Games and exercises to develop phonemic awareness in primary schoolchildren. Phonemic hearing and features of its development in elementary school Exercises for the development of phonemic hearing in primary schoolchildren

Games and exercises for the development of phonemic awareness in primary schoolchildren

GUESS WHAT SOUNDS.

Visual material: drum, hammer, bell, screen. The teacher shows the children a toy drum, bell, and hammer, names them and asks them to repeat. When the kids remember the names of the objects, the teacher suggests listening to how they sound: playing a drum, ringing a bell, knocking on the table with a hammer; names the toys again. Then he sets up a screen and behind it reproduces the sound of the specified objects. “What does that sound like?” - he asks the children. The children answer, and the teacher again rings the bell, knocks with the hammer, etc. At the same time, he makes sure that the children recognize the sounding object and clearly pronounce its name.

WONDERFUL BAG .

Visual material: a bag, small toys depicting baby animals: duckling, gosling, chicken, tiger cub, piglet, baby elephant, frog, kitten, etc. All the toys listed above are put in a bag. The teacher, holding a bag, approaches the children and, saying that there are many interesting toys in the bag, offers to take one out, show it to everyone and name it loudly. The teacher ensures that the children name the toy correctly and clearly. If anyone finds it difficult to answer, the teacher prompts him. The following games and exercises help teach children the correct pronunciation of certain sounds in words, help them pronounce words with these sounds clearly and clearly.

SHOP.

Visual material: toys whose names contain the sounds m - m, p - p, b - b (matryoshka dolls, car, bear, train, cannon, Parsley, drum, balalaika, Pinocchio, dog, squirrel, doll, etc.) Teacher places toys on the table and invites the children to play. “I will be a seller,” he says and asks again: “Who will I be?” The children answer. “And you will be the buyers. Who will you be? “Buyers,” the children answer. “What does the seller do?” - “Sells.” - “What does the buyer do?” - “Buying.” The teacher shows the toys that he is going to sell. The children call them. Then the teacher invites one child to the table and asks what toy he would like to buy. The child names, for example, bear. The teacher agrees to sell, but suggests asking politely, emphasizing the word please in his voice. The teacher gives a toy and at the same time can ask the child why he needs this toy. The child answers and sits down. The next one is invited to the store. And so on until all items are sold out. The teacher makes sure that children correctly pronounce the sounds m - m, p - p, b - b in words, and clearly pronounce words with these sounds.

YOU CAN DRIVE OR NOT.

Visual material: a box and pictures depicting vehicles, as well as other objects with the sound s (s) in the name: sled, airplane, bicycle, scooter, trolleybus, bus, chair, table, boot, etc. Children take turns taking them out of the box Pictures; everyone shows theirs to the group, names the object depicted on it and says whether they can ride or not. The teacher makes sure that children correctly pronounce sounds with (s) in words and clearly pronounce words with this sound.

FOR A WALK IN THE FOREST.

Visual material: toys (dog, elephant, fox, hare, goat, goose, chick, hen, basket, saucer, glass, bus, etc., the names of which contain the sounds s (сь), з (зь), ц. Educator puts toys on the table and asks the children to name them. Then he invites the children to go for a walk in the forest and take toy animals with them. The kids choose the right toys, name them, put them in the car and take them to a predetermined place. The teacher makes sure that the children correctly they selected objects, named them clearly and loudly, and correctly pronounced the sounds s (сь), з (зь), ц.

TAKE THE TOY.

Visual material: toys or objects whose names consist of three or four syllables (crocodile, Pinocchio, Cheburashka, Thumbelina, etc.). Children sit in a semicircle in front of a table on which toys are laid out. The teacher in a whisper names one of the objects lying on the table next to the child sitting next to him, then in the same way, in a whisper, he should name it to his neighbor. The word is transmitted along the chain. The child who heard the word last gets up, goes to the table, looks for the given object and calls it out loud. The teacher makes sure that all children, pronouncing words in a whisper, pronounce them clearly enough.

SELECT SIMILAR WORDS.

The teacher pronounces words that sound similar: cat is a spoon, ears are guns. Then he pronounces the word and invites the children to choose other words that sound similar to it. The teacher makes sure that the children choose the words correctly and pronounce them clearly, cleanly, and loudly.

GUESS WHERE THE MUGS ARE AND WHERE THE MUGS ARE.

Visual material: two mugs and two circles. The teacher shows the children mugs and mugs, names them and asks them to repeat. When they have mastered these words, the teacher holds the circles above the circles and asks what is on top and what is below. The children answer. Then the teacher swaps the objects and again asks where the circles are and where the circles are. Children give a complete answer. The teacher makes sure that the children correctly indicate where each object is located and pronounce the words clearly. By the time they move to the older group, children can pronounce almost all sounds (their articulatory apparatus is already ready to pronounce even the most difficult sounds). But the teacher still pays serious attention to the development of phonemic hearing and the articulatory apparatus of children, he teaches them to distinguish sounds by ear and pronounce them correctly (s-z, s-ts, sh-zh, ch-shch, s-sh, z- g, c-ch, s-sch, l-r). For this purpose, articulation gymnastics is carried out daily, as well as work to eliminate pronunciation deficiencies. Five-year-old children are able to determine by ear the presence or absence of a particular sound in a word, they can independently select words for given sounds, if, of course, preliminary work has been done with them. But not all children clearly distinguish certain groups of sounds by ear; they often mix them up . This applies mainly to certain sounds, for example, they do not differentiate by ear the sounds s and ts, s and sh, sh and zh and others. To develop phonemic perception, the ability to listen to the sound of words, establish the presence or absence of a particular sound in a word, and differentiate certain pairs of sounds, children of this age are offered games aimed at selecting words with given sounds, or exercises in which they need to highlight words with given sounds. sounds from phrases, small poems.

The purpose of the games and exercises below is to develop auditory attention and phonemic perception: to teach children to hear sounds in words, to differentiate by ear and in pronunciation some pairs of sounds (s - z, s - ts, sh - zh, ch - shch, s - sh , z - zh, ts - h, s - shch, l - r), correctly highlight the necessary words in phrases.

FIND AND NAME THE RIGHT WORD.

The teacher suggests highlighting and naming only those words that contain the given sounds. sound "C" Dad bought Lena a sled. A bus is moving along the road. In spring nature comes to life. A house above the river, a strip of light in the windows, it lay down on the water. (A. Pleshcheev. “On the Shore”) sound “Z” There is a lock on the door. Storm clouds appeared in the sky. Why does a dog bark at someone he doesn't know? That's why she barks - she wants to meet you. (A. Vlasov. “Why?”) Next, excerpts from poems and sentences with all the above pairs of sounds are used.

WHAT SOUND IS IN ALL WORDS?

The speech therapist pronounces three or four words, each of which has one of the sounds being practiced: fur coat, cat, mouse - and asks the children what sound is in all these words. Children call the sound "sh". Then he offers to determine what sound is in all the words below: beetle, toad, skis - “zh”; kettle, key, glasses - “h”; brush, box, sorrel – “sch”; braid, mustache, nose-s; herring, Sima, elk – “s”; goat, castle, tooth – “z”; winter, mirror, Vaseline – “z”; flower, egg, chicken – “ts”; boat, chair, lamp - “l”; linden, forest, salt – “l”; fish, carpet, wing – “p”; rice, strength, primer - “ry”. The teacher makes sure that children pronounce sounds clearly and correctly name hard and soft consonants.

NAME THE FIRST SOUND IN THE WORD.

The child is shown a toy, for example, Pinocchio, and asked to determine what sound his name begins with. After the answers, the teacher gives the children a task to determine with what sound the names of their neighbors, the names of certain animals and objects begin. Draws attention to the fact that sounds must be pronounced clearly (you cannot pronounce the syllables “ze” in the word Zoya, “ve” in the word Vadik).

NAME THE LAST SOUND IN THE WORD.

Visual material: pictures (bus, goose, chick, raincoat, house, key, table, door, samovar, bed, hippopotamus, etc.) The teacher shows the picture, asks to name what is depicted on it, and then say what is the last one in the word sound. At the same time, attention is paid to the clear pronunciation of isolated sounds, differentiation of hard and soft consonants (in the word door the last sound is “r”, not “r”). When all the pictures have been examined, the teacher suggests putting pictures in which the names of objects end with a hard consonant on one side, and on the other side – with a soft consonant. Children who do not clearly pronounce sounds are asked to clearly pronounce the consonant sounds at the end of the word.

THINK, TAKE YOUR TIME.

The teacher offers the children several tasks for intelligence and at the same time checks how they have learned to hear and isolate certain sounds in words: Choose a word that begins with the last sound of the word table. Remember the name of the bird, which would have the last sound of the word cheese. (Sparrow, rook...) Choose a word so that the first sound is k, and the last sound is “sh”. (Pencil, reed...) What word will you get if you add one sound to “but”? (Knife, nose...) Compose a sentence in which all words begin with the sound “m”. (Mom washes Masha with a washcloth.) Find objects in the room that have the second sound “u” in their names. (Paper, pipe, Pinocchio...)

BE CAREFUL

Goal: to develop auditory attention, to teach how to quickly and accurately respond to sound signals.

Assignment: children walk in a circle. The presenter alternately gives commands at different intervals: “Horses”, “Bunnies”, “Herons”, “Crayfish”, “Frogs”, “Cows”, “Birds”. Children must perform movements in accordance with the command. Execution of signals must be taught before the game.

ALPHABET

Goal: develop attention. Assignment: if a group of children is playing, then each is assigned a letter of the alphabet, and a game with one child is organized in the same way. The presenter lists the letters randomly. Having heard his letter of the alphabet, the child must stand up and stamp his foot. You can play a knockout game with a group of children.

CORRECT MISTAKES

Goal: to develop auditory attention. Assignment: the presenter reads a poem, deliberately making mistakes in words. Name the words correctly.

Having dropped the doll from my hands,

Masha rushes to her mother:

Green onions are crawling there

With long mustache (beetle).

The hunter shouted: “Oh!

The doors are chasing me!” (animals).

Hey, don't stand too close.

I'm a tiger cub, not a bowl (pussy).

The snow is melting, the stream is flowing,

The branches are full of doctors (rooks).

My uncle was driving without a vest,

He paid a fine for this (ticket).

Sit in the spoon and let's go!

We took a boat along the pond. Mom went with the barrels

On the road along the village (daughters).

In a clearing in spring

A young tooth (oak) has grown.

On the yellowed grass

The lion drops his leaves (forest).

In front of the children

The painters are painting the rat (the roof).

I sewed a shirt for a cone

I'll sew some pants for him (the bear).

The sun has risen and is leaving

Dark long daughter (night).

There are countless fruits in the basket:

There are apples, pears, and sheep (bananas).

A poppy lives in the river,

I can’t catch him in any way (cancer). To have lunch, Alyoshka took

In the right hand, the left leg (spoon).

On the ship the cook is the doc

I prepared delicious juice (kok). He was very affectionate

He licked the owner's forehead (cat).

Horned Valley

An ox was walking along the road.

The schoolboy finished the line

And he put the barrel (dot).

The mouse was dragging into the hole

A huge mound of bread (crust).

I'm sitting by the stove with a fishing rod

I can’t take my eyes off the fish (river).

Russian beauty

He is famous for his goat (scythe).

A baleen whale sits on the stove,

Choosing a warm place (cat).

In a forest clearing

A young tooth (oak) has grown.

Under the birches, where there is shade

The old day (stump) is lurking.

WHAT DO WE HEAR?

Goal: to develop auditory attention.

Task: guess the riddle, name the sound that allowed you to find the answer.

How the godfather got down to business,

She squealed and sang.

She ate - she ate oak, oak.

Broke a tooth, tooth.

Answer: it's a saw. The sound z is repeated.

Daily,

At six in the morning

“Get up porrra!!”

Answer: it's an alarm clock. The sound r is repeated.

WHO WILL NOTICE MORE FALSE?

Goal: to develop attention and the ability to notice illogical situations.

Assignment: mark all the fables.

Kissel is made from rubber there,

There tires are made from clay.

They burn bricks from milk there,

Cottage cheese is made from sand.

Glass is melted from concrete there,

Dams are built from cardboard.

The covers are made of cast iron,

They make steel from canvas there.

They cut shirts out of plastic there,

Dishes are made from yarn,

They spin cloth threads there,

The suits are made from oatmeal.

They eat compote there with forks,

There they drink a sandwich from a cup,

There are cutlets made from bread and cheese,

Candy made from fresh meat.

Filled with sweet bean soup,

Everything is boiled in plates with salt... V. Chanturia.

Is it true or not

Why is the snow as black as soot?

Sugar is bitter

Coal is white,

Well, is a coward as brave as a hare?

Why doesn't the combine harvester reap any wheat?

Why do birds walk in harness?

That cancer can fly

And the bear is a master at dancing?

What do pears grow on willow trees?

That whales live on land?

What from dawn to dawn

Are pine trees felled by mowers?

Well, squirrels love pine cones,

And lazy people love work...

And the girls and boys

Don't you put cakes in your mouth? (L. Stanchev).

Assignment: the teacher approaches any child in the class and he says something, and the presenter, with his eyes closed, guesses whose voice it is.

YES AND NO DO NOT SAY

Goal: develop attention.

Assignment: answer the questions. It is forbidden to say “yes” and “no”.

1) Do you like summer?

2) Do you like the greenery of parks?

3) Do you love the sun?

4) Do you like swimming in the sea or river?

5) Do you like fishing?

6) Do you like winter?

7) Do you like sledding?

8) Do you like playing snowballs?

9) Do you like it when it’s cold?

10) Do you like sculpting a snow woman?

WHERE DID YOU KNOCK?

Goal: development of auditory attention.

Assignment: children sit with their eyes closed, and the teacher or presenter knocks with something anywhere. Children must show the place where the sound was heard.

WHAT DID IT SOUND?

Goal: development of auditory attention.

Assignment: demonstrate to children the sound of a tambourine, harmonica, pipe, etc. Children listen and remember how each musical instrument sounds, then close their eyes and determine by ear what it sounded. If there are no tools, then you can use a cup, toys, etc.

LISTEN AND DO

Goal: development of auditory attention.

Assignment: the teacher gives the child the following commands, for example: “Come to the window and raise your hand”, “Take a ruler in your right hand and a notebook in your left”, etc.

LISTEN AND REPEAT

Goal: development of auditory attention.

Assignment: the teacher whispers words behind the screen on the topic of the lesson, and the children repeat them out loud.

BROKEN PHONE

Goal: development of auditory attention.

Assignment: the teacher whispers three words on the topic to one student, and he passes them along the chain to other children. The words must reach the last player. The teacher asks him: “What words did you hear?” If he says correctly, then the phone is working.

WOODPECKER

Goal: development of auditory attention.

Assignment: the teacher taps out different rhythms at a fast pace

(… … .; … .. … etc.), and the children repeat after him.

IDENTIFY THE SHORTEST WORD BY HEARING

Builder, mason, house, glazier.

(Words are selected in accordance with the topic of the lesson; you can also give a task to determine the longest word).

CHAIN ​​OF WORDS

Goal: development of auditory attention.

Assignment: the teacher names the word, and the children come up with words in order that begin with the last sound of the previous word.

NAME THE SOUND

Goal: development of auditory attention.

Task: the teacher pronounces 3–4 words, each of which contains one of the sounds being practiced, and asks the children: “What sound is in all these words?”

WHO LISTENS BETTER?

Goal: development of auditory attention.

Assignment: the teacher names the words, and the children raise their hands only when they hear a given sound in the word, for example, Ш: hat, house, beetle, fox, hedgehog, cat, plate, hanger, skis, pencil, barrel, scissors, castle, puddle, roof.

FIND A PICTURE

Goal: development of auditory attention and perception.

Task: the speech therapist lays out in front of the child or children a series of pictures depicting animals (bee, beetle, cat, dog, rooster, wolf, etc.) and reproduces the corresponding onomatopoeia. Next, the children are given the task of identifying the animal by onomatopoeia and showing a picture with its image.

The speech therapist's lips close.

Goal: development of auditory attention.

Task: the speech therapist informs the children that he will name various words. As soon as he names the animal, the children should clap. You cannot clap when pronouncing other words. The one who makes a mistake is eliminated from the game.

GUESS THE SOUND

A game to distinguish a sound from the background of a syllable.

Task 1: What identical sound do you hear in the syllables sa, so, su, sy? (Children call the sound [c]). Task 2: If you hear the sound [p], raise the blue circle, if [p’] – raise the green one. (The syllables are pronounced ra, ri, ru, ro, ryu, re, etc.).

SHOP

Assignment: Dunno went to the store to buy fruit, came to the store, and forgot the name of the fruit. Help Dunno buy fruits whose names contain the sound [l’]. Subject pictures are displayed on the typesetting canvas: apples, oranges, pears, tangerines, plums, lemons, grapes. Children select pictures whose names contain the sound [l’].

CATCH THE SOUND

Games for identifying sounds against the background of a word.

Assignment: children must clap their hands if the sound [c] is heard in the named word. The speech therapist names the words “owl”, “umbrella”, “fox”, “forest”, “goat”, “elephant”, “beetle”, “braid”, “hedgehog”, “nose”, “glass”.

TRAFFIC LIGHT

A game to determine the place of a sound in a word (position).

At the beginning of training, circles of red, yellow and green are used. If children hear a given sound at the beginning of a word, they raise a red circle, a yellow one in the middle, and a green one at the end of the word. In the future, schemes = - -, - = -, - - = are used, chips, or children simply indicate the location of the sound with a number, using sound rulers; subject pictures and chips, for example, in the word fox the sound [l’] is heard at the beginning of the word, children under the card

WHAT SOUND DID UNKNAY MISS?

(- weave, - golka, - rbuz, - kameika, avtobu -, - aduga, - araban). Pronounce combinations of sounds clearly, maintaining the emphasis. Children hold up the corresponding symbol (red or blue) and say each word in its entirety, saying the first sound and the corresponding letter.

WHAT SOUND IS HIDDEN IN THE WORD?

Find a vowel sound, designate it with a symbol or letter (sleep, world, hall, soup, wolf, etc.). The words are clearly read, children show symbols. Game “Which word is hidden?” (- both, li -, for - or, ve - s, - una, with - va, sa - ki, - sconce, goats - , - block, ogure -).

MAGIC HOUSE.

Goal: Development of the ability to determine the sequence of letters in a word. Equipment: Flat cardboard house with cut out windows, letters. Progress of the game: The teacher attaches a house to the board and writes sets of letters on the board in random order in the empty windows. Students should expect to see what words live in this house. For each word correctly composed and written under the house, the student receives a game token. Example material: Beads: b, y, s, s, r. (mustache, beads, cheese): k, t, o, i, l (Kolya, Tolya, who, cat): m, a, w, k, a, (porridge, poppy, Masha): r, s, b , a, k, (fisherman, bull, fisherman, crayfish, tank)

ADD THE LETTER.

Progress of the game: The teacher invites students to complete the letters, including this element. The student who writes down the most letters with a given element wins. Particularly rewarded is the one who was able to write down all possible letters without leaving a single free element on a piece of paper.

GUESS WHO I AM.

Goal: Consolidate the outline of handwritten letters, correlating them with sounds.

Equipment: Letter elements for each student.

Progress of the game: The teacher names the elements of the letters, for example: an oval and a stick with a curve at the bottom, two ovals and a long stick in the middle; three sticks with a curve at the bottom, etc. Students find them and add the letter, pronounce the corresponding sound.

BE CAREFUL.

Purpose: To consolidate the style of capital letters.

Progress of the game: The teacher reads a poem, and students, as they read, write down the capital letters mentioned in the poem.

ABC.

What's happened? What's happened?

The alphabet fell off the stove!

Painfully sprained my leg

Capital letter M.

G hit a little

And it completely fell apart!

The letter U has lost its crossbar!

Finding herself on the floor, she broke U's tail!

F, the poor thing is so swollen -

No way to read it!

The letter P is turned upside down -

Turned into a soft sign!

The letter C has completely closed -

Turned into the letter O.

Letter A, when I woke up,

I didn't recognize anyone. (S. Mikhalkov)

HALF A MINUTE FOR JOKES.

Goal: The ability to select words according to their meaning, highlight the first sounds in words.

Progress of the game: The teacher reads a poem. Students find a mistake in the poem and correct it.

The hunter shouted: “Oh,

The doors are chasing me!”

Look, guys,

Crayfish grew in the garden bed.

Having dropped the doll from my hands,

Masha rushes to her mother:

There are green onions crawling there

With a long mustache.

They say one fisherman

I caught a shoe in the river,

But then he

The house was hooked.

We collected cornflowers

We have puppies on our heads

ECHO

The game serves to exercise phonemic awareness and accuracy of auditory perception

You can play together or in a large group.

Before the game, the adult asks the children: “Have you ever heard an echo? When you travel in the mountains or through a forest, pass through an arch or are in a large empty hall, you may encounter an echo. That is, of course, you won’t be able to see it, but you can hear it. If you say: “Echo, hello!”, then it will answer you: “Echo, hello!”, because it always repeats exactly what you tell it. Now let’s play echo.”

Then they appoint a driver - “Echo”, who must repeat what he is told.

It’s better to start with simple words, then move on to difficult and long ones (for example, “ay”, “more quickly”, “windfall”). You can use foreign words in the game, not forgetting to explain their meaning (for example, “Na11o, monkey!” - “Hello, monkey!”), In addition, you can try to offer poetic and prosaic phrases for repetition (“I came to you with Hello, tell me that the sun has risen!”).

LIVING ABC

Cards of pairs of letters: 3-ZH, CH-C, L-R, S-C, CH-S, Shch-S, S-3, Sh-Zh are laid out face up in front of the children on the table. Two cards with letters are also used. On command, children must select objects whose names include this letter and arrange them into piles. The one who picks up the most cards wins. The game continues until they are all taken apart.

ENCHANTED WORD

The game promotes the development of phonemic hearing

and sound analysis of words

The adult presenter tells the children a story about an evil wizard who enchants words, and therefore they cannot escape from the wizard's castle. Words do not know what sounds they are made of, and this must be explained to them. As soon as the sounds of a word are correctly named in the right order, the word is considered saved, free. The game is played as an ordinary role-playing game, with the adult, as the only literate one, always remaining the leader, the children playing the role of saviors, and one of the participants representing the evil wizard who is absent from the castle from time to time; it is then that the letters can be saved.

The adult names the word - the victim of imprisonment, and the saviors must clearly repeat the sounds that make up it. It is necessary to ensure that they are pronounced carefully, with all vowels pronounced. They start with simple three to four letter words, then complicate the “enchanted” words. For example, we “disenchant” the word “apple” - “I, b, l, o, k, o”.

CONFUSION

Game for developing sound discrimination

It is necessary to draw the child's attention to how important it is not to confuse sounds with each other. To confirm this idea, you should ask him to read (or read to him himself, if he doesn’t know how yet) the following comic sentences.

The Russian beauty is famous for her goat.

A mouse is dragging a huge pile of bread into a hole.

The poet finished the line and put his daughter at the end.

You need to ask the child, what did the poet mix up? What words should be used instead of these?

Games and exercises

on development

phonemic

younger children's hearing

schoolchildren

Every year the percentage of students who have insufficiently developed components of speech activity is growing - this includes sound pronunciation, phonemic processes, vocabulary and the grammatical structure of the language.

Phonemic processes are responsible for the ability to distinguish sounds in speech and for the formation of sound analysis and synthesis of words.

Insufficient development of these processes leads to violations of written speech - omissions, rearrangements, replacement of letters and syllables.

• Tasks for the development of phonemic processes:

• What sound is there in all the words?

The teacher pronounces three to four words, each of which has the same sound:

fur coat, cat, mouse, hat.

• What sound do the words have?

For example: fishing rod - duck

bear-mouse

goat - braid

poppy-cancer

• Mathematical grammar

S+TOM-M+FOX-SA+CA = ? (capital).

• "Syllable Auction". Think of words starting with the syllable boo ( paper, bug, bud, pin, Pinocchio ).

• Make words from syllables:

MASHA, PAWS, HURRAY, EARS, FRAME, OURS. OUR, LARA, RANA

• The child is offered a series of words. We need to find the same syllable in all these words : plane, milk, straight, ice cream.

• The letter is lost. __ about __ ry, __tree, za __ra, __ra.

• Look at the pictures and say what is shown in the pictures. Read the first letters of the word.

• Find words that rhyme that sound similar.

Boy - finger - bunny

Medal – pedal – detail

Diaper - green stuff - extension

Pain - moth - salt - role - zero

• Come up with as many words as possible based on these models:

• Transformation of words.

Daughter, dot, kidney, lobe, hummock, night.

• Word in word. Eliminate one sound from each word to make a new word.

Pillar - table, prick - stake, regiment, wolf, warmth, table, treasure, lamp, handful, stable, duck.

• Anagrams.

Rearrange the letters in the word accordion so as to make a new word ( bathhouse ).

• Fun arithmetic.

BA + large wooden vessel = flying insect. (Butterfly)

BA + musical sound = elongated white bread. (Loaf)

BA + a pleasant healthy drink = a string that produces a low sound, a voice with a low timbre. (bass)

• Read by inserting different vowels.

T ___K (I, O, Y, A, E, Yu, U)

K ___SHKA (A, I, O)

• Insert R second in a row:
• Insert R second in a row:
• Insert R second in a row:
• Insert R second in a row:

Pud juice

Cat poppy

Tank cat

Bed battle

• Come up with words with 3, 4, 5 sounds.

• Find words whose names have 3, 4, 5 sounds. (For example, in pictures)

• Choose words in which the given sound would be in first or second place.

• Make as many words as possible from one word.

For example: scarf - varnish, cat, current, floor, bug, sweat .

• Game "Confusion". The letters in the word are mixed up, “assemble” it correctly.

HOPE (BURDARD)

SMTO (BRIDGE)

UGRSHA (PEAR)

• Read only vowels and only consonants from the given text.

• Find new words for each sound of a given word.

For example: moon

L U N A

Onion duck leg stork

Paw snail notes aster

Varnish iron Nora a pineapple

• Count how many times a given letter appears in the text.

• Game "Scout". From the given text, find and read only those words that contain this sound.

• Game "Add sound".

What word will you get if you add the sound [K] at the end of the word:

ox - wolf

fish -

Tomorrow -

steam -

• Game "Take away the sound".

What word will you get if you remove the first sound:

braids - wasps, mole - mouth, laughter - fur

• "Chain of words."

Children take turns saying one word at a time, which are linked into a “chain”: each next word begins with the last sound of the previous one. For example: winter - watermelon - hare - heron - egg - glasses - needle.

• "Collect the word"

The teacher pronounces the words, but not together, but according to individual sounds:

[m], [a], [k].

Children synthesize sounds into words. As you master the exercise, the words lengthen.

• Highlight the word.

The teacher invites the children to clap their hands when they hear the words with the given sound.

• "Think, don't rush"

The teacher offers the children several tasks to test their intelligence:

Choose a word that begins with the last sound of the word table .

Remember the name of the bird, which would have the last sound of the word cheese . (Sparrow, rook...)

Choose a word so that the first sound is To , and the last one - A .

• Games for the development of syllabic analysis and synthesis.

Add different numbers of sounds to the same syllable to make a word : pa-

pa-- (park)

pa--- (ferry)

pa---- (sails);

• Rearrange the sounds in the words to make another word:

saw - linden, stick - paw, doll - fist

• Name flowers, trees, domestic and wild animals, dishes or furniture whose names contain the given sound.

• Determining the place of a sound in relation to other sounds:

What kind of sound is it? R in words: subway, mountain, fish, carpet .

• Name the neighbors of sound w in a word cat

• The word broke down into syllables:

ran ka dash

• The teacher reads a short text, count how many words begin with a certain sound.

• Digital dictation.

Write in number how many letters there are in this word: dream, rice, shadow .

• Name the sound you hear:

Before U in a word "shavings";

Before N in a word "horse";

• Name what sound is heard between M And TO in a word "poppy";

Between WITH And ABOUT in a word "table".

Collection of exercises

for the development of phonemic hearing in primary schoolchildren.

This material offers sample exercises that can be used by primary school teachers and speech therapists, as well as parents when working on the development of phonemic awareness. Exercises can be used in lessons, during dynamic breaks and in other routine moments.

The collection contains:

3. Speech therapy work on the differentiation of phonemes (using the example of differentiation - [ш])

Introduction.

PHONEMATIC PERCEPTION - special mental actions to differentiate phonemes and establish the sound structure of a word.

Violations phonemic awareness observed in a very large number of children entering school and in almost all children with speech disorders.

The development of differentiated auditory and phonemic perception is a necessary condition for children to successfully learn to read and write. A child’s readiness to learn to write and read is inextricably linked with the ability to hear individual sounds in a word and their specific sequence. Teaching children to distinguish sounds helps develop attention and auditory memory. Normally, the process of phonemic discrimination, like the process of pronunciation differentiation, ends in preschool age. Insufficient development of phonemic processes, even with full compensation of pronunciation defects, can lead to difficulties in mastering writing and reading skills.

Thus, timely formed phonemic perception will prevent the possible appearance of secondary speech defects(this is phonetic-phonemic underdevelopment, lexical-grammatical underdevelopment and general underdevelopment of speech), while reducing the likelihood of dyslexia and dysgraphia.

In recent years, there has been an increase in the number of first-graders entering school with unformed or insufficiently formed phonemic perception; an increasing number of younger schoolchildren need speech therapy help, which is not always possible.

This collection offers exercises that can be used by primary school teachers and speech therapists, as well as parents when working on the development of

phonemic perception. Exercises can be used in lessons, during

dynamic pauses and other regime moments.

The collection contains:

1. Ball games aimed at developing phonemic processes.

2. Didactic games for the development of phonemic awareness.

3. Speech therapy work on the differentiation of phonemes (using the example of differentiation -[w]).

4. Lesson notes on sound differentiation. (Differentiation -[w]).

1. GAMES WITH A BALL AIMED AT THE DEVELOPMENT OF PHONEMIC PROCESSES.

1. Game “We hit the ball with our palm, repeat the sound together”

Target:

Speech therapist : When you hear the sound [A], hit the ball on the floor. After catching the ball, repeat this sound. A-U-O-U-I-O-Y-I-A

2. Game “The vowel sound is heard by the ears, the ball flies over the top of the head.”

Target : development of phonemic perception, reaction speed, consolidation of knowledge of vowel sounds.

Speech therapist: I will name vowel sounds. Throw the ball when you hear the sound [E].

A-U-O-E-U-I-O-E-Y-I-A

3. Game "Knock".

The sounds I want to say

And I hit the ball

Target: development of phonemic awareness, training of clear pronunciation of vowels

Progress of the game: Children and speech therapist sit in a circle. The ball is sandwiched between everyone's knees. The speech therapist pronounces vowel sounds while tapping the ball with his fist. Children repeat individually and in chorus. Sounds are practiced in isolated pronunciation with a gradual increase in the number of repetitions per exhalation, for example:

AAA EEE UUU

4.Game “Quiet - Loud”

We rode through the mountains

Sang here and sang there

Target: strengthening the articulation of vowel sounds, developing phonemic perception, working on voice strength.

Progress of the game: Singing a given sound as demonstrated by a speech therapist. The strength of the voice is proportional to the direction of movement of the hand. As the hand with the ball moves up (uphill), the strength of the voice increases, downwards (downhill) it decreases. When the hand with the ball moves horizontally, the strength of the voice does not change. In the future, children independently assign tasks to each other.

5. Game with passing the ball “Pass the ball, say the word”

Target : development of phonemic awareness and reaction speed.

Progress of the game . The players line up in one column. The players standing first each have one large ball. The child says the word with the given sound and passes the ball back with both hands above his head (other ways of passing the ball are possible). The next player independently comes up with a word for the given sound and passes the ball on.

6. Game with passing the ball “Sound chain”

We will knit a chain of words

The ball won't let you put a point.

Target: development of phonemic awareness, activation of vocabulary.

Progress of the game. The speech therapist says the first word and hands the ball to the child. Next, the ball is passed from child to child. The ending sound of the previous word is the beginning of the next one.

For example: spring-bus-elephant-nose-owl...

7. Game with throwing the ball “One hundred questions - one hundred answers starting with the letter A (I, B...) - and only with this one.

Target: development of phonemic representations and imagination.

Progress of the game. The speech therapist throws the ball to the child and asks him a question. Returning the ball to the speech therapist, the child must answer the question so that all words of the answer begin with a given sound, for example, with the sound [I].

What is your name?

What about the last name?

Ivanova.

Where are you from?

From Irkutsk

What's growing there?

8. Game with throwing the ball “Catch the ball and throw the ball, name how many sounds”

Target : determining the sequence and number of sounds in a word.

Progress of the game . The speech therapist, throwing the ball, pronounces the word. The child who catches the ball determines the sequence of sounds in the word and names their number.

2. DIDACTIC GAMES FOR THE DEVELOPMENT OF PHONEMATIC PERCEPTION.

1. "FISHING".

Target. Develop physical expression skills, train children in choosing words with the same sound, and consolidate sound analysis skills.

Progress of the game. The instruction is given: “catch words with sound (L)” (and others). The child takes a fishing rod with a magnet at the end of the “line” and begins to “catch” the desired pictures with paper clips. The child shows the “caught fish” to other students, who mark the correct choice with clap. Number of players: one or more people.

2. « TV".

Target: develop physical expression skills, develop and improve sound analysis and synthesis in students’ speech activity. Prevention of dysgraphia against the background of FFN. Practice reading skills.

Progress of the game. A word is hidden on the TV screen. Pictures for each letter of the hidden word are hung in order on a board or typesetting canvas. The child(ren) must use the first letters of the words in the pictures to form the hidden word. If the child(ren) correctly named the word, the TV screen opens.

For example: month is a hidden word

Pictures: bear, spruce, dog, apple, heron.

Number of players: one or more people.

3. "ANIMAL COUNTRY".

Target : to train children in differentiating oppositional sounds, to develop

phonemic hearing.

PROGRESS OF THE GAME . There is a house with windows. There is a letter written on the roof. Pictures of animals are posted nearby. Children must choose those animals whose names have a sound corresponding to the letter on the roof, place them in the windows with slits. For example: houses with the letters C and Sh. The following pictures are posted: dog, heron, frog, chicken, tit, bear, mouse, chicken, cat, puppy. All words are spoken out first. The number of players is 1-2 people (or the whole class divided into two teams).

4. “CHAIN ​​OF WORDS”

Target: develop physical function skills, train children in differentiating sounds, and practice the skills of sound analysis of words.

Progress of the game. A picture is placed, the next one is attached to it in the form of a chain, starting with exactly this sound, which ends the previous word, etc. Number of players: one person or more.

5. “COLLECT A FLOWER”

Target: practice differentiation of oppositional sounds, develop phonemic hearing and analytical-synthetic speech activity in students.

Progress of the game . The “middle” of the flower lies on the table. There is a letter written on it, for example, “C”. “Flower petals” are laid out nearby, on which pictures with the sounds [s], [z], [ts], [sh] are drawn. The student must choose among these “petals” with pictures those with the sound [s]. The number of players is 1-3 people (or the whole class divided into two teams).

6. “DUNNAKA WITH A POCKET”

Target: develop physical function, improve sound-letter and syllabic analysis of words, develop attention. Prevention of dysgraphia.

Progress of the game. Option 1. The consonant letter being studied is inserted into Dunno's pocket. There are vowel letters hanging around. You need to read the mergers. (One child points with a pointer, the rest read in unison.)

Option 2. The syllabic (sound) diagram of the word is inserted into the pocket. Various pictures or words are hung around. You need to choose words that match the pattern. Number of players: one or more people.

7. “FIND THE ERROR”

Target: teach children to distinguish vowel and consonant sounds and letters, hard and soft consonant sounds, improve the skills of sound-letter analysis of words, develop physical function and attention. Prevention of dysgraphia.

Progress of the game . Children are given cards with 4 pictures starting with the same letter. Students determine which letter each word begins with and place it in the middle of the card. Under each picture there are sound diagrams of words, but in some of them mistakes were made on purpose. Students need to find errors in the diagram, if any. Number of players: 1-4 people (or the whole class divided into groups or teams).

8. “COLLECT A BOUQUET”

Target: develop phonemic hearing, exercise and differentiate sounds [R] - [L], train children in the difference between primary and tinted colors.

Progress of the game . In front of the child are two pictures with blue and pink vases, in which there are flower stems with slits. The child is told: “Guess which vase you need to put flowers with the sound [L], and which one with the sound [R], blue - [L], pink - [R]. Nearby there are flowers of different colors: green, blue, black, yellow, etc. Students arrange flowers. The blue flower must remain. Number of players: 1-2 people (or the whole class divided into two teams).

9. “SPEECH LOTTO”

Target: develop the ability to identify a common sound (letter) in words, find pictures with a given sound, develop attention and phonemic hearing. Automation of sounds, development of reading speed.

Progress of the game. Children are given cards with six pictures (along with words under the pictures). The child determines what sound is in everyone. Then the presenter shows pictures or words and asks: “Who has this word?” The winner is the one who is the first to cover all the pictures on the big map without making mistakes. Number of players: 1-18 people (can be played in pairs or groups).

10. “SPEECH LOTTO”.

Target: develop phonemic and visual perception, develop sound-letter analysis of words, learn to distinguish vowels and consonants, differentiate hard and soft consonants. Prevention of dysgraphia caused by FFN. Development of reading speed.

Progress of the game. Option 1. Children are given cards with six words written on each card. The presenter shows the picture and asks: “Which of the guys has the name of the picture written down? (who has the floor?)” The first one to fill out the card without errors wins.

Option 2. The children are given cards. The presenter shows the sound diagram of the word, the students correlate it with the word on their map. The winner is the one who correctly fills his card with word patterns. Number of players: 1-8 people (can be played in groups).

11. “MAGIC CIRCLE”.

Target: exercise children in selecting words that differ from each other in one sound, develop phonemic awareness, and consolidate their understanding of the word-forming function of each letter. Automation of sounds, prevention of dysgraphia, development of reading speed.

Progress of the game : 1 option. A circle with arrows in the form of a clock, instead of the numbers of the picture. The child must move the arrow to an object whose name differs in one sound from the name of the object to which the other arrow points (all words are first spoken out.) The rest of the children mark the correct answer with a clap.

For example: fishing rod - duck, bear-mouse, goat - braid

poppy-crawfish grass – firewood kit-cat

reel - reel mustache-ears house-smoke

Option 2. Instead of pictures, letters, syllables, and words with practiced sounds are placed on the “dial”. The child turns the big arrow (the small one can be removed). Where the arrow stops, the students read the syllable (letter, word) in unison, then the leader turns the arrow further - the children read again, etc. A syllable (letter, word) can be repeated several times depending on where the arrow stops. Number of players: 1-2 people or more.

12. “FIND THE WORDS IN THE WORD.”

Target: expand the volume of the dictionary, consolidate the spelling of words.

Understanding the word-forming role of each word. Automation of sounds in words, prevention of dysgraphia.

Progress of the game. A word or picture is hung on the board indicating the number of letters in the word depicted on it (then the children themselves put the word together from the letters of the cut alphabet and write it in a notebook). The instruction is given: “Take the letters from the original word, compose and write new words from them.”

Number of players: 1-3 people or more.

13. "MATHEMATICAL GRAMMAR"

Target : automation of sounds, consolidation of phonemic and grammatical analysis of words, formation of the process of word change, enrichment of the dictionary, prevention of dysgraphia.

Progress of the game. The child must perform the actions indicated on the card (“+”, “-“) and, using addition and subtraction of letters, syllables, words, find the desired word. For example: S+TOM-M+FOX-SA+CA = ? (capital). Number of players - 1-2 people or more.

14. “ADD A WORD.”

Target : Automation of sounds, development of physical functions, processes of analysis and synthesis, understanding of the meaningful function of sounds and letters, development of speech, interest in the native language, love of poetry. Prevention of dysgraphia.

Progress of the game. The card contains rhyming text, verses in which one word (or more) is missing. Students must assemble a rhyming word from the letters of the split alphabet and write it down.

For example: The sparrow flew higher.

You can see everything from the high _____(roof).

Number of players 1-2 people or more

3. FORMATION OF PHONEMATIC PERCEPTION (PHONEME DIFFERENTIATION)

Speech therapy work on phoneme differentiation

Impaired auditory differentiation of speech sounds manifests itself in the failure to learn letters,

in replacing phonetically similar sounds when reading. The formation of differentiation of sounds is carried out based on various analyzers: speech-auditory, speech-motor, visual. Features of the use of certain analyzers are determined by the nature of the differentiation disorder. The use of kinesthesia in differentiating sounds quite often requires preliminary work to clarify and develop kinesthetic sensations based on visual and tactile sensations.

The ability of kinesthetic discrimination is practiced in exercises to identify various speech organs (lips, tongue, vocal folds) during the pronunciation of speech sounds. The ability to distinguish the position of the lips is initially practiced on the sounds [I] - [U], since the difference in the position of the lips when pronouncing these sounds is significant.

Exercises may be as follows:

Say the sound [I] in front of the mirror and say in what position your lips are. If there are difficulties in answering, the speech therapist can ask an additional question: “Tell me, when pronouncing the sound [I] are your lips stretched in a smile or pulled forward?”

Say the sound [U] in front of the mirror. Answer what position the lips are in.

Pronounce the sounds [I] [U] together. Determine whether the position of the lips is the same when pronouncing these sounds.

After independently pronouncing the sound [I], determine what position your lips were in (without looking in the mirror).

Pronounce the sound [U], determine the position of the lips when pronouncing it (without looking in the mirror).

Pronounce the sounds [I] - [U] in sequence and answer which sound the lips stretch when pronouncing.

Pronounce the sounds [I] - [U] and determine which sound the lips are extended forward when pronouncing.

Determine sound by silent articulation, i.e. according to the position of the speech therapist's lips.

Determine the first and last sound by the silent articulation of the rows [I][U], [U][I].

In a similar way, differences in the position of the lips are practiced when pronouncing vowel sounds [I]-[A], [U]-, consonants [M] (lips closed) and [L] (lips open), etc. .

Differentiation of sounds С Ш in syllables

The differentiation of these sounds in syllables is also carried out in terms of auditory and pronunciation comparison.

Exercises for pronunciation differentiation:

1. Repetition of syllables with the sounds S and Ш, first with the same vowel, then with different vowels. (SU-SHU, SHU-SU, SU-SHA, SHU-SA, SA-SHI, SHA-SY. SAS-SHAS, SOSH-SHO, SUSH-SHUS, SHO-SUSH, SHIS-SOSH, etc.)

2. Reading syllables, recording syllables under dictation.

Raise the letter S or Ш after pronouncing syllables with the sounds [С] and [Ш]:

SA, SHA, SO, SHU, SHI, SY, SHI, SHE.

Come up with syllables with the sounds [S] and [SH].

Transform the syllables by replacing the sound [S] with the sound [Ш] and vice versa. SA - SHA, SHO - SO. USH - US, etc..

Dictation of syllables with sounds [S] and [Ш].

Differentiation of sounds [С] and [ III ] Vwords

Differentiation of sounds in words is carried out against the background of clarification of the sound structure of the word. Various tasks are used to form phonemic analysis: establishing the presence or absence of a sound in a word, identifying the first and last sound, determining the sequence, quantity and place of sound in a word.

1. Determine which sound - [S] or [SH] - in the word. The speech therapist names words in which the sounds [С] and [Ш] are found at the beginning, then in the middle of the word and, finally, at the end of the word. For example: elephant, bag, ball, fur coat, tablecloth, rat, sausage, horse, pump, vacuum cleaner, pencil, baby.

Determine the place of sounds [С] and [Ш] in words (beginning, middle, end). First, it is clarified what sound is in the word ([S] or [Ш]), then its place in it is determined. Example words: chair, bench, scarf, driver, reeds,sled, braids, mouse, forest, oats, bowl, car, roof.

Choose words with the sound [С] or [Ш] at the beginning of the word.

Choose words with the sound [С] or [Ш] in the middle of the word.

Choose words with the sound [S] or [SH] at the end of the word.

Place pictures with the sounds [С] and [Ш] under the corresponding letters.

Write down the words in two columns: in the first - words with the sound [S], in the second - with the sound [Ш].

Working with words - quasi-homonyms. It is proposed to determine the meaning of words roof, rat, and then compare the sound of these words and say what their difference is.

Game "Clock". Children are offered a “watch” (with a dial) in two colors, for example, green and blue. The speech therapist names the words. Children determine what sound is in a word by choosing a clock of a certain color (green for the sound [С], blue for the sound [Ш]). Next, children determine the place of a given sound in a word (first, second, third, etc.) and place an arrow on a certain number.

Graphic dictation. The speech therapist names a word with the sound [S] or [SH]. Children write down the corresponding letter (С or Ш), as well as a number indicating
what is the number of this sound in a word? For example: gusset C3 -hanger - Shz, pencil- Ш8, sausage- C6, chamomileШ5, reed -Ш5, dishes- NW, etc.

Make graphic diagrams of words. Mark on the diagram in blue the circle corresponding to the sound [Ш], in green - the circle corresponding to the sound [S]. Example words: cheese, ball, porridge, braids, table, curtain, helmet, chestnut, suit, rat, roof, cat, chamomile, cabbage.

Lotto game. Cards with pictures for words with sounds [С] and [Ш] are offered. The game can be played in two versions:

a) Children are given cards and the letters S and W. The speech therapist calls the word. Children must find the corresponding picture on the card, determine what sound is heard in the named word, and cover the picture with the corresponding letter.

b) Children are given lotto cards and paper strips, each divided into three parts. On two strips, the letters S and Ш are written respectively in the first part of the strips, on the other two - in the middle, on the rest - at the end. The speech therapist names the word, the students determine what sound is in the word ([S] or [SH]), its place in it (beginning, middle, end) and cover the picture with the corresponding strip.

Insert the missing letters S and Ш in the words.

Dictations of words with sounds [S] and [SH].

Composing words with the sounds [S] and [Ш] from letters of the split alphabet.

Solve riddles. Determine the place of the sound [С] or [Ш] in the answers.

There's a hole in the sky, a hole in the ground,

And in the middle - fire and water. (Samovar)

New dishes, but all with holes. (Colander)

Antoshka stands on four legs. Antoshka has soup and spoons. (Table)

I live in the yard, I sing at dawn,

There's a comb on my head, I'm loud-mouthed... (Cockerel)

The muzzle is mustachioed, the fur coat is striped,

He washes his face often, but doesn’t know how to use water. (Cat)

It sleeps during the day, flies at night and scares passers-by. (Owl)

The tail is long, the little ones themselves are very afraid of cats (Mice)

In the meadows, little sisters have a golden eye and white eyelashes. (Daisies)

It's a crackling sound, not a grasshopper; it flies, not a bird; it carries, not a horse. (Airplane)

I'm sitting astride - I don't know who,

If I meet an acquaintance, I’ll jump off and greet him. (A cap)

The living castle grumbled and lay across the door. ( Sobaka)

G.Sound differentiation [WITH] And [SH] in sentences.

1. Based on the plot picture, come up with a sentence that contains words with the sound [S] or [SH]. Name words in a sentence with the sounds [S] and [SH]; determine which one it is sound and its place in the word.

2. Repeat sentences with words that include the sounds [S] and [SH]. Name words with sounds [S] and [SH].

A pine tree rustles in the forest. Delicious pears ripened on the trees. The fox has a fluffy tail. Natasha has long braids. Sveta put on a red shawl. Fragrant lilies of the valley grow in the forest. The shepherd brought a large flock. Grandmother gave Sasha a soldier. Grandfather brought a big catfish.

Come up with sentences based on object pictures for words with the sounds [S] and [SH]. Sample pictures: bush, reel, scoop, garden, bear, car. At the beginning, it is asked to determine which sound - [S] or [SH] - in the names of the pictures.

Complete the sentence with a word. Sentences are offered that can be supplemented with words - quasi-homonyms. Determine what sound is in the word.

Mom cooked delicious... (porridge). The money is paid into (the cash register).

Dasha is rolling... (a bear). Flour was poured into... (bowl)

The (roof) is leaking in the barn. There's a rat in the basement

The baby is eating delicious... (porridge). The soldier put on his head... (helmet).

You can use pictures for words - quasi-homonyms. Pictures are offered in pairs.

Come up with sentences for words - quasi-homonyms. Determine which words contain the sound [С] or [Ш], name the place of this sound (before which sound, after which sound is this sound heard in the word).

Insert the missing letters S and Ш.

There is a suit in the closet. Under.the.ur.at.earth’s feet there are.thya. In.hell, apples and gr.i.sang. Poppies grew on the field. Halo.and.stand in the corner. It's.in.the closet. We bought.yr, .liver and some.

Selective dictation. Choose from the sentences and write down words with the sounds [С] and [Ш] in two columns.

The sun is shining brightly. The pine trees rustle in the wind. Grandpa is sleeping on the couch. Misha picks pears. Sonya feeds the cat. There is a red pencil in the pencil case. The fox caught the mouse. Petya brought cones to school.

d. Sound differentiation[WITH]And[SH]in coherent speech

1. Compose a story based on a series of plot pictures using words that include the sounds [S] and [SH].

Make up a story based on the plot picture using words that include the sounds [S] and [SH].

Insert the missing letters S and Ш into the text.

In the garden.

Hell is beautiful in hell. The red vi.s.sang. On the branchesthere are painful groups. Grandpa takes good care of hell.

Dictation of texts with words including sounds [С] and [Ш].

In our room.

Our room is big. There is a closet against the wall. In shkaugh coats, suits and dresses are hanging. There is a table in the corner. There are toys on the table. There is a chair at the table. Grandma is sitting in a chair.

Fox and mouse.

There was a mouse in the hole. The mouse came out of the hole. Fox wowdoing the mouse. The fox began to catch the mouse. The mouse went into the hole.

In a similar way, work is carried out to differentiate voiced and voiceless ones, as well as affricates and the sounds that make up them.

List of used literature

1. V.I. Seliverstov Speech games with children. M.: VLADOS, 1994

2. R.I. Lalaeva Reading impairments and ways of their correction in primary schoolchildren. SPb.: SOYUZ, 2000

3. R.I. Lalaeva Speech therapy work in correctional classes. M.: VLADOS, 2013

MUNICIPAL AUTONOMOUS EDUCATIONAL INSTITUTION OF THE CITY OF KALININGRAD SECONDARY EDUCATIONAL SCHOOL No. 48

Toolkit

"Development of phonemic awareness in primary school students."

Kaliningrad, 2016

Introduction………………………………………………………………………………2

Didactic games that promote the formation

and development of phonetic-phonemic perception……………7

Exercises to develop phonemic analysis and

synthesis…………………………………………………………….18

Phonetic riddles…………………………………………….19

Conclusion……………………………………………………..21

List of references……………………………22

Introduction

The basic prerequisite for mastering writing is developed phonemic awareness. Phonemic hearing, the main component of speech, refers to a person’s ability to hear and distinguish individual phonemes, or sounds in a word, to determine the presence of a sound in a word, their number and sequence. So, a child entering school must be able to distinguish individual sounds in a word. For example, if you ask him whether there is a “k” sound in the word “poppy,” he should answer in the affirmative.

Why does a child need good phonemic awareness? This is due to the method of teaching reading existing in schools today, based on the sound analysis of words. It helps us distinguish between words and word forms that sound similar and correctly understand the meaning of what is said. The development of phonemic hearing in children is the key to successful learning to read and write, and in the future, foreign languages. How to develop phonemic hearing in a child? The best way to do this is in the game. Many games for the development of phonemic processes are of a combined nature, which is reflected not only in the enrichment of vocabulary, but also in the activation of higher mental functions (memory, attention, thinking, motor skills).

Unfortunately, in recent years, there has been a tendency in school for children entering school to be unable to fully master the process of reading and writing at the stage of the entire alphabetic period. This inability to write and read, known as dysgraphia and dyslexia, is due to the fact that the student has insufficiently developed phonemic hearing (phonemic perception) and suffers from phonetic-phonemic speech underdevelopment (PPSD), as a result of which the child does not imagine the sound composition of the word and does not feel the sound tissue of the tongue.

As a result, such children develop specific errors in their writing that are not related to the application of the spelling rules of the Russian language. Here are examples of such errors:

1) omission of vowels and consonants (day - “day”, between - “between”);

2) rearrangement of letters, extra letters (puddle - “nullha”);

3) omission of syllables, extra syllables (path - “dozhke”, silence - “tishina”);

4) replacement of vowels in the stressed position (task - “zadocha”);

5) replacement of iotized vowels (god - “go”, settlement - “posyalok”);

6) replacement of consonants:

whistling - hissing (golden - “golden”);

paired by sonority - deafness (potato - "kartovel");

sonorous (rye - “lies”, furniture - “nebel”);

affricates (birds - "birds", flowers - "flowers");

7) designation of hardness - softness of consonants in writing with vowels (around - “krug”, people - “ludi”);

8) designation of softness using b (cornflowers - “cornflowers”, large - “big”);

9) underwriting words (mouse - “mouse”);

10) replacement of words, distortion of words (bear - “book”, babble - “tremble”);

11) separate and continuous spelling of words, prepositions (in the face - “politsu”, in a pillar - “with a pillar”).

In children with speech impairment, reading may also be impaired, since there is a close relationship between disorders of oral speech, writing and reading. This category of children is characterized by the following difficulties in mastering reading: they cannot merge letters into syllables, and syllables into words, although they already know the letters. Such children read by spelling words, and at the same time make specific errors:

1) omission of letters, syllables, prepositions;

2) replacement and rearrangement of letters, syllables;

3) “getting stuck” on any letter, syllable, word;

4) underreading of word endings;

5) distortion of words;

6) adding extra letters, syllables and even words;

7) “guessing” words.

All the errors discussed above are an indicator of insufficient development of phonetic-phonemic processes in schoolchildren. It is interesting that for some children, the replacement and confusion of letters in writing and when reading are combined with distorted pronunciation of sounds, while for others it is not. The second is more common. This is due to the fact that pronunciation defects can be corrected in preschool age, and when children enter school with correct pronunciation, neither parents nor teachers suspect that behind the external well-being of the child’s speech development, phonemic speech underdevelopment may be hidden. And when such children have specific errors in their writing, parents and teachers often associate them with the child’s inattention and distractibility in class, with bad behavior and a careless attitude towards learning. And sometimes parents accuse teachers of lack of attention to their child. In this regard, teachers begin to provide additional training to such children, and words with “mistakes that do not follow the rules” are forced to be written several times, entire sentences and even texts to be rewritten. But the results of such work are insignificant, and specific errors appear again and again in students’ written works. All this leads to the fact that such children are consulted by a speech therapist only in the 2nd and 3rd grades, when errors of this type are already more persistent and systemic in nature, and, consequently, they take longer and more difficult to overcome.

So, if there are students in the class who make the specific errors discussed above in writing or reading, the teacher should know: they need to be referred to a speech therapist. Parents should also understand this. After all, such errors do not disappear by themselves, but are eradicated only when the child fully masters the skills of sound-letter analysis of a word, learns to clearly imagine the sound-syllable structure of each word, compares and contrasts similar and distinctive features of sounds and letters, then there are no rules for errors there will be room left.

But what to do if the school does not have a speech center or for some other reason the child cannot attend speech therapist classes? Sometimes parents, who have received consultation from a speech therapist and appropriate recommendations, while working with their children at home, independently achieve significant success in overcoming errors associated with phonetic-phonemic underdevelopment of speech.

In this regard, we can recommend that teachers include exercises to develop phonemic awareness in Russian language lessons, especially since teachers, like speech therapists, also teach children to distinguish between vowels and consonants, hard and soft, voiced and voiceless consonants, and to relate sounds and letters. , perform sound-letter analysis of words, etc. It seems that this will significantly reduce the number of the above errors, and in some cases completely prevent their occurrence. And so that the work on the development of phonemic hearing is systematic and continues throughout the school year, and also does not take up much time in the lesson, such exercises can be carried out in the form of didactic games.

The use of didactic games as one of the most productive means of teaching allows, firstly, to teach children fun, joyfully, without coercion. After all, only the teacher knows that play is part of the educational process, but the student does not suspect it, he plays. Secondly, the game helps, along with the formation and development of phonemic perception, to organize the child’s activity, enriches him with new information, activates mental activity, attention, and most importantly, stimulates speech. As a result, children develop an interest in Russian language lessons and develop a love for their native language. Thirdly, the game can be used in various versions (sometimes using only fragments of the game), while updating the speech material and including didactic material on the Russian language of a multi-level nature. Fourthly, using the example of a didactic game, a teacher can implement tasks not only for the development of phonemic perception itself, but also solve specific problems of the lesson itself, which are related to the key issues of the Russian language program in primary school.

The purpose of this manual is to attract the attention of parents and teachers to phonemic hearing impairment in primary schoolchildren, to reveal the impact of this problem on academic performance, primarily in the Russian language and reading, and also to help solve this problem with the help of didactic games. Most often, parents and teachers explain low grades in their native language either by the child’s inattention and absent-mindedness, or by an unscrupulous attitude towards learning. Meanwhile, students do not receive the help they need in a timely manner, resulting in persistent underachievement in writing and reading.

This collection offers didactic games and exercises that can be used by speech therapists of educational institutions in classes with primary school students with phonemic perception disorders, and by primary school teachers in the development of sound-letter analysis and synthesis in children in order to prevent dysgraphia and dyslalia , as well as by parents when working on the development of phonemic awareness. Exercises can be used in lessons, during dynamic breaks and in other routine moments.

Below we offer didactic games and exercises that promote the formation and development of phonetic-phonemic perception.

Didactic games that promote the formation and development of phonetic-phonemic perception.

1. "Fishing".

Target: develop FFV, train children in choosing words with the same sound, consolidate sound analysis skills.

Progress of the game. The instruction is given: “to catch words with the sound [l]” (and others).

The child takes a fishing rod with a magnet at the end of the “line” and begins to “catch” the desired pictures with paper clips. The child shows the “caught fish” to other students, who mark the correct choice with clap.

Number of players: one or more people.

2. "TV".

Target: develop FFV, develop and improve sound analysis and synthesis in students’ speech activity. Prevention of dysgraphia against the background of FFN. Practice reading skills.

Progress of the game. A word is hidden on the TV screen. Pictures for each letter of the hidden word are hung in order on a board or typesetting canvas. The child(ren) must use the first letters of the words in the pictures to form the hidden word. If the child correctly names the word, the TV screen opens.

For example: month is a hidden word. Pictures: bear, spruce, dog, apple, heron. Number of players: one or more people.

3. “Spread the Animals”.

Target: exercise children in differentiating oppositional sounds, developing phonemic hearing.

Progress of the game. There is a house with windows. There is a letter written on the roof. Pictures of animals are posted nearby. Children must choose those animals whose names have a sound corresponding to the letter on the roof, and place them in the windows with slits. For example: houses with the letters c and w. The following pictures are posted: dog, heron, frog, chicken, tit, bear, mouse, chicken, cat, puppy. All words are spoken out first. The number of players is 1-2 people (or the whole class divided into two teams).

4. “Chain of words.”

Target: develop physical function skills, train children in differentiating sounds, practice the skills of sound analysis of words.

Progress of the game. A picture is placed, the next one is attached to it in the form of a chain, starting with exactly the sound that ends the previous word, etc.

Number of players: one person or more.

5. “Collect a flower.”

Target: practice differentiation of oppositional sounds, develop phonemic hearing and analytical-synthetic speech activity in students.

Progress of the game. The “middle” of the flower lies on the table. There is a letter written on it (for example, c). “Flower petals” are laid out nearby, on which pictures with the sounds [s], [z], [ts], [sh] are drawn. The student must choose among these “petals” with pictures those with the sound [s]. Number of players: 1-3 people (or the whole class divided into two teams).

6. “Dunno with a Pocket”.

Target: develop physical function, improve sound-letter and syllabic analysis of words, develop attention. Prevention of dysgraphia.

Progress of the game. 1 option

The consonant letter being studied is inserted into Dunno's pocket. There are vowel letters hanging around. You need to read the mergers. (One child points with a pointer, the rest read in unison.)

Option 2

The syllabic (sound) diagram of the word is inserted into the pocket. Various pictures or words are hung around. You need to choose words that match the pattern.

7. “Find the mistake.”

Target: teach children to distinguish vowel and consonant sounds and letters, hard and soft consonant sounds, improve the skills of sound-letter analysis of words, develop physical function and attention. Prevention of dysgraphia.

Progress of the game. Children are given cards with 4 pictures starting with the same letter. Students determine which letter each word begins with and place it in the middle of the card. Under each picture there are sound diagrams of words, but in some of them mistakes were made on purpose. Students need to find errors in the diagram, if any. Number of players: 1-4 people (or the whole class divided into groups or teams).

8. “Gather a bouquet”.

Target: develop phonemic hearing, practice differentiating sounds [p] - [l], train children in distinguishing between primary and tinted colors.

Progress of the game. In front of the child are two pictures with blue and pink vases, in which there are flower stems with slits. The child is told: “Guess which vase you should put the flowers in with the sound [l], and which one with the sound [r].” (Pink - [p], blue - [l].) Flowers of different colors lie nearby: green, blue, black, yellow, brown, purple, orange, crimson, etc. Students arrange flowers. The blue flower must remain.

9. “Speech Lotto”.

Target: develop the ability to identify a common sound (letter) in words, find pictures with a given sound, develop attention, phonemic hearing. Automation of sounds, development of reading speed.

Progress of the game. Children are given cards with six pictures (along with words under the pictures). The child determines what sound is in everyone. Then the presenter shows pictures or words and asks: “Who has this word?” The winner is the one who is the first to cover all the pictures on the big map without making mistakes.

10. Lotto “Read it yourself.”

Target: develop phonemic and visual perception, develop sound-letter analysis of words, learn to distinguish vowels and consonants, differentiate hard and soft consonants. Prevention of dysgraphia caused by FFN, development of reading speed.

Progress of the game. 1 option

Children are given cards with 6 words written on each card. The presenter shows the picture and asks: “Which of the guys has the name of the picture written down? (Who has the floor?).” The first one to fill out the card without errors wins.

Option 2

The children are dealt cards. The presenter shows the sound diagram of the word, the students correlate it with the word on their map. The winner is the one who correctly fills his card with word patterns.

11. "Magic Circle".

Target: to train children in selecting words that differ from each other by one sound, to develop phonemic awareness, to consolidate their understanding of the word-forming function of each letter. Automation of sounds, prevention of dysgraphia, development of reading speed.

Progress of the game. Option I

A circle with arrows in the form of a clock, instead of the numbers of the picture. The child must move the arrow to an object whose name differs by one sound from the name of the object to which the other arrow is pointing. (All words are spoken out first.) The rest of the children mark the correct answer with a clap. For example: bear - mouse, fishing rod - duck, poppy - cancer, goat - scythe, whale - cat? grass - firewood, mustache - ears, tub - reel, house - smoke.

Option II

Instead of pictures, letters, syllables, and words with practiced sounds are placed on the “dial”. The child turns the big arrow (the small one can be removed). Where the arrow stops, the students read the syllable (letter, word) in unison, then the leader turns the arrow further - the children read again, etc. A syllable (letter, word) can be repeated several times depending on where the arrow stops.

12. “Find the words in the word”.

Target: expand the volume of the dictionary, consolidate the spelling of words, understanding the word-forming role of each word. Automation of sounds in words, prevention of dysgraphia.

Progress of the game. A word or picture is hung on the board indicating the number of letters in the word depicted on it (then the children themselves put the word together from the letters of the cut alphabet and write it down in a notebook). The instruction is given: “Take the letters from the original word, compose and write new words from them.”

13. “Mathematical Grammar”.

Target: automation of sounds, consolidation of phonemic and grammatical analysis of words, formation of the process of word change, enrichment of the dictionary, prevention of dysgraphia.

Progress of the game. The child must perform the actions indicated on the card ("+", "-") and, using addition and subtraction of letters, syllables, words, find the desired word.

For example: s + tom - m + fox - sa + tsa - ? (capital).

14. “Add a word”.

Target: automation of sounds, development of physical functions, processes of analysis and synthesis, understanding of the meaningful function of sounds and letters, development of speech, interest in the native language, love of poetry. Prevention of dysgraphia.

Progress of the game. The card contains rhyming text, verses in which one word (or more) is missing. Students must assemble a rhyming word from the letters of the split alphabet and write it down.

For example:

The sparrow flew higher

You can see everything from high (the roof).

15. “Fun Grammar”.

Target: consolidation of phonetic and grammatical analysis of words, formation of the process of inflection and word formation, development of physical expression and prevention of dysgraphia.

Progress of the game. Compose a word from two words according to the scheme:

Words - terms that make up syllables, are encrypted according to the principle of a crossword puzzle.

For example:

1) the first syllable is the smallest three-digit number;

the second syllable denotes the part of a person’s head where the eyes, mouth, nose are located, only in the plural;

together - the main city of the country (capital);

2) the first syllable is a personal pronoun; the second syllable is also a personal pronoun;

together they mean something that interferes with traffic on the roads (potholes). So, the listed games can be used not only in speech therapy classes on the development of phonetic-phonemic processes, but also in Russian language lessons.

The value of such games lies in the fact that using their material the teacher can practice reading speed (see the games “Dunno with a Pocket”, “Magic Circle”, lotto “Read It Yourself”, etc.), the syllabic composition of the word (see games “Entertaining Grammar”, “Mathematical Grammar”, etc.), develop spelling vigilance (see games “Add a Word”, “Entertaining Grammar”, etc.) and much more.

16. “Complete the letter”

Progress of the game: The teacher invites students to complete the letters, including this element. The student who writes down the most letters with a given element wins. Particularly rewarded is the one who was able to write down all possible letters without leaving a single free element on a piece of paper.

17. “Guess who I am”

Target: Consolidating the outline of handwritten letters, correlating them with sounds.

Equipment: Letter elements for each student.

Progress of the game: The teacher names the elements of letters, for example: an oval and a stick with a curve at the bottom, two ovals and a long stick in the middle; three sticks with a curve at the bottom, etc. Students find them and add the letter, pronounce the corresponding sound.

18. "Be careful"

Target: Securing the style of capital letters.

Progress of the game: The teacher reads the poem, and as the students read, they write down the capital letters mentioned in the poem.

ABC.

What's happened? What's happened?

The alphabet fell off the stove!

Painfully sprained my leg

Capital letter M.

G hit a little

And it completely fell apart!

The letter U has lost its crossbar!

Finding herself on the floor, she broke U's tail!

F, the poor thing is so swollen -

No way to read it!

The letter P is turned upside down -

Turned into a soft sign!

The letter C has completely closed -

Turned into the letter O.

Letter A, when I woke up,

I didn't recognize anyone. (S. Mikhalkov)

19. “Half a minute for a joke”

Target: The ability to select words according to their meaning, to highlight the first sounds in words.

Progress of the game: The teacher reads a poem. Students find a mistake in the poem and correct it.

The hunter shouted: “Oh,

The doors are chasing me!”

Look, guys,

Crayfish grew in the garden bed.

Having dropped the doll from my hands,

Masha rushes to her mother:

There are green onions crawling there

With a long mustache.

They say one fisherman

I caught a shoe in the river,

But then he

The house was hooked.

We collected cornflowers

We have puppies on our heads

20. "Echo"

Target: The game serves to exercise phonemic awareness and accuracy of auditory perception

Progress of the game. Before the game, the adult asks the children: “Have you ever heard an echo? When you travel in the mountains or through a forest, pass through an arch or are in a large empty hall, you may encounter an echo. That is, of course, you won’t be able to see it, but you can hear it. If you say: “Echo, hello!”, then it will answer you: “Echo, hello!”, because it always repeats exactly what you tell it. Now let’s play echo.”

Then they appoint a driver - “Echo”, who must repeat what he is told.

It’s better to start with simple words, then move on to difficult and long ones (for example, “ay”, “more quickly”, “windfall”). You can use foreign words in the game, without forgetting to explain their meaning (for example, “Hallo, monkey!” - “Hello, monkey!”), In addition, you can offer poetic and prosaic phrases for repetition (“I came to you with Hello, tell me that the sun has risen!”).

21. "Confusion"

Game for developing sound discrimination

It is necessary to draw the child's attention to how important it is not to confuse sounds with each other. To confirm this idea, you should ask him to read (or read to him himself, if he doesn’t know how yet) the following comic sentences.

The Russian beauty is famous for her goat.

A mouse is dragging a huge pile of bread into a hole.

The poet finished the line and put his daughter at the end.

22. “Catch the word.”

Target:

Speech therapist: all the words crumbled into sounds. I will name the sounds, and you make a word from them: K-O-M-A-R - mosquito, ZH-U-K - beetle, O-S-A - wasp, M-U-H-A - fly, B -A-B-O-C-K-A – butterfly...

23. “Scatter the word.”

Target: develop skills in sound analysis and synthesis.

The speech therapist invites the children to divide the words into sounds themselves: porridge - K-A-SH-A, house - D-O-M, paper - B-U-M-A-G-A...

24. “Tic Tac Toe.”

Target: develop auditory attention and memory, spatial orientation.

Progress of the game: The children have a square drawn on a piece of paper, as for playing “Tic Tac Toe”. The players agree in advance what sound they will play with. If the speech therapist pronounces a word with a given sound, then the children put X, if the word does not have the specified sound – ABOUT. Explain that the cells are filled horizontally. The winners of the game are those children whose playing field matches the speech therapist’s example. The sample is displayed after filling all the cells.

25. “The Enchanted Word.”

The presenter tells the children a story about an evil wizard who enchants words, and therefore they cannot escape from the wizard's castle. Words do not know what sounds they are made of, and this must be explained to them. As soon as the sounds of a word are correctly named in the right order, the word is considered saved, free. The adult names the word - the victim of imprisonment, and the saviors must clearly repeat the sounds that make up it.

26. "Confusion."

It is necessary to draw the child's attention to how important it is not to confuse sounds with each other. To confirm this idea, you should ask him to read (or read to him himself, if he doesn’t know how yet) the following comic sentences:

Russian beauty goat famous.

A mouse drags a huge grain hole into a hole slide.

The poet finished the line, at the end he put daughter

Whiskered whale sits on the stove, choosing a warm place.

You need to ask the child, what did the poet mix up? What words should be used instead of these?

27. "Guess the sound."

Option 1:

What identical sound do you hear in the syllables z a, zo, zu, zy? (Children call the sound [h]).

Option 2:

If you hear a sound [R], raise the blue circle if [R']- green. (Syllables are pronounced ra, ri, ru, ro, ryu, re and etc.).

28. "Shop".

Assignment: Dunno went to the store to buy fruit, came to the store, and forgot the name of the fruit. Help Dunno buy fruits that have a sound in their names [l’]. Subject pictures are displayed on the typesetting canvas: apples, oranges, pears, tangerines, plums, lemons, grapes. Children select pictures that have a sound in their names. [l’].

29. “Catch the Sound.”

Assignment: children must clap their hands if a sound is heard in the named word [c]. The speech therapist names the words “owl”, “umbrella”, “fox”, “forest”, “goat”, “elephant”, “beetle”, “braid”, “hedgehog”, “nose”, “glass”.

30. "Traffic light".

At the beginning of training, circles of red, yellow and green are used. If children hear a given sound at the beginning of a word, they raise a red circle, a yellow one in the middle, and a green one at the end of the word. In the future, schemes = - -, - = -, - - = are used, chips, or children simply indicate the location of the sound with a number, using sound rulers; subject pictures and chips, for example, in a word fox sound [l’] heard at the beginning of the word, children put a red circle under the card, etc.

31. " The letters have become friends."

The teacher pronounces words of different syllabic structures (with om, fox, dream, sleigh, pine, bridge, spring, table, soup, braid, helmet, bush), and the children make them up from the letters of the cut alphabet.

32. “Finish the word.”

The speech therapist names the first syllable, and the children continue it. For example , Kar – dot (the word card).

33. “Add a letter.”

The teacher pronounces the word and asks the student to say a new one by inserting a sound into the word after the first sound [r]: forge - bed, firebox - path, cat - crumb, helmet - paint, here - labor.

34. “Replace the letter in the word.”

Replace a consonant sound in the middle or beginning of a word to create a new word (mask - brand, banana - ram, watering can - lath, cap - turnip).

35. " Make up new words" Make new words from the letters of a given word. For example , potato (card, cancer, ball, mole, company, crumb, cat).

36. “Match the words to the diagrams.”

The teacher offers schemes: Letter = Sound (raspberry ) , Letter Sound ( palm), Letter yulA).

37. "Transforming words."

Gender + k = regiment, k + mouth = mole, p + bangs = bee, k + wasps = braids, p + meadow = plow.

38. "Permutations."

Getting new words by rearranging sounds and letters:

Saw - linden, stick - paw, doll - fist, hair - word, carp - park, pen - cool.

39. “Inverted words.”

Getting words where the sounds are in reverse order:

Nose - sleep, cat - current, forest - sat down, gift - glad, rubbish - grew.

40. “Whose house?”

On the board there are diagrams of words - - - , - - - - , - - - - - and subject pictures: crayfish, faucet, dog, table, plum, scales, etc. Children are asked to choose pictures for the diagrams.

41. “Which word is extra?”

Nightingale, owl, magpie , crow; hat, fur coat, scarf, felt boots.

42. “How many syllables?”

Clap and determine the number of syllables in the word ( horse, coal, locomotive, bell).

43. "Red - white."

The teacher invites the children to listen carefully to the words and determine which word contains the given sound. If there is sound, raise the red circle; if there is no sound, raise the white circle.

44. “Hard - soft.”

Choose a soft pair of words: dal-dal, dust-dust, chorus-horse, corner-coal, horse-horse.

45. “What sound did Dunno miss?”

The teacher pronounces words without one vowel or consonant sound, clearly maintaining the emphasis (- weave, - golka, - rbuz, - kameika, avtobu -, - aduga, - araban). Children name the missing sound, and then the whole word.

46. ​​“What’s in the middle of a word?”

Highlight the vowel sound in the middle of the word (pictures: garden, juice, cheese, catfish, cancer, litter, smoke, house). Children pronounce words loudly, emphasizing the vowel sound with their voice, and denote it with a symbol or letter.

47. “Sound Constructor.”

The teacher speaks a word into the ear of one student and a sound into the other. Each of them says his own. Students must say whether the named sound should be added to the beginning or the end of the word to make another word. For example: park - steam, ball - scarf, mouth - mole, fur - laughter, bot - board, litter - variety, wheelbarrow - strike, cloud - little thing.

Game option: the teacher gives a word in which you need to remove the sound to make a new word.

The most difficult option: children themselves come up with words for “reconstruction”.

48. "Wolf, dog and hunter."

Now there is a big hunt in the forest: wolves are hunting hares, and hunters with dogs are hunting wolves. Let the wolf be the sound [r], the dog - [r"], the rest of the sounds - hares, and you - the hunters. Now be careful! If you hear the sound [r] in the words that I pronounce, shoot - clap your hands! Just don’t hit the hares or your hunting dog.So, let's start the hunt!

49. "Attentive buyers."

The teacher lays out various objects on his desk. The names of some of them begin with the same sound, for example: doll, cube, cat; bear, ball, bowl, etc.

You have arrived at the store. Your parents paid for toys whose names begin with the sound [k] or [m]. You can take these toys. Choose, but be careful, don’t take a toy you didn’t pay for!

The difficulty of the task is that instead of taking a toy whose name begins, say, with the sound [m] (matryoshka, mouse), you do not take a toy whose name begins with the sound [m"] (ball, bear).

Game options: children can act as buyers and sellers in the role of literary characters.

50. “Find your pattern.”

Three students are “assigned” with the words: cat, whale, mole. From the three models shown on the board, everyone must choose his own and prove that this is his scheme.

51. “The animals got lost.”

Pets got lost in the forest: donkey, rooster, horse, cat, dog, pig, chicken, cow. Katya will convene them, and let Kolya listen carefully and draw a syllable diagram of each word on the board. It should show which syllable was drawn out when Katya called the animals. If they do this job correctly, the animals will get out of the forest.

52. “The absent-minded poet and the gullible artist.”

Guys, look at the artist’s drawing (shows an illustration). He claims to have painted this picture for this poem:

They say one fisherman

I caught a shoe in the river,

But then he

The house is hooked!

What do you think should have been drawn? What words did the artist confuse? How are they similar? How do they sound differently? What is the first sound in the word catfish? Let's stretch out this sound and listen to it carefully.

Similar work can be done with the following couplet:

In front of the kids

The rat is being painted by painters.

53. “From barrel to point.”

A barrel with a kidney met and said: “Oh, how similar we are! Only our first sounds are different.” What sounds are these? Name them. What other word will come out if the first sound in the elephant barrel is replaced with the sound [d]? For the sound [k], [n], [m], [t]?

Exercises to develop phonemic analysis and synthesis

Determining the number of sounds in a word and their sequence. (How many sounds are in the word “faucet”? Which one is 1, 2, 3, 4?)

Coming up with words with a certain number of sounds.

Recognition of words presented to the child in the form of sequentially pronounced sounds (What word will come from these sounds: k-o-t?)

Formation of new words by “building up” sounds. (Add a sound to the word “mouth” to make a new word? Mole-grot; steam-park)

Formation of new words by replacing the first sound in a word with some other sound. (House-som-lom-com-Tom).

Formation of as many words as possible from the sounds of a given word, TRACTOR - cancer, so, from, rock, current, cat, who; company, bark, cake, court.

Select pictures whose titles contain 4-5 sounds.

Insert missing letters into words: vi.ka, di.an, ut.a, lu.a, b.nt.

Choose words in which the given sound would be in 1st, 2nd, 3rd place ( w uba, oh w and, to w ka).

Compose words of different sound-syllable structures from the letters of the split alphabet: (himself, nose, frame, fur coat, cat, jar, table, wolf).

Select words with a certain number of sounds from the sentences, name them orally and write them down.

Add different numbers of sounds to the same syllable to make a word: pa-steam, pa-a park, pa-sail.

Find words for each sound. The word is written on a piece of paper. For each letter, choose a word that begins with the corresponding sound. Words are written in a certain sequence: first words with 3 letters, 4, 5, etc.

ROSE	CORNER	BOWL	PORRIDGE	STORK
SLEEVE	STREET	CASE	CRUST	ASTER

1. From the written word, form a chain of words in such a way that each subsequent word begins with the last sound of the previous word: to m-m A To-To O T-T opo R-R uka.

   Dice game. When throwing a dice, come up with a word consisting of as many sounds as there are dots on its top face.

   The word is a mystery. Write 1 letter of the word and put dots in place of the remaining letters. If the word is not guessed, the 2nd letter is written, etc.

P ………. (yogurt).

Write the letter in the box: RA□, KA□A.

PHONETIC RIDDLES

1. Mom or Grandma?

Who loved Little Red Riding Hood more? The guess word has 3 syllables.

2.Cherry or Chestnut?

That was the name of the doctors who treated Count Cherry in the same way. Which one of them prescribed games with friends for Cherry instead of medicine? The doctor's name has two syllables.

3. Geese or Balalaika?

What musical instrument did people come up with first? In the guess word, the guessed syllable is the third.

4. Squirrel or Badger?

Which of them hibernates in winter? In the word - the answer - the stressed syllable is the second.

5. Burbot or Catfish?

What fish doesn't have scales? In the word - the answer, all consonant sounds are voiced.

6. Puff or Buff?

What was the name of the little curly dog ​​who slept for 100 years with the beautiful princess from the fairy tale? In the dog's name, all consonants are unvoiced.

7. Ilya Muromets or Alyosha Popovich?

Which of them “didn’t study to read and write, didn’t sit down to read books, but learned from an early age to wield a spear, shoot a bow, and tame heroic horses”? The name of the hero has more vowel sounds than consonants.

8. Twist or Waltz?

What did the girl Pippi Longstocking dance with the thieves who broke into her house to steal a suitcase with gold coins? There is a letter in the name of the dance that does not indicate a sound, but only indicates the softness of the consonant in front.

9. Bullet or Donut?

This is the name of the little ones from the fairy tale about the adventures of Dunno. Which one of them in the hospital demanded that soup made from sweets and porridge made from marmalade be cooked for him for lunch? The shorty's name has fewer sounds than letters.

10. Moon or Mars?

The most truthful person on earth - Baron Munchausen talked about the planet he visited. The flies there are as big as sheep, and the apples are no smaller than watermelons. What kind of planet is this? There are no dull consonant sounds in the guess word.

11. Mom, Dad or Grandma?

Which of them tripped over the invisible old man Hottabych and fell to the floor? The guess word contains both voiced and voiceless consonant sounds.

12. Rabbit or Piglet

Which one of them guessed with a daisy? “Loves, doesn’t love, spits, kisses?”

In the name of the answer, all consonant sounds are unvoiced.

STRESS RIDDLES

Fourth wheel

Find the extra word among the names of the characters in A. Tolstoy’s fairy tale about the adventures of Pinocchio

1. Malvina, Alisa, Shushara, Tortila.

2.Harlequin, Karabas, Duremar, Giuseppe.

Be a friend!

The cunning cat Basilio and the stupid wooden boy Buratino are, of course, not friends. And their names are not friendly with each other either. In the word Buratino the stressed syllable is the third, and in the word Basilio it is the second.

1. Make the word Basilio a friend of the word Pinocchio: put the emphasis on the third syllable.

2. Make the word Pinocchio a friend of the word Basilio and put the emphasis on the second syllable.

What funny names did you come up with?

Game "Plus - Minus"

If you agree with the answer, put “+”, if you disagree, then “-”.

1. CINDERELLA

1) The name Cinderella has 3 syllables.

2) In the name Cinderella, the stressed syllable is the second.

3) In the name Cinderella, all accents on consonant sounds are hard.

1) In the name of a priest’s worker, the stressed syllable is the second.

2) There are no letters in the name Balda that indicate the softness of the consonants.

3) In the name Balda, all consonant sounds are unvoiced.

Conclusion

Techniques for developing phonemic hearing are varied:

practice of speech perception and speaking;

analytical-synthetic tasks and exercises;

detection of unstressed vowels, dubious voiced and voiceless consonants in words;

phonetic games;

sound (phonetic) analysis and others.

Preference is given to those that are multifunctional in nature, promote personal self-realization, are interesting to students, and help to more effectively absorb educational material.

In conclusion we can conclude:

1. Timely identification of children with speech impairment and properly organized work with them in the close collaboration of a speech therapist, teacher and parents are of great importance in a secondary school. Taken together, all this makes it possible to improve children’s performance in reading and the Russian language, and helps the child avoid difficulties and problems in mastering reading and writing.

2. There is a close relationship between phonetics and spelling, and we have identified the most effective, in our opinion, tasks and exercises for the development of phonemic awareness.

3. The value of entertaining didactic games is that they help relieve stress and fear when writing in children who feel their own inadequacy in grapholexical activity, and create a positive emotional mood during the lesson. And knowledge acquired without interest, not colored by one’s own positive attitude, positive emotions, does not become useful - it is “dead weight.” And most importantly, rejoicing at the opportunity to play, the child happily completes any of the teacher’s assignments and necessary exercises, which naturally stimulates the student’s correct speech, both oral and written.

4. For the successful development of phonemic hearing, the teacher must take into account the age and psychological characteristics of children of primary school age, carefully think through and select effective teaching techniques and methods, and communicate educational material to each student in an accessible manner.

List of used literature

Efimenkova L.N. Correction of oral and written speech of primary school students. M. Education, 1991

Efimenkova L.N. Correction of errors caused by immature phonemic perception. Didactic material on correction of written speech. M. Book lover, 2008

Kozyreva L.M. “Riddles of sounds, letters, syllables.” Notebook for speech therapy classes No. 1, Yaroslavl: Academy of Development, 2006.

Sadovnikova I.N. Impaired written speech in primary schoolchildren. M.: Education, 1983.

Tkachenko T.A. Formation of sound analysis and synthesis skills. Album for individual and group lessons with children 4-5 years old. M.: Publishing House GNOM and D, 2005.

Tkachenko T. A. Speech therapy notebook. Development of phonemic awareness and sound analysis skills. – St. Petersburg: DETSTVO-PRESS, 2000.

Yastrebova A.V. Correction of speech disorders in secondary school students. M.: Education, 1984.

MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN

North Kazakhstan State University named after. M. Kozybaeva

Faculty of Music and Pedagogy

Department of Theory and Methodology of Primary and Preschool Education

COURSE WORK

“Development of phonemic awareness as a means of literacy development”

Petropavlovsk, 2014

Introduction

According to the Law of the Republic of Kazakhstan “On Education” (with amendments and additions<#"96" src="/wimg/15/doc_zip1.jpg" />

in the Russian language textbook for the 3rd grade of a secondary school, the first part contains a total of 325 exercises, of which 4 exercises are aimed at developing phonemic hearing. For example:

The Russian language textbook for grade 3 in the first part contains 23 exercises that promote literacy development. For example:

in the second part of the Russian language textbook for grade 3, there are a total of 332 exercises. There are no exercises for the development of phonemic hearing. Literacy Exercises 24. An example would be:

There are a total of 554 exercises in the Russian language textbook for grade 4. In this textbook, the flyleaf introduces a conventional sign for sound-letter analysis (phonetic):

There are 5 words given in the textbook for analysis. This textbook develops literacy through 28 exercises. For example:

An analysis of the compulsory curriculum in the Russian language for grades 2 - 4 of a general education school and textbooks for grades 2 - 4 published by Atykitap showed the need to expand the “arsenal” of a primary school teacher with exercises, didactic games that develop phonemic awareness, as a means of developing literacy in primary schoolchildren.

phonemic awareness student literacy

2.2 Methodological techniques for working on the formation of phonetic hearing in primary schoolchildren

A child’s phonemic hearing begins to develop very early. From birth, the baby's hearing is not adapted to the subtle discrimination of speech sounds. In the second week of life, the child, hearing the sound of a human voice, stops sucking at his mother's breast and stops crying when they start talking to him. Towards the end of the first month of life, a baby can be soothed with a lullaby. By the end of the third month of life, he turns his head towards the speaker and follows him with his eyes. A child's hearing quickly adapts to the sounds of his native language. But the rapid development of speech hearing can inhibit all other types of auditory sensitivity. It is known, for example, that pitch hearing (musical) develops much more slowly than phonemic hearing. This happens because adults talk to the child much more often than listen to music or sing with him.

The formation of correct pronunciation depends on the child’s ability to analyze and synthesize speech sounds, i.e. from a certain level of development of phonemic hearing, which ensures the perception of phonemes of a given language. Phonemic perception of speech sounds occurs during the interaction of auditory and kinesthetic stimuli entering the cortex. Gradually, these stimuli are differentiated, and it becomes possible to isolate individual phonemes. In this case, primary forms of analytical-synthetic activity play an important role, thanks to which the child generalizes the characteristics of some phonemes and distinguishes them from others.

With the help of analytical-synthetic activity, the child compares his imperfect speech with the speech of his elders and forms sound pronunciation. Lack of analysis or synthesis affects the development of pronunciation as a whole.

Thus, phonemic hearing is formed in children very early, starting from the moment the child is born and throughout primary school age. From this we can conclude that the more adults communicate and engage with the child during this period, the less problems he will later have with the development of phonemic hearing and perception, i.e. there will be no problems in further teaching the child literacy, writing, reading and the formation and development of literacy.

The development of phonemic hearing is carried out from the very first stages of working with sounds and is carried out in a playful way.

This work begins on the material of non-speech sounds and gradually covers all speech sounds included in the sound system of a given language (from sounds already mastered by children to those that are just being introduced and introduced into independent speech).

In parallel, from the very first literacy lessons, work is carried out to develop auditory attention and auditory memory, which allows us to achieve the most effective and accelerated results in the development of phonemic hearing, as a result of phonemic perception. This is very important, since the inability to listen to the speech of others is often one of the reasons for incorrect sound pronunciation [28].

The system of influence on the formation of phonemic processes includes the following tasks: development of auditory perception; development of the ability to distinguish between the pitch, strength, and timbre of the voice; words that are similar in sound composition; differentiate syllables and oppositional sounds.

At the initial stage of work, children’s actions are limited to reactions in the form of various movements (sit down, jump, raise and lower your head), gestures (raise your hand, clap your hands), present cards with symbols (red square - vowel sound, blue square - hard consonant , green square - soft consonant sound, etc.), pictures, etc.

To achieve this goal and assigned tasks, you can use the following games and exercises.

With the development of auditory perception, attention, memory. First, students' attention is paid to the sounds around them (voices of nature, noises, the sound of musical instruments, toys). The teacher explains to students that living and inanimate objects make sounds. The work includes certain identification of the sound source (what sounded?).

The teacher places several objects (or voiced toys) on the table. Manipulating with them (knocks a pencil on a glass, rattles a box with buttons, a rattle), he invites the children to listen carefully and remember what sound each object makes. Then he covers them with a screen and asks them to guess which one is ringing or rattling now.

This game can be varied: increase the number of objects, change objects or toys, gradually complicating the task of identifying non-speech sounds. The latest versions of this game can be as follows: several toys or objects are placed in a row (a glass, a cup, a metal mug, a ceramic mug and a wooden barrel), sounding in such a way that it seems difficult for children to distinguish them. The number of sounding objects constantly increases from two to five.

To play, you need 6 boxes of the same shape and color with peas, semolina, rice, buckwheat, small pebbles, and sand.

The teacher names samples of the contents in the boxes that are on the table or drawn in pictures. Then he shakes the boxes, making rustling noises, and rearranges them. Students should shake the box and guess what is in there.

Children are introduced to the concepts: vowel - consonant, voiced - deaf, hard - soft, based on the child’s own feelings when pronouncing a sound and when presented with cards or pictures with symbols. A variety of cards and pictures are used.

The teacher widely uses articulations of sounds in graphic images. For children of primary school age, the symbols used are open or closed lips, red, blue or green squares, a bell - a ringing sound, a crossed out bell - a dull sound. When consolidating and differentiating these concepts, various pictures are widely used: colorful umbrellas, castles or houses, mushrooms, colorful trains, balloons, etc.

Poems that can help reinforce these concepts:

Vowel sounds.

The vowels stretch out in a ringing song, they can cry and scream.

In a dark forest they can call and call, but they do not want to whistle and grumble.

The air flows freely through the mouth, there are no obstacles.

Consonant sounds.

And consonants can rustle, whisper, creak,

Even snort and hiss, but they cannot sing.

Voiced - dull sounds "Drops - drums".

Ringing sounds disturb the ear; a special secret is hidden in them.

Let's listen together: to be scared, to let in - there is no voice in the sound P,

And in the word fight and in the word run one can hear a voiced B.

You can shout all the loud ones, let's try B! IN! G!

Deaf people can only whisper, listen: P, F, K.

P is raindrops dripping, B is drumming.

F is the snort of a hedgehog, B is the howl of a wolf.

W - the mouse rustled quietly, F - the beetle buzzed.

T - this is a woodpecker knocking on a branch, a dull, hasty sound.

Someone's cuckoo is in the silence of the forest, calling out its "peek-a-boo"

G - the geese suddenly begin to cackle here, walking single file in the meadow.

And so as not to confuse the bark with a mountain, carefully monitoring the sounds,

Remember that B is the beat of drums, and P is just raindrops.

Hard - soft sounds “Gentle or angry.”

There are soft sounds and hard sounds, they can be easily mixed,

But to prevent something like this from happening, let’s learn to distinguish between them.

Soft sounds sound higher. Their sound is more tender

And the hard ones seem to be rougher and lower. It's like the hard ones are evil.

Listen to how tender the soft sounds are: spruce, drops, shallows, blizzard.

They are like mother's tender hands that tenderly make the bed.

The solid sound ends abruptly, listen: table, injection.

There is no place for tenderness in this sound; rather, it is even angry.

It is strict and abrupt, sounds very briefly, like an alarming knock on the door.

He leaves quickly, without looking back at all, listen: hammer, bow.

But you can still hold on to the soft sound; it is in no hurry to go away.

He says goodbye to us carefully, we can extend it.

Listen: freshness, closeness, news - everything here sounds drawn out,

It’s as if the sounds have a desire to leave a little later.

Let's look for soft sounds in a group of suggested words:

chalk - stranded, brother - take, blood - blood.

The next type of teacher work with children on the development of phonemic awareness is playing with a ball.

Game “We hit the ball with our palm, repeat the sound together”

Teacher: When you hear the sound [A], hit the ball on the floor. After catching the ball, repeat this sound. A-U-O-U-I-O-Y-I-A

Game “The vowel sound is heard by the ears, the ball flies over the top of the head.”

Goal: development of phonemic hearing, reaction speed, consolidation of knowledge of vowel sounds.

Teacher: I will name vowel sounds. Throw the ball when you hear the sound [E]. A-U-O-E-U-I-O-E-Y-I-A

Game "Quiet - Loud"

We rode through the mountains

Sang here and sang there

Goal: strengthening the articulation of vowel sounds, developing phonemic hearing, working on voice strength.

Progress of the game: Singing a given sound as demonstrated by the teacher. The strength of the voice is proportional to the direction of movement of the hand. As the hand with the ball moves up (uphill), the strength of the voice increases, down (downhill) it decreases. When the hand with the ball moves horizontally, the strength of the voice does not change. In the future, children independently assign tasks to each other.

Game with passing the ball “Pass the ball, say the word”

Goal: development of phonemic hearing, reaction speed.

Progress of the game. The players line up in one column. The players standing first each have one large ball. The child says the word with the given sound and passes the ball back with both hands above his head (other ways of passing the ball are possible). The next player independently comes up with a word for the given sound and passes the ball on.

Passing game "Sound Chain"

We will knit a chain of words

The ball won't let you put a point.

Goal: development of phonemic awareness, activation of vocabulary.

Progress of the game. The teacher says the first word and passes the ball to the child. Next, the ball is passed from child to child. The final sound of the previous word is the beginning of the next one. For example: spring-bus-elephant-nose-owl...

Game with throwing a ball “One hundred questions - one hundred answers starting with the letter A (I, B...) - and only this one.

Goal: development of phonemic hearing and imagination.

Progress of the game. The teacher throws the ball to the child and asks him a question. Returning the ball to the teacher, the child must answer the question so that all words of the answer begin with a given sound, for example, with the sound [I].

What is your name?

What about the last name?

Where are you from?

From Irkutsk

What's growing there?

Game with throwing the ball “Catch the ball and throw the ball, name how many sounds”

Goal: determining the sequence and number of sounds in a word.

Progress of the game. The teacher, throwing the ball, says the word. The child who caught the ball determines the sequence of sounds in the word and names their number.

Didactic games aimed at developing phonemic hearing.

."Fishing".

Target. Develop phonemic awareness, train children in choosing words with the same sound, and strengthen sound analysis skills.

Progress of the game. The instruction is given: “catch words with sound (L)” (and others). The child takes a fishing rod with a magnet at the end of the “line” and begins to “catch” the desired pictures with paper clips. The child shows the “caught fish” to other students, who mark the correct choice with clap.

."TV".

Goal: to develop phonemic hearing, develop and improve sound analysis and synthesis in students’ speech activity.

Progress of the game. A word is hidden on the TV screen. Pictures for each letter of the hidden word are hung in order on a board or typesetting canvas. The child(ren) must use the first letters of the words in the pictures to form the hidden word. If the child(ren) correctly named the word, the TV screen opens.

For example: month is a hidden word

Pictures: bear, spruce, dog, apple, heron.

.“Spread the animals.”

Goal: to train children in differentiating oppositional sounds and to develop phonemic hearing.

.“Chain of words”

Goal: to develop phonemic awareness, exercise children in differentiating sounds, and practice the skills of sound analysis of words.

Progress of the game. A picture is placed, the next one is attached to it in the form of a chain, starting with exactly this sound, which ends the previous word, etc.

.“Collect a flower”

Goal: to practice differentiation of oppositional sounds, to develop phonemic hearing and analytical-synthetic speech activity in primary schoolchildren.

Progress of the game. The “middle” of the flower lies on the table. There is a letter written on it, for example, “C”. “Flower petals” are laid out nearby, on which pictures with the sounds [s], [z], [ts], [sh] are drawn. The student must choose among these “petals” with pictures those with the sound [s].

.“Dunno with a Pocket”

Goal: to develop phonemic hearing, improve sound-letter and syllabic analysis of words, and develop attention.

Progress of the game. Option 1. The consonant letter being studied is inserted into Dunno's pocket. There are vowel letters hanging around. You need to read the mergers. (One child points with a pointer, the rest read in unison.)

option. The syllabic (sound) diagram of the word is inserted into the pocket. Various pictures or words are hung around. You need to choose words that match the pattern.

. "Find the error"

Goal: to teach children to distinguish between vowel and consonant sounds and letters, hard and soft consonant sounds, to improve the skills of sound-letter analysis of words, to develop phonemic hearing and attention.

Progress of the game. Children are given cards with 4 pictures starting with the same letter. Students determine which letter each word begins with and place it in the middle of the card. Under each picture there are sound diagrams of words, but in some of them mistakes were made on purpose. Students need to find errors in the diagram, if any.

. "Speech Lotto"

Goal: to develop the ability to identify a common sound (letter) in words, find pictures with a given sound, develop attention, phonemic hearing. Automation of sounds, development of reading speed.

Progress of the game. Children are given cards with six pictures (along with words under the pictures). The child determines what sound is in everyone. Then the presenter shows pictures or words and asks: “Who has this word?” The winner is the one who is the first to cover all the pictures on the big map without making mistakes.

. "Magic Circle".

Goal: to train children in selecting words that differ from each other in one sound, to develop phonemic awareness, and to consolidate their understanding of the word-forming function of each letter. Automation of sounds, prevention of dysgraphia, development of reading speed.

Game progress: 1st option. A circle with arrows in the form of a clock, instead of the numbers of the picture. The child must move the arrow to an object whose name differs in one sound from the name of the object to which the other arrow points (all words are first spoken out.) The rest of the children mark the correct answer with a clap.

For example: fishing rod - duck, bear-mouse, goat - braid

poppy-cancer grass - firewood, kit-cat

reel - reel, mustache-ears, house-smoke

. "Mathematical Grammar"

Goal: automation of sounds, consolidation of phonemic and grammatical analysis of words, formation of the process of word change, enrichment of the dictionary, prevention of dysgraphia.

Progress of the game. The child must perform the actions indicated on the card (“+”, “-“) and, using addition and subtraction of letters, syllables, words, find the desired word. For example: S+TOM-M+FOX-SA+CA = ? (capital).

The above games can be used not only in classes on the development of phonetic-phonemic processes, but also in Russian language lessons. The point of such games is that using their material, the teacher can also practice reading speed, syllable vocabulary, develop spelling vigilance and much more. The value of didactic games is that they help relieve tension and fear when writing in children who feel their own inadequacy in grapho-lexical activity and create a positive emotional mood during the lesson. Knowledge acquired without interest, uncolored by one’s own positive attitude, positive emotions does not become useful, but is “dead weight.” The child, rejoicing at the opportunity to play, happily completes the teacher’s assignments and the necessary exercises. This naturally stimulates the student’s correct speech, both oral and written. All this together makes it possible to improve children’s performance in reading and the Russian language, and helps the child avoid difficulties and problems in mastering reading and writing and developing literacy.

Conclusion

The main task of primary school is that it is designed to impart knowledge to the child, develop skills and abilities, and develop the abilities and inclinations necessary for further education at school. One of these necessary conditions is developed phonemic awareness, because it is the basis for mastering spelling and spelling skills.

Many scientists worked on the problem of the development of phonemic hearing: D.B. Elkonin, K.D. Ushinsky, M.R. Lvov and many others.

Taking into account the age and psychological characteristics of children of primary school age, the teacher must carefully consider how to effectively and easily deliver educational material to each student. A child of 6-7 years of age is characterized by visual-figurative thinking. He easily and quickly learns the educational material that interests him. Tables, diagrams, and games compiled together with children can become an indispensable tool in every lesson, especially when analyzing words.

The development of phonemic hearing requires training of the hearing aid. Therefore, during the period of learning to read and write and the Russian language, it is necessary to carry out various auditory exercises (partial sound analysis) - for example, to recognize specific sounds in spoken words, in tongue twisters, exercises in onomatopoeia, in the clear pronunciation of individual words, proverbs, poems, etc.

In our work, we studied and analyzed psychological, pedagogical and educational literature, as well as regulatory documents:

Gave an essential characteristic to the concept of “phonemic hearing”;

We characterized the concept of “literacy” and examined the stages of literacy development;

Conducted an analysis of the Russian language curriculum for grades 2-4;

We examined methodological techniques for working on the development of phonemic hearing in primary schoolchildren;

We have selected games that develop phonemic awareness for primary schoolchildren.

We came to the conclusion that there is a close relationship between phonetics and spelling, and we identified the most effective, in our opinion, tasks and exercises for the development of phonemic awareness.

Thus, the methods for developing phonemic hearing are varied: practice of speech perception and speaking; analytical-synthetic tasks and exercises; detection of unstressed vowels, dubious voiced and voiceless consonants in words; phonetic games; sound (phonetic) analysis and others. Preference is given to those that are multifunctional in nature, promote personal self-realization, are interesting to students, and help to more effectively absorb educational material.

For the successful development of phonemic hearing, the teacher must take into account the age and psychological characteristics of children of primary school age, carefully think through and choose effective teaching techniques and methods, and communicate educational material to each student in an accessible manner.

List of used literature

1. Law of the Republic of Kazakhstan “On Education” (with amendments and additions as of September 29, 2014).

National action plan for 2012-2016 for the development of functional literacy of schoolchildren. Message to the people of Kazakhstan dated January 27, 2012 N.A. Nazarbayev.

Grot Y.K. Spelling vigilance / Y.K. Grotto // Primary education. - 2002. - No. 9 - P.56-58.

Fedorenko L.P. Principles of teaching the Russian language. - M.: Education, 1973. - With. 230.

Kodzhaspirova G.M., Kodzhaspirov A.Yu. Dictionary of pedagogy. - M.: ICC "MarT"; Rostov-on-Don: Publishing center "MarT", 2005. - 448 p.

Ryapisova A.G. Pedagogy / author-comp. A.G. Ryapisova - Novosibirsk: NGPU, 2007. - p. 50.

Lvov M.R. Methods of teaching the Russian language. - M.: Education, 2002. - p. 172.

Slastenin V.A. and others. Pedagogy: Proc. aid for students higher ped. textbook establishments / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing center "Academy", 2002. - 576 p.

Grushevskaya M.S. Underdevelopment of speech in younger schoolchildren and its overcoming. - M.: Education, 2006. - p. 215.

Zhinkin N.I. Mechanisms of speech. - M.: Academy, 1959. - p. 321.

Akenova A.K. Methods of teaching the Russian language: a textbook for students of pedagogical universities - M.: VLADOS, 2004. - p. 114.

Bushueva L.S. and others. Teaching reading and writing in elementary school. - Magnitogorsk, 1997. - p. 136.

Grekov V.F., Kryuchkov S.E., Cheshko L.A. A manual for Russian language classes. - M.: ONIX Publishing House: Alliance - V, 1999. - p. 214.

Zhedek P.S. Questions of theory and methods of teaching phonetics, spelling, graphics and spelling. - Tomsk: Peleng, 1992. - p. 203.

Large encyclopedic dictionary. Head. Ed. A.M. Prokhorov. - St. Petersburg: Soviet Encyclopedia, Leningrad Gallery Foundation, 1993. - p. 1632.

Panov M.V. Modern Russian language. Phonetics. - M.: Higher School, 1999. - p. 94.

Explanatory Dictionary of the Russian Language, ed. D. N. Ushakova. - St. Petersburg: Adlant, 2013. - p. 1591.

Aksenova A.K. Methods of teaching the Russian language at school: textbook. for students pedagogical universities. - M.: Humanitarian. ed. VLADOS center, 2004. - p. 36.

Buneeva R.N. Development of spelling literacy in junior schoolchildren. - M.: Education, 2010. - p. 302.

Curriculum "Russian language" 2 - 4 grades of secondary school. - Astana, - 2010. - p. 24.

Pavlenko V.K., Klypa G.V. Russian language: Textbook for 2nd grade of 11-year secondary school. - Almaty: Almatykitap Baspasy, 2009. - 216 p.

Pavlenko V.K., Klypa G.V. Russian language: Textbook. for 3rd grade 11-year-old general education. school In 2 hours / V.K. Pavlenko, G.V. Klypa. - Almaty: Almatykitap Baspasy, 2011. Part 1. - 152 p.

Pavlenko V.K., Klypa G.V. Russian language: Textbook. for 3rd grade 11-year-old general education. school In 2 hours / V.K. Pavlenko, G.V. Klypa. - Almaty: Almatykitap Baspasy, 2011. Part 2. - 148 p.

Pavlenko V.K. Russian language: Textbook for 4th grade of 11-year secondary school. / VC. Pavlenko, G.V. Klypa. - Almaty: Almatykitap Baspasy, 2011. - 184 p.

Lvov M.R. Speech of younger schoolchildren and ways of its development. Manual for teachers. M.: “Enlightenment”, 2005. - 176 p.

Ramzaeva T.G. Methods of teaching the Russian language in primary school, M., 2009.- 23 p.

Pedagogy: Textbook. aid for students higher ped. textbook institutions / Ed. P.I. Faggot. - M.: Ped. Society of Russia, 2009.

Volkov, B. S. Junior schoolboy. How to help him study. - M.: Academic Project, 2004. - 144 p.

Lyaudis V. Ya. Development of phonemic perception in the learning process: Author's abstract. dis.... doctor of psychology. Sci. M., 1999. - 38 p.

Tikhomirova L.F. method of familiarization with sounds. - Yaroslavl: Academy of Development, 1999. - 122 p.