A literacy lesson in a pre-school group. Literacy training

Zhuikova Anna Viktorovna, teacher of the highest category, teacher - speech therapist of category II, municipal preschool institution No. 1 kindergarten “Cheburashka”, SAKHA (Yakutia) Eldikan village.

Explanatory note. The prerequisites for successful literacy learning are formed in preschool childhood. It has been established that the age of the fifth year of life is optimal for the education of a special (higher) form of phonemic hearing, phonemic perception and the development of a child’s orienting activity in sound reality.

It is known that sound-letter analysis is based on clear, stable ideas about the sound composition of a word.

The presented didactic games allow children to be introduced into the world of sounds, letters and reading in a playful, non-intrusive way and to develop phonemic awareness. They are important for developing the sound culture of children’s speech, preparing them for learning to read and write, and contribute to the general speech development of preschoolers.

The teacher can use them both in class and during individual work and in the independent activities of each child. The typesetting canvas can be mobile, as for example in the game “Magic Rays”, and can be used in literacy classes and mathematics classes. A simulator for the development of speech breathing can become an element of an ecological corner.

“One step, two steps”
(for children 5 – 7 years old)

Target: Learn to divide words into syllables, perform sound-letter analysis of words. Develop phonemic awareness, the ability to correlate a sound with its graphic image (letter).
typesetting panel in the form of steps, cash register of letters. Red squares represent vowel sounds, blue boxes represent hard consonant sounds, and green boxes represent soft consonant sounds. Subject and subject pictures, graphic diagrams of sentences.
Methodology:
1 option. The teacher offers the children a picture that they must name. Then they divide this word into syllables, count them and show them on the syllable line.
Option 2. The teacher puts the picture in the top window and invites the children to perform a sound analysis of the word.
Option 3. Children independently perform a sound analysis of a word based on the picture provided by the teacher. Each sound is then labeled with a letter.
Option 4. A plot picture is displayed in the top window. The teacher invites the children to make a sentence based on it. Then the children count the number of words in it and display a graphic diagram of the sentence.

“On the waves of sounds and letters”
(for children 6 – 7 years old)

Purpose: To teach the basics of sound analysis, to help remember letters. Develop phonemic awareness.
Didactic material (equipment): Planar images of two boats. The first red boat with a lowered sail symbolizes vowel sounds (when pronounced, the air stream does not encounter an obstacle). The second boat with two raised blue-green sails and a bell on board. This is a symbol of consonant sounds (when pronounced, the air stream meets an obstacle “inflating the sails”), a bell - ringing sounds, a blue sail - hard sounds, a green sail - soft sounds. Set of magnetic letters.
Methodology: You can use this game in literacy classes during familiarization with letters, and also use it for individual work in your free time or to consolidate the material covered.
1 option: In literacy classes, while learning about the next letter, children analyze its sound, characterize the sound, determining whether it is a vowel or a consonant, and form them into “waves” for boats.
Option 2: The teacher names the sound, invites the child to designate it with a letter, find the desired boat, explaining his choice.

“Simulator for the development of speech breathing”

Target. Develop speech breathing, consolidate knowledge about seasonal changes in nature.
A plastic base (clothes dryer), which is suspended at the height of the child and is designed in accordance with the time of year. Winter – snowdrift, snowflakes. Summer – clearing, flowers, insects. Spring – bushes, leaves, birds. Autumn – clouds, yellow leaves.
Methodology: Depending on the time of year, the teacher models the situation (a winter blizzard swirled snowflakes, butterflies flew to the flowers, a breeze tore off yellow leaves, migratory birds flew in, etc.) The child blows on light figures suspended from the simulator, taking a deep breath and exhaling smoothly. Or several exhalations following the teacher’s instructions. The exercise lasts no more than 3 – 5 minutes.
It should be borne in mind that in all games that develop breathing, as in breathing exercises, the rule is strictly observed: inhalation coincides with the expansion of the chest, exhalation with its narrowing. Children learn to inhale while speaking, only through the mouth and not through the nose.

“Magic rays”
(literacy training)

Target: Teach syllabic reading.
Didactic material (equipment): A typesetting canvas with the image of the sun, a box of letters.
Methodology:
Option 1. Vowels are placed in the pockets at the ends of the beams, and consonants are placed in the center. Children read forward and backward syllables.
Option 2. Cards with syllables are placed in pockets. Children read words.
Option 3. Children independently select letters, syllables and read them.

“Magic rays”
(development of elementary mathematical concepts)

Target. Learn to solve arithmetic operations for addition and subtraction, compare the number of objects and make digital notations (more, less, equal). Compose and solve arithmetic problems.
Didactic material (equipment). A printed canvas with the image of the sun, cards with numbers and signs: greater than, less than, equal to.
Methodology.
Option 1. Cards with numbers are placed in pockets. The teacher invites children to add them up, subtract or compare.
Option 2. Children independently choose numbers and signs and fill their pockets. And they come up with arithmetic problems in accordance with the examples.

List of used literature.

Gerbova V.V. Speech development in kindergarten / “Mosaic - Synthesis”, M., 2006.
Magazine “Hoop” 2005.
Zavyalova N.A. Integrated course for preparing preschoolers for school / “Teacher”, Volgograd, 2005.
Krupenchuk O.I. Teach me to speak correctly / Litera Publishing House, St. Petersburg, 2006.
Kolesnikova E.V. Program “Mathematical Steps” / “Sphere”, M., 2008.
Kolesnikova E.V. Mathematics for children 6 – 7 years old / “Sphere”, M., 2005.
Martsinkevich G.F. Teaching literacy to preschool children/“Teacher”, Volgograd, 2006.
Mikhailova L.S. How to prepare a child for school / “Teacher”, Volgograd, 2005.
Scientific and methodological journal “Speech therapist” No. 2/2008.
Povalyaeva M.A. Speech therapist's reference book / “Phoenix” - Rostov-on-Don, 2003.
Polyakova M.A. Self-instruction manual on speech therapy / “Iris - press”, M., 2007.
Rudenko V.I. Speech therapy: practical guide/ “Phoenix” - Rostov on/D, 2008.
Smirnova L.N. Speech therapy in kindergarten / “Mosaic - Synthesis”, M., 2006.
Tumakova G.A. Familiarization of a preschooler with a sounding word / “Mosaic - Synthesis”, M., 2006.

We wish you success!

Card index

didactic games and exercises

in the preparatory group

"Mastering the Basics

original charter"

Didactic game

"Sound Caps"

Target : Develop sound analysis skills. Learn to form forward and backward syllables.

Progress: 2 children take part in the game. They choose their beetle and goose hats. Leaves and flowers cut out of colored paper are laid out on the floor. Letters representing vowel sounds are written on them. According to the teacher’s instructions “The sun is waking up,” children move around the room, imitating the buzzing of a beetle and the hissing of a goose. At the teacher’s signal, the children stop on the leaves and flowers, pronouncing the syllables with their own sounds in turn. For example: The beetle stopped at a flower with the letter “A”, the child pronounces the syllable “Zha”.

Didactic game

"Finish the word"

Target:

Progress: Children stand in a circle. Teacher with a ball in the center: “Children, now you will finish the word I started. I will throw the ball to any of you and say the beginning of the word, and you must throw the ball back to me and say its end (kosh - ka, gla - for).

Didactic game

"Guess the word"

Target: Develop children's ability to divide words into syllables.

Progress: The teacher invites the children to guess the words, while tapping 2 times. Children select words with a given number of syllables. For the correct answer, the child receives a chip.

Didactic game

“Let’s weave a wreath of sentences”

Target: Exercise children in composing sentences, united thematically, to develop verbal attention.

Progress: The teacher makes a sentence. Children name the last word and come up with a new sentence with it. For example: Seryozha is reading a book. The book is on the table.

Didactic game

“Name the words in which the second sound is a vowel (consonant).”

Target: Strengthen the skills of sound analysis of words, practice distinguishing vowels and consonants, and activate the vocabulary.

Progress: The teacher asks the children to remember words whose second sound is a vowel or consonant. Children compete in rows. The row that comes up with the most words wins.

Didactic game

"Magic Cubes"

Target: Strengthen children's ability to determine the place of sound in a word, perform phonemic analysis and synthesis of words, develop auditory and visual memory, as well as visual perception.

Material: Cubes on each side of which depict objects familiar to children.

Progress: The child is asked to collect some word, for example “elephant”. Pay attention to the first sounds of words - names of objects. The child first finds a cube, on one of the faces of which there is an object whose name begins with the sound [s]. Then he searches on the faces of the next cube for an image of an object whose name has the first sound - [l], [o], [n].

Didactic game

"Fun Train"

Target: Improve the skill of sound analysis, strengthen children’s ability to determine the number of sounds in a word.

Material: Each child has an object picture in his hands - a ticket.

Progress: The teacher asks each child to determine the number of sounds in his word and put the picture in the correct carriage corresponding to the number of sounds in the word (how many boxes, so many sounds).

Didactic game

"Necessary Signs"

Target: Develop children's speech apparatus, practice diction, and consolidate ways of denoting sentences.

Progress: The teacher names the proposal. Children determine with what intonation it was pronounced, and accordingly, they raise a card with the desired sign.

Didactic game

"Find Brother"

Target: Strengthen children's ability to identify the first sound in a word, distinguish between hard and soft consonant sounds.

Material: Subject pictures

Progress: The teacher puts object pictures in one row. Children must arrange the pictures in two rows. In the second row there should be pictures such that the first sounds of the words are brothers of the first sounds of the words of the first row.

For example: Butterfly, first sound [b]. I’ll put the squirrel, the first sound in this word is [b"], [b] and [b"] - brothers.

Children take turns coming up, naming objects, the first sounds of words, and if they have chosen the correct pair, place the picture under the top row.

Didactic game

"Red White"

Target: Continue to teach children to intonationally isolate any sound from a word and determine its place in the word.

Material: Each child has a red and white circle.

Progress: The teacher names the words. If the children hear the sound [s] in the word, then they raise a red circle; if there is no given sound, they raise a white one. Sounds: [f], [sh], [sch"].

Winner of the all-Russian competition "The most popular article of the month" NOVEMBER 2017

Game 1. "Letter traffic light"

Goal: to exercise preschoolers in selecting words starting with a given letter; develop memory, thinking, dexterity and speed of reactions.

Material: not required.

Progress of the game. The driver is selected ("traffic light" ) , he stands in the center of the site and names any letter.

The rest of the children name words starting with the given leading letter. (words should not be repeated). Those children who did not find words try to run to the other side, and "traffic light" catches them. The last one caught takes the place of the driver.

Game 2. "Shop"

Purpose: to train children in selecting words for a given sound; develop memory, thinking, imagination, expressiveness of imitative movements.

Material: not required.

Progress of the game. Children stand in a circle, holding hands. At its center is the driver ("buyer" ) , he sets the letter for which children come up with words. Children lead a round dance with the words:

Ding-ding-ding,

We are opening a store.

Come in, come in,

Buy what you want.

The buyer says, for example: “I want to buy items starting with the letter R” .

Children speak words to a given sound and depict these objects using facial expressions and gestures.

Game 3. "Words are friends"

Material: pictures in pairs for certain sounds (onion - elk, fish - shirt, cat - goat, beetle - crane, juice - dog, etc.).

Progress of the game. Children take pictures on the table that are similar in first sound. After which the teacher tells them to find a friend - one whose name of the picture matches the initial sound.

Game 4. "Names"

Goal: to train children in identifying the first sound in a word and selecting words for a given sound; develop mental operations.

Material: ball.

Progress of the game. The teacher, throwing the ball to the children, invites them to say their name and, at the first sound of the name, also name their favorite object. For example, the teacher says: “My name is Irina Petrovna, I love toffee” .

Game 5. “What word did the artist want to write?”

Material: cards with pictures, the first sound of which makes up the letter of a new word.

Progress of the game. The teacher says that the artist came and wrote the word, but it is unusual, because... consists of pictures. You and I need to read this word, for this we will identify the first sound in each picture, write the letters on the board, and then read it.

Game 6. “What are the children’s names?”

Goal: to train children in isolating the first sound in words and composing new words from them; develop mental operations.

Material: portraits or dolls of a boy and a girl. Cards in which names are encrypted using pictures so that the first sound

the picture makes up the letter of the new word.

Progress of the game. The teacher says that children have come to our lesson and shows dolls or portraits. You and I don't know what their names are. And to find out, you need to determine the first sound in each picture.

Game 7. "TV"

Goal: to train children in isolating the first sound in words and composing new words from them; develop mental operations of analysis and comparison.

Material: TV mockup into which various images are inserted (A5 size with inscriptions, for example, MAK). Below the TV there are pockets where cards with pictures are inserted; pictures, the first sound of which corresponds to the letters in the TV image, etc.

Progress of the game. The teacher invites the children to watch TV and read the word (for example, MAC). After this, the children come to the table, take the upside-down pictures and independently determine the first sound in the word. Then the teacher offers to insert pictures in which the first sound corresponds to the letter in the image on the TV.

Game 8. “Help the artist, collect words from pictures”

Goal: to train children in isolating the first sound in words and composing new words from them; develop mental operations.

Material: cards with words, where under each letter there is a pocket where pictures are inserted, the first sound of which corresponds to the letter of the word, etc.

Progress of the game. The teacher says that the artist came and could not read a single word, because... they consist of letters, but he can only read from pictures. Help the artist, take one picture at a time and place it under the letter with which the word begins.

Game 9. "Mom's bag"

Purpose: to train children in naming words with a given sound; develop mental operations and memory.

Material: not required.

Progress of the game. The teacher says that mom came from the store and brought products that have sounds in their names [m] And [m"] or any others. Children name the words: butter, milk, carrots, tomatoes, sour cream, etc. Pictures can be used as a hint.

Game 10. "Sisters"

Goal: to train children in naming words starting with a given letter, to compose a story independently; develop mental operations and memory.

Material: letters or cards with letters that the teacher shows while reading the story.

Progress of the game. The teacher reads the story: “Once upon a time there were two sisters. Their names were like this: the name of one starting with A (shows card with letter A), the second - in I. What could their names be? Children invent (Anya, Arina, Alina, Alena, Ira, Inna, Inessa, etc.). They went to the forest for berries on Ch and 3 (blueberries and strawberries) and for mushrooms on B and P (boletus, babka; boletus, Polish mushrooms.) They brought it to my mother, she cooked it with mushrooms (soup), and from berries K and B (compote and jam)» .

The teacher invites the children to come up with a story-task with letters for their friends.

Game 11. "Rings of Lull"

Goal: to train children in identifying the first sound in a word and selecting words starting with a given letter; develop mental operations.

Material: Lull rings, consisting of two circles fastened in the middle so that they can rotate. On the inside (small) four different letters are pasted in a circle; on the outside (big) circle - pictures, the first sound of which corresponds to the letter in the small circle (2-3 pcs.)

Progress of the game. The child takes Lull's rings and must match the letter on the small circle with the pictures located on the outer circle.

Game 12. "The Fourth Wheel"

Goal: to train children in identifying the first sound in a word; learn to exclude unnecessary objects from a number of items that are similar in a certain way; develop mental operations, memory, attention.

Material: a row of pictures of 4 pieces. in each, where only in three pictures the first sound of the word matches. (For example, LION, STORK, LEAF, WINDOWER).

Progress of the game. The teacher invites the children to look at a series of pictures, where in three pictures the first sound matches, but in the fourth it does not. Children need to identify the extra picture.

Game 13. "Say a word"

Material: poems in which one word is missing.

Progress of the game. The teacher reads poetry where he doesn’t finish the word, the children guess it and highlight the first sound in the word.

Mikhail played football

And scored into the goal... (Goal).

Andreyka in his garden

Watered flowers from... (watering cans).

Our Tanya is crying loudly

Dropped it into the river... (ball).

Where did the sparrow have lunch?

At the zoo... (animals).

A goat walked along the bridge

And wagged... (tail).

Game 14. "Puzzles"

Goal: to train children in identifying the first sound in a word; develop mental operations.

Material: riddles.

Progress of the game. The teacher reads the riddles, the children guess and highlight the first sound in the word.

The grandfather is sitting, dressed in a hundred fur coats.

Whoever undresses him sheds tears. (Onion.)

Who has eyes on horns,

And the house on the back? (Snail.)

It's scarlet and sugary.

The caftan is green, velvet. (Watermelon.)

In winter - white,

In summer - gray. (Hare.)

small ball

He's rummaging around under the bench. (Mouse.)

Game 15. "Mosaic"

Material: a mosaic consisting of four parts so that each of them depicts objects starting with the same sound, and on the reverse side there is a letter and other pictures.

Progress of the game. The teacher says that Mishka lost his lunch and needs to be found. Choose only those pictures with the first sound [m], [m"]. Children put together a mosaic (BEAR, HONEY, ICE CREAM, MILK). Mishka thanks them and reveals the secret. The teacher turns over the assembled mosaic, which shows the letter M. (Pinocchio lost friends: BUTTERFLY, RAM, SQUIRREL; bumblebee - clothes: HAT, SCARF, PANTS; wolf - items: BUCKET, HANGER, BICYCLE; dog - food: CHEESE, SAUSAGES, LARD, etc.)

Game 16. "Treasure"

Goal: to train children in identifying the first sound in a word; develop mental operations.

Material: picture of jewelry.

Progress of the game. The teacher hides the picture in advance. Then he says that pirates came to the group and hid treasure in or under an object that begins with the letter K. Children walk around the group and look for objects that match a given sound, asking the teacher:

Is this item a doll?

The children find a picture of a treasure under the carpet.

Game 17. “Where are the pets hiding?”

Goal: to train children in identifying the first sound in a word; learn to select words for a given sound; develop mental operations.

Material: pairs of pictures starting with the same sound (CAT - CUBES, PIG - SWEATER, DUCK - DILL, DONKEY - HOOP, ROOSTER - CAKE, etc.).

Progress of the game. The teacher says that the pets decided to joke: they hid behind the pictures that were on the typesetting canvas. Guess where the animals hid? Here's a hint: the first sound in the name of the object in the picture matches the sound of the animal that is hiding behind it.

Game 18. "In a trip"

Goal: to train children in identifying the first sound in a word; learn to select words for a given sound; develop mental operations.

Material: two drawn suitcases with letters glued on them: on one - C, on the other - W. Pictures depicting clothes in which these letters are present (shorts, pants, scarf, fur coat, shirt, hat, suit, boots, sweater, socks, headscarf, underpants).

Progress of the game. The teacher says that the boys Sasha and Shura are going on a trip and ask us to help them pack their things. Sasha needs to put things in his suitcase where there are sounds [With] And [With"], and Shura, where there is sound [w]. Children take pictures from the table, determine whether there is such a sound in the word, and put them in suitcases.

Game 19. "Lotto"

Goal: to train children in identifying the first sound in a word, selecting words starting with a given letter; develop mental operations and memory.

Material: bag with plastic letters; a lotto-type card, where the divisions contain pictures of objects whose initial sound corresponds to the letters in the bag.

Progress of the game. The teacher invites the children to draw one letter from the bag and put it on the lotto card so that the first sound in the picture matches the letter.

Game 20. “Seat the animals in their houses”

Goal: to train children in identifying the first sound in a word and correlating a word with a certain sound with a letter; develop mental operations and memory.

Material: pictures of animals, a lotto-type card, where letters are depicted on its divisions.

Progress of the game. The teacher says that the animals ask the children to move them into houses with letters on them. Then he invites the children to take one picture from the table and put it on the lotto card so that the first sound of the animal in the picture corresponds to the letter.

Game 21. “I bought it in the store”

Purpose: to train children in highlighting the last sound in a word; learn to select words for a given sound; develop mental operations of analysis and synthesis, memory.

Material: microphone.

Progress of the game. Children stand in a circle, the teacher begins the game with the phrase “I bought a BUS at the store” . Children pass the microphone around and name words based on the last sound of the previous word. "I bought (A) in the store CRUSH" etc.

Game 22. "Analogies"

Purpose: to train children in selecting words for a given sound; develop mental operations, memory, attention, phonemic hearing.

Material: ball.

Progress of the game. The teacher throws the ball one by one and asks the children to continue a series of words corresponding to the first sound of the word named by the teacher. For example, ELEPHANT - DOG, SAUSAGE, SUNDRESS, LAD, CANDLE; FISH - HAND, STREAM, FRAME, LYNX, etc. Children can name a different number of words.

Game 23. "Teremok"

Goal: to train children in identifying the first sound in a word; develop mental operations, memory, attention, phonemic hearing.

Material: TRIZ house with pockets, medallions of the heroes of the tower (Mouse, Frog, Wolf, Mosquito, Bear) and cards with pictures of animals (fly, fox, crow).

Progress of the game. The heroes of the tower are chosen and given medallions. To introduce the heroes of the tower, the teacher himself knocks on the door: “Knock-knock, who lives in a small house, who lives in a low one?” The heroes answer him: “I am the Little Mouse, I am the Frog-Frog, I am the Runaway Bunny, I am the Gray Little Wolf, I am the Squeaky Mosquito, I am the Bayun Bear.” . Then the rest of the children take pictures of animals and ask to go to the little house with the words: “Knock-knock, teremok, it’s me, your friend, Fox” , showing the picture to the heroes of the tower. If the first sound in the names matches, then the hero invites: “Come into the little house, this is the Frog - your friend” .

Game24. "Body"

Goal: to train children in selecting words for a given sound.

Material: basket, chips.

Progress of the game. The teacher says that he has a box, pointing to the basket. You can put in it those words that contain, for example, sounds [To], [To"] and what grows in the forest (you can set a different sound and location).

“I take the box and put the fungus in it” . Children come up with words with sounds themselves (boletus, boletus, cranberries, strawberries, blueberries, blackberries, etc.). The teacher encourages them with chips. The one with the most chips wins.

Game 25. "The ABC has fallen"

Goal: to train children in reconstructing letters from elements; develop mental operations, memory, attention.

Material: children have cards with incorrect images of letters.

Progress of the game. The teacher reads a poem:

What's happened? What's happened?

The alphabet fell off the stove!

Painfully sprained my leg

And I hit myself a little.

Collect the letters and write them correctly.

Game 26. "The letters are hidden"

Purpose: to teach children to find the outlines of letters; develop a visual representation of a letter, memory, attention.

Material: cards with combined lettering; board, chalk

Progress of the game. The teacher shows the children a picture and says that the letters are hidden, they need to find them and write them on the board.

Game 27. "Letter on the Palm"

Goal: to develop visual and spatial representation of letters, memory, attention.

Material: not required.

Progress of the game. The children are divided into pairs, one of them is the driver, he writes on the palm of the other child - "leaf" (he closes his eyes)- letter with your finger. "Sheet" guesses which letter the driver wrote.

Game 28. "Find the error"

Goal: to develop a visual representation of a letter, to find inconsistencies in the image of letters; develop memory and attention.

Material: board on which the elements of letters are incorrectly depicted, chalk.

Progress of the game. The teacher points the children to the board and says that Pinocchio made several mistakes when writing letters with his nose. You need to find them and fix them.

Game 29. "Draw a letter in the air"

Material: not required.

Progress of the game. The teacher says: “Guys, imagine that some parts of your body have turned into a pencil that writes letters very well. Let's depict it" . Write letters: with the index finger; hand; foot; nose; chin; elbow; ear; You can also use other parts of the body.

Game 30. “Make a letter from the elements”

Material: counting sticks.

Progress of the game. The teacher tells the children: “Remember the letters consisting of two identical elements - two long and one short stick - and build these letters” .

Game 31. "Feed the chick"

Goal: learn to compose a letter from elements, develop memory, attention, imagination, expressiveness of imitative movements.

Material: cards with images of letters, where each element of the letter is highlighted in a different color; sticks that match the color of the letter elements in the picture.

Progress of the game. Children are divided into teams depending on the number of elements in the letter (for example, the letter Ш consists of 4 elements, which means there are 4 people in the team). Children are given a template showing a letter, as well as colored sticks (stripes)- these are worms that birds need to feed their chicks. The birds fly, then the teacher gives the command: “Fly for the worms!” . Children take elements (color stripes) and fly to the nest to feed their chicks (build a letter from the elements).

Game 32. "Masha the Confused"

Goal: to develop children’s visual and spatial representation of letters, memory, attention, and imagination.

Material: counting sticks or brushwood.

Progress of the game. The teacher tells the children a story about how the girl Masha went into the forest for brushwood, but she was scared by a crackling sound in the bushes. She ran so hard that she lost all the brushwood. Help Masha put it into letters (counting sticks are scattered throughout the group). Children walk in a circle and say the words:

Masha walked through the forest,

I lost brushwood in the forest,

Help Mashula:

Collect the letters into brushwood.

Children, on the instructions of the teacher, collect from 2 to 5 twigs and make up a certain letter.

Game 33. "Encrypted letter"

Goal: to develop children’s visual and spatial representation of letters, memory, and attention.

Material: cards with dots, connecting them according to a given algorithm to form a letter; markers.

Progress of the game. Children are given cards with numbered dots and an algorithm. At the teacher’s command, they take a marker and carry out the algorithm, for example, connecting the numbers 1-5, 2-3, etc.

Game 34. “Guess the letter from the description”

Goal: to teach children to guess the letter from a verbal portrait; develop memory, attention, imagination.

Material: not required.

Progress of the game. The teacher tells the children that now they will guess the letters based on the story about them. For example: “Once upon a time there was a letter, it consists of three elements - two long sticks and one short. Long sticks do not know how to stand straight, they are always leaning towards one another, and the third, short, stick always holds them together, like a belt, you can sit on it, like on a swing. The letter looks like a pointed tower, the roof of a house, a rocket..."

The teacher invites the children to independently compose a riddle-story about the letter.

Goal: learn to describe a letter according to a diagram, select words for a given letter; develop memory, attention, imagination.

Material: medallions with letters, letter description diagram.

Progress of the game. The teacher invites the children to advertise the letter on their medallion according to the following scheme:

Letter name;

What elements does it consist of?

What does it look like?

What words begin with it?

For example: “This is the letter A, it consists of three elements: two long sticks, inclined one towards the other, and one short one, connecting them like a belt. The letter A looks like a rocket, a house roof, a shark. It is contained in the most delicious words (watermelon, apricot, pineapple, quince); in the fastest (car, bus) and in the smartest words (alphabet, alphabet...)» .

Game 36. “Yes-no-alphabet”

Goal: to teach children to ask questions containing an affirmative answer "Yes" or "No" ; develop thinking and speech.

Material: alphabet.

Progress of the game. The teacher shows the alphabet and guesses the letter. Children must guess it by asking the teacher questions about the location of the letter. The teacher can only answer "Yes" or "No" . For example, children ask: “Is this letter in the first row? Between the letter O and P? Etc.

Game 37. "Teremok"

Material: TRIZ house, cards with letters.

Progress of the game. The teacher shows the house and says that letters are moving into it. Children break into pairs, come to the table, each take a letter and place them on the same floor. After this, one child names how the letters are similar, and the second - the differences.

For example, the letters T and G. The first child says: “The letter T differs from the letter G in that it has a longer top bar and in its name.” . The second one adds: “The letter T is similar to the letter G in that both consist of two elements.” . Etc.

Game 38. "Cold-hot"

Goal: to teach children to ask questions containing an affirmative answer; develop thinking and speech.

Material: alphabet.

Progress of the game. Children are detectives, they try to guess the letter that the teacher has guessed by asking him questions about the location of the letter in the alphabet. The teacher answers "Cold" , if children are looking in the wrong direction, and "warm" , if - in the correct one. For example, children ask: “Is this letter in the first row? Between the letter O and P" . Etc.

Game 39. "Shop"

Material: "money" (cards with numbers 1, 2, 3, 4), pictures depicting various objects.

Progress of the game. Children are given "money" , where the numbers are written. They come to the store, take a picture with an item whose number of syllables corresponds to the number on "money" . The teacher is a cashier, he determines the correctness of the children's choice. (For example, a child has 3 rubles, he chooses a picture with cabbage, goes up to the cashier and says: "Cabbage" , dividing the word into syllables using claps.)

Game 40. “Seat the animals in their houses”

Goal: to teach children to find similarities and differences in the outlines of letters; develop thinking and speech.

(from 1 to 4), pictures of animals.

Progress of the game. The teacher shows the houses and says that they have different numbers of windows, i.e. syllables. Children need to take a picture and move the animals so that animals with one syllable in their names move into a house with one window. (cat, hedgehog, lynx); which have two syllables - to a house with two windows (li-sa, squirrel) etc.

Game 41. "Names"

Purpose: to train children in dividing words into syllables; develop thinking and speech.

Material: four houses with different numbers of windows in them (from 1 to 4).

Progress of the game. The teacher shows the children the houses and says that they should move into them. Children with one syllable in their name are accommodated in a house with one window, children with two syllables - in a house with two windows, etc.

Game 42. "Pyramid"

Purpose: to train children in dividing words into syllables; learn to count the number of vowels in a word; develop thinking and speech.

Material: schematic drawing of a pyramid, at the base of which there are 4 squares, above - 3 squares, even higher - 2, then - 1; pictures with objects for different numbers of syllables.

Progress of the game. The children are given pictures, the teacher asks them to arrange them into the squares of the pyramid so that the number of syllables in the word coincides with the number of squares in the rows of the pyramid.

Game 43. "House"

Purpose: to train children in dividing words into syllables; develop thinking and speech.

Material: TRIZ house, cards with images of animals.

Progress of the game. The teacher shows the house and says that animals should move into it. Animals with one syllable in their name are moved to the first floor, two syllables to the second floor, etc. Children determine the number of syllables and place the animals.

(See pictures for games 19, 20.)

Game 44. "Watch"

Material: a watch, where instead of a dial there are pictures depicting various objects, and two hands - a short one and a long one.

Progress of the game. The teacher shows the children a clock and says that they must determine which word is short and which is long, and put the corresponding arrow. A long word consists of two or more syllables, and a short word consists of one.

Game 45. "Silence"