Syllables with the letter m. Learning to read syllables in a playful way. Let's play steam locomotives

Teaching a child to read. We remember syllables. Learning to read a syllable. Merging letters into syllables. syllable. How to teach a child to read syllables. Transition from letter to syllable.

Currently, the market for children's educational literature is filled with a variety of alphabets and primers for preschoolers. Unfortunately, many authors do not guidelines ways of teaching reading. The first pages of manuals introduce children to some letters, then parents are invited to complete tasks together with children such as "compose syllables with the letter A and read them", "compose, write down and read syllables", and sometimes they do not have such explanations, but simply on the pages syllables appear for reading. But how can a child read a syllable?

So, N. S. Zhukova in her "Primer" illustrates the fusion of a consonant and a vowel with the help of a "running little man". He proposes to show the first letter with a pencil (pointer), moving the pencil (pointer) to the second letter, connect them with a "path", while pulling the first letter until "you and the little man run along the path to the second letter." The second letter must be read so that "the track does not break."

We find another way to facilitate syllabication in the book by Yu. V. Tumalanova "Teaching children 5-6 years old to read." In the methodological part of the book, various options for accompanying the syllable are proposed:

An adult holds one letter in his hands, the child reads, at the same time another letter is brought up from afar, and the first "falls", the child proceeds to reading a new letter,

An adult holds letters in his hands, one high, the other lower, the child begins to read the upper letter, slowly approaching the lower one, and proceeds to reading the lower one,

An adult holds a card in his hands, where letters are written on both sides, the child reads the letter on one side, the adult turns the card over to the other side, the child continues to read.

On the pages intended for working with the child, we see the following original images of syllables:

The techniques outlined above relate to the sound analytical-synthetic method of teaching reading. "The letter I after the consonant denotes its softness, which means that in the combination VI the letter B denotes soft sound. It turns out VI. "About this, the chain of inference looks like when reading a syllable through sound-letter analysis. And what will be the chain when reading, for example, the words CROCODILE? Can a child easily master reading in such a "long" way? Yes, there are even younger children preschool age who, thanks to the high organization of analytical-synthetic thinking, are able to successfully master reading in this way. But for most children, this method is too difficult. It doesn't fit the age group cognitive activity. Even when using the auxiliary techniques outlined above, children still cannot master reading using the sound analytical-synthetic method, or the formation of reading skills is difficult, interest in classes is lost, psychological problems are formed (low self-esteem, protest reactions, slowdown in the development of cognitive processes). characteristic of this age).

Try to read any sentence and at the same time observe how words are made from letters. You simply reproduce different types of syllables from memory and comprehend their combinations! It is recall that helps us read quickly, bypassing the stage of building chains of inferences about the sound-letter composition of a word.

Based on this, it can be understood that it is easier for a child to learn to read by memorizing a system of reading units - syllable fusions. This method of teaching reading will be most successful for children of older preschool age. It is at this age that memory develops and improves most actively, all its types (auditory, visual, memory "for movements", combined, semantic, etc.) and processes (memorization, storage and reproduction of information).

You need to memorize syllables according to the same scheme that is used when memorizing letters:

Repeated naming of a syllable by an adult;
- search for a syllable on the instructions of an adult with subsequent naming;
- independent naming - "reading" the syllable.

Of course, the child should be interested in learning. When familiarizing a child with syllables, you can use short tales composed according to the same principle: a consonant letter, traveling, meets vowels in its path all in turn, they sing "songs" in pairs - syllables. A consonant letter can "go to the forest for mushrooms", can "ride an elevator", can "go to visit girlfriends - vowels" and much more, what your imagination is capable of. You can make large letters cut out of colored cardboard with faces and handles, then the vowel and consonant letters also "take the handles and sing a song together" (syllable). Don't think that you have to make up such fairy tales for every consonant. The child will soon be able to tell fairy tales about syllables himself, he will be able to name even new syllables by analogy with those whose reading he has already mastered.

The order of acquaintance with syllables is not fundamental, it will be determined by the alphabet that you choose to teach your child to read. Some alphabets set the sequence of study according to the frequency of the use of letters in the language, others in accordance with the sequence of the formation of sounds in children, and others - according to the intention of the authors of the manuals.

After the initial acquaintance of the child with the syllables that can be composed with the help of a consonant, it is necessary to create situations where the child will look for the syllable given by the adult. Write the syllables on separate pieces of paper, lay them out in front of the child:

Ask to bring a "brick" of KA, or KO, or KU, etc., on a truck;

- "turn" leaflets with syllables into sweets, treat the doll with a "candy" KI, or KE, or KO, etc.;

Play "postman" - deliver "letters" - syllables to your family members, for example: "Take KU to your grandmother", "Take the letter to PE for dad", etc.;

Lay out the syllables on the floor, "turn" the child into an airplane, command which airfield to land on.

You can also search for a given syllable on the pages of the alphabet or primer. At the same time, the game situation may look like teaching your favorite toy to read ("Show Pinocchio the syllable PU!", And immediately after the show - "Tell him what syllable it is").

You can cut the syllables written on the leaves horizontally or diagonally (but not vertically, otherwise the syllable will be divided into letters). You give the child the top part of the syllable, name the syllable, ask them to find the bottom part, then make the halves and name the syllable.

If the child confidently holds a pencil in his hand and knows how to write or trace letters, write the syllables that you memorize with the child with a dotted line, offer to circle the syllable you named, you can circle different syllables with pencils of different colors.

Always after completing tasks to find a syllable, ask the child what syllable it is (but not "Read what is written!"). In these learning situations, the child only needs to remember the task with which syllable he performed, you yourself called this syllable when you gave the task. If the child cannot remember a syllable, offer him a choice of several answers: "Is this GO or GU?", "LE? BE? SE?". So you protect the child from the forced letter-by-letter analysis of the syllable ("G and O, will be ... Will be ... Will be ..."), which will cause him negative emotions, as it will complicate the reading process. Children who get used to "seeing" individual letters in a syllable and trying to "fold" them often cannot switch to syllabic reading and reading whole words for a long time, "folding" words from letters does not allow them to increase their reading speed.

Is it worth it to memorize all syllables with equal persistence? Not! Pay attention to syllables that are rarely found in Russian (more often with vowels Yu, Ya, E), do not insist on confident reading of these syllables if the child has difficulty remembering them. The words RUSHA, RYASA, NETSUKE and the like are not often found in books!

A kind of screen of success in teaching a child to read can be the Syllabic House, which the child himself will "build" as he learns syllable fusions. To make it, you will need a large sheet of paper (drawing paper, wallpaper), felt-tip pens or paints, glue and colored paper or cardboard. On a large sheet of paper, you need to depict the "frame" of the house: write vowels horizontally below (you can depict them in arches-entrances), write consonants vertically from bottom to top in the order that your alphabet or primer suggests (it will be more interesting if the consonants the letters will "stand on the balconies"). The frame is ready. Now, on separate pieces of paper - "bricks" - write the syllables currently being studied. Ask the child to find the syllables according to your task, determine the place of this "brick" in the house (horizontally - "floor", vertically - "entrance"), glue the syllable in its place. Now, after classes with a group of syllables, you can paste them into this house. So the house will grow floor by floor, and the child will see his progress in learning to read.

In fact, the Syllabic House is an analogue of the reading table according to Zaitsev's method. But in this version, before the eyes of the child there will be only those syllables that he has already begun to master, and you yourself determine the order of the syllables (at your own discretion or in the order in which the letters appear in the alphabet).

The spreadsheet doesn't end there. The following exercises are carried out according to the table:

Search for a syllable by assignment (an adult calls, a child finds, shows, calls);

Reading chains of syllables - by vowel (MA - ON - RA - LA - PA -...), by consonant (PA-PO-PU-PY-...);

Reading syllables with agreement to the word (KA - porridge, KU - chicken, ...);

In the future, according to the table, you can make words to the child, showing them by syllables, or the child, according to his own plan or the task of an adult, will be able to compose words himself. In such a table, the child will see the absence of some "bricks" - ZhY, SHY, CHYA, SHCHYA, CHU, SHCHU. Perhaps this will be the first step in mastering Russian spelling.

Quite rarely, but still there are such assignments in notebook books. The child needs to color the picture, divided into parts. Each part is signed with a syllable. Each syllable is colored with its own color.

When performing such a task, a natural possibility arises of repeatedly naming a syllable, and hence remembering it. Work on the task in sequence: first one syllable, then another... First, show and name the syllable yourself, determine the color to fill it in, then, when the child finds and paints over the corresponding detail of the picture, ask what syllable is written here.

Syllable + picture

At the stage of independent reading, the exercise "Syllable + picture" is used. These types of assignments are rarely found in textbooks, but they are very useful, as they contribute to the early formation of meaningful reading.

The child is invited to connect the picture with the syllable with which its name begins.

ATTENTION! We draw your attention to the fact that in this and subsequent exercises, words must be selected in which the pronunciation of the 1st syllable coincides with its spelling (for example, the word "cotton wool" is suitable, but "water" is not, because it is pronounced "vada ").

In another version of the task, various syllables are signed under each picture, the child needs to choose the correct first syllable of the name of the item shown in the picture.

You can make such tasks yourself: use the syllables you previously wrote and select the appropriate pictures from any board game or lotto for them.

The most difficult when teaching preschoolers to read are fusion syllables, which we talked about above, but in Russian, in addition to fusion syllables, there are other types of syllables - the reverse syllable (AM, AN ...), closed syllable(SON, KON...), a syllable with a confluence of consonants (SLO, SKO...). Each of these types of syllables requires special attention when learning, it is necessary to train in their naming and reading to simplify the further transition to reading in words.

So, it is necessary to prevent the incorrect reading of the reverse syllable: they consist, like the fusion, of a consonant and a vowel, and a preschooler can read the reverse syllable as a fusion, rearranging the letters when reading (TU instead of UT). It will be useful to compare and read pairs of syllables - fusion and open, consisting of the same letters (MA - AM, MU - UM, MI - IM, etc.).

When learning to read a closed syllable, invite your child to read pairs and chains of such syllables that are similar in their fusion (VAM - VAS - VAK - VAR - VAN, etc.) or according to the "recited" consonant (VAS - MAC - PAS, MOS - ICC, etc.). Similar work must be carried out when teaching the reading of syllables with a confluence of consonants (SKA - SKO - SMU - SPO, SKA - MKA - RKA - VKA - LKA, etc.) Exercises of this content, which are presented in your chosen study guide, may not be enough, you can make such chains yourself. Sometimes children do not like this type of work because of some of its monotony, in this case, offer not only to read the syllable, but also to finish it to the word (COD - soon, MOS - bridge ...). Such an exercise is not only exciting, but also develops the child’s phonemic hearing, and will also further contribute to the meaningful reading of words.

So, when learning to read the syllable, remember!

A feature of preschool children is the physiological unpreparedness to learn the rules of syllables and their use when reading.

Before the child can name the fusion syllable himself, he needs to hear its name many times, practice searching for the syllable according to your assignment.

If the child finds it difficult to name a syllable, offer him several answers as a help, thereby preventing him from switching to a letter-by-letter reading of the syllable.

The most difficult to remember are the first groups of memorized syllables, then the child, by analogy, begins to name syllables similar in vowel or consonant.

The pace of mastering syllables should correspond to the capabilities of the child. It is better to master a smaller number of consonants and corresponding syllables, but it is automated to recognize and read syllables.

Skill of reading syllables different type contributes to the fastest learning of the child to read in whole words.

You will find online primer (alphabet), games with letters, games for learning to read syllables, games with words and whole sentences, texts for reading. Bright, colorful pictures, a playful presentation of the material will make reading classes for preschoolers not only useful, but also interesting.

Learning to read by syllables - this stage in teaching children to read is one of the most important and difficult. Often parents simply do not know how to teach a child to pronounce two letters together and get stuck on it for a long time. Tired of the endless repetition of "ME and A will be MA", the child quickly loses interest, and learning to read turns into torment for the whole family. As a result, children from the age of two or three knowing letters, even by the age of five cannot read simple words, let alone read sentences and books.

What to do next when the child has memorized the letters? Let's make a reservation right away that teaching a preschooler to read syllables can be started even BEFORE he has mastered the entire alphabet (moreover, some teachers insist that you need to move on to syllables as quickly as possible, without waiting for all the letters to be studied). But those letters that we will combine into syllables, the child must name without hesitation.

In order to start learning to read by syllables, it is enough for a child to know 3-4 vowels and a few consonants. First of all, take those consonants that can be pulled (S, Z, L, M, N, V, F), this will help teach the child the continuous pronunciation of the syllable. And this is a fundamentally important point.

So, let's look at a few, in our opinion, the most effective methods, which modern teachers offer for teaching a child to fold letters into syllables.

1. We play "Engines"

(a game from the manual by E. Baranova, O. Razumovskaya "How to teach your child to read").

Instead of boring cramming, invite your child to "ride the train." All consonants are written on the rails along which our trailers will go, and vowels are written on the trailers themselves. We place the trailer on the rails so that a consonant appears in the window, and we name which station we got (for example, BA). Next, we move the trailer down the rails - to the next consonant and read the syllable that appears.

There is a similar guide in cards "Game" Steam locomotive. We read syllables. from E. Sataeva

This game is good because the child does not need to be specially explained how to add syllables. It is enough to say: “Now we will ride the letter A, she will be our passenger, name all the stations at which we will make a stop.” To begin with, “ride” yourself - let the child move the trailer along the rails, and you loudly and clearly call the “stations”: BA, VA, GA, YES, ZHA, ZA, etc. Then invite your child to take turns doing this with you. During the game, listening to you, children easily grasp how to pronounce two sounds together. For the third time, the child will “ride” himself without much difficulty.

If the child does not know all the letters, stop only at those “stations” that are familiar to him. Next, we change the wagon. Now we roll the letters O, U, S. If the child can easily cope with the task, we complicate the task. For example, we ride at speed - timing which of the wagons will reach the end of the path first. Or another option: stopping at the station, the child must name not only the syllable, but also the words starting with this syllable (BO - barrel, side, Borya; VO - wolf, air, eight; GO - city, golfs, guests; DO - rain, daughter, boards, etc.).

Please note that with this game you can practice reading not only open syllables (with a vowel at the end), but also closed ones (with a consonant at the end).

To do this, we take trailers where the vowels are written in front of the window, and act in the same way. Now we have a letter on the trailer not a passenger, but a driver, she is the main one, she is in front. First read the resulting “stations” with closed syllables yourself: AB, AB, AG, AD, AZH, AZ, etc., then offer the child a “ride”.

Remember that in this and other exercises, we first practice adding syllables with first-row vowels (A, O, E, Y, Y), and then we introduce second-row vowels (I, E, E, Yu, I) - the so-called "iotized" vowels, which make the sound that precedes them soft.

When the child is good at reading separate tracks with syllables, alternate wagons with passengers and drivers, without prompting which wagon we will roll. This will help the child learn to clearly see exactly where the vowel is in the syllable (the syllable begins with it or ends with it). At first, learning to read by syllables in a child may have difficulties with this.

2. "Run" from one letter to another

(from "ABC for kids" by O. Zhukova)

This is a visual exercise that will help the child learn to pronounce two letters together.

Before us is a path from one letter to another. To overcome it, you need to pull the first letter until the finger that we are leading along the path reaches the second letter. The main thing we are working on in this exercise is that there is no pause between the first and second sound. In order to make it more interesting to study, replace your finger with a figure of any animal / little man - let him run along the path and connect two letters.

("ABC book for kids" by E. Bakhtina, "Russian alphabet" by O. Zhukova and others).

Many authors of primers and alphabets use animated images of letters that need to be folded into a syllable - they are friends, walk together in pairs, pull each other through obstacles. The main thing in such tasks, as in the previous exercise, is to name two letters together so that the two girlfriend letters stay together.

To use this technique, you do not even need special manuals or primers. Print out several figures of boys and girls (animals, fairy-tale or fictional characters), write a letter on each of them. Let consonants be written on the figures of boys, and vowels on the figures of girls. Make friends with the kids. Check with your child that boys and girls or two girls can be friends, but it is not possible to make friends with two boys (pronounce two consonants together). Change pairs, put girls first in them, and then boys.

Read the syllables first in one order, then in reverse.

These few tricks are quite enough to teach a child to put two letters into a syllable. And learning in the form of a game will allow you to avoid cramming and boring repetition of the same thing.

4. Games to consolidate the skill of adding letters

- Syllabic Lotto

It is very easy to make them yourself, for this you need to pick up a few pictures - 6 for each card and print the corresponding syllables.

• Help will help you “Syllables. Choose a picture according to the first syllable BA-, VA-, MA-, SA-, TA-. Educational lotto games. GEF DO "E. V. Vasilyeva- there are a few more tutorials in this series
“Letters, syllables and words. Lotto with verification” by A. Anikushena
• Similar exercises are in the book. "Syllabic tables. GEF "N. Neshchaeva

- Shop game

Lay out toy goods or pictures with their images on the counter (for example, FISH-ba, DY-nya, PI-horns, BU-lka, YaB-loki, MYA-so). Prepare "money" - pieces of paper with the name of the first syllables of these words. A child can buy goods only for those “bills” on which the correct syllable is written.

Make an album with your child with your own hands, in which a syllable will be written on one page of the spread, and on the other - objects whose name begins with this syllable. Periodically review and supplement these albums. For more effective learning close one or the other half of the spread while reading (so that the child does not have extra clues when naming a syllable or choosing words for a particular syllable).

This will help you "Cards for sound and syllabic analysis of words."

- Game in the airfield (garages)

We write syllables large on sheets of paper, lay them out around the room. These will be different airfields (garages) in our game. The child takes a toy plane (car), and the adult commands - on which airfield (in which garage) you need to land the plane (park the car).

For this exercise, Zaitsev cubes or any cards with syllables are suitable (you can make them in the form of traces). We build a long path from them - from one end of the room to the other. Choose two figurines / toys. You play one, the child plays the other. Roll the dice - take turns with your figures on the cards for as many moves as fell on the dice. Stepping on each card, name the syllable written on it.

For this game, you can also use various "walkers" by writing syllables in circles on the playing field.

5. Reading simple words by syllables

Simultaneously with the development of syllables, we begin to read simple words(of three or four letters). For clarity, so that the child understands what parts the word consists of, which letters should be read together and which separately, we recommend that the first words be composed of cards with syllables / individual letters or graphically divide the word into parts.

Words of two syllables can be written on pictures consisting of two parts. Pictures are easier to understand (the child is more willing to read the words written on them than just columns of words), plus it is clearly visible into which parts a word can be broken down when reading it syllable by syllable.

Increase the difficulty gradually: start with words consisting of one syllable (UM, OH, EM, UZH, Hedgehog) or two identical syllables: MOM, UNCLE, DAD, NANNYA. Then proceed to reading the words of three letters (closed syllable + consonant): BAL, SON, LAK, BOK, HOUSE.

You need to understand that even if a child pronounces all the syllables in a word correctly, this does not mean that he will immediately be able to meaningfully put them into a word. Be patient. If a child has difficulty reading words of 3-4 letters, do not proceed to reading longer words and especially sentences.

Be prepared for the fact that the child will freely begin to read words only after he has automated the skill of adding letters into syllables. Until this happens, periodically return to working out syllables.

And, most importantly, remember that any learning should be a joy - for both parents and children!

Philologist, teacher of Russian language and literature, teacher preschool education
Svetlana Zyryanova

Before learning to read, the child must learn the very concept of syllables. Before you start learning to read and write, the baby must recognize the letters and be able to correlate them with sounds. The next step is to learn syllables. Interesting manuals for learning syllables can be downloaded from our website.

Is it difficult to teach a child to combine letters into syllables?

How to learn to read?

At the beginning of learning to read, it is necessary to convey to the child such concepts as vowels and consonants, sounds and letters. Vowel sounds are stressed and unstressed. Among the consonants, voiced and deaf, hard and soft are distinguished.

By the way, the hardness-softness of sounds should be given special attention. This characteristic of sounds within a syllable is determined by soft or hard signs or vowels after consonants.

So, the letters E, E, I, Yu, I indicate the softness of the previous consonant sound, and the letters E, O, U, S indicate hardness.

The table of all syllables on our website will help to illustrate soft and hard consonants. It can be read online or downloaded and printed from our website.

Syllables for children for learning to read can be represented as a game. To teach your baby to read, you need to download the syllable table and print it out. Then cut into individual cards. To prevent syllables and cards from wrinkling, they can be glued onto thick cardboard. Now we will try to present syllable combinations to children in the form of a game.

Reading games

A table of all syllables, which you will need to download from our website, will help teach your baby to read. Soft and hard consonants, as well as vowel sounds and letters in it are marked with different colors for contrast. Thus, syllable combinations look bright and colorful.

First, we teach the child to distinguish syllables in Russian from each other. To do this, you will need not only cards where the syllables of the language are written for reading, but also an entire table of syllables. To do this, you will have to download and print it again. We lay out the table and ask the child to match the cards with syllables and the corresponding cell in the table. So gradually the baby will memorize individual syllabic combinations and name them, and then read. Thus, we form a lotto from a table, but instead of images, there are letter combinations.

At the next stage of learning to read, we offer the child a couple of different syllables and combine them into a word. Please note that before starting this game, the child must read individual syllabic combinations well, and then put them into words. For example, we take the syllable ZHA and add the syllable BA to it. It turns out toad. You can draw arrows or come up with fairy tale hero, which will go from one syllable to another and combine them into words. As a result of such a simple game, the child will quickly learn to read.

Syllabary tables

Since there are a large number of letter combinations in the Russian language, we suggest studying each consonant separately in combination with all vowels. Thus, the table for one game becomes much smaller in volume, and it is easier for the child to put all the syllables in their places. You can also download these tables on our website. Here are examples of what syllables might look like for your kids in tables:

Common mistakes

Often in speech, kids confuse syllables with the letter "x", "g" and syllables with the letter "g", "k". Also, confusion occurs when a child pronounces syllables with the letter "d", "g" or syllables with the letter "k", "p". These consonants are very similar in sound. When composing words from them, try to pronounce them as clearly as possible. At the stage of learning to read, you can download tables with similar sounds, cut out cards from them and try to make words similar in sound, focusing on the difference in spelling.

When studying letter combinations of the Russian language with children, try to interest them. If you have a magnetic alphabet at home, try to make some words out of the letters. They can be conveniently attached to a tablet and then read. Let the kid make up his phrases, and you read them.

Word creation should be a collective game: one child will not be interested. Teach your child and learn with him!

Trainer for beginners. Simple words.

The book is wonderful. But the kids do not want to strain and put the letters into words, it is much easier to look at the picture and guess from the very first letter what is written under the picture.

Therefore, I suggest you download these sheets. They have a lot of words and no explanatory pictures. Nothing will distract the kid from the reading process. And since there are only three letters in each word, it will not be very difficult to read them.

And how many of them - words consisting of three letters? There are more than a hundred such words on these leaves. So the child will have something to read.

New cards for practicing reading skills. This time in the selection there are words of 4 letters, but with one syllable.

That is, the words have only one vowel.

DAY, LOAD, TERM, OVEN, SEVEN, NIGHT and so on.

More than 100 words are collected on two sheets, consisting of 4 letters and 1 syllable.

When reading, the child must not only compose a word from letters, but also comprehend what he read. Ask your child to explain each new word.

We continue to improve our reading skills.

The next selection is already two-syllable words of 4 letters. On the first card there are words with the so-called "open syllable". They are easy to read. Ma-ma, ka-sha, no-bo, re-ka, puddle and similar words.

The second card is more difficult. The words on it contain both open syllables and closed ones. Ma-yak, ig-la, y-tyug, yacht-ta, o-village, el-ka and so on.

Each card has over fifty words. So the child will have to work hard until he reads all the words.

We read new words syllable by syllable. Words already consist of 5 letters. Wagon, baby, tu-man, mar-ka, re-dis, lamp-pa. And so on. If the child confidently reads these one hundred and fifty-plus words, you can assume that your baby LEARNED to read! Rather, he learned to put words out of letters.

A child who has learned to put sounds into syllables, syllables into words, and words into sentences needs to improve his reading skill by systematic training. But reading is a rather laborious and monotonous activity, and many children lose interest in it. Therefore we offer small texts words are divided into syllables.

First read the story to your child, and if it is long, you can read its beginning. This will interest the child. Then invite him to read the text. After each work, questions are given that help the child to understand what they have read and comprehend the basic information that they have learned from the text. After discussing the text, suggest reading it again.

Smart Bo-beak

So-nya and co-ba-ka Bo-beak gu-la-li.
So-nya played-ra-la with a doll.
Therefore, So-nya be-be-zha-la to-my, and the doll for-would-la.
Bo-bik found a doll-lu and brought it to So-ne.
B. Korsunskaya

Answer the questions.
1. Who did Sonya walk with?
2. Where did Sonya leave her doll?
3. Who brought the doll home?

The bird made a nest on a bush. De-ti our nest-up and took off on the ground.
- Look, Vasya, three birds!
In the morning, de-ti came, and the nest-before it was empty. It would be a pity.
L. Tolstoy

Answer the questions.
1. What did the children do with the nest?
2. Why was the nest empty the next morning?
3. Did the children do well? How would you do?
4. Do you think this work is a fairy tale, a story or a poem?

Pet-ti and Mi-shi had a horse. They began to argue: whose horse. Did they tear each other apart.
- Give me - my horse.
- No, you give me - the horse is not yours, but mine.
Mother came, took a horse, and nobody's horse became.
L. Tolstoy

Answer the questions.
1. Why did Petya and Misha quarrel?
2. What did mom do?
3. Did the children play horse well? Why are you so
think?

It is advisable to use the example of these works to show children the genre features of poems, stories and fairy tales.

Genre oral fiction, containing events unusual in the everyday sense (fantastic, wonderful or worldly) and distinguished by a special compositional and stylistic construction. In fairy tales there are fairy-tale characters, talking animals, unprecedented miracles happen.

Poem- a small piece of poetry in verse. The verses are read smoothly and musically, they have rhythm, meter and rhyme.

Story- small literary form; a narrative work of small volume with a small number of characters and the short duration of the events depicted. The story describes a case from life, some bright event that really happened or could happen.

In order not to discourage reading, do not force him to read texts that are uninteresting and inaccessible to his understanding. It happens that a child takes a book he knows and reads it “by heart”. Necessarily read to your child every day poems, fairy tales, stories.

Daily reading enhances emotionality, develops culture, horizons and intellect, helps to understand human experience.

Literature:
Koldina D.N. I read on my own. - M.: TC Sphere, 2011. - 32 p. (Candy).