Memo for parents

« How to teach a child to hear sounds

and determine the place of sound in a word"

The ability to focus on sound is a very important human characteristic. Without it, you cannot learn to listen and understand speech. It is also important to distinguish, analyze and differentiate by ear phonemes (the sounds that make up our speech). This skill is called phonemic awareness.

Small child does not know how to control his hearing, cannot compare sounds, but he can be taught this. It is especially necessary to develop phonemic hearing for children with speech problems. Sometimes a child simply does not notice that he is pronouncing sounds incorrectly.

Parents can help their child take the first steps in understanding the sound structure of words.

When starting games on the formation of sound analysis, you need to clearly understand the sequence of work and not skip over the stages.

General rules work on developing sound analysis skills:

- follow a strict sequence in presenting sound analysis forms:

isolating a sound from a word, i.e. determining the presence of a given sound in a word (whether there is such a sound or not);

definition of first sound, last sound,

establishing the location of the sound (beginning, middle, end of the word),

full sound analysis;

- follow the order of formation of mental actions: based on material means, in speech, by presentation;
- follow the sequence of presentation of words intended for analysis.

It is necessary to adhere to a certain sequence of formation of mental actions when teaching sound analysis:

1. We pronounce the word, highlighting the desired sound with our voice. For example, let’s use our voice to highlight the sound m in the word MAK – MMMMMMak. The child raises the symbol or claps his hands when he hears a word with this sound.

2. The child identifies an exaggeratedly pronounced sound and names it in isolation, outside the word.

3. Then the mental action moves into the speech plane - the child himself pronounces the word and extracts the given sound from it; determining the place of a sound in a word, where it is located (at the beginning, middle, end).
4. An action takes place according to the idea, in the mental plane, when the word is not pronounced, and the child puts aside pictures with a given sound or comes up with words.

This order of mental actions is used at the stages of formation of elementary forms of sound analysis.

When a child masters sequential analysis of a word, he will first have to rely on additional auxiliary means: the sound pattern of the word and chips.

We present to your attentiongames , which will contribute to the development of phonemic perception and the skill of sound-syllable analysis.

"Highlight the word"

Invite your child to clap his hands (stomp his feet, hit his knees, raise his hand up...) when he hears words with a given sound.

“What sound is there in all the words?”

An adult pronounces three to four words, each of which has the same sound (for example: floor, fluff, tomato), and asks the child what sound is in all these words, or what sound do all these words begin with?

"Sound Songs"

An adult invites the child to compose sound songs like: AU - children scream in the forest, IA - this is how a donkey screams, UA - this is how a child cries. How surprised are we? OOO! (Etc.) First, the child determines the first sound in the song, singing it drawn out, then the second.

"Name the extra word"

Of the four words clearly pronounced by an adult, the child needs to name the one that differs from the rest.

“What sound begins the word?”

You throw the ball to the baby and say a word that begins with any vowel sound. For example: stork, wasps, duck, echo, frost, better - with emphasis on the first vowel, then it will be easier for the child to identify it. Having heard the word and caught the ball, the baby will think for some time, what sound is the first? Let him repeat the word several times and, imitating you, highlight the initial vowel. Then he will pronounce it clearly and return the ball to you.

“What sound is hidden in the middle of the word?”

The game is similar to the previous one, but the vowel is already in the middle of the word: hall, beetle, house, sir, cheese, world, etc. Attention! Take words with only one syllable. Do not include words such as forest, ice, hatch in the game. They contain one vowel sound, but the letter is written completely differently. The difference between the concepts of “sound” and “letter” is still unknown to the baby.

“What is that sound at the end of a word?”

The rules are the same, only the vowel sound must be looked for at the end of words: bucket, leg, tables, beri, karate, etc. The emphasis again falls on the desired sound.

Consonant sounds can be distinguished in the same way. The conditions for selecting words are the same: the sound should sound clear, not deafen or disappear when pronounced. Words can be: poppy, chair, baby, mole, tank, wolf, house, goal, etc.

"Agree on a word"

An adult asks a child to choose a word that rhymes:

I dropped the briefcase from my hands - it was so big on the branch... (beetle).

A nimble bear was walking through the forest, and... (a bump) fell on him.

One evening two mice stole Petya's... (books).

Vlad won’t climb the spruce tree: in his hands... (briefcase).

It can sail back and forth... (the steamer).

"Chain"

From this word, form a chain of words so that each subsequent word begins with the last sound of the previous one: house - poppy - cat - ax - hand.

Games for the development of phonemic awareness are recommended for children over three years of age. Good phonemic hearing is necessary for a child to master the sound system of the language, for competent oral and writing. Start with simple ones, gradually moving to more complex ones. Do not overload your child and complete the game on time. And then, in addition to the development of phonemic hearing, you will help the baby develop attention, memory, imagination, initiative and diligence.

In order to develop phonemic awareness in a child, you will have to work hard. The sooner you start studying, the greater the chance that your child will not have problems at school.

Teacher – speech therapist: Tsivileva O.Yu.

People live in a world of sounds. From a physics point of view, sound is a mechanical wave that arises as a result of vibration. It travels through the air and impacts our eardrum and we hear sound. The energy contained in it is measured in decibels (dB). Rustle of leaves – 10 dB, whisper – up to 30 dB, loud rock music – 110 dB. The noisiest animal in the world is the blue whale. It produces a sound with a volume of 188 dB, which can be heard within a radius of 850 km from it.

When sound encounters an obstacle on its way, part of the sound is reflected from it and comes back. And then we hear the reflected sound - the well-known echo. There is a place on the Rhine River in Europe where the echo is reflected 20 times. And it works well in the mountains. There, even (under certain conditions) an ordinary scream can cause a stunning avalanche.

In general, sound is power. Is it possible to see him? Let's try to figure it out with this simple at-home experience for kids.

Experiment for children

1. You need to take a metal bowl. Then cut a piece from the plastic bag larger than the bowl. Place this piece from the bag on a bowl and tie it with a rope or secure it with a large, strong elastic band on top. You will get a “drum”.

2. Roll small balls from napkins and place them on top of the “drum” surface.

3. Place the bowl close to the music center (either a tape recorder or computer speakers). Turn on the music.

4. The balls will begin to bounce as if dancing.

Explanation of the experiment for children

The sound from the speaker travels like a wave through the air and hits the stretched film, which vibrates, and the paper balls jump up. The louder the sound, the more the balls jump. But note, the more uncomfortable it is for your ears, which perceive the sound wave.

| | | | | | | | | | |
Difficult consonants: b;p |

w;w |

z;s |

g;k | s;ts | v;f | r;l |

p;l |

r;p;l |

z;s;c | h;f;sh;sch;ts;x |

• Online exercises () are also the basis for successful learning at school. Articles and exercises from the site will help you understand whether your child speaks correctly. Corrective work must be comprehensive and systematic. The more and more often you work with your child, the brighter the progress will be. Normally developing children have the ability to acquire language. Be patient when working with children. Speech is an important means of communication between a child and the world around him. You can use all the speech therapy material provided on the site as a speech therapy aid!
• Sounds for preschool children
• In the world of sounds
• . On

preparatory stage

You should prepare a mirror and animal masks.

The baby is invited to listen to the rustling of paper, claps on the table, clapping of hands. The adult unties the child's eyes and alternately rustles the paper, pats the table, and claps his hands. Then he blindfolds the baby again and performs the above steps in a different order. The child's task is to distinguish sounds.

After completing the lesson, the adult says to the child: “Now you listened to different sounds and guessed where they came from. And you listened with your ears. People need to take care of their hearing and protect it. To always hear well, you cannot shout loudly when you are near a person, and when it is cold, you must wear a hat so that your ears do not freeze.”

After this, the child is invited to listen to the poem, while repeating how someone makes sounds:

How do cats meow, huh?

Meow-meow, meow-meow.

How do dogs fight?

Woof, woof, rr, woof.

And the chickens cluck like this:

Where, where, where, where.

How does a cow moo in a stall?

Mu-mu-mu, mu-mu-mu.

Does the pig grumble at the pig?

Oink oink oink.

How does the wind rustle through the leaves?

Shhhh, shhhh,

And the snake hisses quietly:

After the poem is read, the adult should explain to the child: “You have not yet repeated all the sounds correctly, but after our lessons you will definitely learn how to do this. Remember: people talk, animals and objects make sounds. You and I are people and we can pronounce individual syllables, we can connect them, and we get words.”

Let's move on to the next stage of training. The child is asked to imagine that he is in a dense fairy-tale forest, there is no path and thick grass grows. To get through it, you need to raise your knees high. After which the adult changes the task and asks them to imagine that a large ditch has appeared on the way and they need to jump over it. Next, the adult says to the child: “You and I are now in a fairytale forest, look how beautiful it is around.” The kid imagines a magical forest, and the adult continues: “Let's express our admiration for the sound and say “a-a-a, oo-o-o.” And the leaves are rustling all around, how they make noise (the child, together with the adult, says “sh-sh-sh”). Now a strong wind is blowing, how does it blow? (A child and an adult imitate the wind.) That’s it, the wind is gradually dying down, let’s return home.”

Pronunciation of individual sounds. It is recommended to start this stage with a fairy tale: “On a beautiful bright day, in the thicket of the forest, a gray wolf, a clumsy bear, a little fox sister, a squirrel and a cowardly hare met. When they discussed all their forest affairs, retold all the fairy tales, played all the games, and began to think about what to do next. And then the little fox-sister came up with the idea: “Let’s everyone choose their own sound and say it loudly, loudly, whoever is loudest will win. The gray wolf howled: “U-u-u,” the bear muttered: “E-e-e,” the squirrel squeaked: “E-e-e,” the fox squealed: “E-e-e,” and the cowardly bunny shouted : "Ah-ah." Everyone coped with the task well, consulted and decided - friendship won.

After the fairy tale, the child is asked to put on animal masks one by one and show how they screamed. If the child has any difficulties, an adult can help him without interrupting the lesson.

At the end, the adult and child pronounce paired letters together, loudly: “g-g-g, k-k-k”, quieter: “p-p-p, b-b-b”, even quieter: “w-w- " and without a voice at all: "sh-sh-sh."

Organs of the articulatory apparatus. The lesson should begin with an adult asking: “Do you know how a person talks? ” (Suggested answer: “With the help of language.”) If the child has difficulties, the adult asks the following question: “What are you talking about?” (The expected answer: “With your mouth.”) After this, the adult explains: “Well done, that’s right, the mouth is a house of words.” Listen to the poem here:

In a house called ROT,

Many different words live: -

We talk, we talk

Very rarely we are silent,

And you'll have to keep quiet

We'll miss you right away.

When the adult has read the poem, he explains to the kid that the house called the MOUTH has two doors - the first is the lips, and the second is the teeth.

Next, you should make a smooth transition to consolidating the material covered in practice. The child is asked to pronounce the sound “p-p-p”. The adult explains that this sound is pronounced with the help of the lips, after which the sound “l-l-l” is pronounced, the child’s attention is drawn to the fact that the tip of the tongue touches the ceiling of the house - the palate.

Then the sound “d-d-d” is pronounced, and the baby is asked to put his hand on his throat. The vibration in the throat when pronouncing a sound is explained by the fact that the mouth is the house of words, and the throat is the house of sounds.

At the end of the lesson, questions are asked to reinforce the material. Recommended questions:

How do we make sounds? (tongue, lips, teeth).

How should you take care of your word house? (brush your teeth regularly).

Getting to know the word

Lesson 1.

Preparatory materials:

• subject pictures (trees, flowers, animals, fruits);
• story pictures (image labor activity);
• a model of a house with windows in red, blue and green colors; " Teddy bear.

At the beginning of the lesson, you should play the game “Frog” aimed at developing speech hearing. The child reads a poem with an adult: Little frog, little frog, Restless child, He saw a mosquito, He quickly jumped after him. In the first two lines, the child depicts a frog jumping in one place, then psycho-gymnastics begins. In the final lines, the child portrays a frog hunting for a mosquito. At first the little frog hides and freezes, then actively jumps and catches a mosquito.

The next stage of the lesson is aimed at consolidating previously covered material. To do this, you will need a house model with windows in red, blue and green. The adult takes out a teddy bear and tells the child: “Mishutka came to visit us and told me a story. Once, an old man from Boletus invited him to visit an amazing house, which stands in the most impenetrable thicket of the forest, and you can only get there with the help of a magic bell, and different sounds live in this house. And so the old boletus rang his magic bell, and he and Mishutka found themselves at this amazing house, hidden from the eyes of people and forest animals. Look at the windows of the fairytale house, what color are they? This window (points to the layout) is red, and this one is green, and this one is blue.

Mishka decided to look through the windows. He was very interested in who lived there! He walked up to the red window and a sound was heard: “Ah-ah.” He looked out the second window and heard: “Oh-oh-oh,” the third window sang: “I-I-I.” Mishutka got scared and stepped aside, and the little old man said: “Are you sure you heard all the residents of this house? Don't be afraid, they are kind! Come again to the windows and listen to how they sing.” Mishutka approached the red window, and a sound was heard: “Zh-zh-zh.” I looked out the second window and heard: “Sh-sh-sh,” the third window sang: “Mmm-mm.”

Mishutka walked away again and returned again. From the first window one could hear: “D-d-d”, from the second: “T-t-t”, and from the third: “P-p-p”.

Now, together with Mishutka, let’s repeat the sounds that the windows made.”

The adult explains to the child that the same window made different sounds, because there are many sounds and they are all different from each other.

After completing the task, you should move on to the second stage of classes. To reinforce the concept of “word” in a child from a familiar perspective, an adult is recommended to continue the story about Mishutka. So, the story of the teddy bear continues: “The old Borovichka liked to travel with Mishutka, and he invited him to visit his magical garden.”

A dialogue between an adult and a child begins: “What did our Mishutka see in the boletus garden? (Suggested answer: trees, flowers.) What trees did Mishka see? (Suggested answer: apple trees, pear trees, cherries.) What flowers grow there? (Suggested answer: roses, peonies, tulips.) That’s right, and everything you Saw is called “words.”

Then the adult reads the poem:

Everything in the world has a name -

Trees and flowers,

And with this understanding

You should be proud.

From the edge and beyond,

On all the paths of the earth,

We call everything a word -

(A picture is shown depicting a forest and forest inhabitants.)

An adult asks a child a question: “Tell me what you noticed in the forest?” (Suggested answer: trees, grass, berries, mushrooms, flowers, animals, birds.)

After this, the adult asks questions aimed at consolidating the material covered. Suggested question: “You named a lot of different words, but our Mishutka is interested in how the words sound? (Suggested answer: "They are pronounced using sounds.")

After the child has given the correct answer, he is offered another game. Its rules are simple, and children usually follow them with ease and interest. The adult pronounces the name of the bird or animal, and the baby must depict it using movements, gestures and facial expressions.

After which the child’s knowledge and emotional perception of inanimate nature is consolidated. The adult invites the child to draw leaves on the trees that sway in the wind. At first the breeze is quiet and the leaves barely move. In this case, the child depicts leaves, and the adult depicts the wind. The adult imitates a breeze - it blows on the child, and the baby moves his fingers slightly, imitating the slight swaying of the leaves. The wind gets stronger, the adult blows harder and harder, and the leaves sway depending on how the wind blows. The wind may gradually subside and increase again throughout the game.

Then the adult reads a poem to the child:

All the leaves on the trees

They live happily

They dance with the wind

Songs are sung:

Oak: “Ah-ah”

Maple: "Oh-oh-oh"

Aspen: “Oooh”

Birch: “Y-y-y.”

The child, first together with an adult, and then independently repeats the sounds symbolizing the songs of the foliage.

Program content: develop phonemic awareness, teach to distinguish sounds of different origins, enrich the vocabulary, consolidate the genitive case of singular nouns, develop children’s attention and imagination, and instill a love of nature.

Equipment: children's musical instruments: accordion, whistle, tambourine, drum, pipe. Items: hammer, newspaper, glass, spoon (wooden or iron), recordings of nature sounds.

Progress of the lesson

1. Org moment. Whisper: - Children, listen to the silence. How quiet it is in our group, not a sound. Oh, listen, is it so quiet on the street outside the window? What do you hear? Conversation, birds chirping, airplane... (the children themselves answer).

2. Report the topic of the lesson.

Today we will talk about sounds. There are a lot of them and they are all different.

3. Introduction to the concept of “sound”.

There are sounds of nature: the roar of thunder, the sound of rain on the roof, the rustling of leaves, the ringing of a stream. There are sounds made by various objects: the creaking of a door, the blow of a hammer, the clink of dishes, the rustling of a newspaper. (All sounds are shown where possible). These sounds are not always pleasant. And there are sounds that are very pleasant: these are the sounds of music (listen to a short excerpt).

4. Introduction to children's vocabulary of verbs.

To make music sound, you need musical instruments.

Musical instruments are laid out in front of the children and their names are specified. Next, a child is called to the table and chooses the instrument he likes. He names it and plays it. The teacher asks the children questions:

What does Katya play? (on the pipe).

What does the pipe do? (doots).

All questions and answers are constructed by analogy: a whistle whistles, a tambourine rings, a drum drums, a rattle rattles, an accordion plays.

When musical instruments play together, what is it called? It's called an orchestra. Today we have our own small orchestra. Let's all play together. All children play instruments.

5. Development of attention. Consolidating the genitive case form of nouns. The game "What's missing?" The children put the instruments on the table and sit down.

Now close your eyes.

The teacher removes one instrument from the table. Every time he asks: - What’s missing? Whistle... What's missing? Drum... accordion... tambourine. Praise children for their attention and effort.

6. During the lesson, the game “Guess what it sounds” can be played to develop phonemic awareness.

Behind the screen, the teacher bangs with a hammer, clinks dishes, rustles a newspaper, etc. If children find it difficult to identify a sound, the sound is shown to the children, reproduced by the children themselves at the choice of the teacher, and again included in the game.

7. Relaxation.

And now we will introduce summer. The gentle sun is shining, a warm breeze is blowing, and we are walking... But you’ll tell me where after listening to the recording.

The children are asked to lie down on the carpet, close their eyes, and a recording of various sounds of nature is played.

8. Listening conversation.

What did you hear, what did you imagine, what time of year was it, were you in the forest, who rested at the sea, where did you listen to the sounds of the sea - at the beginning or at the end, what sounds of the forest did you like?

Depending on the specific entry, different options for questions are created.

9. Summary of the lesson.

What do our ears do? What do they hear? What sounds are there? To summarize: sounds of nature, sounds of objects, sounds of music.

Teaching children to read and write in kindergarten is carried out using the analytical-synthetic method. This means that children are introduced to the sounds of their native language first and then to the letters.

When teaching both writing and reading, the initial process is the sound analysis of oral speech, that is, the mental division of a word into its constituent sounds, establishing their quantity and sequence.

A violation of sound analysis is expressed in the fact that the child perceives a word globally, focusing only on its semantic side, and does not perceive the phonetic side, that is, the sequence of its constituent sounds. For example, an adult asks a child to name the sounds in the word JUICE, and the child answers: “orange, apple...”

Children with problems in speech development, who have impaired pronunciation of phonemes and their perception, especially experience difficulties in sound analysis and synthesis. They can be expressed to varying degrees: from mixing the order of individual sounds to a complete inability to determine the number, sequence or position of sounds in a word.

Teaching the sound analysis of a word is the main task of the preparation stage for learning to read and write and involves: determining the number of sounds in a word, the phonetic characteristics of sounds (the ability to differentiate vowels and consonants, voiced and voiceless, hard and soft), determining the place of a sound in a word.

Dear parents, remember:

1. Sound - we hear and pronounce.

2. We write and read letters.

3. Sounds are vowels and consonants.

There are six vowel sounds: A U O I E Y

There are ten vowel letters: A U O I E Y - correspond to the sounds and four are iotized, which indicate two sounds: Ya-ya, Yu-yu, E-ye, Yo-yo.

Vowel sounds are indicated in red on the diagram.

Consonant sounds are voiced and unvoiced. A dull sound is formed without the participation of the vocal folds; we explain to children that when we pronounce

Voiced sounds: B, V, G, D, Zh, Z, J, L, M, N, R.

Voiceless sounds: K, P, S, T, F, X, Ts, Ch, Sh, Shch,

Consonant sounds are soft and hard.

Always hard consonants: Ж, Ш, Ц.

Always soft consonants: Y, Ch, Shch.

Hard sounds are indicated in the diagrams in blue, soft sounds in green.

Sample game tasks.

Game “Catch the sound” (from a series of sounds, from a series of syllables, from a series of words).

Objective: to develop auditory attention, phonemic hearing.

The adult names the sound, and the child picks up a blue or green square. Then the word. If at the beginning of a word one hears solid sound, you need to raise the blue square, if soft - green (Snow, winter, skiing, etc.).

Game “How many sounds are hidden in the word?”

Post a diagram of the word CAT.

How many sounds are in the word CAT? (The word CAT has three sounds)

What is the first sound in the word CAT? (first sound [K])

What is the sound [K]? (the sound [K] is consonant, deaf, hard).

Which square on the diagram will indicate the sound [K]? (Blue square).

What is the second sound in the word CAT? (Second sound [O])

What sound is [O]? (Sound [O] vowel).

Which square on the diagram represents the sound [O]? (Red square).

What is the third sound in the word CAT? (Third sound [T]).

What is the sound [T]? (Sound [T] – consonant, hard, deaf).

Which square on the diagram will indicate the sound [T]? (Blue square).

The sounds became friends. What happened? (CAT).

What letter denotes the sound [K]? (Letter K).

What letter denotes the sound [O]? (Letter O).

What letter denotes the sound [T]? (Letter T).

The letters became friends. What happened? (CAT).

It is important that the child learns what the sound of speech is, can differentiate sounds, and divide words into sounds and syllables. Only then will he be able to easily master the skill of reading.

Letters are a graphic symbol of sounds. We often come across the fact that children are taught to read letter by letter, i.e. children, seeing a letter, pronounce its name, and not the sound: pe, re... The result is “keote”, instead of “cat”. Children have difficulty understanding the rules of voicing letters and letter combinations. This creates additional difficulties in teaching children to read.

The method of teaching reading in kindergarten involves naming letters by their sound designations: p, b, k.... This makes it much easier for children to master reading skills. In order for the child to better understand the graphic appearance of letters and to prevent dysgraphia at school (dysgraphia is a written language disorder), the following tasks are recommended:

- “What does the letter look like?”

In a series of letters, circle the given letter.

Laying out letters from counting sticks, from string on velvet paper, sculpted from plasticine, etc.

Trace the letter by dots, shade the letter, complete the letter.

Dear parents, follow the teachers’ instructions very carefully when completing tasks in the notebook, do not complicate the tasks at your own discretion. Please remember that the requirements kindergarten and families must be united!

Bibliography.

1. Alexandrova, T.V. Live sounds, or Phonetics for preschoolers: Educational and methodological manual for speech therapists and educators. St. Petersburg: Detstvo-press, 2005.
2. Tkachenko, T.A. Formation of sound analysis and synthesis skills. M.: Gnom i D, 2005.