Soft syllables in Russian table. Hard and soft consonants. How vowels command consonants

Target: to teach children to distinguish consonant sounds on the basis of hardness - softness.

Tasks:

correctional-developing:

to consolidate in children the concept of "hard - soft consonants";
repeat the main ways of depicting the softness of consonants in writing;
develop logical thinking, graphomotor skills and spatial orientation;
to consolidate the ability to draw up a proposal scheme;

correctional and educational :

to educate children industriousness and independence in performing tasks

Equipment:

A set of paper strips for drawing up a proposal outline, simple, blue and green pencils, a notebook, a felt-tip pen for each child. Board.

Course progress.

1. Organizational moment.

Speech therapist. Let's play the opposite game. I will call the words, you take it in turn - call the words with the opposite meaning and sit down in your seats.

Cold - (hot), dull - (sharp), wet - (dry), high - (low), low - (high), dark - (light), rarely - (often), slowly - (quickly), enemy - (friend), day - (night), sat down - (got up), found - (lost).

Repetition.

Speech therapist. What is sound? What two groups can we divide all sounds into? What groups can we divide consonants into? (children's answers). Today we will talk about hard and soft consonants. Name solid consonants. What color do we designate these sounds on the diagram? Name soft consonant sounds. What color do we represent them? Remember the sounds that do not have a solid pair. Remember the sounds that do not have a soft pair. What letters in the letter show the softness of the consonant? (Children's answers.)

Differentiation of hard and soft consonants.

Didactic game "On the contrary".

Speech therapist. Replace the soft consonant in syllables and the first consonant in words with a hard consonant.

Le - (le), me - (me), ryu - (ru), zi - (zy), pya - (pa), hatch - (bow), row - (rad), roar - (ditch), beat - (to be), not- (nose).

Replace the hard consonant in syllables and the last hard consonant in lovs with a soft consonant.

Be- (be), you - (vi), go - (ge), su- (xu), fa - (fya), became - (steel), angle - (coal), chorus - (polecat), gave - (distance), steam - (steam), heat - (fry), blow - (hit).

Warm up.

Children perform movements in accordance with the text that the speech therapist pronounces.

We stomp our feet

We clap our hands

We nod our heads.

We raise our hands

We lower our hands

And we circle with you.

We stomp our feet:

Top-top-top.

We will part our hands

And we'll run around.

Consolidation.

Didactic game "The fourth extra".

Speech therapist. I will name the chains of words, and you will determine the extra word in each chain.

Giraffe, walrus, seal, polar bear.(Giraffe).

Flamingo, tiger, parrot, pelican.(Tiger.)

Tiger, lion, elephant, panther.(Elephant.)

Lion, wolf, boar, elk. (A lion.)

Zebra, rhinoceros, hippopotamus, owl.(Owl.)

Zebra, elk, antelope, wolf.(Wolf.)

Remember what words were superfluous.(Answers of children).Open notebooks, take simple pencils.

I will pronounce the word, and you must count how many sounds it contains and draw the same number of squares. Now determine which sound is the first and last in the word: a hard consonant or a soft consonant.

Color the first and last squares with the desired color.

The children are doing the task. Then a check is made. The called child works at the blackboard.

Massage (performed sitting).

Close your eyes tightly (3-5 seconds), open your eyes (3-5 seconds). Repeat 7-8 times.

Close your eyes and lightly massage the eyelids with circular movements of your fingers (1-2 min.)

With three fingers of each hand, lightly press on the upper eyelids, after 1-2 seconds. Remove fingers. Repeat 5 times.

Repetition.

Didactic game "Confusion"

Speech therapist. The words in the sentence are mixed up. Let's help them find their place and make an offer.

Neck, long, y, giraffe.

Animal, predatory, tiger.

In, kangaroo, Australia, inhabit.

Herbivore, animal, and, elephant, zebra.

Children make sentences.

Speech therapist.

Let's analyze the sentence "The giraffe has a long neck." How many words are in this sentence? Name the first, second, third and fourth words. How do you write the first word in a sentence? Are the words in a sentence written together or separately? What is at the end of this sentence?(Answers of children).Let's create a proposal.

The called child lays out a diagram on the board using paper strips.

Graphic dictation.

The speech therapist dictates the direction of movement of the felt-tip pen. Children perform dictation in a notebook.

Speech therapist. 2 spaces right, 3 spaces down, 1 space right, 1 space up, 1 space right, 1 space down, 1 space right, 1 space up, 1 space right, 1 space down, 2 spaces right, 3 spaces down, 1 space left, 1 cell up, 1 cell left, 3 cells down, 1 cell left, 3 cells up, 2 cells left, 3 cells down, 1 cell left, 3 cells up, 1 cell left, 4 cells up, 1 cell left, 1 cell up.

Show me your drawings. What did you get?(Camel.)

Summary of the lesson.

The speech therapist evaluates the activities of children.

These cards are a more in-depth version of regular syllable cards. Here, not only vowels are highlighted in color (they are traditionally red), but consonants are also divided by hardness / softness. Hard consonants have a blue fill, and soft consonants have a green fill.

These cards are designed for older children, as they involve learning not only to read, but also sound-letter analysis.

To work with cards, they need to be printed, cut into squares along the lines and arranged: glued on a dense base or laminated.

Hard and soft consonants B - C

Hard and soft consonants G - D

Hard Zh and hard and soft consonant Z

Hard and soft consonants K - L

Hard and soft consonants M - H

Hard and soft consonants P - P

Hard and soft consonants C - T

Hard and soft consonants F - X

Hard and soft consonants Ts - Ch

Hard and soft consonants Sh - Sh

It is necessary to acquaint children with the theory:
There are always soft sounds, there are always hard ones ([th '], [h '], [u '] - [g], [w], [c]). In other cases, the softness of the previous consonant is indicated either by the following vowels e, e, i, u, i, or a soft sign.

You can draw the attention of children to how soft and hard consonants differ when pronouncing. In the first case, the body of the tongue moves forward, plus there is a shift in the middle part of the back towards the hard palate. When pronouncing solid consonants, this movement does not occur.

In addition to always hard / soft consonants, there are also paired ones on this basis. These are the sounds [b] - [n] - [g] - [c] - [d] - [h] - [f] - [k] - [t] - [p] - [s] - [m] - [p] - [l] and [x].
Work with these cards and your children will quickly master syllabic reading through play and make significant progress in learning Russian.

Find out what else a child should know and be able to do at this age.

Use flashcards to teach your child to tell when consonants are soft and hard.

Blue - solid
Green - soft

Consonants can be soft or hard. For example, in the word "world" a soft consonant sound [m"] is heard, and in the word "poppy" - a hard consonant sound [m]. The softness of a consonant is indicated by adding the symbol ", for example: [m"] to its record.

Remember:
Is always soft sounds: [th "], [h"], [u"].
Always solid sounds: [g], [w], [c].

The remaining sounds are soft if they are immediately followed by the vowels e, ё, and, u, i or ь, and hard if they are followed by other vowels and consonants.

Let's start with the fact that I think it makes no sense to teach a child to read very early, if the child is mature, then he will easily learn in two weeks. Everything has its time.

I pay a lot of attention to the development of my children. logical thinking. The child must learn to think, not cramming. So in reading, if the child is mature, then he will easily understand the logic of the formation of letters into syllables, syllables into words ..

First, I introduce vowels, show that they can be sung. And if, for example, we put our hand to the throat and pronounce vowel sounds, then we will feel a slight rattling with our hand.

As all vowels are learned, it is necessary to show that there are also consonants, and they are friends. And if we remove all the vowels from the word, we will not be able to understand anything. For example, the name Sasha ----- Ssh. It’s not clear .. And to make it clear, you need the letters to be friends.

Let's print out the first sheet with consonants, I like to start with the letter M.

And we are trying to connect the syllables. If the consonant is blue, we pronounce it firmly, and green - softly. Then you can mold this letter from plasticine.

And in a notebook in a large cell, try to print M and syllables

Play a game with a ball in words starting with the letter M, etc.

http://www.razvitierebenka.com/2011/12/blog-post_02.html#.Ua8D_L3vcqG

Look for rhymes for the selected words. name the word - the child selects the appropriate sound (bump - bear, night - bump, ball - steam, ax - fence).
Name sounds (not letters!) in order.
Practice naming the first and last sound (not letters!) in a word. Naming the sounds in the word "oak", the student will hear the last "p". Don't correct him. Your goal is to practice distinguishing sounds.
Think of words that begin with a certain sound, such as "b".

Soft and hard syllables

Hard and soft consonants B - C Hard and soft consonants D - E Hard Zh and hard and soft consonant Z Hard and soft consonants K - L Hard and soft consonants M - N Hard and soft consonants P - R Hard and soft consonants S - T Hard and soft consonants F - X Hard and soft consonants C - H Hard and soft consonants Sh - Shch Consonants can be soft or hard.

For example, in the word "peace" a soft consonant sound [m"] is heard, and in the word "poppy" a hard consonant sound [m] is heard. The softness of a consonant is indicated by adding the symbol ", for example: [m"] to its record. Remember : Always soft sounds: [y '], [h '] , [u ']. Always hard sounds: [g] , [w] , [c]. Other sounds are soft if they are immediately followed by vowels e, ё, u, u, i or ь, and hard if followed by other vowels and consonants Hard and soft consonants differ in the position of the tongue.

When pronouncing soft consonants ([b"], [c"], [d"], [h"], etc.), the entire body of the tongue moves forward, and the middle part of the back of the tongue rises to the hard palate. This movement of the tongue is called palatalization. Palatalization is considered an additional articulation: it is superimposed on the main one associated with the formation of an obstruction. When pronouncing solid consonants ([b], [c], [d], [h], etc.), the tongue does not move forward and its middle part does not rise. Consonants form 15 pairs of sounds opposed in hardness / softness. All of them are either hard pairs or soft pairs: [b] - [b "] [c] - [c "] [g] - [g "] [d] - [d "] [s] - [s" ] [n] - [n "] [f] - [f "] [k] - [k "] [t] - [t "] [s] - [s "] [m] - [m "] [ n] - [n "] [r] - [r "] [l] - [l "] [x] - [x"]

Teaching students to read by syllables.

Undoubtedly, special training for children aged 5-7 will facilitate schooling, help to adapt and prepare the baby for successful learning activities. But, on the other hand, inept, methodically incorrect teaching of the elements of literacy can lead to the assimilation of incorrect reading and writing skills, criticism of teachers primary school and the need for retraining, which can negatively affect the first grader.

The tasks implemented in the classroom in the process of preparing for teaching reading can be formulated as follows:

The issue of teaching children to read and write remains largely controversial. Is it necessary to purposefully teach a preschool child with letters, is it necessary to teach in preschool future student to read and write? The opinions of teachers are opposite: from “Of course!” to "No way!"

to acquaint kids with the main properties of the phonemic (sound) structure of the word;
to teach children to compare sounds according to their characteristics (vowels, hard and soft consonants, deaf and voiced consonants), to compare words according to their sound composition;
to acquaint children with naming and choosing words denoting the names of objects, actions, signs of an object;
to teach to distinguish words in a sentence by ear, to determine their number and order, to make sentences, including those with a given number of words.
to introduce children to the concepts of "sound", "syllable", "word", "sentence";
to teach children the syllabic articulation of words, the selection of syllables from a word, the placement of stress in words, the definition of a stressed syllable;
to acquaint children with models (schemes) of words and sentences, special symbols for designating sounds;

The article was devoted to the topic "Split into syllables".

Full description

The article and tables present material that can be used:

1) for teaching reading;

2) to identify gaps in knowledge and skills;

3) to correct erroneous skills;

4) to develop the skill of determining the softness-hardness of consonants and the correct selection of vowels;

5) to master some of the rules of the Russian language (JI-SHI, CHA-SCHA, CHU-SCHU, etc.)

The article summarizes the practical experience of teaching reading and sound-letter analysis of preschool children of the teacher-psychologist Vorobieva N.F.

Comments on the use of tables:

1. Before using the tables, an adult should help the child learn all the vowels, structured as follows (read in columns):

Possible options:

option 1: B, C, G

option 2: D, D, W

option 3: Z, K, C

option 4: L, M, F

option 5: N, R, W

option 6: R, S, C

option 7: T, F, F

option 8: X, H, W

option 9: W, Y, C

3. It is desirable that the recognition and reading of fusion syllables be brought to automaticity.

4. Rarely occurring fusion syllables are in small print.

5. To fill gaps in learning to read or to correct inadequate skills, it may be sufficient to read only some of the tables relevant to the problem being solved. For example, a child tries to soften (pronounce softly) those consonants that always remain hard. It means that in this case, it is enough for the child to read the tables for the letters Zh, Sh, Ts.

6. The habit of reading hard and soft consonants in pairs (for example, TA-CHA, TO-CHO, TU-CHU, etc.) can help the child to make the correct choice of letters in the future and easily distinguish between soft and hard consonants when moving from sound to letter.

Table 1 (B).