Circle of reading in kindergarten program. Report. Circle for learning a letter of "Dims" childhood. Reading by syllables

Elena Smirnova
Program Mug for preschoolers reading "ABVGDIK"

Explanatory note:

One of the main goals of preparing children to literacy learning in preschool An educational institution - familiarization with the sound structure of the word, his sound analysis. Classes on this program"Preparation of children to school in kindergarten" Aims to form a proper sound, enrichment of the vocabulary, the preparation of the hand to the letter. Game material helps to create a joyful atmosphere in the group. All tasks are built on the principle of gradual complication. Performing them, children learn to read syllables, determine the number of syllables in the word, make the simplest sound analysis of the word. « Program Preparation of children to school in kindergarten " It will help children to teach the proper pronunciation of sounds, the development of phonderatic hearing and perception, form the skills of the pronunciation of words of various sound-syllable structures, prepare for the assimilation of elementary sound analysis and synthesis skills.

The main purpose of this person programs is the improvement of skill reading, Formation of a comparison reading, securing the skills to conduct a sound analysis of the word, chop proposals for words (define the number of words, read offers and texts with understanding.

Main goals:

Developing - enrichment of the vocabulary stock, the development of children's speech, the development of phonderatic and speech hearing, the development of mental processes: attention, memory, thinking, skill development reading whole words and minor offers.

Educational - ensuring mastering the minimum level of knowledge of phymematatic, sound-letter, graphics, which will be given the opportunity to go to the next stage training - Reading, training Right slid reading with a gradual transition to reading whole words; Consolidation of the ability to conduct sound analysis, determining the number of words in the proposal and drawing up proposals.

Educational - Formation of interest in reading, upbringing accuracy, communicability, curiosity.

Expected results:

By the end learning children can learn:

that all words consist of sounds;

how to clearly and correctly pronounce the initial sounds in the names of the table items;

how to use the end to coordinate words in sentences;

how to build a proposal;

Perspective planning for learning to read preschoolers includes:

SOUND. Basic goals: To teach correctly pronounce vowels and consonant sounds; develop a phonmematic hearing by differences on hearing sounds in words; improve diction, distinct pronunciation of words and phrases; learn to determine the sound of sound in the word (Start words, middle, end); Work on the intonation and expressiveness of speech.

WORD. Basic goals: clarify, enrich and intensify the dictionary of children; It is necessary to teach properly to use words - the names of objects, signs, actions and explanation of their meaning; Combine and distinguish with essential features of items, properly use species and generic names titles; Learning to determine and call the location of items (left, right, between, about, near, time of day (morning, day, evening, night, day).

Work on the proposal and oral speech. Maintenance goal: training children properly harmonize words in the sentence; training retelling small fairy tales and stories on the content of the picture or about the subject; improving the dialogical speech of children; Formation of the abilities of children ask questions and respond to them; a detailed explanation of the mysteries, memorizing by heart of poems, sweetes, songs, readers and reproduce them in compliance with intonation, dictated by content; Education attentive, friendly attitude towards answers and stories of other children.

The procedure for studying sounds and letters.

Vowels

And oh uh y y y and

Sonorno

Consonants of steaming

Z - C G - K D - T B - P V - F G - W

Methodical support:

1. Computer.

2. Interactive board.

3. Didactic games.

4. Valid Games

Bibliography

Zhukova O. I. "Games and exercises to prepare a child for school". "Astrel", Moscow; 2007

Zatulina G. Ya. "Prisons for training for literacy learning» . "Center for Pedagogical Education", Moscow; 2008

Rogalevich N. N. "100 tasks for the successful preparation of a child to school". Moscow, AST; 2007

Unestyleva L. V. "Preparing for school in kindergarten". Yaroslavl, Academy of Development; 2006

6. "Primer" N. S. Zhukova - allowance for learning Children 5-6 years reading, Yekaterinburg, 2011.

7. "Steps to school" - training Diploma of children with violation of the speech E. V. Kuznetsova, I. A. Tikhonov, Moscow Creative Center 2000.

8. « Training preschoolers reading» L. N. Smirnova. Moscow Mosaic Synthesis, 2005.

9. "Reading" Book for reading. Moscow "Education" 1996.

10. "Development of sound-letter analysis in children 5-6 years old" E. V. Kolesnikova. Juvent Publishing House, Moscow 2001.

11. "Smart vowels" "White City" 2004

12. "Cunning consonants" M. V. Sergeeva. Publishing house "White City" 2004

Publications on the topic:

Consultation for parents "Learning a child reading in preschool age" Consultation for parents "Learning a child reading in preschool age" Most parents believe that the child will be better,.

Mug program "Health-Ka" Author's design: Health Circle. The relevance of health work on the physical development of preschool children. Care.

Planning work Mug "ABVGDIKA" Task mug. The development of the children of the sound composition, the vocabulary foundation, the grammatical system and phrase connected speech in a dialogic form.

Learning to read a preschooler Learning to read the first and most important thing: before learning a child to read, ask yourself a question, and whether you read? It is very difficult to instill a child.

Goals and objectives Mug for learning to read "On the way to the alphabet" Purpose Mug: The main goal of mug work on learning to read is to improve the skill of reading, forming a fusion reading,.

Municipal budget pre-school educational institution

Kindergarten number

Accepted at the meeting

Pedagogical Council

protocol number _____

«___» __________ 20 __

Approve

Head

"___" ___________ 20___

Perspective planning of classes

training Mug Read

"Pooky Friends"

2016 - 2017 uch. year

Mug time:

once a week at 15.30

Location:

Preparatory to school

group number 14.

Head Mug:

educator

Wide Olesya Evgenievna

Explanatory note

WORKING PROGRAM FRIENDS Mug "Friends" for children prepared to school of the Group developed in accordance with the introduction of the FGOS to.

This work program provides the versatile development of children aged from 6 to 7 years, taking into account their age and individual peculiarities on speech development. Methods of circle work takes into account age features of preschoolers and didactic principles of educational training. Developing tasks are solved with the individuality and pace of development of each child. The topics of the circle contributes to the expansion of the vocabulary, intensification of the dictionary, the development of a coherent speech. The tasks are compiled in such a way that children can exercise in the correct use of formed grammatical categories, activating the spent vocabulary.

The work of the Mug "Projector Friends" is carried out under the guidance of the teacher. It is planned and adjusted by the results of monitoring conducted at the beginning of the year. Work is carried out once a week 30 minutes. All knowledge gained and skills are fixed in a variety didactic games. At the end of the school year, it is proposed to check the level of mastering children gained knowledge, skills and skills.

The training system includes the methods of learning to read L. Sheterberg "Rebus - Method", "Logrit"; E.V. Kolesnikova "From A to Z"; Elements of teaching methods in primary schools O.Uzorova, E.Nefedova; "How to know how to read" Shumayeva D.G.

The implemented program is based on the principle of the personal-developing and humanistic nature of the interaction of adult with children.

This program is developed in accordance with the following regulatory documents:

Constitution of the Russian Federation

Convention on the Rights of the Child (1989)

Law of the Russian Federation "On Education in the Russian Federation" (2012).

The procedure for organizing and implementing educational activities on basic general educational programs - educational programs of pre-school education (approved by the order of the Ministry of Education and Science of the Russian Federation of August 30, 2013 No. 1014)

SanPine 2.4.1.3049-13

Charter Dou

GEF T.

Relevance :

Preparation of children to school in kindergarten includes two main tasks: comprehensive child education (physical, mental, moral, aesthetic) and special preparation for the assimilation of those subjects that he will study at school. Senior preschool age is the age of serious training for children to read reading and writing. The problem of the readiness of the child to mastering reading and writing is one of the most relevant in organizing work with children of preschool and younger school age. The study of psychological and pedagogical literature on the issue of readiness of children of senior preschool age to mastering a diploma showed that recently the number of children who have difficulty learning the school program are increasing.

The purpose of the program : Easy, relaxed learning children reading in a game form, taking into account the individual interests of the child.

Main goals :

Developing - enrichment of the vocabulary, the development of the speech of children, the development of phonderatic and speech hearing, the development of mental processes: attention, memory, thinking; Development of reading skill with whole words and minor offers.

Educational - ensuring mastering the minimum level of knowledge of phymematic, sound - lettering, graphics, which will be given the opportunity to go to the next stage of learning - reading, learning to the right sludge reading with a gradual transition to reading as many words; Consolidation of the ability to conduct sound analysis, determining the number of words in the proposal and drawing up proposals.

Educational - Formation of interest in reading, upbringing accuracy, communicability, curiosity.

Organization of activity Mug:

In the organization of work, the mug was used by learning techniques to read L. Sheterberg "Rus - Method", "Logritic"; E.V. Kolesnikova "From A to Z"; Elements of learning methods for reading in primary schools O.Uzorova, E.Nefedova; "How to know how to read" Shumayeva D.G.

Classes are held once a week, in the afternoon (Friday), the duration of classes is regulated, taking into account the age characteristics of children (duration of 25-30 minutes). The circle is working during the school year (October-May). The mug plan is designed for one year. The number of children attending a circle "Projector Friends" - 20 people. The basis of the circle is the game motivation, because The game is the leading activities in preschool age.

The game is one of those types of children's activities, which is used by adults for learning purposes, which allows you to create success situations for each child, friendly, creative activity in class. Reading turns into an exciting game. Building cognitive activity of a child on the game, these methods turn into a desired, delivering a joy of occupation literally from the first steps of training.

Perspective education planning for reading preschoolers includes work on the following sections:

Sound. Main goals: to teach correctly pronounce consistent and vowels, develop a phonmematic hearing by distinguishing the sounds of sounds in words; improve diction, distinct pronunciation of words and phrases; Learning to determine the place of sound in the word (at the beginning, in the middle, at the end); Work on the intonation and expressiveness of speech.

Syllable. Main goals: read syllable smoothly, without separating sounds from each other; reading direct and reverse syllables; Open and closed. The ability to divide the words to the syllables and find a shock syllable.

Word. Main goals: to specify, enrich and activate vocabulary; It is necessary to teach properly to use words - the names of objects, signs, actions and explanation of their meaning; Combine and distinguish with essential features of items, properly use species and generic words - names; learn to determine and call the location of the items

Work on the proposal and oral speech. Main goals: Child learning to the right harmonization of words in the proposal; learning to retell small fairy tales and stories on the content of paintings or objects; improve children's dialogical speech; The formation of the ability to ask questions and respond to them; memorizing poems, sweatshops, songs, readers and reproduce them in compliance with intonation; Education attentive, friendly attitude to answers and stories of other children

The procedure for studying sounds and letters:

Vowels a, o, y, s, e, me, e, ё, y, and

Consonants (sonorn) l, m, n, r

Consonants (paired)Z - C, G - K, T - D, B - P, B - F, Zh - W

Consonants who do not have pairs -X, h, sh, c, y, letters ъ, b

Form of organization : frontal group

Integrable educational areas :

Everyoneoccupation constructed taking into account the principle of integration of educational regions of GEF to in accordance with the age capabilities and features of the child.

"Socio-communicative development » It is aimed at the development of communication and the interaction of the child with peers and adults, the formation of independence, focus and self-regulation of their own actions, the formation of positive attitudes towards educational activities.

« Cognitive development » Ensures the formation of concepts and ideas about the letter and sound, syllable and word, sentence, alphabet, the development of curious, cognitive motivation, imagination.

"Speech development » includes: mastering the speech as a means of communication and culture, enrichment of the active dictionary, the development of connected speech, grammatically correct dialogic and monologue speech, the development of speech creativity, sound and intonational culture of speech, phonderatic hearing, formation of sound analytic synthetic activity.

"Artistic and aesthetic development" It involves the perception of fiction and folklore, memorizing and expressive reading of individual excerpts of works.

"Physical development" presented by physical attacks, which are held on eachclasses. On them, children perform simple movements in the text of the poems, which contributes to the development of small motors, the main movements.

Such construction of classes ensures the unity of educational, developing and educational tasks.

Planned Results (targets):

By the end of the year, children should:

1. Master the concept of "word", "sound", "letter", "offer", know the order of letters and their name "alphabet".

2. Discern vowels, solid and soft consonants.

3. Put the correct emphasis in familiar words.

5. Make a proposal.

Perspective planning for joint activities of the teacher and children of the preparatory group

September - Monitoring

October

[Y] from other vowels

[A] from other vowels

Allocation of initial shock vowel sound. Exercises with a split alphabet. Printing letters.

Analysis of the sound row of two vowels. Exercises with a split alphabet. Printing letters.

(beginning and middle of the word)

[And] from other vowels

Analysis of the sound row of three vowels. Exercises with a split alphabet. Printing letters.

Allocation of the last deaf consonant of the word poppy words, the cat. Analysis of the reverse syllable AP. Exercises with a split alphabet. Printing letters.

Analysis of the reverse syllable ut. Play syllable. row (at-ut-IT). Exercises with a split alphabet. Printing letters.

Allocation of the last deaf consonant in the word. Exercises with a split alphabet. Printing letters.

Oh other vowels

Convert reverse syllables into direct. Play a slope. Exercises with a split alphabet. Printing letters.

Playing the sludge rows (direct syllables). Selection of shock vowel after consonant. Printing letters.

Words with O. sound

November

Playing sludge rows. Soft consonants. Exercises with a split alphabet.

Printing letters.

Allocation of the initial consonant before vowels. Exercises with a split alphabet. Printing letters.

From other vowels

Allocation of shock vowel after consonant.

Exercises with a split alphabet. Printing letters.

Allocation of initial consonant sound. Sound analysis of words of type poppy, whale. Printing letters, words. Exercises with a split alphabet.

C-c-z-sh-chh

C-s`s`s-z-c-chh

Determination of the place of sound in the word. Decision words on syllables. Exercises with a split alphabet. Printing letters, words.

Sound syllated analysis of the words Gus, geese. Exercises with a split alphabet. Printing letters, words.

Sound-syllated word analysis itself, herself, themselves. Exercises with a split alphabet. Printing letters, words.

Decision words on syllables. Sound of sound in the word. Sound syllated analysis of the word Sani. Exercises with a split alphabet. Printing letters, words.

Words with sounds with, with`

Sophisticated words: snowfall, leaf fall, scooter, etc.

December

Sound syllated analysis of words: teeth, goats, winter, umbrella. Word schemes. Exercises with a split alphabet. Printing letters, words.

Words with sounds s, s`

Sound syllated analysis, BANT Word Schemes, Bandage. Emphasis. Soft and solid consonants.

Exercises with a split alphabet. Printing letters, words.

Write and deaf consonants. Exercises with a split alphabet. Printing letters, words.

Work with a split alphabet: compilation and conversion of syllables and words: kvass, ringing, sound, oaks, oaks, house, tom, smoke.

Write and deaf consonants. Printing letters, words.

Exercise with a split alphabet. Sound syllated analysis of words: sofa, satin.

Words with sounds t`, d`.

January

Sound syllated analysis of words: this, this, these, children, branch. Exercises with a split alphabet. Reading and printing offers. Emphasis.

Sound syllated analysis of words: pigeons, paper. Reading words and suggestions. Dividing proposals for words.

Sound syllated analysis. Word schemes: Irons, book, sweater. Reading and printing words in the footsteps of analysis.

Words with sounds K, G.

Sound syllated analysis and scheme of words: table, chair, elephant, wolf, squirrel, wolves. Reading and printing offers.

Exercises with a split alphabet. Reading and printing offers. Emphasis.

February

Word transformation (bowl - mouse). Drawing up schemes of words according to individual pictures. Reading, printing.

Words with sounds with and sh.

Independent compilation of words schemes. Exercises with split alphabet, reading, printing.

The verb of an indefinite form denoting the actions of a person.

Transformation of syllables and words. Words of a complex sound-shaped structure.

Words with a complex sound-syllable structure.

March

Transformation of syllables and words. The words of a complex sound - syllated structure. Reading, Printing offers

Offer scheme. Reading, printing offers. Words of a complex sound-syllable structure. Emphasis.

Words with sounds sh, w

Drawing up word schemes with consonants. Reading and printing words and suggestions.

Words with the sound of C.

Drawing up word schemes with consonants. Exercises with a split alphabet. Reading and printing words and suggestions.

Words with sound C.

April

Solid and soft consonants. Exercises with a split alphabet. Reading. Printing. Emphasis.

Words with sounds h, t` in a tank, middle and end of the word.

Exercises with a split alphabet. Reading. Printing. Emphasis. Write and deaf consonants.

Words with sound. Antonyms.

Exercises with a split alphabet. Reading. Printing. Emphasis. Offer scheme.

Synonyms.

Hissing and whistling sounds.

Soft and solid sounds.

Exercises with a split alphabet. Reading. Printing. Emphasis. Offer scheme.

Work on reading technique.

Vowel sounds.

Deaf and voiced consonants.

Work on reading technique. Emphasis.

Work on reading technique. Monitoring.

May

Literature

Zhukova O.I. Games and exercises to prepare a child for school. M., 2007.

Zhurov L.E. Literacy learning in kindergarten. - Pedagogy, M., 1978

Rogalevich N.N. 100 tasks for preparing a child to school, m

Zhukova N.S. Primer. Manual for children's learning right reading. Ekaterinburg, 2011.

Kolesnikova E.V. From A to J. M., 2010.

Pierorova O.V., Nefedova E.A. Fast learning to read. M.: AST, 2015.

School of seven gnomes. 6-7 years old. Preschool register. Workbook. M, 2016.

School of seven gnomes. 6-7 years old. Lisons of diplomas. Workbook.m., 2016

Sternberg L. Rebus-method. Primary learning reading with sludge pictograms: Workbook. M., 2009.

Sternberg L. Luggery for preschoolers in games and exercises. Practical manual for teachers and parents. M., 2010.

Report. Circle for learning a diploma of "Dims"
Childhood is a unique period in the life of a person, in the process of which health is formed and the development of personality is being developed.

How quickly flies preschool childhood! It seemed that most recently, the baby was not yet able to dress, refueling the bed, carefully, was very worried that Mom leaves and leaves him in kindergarten with unfamiliar adults and children. There were tears and whims. And how many serious reflections, constant doubts of the parents: "Was it necessary to give it to a kindergarten? Is the baby there well there? Are adults attentive to him? Do not children offend? " But caring, a kind view of the teacher instilled hope. Gradually retreated anxiety for the kid.

From how well the teacher will be able to solve the problems of pre-school preparation and adaptation period, not only the success of the training of future first-graders, but also their emotional attitude towards school, mental and physical health.

How to help a little man when he will face the first school difficulties? How should the process of preparing for school and training in it should be organized to turn the curiosity of the kid to the resistant cognitive interest of the schoolchild? The answer to this question is looking for many teachers, psychologists and practitioners. Consequently, I chose this topic to show the relevance of this problem and the need for a well-thought out approach to the organization of pre-school preparation for literacy.

The transition of a child from kindergarten to school is a difficult stage in his life, it is necessary to organize the continuity between kindergarten and school.

They bring joy to children, self-confidence, help recognize themselves and the world around. Classes in circles, and studios allow the child to reveal, and adults see the whole range of its true possibilities and the sphere of future interests!

The ability to determine the position of sound in words (at the beginning, in the middle, at the end);

Ownership of the skills of the sound parsing of words: the difference in vowels and consonant sounds, ringing and deaf consonants, solid and soft consonants.

2. The ability to set words to syllables.

3. The ability to draw up offers from 3-4 words.

4. The ability to use summarizing concepts, select the definitions of the noun.

5. Ability to make stories on a series of pictures in a storyline, a story on a given topic.

6. The ability to draw up stories about the subjects (according to the plan proposed by adults).

7. Alone, expressively, consistently transfer the content of small literary texts.

2.3. Objectives and objectives of creating a mug to train a letter of "diploma".

Teach children to read, prepare them without fear to go to school, with further training to help not be disappointed in school life - is the task and purpose of a mug of children to read, which we called "diplomas". The program plan is designed for 1 year of study.

The main purpose of mug work on reading is to improve the reading skill, the formation of a fusion read, consolidate the skills to conduct a sound analysis of the word, stagnation of words for words (to determine the number of words, read suggestions and texts with understanding.

In this regard, the main tasks of reading training are the following: developing - develop the phonmematic hearing of children (the ability to distinguish and highlight individual sounds in the word and syllable, to establish their sequence, produce a clear, correct and loud pronunciation of words, syllables and speech sounds; enrichment vocabulary, the development of children's speech, the development of phonderatic and speech hearing, the development of mental processes: attention, memory, thinking, the development of reading skill with whole words and minimum proposals; educational - ensuring the minimal level of knowledge of phymermatatic, sound-lettering, graphics that will give the ability to proceed to the next step of learning - reading, learning to the right challenge with a gradual transition to reading with whole words; consolidation of the ability to conduct sound analysis, determining the number of words in the proposal and drawing up proposals; Learn to smoothly read, the ability to print one-housing, bitch On their own words, three-samples - by sample, simple sentences consisting of 2 - 3 single-sided or double words; learn to read words with open and closed syllables, with a crossing of consonants, with solid and soft consonants, with Kommersant signs; Learn to answer the teacher's questions, ask, express your impressions and thoughts, talk about the results of your observations, the ability to speak in front of a group of children, expressively read the poems, telling fairy tales, to make short stories in the plot paintings, logical tasks. Children learn to guess riddles, charades, anagram; Educational - the formation of interest in reading, education of accuracy, communicability, curiosity.

The system of classes is based taking into account the principles: sequences, accessibility, visibility, individualization, effectiveness, interpreciety.

Classes are combined, each of which includes several software tasks. At the lesson, children offer both new material and material for repetition and consolidate the learned knowledge. During classes, we widely use game methods aimed at repetition, clarification and expansion of knowledge, skills and skills of children in the field of diplomas. Since preschool age is the age of the game, then the training is carried out in a game form. The game is one of those types of children's activities that are used by adults for learning, which allows you to create success situations for each child, a friendly, creative atmosphere in class. Reading turns into an exciting game. Building cognitive activity of the child on the game, these methods turn the reading in the desired, delivering the joy of occupation literally from the first steps. Training.

At the first stage, the diagnosis of the level of practical awareness of the elements of the language and speech is carried out, on the basis of which the further work of the head of the mug will be built. At the beginning of the work, a reading training mug is mainly the frontal form of the organization's organization, since children are approximately one level. Since they are absorbed by the studied material in different ways, are at different stages of the placement of the diplomas, then the work is carried out according to subgroups (combining two or more) and individually with each. We are widely used by the differentiated approach, since the reading process can be braked for various reasons associated with age features.

Work on the oral speech of children begins on the first day of classes, given what is already aware of the child in his speech practice: "Word", "sound", "letter". The concept of "syllable" is entered only when the kids begin to read the first words. The study of letters occurs daily and one, and two, and three. When children begin to read entire phrases, the concept of "offer" and grammatical rules about the capital letter and separate writing words in the proposal are introduced.

The system of occupations includes the work on the four main areas:

By organizing a sound work, it is important to teach correctly pronounce vowels and consonant sounds; develop a phonmematic hearing by differences on hearing sounds in words; improve diction, distinct pronunciation of words and phrases; Learning to determine the place of sound in the word (the beginning of the word, middle, end); Work on the intonation and expressiveness of speech. It is important to remember: the sound is primary, and the letter is secondary!

When working with a syllable, we note that you should read the syllable smoothly, without separating sounds from each other, stretching the first sound, moving to the next, reading direct and reverse syllables, open and closed. The ability to divide the words to the syllables, find a shock syllable. At the stage of memorization of the syllables, the child should comprehend, understand, and not learn the sludge mergers. The so-called "sludge songs are distributed in a certain sequence, in order that provides for the absorption of the symbols by their" singing "(about mom: Ma, Mo, Mu, etc., about dad: Pa, Pu, Pya, IT., That Causes the enormous interest of children, develops articulation, diction, forms a proper pronunciation.

Conducting games with a word, we specify, enrich and activate the dictionary of children; We teach properly to use words - names of objects, signs, actions and explaining their values; Combine and distinguish with essential features of items, properly use species and generic names titles; Learn to determine and call the location of items (left, right, between, about, nearby, time of day (morning, day, evening, night, day). The duration of the stage of assimilation of the syllables in children is different, as each child is individual in its development. Output in Word Children seize at different times: who used to, who later. Work on the formation of the reading skill is individually differentiated.

Working on the proposal and oral speech, teach children to the right harmonization of words in a sentence, retelling small fairy tales and stories on the content of the paintings or about the subject. In the learning process, the dialogical speech of children is performed; Formation of the abilities of children ask questions and respond to them; Exhausting by heart of poems, flows, songs, readers and reproduce them in compliance with intonation dictated by content. As in the previous stage, the exit to the offer for each child is individual: the guys who previously learned the Word as a unit of speech, more successfully go into the offer, then reading texts: excerpts of works, small fairy tales, poems.

One of the most complex tasks of the learning methodology is the alignment of sounds, letters and the order of their study. In placement of letters takes into account the participation of sounds and letters in drawing up the word, simplicity and complexity of sound pronunciation and its graphic form, the basic role of one sound to study other sound, ensuring a coherent reading.

First of all, according to the studing composed system, we study vowel sounds, for the beginning under which the consonant sound remains hard, then the vowels, the consonant sound at which it becomes soft. What makes it possible to determine the softness and hardness of consonant sounds. Further, it is advisable after vowels, to start the study of sonorous sounds: "L", "M", "H", "P". The consistent study of these consonants, one by one, which positively affects the improvement of the speed and quality of reading. Then include steam consonants in the study at the same time, in order to hear and compare in practice - a ringing or deaf. After all this, the remaining consonants and letters depending on the degree of lightness and complexity are studied sequentially.

The procedure for studying sounds, letters and words that can be built from these letters do not give opportunities from the first days during the study of "ABC" to bring samples of prose and poetry. Therefore, before a certain period, stop in separate words and sentences. But as soon as the transition to the preparation of words and proposals begins, then you need to strive to saturate them with rich content, using children's fiction and folklore. At the end of the course of graduation, the children overlook reading and with pronounced interest in reading.

2.5. Methods and techniques for the successful implementation of a plan for children learning to read.

To successfully implement a plan program for learning children to read, we use a variety of methods and techniques: memorizing poems about the letter, a small talk of a conversation, viewing, observation - "What a letter looks like", Recreation from silhouettes, painting only vowels, verbal games, didactic Games: "Who lives here? »(Make an animal from the letters of a split alphabet", "chain of words", "throw up the syllables", "search" (we are looking for objects with a given sound, a combination of object and inscriptions, writing words by the children themselves markers on magnetic boards, "add offer" (or "Say the opposite" game, "letter-word-word", posters - explanations, "lettering" (inside a big word Find a small word, such as screen crane). We have developed exercises that help spontaneous learning to read. Their sequence is as follows: Reading With minor items (three subjects are selected, then the teacher puts the inscription with the desired toy, after which the cards are mixed, children lay out the cards to the desired objects, reading with an alignment, classification when reading (work with pictures, cards, then read-task (sequence Words: "Bring me a pencil." - The child performs the task., Working with readings for reading (the use of baby books, so that children distinguish a set of proposals, from the story).

Developing a phonmematic hearing of kids, it is necessary to systematically allocate, find out, distinguish between the phonemes of the native language, since well-developed phondatic hearing is a significant prerequisite for the right reading and writing.

The most important role is played by the analysis and synthesis of sounds. It uses the articulation of sounds, constructing an unfinished word, the selection of words with the sound studied and the definition of its place in the word, reading words on the likeness, extension of vowels and consonants at the beginning and in the end of the word, joining the consonant from the initial word to the second, replacing one sound in the word Other, reading anagram, etc.

The receipt of comparison is widely used when familiarizing children with soft consonants, the softness of which is underlined by certain vowels and b, when familiarizing with pair consults, Kommersant and b split signs.

Children with enthusiasm print letters, syllables, words, suggestions, both on a point pattern, and performing tasks: "Dopsy word", "add proposal", "write a sentence from read words." This work makes meaningful in the process of mastering reading and, in addition, develops muscular memory.

Methods of learning multifaceted. They are directed not only to master knowledge, but also on the development of children, are not only addressed to the awakening of the mind, but also the emotional sphere. Creating a high emotional tone in the learning process is a necessary condition for gaining knowledge, since experienced knowledge becomes conviction.

Didactic rod classes - the activity of the guys themselves, which makes them observe, compare, classify, group, draw conclusions, find out the patterns - in a word, makes thinking. The development of children affects their intensive independent activities related to emotional experiences. The path of knowledge is "from students" to a collective search.

By organizing training, we plan the following results: Send the concepts: "Word", "Sound", "Letter", "Offer", know the order of letters and their name "Alphabet"; distinguish between vowels, solid and soft consonants; To put emphasis in familiar words. ; smoothly read all words, answer questions on the text; Composition from letters split alphabet words and suggestions.

In close cooperation with parents, the teacher conducted a diagnosis of the child's development, they plan an educational process, create a developing gaming environment.

The head of the circle tells about the achievements of the child, about the tasks facing him, and receive the same information from parents. Bilateral flow of information, knowledge and experience, the partnership nature of interaction makes cooperation more successful.

Conclusion.

It's no secret that the desire to read, a persistent interest in reading is formed from childhood, and the basis of it is the habit of reading. S. Marshak said that there is a writer talent, but there is a talent of the reader. Like any talent (and he is hidden in each of us, it must be discovered, grow, cherish, and for many years of childhood, adolescence, youth.

A circle work in kindergarten gives pupils a lot of bright, unforgettable impressions. Joyful experiences raise vital tone, support the cheerful mood of adults and children. The child, feeling respect for himself, as equal, gradually begins to relate, and begins to create, acquire the skill of reading words, proposals, texts. Children begin to know the world through reading fun, poems, stories, they made an opening for themselves - the book is talking to them! All knowledge of humanity is now available to them. Children appears incentive to go to school, the desire to get new knowledge, make new discoveries, conquer new vertices in learning!

Explanatory note.

The work of the ABVGDIKA circle is aimed at familiarizing preschoolers with a diploma, with the formation of phonderatic hearing, the development of the grammatical system of speech, with a familiarity of the sound-letter analysis of the word. The curriculum on providing an additional educational service is based on speech and literacy development benefits:

TB Fichilova, G.V. Schirkin "Preparations for the school of children with a general underdevelopment of speech in the conditions of a special kindergarten: the second year of study (preparatory group)." - M.: Publishing House Alpha, 1993.
V.V.Konovalenko "Correctional work of an educator in the preparatory speech therapy group in class and in the daily life and activity of children." - M.: Publishing House Gnome, 2008.
N.V. Nishcheva "Abstract subgroup speech therapy". - St. Petersburg: Childhood-Press, 2007.

Circle "ABVGDIKA" is studying and game. The game form of work is very effective, since it is in the game that the creative abilities of the person develop. To this end, all sorts of direct educational activities include all sorts of speech development, entertaining exercises, phonetic, lexical, grammatical, graphic (work in notebooks) and even moving games.

Direct educational activities to address the tasks of additional education of children "ABVGDIKA" is carried out in the second half of the day 1 time per week, 4 times - a month.

Duration Directly educational activities for the implementation of additional education of children - 30 minutes in accordance with SanPiN 2.4.1.2660-10.

Group Consists of 18 children.

Form providing services - Group.

Purpose:formation of all sides of speech, preparing children to master the diplomas, learning reading skills.

Develop a coherent speech in gaming activities;

Maintain the interest of children to the personality and activities of peers, to promote the establishment of their dialogic communication in joint games and classes;

Maintain the interest of children to tell on their own initiative or at the proposal of an adult;

Learn to transfer verbally the content of the fairy tale, the impression of personal experience in the form of a short essay, story, reasoning, descriptions;

Shape graphic skills.

Expected Result:by the end of the year, pupils will know:

all sounds and letters of the Russian alphabet;
the correct position of the notebook when writing;
to be able to extend the first and last sound in the word;
correctly call soft and solid sounds out of the word;
divide words to syllables, highlight a shock syllable;
write (print) letters of different sizes (large and small);
draw up proposals with the specified words;
make a story on the picture using a sample teacher or his questions;
proper speech sounds correctly, clearly and clearly utter words;
use generalizing words in speech;
hold the handle correctly;
navigate on a sheet of paper;
picture drawn item, not speaking for contour;
dorisy the started figures;
strike drawn item with straight and inclined lines.

date	Node	Software tasks	Material	Literature
SEPTEMBER
21.09	"Let's help parsley"	Activate, clarify, consolidate the dictionary on "Parts of the Body". Teach children to draw up proposals based on object pictures. Use the words in speech, called the subject. Develop attention, connected speech, thinking of children. Brigade careful attitude towards its body.	Subject pictures (parts of the body of man and subjects), Parsley - picture, notebook, game "body parts".	Gomzayak O.S., p. 38.
28.09	"Beauty Autumn"	Fasten and consume accumulated by the deposits of autumn. Continue to teach children to highlight the initial vowel sound in the word and the final consonant. Fastening the children's children: grumpy, rim, drizzling, hibernation. Develop a dialogic and connected speech, memory, attention, logical thinking, observation. Rise love for nature, collectivism, respect for teammates.	Emblems: rippers, autumn leaves; Circles (green and red); Picture - Pinocchio, forest, bread, migratory and wintering birds; The game "Flight of birds".	Tsukanova S.P., p. 27.
OCTOBER
05.10	"Nature in autumn" (trees, shrubs)	Clarify and expand the ideas of children about the variety of trees and shrubs. Secure knowledge of trees and their parts (roots, trunk, crown, branches, leaves). Give ideas about the fruits and seeds of trees, shrubs, about the ways of spreading seeds. Consolidate knowledge about vowel sounds -Ah -u; letters -a, -u. Teach to determine the place of sounds in words. Learning to make descriptive stories. Develop visual perception and memory, speech of children, motility hands. Easy careful attitude towards nature, love.	Description of trees, subject pictures (spruce, birch, oak, lilac, acacia); color pencils, notebooks.	Gomzayak O.S., p.5 Tsukanova S.P., p. 37. Nishva N.V.,
12.10	"Old Borovka visiting children"	Intensify the dictionary of children on the topic "Mushrooms". Continue to teach children to form nouns with diminishing suffixes. Learning to determine the place of sounds - well, - and in words. Develop a coherent speech, the ability to make stories based on the scheme plan. Educate control over your own speech.	Toy - mushroom; pictures with the image of mushrooms; notebooks, color pencils; Plan diagram of the description of mushrooms.	Gomzayak O.S., p. eleven, Tsukanova S.P, p. 39.
19.10	"We will go on berries"	Continue to teach children to draw up descriptive stories based on the scheme. Systematize children's knowledge about the collection of forest and garden berries. Consolidate the knowledge of children about letters, -E; Sound. Develop connected speech, attention, thinking, motility hands. Relieve careful attitude towards nature.	Pictures (garden and forest berries); Scheme plan description of berries; ball; Notebooks, handles.	Tsukanova S.P, p. 48.
26.10	"We will go to the garden, the crop will collect"	Activate vocabulary on the topic "Vegetables". Expand dictionary of signs. Continue to learn to compile descriptive stories about vegetables based on the diagram. Fasten knowledge about growing vegetables, their meaning and benefits. Develop the ability to read syllables. Develop the ability to work on verbal instructions. To bring up the desire to express your thoughts, answer questions.	Envelope with a letter; parcel with vessels of vegetables; Description scheme of vegetable	Nishcheva N.V., p. 23.
NOVEMBER
2.11	"Dog and the cat cooked compote"	Teach children to draw up stories on a series of plot paintings with the addition of subsequent events. Teach children to divide words to syllables, highlight a shock syllable. Develop imagination, thinking, speech, attention. To replenish and activate the vocabulary of children on the topic "Fruits". Develop a shallow motorcycle (applique), connected speech, logical thinking, attention of children. Empty independence and activity in node.	Fruits; Trees layouts; glue, brushes, oilcloth; The billet "pan".	Nishcheva N.V., p. 36.
9.11	"Vegetables and fruits - delicious products"	Teach children to draw up comparison stories using reference schemes. Fasten the ability to perform actions on a given algorithm. Fasten the concepts "consonant sound", "ringing", "soft". Develop a coherent speech of children due to the ability to draw up descriptive stories. Brief interest in knowledge of the new.	D / and "wonderful bag"; Support schemes for making stories; Notebooks, color pencils.	Smirnova L.N., C.10
16.11	"Clothing store"	To form generalizing concepts: "Clothing", "hats", "shoes". Specify the dictionary on this topic, expand and activate it. To form the ability to coordinate words in the proposal. Learning to form and use a multiple number of nouns in speech. Develop attention, memory, imagination, logical thinking, motility of hands. To form interest in developing poetic exercises.	Pictures (clothes, hats, shoes); ball; notebooks, handles; d / and "dress doll".	Gomzayak O.S., p. fourteen, Nishcheva N.V., p. 125.
23.11	"Let's help Grandmother Fedor"	Fasten the ability to classify dishes by the method of use: kitchen, dining room, tea. Intensify in speech, generalizing concepts: "Dishes", "Tea", "dining room", "kitchen". Fasten the ability to reason, explain. Differentiation of sounds -n, -n. Continue to teach children to find a sound place in the word. Learn to determine the number of syllables in words by rumor. Develop attention, memory, thinking, speech of children. Relieve a sense of responsiveness, mutual assistance.	Doll; Box with a ribbon; the book of K. Chukovsky "Fedorino Mount"; Pictures (tools, shoes, dishes).	Marcinkevich G.F., p. 26. Konovalenko V.V., p. 40.
30.11	"Travel with Kolobkom"	To form a need to properly use nouns with diminishing suffixes. Continue to teach children to draw up descriptive stories about food facilities according to the educator plan. Fasten the ability to find the specified sound in the word (letter -P), determine its place, hardness and softness. Develop thinking, keep learning children to guess riddles. Develop a shallow motorcy, the ability to use qualitative adjectives in speech, the ability to draw up proposals according to the scheme. Relieve responsiveness.	Toy - born; pictures with the image of food; Schemes of proposals; leaflets with riddles; notebooks, pencils.	Anisimova T.B, Plotnizova T.V., p. 158.
DECEMBER
7.12	"Winter winter-winter came to us"	Continue to teach children to make a story in the picture using the knowledge gained earlier and presentation. Learning to find surrounded by objects, in the names of which there is a sound -t, -t, determine the place of this sound in the word, its softness or hardness. Relieve a feeling of wonderful.	Picture "Winter fun"; diagram for making a story; notebook.	Nishcheva N.V., p.11
14.12	"Dad, Mom, I am a happy family"	To continue to teach children to allocate the first sound in words and compare it with the letter (K, K). Activate the children's dictionary on the basis of deepening knowledge about their family. Fasten the image of the letter -k, learn to allocate it. Teach children to make a collective story in the picture "Family". Improve dialogic and monologue. Rail a caring attitude towards members of their family.	Scene painting "Family", Photo Album Group "Family"; Family coat of arms.	Gomzayak O.S., p. 22.
21.12	"We will help the Baba Cap to return the furniture"	Learning to form adjectives from nouns. Learn to use the proposals to use the proposals. Expand and intensify the children's dictionary on the topic "Furniture". To form the ability to find objects surrounded by sound -C. Continue to teach children to divide words to syllables, highlight a shock syllable. Forming the skill graphically "write down" proposals in the notebook. Fasten the ability to draw up a descriptive story - a riddle of furniture objects according to plan. Educating the ability to listen to the educator, comrade, execute instructions.	Picture - grandmother of kapa; counting sticks; cards with furniture objects; ball; Scheme of a descriptive story.	Gomzayak O.S., p. eighteen
28.12	"What is the new year?"	To acquaint with the history of the holiday. Continue to teach children to form adjectives and coordinate them with nouns; Change the endings of nouns when agreeing with numerical (three icicles, five balls, etc.). Learning to invent words with letters -H, -K. Secure the knowledge of winter, clarify the signs of winter. Develop memory, attention, thinking, speech of children. Rail interest in Russian traditions.	Art and graphic plan; d / and "words on the palm"; pictures on the topic "New Year";	Marcinkevich G.F., p. 63, 96. Konovalenko V.V., p. 34.
JANUARY
11.01	"How do birds live in winter?"	Fasten a generalizing concept: Winter birds. Learn to recognize and paint familiar birds (tit, dove). Learning to read words of three letters. Exercise in the formation of relative adjectives. Exercise in the ability to divide the words on the syllables. Secure the image of the letter -s. Develop a coherent speech, motility of hands, thinking, memory, attention of children. Rise the ability to interact with each other, love for feathery.	Pictures "Winter birds", d / and "Make a new word", feeder, d / and "put the emphasis".	Konovalenko V.V., p. 42.
18.01	"Poultry yard"	Continue to learn children to learn in words and differentiate sounds - С - s. Fasten the knowledge of the outlines of the letters - -s. Continue to train in the ability to form a multiple number of nouns. Secure knowledge on the topic "Birds". Educating love for nature, caring attitude towards birds.	Subject pictures "Poultry"	Marcinkevich G.F., p. 57, 65.
25.01	"Pets - Man Friends"	Consolidate the skills of distinguishing and clear pronunciation of sounds -P, -Pe; -B, -B. Continue to learn to make a story based on your observations. Develop phondatic hearing; shape the skills of analyzing and synthesizing the synthesis; Develop memory, thinking. Rail up love of pets, desire to care for them.	Pets "Pets", ball, notebooks, color pencils.	Kuznetsova E.V., Tikhonova I.A., p. four
FEBRUARY
01.02	"Wild animals and their young"	Continue to teach children to draw up a descriptive story using the specified scheme. Exercise in the selection of adjectives to the noun. Develop the ability to determine the letters missing in the Word, to draw up proposals from these words according to a specific scheme, connected speech, attention. Rail interest in nature around the world and caring attitude towards animals.	D / and "Animals and their cubs", crossword, scheme, notebook, handles.	Konovalenko V.V., 44, 86
08.02	"Jungle Book"	Differiate sounds K-g. Fasten and expanding kids about animal hot countries. Develop visual attention, the ability to learn items on a point drawing and finish such a drawing. Improve the skills of drawing up and reading words. Relieve careful attitude towards nature.	Poster with animal hot countries, cards with confused letters; notebook.	Nishcheva N.V., p. 17.
15.02	"All professions are important, all professions are needed ..."	Expand the ideas about the work of adults, its necessity and social significance. To teach to distinguish and call professions on tools. Secure the ability to form words in the Parental case, the only number; The ability to draw up proposals with a given word. Differentiation of sounds -c-sh. Continue to teach children to find and highlight the letter, -a in the specified words, determine their place in the word. Teach children to talk about what people are engaged in these professions. Bring up respect for the work of adults;	D \\ and "professions"; Notebooks, handles, color pencils.	Konovalenko V.V., p. 56 - 58.
22.02	"Defender of the Fatherland Day"	Secure sound pronunciation skill j.in syllables, words, phrases. Teach the formation of forms of the only and multiple number of nouns, the selection of related words; To acquaint with words denoting objects, actions, signs; Learning to select words to schemes, draw up a storyline on a series of pictures. Develop a phonmematic rumor, attention, memory, thinking. Relieve pride for their fatherland, respect for defenders.	Pictures (military professions); The game "What is superfluous?", Picture - Pinocchio; Notebooks, color pencils.	Kuznetsova E.V., Tikhonova I.A., p. 36.
MARCH
01.03	"Spring goes, spring road"	Continue to teach children to draw up a story story in the picture. Fasten the knowledge of children about the signs of spring and spring months. Learn to write (write off) their names. Training ability to solve the rebuses of various types. Differentiation of sounds -zh-s. Develop the ability to make up the words from the proposed syllables. Rail in children interest in what is happening changes in nature.	Picture "Spring"; Illustrations with spring signs; bell; notebook; Illustrations "Birds".	Gomzayak O.S., p. 32.
08.03	"Mother's holiday - Women's Day"	Systematize and summarize the knowledge of children about the spring festival - March 8. Learn to make proposals with the specified words. Secure the image of letters -l, -e. Develop the ability to make stories in accordance with the planned plan. Develop the ability of children to select signs of noun through d / and "My mother is the most - the most ..."; Creative imagination, thinking through the playing situation "Surprise in the box". Develop overall and small motorcy through the holding of finger gymnastics and fizminutka. Educating respect and love for the closest and native person - Mom.	Casket, photos moms; toy - heart; notebook; colour pencils; Postcard - from March 8!	Gomzayak O.S., p. 29, Nishcheva N.V., p. 60.
15.03	"Merry Journey" (Transport)	Fasten knowledge on the topic "Transport", the ability to distinguish the types of transport (water, ground, air). Continue to learn to make descriptive stories according to the scheme. Training the ability to write off (print) words from the board. Develop the ability to invent words with letters, -o. Develop the skill of word division on syllables. Bring up independence, interest.	Scheme for the preparation of stories, subject pictures; notebook.	Konovalenko V.V., p. 94.
22.03	"Travel around the city"	To clarify the views of children about your hometown, to introduce them, with some of its attractions. Cause a sense of admiration for the beauty of the hometown. Continue to teach children to find a sound place in the word. To form the ability to split words on the syllables, highlight the shock syllable. Teach correctly writing the name of your city. Develop thinking, speech of children. Educating love for your city.	Illustrations city, notebooks, pencils, ball.	Kuritsyn E.M., c. 128.
29.03	"Enchanted flower bed"	Secure children's knowledge about colors (garden, field, indoor). Differentiation of sounds -r-l. Create an image of letters -r, -l, -f. Training the ability to add letters missed in the words, develop the skill of sound-lettering words. Fasten knowledge on "Flowers. Fasten the ability to make up to invent a story on a given topic. Develop the ability to select as many signs as possible. Educating attention, speech, the ability to clearly and loud answer the question; Love and careful attitude to flowers.	Pictures depicting flowers: garden, field, indoor. Picture "Flower structure". Cutting pictures "Flowers". Notebooks, handles, color pencils.	Nishcheva N.V., p. 40. Konovalenko V.V., p. 63.
APRIL
05.04	"Spring Heralders" (migratory birds)	Systematization of knowledge of migratory birds, their appearance, lifestyle. Clarify and intensify the dictionary on the topic "Migratory birds". Improve the skills of telling in the picture; Grammatical system of speech (the formation of attractive adjectives). Develop a coherent speech, attention, thinking of children. Relieve independence, love for feathery.	Pictures depicting migratory birds, notebooks, handles, color pencils. Scheme for the story.	Bykov I.A., p. 31-35 Nishcheva N.V., p. 63. Skiliboova O.A., p. 47.
12.04	"Underwater Kingdom" (Fish)	Expand the idea of \u200b\u200bfish, their appearance, lifestyle, habits. Clarify, expand and intensify the dictionary on the "Fish". Improve the skills of reading and "printing" words covered with letters. Exercising children to draw conclusions in making a story - comparison according to plan. Develop a coherent speech, visual perception and attention, coordinate speech with the movement. Educating love and careful attitude towards nature.	Pictures of "Fish", color pencils, notebooks. Cutting picture "Fish".	Nishcheva S.P., p. 26, 45. Konovalenko V.V., p. 60.
19.04	"In the world of insects"	Fasten the ability to draw up descriptive stories based on the scheme. Exercise in retelling texts. Replenish the vocabulary of children on the topic "Insects". Develop the ability to logically in succession to build their statement. Fasten use in speech of attractive adjectives. Secure the image of the letter -s, -z, --y. Rail in children self-adjusting speech, careful attitude towards insect.	Insect pictures, Mini-Museum "Insects". Text for retooling "migratory beetle".	Gomzayak O.S., p. nine. Nishcheva N.V., p. 51.
26.04	"Magic portfolio" (school supplies)	To summarize the presentation of children about school and school supplies. Expand, clarify, intensify the dictionary on "School supplies" (school, schoolboy, teacher, class, lesson, change, study, knowledge, tutorial, notebook, penalty, folder, diary, etc.). Improve the skills of drawing up and reading words, proposals. Develop the ability to talk according to plan. Fasten the ability to add words by inserting the missed letters in them (-Ch, -L, -Y). Forming readiness for school.	Pictures depicting school supplies. Picture - Pinocchio. Notebooks, color pencils.	Bykov I.A., p. 57. Nishcheva N.V., p. 184.
MAY
03.05	"Spring in the village" (Spring C / h Working)	Expand the ideas about the need and importance of adult people. To form ideas about the work of people in spring on the village. Expand and intensify the dictionary on the topic "Spring Agricultural Work" (Worker, Herborob, Vegetable, Gardener, Shepherd, Field, Garden, Garden, Greenhouse, Pasture, Plow, Seat, Tempets, Tractor, Plow, Harrow, Shovel, Rake, Seeds, bucket, brush; spring, black, wet, white; plow, harrow, loose, dig, blot. sow). To form skills to form complex words. To form practical planting skills. Improve the grammatical system of speech. Improve the skills of the syllable word analysis. Automate the sound pronunciation [Sh - H] in the sentence. Develop mental activities as a result of the fulfillment of tasks, solving the riddles. Learning to form nouns with a diminishing value. Rail a positive attitude towards work, interest in agricultural work.	Pictures on the topic "Labor on the village in the spring", subject pictures with images of tools and labor tools, d / and "what is superfluous?", Countable sticks, drawers with land, seeds (onions, dill, parsley, cucumber), watering can.	Konovalenko V.V., p. 52.
10.05	"Victory Day"	Expand the representations of children about the army (soldiers in the years of the Second World War, warriors fought and defended our country from enemies). Clarify the knowledge of children about the holiday - the bottom of the victory. Teach children retelling. Continue to work on the development of a coherent speech, to improve the dialogic and monologue speech, consolidate the ability to answer questions. Relieving the feeling of respect for the veterans of the Second World War, the desire to take care of them.	Album "Photos of the War Years", the album "badges", d / and "What should a warrior - soldier be?"	Konovalenko V.V., p. 66.
17.05	"Dunno visiting children" (reiteration)	Clarify the concept of "sound"; consolidate the height analysis of words; To form a skill to draw up proposals with pretexts, read and print words and suggestions; Develop thinking, attention. Eat independence.	Picture (Dunno), envelopes with tasks, "Magic basket", notebooks, handles.	Kuznetsova E.V., Tikhonova I.A., p. 23.

List of used literature.

I.A. Babyova "Teaching children of diploma in the game form": a methodological manual. - St. Petersburg: "Childhood-Press", 2005.
S.P.TSukanova, L.L.Betz "We teach a child to talk and read." - M.: Publishing Gnome and D, 2008.
N.V.Nishchev "Abstracts of subgroup speech therapy in the preparatory group of kindergarten for children with ONR". - SPb.: Childhood-press, 2008.
We speak correctly. Prisons for the development of a connected speech in the preparatory school log agroup / O.S.Gomozak. -M.: Publishing Gnome and D, 2007.
Kuznetsova E.V., Tikhonova I.A. "Stairs to school. Training a certificate of children with violations of speech: abstracts of classes. - M.: TC Sphere, 2001.
Smirnova L.N. "Speech therapy in kindergarten with children 6 - 7 years old. - M.: Mosaic - Synthesis, 2006.
Shoryina TA "What months of the year?! Journey to the world of nature. "- M.: Publishing Gnome and D, 2001.
Shoryina TA "Trees. What are they? " Book for educators, governers and parents. - M.: Publishing Gnome and D, 2001.
Workbook for the preparatory school of the speech therapy group of kindergarten / Nishchev N.V., 2001.
Pimenova T.I. "I want to pronounce ...": didactic material. - St. Petersburg: Karo, 2006.
Entertaining alphabet: KN. For parents, teachers and cute children / Avt.-Cost. V.V.Volina; Art. L.M.RUDAKOVSKAYA. - 2nd ed., Speed \u200b\u200b- M.: Enlightenment, 1994.
Marcinkevich "Teaching a diploma of preschool children." Plans for classes. - Volgograd: Publishing House "Teacher", 2000.
Kuritsyn E.M., Taraeva L.A. "We are talking right. A big book of speech development classes. "- M.: RosMEM, 2006.
Correctional work of an educator in the preparatory speech therapy group in the classroom and in the daily life and activities of children / V.V. Bonovalenko. - M.: Publishing Gnome and D, 2008.
Classes with preschool children on the topic "Spring. Insects. Migratory birds". - M.: "Scriptorial Pubertress 2003", 2010.

Electronic resources.

http://ped-kopilka.ru/vospotateljam/zanjatija-s-detmi/podgotovitelnaja-grupa-dou/page-2
http://vospitatel.com.ua/zaniatia/rech/Pomojem-neznaike.html
http://www.maam.ru/obrazovanie/zanyatiya-po-razvitiyu-rechi.

This program is modified, it is compiled, taking into account the main general educational program of the MBDOU "Kindergarten of the Combined View No. 28" developed on the basis of the approximate main educational program of pre-school education edited by N.E. Verasca TS, Komarova, M.A.Vasilieva and Tutorial "Bulk" Zhukova N. S.

The purpose of the program:prepare preschoolers for learning, to acquaint letters, as signs of records of the sounds known to them, teach to read, without entering into a contradiction with the methods of school learning.

Training task:

Make an exciting training for a child in reading techniques and instill interest in the book, taste

to independent reading;

Contribute to the enrichment of the vocabulary and the development of the speech of children;

Maxue with new terms (sound, vowel, consonant, proposal, text).

Easy and fun to introduce a child in writing;

Developing task:develop a desire to read.

Educational task:- raise diligence, - to educate love for reading.

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Municipal budget preschool educational institution

"Kindergarten combined species №28"

Chistopolsky municipal district

Republic of Tatarstan

PROGRAM

Circle work on learning reading

"Read"

Designed for pupils of the 7th year of life.

The term of implementation is 1 year.

educator

Ulyanova Tatiana Aleksandrovna.

histopol

2015 year

Structure of the program

1. Program target section

1.1. Explanatory note

2.3 Working with the lettering Zhukova N. S.

3.1.Colandar-thematic plan of directly educational activities Mug "Read

3.2. Pedagogical integrated diagnosis of the level of practical awareness of language and speech elements (for children 6-7 years old by D. B. Elconina)

3.3. Bibliography

1. Program target section

1.1 Explanatory note

"Abstract of the century Book Grow people"

(Russian proverb)

Reading is a unique phenomenon of culture, and in each country it performs functions far away beyond the satisfaction of the information and educational needs of society. Specialists in the field of reading noted that it is very sensitive, reliable, universal indicator of the state in society as a whole. Gramist in all nations, as noted by L.N. Tolstoy, this ability to read, count, write. Only it should be! Parents endowed with subtle pedagogical alarm, and hundreds of years ago began training their kids reading almost with the pellery. Today in Russia, as a result of a huge amount of change in the life of the society, which occurred recently, the status of reading, its role, the relationship towards him has changed much. Many parents believe that reading is not only the task of learning children to elementary skills. Children reading is the key to life in modern information space. It's no secret that many parents would like their child to learn to read even before entering school. And there is a rational grain in it, because nothing contributes to intellectual development in the way as reading. Of course, it is more important not to teach a child to read, but to develop speech, the ability to distinguish sounds, develop the ability to listen and hear, the ability to tell, etc. However, many children long before school show a living interest in reading the ability. Therefore, it is often possible to observe a picture when a person who does not speak the teaching methodology is taken for this, as a result of the child, it is taught to read incorrectly, unqualified reading learning creates a lot of difficulties in further training. It's more difficult to retire than to teach. In teaching reading, there are as two reservoirs-theoretical and practical. The school is designed to introduce a child to the theory of writing and reading, help the child to comprehend the laws of writing speech and consciously use them. Practical learning reading is a completely different task. And if a 6-year-old child has a desire to learn how to read, and then it is artificially slowing down, and then again (a year later) to excite this aspiration. The initial principle of pre-school learning to read is that a deep work on the sounds are preceded by a letter, which are indicated by this sign. Sounds of sounds There is no point in to introduce to acquaintance with the sounds themselves and acquaintance with the letter will be unsuccessful if the child does not know what is indicated by this sign. Therefore, learning reading is based on a sound analysis of the word. Sound analysis includes, first of all, the ability to deliberately intentionally, to distinguish sounds in the word. In order to learn how to read, the child needs to do two important discovers: first it is discovered that the speech is "built" from sounds, and then open the sound relationships and letters. Sound analysis of the word child can using an intonational underscore, consistently pulling sounds in the pronounced Word (DDDD, Doo, Dommm). The main task of all work is to make a word for a child, its sound shell is not only tangible, but also an attractive, interesting. When children in the game, sound-powered action learned to stretch, strengthen, allocate individual sounds in words, distinguish between vowels and consonants, solid and soft consonants, the new task is to remember the sign that this sound is written on the letter. For easier memorization of letters, it is good to design them from sticks, sculpting from plasticine, draw them on a sheet of paper, stroke, circuit sample letters, etc. Teaching reading involves teaching children to read at the level of the individual capabilities of each child. At the same time, targeted work on enrichment, intensifying speech, replenish the vocabulary, improving sound culture, clarify the meanings of words and phrases, the development of dialogical speech. Sensitivity to the semantic side of the tongue, speech ear, is formed correct sound and word-pronunciation.

Improving reading skills, the formation of linguistic faintings occurs in games

Various complexity and focus. With the help of gamessounds and letters

Supported persistent interest in classes and the desire to recognize the new one. Pedagogue follows

Encourage a child, praise it if not for the accuracy and correctness of the task, then

For the effort, the desire to work.

The level and quality of the formation of a coherent speech is a reflection of that speech environment in which it is raised, starting from birth. Therefore, we advise parents carefully monitor the purity, accuracy and expressiveness of your own speech.

In accordance with GEF to the most effective means of maintaining children's interest in reading are gaming technologies.

Gaming technologies allow:

Maintain interest in reading, giving special knowledge, skills and skills;

Create a game motivation, stimulating children to activities;

Involve the whole personality of the child in the game process: emotions, will, feelings, needs, interests;

Allow you to better assimilate and memorize the classes;

Give children pleasure and cause a desire to repeat the game in independent activities,

Enhance the level of development of cognitive activity and creative abilities.

Thus, based on the relevance of the use of game technologies during classes, a work program has been developed for the "Read".

This program is modified, it is compiled, taking into account the main general educational program of the MBDOU "Kindergarten of the Combined View No. 28" developed on the basis of the approximate main educational program of pre-school education edited by N.E. Verasx TS, Komarova, M.A.Vasilieva and Tutorial"Bookwire" Zhukova N. S.

The manual "Soundman" is the result of the thirty years of experience of the work of the logopeda N.S. Zhukova. It combines the traditional method of learning a diploma with the original speech therapy technique. This allows not just to teach a child to read, but also to prevent future possible errors in the letter.

Natalia Zhukova is a famous speech therapist, candidate of pedagogical sciences. It belongs to the original studies of speech development in preschoolers, its numerous scientific works are published in domestic and foreign publications. The name Zhukov is known in the wide ranges of psychologists, speech therapists, teachers. At the heart of the training of preschoolers Reading on the author's method of N.S. Zhukova is a syllable principle. The syllable acts as a unit of reading.

1.2. Objectives and objectives of the implementation of the Program for Additional Education

The purpose of the program: prepare preschoolers for learning, to acquaint letters, as signs of records of the sounds known to them, teach to read, without entering into a contradiction with the methods of school learning.

Training task:

Make an exciting training for a child in reading techniques and instill interest in the book, taste

To independent reading;

Contribute to the enrichment of the vocabulary and the development of the speech of children;

Maxue with new terms (sound, vowel, consonant, proposal, text).

Easy and fun to introduce a child in writing;

Developing task:develop a desire to read.

Educational task:- raise diligence, - to educate love for reading.

1.3. Basic principles of learning to read

The learning process is based on the prolongedand specific principles:

* The principle of systematic and sequence: concentric assimilation of the program; organization and consistent supply of the material ("from the easy to difficult", "from simple to complex learning;

* Principle of visibility: illustrative (visual) image of the studied objects and concepts contributes to the formation of more complete and clear images and ideas in consciousness of preschoolers;

* The principle of availability and assistance: is realized in dividing the material being studied to the steps and

In the presentation of its children with sequential blocks and parts, respectively, age characteristics and development of speech;

* ontogenetic principle (accountingage features trained).

1.4. Program Development Landmarks

The child manifests initiative and independence in different activities - game, communication, singing;
Actively interacts with peers and adults, participates in joint games;
Has developed imagination, creativity, which is implemented in the game;
Able to listen carefully to music, emotionally respond to the senses and sentiment expressed in it;
The child has a large and small motility. He can control his movements and manage them;
The child's speech becomes more expressive, clear, loud;
Creative abilities are developing, the child can fantasize out loud, play with sounds and words. Good understands oral speech and can express your thoughts and desires.

2.1. Directions of educational work learning to read

It is known that one of the important components of learning reading is a well-developed phondatic hearing. In the process of developing the program, special games are used, preparing auditory perceptions, attention and memory of preschoolers to work with speech sounds. The structure of each classes also includes various games that contribute to the development of phonderatic analysis and synthesis skills in children.

The vowels and consonant sounds in classes correlate with the images of the corresponding letters, while the graphic image is supported by the biennium about the letter, which contributes to a faster storage of the material.

In the preparation of the program, the individual and age features of children, their potential and abilities were taken into account.

The program is directed not only to the end result - the ability to read, but also on the creative development of the personal qualities of the child, his comfortable stay in the world, tolerant attitude towards others.

The software material is systematized and studied in a certain sequence: from simple to complex, from the study of sounds to mastering knowledge of letters, the merging of the syllable elements in words.

An important condition for the implementation of the program is psychological and pedagogical support for students, creating a comfortable atmosphere to develop individual abilities of children.

Used in class didactic material is clear and accessible to the child, awakens positive emotions, serves as adaptation in the new learning conditions for it.

Improving reading skills, the formation of language alone occurs in games of various complexity and orientation. With the help of sounds with sounds and letters, persistent interest in classes and the desire to learn new things are supported.

2.2. Structure of direct-educational activities

The program is designed for one year of study and is intended for children prepared for school group, age 6-7 years

The number in the group is 10 people.

Formation organization: subgroup.

Classes:

Total number of 54 classes.

The duration of classes 2 times a week to 30 minutes.

Training Plan Work Mug"Read"

Explanations: the circle operates from October 1 to April 30. In January, in connection with the vacation, classes begin with the third week. Monitoring is carried out 2 times a year (September, April). The reporting lesson in an individual or subgroup form with the presence of parents is held in April.

At the beginning and at the end of learning, the reading is being diagnosed with the level of practical awareness of language elements and speech, on the basis of which the work of the teacher is being built. It is compiled in accordance with the study of reading work and is based on the diagnosis of D.B. Elkonina (see section1.)

Requirements for the preparation of children by the end of the year

Educants should be able to:

* quite clearly and clearly utter words; highlight sounds from words, find words

With a certain sound, determine the place of sound in the word;

* observe the orthoepic norms of pronunciation;

* own the concepts of "word", "sound", "letter", "offer";

* correctly coordinate words in the proposal;

* understand the meaning of read;

* Make proposals with a given word, on a given topic, finish

The proposal in the word in meaningful words, etc.;

* orient on the book page;

* Use the prepositions correctly;

* Clear sounds correctly.

Throughout all classes, the teacher introduces preschoolers in a gaming and affordable form. Learn the sounds and letters of the Russian language. Each study of sound and letters can be used as an independent occupation, as well as part of the classes.

The following scheme of holding class is being implemented:

The exercises for the lips or tongue are being worked out;

Clarifies the correctness of the pronunciation of sound;

The sound is described;

Game with sound;

Discussed painted pictures on a certain letter;

Acquaintance with the new letter;

Read poem about the letter;

Work with cashier letters;

Definition Sound Location

Fizminutka

Reading

Work in notebook

Note:

* The structure of classes can be changed (correction) depending on the material;

* Summing up, the teacher asks: "What have we learned new ones today? What did you like most? " Mark the work of all and every child individually only from the positive side. You can tell than children will be engaged in the next lesson.

Classes are integrated, each of which includes software objectives from different educational areas:

Educational area "FCCM" - systematization of knowledge of the environment;
The educational region "Physical Culture" - the formation of the need for motor activity;
The educational area "Artistic creativity" - the development of children's creativity;

At the lesson, children are offered both new material and material for repetition and consolidating learned knowledge. During classes, gaming methods aimed at repetition, clarification and expansion of knowledge, skills and skills of children in the field of diplomas are widely applied. Since preschool age is the age of the game, then the training is carried out in a game form. The game is one of those types of children's activities that are used by adults for learning, which allows you to create success situations for each child, a friendly, creative atmosphere in class. Reading turns into an exciting game. Building cognitive activity of the child on the game, these methods turn the reading in the desired, delivering the joy of occupation literally from the first steps. Training. The differentiated approach is widely applied.

To successfully implement a plan program for children's learning to read a variety of methods and techniques: memorizing poems about the letter, a small conversation story, viewing, observation - "What is like a letter", recreation from silhouettes, painting only vowels, verbal games, didactic games : "Who lives here? »(Make an animal from the letters of a split alphabet", "chain of words", "throw up the syllables", "search" (we are looking for objects with a given sound, a combination of object and inscriptions, writing words by the children themselves markers on magnetic boards, "add offer" (or Say the game on the contrary, "letter-word-word", posters-explanations, "lettering" (inside the big word find a small word, such as screen-crane).

2.3. Working with the lettering Zhukova N. S.

The "letter" Zhukova relies on the traditional method of learning to read - from sound to the letter. Therefore, by opening the "keywater", you can see the usual pictures and large letters, syllables, etc.

In the "Letter" Zhukov, as an unity of reading initially, not a separate letter, but a syllable. The child fails several pages - learn a few letters and immediately starts to put them in syllables. A few more letters - and again a syllable. This allows the child to quickly master the skills of competent reading, and the parent - to power the most difficult stage in learning - to explain how syllables are formed from sounds.

To explain to the child, how the syllable turns out, Zhukova uses the original graphic reception. Here is the letter A, next to the letter y, and the little man runs between them. Mom shows a pencil (pointer) the first letter, moves the pencil to the second letter, and the baby pulls the first letter until "will delight" to the second. You need to read the second letter so that the "track is not broken." So it turned out a syllable.

In the letter there is an appeal to parents and the author's tips on each page, helping to get used to the technique.

In the manual, the letters of the alphabet are accompanied by pictures. In the pictures, not only objects starting with the presented letters, but also those in which the letter studied is in the middle or end. Graphically shown the fusion of letters into the syllables - "The human runs to the letter." The gradual complication of tasks for reading: first only vowels, then a vice plus consonant, first one-step, then words from two or three syllables and more, first short lyrics from two words, then small stories. Texts and words in the book accompany pictures. However, the trap is not overloaded by them. The task of the manual is to provide the child the rapid mastery of the reading technique. That is why the texts in the lettering, which is called traditional, familiar from childhood "Lu-Sha Ma La" and "At Lo-Ry-Ry". You will not find any fairy heroes and entertaining adventures here, only what is needed from the point of view of the technique.

On the advice of the author, you can start learning at any age. But it is especially negotiated: the child's oral speech should be sufficiently developed. If the baby says illiterately or does not argue some letters before learning to read, you need to contact the speech therapist.

On each page below the feature are instructions for parents. You need to read them in advance to avoid many mistakes, learn how easier and more accessible to prevent material.

Then you can proceed to classes. Do not memorize all the letters of the alphabet at once. There is no need for this. After all, the task of the teacher, so that the child understand how to fold the letters, and not just came to the name.

Having learned the first few letters, you need to move to their mergers. At first, it is necessary to help the child, lead a pencil or pointer from the letter to the letter, close the white sheet that part of the text that the child is currently reading. You can make in a sheet of white paper window and move it from a syllable to a syllable as you read.

Different children have different pace of learning. It is necessary to ensure that the child does not just mechanically fold the letters, but also understood the read. Someone will not be able to move from syllables and individual words to proposals and texts, and someone will do it quickly. No need to hurry, but also do not slow down. For example, if the child remembers the letters well and quickly finds them, then there is no need to do all exercises for reading individual letters.

2.4. Interaction with parents in the process of learning to read

The implementation of a full-fledged educational learning process is impossible without inclusion and active participation of preschoolers.

Mastering the reading skills especially in preschool age requires daily actualization and consolidation of knowledge about the sounds and letters obtained in classes. Without support and systematic exercises at home, without the interest of parents of preschoolers in the success of the learning process, it is impossible to fully master the skills of analytic - synthetic fusion of sound - alphabetic combinations. Throughout the implementation of the content of the educational material of the program, parents are essential participants in the educational process: they are familiar with the requirements, goals and objectives of training; Amended the need to perform homework and continuously fixing and strengthening the material studied with a teacher.

2.5. Material and technical support for the work program

Classes for the implementation of this program are held in the group room. Didactic visual material, toys and games in classes are presented in accordance with the age requirements, features of the psychophysical development of children. The training zonagroup room is equipped with the necessary number of furniture corresponding to the number of children visiting classes, chalk and magnetic board.

Form summarizing the implementation of the program

One of the forms of summing up the implementation of this program is to conduct a subgroup or individual classes with the presence of parents. A peculiar indicator of the effectiveness of conducted classes can be the reviews of the parents about improving interest in learning to read.

3. Content and Methodical Program

3.1. Calendar-thematic plan of directly educational activities Mug "Read-"

Themed Plan

1. Speech writing and oral. Sounds of speech. Words, syllables. Diagnostics.

2. vowel sound IAI,; Letter A, A; Page 4.

3. vowel sound, IUI; Letter y, y. Page 5.

4. Vocal Sound IOI, Letter O, O PRI 6.

5. Fastening the letters A. Oh, W. Reading and drawing up the syllables by the split alphabet. Printing letters.

6. IMI consonant sounds, IMI; Letters m; page 7. Printing letters.

7. The consonants of ICI, ICI; Letters C, with page 8. Printing letters.

8. Fixing letters M, p. Reading and compiling syllables by split alphabet. Printing syllables.

9. Learning to connect the letters a, y. Page 9.

10. Read letters, reading syllables. UA, AU. Page 10.

11. We connect letters, read the syllables. AM, Mind, UA, AU. Page 11-12.

12. We connect letters, read the syllables. AU, Us, OS.Defining syllables in words.; p13.

13. Learning to connect the letters Ma, Mu; p14-15.

14. We read ply of SA, SU, CO, Ma, Mu, Mo, AS, OS, Us, AM, OM, mind.Definition of syllables in words; p16.

15. Sound analysis of syllables.

17. The consonants of IXI, IXI; Letters x, x. Reading syllables and words. Sound analysis words:

FLY. Drawing up proposals with the word dry. Printing syllables; pp 18-19.

18. The consonants of the IPI, IPI; letters p, r. Capital letters, words with these letters. Slogin printing. 20-21.

19. Ishi consonant sound, always solid; The letters sh, sh. Drawing up proposals from three words. Printing syllables; Str22.

20. Differentiation of sounds and letters C, W reading and drawing up the syllables by the split alphabet; Stron3.

21. Head sound Iyi; letter In Russian, there are no words that begin on s. Sound analysis of words Bear, mouse. Printing syllables; ptinkle.

22. The consonants of Ili, Ili; letters l, l. Point. Scheme of proposals. Point. Learn to answer questions on the read text. Printing syllables; p25.

23. Differentiation of sounds and letters L, R. Support and compilation of syllables by split alphabet; Stron6.

24. According to INI, INI; letters n, n. Sound analysis of words. Impact syllable. Learn to answer questions on the read text; pp8-30.

25. ICI consonant sounds, IKI; Letters K, K. Fastening the writing of large letters in the names, the beginning of the proposals. Learn to lean the verbal emphasis, determine its place in words; p31-32.

26. According to ITI, ITI; The letters t, t. Secure the ability to call words with a given sound and the letter, to silence verbal emphasis, determine its place in words. Printing syllables; p33.

27. Vocal Sound III; Letters and, and. Sound analysis of the syllables of us, fish, Si, you. Teaching proposals with the word I. Printing syllables; p34-36.

28. According to IPI, IPI; letters n, p. Learn to answer questions on the read text. Printing syllables; p37-38.

29. The consonants of the izi, IZ I; Letters s, s. Secure the ability to call words with a given sound and the letter, to silence verbal emphasis, determine its place in words. Printing syllables; p39.

30. The consonant sounds are ringing and deaf. Differentiation of sounds and letters s, s; p. 40-41.

31. Iii consonant sound; letters th, th. Improve reading skills. Learning to invent words on a given sound model. Printing syllables; p42-44.

32. According to IGI, IGI; Letters g, G. Working with a proposal. Questions.

Learn to answer questions on the read text. Slots printing; 345-46.

33. The consonants of the IVI, IVI; letters in, in. Reading and compiling syllables by split alphabet. Printing syllables. Strest 37-50.

34. The consonants of IDI, IDI; Letters D, comparison of sounds and letters Dt. Fastening the concepts of syllable, word, offer. Printing syllables. Retro51-52.

35. The consonants of the IBI, IBI; letters b, b. Slogin printing.

36. Differentiation of sounds and letters Bt. Reading and drawing up the syllables by the split alphabet;

strop4-57.

37.Shistant sound izhi; letters g, g. Comparison of sounds and letters. To acquaint with the rule of writing a combination - Printing syllables.

38. Differentiation of sounds and letters w, s, w. Reading and drawing up the syllables by the split alphabet;

p59-60.

39.Buck E, E. Sound analysis of words with the letter E. Printing syllables; Page 61-63.

40. Letter b. The letter b is a softness indicator at the end of the syllable or word.

Work with a split alphabet: El-spruce, corner corner. Teach to call words. a certain structure.

Printing words; p64-67.

41. Letters I, I. Sound analysis of words with the letter Ya. Analysis of the syllables with the letter I: Ma-Male, La, Ba-Bia. Printing syllables; p68.

42. Reading texts with the letter I; 369-71.

43. Letters Yu, Yu. Analysis of the syllables with the letter Yu: Tu-Su, Su-Su, Du du. Printing syllables; p72-73.

44. Letters E, E. Sound analysis of words with the letter E. Printing syllables; PR74-77.

45. Differentiation of sounds and letters E-e. Reading text; p78-79.

46. \u200b\u200bSoft consonant sound of Ichi; Letters h, h. sound analysis of words. Printing syllables; p80-81.

47. Differentiation of sounds and letters h, sh, s, th. Reading text; p82-83.

48. Vocal Sound IEI; Letters E, E. Secure the ability to draw up proposals with pretexts (B, on. For et al.). Printing syllables; p84.

49. Izi consonant sound; Letters c, c. Printing syllables; p85.

50. Differentiation of sounds and letters C, h, s. Reading text; p86-87.

51. IFI consonant sounds, IFI; letters f, f. Printing syllables; p88-89.

52. Ichi consonant sound; letters, sh. Differentiation of sounds and letters, h, s. Reading text; p90-92.

53. Letter Kommersant Letter Kommersant is a hardness indicator. Printing syllables; Alphabet. Straight 33-95.

54. Final lesson.

Calendar-thematic plan

Month	No. p / p	Theme lesson	Purpose of classes	Reading skills
october		Speech written and oral. Sounds of speech. Words, syllables. Diagnostics	development of speech and phonderatic hearing of preschoolers	Preparation of preschoolers to the perception of sounds and letters of the Russian language; Motivation for classes
		Vowed sound IAI,; Letter A, A; Page 4.	acquaintance of preschoolers with the letter "A"; Improving the fine motility of the fingers of preschoolers	Development of phondematic representations; fastening the correct articulation of studied sounds; ability to navigate on the book page; Laying letters from sticks.
		Vowel sound, ii; Letter y, y. Page 5.	formation in children of persistent ideas about the letter "y".
		The vowel sound of the IOI, the letter O, about page 6.	acquaintance with the sound and letter "O",improving articulation motility.
		Fixing the letters A. Oh, W. Reading and drawing up the syllables by the split alphabet. Printing letters.	Fastening the skills and skills of sound-sound analysis and synthesis.	Reading and drawing up syllables with letters A, O, U on the split alphabet, printing letters, painting pictures on a specific letter.
		Consonant sounds IMI, IMI; Letters m; p7. Printing letters.	Training of preschoolers to the correct pronunciation of sounds [m] and [m], distinction of the letter "M"	Development of phondematic representations; Fastening the correct articulation of studied sounds, laying out letters from sticks.
		Consonant sounds ISI, ISI; Letters C, with page 8. Printing letters.	formation of the presentation of preschoolers about the sounds [s] and [s "], introduce the letter" C "
		Fastening letters M, s. Reading and compiling syllables by split alphabet. Printing syllables.	improvement of articulation motility, development of the intonation side of speech.	Reading and drawing up syllables with letters M, with on a split alphabet, printing letters.
november		Learning to connect the letters A, U.Str 9.	Learning to connect letters; Development of sound analysis skills and synthesis of syllable combinations.	Connection of letters and y, ya; Layout syllables, painting pictures on a specific letter.
		Read letters, reading syllables. UA, AU. Page 10.	Learning to read syllables; Fastening the skills and skills of sound-sludge analysis and synthesis	Reading a combination of AU-UA; Layout symbols.
		We connect letters, read the syllables. AM, Mind, UA, AU. Page 11-12.	Improving the skill to connect the letters reading the syllables; Development of sound analysis skills and synthesis of syllable combinations.	Reading the combination of AM, Mind, UA, AU.
		We connect letters, read the syllables. AU, Us, OS.Defining syllables in words.; p13.		Reading Slots AS, OS, Us; ability to navigate on the book page; Work with a split alphabet.
		Learning to connect letters Ma, Mu; p14-15.	Learning the ability to connect letters; Development of sound analysis skills and synthesis of syllable combinations.	Reading syllables ma, mu; Work with a split alphabet, painting pictures on a specific letter.
		We read ply of Ca, Su, CO, Ma, Mu, Mo, AS, OS, Us, AM, OM, mind.Definition of syllables in words; p16.		Reading Slots: SA, SU, CO, Ma, Mo, Mo, AS, OS, Us, AM, OM, Mind; Finding a certain sound in the syllable.
		Sound analysis of syllables.Deciding words to syllables, defining syllables in words; Page 17.	Fasten the skills and skills of sound analysis of syllables, dividing words to syllables.	Reading the syllables of Ma Ma, Sa-Ma, myself, som, O-Ca, SMA, SMO, SMU; distinct syllables.
		Sentence. Delegation of sentences for words. Laying words: itself, herself; Page 17.	Fasten the ability to share sentences for words.	Reading words in the proposals of the O-Ca, Maa; lad out words from split alphabet; Drawing up proposals with a given word.
December		Consonant sounds IXI, IXI; Letters x, x. Reading syllables and words. Sound analysis of the word: fly. Drawing up proposals with the word dry. Printing syllables; pp 18-19.	introduce preschoolers with sounds [x] and [x "], with their graphic designation - the letter" x "	Development of phonderatic perception; fixing the right pronunciation of sounds, laying out letters from sticks; determination of the place of sound in the word; ability to navigate on the book page;
		Consonant sounds of IPI, IPI; letters p, r. Capital letters, words with these letters. Slogin printing. 20-21.	teach preschoolers synthesis of sludge combinations containing sounds [p] and [p "]
		Ishi consonant sound, always solid; The letters sh, sh. Drawing up proposals from three words. Printing syllables; Str22.	form ideas from preschoolers about the sound and the letter "sh"
		Differentiation of sounds and letters C, W reading and drawing up syllables by split alphabet; Stron3.		Reading the words of SA-Sha, Marsh, Ho-Ro-Sho, Ho-Rosh, Su-Sha, Ma-Sha, Ball, Choir, Noise, Himself; distinct syllables.
		Vowel sound Iai; letter In Russian, there are no words that begin on s. Sound analysis of words Bear, mouse. Printing syllables; ptinkle.	introduce preschoolers with the letter "s"	Development of phondematic representations; Fastening the correct articulation of studied sounds, laying out letters from sticks; Understanding the meaning of read.
		Consonant sounds Ili, Ili; letters l, l. Point. Scheme of proposals. Point. Learn to answer questions on the read text. Slots printing; p25.	to acquaint children with the sounds [l] and [l], denoted by their graphic symbol - the letter "L"	Development of phonderatic perception; fixing the right pronunciation of sounds, laying out letters from sticks; Determination of the place of sound in the word.
		Differentiation of sounds and letters L, R. Support and compilation of syllables by split alphabet; Stron6.	Exercise in the ability to differentiate sounds and letters, work with a split alphabet.	Reading the words Lu-Sha, La-Ra, Ro-Ma, Lo-Ra, rumor, we-lo, Sy Ro and others.
		The consonants of INI, INI; letters n, n. Sound analysis of words. Impact syllable. Learn to answer questions on the read text; pp8-30.	introduce preschoolers with sounds [n] and [n "], letter" H "	Development of phondematic representations; fastening the correct articulation of the studied sounds, finding a certain sound in the word; Laying letters from sticks.
January		Consonant sounds of IKI, IKI; Letters K, K. Fastening the writing of large letters in the names, the beginning of the proposals. Learn to lean the verbal emphasis, determine its place in words; p31-32.	form ideas about the sounds [to] and [to "], the letter" K "to promote the development of interest and ability to read;
		ITI consonant sounds, ITI; The letters t, t. Secure the ability to call words with a given sound and the letter, to silence verbal emphasis, determine its place in words. Printing syllables; p33.	introduce preschoolers with sounds [t] and [t "] corresponding to these sounds with a graphic symbol	Development of phonderatic perception; Fastening the correct pronunciation of sounds; ability to navigate on the book page; Laying letters from sticks.
		Vowel sound III; Letters and, and. Sound analysis of the syllables of us, fish, Si, you. Teaching proposals with the word I. Printing syllables; p34-36.	to form possession of preschoolers about the sound [and], introduce the letter "and".	Reading syllables we, fish, sy si, ti; work with a split alphabet; Coloring pictures on a specific letter.
		Consonant sounds of the IPI, IPI; letters n, p. Learn to answer questions on the read text. Printing syllables; p37-38.	to form submissions in children about the sounds [P] and [P "], their graphic designation	Development of phondematic representations; fastening the correct articulation of studied sounds; Understanding the meaning of read; Work in notebooks.
		Consonant sounds izi, IZ I; Letters s, s. Secure the ability to call words with a given sound and the letter, to silence verbal emphasis, determine its place in words. Printing syllables; p39.	introduce preschoolers with new sounds [s] and [s "], denoted by their letter -" s "
		The consonants are ringing and deaf. Differentiation of sounds and letters s, s; p. 40-41.	improve the articulation motorcy, develop the intonation side of speech.	Reading words ko-for, co-sa, ro, co-s, ro-s, y-zoo; A distinct pronouncement of words.
February		Consonant sound Iyi; letters th, th. Improve reading skills. Learning to invent words on a given sound model. Printing syllables; p42-44.	introduce preschoolers with sound and letter "th"	Development of phondematic representations; fastening the correct articulation of studied sounds; lad out letters from sticks; Finding a certain sound in the word.
		Consonant sounds izhi, izhi; Letters g, G. Working with a proposal. Questions. Learn to answer questions on the read text. Slots printing; 345-46.	teach children to distinguish sounds [g] and [g "], fixpresentations about the letter "G"
		Consonant sounds of III, IVI; letters in, in. Reading and compiling syllables by split alphabet. Printing syllables. Strest 37-50.	teach preschoolers to distinguish sounds [in] and [in "], introduce with the corresponding letter" B "	Reading and drawing up the syllables by the split alphabet; Printing syllables; Coloring pictures on a specific letter.
		Consonants of IDI, IDI; Letters D, comparison of sounds and letters Dt. Fastening the concepts of syllable, word, offer. Printing syllables. Retro51-52.	teach children to distinguish between sounds [d] and [d], form the ideas about the letter "D".
		IBI consonants, IBI; letters b, b. Slogin printing.	form the presentations of preschoolers about the sounds [b] and [b "], introduce the letter" b "
		Differentiation of sounds and letters Bt. Reading and drawing up the syllables by the split alphabet; strop4-57.	Exercise in the ability to differentiate sounds and letters, make syllables, work with a split alphabet.	Reading and drawing up the syllables of the Bal-ka, Pal-ka, if, Pya-Lee; distinct syllables.
		IRI consonant sound; letters g, g. Comparison of sounds and letters. To acquaint with the rule of writing a combination - Printing syllables.	to form possession of preschoolers about the sound and the letter "F".	Development of phondematic representations; fastening the correct articulation of studied sounds; Coloring pictures on a specific letter.
		Differentiation of sounds and letters w, s, w. Reading and drawing up the syllables by the split alphabet; 359-60.	Exercise in the ability to differentiate sounds and letters, work with a split alphabet.	Reading and drawing up the syllables by the split alphabet; lad out letters from sticks; Understanding the meaning of read.
March		Letters e, e. Sound analysis of words with the letter E. Printing syllables; Page 61-63.	introduce children with sound and letter "E"
		Letter b The letter b is a softness indicator at the end of the syllable or words. Teach to call words. a certain structure. Printing words; p64-67.
		Letters I, I. Sound analysis of words with the letter Ya. Analysis of the syllables with the letter I: Ma-Male, La, Ba-Bia. Printing syllables; p68.	form ideas in children about the sound and the letter "I"; Develop the skill of self-control and self-esteem.
		Reading texts with the letter I; 369-71.		Reading the texts of "Zoya Vanya", "Our Family", "Wild Apple Tree", "Our Apple Tree"; A distinct pronouncement of words.
		Letter, Y. Analysis Slots with the letter Yu: Tu-Su, Su-Su, Du-du. Printing syllables; p72-73.	Teach children to distinguish the sound and the letters "Yu", the synthesis of sludge combinations containing this sound.	Fastening the correct articulation of studied sounds; lad out letters from sticks; Printing syllables;
		Letters Eh, E. Sound analysis of words with the letter E. Printing syllables; PR74-77.	Introduce preschoolers with sound and letter "ё"
		Differentiation of sounds and letters E-e. Reading text; p78-79.	Exercise in the ability to differentiate sounds and letters, make syllables; Form the skill of self-control and self-esteem.	Reading texts "Cat Buska and Rain", "Hedgehog and Cat"; A distinct pronouncement of words in the text.
		Soft consonant sound Ichi; Letters h, h. sound analysis of words. Printing syllables; p80-81.	teach preschoolers to the right pronunciationsound [H], synthesis of syllable combinations containing the studied sound.	Development of phondematic representations; fastening the correct articulation of studied sounds; Laying letters from sticks.
April		Differentiation of sounds and letters h, sh, s, th. Reading text; p82-83.	Exercise in the ability to differentiate sounds and letters, make up syllables, fix skills in working with text	Reading the text "kettle-boss"; A distinct pronouncement of words.
		Vowel sound IEI; Letters E, E. Secure the ability to draw up proposals with pretexts (B, on. For et al.). Printing syllables; p84.	form ideas in children about sound and letter "E"	Fastening the correct articulation of studied sounds; lad out letters from sticks; Work with a split alphabet.
		ICI consonant sound; Letters c, c. Printing syllables; p85.	introduce children with sound and letter "C"
		Differentiation of sounds and letters C, h, s. Reading text; p86-87.	Exercise in the ability to differentiate sounds and letters, make up syllables.	Reading texts "Gift", "Winter End", "Spring Sun"; A distinct pronouncement of words.
		IFI consonant sounds, IFI; letters f, f. Printing syllables; p88-89.	to introduce preschoolers with sounds [f] and [f "], with the letter" f ".	Fastening the correct articulation of studied sounds; Printing syllables; Reading the texts of the "traffic light", "Pig Fefela", "Three brushes", "about a small puppy".
		The consonant sound of Ichi; the letters sh. Differentiation of sounds and letters, h, s. Reading text; p90-92.	teach preschoolers to synthesis of sludge combinations containing the sound "Shch"
		Letter Kommersant Letter Kommersant is a hardness indicator. Printing syllables; Alphabet. Straight 33-95.	to form persistent ideas from preschoolers about letters [b] and [ъ]
		Final lesson.	secure the learning and reading skills received throughout the course.	Reading and drawing up the syllables by the split alphabet; distinct word pronouncing; reading texts, understanding the meaning of read; ability to navigate on the book page;

Appendix No. 1.

Pedagogical complex diagnostics

Level of practical awareness of language elements and speech

/ For children 6-7 years old on D.B. Elconin /

Explanatory note

The richest development of preschool children, together with an increase in practical skills, both domestic and public, is aware of the awareness of these language reality in the process of specially organized learning. The study of the practical awareness of the elements of speech by children is usually determined at the level of analyzing the allocation of the word, phoned analysis and supply analysis. In the study, the following tasks are given.

1. Say one word.

2. Take one sound. How many sounds in the word "house"? Call sounds in this word.

3. Say one sentence. How many words in the sentence "Children love to play"? Name the first word, the second, third.

When evaluating the result, the highest overall rating is 7 points. Also, the answers can be assessed: 1 point - loyal answers, 0 points are incorrect. All survey results are recorded in the table.

Table 1

Processing and interpretation of research results.

6-7 points corresponds to a high level of development of practical awareness of speech elements;

4-5 points - average;

3 points - low level of awareness of language elements. Based on the total assessment of all parties to the development of the speech, the level of speech development is concluded. The results of the study can also be decorated in the final table.

Bibliography

Borisova E.A. Individual speech therapy classes with preschoolers.-M.: TC

Sphere, 2008.

2. Bortnikova E.F. We develop reading skills and competent letters.

For children 5-6 years: Notebook. Part 1; Part 2 - Ekaterinburg: LTURS-OPT LLC, 2012.

3. Volkova G.A. Logopedic Rhythmic. M., 1998.

4. Gomzayak O.S. .. Reservitory Svyaznoy Speech in Six-Year Children. - M .: Sphere, 2007

5. Magazine "Senture" (application to logoped magazine)

6. Zhukova N.S., Mastiukova E.M., Filichova T.B. Logopedia, M., 2003.

7. Zhukova N.S. Bookwist: Tutorial / N.S. Zhukov. - M.: Eksmo, 2007.

8. Games in speech therapy work with children. Ed. IN AND. Seliverstova, M., 1987.

9. Kashe G.A, Phileeva T.B. The program of teaching children with the underdevelopment of the phonetic system of Speech.-M.: Enlightenment, 1978

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11. Lopatina L.V., Serebryakova N.V. Overcoming speech violations from preschoolers. St. Petersburg., 2003.

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Press, 2002E.N. Kosynova. Turkopeda. - M .: Eksmo.2008

13. . From birth to school. Approximate general education program for pre-school education. / Ed. N. E. Veracs, T. S. Komarova, M. A. Vasilyeva. - M.: Mosaic $ Synthesis, 2014.

14.Inoilenko E.A. Magic world of sounds and words.-M.: Vlados, 2002

15. Rudenko V.I. . Our speech therapist. Rostov on Don: Phoenix, 2002

16. Tale of a cheerful language. M.: Publishing House "Karapuz", 2002.

17. A series of notebooks "Press-schooling folder" "Reading with passion." - LLC "VK

Dakota Kirov, 2011.

18. Tkachenko T.A. Speech therapy notebook "Development of phonderatic perception and

skills of sound analysis. " St. Petersburg: "Childhood-Press", 1998.

19. Phileeva T.B., Chirkin G.V. The program of training and education of children with phonetic-phonematic underdevelopment. - Mr.: MGOUP, 1993.

20. Phileeva T.B. Features of the formation of speech in children of preschool age. M., 2000.

21. Chirkina G.V. Correction of violations of the speech. - M.: Education, 2009

22. Schweiko G.S. Game exercises for the development of Speech.-M.: Enlightenment, 1988.

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