The manual on the course of speech development and preparation for learning to read and write for children 4-5 years old is the initial link in the continuous course of the Russian language, reading and literature (the Free Mind series, authors R.N. Buneev, E.V. Buneeva, O.V. Pronin), which is an integral part of the School 2100 Educational System.
The organization and technology of work on this manual are presented in the methodological recommendations.
The manual can be used for classes with preschoolers in kindergartens, about speech therapy groups, UVK, as well as for individual work of parents with children. All texts included in this manual are not intended for reading by children, they are read by adults (teachers, parents).
Examples.
But the Fox cub believes that the head is needed to smell, the eyes are needed to breathe, the ears are needed to see, the hands are needed to walk. Do you agree with him? Why? Explain.
Say what Fox says about autumn correctly and what is wrong:
- Autumn months - February, June and March.
- Autumn months - September, October and November.
- In autumn the weather is clear, sunny and warm.
- In autumn the weather is cold, rainy, cloudy.
- In autumn, children wear panama hats, shorts and sandals.
- In autumn, children put on raincoats, jackets and boots.
Free download e-book in a convenient format, watch and read:
Download the book On the way to the ABC, A guide for preschoolers 4-6 years old, Part 1, Buneev R.N., Buneeva E.V., Kislova T.R., 2005 - fileskachat.com, fast and free download.
- Visual materials for making sentences and oral stories, Appendix to the manual for preschoolers On the way to the ABC, Buneev R.N., Buneeva E.V., Kislova T.R., 2009
- Forest stories, On the way to the ABC, Buneev R.N., Buneeva E.V., Kislova T.R.
- Forest stories on the way to the alphabet, Buneev R.N., Buneeva E.V., Kislova T.R., 2012
- Speech development, Handbook for preschoolers, Part 2, Buneev R.N., Buneeva E.V., Kislova T.R., 2005
The following tutorials and books:
Natalia Vnukova
Target classes:
Goals: expanding the idea of sound [C], about the participation of the organs of articulation in its pronunciation; increased attention to sound and syllabic composition of words, the ability to compare words according to sound and syllabic composition; development of consolidation of the idea of the semantic-distinctive role of phonemes; development of phonemic hearing and phonemic perception, the ability to produce complex sound and syllabic analysis of words, transform words by adding, deleting, replacing and rearranging sounds and syllables; vocabulary enrichment, strengthening the ability to select lexical material for a given scheme; development of grammatical structure, coherent speech, thinking, memory, perception, interest in obtaining new knowledge and skills.
Equipment:Hero toys: Hedgehog, Little Fox and Wise Owl, designation sound [C], pictures on sound [C].
materials: Workbook "By road to the alphabet» . A guide to speech development for children. Ch 4 (6-7 years old). R. N. Buneev, E. V. Buneeva, T. R. Kislova.
Colour pencils. Cash register sound labels for each child.
Course progress.
I. REPEAT (development of coherent speech).
- What is the difference sounds [C] and [C ']?
What letter are they?
How are letters different from sounds?
- How did the Hedgehog fix the carousel?
II. The story about the Hedgehog, the Little Fox and the Wise Owl. (sound culture of speech)
The toys were having so much fun and laughing while riding the carousel that they did not notice how the horse approached them. "Why aren't you at the circus?" she asked them. From surprise, our friends were so confused that they could not find what to answer her. “Today there is a big performance at the circus,” the horse continued. - Sit on me. I'll take you." (See drawing on page 30)
By road a new acquaintance said that she works in a circus and her name is the Queen. "Are you the king's wife?"- asked Fox. “Not at all,” the Horse laughed. “They gave me that nickname because I have a small spot on my forehead in the form of a crown.” The Queen also said that other animals work with her in the circus. This spring, many had cubs. When they grow up, they will also become circus performers, like their fathers and mothers. In the meantime, they are still small, so a special circus kindergarten was opened for them.
"Ouch! I’m completely chattering, ”the Queen exclaimed. “You and I may not be in time for the end of the performance!” She advised her riders to hold on tight and rushed at full speed.
"Clock-Clock-Clock-Clock!"- tapped on the path of her hooves, with every step bringing our friends closer to the circus - a fabulous palace of miracles.
- Which soundheard at the beginning of words: queen, king, circus?
- Today we will talk about sound [C].
1) - The picture, which shows how the Queen's horse clatters, means sound [C]. How does the tongue move during the pronunciation of this sound?
- Show in the picture sound [C] tell me what it is. (Consonant, deaf, hard.)
- Submit with sound designations syllables: JC - AC - CA, EC - EC - CE, EC - OC - CO, etc.,
Words: CHICKEN, SINGER.
– Find a house on the map of the city sound[C] and draw an arrow to it.
2) Working with a drawing (p. 31).
- What color is it sound [C]? Why?
- Determine in which part of the word you hear sound [C], and color the corresponding cells in blue.
3) Working with a drawing (p. 30).
- Name the cubs of the circus kindergarten.
- Name the mothers of these cubs and mark with a circle those of them whose names are pronounced with sound [C].
Who is the mother of the lion cub? (Lioness.)
- This word has sound [C]? (Yes.)
– Draw a blue circle next to the lion cub.
So with the help of a teacher, and then on their own, children draw circles next to a lamb, a bear cub, a tiger cub and a chicken.
4) Physical education.
tsok, tsok, tsok, tsok,
I am a horse, gray side!
I knock with my hooves
If you want I'll ride.
We will jump on roads
Now at a gait, now at a gallop,
Let's hang out in the meadow
Let's rest on the beach.
(Children alternately stomp their feet (hands on their belts, then run in a circle with side steps. Then they stop, lean forward, as if grazing, at the end they squat down, resting.)
5) Working with a drawing (p. 31).
- How can you call in one word everything that is shown in the pictures? (Products.)
- Name the dishes in which these products are served on the table. If the name of the dishes does not appear sound [C], cross out this product.
- What is sugar served in? (In the sugar bowl.)
- This word has sound [C]?
(Not.)
- What is the oil served in? (In a butter dish.)
- This word has sound [C]? (Not.)
Should this picture be crossed out? (Necessary.) Etc.
6) Change the word so that it appears sound [C]:
a) word (word, letter (letter, window (window, bottom (bottom, dish, dress, water, girl, blizzard);
b) teacher (teacher, educator (teacher, artist, master, dancer, student, guide, reader);
c) swims (swimmer, sings (singer, forges; cunning, wise, skillful, daring, stupid, young.
7) Working with a drawing (p. 31).
- It's a letter "tse". Which the sound it means?
How do you shade this letter?
What letters does C look like and how does it differ from them?
Heron standing on the porch
Explains the letter C:
- Come on, chicken chick.
repeat: chick-chick-chick.
If you learn your lesson
I will give you a flower.
(G. Sapgir)
- Turn this letter C into a heron.
- Read the syllables.
- What did you learn about sound [C]? What letter does it stand for and how does it differ from it?
- Name the words sound [C].
Literature: "By road to the alphabet". Guidelines for educators, speech therapists, teachers and parents to parts 3 and 4 / Under the scientific editorship of R. N. Buneev, E. V. Buneeva.
Other books by the author:
| Book | Description | Year | Price | book type |
|---|---|---|---|---|
| paper book | ||||
| This manual is addressed to children of preschool age who can read. The main purpose of the book is to cultivate interest in reading, improve its quality, improve reading comprehension. In the manual ... - Exam, Preschool education. play and read | paper book | |||
| On the way to the ABC. Tutorial. Speech development of preschool children (6-7 (8) years). Part 5 | The textbook in 5 parts is intended for the speech development of children aged 6–7 (8) years (for classes with a speech therapist). It is an integral part of the teaching materials "On the way to the ABC" for preschool children and ... - Balass, Educational system "School 2100". Program "Kindergarten 2100" | paper book |
See also other dictionaries:
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Explanatory note
The modified additional educational program of preparation for learning to write "On the way to the ABC" has a socio-pedagogical focus and is based on the state program "Development of speech and preparation for teaching literacy", proposed by R.N. Buneev, E.V. Buneeva, T.R. Kislovaya for preschool preparation.
The main goal of training under this modified program is to prepare the child's hand for writing. The educational material allows you to assimilate the visual image of each printed letter, distinguish similar letters and not mix them up, develops the skills of syllabic-sound analysis and syllabic reading, attention, memory, and imagination of the child.
The main in the system of work on preparing for writing are two exercises - tracing along the contour and hatching in different directions. Work on the sound-syllabic analysis of words is combined with work on the development of speech.
Classes are built in an entertaining way, which allows children to successfully master sound analysis, differentiate the concepts of "sound" and "letter", observe with interest the features of words, their use in speech. Thus, the creative thinking of the child is formed and develops, on the basis of which a system of knowledge about the language will gradually take shape and the need to improve speech will be formed.
The program of the preparation course for teaching writing "On the way to the ABC" reflects modern scientific views on the ways of organizing developmental education, provides a solution to the problems of the intellectual and personal development of children, the formation of their cognitive interests and creative thinking, contributes to the preservation and support of their health.
Main tasks courses are:
1. Development of fine motor skills of the hand.
2. Development of memory, attention, creativity, imagination, variability of thinking.
3. Formation of methods of mental actions: analysis, synthesis, comparison, generalization, exclusion, modeling, design.
4. Teaching sound-syllabic analysis of words.
5. Enrichment of active, passive, potential vocabulary; development of the grammatical structure of speech, coherent speech skills based on the child's speech experience.
6. Development of phonemic hearing, improvement of the sound culture of children's speech.
7. The development of children's independence and initiative, the education of each child's self-esteem, self-respect, the desire for active work and creativity.
The modified program of the course of preparation for teaching writing "On the way to the ABC" takes into account the age and psychological characteristics of children aged 5.5 - 6.5 years, provides for 3 classes per week, a total of 84 classes per year.
The implementation of the content of the modified program is possible on the basis of the educational and methodological set of the authors R.N. Buneeva, E.V. Buneeva, O.V. Pronina "Our prescriptions" (parts 1,2). The manual for preparing for teaching writing “Our copybooks” is used in parallel with the manual “On the way to the ABC” (parts 3.4).
Thematic plan
(preparation for teaching writing)
(preparation for teaching writing)
1.
Enrichment of children's vocabulary; observation of polysemantic words in speech;
The use of new words in one's own speech (construction of phrases and sentences).
Answering questions, participating in a dialogue;
Detailed retelling of the text by visual support; compiling a story-description, a story based on a plot picture, based on a series of pictures.
Acquaintance with the classification of sounds: consonants and vowels; hard and soft, voiced and deaf consonants;
Isolation of sound at the beginning, end and middle of a word, determination of the position of a sound in a word;
Isolation in the word of vowels, consonants, hard, soft, voiced, deaf consonants;
- "reading" and composing syllables and words using conventional sound designations.
Sound analysis of the composition of syllables and words;
Differentiation of the concepts of "sound" and "letter";
Matching letters and sounds.
hatching, outline.
As a result of work on the course program, children should:
construct phrases and sentences, including with new words;
Answer the questions of the teacher;
Compose an oral story based on a picture, a series of plot pictures;
Highlight the sound at the beginning of a word;
Distinguish sounds and letters;
Recognize and name the letters of the Russian alphabet;
Combine sounds into syllables.
Bibliography:
1. Educational system "School 2100". Collection of programs. Preschool education. Primary school / Under scientific. ed. DI. Feldstein. – M.: Balass, 2008.
2. R.N. Buneev, E.V. Buneva, O.V. Pronina. Our recipes: A guide to preparing for learning to write for children 5-6 (7) years old (parts 1, 2).
I approve
methodologist of paid courses
S.V. Baryshnikova
"_____" _____________ 2012
"On the way to the ABC"
(preparation for teaching writing)
for October
Topic of the lesson | hours | date of |
|
October | |||
Sounds and letters. Differentiation of the concepts "sound" and "letter". | |||
Sounds, their conventional designation. Orientation in a notebook by writing. | |||
Sound [A], letter A. Hatching. | |||
Sound [O], letter O. Tracing the letter along the contour. | |||
Sound [E], letter E. Hatching. | |||
Sound [I], letter I. Drawing drawings, patterns, coloring given contours. | |||
Sound [Y], letter Y. Hatching, coloring of given contours. | |||
Sounds [AND], [S]. The letters Y, I, A, O, E. Isolation of vowel sounds in the word. | |||
Sound [U], letter U. Development of fine motor skills of hands. | |||
Vowel sounds and letters. The letters Y, I, A, O, E. Isolation of sound at the beginning, end and middle of a word. | |||
Sound [M], letter M. Classification of sounds: consonants and vowels. | |||
Hard and soft consonants. Sound [M"]. |
I approve
methodologist of paid courses
S.V. Baryshnikova
"_____" _____________ 2012
Calendar-thematic course planning
"On the way to the ABC"
(preparation for teaching writing)
on November
Topic of the lesson | hours | date of |
|
November | |||
Sounds [N], [N "]. Letter N. Hatching in different directions. | |||
Letters H, M. The use of new words in speech. | |||
Sound [P], letter P. Drawing drawings, patterns, coloring given contours. | |||
Sound [P], letter P. Outlining patterns and shading in different directions. | |||
Sound [P "]. Letters P, N, M, vowels. Answers to questions, dialogue. | |||
Sounds [T], [T "]. Letter T. Outlining. | |||
Sounds [T], [T "]. Letter T. Coloring of given contours, shading in different directions. | |||
Vowels and consonants sounds and letters. Letters T, P, N, M. | |||
The letters T, P, N, M. The development of coherent speech. | |||
Sounds [K], [K "]. Letters K, T. Hatching in different directions. | |||
Sounds [K], [K "]. Letters K, T. Drawing drawings. | |||
Syllables with letters K, T. Outline. |
I approve
methodologist of paid courses
S.V. Baryshnikova
"_____" _____________ 2012
Calendar-thematic course planning
"On the way to the ABC"
(preparation for teaching writing)
for December
December | |||
Syllables with letters K, T. Development of coherent speech. | |||
Sounds [X], [X "]. Letter X. Development of coherent speech. | |||
Letters X, K, N, T, P, M. Development of coherent speech, dialogue. | |||
The letters X, K, N, T, P, M. Sound analysis of the composition of syllables and words. | |||
Sounds [K] - [X], [K "] - [X"]. Syllables with letters K, X, sound analysis. | |||
Sounds [F], [F "]. Letter F. Drawing drawings, patterns, coloring given contours. | |||
Syllables with the letter F. Construction of phrases and sentences. | |||
Syllables and words with the letter F. Sound analysis. | |||
Sound [Y"]. Letters Y and I. Hatching in different directions. | |||
Sound [Y "]. Letters Y and I. Drawing drawings, tracing along the contour. | |||
Sound [Y "O]. Letter Y. Outlining and coloring of given contours. | |||
Sound [Y "U]. Letter Yu. Development of fine motor skills of the hand. |
I approve
methodologist of paid courses
S.V. Baryshnikova
"_____" _____________ 2012
Calendar-thematic course planning
"On the way to the ABC"
(preparation for teaching writing)
for January
January | |||
Sound [Y "A]. Letter Y. Construction of phrases and sentences. | |||
Sound [Y"E]. Letter E. Outlining and coloring of given contours. | |||
Sounds [Y"E], [Y"O], [Y"U], [Y"A]. Letters E, Yo, Yu, Ya. | |||
Letters E, Yo, Yu, Ya. Words with the letters E, Yo, Yu, Ya. Construction of phrases and sentences. | |||
Sound [L]. Letter L. Drawing drawings, patterns. | |||
Sound [L]. Letter L. Coloring of given contours, hatching in different directions | |||
Sound [L "]. Letters L, J. Exercise for the development of fine motor skills of the hand. | |||
Sounds [L] - [Y "]. Syllables and words with studied letters, sound analysis. | |||
Sounds [B], [B "]. Letter B. Hatching in different directions. | |||
Sounds [B], [B "]. Letter B. Exercises for the development of fine motor skills of the hand. | |||
Voiced and deaf consonants [B] - [F], [B "] - [F"]. Letters V, F. | |||
Letters V, F. The development of connected speech. |
I approve
methodologist of paid courses
S.V. Baryshnikova
"_____" _____________ 2012
Calendar-thematic course planning
"On the way to the ABC"
(preparation for teaching writing)
for February
February | |||
Sound [H "]. Letter H. Outlining, hatching. | |||
Sound [Sch"]. Letter S. Outline. | |||
Sounds [H "] - [U"]. Sound analysis of the composition of syllables and words. | |||
Sounds [B], [B "]. Letter B. Tracing and coloring given contours. | |||
Sounds [B] - [P], [B "] - [P"]. Letters B, P. Development of fine motor skills of the hand. | |||
Sounds [D], [D "]. Letter D. Hatching in different directions. | |||
Sounds [D] - [T], [D "] - [T"]. Letters D, T. | |||
Sound [S]. Letter C. Exercise for the development of fine motor skills of the hand. | |||
Sound [S]. Letter C. Drawing patterns, shading in different directions. | |||
Sound [C "]. Letters C, E, O. Enrichment of children's vocabulary. | |||
Sound [C]. Letter C. Hatching in different directions. | |||
Sounds [Ts] - [S] - [H "]. Letters H, Shch, S. Development of fine motor skills of the hand. |
I approve
methodologist of paid courses
S.V. Baryshnikova
"_____" _____________ 2012
Calendar-thematic course planning
"On the way to the ABC"
(preparation for teaching writing)
for March
March | |||
Sounds [G], [G "]. Letter G. Outlining and coloring of given contours. | |||
Sounds [G] - [K], [G "] - [K"]. Letters G, K. Development of fine motor skills of the hand. | |||
Sound [Z]. Letter Z. Hatching in different directions. | |||
Sound [Z]. Letter Z. Drawing drawings, tracing patterns. | |||
Sound [З "]. Sound analysis of the composition of syllables and words with studied letters. | |||
Whistling consonants [З] - [С], [З "] - [С"]. Letters Z, S, V. | |||
Letters З, С, В. Drawing patterns. Hatching in different directions. | |||
Letters З, С, В. Development of coherent speech. | |||
Sound [Sh]. Letter Sh. Construction of phrases and sentences. | |||
Sounds [Ш] - [С] - [Щ "]. Letters Ш, Ш, С, Ц. Tracing along the contour. | |||
Sounds [Ш] - [С] - [Щ "]. Letters Ш, Ш, С, Ц. Exercises for the development of fine motor skills of the hand. | |||
Sound [Ж]. Letter G. Exercise for the development of fine motor skills of the hand. |
I approve
methodologist of paid courses
S.V. Baryshnikova
"_____" _____________ 2012
Calendar-thematic course planning
"On the way to the ABC"
(preparation for teaching writing)
for April
April | |||
Sound [Ж]. Letter J. Drawing and tracing patterns. | |||
Hissing consonant sounds [F] - [Z] - [W]. Letters Zh, Sh, Z. Dialogue. | |||
Sounds [P], [P "]. Letter R. Development of fine motor skills of the hand. | |||
Letters R, I. Exercise for the development of fine motor skills of the hand. | |||
Letters P, Ya. Sound analysis of syllables and words. | |||
Sounds [P] - [L], [P "] - [L"]. Letters R, L. Compilation of a story-description. | |||
Drawing drawings, patterns, coloring of given contours. | |||
Drawing semi-ovals, wavy lines. Reproduction of drawings, patterns from memory. | |||
Hatching in different directions. | |||
Hatching in different directions. The development of fine motor skills. | |||
Country ABC (generalizing lesson). |
Download:
Preview:
Explanatory note
To the modified program of the course "On the way to the ABC"
(preparation for teaching writing)
The modified additional educational program of preparation for learning to write "On the way to the ABC" has a socio-pedagogical focus and is based on the state program "Development of speech and preparation for teaching literacy", proposed by R.N. Buneev, E.V. Buneeva, T.R. Kislovaya for preschool preparation.
The main goal of training under this modified program is to prepare the child's hand for writing. The educational material allows you to assimilate the visual image of each printed letter, distinguish similar letters and not mix them up, develops the skills of syllabic-sound analysis and syllabic reading, attention, memory, and imagination of the child.
The main in the system of work on preparing for writing are two exercises - tracing along the contour and hatching in different directions. Work on the sound-syllabic analysis of words is combined with work on the development of speech.
Classes are built in an entertaining way, which allows children to successfully master sound analysis, differentiate the concepts of "sound" and "letter", observe with interest the features of words, their use in speech. Thus, the creative thinking of the child is formed and develops, on the basis of which a system of knowledge about the language will gradually take shape and the need to improve speech will be formed.
The program of the preparation course for teaching writing "On the way to the ABC" reflects modern scientific views on the ways of organizing developmental education, provides a solution to the problems of the intellectual and personal development of children, the formation of their cognitive interests and creative thinking, contributes to the preservation and support of their health.
Main tasks courses are:
- The development of fine motor skills of the hand.
- Development of memory, attention, creativity, imagination, variability of thinking.
- Formation of methods of mental actions: analysis, synthesis, comparison, generalization, exclusion, modeling, design.
- Teaching sound-syllabic analysis of words.
- Enrichment of active, passive, potential vocabulary; development of the grammatical structure of speech, coherent speech skills based on the child's speech experience.
6. Development of phonemic hearing, improvement of the sound culture of children's speech.
7. The development of children's independence and initiative, the education of each child's self-esteem, self-respect, the desire for active work and creativity.
The modified program of the course of preparation for teaching writing "On the way to the ABC" takes into account the age and psychological characteristics of children aged 5.5 - 6.5 years, provides for 3 classes per week, a total of 84 classes per year.
The implementation of the content of the modified program is possible on the basis of the educational and methodological set of the authors R.N. Buneeva, E.V. Buneeva, O.V. Pronina "Our prescriptions" (parts 1,2). The manual for preparing for teaching writing “Our copybooks” is used in parallel with the manual “On the way to the ABC” (parts 3.4).
Thematic plan
course "On the way to the ABC"
(preparation for teaching writing)
(preparation for teaching writing)
- Lexical and grammatical work (10 hours):
Enrichment of children's vocabulary; observation of polysemantic words in speech;
The use of new words in one's own speech (construction of phrases and sentences).
2. Development of coherent speech (9 hours):
Answering questions, participating in a dialogue;
Detailed retelling of the text by visual support; compiling a story-description, a story based on a plot picture, based on a series of pictures.
3. Development of sound culture of speech and phonemic hearing (15 hours):
Acquaintance with the classification of sounds: consonants and vowels; hard and soft, voiced and deaf consonants;
Isolation of sound at the beginning, end and middle of a word, determination of the position of a sound in a word;
Isolation in the word of vowels, consonants, hard, soft, voiced, deaf consonants;
- "reading" and composing syllables and words using conventional sound designations.
4. Training in sound-syllabic analysis (10 hours):
Sound analysis of the composition of syllables and words;
Differentiation of the concepts of "sound" and "letter";
Matching letters and sounds.
5. Work on the development of fine motor skills of the hand (40 hours) -hatching, outline.
As a result of work on the course program, children should:
construct phrases and sentences, including with new words;
Answer the questions of the teacher;
Compose an oral story based on a picture, a series of plot pictures;
Highlight the sound at the beginning of a word;
Distinguish sounds and letters;
Recognize and name the letters of the Russian alphabet;
Combine sounds into syllables.
Bibliography:
- Educational system "School 2100". Collection of programs. Preschool education. Primary school / Under scientific. ed. DI. Feldstein. – M.: Balass, 2008.
- R.N. Buneev, E.V. Buneva, O.V. Pronina. Our recipes: A guide to preparing for learning to write for children 5-6 (7) years old (parts 1, 2).
I approve
Methodist of paid courses
S.V. Baryshnikova
"_____" _____________ 2012
Calendar-thematic course planning
"On the way to the ABC"
(preparation for teaching writing)
for October
p/n | Topic of the lesson | Qty. hours | date of |
October | |||
Sounds and letters. Differentiation of the concepts "sound" and "letter". | |||
Sounds, their conventional designation. Orientation in a notebook by writing. | |||
Sound [A], letter A. Hatching. | |||
Sound [O], letter O. Tracing the letter along the contour. | |||
Sound [E], letter E. Hatching. | |||
Sound [I], letter I. Drawing drawings, patterns, coloring given contours. | |||
Sound [Y], letter Y. Hatching, coloring of given contours. | |||
Sounds [AND], [S]. The letters Y, I, A, O, E. Isolation of vowel sounds in the word. | |||
Sound [U], letter U. Development of fine motor skills of hands. | |||
Vowel sounds and letters. The letters Y, I, A, O, E. Isolation of sound at the beginning, end and middle of a word. | |||
Sound [M], letter M. Classification of sounds: consonants and vowels. | |||
Hard and soft consonants. Sound [M"]. |
I approve
Methodist of paid courses
S.V. Baryshnikova
"_____" _____________ 2012
Calendar-thematic course planning
"On the way to the ABC"
(preparation for teaching writing)
on November
p/n | Topic of the lesson | Qty. hours | date of |
November | |||
Sounds [N], [N "]. Letter N. Hatching in different directions. | |||
Letters H, M. The use of new words in speech. | |||
Sound [P], letter P. Drawing drawings, patterns, coloring given contours. | |||
Sound [P], letter P. Outlining patterns and shading in different directions. | |||
Sound [P "]. Letters P, N, M, vowels. Answers to questions, dialogue. | |||
Sounds [T], [T "]. Letter T. Outlining. | |||
Sounds [T], [T "]. Letter T. Coloring of given contours, shading in different directions. | |||
Vowels and consonants sounds and letters. Letters T, P, N, M. | |||
The letters T, P, N, M. The development of coherent speech. | |||
Sounds [K], [K "]. Letters K, T. Hatching in different directions. | |||
Sounds [K], [K "]. Letters K, T. Drawing drawings. | |||
Syllables with letters K, T. Outline. |
I approve
Methodist of paid courses
S.V. Baryshnikova
"_____" _____________ 2012
Calendar-thematic course planning
"On the way to the ABC"
(preparation for teaching writing)
for December
December | |||
Syllables with letters K, T. Development of coherent speech. | |||
Sounds [X], [X "]. Letter X. Development of coherent speech. | |||
Letters X, K, N, T, P, M. Development of coherent speech, dialogue. | |||
The letters X, K, N, T, P, M. Sound analysis of the composition of syllables and words. | |||
Sounds [K] - [X], [K "] - [X"]. Syllables with letters K, X, sound analysis. | |||
Sounds [F], [F "]. Letter F. Drawing drawings, patterns, coloring given contours. | |||
Syllables with the letter F. Construction of phrases and sentences. | |||
Syllables and words with the letter F. Sound analysis. | |||
Sound [Y"]. Letters Y and I. Hatching in different directions. | |||
Sound [Y "]. Letters Y and I. Drawing drawings, tracing along the contour. | |||
Sound [Y "O]. Letter Y. Outlining and coloring of given contours. | |||
Sound [Y "U]. Letter Yu. Development of fine motor skills of the hand. |
I approve
Methodist of paid courses
S.V. Baryshnikova
"_____" _____________ 2012
Calendar-thematic course planning
"On the way to the ABC"
(preparation for teaching writing)
for January
January | |||
Sound [Y "A]. Letter Y. Construction of phrases and sentences. | |||
Sound [Y"E]. Letter E. Outlining and coloring of given contours. | |||
Sounds [Y"E], [Y"O], [Y"U], [Y"A]. Letters E, Yo, Yu, Ya. | |||
Letters E, Yo, Yu, Ya. Words with the letters E, Yo, Yu, Ya. Construction of phrases and sentences. | |||
Sound [L]. Letter L. Drawing drawings, patterns. | |||
Sound [L]. Letter L. Coloring of given contours, hatching in different directions | |||
Sound [L "]. Letters L, J. Exercise for the development of fine motor skills of the hand. | |||
Sounds [L] - [Y "]. Syllables and words with studied letters, sound analysis. | |||
Sounds [B], [B "]. Letter B. Hatching in different directions. | |||
Sounds [B], [B "]. Letter B. Exercises for the development of fine motor skills of the hand. | |||
Voiced and deaf consonants [B] - [F], [B "] - [F"]. Letters V, F. | |||
Letters V, F. The development of connected speech. |
I approve
Methodist of paid courses
S.V. Baryshnikova
"_____" _____________ 2012
Calendar-thematic course planning
"On the way to the ABC"
Sounds [B], [B "]. Letter B. Tracing and coloring given contours.
Sounds [B] - [P], [B "] - [P"]. Letters B, P. Development of fine motor skills of the hand.
Sounds [D], [D "]. Letter D. Hatching in different directions.
Sounds [D] - [T], [D "] - [T"]. Letters D, T.
Sound [S]. Letter C. Exercise for the development of fine motor skills of the hand.
Sound [S]. Letter C. Drawing patterns, shading in different directions.
Sound [C "]. Letters C, E, O. Enrichment of children's vocabulary.
Sound [C]. Letter C. Hatching in different directions.
Sounds [Ts] - [S] - [H "]. Letters H, Shch, S. Development of fine motor skills of the hand.
I approve
Methodist of paid courses
S.V. Baryshnikova
"_____" _____________ 2012
Calendar-thematic course planning
"On the way to the ABC"
(preparation for teaching writing)
for March
March | |||
Sounds [G], [G "]. Letter G. Outlining and coloring of given contours. | |||
Sounds [G] - [K], [G "] - [K"]. Letters G, K. Development of fine motor skills of the hand. | |||
Sound [Z]. Letter Z. Hatching in different directions. | |||
Sound [Z]. Letter Z. Drawing drawings, tracing patterns. | |||
Sound [З "]. Sound analysis of the composition of syllables and words with studied letters. | |||
Whistling consonants [З] - [С], [З "] - [С"]. Letters Z, S, V. | |||
Letters З, С, В. Drawing patterns. Hatching in different directions. | |||
Letters З, С, В. Development of coherent speech. | |||
Sound [Sh]. Letter Sh. Construction of phrases and sentences. | |||
Sounds [Ш] - [С] - [Щ "]. Letters Ш, Ш, С, Ц. Tracing along the contour. | |||
Sounds [Ш] - [С] - [Щ "]. Letters Ш, Ш, С, Ц. Exercises for the development of fine motor skills of the hand. | |||
Sound [Ж]. Letter G. Exercise for the development of fine motor skills of the hand. |
I approve
Methodist of paid courses
S.V. Baryshnikova
"_____" _____________ 2012
Calendar-thematic course planning
"On the way to the ABC"
(preparation for teaching writing)
for April
April | |||
Sound [Ж]. Letter J. Drawing and tracing patterns. | |||
Hissing consonant sounds [F] - [Z] - [W]. Letters Zh, Sh, Z. Dialogue. | |||
Sounds [P], [P "]. Letter R. Development of fine motor skills of the hand. | |||
Letters R, I. Exercise for the development of fine motor skills of the hand. | |||
Letters P, Ya. Sound analysis of syllables and words. | |||
Sounds [P] - [L], [P "] - [L"]. Letters R, L. Compilation of a story-description. | |||
Drawing drawings, patterns, coloring of given contours. | |||
Drawing semi-ovals, wavy lines. Reproduction of drawings, patterns from memory. | |||
Hatching in different directions. | |||
Hatching in different directions. The development of fine motor skills. | |||
Country ABC (generalizing lesson). |
Explanatory note
to the program of the course "On the way to the alphabet"
The additional educational program for the development of speech and preparation for literacy "On the way to the ABC" has a cultural orientation and is based on the state program "Development of speech and preparation for literacy" proposed by R.N. Buneev, E.V. Buneeva, T.R. Acid for preschool preparation,according to requirements:
Federal State Educational Standard of Primary General EducationFederal Law of the Russian Federation of December 29, 2012 No. 273 FZ “On Education in the Russian Federation”
Order of the Ministry of Education of the Russian Federation dated August 29, 2013 No. 1008 "On approval of the procedure for organizing and implementing educational activities for additional general education programs"
Concepts for the development of additional education for children in the Russian Federation until 2020.
Decrees of the Chief State Sanitary Doctor of the Russian Federation dated 04.07. 2014 No. 41 “On approval of SanPiN 2.4.4.3172-14 “Sanitary and epidemiological requirements for the device, content and organization of the working hours of educational institutions of additional education for children.
The program reflects modern scientific views on the ways of organizing developmental education, provides a solution to the problem of intellectual and personal development of children, the formation of their cognitive interests and creative thinking, contributes to the preservation and support of their health.
Basicpurpose training under this program is to work on the sound culture of children's speech, and the main content is the sound-syllabic analysis of words. A feature of the program is the use of elements of speech therapy methodology for preschool children, the purpose of which is to prevent errors in reading and writing. Work on the sound-syllabic analysis of words is combined with work on the development of speech.
The speech development of older preschoolers is characterized by a rich vocabulary, which continues to expand, including through passive vocabulary. Most children complete the formation of the grammatical structure of speech, and children begin to gradually master the grammar of the text (use means of communication between sentences in speech; when compiling their own text, they draw it up with an introductory and final sentence).
The role of the teacher is to create situations of active speaking, communication, mastering speech patterns. Particular attention is paid to the development of phonemic hearing and correct pronunciation.
Classes are built in an entertaining form using speech games, which allows children to successfully master sound analysis, observe with interest the features of words and their use in speech. The educational material is presented in comparison, comparison and encourages children to constantly reason, analyze, draw their own conclusions, learn to justify them, choose the right solution among various answers. Thus, the mainvalue , the basis of all educational activities is the creative thinking of the child, on the basis of which a system of knowledge about the language is gradually formed and the need for language proficiency and speech improvement is formed.
Tasks:
1. Formation of learning motivation and interest in the learning process itself.
2. The development of visual-figurative and the formation of verbal-logical thinking, the ability to draw conclusions, justify one's judgments.
3. Development of general educational skills: the ability to work in a team, interact, bring what has been started to the end; work attentively, concentratedly, plan and control their actions.
4. Teaching sound-syllabic analysis of words.
5. Enrichment of the active, passive, potential vocabulary.
6. Development of the grammatical structure of speech.
7. Development of coherent speech skills based on the child's speech experience.
8. Development of phonemic hearing, improvement of the sound culture of children's speech.
Novelty of this work program is determined by the federal state standard of education. Distinctive features are:
1. Determination of the types of organization of students' activities aimed at achieving personal, meta-subject and subject results of mastering the course.
2. The implementation of the program is based on value orientations and educational results.
The main form of classes are classes with a small group of children.
Classes are held in a playful way, which is mandatory for classes with preschoolers. At the same time, the wide involvement of game elements should not reduce the teaching, developing, educating role of classes.
In the selection of material for classes, reference points are provided for links with the program material in subjects: the Russian language, the world around.
Studying under this program, students will show an independent desire to expand their horizons.
An additional educational program for the development of speech and preparation for literacy "On the way to the ABC" has a cultural orientation.
When teaching, the following technologies are used: technology of developing education; technology of individualization of education; personality-oriented technology; competence and activity approach.
Thus, fundamentallyThe main objective of the proposed course is, precisely, the development of a cultural orientation anddevelopment knowing abilities, general educational skills and abilities .
Content selection principles
The principle of harmonic education of personality;
The principle of gradualness and consistency
The principle of success;
The principle of proportionality of the load to the level and state of health of the preservation of the health of the child;
The principle of creative development;
The principle of accessibility;
The principle of focusing on features and abilities - the natural conformity of the child;
The principle of an individual approach;
The principle of practical orientation.
When implementing the program, the following forms and methods are used:
Basic teaching methods:
conversation;
a game;
practical work;
Age of children enrolled in the program"On the way to the ABC" is 5.5 - 6.5 years.
The main features of this age are that a new social situation of development is taking shape, the game becomes the leading activity, during which preschoolers master other activities. In addition, at this age, important neoplasms arise in the mental and personal spheres, an intensive intellectual development of the child takes place, and a readiness to study at school is formed.
Recruitment for classes according to the course program"On the way to the ABC"takes place in accordance with the requirements of local acts of the MAOU secondary school No. 56 for the provision of paid educational services.
Predicted results
As a result of the forms and methods of work used, using the stated principles of teaching, based on the knowledge of the psychological characteristics of preschool students, training according to the course program"On the way to the ABC"will contribute to their development and the formation of a cultural orientation.
Personal, meta-subject and subject results of mastering the course
personal results studying the course is the formation of the following skills:
- determine Andexpress under the guidance of a teacher, the simplest common rules of conduct for all people in cooperation (ethical norms).
In the situations of communication and cooperation proposed by the teacher, based on the simple rules of behavior common to all,make a choice , with the support of other group members and the teacher, how to proceed.
Metasubject outcomes course studies are the formation of the following universal learning activities (UUD).
Regulatory UUD:
- determine Andformulate the purpose of the activity with the help of the teacher.
- pronounce the sequence of actions.
To studyexpress their assumption (version) based on work with the illustration of the workbook.
To studywork according to the teacher's plan.
To studydiffer true, completed task, from incorrect.
Learn with the teacher and other studentsgive emotionalassessment activities of comrades.
Cognitive UUD:
Navigate your system of knowledge:differ new from already known with the help of a teacher.
Get new knowledge:find answers to questions, using the EMC "On the way to the ABC", their own life experience and information received from the teacher.
Process the received information:draw conclusions as a result of the joint work of the whole group.
Process the received information:compare Andgroup various sounds and objects.
Convert information from one form to another: compose syllables, words, sentences, texts based on drawings, diagrams);
Communicative UUD:
Communicate your position to others:formalize his thought in oral speech (at the level of one sentence or a small text).
FROMlisten Andunderstand the speech of others.
Jointly agree on the rules of communication and behavior at school and follow them.
Learn to play different roles in the group (leader, performer, critic).
Subject outcomes of the course "On the way to the ABC"are the formation of the following skills
Expanding the horizons of preschoolers in the field of sound-letter analysis of words;
Describe the signs of objects and recognize objects by their signs;
Highlight the essential features of objects;
Compare objects, phenomena;
Summarize, draw simple conclusions;
Classify phenomena, objects;
Determine the sequence of events;
Judge opposite phenomena;
Give definitions to certain concepts;
Identify functional relationships between concepts;
Identify patterns and draw analogies.
Mechanism for evaluating predicted results
The main mechanisms for evaluating the prediction of results are testing (input and final control).
Forms for summing up the results of the implementation of the additional general education program
Testing in the form of games: "Russell the sounders", "Find the place for the sound", "Find the lost letter"
Organizationally – pedagogical conditions for the implementation of the program
Improving the efficiency of educational activitiescourse study "On the way to the ABC" contribute to the organizational conditions for conducting these classes. Namely:
bright and spacious classroom;
chairs and desks corresponding to the growth of children;
magnets;
chair and table for the teacher;
educational and methodological set of authors R. N. Buneev, E. V. Buneeva, T. R. Kislova “On the road to the ABC” (parts 3.4).
the use of multimedia teaching aids, which contributes to an increase in interest in classes, the program is based on the regulatory and legal requirements for training, using modern scientific and methodological approaches to education and subject to the requirements for the socio-psychological conditions of the organization of the educational process.
small group size (up to 12 people),
Number of hours by year of study
The program of this course is designed for one year of study (1 hour per week).Classes are held for 30 minutes.
The total number of hours allocated for the implementation of the Program
The program is designed for36 hours
Syllabus
on the course "On the way to the ABC"
(development of speech and preparation for literacy)
Name of sections, topics
Number of hours
Lexical and grammatical work
3
Development of coherent speech
5
Development of sound culture of speech and phonemic hearing
20
Teaching sound-syllabic analysis
8
Total:
36
Educational and thematic
planning the course "On the way to the ABC"
(development of speech and preparation for literacy)
p/n
Topic of the lesson
Number of hours
Sounds and letters. The concept of "sound"; organs of articulation, ways of pronouncing sound.
Words. Sounds. Isolation of sound at the beginning, end and middle of a word.
Sound [A]. Acquaintance with the organs of articulation, ways of pronouncing a sound, its symbol.
Sound [O]. Learning to answer questions.
Sound [E]. Differentiation of the concept of "sound" and "letter".
Sound [I]. Answering questions, identifying logical inconsistencies in a drawing or story.
Sound [Y]. Isolation of sound at the end and middle of a word.
Sound [I] - [S]. Changing words by replacing sounds.
Sound [U]. Construction of phrases and sentences. Acoustic characteristics, selection of vowel sounds in a word.
Sound [M]. The concept of "syllable", sound analysis of syllables. Acquaintance with the classification of sounds: hard and soft consonants. Sound [M "]
Sound [N]. Matching letters and sounds. Vowels and consonants. Sound [H "]. Composing syllables using conventional sound designations.
Sound [P]. Learning to compose a story based on a plot picture. Sound [P "]. Highlighting hard and soft consonants in the word.
Sound [T]. Writing a story description. Sound [T "]. "Reading" and composing syllables and words using conventional notation.
Sound [K]. Acoustic characteristics, selection of consonant sounds in a word. Sound [K "]. Highlighting hard and soft, voiced and deaf consonants in a word.
Sound [X]. Observation of polysemantic words in speech. Sound [X"]. Determining the position of sound in a word.
Sounds [K] - [X], [K "] - [X"]. Enrichment of children's vocabulary.
Sound [F]. Learning to compose a story based on a plot picture. Sound [Ф "]. Consistent transformation of a word into other words by repeatedly changing its sound and syllabic composition.
Sound [Y "]. Determining the position of sound in a word.
Double sounds. Sound [Y "O]. Correlation of letters and sounds. Sounds [Y "U]. Sound analysis of syllables and words.
Sounds [Y"A]. Sound analysis of syllables and words. Sounds [Y"E]. Detailed retelling of the text by visual support.
Sounds [Y"E], [Y"O], [Y"U], [Y"A]. Matching letters and sounds.
Sound [L]. Changing words by replacing, rearranging sounds or syllables. Sound [L "]. Changing words by adding, excluding sounds. Sounds [L] - [Y"]. Restoration of a broken sequence of sounds or syllables in the structure of a word.
Sounds [B] and [B "]. Teaching dialogue speech. Voiced and deaf consonants. Sounds [B] - [F], [B "] - [F"].
Sound [H "]. Learning to compose sentences, construct phrases. Sound [SCH"]. Learning to spread sentences, add missing words.
Sounds [H "] - [SCH"]. Making up a story based on a series of pictures.
Sounds [B] - [B "]. Compilation of direct and reverse syllables. Sounds [B] - [P], [B"] - [P"]. Highlighting hard and soft, voiced and deaf consonants in the word.
Sounds [D] - [D "]. Composing a word from the studied sounds and syllables. Sounds [D] - [T], [D"] - [T"]. Classification of sounds: voiced and deaf, soft and hard consonants.
Sound [S]. Participation in the dialogue. Sound [C "]. The use of new words in speech. Sound [C]. "Reading" and composing syllables and words using conventional notation. Sounds [C] - [C], [C] - [H "]. Teaching detailed retelling of the text.
Sounds [G] - [G "]. Composing words for a given number of syllables. Sounds [G] - [K], [G"] - [K"].
Sound [Z]. Restoration of the broken sequence of syllables in the structure of the word. Formation of syllables and words. Sound [З "]. Construction of phrases.
Multiple words. Classification of sounds: whistling consonants [З] - [С], [З "] - [С"].
Sound [Sh]. Sound analysis of the composition of syllables and words. Sounds [Ш] - [С], [Ш] - [Щ "]. Revealing differences in the sound (syllabic) composition of two words.
Sound [Ж]. Vocabulary expansion. Classification of sounds: hissing consonants [Ж] - [З], [Ж] - [Ш].
Sound [P]. Learning to compose a story based on a series of pictures. Sound [R "]. "Reading" and composing syllables and words using conventional notation.
Sounds [P] - [L], [P "] - [L"]. Identification of differences in the sound (syllabic) composition of two words.
Country ABC (generalizing lesson). Enrichment of vocabulary.
Total:
36 hours
The content of the course program "On the way to the ABC"
(development of speech and preparation for literacy)
Lexical and grammar work (3 hours):
enrichment of children's vocabulary; observation of polysemantic words in speech;
the use of new words in one's own speech (construction of phrases and sentences).
Development of coherent speech (5 hours):
answering questions, participating in a dialogue;
detailed retelling of the text by visual support;
compiling a description story, a story based on a plot picture, based on a series of pictures.
Development of sound culture of speech and phonemic hearing (20 hours):
familiarity with the organs of articulation, ways of pronouncing a sound, its symbol;
familiarity with the classification of sounds: consonants and vowels; hard and soft, voiced and deaf consonants;
highlighting the sound at the beginning, end and middle of the word, determining the position of the sound in the word;
highlighting vowels, consonants, hard, soft, voiced, deaf consonants in a word;
"reading" and composing syllables and words using conventional sound designations.
Training in sound-syllabic analysis (8 hours):
sound analysis of the composition of syllables and words;
differentiation of the concepts of "sound" and "letter";
matching letters and sounds.
As a result of work on the course program, childrenshould :
construct phrases and sentences, including with new words;
answer the questions of the teacher;
retell the text in detail according to the visual support;
compose an oral story based on a picture, a series of plot pictures;
highlight the sound at the beginning of a word;
distinguish sounds and letters;
recognize and name the letters of the Russian alphabet;
combine sounds and syllables.
Methodological support
Main forms of education: group, pair, individual.
Basic teaching methods:
conversation;
a game;
practical work;
collective, pair and individual studies.
Pproblem-situational methods of teaching
Evaluation materials
Test
Target: assessment of the level of speech developmentchild, determining whether he or she fitsage standards.
Test algorithm:
Explain to the childtask, give him the opportunity to complete iton one's own. If the child is at a loss, help him.Be sure to praise him for his efforts, even if younot very happy with the result.
At the bottom of each task you will findan asterisk that needs to be painted in a certain color.
red - the child completed the taskon one's own;
green - the child completed the task with the help of
adult;
blue - the child did not cope with the task.
At the end of each topic, count the number of starsdifferent colors to compare results after a while.
By the age of seven, a child should:
be able to compare thingsamong themselves, to name a few significantsigns of similarity and difference;
write a coherent story on your ownless than 6-7 sentences;
make up stories from personal experience;
change words to form new ones;
retell short stories;
sing poetry expressivelyintonationally diverse to convey them incontent dependent;
use difficult forms correctlyfamiliar words;
use antonyms in speech (words withopposite meaning)
solve riddles, understand figurativeexpressions.
Bibliography
1. Federal State Educational Standard of Primary General Education,
2. Federal Law of the Russian Federation of December 29, 2012 No. 273 FZ “On Education in the Russian Federation”
3. Order of the Ministry of Education of the Russian Federation dated August 29, 2013 No. 1008 "On approval of the procedure for organizing and implementing educational activities for additional general educational programs"
4. Concept for the development of additional education for children in the Russian Federation until 2020.
5. Resolution of the Chief State Sanitary Doctor of the Russian Federation dated 04.07. 2014 No. 41 “On approval of SanPiN 2.4.4.3172-14 “Sanitary and epidemiological requirements for the device, content and organization of the working hours of educational institutions of additional education for children.
6. Educational and methodological set of authors R. N. Buneev, E. V. Buneeva, T. R. Kislova “On the way to the ABC” (parts 3.4).
