nose)
You are always good (yes, yes)
Or only sometimes (yes, yes)
Don’t get tired of answering (chat-chat) if you answer “no” there’s a fine
I ask you to be silent (-)
Game over. And those who made a mistake and gave their forfeit to the presenter are waiting for a fun task to be completed.
Educator: Since ancient times, people, writing proverbs, riddles, and tongue twisters, have tried to decorate these works of oral folk art by rhyming the ends of the lines.
Thanks to rhyme, poems turn out well. Rhyme - when words end the same way. For example, cat-spoon, cone-mouse, spruce-shoal, rose-mimosa, buffet-stool, owl-head, river-stove, etc. These words have similar sounding final syllables. Such endings of words are called rhymes.
Rhyme is the consonance of the ends of poetic lines.
After this, the children find a rhyme in the poems "Eli" And "Vanechka the Shepherd"
Ate
Ate at the edge of the forest -
To the top of the sky -
I listen, they are silent,
They look at their grandchildren.
And the grandchildren are Christmas trees,
Thin needles -
At the forest gate
They lead a round dance. (Irina Tokmakova)
Vanechka - shepherd
Sheep are standing in the meadow
The wool is twisted into rings,
And plays for the sheep
There is a man on the pipe.
This is Vanechka, the shepherd!
He has good hearing.
He hates the wolf too
And he won’t hurt the lamb,
Doesn't hurt at all.
To be Vanyusha a violinist! (Junna Moritz)
Game "Come up with a rhyme"
Educator: Guys, I have a rhyming ball in my hands. Let's play rhyming words.
I ask the word, throw the ball, and whoever catches it chooses the rhyme.
Friend (bow), crow (crown), business (bravely), barn (loaf), house (gnome), sleep (ringing), pillow (frog, bun, cheesecake, toy, girlfriend), path (basket, potato, cover , okroshka), pencil (jumble, hut, gouache, mirage, crew)…
Game "Find a Pair"
Educator: Now look carefully at the pictures in front of you and find words that rhyme with each other.
Educator: There is another game for you.
I'll start the poem now
I'll start, and you finish,
Answer in unison.
Gray wolf in a dense forest
I met a red... (fox).
Where did the sparrow have lunch?
At the zoo with... (animals).
And a rooster with a prickly hedgehog
They cut the lard with a sharp... (knife).
Not prickly, light blue,
Hanging in the bushes... (frost).
In winter, there are apples on the branches!
Collect it quickly!
And suddenly the apples flew up.
After all, this is... (bullfinches).
Game "Prompt the Word" based on the poem by John Ciardi.
About amazing birds
On the street
Passerby
I saw it yesterday.
He was carrying a box
On the box
It says: “Game.”
I'm two blocks away
I followed him
(Believe me, I'm not lying).
And finally
Asked him:
How to play
In Game?
He smiled
Politely,
Then he answered me:
Sure,
What are games
You haven't met yet.
Two birds
Amazing
It's in my drawer.
And if you want,
That's with you
The two of us will play.
And so that we
We could start
You must remember
What do dissimilar people have?
These birds
SIMILAR TAILS.
Catch
Such funny birds -
Very hard work.
No wonder people
Smart
THEM RHYMS
Name:
Indeed,
Birds are nimble
From a big box
Suddenly they started
Pull out
Top
Behind the word is the word.
One got it
The word NAIL,
Another one right away -
GUEST and CANE.
One got it
The word SADNESS
Another phrase:
WELL, LET!
One got it
The word ELEPHANT,
Svetlana Golubeva
The manual will assist in the formation of syllable structure, in improving grammatical structure of speech and reading skills, expanding vocabulary, development phonemic perception.
1. D/game "Pick a Rhyme".
Target: learn to select pairs of rhyming words; develop phonemic awareness.
Game option:
One of the players spins his disk, the other player selects a picture whose name rhymes. For example: cone-bear, etc.
2. D/game "Make a proposal".
Target: teach children to compose sentences of various types using given words; develop verbal creativity, fantasy.
Game option:
Each player promotes his disk, then the players take turns coming up with sentences with the words that matched on disks.
For example:
The girl stroked the little kitten.
The kitten was sitting on the girl’s lap.
You can discuss in advance what proposals should be (with prepositions, how many words, etc.)
For a correctly composed sentence, the player receives a chip.
3. D/game "Pick a letter".
Target: exercise children in identifying the first sound in a word. To consolidate children's knowledge of the sounds and letters they have learned.
For each picture we select the letter with which the word begins. Having previously determined what the first sound is heard in the title of the picture.
4. D/game "Make a Word".
Target: reading and composing two-syllable words.
Game options:
One child can form two-syllable words.
A teacher and a child or two children can play. One sets a syllable, the other selects a second syllable to make a word.
Master class on the topic “Rhymes”.
(For children of preschool and primary school age)
Staging of an excerpt from N. Nosov’s work “Dunno in the Sunny City.”
Dunno decided to become a poet and write poetry. He had a poet acquaintance who lived on Dandelion Street. This poet's real name was Pudik, but, as you know, all poets are very fond of beautiful names. Therefore, when Pudik began to write poetry, he chose a different name for himself and began to be called Tsvetik.
One day Dunno came to Tsvetik and said:
Listen, Tsvetik, teach me to write poetry. I also want to be a poet.
Do you have any abilities? - asked Tsvetik.
Of course have. “I’m very capable,” answered Dunno.
“This needs to be checked,” said Tsvetik. “Do you know what rhyme is?”
Rhyme? No, I do not know.
Rhyme is when two words end the same way,” explained Tsvetik. “For example: duck is a joke, shortbread is a walrus.” Understood?
Understood.
Well, say a rhyme with the word "stick".
“Herring,” answered Dunno.
What kind of rhyme is this: stick - herring? There is no rhyme in these words.
Why not? They end the same way.
This is not enough,” said Tsvetik. “The words must be similar so that it turns out well.” Listen: a stick is a jackdaw, a stove is a candle, a book is a cone.
Got it, got it! - Dunno shouted. “A stick is a jackdaw, a stove is a candle, a book is a cone!” That's great! Ha ha ha!
- Well, come up with a rhyme for the word “tow,” said Tsvetik.
Shmaklya, - answered Dunno.
What kind of schmuck? - Tsvetik was surprised. “Is there such a word?”
Isn't it?
Of course not.
Well, then the bastard.
What kind of bastard is this? – Tsvetik was surprised again.
Well, when they tear something, that’s what you get, dunno explained.
“You’re lying all the time,” said Tsvetik, “there is no such word.” We need to choose words that exist, and not invent them.
What if I can’t find another word?
This means you have no talent for poetry.
Well, then figure out what kind of rhyme it is,” answered Dunno.
“Now,” Tsvetik agreed.
He stopped in the middle of the room, folded his arms on his chest, tilted his head to the side and began to think. Then he raised his head up and began to think, looking at the ceiling. Then he grabbed his own chin with his hands and began to think, looking at the floor. Having done all this, he began to wander around the room and quietly muttered to himself:
Tow, tow, tow, tow, tow, tow, tow... - He muttered for a long time, then said: - Ugh! What is this word? It's some word that doesn't rhyme.
Here you go! - Dunno was delighted. “He himself asks words that have no rhyme, and also says that I am incapable.”
Well, capable, capable, just leave me alone! - said Tsvetik. “I have a headache.” Write in such a way that there is meaning and rhyme, that’s poetry for you.
Is it really that simple? - Dunno was surprised.
Of course it's simple. The main thing is to have the ability.
Dunno came home and immediately began to write poetry. All day long he walked around the room, looking first at the floor, then at the ceiling, holding his chin with his hands and muttering something to himself.
Finally the poems were ready, and he said:
Listen, brothers, what poems I wrote.
Come on, come on, what are these poems about? - everyone became interested.
“I wrote this about you,” admitted Dunno. “Here, first, poems about Znayka:
Znayka went for a walk to the river,
Jumped over the sheep.
What? - Znayka shouted. “When did I jump over the sheep?”
Well, it’s only said that way in poetry, for rhyme,” Dunno explained.
So, because of a rhyme, you will invent all sorts of lies about me? - Znayka boiled.
“Of course,” answered Dunno. “Why should I invent the truth?” There is no need to create the truth, it already exists.
Try it again, you'll find out! - Znayka threatened. - Well, read what you wrote about others?
“Listen to Toropyzhka,” said Dunno.
Toropyzhka was hungry,
Swallowed a cold iron.
Brothers! - Toropyzhka shouted. “What is he making up about me?” I didn't swallow any cold iron.
“Don’t shout,” answered Dunno. “I just said for rhyme that the iron was cold.”
But I haven’t swallowed any iron in my life, neither cold nor hot! - shouted Toropyzhka.
“But I’m not saying that you swallowed a hot one, so you can calm down,” answered Dunno. “Here, listen to the poems about Avoska:
Avoska has it under his pillow
There is a sweet cheesecake.
Avoska went to his bed, looked under the pillow and said:
Liars! There is no cheesecake here.
“You don’t understand anything about poetry,” answered Dunno. “It’s only for the sake of rhyme that they say that it lies, but in reality it doesn’t.” I also wrote something about Pilyulkin.
Brothers! - Doctor Pilyulkin shouted. “This mockery must stop!” Are we really going to calmly listen to Dunno lying about all of us?
Enough! - everyone shouted. “We don’t want to listen anymore!” These are not poems, but some kind of teases.
“Okay, brothers, I won’t,” agreed Dunno. “But don’t be angry with me.”
Since then, Dunno decided not to write poetry anymore.
Master class “Selecting and composing rhymes.”
1). "Choosing rhymes."
Flower: Do you guys understand what rhyme is? Rhyme is not easy
words that end in the same way. This is not enough. It is also important
to make these rhyming words connect with other words
in the poem according to its meaning.
Dunno: Do you guys know how to write rhymes? Let's try this
do. Tsvetik and I will read the quatrains, and
your task is to complete them, selecting the ones you need according to their meaning
rhymes.
The quatrains are read out, and the guys must finish it by saying the rhyme correctly.
2). "Making rhymes"
Choose as many rhyming words for this word as possible.
Snowball -
Find rhymes for these words.
Lesson -
chalk -
Book -
Day -
Branch -
Teacher -
Write poetic lines according to the given rhymes.
………………………call
…………………… lesson
………………………football
………………………Goal
………………………rose
………………………mimosa
…………………………Sun
…………………… window
………………………flower
………………………petal
Try to compose poems yourself, remembering that they should have rhyme, rhythm and meaning.
3. Game "Fairytale Racing"
The presenter says that now all the guys will take part in the race - they will move one after another at approximately arm's length.
But these races will not be simple, but literary. During the game, all the children will take turns turning into heroes of different fairy tales - people, animals, magical characters.
In order to indicate how the race route will go, you need to place two chairs at a distance of approximately 4-7 meters from each other. Thus, the leader, who will stand at the head of the line of children, will go from one chair to another, go around it and go to the first chair. But in this case it will be necessary to go not straight, but obliquely, that is, the race route will be in the form of a “figure eight”, encircling both chairs.
At first, the presenter explains, all participants in the game walk at a normal pace. But you need to be careful and listen to the presenter’s command. Because, at his command, the players must imagine themselves as the hero whose name he named, and move on “in character” - the way this fairy-tale character could walk.
Here are the commands the presenter can give and how they can “materialize” in book races:
Presenter's commands
Motor embodiment
Ivan Tsarevich rides on Sivka-Burka
The Firebird flies
Vasilisa the Beautiful walks on tiptoe
Harlequin walks from the Karabas-Barabas puppet theater
Teddy bear walks through the forest
Geese-swans are flying
Giants Walk
The gnomes walk in small steps
The frog jumps
The tin soldier walks
The arms are extended forward, as if holding the bridle of a horse, jumping in a half-squat
Arms extended upward, making smooth swings
The body is extended as much as possible, the head is raised, the eyes are lowered, hands are on the belt
Arms bent at the elbows, fingers spread out
Head down, arms rounded, feet turned inward, waddling
Easy running on half toes,
arms extended to the sides, making smooth swings, neck forward
Walking on tiptoes with long steps with a large arm span
Hands pressed to the body, small step
Fingers are spread out,
eyes are rounded, jumping forward or walking with body turning to the right and left. Can be accompanied by croaking
A clear military step
Summing up - awarding the winners.
Analysis of the event.
The master class “Playing rhymes with Dunno” was held on February 13, 2009 in the middle and senior groups of the Syntul kindergarten and in the junior classes of the Syntul secondary school.
The purpose of this event was: to develop the creative abilities of kindergarten students and primary school students, to give the concepts of poetic rhyme and rhythm; develop imaginative thinking; help students realize themselves in various creative tasks.
At the preparatory stage, material for the performance was selected: an excerpt from N. Nosov’s work “Dunno in the Sunny City”, quatrains, an interesting game, creative tasks were invented.
The performance was very interesting for both preschool and school age children. They watched it with enthusiasm, then they were asked to play rhymes, match rhymed words with other words, write poetic lines to ready-made rhymes, try to write their own little poems, which they did with pleasure. After the master class, the guys played the game “Fairytale Heroes”, which became a kind of warm-up.
At the end of the event, the results were summed up and certificates were awarded. The guys had to draw in the guest book, on the pages of which the houses of the Sunny City are drawn, either a flower if they liked the event, or a cactus if they did not like the event.
He goes through tasks and exercises, presented to him as games.
Game “About whom? About what?".
Target:
Learn to analyze the structure of a poem.
Game motive:
A competition to see who can answer the teacher's four questions the fastest.
Progress of the game:
The teacher reads a short poem to the children. Offers quick answers to questions:
- What object are we talking about?
- What characteristics does the object have?
- What actions did he perform?
- What conclusion did the author draw?
Result:
The child remembers these questions and then asks them to himself after listening to the poem.
Game "Guess by the signs."
Target:
Teach children to name object(s) by attribute(s).
Game motive:
Guessing objects.
Progress of the game:
The leader calls 1-2 signs, and the children name what it could be. A prerequisite is to explain the presence of this characteristic in the object. No.: Curly: cloud, hair, lamb, birch.
Result:
The child can explain the presence of any sign in an object with a sufficient degree of reliability.
Game "Find and explain opposite words."
Target:
Teach children to find antonymous pairs in proverbs and sayings.
Game motive:
The wizard “Confused” gives tasks for quick wits.
Progress of the game:
The teacher reads proverbs and sayings, and the children find words with opposite meanings:
Softlays down, but it’s hard to sleep.
Every cloud has a silver lining.
Encourage children to explain the meaning of these antonymous pairs in proverbs and sayings.
Result:
The child knows antonymic pairs and can explain their meaning in the text.
Game "Come up with a phrase."
Target:
Teach children to form phrases based on antonymic pairs.
Game motive:
Wizard "On the contrary."
Progress of the game:
Children are given a couple of antonyms, they need to create word combinations with them. Nr: cheerful – sad happy holiday sad melody
A complication is to combine two phrases into one sentence.
No.: On a happy holiday, sometimes a sad melody sounds.
Result:
The child can compose phrases based on antonymic pairs.
Game “Say the Word.”
Target:
Teach children to choose rhyming words.
Game motive:
The teacher's voice appears and then disappears.
Progress of the game:
The teacher reads a poetic text to the children and pronounces only the first syllable of the last word of each line. The rest of the word must be named by the children. See Appendix No. 2.
Game option: the teacher reads a poem - a riddle, and the players must name the answer - a rhyme. For example:
What is my name, tell me
I often hide in the rye.
A humble wildflower,
Blue-eyed... (cornflower).
Result:
The child can end a poetic text with a rhyming word or phrase.
Game "Warehouse - non-warehouse."
Target:
Game motive:
Playing with a ball or other object.
Progress of the game:
The driver thinks of a word, and the players come up with a rhyme for it. For example:
horned - butted, chewing - swallowing.
Possible complications: a game without a driver. One child names a word, the other comes up with a rhyme for it, etc. along the chain. In this version, you can use a ball or pass an object.
Result:
The child knows how to choose a rhyme for a word.
Game "Pure Talk".
Target:
Teach children to match rhymes to sound combinations.
Game motive:
Competition in the speed of pronouncing sound combinations.
Progress of the game:
The leader sets a certain sound combination, and the players compose a couplet with it. For example:
Sa - sa - sa -
A wasp flew into the garden.
Ša - ša - ša -
We found a tick in the grass.
Result:
The child can compose rhymed sentences.
Game “Write more.”
Target:
Teach children to choose a rhyme for a given word.
Game motive:
Team competition.
Progress of the game:
The teacher gives one line of poetic text, and the children compose further.
For example: the teacher says “A seal is swimming in the sea..”
The child continues, “A deer is running through the meadow.”
There may be variations in rhyming from other children or confusion.
Example: “A deer swims in the sea,
A seal is running across the meadow.”
Complication: the teacher distributes object pictures to the players. They should write a couplet about the object shown in the picture.
Result:
The child can create two-line rhymes.
Game "Fix Me"
Target:
Teach children to agree words in sentences in gender and case.
Game motive:
Correcting teacher mistakes.
Progress of the game:
The teacher pronounces a rhymed phrase or sentence, deliberately making mistakes in the coordination of words. Children correct and correctly pronounce a given sentence or phrase.
Result:
The child knows how to coordinate words in gender and case.
Game “Let’s compose a poem and write it down.”
Target:
Teach children to form rhymes and write them in diagrams.
Game motive:
Who will write it down more accurately with diagrams?
Progress of the game:
Children make up a rhyme and write it down with diagrams.
Note:
- the schematic fixation should be located on a sheet of paper corresponding to the lines of the created poetic text.
- at the level of schematic fixation, you can work on intonation expressiveness. That is, using certain conventional signs to indicate a rise, a fall of voice, an exclamation, a questioning intonation, a narrative intonation, a pause, etc.
Result:
The child knows how to write rhymes using diagrams.
