Games to develop phonemic awareness
By the age of five, children are able to determine by ear the presence or absence of a particular sound in a word, and can independently select words for given sounds, if, of course, preliminary work has been done with them.
But not all children clearly distinguish certain groups of sounds by ear; they often mix them up. This applies mainly to certain sounds, for example, they do not differentiate by ear the sounds s and ts, s and sh, sh and zh and others. To develop phonemic awareness, children of this age are offered games and exercises in which they need to identify words with given sounds from phrases and short poems.
Highlight a word
Invite the children to clap their hands (stomp their feet, hit their knees, raise their hands up...) when they hear the words with the given sound.
What sound is there in all the words?
An adult pronounces three or four words, each of which has the same sound: fur coat, cat, mouse, and asks the child what sound is in all these words.
Think, don't rush.
Offer the children several tasks to test their intelligence: - Choose a word that begins with the last sound of the word table. - Remember the name of the bird, which would have the last sound of the word cheese. (Sparrow, rook...) - Choose a word so that the first sound is k, and the last sound is a. — Invite your child to name an object in the room with a given sound. For example: What ends with “A”; what starts with “S”, in the middle of the word there is a sound “T”, etc. Option: The same task with pictures from the lotto or a plot picture. Illustrations may be used.
Jokes are just a minute.
You read lines from poems to children, deliberately replacing the letters in the words. Children find a mistake in the poem and correct it. Examples: Ponytail with patterns, boots with curtains.
Tili-bom! Tili-bom! The cat volume caught fire.
Outside the window there is a winter garden, There the leaves sleep in barrels.
The joyful people of the boys cut honey sonorously with their skates.
A cat swims on the ocean, a whale eats sour cream from a saucer.
Having dropped the doll from her hands, Masha rushes to her mother: There is a green onion crawling there with long mustaches.
God's box, fly to heaven, bring me bread.
Games
· catch the sound The adult pronounces vowel sounds, and the child must clap his hands when he hears the given sound.
· attentive baby The adult names the sound, and the child must show the corresponding symbol.
· conductor Draw the given letter in the air with the child’s hand. Then have your child try it on their own.
· architect Form the given letter from sticks or matches. Then have your child try to do it on their own. Help him if necessary.
· choir member We sing the given sound with different intonations.
· broken TV You need to make a TV screen with a cut out window out of a cardboard box. Explain to the child that the sound on the TV has broken and therefore it is impossible to hear what the announcer is saying (the adult silently articulates vowel sounds in the TV window). The child must guess what sound is being pronounced. Then you can switch roles.
· sound songs Invite your child to compose sound songs like “a-o” (children scream in the forest), “o-a” (a child cries), “ee-a” (a donkey screams), “o-o” (we are surprised) . First, the child determines the first sound in the song, singing it drawn out, then the second. Then the child, with the help of an adult, lays out this song from sound symbols and reads the compiled diagram.
· who is first Show your child a picture of an object that begins with the vowel “a”, “u”, “o” or “i”. The child must clearly name what is drawn in the picture, emphasizing the first sound in his voice (for example, “oo-oo-oo-duck”). The child must then choose the appropriate symbol.
Game "Right and Wrong".
The adult shows the child a picture and loudly and clearly names what is drawn on it, for example: “Wagon.” Then he explains: “I will name this picture either correctly or incorrectly, and you listen carefully. If I'm wrong, clap your hands. Wagon - wagon - wagon - wagon - fakon - wagon”, etc. First, give words that are easy in sound composition, then more complex ones.
Game "Listen and choose".
In front of the child are pictures with objects whose names are similar in sound: crayfish, varnish, poppy, tank juice, bough house, lump, crowbar, catfish goat, scythe puddles, skis bear, mouse, bowl, etc. The adult names 3-4 words in a certain sequence, the child selects the corresponding pictures and places them in the named order.
Game “Say the Word.”
The adult reads the poem, and the child finishes the last word, which matches the meaning and rhyme: There is not a bird on the branch - A small animal, Fur as warm as a hot water bottle. His name is... (squirrel). Don't be afraid - it's a goose, I'm afraid of it myself... (I'm afraid). It always helps out a dirty person... (water). The ox is afraid to enter the house: - It will bend under me... (floor). The little siskin whistled: - Ew, eew, eew! I’ve been drinking dewdrops in the morning... (drinking!)
Step Four: Distinguishing Syllables
By the fourth stage, the child is already prepared to learn to distinguish syllables. The easiest sounds for a child to pronounce are: f, v, p, b, n, therefore it is better to start distinguishing syllables from elementary combinations that include precisely these sounds. For example, you pronounce a series of syllables, changing the last one, and the baby says that it’s extra (pa-pa-pa-ba). You can complicate the game by introducing erroneous syllables in the middle or beginning, changing the vowels (ba-ba-bo-ba, ga-ka-ka-ka).
Game "Same or Different".
A syllable is spoken into the child's ear, which he repeats out loud, after which the adult either repeats the same thing or says the opposite. The baby's task is to guess whether the syllables were the same or different. The syllables you need to select are those that the baby is already able to repeat correctly. This method helps develop the ability to distinguish sounds spoken in a whisper, which perfectly trains the auditory analyzer.
Pure talk.
The adult begins, and the baby finishes the last syllable. Ba-bo-ba - there are two tables by the road... (ba). Za-zu-za - go home, ko... (for). Ti-di-ti - to the moon le... (ti). De-de-te - let's sit in the dark... (those). Lu-lu-lu - I like green onions... (lyu). Fe-ve-fe - I’ll sit on the so... (fe). Gradually, during this period, the child must master the ability to distinguish between all oppositional sounds: whistling and hissing, voiced and voiceless, fricative and plosive, hard and soft.
Step five: Distinguish phonemes
At this stage, the child learns to distinguish phonemes (sounds of his native language). You must start with distinguishing vowel sounds. Guess game. The baby has pictures of a wolf, a baby, a bird. An adult explains: “The wolf howls: ooo-oo”, “The baby cries: a-a-a”, “The bird sings: i-i-i.” We ask the child to pick up a picture that corresponds to the sound pronounced by the adults. Similarly, we learn to distinguish consonant sounds.
Game "Sound Lost".
The child must find a word that does not have the right meaning and choose the right one: Mom with the barrels (daughters) walked along the road along the village. We got into the spoon (boat) and - let's go! Along the river back and forth. The bear cries and roars: Asks the bees to give him ice (honey). We are taking the boards up the mountain, We will build a new room (house).
Step six: Listen and analyze
At the final stage in the development of phonemic hearing, we teach the child to divide words into syllables, determine the number of syllables in a word, and be able to “clap” and “tap” the rhythmic pattern of two- and three-syllable words. Game "How many sounds?" At this stage, children are able to determine the number of vowel sounds during continuous pronunciation (one, two or three vowel sounds: a, ay, oui, aea). The child must put down as many sticks on the table as the sounds he heard.
Game “Letters, get in order.”
Cards with letters lie in front of the baby. An adult pronounces combinations of vowel sounds, first two at a time: ay, ia, then three sounds at a time: aui, iau. The child lays out the letters on the table in this order. Then we proceed to the analysis of consonant sounds. We start by teaching how to identify the last consonant sound in a word that necessarily ends in t or k. As a training, we offer an exercise with pictures or objects “Last sound”: the child must clearly pronounce the name of the object or what is shown in the picture, doing emphasis on the last sound. You can arrange the pictures in two columns, in the first - pictures whose names end in the sound t, and in the other - in the sound k.
We show the child a picture and say its name, omitting the last sound (ko..., pau..., ma...). The baby says the word and then says the sound that was missed. Exercise “Find the word, find the sound”: the child must insert the desired word into the poem and determine which sound is missing. If he completed this task easily, you can ask where the sound was missing: at the beginning, middle or end of the word. The old mole digs the ground. He lives underground. It's dark for us. We ask our dad to turn on the la...pu (lamp) brighter. ...games (tigers) entered the arena. We all became silent out of fear.
ECHO
The game serves to exercise phonemic awareness and accuracy of auditory perception
You can play together or in a large group.
Before the game, the adult asks the children: “Have you ever heard an echo? When you travel in the mountains or through a forest, pass through an arch or are in a large empty hall, you may encounter an echo. That is, of course, you won’t be able to see it, but you can hear it. If you say: “Echo, hello!”, then it will answer you: “Echo, hello!”, because it always repeats exactly what you tell it. Now let’s play echo.”
Then they appoint a driver - “Echo”, who must repeat what he is told.
It’s better to start with simple words, then move on to difficult and long ones (for example, “ay”, “more quickly”, “windfall”). You can use foreign words in the game, not forgetting to explain their meaning (for example, “Na11o, monkey!” - “Hello, monkey!”), In addition, you can try to offer poetic and prosaic phrases for repetition (“I came to you with Hello, tell me that the sun has risen!”).
LIVING ABC
Game for developing sound discrimination
Cards of pairs of letters: 3-ZH, CH-C, L-R, S-C, CH-S, Shch-S, S-3, Sh-Zh are laid out face up in front of the children on the table. Two cards with letters are also used. On command, children must select objects whose names include this letter and place them on the
heaps. The one who picks up the most cards wins. The game continues until they are all taken apart.
ENCHANTED WORD
The game promotes the development of phonemic hearing and sound analysis of words
The adult presenter tells the children a story about an evil wizard who enchants words, and therefore they cannot escape from the wizard's castle. Words do not know what sounds they are made of, and this must be explained to them. As soon as the sounds of a word are correctly named in the right order, the word is considered saved, free. The game is played as an ordinary role-playing game, with the adult, as the only literate one, always remaining the leader, the children playing the role of saviors, and one of the participants representing the evil wizard who is absent from the castle from time to time; it is then that the letters can be saved.
The adult names the word - the victim of imprisonment, and the saviors must clearly repeat the sounds that make up it. It is necessary to ensure that they are pronounced carefully, with all vowels pronounced. They start with simple three or four letter words, then complicate the “enchanted” words. For example, we “disenchant” the word “apple” - “I, b, l, o, k, o.”
CONFUSION
Game for developing sound discrimination
It is necessary to draw the child's attention to how important it is not to confuse sounds with each other. To confirm this idea, you should ask him to read (or read to him himself, if he doesn’t know how yet) the following comic sentences.
The Russian beauty is famous for her goat.
A mouse is dragging a huge pile of bread into a hole.
The poet finished the line and put his daughter at the end.
Does the child need what the poet has confused? What words should be used instead of these?
WE WILL FIX YOUR DAMAGED PHONE
Game for developing phonemic awareness
It is best to play with three people or an even larger group. The exercise is a modification of the well-known game “Broken Phone”. The first participant quietly and not very clearly pronounces a word in his neighbor’s ear. He repeats what he heard in the ear of the next participant. The game continues until everyone passes the word “on the phone.”
The last participant must say it out loud. Everyone is surprised because, as a rule, the word is noticeably different from those transmitted by the other participants. But the game doesn't end there. It is necessary to restore the first word, naming in turn all the differences that “accumulated” as a result of the phone breakdown. An adult should carefully monitor that differences and distortions are reproduced by the child correctly.
Selection of words with a given sound
"Postman"
The children have object pictures (1-2) on their tables. The teacher collects in a bag, with a symbol or letter attached to it, only certain pictures-letters, for example, those in the name of which the sound K appears. Each child chooses such a “letter” and, giving it to an adult, exaggeratedly pronounces the sound indicated in the word symbol on the mail bag. Symbols are replaced in connection with the phonetic task of the lesson,
"Shop"
Children “buy” items from the equipped counter using money symbols or letters. When presenting the teacher with a symbol or letter, each child exaggerates the corresponding sound in the name of the item being purchased.
“Who is the picture for?”
Children hold symbols of various sounds or letters in their hands. The teacher shows the picture, the child proves by pronouncing the corresponding sound that this picture is for him. If several children claim their rights to a picture, it goes to the one who finds more words for the sound indicated by the symbol (or letter).
“Arrange objects (pictures) to symbols”
Children are presented with 3-4 familiar symbols of consonant sounds or letters. The summoned children take one at a time from a set of upside-down pictures or toys lying in front of the adult. The winner is the one who first substitutes his picture or object to the desired symbol and proves to everyone that he did the right thing, that is, he pronounces the corresponding sound in the word exaggeratedly.
“We are letting a special set of words into the courtyard”
The teacher invites the children to depict a closed gate: turn their palms towards their faces, connect their middle fingers, and raise the thumbs of both hands up. The adult explains that we will “let through” only words with a sound, the symbol of which is placed in a prominent place, into the yard. Children open the gate (put their palms parallel to each other) if they hear a given sound in a word. If the word does not contain the specified sound, the gate slams. At the end of the game, you can invite the children to remember all the words that they “missed into the yard.”
“Don’t touch the ball or catch it - try to guess”
The teacher invites the children standing in front of him to catch the ball if they hear a sound in a word, indicated by a symbol or letter, or to hide their hands behind their backs if there is no sound in the word. When the child catches the ball, it is useful to control the consciousness of his choice, that is, offer to pronounce the word, highlighting the corresponding sound.
"Let's find the hidden words"
The teacher shows the children pictures depicting the sea, forest, garden, street, etc. A certain symbol is placed next to it. The teacher recites poetry:
I will find words everywhere
In the house, in the city, in the water,
In the garden and in the garden
I'll try and find it.
Children are asked to remember objects that may be located in a specified location and contain in their name the sound indicated by the symbol.
“We ran away and gathered”
The children have pictures in their hands, in the name of which they should find the stressed vowel sound (raspberries, dishes, pasta), and then gather around one of the three children holding the corresponding symbol of the vowel sound (I, U, O). The number of simultaneously distinguished vowel sounds and, accordingly, visual symbols in words can be increased as children’s attention and perception improve.
“Substitute the symbol (letter) to the object (picture)”
Children choose one symbol from those suggested by the teacher. 5-6 objects (pictures) are laid out on the table, the names of which contain designated sounds. The winners are those children who, earlier than others, found the corresponding sound in the name of the object and were able to demonstrate it correctly.
"Cube"
Children take turns throwing a dice, each side of which has an image of a sound symbol or a letter attached to it. The child throwing the cube must find the sound whose symbol is on top in the names of the displayed pictures or objects.
"Collecting buttons"
The teacher hands out 3-4 buttons to the children and announces that he will collect words with a particular sound in a special “sound chest”. The sound is indicated by a symbol and displayed in front of the children. Children name words with a given sound in any position and lower the buttons to which their word is “sewn” into the chest.
Train
The speech therapist shows the children a steam locomotive and 9 pictures of animals and explains: “The train for animals and birds has arrived. It has three carriages. Each animal can only travel in the carriage assigned to it. Animals whose names contain the sound s..." will travel in the first carriage, etc. The teacher calls three children and invites one child to select passengers for the first carriage (sound), another - for the second carriage (sound), and the last - for third car (sound r). Then he invites three more child controllers (or one child) who must check that the passengers are in their seats.
Next, the speech therapist changes the signs on the cars, and the children select animals, focusing on names with the sounds z, sh. l.
"Item and Name"
The teacher shows the children dolls representing boys or girls and gives them names depending on the topic of the lesson (Masha, Katya, Vova, Pavlik, Tolya, etc.) Each doll is asked to choose gifts from a number of objects standing on a separate table, so that the first sounds in the name of the object and the name of the doll coincided. In case of errors, the teacher resorts to the help of a symbol that reminds of the desired sound.
"Gifts for guests"
The teacher introduces the guest of the lesson (Matryoshka, Pinocchio, Laf the pig, Carlson, etc.). Children are asked to come up with and name gifts or dishes that could be offered to the guest, taking into account that the first sound in the name of the gift (food) must coincide with that in the guest’s name. In case of errors or doubts, the teacher presents the children with the corresponding symbol.
"Bag-idea"
A vowel or consonant symbol is attached to the bag. The teacher gives the children chips and offers to collect words with a given sound into a bag-idea (without taking into account its position or in a certain position, if one has already been studied with the children). Children name words with the indicated sound while putting chips into a bag. A complication in this game will be a certain generalization, within the framework of which words should be selected (vegetables, toys, food, school supplies or other objects “placed” in the bag).
“What’s hanging on the Christmas tree?”
Children take pictures from the Christmas tree and select the corresponding symbols from those lying on the table.
"Seven-flowered flower"
The sound symbols are attached to colorful flower petals. The child who picks the petal must name the word with the indicated sound in any position.
“We received a letter from Zvukograd”
The teacher takes out symbols of vowels or consonants from the envelope “sent” to the troupe, explaining that a letter has been received from Zvukograd, where the old Zvukovichki live. Most of all they love games with sounds. The adult offers to write an answer, selecting five names of objects (animals, toys, etc.) for each symbol. Children name the words, the teacher writes them down on cards and “sends” the letter back.
"Magic Carousel"
The rotating arrow stops in front of one of the symbols depicted along the edge of the circle. You must name at least three words starting with this sound.
“Which toy is missing?”
The teacher puts 4-6 toys in front of the children, the names of which the children clearly pronounce and remember. The teacher, having covered all the toys with a screen, hides one of them, and then removes the screen. Children must remember the name of the hidden toy and find a symbol among those lying on the table that corresponds to the first (last) sound in the word.
"Let's remember the fairy tale"
Children are presented with a picture of a familiar fairy tale and several symbols. The child takes the symbol and names words related to the content of the text, pronouncing the corresponding sound exaggeratedly.
“Different mysteries of the cat Vasyatka”
An adult invites children to listen to a poem (riddle) and add a word suitable in meaning and rhyme to the end of it. To make it easier to select a word, the adult shows the child the symbol of the corresponding vowel or consonant sound with which the intended word begins.
Identifying a sound at a specific position in a word
"Wonderful fishing rod"
At the end of the thread of a small homemade fishing rod is a magnet. Lowering the fishing rod behind the screen, where there are several pictures to which metal clips are attached, the child takes out the picture and names the first, last, shock or any other given sound, and then selects the corresponding symbol for the pronounced sound. Metal clips can be easily moved to other pictures if the sound task in the game changes.
"Chain of Words"
There are pictures on the table (5-8 pieces). The teacher places one of them on the board and asks to determine the last sound in the word. Next, children choose a picture whose name begins with a given sound and place it on the board behind the first picture. Then the children select pictures according to the principle: the name of the next one begins with the sound that ends the name of the previous one.
Determining the position of a sound in a word
“A hedgehog walks along the paths”
Images of tracks (short and long cardboard strips) and a hedgehog are displayed on the board. In the first lesson, where an introduction to long and short words takes place,
The teacher, pronouncing a long word, for example, construction site or policeman, moves the image of a hedgehog along a long path. Then he says a short word, such as house or garden, demonstrating the hedgehog moving along a short path.
Another version of the game: the selected symbol (or letter) is attached to the image of a hedgehog. Moving the image of a hedgehog along a path (cardboard strip) from left to right, the teacher slowly pronounces the word, focusing on a given sound (for example, ССaircraft or trayС). If the sound is heard at the beginning of the word, the hedgehog remains at the beginning of the track; if the sound is heard at the end of the word, the hedgehog “reaches” the end of the track and stops there. Additionally, the beginning and end of the track, which correspond to the beginning and end of the word, can be fixed with some objects, for example, a strawberry and a mushroom.
Find the place of the sound in the word
On the board there is a symbol of a sound or a letter, cards with diagrams of the location of sounds in words (one cell is shaded at the beginning, end or middle of the diagram). Each child receives a picture whose name contains a certain sound. The child goes to the board, pronounces the name of his picture, using his voice to highlight the sound, the position of which he determines and places the picture under the desired diagram.
Match the word to the diagram (for sounds s and sh)
Option I
3 children are playing. The speech therapist gives the children one card each. Then he takes one picture from the stack, names it, slightly emphasizing the sound s or w with his voice, and the children determine the position of the sound in the word. If the location of the sound matches the pattern on his card, the child takes the picture and places it on his card. The one who never makes a mistake wins.
Option II
Having received the card, the child selects 3 words with the sound s or w, focusing on the shaded square.
Complete audio analysis and synthesis
"Live Sounds"
The teacher distributes sound symbols from which you can make a short word (UM, MOSH, SOUP, etc.) to two or three children. Pronouncing each word clearly and with emphasis, the adult invites them to stand so that the other children can see and be able to synthesize (assemble) the named word from the sounds.
"Let's disassemble and assemble"
Children are given symbols of vowel and consonant sounds. An adult puts up a picture (for example, KOM) and asks those children who have the sound symbols to come out.
available in the word. Children with symbols in their hands go out and take turns pronouncing each of their sounds in an exaggerated manner, proving that it is in the name of the picture (for example: Kom, kOhm, koM). After the sounds indicated by the symbols are “discovered” in a word, the adult helps the children combine them into a word.
"Read it"
The teacher puts symbols of two or three sounds on the board and asks the children to name the first, second, third sound. Then he asks the children to pronounce the sounds together, without interrupting their voices. Sound combinations (ai, uai and many others), syllables and words of two, three, four sounds can be composed.
"Make it up"
The teacher asks the children to compose (lay out) sound combinations from symbols of sounds (ai, uai, etc.), syllables and words of two, three, four sounds.
Sound pyramid
The speech therapist demonstrates a drawing of a pyramid of squares made on a sheet of paper. At the bottom of each square there are pockets for inserting pictures. At the base of the pyramid there are 5 squares, above - 4, then 3 and 2. The pyramid ends with a triangular top. He explains: “We will build this pyramid from pictures. At the very top we should have pictures with short names consisting of only two sounds, below - three, and even lower - four sounds. And at the base of the pyramid there should be pictures with names made of five sounds.”
The speech therapist calls the children one by one to complete a game task. The child takes a picture, clearly pronounces the word and determines the number of sounds in it. For example: “The word beetle has three sounds. I will put this picture in the second row (from the top).” Or: “The word cup has five sounds, I’ll put the picture in the bottom row.” An incorrect answer is not counted, and the picture returns to its original place.
During the game, children look for pictures only for unfilled squares. At the end of the exercise, the teacher asks how this unusual pyramid is structured.
Turn on TV
The speech therapist explains to the children: “To turn on our TV and see the image on its screen, you need to identify the first sound in the words - the names of the pictures placed in the top pocket. Using these sounds you will create a new word. If the word is spelled correctly, the corresponding object will appear on the TV screen.”
The speech therapist inserts object pictures into the upper pocket, for example: matryoshka, stork, cat, asks the children to name the first sound in each of these words (m, a, k) and guess what word can be made from these sounds (poppy). Then he shows a picture of a poppy on the screen.
Children denote the highlighted sound with the corresponding letter and read the resulting word.
Words can be composed using the first or last sounds.
What are their names?
Option I
The speech therapist suggests finding out the names of the girls and boys shown on the table. He explains that to do this, you need to identify the first sounds in words - the names of objects drawn in pictures in the upper pockets. The children name: horse, watermelon, crayfish, aster - and come to the conclusion that the girl’s name is Lara.
Subject pictures for reading (composing) the name Shura: ball, duck, fish, orange; named Masha: mouse, bus, cone, antenna; named after Roma: hand, wasps, poppy, car.
Option II
Children make up names based on the last sounds in words: Shura (reed, kangaroo, ball, vase); Lara (table, cat, axe, duck); Masha (house, bag, lily of the valley, fork); Roma (mosquito, wheel, catfish, saw).
Option III
The names are composed according to the second sound in the words: Lara (elephant, crayfish, watermelon, poppy); Shura (ears, chickens, rook, sleigh), etc.
IV option
The names are composed according to the third sound in the words: Lara (wolf, rook, brand, crane); Roma (brand, elephant, lamp, dress); Shura (bear, trumpet, stamp, crab).
Train
The speech therapist inserts signs with circles into the slots on the roofs of the cars and offers to select passengers based on the number of sounds in the words.
Calls the child, gives him a picture of an animal. The child clearly names it so that every sound in the word can be heard, then says how many sounds there are in this word, and inserts a picture into the pocket of the corresponding carriage: “The bull must ride in the first carriage, because the word bull has three sounds: b, s , k", etc.
Syllabic analysis of words
Syllabic pyramid
Option I
The speech therapist explains: “Today we will build a pyramid from pictures. In the bottom row of the pyramid you need to place pictures whose names consist of three syllables, for example: ma-li-na; in the second row - of two syllables: fish; in the top square - a picture whose name is one syllable (one-syllable word), for example goose.”
The teacher calls the child to the board and gives him several pictures (3-4). One with a one-syllable word, two with two-syllable words, and one with a three-syllable word.
The child pronounces the names of objects syllable by syllable and inserts pictures into the correct pockets. All other children check whether the pyramid is built correctly. The next child gets new pictures.
Option II
The teacher calls three children at once and invites one child to choose from the pictures laid out on the table (or from the pictures inserted into the typesetting canvas) pictures for the bottom row of the pyramid, the second - for the middle, the third - for the top.
Progress of a game exercise outside of class (board game)
For the board game, cards are made with images of a pyramid of squares (without pockets). (Children put pictures on squares.)
Each player receives a card with a pyramid, independently selects pictures with the required number of syllables and “builds” the pyramid.
The speech therapist checks how the task was completed.
Flower shop
The speech therapist invites the children to play in a flower shop and places in front of them a typesetting canvas with postcards on which flowers are drawn. He says: “This is our flower shop. It sells different flowers. Some have short names, such as poppy, others have long names, such as forget-me-not. Each of you has a card. This is money". You will be the buyers and I will be the seller. The buyer can only buy the flower whose name has as many syllables as there are squares on the card. You will come to the store, present your card and say the name of the flower in parts. If you correctly determine which flower you can buy, you will receive it. If you make a mistake, the flower will remain on the counter.” The called children pronounce the names of the colors syllable by syllable and give the cards to the speech therapist.
At the end of the game, the speech therapist himself shows the children a card with two squares and asks them to show and name the flowers they bought. Children come out with postcards to his table and take turns pronouncing the names of their flowers: “Rose ... peony ... tulip,” etc. Then the speech therapist shows a card with three and four squares, and the children pronounce three-syllable and then four-syllable names.
Let's plant flowers in the flowerbed
The speech therapist hands out cards with pictures of flowers to children. Posts diagrams on the board. Invites the children to “plant flowers in the flowerbed”: in the first, left part of the board - flowers whose names are divided into two syllables, in the middle - flowers with names of three syllables, in the right - with names of four syllables.
The speech therapist calls the children first to plant flowers in the left flowerbed, then in the middle and, finally, in the right. In conclusion, the children pronounce the names of the flowers in chorus and determine whether they are planted correctly.
Train
The speech therapist inserts new signs with squares into the slots on the roofs of the cars. Explains to the children that the first carriage should contain animals whose names consist of one syllable (one-syllable words); those animals whose names can be divided into 2 syllables will travel in the second carriage, etc.
You can assign a child to the role of cashier and give him number cards with one, two and three circles. Children will come up to him one by one with pictures and tell him: “I am a wolf. Give me a train ticket." The cashier determines the number of syllables in a word and gives a number card: “Wolf, you will go in the first carriage”; “Fox, you will go in the second carriage,” etc.
- Outdoor games on the playground On the page I have made a selection of outdoor games so that children on the playground do not just do something, but play and develop. Jumping sparrows Draw a circle with a diameter of 4 m on the floor or ground. Leading…
- Outdoor games (selection) Sly fox The players stand in a circle at a distance of one step from each other. The fox's house is outlined outside the circle. The adult invites the players to close their eyes, walks around the circle behind the children and says, “I’m going to look in the forest...
- Outdoor games on the playground Game “Protect a friend” In the outdoor game “Defend a friend” all participants stand in a circle. Two drivers stand in the center of the circle. One of them is considered the defender, the other the “target”. The defender must protect the “target” from being hit by the ball. Players who...
Games for determining the place of sound in a word.
Games for determining the place of sound in a word
CHAIN OF WORDS
Task:
Exercise children in identifying the first and last sounds in words.
Equipment:
cards with subject pictures.
Progress of the game
4-6 children play. Each child has 6 cards. The teacher begins to lay out the chain. The next picture is placed by a child whose name of the depicted object begins with the sound that ends with the word - the name of the first object. The winner is the one who lays out all his cards first.
FIND THE PLACE OF THE SOUND IN THE WORD
Task:
Exercise children in finding the place of sound in a word.
Equipment:
cards with diagrams of the location of sounds in words.
Progress of the game
Each child receives a card. The teacher shows pictures and names words. If a given sound is heard at the beginning of a word, you need to place a chip in the first cell. If a sound is heard in the middle of a word, the chip must be placed in the second cell. If the sound is at the end of the word, the chip is placed in the third cell. The winner is the one who made no mistakes.
MATCH THE WORD TO THE DIAGRAM
Task:
Exercise children in finding the place of sound in a word.
Equipment:
cards with diagrams of the location of sounds in words.
Progress of the game
Having received a card, the child selects 3 pictures (words with a given sound), focusing on the shaded square.
FIND A PAIR
Task:
Exercise children in selecting words that differ from each other by one sound. Develop phonemic awareness.
Equipment:
sound clock, a set of subject pictures, words - paronyms.
Progress of the game
The teacher places 6 pictures on the clock. For example, scythe - bark, com-dom, poppy - cancer. Children are asked to find pictures with objects whose names sound similar and differ only in one sound. Which one? The child who first found these words moves the arrows to the pictures. Children find all three pairs of words. The game can be repeated by replacing the pictures with new pairs (barrel-kidney, car-dacha, T-shirt-seagull).
TURN ON TV
Task:
exercise children in determining the first or last sound in words, in composing words from highlighted sounds, and practice reading words (as a complicated version).
Equipment:
manual “TV”, subject pictures and cards with letters, pictures for the TV screen.
Progress of the game
The teacher explains to the children that in order to turn on our TV and see the image on its screen, they need to identify the first sound in the words-names of objects placed in the top pocket. With these sounds you will create a new word. If the word is spelled correctly, the corresponding item will appear on the screen.
For example: matryoshka, stork, cat - MAC. The “poppy” picture appears on the screen.
The highlighted sound can be designated by the corresponding letter and read.
HOUSES
Task:
develop the ability to differentiate similar sounds, find the place of a sound in a word.
Equipment:
a set of subject pictures whose names begin with oppositional sounds, 2 houses, each house has 3 pockets (beginning, middle, end of the word).
Progress of the game
The child takes a picture, names it, determines the presence of a sound (for example; [Ч] or [Ш']), its place in the word, inserts the picture into the appropriate pocket. Points are awarded for correctly completed tasks.
FISHERMAN
Task:
develop the ability to establish the place of sound in a word.
Equipment:
small subject pictures with a metal clip, a fishing rod, cards - diagrams (beginning, middle, end of the word) for each child.
Progress of the game
“Catch” the word, determine the place of the sound in the word and place the picture in the appropriate box. Children take turns performing actions.
PUNCH CARD GAME
“COVER THE WINDOW WHERE THE SOUND LIVES”
Task:
learn to determine the place of a sound in a word (beginning, middle, end of a word) by representation.
Equipment:
punch card folders in which three pictures are placed, holes are cut out under each - “windows” for sounds. In the right corner of the punch card there is an image of a letter.
Progress of the game
Several people play, no more than punch cards. The players take one punched card each and, focusing on the letter, determine the place of the corresponding sound in the name of each picture: they find for each sound its “apartment in a house consisting of three apartment-holes.” The found place is painted over. The presenter checks the correctness of the task and allows you to take the next punched card. The winner is the one who correctly analyzed the largest number of punched cards.
“EACH SOUND HAS ITS OWN ROOM”
Task:
teach how to conduct a complete sound analysis of a word based on the sound diagram and chips.
Progress of the game
Players receive houses with the same number of windows. Residents - “words” - must move into the houses, and each sound wants to live in a separate room. Children count the number of windows in the house and conclude how many sounds there should be in a word. Then the presenter pronounces the word, and the players name each sound separately and place the chips on the windows of the house - “populate the sounds.” At the beginning of training, the leader says only words suitable for settling in, that is, those that will contain as many sounds as there are windows in the house. At subsequent stages, you can say a word that cannot be “settled” in a given house, and the children, through analysis, are convinced of the mistake. Such a tenant is sent to live on another street, where words with a different number of sounds live.
“HOW MANY ROOMS IN THE APARTMENT?”
Task:
teach how to determine the number of sounds in words without relying on a ready-made diagram using chips.
Progress of the game
For the game, word houses are used, but without diagram windows. Each player has one such house, as well as several chips and a set of numbers: 3, 4, 5, 6. The teacher has object pictures. He shows a picture, the children place window chips in the house according to the number of sounds, and then put the corresponding number. Then the chips are removed from the house, the presenter shows the next picture, and the children analyze the word again. At the end of the game, relying on the numbers, you need to try to remember which pictures were offered for analysis. You can ask them to choose their own words with the same number of sounds.
"LONG AND SHORT WORDS"
Task:
teach how to determine the number of sounds in words using auxiliary means.
Progress of the game
The teacher pronounces the word out loud, and the child calls it by its sounds and at the same time releases the windows of the sound ruler. Then he counts the number of boxes and answers how many sounds there are in a given word. It also analyzes the next word and concludes which word is longer and which is shorter.
"BUILDERS"
Task:
teach to determine the number of sounds in words perceived by ear.
Progress of the game
Children have several houses with different numbers of windows. The teacher creates a game situation: “Imagine that you are builders and now you will build a street for words. Each house is for a separate word. But words will want to live in houses in which each sound will have a separate room with one window. I will now name the words, these are the future residents of our street, and you lay out the necessary houses in one row from left to right. At the end of the game, someone will remember what kind of tenants we are waiting for in our houses.” Then the teacher pronounces out loud words consisting of three, four, five and six sounds, and the children lay out the houses in one row. After this, one child names the words from memory, based on the house diagrams. You can ask to name other words with the same number of sounds, that is, to invite guests to a housewarming party.
Approximate speech material for the game: crayfish, dog, cat, fly, rooster, cow, carp, magpie, ox, giraffe.
"HOWWARMING PARTY AT THE BEASTS"
Task:
teach to determine the number of sounds in words spoken aloud by the child himself.
Progress of the game
Children have pictures of various animals. The teacher shows the houses, and the children choose the right houses for their animals. At the same time, they say the word out loud, then each sound separately, count the number of sounds and ask for a house with the same number of windows.
“WHO WILL BE INVITED TO VISIT”
Task:
teach to determine the number of sounds in words pronounced out loud by the child himself.
Progress of the game
Four people play, each player has a house. On the table there are subject pictures with images of various animals (according to the number of players), as well as a stack of cards with the images down. Children choose the pictures they need from those that lie face up - “find the owner of the house.” Then everyone, in turn, takes one picture card from the pile, says the word out loud and determines whether they should “invite this picture to your house for a visit or not.” If the word - the name of the picture opened by the child - has the same number of sounds as the word - “host”, then you need to invite them to visit, and then the player gets the right to make additional moves until an unsuitable picture is encountered. If the number of sounds is different, the picture is placed at the end of the stack. The winner is the one who called all his guests first. One set includes four pictures with each number of sounds.
Approximate picture material for the game: pictures - “owners”: cat, wolf, wild boar, dog; pictures - “guests”: three sounds - wasp, catfish, beetle, crayfish; four sounds - goat, owl, beaver, mole; five sounds - jackdaw, giraffe, marmot, bear; six sounds - cow, chicken, rabbit, crow.
“WHO WILL Settle WHERE”
Task:
teach how to determine the number of sounds by presentation.
Progress of the game
Houses are laid out on the table in a random order in the form of a street, and under them in the second row are all the pictures for populating the houses. The players take turns throwing the dice and taking the correct picture according to the score. This picture needs to be placed next to the house with the same number of sounds as in the word - the name of the picture.
For the game, houses and pictures are selected that correspond to each other in the number of sounds, so that there is enough houses for everyone, and one picture can live in each house.
“WHO IS THE APARTMENT NOT SUITABLE FOR?”
Task:
teach how to determine the number of sounds by presentation.
Progress of the game
The game is played in the same way as the previous one, only one extra picture is given. It is found during the game or identified immediately and put aside. An inappropriate picture needs to be changed so that interest in this game moment is maintained each time.
"TELEGRAPHISTS"
Task:
developing skills of consistent sound analysis based on presentation; training in sound synthesis of words.
Progress of the game
Two children are playing; they are telegraph operators, sending and receiving telegrams. The content of the telegram is set by the teacher, who, secretly from the second player, shows the first player a picture. He must “convey the contents of the telegram”: pronounce the word - the name of the picture by sound. The second player “receives the telegram” - calls the word together, that is, carries out the operation of sound synthesis. Then the players change roles and the game continues.
"CATCH THE SOUND"
Task:
teach to name the sound in a word according to its spatial characteristics (first, second, after a certain sound, before a certain sound).
Progress of the game
Children stand in a circle, the teacher has a ball. He pronounces a word out loud, throws a ball to anyone playing and says what sound he should name, for example: “Cheese, second sound.” The child catches the ball, answers: “Y” - and returns the ball to the presenter, who asks the next task related to the same word. All sounds in a word must be analyzed, and several tasks can be presented for the same sound.
“MATCH A PICTURE TO THE DIAGRAM”
Task:
teach to determine the place of a sound in a word (beginning, middle, end) by representation.
Progress of the game
Children have diagrams of words (rectangles divided crosswise into three parts, with the first part colored - the beginning of the word, the second part colored - the middle of the word, the third part colored - the end of the word). Before the game, each participant chooses a letter from those offered. The teacher shows pictures (a letter is placed in the upper right corner of each picture), and the children must ask for those that contain the sound they have chosen, and put these pictures to the desired diagram. The winner is the one who first collects three pictures for each scheme. Then the children change letters and the game continues.
"COLLECT THREE"
Task:
consolidate the ability to find the place of a given sound in a word by representation.
Progress of the game
The game uses pictures and diagrams from the previous game “Match the picture to the diagram.” Pictures are distributed to children, and diagrams are laid out on the table. The teacher shows the letter, and children who have pictures whose names contain the corresponding sound must attach them to the diagrams. There should be three pictures under each diagram. Then these pictures are removed, and the teacher shows the next letter. It may happen that not all participants in the game will be able to make the right move on their own; If a child puts in the wrong picture, the mistake is pointed out to him, the picture is returned back and a penalty chip is given. If someone misses the opportunity to post the desired picture, he is not informed about this, and at the end of the game it is calculated who missed how many moves. For each unposted picture, one penalty point is also awarded. The one who receives fewer penalty points wins.
"SOUND LINE"
Task:
learn to determine the sequence of sounds in a word, highlight each sound.
Equipment:
sound line.
Progress of the game
The teacher demonstrates to the whole group the sequence of sounds in a word, moving the circle - the sound in the ruler from one window to another, and the children carefully look at the ruler and pronounce the sounds of the word. In the future, children learn to work with a ruler independently.
"SOUND MOSAIC"
Task:
learn to identify the first sound in words.
Equipment:
multi-colored square tokens 3x3 cm. Sheets with drawn grids 3x3, 4x4, 5x5, Squares on sheets of the same size as the tokens.
Progress of the game
The teacher names different words. If the words begin with a sound:
[k], [k'] - put a red token,
[s], [s'] - blue token,
[zh] - yellow token,
[z], [z'] - green token,
[h'] - black token.
“LIVING SOUNDS, SYLLABLES”
Task:
learn to synthesize individual sounds (syllables) into a word.
Progress of the game
We call the children and tell them who will turn into what sound. For example:
- Misha, you are turning into the first sound, the word “donut”.
- Katya, you are becoming the last sound of the word “mol.”
- Olya, you are the main sound “and”.
— Vera, you are the second sound of the word “bottom”
Children line up. They hold circles in their hands that match their sound (blue, red or green). Children have a “living” model of the word in front of them. Children-sounds name each sound. The rest can guess what word it turned out to be.
"TIM AND TOM"
Task:
learn to differentiate hard and soft sounds.
Progress of the game
2 people Tim and Tom: soft and hard - small and large. Tom always chooses objects that begin with hard sounds, or in which the given sound is hard. Tim - prefers everything that starts with a soft sound.
Games
"Tom and Tim Go on a Road Trip"
"Tom and Tim in the Forest"
“Tom and Tim play words (syllables) - words that differ only in one sound (nose-carry, bow-luk)” (You can play with a ball.)
An example of sound-letter analysis of a word
Let’s take the word “star” for sound-letter analysis.
Let's put the emphasis on the final vowel [a]. The word has two vowels and the same number of syllables:
star.
Let's write down its sound: [z v' i z d a].
Let's write down the letters and their corresponding sounds vertically and characterize them:
- letter “z” - [z] - consonant voiced paired, hard paired;
- letter “v” - [v'] - consonant voiced paired, soft paired;
- the letter “e” - [and] - unstressed vowel;
- letter “z” - [z] - consonant voiced paired, hard paired;
- letter “d” - [d] - consonant voiced paired, hard paired;
- the letter “a” - [a] - stressed vowel.
The word has 6 letters, 6 sounds.
