It's also the start of the school year in kindergarten. The children are gradually returning from vacation. Many people have learned letters over the summer and are starting to read a little bit by syllable.

Where do the texts for reading syllables come from? Of course, from the ABC book. Interesting are the old primers that grandmothers used to learn. The second source is the Internet. We also prepare texts for our 5-6 year old students depending on their existing skills, starting with simple and short texts. It is better to read a little, but more often.

In the first texts for reading by syllables, each sentence begins on a new line. This makes it easier for children to understand the text. The first texts to be read syllable by syllable should be printed large.

It is useful to accompany them with coloring books, a familiar activity for preschoolers. The tasks are as follows.

1. First you need to read it to your mother, grandmother or anyone else.
2. Color it.
3. Label the items in the picture.

Why is it worth writing words? When a child reads, hearing and vision interact. When writing, I use auditory (I pronounce), visual (I record the image of the word) and motor analyzers.

In addition to narrative texts, it is useful to use short simple poems for reading syllables.

How to prepare texts for reading syllable by syllable?

Parents teaching their child to read can prepare the material themselves. You need to know the following. Texts for reading by syllables may look different. It all depends on how we divide the word into syllables.

1. Divide words into syllables, as in a primer, with hyphens (short horizontal lines). Below several texts are divided into syllables in this way.

2. Words are divided into syllables by vertical lines.

3. Syllables are highlighted from below with arcs.

Like that. It's better to start with the first option with hyphens. The first texts should be very simple in content, as below, gradually becoming more complex.. First, you give a picture to color. And then the child draws himself according to the meaning of the text. Texts for reading can also be downloaded on our website. Just prepare them using one of the methods suggested above.

Texts for reading by syllables

This is the cat Ku-zya.

At night, Ku-zya caught mice.

Then the cat slept on the couch.

And we are sitting in a hole.

1. Cat's name?
2. What are his actions?
3. Why were the mice sitting in the hole?

Fishing.

Sa-ni had a daughter.

Sa-nya na-ko-fell the worm.

He went to the river.

There is a fish swimming in the river.

Sa-nya caught a fish.

1. Boy's name?
2. What was he doing?
3. How many fish did you catch?

Tree.

This is a tree.

The tree has a trunk.

The tree has a leaf.

The tree has branches.

Question. Na-zo-vi de-re-vo.

Cow.

Ko-ro-va eats se-no.

Ko-ro-va gives mo-lo-ko.

Ma-sha love-bit mo-lo-ko.

Ma-sha love-bit ka-shu.

Ma-sha has ru-my-ny-e cheeks.

Question. Why do Masha have rosy cheeks? (For some reason, all the mothers thought about diathesis)

In the forest.

The children went into the forest.

They are so-bi-ra-li ma-li-nu.

Near the house behind the bushes.

The children were frightened.

And from the bushes you-be-zha-la with-ba-ka Zhuch-ka.

Everyone felt better.

1. Where did the children go?
2. What were they doing in the forest?
3. Who scared the children?

Summer

Le-kras-no-e.

Why is it red?

Red means beautiful.

Ze-le-ny-e forests.

Blue sky.

Bright colors.

Beauty.

Na-ri-suy le something.

1. Why is summer red?
2. What forests?
3. What a sky
4. Which flowers?
5. Why do you like summer?

Ko-lo-kol-chi-ki

How many colors are there?

Why do you care?

Because it grows here in the fields and meadows.

Ko-lo-kol-chi-ki si-ni-e

Li-za is walking in the meadow.

Li-za so-bi-ra-et ko-lo-kol-chi-ki.

Liza has a va-za at home.

There's a co-lo-kol-chi-ki.

Na-ri-sui ko-lo-kol-chi-ki.

1. Why are bluebells wildflowers?
2. What color are the bells?
3. Where is Lisa walking?
4. Where will Lisa put the bells at home?

Your baby has learned letters and is actively adding syllables and small words. It's time to move on to more complex but interesting tasks - reading texts. But here parents and teachers expect some difficulties. It is impossible to offer a preschooler text cards without taking into account the characteristics of age and the degree of development of syllable reading skills. We will tell you in our article how to choose texts for reading for preschoolers, where to find and how to correctly print out texts for reading by syllables for younger and older preschoolers.

Age characteristics of preschoolers

After 5 years of age, kindergarteners are very active, mobile, and inquisitive. They grow up rapidly, get smarter, develop physically and mentally.
When preparing for school, parents and teachers should pay attention to the following age characteristics of children 4-7 years old:

• The basic needs of kindergarteners are communication and games. Children ask many questions to adults, themselves, and peers. They learn by playing.
• The leading mental function is imagination, fantasy. This helps to show creativity.
• Emotions, impressions, positive experiences are important for further development and the desire to continue activities. A 5-7 year old kindergartener needs praise, support, and no comparison with other children.
• Cognitive processes are actively developing: attention, memory. At the age of 5-7, preschoolers can remember and analyze a large amount of information. But it needs to be given in doses, trying not to overload the child’s brain in one lesson.
• Speech becomes more developed. At 5 years old, the child speaks in complex sentences, can choose several synonyms for one word, knows many poems, riddles, and several fairy tales by heart.
• A kindergartener wants to experience new things and learn. The baby is spurred on by curiosity; he is interested in everything new and unknown.

Consider the age and individual characteristics of preschoolers when choosing texts to read. In this case, training sessions will be more effective.

How to work with texts

Reading poems and short stories for a preschooler is a new type of work. The difficulty in completing the reading task is that the kindergartener does not always understand the meaning of the passage. To avoid this, you need to approach the choice of material and methods of its processing correctly. Organize your learning process as follows:

1. Select handouts based on the student's age. For children 4-5 years old, cards of 1-3 sentences, for older preschoolers - 4-5 sentences.
2. Pay attention to the number of words in the sentences. There should be few of them. Simple reading texts for preschoolers are easier to digest, but you cannot stay at the easy level for long.
3. Proceed to working with text cards after automating syllabic reading.
4. Read in sequence in a group or with adults when working individually.
5. Don't rush your child. At the learning stage, reading comprehension is important, not reading speed and the amount of time spent.

Texts for children 4-5 years old

Young preschoolers need special sentence cards. Reading by syllables for children under 5 years of age is best accompanied by text with pictures. For example, coloring pages with comments. Coloring will be an additional task.

If we are reading syllables for the first time, the reading texts should consist of 1-2 sentences. Use small words, 1-2 syllables. You can prepare the cards yourself, find them online and print them.

For young students, it is important that there is a hyphen or other separator between syllables. For printing out reading material for syllables at 4 years old, choose a large, bold font.

• Learning to read syllables through working with text does not have to begin after learning the entire alphabet. Find reading books for children aged 5 and up and print out individual sentences of words that consist of the letters you have learned. There are many of them in Zhukova's alphabet.
• At the age of 4 to 5 years, there is no need to offer children the entire fairy tale or book. Large volumes frighten children and distract them with colorful drawings on other pages. Print only the part you need.
• Play with a passage, a poem. You can read a word separately, then a phrase, then a whole syntactic unit.
• Work according to the following algorithm. First we read, then we discuss, draw, and fantasize.

Tasks

After reading the texts, be sure to study the material further. This is necessary for a strong assimilation of information and the formation of meaningful reading skills. Offer preschoolers the following types of tasks for the passage:

1. A short retelling.
   The kindergartener must tell what he learned, what information was main in the text. It is advisable to use the words you read, name the characters and their actions.
2. Answer the questions.
   The speech therapist and parent ask 1-3 simple questions about the material read.
   If the child does not answer them, you need to read the passage together, with comments from an adult.
3. Draw a picture.
   Let's play illustrators. Children come up with a plot picture based on the information received from a passage or poem. This could be homework.
4. What happened next?
   Invite them to fantasize and come up with what could happen to the characters next.

Reading texts with pictures and tasks:

Texts for children 6-7 years old

If you are preparing reading texts for children 6-7 years old, you can print out entire paragraphs. For work, choose excerpts from fairy tales and short stories. Large works can be worked on in 2-3 lessons. Don't forget about short stories from the alphabet or primer.

• Work through the sentences in a chain, try to involve each student.
• After reading a short passage for the first time, discuss the content. If you find any misunderstandings, read the passage again.
• If we read syllables individually, different texts for reading to children 7 years old need to be printed on separate sheets.

Texts with tails:

Learning to read syllables - this stage in teaching children to read is one of the most important and difficult. Often parents simply don’t know how to teach their child to pronounce two letters together and get “stuck” on this for a long time. Tired of the endless repetition of “ME and A will be MA,” the child quickly loses interest, and learning to read turns into torture for the whole family. As a result, children who already know letters from the age of two or three, even by the age of five cannot read simple words, not to mention reading sentences and books.

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

In order to begin learning to read syllables, a child only needs to know 3-4 vowels and several consonants. First of all, take those consonants that can be drawn out (S, Z, L, M, N, V, F), this will help teach the child how to pronounce the syllable together. And this is a fundamentally important point.

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

1. Play "Trains"

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

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

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

This game is good because the child does not need to be specifically explained how to add syllables. It is enough to say: “Now we will ride the letter A, it will be our passenger, name all the stations where we will stop.” First, “take a ride” yourself - let the child move the trailer along the rails, and you loudly and clearly call the “stations”: BA, VA, GA, DA, ZHA, ZA, etc. Then invite your child to do this with you in turn. During the game, listening to you, children easily grasp how to pronounce two sounds together. The third time, the child can “ride” himself without much difficulty.

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

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

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

Remember that in this and other exercises we first practice adding syllables with vowels of the first row (A, O, E, U, Y), and then introduce vowels of the second row (Ya, Yo, E, Yu, I) - so-called “iotated” vowels, which make the sound preceding them soft.

When the child is good at reading individual tracks with syllables, alternate the carriages with passengers and drivers, without telling which carriage we will be rolling. This will help the child learn to clearly see where exactly the vowel is in a syllable (the syllable begins or ends with it). At the first stages of learning to read syllables, a child may have difficulties with this.

2. “Run” from one letter to another

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

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

(“A Primer for Kids” by E. Bakhtina, “Russian ABC” by O. Zhukova, etc.).

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

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

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

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

4. Games to strengthen the skill of adding letters

— Syllabic lotto

It’s very easy to make them yourself; to do this, you need to select several pictures - 6 for each card and print out the corresponding syllables.

• The guide will help you “Syllables. Choose a picture based on the first syllable BA-, BA-, MA-, SA-, TA-. Educational lotto games. Federal State Educational Standard of Education "E. V. Vasilyeva"— there are several more tutorials in this series
“Letters, syllables and words. Lotto with verification" by A. Anikushena
• Similar exercises are in the book “Syllable tables. Federal State Educational Standard" N. Neshchaeva

— Shop game

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

Make an album with your own hands with your child, in which a syllable will be written on one page of the spread, and on the other - objects whose names begin with this syllable. Periodically review and add to these albums. For more effective learning to read, close either one or the other half of the spread (so that the child does not have unnecessary clues when naming a syllable or selecting words for a certain syllable).

They will help you with this “Cards for sound and syllabic analysis of words.”

— Airfield game (garages)

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

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

For this game you can also use various “adventures” by writing syllables in circles on the playing field.

5. Reading simple words syllable by syllable

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

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

Increase the complexity gradually: start with words consisting of one syllable (UM, OH, EAT, UZH, HEDGEHOG) or two identical syllables: MOTHER, UNCLE, DAD, NANNY. Then proceed to reading three-letter words (closed syllable + consonant): BAL, SON, LAK, BOK, HOUSE.

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

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

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

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

A manual, which is the first part of the “Learning to Read” course, was recently posted on the pages of our parents’ club. It is dedicated to introducing the little future reader to the letters of the Russian language. You can also read its description using the link provided. Now we are posting the second part of this course - the manual “Learning to Read: Reading Words and Sentences.” With the help of this book, it is much easier and easier to develop in a child already quite strong reading skills, which in the future will become the basis for speed reading and reading comprehension.

Brief description of the book / manual “Learning to read: reading words and sentences”

The book will help your child repeat the letters he has already learned. Those that are used most often will appear first, and then those that are used less frequently. Each transition from letter to letter is a repetition, this is another opportunity to consolidate a letter image in a child’s memory, including visual memory. After repeating the letters, the child will move on to the stage of reading words, phrases and even sentences.

All words to read to the child are given in strict sequence, based on the complexity of the syllable structure. First, the treasure will need to read simple words, such as chicken, axe, goat, seagull, etc. The next stage will be reading more complex words. The load increases so smoothly that it does not lead to overvoltage.
A lot of attention in the book is paid to the development of the child’s visual attention, but the baby still won’t be able to cope without the help of mom and dad. On the shoulders of the parents lies the task of forming in the baby a clear, clear and correct pronunciation of every syllable, every word. At the same time, be sure to ensure that the child pronounces the end of the word especially clearly and distinctly. This will help him involuntarily turn his attention to the agreement of words in a sentence and prevent the possible occurrence of errors when reading in the future.

You can find others in the section of our parents club of the same name.

All books are stored on our Yandex.Disk and there is no charge for downloading them, as well as viruses and other nasty things.

You can find it in the section of our parents’ club of the same name by following the link provided, as well as in the album on the club’s pages on social networks:

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In grade 1, grades are not given for learning; the student either “coped” or “failed” the task.

To test reading technique, it is necessary to prepare a text unfamiliar to the child in advance. Sentences in the text should be simple and short. There should be no pictures so that the student is not distracted. It is important to set your child up to read quickly.

While reading, a first-grader must follow the text with his finger so as not to lose a line. When a child begins to read, you should not stop him, even if he makes a mistake in pronouncing a word or in placing the emphasis. After reading, you need to ask your child several questions about the text to check his understanding of the text.

Reading skills and foundations are laid for children in 1st grade. Therefore, during this period, it is important to pay special attention to the children’s successes at school in order to provide them with timely assistance.

Download:

Preview:

1 class.

Dandelions.

Dandelion looks like the sun with golden rays. And next to it is a white fluffy ball.

Tanya blew on the ball. The fluff flew. That's why it's called dandelion.

Tanyusha came home with a golden wreath on her head.

In the evening the girl fell asleep. And the dandelions closed their flowers until the morning. (38 words.)

1. What flowers did Tanyusha weave a wreath from?

2. Why is the wreath called gold?

3. What is the dandelion flower compared to?

4. When does a dandelion turn white?

5. Why are these flowers called dandelions?

(According to K. Sokolov-Mikitov.)

Jackdaw.

It is not at all difficult to distinguish a jackdaw and a crow. A jackdaw is half the size of a crow and is all black, only with gray feathers around its neck, as if it were tied with a gray scarf. But the crow has the opposite: the whole body is gray, only the head, neck, wings and tail are black. (38 words.)

(To G. Skrebitsky.)

1. What birds did you read about?

2. Match the jackdaw and the crow by size and feather color.

3. What are the gray feathers around the neck of the jackdaw compared to?

4. What can the gray body of a crow be compared to? (With a vest.)

Lynx.

In a dark forest, near a forest path, an animal lay down. This is a lynx - a cat as tall as a large dog. She has a short tail, tufted ears, and a spotted skin.

The lynx lies on a thick branch and waits. She will rush from the tree to catch her prey. (40 words.)

1. Why is the lynx called a big cat?

2. Describe the lynx.

3. How does a lynx hunt?

4. How do you understand the expression “just like that”? (Suddenly rushes out unexpectedly)

5. How do you understand the word “lay down”? (hid)

Forest Orchestra.

All forest dwellers sing and play, whoever can play what and how they can. (42 words.)

(According to V. Bianchi.)

1. What birds can be classified as songbirds?

2. How do songbirds sing?

3. What sounds do beetles, grasshoppers, woodpeckers, partridges, and eagle owls make?

4, What conclusion can be drawn about the singing of forest inhabitants?

5. Why does the story have such a title?

b. Why is it said about beetles and grasshoppers that they “creak,” woodpeckers “drum,” orioles “whistle with a flute,” and the eagle owl “hoots”?

Tricky fish.

I sat with a fishing rod on the shore for a long time. My minnows don't bite. And the grandfather is sitting under a bush and has already caught a bucket. I sat down in the shade. Immediately the minnows began to bite. It turns out that in a clear area the shadow of the fishing rod is visible. So the cunning fish did not come to the hook.

(48 words.)

(According to E. Shim.)

1. Where did grandfather sit?

2. Why was he fishing?

3. Why didn’t the boy’s fish bite at first?

4. Why did the writer call his story “The Cunning Fish”?

Whale.

The whale is the largest animal in the world. He can only live in the ocean. That's why there are no whales in any zoo in the world. The products we need are made from liver fat and whale meat. Hunting whales is difficult and dangerous. This matter can only be entrusted to very strong and brave people.

(47 words.)

1. What is the largest animal in the world?

2. Where can whales live?

Z. Is it easy to hunt whales?

The bats.

Bats are very useful animals. They eat harmful insects.

During the day, bats wrap themselves in their wide wings, like a cloak, and hang upside down in dark places.

The night is coming. They fly out to hunt. Many harmful insects fly at night. Almost all birds sleep at this time. Therefore, the “work” of bats is especially important.

(51 words.)

(According to Yu. Dmitriev.)

1. What are the benefits of bats?

2. How do they spend their day?

3. When do bats hunt?

4. How do you understand the meaning of the expression “useful animals”?

A mother bear with two cubs came out of the forest onto the river bank. She grabbed one bear cub and began to dip it into the river. The little bear squealed and floundered. His mother bathed him. Another bear cub was frightened by the cold water and ran into the forest. The bear caught up with him, spanked him and gave him a bath.

Satisfied with the swim, the bears went into the thicket of the forest.

(50 words.)

(According to V. Bianchi.)

1. Title the text.

2. Who came out to the river bank from the forest?

Z. How did the bear bathe the first bear cub?

4. Why did the other bear cub run into the forest?

5. What did his mother do to him?