Closed syllables in Russian. Proclitic - an unstressed syllable before a stressed one, for example, I thought

It would seem that for any person who has learned to read, there is nothing easier than dividing words into syllables. In practice, it turns out that this is not such an easy task; moreover, in order to correctly complete this task, you need to know some nuances. If you think about it, not everyone can even give a clear answer to the simple question: “What is a syllable?”

So what is this syllable?

As you know, every word consists of syllables, which, in turn, consist of letters. However, for a combination of letters to be a syllable, it must contain one vowel, which in itself can form a syllable. It is generally accepted that a syllable is the smallest pronounceable unit of speech or, more simply, a sound/sound combination pronounced in one exhalation. For example, the word “ya-blo-ko”. To pronounce it, you need to exhale three times, which means that this word consists of three syllables.

In our language, one syllable cannot contain more than one vowel. Therefore, the number of vowels in a word equals the number of syllables. Vowels are syllabic sounds (they create a syllable), while consonants are non-syllabic sounds (they cannot form a syllable).

Syllable theories

There are as many as four theories trying to explain what a syllable is.

• Exhalation theory. One of the most ancient. According to it, the number of syllables in a word is equal to the number of exhalations made when pronouncing it.
• Acoustic theory. It implies that a syllable is a combination of sounds with high and low volume. The vowel is louder, so it is capable of both independently forming a syllable and attracting consonants to itself, like less loud sounds.
• Articulatory theory. In this theory, the syllable is presented as the result of muscle tension, which increases towards the vowel and decreases towards the consonant.
• Dynamic theory. Explains the syllable as a complex phenomenon, which is influenced by a number of factors listed in previous theories.

It is worth noting that each of the above theories has its own disadvantages, as well as advantages, and none of them has been able to fully characterize the nature of the concept “syllable”.

Types of syllables

A word can consist of a different number of syllables - from one or more. It all depends on the vowels, for example: “sleep” - one syllable, “sno-vi-de-ni-e” - five. According to this category, they are divided into monosyllabic and polysyllabic.

If a word contains more than one syllable, then one of them is stressed, and it is called stressed (when pronounced, it is distinguished by the length and strength of its sound), and all the others are unstressed.

Depending on what sound the syllable ends with, they are open (for a vowel) and closed (for a consonant). For example, the word “za-vod”. In this case, the first syllable is open because it ends with the vowel “a,” while the second is closed because it ends with the consonant “d.”

How to correctly separate words into syllables?

First of all, it is worth clarifying that the division of words into phonetic syllables does not always coincide with the division for transfer. So, according to the rules of transfer, one letter cannot be separated, even if it is a vowel and is a syllable. However, if the word is divided into syllables, according to the rules of division, then a vowel not surrounded by consonants will form one full syllable. For example: the word “yu-la” phonetically has two syllables, but when transferred, this word will not be separated.

As specified above, a word has exactly as many syllables as vowels. One vowel sound can act as a syllable, but if it contains more than one sound, then such a syllable will necessarily begin with a consonant. The above example - the word “yu-la” - is divided in this way, and not “yul-a”. This example demonstrates how the second vowel “a” attracts the “l” to itself.

If there are several consonants in a row in the middle of a word, they belong to the next syllable. This rule applies to both cases with the same consonants and cases with different non-syllable sounds. The word “oh-ch-ya-ny” illustrates both options. The letter “a” in the second syllable attracted a combination of different consonant letters - “tch”, and “y” - a double “nn”. There is one exception to this rule - for unpaired non-syllable sounds. If the first consonant in a letter combination is a voiced consonant (y, l, l, m, m, n, n, r', r), then it is separated along with the previous vowel. In the word “sklyanka” the letter “n” belongs to the first syllable, since it is an unpaired voiced consonant. And in the previous example - “oh-cha-ya-ny” - “n” moved to the beginning of the next syllable, according to general rule, since it was a paired sonorant.

Sometimes letter combinations of consonants in a letter mean several letters, but sound like one sound. In such cases, dividing the word into syllables and dividing for hyphenation will differ. Since the combination means one sound, these letters should not be separated when dividing them into syllables. However, when transferred, such letter combinations are separated. For example, the word “i-zzho-ga” has three syllables, but when transferred, this word will be divided as “izzho-ga”. In addition to the letter combination “zzh”, pronounced as one long sound [zh:], this rule also applies to the combinations “tsya” / “tsya”, in which “ts” / “ts” sound like [ts]. For example, it is correct to divide “u-chi-tsya” without breaking “ts”, but when transferring it will be “learn-tsya”.

As noted in the previous section, a syllable can be open or closed. There are significantly fewer closed syllables in the Russian language. As a rule, they are found only at the end of the word: “ha-ker”. In rare cases closed syllables may appear in the middle of a word, provided that the syllable ends in an unpaired sonorant: “sum-ka”, but “bud-dka”.

How to correctly separate words for hyphenation

Having dealt with the question of what a syllable is, what types there are, and how to divide into them, it is worth turning your attention to the rules of word hyphenation. Indeed, despite their external similarity, these two processes do not always lead to the same result.

When dividing a word for hyphenation, the same principles are used as when dividing it into syllables, but it is worth paying attention to a number of nuances.

It is strictly forbidden to tear off one letter from a word, even if it is a vowel forming a syllable. This prohibition also applies to the transfer of a group of consonants without a vowel, with soft sign or y. For example, “a-ni-me” is divided into syllables like this, but it can only be transferred in this way: “ani-me”. As a result, when transferred, two syllables appear, although in reality there are three.

If two or more consonants are nearby, they can be divided at your discretion: “te-kstu-ra” or “tek-stu-ra”.

When paired consonants are between vowels, they are separated, except when these letters are part of the root at the junction with a suffix or prefix: “class-sy”, but “class-ny”. The same principle applies to the consonant at the end of the root of a word before a suffix - it is, of course, possible to tear off letters from the root when transferring, but it is not advisable: “Kyiv-skiy”. Similarly, with regard to the prefix: the last consonant included in its composition cannot be torn off: “under-crawl”. If the root begins with a vowel, you can either still separate the prefix itself, or transfer two syllables of the root together with it: “no-accident”, “no-accident”.

Abbreviations cannot be transferred, but complex abbreviated words can be transferred, but only by compound ones.

ABC by syllables

The syllable has a huge practical significance when teaching children to read. From the very beginning, students learn the letters and syllables that can be combined. And subsequently, children gradually learn to construct words from syllables. First, children are taught to read words from simple open syllables - “ma”, “mo”, “mu” and the like, and soon the task is complicated. Most primers and methodological manuals, devoted to this issue, are built precisely according to this methodology.

Moreover, specifically for developing the ability to read syllables, some children's books are published with texts divided into syllables. This facilitates the reading process and helps to bring the ability to recognize syllables to automaticity.

The concept of “syllable” itself is not yet a fully studied subject of linguistics. At the same time, its practical significance is difficult to overestimate. After all, this small piece of the word helps not only to learn reading and writing rules, but also helps to understand many grammatical rules. We should also not forget that poetry exists thanks to syllable. After all, the main systems for creating rhymes are based precisely on the properties of this tiny phonetic-phonological unit. And although there are a lot of theories and studies devoted to it, the question of what a syllable is remains open.

Syllable

syllable, syllable, pl. syllables, syllables, husband.

1. A sound or combination of sounds in a word pronounced with one exhalation ( ling.). Open syllable (ending in a vowel). Closed syllable (ending with a consonant). Divide words into syllables. 2 only units Style, manner of writing or speaking, expressing your thoughts. High-flown syllable. The article is written in an excellent style. “- Allow me, Pyotr Ivanovich, I’ll tell you... - Eh, no, let me... you don’t even have such a style.” Gogol. “Poems go with a high syllable.” Vyazemsky.

Syllable

1) Physiologically (from the educational point of view), a sound or several sounds are pronounced with one impulse of exhaled air.

2) In acoustic terms (from the side of sonority), a segment of speech in which one sound stands out with the greatest sonority in comparison with its neighbors - the preceding and following ones. The syllable is unstressed. The syllable is stressed. The syllable is pre-stressed. The syllable is stressed. The syllable is closed. The syllable is open.

1) Individual characteristics in word usage, speech construction, etc., characteristic of a particular writer, public figure, speaker. Belinsky's syllable.

2) Same as 4-digit style. Write in a good style.

Rhetoric: Dictionary-reference book

Syllable

1) cheese– 1 push = 1 syllable; sy-ro- 2 shocks – 2 syllables; sy-ro-e alloy- 2 shocks, but one syllable);

2)

3)

4)

1) mo-lo-co);

2) ac);

3) covered-closed syllables ( house, dream, som);

5) in rhetoric

Dictionary of linguistic terms

Syllable

Minimum natural unit pronouncing speech sounds consisting of one or more sounds. One sound in a word is syllabic (syllabic), the rest are non-syllabic (non-syllabic). There are several theories of the syllable:

1. syllable - a combination of sounds that is pronounced with one impulse of exhaled air ( cheese– 1 push = 1 syllable;

cheese- 2 shocks – 2 syllables;

cheese 3 shocks - 3 syllables) is an aspiratory theory that does not explain all cases: alloy- 2 shocks, but one syllable);

2. a syllable is a grouping of sounds with varying degrees of sonority (the most sonorous is a syllabic sound, the remaining sounds are non-syllabic) - a sonorant theory based on acoustic criteria (it was developed by R.I. Avanesov);

3. syllable - the unity of a rise in tension and increased sonority at the beginning of a syllable and their fall at the end of a syllable - muscular theory;

4. a syllable is a wave of strength, intensity (the most intense sound of a syllable is syllabic, less strong ones are non-syllabic).

A syllable is characterized by the unity of opening or closing of the mouth. From this point of view, the following groups are distinguished:

1) open syllables (pronounced when the mouth cavity is opened, so that the top of the syllable, its syllabic-forming element, is at the end of the syllable, and most often it is a vowel: milk);

2) closed syllables (formed when the mouth cavity is closed, so that the top of the syllable, its syllabic-forming element, is at the beginning of the syllable, after which there is a drop in tension and sonority: ac);

3) covered-closed syllables ( home, sleep, catfish);

5. in rhetoric: a method of verbal expression that creates an image of speech that is included in the style as an integral part.

Grammar Dictionary: Grammar and linguistic terms

Syllable

a sound or combination of sounds pronounced by a separate stream of exhaled air. The sounds during speech are not the same in terms of exhalation force and sonority. Both exhalation and voice when speaking either intensify or weaken, and thus speech seems to break up into waves of exhalation and sonority, representing the intervals between the moments of greatest weakening of exhalation or sonority with one moment of greatest strength; such intervals are called S. The force of exhalation (loudness) and sonority (voice strength) usually coincide. S. can consist of one sound (for example, our “ay” breaks up into 2 S., each into one sound, p.ch. in the middle between A And at in this word there is a weakening of sonority, and then the voice intensifies again, but it can be pronounced - and so on in b. There are some languages ​​- a combination aw in one S.) and from several sounds; in the latter case, the strongest or sonorous sound of the word is called. syllabic, and the rest non-syllabic in combination of consonant sounds with a vowel in normal conditions the vowel is syllabic, as it is the most sonorous, and the consonants are non-syllabic, but when the sonority of the vowel weakens, the latter can become non-syllabic if next to it there is a sonorant (see) with vowel, which in this case becomes syllabic; in combination of nonsonorant consonants with sonorant sounds, the latter can become syllabic; This is, for example, in Russian. R in words werewolf, in theaters when pronouncing them without vowel sounds next to R and etc.; when two or more vowel sounds are combined, one of them is syllabic, and the others can become non-syllabic, and usually in such cases the higher vowels are non-syllabic (see Vowels); therefore, vowel sounds are most often non-syllabic And And at. In Russian Of the vowels in non-syllabic use, only And(letter th): give it, roy. From consonants in Russian. Sonorant consonants can be syllabic, but only in unstressed S. due to the loss of adjacent vowels (examples above). Less common are syllabic noisy ones: cat, etc. The grammatical rule is that every Russian word has as many syllables as there are vowels in its written representation, not counting th, in most cases true, p.h. under syllabic stress in Russian. there can only be vowels, and without stress, consonants can become syllabic only due to the loss of vowel sounds, which continue to be indicated in writing by vowel letters. S. are divided into open ending in a syllabic sound: do-ma, know-yu, in Serbian. language br-do “mountain” (all syllables are open), and closed, ending in a non-syllable sound: house, give, janitor, tea-nick, German. blau "blue" (all syllables are closed). When several syllables come together in a word or phrase, the boundary between two syllables or syllable division located a) if between two syllabic sounds there is one short non-syllable sound, then before this sound: grass-va, mo-ya, etc. the first of them is open, b) if there is one long non-syllable sound, then in the middle of it: mass-sa, etc., c) if there are several consonant sounds, before this group or in the middle of it, in different languages and with the confluence of different sounds it is different; often the boundary is difficult or impossible to specify.

Rhetoric: Dictionary-reference book

Syllable

(background). The smallest natural unit of speech sound production, consisting of one or more sounds. One sound in a word is syllabic (syllable-forming), the remaining SYLLABLES are non-syllabic (non-syllable-forming).

There are several theories of the syllable:

1) syllable - a combination of sounds that is pronounced with one impulse of exhaled air ( cheese– 1 push = 1 syllable; sy-ro- 2 shocks – 2 syllables; sy-ro-e 3 shocks - 3 syllables) is an aspiratory theory that does not explain all cases: alloy- 2 shocks, but one syllable);

2) a syllable is a grouping of sounds with varying degrees of sonority (the most sonorous is a syllabic sound, the remaining sounds are non-syllabic) - a sonorant theory based on acoustic criteria (it was developed by R.I. Avanesov);

3) syllable - the unity of a rise in tension and increased sonority at the beginning of a syllable and their fall at the end of a syllable - muscular theory;

4) a syllable is a wave of strength, intensity (the most intense sound of a syllable is syllabic, less strong ones are non-syllabic).

A syllable is characterized by the unity of opening or closing of the mouth. From this point of view, the following groups are distinguished:

1) open syllables (pronounced when the mouth cavity is opened, so that the top of the syllable, its syllabic-forming element, is at the end of the syllable, and most often it is a vowel: mo-lo-co);

Syllable is one sound or several sounds,
pronounced with one exhalation push of air:
go-ra, ma-shi-na.

Rules for dividing words into syllables in Russian

1. In the Russian language there are sounds of different audibility: vowel sounds are more sonorous compared to consonant sounds.

• There are so many syllables in a word how many vowel sounds. Vowel sounds form syllables and are syllabic.
• Consonant sounds are non-syllabic. When pronouncing a word, consonant sounds are “attached” to vowels, forming a syllable together with the vowels.

2. A syllable can consist of one sound (in which case it must be a vowel) or several sounds (in this case, in addition to the vowel, the syllable contains a consonant or a group of consonants) : defense-defense; line-line;If a syllable consists of two or more sounds, then it must begin with a consonant.

3. Syllables can be open or closed.

• Open syllable ends with a vowel sound: yes, wall.
• Closed syllable ends with a consonant: juice.
• In the middle of a word, a syllable usually ends in vowel sound, and a consonant or group of consonants coming after a vowel usually goes to the following syllable: but-ski, di-kta-tor.
• In the middle of a word, closed syllables can only form unpaired voiced consonants [th], [r], [r'], [l], [l'], [m], [m'], [n], [n'] (sonorant): ma y-ka, San-ka, si m-ka.

4. Sometimes a word can have two consonants written but only one sound, for example: get rid of[izh:yt’]. Therefore, in this case, two syllables stand out: and-live. Division into parts out-live corresponds to the rules of word hyphenation, and not division into syllables. The same can be seen in the example of the verb leave, in which the combination of consonants zzh sounds like one sound [and:]; therefore the division into syllables will be - leave, and dividing a word to hyphenate is leave.

Attention!

• Division twisting, pressing is a division into parts for hyphenation, and not a division into syllables, since in such forms the combination of letters huh, huh sounds like one sound [ts].
• When dividing into syllables, combinations of letters huh, huh go entirely to the next syllable: hover, press.

5. When combining several consonants in the middle of a word:

• two identical consonants necessarily go to the next syllable: O- leak, yes;
• two or more consonants usually go to the next syllable: sha-pka, ra- vny. Exception make up combinations of consonants in which the first is an unpaired voiced (sonorant): letters r, r, l, l, m, m, n, n, th:mark-ka, dawn-ka, bul-ka, insole-ka, dam-ka, ban-ka, ban-ka, bark-ka

Teaching letters to preschoolers (children 4-6 years old) online in a playful way

The purpose of this section is to introduce children to writing letters and to teach them to perceive letters by ear.

Reading words by word order - teaching children 3-6 years old to read words using letters

The purpose of this section is to move from letters to reading words. Thanks to this section, children will understand how words are formed from letters.

Reading fluency for preschoolers

A large number of adapted and speaking texts for children.

Literacy lessons and reading instruction

In reading lessons, it is important to offer children exercises to prepare their hands for the writing process. This graphic games and graphic tasks preceded by finger exercises. Finger gymnastics- these are the most simple exercises built on bending and straightening the fingers, clenching the hand into a fist, and tapping the fingers on the surface of the table. The purpose of such exercises is to strengthen the muscles of the hand, relieve their excess tension, and relieve hand tremors. As a result of performing graphic exercises, children learn:

a) freely direct movements according to scope, degree of pressure on the pencil, according to rhythm;

b) navigate on a sheet of paper;

c) imagine lines of different directions with a continuous movement of the hand.

You should not ask your child to write elements of letters or the letters themselves, small graphic elements, because this requires precision execution and considerable volitional effort.

It is necessary to widely use shading and tracing contours. Writing a group of contour images on a line (plums, apples, acorns, etc.) creates the skill of following a line, saving the size of a figure, and reproducing an image. All this will be necessary at school when writing letters in a notebook. It is important that each graphic exercise has its own name: “Garland for the Christmas tree”, “Pattern of leaves”, “Planes”, etc. This figurative correlation allows children to see an object beyond the contour, develops imagination, creativity, and complex, painstaking work on organizing graphic skills in an interesting and attractive way for a preschooler.

Lessons on teaching literacy will include elements of imagotherapy and its variety - puppet therapy. Considering the complexity of the material, the use of such an understandable and familiar image for children - a doll - increases the interest of preschoolers in the lesson, stimulates their attention and performance. In the presented methodological scenarios classes included fairy tale character Pencil. This hero is associated with the concept of “literacy”, “writing”. His tasks in the classroom are varied: he introduces children to new material, plays educational games with them, makes “mistakes” that children are happy to correct, creates increased emotional background, mood.

In literacy lessons, attention should be paid to the intonation picturesqueness of speech. It is important to teach a child to identify intonation sounds in a word, a word in a sentence. Recreating the melody of speech, stress placement skills, and the ability to control the tempo and rhythm of speech will help lay the foundations for expressive reading, teach the child to find meaningful information, and convey his thoughts and feelings in speech.

The article was devoted to the topic "Syllables 1st grade".

Syllables are the parts into which a word is divided in the process oral speech. When we pronounce a word, we get several exhalation pushes of air - this is precisely the pronunciation by syllables: cat. Two pushes of air when exhaling - two syllables: vo-da. 3 puffs of air - three syllables: na-u-ka.

A word has the same number of syllables as there are sounds from the voice, that is, vowels: sheet - 1 syllable, no-ra - 2 syllables. A syllable can contain the most different quantities letters, but one must be a vowel.

A word can have a different number of syllables. There are one-syllable, two-syllable, three-syllable words and polysyllabic words: leaf (1 syllable), no-ra (two-syllable word), u-e-zhat (three-syllable).

A syllable can consist of one vowel sound or a combination of a vowel and a consonant: a-ba-zhur. Even one vowel sound is already a syllable. But one consonant is not a syllable. How to divide a word into syllables? It's important to understand main principle: if a syllable includes a vowel and a consonant, then it always begins with a consonant: no-chnik, country.

How to divide a word into syllables with a combination of consonants

How to divide a word into syllables if there are several consonants nearby in the middle? How to correctly break a word into syllables: cat or cat? You need to understand the principle of so-called greater sonority. It is observed in the second case. From consonant to vowel. First there is a dull sound, then a voiced consonant, and at the end a vowel - shka. The first syllable ends with a vowel (ko). Such syllables are called open. We have much more of them than those that end with consonants: table, chair (they are called closed syllables).

In the middle of a word, the syllable is usually open, that is, it ends with a vowel sound: stra-na. According to the principle of increasing sonority, all consonants move in most cases to the subsequent syllable: cat.

If several consonants are combined in the middle of a word, then all the consonants following the vowel go to the next syllable: o-flow. These can be the same consonants or simply combinations of different consonants: o-flow, sha-pka, ko-shka.

An exception to this clause: only those syllables in the middle of a word that end with unpaired consonants end with a consonant. ringing sounds(they are called very voiced, sonorant): [th], [r], [r'], [l], [l'], [m], [m'], [n], [n']: may -ka, San-ka, man-ka.

If in a word several sounds merge into one sound, then they all go to one syllable: zhu-zhzh (Zh)at, distracted (CA). In these cases, one should not confuse division into syllables and morphemic division for transferring a word: for example, we divide o-teket by syllables, but for transfer we divide the same word like this - ot-techi.

Why be able to divide a word into syllables?

Isolation of syllables is important for the correct hyphenation of words; the syllabic principle is the main one in competent hyphenation, although not the only one. Both skills are important: identifying syllables in a word and the ability to find morphemes (meaningful parts of a word), because syllables and morphemes in many cases do not coincide. The syllable is not a prefix or root, or a suffix.

Division into syllables occurs when a word is pronounced. And dividing a word into parts is necessary for writing a word, that is, for writing letters in prefixes, roots, and suffixes.

Isolation of morphemes (prefixes, suffixes, roots) and syllables are two different actions, two different principles on the basis of which competent transfer of words is carried out.

For example, when transferring a word syllable by syllable, you need to simultaneously see the root and prefix, so that, for example, you do not tear off the first and last letter of the root or break a monosyllabic prefix.

There are a number of transfer rules that rely on the ability to divide a word into syllables and morphemes at the same time. Therefore, you need to be able to do one and the other.

This article covers the topic "1 syllable". You can divide words into syllables using an online program.

Syllable is one sound or several sounds,
pronounced with one exhalation push of air:
go-ra, ma-shi-na.

Rules for dividing words into syllables in Russian

1. In the Russian language there are sounds of different audibility: vowel sounds are more sonorous compared to consonant sounds.

• There are so many syllables in a word how many vowel sounds. Vowel sounds form syllables and are syllabic.
• Consonant sounds are non-syllabic. When pronouncing a word, consonant sounds are “attached” to vowels, forming a syllable together with the vowels.

2. A syllable can consist of one sound (in which case it must be a vowel) or several sounds (in this case, in addition to the vowel, the syllable contains a consonant or a group of consonants) : defense-defense; line-line;If a syllable consists of two or more sounds, then it must begin with a consonant.

3. Syllables can be open or closed.

• Open syllable ends with a vowel sound: yes, wall.
• Closed syllable ends with a consonant: juice.
• In the middle of a word, a syllable usually ends in vowel sound, and a consonant or group of consonants coming after a vowel usually goes to the following syllable: but-ski, di-kta-tor.
• In the middle of a word, closed syllables can only form unpaired voiced consonants [th], [r], [r'], [l], [l'], [m], [m'], [n], [n'] (sonorant): ma yay, Sa Come on, sim-ka.

4. Sometimes a word can have two consonants written but only one sound, for example: get rid of[izh:yt’]. Therefore, in this case, two syllables stand out: and-live. Division into parts out-live corresponds to the rules of word hyphenation, and not division into syllables. The same can be seen in the example of the verb leave, in which the combination of consonants zzh sounds like one sound [and:]; therefore the division into syllables will be - leave, and dividing a word to hyphenate is leave.

Attention!

• Division twisting, pressing is a division into parts for hyphenation, and not a division into syllables, since in such forms the combination of letters huh, huh sounds like one sound [ts].
• When dividing into syllables, combinations of letters huh, huh go entirely to the next syllable: hover, press.

5. When combining several consonants in the middle of a word:

• two identical consonants necessarily go to the next syllable: O- leak, yes;
• two or more consonants usually go to the next syllable: sha-pka, ra- vny. Exception make up combinations of consonants in which the first is an unpaired voiced (sonorant): letters r, r, l, l, m, m, n, n, th :mark-ka, dawn-ka, bul-ka, insole-ka, dam-ka, ban-ka, ban-ka, bark-ka

Talking books
(the computer shows a syllable icon and says it out loud)

Educationchildren reading syllabically online:

• Talking books (the computer shows an icon of the syllable and can say it out loud)
• Online game Put the syllables in their places
• Game to strengthen reading skills Guess the word
• A game to develop a child’s figurative memory Extra warehouses
• Online game Word in the Matrix
• Game - training Guess the pictogram
• Online game Memorizing pictograms - warehouses

Literacy lessons and reading instruction

In literacy classes, it is important to offer children exercises to prepare their hands for the writing process. These are graphic games and graphic tasks preceded by finger exercises. Finger gymnastics are the simplest exercises based on bending and straightening the fingers, clenching the hand into a fist, and tapping the fingers on the surface of the table. The purpose of such exercises is to strengthen the muscles of the hand, relieve their excessive tension, and relieve hand tremors. As a result of performing graphic exercises, children learn:

a) freely direct movements according to scope, degree of pressure on the pencil, according to rhythm;

b) navigate on a sheet of paper;

c) represent lines various configurations continuous movement of the hand.

It is not advisable to ask children to write elements of letters or the letters themselves, small graphic elements, because this requires precision execution and enormous volitional efforts.

It is necessary to widely use shading and tracing contours. drawing a group of contour images on a line (plums, apples, acorns, etc.) lays down the skill of keeping a line, saving the size of a figure, and reproducing an image. All this will be needed at school when writing letters in a notebook. It is important that each graphic exercise has its own name: “Christmas tree garland”, “leaf pattern”, “airplanes”, etc. This figurative correlation allows children to see an object behind the line, develops imagination, creativity, and complex, time-consuming work to develop graphic skills that are interesting and attractive for a preschooler.

Classes on teaching reading should include elements of imagotherapy and its variety - puppet therapy. Considering the difficulty of the material, the use of such an understandable and familiar image for children - a doll - increases children's interest in the lesson, stimulates their attention and performance. The presented methodological scenarios for classes include the fairy-tale character Pencil. This hero is associated with the concept of “literacy”, “writing”. His tasks in the classroom are varied: introduces children to new material, plays games with them didactic games, makes “mistakes” that children are happy to correct, creates a heightened emotional background and mood.

In reading lessons, attention should be paid to the intonation expressiveness of speech. It is important to teach a child to identify intonation sounds in a word, a word in a sentence. Recreating the melody of speech, stress placement skills, and the ability to control the tempo and rhythm of speech will help lay the foundations for expressive reading, teach the student to highlight significant information, and convey his thoughts and feelings in speech.

The article was devoted to the topic "1 syllable".